Hannah M. Cates

SWBAT=
Students will be able to...

Quarter 1-
Completed

Thursday 10.13.2016
Objective: SWBAT apply active reading strategies to dialectic journal. SWBAT read for analysis writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #3 What is the BEST thing you have ever read and WHY? OR Do you believe there is a 'rape culture' in America? OR FREE WRITE

2. Continue with Kite Runner reading schedule.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.

OR (by popular vote)

Frying Pan--
Write ONE WORD that would title the story of a time you tried something new and how it turned out OR an event that made you realize you were not a child anymore.

Reflective Question: The first quarter of senior year is done. What thoughts are you having? What questions keep you up at night?

Wednesday 10.12.2016
Objective: SWBAT demonstrate understanding of text through formal assessment. SWBAT actively read for analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #2 What beliefs do you have that you would be willing to die for? How do you know? OR Body language says more than words. Discuss. OR FREE WRITE

2. CLICK HERE to take the test over chapters 10-20 in the KITE RUNNER.

3. Continue with Kite Runner reading schedule.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.

Reflective Question: Has reading The Kite Runner made you think of anything regarding your own perspectives on life and culture?

Tuesday 10.11.2016
Objective: SWBAT read to demonstrate understanding of text for content and analysis. Apply skill of dialectic journaling to the active reading process.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal # 1 It's the end of an era for you, write how you feel, what you realize, what you hope for, and what that might say about who you are and what you are becoming. OR Write an epiphany you have had over the last few weeks. OR FREE WRITE

2. Continue with Kite Runner reading schedule. Remember TOMORROW there will be a TEST over chapters 10-20.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.

Reflective Question: Do you think that Amir can actually ever be 'good again'?

Monday 10.10.2016
Objective: SWBAT actively listen to former KVHS students give their advice for new freshmen to college based on their experiences.

Standards Addressed: CBS L1.1, L2.1, L3.1, L3.2, L3.3

1. Special Guests:
Natalie Coldiron and Hunter Ahrendt

CLICK HERE for the presentation from class.

Reflective Question: What is something you heard today that made you think about your own post high school plans?

Friday 10.7.2016
Objective: SWBAT demonstrate impromptu speaking and listening skills.
FRYING PAN FRIDAY

Standards Addressed: CBS L1.1, L2.1, L3.1, L3.2, L3.3, S3,4

1. Write ONE WORD that would title the story of one of the most influential or memorable moments of your high school years.

Reflective Question: What can you learn from hearing the stories of others?

Thursday 10.6.2016
Objective: SWBAT apply decoding strategies to define the meanings of new words. SWBAT read and annotate for analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1, L3.1, L3.2, L3.3

1. Review vocabulary for 3-5 minutes.

2. Take Etymology and Vocabulary test #6.

3. Continue with Kite Runner reading schedule. Remember next week there will be a TEST over chapters 10-20.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.

Reflective Question: What are your thoughts regarding the intricate plot structure and characterization created in The Kite Runner?

Wednesday 10.5.2016
Objective: SWBAT apply analysis strategies to reading. SWBAT articulate text observations through dialectic journal.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1, L3.1, L3.2, L3.3

1. Continue Reading.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.

Reflective Question: Analysis can be difficult to write because no one can tell you WHAT to think or exactly HOW to express it. What are the main things you are struggling with as it come to understanding analysis and how to write it?

Tuesday 10.4.2016
Objective: SWBAT demonstrate understanding of text and delve into literary analysis by writing an essay to demonstrate skill.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1, L3.1, L3.2, L3.3

1. Students are in computer lab 233. Students are given class time to write an essay and submit. The essay is in response to one of many prompts dealing with the material in The Kite Runner chapters 11-15.

Reflective Question: What is a challenge of writing an essay under a time constraint? How will you prepare to improve your feeling and quality of writing in the future?

Monday 10.3.2016
Objective: SWBAT read and annotate collegiate level text and prepare for writing and discussing analysis of text. SWBAT compile annotations into a dialectic journal to stimulate writing topics and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1, L3.1, L3.2, L3.3

1. CLICK HERE for the reading schedule for Kite Runner.

2. Plan for an in-class analysis essay. You may use your dialectic journal, but NO BOOKS. Also plan to use the HATMAT introparagraph structure to guide your writing. You will be assigned a topic that will be applied mainly to chapters 11-15, although you may draw from chapters 1-10 for support to enhance analysis and meaning.

Reflective Question: What are some essential questions that Hoesseini addressed in his plot and characters?

Friday 9.30.2016
Objective: SWBAT actively view a documentary which explores issues of HUMAN CULTURE in Afghanistan, as well as areas of content that bring to light HUMAN STRUGGLES and the commonalities between all cultures across time. SWBAT, through visual representation, discover the landscape and people of Afghanistan not only for the understanding and analysis of a text, but also to create a frame of reference for current issues happening in the world today.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1, L3.1, L3.2, L3.3

1. CLICK HERE to watch the documentary from class: "Stories Told by the Wind"
Although the span of time is not equal to the setting of The Kite Runner, there is evidence of those times represented in the novel, and seeing the real-life accounts of past and present, may enhance your ability to analyze not only the content of the novel, but the issues of culture at play in the world as compared to what you know about your own life. Can you picture Hassan's life? Amir's?
For future interest: Consider another documentary entitled "Fault Lines: This is Taliban Country"
CLICK HERE for the video.

2. Continue Reading.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.
Your next assessment will be an analysis quick write-- information to come.

Thursday 9.29.2016
Objective: SWBAT demonstrate level of mastery when applied to usage of collegiate level vocabulary. SWBAT actively read and compile dialectic journal for future discussion and writing. Students will continue to refine their observation skills in regards to analysis and understanding of the GREATER IMPLICATIONS of the HUMAN CONDITION.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1, L3.1, L3.2, L3.3

1. JOURNALS ARE DUE!

2. Review for VOCABULARY TEST!

3. Continue Reading.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.
Your next assessment will be an analysis quick write-- information to come.

Reflective Question: What is a structural element of text that you find most effective in conveying a controversial theme to an audience? Why?

Wednesday 9.28.2016
Objective: SWBAT actively read and compile dialectic journal for future discussion and writing. Students will continue to refine their observation skills in regards to analysis and understanding of the GREATER IMPLICATIONS of the HUMAN CONDITION.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1, L3.1, L3.2, L3.3

1. Journals are DUE TOMORROW!! Make sure you have 10 entries compiled in a notebook.

2. IF NOT ALREADY DOING SO, BEGIN TO DEMONSTRATE OBSERVATIONS OF AFGHANI CULTURE AND RELIGION AS YOU WRITE IN YOUR JOURNAL. THERE SHOULD BE SOME COMMENTARY ON THESE ISSUES WITH YOUR JOURNAL WRITING.
CLICK HERE for an informational video and resources regarding Afghan culture and the Taliban rule.
CLICK HERE to explore some basic cultural aspects of AFGHANISTAN through an interactive website put together by TIME Kids.
Remember that getting a handle on language, culture, society, and history can help you see parts of a piece of writing you may have missed otherwise, and allows you to demonstrate a higher knowledge base in writing and discussing. How can understanding be demonstrated in your DIALECTIC JOURNAL?

3. Continue Reading.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.
Your next assessment will be an analysis quick write-- information to come.

Reflective Question: Are there any ways that you think thinking analytically has changed your approach to school or life?

Tuesday 9.27. 2016
Objective: SWBAT demonstrate mastery of plot content through chapter 10 of The Kite Runner. SWBAT demonstrate level of mastery in identifying analysis in writing versus summary.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. Journal #10 Discuss the quote, "Perception is the only reality." and apply the ideaology to the content and charactarization found in The Kite Runner. OR Write about the presidential debate. OR Free Write

2. CLICK HERE to take the test over chapters 1-10 in The Kite Runner.

3. After the test, if time, continue reading. CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.
Your next assessment will be an analysis quick write-- information to come.

Reflective Question: How can literature pass down culture?

Monday 9.26.2016
Objective: SWBAT finish reading chapters 1-10 in The Kite Runner and prepare for quiz tomorrow over content all the while adding to dialectic journal which will be collected at the books, end.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. Continue reading The Kite Runner and adding to your dialectic journal. Remember to include commentary and quotes to prepare you for analysis writing and discussing.
CLICK HERE for Mrs. Cates' sample dialectic journal.
CLICK HERE for the reading schedule.
Reminder: QUIZ over chapters 1-10 tomorrow!

Reflective Question: What does the character of Amir teach a reader about the idea that "there is no reality, only perception"?

Friday 9.23.2016
Objective: SWBAT actively read for analysis of text in preparation for introspection, discussion, and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. Continue reading The Kite Runner and adding to your dialectic journal. Remember to include commentary and quotes to prepare you for analysis writing and discussing.
CLICK HERE for Mrs. Cates' sample dialectic journal.
CLICK HERE for the reading schedule.

Reflective Question: In what aspect do you feel that AMIR's character is a reflection of the complicated working of a young mind as it perceives the world around them and understands reality?

Thursday 9.22.2016
Objective: SWBAT demonstrate level of mastery of collegiate vocabulary. SWBAT actively read for analysis of text in preparation for introspection, discussion, and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. Review vocabulary for 3 minutes.

2. Take vocabulary test #4. (See Etymology and Vocabulary Test tab.)

3. Continue reading The Kite Runner and adding to dialectic journal. Remember the journal will serve as a place to demonstrate your level of not only text observation, but also analysis.

Reflective Question: What can reading the novel, The Kite Runner teach you about considering perspectives of others?

Tuesday-Wednesday 9.20-21.2016
Objective: SWBAT participate in class discussion guided by reading of The Kite Runner and dialectic journal. SWBAT demonstrate cohesive thought articulated on a specific point in relation to their understanding of the reading from a comprehensive, analytical, and personal perspective.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. CLICK HERE for the discussion questions from class. Students will get credit for contributing quality commentary and observations on the talking points assigned in class. Students will also be given credit for commenting on other students.

Reflective Question: What is the significance of the diverse relationship between Amir and Hassan according to your understanding of the plot and the Afghanistan culture.

Monday 9.19.2016
Objective: SWBAT practice active/close reading by continuing a dialectic journal with preparation for analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. Journal #9
In what way does your world view affect your values? OR Demonstrate in writing the effectiveness of word choice. OR FREE WRITE

2. Continue reading The Kite Runner and adding to your dialectic journal. Remember to include commentary and quotes to prepare you for analysis writing and discussing.
CLICK HERE for Mrs. Cates' sample dialectic journal.
CLICK HERE for the reading schedule.
CLICK HERE for the complete list of discussion questions for tomorrow.

3. Each student will get a discussion question/topic to speak on in our class discussion over chapters 1-5 tomorrow. Please come prepared to initiate conversation on your points.

Reflective Question: Who are the main characters in The Kite Runner and how are they developed in the first five chapters of The Kite Runner?

Friday 9.16.2016
Objective: SWBAT demonstrate level of mastery in using and defining college level vocabulary. SWBAT actively read The Kite Runner and document text engagement with a dialectic journal.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. Take Etymology/Vocabulary test #3. (See Etymology and Vocabulary Test tab.)

2. CLICK HERE for the READING SCHEDULE to follow during the course of engagement with The Kite Runner.
CLICK HERE for the guiding presentation to use with content exploration and clarification while reading The Kite Runner.

3. Spend time reading silently. Goal: To be able to complete reading within the time given in class, and to save time outside of school for other things!

Reflective Question: What are some elements of Afghan culture that you see so far in the book? Think of the introductory presentation.

Thursday 9.15.2016
Objective: SWBAT apply the background Afghani culture and history info to a better understanding of the content, characters, and themes of The Kite Runner. SWBAT actively read and annotate while reading, using a dialectic journal to compile thoughts, observations, and analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W2.1, W2.2, R4.1

1. Reminder: VOCAB TEST TOMORROW over sets 1-3!

2. CLICK HERE to record your book number (THE KITE RUNNER)

3. Begin reading, by first hearing the first chapter of The Kite Runner read aloud by the author. Continue reading silently, making entries into the dialectic journal.
CLICK HERE for the guiding presentation regarding the culture and history of Afghanistan.
CLICK HERE for the audio reading of chapter 1.

Reflective Question: What purpose does literature serve in passing down culture?

Wednesday 9.14.2016
Objective: SWBAT actively listen to introductory information and apply content to understanding the setting and text of The Kite Runner. Prepare to use analysis while reading and making connections.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5

1. Journal #8 Write about a time when you had to make a hard decision and you chose one that hurt another person. OR Write about your relationship with your parents and what that says about you, them, and parenting in general. OR FREE WRITE

2. Submit HARD COPIES of analysis along with annotations.

3. Introduction to The Kite Runner.
CLICK HERE for the guiding presentation from class.

Reflective Question: What is the significance of knowing about the cultural base in a novel? What does that background do for a reader when it comes to analysis.

Monday-Tuesday 9.12-13.2016
Objective: SWBAT demonstrate mastery in collegiate level analysis writing in response to a short story.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5

1. Continue working to complete the literary essay in response to a short story. Don't forget that HARD COPIES of both annotations and essay are due WEDNESDAY!
CLICK HERE for the guiding presentation.

Reflective Question: What two questions does higher levels of analysis answer? (referring to the analysis rings)

Friday 9.9.2016
Objective: SWBAT demonstrate mastery level using collegiate etymology and vocabulary. SWBAT apply knowledge of annotation for analysis to a short story of choice. SWBAT demonstrate level of mastery in writing analysis using the essential questions by drafting a literary analysis in response to the short story reading.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W1.1

1. Take Etymology and Vocabulary TEST #2.
(See Etymology/Vocab Test tab.)

2. Continue working to complete the literary essay in response to a short story. Don't forget that HARD COPIES of both annotations and essay are due WEDNESDAY!
CLICK HERE for the guiding presentation.

Reflective Question: How can analysis open up doors for intellectual discourse?

Wednesday-Thursday 9.7-8.2016
Objective: SWBAT apply knowledge of annotation for analysis to a short story of choice. SWBAT demonstrate level of mastery in writing analysis using the essential questions by drafting a literary analysis of their short story.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5

1. CLICK HERE for the guiding presentation regarding short story analysis and essay writing. Please make use of your WORK TIME! Essay and annotations DUE on WEDNESDAY! HARD COPY!

Reflective Question: What is something about writing analysis that you understand now, that you didn't at the beginning of the year?

Tuesday, 9.6.2016
Objective: SWBAT engage in intellectual discourse in response to analysis of peers using "The Dark Brown Dog" by Stephen Crane as text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5, W3.1, S2.2

1. Journal #7 Is there a topic that everyone in the human race would agree on? If so, what? Defend your position. OR Some say music is the language of the soul, speaking to the mind in the ways words can not. How do you feel about this statement? OR FREE WRITE

2. CLICK HERE for the guiding resource to use with "The Dark Brown Dog". Complete STEP 7, making sure that ONE PERSON completes the form for discussion provided. Before leaving class, be sure to submit your HARD COPIES of Thesis Statement, Analysis, and Annotations.

Reflective Question: How can perspectives guide analysis that in turn spark discussion?

Thursday-Friday
9.1-2.2016
Objective: SWBAT read and annotate a piece of text and write a thesis statement that addresses an essential question. SWBAT use text evidence to stimulate analysis. SWBAT demonstrate mastery of vocabulary.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5

1. Journal #6 For thousands of years, humans have had the ability to love and hate each other. What forces do you believe perpetuate either one or the other? OR What is the importance of being able to put aside your own impressions about life and think about a different perspective? Do you think that people can really put aside self? OR FREE WRITE

2. Take ETYMOLOGY and VOCABULARY TEST #1.
(Click on TEST #1 on Vocabulary and Etymology Test tab.)

3. Continue working on the analysis assignments dealing with Stephen Crane's short story, A Dark Brown Dog. Plan for discussion on TUESDAY, along with submission of document.
CLICK HERE for the guiding presentation.

Reflective Question: How can a text attempt to answer the essential questions? How can you know by reading how an author feels on certain life issues even when it is not directly stated?

Wednesday 8.30.2016
Objective: SWBAT read and annotate text for analysis. SWBAT practice formulating a thesis statement in response to an AP Text and Essential Questions for analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R4.3, R4.5

1. Journal #5 Write about the complexities in thinking, from your perspective, as it pertains to women and men. OR What background knowledge do you have that you think might shape your world view? Why do you think and do the things you do? Why do you believe the things you do? OR FREE WRITE

2. Submit HARD COPIES of your analysis assignment completed in response to The Flowers by Alice Walker.

3. Analyzing a text using essential questions: A Dark Brown Dog
CLICK HERE for the guiding presentation for the content and reading and writing requirements.
Class discussion and papers due FRIDAY!

4. Reminder: Vocabulary test tomorrow! See set 1!

Reflective Question: How can analysis demonstrate a strong knowledge base?

Monday-Tuesday 8.29-30.2016
Objective: SWBAT reread a short story and annotate for analysis. SWBAT identify literary terms, and significant ways the author uses language, and then articulate that in thesis statement creation, and analysis points.

Standards Addressed: CBS R3.1, R3.2, R4.3, W1.1

1. CLICK HERE for the guiding presentation for your tasks regarding, reading, annotating, analysis, and writing in regards to The Flowers by Alice Walker.
HARD COPIES of your assignment are due WEDNESDAY.
CLICK HERE for a digital copy of the analysis rings.

2. Reminder: Vocabulary Test THIS THURSDAY! See Etymology and Vocabulary tab. Study set 1. All tests will be cumulative.

Reflective Question: What are some ways that you can demonstrate a strong knowledge base when you analyze literature? What commentary might set you apart from a reader who merely comprehends?

Friday 8.26.2016
Objective: SWBAT practice reading a short story for analysis and modeling analysis writing example.

Standards Addressed: CBS R3.1, R3.2, R4.3, W1.1

1. Journal #4 Write impressions/implications of this part of the poem "I Like a Look of Agony" by Emily Dickinson:
I like a look of agony,
Because I know it's true;
OR What is poverty? OR Free Write

2. Read "The Flowers" and practice annotation, then complete an analysis writing task using both analysis rings and HATMAT introduction paragraph structure.
CLICK HERE for your writing/reading/analysis tasks.
* DUE TUESDAY--You will have class time to work on MONDAY.

3. CLICK HERE for the Analysis v. Summary presentation. Use the tools to help you craft a sound literary analysis identifying some of the key elements the author uses to include the reader in realizing some very big ideas about life.

Reflective Question: What is the difference between analysis and summary?

Thursday 8.25.2016
Objective: SWBAT examine elements of analysis and identify it in writing samples. SWBAT differentiate between summary and analysis.

Standards Addressed: CBS R3.1, R3.2

1. Return AP Timed Essays.
Explain scoring.

2. Summary v. Analysis
CLICK HERE for the presentation from class.

3. Prepare to use analysis skills to write future essays, using the ability to differentiate between pure summary and literary analysis.
CLICK HERE for the marker verbs to use that may enforce or indicate analysis in your writing.

Reflective Question: Can you describe what analysis looks like in writing?

Wednesday 8.24.2016
Objective: SWBAT apply knowledge of narrative essay writing to successful college and scholarship essays. SWBAT apply information gleaned from the guidance department as they set up their common application and begin the process of applying to colleges and for scholarships.

Standards Addressed: CBS W5.1, W4.1

1. Journal #3 Is the good of the many always worth sacrificing the good of the few? OR Write about politics. OR FREE WRITE

2. CLICK HERE for the guiding presentation about college and scholarship essay writing.

3. Work on your own college planning and applying 'to-do' list with opportunity to ask for help.

Reflective Question: What are three main things you need to focus on getting done as you apply for colleges?

Monday-Tuesday
8.22-23.2016
Objective: SWBAT apply knowledge of narrative essay writing to successful college and scholarship essays. SWBAT apply information gleaned from the guidance department as they set up their common application and begin the process of applying to colleges and for scholarships.

Standards Addressed: CBS W2.1, W3.2

1. Journal #2 Time is often referred to as our most valuable commodity. Discuss your thoughts. OR Nature v. Nurture. OR FREE WRITE

2. CLICK HERE for the guiding presentation about college and scholarship essay writing.

3. Work on your own college planning and applying 'to-do' list with opportunity to ask for help.

Reflective Question: What are three main things you need to focus on getting done as you apply for colleges?

Friday 8.19.2016
Objective: SWBAT actively listen to guidance explain requirements for college and guidelines for scholarships and applications and apply that information to their own collegiate efforts.

Standards Addressed: CBS L3.1, L2.1

1. Guidance visits to help students with the college application process and gives time for questions.

Reflective Question: What is something that you are still confused about as you think about planning to apply to colleges?

Thursday 8.18.2016
Objective: SWBAT explore personal philosophies and emotional realities about life while writing a letter to their future self.

Standards Addressed: CBS W2.1, W3.1

1. Journal #1 Discuss the difference between learning and doing. OR Discuss the way that your mind responds to literature--what things peak your interest and what does that say about your character and personality? OR Free Write

2. Letter to future Self
CLICK HERE for directions.
Submit by MONDAY!

Reflective Question: What parts of your high school years to you think will be the most important to you when you leave? Why?

Wednesday 8.17.2016
Objective: SWBAT demonstrate level of analytic writing proficiency by completing a timed AP Lit Essay.

Standards Addressed: CBS W1.1, W2.2

1. Complete writing prompt on paper and turn in by the end of class. You should use the summer reading text as your guiding literature.

Reflective Question: In your mind, what is the difference between summary writing and analysis writing?

Tuesday 8.16.2016
Objective: SWBAT demonstrate level of mastery of college level literary vocabulary by taking a terms test. SWBAT practice organic and emergent analysis writing by journalling. SWBAT understand expectations for AP in-class writing prompt.

Standards Addressed: CBS R1.1, R2.1, R4.2

1. Journal #1 Discuss the difference between learning and doing. OR Discuss the way that your mind responds to literature--what things peak your interest and what does that say about your character and personality? OR Free Write
SPECIAL NOTE: I always encourage you to write freely, however you should still attempt to put quality, philosophical or reflective thoughts on paper. This exercise will help refine your opinions of the world and prepare you to write better analysis. Even with free writing, your grade will be deducted for poor quality of content.

2. Terminology Test Part 2: CLICK HERE to access the test.

3. AP In-class writing prompt expectations.
CLICK HERE for some helpful tips in AP Essay writing.

4. CLICK HERE to watch 'Figurative Language Bomb'--remember, only those who understand the literature terms will be able to find it humorous.

Reflective Question: What kind of writing should be included in your journal?

Monday 8.15.2016
Objective: SWBAT demonstrate level of mastery of college level literary vocabulary by taking a terms test.

Standards Addressed: CBS (college board standards) W2.1, W3.2

1. You will be submitting your journal after every TEN entries. Each entry should be dated, and a composition page long. You are responsible for a journal entry even when you are absent.

Journal #1 Discuss the difference between learning and doing. OR Discuss the way that your mind responds to literature--what things peak your interest and what does that say about your character and personality? OR Free Write
SPECIAL NOTE: I always encourage you to write freely, however you should still attempt to put quality, philosophical or reflective thoughts on paper. This exercise will help refine your opinions of the world and prepare you to write better analysis. Even with free writing, your grade will be deducted for poor quality of content.

2. Terminology Test Part 1.
CLICK HERE to access the test.

Tomorrow: Terminology Test Part 2.
CLICK HERE to access the test.

Reflective Question: What value is there in strengthening your literary vocabulary as you head into a college-level literature course?

Friday 8.12.2016
Objective: SWBAT demonstrate completion of summer work with on-time submission. SWBAT understand teacher and class expectations.

Standards Addressed: CBS (college board standards) R2.1, R4.3

1. Collection of summer work and attendance.

2. Expectations of an AP Student.
CLICK HERE for the syllabus.
Tour teacher website.
Sign up for REMIND!!

3. CLICK HERE to practice terms for test on MONDAY!

Reflective Question: Have you studied for your AP terminology test? Do you have a VARSITY TUTORS ACCOUNT?

Quarter 2-
Completed

Tuesday-Thursday 12.20-22.2016
FINALS WEEK!
Objective: SWBAT demonstrate mastery in concepts studied through the semester. SWBAT work to revise essays for analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. If not taking a final, students should use the time given in class on the modified schedule to study or work on essay revisions.
CLICK HERE for the final exam schedule.

2. CLICK HERE for the link to the final. You will be given the password during your class period. All scores will be sent on the LAST day the final is taken to keep the test material secure from other sections.

Reflective Question: You are stuck between the continuation of an era and it's ending. What do you feel?

Thursday-Friday 12.15-16.2016
(TWO, THEN ONE SCHOOL DAY UNTIL FINALS!)
Objective: SWBAT practice AP terminology identification and definitions. SWBAT film to text. SWBAT revise essays to improve analysis and structure.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Review for the FINAL!
CLICK HERE for the study guide.
CLICK HERE for the quizlet which includes important terms to know.

2. Revise essays for submission by December 16! Remember your most recent AP Essay revision can be submitted by December 23rd.

3. IF time: Begin film rendition of Brave New World to compare artistic expression of literature. How is the quality and content affected?
CLICK HERE for the film link from class.

Reflective Question: What is a message that Hoessini was attempting to send to a reader through the character of Amir?

Wednesday 12.14.2016
(THREE SCHOOL DAYS UNTIL FINALS!)
Objective: SWBAT apply analysis to AP Timed essay that emulates the AP Exam format. SWBAT practice writing wtih sophisitcated, collegiate syntax.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Timed Writing-- This is done in class in response to Brave New World and AP prompt. This grade will be a portion of the total for the FINAL EXAM. All revisions for this can be submitted for review by December 20.

Reflective Question: What is your strategy to plan and execute the timed essay? How can you go in and NOT anticipate a revision opportunity? How would that change your approach?

Tuesday 12.13.2016
(FOUR SCHOOL DAYS UNTIL FINALS!)
Objective: SWBAT engage in peer-led activities and discussion and demonstrate comprehension and analysis of college-level text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Brave New World Group Teaching Project--Chapters 17-18.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.

Special Reminder: TOMORROW you will do an in-class AP writing to a prompt. You should consider the ENTIRE NOVEL for text reference. This will be HAND WRITTEN to practice for the AP Test Format, and will be part of your final grade. Final will be divided into two scores: multiple choice section and essay section.
You will have until December 20 to make revisions, all other revisions are due NO LATER than December 16th (Friday).

Reflective Question: What are the parts to include in an introduction paragraph? HATMAT

Monday 12.12.16
(FIVE SCHOOL DAYS UNTIL FINALS!)
Objective: SWBAT prepare for analysis essay using Brave New World as text reference.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Review the overall plot and textual elements used by Huxley in Brave New World and prepare to complete a timed AP Writing over a prompt using BNW as text reference.

2. CLICK HERE for the FINAL STUDY GUIDE.

3. Peer-guided lesson over the end of Brave New World will take place tomorrow. The timed writing will be WEDNESDAY.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.

Reflective Question: What do you do differently when approaching literary analysis than you might have done at the beginning of the year? Do you think you have grown in the area of literary analysis?

Friday 12.09.2016
Objective: SWBAT apply active reading process to collegiate-level text and prepare for analysis writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Work to prepare for your group teaching day OR your role as a student for the lesson your peers create. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.
The next chapter section to read in preparation for is chapters 17-18 by December 12 (Monday).
This presentation is also a drop down tab under AP ENGLISH.

SPECIAL ANNOUNCEMENT: AP Timed Writing will take place on TUESDAY. The text reference will be Brave New World. This will be written on paper. Revisions will have to be completed by December 20 in order for them to be included on your Semester 1 grade.

Reflective Question: There are a lot of things to analyze when thinking about the content and greater implications of Brave New World. What are some things that come to mind that Huxley presents about the HUMAN CONDITION?

Thursday 12.08.2016
Objective: SWBAT engage in peer-led activities and discussion and demonstrate comprehension and analysis of college-level text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Brave New World Group Teaching Project--Chapters 14-16.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.

Reflective Question: What is the most valuable thing you have learned through writing analysis?

Wednesday 12.07.2016
Objective: SWBAT apply active reading process to collegiate-level text and prepare for analysis writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Work to prepare for your group teaching day OR your role as a student for the lesson your peers create. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.
The next chapter section to read in preparation for is chapters 14-15 by December 8 (Tomorrow).
This presentation is also a drop down tab under AP ENGLISH.

Reflective Question: What does Huxley teach us about the human ego?

Tuesday 12.06.2016
Objective: SWBAT engage in peer-led activities and discussion and demonstrate comprehension and analysis of college-level text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Brave New World Group Teaching Project--Chapters 12-13.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.

Reflective Question: How can you determine if a piece of literature is considered one of LITERARY MERIT?

Monday 12.05.2016
Objective: SWBAT apply active reading process to collegiate-level text and prepare for analysis writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Work to prepare for your group teaching day OR your role as a student for the lesson your peers create. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.
The next chapter section to read in preparation for is chapters 12-13 by December 6 (Tomorrow).
This presentation is also a drop down tab under AP ENGLISH.

Reflective Question: What are the THREE components of an EXCELLENT thesis statement for a literary analysis essay?

Friday 12.02.2016
Objective: SWBAT engage in peer-led discussions over collegiate-level text and apply analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Brave New World Group Teaching Project--Chapters 10-11.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.

Reflective Question: Could you write a thesis statement that would demonstrate analysis of the literary elements and greater implications of Brave New World?

Thursday 12.01.2016
Objective: SWBAT use reading strategies to prepare for literary analysis in both discussion and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Work to prepare for your group teaching day OR your role as a student for the lesson your peers create. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.
The next chapter section to read in preparation for is chapters 10-11 by December 2 (Tomorrow).
This presentation is also a drop down tab under AP ENGLISH.

Reflective Question: Who is the person in the book who MOST challenges the current generation to question their daily influences?

Wednesday 11.30.2016
Objective: SWBAT engage in peer-led discussions over collegiate-level text and apply analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Brave New World Group Teaching Project--Chapters 8-9
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.

Reflective Question: What is a major social reality that Huxley attempts to illustrate with his characterization of Bernard?

Tuesday 11.29.2016
Objective: SWBAT use reading strategies to prepare for literary analysis in both discussion and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Work to prepare for your group teaching day OR your role as a student for the lesson your peers create. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
CLICK HERE for the lesson presentation/reading schedule.
The next chapter section to read in preparation for is chapters 8-9 by November 30 (Tomorrow).
This presentation is also a drop down tab under AP ENGLISH.

Reflective Question: Do you still know what the HATMAT structure is for an introduction paragraph for a literary analysis essay?

Monday 11.28.2016
Objective: SWBAT engage in peer-led discussion over collegiate-level text. SWBAT demonstrate collaboration with peers to solidify understanding.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. BRAVE NEW WORLD peer teaching over chapters 6-7.
CLICK HERE for the link to the presentation schedule and rubric.

Remember that all quizzes for the peer teaching will be on the drop down menu.

Reflective Question: What is the benefit to being able to teach others about material you need to learn as well?

Tuesday 11.22.2016
Objective: SWBAT apply impromptu speaking skills to narrative creation.

Standards Addressed: CBS W1.1, W3.1, S2.1, S2.2, S3.2

1. Frying Pan!
Write ONE WORD that would title the story of a time when you didn't speak up but should have, OR when you did speak up but shouldn't have OR when you felt truly thankful for something or someone in your life.

2. Extra Credit Opportunity: Write 1-2 FULL-PAGE Thank-You letters to current KVHS teachers/staff, and based on quality, earn 1-10 bonus points. DUE BY THE END OF THE DAY!

Reflective Question: There are 15 school days left before finals. Where does that leave you mentally? Educationally? Spiritually? Physically? Reflect.

Monday 11.21.2016
Objective: SWBAT engage in an environment like the setting of Brave New World with a focus on hedonism and appreciation.

Standards Addressed: W1.1, W3.1

1. Journals DUE by TOMORROW!

2. Brave New World setting:

View stand-up comic to insight dopamine from laughter (Tim Hawkins)
Express gratitude through letter writing- Extra Credit Opportunity: Write 1-2 FULL-PAGE Thank-You letters to current KVHS teachers/staff, and based on quality, earn 1-10 bonus points.

Reflective Question: Psychologists claim that engaging in activities that cause joy can increase length of life, and productivity. How much time to you set aside to engage in things that cause you joy and happiness? Do you think the amount of pleasure in your life correlates to the quality of it?

Friday 11.18.2016
Objective: SWBAT demonstrate solid comprehension of collegiate text, Brave New World chapters 1-5 through formal assessment. SWBAT apply active reading skills in preparation for discussion, analysis, and group instruction of chapter sections.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Journals DUE! Please make sure to have them turned in NO LATER than TUESDAY!

2. Take Test over content in Brave New World chapters 1-5.

3. Work to prepare for your group teaching day. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
This presentation is also a drop down tab under AP ENGLISH.
In order to allow for the best reading environment, the group who is scheduled to present next in order may go to the library to talk and plan if needed. (Chapters 6-7)

Reflective Question: What is the significance of being able to identify content in literature that speaks to or about the HUMAN CONDITION? How does that prove your intellect more than just being able to list events?

Thursday 11.17.2016
Objective: SWBAT apply concepts of working with google forms to quiz creation and grading. SWBAT work with peers to discuss selected portion of Brave New World and collaborate to prepare an in-depth study of the chapters. SWBAT demonstrate mastery of knowledge of collegiate level vocabulary.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Take Vocabulary Test #9.

2. Revisit expectations of BNW group teaching presentation components.
High Points:

quiz expectations and creation
presentation implements and options
how and what to submit and where
discussion questions- what is the focus?

FIRST GROUP LESSON will be Monday, November 28, 2016

3. Work to prepare for your group teaching day. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
This presentation is also a drop down tab under AP ENGLISH.
In order to allow for the best reading environment, the group who is scheduled to present next in order may go to the library to talk and plan if needed. (Chapters 6-7)

Reflective Question: What is the benefit of creating all the supplemental materials you use to convey information as opposed to merely using a previously-created item?

Wednesday 11.16.2016
Objective: SWBAT work collaboratively to synthesize content within a collegiate level text and teach and lead discussion about significant portions.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Journal #10 Can someone who has never felt sadness, actually be truly happy? OR What about the human psyche indicates intelligent design? Discuss the understanding you have of science, creation, and how they all go together. OR FREE WRITE
JOURNALS DUE FRIDAY!

2. Work to prepare for your group teaching day. Continue reading, using the presentation schedule as a pacing guide.
CLICK HERE for the guiding presentation for Brave New World.
This presentation is also a drop down tab under AP ENGLISH.
In order to allow for the best reading environment, the group who is scheduled to present next in order may go to the library to talk and plan if needed. (Chapters 6-7)

REMINDER; Vocabulary Test Tomorrow over sets 1-9!

Reflective Question: What future value do you believe analysis writing practice will have for you? Or perhaps you have not yet realized that there IS value?

Tuesday 11.15.2016
Objective: SWBAT apply analysis writing skills to a timed in-class AP prompt.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

Meet in computer lab to complete in-class analysis writing over chapters 1-5 in Brave New World.
Books are not to be used as a reference, therefore no exact quotes will be expected.

Reflective Question: What can you identify as a human theme as presented by Huxley in his novel, Brave New World?

Monday 11.14.2016
Objective: SWBAT apply active reading strategies and discussion skills to collegiate text, and prepare for analysis writing in a timed setting, to a prompt.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Discuss Brave New World and answer questions regarding plot and characters to prepare for in-class AP analysis timed writing that will take place tomorrow. NO BOOKS used for resource!
Be able to write analysis which focuses on the techniques of writing, their effects, and the greater implications of the text. Although your prompt may only be referring to a part of chapters 1-5, you should be able to write your response with consideration of chapters 1-5 as a whole.

2. Read THROUGH chapter 5 in preparation for an in-class analysis essay to an AP style prompt over chapters 1-5 of Brave New World.
CLICK HERE for the guiding presentation. (Also a drop down in the AP English menu).

Reflective Question: Why does the power of the text of Brave New World increase when the time period of the writing is taken into consideration?

Friday 11.11.2016
VETERAN'S DAY
Objective: SWBAT demonstrate mastery of knowledge regarding prescribed collegiate vocabulary. Apply active reading process to collegiate text in preparation for analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Take Vocabulary Test #8. (See Vocabulary Test tab)

2. Continue reading Brave New World. You should read THROUGH chapter five by TUESDAY and be prepared for an in-class AP analysis writing to a prompt.
CLICK HERE for the guiding presentation. (Also a drop down in the AP English menu).

Reflective Question: What are you confused about when it comes to Brave New World and the overall plot in chapters 1-5? Bring questions Monday!

Thursday 11.10.2016
Objective: SWBAT apply the active reading process to the dissection of a portion of cinematic technique in dialogue to identify conversations taking place.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Referring to Chapter 3, use the printed portion and dissect the major conversations taking place by highlighting the dialogue to indicate the cinematic technique.
CLICK HERE for the assignment dealing with the cinematic dialogue in chapter 3. (See slide #8.)

READ THROUGH CHAPTER FIVE BY THE START OF CLASS TUESDAY--AP TIMED ESSAY.

Wednesday 11.09.2016
Objective: SWBAT apply active reading process to collegiate-level text and prepare for oral and written responses which include sophisticated syntax, vocabulary, and analysis. SWBAT dissect a cinematic writing technique, establishing the speaker and scene.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Continue reading Brave New World. You should complete chapter 3 by THURSDAY and be prepared to dissect the major conversations taking place.
CLICK HERE for the guiding presentation. (Also a drop down in the AP English menu). The GUIDING PRESENTATION includes the assignments for the book! CHECK IT OUT!
CLICK HERE to submit your Brave New World book number.
READ THROUGH CHAPTER FIVE BY THE START OF CLASS TUESDAY--AP TIMED ESSAY.

2. CLICK HERE for the assignment dealing with the cinematic dialogue in chapter 3. (See slide #8.)

Reflective Question: Can you summarize the first three chapters of Brave New World? If not, you should go back and read/annotate for meaning.

Tuesday 11.08.2016
Objective: SWBAT apply active reading process to collegiate-level text and prepare for oral and written responses which include sophisticated syntax, vocabulary, and analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #9 Today is an important day in United States history. Many people have voice loud disappointment about the BOTH candidates running for office. Write your thoughts in regards to politics and honest information. Does the PERSON representing the PARTY really matter that much? OR Write your impressions of Brave New World and any connections to the 21st century that you have discovered. Did Aldous Huxley predict the tendencies of a future that we are living in? OR FREE WRITE

2. Etymology and Vocabulary Test THURSDAY. (Sets 1-8)

3. Continue reading Brave New World. You should complete chapter 3 by THURSDAY and be prepared to dissect the major conversations taking place.
CLICK HERE for the guiding presentation. (Also a drop down in the AP English menu)
CLICK HERE to submit your Brave New World book number.

Reflective Question: As you read Brave New World, consider the ideals that, on some level, the 21st century is completely comfortable with. What are some of the things you have noticed?

Monday 11.07.2016
Objective: SWBAT apply active reading strategies and reading for analysis to a novel from the modern period of literature, Brave New World.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

Continue reading Brave New World using the audio text as a introductory guide to the tone of the literature.
CLICK HERE for the guiding presentation. (Also a drop down in the AP English menu)
CLICK HERE to submit your Brave New World book number.

Reflective Question: Why do you suppose that the most ground breaking ideas are often offensive to the general public?

Friday 11.04.2016
Objective: SWBAT apply active reading strategies and reading for analysis to a novel from the modern period of literature, Brave New World.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #8 For a century the human race has managed to maintain a high level of innovation in fields of science and medicine. What are the dangers of such momentum, and how can what appears to be so positive in our culture, perhpas, one day, turn negatively? OR Write your understanding of dystopian and utopian literature? What philosophies are there behind the creation of each? OR FREE WRITE

2. Begin reading Brave New World using the audio text as a introductory guide to the tone of the literature.
CLICK HERE for the guiding presentation. (Also a drop down in the AP English menu)
CLICK HERE to submit your Brave New World book number.

Reflective Question: Why do you suppose that the most ground breaking ideas are often offensive to the general public?

Thursday 11.03.2016
Objective: SWBAT demonstrate level of mastery of collegiate level vocabulary and etymology by taking a formal assessment. SWBAT apply literary analysis writing strategies to revisions.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Take Etymology and Vocabulary Test #7. (See Etymology and Vocabulary Test Tab)

2. Work on revisions of previous literary analysis essays.

Reflective Question: What is the most valuable thing you have learned so far in AP English?

Wednesday 11.02.2016
Objective: SWBAT examine the life of Aldous Huxley, and consider the historical significance of the novel Brave New World.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #7 If you were REQUIRED by the government to design the 'perfect human' from the molecular level, what would that 'perfect human' be like? OR At the rate of our cultural changes now, and technology, make predictions about what the world will be like in 20 years, and defend your prediction with rationales based on your understanding of the world now. OR FREE WRITE

2. Reminder: Vocabulary test tomorrow over sets 1-7.

3. Introduction to Aldous Huxley and Brave New World.
CLICK HERE for the guiding presentation. (Also a drop down in the AP English menu)
CLICK HERE to submit your Brave New World book number.

Reflective Question: How can reading a text help you understand the human behind the words? Why might Aldous Huxley write much differently than Kaled Hoessini? How can making these connections help you in analysis of literature?

Tuesday 11.01.2016
Objective: SWBAT evaluate their own analysis essays for common errors and prepare to make revisions with models provided.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

Work on REVISING ANALYSIS ESSAYS!
1. CLICK HERE for the presentation guide for revising analysis essay for common errors.
*This may be typed. All revisions should be submitted with the original stapled to the back.

Reflective Question: Of the common errors that were mentioned in class, which is the one with which you most struggle?

Monday 10.31.2016
Objective: SWBAT evaluate their own analysis essays for common errors and prepare to make revisions.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Kite Runner AP Timed Essays returned.
Overall Class Performance:
Per. 5:         Per7:
A- 2              A- 2
B- 4          B- 4
C- 9          C-10
D- 2          D-5
F- 1              F- 0

2. Common Errors in Analysis Writing
CLICK HERE for the presentation to use in revision that highlights the common errors found in analysis writing. (Also a drop down tab under AP ENGLISH 12)

3. Prepare for revisions. REVISION DAY TOMORROW!

Reflective Question: When thinking about an impression of intellect made with writing, what things are most important for you to improve upon? Vocabulary usage? Sentence structure?

Wednesday-Friday 10.26-28.2016
Objective: SWBAT compare film to text and articulate elements of both expressions in writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Film Viewing: The Kite Runner

Reflective Question: In conveying a story through film as opposed to writing, what elements must be added or sacrificed? Why?

Tuesday 10.25.2016
Objective: SWBAT apply knowledge of the plot and characterization of The Kite Runner, and articulate analysis in response to an AP prompt--timed writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. AP Prompt--
Timed Writing

Reflective Question: What are three things you have realized about writing literary analysis that you did not fully realize or practice before this year? How might your skills help you in the collegiate realm where you are expected to draw your own conclusions on topics both current and historical?

Monday 10.24.2016
Objective: SWBAT apply analysis writing and discussion into a silent format.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1

1. Submit: Dialectic Journal for The Kite Runner
CLICK HERE to submit any digital work.

2. CLICK HERE to take the QUIZ over chapters 20-25 in The Kite Runner.

3. SILENT DISCUSSION
Each person will have a paper with the topic: Can Amir ever really be 'good again'?
1. Each person will label the entry with their FIRST AND LAST name and write their response for 3 minutes.
2. After 3 minutes, the papers are passed to the left.
When paper is passed, one minute to read response from previous writer.
3. Then 3 minutes to label response with FIRST and LAST name, comment, add or address any concepts mentioned.
4. This will continue until the paper has made a full circle around the group(s).

After the 'silent discussion', students will read samples of what was mentioned.

Each person will be graded on the quality of their response, their ability to incorporate the ideas of the text and any analysis.

Reflective Question: What were the challenges of the time limit and/or the material used to inspire your response? How can this practice help you in preparing for the AP Exam?

Friday 10.21.2016
Objective: SWBAT read collegiate text and prepare commentary for analysis writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #6 Revisit your journal from yesterday and add to it. OR If you consider yourself an open-minded person, or a deep thinker, how do you know? OR FREE WRITE

2. Finish with Kite Runner reading schedule.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.
All dialectic journals will be DUE MONDAY!

Reflective Question: What is something valuable that you have learned while reading The Kite Runner?

Thursday 10.20.2016
Objective: SWBAT explore their skills and talents as they complete personal interest surveys to help determine their passions for the future, and write to express the reflection that they have in response to their results.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. CLICK HERE for the guiding presentation that will direct you through your task for today. (Also found in drop down menu--KITE RUNNER.)

Reflective Question: What holds you back as a young person making your way in the world?

Wednesday 10.19.2016
Objective: SWBAT consider the text of The Kite Runner and elements of the plot for articulation both orally and in writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #5 Write about the importance of creativity. OR Write about the importance of education. OR FREE WRITE
CLICK HERE for the video from class to use as inspiration in journal writing and thinking.

2. Continue with Kite Runner reading schedule.
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.

Reflective Question: Can you determine if you have a thesis statement that will guide you into analysis writing?

Tuesday 10.18.2016
Objective: SWBAT apply the active reading process to The Kite Runner--for analysis/dialectic journal.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #4 Write about two people seeing each other for the first time. OR Write something inspired by a recent dream you had. OR FREE WRITE
*Don't forget to write to higher than obvious--what does your idea say about you or a larger truth in life?

2. Continue with Kite Runner reading schedule. NOTE CHANGES!!
CLICK HERE for the reading guide. Continue adding to your dialectic journal as well, making sure that EACH CHAPTER of the novel is represented. CLICK HERE for Mrs. Cates' sample dialectic journal.

3. NO VOCABULARY TEST THIS WEEK!

Reflective Question: Can you write a thesis statement using The Kite Runner as text basis, to answer TWO of the essential questions for analysis?

Quarter 3-
completed

Friday 3.17.2017
Objective: SWBAT use literary analysis to apply to reading and writing. SWBAT make correlations between an author's life and their work, and convey those things within research supported writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Follow the reading schedule for The Bell Jar, and plan for completion of the three assignments that correlate.
Refer to the guiding presentation which is a drop down option under AP ENGLISH 12.

Reflective Question: What can be learned from exploring the author of a work in regard to completely understanding the meaning of the work, and how might this apply to The Bell Jar?

Thursday 3.16.2017
Objective: SWBAT apply the literary models to the reading of post-modern literature, articulate observations in both speaking and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. Literary models present in The Bell Jar. Students will share their observations and submit their writing.
Comments on the observations, welcome!

2. If time: Continue to follow the reading schedule for The Bell Jar, keeping the three extension assignments in mind as you read.
The guiding presentation is a drop down option under AP ENGLISH 12.

Reflective Question: How does understanding a character indicate like-mindedness? How might it indicate open-mindedness?

Wednesday 3.15.2017
Objective: SWBAT apply the literary model 'inspired by Shakespeare' to text and articulate the use of the model within characters and setting elements and dialogue.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. How to Read Literature Like a Professor: When in Doubt, It's from Shakespeare
Refer to the guiding presentation which is located as a drop down menu option under AP ENGLISH 12.

2. Apply Literary Models to The Bell Jar
Where can you see the concept of Hamlet's "...to be or not to be?" in the way Esther Greenwood approaches her life? Where are the other models in play? (Quest, Communion, Vampire, Literature Repeating)
TASK: Write a short explanation indicating the appearance of one of the literary models in the novel, and how it contributes to the plot. Be prepared to read and submit your response tomorrow in class.

Reflective Question: How might the literary models change and shape the way you can communicate about the impacts of literature?

Tuesday 3.14.2017
Objective: SWBAT apply content knowledge and analysis to help identify key elements in an autobiographical plot. SWBAT use writing with text reference to articulate observations pertaining to the significance of the author's choice of syntax and diction.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. CLICK HERE to take the assessment over Chapters 1-6 in The Bell Jar.

2. Complete the EXTENDED RESPONSE portion, using your text as reference for direct quotes.

3. Continue reading The Bell Jar following the reading schedule, and keeping in focus the extension assignments that correlate. (Guiding presentation with resources located as a drop-down option under AP ENGLISH 12.)

Reflective Question: What is the impact of poetic language to convey deep and personal thinking?

Monday 3.13.2017
Objective: SWBAT make accurate predictions about their projected performance on the AP Exam based on the work completed/practiced in AP LIT this year. SWBAT use active reading strategies to read for analysis and prepare for writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. The AP Exam:
CLICK HERE for the guiding presentation.
Synthesize the information to help you achieve the most application within the college setting as possible!

2. The Bell Jar:
Refer to the guiding presentation which a drop down menu option under AP English. Make sure to check the reading schedule and project guidelines.
TOMORROW: QUIZ and in-class short essay using analysis.

Reflective Question: Why do you believe Sylvia Plath was included in the 'confessional poets' of the 20th century?

Thursday-Friday
3.9-10, 2017
Objective: SWBAT apply literary models to literature and notice common strains of expression through genres and time based on culture and the human condition. SWBAT reflect on previous analysis writing and revise as needed. SWBAT explore autobiographical correlations within text.

Standards Addressed:
CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Choose your own adventure:

Read THROUGH chapter 6 by Tuesday. (See reading guide on the guiding presentation for The Bell Jar which is located as a menu option under AP ENGLISH 12
Examine the upcoming assignments to be completed in correlation with reading The Bell Jar and plan.
Examine the life of Sylvia Plath to get a better understanding of the significance of The Bell Jar as an autobiographical novel, and perhaps last note.
Complete revisions as needed.
Explore and attempt extra credit options.

Reflective Question: What literary models can you identify in the reading of The Bell Jar?

Wednesday 3.8.2017
Objective: SWBAT apply literary models to literature and notice common strains of expression through genres and time based on culture and the human condition. SWBAT articulate observations through writing and discussion. SWBAT use active reading and annotation strategies to read a post-modern text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Intro to The Bell Jar: Setting, Plot, Characters, and other various significant aspects. Please access the guiding presentation which is a menu option under AP ENGLISH 12.
Chapters 1-3 read by end of class tomorrow!

Reflective Question: As you read The Bell Jar, what are some ways that you can see autobiographical representations of Sylvia Plath? How can you tell that she is first a poet?

Tuesday 3.7.2017
Objective: SWBAT examine the significance of an author's life on their work, and prepare to observe, through active reading the biography of a post-modern author unfold symbolically. SWBAT to apply literary models to a novel, and articulate observations in writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Finish reading:
from How to Read Literature Like a Professor: ...or from the Bible.
CLICK HERE for the digital copy.

2. If needed: Read the story of Lazarus from John 11 in the Bible.
CLICK HERE for the digital copy.

3. Read and Annotate (For annotations consider the guiding questions below.): "Lady Lazarus" by Sylvia Plath
Identify examples of literary models in play, specifically the 'Biblical Model'.
CLICK HERE for a copy of the poem from class.

4. EXAMINE AND ARTICULATE: What does the poem mean? What does it say about the author? Where is the SHIFT? What is the TONE? What are some of the significant sound devices? How does the poem reveal what may be intended, implied, and ambiguous?

4. Prepare for Reading: The Bell Jar. Please refer to the guiding presentation which is a drop-down option under AP ENGLISH 12. Be aware of the reading guide, quiz dates, and assignments.

Reflective Question: What are some of the ways you have noticed the author's personality bleeding into their work? Think of Pynchon as a recluse, Plath as a manic depressive, and Huxley as a pensive intellect and conspiracy theorist. What is the significance of this?

Monday 3.6.2017
Objective; SWBAT examine the significance of an author's life on their work, and prepare to observe, through active reading the biography of a post-modern author unfold symbolically. SWBAT to apply literary models to a novel, and articulate observations in writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. INTRODUCTION: Sylvia Plath and The Bell Jar.
CLICK HERE for the guiding presentation which is also a menu option located under AP ENGLISH 12 tab.

2. Submit: Book Number for The Bell Jar.
CLICK HERE to submit your book number, if applicable.

Reflective Question: To what extent does an author's life affect their work? Can an honest work be devoid of life influences? Defend your position.

Friday 3.3.2017
Objective: SWBAT apply analysis to writing, keeping in focus the literary model dealing with the 'rabbit hole' and the two works from diverse backgrounds that employ it.

Standards Addressed: CBS L1.1, L2.1, L3.1, L3.2, L3.3, S3,4

1. Finish essay and submit before you leave.

Reflective Question: What do the literary models show you about yourself?

Thursday 3.2.2017
Objective: SWBAT apply knowledge of the literary model involving the use of the "rabbit hole" to analysis writing. SWBAT practice articulation of literary analysis within the timed setting.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Meet in the computer lab to write and print your essay. You may have your HATMAT paragraph written before the class, and may use any of the supplemental reading provided in class.
CLICK HERE for the supplemental materials to use in prepping for AP essay, and understanding the task.
CLICK HERE for the prompt you will write to tomorrow.
CLICK HERE for a sample HATMAT paragraph to help guide your own essay.

Reflective Question: Could you demonstrate the correlation between the human condition and the pervasive use of the literary models?

Wednesday 3.1.2017
Objective: SWBAT apply knowledge of literary model, "literature repeating" to the correlation between works over genres and time period. SWBAT prepare for analysis writing and discussion by using strategies for communicating literary analysis.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #10 Write about all the works you have either read or watched that correlate either in plot structure or characterization, or thematically to other works. OR Discuss the 'rabbit holes' in your life. Because of Lewis Carroll, 'the rabbit hole' has become a trendy phrase to describe getting lost in a distraction. OR FREE WRITE.

2. NO VOCABULARY TEST THIS WEEK!

3. Discuss and read: The meaning of the works, Alice in Wonderland and Inception finding the use of the rabbit model as a central focus to the plot, and what the use of the rabbit hole, as coined by Carroll does in terms of illustrating the human condition and the overall meaning of the works.
CLICK HERE for the supplemental materials to use in prepping for AP essay, and understanding the task.
CLICK HERE for the prompt you will write to tomorrow.
CLICK HERE for a sample HATMAT paragraph to help guide your own essay.

Reflective Question: How can the knowledge of literary models open whole new and elevated understandings of not only literature, but of the human condition and mind?

Monday-Tuesday 2.27-28.2017
Objective: SWBAT identify parallels between pieces of literature based on their knowledge of literary works. SWBAT apply the "Literature Repeating" model to examples, and articulate observations in discussion and writing.

Standards Addressed: CBS L3.1, L3.2., L3.3, S2.2, R2.1, R4.3, R3.1

1. Film Viewing: Inception as preparation for analysis task and essay regarding "the rabbit hole" and other parallels.
CLICK HERE for the upcoming writing and analysis tasks which are found on the guiding presentation for How To Read Literature Like a Professor (also a menu option under AP ENGLISH 12 tab), to help direct observation focus of Alice in Wonderland and Inception films.

Reflective Question: What are some of the ways you see "Literature Repeating" in works you have read or films you have watched? How does the "Literature Repeating" model say more about the human condition, than that of authors being somehow inspired by one another?

Thursday-Friday
2.23-24.2017
Objective: SWBAT identify parallels between pieces of literature based on their knowledge of literary works. SWBAT apply the "Literature Repeating" model to examples, and articulate observations in discussion and writing.

Standards Addressed: CBS L3.1, L3.2., L3.3, S2.2, R2.1, R4.3, R3.1

1. Film Viewing: Inception as preparation for analysis task and essay regarding "the rabbit hole" and other parallels.
CLICK HERE for the upcoming writing and analysis tasks which are found on the guiding presentation for How To Read Literature Like a Professor (also a menu option under AP ENGLISH 12 tab), to help direct observation focus of Alice in Wonderland and Inception films.

Reflective Question: What are some of the ways you see "Literature Repeating" in works you have read or films you have watched? How does the "Literature Repeating" model say more about the human condition, than that of authors being somehow inspired by one another?

Tuesday-Wednesday 2.21-22.2017
Objective: SWBAT identify parallels between pieces of literature based on their knowledge of literary works. SWBAT apply the "Literature Repeating" model to examples, and articulate observances in discussion and writing.

Standards Addressed: CBS L3.1, L3.2., L3.3, S2.2, R2.1, R4.3, R3.1

1. Continue: Alice in Wonderland by Lewis Carroll as preparation for analysis task and essay regarding "the rabbit hole" and other parallels.
CLICK HERE for the upcoming writing and analysis tasks which are found on the guiding presentation for How To Read Literature Like a Professor (also a menu option under AP ENGLISH 12 tab), to help direct observation focus of Alice in Wonderland film.

Reflective Question: What are some of the ways you see "Literature Repeating" in works you have read or films you have watched? How does the "Literature Repeating" model say more about the human condition, than that of authors being somehow inspired by one another?

Thursday 2.16.2017
Objective: SWBAT identify parallels between pieces of literature based on their knowledge of literary works. SWBAT apply the "Literature Repeating" model to examples and articulate observances in both writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Revisit "Literature Repeating" model. Remember that the repeating motifs say more about the commonalities between humans (HUMAN CONDITION), than the inspiration of one writer to another.
The guiding presentation is available as a menu option under AP ENGLISH 12.

2. FINISH adapted play Hamlet. Find some similarities in the film clip The Return of the Jedi as compared to Hamlet.

3. Intro: Alice in Wonderland by Lewis Carroll as preparation for analysis task and essay regarding "the rabbit hole" and other parallels.

Reflective Question: What does the phrase "It's a small world" have in common with reading literature?

Wednesday 2.15.2017
Objective: SWBAT identify parallels between pieces of literature based on their knowledge of literary works. SWBAT apply the 'Literature Repeating' model to examples.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Read/Annotate How to Read Literature Like a Professor--"Now, Where Have I Seen Her Before?"
Remember: Literary characters and situations often take shape in other works. The ability to notice literary parallels indicates a high or low knowledge base of foundational literature.

2. Revisit Hamlet through reader's theatre adaptation.
Find correlation to Hamlet in clip from Return of the Jedi.
CLICK HERE for the short play adaptation of Hamlet.
The guiding presentation for How to Read Literature Like a Professor and all accompanying resources is available as a menu option under AP ENGLISH 12.

Reflective Question: What are some of the situations in which you have read or watched something that reminds you of another character or scene in a work you are already familiar with? How many parallels can you find in literature that are not intended to be parodies?

Tuesday 2.14.2017
Objective: SWBAT use vampiric model to examine "The Hunger Artist" and write a HATMAT introduction paragraph and thesis statement. SWBAT write narratives that apply the use of either the vampiric, communion, or quest model. SWBAT recognize the use of different literary models within writing samples.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Work to complete a HATMAT paragraph for "The Hunger Artist". Submit annotations AND paragraph. Along with HATMAT paragraph, include THREE points you could make in your essay WITH text references.

2. How To Read Literature Like a Professor:
"Now, Where Have I Seen Her Before?"
Read/Annotate chapter explaining the literary model.
CLICK HERE for the guiding presentation which is also a menu option under AP ENGLISH 12.

Special Note: BELL JAR NOVEL MONEY DUE TODAY!!
STUDY SETS 1-13 FOR THIS WEEK'S TEST.

Reflective Question: How does literature show us ourselves? What examples from readings that we have done show us those things?

Monday 2.13.2017
Objective: SWBAT apply knowledge of the vampiric model to text and articulate connections in a discussion format. SWBAT practice AP test samples, and apply knowledge of differentiation of multiple choice answers based on most correct and text defense.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Complete Lesson #3 in Varsity Tutors. Complete until a perfect score is obtained. Pay attention to the right/most right situation.

2. Watch short film of "The Hunger Artist" and prepare to form thesis statement and HATMAT paragraph. Continue with vampiric model exploration within literature by reading "The Hunger Artist" by Franz Kafka. Progressively add to instinctual ability to identify and discuss the use of the communion and quest models in literature will help you in your articulation of literary observations both in writing and in discussion.
CLICK HERE for the guiding presentation which is also a menu option under AP ENGLISH 12.

Special Notes:
1. Make sure to review vocabulary sets 1-14 for test this THURSDAY!
2. Submit $10 to Mrs. Cates to order personal copy of The Bell Jar BY TOMORROW!

Reflective Question: What is the best way to determine if you have chosen a right answer in an AP format multiple choice test?

Friday 2.10.2017
Objective: SWBAT use active reading strategies and analysis to identify the use of the vampiric model within 20th century text of literary merit.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #9
Write about an example of the vampiric model happening in your life, or around you. OR The beauty of a person is not determined by the exterior. A pretty face can not disguise an ugly heart. OR Free Write

2. Continue with vampiric model exploration within literature by reading "The Hunger Artist" by Franz Kafka. Progressively add to instinctual ability to identify and discuss the use of the communion and quest models in literature will help you in your articulation of literary observations both in writing and in discussion.
CLICK HERE for the guiding presentation which is also a menu option under AP ENGLISH 12.

Reflective Question: The important thing about literary analysis is not that you can write the correct sentences, but that you can THINK about the literature and convey your thoughts, making connections to the world around you and your background experiences and knowledge. How do you feel you do in that area? What is holding you back from realizing your potential as a human to recognize the human condition in all creative works including literature?

Thursday 2.09.2017
Objective: SWBAT apply knowledge of working vocabulary and etymology to formal assessment. SWBAT explore literary vampiric model and it's correlations.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Study for vocabulary test #11 over Sets 1-13 for 3 minutes.

2. Take Vocabulary test #11 which can be found as a menu choice under the AP ENGLISH tab.

3. How to Read Literature Like a Professor: #3 Nice to Eat You
Examination of the vampire model as a representation in literature for selfishness and coercion. Examine other related models.
CLICK HERE for the guiding presentation which is also available as a menu option under AP ENGLISH 12.

Special Note: An EXTRA CREDIT OPTIONS tab has been added under AP ENGLISH 12.

Reflective Question: What are some items with negative connotations within literature that may represent bigger human vices or evils?

Wednesday 2.08.2017
Objective: SWBAT apply annotations and preparation for analysis to the articulation of the use of the communion model with in a text. SWBAT practice with the timed setting in preparation for the AP Exam.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Meet in the computer lab. Type essay and print.
CLICK HERE for the text from class.
CLICK HERE for the prompt.
Students may use all materials prepared. Students may use previously prepared thesis statement and introduction paragraph.
Students must craft the essay within the confines of the class period.

Reflective Question: What is 'clicking' with you in regards to literary analysis? Have you started noticing how all human creations can somehow demonstrate a connection?

Tuesday 2.07.2017
Objective: SWBAT use active reading strategies and annotation for analysis of the use of the communion model within a given work.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #8 Apply the communion model to your own life. Is there a time when sharing something brought you together with people that you hadn't really been close to before? OR In writing demonstrate what it means to be on a pursuit of knowledge. OR FREE WRITE

2. Prepare for in-class analysis writing with a focus on the use of the communion model and a given prompt.
CLICK HERE for the text from class.
CLICK HERE for the prompt.
Use class time to annotate, and prepare for your essay with direct quotes.
All of this is also available on the HOW TO READ LITERATURE LIKE A PROFESSOR tab under AP ENGLISH 12.

Special Note: Tomorrow you will meet in the lab for your in-class writing. You will turn in your annotations along with your essay.

Reflective Question: Break down the etymology of the word communion-- how can that knowledge help you apply the concept to patterns in literature?

Monday 2.06.2016
Objective: SWBAT explore the communion literary pattern within text and apply to analysis. SWBAT practice the college board model of assessment, and distinguish more effectively between 'right' and 'most right'.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #7 Write about the significance of time. Is it necessary? Is it a human construct? OR Write about religion. Why do human need beliefs? OR Free Write

2. Varsity Tutors Lesson #2: Complete the assessment. The first time you should make a solid attempt. Then take it until you get a perfect score. You may discuss with your neighbors if you need/want to in sorting out the questions and answers.

3. "Cathedral" and the communion model.
Write a HATMAT paragraph to defend the use of the communion model in the text. Submit annotations and paragraphs either today or tomorrow.

Special Note: You will have a vocabulary test this week on THURSDAY over sets 1-13.

Reflective Question: Why do patterns emerge in literature? What does a literary pattern say about how human are similar in many ways?

Friday 2.03.2017
Objective: SWBAT explore the communion literary pattern within text and apply to analysis. SWBAT recognize patterns within literature and articulate in writing and discussion.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Journal #6 What are things that you might be biased towards? OR What are the things, or types of people that REALLY annoy you, and what does that say about you?

2. Finish reading "Cathedral" and discuss the elements of the communion model within the text. Also, consider the presence of a quest.
CLICK HERE for the guiding presentation which is also available as a drop down option under AP ENGLISH 12.
Special Note: Be prepared for an analysis writing next week do defend the use of the communion model in a short story.

Reflective Question: What things indicate a communion model used in literature?

Thursday 2.02.2017
Objective: SWBAT explore the communion literary pattern within text and apply to analysis. SWBAT recognize patterns within literature and articulate in writing and discussion.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Take Vocabulary Test #12.

2. Refresh: What is the 'Communion Model'? And how can one identify it in literature?

3. Read: "Cathedral", and annotate and observe elements of both QUEST and COMMUNION model at work.
CLICK HERE for the guiding presentation which is also available as a drop down option under AP ENGLISH 12.

Reflective Question: In exploring literature, how does literature mimic real life? How are things we analyze in literature also things that can be analyzed in real life, thus providing meaning to the process the brain engages in when thinking in this way?

Wednesday 2.01.2017
Objective: SWBAT explore the communion literary pattern within text and apply to analysis. Apply the QUEST MODEL to AP prose prompt to write introduction paragraph and thesis statement.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Revisit prose passage from yesterday. Re-read text independently and annotate for use of the quest model.
Craft a HATMAT introduction paragraph that addresses the prompt with the defense of the quest model in the text.
Turn in today: Annotations and HATMAT paragraph

2. How to Read Literature Like a Professor:
Examine the 'communion' literary pattern as presented by Foster.
Read "Cathedral" and look for the use of the 'communion' model. Be prepared to write an analysis essay at the end of the reading to demonstrate the use of the communion model, and to what end.
CLICK HERE for the guiding presentation, which is also a drop down from the AP ENGLISH MENU.

Reminder: Vocabulary and Etymology Test tomorrow over sets 1-12.

Reflective Question: What is the benefit of understanding and identifying structural patterns in literature?

Tuesday 1.31.2017
Objective: SWBAT practice reading collegiate texts and answering questions regarding text structure and analysis in an Advanced Placement test format. SWBAT practice dissecting an AP prose passage and apply the QUEST model presented by Foster in their analysis. SWBAT practice using etymology to decode new words, and add new vocabulary to their knowledge base.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Journal #5 What gives you a sense of purpose? OR Use the sea as a metaphor for life. OR FREE WRITE

2. Etymology and Vocabulary-- Study sets 1-12 for test THURSDAY.

3. Common Errors in Analysis Essay:
Defense of the use of the quest model in The Crying of Lot 49.
CLICK HERE for the guiding presentation from class. Consider the common errors as you approach revisions.

4. Reading and annotating an AP Prose passage to prepare for essay writing. Focus: application of the QUEST model, and introduction paragraphs with solid thesis statements for literary analysis. (HATMAT)
CLICK HERE for the guiding presentation.

Reflective Question: What is the best way to 'prove' your answer on an AP Multiple Choice question?

Monday 1.30.2017
Objective: SWBAT practice reading collegiate text and answering questions regarding text structure and analysis in an Advanced Placement test format. SWBAT practice dissecting an AP prose passage and applying the QUEST model for analysis.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Journal #4 What is something that you may never understand? OR What are your 'rules of life'? Or FREE WRITE

2. Varsity Tutors Lesson #1
Log in and take the assessment.
CLICK HERE to access VARSITY TUTORS.
Complete the assessment and discuss as a class strategies for the approach of the text.
Students will be given points for completing the assessment.

Reflective Question: Do you naturally view your reading through the eyes of analysis? How can the lens of analysis help you in dissecting complex texts?

Friday 1.27.2017
Objective: SWBAT apply knowledge of the QUEST model to their own lives and practice impromptu narration.

Standards Addressed: CBS S1.1, S3.1, S3.4

1. FRYING PAN FRIDAY!
Write ONE word that would title the story of a time in your life where you experienced a QUEST. This can be either one you witnessed in the life of someone you know, or one you experienced yourself. Remember to use the concept of the quest that is easily identified in literature.

Reflective Question: Could you identify a QUEST model being used in literature, and know how to defend your observation with textual evidence? What are the stages of the QUEST?

Thursday 1.26.2017
Objective: SWBAT use analysis and annotations to examine the quest model found in literature. Apply analysis to writing, using a timed, AP format.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Meet in Computer Lab 233
Use the essay prompt provided Monday, and write a complete essay defending the use of the quest model in The Crying of Lot 49. Submit a HARD COPY by the end of the class period.
CLICK HERE for the prompt (more resources are available on the HOW TO READ LITERATURE LIKE A PROFESSOR tab under AP ENGLISH 12).

Reflective Question: Do you think that the novels we have read this year (The Kite Runner and Brave New World) use the QUEST model within their text?

Monday-Wednesday 1.23-25.2017
Objective: SWBAT prepare for analysis writing using the text of The Crying of Lot 49 as the basis and support of the contention the QUEST model is used effectively within the plot. SWBAT to consider the implications of the QUEST model within the framework of the HUMAN CONDITION.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. CLICK HERE for the guiding presentation to supplement and explain the text of not only How to Read Literature Like a Professor, but also, The Crying of Lot 49. (Also available as a drop down option under AP ENGLISH 12)
For WEDNESDAY: Text should be completely read and annotated. Prepare for the writing prompt, which will be done as a timed-write.
Students may prepare notes, but should NOT write the essay before the class period as this is a test of the application of the reading as well as practice for AP Exam Essays.

Reflective Question: What is the value of being able to identify the quest model and articulate it's effect within multiple pieces of literature?

Friday 1.20.2017
Objective: SWBAT use annotation and active reading strategies to understand a complex text. SWBAT identify the QUEST MODEL within literature, and also examine MOTIF.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Continue Reading: The Crying of Lot 49. As a class we will listen to the audio of chapter 5 in class and students should read and annotate with deliberation, looking to identify the QUEST model (and be prepared to write a defense), as well as other structural strategies that Pynchon uses to convey not only his story, but themes and ideas that can transcend a universal time and space in HUMAN CULTURE.
For Monday: Finish the novel, and be prepared to write the example of the QUEST model being used within the text using evidence.
MOTIF- There a lot of different repeating ideas and themes in this text. Consider: Mirrors-- What do they represent? What could they mean in this story?

Reflective Question: What conclusions can you make from the QUEST that Oedipa is going on within the story? What is REALLY taking place? What do the people and places represent?

Thursday 1.19.2017
Objective: SWBAT use annotation and active reading strategies to understand complex text and identify the QUEST structural model in literature.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Continue Reading: The Crying of Lot 49. As a class we will listen to the audio of chapter 5 in class and students should read and annotate with deliberation, looking to identify the QUEST model (and be prepared to write a defense), as well as other structural strategies that Pynchon uses to convey not only his story, but themes and ideas that can transcend a universal time and space in HUMAN CULTURE.
For tomorrow: Finish reading and annotating Chapter 5. Make sure to think BEYOND the text, keeping an eye constantly on the QUEST model.

Reflective Question: To what extent does the author have a responsibility to guide a reader? Are there ways that confusion can answer questions, and if so how?

Wednesday 1.18.2017
Objective: SWBAT use annotation and active reading strategies to understand complex text and identify the QUEST structural model in literature.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Continue Reading: The Crying of Lot 49. Students should read and annotate with deliberation, looking to identify the QUEST model (and be prepared to write a defense), as well as other structural strategies that Pynchon uses to convey not only his story, but themes and ideas that can transcend a universal time and space in HUMAN CULTURE.
For tomorrow: Read and annotate CHAPTER 4, starting CHAPTER 5. Make sure to think BEYOND the text, keeping an eye constantly on the QUEST model.

SPECIAL NOTICE: The AUDIO for the novella The Crying of Lot 49 is available on the "How to Read Literature Like a Professor" guiding presentation.
CLICK HERE for the presentation, which is also a drop down option under AP ENGLISH.

Reflective Question: What is the benefit of reading something that DOES leave a lot to investigation and speculation? How can that increase your literary thinking processes?

Tuesday 1.17.2016
Objective: SWBAT use active reading strategies and annotation to guide literary analysis and prepare for articulation of ideas in writing and intellectual discourse. (FRYING PAN style discussion over chapters 1-4 of The Crying of Lot 49)

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Frying Pan Style discussion.
Your topic will be randomly chosen from the frying pan and associated with ONE WORD.
1. Read your question, examine the text and your annotations, and formulate a response.
2. Write your response on a piece of paper to hand in at the end of class. Make sure to use as much text support as possible, using your annotations to guide you.
3. If the WORD associated with your topic is drawn from the FRYING PAN, you will present your question, and your response/defense.
SPECIAL NOTICE: The AUDIO for the novella The Crying of Lot 49 is available on the "How to Read Literature Like a Professor" guiding presentation.
CLICK HERE for the presentation, which is also a drop down option under AP ENGLISH.

Reflective Question: When you read a complex text, why is it CRUCIAL to be able to set aside time to complete multiple reads? What SHOULD be the primary focus of the first read? Why does this pose a challenge for students who have many courses and limited time?

Monday 1.16.2017
Objective: SWBAT use annotation and active reading strategies to understand complex text and identify the QUEST structural model in literature.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Journal #3 What are some of the aspects of the HUMAN CONDITION presented by Pynchon in The Crying of Lot 49? How does he present common trends of people who are insecure by creating a character who has a very transparent journey the reader can watch unfold? OR When you consider your own mind, how can you relate to Oedipa? You may not have the same situation or behaviors, but on a GENERAL level, what part of her humanness do you find similar in your current self or past self?

2. Continue Reading: The Crying of Lot 49. Students should read and annotate with deliberation, looking to identify the QUEST model (and be prepared to write a defense), as well as other structural strategies that Pynchon uses to convey not only his story, but themes and ideas that can transcend a universal time and space in HUMAN CULTURE.
Assigned Reading: Chapters 3-4 by TOMORROW. Prepare for either a discussion or quiz.

Reflective Question: What aspects of literature are required to move from temporary to timeless in quality? What are the common traits of literature that has managed to be appreciated by not only academia, but also others for generations?

Friday 1.12.207
Objective: SWBAT use annotation and active reading strategies to understand complex text and identify the QUIEST structural model in literature.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Journal #2 Look back at your annotations in repsonse to reading The Crying of Lot 49, and write about any points that caused you pause. What are some points of interest or confusion you think others may have or that you might like to ask? What places have you found particularly good use of literary devices such as metaphor or imagery or allusion?

2 Continue reading: The Crying of Lot 49.
Using audio to guide reading, annotate to establish the understanding and observation of the QUEST model within the plot.
CLICK HERE for the guiding presentation for the text and the accompanyment: How to Read Literature Like a Professor. (Also available is a dropdown tab from the AP ENGLISH 12 menu.)

Reflective Question: What can a QUEST model in literarture show a reader about the HUMAN CONDITION?

Thursday 1.11.2017
Objective: SWBAT use active reading strategies and annotation to aid in comprehension of complex collegiate text. SWBAT identify common structural patterns in literature, and articulate beyond the summary of the text, and into the human condition that pervades literature.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5, W3.1, W4.1, W5.1, W5.2

1. Journal #1 Thomas Pynchon is a writer who demonstrates an effective approach at convoluted satire. As a fairly young reader of complex literature, what can you take away from exposure to texts of this nature? How can a broad scope of literary understanding help you not only in English course requirements, but in understanding human nature in everyday life?

2. Continue reading: The Crying of Lot 49.
Using audio to guide reading, annotate to establish the understanding and observation of the QUEST model within the plot.
CLICK HERE for the guiding presentation for the text and the accompaniment: How to Read Literature Like a Professor. (Also available is a dropdown tab from the AP ENGLISH 12 menu.)

Reflective Question: Literature is written for entertainment as well as cultural transference. How does the attitude of a reader demonstrate intellectual maturity when it comes to reading a text to which they may not naturally gravitate?

Wednesday 1.11.2017
Objective: SWBAT examine elements of literature to find patterns and meaning beyond the literal text. SWBAT use active reading strategies and annotation to analyze and understand collegiate text.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5

1. Revisit the elements of a QUEST within literature. What are the five elements that must be present in some form for there to be a QUEST focus? What is the ultimate reason for any QUEST in literature?

2. CLICK HERE to access the guiding presentation for How to Read Like a Professor.
Begin reading The Crying of Lot 49 and examine the quest elements. Annotate while reading to establish points where a quest may be indicated.

Reflective Question: What are some pieces of literature that you have read that definitely follow the QUEST pattern, or a person's traveling to self discovery?

Tuesday 1.10.2017
Objective: SWBAT examine elements of literature to find patterns and meaning beyond the text. SWBAT gain exposure to AP Multiple Choice Samples.

Standards Addressed: CBS R1.2, R1.3, R2.1, R2.2, R2.3, R.4.1, R4.2, R4.3, R4.4, R4.5

1. Review Focus/Rules and Regs/Cell Phone Policy Revisited
CLICK HERE to access the information from class.
(Or see the Rules and Expectations tab)

2. Log in to Varsity Tutors and/or create an account.
CLICK HERE to enter your email address so that I can add you to my class.

3. Intro (If time): How to Read Literature Like a Professor
In working through as many AP texts as possible we will use this guide to help refine and expand applicable knowledge of the structures of literature and the patterns within. Understanding these elements, and being able to recognize them will help you better understand and express content from the College Board.
CLICK HERE for the guiding presentation. (Also available as a drop down tab under AP ENGLISH 12)
Content will be added to this guiding presentation through the semester to reflect the TABLE OF CONTENTS.

Reflective Question: As your reading requirements increase this semester, what will you do in order to avoid cutting corners? Why is this an approach that benefits not only your grade, but also your knowledge?

Quarter 4-
Current

Monday 5.30.2017
LAST SCHOOL DAY!
FINALS TODAY: 3rd and 7th
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. CLICK HERE to access the final. For the poetry writing portion, you may use paper OR type and submit on the exam.

Reflective Question: What do you know today that you did not know on the first day of school?

Friday 5.26.2017
1 More School Day Left!
FINALS TODAY: 1st and 5th
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. CLICK HERE to access the final. For the poetry writing portion, you may use paper OR type and submit on the exam.

Reflective Question: What do you know today that you did not know on the first day of school?

Wednesday-Thursday 5.24-25.2017
3 then 2 School Days Left!
FINALS START THURSDAY! (2,4,8)
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements. SWBAT recite poetry in front of peers. SWBAT use reflective writing skills to compose thank-you letters.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Review for FINAL with socrative. The final will be comprised of all the elements of poetry available on the guiding presentations located under POETRY on the AP ENGLISH menu.
CLICK HERE for the review questions from today--POETRY TERMS (CLICK HERE for the key.)
CLICK HERE for the review questions from today-- AP POETRY. (CLICK HERE for the key.)
CLICK HERE to get to the socrative website. Login as a STUDENT for review game. Room: HCATES

2. All poetry assignments should be turned in BEFORE the final.

3. With any extra time, study for finals individually or in groups.

Reflective Question: Could you write an impromptu sonnet? What are the elements that should be included?

Monday-Tuesday
5.22-23, 2017
5 then 4 School Days Left!
2 then 1 School Days Left until finals!
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements. SWBAT recite poetry in front of peers. SWBAT use reflective writing skills to compose thank-you letters.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Senior Thank-You letters: Use reflective writing to compose a MINIMUM of 2 one-page thank you letters to staff at KVHS who have helped support your journey through high school. These letters will be delivered to the staff, and should reflect a thoughtful expression with specifics. These can be typed or hand-written, and submitted like your other assignments.

2. All poetry assignments should be turned in BEFORE the final.

3. With any extra time, study for finals individually or in groups. We will review for our final over poetry WEDNESDAY!

Reflective Question: What are the key elements to help you identify a sonnet? What is the difference between the Italian and Shakespearean Sonnet?

Friday 5.18.2017
6 School Days Left!
3 School Days Left Until Finals!
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements. SWBAT recite poetry in front of peers. SWBAT use reflective writing skills to compose thank-you letters.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Senior Thank-You letters: Use reflective writing to compose a MINIMUM of 2 one-page thank you letters to staff at KVHS who have helped support your journey through high school. These letters will be delivered to the staff, and should reflect a thoughtful expression with specifics. These can be typed or hand-written, and submitted like your other assignments.

2. All poetry assignments should be turned in BEFORE the final.

Reflective Question: What is iambic pentameter? What is rhyme scheme and how do you label it?

Thursday 5.17.2017
7 School Days Left!
4 School Days Until Finals!
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements. SWBAT recite poetry in front of peers. SWBAT use reflective writing skills to compose thank-you letters.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Senior Thank-You letters: Use reflective writing to compose a MINIMUM of 2 one-page thank you letters to staff at KVHS who have helped support your journey through high school. These letters will be delivered to the staff, and should reflect a thoughtful expression with specifics. These can be typed or hand-written, and submitted like your other assignments.

2. Poem Recitation:
CLICK HERE for the schedule.
Remember you must submit your poem. You are free to read a poem that you have written, as long as your presentation of it conveys more emotion than a mere reading. You may also make a video of your reading to show the class if you would prefer.
CLICK HERE for the form to submit digital components.

3. All poetry assignments should be turned in BEFORE the final.

Reflective Question: What are the elements of a villanelle?

Tuesday-Wednesday 5.16-17.2017
9 then 8 School Days Left!
6 then 5 School Days Let Until Finals!
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements. SWBAT recite poetry in front of peers. SWBAT use reflective writing skills to compose thank-you letters.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Senior Thank-You letters: Use reflective writing to compose a MINIMUM of 2 one-page thank you letters to staff at KVHS who have helped support your journey through high school. These letters will be delivered to the staff, and should reflect a thoughtful expression with specifics. These can be typed or hand-written, and submitted like your other assignments.

2. Poem Recitation:
CLICK HERE for the schedule.
CLICK HERE for Mrs. Cates' digital example of spoken word poetry. (This is also a menu option under AP ENGLISH 12.)
Remember you must submit your poem. You are free to read a poem that you have written, as long as your presentation of it conveys more emotion than a mere reading. You may also make a video of your reading to show the class if you would prefer.
CLICK HERE for the form to submit digital components.

3. All poetry assignments should be turned in BEFORE the final.

Reflective Question: What are the two types of Odes and how can you distinguish the difference between them?

Monday 5.15.2017
10 School Days Left!
7 School Days Left Until FINALS!!
CLICK HERE for FINAL EXAM SCHEDULE.
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT poetry with various structural and content requirements. SWBAT recite poetry in front of peers. SWBAT use reflective writing skills to compose thank-you letters.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Senior Thank-You letters: Use reflective writing to compose a MINIMUM of 2 one-page thank you letters to staff at KVHS who have helped support your journey through high school. These letters will be delivered to the staff, and should reflect a thoughtful expression with specifics.

2. Poem Recitation Begins:
CLICK HERE for the schedule.
CLICK HERE for Mrs. Cates' digital example of spoken word poetry. (This is also a menu option under AP ENGLISH 12.)
Remember you must submit your poem. You are free to read a poem that you have written, as long as your presentation of it conveys more emotion than a mere reading. You may also make a video of your reading to show the class if you would prefer.
CLICK HERE for the form to submit digital components.

3. All poetry assignments should be turned in BEFORE the final.

Reflective Question: Can you identify and label elements of a villanelle and sonnet?

Thursday-Friday
5.11-12.2017
12-11 School Days Left!
9-8 Schools Days Until Finals!
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT write poetry with various structural and content requirements. SWBAT recite poetry from memory.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Work to complete tasks related to POETRY.

2. Senior Thank-You letters will be assigned next week. You will be required to write a minimum of 2 one-page thank you letters to staff at KVHS who have helped support your journey through high school. These letters will be delivered to the staff, and should reflect a thoughtful expression with specifics.

Reminder: Poetry recitation starts MONDAY!
CLICK HERE for the poem recitation guidelines and sign-up sheet. (Recitation begins NEXT WEEK!)

Reflective Question: What can you learn about the way humans convey emotion when you read poetry from different genres?

Wednesday 5.10.2017
13 School Days Left!
10 School Days Until Finals!
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT write poetry with various structural and content requirements.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. FOUND POETRY-- CLICK HERE for the guiding presentation. This is also a drop-down option under AP ENGLISH>POETRY>FOUND POETRY

2. Work on various poetry assignments, making sure to plan for poetry recitation starting NEXT WEEK!

Reflective Question: What are the stark differences between prose and poetry?

Tuesday 5.09.2017
14 School Days Left!
11 School Days Until Finals!
Objective: SWBAT apply elements of poetry to classification and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

Work on POETRY assignments. See the POETRY tab under AP ENGLISH 12.

Reflective Question: What are the two types of odes?

Monday 5.08.2017
15 School Days Left!
12 School Days Until Finals!
Objective: SWBAT identify various types of poetry based on characteristics and structure. SWBAT write a sonnet and villanelle with correct structural elements. SWBAT recite poetry from memory.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Slam Poetry/Spoken Word
CLICK HERE for the guiding presentation which is also a drop down option under AP ENGLISH>POETRY>SLAM

2. CLICK HERE for the poem recitation guidelines and sign-up sheet. (Recitation begins NEXT WEEK!)

What's Ahead?

Some focus on literary models, though not as much as I'd hoped.
The final will cover poetry. All of the elements and types we have gone over will be part of the final.
The final will also have some various high points from the reading this year, as well as analysis v. summary questions. The final will be ALL MULTIPLE choice.

Reflective Question: What is a SLAM poem? What is the difference between slam poetry and spoken word?

Friday 5.05.2017
16 School Days Left!
Objective: SWBAT label iambic meters using syllable and feet markers. SWBAT identify and replicate elements of a villanelle. SWBAT prepare to memorize poetry for recitation.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. CLICK HERE for the guiding presentation on the sonnet. Specifically revisit the way to label iambic pentameter.

2. CLICK HERE for the guiding presentation over VILLANELLE. Structure? Purpose?

3. CLICK HERE for the poem recitation guidelines and sign-up sheet.

What's Ahead?

Some focus on literary models, though not as much as I'd hoped. ;(
The final will cover poetry. All of the elements and types we have gone over will be part of the final.
The final will also have some various high points from the reading this year, as well as analysis v. summary questions. The final will be ALL MULTIPLE choice.

Reflective Question: What are the elements of a sonnet? A villanelle?

Thursday 5.04.2017
17 School Days Left!
Objective: SWBAT discuss the AP Test with peers and reflect on application of knowledge.

Standards Addressed: S2.1, S2.2, S3.2

1. Have time to reflect on the AP Exam, and look ahead for the the rest of the year.

Reflective Question: The AP Exam is over, but there are some things that may be useful to practice and remember for college. What are some of the things you think you will take with you this far as it pertains to writing and reading?

Wednesday 5.03.2017
18 School Days Left!
AP EXAM TODAY!
Objective: SWBAT take the AP Literature and Composition Exam recalling all the important aspects of analysis, literature structure, and content.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. AP EXAM- Go directly to 154b at the start of the day.
Good Luck! Do YOUR BEST! I'll bring treats tomorrow to celebrate your survival! :)

2. During class time, students may work on poetry assignments or discuss the exam experience with their peers.

Reflective Question: What are some of the areas of the AP Exam that you felt confident addressing? Where did you feel confused?

Tuesday 5.02.2017
19 School Days Left!
AP EXAM TOMORROW!!
Objective: SWBAT revisit previous content and explore various preparatory options for AP exam which takes place TOMORROW!

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Poetry: Villanelle
CLICK HERE for the guiding presentation which is also a menu option under AP ENGLISH.

2. Use time to attempt some VARSITY TUTORS review/terminology, or work to gauge your score potential with the AP PASS calculator.

Reflective Question: What elements of poetry can help indicate the way to classify?

Monday 5.01.2017
20 School Days Left!
2 School Days Until AP EXAM!
Objective: SWBAT revisit previous content and explore various preparatory options for AP exam which takes place WEDNESDAY this week!

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Sonnet cont
CLICK HERE for the guiding presentation. Review Shakespearean sonnet, add Italian sonnet.

2. If time: Complete some review on Varsity Tutors or other useful resource to prepare for AP Exam on Weds.

Special Note: All poetry tasks will be due after AP EXAM. Specific due dates TBD.

Reflective Question: What aspects of analysis can you apply to any course in college/university?

Friday 4.28.2017
21 School Days Left!
3 School Days Until AP Exam!
Objective: SWBAT revisit previous content and explore various preparatory options for the AP Exam next week.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

Work independently on the most relevant item for your success next week.

Reflective Question: What are the three structural rules for classifying a sonnet?

Thursday 4.27.2017
22 School Days Left!
4 School Days Until AP Exam!
Objective: SWBAT classify poetry based on content, form, and structure. SWBAT articulate poetic analysis in speaking and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Poetry: Sonnet
CLICK HERE for the guiding presentation which is also a drop down option under AP ENGLISH 12>POETRY>SONNET

Reflective Question: What is an aubade? What is a pastoral poem? What is the difference between a horatian and pindaric ode? What is an elegy?

Wednesday 4.26.2017
23 School Days Left!
5 School Days Until AP Exam!
Objective: SWBAT classify poetry based on content, form, and structure. SWBAT articulate poetic observations significant to analysis in speaking and writing.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #4 Write something that would engage a reader with all the senses. OR Demonstrate your understanding of poetry analysis by writing a poem and annotating it for the elements used. OR FREE WRITE

2. Poetry: Ode and Elegy
CLICK HERE for the guiding presentation which is also a drop down menu option under AP ENGLISH 12 as a bump out from POETRY (AP ENGLISH 12>POETRY>ODE/ELEGY)

Reflective Question: What is the difference between an ode and elegy and how could one best use knowledge of that to analyze poetry at a higher level?

Tuesday 4.25.2017
24 School Days Left!
6 School Days Until AP Exam!
Objective: SWBAT apply analysis and poetry content to an AP Prompt and articulate response within a 45 minute time period.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Complete an AP poetry prompt within the class period.

Reflective Question: How can you differentiate between the treatment of a poetry prompt and a prose prompt?

Monday 4.24.2017
25 School Days Left!
7 School Days Until AP Exam!
Objective: SWBAT identify elements of strength and weakness in their own poetry analysis essays by considering examples. SWBAT use strategies to successfully pace, and complete an AP Literature and Composition Exam sample, and apply strategies for text preparation to their own lives.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. AP Poetry Prompt essays returned. Common errors addressed.
CLICK HERE for the guiding presentation on common errors in poetry analysis. (This is also a menu option on the POETRY tab under AP ENGLISH 12, and is included with the SUMMARY v. ANALYSIS tab as well.)

2. AP SAMPLE EXAM- Explore the items featured on the sample AP exam considering strategies. (Read questions first, mark lines mentioned in poetry, for example.)

Reflective Question: How does knowledge of how to analyze prose help increase the quality of your poetry analysis? What elements of poetry analysis are different than prose analysis?

Friday 4.21.2017
26 School Days Left!
8 School Days Until AP Exam!
Objective: SWBAT articulate analysis in regards to poetry, using high-level diction and rationales in response to an AP prompt.

Standards Addressed: Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. In-class timed AP prompt- POETRY

Reflective Question: What are the elements of an aubade? A pastoral? What are some of the layers of analysis one can consider when reading and analyzing poetry?

Thursday 4.20.2017
27 School Days Left!
9 School Days Until AP Exam!
Objective: SWBAT identify and analyze elements of poetry and classify them based on structural and conceptual elements. SWBAT direct some focus on AP Poetry Prompt strategies.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. AP Poetry Prompt:
In-class essay tomorrow over a poetry prompt. Select a prompt of your choice and annotate the poem in advance. You will submit your annotations and essay within the class period.

2. Work to complete tasks for AUBADE and PASTORAL poetry due tomorrow!

Reflective Question: What are the characteristics of and aubade and pastoral poem? What is trochaic tetrameter?

Wednesday 4.19.2017
28 School Days Left!
10 School Days Until AP Exam!
Objective: SWBAT identify and analyze elements poetry and classify them based on structural and conceptual elements.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Poetry: Pastoral
Find the guiding presentation as a menu option under AP ENGLISH 12 (AP ENGLISH>POETRY>PASTORAL)

2. Work on assignments for AUBADE and PASTORAL poetry.
DUE FRIDAY!

Looking Ahead: On FRIDAY you will complete an in-class AP Essay to a poetry prompt. You can choose the prompt from the ones provided, and annotate ahead of time. You will also complete one next week on TUESDAY, but will have to annotate and write the essay in class.

AP Test Suggestion: Complete at least ONE diagnostic exam on Varsity Tutors before the exam. Knowing where you stand will give you confidence, and help you prepare. Remember working hard now, may save you a significant amount of time and money later!

Reflective Question: What are the aspects of both pastoral poetry and aubade that point to a very emotional aspect?

Tuesday 4.18.2017
29 School Days Left!
Objective: SWBAT identify and analyze elements of an aubade and communicate findings with sophistication and collegiate diction.

Standards Addressed: Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #3 Use figurative language to articulate either your feelings in response to the way your senior year has gone, or how you feel now that it's ending. OR Write a list of different scenerios that could be the subject for an AUBADE. or FREE WRITE

2. Poetry: (Access the guiding presentation which is a drop down option under AP ENGLISH.)
Continue working with elements of an aubade, and work to complete the assignment that correlates.

Reflective Question: What are the characteristics of an aubade? Why might it be important to know how to classify poetry?

Wednesday-Thursday 4.12-13.2017
31-30 School Days Left!
Objective: SWBAT use analysis to demonstrate understanding to character correlations within a text to an author's real life. SWBAT complete a clinical exploration of how depression appears in an author and her protagonist.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

Thursday: Pre-Ap forms need to be completed. These will be done in class. Anyone absent will need to go to guidance to make sure those things are completed.

1. Complete the assignments that accompany the reading of The Bell Jar and be ready to submit by the END OF THE DAY Thursday (4/13)

Reflective Question: What are some elements of Plath's writing that point directly to her skill as a poet?

Tuesday 4.11.2017
32 School Days Left!
Objective: SWBAT classify poetry based on syntax and style. SWBAT analyze and annotate poetry for both writing strategies employed, and for understanding beyond the text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Introduction to Poetry Analysis:
CLICK HERE for the guiding presentation regarding poetry annotation and analysis.
CLICK HERE for the simplified document to guide both poetry annotation and analysis.

2. Aubade:
CLICK HERE for the guiding presentation which is also a drop down option under AP ENGLISH 12 (AP ENGLISH 12>POETRY>AUBADE)

Reminder: The Bell Jar assignments are due by the END OF THE WEEK!

Reflective Question: What are some of the important aspects to remember when identifying an AUBADE?

Monday 4.10.2017
33 School Days Left!
Objective: SWBAT use literary analysis within a timed setting to approach an AP prompt and write an articulate response in regard to a post-modern text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

AP in-class essay using The Bell Jar as text reference for prompt.

Reflective Question: What are the main dichotomies you see at play in the work of Sylvia Plath? How does her life transcend her work to a higher degree than other authors, and what does this say about her as a writer?

Friday 4.7.2017
34 School Days Left!
Objective: SWBAT articulate analysis of post modern text through discussion using text as basis for defending positions.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1, S2.1, S2.2, S3.2

1. CLICK HERE for the discussion questions used in class. This is also available as a drop down option under AP ENGLISH.
All members of the class are expected to contribute to discussion.

Reflective Question: How does the perspective of others in intellectual discourse sharpen your own understandings and observations of a particular work?

Thursday 4.6.2017
35 School Days Left!
Objective: SWBAT draw from the content of post-modern text to respond to content items and questions.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. CLICK HERE to complete the test over The Bell Jar with a primary focus on chapters 13-20, analysis, and passages.

Reflective Question: Who might benefit from the work of a confessional author? Why?

Wednesday 4.5.2017
36 School Days Left!
Objective: SWBAT identify literary models in literature and defend. SWBAT read to analyze a work in terms of the human condition and articulate the greater implications.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Finish The Bell Jar, and prepare for a test over content. Continue working to complete the correlating assignments. (See the guiding presentation for due dates and directions.)

Reflective Question: What is valuable about reading to understand paradigms held by other people? How can that expand your ability to see the world in a more diverse way?

Tuesday 4.4.2017
37 School Days Left!
Objective: SWBAT use active reading strategies to prepare for analysis in discussion and writing. SWBAT use writing to demonstrate a correlation between the life of an author and their work.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journal #2 Of all the aspects of mental illness addressed within the text of The Bell Jar, which sticks out to you the most? Why? OR What predominant theme do you see at work within the text of The Bell Jar? OR What about Sylvia Plath's style resonates with you, your thoughts, and your life?

2. Continue with the reading schedule for The Bell Jar. Finish the novel by April 5, and be ready for a quiz over chapters 13-20 on April 6. There will be an AP In-Class Essay over the Bell Jar on Friday, April 7.
All assignments are due on April 12.
Some changes to assignment requirements have been made. Check the links to each assignment in the guiding presentation for details.
You will have class/lab time to work over this week, and into next.

Reflective Question: In realizing things about yourself, you may realize things about someone else. How does this apply to understanding literature?

Monday 4.3.2017
38 School Days Left!
Objective: SWBAT examine AP Multiple Choice Samples and differentiate between right and most right answers. SWBAT use active reading strategies to understand and analyze post-modern text with feminine and cerebral themes.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Journals Back.
Journal #1
Write about a literary model you experienced over Spring Break.

2. Complete the AP Multiple Choice Practice on Varsity Tutors.
For all questions write 'proofs'.
Multiple Choice Proofs:
For EACH ANSWER CHOICE write a statement backed by the text for it being right or wrong.

3. Continue with the reading schedule for The Bell Jar. Finish the novel by April 5, and be ready for a quiz over chapters 13-20 on April 6.
All assignments are due on April 12.
Some changes to assignment requirements have been made. Check the links to each assignment in the guiding presentation for details.
You will have class/lab time to work over this week, and into next.

Reflective Question: What is one of the most significant understandings you have had through reading The Bell Jar.

Thursday-Friday
3.23-24.2017
Objective: SWBAT demonstrate and articulate textual observations and understandings. SWBAT make correlations between an author's work and their personal life. SWBAT identify relevant themes that pervade human culture within any piece of literature.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Follow the reading and assignment guide for The Bell Jar.
Complete the book by April 5th, and expect a quiz and writing assessment following.

Reflective Question: What is the most pervasive literary model present in The Bell Jar? Defend.

Wednesday 3.22.2017
(Adjusted Schedule:
I HAVE A LUNCH TODAY!
5- 12:10-1:45, 7- 11:26-12:05)
Objective: SWBAT demonstrate and articulate textual observations and understandings. SWBAT make correlations between an author's work and their personal life. SWBAT identify relevant themes that pervade human culture within any piece of literature.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Follow the reading and assignment guide for The Bell Jar.
Examine the practices of early mental health treatment.

Reflective Question: How can we observe the effects of scientific practice through creative writing narratives?

Tuesday 3.21.2017
(Adjusted Schedule:
5- 11:05-11:40, 7- 12:15-1:50)
Objective: SWBAT demonstrate and articulate textual observations and understandings. SWBAT use active reading strategies to read with analysis in mind to be able to articulate in writing and discussion.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. CLICK HERE to take the assessment over chapters 7-12 of The Bell Jar.

2. Continue to follow the reading guide for The Bell Jar which is also a drop down option under AP ENGLISH 12.
Plan, and write the assignments that correlate with the reading which are due shortly after the completion of the novel.

Reflective Question: What can fiction teach about historical practices and human behavior? Why is that important for passing along culture.

Monday 3.20.2017
(Adjusted Schedule:
5- 11:05-11:40, 7- 12:15-12:50)
Objective: SWBAT apply knowledge of literary terms, and analysis to AP Style multiple choice questions. SWBAT use active reading strategies to plan for analysis of post-modern text.

Standards Addressed: CBS R1.1, R1.2, R1.3, R2.1, R2.2, R2.3, R3.1, R3.2, R4.1, R4.3, W1.1, W3.1

1. Complete VARSITY TUTORS multiple choice practice. Complete until a perfect score is achieved.
CLICK HERE to access the VARSITY TUTORS website.

2. Follow the reading guide for The Bell Jar located on the guiding presentation which is a drop down option under AP ENGLISH 12.
There will be a quiz tomorrow!

Reflective Question: Although the end of the quarter senior year usually means a slow wind down to the end, what things do you still need to iron out before feeling secure to handle what college throws your way?

SWBAT=Students will be able to...

Quarter 1-Completed

Quarter 2-Completed

Quarter 3-completed

Quarter 4-Current

SWBAT=
Students will be able to...

Quarter 1-
Completed

Quarter 2-
Completed

Quarter 3-
completed

Quarter 4-
Current