Wednesday, December 21, 2016

Kafka's Metamorphosis Assignment

OK, friends! I know that you will all spend time curled up beside the lights of the Christmas tree, reading about Gregor and his Bug Life. I know that the pamphlet isn't too much and soon you will be ready for an assignment! Well, I spent a lot of time last year (all kidding aside) reflecting on what I want students to get from this book and this project and what would be the best assignment for you. It came to me like a lightning bolt in the middle of the night last night last December! So.... here you go.  It's in three parts and before you panic, the entire assignment should not take you longer than about 3-4 hours, total. Probably less. OK?  Not only that, I am not making it due until the Friday after we come back to school so.... for those of you who either choose to or NEED TO delay your work until we are back on schedule, you have that option.

DUE DATE: FRIDAY, JANUARY 13

Part 1: Shrinklit Poem

I haven't assigned this for a few years and I LOVED it when we did them before. Essentially, it's a 12 line rhyming poem that sums up a book. You will need to detail the plot but also address theme, tone, and characters. They are typically humorous, if only because they condense an entire book into twelve lines.
Your best bet is to first write a summary, then decide which pieces are most important. Take those pieces and work them into your poem.

Below is a great example of a Frankenstein ShrinkLit:

Frankenstein
Mary Shelley
In his occult science lab Frankenstein creates a flab
Which, endowed with human will
Very shortly starts to kill.
First, it pleads a lonely life
And demands a monster-wife;
“Monstrous” Frankenstein objects,
Thinking of the side-effects.
Chilled with fear, he quits the scene,
But the frightful man-machine
Follows him in hot pursuit
Bumping people off en route,
Till at last it stands malign,
By the corpse of Frankenstein!
Somewhere in the northern mists
Horrid thing – it still exists. . .
Still at large, a-thirst for gore!
Got a strong lock on your door?
~ Maurice Sagoff

Part 2: Let Your Creativity Run Wild!

I want a creative project over the book. The important piece here is that you don't just illustrate the events of the novel but convey the message, the deeper complexities, any author information you have, etc.. I am including some ideas for you that I found on Pinterest below. You will include an index card explanation with your project and that will be almost as weighted in the grade as the creative project itself. Options are a book cover, a tshirt, a poster, a graphic design, a repurposed book, a 3-D display, a diorama, it's as wide as your mind!!!
All images below are courtesy of Pinterest...
Examples:








Part 3: AP Style Essay Question with an answer outline

You know the drill. Write a fantastic essay question, AP style and caliber, over Kafka's Metamorphosis. Then give me a brief outline of what you would expect in the answer.

That's it! And you get to start the new semester with an easy grade! WIN-WIN! :) 

I will miss you all over this break and I am very excited to see you on the first day back!!!


Friday, December 9, 2016

Week of December 12

It's all Middle Eastern novels, all the time this week!

Monday, 12/12
ME Novels

Tuesday, 12/13
Middle Eastern novels

Wednesday, 12/14
ME Novel

Thursday, 12/15
ME Novel

Friday, 12/16
ME Novel
Panels
JOURNALS DUE


Tuesday, December 6, 2016

Sonnets!!!

We are hitting several things today, all with sonnets. And hopefully all on the computers. First of all, after I give the notes, you will visit Sonnet Central (link here) and find a sonnet to annotate. What you will need to do is copy the sonnet and past it into a word document, then use the comments to annotate it. I don't want something with two or three points on it. I want something that looks like a WEB of detail. :)


Step 1: Pick a sonnet. It does not have to be written by Shakespeare (or Petrarch), but it DOES need to fit the sonnet form and be a well-written poem. The websites below will help you come up with one. Do NOT take too long to find one, but DO select a sonnet that you like and understand.


Other sonnets (click on the poet's name and it will take you to that page, then you can click on sonnets written by that poet)

Step 2: Annotate the sonnet using the comments feature of the word processing program. First, copy and paste the sonnet into the document (including title and poet). Next, break it apart (the longer version of what you will do during the AP test on the poetry question), making notes and analysis. The websites below will help in this process. I am hoping we all know how to use the comments feature because I couldn't find a website with a tutorial for whatever generic version of word processing is on these machines...

Annotation Guides

Mr. Prestney, whom you probably wish was your teacher...

A wiki with a great example of what an annotated poem LOOKS like...
If that link doesn't work from school, here is another link.

Secondly, you will do an AP Sonnet practice question, below. Use whatever class time you have and then finish at home. Do two things. First, copy and paste into the word doc and ANNOTATE IT like the other. THEN write the essay (we will type this one, just type it below your annotation) and then email it to me. Put SONNET as the subject line.

In the Shakespearean sonnet below, the poet analyzes perspectives of reality. In an organized essay, discuss the literary techniques used to reveal the speaker's attitude toward truth in love and the apparent relativity of it.

CXXXVIII
When my love swears that she is made of truth,
I do believe her though I know she lies,
That she might think me some untutored youth,
Unlearned in the world's false subtleties.
Thus vainly thinking that she thinks me young,
Although she knows my days are past the best,
Simply I credit her false-speaking tongue:
On both sides thus is simple truth suppressed:
But wherefore says she not she is unjust?
And wherefore say not I that I am old?
Of love's best habit is in seeming trust,
And age in love, loves not to have years told:
Therefore I lie with her, and she with me,
And in our faults by lies we flattered be.

Friday, December 2, 2016

Week of 12/5

Monday, 12/5
1-TT
2-Satire

Tuesday, 12/6
Annotate a Sonnet
Sonnet AP Q
Long class

Wednesday, 12/7
No Class

Thurday, 12/8
Sonnets
Poetry Activity

Friday, 12/9
ME Novel
(Quiz and work due)

Monday, November 28, 2016

Essential Questions

Unit 1- Search for Identity (Aug-Oct)
Essential Questions 
Who am I?
How do individuals develop values and beliefs?
How do our values and beliefs shape who we are as individuals and influence our behavior?
How are people transformed through their relationships with others?
Major Works
The Alchemist
The Canterbury Tales
Hamlet

Nature/Technology/ Creation of Self (Nov)
Essential Questions 
When is it appropriate to challenge the beliefs or values of society?
How do individuals reconcile competing belief systems within a given society (e.g., moral beliefs conflicting with legal codes)?      
Can literature be a vehicle for social change?
What are the responsibilities of the individual in regard to issues of social justice?
To what extent does a culture or society shape an individual’s understanding or concept of happiness?
What are the potential conflicts when one person’s reality is another person’s illusion?
Major Works
Frankenstein 
Satire
Independent Reading (Choice Novel)- Middle Eastern Lit

Complications of Culture (Dec-Mar)
Essential Questions
How does one’s perspective shape or alter truth?
In a culture where we are bombarded with other people and other things trying to define us, how do we make decisions for ourselves?
How is who we want to be as revealing as who we are and how we are perceived by others?
Major Works
Heart of Darkness
Sir Gawain
Macbeth

Metaphysical/Carpe Diem Poetry, “Dead Poet’s Society”

Christmas Break Special Reading ;) : Kafka’s Metamorphosis

Integrity and Identity (April)
Essential Questions
How do we define who we are?  
How do we form and shape our identities? 
Is humankind inherently good or evil?
Have the forces of good and evil changed over time and if so, how? 
Are we governed/guided by fate, freewill, a greater power, or do we fall somewhere on the spectrum between?
What are the benefits and consequences of questioning/challenging social order?
What is the meaning of life and does that shape our beliefs regarding death? 
Major Works
“Everyman”
Grendel
Exeter Book

Beowulf

Middle Eastern Lit Assignment

Choice Novel, Middle Eastern Lit

You have signed up for one of the choice books. 

*On Thursday, December 8, you need to come to class with both of the following assignments completed over your selected book.  You will then spend time in class working with your novels.

   800-1000 word response to AP question.  Linked are MANY of the writing prompts of the last 25 years.  Find one applicable to your book.  Make sure you QUOTE- with page numbers- sufficiently.

   A list, including page number and quote, of at least ten rhetorical strategies used by the author.  These might include: point of view, setting, metaphor, simile, paradox, irony, tone, allusion, etc... (http://www.uppercapetech.com/SummerReading2010Terms.pdf contains a pretty thorough listing... you also might recognize it as the place your literary terms to memorize are listed).

*You also need to find ONE critical piece of work or article over your novel.  This needs to be more scholarly than a review on amazon.com, please.  (You should also avoid critical essays on sparknotes or Cliffnotes.)  You do not need to do anything with it other than print it out and bring it in.


*Finally, you need to come with information on your author.  You can glean this info from your book (most have epilogues, author’s notes, etc), the author’s website (most have one), or the book publishing company.  Again, you do not need to do anything with it other than have it with you.

***I am eliminating our further drafts on the Hamlet essay since I neglected to post this assignment before break. You will receive a grade on the first draft of Hamlet that you have written.

Friday, November 18, 2016

Week of 11/28

Monday, 11/28
FrankenFun Party

Tuesday, 11/29
SUB
Satire

Wednesday, 11/30
Multiple Choice Test
Long Class

Thursday, 12/1
Therapeutic Thursday

Friday, 12/2
Satire
Allusions quiz

Wednesday, November 16, 2016

Thursday's Plan

I meant for you to do this on paper, but since I have to be unexpectedly out today, this was the best way to do it. I want you to do two things. I want you to answer the 8 multiple choice questions, then I want you to outline your answer to the essay (OUTLINE-- DO NOT WRITE AN ESSAY-- JUST OUTLINE WHAT YOUR MAIN POINTS WOULD BE). Do these things in a word document and email to me. adavis@clevelandschools.org

Multiple Choice:
Passage is from Letter IV, starting the paragraph before "August 13th, 17--" and ending with "soul-subduing music" just before "August 19th, 17--".

1. The phrase "culled with the choicest art" (just after August 13th, 17--) could best be restated as
A. collected with knowledge
B. picked with pain
C. fraught with color
D. selected with expertise
E. uttered with care

2. The lines from "I was easily led...." to "transmit over the elemental foes of our race" employ all of the following EXCEPT
A. synaesthesia
B. parallelism
C. ellipsis
D. hyperbolic language
E. imagery

3. The stranger's agitation in his words to the narrator ("Unhappy man!" to "dash the cup from your lips") is revealed LEAST by which of the following?
A. allusion
B. diction
C. syntax
D. imagery
E. parallelism

4. In the lines from "Having conquered the violence" to "he led me again", the narrator utilizes diction to create imagery of
A. madness
B. warfare
C. anger
D. resignation
E. depression

5. The stranger's assertion in the lines from "do not lend his aid" to "You have hope" is an example of which fallacy?
A. argumentum ad hominem
B. non sequitur
C. equivocation
D. post hoc ergo propter hoc
E. false analogy

6. The lines from "Ever broken" to "folly ventures" reflect
I. the stranger's descent into madness
II. the ideas of Romanticism
III. the duality of the stranger's mental state
A. I only
B. II only
C. III only
D. I and II only
E. II and III only

7. The narrator's description of the stranger in the lines from "Such a man has a double existence" to "folly ventures" contain connotations that are predominantly
A. intellectual
B. scientific
C. religious
D. judicial
E. supernatural

8. From the passage as a whole, the reader can infer that
A. the stranger has no desire to be the narrator's friend
B. the narrator's analysis of the stranger is objective
C. the stranger and the narrator have different outlooks on life
D. the narrator is in awe of the stranger's intellect and personality
E. the stranger is more concerned with his own plight than with the narrator's need for a friend

Passage Question:
Read the following passage Start of Chapter 11 to "frightened me into silence again" (4 paragraphs)
There are often similarities drawn between the monster as a baby learning to experience its world and life around it. Consider the techniques used by the author to create that parallel.
You aren't writing the full essay... You are only outlining it.

Thursday, November 10, 2016

Unit 1 Test Review

 This is for the benefit of group 2, since I didn't get a chance to talk to them.... But group 1, you can refresh what I said to you as well. :)

The test covers The Canterbury Tales, archetypes, allusions, Hamlet, and The Alchemist.

You need to look back over The Canterbury Tales since it has been so long. I am not asking you specific questions about specific characters or anything, but you probably need to skim back over it. You have 3 short answer questions from this work and all three are really easy if you just look back over notes and the works.

There are two lit terms that aren't terms we quizzed over, but terms we have discussed in relation to the works. Again, check your notes.

Remember the archetypes packet? Look over it for sure. There are two questions from it.

Remember the handout of notes I gave you for Hamlet? It had the historical context, Renaissance Literature, and the roots of Hamlet? LOOK AT IT. There are two questions from it.

The Hamlet question is EASY and you all were with me the whole time and will be FINE.

There is one question over The Alchemist. It is in regard to symbols.

There is one question about the "Classics" sheet from the beginning of the year, day 2. Look at it.

There are 5 multiple choice questions based on a passage. You can't really prepare in advance for them.

There are three lit terms definitions PROBABLY. I need to make sure we have covered them since I reversed the order this year.

There are four allusions. Remember how I said you were on your own for the allusions? There are four on here, one Biblical, one literary, one mythological, and one historical. They aren't obscure. But look over it for sure.

Last of all, there will be a quick short answer essay involving the essential questions.

Monday, October 24, 2016

Lit Terms 5

I'm mixing grammar/multiple choice type terms with true literary terms AND literary time periods for this week. You're welcome. Also, meet the irony brothers.

Asyndeton
Confessional poetry
Irony
Dramatic irony
Situational irony
Verbal irony
Impressionism
Surrealism
Telegraphic sentence
Hyperbole

Week of 10/24

Hamlet, Hamlet, and more Hamlet. :)  It's going well and I promise, we will finish at some point. :)

Monday, 10/24
Hamlet IV
Lit Terms 5

Tuesday, 10/25
Hamlet IV

Wednesday, 10/26
Adams

Thursday, 10/27
1-Practice Poetry Strategies
2-TT

Friday, 10/28
Hamlet IV/V
Lit Terms Quiz

Friday, October 7, 2016

Week of October 17

I hope you remember something about Hamlet from the past few weeks after having fall break off!!!

Monday, 10/17
Hamlet III

Tuesday, 10/18
Hamlet III

Wednesday, 10/19
Senior Interviews

Thursday, 10/20
1-TT
2-Poetry annotation

Friday, 10/21
Hamlet III
Journals due

Wednesday, October 5, 2016

Hamlet Memorization

Ok, people! Here are your memorization options for Hamlet. REMEMBER: You have to do a memorization and a project over the course of Hamlet and Macbeth. THIS MEANS: If you do memorization over Hamlet, you will do a creative project over Macbeth. If you choose to wait for the memorization for Macbeth, you need to do a creative project over Hamlet. Got it? This won't be due until November 8, so you have lots of time, but... GET BUSY. :) 

Have a fabulous fall break!!! 

Option 1
Act I, scene ii, lines 129-158

O that this too too sullied flesh would melt,
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix’d
His canon ‘gainst self-slaughter! O God! God!
How weary, stale, flat and unprofitable, 
Seem to me all the uses of this world!
Fie on’t! ah fie! ‘tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead: nay, not so much, not two:
So excellent a king; that was, to this,
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? why, she would hang on him,
As if increase of appetite had grown
By what it fed on: and yet within a month--
Let me not think on’t-- Frailty, thy name is woman!--
A little month, or ere those shoes were old
With which she followed my poor father’s body,
Like Niobe, all tears:-- why she, even she--
O God! a beast, that wants discourse of reason,
Would have mourn’d longer-- married with my uncle,
My father’s brother, but no more like my father
Than I to Hercules: within a month:
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to most incestuous sheets!
It is not nor it cannot come to good:
But break, my heart; for I must hold my tongue.


 Option 2
Act II, scene ii
Who calls me villain? breaks my pate across?
Plucks off my beard and blows it in my face?
Tweaks me by the nose? gives me the lie i’ th’ throat,
As deep as to the lungs? who does me this?
Ha!
Swounds, I should take it: for it cannot be
But I am pigeon-liver’d and lack gall
To make oppression bitter, or ere this
I should have fatted all the region kites
With this slave’s offal: bloody, bawdy villain!
Remorseless, treacherous, lecherous, kindless villain!
O, vengeance!
Why, what an ass am I! This is most brave
That I, the son of a dear father murdere’d,
Prompted to my revenge by heaven and hell,
Must, like a whore, unpack my heart with words,
And fall a-cursing, like a very drab,
A stallion!
Fie upon ‘t! foh! About, my brains! Hum, I have heard
That guilty creatures sitting at a play
Have by the very cunning of the scene
Been struck so to the soul that presently
They have proclaim’d their malefactions;
For murder, though it have no tongue, will speak
With most miraculous organ. I’ll have these players 
Play something like the murder of my father
Before mine uncle: I’ll observe his looks:
I’ll tent him to the quick: if ‘a do blench,
I know my course. The spirit that I have seen 
May be the devil: and the devil hath power
T’ assume a pleasing shape; yea, and perhaps 
Out of my weakness and my melancholy,
As he is very portent with such spirits,
Abuses me to damn me: I’ll have grounds
More relative than this: the play’s the thing
Wherein I’ll catch the conscience of the king.




Option 3
Act III, scene i
To be, or not to be: that is the question:
Whether ‘tis nobler in the mind to suffer 
The slings and arrows of outrageous fortune, 
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ‘tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would be the whips and scorns of time,
Th’ oppressor’s wrong, the proud man’s contumely,
The pangs of despis’d love, the law’s delay,
The insolence of office and the spurns 
That patient merit of th’ unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover’d country from whose bourn
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o’er with the pale cast of thought,
And enterprises of great pitch and moment
With this regard their currents turn awry,
And lose the name of action-- Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins rememb’red.


 Option 4
Act III, scene ii
‘Tis now the very witching time of night,
When churchyards yawn and hell itself breathes out
Contagion to this world: now could I drink hot blood,
And do such bitter business as the day 
Would quake to look on. Soft! now to my mother.
O heart, lose not they nature; let not ever
The soul of Nero enter this firm bosom:
Let me be cruel, not unnatural:
I will speak daggers to her, but use none;
My tongue and soul in this be hypocrites;
How in my words somever she be shent,
To give them seals never, my soul, consent!
Now might I do it pat, now he is praying;
And now I’ll do’t. And so ‘a goes to heaven;
And so I am reveng’d. That would be scann’d:
A villain kills my father; and for that,
I, his sole son, do his same villain send
To heaven.
Why, this is hire and salary, not revenge.
‘A took my father grossly, full of bread;
With all his crimes broad blown, as flush as May;
And how his audit stands who knows save heaven?
But in our circumstance and course of thought,
“Tis heavy with him: and am I then reveng’d,
To take him in the purging of his soul,
When he is fit and season’d for his passage?
No!
Up, sword; and know thou a more horrid hent:
When he is drunk asleep, or in his rage,
Or in th’ incestuous pleasure of his bed;
At game, a-swearing, or about some act
That has no relish of salvation in’t;
Then trip him, that his heels may kick at heaven,
And that his soul may be as damn’d and black
As hell, whereto it goes. My mother stays:
This physic but prolongs they sickly days.



 Option 5
Act IV, scene iv
How all occasions do inform against me,
And spur my dull revenge! What is a man,
If his chief good and market of his time
Be but to sleep and feed? a beast, no more.
Sure, he that made us with such large discourse,
Looking before and after, gave us not
That capability and god-like reason
To fust in us unus’d. Now, whether it be 
Bestial oblivion, or some craven scruple
Of thinking too precisely on th’ event,
A thought which, quarter’d, hath but one part wisdom
And ever three parts coward, I do not know
Why yet I live to say “This thing’s to do”;
Sith I have cause and will and strength and means 
To do ‘t. Examples gross as earth exhort me:
Witness this army of such mass and charge
Led by a delicate and tender prince,
Whose spirit with divine ambition puff’d
Makes mouths at the invisible event,
Exposing what is mortal and unsure
To all that fortune, death and danger dare,
Even for an egg-shell. Rightly to be great
Is not to stir without great argument,
But greatly to find quarrel in a straw
When honor’s at the stake. How stand I then,
That have a father kill’d, a mother stain’d,
Excitements of my reason and my blood,
And let all sleep? while, to my shame, I see
The imminent death of twenty thousand men,
That, for a fantasy and trick of fame,
Go to their graves like beds, fight for a plot
Whereon the numbers cannot try the cause,
Which is not tomb enough and continent
To hide the slain? O, from this time forth, 

My thoughts be bloody, or be nothing worth!

Monday, October 3, 2016

Lit Terms 4

More of a mix this week! Exciting stuff!

Anastrophe
Metonymy
Realism
Hypotactic
Litotes
Syllepsis
Polysyndeton
Apostrophe
Elegy
Paradox

Week of October 3

I hope you are enjoying Hamlet because we are going to be reading it for-practically-ever. :)

Monday, 10/3
Lit Terms 4
Hamlet Act I

Tuesday, 10/4
Hamlet Act I, II

Wednesday, 10/5
Hamlet Act II

Thursday, 10/6
1-Alchem MC
2-TT

Friday, 10/7
Lit Terms 4 quiz
Hamlet Act II

Friday, September 23, 2016

Week of 9/26

IT'S TIME FOR HAMLET!!!! For one week, I am going to get to teach Hamlet first period and Macbeth 2nd!!! This job is too much fun to be paid for.

Monday, 9/26
Hamlet/Shakespeare into, notes
Intro to Hamlet
Bring DiYanni books

Tuesday, 9/27
Hamlet Act I

Wednesday, 9/28
Hamlet Act I

Thursday, 9/29
Group 1-TT
Group 2-Poetry Annotation

Friday, 9/30
Interview skills, resume, etc

Friday, September 16, 2016

Week of 9/19

It's finally time for the Alchemist!!! :)

Monday, 9/19
Alchemist discussion

Tuesday, 9/20
Alchemist discussion continued
Symbols

Wednesday, 9/21
Alchemist symbols

Thursday, 9/22
1-AP Grading/Collaboration
2-TT

Friday, 9/23
AP Writing activity
JOURNALS DUE

Thursday, September 8, 2016

Lit Terms 3

More, more, more! We are getting good.

Syntactic fluency
Regionalism
Chiasmus
Anaphora
Plain style (in writing)
Unity (in the grammatical sense)
Rationalism
Aphorism
Synecdoche
Didactic

Week of 9/12

Revising the cal a little bit this week, sorry about that. Y'all know it bothers me more than it bothers you. ;)

Monday, 9/12
Group AP Grading
Lit Terms 3 on blog

Tuesday, 9/13
Archetypes Packet
SUB

Wednesday, 9/14
College Fair

Thursday, 9/15
1-TT
2-AP Grading/Collaboration

Friday, 9/16
Alchemist Discussion
Lit Terms 3 Quiz
College App Essay Due

Friday, September 2, 2016

Week of 9/5

It's Labor Day week!!!! Enjoy your long weekend and Monday off!!! :)

Monday, 9/5
OFF

Tuesday, 9/6
Open Essay Practice

Wednesday, 9/7
Group AP Grading

Thursday, 9/8
Therapeutic Thursday for both

Friday, 9/9
Group AP grading

Wednesday, August 31, 2016

Week of 8/29

Sorry this is so late! I didn't anticipate a sick daughter this week. :)

Monday, 8/29
All with Adams

Tuesday, 8/30
Allusions Work in class

Wednesday, 8/31
Poetry AP Practice

Thursday, 9/1
1- AP MC Prac
2-AP MC Prac

Friday, 9/2
Lit Terms Quiz
Assign college application essay
Open question, Prose question
All with me

Monday, August 29, 2016

Lit Terms 2

These are a little harder! Sorry I'm a few hours late getting them up!

Lyric poem
Inversion (in grammar and comp)
Oxymoron
Puritanism
Epanalepsis
Anthropomorphism
Syntactic Permutation
Epistrophe
Antimetabole
Transcendentalism

Friday, August 19, 2016

Week of August 22

I hope you are enjoying reading, annotating, and discussing the Canterbury Tales. I know that I am. :) Thanks for your attentiveness and sweet attitudes throughout my recovery and return to school.

Monday, 8/22
Discuss Wife of Bath's Tale
Pardoner's Tale for homework

Tuesday, 8/23
Pardoner's Tale discussion

Wednesday, 8/24
Open Question Character essay

Thursday, 8/25
1-AP Prac
2-TT

Friday, 8/26
Prologue Memorization due
JOURNALS DUE
Say, Mean, Satire during recitation

Make sure you are making progress on The Alchemist!

Monday, August 15, 2016

Week of August 15

Here we go! We are starting the longest unit today, and like I told you on the first day, you are going to BLINK and this year is going to be over. Enjoy the ride!

Monday, 8/15
Intro to Search for Identity

Tuesday, 8/16
Assign Part 1 of Prologue
C-T notes

Wednesday, 8/17
C-T Part 1 discussion
Read Part 2 for homework

Thursday, 8/18
1-TT
2-AP Prac

Friday, 8/19
Lit Terms 1 quiz
Part 1 discussion
Pardoner's Tale for homework

Friday, August 12, 2016

Lit Terms 1

CONFESSION: I am reversing the order of the lit terms from the past few years. Normally we start with the VERY EASY ones and then work up to the hard ones. The problem with that (and something that last year's group agreed with me was a problem) is that you don't have much time to practice and use the harder terms. Ideally, you would learn them upfront and then you will recognize them when they show up on the practice tests. Well guess what??? We have a clean slate and we can DO IDEAL! :) But. Some of these are hard, and there are even more challenging ones in the future. Sorry.

Naturalism (as a literary era/genre)
Modernism (as a literary era/genre)
Epigraph
Antihero
Juxtaposition
Periodic sentence
Apposition
Tricolon
Antithesis
Causal relationship

Friday, April 29, 2016

Final Project Assignment

AP English
Final Exam/Project

Develop a one sentence theme that you can trace through the entire curriculum.

Using that theme, write a 1-2 page paper that explains how that theme is proven in at least three of the works we have read. The paper needs to be an AP-caliber thesis.


Finally, do a visual representation of that theme, correlating it to the curriculum of this year. This does not have to be literal, but can be figurative and artistic. You will present it to the class (BRIEFLY) on Monday, May 9.

Week of May 2

AP Test this week!!!! Please, please remember everything I said to you about taking it seriously and please give it all you've got!

Monday, 5/2
No Class

Tuesday, 5/3
Circuit Training

Wednesday, 5/4
AP Lit Test!!! 8 AM, Arena 12/13

Thursday, 5/5
All with me for two hours
Lovesong

Friday, 5/6
All with Adam

Final Projects are due Monday, 5/9

Friday, April 22, 2016

Week of 4/25

5. We have 5 class days left together before the AP test.
7. We have a total of 7 class days left together before you walk out those doors and leave me behind, left with nothing but your picture stuck some random place, a Popsicle stick project, a copy of some awesome written assignment, and a whole lot of memories. And probably I'll be crying in a corner somewhere. So there's that.
I have such a frantic feeling, that sand slipping through your fingers, Time's winged chariot at your back urgency. I know it's so cliche, but I can't believe it's over. It seems like I walked into that room only yesterday to talk to you for the first time. And now here we are.
Please help me make the most of the last of our time. And please remember all that I have said about taking the test seriously.

Monday, 4/25
The Things They Carried AND assignment due

Tuesday, 4/26
Prose Focus

Wednesday, 4/27
Poetry Focus
6:30 -- my house -- movie night. Don't leave me alone with a set up and no people.

Thursday, 4/28
Open Focus
Toolbox due

Friday, 4/30
Feel free to come hang out. 😉

The Things We Carry

Please make certain that you have read The Things They Carried chapters assigned in the previous blog post. Today, I asked you to write a reflection on the things that you have carried throughout this educational career or your lives up to this point. I did write one of my own last year while my students wrote theirs. I have pasted it below, but it also reminded me of a blog post I wrote a while back. The link is below, if you want to check it out. It might be a good time to read it, as you are coming to the end of your time with your teachers, going on your senior parade, etc..
http://athenajdavis.blogspot.com/2013/11/its-heavy.html

Below are links to three Tim O'Brien interviews/reviews/articles. I would love for you to have read and/or listened to them by class time tomorrow.

http://www.npr.org/templates/story/story.php?storyId=125128156

http://articles.chicagotribune.com/2010-04-18/entertainment/ct-ae-0418-lit-life-20100418_1_e-book-read-tim-o-brien

http://www.nytimes.com/2013/11/24/books/review/tim-obriens-things-they-carried-read-by-bryan-cranston.html?_r=0

The Things I Carry
Written in April, 2015

One year away from halfway through… Halfway through the “home years”, halfway through my teaching career, halfway…halfway…

In the past fourteen years, I have carried many, many things. I have carried things for my students and I have carried things because of them. Some things are so very heavy and painful to bear. I have carried the crushing blow of a college rejection, the anxiety of Spring Break trips, the heavy load of the death of a parent. I have suffered under the weight of test scores and I have nearly drowned in the flood of white with blue lines or black text that covers my desk. I have carried the knowledge of kids who work all night and go to school all day just so that they can help a parent pay the bills, of a girl who was skipping school to chase the paper trail that is beaurocacy from the Social Security Office to the bank to the Housing Authority so that she could stay in school and live in a safe place. I have carried disabilities and health plans. I have carried the stress of seniors as they feel pressured to make life decisions RIGHT NOW when those life decisions don’t even need to be made for several years. I have carried the financial burden of a student who didn’t have the money to pay her father’s burial expenses and the funeral home was going to hold the body until they found the money. I have carried the weight of an empty chair at graduation, cap and gown draped over it for a student who never came home. I have carried other students across the stage, metaphorically speaking, to receive a diploma that probably should have had my name on it as well.

But oh, the beautiful things I have carried… I have carried the bite in the air of a Friday night football game, the tears of a successful curtain call, the triumphant cap toss in May. I have carried projects that perfectly captured the theme of a literary work, bags of brown research paper envelopes that proved to some that what seemed to be impossible was very much within their reach. I have carried Holocaust Memorial Projects that took my breath away because I know that THEY GOT IT, they embodied the message and purpose of Holocaust education. I have carried checks to non-profit agencies that represented blood, sweat, and tears from Holocaust Lit kids who went so far above and beyond in their projects that it astounded even me. I have carried the words of thousands of letters of recommendations. I have carried 2100 (more or less) names and faces. I have carried five yearbooks and the staffs I will never forget. I have carried 13 proms. I have carried college graduations and military deployments and weddings and new babies and new jobs for the “kids” who will always be “mine”. I have carried millions of text and fb messages and the occasional handwritten letter that boost my spirit in a way very little else can. I have carried requests to proofread and analyze long after these people leave my classroom.  I have carried the thrill of exciting news, the joy of seeing someone find his or her dream calling, the excitement of watching an athletic ability flourish at the collegiate level.


I have carried the words, the stories… so, so many words and stories. I think when you teach English, you become, in some sense, the keeper of the stories.