AP English Literature & Composition (Period 4) Assignments

Three Letters Assignment due (see attachment)

Beloved, by Toni Morrison- in-class essay.

Notebook Check #2.  See attached table of contents.
Bring organized notebook to turn in for evaluation.

Beloved, by Toni Morrison.  Finish reading novel.  Bring book.

AP Exam Prep- Prose passage essay assignments due.
Beloved Reading Response #1= prose passage essay #1
Today's in-class prose passage essay= prose passage essay #2

Beloved Reading Response #1 due (prompted passage analysis).
Read p. 3-85.  Bring book.

AP Literature Exam Terms Review- list attached.  Print and start working on review. Note due dates on AP Exam Review assignment sheet.

The Things They Carried, by Tim O'Brien- Thematic essay final draft due.  Bring two copies, one for teacher evaluation and one for peer evaluation).

The Things They Carried, by Tim O'Brien- thematic essay, final draft for pass-around editing and credit.

The Things They Carried, by Tim O'Brien- thematic essay revised draft due for group work and credit.

The Things They Carried, by Tim O'Brien- In-class essay.

The Things They Carried, by Tim O'Brien- Thematic essay rough draft for read-around and credit due (see attached guidelines).

The Things They Carried, by Tim O'Brien- Reading Response #6 due.  Bring book.

The Things They Carried, by Tim O'Brien
Read 1-38; in-class reading response #1
Print attached reading schedule

Notebook Check #1, Semester 2
See attached guidelines (this is a draft form until Friday afternoon, 3/4)

"The Hollow Men," by T.S. Eliot.  Read and annotate poem for powerful images. 
Complete attached questions, 2-8.  Bing poem and responses to class for discussion.

Think about "The Hollow Men," visual project.  After studying the poem, create a visual that depicts the dominant images, atmosphere and meaning of the poem.  You may use any media (collage, pastels, pencil, ink, water color, oils, clay, paper...) or a combination.  Size and shape of final project are up to you. 
Due- Thursday, 2/24.

Bring ID to check out The Things They Carried, by Tim O'Brien and Heart of Darkness, by Joseph Conrad.

The Things They Carried, by Tim O'Brien- finish reading book.
Prepare independent/partner Vietnam War era research for presentation.  If ready, present today.

"The Love Song of J. Alfred Prufrock," T.S. Eliot poem.  Read handout and annotate. Bring to class.

In-class essay- Fences or Death of a Salesman.

Happy Valentine's Day!
Read Fences- Act II, scene 3, 2102-2114.  Bring book.

Finish reading Fences, by August Wilson.  Complete an analytical and/or creative reading response on: thematic ideas; symbols in the play (the fence, baseball, Mr. Death; the Old Blue song Cory and Raynell sing and/orGabriel); character analyses; comparison of thematic ideas or characters from Fences and Death of a Salesman, by Arthur Miller.

Read Fences- Act II, scenes I and 2, 2093-2102.  Bring book.

Read Fences, Act I, 2064-2092.  Bring book and be prepared to complete some in-class writing.
Check out Cliffs AP Literature prep book at textbook window.

Death of a Salesman- questions 11 and 13 due.  Bring to class for credit and discussion.

Death of a Salesman- Finish reading play. Complete individually assigned question- 8, 9 or 10.  Bring to class for credit and small group discussion.

Start reading Arthur Miller's Death of a Salesman, in the DiYanni text.
Print out attached reading schedule for Death of a Salesman and Fences; put in notebook.
Bring DiYanni book.

Finals schedule- periods 3 and 4

Final- Multiple-choice and one AP style poetry essay.

Motif project due.

Bring organized notebook for evaluation and credit.  See attached table of contents. Print out a copy of the TOC and turn it in with your notebook.

Motif project write-up due.

Print-out Metaphysical Poetry introduction notes (see attached). Read and put into your notebook.
Continue working on DiYanni textbook independent poetry work (see attached assignment sheet).  Bring completed work for 1/4 and DiYanni textbook.
Continue reading independent reading selection for end of semester project. 

DiYanni poetry assignments. Speaker and Tone (see attached assignment sheet on 12/16)

DiYanni book- Chapters 11 and 12, p. 763-778; read and take notes.
See attached DiYanni textbook poetry assignments.

Shakespeare/Sophocles independent project due.
Read King Lear, Othello or Antigone. Complete independent or small group project.

Independent reading project.

Independent reading project.

R&G are Dead in class essay.  Come to class prepared to write.

Independent reading project.

Read independent reading selection-  Antigone, King Lear or Othello.  Project are due on 12/13.
R&G in-class reading response #3 attached, in case you were absent on Friday.

Rosencrantz and Gulidenstern are Dead- Read Act 3, p. 97-123. 
Reading Response #3 in -class.  Bring book.

Rosencrantz and Guildenstern are Dead- Read Act Two, p. 55-95.
Reading Response #2 in-class.  See attached prompt if absent. Bring book.

Rosencrantz and Guildenstern are Dead- Read 34-55. Reading Response #1 due.
See attached prompt.
Bring book.

Rosencrantz and Guildenstern are Dead- Read Act 1- p. 11 to bottom of 34.
Bring book.
Print-out attached introductory notes if you did not get them in class.

Hamlet in-class essay.  Come to class prepared to write an AP Open Question style essay.

Read Hamlet Act V.  Review discussion questions for Act V. 
Bring book to class and be prepared for discussion of the end of the play.

Read Hamlet, Act IV.  Complete assigned questions.
Bring book and question responses to class.

Read Hamlet Act III, scenes iii and iv.  Complete assigned questions.
Bring book and question responses to class.
See attached questions.  For Act III, questions 2,5 and 6 need to be completed by everyone.  Bring book and response to question 2.  Questions 5 and 6 will be due on Tuesday. 

Read Hamlet Act III, scenes i and ii.  Complete assigned questions from Act III question handout.
Bring book and question responses for discussion.

Read Hamlet Act II.  Bring book.  We will work on Act II questions in class.

Notebook Check #2- Bring organized notebook with copy of evaluation rubric.
Hamlet- Act I, question 13.  Bring book.

Hamlet- Read Act I; complete individually assigned question and question 4.  Bring responses and book.
Organize notebook of Notebook Check #2 Tuesday, 11/9 (see attached guidelines).

Oedipus comparative poetry essay due.  Use your annotated copy of the poems and the chart you made in class on Friday to write your essay.  Spend only 45-minutes.
Bring copy of poems, chart and essay to class tomorrow.
Prompt:  Write an essay in which you compare the portrayal of Oedipus in each poem.  Your essay should include identification and discussion of tone, point of view and other literary devices (for example, diction, imagery, figurative language, organization) that contribute to the speaker's characterization of Oedipus. 
Use block or alternating comparative essay format.

Ode to Oedipus due.  Typed, final draft form. Come prepared to share your original ode with the class.See attached guidelines.

Oedipus questions due.  Typed format; approximately 1 page each..

Oedipus reading- Ode IV and Exodos, 1337-1436.
Bring book.
Oedipus questions due Thursday, 10/28.

Oedipus reading Ode II and Scenes III and IV, 1329-1337.
Bring book
Oedipus questions due Thursday, 10/28  (see attachment).

Oedipus- Using your highlighted and annotated copy of the Prologue from class today, describe the character of Oedipus in this opening scene.  Identify and discuss three stylistic devices Sophocles uses to characterize Oedipus.

Bring DiYanni book and writing to class.

Oedipus Reading -  See attached schedule.

Summer Reading Booktalk #3 due.

Their Eyes Were Watching God- In-class essay.

Note schedule change-

Their Eyes Were Watching God, Ch. 17-20.  Reading Response #3 due.
Bring book.

Note date change-
Summer reading Booktalk #2 due.

College Personal Statements- Essays 1 and 2 due in final draft form for credit and evaluation.
Also turn in a list of the colleges to which you plan to apply.

College Personal Statement- Final draft of both essays for editing and credit due.

College Personal Statement- revised drafts of both essays sue for writing group response and credit.

Their Eyes Were Watching God, Chapters 13-16. Reading Response #2 due.
Bring book.

Their Eyes Were Watching God, Ch. 9-12; bring book

Resume- typed and formatted due for editing and credit.

Notebook Check #1-  Bring organized notebook, with contents sheet in front and all labeled assignments organized chronologically.   Print-out attached sheet.
Completed rough draft of personal statement due for small group work and credit,

 Their Eyes Were Watching God RR #1, passage analysis.  Select a passage rich in figurative language and other stylistic techniques. Write out the passage at the top of your reading response and cite page number(s). 

Analyze selected passage, like we did with Cisneros' “Eleven.”  Discuss at least three stylistic devices, include examples and explain how they add meaning.   It might be a passage that develops character, setting or thematic meaning.
Bring response and book.

 

Continue working on college personal statement pre-writing.
Start reading Their Eyes Were Watching God, by Zora Neale Hurston (reading schedule attached).

Bring ID cards to check out supplementary text.

College Application Personal Statement Pre-Writing

 

1.   List five characteristics,personality traits that describe a part of who you are;

2.   After you have five traits listed, think about and write down a corresponding activity, involvement or experience that shows each trait in action.

3.   List five adjectives to describe the “world you come from.”  Your world may be home, school, community, city, state, ethic/ancestral background.

 

Homework-  Select one trait and one experience and complete a quick-write (15 minutes) on that topic. 

Keep searching out applications for the schools to which you are applying.  As time permits, start filling out your application(s).

Come to class tomorrow with a list of 3-5 colleges you are planning on applying to.  Try to locate the applications on-line and print-out the personal statement information.  UCs use all the same applications.

 

Read- Diyanni text selected pieces about or by Sandra Cisneros. 

1-“Sandra Cisneros in Context,” 238-240, three types of literary criticism.

2-“There Was a Man, There Was a Woman,” 245

3-“Woman Hollering Creek,” 246-253

4-“Cisneros on Herself,” 254-257

5-“Critics on Cisneros,” 257-259

 

In your notebook, write a brief response to each of the two selections you read. You may work with the questions at the ends of the selections.

Summer reading booktalk #1 due.

Summer Reading Booktalk #1 due. Remember to use an AP Lit Exam Open Question for your analysis portion.

Re-read "Eleven," by Sandra Cisneros. In chart or list form, identify stylistic devices Cisneros uses to characterize Rachel. Label the device, include a specific example and explain how Cisneros' use of the specific device adds to her characterization of Rachel.

Focus on point of vies, figurative language devices, diction choices, sentence structure and syntax, and overall organization.

Bring chart/list and annotated copy of text to class.

Print-out summer reading booktalk guidelines (see attached)  Start thinking about/working on booktalk #1 (due Monday, 9/20).
Complete quick-write on Stevens' "Thirteen Ways of Looking at a Blackbird."  (see attached prompt).  Use your notes from Friday's discussion and your copy of the poem.  Write for about 20 minutes.  Put prompt and writing in your notebook.

Typed, final draft of original poem "Thirteen Ways of Looking at the Senior Year" due.

"Thirteen Ways of Looking at a Blackbird," by Wallace Stevens.
Complete annotation of poem that we started in class.
Read  "Imagery," p. 793-94, DiYanni text.
Think about and start writing (if ready) your original "Thirteen Ways" poem.
Final draft, typed poem due Monday, 9/13.

Read "Thirteen Ways of Looking at a Blackbird," by Wallace Stevens, p. 1192-93, DiYanni textbook. 
Read the poem a second time and consider the image created in each of the 13 sections.
Start thinking about and crafting your own poem modeled after Stevens' and titled "Thirteen Ways of Looking at the Senior Year."  Final draft, typed original poem due Monday, 9/13.

Bring DiYanni book to class.

Read and review syllabus (attached).  Print out a copy for your English notebook.  Then write 3-4 questions or comments you have about the course.

Bring ID card and schedule.  We will check out textbooks tomorrow.

Introductory letter guidelines attached (in case you need to finish it)