AP English Assignments, 2011-2012

AP English Assignments
2011-2012

DateAgendaAIMHomework Assignment
Friday, February 17th, 2012: 1. Do Now: Continue to discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

2. Take notes on the Do Now.

3. Review details of the vacation HW.

How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE MONDAY, FEBRUARY 27th (the day we return from the vacation):
Read Kafka's novella, The Metamorphosis (text provided in class). Compose a two-page (double-spaced, typed, 12 point font) study guide that addresses the following (from the syllabus):
  • Analytical Focus: point of view, imagery, diction, and tone (explain why each of these literary terms are important to the novella as a whole--think in terms of author's purpose)
  • Thematic Focus: alienation, societal expectations and self-determination (explain why each of these themes are important to the novella as a whole--think in terms of author's purpose)
    *For the study guide, you should write about one page for the analytical focus and about one page for the thematic focus. You should explain how each of the literary terms and themes (given above) are revealed and developed in The Metamorphosis, as well as the author's purpose (WHY the author includes them AND why they are important to the novella as a whole).
  • Be prepared to have a quiz (20% of your 1st term grade) on the novella. You should expect to answer the questions on the following: Gregor's characterization (especially pre-transformation and post-transformation), the characterization of Gregor's sister and parents, the author's tone, shift(s) in the novel, and Kafka's life influences on his novella. You should also attend to issues of respect and disrespect by the characters and how these issues are relevant to the novella as a whole. Pay attention to the question types in the sample AP English Literature Exam multiple-choice questions, since you will see those kinds of questions on the quiz (examples: shift in the plot, author's tone, imagery, etc.).

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, February 16th, 2012: 1. Do Now: Continue to discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Take notes on the Do Now.

    3. Introduce vacation HW.

    		How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE MONDAY, FEBRUARY 27th: Read Kafka's novella, The Metamorphosis (text provided in class). Compose a two-page (double-spaced, typed, 12 point font) study guide that addresses the following (from the syllabus):
  • Analytical Focus: point of view, imagery, diction, and tone (explain why each of these literary terms are important to the novella as a whole--think in terms of author's purpose)
  • Thematic Focus: alienation, societal expectations and self-determination (explain why each of these themes are important to the novella as a whole--think in terms of author's purpose)
    *For the study guide, you should write about one page for the analytical focus and about one page for the thematic focus. You should explain how each of the literary terms and themes (given above) are revealed and developed in The Metamorphosis, as well as the author's purpose (WHY the author includes them AND why they are important to the novella as a whole).
  • Be prepared to have a quiz (20% of your 1st term grade) on the novella. You should expect to answer the questions on the following: Gregor's characterization (especially pre-transformation and post-transformation), the characterization of Gregor's sister and parents, the author's tone, shift(s) in the novel, and Kafka's life influences on his novella. You should also attend to issues of respect and disrespect by the characters and how these issues are relevant to the novella as a whole. Pay attention to the question types in the sample AP English Literature Exam multiple-choice questions, since you will see those kinds of questions on the quiz (examples: shift in the plot, author's tone, imagery, etc.).

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, February 15th, 2012: 1. Do Now: Discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Take notes on the Do Now.

    		How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE MONDAY, FEBRUARY 27th: Read Kafka's novella, The Metamorphosis (text provided in class). Compose a two-page (double-spaced, typed, 12 point font) study guide that addresses the following (from the syllabus):
  • Analytical Focus: point of view, imagery, diction, and tone
  • Thematic Focus: alienation, societal expectations and self-determination
    *For the study guide, you should write about one page for the analytical focus and about one page for the thematic focus. You should explain how each of the literary terms and themes (given above) are revealed and developed in The Metamorphosis, as well as the author's purpose (WHY the author includes them AND why they are important to the novella as a whole).
  • Be prepared to have a quiz (20% of your 1st term grade) on the novella. You should expect to answer the questions on the following: Gregor's characterization (especially pre-transformation and post-transformation), the characterization of Gregor's sister and parents, the author's tone, shift(s) in the novel, and Kafka's life influences on his novella.

    Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, February 14th, 2012: 1. Do Now: Discuss the explanation of each correct answer of the sample AP English Literature multiple-choice question section.

    2. Take notes on the Do Now.

    		How will students prepare for the multiple-choice question section of the AP English Literature Exam? Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, February 13th, 2012: 1. Do Now: Peer Sharing of HW: 1-2 sentences to explain each correct answer of the sample AP English Literature multiple-choice question section.

    2. Review of Do Now.

    		How will students prepare for the multiple-choice question section of the AP English Literature Exam? Make up any owed HW.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, February 10th, 2012: WORK PERIOD: Work on HW due for Monday (see the HW section). How will students prepare for the multiple-choice question section of the AP English Literature Exam? DUE THIS MONDAY, FEBRUARY 13th:
  • Using the answers of the sample AP English Literature multiple-choice question section (found below), write 1-2 sentences to explain each correct answer. Here are the answers:
    1.) D, 2.) B, 3.) A, 4.) E, 5.) B, 6.) A, 7.) B, 8.) E, 9.) D, 10.) A, 11.) C, 12.) E, 13.) D, 14.) C, 15.) B, 16.) E, 17.) C, 18.) D, 19.) D, 20.) C, 21.) D, 22.) D, 23.) B, 24.) A, 25.) B, 26.) D, 27.) E, 28.) E, 29.) D, 30.) B, 31.) C, 32.) E, 33.) C, 34.) A, 35.) D, 36.) D, 37.) B, 38.) E, 39.) D, 40.) E, 41.) A, 42.) A, 43.) E, 44.) C, 45.) A, 46.) D, 47.) B, 48.) C, 49.) E, 50.) C, 51.) B

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, February 9th, 2012: SENIOR ASSEMBLY How will students prepare for graduation and senior activities? DUE THIS MONDAY, FEBRUARY 13th:
  • Using the answers of the sample AP English Literature multiple-choice question section (found below), write 1-2 sentences to explain each correct answer. Here are the answers:
    1.) D, 2.) B, 3.) A, 4.) E, 5.) B, 6.) A, 7.) B, 8.) E, 9.) D, 10.) A, 11.) C, 12.) E, 13.) D, 14.) C, 15.) B, 16.) E, 17.) C, 18.) D, 19.) D, 20.) C, 21.) D, 22.) D, 23.) B, 24.) A, 25.) B, 26.) D, 27.) E, 28.) E, 29.) D, 30.) B, 31.) C, 32.) E, 33.) C, 34.) A, 35.) D, 36.) D, 37.) B, 38.) E, 39.) D, 40.) E, 41.) A, 42.) A, 43.) E, 44.) C, 45.) A, 46.) D, 47.) B, 48.) C, 49.) E, 50.) C, 51.) B

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is TOMORROW, February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, February 8th, 2012: 1. Do Now: Identify question types in the sample AP English Literature multiple-choice question section.

    2. Discuss: Discuss the components of the multiple-choice question section, which include the following:

  • No points are deducted for any wrong answers. You should answer all questions.
  • You will be allotted 1 hour to answer 45-60 multiple-choice questions.
  • You will be given 4-5 prose and poetry selections. You can expect the prose passages to be fiction, non-fiction and drama. You can also expect both prose and poetry to have different styles and come from different time periods. For example, you will not be given two Shakespearean sonnets.
  • The AP questions will always have five answer choices.

    3. Review and share question types from the sample AP English Literature multiple-choice question section. Finish for HW.

    		• How will students understand question types and the components of the AP English Literature Exam multiple-choice section? DUE TOMORROW, THURSDAY, FEBRUARY 9th (If there's a senior assembly during our class period, please make sure you show me these HW assignments during the day tomorrow--come to Room 232 during one of these periods: 5, 6, 8 and 9):
  • Answer the sample AP English Literature multiple-choice question section. Spend EXACTLY ONE HOUR completing the exam. Remember, answer EVERY question. You should annotate (not too much; keep your notes concise!) and show process of elimination. Your packet should have plenty of your own handwriting/notes. Good readers take notes.
  • Identify the question type for each question. Examples: characterization, imagery, antecedent, meter/rhythmic pattern, etc.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, February 7th, 2012: 1. Do Now: For The Kite Runner questions, discuss and share direct quotes and page numbers that support your answers (discussion participants will be chosen randomly): How does alienation play a significant role in The Kite Runner? What are societal expectations for major characters in The Kite Runner: Amir, Hassan, Ali, Baba, and Soraya? How do you apply self-determination? Identify and explain how a character in The Kite Runner applies self-determination.

    2. How does The Kite Runner fit into our course's focus on identity and self-exploration? Discuss.

    3. Identify the presence of each of the following in The Kite Runner:
    Analytical Focus: point of view, diction, tone, figurative language, symbolism
    Thematic Focus: class and cultural struggle, redemption, identity formation

    4. Return The Kite Runner and receive book receipt.

    		How will students effectively analyze The Kite Runner in connection with themes of alienation, societal expectations, and self-determination?

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, February 6th, 2012: 1. Do Now: For The Kite Runner questions, identify direct quotes and page numbers that support your answer (half the class finds page numbers in the first half of the novel and the other half the class find page numbers in the latter half of the novel): Define alienation. How does alienation play a significant role in society today? How does alienation play a significant role in The Kite Runner? How do you define societal expectations? What are societal expectations for you today (at your ages of 17/18 years old)? What are societal expectations for major characters in The Kite Runner: Amir, Hassan, Ali, Baba, and Soraya? How do societal expectations play an important role in society? Define self-determination. How do you apply self-determination? Identify and explain how a character in The Kite Runner applies self-determination. Show HW: 1-2 typed pages OR 2-3 handwritten pages. Be ready to discuss/share.

    2. If time allows, discuss Do Now and the following questions:

  • How does The Kite Runner fit into our course's focus on identity and self-exploration? Discuss.
  • Identify the presence of each of the following in The Kite Runner:
    Analytical Focus: point of view, diction, tone, figurative language, symbolism
    Thematic Focus: class and cultural struggle, redemption, identity formation
    		• How will students effectively analyze The Kite Runner in connection with themes of alienation, societal expectations, and self-determination? DUE TOMORROW, TUESDAY, FEBRUARY 7th:
  • Return The Kite Runner.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, February 3rd, 2012: 1. Do Now: By analyzing your own The Kite Runner paper, finish discussion of the following questions:
  • What can be inferred about your tone (feeling/attitude) toward the subject (the symbol you identified)? Refer to an example to support your argument.
  • What feeling did you seek to convey in your paper?
  • Why did you choose the title of your paper? Be ready to explain its significance to the paper as a whole.
  • Sum up your paper in exactly 20 words. Choose your words very carefully.

    2. Peer Review/Sharing: Exchange papers with a classmate. Identify something the writer does particularly well. Identify something the writer can do to improve the paper. Use the grading rubric to guide your feedback.

    3. How does The Kite Runner fit into our course's focus on identity and self-exploration? Discuss.

    4. If time allows, identify the presence of each of the following in The Kite Runner:

  • Analytical Focus: point of view, diction, tone, figurative language, symbolism
  • Thematic Focus: class and cultural struggle, redemption, identity formation

    5. Introduce HW.

    		• How will students improve their college-style writing and prepare for the AP English Literature Exam? DUE MONDAY, FEBRUARY 6th:
  • Answer the following: Define alienation. How does alienation play a significant role in society today? How does alienation play a significant role in The Kite Runner? How do you define societal expectations? What are societal expectations for you today (at your ages of 17/18 years old)? What are societal expectations for major characters in The Kite Runner: Amir, Hassan, Ali, Baba, and Soraya? How do societal expectations play an important role in society? Define self-determination. How do you apply self-determination? Identify and explain how a character in The Kite Runner applies self-determination. These answers should fill 1-2 typed pages OR 2-3 handwritten pages. Be ready to discuss/share.

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, February 2nd, 2012: 1. Do Now: By analyzing your own The Kite Runner paper, answer the following questions (classmates will show HW: 20 post-its):
  • What can be inferred about your tone (feeling/attitude) toward the subject (the symbol you identified)? Refer to an example to support your argument.
  • What feeling did you seek to convey in your paper?
  • Why did you choose the title of your paper? Be ready to explain its significance to the paper as a whole.
  • Sum up your paper in exactly 20 words. Choose your words very carefully.

    2. Share your answers to the Do Now.

    		• How will students improve their college-style writing and prepare for the AP English Literature Exam?
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, February 1st, 2012: 1. Do Now: Reflections on The Kite Runner paper. How was the writing process? What grade would you give yourself and why? What are your writing strengths? What areas do you want to continue to improve?

    2. Peer Review. Identify strengths and areas needing improvement in a classmate's paper.

    		How will students improve their college-style writing? DUE TOMORROW, THURSDAY, FEBRUARY 2nd:
  • Bring in the 20 post-its that helped you prepare for the paper.
  • Bring in The Kite Runner paper (in hard copy form).


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, January 31st, 2012: 1. Do Now: Review/Reminders regarding tomorrow's paper on The Kite Runner. How's the writing process going thus far? What challenges are you encountering? Are you adhering to the writing tools in Perrine's textbook?

    2. Review the contents of the 2nd semester (refer to syllabus).

    3. Discuss/Share: What are the challenges in staying in the AP English course until the end? Why is it beneficial to overcome these challenges? Why is this course beneficial for college and life, in general?

    4. Scholarship Reminders/College Acceptances!

    		How will students improve their college-style writing? DUE TOMORROW, WEDNESDAY, FEBRUARY 1st:
  • Read The Kite Runner. Compose a 5-7 pp. paper, typed and double-spaced with 12 point, Times New Roman font only) on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. You will be graded on the AP-style Grading Rubric. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below. Include a proper heading (your name, date, my name, course name, and original title). Again, make sure you attend to pp. 3-58 in Perrine's textbook and our in-class notes. These notes and textbook pages will help you compose an effective paper (see the sample papers in the textbook as exemplary models). This paper on The Kite Runner will be worth 50% of the 1st marking period grade. Anticipate that your peers and I will evaluate your paper before the final grade is established. Don't forget to include sophisticated vocabulary from our vocabulary lists. E-MAIL A COPY OF THE PAPER TO MS. CONN (hconn@schools.nyc.gov) BY 9AM.
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, January 23rd, 2012: 1. Do Now: Finish discussion and note-taking on pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook. The notes will be relevant to your own essay writing for The Kite Runner.

    2. HW Reminders and Review

    		How will students improve their college-style writing? DUE WEDNESDAY, FEBRUARY 1st:
  • Read The Kite Runner. Compose a 5-7 pp. paper, typed and double-spaced with 12 point, Times New Roman font only) on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. You will be graded on the AP-style Grading Rubric. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below. Include a proper heading (your name, date, my name, course name, and original title). Again, make sure you attend to pp. 3-58 in Perrine's textbook and our in-class notes. These notes and textbook pages will help you compose an effective paper (see the sample papers in the textbook as exemplary models). This paper on The Kite Runner will be worth 50% of the 1st marking period grade. Anticipate that your peers and I will evaluate your paper before the final grade is established.
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, January 20th, 2012: 1. Do Now: Show HW (three pages of notes on pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook).

    2. Discuss/Share: Discuss HW and add to notes, if necessary. The notes will be relevant to your own essay writing for The Kite Runner.

    3. HW Reminders/Final Exam Distribution and Review

    		How will students improve their college-style writing? DUE WEDNESDAY, FEBRUARY 1st:
  • Read The Kite Runner. Compose a 5-7 pp. paper, typed and double-spaced with 12 point, Times New Roman font only) on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. You will be graded on the AP-style Grading Rubric. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below. Include a proper heading (your name, date, my name, course name, and original title). Again, make sure you attend to pp. 3-58 in Perrine's textbook and our in-class notes. These notes and textbook pages will help you compose an effective paper (see the sample papers in the textbook as exemplary models). This paper on The Kite Runner will be worth 50% of the 1st marking period grade. Anticipate that your peers and I will evaluate your paper before the final grade is established.
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, January 19th, 2012: 1. Do Now: FINAL EXAM

    2. Work Period: Work on HW.

    		How will students improve their college-style writing? DUE TOMORROW, FRIDAY (January 20th):
  • Final HW Assignment: Write three pages of notes on pp. 3-58 in the Perrine textbook. Your notes should be relevant to your own essay writing for The Kite Runner.

    DUE WEDNESDAY, FEBRUARY 1st:

  • Read The Kite Runner. Compose a 5-7 pp. paper on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. More details to come!
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, January 18th, 2012: 1. Do Now: Discuss/Analyze pp. 3-15 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook. Add to notes.

    2. Work Period: Read pp. 15-30 in the textbook. Take one page of notes.

    		How will students improve their college-style writing? Final Semester Exam (50% of 3rd term): TOMORROW, Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.

    DUE WEDNESDAY, FEBRUARY 1st:

  • Read The Kite Runner. Compose a 5-7 pp. paper on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. More details to come!
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, January 17th, 2012: 1. Do Now: Distribution of The Kite Runner. FIll out book receipts.

    2. Begin to read pp. 3-15 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook. Take one page of notes.

    		How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): THIS Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.

    DUE WEDNESDAY, FEBRUARY 1st:

  • Read The Kite Runner. Compose a 5-7 pp. paper on the following (taken from the 2009 AP English Free Response Question): A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol in The Kite Runner, write an essay analyzing how that symbol functions in The Kite Runner and what it reveals about the characters or themes of the novel as a whole. Do not merely summarize the plot. Use pp. 3-58 on writing about literature in Perrine's Literature: Structure, Sound, and Sense textbook to guide you. More details to come!
  • Compose 20 post-its to help you prepare for the paper.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, January 13th, 2012: Work Period: Work on the Final Exam Review Sheet. Continue researching definitions and working in study groups. How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): NEXT Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, January 12th, 2012: Work Period: Work on the Final Exam Review Sheet. Continue researching definitions and working in study groups. How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): NEXT Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, January 11th, 2012: 1. Do Now: Introduce the Final Exam Review Sheet. Begin researching definitions and working in study groups.

    2. Show "A Modest Proposal" notes/HW.

    		How will students prepare for the final exam and examine the big picture (the course themes) of identity and self-exploration? Final Semester Exam (50% of 3rd term): NEXT Thursday, January 19th, 2011!! Here is the FINAL EXAM REVIEW SHEET, which covers all works of literature studied and notes/questions/quizzes/exams given since Day One.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, January 10th, 2012: 1. Do Now: Finish discussing "Out, Out--" by Robert Frost (pp. 779-781). Take notes! How does this poem support the course focus of identity and self-exploration and connect to previously read literary texts?

    2. Review facts about the poet:

  • Robert Frost: American poet (1874-1963), born in San Francisco, CA, though lived mostly in Massachusetts; very popular, honored poet during his lifetime (received multiple Pulitzer prizes in poetry); poetry often focused on rural life, particularly in New England; attended Dartmouth and Harvard though never graduated; taught at many prestigious colleges (including University of Michigan!) and received many honorary degrees; recited poetry at JFK's inauguration in 1961; died of complications of prostrate surgery

    3. How would you portray the speaker of "A Modest Proposal"? Who would be his supporters and who would be his critics? How would readers respond? What is Swift's purpose in writing this essay? Does he achieve his purpose, in your opinion? Why/Why not? BE PREPARED TO DISCUSS THESE ANSWERS TOMORROW, WEDNESDAY. Show notes taken when reading this essay yesterday. This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Show notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.

    		• How will students analyze a poetry selection and "A Modest Proposal" and examine the big picture (the course themes) of identity and self-exploration?
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, January 9th, 2012: 1. Do Now: Finish discussing the poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781). Take notes! How do these poems support the course focus of identity and self-exploration and connect to previously read literary texts?

    2. Review facts about the poets:

  • Alfred Lord Tennyson: Victorian poet (1809-1892) who lived in England; one of the most famous Victorian poets (Victorian Era: Queen Victoria led England 1837-1901, when she died; period of great growth in culture/arts--with photography at the forefront--and population), best known lines from his poem In Memoriam--"Tis better to have loved and lost / Than never to have loved at all."
  • Gwendolyn Brooks: African-American writer (1917-2000) from Chicago, IL; Poet Laureate in 1985; her characters are often drawn from poor, inner city; taught creative writing at prestigious universities like Columbia Univ.
  • Sylvia Plath: American poet (1932-1963) from Massachusetts; struggled with depression, committed suicide; advanced the genre of confessional poetry; wrote the semi-autobiographical novel The Bell Jar; received more fame posthumously
  • Emily Dickinson: American poet (1830-1886) from Amherst, Massachusetts; lived a solitary/anti-social/reclusive life; most of her poems were published posthumously; many of her poems deal with death and morbid topics; died of kidney disease; best known as an innovator for her unconventional capitalization and punctuation
  • Robert Frost: American poet (1874-1963), born in San Francisco, CA, though lived mostly in Massachusetts; very popular, honored poet during his lifetime (received multiple Pulitzer prizes in poetry); poetry often focused on rural life, particularly in New England; attended Dartmouth and Harvard though never graduated; taught at many prestigious colleges (including University of Michigan!) and received many honorary degrees; recited poetry at JFK's inauguration in 1961; died of complications of prostrate surgery
  • Walt Whitman: American poet (1819-1892), raised in Huntington, Long Island and Brooklyn; left formal schooling at age 11 to help with family's finances; worked as a teacher and eventually found his own newspaper and, after it became defunct, he worked at various newspapers, though poetry writing was his true love; died of pneumonia/TB; broke boundaries in poetry (labeled the father of free verse, though he didn't invent it; wrote about sexuality and prostitution; wrote prose-like); believed to be homosexual or bisexual; labored on his most famous book of poetry Leaves of Grass for 30+ years (famous poems from this book are the following: "O Captain! My Captain!" and "Song of Myself"), which exalts the American experience, including the Civil War and land of opportunity
  • William Blake: English poet, painter and printmaker (1757-1827), part of the Romantic movement (revolt against social and political norms; characterized by strong emotion and the emergence of new ideas, exotic and unfamiliar; not limited to Europe); hostile to the Church of England; left formal schooling at age 10 and continued schooling at home, by his mother; much of his poetry reveals a protest against religion and the confines of marriage (though he was married for 45 years; his wife could not bear children for him, which sparked conjecture that he wanted another wife to bear children); he seemed to advocate "free love movement" as his poetry reveals; though he attacked the conventions of religion, he still abided by Christianity; earned more fame posthumously

    3. HW Reminders

    		• How will students analyze the poetry selections and examine the big picture (the course themes) of identity and self-exploration? DUE TOMORROW, TUESDAY, JANUARY 10th:
  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title. Bring your notes to class tomorrow.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, January 6th, 2012: 1. Do Now: Continue discussing the poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781). Take notes! How do these poems support the course focus of identity and self-exploration and connect to previously read literary texts?

    2. Share facts about the poets:

  • Alfred Lord Tennyson: Victorian poet (1809-1892) who lived in England; one of the most famous Victorian poets (Victorian Era: Queen Victoria led England 1837-1901, when she died; period of great growth in culture/arts--with photography at the forefront--and population), best known lines from his poem In Memoriam--"Tis better to have loved and lost / Than never to have loved at all."
  • Gwendolyn Brooks: African-American writer (1917-2000) from Chicago, IL; Poet Laureate in 1985; her characters are often drawn from poor, inner city; taught creative writing at prestigious universities like Columbia Univ.
  • Sylvia Plath: American poet (1932-1963) from Massachusetts; struggled with depression, committed suicide; advanced the genre of confessional poetry; wrote the semi-autobiographical novel The Bell Jar; received more fame posthumously
  • Emily Dickinson: American poet (1830-1886) from Amherst, Massachusetts; lived a solitary/anti-social/reclusive life; most of her poems were published posthumously; many of her poems deal with death and morbid topics; died of kidney disease; best known as an innovator for her unconventional capitalization and punctuation
  • Robert Frost: American poet (1874-1963), born in San Francisco, CA, though lived mostly in Massachusetts; very popular, honored poet during his lifetime (received multiple Pulitzer prizes in poetry); poetry often focused on rural life, particularly in New England; attended Dartmouth and Harvard though never graduated; taught at many prestigious colleges (including University of Michigan!) and received many honorary degrees; recited poetry at JFK's inauguration in 1961; died of complications of prostrate surgery
  • Walt Whitman: American poet (1819-1892), raised in Huntington, Long Island and Brooklyn; left formal schooling at age 11 to help with family's finances; worked as a teacher and eventually found his own newspaper and, after it became defunct, he worked at various newspapers, though poetry writing was his true love; died of pneumonia/TB; broke boundaries in poetry (labeled the father of free verse, though he didn't invent it; wrote about sexuality and prostitution; wrote prose-like); believed to be homosexual or bisexual; labored on his most famous book of poetry Leaves of Grass for 30+ years (famous poems from this book are the following: "O Captain! My Captain!" and "Song of Myself"), which exalts the American experience, including the Civil War and land of opportunity
  • William Blake: English poet, painter and printmaker (1757-1827), part of the Romantic movement (revolt against social and political norms; characterized by strong emotion and the emergence of new ideas, exotic and unfamiliar; not limited to Europe); hostile to the Church of England; left formal schooling at age 10 and continued schooling at home, by his mother; much of his poetry reveals a protest against religion and the confines of marriage (though he was married for 45 years; his wife could not bear children for him, which sparked conjecture that he wanted another wife to bear children); he seemed to advocate "free love movement" as his poetry reveals; though he attacked the conventions of religion, he still abided by Christianity; earned more fame posthumously
    		• How will students analyze the poetry selections and examine the big picture (the course themes) of identity and self-exploration? Bring in your textbook on Monday!

    Be ready to discuss the rest of the poetry and the poets on Monday.

    DUE THIS COMING TUESDAY, JANUARY 10th:

  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, January 5th, 2012: 1. Do Now: Finish discussing/reviewing the questions for A Doll's House.

    2. Discuss the poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).

    		How will students analyze A Doll's House and the poetry selections and examine the big picture (the course themes) of identity and self-exploration? Bring in your textbook tomorrow!

    Be ready to discuss the rest of the poetry tomorrow.

    DUE THIS COMING TUESDAY, JANUARY 10th:

  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, January 4th, 2012: 1. Do Now: Discuss/Review the questions for A Doll's House.

    2. Take additional notes on the Do Now.

    		How will students prove their reading and understanding of A Doll's House, keeping in mind the portrayal of women as 'dolls' in the play and throughout time (from Sophocles' time to present day)?? Bring in your textbook tomorrow!

    Be ready to discuss the poetry tomorrow.

    DUE TUESDAY, JANUARY 10th:

  • Read "A Modest Proposal", by Jonathan Swift (1729). This is a satirical essay that was shocking and absurd. Pay close attention to the identity of the speaker and how he is perceived by various readers (critics and supporters of his essay). Taking notes is essential in a thorough understanding of the text. Take notes on the difference between Swift and the proposer (narrator), the benefits of the proposal, the definition and evidence of satire and significance of the title.


  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, January 3rd, 2012: 1. Do Now: READING QUIZ on A Doll's House

    2. Work Period: Find at least two direct quotes (if you have your textbook in class) OR identify two facts (from memory) from A Doll's House that support the course focus of identity and self-exploration. Be sure to introduce each quote and analyze the quote afterward. Turn in HW: poetry questions and A Doll's House questions.

    		How will students prove their reading and understanding of A Doll's House, keeping in mind the portrayal of women as 'dolls' in the play and throughout time (from Sophocles' time to present day)?? Bring in your textbook tomorrow!

    Be ready to discuss A Doll's House tomorrow.

  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, December 23rd, 2011: 1. Do Now: Compose vocabulary/literary word cards for the Word Wall.

    2. Compose "Letter to an ITHS Freshman" to give advice on achieving success in 2012!

    		How can students effectively provide advice to younger high school students for academic success in 2012? DUE TUESDAY, JANUARY 3rd, 2012:
  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, December 22nd, 2011: 1. Do Now: Reflections on yesterday's Winter Concert Performance

    2. Gifts of Kindness Activity!

    		How can students effectively prepare to read A Doll's House and poetry selections? DUE TUESDAY, JANUARY 3rd, 2012:
  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, December 21st, 2011: 1. Do Now: Final whole class rehearsal of your edited Othello scenes (without scripts!). Any ideas for improvement?

    2. How are women portrayed as "dolls" (playthings, carried by men, manipulated by men) in the texts we've read thus far (Sophie's World, Oedipus Rex, Hamlet, As You Like It, and Othello)? How do women's portrayals as "dolls" influence the storylines? Are women still portrayed as "dolls" today? Debate ensues. How did women of today lose their "doll" portrayals? Refer to women's limitations. What does the title A Doll's House imply about women and their role in society, in the home, and in the play by Ibsen?

    		How can students effectively prepare for the Winter Concert of scenes from Othello? CONTINUE TO PREPARE FOR TONIGHT'S WINTER CONCERT (6-8pm in cafeteria)!

    DUE TUESDAY, JANUARY 3rd, 2012:

  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, December 20th, 2011: 1. Do Now: Rehearsal of your edited Othello scenes (without scripts!) in separate scene groups. Practice in scene groups until your group meets with me.

    2. Whole class rehearsal

    		How can students effectively prepare for the Winter Concert of scenes from Othello? CONTINUE TO PREPARE FOR TOMORROW'S WINTER CONCERT (6-8pm in cafeteria)!

    DUE TUESDAY, JANUARY 3rd, 2012:

  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, December 19th, 2011: 1. Do Now: Rehearsal of your edited Othello scene (without scripts!).

    2. Awards Presentation

    		How can students effectively prepare for the Winter Concert of scenes from Othello? CONTINUE TO PREPARE FOR THIS WEDNESDAY'S WINTER CONCERT!

    DUE TUESDAY, JANUARY 3rd, 2012:

  • Poetry selections (taken from Perrine's textbook) and questions that follow: "The Eagle" by Alfred Lord Tennyson (p. 649), "Kitchenette Building" by Gwendolyn Brooks (pp. 660-661), "Mirror" by Sylvia Plath (p. 681), "There is No Frigate like a Book" by Emily Dickinson (pp. 686-687), "The Road Not Taken" by Robert Frost (pp. 734-735), "A Noiseless Patient Spider" by Walt Whitman (pp. 736-737), "The Sick Rose" by William Blake (pp. 737-739), and"Out, Out--" by Robert Frost (pp. 779-781).
  • Read A Doll's House, by Henrik Ibsen, from your Perrine's Literature textbook (pp. 1079-1141) and answer THE QUESTIONS that follow (pp. 1141-1142). Annotate the play, keeping in mind the course themes of identity and self-exploration. You should also annotate how these themes are revealed through events/characters and how they contribute to the meaning of the work as a whole.
  • WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, December 16th, 2011: 1. Do Now: Discuss five main points of discussion for As You Like It-- Who and what decide a person's status in society? "He keeps me rustically at home" (Orlando, I, I). "The old Duke is banished by his younger brother, the new Duke..." (Charles, I, I). "Thou art thy father's daughter; there's enough..." (Duke Frederick, I, III).
    How do people define their own personal happiness? "And this our life exempt from public haunt...good in everything. I would not change it" (Duke Senior, II, I). "Let me be your servant...let me go with you; I'll do the service of a younger man" (Adam, II, III). "All the world's a stage and all the men and women merely players: They have their exits and entrances..." (Jaques, II, VII).
    What are the characteristics of a man/woman in love? Vocal about their love, irrational behavior, worshipping, blind to their beloved's faults/flaws, neglectful of their own needs; "Every eye which in this forest looks shall see thy virtue witnessed every where" (Orlando, III, II). ..."A man in love in which cage of rushes I am sure you are not a prisoner" (Rosalind/Ganymede, III, II).
    How can men and women become better people? Tell the truth/Keep their promises: "an you be so tardy, come no more in my sight: I had as lief be wooed of a snail" (Rosalind/Ganymede, IV, I). "My conversion so sweetly tastes, being the thing I am" (Oliver, IV, III).
    How can we achieve our personal happiness? Win the love of our beloved, marry, realize our identities, attain inner peace. "Tomorrow is the joyful day, Audrey; tomorrow will we be married" (Touchstone, V, III). "To you I give myself, for I am yours" (Rosalind, V, IV).

    2. Work Period: Work on editing your Othello scene to the BEST two minutes. Perform those two minutes.

    		How can students effectively prepare for the Winter Concert of scenes from Othello? MEMORIZE YOUR LINES FOR WEDNESDAY'S WINTER CONCERT!

    WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, December 15th, 2011: 1. Do Now: Introduce today's in-class AP essay quiz.

    2. Work Period: AP essay on As You Like It. The AP-style rubric will be used to grade the essay.

    		How can students effectively write an AP essay on As You Like It, addressing all parts of the question and the play as a whole? WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, December 14th, 2011: 1. Do Now: Voting on Best Actor, Best Actress, Best Costume and Best Performance on yesterday's scenes from Othello. Grading Sheets will be distributed as well.

    2. Reflections on yesterday's performances

    3. Work Period: Work on taking notes on As You Like It, particularly the influence of the setting on the play as a whole and how different characters define home and its influence on the play as a whole. This is in preparation for tomorrow's in-class essay on the play. The AP-style rubric will be used to grade the essay.

    		How can students effectively reflect on their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE TOMORROW, THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, December 13th, 2011: PERFORMANCE PRESENTATIONS! You will be graded on the Grading Sheet for Othello Scene Performance. Final reminders before presentations: one person will deliver a summary of scene and introduction of characters, turn in grading rubric, and bow at the end of the scene. How can students effectively present their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE THIS THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, December 12th, 2011: 1. Do Now: Quiz on List #13 (Show HW: Story #13)

    2. Final Rehearsal: practice your scene on your feet. Act out your director's vision/theme. Incorporate the following:

  • strong vocal projection, echoing and articulation
  • active gesturing/body expression
  • actors facing away from each other and empowering the audience with knowledge
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • music/lighting/sound effects
  • application of Grading Sheet for Othello Scene Performance

    3. HW/Performance Reminders (Who will introduce your scene? Remember to bow at the end).

    		• How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE TOMORROW, TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE THIS THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, December 9th, 2011: 1. Do Now: Practice your scene on your feet. Act out your director's vision/theme. Incorporate the following (from your previous scene performances of Hamlet):
  • strong vocal projection, echoing and articulation
  • active gesturing/body expression
  • actors facing away from each other and empowering the audience with knowledge
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • music/lighting/sound effects
  • application of Grading Sheet for Othello Scene Performance

    2. HW Reminders

    		• How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE THIS COMING MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, December 8th, 2011: 1. Do Now: Read aloud your scene in your group. Continue editing. Act out your director's vision/theme. Practice on your feet. Incorporate the following (from your previous scene performances of Hamlet):
  • strong vocal projection, echoing and articulation
  • active gesturing/body expression
  • actors facing away from each other and empowering the audience with knowledge
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • music/lighting/sound effects
  • application of Grading Sheet for Othello Scene Performance

    2. Acting Exercises: Tableau practice--act as your character role and partner with a character you have a relationship with in your scene. Actors will be facing away with different levels and touching an arm/leg/shoulder. As your character, decide what animal would be most appropriate. Be as BIG as possible and take up as much space as possible. Travel around the room, as your character/animal.

    		• How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE THIS COMING MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, December 7th, 2011: 1. Do Now: Acting/Vocal Exercises--
  • "Farewell the tranquil mind!" (Othello, 3.3.399).
  • "It is the cause, it is the cause, my soul" (Othello, 5.2.1).
  • Tableau practice: Iago and Othello in Act III, Othello and Desdemona in Act V (actors facing away with different levels and touching an arm/leg/shoulder)

    2. Work Period: Read aloud your scene in your group. Begin editing. Determine character roles and director's vision/theme.

    		• How can students effectively prepare for their interpretive scenes of Othello, highlighting the tragic and Shakespearean style? DUE NEXT MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, December 6th, 2011: 1. Do Now: Finish discussing Acts IV and V of Othello:
    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    3. Sign up for Othello performance groups.

    		How can students effectively improve their textual citation, literary analysis and discussion-leading skills? DUE NEXT MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, December 13th:
    PERFORM YOUR CHOSEN SCENE FROM OTHELLO (Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT THURSDAY, DECEMBER 15th:

  • Read As You Like It (play given in class or can be read at this link). Analyze the play with a focus on women's and men's identities, social status and society's expectations for men and women in different settings (environments and time periods). Annotating with the purposes stated above (i.e. post-its) would be beneficial to you as a college-preparatory student. There will be an in-class WRITING QUIZ (about 7% of your 3rd term grade) given on As You Like It in AP English Literature essay exam form (don't worry--we will be reviewing this essay form in advance!). WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, December 5th, 2011: 1. Do Now: Quiz on List #12 (Show HW: story #12 OR canned food item for food drive)

    2. Introduce List #13

    3. Finish discussing Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    *Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    		How can students effectively improve their textual citation, literary analysis and vocabulary skills? WORK ON YOUR COLLEGE AND SCHOLARSHIP APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, December 2nd, 2011: 1. Do Now: Discuss Acts II and III in the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    		How can students effectively improve their textual citation and literary analysis skills? BRING IN A CANNED FOOD ITEM THIS MONDAY FOR A FREE HW PASS (this pass will give you a free vocabulary story!)!

    DUE THIS MONDAY, DECEMBER 5th:

  • QUIZ on Vocabulary List #12. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #12 (using List #12 on YOUR choice). Topic suggestions include: Othello, your plans for interpretation of an Othello scene, senior year, love, tragedy, or any topic (fictional or truthful) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO handwritten pages OR one typed page. Proper heading includes your name, the date, my name, and the class name (AP English, Period____).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, December 1st, 2011: 1. Do Now: Discuss Act I in the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Take notes on how each of these notes support Othello as a tragedy and explain how these notes/textual citations reveal Shakespearean style.

    		How can students effectively improve their textual citation and literary analysis skills? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, November 30th, 2011: 1. Do Now: Self-assess your HW notes on Othello, using the grading rubric provided. The grading categories to be addressed are the following: Meaning (Did you understand and address the questions?), Development (Did you elaborate, using specific and relevant evidence from the play?), Organization (Did you exhibit direction, shape and coherence?), Language Use (Did you use sophisticated vocabulary and sentence structure, when appropriate?), Conventions (Did you use conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage?) based on a 1-4 scale (1=poor, 2=fair, 3=good, 4=excellent). Self-Assess YOUR notes. Show HW: For each Act, address ONE page of notes for each of the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?

    2. Begin discussing Act I in the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    		How can students effectively improve their textual citation, self-assessment and overall writing skills? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, November 29th, 2011: 1. Do Now: Identify at least one quote (in textual citation form) for each note below and be ready to discuss the following notes-- Act I of Othello:
    Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
    Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
    Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
    Scene III: Othello reveals Desdemona's blossoming love
    Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
    Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
    Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
    Scene III: Iago's plot for revenge against Othello
    All of Act I: The Power of Time

    Act II of Othello: Scene I: Praise for Othello, the protagonist and namesake of this play, Omens for Othello's Death, Iago's vengeful thoughts Scene III: Iago, the trusted advisor Scene III: Cassio, an abased and debased man

    Act III of Othello: Scene I: The Fight for Cassio's Honor Scene II: Iago, The Trusted Advisor Scene III: Deception in Thy Nature Scene III: What a Tangled Web We Weave Scene IV: Othello, Not the Man I Married

    Act IV of Othello: Scene I: Iago, the Devil. Othello, the Savage. Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor. Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Act V in Othello: Scene I: Valiant Villains and Weary Whores Among Us Scene II: A Rose Among Weeds. Heaven Forgive Us.

    2. Discuss the Do Now.

    3. HW Reminders

    		How can students effectively improve their textual citation and note-taking skills? DUE TOMORROW, WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class or you can read it at this link). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, November 28th, 2011: 1. Do Now: Quiz on List #11 (Show HW: Story #11)

    2. Introduce List #12

    3. HW Reminders

    		How can students effectively improve their vocabulary skills? DUE THIS WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class or you can read it at this link). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, November 23rd, 2011: 1. Do Now: Presentations of Best Performance, Best Actor, and Best Actress in scenes from Hamlet.

    2. Sign out Othello books and fill out book receipts.

    3. Introduce HW/HW Reminders

    		How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE MONDAY, NOVEMBER 28th:
  • Quiz on List #11
  • Vocabulary Story on List #11 on anything in Othello. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class or you can read it at this link). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, November 22nd, 2011: 1. Do Now: PERFORMANCES OF SCENES FROM HAMLET. Reveal the director's vision and introduce your scene. Make sure to give in your grading sheet. Don't forget to bow at the end of the performance.

    2. Voting on Best Performance, Best Actor, and Best Actress.

    3. Reflections on today's performances

    		How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE MONDAY, NOVEMBER 28th:
  • Quiz on List #11
  • Vocabulary Story on List #11 on anything in Othello. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE WEDNESDAY, NOVEMBER 30th:
    Read Othello (plays are distributed in class). For each Act, take notes with a PURPOSE. Your purposeful notes should be ONE page per act (in "note" form, not "essay" form). THAT PURPOSE addresses the following questions:
    1. What makes Othello a tragedy?
    2. How does Shakespeare make sure that the audience is empowered with knowledge?
    3. How does this vast amount of knowledge contribute to the tragedy?
    4. How does 'beauty' die throughout the play?
    5. How does this demise of beauty contradict the nature of humanity?
    ***Be ready to discuss these questions as they relate to Othello, AND be ready to write extensively in class-generated papers.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, November 21st, 2011: 1. Do Now: Vocabulary Quiz on List #10 (Show HW: Story #10)

    2. Distribution of List #11.

    3. Work Period: Scene Groups will get together and perform on their feet--final in-class rehearsal! Continue editing and applying director's vision, revealing character roles and character depictions (including identities, physical, emotional and costume choices), determining props, enacting stage scenery, making spatial choices, determining music, and making lighting and sound choices. Make arrangements for group practice on your own time!

    4. Performance Reminders (One person will introduce the scene and interpretation/director's vision briefly. Everyone will bow at the end. Make sure to bring in your grading sheet. We will vote on Best Performance, Best Actor, and Best Actress.)

    		How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE TOMORROW, TUESDAY, NOVEMBER 22nd:
  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, November 18th, 2011: 1. Work Period: Scene Groups will get together and perform on their feet! Continue editing and applying director's vision, revealing character roles and character depictions (including identities, physical, emotional and costume choices), determining props, enacting stage scenery, making spatial choices, determining music, and making lighting and sound choices. Make arrangements for group practice on your own time!

    2. HW Reminders

    		How can students understand the significance of the play, Hamlet, as a theatrical performance and apply their newfound knowledge of theatrical practices and Shakespeare's intentions? DUE THIS COMING MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, November 17th, 2011: 1. Do Now: Acting Exercises continue with tableaus to mark the character relationships and changes in their scene of Hamlet (i.e. Hamlet and Gertrude, Hamlet and Claudius, Ophelia and Hamlet, Gertrude and Claudius, Hamlet and Rosencrantz and Guildenstern, Hamlet and Horatio, etc.). Include tableaus of three or more persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Tongue Twisters/Articulation work. Work on entrances/exits and audience participation/interaction.

    2. Work Period: Scene Groups will get together and perform on their feet! Continue editing and determining director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices. Make arrangements for group practice on your own time!

    3. HW Reminders

    		How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, November 16th, 2011: 1. Do Now: Acting Exercises continue with tableaus to mark the character relationships and changes in Hamlet (i.e. Hamlet at the beginning of the play vs. the end of the play, Hamlet and Gertrude, Hamlet and Claudius, Ophelia and Hamlet, Gertrude and Claudius, Hamlet and Rosencrantz and Guildenstern, Hamlet and Horatio, etc.). Include tableaus of three or more persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Characters as animals in Hamlet. Tongue Twisters/Articulation work.

    2. Work Period: Scene Groups will get together and begin editing and determine director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices. Make arrangements for group practice on your own time!

    3. HW Reminders

    		How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, November 15th, 2011: 1. Do Now: Finish reviewing the grading sheet for Hamlet scenes.

    2. Review List #10.

    3. Acting Exercises: begin tableaus. Statues (acting exercise to mark the characters' journeys over the course of Hamlet). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Hamlet. Tableaus (statues) for the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, king/queen, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Archetype portrayals (pretty princess, greedy elf, opera diva, and valiant knight). Tongue Twisters/Articulation work.

    4. Work Period: Scene Groups will get together and begin editing and determine director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices.

    		How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, November 14th, 2011: 1. Do Now: Vocabulary Quiz on List #9 (Show HW: Story #9). Distribution of List #10.

    2. Introduce the grading sheet for Hamlet scenes and have students fill in the group sign-up sheet. If time allows, arrange with your group mates and determine the character roles.

    3. HW Reminders: read over your scene and start thinking about a director's vision. Tomorrow, in class, we will begin acting exercises and group practice.

    		How can students understand the significance of the play, Hamlet, as a theatrical performance? DUE NEXT MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Story on List #10--anything on acting, theater, or a topic of your choice. You can be creative. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, NOVEMBER 22nd:

  • PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, November 10th, 2011: 1. Do Now: Lecture/Discussion/Literary Analysis on how the "To Be or Not To Be" philosophy pervades the play, Hamlet. Analyze the following:

    Act III=Gertrude: a concerned mother
    Hamlet: anti-lover, director, murderer?
    Ophelia: weeping woman
    Polonius: spy, victim of Hamlet
    Claudius: powerful king, Hamlet's punisher
    Audience: receivers of knowledge (particularly Claudius' guilt)

    Act IV=Ophelia: madwoman
    Laertes: revenge-seeker
    Hamlet: prisoner
    Horatio: savior

    Act V=Gertrude: victim of Claudius
    Claudius: victim of Hamlet and victim of himself
    Hamlet: victim of Claudius and victim of himself
    Horatio: heir to Hamlet
    Laertes: victim of Claudius and victim of himself
    Fortinbras: victor

    The "To Be or Not to Be" philosophy can apply to multiple characters (as seen above), not just Hamlet. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Review the outline of the play, using the following quotes, which reveal the main points:

    "I do not set my life at a pin's fee" (I, IV, 65)--Hamlet

    "Ay, that incestuous that adulterate beast, with witchraft of his wit, with traitorous gifts--O wicked wit and gifts, that have the power so to seduce!" (I, V, 42-45)--Ghost

    "The time is out of joint. O cursed spite, that ever I was born to set it right!" (I, V, 188-189)--Hamlet

    "The play's the thing wherein I'll catch the conscience of the King" (II, II, 530-531)--Hamlet

    "To Be or Not To Be? That is the question--whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles and, by opposing, end them" (III, I, 55-59)--Hamlet

    "Get thee to a nunnery" (III, I, 120)--Hamlet

    "It shall be so. Madness in great ones must not unwatched go" (III, I, 187-188)--Claudius

    "Oh, from this time forth, my thoughts be bloody or be nothing worth! (IV, IV, 63)--Hamlet

    "Now cracks a noble heart. Good night, sweet Prince, and flights of angels sing thee to thy rest!" (V, II, 335-336)--Horatio

    2. HW Reminders

    		How can students understand the significance of the "to be or not to be" philosophy throughout all of the play, Hamlet? DUE THIS MONDAY, NOVEMBER 14th:
  • Quiz on List #9
  • Story on List #9--anything on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, November 9th, 2011: 1. Do Now: HAMLET EXAM (Show HW: Notes on Acts IV and V)

    2. Introduce List #9.

    		How can students understand the significance of vocabulary and an assessment of Hamlet? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, November 7th, 2011: 1. Do Now: Quiz on List #8 and turn in Story #8.

    2. Introduce List #9.

    3. HW/EXAM Reminders

    		How can students understand the significance of vocabulary and the significance of Acts IV and V in Hamlet? DUE THIS WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, November 4th, 2011: 1. Do Now: Using the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet, review the rest of Act II and Act III. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    2. Discuss the rest of Act II and Act III of Hamlet.

    Act I=The Ghost: King Hamlet on the surface. Is he from heaven or hell? Hamlet: The Black Sheep of Denmark, the mourner, the anti-Claudius, the unmanly man, Ophelia's lover, Gertrude's son, King Hamlet's son, the "committed" Prince, the Revenge-Seeker

    Act II=Rosencrantz and Guildenstern: Hamlet's so-called friends, Claudius' loyal spies. Polonius: King Claudius' trusted advisor, the ruler of his family Hamlet: the cynic, the director.

    Act III=Gertrude: a concerned mother
    Hamlet: anti-lover, director, murderer?
    Ophelia: weeping woman
    Polonius: spy, victim of Hamlet
    Claudius: powerful king, Hamlet's punisher
    Audience: receivers of knowledge (particularly Claudius' guilt)

    3. Show HW. Prepare for Monday's quiz #8 and story #8.

    		How can students analyze the "To Be or Not to Be" philosophy in Act I, Act II and Act III of Hamlet? DUE THIS MONDAY, NOVEMBER 7th:
  • QUIZ on LIST #8
  • VOCABULARY STORY ON List #8 on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, November 3rd, 2011: 1. Do Now: Using the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet, review the rest of Act I and Act II. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    2. Discuss the rest of Act I and Act II of Hamlet.

    Act I=The Ghost: King Hamlet on the surface. Is he from heaven or hell? Hamlet: The Black Sheep of Denmark, the mourner, the anti-Claudius, the unmanly man, Ophelia's lover, Gertrude's son, King Hamlet's son, the "committed" Prince, the Revenge-Seeker

    Act II=Rosencrantz and Guildenstern: Hamlet's so-called friends, Claudius' loyal spies. Polonius: King Claudius' trusted advisor, the ruler of his family Hamlet: the cynic, the director.

    		How can students analyze the "To Be or Not to Be" philosophy in Act I and Act II of Hamlet? DUE TOMORROW, FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE MONDAY, NOVEMBER 7th:

  • QUIZ on LIST #8
  • VOCABULARY STORY ON List #8 on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, November 2nd, 2011: 1. Do Now: Review the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    2. Discuss the reading of Act I of Hamlet.

    Act I=The Ghost: King Hamlet on the surface. Is he from heaven or hell? Hamlet: The Black Sheep of Denmark, the mourner, the anti-Claudius, the unmanly man, Ophelia's lover, Gertrude's son, King Hamlet's son, the "committed" Prince, the Revenge-Seeker

    		How can students analyze the "To Be or Not to Be" philosophy in Act I of Hamlet? DUE THIS FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, November 1st, 2011: 1. Do Now: Finish introducing List #8.

    2. Introduce The "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Think about the characters' identities (as perceived by themselves and others), the questioning of their own existence, their roles in the play, their inner turmoil, and the effects of Shakespeare's life and times. Take notes.

    		How can students enhance their vocabulary/writing skills? DUE THIS FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read and take notes with a purpose: the course focus on identity and self-exploration. We will focus on the "To Be or Not to Be" philosophy, which can apply to multiple characters in Hamlet. Here are guided questions: How do characters perceive themselves? How are characters perceived by others? How do characters question their own existence? How do characters deal with inner turmoil (conflict)? How does Hamlet reveal effects of Shakespeare's life and times? Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences.YOU SHOULD TAKE ONE PAGE (typed) OR TWO PAGES (handwritten) OF NOTES PER ACT. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, October 31st, 2011: 1. Do Now: Vocabulary List #7 QUIZ
    Show HW: Vocabulary Story #7. Share excerpts from Halloween-themed stories!

    2. Introduce List #8.

    		How can students enhance their vocabulary/writing skills? DUE THIS FRIDAY, NOVEMBER 4th:

    Read Acts I, I, and III in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration (take notes; we will have guided questions in class as wel, so you will be able to focus your note-taking). Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. NEXT WEDNESDAY (NOVEMBER 9th) THERE WILL BE AN IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

    Read Acts IV and V in Hamlet. You can read it on this online version or you can access a copy at your local library/bookstore. There will be in-class copies available for class work only. Read with a purpose: the course focus on identity and self-exploration. Also, be able to identify figurative language (literary devices and their significance), Shakespearean structure and Shakespeare's personal life and time period influences. IN-CLASS ESSAY EXAM ON ALL OF HAMLET (25% of 2nd marking period).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, October 27th, 2011: Work Period: Work on Story #7, using List #7 and vocabulary crossword puzzle. How can students enhance their vocabulary/writing skills? DUE THIS MONDAY, OCTOBER 31st:
  • QUIZ on Vocabulary List #7. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #7 (using List #7 on YOUR choice). Topic suggestions include: Halloween, ghost story, Shakespeare--fraud or legend, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, October 26th, 2011: 1. Do Now: Share the Letter to the Editor assignment in the Modified Block Format for the Business Letter. In light of the controversy regarding Shakespeare's existence and the new movie, Anonymous, coming out this Friday, imagine The New York Times has just asserted that the Shakespearean Sonnet will be abolished. You decide to write a Letter to the Editor to persuade the Editor that the Shakespearean Sonnet should live on forever and that no one should eradicate (destroy) the Shakespearean Sonnet. You will use evidence of Shakespeare's "Sonnet 18", Shakespeare's life and times, and your own "Love for ITHS" Sonnet.

    2. Review List #7.

    		How can students understand and apply their knowledge of the Shakespearean Sonnet and business letter writing? DUE MONDAY, OCTOBER 31st:
  • QUIZ on Vocabulary List #7. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #7 (using List #7 on YOUR choice). Topic suggestions include: Halloween, ghost story, Shakespeare--fraud or legend, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, October 25th, 2011: 1. Do Now: Introduce the Letter to the Editor assignment and the Modified Block Format for the Business Letter.Here's the address for the Letter to the Editor of The New York Times. In light of the controversy regarding Shakespeare's existence and the new movie, Anonymous, coming out this Friday, imagine The New York Times has just asserted that the Shakespearean Sonnet will be abolished. You decide to write a Letter to the Editor to persuade the Editor that the Shakespearean Sonnet should live on forever and that no one should eradicate (destroy) the Shakespearean Sonnet. You will use evidence of Shakespeare's "Sonnet 18", Shakespeare's life and times, and your own "Love for ITHS" Sonnet.

    2. Work Period: Work on the composition of your Letter to the Editor. You should include answers to the following questions:

  • What is the purpose of your letter?
  • What supporting evidence support your purpose?
  • Why is your purpose important? Think about your audience (readers of The New York Times and the general public.

    3. Discuss/Share/Reflect: How are the skills practiced today applicable and useful for college?

    OBJECTIVE:Students will write a persuasive business letter and cite textual evidence to assert their beliefs. Students will also read for information, understanding and critical analysis.

    		• How can students understand and apply their knowledge of the Shakespearean Sonnet and business letter writing? DUE TOMORROW, WEDNESDAY, OCTOBER 26th:
  • Finish today's business letter.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, October 24th, 2011: 1. Do Now: Quiz on Vocabulary List #6. Show HW: Vocabulary Story #6 and "Love for ITHS" Sonnet

    2. Work Period: Introduce Vocabulary List #7. Introduce HW and tomorrow's in-class writing assignment.

    		How can students prepare for the Shakespearean unit of study on sonnets and plays? DUE TOMORROW, TUESDAY, OCTOBER 25th:
  • Be ready to persuade non-believers that the sonnet should live on forever and that no one should eradicate (destroy) the sonnet. The problem is that the sonnet is in danger of being abolished and it is your job to convince the sonnet abolitionists to not allow this to happen. You will do this tomorrow, using the evidence of Shakespeare's "Sonnet 18" and your own "Love for ITHS" Sonnet. You may also refer to Shakespeare's life, times and reputation.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, October 21st, 2011: 1. Do Now: Continue note-taking/discussion on Shakespeare's Life, Times and Background.

    2. Introduce Shakespearean Sonnets and "Sonnet 18". Analyze the sonnet for poetic devices and Shakespeare's life and times. Examine the influences of Shakespeare's life and times on his poetry writing. Take notes and discuss.

    3. Introduce the in-class sonnet writing, titled "Love for ITHS." You must follow the same format of the Shakespearean Sonnet. Begin writing. "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and at least two poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published!

    		How can students prepare for the Shakespearean unit of study on sonnets and plays? DUE THIS COMING MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from your love of ITHS, theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten).
  • "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and at least two poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published! This MUST be typed and include a proper heading (your name and date in the right hand corner, my name and the course name/period in the left hand corner).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, October 20th, 2011: 1. Do Now: Share Class Chart of Quotes from Sophie's World

    2.K/W/L: What do you know about Shakespeare's life, times and works? What do you want to know? Show post-its from the novel.

    3. Sophie's World Book Returns

    4. If time allows, begin note-taking/discussion on Shakespeare's Life, Times and Background.

    		How can students prepare for the Shakespearean unit of study on sonnets and plays? DUE NEXT MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, October 19th, 2011: 1. Do Now: Discuss Sophie's World. What's your philosophy of life? How did Sophie's World give you more clarity on your life? What was the author's purpose? How did Gaarder engage his readers? Were Sophie and Alberto engaging characters? What about the ending--were you shocked/intrigued/pleasantly surprised?

    2. Class Chart of Quotes from Sophie's World Show post-its from the novel.

    		How can students enhance and apply their vocabulary skills? DUE NEXT MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, October 18th, 2011: 1. Do Now: Vocabulary Quiz on List #5. Show HW: vocabulary #5 story and turn in the critical analysis paper and philosophy chart on Sophie's World.

    2. Introduce List #6.

    		How can students enhance and apply their vocabulary skills? READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):
  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, October 17th, 2011: Work Period: Vocabulary Puzzle How can students enhance their vocabulary skills? DUE TOMORROW, TUESDAY, OCTOBER 18th:
  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.
  • Complete the Philosophy Chart. The more you fill in, the better.
  • Show your post-its/textual notes that reveal you did great preparation for your Sophie's World critical analysis paper.
  • QUIZ on List #5
  • Vocabulary List #5 STORY on a topic of your choice. Here are topic suggestions: Sophie's World, Philosophy, Senior Year, My Childhood. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page, typed) OR two handwritten pages.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, October 14th, 2011: 1. Do Now: Philosophical discussion ensues (and note-taking commences) from the following quesstions:
  • Is it true that people are only concerned with trivialities (as Sophie says on p. 10)? Why/Why not?
  • How come our faculty of wonder diminishes as we get older? Why is this?
  • Socrates said, "One thing only I know, and that is that I know nothing." Why is this so profound?
  • What's so great about philosophers? Why is it valuable to study philosophy (the study of thinking)?
  • How does philosophy affect many facets of our lives (such as our identities, as when Marx said in the 1840s, "Tell me what you do and I'll tell you who you are." The way you think is closely connected to the job you do. Philosophy also applies to our religious and political values)

    2. Work on your philosophy chart for Sophie's World.

    		• How can students enhance their philosophical skills through personal and textual analysis of Sophie's World? DUE THIS COMING TUESDAY, OCTOBER 18th:
  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.
  • Complete the Philosophy Chart. The more you fill in, the better.
  • Show your post-its/textual notes that reveal you did great preparation for your Sophie's World critical analysis paper.
  • QUIZ on List #5
  • Vocabulary List #5 STORY on a topic of your choice. Here are topic suggestions: Sophie's World, Philosophy, Senior Year, My Childhood. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page, typed) OR two handwritten pages.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, October 13th, 2011: 1. Do Now: Finish introducing Vocabulary List #5.

    2. Philosophical discussion ensues (and note-taking commences) from the following quesstions:

  • Is it true that people are only concerned with trivialities (as Sophie says on p. 10)? Why/Why not?
  • How come our faculty of wonder diminishes as we get older? Why is this?
  • Socrates said, "One thing only I know, and that is that I know nothing." Why is this so profound?
  • What's so great about philosophers? Why is it valuable to study philosophy (the study of thinking)?
  • How does philosophy affect many facets of our lives (such as our identities, as when Marx said in the 1840s, "Tell me what you do and I'll tell you who you are." The way you think is closely connected to the job you do. Philosophy also applies to our religious and political values)

    3. Work on your philosophy chart for Sophie's World.

    		• How can students enhance their vocabulary and philosophical skills? ALL OWED WORK MUST BE TURNED IN BY THE END OF THE DAY, THURSDAY, OCTOBER 13th! The gradebook closes at the end of today's school day, Thursday, October 13th.

    DUE TOMORROW, FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE THIS COMING TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    MAKE UP ANY OWED HW (see jupitergrades.com and previous days on this website)

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, October 11th, 2011: 1. Do Now: Vocabulary List #4 QUIZ (Show vocabulary story HW--story could be on a topic of your choice)

    2. Introduce List #5

    		How can students enhance their speech and vocabulary skills? ALL OWED WORK MUST BE TURNED IN BY THIS THURSDAY, OCTOBER 13th! The gradebook closes at the end of the school day, Thursday, October 13th.

    DUE THIS FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE NEXT TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    MAKE UP ANY OWED HW (see jupitergrades.com and previous days on this website)

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, October 7th, 2011: 1. Do Now: Discuss the following--Review the Sophie's World Paper requirements and rubric.

    2. Discuss/Share: Introduce big questions that the philosophers in Sophie's World attempt to answer. We will personally answer these questions. Here they are, as presented in Sophie's World (this list is incomplete):

    Who are you?
    Is there life after death?
    Where does the world come from?
    Could anything have always existed?
    How was the world created?
    Do you believe in fate?
    Is sickness punishment by G-d?
    What forces govern the course of history?
    How ought we to live?
    What is the relationship between the body and mind?
    Where do we get our ideas from? Can we really rely on what our senses tell us?

    3. If time allows, work on the philosophy chart for Sophie's World.

    		How can students enhance their philosophical skills and prepare to read Sophie's World by focusing on students' personal interpretations of existence? Check out Steve Jobs' commencement speech at Stanford in 2005 at TED.COM. Let's discuss next week! What are some of his wise words about how we should live our lives? Be ready to share.

    DUE THIS COMING TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, October 6th, 2011: 1. Do Now: Let's segue from Oedipus Rex into Sophie's World, and provide answers to the following questions--
  • What are the precepts by which Oedipus lives?
  • What are the precepts by which you live?
  • What do you believe are the precepts by which Sophie lives?

    Show proof of your CUNY application completed.

    2. Discuss the following--Review the Sophie's World Paper requirements and rubric.

    3. Discuss/Share: Introduce big questions that the philosophers in Sophie's World attempt to answer. We will personally answer these questions. Here they are, as presented in Sophie's World (this list is incomplete):

    Who are you?
    Is there life after death?
    Where does the world come from?
    Could anything have always existed?
    How was the world created?
    Do you believe in fate?
    Is sickness punishment by G-d?
    What forces govern the course of history?
    How ought we to live?
    What is the relationship between the body and mind?
    Where do we get our ideas from? Can we really rely on what our senses tell us?

    		• How can students enhance their vocabulary and philosophical skills? DUE NEXT TUESDAY, OCTOBER 11th:
  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, October 5th, 2011: 1. Do Now: Let's segue from Oedipus Rex into Sophie's World, and provide answers to the following questions--
  • How would Oedipus answer the question--"Who am I?" at the beginning of the play? How would his answer change at the end of the play? Would his answers be the same or different as Jokasta's? Teiresias's answers? Explain.
  • How would you answer "Who am I?" Would your answer be the same as your parents? As your best friend?
  • How would Sophie answer "Who am I?" Why do you believe the author, Jostein Gaarder, want Sophie to have to deal with this weighted question? Why do you think it's important that Gaarder's readers deal with this question?
  • What are the precepts by which Oedipus lives?
  • What are the precepts by which you live?
  • What do you believe are the precepts by which Sophie lives?

    2. Discuss the following--Review the Sophie's World Paper requirements and rubric.

    3. Discuss/Share: Introduce big questions that the philosophers in Sophie's World attempt to answer. We will personally answer these questions. Here they are, as presented in Sophie's World (this list is incomplete):

    Who are you?
    Is there life after death?
    Where does the world come from?
    Could anything have always existed?
    How was the world created?
    Do you believe in fate?
    Is sickness punishment by G-d?
    What forces govern the course of history?
    How ought we to live?
    What is the relationship between the body and mind?
    Where do we get our ideas from? Can we really rely on what our senses tell us?

    		• How can students enhance their vocabulary and philosophical skills? DUE TOMORROW, THURSDAY, OCTOBER 6th:
  • Complete the CUNY application and bring in proof of your completed application.

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, October 4th, 2011: 1. Do Now: Finish introducing List #4

    2. Oedipus Rex quiz returns

    3. Discussion/Brainstorming: Let's segue from Oedipus Rex into Sophie's World, and provide answers to the following questions--

  • How would Oedipus answer the question--"Who am I?" at the beginning of the play? How would his answer change at the end of the play? Would his answers be the same or different as Jokasta's? Teiresias's answers? Explain.
  • How would you answer "Who am I?" Would your answer be the same as your parents? As your best friend?
  • How would Sophie answer "Who am I?" Why do you believe the author, Jostein Gaarder, want Sophie to have to deal with this weighted question? Why do you think it's important that Gaarder's readers deal with this question?
  • What are the precepts by which Oedipus lives?
  • What are the precepts by which you live?
  • What do you believe are the precepts by which Sophie lives?
    		• How can students enhance their vocabulary and philosophical skills?

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, October 3rd, 2011: 1. Do Now: Vocabulary Quiz #3 (turn in Story #3 and old and new resumes)

    2. Introduce List #4

    3. HW Reminders

    		How can students enhance their vocabulary skills?

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #4 (using List #4 on YOUR choice. Topic suggestions include: characters or philosophers in Sophie's World, College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    DUE NEXT FRIDAY, OCTOBER 14th:

  • Finish reading Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, September 28th, 2011: 1. Do Now: Career Presentations

    2. Distribution of Sophie's World and book receipts. Resume Draft #1 returns.

    3. If time allows, review List #3.

    		How can students effectively display their career research in a speech format?

    DUE NEXT MONDAY, OCTOBER 3rd:

  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on your career choice. You may want to address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).
  • Revised Resume (bring in draft #1 with Ms. Conn's edits)

    DUE FRIDAY, OCTOBER 14th:

  • Read Sophie's World. Mark (post-its/in-text notes) the text with a purpose (preparing for the paper below). Complete the Philosophy Chart. The more you fill in, the better.

    DUE TUESDAY, OCTOBER 18th:

  • Critical Analysis Paper (25% of 2nd marking period) for Sophie's World. Paper requirements: 3-5 pages, typed, double-spaced, 12 point font, proper heading (your name, date, my name, course name, and original title). Paper question: Which philosophers guide your understanding of the world around you and your life's purpose? Refer to a minimum of two philosophers from before common era (B.C.E., or as stated in Sophie's World: B.C.) and two philosophers in the common era (or as stated in Sophie's World, without B.C.). You must refer to specific page numbers in proper textual citation (we will discuss in class; you can also find it HERE). If you summarize an idea or put it in direct quotes, you must still use proper textual citation. Here's an example: Plato states that real knowledge cannot exist for things in flux (Gaarder, 86). You will also need to refer to current event sources (sources will be provided in class) to supplement your understanding of the world around you. You will need a works cited page (the works cited format will be reviewed in class). Use this AP-Style Grading Rubric to guide you. Each category can be defined as follows: 9/10=90-100%, 8=80-89%, 6/7=70-79%, 5=69% and below.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, September 27th, 2011: 1. Do Now: Introduce List #3. Turn in discipline code handout (HW).

    2. Career presentations given (four students scheduled from yesterday and today).

    		How can students effectively display their career research in a speech format?

    DUE NEXT MONDAY, OCTOBER 3rd:

  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on your career choice. You may want to address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    CAREER RESEARCH PROJECT/PRESENTATION: TOMORROW, WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, September 26th, 2011: 1. Do Now: Vocabulary Quiz on List #2. Turn in Story #2.

    2. Discipline Code booklet/handout introduced and reviewed.

    3. If time allows, career presentations given (four students scheduled for today).

    		How can students effectively display their career research in a presentation format? DUE TOMORROW, TUESDAY, SEPTEMBER 27th:
  • Discipline Code handout completed

    CAREER RESEARCH PROJECT/PRESENTATION:

  • DUE TOMORROW, TUESDAY, SEPTEMBER 27th (Last names beginning with L-S) and WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    DUE NEXT MONDAY, OCTOBER 3rd:

  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on your career choice. You may want to address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, September 23rd, 2011: 1. Do Now: Discuss Oedipus Rex textbook questions, answers and the following quotes by addressing these questions: How are Oedipus' character flaws revealed? Which carries more influence--free will or fate?
  • "You saved us from the Sphinx, that flinty singer, and the tribute we paid to her so long; yet you were never better informed than we, nor could we teach you: a god's touch, it seems, enabled you to help us" (Priest, Prologue, 38-42).
  • "Search reveals things that escape an inattentive man" (Kreon, Prologue, 114-115).
  • "There is no one here who will not curse you soon, as you curse me" (Teiresias, Scene 1, 357-358).
  • "You weave your own doom" (Teiresias, Scene 1, 365).
  • "But I say that you, with both your eyes, are blind: you can not see the wretchedness of your life..." (Teiresias, Scene 1, 399-400).
  • "You can not judge unless you know the facts" (Kreon, Scene 2, 516).
  • "Judgments too quickly formed are dangerous" (Choragos, Scene 2, 584).
  • "The greatest griefs are those we cause ourselves" (Second Messenger, Ode 4, 1184).
  • "I have been preserved for some unthinkable fate" (Oedipus, Exodus, 1404-1405).
  • "Think no longer that you are in command here, but rather think how, when you were, you served your own destruction" (Kreon, Exodus, 1465-1466).

    2. Take notes on the Do Now.

    3. HW Reminders/Q & A

    		• How can students effectively prove their study (through note-taking and thorough questions/answers) of Oedipus Rex? DUE THIS COMING MONDAY, SEPTEMBER 26th:
  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE MONDAY, SEPTEMBER 26th (Last names beginning with T-W), TUESDAY, SEPTEMBER 27th (Last names beginning with L-S), WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, September 22nd, 2011: 1. Do Now: While showing your new and improved questions and answers for Oedipus Rex, do the following:
    Examine the following quotes by addressing these questions: How are Oedipus' character flaws revealed? Which carries more influence--free will or fate?
  • "You saved us from the Sphinx, that flinty singer, and the tribute we paid to her so long; yet you were never better informed than we, nor could we teach you: a god's touch, it seems, enabled you to help us" (Priest, Prologue, 38-42).
  • "Search reveals things that escape an inattentive man" (Kreon, Prologue, 114-115).
  • "There is no one here who will not curse you soon, as you curse me" (Teiresias, Scene 1, 357-358).
  • "You weave your own doom" (Teiresias, Scene 1, 365).
  • "But I say that you, with both your eyes, are blind: you can not see the wretchedness of your life..." (Teiresias, Scene 1, 399-400).
  • "You can not judge unless you know the facts" (Kreon, Scene 2, 516).
  • "Judgments too quickly formed are dangerous" (Choragos, Scene 2, 584).
  • "The greatest griefs are those we cause ourselves" (Second Messenger, Ode 4, 1184).
  • "I have been preserved for some unthinkable fate" (Oedipus, Exodus, 1404-1405).
  • "Think no longer that you are in command here, but rather think how, when you were, you served your own destruction" (Kreon, Exodus, 1465-1466).

    2. If time allows, begin discussing textbook questions and answers for Oedipus Rex.

    		• How can students effectively prove their study (through note-taking and thorough questions/answers) of Oedipus Rex? Bring in your textbook tomorrow.

    DUE THIS COMING MONDAY, SEPTEMBER 26th:

  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE MONDAY, SEPTEMBER 26th (Last names beginning with T-W), TUESDAY, SEPTEMBER 27th (Last names beginning with L-S), WEDNESDAY, SEPTEMBER 28th (Last names beginning with A-K):It's the value of 25% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 3-4 minutes (if you go under 3 minutes or over 4 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Wednesday, September 21st, 2011: 1. Do Now: Reading Quiz on Oedipus Rex (Show HW: textual notes and questions/answers)

    2. Begin discussing textbook questions and answers.

    		How can students effectively prove their study (through note-taking and thorough questions/answers) of Oedipus Rex? Bring in your textbook tomorrow.

    DUE NEXT MONDAY, SEPTEMBER 26th:

  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Tuesday, September 20th, 2011: 1. Do Now: Finish introducing List #2

    2. Review the Oedipus Rex textbook questions and their parameters.

    3. Work Period: Work on note-taking in the text.

    4. HW reminders

    		How can students effectively expand their vocabulary and address college-level, text-based questions? Bring in your textbook tomorrow.

    Due TOMORROW, Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    DUE NEXT MONDAY, SEPTEMBER 26th:

  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story (using List #2 on one of these topics: Oedipus Rex, My Future or Current Events. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time. You should write about one page, typed, double-spaced OR two pages, handwritten.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Monday, September 19th, 2011: 1. Do Now: Quiz on List #1

    2. Introduce List #2

    3. HW reminders

    		How can students effectively expand their vocabulary? Bring in your textbook tomorrow.

    Due THIS COMING Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Friday, September 16th, 2011: 1. Do Now: Share your brainstorming/prior knowledge/literary analysis/current event connections to the following terms and themes, respectively: irony, classical tragedy, Greek drama AND self-knowledge, pride, and arrogance.

    2. Work Period: Begin note-taking on Oedipus Rex on the analytical/thematic focus terms (irony, classical tragedy, Greek drama AND self-knowledge, pride, and arrogance). Use the "How to Mark a Book" and "Essay About Essays: Answering the "So What?" Question in Your Reading" to guide you.

    4. HW reminders

    		How can students prepare to read Oedipus Rex? Due THIS COMING Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).

    Due THIS COMING Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
    • Thursday, September 15th, 2011: 1. Do Now: Finish reading "How to Mark a Book" and "Essay About Essays: Answering the "So What?" Question in Your Reading".

    2. Brainstorm your prior knowledge and literary analysis of the following terms and themes, respectively: irony, classical tragedy, Greek drama AND self-knowledge, pride, and arrogance.

    3. Discuss/Share

    4. HW reminders

    		How can students better understand AP English requirements and practices? READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):
  • The New York Times
  • The Wall Street Journal
  • US News and World Report

    DUE TOMORROW, FRIDAY, SEPTEMBER 16th:

  • Bring in your Perrine's Literature textbook.

    Due THIS COMING Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).

    Due NEXT Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    • Wednesday, September 14th, 2011: 1. Do Now: Read "How to Mark a Book" and "Essay About Essays: Answering the "So What?" Question in Your Reading".

    2. Book/Receipt Distribution: Receive the Perrine textbook and fill out the receipt. HW introduced.

    		How can students better understand AP English requirements and practices? Due NEXT Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).

    Due NEXT Wednesday, September 21st:
    Read Oedipus Rex in the Perrine textbook--pp. 1209-1260. Mark the text (without marking the actual textbook; how about post-its?) as guided to do so in "How to Mark a Book" and the "Essay About Essays". Focus your reading and marking according to the syllabus guidelines (see the introductory weeks under Oedipus Rex). Answer the questions on pp. 1261-1262. Bring in your Perrine textbook.

    Tuesday, September 13th, 2011: 1. Do Now: Introduce Vocabulary List #1. Turn in your drafts of resume and college essay and the autobiography writing.

    2. Begin reading "The Three Questions" by Leo Tolstoy (1885). Why is this story a parable? How does this story set the tone for the course? For the time in your life? For a lifelong lesson?

    3. Reflections on HW.

    		How can students better understand AP English requirements? Due NEXT Monday, September 19th:
    QUIZ on Vocabulary List #1. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
    Monday, September 12th, 2011: 1. Do Now: Introduce AP Senior English Syllabus.

    2. Review HW.

    3. Finish Autobiography Writing: Student Life. This essay will help you prepare for your college essay (bring in both tomorrow).

    		How can students better understand AP English requirements? DUE TOMORROW, TUESDAY, SEPTEMBER 13th:
  • Your Resume (Draft #1): Use these Sample College Resumes and Resume Information to guide you.
  • College Essay (Draft #1). Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to discuss in your paper: How are you a unique candidate for the college of your choice? What did you do in high school that makes you unique and worthy of your dream college? (Hint: refer to your contributions to ITHS and/or your community) How do you help better your community and society at large? What are your career interests and how did you develop yourself throughout your high school years to help you for this career? Why is your background unique and what can your background/experiences contribute to your dream college? What is your most significant achievement and why is it meaningful to you? What is your most significant achievement and why is it meaningful to you?). Use the Sample College Essays and Expert Advice to guide you and examine the sample essays for organization of ideas, supporting details, language/word choices, connection to specific college. Read the advice from the University of Virginia Office of Admissions in the link above. Heading to be used on all work. 
    
Ms. Conn                                Your Name
Class, Period                           Date
 
      
                     Original Title

    *Turn in your in-class autobiography writing tomorrow.
    • Friday, September 9th, 2011: 1. Do Now: Introduce HW.

    3. Begin Autobiography Writing: Student Life. (If not completed in class today, finish on Monday). This essay will help you prepare for your college essay.

    		How can students better understand AP English requirements? DUE TUESDAY, SEPTEMBER 13th:
  • Your Resume (Draft #1): Use these Sample College Resumes and Resume Information to guide you.
  • College Essay (Draft #1). Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to discuss in your paper: How are you a unique candidate for the college of your choice? What did you do in high school that makes you unique and worthy of your dream college? (Hint: refer to your contributions to ITHS and/or your community) How do you help better your community and society at large? What are your career interests and how did you develop yourself throughout your high school years to help you for this career? Why is your background unique and what can your background/experiences contribute to your dream college? What is your most significant achievement and why is it meaningful to you? What is your most significant achievement and why is it meaningful to you?). Use the Sample College Essays and Expert Advice to guide you and examine the sample essays for organization of ideas, supporting details, language/word choices, connection to specific college. Read the advice from the University of Virginia Office of Admissions in the link above. Heading to be used on all work. 
    
Ms. Conn                                Your Name
Class, Period                           Date
 
      
                     Original Title
    • Thursday, September 8th, 2011: 1. Do Now: Introductions/Greetings

    2. Work Period: Compose the AP English Free Response Essay (2007). This essay MUST be written in the 40 minutes allotted. This essay will help determine if this class is a suitable fit for students enrolled at this time.

    		How can students better understand AP English writing requirements in a sample AP English exam writing piece? DUE TUESDAY, SEPTEMBER 13th:
  • Your Resume (Draft #1): Use these Sample College Resumes and Resume Information to guide you. Note: Do NOT include two addresses at the top of your resume. Only include your primary address below your name, e-mail address and phone number at the top (centered) of your resume.
  • College Essay (Draft #1). Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to discuss in your paper: How are you a unique candidate for the college of your choice? What did you do in high school that makes you unique and worthy of your dream college? (Hint: refer to your contributions to ITHS and/or your community) How do you help better your community and society at large? What are your career interests and how did you develop yourself throughout your high school years to help you for this career? Why is your background unique and what can your background/experiences contribute to your dream college? What is your most significant achievement and why is it meaningful to you? What is your most significant achievement and why is it meaningful to you?). Use the Sample College Essays and Expert Advice to guide you and examine the sample essays for organization of ideas, supporting details, language/word choices, connection to specific college. Read the advice from the University of Virginia Office of Admissions in the link above. Heading to be used on all work. 
    
Ms. Conn                                Your Name
Class, Period                           Date
 
      
                     Original Title