Monday, September 30, 2013

October 1, 2013: What's Happening in A.P. Lit?

1. Finish performance of Act I, scene 3. Discuss it.
2. Genealogy charts for history lovers
3. Handout--Literary Essay Requirements

HW--Read your independent study book, complete the Thesis Statement Worksheet (for Friday), and engage in as many Homecoming activities as possible. Be Falstaffian (but only to a small degree. Seek joy and laughter--but eschew brew and crime! )

Sunday, September 29, 2013

September 30, 2013: What's Happening in A.P. Literature?

  1. Act 1 performances! After attendance and greetings, assemble props, put on costumes, and prepare yourselves for your scenes.
  2. As you watch the scenes, prepare questions and comments for the actors regarding their interpretation of the characaters, their ideas about the purpose of the scene, the symbols they included, etc.
Homework: Read Act 2 for Friday and complete a reading ticket.

Thursday, September 26, 2013

September 27, 2013: What's Happening in A.P. Literature?

Focus: Establishing Henry IV's central character dynamics and conflicts through performance

1. Warm-up: Two dramatic read-throughs of Henry IV, 2.2 (yes--we're skipping ahead, but don't worry--we'll come back)

Click HERE for the slides on how to read through and perform 2.2; scroll down to the slide that reads, "Henry IV, Day 2."

Note: Please make at least one SYMBOLIC choice in your performance.  For example, a group last year had Hal carrying around a crumpled up crown in his back pocket; during certain moments, he would take it out and smooth out the wrinkles.

2. Assignments for Act 1 scenes:

  • Courtiers----l.1
  • Rebels------1.2
  • Pub Crawlers-----1.3 to end
Meet in your designated spaces and start rehearsing. Performances will take place on Monday, but you will have 15 minutes to touch base with your groups before the performances begin.

As you prepare with your Acting Groups...

  • Read over the entire script together at least once.
  • Paraphrase your lines to ensure that every person in your group understands them.
  • Decide how you will deliver these lines; consider tone, dramatic pauses, volume, body posture, gestures, etc.
  • Develop and implement at least one symbolic choice.
  • Select costumes that fit your character group, literally or symbolically.
  • Practice a few times.

HW:
1. Bring in any materials you need for your performance on Monday.
2. Independent reading.

Wednesday, September 25, 2013

September 26, 2013: What's Happening in A.P. Literature?

Focus: Workshopping your Tuesday writings

Take 10 minutes to perform the "The 15 Minute Henry"

1. Warm-up: Talking through the prompt and rubric together

2. Reading through a few sample essays; discussing what number range (4 and below, 5, 6-7, or 8-9) you think they received and why.  Try to use lingo from the rubric as you explain your assessment.

3. Getting into a big circle and workshopping the essays of two brave volunteers

As you listen, remember to set your notes in four quadrants:
Content/organization strengths
Content/organization weaknesses
Stylistic strengths
Stylistic weaknesses

HW:
Independent reading.  Enough said.

Tuesday, September 24, 2013

September 25, 2013: What's Happening in A.P. Literature?

Focus: Welcome to the world of Henry IV!
.
As you walk in, pick up a nice, new copy of Henry IV.

1. Making inferences about this play using the illustrated character chart: Click HERE for the slides with all of today's specific directions on the character chart and the 15 Minute Henry

2. Dividing the class into the Courtiers, the Rebels, and the Pub Crawlers; designating King Henry’s court, the rebel camp, and the Boar’s Head Tavern

Think about which section of the classroom makes the most sense for your particular locale, then decorate accordingly.

3. Performing “The 15 Minute Henry”

4. Returning to the illustrated character chart and adding any new knowledge you gained about these characters in class today.

HW:
Independent reading, independent reading, independent reading.  Consider this: How much are you going to read during Homecoming Week?  So, how much do you need to read this week and weekend?

Monday, September 23, 2013

September 24, 2013: What's Happening in A.P. Literature?

Focus: Writing about Wuthering Heights

1. Warm-up: Taking a quick look at a long essay (feel free to read the rest later, if you're interested) on what the feminists have to say about Wuthering Heights:
  • Read and mark up the first paragraph and the last paragraph.
  • Skim until you find a middle paragraph somewhere that interests you; underline the central idea of that paragraph.
  • Share your thoughts and findings with the class.

2. Tuesday Writing #3: Wuthering Heights (40 minutes)

Tip of the day: Try playing around with one or two of the terms on your tone sheet (given out a couple of weeks ago) as you respond to the prompt. Feel free to have this sheet out during the timed writing.

Please note that you cannot use your books for this timed writing since you won't be able to use your books on the actual AP test; you need to get used to paraphrasing your examples specifically yet concisely.

HW:
1. Independent reading (aim to finish by October 7).
2. If you have your own copy of Henry IV, start bringing it to class tomorrow and Friday.

Friday, September 20, 2013

September 23, 2013: What's Happening in A.P. Literature?

Focus: Synthesizing larger ideas about Wuthering Heights

Please take a laptop today.

1. Group warm-up: Read and react to Charlotte's original Preface to Wuthering Heights

2. Individually: Think through Wuthering Heights as you continue with your Big Question Blog post.

Two reminders:

a. Please include specific moments and quotations from the novel in your discussion.

b. Remember that your entry does not need to be a thesis-driven, five paragraph essay (unless that's what you prefer).  Feel free to wander a bit, ask questions, and engage your own, unique voice and style.

3. Final Socratic Seminar: Chapter XXX through the ending of Wuthering Heights. Bring your completed Venn diagrams.

4. If time allows, read and leave comments on each other's posts.  They are all linked to the right side of our class blog.

HW:
1. Finish your blog entry if you did not do so in class.
2. If you have a school copy of WH, please bring it to class tomorrow to turn in.
3. Start reading your independent reading book if you have not done so. 
4. Bring the handout on tone words that I gave out a couple of weeks ago; you will be able to use it on tomorrow's timed writing. 

NOTE: The essay on your independent reading book is due October 16, which means that you'll want to finish reading your book by about October 7, which means that you have about two weeks to read.

Thursday, September 19, 2013

September 20, 2013: What's Happening in A.P. Literature?

Focus: Examining the resolution to Wuthering Heights

1. Warm-up: Establishing dichotomies in Wuthering Heights, creating Venn diagrams, and considering where the characters and settings might fall

2. Final Socratic Seminar: Chapter XXX through the ending of Wuthering Heights

3. Wrapping up with our take-aways...what do these characters think they're seeking?  What are they really seeking?  Do they find it?

HW:
1. Acquire and begin reading your independent reading book (you only have about two or three weeks to read it).

2. Start composing your Big Question Blog post for Wuthering Height; you will also have class time on Monday to do this, so bring your laptop if you have one.

Wednesday, September 18, 2013

September 19, 2013: What's Happening in A.P. Literature?

Focus: Meeting the A.P. Literature multiple choice question...and making friends with it

Please turn in your independent reading proposals!

1. Warm-up: Sharing the multiple choice tricks-of-the trade you've learned from other classes...what strategies worked for you in A.P. Language or in other A.P. classes (if you've taken any)?

Offering you a few multiple choice tricks of my own:

  • Never, ever, look at the answer choices before you read the passage.  You may read the questions (I personally don't, but it works for some), but never read the answer choices.  The wrong answer choices may make you see things in the text that aren't really there.
  • Read and quickly mark up the entire passage before attempting any answers.
  • Find the key word in each question. Many wrong answers are the result of misread questions. 
  • If the test makers throw you a bone by giving you a date, an author, or any italicized information about the poem or passage, read it carefully; it's there to help you.


2. Practicing a multiple choice section (poetry) on your own

3. Grabbing a partner and talking through each question until you come to a consensus on each answer.

4. Discussing the questions and answers as a class

HW:
1. Finish Wuthering Heights and prepare your final reading ticket for our last discussion tomorrow.

2. Acquire your independent reading book ASAP and start reading it!

Tuesday, September 17, 2013

September 18, 2013: What's Happening in A.P. Literature?

Focus: Considering turning points and character (de)evolutions in Wuthering Heights

1. Warm-up: Reading the teenage Bronte's essay, "The Butterfly"; in your composition notebooks, take at least five minutes to reflect on how her ideas in this essay interact with the characters, settings, and metamorphoses in WH

2. Small groups: Discussing Chapters XXII through XXIX of Wuthering Heights

3. Wrapping up with take-aways and questions

4. Please turn in your reading tickets before you go.

HW:
1. Finish your independent reading proposal for tomorrow.

2. Finish Wuthering Heights and compose your final, final reading ticket for Friday.


Monday, September 16, 2013

September 17, 2013: What's Happening in A.P. Literature?

Focus: Building your approach to traditional poetry

1. Warm-up: Considering how traditional conventions of poetry can help you find your way into an older poem

  • What you think you know vs. what you actually know: Sharing your knowledge of poetic terms with Mrs. Boldman (a brief quizzing)
  • With the person next to you, talk through the poetry terms on your handout. Which ones are you familiar with?  Which ones are new? Which ones do you have questions about?
Click HERE for the link to today's poems.


2. Reading through the Wordsworth poem, "To a Butterfly," as a class

a. For the first read-through, mark up the poem in a metacognitive way as we did with the Emily Dickinson poems, pausing to brainstorm connotations of significant diction, explore images, analyze metaphorical language, etc.

b. Perform the second read-through silently, using your new terms to deepen your understanding.  Which terms are most helpful for this particular poem?  What do they help you understand?

c. Discuss "To a Butterfly" in groups of four: Share what you marked up, which terms--especially the new ones--unlocked pieces of the poem for you, and what larger conclusions you drew from the poem.

3. Reading and analyzing the Arnold poem in small groups (follow same steps as above)

4. If time allows, discussing the Arnold poem as a large class

HW: 
1. Follow the Wuthering Heights reading schedule: Through Chapter XXIX + reading ticket for tomorrow's penultimate discussion.

2. Finish your independent reading proposal for Thursday.

Friday, September 13, 2013

September 16, 2013: What's Happening in A.P. Literature?

Focus: Getting (or staying) on top of your A.P. Literature game 

1. Warm-up: Giving you an overview of your first independent reading book and your next literary essay; taking a little time to browse the options

Click HERE for a list of independent reading book possibilities (also linked to the class website).

Click HERE for a link to the independent reading proposal (hard copies given out in class).

Click HERE for a general overview of the first independent reading book and the literary essay that accompanies it.

2. Handing back college essays and explaining revision policies

3. Taking time to read and catch up with Wuthering Heights to make sure everyone is on board for our last two discussions on Wednesday and Friday.

HW:
1. Follow the WH reading schedule: Read through Chapter XXIX + reading ticket for Wednesday.

Would you prefer small groups on Wednesday and big Socratic on Friday?

2. Continue thinking about what you'd like to read for your independent reading book; proposals due this Thursday.

Thursday, September 12, 2013

September 13, 2013: What's Happening in A.P. Literature?

Focus: Analyzing shifting characters and relationships in Wuthering Heights

1. Giving Nick the rest of his feedback (and giving your own essay a little feedback, too)

2. Warm-up: Establishing what motifs you're noticing in WH so far and how we can use them to frame good Socratic questions

3. Socratic Seminar: Discussing Chapters XV-XXI in Wuthering Heights

4. Wrapping up with take-aways and questions

HW:
Follow the WH reading schedule, but here is my gift to you: Instead of having Socratic on Monday, the day will be dedicated to catching/keeping up with the reading and individual reflection.  Enjoy!  You next Socratic is Wednesday, Sep 18, where we will discuss Chapter XXII-XXIX.


Wednesday, September 11, 2013

September 12, 2013: What's Happening in A.P. Literature?

Focus: Workshopping your Tuesday writings

Please turn in your college essays!

1. Warm-up: Discussing the prose passage as a class and your approach to the prompt

2. Exploring two sample essays

3. Workshopping the essays of two courageous volunteers

As you listen, remember to set your notes in four quadrants:

Content/organization strengths
Content/organization weaknesses
Stylistic strengths
Stylistic weaknesses

HW:
Follow the WH reading schedule: Through Chapter XXI + reading ticket for tomorrow's Socratic seminar.

Tuesday, September 10, 2013

September 11, 2013: What's Happening in A.P. Literature?

Focus: Editing the college essay

1. Warm-up: Sharing my 9-11 story with you

2. Establishing your individual needs on the college essay (what concerns do you need addressed today?)

3. Peer editing each other's college essays using the rubric; make sure you leave the prompt and word limit with your draft.

HW:
1. "Final" draft of college essay due tomorrow; please submit a HARD COPY.  At the top, include the following:


An MLA heading
The original prompt
The word limit (if there is one)

2. Follow the WH reading schedule: Through Chapter XXI for Friday + reading ticket. Give yourself some time for this.

Monday, September 9, 2013

September 10, 2013: What's Happening in A.P. Literature?

Focus: Translating your prose reading skills into timed writing skills

1. Warm-up: Offering you my timed writing tip of the day:

Look for the SHIFT.  
This is less eloquently known as circling your buts (and your howevers, yets, insteads, and other words that indicate shift).  Most poems and prose pieces have at least one shift; some are obvious, and some are more subtle.  Keep an eye out for changes in character, imagery, and tone and ask yourself what the author is trying to do and how he/she is trying to do it.

2. Trying to find the shift in this quick poem by Billy Collins:
Questions to consider:

  • Where is the shift?
  • What is the shift (from what to what)?
  • Why is the shift important to the poem as a whole?

Child Development

As sure as prehistoric fish grew legs
and sauntered off the beaches into forests
working up some irregular verbs for their
first conversation, so three-year-old children
enter the phase of name-calling.

Every day a new one arrives and is added
to the repertoire. You Dumb Goopyhead,
You Big Sewerface, You Poop-on-the-Floor
(a kind of Navaho ring to that one)
they yell from knee level, their little mugs
flushed with challenge.
Nothing Samuel Johnson would bother tossing out
in a pub, but then the toddlers are not trying
to devastate some fatuous Enlightenment hack.

They are just tormenting their fellow squirts
or going after the attention of the giants
way up there with their cocktails and bad breath
talking baritone nonsense to other giants,
waiting to call them names after thanking
them for the lovely party and hearing the door close.

The mature save their hothead invective
for things: an errant hammer, tire chains,
or receding trains missed by seconds,
though they know in their adult hearts,
even as they threaten to banish Timmy to bed
for his appalling behavior,
that their bosses are Big Fatty Stupids,
their wives are Dopey Dopeheads
and that they themselves are Mr. Sillypants. 

3. Composing Tuesday Writing #2: Prose (40 minutes)

HW:
1. Continue following the WH reading schedule: Through Ch XX for tomorrow, Ch XXI + reading ticket for Friday's Socratic seminar.

2. Bring a draft of your college essay to class tomorrow (either hard copy or electronic copy is fine--however you'd prefer it to be edited).

Friday, September 6, 2013

September 9, 2013: What's Happening in A.P. Literature?

Focus: Discussing shifts and tensions in Wuthering Heights

1. Warm-up: Returning briefly to the random autobiography and considering how it can help you with your college essay; reading a sample college essay together

2. Small groups: Discussing Chapters XI-XIV of Wuthering Heights

3. Wrapping up discussion with take-aways and questions

4. Giving back your timed writings

HW:
1. Follow the WH reading schedule: Through Chapter XVII for Tue, Chapter XX for Wed, and Chapter for XXI + reading ticket for Socratic on Friday.

2. Bring a draft of your college essay to class on Wednesday.

Thursday, September 5, 2013

September 6, 2013: What's Happening in A.P. Literature?

Focus: Developing and strengthening your college essay

Mini announcement: If you haven't sent me your blog URL yet, please do so by 3:00 pm today.

1. Warm-up: Experimenting with the random autobiography (30 min)

2. Listening to and discussing a few sample strong college essays

3. Continuing to compose your own college essays with a focus on tone, purpose, and concrete details

HW: 
1. Follow the WH reading schedule: Through Chapter XIV + reading ticket for Monday.

2. Continue working on your college essay; bring in a draft on Wednesday.

Wednesday, September 4, 2013

September 5, 2013: What's Happening in A.P. Literature?

Focus: Considering character dynamics and complexity in Wuthering Heights

1. Warm-up: Playing around with tone and vocabulary as we finish taking off Emily Dickinson's clothes

2. Socratic seminar: Discussing Chapters VII-X of Wuthering Heights

3. Wrap-up: Sharing your take-aways and questions

HW:
1. Follow the WH reading schedule: Read Through Chapter XII tonight and through Chapter XIV by Monday + reading ticket.

2. Continue working on college essay; bring draft on Wednesday for peer editing.

Tuesday, September 3, 2013

September 4, 2013: What's Happening in A.P. Literature?

Focus: Thinking aloud about your approach to poetry

1. Warm-up: Glimpsing Ms. Leclaire's mind when she attempts a tough poem

2. Entering the mind of Emily Dickinson with a metacognitive approach: (Click HERE for a copy of today's poems)

a. First, with a partner: One reads aloud while the other "metacognates," then switch.
b. Larger class discussion to compare ideas and interpretations (would love a few volunteers to walk us through their thinking using the document camera)...how do we know which one is "the best"?
c. Then, try out Billy Collins "Taking Off Emily Dickinson's Clothes" on your own.

3. Wrap-up: Finding something from today (in terms of reading strategy or content) that resonates with WH

HW:
1. Follow the WH reading schedule: Though Chapter X + reading ticket for tomorrow.

2. Continue working on your college essay.  Bring a draft on Wednesday, September 11 for peer editing.


Sunday, September 1, 2013

September 3, 2013: What's Happening in A.P. Literature?

Focus: Understanding the complexity of setting and characters in Wuthering Heights

1. Warm-up: Closely reading the setting of Wuthering Heights as a character:

Are you more of an indoor or an outdoor person?  Pick ONE good description to analyze.

  • Which specific examples of diction (word choice) seem significant?  Brainstorm their connotations.
  • Which images did the author select?  What kind of universe do they create?  (Remember that an image must be something you can detect with at least one of your five senses.)
  • Are there any examples of figurative language, such as metaphors, similes, and personification?  What do these comparisons tell us about this place?
  • Are there any potential symbols?  
  • What is the author using the setting to reveal?  


2. Socratic seminar: Discussing Chapters I-VII

3. Wrapping up the conversation (8 minutes)

HW:
1. Follow the WH reading schedule (through middle of Chapter IX by tomorrow, through Chapter X for Socratic on Thursday  + reading ticket).

2. Continue working on your college essay.

3. By Thursday, please send me the URL for your Big Question Blog.