AP Lit Fall23-5 Assignments

If people share an interest, we could have some points for: 
Pride and Prejudice
Parable of the Sower
My Good Man (Gansworth)

READ THE PASSAGE FIRST, THEN THE PROMPT.
DO THE NOTICE-FOCUS-INTERPRET annotations (last slide of FRQ2 slideshow)

Choose an annotation method. Annotate AND create a plan for structure. (Use the FRQ slideshow on my website.)

Read the first essay and then choose a couple more to read.

Annotate with your notices and wonders and thinks

FRIDAY: have annotations, thesis statement, 2/3 lines of reasoning stated as topic sentences for body paragraphs with 2ish (brief) quotes of support.

Use your blue sheets to punch up the language--and if you have a chance, try to add some new topic sentences.

Use your blue sheets to punch up the language--and if you have a chance, try to add some new topic sentences.

quiz 1 score

Classmates will NOT see your response (We skipped 2)

Classmates will NOT see your response (We skipped 2)

1983. From a novel or play of literary merit, select an important character who is a villain. (Macbeth) Then, in a well-organized essay, analyze the nature of the character's villainy and show how it enhances the meaning of the work as a whole. Do not merely summarize the plot.

1983. From a novel or play of literary merit, select an important character who is a villain. (Macbeth) Then, in a well-organized essay, analyze the nature of the character's villainy and show how it enhances the meaning of the work as a whole. Do not merely summarize the plot.

We will discuss in class and then upload to turnitin.com

We will discuss in class and then upload to turnitin.com

We will discuss in class and then upload to turnitin.com

And close reading from class.

And close reading from class.

And close reading from class.

We will upload to turnitin.com AFTER we discuss a bit in class. Have it ready to upload and bring in any questions

Be ready to discuss parts of the Anticipation Guide
Read the "England's Golden Age" PPT on my website. Pay particular note of the second half, "Ideas and Ideals" and jot down some significant parts.
Start reading! Use the Act 1 Study Guide to direct you.

Be ready to discuss parts of the Anticipation Guide
Read the "England's Golden Age" PPT on my website. Pay particular note of the second half, "Ideas and Ideals" and jot down some significant parts.
Start reading! Use the Act 1 Study Guide to direct you.

Be ready to discuss parts of the Anticipation Guide
Read the "England's Golden Age" PPT on my website. Pay particular note of the second half, "Ideas and Ideals" and jot down some significant parts.
Start reading! Use the Act 1 Study Guide to direct you.

Notes must be hard copies.
Information you should know/have:
Some general information about the characters from the General Prologue.
Information about the Wife of Bath from her prologue and tale, especially considering the classwork and discussion. The handout is on my website. (If you missed watching her tale, it's also on my website.)

Notes must be hard copies.
Information you should know/have:
Some general information about the characters from the General Prologue.
Information about the Wife of Bath from her prologue and tale, especially considering the classwork and discussion. The handout is on my website. (If you missed watching her tale, it's also on my website.)

Notes must be hard copies.
Information you should know/have:
Some general information about the characters from the General Prologue.
Information about the Wife of Bath from her prologue and tale, especially considering the classwork and discussion. The handout is on my website. (If you missed watching her tale, it's also on my website.)

You do not need to read her Tale unless you want to do so. The Prologue ends around line 600.

You do not need to read her Tale unless you want to do so. The Prologue ends around line 600.

You do not need to read her Tale unless you want to do so. The Prologue ends around line 600.

Characterization example: The Knight is high-status AND high morality. The narrator first describes his virtue before saying anything about his physical appearance, which is different from most of the characters. He is described as "distinguished" and that he had "followed chivalry,/ Truth, honor, generousness and courtesy." Then Chaucer describes the many, many battles he had been in various places, showing that he was a truly experienced soldier, not simply for show. His horses and dress are fine, but practical. 

He lives up to the ideals of chivalry, is humble, hard-working, and a gentleman. 

A modern version: The Knight would be a former highly-decorated Navy SEAL who remained humble.  He married his college sweetheart, and they raised three kids, who are now college to mid-twenties.  They go to church every Sunday, and regularly participate in charity events and nonprofit work.  They are considered upstanding members of the community, and some neighbors would like him to run for city council. Idris Elba would play him in the modern movie version.

Characterization example: The Knight is high-status AND high morality. The narrator first describes his virtue before saying anything about his physical appearance, which is different from most of the characters. He is described as "distinguished" and that he had "followed chivalry,/ Truth, honor, generousness and courtesy." Then Chaucer describes the many, many battles he had been in various places, showing that he was a truly experienced soldier, not simply for show. His horses and dress are fine, but practical. 

He lives up to the ideals of chivalry, is humble, hard-working, and a gentleman. 

A modern version: The Knight would be a former highly-decorated Navy SEAL who remained humble.  He married his college sweetheart, and they raised three kids, who are now college to mid-twenties.  They go to church every Sunday, and regularly participate in charity events and nonprofit work.  They are considered upstanding members of the community, and some neighbors would like him to run for city council. Idris Elba would play him in the modern movie version.

Characterization example: The Knight is high-status AND high morality. The narrator first describes his virtue before saying anything about his physical appearance, which is different from most of the characters. He is described as "distinguished" and that he had "followed chivalry,/ Truth, honor, generousness and courtesy." Then Chaucer describes the many, many battles he had been in various places, showing that he was a truly experienced soldier, not simply for show. His horses and dress are fine, but practical. 

He lives up to the ideals of chivalry, is humble, hard-working, and a gentleman. 

A modern version: The Knight would be a former highly-decorated Navy SEAL who remained humble.  He married his college sweetheart, and they raised three kids, who are now college to mid-twenties.  They go to church every Sunday, and regularly participate in charity events and nonprofit work.  They are considered upstanding members of the community, and some neighbors would like him to run for city council. Idris Elba would play him in the modern movie version.

EXPAND with words you know but perhaps don't use often. You can put them where it makes sense in the graph.

EXPAND with words you know but perhaps don't use often. You can put them where it makes sense in the graph.

EXPAND with words you know but perhaps don't use often. You can put them where it makes sense in the graph.

In notebook; be ready to share on GC

In notebook; be ready to share on GC

In notebook; be ready to share on GC

If you missed part/some of class--
Do VL: Syntax 1 (on my website)
Open Middle English and Chaucer PPT that is in materials (below)--
Do Quickwrite in notebook (be ready to share parts of it)
Read/ jot down a bit of historical notes for the rest

"The Scarlet Ibis"
"The Most Handsome Drowned Man"
"The Paper Menagerie"
"The Lives of the Dead"

"The Scarlet Ibis"
"The Most Handsome Drowned Man"
"The Paper Menagerie"
"The Lives of the Dead"

"The Scarlet Ibis"
"The Most Handsome Drowned Man"
"The Paper Menagerie"
"The Lives of the Dead"

Choose a novel or play you have read, understood, and remember, and that you believe also has literary merit--create a MWDS for it.

Choose a novel or play you have read, understood, and remember, and that you believe also has literary merit--create a MWDS for it.

Choose a novel or play you have read, understood, and remember, and that you believe also has literary merit--create a MWDS for it.

Create an MWDS for a Shakespearean play you read at some point previous to this school year.

Create an MWDS for a Shakespearean play you read at some point previous to this school year.

Create an MWDS for a Shakespearean play you read at some point previous to this school year.

2ish pages, double-spaced. Having more is better than having less as it's easy to cut.
(upload here--I won't read, just glance to keep you committed to writing something)

If your last name starts with A-G, write a quote and commentary about a realistic aspect. Everyone else, write a claim (considering a GQ) for the story.

If your last name starts with A-G, write a quote and commentary about a realistic aspect. Everyone else, write a claim (considering a GQ) for the story.

(upload here--I won't read, just glance to keep you committed to writing something)

The format is under links and docs on the website. Either recreate it on your own or make a copy. You are only doing the first page! Upload your finished doc, or take a picture and upload here.

Do #1-5 in your notebook (be ready to share with a classmate or two)

Do #1-5 in your notebook (be ready to share with a classmate or two)

Do #1-5 in your notebook (be ready to share with a classmate or two)

Use your blue sheet to make sure you have strong, specific verbs and adjectives.

Use your blue sheet to make sure you have strong, specific verbs and adjectives.

Use your blue sheet to make sure you have strong, specific verbs and adjectives.

Use your blue sheet to make sure you have strong, specific verbs and adjectives.

Choose three of your annotations from throughout your summer read and turn them into a Say/Mean/Matter plus. You may use any of the versions, as long as you add the plus, and you could use different ones for different quotes/passages. You could use bullet points instead of columns, but make sure that you are including meaning/big ideas in parts of it. 
Then upload to turnitin.com

Choose three of your annotations from throughout your summer read and turn them into a Say/Mean/Matter plus. You may use any of the versions, as long as you add the plus, and you could use different ones for different quotes/passages. You could use bullet points instead of columns, but make sure that you are including meaning/big ideas in parts of it. 
Then upload to turnitin.com

Choose three of your annotations from throughout your summer read and turn them into a Say/Mean/Matter plus. You may use any of the versions, as long as you add the plus, and you could use different ones for different quotes/passages. You could use bullet points instead of columns, but make sure that you are including meaning/big ideas in parts of it. 
Then upload to turnitin.com

This is not viewable by the class.

This is not viewable by the class.

This is not viewable by the class.

This is not viewable by the class.

On "Every Trip Is a Quest" and "Now Where Have I Seen Her Before" under "links and docs" on my webpage. Read, take some notes, and be ready to connect to your reading in class on Wednesday.

1. Decide how you will divide up your group (pairs working together or solo or . . .) 
2. Look up your allusion so you have a plot summary and overview.
3. Look for allusions to the person/thing you are assigned.
4. Look at Ms Gill's example (Persephone)
Put it into a presentation.

Remember, do it for your community! :-)

Notice/wonder/think--diction, detail?

Note how Laymon uses DETAIL and DICTION, as well as how he incorporates CHARACTERIZATION in his memoir.

(excerpt also on my website)

UPLOAD to turnitin.com

Group 1: Common Biblical allusions 1 
Haley, Abby, Nicole S, Hannah, Lan, Amy
xCain & Abel
xSamson & Delilah
xDavid & Goliath; David & Bathsheba
Job
xJezebel
Ishmael 
Moses (birth to the promised land)

Group 2: Common Biblical allusions 2 
Alyssa R, Nicole M, Wendi Z, Alex Lee, Kathy 
parable of the Prodigal Son
Sodom & Gomorrah
birth of Jesus (symbol of the lamb)
Last Supper & Judas
Crucifiction and Resurrection
Doubting Thomas
Four Horsemen of the Apocalypse

Group 3: Greek and Roman 
Sabina Y, Zach P, Nigel M. Noble J, Alan Z, Zoe O
xThe Trojan Horse
Helen of Troy
Adonis
Pandora
Midas
Phoenix
Apollo
xAphrodite/Venus

Group 4: King Arthur (you may want to decide how to separate into pieces, but should work together) 
Sophia E, Lillian, Alex N, Alina, Rowan
Arthur & the Knights of the Round Table
Guinevere
Lancelot
Camelot
Merlin
Places: Avalon and Camelot 
Objects: Excalibur, the Sword in the Stone, the Holy Grail

Group 5: Fairy Tales and Literature
Joshua F, Ricardo, Tyler V, Ulysses, Whitman
Cinderella
The Ugly Duckling
The Pied Piper
Machiavelli
Shakespeare’s Caesar, Cassius, Brutus, Antony (ides of March, dogs of war, et tu Brute) This is an extra long one and should be 2-3 people.

Group 6: Catch-all 
Perseaus, Caitlyn C, Isha Z, Kendall T, Kimberly R, Iris P
Bleak House
Lolita 
Narcissus
Cupid and Psyche 
Pygmalion and Galatea 
Orpheus and Eurydice 
Daedalus (and Icarus)

For example---
In [text] [author] uses [literary device/aspect--one or more] to illustrate/consider/explore [rephrased GQ so it makes sense]

Using O’Brien’s structure and rhythm, write a short personal essay of what you carry. What do you carry in your backpacks, your pockets, your car, your memories, your daily lives? I am not in any way assuming to create equal scenarios or judging times and places to be similar; you are modeling a style of writing, following a premise that we all carry things with us, both literally and figuratively, wherever we go.  

In approximately two pages, double-spaced, respond to this story by sharing the things you carry—both tangibly and intangibly—as they pertain to who you are now and what you do in life. You may want to follow O’Brien’s pattern in the first chapter wherein he states that the things they carried where determined (1) by necessity, (2) as a function or rank or station (3) by superstition and (4) by mission. Only you know what is pertinent to this assignment. Only you know how to best reveal who you are through the things that you carry. This is not intended to be show and tell of your private life. You need not tell your entire life story; you only need to reveal an aspect of yourself.

Somewhere in the essay you should include at least two of the following phrases (quotes from the story, changed to the first person present tense).

“The things I carry are largely determined by necessity.”

“What I carry is partly a function of______________________, partly of___________________.”

“What I carry varies by_____________________.”

“The things I carry by some extent are determined by superstition.”

“I will never be at a loss for things to carry.”

“For the most part, I carry myself with__________________.”

“I carry all the emotional baggage of_____________________.”(in the text, “men who might die”)

“By and large, I carry these things inside, maintaining the masks of composure.”

You will upload to turnitin.com in class. This should be a freewrite; you do not need to concern yourself with structure or grammar but try to fill a page of a document.

1. Hard copy of any definitions you will need for open-note quiz
2. annotated "Coming Home Again"
3. annotated "The Things They Carried"

Bring it to class Monday. If you were absent or don't have it, you could find a pdf on my website under "Fall Short Stories"

The list AND the links for definitions I would use are under "links and docs" on my website/googlesite.

Explain a particular detail or details that resonated with you and explain why. (Include a quote) OR write "comment on others" and then add a substantive comment on someone else's. (Not just a superficial remark-- "good job")

Explain a particular detail or details that resonated with you and explain why. (Include a quote) OR write "comment on others" and then add a substantive comment on someone else's. (Not just a superficial remark-- "good job")

Have one document for the group. Make sure everyone's name is on it and everyone should participate. The group will present your version of the poem on Thursday.