Remember: Students and classes move at different paces. If you have the scheduled work completed on the day listed, you will not be behind!
B-day
Covey Presentation Evaluation (time allotted will vary by class).
"What is Poetry?" Students will discuss the handout, identify important concepts, and will develop a tool for analyzing poetry,
"Incident in a Rose Garden" analyze the poem.
Shifts in poetry.
Friday, October 2nd
You need your additional novel/play to get signed off.
THE ANNUAL AP ENGLISH 12 POETRY WRITING EXTRAVAGANZA!
Monday, October 5th
"Ego Tripping" by Nikki Giovanni
Allusions and what we need to know to understand poetry.
A-Day
"The Barred Owl" and "The History Teacher"
What to do with a practice AP poetry test.
B-Day
Analyze what other student writers did on the prompt you worked with.
Tuesday, September 29, 2009
Thursday, September 24, 2009
Seven Habits Test
We want to be sure all students have the same information:
1. The test will be on the seven habits--your teachers will make sure to supplement things that might be missing from the presentations.
2. You will be allowed to use your notes.
3. The test is a combination of multiple-choice and short answer.
4. If the AP English12 students average as a group increases, your second score will be averaged with your first score and entered out of 30. If the increase is an average of 10 points or more, only your second score will be entered.
5. The test will happen only after all three classes have completed the presentations.
1. The test will be on the seven habits--your teachers will make sure to supplement things that might be missing from the presentations.
2. You will be allowed to use your notes.
3. The test is a combination of multiple-choice and short answer.
4. If the AP English12 students average as a group increases, your second score will be averaged with your first score and entered out of 30. If the increase is an average of 10 points or more, only your second score will be entered.
5. The test will happen only after all three classes have completed the presentations.
Tuesday, September 22, 2009
Week of September 23-Homcoming Friday and beyond...
Our expectations are that you use the blog to keep track of assignments, due dates and deadlines. We are putting together things out farther so that you can begin with the end in mind!
We have kept in mind that many of you want to enjoy Homecoming as seniors. That's why we want you to get the materials ahead of time so you can plan accordingly.
B-day:
College Essays and process are due in a two-pocket folder.
We begin the Covey presentations--we are going through them in numerical order.
Handout: "What is Poetry?"--Read and annotate for A-day
Friday, September 25, 2009
Finish Covey presentations.
Debrief with your presentational group on your presentation.
Monday, September 28, 2009
Multiple Choice Test on "Seven Habits"--It will be worth 30 points. If the average scores increase, the instructors will do one of the following: A. average the two scores together and make it the score out of 30 or B. enter only the higher score. WE DO NOT WANT FEEDBACK FROM YOU ABOUT THIS.
Group written reflection on the presentation. We will give you the prompt Monday.
A-Day
You need to have "What is Poetry?" read and annotated.
Poetry Explication (<- look up the word) begins!
"Incident in a Rose Garden"--You'll get this in class.
B-Day
Poetry Explication continues with
"Ego Tripping"--You'll get this in class
Friday, October 2, 2009
You must bring to class a copy of your additional text.
It must be from the list of 101 books which can be found on the school web site.
It must be either a full-length play or a novel. NON-FICTION DOES NOT WORK FOR THIS ASSIGNMENT.
You will be expected to be finished with reading the text and have your reader's notebook entry completed on Friday, October 30th.
Homecoming Poetry--you are the poets!
Monday, October 5, 2009
Prose explication begins. Short stories should be read and annotated when you come to class. (We will hand them out when they are run off--you will have several days).
"A Conversation with My Father."
A-Day
Prose explications continues. Short stories should be read and annotated when you come to class.
"Indian Camp."
We have kept in mind that many of you want to enjoy Homecoming as seniors. That's why we want you to get the materials ahead of time so you can plan accordingly.
B-day:
College Essays and process are due in a two-pocket folder.
We begin the Covey presentations--we are going through them in numerical order.
Handout: "What is Poetry?"--Read and annotate for A-day
Friday, September 25, 2009
Finish Covey presentations.
Debrief with your presentational group on your presentation.
Monday, September 28, 2009
Multiple Choice Test on "Seven Habits"--It will be worth 30 points. If the average scores increase, the instructors will do one of the following: A. average the two scores together and make it the score out of 30 or B. enter only the higher score. WE DO NOT WANT FEEDBACK FROM YOU ABOUT THIS.
Group written reflection on the presentation. We will give you the prompt Monday.
A-Day
You need to have "What is Poetry?" read and annotated.
Poetry Explication (<- look up the word) begins!
"Incident in a Rose Garden"--You'll get this in class.
B-Day
Poetry Explication continues with
"Ego Tripping"--You'll get this in class
Friday, October 2, 2009
You must bring to class a copy of your additional text.
It must be from the list of 101 books which can be found on the school web site.
It must be either a full-length play or a novel. NON-FICTION DOES NOT WORK FOR THIS ASSIGNMENT.
You will be expected to be finished with reading the text and have your reader's notebook entry completed on Friday, October 30th.
Homecoming Poetry--you are the poets!
Monday, October 5, 2009
Prose explication begins. Short stories should be read and annotated when you come to class. (We will hand them out when they are run off--you will have several days).
"A Conversation with My Father."
A-Day
Prose explications continues. Short stories should be read and annotated when you come to class.
"Indian Camp."
Monday, September 21, 2009
College Essay
Remember folks:
Your ticket in (to get you essay assess for a grade), you must complete the process! So far that is two unique drafts and six peer reviews. Missing even one of these means you are ineligible for a grade.
Your ticket in (to get you essay assess for a grade), you must complete the process! So far that is two unique drafts and six peer reviews. Missing even one of these means you are ineligible for a grade.
Character ethic v. Personality ethic
I was thinking about this concept over the weekend.
If you focus on the learning rather than the grade, the learning will happen and the grades will indicate that.
If you focus on the grade rather than the learning, you will lose sight of the learning and the grades will suffer.
If you focus on the learning rather than the grade, the learning will happen and the grades will indicate that.
If you focus on the grade rather than the learning, you will lose sight of the learning and the grades will suffer.
Tuesday, September 15, 2009
What's coming up
B-day
You will have three reviews of your first draft of your college essay.
Power Point Covey overview--details about your Covey presentations.
Friday
Covey "Inside/Out" quiz--you may use your annotations.
If you "sticky note," put the stick notes on pieces of paper. If you leave them in the book, you will have limited access to your annotation.
Finish Power Point (as needed)
Work time for your Covey presentations
Monday
2nd Draft of college draft due for peer review.
A-Day
Poetry analysis--we'll show you how to do it!
Work Time for the Covey presentations.
B-Day
Covey Presentations begin--we will start with Habit 1.
We expect the presentations will be not less than 12 minutes in length--you have to be sure to give us the important information. We will stop you at 20 minutes. PRACTICE!
You will have three reviews of your first draft of your college essay.
Power Point Covey overview--details about your Covey presentations.
Friday
Covey "Inside/Out" quiz--you may use your annotations.
If you "sticky note," put the stick notes on pieces of paper. If you leave them in the book, you will have limited access to your annotation.
Finish Power Point (as needed)
Work time for your Covey presentations
Monday
2nd Draft of college draft due for peer review.
A-Day
Poetry analysis--we'll show you how to do it!
Work Time for the Covey presentations.
B-Day
Covey Presentations begin--we will start with Habit 1.
We expect the presentations will be not less than 12 minutes in length--you have to be sure to give us the important information. We will stop you at 20 minutes. PRACTICE!
Monday, September 14, 2009
College Essay Prompts
If you are "stuck" with what to write about--here's what I did--I typed in "college essay prompts" on BING. They brought me to lots of places.
Here is the address of the first place. I scan it, and there seemed like lots of possibilities. See what you think.
http://www.eduers.com/University/College_Admission_Essay_Topics.html
Here is the address of the first place. I scan it, and there seemed like lots of possibilities. See what you think.
http://www.eduers.com/University/College_Admission_Essay_Topics.html
The importance of Annotation: an exchange
This email exchange is from a student we had last year.
Mrs. Dufault,
Guess what!? I found my Things Fall Apart annotations which is so exciting to me! Another side note, we ended up reading Antigone rather than Oedipus. That was still good though because I read that in AP 11. Hope all is well.
-- Elizabeth Laferriere
On Sun, Sep 13, 2009 at 9:36 PM, Dufault, Amy (MGSH) wrote:
Yes! I am so happy that will makes things easier for you. Can I put this on the blog? Anything that encourages students to annotate helps!Thanks,
Mrs. Dufault
That would be fine. I know a lot of kids here don't really know how to annotate so I really have an advantage which helps. I handed in an informal paper and my prof said I was above standards, and that made me feel a lot better about my writing ability.
Mrs. Dufault,
Guess what!? I found my Things Fall Apart annotations which is so exciting to me! Another side note, we ended up reading Antigone rather than Oedipus. That was still good though because I read that in AP 11. Hope all is well.
-- Elizabeth Laferriere
On Sun, Sep 13, 2009 at 9:36 PM, Dufault, Amy (MGSH) wrote:
Yes! I am so happy that will makes things easier for you. Can I put this on the blog? Anything that encourages students to annotate helps!Thanks,
Mrs. Dufault
That would be fine. I know a lot of kids here don't really know how to annotate so I really have an advantage which helps. I handed in an informal paper and my prof said I was above standards, and that made me feel a lot better about my writing ability.
Essay Contest
For students who are interested...or for students looking for an essay to write for their college essay assignment, you might want to check this out.
http://www.firstfreedom.org/
http://www.firstfreedom.org/
Thursday, September 10, 2009
Essay Prompts for Summer Literary Text
27. 1996 AP Question:
The British novelist Fay Weldon offers this observation about happy endings:
"The wrirers, I do believe,. who get the best and most lasting response from readers are the writers who offer a happy ending through moral development. By a happy ending, I do not me~ mere fortunate events -- a marriage or a last-minute rescue from death -- but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.
Choose a novel or play that has the kind of ending Weldon describes. In a well-written essay, identify the "spiritual reassessment or moral reconciliation" evident in the ending and explain its significance in the work as a whole. You may select a work from the list below or another novel or play of literary merit.
28. 1997 AP Question: Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole.
29. 1998 AP Question: In his essay "Walking," Henry David Thoreau offers the following assessment of literature:
In literature it is only the wild that attracts us.
Dullness is but another name for tameness. It is the uncivilized free and wild thinking in Hamlet and The Iliad, in all scriptures and mythologies, not learned in schools, that delights us. c
From the works you have studied in school, choose a novel, play, or epic poem that you may initially have thought was conventional and tame but that you value for its "uncivilized free and wild thinking." Write an essay in which you explain what constitutes its "uncivilized free and wild, thinking" and how that thinking is central to the value of the work as a whole. Support your ideas with specific references to the work you choose.
30. 1999 AP Question: 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 tom 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 within 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 play of similar literary quality.
31. 2000 AP Question: Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the characrers confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot.
32. 2001 AP Question: One definition of madness i, "mental delusion or the eccentric behavior arising from it." But Emily Dickinson wrote
Much madness is divinest SenseTo a discerning Eye-
Novelist and playwrights have often seen madness with a "discerning Eye." Select a novel or a 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. Due not merely summarize the plot.
33. 2002 AP Question: Morally ambiguous characters-characters whose behavior discourages readers from identifying them as purely evil or purely good~are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is sigmficant to the work as a whole. Avoid mere plot summary.
34. 2002 (B): Often in literature a character's success in achieving goals depends on keeping a secret and divulging it only at the right moment, if at all.
Choose a novel or play ofliterary merit that requires a character to keep a secret. In a wellorganized essay, briefly explain the necessity for secrecy and how the character's choice to reveal or keep the secret affects the plot and contnbutes to the meaning of the work as a whole.
You may select a work from the list below, or you may choose another work of recognized literary merit suitable to the topic. Do NOT write about a short story, poem, or film.
35. 2003: According to critic Northrop Frye, "Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning."
Select a novel or play in which a tragic figure functions as an instrument of the suffering of others.
Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole.
36. 2003 (B): 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 cultural collisions. Then write a well-organized e,ssay in which you describe the character's response and explain its relevance to the work as a whole.
37. 2004: Critic Roland Barthes has said, "Literature is the question minus the answer." Choose a novel or play and, considering Barthes' observation, write an essay in which you analyze a central question the work raises and the extent to which it offers any answers. Explain how the author's treatment of this question affects your understanding of the work as a whole. Avoid plot summary.
38. 2004 (B): 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 weU-organized essay in which you show: how a specific death scene helps to illuminate the meaning of the work as a whole.
39. 2005: In Kate Chopin's The Awakening (1899), protagonist Edna Pontellier is said to possess ''that outw'ard existence which conforms, the inward tife wllich questions." In a novel or play that you have studied, identify a character who conforms outWardly while questioning inwardly. Then write an essay in which you analyze how this tension between outward conformity and· inward questioning contributes to the meaning of the work. Avoid mere plot summary.
The British novelist Fay Weldon offers this observation about happy endings:
"The wrirers, I do believe,. who get the best and most lasting response from readers are the writers who offer a happy ending through moral development. By a happy ending, I do not me~ mere fortunate events -- a marriage or a last-minute rescue from death -- but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.
Choose a novel or play that has the kind of ending Weldon describes. In a well-written essay, identify the "spiritual reassessment or moral reconciliation" evident in the ending and explain its significance in the work as a whole. You may select a work from the list below or another novel or play of literary merit.
28. 1997 AP Question: Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole.
29. 1998 AP Question: In his essay "Walking," Henry David Thoreau offers the following assessment of literature:
In literature it is only the wild that attracts us.
Dullness is but another name for tameness. It is the uncivilized free and wild thinking in Hamlet and The Iliad, in all scriptures and mythologies, not learned in schools, that delights us. c
From the works you have studied in school, choose a novel, play, or epic poem that you may initially have thought was conventional and tame but that you value for its "uncivilized free and wild thinking." Write an essay in which you explain what constitutes its "uncivilized free and wild, thinking" and how that thinking is central to the value of the work as a whole. Support your ideas with specific references to the work you choose.
30. 1999 AP Question: 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 tom 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 within 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 play of similar literary quality.
31. 2000 AP Question: Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the characrers confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot.
32. 2001 AP Question: One definition of madness i, "mental delusion or the eccentric behavior arising from it." But Emily Dickinson wrote
Much madness is divinest SenseTo a discerning Eye-
Novelist and playwrights have often seen madness with a "discerning Eye." Select a novel or a 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. Due not merely summarize the plot.
33. 2002 AP Question: Morally ambiguous characters-characters whose behavior discourages readers from identifying them as purely evil or purely good~are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is sigmficant to the work as a whole. Avoid mere plot summary.
34. 2002 (B): Often in literature a character's success in achieving goals depends on keeping a secret and divulging it only at the right moment, if at all.
Choose a novel or play ofliterary merit that requires a character to keep a secret. In a wellorganized essay, briefly explain the necessity for secrecy and how the character's choice to reveal or keep the secret affects the plot and contnbutes to the meaning of the work as a whole.
You may select a work from the list below, or you may choose another work of recognized literary merit suitable to the topic. Do NOT write about a short story, poem, or film.
35. 2003: According to critic Northrop Frye, "Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning."
Select a novel or play in which a tragic figure functions as an instrument of the suffering of others.
Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole.
36. 2003 (B): 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 cultural collisions. Then write a well-organized e,ssay in which you describe the character's response and explain its relevance to the work as a whole.
37. 2004: Critic Roland Barthes has said, "Literature is the question minus the answer." Choose a novel or play and, considering Barthes' observation, write an essay in which you analyze a central question the work raises and the extent to which it offers any answers. Explain how the author's treatment of this question affects your understanding of the work as a whole. Avoid plot summary.
38. 2004 (B): 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 weU-organized essay in which you show: how a specific death scene helps to illuminate the meaning of the work as a whole.
39. 2005: In Kate Chopin's The Awakening (1899), protagonist Edna Pontellier is said to possess ''that outw'ard existence which conforms, the inward tife wllich questions." In a novel or play that you have studied, identify a character who conforms outWardly while questioning inwardly. Then write an essay in which you analyze how this tension between outward conformity and· inward questioning contributes to the meaning of the work. Avoid mere plot summary.
Tuesday, September 8, 2009
College Essay
Planning ahead.
Resume work: be ready for Friday (we may not get to it until Monday because of the assembly Friday)--have a resume that people can write on; it should not be on resume paper.
Draft one (Draft one is NOT a rough draft; rather it is a draft that you have revised on your own at least once). is due on "B" day Sept. 16th or 17th. We will peer review to revise it for content.
Draft two (a revision that is completed after the peer review on B day) is due on Monday, Sept. 21st. We will peer review to revise it for polish.
Final draft and process is due in a two pocket folder on "B" day Sept. 23rd or 24th.
This essay WILL NOT be assessed by your AP teacher, rather it will be read by someone experienced with teaching college who will rate it as "Accept," "Wait List," or "Don't Accept." Students who do not submit all of the process will not have their essays evaluated and will not earn the points. Student who achieve "accept" will earn 30/30 points. "Wait List" will earn the writer 28/30 points. Students who are "not accepted" will earn 26/30 points.
The process is your ticket in!
Resume work: be ready for Friday (we may not get to it until Monday because of the assembly Friday)--have a resume that people can write on; it should not be on resume paper.
Draft one (Draft one is NOT a rough draft; rather it is a draft that you have revised on your own at least once). is due on "B" day Sept. 16th or 17th. We will peer review to revise it for content.
Draft two (a revision that is completed after the peer review on B day) is due on Monday, Sept. 21st. We will peer review to revise it for polish.
Final draft and process is due in a two pocket folder on "B" day Sept. 23rd or 24th.
This essay WILL NOT be assessed by your AP teacher, rather it will be read by someone experienced with teaching college who will rate it as "Accept," "Wait List," or "Don't Accept." Students who do not submit all of the process will not have their essays evaluated and will not earn the points. Student who achieve "accept" will earn 30/30 points. "Wait List" will earn the writer 28/30 points. Students who are "not accepted" will earn 26/30 points.
The process is your ticket in!
Friday's Terms Test
Here's what you should know about the Blog...
Dufault and Forsberg meet on Tuesdays after school...so we will probably add things on Tuesdays.
We have decided that you can know the exact format of the test on Friday because you won't know which terms you will be using until then. So, here are the three questions:
Allegory
Allusion
Ambiguity
Analogy
Antithesis
Atmosphere
Clause
Connotation
Denotation
Diction
Euphemism
Figurative language
Genre
Hyperbole
Imagery
Irony/ironic
Metaphor
Mood
Motif
Narrative
Onomatopoeia
Paradox
Parallelism
Parody
Personification
Point of view
Prose
Repetition
Style
Symbol
Syntax
Theme
Thesis
Tone
Directions:
You will be working with three different terms. You will be assigned two and the other one you may select.
Term One (assigned)
Define the term in you own words. Explain it as though you were explaining it to a classmate who doesn’t understand it. Do not use examples as part of your definition.
Term Two (assigned)
Explain how having a clear understanding of this term will help you in AP English 12. Be sure in your explanation that you are illustrated a clear understanding of the term. Think in terms of understanding literature or writing (or both) in your explanation.
Term Three (You will choose a term from a different “box” than term one or term two)
Using an example from a text that you know, illustrate this term. Clearly identify the example and explain in your own words how it illustrates the meaning. Be sure that someone who is unfamiliar with your chosen text will be able to connect your example to the meaning of the term.
The terms are listed above, but the "box formatting" doesn't copy to the blog--each box has five terms in it--they are grouped alphabetically if you want to do that.
Dufault and Forsberg meet on Tuesdays after school...so we will probably add things on Tuesdays.
We have decided that you can know the exact format of the test on Friday because you won't know which terms you will be using until then. So, here are the three questions:
Allegory
Allusion
Ambiguity
Analogy
Antithesis
Atmosphere
Clause
Connotation
Denotation
Diction
Euphemism
Figurative language
Genre
Hyperbole
Imagery
Irony/ironic
Metaphor
Mood
Motif
Narrative
Onomatopoeia
Paradox
Parallelism
Parody
Personification
Point of view
Prose
Repetition
Style
Symbol
Syntax
Theme
Thesis
Tone
Directions:
You will be working with three different terms. You will be assigned two and the other one you may select.
Term One (assigned)
Define the term in you own words. Explain it as though you were explaining it to a classmate who doesn’t understand it. Do not use examples as part of your definition.
Term Two (assigned)
Explain how having a clear understanding of this term will help you in AP English 12. Be sure in your explanation that you are illustrated a clear understanding of the term. Think in terms of understanding literature or writing (or both) in your explanation.
Term Three (You will choose a term from a different “box” than term one or term two)
Using an example from a text that you know, illustrate this term. Clearly identify the example and explain in your own words how it illustrates the meaning. Be sure that someone who is unfamiliar with your chosen text will be able to connect your example to the meaning of the term.
The terms are listed above, but the "box formatting" doesn't copy to the blog--each box has five terms in it--they are grouped alphabetically if you want to do that.
Wednesday, September 2, 2009
Summer Homework for the First Day
Hey folks,
When you come to AP English 12 on "A" day, we expect the following:
1. You know the literary terms...you haven't simply memorized them, you know what they mean.
2. You are ready to talk about literary and commercial fiction.
3. You can work with your commercial title.
4. You have your reader's notebook entry completed (Typed) for your summer literary fiction.
When you come to AP English 12 on "A" day, we expect the following:
1. You know the literary terms...you haven't simply memorized them, you know what they mean.
2. You are ready to talk about literary and commercial fiction.
3. You can work with your commercial title.
4. You have your reader's notebook entry completed (Typed) for your summer literary fiction.
email for AP student from last year
-- Elizabeth Laferriere is and AP student who graduated last year. Here's her advice to you:
I just wanted to let you know that you should tell your students to do a really good job with their books. Just because they're seniors does not mean they should completely slack off. I am giving them this warning because I did not give Things Fall Apart 100% of my effort when I had the chance, and now I'm reading it for my Paideia I class, a required English/Religion course for all freshmen at Luther College. Oh and we're reading Oedipus again. Just tell your students that they can never really escape from AP English. Have a good school year!
I just wanted to let you know that you should tell your students to do a really good job with their books. Just because they're seniors does not mean they should completely slack off. I am giving them this warning because I did not give Things Fall Apart 100% of my effort when I had the chance, and now I'm reading it for my Paideia I class, a required English/Religion course for all freshmen at Luther College. Oh and we're reading Oedipus again. Just tell your students that they can never really escape from AP English. Have a good school year!
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