HW Week of 3/27

Monday: Read/annotate "Shakespeare's Characters: Shylock". Write in dialectical journal (trope).
Tuesday: Read/annotate "Shakespeare's Characters: Antonio". Write in dialectical journal (trope). Study for Act 1 Quiz Wednesday.
Wednesday: Dialectical Journal #1 (Act 1, Scenes 1-3) due Friday. Copy and rename Dialectical Journal Form document: MOV1_yourname. Share and print.
Thursday:  Write in dialectical journal (trope). Pre-read the poem "The Photos" by Diane Wakoski". Timed poetry essay Friday.
Friday (due Tuesday): Watch TEDX "Hip Hop & Shakespeare: Akala at TEDxAldeburgh". Read/annotate "Sonnet 18".

Note: Poetry Trip: BAM's Word.Sound.Power Monday April 3. If you are interested in ordering pizza for lunch when we return (sometime around 7/8th period), please let me know so I can get approval. I will get prices if there is enough interest.

Note: Lens Paper Draft due Monday April 17. Paper due date to be announced.

HW Due Fri. 3/24

Write in dialectical journal: How does your envelope trope show up in what we read today? (Act 1, Scene 1)? Use evidence (textual details) and analysis (your thoughts) in a double-entry journal format.

Read/annotate or take detailed notes: Close Male Friendship: New Readings of The Merchant of Venice. See "questions to consider for discussion" at end of excerpt. Answer them briefly and be prepared to discuss.

HW Due Wed. 3/22

Read and take notes: An Introduction to Shakespeare's Comedies (note the hallmarks of Shakespeare's Comedies)
Quick Lit Terms & Shakespeare's Comedy Hallmarks Quiz Wed.

Terms Reviewed in class Monday 3/20:

Pun: A play on words that are either identical in sound (homonyms) or very similar in sound, but are sharply diverse in meaning. Shakespeare often uses a special type of pun - the equivoque - the use of a single word or phrase which has two disparate meanings, in a context which makes both meanings equally relevant.

Malapropism: the conspicuous and unintended violation of standard diction or grammar that mistakenly uses a word in place of another that it resembles; the effect is usually comic.

Bathos: (coined by poet Alexander Pope) an abrupt turn from the serious and poetic to the mundane and silly. Similar to an anticlimax, it shocks the audience with its unexpected shift.

Due Mon.

Due Monday: Read in Folger Library edition of "The Merchant of Venice" - "Reading Shakespeare's Language"; "The Merchant of Venice"; "An Introduction to This Text"; and "Characters in This Play". Take notes!

NOTE: We will continue to work on Timed Writing: Poetry on Tuesday (I will be out of school that day). Everyone will get a chance to revise/finish the essay they wrote on Friday.
If you missed the "Those Winter Sundays" thesis review (Thursday), you must come to B20 during lunch or see me in room 355 during 8th period for an overview. You must bring your own thesis for feedback. You can write the essay in class on Tuesday with everyone who started it on Friday, and get a second day to finish it the next 1st period you have advisory.

Timed Writing Tomorrow!

Open Question 1 Practice: Poetry Essay
Be there, and be on time. Timer starts when bell rings.

HW Due Thurs. 3/16

Due Thursday: Write a thesis for the poem, "Those Winter Sundays".
Address the prompt: How does the poet use literary devices/techniques to convey the speaker's complex attitude towards his father?
If you want to go further (suggested), create an outline for writing an essay about this poem.

Read the poem here: https://www.poets.org/poetsorg/poem/those-winter-sundays
Annotate for Facts, Interpretation, and Theme. Identify poetic and other literary devices Hayden uses to convey his complex attitude towards his father. Pay attention to noting shifts in tone, extended metaphor, symbolism, imagery, and other devices from the first stanza, to the second, to the third.

Read some ideas for analysis here: http://www.modernamericanpoetry.org/criticism/daniel-landau-robert-hayden%E2%80%99s-those-winter-sundays-child%E2%80%99s-memory

Due Monday: Read in Folger Library edition of "The Merchant of Venice" - "Reading Shakespeare's Language"; "The Merchant of Venice"; "An Introduction to This Text"; and "Characters in This Play". Take notes!

Watch this video for Wed., 3/15

HW Due Tomorrow: Watch this video for an introduction to the poetry task on the AP Lit & Comp Exam. AP Lit Poetry Overview

Preview for AP Lit & Comp Poetry Essay Writing. This will be reviewed in class tomorrow.
As we discussed in class, the poetry prompts ask students to recognize how literary devices contribute to a poem's larger message. Refer to our poetic terms.
Poetry Prompt How-Tos:

• Read prompt CAREFULLY. Take a minute to identify key words/paraphrase what is being asked of you. If you misunderstand the prompt, the essay will not help you pass the test.
• Read poem, annotate while reading. Mark up for facts (literary devices), themes, key ideas.
• Identify how the poem evolves (beginning, middle, end). How does the extended metaphor begin, continue, and end?
• Write a brief outline (in 3 minutes or less). Write a thesis and how you will prove it with text evidence and analysis.
• Write.

1. Avoid long, involved introductions. Get to the point with a well-crafted thesis that addresses the prompt.
2. Directly quote the poem, early and often. Use the text to prove your thesis and each point you make.
3. Vary language (diction) and sentence structure and punctuation (syntax).
4. Use appropriate and stylized transitions to move from thought to thought, paragraph to paragraph.
5. Do not generalize. Be as specific as possible. Avoid vague language. The AP Reader will not have a chance to ask you, "what did you mean?" or "can you be more specific?".
6. Write in PRESENT TENSE and maintain it throughout the essay. Watch GRAMMAR, SPELLING, PUNCTUATION, USAGE, etc. Errors will bring your score down.
7. Make sure you are addressing: "so what?" "and how?" "why?"
8. Don't worry about a conclusion, you just usually end up repeating yourself. 
9. Go back over your essay quickly to check for and correct mistakes, clarify vague ideas, etc.
10. The AP Reader understands this is a timed essay and that you are writing about a passage you may not have seen before, and answering a prompt you didn't plan for in advance of the test. They are also looking for what you do RIGHT. Give them lots of reasons to give you points!

Here is a sample poetry prompt, with sample answers and College Board rationale as to why they were scored as they were:
2006 Poetry Prompt (page 2 of document)
2006 AP Poetry Prompt Scoring Rubric
2006 Poetry Essay Sample Papers and Scores 

Lens Paper Due 4/17

Jane Eyre/Charlotte Bronte Lens Paper due 4/17.
PLEASE NOTE:
I am available in B20 everyday at lunch to assist you with thesis, etc.
You cannot write a strong paper without a strong thesis. Everyone who has not seen me already and received guidance on a thesis must come to B20 during lunch if you would like me to help you construct a strong thesis. We will reserve some days in class before the due date to work on the paper. Dates will be announced soon. On the given dates, bring in a printed copy of your outline and latest draft. We may or may not have laptops when working in class.

Paper guidelines:
1. You must complete every section of LensPaperNotes and share it with me via Google Drive. Allow me to "comment".
2. Evidence Organizer must be completed. You must use a minimum of 5 scholarly resources to provide context to your lens and support your thesis. You must use a minimum of 6 references from Jane Eyre (direct quotes) (total 11 minimum entries in Evidence Organizer).
3. Use this comprehensive guide to Writing a Literary Analysis Paper. (Bucks.edu) Your paper must be a minimum of 5 typed pages, not including Works Cited page.
4. All papers must be in MLA format. Please use this comprehensive guide to MLA formatting and citation from Purdue Online Writing Lab.
5. All papers must be shared with me via Google Drive (final paper should be a separate document from LensPaperNotes). Please allow me to "comment".
6. This College Board AP Research Paper Rubric will be used to score your paper. Points will be assigned to each category, and scores will be calculated using our standard 0-9 rubric. You will receive a print copy of the final rubric soon. You can refer to this digital version during the writing process.

Due Friday 3/10, Due Monday 3/13

Friday, 3/10: Social Media Project. Late projects will receive a penalty (no projects accepted after Mon. 3/13). If you have completed the social media posts online, you must PRINT your work. If you used a template, please email me a copy of the work and/or share on Drive AND print.

Monday, 3/13: Independent Reading Response: Rebecca or The Turn of the Screw - follow AP Reading Response Choice Board directions! Please print AND share your work.

HW Due Tues. 3/7

Study for Quick Lit Terms Set #1 - Poetry Edition

1. Euphemism: The use of a soft indirect expression instead of one that is harsh or unpleasantly direct. For example ‘pass away’ as opposed to ‘die’
2. Extended Metaphor: A comparison between two unlike things that continues throughout a series of lines in a poem.
3. Hyperbole: A type of figurative language that depends on intentional overstatement.
4. Imagery: Poetic technique that touches upon the images and senses that the reader already knows.
5. Quatrain: A stanza or poem of four lines.
6. Tone: An attitude of a poet toward a subject or an audience, which is generally conveyed through diction.

QUIZ TOMORROW on SET #1 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^:)

Copy these terms and definitions into the Lit Terms section of your notebook. We will review them tomorrow in class.

1. Foot:  A measurement in poetry that usually contains one stressed syllable and at least one unstressed syllable.
2. Iambic Pentameter: Most common type of meter in English poetry, with 5 iambic feet per line. (style of most of Shakespeare’s plays)
3. Octave: A verse form consisting of eight lines of iambic pentameter. Most common rhyme scheme is abba abba.
4. Sestet: The last 6 lines of a sonnet.
5. Enjambment: From the French word for “to straddle”, the continuation of a sentence from one line or couplet into the next.

HW Due Mon.3/6

Read and annotate "Because I Could Not Stop For Death" by Emily Dickinson.
https://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-479
Read and annotate "The Figure a Poem Makes" by Robert Frost.
http://www.mrbauld.com/frostfig.html
Complete thesis statements for Lens Paper. Commit to one and make sure it's included in LensPaperNotes.
Work on outline for paper.

HW Due Fri. 3/3

Write at least 2 versions of an AP level thesis. Use the notes in the post below, including lens-specific questions, checklists, and litmus test questions.
Be prepared to discuss your thesis with me in conference and/or share your thesis with a peer for feedback. You need a strong working thesis (open to revision, but not severe change) to begin outlining your paper.

Preparing to Write a Thesis

Your paper must not state the obvious! It needs to prove to your reader that you offer extraordinary insight into Charlotte Bronte and Jane Eyre in terms of the selected lens. See notes below to begin crafting a thesis statement, the driving force/backbone of your research/analysis work.

Some points to consider as you create a thesis:

Biographical Criticism: What should the reader know and understand about the author to deeply know and understand her work/ What does the literary work tell us about its author?

Historical Criticism: What historical information (context) is necessary for the reader to fully understand the literary work? What insights does the literary work give us into history - of the author's times, the history of an era, or of current history?

Psychological Criticism: What can this literary work teach us about the workings of the mind and behavior? What is the psychological appeal to readers? What psychological issues does the text explore? What can the text reveal about the psychology of its author, her society, or our society?

Feminist Criticism: Are women fairly and fully represented in this work? Does gender stereotyping or silencing affect the overall effectiveness of the work? How does the work's treatment of sexual roles/relationships and ideas of masculinity and femininity affirm or contend with our notions? society's notions?

Marxist Criticism: How do class struggles contribute to the meaning and effectiveness of the text? How do the author's representations of social class, material wealth, money, possessions, status, power, politics, labor roles, etc. represent the historical time period or our own time period? How do social, cultural, and historical conditions contribute to the overall meaning of the text?

Formalist Criticism: What are the strengths of the text's craft? How do literary structures and devices such as diction, syntax, symbolism, tone, point-of-view, motifs, irony, allusion, atmosphere, etc. support the text's meaning and effectiveness?
(Gillespie)

Thesis Checklist:

A thesis GUIDES YOUR ANALYSIS and FOCUSES and ORGANIZES your paper.

A strong thesis is:

• Clearly written (does not mean basic!)
• Specific
• Limited in scope
• Offers a distinct perspective or interpretation on a subject/text/author (UNC Writing Center)

Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.

Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning. (Syracuse City Schools)

HW Due Thurs. 3/2

Continue to work on Lens Paper.
Follow directions on LensPaperNotes (if you have not shared it with me yet, that's a big problem> I am checking your progress and helping you pace your project).

DUE DATE: April 19. NO LATE PAPERS ACCEPTED. You will work on this paper while we continue with our other units. We will reserve some days to conference once your drafts are done. Please follow mini-deadlines.

Due Tomorrow: Read and annotate at least one literary criticism that fits with your lens. It does not need to be of Jane Eyre, but it does need to provide you with a sense of style and organization that you like. This will help you think of ways to write your own paper. Complete the "notes" section of LensPaperNotes. Complete "Stylistic Noticings" section to keep track of diction, syntax, structure, voice, use of evidence, analysis style, etc. Make note of ways in which you could borrow what works in terms of writing and apply it to your own paper.