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= Welcome to AP Literature! =

Register for [|www.turnitin.com]. Click here to get the class ID and enrollment password.
= Important Announcement! = =Complete the Senior Survey.= ====** The Scholastic Writing Contest is back, and I'm offering an EXTRA CREDIT TEST GRADE for those students who want to go the extra mile and make a submission. (Please, only students who want to make serious submissions need to participate) **====
 * **Click here to see student instructions and category descriptions.**
 * **Click here to download a copy of the required cover sheet.**

= Daily Objectives, Agenda, and Reminders = Week 7 Agenda:
 * 2nd Six-Weeks **
 * Monday, 10-7 **
 * Fuzzy Poetry: Form and Structure and how they influence meaning
 * Homework: TP-CASTT "Lament" and "Dirge Without Music"

Agenda:
 * Tuesday, 10-8 **
 * Plot/Subject/Theme-Technique Chart (PST-T)
 * Move from the literal to the abstract
 * Teacher models PST-T with "Lament"
 * Students turn in "Lament" TP-CASTT and PST-T annotations
 * "Dirge Without Music" due by Tuesday, 10-15-13

Agenda:
 * Wednesday, 10-9 **
 * Vocab quiz #5
 * Senior survey
 * //Animal Farm// graded discussion
 * Students who generate a PST-T chart over //Animal Farm// may use the chart on the timed writing test on Friday.
 * Students may not use the books on the test, but they need to turn in the books for +2 points on the test.

Agenda:
 * Friday, 10-11 **
 * Turn in //Animal Farm// books (for +2 points...point offer expires same day)
 * //Animal Farm// timed writing test

Week 6 **Monday, 9-30** Agenda:
 * //Animal Farm// novels given
 * Students give elements of a "fairy story" and read Woodhouse's introduction to the novel in class
 * Literary terms to know: allegory, satire, fable, dramatic irony
 * Homework: View the rest of the PowerPoint on your own by Tuesday, 10-8

Composition Log window closes Agenda:
 * Tuesday, 10-1 **
 * Timed writing feedback

Agenda:
 * Wednesday, 10-2 **
 * Vocabulary quiz
 * AP multiple choice test

Window closes at 10:00 pm for outside essay
 * Thursday, 10-3 **

Bring 3 to 4 printed out copies of outside essay Agenda: Week 5
 * Friday, 10-4 **
 * Writer's workshop
 * Monday, 9-23 **

CO: R1.3.1: Uses understanding of organizational patterns to guide the comprehension of informational texts. Agenda:
 * Graded discussion over "The Nature of Proof in the Interpretation of Poetry" by Laurence Perrine
 * Tuesday, 9-24 **

CO: W3.1.1: Drafts text that presents a coherent and smooth progression of ideas, includes supporting details, incorporates source materials as appropriate, and reaches a satisfactory conclusion. Agenda:
 * Timed Writing
 * Wednesday, 9-25 **

CO: W2.1 Student takes inventory of what he or she knows and needs to know.

W4.2 Student evaluates drafted text to determine the effectiveness of stylistic choices. Agenda: CO: W2.1 Student takes inventory of what he or she knows and needs to know.
 * Vocabulary quiz
 * Composition Log explanation
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Friday, 9-27 **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Agenda: Week 4 <span style="font-family: Arial,Helvetica,sans-serif;">CO: R1.1 Student comprehends the meaning of words and sentences. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Students take a vocabulary assessment and begin building a tone vocabulary. <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: <span style="font-family: Arial,Helvetica,sans-serif;">CO: Select precise vocabulary, compelling verbs, and figurative language to achieve intended effects and appeal to the audience. Use topic sentences to establish the focus of paragraphs and use transition words to signal the progression of ideas. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Participate in a think/pair/share analytical paragraph practice <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: <span style="font-family: Arial,Helvetica,sans-serif;">CO: Select precise vocabulary, compelling verbs, and figurative language to achieve intended effects and appeal to the audience. Use topic sentences to establish the focus of paragraphs and use transition words to signal the progression of ideas. <span style="font-family: Arial,Helvetica,sans-serif;">LO: After reviewing previously written paragraphs and thematic statements, students will write a practice intro and body paragraph for "Great Scarf of Birds" <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: <span style="font-family: Arial,Helvetica,sans-serif;">Friday, 9-20 <span style="font-family: Arial,Helvetica,sans-serif;">CO: <span style="font-family: Arial,Helvetica,sans-serif;">LO: <span style="font-family: Arial,Helvetica,sans-serif;">Agenda:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Warm-up
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Explain Composition log if needed -- due Monday-Tuesday (test grade)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Give outside essay prompt (submitted to turnitin by Thursday night; 3-4 Reading copies for writer's workshop due for Friday's class)
 * Monday, 9-16 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary quiz
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss writing expectations if time
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tuesday, 9-17 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Finish Volpone warm-up set
 * <span style="font-family: Arial,Helvetica,sans-serif;">Understand the following terms: topic sentence (TS), concrete detail (CD), commentary (CM), and concluding sentence (CS)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write an analytical paragraph that proves that the tone of the passage is idolatrous. The paragraph should include a TS, 3 CDs, 6 CMs (2 per CD), and a CS.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Share your paragraph with a seat buddy
 * <span style="font-family: Arial,Helvetica,sans-serif;">If time, share a paragraph or two with the class.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Wednesday, 9-18 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Writing statements of theme
 * <span style="font-family: Arial,Helvetica,sans-serif;">Receive handouts of purpose verbs and abstract nouns (to help with writing commentary and theme)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Practice writing skills.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss vocabulary quiz as well as previous setbacks
 * <span style="font-family: Arial,Helvetica,sans-serif;">Get Perrine article. Have it ready by Monday.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Break down a prompt and annotate a poem

Week 3 <span style="font-family: Arial,Helvetica,sans-serif;">CO: R1.1 Student comprehends the meaning of words and sentences. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Students take a vocabulary assessment and begin building a tone vocabulary. Agenda: Reminder: <span style="font-family: Arial,Helvetica,sans-serif;">CO: R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. <span style="font-family: Arial,Helvetica,sans-serif;">R4.3 Student uses strategies to go beyond the text. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Use DIDLS to annotate a passage of //Jane Eyre// <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: <span style="font-family: Arial,Helvetica,sans-serif;">CO: W4.1 Student evaluates drafted text for development, organization, and focus. <span style="font-family: Arial,Helvetica,sans-serif;">W4.2 Student evaluates drafted text to determine the effectiveness of stylistic choices. <span style="font-family: Arial,Helvetica,sans-serif;">LO: After presenting Jane Eyre annotations, students participate in writer's workshop and peer edit each other's //Jane Eyre// papers. <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: <span style="font-family: Arial,Helvetica,sans-serif;">CO: R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. <span style="font-family: Arial,Helvetica,sans-serif;">R4.3 Student uses strategies to go beyond the text. LO: Students apply TP-CASTT and DIDLS to a new poem. Agenda: Week 2 LABOR DAY HOLIDAY -- NO SCHOOL <span style="font-family: Arial,Helvetica,sans-serif;">CO: R2.2.1 Students make connections among a text; its social, cultural, and historical context; and the author’s perspectives, attitudes, and beliefs to extend and elaborate the meaning of texts. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Participate in a gallery walk and discuss how chosen quotes from //Jane Eyre// can be seen through different critical lenses. Agenda: Outside of class: Write the //Jane Eyre// essay. It is a major grade (major grades are 60% of your average). The prompt will be given verbally in class as well as written through [|www.turnitin.com]. The window for submitting the essay is Wednesday through Monday night by 9 pm. A printed out copy that is in MLA format is due by the beginning of class Tuesday. This will be a test grade. Students who transferred in from dual credit will need to complete the essay no later than two weeks past the closing of the window, and their essays will need to be emailed to me as they will not be able to submit to turnitin past the official due date. Printed out copies will still need to be turned in. The grade in the grade book for the transferees will be a missing (MI) and averaged in as a zero until it is submitted. <span style="font-family: Arial,Helvetica,sans-serif;">CO: R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. <span style="font-family: Arial,Helvetica,sans-serif;">R4.3 Student uses strategies to go beyond the text. <span style="font-family: Arial,Helvetica,sans-serif;">S2.2 Student plans for and participates in group discussion. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Review TP-CASTT, apply the strategy to interpret and go beyond the text of a poem, and prepare for a class discussion. <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: Homework: <span style="font-family: Arial,Helvetica,sans-serif;">CO: S2.2 Student plans for and participates in group discussion. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Students participate in a group discussion over “Great Scarf of Birds” <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: Week 1 <span style="font-family: Arial,Helvetica,sans-serif;">CO: Students carefully observe textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies; and such elements as the use of figurative language, imagery, symbolism, and tone <span style="font-family: Arial,Helvetica,sans-serif;">LO: Students work in small groups to present main elements of their assigned critical lens. <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: <span style="font-family: Arial,Helvetica,sans-serif;">Homework: <span style="font-family: Arial,Helvetica,sans-serif;">CO: Students carefully observe textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies; and such elements as the use of figurative language, imagery, symbolism, and tone <span style="font-family: Arial,Helvetica,sans-serif;">LO: Practice close reading and annotation skills to help analyze prose and poetry, and determine vocabulary words. <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: Homework: <span style="font-family: Arial,Helvetica,sans-serif;">CO: The course includes frequent opportunities for students to write and rewrite timed, in-class responses. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Write a timed, in-class response. Agenda:
 * Monday, 9-9**
 * Oral vocabulary quiz
 * Tone words and new vocabulary
 * Submit the //Jane Eyre// essays by 9 pm.
 * Print out a hard copy to bring to class on Tuesday.
 * Bring index cards to class on Tuesday.
 * Tuesday, 9-10**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Annotate a passage of Jane Eyre, looking for one element of DIDLS. Be prepared to discuss Wednesday.
 * Wednesday, 9-11**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Present Jane Eyre annotations of DIDLS
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson on active and passive voice
 * <span style="font-family: Arial,Helvetica,sans-serif;">Writer's workshop
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students may take peer-annotated copies of essays, revise, and resubmit by Saturday (midnight)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Friday, 9-13 **
 * Use TP-CASTT and DIDLS to annotate "To An Athlete Dying Young"
 * Monday, 9-2**
 * Tuesday, 9-3**
 * Warm-up: Read poem and answer multiple choice questions. Keep poem for future warm-up questions.
 * Give vocabulary assignment
 * HOMEWORK DUE: Get out assigned notecards -- those without notecards can go out into the hallway and cannot participate in the activity :-(
 * Those with their assigned notecards will then post their notecards on the appropriate poster(s) of the critical lens they chose and stand at that poster. They will share with others the quotes they chose and talk about why they chose those quotes.
 * When time is called, all students but one will move to a different poster. The one student who stays will answer any questions that other students have about quotations posted.
 * Wednesday, 9-4**
 * Warm-up: Multiple choice practice
 * TP-CASTT review, guided practice, and independent practice
 * Students given information on how inner/outer circles are to be conducted and graded.
 * TP-CASTT "Great Scarf of Birds"
 * Friday, 9-6**
 * Present chosen TP-CASTT poems
 * Discuss "Great Scarf of Birds"
 * Friday, 8-30**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create the critical lens poster.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Present to the class.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Choose one of the critical lenses we looked at. Then, select five quotations from //Jane Eyre// and copy them onto five notecards, including chapter numbers because different editions were used. Quotations need to be from the beginning, middle, and end of the book. Keep a copy of your quotations for your reference.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write one notecard with an MLA bibliographic citation for the edition of //Jane Eyre// that you used.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write your name and class period on the back of all notecards.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have six notecards ready on Tuesday.
 * Wednesday, 8-28**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Multiple choice practice
 * <span style="font-family: Arial,Helvetica,sans-serif;">Group discussion over multiple choice
 * Give information for critical lens assignment
 * Begin critical lens activity
 * Become a member of this wiki
 * Join my Edmodo AP Lit group. The group code is q1dyb8
 * Register for www.turnitin.com
 * Tuesday, 8-27**
 * Write a poetry analysis
 * Receive "Critical Approaches Important in the Study of Literature." Read it by Friday.