Resources and Documents for Ap literature
Click on the links below to download any relevant documents.
Here is our class syllabus. Grammarly personalized online editor information here.
6/8/22 Final exam day! Make sure you turn in your letter. Homework: Go the beach. Go for a hike. Hang out with friends. Read a bunch of books (and don't annotate them). Sleep in. Walk your dog. Walk your cat. Walk your bird. Have a BBQ. Go to a concert. Go back to the beach. Go swim in a river (but not that big one in front of town). Hang out in Portland. Go see a $4 movie at The Colombian. Go to Sunday Market. Hang out with friends. Repeat 50X! :)
6/7/22 LAST CLASS OF THE YEAR! Objective: Situate the novel's themes into a modern context. First, we'll start with this short video mashup of A BAZILLION Frankenstein adaptations. As you watch, think: what is it that pop culture gets wrong about the text? Or, on the other hand, what do these adaptations get right but simply show in the medium of the filmmaker (shots, music, make-up, etc.)? Next, with Chromebooks, we'll spend 5-10 min. skimming through this article on Slate about Frankenstein's continued relevance OR this article about the intersection of Frankenstein and medical ethics. Find a few points in here that strike you. Are there things you strongly agree with? Is there anything you take issue with? We'll discuss in small groups what you uncover and then share out the gems of the group conversations. Homework: Bring a printed copy of your end-of-year letter to our final exam on Wednesday. I'll apply a 10% late penalty if you turn it in after the exam period, just FYI.
6/6/22 Objective: Work on our end-of-year evaluation letter. We'll spend today working our end-of-year evaluation letter. We'll start this today. Whatever you don't finish, I'd like you to finish at home on your own. Remember: to receive full credit on this, I need a detailed letter. One sentence about each bullet point won't cut it. Homework: Finish your letter and bring a printed, signed copy to our final exam period. Thanks!
6/3/22 Objective: Analyze the novel's ending and whether or not it adequately ties up the various plot lines in the text. The ending! What do you think?! We'll use our annotations to guide our discussion.
6/2/22 Objective: Make progress on finishing annotating the text. Shortened class. I'm going to ask for a bit more reading tonight so we can finish the text before the week's end, so I'll give you time today to make progress on this and not have a ton tonight to tackle. As you read, keep this idea in mind: what is the price Victor has ultimately had to pay for his decision to abandon the creature? Like, if you could tally it, what would it add up to? Also, what ethical issues surround the idea of withholding from Elizabeth the threat that the creature has repeatedly stated about the wedding night? Homework: Finish reading and annotating the text. Bring it on Friday.
6/1/22 Objective: Analyze some of the stylistic decisions Shelley makes in the text to help heighten the sense of tension readers feel as the plot develops. Warm up: Frankenstein (1931) trailer. How accurate does this adaptation seem to the original text? Next, we'll finish the literary device partner activity for excerpts from a single page of the text. Then, key moments from last night's reading, particularly when Victor confronts the create. Next, we'll read an excerpt of Shelley's writing and try to analyze various aspects of her style. If time at the end of class, we'll start reading Ch. 21 together. Things are about to get more complicated! Homework: Read and annotate Ch. 21 + 22 (mine finishes with: "...I felt those cares and fears revive which soon were to clasp me and cling to me for ever")
5/27/22 Objective: Examine how a series of literary devices at a key turning point of the text capture the creature's transformation and loss of hope. First, brief announcement. Then, we'll touch base about two key moments in last night's reading: when the creature saves the drowning girl and gets attacked, and when the creature encounters William after he arrives in Geneva. Then, time to finish the literary device partner activity we started on Wednesday. We'll hear from groups at the end of class and discuss what you said in your impact columns to the far right of the page. Homework: Read and annotate Ch. 18 + 19 + 20 (mine finishes with: "I must pause here...in proper detail, to my recollection.")
5/25/22 Objective: Examine how a series of literary devices at a key turning point of the text capture the creature's transformation and loss of hope. First, Poetry 180. Then, a reminder about filling out the survey Beth sent you all that allows you to get free---FREE---college credit for this class. Make a note to take care of this tonight if you're going to opt for the credit. Next, we'll think about the uncanny and how it relates to Frankenstein. Afterwards, We'll take a look at one of the key turning points in Frankenstein: the moment in which the creature makes himself known to the De Lacey family (pg. 113 in Mr. M's text). We'll attempt to answer the following question: Is the creature responsible for his actions and deserving of blame, or is he a victim and not deserving of blame? Next, we'll read the first two pages of Ch. 16. Then, we'll start a literary device partner activity for excerpts from a single page of the text. A single page!!!!! Ahhhhh!!!! So cool!!!!! Homework: Read and annotate Ch. 16 + 17 (mine finishes with: "The prospect of such an occupation...that thought only had to me the reality of life.")
5/24/22 Objective: Analyze the ways in which the creature processes new information and converts it into lessons. (Shortened class because of SBAC testing) We'll look at a variety of lessons that the creature learned from observing the family in the woods in last night's section of the text. We'll do a writing activity where each person will focus on one lesson specifically, and then we'll team up with others who shared our same lesson. We'll share out what we come up with toward the end of class. Homework: No new reading tonight. Try to get caught up on your annotations and reading if you're not caught up.
5/23/22 Objective: Evaluate/process Hamlet essay feedback. (Shortened class because of SBAC testing) You'll get your essay feedback back today. We'll listen to the recorded comments and take a look at the rubrics. If there is still time remaining, we'll look at two powerful moments of learning/awareness that the creature experiences in the text: at the start of Ch. 11 where he works through the concept of light and human senses, and later at the end of Ch. 13 where he realizes his loneliness. Explain the complexity of the creature's experience in these two scenes---how is learning a multi-faceted experience for him? Homework: Read and annotate Ch. 14 and 15
5/20/22 Objective: Debate whether or not Victor should tell authorities about the creature! We'll focus today on a debate about the following prompt: Victor should notify authorities and his family about the creature. Homework: Read and annotate Ch. 11 + 12 + 13 (my text finishes with: "...for so I loved, in an innocent, half-painful self-deceit, to call them")
5/18/22 Objective: Discuss the ethics of different aspects of Victor's interactions with the creature + Look at how selection of detail enables characterization in a poem. First, Poetry 180. Then, round table discussion about the different ethically murky aspects of Victor's connection with the creature, guided by these discussion questions. If time, we'll read the start of Ch. 8 together. Homework: For Friday's class, read and annotate Ch. 8+9+10 (my text finishes with: "But I consented to listen...he thus began his tale.")
5/17/22 Objective: Look at how a tone shift is created with poetic elements + Analyze a key plot point in the text and talk about what implications it has for Victor's future. First, Poetry 180. Then, we'll read the section of the text at the start of Chapter 5 in which the creature comes alive and discuss characterization questions (look at page two of this document) about Frankenstein and the creature. We'll finish up by reading Elizabeth's letter to Victor at the start of Ch. 6. In response, we'll write about the techniques that Shelley uses to introduce the character of Justine? What devices do you see at play in this section? Homework: Read and annotate the rest of Ch. 6 + 7 (my text finishes with: "'Dearest niece,' said my father, 'dry your tears...slightest shadow of partiality.'")
5/16/22 Objective: Analyze how elements of Romanticism emerge at the start of the text and discuss how they might help us make plot predictions for future chapters. + Write about how figurative language is used to enable characterization in the text. First, we'll finish our group responses from yesterday, and then we'll compare our analysis with other groups who had the same Romantic element to consider. Next, a metaphor analysis question. If time, read a section of Ch. 3 in Frankenstein together. Homework: Read and annotate Ch. 3, 4, and 5.
5/13/22 Objective: Analyze how elements of Romanticism emerge at the start of the text and discuss how they might help us make plot predictions for future chapters. We'll start by reading the next two of Walton's letters. Then, we'll start working on a group activity about Romanticism characteristics that emerge in Walton's letters. Because of the shortened class today because of SBAC, we'll finish this on Monday. Homework: Read and annotate the 4th letter, and then read Ch. 1-2 in Frankenstein
5/11/22 Objective: Discuss background information for Frankenstein so we can start our next unit. First, touch base about how things went while I was away: exam!, time with the sub, essays. Poetry 180. Next, we'll hear what you uncovered yesterday as you researched Mary Shelley and how the text was created/received. After this, introductory Frankenstein Prezi presentation. Then, read the first letter of the text. Homework: If you have already submitted your Hamlet essay, you're good---no new work. If you haven't submitted it, it must be turned in by tonight at midnight to avoid a 10% late penalty. Here is a resource that shows you how to properly cite online sources (and others) in your Work Cited page. Refer to it and use the links on the left as needed.
5/4-10/22 Sub. in the room while Mr. M is in New Jersey.
5/3/22 Objective: Look back over AP exam resources and review test strategies. First, we'll get back in our groups and hear what people chose to focus on for their Question #3 group work assignment. Then, spend the remainder of the period working on the review that you find most relevant. Use the links below:
1. Go over flash cards for 25 literary terms, poetic techniques, and tone words.
2. Choose past AP timed write prompts at random, write a thesis, and try to map out key analysis points. See if you can do this in 5-7 min.
3. Head to Varsity Tutors to take practice multiple choice exams.
4. Look over past Question #3 prompts and try to write out thesis statements using texts we've read this year (or other ones you're familiar with.
5. Take a look at sample essays for the timed write prompt we worked on yesterday. Homework: I wouldn't spend more than an hour tonight reviewing. We're at the point in the year where we know what we know. What is more crucial tonight is that you get a good night of rest. Tomorrow, do not do anything highly unusual in your morning routine. Eat a breakfast if you typically eat one; don't if you typically don't. Basically, tomorrow is not the day to try your first triple shot Americano in an attempt to be alert---these things can backfire :) You got this! Remember: so much of the exam is mental. Come in as calm as you can be. And if you haven't done so, purchase/order a copy of Frankenstein
5/2/22 Objective: Apply timed write strategies to an essay of our own. We'll spend today's class on a timed write essay. Homework: Purchase/order a copy of Frankenstein + Continue reviewing 25 literary terms, poetic techniques, and tone words. You can head to Varsity Tutors to take practice exams this weekend (don't sign up for the account---just do the free testing). You can look at past AP timed write prompts and practice writing a timed write essay or two this weekend, as well. Goal for tonight: 30 min. spent reviewing AP materials.
4/29/22 Objective: Review AP timed write strategies for poetry/prose prompts + Practice designing the structure of a timed write essay for an open-ended prompt. First, we'll read and annotate tips from two past AP readers. Star the points and ideas that you think particularly apply to you and your writing style. Which things here are most relevant to you specifically? Next, in groups, draw three open-ended prompts from the bag. (There are 46 years of prompts represented here!) Pick the one you can most successfully work with. Map out the basic points you'd include in each section of the essay if you were to receive this prompt on the day of the exam. We'll hear from groups at the end of class. Homework: Purchase/order a copy of Frankenstein + Continue reviewing 25 literary terms, poetic techniques, and tone words. You can head to Varsity Tutors to take practice exams this weekend (don't sign up for the account---just do the free testing). You can look at past AP timed write prompts and practice writing a timed write essay or two this weekend, as well. Goal for this weekend: 30 min. spent reviewing on Sat., and then 30 min. on Sunday.
4/27/22 Objective: Review AP multiple choice question types and strategies + Review general AP analysis techniques via resources on AP Classroom. First, get a Chromebook and head to Google Classroom. I've posted a direction doc. that will help you log into AP Classroom. Next, complete the 21-question multiple choice practice quiz I assigned. You have 23 minutes (that's AP pace). After we finish the quiz, we'll spend the remainder watching snippets of the resource videos they have posted. Find videos that are relevant to topics you'd like clarification on. As you watch, jot down summarizing comments about the content. Be ready to share these out with a partner. Homework: Purchase/order a copy of Frankenstein + Continue reviewing 25 literary terms, poetic techniques, and tone words. For these items, make new flash cards for concepts that you're unfamiliar with or murky on. Between now and the exam, run through cards when you have a free moment to review. + Explore more of AP Classroom if the format of this resource is something you find helpful. Goal for tonight and tomorrow night in terms of preparation time: 30 min. spent reviewing.
4/26/22 Objective: Review AP multiple choice question types and strategies + Practice identify and analyzing evidence that can be used in an AP timed write prompt for poetry. First, we'll get into groups and do our answer justifications for "Hampton Beach" questions. Then, we'll look at Question #3 for the 2021 exam and three sample essays with commentary. As we read, what do you notice about how the analysis paragraphs are structured considering the absence of quoted material? Homework: Write your second body paragraph in your Hamlet essay for Friday (make sure the draft is in Google Classroom) + Begin reviewing 25 literary terms, poetic techniques, and tone words. For these items, make new flash cards for concepts that you're unfamiliar with or murky on. Between now and the exam, run through cards when you have a free moment to review.
4/25/22 Objective: Review AP multiple choice question types and strategies + Practice identify and analyzing evidence that can be used in an AP timed write prompt for poetry. First, we'll finish going over multiple choice tips and review question types. Homework: Write your second body paragraph in your Hamlet essay for Wednesday (make sure the draft is in Google Classroom) + Begin reviewing 25 literary terms, poetic techniques, and tone words. For these items, make new flash cards for concepts that you're unfamiliar with or murky on. Between now and the exam, run through cards when you have a free moment to review. Note: because we're going to use each class period between now and the exam on Wed. May 4th for AP exam prep., there won't be time to do a peer review/workshop with this Hamlet essay until after the exam. Because of that, there's a little less urgency to get this rough draft in by this coming Friday. I'm going to bump the due date for the rough draft back to Friday 5/6. I want you to make progress between now and then and be in a position to have a printed rough draft ready to swap with peers for our class period on Friday 5/6.
4/22/22 Objective: Review AP multiple choice question types and strategies + Practice identify and analyzing evidence that can be used in an AP timed write prompt for poetry. First, we'll finish the activity we started toward the end of Wednesday's class: a poetry group activity related to a timed write prompt about the poem "Plants." Then, we'll go over multiple choice tips and review question types. Homework: Write your first body paragraph in your Hamlet essay. If you have time and want to relieve pressure for next week, work on the second paragraph as well. (Only the intro. and the 1st body para. will be required, though, for the start of Monday's class.)
4/20/22 Objective: Start our AP exam preparation unit + Check/discuss the strength of our thesis statements for our Hamlet assignment. Poetry 180. Then, we'll work with partners to confirm that our thesis statements are sufficiently specific and clear to help set up the framework for our Hamlet essays. Next, we'll look at question #3 together. How is this prompt different from the typical poetry and prose prompts? After this, question #3 prompt practice. We'll try to answer five of these in class individually, and then we'll discuss them. Next, we'll start a poetry group activity related to a timed write prompt about the poem "Plants." We'll likely finish this on Friday. Homework: Write the introduction to your Hamlet essay tonight. Remember: open with a hook, introduce the play and the main plot ideas needed for the reader to understand your thesis, and then close with the thesis.
4/19/22 Objective: Brainstorm for our final essay on Hamlet. After we revisit the last few questions related to feminist literary theory, we'll talk about the details of our final project for Hamlet. After we go over this, we'll spend the rest of the period starting to map our analysis. Step 1: Thesis (think: what new perspective can readers get about the text when they view it using your critical lens? The answer to this will be your thesis.) Step 2: Scenes that help illustrate this (think: what moments are particularly interesting when viewed using your lens? Which ones seem most revealing of some deeper idea?) Step 3: Skimming for quotes that help prove your assertions. Homework: Brainstorm key concepts for your Hamlet project. Bring in a sheet with your overall structure roughly mapped out on Wednesday.
4/18/22 Objective: Finish applying some of the ideas in our two Hamlet analysis essays to our understanding of the play + Write about how symbolism and imagery help establish tone + Go over our next critical lens. Poetry 180. Then, finish discussing the two Hamlet articles we read and annotated at the end of last week. Next, we'll look at our next critical lens: feminist literary criticism. We'll talk about how we might view the play's ending from this new critical perspective. How does Gertrude's fate seem through this lens? Hamlet's relationship with his mother? What Claudius does to Gertrude and his final act of dishonesty toward her? Homework: Lit. device is due tonight by midnight.
4/15/22 Objective: Discuss how the final scene of the play fits into the tragic framework we discussed earlier at the start of the unit. First, we'll talk about the plot fireworks that go off in the final scene of the play. Then, we'll watch this final scene on film (part one, part two). What do you make of the film adaptation? How close does Branagh get to capturing the various emotions Hamlet is wrestling with in this final scene? (I keep thinking back to the tragedy essays we read and Miller's idea that in tragedy is a reminder of the resilience of the human spirit. Can you see it here? Is it shining through?) We'll finish class by talking about the two Hamlet essays and let our annotations guide our discussion. Do you agree with Blackmore's thesis that there is ample evidence for Hamlet's madness being "feigned" or faked? Do you think Eliot was on to something when he said Shakespeare missed the mark with Hamlet because he couldn't accurately have Hamlet's emotions come out in a realistic way via an objective correlative? With 5 min. left: pass back alternative ending project rubrics. Homework: Complete a lit. device (assignment posted in Google Classroom) using material from either Act 4 or 5 in Hamlet. Due Monday by end of day.
4/13/22 Objective: Discuss details of our next critical lens + Finish the play and discuss how well it fits into the tragic framework we discussed earlier at the start of the unit. First, we'll watch this cryptic scene with Ophelia (Act 4, Scene 5) that we didn't get to yesterday. Then, we'll look slides for our next critical lens: archetypal criticism. After this, we'll read the final scene together. It has all been building up to this moment! The Hamlet/Laertes/Claudius showdown is about to play out! If we have time, we'll watch this final scene on film (part one, part two). What do you make of the film adaptation? How close does Branagh get to capturing the various emotions Hamlet is wrestling with in this final scene? Homework: Read and annotate these two articles about Hamlet for Friday.
4/12/22 Objective: Apply timed write essay strategies to a practice prompt + Apply aspects of our most recent critical lens to a new section of text, one in which multiple plotlines get amplified/complicated. First, we'll start with looking at our timed writes from yesterday. Go through and highlight lines where you provide analysis that explains how a detail in the text helps communicate a complex reaction from the narrator. If you haven't self-scored these yet, give yourself a three-point self score. Next, we'll finish reading/listening to Act 4 together. We'll use the Hamlet audiobook as we read. What do you make of the surprise developments that take place at the end of Scene 6?! If time, we'll watch this cryptic scene with Ophelia (Act 4, Scene 5). Homework: Read Act 5, Scene 1. Annotations optional.
4/11/22 Objective: Apply timed write essay strategies to a practice prompt. We didn't get to complete any AP work last week with the shortened week. We'll spend today working on a timed write prompt. Homework: First, read through the rubric used to score this essay when it was administered in 2020. Then, read through at least four sample essays for this prompt. For each one, give it a three-part score (so one score for thesis, one for evidence and commentary, and one for sophistication). AFTER you've scored your four samples, look at the actual scores these essays received and read through the score justifications. See how close you were on your scores. We'll work with our essays tomorrow in class.
4/6/22 Objective: Finish discussing our next critical lens and how it helps us see Hamlet at this point in the play. We'll finish taking notes on this critical analysis lens: psychoanalytic criticism. Then, in groups, we'll tackle these discussion questions about the important turning point at the end of Act 3. Next, we'll watch an adaptation of the important scene at the start of Act 4 that covers the fallout of Hamlet's consequential actions: Scene 1. Based on what we read yesterday about Claudius and his inner thoughts, and based on our newest critical lens, how can we view this moment in the text? What forces are at play here? Homework: Read and annotate Act 4, Scenes 2, 3, 4, and 5 (so stop at the start of scene 6). If you are not caught up on your reading, make sure you're caught up by Monday.
4/5/22 Objective: Discuss our next critical lens and how it helps us see Hamlet at this point in the play. Poetry 180. Next, we'll discuss and take notes on this critical analysis lens: psychoanalytic criticism. Then, read the end of Act 3, Scene 3 together and talk about why this moment in the play is so powerful when viewed through the lens of psychoanalytic criticism. Homework: Finish Act 3 and read Act 4, Scene 1. A TON is about to take place in the text!!!
4/4/22 Objective: Analyze the structure and literary techniques used to craft one of the most famous speeches in literature + Compare adaptations of the speech: which seems most faithful to the text, and which likely would yield the greatest impact? We'll start with Hamlet's famous soliloquy and a close reading activity. After we finish this, we'll watch a variety of adaptations of the famous soliloquy (#1 is here, #2 is here, and #3 is here) and discuss their strengths and weaknesses. What directorial decisions were made for each one? How do they compliment the message of Hamlet's lines? If time remains, we'll start reading the next section of text together. We'll use the Hamlet audiobook as we read. Homework: Read and annotate Act 3, Scenes 2 + 3.
4/1/22 Objective: Perform our alternate ending projects in the auditorium! First Today is the day! Woohoo! Homework: Complete the close reading activity for the famous soliloquy in Act 3, Scene 1. Give two or three examples for each literary device on the back.
3/30/22 Objective: Discuss the basic tenets Historicism and New Historicism in literary theory + Think about how the aims of tragedy might influence the plot of Hamlet in future acts. First, I'll pass around a sheet to sign up for a performance on Friday in the auditorium. Then, we'll finish going over our slides for Historicism/New Historicism. Next, we'll have a discussion about the tragedy documents you read last night. In groups, you'll talk through the questions at the top of the first page. After this, we'll read the start of Act 2 together (at least the first scene and hopefully a chunk of scene 2). We'll use the Hamlet audiobook as we read (Act 2 starts at 49:51). Homework: Read and annotate Act 2, Scene 2 and Act 3, Scene1 for Friday. This section contains THE SOLILOQUY!
3/29/22 Objective: Think about art's ability to be both mirror and portal, both reflective and representative. + Discuss the basic tenets Historicism and New Historicism in literary theory. First, a quick look over this document on decoding Shakespearean stage directions. Next, watch different adaptations of Act 1 Scene 2: Kenneth Branagh version of king's introduction and Hamlet soliloquy, David Tennant version. For each of these clips, think about how this adaptation both reflects Shakespeare's time but also leaves space for modern viewers to make contemporary comparisons to their own lives, struggles. What lines and moments feel reflective of past culture, and what moments feel modern and nimble? Then, a harder question: what is it about those moments that enables these types of reflection? This type of thinking---situating a work in its historical context while also being aware of our own time, our own identity, as we contemplate it---is at the heart of our first literary lens: Historicism/New Historicism. Homework: Read and annotate three documents relating to tragedy. Due Wednesday. + Make sure your group has a clear path forward for the alternate ending project for The Crucible. Make plans to be here for tutorial on Wed. and/or Thurs. Project due, polished and edited, Friday.
3/28/22 Objective: Finish our group project for The Crucible + Begin talking about critical lenses---what are they? First, a slideshow and two different activities related to perspectives and critical lenses in literature. Then, we'll finish our group project that we were working on before the break. Homework: Read and annotate three documents relating to tragedy. Due Wednesday.
3/18/22 Objective: Come close to finishing our group project for The Crucible. We'll spend today working on our alternate ending group project. I'm going to adjust the due date slightly: this will be due the Monday we return from break by the end of the day. Homework: Read this introductory resource for Hamlet. Then, read and annotate the first act of the play. Take your time on this. Read first, try to work through the material, and then---only after---refer to any online summary resource that's helpful for you. The key, though, is that if you take this step, it happens after you read and annotate. The growth with this text happens with the struggle to decipher, to make meaning.
3/16/22 Objective: Work on our group project for The Crucible. We'll spend today and Friday working on our alternate ending group project. At the start of class we'll go over the details for the project, and then we'll get to it!
3/14/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue We'll finish Act 4 today. As we get to the scene with John and Elizabeth, pay attention to how closely the tone of your group conversation from Friday tracks with what the couple actually says. Then, we'll take a look at this scene in the film. If we see John's character as a symbol of change in this play, what change does he experience? And if Miller meant for this play to be satire, what quality/aspect of society is he commenting on? Reminder: purchase/order your copy of Hamlet if you haven't yet done so.
3/11/22 Objective: Make predictions about a key conversation between John and Elizabeth + Create a short script for this conversation Sub in the classroom---I'm home watching after a sick kiddo again :( You all will work on a fun creative writing project today that attempts to predict what John and Elizabeth will speak about once they finally get a chance to talk alone after being arrested. Details are in the handout.
3/9/22 Objective: Practice multiple choice strategy with two different multiple choice sets today. (Sub in the classroom---I'm home watching after a sick kiddo.) We'll go through two different multiple choice sets today. Watch your time management as you work through them. When I'm back on Friday we'll finish the play together.
3/8/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue We'll make as much progress as we can in Act 4 today. This is the final act! As we read, pay attention to how Proctor and Elizabeth are given immense power in this final scene. Do you see how, despite Danforth's attempts to stay in control, forces beyond him are now shifting power away from him?
2/28/22--3/7/22 SBAC testing
2/25/22 Objective: Analyze strengths and things to improve upon in our timed write essays by comparing them to sample essays for the same prompt. We'll start by looking at a few sample essays for the timed write prompt that we looked at on Wednesday at the end of class. For each one, I want you to discuss with your partner what score you think it should receive. Then, once we've read through them, we'll do the same process for our own essay and, if time, we'll take a look at our partner's essay and discuss only strengths. Homework: Order/purchase a copy of Hamlet. I do have a few leftover copies from a previous year that I can give out to any student who feels like---for whatever reason---securing a copy on your own might be hard. Talk to me. + Get some rest on Sunday night and be ready to start SBAC testing on Monday.
2/23/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Analyze the various pressures Danforth is attempting to navigate + Compare characterization in two different mediums: printed screenplay VS film adaptation. First: Let's talk about Danforth. What pressures is he being forced to respond to at this point in the play? Is there a way for him to resolve things in Salem while also honoring people like Hale/Proctor? Then, we'll finish Act 3 today. At the end of the act, pay attention to how Miller intensifies the drama and intrigue for the audience here. Do you see how we're pulled into Act 4 because of the dual plotline approach? We'll then watch the final moments of the courtroom scene in the film. After this, we'll get into pairs and brainstorm ideas for our timed write homework due Friday (TIMED WRITE FOLDER #11 in Mr. M's records). Homework: Complete one timed write essay by Friday's class. Spend 50 minutes on the assignment (set a timer). Do in one sitting or split over two nights.
2/22/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Analyze the various pressures Danforth is attempting to navigate. We'll dive more deeply into the court scene and finish Act 3 today. As we read, pay attention to Danforth's predicament. What conflicting motivations and pressures is he struggling with here? Why is his position so tricky at this point in the play?
2/18/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Compare characterization in two different mediums: printed screenplay VS film adaptation. To start: how has the concept of evidence evolved over time? Where will the notion of evidence shift to in the decades/centuries/millennia ahead? Then, we'll continue acting out Act 3. With 20-25 min. left in class, we'll watch some of the courtroom scene in the film adaptation. What about this scene seems true to the text? Are there any aspects of it that stray from the text and what you think Miller intended? We'll also look at a few shots of the village and the interiors of the different buildings. How might aspects of this setting have amplified some of the tensions brewing in the text at this point?
2/16/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Conduct a midpoint conversation for the text in which we analyze its structure, characterization, and language use. We'll start our group discussion activity related to the first two acts of The Crucible. Students will first prep for their segment of the conversation. We'll write out a rough outline of what we want to present/discuss. Then, we'll chat and fill out our conversation reflection sheet. After this---likely after the halfway point in class---we'll dive into the court scene, Act 3!
2/15/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Conduct a midpoint conversation for the text in which we analyze its structure, characterization, and language use. First, we'll continue acting out the play and finish Act 2. We'll also read the deleted Act 2, Scene 2 scene at the end of the book. Why do you think this scene was cut? What value does it add to the play? Then, if time, we'll start our group discussion activity related to the first two acts of The Crucible. We will likely need to finish this on the block day.
2/14/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Think about what character traits have been revealed so far that suggest a potential for change. We'll by posting the focus of our two paragraphs on sticky notes and taking a look at what we came up with. Then, we'll dive into Act 2 and read about the fallout of Abigail's most recent accusations. We'll come close to finishing Act 2 today.
2/11/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue We'll start with this character chart from Act 1. Then we'll dive into Act 2 and read through a tense scene between John and Elizabeth. Homework: Two paragraphs due by the start of Monday's class. Submit on Google Classroom. Two separate prompts (so one para. for each) Prompt 1: Based on what we've read and learned so far, who or what do you think is most to blame for the chaos that is starting to spiral out of control in Salem? Prompt 2: Which character in the play at this point is showing the most potential for change? Make a prediction about which character will likely experience the most notable evolution by the play's end. Think back to key moments we've experienced in Act 1 already and what they've revealed to us.
2/9/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Discuss the meaning and relevance of the philosophical section about Rev. Hale. To start: in groups, discuss what struck you about last night's reading about Rev. Hale. What in that section would have likely made waves among audiences if they were exposed to that section of the text? What about it felt so...intense? Based on the description, is Hale's character introduced in a flattering way, or would you use some other adjective to describe the tone of the depiction? After we finish this, a question for the class: how would you handle this section if you directed a live stage adaptation of the play? Next, we'll dive back into Act 1.
2/8/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue First, warm-up free write: what is the destiny of a relationship that is not equally invested in? Don't they all suffer the same fate? If so, what is that fate? Next, make significant progress in Act 1 today. Homework: read and annotate the lengthy and dense description of Reverend Hale. What do you make of Miller's inclusion of this in the text? How should director's handle this if they feel stuck between an obligation to characterize Hale the way Miller intended and also make the play feel quick-moving and gripping?
2/7/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Think about how reputations act as powerful catalysts for action. First: why does society place value in one's reputation? If a reputation can be destroyed or quickly built-up with a single act, why does it have such pull, such power, for us? In what contexts/cultures might a reputation be more/less valuable that it is for us in America in 2022? Next, we'll dive back into the play. As we read, think about how Rev. Parris, Abigail Williams, and John Proctor view reputation. What is at the heart of their connection to how others view them? Homework: Make edits to your group project writing. Group Editors: please upload your final draft of your Google Doc in Google Classroom tonight by midnight.
2/4/22 Objective: Complete STAR 360 testing. All students in grades 9-11 have been asked to complete a round of STAR 360 testing. We'll do this for the first half of class and then dive back into the play. Homework: Make edits to your group project writing. Group Editors: please upload your final draft of your Google Doc in Google Classroom by Monday end of day.
2/2/22 Objective: Analyze how Miller establishes the start of the play, primarily setting and plot development. Start with writing on the following prompt: What is the best way to tackle a society-wide fear? How can you go about eradicating (or at least addressing) such a fear? Then we'll dive into the opening of the play. With 15-20 min. left, we'll get back in our Heart of Darkness groups and put any finishing touches on our group project. Homework: Make edits to your group project writing. Group Editors: please upload your final draft of your Google Doc in Google Classroom by Monday end of day.
2/1/22 Objective: Go over contextual information for The Crucible. We'll start with looking at our final exam and checking the scoring on it (for a more in-depth look at each question, please swing by during tutorial). Then, we'll go over background information for The Crucible. If there is time at the end of class, we can touch base with our Heart of Darkness groups again and revisit any open questions we have. Homework: Create your para. for the group project. Rough draft of your section of the project is due by the start of class on Wednesday.
1/31/22 Objective: Brainstorm for and begin collaborating on our Heart of Darkness group project. We'll start our final project for Heart of Darkness. Our goal for today is to pick our prompts, discuss general angles for attack for our analysis, and assign a Group Editor (they will create our shared Google Doc that we'll use to map things out for tonight) Depending on time, we may start to go over background information for The Crucible. Homework: Jot down a basic outline for your key analysis points in your Google Doc tonight. Essentially, you want to map out your section. Include a bullet point list of things you'll tackle in your para. Rough draft of your section of the project is due by the start of class on Wednesday.
START OF SEMESTER 2
1/24/22 Objective: Practice applying multiple choice strategies to a set of AP multiple choice questions. + Discuss what the novel's ending reveals about Marlow's character. We'll start by finishing going over our multiple choice set from Friday. Then, we'll look at two moments in the final section of reading: when Kurtz's fiancé is described in a strange way that blends character and setting, and when Marlow lies about Kurtz's last words. As we read: how has this journey impacted Kurtz? What do make of the novel's conclusion? What theme crystallizes here? Homework: REST. Go to bed early-ish on Tuesday. Have a solid breakfast Wednesday. Review lit. terms and poetic devices, make a list of multiple choice strategies you want to use on the exam, and, if you have time, do a few multiple choice practice question sets on Varsity Tutors.
1/21/22 Objective: Practice applying multiple choice strategies to a set of AP multiple choice questions. We'll do a multiple choice set question by question (M.C. FOLDER #4 in Mr. M's files), first individually and then in small groups. Record your answers on this sheet. After you defend your answers in your group, we'll go over answer explanations. Homework: Finish reading and annotating the novel this weekend. Bring it with you to class on Monday. Here is our annotation rubric if you want to glance over it again. + If you're bored this weekend and looking for something to do, I got you covered! Review lit. terms and poetic devices, make a list of multiple choice strategies you want to use on the exam, and do a few multiple choice practice question sets on Varsity Tutors.
1/19/22 Objective: Perform a close read of two sections of the text and look at how connotation plays an essential role in characterization. First, we'll look at two specific moments in the text: when Marlow first sees Kurtz for the first time (!!!), and when Marlow encounters the woman on the banks of the river. Then, we'll look at a scholarly article from Conradiana, (article here) a literary journal that only publishes literary analysis of Conrad's works! Isn't academia amazing?!? We'll read the first page or two together. In your notebooks, answer these questions with a paragraph: How would you describe the author's writing style? How effective is the author in making their argument? In the last 15 minutes, we'll run through our lit. device analysis with a partner. Talk through what you plan to argue in your Purpose paragraph. If there is still time remaining, we can make some progress on the lit. device. Homework: Read up to the paragraph that starts with "Thus I was left at last with a slim packet of letters and the girl's portrait." + Lit. device due Thursday by the end of the day. Pull content from Ch. 2.
1/18/22 Objective: Analyze how the theme of identity-change-as-a-result-of-environment is playing out in the novel at this point + Look at how structure impacts narrative identity in a poem. First, Poetry 180. Then, we'll circulate in groups and answer four discussion questions around the room. We'll talk about what your group comes up with after groups have finished. If there is time at the end of class, we'll lead a bit more of the text together. Homework: Read up to the paragraph that starts with "I think I would have raised an outcry if I had believed my eyes..." + Lit. device due Thursday by the end of the day. Pull content from Ch. 2.
1/14/22 Objective: Discuss how the first glimpses of Kurtz's station and Marlow's interactions with the Russian trader both help add to Kurtz's character and further develop anticipation for the reader. First, we'll look at the way Marlow describes his first glimpses of Kurtz's station. We'll sketch the details as we encounter them. Make your sketch embody the tone of Marlow's description (I know! This is hard!) Next, we'll look at the description of the Russian trader. Highlight all examples of both visual details for him AND dialogue. Then, what does his description and commentary do to our perception of Kurtz? And: if Kurtz is procuring ivory using brutality, how do you explain the seeming affinity that the Congolese have for Kurtz? What's at play here? Homework: Lit. device due Thursday by the end of the day. Pull content from Ch. 2.
1/12/22 Objective: Evaluate characters in Heart of Darkness and other texts in the context of Apollonian and Dionysian character frames + Use annotations as the foundation of lit. analysis conversation. First, Poetry 180. Then, we'll revisit the prompt at the end of our slides from yesterday. We'll answer the prompt with two timed paragraphs. We'll write these trying to race against the clock. We'll share out some ideas we focused on after we write. Then, we'll get in groups and do an annotation-guided discussion about the content in Ch. 2 so far. We'll go around and explain moments that earned annotations in our texts. Focus on not just reader reaction comments, but discuss lit. devices you caught, themes that you saw developed, and moments that seemed particularly impressionistic. Next, we'll look at the end of last night's reading---the attack scene---and talk about what moments like this do to the mood of the text and Marlow's increasing interest in Kurtz. At the end of class I'll show you an AP exam score calculator. Feel free to play with it on your own time if you find it helpful. Homework: Finish Ch. 2 + Optional revision assignment due Friday. Hard deadline on that.
1/11/22 Objective: Evaluate characters in Heart of Darkness and other texts in the context of Apollonian and Dionysian character frames. First, we'll get in groups and read our Kurtz intros from yesterday. As you listen, which intro. in the group feels like it most aligns with the way other characters have discussed Kurtz thus far? After this, we'll begin to explore the concept of Apollonian and Dionysian elements in Heart of Darkness. How does Marlow fit into this dichotomy so far? What about characters from past texts? We'll respond to the writing prompt in the last 15 min. of class. Homework: Read and annotate the next eight-10 pages of Ch. 2. Stop at the END of paragraph that starts with: "We tore slowly along the overhanging bushes in a whirl of broken twigs and flying leaves."
1/10/22 Objective: Apply in-text descriptions of Kurtz to a 1st-person-point-of-view introduction of him + Situate thematic issues in the text in a modern context: how would you speak with Marlow if he sat next to you in 2022? We'll start with finishing the discussion prompt from the end of class before the rain day: If you were sitting next to Marlow in 2022 and he recounted his story about the dying miner and the cookie, how would you respond? What would you say to Marlow to communicate a more informed, tolerant perspective to him? Where would you start? Then, we'll start by reading the paragraph or two of Ch. 2. together. Next, we'll read the next two pages together and look at Kurtz's description on page 22 in Mr. M's text. What signs of impressionism do you see here? What type of diction is used? In pairs, find examples of how Kurtz has been described by different characters in the text thus far. Who do we know him to be at this point in the story? We'll write 1st person p.o.v. introductions for him and present these to small groups. If time, we'll hear a few of these introductions in front of the class. Homework: Read and annotate the first eight-ish pages of Ch. 2. Stop at the paragraph that starts with: "Towards the evening of the second day we judged ourselves about eight miles from Kurtz's station."
1/5/22 Objective: Apply timed write essay strategies to writing of your own and work in groups to map out a timed write essay + Situate thematic issues in the text in a modern context: how would you speak with Marlow if he sat next to you in 2022? First, we'll work on the AP test question 1 activity from yesterday. In groups, discuss potential angles of attack for this question. Then, each group member will map out analysis for one paragraph of a timed write essay (so come up with angle, quotes, analysis ideas, etc.). When you're done, we'll talk about AP Reader feedback for this question and take a look at a very high-scoring essay for this prompt. Next, we'll look at and discuss a particularly disturbing scene: when Marlow meets a group of miners sick and near death in a grove of trees. If you were sitting next to Marlow in 2022 and he recounted this story, how would you respond? What would you say to Marlow to communicate a more informed, tolerant perspective to him? Homework: Finish reading and annotating section 1.
1/4/22 Objective: Process essay feedback + Start a group analysis project for a timed write poetry prompt. First, update about extra credit revision opportunity. Then, we'll listen to our feedback from our poetry essays. We'll record comments in our Feedback Tracker sheet and look for trends between the poetry and Gatsby essays. Next, we'll start work on an AP test free response activity with a poetry prompt. In groups, look at question 1. First, discuss potential angles of attack for this question. Then, each group member will map out analysis for one paragraph of a timed write essay (so come up with angle, quotes, analysis ideas, etc.). Finally, if time, we'll talk about AP Reader feedback for this question, but we may need to bump this to the block day. Homework: finish reading and annotating the next eight pages of Heart of Darkness.
1/3/22 Objective: Analyze how the concept of impressionism impacts things like the creation of tension and characterization. To start, take a look at your lit. device. In your Purpose paragraph topic sentence, highlight the technique you reference, and then highlight the impact. Circle each quote in your purpose paragraph. Underline sentences that contain literary analysis. Next, Mr. M will read a section of text that describes some of Marlow's first impressions of the Congolese jungle (one or two pages in from the end of last night's reading). Then, we'll finish working in pairs to tackle the impressionism analysis from Wednesday before the break and then share what we come up with. At end of class: pass back the essays to those of you who had your self-written piece analyzed by a peer. Homework: Read and annotate the next eight pages of Heart of Darkness.
12/17/21 Shortened class because of the altered schedule. We had to ultimately alter our plans today because we had so many students absent. We postponed our Heart of Darkness content until after the break. Homework: Complete one lit. device for the first 12 pages of Heart of Darkness. Bring a printed version of this to class on the Monday we return.
12/15/21 Objective: Perform our poetry pieces in the library! + Analyze how the concept of impressionism impacts things like the creation of tension and characterization. First, we'll head down to the auditorium for the first half of the block. Then, we'll finish working in pairs to tackle the impressionism analysis from yesterday and then share what we come up with. Homework: Read and annotate the next six pages of Heart of Darkness.
12/14/21 Objective: Analyze how the concept of impressionism impacts things like the creation of tension and characterization. Poetry 180. Then, look at the impressionism information for Heart of Darkness. Use the first few pages of the text as content to write about for the back of the impressionism worksheet. We'll work together in pairs to tackle this and then share what we come up with. Homework: Make a cup of tea, put on some warm socks, take a deep breath, and study some US History info. on the couch to get ready for tomorrow's test :) + Read over your poem for our performance tomorrow. It's going to be awesome!
12/13/21 Objective: Discuss the concept of civility, one of the central themes in our next text + Evaluate the strength of Achebe's argument + Finish going over our historical context slides for HoD First, look at footage of uncontacted tribes in the Amazon. Think: what makes a group of people "civilized"? (Here is the definition for "civilize.") Are these communities civilized or uncivilized? Why or why not? After this, we'll talk about the Achebe article you read last night. What did you make of his argument? What IS the best way to read and write about past injustices? Should characters we read in modern times harbor the prejudiced mindsets of bygone eras? If time, we'll read the first page or two of Heart of Darkness together. Homework: Read and annotate the first six pages of Heart of Darkness + Practice reading your piece for Wednesday's poetry performance. Woohoooo!
12/10/21 Objective: Start our next unit and go over some of the historical and cultural contextual information for Heart of Darkness. First, I'll pass out the answer justifications for our multiple choice sets. Then, read satirical article "How to Write About Africa." Discuss elements of the piece that make it fit into the satire genre (think: critical of society, some humorous lines that incorporate anger/frustration, etc.). Next, start background information slideshow on imperialism / Congolese history. If time, start to read and annotate Chinua Achebe's article "An Image of Africa." Homework: Read and annotate Chinua Achebe article (see link above).
12/8/21 Objective: Verbally defend answers on MC question sets + Make revisions on poetry essay rough drafts. (Sub in the room today) First, in groups: come to a consensus on the answers for our two question sets. Write answers on the board, then read over answer justifications and highlight relevant ideas/tips. Next, swap poetry essays. Fill out this feedback/revision checklist. Then, give verbal feedback to the writer. Repeat a second time with a second student, if time. Homework: Final draft due in Google Classroom by Friday end of day. Make sure you revisit feedback from Gatsby essay, run through Grammarly, and read out loud to check for errors.
12/7/21 Objective: Apply multiple choice strategies to two back-to-back multiple choice question sets. We'll dive right in to two question sets today (MC FOLDER #6 IN MR. MORGAN'S RECORDS). Please pay special attention today to time management. First, quick note about poetry essay rubric: same drafted essay rubric we used for our Gatsby essay. See essay for rubric. Homework: Make significant progress on your poetry analysis paper rough draft. Complete rough draft due in Google Classroom on Wednesday by the start of class.
12/6/21 Objective: Dissect three AP timed write poetry prompts + Analyze how structure in a poem impacts its tone + Look at a sample lit. device assignment. Start with "Teeth" by Phil Kaye. Write and discuss: How does the structure of this piece contribute to its tone? Then, we'll pick apart three AP poetry prompts. Next, we'll look at a SAMPLE LITERARY DEVICE and talk about strengths. Finally: what thesis are you working with on your poetry essay? Homework: Make significant progress on your poetry analysis paper rough draft. Complete rough draft due in Google Classroom on Wednesday by the start of class + Order/pick up your copy of Heart of Darkness by Joseph Conrad
12/3/21 Objective: Compare two Emily Dickinson poems + Begin analyzing the poem we select for our poetry analysis essay. We'll open with two short Emily Dickinson poems: "The Soul Selects Her Own Society" (on pg. 745 in Mr. Morgan's text), and "There's a Certain Slant of Light" (on pg. 746 in Mr. Morgan's text). As we read, look for stylistic elements that help contribute to the mood of both pieces. Then, THE BIG MOMENT! You'll select your poem that we'll use for the poetry paper. Everyone will have the option of one do over---you can select an alternate poem if your piece seems unworkable. After we select, we're going to start mapping out our analysis: what's the central impact you want to focus on? What lit. devices and stylistic decisions get you to that impact? Homework: Make significant progress on your poetry analysis paper rough draft. Complete rough draft due in Google Classroom on Wednesday by the start of class + Order/pick up your copy of Heart of Darkness by Joseph Conrad
12/1/21 Objective: Analyze various SOAPSTone elements in "She Walks in Beauty" and compare it to "The Solitary Reaper" + Compare two Emily Dickinson poems + Complete *hopefully* our self-written poem. First, we'll use the first half of the block to make progress on and hopefully finish our self-written poem. Upload it to Google Classroom. Then, Lord Byron's "She Walks in Beauty." After this, two short Emily Dickinson poems: "The Soul Selects Her Own Society" (on pg. 745 in Mr. Morgan's text), and "There's a Certain Slant of Light" (on pg. 746 in Mr. Morgan's text). As we read, look for stylistic elements that help contribute to the mood of both pieces. Homework: Finish your poem. Final draft due Friday (but I'd prefer it Thursday night in Classroom so I can have time to scan through them). + Order/pick up your copy of Heart of Darkness by Joseph Conrad
11/30/21 Objective: Discuss and analyze the concepts of blank verse and free verse in poetry + Analyze a peer's literary analysis and provide feedback. First, break into groups and come to a consensus on the eight poetry excerpts that highlight blank verse vs. free verse. Finish the activity with a parting question about meter. Then, get Chromebooks and swap lit. devices. Look over the rubric---how would you score this device if you were asked to score it? Does the Purpose paragraph thoroughly explain how the device adds larger impact to the piece? If there is time at the end of class, you can start working on your student experience survey (see homework).
Homework: Fill out mid-semester student experience survey for our class. Do this anonymously please! I want you to have the freedom to be as honest as possible with your answers. + Continue making progress on your poem. Final draft due Friday (but I'd prefer it Thursday night in Classroom so I can have time to scan through them). + Order/pick up your copy of Heart of Darkness by Joseph Conrad
11/29/21 Objective: Discuss and analyze the concepts of blank verse and free verse in poetry. First, Poetry 180. Next, a discussion of blank verse vs. free verse, and rhyme vs. meter. In small groups, read through multiple poems and identify their meter. Finish with a parting question about meter. Then, poetry final project guidelines. Then, if time, time to brainstorm on poetry topics and start jotting ideas down. (Looking for inspiration? Here are a bunch of slam poems from Button Poetry. Watch a few to help jump start ideas.) Homework: Make significant progress on your poem.
11/23/21 Objective: Discuss multiple choice results from the activity you did with the sub + Practice identifying poetic rhythm and try to pair it with impact/content. First, discuss the answers to Monday's multiple choice activity about "The Chambered Nautilus." Next, read over "The Solitary Reaper" by William Wordsworth discuss the answers to the analysis questions. Can you identify the rhythm here? Does the rhyme draw the reader's attention to certain ideas? Then, read "Sir Patrick Spens" and discuss how the piece articulates its central tragedy. This is a narrative ballad---what is so compelling about this story's conflict? Homework: Lit. device due by start of Monday's class. Check Google Classroom.
11/19/21 Objective: Quiz on first tone word cluster. First, a few minutes to review your tone words. Then, the quiz. We'll have a chance to score our quiz today in class. Next, read "The Solitary Reaper" by William Wordsworth and complete questions together. Do you notice anything interesting regarding rhyme? Homework: Read "Sir Patrick Spens" and be ready to discuss it on Monday. Feel free to do a little background research on this if you're interested in the piece. We'll talk on Monday about it.
11/17/21 Objective: Analyze how sonnet structure dovetails with content/ideas + Discuss how a poet uses selection of detail and structure to establish a mood for readers/audiences. Warm up with "This Is My Voice" by poet Shane Koyczan. Would the mood of this piece feel very different if you simply read it? How would you characterize its tone? What elements of the piece contribute to its mood/tone? Next, we'll finish watching this video that explains basic sonnet structure and features (start at 7:30). We'll take notes on this. Then, we'll read these sonnets by Shakespeare and discuss in groups (each group will deal with one sonnet). We will then make presentations about each sonnet to the other groups. The last 10-15 min. of class we'll spend looking at our lit. devices. Things to check: three sentences minimum for Context and Connection section? Full paragraph (five sent. minimum) with topic sentence that contains both impact and lit. technique? Polished with no obvious grammatical mistakes. It goes without saying, but these need to be run through Grammarly before submission each week. Homework: Study tone words cluster #1 flash cards. Quiz Friday. Remember: place words you know less well only one or two cards back as you study. Words you know well go to the back of the deck immediately. Once you get to the point that you can go through the stack without needing to turn the cards over to check the definitions on the back, you're done.
11/16/21 Objective: Analyze how sonnet structure dovetails with content/ideas. First, we'll hear the 11 questions that we used with our poetry activity. Then, we'll read "Ghosts" (pg. 831 in Mr. M's poetry anthology) by Pulitzer AND National Book Award winner Mary Oliver. We'll write on how structure is used in this piece to communicate a larger effect. Next, we'll watch this video that explains basic sonnet structure and features. We'll take notes on this. If time, we'll start to read these sonnets by Shakespeare and begin discussing in groups (each group will deal with one sonnet). We will then make presentations about each sonnet to the other groups. We'll likely need to do this on the block day. Homework: Make sure literary device from yesterday is done and in Google Classroom. We'll do a quick revision check on these tomorrow in class + Study tone word cluster #1 flash cards. Quiz Friday.
11/12/21 Objective: Analyze how poetic techniques enable the characterization of a relationship or a tension between two people. We'll spend today working on this poetry activity. We'll talk about what this writing experience was like. How many of you managed to get lost in the task at hand? How many students wrestled with every line? About halfway through the class we'll walk to the library and print these out. Then, we'll post these around the room and try to guess the questions that prompted the creation of the different pieces. Homework: Make flash cards for tone words cluster #1.
11/10/21 Objective: Analyze how poetic techniques enable the characterization of a relationship or a tension between two people. First, Poetry 180. After we answer the analysis question: do you feel this urge that is referenced at the end of the piece? Where does this come from? It runs counter to the thesis that Jericho Brown pitched to us at his writing workshop last week, which was essentially this: poetry should be created in the most whimsical, wandering, carefree way and shouldn't be driven by all-powerful purpose/thematic statements (because these stifle true creative, word-level exploration). Can you ever have both---the big thematic value + the playful word-level art---at the same time? Does one destroy the other? After this, we'll look at your SOAPSTone info. for "Those Winter Sundays." In eight minutes, create a paragraph that answers this question: How does Hayden use poetic techniques to characterize the relationship that the narrator had with their father when they were younger?
11/9/21 Objective: Practice multiple choice strategies + complete assessment on literary terms. First, we'll go over the answers from our multiple choice practice yesterday. Then, a few minutes to study your literary term flashcards. Next, we'll take our quiz. If time, read and discuss "Those Winter Sundays" by Robert Hayden. Homework: Complete one SOAPSTone sheet for "Those Winter Sundays"
11/8/21 Objective: Practice multiple choice strategies + verbally defend multiple choice answers in a group. Substitute in class. Complete a set of multiple choice questions for "Dulce et Decorum Est." Record group answers on the board. Homework: Quiz tomorrow for literary terms.
11/3/21 Objective: Practice self-assessment on a timed-write essay using a six-point rubric + Analyze how selection of detail contributes to a narrator's characterization in a poem. Poetry 180. Then, read/listen to "Jabberwocky" by Lewis Carroll together. Text is here. Discuss how Carroll communicates meaning to readers despite writing in a language that bears little resemblance to English. What SOAPSTone techniques does he use to achieve meaning? Next, we'll look at a six-point rubric for a prose essay timed write (here is the rubric, check out page #2). We'll also look at some essay guidelines for this essay. Now, considering this info., reread your Obasan essay. Try to guess the score you got on your essay based on the six-point rubric. Write it somewhere where your partner can't see it. Then, swap your essay with someone nearby. They will read and try to guess what score it should earn. You'll chat and walk them through your assessment. Are you in agreement on its structural strengths/weaknesses? Homework: Study flash cards for a lit. device quiz on the 25 lit. terms I gave you earlier in the year. You'll know you're ready for the quiz when you can fly through your deck and say the definition and the example quickly without looking at the back of the cards. Study in 10-15 minute intervals spaced over a few days.
11/2/21 Objective: Analyze how stylistic decisions in a poem can lead to its tone shift + Go over literary device analysis template / tone words resource. Warm up: Watch "Table Games" by Sarah Kay, a piece that highlights the power of tone shifts. Free-write prompt: 1. What tone shift occurs in this piece? 2. What stylistic and structural elements help to usher in this tone shift for the reader/audience? After this, we'll talk about tone words and weekly lit. devices (template here). If time at the end of class, you can go through your lit. device flash cards. Homework: Write the second half of an AP timed write for the Obasan prompt. Try to limit your writing to 25 minutes. Full essay due on Wednesday (we'll use this in class, and it will be scored based on completion, not the AP scale). Then, spend 10-15 minutes studying your flash cards on lit. devices. Quiz Monday.
11/1/21 Objective: Analyze essay feedback and reflect on our writing practice + Discuss/consider the key rules that apply to comma use. First, this comma rules cheat sheet is a succinct, functional resource that outlines most of the key comma scenarios you might encounter in your writing. Then, we'll listen to our Gatsby essay feedback using Kaizena. After we listen to the feedback, we'll fill out our writing feedback tracker sheet for this assignment. At the end of class, we'll get our rubrics back. Homework: Write the first half of an AP timed write for the Obasan prompt. Try to limit your writing to 25 minutes. Full essay due on Wednesday (we'll use this in class, and it will be scored based on completion, not the AP scale). Then, spend 10-15 minutes studying your flash cards on lit. devices. Quiz Friday.
10/29/21 Objective: Apply the SOAPSTone analysis framework to multiple poems. We'll start with a conversation with Beth about the exam. Then, we'll break into groups and work with two poems that we read on Wednesday: "Schoolsville" by Billy Collins and Dorianne Laux's "The Life of Trees." First, pick the poem you want to focus on. Then, your group will pick two SOAPSTone elements to use as an analysis lens. For each one, write a few sentences of analysis that ties that element to a specific insight about the poem. Refer to phrases/lines from the text in your analysis. At the end of class, we'll go over what you came up with your SOAPSTone sheet for "After Minor Surgery." Homework: Make flashcards for the 25 lit. terms I gave you earlier in the year. Due Monday. All you need is definition and example on the back of each card. Note: You can put these in your own words. You don't need every single word of the definition I gave you. These cards should be structured to best help you.
10/27/21 Objective: Apply the SOAPSTone analysis framework to multiple poems. First, start with "Today Means Amen" by Sierra DeMulder. Pick ONE SOAPSTone element that comes across in this piece and see if you can explain that element via writing. Think: what insight can you gain from trying to the view the poem in light of your SOAPSTone element? Then, have a discussion about SOAPSTone concepts for "After Minor Surgery." What did you notice? Next, break into groups and review of "Schoolsville" by Billy Collins. How does Collins, a renowned poet and professor, feel about his students? Our discussion will be oriented around specific SOAPSTone components. Finally, we'll read and discuss Dorianne Laux's "The Life of Trees." At the end of class, we'll go over what you came up with for last night's homework. Homework: Make flashcards for the 25 lit. terms I gave you earlier in the year. Due Monday. All you need is definition and example on the back of each card. Note: You can put these in your own words. You don't need every single word of the definition I gave you. These cards should be structured to best help you.
10/26/21 Objective: Discuss basic components of poetry analysis and apply these concepts to our own poem analysis. First, start with sharing out in groups some of the 10 terms/ideas we read about last night from our "Poetic Devices" document. Next, a spectrum of poetry definitions. Then, SOAPSTone basic info (confused about SOAPSTone? Check out a sample analysis for a poem called "The Bagel" on the back of this sheet). Next, pair activity to complete one SOAPSTone chart for Wendell Berry's beautiful poem "The Peace of Wild Things." Homework: Complete one SOAPSTone analysis sheet for "After Minor Surgery"
10/25/21 Objective: Explore some of the general characteristics of poetry that set it apart from other modes of writing. First, writing warm up: Free write questions about poetry. Next, watch "Repetition" by Phil Kaye. What makes this poetry? Next, if time, start "After Minor Surgery" assignment. Homework: Read and annotate "Poetic Devices" text. Choose 10 ideas that you are unfamiliar with. Mark them in the text. Become familiar enough with these ideas to speak about them tomorrow.
10/22/21 Objective: Make revisions to our Gatsby essay drafts. + Go over the rubric that we'll use for our drafted essays. First, here is the rubric we'll use on our drafted essays. Then, we'll *hopefully* have time to to read through TWO separate essays from our peers today. As you read, feel free to look at the rubric for guidance on what the different essay elements should contain. After you read, I'd like you to verbally debrief with your workshop partner and explain your feedback. Homework: Read your final draft quietly out loud to yourself to check for errors. Then, submit the final draft on Google Classroom by midnight tonight. Note: if you turn the draft in late and have not spoken to me in advance about some extenuating circumstance, I will apply the 25% late penalty to it. Additionally (and this goes without saying, but I'll say it anyway): all writing on this essay should be your own. No ideas/phrasing/sentences should be the work of another person. Plagiarized material---content you've taken from someone or some online source but failed to credit them for---is not allowed in our class.
10/20/21 Objective: Apply AP exam strategies to a full question set of multiple choice questions + Make revisions to our Gatsby essay drafts. First, we'll get back into our groups and go over the rest of the answers to our multiple choice questions from yesterday. Then, we'll look at this sample MLA format page, this sample Work Cited page, and go over these Grammarly directions. Once we review this, you'll choose what step will best help you at this stage of your drafting process: 1. Run the draft through Grammarly and start making revisions, or 2. Swap Chromebooks with a peer and have them read over your draft and give you feedback. We'll spend the remainder of the period polishing up the draft. Homework: Read your final draft quietly out loud to yourself to check for errors. Then, submit the final draft on Google Classroom by midnight on Friday. Note: if you turn the draft in late and have not spoken to me in advance about some extenuating circumstance, I will apply the 25% late penalty to it. Additionally (and this goes without saying, but I'll say it anyway): all writing on this essay should be your own. No ideas/phrasing/sentences should be the work of another person. Plagiarized material---content you've taken from someone or some online source but failed to credit them for---is not allowed in our class.
10/19/21 Objective: Apply AP exam strategies to a full question set of multiple choice questions We'll work with the Keats poem question set (M.C. Folder #2 in Mr. M's files). We'll complete this individually and then defend answers in groups. If time, we'll collectively look at the Wilfred Owen text and question set. Homework: By Wednesday, make sure your intro., conclusion, and the three body paragraphs are in your Google Doc draft in Classroom (so copy and paste the content from shaping sheets #1 + #2 into the draft---basically you'll take this material and convert it to paragraphs.)
10/18/21 Objective: Convert our shaping sheets into draft paragraphs + Discuss the strengths and structure of conclusions. We'll start today with talking about how to develop a conclusion. Tips and a sample conclusion are here. Then, we'll go over a shaping sheet-inspired sample body paragraph. After we look at this, we'll start working on converting our shaping sheets into draft paragraphs. Homework: By Wednesday, make sure your intro., conclusion, and the three body paragraphs are in your Google Doc draft in Classroom (so copy and paste the content from shaping sheets #1 + #2 into the draft---basically you'll take this material and convert it to paragraphs.)
10/15/21 Objective: think about how structure of a longer piece of writing like an essay can be used to clearly communicate the essay's primary position. First, there is a new poetry club forming at AHS! And it's all virtual (for now), so it's VERY easy to participate in! If you want a safe, supportive option to share your poetry and get/give feedback, you should consider joining! Just type this code into Google Classroom: qbvvdvm. We'll start today's class with pairing up with another student and walking them through our thesis and two shaping sheets. Fill out this feedback checklist for them as they summarize the content on their shaping sheets. Once we finish this workshop activity, we'll spend the remainder of the period working on body paragraph #3. No shaping sheet necessary, but we do need to follow a similar structure for it. You can write it directly into the draft document on Google Classroom if you'd like. Homework: By Monday's class make sure that the third paragraph is completed in your Google Classroom doc.
10/13/21 Objective: think about how structure of a longer piece of writing like an essay can be used to clearly communicate the essay's primary position. We'll have a lot of time today to work on our body paragraphs. To begin this work, start with the essay shaping sheet. We'll complete two of these---the first one is due by the end of the period, the second one is due by Friday's class (but you're welcome to work on it today if you finish the first one). Note: you don't need to complete a sheet for the third body para, but you can if it's helpful (just make a copy of one of your other sheets). I do want the third para. to have a similar structure though. Homework: Make sure both shaping sheets for Body Paras 1 + 2 are done for Friday.
10/12/21 Objective: think about how structure of a longer piece of writing like an essay can be used to clearly communicate the essay's primary position + Think about how Gatsby functions as satire. First, we'll start with the "Gatsby's Guide to Manhood" response activity related to satire. We'll take seven minutes to complete the writing portion of this activity (I'll pass back copies of Gatsby while you work---here is the annotation rubric I used to score these). Then, we'll split the rest of today into two parts: part one will be a conversation about introductions and conclusions (tips and sample introduction are here) followed by some work time to tackle your introduction, and part two will focus on how we want to structure our body paragraphs. We'll talk about the essay shaping sheet and start trying to fill it out for Body Paragraph #1. Homework: Make sure your introduction is complete (in Google Classroom) + 1st shaping sheet is due by the end of the block on Wednesday.
10/11/21 Objective: Explore Gatsby's satirical elements + Consider text-length themes in the novel and start to brainstorm for our end-of-text assignment. First, check out this very cool infographic for Gatsby! Then, we'll take a look at the final pages of the novel together. What types of annotations did you create here? We'll close with starting to talk about the Gatsby final assignment details. Homework: Pick a prompt to work with for this assignment. Then, answer that prompt with a single sentence and try to come up with a few supporting reasons that back up the sentence you wrote. We'll work with your prompt and sentence tomorrow.
10/8/21 Objective: Compare mediums---film and text---for their ability to establish a specific mood + Analyze the falling action that comes about as the result of the story's climax. We'll do a 'round-the-room question activity with Ch. 8 discussion questions. We'll do this in groups of three and then talk about the answers you come up with. Then, we'll watch a few scenes from the film (depending on time) and start with the parlor scene. Homework: Finish the novel for Monday! + Turning point prompt paragraph from last class due tonight by midnight (sample paragraph here). Run it through Grammarly before submission (directions for how to get on Grammarly and access the Premium level of support are here. Note: follow the directions exactly, especially if you have a free version currently. Sign out, click the .EDU link, and then click the Google log-in options. If you do it correctly, you'll see a small blue flag in the upper left that says "EDU.")
10/6/21 Objective: Analyze a key turning point in the text using effective paragraph structure + See a pivotal conversation in the text from multiple angles to weigh its impact on the story. We'll start by diving into two powerful moments of the text from the last few nights: end of Ch. 6 where Gatsby's vision is described, and THE PARLOR SCENE! (pg. 135 in Mr. M's text---halfway through the chapter). Once we read and discuss these scenes, we'll work on a writing assignment that deals with this content (see Google Classroom). HERE is a sample paragraph for this assignment. Homework: Read and annotate Ch. 8 + Finish writing assignment we worked on in class for Friday. Writing assignment is due by midnight on Friday.
10/5/21 Objective: Verbally defend answers to multiple choice questions. We'll start by getting into groups and defending our answers for the multiple choice practice from yesterday. We'll try to come to a group consensus for each answer. We'll record these group answers on the board. We'll go over the answers and see how you did. Then, if time, we'll look at the pivotal moment at the end of last night's reading: the fateful gathering at the Plaza Hotel. Homework: Read and annotate the second half of Ch. 7
10/4/21 Objective: Discuss multiple choice strategies for the AP exam + Practice applying these strategies to a multiple choice set of questions + Verbally defend answers to multiple choice questions. First, Beth will chat with us about PSATs. Then, we'll go over some multiple choice tips from an AP workshop/table leader. Next, we'll do one complete multiple choice set for a prose section (M.C. FOLDER #1 in Mr. M's files). We'll do this individually. Then, if time, we'll get into groups and defend our answers as we try to come to a group consensus for each answer. We'll record these group answers on the board. Homework: Read and annotate first half of Ch. 7
10/1/21 Objective: Analyze the factors that lead to a major character shift in the text. First, some writing-under-pressure practice: In seven minutes, write an analysis paragraph that explains Gatsby's mystique at this point in the novel. In other words, what is it about his character that makes him so mysterious and hard to pin down? In your answer, mention some of the theories about his background (either from the gossip or from Gatsby himself). In your topic sentence, state the primary thing about his character that you think is driving his mysteriousness at this point in the story, or state that his mystique is caused by a variety of factors. We'll swap these and chat once you're done. Then, take a look at the start of an article that describe's Fitzgerald's creation of the text. Does this change how you view the text at all? Or Fitzgerald's connection to NY? His skill? Next, look at three key moments in Ch. 5: when Gatsby first reconnects with Daisy, when Daisy sees Gatsby's mansion and his shirts, and when Nick leaves them at the end of Ch. 5. A massive shift occurs within Gatsby (or within Gatsby's life?) in this chapter. First, what is it? Next, do you feel like this type of change/evolution is inevitable in a person considering the circumstances he now finds himself in? Homework: Read and annotate Ch. 6 in Gatsby.
9/29/21 Objective: Explore how Fitzgerald's style is created through literary devices + Explain how context clues can help make AP timed write prompts more accessible + Familiarize ourselves with the literary terms we'll use throughout this year. Poetry 180. Then, finish going over the rest of our 25 literary terms from yesterday. Then, break down an AP essay prompt using the three prompts from the 2015 exam. Then, we'll talk style and we'll focus on two things: Fitzgerald's writing style, and Gatsby's conversational style. What do you notice? What literary techniques are at play here? We'll make a t-chart and try to come up with descriptors for these two categories. Homework: Finish Ch. 4 and Ch. 5 for Friday.
9/28/21 Objective: Analyze the role large social gatherings play in the novel and fiction at large + Familiarize ourselves with the various literary terms we'll be using this year. First, look at the start of Ch. 3 and discuss the way Gatsby brings the party scene to life. Next, read and discuss this essay about parties in fiction by Alexander Chee. After this, read this article excerpt about why we feel the need to show off. In what ways does this apply to both Myrtle, Tom, and Gatsby? How is the relationship between Myrtle and Tom mutually beneficial? Finally, if time, we'll start going over our 25 literary terms that we'll continually use throughout this year. These 25 terms are the 25 that my AP Lit. trainer (he had over 25 years of experience teaching AP Lit. in his career and was an annual scorer of AP exam timed writes) said are the most valuable for students on the exam. Homework: Read and annotate the first half of Ch. 4.
9/27/21 Objective: Use figurative language to write a poem that centers on a specific theme. We're going to do something a little different today in honor of a special event that will be happening in Astoria on Friday, November 5th. On that day Jericho Brown, a Pulitzer prize-winning poet, will be performing at the Liberty Theater and leading a local poetry writing workshop for students. We're going to work with one of Brown's poems today, a piece called "Duplex," and we'll try our hand at writing a piece of our own. First, we'll learn a bit about Brown via these slides. Then, we'll read and annotate "Duplex." Finally, we'll start working on the draft of a poem of our own that focuses on the theme of tradition. I invite you to submit your poem to a contest being run by the Writer's Guild. If you send it to [email protected] by Friday 10/1, you could win $100 gift card and the chance to perform with Brown on stage at the Liberty. !!!! Homework: No new Gatsby reading tonight. Just make sure you're caught up through the end of Ch. 3. We'll be discussing the last two chapters tomorrow. + Finish writing your poem and send it to the Writer's Guild by Friday (this is optional but highly encouraged).
9/24/21 Objective: Articulate the structural strengths of an analysis paragraph + Analyze a moment of tone shift in a poem + Familiarize ourselves with the 25 literary terms that we'll use throughout the year. Poetry 180. Next, digital tour of West and East Egg. Where could Gatsby's house have been? The Buchanan's house? Then, we'll swap character profiles from Wednesday. As you read your partner's writing, can you identify the various parts of the paragraph? Central claim in the topic sent., context for the evidence, the evidence itself, and analysis for the evidence. Here is a sample paragraph structure for this type of paragraph. Homework: Finish reading and annotating up through Ch. 3 for Monday.
9/22/21 Objective: Analyze how structure and hyperbole can help establish tone in a poem + Discuss how character motivation is starting to play out in Gatsby. Poetry 180. Next, look at a map of West and East Egg. How might geography help account for where old and new money families have chosen to live? Next, we'll read and discuss the last few pages of Ch. 1. Key moments here: Daisy's state of mind, Nick's impressions of Daisy/Tom/Jordan, and that amazing moment at the end of Ch.1 where Nick first sees Gatsby. Then, begin to create character profiles (here is a sample paragraph) for one of the main characters of the text so far (Nick, Tom, Daisy, and Gatsby) using quotes from the text. Start by picking your characters with your partners, find quotes, discuss what drives the character, then write the paragraphs individually. If time, look at the original review of The Great Gatsby in TIME. What words reveal the tone of the review? Homework: Finish character profile paragraph (if you didn't in class today) + Read and annotate the first 10 pages of Ch. 2.
9/21/21 Objective: Compare our timed write essays to sample essays to better understand how these types of essays should be structured. We'll start by chatting about specific writing trends noticed in our Fasting, Feasting essay. Next, we'll go over some resources for this essay: Scoring guide for our timed essay. Four sample essays, scores 6--9. Then, look back at your essay. Don't try to score it---we're not there yet. Instead, what do you see in your essay that stands out as a strength? What would you change about it if you could? Homework: Read and annotate the next 10 pages of Gatsby.
9/20/21 Objective: Analyze how repetition can help with characterization in a poem + Discuss and analyze one of the central themes we're about to explore in The Great Gatsby: how the American Dream impacts character development/motivation. Poetry 180. Then, two questions: What is the American Dream, and is the American Dream alive and well in 2021? Next, we'll talk about how the timed write essays will be scored in May on the exam and how we'll be able to use some of the older sample essays/prompts to help us practice throughout the year. Here are the new scoring rubrics for timed write essays (and three timed write prompts). Homework: Read and annotate the first 10 pages of Gatsby tonight. (If you don't have your hard copy yet, you can use this resource to read the text digitally, but please note: I will collect a fully annotated copy of Gatsby once we're finished the text.) Also: the five of you who missed class on Friday for the cross country meet, Beth needs you to complete the sign up for AP Classroom. See the link below on how to do it from Friday's class.
9/17/21 Objective: Gain an understanding of the AP exam structure + Get signed up for the online AP resource AP Classroom. Warm-up: discuss the 5-10 interesting facts you found regarding Fitzgerald's life/The Great Gatsby. Then, we'll use this flyer to get signed up for AP Classroom. Next, we'll talk about recent changes in the AP exam structure, essay rubric info, AP essay vs. multiple choice info. Here are the links you'll need for these activities: Here is some general info. about the way multiple choice and timed write essay scores impact overall score. Then, if time, go through the slideshow on modernistic literary elements in The Great Gatsby.
9/15/21 Objective: Establish a baseline for our timed write essay work this year by completing one timed write essay + First, a request from teachers who work with freshmen (see Mr. M's email). Here is some general info. about the exam and the types of scores students receive. Then, we'll complete a timed write essay. (Essay #1 in Mr. Morgan's records).
9/14/21 Objective: Gain some historical and contemporary context for our next text, specifically regarding the theme of wealth. We'll start by spending a minute or two wrapping up looking at the syllabus from yesterday. Then, a warm up writing prompt about what it means to be rich. As we discuss, something to ponder: do you think young people are more or less preoccupied with wealth in 2021 than they were in the past? If so, what accounts for the shift? 2nd question (and this ties to a character we're about to meet in this text): what do you suppose extreme wealth has the potential to do to one's identity? To one's sense of conviction? One's place in the world? After this, a background slideshow on The Great Gatsby. Next, if time, a slideshow on modernistic literary elements in The Great Gatsby. Take notes on these slideshows. Homework: Do some background research on either Fitzgerald or The Great Gatsby. Come in to our next class with 5-10 interesting facts about either of these two topics to share out.
9/13/21 Objective: Become familiar with class expectations. First, a reminder: the student information survey we worked on on Friday is due by midnight tonight. If you haven't finished it yet, please make sure you wrap things up. It can be found on our Google Classroom page. (See me if you have any issues getting logged on to Google Classroom---you all should have been automatically added to your respective Google Classroom pages.) Next, we'll head to get our pictures taken. Then, we'll go over the AP Literature syllabus. Homework: Order a copy of The Great Gatsby.
Here is our class syllabus. Grammarly personalized online editor information here.
6/8/22 Final exam day! Make sure you turn in your letter. Homework: Go the beach. Go for a hike. Hang out with friends. Read a bunch of books (and don't annotate them). Sleep in. Walk your dog. Walk your cat. Walk your bird. Have a BBQ. Go to a concert. Go back to the beach. Go swim in a river (but not that big one in front of town). Hang out in Portland. Go see a $4 movie at The Colombian. Go to Sunday Market. Hang out with friends. Repeat 50X! :)
6/7/22 LAST CLASS OF THE YEAR! Objective: Situate the novel's themes into a modern context. First, we'll start with this short video mashup of A BAZILLION Frankenstein adaptations. As you watch, think: what is it that pop culture gets wrong about the text? Or, on the other hand, what do these adaptations get right but simply show in the medium of the filmmaker (shots, music, make-up, etc.)? Next, with Chromebooks, we'll spend 5-10 min. skimming through this article on Slate about Frankenstein's continued relevance OR this article about the intersection of Frankenstein and medical ethics. Find a few points in here that strike you. Are there things you strongly agree with? Is there anything you take issue with? We'll discuss in small groups what you uncover and then share out the gems of the group conversations. Homework: Bring a printed copy of your end-of-year letter to our final exam on Wednesday. I'll apply a 10% late penalty if you turn it in after the exam period, just FYI.
6/6/22 Objective: Work on our end-of-year evaluation letter. We'll spend today working our end-of-year evaluation letter. We'll start this today. Whatever you don't finish, I'd like you to finish at home on your own. Remember: to receive full credit on this, I need a detailed letter. One sentence about each bullet point won't cut it. Homework: Finish your letter and bring a printed, signed copy to our final exam period. Thanks!
6/3/22 Objective: Analyze the novel's ending and whether or not it adequately ties up the various plot lines in the text. The ending! What do you think?! We'll use our annotations to guide our discussion.
6/2/22 Objective: Make progress on finishing annotating the text. Shortened class. I'm going to ask for a bit more reading tonight so we can finish the text before the week's end, so I'll give you time today to make progress on this and not have a ton tonight to tackle. As you read, keep this idea in mind: what is the price Victor has ultimately had to pay for his decision to abandon the creature? Like, if you could tally it, what would it add up to? Also, what ethical issues surround the idea of withholding from Elizabeth the threat that the creature has repeatedly stated about the wedding night? Homework: Finish reading and annotating the text. Bring it on Friday.
6/1/22 Objective: Analyze some of the stylistic decisions Shelley makes in the text to help heighten the sense of tension readers feel as the plot develops. Warm up: Frankenstein (1931) trailer. How accurate does this adaptation seem to the original text? Next, we'll finish the literary device partner activity for excerpts from a single page of the text. Then, key moments from last night's reading, particularly when Victor confronts the create. Next, we'll read an excerpt of Shelley's writing and try to analyze various aspects of her style. If time at the end of class, we'll start reading Ch. 21 together. Things are about to get more complicated! Homework: Read and annotate Ch. 21 + 22 (mine finishes with: "...I felt those cares and fears revive which soon were to clasp me and cling to me for ever")
5/27/22 Objective: Examine how a series of literary devices at a key turning point of the text capture the creature's transformation and loss of hope. First, brief announcement. Then, we'll touch base about two key moments in last night's reading: when the creature saves the drowning girl and gets attacked, and when the creature encounters William after he arrives in Geneva. Then, time to finish the literary device partner activity we started on Wednesday. We'll hear from groups at the end of class and discuss what you said in your impact columns to the far right of the page. Homework: Read and annotate Ch. 18 + 19 + 20 (mine finishes with: "I must pause here...in proper detail, to my recollection.")
5/25/22 Objective: Examine how a series of literary devices at a key turning point of the text capture the creature's transformation and loss of hope. First, Poetry 180. Then, a reminder about filling out the survey Beth sent you all that allows you to get free---FREE---college credit for this class. Make a note to take care of this tonight if you're going to opt for the credit. Next, we'll think about the uncanny and how it relates to Frankenstein. Afterwards, We'll take a look at one of the key turning points in Frankenstein: the moment in which the creature makes himself known to the De Lacey family (pg. 113 in Mr. M's text). We'll attempt to answer the following question: Is the creature responsible for his actions and deserving of blame, or is he a victim and not deserving of blame? Next, we'll read the first two pages of Ch. 16. Then, we'll start a literary device partner activity for excerpts from a single page of the text. A single page!!!!! Ahhhhh!!!! So cool!!!!! Homework: Read and annotate Ch. 16 + 17 (mine finishes with: "The prospect of such an occupation...that thought only had to me the reality of life.")
5/24/22 Objective: Analyze the ways in which the creature processes new information and converts it into lessons. (Shortened class because of SBAC testing) We'll look at a variety of lessons that the creature learned from observing the family in the woods in last night's section of the text. We'll do a writing activity where each person will focus on one lesson specifically, and then we'll team up with others who shared our same lesson. We'll share out what we come up with toward the end of class. Homework: No new reading tonight. Try to get caught up on your annotations and reading if you're not caught up.
5/23/22 Objective: Evaluate/process Hamlet essay feedback. (Shortened class because of SBAC testing) You'll get your essay feedback back today. We'll listen to the recorded comments and take a look at the rubrics. If there is still time remaining, we'll look at two powerful moments of learning/awareness that the creature experiences in the text: at the start of Ch. 11 where he works through the concept of light and human senses, and later at the end of Ch. 13 where he realizes his loneliness. Explain the complexity of the creature's experience in these two scenes---how is learning a multi-faceted experience for him? Homework: Read and annotate Ch. 14 and 15
5/20/22 Objective: Debate whether or not Victor should tell authorities about the creature! We'll focus today on a debate about the following prompt: Victor should notify authorities and his family about the creature. Homework: Read and annotate Ch. 11 + 12 + 13 (my text finishes with: "...for so I loved, in an innocent, half-painful self-deceit, to call them")
5/18/22 Objective: Discuss the ethics of different aspects of Victor's interactions with the creature + Look at how selection of detail enables characterization in a poem. First, Poetry 180. Then, round table discussion about the different ethically murky aspects of Victor's connection with the creature, guided by these discussion questions. If time, we'll read the start of Ch. 8 together. Homework: For Friday's class, read and annotate Ch. 8+9+10 (my text finishes with: "But I consented to listen...he thus began his tale.")
5/17/22 Objective: Look at how a tone shift is created with poetic elements + Analyze a key plot point in the text and talk about what implications it has for Victor's future. First, Poetry 180. Then, we'll read the section of the text at the start of Chapter 5 in which the creature comes alive and discuss characterization questions (look at page two of this document) about Frankenstein and the creature. We'll finish up by reading Elizabeth's letter to Victor at the start of Ch. 6. In response, we'll write about the techniques that Shelley uses to introduce the character of Justine? What devices do you see at play in this section? Homework: Read and annotate the rest of Ch. 6 + 7 (my text finishes with: "'Dearest niece,' said my father, 'dry your tears...slightest shadow of partiality.'")
5/16/22 Objective: Analyze how elements of Romanticism emerge at the start of the text and discuss how they might help us make plot predictions for future chapters. + Write about how figurative language is used to enable characterization in the text. First, we'll finish our group responses from yesterday, and then we'll compare our analysis with other groups who had the same Romantic element to consider. Next, a metaphor analysis question. If time, read a section of Ch. 3 in Frankenstein together. Homework: Read and annotate Ch. 3, 4, and 5.
5/13/22 Objective: Analyze how elements of Romanticism emerge at the start of the text and discuss how they might help us make plot predictions for future chapters. We'll start by reading the next two of Walton's letters. Then, we'll start working on a group activity about Romanticism characteristics that emerge in Walton's letters. Because of the shortened class today because of SBAC, we'll finish this on Monday. Homework: Read and annotate the 4th letter, and then read Ch. 1-2 in Frankenstein
5/11/22 Objective: Discuss background information for Frankenstein so we can start our next unit. First, touch base about how things went while I was away: exam!, time with the sub, essays. Poetry 180. Next, we'll hear what you uncovered yesterday as you researched Mary Shelley and how the text was created/received. After this, introductory Frankenstein Prezi presentation. Then, read the first letter of the text. Homework: If you have already submitted your Hamlet essay, you're good---no new work. If you haven't submitted it, it must be turned in by tonight at midnight to avoid a 10% late penalty. Here is a resource that shows you how to properly cite online sources (and others) in your Work Cited page. Refer to it and use the links on the left as needed.
5/4-10/22 Sub. in the room while Mr. M is in New Jersey.
5/3/22 Objective: Look back over AP exam resources and review test strategies. First, we'll get back in our groups and hear what people chose to focus on for their Question #3 group work assignment. Then, spend the remainder of the period working on the review that you find most relevant. Use the links below:
1. Go over flash cards for 25 literary terms, poetic techniques, and tone words.
2. Choose past AP timed write prompts at random, write a thesis, and try to map out key analysis points. See if you can do this in 5-7 min.
3. Head to Varsity Tutors to take practice multiple choice exams.
4. Look over past Question #3 prompts and try to write out thesis statements using texts we've read this year (or other ones you're familiar with.
5. Take a look at sample essays for the timed write prompt we worked on yesterday. Homework: I wouldn't spend more than an hour tonight reviewing. We're at the point in the year where we know what we know. What is more crucial tonight is that you get a good night of rest. Tomorrow, do not do anything highly unusual in your morning routine. Eat a breakfast if you typically eat one; don't if you typically don't. Basically, tomorrow is not the day to try your first triple shot Americano in an attempt to be alert---these things can backfire :) You got this! Remember: so much of the exam is mental. Come in as calm as you can be. And if you haven't done so, purchase/order a copy of Frankenstein
5/2/22 Objective: Apply timed write strategies to an essay of our own. We'll spend today's class on a timed write essay. Homework: Purchase/order a copy of Frankenstein + Continue reviewing 25 literary terms, poetic techniques, and tone words. You can head to Varsity Tutors to take practice exams this weekend (don't sign up for the account---just do the free testing). You can look at past AP timed write prompts and practice writing a timed write essay or two this weekend, as well. Goal for tonight: 30 min. spent reviewing AP materials.
4/29/22 Objective: Review AP timed write strategies for poetry/prose prompts + Practice designing the structure of a timed write essay for an open-ended prompt. First, we'll read and annotate tips from two past AP readers. Star the points and ideas that you think particularly apply to you and your writing style. Which things here are most relevant to you specifically? Next, in groups, draw three open-ended prompts from the bag. (There are 46 years of prompts represented here!) Pick the one you can most successfully work with. Map out the basic points you'd include in each section of the essay if you were to receive this prompt on the day of the exam. We'll hear from groups at the end of class. Homework: Purchase/order a copy of Frankenstein + Continue reviewing 25 literary terms, poetic techniques, and tone words. You can head to Varsity Tutors to take practice exams this weekend (don't sign up for the account---just do the free testing). You can look at past AP timed write prompts and practice writing a timed write essay or two this weekend, as well. Goal for this weekend: 30 min. spent reviewing on Sat., and then 30 min. on Sunday.
4/27/22 Objective: Review AP multiple choice question types and strategies + Review general AP analysis techniques via resources on AP Classroom. First, get a Chromebook and head to Google Classroom. I've posted a direction doc. that will help you log into AP Classroom. Next, complete the 21-question multiple choice practice quiz I assigned. You have 23 minutes (that's AP pace). After we finish the quiz, we'll spend the remainder watching snippets of the resource videos they have posted. Find videos that are relevant to topics you'd like clarification on. As you watch, jot down summarizing comments about the content. Be ready to share these out with a partner. Homework: Purchase/order a copy of Frankenstein + Continue reviewing 25 literary terms, poetic techniques, and tone words. For these items, make new flash cards for concepts that you're unfamiliar with or murky on. Between now and the exam, run through cards when you have a free moment to review. + Explore more of AP Classroom if the format of this resource is something you find helpful. Goal for tonight and tomorrow night in terms of preparation time: 30 min. spent reviewing.
4/26/22 Objective: Review AP multiple choice question types and strategies + Practice identify and analyzing evidence that can be used in an AP timed write prompt for poetry. First, we'll get into groups and do our answer justifications for "Hampton Beach" questions. Then, we'll look at Question #3 for the 2021 exam and three sample essays with commentary. As we read, what do you notice about how the analysis paragraphs are structured considering the absence of quoted material? Homework: Write your second body paragraph in your Hamlet essay for Friday (make sure the draft is in Google Classroom) + Begin reviewing 25 literary terms, poetic techniques, and tone words. For these items, make new flash cards for concepts that you're unfamiliar with or murky on. Between now and the exam, run through cards when you have a free moment to review.
4/25/22 Objective: Review AP multiple choice question types and strategies + Practice identify and analyzing evidence that can be used in an AP timed write prompt for poetry. First, we'll finish going over multiple choice tips and review question types. Homework: Write your second body paragraph in your Hamlet essay for Wednesday (make sure the draft is in Google Classroom) + Begin reviewing 25 literary terms, poetic techniques, and tone words. For these items, make new flash cards for concepts that you're unfamiliar with or murky on. Between now and the exam, run through cards when you have a free moment to review. Note: because we're going to use each class period between now and the exam on Wed. May 4th for AP exam prep., there won't be time to do a peer review/workshop with this Hamlet essay until after the exam. Because of that, there's a little less urgency to get this rough draft in by this coming Friday. I'm going to bump the due date for the rough draft back to Friday 5/6. I want you to make progress between now and then and be in a position to have a printed rough draft ready to swap with peers for our class period on Friday 5/6.
4/22/22 Objective: Review AP multiple choice question types and strategies + Practice identify and analyzing evidence that can be used in an AP timed write prompt for poetry. First, we'll finish the activity we started toward the end of Wednesday's class: a poetry group activity related to a timed write prompt about the poem "Plants." Then, we'll go over multiple choice tips and review question types. Homework: Write your first body paragraph in your Hamlet essay. If you have time and want to relieve pressure for next week, work on the second paragraph as well. (Only the intro. and the 1st body para. will be required, though, for the start of Monday's class.)
4/20/22 Objective: Start our AP exam preparation unit + Check/discuss the strength of our thesis statements for our Hamlet assignment. Poetry 180. Then, we'll work with partners to confirm that our thesis statements are sufficiently specific and clear to help set up the framework for our Hamlet essays. Next, we'll look at question #3 together. How is this prompt different from the typical poetry and prose prompts? After this, question #3 prompt practice. We'll try to answer five of these in class individually, and then we'll discuss them. Next, we'll start a poetry group activity related to a timed write prompt about the poem "Plants." We'll likely finish this on Friday. Homework: Write the introduction to your Hamlet essay tonight. Remember: open with a hook, introduce the play and the main plot ideas needed for the reader to understand your thesis, and then close with the thesis.
4/19/22 Objective: Brainstorm for our final essay on Hamlet. After we revisit the last few questions related to feminist literary theory, we'll talk about the details of our final project for Hamlet. After we go over this, we'll spend the rest of the period starting to map our analysis. Step 1: Thesis (think: what new perspective can readers get about the text when they view it using your critical lens? The answer to this will be your thesis.) Step 2: Scenes that help illustrate this (think: what moments are particularly interesting when viewed using your lens? Which ones seem most revealing of some deeper idea?) Step 3: Skimming for quotes that help prove your assertions. Homework: Brainstorm key concepts for your Hamlet project. Bring in a sheet with your overall structure roughly mapped out on Wednesday.
4/18/22 Objective: Finish applying some of the ideas in our two Hamlet analysis essays to our understanding of the play + Write about how symbolism and imagery help establish tone + Go over our next critical lens. Poetry 180. Then, finish discussing the two Hamlet articles we read and annotated at the end of last week. Next, we'll look at our next critical lens: feminist literary criticism. We'll talk about how we might view the play's ending from this new critical perspective. How does Gertrude's fate seem through this lens? Hamlet's relationship with his mother? What Claudius does to Gertrude and his final act of dishonesty toward her? Homework: Lit. device is due tonight by midnight.
4/15/22 Objective: Discuss how the final scene of the play fits into the tragic framework we discussed earlier at the start of the unit. First, we'll talk about the plot fireworks that go off in the final scene of the play. Then, we'll watch this final scene on film (part one, part two). What do you make of the film adaptation? How close does Branagh get to capturing the various emotions Hamlet is wrestling with in this final scene? (I keep thinking back to the tragedy essays we read and Miller's idea that in tragedy is a reminder of the resilience of the human spirit. Can you see it here? Is it shining through?) We'll finish class by talking about the two Hamlet essays and let our annotations guide our discussion. Do you agree with Blackmore's thesis that there is ample evidence for Hamlet's madness being "feigned" or faked? Do you think Eliot was on to something when he said Shakespeare missed the mark with Hamlet because he couldn't accurately have Hamlet's emotions come out in a realistic way via an objective correlative? With 5 min. left: pass back alternative ending project rubrics. Homework: Complete a lit. device (assignment posted in Google Classroom) using material from either Act 4 or 5 in Hamlet. Due Monday by end of day.
4/13/22 Objective: Discuss details of our next critical lens + Finish the play and discuss how well it fits into the tragic framework we discussed earlier at the start of the unit. First, we'll watch this cryptic scene with Ophelia (Act 4, Scene 5) that we didn't get to yesterday. Then, we'll look slides for our next critical lens: archetypal criticism. After this, we'll read the final scene together. It has all been building up to this moment! The Hamlet/Laertes/Claudius showdown is about to play out! If we have time, we'll watch this final scene on film (part one, part two). What do you make of the film adaptation? How close does Branagh get to capturing the various emotions Hamlet is wrestling with in this final scene? Homework: Read and annotate these two articles about Hamlet for Friday.
4/12/22 Objective: Apply timed write essay strategies to a practice prompt + Apply aspects of our most recent critical lens to a new section of text, one in which multiple plotlines get amplified/complicated. First, we'll start with looking at our timed writes from yesterday. Go through and highlight lines where you provide analysis that explains how a detail in the text helps communicate a complex reaction from the narrator. If you haven't self-scored these yet, give yourself a three-point self score. Next, we'll finish reading/listening to Act 4 together. We'll use the Hamlet audiobook as we read. What do you make of the surprise developments that take place at the end of Scene 6?! If time, we'll watch this cryptic scene with Ophelia (Act 4, Scene 5). Homework: Read Act 5, Scene 1. Annotations optional.
4/11/22 Objective: Apply timed write essay strategies to a practice prompt. We didn't get to complete any AP work last week with the shortened week. We'll spend today working on a timed write prompt. Homework: First, read through the rubric used to score this essay when it was administered in 2020. Then, read through at least four sample essays for this prompt. For each one, give it a three-part score (so one score for thesis, one for evidence and commentary, and one for sophistication). AFTER you've scored your four samples, look at the actual scores these essays received and read through the score justifications. See how close you were on your scores. We'll work with our essays tomorrow in class.
4/6/22 Objective: Finish discussing our next critical lens and how it helps us see Hamlet at this point in the play. We'll finish taking notes on this critical analysis lens: psychoanalytic criticism. Then, in groups, we'll tackle these discussion questions about the important turning point at the end of Act 3. Next, we'll watch an adaptation of the important scene at the start of Act 4 that covers the fallout of Hamlet's consequential actions: Scene 1. Based on what we read yesterday about Claudius and his inner thoughts, and based on our newest critical lens, how can we view this moment in the text? What forces are at play here? Homework: Read and annotate Act 4, Scenes 2, 3, 4, and 5 (so stop at the start of scene 6). If you are not caught up on your reading, make sure you're caught up by Monday.
4/5/22 Objective: Discuss our next critical lens and how it helps us see Hamlet at this point in the play. Poetry 180. Next, we'll discuss and take notes on this critical analysis lens: psychoanalytic criticism. Then, read the end of Act 3, Scene 3 together and talk about why this moment in the play is so powerful when viewed through the lens of psychoanalytic criticism. Homework: Finish Act 3 and read Act 4, Scene 1. A TON is about to take place in the text!!!
4/4/22 Objective: Analyze the structure and literary techniques used to craft one of the most famous speeches in literature + Compare adaptations of the speech: which seems most faithful to the text, and which likely would yield the greatest impact? We'll start with Hamlet's famous soliloquy and a close reading activity. After we finish this, we'll watch a variety of adaptations of the famous soliloquy (#1 is here, #2 is here, and #3 is here) and discuss their strengths and weaknesses. What directorial decisions were made for each one? How do they compliment the message of Hamlet's lines? If time remains, we'll start reading the next section of text together. We'll use the Hamlet audiobook as we read. Homework: Read and annotate Act 3, Scenes 2 + 3.
4/1/22 Objective: Perform our alternate ending projects in the auditorium! First Today is the day! Woohoo! Homework: Complete the close reading activity for the famous soliloquy in Act 3, Scene 1. Give two or three examples for each literary device on the back.
3/30/22 Objective: Discuss the basic tenets Historicism and New Historicism in literary theory + Think about how the aims of tragedy might influence the plot of Hamlet in future acts. First, I'll pass around a sheet to sign up for a performance on Friday in the auditorium. Then, we'll finish going over our slides for Historicism/New Historicism. Next, we'll have a discussion about the tragedy documents you read last night. In groups, you'll talk through the questions at the top of the first page. After this, we'll read the start of Act 2 together (at least the first scene and hopefully a chunk of scene 2). We'll use the Hamlet audiobook as we read (Act 2 starts at 49:51). Homework: Read and annotate Act 2, Scene 2 and Act 3, Scene1 for Friday. This section contains THE SOLILOQUY!
3/29/22 Objective: Think about art's ability to be both mirror and portal, both reflective and representative. + Discuss the basic tenets Historicism and New Historicism in literary theory. First, a quick look over this document on decoding Shakespearean stage directions. Next, watch different adaptations of Act 1 Scene 2: Kenneth Branagh version of king's introduction and Hamlet soliloquy, David Tennant version. For each of these clips, think about how this adaptation both reflects Shakespeare's time but also leaves space for modern viewers to make contemporary comparisons to their own lives, struggles. What lines and moments feel reflective of past culture, and what moments feel modern and nimble? Then, a harder question: what is it about those moments that enables these types of reflection? This type of thinking---situating a work in its historical context while also being aware of our own time, our own identity, as we contemplate it---is at the heart of our first literary lens: Historicism/New Historicism. Homework: Read and annotate three documents relating to tragedy. Due Wednesday. + Make sure your group has a clear path forward for the alternate ending project for The Crucible. Make plans to be here for tutorial on Wed. and/or Thurs. Project due, polished and edited, Friday.
3/28/22 Objective: Finish our group project for The Crucible + Begin talking about critical lenses---what are they? First, a slideshow and two different activities related to perspectives and critical lenses in literature. Then, we'll finish our group project that we were working on before the break. Homework: Read and annotate three documents relating to tragedy. Due Wednesday.
3/18/22 Objective: Come close to finishing our group project for The Crucible. We'll spend today working on our alternate ending group project. I'm going to adjust the due date slightly: this will be due the Monday we return from break by the end of the day. Homework: Read this introductory resource for Hamlet. Then, read and annotate the first act of the play. Take your time on this. Read first, try to work through the material, and then---only after---refer to any online summary resource that's helpful for you. The key, though, is that if you take this step, it happens after you read and annotate. The growth with this text happens with the struggle to decipher, to make meaning.
3/16/22 Objective: Work on our group project for The Crucible. We'll spend today and Friday working on our alternate ending group project. At the start of class we'll go over the details for the project, and then we'll get to it!
3/14/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue We'll finish Act 4 today. As we get to the scene with John and Elizabeth, pay attention to how closely the tone of your group conversation from Friday tracks with what the couple actually says. Then, we'll take a look at this scene in the film. If we see John's character as a symbol of change in this play, what change does he experience? And if Miller meant for this play to be satire, what quality/aspect of society is he commenting on? Reminder: purchase/order your copy of Hamlet if you haven't yet done so.
3/11/22 Objective: Make predictions about a key conversation between John and Elizabeth + Create a short script for this conversation Sub in the classroom---I'm home watching after a sick kiddo again :( You all will work on a fun creative writing project today that attempts to predict what John and Elizabeth will speak about once they finally get a chance to talk alone after being arrested. Details are in the handout.
3/9/22 Objective: Practice multiple choice strategy with two different multiple choice sets today. (Sub in the classroom---I'm home watching after a sick kiddo.) We'll go through two different multiple choice sets today. Watch your time management as you work through them. When I'm back on Friday we'll finish the play together.
3/8/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue We'll make as much progress as we can in Act 4 today. This is the final act! As we read, pay attention to how Proctor and Elizabeth are given immense power in this final scene. Do you see how, despite Danforth's attempts to stay in control, forces beyond him are now shifting power away from him?
2/28/22--3/7/22 SBAC testing
2/25/22 Objective: Analyze strengths and things to improve upon in our timed write essays by comparing them to sample essays for the same prompt. We'll start by looking at a few sample essays for the timed write prompt that we looked at on Wednesday at the end of class. For each one, I want you to discuss with your partner what score you think it should receive. Then, once we've read through them, we'll do the same process for our own essay and, if time, we'll take a look at our partner's essay and discuss only strengths. Homework: Order/purchase a copy of Hamlet. I do have a few leftover copies from a previous year that I can give out to any student who feels like---for whatever reason---securing a copy on your own might be hard. Talk to me. + Get some rest on Sunday night and be ready to start SBAC testing on Monday.
2/23/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Analyze the various pressures Danforth is attempting to navigate + Compare characterization in two different mediums: printed screenplay VS film adaptation. First: Let's talk about Danforth. What pressures is he being forced to respond to at this point in the play? Is there a way for him to resolve things in Salem while also honoring people like Hale/Proctor? Then, we'll finish Act 3 today. At the end of the act, pay attention to how Miller intensifies the drama and intrigue for the audience here. Do you see how we're pulled into Act 4 because of the dual plotline approach? We'll then watch the final moments of the courtroom scene in the film. After this, we'll get into pairs and brainstorm ideas for our timed write homework due Friday (TIMED WRITE FOLDER #11 in Mr. M's records). Homework: Complete one timed write essay by Friday's class. Spend 50 minutes on the assignment (set a timer). Do in one sitting or split over two nights.
2/22/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Analyze the various pressures Danforth is attempting to navigate. We'll dive more deeply into the court scene and finish Act 3 today. As we read, pay attention to Danforth's predicament. What conflicting motivations and pressures is he struggling with here? Why is his position so tricky at this point in the play?
2/18/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Compare characterization in two different mediums: printed screenplay VS film adaptation. To start: how has the concept of evidence evolved over time? Where will the notion of evidence shift to in the decades/centuries/millennia ahead? Then, we'll continue acting out Act 3. With 20-25 min. left in class, we'll watch some of the courtroom scene in the film adaptation. What about this scene seems true to the text? Are there any aspects of it that stray from the text and what you think Miller intended? We'll also look at a few shots of the village and the interiors of the different buildings. How might aspects of this setting have amplified some of the tensions brewing in the text at this point?
2/16/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Conduct a midpoint conversation for the text in which we analyze its structure, characterization, and language use. We'll start our group discussion activity related to the first two acts of The Crucible. Students will first prep for their segment of the conversation. We'll write out a rough outline of what we want to present/discuss. Then, we'll chat and fill out our conversation reflection sheet. After this---likely after the halfway point in class---we'll dive into the court scene, Act 3!
2/15/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Conduct a midpoint conversation for the text in which we analyze its structure, characterization, and language use. First, we'll continue acting out the play and finish Act 2. We'll also read the deleted Act 2, Scene 2 scene at the end of the book. Why do you think this scene was cut? What value does it add to the play? Then, if time, we'll start our group discussion activity related to the first two acts of The Crucible. We will likely need to finish this on the block day.
2/14/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Think about what character traits have been revealed so far that suggest a potential for change. We'll by posting the focus of our two paragraphs on sticky notes and taking a look at what we came up with. Then, we'll dive into Act 2 and read about the fallout of Abigail's most recent accusations. We'll come close to finishing Act 2 today.
2/11/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue We'll start with this character chart from Act 1. Then we'll dive into Act 2 and read through a tense scene between John and Elizabeth. Homework: Two paragraphs due by the start of Monday's class. Submit on Google Classroom. Two separate prompts (so one para. for each) Prompt 1: Based on what we've read and learned so far, who or what do you think is most to blame for the chaos that is starting to spiral out of control in Salem? Prompt 2: Which character in the play at this point is showing the most potential for change? Make a prediction about which character will likely experience the most notable evolution by the play's end. Think back to key moments we've experienced in Act 1 already and what they've revealed to us.
2/9/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Discuss the meaning and relevance of the philosophical section about Rev. Hale. To start: in groups, discuss what struck you about last night's reading about Rev. Hale. What in that section would have likely made waves among audiences if they were exposed to that section of the text? What about it felt so...intense? Based on the description, is Hale's character introduced in a flattering way, or would you use some other adjective to describe the tone of the depiction? After we finish this, a question for the class: how would you handle this section if you directed a live stage adaptation of the play? Next, we'll dive back into Act 1.
2/8/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue First, warm-up free write: what is the destiny of a relationship that is not equally invested in? Don't they all suffer the same fate? If so, what is that fate? Next, make significant progress in Act 1 today. Homework: read and annotate the lengthy and dense description of Reverend Hale. What do you make of Miller's inclusion of this in the text? How should director's handle this if they feel stuck between an obligation to characterize Hale the way Miller intended and also make the play feel quick-moving and gripping?
2/7/22 Objective: Continuing applying stage directions and character motivation to real-time depictions of characters/dialogue + Think about how reputations act as powerful catalysts for action. First: why does society place value in one's reputation? If a reputation can be destroyed or quickly built-up with a single act, why does it have such pull, such power, for us? In what contexts/cultures might a reputation be more/less valuable that it is for us in America in 2022? Next, we'll dive back into the play. As we read, think about how Rev. Parris, Abigail Williams, and John Proctor view reputation. What is at the heart of their connection to how others view them? Homework: Make edits to your group project writing. Group Editors: please upload your final draft of your Google Doc in Google Classroom tonight by midnight.
2/4/22 Objective: Complete STAR 360 testing. All students in grades 9-11 have been asked to complete a round of STAR 360 testing. We'll do this for the first half of class and then dive back into the play. Homework: Make edits to your group project writing. Group Editors: please upload your final draft of your Google Doc in Google Classroom by Monday end of day.
2/2/22 Objective: Analyze how Miller establishes the start of the play, primarily setting and plot development. Start with writing on the following prompt: What is the best way to tackle a society-wide fear? How can you go about eradicating (or at least addressing) such a fear? Then we'll dive into the opening of the play. With 15-20 min. left, we'll get back in our Heart of Darkness groups and put any finishing touches on our group project. Homework: Make edits to your group project writing. Group Editors: please upload your final draft of your Google Doc in Google Classroom by Monday end of day.
2/1/22 Objective: Go over contextual information for The Crucible. We'll start with looking at our final exam and checking the scoring on it (for a more in-depth look at each question, please swing by during tutorial). Then, we'll go over background information for The Crucible. If there is time at the end of class, we can touch base with our Heart of Darkness groups again and revisit any open questions we have. Homework: Create your para. for the group project. Rough draft of your section of the project is due by the start of class on Wednesday.
1/31/22 Objective: Brainstorm for and begin collaborating on our Heart of Darkness group project. We'll start our final project for Heart of Darkness. Our goal for today is to pick our prompts, discuss general angles for attack for our analysis, and assign a Group Editor (they will create our shared Google Doc that we'll use to map things out for tonight) Depending on time, we may start to go over background information for The Crucible. Homework: Jot down a basic outline for your key analysis points in your Google Doc tonight. Essentially, you want to map out your section. Include a bullet point list of things you'll tackle in your para. Rough draft of your section of the project is due by the start of class on Wednesday.
START OF SEMESTER 2
1/24/22 Objective: Practice applying multiple choice strategies to a set of AP multiple choice questions. + Discuss what the novel's ending reveals about Marlow's character. We'll start by finishing going over our multiple choice set from Friday. Then, we'll look at two moments in the final section of reading: when Kurtz's fiancé is described in a strange way that blends character and setting, and when Marlow lies about Kurtz's last words. As we read: how has this journey impacted Kurtz? What do make of the novel's conclusion? What theme crystallizes here? Homework: REST. Go to bed early-ish on Tuesday. Have a solid breakfast Wednesday. Review lit. terms and poetic devices, make a list of multiple choice strategies you want to use on the exam, and, if you have time, do a few multiple choice practice question sets on Varsity Tutors.
1/21/22 Objective: Practice applying multiple choice strategies to a set of AP multiple choice questions. We'll do a multiple choice set question by question (M.C. FOLDER #4 in Mr. M's files), first individually and then in small groups. Record your answers on this sheet. After you defend your answers in your group, we'll go over answer explanations. Homework: Finish reading and annotating the novel this weekend. Bring it with you to class on Monday. Here is our annotation rubric if you want to glance over it again. + If you're bored this weekend and looking for something to do, I got you covered! Review lit. terms and poetic devices, make a list of multiple choice strategies you want to use on the exam, and do a few multiple choice practice question sets on Varsity Tutors.
1/19/22 Objective: Perform a close read of two sections of the text and look at how connotation plays an essential role in characterization. First, we'll look at two specific moments in the text: when Marlow first sees Kurtz for the first time (!!!), and when Marlow encounters the woman on the banks of the river. Then, we'll look at a scholarly article from Conradiana, (article here) a literary journal that only publishes literary analysis of Conrad's works! Isn't academia amazing?!? We'll read the first page or two together. In your notebooks, answer these questions with a paragraph: How would you describe the author's writing style? How effective is the author in making their argument? In the last 15 minutes, we'll run through our lit. device analysis with a partner. Talk through what you plan to argue in your Purpose paragraph. If there is still time remaining, we can make some progress on the lit. device. Homework: Read up to the paragraph that starts with "Thus I was left at last with a slim packet of letters and the girl's portrait." + Lit. device due Thursday by the end of the day. Pull content from Ch. 2.
1/18/22 Objective: Analyze how the theme of identity-change-as-a-result-of-environment is playing out in the novel at this point + Look at how structure impacts narrative identity in a poem. First, Poetry 180. Then, we'll circulate in groups and answer four discussion questions around the room. We'll talk about what your group comes up with after groups have finished. If there is time at the end of class, we'll lead a bit more of the text together. Homework: Read up to the paragraph that starts with "I think I would have raised an outcry if I had believed my eyes..." + Lit. device due Thursday by the end of the day. Pull content from Ch. 2.
1/14/22 Objective: Discuss how the first glimpses of Kurtz's station and Marlow's interactions with the Russian trader both help add to Kurtz's character and further develop anticipation for the reader. First, we'll look at the way Marlow describes his first glimpses of Kurtz's station. We'll sketch the details as we encounter them. Make your sketch embody the tone of Marlow's description (I know! This is hard!) Next, we'll look at the description of the Russian trader. Highlight all examples of both visual details for him AND dialogue. Then, what does his description and commentary do to our perception of Kurtz? And: if Kurtz is procuring ivory using brutality, how do you explain the seeming affinity that the Congolese have for Kurtz? What's at play here? Homework: Lit. device due Thursday by the end of the day. Pull content from Ch. 2.
1/12/22 Objective: Evaluate characters in Heart of Darkness and other texts in the context of Apollonian and Dionysian character frames + Use annotations as the foundation of lit. analysis conversation. First, Poetry 180. Then, we'll revisit the prompt at the end of our slides from yesterday. We'll answer the prompt with two timed paragraphs. We'll write these trying to race against the clock. We'll share out some ideas we focused on after we write. Then, we'll get in groups and do an annotation-guided discussion about the content in Ch. 2 so far. We'll go around and explain moments that earned annotations in our texts. Focus on not just reader reaction comments, but discuss lit. devices you caught, themes that you saw developed, and moments that seemed particularly impressionistic. Next, we'll look at the end of last night's reading---the attack scene---and talk about what moments like this do to the mood of the text and Marlow's increasing interest in Kurtz. At the end of class I'll show you an AP exam score calculator. Feel free to play with it on your own time if you find it helpful. Homework: Finish Ch. 2 + Optional revision assignment due Friday. Hard deadline on that.
1/11/22 Objective: Evaluate characters in Heart of Darkness and other texts in the context of Apollonian and Dionysian character frames. First, we'll get in groups and read our Kurtz intros from yesterday. As you listen, which intro. in the group feels like it most aligns with the way other characters have discussed Kurtz thus far? After this, we'll begin to explore the concept of Apollonian and Dionysian elements in Heart of Darkness. How does Marlow fit into this dichotomy so far? What about characters from past texts? We'll respond to the writing prompt in the last 15 min. of class. Homework: Read and annotate the next eight-10 pages of Ch. 2. Stop at the END of paragraph that starts with: "We tore slowly along the overhanging bushes in a whirl of broken twigs and flying leaves."
1/10/22 Objective: Apply in-text descriptions of Kurtz to a 1st-person-point-of-view introduction of him + Situate thematic issues in the text in a modern context: how would you speak with Marlow if he sat next to you in 2022? We'll start with finishing the discussion prompt from the end of class before the rain day: If you were sitting next to Marlow in 2022 and he recounted his story about the dying miner and the cookie, how would you respond? What would you say to Marlow to communicate a more informed, tolerant perspective to him? Where would you start? Then, we'll start by reading the paragraph or two of Ch. 2. together. Next, we'll read the next two pages together and look at Kurtz's description on page 22 in Mr. M's text. What signs of impressionism do you see here? What type of diction is used? In pairs, find examples of how Kurtz has been described by different characters in the text thus far. Who do we know him to be at this point in the story? We'll write 1st person p.o.v. introductions for him and present these to small groups. If time, we'll hear a few of these introductions in front of the class. Homework: Read and annotate the first eight-ish pages of Ch. 2. Stop at the paragraph that starts with: "Towards the evening of the second day we judged ourselves about eight miles from Kurtz's station."
1/5/22 Objective: Apply timed write essay strategies to writing of your own and work in groups to map out a timed write essay + Situate thematic issues in the text in a modern context: how would you speak with Marlow if he sat next to you in 2022? First, we'll work on the AP test question 1 activity from yesterday. In groups, discuss potential angles of attack for this question. Then, each group member will map out analysis for one paragraph of a timed write essay (so come up with angle, quotes, analysis ideas, etc.). When you're done, we'll talk about AP Reader feedback for this question and take a look at a very high-scoring essay for this prompt. Next, we'll look at and discuss a particularly disturbing scene: when Marlow meets a group of miners sick and near death in a grove of trees. If you were sitting next to Marlow in 2022 and he recounted this story, how would you respond? What would you say to Marlow to communicate a more informed, tolerant perspective to him? Homework: Finish reading and annotating section 1.
1/4/22 Objective: Process essay feedback + Start a group analysis project for a timed write poetry prompt. First, update about extra credit revision opportunity. Then, we'll listen to our feedback from our poetry essays. We'll record comments in our Feedback Tracker sheet and look for trends between the poetry and Gatsby essays. Next, we'll start work on an AP test free response activity with a poetry prompt. In groups, look at question 1. First, discuss potential angles of attack for this question. Then, each group member will map out analysis for one paragraph of a timed write essay (so come up with angle, quotes, analysis ideas, etc.). Finally, if time, we'll talk about AP Reader feedback for this question, but we may need to bump this to the block day. Homework: finish reading and annotating the next eight pages of Heart of Darkness.
1/3/22 Objective: Analyze how the concept of impressionism impacts things like the creation of tension and characterization. To start, take a look at your lit. device. In your Purpose paragraph topic sentence, highlight the technique you reference, and then highlight the impact. Circle each quote in your purpose paragraph. Underline sentences that contain literary analysis. Next, Mr. M will read a section of text that describes some of Marlow's first impressions of the Congolese jungle (one or two pages in from the end of last night's reading). Then, we'll finish working in pairs to tackle the impressionism analysis from Wednesday before the break and then share what we come up with. At end of class: pass back the essays to those of you who had your self-written piece analyzed by a peer. Homework: Read and annotate the next eight pages of Heart of Darkness.
12/17/21 Shortened class because of the altered schedule. We had to ultimately alter our plans today because we had so many students absent. We postponed our Heart of Darkness content until after the break. Homework: Complete one lit. device for the first 12 pages of Heart of Darkness. Bring a printed version of this to class on the Monday we return.
12/15/21 Objective: Perform our poetry pieces in the library! + Analyze how the concept of impressionism impacts things like the creation of tension and characterization. First, we'll head down to the auditorium for the first half of the block. Then, we'll finish working in pairs to tackle the impressionism analysis from yesterday and then share what we come up with. Homework: Read and annotate the next six pages of Heart of Darkness.
12/14/21 Objective: Analyze how the concept of impressionism impacts things like the creation of tension and characterization. Poetry 180. Then, look at the impressionism information for Heart of Darkness. Use the first few pages of the text as content to write about for the back of the impressionism worksheet. We'll work together in pairs to tackle this and then share what we come up with. Homework: Make a cup of tea, put on some warm socks, take a deep breath, and study some US History info. on the couch to get ready for tomorrow's test :) + Read over your poem for our performance tomorrow. It's going to be awesome!
12/13/21 Objective: Discuss the concept of civility, one of the central themes in our next text + Evaluate the strength of Achebe's argument + Finish going over our historical context slides for HoD First, look at footage of uncontacted tribes in the Amazon. Think: what makes a group of people "civilized"? (Here is the definition for "civilize.") Are these communities civilized or uncivilized? Why or why not? After this, we'll talk about the Achebe article you read last night. What did you make of his argument? What IS the best way to read and write about past injustices? Should characters we read in modern times harbor the prejudiced mindsets of bygone eras? If time, we'll read the first page or two of Heart of Darkness together. Homework: Read and annotate the first six pages of Heart of Darkness + Practice reading your piece for Wednesday's poetry performance. Woohoooo!
12/10/21 Objective: Start our next unit and go over some of the historical and cultural contextual information for Heart of Darkness. First, I'll pass out the answer justifications for our multiple choice sets. Then, read satirical article "How to Write About Africa." Discuss elements of the piece that make it fit into the satire genre (think: critical of society, some humorous lines that incorporate anger/frustration, etc.). Next, start background information slideshow on imperialism / Congolese history. If time, start to read and annotate Chinua Achebe's article "An Image of Africa." Homework: Read and annotate Chinua Achebe article (see link above).
12/8/21 Objective: Verbally defend answers on MC question sets + Make revisions on poetry essay rough drafts. (Sub in the room today) First, in groups: come to a consensus on the answers for our two question sets. Write answers on the board, then read over answer justifications and highlight relevant ideas/tips. Next, swap poetry essays. Fill out this feedback/revision checklist. Then, give verbal feedback to the writer. Repeat a second time with a second student, if time. Homework: Final draft due in Google Classroom by Friday end of day. Make sure you revisit feedback from Gatsby essay, run through Grammarly, and read out loud to check for errors.
12/7/21 Objective: Apply multiple choice strategies to two back-to-back multiple choice question sets. We'll dive right in to two question sets today (MC FOLDER #6 IN MR. MORGAN'S RECORDS). Please pay special attention today to time management. First, quick note about poetry essay rubric: same drafted essay rubric we used for our Gatsby essay. See essay for rubric. Homework: Make significant progress on your poetry analysis paper rough draft. Complete rough draft due in Google Classroom on Wednesday by the start of class.
12/6/21 Objective: Dissect three AP timed write poetry prompts + Analyze how structure in a poem impacts its tone + Look at a sample lit. device assignment. Start with "Teeth" by Phil Kaye. Write and discuss: How does the structure of this piece contribute to its tone? Then, we'll pick apart three AP poetry prompts. Next, we'll look at a SAMPLE LITERARY DEVICE and talk about strengths. Finally: what thesis are you working with on your poetry essay? Homework: Make significant progress on your poetry analysis paper rough draft. Complete rough draft due in Google Classroom on Wednesday by the start of class + Order/pick up your copy of Heart of Darkness by Joseph Conrad
12/3/21 Objective: Compare two Emily Dickinson poems + Begin analyzing the poem we select for our poetry analysis essay. We'll open with two short Emily Dickinson poems: "The Soul Selects Her Own Society" (on pg. 745 in Mr. Morgan's text), and "There's a Certain Slant of Light" (on pg. 746 in Mr. Morgan's text). As we read, look for stylistic elements that help contribute to the mood of both pieces. Then, THE BIG MOMENT! You'll select your poem that we'll use for the poetry paper. Everyone will have the option of one do over---you can select an alternate poem if your piece seems unworkable. After we select, we're going to start mapping out our analysis: what's the central impact you want to focus on? What lit. devices and stylistic decisions get you to that impact? Homework: Make significant progress on your poetry analysis paper rough draft. Complete rough draft due in Google Classroom on Wednesday by the start of class + Order/pick up your copy of Heart of Darkness by Joseph Conrad
12/1/21 Objective: Analyze various SOAPSTone elements in "She Walks in Beauty" and compare it to "The Solitary Reaper" + Compare two Emily Dickinson poems + Complete *hopefully* our self-written poem. First, we'll use the first half of the block to make progress on and hopefully finish our self-written poem. Upload it to Google Classroom. Then, Lord Byron's "She Walks in Beauty." After this, two short Emily Dickinson poems: "The Soul Selects Her Own Society" (on pg. 745 in Mr. Morgan's text), and "There's a Certain Slant of Light" (on pg. 746 in Mr. Morgan's text). As we read, look for stylistic elements that help contribute to the mood of both pieces. Homework: Finish your poem. Final draft due Friday (but I'd prefer it Thursday night in Classroom so I can have time to scan through them). + Order/pick up your copy of Heart of Darkness by Joseph Conrad
11/30/21 Objective: Discuss and analyze the concepts of blank verse and free verse in poetry + Analyze a peer's literary analysis and provide feedback. First, break into groups and come to a consensus on the eight poetry excerpts that highlight blank verse vs. free verse. Finish the activity with a parting question about meter. Then, get Chromebooks and swap lit. devices. Look over the rubric---how would you score this device if you were asked to score it? Does the Purpose paragraph thoroughly explain how the device adds larger impact to the piece? If there is time at the end of class, you can start working on your student experience survey (see homework).
Homework: Fill out mid-semester student experience survey for our class. Do this anonymously please! I want you to have the freedom to be as honest as possible with your answers. + Continue making progress on your poem. Final draft due Friday (but I'd prefer it Thursday night in Classroom so I can have time to scan through them). + Order/pick up your copy of Heart of Darkness by Joseph Conrad
11/29/21 Objective: Discuss and analyze the concepts of blank verse and free verse in poetry. First, Poetry 180. Next, a discussion of blank verse vs. free verse, and rhyme vs. meter. In small groups, read through multiple poems and identify their meter. Finish with a parting question about meter. Then, poetry final project guidelines. Then, if time, time to brainstorm on poetry topics and start jotting ideas down. (Looking for inspiration? Here are a bunch of slam poems from Button Poetry. Watch a few to help jump start ideas.) Homework: Make significant progress on your poem.
11/23/21 Objective: Discuss multiple choice results from the activity you did with the sub + Practice identifying poetic rhythm and try to pair it with impact/content. First, discuss the answers to Monday's multiple choice activity about "The Chambered Nautilus." Next, read over "The Solitary Reaper" by William Wordsworth discuss the answers to the analysis questions. Can you identify the rhythm here? Does the rhyme draw the reader's attention to certain ideas? Then, read "Sir Patrick Spens" and discuss how the piece articulates its central tragedy. This is a narrative ballad---what is so compelling about this story's conflict? Homework: Lit. device due by start of Monday's class. Check Google Classroom.
11/19/21 Objective: Quiz on first tone word cluster. First, a few minutes to review your tone words. Then, the quiz. We'll have a chance to score our quiz today in class. Next, read "The Solitary Reaper" by William Wordsworth and complete questions together. Do you notice anything interesting regarding rhyme? Homework: Read "Sir Patrick Spens" and be ready to discuss it on Monday. Feel free to do a little background research on this if you're interested in the piece. We'll talk on Monday about it.
11/17/21 Objective: Analyze how sonnet structure dovetails with content/ideas + Discuss how a poet uses selection of detail and structure to establish a mood for readers/audiences. Warm up with "This Is My Voice" by poet Shane Koyczan. Would the mood of this piece feel very different if you simply read it? How would you characterize its tone? What elements of the piece contribute to its mood/tone? Next, we'll finish watching this video that explains basic sonnet structure and features (start at 7:30). We'll take notes on this. Then, we'll read these sonnets by Shakespeare and discuss in groups (each group will deal with one sonnet). We will then make presentations about each sonnet to the other groups. The last 10-15 min. of class we'll spend looking at our lit. devices. Things to check: three sentences minimum for Context and Connection section? Full paragraph (five sent. minimum) with topic sentence that contains both impact and lit. technique? Polished with no obvious grammatical mistakes. It goes without saying, but these need to be run through Grammarly before submission each week. Homework: Study tone words cluster #1 flash cards. Quiz Friday. Remember: place words you know less well only one or two cards back as you study. Words you know well go to the back of the deck immediately. Once you get to the point that you can go through the stack without needing to turn the cards over to check the definitions on the back, you're done.
11/16/21 Objective: Analyze how sonnet structure dovetails with content/ideas. First, we'll hear the 11 questions that we used with our poetry activity. Then, we'll read "Ghosts" (pg. 831 in Mr. M's poetry anthology) by Pulitzer AND National Book Award winner Mary Oliver. We'll write on how structure is used in this piece to communicate a larger effect. Next, we'll watch this video that explains basic sonnet structure and features. We'll take notes on this. If time, we'll start to read these sonnets by Shakespeare and begin discussing in groups (each group will deal with one sonnet). We will then make presentations about each sonnet to the other groups. We'll likely need to do this on the block day. Homework: Make sure literary device from yesterday is done and in Google Classroom. We'll do a quick revision check on these tomorrow in class + Study tone word cluster #1 flash cards. Quiz Friday.
11/12/21 Objective: Analyze how poetic techniques enable the characterization of a relationship or a tension between two people. We'll spend today working on this poetry activity. We'll talk about what this writing experience was like. How many of you managed to get lost in the task at hand? How many students wrestled with every line? About halfway through the class we'll walk to the library and print these out. Then, we'll post these around the room and try to guess the questions that prompted the creation of the different pieces. Homework: Make flash cards for tone words cluster #1.
11/10/21 Objective: Analyze how poetic techniques enable the characterization of a relationship or a tension between two people. First, Poetry 180. After we answer the analysis question: do you feel this urge that is referenced at the end of the piece? Where does this come from? It runs counter to the thesis that Jericho Brown pitched to us at his writing workshop last week, which was essentially this: poetry should be created in the most whimsical, wandering, carefree way and shouldn't be driven by all-powerful purpose/thematic statements (because these stifle true creative, word-level exploration). Can you ever have both---the big thematic value + the playful word-level art---at the same time? Does one destroy the other? After this, we'll look at your SOAPSTone info. for "Those Winter Sundays." In eight minutes, create a paragraph that answers this question: How does Hayden use poetic techniques to characterize the relationship that the narrator had with their father when they were younger?
11/9/21 Objective: Practice multiple choice strategies + complete assessment on literary terms. First, we'll go over the answers from our multiple choice practice yesterday. Then, a few minutes to study your literary term flashcards. Next, we'll take our quiz. If time, read and discuss "Those Winter Sundays" by Robert Hayden. Homework: Complete one SOAPSTone sheet for "Those Winter Sundays"
11/8/21 Objective: Practice multiple choice strategies + verbally defend multiple choice answers in a group. Substitute in class. Complete a set of multiple choice questions for "Dulce et Decorum Est." Record group answers on the board. Homework: Quiz tomorrow for literary terms.
11/3/21 Objective: Practice self-assessment on a timed-write essay using a six-point rubric + Analyze how selection of detail contributes to a narrator's characterization in a poem. Poetry 180. Then, read/listen to "Jabberwocky" by Lewis Carroll together. Text is here. Discuss how Carroll communicates meaning to readers despite writing in a language that bears little resemblance to English. What SOAPSTone techniques does he use to achieve meaning? Next, we'll look at a six-point rubric for a prose essay timed write (here is the rubric, check out page #2). We'll also look at some essay guidelines for this essay. Now, considering this info., reread your Obasan essay. Try to guess the score you got on your essay based on the six-point rubric. Write it somewhere where your partner can't see it. Then, swap your essay with someone nearby. They will read and try to guess what score it should earn. You'll chat and walk them through your assessment. Are you in agreement on its structural strengths/weaknesses? Homework: Study flash cards for a lit. device quiz on the 25 lit. terms I gave you earlier in the year. You'll know you're ready for the quiz when you can fly through your deck and say the definition and the example quickly without looking at the back of the cards. Study in 10-15 minute intervals spaced over a few days.
11/2/21 Objective: Analyze how stylistic decisions in a poem can lead to its tone shift + Go over literary device analysis template / tone words resource. Warm up: Watch "Table Games" by Sarah Kay, a piece that highlights the power of tone shifts. Free-write prompt: 1. What tone shift occurs in this piece? 2. What stylistic and structural elements help to usher in this tone shift for the reader/audience? After this, we'll talk about tone words and weekly lit. devices (template here). If time at the end of class, you can go through your lit. device flash cards. Homework: Write the second half of an AP timed write for the Obasan prompt. Try to limit your writing to 25 minutes. Full essay due on Wednesday (we'll use this in class, and it will be scored based on completion, not the AP scale). Then, spend 10-15 minutes studying your flash cards on lit. devices. Quiz Monday.
11/1/21 Objective: Analyze essay feedback and reflect on our writing practice + Discuss/consider the key rules that apply to comma use. First, this comma rules cheat sheet is a succinct, functional resource that outlines most of the key comma scenarios you might encounter in your writing. Then, we'll listen to our Gatsby essay feedback using Kaizena. After we listen to the feedback, we'll fill out our writing feedback tracker sheet for this assignment. At the end of class, we'll get our rubrics back. Homework: Write the first half of an AP timed write for the Obasan prompt. Try to limit your writing to 25 minutes. Full essay due on Wednesday (we'll use this in class, and it will be scored based on completion, not the AP scale). Then, spend 10-15 minutes studying your flash cards on lit. devices. Quiz Friday.
10/29/21 Objective: Apply the SOAPSTone analysis framework to multiple poems. We'll start with a conversation with Beth about the exam. Then, we'll break into groups and work with two poems that we read on Wednesday: "Schoolsville" by Billy Collins and Dorianne Laux's "The Life of Trees." First, pick the poem you want to focus on. Then, your group will pick two SOAPSTone elements to use as an analysis lens. For each one, write a few sentences of analysis that ties that element to a specific insight about the poem. Refer to phrases/lines from the text in your analysis. At the end of class, we'll go over what you came up with your SOAPSTone sheet for "After Minor Surgery." Homework: Make flashcards for the 25 lit. terms I gave you earlier in the year. Due Monday. All you need is definition and example on the back of each card. Note: You can put these in your own words. You don't need every single word of the definition I gave you. These cards should be structured to best help you.
10/27/21 Objective: Apply the SOAPSTone analysis framework to multiple poems. First, start with "Today Means Amen" by Sierra DeMulder. Pick ONE SOAPSTone element that comes across in this piece and see if you can explain that element via writing. Think: what insight can you gain from trying to the view the poem in light of your SOAPSTone element? Then, have a discussion about SOAPSTone concepts for "After Minor Surgery." What did you notice? Next, break into groups and review of "Schoolsville" by Billy Collins. How does Collins, a renowned poet and professor, feel about his students? Our discussion will be oriented around specific SOAPSTone components. Finally, we'll read and discuss Dorianne Laux's "The Life of Trees." At the end of class, we'll go over what you came up with for last night's homework. Homework: Make flashcards for the 25 lit. terms I gave you earlier in the year. Due Monday. All you need is definition and example on the back of each card. Note: You can put these in your own words. You don't need every single word of the definition I gave you. These cards should be structured to best help you.
10/26/21 Objective: Discuss basic components of poetry analysis and apply these concepts to our own poem analysis. First, start with sharing out in groups some of the 10 terms/ideas we read about last night from our "Poetic Devices" document. Next, a spectrum of poetry definitions. Then, SOAPSTone basic info (confused about SOAPSTone? Check out a sample analysis for a poem called "The Bagel" on the back of this sheet). Next, pair activity to complete one SOAPSTone chart for Wendell Berry's beautiful poem "The Peace of Wild Things." Homework: Complete one SOAPSTone analysis sheet for "After Minor Surgery"
10/25/21 Objective: Explore some of the general characteristics of poetry that set it apart from other modes of writing. First, writing warm up: Free write questions about poetry. Next, watch "Repetition" by Phil Kaye. What makes this poetry? Next, if time, start "After Minor Surgery" assignment. Homework: Read and annotate "Poetic Devices" text. Choose 10 ideas that you are unfamiliar with. Mark them in the text. Become familiar enough with these ideas to speak about them tomorrow.
10/22/21 Objective: Make revisions to our Gatsby essay drafts. + Go over the rubric that we'll use for our drafted essays. First, here is the rubric we'll use on our drafted essays. Then, we'll *hopefully* have time to to read through TWO separate essays from our peers today. As you read, feel free to look at the rubric for guidance on what the different essay elements should contain. After you read, I'd like you to verbally debrief with your workshop partner and explain your feedback. Homework: Read your final draft quietly out loud to yourself to check for errors. Then, submit the final draft on Google Classroom by midnight tonight. Note: if you turn the draft in late and have not spoken to me in advance about some extenuating circumstance, I will apply the 25% late penalty to it. Additionally (and this goes without saying, but I'll say it anyway): all writing on this essay should be your own. No ideas/phrasing/sentences should be the work of another person. Plagiarized material---content you've taken from someone or some online source but failed to credit them for---is not allowed in our class.
10/20/21 Objective: Apply AP exam strategies to a full question set of multiple choice questions + Make revisions to our Gatsby essay drafts. First, we'll get back into our groups and go over the rest of the answers to our multiple choice questions from yesterday. Then, we'll look at this sample MLA format page, this sample Work Cited page, and go over these Grammarly directions. Once we review this, you'll choose what step will best help you at this stage of your drafting process: 1. Run the draft through Grammarly and start making revisions, or 2. Swap Chromebooks with a peer and have them read over your draft and give you feedback. We'll spend the remainder of the period polishing up the draft. Homework: Read your final draft quietly out loud to yourself to check for errors. Then, submit the final draft on Google Classroom by midnight on Friday. Note: if you turn the draft in late and have not spoken to me in advance about some extenuating circumstance, I will apply the 25% late penalty to it. Additionally (and this goes without saying, but I'll say it anyway): all writing on this essay should be your own. No ideas/phrasing/sentences should be the work of another person. Plagiarized material---content you've taken from someone or some online source but failed to credit them for---is not allowed in our class.
10/19/21 Objective: Apply AP exam strategies to a full question set of multiple choice questions We'll work with the Keats poem question set (M.C. Folder #2 in Mr. M's files). We'll complete this individually and then defend answers in groups. If time, we'll collectively look at the Wilfred Owen text and question set. Homework: By Wednesday, make sure your intro., conclusion, and the three body paragraphs are in your Google Doc draft in Classroom (so copy and paste the content from shaping sheets #1 + #2 into the draft---basically you'll take this material and convert it to paragraphs.)
10/18/21 Objective: Convert our shaping sheets into draft paragraphs + Discuss the strengths and structure of conclusions. We'll start today with talking about how to develop a conclusion. Tips and a sample conclusion are here. Then, we'll go over a shaping sheet-inspired sample body paragraph. After we look at this, we'll start working on converting our shaping sheets into draft paragraphs. Homework: By Wednesday, make sure your intro., conclusion, and the three body paragraphs are in your Google Doc draft in Classroom (so copy and paste the content from shaping sheets #1 + #2 into the draft---basically you'll take this material and convert it to paragraphs.)
10/15/21 Objective: think about how structure of a longer piece of writing like an essay can be used to clearly communicate the essay's primary position. First, there is a new poetry club forming at AHS! And it's all virtual (for now), so it's VERY easy to participate in! If you want a safe, supportive option to share your poetry and get/give feedback, you should consider joining! Just type this code into Google Classroom: qbvvdvm. We'll start today's class with pairing up with another student and walking them through our thesis and two shaping sheets. Fill out this feedback checklist for them as they summarize the content on their shaping sheets. Once we finish this workshop activity, we'll spend the remainder of the period working on body paragraph #3. No shaping sheet necessary, but we do need to follow a similar structure for it. You can write it directly into the draft document on Google Classroom if you'd like. Homework: By Monday's class make sure that the third paragraph is completed in your Google Classroom doc.
10/13/21 Objective: think about how structure of a longer piece of writing like an essay can be used to clearly communicate the essay's primary position. We'll have a lot of time today to work on our body paragraphs. To begin this work, start with the essay shaping sheet. We'll complete two of these---the first one is due by the end of the period, the second one is due by Friday's class (but you're welcome to work on it today if you finish the first one). Note: you don't need to complete a sheet for the third body para, but you can if it's helpful (just make a copy of one of your other sheets). I do want the third para. to have a similar structure though. Homework: Make sure both shaping sheets for Body Paras 1 + 2 are done for Friday.
10/12/21 Objective: think about how structure of a longer piece of writing like an essay can be used to clearly communicate the essay's primary position + Think about how Gatsby functions as satire. First, we'll start with the "Gatsby's Guide to Manhood" response activity related to satire. We'll take seven minutes to complete the writing portion of this activity (I'll pass back copies of Gatsby while you work---here is the annotation rubric I used to score these). Then, we'll split the rest of today into two parts: part one will be a conversation about introductions and conclusions (tips and sample introduction are here) followed by some work time to tackle your introduction, and part two will focus on how we want to structure our body paragraphs. We'll talk about the essay shaping sheet and start trying to fill it out for Body Paragraph #1. Homework: Make sure your introduction is complete (in Google Classroom) + 1st shaping sheet is due by the end of the block on Wednesday.
10/11/21 Objective: Explore Gatsby's satirical elements + Consider text-length themes in the novel and start to brainstorm for our end-of-text assignment. First, check out this very cool infographic for Gatsby! Then, we'll take a look at the final pages of the novel together. What types of annotations did you create here? We'll close with starting to talk about the Gatsby final assignment details. Homework: Pick a prompt to work with for this assignment. Then, answer that prompt with a single sentence and try to come up with a few supporting reasons that back up the sentence you wrote. We'll work with your prompt and sentence tomorrow.
10/8/21 Objective: Compare mediums---film and text---for their ability to establish a specific mood + Analyze the falling action that comes about as the result of the story's climax. We'll do a 'round-the-room question activity with Ch. 8 discussion questions. We'll do this in groups of three and then talk about the answers you come up with. Then, we'll watch a few scenes from the film (depending on time) and start with the parlor scene. Homework: Finish the novel for Monday! + Turning point prompt paragraph from last class due tonight by midnight (sample paragraph here). Run it through Grammarly before submission (directions for how to get on Grammarly and access the Premium level of support are here. Note: follow the directions exactly, especially if you have a free version currently. Sign out, click the .EDU link, and then click the Google log-in options. If you do it correctly, you'll see a small blue flag in the upper left that says "EDU.")
10/6/21 Objective: Analyze a key turning point in the text using effective paragraph structure + See a pivotal conversation in the text from multiple angles to weigh its impact on the story. We'll start by diving into two powerful moments of the text from the last few nights: end of Ch. 6 where Gatsby's vision is described, and THE PARLOR SCENE! (pg. 135 in Mr. M's text---halfway through the chapter). Once we read and discuss these scenes, we'll work on a writing assignment that deals with this content (see Google Classroom). HERE is a sample paragraph for this assignment. Homework: Read and annotate Ch. 8 + Finish writing assignment we worked on in class for Friday. Writing assignment is due by midnight on Friday.
10/5/21 Objective: Verbally defend answers to multiple choice questions. We'll start by getting into groups and defending our answers for the multiple choice practice from yesterday. We'll try to come to a group consensus for each answer. We'll record these group answers on the board. We'll go over the answers and see how you did. Then, if time, we'll look at the pivotal moment at the end of last night's reading: the fateful gathering at the Plaza Hotel. Homework: Read and annotate the second half of Ch. 7
10/4/21 Objective: Discuss multiple choice strategies for the AP exam + Practice applying these strategies to a multiple choice set of questions + Verbally defend answers to multiple choice questions. First, Beth will chat with us about PSATs. Then, we'll go over some multiple choice tips from an AP workshop/table leader. Next, we'll do one complete multiple choice set for a prose section (M.C. FOLDER #1 in Mr. M's files). We'll do this individually. Then, if time, we'll get into groups and defend our answers as we try to come to a group consensus for each answer. We'll record these group answers on the board. Homework: Read and annotate first half of Ch. 7
10/1/21 Objective: Analyze the factors that lead to a major character shift in the text. First, some writing-under-pressure practice: In seven minutes, write an analysis paragraph that explains Gatsby's mystique at this point in the novel. In other words, what is it about his character that makes him so mysterious and hard to pin down? In your answer, mention some of the theories about his background (either from the gossip or from Gatsby himself). In your topic sentence, state the primary thing about his character that you think is driving his mysteriousness at this point in the story, or state that his mystique is caused by a variety of factors. We'll swap these and chat once you're done. Then, take a look at the start of an article that describe's Fitzgerald's creation of the text. Does this change how you view the text at all? Or Fitzgerald's connection to NY? His skill? Next, look at three key moments in Ch. 5: when Gatsby first reconnects with Daisy, when Daisy sees Gatsby's mansion and his shirts, and when Nick leaves them at the end of Ch. 5. A massive shift occurs within Gatsby (or within Gatsby's life?) in this chapter. First, what is it? Next, do you feel like this type of change/evolution is inevitable in a person considering the circumstances he now finds himself in? Homework: Read and annotate Ch. 6 in Gatsby.
9/29/21 Objective: Explore how Fitzgerald's style is created through literary devices + Explain how context clues can help make AP timed write prompts more accessible + Familiarize ourselves with the literary terms we'll use throughout this year. Poetry 180. Then, finish going over the rest of our 25 literary terms from yesterday. Then, break down an AP essay prompt using the three prompts from the 2015 exam. Then, we'll talk style and we'll focus on two things: Fitzgerald's writing style, and Gatsby's conversational style. What do you notice? What literary techniques are at play here? We'll make a t-chart and try to come up with descriptors for these two categories. Homework: Finish Ch. 4 and Ch. 5 for Friday.
9/28/21 Objective: Analyze the role large social gatherings play in the novel and fiction at large + Familiarize ourselves with the various literary terms we'll be using this year. First, look at the start of Ch. 3 and discuss the way Gatsby brings the party scene to life. Next, read and discuss this essay about parties in fiction by Alexander Chee. After this, read this article excerpt about why we feel the need to show off. In what ways does this apply to both Myrtle, Tom, and Gatsby? How is the relationship between Myrtle and Tom mutually beneficial? Finally, if time, we'll start going over our 25 literary terms that we'll continually use throughout this year. These 25 terms are the 25 that my AP Lit. trainer (he had over 25 years of experience teaching AP Lit. in his career and was an annual scorer of AP exam timed writes) said are the most valuable for students on the exam. Homework: Read and annotate the first half of Ch. 4.
9/27/21 Objective: Use figurative language to write a poem that centers on a specific theme. We're going to do something a little different today in honor of a special event that will be happening in Astoria on Friday, November 5th. On that day Jericho Brown, a Pulitzer prize-winning poet, will be performing at the Liberty Theater and leading a local poetry writing workshop for students. We're going to work with one of Brown's poems today, a piece called "Duplex," and we'll try our hand at writing a piece of our own. First, we'll learn a bit about Brown via these slides. Then, we'll read and annotate "Duplex." Finally, we'll start working on the draft of a poem of our own that focuses on the theme of tradition. I invite you to submit your poem to a contest being run by the Writer's Guild. If you send it to [email protected] by Friday 10/1, you could win $100 gift card and the chance to perform with Brown on stage at the Liberty. !!!! Homework: No new Gatsby reading tonight. Just make sure you're caught up through the end of Ch. 3. We'll be discussing the last two chapters tomorrow. + Finish writing your poem and send it to the Writer's Guild by Friday (this is optional but highly encouraged).
9/24/21 Objective: Articulate the structural strengths of an analysis paragraph + Analyze a moment of tone shift in a poem + Familiarize ourselves with the 25 literary terms that we'll use throughout the year. Poetry 180. Next, digital tour of West and East Egg. Where could Gatsby's house have been? The Buchanan's house? Then, we'll swap character profiles from Wednesday. As you read your partner's writing, can you identify the various parts of the paragraph? Central claim in the topic sent., context for the evidence, the evidence itself, and analysis for the evidence. Here is a sample paragraph structure for this type of paragraph. Homework: Finish reading and annotating up through Ch. 3 for Monday.
9/22/21 Objective: Analyze how structure and hyperbole can help establish tone in a poem + Discuss how character motivation is starting to play out in Gatsby. Poetry 180. Next, look at a map of West and East Egg. How might geography help account for where old and new money families have chosen to live? Next, we'll read and discuss the last few pages of Ch. 1. Key moments here: Daisy's state of mind, Nick's impressions of Daisy/Tom/Jordan, and that amazing moment at the end of Ch.1 where Nick first sees Gatsby. Then, begin to create character profiles (here is a sample paragraph) for one of the main characters of the text so far (Nick, Tom, Daisy, and Gatsby) using quotes from the text. Start by picking your characters with your partners, find quotes, discuss what drives the character, then write the paragraphs individually. If time, look at the original review of The Great Gatsby in TIME. What words reveal the tone of the review? Homework: Finish character profile paragraph (if you didn't in class today) + Read and annotate the first 10 pages of Ch. 2.
9/21/21 Objective: Compare our timed write essays to sample essays to better understand how these types of essays should be structured. We'll start by chatting about specific writing trends noticed in our Fasting, Feasting essay. Next, we'll go over some resources for this essay: Scoring guide for our timed essay. Four sample essays, scores 6--9. Then, look back at your essay. Don't try to score it---we're not there yet. Instead, what do you see in your essay that stands out as a strength? What would you change about it if you could? Homework: Read and annotate the next 10 pages of Gatsby.
9/20/21 Objective: Analyze how repetition can help with characterization in a poem + Discuss and analyze one of the central themes we're about to explore in The Great Gatsby: how the American Dream impacts character development/motivation. Poetry 180. Then, two questions: What is the American Dream, and is the American Dream alive and well in 2021? Next, we'll talk about how the timed write essays will be scored in May on the exam and how we'll be able to use some of the older sample essays/prompts to help us practice throughout the year. Here are the new scoring rubrics for timed write essays (and three timed write prompts). Homework: Read and annotate the first 10 pages of Gatsby tonight. (If you don't have your hard copy yet, you can use this resource to read the text digitally, but please note: I will collect a fully annotated copy of Gatsby once we're finished the text.) Also: the five of you who missed class on Friday for the cross country meet, Beth needs you to complete the sign up for AP Classroom. See the link below on how to do it from Friday's class.
9/17/21 Objective: Gain an understanding of the AP exam structure + Get signed up for the online AP resource AP Classroom. Warm-up: discuss the 5-10 interesting facts you found regarding Fitzgerald's life/The Great Gatsby. Then, we'll use this flyer to get signed up for AP Classroom. Next, we'll talk about recent changes in the AP exam structure, essay rubric info, AP essay vs. multiple choice info. Here are the links you'll need for these activities: Here is some general info. about the way multiple choice and timed write essay scores impact overall score. Then, if time, go through the slideshow on modernistic literary elements in The Great Gatsby.
9/15/21 Objective: Establish a baseline for our timed write essay work this year by completing one timed write essay + First, a request from teachers who work with freshmen (see Mr. M's email). Here is some general info. about the exam and the types of scores students receive. Then, we'll complete a timed write essay. (Essay #1 in Mr. Morgan's records).
9/14/21 Objective: Gain some historical and contemporary context for our next text, specifically regarding the theme of wealth. We'll start by spending a minute or two wrapping up looking at the syllabus from yesterday. Then, a warm up writing prompt about what it means to be rich. As we discuss, something to ponder: do you think young people are more or less preoccupied with wealth in 2021 than they were in the past? If so, what accounts for the shift? 2nd question (and this ties to a character we're about to meet in this text): what do you suppose extreme wealth has the potential to do to one's identity? To one's sense of conviction? One's place in the world? After this, a background slideshow on The Great Gatsby. Next, if time, a slideshow on modernistic literary elements in The Great Gatsby. Take notes on these slideshows. Homework: Do some background research on either Fitzgerald or The Great Gatsby. Come in to our next class with 5-10 interesting facts about either of these two topics to share out.
9/13/21 Objective: Become familiar with class expectations. First, a reminder: the student information survey we worked on on Friday is due by midnight tonight. If you haven't finished it yet, please make sure you wrap things up. It can be found on our Google Classroom page. (See me if you have any issues getting logged on to Google Classroom---you all should have been automatically added to your respective Google Classroom pages.) Next, we'll head to get our pictures taken. Then, we'll go over the AP Literature syllabus. Homework: Order a copy of The Great Gatsby.