Quarter 3: romanticism & Heart of darkness
Heart of Darkness Essential Questions:
FINAL ESSAY DUE WEDNESDAY, February 22nd
Topic B. The story is constructed around series of foils. What do you turn up if you pursue the following agenda of curiosity?
Topic C. What is the role, in Marlow's mentality, of women, in civilized society? Among the questions it would make sense to take up are the following:
Topic D. Is Conrad's "Heart of Darkness" racist or a critique of the cultural assumptions behind European imperialism?
FINAL ESSAY DUE WEDNESDAY, February 22nd
FINAL ESSAY DUE WEDNESDAY, February 22nd
- 3-4 pages, double-spaced, typed
- MUST USE A MINIMUM OF 8-10 QUOTES IN YOUR PAPER!
- Outline - worth 15 points
- Essay - worth 85 points
- “Bewitchment,” “charm.” Possible aspects to consider: Marlow's being “charmed by a snake”; the influence Kurtz works (by charismatic eloquence) upon his sponsors, upon the “harlequin,” and upon the natives in the immediate vicinity of his station (you will want to be mindful of significant differences here.); the fascination Kurtz has for Marlow (at various stages of his approach and acquaintance with Kurtz).
- “Hollowness.” Your task would be to show how Conrad's development of this motif contributes to one of the following:
- the theme of restraint as a moral necessity, and its conditions (external, in “civilized” social existence, and internal, in “character).
- the idea of Brussels (the HQ of the trading society that employs Kurtz and Marlow) as a “whited sepulcher.” (You'll want to cover Marlow's visits -- at the beginning and at the end.)
- “light” and/or “darkness.” Here you would need to find a principled way of focusing your topic on something specific, since Conrad works this coupled pair of motifs in such a rich and complicated way that you can't do justice to it in the time and space you have available for the assignment.
- One way to do this would be to concentrate on ways in which these concepts are deployed ironically: instances in which, for example, “flashes of light” are actually (in some sense) “dark.”
- Another would be to focus on moments in which the concept of “introducing someone to [or into]” a darkness is invoked. If the same notion is applied several situations, one effect is to prompt the reader to consider each of these situations in the light of the other. Does it happen that doing this causes us to understand one or more of these situations in a usefully new way?
- And what are the senses of “dark” that are being conjured with in a given case: evil? ignorance? the undeclared? [more than one of these?] In each case where you see one of these implications at work, it would be essential to say something about the specific ways in which it applies. (What does the evil in question [etc.] consist in?)
- A different idea you could make the subject of your analysis might be the notion of "the darkness" as paradoxically threatening and inviting.
Topic B. The story is constructed around series of foils. What do you turn up if you pursue the following agenda of curiosity?
- How are the “harlequin” (p. 48f.) and the manager (from the Central Station) differentiated from each other? What do they have in common?
- How do they function to highlight important defining qualities of Kurtz? How is Kurtz used, by comparison and contrast, to define Marlow?
Topic C. What is the role, in Marlow's mentality, of women, in civilized society? Among the questions it would make sense to take up are the following:
- How do Marlow's views about women's nature and role show up in the contrast between the situation in which he tells the story we eventually read and the situation in which, he tells his hearers, he completely misrepresented it?
- Is Marlow's conduct with Kurtz's “Intended” (and with his aunt) an instance of proper moral restraint? Or are we expected to see it as an instance of failure of moral restraint?
- Is it an instance of moral respect for the other (the "Intended")? Or is it a symptom of limits on moral respect for that other?
- Are some lies genuinely morally necessary? Are we meant (by Conrad) to see this as one?
Topic D. Is Conrad's "Heart of Darkness" racist or a critique of the cultural assumptions behind European imperialism?
FINAL ESSAY DUE WEDNESDAY, February 22nd
- 3-4 pages, double-spaced, typed
- MUST USE A MINIMUM OF 8-10 QUOTES IN YOUR PAPER!
- Outline - worth 15 points
- Essay - worth 85 points
Monday, January 9th - Independent Book #3 DUE TODAY:
1. AP Multi-choice Poetry warm-up
2. Groupwork:
2. 40 min Essay: "The Imaginary Iceburg" ~ In a well-deveoped essay, analyze how the author uses a controlling metaphor and numerous poetric devices to convey the complex attitude of the speaker.
Wednesday, January 11th
1. Context: Romanticism 2. Go over: Literary/Rhetorical Devices - Schemes & Tropes 3. Groupwork: "The Conqueror Worm" - Edgar Allen Poe
Written Analysis: How does The Conqueror Worm show the characteristics of Romanticism?
Friday, January 13th
1. Quiz on Romanticism: Dark vs Light Romantics
2. In Groups:
2. Start new Independent book and show a minimum of 6-8 lit devices for your chart on Wednesday
Monday, January 16th - NO SCHOOL: MLK DAY
Read your independent book and work on 3-chart
Wednesday, January 18th
1. Rhetorical Device Quiz 2. Read Past Poetry AP Prompts
3. Poetry Drill 2: Emily Dickinson: From Cacoon to Butterfly
4. Pairs: Poetry Analysis and comparison: (use Poetry Lit Circles Worksheet) Homework: 40 minute AP Prompt: These two poems present encounters with nature, but the two poets handle those encounters very differently. In a well-organized essay, distinguish between the attitudes (toward nature, toward the solitary individual, etc.) expressed in the poems and discuss the techniques that the poets use to present these attitudes. Be sure to support your statements with specific references.
Friday, January 20th
1. lit terms: meter & form: terza rima, iambic pentameter, quatrain, foot
2. Healthy Kids Survey
3. Examples of Poetry Comparison AP Student Essays 4. Poetry Comparison: Poetry Circles Worksheet Homework:
1. 40 min AP Essay:
Monday, January 23rd
1. Lit Devices: Point-of-View Handout
2. Context: Heart of Darkness, Joseph Conrad, & Imperialsm
3. Read: Heart of Darkness p. 1-15
Homework: Read & annotate with post-its (2-3 per page): Heart of Darkness p. 1-15 (first line on p16)
Wednesday, January 25th
1. Poetry Warm-up: Annotate & Outlining Drill - 7 minutes
4. Analysis: How does the diction create tone & mood in the exposition?
Homework: 1. Study Heart of Darkness, Joseph Conrad, & Imperialsm for a Quiz Fri
2. Read & Annotate: Heart of Darkness p. 16-25
Friday, January 27th
1. Quiz on: Heart of Darkness, Joseph Conrad, & Imperialsm
2. 12-minute Annotation & Outlining Drill:
Monday, January 30th
1. Lit terms of Day:
2. Discuss Poems from Friday & Homework on imperialist perspective
3. Go over homework: Heart of Darkness PART ONE
Wednesday, February 1st
1. Rhetorical Devices of Repetition:
Prompt: Read the following poem carefully. Then write an essay in which you discuss how rhetorical devices, meter, and structure convey meaning in the poem.
3. Read: Heart of Darkness p. 40-48
4. Analysis: How do schemes of repetition enhance Conrad's rhetoric?
Friday, February 3rd
1. Poetry Warm-up: Zoo Article
2. Go over homework: Heart of Darkness p. 40-48
3. Read: Heart of Darkness p. 49-59 (at end of page)
4. Analysis: Paradox/Juxtaposition
Homework: Read: Heart of Darkness p. 49-59 (at end of page)
Monday, February 6th
1. Poetry Warm-up: by e e cummings
3. Read: Heart of Darkness p. 59-65 (1/2way down page)
4. Critical Analysis: How do the introduction of minor characters support the larger intentions of Conrad's work?
Homework: Read: Heart of Darkness p. 59-65 (1/2way down page)
Wednesday, February 8th
1. Poetry Warm-up: "Gruesome World Capitalist World"
3. Read: Heart of Darkness p. 66-73
Homework: Read & Annotate: Heart of Darkness p. 66-73 (END of Book)
2. Prepare for Socratic Seminar: 3-5 Opening Questions
Friday, February 10th
Socratic Seminar: Heart of Darkness
Homework: Socratic Seminar Reflection Sheet w/ OUTSIDE SOURCE PIECE COMPLETED
2. Read Independent book and add a minimum of 6-8 lit devices for your chart to submit Wednesday
3. Read about literary theory:
Monday, February 13th - NO SCHOOL
Wednesday, February 15th
1. Poetry Warm-up: "Eternity Blues" BY HAYDEN CARRUTH
2. Outside Sources for Heart of Darkness
3. Critical Theory Poster Project
Homework:
Friday, February 17th
1. Pairs: Create a poster for:
Monday, February 20th - NO SCHOOL
Wednesday, February 22nd -
1. Finish Posters in Groups
2. Present Lit Theory to class in Groups
Homework: Complete 5 Literary Response Journals: Webquest for Heart of Darkness due Monday
Prepare a thesis for each of the essay topics: LINK
Friday, February 24th
1. Finish Presentations
2. AP Style Test on Heart of Darkness
1. Answer the questions about the Critical Theory that you choose: LINK 1
2. Complete 5 Literary Response Journals in response to these passages: LINK 2
Monday, February 27th
1. Heart of Darkness Multi-Choice AP style Test
2. "Introduction to Poetry" ~ Billy Collins
4. "The Hollow Men" by TS Elliot
2. Review New Poetry Terms
Wednesday, March 1st
1. Poetry Terms Page 2
2. Read ~Sound & Sense
2. Study Poetry Terms
Friday, March 3rd
1. Poetry Drill Warm-up: 2. Introduction to Sonnets: Google Doc Homework: Independent Book Due March 10th
Monday, March 6th
Sula by Toni Morrison, Ceremony by Leslie Maron Silko, or Frankenstein by Mary Shelley?
1. Warm up Drill: Annotate & Outline:
Homework: Independent Book Due FRIDAY, March 10th
Wednesday, March 8th
1. warm-up: "The Flea" by John Donne
2. Present Sonnets from last class
3. "Holy Sonnet #9" ~ John Donne
Friday, March 10th - INDEPENDENT BOOK # 3 DUE
2. Lesson: Vendler’s Chapter 4, "Describing Poems"
3. "Holy Sonnet #9" ~ John Donne
Prompt: How does the poet use structure, form, meter, rhyme, & other poetic devices to convey meaning?
2. Find & begin reading your final Independent Book for Q4
Monday, March 13th
1. Poetry terms: prosody, aubade, villanelle 3.Lesson: Non-White Poetry Voices:
Wednesday, March 15th- END OF QUARTER 3
1. warm-up: Ibtisam Barakat: "A Poem made of Water"
2. Poetry Terms Page 26
3. Dissect in pairs/as a class:
*Prompt: How does the poet use structure, form, meter, rhyme, & other poetic devices to convey meaning?
2. Find & begin reading your final Independent Book for Q4
3. Study for Exam on Rhetorical, Poetic & Literary Devices
Friday, March 17th
NO SCHOOL
* Study for Exam on Rhetorical, Poetic & Literary Devices
Monday, March 20th
1. Final AP Count ~ Who is committing to the test May 3rd?
2. The Repartee of Poetry
1. Write a response poem to one of the Poems we have read
2. Study for Exam on Rhetorical, Poetic & Literary Devices
Wednesday, March 22nd
Friday, March 24th
Frankenstein by Mary Shelley
Monday, March 27th
Frankenstein by Mary Shelley
Wednesday, March 29th
Frankenstein by Mary Shelley
Friday, March 31st
Frankenstein by Mary Shelley
SPRING BREAK!!! April 3rd-7th
Read Independent Book #4
Monday, April 10
Frankenstein by Mary Shelley
Wednesday, April 12
Frankenstein by Mary Shelley
Friday, April 14th
Frankenstein by Mary Shelley
Monday, April 17th
Frankenstein by Mary Shelley
Wednesday, April 19th
Socratic Seminar: Frankenstein by Mary Shelley
Friday, April 21st
In-Class AP Style TEST: Frankenstein by Mary Shelley
Monday, April 24th
Multi-Choice Practice
Wednesday, April 26th
Multi-Choice Practice
Friday, April 28th
Multi-Choice Practice
Monday, May 1st
AP Review -
May 3rd - AP TEST
- 3 Chart & (15-20 examples)
- Analytical & Critical Essay of your book - (3-4 pages, double spaced , 12 pt font) Due January 9th
- How does your book teach bigger themes through the use of character? What literary devices do they employ to make the character development execute successful illustrations of the overall literary work as a whole?
- OR create your own question (Level 4-6)
1. AP Multi-choice Poetry warm-up
2. Groupwork:
- Independent Book Share Out
- Go over: Literary/Rhetorical Devices - Schemes & Tropes
- Highlight & Discuss those that are unfamiliar
- Poetry Analysis - "The Imaginary Iceburg"
- Poetry Drill 1
- Poetry Drill 2
2. 40 min Essay: "The Imaginary Iceburg" ~ In a well-deveoped essay, analyze how the author uses a controlling metaphor and numerous poetric devices to convey the complex attitude of the speaker.
Wednesday, January 11th
1. Context: Romanticism 2. Go over: Literary/Rhetorical Devices - Schemes & Tropes 3. Groupwork: "The Conqueror Worm" - Edgar Allen Poe
- Poetry Drill 1 & 2
Written Analysis: How does The Conqueror Worm show the characteristics of Romanticism?
Friday, January 13th
1. Quiz on Romanticism: Dark vs Light Romantics
2. In Groups:
- Go over: The Conqueror Worm: What ELSE did you find? (benefit of looking closer?)
- Read: "The Raven" by Edgar Allen Poe (READ ALOUD TWICE)
- Annotate for Rhetorical Devices (the team with them most gets 3 BOOMS)
2. Start new Independent book and show a minimum of 6-8 lit devices for your chart on Wednesday
Monday, January 16th - NO SCHOOL: MLK DAY
Read your independent book and work on 3-chart
- minimum of 6-8 lit devices for your chart on Wednesday
Wednesday, January 18th
1. Rhetorical Device Quiz 2. Read Past Poetry AP Prompts
3. Poetry Drill 2: Emily Dickinson: From Cacoon to Butterfly
4. Pairs: Poetry Analysis and comparison: (use Poetry Lit Circles Worksheet) Homework: 40 minute AP Prompt: These two poems present encounters with nature, but the two poets handle those encounters very differently. In a well-organized essay, distinguish between the attitudes (toward nature, toward the solitary individual, etc.) expressed in the poems and discuss the techniques that the poets use to present these attitudes. Be sure to support your statements with specific references.
Friday, January 20th
1. lit terms: meter & form: terza rima, iambic pentameter, quatrain, foot
2. Healthy Kids Survey
3. Examples of Poetry Comparison AP Student Essays 4. Poetry Comparison: Poetry Circles Worksheet Homework:
1. 40 min AP Essay:
- 2004 AP Prompt: The poems below are concerned with darkness and night. Read each poem carefully. Then, in a well-written essay, compare and contrast the poems, analyzing the significance of dark or night in each. In your essay, consider elements such as point of view, imagery, and structure.
Monday, January 23rd
1. Lit Devices: Point-of-View Handout
2. Context: Heart of Darkness, Joseph Conrad, & Imperialsm
3. Read: Heart of Darkness p. 1-15
Homework: Read & annotate with post-its (2-3 per page): Heart of Darkness p. 1-15 (first line on p16)
- 1 Page Written Analysis: Answer the following questions about the point-of-view and structure of the exposition
- The initial narrative frame-story, told by a first narrator (never named) establishes the situation for and “frames” the telling of a second embedded (and the main) story, told by a second and main narrator, Marlow.
- Describe the two narrators of the novel. Describe the situation and characters on board the Nellie.
- How does Marlow differ from the other men, his audience, on board the Nellie?
- What does the first unnamed narrator and the frame-story contribute to Heart of Darkness?
- How do the point-of-view & narration contribute to tone & mood in the exposition?
Wednesday, January 25th
1. Poetry Warm-up: Annotate & Outlining Drill - 7 minutes
- Prompt: Write a well-organized essay in which you analyze how the poem's organization,
- Essential Questions for Final Essays
- AP Prose Questions
4. Analysis: How does the diction create tone & mood in the exposition?
Homework: 1. Study Heart of Darkness, Joseph Conrad, & Imperialsm for a Quiz Fri
2. Read & Annotate: Heart of Darkness p. 16-25
Friday, January 27th
1. Quiz on: Heart of Darkness, Joseph Conrad, & Imperialsm
2. 12-minute Annotation & Outlining Drill:
- Essay topic: How do these poems use verse & other poetic devices to exemplify similar themes to Heart of Darkness?
- Go through poems using Poetry Drill 1 Worksheet
- 1-page Written Analysis: In Part One, do you think that Joseph Conrad is satirizing or glorifying imperialism? Use 5 concrete details from the reading to justify your answer.
Monday, January 30th
1. Lit terms of Day:
- Anaphora - repetition of the same word or groups of words at the beginnings of successive clauses. This device produces a strong emotional effect, especially in speech. It also establishes a marked change in rhythm.
- “We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills.”—Winston Churchill, speech in the House of Commons, 6/4/40
- “Why should white people be running all the stores in our community? Why should white people be running the banks of our community? Why should the economy of our community be in the hands of the white man? Why?”—Malcolm X
- Epistrophe - repetition of the same word or group of words at the ends of successive clauses. Like anaphora, epistrophe produces a strong rhythm and emphasis.
- “But to all of those who would be tempted by weakness, let us leave no doubt that we will be as strong as we need to be for as long as we need to be.” Richard Nixon, First Inaugural Address
- When we first came we were very many and you were very few. Now you are many and we are getting very few.”—Red Cloud
- Epanalepsis - repetition at the end of a clause of the word that occurred at the beginning of the clause. Like other schemes of repetition, epanalepsis often produces or expresses strong emotion.1. Blood hath bought blood, and blows have answer’d blows:/ Strength match’d with strength, and power confronted power.—William Shakespeare, King John
- Anadiplosis - repetition of the last word of one clause at the beginning of the following clause.
- “The crime was common, common be the pain”.—Alexander Pope, “Eloise to Abelard”
- “Aboard my ship, excellent performance is standard. Standard performance is sub-standard. Sub-standard performance is not permitted to exist.”—Captain Queeg, Herman Wouk’s The Caine Mutiny
- “Trees and buildings rose and fell against a pale-blue clouded sky, beech changed to elm, and elm to fir, and fir to stone; a world like lead upon a hot fire, bubbled into varying shapes, now like a flame, now like a leaf of clover.” --Graham Greene, Orient Express
2. Discuss Poems from Friday & Homework on imperialist perspective
3. Go over homework: Heart of Darkness PART ONE
- Write 3 Discussion Questions for PART ONE
- Annotations
- Literary Terms
- Diction
- Imperialism/Racist Tones
- Allusions?
- in book
- your own...
- Why Parts?
- Analysis: How do the tone, setting, and diction contribute to the themes?
- 1-page Written Analysis: How do the tone, setting, and diction contribute to the themes?
- Use 5 concrete details from the reading to justify your answer.
Wednesday, February 1st
1. Rhetorical Devices of Repetition:
- Climax - arrangement of words, phrases, or clauses in an order of increasing importance.
- a. “More than that, we rejoice in our sufferings, knowing that suffering produces endurance, endurance produces character, and character produces hope, and hope does not disappoint us, because God’s love has been poured into our hearts through the Holy Spirit which has been given to us.”—St. Paul, Romans
- Antimetabole - repetition of words, in successive clauses, in reverse grammatical order.
- a. “One should eat to live, not live to eat.”—Moliere, L’Avare
- b. “Ask not what your country can do for you; ask what you can do for your country.”—John F. Kennedy, Inaugural Address
- c. “The Negro needs the white man to free him from his fears. The white man needs the Negro to free him from his guilt.”—Martin Luther King, Jr., from a speech delivered in 1966
- “The truth is the light and light is the truth.” --Ralph Ellison, Invisible Man
- Chiasmus (the “criss-cross”) - reversal of grammatical structures in successive phrases or clauses. Chiasmus is similar to antimetabole in that it too involves a reversal of grammatical structures in successive phrases or clauses, but it is unlike antimetabole in that it does not involve a repetition of words. Both chiasmus and antimetabole can be used to reinforce antithesis.
- a. Exalts his enemies, his friends destroys.—John Dryden, “Absalom and Achitophel”
- Polyptoton - repetition of words derived from the same root.
- a. “But in this desert country they may see the land being rendered useless by overuse” --Joseph Wood Krutch, The Voice of the Desert
- b. “We would like to contain the uncontainable future in a glass.”—Loren Eiseley, from an article in Harper’s, March 1964
Prompt: Read the following poem carefully. Then write an essay in which you discuss how rhetorical devices, meter, and structure convey meaning in the poem.
- 7 minute annotation & outlining drill
- Pair-Share
- Discussion
3. Read: Heart of Darkness p. 40-48
4. Analysis: How do schemes of repetition enhance Conrad's rhetoric?
- Use 5 CDs from the text to justify
- Written Analysis: How do schemes of repetition enhance Conrad's rhetoric?
- (anaphora, epistrophe, epanalepsis, anadiplosis)
- alliteration, assonance,
- Use 5 CDs from the text to justify
Friday, February 3rd
1. Poetry Warm-up: Zoo Article
2. Go over homework: Heart of Darkness p. 40-48
3. Read: Heart of Darkness p. 49-59 (at end of page)
4. Analysis: Paradox/Juxtaposition
Homework: Read: Heart of Darkness p. 49-59 (at end of page)
- 1-page Analysis topics: (choose 1)
- How does Conrad use paradox/juxtaposition/oxymoron to impact his rhetoric?
- Compare how Conrad has broken the story down into 3 parts. Why has he done this? What differentiates the different sections of the story?
Monday, February 6th
1. Poetry Warm-up: by e e cummings
- 7-min poetry Drill
- Pair-Share
- Discuss
3. Read: Heart of Darkness p. 59-65 (1/2way down page)
4. Critical Analysis: How do the introduction of minor characters support the larger intentions of Conrad's work?
Homework: Read: Heart of Darkness p. 59-65 (1/2way down page)
- 1-page Analysis topic:
- How do the introduction of minor characters support the larger intentions of Conrad's work?
Wednesday, February 8th
1. Poetry Warm-up: "Gruesome World Capitalist World"
- (Gottfried Benn, in a radio interview with Johannes R. Becher, 1930) BY HEINER MULLER
- Heiner Muller
3. Read: Heart of Darkness p. 66-73
Homework: Read & Annotate: Heart of Darkness p. 66-73 (END of Book)
2. Prepare for Socratic Seminar: 3-5 Opening Questions
Friday, February 10th
Socratic Seminar: Heart of Darkness
Homework: Socratic Seminar Reflection Sheet w/ OUTSIDE SOURCE PIECE COMPLETED
2. Read Independent book and add a minimum of 6-8 lit devices for your chart to submit Wednesday
3. Read about literary theory:
- Webquest Instructions: DUE Wednesday, February 22nd
Monday, February 13th - NO SCHOOL
- Read your independent book and work on 3-chart
- Work on Webquest
- Listen to: BBC "In Our Time" discussing modern implications of the novel
Wednesday, February 15th
1. Poetry Warm-up: "Eternity Blues" BY HAYDEN CARRUTH
2. Outside Sources for Heart of Darkness
3. Critical Theory Poster Project
Homework:
- A) Read and annotate the article you were given
- B) Research & Learn about the Critical Theory your group was assigned
- C) Prepare for your groups's presentation on:
- A) The Article (you were assigned)
- B) The Critical Theory (you were assigned): Critical Theories
Friday, February 17th
1. Pairs: Create a poster for:
- A) The main points of your article
- B) Your Assigned Critical Theory: Critical Theories
- A) Poster about Critical Essay
- B) Critical Theory
- Choose one of the 4 topics AT THE TOP OF THIS PAGE (that you annotated for)
- Make an outline (15 points)
- Write a 3-4 page, 12 pt font, double-spaced essay defending your views on the topic (85 points)
- MUST USE A MIMIUM OF 10 QUOTES in the essay!
Monday, February 20th - NO SCHOOL
- Read your independent book and work on 3-chart
- FINAL Heart of Darkness ESSAY DUE WEDNESDAY, February 22nd
- 3-4 pages, double-spaced, typed
- MUST USE A MINIMUM OF 8-10 QUOTES IN YOUR PAPER!
- Outline - worth 15 points
- Essay - worth 85 points
Wednesday, February 22nd -
1. Finish Posters in Groups
2. Present Lit Theory to class in Groups
Homework: Complete 5 Literary Response Journals: Webquest for Heart of Darkness due Monday
Prepare a thesis for each of the essay topics: LINK
Friday, February 24th
1. Finish Presentations
2. AP Style Test on Heart of Darkness
- Multi-Choice
- Essay Test: LINK to possible topics
1. Answer the questions about the Critical Theory that you choose: LINK 1
2. Complete 5 Literary Response Journals in response to these passages: LINK 2
- 1/2 page each
- 3 CDs from text in each
- Use this RUBRIC LINK
Monday, February 27th
1. Heart of Darkness Multi-Choice AP style Test
2. "Introduction to Poetry" ~ Billy Collins
- Poetry Terms List
4. "The Hollow Men" by TS Elliot
- Read & Annotate Poem
2. Review New Poetry Terms
- Quiz Friday
Wednesday, March 1st
1. Poetry Terms Page 2
2. Read ~Sound & Sense
- Chapter 12: "Rhythm & Meter"
- Sound & Sense Poetry Questions in pairs
- Read Critical Theories
- Discuss as a class
2. Study Poetry Terms
- (Quiz: Fri, March 10th)
Friday, March 3rd
1. Poetry Drill Warm-up: 2. Introduction to Sonnets: Google Doc Homework: Independent Book Due March 10th
- 3-Chart with 20 examples in each section (100 points)
- FINAL ESSAY: 100 points
- 3-4 pages, double-spaced, typed
- Weave 8-10 CDs into your paper
Monday, March 6th
Sula by Toni Morrison, Ceremony by Leslie Maron Silko, or Frankenstein by Mary Shelley?
1. Warm up Drill: Annotate & Outline:
- "I Will Put Chaos Into Fourteen Lines" ~ Edna St Vincent Millay
- Discuss Structure
- Sonnet Google Doc & Shakespearean: Sonnets 18 & 20
- Read aloud twice
- Chart Rhyme & Meter Schemes
- Annotate for lit devices and meaning
- Present To Class
Homework: Independent Book Due FRIDAY, March 10th
- 3-Chart with 20 examples in each section (100 points)
- FINAL ESSAY: 100 points
- 3-4 pages, double-spaced, typed
- Weave 8-10 CDs into your paper
Wednesday, March 8th
1. warm-up: "The Flea" by John Donne
2. Present Sonnets from last class
3. "Holy Sonnet #9" ~ John Donne
- Answers questions in pairs
- Dissect as a class
- "Nuns Not Fret" ~ Wordsworth
- "On the Sonnet" ~ Keats
- "American Sonnet" ~ Collins
- "Opening the Cage" ~ Morgan
- 3-Chart with 20 examples in each section (100 points)
- FINAL ESSAY: 100 points
- 3-4 pages, double-spaced, typed
- Weave 8-10 CDs into your paper
Friday, March 10th - INDEPENDENT BOOK # 3 DUE
- "Opening the Cage" ~ Morgan
2. Lesson: Vendler’s Chapter 4, "Describing Poems"
3. "Holy Sonnet #9" ~ John Donne
- Answers questions in pairs
- Dissect as a class
- "Nuns Not Fret" ~ Wordsworth
- "On the Sonnet" ~ Keats
- "American Sonnet" ~ Collins
- "Opening the Cage" ~ Morgan
Prompt: How does the poet use structure, form, meter, rhyme, & other poetic devices to convey meaning?
2. Find & begin reading your final Independent Book for Q4
Monday, March 13th
1. Poetry terms: prosody, aubade, villanelle 3.Lesson: Non-White Poetry Voices:
- "Prosody 101" ~ Linda Pastan
- Langston Hughes ~"Let America be America Again"
- Maya Angelou ~ “Caged Bird”
- USE LIT TERM SHEETS!!!
Wednesday, March 15th- END OF QUARTER 3
1. warm-up: Ibtisam Barakat: "A Poem made of Water"
2. Poetry Terms Page 26
3. Dissect in pairs/as a class:
- Maya Angelou ~ “Caged Bird”
- Langston Hughes ~"Let America be America Again"
- Claudia Rankine ~ "from Citizen, VI [On the train the woman standing]"
*Prompt: How does the poet use structure, form, meter, rhyme, & other poetic devices to convey meaning?
2. Find & begin reading your final Independent Book for Q4
3. Study for Exam on Rhetorical, Poetic & Literary Devices
- Quizlet Links:
Friday, March 17th
NO SCHOOL
* Study for Exam on Rhetorical, Poetic & Literary Devices
- Quizlet Links:
Monday, March 20th
1. Final AP Count ~ Who is committing to the test May 3rd?
2. The Repartee of Poetry
- Christopher Marlowe (“The Passionate Shepherd to His Love”)
- vs. Sir Walter Raleigh (“The Nymph’s Reply to the Shepherd”)
- Andrew Marvell (“To His Coy Mistress”)
- vs. Annie Finch (“Coy Mistress”)
- Dover Beach vs Dover B*****
- Read Each Poem Aloud Twice in the set of two
- SOAPSTONE for each poem
- Annotate for Literary Devices
1. Write a response poem to one of the Poems we have read
2. Study for Exam on Rhetorical, Poetic & Literary Devices
Wednesday, March 22nd
- Q3 Exam - Poetry Devices:
- Multi-Choice TEST
Friday, March 24th
Frankenstein by Mary Shelley
Monday, March 27th
Frankenstein by Mary Shelley
Wednesday, March 29th
Frankenstein by Mary Shelley
Friday, March 31st
Frankenstein by Mary Shelley
SPRING BREAK!!! April 3rd-7th
Read Independent Book #4
Monday, April 10
Frankenstein by Mary Shelley
Wednesday, April 12
Frankenstein by Mary Shelley
Friday, April 14th
Frankenstein by Mary Shelley
Monday, April 17th
Frankenstein by Mary Shelley
Wednesday, April 19th
Socratic Seminar: Frankenstein by Mary Shelley
Friday, April 21st
In-Class AP Style TEST: Frankenstein by Mary Shelley
Monday, April 24th
Multi-Choice Practice
Wednesday, April 26th
Multi-Choice Practice
Friday, April 28th
Multi-Choice Practice
Monday, May 1st
AP Review -
- Essay Tips
- Outlining Drill
- Lit Terms Review
- Multi-Choice Tips
May 3rd - AP TEST