Richard III

Today we read through Act I, scene 3. We also took notes on all of the curses that Queen Margaret issues.

Richard III

Today we began reading Richard III. We completed scene 1 and started scene 2.

Richard III

Today the students were introduced to Richard III. They were given a brief summary of The War of the Roses, and had to annotated Richard's opening speech and analyze tone. We will begin reading it in class tomorrow.

Poetry

Students completed a poetry essay today. I am available pd 7 for make ups.

Poetry projects

Today students presented information on the English sonnet and the Italian sonnet.

Poetry project

Students began working on the following project in class: Poetry Form/Pattern Group Assignment 20pts Your assignment is to examine a specific form of poetry. You must provide a clear explanation for the rest of the class including examples. You have to teach this. You must decide on your approach (handouts, PowerPoint, poster, etc.). You must also write an original poem in the form you are teaching. You must provide a poem for class discussion. Your group will lead the discussion of the poem. This includes asking questions that guide the class discussion. Be prepared with specific discussion questions. You are the expert on the poem, but you must teach it, not explain it. Your goal is to analyze the poem and how the form impacts the meaning of the poem. Your classmates will decide if you are effective. All students must participate in the discussion. It is your job to see to this. Forms: • English Sonnet • Italian Sonnet • Villanelle • Cinquain • Ode

Students received several handouts today. The first was the weekly vocab assignment and the second was a project on literary movements. Both assignments are due Friday. We then worked on the following poems: (Suggested time—40 minutes) The following two poems present views on euthanasia. Read the poems carefully. Then write an essay in which you compare and contrast the two poems, analyzing how each poet uses literary devices to make his point. *Euthanasia-the act or practice of killing or permitting the death of hopelessly sick or injured individuals (as persons or domestic animals) in a relatively painless way for reasons of mercy HOW ANNANDALE WENT OUT "They called it Annandale--and I was there To flourish, to find words, and to attend: Liar, physician, hypocrite, and friend, I watched him; and the sight was not so fair As one or two that I have seen elsewhere: An apparatus not for me to mend-- A wreck, with hell between him and the end, Remained of Annandale; and I was there. "I knew the ruin as I knew the man; So put the two together, if you can, Remembering the worst you know of me. Now view yourself as I was, on the spot-- With a slight kind of engine. Do you see? Like this. . . You wouldn't hang me? I thought not." --E. A. Robinson To the Mercy Killers If ever mercy move you murder me, I pray you, kindly killers, let me live. Never conspire with death to set me free, but let me know such life as pain can give.. Even though I be a clot, an aching clench, a stub, a stump, a butt, a scab, a knob, a screaming pain, a putrefying stench, still let me live, so long as life shall throb. Even though I turn such traitor to myself as beg to die, do not accomplice me. Even though I seem no human, mute shelf of glucose, bottled blood, machinery to swell the lung and pump the heart–even so, do not put out my life. Let me still glow. Dudley Randall (b. 1914)

Poetry

Today we began analyzing "The Oxen" by Thomas Hardy. Students also received a new vocab list which is due before Thanksgiving break.

essay

Today students completed a poetry essay in class.

Poetry

Today students analyzed "in Just-" and "Miniver Cheevy" using several of the tables they received last week. Students also received vocab hw, which is due on Friday. AP English Literature & Composition 􀁙Vocabulary List 􀁚 ________________________________________________________________________ 1. allocation- 2. ascetic- 3. beguile- 4. crass- 5. defray- 6. dint- 7. enjoin- 8. envoy- 9. interloper- 10.vicarious- 11.admonish- 12.akimbo- 13.lassitude – 14.licentious- 15.muse- (verb) 16.pecuniary- 17.plight- 18.presumptuous- 19.subversive- 20.vacuous-

Poetry

Today we discussed the two poems that students received yesterday. Also, MC test II (take 1) is due Monday.

Tpcastt, didls, sift, and twist

Today students tested out several strategies for reading and analyzing poetry. Students received the following prompt which is from the 2008 exam (form b): (Suggested time—40 minutes. This question counts as one-third of the total essay section score.) The following two poems present animal-eye views of the world. Read each poem carefully. Then write an essay in which you analyze the techniques used in the poems to characterize the speakers and convey differing views of the world. HAWK ROOSTING I sit in the top of the wood, my eyes closed. Inaction, no falsifying dream Between my hooked head and hooked feet: Or in sleep rehearse perfect kills and eat. 5 The convenience of the high trees! The air’s buoyancy and the sun’s ray Are of advantage to me; And the earth’s face upward for my inspection. My feet are locked upon the rough bark. 10 It took the whole of Creation To produce my foot, my each feather: Now I hold Creation in my foot Or fly up, and revolve it all slowly— I kill where I please because it is all mine. 15 There is no sophistry in my body: My manners are tearing off heads— The allotment of death. For the one path of my flight is direct Through the bones of the living. 20 No arguments assert my right: The sun is behind me. Nothing has changed since I began. My eye has permitted no change. I am going to keep things like this. —Ted Hughes From Lupercal, by Ted Hughes. Faber & Faber Ltd., 1960. GOLDEN RETRIEVALS Fetch? Balls and sticks capture my attention seconds at a time. Catch? I don’t think so. Bunny, tumbling leaf, a squirrel who’s—oh joy—actually scared. Sniff the wind, then 5 I’m off again: muck, pond, ditch, residue of any thrillingly dead thing. And you? Either you’re sunk in the past, half our walk, thinking of what you never can bring back, or else you’re off in some fog concerning 10 —tomorrow, is that what you call it? My work: to unsnare time’s warp (and woof!), retrieving, my haze-headed friend, you. This shining bark, a Zen master’s bronzy gong, calls you here, entirely, now: bow-wow, bow-wow, bow-wow. —Mark Doty Copyright © 1998 by Mark Doty. Reprinted by permission of HarperCollins Publishers, Inc.

Poetry

Today students outlined an essay for the poem "My Last Duchess" and then discussed their examples.

Poetry

Today we discussed "Fire and Ice" and "Our journey had advanced".

Today we analyzed and discussed "Ulysses" by Tennyson.

Poetry

Today we covered "Metaphors" and "To His Coy Mistress".

Poetry

Today we continued discussing poetry. The poems we have covered so far are: The Whipping The Red Wheelbarrow Terence, this is stupid stuff There's been a death in the opposite house When in Rome Mirror Naming of Parts Cross The world is too much with us Blogs and multiple choice tests are due Monday

HW

Students need to have their blog urls tomorrow. The blogs and MC test #1 are due at 11:59 on Monday 11/4.

Poetry

Students are to read through chapter 6 in Sound and Sense by Monday. Today we discussed "When In Rome" and "Mirror"

Poetry

Today the students analyzed "Terence this is stupid stuff"

Sound and Sense

We have continued our discussion of The Handmaid's Tale in class. Students have received copies of Sound and Sense and are expected to read the first 3 chapters by Monday. We will begin our poetry unit next week.

Blogs

Students received instructions for setting up their blog yesterday. They will receive new instructions every marking period regarding what is expected of their posts. We also continued our discussion of the novel.

We continued our discussion of The Handmaid's Tale, specifically Offred's mother and the role of feminism in the novel.

Socratic seminar

Today the students had a socratic discussion of passages and topics of their choosing from The Handmaid's Tale. It was completely run by the students. I only made some closing comments. Students are to read through page 199 by Monday.

The Handmaid's Tale

Students are to read through pg 199 by Monday. For tomorrow, students are to select a passage for discussion. Students should either have a reason for selecting the passage or a question about it.

The Handmaid's Tale

Today we began discussing the satirical purpose of the novel.

Diction/Tone

Today students worked on diction/tone packets.

The Handmaid's Tale

Students received The Handmaid's Tale today. They are to read through page 100 by Wednesday. Students also received a list of allusions to analyze in their notes as they read. Gilead Commanders of the Faithful Guardians of the Faith Angels Eyes of the Lord Marthas Handmaids Rachel & Leah Centre Whirlwind/Behemoth/Chariot Loaves & Fishes All Flesh Lilies of the Field Milk and Honey I then gave a presentation on diction and tone. Students were asked to discuss possible adjectives to describe diction and tone regarding specific passages.

Q3

Students completed a Q3 for We today.

We continued discussing approaches to a q3 sample. Students received 2 packets of sample essays to read and analyze.

Q3

We are currently working on how to prepare for a Q3 essay question.

MC

Today we worked in groups on a poetry MC section. We will continue this tomorrow.

We

Today we discussed the novel We.

Sample Essays/Project

We continued discussing strengths and weaknesses of sample essays today. Students also received the following project which is due Monday: You will be given a literary term to teach to the rest of the class. You will NOT, however, be presenting this term. You must create some type of poster that contains the following: Definition Example Reason for use-what could an author accomplish by using this device Images representative of the device Anachronism Analogy Anaphora Aphorism Apostrophe Archetype Blank Verse Cacophony Caesura Colloquial Conceit Connotation Denotation Denouement Doppelganger Enjambment Euphemism Euphony Foil Juxtaposition Internal Rhyme Litotes Malapropism Metonymy Near, Off, or Slant Rhyme Paradox Pathetic Fallacy Portmanteau Pun Satire Spoonerism Synecdoche Understatement

Passage Analysis

We continued our discussion of the passage today.

Passage analysis

Students received several handouts on syntax and diction. We then read and discussed a sample passage analysis prompt.

We

Students received We, which is to be read by 9/16. We then discussed the summer reading.

Final Project

Students are working on their final project. Final Exam 2012-2013 AP Literature Mr. Klimas Part I- The AP Literature Wiki project. 100pts This project will be your legacy. Every AP Literature class from now until the end of time will be responsible for completing this project and adding to it. For this assignment you will use all of the skills that we have practiced this year. You are responsible for providing a scholarly literary criticism for each of the works you have chosen to read. This is NOT a research assignment. This is NOT a review. The goal is that other students will be using your work as a source for their research assignments. This project will be published and will be a permanent fixture on both my blog and the Library/Resource Center webpage. You will be responsible for the following: • read 2 works by the author of your choice; • write a scholarly criticism of each work; • post it on the High Point Regional High School Guide to Contemporary Literary Criticism Wiki. Your criticisms must include: • title stating concept and novel title; • an abstract describing the thesis; • scholarly criticism/analysis of the work; • passages; • a point/argument; • the skills we focused on during class; • your knowledge of the author/context/literature/the world. At the end of each criticism, you are to include your initials and the year you wrote it. Ex. (A.B. 2009) Again, this is permanent. You can view your criticisms when you are old and gray like me. Your kids will be able to view them. http://apliteraturehp.wikispaces.com/ Final Exam Part II- Presentation-100pts PhotoStory3 You must develop a presentation using PhotoStory3 covering both the plot of the novels you have read and your criticism. You may use the narration feature. Your presentation must adhere to the following requirements: • 5 minutes maximum running time • Images that explain both novels • Images and text that provide analysis • Narration-you can tell the story without summarizing • Citations for any images that you did not create yourself This project should combine the stories of the novels and your analysis of them. Be creative and decide on the best way to communicate the ideas in the novels and your ideas about them.

Good Luck!

Good luck on the exam. You are ready.

COUNTDOWN CLOCK WIDGET

Test Week

For our final review we will be looking at passage and poetry essay questions in class. Students will annotate and discuss several essay questions. Students will also read sample essays and evaluate.

Invisible Man

Test IV in the multiple choice workbook is due tomorrow. Please bring the workbook in for discussion. Students are to complete Invisible Man by Friday along with the symbol assignment. Students also received a packet of vocab which is due Wednesday May 1st.

Invisible Man

Students are to read through chapter 22 by Monday and complete the following: Keep a notebook that contains analysis of each of the following examples. You may add others that you encounter. Also make note of how many times the color white appears in the novel and provide a brief analysis for each description. Chapter 11: Mother, Brer Rabbit and Buckeye Chapter 12: Dumping slosh on the Reverend's head Chapter 13: I am what I yam Chapter 14: Cabbage, new name Chapter 15: piggy bank Chapter 16: 3 white men on black horses, the speech Chapter 17: Soldier, Ras Chapter 18: Filed steel from Brother Tarp Chapter 19: White bed Chapter 20: Foot races, Sambo Doll Chapter 21: Two black pigeons rising above a white barn, Rotting cabbage Chapter 23: Sunglasses, Rind and Heart Chapter 24: Briefcase and running Chapter 25: Oil and Milk

Invisible Man

Students are to read the first 10 chapters of Invisible Man over break and complete the following assignment: Keep a notebook that contains analysis of each of the following examples. You must add others that you encounter (1 per chapter). Also make note of how many times the color white appears in the novel and provide a brief analysis for each description. Prologue “What did I do to be so Black and Blue” 1369 light bulbs Chapter 1 Briefcase Brass tokens Tattoo Chapter 2 Founder’s statue Red-tin apple Log cabins Chapter 3 Golden Day Mechanical man Mr. Norton’s illness Chapter 4 White dividing line Mr. Norton’s car Chapter 5 Baptist church Chapter 6 Leg shackle Bledsoe’s fingers Sealed envelopes Chapter 7 Jim Crow Chapter 8 Statue of Liberty Chapter 9 Breakfast Artifacts from college Chapter 10 Optic White Lucius Brockway

Portrait HW

Students are to read part V by Wednesday and complete the following: Explain Stephen's theory of aesthetics. Provide 3 examples of Stephen's intellectual maturity from part V and compare them to examples from parts I-IV. We will continue discussing part IV tomorrow.

Portrait

Students are to read part IV over the weekend.

Portrait

Today we discussed passages from part II of A Portrait of the Artist as a Young Man. We will continue this discussion tomorrow. Students will complete a passage analysis essay on Thursday. Students who are planning on being out on Thursday must make arrangements to complete the essay before Thursday.

Portrait

Students are to read part 2 by Monday.

MC-Joyce

We are still working on multiple choice in class and should begin discussing Portrait either tomorrow or Thursday.

A Portrait of the Artist as a Young Man

Students received copies of A Portrait of the Artist as a Young Man today. They are to read part I by Monday 3/11. Students in period 3 also received a new MC packet which is due Friday 3/8.

MC

We are currently working on multiple choice packets in class.

Henry V

Today students read and analyzed the St. Crispin's Day speech from Henry V. Enter the KING WESTMORELAND. O that we now had here But one ten thousand of those men in England That do no work to-day! KING. What's he that wishes so? My cousin Westmoreland? No, my fair cousin; If we are mark'd to die, we are enow To do our country loss; and if to live, The fewer men, the greater share of honour. God's will! I pray thee, wish not one man more. By Jove, I am not covetous for gold, Nor care I who doth feed upon my cost; It yearns me not if men my garments wear; Such outward things dwell not in my desires. But if it be a sin to covet honour, I am the most offending soul alive. No, faith, my coz, wish not a man from England. God's peace! I would not lose so great an honour As one man more methinks would share from me For the best hope I have. O, do not wish one more! Rather proclaim it, Westmoreland, through my host, That he which hath no stomach to this fight, Let him depart; his passport shall be made, And crowns for convoy put into his purse; We would not die in that man's company That fears his fellowship to die with us. This day is call'd the feast of Crispian. He that outlives this day, and comes safe home, Will stand a tip-toe when this day is nam'd, And rouse him at the name of Crispian. He that shall live this day, and see old age, Will yearly on the vigil feast his neighbours, And say 'To-morrow is Saint Crispian.' Then will he strip his sleeve and show his scars, And say 'These wounds I had on Crispian's day.' Old men forget; yet all shall be forgot, But he'll remember, with advantages, What feats he did that day. Then shall our names, Familiar in his mouth as household words- Harry the King, Bedford and Exeter, Warwick and Talbot, Salisbury and Gloucester- Be in their flowing cups freshly rememb'red. This story shall the good man teach his son; And Crispin Crispian shall ne'er go by, From this day to the ending of the world, But we in it shall be remembered- We few, we happy few, we band of brothers; For he to-day that sheds his blood with me Shall be my brother; be he ne'er so vile, This day shall gentle his condition; And gentlemen in England now-a-bed Shall think themselves accurs'd they were not here, And hold their manhoods cheap whiles any speaks That fought with us upon Saint Crispin's day.

RIII

Today we finished Richard III. Students are to consider the meaning of the work as a whole and be ready to support it.

Richard III

We will finish Richard III this week and move on to multiple choice practice.

Poetry

We will be taking a short break from Richard III in order to spend a few days on poetry. Students must bring their Sound and Sense books to class tomorrow.

Richard III

We have been reading through Richard III in class and analyzing the language and motives of the characters. As luck would have it, Richard happens to be big news right now.

Richard III

Today students analyzed the opening speech from Richard III. Read the opening speech from Richard III and consider how language reveals the following: • The state of England at the start of the play • Richard’s attitude towards this state How can you divide this speech? Now is the winter of our discontent Made glorious summer by this sun of York; And all the clouds that lour'd upon our house In the deep bosom of the ocean buried. Now are our brows bound with victorious wreaths; Our bruised arms hung up for monuments; Our stern alarums changed to merry meetings, Our dreadful marches to delightful measures. Grim-visaged war hath smooth'd his wrinkled front; And now, instead of mounting barded steeds To fright the souls of fearful adversaries, He capers nimbly in a lady's chamber To the lascivious pleasing of a lute. But I, that am not shaped for sportive tricks, Nor made to court an amorous looking-glass; I, that am rudely stamp'd, and want love's majesty To strut before a wanton ambling nymph; I, that am curtail'd of this fair proportion, Cheated of feature by dissembling nature, Deformed, unfinish'd, sent before my time Into this breathing world, scarce half made up, And that so lamely and unfashionable That dogs bark at me as I halt by them; Why, I, in this weak piping time of peace, Have no delight to pass away the time, Unless to spy my shadow in the sun And descant on mine own deformity: And therefore, since I cannot prove a lover, To entertain these fair well-spoken days, I am determined to prove a villain And hate the idle pleasures of these days. Plots have I laid, inductions dangerous, By drunken prophecies, libels and dreams, To set my brother Clarence and the king In deadly hate the one against the other: And if King Edward be as true and just As I am subtle, false and treacherous, This day should Clarence closely be mew'd up, About a prophecy, which says that 'G' Of Edward's heirs the murderer shall be. Dive, thoughts, down to my soul: here Clarence comes.

Pride and Prejudice

After several productive days of discussion, students spent time in class brainstorming essay outlines.