Yep, Another Quiz...

We started the day with our second Ceremony quiz and then talked about the book in a general way. Near the end of the period, I divided students into groups and they got started on the Ceremony discussion questions posted at MoodleHub. Most groups got through at least number 1.

Free Rice Anyone?

Today we made a concerted effort to improve our grammar and vocabulary while simultaneously donating food to the needy. Oh and half the class was absent due to some school event or other.

More Norming

Today we wrapped up our norming activities with Cisneros' "Eleven."

Essay Norming: Part 1

Today we continued our look at Cisneros' "Eleven" with this prompt:
WU: Review the prompt below and plan the essay you would write in response.  Include a complete thesis statement and a paragraph by paragraph plan.  You have 8 minutes.

Question 2

(Suggested time—40 minutes.  This question counts as one third the total essay score.)
    Read the following short story carefully.  Then write an essay analyzing how the author, Sandra Cisneros, uses literary techniques to characterize Rachel.

After reviewing some possible outlines, we spent the erst of the scoring three sample essays written to this prompt.

Optional HW: Students may write the essays they planned in class for extra credit. These essays should be handwritten and the entire task should take no more than one half hour. Due Monday, 10/11.

Rachel and Jesus: Twins?

The period began with a warm-up based on a Ceremony quotation. After discussing that at some length, students reread "Eleven," referring to their green sheets and marking as much figurative language and as many stylistic devices as possible. We wrapped up the period discussing what they found.

Of Tie-Dye and Reading Quizzes

We began the day with a short reading quiz and spent most of the remainder of the period talking about Ceremony.

11, 10, 9, 8, 7, 6, 5, 4, 3, 2, and 1

Today we started with a short journal about being 11 years old and then spent the rest of the day reading and discussing Sandra Cisneros' short story "Eleven" (available at MoodleHub).

Fun with Figurative Language, Part II

 Today we began with the warm up below and spent the rest of the day playing a little game to practice figurative language.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Examine the quotation below.  Identify the figurative device Silko relies on here.  How does her use of this device impact the meaning of the quotation?  Be specific.
“[Tayo] could get no rest as long as the memories were tangled with the present, tangled up like colored threads from old Grandma’s wicker sewing basket when he was a child, and he had carried them outside to play and they had spilled out of his arms into the summer weeds and rolled away in all directions, and then he had hurried to pick them up before Auntie found him”(7).

Fun with Figurative Language

Today we spent the period reviewing figurative language and going over the figurative language handout.

"Evolution" & Ceremony

We began the day with a look at Sherman Alexie's poem "Evolution" and wrapped up with a discussion of Silko's Ceremony.

New Due Dates:

• Read the first half of Ceremony, due 10/4.
• Finish Ceremony, Due 10/11.
• Post at least once to the Ceremony discussion board at MoodleHub by 10/4.
• Post at least once more to the Ceremony discussion at MoodleHub by 10/11.

Oedipus PC

Today we had the Oedipus Tyrannus timed writing.

Bring Ceremony tomorrow.

Wrapping Oedipus

Today dealt with a few final questions about Oedipus Rex, mostly regarding the study guide. We spend the rest of the period looking over the scoring rubric for timed writings and analyzing the Doll's House pressure comp in preparation for Monday's Oedipus Rex PC.

More Presentations and a CRA

We began the day by wrapping up the Oedipus presentations we started yesterday. After some discussion of theme, we concluded the period with our second CRA (see below).

The Oedipus timed writing has been postponed until Monday, 9/27.

HW: Finish CRA if necessary. Due 9/24.
~~~~~~~~~~~~
Term Paper: Apostrophe & Stichomythia

Choose either your stichomythia/antilabe example or the example of apostrophe from the warm up, and write a formal CRA paragraph. Your paragraph should address the theme and/or tone of the passage, should begin with a clear topic sentence (see below) and include direct references to the passage and quotations where appropriate.

Stichomythia All Day

Today we took a long look at stichomythia, starting with a warm-up, moving into some group work and wrapping up the day with some informal presentations based on the work in groups. We'll wrap up the presentations tomorrow.

Swift, Allusion, & Apostrophe

We started the day looking a bit of irony by Jonathon Swift. Then we reviewed allusion, stichomythia, and antilabe, before writing a bit and talking a bit on the apostrophes in one of Oedipus's speeches. (See below.)

"Paying special attention to his use of apostrophe, examine Oedipus’ long speech near the end of the play (page 99 in the Cambridge translation) in which he explores the crimes against him. What are the effects of the apostrophe on the meaning of Oedipus’ speech and perhaps on the meaning of the work as a whole?"

HW: Find and mark one interesting example of stichomythia and/or antilabe for class tomorrow.

Oedipal Irony

After a short quiz and some discussion of the play in general, we focused on the examples of irony that the students found for homework. We wrapped up the period with a definition of stichomythia.

Good News x2

Upon further internet digging, I found this simpler online text of Oedipus the King: http://records.viu.ca/~johnstoi/sophocles/oedipustheking.htm If the link doesn't work, I linked to it at MoodleHub as well.

Also, in a fit of benevolence, I have decided that the online irony assignment isn't due until Wednesday before class, so focus on Oedipus and its irony this weekend.

Enjoy the weekend! (Looks like some good reading weather.)

Mr. Staiano

The Greeks and Irony

Today we finished the introduction to the Greeks we began yesterday and spent the rest of the day talking about three types of irony: situational, dramatic, and verbal.

HW

• Read Oedipus Rex and note on a separate sheet one example of each type of irony as you do so. Due Monday.
• Do the Irony Assignment at MoodleHub. Due 9/22.

Picture Day and the Greeks

We sandwiched a bit of an intro to the Greeks, Sophocles and Oedipus Rex around school pictures.

New Due Dates:

• Read Oedipus Rex by 9/20
• Oedipus PC & SG tentatively scheduled for 9/24

Timed Writing #1

Today, after handing in study guides for A Doll's House, we spent a few moments dissecting the prompt and considering our approach to the task. The remainder of the period was spent writing.

Theme and the Study Guide

Today we focused a bit on theme and then spent the rest of t5he day going over the second page of the study guide.


First pressure comp tomorrow. Bring your completed study guide.

The Study Guide

We began the day writing a brief summary of Ibsen's play and spent the rest of the day working through page one of the study guide.

New Due Dates:

• A Doll's House PC and SG, 9/15 (tentatively)
• Have Oedipus Tyrannus, 9/16

Stuff and Character

After a bit of writing about the title of A Doll's House, we had a look at a few exemplary CRA paragraphs from Neruda's "The Three Lilies," and wrapped up by adding some character terms to the notes (flat, round, static, and dynamic).

Wednesday

We began the day with a very brief quiz on the first act of A Doll's House. We then discussed act 1, focusing primarily on gender roles, foreshadowing, and symbols and motifs in Ibsen's text. We wrapped up the period with a short paragraph highlighting activity using the "Three Lilies" CRA from last week. I collected these.

A Quiz and A Doll's House

Today we began the day with a short quiz on the "Reading and Responding to Literature" article. After taking some notes on the article and discussing it for much of the period, we had a brief introduction to A Doll's House.

HW Read Act 1 of A Doll's House by 9/8 and finish it by Friday.

Finally the Course Description

Today we briefly discussed our definitions of "literature" and literary merit" and then spent much of the period on the course description. We wrapped up the day by writing our first CRA paragraph of Neruda's "The Three Lilies."

The Write-Up
Choose ONE element of Jan Neruda’s short story.
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 creates… 
• By… Neruda explores…

Be sure to support your assertion with copious examples/quotations from the story.
HW Read "Reading and Responding to Literature" at the online course. Take notes and prepare for a short quiz.

"The Three Lilies"

Today we did the first step of a close reading analysis of Jan Neruda's "The Three Lilies." We were going to write about it, but once we talked through the analysis there was no time to write. Writing tomorrow.

We began a warm-up about theme and its relation to the stories we have been working with. After some housekeeping (collecting honor statements, announcing the next few books, revisiting my quest for a TA, etc.), we spent the rest of the period discussing "This is what it means to say Phoenix, Arizona."

HW: Reread "The Three Lilies" for tomorrow.

Hemingway and Foster: A Meeting of Minds

Today we made name tags, finished our discussion of Blake's Newton and had a rather far-ranging discussion of Hemingway's "A Canary for One" and Foster.

New Due Dates:
For 9/1, Read/Reread "This is What it Means to say Phoenix, Arizona"
For Friday, do the "Literature/Literary Merit" Assignment at the course website.

Welcome to AP

Today we filled our short period with a multi-part analytical activity. Tomorrow we will continue discussion of the painting we wrote about today.

New Due Dates:

• Read or Reread Hemingway's "A Canary for One" Due 8/31
• Read the Course Description (distributed today) Due 9/3
• Find, Print, Sign, & Return the AP Honor Statement at our course website Due 9/3

AP Lit Summer Assignment Part 4

By now most all of you have successfully logged in to our new moodle site and posted to the initial Foster forum. I must say that I have enjoyed reading your posts and have had trouble not commenting myself, but there will be time enough for that later. I especially appreciate those of you who have read and posted widely. Though I often only require one or two posts per forum, those who engage more seriously with the forums inevitably find them more valuable. Feel free to keep posting to this first forum though the due date has passed.

Several of you have already started on the second Foster forum (due the 14th). Remember that this second forum requires each of you to post twice, one observation to begin a thread and at least one comment on another's observation. As of this evening, I have also opened the final piece of the summer assignment (due the 27th at 3:15 p.m.). 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, despite the grey weather, and perhaps even looking forward to the start of your senior year.

First Assignments Due 8/7 & 8/14

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 online and simply require you to post to two different discussion boards in response to How to Read Literature Like a Professor.

This brings me to some other news. Many of you have figured out that our online course has moved. My long partnership with Global Classroom is coming to an end and our class will now be hosted by Key to School.

If you already registered at Global Classroom, simply surf to http://eurekahigh.moodlehub.com/ and use your old log in information at the new site.

If you have not yet registered, ignore the directions on the assignment handout, and use these:

1. Surf to http://eurekahigh.moodlehub.com/
2. Click on AP English Literature on the left under "Available Courses."
3. Click the "Create new account" button on the right.
4. Fill out the form that comes up and submit it.
5. Check your email and follow the link in the email you receive (check in your spam folder if it doesn't show up fairly quickly).
6. Once you've followed the link, enter the enrollment key "Loggers" and click the "Enroll me in this course" button.

And that's all there is to it. Have a look around and get to work on the Foster assignments.

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

Enjoy August.

Summer Assignment, Part 2

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 8/7 and 8/14 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 2010-11 Syllabus—The tentative version of the syllabus, including expectations and a rough course outline is now posted.
• The Interactive 2010-2011 Reading List—This includes links to all the texts available in free, online versions (everything but Foster's text, Beloved, As I Lay Dying, and Ceremony). Remember, you still need printed copies (or e-book versions) in class.

Finally, 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.

Projects Begin

Today students began working on their final projects in earnest. Presentations begin in one week. I also gave back senior portfolios today.

Final Lit Circles

Today we had our final literature circles, after which students handed in all their literature circle work Be ready to work on projects beginning Monday.

Ashland Vacancy

Dear AP Students,

It has come to my attention that, due to an unfortunate and unavoidable schedule conflict, there is now one free spot on the Ashland trip for this weekend. In a nutshell, we leave at lunch Friday and come back Sunday evening. We're seeing Hamlet and Cat on a Hot Tin Roof and the whole thing will set you back less than $100.

The first person to find me with $54 tomorrow morning gets the spot. 

Feel free to email with questions.

Mr Staiano

Lit Circles Begin

Today I went over the basic lit circle format, stamped HW and then groups had their first circle.

Lit Circles Begin

Today after a bit of housekeeping, lit circle groups met briefly and then we had some, gasp, reading time in class. The first lit circle assignment is due Monday.

Post AP Due Dates

Today we ran through a few things--dues dates for the final essay, the book project, and the AP test from last week--and then continued the film we started last week.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essay #3

• Topics @ GC 5/12
• Roughs in class 5/19
• Finals posted or in class 5/27

Q3 Book Poll

Hey Folks,

Hope you are enjoying the sun. I just wanted to let you know that, as per request, I have posted a poll question at Global Classroom asking which book you wrote on for the question three prompt on Thursday. Take a second and respond. Your colleagues and I will appreciate it.

See you tomorrow.

Mr. Staiano

Today We Had a Test ;-)

On the Eve of the Test

Today we spent the day reviewing the books we read this year in preparation for the third essay. Many of us will meet in the classroom tomorrow morning at 7:30-ish for a low-key potluck breakfast. Come if you want. If not, I'll see you before the test. Have a restful evening and sleep well. There is no point in cramming.

Fun w/ Study Guides

We spent a few minutes reviewing the calendar for the rest of the year, then got to work on a study guide review project. We will continue this project tomorrow.

Q3

Cheri Z visited today and we spent the rest of the period on some practice for question #3.

More Practice

Today some poetry MC and a bit of essay planning.

Practice, Practice

Today we worked through a multiple choice section and then spent the rest of the period on general strategies for the test.

Poetry Final Review

Today we went over the poetry final from the Wednesday before break.
AP Practice the rest of the week!

Joyce PC and SG

Today I collected the Joyce study guides and we had the timed writing.
The only homework over break is to practice for the AP exam. There are practice materials at Global Classroom.
Have a great break!

The Week So Far

We began the week with a short quiz on the end of Portrait. The rest of Monday and Tuesday were spend looking at Stephen's aesthetic theory as explained by Joseph Campbell. Wednesday was devoted to some AP practice/the final for the contemporary poetry unit. More Joyce Thursday and we will wrap up the week with the Portrait pressure comp.

Joyce's Aesthetics

Today we had (almost) the final poetry presentations and spend the rest of the period on Joyce's aesthetics.

Period 2 poem for Monday: "Mirror" by Sylvia Plath

Tonight's Poems

P2 "Expect Nothing" by Alice Walker
P6 "The Abortion" by Anne Sexton

More Poetry and a Bit o' Joyce

Today we had a couple more poetry presentations and talked a bit more about the end of chapter 2.
Tomorrow's Poems:

• 2nd "Leda and the Swan" by Yeats and "As the Mist Leaves No Scar" by Cohen
• 6th "Africa" by Angelou and "The Negro Speaks of Rivers" by Hughes

Poetry and Joyce

Today, after two poetry presentations per period, we began a closer look at the final few paragraphs of chapter 2.
Tomorrow's Poems:

2nd "The Long Voyage" by Cowley and "Grace to be Said at the Supermarket" by Nemerov
6th "The Sunflowers" by Oliver and "Woman" by Giovanni

A Quiz and Some Poetry

We began the day with a brief quiz on chapters 2 and 3 of Portrait and wrapped up the day with a poem presentation or two.


Poems for Tomorrow:

• P2 "The Window" by Creeley and "Ode to the Maggot" by Kumunyakaa
• P6 "Poppies in October" by Plath and "In Just" by e.e. cummings

The Final Workday

Today was the final workday for the poetry project. We drew the presentation order and I introduced the audience homework. For Monday, respond to the prompt below for the appropriate poems.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Poetry Project Audience Homework
Each night you should study the poem(s) that will be presented the following day in class by answering the questions below.  Poems will be given out in class, but are usually available online if you do a quick search for the title (a list of poems and dates will be available at my HW web page).  Do all the assignments on the same paper, heading each assignment with the date and the poem’s title.

• Paraphrase the plot of this poem.  Briefly, what is it about?
• Note a few literary techniques which stand out in this poem.

Period Two

• "Sunset" by Rainer Maria Rilke
• "One Art" by Elizabeth Bishop 

Period Six

• "Fire and Ice" by Robert Frost

Work Time

Today, as yesterday, was work time interrupted by some poetry discussion and a CRA paragraph example.

Poetry

Today we started with a poetry warm up and then groups spent the rest of the day on their poetry projects.

Joyce Motifs

Today we started with a short quiz and then spent the rest of the period talking about motifs. Poetry tomorrow.

A Bit of History... Irish History

Today we started our look at Joyce with what was essentially an Irish history lesson. The notes are at GC, as are two Joyce-related assignments.

New Due Dates:
Portrait... Readings

• Chapter 1 by 3/29
• Chapters 2 & 3 by 4/5
• Chapter 4 by 4/7
• Chapter 5 by 4/12

Global Classroom

• Motif Assignment
• Discussion Board Posts (x2) by 4/5 and 4/11

Daedalus & Icarus

Today we talked about the myth of Daedalus and Icarus and then compared the poems "Musee de Beaux Arts" by W. H. Auden and "To a Friend Whose Work has Come to Triumph" by Anne Sexton, particularly in their treatment of the myth.

For homework, students should write a paragraph comparing the poems.

Godot PC

We prepped for the PC today by briefly talking about strategies for avoiding summary and increasing analysis using the Beloved essay prompt as an example. We spent the rest of the period on the Godot PC.

Godot Never Comes

Today we wrapped up the Godot presentations, talked a bit about symbol and motif, and watched Lucky's monologue on film.
Pressure Comp Tomorrow

Presentations

Today we discussed Waiting for Godot presentations. Groups were chosen and students began work on the presentation in class. Presentations will begin Friday.

Complimentary Characters

Today we did some questions on Vladamir and Estragon as complimentary characters and then talked about them. Bring your books tomorrow!

Godot Part 2

Today we talked about the second half of Godot, after a short quiz of course.

Senior Class Night Recap

Oh, and we had a quiz on and discussed act 1 of Waiting for Godot.

It Must Be Senior Class Night...

Today we worked as best we could, finishing up "The Hollow Men" assignment in class and then discussing it aloud. I will collect the written portion Monday.

The Hollow Men

Read T.S. Eliot's poem "The Hollow Men" and do the following:

1. ANNOTATE the poem. Mark features that stand out (e.g. repetition, rhyme, stanzification, alliteration, consonance, enjambment, syllables, figurative language, etc.), note difficult words or lines, indicate questions or comments, etc.
   PARAPHRASE the poem in simple, everyday sentences. Look up words if needed.
   SUMMARIZE the poem in a sentence or two.
2. Explain the TONE of the poem in a sentence or two. Use our list of tone words if you’d like.
3. Explain the THEME of the poem in a sentence or two.
4. Carefully answer the questions below. Refer to your work above and quote the poem where appropriate to support your responses.

• How does Eliot show the emptiness of the person(s) in the poem? What images does he use to suggest emptiness?
• What is Eliot's statement about life in this poem? How valid is his statement for today's world?
• What other aspects of the poem stand out (think structure, figurative language, etc)? How? Why? To what effect?

King Lear PC

Today we had the timed writing for King Lear, and I collected study guides. Tomorrow: "The Hollow Men"

Wrapping Up King Lear

Today we did the last of the Lear presentations (almost--sorry Dylan) and talked about the end of the play.

PC and SG Monday

More Acting

Acts 3 & 4 today. Looks like we'll finish the play tomorrow and be ready for the pressure comp on Friday!

Acting!

We got about 1/3 of the way through act 3 today. Tomorrow acts 3 and 4.

Act 1

Today we began King Lear presentations with all of act 1.

Work Week

Students turned in essay final drafts and then had the remainder of the period to work on Lear projects. The rest of the week will be devoted to work time in class.
Presentations begin with act 1 on Monday 3/1

The Lear Project Begins

After a short quiz-like activity to start the day, we spent the rest of the day introducing the King Lear projects, breaking into groups and choosing acts.

Wrapping Up Edmund

Today we talked a bit about essays and reading all of King Lear over break. then we spent the remainder of the day dissecting Edmund's soliloquy.
Have a great break!

Enter Edmund

Today we finished reading 1.1 aloud and then spent some time reading and annotating Edmund's soliloquy at the start of scene 2.

Shakespeare and Lear

Today we talked a bit about Shakespeare and more specifically about King Lear. After some introduction, we began to read the play aloud in class.
The optional essay drop box is now open.

Essay Response

Today we spent the period responding in writing to student essays. Students who were absent are responsible for getting essay responses one their own.
Bring King Lear tomorrow.

Beloved Pressure

Today I collected study guides and we had the pressure comp for Beloved.  
Essay rough drafts should be in class tomorrow.

Wrapping Up Beloved

Students had 1/2 the period to finish the stream of consciousness work from yesterday. For the rest of the period, we discussed the questions; then I collected them.

It was not a story to pass on...

Today we wrapped up and turned in the Beloved discussion questions and spent the rest of the period looking at the stream of consciousness sections specifically. The questions are below and were done in class.
~~~~~~~~~~~~~~~~
Beloved Stream of Consciousness Analysis
Reread the four SOC sections in “Book Two,” doing the following:

1. What appears to be Sethe’s primary preoccupation in her SOC section (the first)? 
2. What appears to be Denver’s primary preoccupation in her SOC section (the second)?
3. As we did with “Flies,” chart Beloved’s section (the third) according to patterns you identify in the piece as you read. You should start with an annotation of the passage, then categorize images and make lists. Finally, looking at your lists, what conclusions can you draw about Beloved and her role in the novel?
4. The fourth and final section incorporates all three voices. To what end? Why does Morrison repeat “You are mine,” or some variation of this phrase, so many times in the section?

More Beloved Discussion

Today we began with a quotation warm-up and talked about it for much of the period. We spent what time we had left on the discussion questions from yesterday. (Well not in period 2. In period 2, we spent the rest of the period talking about Senior Class Night scripts. You owe me Nikki.)

New Due Dates:

• Beloved PC & SG 2/8
• Bring King Lear to class 2/10

Dearly Beloved...

Today we circled up and spent the period discussing the Beloved questions from yesterday.

The Beloved discussion begins

We began the day with a quick quiz and spent the rest of the period on the discussion questions below. They should be completed for HW. We will discuss them tomorrow.
~~~~~~~~~~~~~~~~~~~
Beloved Discussion Questions
1) Trace the shifting character of the house over the course of the novel. How does setting reflect plot (and/or theme) in this case?

• “124 was spiteful” (3).
• “124 was loud” (169).
• “…she neither saw the prints nor heard the voices that ringed 124 like a noose” (183).
• “124 was quiet” (239).
• “Unloaded, 124 is just another weathered house needing repair” (264).
• “Something is missing from 124” (270).

2) Compare Stamp’s conversation with Paul D (235, the final lines of “Book Two”) and Denver’s remembered conversation with Baby Suggs (244, five or so pages into “Book Three,” right after a conversation between Baby and Sethe). What advice does each seem to give? How does their advice fit in with the overall message of Morrison’s novel?
3) Near the end of the novel, Paul D claims he wants to “put his story next to [Sethe’s]” (273), yet on the next page, the narrator tells us that “It was not a story to pass on” (274). Are these statements contradictory? What does Morrison seem to be saying about the past and the future?
4) Who or what is Beloved? Defend your answer. More importantly, what purpose does she serve in the novel?
5) Clearly, one theme of this novel is the search for self. Paul D struggles to explain for himself what the whites—“the definers” (190)—called his manhood, and Sethe struggles to find her own identity as a “free” woman. What resolution, if any, have the characters come to at the end of the novel?

The Crossing

Today we had a look at the passage from "The Crossing" that was the basis for the PC on the final. We read the passage aloud, examined the prompt and brainstormed possible responses and response structures.

Let's talk about... Beloved

So, I had planned to spend at least half the period on the McCarthy passage from the final, but we got to talking about Beloved, and, well, there went the period. Good discussion though.

Essay #2 and Multiple Choice

Tuesday we spent much of the day looking at the multiple choice part of the semester one final. We continued this activity Wednesday. In addition, I gave due dates for the next essay.

New Due Dates:

• Topics Posted to GC 2/2
• Topics Commented Upon at GC 2/3
• Drafts in Class with Cover Sheets 2/9
• Final Drafts Due 2/23 (2/17 @ GC for priority scoring and extra credit)

Welcome to Semester 2

Today we began the day with a quiz on Beloved, and then talked a bit about the novel in general to round out the short period.

Period 2: Semester 1 Final

Today we had the semester one final. Yippee!

Stream of Consciousness & Beloved

Thursday we spent the period on a short intro to Morrison and her novel, Beloved. Friday we had a bit of fun with stream of consciousness writing and I collected warm-ups. Today we started a new set of warm-ups and talked about the first chapter of Beloved.
Practice AP test for the Final Exam. Bring paper, a #2 pencil and a blue or black pen.

Concluding Candide

Tuesday we wrapped up our discussion of Candide after spending some time analyzing the structure of the Frankenstein pressure comps.
Wednesday I collected the study guides and students wrote their Candide PCs.
Read chapter one of Beloved tonight and bring it tomorrow.

Candide Continues

Today we wrapped up the CRAs and talked a bit about the overall purpose of Candide. More tomorrow. The PC and SG have been moved to Wednesday.

Circle of Satire

Today we discussed most of the Candide satire CRAs and I collected the work of those who presented.

New Due Dates:

• Candide PC & SG 1/12
• Bring Beloved 1/13
  

Candide Continues

Wednesday began with a rather lengthy warm-up looking at a passage from chapter 19 of Candide. Students spent the rest of the period forming groups and choosing passages for the Candide CRA project (available at GC).
Thursday, after a few introductory remarks, students spent the rest of the period working on the Candide CRA project. This is due Friday.

Candide

Monday we began the day with a classic Candide quiz. The rest of the day was divided between some discussion of the end of the semester and going over the quiz.
Tuesday we began with a review of proper semicolon usage and spent the rest of the day discussing Candide.

Frankenstein PC

Today we had the pressure comp for Frankenstein followed by a very brief intro to Voltaire (the notes are at GC, especially for you second period folks who had a shorter period today).

HW Finish Candide and post at least 2x to the discussion form at GC by 1/4/2010.

Finally Frank

Today we spent the whole day discussing Frankenstein. Yeah! PC and SG tomorrow.

Fun with Highlighters

Today in second, we wrapped up the CRA assignment by highlighting the CRA revisions and examining a few after I collected them. We spent the rest of the period reading and scoring sample essays using the HSU rubric.
In sixth period, we did the first part of the CRA project (group highlighting, group sharing) and students will revise those paragraphs for HW. We spent the rest of the period scoring sample essays using the HSU rubric (we started this Friday). Students will have ten minutes to finish scoring essays tomorrow in class. Many took an essay home to score (especially those folks who were absent Friday).

New Due Dates:

Frankenstein PC and SG 12/18

Rushing Headlong into Break

In second period we finished our Romantic poetry presentations and spent the rest of the period on the CRA evaluation assignment. Students will do a quick revision of those paragraphs for homework.