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  1. AP Literature and Composition (Period 3)
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AP Literature and Composition (Period 3) Assignments

Instructors
Term
Fall 2019 - Spring 2020
Department
English
Description
Requiring students to think, work and perform at college level, instruction in AP English Literature and Composition prepares students to take the AP English Literature and Composition examination offered by the College Board. Passing grades on the exam afford students college credit for this course, the amount of credit varying with each university. Students hone analytical, critical and evaluative skills while reading and discussing core literary works from the AP suggested reading list or equivalent works. Students cultivate the ability to convey ideas and arguments precisely, orally and in writing advanced essays, both timed and prepared. Typical AP titles include novels, plays, poetry and non-fiction works from the Renaissance through contemporary times and are multi-cultural in origin. All students enrolled in this class are required to take the AP English Literature Examination.

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Past Assignments

Due:

Assignment

  • Payments and signed parent letters for Grad Night are due to Rm. 200 no later than March 25th if you are interested in going. If you need a copy of the packet, see Ms. Aguilar.

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Assignment

  • You have each been invited (via your Mary Star email) to join our Google Classroom for World Literature. If you have not yet accepted, do so ASAP in order to keep up to date with our daily lectures + assignments. In case you need it, the join code for our class is listed below:
    • Period 3 (AP Lit) = w4j52dv
  • Below you will also find the Student Resources PDF file that Mr. Nguyen sent to your Mary Star email address. PLEASE READ IT CAREFULLY. It contains important information for our online classes, including links that you can click on to see how you navigate Google Classroom, submit assignments, etc.

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Assignment

  • Add the following terms to your notes -- these will be the first half of Sadlier #8. Begin studying these, as we will have an upcoming practice with them.
    1. Aberration -- (n) a departure from what is proper, right, expected, or normal; a lapse from a sound mental state.
    2. Ad hoc -- (adj) for this specific purpose; improvised.  
    3. Bane -- (n) the source or cause of fatal injury, death, destruction, or ruin; death or ruin itself; poison.
    4. Bathos -- (n) very insincere or exaggerated sentimentality; anticlimax or the lowest phase of something.
    5. Cantankerous -- (adj) ill-tempered, quarrelsome; difficult to get along or deal with.
    6. Casuistry -- (n) the determination of right and wrong in questions of conduct or conscience by the application of general ethical principles; specious argument.
    7. De facto -- (adj) actually existing or in effect, although not legally required or sanctioned. (adv) in reality; actually.
    8. Depredation -- (n) the act of preying upon or plundering.
    9. Empathy -- (n) a sympathetic understanding of or identification with the feelings, thoughts, or attitudes of someone else.
    10. Harbinger -- (n) a forerunner or herald. (v) to herald the approach of.

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Assignment

  • Read the following section from Hamlet and be ready to discuss in class. 
    • Act 2 Scene 1
    • Act 2 Scene 2 only up to p. 93 (stop just as Hamlet enters, reading a book)
  • Finish the discussion questions from the final scenes of Act 1 if you did not do so in class. We will be collecting these for a quick check on Friday.

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Assignment

  • Study for Tuesday's test on Sadlier #7 and the opening scenes of Hamlet. The responses to the discussion questions from Monday's class have been posted in the PDF below for you to review as well. Each item has the group response(s) from the expert groups that were assigned to it, as well as a few additional notes that can help clarify or expand upon the ideas presented in each question.
  • Read Scenes 4-5 from Act 1 of Hamlet. For the test, all you will need to know on these scenes is what secret is revealed to Hamlet. We will dive more deeply into these scenes after the test.

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Assignment

  • Read/review Act 1 Scenes 1-3 of Hamlet, and be ready to discuss on Monday.

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Assignment

  • Poetry submissions for our extra credit opportunity are due - there are two contests that can be entered. See the flyers below for submission details + forms. For extra credit, please give a copy to me in class as well.

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Assignment

  • Add the following terms to your notes -- these will be the second half of Sadlier #7. Begin studying these, as we will have an upcoming practice with them.
    1. Inchoate -- (adj) just beginning; not fully shaped or formed.
    2. Lampoon -- (n) a malicious satire. (v) to satirize or ridicule. 
    3. Malleable -- (adj) capable of being formed into different shapes or being altered, adapted, or influenced.
    4. Nemesis -- (n) an agent or force inflicting vengeance or punishment; an unbeatable rival. 
    5. Opt -- (v) to make a choice or decision.
    6. Philistine -- (adj) lacking in cultural or artistic values or refinements. (n) someone with the aforementioned description.
    7. Picaresque -- (adj) involving clever rogues or adventurers.
    8. Queasy -- (adj) nauseated or uneasy; troubled.
    9. Refractory -- (adj) stubborn; hard to manage; not responsive to treatment/cure.
    10. Savoir-faire -- (n) the ability to say/do the right thing in any situation; social competence.
  • If you have not already done so, bring your copy of Hamlet for a check - we are getting ready to start this play.

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Assignment

  • In your groups from Thursday's class, write a joint thesis statement for the two remaining prompts for the stations you did not visit yet. Remember to use either The Road, A Doll's House, or The Metamorphosis to respond. These will be due by Tuesday's class for feedback.
    • Prompt #1:
      • 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 your character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the work as a whole. Avoid mere plot summary.
    • Prompt #2:
      • The most important themes in literature are sometimes developed in scenes in which a death or deaths take place. Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the meaning of the work as a whole. Avoid mere plot summary.
    • Prompt #3:
      • 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 an 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.
  • Add the following terms to your notes -- these will be the first half of Sadlier #7. Begin studying these, as we will have an upcoming practice with them.
    1. Abeyance -- (n) a state of being temporarily inactive, suspended, or set aside.
    2. Ambivalent-- (adj) having opposite and conflicting feelings about someone or something.
    3. Beleaguer -- (v) to set upon from all sides; to surround with an army; to trouble or harass.
    4. Carte blanche -- (n) full freedom or authority to act at one's own discretion. 
    5. Cataclysm-- (n) a sudden, violent, or devastating upheaval; a surging flood or deluge.
    6. Debauch -- (v) to corrupt morally or seduce. (n) an act or occasion of vice.
    7. Éclat-- (n) dazzling or conspicuous success or acclaim; great brilliance (of performance or achievement).
    8. Fastidious -- (adj) overly demanding or hard to please; excessively careful in regard to details; easily disgusted.
    9. Gambol -- (v) to jump or skip about playfully.
    10. Imbue -- (v) to soak or stain thoroughly; to fill the mind.

Due:

Assignment

  • The information for both parts of our Metamorphosis project are posted below for your reference - both parts are due by the end of the school day on Friday. We will have some time to work on these during block period (after the test), but otherwise the rest will be done at home.

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Assignment

  • Add the following terms to your notes -- these will be the second half of Sadlier #6. Begin studying these, as we will have an upcoming practice with them.
    1. Modulate -- (v) to change or vary the intensity or pitch; to temper or soften; to regulate or adjust.
    2. Portentous -- (adj) foreshadowing an event to come; causing wonder or awe; self-consciously weighty or pompous.
    3. Prescience -- (n) knowledge of events or actions before they happen; foresight.
    4. Quid pro quo -- (n) something given in exchange or return for something else.
    5. Salubrious -- (adj) conducive to health or well-being; wholesome.
    6. Saturnalian -- (adj) characterized by riotous or unrestrained revelry or licentiousness.
    7. Touchstone -- (n) ia means of testing worth or genuineness.
    8. Traumatic -- (adj) so shocking to the emotions as to cause lasting and substantial psychological damage.
    9. Vitiate -- (v) to weaken, debase, or corrupt; to impair the quality or value of.
    10. Waggish -- (adj) fond of making jokes; characteristic of a joker; playfully humorous or droll.
  • REMINDER: Resubmissions for the Cabrini essay can be uploaded to the new folder on turnitin.com for an updated score. If you forgot to submit your original essay via the website before, you can use the same folder. Please send an email notification when you upload so that your score can be updated on the rubric. 
  • REMINDER: Begin ordering a copy of William Shakespeare's Hamlet (Folger Library Edition).
  • REMINDER: Begin studying for our test on The Metamorphosis and Sadlier later this week. 

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Assignment

  • Add the following terms to your notes -- these will be the first half of Sadlier #6. Begin studying these, as we will have an upcoming practice with them.
    1. Abortive -- (adj) failing to accomplish an intended aim or purpose; only partially or imperfectly developed.
    2. Bruit -- (v) to spread news, reports, or unsubstantiated rumors.
    3. Contumelious -- (adj) insolent or rude in speech or behavior; insultingly abusive; humiliating.
    4. Dictum -- (n) a short saying; an authoritative statement.
    5. Ensconce -- (v) to settle comfortably and firmly in position; to put or hide in a safe place.
    6. Iconoclastic -- (adj) attacking or seeking to overthrow popular or traditional beliefs, ideas, or institutions.
    7. In medias res -- (adv) in or into the middle of a plot; into the middle of things. 
    8. Internecine -- (adj) mutually destructive; characterized by great slaughter and bloodshed.
    9. Maladroit -- (adj) lacking skill or dexterity; lacking tact, perception, or judgment.
    10. Maudlin -- (adj) excessively or effusively sentimental.
  • Begin ordering a copy of William Shakespeare's Hamlet (Folger Library Edition).
  • Begin studying for our test on The Metamorphosis and Sadlier later this week. 

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Assignment

  • Major Works Data Sheet for The Metamorphosis is due by Monday. 

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Assignment

  • The materials you will need for our Opportunity Tickets assignment are due by Thursday. You will need to bring the following for credit:
    • 10 letter-sized envelopes
    • 10 postage stamps
    • 10 addresses (of family, friends of the family, neighbors, church or club members, etc.)
      • Do not use the address of another MSHS student.
      • International students do not need to bring addresses.

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Assignment

  • Reminder: You should be reading Pt. 3 of The Metamorphosis for block period this week.

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Assignment

  • Final draft of Cabrini Literary Guild essay is due in class on Friday.
    • Bring your hard copy to class. REMINDER: Do not include your name on the essay itself - use a cover page instead. Download the Word document below and use it to format your cover page (or if you do not have Word, use the PDF to show you how to format it). 
    • Submit your essay via turnitin.com by 11:59pm tonight as well.

Due:

Assignment

  • Begin gathering the materials you will need for our Opportunity Tickets assignment (you will need to bring these by next week):
    • 10 letter-sized envelopes
    • 10 postage stamps
    • 10 addresses (of family, friends of the family, neighbors, church or club members, etc.)
      • Do not use the address of another MSHS student.
      • International students do not need to bring addresses.

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Assignment

  • A printed copy of your Cabrini Literary Guild essay draft is due at the start of block period (the library is open before school, during break, and after school for printing - plan accordingly). Some writing tips have been posted in the PDF below for your reference.

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Assignment

  • Work on reading Pt. 2 of The Metamorphosis. We will be discussing the first portion on Friday and as much as possible of the second as well.

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Assignment

  • Bring your copy of The Metamorphosis to class - there will be a book check in block period.
  • Your thesis statement for the Cabrini essay is due at the start of block period - we will use this to finish brainstorming and begin working on our drafts in class. Also bring any outside research you may want to use (e.g. notes on videos, printed news stories). You can also bring your own laptop/tablet for this week if you prefer not to use our school laptops.
    • For your reference, the information regarding the Cabrini essay is posted in the PDF below.

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Assignment

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Assignment

  • In case you misplace the copy you were given in class last week, the study guide for our final exam has been re-posted below.

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Assignment

  • The extra credit options for fall semester are posted in the PDF below for your reference. You may choose one option and submit it by the end of the day on Tuesday, 12/17. This is also the due date for any missing work.

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Assignment

  • The Major Works Data Sheet for A Doll's House is due by the end of the day.

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Assignment

  • Have one person in your group submit your essay for "The Other Paris" via turnitin.com by 11:59pm today. Bring a hard copy to class tomorrow (Tuesday) as well. 

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Assignment

  • Have your evidence chart and intro paragraph for "The Other Paris" ready for the start of class on Thursday. If you would like to bring your own laptop to work, feel free to do so.
  • For your reference, a few sample essays from the Gascoigne prompt have been posted below. These were written in a timed setting and scored accordingly on the old 9-point scale, but they can nevertheless provide additional pointers with the reader's comments underneath each one.

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Assignment

  • One Pager for A Doll's House is due.

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Assignment

  • The senior lunch order form for our next catered lunch is posted below. If you would like to place an order, your exact payment is due no later than Monday, Dec. 2nd. If your order and payment are not received by this date, your order will not be placed. No late orders can be accepted.

Due:

Character Poster Directions.png

Assignment

  • Character analysis posters due (the directions have been posted below for your reference).
  • In preparation for our roundtable discussion on A Doll's House, review the following guiding questions. You will not be submitting written answers to these questions - they are simply being posted as a guide for some of the topics that may be discussed, so you can have an idea of the things you might want to contribute.
    • CHARACTERS:
      • Compare Nora and Torvald in their opportunities for growth. What opportunities does Torvald have to change, and how does he respond? Consider the responsibility each of them has for having created a "doll house" in their home.
      • Going along the vein of the question above, do you believe that Nora is ultimately a victim, or does she bring her troubles upon herself? Be prepared to defend your position.
      • Consider the significance of Mrs. Linde's former/current relationship with Krogstad. In your opinion, to what extent can Krogstad be labeled an actual villain? Think about his motives and the things he does (not just in the past but also the present) - compare these things with Torvald's own motives/actions, and those of Dr. Rank.
      • Compare Nora and Mrs. Linde with regard to their lives since marriage. Who is better off? Consider the short term and long term for both women. 
      • Dr. Rank and Krogstad can be considered foils to Torvald - how so? Mrs. Linde can be considered a foil to Nora - how so? 
      • Consider the critic A.S. Byatt's judgment of Nora, in which she sees Nora as displaying "a silliness and insensitivity." Do you agree with this observation? Is she a sympathetic character, and/or did your opinion of her change across the course of the play?
    • THEMES, MOTIFS, + SOCIAL COMMENTARY:
      • Consider the various references to sickness, fever, and light in the play. What larger meanings might Ibsen have meant by them?
      • Consider the thematic significance of deception vs. honesty, and self-discovery. Do you believe Nora makes the best decision at the end of the play (considering as well that she doesn't take her children)? How is she justified or not? Is this departure the only option for her to achieve full humanity, or do you think the play could end any other way and still get Ibsen's point across effectively? What do you predict will happen to Nora, based on what you know about her?
      • Nora holds a secret from her family, while her husband asserts that secrets and lies ultimately corrupt families, and Mrs. Linde convinces Krogstad to let the truth come out. Who is correct? Is it okay to lie for good reason, or is sticking to the truth the only way? Support your ideas with details from the story, and any other sources you wish to include.
      • Once he reads Krogstad's letter, Torvald insists that happiness isn't really what matters; rather, the appearances are what matter. Consider not just what this says about Torvald, but about societal values in general. In what ways do you see this mentality reflected even in today's society?

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Assignment

  • For each of the focus characters listed below, gather a list of quotes/examples (at least 5) from throughout the text that provide insight into the character. You will use these as supporting evidence for our activity in Thursday's class. 
    1. Nora 
    2. Torvald 
    3. Krogstad
    4. Mrs. Linde
    5. Dr. Rank

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Assignment

  • Reminder to study for Tuesday's test. It will cover Sadlier #4-5, the chapter readings from the drama section of our textbook (which you took notes on before - Ch. 1 and Ch. 2), and A Doll's House thus far.
  • If you did not have a chance to share your symbols chart findings with your group members during class, make sure that you share by Tuesday's class (e.g. you could pool your ideas into a Google doc or send photos of each other's charts). We will be sharing as a class on Tuesday as well. The symbols were as follows:
    • Christmas tree
    • Macaroons
    • Tarantella and fancy dress ball
    • The doll's house
    • Letterbox/key

Due:

Assignment

  • Finish reading and annotating the final pages of A Doll's House. Revisit your previous annotations as well and adjust them as needed, keeping in mind the suggestions from our previous post.
  • Continue to study the Sadlier #4-5 terms that have been listed in previous posts, and be ready for our next test (clarification: it will not take place on Thursday).
  • The retake code for the Sadlier/DH check is: 038851. It will be available until Friday at 5pm.

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Assignment

  • Over the weekend, read and annotate A Doll's House through the end of p. 1130 (as Dr. Rank exits). Revisit your previous annotations as well and adjust them as needed, keeping in mind the suggestions below. Your original homework assignment has been adjusted so that you can concentrate more fully on creating these thorough annotations. Please keep in mind that simply highlighting passages with zero or sparse notations isn't enough - you should be including specific, constant commentary of your own (i.e. questions, insights, reactions, labels for themes/devices, etc.) throughout. Some suggestions to help guide you are as follows:
    • Mark key lines: Anytime you read a passage that is significant to the plot or character development, underline/highlight it and write notes to yourself in the margins (or on Post-its, in a notebook, etc.) describing the passage and/or why it's important. Mark crucial and/or powerful quotes with an asterisk/star.
    • Write your comments and ask questions: Your comments are your thoughts or "conversation" with the text. If a passage/scene is confusing, or you want to know more about what is occurring, bracket it and jot your question in the margin. Then you can bring the question to class discussion for clarification.
    • React to what you read: If something in the text strikes you, surprises you, troubles you, or even makes you laugh, mark it and write your reaction in the margin. Often these passages are intentionally written by the author to elicit such a response, so they can prove important later.
    • Track themes, symbols, devices: As you read, you will begin to discern the text's themes, major symbols, etc. Once you notice them, you can begin marking them every time they occur. This is especially valuable when it comes time to write about the text later. It may be helpful to you to differentiate how you identify them (e.g. using an "S" for symbols and then marking it up with any additional notes about that symbol). It is recommended that you focus on:
      • Themes 
      • Characterization
      • Plot elements (setting, mood, conflict, etc.)
      • Symbols (what major symbolic elements are introduced throughout, and why are they important?)
      • Imagery (what effect do the specific images have?)
      • Diction (what effect does the specific word choice have?)
    • Note unknown terminology or concepts: If you're not familiar with a particular term or concept, circle/highlight it, look it up, and mark your new understanding of what it means.
    • Notes at the end of each scene/act: Take time at the end of each act to summarize the most important plot events in each section - this way, when you remember a key plot event but don't remember where in the text it occurred or when you can't recall which event happens before which one, you have a resource for easy reference.
  • Study the Sadlier #4-5 terms that have been listed in previous posts, and be ready for practices/assessments.
  • The notes from the class discussion items on Friday have been posted below for your reference. 

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Assignment

  • If you would like to get a jump start on part of the weekend homework, you can begin reading and annotating the remainder of Act 2 to save yourself time later. For Friday's class, we will concentrate our discussion on Acts 1 and the first half of Act 2, but the second half will be a portion of what is to be done over the weekend.
  • Add the following terms to your notes -- these will be the second half of Sadlier #5. Begin studying these, as we will have an upcoming practice with them.
    1. Matrix -- (n) a mold; the surrounding situation or environment.
    2. Obsequies -- (n) funeral rites or ceremonies.
    3. Panache -- (n) a confident and stylish manner; a strikingly elaborate or colorful display.
    4. Persona -- (n) a character in a novel/play; the outward character or role that a person assumes.
    5. Philippic -- (n) a bitter verbal attack.
    6. Prurient -- (adj) being lustful.
    7. Sacrosanct -- (adj) very sacred or holy; never to be infringed or dishonored; set apart or immune from questioning or attack. 
    8. Systemic -- (adj) of or pertaining to the entire body; relating to a system.
    9. Tendentious -- (adj) intended to promote a particular point of view, doctrine, or cause; biased or partisan.
    10. Vicissitude -- (n) a change, variation, or alteration. (plural) successive or changing phases/conditions.

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Assignment

  • By Thursday's class, you should have read and thoroughly annotated A Doll's House through the middle of Act 2 (through the end of p. 1115, where Krogstad enters). Be ready to discuss.
  • Add the following terms to your notes -- these will be the first half of Sadlier #5. Begin studying these, as we will have an upcoming practice with them.
    1. Aficionado -- (n) an enthusiastic and usually expert follower or fan.
    2. Browbeat -- (v) to intimidate by a stern or overbearing manner; to bully.
    3. Commensurate -- (adj) equal in size, extent, duration, or importance.
    4. Diaphanous -- (adj) very sheer and tight; almost completely transparent.
    5. Emolument -- (n) profit derived from an office or position or from employment; a fee or salary.
    6. Foray -- (n) a quick raid, esp. for plunder; a venture into some field of endeavor. (v) to make such a raid.
    7. Genre -- (n) a type, class, or variety, esp. a distinctive category of literary composition.
    8. Homily -- (n) a sermon stressing moral principles; a tedious moralizing lecture or discourse.
    9. Immure -- (v) to enclose or confine within walls; to imprison; to seclude or isolate.
    10. Insouciant -- (adj) blithely indifferent or unconcerned; carefree; happy-go-lucky.

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Assignment

  • Group sonnet/song projects due.
  • Finish reading Act 1 of A Doll's House (ending at the bottom of p. 1103). Review this act and annotate - focus on points/insights relevant to characterization and any potential symbols or themes you see being introduced/developed beginning in this first act.

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Assignment

  • If you and your partner would like to retake the Sadlier #4 Quizizz to average the score from both attempts, the second code is: 662912

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Assignment

  • Bring a hard copy of your group's Gascoigne essay. Please have one person in your group submit this final draft through turnitin.com as well (it is open through 11:59pm on Thursday).
  • Add the following terms to your notes -- these will be the second half of Sadlier #4. Begin studying these, as we will have a practice with them.
    1. Hoi polloi -- (n) the common people; the masses.
    2. Ineffable -- (adj) not expressible in words; too great or sacred to be uttered.
    3. Lucubration -- (n) laborious study or thought, especially at night; the result of such work.
    4. Mnemonic -- (adj) relating to or designed to assist the memory. (n) a device used to aid the memory.
    5. Obloquy -- (n) public abuse indicating strong disapproval or censure; the disgrace resulting from such treatment.
    6. Parameter -- (n) a determining or characteristic element; a factor that shapes the total outcome; a limit or boundary.
    7. Pundit -- (n) a learned person; one who gives authoritative opinions.
    8. Risible -- (adj) pertaining to laughter; able or inclined to laugh; laughable.
    9. Symptomatic -- (adj) typical or characteristic; being or concerned with a symptom of a disease.
    10. Volte-face -- (n) an about-face; a complete reversal.

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Assignment

  • Bring a printed copy of the Gascoigne essay draft to class on Tuesday.
  • Read and take notes on Ch. 1 (p. 1027-1030) and Ch. 2 (p. 1074-1078) of the drama section of our Perrine's textbook.
  • Add the following terms to your notes -- these will be the first half of Sadlier #4. Begin studying these, as we will have a practice with them later in the week.
    1. Affinity -- (n) a natural attraction to a person, thing, or activity; a relationship or connection.
    2. Bilious -- (adj) peevish or irritable; sickeningly unpleasant.
    3. Cognate -- (adj) closely related in origin, essential nature, or function. (n) such a person or thing.
    4. Corollary -- (n) a proposition that follows from one already proven; a natural consequence or result. (adj) resultant or consequent.
    5. Cul-de-sac -- (n) a blind alley or dead-end street; any situation in which further progress is impossible; an impasse.
    6. Derring-do -- (n) valor or heroism; daring deeds or exploits (often used to poke fun at false heroics).
    7. Divination -- (n) the act of predicting the future or discovering hidden knowledge.
    8. Elixir -- (n) a potion once thought capable of curing all ills and maintaining life indefinitely; a panacea; a sweet liquid used as a vehicle in medicines.
    9. Folderol -- (n) foolish talk, ideas, or procedures; nonsense; a trifle.
    10. Gamut -- (n) an entire range or series.

Due:

Assignment

  • For Thursday's class, continue working on your Gascoigne draft based on the outline completed in our last class (you should have at least 1-2 body paragraphs ready). For those groups who did not have their rough draft of the sonnet, have this done by Thursday as well. (In class, we will continue working on shifting things so that each line fits the iambic pattern and the appropriate rhyme scheme. We will also continue working on the rest of your song analysis at that time.)
  • If you would like to bring your own laptop/tablet to class on Thursday, you are encouraged to do so. We will have some school laptops on hand, but not a full class set.

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Assignment

  • For your reference, details for the original sonnet and song analysis project have been posted below. By the start of class on Tuesday, you should have a rough draft of your sonnet (try to get as much of it in iambic pentameter and the correct rhyme scheme as you can, but there is still time to make adjustments for that later) and approximately half of your song analysis draft. We will work on preparing our presentations throughout the week. 
  • Over the weekend, please share an electronic file of your completed intro paragraphs for the Gascoigne essay with [email protected] -- on Monday, I will be providing feedback regarding your intro/thesis, so that we can proceed with the remainder of this task on Tuesday.

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Assignment

  • Complete the following Sadlier Quizizz practice (on sets #2 and #3) before class on Friday (note that the code is set to expire at 8:00am). Use this to help you review for the Sadlier vocabulary portion of the quarter exam.
    • Code: 321813
    • If you have yet to complete the previous Sadlier Quizizz, the replacement late code is: 487762
  • For George Gascoigne's poem, write an intro paragraph to the following prompt (it should end with your thesis statement).
    • Write an essay in which you analyze how the complex attitude of the speaker is developed through such devices as form, diction, and imagery.
    • In your response, be sure to identify what the complex attitude is. We need to describe it and its conflicting nature. Relate this to the overall message of the poem.

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Assignment

  • Work on the BLAST analysis for George Gascoigne's "For That He Looked Not Upon Her" with your groups. You will have approximately 15-20 minutes at the start of class on Thursday to finish your analysis, so plan your work accordingly. The template and the poem handout have both been posted below for your reference. 
  • Continue to study for the quarter exam on Friday. You should review your Sadlier vocabulary (sets #2 and #3), your readings/notes, as well as the PowerPoint material covering poetry analysis methods and sonnet types.

Due:

Assignment

  • With your groups, work on the first few portions of the TP-CASTT poem analysis for Monday's class (see directions posted in slide below). The Word doc template is available below as well.
  • Study the full set of Sadlier terms (#2 and #3) in preparation for our quarter exam on Friday. Additional practices will be posted for this week in a later post.

Due:

Assignment

  • For Friday's class:
    • Review the information from the PowerPoint below. You should also print a copy or summarize the info in your notes. We will use this information to practice with the poetry analysis methods beginning on Friday, so that we can understand what each of the steps looks like and how they can help us better understand a given piece. You are highly encouraged to follow the links on Slide #11 to watch the videos -- these will be helpful in understanding exactly what iambic pentameter looks like and how to identify stressed vs. unstressed syllables.
    • Read the following pages from the poetry section of our Perrine's textbook. Note that you do not have to analyze and respond to the sample poems.
      • Ch. 10 ("Tone") - p. 804-808
      • Ch. 12 ("Rhythm and Meter") - p. 838-844
        • For this chapter, our primary focus is understanding how to identify accented vs. unaccented syllables, what a foot/meter is, and recognizing iambic pentameter (since we are focusing primarily on sonnets for the time being). Focus your attention on these parts of this chapter for now.
  • For the weekend, add the following terms to your notes -- these will be the end of Sadlier #3. We will review the pronunciations and meanings briefly in class, but it will save us time for you to already have these in your notes:
    • Mountebank -- (n) a trickster or swindler; a charlatan.
    • Paean -- (n) a song of praise, joy, or triumph.
    • Persiflage -- (n) lighthearted joking, talk, or writing.
    • Plethora -- (n) overfullness; superabundance; superfluidity.
    • Pragmatic -- (adj) concerned with practical considerations or values; dealing with actions and results rather than with abstract theory; stiff in one's opinions.
    • Quizzical -- (adj) puzzled; mocking; odd; equivocal.
    • Rapacity -- (n) inordinate greed; the disposition to obtain one's desires by force, extortion, or plunder.
    • Schism -- (n) a formal split within a religious organization; any division or separation of a group or organization into hostile factions.
    • Therapeutic -- (adj) having the power to heal or cure; beneficial.
    • Virtuoso -- (n) a brilliant performer; a person with masterly skill or technique. (adj) masterly or brilliant.
  • If you have not yet completed the Sadlier #2 Quizizz, you will need to use the late code: 051048. Do this ASAP, as we will have more practices coming up at the end of the week in preparation for our quarter exam.

Due:

Assignment

  • Complete the Sadlier #2 Quizizz practice online before the start of block period. 
    • Go to: join.quizizz.com
    • Enter code: 363540

Due:

Assignment

  • Read the following chapters from the poetry section of our Perrine's textbook. Note that with the exception listed under the first chapter, you do not have to respond to analyze and respond to the questions for the sample poems provided at this time.
    • Ch. 1 ("What Is Poetry?") - p. 647-655
      • For "Dulce et Decorum Est," respond to the follow-up analysis questions provided. This will help jump-start our conversation in class.
    • Ch. 2 ("Reading the Poem") - p. 668-676
  • Add the following terms to your notes -- these will be the beginning of Sadlier #3. We will review the pronunciations and meanings briefly in class this week, but it will save us time for you to already have these in your notes:
    1. Ancillary -- (adj) subordinate or supplementary.
    2. Bowdlerize -- (v) to remove material considered offensive (from a book, play, film, etc.).
    3. Condescend -- (v) to come down or stoop voluntarily to a lower level; to deal with people in a patronizing manner.
    4. Cozen -- (v) to trick; to cheat or swindle.
    5. Enclave -- (n) an enclosed district, region, or area inhabited by a particular group of people or having a special character.
    6. Forte -- (n) a person's strong point; what a person does best.
    7. Gratis -- (adj) free; (adv) without charge.
    8. Icon -- (n) a representation or image of a sacred personage, often considered sacred itself; an image, picture, or symbol (including on a computer); an object of blind devotion.
    9. Interstice -- (n) a small, narrow space between things or parts of things.
    10. Macrocosm -- (n) the universe considered as a whole; the entire complex structure of something.

Due:

Assignment

  • For Friday's class, work with your groups to come to a consensus on the "Story of an Hour" question(s) that were assigned to your group -- pool your ideas into one document (this can be handwritten or typed). Your answers will be checked in class before we go over everything together.

Due:

Assignment

  • Read and annotate "The Story of an Hour" (handout) and be ready to discuss on Thursday. When reading, make note of the following:
    • Instances of irony (any kind).
    • Evidence that Mrs. Mallard did/didn't love her husband.
    • Examples of any other literary devices and how they contribute to the conflict, character de elopement, or theme.
  • The first multiple-choice response (MCR) progress check has been made available through AP Classroom. This week, visit the site and take the practice (although this notification is listed under the post for our next class meeting, it is not due on Thursday, just to clarify). It is untimed and will serve as a practice that tracks your progress at this point in the year. Please let me know if you have any technical issues with accessing or completing the MCR.
  • The sample for the "Everyday Use" writing prompt is posted below as a PDF for your reference. It is lengthy -- but as we head into our focus paragraph responses, simply keep it in mind as a guide for responding to all parts of a prompt, smoothly integrating supporting evidence, and incorporating commentary throughout a response. 

Due:

Assignment

  • The directions for the characterization posters that we will be doing in class during block period this week have been posted below for your reference.
  • The notes for the discussion questions reviewed today have also been updated in the PDF below.

Due:

Assignment

  • If you received a score under 70% and would like to redo the Sadlier/poetry terms practice from Thursday's class, you can do so using the following Quizizz code: 195158
  • Our extended notes from Friday's class share of the first few discussion questions from "Everyday Use" can be found in the PDF below. Review these in time for the continuation of our discussion on Monday. This information will help you with the next activity. 
  • Continue studying our first set of Sadlier terms -- we will have a test coming up this week.

Due:

Assignment

  • Complete the 3 STEAL characterization charts for each of the central characters from Alice Walker's "Everyday Use" (p. 166-174). Include your paragraph response to the following as well: What insight does this evidence give us about the character? What does it reveal about her?
  • Read and take notes on the following additional chapter from our Perrine's textbook:
    • Ch. 7 (Humor and Irony)

Due:

Assignment

  • Read and take notes on the assigned chapter from our Perrine's textbook: 
    • Ch. 5 Point of View (p. 227-233)
  • Read and annotate Shirley Jackson's "The Lottery" (p. 251-259). Review the discussion questions listed on p. 259 and have notes prepared for these -- we will have a modified roundtable discussion centering on these questions when we return on Monday.

Due:

Assignment

  • For Friday's class, have your group responses to the "The Cask of Amontillado" discussion questions completed -- have a group Google doc ready to share at the start of class (PDFs are re-posted below). Remember that for the first question, you may wish to submit a handwritten copy of your response. Every member in the group should be ready to engage in class discussion based on this group work.
  • If you have not done so already, please ensure that you sign up for the AP Classroom using your College Board account information. The website and code are provided below for your reference:
    • Go to: myap.collegeboard.org
    • Enroll using code: 2W64NJ

Due:

Assignment

  • Read and take notes on the assigned chapters from our Perrine's textbook: 
    • Ch. 2 Plot and Structure (p. 103-110)
    • Ch. 3 Characterization (p. 161-165)

Due:

Assignment

  • Major Works Data Sheet for The Road is due at the start of class on Tuesday. 
  • Read and annotate The Cask of Amontillado in your textbook (p. 611-616). Be prepared to discuss in class. 
  • Bring your College Board account information with you to class. We will need this information in order to help you sign up for the AP Classroom platform during the week.
  • Review the notes from Friday's class (posted below) -- this includes the remaining items in the slide handout that we didn't have a chance to discuss on Friday. These additional slides will provide some extra background as you head into your weekend reading of "The Cask of Amontillado."
    • For students who were leading the Day of Prayer, we paused at "Geri's Game." You can easily find this Pixar short on YouTube -- watch it and begin taking notes on the "STEAL Method" chart. We will have a brief discussion about this short when we return. 

Due:

Assignment

  • Work on the Major Works Data Sheet (MWDS) for The Road -- see PDF below for the directions page that was handed out in class. Please note:
    • Only the first page is due by Tuesday's block -- in class, we will complete the jigsaw stations and you will collect notes that will help you finish the rest of the packet. 
    • Once we do the jigsaw stations during the week, you can use the examples/responses contributed by your peers for the sections covered in class. Elaborate on your notes where necessary to ensure that your responses are in-depth and clear.
    • You can use bullet-point format -- particularly for sections like characters, symbols, etc. 
    • You will be assessed on your knowledge of this novel during the week (this includes a timed write).
    • The notes from Thursday's class discussion are also posted below for your reference (use them for the sections of style and opening/closing scene sections of the MWDS packet).

Due:

Assignment

  • Study for Monday's literary terms test.

Due:

Assignment

  • Bring The Road with you to class -- during block period, we will begin our review activities and you will need to use the book to help you do the work.
  • Bring your finished student survey with you to class -- we will collect this at the start of the block period.
  • Continue to study the poetry terms -- we will be doing a review activity in class, and you will be tested on these in the coming week. 

Due:

Assignment

Welcome to AP English Literature!

Check this website regularly throughout the school year, as it is continually updated with information on upcoming assignments, tests, handouts, etc.

  • Summer reading assignments are due on Monday, August 19th by 3pm -- please submit a hard copy in class AND submit an electronic copy through turnitin.com by the deadline (see below for information on how to enroll in our class). Reminder: The school library is open before school, during break/lunch, and after school. Please plan your printing accordingly, as you will not be allowed to print during class.
    • Turnitin.com enrollment information (if you are having trouble enrolling, double-check that you are entering the information in the correct fields):
      • Class ID = 21895837
      • Enrollment key = 2003
      • USE ONLY YOUR MARY STAR E-MAIL!
  • The signed Course Policy Agreement is also due on Monday, August 19th. Please remove this sheet from the packet and submit it in class. If you misplace your copy that was given in class, it is included on this class website for you to reprint as needed (under "Files" -- see gray box on right-hand side).
  • Continue to review the literary terms handout included in your summer reading packet -- you will be tested on those this week.
  • Bring The Road and your textbook to class -- expect a check this week as well.