AP English

AP English Literature & Composition: Period 2

Pictured: Halloween party 10/31/16. Students came to class dressed as characters from the fairy tales we had been reading! What fun!

Fall 2016—Spring 2017



Instructor: Dr. Helana E. Brigman
Classroom: High School English classroom (end of the high school wing)
Date/Time:  M—F: 8:58 a.m.—9:48 a.m.
Course Description
An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature.  Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers.  As they read, students consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.

Goals:
In AP English Literature and Composition, students will learn to
·                closely read and annotate a wide range of literary texts,
·                engage in thoughtful discussions about these works with their peers,
·                reflect on what they have read,
·                and write meaningful textual analyses in a number of contexts (i.e., blog posts,  preparatory essays, presentations, and more).

Students enrolled in AP English Literature and Composition will take the AP English Exam on Wednesday, May 4, 2017. Students who earn a grade of 3 or higher on the exam (3 = qualified, 4 = well qualified, 5 = very well qualified) will be granted college credit at many state and national universities and colleges.


Reading Assignments
All AP students will receive copies of the following works (four plays, two novels, one volume of fairy tales, two “children’s” book).  These works will comprise the core readings we will explore in depth this year.  

·                The Classic Fairy Tales: A Norton Critical Edition (Ed. by Maria Tatar)
·                Alice in Wonderland by Lewis Carroll
·                The Annotated Christmas Carol by Charles Dickens, Illustrated by John Leech, and edited by Michael Patrick Hearn (2004 ed.)
·                Othello by William Shakespeare
·                The Importance of Being Earnest by Oscar Wilde
·                A Doll’s House by Henrik Ibsen
·                Pride and Prejudice: A Norton Critical Edition by Jane Austen (3rd ed.)
·                White Noise by Don DeLillo

Note, if we have time, we will also read: Jane Eyre by Charlotte Brontë (3rd ed.)

In addition to these core readings, we will also cover a number of ancillary materials, including American and British poetry, fiction, and nonfiction prose.  Other primary source documents, contextual articles, and scholarly articles will be of use as well.  Please see your course packet—administered on the first day of class and available on our class wiki—for your additional reading materials.

Writing Assignments
Students will produce a number of creative writings in parallel with the critical writings completed per unit.  Creative writing will include:
  • ·      sonnets,
  • ·      alternate story endings, and
  • ·      other forms of poetry

Critical writings will include the following genres.  Please remember to use Apt Specific References (“ASR”) in every writing sample you compose and read—
  • Blog posts (about 250 words)—blog post topics will cover a wide range of possibilities! Expect to write posts reviewing ancillary materials in the back of our Norton Critical Editions, reflective writing, and creative writing.  All blog posts will be published at our class blog, www.vhenglish.blogspot.com.
  • Practice AP Essays (usually 40 minutes, 1 prompt each)—students will practice answering previously released essay questions 1, 2, and 3 from the AP Literature and Composition Exam.
  • Blog comments—students will write thoughtful, inquisitive, and specific comments to posts written by other students as well as those written by the teacher.
  • Peer feedback—in-class and online, students will provide feedback to each other during different stages of writing (pre-writing, rough drafts, and final drafts). 
  • Literary Analysis—students will compose at least one major literary analysis by the end of the year.    


2016—2017 Course Schedule*

*Note: for archived schedules, please scroll past this year's schedule.

Quarter 4

Apr. 17, 2017—June. 15, 2017


April

17 – M: No School (Patriot's Day)
18 – T:
  • In-class reading/performance: pgs. 23-39 of The Importance of Being Earnest
  • Comparison: 11:00—18:00 minutes of The Importance of Being Earnest (2002) adapatation
20 – Th:
21 – F:
  • Scenes from The Importance of Being Earnest (minutes 25:00-28:15 and 50:50-55:00)
  • In-class read-aloud: pgs. 94-111, The Importance of Being Earnest
    • Cecily - Emma
    • Gwendolyn - Polina
    • Merriman - Gilley
    • Jack - Deja
    • Algy - Carolyn
  • Homework: Respond to Blog Post: Some Universal Truths about Comedy (finish for homework if you don't get to it in class).

24 – M: 
  • The Importance of Being Earnest catchup, Act 3 (pgs. 121-51)
    • Gwendolyn
    • Algy
    • Cecily
    • Jack
    • Lady Bracknell
    • Others (Merriman)
25 – T:



  • AP Test Prep Day:

      • Literary Terms Review (download a copy here)
      • Video: "Answer the Question" with Amanda Vickery (here)
    • Handout: "The Century Quilt" by Marilyn Nelson Waniek (Question 1, 2010 exam)
      • With a partner, take 5-10 minutes to read and write a thesis for this prompt. 
      • Develop a rough structure of what you would put in each paragraph. 
      • Pick at least two literary terms.
      • The AP Lit Exam (here)
      • AP ESSAY! (here)
    • AP English Literature and Composition (2017 Ed.), Chap. 10 (210-19)
    • Homework: AP Practice Test Day: Poetry Essay.  Study literary terms for the test next week!
    26 – W: Happy Birthday William Shakespeare!!!!! 
    (Ok, you were born on the 23rd...we think...but we know you were baptized on the 26th of April, 1564. Happy 453rd Birthday!!

      • With a partner, take 5-10 minutes to read and write a thesis for this prompt. 
      • Develop a rough structure of what you would put in each paragraph. 
      • Pick at least two literary terms.
    • AP English Literature and Composition (2017 Ed.), Chap. 10 (220-25)
    • Homework: Study literary terms for the test next week!
    27 – Th:
    • AP Practice Test Day: Open-Form Essay
    • Handout: "Exile" (Question 3, 2010 exam)
    • AP English Literature and Composition (2017 Ed.), Chap. 11 (229-41)
    • Open Form Essay Checklist/Summary (240-41)
    • Homework: Study literary terms for the test next week!
    28 – F: No English Class today (1:00 o'clock release day; PM Day: P5, P6, P7) 
    • Buckfield home game (Go Vikings!)


    May
    1 – M:
    • Reminder: AP Exam on Wednesday! 
      • 8:00 a.m. with Wanda
      • Girls' basketball team, stay tuned. We got the "Ok" from Bruce that your exam will be pushed back because you are returning on the 8:00 a.m. boat.
    • Discuss: Amanda Vickery's advice: "answer the question!"; "a mind at work"
    • Fishbowl: 
      • Dr. B will sit in the middle of the room (fishbowl) and show you how she writes an AP essay!
      • Everyone else - take notes in the comments section of the blog (here).
      • Comment on my technique, how I break down the question, anything that seems important to you.
    • Hand back essays at end of class (Essays 1 and 2)
    2 – T:
    3 – W: The big day! AP ENGLISH LIT & COMP EXAM.  8:00 a.m.--12:00 p.m.
    4 – Th: 
    • Cucumber Sandwiches & The Importance of Being Earnest
    • Verbal Ping Pong Game
    • If time: more of The Importance of Being Earnest movie.
    5 – F: Rangeley Home Game
    • Handout: Play Instructions
      • Get into groups of 3-4 (there will be one odd sized group since we have 13 students) and pick a couple of characters from A Doll's House and The Importance of Being Earnest.
      • Using these characters, you will write a ten-minute, one act play (with a clear beginning, middle, and end) in which your characters interact.
      • For help with dialogue, reference the Verbal Ping Pong sheet I gave you in class yesterday; or, download it here.
    8 – M:
    • Writing Workshop: Play
    • Return any late/graded papers.
    • Turn in any missing papers from last week (Question 2, Belinda by Maria Edgeworth; Question 3, "Exile").
    • still missing—
      • Carolyn
      • Rosie
      • Katrina
      • Evan
      • Polina
      • Makenzie
    • Groups: 
      • Group 1 (Katrina, Tyson, Makenzie, Hannah)
      • Group 2 (Evan, Deja, Gilley, Jordan, Carolyn)
      • Group 3 (Gabe, Rosie, Polina, Emma)
    9 – T:
    • Writing Workshop: Play
    • Note: Chrissy Fowler in the gym with Jake's elementary class (contra dancing). Anyone interested?!
    10 – W:
    • Writing Workshop: Play
    • Note: Chrissy Fowler in the gym with Jake's elementary class (contra dancing). Anyone interested?!
    11 – Th:
    • Writing Workshop: Play (extended one more day)
    12 – F: Early release—teacher workshop in the PM
    • One-Act Play Performances!!
    • Summative:
      • W3, "I can write narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structure event sequences."
      • Rubric, here.
    • Workshop time (finish if you are presenting Monday).


    15 – M:
    • Please tie up any loose ends with your one-act plays
    • Finish watching last scene in The Importance of Being Earnest
    • Discuss Wednesday/Thursday plan. 
    • Homework: Begin reading Alice in Wonderland.  We will (hopefully) start this book Thursday or Friday.
    16 – T:
    • No AP English class today--NWEA English testing.  Juniors please stay in Dr. Brigman's room. Seniors, Dr. B. will check with Bruce if you need to be here.
    • Homework: Begin reading Alice in Wonderland.  We will (hopefully) start this book Thursday or Friday.
    17 – W: AP English Test (Basketball Team)
    • No AP English today (go to your mentoring teacher period 2)
    • Homework: Begin reading Alice in Wonderland.  We will (hopefully) start this book Thursday or Friday.
    18 – Th:
    • One-Act Play Performances!!
    • Summative:
      • W3, "I can write narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structure event sequences."
      • Rubric, here.
    • Homework: Begin reading Alice in Wonderland.  We will (hopefully) start this book Thursday or Friday.
    19 – F:
    • Blog Post: Getting to Know Lewis and Alice (respond to discussion questions)
    • The Secret World of Lewis Carroll (5-10 minutes)
    • Storytelling and stuttering (watch 1-2 minutes, here)
      • Discuss how storytelling, "child friends," and writing helped with Carroll's speech impediment
    • If time: the first few pages of Alice in Wonderland
    • For fun: Knighting Ceremony!!


    22 – M:
    • Knighting Ceremony 
    • Presentation: Lewis Carroll (please take notes!)
    • Alice in Wonderland
    • Lewis Carroll
    • Homework: Finish reading Alice if you haven't already done so. Read pgs. 252-54 of Lewis Carroll's letters (back of our Norton Critical Ed.).
    23 – T:
    • Knighting Ceremony 
    • Review slides from yesterday (themes and motifs)
    • Homework: Finish reading Alice if you haven't already done so. Read pgs. 254-55 of Lewis Carroll's diary (back of our Norton Critical Ed.).
    24 – W:
    25 – Th:
    • Alice in Wonderland
    • Lewis Carroll
    • Homework: Finish reading Alice if you haven't already done so. Read pgs. 268-71 of Lewis Carroll's letters (back of our Norton Critical Ed.).
    26 – F: Early release—teacher workshop in the PM; No AP English today (PM wheel)



    29 – M: Memorial Day—no school
    30 – T:
    • A Very Unbirthday Party: Appropriations of the Mad Hatter Tea Party
    • Class Discussion
    • Respond to blog post, here.
    31 – W:
    • Lewis Carroll's letters
    June
    1 – Th:
    • The Cheshire Cat Blog Post (respond here)
    • Discussion
    2 – F: 
    • Lewis Carroll's photography
    • Letter from 1870s
    • Discussion: pick one photo and analyze
    5 – M:
    • Croquet match discussion
    • Reply to blog post, here. (Summative, RL7)
    6 – T:
    7 – W:
    • For fun: Part 1 of Maurice Sendak (Where the Wild Things Are) interview with Stephen Colbert
    • Please turn in your assignment (steps 2 and 3) here.
    • Writing Workshop: Children's Book
    • Step 2 (preferably, also 3, so you are ahead) due at the end of class.
    8 – Th:
    • Writing Workshop: Children's Book
    • For fun: Part 2  of Maurice Sendak (Where the Wild Things Are) interview with Stephen Colbert
    • Step 3 due at the end of class.
    9 – F:
    • Writing Workshop: Children's Book
    • Step 4 due at the end of class.
    12 – M:
    • Children's Book
    13 – T:

    • Children's Book
    • Return books:  A Doll's House, Fairy Tales (if you don't want to keep them), Alice, etc.
    14 – W:

    • Children's Book
    15 – Th: 

    • Children's Book
    16 - F: 
    • Children's Book
    17-Saturday: Graduation

    19 - M:

    Quarter 3

    Jan. 30, 2017—Apr. 14, 2017

    January
    30 – M:
    • AP EXAM MAKEUP DAY (QUARTER 2 FINAL)
    31 – T:
      • AP EXAM MAKEUP DAY (QUARTER 2 FINAL)
      • If finished, please pickup a copy of Othello and begin reading!

      The Folger Library: William Shakespeare's Othello


      February
      1 – W:
      • Handout: Othello
      • Handout: "Alas, Poor Shakespeare"
      • Watch opening scene to Anonymous
      • Homework: Read, "Alas Poor Shakespeare" and Act 1, Scenes 1 & 2 of Othello
      2 – Th:
      3 – F:
      • Comprehension check: Othello Quiz (Act 1, scene 3)
      • Discuss Act 1, scene 3
      • Watch: O (2009) scenes for Act 1, scene 3
      • Homework: Read Act 2, scenes 1 and 2

        6 – M:
        7 – T:
        8 – W:
        • Writing Warmup: Envy vs. Jealousy
        • Discuss Act 3, scenes 1 and 2
            •
          • Homework: Read Act 3, scene 3

          9 – Th:
          • Read aloud practice: Act 3, scene 3
            • Iago - Gilley
            • Othello - Tyson
            • Emilia - Deja
            • Desdemona - Makenzie
          • Great job guys!
          • Homework: Read act Act 3, scene 4. 
          10 – F: Snow day - no school. Read Shakespeare!
          • Homework: Read Othello (Act 4, scene 1)

          13 – M: Snow day - no school. Read Shakespeare!


          14 – T: VALENTINE'S DAY
          • First half of class:
          • Second half of class:
            • Let's treat ourselves to a little bit of the 2001 movie O featuring Julia Childs and Mekhi Phifer. You can watch tragedies about love on Valentine's Day, yes?
            • Jordan: we are at minute 27:00 of the movie as of today.  We finished on minute 34:00-minute).
            • Note: if we have a another snow day, let's finish ACT 4 this week (regardless of schedule changes)!
          • Homework: Read Othello (Act 4, scene 1)
          15 – W:
          • Writing Warmup: "Central Moral Action" 
            • Respond to the prompt, explaining why you chose that view of morality and how it aligns with your views.
            • Meet with the students in class who picked your point of view and come up with a defense for your definition of morality.
            • Then, share with class. We will see who wins!
          • If we have time, we will continue watching scenes from O (starting at minute 34:00).
            • Homework: Read Othello (Act 4, scenes 2 and 3)
              16 – Th: Two-Hour Delay (no AP English today)
                17 – F: 


                20 – M: Presidents Day—no school
                21 – T:
                22 – W:
                • Handout: Protagonist, Antagonist, and Foil Characters
                • Quick Comprehension Check: Act 5, Scene 1
                  •
                • In class: read aloud Act 5, scene 2
                  • Othello -Tyson
                  • Desdemona - Gilley
                  • Emilia - Carolyn
                  • Montano - Gabe
                  • Gratiano - Rosie
                  • Iago - Hannah
                  • Lodovico - Katrina
                  • Cassio - Evan
                  • Narrator - Dr. B
                • Guest visitor: Chloe Keller, Rapper and Director extraordinaire!
                23 – Th: Girls gone to Augusta for championship! Go VIKINGS!
                • If enough students are here, let's catchup on O (2009)!
                24 – F: PM Day—go to periods 5, 6, 7, and Mentoring

                  27 – M:
                  • Discuss final scene in Othello (Act 5, Scene 2)
                    • Tyson (Othello)
                  • Watch final scene in O (2009)
                  28 – T:
                  • Share: AP Charts and Statistics (you guys took the 2014 exam)
                    •
                  • More Resources on score breakdowns: here
                  • Share class scores:
                    • Score of 5 (1)
                    • Score of 4 (5)
                    • Score of 3 (3)
                    • Score of 2 (5)
                    • Score of 1 (0)
                  • Handout Sample (anonymous) student responses. Score essay 1.
                  • Handout: Rubrics
                  • Homework: Read samples for essays 2 and 3.  Score and bring to class tomorrow ready to discuss.
                  March
                  1 – W: 
                  • Dr. B out sick today.  Thank you Bev for covering!
                  • Discuss scores for essays 2 and 3
                  • Return tests with scores
                    • Discuss scoring
                    • Review experience
                  • Dr. B fishbowl writing experiment (if we have time)
                  2 – Th:
                  • Review scores from yesterday
                  • Handout: AP Test Results; discuss scores.
                  • If time: Shakespeare Uncovered: Othello
                    3 – F:
                    • Shakespeare Uncovered: Othello


                    6 – M:
                    7 – T:
                    • Dr. B out sick today
                    • Group Work Day
                      • Option 1: Storyboard
                      • Option 2: Performance
                    8 – W:
                    • Dr. B out sick today
                    • Group Work Day
                      • Option 1: Storyboard
                      • Option 2: Performance
                    9 – Th:
                    10 – F:
                    • Homework: Read A Doll's House by Henrik Ibsen over break.

                    Monday, March 13—Friday, March 24: Spring Break

                    27 – M:
                    • Handout: 
                      • A Doll's House by Henrik Ibsen 
                      • AP English Literature and Composition workbook
                    • Check-in : Othello Storyboards
                    • Handout: Drama Packets
                      • Doll's House exercises (pgs. 1-2)
                    • Homework: First Multiple Choice section of AP English Lit and Composition workbook (pgs. 13-21).  A Doll's House reading due Friday!
                      28 – T:
                      • Presentation: Othello Storyboards
                        29 – W:

                        • Return Othello storyboards (summative scores on RL1, RL2, and SL1)
                          • Group 4 (Polina, Rosie, and Hannah, you still need to go!)
                        • Multiple Choice Review
                        • Handouts: "Shake-Speare's Sonnets" and "Appendix A, B, C" to Shake-Speare's Sonnets
                        • Read sonnets.  
                        • Homework: 
                        30 – Th:

                        • Review homework, "Sonnet 147" (here)
                        • Discuss sonnets
                          • Review several
                          • Discuss rhyme scheme and meter
                          • Discuss structure: three quatrain and a rhymed couplet
                          • How does "Shift" in TPCAASSTT help understand this form? 
                        • Handout: Write Your Own Shakespearean Sonnet!
                        • Homework: Write sonnets.

                        31 – F: A Doll's House (due)

                        April
                        3 – M: Poetry Workshop with Port Veritas!
                        • Read about today's workshop: here.
                        4 – T: Poetry Workshop with Port Veritas!
                        • Read about today's workshop: here.
                        5 – W: Poetry Workshop with Port Veritas!
                        • Read about today's workshop: here.
                        6 – Th: Poetry Workshop with Port Veritas!

                        • Read about today's workshop: here.

                        7 – F: Poetry Workshop with Port Veritas!

                        • Poetry reading day
                          • Practice reading poetry out loud with Robin and Nate
                          • Present to class
                        • Read about today's workshop: here.



                        10 – M:
                        • No AP English today (juniors, head down to Ms. Baker's room for the last day of the Science NWEAs)
                        11 – T:
                        12 – W:
                        • Modified class: Mentoring Period 2 (9:25 a.m.)
                        • Handout: Drama Packet, A Doll's House and The Importance of Being Earnest
                          • pg. 1: Reader's Theater
                        13 – Th:
                        • Handout: The Importance of Being Earnest by Oscar Wilde
                        • Reader's Theater (drama packet)
                          • Pair 1: pgs. 6-7 of A Doll's House and pgs. 6-8 of The Importance of Being Earnest
                          • Pair 2: pgs. 14-15 of A Doll's House and pgs. 19-21 of The Importance of Being Earnest
                        • Respond to Reader's Theater on blog, here.
                        • Homework: Read The Importance of Being Earnest!
                        14 – F: Early release—teacher workshop in the PM.  Quarter 3 ends (44 days).
                        • Seniors Presentation: Sonnets
                          • Read revised sonnet to class
                          • SL1 & W5 summative assessment scores
                          • Turn in revised sonnet with unrevised sonnet.
                        • Watch: Anthony Hopkins in A Doll's House on YouTube (here)












































                      • Homework: Read The Importance of Being Earnest!

                        • Quarter 1

                        Sept. 6, 2016—Nov. 4, 2016

                        The Classic Fairy Tales: A Norton Critical Edition


                        Required Text:
                        The Classic Fairy Tales: A Norton Critical Edition.  Ed. Maria Tatar.  New York: Norton, 1999.  Print.

                        ISBN-10: 0393972771
                        ISBN-13: 978-0393972771

                        September
                        Week 1
                        5 – M: Labor Day, no school

                        6 – T: 1st day of school for students

                        7 – W: Introductions
                        ·      Syllabus (handout student binders)
                        ·      Summer reading review
                        ·      Reading Log #1 – Due Friday (see class binder for assignment sheet)
                        ·      Homework (due Thurs.): Accept Dr. B’s invite to join the class blog (check student email).  Make sure you can log into the website! You will be posting many of your writing assignments here.

                        8 – Th: “2-min. download”
                        INSTRUCTIONS: Turn to a partner and spend one minute explaining what you liked about yesterday’s class (any other thoughts?). While your partner is talking, listen closely, do not talk, just listen.  Then switch.  Share with class.
                        ·      Writing Warmup: "Snapshot” analysis—Removed by Eric Pickersgill (2-min. free write) & "Can We Autocorrect Humanity?" by Prince Ea (here)
                        ·      Blog check-in: accept(ed) invites
                        ·      Blog walkthrough
                        ·      Summer reading log post instructions (see handout in class binder)
                        ·      Homework (due Fri.): Continue working on your blog post.  Reading logs due Friday.

                        9 – F: Reading Log #1 Due
                        ·      2-min. download
                             Prince Ea, "Dear Angry Facebook User" (free write)
                        ·      Homework: Reply to a classmate’s reading log.
                        Begin reading, “Introduction” and “Little Red Riding Hood” (pgs. 3-24, The Classic Fairytales: A Norton Critical Ed.)

                        Week 2
                        12 – M: 2-min. download
                                   Presentation:Level One, Two, and Three Questions using Erik Pickersgill’s Removed series (see class binder for slideshow notes and student worksheet)
                        ·      Discuss answers with class
                        ·      Question 1, AP Essay (2015 prompt, Derek Walcott, “XIV,” rubric, & student samples)
                        ·      How to read the Question 1 prompt (primary focus vs. secondary focus)
                        ·      How to think about/chunk/organize the AP Question 1 essay
                        ·      How to use the Question 1 rubric
                        ·      Group work (chunk the poem into sections with a partner. Come up with the central conflict, thematic statement, and a possible thesis for the prompt.). 
                        ·      Share group work with class.
                        ·      Homework: Read article, "Discovering Rhetorical Structure: Paths to Better Reading, Thinking, and Writing" (see course packet)

                         ALSO! Watch: https://vimeo.com/100666128 (a great black & white rendition of Little Red Riding Hood featuring Christina Ricci (Adams Family)).

                        13 – T: M: 2-min. download
                        ·      Weird Al, “Word Crimes”
                        ·      Question 1, AP Essay (2015 prompt, Derek Walcott, “XIV,” rubric, & student samples)
                        ·      Discuss Mel McKay's article, "Discovering Rhetorical Structure: Paths to Better Reading, Thinking, and Writing"
                             Discuss"chunking" technique for AP essays.
                             Group work:  "chunk" poem "XIV" by Derek Walcott & place group's "chunks" on the board.
                        ·      Group work (chunk the poem into sections with a partner. Come up with the central conflict, thematic statement, and a possible thesis for the prompt.). 
                             Discuss how to use the Question 1 rubric.
                        Homework:  Read and score student samples using the rubric.
                        TIP: Remember to 1) score essays holistically (as a whole, or “constellation,” not for every little thing the student does wrong), and 2) make sure the student answers the question.
                        Finish reading, “Introduction” and “Little Red Riding Hood” (pgs. 3-24, Norton Critical Ed.)


                        14 – W: 2-min. download
                        Reply to Dr. B's post on the essays you scored last night.  Please post your scores and why you gave the essay that score in the comments section of the post.
                                Review student samples and scores for "XIV" by Derek Walcott
                        ·      Class Discussion: Thoughts on how to answer the Question 1 prompt?
                        Homework: finish reading the section on Little Red Riding Hood (pgs. 3-24) if you haven't already.  Please "chunk" the poem for tomorrow's discussion.  We will be starting fairy tales in class tomorrow!

                        15 – Th: 2-min. download
                        • “Writing Warmup: 
                        • Reply to Dr. B's post on Little Red Riding Hood·    
                        • ·      Discuss with class
                        • ·      Homework: Begin reading “Introduction” and “Beauty and the Beast” (pgs. 25-73, Norton).
                        • Due Tuesday.  Also, checkout some Disney classic scenes: here.

                        16 – F: 
                        • Watch https://vimeo.com/100666128 and discuss David Kaplan's version of "Little Red Riding Hood"
                          • Appropriation - to make something your own
                          • What's most important about appropriation is what a writer/creator does when he/she changes the original story.
                          • Discussion: what did David Kaplan do when changing the "Little Red Riding Hood" story?
                        • Group work: Roald Dahl, “Little Red Riding Hood and the Wolf” (pgs. 21-22, Norton); discuss "chunks" of poem and its main parts. Identify the central conflict, thematic statement, and a possible thesis for the prompt.  Then, come up with Level 1, 2, and 3 questions for the poem (see class binder for worksheet).
                        • ·      Homework: Begin reading “Introduction” and “Beauty and the Beast” (pgs. 25-73, Norton).
                        • Due Tuesday.  Also, checkout some Disney classic scenes: here.

                        Week 3
                        19 – M:
                        •    In-class writing practice: Question 1, 2016 prompt, "The Juggler" by Richard Wilbur (here and here). Turn in at the end of class.
                        • Homework: use the scoring rubric to score the three essays (here) from today's writing prompt. Be ready to discuss your scores in tomorrow's class.
                        20 – T: “Beauty and the Beast” Readings Due (pgs. 25-73, Norton)
                        21 - W: 
                        • 2-min. download
                        • Writing Warmup: 
                          • How do you like to receive feedback?
                        • Return "Juggler" essay prompts with formative scores.  You will be scored on: 
                          • RL 1 and RI 1: "I can use evidence to support my ideas."
                          • RL 6: "I can analyze an author's point of view including speaker and tone."
                          • AP Essay Scoring rubric (9-point scale here)
                        • Discuss "Juggler" essay feedback.
                        • HOMEWORK: Work on Beauty and the Beast blog post (assignment here).
                        22 - Th: 
                        • 2-min. download
                        • Continue discussing "The Juggler" poem and essay responses.
                          • Review literary terms—speaker, alliteration, assonance, repetition
                          • Group work: 1) "chunk" the juggler; 2) Construct a thesis for the Question 1 prompt. 
                        • Gallery Walk – Thesis Statements
                        • Homework: Beauty and the Beast blog posts due tomorrow.

                        23 - F    
                        • Bell Ringer: which thesis is best from yesterday's activity? Respond to the post with pictures!
                        •  Blog post on “Beauty and the Beast” (see class blog and class binder for instructions)
                        • Handout: "Theme and Tone" AND "Speaker" (we will review these on Monday, so please don't lose them!
                        • ·      Compose blog post
                        • ·      Beauty and the Beast Reading Log #2 (Blog Post) Due at the end of class
                        •   Homework: Pick one of your classmate’s blog posts and reply to their Level 1, 2, and 3 questions in the “Comments” section below.  Be respectful and use ASR (Apt Specific References) to support your claims.   Begin reading "Snow White" (pgs. 75-100 of your Norton Critical Editions).
                        Week 4
                        26 - M:
                        • Writing Warmup:
                          • Apostrophe practice!
                        • Handout: Apostrophe worksheet 
                        • Apostrophe Meme exercise (build your own meme on the materials we covered on punctuation today).
                        ·      Homework: Finish reading "Snow White" (pgs. 75-100 of your Norton Critical Editions).

                        27 – T: 
                        • 1-2-min. download
                        • Writing Warmup:
                        • Review literary terms handout from Friday—speaker, tone, characterization, and point of view for our fairytale unit (see class binder).
                        • "Snow White Discussion"
                        • Update NWEA Software on your computer!
                        • ·      Homework: Begin reading "Cinderella" section (pgs. 101-137 of your Norton Critical Editions). Also, "Breaking the Disney Spell" (pgs. 332-52)
                        28 – W: Open House Tonight (6:00 p.m.—7:00 p.m.)
                        • First half of class:
                        • Second half of period 2:
                          • Mentoring
                        • Homework: Begin reading "Cinderella" section (pgs. 101-137 of your Norton Critical Editions). Also, "Breaking the Disney Spell" (pgs. 332-52)
                        29 – Th: 
                        30 – F: Finish watching Snow White and the Huntsman (2012)
                        ·      Homework: Begin reading "Cinderella" section (pgs. 101-137 of your Norton Critical Editions). Also, "Breaking the Disney Spell" (pgs. 332-52)

                        October
                        Week 5
                        3– M:·      
                        • 2-min. download
                        • REVIEW LITERARY TERMS—speaker, tone, characterization, and point of view
                        • Group work: “The Story of an Hour” by Kate Chopin (1894).  Identify central conflict, thematic statement, and Level 1, 2, and 3 questions (see class binder)
                        • Discuss Chopin and Questions.
                        • Homework: Homework: Read “The Lady of Shallot” by Alfred Lord Tennyson (see class binder).  Come up with Level 1, 2, and 3 questions about the poem.
                        4-T: 
                        5-W: 
                        6 – Th: 
                        • 1-minute download
                        • Writing Warmup:
                          • Similarities/Differences between "The Lady of Shallot" and "Snow White"
                        • Flyswatter activity – literary terms (speaker, tone, theme, and point of view from our fairytale unit. (Instructions: slap example/definition of each term on the board. Student who wins, gets bonus points on assignment of his/her choice).
                        7 – F: NWEA Testing (11th grade)
                        Seniors: Please go to the library and work on teaching presentations.

                        Week 6
                        10 – M: Columbus Day, No School
                        11 – T: 
                        12 – W: 
                        • Discuss answers with class
                        • Reveal high/low/medium scores
                        • Finish watching Snow White and the Huntsman
                        • Homework: "Breaking the Disney Spell" (332-52) and "Cinderella" (101-137)  from our Norton Critical Editions.  We will finally get to discuss these when we return from our long weekend!

                        13 – Th: No School, Teacher Workshop—Island Institute Conference
                        14 – F: No School, Teacher Workshop—Island Institute Conference

                        Week 7
                        17 – M: 
                        • Handout: teaching presentation instructions
                        • Standards being assessed: 
                          • RL1: “I can use evidence to support my ideas (literary texts).”
                          • RI1: “ I can use evidence to support my ideas (informational texts).”
                          • RL2: “I can determine one or more central ideas of a text and summarize key points.”
                          • SL1: “I can come to class prepared with key points and textual evidence to contribute to a discussion and stimulate thoughtful well-reasoned exchange of ideas.”
                          • SL5: “I can create original digital media presentations to enhance and/or present my ideas.”
                        • Small group work: teaching presentations
                        18 – T: 
                        19 – W: 
                        • 1-minute download
                        • Modified class (juniors taking PSATs)
                        • Work in small groups:  teaching presentations start Friday!

                        20 – Th: 

                        21 –  F: Run-through: Group 2 Presentation (Polina, Evan, Makenzie, and Rosie)

                        Week 8
                        24 –  M: Last Work Day
                        • Handout: Invitation to our Halloween party! You will need to come class on 10/31/16 as a character of your choice from the fairytales we have read this semester.  Download your invitation here.
                        25 – T: Group 3 Teaching Presentation (Deja, Carolyn, and Gilley) Presentation, "The Concepts of Childhood and Children's Folktales: Test Case—'Little Red Riding Hood'" (pages 317-22)

                         Group 4 Teaching Presentation (Jordan, Gabe, and Emma) Presentation, "Snow White and Her Wicked Stepmother" (pages 291-97)

                        26 – W: 
                        Group 1 Teaching Presentation (Tyson and Hannah) Presentation, "Breaking the Disney Spell" (pages 332 to end)
                        • 1-minute download
                        27 – Th: 
                        • 1-minute download
                        • Group 2 Teaching Presentation (Polina, Evan, Makenzie, and Rosie) Presentation, "Breaking the Disney Spell" (pages 335-38)
                        • Discussion/review: "The Paperman" (answer blog post here and watch here)
                        28 – F: 
                        Early release—teacher workshop in the PM

                        Week 9
                        31 – M: Halloween Character Party

                        November:
                        1 – T:
                        • Handout poetry packets
                        • Review the poetry prompts (question 1) since 1971!
                        • Turn to page 5, "TP-CAASSTT" and discuss the College Board's tool for "entering a poem."
                        • Group work: TP-CAASSTT and "Sonnet 116" by William Shakespeare (see blog post for today)
                        • Homework: Read "The Little Mermaid" (216-32)
                        2 – W:
                        • Second period assembly: Habits of Work and Vinalhaven School's new Eligibility policy (no AP English)
                        3 – Th:
                        • 1-minute download (Monday, "Sonnet 116" by William Shakespeare)
                        • TP-CAASTT, Mary Oliver, "The Black Walnut Tree"
                          • This poem will be your last summative grade for quarter 1 (RL1, "I can use evidence to support my ideas," and RL6, "Analyze an author's point of view").
                          • Pre-write for question 1 (you can use this tomorrow in your essay!).
                        4 – F: Quarter 1 ends (41 days)


                        Quarter 2

                        Nov. 7, 2016—Jan. 27, 2017

                        November
                        7 – M:
                        • Handout Mr. Young's test ballots
                        • Handout: Scoring guidelines (here)
                        • Handout: Sample student responses (one high, one medium, and one low)
                        • Group work: score essays; color-code level 1 (blue), 2 (yellow), and 3 (pink) questions in each essay.  What do you find? To review level 1, 2, and 3 questions, see Dr. B's slideshow here.
                        • Return AP Essays from Friday 
                        8 – T: Election Day
                        • Students who were here yesterday:
                          • Highlight your own essays for level 1, 2, and 3 questions.
                          • Revise essays to have level 3 questions if they don't already
                          • Compare with high sample from the College Board
                        • Students who were not here yesterday:
                          • Read and highlight the high, medium, and low essays from the college board for level 1, 2, and 3 questions
                          • Identify any patterns you see in their use of level 1, 2, and 3 questions
                        9 – W:
                        • Note: Dr. B will be stepping out around 9:20 and should be back before class is over. Mr. Pitts will watch you for the time while she is out.
                        • Revise one paragraph from your Mary Oliver essays so that it has a clear Level 1, level 2, and level 3 question progression.  (See 8-level essay from student samples.)
                        • Post paragraphs around the room, color coding which part is level 1, 2, and 3
                        10 – Th:
                        • Gallery walk: which of the level 1, 2, and 3 paragraphs using Mary Oliver's "The Black Walnut Tree" is best?
                        • Vote for winning
                        • Share on class blog
                        11 – F: Veterans Day—no school



                        14 – M:
                        • Begin discussion of  "The Little Mermaid" (216-32)
                        • TP-CAASSTT (poetry packet, page 5)
                        • "My Papa's Waltz" by Theodore Roethke (also on page 16 of your poetry packet!)
                        • Identify the nouns in the poem.  First group to find all the nouns wins a present!
                        15 – T:
                        • Re-read pgs. 225-227 as a class
                        • Discuss the "deal" the little mermaid makes, its consequences, and motivations
                        • Watch and reply to post on The Little Mermaid and Ursula
                        • Discuss as a class
                        16 – W:
                        • 1-minute download
                        • Open your packets to the poem, "Barbie Doll" on pg. 19.
                        • Watch clips: here and here (Stepford Wives trailer and scene)
                        • Read aloud, "Barbie Doll" by Marge Percy (1973)
                        • Identify nouns and fill out graphic organizer on pg. 20
                        • Homework: Answer questions on pg. 21
                        17 – Th: Parent/Teacher Conferences

                        • Share answers to last night's homework questions with class
                        • In small groups, write a thesis statement about the poem's main ideas and the speaker's tone. We will do a gallery walk on everyone's theses in class tomorrow.
                        18 – F: 
                        • Gallery walk: thesis statements on "Barbie Doll" by Marge Percy.
                          • Which is the best and why?
                          • Vote
                        • If you have time, flip to pages 25-26 in your poetry packets for a list of literary terms.
                        • In ten minutes, define as many of these terms as you can.  You may use the literary terms index/glossary I gave you in October. It's the big packet most of you have in the front pocket of your AP English binders.

                        21 – M: Parent/Teacher Conferences

                        • Check-in: how did our gallery walk go? Who won?
                        • Check-in: did we get to the literary terms on pages 25-26 of your poetry packets?
                        • For fun: the history of the Barbie Doll (here)
                        • Homework: to the best of your ability, study/review the terms from pages 25-26. We will be doing Dr. B's favorite "fly swatter activity" using these terms in class tomorrow!
                        22 – T:
                        • Share/check definitions
                        • Begin filling in the column, "Possible Impact on Meaning."
                        • If we have time, get together in small groups and start identifying "Examples" from the poems we've read so far:
                          • "Sonnet 116" by William Shakespeare
                          • "My Papa's Waltz" by Theodore Roethke
                          • "Barbie Doll" by Marge Percy
                          • "The Black Walnut Tree" by Mary Oliver
                          • Any of the other AP Poetry questions
                        • Discuss examples with class from the poems you picked
                        • Discuss impact on meaning
                        • Homework: study terms and finish "impact on meaning" column.  Happy Thanksgiving!
                        23 – W: Teacher Workshop / No School
                        24 – Th: Thanksgiving Break
                        25 – F: Thanksgiving Break



                        28 – M:
                        • Flyswatter activity: literary terms on pages 25-26.
                        • Poetic Terms Pop Quiz (pgs. 27-28) of your poetry packets
                        • Go over each one as a class
                        • Homework: read poem "XXIX" by William Shakespeare (pg. 29 of your poetry packets). Then,
                          • "Chunk" the poem
                          • Answers questions 1-3
                          • Share with class
                        29 – T:
                        • Iambic Pentameter Practice, "Sonnet XXIX"
                        • Take turns marking up iambic pentameter on the board
                        • Oral practice
                          • Right foot: unstressed
                          • Left foot: stressed
                        • Identify rhyme scheme:
                          • ABAB CDCD EFEF GG
                        30 – W:
                        • Discuss Questions 1-3
                        • Discuss TPCAASSTT
                        • Close reading (group discussion)
                        December
                        1 – Th:
                        2 – F:
                        • In-class essay, Question 1, "Thou Blind Man's Mark" (2012).  Summative scores for the following standards:
                          • RL1, "I can use evidence to support my ideas."
                          • RL4, "I can analyze the impact of specific word choices on meaning and tone." 
                          • RL6, "I can analyze point of view, distinguishing between what is directly stated in a text and what is really meant (e.g., satire, sarcasm, irony, understatement)."
                        • Handout: Student samples and rubric (read for homework); markup level 1, 2, and 3 thinking.
                        5 – M:
                        • Discuss student essays from Friday:
                          • What scores did you give them? Why?
                          • Where do you locate level 1, 2, and 3 thinking?
                        • Homework: bring in headphones for tomorrow! You will need them to watch your essay feedback from Dr. B.
                          6 – T:
                          • Return essays with summative scores and AP essay score
                          • Download essay feedback here
                            • Watch videos with headphones!
                            • Write Dr. B a letter: "Where am I now? Where am I going? What do I need to do to close the gap?"
                          7 – W: Half-period day. Leave for mentoring at 9:18 a.m.
                          • Finish in-class letter from yesterday and turn in to Dr. B 
                            • Formative assessment for standard W5, "I can develop and strengthen writing as needed by planning, revising, editing, and re-writing."
                          • Revise AP Essay in-class
                            • Summative assessment for standard W5, "I can develop and strengthen writing as needed by planning, revising, editing, and re-writing."
                          • Homework: Finish essay revisions. Turn in Thursday or Friday.
                          8 – Th:
                          • Revise AP Essay in-class
                            • Summative assessment for standard W5, "I can develop and strengthen writing as needed by planning, revising, editing, and re-writing."
                          • Homework: Finish essay revisions. Turn in Thursday or Friday.
                          9 – F:
                          • Handout: A Christmas Carol
                          • Catchup/Workshop day (AP Essays, "Thou Blind Man's Mark")
                          • Homework: begin reading A Christmas Carol. We will start this book Monday!

                          12 – M: SNOW DAY (No School)

                          13 – T:


                          14 – W:
                          • Writing Warmup: 
                          • Read aloud: first few pages of "Stave One"
                          • Discuss Carols as a genre
                          • Discuss definitions of haunt and ghost (OED)
                          • Introduce Socratic Circles: 
                            • We'll be doing something different with A Christmas Carol.  Before Dr. B gives you her ideas about what the story is about (favorite quotes, important images, etc.), she wants you to start us off! We will be doing socratic circles starting on Friday and part of next week.  In this format, one group of students will lead class discussion while the other group takes notes and listens.
                            • Watch: Introduction to socratic circles
                          • Homework: Continue reading in A Christmas Carol.
                          15 – Th:
                          • Review socratic circles from yesterday (blog post here)
                          • Discuss how to use level 1, 2, and 3 questions for A Christmas Carol in socratic circles.
                          • Decide who will be in our two groups (juniors vs. seniors, seasons of birthdays, etc.); Discuss group roles (see today's blog post)
                          • Review standard: 
                            • SL1: "I can initiate and collaborate in group discussion."
                              • SL1a: "I can come to discussion prepared, having read and researched materials beforehand." 
                              • SL1b: "I can work with peers to promote a civil, democratic discussion, set clear goals, and establish individual roles." 
                              • SL1c: "I can propel conversations forward by posing and asking questions that probe reasoning and ask for evidence." 
                              • SL1d: "I can respond thoughtful to diverse perspectives, synthesize (combine) comments, claims, and evidence, resolve contradictions, and investigate meaning." 
                          • Socratic Circle, Prep Day with group members
                            • Seniors vs. Juniors
                            • Seniors: Evan, Makenzie, Polina, Rosie (absent), Tyson, Katrina, and Hannah (absent, back Monday)
                            • Juniors: Carolyn, Deja, Gilley, Gabe, Jordan, and Emma (absent)
                          16 – F: Early Release—teacher workshop in the PM / PERIOD 1 is PERIOD 2. Please show up at 8:00 a.m.!
                          • Regular class as scheduled has been moved to Monday, so no socratic circles today.  

                          19 – M:

                          • Summative Score: 
                            • SL1, "I can initiate and collaborate in group discussion."
                            • SL1a: "I can come to discussion prepared, having read and researched materials beforehand." 
                            • SL1b: "I can work with peers to promote a civil, democratic discussion, set clear goals, and establish individual roles." 
                            • SL1c: "I can propel conversations forward by posing and asking questions that probe reasoning and ask for evidence." 
                            • SL1d: "I can respond thoughtful to diverse perspectives, synthesize (combine) comments, claims, and evidence, resolve contradictions, and investigate meaning." 
                          • Summative Score: 
                            • SL1, "I can initiate and collaborate in group discussion."
                          20 – T:
                          21 – W: Watch A Christmas Carol

                          • Socratic Circle, Day 2
                            • Juniors (fishbowl); seniors (audience)
                          22 – Th: TBD
                          Friday, Dec. 23—Monday, January 2: Christmas Break

                          January:
                          3 – T:
                          4 – W:
                          • Return AP Essays on Sir Phillip Sidney's "Thou Blind Man's Mark"; these were summative grades (due in December!) for W5, "I can develop and strengthen writing as needed by planning, revising, editing, and re-writing." Dr. B is still missing Tyson's and Hannah's.
                          • Discuss Socratic Circle Makeup Day (Evan, Hannah, Rosie; Tyson, audience)
                            • Come up with level 1, 2, and 3 questions on the final section of A Christmas Carol. 
                          • Other group: 
                            • "Don't Let that Horse" (pg. 30, poetry packets)
                            • See Chagall slide
                          5 – Th:

                          • "Don't Let that Horse" (pg. 30, Poetry packets)
                          • If time: A Christmas Carol

                          6 – F:
                          • Socratic Circle Makeup day (Evan, Hannah, Rosie, Tyson)
                          • If time: A Christmas Carol

                          9 – M:
                          • Review absurdist poetry from Friday
                            • Discuss the Ferlenghetti's commentary on the form of the poem
                              • The poem plays with the form of the poem
                              • Definition of absurd
                              • Definition of poem
                          10 – T:
                          11 – W: No Class, Late Start
                          12 – Th:
                          • Discuss Multiple Choice section of the AP exam
                          • Handout: Multiple Choice Practice Test 
                            • Formative Score: RL4, "I can determine figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings."
                          • Group with a partner to discuss answers
                          13 – F:
                          • Catchup: A Christmas Carol
                          • Discuss appropriation between original story and Disney animated film
                          16 – M: MLK Day, No school
                          17 – T: 
                          • Handout: Answer sheet for Thursday's multiple choice
                          • Finish multiple choice
                          18 – W: 
                          • Poetry review envelopes
                          • Handout: "Writing about Poetry" (if time, read first couple of pages; point out student essay and annotated poem by Elizabeth Bishop)
                          19 – Th: NWEA testing, Period 1 & Period 2 today (go to grade level teachers)
                          20 – F:

                          • Respond to writing warmup: Think - Puzzle - Know—Writing about Poetry
                          • Continue discussion of "Writing about Poetry"
                            • Read Elizabeth Bishop's poem, "Manners" (pgs. 795-96)
                            • Chunk with partner
                            • TPCAASSTT
                            • Discuss
                            • Look over annotations on following page
                            • Homework: Read student essay on poem.  How does the student take the small parts and "unravel" the poem for his/her reader? What do you think the student does right? What do you like about his/her paper? 

                          23 – M: Quarter 2 Final: Full AP Practice Test (multiple choice and three essays)
                          24 – T: Quarter 2 Final: Full AP Practice Test (multiple choice and three essays)
                          25 – W: Quarter 2 Final: Full AP Practice Test (multiple choice and three essays)
                          26 – Th: Quarter 2 Final: Full AP Practice Test (multiple choice and three essays)
                          27 – F: Early release—teacher workshop in the PM.  Quarter 2 ends (48 days).
                          NO PERIOD 2.  FINISH AP TEST MONDAY.







                          ***

                          [ARCHIVE, 2015—2016]

                          June 2016:

                          Alice's Adventures in Wonderland by Lewis Carroll


                          Required Text:
                          Carroll, Lewis.  Alice in Wonderland: A Norton Critical Edition.  Ed. Donald J. Gray.  3rd Ed.  New York: Norton, 2001. Print.

                          ISBN-13: 978-0393932348
                          ISBN-10: 0393932346

                          May 2016: 

                          Pride and Prejudice by Jane Austen


                          Required Text:

                          Austen, Jane.  Pride and Prejudice: A Norton Critical Edition.  Ed. Donald Gray.  3rd Ed.  New York: Nortons, 2001. Print.

                          • ISBN-10: 0393976041
                          • ISBN-13: 978-0393976045

                          March—April 2016: Sonnets & 

                          Rosencrantz and Guildenstern Are Dead by Tom Stoppard

                          Pictured: Gary Oldman and Tim Roth perform as Rosencrantz and Guildenstern in the 1990 film adaptation of Tom Stoppard's play.  


                          Required Text:
                          Stoppard, Tom.  Rosencrantz and Guildenstern Are Dead.  New York: Grove Press, 1967. Print.

                          • ISBN-10: 0802132758
                          • ISBN-13: 978-0802132758

                          January—February 2016: Hamlet by William Shakespeare

                          Pictured: Jude Law performs the famous "To be, or not to be" soliloquy in the 2009 Broadchurch Theatre performance.  This image is on the cover of the 2010 New, Norton Critical Edition of Hamlet. To read more about Law's performance, checkout The New York Times' review, "Ready, Set, Emote: A Race to His Doom" here. 


                          Required Text:
                          Shakespeare, William.  Hamlet: A Norton Critical Edition.  New Ed. New York: Norton, 2010. Print.*

                          *Includes these ancillary materials: "The Actors' Gallery" (151-87), "Contexts" (191-224), "Criticism" (231-339), and "Afterlives" (355-89).

                          ISBN: 978-0-393-92958-4




                          Quarter 2 Schedule

                          Monday, January 11th:
                          • William Shakespeare (April 23, 1564—April 23, 1616)
                          • Modern "Authorship Controversy": how could someone write over 40 plays, 150 sonnets in one lifetime?
                          • Discuss the three parts of the classic revenge cycle: 
                            • 1) Atrocity, 
                            • 2) Creation of the Revenger, and 
                            • 3) Atrocity (again).
                            • Discussion Questions: What do we mean by "atrocity?" Why is the cycle repeated?
                            • Describe "revenge."  How does one create a "revenger?"
                            • If Hamlet begins with death, or "atrocity," and ultimately ends in "atrocity," what can we expect of the tragedy itself (storyline, main characters)?
                          • Homework: Read through Act 2, Scene 1 for Wednesday.


                           Wednesday, January 13th:
                          • Dr. B was out sick today.  Thank you Sandy Nelson for working with my classes! 
                          • Review of reading and discussion questions:
                            • There are five scenes in Act I of Hamlet.  Write a detailed description of what happens in each one to share with the class.
                            •  Write a brief character description of each of the following characters: Hamlet, King Claudius, Ophelia, Laertes, Polonius, Queen Gertrude, Horatio (and any of the other guardsmen).
                            • On Monday, we talked about the classic cycle of revenge: 1) atrocity, 2) creation of the revenger, and 3) atrocity.  Describe the atrocity we see in Act I.  Use specific scenes, line numbers, and quotes to explain your answer.
                          • Handout: "Ophelia" by Anna Jameson.  Source: The Characteristics of Women, Moral, Poetical, and Historical (1846; full text online here)
                          • Homework: Read "Ophelia" packet.  Catchup on readings as needed.
                          Friday, January 15th:


                          Monday, January 18th: 
                          No class, MLK Day (and Dr. Brigman's birthday!)



                          Wednesday, January 20th: 
                          • Presentation on Shakespeare's heroines, Ophelia.  (Download here.)
                          • Iambic Pentameter Presentation
                          • Discuss nineteenth-century context, women in Shakespeare:
                            • John Ruskin, Sesame and Lilies (1873, full text available online here)
                              • "Shakespeare has no heroes;—he has only heroines" (78).
                              • "Hamlet is indolent and drowsily speculative" (78).
                              • Ophelia is the only "weak woman" in Shakespeare's plays "and it is because she fails Hamlet at a critical moment, and is not, and cannot in her nature be, a guide to him when he needs her most, that all the bitter catastrophe follows" (80).
                          • Homework: Continue revising rough drafts of Jane Eyre papers (due Friday).  Finish reading Act 2 of Hamlet.


                          Friday, January 22nd:
                          • *Jane Eyre papers due*
                          • Iambic Pentameter Practice
                          • Discuss Acts 1-2 of Hamlet and  "Alas, Poor Shakespeare"
                          • Homework: Finish Act 2 of Hamlet.


                          Monday, January 25th:
                          Anonymous (2015)


                          Wednesday, January 27th:
                          Anonymous (2015)


                          Friday, January 29th: 
                          • Half-day with teacher workshops in the PM.  
                          • No AP English class today (students will go to Period 5, not Period 7).
                          • Quarter 2 ends.



                          Quarter 3 Schedule

                          (February 1st—April 8th)
                          Monday, February 1st:


                        • AP Practice Test #2: Multiple Choice and Essay 1
                        • Return Jane Eyre papers after test
                        • Homework: read Act 3, Scene 1


                          •
                          Wednesday, February 3rd:
                          • AP Practice Test #2: Essays 2 and 3
                          • Homework: read Act 3, Scene 2

                          Friday, February 5th:
                          • Half Day due to weather (No AP English)
                          Monday, February 8th:
                          • AP Practice Test #2: Catchup Day
                          • Homework: read "Psychoanalytic Reading of Hamlet" (pages 264-271)

                           Wednesday, February 10th:
                          • Discuss "To Be or Not to Be" Soliloquy from the 2000 Ethan Hawke Hamlet.  Add replies to main blog post.
                          • Answer questions about "Psychoanalytic Reading of Hamlet" (pages 264-271)
                          • Homework:  catch up on readings.  AP Practice Test #2 finishes Friday!

                           Friday, February 12th:
                          • AP Practice Test #2: Catchup Day
                          • Homework: 
                          • (1) Read "Women as Hamlet" by Tony Howard (328-39).  
                          • (2) Post discussion questions on "A Psycho-Analytical Study of Hamlet (1922)" by Ernest Jones.



                           Monday, February 15th—Friday, Feb. 19th:
                          • No Class, February Break!



                          Monday, February 22nd:
                          • 1st half of class—Reply to blog post, "Psycho-Analytical Reading of Hamlet" (pgs. 264-71) and discuss
                          • 2nd half of class—AP Testing and Feedback
                            • Ivy and Emily: finish Essay #3 on Hamlet
                            • Liam and Sarah: Essay #1 of AP Practice Test #2
                            • Caroline, Hannah, and Polina: review your Practice Test packets and go over the multiple choice answers for Section 1 I've given you.  Pick 5 questions you missed and write up a response on why/how these questions originally stumped you and why/how the correct answers are, indeed, correct.  Post to blog (check your school email for an invite from me on Blogger).
                          • Homework: 
                          • (1) Finish reading "Women as Hamlet" by Tony Howard (328-39) if you haven't already! 
                          • (2) Finish reading Act 3 of Hamlet.

                           Wednesday, February 24th:
                          • 1st half of class—Post responses to "Women as Hamlet" blog entry and discuss.
                          • Discuss Act 3.
                          • 2nd half of class—AP Testing and Feedback
                            • Liam, Sarah, and Emily: AP Essay Question #3
                            • Hannah: Post your five questions from the second practice test to the blog so people can see your answers.
                            • Ivy: Pick an article and write a short post about it with two discussion questions.  Post to blog.
                          • Homework: Finish Hamlet.  Read "Representations of Ophelia" by Elaine Showalter (281-98).
                          • Ivy: Post your blog entry and two discussion questions on "Representations of Ophelia" by Elaine Showalter (pgs. 281-98).

                           Friday, February 26th:
                          • Due: Essay #3 from AP Practice Test #2 (Liam and Emily)
                          • Reply to Ivy's post on "Representations of Ophelia" by Elaine Showalter (pgs. 281-98).  Discuss.
                          • Return AP Practice Test #2 scores (Ivy).  
                          • Ivy, Polina, and Caroline:
                            1. review the multiple choice answers for Section 1, 
                            2. pick 2-3 questions you missed, and 
                            3. write up a response about why/how the questions originally stumped you and why/how the correct answers are, indeed, correct.  Post to blog.
                          • Everyone else: Catchup on readings, blog post discussion questions, etc.
                          • Homework: Finish Hamlet.  Finish reading "Representations of Ophelia" by Elaine Showalter (pgs. 281-98).


                          Monday, February 29th:
                          • 1st half of class—
                          • Return AP Practice Test #2 to remaining students (Ivy, Sarah, Liam).
                          • Hannah: 
                            • Present the information you typed up for your blog post on multiple choice questions you got wrong.  
                            • Ask students to share their right/wrong answers.  Do they see your logic and understand the correct answer?
                          • 2nd half of class—
                          • Pick one ancillary article from the back of our Norton Critical Editions of Hamlet and write up a blog post like the one Ivy did for today that discusses the article and poses discussion questions for your classmates.  Post to blog (check your school email for an invite from me on Blogspot).
                          • Homework: Finish Hamlet (if you haven't done so already).  Read one of the articles your classmates chose and be ready to post a reply to their discussion questions before class on Wednesday.
                          Wednesday, March 2nd:
                          • Post your blog article on an ancillary material from our Norton Critical Editions.  
                          • See list of articles here.
                          • Homework: Catch up on readings.  Reply to a second blog post you haven't gotten to yet.


                          Friday, March 4th:
                          • Half-day with teacher workshops in the PM.  
                          • AP English class today (students will go to Period 7, not Period 5).
                          • Reply to the discussion questions from one of your classmates' posts if you haven't done so already.  
                          • Large group discussion.
                          • Homework: Catch up on readings.  Reply to a second blog post you haven't gotten to yet.



                          Monday, March 7th:
                          • Watch and discuss David Tenant's 2009 Hamlet ("The Mouse Trap") 
                          • Emily Baird, Guest Post: "Hamlet and The Lion King" (please comment)
                          • Homework: catch up on blog posts and comments.  Begin reading Tom Stoppard's Rosencrantz and Guildenstern Are Dead

                          Wednesday, March 9th:
                          • In-class reading: Act 5, Scene 2 (117-30)
                            • Hamlet: Ivy 
                            • Queen: Caroline 
                            • King: Polina 
                            • Horatio: Hannah
                            • Lord: Sarah
                            • Osric: Emily
                            • Fortinbras: Liam
                            • Watch and discuss David Tenant's 2009 Hamlet (Queen Gertrude and the closet scene) 
                            • Homework: catch up on blog posts and comments.  Begin reading Tom Stoppard's Rosencrantz and Guildenstern Are Dead
                          Friday, March 11th:


                          Monday, March 14th:
                          • AP Multiple Choice Practice #1 (John Keats, "On the Sonnet")
                          • Polina Walsh, Guest Post: "Irony in Hamlet" by Harry Levin (271-81)
                          • Homework: Continue reading Tom Stoppard's Rosencrantz and Guildenstern Are Dead

                           Wednesday, March 16th:
                          • AP Multiple Choice Practice #2 (William Wordsworth, "Nuns Fret Not at Their Convent's Narrow Room")
                          • Discuss Practice Test
                          • Annotate Poem on board
                          • Homework: Continue reading Tom Stoppard's Rosencrantz and Guildenstern Are Dead

                           Friday, March 18th:
                          • AP Multiple Choice Practice #3 ("When Men Shall Find Thy Flower, Thy Glory Pass")
                          • Handout: Answer Key for Weds. Poetry Practice
                          • Handout: AP Practice Guide, "Introduction"
                          • Homework: Write your own Sonnet!!!!! See the front page of the blog or download the assignment sheet (here).  Have fun!!! Finish reading Tom Stoppard's Rosencrantz and Guildenstern Are Dead



                          Monday, March 21st:
                          • No class! Snow Day!
                          • Homework: Finish sonnets from Friday.
                          Wednesday, March 23rd:
                          • Share sonnets with class
                          • Homework: TBD
                          Friday, March 25th:
                          • Half-day with teacher workshops in the PM.  
                          • No AP English class today (students will go to Period 5, not Period 7).




                          Monday, March 28th:
                          • Handout: Shakespearean Sonnet Review Sheet (download here).
                          • Discuss sonnet homework from two weeks ago (share final sonnets).
                          • Did everyone see the sonnet we worked on in class Weds.?
                          • Rosencrantz & Guildenstern discussion questions (download here)
                          • Homework: Finish R&G Are Dead.  Complete sonnet worksheet for homework (note: this homework is the last page of the Shakespearean Sonnet Review Sheet I link to above.  Again, go to the last page here).
                          Wednesday, March 30th:
                          • Due: Sonnet Worksheet (25 points)
                          • Also due: KQ papers are due tomorrow!
                          • Discuss homework answers
                          • Continue R&G Are Dead discussion questions
                          • Homework: Finish R&G Are Dead
                          Friday, April 1st:
                          • Catchup day: KQ Proposals (workshop); revise KQ papers if writing.
                          • Homework: Finish R&G Are Dead



                          Monday, April 4th:
                          • Catchup day: KQ Proposals (workshop); revise KQ papers if writing.
                          • Homework: Finish R&G Are Dead
                          Wednesday, April 6th:
                          • Meet with Dr. B on KQ papers and proposals
                          • Homework: Finish R&G Are Dead
                          Friday, April 8th:
                          • Share favorite parts of R&G Are Dead; read aloud and reenact
                          • Watch clips from movie adaptation
                          • Quarter 3 ends.

                          Quarter 4 Schedule

                          (April 10th—June 15th)

                          Monday, April 11th:

                          Wednesday, April 13th:
                          • R&G Are Dead essay due!
                          • Share essays
                          • Discuss play
                          • Homework: begin reading Pride & Prejudice
                          Friday, April 15th:
                          • Read aloud the first sections of Jane Austen's Pride and Prejudice
                          • Discuss the theme of "first impressions"
                          • Homework: Read as much Pride and Prejudice as you can over the break!



                          Monday, April 18th—Friday, April 22nd:
                          • No Class, Spring Break!




                          Monday, April 25th:
                          • Pride and Prejudice: Discussion
                          • Watch: "The Many Lovers of Jane Austen" on YouTube (here)
                          • Homework: 
                            • Read through Chapter 10 of P&P.  
                            • Please circle or mark any notable instances of wit, humor, satire, or irony in these chapters.  They're great fun and important genres to discuss!
                            • If you have a chance, please make a "book bandit" poster.  I'd like to see if we can get someone to bring back our Norton copies of Pride & Prejudice. - Dr. B
                          Wednesday, April 27th:
                          • Pride and Prejudice by Jane Austen 
                          • Continue watching "The Many Lovers of Jane Austen" on YouTube (here)
                          • Homework: Read through Chapter 15 of P&P. 
                          Friday, April 29th:
                          • Dr. B is out today at the Midcoast Assessment Literacy Conference.  
                          • Also: pick up your copy of the Norton Pride and Prejudice from the sub.
                          • Watch: Lucy Worsley: A Very British Romance, Part 1 (BBC, 2015 mini-series) on YouTube (episode 1, here).  Other options: find it here and here.
                          • Please pick one blog post you have not yet commented on and provide thoughtful, meaningful feedback to your peers (10 points).  
                          • Homework: Read through Chapter 20 of P&P



                          Monday, May 2nd:
                          • AP Test Prep Day:
                            • Literary Terms Review (download a copy here)
                            • Section 2: Essay Section Practice (3 prompts on the board.  How would you answer? Take 5-minutes to outline a thesis and support for each one.  We will discuss strategies for answering questions quickly and efficiently.)
                            • Video: "Answer the Question" with Amanda Vickery (here)
                            • The AP Lit Exam (here)
                            • AP ESSAY! (here)

                          • Homework: Study! Test Weds.
                          Wednesday, May 4th:
                          • 8:00 a.m.: AP English Lit & Composition Exam Day! Please come to school early, being here by homeroom, and go with our guidance counselor to a designated testing place.  Good luck! 
                          • Class time: Discuss AP Test experience—
                            • How did you feel?
                            • What gave you trouble?
                            • What do you wish you had worked on more?
                          • Homework: Continue reading in P&P.  Read pgs. 403-405 of the Norton edition (Donald Gray, "A Note on Money."
                          Friday, May 6th:
                          • P&P Day
                          • Homework: Finish Book 1 of P&P
                          • Reminder: Poetry Slam at 2:00 p.m., after class! Come one, come all!



                          Monday, May 9th:
                          • KQ practice presentations:
                            • Hannah
                            • Emily
                            • Sarah
                          Wednesday, May 11th:
                          • KQ practice presentations:
                            • Caroline
                            • Liam
                            • Polina
                          Friday, May 13th:
                          • Half-day with teacher workshops in the PM.  
                          • Roadside Cleanup & softball away game (no class)
                          • Homework: Finish Book 1 of P & P if you haven't done so already.




                          Monday, May 16th:
                          • Video: "Lasting Impressions: Andrew Davies' Adaptation of Pride and Prejudice" (Part 1 on YouTube, here).  Feel free to finish watching parts 2 & 3 at home! It's great!
                          • Quiz: Which Jane Austen Heroine Are You? (here)
                          • Let's catch up on Mr. Darcy, Book 1 of P & P and any questions you have about Austen.  Download our discussion questions here.
                          • Homework: Finish watching Lucy Worsley: A Very British Romance, Part 1 (BBC, 2015 mini-series) on YouTube (episode 1, here).  Other options: find it here and here.
                          Wednesday, May 18th:
                          • Reading group outside: Book 1
                          • Learn about "Regency-Style Dancing" (here)
                          • Homework: Continue reading Book 2 of P & P
                          Friday, May 20th:
                          • Caroline & Dr. B had a reading circle outside and discussed some scandalous events in Book 2 (no spoilers!)
                          • Homework: Finish reading Book 2 of P & P




                          Monday, May 23rd:
                          • Respond to discussion questions on blog
                          • Pick one ancillary article from the Norton P & P for your next blog post topic (worth 50 points). 
                            •  Ivy: “Prospects of Marriage” (262-64)
                            •             Polina: “Limitations and Definitions” (315-19)
                            •  Emily: “Pride and Prejudice and the Pursuit of Happiness” (348-55)
                            • Hannah: “Regulated Hatred”: An Aspect in the Work of Jane Austen (296-99)
                            •         Liam: “Jane Austen and the War of Ideas” (319-26)
                            •        Sarah: “Getting the Whole Truth” (376-83)
                          • Reading Circle, Book 2
                          • Homework: Continue reading Book 3 of P & P
                          Wednesday, May 25th:
                          • Reading Circle, Book 2
                          • Caroline : Pick your ancillary for blog post #2
                          • Homework: Finish reading Book 2 of P & P and read Book 3.  Read the ancillary article you selected and WRITE YOUR BLOG POST.  Don't remember your ancillary? See what you signed up for here.
                          Friday, May 27th:
                          • Second blog post due (worth 50 points)
                          • Reply to at least one blog post by a classmate.
                          • Finish Book 2
                          • Homework: 
                            • Finish reading Book 3 of P & P.  Begin reading Alice's Adventures in Wonderland for June curriculum.
                            • Read this article on the "History of Children's Books."  Be ready to begin discussing Alice's Adventures in Wonderland on Monday.

                          Monday, May 30th:
                          • Memorial Day—No School
                          Wednesday, June 1st:
                          • Hannah Jo is joining us for AP class beginning next week! Please welcome her as we go down the rabbit hole into Lewis Carroll's imagination!
                          • Finish Book 3 of P & P
                          • Begin discussing Alice's Adventures in Wonderland
                          • Homework: Read Alice
                          Friday, June 3rd:
                          • Half-day with teacher workshops in the PM.  
                          • No AP English class today (students will go to Period 5, not Period 7).


                          Monday, June 6th:
                          • 1:25-2:00: Alice in Wonderland
                          • Hannah Jo is joining us to discuss Lewis Carroll's famous book, Alice's Adventures in Wonderland!
                          • Discussion:
                            • Opening chapters/setting
                            • "Dream-like" state
                            • Origins of the Alice books (Rev. Charles Dodgson, Alice Liddell, and a boat ride on the River Thames)
                            • Learn more about Lewis Carroll's life here
                          • 2:00-2:40: Pride & Prejudice Wrap-Up
                          • Discussion:
                            • pgs. 1-2 of Christopher Rovee's book, Imagining the Gallery (Stanford UP, 2006): portraiture, Pemberley, and calss differences between Elizabeth and Darcy
                            • Colin Firth, coming of age, and what some critics call the "wet, white t-shirt moment" (wwtsm)
                            • Neat and tidy ending?
                          • Homework: Read Alice in Wonderland.
                          Wednesday, June 8th:
                          • Pride and Prejudice:
                            • Discussed pages 165-80 in The Norton Critical Edition
                            • Gretna Green Plot
                            • Lucy Worsley's A Very British Romance (Part 1 of 3, 43:00-mins. to end)
                          • Homework: Finish any leftover readings.  You're all invited to a Mad Hatter tea party for our Period 7 final on Tuesday, June 14th at 10:15-11:30 a.m.
                          Friday, June 10th:
                          • No class.  Senior Farewell is scheduled for 1:20 p.m.—2:40 p.m.


                          Monday, June 13th:
                          • No Class, finals week
                          Tuesday, June 14th:

                           MAD HATTER TEA PARTY! Please join Dr. B (the White Rabbit) out on the pavilion for the queen's tarts and tea.
                          Time: 10:15--11:30 a.m.  Come to class for a final discussion of Alice.


                           Wednesday June 15th:
                          • Last Day of School (if no snow days are used)



                          Quarter 1 Schedule

                          December 2015: A Christmas Carol by Charles Dickens


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