9/1 Class Expectations/Course Overview
9/2 Diagnostic Essay
9/3 Students should bring a copy of the summer reading, their Study Guide started (will be due end of next week but good for reviewing the novel for test tomorrow), lyrics of a song that would be ideal for a soundtrack of the summer reading book (related to character or theme), a favorite quote from the text.
9/4 Assessment over Summer Reading (Check test worth 100 pts)
9/7 Discuss Assessment; Opening scene of novel--analyze
9/8 Discuss Closing Scene of novel/style; Assign project due Friday: 9/9 Work on project due Friday
http://juniorrebelreaders.ning.com/profiles/blogs/brave-new-world Must use Prezi, Canva--no power points (Glogster now offers only a 7-day free trial so choose Prezi or Canva or the equivalent which is free for presentations.)
9/9-10 Working on Study Guide; presentation
9/11 Begin presenting Brave New World projects. Everyone must have presentation uploaded by the time class begins on Friday or project will be counted late (1 letter grade). Projects will not be extended beyond 1 day late. After that, 0.
9/14-16 Continue presenting projects/Upload an effective college entrance essay to Ning
9/17 College Entrance Essay/Writing Unit--Common App and University-Specific Topics
9/20-21 " "
IMPORTANT: Starting the week of 9/28, each student must build a vocabulary list. Keep the words with definitions in your notebook and be ready to show them at any time for a homework grade. These should come primarily from words you encounter in books we read for English class or literary terms but any words that will useful to you on the SAT are fine. (ex) Bildungsroman--German word meaning "novel of formation/education/coming-of-age/initiation or rite of passage story (examples) The Giver, To Kill a Mockingbird, Lord of the Flies, Adventures of Huckleberry Finn, The Alchemist, Catcher in the Rye
Over the Break: Read this and upload an effective essay or tips for the class to use. Have your topic when you return. http://juniorrebelreaders.ning.com/forum/topics/personal-statement-college-app-essay. Once approved (along with the prompt you are using) you may start drafting your essay. First draft is due 10/5. This is your checklist.
9/28 Finish Brave New World presentations.
Week of 9/28 Analyze effective college essays as you write your own.
Improving your writing/grammar/usage for standardized tests and university/College Entrance Essay
Read/study the following link on Ning: Writing Revision and Usage. To check for understanding we will work all week on writing skills and apply them in your college essay. You will be held accountable in writing assignments for comma splices, fragments, run-ons (10 each); errors in subject-verb agreement, pronoun -antecedent agreement, apostrophes, use of the semi-colon, verb tense shifts, capitalization (2 each). Learn these basic rules now and apply them throughout the year. If you don't understand rules we cover, come in for additional help. We will do worksheets and practice assignments--Top Ten List--to work on these skills.
Friday, October 5--1st draft of college essay is due (100 pts homework). We will revise your essay an additional week before the final one is due on 10/9 (200 points Major Assignment)
10/5 Checklist for Revising Personal Essay; revised for specific verbs, nouns; add images and 2 examples of figurative language; get rid of wordiness and avoid misplaced/dangling modifiers, trite expressions, etc.
10/6 Improving your Diction and Syntax--go over links together; continue revising your essay.
10/7 Go over Writing/Revision Packet; Writing checklist; Peer review; Download Tess and read Phase the First: The Maiden--study guide due on this section 10/14. Continue revising essay and do writing usage sheets.
10/8 Go over Writing/Usage sheets/If time analyze prose passage, noting decisions author made
10/9 Usage/Writing Revision test (100 pts)
10/12 Final Draft of College Essay Due (200 pts)
Reread/annotate "Eleven," answering these questions. _Rubric and Sample Essay
10/13 Go over "Eleven" revision.
10/14 Tess Unit Begins: Phase One with Study Guide Due
Authors as Social Critics and Artists/Analyzing Pross/Hardy’s Tess of the d’Urbevilles: British Victorian Novel/Fatalism Extended
Consider Darwinism/Naturalism/Fatalism. Tess will be used to review these concepts and linked to not only to Greek tragedy but also to Crane and Dreiser. Also archetypes will be compared/contrasted in Tess and Tennessee Williams' Streetcar Named Desire. Specifically, Blanche and Tess, Mitch and Angel, Alec and Stanley will be discussed. In Tess and Wharton's Age of Innocence, double standards for men and women in both England and America in the late 19th century are explored. (Here we’ll briefly reference Chopin’s The Awakening as well as Streetcar and discuss excerpts from The Cinderella Complex: Women’s Hidden Fear of Independence by Colette Dowling.)
Upload to Ning a modern day application to Tess…can be a picture, video, documentary on fatalism, feminist/human rights issues.
Below are some facts to include in your biographical data on Hardy. How might his personal history affect his tone in terms of social criticism in the novel? How might it affect his worldview?
Thomas Hardy (1840-1928)
--Victorian poet/novelist
--Born in Dorsetshire, England
--Attended village school until 16, became architect, loved reading Greek works (fatalistic influence)
--Published 10 novels/3 collections of short stories
--Works set in rural area of his home
--Works “express his belief in a world governed by chance and natural laws that are not hostile, but simply indifferent, to what humans want and deserve. Chance gives us pain when we try for gladness or glory; sometimes in his novels the entire course of lives is determined by coincidence. Hardy liked to play the big scenes of his novels against the backdrop of powerful natural forces that take no account of human life...To chance and indifference of nature, humans and the folly of war, the cruelty of ingratitude and neglect, and the irrationality of laws and customs that frustrate talent and desire. Finally, the central characters’ own weaknesses...even Tess in Tess of the D’Urbervilles (1891)--make them vulnerable to the destructive powers of nature and society.”
--Readers were bothered by his bleakness, irony, and pessimism. After Tess was attacked he said “Well, if this sort of thing continues, no more novel-writing for me. A man must be a fool to deliberately stand up to be shot at.” After Jude the Obscure was burned, he decided to write poetry thereafter.
--Inspiration for Tess--At the age of 16, Hardy attended in his hometown the public hanging of Martha Brown, executed in for the murder of her husband. Even at the age of 85 he was haunted at “how the black silk gown set off her shape as she wheeled half round and back.”
--Hardy’s “facts of life”--conceived out of wedlock; his mother received support from Poor Law charity; father was a builder; his mentor/tutor who encouraged his study of Greek drama and his writing poetry, committed suicide; his marriage to Emma Gifford was unhappy/he spent much of his time in London with ladies of high society while she remained in Dorset
--Hardy said sex was “the strongest passion known to humanity” and questioned marriage in Tess as “an arbitrary law of society which has no foundation in Nature.” These views put him at odds with Victorian society.
10/15 No class
10/16 Go over Writing Revision Tests
10/18-19 Discuss Tess Phase 1
*See Literary Terms--Vocab 1 under "Important Links." You will be tested on these in 2 weeks. Continue adding 10 vocab words to your personal list weekly. Most of them should come from Tess.
Now turn to textual evidence. Analyze how elements of style convey his tone in the following passage. (You might first want to highlight words/phrases of proof, and then organize your response in a brief, informal outline.)
From “The Maiden” Phase, Chapter 11:
Darkness and silence ruled everywhere around. Above them rose the primeval yews and oaks of The Chase, in which were poised gentle roosting birds in their last nap; and about them stole the hopping rabbits and hares. But might some say, where was Tess’s guardian angel? Where was the providence of her simple faith? Perhaps, like that other god of whom the ironical Tishbite spoke, he was talking, or he was pursuing, or he was in a journey, or he was sleeping and not to be awaked.
Why it was that upon this beautiful feminine tissue, sensitive as gossamer, and practically blank as snow as yet, there should have been traced such a coarse pattern as it was doomed to receive; why so often the coarse appropriates the finer thus, the wrong man the woman, the wrong woman the man, many thousand years of analytical philosophy have failed to explain to our sense of order. One may, indeed, admit the possibility of a retribution lurking in the mailed ancestors rollicking home from a fray had dealt the same measure even more ruthlessly towards peasant girls of their time. But though to visit the sins of the fathers upon the children may be a morality good enough for divinities, it is scorned by average human nature; and it therefore does not mend the matter.
As Tess’s own people down in those retreats are never tired of saying among each other in their fatalistic way: “It was to be.” There lay the pity of it. An immeasurable social chasm was to divide our heroine’s personality thereafter from that previous self of hers who stepped from her mother’s door to try her fortune at Trantridge poultry-farm.
10/21 Phase The Second Due with Study Guide.
Final revision of College Essay due WITH MY EDITED COPY 10/26. You will not receive higher than 50% on the final essay if you do not attach my revisions to it when handing it in.
10/26-27 Practice passage #2 Tess--Style question on board/hard copy
Phase 3 due 10/28. Discuss openings and closings of first 3 phases--close reading
1029-30 Continue study of Tess
10/31 AP Practice: Question 2 essay on Tess
11/2 AP Practice Test: MC questions on prose passages
11/3 Go over Tess Q2 and MC
11/4 Phase 4 Due with Study Guide
11/5-9 Break
11/10-11 Go over MC and Tess Q2
11/12 Phase 5 Due with Study Guide
11/13 Discuss Tess/Quiz on Literary/Analysis Terms--Vocab 1
11/16-17 Discuss Tess Q2 and Phase 5/We spent last year analyzing nonfiction. I'd like to know your thoughts on this: https://plus.google.com/+YonatanZunger/posts/RN2yx54bxPa
11/18 No School
11/19 AP Question 1: Poetry (will write a timed essay in class)
11/23-24 Go over Poetry question, Phase the Sixth pgs. 315-380 discuss (Note: Phase the Seventh to end of book due 11/30 with completed Study Guide.)
11/25 Text for Poetry Unit --DOWNLOAD AND BRING TO CLASS DAILY Poems listed below on which we will focus can be found in text or on internet. For each focus poem , annotate/fill out using the link “How to Explicate a Poem.”
Chapters 1, 2, 9 of the Text
11/26-27 Chpts. 7, 10 Irony
“Ah, Are you Digging on My Grave?”—Thomas Hardy and “Is my Team Plowing?”
“The Man He Killed” --Thomas Hardy and “Dulce et Decorum Est”—Owen
“Dover Beach”—Matthew Arnold
“After the Killing,”--Dudley Randall and “Earth”--John Hall Wheelock,
“Southern Cop”--Sterling A. Brown and “Ballad of Birmingham”--Dudley Randall
11/30 Good Poetry VS Great “God’s Will for You and Me” VS “Pied Beauty”
12/1 Phase the Sixth--Discuss
Chapters 7, 10 Irony and tone continued
“Dover Beach”—Matthew Arnold
“After the Killing,”--Dudley Randall and “Earth”--John Hall Wheelock,
“Southern Cop”--Sterling A. Brown and “Ballad of Birmingham”--Dudley Randall
12/2
“The Sun Rising”—Donne
“The Unknown Citizen”—Auden
“Mr. Z”—Holman
12/3 “The Indifferent”— Donne
“To the Mercy Killers”—Randall
“Mending Wall”—Frost (285)
“Sorting Laundry”—Ritchie
12/4 Phase the 7 Due p. 381- end/ Completed Study Guide Due
12/7 Chapter 3: Denotation and Connotation
“There is no frigate like a book”—Dickinson (38)
“Pathedy of Manners”—Kay (45)
“Mirror”—Plath (33)
12/8 Chapter 4-5: Imagery, Figurative Language
“A Plea” (ho)
“Meeting at Night”—Browning (50)
“Parting at Morning”—Browning (51)
“A Valediction: Forbidding Mourning”—Donne (72)
“Dream Deferred”—Hughes (78)
“Getting Out”—Mathis (306)
12/9 Chapter 6: Symbol and Allegory
Answer questions for all poems in this chapter.
12/10 Chapter 8: Allusion
“On His Blindness”—Milton (125)
“Leda and the Swan”—Yeats (127)
“Snow White and the Seven Deadly Sins”—Gwynn (127)
“Aunt Jane” --Nowlan
“Hollywood”--Shapiro
“Out Out”--Frost
12/11 Chapter 10: Tone
“For a Lamb”—Eberhart (147)
“Apparently with no surprise”—Dickinson (147)
“Since there’s no help”—Drayton (149)
12/14 Chpts 11-21 Sound/Musical Devices, Rhythm and Meter
“We Real Cool”--168
“I Like to See”--207
“Break, break, break”—Tennyson (196)
“The Span of Life”—Frost (203)
Exams
1/4-1/6 Class and Elective--Watching Life is Beautiful in class while reading Night as homework. Vocab for Night--use while reading. Also read this on Ning on Genocide as application and this on the author.
1/7-1/8 Response to Life is Beautiful and reading Night
1/12 Night though page 65 due FIRST of period with Study Guide 1-4 and #8./Discuss
1/13 Continue discussion of Night.
Requirements of AP Poet Paper
1/14 Resume Poetry Unit: Text for Poetry Unit --DOWNLOAD AND BRING TO CLASS DAILY
(For each poem below, bring to class answers to the following questions: Speaker, Situation, Message, Tone. Note the chapter under which each poem is listed and explain how each poem represents the focus concept (ie Give examples of how the author uses connotation, figurative language, imagery, allusion, symbolism, sound devices to achieve his/her purpose.)
Chapter 3: Denotation and Connotation
“There is no frigate like a book”—Dickinson (38)
“Pathedy of Manners”—Kay (45)
“Mirror”—Plath (33)
1/15-1/18 Chapter 4-5: Imagery, Figurative Language
“A Plea”
“Meeting at Night”—Browning (50)
“Parting at Morning”—Browning (51)
1/19 Study Guide of Night Completed and printed to be turned in at FIRST of period or it is late. Assessment: AP Q3 Night/Life is Beautiful (100 points)
1/20-21 Chapter 6: Symbol and Allegory
Answer questions for all poems in this chapter.
1/25 Tess passage--improving our Q 2 and 3 essays
1/26 Writing Assessment
1/27 See assignment due on this date below:
“A Valediction: Forbidding Mourning”—Donne (72)
“Dream Deferred”—Hughes (78)
“Getting Out”—Mathis (306)
Continuing our study of imagery and figurative language (chapters 4 and 5 in Sound and Sense), bring to class answers on these questions on the poems “Getting Out” and “Dream Deferred” first.
1. Speaker--
2. Dramatic Situation--
3. Message--
4. Tone--
5. How does poet use images and/or figurative language to achieve his/her purpose?
How are the poems’ themes universal? How are the two poems related?
Research the poems in context—times they were written and poets’ lives. How does this information shed new light on each?
Choose one of the poems. ON NING, upload a documentary, interview, or critical article on the poet and be ready to discuss. OR upload a song with lyrics that expresses the ideas of the poem.
In the comments of your upload, write two lines in the style of the poem--one using imagery and the other figurative language-- to express how you feel when a personal dream has been deferred OR what it feel s like to end a relationship.
Answer questions 1-5 above on "A Valediction: Forbidding Mourning."
1/28-29 Chapter 8: Allusion
“On His Blindness”—Milton (125)
“Leda and the Swan”—Yeats (127)
“Snow White and the Seven Deadly Sins”—Gwynn (127)
“Aunt Jane” --Nowlan
“Hollywood”--Shapiro
“Out Out”--Frost
2/1 Chapter 10: Tone
“For a Lamb”—Eberhart (147)
“Apparently with no surprise”—Dickinson (147)
“Since there’s no help”—Drayton (149)
*AP Prep Elective: Fill out the link, "How to Explicate a Poem" for Elizabeth Bishop's "The Fish."
1/2-3 Chpts 11-21 Sound/Musical Devices, Rhythm and Meter
“We Real Cool”--168
“I Like to See”--207
“Break, break, break”—Tennyson (196)
“The Span of Life”—Frost (203)
2/4 Poetry Unit Assessments--Multiple Choice (100)
2/5 AP Q1 Poetry Essay (100)
2/8 Research Paper due (300 pts)
2/9-2/17 Teaching poems to peers (100 pts)
2/12 Midterm Break
2/18 Wuthering Heights completed hard copy Study Guide due 1st of period (On turnitin.com by midnight) 1 letter grade off per day for hard copy and uploaded copy./Discuss
2/19-22 Discuss WH/PICK UP The Brief Wondrous Life of Oscar Wao and begin reading.
2/23 Wuthering Heights Study Guide
Traits --note historical background as it affects setting, character, theme
2/24 Oral exam (50 pts) during AP Prep--8 minutes per person (5 to organize/3 to respond)
2/25 Continue oral exam--AP Prep
2/26 AP Q WH (100 pts)
2/29 WH Final Assessment Essay in class
3/1 Oscar sections 1-2
3/2 Oscar pgs. 77-113
3/3 pgs 114-136
3/4 136-165
3/7 Section 4
3/8 204-227 due
3/9 227-246
3/10 247-261
AP Prep: Read/annotate Question 2 on Oscar Wilde passage. Form an outline you would use to write an essay on this prompt.
3/11 264-289
3/14 290-313
3/15 315-335
AP Prep Write a thesis and outline for this prompt
Scoring Eros essays AND rubrics
Samples on this question
3/16 Study Guide due--printed and uploaded by 1st of class/Assessment over Oscar
3/17 Discuss W Eros poems/sample essays
Over break download and bring to class on 4/4 Gabriel Garcia Marquez, "The Man with Enormous Wings" to class. If you want to get a head start on our next book, it will be Heart of Darkness. AP Prep--Go over an 8 essay for Wilde passage
4/5 Analyze Marquez's story in prep of Q 2 and 3.
Sample essays on Lady W's Fan
4/6 Heart of Darkness, chapters 1-2 due with Study Guide; Continue reading novel through 4/13; AP Prep 2 Helen poems/rubrics/samples
AP Prep 4/12 Shakespeare passage
AP Prep 4/13 MC for grade (100 pts classwork)
4/18 Go over MC taken 4/13
4/19 MC or poetry essay for grade (100 pts claswork)
4/20 Go over test given 4/19/review for mocks
Each student will teach a section as assigned below (see order). Use your study guide and a lesson plan to discuss the author's purpose(s) for your section and the techniques used to accomplish this purpose. Does the passage develops character, plot, and/or theme? Explain the function of point of view and setting. Choose at least 2 paragraphs from the section and copy into a Word document. Give it to me by FIRST OF CLASS ON THURSDAY 4/14 to make copies for all students to annotate. During your session, have them use DIDLS and other devices to analyze Conrad's craft. We are doing the passages in chronological order so do not miss your turn. Unexcused absences will result in a lower grade.
Heart of Darkness topics--You have 4/13 to prepare and give me your Word Document to copy.
4/18 Station One—p. 80 last paragraph to p. 88 (I did first part so start with p. 84 2nd paragraph)--Marouane
Station Two—Middle p. 88-92 where it reads, “The other man remained.”--Talal
4/19 From “The other man remained” to end of Section I--Kenza
From 108 (“We penetrated deeper and deeper into the heart of darkness.” To 124 (end of 1st paragraph)--Hamza
4/20 First full paragraph on 124 through 2nd paragraph on p. 130--Lamia
Last paragraph on 130 to the last paragraph on p. 139--Anissa
4/21 Last paragraph on 139 to the first full paragraph on 147--Zahwa
First paragraph on 147 to middle of 154--Omar
4/22 Middle of 154 to the end--Abla
Discuss Symbols, archetypes, and themes--Be ready to discuss these together.
To review, look over links such as "Guide to Poetry" and review meter. Review study guides for last 2 years for Q 3. Fun review of poetry types: http://study.com/academy/topic/ap-english-types-of-poetry.html Another more detailed review is here (from Perrine pdf we used in fall)
4/25-4/28 Mock APs
The mock exam will count as your final major grade in AP English (200 pt test grade) and you won't take another final senior English exam if you are taking the English AP exam May 4. If you miss any part of the exam (see schedule below), you will be required to bring a doctor's note with date and time of excused absence to make up that part. No note means a 0 for that section. Make up for section missed for anyone with doctor's excuse must be scheduled with me for no later than Monday, April 19.
4/25 Period 4 Multiple choice test which will end 10 minutes into lunch period
4/25 Period 6 Question 1 Free Response
4/26 Period 7 Question 2 FR
4/27 Period 3 Question 3 FR
4/28-29 No school
5/2-5/3 Go over mocks/Final review/conference/revision work
5/4 THE DAY
Chimney rubric and samples
Question 2