Have a great holiday break

I hope everyone enjoys their break. Students are to complete exam 2 in their multiple choice workbook, finish reading Pride and Prejudice, and complete the reading packet for the novel.

The Importance of Being Earnest

Today we finished reading The Importance of Being Earnest and began our discussion of the work as a whole. Students were asked to write a Q3 prompt for the play.

Essay

Students completed an essay today. We will continue reading The Importance of Being Earnest tomorrow.

The Importance of Being Earnest

Students received their mc scores and new packets for Pride and Prejudice. They can turn the mc in any time before the end of the day Friday and must read through chapter 42 and complete the new packet by Monday. We then began reading and discussing The Importance of Being Earnest.

Poetry

We continued with presentations on ballad and ode. Multiple choice tests are due tomorrow.

Multiple assignments

Students received several assignments that they are to work on at home. 1. Students received a multiple choice workbook and scantron sheet. Exam #1 is due on Friday 12/7. Students are NOT to write in the workbook. 2. Students received Pride and Prejudice and are to read through chapter 23 by Monday 12/10. Students must also complete a brief backround research assignment in their notes and a packet along with their reading. Today we began poetry presentations on sonnets. We will continue with presentations all week.

Poetry forms

Students are working on the following assignment: 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 • Ballad • Ode Presentations will begin on MONDAY.

Poetry essay

Students completed a poetry essay today.

Sample essays

Today we read and discussed sample essays for the "Icarus" prompt.

To a Waterfowl

Students worked independently answering questions about the poem "To a Waterfowl". We then discussed the responses. Students are to complete the questions for "Design" for HW.

poetry

Students should read through chapter 9 of Sound and Sense. Today we analyzed "in Just-" and began discussing "Miniver Cheevy".

Poetry

Students began analyzing "in the inner city" and "My Last Duchess". Students are to research the following for our discussion on allusion tomorrow: Pan, Priam, Thebes, Camelot, "rested from his labors", Medici

Poetry

We are continuing this week with poetry. Students should read through chapter 7 of Sound and Sense for tomorrow.

Poetry

Today we discussed "Cross" "The World is too much with us" and "After Apple Picking". Students are to read chapter 5 for HW.

Poetry

Today we analyzed-"Mirror" and "Naming of Parts". Students are to read chapter 4 of Sound and Sense for HW.

Poetry

Today the students discussed two poems in small groups and then as a class. There's been a death in the opposite house and When in Rome

Poetry

Students are to read chapter 2 of Sound and Sense.

Allusions/poetry

Students discussed biblical allusions in The Handmaid's Tale. Students received copies of Sound and Sense and are to read chapter 1 for hw.

allusions

Today students discussed soul scrolls and Ofglen from The Handmaid's Tale. Students were given the following assignment to complete in their notebooks for Monday: The Handmaid’s Tale Biblical Allusions Research all of the allusions provided on this list. Provide a brief analysis of how the author uses them. What is the effect of each on the meaning of the work? Allusions: 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

Essay

Students completed a passage analysis essay today.

The Handmaid's Tale

Students are to finish reading the novel by Wednesday (including the historical notes). Today we discussed the social context of the characterization of Moira and Offred's mother.

Scrabble

Today we began discussing the significance of the scrabble words in The Handmaid's Tale.

Today we discussed the passage from The Handmaid's Tale describing the pillow in Offred's room.

The Handmaid's Tale

On Friday we began our discussion of The Handmaid's Tale. Students are to read through chapter 32 for Thursday and select a passage from the first reading assignment for discussion on Tuesday.

We

Today we had a discussion on We. We argued the following: -the meaning of the work as a whole -the author's stance on religion -examples from the novel to support each

Blogs

Pd 6 began setting up their blogs today. Pd 3 did not meet due to an assembly.

Blogs/We

Pd 3 went to the lab and began setting up their blogs. Pd 6 prepared for the We essay which is looming on the horizon. They discussed the meaning of the work as a whole and devices which contribute to the meaning in groups.

The Handmaid's Tale

Students received copies of The Handmaid's Tale and are to read through pg 99 by Thursday.

Diction/Syntax/Tone

Students continued working in groups on the diction/syntax/tone activity we began yesterday. We will continue analyzing sample passages tomorrow.

Diction/Tone/Syntax

Today we worked on finding words that are specific and precise to describe diction, tone, and syntax. Students are to rewrite their last essay and turn it in tomorrow.

We

Today we discussed the conclusion of We. We debated the ending of the novel as well as the author's stance on religion through the text. The literary term project is due Monday.

MC/Open Question

Students continued practicing multiple choice questions. We then transitioned to the open response. Students brainstormed possible choices for a random prompt. We will discuss the conclusion of We tomorrow.

Project

We continued working on MC in class. Students were also assigned 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 Analogy Anaphora Aphorism Apostrophe Archetype Cacophony Caesura Chiasmus Connotation Denotation Doppelganger Euphemism Euphony Foil Juxtaposition Malapropism Metonymy Paradox Pathetic Fallacy Portmanteau Spoonerism Synecdoche Understatement

We

Today we continued our discussion of We. Students are to finish the novel by Friday. I also sent home a paper about the course requiring a parent signature.

We Poems

Today we discussed the novel We and the reliability of our narrator, D-503. Students received the following assignment which is due Monday: We 10pts Complete both of the following tasks: 1. Ode to OneState: You are to compose a poem either in honor of OneState, The Benefactor, or the beauty of mathematics. The poem must be of a nature that if a Guardian were to read it, you would not face the machine as a result. The structure and style of the poem must also be consistent with the style and structure of OneState. Requirements: • The poem must rhyme • The poem must have 4 quatrains • The lines should be approximately the same length (you don’t want any lines longer than the rest; that would be chaos!). • It must speak of your subject in a very loving manner • 8 ½ X 11 • Typed • Centered top to bottom and right to left. • Try NOT to use figurative language 2. Poem of Rebellion: You are to compose a poem of a rebellious nature. This does not necessarily mean it has to be about rebellion. In OneState, writing from inspiration IS rebellion. You may choose the subject and follow any style you like. Make it as chaotic as possible. In other words, you want to be headed for the machine because of this one. Requirements: • Any structure is acceptable • The paper should look chaotic. If D-503 were to read it, it should drive him nuts. • Similar in length to the first poem.

Today we discussed sample essays for the passage we analyzed in class.

We

Students received copies of We and are to read through record 19 by Friday.

Welcome

Next week students will be exposed to the prose passage analysis essay and a multiple choice section. We will most likely begin to discuss F451 towards the end of the week.

Final Project

Students are currently working on their end of the year project and a project using the audio mixing software Audacity. Final Exam 2011-2012 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.

Invisible Man essay

The students completed and essay on Invisible Man. This will be the last timed writing of the year. Enjoy the prom.

Invisible Man

Today we began discussing the end of the novel.

Invisible Man

Students are to finish the novel by Monday 4/30 and continue taking notes as they read. For the last section of the novel, students are responsible for determining what is worthy of analysis.

Invisible Man

Students are to complete the following over break:

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

Invisible Man

Students are to read Chapter 10 by Thursday and through chapter 17 when we return from break.

Invisible Man

Students are to read through chapter 9 for Monday.

Essay

Pd 3. Students discussed Invisible Man.
Pd 6. Students completed a poetry essay today.

Invisible Man

Students are to read chapters 4 & 5 by Thursday. Continue working on journals for each reading assignment.

Invisible Man

Students are to read through chapter 3 by Monday.

The students completed an essay today.

Invisible Man

Students received copies of Invisible Man and analyzed the first 3 paragraphs. Students are to read the prologue and chapter 1 by Friday. They must also keep a notebook to record the following information:

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.

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

Students are to finish reading Portrait and complete the following questions:

The last section is a lot like the first section. It is a confluence of all the threads and all the development used so far. Have patience with it.

Answer the following questions fully.
1. Why do you suppose Stephen is so fascinated with Cranly's parents?
Is Stephen the product of exhausted loins?
Explain.
2. Why does Emma have such a prominent role in the notes?
3. Why would he come back to religion, according to his mother?
Do you agree with her?
Explain.
4. Whose is the race of clodhoppers?
Where in the notes does he contradict this thought?
5. Interpret Stephen's dream.
6. What is the answer to Cranly's riddle?
7. Why does Simon Daedalus like Davin so much?
8. Tara is an Irish heaven, Holyhead is an Irish port.
What is the meaning of Steven's line?
9. Note the bogwater line. Who are the apple blossoms and what is the pond water?
10. Why does Stephen fear the red eyed old man?
What does he stand for?
11. Why does Emma like Stephen all of a sudden?
12. Where does the bird imagery come in again?
13. What does his mother wish for him?
What does he wish for himself?
14. Why, if he is forging the uncreated conscience of his race, is he encountering the reality of experience for the millionth time?
15. How are we to take the last line?
Explain its presence.

Portrait

Students are to read to the break on page 235 by Wednesday. I would also like for students to explain Stephen's philosophy of aesthetics in no more than 1 concise paragraph, and explain the significance of each encounter he has with his peers, relating the significance of his discussions to his growth as an individual.

The book is to be finished by Friday.

Portrait/Richard III

Pd 3-Part III of Portrait is due Monday 3/5. Rewrites of Richard III essays are due Monday 3/5. Students completed an in-class essay on Wednesday.

Pd 6-Part III of Portrait is due Tuesday 3/6. Rewrites of Richard III essays are due Monday 3/5. Students completed and in-class essay today.

Portrait

Students are to read part II of Portrait by Thursday. Each student is responsible for at least 10 active reading questions in their journal.

Portrait

Students received A Portrait of the Artist as a Young Man today. Students are to read part I by Monday and select a passage for discussion. We also covered the following definition:

Bildungsroman- A story in which the protagonist undergoes growth throughout the entire narrative, generally starting off by being removed or chased from their home. Their growth is often impeded by opposition of their desires by other characters.

Multiple Choice

Today students selected either a prose passage or a poem to use in a multiple choice practice test. Students are required to write 8-10 mc questions for their selection. The questions are due tomorrow. Their classmates will take their sample test tomorrow.

Today we discussed Pride and Prejudice.

Passage analysis

Today we annotated and discussed a passage from Lady Windermere's Fan. Students are to be prepared to discuss Pride and Prejudice tomorrow. 15 active reading questions are required.

Earnest/Ernest

Today we finished TIOBE. Students are to write a sentence explaining the meaning of the work as a whole and try to answer as many of their active reading questions as possible.

Today we finished reading act I of TIOBE. Students should have at least 10 questions in their active reading journals.

Earnest

Today we viewed the speeches from Julius Caesar and transitioned to our next work, The Importance of Being Earnest. Students took notes on Victorian literature and began using their "active reading notebooks" by thinking of several pre-reading questions.

Julius Caesar

Students began analyzing the speeches from Julius Caesar.

Henry V

Today we broke down the St. Crispian's day speech from Henry V.

today we read through Act V scene 2 of Richard III. Students will complete a passage analysis essay tomorrow.

Richard III

Today we read through most of Act IV scene 4.

Today we read Act IV scenes 1-3 of Richard III.

Today we read Act III, scenes 5-7 of Richard III.

Richard III

Today we read Act III scenes 1-4.