AP IV
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Reminders...
- You can turn assignments into the Google Folder by using the links below:
- Click here for the scaled rubric
- Our current text is White Tiger. Click here for your reading guide.
- Click here for your interview instructions
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May 31, 2018
Students criticized a literary interpretation of Hamlet today.
May 30, 2018
Students finished Hamlet today, and then moved on to having a mini-discussion on the books this year.
May 29, 2018
Students read from Sandy and Hamlet today.
May 25, 2018
Students had their final lit circle today, one based mostly in discussion. They used the instructions below to direct them from activity to activity.
Students criticized a literary interpretation of Hamlet today.
May 30, 2018
Students finished Hamlet today, and then moved on to having a mini-discussion on the books this year.
May 29, 2018
Students read from Sandy and Hamlet today.
May 25, 2018
Students had their final lit circle today, one based mostly in discussion. They used the instructions below to direct them from activity to activity.
coffee_shop_lit_circle.docx | |
File Size: | 14 kb |
File Type: | docx |
May 24, 2018
Students spent their day in the awards cermony.
May 23, 2018
Students spent their day doing senior day activities.
May 22, 2018
Students did their peer edit today, using the form below to review each other's papers.
Students spent their day in the awards cermony.
May 23, 2018
Students spent their day doing senior day activities.
May 22, 2018
Students did their peer edit today, using the form below to review each other's papers.
peer_edit_descriptive.doc | |
File Size: | 44 kb |
File Type: | doc |
May 21, 2018
Students began class by reading everything but the last scene in Act IV, and then moved on by working on their rough drafts.
May 18, 2018
Students finished Act III, and then continued with their third lit circle week.
May 17, 2018
Students read and watched most of Act III in class today, stopping before the final scene.
May 15, 2018
Students began class by reading and finishing Act II, and then moved on by clicking here for their ghost monologue analysis.
May 14. 2018
Students began class by being introduced to their descriptive essays, using the link above. They then moved on by reading in Hamlet, getting through Act II, Scene I.
May 11, 2018
Students worked in their dystopia lit circles today, following the instructions in their Google folder.
May 10, 2018
Students began their class by discussing themes and motifs they will see in Hamlet, and then began reading from the play.
May 9, 2018
Students took their AP test today.
May 8, 2018
Students spent the class reviewing the materials for the exam, finishing the multiple choice section as well.
May 7, 2018
Students began class by getting back their multiple choice practice exams, looking over them and what they needed to do in order to get the score they wanted. They then moved on by working in groups on a secure document of the AP exam, having up to four chances to get the highest score they could.
May the Fourth be with you, 2018
Students began class with a practice multiple choice exam, and then moved on to creating their reading schedule based on the lit circle document above.
May 3, 2018
Students began class by taking their timed writing, and then moved on by practicing their multiple choice sections.
May 2, 2018
Students began class by receiving back their timed writings from last week. With them, they reviewed and tried to see what they could do better, using the examples below.
Click here for your OE examples
May 1, 2018
Students finished their fishbowl discussion, and then finished class by filling out the final lit circle for, above.
April 30, 2018
Students had a fishbowl discussion today, using the questions they created and the instructions below.
Students began class by reading everything but the last scene in Act IV, and then moved on by working on their rough drafts.
May 18, 2018
Students finished Act III, and then continued with their third lit circle week.
May 17, 2018
Students read and watched most of Act III in class today, stopping before the final scene.
May 15, 2018
Students began class by reading and finishing Act II, and then moved on by clicking here for their ghost monologue analysis.
May 14. 2018
Students began class by being introduced to their descriptive essays, using the link above. They then moved on by reading in Hamlet, getting through Act II, Scene I.
May 11, 2018
Students worked in their dystopia lit circles today, following the instructions in their Google folder.
May 10, 2018
Students began their class by discussing themes and motifs they will see in Hamlet, and then began reading from the play.
May 9, 2018
Students took their AP test today.
May 8, 2018
Students spent the class reviewing the materials for the exam, finishing the multiple choice section as well.
May 7, 2018
Students began class by getting back their multiple choice practice exams, looking over them and what they needed to do in order to get the score they wanted. They then moved on by working in groups on a secure document of the AP exam, having up to four chances to get the highest score they could.
May the Fourth be with you, 2018
Students began class with a practice multiple choice exam, and then moved on to creating their reading schedule based on the lit circle document above.
May 3, 2018
Students began class by taking their timed writing, and then moved on by practicing their multiple choice sections.
May 2, 2018
Students began class by receiving back their timed writings from last week. With them, they reviewed and tried to see what they could do better, using the examples below.
Click here for your OE examples
May 1, 2018
Students finished their fishbowl discussion, and then finished class by filling out the final lit circle for, above.
April 30, 2018
Students had a fishbowl discussion today, using the questions they created and the instructions below.
fishbowl_discussion_instructions.docx | |
File Size: | 67 kb |
File Type: | docx |
April 27, 2018
Students began class by continuing their discussion on identity and culture, looking how it affected them. They then moved on by being introduced to their interview assignment, with instructions that can be found here. Class ended with them doing two out of the three activities below in their lit circles.
Students began class by continuing their discussion on identity and culture, looking how it affected them. They then moved on by being introduced to their interview assignment, with instructions that can be found here. Class ended with them doing two out of the three activities below in their lit circles.
lit_circle_week_two.docx | |
File Size: | 12 kb |
File Type: | docx |
April 26, 2018
Students began class with their timed writing, and then moved on by watching 2-3 NYT mini films below. With this, they discussed the ideas of identity and culture.
Click here for your NYT mini films
Students began class with their timed writing, and then moved on by watching 2-3 NYT mini films below. With this, they discussed the ideas of identity and culture.
Click here for your NYT mini films
April 25, 2018
Students began class by having a discussion about White Tiger, and then moved on by continuing their prompt from yesterday, creating the first paragraph and looking at what they did well or could improve on.
April 24, 2018
Students began class by looking at an open-ended topic, and then created a chicken foot and introduction paragraph, putting it in a shared Google doc with the classroom. They then moved on by receiving a chart in their Google folder and using a character to analyze it.
Click here for your chart on character identity
April 23, 2018
Students began class by being introduced to the idea of the open-ended prompt. They can find another resource of the notes here. They then moved on by looking at a prompt and how a student would have answered it. They then moved on by reading the essay below and answering the questions as a discussion in their pods.
Click here for your reading in "Any Other Name"
Students began class by having a discussion about White Tiger, and then moved on by continuing their prompt from yesterday, creating the first paragraph and looking at what they did well or could improve on.
April 24, 2018
Students began class by looking at an open-ended topic, and then created a chicken foot and introduction paragraph, putting it in a shared Google doc with the classroom. They then moved on by receiving a chart in their Google folder and using a character to analyze it.
Click here for your chart on character identity
April 23, 2018
Students began class by being introduced to the idea of the open-ended prompt. They can find another resource of the notes here. They then moved on by looking at a prompt and how a student would have answered it. They then moved on by reading the essay below and answering the questions as a discussion in their pods.
Click here for your reading in "Any Other Name"
name_essay_poem_questions.docx | |
File Size: | 14 kb |
File Type: | docx |
April 20, 2018
Students began by discussing the text, and they then moved on by completing their literature circle for the week.
Students began by discussing the text, and they then moved on by completing their literature circle for the week.
lit_circle_week_one.docx | |
File Size: | 12 kb |
File Type: | docx |
April 19, 2018
Students began class by discussing the importance of names in everyday life, using the poem "Naming Myself" to talk about it. They used the poem and jigsawed it, with each person using a different part of the poem to analyze and add to the presentation below.
First!: Click here for your "Naming Myself" poem presentation
Second!: Click here for your "Naming Myself" poem presentation
Students began class by discussing the importance of names in everyday life, using the poem "Naming Myself" to talk about it. They used the poem and jigsawed it, with each person using a different part of the poem to analyze and add to the presentation below.
First!: Click here for your "Naming Myself" poem presentation
Second!: Click here for your "Naming Myself" poem presentation
April 17, 2018
Students began class by discussing in White Tiger, and then moved on by receiving their timed writings back, looking at their Trumbo responses that can be found here.
April 16, 2018
Students spent the class watching each other's book trailers and discussing the choices made and the tone it lent itself to.
April 13, 2018
Students began class by reading "White Man's Burden," allowing it to be the beginning of their discussion about imperialism and the danger of a single story, watching a TEDTalk about it here. They then moved on by beginning their poetry lit circles using the instructions below.
Students began class by discussing in White Tiger, and then moved on by receiving their timed writings back, looking at their Trumbo responses that can be found here.
April 16, 2018
Students spent the class watching each other's book trailers and discussing the choices made and the tone it lent itself to.
April 13, 2018
Students began class by reading "White Man's Burden," allowing it to be the beginning of their discussion about imperialism and the danger of a single story, watching a TEDTalk about it here. They then moved on by beginning their poetry lit circles using the instructions below.
poetry_lit_circle_creation.docx | |
File Size: | 12 kb |
File Type: | docx |
April 12, 2018
Students began class by watching a video about moral dilemmas, using it to begin their discussion about moral dilemmas in White Tiger. They then moved on by working on a morel dilemma chart using the document below.
Students began class by watching a video about moral dilemmas, using it to begin their discussion about moral dilemmas in White Tiger. They then moved on by working on a morel dilemma chart using the document below.
power_vs_powerless_chart.docx | |
File Size: | 15 kb |
File Type: | docx |
April 11, 2018
Students began class by watching a video on India's caste system and what it looks like today. They then moved on by doing a reading in "Hills like White Elephants", using it to further their idea of the powerful vs the powerless. Any time that they had left over was given for their book trailers, due on Monday.
Students began class by watching a video on India's caste system and what it looks like today. They then moved on by doing a reading in "Hills like White Elephants", using it to further their idea of the powerful vs the powerless. Any time that they had left over was given for their book trailers, due on Monday.
April 10, 2018
Students began class by doing a reading on India's Caste System, having it set themselves up for White Tiger, which they received a reading guide for (see above). They then moved on by watching a video on Imperialism to understand powerful vs. powerless. They then moved on by creating a caste system for America based on the ideas of powerful vs. powerless.
April 9, 2018
Students began class by watching trailers all together, using them to analyze for tone. They then moved on by being assigned their own book trailer, using the instructions below.
Click here to see your book trailer instructions
Students began class by doing a reading on India's Caste System, having it set themselves up for White Tiger, which they received a reading guide for (see above). They then moved on by watching a video on Imperialism to understand powerful vs. powerless. They then moved on by creating a caste system for America based on the ideas of powerful vs. powerless.
April 9, 2018
Students began class by watching trailers all together, using them to analyze for tone. They then moved on by being assigned their own book trailer, using the instructions below.
Click here to see your book trailer instructions
March 29, 2018
Students followed the instructions below.
Students followed the instructions below.
prose_creation.docx | |
File Size: | 14 kb |
File Type: | docx |
March 28, 2018
Students finished their tooth pulling assignment, and then moved on by working on their papers.
March 27, 2018
Students did parts two and three of their tooth pulling assignment today.
March 26, 2018
Students spent their time in class today working with one another's rough drafts, using the peer edit guide below to make marks and criticisms on one another's.
Students finished their tooth pulling assignment, and then moved on by working on their papers.
March 27, 2018
Students did parts two and three of their tooth pulling assignment today.
March 26, 2018
Students spent their time in class today working with one another's rough drafts, using the peer edit guide below to make marks and criticisms on one another's.
peer_edit_lit_analysis.doc | |
File Size: | 44 kb |
File Type: | doc |
March 23, 2018
Students spent the time in class working on their lit circles using the instructions below.
Students spent the time in class working on their lit circles using the instructions below.
lit_circle_roles_2.docx | |
File Size: | 12 kb |
File Type: | docx |
March 22, 2018
Students began class by doing their timed writing, and then moved on by discussing the end of Heart of Darkness and completing step one of the tooth pulling activity below.
Students began class by doing their timed writing, and then moved on by discussing the end of Heart of Darkness and completing step one of the tooth pulling activity below.
tooth_pulling.docx | |
File Size: | 44 kb |
File Type: | docx |
March 21, 2018
Students began class by looking at two different versions of Kurtz, one with Marlon Brando and the other with John Malkovitch. Using these two clips, they compared and contrasted the decisions made in order to understand why the director made the decisions that they did. They then moved on by receiving back their timed writings and comparing them to "Cherry Bomb" submissions found here.
March 20, 2018
Students began class by discussing Heart of Darkness. They then moved on by working with the station rotation activity below, having to complete three.
Click here for your station rotation document
Students began class by looking at two different versions of Kurtz, one with Marlon Brando and the other with John Malkovitch. Using these two clips, they compared and contrasted the decisions made in order to understand why the director made the decisions that they did. They then moved on by receiving back their timed writings and comparing them to "Cherry Bomb" submissions found here.
March 20, 2018
Students began class by discussing Heart of Darkness. They then moved on by working with the station rotation activity below, having to complete three.
Click here for your station rotation document
March 19, 2018
Students began class by being introduced to their literature analysis paper (see above), and then moved on by going over how to write a lit analysis. Based on the instructions, they used the "Image of Africa" article to map
Students began class by being introduced to their literature analysis paper (see above), and then moved on by going over how to write a lit analysis. Based on the instructions, they used the "Image of Africa" article to map
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March 15, 2018
Students spent the class in their lit circles, using the instructions in their Google folder.
March 14, 2018
Students began class with their first prose timed writing, and then moved on by discussing Heart of Darkness.
March 13, 2018
Students didn't have much time, but used it to see student response examples based on the reading they did yesterday.
Students spent the class in their lit circles, using the instructions in their Google folder.
March 14, 2018
Students began class with their first prose timed writing, and then moved on by discussing Heart of Darkness.
March 13, 2018
Students didn't have much time, but used it to see student response examples based on the reading they did yesterday.
fasting_feasting_responses.pdf | |
File Size: | 388 kb |
File Type: |
March 12, 2018
Students began class by being introduced to the idea of prose prompts, being taught to ask how, why, and what to the prompt. They then practiced by reading and discussing questions based on the prompst below, using it to create a chicken foot planning document.
Students began class by being introduced to the idea of prose prompts, being taught to ask how, why, and what to the prompt. They then practiced by reading and discussing questions based on the prompst below, using it to create a chicken foot planning document.
fasting_feasting_prompt_and_qs.pdf | |
File Size: | 133 kb |
File Type: |
March 9, 2018
Students began class by discussing Heart of Darkness, and then moved on by looking at two paintings, using each one to compare and contrast and see how culture affects identity. They then finished by submitting roles for their lit circle using this link.
March 8, 2018
Students had their timed writing today, and then discussed Heart of Darkness.
March 7, 2018
Students began class by doing an "I am..." assignment to introduce to them the idea of identity. This was used to lead to the question of what identity is, and whether or not it can change. They then continued by watching the paradox of Thesus' ship to further their idea of identity.
March 6, 2018
Students had their final discussion on Great Expectation today, using the questions and topics they created yesterday. They then moved on by reading and submitting their choices for their next lit circle, using the links below.
Click here for your novella excerpts
Click here for your novella submission form
Students began class by discussing Heart of Darkness, and then moved on by looking at two paintings, using each one to compare and contrast and see how culture affects identity. They then finished by submitting roles for their lit circle using this link.
March 8, 2018
Students had their timed writing today, and then discussed Heart of Darkness.
March 7, 2018
Students began class by doing an "I am..." assignment to introduce to them the idea of identity. This was used to lead to the question of what identity is, and whether or not it can change. They then continued by watching the paradox of Thesus' ship to further their idea of identity.
March 6, 2018
Students had their final discussion on Great Expectation today, using the questions and topics they created yesterday. They then moved on by reading and submitting their choices for their next lit circle, using the links below.
Click here for your novella excerpts
Click here for your novella submission form
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March 5, 2018
Students performed their plays today. They then clicked here for their question submission.
March 2, 2018
Students worked on their play performances today.
March 1, 2018
Students worked on their play performances today.
February 28, 2018
Students began class by discussing Great Expectations, and then moved on by looking over their timed writings, comparing it to the example below.
Students performed their plays today. They then clicked here for their question submission.
March 2, 2018
Students worked on their play performances today.
March 1, 2018
Students worked on their play performances today.
February 28, 2018
Students began class by discussing Great Expectations, and then moved on by looking over their timed writings, comparing it to the example below.
shakespeare_response_tw.pdf | |
File Size: | 132 kb |
File Type: |
February 27, 2018
Students spent the class in senior round-up as the ACT was being administered.
February 26, 2018
Students began class by discussing tone, using this link to review the idea. With this, they were given three songs and asked to choose a tone word for each, using a list that can be found here. Class concluded with them working on the tone emotion chart using the instructions below.
Students spent the class in senior round-up as the ACT was being administered.
February 26, 2018
Students began class by discussing tone, using this link to review the idea. With this, they were given three songs and asked to choose a tone word for each, using a list that can be found here. Class concluded with them working on the tone emotion chart using the instructions below.
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February 23, 2018
Students began class by completing their lit circles, using the same roles as last week, but using the updated reading. They then moved on to beginning their prep for their play performances, with instructions and the rubric below.
Students began class by completing their lit circles, using the same roles as last week, but using the updated reading. They then moved on to beginning their prep for their play performances, with instructions and the rubric below.
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February 22, 2018
Students took their timed writing in class today, and then moved on to discussion.
February 21, 2018
Students received their timed writings back and peer edited them, looking for common mistakes. They then used the responses below to categorize what makes a good and bad poetry response.
Students took their timed writing in class today, and then moved on to discussion.
February 21, 2018
Students received their timed writings back and peer edited them, looking for common mistakes. They then used the responses below to categorize what makes a good and bad poetry response.
icarus_responses.pdf | |
File Size: | 280 kb |
File Type: |
February 20, 2018
Students began class by discussing the last three chapters in Great Expectations, and then moved on by reading and analyzing Shakespeare's Sonnet 130, using it to create a thesis as if they were writing an essay on it.
February 19, 2018
Students began class by going over their Elizabethan language notes to better understand how to read that era of poetry. They moved on by filling out a triagram, using the instructions below.
Students began class by discussing the last three chapters in Great Expectations, and then moved on by reading and analyzing Shakespeare's Sonnet 130, using it to create a thesis as if they were writing an essay on it.
February 19, 2018
Students began class by going over their Elizabethan language notes to better understand how to read that era of poetry. They moved on by filling out a triagram, using the instructions below.
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February 16, 2018
Students worked on their lit circles, using the roles below.
Click here for your lit circle roles
February 15, 2018
Students began class with their first timed writing, and then moved on to discussing Great Expectations.
February 14, 2018
Students began class by looking at a poem, "The Convergence of the Twain," and analyzing it as a class to see how to create an analysis essay. They then moved on by using their literary theory and Great Expectations to complete the activity below.
Students worked on their lit circles, using the roles below.
Click here for your lit circle roles
February 15, 2018
Students began class with their first timed writing, and then moved on to discussing Great Expectations.
February 14, 2018
Students began class by looking at a poem, "The Convergence of the Twain," and analyzing it as a class to see how to create an analysis essay. They then moved on by using their literary theory and Great Expectations to complete the activity below.
great_expectations_literary_crticism_guide.docx | |
File Size: | 12 kb |
File Type: | docx |
February 13, 2018
Students began class by having a review on satire by using the document below to speak about it. They used this to look at a couple of videos to analyze satire, specifically the one that has to do with the original Kylie Jenner ad, as well as the SNL parody of it. They continued by reading a satirical article and being asked to create their own based on it.
Students began class by having a review on satire by using the document below to speak about it. They used this to look at a couple of videos to analyze satire, specifically the one that has to do with the original Kylie Jenner ad, as well as the SNL parody of it. They continued by reading a satirical article and being asked to create their own based on it.
great_expectations_literary_crticism_guide.docx | |
File Size: | 12 kb |
File Type: | docx |
February 12, 2018
Students began class with a discussion in Great Expectations, and then continued class by creating theses and reading over student responses based on the prompt they got yesterday and through this link.
February 9, 2018
Students began class by finishing their analysis from yesterday, and then moved on by reading and submitting a TP-CASTT based on the links below.
Click here for the poem for 2/9
Andddd click here for your Google form for TP-CASTT
February 8, 2018
Students began class by having a mini discussion on Great Expectations, and then moved on by learning how to analyze poetry using TP-CASTT, and then practiced it on these poems.
Students began class with a discussion in Great Expectations, and then continued class by creating theses and reading over student responses based on the prompt they got yesterday and through this link.
February 9, 2018
Students began class by finishing their analysis from yesterday, and then moved on by reading and submitting a TP-CASTT based on the links below.
Click here for the poem for 2/9
Andddd click here for your Google form for TP-CASTT
February 8, 2018
Students began class by having a mini discussion on Great Expectations, and then moved on by learning how to analyze poetry using TP-CASTT, and then practiced it on these poems.
February 7, 2018
Students presented their jigsaw activity, and then created a reading schedule for themselves and their plays with their literature circles.
February 6, 2018
Students began class by working on their jigsaw activity, and were introduced to their first literature circle on plays that can be found in the Google Folder.
February 5, 2018
Students spent class working on their jigsaw activity after having a short introduction to the class system in Victorian England.
February 2, 2018
Students began class by reviewing and discussing their stories from the last two days, asking questions and trying to get to a conclusion. They then moved on by being introduced to pscyhoanalytic theory, using the slideshow that can be found here. They finished class by being assigned and beginning their jigsaw criticism activity.
Click here for your jigsaw criticism activity
Students presented their jigsaw activity, and then created a reading schedule for themselves and their plays with their literature circles.
February 6, 2018
Students began class by working on their jigsaw activity, and were introduced to their first literature circle on plays that can be found in the Google Folder.
February 5, 2018
Students spent class working on their jigsaw activity after having a short introduction to the class system in Victorian England.
February 2, 2018
Students began class by reviewing and discussing their stories from the last two days, asking questions and trying to get to a conclusion. They then moved on by being introduced to pscyhoanalytic theory, using the slideshow that can be found here. They finished class by being assigned and beginning their jigsaw criticism activity.
Click here for your jigsaw criticism activity
January 30, 2018
Students began class by presenting their visualizations to the class, with some time being taken for FAFSA.
January 29, 2018
Students began class by taking their benchmark for the class, and then moved on by continuing to work on their visualization presentations.
January 26, 2018
Students began class by analyzing a poem with their pods, looking to create an analysis based on visualization. They then moved on by beginning their assignment on quality, using the instructions from yesterday's slideshow.
Click here for your reading on Zen Buddhism
January 25, 2018
Students began class by being introduced to the classroom's rules and procedures, using the introductory slideshow that can be found here. They then moved on by looking at a haiku and working with visualization, using the first half of this slideshow.
Students began class by presenting their visualizations to the class, with some time being taken for FAFSA.
January 29, 2018
Students began class by taking their benchmark for the class, and then moved on by continuing to work on their visualization presentations.
January 26, 2018
Students began class by analyzing a poem with their pods, looking to create an analysis based on visualization. They then moved on by beginning their assignment on quality, using the instructions from yesterday's slideshow.
Click here for your reading on Zen Buddhism
January 25, 2018
Students began class by being introduced to the classroom's rules and procedures, using the introductory slideshow that can be found here. They then moved on by looking at a haiku and working with visualization, using the first half of this slideshow.