AP Language Assignments

1. Critical Lit. Review due.

2. Period 3-please bring extra hard copy of annotated bibliography.

1. Naviance assignment due Tuesday.

2. Critical review due Tuesday or Thursday.

1. Outside reading logs due.

1. Final draft annotated bibliography due.

1. CPB due.

2. Annotated Bibliography due.

1. Continue researching your topic and bring 5 more sources: 4 citations, 1 printed hard copy.

2. Watch Annotated Bibliography PowerPoint on haiku and come to class with any questions.

I am ill so will not be at school tomorrow. You will have the class time to finish your research--so don't stay up late finding your next 5 sources. If you have already found your 10 sources, then you'll have time to start on your annotated bibliography (Remember to use the example as a reference), or work on your CPB. Whoever sees this first-please post on your class FB page. Thanks--Ms. Jaroch.

1. Research your position paper/synthesis topic. Bring 5 articles from reliable sources--1 hard copy, 4 citations in MLA format. 

2. Rhetorical analysis timed write.

 

1. Read all research paper requirements on haiku (under synthesis tab: position paper) and print out the overview and outline. Bring hard copies of these to class.

 

2. Brainstorm and list 5 controversial, current topics you are interested in researching and bring list to class.

Continue working on CPB and ORP.

Meet in library on Wednesday

Prepare for Huck Finn student-led discussion on Thursday. See below.

 

1. Review the devices and terms we discussed in our reading of Huck Finn, including, but not limited to, satire, allegory, symbolism, irony, bildungsroman, pastoral imagery, humor, colloquialism, Romanticism/Realism, stereotypes. Then, find examples of each in the text and write 4 text-based questions that require rhetorical analysis of these devices in the text and that are designed to elicit discussion. Include chapter and page numbers. Then write 3 extension questions to connect Huck Finn to other texts and/or cultural/contemporary connections. One extension question MUST be text-based, so bring in another text--written or visual-- relevant to one of your extension questions (thus making it both text-based and extension and therefore pretty awesome).

2. Tips to get started:

-Narrow your focus by looking through class notes, river poem analysis, and your text annotations.

-For extension questions, think "big picture" and connect to other readings (Trilling, Douglass, Hughes, Eliot) and cultural/racial issues today. 

 

1. Finish reading Huck Finn.

2. Finish Huck Finn "river" activity from class. If you were absent, access the questions and poems below. Print poems and annotate.

3. Reread Trilling article on haiku.

4. We will meet in the library on Tuesday.

I do not know much about gods; but I think that the river

Is a strong brown god—sullen, untamed and intractable,

Patient to some degree, at first recognised as a frontier;

Useful, untrustworthy, as a conveyor of commerce;

Then only a problem confronting the builder of bridges.

The problem once solved, the brown god is almost forgotten

By the dwellers in cities—ever, however, implacable.

Keeping his seasons and rages, destroyer, reminder

Of what men choose to forget. Unhonoured, unpropitiated

By worshippers of the machine, but waiting, watching and waiting.

-T.S. Eliot

 

I've known rivers:

I've known rivers ancient as the world and older than the flow

of human blood in human veins.

 

My soul has grown deep like the rivers.

-Langston Hughes

 

I bathed in the Euphrates when dawns were young.

I built my hut near the Congo and it lulled me to sleep.

 

I looked upon the Nile and raised the pyramids above it.

I heard the singing of the Mississippi when Abe Lincoln went

down to New Orleans, and I've seen its muddy bosom turn

all golden in the sunset.

 

I've known rivers:

Ancient, dusky rivers.

 

 

 

Using your imagination and the 2 poems, consider and discuss what a river can represent and how. 

Poem #1: What does the river represent?

Poem #2: What does the river represent?

After reading/annotating the poems with your group, turn to Huck Finn:

1. How does the river relate to the plot of this novel? How does the river create and direct Huck’s adventures?
2. What could the river represent?
3. Connect the river to the idea of bildungsroman. How might the river be a teacher?
4. Draw an image of the river in Huck Finn. You may include words. Depict what the river brings, and also where the river leads Huck and Jim.

Read Huck Finn ch. 33-36. Quiz Friday.

1. Huck Finn: read ch. 30-33.

2. Bring earbuds/headphones next class.

1. Read Huck Finn ch. 24-30. Quiz #2 Tuesday, ch. 15-24. 

First draft of narrative due- preferably typed, times new roman, size 12, double spaced

 

Read and annotate "Brandon's Clown"- use as example of narrative for your first mode of development essay