AP English Literature Winter Break Assignments

The AP English Literature Break Assignments include a mixture of learning new material and reviewing previously learned skills to revise writing for clarity; strength of thesis; understanding of a single theme statement in the thesis; and then adding textual support and your analysis to produce an essay of 1500 words.

  1.    Complete the AP English Literature Practice Exam—all questions. Be sure to meaningfully annotate each passage or poem of the exam.

2   2. Watch the following videos on Universal Theme: 

What Makes A TED Talk Great?: What Makes A TED Talk Great? Universal Theme

Topic Versus Theme: Topic versus Theme by Dana Morgan

The Only Way You Will Ever Need To Teach Theme: The Only Way You Need to Teach Theme

Finding Theme with Practice Exercises Finding Theme (With Practice Exercises) by Joanne Katona

Please take notes on each video—they may be compiled together on one or two pages if needed.

3   3. Read the Essay: Revise for Evidence—all sections. It was distributed before the last day of the semester.

   4.   Use the information/feedback written on your essay, and through direct instruction based on Thesis Statements (and what you learned from the Videos) to revise you’re The Fall of Rome Essay. It may be typed or handwritten. It must have a new thesis that builds off of your first one. It needs to include textual support—specific quotes or passages and your analysis of them in your essay. I will not accept an essay of less than four handwritten pages (2 front/back pages) or 4 typed pages, simply because all you had so much to say!!! You just needed to slow down and logically introduce characters, and prove the claims or statements that you made and state a universal truth (theme/lesson) that you learned as it relates to power.

5 NOTE: If you did not receive your essay, I have begun scanning them and emailing them to students. You should all have your essay—with the exception of one student who accidentally? Took his home, by December 31^st. 

Winter Break Reading-Honors English Ten

Dear Students--I hope that you are all having a restful break. As a reminder, all students should have checked out from me, or have their own novel of at least 200 pages that you are reading for Winter Break. You should have received the Winter Break reading journal to keep your journal response entries in.  Each week, you will need to make four journal entries.  These should begin with a quote, the page number, date. Then, you should discuss what the quote reveals about the plot or characters involved. Do not solely make personal connections. The journals are due (12) of them, upon return to school on January 9th. 

H. Expository Composition period 5

Please bring both King Lear; your lines, and The Souls of Black Folk to class tomorrow. If all goes well, we should have a chance to view a little of Lear; work on our lines; read a bit; and get an assignment on The Souls of Black Folk.
2. Everyone should have ordered The Hip-Hop Generation. We still will read that next semester when we switch to World Literature.
3. Your Winter Break Assignment will focus on memorizing and interpreting your lines; modelling another passage from King Lear; Writing a Creative Assignment; and lastly, preparing to read Hip-Hop Generation.

AP English Literature period 1

1. AP English Literature Reflection (all questions must be addressed but in narrative form--you may discuss highs and lows and ah-hah! moments in your response): How are questions related to answers? How are answers related to questions? Explain or discuss the relationship between literary questions and answers.
What process did you use to create your multiple choice exams? Which questions are you most proud of and why? Which text was most difficult for you to compose questions? Why might this be the case? In what way did the assignment incorporate critical thinking skills? How are you better able to interpret literature as a result of the assignment? Suggested length: 2 pages typed and due by December 14th 1 pm. 
2. Please stop by your your Winter Break AP English Literature Multiple Choice Exam and Winter Break Assignments before Friday, December 18th or you will start second semester behind and at a deficit! 

H. English Ten period 3

1. Annotated Bibliographies that are printed and submitted by Monday at 9:00 a.m. will be accepted, but will lose a full letter grade after being scored.
2. Remember to review the notes you  took on Poetry: the types of poems, definition of poetry, and the literary and figurative devices associated with poetry.

H. Expository Composition

1. Remember to bring The souls of Black Folk on Wednesday for a short reflection. Also, review your lines and King Lear up to Act II scene 1.

AP English Literature Period 1

Those students who have not submitted and printed their The Fall of Rome Multiple Choice Exam will lose a letter grade after it is graded. You were advised that this assignment would not be accepted late.
2. Your Final Typed Drafts of the Antigone Exam and your Group exam are due Monday morning. Please do not arrive to class late if you are unable to print--otherwise you will miss the final.
3. You will have a Final exam. You will either take a Multiple Choice AP Literature Exam--the scores WILL COUNT and an essay ( a free response question) most likely about The Fall of Rome and Antigone. 
3. You will also complete a reflection on the process of creating your multiple choice exams and will also receive a winter Break assignment on Monday! 

AP English Literature Period 1

Tomorrow, you should have printed your Final Draft of your Multiple Choice AP English Literature Exam for The Fall of Rome. You should be finished, or more than half way finished with your Exam for Antigone--Paul Roche version.  Tonight--please look over and flag meaningful passages to discuss in groups as you prepare to construct your group Multiple Choice Exams.  Link to Paul Roche Version of Antigone: Antigone Translated by Paul Roche

H. English Ten p. 3

1. Continue to work on your Annotated Bibliographies, especially your annotation/summary paragraphs. Be sure to spell check and read for clarity. Be sure to use a variety of verbs but to make sure that the verbs make sense.
2. Create an original poem modelled after either, "Metaphor" or "The Hound"
3. Annotated Bibliographies typed, on Chromebook due tomorrow! After I review and provide information regarding citations for articles read in class, you should be totally finished! 

AP English Literature Period 1

1. You should be working to complete your TWO multiple choice AP style exams on The Fall of Rome and Antigone before Friday. Again, you will have the chance the work on exams on Thursday.  Please bring fully charged Chromebooks, books and materials. 

Article of The Week: American Kids Are Brats?

Article of the Week: Whole Class Why American Kids Are Brats?

AP English Literature

1. Continue working on your Multiple Choice Exam for The Fall of Rome. Be sure that your selected passages are not based only on your favorite parts but the entire book.   This means, passages might be from the beginning of the novel, the middle and the end.
2. Jot down some connections or questions that you expect to discuss tomorrow regarding The Fall of Rome.
3. You may want to bring in your throwbacks to determine when and where you will meet to construct the third MC Exam.
4. Review returned work and assignments.
As of December 5th, I can not accept late work. It is too close to Final Grades.

H. Expository Composition period 5

1. Carefully contemplate yiour final draft of the modelling assignment, where you pick a speech act from Edmound (soliloquy; letter; etc) or the Fool and model it using your own idea for a rant.
2. Re-read Act 1 scene 4-5 and respond:  1. What does Goneril hope to do by writing a letter to her sister Regan? 2. Why does Lear also write to Regan? What does he hope to do or tell Regan about in his letter? 3. By siding with Goneril, how does Oswald demonstrate he may be an evil character in the play? 4. How does Edmound successful smear his brother Edgar's reputation? Why does Edmund cut his self? 5. What punishment awaits Edgar, according to Gloucester?

AP English Literature period 1

1. Be sure to score each and every student response for The Street 2009 Response Question. You should have scoring commentary for each student response scored.
2. Reflect: What will you need to do to improve your timed writing scores? Write and type  one page reflection in which you assess and identify the ares you will need to improve on in order to be successful on the timed writing segment of the AP Literature Prose (Question 2) Passage.  You may want to consider comparing your writing to what you felt was the strongest or highest scoring essay.
3. Begin selecting passages for your Individual Multiple Choice Exam on The Fall of Rome.  You will Need to select 5 meaningful passages from the novel and begin crafting your questions.

AP English Literature period 1

1. Be sure to finish your outline for your 2009 Prose prompt for The Street by Ann Petry. Many students will be attending the Choir Concert.  If we are not able to attend, we will review assignments for final exams. Your outline must have a thesis statement, and then a topic sentence for each of the paragraphs (at least 6) with evidence from the passage that supports your topic sentence. You may consult the following sites for help: https://owl.english.purdue.edu/owl/resource/544/03/  or http://writing2.richmond.edu/writing/wweb/outline.html 
Those students attending the choir concert must still submit an outline. 

Thanksgiving Assignments for AP English Literature

1.       1. If you received a “See Me” or a low score on a process essay, you may want to re-write it. This includes the creative wring tasks for The Fall of Rome: Contrasting your Favorite with Least Favorite Teacher; Chapter 1 from Rashid’s point of View; Discovering that You and a peer are from different social classes although you are members of the same race or ethnicity.  

2   2. Read the essay, “A Dozen Demons” by Ellis Cose. It is scanned and uploaded. For each demon, identity a character who experiences that demon in The Fall of Rome. Also, identify a time you have experienced any 6 of the 12 demons. Carefully read and annotate the essay. Then connect the essay to the characters in The Fall of Rome.

3    3. Complete your Major Data Worksheet for The Fall of Rome.

      4.  Prepare to write essays in class for the following AP Prompts: Foil Character; Minor Character;

5   5. Read Antigone in the red book: The Oedipus Plays of Sophocles. If you do not have a copy it is scanned on the blog.  

6. Complete the Multiple Choice AP English Literature Exam.  Be sure to annotate each poetry passage or poem of your exam. Try to give yourself one hour to complete it. Please try to do this in one sitting

AP English Literature Period 1

PLease fully complete the AP English Literature Discussion Generator Sheet. Please also bring The Fall of Rome, and snacks. Lastly, please be on time!

H. Expository Composition Period 5

Tomorrow, we will have our first reading quiz on King Lear, Act I, scenes 1 and 2.

AP English Literature Period 1

1. Obviously, you should now have completed The Fall of Rome. The purpose of you reading a segment was to inspire and motivate your to read for understanding of the plot. You should have been making notes in your book, and using post-it notes to record important events, and also your Major Data Worksheet.
2. Tomorrow you will either discuss aspects of the novel, or write an essay. Please be ready. Please also bring the Oedipus text.

H. Expository period 5

1. Re-read Act I, scene II between Edmund and Gloucester.  Finish your soliloquy. Then summarize/answer the following: Why is Edmond upset? At whom or what? Why is the comparison between a sutom and a plague an appropriate metaphor? Where have we seen this before?
2. What other familial or social customs "suck"? Identify five of them.
3. Summarize letter to Gloucester. 4. What scheme does Emond devise?

AP English Literature

1. Finish your thesis generator assignment.
2.  Be sure to finish The Fall of Rome. Quiz #2 on Characterization and The Fall of Rome tomorrow as well as essay #1
3. One page response: Is The Fall of Rome more about race or class? Discuss your opinion with evidence.
4. Create 5 thematic questions or issues for class discussion tomorrow.

Why You Mad Bro?

https://drive.google.com/file/d/0B4BLVnt1qsfkTWNYalRhblA2UXc/view?usp=sharing

AP English Literature period 1

1. As a reminder and discussed in class on Thursday, be sure to finish reading the novel, The Fall of Rome. Prepare for a quiz in the novel, and on the notes regarding Point of View and Narration.
2. Create two additional character bio-poems on two more minor characters.
3. Be prepared to write essays on the following prompts: 2008 Character Foil essay.  Minor Character Essay. Also be prepared to write an essay on the Ann Petry, The Street prompt. 

AP English Literature The Fall of Rome Close Reading Questions

After your individual work learning about the history of voting and Civil rights in this country, you will work with your seat partner to read and discuss the close reading questions. You will also:
Answer them on your own paper. Record new insights about minor characters on your Major Data Worksheet in the Characters sections and/or Quotes section.
Close Reading Questions/Role of Minor Characters

1   1. What role does Ted Fox play in the novel? Why is he an important “minor” character? Discuss.

2   2. What role does Derrick Harper plat in the novel? What counter argument does he articulate, ever so briefly? If you do not know, perform a quick google search of Howard University.  What is its significance?

3  3.  Chapter 8 and Rashid’s visit to Gerald’s house is supposed to provide contrast to what chapter? How? Explain the significance of the dinner scene at Gerald’s. 

4  4.  Explain the irony in Mr. Washington coaching Rashid in running.

5  5.  Explain the significance of the race, and Rashid’s win with Mr. Washington.

6  6. Explain Caitlin’s significance.                                                                                                                 Homework: Using details from the text, your venn diagrams, you will create four poems 2 IAM Peoms; and 2 Biopoems. 1 poem for each character.  For this assignment, you will include two major characters and two minor characters. 

F Follow the example here: Biopoem Example is at bottom. Directions are in the middle 

I   I Am Poem Example

H. English Ten Period 3 second assignment

After completing your Election Assignment and submitting the Voting Rights Reflective Journal to our guest teacher, Ms. Moore-White, you will continue to read Scene 5 and the ending of Antigone.
Readers: Creon (Tyler); Antigone (Samantha); Messenger: Camryn; Choragos: Jessica; Eurydice: Delilah.  Begin on pg 802. Skip pg 803. Then, read the Exodus up to page 808. Then answer the following:  1. Why does Creon change his mind and decide to bury Polyneices and free Antigone?
2. In what order does the Choragos tell Creon to do these things? 3. In what order does Creon actually do them? Why does Creon's way not make sense? 4. What happens to Antigone? Haimon? Eurydice?
5. Longer response: Who do you think is the tragic hero?

AP Lit; English Ten per. 2; H English Ten Period 3; H. Expository Composition

"People were threatened, folks were put in jail because we wanted people to try to register to vote." Unita Blackwell
Today is a historic day, consequently, all classes will research the fight for enfranchisement for all.
Directions: Select one video from each group: African American; Latino; and Women. Watch/Listen. While Watching and Listening, record what you learned about Civil Rights and the Right to Vote. In addition, you must define each of the following terms:  Freedom Summer; SNCC; Fannie Lou Hamer; East Los Angeles Walkouts; How many more millions of Latinos are able to vote than in the last Presidential Election?  What was a literacy test in Mississippi? How were the women who participated in picketing for the right to vote punished?
Select from the following: Mississippi: Is This America? which details the right to vote in Mississippi and the Freedom Summer.   Freedom Riders: Freedom Riders (best video)
2. No Easy Walk https://www.youtube.com/watch?v=3jg2GKtBqgU
3. The Legacy of the Student Non-Violent Coordinating Committee Link:https://www.youtube.com/watch?v=QZE0a5-p9pg
4. A Brief History of the Woman's Right to Vote The Womans Right to Vote Short clip
5. African-American Women March for Suffrage Link: https://www.washingtonpost.com/blogs/she-the-people/wp/2013/03/03/despite-the-tremendous-risk-african-american-women-marched-for-suffrage-too/
6. Latinos and the Voting Rights Act and Voting Rights Extension http://www.nbcnews.com/news/latino/latinos-1965-voting-rights-act-impact-came-decade-later-n404936
7. Teaching Tolerance: Latino Civil Rights Timeline
8. Latinos are voting back at Trump Latinos Voting Back At Trump
9. East Los Angeles Student Walkouts East LA Walkouts
You will complete the questions and a Reflective Journal. Then, you will resume your reading of The Fall of Rome (period 1) and Antigone (period 3)

AP English Literature Period 1

1. Remember, that you should have read up to page 160 in The Fall of Rome.  Tomorrow, in class, we will explore the role of minor characters. We will also add to our Major Data Worksheets and Create Character Bio-Poems.
2. Please bring charged Chromebooks and novels!

H. Expository Composition: Analysis of Scene King Lear 1

A pun is a play on words.  in Act I, scene 1 Gloucester and Kent play on the words, "breeding"; "charge", "conceive".  Explain the pun or play on words. 2. Why is a map an ironically fitting symbol for what happens in the rest of scene 1 with King Lear and his daughters? 3. Why does Lear want to divide his kingdom in public view? Quote the text directly, then put in your own words. 4. Why does Lear banish Cordelia-- from public embarrassment? From lack of understanding? 5. Why does Kent tell him to "see better Lear"? This statement predicts what theme will be the basis of Scene 1?  Finally, with a partner complete a SOAPS for Scene 1.

Analyzing Scene 3

1. What is your first impression of Haimon? How does your view of him change as the scene progresses?
2. Summarize Creon's speech. What major point does Creon try to make with Haimon? How is it rebutted in Haimon's speech to his father?  Whose speech is best and why?  Explain the metaphor Haimon includes in his speech.
3. How do Creon's attitudes toward women seem to influence his decision?
4. Creon does suffer a loss somewhat in this scene.  Why do you think he decides not to kill Antigone but to take her to a vault instead?

AP English Literature period 1

1. Tomorrow: Be sure you have read Chapters 7-9.
2. Be sure you have taken some sort of notes on the two characters you would like to write about. You may want to discuss and take notes on their similarities and differences, ar how as a unit, the foils work to highlight aspect of the "more" major character.
3. Be sure you have taken notes on the three student essays.  Your notes should clearly discuss or evaluate thesis statements, validity of interpretation, quality of evidence, and claim.
4. You should have a draft of a thesis statement or paragraph for the 2008 Free Response Question on Character Foils.
5. Character Bio-Poem formats will be distributed in class tomorrow.

H. English Ten Period 3

1. Complete your character wheels! Remember you need two of them, so use the back to recreate the character wheel, or visit the AP Lit post to find the link.

AP English Literature Period 1

1. What involves making a strong, valid, plausible interpretation? If you need to, look up the words plausible and valid.
2. Visit the following link http://apcentral.collegeboard.com/apc/public/repository/ap08_eng_lit_op_q3.pdf        and take notes on the three essays on the 2008 prompt regarding a foil character.

H. English Ten Period 3

Please click this link to join Quizlet : H. English Ten Quizlet

H. English Ten period 3

1. Finish your Article of the week reading, academic summary, and SOAPS Sheet.
2. Browse over a few of the following teens/young adults who stood their ground. Many of them unfortunately, were killed. Many of them knew the danger and still acted in spite of it: Viola Liuzzo; Paul Guihard; Rev. Bruce Klunder; James Earl Chaney; Andrew Goodman; Henry Schwerner; Niya Kenny; Claudette Colvin; Cassius Clay (Muhammad Ali); Sylvia Mendez; Ron McNair; Ramsey Orta; Elias Gonzalez; Melba Patillo Beals. Many of the above participated in the Civil Rights Movement. Additional names will be added.  You may also self select an individual. I will approve all student names by Friday, November 4th.

H. Expository Composition period 5

1. Finish viewing the Ted Talk, The Power of The Sibling Bond. You may need to read the Ted Talk's transcripts to help you with your Reflective Journal.
2. Fully complete the Reflective Journal.
3. Answer the following: Are you the first, middle, or last born in your family? Are you the only girl or boy? Do you think either your birth order, or birth gender impacted your relationships with your parents or siblings? Do you have an estranged sibling, or a sibling that you do not know or live with? How hard would it be to contact them?  Do you agree with Jeffrey Klugger that most arguments between siblings are about property?
4. Complete Recovery Survey distributed in class!

AP English Literature Period 1

1. Carefully read and complete your Multiple Choice Monday AP English Literature Questions.
2. Create 2 Multiple Choice Questions with answer choices for Chapters 7,8,9
3. Add in important event, and quote to your Major Data Worksheet for The Fall of Rome.
4. Re-read the Chapters, if necessary, using post-it notes.
5. Review the testing the validity of interpretation notes.
6. review the character analysis vocabulary list.
7. Prepare yourself for a reading quiz (probably Friday; and a Character Analysis exercise tomorrow, and essay on Thursday).

AP English Literature Period 1

1. Use POST-IT-NOTES or some other noteaking method (including electronic) to take notes as you read Chapters 7-9 of The Fall of Rome.
2. Complete 4 Character Wheels  based on 4 characters. 1 Wheel per character.

H. English Ten Period 3

In verbal irony, what is said is the opposite of what is meant. Where in her "conversation" with her sister, Ismene does Antigone use verbal irony?  How does this make you feel about Antigone?
2. In the Parados (read by the chorus) what animal is Polyneices compared?

AP English Literature p.1

Creative Narrative Writing Topics. Select #4 and one additional topic. Your response must be three to four typed pages. Due Friday! (Note extension! However, #4 the Chapter 1 Rewrite from Rashid's point of view is due tomorrow!)

1.       Compare and contrast your favorite teacher with your least favorite teacher—or a strict teacher, with a more relaxed teacher. Include dialogue and description. Change names to protect the innocent.

2.       Write about a time, real or imagined when you realized that others that share your race or ethnicity came from a different social class as yourself or a group of students. How were you made aware of this painful distinction.  Use anecdote, descriptive language, dialogue. This may be real or imagined.

3.       Write about a confrontation (real or imagined) between you and a teacher. Change names. Include description, details. Decide which point of view this will come from.

4.       Write chapter 1 from Rashid’s point of view

    Read Chapters 4,5,6  of The Fall of Rome.  Make notes about each chapter. 

H. English Ten Period 3

Which of the character traits on the board do you feel describe Antigone? Which words describe her sister, Ismene? Why? Write a paragraph response in which you attribute three to four adjectives from the list to Antigone and three to four adjectives to Ismene. A paragraph in this instance should not be less than 6 sentences and you need two paragraphs.

Exploring Family Dysfunction: AP English Literature period 1

Exploring Sources of Family Conflict
Today, you will do some individual research and investigation to learn more about the cases alluded to in her essay, "Are Families Dangerous?".  You will do a wikipedia search of any two of the following cases: Menendez Brothers; OJ Simpson Murder Trial; Polly Klass Murder; Lorena Bobbit violence.  Use the reflective journal to record what you did, what you learn, how it is applicable to literature or supports "Are Families Dangerous?" 

Then, we will explore types of family dysfunction, specifically that of Sibling Rivalry and Parental Favorites.  We will watch a Ted Talk by Jeffrey Klugger: The Hidden Power of Siblings  
as well as read an article he wrote in Time Magazine.  Finally over the next few days, we will read several biblical stories including Cain and Abel  as well as Twice Tricked, The Story of Isaac, Rebekah, Jacob and Esau we will attempt to answer in narrative "What are sources for family danger? What specific sources exist that make families prone to dysfunction?

H. English Ten period 3

1. Finish reading, "Why Don't We Complain'' by William F. Bukley Jr.  Complete your SOAPS and your Academic Summary. Also, 2 right there questions; 2 author and you and 2 on my own. Be ready to share these.

H. Expository Composition

Finish reading the article, "Are Families Dangerous". Annotate and mark your text.  Be sure to complete the reading of chapter 3 of The Souls of Black Folk, if you didnt already do it!
Bring AofW to class. SOAPS will be done with partners tomorrow in class. 

AP English Literature p.1

1. Please carefully read, or re-read if necessary Chapters 1-3 of The Fall of Rome. Come ready to discuss a few details, or quotes, or passages. 
2. Additionally--answer the following close reading/thinking questions (you DO NOT) have to come up with multiple choice answers for them as previously discussed:
a. For what reason/s does the author give Mr. Washington's colleagues "white" sounding names?
b. Why might Mr. Washington love "the constant promise of renewal" that the fall season provides?  What might this reveal about him?
c. What might we infer about Mr. Washington and Rashid based upon their initial (first) classroom interactions. How is this ironic? (I'm asking two questions here, so there should be two answers).
d. Contrast how Mr. Washington begins class (pg. 10-11) with how Ms. Hansen begins her class (pg. 30). What might this suggest about their respective characters?
e. The author includes the shower scene between Rashid and Gerald to suggest what?
3. Bring today's multiple choice Monday Practice to class. Be sure to identify the knowledge domains for the questions assigned.

H. Expository Composition

Click here to answer today's answer garden. Why might families be dangerous?
Under what circumstances might families be dangerous?
Please now google and read about the following families: OJ Simpson; The Menedez Brothers; Polly Klaas; and Lorena Bobbit and Family.  Please google an image as well as conduct brief research about each family. 

H. English Ten period 3

Complete the Answer garden Question Here: Why DOn't We Complain?

AP English Literature Period 1

1. We read a short chapter on Point of View last week. Please visit the link on Point of View/Narration.  The narrator provides 17 different scenarios for narration. Please take notes on at least ten (10) different literary scenarios.  The narrator is extremely detailed and thorough and gives literary examples to support the narrative styles outlined in the video. Narrative Styles and Point of View
2. Finish Reading Chapter 2 and 3 of The Fall of Rome. Please take notes on the characters introduced: Rashid; Kofi Bryson; Rahsid and Kofi's parents; Janna Hansen. Pay attention to point of view switches in the novel.  Review literary terms for the novel and be able to identify them for this novel: Setting; Characters; Point of View; Conflict.
Next week prepare to select a novel to be read in literature circles.

H. English Ten period 3

1. Watch the following two videos that give visual aids and add to your understanding of The Greek Theater and The Origin of Tragedy. The Greek Theatre  and 2. Origins of Tragedy.
2. Be sure to complete the Antigone Anticipation Guide. Print it out for class discussion.
3. Review notes on Tragedy and Origin of Drama--quiz next week.

H. Expository Composition

As promised, our study of The Souls of Black Folk is winding down. Homework: Read Chapter 3, On Mr. Booker T. Washington. Respond: How can you the reader tell that W.E.B. Dubois disdains Booker T? Look for diction choices and tone, as well as what Dubois says about him.

H. period 5

Click the link and answer the question on Answer Garden! Why is the Atlanta Compromise Relevant Today?

AP English Literatur Period 1

Read The Fall of Rome Chapter 1. Come with five questions about Mr. Washington or Chelsea, or Rashid for class discussion. Hand-write these questions. Also bring your Oedipus materials (essay, etc; timeilne; major data worksheet.
2. Begin your Major Data Works Sheet for The Piano Lesson and Chronicle of A Death Foretold (not due till next week because of shortened schedule.

H. Expository Comoposition per. 5

In addition to answering the questions (both annotated and at the end of the speech), read the following poem, and write a reaction: with whom do you agree? How can there be compromise? https://www.poetryfoundation.org/poems-and-poets/poems/detail/47690

AP English Literature period 1

1. Carefully read and annotate your Multiple Choice Monday test selections. Read/Re-read the section on Our Seat on the Action--Narration (pages 22-27). Answer Suggestions for Essayists questions 1 and 2. Your response to each questions must be AP Length.
3. Review your Major Data Worksheet for Oedipus at Colonus, and your timeline, and anything else--your text, quotes, anything you feel you need. You will be writing an in-class essay on one of the four questions in which you use Oedipus at Colonus.

English period 3, 2, 6

Please complete the Anticipation Guide. Please save it on your computer. We will discuss it in class, and please print for homework.  Remember to select one statement you feel strongly about and write a page or half a page reaction to that statement and your thoughts about it.  Antigone Anticipation Guide

AP English Literature p.1

1. Finish reading the essay hyperlinked for Thursday on Analysis. It is five pages long.
2. Review the four essay prompts you selected for which Oedipus is well suited to write. You will write this essay in class on Tuesday.
3. Type your new and improved thesis statement from your 1972 Open Question essay, as well as one REVISED paragraph from that Essay. Be sure to type your name and heading on this assignment. Please print out.

AP English Literature Period 1

Silent work day. You will read and re-read several pieces related to Literary Analysis. The first is found here: http://apcentral.collegeboard.com/apc/public/repository/English_Reading_and_Writing_Analytically_SF.pdf
You will answer questions about the reading, perhaps in groups. Then, or perhaps first, you will read out loud the essay you submitted. You will then complete the following:
Write a thesis statement that is clear; not recycled from AP English Language; has a how or why; tells the reader what your essay will accomplish.
2. Then select a paragraph that is choppy or not well written. Re-write it using sentence combining strategies.  Due Today.

AP English Literature period 1

1. Fully complete ALL Sections of the major data works sheet for Oedipus at Colonus. It will be collected upon arrival to class.
2. Visit Ms. Effies AP English Literature Website, or visit the link to the AP English Literature Open Ended Questions as an online Google Doc AP English Literature Open Ended Prompts Since 1970
Select 4 possible AP Open Ended Prompts that Oedipus at Colonus could be used as a text to respond to. (Oedious does not have to be listed as one of the texts).
3. Re-read "Revise for Evidence" Please write a one page reflection of your understanding and the utility of the article.

AP English Literature p.1

1. Classify each of the questions from Today's Multiple Choice Monday into the knowledge domains you feel the questions assess. Remember, thus far, our domains are: Comprehension--Main Idea/Purpose; Characterization; Vocabulary; Tone; Literary Technique or Device; Vocabulary; Grammar: Pronoun/Antecedent.  Write your answers on a separate sheet of paper!
2. Carefully read the essay Revise for Evidence pages 112-119 AND page 128-131.  Please take notes on one sheet of notebook paper for each of the sections. Don't overdo it, but don't underdo it either.  Your notes should be a reflection of what you needed to know, or didnt know and learned, and how the content in the article will help you improve your writing.
Lastly, change the common noun in each sentence with a specific proper noun. You may write these on the same sheet as your multiple choice identification.
1. My sister and I went to the city last year for vacation.
2. I brought them fruit for smoothies.
3. We got tickets for the game next weekend.
4. We packed sandwiches for our trip.
5. The play is about redemption.

H. English Tenperiod 3

Homework: In preparation for next week's in class essay, Answer the following. Write out your responses.
Then, complete your Open Mind for Two character Foils in "Greenleaf" On each side of the line (draw one if there isnt one, select four quotes that reveal character.  Select 4 adjectives; 4 actions or inactions (something the characters did or acheived, or didnt); and 2 descriptive details about their appearance.

1. Discuss how Mrs. May and Mr. Greenleaf/Mrs. Greenleaf are opposites. Contrast the May boys with the Greenleaf boys.
2. Mr. Greenleaf specifically tells Mrs. May things that the bull doesn't like ot will make him go crazy.  Go back in the text and locate these things.
3. How does the exposition predict in some ways, the story's conclusion?
4. Why does the bull wear a "crown of thorns."
5. What do you think is the main message?

AP English Literature period 1

As discussed, complete a rhetorical precis of the poem, "We Real Cool" by Gwendolyn Brooks. The link for the formatting is now located under Important Class Readings and Handouts. Be sure to include the precis/summary; and the rhetorical terms section. Typed Precis are Welcomed; however, please print them out.  Additionally, bring a printed copy of your 1972 Essay and your "Throwback" Novel to class tomorrow.

H. Expository Composition period 5

The Civil War and the Emancipation Proclamation posed enormous problems for the United States. Leading up to the Civil War African-Americans comprised 25% of the population of the South. Once freed, blacks became in many ways a logistical problem. With a partner, create 20 questions that the United States Government had to answer or address once black slaves were free.

AP English Literature Period 1

1. Your final draft of your 1972 First AP (Semi) Process Essay is due tomorrow. Please email it to me no later than 8: 30 am to LGUY @ LAUSD.NET. Please print a copy no later than Friday morning, for sharing and publishing in our original literature circle groups.

AP English Literature Period 1

1. Work on your final draft of your essay for 1972.
2. Familiarize yourself with the AP English Rubric attached http://www.rhs.rcschools.net/teachers/welchl/AP%20Generic%20Writing%20Rubric.pdf   
as well as the A Course Descriptions.  
3. As discussed in class, please model the poem, "We Real Cool" by Gwendolyn Brooks. First, think of your message. Then, identify the poetic structure (we did this today in class). Then work to model the poem.  You may need more than one draft before you are satisfied.
4. Complete the SOAPS handout for "We Real; Cool".  Remember, 3 purposes and 3 subjects are needed in those sections.
5. Revisit the Time Line used for Oedipus..or another timeline. Identify 6 -7 pivotal moments in your life. Feel free to make this a Prezi or a powerpoint where you include pictures or images or maps.  This is not due until Friday of this week.

H. Expository Composition period 5

1. Your artistic representation of a statement from the first chapter of The Souls of Black folk is due on Tuesday (mask; collage; audiofile).
2. We will continue reading Chapter 2 on Tuesday, so please bring your books.

H. English Ten period 3

1. We will explore a bit of the life of famed American Writer Flannery O'Connor. First, we will read a written biography of her.  Then, we will view one or two short videos of her.  Our purpose is to understand Flannery's motif's and themes that Flannery found in her writing, to learn about her writing style and her gift for dialect, and to learn why she is such a well-respected writer. Record what you learned on the Flannery O'Connor Reflective Journal document.
 2. Continue your Say, Mean, Matter's for any two of the four statements that was written on the board from Greenleaf.
3. Journals are due on Wednesday.

AP English Literature Period 1

First, I would like to apologize for the delayed posting.  If you are reading this, please text your study buddy to inform them that Homework has been posted. 
1. Finish reading Oedipus at Colonus; up to page 185. Be sure to not skip the Choral Odes. Please also go back and either write down or use post it notes, to identify important quotes, and elements of the story. Familiarize yourself with the major characters. 
2. Use the Blank Timeline to trace the development of Oedipus' character. The Timeline has 16 lines at the top and bottom. Mentally divide Oedipus' character development in thirds. Describe Oedipus at the beginning of Oedipus at Colonus; the middle of the play; and the last portion. Provide 5 adjectives that describe him during the beginning, and then one piece of textual evidence (quote, etc.) for each adjective, then 5 adjectives to describe him during the middle with support; and five adjectives to describe him at/near the end.  You will have 15 adjectives, some may be synonyms, and 15 pieces of evidence/support on your timeline. 
2. Continue to work to complete/finish/re-read. edit your process essay based on the 1972 Free Response Prompt: In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work. Write and essay about the opening scene of a drama or the first chapter of a novel in which you explain how it functions in this way.
3. Thesis statement assignment. For each statement that follows, tell me if it: A. Is or Isn't at thesis.
B. Why it is or isnt. C. If it is not--make it one!!
1. “Homeless people in Berkeley should be given access to services, such as regular food donations, public restrooms, and camping facilities, because it would improve life for all inhabitants of the city.”
2. Drug use is detrimental to society.  
3. In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist. 
4. Text of the Week: We Real Cool by Gwendolyn Brooks. Read the poem twice. Please create two questions based on the poem-- you may create one author and you? One on my own? 

H.Expository Composition period 5

1. Take the first 10-15 of class to finish your Thinking in Colors Group Response. Be sure to return any markers.
2. After you have completed your Thinking in Colors poster, you will complete a SOAPS on Chapter 1 of The Souls of Black Folk. He SOAPs is individual work. Please work quietly and submit before 2pm to my email address.

AP English Literature Period 1

Good Morning! please find your lesson attached! There is no reading ahead, we will continue reading the play with the Fourth Episode tomorrow in class. Today, you will work to completely answer the Oedipus at Colonus Close Reading Questions . If you finish them early, you may continue working on your essay.  Those students who did not get feedback on their essay will have the chance tomorrow after we read the Fourth Episode in class. Please be on your best behavior, and be sure to leave the room clean, and bring a charged Chromebook.

H. English Ten Period 3

1. Independent Reading Journals are due tomorrow! Remember, 4 are due weekly.
2. Select any 8 of the vocabulary words assigned, and write sentences, preferably using information that you were able to understand from the story Greenleaf.
3. "Greenleaf" Close Reading Questions: 1. How can you tell that Mrs. May is unsatisfied with Mr. Greenleaf?  But why doesnt she fire him and find new help? 2. How can you tell that Mr. Greenleaf feels that Mrs. May isn't well taken care of? What does he tell her that her sons should do? What might be symbolic in Mrs. May dream, as the story begins, of the bull chewing up everything but the Greenleafs?

AP English Literature Period 1 9/28/16

Write a brief reflection on your experience either providing feedback or receiving feedback on your 1972 essay. How did it feel to speak about a paper and not necessarily refer to its author? How did it feel to not be able to discuss the work until after suggestions were made?

2. Continue to revise and add elements/specific evidence to your 1972 essay. 

3. Read Oedipus at Colonus . Please bring the red Oedipus at Colonus tomorrow. The questions that should have been homework will be classwork, as I may be absent tomorrow!

AP English Literature Period 1 9/27/16

Write a brief reflection on your experience either providing feedback or receiving feedback on your 1972 essay. How did it feel to speak about a paper and not necessarily refer to its author? How did it feel to not be able to discuss the work until after suggestions were made? 

2. Continue to revise and add elements/specific evidence to your 1972 essay. 

3. Read Oedipus at Colonus . Questions will be posted by 9/8/16 in the morning. 

H. Expository Composition Period 5

View the short Video Tips for Writing An effective Admission Essay. Take notes on the tips outlined as well as those presented in class today and throughout the week for similarities. 2. Select one of the 8 Freshman Personal Insight Questions from the UC Admissions page. Write or finish the draft you started in class. Remember, at the end, please identify one direct quote, one event or detail and five emotions that are related to the topic you chose.

H. Expository Composition Period 5

1. Carefully re-read Chapter 1 of The Souls of Black Folk. Pay particular attention to the pages read in class on Tuesday, page 9 up to page 15. Then as directed, copy the following sentences and re-write it for your own culture/race/gender/social class:
A. One ever feels his two-ness,--an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.
 Once you have, copied the sentence inserting the adjective of your choosing, reflect and write about a time when you felt out of place, or you felt at war because you are African and American; or Black and Hispanic; or Mexican and American; or Female and Black American; or two other groups that are sometimes at odds. How does being these two "things" make you feel? In what ways can you relate to W.E.B. Dubois? Please support your response with evidence from the text. Suggested length: 1 page.

H. English Ten Period 3 September 26, 2016

If you haven't finished and submitted your SOAPS electronically, please do so. Email to LGUY@LAUSD.NET

AP English Literature Period 1

By now, you should have completed the Essay Planning Guide--NOT YOUR ESSAY!. The guide you have your thesis statement, and your introduction.  Then, in chronological order, the points that you will make to support your thesis should be presented, step by step. You should have an outline of an essay (the guide) but not your essay done! Please bring to class completed.
2. Carefully read pages 111-129 in Oedipus at Colonus. Then answer the following study question: For what reason is Theseus sympathetic to Oedipus? (Hint..how is Theseus like Oedipus?)
There will probably be a reading quiz on Oedipus at Colonus. Beware.

AP English Literature Period 1

1. Complete the Literary Analysis Planning Essay Outline/Guide. Please remember that King Drew has purchased Turnitin.com . Please resist temptation to lift sentences or ideas about your essay from any source, whether online or otherwise.
2. Continue Reading Oedipus at Colonus 115-135.  I will post questions later on this evening.

H. Expository Composition Period 5

1. Please visit the following link, which asks you about your college admissions essay needs:
College Admission Survey
2. Finish your SOAPS for this weeks Article of the Week!
3. Study Vocabulary and bring The Souls of Black Folk to class tomorrow!

AP English Literature Period 1

1. Read, highlight and annotate the FULL Article: "I know Why the Caged Bird Cannot Read".  If I were to quiz you on the reading, you would obviously need to know the SOAPS.  Complete the SOAPS Sheet under the Class Readings and Handouts Links.
2. Identify the knowledge domains of each of the questions for today's multiple choice practice.  Remember to be specific: Comprehension: Main Idea; Characterization; Purpose; Tone
Vocabulary; Literary Technique/Device; Grammar/Syntax;
3. Lastly, review your thesis statements and notes and materials for the 1972 Throwback Essay Prompt.  Read and familiarize yourself with the following outline structure: Essay Planning Guide. If you have access to a printer; print a copy for yourself!

H. English Ten period 3

Complete the two questions that you wrote down regarding The Cold Equations
1. Complete the line graph in which you consider the development of Marilyn's character in The Cold Equations. Plot at least four to five adjectives that describe how her character moves/develops/progresses. For each adjective, provide textual support.
2. Discuss the impact Marilyn and her situation have on the EDS Pilot.
3. Continue reading your Independent Reading Novel, so that journal responses are not rushed.

AP English Literature period 1

Happy Weekend! Please visit all three of the following links to review thesis construction for literary essays. Please also review your notes taken on the powerpoint from today regarding the Thesis Statement:
1. How to Write A Thesis For An Analytical Essay (prezi)
2. Summary Versus Analysis
3. Literary Analysis Thesis
Take notes on each tool above. Be prepared for a short quiz or assessment in which you synthesize information on each of the sources as well as what you learned in class on Friday regarding thesis statements.
2. Visit the following survey monkey link https://www.surveymonkey.com/r/8LL3XWT and take the short survey regarding the UC Personal Statement.
3. Select ten more character traits, preferably ones that you do not know or frequently use, and provide a short definition and a sentence.
4. Construct and send me your thesis statement if you haven't already done so by Saturday at 6pm. Please type it directly in my email address.

AP English Literature period 1

Here is the link to the entire Close Reading Assignment in preparation for your essay. Close Reading Tool for 1972 Essay Prompt Be sure to complete all the questions for tomorrow.

H. Expository Composition Classwork period 5

Comparing a Poem and The opening of The Souls of Black Folk
Today, after discussion, we will read the poem, We Wear The Mask by Paul Lawrence Dunbar.  As we read answer the following:
1.How can a mask be like a veil? How is a mask different from a veil? Which has a more negative connotation? Why?
2. What masks do you wear throughout the day?
3. What masks do you think members of minority communities often wear? Why? What might happen if they took off this mask?
4. Connect Dunabr's concept of a mask with Dubois concept of a veil.  How are they similar and different.

AP English Literature Period 1

Begin Oedipus At Colonus--the text is hyperlinked as a PDF. Re-read what was read in class. Continue reading from page 87-115. Remember to Click on Oedipus at Colonus. The document is near the bottom under the Classroom Links and Important Handouts section. 
Answer the following based on your reading:  1. In what ways has Oedipus begun to shed his character as a frazzled, lead, "carcass of a man"? Consider/Analyze his lengthy statements made to the Chorus  and his daughters and even the Gods on pages 101-102; 106-107; and lastly on page 111. (Your response should be a full page)
2. What claim does Oedipus make in self-defense of his action?
3. What complaint does Oedipus levy against his sons?
4. What warning/entreaty does he offer the Gods? How is Oedipus, again acting Kingly.  What does this predict about the plot?
5. What do we learn from Oedipus' other daughter Ismene? What news does she bring? Why does she search for Oedipus and Antigone anyway?
6. How might their different experiences shaped the characters of Ismene and Antigone?

2. Select a chunk of ten (10) unknown or rarely used words from the Character Trait Handout given you in class. Define the words u sing short definitions and/or synonyms. Write these in your notebook or on a sheet of paper that can be easily shown to me for completion, but quickly returned to you.