Snow Day MONDAY

1. Snow Day MONDAY

2. Hook, Housekeeping & Homework TUESDAY How was your weekend? TIMED POETY ASSESSMENT IS NOW THURSDAY – CONFLICTS? Homework: Review notes for your poetry assessment! Greek Webquest is due no later than Thursday! A second one is due Friday Read your choice novel! We are starting a new class text before break!

3. Past, Present, Future TUESDAY • “On the Subway” • Introductory & Concluding Paragraphs + Models • Independent Novel + Models + Returns • Poetry Timed Practice #1 • Poetry Timed Practice #2 • Pre-reading for a new text! • Final project for independent novel = Models, templates, sign-up • Timed Writing on Poetry!

4. The Power of Poetry Colorado Academic Standards 2. Reading for All Purposes: 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 3. Writing and Composition: 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes Objectives: you will be able to … • use analytical and interpretive strategies to analyze poetry. • dissect AP Literature exam prompts. • identify, illustrate, and explain stylistic elements of a poem, including the tone and theme of a poem. • practice writing well-organized analyses for specific prompts and poems • examine high-scoring student responses for the components of persuasive literary analysis. • evaluate your own analyses and identify individual needs and/or goals for timed writing responses to AP prompts. Essential/Inquiry Questions • What language do we use when analyzing poetry? What are poetic devices? How are poetic techniques used to effect and engage readers? • How do poetic devices create meaning and impact the purpose of a text? • What are the forms and conventions of a sonnet?

5. Activity: Develop Purpose: to practice using analytical and interpretive strategies to interpret poetry Tasks: Familiarize (1-4) THAN Analyze • Dissect the prompt! – turn it into a ?? • Box the title, annotate • Read the poem x2 • Problematic vocabulary?! • Put all electronics away now; you may use class notes now only! • Re-read quietly and annotate TPCASTT (based on prompt) • Paraphrase: Speaker, dramatic situation? • Connotation: diction, imagery, details, allusions, figurative language? • Tone? • Shifts, tensions or contrast? • Theme • Outcome: Go back through your annotations. Annotate your annotations  What ideas are you going to use in your essay to support your thesis? What order will you use to address them? What organizational strategy? Number these. • By literary device/technique? • By order ideas come in the poem? • Key concepts or ideas

6. Activity: Develop Purpose: to practice using analytical and interpretive strategies to interpret poetry…. To identify, illustrate, and explain stylistic elements of a poem. Tasks: INDIVIDUALLY Using the PIE chart (and model) draft an ENTIRE essay... … well, minus the intro and conclusion, so just the body paragraphs  • Each sheet (3) represents a body paragraph • You decide what to fill in, but you receive credit for treating this like the test • If you need additional chart room, draw lines or add a separate sheet of paper Outcome: Turn the poem and the PIE chart packet in separately - DO NOT STAPLE – make sure your name is on both!

7. Review and Release Outcome: Turn the poem and the PIE chart packet in separately - DO NOT STAPLE – make sure your name is on both! Homework: Review notes for your poetry assessment THURSDAY! Greek Webquest is due no later than Thursday! A second one is due Friday. Read your choice novel! We are starting a new class text before break!

8. Hook, Housekeeping & Homework WEDNESDAY IF YOU WERE ABSENT YESTERDAY, SEE ME FOR LAST NIGHT’S HOMEWORK - Web Quest 1 Due Tomorrow – AND when you plan to make-up in class work before tomorrow’s class. While you wait… Have out your independent novel and Homework: Due no later than Thursday (tomorrow); 2nd due Friday! Check out and Read Oedipus Rex – first play of Trilogy only – for Monday after break FINISH YOUR INDEPENDENT NOVEL & MAJOR WORKS INFORMATION ORGANIZER! PREPARE YOUR PRESENTATION! CONSIDER WHAT KEY PASSAGE YOU WILL USE!

9. Past, Present, FutureWEDNESDAY • Practice Timed Writing x2 • Homework: Greek Theater Web Quest 1 • Independent Novel Information • Check out Oedipus Rex (on your own time) • Timed Writing on Poetrytomorrow (Thursday) • Check out and Read Oedipus Rex – first play of Trilogy only – for the first week after break • Models & Self-assessment • FINISH YOUR INDEPENDENT NOVEL & MAJOR WORKS INFORMATION ORGANIZER; it is due Tuesday after break • CONSIDER WHAT KEY PASSAGE YOU WILL USE; we write Tuesday after break • PREPARE YOUR PRESENTATION; they start Wednesday after break

10. Independent Reading: Novel of Literary Merit Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Research and Reasoning 1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes Oral Expression and Listening 1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness Objective: to independently read and show proficient comprehension of a novel at the high end of text complexity (2.1..g) Relevance: The ability to interpret a text and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Inquiry Questions: • What are the qualities or characteristics of a text of literary merit? Why and how could this novel be used to respond to an AP Open Response Question? • What contemporary cross-curricular connections can be made to this work of fiction? • What is a pivotal moment in this novel’s plot and why? • What universal understandings does this text share with its readers? • What specific techniques or features in a classic or modern text elicit historic and or critical attention or appreciation? Why?

11. Instruction: Obtain Purpose: to examine models and templates in order to understand tasks for final independent reading products Tasks: Take a look at… 5. Be prepared to complete and turn in the following: 1) Major Works Information Organizer (hard copy) = Model (see next slides AND Teacher I-drive AND my website for model) 2) In-class timed writing Key Passage Analysis = see previous assignments 6. Be prepared to do a 5-minute presentation (using the PowerPoint template provided) of the following: Template for Presentation (see Teacher I-drive or SharePoint) 1) Attention Grabber (song) - song models (see next) 2) Brief Plot Summary 3) 3 Essential/Inquiry Questions – What big questions does your work seem to answer or respond to? 4) Statement of Theme/Universal Understanding (hopefully “in response” to one of your essential questions) 5) 1 AP Question 3 & Why/How (this novel would be appropriate to use in response to the prompt) – See my SharePoint website, Shared Documents, AP Literature, Independent Reading, AP Literature Open Response Question 3 6) Who should or would enjoy reading this text and why? Did you enjoy reading this novel? Why or why not? Outcome: Questions? Sign-up for a presentation day, turn in documents, and present!

13. MLA Works Cited: If you used any outside source (e.g. for historical context or author biography or genre or whatever) you MUST cite your academic sources. You may NOT use shmoop.com or Sparknotes, etc. You MAY use .edu or .org sites. See me to check on reputable and/or acceptable sources. Resource for MLA documentation https://owl.english.purdue.edu/owl/resource/747/05/ Feel free to use NoodleTools, Easybib, etc, just make sure you use them correctly.

14. Independent Reading Novel’s Key Passage Start thinking about it… Author’s Style: What is it? • Consider use of descriptive language, figurative language, diction/vocabulary, imagery/sensory details, dialect, dialogue, allusions, plot structure, format, syntax, irony, tone, etc. • Think about examples/illustrations that show style When selecting a Key Passage, consider a passage that represents… • the author’s style • use of descriptive language, figurative language, diction/vocabulary, imagery/sensory details, dialect, dialogue, allusions, plot structure, format, syntax, irony, tone, etc. • a significant or pivotal moment in plot or character development • a poignant representation of the meaning of the work as a whole (theme) AP English 7 Prompt For this assignment, you will selectAkey passage from your independent reading novel. Then, you will write a well-organized analysis that carefully explores not only the importance of the passage, in terms of content and style, but how the key passage shapes the meaning of the work as a whole.  Do not merely summarize the plot. • You may use your MWIO (due that day) on the day of the assessment, but no other notes or sources.

15. Make artful connections…Examine the song lyrics and think about how they could be connected to the works we’ve read as a class so far. Can’t find the answers I’ve been crawling on my knees Looking for anything To keep me from drowning Promises have been turned to lies Can’t even be honest inside Now I’m running backward Watching my life wave me goodbye Running blind I’m running blind Somebody help me see I’m running blind Searching for nothing Wondering if I’ll change I’m trying everything But everything still stays the same I thought if I showed you I could fly Wouldn’t need anyone by my side Now I’m running backward With broken wings I know I’ll die Running blind I’m running blind Somebody help me see I’m running blind Running blind X3 I can’t find the answers I’ve been crawling on my knees Looking for anything To keep me from drowning I’m running blind Running blind X • Godsmack • “Running Blind” • https://www.youtube.com/watch?v=OqN1sQp0oHo

16. Make artful connections…Examine the song lyrics and think about how they could be connected to the works we’ve read as a class so far. Once I thought I saw you in a crowded hazy bar, Dancing on the light from star to star. Far across the moonbeam I know that's who you are, I saw your brown eyes turning once to fire. You are like a hurricane There's calm in your eye. And I'm gettin' blown away To somewhere safer where the feeling stays. I want to love you but I'm getting blown away. I am just a dreamer, but you are just a dream, You could have been anyone to me. Before that moment you touched my lips That perfect feeling when time just slips Away between us on our foggy trip. You are like a hurricane There's calm in your eye. And I'm gettin' blown away To somewhere safer where the feeling stays. I want to love you but I'm getting blown away. You are just a dreamer, and I am just a dream. You could have been anyone to me. Before that moment you touched my lips That perfect feeling when time just slips Away between us on our foggy trip. You are like a hurricane There's calm in your eye. And I'm gettin' blown away To somewhere safer where the feeling stays. I want to love you but I'm getting blown away. • Neil Young • Like a Hurricane” • https://www.youtube.com/watch?v=eeDADr2M6qo

17. Make artful connections… • Literal or Figurative = Yes • Vocal or Instrumental = Yes • Other art = Yes • Live performance of Andre Caplet's Conte Fantastique, based on Edgar Allen Poe's 'Masque of the Red Death' for harp and string quartet. • https://www.youtube.com/watch?v=Ue8vxfzCJpg

18. Make artful connections…Examine the song lyrics and & art below and predict our future texts. • “Talk About Love” by John Gorkahttps://www.youtube.com/watch?v=mtilkmoNpWc • “Madness” by Musehttps://www.youtube.com/watch?v=Mq9zhpBweDk • “The End” by The Doorshttps://www.youtube.com/watch?v=qLCmMABqCPA • “Waiting for the World to Change” by John Mayerhttps://www.youtube.com/watch?v=oBIxScJ5rlY

19. Instruction: Obtain Due Dates: • Presentations start Wednesday, November 28th. • EVERYONE’S Major Works Information Organizer (hard copy) due Tuesday, November 27th • Key Passage Analysis on Tuesday, November 27th Outcome: Questions? Sign-up for a presentation day, turn in documents, and present!

20. Instruction: Obtain Purpose: to engage in a text of literary merit Task: Outcome: What are the latest developments in the plot of your novel?

21. Hook, Housekeeping & Homework THURSDAY Turn in your Greek Theater Web Quest 1 now.  Clear your desk except for a pen (or pencil). We are about to start your poetry timed writing! Since we are about to read a drama, one of the first, as a class, I am offering an extension activity if you attend Palmer’s play. There is a written portion; this and the ticket stub are due Monday after break (no later). If you are in the play, of course, you can do the assignment, and your role acknowledgment/course schedule is your “ticket stub.” Stop by my desk after class for the directions. Homework: Done reading your independent novel? • Create a MWIO for your novel (& prepare your presentation) • Check out The Oedipus Cycle – Read Oedipus Rex (1st play, pp. 3-81)

22. Past, Present, FutureTHURSDAY • Practice Timed Writing x2 • Homework: Greek Theater Web Quest 1 AND 2 (due Friday) • Independent Novel Information • Check out Oedipus Rex (on your own time by Friday) • Timed Writing on Poetry • Check out and Read Oedipus Rex – first play of Trilogy only – for the first week after break • Models & Self-assessment • FINISH YOUR INDEPENDENT NOVEL & MAJOR WORKS INFORMATION ORGANIZER; it is due Tuesday after break • CONSIDER WHAT KEY PASSAGE YOU WILL USE; we write Tuesday after break • PREPARE YOUR PRESENTATION; they start Wednesday after break

23. The Power of Poetry Colorado Academic Standards 2. Reading for All Purposes: 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 3. Writing and Composition: 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes Objectives: you will be able to … • use analytical and interpretive strategies to analyze poetry. • dissect AP Literature exam prompts. • identify, illustrate, and explain stylistic elements of a poem, including the tone and theme of a poem. • practice writing well-organized analyses for specific prompts and poems AP Literature and Composition40-Minute Essay on a Poem BUDGETING YOUR TIME

24. Activity: Assessment Purpose: to show what you know about analyzing a poem Tasks: Complete a timed writing on oneof the poems Spend 10 minutes Reviewing! • Re-read/re-dissect the prompt! • Quietly re-read the poem • Go back through your annotations. • Look at your thesis. Are you responding to the prompt (or only restating it)? • Re-read your outlined ideas in you chart. Did you finish? What else do you need/want to include? • Start writing! (see next)

25. 40-Minute Essay on a PoemDo what works for you, but here is a start… Composing= 25 minutes • Do everything you can to make it legible (neat, readable); use large, dark, careful writing • INDENT! • Write your 3-4 sentence introductory paragraph, introducing & ending in your thesis • Make the first paragraph count! (AG, DS, EU, T) • Grab the reader’s attention (if you have time) • answer the prompt (do not restate it) • preview your points • STOP and do an essay check! Ask yourself: • What points do I make in my first paragraph that I need to cover? • Do these points address what the prompt tells me to address? • In what order am I going to put my points? • Double check grammar etc. and neatness • Develop your body paragraphs (PIE) • Stay on topic! purpose./effect • Use clear transitions and topic sentences • Choose the best words for meaning and effect; don’t ramble • Use literary terminology and use lively verbs and specific nouns, BUT be accurate • Structure sentences effectively, incorporating/embeddingtextual evidence • Explain, elaborate, explain, elaborate, explain… you get the idea • Finish with a solidconclusion! (Reiterate, Final thought) SEE Next Slide for last 10 minutes

26. 40-Minute Essay on a Poem Finish with a solidconclusion! (Reiterate, Final thought) Editing and Proofreading 5 (maybe 10) minutes • Editing for clarity and coherence • Eliminating excess verbiage • Checking for standard usage and mechanical errors, including spelling, punctuation, and capitalization • Editing to create interest Name on your work?!?! TURN YOUR ANNOTATED COPY OF THE POEM ON TOP OF YOUR ESSAY Turn in the packet separately WHEN THE BELL RINGS – No later!

27. Review and Release Greek Web Quest 2 is due no later than Friday (tomorrow) Read your choice novel! We are starting a new class text before break – Did you check it out?! Extension Activity = Palmer Play!

28. Hook, Housekeeping & Homework FRIDAY 2 DUE! Please turn into the basket now. While you wait… What are you most thankful for in your life?

29. Past, Present, FutureFRIDAY • Timed Writing on Poetry! • Timed Writing on Poetry: Modes & Self-assessment • Drama: The Classic Tragic Figure • Pre-Reading • Check out and Read Oedipus Rex (first play of Oedipus Cycle) • FINISH YOUR INDEPENDENT NOVEL & • MAJOR WORKS INFORMATION ORGANIZER • Tuesday after break • CONSIDER WHAT KEY PASSAGE YOU WILL USE • write Tuesday after break • PREPARE YOUR PRESENTATION; they start Wednesday after break

30. Activity: ApplyYou Do Purpose: to compare/contrast your understanding and written analysis of a poem to other students’ high scoring essay responses Tasks: • Carefully read through the model essay analyzing .What did this author do well? • Carefully read through the given model essay analyzing . What did this author do well? • Re-read your own response to a poem Outcomes: Based on the Scoring Guide, how do you think you scored? Why? Score yourself by circling a number & highlighting the words that apply to your essay in that category. Then, complete another entry on the self-assessment & reflection sheet; if you have made it to the backside, re-consider your goals. Staple the Scoring Guide on top of your poem and response and turn it in!

31. “On moonlit heath and lonesome bank” A High-Range Essay 9 • Shows complete understanding of the prompt and the requirements for discussing the speaker’s complex attitude (e.g. duality of life & death, tranquility/outward vs. brutality/inward, impersonal, irony = solemn/resigned, sorrowful/bitter, sympathetic/matter-of fact, etc.) of taking a human life by hanging. • Accurately identifies and reinforces the complexity of the attitude(multiple examples & explanations - cruelty, sympathy) in the meaning of the work as a whole(cruelty and complexity of human nature and hanging) • Utilizes appropriate literary techniques (e.g contrasting imagery, onomatopoeia, irony, rhyme, sound, metaphor)to present a coherent understanding of meaning and tone (e.g. solemn/resigned, sorrowful/bitter ; • Linksmultipleexamples/illustrationsto accuratemeaning; • Perceives the contrasting imagery (e.g sights of setting, sounds), subtlety of language (e.g. ring, string, sheep), and perspectives (e.g. speaker, others) • Is well organized; follows a well-directed thesis; uses PIE with varied and smooth transitions • Demonstrates a mature writing style; uses action verbs, complex sentences; correctly punctuates and capitalizes title, varied syntax; references speaker and not writer or use of Ior me

32. “The Naked and the Nude” A High-Range Essay 8 • Shows complete understanding of the prompt; indicates understanding of the requirements for discussing the differences in connotation between “naked” and “nude.” • Recognizes and accurately identifies the many differences between the two words; immediately presents an accurate distinction between “naked” and “nude” – Graves associate positive connotations (love, innocence, man’s natural state) with nakedness vs. negative connotations (cunning deception, treason) with nude. • Utilizes appropriate literary techniques to present a coherent distinction between the two words; analyzes such devices as allusion, imagery, diction, tone, figurative language, and/or structure • Links examples/illustrations to accurate meaning • Reinforces the contrast throughout the essay; • Perceives Graves’s tone and acknowledges the social/cultural commentary; elaborates on social ramifications of disparity in seemingly synonymous terms (e.g. power of words, illusions vs. reality, impositions) • Responds to the irony in the final stanza; thematic idea: the nude at some point must become naked • Is well organized; follows a well-directed thesis; uses PIE with varied and smooth transitions • Demonstrates a mature writing style; uses action verbs, complex sentences; correctly punctuates and capitalizes title, references speaker and not writer or use of I or me

33. Activity: Pre-reading Purpose: to make personal reactions to some of the issues presented in the plays Tasks: Spend the next 3 minutes (quietly & individually) completing the “Anticipatory Hook” handout Outcome: Predict what our next text is about Now, let’s preview the text

34. Activity: DevelopPreview the Text Purpose: to familiarize ourselves with the text Tasks: Preview the Text - Note the following terminology • Prologue: spoken by one or two characters (Choragos, p.15, leader/member of Chorus) before the Chorusappears. Sets forth the subject of the play and provides the mythological background necessary for understanding the events of the play (p.3) • Parados: song sung by the Chorus (voice of greater society) as it first enters (p. 10) • *strophe: sung as the chorus turns from one side of the orchestra to the other • *antistrophe: sung while the chorus moved in a direction opposite from the strophe • Ode: poem in dignified style sung by chorus • Episodes: Scenesof dialogue in which one or more actors take part (p. 12) • Stasimon: a choral ode that often reflects on the dialogue and events of the preceding episode; weaves the plot into a cohesive whole • Exodus the final episode where there is a processional song sung by the chorus at the end of the play offering words of wisdom related to the actions and outcomes of the play • Paean:hymn of praise to Dionysus (see next 2 slides AND back of text)

35. Activity: DevelopPreview the Text The 12 Olympians: God & Goddess of Ancient Greece Dionysus (/daɪ.əˈnaɪsəs/; Greek: ΔιόνυσοςDionysos) is the god of the grape harvest, winemaking and wine, of ritual madness, fertility,[2][3] theatre and religious ecstasy in ancient Greek religion and myth. His festivals were the driving force behind the development of Greek theatre.[13]

36. *Instruction: Obtain 3 Types of Irony (Irony is a term used to describe ambiguity or indirection) Verbal irony is when the speaker says something opposite of what is meant: understatement or overstatement (hyperbole); sarcasm. exp. I love getting up at 3:30 in the morning on Saturdays. Irony of situation is the difference in what we expect and what actually happens. exp. A dentist with bad teeth Dramatic irony is an incongruity or discrepancy between what a character says or thinks and what the reader knows to be true (or between what a character perceives and what the author intends the reader to perceive.) EX. The end of Romeo and Juliet. The audience knows Juliet is not dead, Romeo does not. And… guess what other play has Dramatic Irony…?!

37. Activity: Literary Terminology & Background Dramatic Irony: a literary technique, originally used in Greek tragedy, by which the full significance of a character's words or actions are clear to the audience or reader although unknown to the character So, it’s okay to know the beginning, middle, AND end; they did, too! Let’s now take a quick look at the play and why tragedy continues to be alluring all these years later! TED-Ed Lesson Explores The Tragic Fall of Oedipus Rex; RESOURCES | VIDEOS (4:30) By Maryann Yin on Jul. 24, 2015 - 9:20 AM https://www.adweek.com/galleycat/ted-ed-lesson-explores-the-tragic-fall-of-oedipus-rex/106605 60 Second Recap: Introduction Oedipus Rex • http://www.60secondrecap.com/study-guide/sophocles-oedipus-rex-introduction/ 60 Second Recap: Overview Oedipus Rex • http://www.60secondrecap.com/study-guide/sophocles-oedipus-rex-the-summary/

38. Review and Release • HOMEWORK

39. Review & Release • FINISH YOUR INDEPENDENT NOVEL & MAJOR WORKS INFORMATION ORGANIZER • Tuesday after break • CONSIDER WHAT KEY PASSAGE YOU WILL USE • write Tuesday after break • PREPARE YOUR PRESENTATION • start Wednesday after break • Read Oedipus Rex (3 – 81) by Thursday

40. Now let’s…