Shakespeare Presentations Conclude

Today we wrapped up the Shakespeare presentations and spent the rest of the day considering Macbeth as the model of the tragic hero.

One More Day

We didn't finish the presentations, so everything gets pushed back one day. PC and study guide are Wednesday.

Changing Times

• AP Test deposit money is due by 3/1.
• Your essay topics shouhld be posted and responses are due by midnight tonight.
• The PC and SG look like they will be on 2/14. Happy Valentine's Day!

1.1

Today I assigned the next formal essay and we had the first Macbeth presentation.
New Due Dates:

• Topics Posted to Moodle, 2/9
• Topic Responses Posted to Moodle, 2/10
• Drafts in class (w/ cover sheet), 2/17
• Final Drafts (w/ cover sheet), 2/28

Final Work Day

Macbeth pesentations begin tomorrow. Typed, written work is due Friday.

Work Time

Students spent the period in groups working on the Macbeth project.

Macbeth Presentations

Today we started with a quick review of our work from yesterday and then divided into groups and got started on the presentations. Work time tomorrow.

Tuesday

Today we began with a look at the pressure comp prompt from the S1 final exam. After examining a good sample essay, students were asked to do the activity below with their own essays for homework. At the end of class, we briefly looked at the upcoming Macbeth project. More tomorrow.

More Multiple Choice

Today we discussed the final act of Macbeth and wrapped up our look at the multiple choice section of the final.

We reviewed act 3 today and had a look at some of the more-challnging questions from the final.

Act 2

We reviewed act 2 of Macbeth today and groups finished their look at the multiple choice questions from the final. We will look at these as a whole group tomorrow.

Act 1 & MC

We began the day by quickly running through our notes on act one of Macbeth, sharing scene synopses and quotations. We ended the day looking at the multiple choice section from the final exam.

The Scottish Play

Today we talked a bit about the new semester and then I assigned the Macbeth reading, one act per night, starting tonight with act one.

Wrapping Up the Romantics

After handing in the thematic essays, and the customary reading of the titles, students spent the rest of the period finishing the poem work from Friday.

Romantic Poetry Mini-Project

Today students spent the period on the first part of the Romantic Poetry Project, analyzing the two poems listed on the sheet (and posted below).

"I Wandered Lonely as a Cloud" ~William Wordsworth

I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

William Wordsworth

(The Rap Version by MC Nuts)

"The Chimney Sweeper" ~William Blake

When my mother died I was very young,
And my father sold me while yet my tongue
Could scarcely cry " 'weep! 'weep! 'weep! 'weep!' "
So your chimneys I sweep & in soot I sleep.

There's little Tom Dacre, who cried when his head
That curled like a lamb's back, was shaved: so I said,
"Hush, Tom! never mind it, for when your head's bare
You know that the soot cannot spoil your white hair."

And so he was quiet, & that very night,
As Tom was a-sleeping he had such a sight!
That thousands of sweepers, Dick, Joe, Ned & Jack,
Were all of them locked up in coffins of black.

And by came an Angel who had a bright key,
And he opened the coffins & set them all free;
Then down a green plain, leaping, laughing, they run,
And wash in a river and shine in the Sun.

Then naked & white, all their bags left behind,
They rise upon clouds and sport in the wind.
And the Angel told Tom, if he'd be a good boy,
He'd have God for his father & never want joy.

And so Tom awoke; and we rose in the dark,
And got with our bags & our brushes to work.
Though the morning was cold, Tom was happy & warm;
So if all do their duty, they need not fear harm.

William Blake

CRAs, SGs, & a PC

Today I collected the Frankenstein CRAs, we looked over the "treasure" (mostly topic sentences and quotations) from yesterday's treasure hunt activity, and I collected the study guides. The rest of the period was spent on the Frankenstein timed writing.
Bring Sound and Sense tomorrow!

Frank Highlighting

Today brainstormed and discussed symbols, motifs, and techniques Shelley uses in Frankenstein, and then did a bit of work with the CRA paragraphs from yesterday.

Paragraphs & CRAs

Today we began with an announcement about AP fees and due dates, and then moved on to a review of paragraph structure (the slides are below). Students then had the rest of the period to work on the Frankenstein CRAs they began yesterday. Complete first drafts should be ready for class tomorrow.



Romance & the CRA

Today we did a quick warm-up on Frankentein and the romantic period and chose passages for the Frankenstein CRA.

A Bit of Frank Discussion

We split the day between Frankenstein and finishing response groups today. Remember that the optional essay drop box opens tomorrow morning.

Response Groups

We spent the entire period in response groups for the first major paper today. Some groups didn't quite finish and we'll have 10 minutes or so tomorrow to wrap up. Absent students will need to do this activity on their own if they want credit.

Fish Bowl Time

Today, after a short Frankenstein warm-up, we spend the day practicing the response group format that we will use tomorrow in class. Bring a draft of your paper.

Welcome Back

Today we started with a short quiz on Frankenstein and then spent some time talking about essay expectations. We wrapped up the period with a ratehr far-ranging discussion of Frankenstein.

Work to Do

I hope you are all enjoying your break--I know that I am (only two small piles of homework yet to grade and 100 pages of Frankenstein to reread!)--however, I did want to remind you of some homework obligations you have for AP Lit. (This follows a blissfully homework free Thanksgiving break you will recall).

1) Drafts of your essay are due Wednesday (the day after we get back). These should be complete drafts with a concluding paragraph, supporting quotations, and a cover sheet. These are not FIRST drafts. They are drafts you have read and revised. Do not make the class do work you could do on your own. I worry about this because only 29 of you (of 49) have posted to the paper topic poll at Moodle. This seems a very simple first step.

2) You should be reading Frankenstein and posting at Moodle; both are due the day we return. Currently, there are a total of 12 posts at Moodle. This means we are 86 posts short of my minimum expectations and that the vast majority of you have not posted at all. I am afraid this means that the vast majority of you have not started reading either. Frankenstein is a great story, but it could be painful if you try to read it all over the weekend, a holiday weekend at that.

Sorry to remind you that school begins in just a few days, but we have things to do when we get back.

See you in the new year!

Mr. Staiano

The Romantics

Today we spent the day on an introduction to the Romantic Movement. The notes are at Moodle.
Remember, you have a bit of homework over the break:

• Read Frankenstein and post at least twice to the Moodle forum by 1/3/12.
• A preliminary draft of your first essay is due (with a cover sheet) on 1/4/12.

Enjoy the Holidays!

Essay Norming

In preparation for the essays students will be writing over the break, we read and scored three sample essays today.

Candide PC

We began the day clarifying expectations for tomorrow's topic read-around and then spent the rest of the day on the Candide PC (after I collected study guides of course).

Tending the Garden

After a short discussion about theme and symbol in Candide, we wrapped up the satire presentations and Candide. PC and SG tomorrow.

The AP Essay & Candide

Today we started with a quick Candide warm-up, and then I introduced the first formal essay of the year. Handouts are available at Moodle. We wrapped up the day with Candide presentations.
New Due dates:

• Candide PC and SG 12/13
• Essay #1 Topics 12/14

PC Evaluation and More Candide

Today we continued our PC self-evaluation with the steps below. Afterwards, students were given the option of revising their PCs for extra credit (due 12/16).

Students spent the rest of the day on their Candide presentations which are due tomorrow.

Work Time

Today we reviewed the prompt from the last timed writing and then spent the rest of the period on the Candide projects.

Annotation Time

Today we did a bit of annotation modelling on a passage from Candide, and students had the rest of the period to work on their own annotations for the project.

I'm Back

Today we began with a short Candide quiz and then groups had their final literature circles.

The Day Before...

Pressure Comp today.

Have a great break!

Discussion Time

Today we spent the period discussing The Woman Warrior and wrapped up with a brief intro to the literature circle project that will begin when we return from break.

Wrapping Up the Poetry

Today we had the last poetry presentation, and then students spent the rest of the period working on the Woman Warrior questions from yesterday. You should be through at least question 4 for class tomorrow.

Tuesday

After a two more poetry presentations, we spent the last part of the period starting some discussion questions for The Woman Warrior.

A Short But Busy Monday

Today we began with a quiz on The Woman Warrior and then squeezed in two more poetry presentations.

Poetry Presentations

Today we managed to spend the whole period on poetry presentations, again...

Poetry Presentations

Today we had our first poetry presentations and then talked a bit about the Ashland field trip. There are only 14 spots and money is due tomorrow: first come, first served.

Period 3 Poems
Wednesday, 11/9

• "Fire and Ice" by Robert Frost
• "A Poison Tree" by William Blake
• "Apparently with No Surprise" by Emily Dickinson

Thursday, 11/10

• "The Debt" by Paul Dunbar
•  "A Noiseless Patient Spider" by Walt Whitman
• "Caged Skylark" by Gerard Manley Hopkins

Monday, 11/14

• "Loveliest of Trees" by A.E. Housman
• "Garden of Love" by William Blake

Tuesday, 11/15

• "Stopping by Woods..." by Robert Frost
• "When I Heard the Learn'd Astronomer" by Walt Whitman

Wednesday, 11/16

• "There is a Garden in Her Face" by Thomas Campion

Period 4 Poems
Wednesday, 11/9

• "Dream Deferred" by Langston Hughes
• "There's a Certain Slant of Light" by Emily Dickinson

Thursday, 11/10

• "Cross" by Langston Hughes
• "Ending" by Gavin Ewart

Monday, 11/14

• "Sonnet 130" by Shakespeare
• "When I Heard the Learned Astronomer" by Walt Whitman

Tuesday, 11/15

• "The Road Not Taken" by Robert Frost
• "Death Be Not Proud" by John Donne

Poetry Projects Presentations Begin Tomorrow

Today we had a quick quiz on the first half of The Woman Warrior, followed by an explanation of the poetry HW below. Students had the remainder of the period to work, during which time we drew group order.

Poetry Project Audience Homework 
Each night you should study the poems that will be presented the following day in class by answering the questions below. Poems should be in Sound and Sense, but are usually available online if you do a quick search for the title. Do all the assignments on the same paper, heading each assignment with the date and the poem’s title.

1. Paraphrase the plot of this poem. Briefly, what is it about?
2. What is the overall tone of the poem?
3. Note a few literary techniques which stand out in this poem.

 

Stuff and CRAs

After briefly discussing missing AP contracts, the AP Ashland trip, and tomorrow's final work day, we talked about the basic outline for the poetry presentations and looked at a sample CRA. Students had the rest of the period to work.

More Poetry Analysis

Groups spent the day working on their poetry analyses. A few groups started their presentations on the computers.

The Woman Warrior & Poetry Annotation

After a warm-up focused on "No Name Woman" and a brief introduction to the novel as a whole, we looked a quick annotation example and students had the rest of the period to annotate their chosen poems.
New Due Dates:

• Read "White Tigers" through "Shaman" and post at least once by 11/7.
• Finish The Woman Warrior and post at least one more time by 11/14.

The Poetry Project

Today we began the first poetry project. I went over the assignment handout and assigned groups. Most groups managed to choose poems before the end of the period.

Fun with Meter

Today we practiced the terms we learned yesterday. It was fun. You should have been here. There will be a quiz Monday. You should ask your friends who were here to run through the mnemonics we practiced with you. Then you might pass the quiz. ;-)

Poetry Intro

Today we went over several of the Poetic and Stylistic Terms on the Literary Terms handout, using them to explore Jean Toomer's poem "Reapers."

Tuesday: Faulkner Timed Writing

Today, after I collected the study guide and character sheet, we spent the day writing about Faulkner's novel.

Friday and Monday

Friday we spent the day norming and scoring essays from the "Eleven" AP test prompt.
Monday we spent one more day on Faulkner, reviewing theme and potential thesis statements and comparing Cash's thoughts on sanity with Emily Dickinson's from her poem, "Much maddness is divinest sense."

Wednesday/Thursday

Over the last few days we have written about and discussed Faulkner's As I Lay Dying, responding to the eight prompts below.

• New Due Dates: PC, SG, Character Sheet, and Faulkner Quickwrites due Monday, 10/24

~~~~~~~~~~~~~~~~~~~~~~~~~~

As I lay Dying Questions

1. Anse Bundren may be one of the most feckless characters in literature. Why do you think his neighbors repeatedly come to his aid? Is it out of pity, respect, guilt, charity, community, or is Anse just that good at manipulation?
2. Faulkner allows Darl and Vardaman to express themselves in language that would be impossible given their lack of education and experience in the world. Why does Faulkner break with the realistic representation of character in this way?
3. What does the novel reveal about the ways in which human beings deal with death, grieving, and letting go of loved ones?
4. Why do you think Addie's chapter (40) is placed where it is? How does her chapter change your earlier perceptions of the Bundren family? For example, how well did Cora really know Addie?
5. In chapter 40, Addie meditates on the distance between words and actions. Is Faulkner saying that words—his own chosen medium—are inadequate? What do Addie's definitions say about her as a woman?
6. Humor and the grotesque are often interdependent in this novel, such as Vardaman's accidental drilling of holes in his dead mother's face so she can breathe, the family setting Cash's broken leg in cement and the family's apparent imperviousness to the stench of Addie's rotting corpse. What are other examples? What does this add to Faulkner’s narrative?
7. What does Faulkner achieve through his use of fifteen different narrators and narrative voices? How does this shape the story and support Faulkner’s themes?
8. The title As I Lay Dying is an allusion to Homer’s epic The Odyssey* (you may have read it your freshman year), which tells the story of the hero Odysseus’ return from the Trojan War. In what way is the Bundren’s journey an odyssey? What is the effect of this connection on the overall meaning of the novel?

 

Fecklessness & Faulkner

We began the day with a look at an especially descriptive Faulkner quotation. Then we started a new sheet of quick writes with this one:

1. Anse Bundren may be one of the most feckless characters in literature. Why do you think his neighbors repeatedly come to his aid? Is it out of pity, respect, guilt, charity, community, or is Anse just that good at manipulation?

AILD SG, PC, and Character sheet are tentatively due this Friday, 10/21.

Faulkner Quiz 2

Today we had the second Faulkner quiz and spent the rest of the period generally discussing the book.

Shouldn't we be to 12 by now?

Today we planned an essay based on the "Eleven" prompt. For extra credit, students may actually write the essay (take no longer than 30 minutes and handwrite, please).

More Eleven

After getting our largely ancient copies of Sound and Sense, we continued our look at Cisneros' "Eleven" by hunting down and labeling all the figurative language and stylistic techniques we could find.

Being 11

Today we talked a bit about being eleven and then read and discussed Cisneros' short story, "Eleven." More "Eleven" work tomorrow.

As I Lay Tie Dying...

Today we spent the period talking about, and clarifying much of, Faulkner's novel, after a short quiz of course.

Fun with Figurative Language

After a look at another Faulkner quote, we spent the rest of the period playing and adjuducating figurative language bingo.

Home at Last!

Back in our new room, we warmed up with a Faulkner quotation and spent the rest of the day filling in the figurative language handout.

Figuratively Speaking

Today we started by reviewing the difference between figurative and literal, and then spent some time talking about As I Lay Dying in a general way. At the very end, we touched on the figurative language terms handout given in class.

As I Lay Dying Work

Today students did the assignment below for the first few chapters of As I Lay Dying.
~~~~~~~~~~~~~~

Getting Acquainted with As I Lay Dying

For the first few chapters of As I Lay Dying, carefully consider and respond to the questions below for each chapter. 

• You may work with a partner (and share a text) if you’d like and can do so efficiently; however, you may also choose to work alone.
• Work through as many chapters as you can in the period. This is not homework (though you may continue taking similar notes if you find it helpful).
• Unless the substitute decides otherwise, this will be collected Wednesday.

1. What do you learn about the narrator of the chapter in this chapter? Consider especially character traits and motifs associated with the character. What is the character’s relationship to Addie Bundren?
2. What do you learn about other characters in this chapter? Do you find this narrator trustworthy? Why?
3. What questions arise for you at the end of this chapter?
4. What questions from previous chapters are answered here?

Faulkner

Today we talked about modernism, William Faulkner, and his novel As I Lay Dying. The notes are at Moodle.
New Due Dates:

• Sections 1 through 31 by 10/10
• Finish it by 10/17
• Forum posts are due at Moodle by 10/10 and 10/17 as well.

Bye, Bye Medea

Today, after handing in the warm-ups (yep, all of them since the first day of school) and the study guides, students spend the rest of the period on the Medea timed writing.

Wednesday & Thursday

Wednesday we continued our look at Medeawith the rest of the terms posters and a few quick writes (interrupted by the fire drill in period 3). Thursday we wrapped up our discussion of Medea with a few more quick writes and some discussion of the study guide. PC and study guide due tomorrow.

Tuesday

Today we continued our terms hunt in Medea, dividing into groups and preparing posters for discussion on Wednesday.

Friday & Monday

Friday we started with some irony practice in the warm-up and then had the Medea quiz. Oh, and of course Mrs. Gardner came in to talk about the rules. Monday we continued our work with Medea, searching for examples of the terms we introduced last week--allusion, stichomythia, and irony--in the play.

More Irony

Today we reviewed the concept of irony with a warm-up examing Robinson's poem, "Richard Cory" (below).  We wrapped up the period with an open-ended discussion of Medea and added the term "allusion" to the notes.
~~~~~~~~~~~~~~~~~~~~~~~~
In the poem to the right, by Edwin Arlington Robinson, relies much on irony. What type of irony is featured here and how does it affect your reading of the poem?



Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.



And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.


And he was rich, richer than a king—
And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.


So on we worked, and waited for the light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.

Isn't It Ironic?

Today we spent the day on the concept of irony, defining the terms, judging Alanis Morissette, and wrapping up the day with a fun video.

The Greeks & Medea

Today we spent the period talking about the Greeks and the origins of drama.
HW: Finish Medea by Friday.

Pressure Comp #1

Today we took our first timed writing. It took the whole period. Medea tomorrow.

The Study Guide

Today we pent the whole period talking through the various parts of the study guide and actually doing about 1/2 of it in class.
HW: The Study Guide is due on Monday before the timed writing.

The Study Guide Begins

Today we began with the warm-up below and I collected revised CRAs. We then spent the rest of the day review questions left over from Tuesday and working on the first two sections of the first study guide. Handouts available in class and at Moodle.

WU (9/15): Review the CRA paragraph you wrote yesterday and revise it, preferably using another color pen or pencil so that your revisions are obvious.

• Are the aspect and effect clear, especially at the beginning, but also throughout the paragraph?
• Are all of your quotations smoothly integrated into your sentences?

New Due Dates

• Have Medea by 9/20
• The Awakening Study Guide and Timed Writing 9/19

The Awakening: a CRA

Today we spent the day looking at two passages of The Awakening, first annotating them and then choosing one aspect of the annotation and writing it up as a CRA paragraph (like the Neruda paragraphs). The prompt is below.
 
Reread chapter 6 and the final chapter.  Explore Chopin’s style in these chapters, especially the repetition of structure and motif.  How do the elements of the novel as a whole come together around these two chapters?

Talk Time

Today we began with a short warm up about the end of the novel (below) and then spent the rest of the period talking about The Awakening in a wide ranging fashion.

Consider the end of the novel.  Does it have to end this way, or does Edna have another way out?  Think particularly about the events leading up to her suicide: her final visit with Robert, her attendance at Adele’s labor and subsequent discussion with Dr. Mandelet, and finding the note from Robert upon her return to the pigeon house.  How do these things lead her to make her fatal choice?

The Awakening: Quiz 2

Today we took and talked through the second quiz on The Awakening.

A Couple Quick-Writes

We began today with this warm-up: Is Edna “awake” yet? If so, how awake is she? To what exactly has she been awakened? After learning to unsubscribe from Moodle forum emails and wrapping up the "Reading and Responding to Literature" presentations, we added the following quick-write to the warm-up page: In chapter XVII, after fighting with Léonce at dinner, Edna, in a moment of anger “[takes] off her wedding ring” and “[flings] it upon the carpet.” The narrator says, “When she saw it lying there, she stamped her heel upon it, striving to crush it. But her small boot heel did not make an indenture, not a mark upon the little glittering circlet” (87). There are two levels to this moment, literal and symbolic. Explain them.

Thursday

After briefly considering the feminist interpretation of The Awakening, we spent the rest of the period on "Reading and Responding to Literature" presentations, which we almost finished. Almost.

Tuesday & Wednesday

On Tuesday we started looking at an introductory essay called "Reading and Responding to Literature" by each reading a section and taking notes, then sharing those notes with a larger group, and making a poster of key points to present to the rest of the class.
Wednesday we spent the whole period on our first reading quiz.

New Due Date

• Finish The Awakening by 9/12 with at least one more Moodle post.

Picture Day

Today we began with a brief course description quiz, went over my classroom rules a bit, had pictures taken, turned in final draft CRAs and had a short introduction to The Awakening.
Due Dates:
Read chapters 1 through 16 in The Awakening and post at least once by 9/7

Wrapping Up the CRA

Today we wrapped up the CRA assignment we started yesterday by having a look at the exemplary examples selected by the groups. We ended the day with a look at Kate Chopin's "The Story of an Hour."
HW Revise CRAs, due 9/2

Remember, tomorrow is picture day!

CRAs Continued

Today, after a short discussion of the terms "literature" and literary merit" from the homework, we spent the rest of the period working on the CRA drafts students wrote yesterday. More with those tomorrow.

Tuesday

We opened the day by wrapping up our discussion of "The Three Lilies" and then spent the rest of the period on the assignment below.

The Close Reading Analysis Write-Up

1. Choose ONE element of Jan Neruda’s short story.
2. Write a single-paragraph analysis of the passage that reflects on this element and how it contributes to theme and/or tone. 

Your paragraph should begin with a clear statement of purpose (topic sentence):

• Through… Neruda examines… 
• By… Neruda explores…
• In “The Three Lilies,” Neruda seems to criticize…
• Neruda’s short story demonstrates how…
• Through multiple references to _____, both literal and metaphoric, Neruda explores how…

Support your assertion with copious examples/quotations from the story.
Each quotation or example should be carefully explicated to show HOW the example proves your assertion.

"The Three Lilies"

We began and ended the day with a look at Neruda's short story. In between we talked a bit about school pictures (Friday, 9/2) and the course description. More on "The Three Lilies" tomorrow.
New Due Dates:

• "Literature" and "Literary Merit" definition assignment at Moodle, 8/31
• Course Description Quiz, 9/2

Canaries and Phoenixes

Today we started with a review of theme focused on "A Canary for One," and then spend the rest of the day on Alexie's short story, "This Is What It Means To Say Phoenix, Arizona."

HW (Re)Read "The Three Lilies."

Stuff and Hemingway

Today we made name tags, got new planners, talked a bit about the upcoming assignments and Macbeth, and then spent the rest of the period working with Hemingway's "A Canary for One."

New Due Dates:

• (re)Read "This is what it means to say Phoenix, Arizona" 8/26
• Find, Print, Sign and Return the "AP Honor Statement" at Moodle 8/31
• Have The Awakening 8/31

And so it begins...

Today we spent the day having a look at William Blake's painting, Newton, and cleaning up a few loose ends about the summer work.

Part 4

Dear AP Lit Students,

A quick look online shows how industriously you have been posting to the Foster forums. I have read all of the first forum, and I am impressed at the range and level of insight. "Meeting" you this way is one of my favorite parts of the class.

As of yesterday evening, the final piece of the summer assignment (due the 20th at 12:00 p.m.) is open. Have a look and let me know if you have any questions. I hope you enjoy the stories I have chosen.

Finally, it seems time to make a note on late work. Some of you have not yet posted to the first Foster forum; it is not too late. Late work is better than no work both intellectually and as it regards your grade.

May this find you enjoying the last weeks of your summer and looking forward to the start of your senior year.

See you in person next week.

Mr. Staiano

Forums Due 8/8 and 8/15

Well, it's August already and time to, slowly, start thinking about school. By now you should have started Foster's text in anticipation of finishing sometime in the next couple of weeks. Your next two assignments are posted at the Moodle site (which most of you have successfully joined) and simply require you to post to two different discussion boards in response to How to Read Literature Like a Professor. Many of you have begun posting already, and I have certainly enjoyed reading what you have to say. Remember that with this forum, and all of them, the more you read and post, the more useful it will be.

And that's all there is to it. Have a look around and get to work on the Foster assignments. The final Foster assignment will be posted later this month.

Let me know if you have any problems with the website or otherwise need to consult with me. I look forward to hearing your thoughts on Foster.

Enjoy August.

AP Lit Update: Summer Assignment, Part 2

Dear 2011/12 AP Lit Students;

I imagine you all taking advantage of our beautiful summer weather, lounging in hammocks and perusing Foster's How to Read Literature Like a Professor. I know, wishful thinking.

I post not to interrupt your idyll, but to let you know that, should you be interested, the online course is now up and ready for you to enroll. The directions on your handout seem to be accurate as several of you have already managed to join the class successfully. I did, however, reset the course, so those of you who were ahead of the game will have to re-enroll. Let me know if you have any questions or problems.

Once enrolled, you will find several things of some potential interest:

• Part 3 of the Summer Assignment—This consists of two separate discussion boards due on 8/8 and 8/15 respectively; however, I encourage you to post early and check back regularly. If you do so, the experience should be helpful and intellectually rewarding, not just busy work. At the very least, log in and read through the assignments.
• The 2011-12 Syllabus—The tentative version of the syllabus, including expectations and a rough course outline will be posted soon.
• The Interactive 2011-2012 Reading List—This includes links to all the texts available in free, online versions (everything but Foster's text, Woman Warrior, As I Lay Dying, and Invisible Man). Remember, you still need printed copies (or e-book versions) in class.

Finally, for whatever reason (some sent email to the wrong email, some forgot, perhaps I missed some, etc.) I have not heard from a few of your peers. If you know any of these students, please remind them to email me ASAP.

I look forward to your thoughts on How to Read Literature Like a Professor. Enjoy the rest of your summer. I will try to stay out of your lives until August.

The Work Goes On

Today we had our first work day of the LC project and I checked in briefly with each group, giving a point to each student who managed to make it to class today.

Literature Circles

Students will spend their days working in literature circles for the foreseeable future. I will post to the blog only when this varies. Today it didn't.

Literature Circles: Day One

Today we had our first literature circles.

More Reduced Shakespeare as we recover from yesterday's exam.

The Big Day

Today there was a test. ;-)

Test Eve

Today we practiced a bit with a couple of the open essay prompts and talked a bit of last-minute preparation. Mostly we just relaxed on the day before the test. Rest well!

Study Time

Today we went through the study guide presentations as a way of doing a bit of last-minute studying.

Study Guide Presentations

Today students had part of the period to finish up posters, and then we started presentations.