AP English Literature (12th) (Period 5) Assignments

Textbook return- return all textbooks  that you don't need for finals during English today.

Last day of classes for seniors.

Senior Awards Night.

Textbook return- bring all textbooks you don't need to finals.

A Life in Letters assignments due. Envelopes will be provided.

Block schedule day-

Final writing: all students will participate in this assignment and receive credit. Note change.

Smarter Balanced Science test.

Block Schedule Day.

Poetry Symposium.

Read Hemingway short stories "A Clean Well-Lighted Place," and "The Killers." Bring book.

AP English Literature Exam- 7:30 AM

There is one additional multiple-choice practice exam (Exam 2) in the Princeton Review book, p. 247-257.  Spend 60 minutes taking this practice exam.
The Cliff’s prep book has 6 full-length exams (just in case you want more multiple-choice practice before Wednesday!

 

 

Princeton Review book: read review of literary periods. P. 114-129, and take notes on characteristics of the writing of each period.

 Princeton Review book: read The Open Essay, p. 231-241.

 

AP poetry essay in-class. Come to class ready to write.

AP Exam Open Question- titlea and authors of 5-7 works that resonate with you.

Poetry essay from packet due.

Princeton Review prep book- read p. 210-219 on the poetry essay.

Cliff’s prep book “The Poetry Question,” p. 61-69.

Prose passage essay in class.

Prose passage essay from packet due. Spend no more than 40 minutes on passage reading, essay planning and writing. Bring essay and packet to class.

Princeton Review prep book- read p. 219-225 with prose passage essay sample for Tuesday, 4/23.

Cliff’s prep book- read The Prose Passage, p. 49-60 for Tuesday, 4/23.

Binder Check #3- score sheet attached.

Ceremony- read p. 203-262. Reading response #5 in-class.

Ceremony- read p. 153-203; reading response #4 in-class.

Ceremony- read p. 107-152; reading response #3 in-class.

Ceremony reading response #2 due (attached).

Ceremony- read p. 64-106.

Frost-Dickinson Synthesis project due (guidelines attached).

Frost-Dickinson Comparative essay, in-class.

Ceremony- read p. 1-63; reading response #1 in-class.

Poetry month presenters- Katelyn H. and Ben.

Briing ID card to check out Ceremony.

Ceremony reading schedule attached.

 

A Sampling of Frost’s Sonnets-

           

Work with one of the Frost sonnets. Read, annotate and analyze.

Read, annotate and analyze selected poem from packet ("After Apple-Picking," "Birches," or "Two Look at Two."

Binder Check #2- use attached score sheet to organize your binder.

DiYanni "Robert Frost in Context," p. 953-58; take notes.

Complete Dickinson response questions for "Much maddness is divinest sense," and "Success is counted sweetest."

Metaphysical or Romantic style poem typed final draft due.

Complete Dickinson response questions for "After a great pain," and "The Soul selects her own Society."

Emily Dickenson Poetry- Complete "Because I could not stop for Death," and "I heard a Fly buzz when I died" response questions.

Metaphysical or Romantic style poem rough draft due.

DiYanni- read Emily Dickinson in Context, p. 909-914, and take notes.

Work on Metaphysical or Romantic style poem. Rough draft due Tuesday, 3/12. Final draft due Thursday, 3/14. Guidelines attached. Note date changes.

Complete analysis of assigned Romantic poem from packet. Use Analyzing poetry handout (1-12) to complete your analysis.

"The World is Too Much with Us," Wordsworth. Complete response questions.

Vietnam War Era reflective writing due (suggested length 2 pages).

List of presenters and topics attached.

The ThingsThey Carried- p. 225-246. Reading response #7, out of class, due.

Binder Check #1- use attached score sheet to organize your work.

The Things They Carried- Reading response #7 prewriting due.

The ThiingsThey Carried- reading response #6, out of class.

The Things They Carried- p. 162-180. Reading response #5 in-class.

The Things They Carried- p. 124-161. Reading response #4 in-class.

The Things They Caried- p. 89-123.

The Things They Carried- p. 62-88. Reading response #3 in-class.

The Things They Carried- p. 39-61. Reading resposne #2 in-class.

The Things They Carried- p. 27-38. Reading response #1 in-class.

Start reading The Thing They Carried, p. 1-26 (reading schedule attached).

 

Complete "Coy Mistress" questions.

Finals day- AP Open question essay on independent read.

Poetry mulitple-choice.

Independent read- Reading response #4 due. Bring book.

Binder Check #5- use attached score sheet to organize your binder. Bring it ready to score.

Read Intro to 17th century Metaphysical Poetry (attached). Take notes or print and highlight.

Independent read- Reading response #3 due. Bring book.

Use one of the links below to read numerous Shakespere sonnets. Then, select 5-7 of your favorites, and wrtie down the numbers.

 

 http://www.shakespeares-sonnets.com/Archive/allsonn.htm

Independent read- Reading response #2 due Bring book.

Shakespeare's Sonnets link: http://www.shakespeares-sonnets.com/Archive/allsonn.htm

Please complete the surveys below to help students with research for their persuasive essays. You may need to paste the address into your browser.

Independent read- Reading response #1 due. Use attached Reading Response Suggestions sheet to decide what type of response you want to do. Bring completed response and book to class.

Independent reading selection and check-out. Use attached list to select a book you want to read. Check out titles on Amazon, Good Reads, or another online source.

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

Fences- Creative writing prompt 5 or 6 due.  Typed.

Fences- read Act II, scene 3, 2102-2114. Bring book.

Complete end of play questions 1 and 2, 3 or 4 (your choice).

Binder Check #4- use attached score sheet to organize your work and bring your binder ready to score.

Fences- read Act II, scenes 1 and 2, 2102-2114. Bring book.

Fences- read Act I, scenes 3 and 4, 2078-2092. Bring book.

DiYanni- read Fences, Act I, scenes 1 and 2, 2064-2078. Bring book.

DiYanni- read "Tragedy and the Common Man," p. 2216-2218. Take notes.

DOS- read Act II, p. 1838-1846. Bring book.

DOS- read Act II, p. 1823-1846. Bring book.

DOS- read Act II, p. 1809-1823. Bring book.

Read DOS- Act I, 1800-1809. Bring book.

DiYanni- read "Envisioning Death of a Salesman," p. 1774-1777; take notes.

R&G presentations begin.

Binder Check #3- use attached score sheet to organize your binder. Bring binder to class, ready to score.

R&G Are Dead- finish reading play. Reading response #3 in class.

R&G Are Dead- read to page 95. Reading response #2 in class.

- Bring ID and Hamlet. We will check out Tom Stoppard’s Rosencrantz and Guildenstern are Dead.

 

Hamlet: Making It Relevant project due. Guidelines attached.

Check out the first edition of the Pointer Press.

Hamlet- read V to the end of the play.

Hamlet  reading: finish reading Act IV. Complete question 10 if it was assigned to you in your group.

Hamlet reading: Act IV.i-iv.   Act IV question responses: if you were assigned question 3 or 4 in your group, complete your assigned question by Monday. Question 10 will be due on Tuesday.

Hamlet Act III- Sorry, question 5 is not in the reading we did in class today. You don't need to complete it for tomorrow. We'll read that part in class.

Finish reading Hamlet, Act II, scene ii. Complete Act II question 5, 6 or 7.

Binder check #2- bring organized binder ready to score. use attached score sheet to organize your work.

Hamlet- finish reading Act I, and complete your individually assigned question.

Hamlet- Complete Act I question 4 (Hamlet's first soliloquy). Annotate copy of text.

DiYanni- Read "The Elizabethan Theatre: Shakespeare in Context," 1387-1391. Take notes.

In-class essay- Oedipus or Antigone. Come to class ready to write.

FAST reading and vocabulary test- bring your headphones with you to class to use while taking the test.

Use the Crome browser.

Use this link to start the test, and follow the directions on the Promethean Board.

https://sdusd.illuminatehc.com/ 

Antigone response questions- select one question from 1-5, and complete.  Question 6 will be completed in class.

Complete Antigone quotation responses.

- Read Aristotle’s “On Tragic Character,” from Poetics (handout), and outline Aristotle’s requirements for tragic characters and tragedy. You may take notes separately or highlight and annotate text.

-  Diyanni- read “The Principle Constants of Conflict in Antigone,” by George Steiner, p. 1386, and take notes.

 

Use this link to vote for the Homecoming Court. Paste it into your browser.

 

Binder Check #1- use attached score sheet to organize your homework and class work. Bring binder ready to score.

 Oedipus Elegy- final typed draft due.

Oedipus Elegy- final typed draft due.

Oedipus Elegy- completed rough draft due.

Bring DiYanni text to start reading Antigone.

College Application workshop day. Bring materials.

Oedipus- response question 6 due.

Oedipus- response questions 4 and 5 due.

Oedipus- response questions 2 and 3 due.

Goggle images of Oedipus in art, and peruse the various pieces.

1.Select one: write down title of piece, artist, material, date produced, and the scene depicted. If you select a sculpture, describe how O. is portrayed and the impact of the piece on the viewer.

2. Describe what viewing this artwork adds to your understanding of Oedipus.

3.Select a passage from the play that connects in some way to your select artwork.

Bring DiYanni textbook Monday.

DiYanni: read “The Six Elements of Tragedy,” by Aristotle, p. 1378-1379; take notes on each of the elements Aristotle identifies.  Bring DiYanni book tomorrow.

PL College Visits scheduled as of 9-12-2018 (attached). More will be added.

 

 

 

 

 

 

Review AP Literature Open Questions handout, and think of 5-7 novels, plays and epics you have read that could be used to answer essay prompts from different years. Write down the year of the prompt, the title/author, and how you would go about responding to the selected prompt.

- Diyanni text-  Read  “Cisneros in Context,” p. 238-240, and jot down a few notes.

Bring materials for college application workshop time.

DiYanni textbook- read Cisneros pieces “Barbie-Q,” p. 243, “There Was a Man, There Was a Woman,” 245.  Write a response to one of the pieces. You may discuss stylistic techniques, character development and meaning you discover in each piece. (Suggested length: ¾-1 page).

Cisneros continued: read, highlight and annotate “My Lucy Friend Who Smells Like corn,” “Salvador Late or Early,” and “Beautiful and Cruel.”

Tomorrow we will work more on "Eleven" analysis partner work started in class today. It is not homework.

Contact Information form due (attached).

Letter of introduction/update due. Areas to address attached.

 

Select one of the Billy Collins poems “The History Teacher,” “My Number,” or “The Listener.” Read and annotate. Then, write about how Collins develops the meaning you find in the poem. Consider such figurative language devices as diction, imagery, metaphor, simile and organization.

You may organize your writing in paragraphs or in outline/chart form.

Read Annotating handout.