A.P. English

Welcome to A.P. English: Ms. Lott
**REMINDER: NO late work accepted in AP English. Period. 
www.teacherweb.com/ct/ghs/lott
A.P. Rubric
 9-8 (perfect score) This is what you are aiming for...
 Superior papers are specific in their references, cogent in their 
definitions, and free of plot summary that is not relevant to the question. 
These essays need not be without flaws, but they demonstrate the writer's 
abiliity to discuss a literary work with insight and understanding and to 
control a wide range of the elements of effective composition. At all times, 
they stay focused on the prompt (and the thesis), providing specific textual 
support--mostly through direct quotations--and connecting scholarly 
commentary to the overall meaning.
 
7-6
 These papers are less thorough, less perceptive or less specific than 9-8 
papers. They are well written but with less maturity and control. While they 
demonstrate the writer's ability to analyze a literary work, they reveal a 
more limited understanding and less stylistic maturity than do papers in the 
5
 "Safe" and "plastic," superficiaity characterizes these essays. Discussion 
of 
meaning may be formulaic, mechanical, or inadequately related to the chosen 
details. Typically, these essays reveal simplistic thinking and/or immature 
writing, They usually demonstrate inconsistent control over the elements of 
composition and are not as well conceived, organized, or developed as the 
upper-half papers. However the writing is sufficient to convey the writer's 
ideas, stays mostly focused on the prompt, and contains at least some effort 
to produce analysis, direct or indirect.
 
4-3
 Discussion is likely to be unpersuasive, perfunctory, underdeveloped or 
misguided. The meaning they deduce may be inaccurate or insubstantial and not 
clearly related to the question/meaning of the work. Part of the question may 
be omitted altogether. The writing may convey the writer's ideas, but it 
reveals weak control over such elements of diction, organization, syntax or 
grammar. Typically, these essays contain significant misinterpretations of 
the question or the work they discuss, they may also contain little, if any, 
supporting evidence, and practice paraphrase and plot summary at the expense 
of analysis.
 
2-1
 These essays compound the weaknesses of essays in the 4-3 range and are 
frequently unacceptably brief. They are poorly written on several counts, 
including distracting errors in grammar and mechanics. Although the writer 
may have made some effort to answer the question, the views presented have 
little clarity or coherence
What is this Harkness table?
The Harkness method of instruction, contingent upon the Harkness Table, would 
be a change of instructional practices at the high school to a true student-
centered pedagogy. Moreover, this change would serve as a classroom model for 
all students.
 
 In brief, the Harkness method seats students and teachers around a 
specially designed table where students exchange ideas, questions, and 
answers. This method demands that everyone is prepared and engaged; everyone 
is respectful; and everyone is a contributor.
 
Essentially, the Harkness method creates a unique small learning 
community, nurtures a diversity of voices, and becomes an advocate for 
students finding their own voices. This method encourages the individual to 
be a active member in the collective thinking seated around the table. As a 
result of this group dynamic, students learn the art of listening and 
collective timing—in other words, when to listen, when to speak. Finally the 
Harkness Table, upon which this methodology is reliant, has as an exclusive 
design feature— a “slide”: this slide acts as a seamless transition between 
reading and writing, between discussion and written reflection, and between 
group conversation and individual assessment. 

The Harkness method is further contingent upon the table’s physical 
qualities. The oval construction of the table (more elliptical with rounded 
ends) creates a tangible connection among all students. The oval also allows 
everyone seated to see the eyes of everyone else at the table which inhibits 
any student from hiding. Students become visible, assessable, and open to 
each other. Their seat at the table nurtures conversation, respect, and 
integrity. 

The innovation in instruction would move students out of rows of 
desks and chairs, away from teacher-driven lessons, beyond the manipulation 
of objective-based lesson design into an interactive pedagogy. This method 
asks students to be active participants and authentic learners by giving them 
the freedom to be so; thus, it demands that teachers approach their 
instructional practices in a completely new and enlightened fashion: to begin 
where the student is, nudging their learning by accountable talk, and having 
the patience to witness this learning as it unfolds. The Harkness method 
would create a Harkness classroom and a style of teaching for all students.

Thursday, August 30: A day drop 7 & 8 Welcome to A.P. English! 
Harkness Table Expectations: full and active participation with accountable 
talk.  Read 
short story "The Flowers" in Bedford anthology and analyze. How does plot 
inform meaning in this story?
Homework: Read "The Killings" by Andre Dubus and type a no more than 2 page 
analytical essay called an APQ answering the question: In literature, no 
scene of violence exists for its own sake. 
Analyze how this statement fits "The Killings." Start with a strong thesis 
statement that addresses the 
statement and how it applies to the short story. The focus/thesis is yours to 
develop and support in a well written 
essay. It  should not be about "anything" but instead about something that is 
at the heart of the meaning of the 
work.
Use rich textual support to back up your claims. Avoid plot summary. Edit 
carefully for focus, organization, support, 
clarity/fluency. See A.P. Grading Rubric: this is what we will use to grade 
your written work.
Also, homework: Bring in your writing on your summer reading. I will collect  
it and grade a selected excerpt from it on Tuesday.
Friday, August 31: B day drop 5 and 6: no class

Tuesday, September 4: drop 3 and 4: Hand in "The Killings" essay and also 
your complete writing on your summer reading. Mark 2 pages that you think 
represent your best work over the summer. This is what I will grade.
Discuss "The Killings" essay around Harkness table briefly. How does plot 
order inform meaning in this story? 
Around the room: What did you read this summer in addition to the required 
reading?

Revisit Invisible Man with focus on Battle Royale chapter. Discuss. Once we 
analyze this first chapter, you will write a timed APQ, analyzing the entire 
novel.
Homework: Re-read "Battle Royale" to be better able to discuss it on tomorrow.

Wednesday, September 5: drop 1 and 2
Harkness discussion of Battle Royale after review of Harkness rubric. 
What did you notice on second reading? How does this first chapter of the 
book (that was originally a stand alone story) reflect the whole?
Groups first and then whole class Harkness.

Thursday, September 6: drop 7 and 8
timed APQ Invisible Man: 40 minutes

Friday, September 7: drop 5 and 6
no class

Monday, September 10: drop 3 and 4

Read "A Rose for Emily" (Bedford) for 
the next class  and write an introductory paragraph that ends 
with a thesis statement that answers the 2 big AP questions: So what? How?

The two big AP questions. 
1. So what? (What is the meaning? Why should we care?)
2. How? (How does the author convey meaning? This is where author style/craft 
comes in: diction, syntax, tone, symbolism, central metaphor, etc.)

Example of a weak thesis statement: Andre Dubus explores the idea that 
violence is often motivated by revenge. (So what? To what end does Dubus 
explore this idea? And how does he explore it?)

Some ideas to ponder as you read "A Rose for Emily" and reflect back on "The 
Flowers" and "The Killings"--
How does starting with Frank Fowler's funeral, then Richard 
Strout's background, then the first killing (Richard shoots Frank), running 
into the second killing (Matt Fowler shoots Richard), followed by the 
aftermath of the second killing affect the reader's sympathy and 
understanding of meaning? How is the order similar/dissimilar in "A Rose for 
Emily" and to what effect--on "unveiling the meaning”?


Start thinking about your first independent reading: 
Victorian novel with an "approach essay" assignment for quarter one. Check 
novel with me by next Tuesday, 9/18. You will read this along with the play 
The Importance of Being Earnest.  Some authors to consider: Austen--though 
she is officially in the "Regency" period, Eliot (but not Silas Marner), 
Dickens, Trollope.

Victorian novel pacing: You have a month to read, flag, and write 
and "approach essay" on this book.



Tuesday,September 11: drop 1 and 2
Exchange typed intro paragraphs on "A Rose for Emily" with a classmate. 
Comment silently in writing. Discuss. Share with class and discuss So what? 
and How?


Wednesday, September 12: drop 7 and 8
Read "Carnal Knowledge" (252-265) and "Anoma" (266-268). Take
notes on style (sentence structure) tone (attitude a writer takes toward 
subject and or audience) irony (use of contradictory statements or situations 
to reveal a different reality from what appears to be true). Think about how 
syntax and tone and irony help the reader determine meaning. 
Use "Considerations for Critical Thinking and Writing" questions to guide you.

Thursday, September 13: drop 5 and 6

Friday, September 14: drop 3 and 4
GUIDANCE WILL MEET WITH YOU IN ROOM 50. Be sure to go directly to room 50.

Tuesday, September 18: drop 1 and 2
Around the room sharing of your Victorian independent 
reading novel. (You have one month to read, flag, take notes on this novel.) 
Harkness discussion of thinking and writing on "Carnal 
Knowledge" and "Anoma" and mapping of discussion using Harkness Accountable 
Table Talk oval.
Get The Importance of Being Earnest and read for class on Friday. 
Look especially for tone (this is comedy and satire and what is the tone?)

Wednesday, September 19: drop 7 and 8
Close reading of The Importance of Being Earnest passages and quick write, 
then discussion.

Thursday, September 20: drop 5 and 6


Friday, September 21: drop 3 and 4
Debriefing on TIOBE. Film clip

Weekend homework: Ongoing reading in your Victorian novel.

Monday, September 24: drop 1 and 2
Finish TIOBE. Harkness discussion of 2 AP questions: So What? How?
Read "Love Song of J. Alfred Prufrock" (Bedford) and flag/take notes/develop 
one strong focus question that we can use as a jumping off point for Harkness 
discussion. Writing about poetry must address how meaning is achieved through 
craft.
Don't forget: Ongoing reading in your Victorian novel.

Tuesday, September 25: drop 7 and 8
Discuss “Prufrock” with your focus questions. 
Individually, create a working thesis statement for your two page essay due 
Friday.

Wednesday, September 26: no school

Thursday, September 27: drop 5 and 6

Friday, September 28: drop 3 and 4
Prufrock thesis due. Student sample essays.

A.P. English: Lott
Monday, October 1: drop 1 and 2
Prufrock essays due. Please read thesis statement, around the room. How is 
Victorian reading going? October 18 will be a month from the time you chose 
the novel: your "approach essay" will be due about then.
Excerpts from The Odyssey: The Odyssey opens ten years after the the Trojan 
War started. The Greeks (Odysseus) are victorious and all the survivors have 
returned to Ithaca, Greece--except for Odysseus and the men on his ship.
Read photocopied "books" (aka chapters)—five to start- and flag take notes 
for meaning/craft. Of course this is a translation from Greek, but it is a 
highly regarded translation.  
After this you will choose either The Iliad (about Trojan War, ambition, 
loss, power, etc)or The Inferno (travels through hell,  sinners, sin, 
consequences, etc.). 
Reading parts of The Odyssey and all of either The Iliad or The Inferno will 
give you some solid background in a couple of the canonical texts of Western 
Literature. It will be worth it even though it might not seem so at the 
time.  :)
Homework: Read first five books of the Odyssey tonight. Take notes on 
meaning/craft.
Tuesday, October 2: drop 7 and 8
Close reading of Odyssey excerpt in class.
Get last five books of Odyssey to read for Thursday. Come up with  focus 
questions for Harkness discussion of Odyssey (ten books total) that involves 
both craft and meaning. Harkness discussion. 
Wednesday, October 3: drop 5 and 6
Thursday, October 4: drop 3 and 4
Harkness discussion of the Odyssey (meaning/craft) in selected ten books: 
half of period.
Choose The Iliad or The Inferno. I'd really like to have six of you read one 
and six the other. Read/flag/take notes on first 50 pages for tomorrow. 
Get some background information. Close reading of  short passages from both 
in class.
Friday, October 5: drop 1 and 2
What's happening in The Iliad and The Inferno? In addition to war and hell, 
what is is about? How do we know? Craft? Think, write, share in sub groups of 
three and  choose one person to take notes on the thinking of the group and 
hand in these notes at the end of class.
Weekend homework: Read page 50-100 and continue to take notes on meaning and 
craft.

A.P.English: Lott

Tuesday, October 9: drop 7 and 8
Revisit our questions from last week after your weekend reading in PL/TI: 
What's happening in your chosen work? In addition to the war between good and 
evil and the journey through hell, what is it about so far? How do we know? 
Craft? 
Think, write, share in sub groups of three and choose one 
person to take notes on the thinking of the group and hand in these notes at 
the end of class.
Continue reading: another 25 pages for Friday. (Thursday is common app essay 
sharing day!)

Wednesday, October 10: drop 5 and 6

Thursday, October 11: drop 3 and 4: Common app essay sharing day. Bring baked 
goods to make the day sweeter! ...and a hard copy of your college essay.

Friday, October 12: drop 1 and 2: Turn and share with one other person who is 
reading your work and debrief. Insights? Favorite quotations? Thoughts about 
meaning and craft?

Approach essay on Victorian novel due in one week--Oct. 19. Take
a break from PL/TI this weekend and work on Victorian novel/approach essay. 
(Other side)

Monday, October 15: drop 7 and 8
Reading schedule for Paradise Lost/The Inferno:
For Wednesday, October 17:
PL: Read Book 3 (55-76)
Inferno: Canto 7-10 (67-103)
For Monday, October 22: 
PL: Read Book 4: 77-105
Inferno: 104-147
Refer to syllabus for essential/focus question for this unit. Revise as 
needed.
In small reading groups, choose close reading passage for Wednesday and photo 
copy/scan reading passage for class (12 copies). We will all analyze the  
passage for diction and syntax and how this leads us to determine tone.
Continue with reading schedule.
Rest of period for silent reading in Paradise Lost/The Inferno.
Continue with reading schedule.

Tuesday, October 16: drop 5 and 6

Wednesday, October 17: drop 3 and 4
Close read exercise with groups leading.
Continue with reading schedule.

Thursday, October 18: drop 1 and 2
Complete close read exercise if we did not finish Wednesday.
Poetry and analysis: Read once for gist after previewing prompt. Discuss gist 
as whole group. Read a second time for response to prompt. Turn and share and 
then Harkness discussion
Continue with reading schedule.

Friday, October 19: drop 7 and 8
Victorian "approach essay" due. Around the room sharing of your key quotation 
and analysis. Can read analysis or paraphrase. If quotation is long, can 
shorten it.
Continue with reading schedule




















Independent Reading Approach Essay: An approach essay consists of several 
sections.

1.	Summary paragraph:  A three to five sentence paragraph, which 
explains the entire novel/book using vivid description and detail. It will 
take some time to condense the happenings—and the heart—of the book into 
three to five sentences.
2.	Character descriptions: Choose main/key supporting characters in your 
novel/book. By each character’s name, list four or five words which describe 
the character distinctly.  If you use a particular word to describe one 
character, you may not use the same word to describe another character.
3.	Discussion/essay questions: Write three questions that you might 
respond to, either in class or in an essay. These questions should be thought 
provoking and almost always take more than one line to type because they ask 
readers to combine more than one idea. Just writing these types of questions 
encourages you to think more insightfully about the novel/book.
4.	Key passage: Choose THE most important passage in the novel. Type it 
up word-for-word, identifying the speakers.
5.	Key passage explanation: In a fully developed paragraph, explain why 
your chosen passage is important to understanding the novel/book. In your 
explanation, make sure you integrate excerpts from the key passage to 
strengthen your explanation. This selected passage should offer clues to a 
significant theme of the novel/book.
Don’t forget: Proper heading with your name, class, teacher
name, date, novel/book title and author

Rubric
_____1. The essay is written in proper form with a complete heading, a title, 
and with the paragraphs organized neatly. 10 points
_____2. The summary paragraph does not exceed 5 sentences. The paragraph 
gives a clear picture of the entire novel/book without relying on plot 
summary. 20 points
_____3.Character descriptions vary and describe the characters distinctly. 
There are at least three characters and at least four words to describe each 
character. 15 points
_____4. The three essay questions are thought provoking, detailed and more 
than one line in length. Each addresses a different idea about the 
novel/book. 20 points
_____5. The selected passage is meaningful and makes sense independent of its 
larger context. The speaker(s) is/are identified; the passage is correctly 
reproduced word-for-word, and its length is proportional to the response. 10 
points
_____6. The analysis paragraph is fully developed with the analysis being 
clear, insightful, and concise. The length of the paragraph is proportional 
to the quotation (the longer the quotation, the longer the analysis). Words 
and/or phrases from the quotations are integrated into the analysis. The 
analysis includes substantial ideas related to the quotation (such as themes) 
and to the work as a whole. 25 points




Tuesday, October 23: drop 3 and 4
Check in: How is reading going? Through book 4 comments on PL? Through Canto 
14 in The Inferno?
Let's agree on a reasonable reading schedule for the rest of the book(s).
Then poetry analysis leading up to an APQ (timed) poetry analysis on Thursday.
Today, assorted poems from Bedford and analysis.

Wednesday, October 24: drop 1 and 2
Practice APQ poetry essay to get ready for tomorrow. Read silently and plan 
for essay for 10! minutes. Then turn and share and then Harkness discussion.

Thursday, October 25: drop 7 and 8
APQ today: 40 minutes


Friday, October 26: drop 5 and 6


Monday, Nov. 5: drop 3 and 4
Establish reading schedule for the rest of TI/PL. Discuss the creation of a 
final assessment on these works. This can be a group "project" but it must 
include a brief AP level writing piece by every member of the group. 
APQ poetry practice leading up to APQ poetry tomorrow.
Ongoing homework: Keep up with reading schedule.

Here is the reading schedule:

For Wednesday, Nov. 7: Inferno through Canto 28 and Paradise Lost through 
Book 9

By Tuesday, Nov. 13: Finish entire work. 

Inferno/Paradise Lost small group and individual project aka A.P. Fun

Standard is 84.

_____The students present three (or more if needed) well chosen quotations 
that capture a motif or recurring concept. The idea here is to narrow your 
focus at the same time that you are mirroring the entire work, i.e. a central 
concept that reflects the whole work.
To exceed standard, students show original thinking and exceptional insight 
in their choice of quotations and analysis of these quotations. The "parts" 
represent the "whole." 

____ (Individual component)The student articulates the above in writing that 
is clear, fluent, and insightful. (If this component is collaborative, please 
indicate individual responsibility in the written work.)
To exceed standard, the student demonstrates a strong grasp of both the "so 
what?" (meaning) and the "how?" (craft).

_____ The students create a visual/edible/musical representation (can be a 
representation associated with modernity) that helps convey the meaning of 
the work and the chosen quotations.
To exceed the standard, this representation reflects effort and original 
thinking and clarifies the presentation for the class.

_____ The students collaborate in the presentation, sharing the 
responsibility equally. The presentation is planned well and executed well.
To exceed the standard the collaboration and the group presentation is 
seamless.



Tuesday, Nov. 6: drop 1 and 2: APQ poetry

Wednesday, Nov. 7: drop 7 and 8: 
Small group work PL/TI: Catch up with your group. Review and keep final 
assessment in mind.

Thursday, November 8: drop 5 and 6: no class

Friday, Nov. 9: drop 3 and 4:
Poetry.


Tuesday, Nov. 13: drop 1 and 2:
You should be finished with Paradise Lost and The Inferno now. Time in 
presentation groups.

Wednesday, Nov. 14: drop 7 and 8:
AP Multiple Choice practice.

Thursday, Nov. 15: drop 5 and 6:

Friday, Nov. 16: drop 3 and 4:
Continue AP MC practice and/or work in presentation groups.

Monday, Nov. 19: drop 7: drop 1 and 2
Computers in the front of the library reserved for our class. 

Tuesday, Nov. 20: drop 7 and 8:
Presentations/writing due: Paradise Lost/The Inferno

Monday, Nov. 26: drop 5 and 6

Finish presentations. Get Hamlet. Read Act I for Wednesday. Read Act II for 
Monday.

Tuesday, Nov. 27: drop 3 and 4
Finish presentations. Get Hamlet. Read Act I for Thursday. Read Act II for 
Monday.


Wednesday, Nov. 28: drop 1 and 2
Hamlet background/reading

Thursday, Nov. 29: drop 7 and 8
Act I assessment
For Monday, bring in focus question(s) of your own for Act II.
Act II ideas: Throughout focus on meaning and craft. This is poetry, so 
craft is especially important.

Always, pay close attention to Hamlet's soliloquys. They will help you trace 
his character development. II, ii 576-634: subject, mood, diction, motifs
Consider the following as you read Act II:
-scene i and ii: Shakespeare's use of mirroring situations, characters, and  
motifs in the families of Polonius, Claudius, Fortinbras
-Hamlet's use of "method" in conversation with "friends" Rosencrantz and 
Guildenstern and also with Polonius
-Hamlet's "madness in Act II. What about his "antic disposition?"
-"method" in Hamlet's request for the players to act out Aeneas' take to Dido
-Analyze Hamlet's second soliloquy. Compare and contrast it with Hamlet's 
first soliloquy in I,ii.

Friday, Nov. 30: drop 5 and 6

Monday, December 3: drop 3 and 4
Harkness Discussion of Act II, incorporating Act I.
Reading schedule: Read Act III for Friday, Dec 7.
Act III focus ideas:

Hamlet's famous "To be or not to be" soliloquy: subject, mood, diction, 
motifs. Change in his attitude toward life and death? Textual support?

Horatio: the only character Hamlet confides in: How is Horatio one "whose 
look and judgment are so well commeddled/That they are not a pipe for 
fortune's finger/To sound what stop she please"? III,ii 73-76 How are other 
characters unlike Horatio?

"Mousetrap” scene: end of III, ii through III, iii. Irony..and what else?

Hamlet's treatment of Ophelia from scene i to v.



Tuesday, December 4: drop 1 and 2
Continued Harkness discussion with your focus questions.

Wednesday, December 5: drop 7 and 8
Film

Thursday, December 6: drop 5 and 6

Friday, December 7: drop 3 and 4
Harkness discussion of Act III: The "To be or not to be" soliloquy is the 
greatest of the soliloquies and "is the center of Hamlet, at once everything 
andn nothing, a fullness and an emptiness playing off each other." (Bloom, 
409) Using at least two examples from that soliloquy, explain what Bloom 
means. Think, write, pair up and discuss, then share with class.
Reading schedule: Complete Act IV for Monday and Act V for Thursday. Hamlet 
essay due before holiday break. If you are going to be in school Dec. 21, 
then it is due then. If you are not, then it is due the day before.

Monday, December 10: drop 1 and 2
Discuss Act IV after responding to this question: In The Invention of the 
Human, Harold Bloom writes: "Consciousness is (Hamlet's salient 
characteristic; he is th most aware and knowing figure ever conceived." (404) 
Cite three instances from the soliloquies (include one from Act IV) that 
support this idea. Identify the "awareness" and what, from his "awareness," 
Hamlet knows and the significance of that knowledge.

Harkness Discussion 12/10/12
Lindsay: (I, II, 5): H has more passion in first soliloquy. (IV, iv) “sith I 
have cause…”understands more about himself as the play progresses 
e.g. “thinking too precisely on th’ event” “three parts coward”
Christa: progression Act I: Mother (others) Act II (himself) Act III 
(humanity) Act IV (God). Act III best for this Harold Bloom question. 
Thinking about death binds one to life.
Mike: strong irony, (IV, iv) conscious of his own consciousness, aware of 
passage of time, ironic that he is commenting on his inability to act
Sierra: (III, i) Consciousness is his most salient characteristic but WOI? H 
is metacognitive but cannot act.
Ashley: Define consciousness.
Fiona: Hamlet picks up on things others miss, e.g. H knows immediately that 
R&G are “sponges” for the King. Act II: H says he can’t be played upon like a 
pipe. He overpowers other characters.
Ashley: H took out a recorder, self-absorbed, takes everything and applies it 
to himself, Fortinbras shows up (IV, iv)
Rachel: “loses the name of action” If he loses the name of action, not sure I 
agree with the “sea of troubles,” don’t see a progression, see a  stagnancy.
Fiona: each speech takes H further but not necessarily toward action
Jared: circumstances change rapidly though H does not change rapidly
Rachel: H doesn’t make distinctions
Ashley: stagnancy v progression, not much change
Rachel: without action, no one knows H’s thoughts 
Fiona: conscious inhibition, mental block, can act perhaps?
Lindsay: repetition in earlier soliloquies, not much repetition later
Peggie: Repetition decreases in last soliloquy. H is trying to move things 
forward, H is focusing on “My thoughts be bloody or be nothing worth.” H 
trying to make things move.
Ellen: repetition is H’s emotional response, coming to terms with it. Later 
soliloquies more focused.
Rachel: Is H now doing this for honor? Doing it for what? Comparison to 
Laertes discussed.


Tuesday, December 11: drop 7 and 8
Continue Act III/IV Harkness conversation. Bring ideas, quotations.

Wednesday, December 12: drop 5 and 6

Thursday, December 13: drop 3 and 4
Ophelia chapter. College essay debrief.Ophelia chapter. Film.

Friday, December 14: drop 1 and 2
Act V Harkness discussion: Respond to the following quotation by the poet 
W.H. Auden: "Hamlet lacks faith in God and in himself." Support or refute 
this idea from the soliloquies and Act V. Refer to at least 3 of them.

Monday, Dec. 17: drop 7 and 8
Act V debrief/discussion. Examine questions for essay Compose intro paragraph 
with strong thesis for peer/teacher editing for Wed.

Tuesday, Dec. 18: drop 5 and 6

Wednesday, Dec. 19: drop 3 and 4
peer/teacher editing. Homework: Revise paragraph

Thursday, Dec. 20: drop 1 and 2
peet/teacher editing

Friday, Dec. 21: drop 7 and 8: Hamlet essay due.

Thursday, Jan. 3: drop 3 and 4: Return Hamlet essays. Start R&G Are Dead.
Read first act for tomorrow and finish play over weekend (3 Act play)
We will start play in class today.

Friday, Jan 4: drop 1 and 2: Harkness discussion Act I (R&G)
Finish play over weekend.

Notes on Absurd Theater, Stoppard, R&G Are Dead

Theater of the Absurd: Man's life is essentially without meaning or purpose 
and human beings cannot communicate.

How Playwrights get this idea across in absurd theater:
though abandonment of dramatic form
through abandonment of coherent dialogue
futility of existence conveyed by illogical and meaningless speeches and 
ultimately by complete silence

R&G Are Dead

Tom Stoppard combines farcical action with intellectual conversation and 
philosophy.

The play emphasizes what Hamlet only implies: namely, that the two characters 
are indistinguishable, even to themselves.

R&G is a play with minor characters as protagonists--with their own drama (a 
fact evident even in Hamlet)

Stoppard irreverently retells the events of Hamlet from the perspective of 
the two minor characters. (Every exit is an entrance somewhere else.)

Stoppard is rewriting the literature of the past, but also in the main 
currents of 20th century theater and its persistent concern with the problems 
of existence.

R&G become powerless spectators at the play's events (both Hamlet and their 
own play).

As the play opens, R&G stand around waiting for Hamlet a la Godot (Waiting 
for Godot by Samuel Beckett)

Monday, Jan 7: drop 7 and 8:
Harkness discussion: R&G take home test due on Wednesday.

Directions: Answer two of three of the following questions in well organized, 
insightful, and well supported paragraphs.

1. Cite an example of the "abandonment of dramatic form" in R&G. Clarify what 
this concept is in absurd theater; how the playwright 'abandons dramatic 
form' and to what purpose. Support your thinking.

2. In R&G, the player says, "Events must play themselves out to aesthetic, 
moral, and logical conclusions." How does this happen in R&G? Does the 
conclusion of the play treat this idea seriously? Support your thinking.

3. Jerry Seinfeld's comedy is "about nothing." 
Nothingness, meaninglessness, futility, abandonment, miscommunication are all 
key words in the world of absurd theater. Give an example of how Stoppard and 
Seinfeld both show us "nothing" while at the same time we 
recognize "something" important about ourselves and our world. You may be 
specific and focus on a single scene rather than the play/TV show as a whole.

Tuesday, Jan 8: drop 5 and 6:

Wednesday, Jan 9: drop 3 and 4: R&G test due today. Film if film is here in 
time

Thursday, Jan 10: drop 1 and 2: film

Friday, Jan 11: AP MC test

Syllogism as used in the play: Know the basic structure of syllogisms. A 
syllogism has three parts: major premise, minor premise, and conclusion. Each 
part is composed of two categorical terms, linked in the form "Some/all A 
is/are [not] B." Each of the premises has one term in common with the 
conclusion: the major term in the major premise, which forms the predicate of 
the conclusion, and the minor term in the minor premise, which forms the 
subject of the conclusion. The categorical term in common in the premises is 
called the "middle term". For example:
 
Major premise: All birds are animals.
Minor premise: All parrots are birds.
Conclusion: All parrots are animals.
 
In this example, "animal" is the major term and predicate of the 
conclusion, "parrot" is the minor term and subject of the conclusion, 
and "bird" is the middle term.

Harkness Discussion 1/4/13: Act 1 R&G

Jared: much easier to read than Hamlet 
Mike: painfully obvious that a central motif is chance (13, monkeys)Absurdism 
is obvious.
Lindsay: actors and prostitutes? clarification?
Ashley: acting was not the "noble" profession that it is now. No women in 
Shakespeare and when women were allowed to act, they had other "work" on the 
side, often...
Rachel: discussion of actor's roles in Stoppard's play
Mike: plentiful double entendre in Stoppard
Sierra: spinning coins, double entendre
Fiona: G bitter (20) "new record for heads and tails"...."we are entitled to 
some direction"
Mike: simple flipping of coin prompts man to question his life (21)
Christa: agrees. Question/game toss: characters have no agency..aren't 
comfortable thinking for themselves
Peggie: R&G look at reality in different ways. R is more the realist/in his 
own world (21) unicorn G trying to understand world through false assumptions
Rachel: agrees. G is bitter (39) "Give us this day our daily mask" Original 
meaning of Lord's prayer transformed into bitterness
Ashley: R&G do it again "Give us this day our daily week"...reduces Lord's 
prayer to absurdity
Mike: G tried thought and thought gave him no answer, Ros _____ (didn't 
scribe this)
Ashley: (15) "I forget" R-state of innocence, "an extra slice of childhood" 
(40)
Sierra: "fear" (20) that G has that R does not have
Christa: "scientific approach is defense against fear" G (17)
Mike: G tries logical deliberation over anything.
Fiona: only thing R expounds upon is fingernails and toenails. This 
illustrates the difference between R and G. Both characters are equally 
confused.
Sierra: both make same point, R "heads" over and over again..illustrates 
pointlessness of both charaacter's driving the same point: there is no 
reality. R doesn't care. G does.
Rachel: agrees. "the only beginning is birth and the only ending is death" 
(39) G is more philosophical.
Fiona: (31) Words words they're all we have to go on" G like Hamlet: words 
are all we have but are nothing.
Lindsay: question: "Where is it going to end?" (44)Questioning idea of life 
is similar to Hamlet's soliloquy (To be or not to be)
Mike:"the game" R goes on with "the game" with G questioning "the 
game" ..beating around the same absurdist bush. Question: "voice in the 
wildnerness"
Fiona: "voice in the wilderness" is metaphorical, distant and desperate
Jared: Probability--heads and tails so blatant, similar to Hamlet's life
Ellen: G is trying to think, figure out if R is saying nothing (but 
everything) ...similar to Hamlet..G talking but not getting anywhere. Words 
don't get you anywhere.
Marley: question game related to Hamlet's futile questioning
Fiona: when R&G adopt roles in the mock Hamlet conversation at the end of Act 
1, they are in the exact place where they started

Monday, Jan 14: drop 5 and 6

Tuesday, Jan 15: drop 3 and 4: Debrief on MC test. Read Part One of Crime and 
Punishment by Friday.

Wednesday, Jan 16: drop 1 and 2: Mr. Powers on Russian history

Thursday, Jan 17: drop 7 and 8: Harkness discussion of Part 1 of Crime and 
Punishment after quick write. Read Part 2 over midterm week, due after 
midterms.

AP Midterm will be a full length MC practice test (one hour) and two AP 
essays (poetry and prose--40 minutes each). We will start at the beginning of 
the mandatory "review" period.

Monday, Jan. 28: drop 3 and 4
Midterm debrief. You should be finished with Part II of C&P. Get notes/flags 
together tonight and come up with a significant "focus question" to guide us 
in our Harkness discussion tomorrow.
Reading Schedule: Part 3 for Friday, 2/1. Part 4 for Monday, 2/4. Part 5 for 
Thursday,2/7.
Fill out Harkness rubric on yourselves and give it to me tomorrow! I need to 
get a Harkness Table grade in for this quarter! 
Does anyone want to ask Mrs. Roginsky to come in to period 5 to discuss her 
perspective on Russia/Russian literature? Wednesday??

Tuesday, Jan. 29: drop 1 and 2
Collect Harkness self evaluations. Pair and prepare for Harkness discussion 
on Part II and then Harkness discussion

Wednesday, Jan. 30: drop 7 and 8
Mrs. Roginsky or poetry. :)

Thursday, Jan. 31: drop 5 and 6

Friday, Feb. 1: drop 3 and 4
Assessment on Part 1-3 C&P

Monday, Feb. 4: Mr. Powers: Russian history

Crime and Punishment Part 2 Harkness Discussion

Mike: 160/161: Change in RRR ..wants to be “thy servant”…moment of catharsis 
for RRR…change…but only temporary.
Fiona: continue on the same vein…Fiona was aggravated..altruism then descends 
into isolation..many have sensible suggestions…Raz suggests “walk with me to 
the crystal palace” and RRR rejects this idea but then goes there and 
confides in Zametov. Chief police clerk…then runs into Raz…RRR encounters 
with different characters is frustrating. Offers help to a young girl and 
then kills the pawnbroker and her sister (example of frustrating labile 
character) (56) RRR hearing about Alena as “no more than the life or a louse 
or cockroach”
Ashley: RRR does not see all as people…pawnbroker not seen as human…
Sierra: women question…does RRR see women as human… 
Mike: this ties in to RRR feeling disconnected to everyone yet wants to help 
many: e.g. Marmeladov, girl in street. (96) sees “wonder” when looking at the 
Palace ..yet feels “mistrustful”
Ellen: Robin Hood complex
Fiona: subjective …RRR decides who is worthy and who is not…”must put trust 
in himself and not prayer” (78)
Sierra: How much does he value himself? Selfishly driven….”beast by nature”  
Hobbes: We are naturally evil and trying to be good. Concept of barriers.
Ashley: Perhaps empathy isn’t the objective. Many sides: altruism and 
violence. Sleeping, passing out is a defense mechanism. 
Peggie: agree. (97) Ilya Petrovich beats the landlady in his dream….RRR is 
angry at the landlady and in his dream Ilya beats landlady and acts out his 
anger. RRR subconsciously chooses Ilya (powerful) to beat landlady.
Mike: (161) I think all my illness has gone…trying to do good while doing bad…
Christa: utilitarianism….how does this concept fit in? RRR is against this 
idea? (96) one death for a hundred lives in exchange…it’s simple arithmetic
Right before Marmeladov dies (159) in Sonya’s arms, RRR sees he is wrong…
Marley: naturally evil, trying to be good…RRR almost wants to be found 
out..comes close to confessing but also cuts the fringe off his pants, hides 
money
Ellen: whenever RRR is faced with a opportunity to discuss crime, he faints…
his illness comes from his conflict between good intentions and evil 
nature….his illness sometimes takes over..
Rachel: how much of him do we really know..narration interesting (61)..he’s 
not going to be one of those foolish murders who “already run too far 
ahead”..when RRR almost gets run over (96) “an unmitigated scoundrel”…here 
RRR is seen here as a poor, useless person similar to Marmeladov…RRR lives in 
paranoia
Lindsay: 3rd person perspective makes our understanding of RRR ambiguous
Mike: reason for killing and taking money? (93) “indeed you only wanted to 
throw the purse into the water”
Sierra: he hasn’t done bad to achieve good
Rachel: RRR motivation is not that clear
Sierra: selfish immoral drive, not noble intentions
Reese: "good" actions are more a way to soothe his conscience (56)

Monday, Feb. 4: drop 1 and 2

Reading schedule: Part 4 by Thursday. Part 5 by Monday, Feb. 11. Part 6 and 
epilogues by Wednesday, Feb. 13.

Tuesday, Feb. 5: drop 7 and 8

Mr. Powers: Russian history.
We will have a Harkness discussion on Part 3 tomorrow, incorporating Parts 1 
and 2 as needed. Collect your thoughts, notes, flags for discussion tomorrow.
It may help to look at the typed notes I handed out when we started the 
novel. I also encourage you to read the notes and articles in the Norton 
Critical Edition of your novel.
Reading schedule: Part 4 by Thursday. Part 5 by Monday, Feb. 11. Part 6 and 
epilogues by Wednesday, Feb. 13.

Tuesday, Feb. 5: drop 7 and 8
Pair and share Part 3 insight for 10 minutes. Then Harkness discussion.

Wednesday, Feb. 6: drop 5 and 6

Thursday, Feb. 7: drop 3 and 4
Part 4 Harkness Discussion after quick write.

Friday, Feb. 8: drop 1 and 2
Poetry. Keep up with reading schedule.



Wednesday, Feb. 6: drop 5 and 6

Thursday, Feb. 7: drop 3 and 4
Part 4 Harkness Discussion after quick write.

Friday, Feb. 8: drop 1 and 2
Finish Part VI and epilgues for Tuesday. Also read at least first 12 pages of 
articles, starting on page 470- at least 482.

Today, RRR and Sonya: Read 346 (from "Can't you guess?" to 348 ("Sonya looked 
at him quickly.") Write for a few minutes about your insight into this 
passage vis a vis the relationship between RRR and Sonya.

Then, read 370-371 (start of Part VI with first words ending on page 
371 "'every man needs air, air, air!... More than anything!"
Write for a few minutes about your insight into this passage vis a vis the 
relationship between RRR and Svidrigaylov.

Tuesday, Feb. 19: drop 7 and 8
Write on Part VI and epilogues as preparation for Harkness discussion.
Review notes, re-read as needed. Prepare for APQ on C&P on Thursday.

Wednesday, Feb. 20: drop 5 and 6

Thursday, Feb. 21: drop 3 and 4
APQ C&P

Friday, Feb. 22: drop 1 and 2

Get Beloved. 
Read  page 3-19. READ IT TWICE!! 
First, what's happening? Second, what imagery does Morrison use and to what 
effect?
Harkness discussion: Crime and Punishment...APQ on Monday! This gives you 
time to re-read as needed and also read some articles that come after the 
novel.

Monday, February 25: drop 7 and 8
APQ: C&P

Tuesday, February 26: drop 5 and 6


Wednesday, Feb. 27: drop 3 and 4
page 3-19 Beloved for tomorrow. What's happening? Imagery?
Reading schedule for Beloved: 
Read through 85 for Friday, March 1. 
Read through 147 for Tuesday, March 5. 
Read Part Two (154-235)and take notes/flag for March 11.


Thursday, Feb. 28: drop 1 and 2
Beloved "What's happening? Imagery?" from page 3-19.
"More Light, More Light" revisited. Read one for gist. Again to look for 
meaning and craft. Then Harkness discussion.

Friday, March 1: drop 7 and 8
You should have re-read through page 85 
"The past isn't dead. It isn't even past." — William Faulkner
Consider Faulkner's quotation. How does this apply to Beloved through page 85?
Quick write for 10 minutes, using book, flags, and any notes you have.
Focus on the "So what?" (meaning) and the "How" (craft). 
What are you noticing?
Homework: Read through page 147 for Tuesday. (Last lines: ...."she didn't 
like the look of it at all. At all.") Write your own focus question for this 
section (85-147) and we will center our Harkness Discussion around your focus 
questions. Keep the two AP questions in mind: So what? (meaning) and How? 
(craft).

Breaking water: Sethe’s response to Beloved.
Fiona: Beloved appears wet on the doorstep. Sethe has to urinate. 
Mike: But there was no stopping water breaking from a breaking womb… (50)
Fiona: Beloved’s appearance opens up Sethe (“I don’t go inside”..to Paul 
D.46) 
Rachel: (56) “If there had been an open latch between them, it would have 
closed.” Paul D. is left out.
Lindsay: In the beginning, the baby didn’t like Paul D. and this is a 
continuation.
Mike: (69) “A man ain’t a goddamn axe.” Paul D. shows up, chopping everything 
down.
Marley: About attention. Paul D is a threat to the attention Beloved wants. 
Also Denver.
Fiona: Paul D can be a unifying force. He mended the table stronger than 
before.
Jared: (49) “On the way home…the shadows of three people” Denver was 
initially angry yet Paul D and Denver progress (as a shadow does from the 
ground up). “Family” develops.
Ellen: Shadow is behind on the way to the carnival and in front of the way 
back. Shows progression.
Christa: Sethe and Paul are going through the same thing mentally. (70) Sethe 
has no room for anything else. Wildness in Paul D’s eyes…..conflicted.
Ashley: Some respite before Beloved appears. 
Mike: Beloved’s appearance puts everything back in the past. 
Fiona: Sethe is drowning in the past. (70)
Sierra: (30) “I was talking about time. Re-memory.
Note: ” The past isn’t dead. It isn’t even past.” (Faulkner)
Ashley: Denver has grown up with a spirit. (37) The ghost is a comfort of 
sorts.
Mike: Mister rooster. Something inside Paul D is dead. He is made lesser 
because of his humiliating experience. “Paul D of the past is gone.”
Fiona: Paul D has been degraded.
Jared: We see the effect of slavery and the slavery is still there in these 
characters.
Ashley: death (35) Amy “anything dead coming back to life hurts” Beloved 
comes back and it hurts.


A.P. English: Lott

Monday, March 4: drop 5 and 6:

We will meet during CAPT time on Wednesday in room 203. I will bring donut 
holes from DD. Bring food/drink if you like.
Bring your Bedfords and we will get through as much poetry as possible.

Tuesday, March 5: drop 3 and 4:
With your focus questions on the board, analyze the meaning and craft in 
Beloved through page 147.
Homework: Read 148-153...starting with "When the four horseman came.." at 
least twice. We will do a close reading of this chapter tomorrow. 

Wednesday, March 6: drop 1 and 2
Close reading of 148-153 and analysis
Biblical allusion: Four Horsemen of the Apocalypse
Reading schedule: Read Part Two (154-235)by Tuesday, March 12 and take 
notes/flag. Get through Middle Passage section for Monday, March 11 (210-
213)..starts with "I am Beloved and she is mine."

Friday, March 8: drop 5 and 6


Monday, March 11: drop 3 and 4
Harkness discussion of Middle Passage section after close reading. Focus on 
craft. What craft does Morrison use to convey her message in this section?
For tomorrow, be finished with Part II. Finish book (Part III) for Friday.


Tuesday, March 12: drop 1 and 2
Through Part II: Examine these chapters for the “So what?” and “How?”  One 
question to consider is: How does this part contribute to the whole?

1.	“In the back of Baby Suggs’ mind may have been the thought that if 
Halle made it, God do what He would, it would be a cause for celebration.” 
Role of African-American community in Sethe’s shunning

2.	“That ain’t her mouth.” Revelation by Stamp Paid to Paul D.

3.	“You’ve got two feet Sethe, not four.” Paul D’s reaction to Sethe’s  
murder of Beloved and her attempted murder of all four children.

4.	“Beloved, she is my daughter.” Sethe’s chapter

5.	“Beloved is my sister.” Denver’s chapter

6.	“I am Beloved and she is mine. I see her…” Middle Passage chapter

7.	“I am Beloved and she is mine. Sethe is the one…” Mixed narration 
chapter

Wednesday, March 13: drop 7 and 8
Toni Morrison video.

Thursday, March 14: drop 5 and 6

Friday, March 15: drop 3 and 4
Finish Morrison video and Harkness discussion Part III.
Homework: Research "villanelle" and "sestina" in Bedford. 688-691, 1612,1609 
(definitions). Also read through packet of Beloved handouts and start work on 
Beloved essay due Thursday, March 21: first day of spring!

Beloved essay: What was Toni Morrison saying (so what) and how (craft)?

Narrow your focus so that you can analyze the part while commenting on the 
whole.

Some suggestions:
Names
Women working together
Chains
Biblical allusions/references
Water imagery
Eye imagery
Gardner and Schoolteacher
Stamp Paid and Ellen
Trees and tree imagery
Sixo
Are there any good white folks?
Power of community
Question of Sethe as a moral character
Role of the supernatural
The Pauls
Colors, fabrics, textures
The search for identity, selfhood
Memory as a thematic and structural device

Monday, March 18: drop 1 and 2
villanelle, sestina/Beloved Harkenss--packet responses?
Homework: Write at least a thesis and preferably a first paragraph for peer 
editing tomorrow.

Tuesday, March 19: drop 7 and 8
Continue discussion of Beloved: essay thesis statements/first paragraphs

Wednesday, March 20: drop 5 and 6

Thursday, March 21: drop 3 and 4
Beloved essay due.

Friday, March 22: drop 1 and 2
Start As I Lay Dying.

Monday, March 25: drop 7 and 8
Short week!
Be sure to read the Gospel of Mark for Thursday. 
Fill out last page of AILD packet on the first 40 pages of AILD with your 
notes/flags as a reference and then Harkness discussion of Faulkner's craft 
and how it serves his meaning so far.
Reading Schedule: 41-84 for Wednesday and get through the river crossing and 
finally the "Addie" chapter over the long weekend: to page 167. Think about 
what effect the voice of the dead mother has on the narrative--as well 
thinking about the "So What?" and "How" of the novel as you read it.

Tuesday, March 26: drop 5 and 6

Wednesday, March 27: drop 3 and 4
Write a quotation or piece of insight with textual support on the board---
through 84. Then Harkness.

Thursday, March 28: drop 1 and 2
Bible story review with Dr. Grigg from Sacred Heart U.


Monday, April 1: drop 3 and 4: to page 167. How is the river crossing 
significant to each of the characters involved? What effect does the voice of 
the dead mother have on the narrative? Write first and then Harkness.
Reading schedule: Finish book by Wednesday. 

Tuesday, April 2:drop 1 and 2: Blackbird poem. Continued Harkness discussion.

Wednesday, April 3: drop 7 and 8 Final portrait of Bundrens? Full of 
despair/dissolution or a tribute to the grit of a Southern family? Harkness 
with your notes.

Friday, April 4: drop 3 and 4: APQ AILD and get King Lear. Read Act I for 
Monday.

Bible camp notes from 3/28/13

Christian Bible: Old Testament and New Testament
Old Testament: Hebrew Bible
(Christianity started as a sect within Judaism)
Pentateuch:
Genesis
Exodus
Leviticus
Numbers
Deuteronomy

Genesis: two creation stories
a. 7 days..."on the seventh day He rested"
Sabbath = time of rest (e.g. Sabbatical)
b. Adam and Eve: suggest our limitations, finitude (God creates Adam out of 
the dust of the Earth)
Garden of Eden (Eden = paradise)
In Garden of Eden there are two trees 1. tree of knowledge of good and evil, 
serpent is crafty. When Adam and Eve eat from the tree of knowledge they lose 
their innocence, all our suffering comes into play 
2. tree of life would provide immortality if humans could eat from it 

peaceable kingdom--Bible talks about the peaceable kingdom at the end of 
time, wolf will lie down with the lamb

Yahweh = God (literal translation of Yahweh is "I am that I am"

Cain and Abel: brothers, Cain kills Abel
God asks Cain: Where is your brother?
Cain: Am I my brother's keeper?

Genesis still: Noah and the flood: 40 days and 40 night
raven and dove are sent out to find dry land
rainbow in sky is symbol of God's promise not to do this again

Tower of Babel: human pride, hubris
humans overreach, build tower into heavens, God destroys Tower of Babel, 
scatters people. Etiological myth: tries to give an explanation about human 
condition such as why we speak different languages.

Abraham (ab=father; ham=multitude) God makes covenant (sacred agreement) 
with Abraham. With Hagar, Abraham has Ishmael. With his wife Sarah, a son 
Isaac (Isaac means laughter, play) 
Abraham asked to sacrifice Isaac, God stays Abraham's hand, just a test of 
faith
Jacob: ladder to heaven, Jacob sees this ladder, Jacob wrestles with an 
angel, Jacob holds him to a draw, demands a blessing of God, blessing is that 
Jacob is called Israel

Sodom and Gommorah: God destroys by raining down fire and brimstone

Lot's wife: looked back on Sodom and Gommorah after God warned against it and 
she turns into a pillar of salt

Joseph: son of Jacob/Israel. His brothers sell him. Joseph and his coat of 
many colors. Joseph has the ability to interpret dreams, becomes assistant to 
Pharoah, Joseph forgives his brothers.

Exodus: Israelites become slaves. Moses (means to draw out) is put in a 
basket in a stream to avoid death and he is fished out by the Pharoah's 
daughter. 

Burning bush and Moses: bush is burning but not consumed. Moses asks God: Who 
are you? God says Yahweh.

Plagues visited on Egyptians to convince the Pharoah to let the Israelites 
go. Final plague is the death of the firstborn. Angel of death passes over 
the houses of the Israelites, hence Passover. Israelites escape when the Red 
Sea parts.

40 years of wandering in the wilderness on the way to the promised land (like 
the confusion of the human condition)

Mount Sinai: God gives Moses the Ten Commandments

Golden calf: idolatry, the opposite of worshipping God, insert social media, 
cars, Caribbean vacation get-a-ways, your smart phone………………

Sampson: extraordinary strength which is tied to his hair. Delilah cuts off 
his hair.

David (litte guy) and Goliath (who is a Philistine warrior). David kills 
Goliath with a slingshot. David becomes king.

Solomon: wisdom of Solomon (infant child...Solomon determines who is the 
mother.

Prophets of Old Testament: Elijah one of most important prophets, forerunner 
of the Messiah, during Passover a place is set at the table for Elijah

Jeremiad: long lamentation

Jonah: flees God's call to be a prophet, God creates a storm at sea, Jonah 
winds up in the belly of a whale

Babylonian exile: strangers in a strange land

Present day Babylon is Iraq. Babylonians defeated by Persians. Present day 
Persia is Iran.

Job: the symbol of a righteous man who suffers.

Ruth: symbol of family loyalty

New Testament: make sure you've read the Gospel of Mark!

Jesus: baptized by John the Baptist

Slaughter of innocents: King Herod orders killing of all infant males because 
he feared the prophecy that a child had been born who would be king of the 
Jews.

"Man does not live by bread alone." from Jesus' temptation in the wilderness
(Watch Last Temptation of Christ. Director: Martin Scorcese)

Wedding feast at Cana: Jesus turns water into wine

Cleansing of the temple: casting out moneylenders

Sermon of the Mount: Beatitudes "Blessed are the poor ...Blessed are the meek"

Pharisees: studiers of the Torah, now has come to mean hypocritical

Raising of Lazarus: see C&P notes

Pilate: signs Jesus' death warrant, Pilate washes his hands of this deed

Resurrection: Jesus' brought back to life after his crucifixion, symbolic of 
struggle of going down into darkness and coming back up into life

Jesus on the cross: sacrificial suffering on behalf of others

Paul: important preacher to the non-Jews, one of the founders of Christianity
road to Damascus: revelatory experience
"Now we see as through a glass darkly but then face to face." In this life we 
don't see God/truth clearly.

Revelation: last book of the Bible, 4 horsemen of the Apocalypse (see Beloved 
notes) 

Number 7: Important number, John is writing to 7 churches, seven trumpets, 7 
seals

Beast: probably a symbol of the Roman emperor and the mark of the Beast is 
666.

Armageddon: final battle between God and Satan








The literal meaning of an allusion is, a device that stimulates ideas, 
associations and information in a reader's mind with the help of a few words 
that refer to a common phrase. It also depends on the reader to understand 
the meaning hidden behind the words if he is familiar with the related 
phrase. Biblical allusions definition is the same except that these 
references made to the reader are from the Holy Bible. There are many such 
references commonly used by a number of writers when they want their readers 
to understand the grave meanings behind their indirect words, for an 
example, "Adam", "Prodigal Son", "Alpha and Omega", etc. These words and 
phrases are names and phrases from the Bible and are often used when the 
meaning is to be made clear in a few words.

Biblical Allusion Examples
The Bible is a form of literature brought down through the years and passed 
down from generations. This prose of literature has many common allusions 
which is used in the English language to make a reference for certain 
sentences. Such biblical allusions in literature are mentioned in the 
following list, thus read on to find the exact meaning of this figure of 
speech.

Garden of Eden - Paradise prepared by god
Adam - First man
Eve - First woman
The serpent - Chief of god's fallen angels; Devil
The tree of knowledge or life - Gaining knowledge about the right and wrong.
Be fruitful and multiply - When God sent Adam and Eve away from the garden of 
Eden to work in the field and be punished. He told Eve to bear the pain of 
reproduction and labor because it was her who got tempted to eat the fruit.
Ashes to ashes, dust to dust - God said that from mud man was made and when 
he dies, into mud he will go.
The flood - Hard rain that destroyed the whole world in 40 days.
Burning bush - God appeared to Moses in this form.
The ten plagues - God sent Moses to the pharaoh to plead for the release of 
the Israelites. Read on to know about the ten plagues:
Plague 1 - The waters of the Nile turned to blood
Plague 2 - Frogs were multiplied on the land
Plague 3 - Lice infested both animals and people
Plague 4 - Flies infested the land
Plague 5 - A disease caused the cattle to die
Plague 6 - People were covered with boils
Plague 7 - Hail destroyed crops
Plague 8 - Locusts destroyed the crops which remained after the storm
Plague 9 - Darkness covered the land for three days
Plague 10 - The first born of the cattle and people were killed

The passover - Israelites might escape the tenth and last plague; God 
commanded to sprinkle blood of a lamb on their door posts; angel of death 
passed over to kill the first born; first born lived if blood over door post.
David and Goliath - Brave warrior who slew the giant Goliath, a philistine 
with a rock from his sling-shot; followed Saul as king of Israel.
King Solomon - Another son of king David; wisest man on earth; God told him 
he could have anything he wished for and it would be gathered.
Virgin Mary - Mother of Jesus Christ.
Jesus Christ - Known as Son of God; the promised savior; or messiah.
Apostle or disciple - Were twelve men handpicked by Jesus to be his chosen 
followers; after his death and resurrection they were to carry on his mission.
Good Samaritan - The Samaritan who helped a dying man when no one stopped to 
nurse him.
Crown of thorns - The crown of thorns that was put on Jesus' head as the King 
of the Jews.
Turn the other cheek - Jesus preached that you should never take revenge. 
Turn the other cheek if someone slaps you on the one, and he will not dare to 
slap you on the other one.
Judas Iscariot - One of the twelve disciples of Jesus; betrayed Jesus for 
thirty pieces of silver; later repented but too late.
Armageddon - Armageddon was a battlefield where several historical events 
took place.
Judgment day - Last day, when the world will again be destroyed; all souls 
will rise and be judged; Jesus will come again.
Read more at Buzzle: http://www.buzzle.com/articles/biblical-allusions.html

Beloved allusion: Four horsemen of the apocalypse

Answer: The four horsemen of the Apocalypse are described in Revelation 
chapter 6, verses 1-8. The four horsemen are symbolic descriptions of 
different events which will take place in the end times. The first horseman 
of the Apocalypse is mentioned in Revelation 6:2: “I looked, and there before 
me was a white horse! Its rider held a bow, and he was given a crown, and he 
rode out as a conqueror bent on conquest.” This first horseman likely refers 
to the Antichrist, who will be given authority and will conquer all who 
oppose him. The antichrist is the false imitator of the true Christ, who will 
also return on a white horse (Revelation 19:11-16).

The second horseman of the Apocalypse appears in Revelation 6:4, “Then 
another horse came out, a fiery red one. Its rider was given power to take 
peace from the earth and to make men slay each other. To him was given a 
large sword.” The second horseman refers to terrible warfare that will break 
out in the end times. The third horseman is described in Revelation 6:5-
6, “...and there before me was a black horse! Its rider was holding a pair of 
scales in his hand. Then I heard what sounded like a voice among the four 
living creatures, saying, ‘A quart of wheat for a day's wages, and three 
quarts of barley for a day's wages, and do not damage the oil and the wine!’” 
The third horseman of the Apocalypse refers to a great famine that will take 
place, likely as a result of the wars from the second horseman.

The fourth horseman is mentioned in Revelation 6:8, “I looked, and there 
before me was a pale horse! Its rider was named Death, and Hades was 
following close behind him. They were given power over a fourth of the earth 
to kill by sword, famine and plague, and by the wild beasts of the earth.” 
The fourth horseman of the Apocalypse is symbolic of death and devastation. 
It seems to be a combination of the previous horsemen. The fourth horseman of 
the Apocalypse will bring further warfare and terrible famines along with 
awful plagues and diseases. What is most amazing, or perhaps terrifying, is 
that the four horsemen of the Apocalypse are just “precursors” of even worse 
judgments that come later in the tribulation (Revelation chapters 8–9 and 16).

Monday, April 8: drop 7 and 8

APQ in class: Here are your choices. You may bring in planning but not full 
text.

AILD depicts a conflict between a parent (or parental figure) and a son or 
daughter. Write an essay in which you analyze the sources of the conflict and 
explain how the conflict contributes to the meaning of the work as a whole. 
Avoid plot summary.

Many writers use a country setting to establish values within a work of 
literature. For example may be a place of virtue and peace or one of 
primitivism and ignorance. Setting plays an important role in AILD. Write an 
essay in which you analyze how the country setting functions in the work as a 
whole. Avoid plot summary.

Please evaluate yourself using Harkness rubric and get that back to me by the 
end of the day. I'm in room 12!

Read Act II in King Lear for Wednesday!

Tuesday, April 9: drop 5 and 6

Wednesday, April 10: drop 3 and 4
King Lear debrief. Write then Harkness
Read Act III for Friday.

Thursday, April 11: drop 1 and 2
Terenzi poetry packet.

Friday, April 12: Lear through Act III, share and then Harkness
Please finish play over break.

Tuesday, April 23: drop 3 and 4
Watch Lear film. 
Homework: Read Bloom's chapter on Lear and mark up, flag for Harkness 
discussions. Come in prepared to comment on a specific salient point of 
Bloom's: agree, disagree but provide textual support.
Also, get "Terenzi" poetry packet and read and flag/mark up for "So what?" 
and "How?"....we will fit this in soon.

Wednesday, April 24: drop 1 and 2
Short period: Moment to get Bloom's chapter and your notes out and then 
Harkness.

Thursday, April 25: drop 7 and 8
Another Harkness discussion on Lear perhaps with some writing in class on 
Lear to start. APQ MONDAY.

Monday, April 29: drop 3 and 4:
Lear APQ
Homework: Create "Book Chart" for all books read this year. Star three to 
four that you feel confident about writing about on the APQ open ended. 
Include the following categories: character, setting, theme, other ideas.

Tuesday, April 30: drop 1 and 2:
"Terenzi" poetry packet debrief. Focus on meaning and craft.
Homework: APQ Poetry: Time yourself:40 minutes. Plan. Write in pen on one 
side of lined paper. No eraseable pen.

Wednesday, May 1: drop 7 and 8
Hand in Poetry APQ. Discuss. More poetry and analysis for meaning and craft.
Homework: APQ Prose: Time yourself:40 minutes. Plan. Write in pen on one side 
of lined paper. No eraseable pen.

Thursday, May 2: drop 5 and 6

Friday, May 3: Hand in prose APQ. book chart due today also. We will discuss 
starred choices.

Monday, May 13: drop 7 and 8
Let's read If on a winter's night a traveler by Calvino. You will need to get 
your own copy. I bought mine at Barnes and Noble, you can get it on 
amazon.com, Hamden Public Library has a copy, Guilford Free Library is 
getting an inter-library loan copy for me that one of you can have (just let 
me know and when it comes in you can pick it up from the reference desk 
upstairs at the Guilford Library, held for "Lott"). It's 260 pages. I think 
we can read it in a week or so, especially because Thursday and Friday will 
be devoted to "reading periods." So be sure to have it by Thursday or if not, 
then have the novel/play you will read for the book/film project with you on 
Thursday.

We need to block out times for book/film presentations. I will give you the 
requirements for this in writing but you all will need to plan to use one 
class period to discuss your book/film and share excerpts from the book and 
clips from the film. 

Some days will be out: e.g. May 24 is Holiday Hill. The Monday after prom. 
Etc. We will wind up using the last three weeks of class for most of the 
presentations. I encourage you to sign up early for your presentation. We 
don't want to run out of time as our Plan B is to come in during the final 
exam slot to finish up presentations...

Next week Ms. Chaffe will come in to class to discuss the book and Menippean 
satire (see below). Look for some elements of Menippean satire as you read 
the book. Flag and/or take notes.


Menippean satire, seriocomic genre, chiefly in ancient Greek literature and 
Latin literature, in which contemporary institutions, conventions, and ideas 
were criticized in a mocking satiric style that mingled prose and verse. 
(Look for the first "verse-like" section on page 5 starting with "Books You 
Have Not Read.") The form often employed a variety of striking and unusual 
settings, such as the descent into Hades. Developed by the Greek satirist 
Menippus of Gadara in the early 3rd century bce, Menippean satire was 
introduced to Rome in the 1st century bce by the scholar Varro in Saturae 
Menippeae. It was imitated by Seneca and the Greek satirist Lucian and 
influenced the development of Latin satire by Horace and Juvenal. The 1st-
century-ce Satyricon of Petronius, a picaresque tale in verse and prose 
containing long digressions in which the author airs his views on topics 
having nothing to do with the plot, is in the Menippean tradition. A later 
example is the Satire Ménippée (1594), a French prose and verse satire on the 
Holy League, the political party of the Roman Catholics, written by several 
royalists. As some of you have noted, Calvino uses the second person point of 
view and he also use auto-reference. 

Homework: You have the first three chapters. Read through chapter 1 (page 24) 
for Wednesday.

 
Tuesday,May 14: drop 5 and 6

Wednesday,May 15: drop 3 and 4: Review book/film guidelines. Harkness talk 
about first 24 pages of Calvino's book. Elements of Menippean satire? 
Passages of note? Your thoughts about craft?

Thursday, May 16:drop 1 and 2
Reading period.

Friday,May 17: drop 7 and 8
Reading period. Be sure to at least be through page 53 for Monday. Have a 
copy of the book with you on Monday, May 21.












********************************************************************
All work below the starred line is from previous years. Free free to look it 
over but know that work changes from year to year.

Thursday, Sept. 8: C day drop 3 and 4: 2 page typed APQ on "The Killings" due 
at beginning of class. Discuss around Harkness table briefly. How does plot 
order inform meaning in this story? 
Revisit Invisible Man with focus on Battle Royale chapter. Discuss. Once we 
analyze 
this first chapter, you will write a timed APQ, analyzing the entire 
novel. HINT: Know that you are expected to address the big picture, i.e. this 
is NOT only a book about the African-American experience. 

Friday, Sept. 9: D day drop 1 and 2
Get back graded 2 paged typed APQs. Continue discussion of Battle Royale. 
Homework: You have the weekend to look over your notes/flags and re-read 
parts of Invisible Man to prepare for the APQ.

Monday, Sept. 12: A day: drop 7 and 8: 
Get 2 page typed essays back.

Some comments (see a more complete list on handout)
wc = word choice?
ww = wrong word
awk = awkward
style = You need to work on style, honing your writing voice.
check = good point

Some concerns: You need to get at the two big AP questions. 
1. So what? (What is the meaning? Why should we care?)
2. How? (How does the author convey meaning? This is where author style/craft 
comes in: diction, syntax, tone, symbolism, central metaphor, etc.)

Example of a weak thesis statement: Andre Dubus explores the idea that 
violence is often motivated by revenge. (So what? To what end does Dubus 
explore this idea? And how does he explore it?)

Some ideas to ponder (that are on my website from last year!)
How does starting with Frank Fowler's funeral, then Richard 
Strout's background, then the first killing (Richard shoots Frank), running 
into the second killing (Matt Fowler shoots Richard), followed by the 
aftermath of the second killing affect the reader's sympathy and 
understanding of meaning? How is the order similar/dissimilar in "A Rose for 
Emily" and to what effect--on "unveiling the meaning”? “The Flowers”?

Work today: Let's have a Harkness Table discussion about the Prologue and the 
Battle Royale chapter of Invisible Man. You will write your first "timed" APQ 
at home due on Friday. It's a 40 minute prompt; see how long it takes you. If 
you feel rusty about the book, do some re-reading this week in preparation 
for the APQ.

APQ Prompt: In a novel by William Styron, a father tells his son that 
life "is a search for justice." Choose a character from IM who responds in 
some significant way to justice or injustice. Then write a well-developed 
essay in which you analyze the character's understanding of justice, the 
degree to which the character's search for justice is successful, and the 
significance of this seach for the work as a whole.

Homework: Re-read IM as necessary. Also read "A Rose for Emily" (Bedford) for 
the next class on Wednesday and write an introductory paragraph that ends 
with a thesis statement that answers the 2 big AP questions: So what? How?


Tuesday, Sept. 13: B day: drop 5 and 6: no class

Wednesday, Sept. 14: C day: drop 3 and 4:
Exchange typed intro paragraphs on "A Rose for Emily" with a classmate. 
Comment silently in writing. Discuss. Share with class and discuss So what? 
and How? 

Thursday, Sept. 15: D day: drop 1 and 2:
Harkness discussion of IM (the whole) with your notes, flags. 


Friday, Sept. 16: A day: drop 7 and 8:
Hand in typed take home APQ on IM. 

Start thinking about your first independent reading: 
Victorian novel with an "approach essay" assignment for quarter one. Check 
novel with me by next Wednesday 9/28. You will read this along with the play 
The Importance of Being Earnest.  Some authors to consider: Austen--though 
she is officially in the "Regency" period, Eliot (but not Silas Marner), 
Dickens, Trollope.

Victorian novel pacing: You have a month to read, flag, and write 
and "approach essay" on this book.

This weekend,read "Carnal Knowledge" (252-265) and "Anoma" (266-268. Take
notes on style (sentence structure) tone (attitude a writer takes toward 
subject and or audience) irony (use of contradictory statements or situations 
to reveal a different reality from what appears to be true). Think about how 
syntax and tone and irony help the reader determine meaning. 
Use "Considerations for Critical Thinking and Writing" questions to guide you.

Also, take a copy of The Metamorphosis (novella, or long short story) and 
read and flag/take notes on the two big AP questions: So what? How? Have 
those notes with you. We will discuss the Bedford stories on Tuesday and 
Metamorphosis on Wednesday/Thursday and your 3 independent summer reading 
books on Monday. 

Monday, Sept. 19: drop 5 and 6
Tuesday, Sept. 20: drop 3 and 4
Wednesday, Sept. 21: drop 1 and 2
Thursday, Sept. 22: drop 7 and 8
Friday, Sept. 23: drop 5 and 6



for Monday, bring in your summer reading notes and also read "Love Song of J. 
Alfred Prufrock" (Bedford) and flag/take notes/develop one strong focus 
question that we can use as a jumping off point for Harkness discussion.

You will write a one page analysis of the poem. You create the focus with the 
2 big A.P. questions in mind: So what? (meaning) How? (craft) 

From now on, I will need both an electronic copy of your written work and a 
hard copy. I will use turnitin.com to check for plagiarism if I am concerned 
though I hope the authenticity of your work will not be a concern.

Monday, September 26: drop 3 and 4
Around the room, name your three summer reading books. Using your summer 
notes, start a book chart that includes these three books and Invisible Man. 
Attach your summer notes to this book chart and hand it in on Wednesday.
For tomorrow: create working thesis statement for one page Prufrock essay, 
due Monday, a week from today.

Discuss “Prufrock” with your focus questions. 

Tuesday, September 27: drop 1 and 2

Continue discussion of Prufrock. Student sample essay.

Wednesday, September 28: drop 7 and 8
Book charts with summer reading notes attached due. Also, share your choice 
of independent reading Victorian novel. Get The Importance of Being Earnest  
and read it by Monday, October 3.

Thursday, September 29: no school

Friday, September 30: drop 5 and 6

Monday, October 3: drop 3 and 4: “Prufrock” essay due. 
Start Harkness discussion of The Importance of Being Earnest.

Ongoing homework: Victorian novel due in one month: by November 4.

Monday, October 3: drop 3 and 4: “Prufrock” essay due. 
Around the room sharing of your Victorian independent reading book.
Start Harkness discussion of The Importance of Being Earnest.
Get AP English multiple choice test sample to do at home tonight and bring in 
tomorrow to grade/discuss.

Tuesday, October 4: drop 1 and 2
Scoring and discussion of AP English MC test sample.
Continue Harkness discussion of TIOBE.
Get Hamlet and read Act I for Wednesday. Read it twice if necessary. 
Flag/take notes.

Hamlet: as you read Act I

1.	Compare and contrast the subject, motifs, and tone of Hamlet’s 
soliloquy (sc ii) with the subject, motifs, and tone of the Ghost’s speech 
(sc v).


2.	 Compare and contrast Laertes’ advice to Ophelia with Polonius’ 
advice to Ophelia in subject, motifs, and tone.  (sc iii) Pay particular 
attention to each character’s use of diction. How does Ophelia react to both 
her brother and her father –and why?

3.	 Trace the motifs of love/lust/incest throughout Act I. First, list 
the references; second, place them in context; third, comment on the emerging 
pattern. How are human relationships skewed even before the action of the 
play begins?


4.	Compare and contrast the Hamlet we meet at the beginning of Act I 
with the Hamlet we see at the end of Act I. Make specific references to the 
speeches he makes in sc. ii and the speeches he makes in sc. v (sc. v after 
the interview with the Ghost). Notice his state of mind, his attitude toward 
his mother, his attitude toward Claudius, his attitude about his father’s 
death. Note Hamlet’s diction and syntax; this will help you determine his 
attitude.



Wednesday, October 5: drop 7 and 8
TIOBE film clip and discussion.



Thursday, October 6: drop 5 and 6


Friday, October 7: drop 3 and 4
AP Multiple Choice test

Wednesday, October 11: drop 1 and 2
Debrief: MC test
Start Harkness discussion of Hamlet Act I with Act I question handout.
Reading schedule: Read Act II Friday, October 14. Act III by Monday, October 
16, Act IV by Wednesday October 17, Act V by Friday, October 21. Take notes 
and/or flag throughout.

Thursday, October 12: drop 7 and 8
Continue Harkness discussion of Act I.
Bring in focus question(s) of your own for Act II.
Consider the following as you read Act II:
-scene i and ii: Shakespeare's use of mirroring situations, characters, and  
motifs in the families of Polonius, Claudius, Fortinbras
-Hamlet's use of "method" in conversation with "friends" Rosencrantz and 
Guildenstern and also with Polonius
-Hamlet's "madness in Act II. What about his "antic disposition?"
-"method" in Hamlet's request for the players to act out Aeneas' take to Dido
-Analyze Hamlet's second soliloquy. Compare and contrast it with Hamlet's 
first soliloquy in I,ii.

Friday, October 13: drop 5 and 6

AP English: Lott

Monday, October 17: drop 3 and 4
According to the reading schedule, you should be through Act III by now.
Let's view the film through the first soliloquy and then continue Harkness 
discussion of Act I, into Act II.
Keep up with the reading schedule.

Reading schedule: Read Act II Friday, October 14. Act III by Monday, October 
17, Act IV by Wednesday October 19, Act V by Friday, October 21. Take notes 
and/or flag throughout.

Tuesday, October 18: drop 1 and 2

Wednesday, October 19: drop 7 and 8
Act IV due. Close reading, quick write, Harkness Table Talk
Hamlet's fourth soliloquy, scene iv 34-69: subject, mood, diction, motifs. 

Thursday, October 20: drop 5 and 6

Friday, October 21: drop 3 and 4
Act V due.

Act II focus ideas: Throughout focus on meaning and craft. This is poetry, so 
craft is especially important.

Always, pay close attention to Hamlet's soliloquys. They will help you trace 
his character development. II, ii 576-634: subject, mood, diction, motifs

Act III focus ideas:

Hamlet's famous "To be or not to be" soliloquy: subject, mood, diction, 
motifs. Change in his attitude toward life and death? Textual support?

Horatio: the only character Hamlet confides in: How is Horatio one "whose 
look and judgment are so well commeddled/That they are not a pipe for 
fortune's finger/To sound what stop she please"? III,ii 73-76 How are other 
characters unlike Horatio?

"Mousetrap” scene: end of III, ii through III, iii. Irony..and what else?

Hamlet's treatment of Ophelia from scene i to v.

Act IV

Claudius' confession: III, iii

Hamlet's fourth soliloquy, scene iv 34-69: subject, mood, diction, motifs.

Ophelia's madness. "Method" in Ophelia's ravings?

Laertes: foil to Hamlet? How? Textual support?

Act V

Hamlet's exchange with gravedigger: Meaning? Character change? Textual 
support?

Laerte's and Hamlet's behavior at the burial.

Hamlet: "the readiness is all...Let be." V,ii 233-238 Close reading of that 
speech. 

References: Look up mythological, biblical allusions when you find them in 
Hamlet. This will improve your "cultural literacy" and make the reading of 
Hamlet a richer experience.

e.g. reference Niobe from Greek mythology in Hamlet's first soliloquy: Niobe 
lost all her children and turned to stone while weeping so she is a symbol of 
grief--the grief that Hamlet thinks Gertrude should still feel a short 2 
months after his father's death.

Hamlet film: 1996 version starring Kenneth Branaugh and directed by him. Set 
in the 19th century, Victorian era dress, exterior scenes filmed in Britain 
though the play is set in medieval Denmark. This more than 4 hour film 
version is the only existing film that includes the full text of Hamlet.

Monday, October 24: drop 1 and 2: Discuss three APQ types: prose, poetry, 
open ended. You will write your first open ended APQ on Hamlet tomorrow in 
class. You'll have the full period instead of the allotted 40 minutes. In all 
APQs, start with a strong thesis statement; there is no time for a leisurely 
introduction. Sample Moby Dick APQ. Further discussion of Hamlet around the 
table. 
So What? and How? Ahmad--I need small black Hamlet book by Harold Bloom.

Ongoing homework: Continue Victorian novel due Nov. 4. You will write 
an "approach essay" on this and share a central observation with the class.
Continue to review Hamlet. In addition to the APQ Tuesday, a 3-5 page formal 
analytical paper will be due a week from today.

Tuesday, October 25: drop 7 and 8: APQ Hamlet. Please write in pen and only 
on one side of paper. Erasable pen is not allowed on the AP test. Also, 
formal 3-5 page paper due on Hamlet Monday, October 31. 

Thursday, October 27: drop 3 and 4: 

REQUEST: MAY I PLEASE BORROW A BOOK CHART PACKET FROM ONE OF YOU TODAY? I 
WILL GET IT BACK TO YOU TOMORROW! THANK YOU!!  

Get copies of 3-5 page Hamlet paper 
topics and student sample of Hamlet paper. Review before next class and 
choose a topic you want to write about. Compose a thesis statement which in a 
conventional analytical essay, is the last sentence of your introduction.
Read student sample aloud. Critique. Work in class with 
a partner to choose topic and start crafting a thesis. Compose thesis tonight.

Friday, October 28: drop 1 and 2: Poetry Friday: We'll try to fit in at least 
one poem every Friday. This one is in Beford:

“Unholy Sonnet” by Mark Jarman

 
After the praying, after the hymn-singing

After the sermon 's trenchant commentary

On the world 's ills, which make ours secondary

After communion, after the hand wringing

And after peace descends upon us , bringing

Our eyes up to regard the sanctuary

And how the light swords through it , and how , scary

In their sheer numbers , motes of dust ride , clinging-

There is , as doctors say about some pain

Discomfort knowing that despite your prayers

Your listening and rejoicing , your small part

In this communal stab at coming clean

There is one stubborn remnant of your cares intact 

There is still murder in your heart

Work in pairs to critique thesis.
3-5 page essay due on Monday. Let me know if you want copies of Harold 
Bloom's short chapters in small Hamlet criticism book and I will make them 
for you today.

Wednesday, November 2: 3-5 page Hamlet paper due (Thank you from all of us to 
Derrin.)

AP English: Lott
Monday, October 31: drop 7 and 8  Happy Halloween! Get APQs back.
Do you all have the mini chapters you need from Bloom's Hamlet 
Unlimited?
Let's read, quick write, read, discuss poem "Unholy Sonnet" briefly. 
Then, what would help most in the service of writing your paper due Wednesday?
Go around the room, articulating thesis statements? Watch the Gertrude/Hamlet 
closet scene? Discuss thesis, ideas for paper, textual support for paper in 
pairs? Combination of the above? Other ideas?

Tuesday, Nov. 1: drop 5 and 6

Wednesday, Nov. 2:  drop 3 and 4:  Hamlet paper due. Please send me an 
electronic copy as well. Around the room discussion of gist of paper.
Fill out a Harkness self evaluation on yourself again, using the grid from 
the last evaluation. Please attach a brief explanation of how you think you 
might have progressed since the last time we did this. Due a week from today.
Get Beloved. Toni Morrison background, of sorts. Read page 3-19 for tomorrow. 
You may want/need to 
read it twice. (Read it twice!)

Thursday, Nov. 3: drop 1 and 2
Harkness discussion: Beloved. Take 10 minutes to review page 3-19.  
First, what's happening? Second, what imagery does Morrison use and to what 
effect?
Reading schedule:  through 85 by Wednesday, November 9 (This gives you time 
to read it twice! Once for the gist and once for deeper analysis.)

Also, how is the Victorian novel going? Approach essay needs to be due on 
that soon.  We could make that due Nov. 9 and get it in Q1! Discussion?

Friday, Nov. 4: drop 7 and 8
Poetry Day "Blackberry Picking" by Seamus Heaney
Sample APQ response to "Blackberry Picking" by Seamus Heaney
Tips:
1. PLAN for at least 10 minutes out of the 40 minutes you have. No kidding. 
It pays off. I will look for this planning when I grade your APQs.
2. Start APQs with a strong thesis stament--a noun verb combination works 
well, e.g. Frustation seethes through "name of poem" by name of poet. 
3. No line citations. AP readers (the people who grade these APQS) know the 
poem by heart and they do not give credit for line citations. However, DO 
quote the poem to support your thesis.
4. Meaning. Meaning. Meaning. Also, HOW does the poet achieve meaning, i.e. 
craft (tone, diction, central metaphor, etc.)
AP readers know that students have 40 minutes to read the poem at least 
twice, plan, and write an insightful essay.  AP readers look to reward 
students for what they do well. However, length/development of your good 
ideas does matter. Most high level responses are more than 2 lined pages 
long. 
See website for sample skeletal APQ response to this poem and some poetry 
background.


Inevitable decay hovers over "Blackberry Picking" by Seamus Heaney. 
Delectable, bloody, and rotting imagery combine with a deceivingly simple 
central metaphor to convey the message that all "returneth to dust." The 
narrator of the poem stands in for all of humanity when he "hoped they'd 
keep, knew they would not." Alas, "the lovely canfuls smelt of rot" in the 
end and all turns to dust despite our vain and foolish hopes.

The poem is set in the bloom of summer when "flesh is sweet like thickened 
wine." The central metaphor of blackberry picking is an apt one to describe 
the "lust" that comes when life is deliciously and dangerously full and 
berries and the like are ripe for picking. Like Bluebeard we "trek" 
and "pick" to our heart's delight. There is the risk and  perhaps even the to-
be- expected "scratches" and "pricks" and "sticky palms" that result from a 
full embrace of life.

The darkening tone of the poem is foreshadowed by the first two words. "Late 
August" is on the verge of autumn followed by winter and "a rat grey fungus" 
that "gluts" "our cache." All our efforts to sustain life come to naught 
eventually. "Summer's blood" early in the poem hints at the dark reference to 
Bluebeard at the stanza break followed by a descent into the darkness of the 
last stanza when the children who stand in for us all must face 
the "sour" "rot." "Hoard" as we might, we cannot stave off the inevitable. 
The reader, like the narrator "felt like crying" but to no avail. 

Note: for easy to understand information about the poem's meter and rhyme 
scheme see excerpt below from www.shmoop.com/blackberry-picking-heaney/rhyme-
form... 


Rhymed Lines in Iambic Pentameter
Meter
The poem is two uneven stanzas, one that consists of sixteen lines and one of 
eight lines. It's written in a regular, measured pattern called iambic 
pentameter. This means each line has five ("penta") metrical feet (two 
syllables to a foot, so ten syllables in all), which are iambic (one 
unstressed syllable followed by a stressed syllable). Iambic pentameter is a 
really common meter in English-language poetry. It sounds like this: ba-DUM 
ba-DUM ba-DUM ba-DUM ba-DUM. Here's an example of what it looks like 
in "Blackberry-Picking," with the stressed syllables in bold and italics:

At first, | just one, | a gloss|y pur|ple clot.

Got that?

Though it's written in regular iambic pentameter, there are a few variations. 
All the lines are ten syllables, but the iambic pattern bends a bit 
sometimes. This is all right, though (well within the formal rules). These 
variations from the iambic foot include:
The trochee: a metrical foot in which the first syllable is stressed, and the 
second is unstressed, like "night-ly." It makes the sound DUM-da. This makes 
it the opposite of the iamb, which, as you'll recall, has one unstressed 
syllable followed by a stressed one (da-DUM).
The anapest: two soft syllables (where, if you were reading them out loud, 
you wouldn't put a lot of emphasis on them) followed by one strong syllable 
(the syllable where you would put stress). It makes the sound da-da-DUM. So 
an anapest foot, say at the beginning of a line, looks like this: "In the 
dark." Even though there are three syllables, the first two are so soft that 
the poet decides to count them as this special thing called an anapest, and 
can keep the iambic pentameter going. 
The dactyl: one strong syllable followed by two soft syllables (DUM-da-da), 
all considered part of the same foot. A dactyl looks like this: "mark-ed-ly." 
The spondee: two hard syllables in the same foot, like "tin foil." 
The pyrrhic: two unstressed/soft syllables in the same foot. This one is less 
common, but might be something like, "it is" at the end or beginning of an 
iambic line. 
Where do you notice any of these variations in the poem?


Rhyme
The lines are also rhymed. Just as an FYI, Heaney is a master at formal 
verse – poetry that makes use of meter, rhyme, or any of the fixed forms, 
like the sonnet. This usually seems effortless, though, so the reader is 
never bugged by forced rhymes or awkward rhythm. He's super smooth.

The rhyme in "Blackberry-Picking" is pretty slick. It's AABBCCDDEEFF and so 
on and so forth until the end of the poem. So the first line ends with "sun," 
which rhymes with the end word of the second line, "ripen" (just pronounce 
it "ripe-un"). The third line ends with "clot" which rhymes with the end word 
of the fourth line, "knot." The pattern continues throughout the entire poem.

The reason we're not annoyed by the rhyme is because most of the rhymes are 
half or slant rhymes. Half rhymes are just what they sound like: words with 
usually a consonant sound in common, but nothing else. They're words that 
sound an awful lot alike, but not such perfect matches as "cat" and "hat." 
Heaney has some lovely half rhymes, like "drills" with "full," and "byre" 
with "fur." 

Next class:

Beloved through 85: what's happening? effective images? narrative structure 
so far and to what effect?

Monday, November 7: drop 5 and 6

Read through page 85 in Beloved for the next class, taking notes/flagging.

Tuesday, November 8: no school for students

Wednesday, November 9: drop 3 and 4
Hamlet essay is due today. No late work accepted in AP English.
For those of you who have not already dones so, please send me an electronic 
copy of this essay. This goes for the Independent Reading Approach essay 
also. And for all typed work for the rest of the year. Thank you!

Independent reading approach essay is due. Around the room sharing of title, 
key passage, and analysis of key passage. Start work on Beloved analysis 
through page 42. Finish at home for Monday.

Thursday, November 10: drop 1 and 2
Get out work on Beloved, through page 42. Harkness discussion. Start 
discussion through page 85 with focus.
Homework: Read Beloved through 137, taking notes and flagging. Read twice if 
necessary. Read twice!


Friday, November 11: no school

Monday, November 14: drop 7 and 8
Get back Hamlet and Victorian essays as well as Harkness Table Rubrics. 
You should be through page 137 in Beloved. 
Take 10-15 minutes to review/finish filling out analysis of Beloved 
quotations through page 42 in pairs.
Then Harkness table discussion continued, through page 42 (right before 
Beloved appears).
Homework: Re-read/review through page 85 for Wednesday. (Last lines: "That's 
pretty, Denver. Real pretty.") Look ahead at the reading/re-reading for this 
week and especially for the weekend so you can pace yourselves.

Tuesday, November 15: drop 5 and 6

Wednesday, November 16: drop 3 and 4
You should have re-read through page 85 
"The past isn't dead. It isn't even past." — William Faulkner
Consider Faulkner's quotation. How does this apply to Beloved through page 85?
Quick write for 10 minutes, using book, flags, and any notes you have.
Focus on the "So what?" (meaning) and the "How" (craft). 
What are you noticing?
Homework: Re-read/review through page 147 (Last lines: ...."she didn't like 
the look of it at all. At all.") Write your own focus question for this 
section (85-147) and we will center our Harkness Discussion around your focus 
questions. Keep the two AP questions in mind: So what? (meaning) and How? 
(craft).

Thursday, November 17: drop 1 and 2
With your focus questions on the board, analyze the meaning and craft in 
Beloved through page 147.
Homework: Read 148-153...starting with "When the four horseman came.." at 
least twice. We will do a close reading of this chapter tomorrow. 

Friday, November 18: drop 7 and 8
Close reading of 148-153 and analysis
Biblical allusion: Four Horsemen of the Apocalyspe
Weekend reading: Read Part Two (154-235) over the weekend and take notes/flag.



Monday, November 19: drop 5 and 6

Tuesday, November 20: drop 3 and 4
Harkness discussion of Middle Passage section after close reading. Focus on 
craft. What craft does Morrison use to convey her message in this section?
Finish novel over the long weekend. Take notes or flag. APQ on Beloved on the 
Monday we return. Happy Thanksgiving!

Through Part II: Examine these chapters for the “So what?” and “How?”  One 
question to consider is: How does this part contribute to the whole?

1.	“In the back of Baby Suggs’ mind may have been the thought that if 
Halle made it, God do what He would, it would be a cause for celebration.” 
Role of African-American community in Sethe’s shunning

2.	“That ain’t her mouth.” Revelation by Stamp Paid to Paul D.

3.	“You’ve got two feet Sethe, not four.” Paul D’s reaction to Sethe’s  
murder of Beloved and her attempted murder of all four children.

4.	“Beloved, she is my daughter.” Sethe’s chapter

5.	“Beloved is my sister.” Denver’s chapter

6.	“I am Beloved and she is mine. I see her…” Middle Passage chapter

7.	“I am Beloved and she is mine. Sethe is the one…” Mixed narration 
chapter



AP English: Lott

Monday, November 28: drop 1 and 2
APQ  Beloved. You can take the whole period. Plan for at least 10 minutes!

Tuesday, November 29: drop 7 and 8
Toni Morrison video and Harkness discussion of ending  of Beloved and APQ: 
What was your 
thesis? Examination of theses. Get A Visit from the Goon Squad.  
Homework: Read “A.” –through 108.Flag/take notes.

Wednesday, November 30: drop 5 and 6

Thursday, December 1: drop 3 and 4
Harkness discussion “A.”  What is this novel about? So What? Why? Using 
notes/flags, discuss in pairs and then Harkness Table discussion.
Homework: Read  “B”—to 309 by Monday.

Friday, December 2: drop 1 and 2
Poetry day!


The ending of “Beloved” is not finite; it closes with the gradual beginnings 
and end of many separate stories and lives. Morrison closes the novel while 
the winding down courses of age, friendship and love are still evolving. The 
ever-changing, amorphous nature of life is embodied in the uncertain close, 
leaving behind more questions than answers.

The ending of  Beloved  by Toni Morrison is appropriate in that it leaves 
somewhat open-ended that which can never fully be concluded—that communal 
struggle of a group of people against the oppressive forces of their past. In 
the final scene, Morrison shows an important progression for the characters 
when Beloved is driven away. Only when the black community bands together as 
one are the characters at last able to gain individual identities and reclaim 
that which had been lost through forced silence and willed forgetfulness.

Right up to the very end, Toni Morrison’s novel Beloved  provokes the 
question “can we truly ever out run our past?” by means of the character’s 
thoughts, words, and actions. The past molds mankind into what they are in 
the present and this is true for all of humanity: however, one has the 
ability to create their own future and release their past. In the 
appropriately written ending of Beloved, Morrison illustrates the tangible 
ability to live in the present without the burdens of the past.

The ending of Beloved by Toni Morrison appropriately concludes the work by 
highlighting the characters’ growth and ability to move forward in life.

Toni Morrison, the author of Beloved, is a woman whom is profoundly 
influenced by her heritage, as evidenced by the subject matter of her novels. 
Stories, like real life, should be viewed in a continuum, not as isolated 
scenes of events with a definite end. Just as Sethe is afflicted with the 
rememories of her past, those living within reality are always afflicted by 
the past in one way or another. Although not by physical manifestations such 
as the extremity of Rememory in the novel, we all bear our past on our 
shoulders, and have our own tree upon our backs.

The past horrors of slavery are exposed throughout Toni Morrison’s Beloved. 
The novel deals with the torn African-American conscious as a result of the 
cruelties bestowed by the white society. Although the story makes a great 
effort to explore the interrupted lives of the African-American community, in 
the end its conclusion is an enigma and inappropriately ends the novel as no 
real sense of closure with the past is given to the characters of the novel  
or the African-American experience as a whole.

A.P. English: Lott
Monday, December 5: drop 7 and 8
You should have read and flagged/taken notes through page 309. Work in 
pairs/groups of three to answer the question: How is this novel structured 
AND how does this narrative structure affect MEANING? (The narrative 
structure is the craft and the meaning is the so what.)
Homework: Finish book for Wednesday. Choose five significant quotations 
throughout the book and analyze to prepare for class on Wednesday.

Tuesday, December 6: drop 5 and 6

Wednesday, December 7: drop 3 and 4: 
Around the room with your best quotation and its analysis. Don't repeat.
Homework: Review notes/book for an APQ tomorrow.

Thursday, December 8: drop 1 and 2:
APQ:  A Visit From The Goon Squad 

Friday, December 9: drop 7 and 8
Poetry day.

Weekend off from homework! :)

AP English: Lott

Reminder: There is a writing lab, with teachers ready to assist you with your 
writing in any discipline, any level.

1st period--Mrs. Russo--Room 22
2nd period--Ms. Chaffe--Room 23
3rd period--Mr. Cooksey--Room 23
7th period--Mr. Peluso--Room 21
8th period--Mr. Terenzi--Room 12.

Monday, December 12: drop 5 and 6

Tuesday, December 13: drop 3 and 4
Still working on grading last APQs. Here are some first sentences to consider:

Jennifer Eagan uses numerous tactics to explore the concept of time being 
a “goon.”

Time is in itself a concept that is elusive—difficult to grasp, impossible to 
comprehend, it is nonetheless a powerful influence in the life of every 
individual.

Music is an art based entirely around time; around the pulsing engine of 
rhythm.

In Eagan’s AVFTGS, the characters’ disjointed lives reflect the daily 
struggles that man must overcome in order to grow into a successful adult.

In Jennifer Eagan’s novel,  AVFTGS, the thought of time as “a goon” is 
explored through the craft elements she uses to address this concept.

What is strong about these first sentences and how might they be even 
stronger?


Tuesday, December 13 and Wednesday, December 14:
Start a unit that includes four short novels:  Dr. Jekyll and Mr. Hyde , 
Chronicles of A Death Foretold, and The Stranger, Heart of 
Darkness. Get Dr. Jekyll and Mr. Hyde and start reading in class in order to 
get oriented. Finish this book by Monday, December 19. Take notes/flag. 
Consider the duality in the novel as well as the relativity of good and evil. 
While you are reading this at home, we will practice AP MC and APQs prose and 
poetry.

Thursday, December 15: drop 7 and 8
APQ prose: Preview prompt. Read excerpt aloud as a class. Take 40 minutes to 
plan and write essay in response to prompt.

Friday, December 16: drop 5 and 6

Thursday, January 12: Guidance needs to speak with the class for the first 20 
minutes. Stayed tuned for location: either Harkness room or library.

AP English: Lott

Monday, December 19: drop 3 and 4
Get back APQs: AVFTGS and the APQ prose.

APQ prose tips:

*Use rich textual support to back up your claims: Quote from passage/poem!
*No line citations on any APQs (takes up your time, readers disregard them)
*State craft elements early: e.g. diction, tone, personification, syntax, etc.
*Be as specific as possible: e.g. if you are citing VERBS, write VERBS, 
not "certain words" or "physical words" 

Today's class: You should be done with Dr. J and Mr. H. We will have a 
Harkness discussion about that tomorrow. Be sure to get your notes together, 
review your flags, jot down some key insights.

Today, we will read an excerpt from How To Read Literature Like a Professor 
and then discuss.
Get a copy of Chronicle of a Death Foretold and read it by Friday. 
We will have try 2 on a prose APQ on Wednesday and I will drop the lowest 
prose APQ grade and keep the highest. 
I will ask you to read The Stranger over the holiday break.
After we come back, it's Heart of Darkness, so if you want to start on that 
over break, may the force be with you. :)

Big picture for the novels in this unit: individual and collective 
moral responsibility; good and evil; ambiguity.


Tuesday, December 20: drop 1 and 2

Harkness discussion of Dr. J. and Mr. Hyde, with your notes, flags, insights. 
individual and collective moral responsibility? good and evil? ambiguity?
craft (how?) that RLS uses to convey his meaning?

Wednesday, December 21: drop 7 and 8
2nd try APQ prose: 45 minutes from start to finish. You read the passage on 
your own.

Thursday, December 22: drop 5 and 6

Friday, December 23: drop 3 and 4
Harkness discussion of Chronicle of a Death Foretold. Individual or 
collective moral responsibility? Some of both?? 

Happy Vacation!
 
Tuesday, January 3: drop 1 and 2
Welcome back! Get APQs back (both 1st and 2nd attempt at prose APQs are in 
Power School. I will drop the lowest grade.)

Important to understand TONE: Tone is the WRITER'S attitude toward his/her 
subject and/or his/her audience. We can discern tone through diction, syntax, 
irony, etc. 

Pair and share about your reading of How To Read Literature Like A Professor 
over break. What specifically did you find the most helpful?

Share with class. Get a copy of The Stranger and read this by Friday. We will 
discuss Chronicle of a Death Foretold tomorrow so please go back and refresh 
your memory, check your notes, check your flags. Heart of Darkness will be 
the last and most difficult of this set of 4 novels and you will write a take 
home essay about this most recent "set" of novels.

Wednesday, January 4: drop 7 and 8

Quick write on Chronicle of a Death Foretold with focus question: Where is 
the individual and collective moral responsibility in this novel? Support 
with text.
Finish reading The Stranger for Friday!

Thursday, January 5: drop 5 and 6

Friday, January 6: drop 3 and 4 
Poem.
Pair and discuss how The Stranger fits or does not fit with the last two 
novels we read. Then Harkness discussion.
Get Heart of Darkness and read this by Tuesday.

For most of next week, we will practice AP MC and timed APQs in preparation 
for the midterm.

Harkness Discussion Chronicle of A Death Foretold: 1/4/12

Katie: Angela Vicario had no choice, S. was rich and domineering, twins react 
as culture expects. Outside force: Bishop’s absence makes the town seem 
forsaken, town has dependency on Bishop. Hard to identify individual 
responsibility.
Katie: Christ reference, Christ crucified with thieves on either side, innate 
human depravity, twins were perpetrators, ironic symbol because S. was a 
rebel and wasn’t Christ-like.
Sarah: Society is portrayed by farm animals, crows were loud, roosters, 
(16) “cocks began to crow in their baskets” …(50) “went in the bin in the 
pigsty”
Megan:
Julianna:
Corrine: Allegory to the story of Christ, Bishop as God, S. as Christ figure, 
(26) “conceal rather than reveal” Bayardo San Roman
Corrine: (117) Christ figure
Ali:  S. individual wrongdoing clouded his honor, disgrace, last 
page..Santiago  has noble bearing, sacrifice, Christ figure
Erika:
Camila:
Julia: When Bishop didn’t land, the community became passive, stranded 
Santiago on the outside, brothers didn’t care about Bishop.
Julia: family honor, father of Vicario twins was blind, separation from 
others, “the whole family left” 
Julia and Ali: number 3? Reference to Christianity: Trial 3 days 3 knocks on 
door 3 years twins were in jail twins came home at 3 mortally wounded 3 times 
Hannah:
Kate W:
Spencer: 118, 113, Christ figure
Sean: the more people the twins told, the less responsibility that everyone 
has, and the less responsibility the twins have, twins felt responsibility to 
maintain sister’s honor, shared blame with community, less blame on individual
Michaela: “National Treasure” quoting national document: right and 
responsibility: no characters come to Santiago’s assistance
Michaela: twins share responsibility, only have half the responsibility
Bruno: (118) “They didn’t hear the shouts of the whole town frightened by its 
own crime.” After murder, town sees its responsibility.
Derrin: town lost moral responsibility when Bishop leaves, identity, lost 
religious center, townspeople didn’t identify with Santiago as one who needs 
to be saved
Derrin: “other-ness” of S. .. towns people identify S. with his father
Ahmad: (102) Twins wanted to fulfill their responsibility but also wanted 
someone to save S.

Monday, January 9: drop 1 and 2
Quick survey on new proposed class to determine student interest.
Reminder: Finish HOD by tomorrow and we will have Harkness discussion based 
on it. Then you will have an essay to write due on Tuesday January 17, the 
day after MLK day.

Today, short section of AP MC and then class discussion and creation of class 
answer key. Students may have dissenting answer keys if you don't agree with 
the class answer key.


Tuesday, January 10: drop 7 and 8
Harkness discusssion of HOD: Bring your focus questions, significant 
quotations, ideas about what Marlow discovers in his journey and how Joseph 
Conrad shares this discovery with us.

Essay due Tuesday, January 17: Write on at least three of the four works in 
this unit, about moral responsibility, both individual and collective.

How is moral responsibility explored in three of these works and SO 
WHAT? ...what meaning can we glean from this exploration?

OR What are the mores and unwritten rules of society, which through a series 
of seemingly ambiguous actions, create a sense of social harmony? 

I expect your work to be your own and I expect it to be richly supported by 
text from all three to four works. Three to five pages. Bring your 
introduction including a strong thesis statement as the last sentence of your 
introduction to class on Thursday.


Wednesday, January 11: drop 5 and 6


Thursday, January 12: drop 3 and 4: Poem/examination of Poetry APQ?Read poem 
again. Brief discussion. Exchange intros and comment. I will circulate.


Friday, January 13: drop 1 and 2
Bring all four books to class. You will have time to continue  your essay 
this period in the COMPUTER LIBRARY LAB. Remember the essay is due on Tuesday.

AP English: Lott

Tuesday, January 17: drop 7 and 8
Hand in essays on 3-4 of the last works we read after around the room sharing 
of thesis statement or sharing of focus of your essay paraphrased.

APQ poetry practice: Read prompt. Read poem twice. Think, plan, pair, share 
with classmate about your planning. Share with class as much as we are able 
within the class period.

Homework: Read poem again and with your planning, type an APQ. Keep yourself 
to no more than 30 minutes. Remember that you have read the poem twice and 
discussed it and that on the midterm you will have only 40 minutes to write 
on a cold read of a poem. Due typed on Thursday.

Also homework, I need to see an updated "book chart" on Friday--for all books 
read this year. Add on to the one you started in the fall. This will help you 
as you prepare for the open ended APQ on the midterm and it will help you 
again as you prepare for the May AP test.

Wednesday, January 18: drop 5 and 6

Thursday, January 19: drop 3 and 4
Poetry APQs due. I will have them graded over the weekend. Please come to my 
room (12) and pick them up before the day of your midterm!

Friday, January 20: drop 1 and 2
AP MC practice and discussion. Also, produce your completed “book charts.”

THEN MIDTERMS! 

AP English
MC section: 40 minutes
APQ open ended: 40 minutes
APQ poetry: 40 minutes


Tuesday, Jan. 31: Congratulations second semester seniors! Keep working and 
your hard work will 
pay off. :)
Review Midterm APQs: 
Strategies?
Remember: APQ Poetry: always about MEANING but CRAFT is most important here.
APQ Open ended: largely about MEANING. Craft important as well.
Read poems. Discuss your responses.
Get As I Lay Dying. Break into it on your own without researching. It's a 
puzzle but you will get it.
Reading schedule: Read through page 84 ("My mother is a fish.")  by 
Thursday. !!
Read through 164 by Monday.
Wednesday, Feb. 1: drop 1 and 2
Read Faulkner's Nobel acceptance speech.

      I feel that this award was not made to me as a man, but to my work--a 
life's work in the agony and sweat of the human spirit, not for glory and 
least of all for profit, but to create out of the materials of the human 
spirit something which did not exist before. So this award is only mine in 
trust. It will not be difficult to find a dedication for the money part of it 
commensurate with the purpose and significance of its origin. But I would 
like to do the same with the acclaim too, by using this moment as a pinnacle 
from which I might be listened to by the young men and women already 
dedicated to the same anguish and travail, among whom is already that one who 
will some day stand where I am standing. 

      Our tragedy today is a general and universal physical fear so long 
sustained by now that we can even bear it. There are no longer problems of 
the spirit. There is only one question: When will I be blown up? Because of 
this, the young man or woman writing today has forgotten the problems of the 
human heart in conflict with itself which alone can make good writing because 
only that is worth writing about, worth the agony and the sweat. He must 
learn them again. He must teach himself that the basest of all things is to 
be afraid: and, teaching himself that, forget it forever, leaving no room in 
his workshop for anything but the old verities and truths of the heart, the 
universal truths lacking which any story is ephemeral and doomed--love and 
honor and pity and pride and compassion and sacrifice. Until he does so, he 
labors under a curse. He writes not of love but of lust, of defeats in which 
nobody loses anything of value, and victories without hope and worst of all, 
without pity or compassion. His griefs grieve on no universal bones, leaving 
no scars. He writes not of the heart but of the glands. 

      Until he learns these things, he will write as though he stood among 
and watched the end of man. I decline to accept the end of man. It is easy 
enough to say that man is immortal because he will endure: that when the last 
ding-dong of doom has clanged and faded from the last worthless rock hanging 
tideless in the last red and dying evening, that even then there will still 
be one more sound: that of his puny inexhaustible voice, still talking. I 
refuse to accept this. I believe that man will not merely endure: he will 
prevail. He is immortal, not because he alone among creatures has an 
inexhaustible voice, but because he has a soul, a spirit capable of 
compassion and sacrifice and endurance. The poet's, the writer's, duty is to 
write about these things. It is his privilege to help man endure by lifting 
his heart, by reminding him of the courage and honor and hope and pride and 
compassion and pity and sacrifice which have been the glory of his past. The 
poet's voice need not merely be the record of man, it can be one of the 
props, the pillars to help him endure and prevail. 
Poetry. Read: think, write, pair, share.
Thursday, Feb. 2: drop 7 and 8
Harkness discussion of AILD through 84.
Reminder: Read through 164 by Monday.
Friday, Feb. 3: drop 5 and 6

Monday, Feb. 6: drop 3 and 4
Harkness discussion through 164.


Tuesday, Feb. 7: drop 1 and 2
Read 165-179 silently. Focus on Faulkner's form for the novel--a series of 
competing voices and perspectives presented as a multiple-voice narrative.

While reading this "Addie" section, notice that though Addie is the central 
character of the text, she is "dead" when she speaks and she only speaks once 
in the novel. Ask yourself: What is the placement in the novel of Addie's 
chapter, and what is the significance of that placement? Consider who frames 
Addie's chapter: Cora before and Whitfield after. What do we learn about her 
role in the family? How does she view herself-- and how does that compare to 
how her children and husband view her? Note: 19th amendment, 1920. Novel 
published, 1930.
Reading assignment: Finish novel (through 261) by Friday. We will have an APQ 
on the novel on Friday.

Wednesday, Feb. 8: drop 7 and 8
Continue Harkness discussion of Tuesday's work and incorporate discussion of 
entire novel so far as appropriate. In addition, to Tuesday's work, we should 
explore Addie's uncertainty for meaning in language. How might that help us 
find the voice of the author? "that was when I learned that words are no 
good; that words don't ever fit even what they are trying to say at." 

Thursday, Feb. 9: drop 5 and 6


Monday, Feb. 13: drop 1 and 2: APQ As I Lay Dying
Get Crime and Punishment. Read section 1 by Friday.
This week you will finish debriefing about As I Lay Dying, get background 
info on Crime and Punishment, and we will study poetry in class while you are 
reading at home.

Tuesday, February 14: drop 7 and 8

Wednesday, February 15: drop 5 and 6

Thursday, February 16: drop 3 and 4

Friday, February 17: drop 1 and 2
Quiz on Part 1: Crime and Punishment

"Vacation" Reading: Read section 2 over our short break.

Wednesday, February 22: drop 7 and 8

Part II is due today. Mr. Powers guest speaker: Russian history
Read Part III for Monday.

Thursday, February 23: drop 5 and 6

Friday, February 24: drop 3 and 4

Close reading of selected passages in C&P and analysis: first in small groups 
and then Harkness discussion

Monday, February 27: drop 1 and 2
Quick write (no notes, no book) on the interview with Porfiry Petrovich in 
Part III, chapter V.

Describe with some detail the interview with Porfiry.What character traits of 
both PP and RRR are evident in this "interview?" How does this alter your 
perception of RRR?

After lunch: Get ready for Harkness discussion of Part III "interview" 
excerpt: Get back to pairing up after looking at Part III, chapter V 
discussion of RRR's article "On Crime" and also review "Discussion of Crime" 
on back of C&P handout: pair, close read together in pairs Discuss: 
significance of RRR's philosophy about crime? significance of RRR's character 
development from the beginning of Part I? significance of relationship with 
Pofiry Petrovich? 

Reading schedule: Finish Part IV by Friday

Tuesday, February 28: drop 7 and 8
Continue conversation from yesterday, incorporating your quick write and your 
paired discusssion.

Wednesday, March 1: drop 5 and 6

Thursday, March 2: drop 3 and 4
Poetry analysis

Friday, March 3: drop 1 and 2
Quick quiz on Part IV. Harkness discussion of selected sections: Lazurus story
Read Part V for Monday. Continue to take notes, flag.
Read Part VI and epilogue for Friday.

AP English: Lott

Friday, March 3: drop 1 and 2
Quick quiz on Part IV. Harkness discussion of selected sections: Lazurus 
story.

Read Part V for Monday. Continue to take notes, flag.
Read Part VI and epilogue for Friday.

Monday, March 5: drop 7 and 8
Close reading of sections of Part V, Harkness discussion

Tuesday, March 6: drop 5 and 6

Wednesday, March 7: drop 3 and 4
Continued Harkness discussion of Part V.

Thursday, March 8: drop 1 and 2
Poetry.

Friday, March 9: drop 7 and 8
You should be done with the novel now. Quick write on close reading of dream 
of new set of microbes attacking bodies of men (epilogue): Significance of 
dream? How 
does it tie in to the larger meaning of the novel? What parts do redemption 
and suffering play in the novel? What's the deal with Sonya? Then Harkness 
discussion without pairing. APQ on C&P next week: re-read, review as 
necessary.

Monday, March 12: drop 5 and 6

March 13: drop 3 and 4:  Continued discussion of C&P.

3/13 AP English session during CAPT: room 201

AP English: Lott
Tuesday, March 13: drop 3 and 4
Plan for Trial: discuss timeline for next two months
Trial ; Extremely Loud and Incredibly Close while preparing for trial;King 
Lear before AP test
Review of literary terms/vocab: Learn these.
conceit: central metaphor 
me•ton•y•my: noun Rhetoric  
a figure of speech that consists of the use of the name of one object or 
concept for that of another to which it is related, or of which it is a part, 
as “scepter” for “sovereignty,” or “the bottle” for “strong drink,” or “count 
heads (or noses)” for “count people.” 
Compare synecdoche the substitution of a word referring to an attribute for 
the thing that is meant, as for example the use of the crown  to refer to a 
monarch.
(from Greek metonymia, "change of name," or "misnomer"), figure of speech in 
which the name of an object or concept is replaced with a word closely 
related to or suggested by the original, as "crown" to mean "king" ("The 
power of the crown was mortally weakened") or an author for his works ("I'm 
studying Shakespeare"). A familiar Shakespearean example is Mark Antony's 
speech in Julius Caesar in which he asks of his audience: "Lend me your 
ears." 
apostrophe: noun Rhetoric
a digression in the form of an address to someone not present, or to a 
personified object or idea, as “O Death, where is thy sting?” 
verbals: Grammar: a word, particularly a noun or adjective, derived from a 
verb.
sycophant: a servile, obsequious person who flatters one with more power for 
personal gain
participles: noun Grammar 
an adjective or complement to certain auxiliaries that is regularly derived 
from the verb in many languages and refers to participation in the action or 
state of the verb; a verbal form used as an adjective. It does not specify 
person or number in English, but may have a subject or object, show tense, 
etc., as burning,  in a burning candle,  or devoted  in his devoted friend. 
prepositional phrase: noun Grammar  
a phrase consisting of a preposition, its object, which is usually a noun or 
a pronoun, and any modifiers of the object, as in the gray desk I use. 
appositives: noun/noun phrase, placed next to a word or phrase to identify or 
rename it. Obama, the president, went to Iraq. Mexico City, the biggest city 
in the world, 
sprung rhythm: poetic rhythm designed to imitate the rhythm of natural speech
litigant: to contest or be involved in a lawsuit
Let's take  roles for the trial and start re-reading C&P 
Due Monday: 
Lawyers: your opening statements and list of witnesses you plan to call and 
what you hope to prove for witness testimony.
Witnesses: your detailed, paginated account of your character, modeled after 
the "Witness Form Sheet" but elaborated and typed.
Wednesday, March 14: drop 1 and 2
Default is poetry/trial planning until we get Extremely Loud and Incredibly 
Close from Ms. Davis's class.
Thursday, March 15: drop 7 and 8
Friday, March 16: drop 5 and 6


Monday, March 26: drop 1 and 2
Debrief trial. 5 minutes to write a quick write on theme in novel. Harkness 
discussion. Get Extremely Loud and Incredibly Close. Read it by Monday. Get 
at least 100 pages in by Friday. Then we will read King Lear, discuss, review 
for test that is on May 10.


Tuesday,March 27: drop 7 and 8
Continued Harkness discussion of C&P.

Wednesday,March 28: drop 5 and 6: 

Thursday, March 29: drop 3 and 4: Poetry terms pre-test. Test that counts 
will follow shortly. Analyze poetry.

Friday,March 30: drop 1 and 2: close reading of ELAIC.

Monday, April 2: drop 7 and 8: Quick write on two big AP questions: SO WHAT? 
(meaning) and HOW? (craft) for ELAIC--after reviewing notes from Friday.
Quick write: So what? How?
Talk in pairs/small groups.
Harkness conversation.

Get King Lear: last major work before AP test! Read Act I for Wednesday. We 
will have Harkness discussion of Act I on Wednesday, do some close reading 
Thursday and I have to assign Act II over spring break. Take your book with 
you and take notes/flag. Read ahead if you have time!

Harkness discussion self evaluation for Q3. I would like these tomorrow even 
though we don't have class and Wednesday at the latest. I will have to go 
just with my assessment of you if I don't get your feedback!

Wednesday, April 4: drop 3 and 4: Some Lear background. Film clip of opening 
scene. Harkness think, write, pair, share Harkness style. Do I have all of 
your Harkness self evaluations???

Thursday, April 5: drop 1 and 2: Continue H. discussion. Perhaps film.

Remember to read Act II over break. Take notes/flag.

Monday, April 16: drop 7 and 8

Benign characters in King Lear: Cordelia, the Fool, Albany, Kent aka Caius, 
Gloucester, Edgar aka Tom of Bedlam

Lesser villians: Goneril, Regan, Cornwall, Oswald

Great villain and antithesis of Lear: Edmund (bastard) *Note that Shakespeare 
never has Lear and Edmund speak together.

Look for pairings: e.g. Lear-Cordelia and Edgar-Gloucester
Reading Schedule for King Lear: You should have read Act I and II by now.
Act III by Friday, April 20
Act IV by Tuesday, April 24
Act V by Monday, April 30 and APQ on the play that day.

Today: Map out Act I and II in pairs. Who are the principle characters? What 
is happening? What does the plot reveal about the characters, motifs, 
emerging theme? Dualities? Pairings? Present a visual representation in pairs 
to present to the class. Include signficant quotations as appropriate.

Tuesday, April 17: drop 5 and 6

Wednesday, April 18: drop 3 and 4
Film

Thursday, April 19: drop 1 and 2
Poet's Day

Friday, April 20: drop 7 and 8
Reading quiz through Act III

Tuesday, April 24: drop 3 and 4
You should be done with Act IV now. Those of you who did not take the Act III 
quiz need to do so today.
Get Bloom's Lear analysis. After finishing the play (Act V is short so please 
read it by Thursday--this is a change in the schedule!), read Bloom's 
analysis. We will discuss the end of the play on Thursday and you have an APQ 
on play on Monday, April 30. I will expect you to incorporate some of Bloom's 
thinking into your own thinking and show evidence of that on the APQ.

Act IV focus:
Parallel between Gloucester and Lear
Growth in Lear's self knowledge 
Reunion of Cordelia and Lear


Some quotations of note:
IV,i: Gloucester: I stumbled when I saw
IV, i: Edgar: The worst is not So long as we can say, "This is the worst."
IV, ii: Albany: Tigers, not daughters, what have you performed?
IV, iii: Kent: --these things sting His mind so venomously that burning 
shame/Detains him from Cordelia
IV, vi: Edgar (aside): O, matter and impertinency mixed/Reason in madness!
Iv, vi: Lear: When we are born, we cry that we are come/To this great stage 
of fools

And add your points of focus and your quotations of note and your analysis to 
this!

1. Start with discussion of parallels between G and L; growth in L's self 
knowledge, significance of C and L reunion.

2. Break into groups to discuss signficance of quotations I chose and to add 
ones of your own.

After lunch: Analysis of quotations (mine and yours) and significant moments 
in Act IV and your analysis.

Wednesday, April 25: drop 1 and 2
Short MC section. Will be graded and go in Power School.

Thursday, April 26: drop 7 and 8
Discussion of Act V/resolution of the tragedy. Watch final scene.
Read Bloom's article over weekend and re-read play as needed.

Friday, April 27: drop 5 and 6


Monday, April 30: drop 3 and 4
APQ: King Lear: Lear claims that he is "more sinned against than sinning." 
Defend or refute this claim using rich textual support. Avoid plot summary.

Homework: Bring marked up Bloom article to class to discuss key points.
Due Wednesday: Completed, typed book chart with 3-4 books/plays starred that 
have been chosen by you as works you feel comfortable writing about on the 
open ended essay question.

Tuesday, May 1: drop 1 and 2
Quick write using your notes, flags, markings about Bloom's Lear article and 
the play. What are his key points that you find most significant? What 
textual support can you find for these key points?

Harkness discussion based on your notes.


Wednesday, May 2: drop 7 and 8
Hand in completed book chart.
Review last MC section you took in class using explanations for MC answers.
Homework: In Bedford, read page 633-643 (sounds, rhyme), 657-664 (rhythm, 
meter), 678-694 (poetic forms). Learn this information. Some you will be 
familiar with and some you may not/will not be familiar with. Quiz on these 
sections on Friday.

Thursday, May 3: drop 5 and 6

Friday, May 4: drop 3 and 4
Quiz on Bedford reading. Poetry analysis.

AP Test is May 10, next Thursday. Look through Bedford to remind yourself of 
key literary terms. Re-read/skim 3-4 books that you chose to write about on 
the open ended essay. Read as much poetry in Bedford as you can and do your 
best to analyze it.

Bring Bedford to class the week of the test.

May 11: NOTHING AT ALL.

AP English: Lott

May 14: drop 1 and 2: Map out remaining days and sign up for two book/film 
projects per day.
Think about book/film choice and run it by me by tomorrow.
Read through requirements.

May 15: drop 7 and 8
Questions about project. Work on roughing in project.

May 16: drop 5 and 6

On May 17 and 18, I will be at a writing conference at Middlebury College.

On May 17, you will go to the computer lab library to work on your project: 
could be typing, could be researching.  Bring materials with you so that you 
can be productive.

On May 18, you will be in the Harkness room, working on your projects. Bring 
materials with you so that you can be productive.

AP English: Literature and Film Presentations

Camila: Kite Runner/Kite Runner
Katie F: One Flew Over the Cuckoo’s Nest/same
Julianna: Twelfthe Night/She’s The Man
Bruno: The Odyssey/O Brother Where Art Thou
Sarah: Pride and Prejudice/same
Sean: Count of Monte Cristo/same
Derrin: HOD/Black Hawk Down/Apocalypse Now
Julia: Sophie’s Choice/same
Micaela: Bat 21/same or Frankenstein/same/Young Frankenstein
Ahmad: The Aenid/??

Sign up two students per day:

Tuesday, May 22:
Wednesday, May 23: 
Thursday, May 24:
Friday, May 25:
Memorial Day Weekend
Tuesday, May 29:
Tuesday, June 5:
Wednesday, June 6:
Friday, June 8: Leave this open for emergency make-ups.






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*******************************************************
Everything below this line is from prior AP years. You may browse but know 
that this does not apply to your class.

 Take out critical reading journals and discuss The 
Oresteia after developing focus questions first: think, write focus question 
individually, pair and share, share with class.

Get copy of The Metamorphosis and read it over the long weekend, taking 
critical reading journal entries. Questions on critical reading journal entry 
format?d

A.P. English: Lott: www.teacherweb.com/ct/ghs/lott
Tuesday, September 7: drop 3 and 4
Wednesday, September 8: drop 1 and 2: 
Period 3: Critical reading journals out.  ADD TO CRJ DURING CLASS DISCUSSION.
Continue discussion of The Oresteia with focus questions you created. Then 
Metamorphosis.  Harkness discussion using CRJs.
Homework: Start short story "boot camp" by reading "A Rose for Emily" 
and "The Killings" and "The Flowers" in Bedford anthology. Take CRJ notes. 
Here we are looking for how plot informs meaning. Look ahead at focus for 
Friday's class.  Harkness discussion of "A Rose for Emily" and "The Killings" 
and “The Flowers.”
How does plot order informs meaning in these stories? 
Thursday, September 9: no school
Friday, September 10: drop 7 and 8
Period 3: Review CRJ notes on Harkness discussion of "A Rose for Emily," "The 
Killings," and "The Flowers." How does plot inform meaning in these stories?
Our focus today comes from the text focus questions and some of your 
journals: How does starting with Frank Fowler's funeral, then Richard 
Strout's background, then the first killing (Richard shoots Frank), running 
into the second killing (Matt Fowler shoots Richard), followed by the 
aftermath of the second killing affect the reader's sympathy and 
understanding of meaning? How is the order similar/dissimilar in "A Rose for 
Emily" and to what effect--on "unveiling the meaning”? “The Flowers”?
Homework over weekend: Start thinking about your first independent reading: 
Victorian novel with an "approach essay" assignment for quarter one. Check 
novel with me by next Thursday 9/16. You will read this along with the play 
The Importance of Being Earnest.  Some authors to consider: Austen--though 
she is officially in the "Regency" period, Eliot (but not Silas Marner), 
Dickens, Trollope.

Also homework over weekend: Next craft element: symbolism. Re-read "The 
Battle Royale" in Bedford (originally a stand along story and then 
incorporated into IM and read section of Symbolism in Bedford (198-201) and 
take CRJ notes on how SYMBOLISM informs MEANING.


Monday, September 13: drop 5 and 6

Remember that CRJs are due on Friday. Please mark the section you want me to 
grade! Victorian novel chosen by Thursday, 9/16!

Today, discuss symbolism in "Battle Royale."
Homework: Craft element of CHARACTER next. Read 98-99 in Bedford and then 
excerpt from Hard Times (99-100) and continue with exploration of character 
in text to 103 and then read "Bartleby the Scrivener" (108-133) and CRJ on 
how CHARACTERIZATION informs MEANING.

Tuesday, September 14: drop 3 and 4

Wednesday, September 15: drop 1 and 2
Discuss characterization with CRJs.

Thursday, September 16: drop 7 and 8
Victorian novel choices? You have a month to read, flag, and write 
and "approach essay" on this book.
Read "Carnal Knowledge" (252-265) and "Anoma" (266-268)Take CRJ 
notes of style, tone, irony. Use "Considerations for Critical Thinking and 
Writing" questions to guide you.

Friday, September 17: drop 5 and 6
Hand in CRJs with section that you want graded marked.
Discuss style, tone, irony and backtrack if we need to.
Get The Importance of Being Earnest. Discuss satire. Read play by Tuesday, 
Sept. 21.

Monday, September 20: drop 3 and 4

Tuesday, September 21: drop 1 and 2: Get graded journals back. One more story 
and one more attempt at CRJ with new insight, especially on left side 
reflections and then we're done with that. :)
Discuss The Importance of Being Earnest.
Ongoing homework: Victorian novel and flag.

Wednesday, September 22: drop 7 and 8 DVD: TIOBE

Thursday, September 23: drop 5 and 6 DVD. Wrap up discussion of TIOBE. Any 
similarities with your Victorian novel so far?

Friday, September 24: Short story to take CRJ notes on this weekend. "The 
Story of An Hour" page 12 in Bedford. Hand in critical reading journal entry--
both left and right side on this story on Monday!

Continue reading Victorian novel over the weekend and ongoing

Monday, September 27: drop 1 and 2

Tuesday, September 28: drop 7 and 8:

Period 3: Hand in CRJs after re-reading and discussing insight, questions, 
into "The Story of an Hour." Finish end of film TIOBE and discuss satire of 
Victorian society
Homework: "Love Song of J. Alfred Prufrock"
Read and discuss with focus questions. One page essay on poem due on Friday.
You develop focus.
Student sample.

Wednesday, September 29: drop 5 and 6:
Period 3: Read and discuss Prufrock.

Thursday, September 30: drop 3 and 4

Friday, October 1: Prufrock essay due. More poetry today.

Ongoing homework: Victorian novel

Monday, October 4: drop 7 and 8
Diction and Tone in Four Love Poems 547-555
Focus: How does the poet's diction create a distinctive tone in each poem?
Think, pair, share.
Homework: Read "Perspective" on page 550-551 and the next two poems--"A Late 
Aubade" and "A Fine, a Private Place" and answer the questions after each of 
the poems. Tomorrow, I will track Harkness discussion and share it with you.

This week you will asess your own Harkness participation and I will also 
assess it and enter a mid quarter grade in Power School.

In addition, create a book chart on all works you have read for this class 
and continue to add to it throughout the year. Due next Monday, typed.

Tuesday, October 5: drop 5 and 6
Harkness discussion on last night's work.
Get Hamlet and read Act I for Thursday.

Wednesday, October 6: drop 3 and 4

Thursday, October 8: drop 1 and 2
Act I assessment/discussion. Close reading of soliloquies.
Homework: Review Act I with discussion in mind and start reading Act II.

Friday, October 9: drop 7 and 8
Close reading of Act I. Finish Act I over weekend. 

Monday, October 11: Columbus Day

Tuesday, October 12: drop 5 and 6
Revise due date for Victorian novel to November 15. Good luck with those 
early apps!
Period 3: Harkness discussion Act I. Assess yourself using Harkness grid--due 
Thursday. Then I will grade you and return it to you. Also, read Act II by 
Thursday.


Wednesday, October 13: drop 3 and 4
no A.P.


Thursday, October 14: drop 1 and 2
Period 3: Harkness self evaluation due.
Harkness discussion of Act II. Close reading of soliloquy.


Friday, October 15: drop 7 and 8
Period 3: Start Act III. Finish this weekend. Film.

Monday, October 18: Move class to room 12. Harkness discussion of "To be or 
not to be" soliloquy after re-reading and viewing. Think, write, pair, share 
after exploring focus: Analyze Hamlet's third soliloquy. (To be or not to 
be..).
Discuss subject, tone, language, and theme. Compare and contrast this speech 
with his first and second soliloquies. What specific events(s) occasion each 
soliloquy? What changes do you mark in Hamlet's attitude toward life and 
death in the third soliloquy?
Homework: Read Act IV for Thursday. Read ahead and be ready to discuss focus 
for tomorrow.

Tuesday, October 19: drop 5 and 6
Think, write, pair, share after exploring focus: Compare Hamlet's treatment 
of Ophelia in scene i with to that of his treatment of his mother in scene 
iv. Focus on: imagery, diction Hamlet chooses when he speaks to these two 
women, and the reaction of both Ophelia and Gertrude to their encounters with 
Hamlet. Madness??

Wednesday, October 20: drop 3 and 4

Thursday, October 21: drop 1 and 2
Harkness discussion of Act IV: Film clip of fourth soliloquy. Focus on fourth 
soliloquy in scene iv. ("How occasions do inform against me...")

Friday, October 21: drop 7 and 8

Continue discussion of Act IV. 
Homework over weekend: Read Act V--finish play.

Monday, October 25: drop 3 and 4

Tuesday, October 26: drop 1 and 2
Harkness discussion of poetry vis a vis Hamlet and close 
reading of the graveyard scene. 5 page Hamlet paper due date: November 5.
Ongoing work: Revisit/re-read Hamlet as necessary. Go through options for 
paper topic or come up with one of your own. Be prepared to bring your 
questions, insights, and ideas for paper topics to the table tomorrow.

Wednesday, October 27: drop 7 and 8
Continue discussion of Act V/play. Around the table: choice of topic for 
paper due November 5. Start to prepare for paper tonight so that you can work 
in class with a partner to refine  your ideas tomorrow in class.

Thursday, October 28: drop 5 and 6
Work in pairs to discuss paper topics, plans, thesis statement. Save last 15 
minutes to report to class about plans.

Friday, October 29: drop 3 and 4: Happy Halloween! Good luck this weekend 
with early decision applications!

Monday, November 1: drop 1 and 2: Contining analysis of Hamlet. Student 
sample.
Resources explored: Hamlet Poem Limited: Julie: Ophelia, Alec: Claudius  
Amanda: Two soliloquies, We Defy Augury, Let It Be Anne: Plays Within Plays 
Within Plays Carolina: Play within a Play Gemma: Two soliloquies, We Defy 
Augury, Let It Be

Tuesday, November 2: drop 7 and 8

Parent and child poetry packet/unit. Introduce. Discuss. Read. Analyze

Wednesday, November 3: drop 5 and 6

Continue poetry.

Thursday, November 4: drop 3 and 4

Friday, November 5: Last day to discuss Hamlet papers

Monday, November 8: Hamlet paper due

Monday, November 8: drop 7 and 8
Hamlet essays due.
Continue parent and child poetry using a Poetry analysis focus handout.
Ongoing homework: Victorian approach essay due November 15.
Parent child responses (poetry analysis and parent(s) interview due on 
November 19
 
Tuesday, November 9: drop 5 and 6
Contine poetry

Wednesday, November 10: drop 3 and 4

Thursday, November 11: no school

Friday, November 12: drop 1 and 2
poetry APQ

Next week: Approach essay due on Monday, Nov. 15. Poetry analysis and 
interview due on November 19. In class and then at home work on book chart.

Sample APQ response to "Blackberry Picking" by Seamus Heaney

Tips:
1. PLAN for at least 10 minutes out of the 40 minutes you have. No kidding. 
It pays off. I will look for this planning when I grade your APQs.
2. Start APQs with a strong thesis stament--a noun verb combination works 
well, e.g. Frustation seethes through "name of poem" by name of poet. 
3. No line citations. AP readers (the people who grade these APQS) know the 
poem by heart and they do not give credit for line citations. However, DO 
quote the poem to support your thesis.
4. Meaning. Meaning. Meaning. Also, HOW does the poet achieve meaning, i.e. 
craft (tone, diction, central metaphor, etc.)

OK, here is a skeleton sample of an APQ response for "Blackberry Picking."
AP readers know that students have 40 minutes to read the poem at least 
twice, plan, and write an insightful essay.  AP readers look to reward 
students for what they do well. However, length/development of your good 
ideas does matter. Most high level responses are more than 2 lined pages 
long. 

Inevitable decay hovers over "Blackberry Picking" by Seamus Heaney. 
Delectable, bloody, and rotting imagery combine with a deceivingly simple 
central metaphor to convey the message that all "returneth to dust." The 
narrator of the poem stands in for all of humanity when he "hoped they'd 
keep, knew they would not." Alas, "the lovely canfuls smelt of rot" in the 
end and all turns to dust despite our vain and foolish hopes.

The poem is set in the bloom of summer when "flesh is sweet like thickened 
wine." The central metaphor of blackberry picking is an apt one to describe 
the "lust" that comes when life is deliciously and dangerously full and 
berries and the like are ripe for picking. Like Bluebeard we "trek" 
and "pick" to our heart's delight. There is the risk and  perhaps even the to-
be- expected "scratches" and "pricks" and "sticky palms" that result from a 
full embrace of life.

The darkening tone of the poem is foreshadowed by the first two words. "Late 
August" is on the verge of autumn followed by winter and "a rat grey fungus" 
that "gluts" "our cache." All our efforts to sustain life come to naught 
eventually. "Summer's blood" early in the poem hints at the dark reference to 
Bluebeard at the stanza break followed by a descent into the darkness of the 
last stanza when the children who stand in for us all must face 
the "sour" "rot." "Hoard" as we might, we cannot stave off the inevitable. 
The reader, like the narrator "felt like crying" but to no avail. 

Note: for easy to understand information about the poem's meter and rhyme 
scheme see excerpt below from www.shmoop.com/blackberry-picking-heaney/rhyme-
form... 


Rhymed Lines in Iambic Pentameter
Meter
The poem is two uneven stanzas, one that consists of sixteen lines and one of 
eight lines. It's written in a regular, measured pattern called iambic 
pentameter. This means each line has five ("penta") metrical feet (two 
syllables to a foot, so ten syllables in all), which are iambic (one 
unstressed syllable followed by a stressed syllable). Iambic pentameter is a 
really common meter in English-language poetry. It sounds like this: ba-DUM 
ba-DUM ba-DUM ba-DUM ba-DUM. Here's an example of what it looks like 
in "Blackberry-Picking," with the stressed syllables in bold and italics:

At first, | just one, | a gloss|y pur|ple clot.

Got that?

Though it's written in regular iambic pentameter, there are a few variations. 
All the lines are ten syllables, but the iambic pattern bends a bit 
sometimes. This is all right, though (well within the formal rules). These 
variations from the iambic foot include:
The trochee: a metrical foot in which the first syllable is stressed, and the 
second is unstressed, like "night-ly." It makes the sound DUM-da. This makes 
it the opposite of the iamb, which, as you'll recall, has one unstressed 
syllable followed by a stressed one (da-DUM).
The anapest: two soft syllables (where, if you were reading them out loud, 
you wouldn't put a lot of emphasis on them) followed by one strong syllable 
(the syllable where you would put stress). It makes the sound da-da-DUM. So 
an anapest foot, say at the beginning of a line, looks like this: "In the 
dark." Even though there are three syllables, the first two are so soft that 
the poet decides to count them as this special thing called an anapest, and 
can keep the iambic pentameter going. 
The dactyl: one strong syllable followed by two soft syllables (DUM-da-da), 
all considered part of the same foot. A dactyl looks like this: "mark-ed-ly." 
The spondee: two hard syllables in the same foot, like "tin foil." 
The pyrrhic: two unstressed/soft syllables in the same foot. This one is less 
common, but might be something like, "it is" at the end or beginning of an 
iambic line. 
Where do you notice any of these variations in the poem?


Rhyme
The lines are also rhymed. Just as an FYI, Heaney is a master at formal 
verse – poetry that makes use of meter, rhyme, or any of the fixed forms, 
like the sonnet. This usually seems effortless, though, so the reader is 
never bugged by forced rhymes or awkward rhythm. He's super smooth.

The rhyme in "Blackberry-Picking" is pretty slick. It's AABBCCDDEEFF and so 
on and so forth until the end of the poem. So the first line ends with "sun," 
which rhymes with the end word of the second line, "ripen" (just pronounce 
it "ripe-un"). The third line ends with "clot" which rhymes with the end word 
of the fourth line, "knot." The pattern continues throughout the entire poem.

The reason we're not annoyed by the rhyme is because most of the rhymes are 
half or slant rhymes. Half rhymes are just what they sound like: words with 
usually a consonant sound in common, but nothing else. They're words that 
sound an awful lot alike, but not such perfect matches as "cat" and "hat." 
Heaney has some lovely half rhymes, like "drills" with "full," and "byre" 
with "fur." 

Monday, November 15: drop 7 and 8
Period 3: Approach essay due today. Around the room sharing of your selected 
passage/meaning. Debrief on APQ "It's A Woman's World" by reading student 
sample responses. Remember due date: Poetry analysis and interview due on 
November 19. We can change that to Monday, November 22 if you like. Discuss 
this. Get Beloved. Read page 3-19 for tomorrow. You may want/need to read it 
twice.

Tuesday, November 16: drop 5 and 6
Period 3: Harkness discussion: Beloved. Take 10 minutes to review page 3-19.  
First, what's happening? Second, what imagery does Morrison use and to what 
effect? Continue working through poetry packet.
Homework: Read through page 49 in Beloved for Thursday.

Wednesday, November 17: drop 3 and 4

Thursday, November 18: drop 1 and 2
Finish poetry analysis of parent and child poems. Harkness table discussion 
through 49: what's happening? effective images? narrative structure so far 
and to what effect? 
Homework: 50-85 in Beloved.

Friday, November 19: drop 7 and 8
Poetry assignment due? or Monday? Continue Beloved Harkness discussion.
Homework: Read through page 132 and complete poetry packet assignment.

Monday, November 22: drop 5 and 6
Last day of A.P. English before break! 
Hand in poetry packet assignments and any rewrites that you may have with the 
original graded Hamlet essay. Be sure that you have italicized all changes 
and if you have not done so, highlight or underline all changes before you 
hand in your revision, before you leave class today.

Around the room: Which poem did you analyze and how did you address meaning 
and craft? (the "So what?" and "How?" questions)

Break into Beloved with a close reading of the first paragraph and an 
exploration of: 
What is happening here?
HOW does Morrison convey her meaning here? 

Continue reading and analyzing the "So what?" and "How?" if time permits.

Homework over break: Re-read Beloved through page 85, taking notes and/or 
flagging.

Happy Thanksgiving break!

Monday, November 29: drop 1 and 2

Beloved: You should have re-read through page 85
'The past isn't dead. It isn't even past.' — William Faulkner
Consider Faulkner's quotation. How does this apply to Beloved through page 85.
Quick write for 10 minutes, using book, flags, and any notes you have.
Focus on the "So what?" (meaning) and the "How" (craft). 
What are you noticing?

We need to establish where the class is now in understanding the novel and 
then we will create a reading schedule for the week.

Book chart: We have to take care of creating book charts this week. I will 
bring in books tomorrow and we can review categories so that you can create a 
bookchart on all the major works we have read thus far. You should add to 
this chart EACH TIME we complete another major work. Book chart through 
Hamlet due this Friday, December 3.

Beloved reading for Wednesday: ??

 

Tuesday, November 30: drop 7 and 8
Review major works we have read so far in groups of 2-3. Look at categories 
in sample book chart and be sure you have the basics so that you can fill out 
the book chart on your own for Friday.



Wednesday, December 1: drop 5 and 6
Beloved: Harkness discussion. 
Beloved reading for Monday: ??


 

Thursday, December 2: drop 3 and 4


 

Friday, December 3: drop 1 and 2
Book charts due today.
A.P. English multiple choice sample. On your own for 30 minutes. One minute 
per question. Whole class discussion/debate with the purpose of creating a 
class answer key. Dissenting answers will be accepted if individuals differ 
from the agreed on class answer key. 30 minute MC test will be graded.

"What do we live for, if not to make life less difficult for each other?"
~George Eliot

Monday, December 6: drop 7 and 8
Review A.P. multiple choice test and answers.
Finish Beloved by Friday.

Tuesday, December 7: drop 5 and 6
Poetry analysis. Connection to Beloved. Emerging themes in Beloved?


Wednesday, December 8: drop 3 and 4
no class

Thursday, December 9: drop 1 and 2
Discussion of 210-213: Middle Passage chapter

Friday, December 10: drop 7 and 8
Morrison video.

Have a great weekend!

Monday, December 13: drop 5 and 6
APQ Beloved

Tuesday, December 14: drop 3 and 4

Wednesday, December 15: drop 1 and 2: Mr. Dalton

Thursday, December 16: APQ discussion

Friday, December 17: A.P. Multiple Choice

Middle Passage close reading Harkness discussion
Anne: Theme: slaves can’t afford to be human: Sethe must choose between two 
evils: sending her children back into slavery or killing them
Brooke: “She empties out her eyes.”  (211) Sethe empties out her past….. 
Beloved…the more she empties out her past to Beloved, the bigger Beloved 
becomes, so big she can destroy Sethe, role reversal between mother and 
daughter
Alec: The blur  in the Middle Passage section  represents the collective 
unconscious “I am Beloved and she is mine.” (210)
Sonya: the act of Sethe killing Beloved…confusion around the morality of it……
how can we defend it? Can we?
Brooke:  Sethe’s earrings are tangible to Beloved…only tangible
Alec: Beloved-- in the clearing –refers a circle of iron when Denver accuses 
Beloved of strangling her…circle or iron: collective unconscious that runs 
throughout novel
Julie: repetition in Middle Passage section mirrors the truth that slaves 
can’t own anything and are seeking to hold onto something tangible/create 
something tangible
Brooke: water images, baptismal water…attempt to wash away of pain of slavery
Anne: Baby Suggs and Sethe overwhelmed by past..both give up…past too 
burdensome
Sonya: Community stops Sethe at the end…..they did what they should have done 
when Sethe killed Beloved, this is coming full circle 
Brooke: Sethe is her own best thing… hopeful at end
Sonya: what Six-O  said about the Thirty-Mile woman…”She gather me, man.”…
(272)
Anne: Denver she is the future….if it weren’t for her, Sethe wouldn’t have 
survived

Monday, December 20: drop 3 and 4

Tuesday, December 21: drop 1 and 2

Choose a Beloved " mini project" to do by tomorrow. You will have all of 
today's class to work on it and present tomorrow.

I am looking for insight into the novel and strong textual support to back up 
that insight. You must keep to no more than 5 minutes. I will time you and 
you will not be able to go over the time limit.

Topics: 
Names in Beloved
Detailed time line--both chronological and as it is in the novel
Water imagery
Trees and tree imagery
Sixo
Are there any good white folks?
The power of community
The role of the supernatural
Colors, fabrics, textures
The search for identity and selfhood

There are 10 topics and 9 of you. You may pair up and then keep your 
presentation to no more than 10 minutes. 

Wednesday, December 22: drop 7 and 8

5/10 minute presentations depending on whether presentations are individual 
or not. Discuss topic with class using textual support. You might want to 
provide handouts for the class.  Let's avoid power point or use of smart 
board for this mini presentation in the interest of time.

Thursday, December 23: Review A.P. Multiple choice with explanations for 
answers. We will read Heart of Darkness by Joseph Conrad after vacation. If 
you want to get a head start on the reading, there are copies on the desk by 
the door of the Harkness room. Help yourselves.

Happy Vacation!
Happy New Year! AP English: Lott
Monday, January 3: drop 3 and 4
Tuesday, January 4: drop 1 and 2
Heart of Darkness discussion/reading: Break into two groups--those who chose 
to read HOD over vacation and those who did not read it yet. Those who did 
not read it, read now and be done reading/flagging/taking note by Thursday. 
Those who did read, come up with a list of 3-4 focus questions that target 
the meaning of the book. Refer to text/passages that help illuminate the 
answers to these focus questions. We will start our discussion of Heart of 
Darkness with these focus questions and text/passages when we meet next.
Also, we will read Dr. Jekyll and Mr. Hyde , The Chronicles of A Death 
Forteold, and The Stranger in this unit of short fiction. Chronicles next: 
read by Monday, Jan. 10. Copies of Chronicles of A Death Foretold and Heart 
of Darkness on small desk in Harkness room.
Wednesday, Jan. 5: drop 7 and 8
HOD: Discuss yesterday's work. Close reading of selected passages your chose.
Thursday, Jan. 6: drop 5 and 6
Harkness discussion of book, essential question, so what? and how?
Friday, January 7: drop 3 and 4

Monday, January 9: drop 1 and 2

Heart of Darkness: backtrack and choose significant quotations that address 
the So What? --meaning--and the How?--craft--of Heart of Darkness. Everyone 
put one significant quotation and page number on board to start and then 
around the room sharing of quotation, significance. Harkness! Everyone, get 
involved. Big picture for the novels in this unit: individual and collective 
moral responsibility; good and evil; ambiguity. HOD, Chronicles, Dr. J & Mr. 
H read by Thursday. The Stranger by the day I see you next after midterms are 
done.

Midterm will start at review time. Full A.P. hour long multiple choice 
selection, followed by one poetry APQ and one open ended APQ. For the open 
ended APQ, you must use a work we read --or you read for independent reading--
this school year. 

Tuesday, January 10: drop 7 and 8

Continue Harkness discussion of HOD. Chronicles of a Death Foretold: Same as 
yesterday.

Wednesday, January 11: drop 5 and 6

Continue Harkness discussion of Chronicles. Have Dr. J and Mr. H read by 
Friday.


Thursday, January 12: drop 3 and 4


Friday, January 13: drop 1 and 2

Include Dr. J and Mr. H in discussion of moral responsibility of individual 
and community. How do these novels differ in this regard? What about Dr. J 
and Mr. H? If it's not as simple as good vs. evil, then what is it?

Monday, January 31: drop 5 and 6

Unfortunately, I was under the weather today and was out sick. There may be 
snow days this week when we are all "under the weather" literally. 

Here is the rough schedule for the week.

You should have all read all four books in this unit: HOD, Chronicle, Dr. J 
and Mr. H and The Stranger. Make sure you do the reading. I have been known 
to give pop reading quizzes, even to A.P. students! And of course, you are 
A.P. students, so you are expected to do the work regardless.

When we meet next, we will discuss The Stranger or you will have an APQ on 
The Stranger or both. You have a paper to write on three of the four works in 
this unit, about moral responsibility, both individual and collective. How is 
moral responsibility explored in three of these works and SO WHAT? ...what 
meaning can we glean from this exploration? OR What are the mores and 
unwritten rules of society, which through a series of seemingly ambiguous 
actions, create a sense of social harmony? I expect your work to be your own 
and I expect it to be richly supported by text from all three works. Three to 
five pages. Due Monday. 

Our next novel will be Crime and Punishment. If you are dying for an advance 
copy, I believe all the copies are in the metal cabinet in the Harkness room. 
These are Norton critical editions and I need them ALL back. Please be sure 
you sign out the books with me.

That said, I suggest that you concentrate on the three books you are writing 
on and start to craft a thesis and start writing--and re-reading as needed. 

Harkness Participation Quarter 2: Please email me your assessment of your 
Harkness participation, using the grid we used for Q 1. If we have snow days, 
then I will have your thoughts before my grades are due to Marc Guarino. You 
might want to include a note about what you had to say about The Stranger 
today, or what you would have said if you had an opportunity. The more you 
tell me, the more I will be able to take your thoughts and insights into 
consideration.

We will review the midterm when we meet next. Mr. Terenzi and I both curved 
the MC and we were both generous. I was as generous as I felt I could be 
while grading the APQs as well. I will have more to say about that when we 
meet. The MC section counted for 40% and each APQ for 30%. You're all on the 
right path though there is a way to go before May. 

And about May: The A.P. English expectation is that all students will take 
the test in May. That is the culmination of the A.P. English class and it 
stands in for your final exam. If students don't take the test, they will 
have to take a final exam and I will have to rethink the way I teach the 
class after the test date. I have never had a student fail to take the exam 
even though many if not all of the schools you apply to will not waive first 
year English even for a perfect score on the test. You will get the college 
credits, depending on whether you meet the score expectations of your school, 
and you will have the culminating exam experience. This experience can be 
helpful as you launch your college careers at demanding institutions.

We have time to talk about this individually and as a class. I realize the 
tests are expensive; there is financial aid for students who need it to take 
the test. All of that goes through guidance and is completely confidential.

Be safe and stay warm and get going on the paper.

Ms. Lott



 

A.P. English: Lott

Here is as much of the Harkness discussion as I could get down on paper on 
Friday:

Amanda: detached tone throughout; textual support--M. doesn't cry at mother's 
funeral; challenges society

Henry: page 21/22

Anne: M. not reflective except at ephiphany at end; maintains flat affect 
until the end..textual support: "it's natural"

Gemma: missing moral compass; ridiculous impression of being "one of the 
family" p. 70

Amanda: p. 121 no right or wrong, good or bad

Gemma: p. 121 M.saw through human nature..."Salamano's dog was worth just as 
much as his wife."....depressing

Carolina: M. saw through paralyzing constraints of marriage; so important to 
M. that he be talked to during trial; the level of the guillotine was 
important to M.; what mattered to him was what should matter; M. didn't let 
his mother's death ruin his life

Alec: M. went to the movies when most of us would be in mourning

Carolina: connection to real life situation

Brooke: blank slate: "cold feel how much people hated me"

Anne: Why does M. shoot the Arab five times?

Brooke: Camus' philosophy

Sonya: no rationale behind it

Alec: people hate him yet he is not hurting anyone; lawyers try to find 
reasons to blame him

Gemma: M rejects religion, rejects meaning in life, people who judge M. want 
to get rid of what they don't understand

Brooke: nature of humanity: reject what you can't understand

Carolina: without predictability, people get insecure

Alec: The way lawyers in TS construct arguments is the way people try to 
construct meaning

Brooke: defense attorney doesn't trust or believe in M.

Julie: M. shot man, blamed it on the sun
repetition of heat in text; support for heat as prominent; heat has replaced 
emotion

Alec: sun, shooting p. 59

Brooke: physical world, senses, cigarettes, sun

Gemma: "he seemed nervous: "I didn't know what to say,"...no emotions, no 
connection, detachment

Julie: last line. M. less alone because he is met with cries of hate

Sonya: epiphany: "I could shoot or not shoot."

Gemma: same amount of energy to walk back to house or go back to beach

Brooke: epiphany at end goes against M's idea of purposelessness

Carolina: Are we supposed to sympathize with M? 

Brooke: lack of emotions makes it hard to sympathize with M.

Amanda: forces us to think about meaning

Gemma: M. is on trial for his life, bored, more interested in sensations, p. 
99

Brooke: doesn't care enough to try to assuage his guilft

Julie: p. 66 "I gave up the idea out of laziness." M. chooses laziness.

Sonya: p. 100 no right to show feeling


Monday, Feb. 7: drop 3 and 4 
 

Tuesday, Feb. 8: drop 1 and 2

Paper due today: peer editing. Original and edited paper due on Thursday.
 

Wednesday, Feb. 9: drop 7 and 8

Get Crime and Punishment: Read Part I by Monday.
Continued Harkness discussion: How do the three books you chose to write 
about answer the question you chose to write about?
 
Thursday, Feb. 10: drop 5 and 6

Paper due today with original that was due on Tuesday.
Intro comments on Crime and Punishment. Close reading of selected passage. 
Harkness discussion of craft/style.
Homework: Remember to read Part I by Monday!

Friday, Feb. 11: drop 3 and 4

Monday, Feb. 14: drop 1 and 2: C&P Part One: look over your notes, look 
through your flags, refresh your mind about Part One of the novel: What do we 
know about Raskolnikov now? characterization? how does D. convey 
characterization through craft? Read part Two for Friday. Part Three over 
break...we will have a reading period tomorrow.

Tuesday, Feb. 15: drop 7 and 8: Reading period: Part Two 

Wednesday, Feb. 16: drop 5 and 6: Mr. Dalton

Thursday, Feb. 17: drop 3 and 4

Friday, Feb. 18: drop 1 and 2: Part Two: examine tone. Part One and Two 
differences?


Welcome Back!

http://apcentral.collegeboard.com

A new change in how the A.P. English exam will be scored this year: There 
will no longer be points deducted for wrong answers. As always, a blank 
answer will neither gain nor loss you points.

Some remembers: On essays, only pen. No erasable pen. On poetry essays, no 
line citations. Answer the prompt! Start with a strong thesis statement, 
preferably a strong noun followed by a strong verb. Neat cross outs are 
perfectly acceptable. PLAN. Pace yourself. You will have time to write three 
strong essays in the 40 minutes alloted per essay if you continue to 
practice, plan, stay with the prompt. In the end it's all about MEANING 
though you do have to address how the author conveys that MEANING: CRAFT.

You will have an APQ on Crime and Punishment and on everything else we read 
before the exam. Also, we have to do more poetry APQs. Keep your book chart 
updated. I will ask for it closer to the exam and it should include 
EVERYTHING we've read this year, including independent reading.

And that reminds me, we need to get at least one more independent novel in 
before the exam. I have to think about what time period..

You should be done with Part III of Crime and Punishment by the time we 
return from vacation.

Welcome back from vacation!
February 28-March 4

Monday, Feb. 28: drop 7 and 8

You should be done with Part III. Start with close reading of discussion of 
RRR's article "On Crime" in Ch. V, Part III. Harkness discussion of the 
significance of this article and on your thoughts, notes, flags. Keep inter-
textual connections in mind when they come up. HOD? Beloved? etc?

Reading schedule for the rest of the novel:
Part IV due Thursday, March 3.
Part V due Monday, March 7. See assignment for you to develop at least one 
strong focus question for our discussion of Part V. 
Part VI and epilogue due Thursday, March 10 when you will have an APQ on 
Crime and Punishment.

Tuesday, March 1: drop 5 and 6
Poetry: read and analyze "Helen of Troy Does Countertop Dancing" by Margaret 
Atwood. Review MC section from midterm.
Packet to read from Perrine's--poetry.

Wednesday, March 2: drop 3 and 4
skip period 3

Thursday, March 3: drop 1 and 2
Bring in focus questions for Part IV and we will use those to guide our 
Harkness discussion

Friday, March 4: drop 7 and 8
Poetry APQ.

A.P. English: Lott
Monday, March 7: drop 5 and 6
You will have another poetry APQ and a prose APQ on March 10--during CAPT 
testing.
Continue reading Crime and Punishment according to the reading schedule. 
Part V should be read by Thursday. Finish Part VI and Epilogues over this 
weekend.
 APQ on Crime and Punishment : Monday, March 21.
We will use Thursday's AP class to have a Harkness discussion of Act IV and 
V. 
Tuesday, March 8: drop 3 and 4 
Wednesday, March 9: drop 1 and 2
Poetry, using selections from assigned Bedford chapters: p 635 "Player Piano" 
page 647 "Mushrooms" page 659 Meter page 661 "My Heart Leaps Up" page 685  "I 
will put Chaos into fourteen lines" page 687 "Unholy Sonnet"
Thursday, March 10: drop 7 and 8 
AP block of time during CAPT: APQ Poetry and APQ Prose: 40 minutes each.
Period 3: Harkness discussion of Part IV and V, starting with your Part IV 
Harkness focus questions
Friday, March 11: drop 5 and 6
Harkness on Crime and Punishment continued….

A.P. English: Lott

Please choose challenging, A.P. level independent reading this week. Share 
with class on Tuesday, March 22. You will have a month to read this book and 
write an essay about it.

Monday, March 14: drop 3 and 4

Tuesday, March 15: drop 1 and 2
Harkness discussion of end of novel—Part VI and Epilogues

Wednesday, March 16: drop 7 and 8
Cand P...Poetry...continue with our poetry schedule from last week.

Thursday, March 17: drop 5 and 6
Poetry continued..

Friday, March 18: drop 3 and 4


First sentences of Prose APQ:

With heaping spoonfuls of irony poured over intricate descriptions, Fielding 
brings to life the roles of Mr. Allworthy and Mrs. Deborah Wilkins.

Irony seeps through this excerpt from Tom Jones, characterizing Mrs. Wilkins 
as particularly ensconsed in arbitrary and sometimes downright evil societal 
expectations; and Mr. Allworthy who "always has the ascendent--of good nature-
-in his mind."

The arrival of the infant is a catalyst by which Mr. Allworthy and Mrs. 
Deborah Wilkins' true natures are revealed.

Light-hearted and humorous though this passage might be, it still serves to 
construct each person involved. 

The excerpt from Tom Jones depicts a respectable gentleman, Mr. Allowrth,and 
his matron as they encounter a surprise in Mr. Allworthy's room.

In the excerpt from Tom Jones, Henry Fielding masterfully employs sensory 
images and powerful diction to convey the contrasting personalities of Mr. 
Allworthy and Mrs. Deborah Wilkins.

In the passage from Tom Jones, Henry Fielding uses descriptive literary 
techniques to characterize both Mr. Allworthy and Mrs. Deborah Wilkins.

In the novel Tom Jones, Henry Fielding uses various techniques to 
characterize Mr. Allworthy and Mrs. Deborah Wilkins.

"The Death of a Toad"--strong first sentence

Through diction, structure and imagery Richard Wilbur portrays the all-
encompassing effect of mystery which the enshrouding veil of death has, even 
upon a creature as seemingly insignificant as a toad.

Monday, March 21: drop 1 and 2: 
APQ on Crime and Punishment: 40 minutes
Start to review A.P. College Board released "Sow" packet after re-reading 
poem.
Homework: Finish reading packet. 

Tuesday, March 22: drop 7 and 8
Share independent reading book. You will have a month to read it and write an 
essay about it.
Get 1984--a dystopian novel written in 1948, that satirizes a futuristic 
totalitarian society. Note the first sentence: Meaning?
Read Part One for Friday and take notes and/or flag and create at least one 
focus question for Harkness discussion Friday. Please submit at least one 
focus question to me by email by Friday morning before school starts. I will 
compile them and hand them out to you Friday in class.
Part 2 due Monday, March 25. 
Part 3 due Thursday, March 28.

Wednesday, March 23: drop 5 and 6
Poetry continued Poetry, using selections from assigned Bedford 
chapters:  "Meter" page 661 "My Heart Leaps Up" page 685  "I 
will put Chaos into fourteen lines" page 687 "Unholy Sonnet"

Thursday, March 24: drop 3 and 4

Friday, March 25: drop 1 and 2
Harkness discussion of Part One of 1984 with your notes, flags, focus 
questions.
Homework: Read Part 2 by Monday. Take notes and/or flag. Create at least one 
focus question for this section of the novel.

March 28: drop 7 and 8
Your Harkness Table Discussion evaluations for Quarter 3 are due no later 
than Friday.
Ongoing homework: Indie reading and finish 1984 by Thursday, March 31.
Harkness discussion of Part Two.

Using notes, flags, book, write for ten minutes in response to these 
questions and then this will give some structure to our discussion as needed. 
We can and should diverge from these questions; I need to see you steer the 
direction of the discussion. 

1. So far, how does the structure of the novel contribute to meaning? (You 
are now at the end of Part Two...look ahead to the first sentence of Part 
Three and back at Part One and Two before you jot down notes about this 
question.)

2. 151-178 "The Theory and Practice of Oligarchical Collectivism": Why is 
this section significant? 

3. Julia and Winston: Characterization: Differences? How do their differences 
develop?

4. Significance of destruction of glass paperweight? (183-184)

5. Significance of "prole" singing? ((179-180) "If there was hope, it lay in 
the proles." (181) Significance of that quotation?

Go back over Part One and Two before tomorrow and come prepared to analyze 
and cite text.

March 29: drop 5 and 6
Continue Harkness Discussion: Part One and Two

March 30: drop 3 and 4

March 31: drop 1 and 2
Harkness Discussion Part Three: Today, the focus is yours to establish. You 
should always address both meaning and craft.

Friday, April 1: Harkness Table Discussion self assessment due today or 
before.
APQ: 1984

Next week: Continue independent reading and we will practice MC and analyze 
more poetry.

Harkness Table Discussion 3/31/2011   Part 3, 1984

Focus on torture scene in Ministry of Love

Amanda: 211 “We shall squeeze you empty, and then we shall fill you with 
ourselves.” 
Humanity has been replaced by technology. Part 3, Winston tells O’Brien that 
he isn’t human.
Alec: 219 Winston thinks this is solipsism—“nothing exists outside your own 
mind”-- and O’Brien tells him that is wrong. Goes with the idea of being 
hollow, waiting to be filled up. 
Amanda: applies to fear of our future…concept of humans being replaced by 
robots, the idea that Winston,  in the end, will have never existed. 
Technology will always be a threat to humanity. Spans further than this 
novel, 1984.
Henry: In the technological age, when information is controlled, it is easy 
for people to see partial truth as the truth. e.g. but not limited to Fox 
News.
Anne: Agrees. Orwell is concerned not only about technological progress. What 
else concerns him?
Amanda: When we “plug in” we become numb, not thinking, how much media 
controls us.
Media could fake a story and most would passively accept it. When we are on 
facebook, we’re not thinking.
Henry: In America, when we spend so much time on entertainment. Harkens back 
to Roman concept of entertainment to distract people while they were robbed 
blind. Perhaps spending so much time and money on entertainment isn’t a good 
thing.



Monday, April 4: drop 5 and 6

Get APQ to take home and complete in two nights--about 1984 
and its meaning and craft. Finished product should be a polished APQ, edited 
and well crafted. Due Wednesday, April 6.
Clip from 1984: torture/interrogation scene--Winston Smith and O'Brien. (For 
students who were absent at the end of last week, Harkness discussion 
comments about this scene are on website. Review these comments and re-read 
Ministry of Love torture/interrogation section of novel.)
Further Harkness disussion of 1984 with APQ in mind.

I need all Harkness Table Discussion self assessments! Quarter ended April 1.
Ongoing homework: Continue to read independent reading book. I told you that 
you would have a month to read the book, starting March 22 so when you come 
back from break you should have the book read and be ready to write an 
analytical essay about it. You will write an essay with a thesis of your own 
crafting. As always, meaning and how author achieves meaning (craft) should 
be the focus. You will be reading King Lear at the same time, so pace 
yourself. You need to feel confident analyzing both your book and King Lear 
by the time we get back after April break.

Tuesday, April 5: drop 3 and 4

Wednesday, April 6: drop 1 and 2 
1984 polished APQ due today. Discuss thesis statements around the room. 
MC 30 minute excerpt on your own.
Get a copy of King Lear--last work we will read before A.P. test.
Finish Act I by Friday.

Thursday, April 7: drop 7 and 8
MC debriefing/discussion.

Friday, April 8: drop 5 and 6
Harkness discussion: Lear, Act 1. Bring your focus questions. Also, 
notes/flags.

Lear reading schedule: Pace yourself and read ahead when you have time.
Act I completed by Friday, April 8.
Act II by Tuesday, April 12.
Act III by Friday, April 15. Email me your focus questions for Act III by 
Friday, April 15, before school as we will not have class that day.
Act IV by Monday, April 18 
Finish play over April break.

A.P. English: Lott April 11-19
Refer to reading schedule for the play--on website and on your weekly handout 
from last week.
Remember to send me your focus questions for Act III by Friday, April 15 as 
we do not have class that day. We will use those focus questions to start our 
discussion on Monday, April 18.

Monday, April 11: drop 3 and 4

Tuesday, April 12: drop 1 and 2: Act II Harkness discussion: take 5 minutes 
to review notes/flag/create or fine tune focus questions and note significant 
quotations
Wednesday, April 13: drop 7 and 8: Continued Harkness discussion from 
yesterday/film clip
Thursday, April 14: drop 5 and 6: Poetry Day room 21...keep up with reading 
schedule.
Friday, April 15: drop 3 and 4
Monday, April 18: drop 1 and 2: Harkness discussion Act III, IV. Finish play 
over 
April break
Focus Questions:
Sonya: Analyze the encounter between King Lear and Edgar/Poor Tom (Scene 4). 
How does this scene reflect the character development of King Lear? In scene 
6, Edgar says in his soliloquy, "He childed as I fathered." What are the 
parallels between Lear and Edgar, and how does Shakespeare depict 
relationships that are both political and familial?

Carolina: Examine the role of nature and the elements in act 3. How does this 
contribute to characterization and meaning?

Anne:  Interpret the fool’s prophesy about a utopia (133).  Note the tone: is 
it satirical or earnest?
Amanda: What is the meaning behind Lear’s forceful removal of clothing in 
Scene 4 (143)?  Examine whether it is an act of madness or of an internal 
epiphany. 
Brooke: How does the breaking of social norms in act 3, scene 7 illuminate 
the mental state of the characters?  And
What role does exposure to human cruelty play in developing the characters of 
Gloucester and Lear (in act 3)?
Julie: Examine Lear’s dialogue with the storm in scene two. How does this 
support his continuous self-deception and the nature of 
allegiances/relationships in the play?
Gemma:  “Which the impetuous blasts with eyeless rage” (scene 1) foreshadows 
Gloucester’s punishment in scene 7.  The storm has a connection between what 
is happening in the plot.  How else does Shakespeare use foreshadowing to 
emphasize parallels and connections between different characters? 
Henry: Throughout his plays, Shakespeare often uses ironic characterization 
to reinforce an idea or make a point (it is often the blind man who sees the 
clearest, the fool who is the wisest, and the poor man who is the noblest). 
How does this irony add to the meaning of the work as a whole? In particular, 
focus on the role of the fool in Act 3 and examine the blinding of 
Gloucester. Also, examine the choice of a beggar as a disguise in the play.
Alec: Discuss the contrast between King Lear’s repentance and shame and 
Cordelia’s love and forgiveness. How does this highlight Cordelia’s role as a 
truly benevolent character, and how does this scene compare to when 
Gloucester realizes he has given his trust to the wrong child?
	Lear: “If you have poison for me, I will drink it. I know you do not 
love me, for your sisters have, as I do remember, done me wrong. You have 
some cause; they have not.”
	Cordelia: “No cause, no cause.” (IV.vii.81-87)


Sonya: Analyze the encounter between King Lear and Edgar/Poor Tom (Scene 4). 
How does this scene reflect the character development of King Lear? In scene 
6, Edgar says in his soliloquy, "He childed as I fathered." What are the 
parallels between Lear and Edgar, and how does Shakespeare depict 
relationships that are both political and familial?

Carolina: Examine the role of nature and the elements in act 3. How does this 
contribute to characterization and meaning?


Tuesday, April 19: drop 7 and 8: Film.

9th Grade English
9th Grade English: periods 1 and 6

Thursday, September 2: Card activity. Classroom goals activity. Handout.

Homework: On Tuesday, September 7: Bring in a 3 ring binger with 3 dividers 
labeled literature, writing, vocabulary for a grade! Also, come on on Tuesday 
prepared to write on one of the books you read for summer reading.

Friday, September 3: It's Mine! Literary terms: exposition, conflict, climax, 
theme, protagonist, antagonist, rain symbolism, toad symbolism, alliteration, 
metaphor. Think, write, pair, share.

Tuesday, September 7: drop 3 and 4

3 ring binder check with labeled dividers for a grade!

Write on one of your two summer reading books after reviewing prompt and 
rubric. 30 minute timed writing. No more!

Homework: Culture quilt due on Friday! Samples from Mrs. Parent's class.

Wednesday, September 8: drop 1 and 2:

Period 6: It's Mine and notes on literary terms! Classroom rules and 
expectations activity.

Thursday, September 9: no school

Friday, September 10: drop 7 and 8

Share culture quilt squares around the room. Share at least one image that is 
important to you. (Classroom participation credit!)

No homework for the weekend! :)

Monday, September 13: drop 5 and 6

Period 1 and 7: We have already started Antigone. Let's pause to practice 
some close reading and re-reading of an excerpt from another book so that we 
can analyze literature more thoroughly.

Patterned reading with Bone Black: Memories of girlhood.

Homework due Friday: Choose and bring to class on Friday for a grade: 
Independent reading book (Do I dare disturb the nature of the universe? book)

Tuesday, September 14: drop 3 and 4: Period 1 and 7:

Finish patterned reading

Wednesday, September 15: drop 1 and 2

Period 7: Artifact analysis

Thursday, September 16: drop 7 and 8

Period 1: Artifact analysis

Friday, September 17: drop 5 and 6

Period 1 

Independent reading book due (Do I dare disturb the nature of the universe? 
book)

Monday, September 20: drop 3 and 4

Period 1:Back to Antigone with Antigone literary terms. Quiz on Antigone 
literary terms on Thursday, September 23.

Period 6 Independent reading book due. 

Go around the room sharing independent reading book and why you chose it. How 
does it fit with our "big" essential question? Time to read and then share 
one new thing you learned from your reading. Quiz on Antigone literary terms 
on Thursday, September 23.


Ongoing homework: Independent reading book. You have a month to read it and 
make connections to our big question: Do I Dare Disturb the Nature of the 
Universe?

Take literary terms out as we continue reading Antigone and find examples of 
these terms as we read. Preview questions for scene 1, ode 1. Answers in 
COMPLETE SENTENCES on this handout are due on Thursday. Type if at all 
possible.

Tuesday, September 21: drop 1 and 2

Period 7: 

Continue Antigone.

Wednesday, September 22: drop 7 and 8

Period 1: 

Continue Antigone.

Thursday, September 23: drop 5 and 6

Hand in Scene I, ode I answers. Literary terms quiz.

Friday, September 24: drop 3 and 4

Period 1 and 7: Preview Scene 2 Antigone chart. 

Start Scene 2. Get in groups of 3 and start Act 2 chart.

Monday, September 27: drop and 1 and 2

Tuesday, September 28: drop 7 and 8:

Ongoing homework: Independent reading book at home. Bring book in on FRIDAY 
for in class reading!

Periods 1 and 6: Preview Scene 2 Antigone chart. 

Start Scene 2.

Wednesday, September 29: drop 5 and 6

Per. 1: Finish scene 2. Get in groups of 3 and start Act 2 chart. Finish for 
homework--due tomorrow!

Thursday, September 30: drop 3 and 4

Period 1: Hand in chart. Discuss. Continue reading in Antigone.

Period 6: Finish scene 2. Get in groups of 3 and start Act 2 chart. Finish 
for homework--due tomorrow!

Friday, October 1: Independent reading book day. Think, write, pair, share 
with someone who is reading your book (or alone if no one else is reading 
your book) and make one strong connection between your book and Antigone and 
back up that connection with textual support from both books.

Monday, October 4: drop 7 and 8

Period 1 and 6: Finish sharing connections between independent reading book 
and the play, Antigone.

Review where we are in the play and start scene 3. Finish scene 3 for 
homework and choose three quotations (highlight or underline them) that you 
think are important. Be prepared to discuss why you think these quotations 
are signficant.

Tuesday, October 6: drop 5 and 6

Period 1: Get together in groups of three and choose two important quotations 
from scene 3. Write the quotes on big paper and share meaning and importance 
with class.

Wednesday, October 7: drop 3 and 4

Period 1: Continue reading scene 4 and answer the following question for 
homework in APE format: Explain how Creon and Antigone are polarized at the 
end of this scene.

Period 6: Get together in groups of three and choose two important quotations 
from scene 3. Write the quotes on big paper and share meaning and importance 
with class.

Thursday, October 8: drop 1 and 2

Period 6: Continue reading scene 4 and answer the following question for 
homework in APE format: Explain how Creon and Antigone are polarized at the 
end of this scene.

Friday, October 9: drop 7 and 8

Period 1 and 6: Discuss scene 4. Independent reading book day!

WH: Lott

Ongoing homework: Independent reading book should be finished by October 20!

Tuesday, October 12: drop 5 and 6

Period 1: Independent reading day with independent reading homework due 
tomorrow! Get back scene 4 homework. Last 15 minutes: one question, one 
helpful suggestion re. "Asset Survey."

Wednesday, October 13: drop 3 and 4

Period 1: Finish reading Antigone and check off Tragic Hero list in 
preparation for writing a 5 paragraph essay on Creon: The Tragic Hero of 
Antigone.

Period 6: Finish reading Antigone and check off Tragic Hero list in 
preparation for writing a 5 paragraph essay on Creon: The Tragic Hero of 
Antigone. Last 15 minutes: one question, one helpful suggestion re. "Asset 
Survey." 

Thursday, October 14: drop 1 and 2

Period 6: Power Point review of Elements of Fiction and review of Tragic Hero 
Essay Rubric. Review rubric for Tragic Hero Essay and teacher introduction 
that you will type when we go into computer lab. Fill out tragic hero chart.

Friday, October 15: drop 7 and 8

Period 1: Power Point review of Elements of Fiction and review of Tragic Hero 
Essay Rubric. Review rubric for Tragic Hero Essay and teacher introduction 
that you will type when we go into computer lab. Fill out tragic hero chart.

Period 6: Start five paragraph tragic hero essay in computer lab. Save on 
your hard drive and print what you have at the end of class. Computer library 
lab.

9th Grade English schedule: Lott

Adjusted due date for independent reading: October 29.

Monday, October 18: drop 5 and 6

Tragic Hero Essay introduction paragraph
In the play, Antigone by Sophocles, the reader sees that hubris is the 
downfall of the tragic hero Creon and an ever present threat to humanity. 
Creon begins his journey as the noble and powerful King of Thebes who is 
overly confident in his own judgment and the laws of the state of Thebes. 
Throughout the play, Creon makes errors in judgment that result from his 
hubris, he realizes his fault and attempts to right his wrong, and he suffers 
as a result of these errors. Creon learns that excessive pride (hubris) leads 
to disaster.

Period 1: Start five paragraph tragic hero essay in computer lab. Save on 
your hard drive and print what you have at the end of class. Computer library 
lab

Tuesday, October 19: drop 3 and 4

Period 1: Last day in computer lab to finish your five paragraph tragic hero 
essay. Hand this in at the end of class TODAY! computer lab room 50

Period 6: Last day for independent reading in class. You should be finished 
with your book/finishing your book!

Wednesday, October 20: drop 1 and 2: 

Period 6: Last day in computer lab to finish your five paragraph tragic hero 
essay. Hand this in at the end of class TODAY! computer lab room 6

Thursday, October 21: drop 7 and 8

Period 1 and 6: Independent reading day. Bring book and be prepared to write 
on your book at the end of the period.

Friday, October 22: drop 5 and 6

Period 1: Independent book discussion and Dare Disturb the Universes charades!

Monday, October 25: drop 3 and 4

Remember that you need to be finished reading your independent reading book 
by October 29!

The Ten Commandments of the Code of Chivalry
From Chivalry by Leon Gautier
I.Thou shalt believe all that the Church teaches, and shalt observe all its 
directions. 
II.Thou shalt defend the Church. 
III.Thou shalt repect all weaknesses, and shalt constitute thyself the 
defender of them. 
IV.Thou shalt love the country in the which thou wast born. 
V.Thou shalt not recoil before thine enemy. 
VI.Thou shalt make war against the Infidel without cessation, and without 
mercy. 
VII.Thou shalt perform scrupulously thy feudal duties, if they be not 
contrary to the laws of God. 
VIII.Thou shalt never lie, and shall remain faithful to thy pledged word. 
IX.Thou shalt be generous, and give largess to everyone. 
X.Thou shalt be everywhere and always the champion of the Right and the Good 
against Injustice and Evil. 
The Twelve Chief Rules in Love
From The Art of Courtly Love by Andreas Capellanus
1.Thou shalt avoid avarice (=greed) like the deadly pestilence and shalt 
embrace its opposite. 
2.Thou shalt keep thyself chaste (= pure) for the sake of her whom thou 
lovest. 
3.Thou shalt not knowingly strive to break up a correct love affair that 
someone else is engaged in. 
4.Thou shalt not chose for thy love anyone whom a natural sense of shame 
forbids thee to marry. 
5.Be mindful completely to avoid falsehood. 
6.Thou shalt not have many who know of thy love affair. 
7.Being obedient in all things to the commands of ladies, thou shalt ever 
strive to ally thyself to the service of Love. 
8.In giving and receiving love's solaces (comforts) let modesty be ever 
present. 
9.Thou shalt speak no evil. 
10.Thou shalt not be a revealer of love affairs. 
11.Thou shalt be in all things polite and courteous. 
12.In practising the solaces of love thou shalt not exceed the desires of thy 
lover. 
Period 1: Review Friday's work. JR.

Period 6: Take out APE paragraphs on independent reading book. Break into 
groups by book and share your ideas about how your character "dare disturbs 
the universe." Report back to class. JR.

Tuesday, October 26: drop 1 and 2

Period 6: Start Middle Ages unit with short overview of time period and "Lay 
of the Werewolf" written by Marie de France in the 12th century. Define the 
terms "romance" and "chivalry." From dictionary. com:

Romance: a medieval narrative, originally one in verse and in some Romance 
dialect, treating of heroic, fantastic, or supernatural events, often in the 
form of allegory. 
Chivalry: The methods of training and standards of behavior for knights in 
the Middle Ages. The code of chivalry emphasized bravery, military skill, 
generosity in victory, piety, and courtesy to women. 
origin: 1292, from O.Fr. chevalerie "horsemanship," from chevaler "knight," 
from M.L. caballarius "horseman," from L. caballus (see cavalier). 
From "mounted knight," meaning stretched 14c. to "courtly behavior." 



The methods of training and standards of behavior for knights in the Middle 
Ages. The code of chivalry emphasized bravery, military skill, generosity in 
victory, piety, and courtesy to women.

Homework due Friday: Finish reading lay if necessary and answer questions 
using APE!

Wednesday, October 27: drop 7 and 8

Period 1 and 6: Review independent reading book assignment which is due a 
week after the book needs to be finished--November 5! Plan thesis (answer to 
the question which will be the last sentence in your introduction) in groups 
and report to class. 

Thursday, October 28: drop 5 and 6

Period 1: Start Middle Ages unit with short overview of time period and "Lay 
of the Werewolf" written by Marie de France in the 12th century. Define the 
terms "romance" and "chivalry."

Homework due Friday: Finish reading lay if necessary and answer questions 
using APE!

Friday, October 29: drop 3 and 4:

Period 1 and 6: Using model of "Lay of the Werewolf" and your answers to the 
homework questions, create your own lay plot chart and share with class. You 
will not be writing the lay but planning it using a plot chart. (Refer to 
your Antigone plot chart for review.) Your lay should be a romance based on 
love and/or chivalry and have a clear expostion (Medieval Europe...France? 
England?) and a clear conflict (problem), 3 points in the rising action, a 
climax (that resolves the conflict) and a resolution.

9th Grade English: Lott

Monday, November 1: drop 1 and 2: 

Period 6: Review "Lay of the Werewolf Questions" and plot chart you created 
in groups. Get back Antigone Tragic Hero Essay and discuss style needs. 

Tuesday, November 2: drop 7 and 8

Period 1: Review "Lay of the Werewolf Questions" and plot chart you created 
in groups. Get back Antigone Tragic Hero Essay and discuss style needs.

Period 6: Review independent reading book essay instructions. Discuss. Plan 
and share.

Due Nov 10. 

Wednesday, November 3: drop 5 and 6

Period 1: Review independent reading book essay instructions. Discuss. Plan 
and share.

Due a week from today: Nov 10. 

Thursday, November 4: drop 3 and 4

Period 1 and 6: Continue medieval period reading and analysis.

Friday, November 5: drop 1 and 2

Period 6: Continue Medieval period.

ONGOING HOMEWORK: Independent reading book essay due NOV 10!

Monday, November 8: drop 7 and 8

Ongoing homework: Independent reading essay due on Monday, Nov. 15! (change!)

Period 1 and 6: 

Announcement for Period 1: I will collect your "Lay of the Werewolf" homework 
tomorrow! 

Work individually on your thesis statement for 15 minutes. Make sure it 
answers the question: How does the protagonist in your book "dare disturb the 
universe"?

Share with partner and peer edit: Peer editors need to look for: clarity 
(clear answer), depth (HOW/WHY does the character "dare disturb the 
universe?"), fluency (does the sentence flow well?) and word choice (are the 
best words used?)

Peer editors rate the thesis sentence on a scale of 1 to 5 with 5 as the 
highest rating. Peer editors need to write down their reasoning for their 
rating. Pull "quotes" from the thesis to defend your rating. Fill out the 
rating below.

Clarity score and reason:


Depth score and reason:


Fluency score and reason:


Word choice score and reason:


Share ratings and reasons with the writer and then whole class sharing.


Tuesday, November 9: drop 5 and 6

Period 1: Hand in "Lay of the Werewolf" homework. Continue peer editing. 
Review Chivalry Code by breaking into 7 groups (3 students per group) and 
reviewing one expectation/virtue for knights per group (10 minutes in 
groups). Come up with a an explanation of your expectation/virtue in your 
group so that you can explain it to the class. Share virtues with class. Go 
back and finish Charlemagne packet and discuss.

Wednesday, November 10: drop 3 and 4

Period 1 and 6: Continue peer editing. Review Chivalry Code by breaking into 
7 groups (3 students per group) and reviewing one expectation/virtue for 
knights per group (10 minutes in groups). Come up with a an explanation of 
your expectation/virtue in your group so that you can explain it to the 
class. Share virtues with class. Go back and finish Charlemagne packet and 
discuss.

Thursday, November 11: no school 

Friday, November 12: 1 and 2

Period 6: Discuss homework on Once and Future King. Take notes on medieval 
period. Start thinking about Quarter 2 independent reading book--your choice 
of fiction. Bring chosen book to class for a grade on Thursday, Nov. 17!! You 
will have a month to read the book mostly at home.

Independent reading book essay due on Monday, November 15!



9th Grade English:

Monday, November 15: drop 7 and 8

Period 1 and 6: Hand in independent reading essays with rubric stapled on top 
with your name on right hand corner of rubric.

Independent Reading Essay Optional Rewrite Requirements:

Note that I will not accept a rewrite if these requirements are not met!

1. Revise substantially--don't simply change words and phrasing.

2. Italicize or highlight all changes in your new essay so that I can clearly 
see where you made changes. 

3. Include a typed reflection that explains what you changed and why. 

4. Include your first graded essay with the rewrite. 

5. All this is due on Monday, Nov. 22 AT THE START OF CLASS. NO PRINTING OUT 
REWRITES AFTER CLASS STARTS.


Period 1: Get "Lay of the Werewolf" homework back.


Period 1 and 6:Start thinking about Quarter 2 independent reading book--your 
choice of fiction. Bring chosen book to class for a grade on Friday, Nov. 
19!! You will have a month to read the book mostly at home.
Review Chivalry Code by breaking into 7 groups (3 students per group) and 
reviewing one expectation/virtue for knights per group (10 minutes in 
groups). Come up with a an explanation of your expectation/virtue in your 
group so that you can explain it to the class. Share virtues with class.


Tuesday, November 16: drop 5 and 6

Period 1: Preview homework on "Arthur Becomes King"--due tomorrow. Start 
reading story in class. Look for examples of the Chivalry Code!

Wednesday, November 17: drop 3 and 4

Period 1: Take out "Arthur Becomes King" homework. Pair, share in pairs, 
share in large group. Take notes on medieval period.

Period 6: Preview homework on "Arthur Becomes King"--due tomorrow. Start 
reading story in class. Look for examples of the Chivalry Code!

Thursday, November 18: drop 1 and 2

Period 6: Take out "Arthur Becomes King" homework. Pair, share in pairs, 
share in large group. Take notes on medieval period.


Friday, November 19: drop 7 and 8

Period 1 and 6: Share independent reading fiction book FOR A GRADE! Go around 
room and show book to class and briefly explain why you chose the book. 20 
minutes to read your book. Exit quiz: Your name, name of book, pages in book, 
number of pages you need to read per day to be done in one month (30 days), 
one thing you learned today about your book while reading.


Monday, November 22: drop 5 and 6

Period 1: Hand in "Arthur Becomes King" homework. Bring your book tomorrow to 
read in class and then to write about in class! 

Tuesday, November 23: drop 3 and 4

Period 1: Read fiction book and respond to Independent Reading Check 1: APE 
response.

Homework over break: Continue reading fiction book.

Period 6: Get back "Arthur Becomes King" homework. Effort grade. Discuss 
strategies for completing homework including re-reading. Re-read last section 
of "Arthur Becomes King" and review answers to the last three questions.

Homework over break: Continue reading fiction book.

9th grade English: Lott

ONGOING HOMEWORK: Continue reading fiction book. Bring in book to read in 
class on 

Monday, November 29: drop 1 and 2

Period 6: Preview excerpt from The Divine Comedy by Dante: The Inferno.

Homework: Finish reading up to Canto III on page 318 and answer the following 
questions in the literature section of your notebook. Re-read if necessary.

Answer in complete and well written sentences.

1. Dante's Inferno is an allegory written in the Middle Ages @ 1300. Define 
allegory.

2. Discuss the meaning of the three allegorical beasts that Dante meets: 
Leopard, Lion, and She Wolf. What do these beasts symbolize in your own 
words? Why does Dante include in his story as he starts his journey into hell?

WEBSITE: JOURNEY THROUGH HELL: 

http://foxtwin.com/inferno/

Tuesday, November 30: drop 7 and 8

Period 1: see Monday, period 6.

Period 6: Take out homework and Inferno packet. Discuss. Power Point.

Homework: Finish reading packet and answer the following questions in your in 
the literature section of your notebook. Re-read if necessary.

1. The first ten lines of Canto III are written in stone abouve the Gate to 
Hell. Analyze the phrase: "Abandon all hope ye who enter hear." What does it 
mean? Why would this be a fitting sign over the gate to Hell?


2. Lines 138-161 describe souls who "run through this black haze." Why are 
these souls in hell? What sin did these souls commit? Hint: "These are the 
nearly soulless whose lives concluded neither blame nor praise." "They are 
mixed here with that despicable corps of angels who were neither for God nor 
Satan, but only for themselves."


Wednesday, December 1: drop 5 and 6

Period 1: see Tuesday, period 6


Thursday, December 2: drop 3 and 4

Period 1 and 6: Read independent reading book in class and choose important 
quotation from what you read today. Share with class: quotation and meaning 
of quotation.


Friday, December 3: drop 1 and 2

Period 6: Examine medieval stained glass windows. Preview stained glass 
project guidelines and 3 Beast Dante Story guidelines. Work in groups of 
three to brainstorm ideas and report back to class. Stained glass window 
project OR 3 Beast Dante Story is due Tuesday, Dec. 14.


Stained Glass in Medieval Times

In medieval times, religion controlled daily life. Cathedrals were fancy 
churches. They were built to honor God. Each town wanted their cathedral to 
be the most beautiful cathedral possible. A new art form was designed - the 
stained glass window. 

Stained glass windows were made of colored glass. They let in filtered light 
in many beautiful colors. Each window showed a religious scene. These scenes 
told a story about the lives of Christ, the Virgin Mary, and the saints. 

Since most people could not read, the use of stained glass windows did more 
than add light and beauty. The church used them as an effective way to teach 
people about religion.

The stained glass windows reflected what was most important in the lives of 
Medieval people. 

You will create a stained glass window that reflects what you believe is most 
important today in 2010.

Monday, Dec. 6: drop 7 and 8

Ongoing work: Medieval Assessment due 12/14. Continue reading fiction book. 
Fiction book assignment (collage or suitcase) due on Tuesday, Dec. 21.

Bring in your FICTION book on FRIDAY!

Period 1 and 6: 

Period 1: Review two choices for the Medieval Assessment that is due on 
December 14. Break into groups of three and each person CHOOSE one of the two 
assignments.

Answer these questions: 

If you chose the stained glass window project, WHAT idea are you going to 
represent and HOW are you going to represent it?

If you chose the 3 beast story, what are YOUR three beasts and what 
weaknesses do these beasts represent?

Discuss your choices with your group and then report back to the class.

Period 6: Get "Lady of Shallot" and preview questions due Wednesday.

Background Information:

Lancelot: Sir Lancelot (or Launcelot) du Lac is one of the Knights of the 
Round Table in the Arthurian legend. He is typically considered to be one of 
the greatest and most trusted of King Arthur's knights.

Camelot: Camelot is the most famous castle and court associated with the 
legendary King Arthur. King arthur was married to Guinevere who fell in love 
with Lancelot. 

Mood: Mood is the feeling that a work of literature evokes. (evokes = to call 
up or produce (memories, feelings, etc.): to evoke a memory)

Theme: the central meaning of a work of literature that can be expressed in a 
sentence e.g. Antigone is about the destructive danger of excessive pride.

"Lady of Shallot" homework questions. Use APE to answer all questions.

1. What does stanza five tell us about "The Lady of Shallot"? What does she 
do with her time? Why does she spend her time this way? Why can't she look 
down on what is happening in Camelot?

2. In stanza 13, Lady of Shallot breaks rules. What rules does she break? 
What does she do when she breaks these rules? What is the result of her 
actions?

3. In stanza 14, the mood of the poem changes. What are these changes, from 
what mood to what mood?

4. What happens to the Lady of Shallot and why? (See stanza 17). What is the 
theme (message) of the poem?

Tuesday, Dec. 7: drop 5 and 6

Period 1: Get "Lady of Shallot" and questions due tomorrow.

Wednesday, Dec. 8: drop 3 and 4

Period 1 and 6: Preview collage or character suitcase fiction book assignment 
due 12/21. We will create a rubric together as a class. Discuss answers to 
questions about "Lady of Shallot" with the person next to you and then break 
into groups to do group work.

Thursday, Dec. 9: drop 1 and 2

Period 6: Work on creating a class rubric for fiction book assignment.

Friday, Dec. 10: drop 7 and 8

Period 1 and 6: Last day in class to read your fiction book. Before you start 
reading your book, take out your collage or character suitcase assignment and 
think about which one you will choose. At the end of the period, write down 
your choice and answer the following questions:

If you choose a collage, what are three significant oblects/symbols/key 
ideas/important words or phrases/themes in your novel--and why?

If you chose the character suicase what are the most important 3 objects you 
will include in your character suitcase and why?

Here are your two choices for your Medieval Summative Assessment: due 12/14.

Choose one! 

Your version of Dante’s Inferno Writing Assignment
Write a no more than two page short story about your confrontation with your 
three “beasts.”
The three beasts must be described vividly and they must be allegorical (they 
must represent three weaknesses or vices that are yours!).
A story isn’t a story if nothing happens, so make sure your story has action 
and a:
Beginning
Middle 
End
On a separate page, include an explanation of the symbolic meaning of your 
three beasts, just like the one that explains the symbolism of the Leopard, 
Lion, and She-Wolf in Dante’s Inferno.
Key Things to Ask Yourself as You Write and Revise:
Does my story show an understanding of my vices/weaknesses as shown through 
my 3 beasts?
Does my story have action? Does something happen in my story?
Does my story have a clear beginning, middle, and an end, a clearly defined 
conflict and a plausible resolution?
Do I include a clear explanation of the allegorical meaning of the 3 beasts?












Your 3 beast story grading rubric:
Standard is 84.
_____ Organization: Your story has a clear beginning, middle and end.
To exceed standard, your story is cohesive, well-organized, logical and free 
of digressions.
_____ Descriptive Detail: Your story describes three beasts that represent 
three of your vices/weaknesses. The description is vivid. Your explanation on 
a separate page clearly explains the allegorical symbolism of your beasts.
To exceed the standard, at least three out of five senses are used to 
describe your beasts. You must underline and label the three or more senses. 
Your explanation on a separate page is well thought out and insightful.
_____ Clarity & Fluency: Ideas are clearly and effectively developed. Writing 
is fluent with effective transitions between sentences, paragraphs and ideas.
To exceed the standard, ideas are clearly and effectively developed and 
writing is consistently fluent and well crafted with seamless transitions.
_____ Language & Mechanics: Vocabulary, language and mechanics are used 
properly. MLA formatted, DS, 12 point, Times New Roman font.Your
To exceed the standard, student uses sophisticated and varied vocabulary. 
Grammar, usage, and mechanics are nearly flawless.


Stained Glass Project

Stained Glass Window link to Metropolitan Museum of Art Site: 
http://www.metmuseum.org/toah/hd/glas/hd_glas.htm
Create a "stained glass window" for 2010 depicting an idea, event, belief, 
significant person or group that you believe is important to our time period. 
You must include an one page (typed) well written explanation of 
your "stained glass window" and its story.
You must include a connection to one of the stories we read in the Medieval 
unit (Lay of the Werewolf, Arthur Becomes King, Dante’s Inferno, Lady of 
Shallot).
You must present your stained glass window and your explanation in front of 
the class.
Key Things to Ask Yourself as You Create, Write and Revise:
Is creativity and effort evident in “your stained glass window”? 
Did you include a one page (typed) well written explanation of your "stained 
glass window" and its story? Did you explain how your “stained glass window” 
depicts an idea, event, belief, significant person or group that you believe 
is important to our time period?
Did you include a connection to one of the stories we read in the Medieval 
unit (Lay of the Werewolf, Arthur Becomes King, Dante’s Inferno, Lady of 
Shallot)?
Have you planned and rehearsed your presentation to the class that is 
serious, carefully rehearsed and articulate? 
Stained Glass Window project and presentation rubric:
Standard is 84.
_____Window: Your “window” is an organized representation of an idea, event, 
belief, significant person or group that you believe is important to our time 
period.
To exceed the standard, your “window” is unique and clearly shows significant 
effort and creativity.
_____Explanation of “Window”: Your explanation clearly explains your "stained 
glass window" and its story. You explain how your “stained glass window” 
depicts an idea, event, belief, significant person or group that you believe 
is important to our time period.
You include a connection to one of the stories we read in the Medieval unit 
(Lay of the Werewolf, Arthur Becomes King, Dante’s Inferno, Lady of Shallot)
To exceed the standard, your explanation is well thought out and insightful 
and your connection to the medieval period is sophisticated.
_____ Clarity & Fluency/ Language & Mechanics Ideas—both visual and written 
are clearly and effectively developed. Writing is fluent with effective 
transitions between sentences, paragraphs and ideas. Vocabulary, language and 
mechanics are used properly. MLA formatted, DS, 12 point, Times New Roman 
font.Your piece must be 
To exceed the standard, ideas are clearly and effectively developed and 
writing is consistently fluent and well crafted with seamless transitions. 
Student uses sophisticated and varied vocabulary and grammar, usage, and 
mechanics are nearly flawless.
_____ Presentation: Your presentation to the class is serious, carefully 
rehearsed, and articulate.
To exceed the standard, your demeanor is mature and your presentation is 
fluent. You make eye contact with your audience and speak in a clear voice 
that is loud enough to be heard by all.

Monday, December 13: drop 5 and 6

Ongoing homework: Medieval project with typed metacognitive reflection. 
Follow MLA format (period 1) and follow instructions and rubric. Also, 
remember book project (character suitcase or collage and quotation is due on 
12/21--MLA format required!)

Period 1: Review MLA format. First knight film and questions. 

Tuesday, December 14: drop 3 and 4

Period 1 and 6: Start medieval presentations. Please give me your rubric with 
your name on top before your present.

Wednesday, December 15: drop 1 and 2: 

Period 6: Continue medieval presentations.

Thursday, December 16: drop and 7 and 8

Period 1 and 6: Finish medieval presentations. Remember book project 
(character suitcase or collage and quotation is due on 12/21--MLA format 
required!)

Friday, December 17: drop 5 and 6

Period 1: Back track and present Lady of Shallot group presentations.


Collage or Character Suitcase Rubric

NOTE: In addition to the requirements listed on your assignment handout, be 
sure to use APE format to analyze your quotation. The question you need to 
ask yourself is: What is a significant quotation (line/lines from your book) 
that reveals what is most important to the protagonist in your novel?

Use MLA format for your typed paragraph response.


Standard is 84. You can gain up to 4 points for exceeding the standard. You 
can lose 4 or more points if you fail to meet the standard.


_____ COLLAGE/SUITCASE: FOCUS
To meet the standard: The student will
To exceed the standard: The student will

_____ COLLAGE/SUITCASE: SUPPORT
To meet the standard: The student will
To exceed the standard: The student will

_____ COLLAGE/SUITCASE: ORGANIZATION
To meet the standard: The student will
To exceed the standard: The student will


______ WRITING: CLARITY, FLUENCY, MECHANICS
To meet the standard: The student will………..use proper MLA format
To exceed the standard: The student will


December 20: drop 3 and 4

REMINDER: Independent reading project is due tomorrow for period 6 and 
Tuesday for period 1.

Any questions?

Period 1 and 6: Continue First Knight and fill in film response handout.

Homework: Follow rubric carefully and do your best on your independent 
reading project! Ten points off for each day late! Get it in on time! You 
will present your project in class.


December 21: drop 1 and 2:

Period 6: Independent reading projects due. Please take out your rubric and 
put your name on top. Hand me the rubric before you present. Be sure to 
review the presentation expectations before you present your project.

December 22: drop 7 and 8

Period 1: Independent reading projects due. Please take out your rubric and 
put your name on top. Hand me the rubric before you present. Be sure to 
review the presentation expectations before you present your project. Goal: 
Get through all presentations this period.

Period 6: Finish presentations.

December 23: drop 5 and 6

Period 1: Renaissance think, write, pair, share.

Happy Vacation! No homework!


9th Grade English: Lott 
Monday, January 3: drop 3 and4
Period 1 and 6: Review medieval First Knight handout. We can finish the film 
and question and answer handout if we have time. Also, activate background 
knowledge about Renaissance. Some background notes: Review these.
THE RENAISSANCE: source: encyclopedia.com
The term "Renaissance" means rebirth.
Rebirth of ancient Greek and Roman emphasis on literature, learning, 
politics, and admiration for humans and the human body.
Renaissance followed hundreds of years of the "Dark Ages" (Medieval Period/ 
Middle Ages--400 B.C.E to 1400 C.E)
Renaissance: from the end of the 13th century (late 1200's) to about 1600
Preview Romeo and Juliet prologue. Read all. Break into one line per group of 
two (some groups may take two lines) and translate out of Elizabethan English 
and into modern English. Write the original line on blank paper and the 
translation in a different color underneath. Go around the room and read 
translation and then original again. Discuss sonnet (14 line poem that is 
rhyming with a rhyming couplet at the end) Explore its meaning.
Tuesday, January 4: drop 1 and2
Period 6: Using Romeo and Juliet books in room, read Act I, scene i (to page 
12) by taking parts and answer questions 1,2, 3 page 12 in class. Write 
complete answers in complete sentences but you do not need to use APE format. 
We will discuss these questions tomorrow.
Wednesday, January 5: drop 7 and8
Period 1: see period 6, 1/4
Period 6: Review Act I, scene i class work with questions and answers. Finish 
Act I, scene i. See opening clip of film..Act 1, scene i.
Thursday, January 5: drop 5 and 6:
Period 1: see period 5, 1/5
Friday, January 6: drop 3 and4
Period 1 and 6: Continue reading in play in class, taking parts, and 
discussing motif and symbols.
HOMEWORK: Take book home for homework and finish reading—and reviewing all of 
Act 1. Answer questions 1,2,3 on page 18 in complete sentences, using APE 
format and bring answers to school on Monday (period 6) and Tuesday (period 
1).

Monday, January 10: drop 1 and 2

Period 6: Review weekend reading: Act I, scenes ii-v. Plot summary and then 
fill out quotation handout in pairs. Share with class. View opening scene of 
Zefferelli film. Discuss characterization of Romeo...How does Zefferelli--the 
director--convey Romeo's character? camera angles? direction of actor who 
plays Romeo? music? costumes?

Homework: Start/continue reviewing notes, handouts, literature excerpts (e.g. 
King Arthur story, Dante's Inferno, Lady of Shallot). You will need to make a 
connection between a new short story and Antigone so be sure to review all 
notes as well as your essay on Antigone.


Tuesday, January 11: drop 7 and 8

Period 1: see Monday, per. 6 including homework

Wednesday, January 12: drop 5 and 6

Period 1: Review midterm review handout. Continue reading R&J in class, 
starting with Act II, scene i. Answer selected questions for homework, using 
APE.

Thursday, January 13: drop 3 and 4

Period 1: Discuss homework questions from last night. Continue reading play 
in class.

Homework: Study for midterm.

Period 6: See period 1, Wednesday including homework. Also for homework, 
study for midterm, referring to midterm review handout.

Friday, January 14: drop 1 and 2

Period 6: Discuss homework questions from last night. Continue reading play 
in class.

MIDTERM REVIEW:

Part One: You will read a new excerpt from a the medieval story Beowulf and 
analyze it using APE format, and answer questions about how it connects to 
works you have read in English this year.

Part Two: You will read a story "No Dogs Bark" by Juan Rulfo. You will have 
that story before the midterm and be able to read and re-read it and take 
notes in the margin. You must bring the story to class to use on the midterm 
and hand it in to me after the midterm. You will connect "No Dogs Bark" to 
works you have read in English this year, using APE format.

Part Three: You will be tested on all major works we read this year: 
Antigone, Arthur Becomes King, Lady of Shallot, Dante's Inferno, Lay of the 
Werewolf. For each of these five works, you will read an excerpt from the 
work and answer a question about the excerpt, using APE format. 

Preparation: Review all notes, handouts, and re-read all medieval stories 
that you keep in your literature section. Re-read or review Antigone. Review 
also the literary terms symbol, allegory, motif, theme, imagery, 
characterization, and metaphor.

Good luck! Ms. Lott


World Humanities: Lott
Monday, Feb. 7: drop 3 and 4 
Get R&J handouts: family tree, (make sure you have quotation double sided 
handout), literary terms, vocabulary both Elizabethan and modern, “What’s In 
A Name” assignment due Tuesday, February 17!

Read Act II, scene i in class and read as far as we can get in Act II, scene 
ii in class. Finish the rest for homework. 

Homework: Finish reading through Act II, ii and fill out answers for the 
three Act II quotations on quotation handout.

Tuesday, Feb. 8: drop 1 and 2
Period 6: Review quotation homework. Review Elizabethan words and modern Act 
I and II words. Quiz on Act I and II words on FRIDAY! Start studying!

Wednesday, Feb. 9: drop 7 and 8
Period 1: Review quotation homework. Review Elizabethan words and modern Act 
I and II words. Quiz on Act I and II words on FRIDAY! Start studying!

Period 6: Fill out literary terms handout. Homework: Find an example from the 
play for FIVE of the literary terms and write them down with the citation 
(II, ii, 23-25)

Thursday, Feb. 10: drop 5 and 6
Period 1: Fill out literary terms handout.
Homework: Find an example from the play for FIVE of the literary terms and 
write them down with the citation (II, ii, 23-25)
Friday, Feb. 11: drop 3 and 4
VOCABULARY QUIZ on ACT I and II vocabulary words. Watch through balcony scene.

Homework over weekend: Work on “What’s In a Name” assignment, due Tuesday, 
Feb. 15.

This essay will be graded using the school wide rubric.


Monday, Feb. 14: drop 1 and 2: 

Period 6: Start reading Act II, iii and start scene iv in class. 

Homework: Finish reading through Act II, iv (to the end of page 79) and 
answer question 3 on page 76 on your own, using APE.

Tuesday, Feb. 15: drop 7 and 8: 

What's In A Name Essay Assignment due today! Share one detail from your 
research/essay.

Period 1: Start reading Act II, iii and start scene iv in class. 

Homework: Finish reading through Act II, iv (to the end of page 79) and 
answer question 3 on page 76 on your own, using APE.

Period 6: Homework check, question 3. Discussion of question 3; preview of 
Act II, v and read scene v and vi. 

In small groups of three to four, create a tableau (a frozen picture with 
yourselves) in answer to question 4 on page 85.

Wednesday, Feb. 16: drop 5 and 6

Period 1: Homework check, question 3. Discussion of question 3; preview of 
Act II, v and read scene v and vi. 

In small groups of three to four, create a tableau (a frozen picture with 
yourselves) in answer to question 4 on page 85.

Thursday, Feb. 17: drop 3 and 4

Period 1 and 6: Discuss plot elements and create plot chart for R&J in the 
literature section of your notebook. Act III is the climax of the play. Read 
Act III, scene i in class and then go back to the start of the scene and 
answer question 1, page 90, in pairs. 

Homework: Read the next scene, Act III, ii and answer question 3 on page 108, 
using APE format.

Friday, Feb. 18: drop 1 and 2

Period 6: Homework check, discuss. Catch up in film. 

Welcome back from vacation!

February 28-March 4

Monday, Feb. 28: drop 7 and 8

Period 1 and 6: Graded notebook check this week--Wednesday. Be prepared. You 
need a three ring binder with three labeled sections: literature, writing, 
vocabulary. All handouts and notes should be in order and in the correct 
section. No late grades for this. Have it ready and in order on Wednesday!

Get "What's In A Name Essay" back and look at comments and rubric and then 
put it in your writing section. You may use the hole punch anytime.

Finish defining literary terms list and also review Act III and IV vocabulary 
words for a quiz on Friday. Also on Friday, you will be quizzed on the plot 
chart of Romeo and Juliet through the climax. Know the plot elements for all 
five acts: expositon Act I, conflict, rising action Act II, climax Act III, 
falling action Act IV, and resolution Act V. Also, know what the expostion, 
conflict, rising action--three important events in the rising action--and 
climax are in Romeo and Juliet.

Class work that become homework if you don't complete it in class: find an 
example from the play for five more literary terms from the list--you already 
should have five examples that were graded.


Tuesday, March 1: drop 5 and 6

Period 1: Revisit Act III, scene ii and the question that we answered about 
that scene the week before vacation. Read Act III, scene iii in class and 
answer assigned question in pairs or groups of three.

Wednesday, March 2: drop 3 and 4

Period 1: Notebook check. Continue reading in Act III.

Period 6: Notebook check. Revisit Act III, scene ii and the question that we 
answered about that scene the week before vacation. Read Act III, scene iii 
in class and answer assigned question in pairs or groups of three.

Thursday, March 3: drop 1 and 2

Period 6: Continue reading in Act III.

Friday, March 4: drop 7 and 8

Period 1 and 6: 

Vocabulary quiz and plot chart quiz through the climax of the play. When done 
with quiz, hand in quiz and silently start weekend homework which is to 
finish reading Act III. 

Monday, March 7: drop 5 and 6

Period 1: Review Act III weekend reading. In small groups of two to three, 
answer assigned questions. page 122 question 3. Small groups share with 
class. As a whole class, answer question 3 page 130.

Homework: Re-read sections of Act III that you need to re-read and answer 
assigned questions for tomorrow. page 136. Answer in APE. Use MLA format for 
heading

Tuesday, March 8: drop 3 and 4

Period 1: Preview Act V vocab. Quiz on Thursday. Discuss homework. View film 
through end of Act III.

Period 6: Preview Act V vocab. Quiz on Thursday. Review Act III weekend 
reading. In small groups of two to three, answer assigned questions. page 122 
question 3. Small groups share with class. As a whole class, answer question 
3 page 130.

Homework: Re-read sections of Act III that you need to re-read and answer 
assigned questions for tomorrow. page 136. Answer in APE. Use MLA format for 
heading

Wednesday, March 9: drop 1 and 2

Period 6: Start reading Act IV in class. Discuss.

Thursday, March 10: drop 7 and 8:

Period 1 and 6: Vocab quiz on Act V words.

Friday, March 11: drop 5 and 6

Period 1: In class writing activity on Act IV. Hand in at end of class.

Monday, March 14: drop 3 and 4

Period 1: Continue with Act IV, scene 2 after reviewing Friar's Lawrence's 
plan. Read/re-read plan on page 146-147 and break it down into steps. How 
many steps are there? Think, pair, share about question 4 on page 16: 
Juliet's character development. Get RandJ play packet. By Friday, choose an 
independent reading book to read. Choose a fiction book that is high school 
level reading or above and approved by your parents. Students who are signing 
up for honors English next year should read an honors level book that is 
approved by your parents; you will be required to write an essay about this 
book in addition to what is required of the entire class. 

Period 6: See period 1.

Tuesday, March 15: drop 1 and 2

Period 6: Continue Act IV and write in class about Juliet's fears before she 
drinks the potion made by Friar Lawrence. 153-155. On your own, write down 
her fears. How many are there? Share with partner. See if you can agree about 
her fears. Share with class. 

Wednesday, March 16: drop 7 and 8

Period 1 and 6: Finish Act IV in class...and at home if we don't get done in 
class. Answer assigned question in Romeo and Juliet book: Question 3, page 
168. Use APE format and MLA heading format.

Thursday, March 17: drop 5 and 6

Period 1: Review homework: focus on Juliet. Write in class about Juliet's 
fears before she drinks the potion made by Friar Lawrence. 153-155. On your 
own, write down her fears. How many are there? Share with partner. See if you 
can agree about her fears. Share with class.

Friday, March 18: drop 3 and 4

Period 1 and 6: Catch up in film. Quick response at end of class: Which film 
version do you prefer and why? Give two specific reasons why you prefer one 
film version over the other. 1970 or 1996 film. Hand in the response at the 
end of class.

Period 6: Also review homework. Focus on Juliet.


Monday, March 21: drop 1 and 2: 

Ongoing Homework: Read your independent reading book. You have 35 days to 
read it from the day you shared it with the class. Keep up with the reading! 
Period 6 will have silent independent reading in class on Friday and Period 1 
will have it on Tuesday of next week. Remember to bring your books for those 
in class reading days!


Period 6: Take time to look at notes you took about which film version of 
Romeo and Juliet you prefer--or take those notes. You need to come up with 2 
specific reasons why you prefer one over the other.

Discussion of preference. Start Act V in class. 

Homework: Re-read for better understanding.

Tuesday, March 22: drop 7 and 8:
Period 1: Watch excerpts of two version of film and write 2 specific reasons 
why you prefer the 1970 version or the 1996 version. 

Discussion of preference. Start Act V in class. 

Homework: Re-read for better understanding.

Wednesday, March 23: drop 5 and 6:
Period 1: Start Act V in class. 

Homework: Re-read for better understanding.

Thursday, March 24: drop 3 and 4:
Period 1 and 6: Continue reading in Act V. Look through Yale Rep play packet 
and read selected excerpts. Discuss Yale Rep play info.

Friday, March 25: drop 1 and 2:

Period 6: Bring in independent reading book for in class silent reading.

WH: Lott: March 28-April 1

Ongoing homework: Keep up with independent reading book.

Monday, March 28: drop 7 and 8

Period 1 and 6: Take out literary terms handout. Add definition of heroic 
couplet: two rhyming lines of poetry at the end of a sonnet. Work in pairs to 
be sure you have a good example from Romeo and Juliet for every literary term.

Share examples as a whole class.

Romeo and Juliet play packet: Read 9-11 Shana Cooper on Directing 
Shakespeare's Classic play.

Period 1: Bring independent reading book to school tomorrow! 


Tuesday, March 29: drop 5 and 6

Period 1: Read your independent reading book silently and at the end of 
class, hand in a piece of paper on which you have written 3 pieces of insight 
that you now have into the main character.

Wednesday, March 30: drop 3 and 4

Period 1 and 6: Students who attended the play, get in a small group and 
answer questions 1 and 2 (After). Students who did not attend the play, get 
into groups of 3 and answer question 1 and 2 (Before). Class discussion on 
all questions. As a whole class think, write, pair share Question 3 (After).

Thursday, March 31: drop 1 and 2

Period 6: Film.

Friday, April 1: drop 7 and 8

Period 1 and 6: In class writing assignment using literary terms and notes 
and book.

Monday, April 4: drop 5 and 6

Period 1: Get back in class essays. Read comments. Review School Wide writing 
rubric with class.

The grades for this are in Power School but they do not count toward your 
Quarter 4 grade. You need to improve your essay by revising it and typing it 
and handing it back to me with the original on THURSDAY. I will not accept it 
without the original. I will not accept it if it has minor revisions; you 
must look back into the play and into your notes and improve and edit your 
essay until it is the best it can be. I will not accept it if you do not 
underline every change you made. I will not accept it unless you type a 
paragraph at the end of your revised essay explaining all the changes you 
made and how you improved your essay significantly. The grade you get for 
this revision will be a summative assessment grade for the Romeo and Juliet 
unit and it will count for a large part of your Q4 grade. DO YOUR BEST!

Today you will work in groups of 2-3 to complete your quotation handout. This 
can help you to improve your essay because you will have more quotations to 
choose from. If a quotation is one of the literary terms on your list, make a 
note of that next to the quotation.

As you work on these quotation handouts, I will call students up for 
individual writing conferences. Please bring your graded essay with you.

Tuesday, April 5: drop 3 and 4

Period 1: Continue quotation analysis and if there is time left over, work on 
revising your essay. 

I will continue to call students up for writing conferences.

Period 6: See Monday, period 1.

Wednesday, April 6: drop 1 and 2

Period 6: See Tuesday, period 1.

Thursdy, April 7: drop 7 and 8

Period 1 and 6: Revised, typed essay is due today, with original essay and 
rubric attached. Be sure you underlined all changes you made and be sure you 
wrote a paragraph explaining all the changes you made and how you improved 
your essay significantly.

Start TKAM, signing out books, and answering questionnaire. Start ch 1 in 
class and finish it for homework--period 1, finish for tomorrow--period 6, 
finish for Monday.

Friday, April 8: drop 5 and 6

Period 1: Discuss chapter 1 of TKAM. Exposition: time, place: How is this 
significant? Get background handouts on book. See opening clip of film.

No homework for period 1 for this weekend.

WH Lott: April 11-15

Ongoing homework: Finish up reading independent reading book by April 28!

Period 6 has independent reading day on Tuesday and Period 1 has it on 
Wednesday. Bring your book to school!

Study TKAM vocabulary words: There is a vocabulary quiz on Friday for words 
from ch 1-3.

Monday, April 11: drop 3 and 4

Period 1 and 6: Review TKAM packet. Start to fill in map--who is two doors to 
the north of Scout's house and who is three doors to the south? (Hint: page 
6). Ch 1 in class written response to ch 1 TKAM question. Discuss in pairs. 
Share with class. Preview vocabulary for ch 1 and 2. Read ch 2 for Wednesday 
and answer ch 2 questions in APE format.

Tuesday, April 12: drop 1 and 2:

Period 6: Independent reading book. Read silently and by the end of the 
period, choose at least 3 characters and write down 3 descriptive adjectives 
to describe each character.


Wednesday, April 13: drop 7 and 8

Period 1: Hand in APE answers to ch. 2 questions. Independent reading book. 
Read silently and by the end of the period, choose at least 3 characters and 
write down 3 descriptive adjectives to describe each character.

Period 6: Hand in ch 2 APE answers. Discuss. Preview ch 3 vocab. words and 
questions and read ch 3 in class.

Thursday, April 14: drop 5 and 6

Period 1: Preview ch 3 vocab. words and questions and read ch 3 in class. 
Answer questions in class, using APE for selected question, then discuss.

Friday, April 15: drop 3 and 4

Period 1 and 6: Quiz on TKAM vocabulary from ch 1, 2, 3. Watch opening clip 
of TKAM.

Ongoing homework: Continue independent reading book--due finished April 28!

Monday, April 18: drop 1 and 2

Period 6: Get back Romeo and Juliet revised essays and TKAM vocabulary 
quizzes. Be sure to hole punch Romeo and Juliet revised essays and put them 
in your writing section. We will refer back to these essays before the next 
major writing assignment.

Preview the next vocabulary section and continue reading in TKAM. Homework: 
Answer guided questions for chapter 3 and chapter 4 in APE format. If 
necessary, finish chapter 4 at home.

Tomorrow, bring in your independent reading book. You will have a chance to 
read it during the second half of class tomorrow. If you have finished your 
book, be sure to bring in another book to read.

Tuesday, April 19: drop 7 and 8

Period 1: Get back Romeo and Juliet revised essays and TKAM vocabulary 
quizzes. Be sure to hole punch Romeo and Juliet revised essays and put them 
in your writing section. We will refer back to these essays before the next 
major writing assignment.

Preview the next vocabulary section and continue reading in TKAM. Homework: 
Answer guided questions for chapter 3 and chapter 4 in APE format. If 
necessary, finish chapter 4 at home.

This is your homework for tonight/over vacation and also you need to finish 
your independent reading book which is due finished on April 28.

Period 6: Review chapter 3 and 4 APE answers. Read independent reading book 
for the remainder of the period. Remember that you need to finish your 
independent reading book by April 28.

 

AP English: Lott 

Ongoing homework: Independent reading book must be finished before AP exams 
start. A two page essay, addressing meaning and craft is due this Monday, May 
2. 
APQ on King Lear Friday.

Monday, April 25: drop 1 and 2
Pick up where we left off with our Harkness Discussion of King Lear. You 
should be finished with the play by now. Our focus questions and spin offs of 
these questions can be pulled through to the end of the play. For Wednesday, 
chose close reading passages that you think are especially significant from 
the last two acts. 



Tuesday, April 26: drop 7 and 8
Close reading passages that you think are especially significant from the 
last two acts.


Wednesday, April 27: drop 5 and 6
Film.




Thursday, April 28: drop 3 and 4



Friday, April 29: drop 1 and 2
Around the room sharing of thesis statements.
Two page essay on independent reading book due on May 2. Lear APQ today.



Monday, May 2: drop 7 and 8
Two page essay on independent reading book due.
Around the room sharing of thesis statement and any comments about the 
writing process and how your idea for your thesis statement changed during 
the writing process.

Poetry analysis.

No homework for the duration of AP testing. Good luck! We will continue to 
practice MC and poetry analysis in class during testing window.

Tuesday, May 3: drop 5 and 6


 
Wednesday, May 4: drop 3 and 4


 

Thursday, May 5: drop 1 and 2


 
Friday, May 6: drop 7 and 8

May 18- 19: Streetcar Named Desire: finish reading and view film.

Monday, May 23: Henry/Alec: film?

Thursday, May 26: APBBQ planning for June 11

Tuesday, May 31: Carolina/Sonya: Cider House Rules

Wednesday, June 1: Gemma: Benjamin Button

Tuesday, June 7: Brooke: Atonement

Wednesday, June 8: Julie: Pride and Prejudice

Saturday, June 11: APBBQ

Monday, June 13: Amanda: BB

Tuesday, June 14: Anne: Namesake

Final exam: If you took the AP test, you are exempt. 

Streetcar Name Desire Questions:

Significance of lighting? colors?

Carnal references e.g. meat throwing, bellowing, alcoholism?

Significance of place names?

Significance of Stella's absence when Blanche arrives

Appearances: contrast starkly...accurate?

Blanche: represents "Old South" ...and this may foreshadow imminent conflict 
with Stanley.

Monday, June 13: drop 7 and 8
Period 3: Finish Streetcar Named Desire

Tuesday, June 14: drop 5 and 6
Amanda presents her film/book: The Curious Life of Benjamin Button
 
Wednesday, June 15: drop 3 and 4
no AP English today
 
Thursday, June 16: drop 1 and 2
Period 3: Time for you to prepare for your exams and/or relax.

Friday, June 17: drop 7 and 8
Brooke presents her film/book: Atonement