AP+Lit+per+7

=May 17-May 21=


 * Monday, May 17**--I will begin discussion of the 9 different critical lenses you can use to analyze your text. This will be an overview, and I hope it will provide you with a key to reading the 2nd half of your book so you can begin to note details you might use when writing your critical lens essays.


 * Tuesday, May 18**--Senior Teach Day--Lots of students putting their toes in the teaching waters--Good Luck! Those attending class will be reading. Remember, Journal #1 for the first half of the book is due today.


 * Wednesday, May 19**--FIELD TRIP DAY--Apparently most of the class will be field trippin' to different spots, so those of us in attendance will be reading our novels or starting to write up our second journal assignments.


 * Thursday, May 20**--I am out of the building observing a reading program, so you will have the kindly and illustrious Mr Eriksson for your sub. He will take you to the lab to write and read.


 * Friday, May 21**-- About 20 minutes instructional time as we look over an example or two of a critical lens essay. Then it's lab day for reading/writing. Read your book, start Journal #2 which is due on Monday, May 24, or start your critical lens essay.

Thursday, May 27--2 Critical Essays due by end of class Tuesday, June 1--Final Project due**
 * DUE DATES OF INTEREST:**
 * Monday, May 24--Journal #2

= = =May 10-May 14=

Students are attending class sporadically this week due to various AP tests. We will use class time to work on our Independent Reading Projects which means you can come to class with your book and read. It will be a relaxing interlude between your various tests.

Remember when you reach the halfway point in your book to write your first journal entry. This entry is not in your CRJ; rather, you will type up approximately 2 pages in which you explore the author's craft. Your journal is **not** a mere summary of the book. You have become critical reader of literature this year, so your writing should reflect a somewhat critical tone (remembering that critical does not necessarily mean negative). Refer to the assignment sheet for more instruction.

=Independent Reading Project:=

= = = = =Monday, May 3-Friday, May 7=

**Happy May! Just about one more month of high school and onto new adventures. Try your best to stay focused.**
I will collect //Hamlet// CRJs this week. If you are taking the exam, please hold onto these journals until Friday. Otherwise, I will gather in journals on Tuesday and Wednesday. Where is your Drama Project?

=
Tuesday, May 4--Continue to review for exam by going over the Emily Dickinson poem in the 1999 retired exam and looking at the poetry, prose and free-response questions from 2008-2009. If you want to see the sample essays from these tests, check out this website:======

Friday, May 7--no AP tests for seniors--Reading Day.
Monday, April 19-Friday, April 23 Monday, April 19. Continue to work on Vonnegut, chapter 8 paper in the lab. Make sure your paper specifically answers the question--How does Vonnegut create a cohesive narrative. Be specific.

Monday, April 5-Friday, April 9, 2010
Wednesday, April 7--Go with Mr E and work on Drama Assignment. Ms Hutchinson has the instructions on her web page hutchinson-page.wikispaces.com

Thursday, April 8 -- Start to explore the different types of humor on the Handout and read the articles //"Slaughterhouse-Five."//

Friday, April 9 -- Examine a humorous piece ala the NCAA tournament and dissect it for humor. Learn about your paper assignment.

Paper Assignment: Slaughterhouse-Five Paper One page summary of a critical essay---due Tuesday, April 13 Four Page Analysis of chapter Due Monday, April 19

For this paper, you will explore Chapter 8 of Slaughterhouse-Five. You will answer the question,

How does Vonnegut create a cohesive narrative structure even though his character becomes repeatedly “unstuck in time” ?

The second question, then, how do the repeated phrases, images and motifs and HUMOR add to the unity of the narrative?

Finally, you will discuss how this narrative style and/or motifs contribute to the themes in the story. For example, you might consider what grand narrative Vonnegut seems to be focusing on and how he effectively breaks down that narrative—and to what purpose? In other words, how is Vonnegut expressing a view on the human condition--what is he saying about humans and how we should live our lives?

You will need to use at least one outside source for this paper. This outside source will help provide some ethos for your argument. You may use one of the articles on my wikispace or one of the articles on biographical information and post-modernism that we have used in class. Because we are using an outside source, you will need a works cited page. The page should include your source and the Slaughterhouse-Five information. Use the Purdue Owl site, MLA format for guidance in formatting. The source you use in your paper may or may not be the same article you summarize in the one page paper.

Critical Essays to choose from--use these below or the //Slaughterhouse-Five// essay I distributed in class.







Monday, March 29- Thursday, April 1, 2010
Weekly Targets: to better understand the themes of the play //Hamlet;// to explore historic literary interpretations of the play and of the character of Hamlet; to better understand the timelessness and enduring fascination with the character and the play; to explore concept of post-modernism, its orgins and features.

H.W. On Tuesday--Hamlet SG completed On Wednesday due to Passover Holiday--CRJs due (see below) and complete the Hamlet quote quiz thoughtfully.
 * Mon, March 29**--act out the end of the play. Discuss the ending of the play and begin to discuss the themes and ambiguities of the play. "Literature is the Question without the Answers." What are the questions that the play raises about the human condition?


 * Tuesday, March 30**--Discuss the two articles on //Hamlet// as well as the Woodbridge article on definition of tragedy.

Vonnegut
 * Wednesday, March 31**--Hamlet impromptu in class. Homework: Read article on Vonnegut/post-Modern movement for class on Thursday.


 * Thursday, April 1**--Discuss Vonnegut article: Read beginning of book aloud and look for post-modern elements.

Homework over break.
1. Read two articles on //Hamlet:// "Reading: Hamlet" and "Commentary on Hamlet"

2. Make sure your //Hamlet// SG is completed.

3. Get your CRJ updated and completed (if you have been somewhat senior lackadaisical about it.) Look for poetic language every 3-4 pages of Hamlet. You should have approximately 35 entries in your CRJ where you identify lines for poetic terms such as imagery, simile, metaphor, hyperbole, allegory, alliteration, cacophony, consonance, couplet, feminine rime, irony, paradox, symbol, understatement. Not all of these terms need to be covered. In addition to identifying the lines and poetic device, you should analyze the effectiveness of this device. In other words-- **Why is this poetic device particularly effective at this point in the play?**

4. Due April 5, 2010--Read //Slaughterhouse-Five// by Kurt Vonnegut. Use post-its to identify characters, motifs, and to ask questions. In addition, look for the deconstruction of the traditional American narrative: The War Hero, The post-WWII American Dream of prosperity and happiness, the Christ story, and The Novel as art/fiction. Note: motifs are developed to express help deconstruct these narratives.

Monday, March 15-Friday, March 19
Mon—Target: To explore the many levels of meaning of the graveyard scene as the play continues to explore the question of man’s mortality and the existential realities of our existence? We live, so what? We all become dust so death is a great equalizer? So what is the meaning, purpose of our existence? Is there need to be concerned with an afterlife? Questions that come to the fore as we read Act V, scene 1.

M—read Act V, scene 1 in class as far as we can. Finish for homework.

Tuesday—view the graveyard scene with sub. For Homework, finish Act V, scene 1.

Wed—Finish the play! We will read the last portion together. HW—read article on Hamlet--

TH—Finish up Act V, scene 2 of the play. Make sure you understand the important plot events.

F--We'll watch //Hamlet// together and enjoy some snacks.

Vonnegu