AP Lit-Fall 2021-3rd Period Assignments
- Instructor
- Ms. Rama Kadri
- Term
- 2021-2022 School Year
- Department
- English
- Description
-
2021 Fall Semester
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Finals Gallery Walk Slides
Due:
Hamlet Autopsy Analysis
Due:
Semester Reflection: 2 Stars and A Wish
Please provide 2 stars and a wish about any and all first semester activities and assessments!
Due:
Hamlet Timed Write
Option #1 2001 Q3 Prompt: One definition of madness is “mental delusion or the eccentric behavior arising from it.” But Emily Dickinson wrote
Much madness is divinest Sense—
To a discerning Eye—
Novelists and playwrights have often seen madness with a “discerning Eye.” Select a novel or play in which a character’s apparent
madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or
eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the “madness” to the work as a
whole. Do not merely summarize the plot.
Option #2: 2004 Form B Q3 Prompt: The most important themes in literature are sometimes developed in scenes in which a death or deaths take place.
Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the
meaning of the work as a whole. Avoid mere plot summary.
Much madness is divinest Sense—
To a discerning Eye—
Novelists and playwrights have often seen madness with a “discerning Eye.” Select a novel or play in which a character’s apparent
madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or
eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the “madness” to the work as a
whole. Do not merely summarize the plot.
Option #2: 2004 Form B Q3 Prompt: The most important themes in literature are sometimes developed in scenes in which a death or deaths take place.
Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the
meaning of the work as a whole. Avoid mere plot summary.
Due:
Finals Gallery Walk Peer Notes
Due:
Hamlet Act V Analysis
Due:
Hamlet Socratic Peer Notes
Due:
Hamlet Act IV "Madness" Analysis
Due:
Hamlet Fishbowl Peer Notes
Due:
Study for Sonnet Form Quiz and Bring Chromebook to Class!
Review the iambic pentameter/sonnet form Prezi (link below) and make sure to know the following details about sonnet form:
14 lines total
10 syllables per line
5 iambs per line
Unstressed, stressed syllable pattern
Form of Meter: Iambic Pentameter
ABABCDCDEFEFGG Rhyme Scheme
Please make sure to bring your Chromebook to class, as we will be taking the quiz in Google Form's "Locked Mode!"
14 lines total
10 syllables per line
5 iambs per line
Unstressed, stressed syllable pattern
Form of Meter: Iambic Pentameter
ABABCDCDEFEFGG Rhyme Scheme
Please make sure to bring your Chromebook to class, as we will be taking the quiz in Google Form's "Locked Mode!"
Due:
Sonnet Quiz
Please see Ms. Kadri if you were absent and need to make up this quiz!
Due:
Hamlet Act III Analysis
Due:
Hamlet Partner Song Sonnet
Write a sonnet using a song as inspiration! Remember to adhere to the following aspects of sonnet form:
14 lines total
10 syllables per line
ABABCDCDEFEFGG rhyme scheme
Iambic Pentameter (unstressed, stressed syllables)
14 lines total
10 syllables per line
ABABCDCDEFEFGG rhyme scheme
Iambic Pentameter (unstressed, stressed syllables)
Due:
Hamlet Act III Brief Write
Please see Ms. Kadri if you were absent and need to make up the brief write!
Due:
Hamlet Act II-Act III Scene 1 Parody and Perspective Assignment
Please read Hamlet Act II and Act III Scene 1 prior to completing the following assignment!
Due:
Hamlet Act I Biopsy
Due:
Hamlet Act II Sonnet Parallels Brief Write
Please see Ms. Kadri if you were absent and need to make up this brief write!
Due:
Hamlet Pre-Reading Journal
Due:
Hamlet Act I Analysis
Due:
Catcher Q2 Timed Write Reflection
Due:
Catcher Presentation Peer Notes
Due:
Catcher Q2 Timed Write
Please see Ms. Kadri if you were absent and need to make up this timed write!
Due:
Catcher Q2 Timed Write Prep Presentation Guidelines
Due:
Catcher Close Reading Lit Cafe Graphic Organizer
Due:
Read Catcher Ch. 23-End!
Please read Ch. 23-End of Catcher. Take note of standout passages and be ready to discuss/analyze them in groups on Monday.
Due:
Catcher Socratic Peer Notes
Due:
Read Catcher Ch. 18-22
Please read Catcher Ch. 18-22 by the start of class on Wednesday, November 10th! This is a pivotal part of the novel, so expect some sort of assessment on Wednesday...
Due:
Catcher Fishbowl Peer Notes
Due:
Read Catcher Ch. 13-17
Please read Catcher Ch. 13-17 by the start of class on Monday. I might just have another little something planned...
Due:
Catcher Ch. 13-17 Brief Write
Please see Ms. Kadri if you were absent and need to make up this brief write!
Due:
Read Catcher Ch. 8-12
Please read Catcher Ch. 8-12 by the start of class this Thursday, Nov. 4th. No analysis corresponding with this reading...yet!
Due:
Catcher Ch. 1-7 Journal
Due:
Catcher Ch. 8-12 Brief Write
Please see Ms. Kadri if you were absent and need to make up this brief write!
Due:
Catcher Ch. 1-7 Analysis
Due:
Streetcar Timed Write Reflection
Due:
Streetcar Socratic Peer Notes
Due:
Streetcar Lit Café Graphic Organizer
If you were in class today, please make sure to identify which of these three prompts you didn't get to with your group members. Analyze this third prompt in the third column of your graphic organizer.
If you were absent, please make sure to analyze each of these three prompts using the attached graphic organizer.
Literary Café Prompts (corresponding with this graphic organizer):
1999 Prompt: The eighteenth-century British novelist Laurence Sterne wrote, “No body, but he who has felt it, can conceive what a
plaguing thing it is to have a man’s mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary
direction at the same time.”
From a novel or play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting
directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify
each of the two conflicting forces and explain how this conflict with one character illuminates the meaning of the
work as a whole. You may use one of the novels or plays listed below or another novel or work of similar literary
quality.
2003 Form B Prompt: Novels and plays often depict characters caught between colliding cultures -- national, regional, ethnic, religious,
institutional. Such collisions can call a character’s sense of identity into question. Select a novel or play in which a character responds
to such a cultural collision. Then write a well-organized essay in which you describe the character’s response and explain its relevance
to the work as a whole.
2009 Prompt: A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In
literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Select a novel or play and, focusing on one
symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work
as a whole. Do not merely summarize the plot.
If you were absent, please make sure to analyze each of these three prompts using the attached graphic organizer.
Literary Café Prompts (corresponding with this graphic organizer):
1999 Prompt: The eighteenth-century British novelist Laurence Sterne wrote, “No body, but he who has felt it, can conceive what a
plaguing thing it is to have a man’s mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary
direction at the same time.”
From a novel or play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting
directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify
each of the two conflicting forces and explain how this conflict with one character illuminates the meaning of the
work as a whole. You may use one of the novels or plays listed below or another novel or work of similar literary
quality.
2003 Form B Prompt: Novels and plays often depict characters caught between colliding cultures -- national, regional, ethnic, religious,
institutional. Such collisions can call a character’s sense of identity into question. Select a novel or play in which a character responds
to such a cultural collision. Then write a well-organized essay in which you describe the character’s response and explain its relevance
to the work as a whole.
2009 Prompt: A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In
literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Select a novel or play and, focusing on one
symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work
as a whole. Do not merely summarize the plot.
Due:
Streetcar Timed Write
Note: There is nothing you need to submit for this "assignment" (especially since you already completed this timed write). I will "return" this assignment as I score/provide feedback on your timed write!
Due:
Streetcar Scenes 9-11 Connections Analysis
Due:
Streetcar Soundtrack Analysis
Due:
Read Streetcar Scenes 5-8
Please read Streetcar Scenes 5-8; no analysis corresponding with this reading...yet!
Due:
Streetcar Scene Analysis
Streetcar Clips:
Scene 1 (1951 film version): Full Video
Scene 2 (Texas State University version): 1:00:19-1:03:48
Scene 1 (1951 film version): Full Video
Scene 2 (Texas State University version): 1:00:19-1:03:48
Due:
Streetcar Scenes 5-8 Brief Write
Due:
Streetcar Scenes 1-4 Analysis
Due:
Streetcar Pre-Reading Journal
Due:
Streetcar Brief Write
Please see Ms. Kadri if you were absent and need to make up this brief write!
Due:
Fences Timed Write Reflection
Due:
Fences Presentation Peer Notes
Due:
Fences Timed Write
Due:
Fences Timed Write Prep Presentation
Due:
Read Act I Scene 4 and Act II of Fences
Please read Fences Act I Scene 4 and all of Act II (to the end of the play) by the start of class on Thursday! Act I Scene 4 begins on pg.10 of the PDF below!
Please note that there is not a corresponding analysis just yet. BUT, be prepared for a little something on Thursday, along with a discussion on the significance of the play's ending!
Please note that there is not a corresponding analysis just yet. BUT, be prepared for a little something on Thursday, along with a discussion on the significance of the play's ending!
Due:
Fences Scene Analysis
Due:
Fences Brief Write
Prompt will not be posted on GC after class! Please see Ms. Kadri if you were absent!
Due:
Fences Act I Scenes 1-3 "Beyond the Barrier" Analysis
Please read Act I Scenes 1-3 of August Wilson's Fences (limited copies available in the library; PDF below) and complete the following analysis!
Due:
Maya Angelou Poetry Socratic Peer Notes
Due:
The Office Fishbowl Peer Notes
Due:
Maya Angelou Poetry Bootcamp Analysis
Due:
The Office Literary Theory Analysis
Please review the Literary Theory PPT (link below) before completing your Literary Theory Analysis!
Due:
Figurative Language Competition
Submit just one copy of this Google Doc per group or partner pair!
Due:
Study for Fig Lang Quiz and BRING YOUR CHROMEBOOK!
Reminder: Figurative Language Focus List Quiz on Thursday!
Please make sure to bring your Chromebook to class!!!!
Please make sure to bring your Chromebook to class!!!!
Due:
We Are Not Free Socratic Prompts
We will use these prompts for today's ***practice*** brief write; I will explain what a brief write entails during class today!
Due:
Socratic Peer Notes
Due:
Figurative Language Connections Assignment
Due:
Bring We Are Not Free with you to class on Friday!
Please bring your copy of We Are Not Free with you to class on Friday! You'll need it for our Socratic discussion!
Due:
Summer Reading in 60 Seconds Script and Video
You do not need to submit your individual pre-project summer reading brainstorm journal!
However, please remember to delegate one individual per group to turn in your script and video; please make sure that all of your group members' names are listed at the top of your Google Doc!
However, please remember to delegate one individual per group to turn in your script and video; please make sure that all of your group members' names are listed at the top of your Google Doc!
Due:
Join AP Classroom and TurnItIn
3rd Period:
AP Classroom Join Code: P64QWY
TurnItIn:
Class ID: 31393101
Enrollment Key: sphstigers
Note: Please turn in your Summer Reading Dialectical Journal on TurnItIn by the start of class on Friday!
AP Classroom Join Code: P64QWY
TurnItIn:
Class ID: 31393101
Enrollment Key: sphstigers
Note: Please turn in your Summer Reading Dialectical Journal on TurnItIn by the start of class on Friday!
Due:
Choice Summer Reading Dialectical Journal
Please remember to submit your dialectical journal both on GC AND on TurnItIn!!
Due:
Personal Statement "Final" Draft
Due:
Personal Statement Peer Review
Note: Please turn in your own essay (yes, again) so that you still have access to your peer reviewer's feedback!
Due:
Bring your choice summer reading book to class on Wednesday!
Please bring your choice summer reading book (NOT We Are Not Free--saving that for next week) to class with you on Wednesday :).
Due:
Rough Draft Personal Statement
Due:
Optional: Personal Statement "Fire Writes"
Due:
Model Essay Trade Journal
Due:
Model Essay Hunt Analysis
Due:
Free Write #3
Due:
Personal Statement Model Essay Analysis #2
Due:
Pre-Personal Statement Free Write #2
Due:
Defining Features Free Write
Due:
Personal Statement Model Essay Analysis #1
Due:
Bring signed syllabus to class on Monday!
Please thoroughly review and bring your signed syllabus to class with you on Monday!
Due:
Where I'm From Poem
Due: