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Hook, Housekeeping & Homework

Hook, Housekeeping & Homework . How awake are you on this fine MONDAY? Q: Why did the nose not want to go to school? A: He was tired of getting picked on! Q: How do you get straight A's? A: By using a ruler! Q: Why did the kid study in the airplane?

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Hook, Housekeeping & Homework

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  1. Hook, Housekeeping & Homework How awake are you on this fine MONDAY? Q: Why did the nose not want to go to school? A: He was tired of getting picked on! Q: How do you get straight A's? A: By using a ruler! Q: Why did the kid study in the airplane? A: Because he wanted a higher education! Q: What object is king of the classroom? A: The ruler! Q: What did the pencil sharpener say to the pencil? A: Stop going in circles and get to the point! Q: Why did the clock in the cafeteria run slow? A: It always went back four seconds. Q: Why didn't the sun go to college? A: Because it already had a million degrees! Q: What did you learn in school today? A: Not enough, I have to go back tomorrow! Homework: CollegeBoard/AP Web Quest – Due Wednesday!

  2. Past, Present, Future MONDAY • Summer reading & writing due! • Class policies & procedures and an overview of the course • College Application Personal Statement: Peer Feedback, Reference Handouts & Assignments + Tricks of the Trade • Meeting with Administration • Free Response Pre-assessment • CollegeBoard/AP Research Web Quest assignment • “Ordeal by Cheque” • Counselors (Tuesday) • Model Lit. Responses & self-evaluation

  3. Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. 3. Writing and Composition 2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3.Standard English conventions effectively communicate to targeted audiences and purposes Objectives: you will be able to… show how you would address an AP Free Response Question about a poem in a timed writing situation Relevance • Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings • Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions • How do I create meaning when confronted with ambiguous texts? How does an author create meaning in a work of literature? What makes a theme valid? • Why am I writing and for whom? How does a writer structure an effective literary analysis? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? How do writers use evidence and research to support their arguments?

  4. Activity: Pre-Assessment Purpose: to show how you would address an AP Free Response Question about a poem in a timed writing situation Tasks: I am not giving you much direction on this because it is a PRE-assessment. • Have out 2-3 sheets of paper • Make sure you use proper MLA headings on your paper(s) • Title the your response” AP Lit Free Response Pre-assessment” • Make sure you have a copy of the prompt and poem from me • No electronics etc. – simulate the testing situation • You have this class period only to complete this assignment Outcome: Turn in the prompt/poem stapled ON TOP of your response (final work only) BY THE END OF THE PERIOD

  5. Release & Review Turn in the prompt/poem stapled ON TOP of your response (final work only) BY THE END OF THE PERIOD How was the pre-assessment? Homework: CollegeBoard/AP Web Quest – Due Wednesday! Counselors (Tuesday)

  6. Tuesday = Senior Guidance • Homework: CollegeBoard/AP Web Quest – Due Wednesday!

  7. AP = Ambiguity Possible Address the Prompt Analysis, Please Always Poetry Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise

  8. Hook, Housekeeping & Homework WEDNESDAY TURN IN YOUR COLLEGEBOARD WEBQUEST Have out your copy of “Ordeal by Cheque” and the Close Reading Ritual directions While you wait.. What do you see? AP = Alternative Perspectives or Alter your Perspective Homework: Read more closely & annotate the ARG “Ordeal by Cheque” Extension Activity (optional)

  9. Past, Present, Future Wednesday • College Application Personal Statement Due! (Draft work & final) • Free Response Pre-Assessment – Did you do it?! • “Ordeal by Cheque” You Do/We Do • Close Reading for Detail • COLLEGEBOARD WEBQUEST • “Ordeal by Cheque” • What? How? Why? So what? • PIE • Model Lit. Responses & Self-Evaluation • Read and outline model essays for “Blind Man’s Mark” • Change in your future… College Application Personal Statement: MECHANICS!

  10. Introduction to AP LiteratureWednesday Standard Colorado Academic Standards2. Reading for All Purposes • Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; Objective: to practice your What? How? Why and So What? Analysis with an ambiguous text You will be able to compare and contrast your group analysis (what, how, why, so what) of “Ordeal by Cheque” to a PIE (point, illustration, explanation, elaboration) model. Relevance: the ability to make critical judgments about our own work in comparison to others allows us to refine and improve our skills, creating self-satisfaction and confidence, making for a more productive work environment, and allowing for movement into other areas of study Essential Questions • How do I create meaning when confronted with ambiguous texts? How does an author create meaning in a work of literature? What makes a theme valid? • Why am I writing and for whom? How does a writer structure an effective literary analysis? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? How do writers use evidence and research to support their arguments?

  11. Activity: DevelopYOU DO Purpose: to practice your What? How? Why and So What? = PIE Analysis with an ambiguous text Tasks: • Get into small groups (4-5) and spend 5 minutes sharing and comparing your understanding of the text based on the 2 steps • As a group, work your way through the 3rd step (5 minutes) • Review PIEE (see next) • Finally, as a group spend 15 minutes drafting a collaborative analysis (7-10 sentences) – see next • take your plot summary from the “Outcome” (2-3 sentences with author, title, genre and dramatic situation) and add to it (see next) • Meaning or purpose of the work/story as a whole (1 sentence) using an action verb (e.g. reveals, shows, depicts) • Identification of one particular illustrative detail (1-2 sentences) • Explanation as to why does the author includes this/these detail(s), the purpose and effect on the whole (3– 4 sentences)

  12. PIE • Point: main idea of the paragraph, to which everything in the paragraph relates. • Illustration: specific fact or example that supports (illustrates) the Point. • ExplanationAND Elaboration: shows (explains) two things: • how or why the Illustration supports the Point, and • how or why the Point supports the controlling idea of the essay as a whole. • Note how this pattern can fit together for an essay analysis (see next)….

  13. Instruction: Obtain I DO The What and How: • Plot summary (2-3 sentences) with author, title, genre and dramatic situation • Meaning or purpose of the work/story as a whole (1 sentence) using an action verb (e.g. reveals, shows, depicts) • Detail(s) to analyze 1. The unconventional short story “Ordeal by Cheque” by WutherCrue presents a chronology of checks written by Lawrence Exeter, Sr. and Lawrence Exeter, Jr. The checks, debited from a bank in Hollywood, California during a 28-year period from 1903 to 1931, chronicle a series of events, alluding to hospital visits, school enrollments, car repairs, graduations, gifts, relationships and marriages, travel, and various legal fees. 2. Cruetells the story of a family through their spending habits, revealing both the extravagant lifestyle in an era of unprecedented wealth and prosperity as well as the disintegration of the American dream. OR “Ordeal by Cheque” reveals that living the American dream, a dream of a prosperity and wealth that can be passed to the next generation, has its positives, but maybe more importantly, it can have corrupt, selfish negatives that destroy lives. 3. The objectivity of the check format is overridden by the specific details and the connotation of particular words. For example, the checks dated Aug. 23, 1929 and Aug. 30, 1929 (checks 29 & 30) are written one week apart to a Tony Spagoni.

  14. Instruction: Obtain Peer Model The Why and So What: • Explain & analyze the purpose and effect of the example/evidence • Link the the example/evidence to the theme (overall meaning) 4. The name Tony Spagoni connotes (suggests) a person of Italian heritage. The 1920s is a well-known period in American history of mob corruption and violence. The setting detail of these two checks is five years after legendary Al Capone took over the Italian mob in Chicago, and the same year as the St. Valentine’s Day Massacre. These subtle details and suggestive names imply a mob connection with the younger Exeter that reveals a darker, more sordid side of American wealth and prosperity. Whether this Tony Spagoni is a spurned friend or lover of the woman from the previous checks, whether he is bootlegger, or whether he is a loans collector is unknown, but there are no checks (no travel, no lingerie purchases, nothing) for an entire year after these two checks to Spagoni, suggesting that Exeter, Jr. had to forgo his lavish lifestyle for awhile. Tony Spagoni, however, appears again, two years later, after checks have been written to a lawyer and before a few final hospital check. Was Exeter, Jr. in financial trouble? Was he shot for an affair or a gambling debt or bill unpaid? Was he an alcoholic dying from liver disease? The answers are unclear, but what does seem apparent is that the prosperity of this American Dream ended very quickly, a mere 28 years after it started. The wealth and privilege that may come with the American Dream do not come without conflict and loss, and when accompanied with greed and excess it can lead to pain and corruption. and ultimately the downfall of a society’s dream.

  15. Instruction: Obtain I DO PIE The unconventional short story “Ordeal by Cheque” by WutherCrueCrue tells the story of a family through their spending habits, revealing both the extravagant lifestyle in an era of unprecedented wealth and prosperity as well as the disintegration of the American dream. Presented as a chronology of checks written by Lawrence Exeter, Sr. and Lawrence Exeter, Jr., the specific dates and the connotation of particular words on the “Pay to the order of” lines overrides this seemingly objective format. For example, the checks dated Aug. 23, 1929 and Aug. 30, 1929 (checks 29 & 30) are written one week apart to a Tony Spagoni. The name Tony Spagoni connotes a person of Italian heritage. The 1920s are a known period in American history of mob corruption and violence. The setting detail of these two checks is five years after legendary Al Capone took over the Italian mob in Chicago, and the same year as the St. Valentine’s Day Massacre. These subtle details and suggestive names imply a mob connection with the younger Exeter that reveals a darker, more sordid side of American wealth and prosperity. Whether this Tony Spagoni is a spurned friend or lover of the woman from the previous checks, whether he is bootlegger, or whether he is a loans collector is unknown, but there are no checks written (no travel, no lingerie purchases, nothing) for an entire year after these two checks to Spagoni. This large gap in the narrative suggests that Exeter, Jr. had to forgo his lavish lifestyle for awhile. Tony Spagoni, however, appears again, two years later, after checks have been written to a lawyer and before a few final hospital check. Was Exeter, Jr. in financial trouble? Was he shot for an affair or a gambling debt or bill unpaid? Was he an alcoholic dying from liver disease? The answers are unclear, but it seems clear is that the prosperity of this American Dream ended very quickly, a mere 28 years after it started. The wealth and privilege that may come with the American Dream do not come without conflict and loss, and when accompanied with greed and excess, it can lead to pain and corruption and ultimately the downfall of a society’s dream. 369 words

  16. Release & Review What did you do? What did you do “well”? What could you improve upon? • Title, author, genre, dramatic situation? • Theme, meaning, or purpose as a whole? • Specific example? (detail) • Meaning of detail – the purpose – the effect? • Link to theme, meaning, or purpose as a whole? Read and annotate the resource handout on Active Reading Guide (ARG): A Close Reading Ritual “Ordeal by Cheque” Extension Activity (optional) Has anyone done the Extension Activity? It may be turned in no later than tomorrow. • Create Twitter handles for all the characters and compose several tweets (communicating in 140 characters or less) that retell the story in this contemporary format. Print and turn in tomorrow.

  17. Hook, Housekeeping & Homework What did you learn about the AP Literature assessment? • Multiple choice • 3 essays • Poetry, prose passages, novel selection What have we been up to… Ambiguous text; don’t know what will be thrown at you • “Ordeal by Cheque” (prose) • “Blind man’s mark” (poem) How we should attack these texts • ARG: Close Reading Ritual • PIEE HOMEWORK: Annotate the worksheet Literary Terms/Devices List. THEN, select 5 - (minus) and 5 ? (questions) and find an .edusite with a definition AND example for each. WRITE this all down! Due not later than next Wednesday.

  18. Past, Present, Future THURSDAY • Free Response Pre-Assessment – Did you do it?! • “Ordeal by Cheque” You Do/We Do • Close Reading for Detail + PIEE • COLLEGEBOARD WEBQUEST • Pre-assessment Model Lit. Responses & Self-Evaluation • Close Reading for Detail + PIEE • Read and outline model essays for “Blind Man’s Mark” • Literary Terminology • Pre-assessment Model Lit. Responses & Self-Evaluation • Re-visit/write Goals • Change in your future… College Application Personal Statement: MECHANICS! The unconventional short story “Ordeal by Cheque” by WutherCrueCrue tells the story of a family through their spending habits, revealing both the extravagant lifestyle in an era of unprecedented wealth and prosperity as well as the disintegration of the American dream. Presented as a chronology of checks written by Lawrence Exeter, Sr. and Lawrence Exeter, Jr., the specific dates and the connotation of particular words on the “Pay to the order of” lines overrides this seemingly objective format. For example, the checks dated Aug. 23, 1929 and Aug. 30, 1929 (checks 29 & 30) are written one week apart to a Tony Spagoni. The name Tony Spagoni connotes a person of Italian heritage. The 1920s are a known period in American history of mob corruption and violence. The setting detail of these two checks is five years after legendary Al Capone took over the Italian mob in Chicago, and the same year as the St. Valentine’s Day Massacre. These subtle details and suggestive names imply a mob connection with the younger Exeter that reveals a darker, more sordid side of American wealth and prosperity. Whether this Tony Spagoni is a spurned friend or lover of the woman from the previous checks, whether he is bootlegger, or whether he is a loans collector is unknown, but there are no checks written (no travel, no lingerie purchases, nothing) for an entire year after these two checks to Spagoni. This large gap in the narrative suggests that Exeter, Jr. had to forgo his lavish lifestyle for awhile. Tony Spagoni, however, appears again, two years later, after checks have been written to a lawyer and before a few final hospital check. Was Exeter, Jr. in financial trouble? Was he shot for an affair or a gambling debt or bill unpaid? Was he an alcoholic dying from liver disease? The answers are unclear, but it seems clear is that the prosperity of this American Dream ended very quickly, a mere 28 years after it started. The wealth and privilege that may come with the American Dream do not come without conflict and loss, and when accompanied with greed and excess, it can lead to pain and corruption and ultimately the downfall of a society’s dream.

  19. Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. 3. Writing and Composition 2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3.Standard English conventions effectively communicate to targeted audiences and purposes Objective: you will be able to review how well you are performing a close reading ritual and applying this to a written task Relevance • Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings • Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions • How do I create meaning when confronted with ambiguous texts? How does an author create meaning in a work of literature? What makes a theme valid? • Why am I writing and for whom? How does a writer structure an effective literary analysis? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? How do writers use evidence and research to support their arguments?

  20. Instruction: Obtain In the following poem by Sir Philip Sidney (1554-1586), the speaker addresses the subject of desire. Read the poem carefully. Then write a well-developed essay in which you analyze how poetic deviceshelp to convey the speaker’s complex attitude toward desire. Thou Blind Man’s Mark Thou blind man’s mark,thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Line 5 Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; 10 In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, Desiring naught but how to kill desire. 1 target 2 reward Step 1: Before Reading What do you notice? What do you know? What do you want to know? Read Through a Lens • Preview the text (title, author, publication, questions, glossaries, etc.) • Tap into prior knowledge • Make predictions and pose questions; what inferences are you already making? • Dissect the prompt (if given) • Establish a purpose; select a reading lens (e.g. text evidence, word choice, structure, style, point of view/argument) • Skim the passage: what is the length, structure, genre, style, etc.? • Did you annotate (physically write on) the prompt? • Now, turn it into a question: • How does Sidney use poetic devices to convey the speaker’s complex attitude towards desire? (What is his attitude?) • Did you examine the title?

  21. Instruction: Obtain poetic devices speaker’s complex attitude toward desire. Thou Blind Man’s Mark Thou blind man’s mark, thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Line 5 Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; 10 In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, Desiring naught but how to kill desire. 1 target 2 reward Step 2: During Reading What? How? Why? Look for Patterns Use your purpose (or lens) for reading; reflect periodically on purpose (lens) What is it about? What is the style, structure, format? What literary devices are used? What words are used? What does the author/speaker want me to see or pay attention to? What details are included? What descriptions are made? What is the tone? How are elements presented? How are they portrayed? How does the author use literary devices (figurative language, imagery, allusions, irony, etc.)? How do these function together? How are words used (denotation vs. connotation)? How do these function together? How does the structure or organization (including syntax) convey meaning or purpose? How does the style effect meaning? How does the piece help me “know” what I “know” (in other words, what details from the text convey meaning)? How is the tone conveyed? How do subjects, ideas, literary devices fit or work together? How does this convey meaning? How does this relate to other pieces I’ve read? Why are these images repeated? Why are these details included? Why is this description included?

  22. Instruction: Obtain In the following poem by Sir Philip Sidney (1554-1586), the speaker addresses the subject of desire. Read the poem carefully. Then write a well-developed essay in which you analyze how poetic deviceshelp to convey the speaker’s complex attitude toward desire. Thou Blind Man’s Mark Thou blind man’s mark,thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Line 5 Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; 10 In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, Desiring naught but how to kill desire. 1 target 2 reward Step 2 Continued… • Speaker vs. poet/author (Sidney) • “Thou” like “you”, an address • Metaphors • Imagery (see, hear, smell, taste, touch) - diction • Apostrophe (as in “thou”) – personification • Repetition • “But yet” = shift! FANBOYS  • In vain = without success or a result • Irony (desire to kill desire!)

  23. Instruction: Obtain In the following poem by Sir Philip Sidney (1554-1586), the speaker addresses the subject of desire. Read the poem carefully. Then write a well-developed essay in which you analyze how poetic deviceshelp to convey the speaker’s complex attitude toward desire. Thou Blind Man’s Mark Thou blind man’s mark,thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Line 5 Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; 10 In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, Desiring naught but how to kill desire. 1 target 2 reward Step 3: After Reading Why? So what? Develop a New Understanding • Summarize, connect, reflect, and examine patterns for a new understanding & consider the meaning of the work as a whole • Why did the author write this? Why did the author write it this way? Why is this important? Why did he/she use this style, technique, devise, or structure? Why am I looking at this? What is the purpose of _____? So, what is the effect of ______? So what is the point of this piece, its overall purpose and effect? What is the meaning of the work as a whole? How does this relate to the world? So, what is revealed about us as human beings? About us as a society, culture, nation, etc.? What does this reveal about the world in which we live, have lived, or might live? • Did you respond to the prompt or restate it? • How does Sidney use poetic devices to convey the speaker’s complex attitude towards desire? (What is his attitude?) • Sidney’s use of ____, ___, and ___ portray the speaker’s ____ yet ___ feelings towards desire.

  24. Instruction: ObtainModel of “What? How? Why? So What?” at Work What? • What is the technique (choice, tool, device, element) being used? What have you identified? • Use of metaphor, list of 7 How? • How (in what way) is it being used? (to construct an idea, emotion, both – to contrast/combine with another technique, etc.) How does it create meaning? How does it create an effect (on the reader)? • Consider how this particular usage is in this particular text • “blind man’s mark” = to begin comparison what “desire” is to a person, revealing something that does not seem possible/attainable, to draw an seemingly contradictory, negative comparison to what desire is • Why? So what? • Why this technique (tool, device, element)? Why is it important? Why is it used? Why is it used in this way? • Its purpose is… (So what about the meaning of it achieves a particular purpose? So what about the effect of it achieves a particular purpose?) • Paradox reveals intensity and complexity of emotion, we aim for something/want something yet we don’t see/can’t understand how bad it is Finally, when you write…Think PIE (yummy!) • Narrow focus to make a point/respond to a prompt; don’t just restate it! • Consider your subject, assertion, and key terms (as needed); carry your ideas in a SAK (sack)! • Make a Point. Identify: About what are you writing (choice, tool, technique, etc.)? What are you saying about it? • Illustrate your point using the text. Exemplify: What detail from the text best supports my interpretation? • Explain: How does this illustration create meaning in this particular text? How does the illustration create an effect in this particular text? What is the meaning, the effect? • Elaborate: Why is this (meaning, effect) important? So what is its purpose? • Link/Conclude… So what is its function in a larger context/the meaning of the work as a whole? • Let‘s take a look at how a student did this on the actually AP exam and scored a 9! • See next…

  25. Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. 3. Writing and Composition 2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3.Standard English conventions effectively communicate to targeted audiences and purposes Objectives: you will be able to… • determine the points, illustrations, and explanations/elaborations used to receive an AP 9 score (and 4 score) • identify one positive aspect of your analysis and two areas of analysis that are weak Relevance • Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings • Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions • How do I create meaning when confronted with ambiguous texts? How does an author create meaning in a work of literature? What makes a theme valid? • Why am I writing and for whom? How does a writer structure an effective literary analysis? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? How do writers use evidence and research to support their arguments?

  26. Activities: Develop & ApplyWe Do – You Do Purpose: to compare/contrast your understanding of “Thou Blind Man’s Mark” to other students’ 9 point essay responses for the same sonnet and to hear how an AP reader responded Tasks: • Carefully read through the given AP essay 1A. What did this author do well? • Consider this author’s use of PIE (including what, how, why, so what?) and the author’s understanding of the meaning of the work as a whole • Pause periodically to consider: How is the essay similar to your essay? How is it different? How is this author’s understanding of the poem different or similar to your own? Outcome: Look at what the AP reader had to say about response 1A (see next) Share out about your own +/-

  27. Instruction: ObtainHere is what an AP reader had to say about Sample: 1A • Score: 9 • This persuasive essay begins confidently by characterizing desire as “a force” that hinders “true self-fulfillment.” Early on, highly rhetorical analysis embraces the complexity of the poem as the essay convincingly explores the purpose and effects of the speaker’s “harsh description” and “accusatory phrases.” Responding to the sonnet’s dramatic language, the second paragraph attentively moves the reader past the literal language of blindness and develops a sophisticated reading of how “the speaker personifies desire and endows it with malevolent monster-like qualities.” Although this essay does not employ the poetic vocabulary specific to sonnets, it shows how the speaker’s attitude transitions in the sestet from accusation and lament to assertion, as “he proclaims he will no longer be victim to it.” Frequent, apt references to the text in the third paragraph cement our understanding of this “significant resolution.” Sophisticated vocabulary and sentence structure throughout this focused essay support perceptive readings, resulting in an elegant, insightful essay that earned a score of 9. • See next

  28. Release & Review What did you discover today? Many of you mentioned vocabulary and literary terminology as goals on your AP Web Quest. Some mentioned a particular score on the exam as a goal. In order to help you work towards your goal(s), please do your homework Homework: Annotate the worksheet Literary Terms/Devices List with + (know it, can define it, can give an example of it) vs. – (heard of it, think I know it definition) vs. ? (Huh? I don’t even think I can pronounce it) • THEN, select 5 - (minus) and 5 ? (questions) and find an .edusite with a definition AND example for each. WRITE this all down!

  29. AFTERNOON ASSEMBLY • PERIOD 1: 7:40 - 8:23 • PERIOD 2: 8:28 - 9:14 • PERIOD 3: 9:19 - 10:02 • PERIOD 4: 10:07 - 10:50 • LUNCH: 10:55 - 11:32 • PERIOD 5: 11:37 - 12:20 • PERIOD 6: 12:25 - 1:08 • PERIOD 7: 1:13 - 1:56 • ASSEMBLY: 2:01 - 3:01 • CLASSES ARE 43 MINUTES. • Except 2nd, which is 46 min. • LUNCH IS 37 MINUTES.

  30. Hook, Housekeeping & Homework FRIDAY Happy “Pep” Friday! What are your 4 day weekend plans? HOMEWORK: Annotate the worksheet Literary Terms/Devices List. THEN, select 5 - (minus) and 5 ? (questions) and find an .edusite with a definition AND example for each. WRITE this all down! Due not later than next Wednesday.

  31. Past, Present, Future FRIDAY • Free Response Pre-Assessment – Did you do it?! • “Ordeal by Cheque” You Do/We Do • Close Reading for Detail + PIEE • COLLEGEBOARD WEBQUEST • Pre-assessment Model Lit. Responses & Self-Evaluation • Close Reading for Detail + PIEE • Read and outline model essays for “Blind Man’s Mark” • Literary Terminology • Re-visit/write Goals • Change in your future… College Application Personal Statement: MECHANICS! • Short Stories, here we come! The unconventional short story “Ordeal by Cheque” by WutherCrueCrue tells the story of a family through their spending habits, revealing both the extravagant lifestyle in an era of unprecedented wealth and prosperity as well as the disintegration of the American dream. Presented as a chronology of checks written by Lawrence Exeter, Sr. and Lawrence Exeter, Jr., the specific dates and the connotation of particular words on the “Pay to the order of” lines overrides this seemingly objective format. For example, the checks dated Aug. 23, 1929 and Aug. 30, 1929 (checks 29 & 30) are written one week apart to a Tony Spagoni. The name Tony Spagoni connotes a person of Italian heritage. The 1920s are a known period in American history of mob corruption and violence. The setting detail of these two checks is five years after legendary Al Capone took over the Italian mob in Chicago, and the same year as the St. Valentine’s Day Massacre. These subtle details and suggestive names imply a mob connection with the younger Exeter that reveals a darker, more sordid side of American wealth and prosperity. Whether this Tony Spagoni is a spurned friend or lover of the woman from the previous checks, whether he is bootlegger, or whether he is a loans collector is unknown, but there are no checks written (no travel, no lingerie purchases, nothing) for an entire year after these two checks to Spagoni. This large gap in the narrative suggests that Exeter, Jr. had to forgo his lavish lifestyle for awhile. Tony Spagoni, however, appears again, two years later, after checks have been written to a lawyer and before a few final hospital check. Was Exeter, Jr. in financial trouble? Was he shot for an affair or a gambling debt or bill unpaid? Was he an alcoholic dying from liver disease? The answers are unclear, but it seems clear is that the prosperity of this American Dream ended very quickly, a mere 28 years after it started. The wealth and privilege that may come with the American Dream do not come without conflict and loss, and when accompanied with greed and excess, it can lead to pain and corruption and ultimately the downfall of a society’s dream.

  32. Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. 3. Writing and Composition 2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3.Standard English conventions effectively communicate to targeted audiences and purposes Objectives: you will be able to… • determine the points, illustrations, and explanations/elaborations used to receive an AP 9 score (and 4 score) • identify one positive + aspect of your analysis and two areas of analysis that are weak -- Relevance • Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings • Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions • How do I create meaning when confronted with ambiguous texts? How does an author create meaning in a work of literature? What makes a theme valid? • Why am I writing and for whom? How does a writer structure an effective literary analysis? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? How do writers use evidence and research to support their arguments?

  33. Activities: Develop & ApplyYou Do Purpose: to compare/contrast your understanding of “Thou Blind Man’s Mark” to other students’ 9 point essay responses for the same sonnet and a 4 in order to self-assess Tasks: • Carefully read through the given AP essay E1. What did this author do well? • Consider this author’s use of PIE and the sophisticate vocabulary and syntax • Consider: How is the essay similar to your essay? How is it different? How is this author’s understanding of the poem different or similar to your own? • Now, for comparisons sake and understanding the scoring guide, let’s look at a 4 (1C) and the AP reader’s commentary (see next slides) Outcome: Re-read your own response and complete self-assessment See next slides

  34. Instruction: ObtainHere is what an AP reader had to say about Sample: 1C Score: 4 • A combination of analytical impulses and unfulfilled promises, this essay ultimately does not offer an adequate exploration of Sidney’s sonnet. On the positive side, in the fourth sentence the student already is synthesizing, relating the poem’s last line to the “attitude of hatred and scorn.” Similarly, the second paragraph makes a case for the importance of the repetition of the word “vain” — another worthwhile point but one that is not adequately developed. In the third paragraph, desire and hubris are linked, and if this idea were developed, greater clarity would result. Despite the identification of potentially illuminating features of the poem, a number of weaknesses hamper the essay’s effectiveness. A sense of oversimplification pervades the essay, as empty assertions take the place of analysis (“repetition of the word ‘vain’ is a huge aid to the speaker”). As the essay concludes, it does so in terms that miss the poem’s complexity (“It can be seen as evil”; “excellent use of poetic devices”). These drawbacks, as well as a lack of sophistication in vocabulary and sentence structure (see the choppy last paragraph), earned this essay a score of 4.

  35. Activity: Develop & ApplyYou Do Based on the Scoring Guidelines, how do you think you scored? Why? Give yourself a score (highlight the words that apply) • Identify one positive aspect of your analysis • Identify two areas of analysis that are weak How well did you do with each of these? • Meaning of the work as a whole – complexity of poem (shift)/attitude of speaker • Multiple Illustrations (for each) • Purpose and Effect (of devices)– Explain & Elaborate • Sophisticated Vocabulary – academic – poetic (devices, structure) • Organized – thesis (responds to prompt: attitude, devices) – Body paragraphs (follow thesis with transitions) – Conclusion (beyond restate – complexity, as a whole) • Well-written – sophisticated syntax – few errors

  36. Review and Release Here are some of the literary terms the student used in her response. Anaphora (pronunciation: https://www.merriam-webster.com/dictionary/anaphora_ • the deliberate repetition of a word or words at the beginning of successive phrases, clauses, or lines to create a ironicor artistic effect Asyndeton (pronunciation:https://www.merriam-webster.com/dictionary/asyndeton) • Intentional omission of the conjunctions that ordinarily join coordinate words or clauses (as in “I came, I saw, I conquered”); it helps in reducing the indirect meaning of the phrase and presents it in a concise form. Irony • a contrast or incongruity between expectations for a situation and what is reality. This can be a difference between the surface meaning of something that is said and the underlying meaning. It can also be a difference between what might be expected to happen and what actually occurs. This is part of what you need to do as homework. HOMEWORK: Annotate the worksheet Literary Terms/Devices List. THEN, select 5 - (minus) and 5 ? (questions) and find an .edusite with a definition AND example for each. WRITE this all down! Due not later than next Wednesday.

  37. Coming Soon…

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