AP+Literature

=** General Class Info **= __S2__: //Heart of Darkness, Oedipus Rex, Pride & Prejudice, A Midsummer Night's Dream, King Lear// (extra credit) || //The Norton Anthology of Short Fiction, The Norton Anthology of Poetry, Perrine's Sound & Sense, Poetry// (Meyer), (additionally, various online sources will be utilized, including AP Central (The College Board)) || =__LINKS__= https://classroom.google.com/c/NjgxNjczNjc2MFpa
 * ~  || Advanced Placement English Literature & Composition ||
 * Meeting Times || every day, period 7 ||~  ||
 * Credit || five credits every semester ||~  ||
 * Curriculum || AP English Lit. & Comp. ||
 * Texts (novels, plays) || __S1__: //The// //Catcher in the Rye, Death of a Salesman, Siddhartha, Hamlet, A Thousand Acres// (extra credit)
 * Texts (poems, short stories, essays) || //The Bedford Introduction to Literature//, //Literarature: Reading, Reacting, Writing - AP Edition// (Kirszner & Mandell)
 * In-class Assignments || various individual and group activities ||
 * Quizzes (vocabulary terms, stems, allusions) || weekly; worth ten points (the last day of every week) ||
 * Homework (close reading, text analysis, test prep) || after every class period ||
 * Major Essays (culmination essays after each unit) || worth 100 points; two per semester ||
 * Minor Essays (typically AP essay prompts) || worth forty-five points; at least weekly ||
 * Tests (practice AP assessment - general) || worth 100 points; every six weeks ||
 * Final (full practice AP assessment - text specific) || end of the semester; cumulative; worth 150 points ||
 * Total Points || around 1500 points per semester ||
 * Google Classroom:** c7x3p6

http://gullery.wikispaces.com/file/view/Catcher+in+the+Rye+Full+Text.pdf/282067638/Catcher%20in%20the%20Rye%20Full%20Text.pdf http://materlakes.enschool.org/ourpages/auto/2013/2/25/50973306/Nine_Stories_by_J_D__Salinger.pdf //**Death of a Salesman**// PDF//:// //http://www.pelister.org/literature/ArthurMiller/Miller_Salesman.pdf// //**Siddhartha**// online//:// //http://www.gutenberg.org/files/2500/2500-h/2500-h.htm// http://nfs.sparknotes.com/hamlet // **A Thousand Acres -** // **Google Docs:** "A Thousand Acres-Jane Smiley PDF" //**A Thousand Acres**// - **Subtext (on iPad)**: http://www.folgerdigitaltexts.org/PDF/Lr.pdf full translated text: https://www.aub.edu.lb/fas/cvsp/Documents/reading_selections/204/Spring%202013/CS-204-ReadingSelections-Conrad-HeartDarknestDarkness.pdf genius.com hypertext: //**The Rivals**// PDF: https://archive.org/stream/therivals00sheriala/therivals00sheriala_djvu.txt full translated text: http://jefferson.episd.org/common/pages/DisplayFile.aspx?itemId=3521529 genius.com hypertext: http://genius.com/Sophocles-oedipus-the-king-full-text-annotated //**Pride and Prejudice**// PDF: full text: https://www.gutenberg.org/files/1342/1342-pdf.pdf //**A Midsummer Night's Dream**// Full Text: http://www.folgerdigitaltexts.org/?chapter=5&play=MND&loc=p7 http://shakespeare.mit.edu/Poetry/sonnets. ** __AP Lit. for week of 5/7__ ** > || > || __**AP Lit. for week of 4/30**__ Quarter 4 Writing Assessment Rough Draft || Work on "Open Question Prep," Step 4 Essay (**Due: 5/8** - day before the Exam) Work on "Revelations About //5 Steps//" (**Due: 5/8** - day before the Exam) || Likes/dislikes about //Midsummer Night's Dream// || Midsummer Night's Dream , Acts III & IV, pages 26-53 || [] || Finish Writing Assessment Q4 (**Due Today!**) Likes/dislikes about Midsummer Night's Dream || [] || [] || Mock Exam Review || **__AP Lit. for week of 4/9 __ ** (** on 4/9 **) || # ** Review ** "// Pride // Literary & Narrative Techniques" (Docs) [] || "Barron's E2MC 36-55 / Answers & Explanations || [] ||
 * //Catcher in the Rye//** PDF:
 * "Nine Stories,"** PDF:
 * //Hamlet//** //PDF//:
 * 1) download app., log in using Google or Edmodo
 * 2) click “Manage” and “Join Group”
 * 3) enter group code: KHAOIBNR
 * 4) click on "AP Lit," then "Library"
 * 5) click on //A Thousand Acres// and download
 * //King Lear//** PDF:
 * (also in Subtext)**
 * //Heart of Darkness//** PDF:
 * Part 1: http://genius.com/Joseph-conrad-heart-of-darkness-section-i-annotated
 * Part 2: http://genius.com/Joseph-conrad-heart-of-darkness-section-ii-annotated
 * Part 3: http://genius.com/Joseph-conrad-heart-of-darkness-section-iii-annotated
 * "Outpost of Progress" PDF:** http://www.online-literature.com/conrad/184/
 * //Oedipus Rex//** PDF:
 * __All__** of Shakespeare's Sonnets:
 * Due **(on 5/7**) || Prepare "My Shakespearean Sonnet" (Part 2 of Final) ||
 * Read/Analyzed/Discussed Material (** on 5/7-8 **) || # **PRESENT**: "My Shakespearean Sonnet" (Part 2 of Final)
 * 1) **WORK ON**:
 * Major Work Data Sheet (Part 1 of Final)
 * Open Question Prep, Step 4 (essay)
 * "Revelations About // 5 Steps" // ||
 * Homework (** 5/7 **) (**DUE on 5/8**) || ** FINISH **
 * Major Work Data Sheet (Part 1 of Final)
 * Open Question Prep, Step 4 (essay)
 * "Revelations About // 5 Steps" //
 * Homework ( **5/8) ** || Review:
 * <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; font-size: 13px; text-align: left; text-decoration: none;">Major Work Data Sheets (in class folder)
 * <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; font-size: 13px; text-align: left; text-decoration: none;">Open Question Prep, Step 4 (your own)
 * <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; font-size: 13px; text-align: left; text-decoration: none;">"Revelations About // 5 Steps" ( //shared doc// ) //
 * **EXAM (5/9)** || **8:00 AM in the back room of the Library (PD Room)--check-in first at Counseling Office**
 * GOOD LUCK! You've got this.** ||
 * 5/11 || Senior Farewell! ||
 * Read & Due (**by 4/30**) || # **Read/Review** //5 Steps to a 5,// "Steps 4-5," **(Note: you don't have to complete the activities in written form, but look them over! Please don't write in the books. Thanks!)**
 * 1) **Add to** "Revelations About //5 Steps"// (Docs & Classroom)
 * 2) Some work on the <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"Open Question Prep," Step 4 Essay ||
 * Class (**4/30**) || Share with a partner "Open Question Prep," Step 4 Essay work
 * EQ (**4/30**) || What can we take from the Writing Assessment that will help us on the AP Lit Exam? ||
 * Homework (**4/30**) || **Edit** "Open Question Prep," Step 4 Essay ||
 * Class (**5/1**) || Quarter 4 Writing Assessment Final Draft (**Due: 5/4**)
 * EQ (**5/1**) || How can I make final preparations for the Open Question? ||
 * Homework (**5/1**) || <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">** Read ** // Midsummer Night's Dream //, Acts I & II, pages 1-25 ||
 * Class (**on 5/2**) || <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"AP Lit S2 No Final" <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">( Due: 5/7 or Monday<span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">)
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"Major Work Data Sheet" (Docs & Classroom)
 * <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"My Shakespearean Sonnet" (Docs & Classroom)
 * EQ (**5/2**) || How will no final end up helping me to collaborate in preparing for the Exam? ||
 * Homework (**5/2**) || **Read**
 * Vocabulary || AP Lit. Rooterminallusions #30
 * Class (**5/4)** || <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">Root #30 (Last Root Quiz!)
 * EQ (**5/4**) || Why is the writing assessment a surprisingly great preparation tool for the Exam? ||
 * Homework (**5/4**) || <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"AP Lit S2 No Final" <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">( Due: 5/7 or Monday) ||
 * __AP Lit. for week of 4/23__ **
 * Read & Due (**by 4/23)** || **Complete __all__ Pride assignments.** ||
 * Vocabulary || AP Lit. Rooterminallusions #29
 * Class (**4/23**) || //Pride// Test (about twenty-three MC questions and one essay ||
 * EQ (**4/23**) || How well do we know //Pride//? ||
 * Homework (**4/23**) || **Read/Review** //5 Steps to a 5,// "Steps 1-3," Chapters 1-7, pages 3-108 **(Note: you don't have to complete the Diagnostic Exam or any other activities in written form, but look them over! Please don't write in the books. Thanks!)** ||
 * Read/Analyzed/Discussed Material (**on 4/24**) || # Finish //Pride// Test
 * 1) //Pride// Test Review: "//Pride// Test MC Answers"
 * 2) "AP Literature Imagery" last question share out ||
 * EQ (**4/24**) || What kind of closure do we have on //Pride//? ||
 * Homework (**4/24**) || **Complete** "Revelations About //5 Steps"// (Docs & Classroom) ||
 * Class (**4/25**) || # //5 Steps to a 5,// "Steps 1-3" : "Revelations About //5 Steps"// (Docs & Classroom)
 * 1) "Open Question Prep, Steps 3 & 4" (Docs & Classroom)
 * Complete Step 3
 * Begin Step 4
 * 1) Root #29
 * 2) Quarter 4 Writing Assessment Rough Draft (Next Week) ||
 * EQ (**4/25**) || What are we prepared to write about on the Exam Open Question? ||
 * Homework (**4/25**) || # **Read/Review** //5 Steps to a 5,// "Steps 4-5," **(Note: you don't have to complete the activities in written form, but look them over! Please don't write in the books. Thanks!)**
 * 1) **Add to** "Revelations About //5 Steps"// (Docs & Classroom)
 * 2) Work on "Open Question Prep, Step 4" ||
 * Quiz (**4/25**) || AP Lit. Rooterminallusions #29
 * __AP Lit. for week of 4/17__ **
 * Read & Due (**by 4/17**) || # **Read** //Pride & Prejudice.// Chapters 51-55, pgs. 268-300
 * 1) **Complete** "//Pride// MC 50-55" (Docs & Classroom) ||
 * Class (**4/17**) || __**Catch-Up Day**__
 * Complete** "Open Question Prep, Step 2"
 * Read/Complete/Discuss** "AP Literature Imagery" - Make sure that you finish this assignment from last week!
 * Contribute to** "//Pride// Techniques Pick & Pass" (Docs & Classroom)
 * Finish** Root #28 (and any other Root tests you've missed) ||
 * EQ (**4/17**) || How is the concept of imagery in literature exemplified in Austen's work? ||
 * HW (**4/17**) || **Complete** "Princeton E2MC 1-28" ||
 * Class (**4/18**) || TP**W**: "Princeton E2MC 29-55 / Answers & Explanations"
 * EQ (**4/18**) || How ready am I for every potential MC question? ||
 * HW (**4/18**) || **Read** //Pride & Prejudice,// Chapters 56-61, pgs. 301-334 ||
 * Read/Analyzed/Discussed Material (**on 4/20**) || # Complete all catch-up work for //Pride// in preparation for your //Pride// Test (Monday, 4/23).
 * 1) Watch //Pride & Prejudice// ||
 * EQ (**4/20**) || How much of an expert am I in the totality of Austen's novel? ||
 * Homework (**4/20**) || # **Complete** "//Pride// SA Chs. 51-61" (Docs & Classroom)
 * 1) **Review** the book in preparation for your test.
 * 2) Catch up on all of your //Pride// assignments. (**ALL Pride assignments due 4/23**). ||
 * Due (** on 4/9 **) || # ** Complete ** "// Pride // FR3" (Docs & Classroom)
 * 1) ** Read ** "// Pride // Literary & Narrative Techniques" (Docs) ||
 * Read/Analyzed/Discussed
 * 1) ** Complete ** "// Pride // Techniques Pick & Pass" (Docs & Classroom) ||
 * EQ (** 4/9 **) || How are literary and narrative techniques utilized by Austen in her work? ||
 * Vocabulary || AP Lit. Rooterminallusions #28
 * Homework (** 4/9 **) || "Barron's E2MC 1-35"
 * Homework (** 4/9) ** || ** Read ** // Pride & Prejudice. // Chapters 46-50, pgs. 231-268 ||
 * Read/Analyzed/Discussed (** on 4/11 **) || # ** Read ** "12 Things You Didn't Know About // Pride & // // Prejudice //": [] ?
 * 1) ** Listen ** "// Pride & Prejudice //: The Playlist": [] ?
 * 2) ** Read/Complete/Discuss ** "AP Literature Imagery"
 * 3) ** Watch ** // Pride & Prejudice //
 * 4) Root #28
 * 5) ** Complete ** "Open Question Prep, Step 2" (Docs & Classroom) ||
 * EQ (** 4/11 **) || How is the concept of imagery in literature exemplified in Austen's work? ||
 * Homework (** 4/11 **) || ** Complete ** "// Pride // SA 46-50" (Docs & Classroom)
 * Read** //Pride & Prejudice.// Chapters 51-55, pgs. 268-300
 * Complete** "//Pride// MC 50-55" (Docs & Classroom) ||
 * EQ (** 4/11) ** || How can we continue to delve into the intricacies of the open question? ||
 * Quiz (** 4/11 **) || (over AP Lit. Rooterminallusions #28); you can prepare for the quiz on this site:
 * Mock Exam (**4/13**) || TEC Library - 8:15-11:30 (You have been excused from all of your classes.) ||

[] [] || [] || __**AP Lit. for week of 3/19**__ [] || [] || [] || "Tragedy Rex Essay" work || Final Work/Proofing of Tragedy Rex Essay (**due tonight by midnight!**) || [] || [] || [] || [] || [] || >>> >>> [] || [] || (**on 2/21)** || # **Review** Mock Exam results [] ||
 * __AP Lit. for week of 4/2__ **
 * Read & Due (**by 4/2**) || # **Complete** "//Pride// SA Chs. 11-15 (Docs & Classroom)
 * 1) **Read** "//Pride// Themes"
 * 2) **Read** Jane Austen biography: []
 * 3) **Read** //Pride & Prejudice,// Chapters 16-30, pgs. 64-147
 * 4) **Complete** "//Pride// MC Chs. 16-30" (Docs & Classroom)
 * 5) **Complete** "//Pride// SA Chs. 16-30" (Docs & Classroom)
 * 6) **Complete** "//Pride// FR2" (Docs & Classroom) ||
 * Read/Analyzed/Discussed Material (**on 4/2**) || * **Complete** Root # 26
 * **Review** "//Pride// Themes"
 * **Discuss/Complete** "//Pride// Theme Jigsaw" ||
 * EQ (**4/2**) || How are the four major themes of //Pride// reflected in Austen's masterwork? ||
 * Homework (**4/2**) || "Barron's E1MC 1-26" ||
 * Vocabulary || AP Lit. Rooterminallusions #27
 * Class (**4/3**) || * "Barron's E1MC 27-55"
 * "Barron's E1MC Key/Explanations" ||
 * EQ (**4/3**) || What is my essential strategy for MC success? ||
 * Homework (**4/3**) || # **Read** //Pride & Prejudice,// Chapters 31-35, pgs.148-174
 * 1) **Complete** "//Pride// MC Chs. 31-35" (Docs & Classroom) ||
 * Class (**4/4**) || * **Finish** "//Pride// Themes Jigsaw"
 * **Review** "AP Literature Open-ended Prompts (1970-2014)" []
 * **Complete** "Open Question Prep, Step 1" (Docs & Classroom)
 * **Discuss** //Pride// 16-35 ||
 * EQ (**4/4**) || How can we crack the code of the Open-Ended Prompt? ||
 * Homework (**4/4**) || # **Read** //Pride & Prejudice.// Chapters 36-45, pgs. 175-231
 * 1) **Complete** "//Pride// SA Chs. 31-45" (Docs & Classroom) ||
 * Quiz 27 (**4/6**) || (over AP Lit. Rooterminallusions #27); you can prepare for the quiz on this site:
 * Class (**4/6**) || * Root #27
 * First meeting of the Eighteenth-Century Collarbone Admiration Society (ECCAS) ||
 * Homework (**4/6**) || # **Complete** "//Pride// FR3" (Docs & Classroom)
 * 1) **Read** "//Pride// Literary & Narrative Techniques" (Docs) ||
 * Vocabulary || AP Lit. Rooterminallusions #26
 * Read & Due (**by 3/19**) || # **Complete** "//Pride// SA Chs. 1-10" (Docs & Classroom)
 * 1) **Complete** "//Pride// FR1" (Docs & Classroom) ||
 * Class (on **3/19**) || Complete Tragedy Rex Essay
 * solo work
 * peer review ||
 * EQ (**3/19**) || How can we reflect our knowledge of the tragedy archetype with our Tragedy Rex essays? ||
 * Homework (**3/19**) || "D&S E2MC 1-27" ||
 * Class (on **3/20**) || TTP: "D&S E2MC 28-52", "D&S E2MC Answers" ||
 * EQ (**3/20**) || What sorts of questions are still giving us trouble on the MC portion of the test? ||
 * Homework (**3/20**) || # **Read** //Pride & Prejudice,// Chapters 11-15, pgs. 45-64
 * 1) **Complete** "//Pride// MC Chs. 11-15" (Docs & Classroom) ||
 * Class (**on 3/21**) || Raymond Carver's "Little Things" (Docs & Classroom)
 * MC
 * "Little Things" as a play
 * "The Wisdom to Judge"
 * "Critics' Responses to Carver" ||
 * EQ (**3/21**) || How does Carver (who worked in the Hemingway tradition) utilize fictional effect, theme, diction, imagery, and allusion to convey meaning? ||
 * Homework (**3/21**) || # **Complete** "//Pride// SA Chs. 11-15 (Docs & Classroom)
 * 1) **Read** "//Pride// Themes"
 * 2) **Read** Jane Austen biography: []
 * 3) **Read** //Pride & Prejudice,// Chapters 16-30, pgs. 64-147
 * 4) **Complete** "//Pride// MC Chs. 16-30" (Docs & Classroom)
 * 5) **Complete** "//Pride// SA Chs. 16-30" (Docs & Classroom)
 * 6) **Complete** "//Pride// FR2" (Docs & Classroom)
 * 7) **Have a great break!** ||
 * Quiz (**3/21**) || (over AP Lit. Rooterminallusions #26); you can prepare for the quiz on this site:
 * __AP Lit. for week of 3/12__ **
 * Read & Due (**by 3/12**) || **Complete** "//Oedipus// FRQ #3"
 * Work on** "Tragedy Rex Essay" (Docs & Classroom)
 * Prepare** Tragedy Rex Mini-Dramas ||
 * Vocabulary || AP Lit. Rooterminallusions #25
 * Class (**on 3/12**) || "Tragedy Rex Essay" work ||
 * EQ (**3/13**) || How can we reflect our knowledge of the tragedy archetype with our essays? ||
 * Homework (**3/12**) || # "D&S E1MC 1-24"
 * 1) **Read** "//Pride// Background Info" ||
 * Class (**3/13**) || Tragedy Rex Mini-Drama Practice in Venue ||
 * EQ (**3/13**) || What needs to be perfected in our performances to reflect all of the elements of Greek tragedy? ||
 * Homework (**3/13**) || # "D&S E1MC 25-51", "D&S E1MC Answers"
 * 1) **Read** //Pride & Prejudice,// Chapters 1-5, pgs. 1-16
 * 2) **Make sure that your Mini-Drama is ready to perform tomorrow!** ||
 * Class (**3/14**) || **Performances of Tragedy Rex Mini-Dramas** (in Venue)
 * EQ (**3/14**) || How can we extract deeper meaning from both //Oedipus// and the performance of our peers? ||
 * Homework (**3/14**) || # **Read** //Pride & Prejudice//, Chapters 6-10, pgs. 16-45
 * 1) **Complete** "//Pride// MC 1-5" (Docs & Classroom) ||
 * Class (**3/16**) || Root #25
 * EQ (**3/16**) || How can we get our final thoughts on //Oedipus// into our Tragedy Rex essays? ||
 * Quiz (**3/16**) || (over AP Lit. Rooterminallusions #25); you can prepare for the quiz on this site:
 * Homework (**3/16**) || # **Finish ALL //Oedipus// work by midnight (3/16)!**
 * 1) **Complete** "//Pride// SA Chs. 1-10" (Docs & Classroom)
 * 2) **Complete** "//Pride// FR1" (Docs & Classroom) ||
 * __AP Lit. for week of 3/5__ **
 * Read & Due (**by 3/5**) || **Complete** "//Oedipus//, SA 65-85" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #24
 * Class (**3/5**) || * Mock Exam Review
 * "Mock Exam Reflection" (Docs & Classroom)
 * <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"Tragedy Rex Essay" ||
 * EQ (**3/5**) || How can a decent reflection upon the mock help us to do better on the actual exam? ||
 * Homework (**3/5**) || "Tragedy Rex Essay" ||
 * Class (**3/6**) || TPT: 2011 FRQ1, "A Story," Li-Young Lee
 * EQ (**3/6**) || How ready are we to break down contemporary poetry on the test? ||
 * Homework (**3/6**) || Review sample essays for this 1: []
 * Work on** "Tragedy Rex Essay" ||
 * Class (**on 3/7**) || "//Oedipus// Response Exchange" ||
 * EQ (**3/7**) || How can we extract deeper meaning from both //Oedipus// and the writing of our peers? ||
 * Homework (**3/7**) || **Complete** "ORE Reflection QR" (Docs & Classroom)
 * Work on** "Tragedy Rex Essay" ||
 * Class (**3/9**) || * Root #24
 * **Work on** Mini-Dramas
 * **Work on** "Tragedy Rex Essay" ||
 * EQ (**3/9**) || How ready are we to perform our mini-tragedies for our classmates? ||
 * Homework (**3/9**) || * **Complete** "//Oedipus// FRQ #3"
 * **Work on** Mini-Dramas
 * **Work on** "Tragedy Rex Essay" ||
 * Quiz (**3/9**) || (over AP Lit. Rooterminallusions #24); you can prepare for the quiz on this site:
 * __AP Lit. for week of 2/26__ **
 * Due (**by 2/26**) || # **Complete** //"Oedipus,// MC 6-10" (Docs & Classroom)
 * 1) **Read** Oedipus, pgs 164-176, lines 1186-1530 ||
 * Vocabulary || AP Lit. Rooterminallusions #23
 * Class (**2/26**) || "Tragedy Rex" * **Review** "Tragedy Rex" Greek tragedy archetypes
 * **Complete/Discuss** "Tragedy Rex" Mini-Drama Outline ||
 * EQ (**2/27**) || How can an understanding of classic Greek tragic elements help in a translation into modern tragedy? ||
 * Homework (**2/26**) || # **If not done, read** //Oedipus//, pgs 164-176, lines 1186-1530
 * 1) **Complete "**//Oedipus//, MC 11-15" (Docs & Classroom) ||
 * Class (**2/27**) || * "SSB" - http://amhistory.si.edu/starspangledbanner/pdf/ssb_lyrics.pdf
 * //Oedipus//
 * thoughts on tragedy as a whole
 * MC/SA review
 * TTP
 * example essays - Go to "2014 Free Response Questions": []
 * class example: "2014 Q3 Example" ||
 * EQ (**2/27**) || How can we prepare for Q3 on the Lit Exam? ||
 * Homework (**2/27**) || **Complete** "//Oedipus,// SA 44-57, " (Docs & Classroom) ||
 * Class (**on 2/28**) || * "Tragedy Rex"
 * Tragedy mini-drama script writing
 * https://www.youtube.com/watch?v=OaNIMV31Ibo
 * https://www.youtube.com/watch?v=sNFxpK67I9s
 * Tragedy Essay planning/writing
 * FR2
 * Preview
 * Thesis writing ||
 * EQ (**2/28**) || How can our knowledge of tragedy be reflected in our mini-drama? ||
 * Homework **(2/28**) || # **Complete** "//Oedipus//, MC 16-20" (Docs & Classroom)
 * 1) **Complete** "Oedipus, FR2" (Docs & Classroom) ||
 * Class (**on 3/2**) || * Root #23
 * "Tragedy Rex"
 * Tragedy mini-drama script writing
 * Tragedy Essay planning/writing ||
 * EQ (**3/2**) || How can my knowledge of tragedy as a literary form be reflected in my essay? ||
 * Quiz (**3/2**) || (over AP Lit. Rooterminallusions #23); you can prepare for the quiz on this site:
 * Homework (**3/2**) || # **Complete** "//Oedipus//, SA 65-85" (Docs & Classroom)
 * 1) **Complete** "//Oedipus//, FR3" (Docs & Classroom ||
 * __AP Lit. for week of 2/20__ **
 * Due (**on 2/20**) || # **Read** //Oedipus//, pgs 130-147, lines 462-863
 * 1) **Complete** "//Oedipus,// SA 1-21, " (Docs & Classroom)
 * 2) **Complete** "//Oedipus,// FR1" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #22
 * Class (**2/20**) || TTP: "Thou Blind Man's Mark," 2012 Question 1
 * poem & prompt: []
 * scoring guidelines: []
 * scoring statistics: []
 * sample responses: [] ||
 * EQ (**2/20**) || How do my thoughts on a sonnet essay question compare to a partner's? ||
 * Homework (**2/20**) || **Read** //Oedipus,// pages 147-163, lines 864-1185 ||
 * Read/Analyzed/Discussed
 * 1) **Read** "Most Fatal Flaw" (Docs & Classroom) review & leader types
 * 2) **Complete** "Most Fatal Flaw" highlighting and Quick Write
 * 3) **Discuss** "Most Fatal Flaw" essential question (Socratic)
 * 4) **Read** "Tragedy Rex" (Docs & Classroom) lead-in ||
 * EQ (**2/21**) || What human flaw is most damaging to a leader and why? ||
 * Homework (**2/21)** || **Complete** "//Oedipus//, SA 22-43" ||
 * Read/Analyzed/Discussed (**on 2/23**) || # Root #22
 * 1) **Read** "Tragedy Rex" (Docs & Classroom) lead-in
 * 2) **Complete/Discuss** "Tragedy Rex" Mini-Drama Outline ||
 * EQ (**2/23**) || How can the the essential parts of a classic Greek tragedy be transferred into my own work? ||
 * Homework (**2/23**) || # **Complete** //"Oedipus,// MC 6-10" (Docs & Classroom)
 * 1) ** Read ** // Oedipus //, pgs 164-176, lines 1186-1530 ||
 * Quiz (**2/23**) || (over AP Lit. Rooterminallusions #22); you can prepare for the quiz on this site:
 * __AP Lit. for week of 2/12__ **
 * Due (**on 2/12**) || Pre-//Oedipus// Material ||
 * Class (**on 2/12**) || * Review "//Heart// Test Key"
 * Mock Exam MC (25 min) ||
 * EQ (**2/12**) || How can AP multiple choice questions be broken down to reveal a question maker's thinking? ||
 * Homework (**2/12**) || **Read** //Oedipus,// pgs. 108-130 (Intro & first part of tragedy), lines 1-461 (hard copy) ||
 * Vocabulary || **None** (no school Friday, 2/16) ||
 * Class (**on 2/13**) || Mock Exam
 * MC (25 min)
 * Poetry Essay (15 min) ||
 * EQ (**2/13**) || Why is completely reading a poem "aloud" in one's head essential for complete understanding? ||
 * Homework (**2/13**) || **Complete** //"Oedipus,// MC 1-5" (Docs & Classroom) ||
 * Class (**2/14)** || * Mock Exam Poetry Essay (25 min)
 * Mock Exam Open Essay (40 min)
 * Mock Exam MC review "MC Answer Key LIT (2015)" (Docs)
 * Mock Exam Essay review
 * Questions 1 & 3: []
 * Question 2 (pages 35-42): http://jerrywbrown.com/teacherfiles/San%20Antonio%20APSI%202016.pdf ||
 * EQ (**2/14**) || What trouble spots in my exam performance do I need to concentrate on before the actual test? ||
 * Homework (**2/14**) || # **Read** //Oedipus//, pgs 130-147, lines 462-863
 * 1) **Complete** "//Oedipus,// SA 1-21, " (Docs & Classroom)
 * 2) **Complete** "//Oedipus,// FR1" (Docs & Classroom) ||

<span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">**<span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13.33px; text-align: left; text-decoration: none;">__AP Lit. for week of 2/5__ ** [] || <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">FINISH <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">Heart <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> and all <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">Heart <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">assignments (if you haven't already) || <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">Heart <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> and all <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">Heart <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">assignments (if you haven't already) || https://quizlet.com/45484675/test || Release Day || Root #21 https://quizlet.com/45484675/test ||
 * Read & Due (by 2/5) || # Complete "Heart, P.3, SA" (Google Docs & Classroom)
 * 1) Complete "Heart, Free Response #3" (Docs &Classroom)
 * 2) Complete "Inferno Press" ||
 * Vocabulary || AP Lit. Rooterminallusions #21
 * Class (2/5) || * <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">Yale University Modernism Lab: https://modernism.coursepress.yale.edu/heart-of-darkness/
 * "Joseph Conrad and the Development of 'Modernism'": []
 * "Modernist Element Checklist" (Docs & Classroom)
 * //Apocalypse Now,//<span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> "Kurtz"
 * []
 * [] ||
 * EQ (2/5) || What does Modernism entail how could Conrad be considered a grandfather of this movement? ||
 * Homework (2/5) || FINISH //Heart// and all //Heart// assignments (if you haven't already) ||
 * Class (2/6) || * "Joseph Conrad and the Development of 'Modernism'": []
 * "Modernist Element Checklist" (Docs & Classroom) ||
 * EQ (2/6) || How does //Heart// conform to the format of a Modernist novel? ||
 * Homework (2/6) || Finish "Modernist Element Checklist"
 * Class (2/7) || //Heart// Test
 * MC (26 questions, 30 minutes)
 * Essay (40 minutes) ||
 * EQ (2/7) || How is my knowledge of Heart reflected in performance on imitation AP exam questions? ||
 * Homework (2/7) || <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">FINISH
 * Quiz (2/9) || (over AP Lit. Rooterminallusions #21); you can prepare for the quiz on this site:
 * Class (2/9)
 * EQ (2/9) || How will the terminology from the Root Quiz serve me well in May? ||
 * Homework (2/9) || # **Turn in all assignments for Heart. (ALL Heart assignments; due 2/9 by midnight).**
 * 1) Watch/Read Oedipus Intro Prezi: []
 * 2) Watch/Read "Sophocles & an Intro to Oedipus Rex" : []
 * 3) Read "Oedipus": []
 * 4) NOTE: The stuff above gives away some crucial spoilers about the Greek tragedy, but this back story is essential to understanding the play. Sophocles's audience knew all of this going in, and they appreciated the production, so--hopefully--you will too! ||

__**AP Lit. for week of 1/29**__ [] || <span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">//Apocalypse Now,// "Willard Meets Kilgore" [] || //Apocalypse Now,// "Kurtz" [] ||
 * Due (**on 1/29**) || # **Complete** "//Heart//, P.2, SA" (Google Docs & Classroom)
 * 1) **Complete** "//Heart,// Free Response #2" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #20
 * Class (on **1/29**) || Dante's "Inferno"
 * Quick Reference / Summary / Background: []
 * University of Texas guide: []
 * University of Virginia guide: []
 * University of Fornnarino guide: "Inferno Press" (Google Docs & Classroom)
 * <span style="background-color: transparent; color: #0066cc; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none; vertical-align: baseline;">[]
 * <span style="background-color: transparent; color: #0066cc; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none; vertical-align: baseline;">[] ||
 * EQ (**1/29**) || Why was Dante's seminal masterwork such a huge influence on Conrad? ||
 * Homework (**1/29**) || **Read** //Heart,// Part 3 ||
 * Class (**1/30**) || TTP: "2015 FR #2"
 * EQ (**1/30)** || How can a narrative's environment have a direct impact on the characters involved? ||
 * Homework (**1/30**) || **Complete** "//Heart//, P.3, MC" (Google Docs & Classroom) ||
 * Class (**1/31**) || Dante's "Inferno" - "Inferno Press" (Google Docs & Classroom)
 * []
 * [] ||
 * EQ (**1/31**) || How do our thoughts on "Inferno Press" encapsulate our thinking on Dante's epic? ||
 * Homework (**1/31)** || * **Read** "//Heart// Themes/Layers/A-D" (Docs)
 * **Complete** "//Heart//, P.3, SA" ||
 * Analysis/Discussion (**on 2/3**) || # Root #20
 * 1) Yale University Modernism Lab: https://modernism.coursepress.yale.edu/category/joseph-conrad/
 * 2) "Joseph Conrad and the Development of 'Modernism'": []
 * 3) Quick Write: "QW - //Heart//" (Docs)
 * What would be a succinct summation of //Heart// as a Modernist work?
 * How does it match up with other works of Modernist fiction? ||
 * EQ (**2/3)** || Where does //Heart// fit into the scope of literary history? ||
 * Quiz (**2/3**) || (over AP Lit. Rooterminallusions #20); you can prepare for the quiz on this site:
 * Homework (**2/3**) || **Complete** "//Heart,// Free Response #3" (Docs & Classroom) ||

__**AP Lit. for week of 1/22**__ [] || [] ||
 * Read & Due (**by 1/22**) || # **Read** //Heart//, Part 1
 * 1) **Complete** //Heart//, P.I, SA & MC (Docs & Classroom)
 * 2) **Complete** "//Heart,// Free Response #1" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #19
 * Class (**1/22**) || "'Waste Land' Poetry Personalities" ||
 * EQ (**1/22**) || How do the themes of //Heart//, Part I match up with "The Waste Land"
 * [|"And this also," said Marlow suddenly, "has been one of the dark places of the earth."] ;
 * [|Something like an emissary of light, something like a lower sort of apostle.] ||
 * Homework (**1/22**) || // Heart, // Part 2 (Read) ||
 * Class (**1/23)** || TTP: "2006 FR Question 3" ||
 * Homework (**1/23**) || //Heart,// Part 2 (Read) ||
 * EQ (**1/23**) || How will I respond to a Question 3 essay prompt if I haven't read any of the example texts? ||
 * Class (**1/24**) || # "Rule Brittania," []
 * 1) <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"2006 FR Question 3" Peer Grading
 * 2) //Heart//, Part I; //Apocalypse Now Redux// clip: "Willard Gets His Orders" [], []
 * 3) "Waste Land" Share-Out - []
 * 4) //Heart//, P.2 ||
 * EQ **(1/24**) || What can we take away from the multi-dimensional poetry personality examination of Eliot's work? ||
 * Homework (**1/24)** || **Complete** "//Heart//, P.2, SA" (Google Docs & Classroom)
 * Complete** //"Heart,// P.2, MC" (Docs & Classroom) ||
 * Class (**on 1/26**) || # Root # 19
 * 1) Dante's "Inferno"
 * University of Texas guide: []
 * University of Virginia guide: [] ||
 * EQ (**1/26**) || Why was Dante's seminal masterwork such a huge influence on Conrad? ||
 * Quiz (**1/26**) || (over AP Lit. Rooterminallusions #19); you can prepare for the quiz on this site:
 * Homework (**1/26**) || **Complete** "//Heart,// Free Response #2" (Docs & Classroom) ||

__**AP Lit. for week of 1/16**__ [] || [] || <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">**<span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13.33px;">__AP Lit. for week of 1/9__ ** [] || > <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> What's one question from each section of text that no one will be able to answer? || https://quizlet.com/45469223/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || Extra Credit (if you wish): "AP Lit Holiday Break Extra Credit" (Docs) || __**AP Lit. for week of 12/4**__ [] || (early release) || * Root #16 || [] ||
 * Class (**on 1/16**) || * "Mrs. Malaprop's Malapropisms" (Google Docs)
 * Review "Outpost" & //Blood//
 * Hypertexts for //Heart://
 * __Stockton__: []
 * __Genius__: [|http://genius.com/1261104/Joseph-conrad-heart-of-darkness-section-i] ||
 * EQ (**1/16**) || How can we get the most out of a short but dense text like //Heart//? ||
 * Vocabulary || AP Lit. Rooterminallusions #18
 * Homework (**1/16**) || **Read** //Heart of Darkness//, Part I, pgs. 1-27 ||
 * Class (**1/17**) || * TPT(W): "MC 2009 Released" (Docs & Class)
 * **Read** summary of //The Rivals://http://projects.chass.utoronto.ca/prescrip/18thcComedy/plays/83_rbsher_rivals.html
 * //Rivals// (III.iii) read-aloud, p. 26:http://www.woodhouseplayers.co.uk/productions_201207rivals/rivals_script.pdf ||
 * EQ (**1/17**) || What makes certain multiple choice questions more difficult to answer than others? ||
 * Homework (**1/17**) || * "//Heart//, P.I, MC" (Docs & Classroom)
 * "Epilogue" of //The Rivals// [] ||
 * Quiz (**1/19**) || (over AP Lit. Rooterminallusions #18); you can prepare for the quiz on this site:
 * Class (**1/19**) || * Root #18
 * "The Waste Land"
 * []
 * [] ||
 * EQ (**1/19**) || What hints does Eliot give us about //Heart//, his favorite novel? ||
 * Homework (**1/19**) || * **Complete**"//Heart,// Free Response #1" (Docs & Classroom)
 * **Complete** "//Heart//, P.1, SA," (Docs & Classroom) ||
 * Class (** on 1/9 **) || * What was interesting or enlightening about the Holiday Extra Credit assignment?
 * "AP Lit Exam Study Material," (Google Docs) pgs. 45-9 ("Things You Should Know")
 * "Joseph Conrad Biography" - http://loki.stockton.edu/~kinsellt/projects/hod/bio.html ||
 * EQ (** 1/9 **) || What's essential to know to do well on the Lit Exam? ||
 * Vocabulary || AP Lit. Rooterminallusions #17
 * Homework (** 1/9 **) || ** Read ** the following sections of "// Heart of Darkness //: The Hypertext Annotation":
 * 1) "Conrad in the Congo" - http://loki.stockton.edu/~kinsellt/projects/hod/incongo.html
 * 2) <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"History of the Congo" - <span style="background-color: transparent; color: #0066cc; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left;">[]
 * Class (on ** 1/10 **) || * "AP Lit Exam Study Material," (Google Docs) pgs. 57-69 ("MC")
 * Study Break:// Heart // Hypertexts
 * http://loki.stockton.edu/~kinsellt/projects/hod/one.html
 * http://genius.com/Joseph-conrad-heart-of-darkness-section-i-annotated
 * <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">"AP Lit Exam Study Material," (Google Docs) pgs. 71-109 ("Poetry", "Prose," "Open")
 * <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">Share out any revelations from "APLESM"
 * // Bedford // work
 * Conrad Bio: 682-3
 * "An Outpost of Progress:" 683-98
 * "Cornell Outpost" (Google Docs & Classroom) LEFT SIDE on YOUR NOTES ||
 * EQ (** 1/10 **) || <span style="background-color: transparent; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">How ready am I to tackle the intimidating MC and the daunting prose essay question on the AP Lit Exam? ||
 * Homework (** 1/10 **) || # <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">Study for Root #17
 * 1) <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">Finish LEFT SIDE of "Cornell Outpost" on YOUR NOTES
 * 2) <span style="background-color: transparent; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left; text-decoration: none;">Keep previewing // Heart // by playing with hypertexts. ||
 * Class (on ** 1/12 **) || * Root #17
 * RIGHT SIDE of "Cornell Outpost" on YOUR PARTNER'S NOTES ||
 * EQ (** 1/12 **) || What can I glean about // Heart // from the background info and "Outpost"? ||
 * Quiz (** 1/12 **) || (over AP Lit. Rooterminallusions #17); you can prepare for the quiz on this site:
 * Homework (** 1/12 **) || # Finish RIGHT SIDE of "Cornell Outpost" on YOUR PARTNER'S NOTES
 * 1) // Blood River // excerpt: Ch. 1: "Africa's Broken Heart" (Google Docs & Classroom)
 * 2) Keep previewing // Heart // by playing with hypertexts. ||
 * __AP Lit. for week of 12/11__ **
 * Due (**on 12/11**) || **Complete** "//Hamlet// V SA & MC" (Google Docs & Classroom) ||
 * Class (**on 12/11**) || * //Hamlet// Socrative Quiz [|https://b.socrative.com/student/#wait]
 * "Multiple Hamlet" (Docs & Classroom) ||
 * EQ (**12/11**) || How can Shakespeare's work be broken down with essential multiple choice questions? ||
 * Homework (**12/11)** || None! Study for your finals and finish all late //Hamlet// work! ||
 * Class (**on 12/12**) || * "Multiple Hamlet" (Docs & Classroom)
 * // Hamlet // ||
 * EQ (**12/12**) || How can multiple choice questions be structured to reflect exactly what I've learned? ||
 * Homework (**12/12**) || None! Study for your finals and finish all late //Hamlet// work! ||
 * Class (**on 12/13**) || * "Multiple Hamlet" (Docs & Classroom)
 * // Hamlet // ||
 * EQ (**12/13)** || How does the play performed compare to the written work? ||
 * Homework (**12/13**) || None! Study for your finals and finish all late // Hamlet // work! ||
 * Class (**12/15**) || * //Hamlet// Test (Socrative)
 * DIY FInal ("S1 AP Final") ||
 * EQ (**12/15**) || How much easier or harder is it to answer a prompt that I've created as compared to answering one that someone else has crafted? ||
 * Homework (**12/15**) || None! Study for your finals and finish all late // Hamlet // work!
 * Due (**on 12/4**) || * **Complete**: " // Hamlet //, Free Response #4" (Docs & Classroom)
 * **Complete** //"Hamlet//, IV.i-v, SA" (Google Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #16
 * Class (**12/4**) || //Hamlet,// IV.i-vii
 * "Partner A-B Ham IV Questions"
 * Socratic, Part 2 ||
 * EQ (**12/4**) || How does Act IV serve as a back-and-forth conversation between Claudius and Hamlet? ||
 * Homework (**12/4**) || "Features of Shakespeare's Character & Theme Development" (Docs) ||
 * Class (**12/5**) || Practice Exam #2
 * MC review
 * peer grading ||
 * EQ (**12/5**) || How can a second sitting with a poem enhance my ability to understand what the poet intended? ||
 * Homework (**12/5**) || **Read** //Hamlet//, V.i (pgs. 274-99) ||
 * Class (**on 12/6**) || * //Bedford// Ophelia, 1694-17
 * "Character Examination of Ophelia" (Classroom & Docs)
 * "Findings About Ophelia" (Classroom & Docs) ||
 * EQ (**12/6**) || What sort of character is Ophelia? ||
 * Homework (**12/6)** || * //Hamlet,// FR #5 (Classroom & Docs)
 * //Hamlet// V.ii (pgs. 300-337) ||
 * Class (**on 12/8**)
 * EQ (**12/8)** || What are some aspects of Hamlet performed that weren't readily apparent while reading it? ||
 * Quiz (**12/8**) || (over AP Lit. Rooterminallusions #16); you can prepare for the quiz on this site:
 * Homework (**12/8**) || **Complete** "Hamlet V SA & MC" ||

[] || [] || [] || [] ||
 * __AP Lit. for week of 11/27__ **
 * Read & Due (**by 11/27**) || ** Complete ** the "//1000 Acres// Extra Credit" (Docs) if you wish. ||
 * Class (**on 11/27**) || * Hamlet kills Polonius
 * []
 * https://www.youtube.com/watch?v=YbILQ5gEzjM
 * "Critically Hamlet" - partner read & share
 * "The Character of Hamlet's Mother," Carolyn Heilbrun
 * "The Embassy of Death," G. Wilson Knight ||
 * EQ (**11/27**) || How can critical analysis of //Hamlet// enhance our understanding of the play? ||
 * Homework (**11/27**) || **Read** //Hamlet// IV.i-ii (pgs. 212-219) ||
 * Vocabulary || AP Lit. Rooterminallusions #15
 * Class (**on 11/28**) || Practice AP Exam #2 - Multiple Choice ||
 * EQ (**11/28**) || How ready am I to do well on the multiple choice portion of the AP Exam? ||
 * Homework (**11/28)** || **Read** //Hamlet// IV.iii-iv (pgs. 220-233) ||
 * Classwork (**11/29**) || * Practice AP Exam #2 - Essay
 * Practice Exam #2 Answers/Explanations (Docs)
 * Partner Grading of PE #2 ||
 * EQ (**11/29**) || How ready am I to do well on the essay portion AP Exam? ||
 * Homework (**11/29**) || * **Read** //Hamlet//, IV.v-vii (pages 234-273)
 * "Partner A-B Ham IV Questions" ||
 * Class (**on 12/1**) || * Root #15
 * // Hamlet //, IV.i-vii
 * Act IV Socratic - Let's examine Act IV as a back-and-forth conversation between Claudius (**Partners A**) and Hamlet (**Partners B**).
 * **i:** "'So dreaded slander...may miss our name and hit the woundless air.'" (IV.i.40-44, pg. 214) **Partners A**: How does Claudius's reaction to the aftermath of Polonius's murder reveal something essential about his character? **Partners B**: How does Hamlet feel about Polonius's death?
 * **ii:** "'That I can keep your counsel and not mine own. Besides to be demanded of a sponge!'" (IV.ii.11-12, pg. 216) **B**: Why doesn't Hamlet trust Rosencrantz, and is the comparison fair? **A**: What does Claudius think of Rosencrantz and Guildenstern?
 * **iii**: "'He's loved by the distracted multitude, who like not in their judgment, but in their eyes.'" (IV.iii.5-6, pg. 220) **A**: What do Claudius's words about his nephew reveal about him (the uncle)? **B**: Why isn't Hamlet concerned about about what the people of Denmark think?
 * **iv**: "'My thoughts be bloody, or be nothing worth.'" (IV.iv.65, pg. 232) **B**: How does Hamlet arrive at this drastic conclusion to his soliloquy? **A**: What would Claudius say about these violent thoughts (if he wasn't going to be the recipient of them)?
 * **v**: "'O my dear Gertrude, this, like to a murdering piece, in many places gives me superfluous death.'" (IV.v.93-5, pg. 240) **A**: What does Claudius fear? **B**: What would Hamlet say that Claudius should fear?
 * **vi**: "I've words to speak in thine ear will make thee dumb, yet are they much too light for the bore of the matter.'" (IV.vi.22-4, pg. 256) **B**: What does Hamlet believe about the power of truthful words? **A**: What does Claudius think of the value of the truth?
 * vii: "'There lives within the very flame of love a kind of wick or snuff that will abate it.'" (IV.vii.114-15, pg. 266) **A**. What does Claudius believe about love ? **B**: What would Hamlet say that this reveals about his uncle? ||
 * EQ (12/1) || How can an examination of dialogue between two characters reveal something essential about each? ||
 * Quiz (**12/1**) || (over AP Lit. Rooterminallusions #15); you can take the quiz on this site:
 * Homework (**12/1**) || * ** Complete ** : " // Hamlet //, Free Response #4" (Docs & Classroom)
 * **Complete** //"Hamlet//, IV.i-v, SA" (Google Docs & Classroom) ||
 * __AP Lit. for week of 11/13__ **
 * Read & Due (**by 11/13**) || # **Read** //Hamlet//, III.i-ii (pgs. 134-185)
 * 1) **Complete:** "//Hamlet//, III.i-ii, MC & SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Hamlet//, Free Response #3" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #14
 * Class (**on 11/13**) || * Hamlet's soliloquy (I.ii.129-146, pg. 26): []
 * "Frailty thy name is woman" (I.ii.146, pg. 28)
 * []
 * []
 * []
 * "Misogynistic //Hamlet// Socratic" (Docs & Classroom)
 * //Hamlet...the Comedy?//
 * II.ii.175, pg. 100: "'You are a fishmonger.'"
 * II.ii.369, pg. 116: "'That great baby you see there is not yet out of his swaddling clouts.'"
 * II.ii.382-4, pg. 118: "'...tragedy, history, pastoral, pastoral-comical, historical-pastoral, tragical-historical, tragical-historical-comical-pastoral...'"
 * II.ii.410-11, pg. 120: "'Pray God, your voice, like a piece of uncurrent gold, be not cracked."
 * II.ii.480, pg. 124: "'He's for a jig or a tale of bawdry or he sleeps.'"
 * Q: Why does Hamlet finally turn serious in this scene?
 * Now, check out Hamlet the wild and crazy guy again in III.iI, pgs. 162-170. What backs him off the funny this time?
 * // Hamlet //, III.i-ii
 * "To be or not to be" soliloquy - five versions: []
 * "The lady doth protest too much" (III.ii.216, pg. 168): [] ||
 * EQ (**11/13**) || What important conclusions can we draw from Acts I-III? ||
 * Homework (**11/13**) || **Read** //Hamlet,// III.iii (pgs. 186-193) ||
 * Class (**11/14**) || TPT: "DH Lawrence's //The Rainbow,// 2013 Essay #2" (Google Classroom & Docs) ||
 * EQ (**11/14**) || How can I get a sense of character in a novel excerpt essay question? ||
 * Homework (**11/14**) || **Read** //Hamlet//, III.iv (pgs. 194-211) ||
 * Class (**11/15)** || * // Hamlet //, III.i-ii
 * "To be or not to be" soliloquy - five versions: []
 * "The lady doth protest too much" (III.ii.216, pg. 168): []
 * Sonnet Form Summary: []
 * The English Sonnet, // Bedford, // pgs. 975-77
 * "No Fear Sonneteer" (Docs & Classroom) ||
 * EQ (**11/15**) || How can a personal translation serve as a summary of my own understanding? ||
 * Homework (**11/15**) || # **Read/Review/Analyze** our work on "No Fear Sonneteer"
 * 1) **Complete**//"Hamlet//, III.iii-iv, MC & SA" (Google Docs & Classroom) ||
 * Class (**on 11/17**) || * " // 1000 Acres // Extra Credit" (Docs)
 * Root #14
 * Breaking Down “Sonnet 18” (“Day”) & “Sonnet 130” (“Sun”) (Docs & Classroom) ||
 * EQ (**11/17**) || Which of Shakespeare's most famous sonnets ("18" & "130") most closely resembles //Hamlet'//'s literary qualities? ||
 * Homework (**11/17**) || # ** Complete ** the "//1000 Acres// Extra Credit" (Docs) if you wish.
 * 1) ** Have ** a great break! **Eat** and **sleep** a lot! ||
 * Quiz (**11/17**) || (over AP Lit. Rooterminallusions #14); you can prepare for the quiz on this site:

__**AP Lit. for week of 11/6**__ [] || Shmooping I.iii-iv: [] "Something's rotten in the state of [anything!] " [] || [] || [] || "AP Poetry Types" Review "The Quest" (Shared on Google Docs) Review //"Siddhartha// Hero Cycle Prezi Project" (Shared on Google Docs) || https://quizlet.com/45437254/ap-lit-rooterminallusions-11-flash-cards/ || Finish //Siddhartha//-era stuff Work on Prezi Presentations || //"Siddhartha// Hero Cycle Prezi Project" || https://quizlet.com/45437254/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || Continue Prezi Presentations work http://quizlet.com/45436005/ap-lit-rooterminallusions-10-flash-cards/ || http://quizlet.com/45436005/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || __**AP Lit. for week of 10/9**__ [] || [] || [] || > [] [] || (What's a question you have about //Salesman// which you think can be answered but for which you don't have an answer?) [] || __**AP Lit. for week of 9/25**__ //Salesman// Catch-up (__**ALL**__ Salesman-era work due on **10/9** for credit) || [] || Finish "TestMaster - //Salesman//" || [] || //Salesman// Catch-up (__**ALL**__ Salesman-era work due on **10/9** for credit) || __**AP Lit. for week of 9/18**__ [] || [] || __**AP Lit. for week of 9/11**__ [] || (**9/11**) || * "Barron's: Answering MCQs" (early release) || * Root #5 [] || __**AP Lit. for week of 9/5**__ [] || [|http://quizlet.com/45396144/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=3] || (early release) || * Root #3 [] || [] || [] || __**AP Lit. for week of 8/14**__ [] || https://quizlet.com/45393637/test?prompt-with=1&limit=30&matching=on&mult_choice=on&selectedOnly=false&showImages=true&tf=on&written=0 || [] || [] ||
 * Due (**on 11/6**) || # **Read** //Hamlet//, I.v (pgs. 60-75)
 * 1) **Complete:** "//Hamlet//, I.iii-v, SA" (Google Docs & Classroom)
 * 2) **Read** "Horatio's soliloquy" (Google Docs) (I.i.78-101, pg. 10)
 * 3) **Read** "Shakespeare & His Times / Dramatic Conventions & Author's Techniques"
 * 4) **Complete**: "//Hamlet//, Free Response #1" (Google Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #13
 * Class (**11/6**) || //S// //iddhartha// Hero Cycle Presentations ||
 * EQ (**11/6**) || How can my classmates' interpretations of //Hamlet// and the Hero Cycle expand my knowledge of both works? ||
 * Homework (**11/6**) || * ** Read **// Hamlet //, II.i (pgs. 76-85)
 * **Read** "Some Biblical and Mythological Allusions in //Hamlet//" - [] ||
 * Class (**11/7**) || Hamlet's soliloquy (I.ii.129-146, pg. 26): []
 * "Frailty thy name is woman" (I.ii.146, pg. 28)
 * []
 * []
 * []
 * "Misogynistic //Hamlet// Socratic" (Docs & Classroom)
 * []
 * [])
 * [] ||
 * EQ (**11/7**) || Why does the "Something's rotten..." quote resonate into our present day culture? ||
 * Homework (**11/7**) || * ** Read **// Hamlet //, II.ii (pgs. 86-133) ||
 * Class (**on 11/8**) || * Critical Case Study of "J. Alfred Prufrock," //Bedford//, pgs. 1213-1220; listen:[]
 * "Poetry Analysis Organizer" (Docs & Classroom)
 * "Stems Poetry Analysis" (Docs & Classroom) ||
 * EQ (**11/8**) || * How do the puns and paradoxes from Act I of //Hamlet// contribute to its meaning?
 * How can "J. Alfred Prufrock" be broken down into its meaningful components? ||
 * Homework (**11/8)** || * **Complete** "//Hamlet//, II SA" (Google Docs & Classroom)
 * **Read** "Puns & Paradoxes in //Hamlet//, Act I" (Docs)
 * **Read** "Ghost of Hamlet's Father" (Docs) ||
 * Class (**on 11/10**) || * Root #13
 * "Perspectives on T.S. Eliot," //Bedford//, pgs. 1220-1231
 * "Our 'Prufrock'" (Docs) ||
 * EQ (**11/10)** || How can our poetry analysis and critical perspectives help us to create a shared perspective on "Prufrock"? ||
 * Quiz (**11/10**) || (over AP Lit. Rooterminallusions #13); you can prepare for the quiz on this site:
 * Homework (**11/10**) || # **Read** //Hamlet//, III.i-ii (pgs. 134-185)
 * 1) **Complete:** "//Hamlet//, III.i-ii, MC & SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Hamlet//, Free Response #3" (Classroom & Docs) ||
 * __AP Lit. for week of 10/30__ **
 * Due (**on 11/1**) || //Siddhartha// Hero Cycle Presentation ||
 * Due (**on 11/3**) || ALL //Siddhartha-//era work ||
 * Class (**on 10/30**) || Work on Hero Cycle Presentations ||
 * EQ (**10/30**) || What can I take from //Siddhartha// to inform my own understanding of myself? ||
 * Vocabulary || AP Lit. Rooterminallusions #12
 * Homework (**10/30**) || "Fast Track: A Closer Look at MC," pgs.57-8 ||
 * Class (**10/31**) || TPT: "Fast Track: A Closer Look at MC" ||
 * EQ (**10/31**) || How can annotation help us on the multiple choice section of the test? ||
 * Homework (**10/31)** || **Read** //Hamlet//, "Characters," I.i-ii (pgs. ix-39) ||
 * Presented/Discussed Material ( ** on 11/1 ** ) || * //Siddhartha// Hero Cycle Presentations
 * Question: What is the true path to enlightenment for you, or what gives you meaning in your life (and __why__)?
 * "Pre-__Hamlet__ Thinking" (Google Docs) A/B Partners
 * "On Revenge," Bacon - []) ||
 * EQ (**11/1**) || What can I take from // Siddhartha // to inform my own understanding of myself? ||
 * Homework (**11/1**) || * Complete "//Hamlet//, I.i-ii, MC & SA" (Google Docs & Classroom)
 * **Read** //Hamlet////,// I.iii-iv (pgs. 40-59)
 * Consider "On Revenge," Bacon - []) ||
 * Class (**11/3**)
 * (Early Release)** || * Root #12
 * Preview //Hamlet// FRQ#1 ||
 * EQ (**11/3**) || How would you argue against or in favor of Hamlet or //Hamlet// being misogynistic? ||
 * Quiz (**11/3**) || (over AP Lit. Rooterminallusions #12); you can prepare for the quiz on this site:
 * Homework (**11/3**) || # **Read** //Hamlet//, I.v (pgs. 60-75)
 * 1) **Complete:** "//Hamlet//, I.iii-v, SA" (Google Docs & Classroom)
 * 2) **Read**: "Horatio's soliloquy" (Google Docs) (I.i.78-101, pg. 10)
 * 3) **Read** "Shakespeare & His Times / Dramatic Conventions & Author's Techniques"
 * 4) **Complete**: "//Hamlet//, Free Response #1" (Google Docs & Classroom) ||
 * __AP Lit. for week of 10/23__ **
 * Read & Due (**by 10/23**) || # **Read:** //Siddhartha//, Chs. 9-12 ( "The Ferryman," "The Son," "//Om//," "Govinda")
 * 1) **Complete:** //"Siddhartha// Chs. 9-12, SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Siddhartha//, Free Response #2" (Google Docs & Classroom) ||
 * Read/Analyzed Material (**on 10/23**) || Discuss //Siddhartha,// 9-12
 * grouping
 * type selection
 * poem selection ||
 * EQ (**10/23)** || What poem or poems best illustrate my particular poetry type and why? ||
 * Homework (**10/23**) || **Finish** //Siddhartha// (if you haven't already!)
 * Vocabulary || AP Lit. Rooterminallusions #11
 * Class (**on 10/24)** || //Siddhartha// Test (MC) ||
 * EQ (**10/24**) || How can an ironic understanding of an esoteric text like //Siddhartha// be accomplished through MC questioning? ||
 * Homework (**10/24**) || Research "AP Poetry Types"
 * Class (**on 10/25**) || //Siddhartha// Test (Essay)
 * Finish** "AP Poetry Types" ||
 * EQ (**10/25**) || How can our study of particular poetry types help our overall understanding of verse? ||
 * Homework (**10/25**) || Proofread "AP Poetry Types"
 * Class (**on 10/27**) || * Root #11
 * Review "AP Poetry Types"
 * Prezi Presentations Work ||
 * EQ (**on 10/27**) || How do the Prezis give us a better understanding of Hesse's work and the Hero Cycle? ||
 * Quiz (**10/27**) || (over AP Lit. Rooterminallusions #11); you can prepare for the quiz on this site:
 * Homework (**10/27**) || **Read** "Reading Shakespeare" (Google Docs)
 * FINISH __ALL__** //Siddhartha-//era work that you want graded (**DUE Friday, 11/3**) ||
 * __AP Lit. for week of 10/16__ **
 * Read (**by 10/16**) || # ** Read ** "The Blind Men and the Elephant" ([])
 * 1) **Read (if not read already):** "Introduction" (vii-xiii, //Siddhartha),// "Glossary of Indian Terms" (xv-xix, //Siddhartha//)
 * 2) **Read:** //Siddhartha//, Chs. 5-8 ("Kamala," "With the Child-People," "//Samsara//," "By the River") ||
 * Due (**by 10/16**) || # **Complete:** //Siddhartha// Chs. 5-8, MC & SA (Google Docs & Classroom)
 * 1) **Complete:** "//Siddhartha//, Free Response #1" (Google Docs & Classroom) ||
 * Read Material (**on 10/16**) || * //Bedford//, pgs. 920-4, "Sounds" (including euphony)
 * //Bedford,// pg. 986, "Epigram" ||
 * Analysis (**on 10/16**) || "Epigramming //Sidd//" (Google Docs & Classroom) ||
 * Discussed Material (**on 10/16**) || * What can we take from "The Blind Men and the Elephant," and how do our takeaways relate to //Sidd//?
 * Why read //Siddhartha// AP Lit.?
 * What should we have taken from Part 1 to inform our appreciation of Part 2? ||
 * EQ (**10/16**) || How can my own poetry express essential teachings from Chs. 5-8 of //Siddhartha//? ||
 * Homework (**10/16**) || "AP Literature Exam Tips" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #10
 * Class (**10/17)** || TPT: "Poetry MC - Pearson"
 * "Hawk Roosting"
 * "Sonnet"
 * " I Felt a Funeral in My Brain" ||
 * EQ (**10/17**) || How can studying poetry give me a better idea of how I can crack the exam? ||
 * Homework (**10/17**) || "Short Story Themes" (Google Docs & Classroom) ||
 * Class (**10/18**) || * Root #10
 * //Bedford,// pgs. 608-627
 * "Remarkably Short Short Stories" (Google Docs & Classroom)
 * "Remarkably Short Short Stories" share-outs
 * //Siddhartha,// 5-8 discussion
 * "//Siddhartha// Hero Cycle Prezi" (shared on Google Docs) ||
 * EQ (**10/18**) || How can the essence of a short story be summed up in a theme statement? ||
 * Homework (**10/18**) || # ** Read ** "The Quest" (Shared on Google Docs)
 * 1) **Read:** //Siddhartha//, Chs. 9-12 ( "The Ferryman," "The Son," "//Om//," "Govinda")
 * 2) **Complete:** //"Siddhartha// Chs. 9-12, SA" (Google Docs & Classroom)
 * 3) **Complete**: "//Siddhartha//, Free Response #2" (Google Docs & Classroom) ||
 * Quiz (**10/18**) || (over AP Lit. Rooterminallusions #10); you can prepare for the quiz on this site:
 * Worked on (**by 10/9**) || * **Finish ALL //Salesman// assignments (due by midnight 10/9)**
 * **Read:** //Siddhartha//, Part1, Chs. 1-4 ("The Brahmin's Son," "With the Samanas," "Gotama," "Awakening"
 * AP Lit. Unit 1 Culmination Essay" (Google Docs & Classroom) ||
 * Vocabulary (**week of 10/9**) || AP Lit. Rooterminallusions #9
 * Class (**on 10/9**) || * Root # 8
 * "AP Lit. Unit 1 Culmination Essay" Workshop
 * Thoughts on //Siddhartha//, Part1, Chs. 1-4
 * Start //Siddhartha// MC 1-10, SA Chs. 1-4 ||
 * EQ (**on 10/9**) || How do all of the background reading selections inform my takeaways from Chs. 1-4 of //Siddhartha//? ||
 * Homework (**on 10/9**) || "Approaching MC - Pearson" (Docs & Classroom)
 * Complete**: //Siddhartha// MC 1-10, SA Chs. 1-4 ||
 * Class (**on 10/10**) || TPT: "Poetry MC - Pearson" (Docs & Classroom)
 * "Bright Star," Keats
 * []
 * []
 * "Dulce et Decorum Est," Owen
 * []
 * [] ||
 * EQ (**on 10/10**) || What are each poem's speaker, audience, purpose, and theme? ||
 * Homework (**on 10/10**) || * Work on: "AP Lit. Unit 1 Culmination Essay"
 * **Read:** "Structure of //Siddhartha"// (shared on Google Docs) ||
 * Class (**on 10/11**) || * "Buddha's Poetic Philosophy"
 * //The Poet Seers,// "Lord Buddha" []
 * Share-out of Buddha's poetry as compared to //Siddhartha//
 * Root #9 ||
 * EQ (**10/11**) || How can the poetry of the historical figure Siddhartha Gautama inform our study of the fictional work //Siddhartha//? ||
 * Homework (**10/11**) || # ** Read ** "The Blind Men and the Elephant" (Docs & Classroom - [])
 * 1) **Read (if not read already):** "Introduction" (vii-xiii, //Siddhartha),// "Glossary of Indian Terms" (xv-xix, //Siddhartha//)
 * 2) **Read:** //Siddhartha//, Chs. 5-8 ("Kamala," "With the Child-People," "//Samsara//," "By the River")
 * 3) **Complete:** //Siddhartha// Chs. 5-8, MC & SA (Google Docs & Classroom)
 * 4) **Complete:** "//Siddhartha//, Free Response #1" (Google Docs & Classroom) ||
 * Quiz (**10/11**) || (over AP Lit. Rooterminallusions #9); you can prepare for the quiz on this site:
 * Due (**by midnight, 10/13**) || "AP Lit. Unit 1 Culmination Essay" ||
 * __AP Lit. for week of 10/2__ **
 * Assigned Essay (**on 10/2**) || "AP Lit. Unit 1 Culmination Essay" (Google Docs & Google Classroom) (**due 10/12@midnight**) ||
 * Vocabulary || AP Lit. Rooterminallusions #8
 * Class (on **10/2**) || * TestMaster student-generated MC portion of //Salesman// test (Socrative program):
 * AP Lit. Rooterminallusions #7
 * EQ (**10/2**) ||  ||
 * LT (**10/2**) || Devise an analysis of a literary text through written assessment. ||
 * Homework (**10/2**) || * **Read:** "Herman Hesse & Bio Info" (shared on Google Docs)
 * Work on your "AP Lit. Unit 1 Culmination Essay" ||
 * Discussed Material (**on 10/3**) || * //"Salesman// Question Inquiry" (Google Docs)
 * QI Share-out ||
 * Homework (**10/3**) || * **Read:** "Carl Jung" (shared on Google Docs)
 * Work on your "AP Lit. Unit 1 Culmination Essay" ||
 * EQ (**10/3**) || What do we know and not know about //Death of a Salesman//? ||
 * LT (**10/3**) || Evaluate a written assessment of a literary text for potential unanswered questions. ||
 * Class (**10/4**) || * Second half of //Salesman// Test: Free Response Essay #3 (from 2007 AP Lit. test) http://apcentral.collegeboard.com/apc/public/repository/ap07_eng_lit_frq.pdf
 * //S////alesman// movie, Act 2
 * Part 9: https://www.youtube.com/watch?v=Nh7AMW_iiAM
 * Part 10: https://www.youtube.com/watch?v=zw1A2hRaSLM ||
 * EQ (**10/4**) || How can //Salesman// be used on a "showcase" Free Response question on the AP Lit. Exam? ||
 * LT (**10/4**) || Create an argument and support to answer an open prompt on a literary text. ||
 * Homework (**10/4**) || * **Read:** "Hinduism / The Buddha & Buddhism" (shared on Google Docs)
 * **Read:** //Siddhartha//, Part 1, Chs. 1-4 ("The Brahmin's Son," "With the Samanas," "Gotama," "Awakening")
 * Work on your "AP Lit. Unit 1 Culmination Essay" ||
 * Class (**on 10/6**) || * Root #8
 * "AP Lit. Unit 1 Culmination Essay" ||
 * EQ (**10/6**) || What commonalities with //Catcher// can we take from //Salesman//? ||
 * LT (**10/6**) || Demonstrate understanding of roots, literary terms, and literary illusions. ||
 * Quiz (**10/6**) || (over AP Lit. Rooterminallusions #8); you can prepare for the quiz on this site:
 * Homework (**10/6**) || * **Finish ALL //Salesman-era// assignments, including the Q1 Writing Assessment (due 10/9)**
 * **ENJOY HOMECOMING!** ||
 * Due Material (**by 9/25**) || **Complete:** "//Salesman// MC & SA 'Requiem'" (shared on Google Docs & Classroom)
 * Complete** "//Salesman// Free Response #3" (Google Docs & Google Classroom) ||
 * Class (**on 9/25**) || AP Literature & Composition Practice Exam 1 (MC) ||
 * EQ (**9/25**) || In what areas do we feel comfortable and not so comfortable on the AP Lit. Exam? ||
 * Homework (**9/25**) || Finish checking MC answers ("Practice Exam I Answers/Explanations")
 * Vocabulary || AP Lit. Rooterminallusions #7 (for this week)
 * Class (**on 9/26**) || AP Literature & Composition Practice Exam 1 (Essay) ||
 * EQ (**9/26**) || How will time management play a huge part in my performance on the AP exam? ||
 * Homework (**9/26**) || # **Read** "Practice Exam 1 Answers & Explanations" (Google Docs & Google Classroom)
 * 1) **Complete** Corrections to Practice Exam 1 (hardcopy or Notability)
 * 2) Question to **consider**: How can I improve my performance on the AP Lit. Exam? ||
 * Read Material (**on 9/27**) || "TestMaster - //Salesman//" (Google Docs) ||
 * Discussion/Analysis (**on 9/27**) || TestMaster activity with a partner: Develop five multiple choice questions based upon a reading selection from //Salesman.// ||
 * EQ (**9/27)** || What essential elements from //Death of a Salesman// should be addressed in a comprehensive multiple choice test? ||
 * Homework (**9/27**) || __ **Finish** __ your TestMaster questions and ** share ** with Fornnarino by **noon on Saturday, 9/30** ||
 * Class (**9/29)** || Root #7
 * EQ (**9/29**) || How can multiple choice questions reflect comprehensive knowledge of a text's important elements? ||
 * Quiz (**9/29**) || AP Lit. Rooterminallusions #7
 * Homework (**9/29**) || __ **Finish** __ your TestMaster questions and ** share ** with Fornnarino by **noon on Saturday, 9/30**
 * Vocabulary || AP Lit. Rooterminallusions #6
 * Read Material (**by 9/18**) || **Read:** //Death of a Salesman//, Act II, pages 71-136 ||
 * Due Material (**by 9/18**) || * **Complete**: "//Salesman// SA 1-11, MC 11-20, Act II" (shared on Google Docs & Classroom)
 * **Complete:** "//Salesman// Free Response #2" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman:// What motivates Willy’s death at the end of Act II? Is his death heroic? ||
 * Class (**on 9/18**) || * **Read:** "Willy Loman as Tragic Hero " (Google Docs & Classroom)
 * //"Sales// Lines" (shared Google Doc & Classroom) PART I
 * Discuss Act II ||
 * EQ (**9/18**) || How does the resolution to Act II feel rushed or appropriate? ||
 * Homework (**9/18**) || * **Complete**: "//Salesman// SA 12-21, MC 11-20, Act II" (Google Docs & Classroom)
 * Review/Finish //"Sales// Lines," PART I ||
 * Class (**9/19**) || * Summary paragraph for "//Sales// Lines" PART II
 * "Theme," //Bedford//, pgs. 294-97
 * "Love in L.A.," Dagoberto Gilb, //Bedford//, pgs. 311-313 ||
 * EQ (**9/19**) || How can one line from a narrative tell an entire story about the significance of a work as a whole? ||
 * Homework (**9/19**) || * **Read** "//Salesman// Possible Themes" (Google Docs & Google Classroom)
 * Question to **consider**: What would you point to as the most important theme in //Salesman//, and why? ||
 * Class (**on 9/20**) || * "Sample Student Response to 'Love in L.A.,' " pg. 314, //Bedford//
 * "Motif Metaphors into Theme with Character" (Google Docs & Classroom) - analysis of "Love in L.A." and //Salesman// ||
 * EQ (**9/20**) || How do Jake and Willy Loman feel about the common motifs and themes of "Love in L.A." and //Salesman//? ||
 * Homework (**9/20**) || * **Read:** //Death of a Salesman//, "Requiem," pages 137-39
 * Question to **consider** for //Salesman//: How does the "Requiem" provide resolution for the play? ||
 * Class (**9/22**) || * Root #6
 * Discuss the end of //Salesman//
 * Watch Dustin Hoffman's Salesman (https://www.youtube.com/watch?v=FCOC87R9Ub4&list=PL5SYIXAdSsJGbvBQKA6u7EM2Iqdvwsk1q) ||
 * EQ (9/22) || How does the "Requiem" bring necessary closure to the play? ||
 * Homework (**9/22**) || * **Complete:** "//Salesman// MC & SA 'Requiem'" (shared on Google Docs & Classroom)
 * **Complete** "//Salesman// Free Response #3" (Google Docs & Google Classroom) ||
 * Quiz (**9/22)**
 * (next Monday)** || (over AP Lit. Rooterminallusions #6); you can prepare for the quiz on this site:
 * Vocabulary || AP Lit. Rooterminallusions #5
 * Read Material (**by 9/11**) || * //Salesman,// Act I, pgs. 7-69
 * "//Salesman// Background & Structure" (Google Docs) ||
 * Class (on **9/11**) || * **Finish "APLitWAQ1" (Writing Assessment)**
 * //Salinger// (time permitting)
 * Question to **consider** for //Salesman//: Describe the significance of names in this play. How do Happy’s and Biff’s names contrast with or support their characters? Interpret the names “Loman” and “Singleman." ||
 * EQ (9/12) || How do Happy’s and Biff’s names contrast with or support their character types? ||
 * Homework
 * **Complete:** "//Salesman// SA 1-15, Act I" (shared on Google Docs & Classroom)
 * **Complete:** "//Salesman// MC, Act I" (shared on Google Docs & Classroom) ||
 * Class (**on 9/12**) || * TPT: "Barron's: Sample Poetry/Prose"
 * //Salesman//, Act I ||
 * EQ (**9/12**) || How do the approaches to poetry and prose multiple choice questions differ? ||
 * Homework (**on 9/12**) || **Complete**: "//Salesman// SA 16-30, Act I" (shared on Google Docs & Classroom) ||
 * Class (**on 9/13**) || * Counseling Department Presentation
 * // "Salesman // Motifs & Poetry" ||
 * EQ (**9/13**) || How does Miller set up the audience's expectations for the actions and characters of the play during and prior to Act I? ||
 * Homework (**9/13**) || * **Review:** //Salesman//, Act I
 * **Complete:** "//Salesman// Free Response #1" (shared on Google Docs & Classroom)
 * Questions to **consider** for //Salesman//
 * How reliable are the characters’ various narratives in //Death of a Salesman//? Are Willy’s words to be trusted? Biff’s?
 * How do the flashbacks affect the narrative? ||
 * Class (**9/15**)
 * Finish "// Salesman // Motifs & Poetry" (shared Google Doc & Classroom)
 * NPR Broadcast re:Arthur Miller (10/17/2015): http://www.npr.org/2015/10/17/449165438/after-decades-on-stage-arthur-millers-works-defy-the-final-curtain
 * What are Miller's major dramatic works and what major awards did he win?
 * How long did it take Miller to write //Salesman//?
 * Who is the more famous spouse of Miller?
 * Where and when (in his life) was Miller first exposed to live theatre?
 * Why did Miller feel a need to write his play //The Crucible//?
 * extra: How does Miller relate to a contemporary American rock band?
 * How reliable are the characters’ various narratives in //Death of a Salesman//? Are Willy’s words to be trusted? Biff’s?
 * How do the flashbacks affect the narrative? ||
 * EQ (**9/15**) || How reliable are the characters’ various narratives in //Death of a Salesman//? ||
 * Homework (**9/15**) || # **Read:** //Death of a Salesman//, Act II, pages 71-136.
 * 1) **Pick out a line or a few consecutive lines of dialogue that is/are especially significant to you and be able to explain it/them (for 9/18).**
 * 2) **Complete**: "//Salesman// SA 1-11, MC 11-20, Act II" (shared on Google Docs & Classroom)
 * 3) **Complete:** "//Salesman// Free Response #2" (shared on Google Docs & Classroom)
 * 4) Question to **consider** for //Salesman:// What motivates Willy’s death at the end of Act II? Is his death heroic? ||
 * Quiz (**9/15**) || (over AP Lit. Rooterminallusions #5); you can prepare for the quiz on this site:
 * Due Material (**by 9/5**) || * Finish "TP-COASTT Bildungsroman poem"
 * Read "Psychoanalysis in //Catcher"// (Classroom & Docs)
 * **Read**; " 'Coming Thro' the Rye' " and Other Themes" (shared on Google Docs)
 * **Complete** //"Catcher//, 21-24 Questions" (Classroom & Docs)
 * **Read** //Catcher//, 25-26
 * **Complete:** "Free Response #4" (shared on Google Docs)
 * Question to consider for //Catcher//: If written text can be an outlet of expression to be analyzed by psychoanalysis, what latent repressed ideas of J.D. Salinger’s may be illustrated through the character of Holden Caulfield and this story? ||
 * Vocabulary || AP Lit. Rooterminallusions #4
 * Class (**9/5**) || * TTP: Literary Analysis: How to Approach Literary Passages
 * Discussion: 25-6, " 'Coming Thro' the Rye' " and Other Themes ||
 * EQ (**9/5**) || How can we prepare for analyzing passages chosen for their literary merit, depth, breadth of writing styles, and varied perspectives? ||
 * Homework (**9/5**) || * **Read** "Approaching the Novel (Pearson)" (Classroom & Docs)
 * **Read** "AP Lit Open-Ended Essay Tips" (Classroom & Docs)
 * **Bring your Catcher books to class tomorrow!** ||
 * Class (**9/6**) || * "AP Lit Open-Ended Essay Tips"
 * **//Catcher//** **Test** - Multiple Choice: [] (don't use this link until class on Wed.) & Essay (hard copy to be distributed in class) ||
 * EQ (**9/6**) || How does //The// //Catcher// //in the Rye// portray adolescence as a time of grace and wonder, and how does it portray teenage years as a time of tribulation and terror? ||
 * Homework (**9/6**) || * Read Free Response #4 Example (Google Docs)
 * **Complete** "Free Response #5" (Google Docs & Google Classroom)
 * Question to consider for all of //Catcher//: How does the symbolic nature of Holden's hunting cap evolve over the course of the novel? ||
 * Class (**9/8**) || * Root #4
 * "2008 Question 3 Scoring Guidelines & Sample Answers" <span style="color: #2a6496; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 14px;">http://apcentral.collegeboard.com/apc/public/re...m_b_q3.pdf
 * //Salinger// ||
 * EQ (**9/8**) || How does my Catcher Test Essay compare to essays from the 2008 exam? ||
 * Homework (**9/8**) || # **Read:** "//Salesman// Background & Structure" (Google Docs)
 * 1) **Read:** //Death of a Salesman//, Act I, pages 7-69
 * 2) ===**Finish** any //Catcher// work (and anything else we've done since the beginning of the semester. Everything is due by midnight (9/8), if you want credit.===
 * 3) Question to **consider** for //Salesman//: Describe the significance of names in this play. How do Happy’s and Biff’s names contrast with or support their characters? Interpret the names “Loman” and “Singleman." ||
 * Quiz (**9/8)** || (over AP Lit. Rooterminallusions #4); you can prepare for the quiz on this site:
 * __AP Lit. for week of 8/28__ **
 * Due Material (**by 8/28**) || * //Catcher in the Rye,// 15-20
 * "//Catcher// 15-20 Questions" (shared on Google Docs)
 * "//Catcher//, Free Response #3" (minor essay prompt shared on Google Docs)
 * "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * reading questions to think about:
 * How does Holden see childhood as compared to adulthood, and is his viewpoint too simplistic?
 * How do Holden's fantasies and the realities of the actual world compare?
 * How much of Holden's crazier behaviors an expression of repressed feelings and how much are they a coping mechanism?
 * How are the the ducks at the Central Park pond like Allie, and how is the pond like the Museum of Natural History? ||
 * Class (8/28) || * Paired Grading //Catcher,// FR #3
 * "To a Wasp" (Moore) & apostrophe: //Bedford//, 872
 * reading questions review ||
 * EQ (8/28) || How do authors use apostrophe and how does it function in literature? ||
 * Vocabulary || AP Lit. Rooterminallusions #3 ([]) ||
 * Homework (8/28) || Read "Princeton Prep 1" (Shared on Classroom & Docs) ||
 * Class (8/29) || * discuss "PP1"
 * "Princeton MC" (Shared on Classroom & Docs)
 * check MC answers ||
 * EQ (8/29) || How can the MC answer options be narrowed easily under exam conditions? ||
 * Homework (8/29) || * Read //Catcher//, 21-24
 * Read "Bildungsroman" (Shared on Classroom & Docs) poetry analysis
 * check your MC answers and be ready to discuss the ones you missed tomorrow ||
 * Class (8/30) || * Discuss MC misses and revelations
 * Discuss //Catcher//
 * What does Phoebe understand about Holden--that no one else does--and why is this ironic?
 * What makes Mr. Andolini's insights so poignantly ineffective when it comes to Holden?
 * "TP-COASTT Bildungsroman poem" (Classroom & Docs)
 * "APLitWAQ1" (Classroom & Docs) ||
 * EQ (8/30) || How does the Bildungsroman archetype reflect something essential in human maturation? ||
 * Homework (8/30) || * Finish "TP-COASTT Bildungsroman poem"
 * Read "Psychoanalysis in //Catcher"// (Classroom & Docs)
 * Read " 'Coming Thro' the Rye' " and Other Themes" (shared on Google Docs)
 * Complete //"Catcher//, 21-24 Questions" (Classroom & Docs) ||
 * Class (9/1)
 * Review essential question & homework for the long weekend (a nice time to get caught up?) ||
 * EQ (9/1) || If written text can be an outlet of expression to be analyzed by psychoanalysis, what latent repressed ideas of J.D. Salinger’s may be illustrated through the character of Holden Caulfield and this story? ||
 * Homework (9/1) || * **Read** //Catcher//, 25-26
 * **Complete:** "Free Response #4" (shared on Google Docs) ||
 * Quiz (**9/1**) || 9/6 (over AP Lit. Rooterminallusions #3); you can prepare for the quiz on this site:
 * __AP Lit. for week of 8/21__ **
 * Due Material (**by 8/21**) || * "Sample Free Response Question #1" (//Catcher)//
 * "Psychoanalytic Literary Criticism" (Google Docs)
 * Quick Analysis of "Freud, Jung, & Psychoanalysis"
 * reading question to think about: How does Holden pretend to be something he's not, and why? ||
 * Class **(8/21**) || * Finish "Salinger vs. Lardner - Style" & "Golden Honeymoon" Ring Lardner: []
 * Read "Symbol, Irony, and Allegory" (//Bedford//, 888-898)
 * Discuss "Psych Lit Crit"
 * //Catcher//, 6-10 - Is it (at least, 7-10) comic relief? ([]) ||
 * EQ (**8/21**) || How do allegories work in the scope of literature? ||
 * Homework (**8/21**) || * //Catcher//, 11-12
 * reading question to think about: How does Holden pretend to be something he's not, and why?
 * "An Exam Reader's Advice on Writing" ([]) ||
 * Vocabulary || AP Lit. Rooterminallusions #2
 * Class (**8/22)** || * Discuss "An Exam Reader's Advice on Writing"
 * //Catcher//, 11-12 Revelations
 * "For That He Looked Not Upon Her," Donne
 * **Test Prep Tuesday: "**Student Samples Poetry Response '14" (Docs/Classroom)
 * //Salinger// movie clip ||
 * EQ (**8/22**) || What can we learn from examining the sample student poetry essays? ||
 * Homework (**8/22**) || * //Catcher,// 13-14
 * Questions to **consider** for //Catcher//, 11-13:
 * Considering what Holden does, says, and thinks while he's roaming NYC, what is he lacking or what does he need the most?
 * How does Holden's encounter with Sunny, the prostitute, reveal his contradictory--almost oxymoronic--feelings and impulses?
 * Read " 'A & P,' Updike - Character" (short story by John Updike with character analysis elements--shared on Google Docs) ||
 * Class (**8/23)** || * **Review**: " 'A & P,' Updike - Character" (short story by John Updike with character analysis elements--shared on Google Docs)
 * "Character Analysis Checklist" (for "A & P", shared in Google Docs)
 * "A & P' Symbolism, Imagery, & Allegory: []
 * "//Catcher// 11-13 Analysis" - Psychoanalytic Chart of Manifest vs. Latent, multiple choice for Ch. 12 (shared on Google Docs) ||
 * EQ (**8/23**) || How do Sammy ("A&P") and Holden Caulfield rebel against societal norms as forms of personal expression? ||
 * Homework (**8/23**) || **Complete:** "Free Response #2" (minor essay prompt shared on Google Docs) ||
 * Class (**8/25**) || * Root #2
 * "Free Response #2" paired grading
 * "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * //Catcher// vs.//Taxi Driver// ([]) ||
 * EQ (**8/25**) || * How do Holden's character traits, personality, and behaviors act as a magnet for physical violence? ||
 * Homework (**8/25**) || * **Read:** //Catcher//, 15-20
 * **Complete:** "//Catcher// 15-20 Questions" (shared on Google Docs)
 * **Complete:** "//Catcher//, Free Response #3" (minor essay prompt shared on Google Docs)
 * **Complete:** finish "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * Questions to consider for //Catcher//:
 * How does Holden see childhood as compared to adulthood, and is his viewpoint too simplistic?
 * How do Holden's fantasies and the realities of the actual world compare?
 * How much of Holden's crazier behaviors are an expression of repressed feelings, and how much are they a coping mechanism?
 * How are the ducks at the Central Park pond like Allie, and how is the pond like the Museum of Natural History? ||
 * Quiz (**8/25**) || **8/25** (over AP Lit. Rooterminallusions #2); you can prepare for the quiz on this site:
 * Read/Due (by 8/14) || * //Catcher//, Chs. 1-3
 * //"Catcher// 1-3 Questions" (shared on Google Docs/Classroom)
 * "APL-C1: 'Sun Goes Down on Summer'" Chart ||
 * Vocabulary || AP Lit. Rooterminallusions #1
 * Class (8/14) || * //"Catcher// 1-3 Question sample answers" (shared on Google Docs)
 * Discussion of "Sun Goes Down on Summer" Essay Prompt
 * QA of "Freud, Jung, and Psychoanalysis" ||
 * EQ (8/14) || What psychoanalyst's theories would be the best to use when explaining/examining Holden Caulfield? ||
 * Homework (8/14) || * Read //Catcher,// 4-6
 * "AP Multiple Choice Test-taking Strategies" (shared on Google Docs/Classroom)
 * (at the very least) Consider "Sun Goes Down on Summer" Essay
 * **ALL WEEK**: study for Quizlet quiz on 8/18 (AP Lit. Rootermiallusions #1) [] ||
 * Class (8/15) || * Review "AP Multiple Choice Test-taking Strategies"
 * Workshop "Sun Goes Down on Summer" Essay ||
 * EQ (8/15) || How is change something that's never easy to deal with or accept? ||
 * Homework (8/15) || Finish "Sun Goes Down on Summer" Essay ||
 * Class (8/16) || * // Catcher //, 4-6 with revelations including:
 * Why are the Pencey boys (Ackley, Stradlater, but not Holden) so obsessed with hygiene (shaving, fingernails, pimples)?
 * What, exactly, does Holden's hunting cap (and the way he wears it) indicate and/or evoke?
 * What significance (symbolic or otherwise) do the snowballs have?
 * (Vancouver Film school version: [])
 * Poe - pg. 891-(3 of //The Bedford Introduction to Literature// & shared on Google Docs/Classroom)
 * "Haunted Palace" Jigsaw (shared on Docs/Classroom) ||
 * EQ (8/16) || How does Poe's work reflect an analysis of a corrupted human mind? ||
 * Homework (8/16) || * Read //Catcher//, Chs. 6-10
 * //"Catcher// 6-10 Questions" (shared on Google Docs/Classroom) ||
 * Class (8/18) || * Root #1
 * "HP" Share-out
 * "The Golden Honeymoon," Ring Lardner: []
 * "Salinger vs. Lardner - Style" ||
 * EQ (8/18) || How does Holden pretend to be something that he's not and why? / How was Salinger's style influenced by the work of Lardner? ||
 * Homework (8/18) || * "Sample Free Response Question #1" (//Catcher)//
 * "Psychoanalytic Literary Criticism" (Google Docs) ||
 * Quiz || **8/18** (over AP Lit. Rooterminallusions #1); you can prepare for the quiz on this site:
 * __AP Lit. for week of 8/10__ **
 * Read/Discussed Material || * "APL-C1: 'Sun Goes Down on Summer'" (shared on Google Docs)
 * //Catcher in the Rye//, Chapters 1-3 ||
 * Class (8/10) || * website
 * parent letter ("AP Lit Parent Letter")
 * syllabus ||
 * Homework (8/10) || # signed parent letter
 * 1) study for Quizlet quiz on 8/11 ||
 * Class (8/11) || * Three Levels of Poetry Analysis, Think/Pair/Share Activity: "APL-C1: 'Sun Goes Down on Summer'" (shared on Google Docs)
 * Quizlet Quiz ||
 * EQ (8/11) || How can my analysis of any poem be grounded in a few key concepts? ||
 * Homework (8/11) || # Read //Catcher// 1-3
 * 1) //"Catcher// 1-3 Questions" (shared on Google Docs) ||
 * Vocabulary || AP Lit. Appeals & Figures of Rhetoric
 * Quiz || **8/11** (over AP Lit. Appeals & Figures of Rhetoric); you can prepare for the quiz on this site:

Quarter 4 Writing Assessment Rough Draft (Final) || Root #30 || [] || [] || [] || **Contribute to** " // Pride // Techniques Pick & Pass" (Docs & Classroom) (**on 4/10**) || # **Review** "//Pride// Literary & Narrative Techniques" (Docs) [] || "Barron's E2MC 36-55 / Answers & Explanations || [] || [] [] || [] ||
 * __AP Lit. for week of 5/1__ **
 * Read & Due (**by 5/1**) || # **Read/Review** //5 Steps to a 5,// "Steps 4-5," **(Note: you don't have to complete the activities in written form, but look them over! Please don't write in the books. Thanks!)**
 * 1) **Add to** "Revelations About //5 Steps"// (Docs & Classroom) ||
 * Class (**5/1**) || Share with a partner "Open Question Prep," Step 4 Essay
 * EQ (**5/1**) || What can we take from the Writing Assessment that will help us on the AP Lit Exam? ||
 * Homework (**5/1**) || **Edit** "Open Question Prep," Step 4 Essay ||
 * Class (**5/2**) || Quarter 4 Writing Assessment Rough Draft (Final)
 * Finish**
 * "Open Question Prep," Step 4
 * "Revelations About //5 Steps//"
 * EQ (**5/2**) || How can I make final preparations for the Open Question? ||
 * Homework (**5/2**) || **Review**
 * "Open Question Prep," Step 4
 * "Revelations About //5 Steps//" ||
 * No Class (**on 5/3**) || **EXAM DAY** - Be in the Counseling Office by 8:00 AM ||
 * Vocabulary || AP Lit. Rooterminallusions #30 (**this last Root quiz will be taken Tuesday, 5/3)**
 * Class (**5/5**) || FINAL: Writing Assessment Q4 Rough Draft ||
 * Homework (**5/5**) || **Read** //Midsummer Night's Dream//, Acts I & II, pages 1-25
 * Read** //Midsummer// //Night's Dream//, Acts III & IV, pages 26-53 ||
 * __AP Lit. for week of 4/24__ **
 * Read & Due (**by 4/24**) || **Complete __all__ Pride assignments.** ||
 * Vocabulary || AP Lit. Rooterminallusions #29
 * Class (**4/24**) || //Pride// Test (about twenty-three MC questions and one essay ||
 * EQ (**4/24**) || How well do we know //Pride//? ||
 * Homework (**4/24**) || **Read/Review** //5 Steps to a 5,// "Steps 1-3," Chapters 1-7, pages 3-108 **(Note: you don't have to complete the Diagnostic Exam or any other activities in written form, but look them over! Please don't write in the books. Thanks!)** ||
 * Read/Analyzed/Discussed Material (**on 4/25**) || # Finish //Pride// Test
 * 1) //Pride// Test Review: "//Pride// Test MC Answers"
 * 2) "AP Literature Imagery" last question share out ||
 * EQ (**4/25**) || What kind of closure do we have on //Pride//? ||
 * Homework (**4/25**) || **Complete** "Revelations About //5 Steps"// (Docs & Classroom) ||
 * Class (**4/26**) || # //5 Steps to a 5,// "Steps 1-3" : "Revelations About //5 Steps"// (Docs & Classroom)
 * 1) "Open Question Prep, Steps 3 & 4" (Docs & Classroom)
 * Complete Step 3
 * Begin Step
 * 1) Root #29
 * 2) Quarter 4 Writing Assessment Rough Draft (Next Week) ||
 * EQ (**4/26**) || What are we prepared to write about on the Exam Open Question? ||
 * Homework (**4/26**) || # Midsummer Night's Dream, Acts I & II, pages 1-25 (after the Exam)
 * 1) ** Read/Review ** // 5 Steps to a 5, // "Steps 4-5," ** (Note: you don't have to complete the activities in written form, but look them over! Please don't write in the books. Thanks!) **
 * 2) ** Add to ** "Revelations About // 5 Steps" // (Docs & Classroom)
 * 3) Finish "Open Question Prep, Step 4" ||
 * Quiz (**4/26**) || AP Lit. Rooterminallusions #29
 * __AP Lit. for week of 4/17__ **
 * Read & Due (**by 4/17**) || # **Read** //Pride & Prejudice.// Chapters 51-55, pgs. 268-300
 * 1) **Complete** "//Pride// MC 50-55" (Docs & Classroom) ||
 * Class (**4/17**) || __**Catch-Up Day**__
 * Read/Complete/Discuss** "AP Literature Imagery" - Make sure that you finish this assignment from last week!
 * Finish** Root #28 (and any other Root tests you've missed) ||
 * EQ (**4/17**) || How is the concept of imagery in literature exemplified in Austen's work? ||
 * HW (**4/17**) || **Complete** "Princeton E2MC 1-28" ||
 * Class (**4/18**) || TPT: "Princeton E2MC 29-55 / Answers & Explanations" ||
 * EQ (**4/18**) || How ready am I for every potential MC question? ||
 * HW (**4/18**) || **Read** //Pride & Prejudice,// Chapters 56-61, pgs. 301-334 ||
 * Read/Analyzed/Discussed Material (**on 4/19**) || # Complete all catch-up work for //Pride// in preparation for your //Pride// Test (Monday, 4/24).
 * 1) Watch //Pride & Prejudice// ||
 * EQ (**4/19**) || How much of an expert am I in the totality of Austen's novel? ||
 * Homework (**4/19**) || # **Complete** "//Pride// SA Chs. 51-61" (Docs & Classroom)
 * 1) **Review** the book in preparation for your test.
 * 2) Catch up on all of your //Pride// assignments.
 * 3) Enjoy your **Senior Study Day (4/21)!** ||
 * __AP Lit. for week of 4/10__ **
 * Due (**on 4/10**) || # **Complete** "//Pride// FR3" (Docs & Classroom)
 * 1) **Read** "//Pride// Literary & Narrative Techniques" (Docs) ||
 * Read/Analyzed/Discussed
 * 1) **Complete** "//Pride// Techniques Pick & Pass" (Docs & Classroom) ||
 * EQ (**4/10**) || How are literary and narrative techniques utilized by Austen in her work? ||
 * Vocabulary || AP Lit. Rooterminallusions #28
 * Homework (**4/10**) || "Barron's E2MC 1-35"
 * Homework (**4/10)** || **Read** //Pride & Prejudice.// Chapters 46-50, pgs. 231-268 ||
 * Read/Analyzed/Discussed (**on 4/12**) || # **Read** "12 Things You Didn't Know About //Pride &// //Prejudice//": []?
 * 1) **Listen** "//Pride & Prejudice//: The Playlist": []?
 * 2) **Read/Complete/Discuss** "AP Literature Imagery"
 * 3) **Watch** //Pride & Prejudice// ||
 * EQ (**4/12**) || How is the concept of imagery in literature exemplified in Austen's work? ||
 * Homework (**4/12**) || **Complete** "//Pride// SA 46-50" (Docs & Classroom) ||
 * Read/Analyzed (**on 4/14**) || # Root #28
 * 1) **Complete** "Open Question Prep, Step 2" (Docs & Classroom) ||
 * EQ (**4/14)** || How can we continue to delve into the intricacies of the open question? ||
 * Quiz (**4/14**) || (over AP Lit. Rooterminallusions #28); you can prepare for the quiz on this site:
 * Homework (**4/14**) || # **Read** //Pride & Prejudice.// Chapters 51-55, pgs. 268-300
 * 1) **Complete** "//Pride// MC 50-55" (Docs & Classroom) ||
 * __AP Lit. for week of 4/3__ **
 * Read & Due (**by 4/3**) || # **Complete** "//Pride// SA Chs. 11-15 (Docs & Classroom)
 * 1) **Read** "//Pride// Themes"
 * 2) **Read** Jane Austen biography: []
 * 3) **Read** //Pride & Prejudice,// Chapters 16-30, pgs. 64-147
 * 4) **Complete** "//Pride// MC Chs. 16-30" (Docs & Classroom)
 * 5) **Complete** "//Pride// SA Chs. 16-30" (Docs & Classroom)
 * 6) **Complete** "//Pride// FR2" (Docs & Classroom) ||
 * Read/Analyzed/Discussed Material (**on 4/3**) || * **Complete** Root # 26
 * **Review** "//Pride// Themes"
 * **Discuss/Complete** "//Pride// Theme Jigsaw" ||
 * EQ (**4/3**) || How are the four major themes of //Pride// reflected in Austen's masterwork? ||
 * Homework (**4/3**) || "Barron's E1MC 1-26" ||
 * Vocabulary || AP Lit. Rooterminallusions #27
 * Class (**4/4**) || * "Barron's E1MC 27-55"
 * "Barron's E1MC Key/Explanations" ||
 * EQ (**4/4**) || What is my essential strategy for MC success? ||
 * Homework (**4/4**) || # ** Read ** // Pride & Prejudice, // Chapters 31-35, pgs.148-174
 * 1) **Complete** "//Pride// MC Chs. 31-35" (Docs & Classroom) ||
 * Class (**4/5**) || * **Finish** "//Pride// Themes Jigsaw"
 * **Review** "AP Literature Open-ended Prompts (1970-2014)" []
 * **Complete** "Open Question Prep, Step 1" (Docs & Classroom)
 * **Discuss** //Pride// 16-35 ||
 * EQ (**4/5**) || How can we crack the code of the Open-Ended Prompt? ||
 * Homework (**4/5**) || # ** Read ** // Pride & Prejudice. // Chapters 36-45, pgs. 175-231
 * 1) **Complete** "//Pride// SA Chs. 31-45" (Docs & Classroom) ||
 * Quiz 27 (**4/7**) || (over AP Lit. Rooterminallusions #27); you can prepare for the quiz on this site:
 * Class (**4/7**) || * Root #27
 * First meeting of the Eighteenth Century Collarbone Admiration Society (ECCAS) ||
 * Homework (**4/7**) || # **Complete** "//Pride// FR3" (Docs & Classroom)
 * 1) **Read** "//Pride// Literary & Narrative Techniques" (Docs) ||

[] || [] || [] || "Tragedy Rex Essay" work || Final Work/Proofing of Tragedy Rex Essay (**due 3/20**) || [] || [] || [] || FINISH **ALL** //OEDIPUS// WORK FOR MONDAY (3/13)! || [] || [] || [] || https://quizlet.com/45485822/ap-lit-rooterminallusions-22-flash-cards/ || (**on 2/22)** || # **Read** "Most Fatal Flaw" (Docs & Classroom) review & leader types https://quizlet.com/45485822/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || [] || [] || [] || [] || Release Day || Root #21 Winterfest Assembly Day - No class || [] || http://jerrywbrown.com/wp-content/uploads/2015/09/Typed-copies-of-Lit-test-2015.pdf [] ||
 * __AP Lit. for week of 3/20__ **
 * Vocabulary || AP Lit. Rooterminallusions #26
 * Read & Due (**by 3/20**) || # **Complete** "//Pride// SA Chs. 1-10" (Docs & Classroom)
 * 1) **Complete** "//Pride// FR1" (Docs & Classroom) ||
 * Class (on **3/20**) || Complete Tragedy Rex Essay
 * solo work
 * peer review ||
 * EQ (**3/20**) || How can we reflect our knowledge of the tragedy archetype with our Tragedy Rex essays? ||
 * Homework (**3/20**) || "D&S E2MC 1-27" ||
 * Class (on **3/21**) || TTP: "D&S E2MC 28-52", "D&S E2MC Answers" ||
 * EQ (**3/21**) || What sorts of questions are still giving us trouble on the MC portion of the test? ||
 * Homework (**3/21**) || # **Read** //Pride & Prejudice,// Chapters 11-15, pgs. 45-64
 * 1) **Complete** "//Pride// MC Chs. 11-15" (Docs & Classroom) ||
 * Class (**on 3/22**) || Raymond Carver's "Little Things" (Docs & Classroom)
 * MC
 * "Little Things" as a play
 * "The Wisdom to Judge"
 * "Critics' Responses to Carver" ||
 * EQ (**3/22**) || How does Carver (who worked in the Hemingway tradition) utilize fictional effect, theme, diction, imagery, and allusion to convey meaning? ||
 * Homework (**3/22**) || # ** Complete ** " // Pride // SA Chs. 11-15 (Docs & Classroom)
 * 1) **Read** "//Pride// Themes"
 * 2) **Read** Jane Austen biography: []
 * 3) ** Read ** // Pride & Prejudice, // Chapters 16-30, pgs. 64-147
 * 4) ** Complete ** " // Pride // MC Chs. 16-30" (Docs & Classroom)
 * 5) ** Complete ** " // Pride // SA Chs. 16-30" (Docs & Classroom)
 * 6) ** Complete ** " // Pride // FR2" (Docs & Classroom)
 * 7) ** Have a great break! ** ||
 * Quiz (**3/24**) || (over AP Lit. Rooterminallusions #26); you can prepare for the quiz on this site:
 * __AP Lit. for week of 3/13__ **
 * Read & Due (**by 3/13**) || **Work on** "Tragedy Rex Essay" (Docs & Classroom)
 * Prepare** Tragedy Rex Mini-Dramas ||
 * Vocabulary || AP Lit. Rooterminallusions #25
 * Class (**on 3/13**) || "Tragedy Rex Essay" work ||
 * EQ (**3/13**) || How can we reflect our knowledge of the tragedy archetype with our essays? ||
 * Homework (**3/13**) || # "D&S E1MC 1-24"
 * 1) ** Read ** " // Pride // Background Info" ||
 * Class (**3/14**) || Tragedy Rex Mini-Drama Practice in Venue ||
 * EQ (**3/14**) || What needs to be perfected in our performances to reflect all of the elements of Greek tragedy? ||
 * Homework (**3/14**) || # "D&S E1MC 25-51", "D&S E1MC Answers"
 * 1) ** Read ** // Pride & Prejudice, // Chapters 1-5, pgs. 1-16
 * 2) ** Make sure that your Mini-Drama is ready to perform tomorrow! ** ||
 * Class (**3/15**) || **Performances of Tragedy Rex Mini-Dramas** (in Venue)
 * EQ (**3/15**) || How can we extract deeper meaning from both //Oedipus// and the performance of our peers? ||
 * Homework (**3/15**) || # ** Read ** // Pride & Prejudice //, Chapters 6-10, pgs. 16-45
 * 1) ** Complete ** " // Pride // MC 1-5" (Docs & Classroom) ||
 * Class (**3/17**) || Root #25
 * EQ (**3/17**) || How can we get our final thoughts on //Oedipus// into our Tragedy Rex essays? ||
 * Quiz (**3/17**) || (over AP Lit. Rooterminallusions #25); you can prepare for the quiz on this site:
 * Homework (**3/17**) || # **Complete** "//Pride// SA Chs. 1-10" (Docs & Classroom)
 * 1) **Complete** "//Pride// FR1" (Docs & Classroom) ||
 * __AP Lit. for week of 3/6__ **
 * Read & Due (**by 3/6**) || **Complete** "//Oedipus//, SA 65-85" (Docs & Classroom)
 * Complete** "//Oedipus// FRQ #3" ||
 * Vocabulary || AP Lit. Rooterminallusions #24
 * Class (**3/6**) || * Mock Exam Review
 * "Mock Exam Reflection" (Docs & Classroom) ||
 * EQ (**3/6**) || How can a decent reflection upon the mock help us to do better on the actual exam? ||
 * Homework (**3/6**) || **Re-work, rewrite, edit** FR#3
 * Begin** "Tragedy Rex Essay" ||
 * Class (**3/7**) || TPT: 2011 FRQ1, "A Story," Li-Young Lee
 * EQ (**3/7**) || How ready are we to break down contemporary poetry on the test? ||
 * Homework (**3/7**) || Review sample essays for this 1: []
 * Work on** "Tragedy Rex Essay" ||
 * Class (**on 3/8**) || "Oedipus Response Exchange" ||
 * EQ (**3/8**) || How can we extract deeper meaning from both Oedipus and the writing of our peers? ||
 * Homework (**3/8**) || **Complete** "ORE Reflection QR" (Docs & Classroom)
 * Work on** "Tragedy Rex Essay" ||
 * Class (**3/10**) || * Root #24
 * **Work on** Mini-Dramas
 * **Work on** "Tragedy Rex Essay" ||
 * EQ (**3/10**) || How ready are we to perform our mini-tragedies for our classmates? ||
 * Homework (**3/10**) || Be at George Washington HS, <span style="color: #222222; font-family: arial,sans-serif;">655 S Monaco Pkwy, Denver, CO 80224, at 8:00 AM tomorrow for the Saturday Study Session (8:00-1:00)
 * Quiz (**3/10**) || (over AP Lit. Rooterminallusions #24); you can prepare for the quiz on this site:
 * __AP Lit. for week of 2/27__ **
 * Due (**by 2/27**) || # **Complete** //"Oedipus,// MC 6-10" (Docs & Classroom)
 * 1) **Read** Oedipus, pgs 164-176, lines 1186-1530 ||
 * Vocabulary || AP Lit. Rooterminallusions #23
 * Class (**2/27**) || * If you weren't here on Friday: Root #22 - []
 * "Tragedy Rex" Intro
 * **Read** "Tragedy Rex" (Docs & Classroom) lead-in
 * **Complete/Discuss** "Tragedy Rex" Mini-Drama Outline ||
 * EQ (**2/27**) || How can an understanding of classic Greek tragic elements help in a translation into modern tragedy? ||
 * Homework (**2/27**) || # **If not done, read** //Oedipus//, pgs 164-176, lines 1186-1530
 * 1) **Complete "**//Oedipus//, MC 11-15" (Docs & Classroom) ||
 * Class (**2/28**) || * //Oedipus//
 * thoughts on tragedy as a whole
 * MC/SA review
 * TTP
 * example essays - Go to "2014 Free Response Questions": []
 * class example: "2014 Q3 Example" ||
 * EQ (**2/28**) || How can we prepare for Q3 on the Lit Exam? ||
 * Homework (**2/28**) || **Complete** "//Oedipus,// SA 44-64, " (Docs & Classroom) ||
 * Class (**on 3/1**) || * "Tragedy Rex"
 * Tragedy mini-drama script writing
 * Tragedy Essay planning/writing ||
 * EQ (**3/1**) || How can our knowledge of tragedy be reflected in our mini-drama? ||
 * Homework (**3/1**) || # **Complete** "//Oedipus//, MC 16-20" (Docs & Classroom)
 * 1) **Complete** "Oedipus, FR2" (Docs & Classroom) ||
 * Class (**on 3/3**) || * Root #23
 * "Tragedy Rex"
 * Tragedy mini-drama script writing
 * Tragedy Essay planning/writing ||
 * EQ (**3/3**) || How can my knowledge of tragedy as a literary form be reflected in my essay? ||
 * Quiz (**3/3**) || (over AP Lit. Rooterminallusions #23); you can prepare for the quiz on this site:
 * Homework (**3/3**) || # **Complete** "//Oedipus//, SA 65-85" (Docs & Classroom)
 * 1) **Complete** "//Oedipus//, FR3" (Docs & Classroom ||
 * __AP Lit. for week of 2/20__ **
 * Due (**on 2/21**) || # **Read** //Oedipus//, pgs 130-147, lines 462-863
 * 1) **Complete** "//Oedipus,// SA 1-21, " (Docs & Classroom)
 * 2) **Complete** "//Oedipus,// FR1" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #22
 * Class (**2/21**) || TTP: "Thou Blind Man's Mark," 2012 Question 1
 * poem & prompt: http://apcentral.collegeboard.com/apc/public/repository/ap_2012_frq_eng_lit.pdf
 * scoring guidelines: http://apcentral.collegeboard.com/apc/public/repository/ap12_english_literature_scoring_guidelines.pdf
 * scoring statistics: http://apcentral.collegeboard.com/apc/public/repository/ap12_engl_lit_scoring_statistics.pdf
 * sample responses: http://apcentral.collegeboard.com/apc/public/repository/ap12_english_lit_q1.pdf ||
 * EQ (**2/21**) || How do my thoughts on a sonnet essay question compare to a partner's? ||
 * Homework (**2/21**) || **Read** //Oedipus,// pages 147-163, lines 864-1185 ||
 * Read/Analyzed/Discussed
 * 1) **Complete** "Most Fatal Flaw" highlighting and Quick Write
 * 2) **Discuss** "Most Fatal Flaw" essential question (Socratic)
 * 3) **Read** "Tragedy Rex" (Docs & Classroom) lead-in ||
 * EQ (**2/22**) || What human flaw is most damaging to a leader and why? ||
 * Homework (**2/22)** || **Complete** "//Oedipus//, SA 22-43" ||
 * Read/Analyzed/Discussed (**on 2/24**) || # Root #22
 * 1) **Read** "Tragedy Rex" (Docs & Classroom) lead-in
 * 2) **Complete/Discuss** "Tragedy Rex" Mini-Drama Outline ||
 * EQ (**2/24**) || How can the the essential parts of a classic Greek tragedy be transferred into my own work? ||
 * Homework (**2/24**) || # **Complete** //"Oedipus,// MC 6-10" (Docs & Classroom)
 * 1) ** Read ** // Oedipus //, pgs 164-176, lines 1186-1530 ||
 * Quiz (**2/24**) || (over AP Lit. Rooterminallusions #22); you can prepare for the quiz on this site:
 * __AP Lit. for week of 2/13__ **
 * Due (**on 2/13**) || **Complete all assignments for //Heart.//** ||
 * Class (**on 2/13**) || "Modernist Element Checklist"(Docs & Classroom) ||
 * EQ (**2/13**) || How does Heart fit into the entire scope of Modernist literature? ||
 * Vocabulary || AP Lit. Rooterminallusions #21
 * Homework (**2/13**) || * **Finish** //Heart// Test (if you're not done)
 * **Watch/Read** //Oedipus// Intro Prezi**:** []
 * **Watch/Read** "Sophocles & an Intro to //Oedipus Rex//" : [] ||
 * Class (**on 2/14**) || * "Heart Test Peer Grading" (Docs & Classroom)
 * Review MC and SA answers for //Heart// ||
 * EQ (**2/14**) || What can I take away from my extensive work on //Heart//? ||
 * Homework (**2/14**) || **Read** "//Oedipus// Pre-Reading" (Docs)
 * Read ** "Oedipus": [] ||
 * Class (**2/15**) || * //Heart// Test conlusions/share-out
 * Mock Exam MC review "MC Answer Key LIT (2015)" (Docs)
 * Mock Exam Essay review
 * Questions 1 & 3: []
 * Question 2 (pages 35-42): http://jerrywbrown.com/teacherfiles/San%20Antonio%20APSI%202016.pdf ||
 * EQ (**2/15**) || What trouble spots in my exam performance do I need to concentrate on before the actual test? ||
 * Homework (**2/15**) || * **Read** //Oedipus,// pgs. 108-130 (Intro & first part of tragedy), lines 1-461 (hard copy)
 * **Complete** //"Oedipus,// MC 1-5" (Docs & Classroom) ||
 * Class (**on 2/17**) || # Root #21
 * 1) "Valentines a la Sophocles" (Docs & Classroom) ||
 * EQ (**2/17)** || How does Sophocles's poetry correspond to our modern ideas of love and romance? ||
 * Quiz (**2/17**) || (over AP Lit. Rooterminallusions #21); you can prepare for the quiz on this site:
 * Homework (**2/17**) || # **Read** //Oedipus//, pgs 130-147, lines 462-863
 * 1) **Complete** "//Oedipus,// SA 1-21, " (Docs & Classroom)
 * 2) **Complete** "//Oedipus,// FR1" (Docs & Classroom) ||
 * __AP Lit. for week of 2/6__ **
 * Read & Due (**by 2/6**) || # **Complete** "//Heart//, P.3, SA" (Google Docs & Classroom)
 * 1) **Complete** "//Heart,// Free Response #3" (Docs & Classroom)
 * 2) **Complete** "//Inferno// Press" ||
 * Vocabulary || **For 2/10:** AP Lit. Rooterminallusions #21
 * Class (**2/6**) || * Review and Share-out of "Inferno Press"
 * //Heart,// Part 3 ||
 * EQ (**2/6**) || What was Dante truly trying to express in my assigned cantos? ||
 * Homework (**2/6**) || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11.7px; line-height: 1.5;">"Joseph Conrad and the Development of 'Modernism'" : []
 * FINISH //Heart// (if you haven't already)
 * <span style="background-color: #ffffff; color: #333333; font-family: Roboto,Helvetica,Arial,sans-serif;">//"Heart// Part 3 MC" (Docs & Classroom) ||
 * Class (2/7) || * "Joseph Conrad and the Development of 'Modernism'": []
 * "Modernist Element Checklist" (Docs & Classroom) ||
 * EQ (2/7) || How does Heart conform to the format of a Modernist novel? ||
 * Homework (2/7) || Finish "Modernist Element Checklist" ||
 * Class (**2/8**) || //Heart// Test
 * MC (26 questions, 30 minutes)
 * Essay (40 minutes) ||
 * EQ (**2/8**) || How is my knowledge of //Heart// reflected in performance on imitation AP test questions? ||
 * Homework (**2/8**) || Work on missing //Heart// assignments! ||
 * Quiz (**2/10**) || (over AP Lit. Rooterminallusions #21); you can prepare for the quiz on this site:
 * Class (**2/10)**
 * EQ (**2/10**) || How will the terminolgy from the Root Quiz serve me well in May? ||
 * Homework (**2/10**) || # **Turn in all assignments for //Heart.// (ALL //Heart// assignments due __2/13__).**
 * 1) Watch/Read Oedipus Intro Prezi: []
 * 2) Watch/Read "Sophocles & an Intro to Oedipus Rex" : []
 * 3) Read "Oedipus": []
 * 4) NOTE: The stuff above gives away some crucial spoilers about the Greek tragedy, but this back story is essential to understanding the play. Sophocles's audience knew all of this going in, and they appreciated the production, so--hopefully--you will too! ||
 * __AP Lit. for week of 1/30__ **
 * Due (**on 1/30**) || # **Complete** "//Heart//, P.2, SA" (Google Docs & Classroom)
 * 1) **Complete** "//Heart,// Free Response #2" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #20
 * Class (on **1/30**) || # Finish "Waste Land" (Sofia-led)
 * 1) Dante's "Inferno"
 * Quick Reference / Summary / Background: []
 * University of Texas guide: []
 * University of Virginia guide: []
 * University of Fornnarino guide: "Inferno Press" (Google Docs & Classroom) ||
 * EQ (**1/30**) || Why was Dante's seminal masterwork such a huge influence on Conrad? ||
 * Homework (**1/30**) || **Read** //Heart,// Part 3 ||
 * Class (**1/31**) || TTP: "2015 FR #2"
 * Dante's "Inferno" - "Inferno Press" (Google Docs & Classroom)
 * //Apocalypse Now,// "Willard Meets Kilgore"
 * []
 * [] ||
 * EQ (**1/31**) || How do // Heart, // "Inferno," and // Apocalypse Now // represent journeys to the depths of human behavior? ||
 * Homework (**1/31**) || **Complete** "//Heart//, P.3, MC" (Google Docs & Classroom) ||
 * Homework (**1/27)** ||  ||
 * Class (**2/1**) || * Dante's "Inferno" - "Inferno Press" (Google Docs & Classroom)
 * //Apocalypse Now,// "Bridge," "Kurtz"
 * []
 * []
 * []
 * [] ||
 * EQ (**2/1**) || How do our thoughts on "Inferno Press" encapsulate our thinking on Dante's epic? ||
 * Homework (**2/1)** || * ** Read ** " // Heart // Themes/Layers/A-D" (Docs)
 * ** Complete ** " // Heart //, P.3, SA" ||
 * **MOCK EXAM (2/2)** || **Library, Period 6 & Enrichment, 12:40-3:40** ||
 * Analysis/Discussion (**on 2/3**) || # Yale University Modernism Lab: []
 * 1) "Joseph Conrad and the Development of 'Modernism'": []
 * 2) Quick Write: "QW - //Heart//" (Docs)
 * What would be a succinct summation of //Heart// as a Modernist work?
 * How does it match up with other works of Modernist fiction? ||
 * EQ (**2/3)** || Where does //Heart// fit into the scope of literary history? ||
 * Quiz (**2/3**) || (over AP Lit. Rooterminallusions #20); you can prepare for the quiz on this site:
 * Homework (**2/3**) || **Complete** "//Heart,// Free Response #3" (Docs & Classroom) ||

[] || [] ||
 * __AP Lit. for week of 1/23__ **
 * Read & Due (**by 1/23**) || # **Read** //Heart//, Part 1
 * 1) **Complete** "//Heart//, P.I, SA," (Docs & Classroom)
 * 2) **Complete** "//Heart,// Free Response #1" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #19
 * Class (**1/23**) || "'Waste Land' Poetry Personalities" ||
 * EQ (**1/23**) || How do the themes of //Heart//, Part I match up with "The Waste Land"
 * [|"And this also," said Marlow suddenly, "has been one of the dark places of the earth."];
 * [|Something like an emissary of light, something like a lower sort of apostle.] ||
 * Homework (**1/23**) || // Heart, // Part 2 (Read) ||
 * Class (**1/24)** || TTP: "2006 FR Question 3" ||
 * Homework (**1/24**) || //Heart,// Part 2 (Read) ||
 * EQ (**1/24**) || How will I respond to a Question 3 essay prompt if I haven't read any of the example texts? ||
 * Class (**1/25**) || # "Rule Brittania," []
 * 1) //Heart//, Part I; //Apocalypse Now Redux// clip: "Willard Gets His Orders" [], []
 * 2) "Waste Land" Share-Out - []
 * 3) // Heart //, P.2 ||
 * EQ **(1/25**) || What can we take away from the multi-dimensional poetry personality examination of Eliot's work? ||
 * Homework (**1/25)** || **Complete** "//Heart//, P.2, SA" (Google Docs & Classroom)
 * Complete** //"Heart,// P.2, MC" (Docs & Classroom) ||
 * Class (**on 1/27**) || # Root # 19
 * 1) Dante's "Inferno"
 * University of Texas guide: []
 * University of Virginia guide: []
 * University of Fornnarino guide: "Inferno Press" (Google Docs & Classroom) ||
 * EQ (**1/27**) || Why was Dante's seminal masterwork such a huge influence on Conrad? ||
 * Quiz (**1/27**) || (over AP Lit. Rooterminallusions #19); you can prepare for the quiz on this site:
 * Homework (**1/27**) || **Complete** "//Heart,// Free Response #2" (Docs & Classroom) ||

[] || [] || Next week: "Waste Land Poetry Personalities" [] || "Conrad in the Congo" - http://loki.stockton.edu/~kinsellt/projects/hod/incongo.html What's one question from this text that no one will be able to answer? || "History of the Congo" - [] What's one question from this text that no one will be able to answer? || https://quizlet.com/45469223/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || __AP Lit. for week of 12/12__ Extra Credit (if you wish): "AP Lit Holiday Break Extra Credit" (Docs) || [] || [] ||
 * __AP Lit. for week of 1/16__ **
 * Class (**on 1/17**) || * Mrs. Malaprop's Malapropisms" (Google Docs)
 * Review "Outpost" & //Blood//
 * Hypertexts for //Heart://
 * __Stockton__: []
 * __Genius__: [|http://genius.com/1261104/Joseph-conrad-heart-of-darkness-section-i] ||
 * EQ (**1/17**) || How can we get the most out of a short but dense text like //Heart//? ||
 * Vocabulary || AP Lit. Rooterminallusions #18
 * Homework (**1/17**) || **Read** //Heart of Darkness//, Part I, pgs. 1-27 ||
 * Class (**1/18**) || * TPT(W): "MC 2009 Released" (Docs & Class)
 * **Read** "Introduction" (Gosse), "Preface," & "Dramatis Persons" of //The Rivals:// []
 * // Rivals // read-aloud: [] ||
 * EQ (**1/18**) || What makes certain multiple choice questions more difficult to answer than others? ||
 * Homework (**1/18**) || * "//Heart//, P.I, MC" (Docs & Classroom)
 * "Epilogue" of //The Rivals// [] ||
 * Quiz (**1/20**) || (over AP Lit. Rooterminallusions #18); you can prepare for the quiz on this site:
 * Class (**1/20**) || * Root #18
 * "The Waste Land"
 * []
 * [] ||
 * EQ (**1/20**) || What hints does Eliot give us about //Heart//, his favorite novel? ||
 * Homework (**1/20**) || * ** Complete ** " // Heart, // Free Response #1" (Docs & Classroom)
 * ** Complete ** " // Heart //, P.1, SA," (Docs & Classroom) ||
 * __AP Lit. for week of 1/9__ **
 * Class (**on 1/9**) || * "AP Lit Exam Study Material," (Google Docs) pgs. 45-9 ("Things You Should Know")
 * "Joseph Conrad Biography" - http://loki.stockton.edu/~kinsellt/projects/hod/bio.html ||
 * EQ (**1/9**) || What's essential to know to do well on the Lit Exam? ||
 * Vocabulary || AP Lit. Rooterminallusions #17
 * Homework (**1/9**) || **Read** the following section of "//Heart of Darkness//: The Hypertext Annotation"
 * Class (on **1/10**) || * "AP Lit Exam Study Material," (Google Docs) pgs. 57-69 ("MC")
 * //Heart// Hypertexts
 * http://loki.stockton.edu/~kinsellt/projects/hod/one.html
 * http://genius.com/Joseph-conrad-heart-of-darkness-section-i-annotated ||
 * EQ (**1/10**) || What should we focus upon in the multiple choice portion of the AP Lit Exam? ||
 * Homework (**1/10**) || **Read** the following section of "//Heart of Darkness//: The Hypertext Annotation"
 * Class (**on 1/11**) || * "Hypertext" background info stumper
 * "AP Lit Exam Study Material," (Google Docs) pgs. 71-109 ("Prose")
 * // Bedford // work
 * Conrad Bio: 682-3
 * "An Outpost of Progress:" 683-98
 * "Cornell Outpost" (Google Docs & Classroom) LEFT SIDE on YOUR NOTES ||
 * EQ (**1/11**) || How ready am I to tackle the daunting prose essay question on the AP Lit Exam? ||
 * Homework (**1/11**) || # Study for Root #17
 * 1) Finish LEFT SIDE of "Cornell Outpost" on YOUR NOTES
 * 2) Keep previewing //Heart// by playing with hypertexts. ||
 * Class (on **1/13**) || * Root #17
 * RIGHT SIDE of "Cornell Outpost" on YOUR PARTNER'S NOTES ||
 * EQ (**1/13**) || What can I glean about // Heart // from the background info and "Outpost"? ||
 * Quiz (**1/13**) || (over AP Lit. Rooterminallusions #17); you can prepare for the quiz on this site:
 * Homework (**1/13**) || # Finish RIGHT SIDE of "Cornell Outpost" on YOUR PARTNER'S NOTES
 * 1) //Blood River// excerpt: Ch. 1: "Africa's Broken Heart" (Google Docs & Classroom)
 * 2) Keep previewing //Heart// by playing with hypertexts. ||
 * Due (**on 12/12**) || **Complete** "//Hamlet// V SA & MC" (Google Docs & Classroom) ||
 * Class (**on 12/12**) || * "Multiple Hamlet" (Docs & Classroom)
 * //Hamlet// ||
 * EQ (**12/12**) || How can Shakespeare's work be broken down with essential multiple choice questions? ||
 * Homework (**12/12)** || None! Study for your finals and finish all late //Hamlet// work! ||
 * Class (**on 12/13**) || * "Multiple Hamlet" (Docs & Classroom)
 * // Hamlet // ||
 * EQ (**12/13**) || How can the final be structured to reflect exactly what I've learned? ||
 * Homework (**12/13**) || None! Study for your finals and finish all late //Hamlet// work! ||
 * Class (**on 12/14**) || * //Hamlet// Test (Socrative)
 * DIY FInal ("S1 AP Final") ||
 * EQ (**12/14)** || How much easier or harder is it to answer a prompt that I've created as compared to answering one that someone else has crafted? ||
 * Homework (**12/14**) || None! Study for your finals and finish all late // Hamlet // work! ||
 * Class (**12/16**) || DIY FInal ("S1 AP Final") ||
 * EQ (**12/16**) || How does the play performed compare to the written work? ||
 * Homework (**12/16**) || None! Study for your finals and finish all late // Hamlet // work!
 * __AP Lit. for week of 12/5__ **
 * Due (**on 12/5**) || **(from last Wed.) Read** //Hamlet,// IV.vi-vii (pgs. 254-273) ||
 * Vocabulary || AP Lit. Rooterminallusions #16
 * Class (**12/5**) || //Hamlet,// IV.i-vii
 * "Partner A-B Ham IV Questions"
 * Socratic ||
 * EQ (**12/5**) || How does Act IV serve as a back-and-forth conversation between Claudius and Hamlet? ||
 * Homework (**12/5**) || **Complete** "//Hamlet,// IV.vi-vii, SA" (Google Docs & Classroom) ||
 * Class (**12/6**) || Practice Exam #2
 * MC review
 * peer grading ||
 * EQ (**12/6**) || How can a second sitting with a poem enhance my ability to understand what the poet intended? ||
 * Homework (**12/6**) || ** Read ** // Hamlet //, V.i (pgs. 274-99) ||
 * Class (**on 12/7**) || * //Bedford// Ophelia, 1694-17
 * "Character Examination of Ophelia" (Classroom & Docs)
 * "Findings About Ophelia" (Classroom & Docs) ||
 * EQ (**12/7**) || What sort of character is Ophelia? ||
 * Homework (**12/7)** || * //Hamlet,// FR #5 (Classroom & Docs)
 * //Hamlet// V.ii (pgs. 300-337)
 * "Features of Shakespeare's Character & Theme Development" (Docs) ||
 * Class (**on 12/9**) || * Root #16
 * //Hamlet// Socrative Quiz [|https://b.socrative.com/student/#wait]
 * "Multiple Hamlet" (Docs & Classroom) ||
 * EQ (**12/9)** || What are some aspects of Hamlet performed that weren't readily apparent while reading it? ||
 * Quiz (**12/9**) || (over AP Lit. Rooterminallusions #16); you can prepare for the quiz on this site:
 * Homework (**12/9**) || **Complete** "Hamlet V SA & MC" ||

[] || [] || [] || [] || https://quizlet.com/45464258/ap-lit-rooterminallusions-13-flash-cards/ || https://quizlet.com/45464258/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || [] || [] ||
 * __AP Lit. for week of 11/28__ **
 * Read & Due (**by 11/28**) || ** Complete ** the "//1000 Acres// Extra Credit" (Docs) if you wish. ||
 * Class (**on 11/28**) || * Hamlet kills Polonius: []
 * "Critically Hamlet" - partner read & share
 * "The Character of Hamlet's Mother," Carolyn Heilbrun
 * "The Embassy of Death," G. Wilson Knight ||
 * EQ (**11/28**) || How can critical analysis of //Hamlet// enhance our understanding of the play? ||
 * Homework (**11/28**) || **Read** //Hamlet// IV.i-ii (pgs. 212-219) ||
 * Vocabulary || AP Lit. Rooterminallusions #15
 * Class (**on 11/29**) || Practice AP Exam #2 - Multiple Choice ||
 * EQ (11/29) || How ready am I to do well on the multiple choice portion of the AP Exam? ||
 * Homework (**11/29)** || **Read** //Hamlet// IV.iii-iv (pgs. 220-233) ||
 * Classwork (**11/30**) || * Practice AP Exam #2 - Essay
 * Practice Exam #2 Answers/Explanations (Docs)
 * Partner Grading of PE #2 ||
 * EQ (**11/30**) || How ready am I to do well on the essay portion AP Exam? ||
 * Homework (**11/30**) || * **Read** //Hamlet//, IV.v-vii (pages 234-273)
 * **Complete** //"Hamlet//, IV.i-v, SA" (Google Docs & Classroom) ||
 * Class (**on 122**) || * Root #15
 * // Hamlet //, IV.i-vii
 * Act IV Socratic - Let's examine Act IV as a back-and-forth conversation between Claudius (**Partners A**) and Hamlet (**Partners B**).
 * **i:** "'So dreaded slander...may miss our name and hit the woundless air.'" (IV.i.40-44, pg. 214) **Partners A**: How does Claudius's reaction to the aftermath of Polonius's murder reveal something essential about his character? **Partners B**: How does Hamlet feel about Polonius's death?
 * **ii:** "'That I can keep your counsel and not mine own. Besides to be demanded of a sponge!'" (IV.ii.11-12, pg. 216) **B**: Why doesn't Hamlet trust Rosencrantz, and is the comparison fair? **A**: What does Claudius think of Rosencrantz and Guildenstern?
 * **iii**: "'He's loved by the distracted multitude, who like not in their judgment, but in their eyes.'" (IV.iii.5-6, pg. 220) **A**: What do Claudius's words about his nephew reveal about him (the uncle)? **B**: Why isn't Hamlet concerned about about what the people of Denmark think?
 * **iv**: "'My thoughts be bloody, or be nothing worth.'" (IV.iv.65, pg. 232) **B**: How does Hamlet arrive at this drastic conclusion to his soliloquy? **A**: What would Claudius say about these violent thoughts (if he wasn't going to be the recipient of them)?
 * **v**: "'O my dear Gertrude, this, like to a murdering piece, in many places gives me superfluous death.'" (IV.v.93-5, pg. 240) **A**: What does Claudius fear? **B**: What would Hamlet say that Claudius should fear?
 * **vi**: "I've words to speak in thine ear will make thee dumb, yet are they much too light for the bore of the matter.'" (IV.vi.22-4, pg. 256) **B**: What does Hamlet believe about the power of truthful words? **A**: What does Claudius think of the value of the truth?
 * vii: "'There lives within the very flame of love a kind of wick or snuff that will abate it.'" (IV.vii.114-15, pg. 266) **A**. What does Claudius believe about love ? **B**: What would Hamlet say that this reveals about his uncle? ||
 * Quiz (**12/2**) || (over AP Lit. Rooterminallusions #15); you can take the quiz on this site:
 * Homework (**12/2**) || Be at George Washington HS, <span style="color: #222222; font-family: arial,sans-serif;">655 S Monaco Pkwy, Denver, CO 80224, at 8:00 AM tomorrow for the Saturday Study Session (8:00-1:00) ||
 * __AP Lit. for week of 11/14__ **
 * Read & Due (**by 11/14**) || # **Read** //Hamlet//, III.i-ii (pgs. 134-185)
 * 1) **Complete:** "//Hamlet//, III.i-ii, MC & SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Hamlet//, Free Response #3" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #14
 * Class (**on 11/14**) || * Hamlet's soliloquy (I.ii.129-146, pg. 26): []
 * "Frailty thy name is woman" (I.ii.146, pg. 28)
 * []
 * []
 * []
 * "Misogynistic //Hamlet// Socratic" (Docs & Classroom)
 * //Hamlet...the Comedy?//
 * II.ii.175, pg. 100: "'You are a fishmonger.'"
 * II.ii.369, pg. 116: "'That great baby you see there is not yet out of his swaddling clouts.'"
 * II.ii.382-4, pg. 118: "'...tragedy, history, pastoral, pastoral-comical, historical-pastoral, tragical-historical, tragical-historical-comical-pastoral...'"
 * II.ii.410-11, pg. 120: "'Pray God, your voice, like a piece of uncurrent gold, be not cracked."
 * II.ii.480, pg. 124: "'He's for a jig or a tale of bawdry or he sleeps.'"
 * Q: Why does Hamlet finally turn serious in this scene?
 * Now, check out Hamlet the wild and crazy guy again in III.iI, pgs. 162-170. What backs him off the funny this time?
 * // Hamlet //, III.i-ii
 * "To be or not to be" soliloquy - five versions: []
 * "The lady doth protest too much" (III.ii.216, pg. 168): [] ||
 * EQ (**11/14**) || What important conclusions can we draw from Acts I-III? ||
 * Homework (**11/14**) || **Read** //Hamlet,// III.iii (pgs. 186-193) ||
 * Class (**11/15**) || TPT: "George Gasciogne's 'For That He Looked Not Upon Her:' 2014 Essay #1" ||
 * EQ (**11/15**) || How can a second sitting with a poem enhance my ability to understand what the poet intended? ||
 * Homework (**11/15**) || **Read** //Hamlet//, III.iv (pgs. 194-211) ||
 * Class (**11/16)** || * // Hamlet //, III.i-ii
 * "To be or not to be" soliloquy - five versions: []
 * "The lady doth protest too much" (III.ii.216, pg. 168): []
 * Sonnet Form Summary: []
 * The English Sonnet, // Bedford, // pgs. 975-77
 * "No Fear Sonneteer" (Docs & Classroom) ||
 * EQ (**11/16**) || How can a personal translation serve as a summary of my own understanding? ||
 * Homework (**11/16**) || # **Read/Review/Analyze** our work on "No Fear Sonneteer"
 * 1) **Complete**//"Hamlet//, III.iii-iv, MC & SA" (Google Docs & Classroom) ||
 * Class (**on 11/18**) || * " // 1000 Acres // Extra Credit" (Docs)
 * Root #14
 * Breaking Down “Sonnet 18” (“Day”) & “Sonnet 130” (“Sun”) (Docs & Classroom) ||
 * EQ (**11/18**) || Which of Shakespeare's most famous sonnets ("18" & "130") most closely resembles //Hamlet'//'s literary qualities? ||
 * Homework (**11/18**) || # ** Complete ** the "//1000 Acres// Extra Credit" (Docs) if you wish.
 * 1) ** Have ** a great break! **Eat** and **sleep** a lot! ||
 * Quiz (**11/18**) || (over AP Lit. Rooterminallusions #14); you can prepare for the quiz on this site:
 * __AP Lit. for week of 11/7__ **
 * Due (**on 11/7**) || # **Read** //Hamlet//, I.v (pgs. 60-75)
 * 1) **Complete:** "//Hamlet//, I.iii-v, SA" (Google Docs & Classroom)
 * 2) **Read** "Horatio's soliloquy" (Google Docs) (I.i.78-101, pg. 10)
 * 3) **Read** "Shakespeare & His Times / Dramatic Conventions & Author's Techniques"
 * 4) **Complete**: "//Hamlet//, Free Response #2" (Google Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #13
 * Class (**11/7**) || * Root #12 []
 * "Misogynistic //Hamlet// Socratic," Part Deux!
 * Shmooping I.iii-iv: http://www.shmoop.com/hamlet/act-1-scene-3-summary.html
 * "Something's rotten in the state of [anything!] "
 * http://www.shakespeare-online.com/quickquotes/quickquotehamletdenmark.html
 * http://www.ronpaulforums.com/showthread.php?365990-Something-is-rotten-in-the-Denver-airport-(really-creepy-stuff)
 * https://www.youtube.com/watch?v=WyOjkFhhrnQ ||
 * EQ (**11/7**) || Why does the "Something's rotten..." quote resonate into our present day culture? ||
 * Homework (**11/7**) || * ** Read **// Hamlet //, II.i (pgs. 76-85)
 * **Read** "Some Biblical and Mythological Allusions in //Hamlet//" - [] ||
 * Class (**11/8**) || TPT: "DH Lawrence's //The Rainbow//, 2013 Essay #2" (Classroom & Docs) ||
 * EQ (**11/8**) || How can I get a sense of character in a novel excerpt essay question? ||
 * Homework (**11/8**) || * ** Read **// Hamlet //, II.ii (pgs. 86-133) ||
 * Class (**on 11/9**) || * Critical Case Study of "J. Alfred Prufrock," //Bedford//, pgs. 1213-1220; listen:[]
 * "Poetry Analysis Organizer" (Docs & Classroom)
 * "Stems Poetry Analysis" (Docs & Classroom) ||
 * EQ (**11/9**) || * How do the puns and paradoxes from Act I of // Hamlet // contribute to its meaning?
 * How can "J. Alfred Prufrock" be broken down into its meaningful components? ||
 * Homework (**11/9)** || * **Complete** "//Hamlet//, II SA" (Google Docs & Classroom)
 * **Read** "Puns & Paradoxes in //Hamlet//, Act I" (Docs)
 * **Read** "Ghost of Hamlet's Father" (Docs) ||
 * Class (**on 11/11**) || * Root #13
 * "Perspectives on T.S. Eliot," //Bedford//, pgs. 1220-1231
 * "Our 'Prufrock'" (Docs) ||
 * EQ (**11/11)** || How can our poetry analysis and critical perspectives help us to create a shared perspective on "Prufrock"? ||
 * Quiz (**11/11**) || (over AP Lit. Rooterminallusions #13); you can prepare for the quiz on this site:
 * Homework (**11/11**) || # **Read** //Hamlet//, III.i-ii (pgs. 134-185)
 * 1) **Complete:** "//Hamlet//, III.i-ii, MC & SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Hamlet//, Free Response #3" (Classroom & Docs) ||
 * __AP Lit. for week of 10/31__ **
 * Due (**on 11/2**) || //Siddhartha// Hero Cycle Presentation ||
 * Class (**on 10/31**) || Work on Hero Cycle Presentations ||
 * EQ (**10/31**) || What can I take from //Siddhartha// to inform my own understanding of myself? ||
 * Vocabulary || AP Lit. Rooterminallusions #12
 * Homework (**10/31**) || "Fast Track: A Closer Look at MC," pgs.57-8 ||
 * Class (**11/1**) || TPT: "Fast Track: A Closer Look at MC" ||
 * EQ (**11/1**) || How can annotation help us on the multiple choice section of the test? ||
 * Homework (**11/1)** || **Read** //Hamlet//, "Characters," I.i-ii (pgs. ix-39) ||
 * Presented/Discussed Material ( ** on 11/2 ** ) || * //Siddhartha// Hero Cycle Presentations
 * Question: What is the true path to enlightenment for you, or what gives you meaning in your life (and __why__)?
 * "Pre-__Hamlet__ Thinking" (Google Docs) A/B Partners
 * Blog on "On Revenge"
 * Bacon - [])
 * [] ||
 * EQ (**11/2**) || What can I take from // Siddhartha // to inform my own understanding of myself? ||
 * Homework (**11/2**) || * Complete "//Hamlet//, I.i-ii, MC & SA" (Google Docs & Classroom)
 * **Read** //Hamlet////,// I.iii-iv (pgs. 40-59)
 * Blog on "On Revenge" Bacon - []) ||
 * Class (**11/4**) || * Root #12
 * Workshop "//Hamlet// Free Response #1 (Google Docs & Classroom)
 * []
 * []
 * Hamlet's soliloquy (I.ii.129-146, pg. 26): []
 * "Frailty thy name is woman" (I.ii.146, pg. 28)
 * []
 * []
 * []
 * "Misogynistic //Hamlet// Socratic" (Docs & Classroom) ||
 * EQ (**11/4**) || How would you argue against or in favor of Hamlet or //Hamlet// being misogynistic? ||
 * Quiz (**11/4**) || (over AP Lit. Rooterminallusions #12); you can prepare for the quiz on this site:
 * Homework (**11/4**) || # **Read** //Hamlet//, I.v (pgs. 60-75)
 * 1) **Complete:** "//Hamlet//, I.iii-v, SA" (Google Docs & Classroom)
 * 2) **Read**: "Horatio's soliloquy" (Google Docs) (I.i.78-101, pg. 10)
 * 3) **Read** "Shakespeare & His Times / Dramatic Conventions & Author's Techniques"
 * 4) **Complete**: "//Hamlet//, Free Response #2" (Google Docs & Classroom) ||

//Siddhartha// Test (MC) || Review //"Siddhartha// Hero Cycle Prezi Project" (Shared on Google Docs) || https://quizlet.com/45437254/ap-lit-rooterminallusions-11-flash-cards/ || https://quizlet.com/45437254/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || http://quizlet.com/45436005/ap-lit-rooterminallusions-10-flash-cards/ || http://quizlet.com/45436005/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || [] || >> >> [] || [] || [] || [] || (What's a question you have about //Salesman// which you think can be answered but for which you don't have an answer?) || [] || [] || [] || [] ||
 * __AP Lit. for week of 10/24__ **
 * Read & Due (**by 10/24**) || # **Read:** //Siddhartha//, Chs. 9-12 ( "The Ferryman," "The Son," "//Om//," "Govinda")
 * 1) **Complete:** //"Siddhartha// Chs. 9-12, SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Siddhartha//, Free Response #2" (Google Docs & Classroom) ||
 * Read/Analyzed Material (**on 10/24**) || Discuss //Siddhartha,// 9-12
 * EQ (**10/24**) || How much do I know about Hesse's //Siddhartha//? ||
 * Homework (**10/24**) || Review "The Quest" (Shared on Google Docs)
 * Vocabulary || AP Lit. Rooterminallusions #11
 * Class (**on 10/25)** || //Siddhartha// Test (Essay) ||
 * EQ (**10/25**) || How much do I know about Hesse's //Siddhartha//? ||
 * Homework (**10/25**) || Preview "AP Poetry Types" ||
 * Class (**on 10/26**) || "AP Poetry Types" ||
 * EQ (**10/26**) || What poem or poems best illustrate my particular poetry type and why? ||
 * Homework (**10/26**) || //"Siddhartha// Hero Cycle Prezi Project" ||
 * Class (**on 10/28**) || * Root #11
 * Prezi Presentations Work ||
 * EQ (**on 10/28**) || How do the Prezis give us a better understanding of Hesse's work and the Hero Cycle? ||
 * Quiz (**10/28**) || (over AP Lit. Rooterminallusions #11); you can prepare for the quiz on this site:
 * Homework (**10/28**) || **Read** "Reading Shakespeare" (Google Docs)
 * FINISH __ALL__** //Siddhartha// work that you want graded ||
 * __AP Lit. for week of 10/17__ **
 * Read (**by 10/17**) || # **Read:** "Structure of //Siddhartha"// (shared on Google Docs)
 * 1) **Read (if not read already):** "Introduction" (vii-xiii, //Siddhartha),// "Glossary of Indian Terms" (xv-xix, //Siddhartha//)
 * 2) **Read:** //Siddhartha//, Chs. 5-8 ("Kamala," "With the Child-People," "//Samsara//," "By the River") ||
 * Due (**by 10/17**) || # **Complete:** //Siddhartha// Chs. 5-8, MC & SA (Google Docs & Classroom)
 * 1) **Complete:** "//Siddhartha//, Free Response #1" (Google Docs & Classroom) ||
 * Read Material (**on 10/17**) || * //Bedford//, pgs. 920-4, "Sounds" (including euphony)
 * //Bedford,// pg. 986, "Epigram" ||
 * Analysis (**on 10/17**) || "Epigramming //Sidd//" (Google Docs & Classroom) ||
 * Discussed Material (**on 10/17**) || "//Siddhartha// MC 1-10, SA Chs. 1-4 **Answers**" (shared on Google Docs)
 * Why read //Siddhartha// AP Lit.?
 * What should we have taken from Part 1 to inform our appreciation of Part 2? ||
 * EQ (**10/17**) || How can my own poetry express essential teachings from Chs. 5-8 of //Siddhartha//? ||
 * Homework (**10/17**) || "AP Literature Exam Tips" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #10
 * Class (**10/18)** || TPT: "Poetry MC - Pearson"
 * "Hawk Roosting"
 * "Sonnet"
 * " I Felt a Funeral in My Brain" ||
 * EQ (**10/18**) || How can studying poetry give me a better idea of how I can crack the exam? ||
 * Homework (**10/18**) || "Short Story Themes" (Google Docs & Classroom) ||
 * Class (**10/19**) || * // Bedford, // pgs. 608-627
 * "Remarkably Short Short Stories" (Google Docs & Classroom) ||
 * EQ (**10/19**) || How can the essence of a short story be summed up in a theme statement? ||
 * Homework (**10/19**) || ** Read ** "The Quest" (Shared on Google Docs) ||
 * Class (**10/20**) || * "Remarkably Short Short Stories" share-outs
 * //Siddhartha,// 5-8 discussion
 * "//Siddhartha// Hero Cycle Prezi" (shared on Google Docs) ||
 * EQ (**10/20**) || How are the first two parts of //Siddhartha// archtypical? ||
 * Quiz (**10/20**) || (over AP Lit. Rooterminallusions #10); you can prepare for the quiz on this site:
 * Homework (**10/20**) || # **Read:** //Siddhartha//, Chs. 9-12 ( "The Ferryman," "The Son," "//Om//," "Govinda")
 * 1) **Complete:** //"Siddhartha// Chs. 9-12, SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Siddhartha//, Free Response #2" (Google Docs & Classroom) ||
 * __AP Lit. for week of 10/10__ **
 * Read (**by 10/10**) || * **Finish ALL //Salesman// assignments**
 * **Read:** //Siddhartha//, Part1, Chs. 1-4 ("The Brahmin's Son," "With the Samanas," "Gotama," "Awakening")
 * **Complete** "AP Lit. Unit 1 Culmination Essay" (Google Docs & Classroom) ||
 * Due (**by 10/10**) || "AP Lit. Unit 1 Culmination Essay" (by midnight tonight) ||
 * Vocabulary (**week of 10/10**) || AP Lit. Rooterminallusions #9
 * Class (**on 10/10**) || * "AP Lit. Unit 1 Culmination Essay" Workshop
 * Start //Siddhartha// MC 1-10, SA Chs. 1-4 ||
 * EQ (**on 10/10**) || How do all of the background reading selections inform my takeaways from Chs. 1-4 of //Siddhartha//? ||
 * Homework (**on 10/10**) || "Approaching MC - Pearson" (Docs & Classroom)
 * Complete**: //Siddhartha// MC 1-10, SA Chs. 1-4 ||
 * Class (**on 10/11**) || TPT: "Poetry MC - Pearson" (Docs & Classroom)
 * "Bright Star," Keats
 * []
 * []
 * "Dulce et Decorum Est," Owen
 * []
 * [] ||
 * EQ (**on 10/11**) || What are each poem's speaker, audience, purpose, and theme? ||
 * Homework (**on 10/11**) || * **Read** "Buddha's Poetic Philosophy" (Shared on Google Docs and Classroom)
 * **Read:** "Structure of //Siddhartha"// (shared on Google Docs) ||
 * Class (**on 10/12**) || * //The Poet Seers,// "Lord Buddha" []
 * Share-out of Buddha's poetry as compared to //Siddhartha//
 * Root #9 ||
 * EQ (**10/12**) || How can the poetry of the historical figure Siddhartha Gautama inform our study of the fictional work //Siddhartha//? ||
 * Homework (**10/12**) || # ** Read ** "The Blind Men and the Elephant" (Docs & Classroom - [])
 * 1) **Read (if not read already):** "Introduction" (vii-xiii, //Siddhartha),// "Glossary of Indian Terms" (xv-xix, //Siddhartha//)
 * 2) **Read:** //Siddhartha//, Chs. 5-8 ("Kamala," "With the Child-People," "//Samsara//," "By the River")
 * 3) **Complete:** //Siddhartha// Chs. 5-8, MC & SA (Google Docs & Classroom)
 * 4) **Complete:** "//Siddhartha//, Free Response #1" (Google Docs & Classroom) ||
 * Quiz (**10/12**) || (over AP Lit. Rooterminallusions #9); you can prepare for the quiz on this site:
 * __AP Lit. for week of 10/3__ **
 * Assigned Essay (**on 10/3**) || "AP Lit. Unit 1 Culmination Essay" (Google Docs & Google Classroom) (**due 10/10**) ||
 * Vocabulary || AP Lit. Rooterminallusions #8
 * Class (on **10/3**) || * // S //// alesman // movie, Act 2
 * Part 9: https://www.youtube.com/watch?v=Nh7AMW_iiAM
 * Part 10: https://www.youtube.com/watch?v=zw1A2hRaSLM
 * AP Lit. Rooterminallusions #7
 * EQ (**10/3**) || What commonalities with //Catcher// can we take from //Salesman//? ||
 * Homework (**10/3**) || * ** Read: ** "Herman Hesse & Bio Info" (shared on Google Docs)
 * Work on your "AP Lit. Unit 1 Culmination Essay" ||
 * Read/Analyzed Material (**on 10/4**) || TestMaster student-generated MC portion of //Salesman// test (Socrative program):
 * Discussed Material (**on 10/4**) || //"Salesman// Question Inquiry" (Google Docs)
 * Homework (**10/4**) || * ** Read: ** "Carl Jung" (shared on Google Docs)
 * Work on your "AP Lit. Unit 1 Culmination Essay" ||
 * EQ (**10/4**) || What do we know and not know about //Death of a Salesman//? ||
 * Class (**10/5**) || * Second half of // Salesman // Test: Free Response Essay #3 (from 2007 AP Lit. test) http://apcentral.collegeboard.com/apc/public/repository/ap07_eng_lit_frq.pdf
 * //"Salesman// Question Inquiry" (Google Docs)
 * "Composed Upon Westminster Bridge," William Wordworth
 * "AP Lit. Unit 1 Culmination Essay" ||
 * EQ (**10/5**) || How does Willy's relationship to the past contribute to the meaning of Salesman as a whole? ||
 * Homework (**10/5**) || * ** Read: ** "Hinduism / The Buddha & Buddhism" (shared on Google Docs)
 * Work on your "AP Lit. Unit 1 Culmination Essay" ||
 * Class (**on 10/8**) || * Root #8
 * "AP Lit. Unit 1 Culmination Essay" ||
 * EQ (**10/8**) || How can //Salesman// be used on a "showcase" Free Response question on the AP Lit. Exam? ||
 * Quiz (**10/8**) || (over AP Lit. Rooterminallusions #8); you can prepare for the quiz on this site:
 * Homework (**10/8**) || * **Finish ALL //Salesman// assignments**
 * **Read:** //Siddhartha//, Part1, Chs. 1-4 ("The Brahmin's Son," "With the Samanas," "Gotama," "Awakening")
 * **Complete** "AP Lit. Unit 1 Culmination Essay" (Google Docs & Classroom)
 * **Complete**: //Siddhartha// MC 1-10, SA Chs. 1-4 ||
 * __AP Lit. for week of 9/26__ **
 * Due Material (**by 9/26**) || **Complete** "//Salesman// Free Response #3" (Google Docs & Google Classroom) ||
 * Class (**on 9/26**) || AP Literature & Composition Practice Exam 1 (MC) ||
 * EQ (**9/26**) || In what areas do feel comfortable and not so comfortable on the AP Lit. Exam? ||
 * Homework (**9/26**) || //Salesman// Catch-up ||
 * Vocabulary || AP Lit. Rooterminallusions #7 (for next week)
 * Class (**on 9/27**) || AP Literature & Composition Practice Exam 1 (Essay) ||
 * Homework (**9/27**) || # **Read** "Practice Exam 1 Answers & Explanations" (Google Docs & Google Classroom)
 * 1) **Complete** Corrections to Practice Exam 1 (hardcopy or Notability)
 * 2) Question to **consider**: How can I improve my performance on the AP Lit. Exam? ||
 * Read Material (**on 9/28**) || "TestMaster - //Salesman//" (Google Docs) ||
 * Discussion/Analysis (**on 9/28**) || TestMaster activity with a partner: Develop five multiple choice questions based upon a reading selection from //Salesman.// ||
 * EQ (**9/28)** || What essential elements from //Death of a Salesman// should be addressed in a comprehensive multiple choice test? ||
 * Homework (**9/28**) || __ **Finish** __ your TestMaster questions and ** share ** with Fornnarino by **noon on Sunday, 10/2** ||
 * Quiz (**9/30)** || NONE! Enjoy Homecoming! ||
 * __AP Lit. for week of 9/19__ **
 * Vocabulary || AP Lit. Rooterminallusions #6
 * Read Material (**by 9/19**) || **Read:** //Death of a Salesman//, Act II, pages 71-136 ||
 * Due Material (**by 9/19**) || * **Complete**: "//Salesman// SA 1-11, MC 11-20, Act II" (shared on Google Docs & Classroom)
 * **Complete:** "//Salesman// Free Response #2" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman:// What motivates Willy’s death at the end of Act II? Is his death heroic? ||
 * Class (**on 9/19**) || * "2008 Question 3 Scoring Guidelines & Sample Answers" []
 * "//Salesman// Motifs & Poetry" (Google Docs & Classroom)
 * Discuss Act II ||
 * EQ (**9/19**) || How does the resolution to Act II feel rushed or appropriate? ||
 * Homework (**9/19**) || * **Read:** "Willy Loman as Tragic Hero " (Google Docs & Classroom)
 * **Complete**: "//Salesman// SA 12-21, MC 11-20, Act II" (Google Docs & Classroom) ||
 * Class (**9/20**) || // "Sales // Lines" (shared Google Doc & Classroom) PART I ||
 * EQ (**9/20**) || How can one line from a narrative tell an entire story about the significance of a work as a whole? ||
 * Homework (**9/20**) || * **Read** "//Salesman// Possible Themes" (Google Docs & Google Classroom)
 * Review/Finish Sales Lines, PART I
 * Question to **consider**: What would you point to as the most important theme in //Salesman//, and why? ||
 * Class (**on 9/21**) || * Summary paragraph for "// Sales // Lines" PART II
 * "Theme," //Bedford//, pgs. 294-97
 * "Love in L.A.," Dagoberto Gilb, //Bedford//, pgs. 311-313
 * "Sample Student Response to 'Love in L.A.,' " pg. 314
 * "Motif Metaphors into Theme with Character" (Google Docs & Classroom) - analysis of "Love in L.A." and //Salesman// ||
 * EQ (**9/21**) || How do Jake and Willy Loman feel about the common motifs and themes of "Love in L.A." and //Salesman//? ||
 * Homework (**9/21**) || * **Read:** //Death of a Salesman//, "Requiem," pages 137-39
 * **Complete:** "//Salesman// MC & SA Requiem" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman//: How does the Requiem provide resolution for the play? ||
 * Class (**9/23**) || * Root #6
 * Discuss the end of //Salesman//
 * Watch the end of Dustin Hoffman's //Salesman// ||
 * EQ (**9/23)** || How does the "Requiem" bring necessary closure to the play? ||
 * Homework (**9/23**) || ** Complete ** " // Salesman // Free Response #3" (Google Docs & Google Classroom) ||
 * Quiz (**9/23)** || (over AP Lit. Rooterminallusions #6); you can prepare for the quiz on this site:

[] || (**9/12**) || * "Barron's: Answering MCQs" [] || [] || [] || [] || [] || [] || [] || [] || [] || [] ||
 * __AP Lit. for week of 9/12__ **
 * Vocabulary || AP Lit. Rooterminallusions #5
 * Read Material (**by 9/12**) || * //Salesman,// Act I, pgs. 7-69
 * "//Salesman// Background & Structure" (Google Docs) ||
 * Class (on **9/12**) || * **//Catcher// Test (MC)**
 * **Complete:** "//Salesman// MC, Act I" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman//: Describe the significance of names in this play. How do Happy’s and Biff’s names contrast with or support their characters? Interpret the names “Loman” and “Singleman." ||
 * EQ (9/12) || How do Happy’s and Biff’s names contrast with or support their character types? ||
 * Homework
 * **Complete:** "//Salesman// SA 1-15, Act I" (shared on Google Docs & Classroom) ||
 * Class (**on 9/13**) || * //Catcher// Test (Essay - hard copy)
 * TPT: "Barron's: Sample Poetry/Prose"
 * //Salesman//, Act I ||
 * EQ (9/13) || How do the approaches to poetry and prose multiple choice questions differ? ||
 * Homework (**on 9/13**) || **Complete**: "//Salesman// SA 16-30, Act I" (shared on Google Docs & Classroom) ||
 * Class (**on 9/14**) || * Counseling Department Presentation
 * // "Salesman // Motifs & Poetry" (time permitting) ||
 * EQ (**9/14**) || How does Miller set up the audience's expectations for the actions and characters of the play during and prior to Act I? ||
 * Homework (**9/14**) || * **Review:** //Salesman//, Act I
 * **Complete:** "//Salesman// Free Response #1" (shared on Google Docs & Classroom)
 * Questions to **consider** for //Salesman//
 * How reliable are the characters’ various narratives in Death of a Salesman? Are Willy’s words to be trusted? Biff’s?
 * How do the flashbacks affect the narrative? ||
 * Class (**9/16**) || * Root #5
 * "// Salesman // Motifs & Poetry" (shared Google Doc & Classroom)
 * NPR Broadcast re:Arthur Miller (2/12/2005): []
 * What are Miller's major dramatic works and what major awards did he win?
 * How long did it take Miller to write //Salesman//?
 * Who is the more famous spouse of Miller?
 * Where and when (in his life) was Miller first exposed to live theatre?
 * Why did Miller feel a need to write his play //The Crucible//?
 * extra: How does Miller relate to a contemporary American rock band?
 * Questions to consider:
 * How reliable are the characters’ various narratives in Death of a Salesman? Are Willy’s words to be trusted? Biff’s?
 * How do the flashbacks affect the narrative? ||
 * EQ || How reliable are the characters’ various narratives in Death of a Salesman? ||
 * Homework (**9/16**) || # ** Read: ** // Death of a Salesman //, Act II, pages 71-136.
 * 1) **Pick out a line or a few consecutive lines of dialogue that is/are especially significantto you an dbe able to explain it/them (for 9/19).**
 * 2) **Complete**: "//Salesman// SA 1-11, MC 11-20, Act II" (shared on Google Docs & Classroom)
 * 3) **Complete:** "//Salesman// Free Response #2" (shared on Google Docs & Classroom)
 * 4) Question to **consider** for //Salesman:// What motivates Willy’s death at the end of Act II? Is his death heroic? ||
 * Quiz (**9/16**) || (over AP Lit. Rooterminallusions #5); you can prepare for the quiz on this site:
 * __AP Lit. for week of 9/6__ **
 * Due Material (**by 9/6**) || * Finish "TP-COASTT Bildungsroman poem"
 * Read "Psychoanalysis in //Catcher"// (Classroom & Docs)
 * **Read**; " 'Coming Thro' the Rye' " and Other Themes" (shared on Google Docs)onic?
 * Complete //"Catcher//, 21-24 Questions" (Classroom & Docs)
 * **Read** //Catcher//, 25-26
 * **Complete:** "Free Response #4" (shared on Google Docs)
 * Question to consider for //Catcher//: If written text can be an outlet of expression to be analyzed by psychoanalysis, what latent repressed ideas of J.D. Salinger’s may be illustrated through the character of Holden Caulfield and this story? ||
 * Quiz 9/6 || 9/6 (over AP Lit. Rooterminallusions #3); you can prepare for the quiz on this site:[] ||  ||   ||   ||
 * Vocabulary || AP Lit. Rooterminallusions #4
 * Class (**9/6**) || * Root #3
 * Discussion: 25-6, " 'Coming Thro' the Rye' " and Other Themes"
 * "APLitWAQ1" Final Draft (Google Classroom & Google Docs) ||
 * EQ (**9/6**) || How can we prepare for analyzing passages chosen for their literary merit, depth, breadth of writing styles, and varied perspectives? ||
 * Homework (**9/6**) || * **Read** "Approaching the Novel (Pearson)" (Classroom & Docs)
 * **Read** "AP Lit Open-Ended Essay Tips" (Classroom & Docs) ||
 * Class (**9/7**) || * "AP Lit Open-Ended Essay Tips"
 * a visit from our amazing counselors
 * **//Catcher//** **Test** - Multiple Choice: [] (don't use this link until class on Wed.) & Essay (hard copy to be distributed in class)]
 * "AP Major Work Data Sheet for //Catcher"// (Google Classroom & Google Docs) ||
 * EQ (**9/7**) || How does //The// //Catcher// //in the Rye// portray adolescence as a time of grace and wonder, and how does it portray teenage years as a time of tribulation and terror? ||
 * Homework (**9/7**) || * Read Free Response #4 Example (Google Docs)
 * **Complete** "Free Response #5" (Google Docs & Google Classroom)
 * Question to consider for all of //Catcher//: How does the symbolic nature of Holden's hunting cap evolve over the course of the novel? ||
 * Class (**9/9**) || * "AP Major Work Data Sheet for //Catcher"// (Google Docs) partner share
 * Root #4
 * "2008 Question 3 Scoring Guidelines & Sample Answers" <span style="color: #2a6496; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 14px;">http://apcentral.collegeboard.com/apc/public/re...m_b_q3.pdf
 * //Salinger// ||
 * EQ (**9/9**) || How can our Major Work Data Sheets help us on the open-ended essay? ||
 * Homework (**9/9**) || # **Read:** "//Salesman// Background & Structure" (Google Docs)
 * 1) **Read:** //Death of a Salesman//, Act I, pages 7-69
 * 2) ===**Finish** any //Catcher// work!===
 * 3) Question to **consider** for //Salesman//: Describe the significance of names in this play. How do Happy’s and Biff’s names contrast with or support their characters? Interpret the names “Loman” and “Singleman." ||
 * Quiz (**9/9**) || (over AP Lit. Rooterminallusions #4); you can prepare for the quiz on this site:
 * __AP Lit. for week of 8/29__ **
 * Due Material (**by 8/29**) || * //Catcher in the Rye,// 15-20
 * "//Catcher// 15-20 Questions" (shared on Google Docs)
 * "//Catcher//, Free Response #3" (minor essay prompt shared on Google Docs)
 * "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * reading questions to think about:
 * How does Holden see childhood as compared to adulthood, and is his viewpoint too simplistic?
 * How do Holden's fantasies and the realities of the actual world compare?
 * How much of Holden's crazier behaviors an expression of repressed feelings and how much are they a coping mechanism?
 * How are the the ducks at the Central Park pond like Allie, and how is the pond like the Museum of Natural History? ||
 * Class (8/29) || * Paired Grading //Catcher,// FR #3
 * "To a Wasp" (Moore) & apostrophe: //Bedford//, 872 ||
 * EQ (8/29) || How do authors use apostrophe and how does it function in literature? ||
 * Vocabulary || AP Lit. Rooterminallusions #3 ([]) ||
 * Homework (8/29) || Read "Princeton Prep 1" (Shared on Classroom & Docs) ||
 * Class (8/30) || * discuss "PP1"
 * "Princeton MC" (Shared on Classroom & Docs)
 * check MC answers ||
 * EQ (8/30) || How can the Princeton "Cracking the AP Lit Exam" help us do better on MC questions? ||
 * Homework (8/30) || * Read //Catcher//, 21-24
 * Read "Bildungsroman" (Shared on Classroom & Docs) poetry analysis
 * check your MC answers and be ready to discuss the ones you missed tomorrow ||
 * Class (8/31) || * Discuss //Catcher//
 * What does Phoebe understand about Holden--that no one else does--and why is this ironic?
 * What makes Mr. Andolini's insights so poignantly ineffective when it comes to Holden?
 * "TP-COASTT Bildungsroman poem" (Classroom & Docs)
 * "APLitWAQ1" (Classroom & Docs) ||
 * EQ (8/31) || How can the TP-COASTT poetry analysis strategy help us analyze poetry more efficiently? ||
 * Homework (8/31) || * Finish "TP-COASTT Bildungsroman poem"
 * Read "Psychoanalysis in //Catcher"// (Classroom & Docs)
 * **Read**; " 'Coming Thro' the Rye' " and Other Themes" (shared on Google Docs)onic?
 * Complete //"Catcher//, 21-24 Questions" (Classroom & Docs)
 * **Read** //Catcher//, 25-26
 * **Complete:** "Free Response #4" (shared on Google Docs)
 * Question to consider for //Catcher//: If written text can be an outlet of expression to be analyzed by psychoanalysis, what latent repressed ideas of J.D. Salinger’s may be illustrated through the character of Holden Caulfield and this story? ||
 * Quiz (**9/6**) || 9/6 (over AP Lit. Rooterminallusions #3); you can prepare for the quiz on this site:
 * __AP Lit. for week of 8/22__ **
 * Due Material (**by 8/22**) || * "Sample Free Response Question #1" (//Catcher)//
 * "Psychoanalytic Literary Criticism" (Google Docs)
 * Quick Analysis of "Freud, Jung, & Psychoanalysis"
 * reading question to think about: How does Holden pretend to be something he's not, and why? ||
 * Class **(8/22**) || * Vancouver Film school version: []
 * Finish "HP" Share-out
 * "Salinger vs. Lardner - Style" & "Golden Honeymoon" Ring Lardner: []
 * //Catcher//, 6-10 - Is it (at least, 7-10) comic relief? ([]) ||
 * EQ (**8/22**) || How do allegories work in the scope of literature? ||
 * Homework (**8/22**) || * Finish "Salinger vs. Lardner - Style"
 * //Catcher//, 11-12
 * reading question to think about: How does Holden pretend to be something he's not, and why?
 * "An Exam Reader's Advice on Writing" ([]) ||
 * Vocabulary || AP Lit. Rooterminallusions #2
 * Class (**8/23)** || * //Catcher//, 11-12
 * **Test Prep Tuesday: "**Student Samples Poetry Response '14" (Docs/Classroom)
 * "Symbol, Irony, and Allegory" (//Bedford//, 888-898)
 * //Salinger// movie clip ||
 * EQ (**8/23**) || What can we learn from examining the sample student poetry essays? ||
 * Homework (**8/23**) || * //Catcher,// 13-14
 * Questions to **consider** for //Catcher//, 11-13:
 * Considering what Holden does, says, and thinks while he's roaming NYC, what is he lacking or what does he need the most?
 * How does Holden's encounter with Sunny, the prostitute, reveal his contradictory--almost oxymoronic--feelings and impulses?
 * Read " 'A & P,' Updike - Character" (short story by John Updike with character analysis elements--shared on Google Docs) ||
 * Class (**8/24)** || * **Review**: " 'A & P,' Updike - Character" (short story by John Updike with character analysis elements--shared on Google Docs)
 * "Character Analysis Checklist" (for "A & P", shared in Google Docs)
 * "A & P' Symbolism, Imagery, & Allegory: []
 * "//Catcher// 11-13 Analysis" - Psychoanalytic Chart of Manifest vs. Latent, multiple choice for Ch. 12 (shared on Google Docs) ||
 * EQ (**8/24**) || How do Sammy ("A&P") and Holden Caulfield rebel against societal norms as forms of personal expression? ||
 * Homework (**8/24**) || **Complete:** "Free Response #2" (minor essay prompt shared on Google Docs) ||
 * Class (**8/26**) || * Root #2
 * "Free Response #2" paired grading
 * "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * //Catcher// vs.//Taxi Driver// ([]) ||
 * EQ (**8/26**) || * How do Holden's character traits, personality, and behaviors act as a magnet for physical violence? ||
 * Homework (**8/26**) || * **Read:** //Catcher//, 15-20
 * **Complete:** "//Catcher// 15-20 Questions" (shared on Google Docs)
 * **Complete:** "//Catcher//, Free Response #3" (minor essay prompt shared on Google Docs)
 * **Complete:** finish "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * Questions to consider for //Catcher//:
 * How does Holden see childhood as compared to adulthood, and is his viewpoint too simplistic?
 * How do Holden's fantasies and the realities of the actual world compare?
 * How much of Holden's crazier behaviors are an expression of repressed feelings, and how much are they a coping mechanism?
 * How are the ducks at the Central Park pond like Allie, and how is the pond like the Museum of Natural History? ||
 * Quiz (**8/26**) || **8/27** (over AP Lit. Rooterminallusions #2); you can prepare for the quiz on this site:
 * __AP Lit. for week of 8/15__ **
 * Read/Due (by 8/15) || * //Catcher//, Chs. 1-3
 * //"Catcher// 1-3 Questions" (shared on Google Docs/Classroom)
 * "APL-C1: 'Sun Goes Down on Summer'" Chart ||
 * Vocabulary || AP Lit. Rooterminallusions #1
 * Class (8/15) || * //"Catcher// 1-3 Question sample answers" (shared on Google Docs)
 * Discussion of "Sun Goes Down on Summer" Essay Prompt ||
 * EQ (8/15) || What psychoanalyst's theories would be the best to use when explaining/examining Holden Caulfield? ||
 * Homework (8/15) || * Read //Catcher,// 4-6
 * "AP Multiple Choice Test-taking Strategies" (shared on Google Docs/Classroom)
 * **ALL WEEK**: study for Quizlet quiz on 8/21 (AP Lit. Rootermiallusions #1) [] ||
 * Class (8/16) || * Review "AP Multiple Choice Test-taking Strategies"
 * Kazuki Check-in on //Catcher//
 * Workshop "Sun Goes Down on Summer" Essay ||
 * EQ (8/16) || How is change something that's never easy to deal with or accept? ||
 * Homework (8/16) || Finish "Sun Goes Down on Summer" Essay ||
 * Class (8/17) || * // Catcher //, 4-6 with revelations including:
 * Why are the Pencey boys (Ackley, Stradlater, but not Holden) so obsessed with hygiene (shaving, fingernails, pimples)?
 * What, exactly, does Holden's hunting cap (and the way he wears it) indicate and/or evoke?
 * What significance (symbolic or otherwise) do the snowballs have?
 * (Vancouver Film school version: [])
 * Poe - pg. 891-(3 of //The Bedford Introduction to Literature// & shared on Google Docs/Classroom)
 * "Haunted Palace" Jigsaw (shared on Docs/Classroom) ||
 * EQ (8/17) || How does Poe's work reflect an analysis of a corrupted human mind? ||
 * Homework (8/17) || * Read // Catcher //, Chs. 6-10
 * //"Catcher// 6-10 Questions" (shared on Google Docs/Classroom) ||
 * Class (8/19) || * Root #1
 * "HP" Share-out
 * "The Golden Honeymoon," Ring Laudner: []
 * "Salinger vs. Lardner - Style" ||
 * EQ (8/19) || How does Holden pretend to be something that he's not and why? / How was Salinger's style influenced by the work of Lardner? ||
 * Homework (8/19) || * "Sample Free Response Question #1" (//Catcher)//
 * Quick Analysis of "Freud, Jung, and Psychoanalysis" as it relates to Holden Caulfield
 * "Psychoanalytic Literary Criticism" (Google Docs) ||
 * Quiz || **8/21** (over AP Lit. Rooterminallusions #1); you can prepare for the quiz on this site:
 * __AP Lit. for week of 8/10__ **
 * Read/Discussed Material || * "APL-C1: 'Sun Goes Down on Summer'" (shared on Google Docs)
 * //Catcher in the Rye//, Chapters 1-3 ||
 * Class (8/10) || * website
 * parent letter ("AP Lit Parent Letter")
 * syllabus ||
 * Homework (8/10) || # signed parent letter
 * 1) study for Quizlet quiz on 8/11 ||
 * Class (8/11) || * Three Levels of Poetry Analysis, Think/Pair/Share Activity: "APL-C1: 'Sun Goes Down on Summer'" (shared on Google Docs)
 * Quizlet Quiz ||
 * EQ (8/11) || How can my analysis of any poem be grounded in a few key concepts? ||
 * Homework (8/11) || # Read //Catcher// 1-3
 * 1) //"Catcher// 1-3 Questions" (shared on Google Docs) ||
 * Vocabulary || AP Lit. Appeals & Figures of Rhetoric
 * Quiz || **8/11** (over AP Lit. Appeals & Figures of Rhetoric); you can prepare for the quiz on this site:

Be ready for the lat Root! (#30) || Get plenty of rest before tomorrow! || > (Final, Part 2) ||
 * __AP Lit. for week of 5/9__ **
 * Read/Analyzed/Discussed Material (**on 5/9-10**) || # Major Work Data Sheet (Part 1 of Final)
 * 1) Open Question Prep, Step 4 (essay)
 * 2) "Revelations About //5 Steps"// ||
 * Homework (**5/9-10**) || **Prepare** "My Shakespearean Sonnet" for presentation ||
 * Presented Material (**on 5/11-12**) || "My Shakespearean Sonnet" (Part 2 of Final) ||
 * __AP Lit. for week of 5/2__ **
 * Read & Due (**by 5/2**) || # **Finish** "Major Work Data Sheet" (Docs & Classroom)
 * 1) Be ready for the last Root Quiz (#30) ||
 * Class (5/2) || * Review (and finish?)
 * 1) MWDS
 * 2) Open Question Prep, Step 4 (Essay)
 * 3) "Revelations About //5 Steps//"
 * Discuss any big revelations from Acts I-IV of //Midsummer Night's// ||
 * EQ (5/2) || How can we make final preparations for the entire exam? ||
 * Homework (5/2) || Review (and finish?)
 * 1) MWDS
 * 2) Open Question Prep, Step 4 (Essay)
 * 3) "Revelations About //5 Steps//"
 * Read/Analyzed/Discussed Material (**on 5/3**) || # Take Root #30 https://quizlet.com/45662528/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30
 * 1) Review (and finish?)
 * 2) MWDS
 * 3) Open Question Prep, Step 4 (Essay)
 * 4) "Revelations About //5 Steps//" ||
 * EQ (5/3) || How ready am I for the exam? ||
 * Homework (5/3) || Review (and finish?)
 * 1) MWDS
 * 2) Open Question Prep, Step 4 (Essay)
 * 3) "Revelations About //5 Steps//"
 * **AP Lit Exam (5/4)** || **Be in the counseling testing room ready to rock by 7:30 AM. GOOD LUCK!** ||
 * Class (5/5) || * // MND // work
 * "My Sonnet Choice" (Final, Part 2) ||
 * Class (5/6) || * //MND// work
 * "My Sonnet Choice"
 * EQ (5/5 & 5/6) || How much of an expert am I in the brilliance of the Bard? ||
 * Homework (5/5 & 5/6) || Prepare " My Sonnet Choice" (Final, Part 2) for presenting to the class next week. ||

__AP Lit. for week of 4/25__ <span style="background-color: #ffffff; color: rgba(0,0,0,0.870588); font-family: Roboto,Helvetica,Arial,sans-serif;">Here is the website for the Shakespeare Festival: <span style="background-color: #ffffff; font-family: Roboto,Helvetica,Arial,sans-serif;">@http://shakespeare.dpsk12.org/ <span style="background-color: #ffffff; color: rgba(0,0,0,0.870588); font-family: Roboto,Helvetica,Arial,sans-serif;">. Check out what you might want to see. Let's plan to meet on the west corner of 14th and Curtis (in front of Backstage Coffee) on 4/29 @ 11:00 AM. || [] || Remember, I see you two more times before the AP Lit Exam (5/4)! || # **Finish** "Major Work Data Sheet" (Docs & Classroom)
 * Read & Due (**by 4/25**) || # **Read/Review** //5 Steps to a 5,// "Steps 4-5," **(Note: you don't have to complete the activities in written form, but look them over! Please don't write in the books. Thanks!)**
 * 1) **Add to** "Revelations About //5 Steps"// (Docs & Classroom) ||
 * Class (**4/25**) || Quarter 4 Writing Assessment Final Draft ||
 * EQ (**4/25**) || What can we take from the Writing Assessment that will help us on the AP Lit Exam? ||
 * Homework (**4/25**) || ** Read ** // Midsummer Night's Dream //, Acts I & II, pages 1-25 ||
 * Class (**4/26**) || **Finish** "Open Question Prep," Step 4 ||
 * EQ (**4/26**) || How can I make final preparations for the Open Question? ||
 * Homework || //Midsummer Night's Dream//, Acts III & IV, pages 26-53 ||
 * Read/Analyzed/Discussed Material (**on 4/27**) || # "S2 Final" (Docs)
 * 1) S2 Final, Part 1: "Major Work Data Sheet" - (Docs & Classroom) **__OR__** "Major Works Data Sheet" (Docs & Classroom) ||
 * EQ (**4/27**) || How much do I know about one of the major works that I read this year in AP Lit? ||
 * Homework (**4/27**) || ** Add to ** "Revelations About // 5 Steps" // (Docs & Classroom) if you haven't already done so. ||
 * SENIOR DITCH DAY (**4/28**) || Consider the entire canon of modern literature and apply your thoughts about it to your sanctioned teenage rebellion day. ||
 * FURLOUGH DAY/Shakespeare Festival (**4/29**) || Remind me to review our plan of attack on **4/26.**
 * Vocabulary || AP Lit. Rooterminallusions #30 (**this last Root quiz will be taken Tuesday, 5/3)**
 * Homework (4/27)
 * 1) Be ready for the last Root Quiz (#30 - 5/3) ||

Final, Part 2: "My Sonnet Choice" (Docs)

https://quizlet.com/45657343/ap-lit-rooterminallusions-29-flash-cards/ || https://quizlet.com/45657343/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __AP Lit. for week of 4/18__ **
 * Read & Due (**by 4/18**) || ** Complete __all__ ** // Pride // assignments. (All finished & unfinished work will have grades this weekend. ||
 * Vocabulary || AP Lit. Rooterminallusions #29
 * Class (**4/18**) || //Pride// Test (about twenty-three MC questions and one essay ||
 * EQ || How well do we know //Pride//? ||
 * Homework (**4/18**) || ** Read/Review ** // 5 Steps to a 5, // "Steps 1-3," Chapters 1-7, pages 3-108 ** (Note: you don't have to complete the Diagnostic Exam or any other activities in written form, but look them over! Please don't write in the books. Thanks!) ** ||
 * Read/Analyzed/Discussed Material (**on 4/20**) || # Finish //Pride// Test
 * 1) //Pride// Test Review: "//Pride// Test MC Answers"
 * 2) "AP Literature Imagery" last question share out ||
 * EQ || What kind of closure do we have on //Pride//? ||
 * Homework (**4/20**) || ** Complete ** "Revelations About // 5 Steps" // (Docs & Classroom) ||
 * Class (**4/21**) || # // 5 Steps to a 5, // "Steps 1-3" : "Revelations About //5 Steps"// (Docs & Classroom)
 * 1) "Open Question Prep, Steps 3 & 4" (Docs & Classroom)
 * Complete Step 3
 * Begin Step 4 ||
 * EQ (**4/21**) || What are we prepared to write about on the Exam Open Question? ||
 * Homework (**4/21**) || // Midsummer Night's Dream //, Acts I & II, pages 1-25 ||
 * Class (**4/22**) || # Root #29
 * 1) Quarter 4 Writing Assessment Rough Draft ||
 * Quiz (**4/22**) || AP Lit. Rooterminallusions #29
 * EQ (**4/22**) || What can we take from the Writing Assessment that will help us on the Exam? ||
 * Homework (**4/22**) || # **Read/Review** //5 Steps to a 5,// "Steps 4-5," **(Note: you don't have to complete the activities in written form, but look them over! Please don't write in the books. Thanks!)**
 * 1) **Add to** "Revelations About //5 Steps"// (Docs & Classroom) ||
 * __AP Lit. for week of 4/11__ **
 * Read & Due (**by 4/11**) || # **Read** //Pride & Prejudice.// Chapters 51-55, pgs. 268-300
 * 1) **Complete** "//Pride// MC 50-55" (Docs & Classroom) ||
 * Class (**4/11**) || ** Read/Complete/Discuss ** "AP Literature Imagery" ||
 * EQ (**4/11**) || How is the concept of imagery in literature exemplified in Austen's work? ||
 * HW (**4/11**) || **Complete** "Princeton E2MC 1-28" ||
 * Class (**4/12**) || TPT: "Princeton E2MC 29-55 / Answers & Explanations" ||
 * EQ (**4/12**) || How ready am I for every potential MC question? ||
 * HW (**4/12**) || ** Read ** // Pride & Prejudice, // Chapters 56-61, pgs. 301-334 ||
 * Read/Analyzed/Discussed Material (**on 4/13**) || # Complete all catch-up work for //Pride// in preparation for your //Pride// Test (Monday, 4/18)
 * 1) Watch //Pride & Prejudice// ||
 * EQ (**4/13**) || How much of an expert am I in the totality of Austen's novel? ||
 * Homework (**4/13**) || # **Complete** "//Pride// SA Chs. 51-61" (Docs & Classroom)
 * 1) **Review** the book in preparation for your test! ||

(**on 4/5**) || # **Review** "//Pride// Literary & Narrative Techniques" (Docs) https://quizlet.com/45656903/ap-lit-rooterminallusions-28-flash-cards/ || https://quizlet.com/45656903/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45602767/ap-lit-rooterminallusions-27-flash-cards/ || https://quizlet.com/45602767/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=2&limit=30 || http://quizlet.com/45602450/ap-lit-rooterminallusions-26-flash-cards/ || //Pride...//The Movie! || http://quizlet.com/45602450/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * Read/Analyzed Material (**on 4/18**) || //Pride// Test (about twenty-three MC questions and one essay) ||
 * __AP Lit. for week of 4/4__ **
 * Due (**on 4/5**) || # **Read** //Pride & Prejudice.// Chapters 36-45, pgs. 175-231
 * 1) **Complete** "//Pride// SA Chs. 31-45" (Docs & Classroom)
 * 2) **Complete** "//Pride// FR3" (Docs & Classroom)
 * 3) **Read** "//Pride// Literary & Narrative Techniques" (Docs) ||
 * Read/Analyzed/Discussed
 * 1) **Complete** "//Pride// Techniques Pick & Pass" (Docs & Classroom) ||
 * EQ (**4/5**) || How are literary and narrative techniques utilized by Austen in her work? ||
 * Vocabulary || AP Lit. Rooterminallusions #28
 * Homework (4/5) || "Barron's E2MC 1-35" ||
 * Class (4/6) || TPW: "Barron's E2MC 36-55 / Answers & Explanations ||
 * EQ (4/6) || How many different sorts of MC questions do we feel really confident about? ||
 * Homework (**4/6)** || ** Read ** // Pride & Prejudice. // Chapters 46-50, pgs. 231-268 ||
 * Read/Analyzed/Discussed (**on 4/7**) || # **Read** "12 Things You Didn't Know About //Pride &// //Prejudice//": []?
 * 1) **Listen** "//Pride & Prejudice//: The Playlist": []?
 * 2) **Read/Complete/Discuss** "AP Literature Imagery"
 * 3) **Watch** //Pride & Prejudice// ||
 * EQ (**4/7**) || How is the concept of imagery in literature exemplified in Austen's work? ||
 * Homework (**4/7**) || ** Complete ** " // Pride // SA 46-50" (Docs & Classroom) ||
 * Read/Analyzed (**on 4/8**) || # Root #28
 * 1) **Complete** "Open Question Prep, Step 2" (Docs & Classroom) ||
 * EQ (**4/8)** || How can we continue to delve into the intricacies of the open question? ||
 * Quiz (**4/8**) || (over AP Lit. Rooterminallusions #28); you can prepare for the quiz on this site:
 * Homework ( ** 4/8 ** ) || # **Read** //Pride & Prejudice.// Chapters 51-55, pgs. 268-300
 * 1) **Complete** "//Pride// MC 50-55" (Docs & Classroom) ||
 * __AP Lit. for week of 3/28__ **
 * Read & Due (**by 3/28**) || # **Read** //Pride & Prejudice,// Chapters 16-30, pgs. 64-147
 * 1) **Read** "//Pride// Themes"
 * 2) **Read** Jane Austen biography: []
 * 3) **Complete** "//Pride// MC Chs. 16-30" (Docs & Classroom)
 * 4) **Complete** "//Pride// SA Chs. 16-30" (Docs & Classroom)
 * 5) **Complete** "//Pride// FR2" (Docs & Classroom) ||
 * Read/Analyzed/Discussed Material (**on 3/28**) || * **Review** "//Pride// Themes"
 * Discuss/Complete "//Pride// Theme Jigsaw" ||
 * EQ (**3/28**) || How are the four major themes of //Pride// reflected in Austen's masterwork? ||
 * Homework (**3/28**) || "Barron's E1MC 1-26" ||
 * Vocabulary || AP Lit. Rooterminallusions #27
 * Class (**3/29**) || * "Barron's E1MC 27-55"
 * "Barron's E1MC Key/Explanations" ||
 * EQ (**3/29**) || What is my essential strategy for MC success? ||
 * Homework (**3/29**) || ** Read ** // Pride & Prejudice, // Chapters 31-35, pgs.148-174 ||
 * Analysis/Discussed Material (**on 3/30**) || * "Mock Exam Q3 (Open) Review" (Docs)
 * // Pride //16-35 ||
 * EQ (**3/30**) || How is (or isn't) Austen addressing her central novel themes in the rising action chapters? ||
 * Homework (3/30) || # **Read** "AP Literature Open-ended Prompts (1970-2014)": []
 * 1) **Complete** "//Pride// MC Chs. 31-35" (Docs & Classroom) ||
 * Class (3/31) || * **Review** "AP Literature Open-ended Prompts (1970-2014)"
 * **Complete** "Open Question Prep, Step 1" (Docs & Classroom) ||
 * EQ (3/31) || How can we crack the code of the Open-ended Prompt? ||
 * Homework (3/31) || ** Read ** // Pride & Prejudice. // Chapters 36-45, pgs. 175-231 ||
 * Quiz 27 (**4/1**) || (over AP Lit. Rooterminallusions #27); you can prepare for the quiz on this site:
 * Class (**4/1**) || * Root #27
 * Second meeting of the Eighteenth Century Collarbone Admiration Society (ECCAS) ||
 * Homework (**4/1**) || # **Complete** "//Pride// SA Chs. 31-45" (Docs & Classroom)
 * 1) **Complete** "//Pride// FR3" (Docs & Classroom)
 * 2) **Read** "//Pride// Literary & Narrative Techniques" (Docs) ||
 * __AP Lit. for week of 3/14__ **
 * Vocabulary || AP Lit. Rooterminallusions #26
 * Read & Due (**by 3/14**) || # **Complete** "//Pride// SA Chs. 1-10" (Docs & Classroom)
 * 1) **Complete** "//Pride// FR1" (Docs & Classroom) ||
 * Class (on **3/14**) || Complete Tragedy Rex Essay
 * solo work
 * peer review ||
 * EQ (**3/14**) || How can we reflect our knowledge of the tragedy archetype with our Tragedy Rex essays? ||
 * Homework (**3/14**) || "D&S E2MC 1-27" ||
 * Class (on **3/15**) || TTP: "D&S E2MC 28-52", "D&S E2MC Answers" ||
 * EQ (**3/15**) || What sorts of questions are still giving us trouble on the MC portion of the test? ||
 * Homework (**3/15**) || # ** Read ** // Pride & Prejudice, // Chapters 11-15, pgs. 45-64
 * 1) Finalize Tragedy Rex Essay ||
 * Class (**on 3/16**) || * "Mock Exam Q2 (Prose) Review" : D.H. Lawrence's //The Rainbow//
 * //Pride// 1 on Genius: http://genius.com/Jane-austen-pride-and-prejudice-chap-1-annotated? (How does Austen set a framework for the scope of the entire novel in the first chapter?)
 * //Pride// 1-10 (What does our Austen scholar--the Shelbster--believe we should understand about our "vivacious heroine," Elizabeth Bennet?)
 * Lawrence vs. Austen: Who's the better women's advocate? ||
 * EQ (**3/16**) || How does either Lawrence or Austen best encapsulate the struggle of women prior to the Suffrage Movement and the Civil Rights Era? ||
 * Homework (**3/16**) || # **Complete** "//Pride// MC Chs. 11-15" (Docs & Classroom)
 * 1) **Complete** "//Pride// SA Chs. 11-15 (Docs & Classroom) ||
 * Class (**on 3/17**) || Raymond Carver's "Little Things" (Docs & Classroom)
 * MC
 * "Little Things" as a play
 * "The Wisdom to Judge"
 * "Critics' Responses to Carver" ||
 * EQ (**3/17**) || How does Carver (who worked in the Hemingway tradition) utilize fictional effect, theme, diction, imagery, and allusion to convey meaning? ||
 * Homework (**3/17**) || # **Read** "//Pride// Themes"
 * 1) **Read** Jane Austen biography: http://www.janeausten.org/jane-austen-biography.asp ||
 * Class (3/18) || Root #26
 * Quiz (**3/18**) || (over AP Lit. Rooterminallusions #26); you can prepare for the quiz on this site:
 * Homework (**3/18**) || # **Read** //Pride & Prejudice,// Chapters 16-30, pgs. 64-147
 * 1) **Complete** "//Pride// MC Chs. 16-30" (Docs & Classroom)
 * 2) **Complete** "//Pride// SA Chs. 16-30" (Docs & Classroom)
 * 3) **Complete** "//Pride// FR2" (Docs & Classroom)
 * 4) **Have a great break!** ||

http://quizlet.com/45560373/ap-lit-rooterminallusions-25-flash-cards/ || Tragedy Rex Essay work || Final Work/Proofing of Tragedy Rex Essay || http://quizlet.com/45560373/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45503393/ap-lit-rooterminallusions-24-flash-cards/ || http://apcentral.collegeboard.com/apc/public/repository/ap11_frq_english_lit.pdf || https://quizlet.com/45503393/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __AP Lit. for week of 3/7__ **
 * Read & Due (**by 3/7**) || **Work on** "Tragedy Rex Essay" (Docs & Classroom)
 * Prepare** Tragedy Rex Mini-Dramas ||
 * Vocabulary || AP Lit. Rooterminallusions #25
 * Performed/Watched Material (**on 3/7**) || Tragedy Rex Mini-Dramas ||
 * EQ (**3/7**) || How can we reflect our knowledge of the tragedy archetype with our mini-dramas? ||
 * Homework (**3/7**) || "D&S E1MC 1-24" ||
 * Class (**3/8**) || TTP: "D&S E1MC 25-51", "D&S E1MC Answers" ||
 * EQ (**3/8**) || What do we still need to work on related to the multiple choice portion of the test? ||
 * Homework (**3/8**) || ** Read ** " // Pride // Background Info"
 * Read** //Pride & Prejudice,// Chapters 1-5, pgs. 1-16 ||
 * Class (**3/9**) || "Oedipus Response Exchange" ||
 * EQ (**3/9**) || How can we extract deeper meaning from both Oedipus and the writing of our peers? ||
 * Homework (**3/9**) || **Read** //Pride & Prejudice//, Chapters 6-10, pgs. 16-45
 * Complete ** " // Pride // MC 1-5" (Docs & Classroom) ||
 * Class (**3/10**) || "Oedipus Response Exchange"
 * EQ (**3/10**) || How can we extract deeper meaning from both Oedipus and the writing of our peers? ||
 * Homework (**3/10**) || **Complete** "ORE Reflection QR" (Docs & Classroom) ||
 * Class (**3/11**) || Root #25
 * EQ (**3/11**) || How can we get our final thoughts on //Oedipus// into our Tragedy Rex essays ||
 * Quiz (3/11) || (over AP Lit. Rooterminallusions #25); you can prepare for the quiz on this site:
 * Homework (**3/11**) || # **Complete** "//Pride// SA Chs. 1-10" (Docs & Classroom)
 * 1) **Complete** "//Pride// FR1" (Docs & Classroom) ||
 * __AP Lit. for week of 2/29__ **
 * Read & Due (**by 2/29**) || ** Complete ** " // Oedipus //, SA 65-85" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #24
 * Class (**2/29**) || * Workshop //Oedipus// Free Response #3 (Docs & Classroom)
 * Review //Oedipus// SA/MC ||
 * EQ (**2/29**) || What questions do we have about the //Oedipus// questions? ||
 * Homework (**2/29)** || Re-work FR#3 ||
 * Class (**3/1**) || TPT: 2011 FRQ1, "A Story," Li-Young Lee
 * EQ (**3/1**) || How ready are we to break down contemporaary poetry on the test? ||
 * Homework (**3/1**) || Review sample essays for this 1: http://apcentral.collegeboard.com/apc/public/repository/ap11_english_literature_q1.pdf ||
 * Class (**on 3/2**) || "Oedipus Response Exchange" ||
 * EQ (**3/2**) || How can we extract deeper meaning from both Oedipus and the writing of our peers? ||
 * Homework (**3/2**) || **Complete** "ORE Reflection QR" (Docs & Classroom) ||
 * Class (**3/3**) || Tragedy Rex Mini-Drama practice (in Black Box) ||
 * EQ (**3/3**) || How ready are we to perform our mini-tragedies for our classmates? ||
 * Homework (**3/3**) || Final preparations for Mini-Dramas ||
 * Class (**on 3/4**) || * Root #24
 * No Matinee: Tragedy Rex Mini-Drama presentations
 * Matinee: Work on Tragedy Rex Essay ||
 * EQ (**3/4**) || What can we take from the Mini-Drama Presentations that enhances our understanding of //Oedipus//? ||
 * Quiz (**3/4**) || (over AP Lit. Rooterminallusions #24); you can prepare for the quiz on this site:
 * Homework (3/4) || **Work on** "Tragedy Rex Essay" (Docs & Classroom) ||

http://quizlet.com/45503031/ap-lit-rooterminallusions-23-flash-cards/ || > http://quizlet.com/45503031/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __AP Lit. for week of 2/22__ **
 * Due (**by 2/22**) || Study Session #2 attendance ||
 * Vocabulary || AP Lit. Rooterminallusions #23
 * Class (**2/22**) || * Root #22: []
 * "Mock Grading Holistic Scoring & Reader's Tips" (Docs)
 * Mock Exam Q2 // The Known World //
 * excerpt: http://jerrywbrown.com/teacherfiles/Question%202%20Lit%202014%20-%20changed%20per%20College%20Board.pdf
 * example essays - Go to "2014 Free Response Questions": http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html ||
 * EQ (**2/22**) || What can we learn from our performance on the prose portion of the Mock Exam? ||
 * Homework (**2/22**) || # ** Read ** // Oedipus //, pgs 164-176, lines 1186-1530
 * 1) **Complete "**//Oedipus//, MC 11-15" (Docs & Classroom) ||
 * Class (**2/23**) || * // Oedipus //
 * thoughts on tragedy as a whole
 * MC/SA review
 * Mock Exam Q3
 * example essays - Go to "2014 Free Response Questions": http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html
 * class example: "2014 Q3 Example" ||
 * EQ (**2/23**) || How can we prepare for Q3 on the Lit Exam? ||
 * Homework (**2/23**) || ** Complete ** " // Oedipus, // SA 44-64, " (Docs & Classroom) ||
 * Class (**on 2/24**) || * "Tragedy Rex"
 * Tragedy mini-drama script writing
 * Tragedy Essay planning/writing
 * DPS Shakespeare Festival: [] ...Do we want to do this? ||
 * EQ (**2/24**) || How can our knowledge of tragedy be reflected in our mini-drama? ||
 * Homework (**2/24**) || # ** Complete ** " // Oedipus //, MC 16-20" (Docs & Classroom)
 * 1) ** Complete ** "Oedipus, FR2" (Docs & Classroom) ||
 * Class (**on 2/25**) || * Root #23
 * "Tragedy Rex"
 * Tragedy mini-drama script writing
 * Tragedy Essay planning/writing ||
 * EQ (**2/25**) || How can my knowledge of tragedy as a literary form be reflected in my essay? ||
 * Quiz (**2/25**) || (over AP Lit. Rooterminallusions #23); you can prepare for the quiz on this site:
 * Homework (**2/25**) || # **Complete** "//Oedipus//, SA 65-85" (Docs & Classroom)
 * 1) **Complete** "//Oedipus//, FR3" (Docs & Classroom) ||

https://quizlet.com/45485822/ap-lit-rooterminallusions-22-flash-cards/ || (** on 2/17) ** || # ** Read ** "Most Fatal Flaw" (Docs & Classroom) review & leader types https://quizlet.com/45485822/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __ AP Lit. for week of 2/16 __ **
 * Due (** on 2/16 **) || # ** Read ** // Oedipus //, pgs 130-147, lines 462-863
 * 1) ** Complete ** "// Oedipus, // SA 1-21, " (Docs & Classroom)
 * 2) ** Complete ** "// Oedipus, // FR1" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #22
 * Class (**2/16**) || TTP: "Thou Blind Man's Mark," 2012 Question 1
 * poem & prompt: http://apcentral.collegeboard.com/apc/public/repository/ap_2012_frq_eng_lit.pdf
 * scoring guidelines: http://apcentral.collegeboard.com/apc/public/repository/ap12_english_literature_scoring_guidelines.pdf
 * student performance q&a: http://apcentral.collegeboard.com/apc/public/repository/ap12_english_literature_scoring_guidelines.pdf
 * scoring statistics: http://apcentral.collegeboard.com/apc/public/repository/ap12_engl_lit_scoring_statistics.pdf
 * sample responses: http://apcentral.collegeboard.com/apc/public/repository/ap12_english_lit_q1.pdf ||
 * EQ (**2/16**) || How do my thoughts on a sonnet essay question compare to a partner's? ||
 * Homework (**2/16**) || ** Read ** // Oedipus, // pages 147-163, lines 864-1185 ||
 * Read/Analyzed/Discussed
 * 1) ** Complete ** "Most Fatal Flaw" highlighting and Quick Write
 * 2) ** Discuss ** "Most Fatal Flaw" essential question (Socratic) ||
 * EQ (** 2/17 **) || What human flaw is most damaging to a leader and why? ||
 * Homework (** 2/17) ** || ** Complete ** "// Oedipus //, SA 22-43" ||
 * Read/Analyzed/Discussed (** on 2/18 **) || # ** Read ** "Tragedy Rex" (Docs & Classroom) lead-in
 * 1) ** Complete/Discuss ** "Tragedy Rex" Mini-Drama Outline ||
 * EQ (** 2/18 **) || How can the the essential parts of a classic Greek tragedy be transferred into my own work? ||
 * Homework (** 2/18 **) || ** Complete ** // "Oedipus, // MC 6-10" (Docs & Classroom) ||
 * Read/Analyzed (** on 2/19 **) || # Root #22
 * 1) ** Complete ** "Tragedy Rex" Essay Tragedy Elements ||
 * EQ (** 2/19) ** || How are Aristotle's elements of a tragedy exemplified in // Salesman, Hamlet, // and // Oedipus? // ||
 * Quiz (** 2/19 **) || (over AP Lit. Rooterminallusions #22); you can prepare for the quiz on this site:
 * Homework (** 2/19 **) || **Study Session #2 (8:00-1:00) - Meet @ the East Entrance Bus Circle by 7:20 AM tomorrow for the ride to George Washington HS!** ||

https://quizlet.com/45484675/ap-lit-rooterminallusions-21-flash-cards/ || https://quizlet.com/45484675/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __AP Lit. for week of 2/8__ **
 * Due (**on 2/8**) || # **Complete all assignments for //Heart.//**
 * 1) Finish "Modernist Element Checklist" ||
 * Class (**on 2/8**) || * Debrief/Share-out "Modernist Element Checklist"
 * "//Heart// Test" MC (Docs & Classroom) ||
 * EQ (**2/8**) || How well can I answer objective questions related to //Heart//? ||
 * Vocabulary || AP Lit. Rooterminallusions #21
 * Homework (**2/8**) || * **Watch/Read** //Oedipus// Intro Prezi**:** []
 * **Watch/Read** "Sophocles & an Intro to //Oedipus Rex//" : [] ||
 * Class (**2/9**) || * " // Heart // Test" Essay (Docs & Classroom)
 * //Heart// Test MC check ||
 * EQ (**2/9**) || What parts of my knowledge of //Heart// will I have to access to answer an essay question efficiently? ||
 * Homework (**2/9)** || ** Read ** "Oedipus": [] ||
 * Class (**on 2/10**) || * "Heart Test Peer Grading" (Docs & Classroom)
 * Review MC and SA answers for // Heart //
 * //Apocalypse Now,// "Kurtz"
 * https://www.youtube.com/watch?v=3T-VAi2Xqq8
 * https://www.youtube.com/watch?v=KxLFdJLSho8
 * https://www.youtube.com/watch?v=HSWtc01BlqM ||
 * EQ (**2/10**) || What can I take away from my extensive work on //Heart//? ||
 * Homework (**2/10**) || ** Read ** " // Oedipus // Pre-Reading" (Docs) ||
 * Class (**2/11**) || * Mock Exam MC review "2014 MC answer key" (Docs)
 * Mock Exam Essay review http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html ||
 * EQ (**2/11**) || What trouble spots in my exam performance do I need to concentrate on before the actual test? ||
 * Homework (2/11) || * **Read** //Oedipus,// pgs. 108-130 (Intro & first part of tragedy), lines 1-461 (hard copy)
 * **Complete** //"Oedipus,// MC 1-5" (Docs & Classroom) ||
 * Class (**on 2/12**) || # Root #21
 * 1) "Valentines a la Sophocles" (Docs & Classroom) ||
 * EQ (**2/12)** || How does Sophocles's poetry correspond to our modern ideas of love and romance? ||
 * Quiz (**2/12**) || (over AP Lit. Rooterminallusions #21); you can prepare for the quiz on this site:
 * Homework (**2/12**) || # **Read** //Oedipus//, pgs 130-147, lines 462-863
 * 1) **Complete** "//Oedipus,// SA 1-21, " (Docs & Classroom)
 * 2) **Complete** "//Oedipus,// FR1" (Docs & Classroom) ||

https://quizlet.com/45484675/ap-lit-rooterminallusions-21-flash-cards/ || (over AP Lit. Rooterminallusions #21); you can prepare for the quiz on this site: https://quizlet.com/45484675/ap-lit-rooterminallusions-21-flash-cards/ || https://quizlet.com/45484004/ap-lit-rooterminallusions-20-flash-cards/ || https://books.google.com/books?id=F5FOjSq0y4MC&printsec=frontcover#v=onepage&q&f=true || https://quizlet.com/45484004/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=2&limit=30 ||
 * __AP Lit. for week of 2/1__ **
 * Read & Due (**by 2/1**) || # **Complete** "//Heart//, P.3, SA" (Google Docs & Classroom)
 * 1) **Complete** "//Heart,// Free Response #3" (Docs & Classroom) ||
 * Vocabulary || **For 2/12:** AP Lit. Rooterminallusions #21
 * Class (**2/1**) || * Dante's "Inferno"
 * "Inferno" Press canto summaries ||
 * EQ (**2/1**) || What was Dante truly trying to express in my assigned cantos? ||
 * Homework (**2/1**) || Try to finish all "Inferno" Press canto summaries. ||
 * Class (**2/2**) || * Review last week's TTP
 * "2015 FR #2
 * "https://books.google.com/books?id=F5FOjSq0y4MC&printsec=frontcover#v=onepage&q&f=true
 * Share-out "Inferno" Press
 * // Apocalypse Now, // "Kurtz"
 * https://www.youtube.com/watch?v=3T-VAi2Xqq8
 * https://www.youtube.com/watch?v=KxLFdJLSho8
 * https://www.youtube.com/watch?v=HSWtc01BlqM ||
 * EQ (**2/2**) || How can we condense all of our shared learning from "Inferno"? ||
 * Homework (**2/2)** || * Yale University Modernism Lab: []
 * "Joseph Conrad and the Development of 'Modernism'": []
 * Quick Write: "QW - //Heart//" (Docs)
 * What would be a succinct summation of //Heart// as a Modernist work?
 * How does it match up with other works of Modernist fiction? ||
 * Class (**2/3**) || * //Heart,// Part 3
 * "Literary Modernism & Conrad’s //Heart of Darkness//": []
 * "Modernist Element Checklist" (Docs & Classroom) ||
 * EQ (**2/3**) || How does //Heart// conform to the format of a Modernist novel? ||
 * Homework (**2/3**) || Finish "Modernist Element Checklist" ||
 * Class (**2/4**) || **MOCK EXAM** ||
 * EQ (**2/4**) || What will it feel like to take the AP exam under true testing conditions? ||
 * Homework (**2/4**) || Finish all of your work for //Heart// and complete any necessary reading. ||
 * Class (**2/5**) || "//Heart// Test" (Docs & Classroom) ||
 * EQ (**2/5**) || How is my knowledge of //Heart// reflected in performance on imitation AP test questions? ||
 * Quiz (**2/13**) || Let's take this (#21) next Friday, so you don't have to rush before the //Heart// Test.
 * Homework (**2/5**) || # **Turn in all assignments for //Heart.//**
 * 1) **Watch/Read** //Oedipus// Intro Prezi**:** []
 * 2) **Watch/Read** "Sophocles & an Intro to Oedipus Rex" : []
 * 3) **Read** "Oedipus": []
 * 4) **NOTE:** The stuff above gives away some crucial spoilers about the Greek tragedy, but this back story is essential to understanding the play. Sophocles's audience knew all of this going in, and they appreciated the production, so--hopefully--you will too! ||
 * __AP Lit. for week of 1/25__ **
 * Due (**on 1/25**) || # **Complete** "//Heart//, P.2, SA" (Google Docs & Classroom)
 * 1) **Complete** "//Heart,// Free Response #2" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #20
 * Class (on **1/25**) || # Finish "Waste Land"
 * 1) //Heart//, P.2, SA
 * 2) Dante's "Inferno"
 * Quick Reference / Summary / Background: http://www.gradesaver.com/divine-comedyi-inferno
 * University of Texas guide: <span style="background-image: url(">[]
 * University of Virginia guide: <span style="background-image: url(">[]
 * University of Fornnarino guide: "Inferno Press" (Google Docs & Classroom) ||
 * EQ (**1/25**) || Why was Dante's seminal masterwork such a huge influence on Conrad? ||
 * Homework (**1/25**) || ** Read **// Heart, // Part 3 ||
 * Class (**1/26**) || TTP: "2015 FR #2"
 * EQ (**1/27**) || What does one of the most recent essay prompts/excerpts look like? ||
 * Homework (**1/26**) || ** Complete ** " // Heart //, P.3, MC" (Google Docs & Classroom) ||
 * Class (**on 1/27**) || * //Heart//, P.3
 * Dante's "Inferno"
 * //Apocalypse Now,// "Willard Meets Kilgore"
 * https://www.youtube.com/watch?v=30QzJKCUekQ
 * https://www.youtube.com/watch?v=k26hmRbDQFw ||
 * EQ (**1/27**) || How do //Heart,// "Inferno," and //Apocalypse Now// represent journeys to the depths of human behavior? ||
 * Homework (**1/27)** || **Complete** "//Heart//, P.3, SA" ||
 * Class (**1/28**) || * Dante's "Inferno"
 * //Apocalypse Now,// "Bridge," "Kurtz"
 * https://www.youtube.com/watch?v=JInEj95yoUQ
 * https://www.youtube.com/watch?v=3T-VAi2Xqq8
 * https://www.youtube.com/watch?v=KxLFdJLSho8
 * https://www.youtube.com/watch?v=HSWtc01BlqM ||
 * EQ (1/28) || How do our thoughts on "Inferno Press" encapsulate our thinking on Dante's epic? ||
 * Homework (1/28) || **Read** "//Heart// Themes/Layers/A-D" (Docs) ||
 * Analysis/Discussion (**on 1/29**) || # Yale University Modernism Lab: []
 * 1) "Joseph Conrad and the Development of 'Modernism'": []
 * 2) Quick Write: "QW - //Heart//" (Docs)
 * What would be a succinct summation of //Heart// as a Modernist work?
 * How does it match up with other works of Modernist fiction? ||
 * EQ (**1/29)** || Where does //Heart// fit into the scope of literary history? ||
 * Quiz (**1/29**) || (over AP Lit. Rooterminallusions #20); you can prepare for the quiz on this site:
 * Homework (**1/29**) || ** Complete ** " // Heart, // Free Response #3" (Docs & Classroom) ||

https://quizlet.com/45483469/ap-lit-rooterminallusions-19-flash-cards/ || https://quizlet.com/45483469/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=2&limit=30 ||
 * <span style="background-color: #ffffff; box-sizing: border-box; font-size: 13.3333px; line-height: 21.6667px;">__ AP Lit. for week of 1/19 __ **
 * Read & Due (** by 1/19 **) || # ** Read ** // Heart //, Part 1
 * 1) ** Complete ** "// Heart //, P.I, SA," (Docs & Classroom)
 * 2) ** Complete ** "// Heart, // Free Response #1" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #19
 * Class (**1/19)** || TTP: "2006 FR Question 3" ||
 * Homework (**1/19**) || //Heart,// Part 2 (Read) ||
 * EQ (**1/19**) || How will I respond to a Question 3 essay prompt if I haven't read any of the example texts? ||
 * (** on 1/20 **) || # 2006 FRQ 3 Check
 * 1) "The Waste Land," <span style="background-image: url(">[] ; " 'Waste Land' Poetry Personalities" (Docs & Classroom)
 * 2) //Heart, P.2// ||
 * EQ (** 1/20 **) || How do the themes of // Heart //, Part I match up with "The Waste Land"
 * <span style="background-image: url(">[|"And this also," said Marlow suddenly, "has been one of the dark places of the earth."] ;
 * <span style="background-image: url(">[|Something like an emissary of light, something like a lower sort of apostle.] ||
 * Homework (** 1/20 **) || ** Complete ** // "Heart, // P.2, MC" (Docs & Classroom) ||
 * Class (**1/21**) || # "Rule Brittania," https://www.youtube.com/watch?v=yHNfvJc99YY
 * 1) //Heart//, Part I; //Apocalypse Now Redux// clip: "Willard Gets His Orders"
 * https://www.youtube.com/watch?v=WFsMguGrUVo
 * https://www.youtube.com/watch?v=GjB8z0Bvi14
 * 1) "Waste Land" Share-Out - http://www.shmoop.com/the-waste-land/
 * 2) // Heart //, P.2, MC ||
 * EQ **(1/21**) || What can we take away from the multi-dimensional poetry personality examination of Eliot's work? ||
 * Homework (**1/21)** || ** Complete ** " // Heart //, P.2, SA" (Google Docs & Classroom) ||
 * Read/ Analysis/Discussed Material (** on 1/22 **) || # // Heart //, P.2
 * 1) Dante's "Inferno"
 * University of Texas guide: <span style="background-image: url(">[]
 * University of Virginia guide: <span style="background-image: url(">[]
 * University of Fornnarino guide: "Inferno Press" (Google Docs & Classroom) ||
 * EQ (** 1/22 **) || Why was Dante's seminal masterwork such a huge influence on Conrad? ||
 * Quiz (** 1/22 **) || (over AP Lit. Rooterminallusions #19); you can prepare for the quiz on this site:
 * Homework (** 1/22 **) || ** Complete ** " // Heart, // Free Response #2" (Docs & Classroom) ||

https://quizlet.com/45469850/ap-lit-rooterminallusions-18-flash-cards/ || https://archive.org/stream/therivals00sheriala/therivals00sheriala_djvu.txt || https://quizlet.com/45469850/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45469223/ap-lit-rooterminallusions-17-flash-cards/ || https://quizlet.com/45469223/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45467861/ap-lit-rooterminallusions-16-flash-cards/ || https://quizlet.com/45467861/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45465502/ap-lit-rooterminallusions-15-flash-cards/ || https://quizlet.com/45465502/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __AP Lit. for week of 1/11__ **
 * Class (**on 1/11**) || * Root #18
 * "Mrs. Malaprop's Malapropisms" (Google Docs)
 * Review "Outpost" & //Blood//
 * Hypertexts for // Heart: //
 * __Stockton__: []
 * __Genius__: [|http://genius.com/1261104/Joseph-conrad-heart-of-darkness-section-i] ||
 * EQ (**1/11**) || How can we get the most out of a short but dense text like //Heart//? ||
 * Vocabulary || AP Lit. Rooterminallusions #18
 * Homework (**1/11**) || **Read** //Heart of Darkness//, Part I, pgs. 1-27 ||
 * Class (**1/12**) || TPT: "MC 2009 Released" (Docs & Class) ||
 * EQ (**1/12**) || What does my performance on the multiple choice portion tell me about what I need to work on? ||
 * Homework (**1/12**) || ** Read ** "Introduction" (Gosse), "Preface," & "Dramatis Persons" of //The Rivals://
 * Class (**1/13**) || * MC 2009 check/ analysis
 * SS#2 sign-up
 * // The Rivals // read-aloud: https://archive.org/stream/therivals00sheriala/therivals00sheriala_djvu.txt ||
 * EQ (**1/13**) || What makes certain multiple choice questions more difficult to answer than others? ||
 * Homework (**1/13**) || * "//Heart//, P.I, MC" (Docs & Classroom)
 * "Prologue" of //The Rivals// https://archive.org/stream/therivals00sheriala/therivals00sheriala_djvu.txt ||
 * Class (**on 1/14**) || * //Heart//, Part 1 (w/MC)
 * "The Waste Land,"
 * []
 * http://www.poetryfoundation.org/poem/176735
 * 'Waste Land' Poetry Personalities" (Docs & Classroom) ||
 * EQ (**1/14**) || What hints does Eliot give us about //Heart//, his favorite novel? ||
 * Homework (**1/14**) || ** Complete ** " // Heart //, P.1, SA," (Docs & Classroom) ||
 * Quiz (**1/15**) || (over AP Lit. Rooterminallusions #18); you can prepare for the quiz on this site:
 * Class (**1/15**) || * Root #18
 * Finish //The Rivals// ||
 * EQ (**1/15**) || Why would this have been our most famous founding father's favorite play? ||
 * Homework (**1/15**) || **Complete** "//Heart,// Free Response #1" (Docs & Classroom) ||
 * __ AP Lit. for week of 1/6 __ **
 * Class (** on 1/6 **) || TPT: "George Gasciogne's 'For That He Looked Not Upon Her:' 2014 Essay #1" (Google Docs & Classroom) ||
 * EQ (** 1/6 **) || How can a second sitting with a poem enhance my ability to understand what the poet intended? ||
 * Vocabulary || AP Lit. Rooterminallusions #17
 * Homework (1/6) || pgs. 6-20, student essays (2014 Essay #1) ||
 * Class (on 1/7) || * Peer Grading of "George Gasciogne's 'For That He Looked Not Upon Her:' 2014 Essay #1"
 * Examination of student essays (2014 Essay #1)
 * //Heart// Hypertext ||
 * EQ (1/7) || How do I measure up according to my classmates and against graded writers? ||
 * Homework (** 1/7 **) || ** Read ** the following sections of "// Heart of Darkness //: The Hypertext Annotation"
 * "Joseph Conrad Biography" - <span style="background-image: url(">[]
 * "Conrad in the Congo" - <span style="background-image: url(">[]
 * "History of the Congo" - <span style="background-image: url(">[] ||
 * Read/Analyzed/Discussed (** on 1/8 **) || * Quiz AP Lit. Rooterminallusions #17
 * "Hypertext" background info
 * //Bedford// work
 * Conrad Bio: 682-3
 * "An Outpost of Progress:" 683-98
 * "Cornell Outpost" (Google Docs & Classroom) ||
 * EQ (** 1/8 **) || What can I glean about //Heart// from the background info and and "Outpost"? ||
 * Quiz (** 1/8 **) || (over AP Lit. Rooterminallusions #17); you can prepare for the quiz on this site:
 * Homework (** 1/8 **) || * Finish your portion (right side) of "Cornell Outpost"
 * // Blood River // excerpt: Ch. 1: "Africa's Broken Heart" (Google Docs & Classroom) ||
 * __AP Lit. for week of 12/14__ **
 * Due (**on 12/14**) || ** Complete ** " // Hamlet // V SA & MC" (Google Docs & Classroom) ||
 * Class (**on 12/14**) || * //Hamlet// Test (Socrative)
 * // Hamlet //, V ||
 * EQ (**12/14**) || How can Shakespeare's work be broken down with essential multiple choice questions? ||
 * Homework (**12/14)** || None! Study for your finals and finish all late work! ||
 * Class (**on 12/15**) || DIY Final Prep (using our four pieces of prose from the semester; Docs: "S1 AP Final") ||
 * EQ (**12/15**) || How can the final be structured to reflect exactly what I've learned? ||
 * Homework (**12/15**) || None! Study for your finals and finish all late work! ||
 * Class (**on 12/16**) || DIY FInal ("S1 AP Final") ||
 * EQ (**12/16)** || How much easier or harder is it to answer a prompt that I've created as compared to answering one that someone else has crafted? ||
 * Homework (**12/16**) || Extra Credit (if you wish): Complete any or all of "AP Study Session 12/5" (Docs) ||
 * Class (**12/17**) || //BBC Hamlet// ||
 * EQ (**12/17**) || How does the play performed compare to the written work? ||
 * Homework (**12/17**) || Extra Credit (if you wish): Complete any or all of "AP Study Session 12/5" (Docs) ||
 * Class (**12/18**) || //BBC Hamlet// ||
 * EQ (**12/18**) || How does the play performed compare to the written work? ||
 * Homework (**12/18**) || Extra Credit (if you wish): "AP Lit Holiday Break Extra Credit" (Docs) ||
 * __AP Lit. for week of 12/7__ **
 * Due (**on 12/7**) || ** Read ** // Hamlet, // IV.vi-vii (pgs. 254-273) ||
 * Vocabulary || AP Lit. Rooterminallusions #16
 * Class (**12/7**) || //Hamlet,// IV.i-vii
 * "Partner A-B Ham IV Questions"
 * Socratic ||
 * EQ (**12/7**) || How does Act IV serve as a back-and-forth conversation between Claudius and Hamlet? ||
 * Homework (**12/7**) || ** Complete ** " // Hamlet, // IV.vi-vii, SA" (Google Docs & Classroom) ||
 * Class (**12/8**) || TPT: "George Gasciogne's 'For That He Looked Not Upon Her:' 2014 Essay #1" ||
 * EQ (**12/8**) || How can a second sitting with a poem enhance my ability to understand what the poet intended? ||
 * Homework (**12/8**) || //Hamlet,// FR #5 (Classroom & Docs) ||
 * Class (**on 12/9**) || * //Bedford// Ophelia, 1694-17
 * "Character Examination of Ophelia" (Classroom & Docs)
 * "Findings About Ophelia" (Classroom & Docs) ||
 * EQ (**12/9**) || What sort of character is Ophelia? ||
 * Homework (**12/9)** || * ** Read **// Hamlet //, V.i (pgs. 274-99)
 * "Features of Shakespeare's Character & Theme Development" (Docs) ||
 * Class (**on 12/10**) || "Multiple // Hamlet // " (Docs & Classroom) ||
 * EQ (**12/10**) || How can Shakespeare's work be broken down with essential multiple choice questions? ||
 * Homework (**12/10**) || // Hamlet // V.ii (pgs. 300-337) ||
 * Class (**on 12/11**) || * Root #16
 * //Hamlet// Socrative Quiz https://b.socrative.com/student/#wait
 * Finish "Multiple Hamlet"
 * //Hamlet// V performed ||
 * EQ (**12/11)** || What are some aspects of Hamlet performed that weren't readily apparent while reading it? ||
 * Quiz (**12/11**) || (over AP Lit. Rooterminallusions #16); you can prepare for the quiz on this site:
 * Homework (**12/11**) || **Complete** "Hamlet V SA & MC" ||
 * <span style="background-color: #ffffff; box-sizing: border-box; font-size: 13.3333px; line-height: 21.6667px;">__ AP Lit. for week of 11/30 __ **
 * Read & Due (** by 11/30 **) || # ** Complete ** the "// 1000 Acres // Extra Credit" (Docs) if you wish.
 * 1) // Hamlet, // III and all related activities  ||
 * Class (**on 11/30**) || * Hamlet kills Polonius: https://www.youtube.com/watch?v=1d4-r0oCmYw
 * "Critically Hamlet" - partner read & share
 * "The Character of Hamlet's Mother," Carolyn Heilbrun
 * "The Embassy of Death," G. Wilson Knight
 * Blog on "Critically Hamlet" : http://apfornnarino.blogspot.com/ ||
 * EQ (**11/30**) || How can critical analysis of //Hamlet// enhance our understanding of the play? ||
 * Homework (**11/30**) || **Read** //Hamlet// IV.i-ii (pgs. 212-219) ||
 * Vocabulary || AP Lit. Rooterminallusions #15
 * Class (** on 12/1 **) || Practice AP Exam #2 - Multiple Choice ||
 * EQ (** 12/1 **) || How ready am I to do well on the multiple choice portion of the AP Exam? ||
 * Homework (**12/1)** || **Read** //Hamlet// IV.iii-iv (pgs. 220-233) ||
 * Classwork (**12/2)** || Practice AP Exam #2 - Essay ||
 * EQ (**12/2**) || How ready am I to do well on the essay portion AP Exam? ||
 * Homework (** 12/2 **) || * ** Read ** // Hamlet //, IV.v (pgs. 234-253)
 * ** Complete ** // "Hamlet //, IV.i-v, SA" (Google Docs & Classroom) ||
 * Classwork (**12/3**) || * Practice Exam #2 Answers/Explanations (Docs)
 * Partner Grading of PE #2
 * Writing Assessment Rough Draft ||
 * EQ (**12/3**) || What are the strong and weak aspects of my AP Exam preparation? ||
 * Homework (**12/3**) || ** Read ** // Hamlet //, IV.vi-vii (pgs. 254-273) ||
 * Class (** on 12/4 **) || * Root #15
 * // Hamlet //, IV.i-vii
 * Act IV Socratic - Let's examine Act IV as a back-and-forth conversation between Claudius (**Partners A**) and Hamlet (**Partners B**).
 * **i:** "'So dreaded slander...may miss our name and hit the woundless air.'" (IV.i.40-44, pg. 214) **Partners A**: How does Claudius's reaction to the aftermath of Polonius's murder reveal something essential about his character? **Partners B**: How does Hamlet feel about Polonius's death?
 * **ii:** "'That I can keep your counsel and not mine own. Besides to be demanded of a sponge!'" (IV.ii.11-12, pg. 216) **B**: Why doesn't Hamlet trust Rosencrantz, and is the comparison fair? **A**: What does Claudius think of Rosencrantz and Guildenstern?
 * **iii**: "'He's loved by the distracted multitude, who like not in their judgment, but in their eyes.'" (IV.iii.5-6, pg. 220) **A**: What do Claudius's words about his nephew reveal about him (the uncle)? **B**: Why isn't Hamlet concerned about about what the people of Denmark think?
 * **iv**: "'My thoughts be bloody, or be nothing worth.'" (IV.iv.65, pg. 232) **B**: How does Hamlet arrive at this drastic conclusion to his soliloquy? **A**: What would Claudius say about these violent thoughts (if he wasn't going to be the recipient of them)?
 * **v**: "'O my dear Gertrude, this, like to a murdering piece, in many places gives me superfluous death.'" (IV.v.93-5, pg. 240) **A**: What does Claudius fear? **B**: What would Hamlet say that Claudius should fear?
 * **vi**: "I've words to speak in thine ear will make thee dumb, yet are they much too light for the bore of the matter.'" (IV.vi.22-4, pg. 256) **B**: What does Hamlet believe about the power of truthful words? **A**: What does Claudius think of the value of the truth?
 * vii: "'There lives within the very flame of love a kind of wick or snuff that will abate it.'" (IV.vii.114-15, pg. 266) **A**. What does Claudius believe about love ? **B**: What would Hamlet say that this reveals about his uncle?
 * Writing Assessment Final Draft ||
 * Quiz (** 12/4 **) || (over AP Lit. Rooterminallusions #15); you can take the quiz on this site:
 * Homework (** 12/4 **) || Be at the Commons drop-off area at 7:30 AM tomorrow (12/5) to catch the bus for the Saturday Study Session (George Washington HS, 8:00-1:00) ||
 * 1) ** Complete ** "// Hamlet, // IV.vi-vii, SA" (Google Docs & Classroom)
 * 2)  ** Complete ** // Hamlet, // Free Response #5" (Docs & Classroom)

https://quizlet.com/45464673/ap-lit-rooterminallusions-14-flash-cards/ || https://quizlet.com/45464673/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45464258/ap-lit-rooterminallusions-13-flash-cards/ || https://quizlet.com/45464258/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45445842/ap-lit-rooterminallusions-12-flash-cards/ || https://quizlet.com/45445842/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://quizlet.com/45437254/ap-lit-rooterminallusions-11-flash-cards/ || https://quizlet.com/45437254/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || http://quizlet.com/45436005/ap-lit-rooterminallusions-10-flash-cards/ || http://quizlet.com/45436005/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __AP Lit. for week of 11/16__ **
 * Read & Due (**by 11/16**) || # **Read** //Hamlet//, III.i-ii (pgs. 134-185)
 * 1) **Complete:** "//Hamlet//, III.i-ii, MC & SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Hamlet//, Free Response #4" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #14
 * Class (**on 11/16**) || * Root #13 (if not taken)
 * //Hamlet...the Comedy?//
 * II.ii.175, pg. 100: "'You are a fishmonger.'"
 * II.ii.369, pg. 116: "'That great baby you see there is not yet out of his swaddling clouts.'"
 * II.ii.382-4, pg. 118: "'...tragedy, history, pastoral, pastoral-comical, historical-pastoral, tragical-historical, tragical-historical-comical-pastoral...'"
 * II.ii.410-11, pg. 120: "'Pray God, your voice, like a piece of uncurrent gold, be not cracked."
 * II.ii.480, pg. 124: "'He's for a jig or a tale of bawdry or he sleeps.'"
 * Q: Why does Hamlet finally turn serious in this scene?
 * Now, check out Hamlet the wild and crazy guy again in III.iI, pgs. 162-170. What backs him offthe funny this time?
 * // Hamlet //, III.i-ii
 * "To be or not to be" soliloquy - five versions: https://www.youtube.com/watch?v=RCJ4hKJvgJw
 * "The lady doth protest too much" (III.ii.216, pg. 168): http://www.enotes.com/shakespeare-quotes/lady-doth-protest-too-much-methinks
 * "Poetry Analysis Organizer" (Docs & Classroom)
 * "Stems Poetry Analysis" (Docs & Classroom)
 * "Our 'Prufrock'" (Docs) ||
 * EQ (**11/16**) || What should we ultimately take from "Prufrock" as an expression of shared human experience? ||
 * Homework (**11/16**) || **Read** //Hamlet,// III.iii (pgs. 186-193) ||
 * Class (**11/17**) || TPT: "George Gasciogne's 'For That He Looked Not Upon Her:' 2014 Essay #1" ||
 * EQ (**11/17**) || How can a second sitting with a poem enhance my ability to understand what the poet intended? ||
 * Homework (**11/17**) || ** Read ** // Hamlet //, III.iv (pgs. 194-211) ||
 * Class (**11/18)** || * Sonnet Form Summary: http://www.sonnets.org/basicforms.htm
 * "No Fear Sonneteer" (Docs & Classroom) ||
 * EQ (**11/18**) || How can a personal translation serve as a summary of my own understanding? ||
 * Homework (**11/18**) || **Read/Review/Analyze** our work on "No Fear Sonneteer" ||
 * Class (**on 11/19**) || * // Hamlet // III.iii-iv
 * The English Sonnet, // Bedford, // pgs. 975-77
 * Breaking Down “Sonnet 18” (“Day”) & “Sonnet 130” (“Sun”) (Docs & Classroom) ||
 * EQ (**11/19**) || Which of Shakespeare's most famous sonnets ("18" & "130") most closely resembles //Hamlet'//'s literary qualities? ||
 * Homework (**11/19**) || ** Complete ** // "Hamlet //, III.iii-iv, MC & SA" (Google Docs & Classroom) ||
 * Analysis/Discussion (**on 11/20**) || * Root #14
 * " // 1000 Acres // Extra Credit" (Docs)
 * // Rosencrantz & Guildenstern Are Dead // ||
 * EQ (**11/20**) || How can an comic alternate version of Shakespeare's classic play enhance my understanding of the work? ||
 * Quiz (**11/20**) || (over AP Lit. Rooterminallusions #14); you can prepare for the quiz on this site:
 * Homework (**11/20**) || # ** Complete ** the "//1000 Acres// Extra Credit" (Docs) if you wish.
 * 1) ** Have ** a great break! **Eat** and **sleep** a lot! ||
 * __AP Lit. for week of 11/9__ **
 * Due (**on 11/9**) || # **Read** //Hamlet//, I.v (pgs. 60-75)
 * 1) **Complete:** "//Hamlet//, I.iii-v, SA" (Google Docs & Classroom)
 * 2) **Read**: "Horatio's soliloquy" (Google Docs) (I.i.78-101, pg. 10)
 * 3) **Complete**: "//Hamlet//, Free Response #2" (Google Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #13
 * Class (**11/9**) || * "Misogynistic //Hamlet// Socratic," Part Deux!
 * Shmooping I.iii-iv: http://www.shmoop.com/hamlet/act-1-scene-3-summary.html
 * "Something's rotten in the state of [anything!] "
 * http://www.shakespeare-online.com/quickquotes/quickquotehamletdenmark.html
 * http://www.ronpaulforums.com/showthread.php?365990-Something-is-rotten-in-the-Denver-airport-(really-creepy-stuff)
 * https://www.youtube.com/watch?v=WyOjkFhhrnQ ||
 * EQ (**11/9**) || Why does the "Something's rotten..." quote resonate into our present day culture? ||
 * Homework (**11/9**) || * ** Read **// Hamlet //, II.i (pgs. 76-85)
 * **Read** "Some Biblical and Mythological Allusions in //Hamlet//" - [] ||
 * Class (**11/10**) || TPT: "DH Lawrence's //The Rainbow//, 2013 Essay #2" (Classroom & Docs) ||
 * EQ (**11/10**) || How can I get a sense of character in a novel excerpt essay question? ||
 * Homework (**11/10**) || * ** Read **// Hamlet //, II.ii (pgs. 86-133)
 * **Read** "Ghost of Hamlet's Father" (Docs) ||
 * Class (**on 11/11**) || "Puns & Paradoxes in //Hamlet//, Act I" ||
 * EQ (**11/11**) || How do the puns and paradoxes from Act I of //Hamlet// contribute to its meaning? ||
 * Homework (**11/11)** || ** Complete ** " // Hamlet //, II SA" (Google Docs & Classroom) ||
 * Class (**on 11/12**) || * Critical Case Study of "J. Alfred Prufrock," //Bedford//, pgs. 1213-1220; listen:[]
 * "Poetry Analysis Organizer" (Docs & Classroom) ||
 * EQ (**11/12**) || How can "J. Alfred Prufrock" be broken down into its meaningful components? ||
 * Homework (**11/12**) || ** Complete ** " // Hamlet //, Free Response #3" (Classroom & Docs) ||
 * Class (**on 11/13**) || * Root #13
 * "Perspectives on T.S. Eliot," //Bedford//, pgs. 1220-1231
 * "Stems Poetry Analysis" (Docs & Classroom)
 * "Our 'Prufrock'" (Docs) ||
 * EQ (**11/13)** || How can our poetry analysis and critical perspectives help us to create a shared perspective on "Prufrock"? ||
 * Quiz (**11/13**) || (over AP Lit. Rooterminallusions #13); you can prepare for the quiz on this site:
 * Homework (**11/13**) || # **Read** //Hamlet//, III.i-ii (pgs. 134-185)
 * 1) **Complete:** "//Hamlet//, III.i-ii, MC & SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Hamlet//, Free Response #4" (Docs & Classroom) ||
 * __AP Lit. for week of 11/2__ **
 * Due (**on 11/2**) || //Siddhartha// Hero Cycle Prezi ||
 * Presented/Discussed Material (**on 11/2**) || * //Siddhartha// Hero Cycle Prrezi Presentations
 * Question: What is the true path to enlightenment for you, or what gives you meaning in your life (and __why__)? ||
 * EQ (**11/2**) || What can I take from //Siddhartha// to inform my own understanding of myself? ||
 * Vocabulary || AP Lit. Rooterminallusions #12
 * Homework (**11/2**) || "Fast Track: A Closer Look at MC," pgs.57-8 ||
 * Class (**11/3**) || TPT: "Fast Track: A Closer Look at MC" ||
 * EQ (**11/3**) || How can annotation help us on the multiple choice section of the test? ||
 * Homework (**11/3)** || ** Read ** // Hamlet //, "Characters," I.i-ii (pgs. ix-39) ||
 * Class (**on 11/4**) || * "Pre- __ Hamlet __ Thinking" (Google Docs) A/B Partners
 * Blog on "On Revenge"
 * Bacon - [])
 * [] ||
 * EQ (**11/4**) || How is revenge an essential aspect of the human experience? ||
 * Homework (**11/4**) || * Complete " // Hamlet //, I.i-ii, MC & SA" (Google Docs & Classroom)
 * Read "Shakespeare & His Times / Dramatic Conventions & Author's Techniques" (Google Docs) ||
 * Class (**11/5**) || * Workshop "//Hamlet// Free Response #1 (Google Docs & Classroom)
 * https://www.youtube.com/watch?v=6_Y-tYrGBDc
 * https://www.youtube.com/watch?v=aHtacpVY8DY
 * Hamlet's soliloquy (I.ii.129-146, pg. 26): http://www.shakespeare-online.com/plays/hamlet/soliloquies/tootoosolid.html
 * "Frailty thy name is woman" (I.ii.146, pg. 28)
 * []
 * []
 * https://prezi.com/q3hqlevjsqoc/misogyny-thy-name-is-hamlet/
 * "Misogynistic //Hamlet// Socratic" (Docs & Classroom) ||
 * EQ (**11/5**) || How would you argue against or in favor of Hamlet or //Hamlet// being misogynistic? ||
 * Homework (**11/5**) || * ** Read **// Hamlet ////, // I.iii-iv (pgs. 40-59)
 * Prep for "Misogynistic // Hamlet // Socratic" ||
 * Class (**11/6**) || * Root #12
 * "Misogynistic //Hamlet// Socratic"
 * Shmooping I.iii-iv: http://www.shmoop.com/hamlet/act-1-scene-3-summary.html
 * "Something's rotten in the state of [anything!] "
 * http://www.shakespeare-online.com/quickquotes/quickquotehamletdenmark.html
 * http://www.ronpaulforums.com/showthread.php?365990-Something-is-rotten-in-the-Denver-airport-(really-creepy-stuff)
 * https://www.youtube.com/watch?v=WyOjkFhhrnQ ||
 * EQ (11/6) || Why does the "Something's rotten..." quote resonate into our present day culture? ||
 * Quiz (**11/6**) || (over AP Lit. Rooterminallusions #12); you can prepare for the quiz on this site:
 * Homework (**11/6**) || # **Read** //Hamlet//, I.v (pgs. 60-75)
 * 1) **Complete:** "//Hamlet//, I.iii-v, SA" (Google Docs & Classroom)
 * 2) **Read**: "Horatio's soliloquy" (Google Docs) (I.i.78-101, pg. 10)
 * 3) **Complete**: "//Hamlet//, Free Response #2" (Google Docs & Classroom) ||
 * __AP Lit. for week of 10/26__ **
 * Read & Due (**by 10/26**) || # **Read:** //Siddhartha//, Chs. 9-12 ( "The Ferryman," "The Son," "//Om//," "Govinda")
 * 1) **Complete:** //"Siddhartha// Chs. 9-12, SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Siddhartha//, Free Response #2" (Google Docs & Classroom) ||
 * Read/Analyzed Material (**on 10/26**) || //Siddhartha// Test (MC & Essay) ||
 * EQ (**10/26**) || How much do I know about Hesse's //Siddhartha//? ||
 * Vocabulary || AP Lit. Rooterminallusions #11
 * Homework (**10/26**) || Preview "AP Poetry Types" ||
 * Class (**on 10/27**) || TPT: "AP Poetry Types" ||
 * EQ (**10/27**) || What poem or poems best illustrate my particular poetry type and why? ||
 * Homework (**10/27**) || Finish your part of "AP Poetry Types" ||
 * Class (**on 10/28**) || Poetry Types Presentations ||
 * EQ (**10/28**) || How can our study of particular poetry types help our overall understanding of verse? ||
 * Class (**10/29**) || //Siddhartha...The Movie!// ||
 * Homework (**on 10/29**) || Review everyone's work on "AP Poetry Types" ||
 * EQ (**10/29**) || How does the movie version of Hesse's work match up the author's vision? ||
 * Homework (**10/29**) || Be ready to present your //Siddhartha// Hero Cycle Prezi to the class on Tuesday (11/4) ||
 * Class (**on 10/30**) || //Siddhartha// Prezi Presentations ||
 * EQ (**on 10/30**) || How do the Prezis give us a better understanding of Hesse's work and the Hero Cycle? ||
 * Quiz (**10/30**) || (over AP Lit. Rooterminallusions #11); you can prepare for the quiz on this site:
 * Homework (**10/30**) || ** Read ** "Reading Shakespeare" (Google Docs) ||
 * __AP Lit. for week of 10/19__ **
 * Read (**by 10/19**) || # **Read:** "Structure of //Siddhartha"// (shared on Google Docs)
 * 1) **Read (if not read already):** "Introduction" (vii-xiii, //Siddhartha),// "Glossary of Indian Terms" (xv-xix, //Siddhartha//)
 * 2) **Read:** //Siddhartha//, Chs. 5-8 ("Kamala," "With the Child-People," "//Samsara//," "By the River") ||
 * Due (**by 10/19**) || # **Complete:** //Siddhartha// Chs. 5-8, MC & SA (Google Docs & Classroom)
 * 1) **Complete:** "//Siddhartha//, Free Response #1" (Google Docs & Classroom) ||
 * Read Material (**on 10/19**) || * //Bedford//, pgs. 920-4, "Sounds" (including euphony)
 * //Bedford,// pg. 986, "Epigram" ||
 * Analysis (**on 10/19**) || "Epigramming //Sidd//" (Google Docs & Classroom) ||
 * Discussed Material (**on 10/19**) || "//Siddhartha// MC 1-10, SA Chs. 1-4 **Answers**" (shared on Google Docs)
 * Why read //Siddhartha// AP Lit.?
 * What should we have taken from Part 1 to inform our appreciation of Part 2? ||
 * EQ (**10/19**) || How can my own poetry express essential teachings from Chs. 5-8 of //Siddhartha//? ||
 * Homework (**10/19**) || "AP Literature Exam Tips" (Docs & Classroom) ||
 * Vocabulary || AP Lit. Rooterminallusions #10
 * Class (**10/20)** || TPT: "Poetry MC - Pearson"
 * "Hawk Roosting"
 * "Sonnet"
 * " I Felt a Funeral in My Brain" ||
 * EQ (**10/20**) || How can studying poetry give me a better idea of how I can crack the exam? ||
 * Homework (**10/20**) || "Short Story Themes" (Google Docs & Classroom) ||
 * Class (**10/21**) || //Bedford,// pgs. 608-627, "Remarkably Short Short Stories" ||
 * EQ (**10/21**) || How can the essence of a short story be summed up in a theme statement? ||
 * Homework (**10/21**) || ** Read ** "The Quest" (Shared on Google Docs) ||
 * Class (**10/22**) || * "Remarkably Short Short Stories" share-outs
 * //Siddhartha,// 5-8 discussion
 * " // Siddhartha // Hero Cycle Prezi" (shared on Google Docs) ||
 * EQ (**10/22**) || How are the first two parts of //Siddhartha// archtypical? ||
 * Homework (**10/22**) || Study for Root #10 ||
 * Analysis/Discussion (**on 10/23**) || * " // Siddhartha // Hero Cycle Prezi" (shared on Google Docs)
 * Root #10 ||
 * EQ (**10/23**) || How do the first two parts of //Siddhartha// follow the "Hero Cycle"? ||
 * Quiz (**10/23**) || (over AP Lit. Rooterminallusions #10); you can prepare for the quiz on this site:
 * Homework (**10/23**) || # **Read:** //Siddhartha//, Chs. 9-12 ( "The Ferryman," "The Son," "//Om//," "Govinda")
 * 1) **Complete:** //"Siddhartha// Chs. 9-12, SA" (Google Docs & Classroom)
 * 2) **Complete**: "//Siddhartha//, Free Response #2" (Google Docs & Classroom) ||

https://quizlet.com/45434928/ap-lit-rooterminallusions-9-flash-cards/ || >>> >>> https://quizlet.com/45434928/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || https://b.socrative.com/login/student/ || (What's a question you have about //Salesman// which you think can be answered but for which you don't have an answer?) || http://quizlet.com/45423650/ap-lit-rooterminallusions-8-flash-cards/ || http://quizlet.com/45423650/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || [] || > Activity with a partner: Develop five multiple choice questions based upon a reading selection from //Salesman.// || > ctivity with a partner: Develop five multiple choice questions based upon a reading selection from // Salesman. // || https://quizlet.com/45423258/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 || [] || [] ||
 * __AP Lit. for week of 10/12__ **
 * Read (**by 10/12**) || # **Read:** "Herman Hesse & Bio Info" (shared on Google Docs)
 * 1) **Read:** "Carl Jung" (shared on Google Docs)
 * 2) **Read:** "Hinduism / The Buddha & Buddhism" (shared on Google Docs)
 * 3) **Read:** //Siddhartha//, Part 1, Chs. 1-4 ("The Brahmin's Son," "With the Samanas," "Gotama," "Awakening") ||
 * Due (**by 10/12**) || "AP Lit. Unit 1 Culmination Essay" Draft ||
 * Vocabulary (**week of 10/12**) || AP Lit. Rooterminallusions #9
 * Class (**on 10/12**) || * "AP Lit. Unit 1 Culmination Essay" Workshop
 * //Siddhartha// MC 1-10, SA Chs. 1-4 ||
 * EQ (**on 10/12**) || How do all of the background reading selections inform my takeaways from Chs. 1-4 of //Siddhartha//? ||
 * Homework (**on 10/12**) || "Approaching MC - Pearson" (Docs & Classroom) ||
 * Class (**on 10/13**) || TPT: "Poetry MC - Pearson" (Docs & Classroom)
 * "Bright Star," Keats
 * https://www.youtube.com/watch?v=RMgd2Fi6iUI
 * http://www.poetryfoundation.org/poem/173733
 * "Dulce et Decorum Est," Owen
 * http://www.poetryfoundation.org/poem/175898
 * https://www.youtube.com/watch?v=SgQhH67oPgY ||
 * EQ (**on 10/13**) || What are each poem's speaker, audience, purpose, and theme? ||
 * Homework (**on 10/13**) || Work on your FINAL Draft of AP Lit. Unit 1 Culmination Essay ||
 * Class (**on 10/14**) || * "Buddha's Poetic Philosophy" (Shared on Google Docs and Classroom)
 * // The Poet Seers, // "Lord Buddha" []
 * Share-out of Buddha's poetry as compared to // Siddhartha // ||
 * **Due (on 10/14)** || "AP Lit. Unit 1 Culmination Essay" FINAL Draft (by midnight!) ||
 * EQ (**10/14**) || How can the poetry of the historical figure Siddhartha Gautama inform our study of the fictional work //Siddhartha//? ||
 * Homework (**10/14**) || **Read** "The Blind Men and the Elephant" (Docs & Classroom - http://www.houd.info/elephant.pdf) ||
 * Class (**10/15**) || * Root # 9
 * "The Blind Men and the Elephant" rewind
 * "The Poet", Hesse (Docs & Classroom - http://www.101bananas.com/library2/poet.html) ||
 * EQ (**on 10/15**) || <span style="font-family: Arial,Helvetica,sans-serif;">What does the final scene (of "The Poet") suggest about the relationship between art and life and the relationship between art and time? ||
 * Quiz (**10/15**) || (over AP Lit. Rooterminallusions #9); you can prepare for the quiz on this site:
 * Homework (**10/15**) || # **Read:** "Structure of //Siddhartha"// (shared on Google Docs)
 * 1) **Read (if not read already):** "Introduction" (vii-xiii, //Siddhartha),// "Glossary of Indian Terms" (xv-xix, //Siddhartha//)
 * 2) **Read:** //Siddhartha//, Chs. 5-8 ("Kamala," "With the Child-People," "//Samsara//," "By the River")
 * 3) **Complete:** //Siddhartha// Chs. 5-8, MC & SA (Google Docs & Classroom)
 * 4) **Complete:** "//Siddhartha//, Free Response #1" (Google Docs & Classroom) ||
 * __AP Lit. for week of 10/5__ **
 * Read/Analyzed Material (**on 10/5**) || TestMaster student-generated MC portion of //Salesman// test (Socrative program):
 * Discussed Material (**on 10/5**) || //"Salesman// Question Inquiry" (Google Docs)
 * Assigned Essay (**on 10/5**) || "AP Lit. Unit 1 Culmination Essay" (Google Docs & Google Classroom) (**due 10/12**) ||
 * Homework (**10/5**) || * **Read:** "Herman Hesse & Bio Info" (shared on Google Docs)
 * **Read:** "Carl Jung" (shared on Google Docs) ||
 * EQ (**10/5**) || What do we know and not know about //Death of a Salesman//? ||
 * Vocabulary || AP Lit. Rooterminallusions #8
 * Class (**10/6**) || Test Prep Tuesday: AP Literature & Composition Practice Exam 1 ||
 * EQ (**10/6**) || How can examining a practice exam help me to be better prepared for the actual exam? ||
 * Homework (**10/6**) || **Consider:** What were the most challenging portions of the Practice Exam? Be prepared to discuss the exam with your classmates tomorrow. ||
 * Class (**10/7**) || * **Read** "Practice Exam 1 Answers & Explanations" (Google Docs & Google Classroom)
 * **Complete** Corrections to Practice Exam 1 (hardcopy or Notability)
 * AP Lit. Unit 1 Culmination Essay ||
 * EQ (**10/7)** || How can my mistakes on the Practice Exam inform my study for the real exam? ||
 * Homework (**10/7**) || Finish Test Corrections from Practice Exam #1 (Use "Practice Exam 1 Answers & Explanations" to correct your hard copy) ||
 * Class (**on 10/8**) || * Root #8
 * Second half of // Salesman // Test: Free Response Essay #3 (from 2007 AP Lit. test)
 * AP Lit. Unit 1 Culmination Essay ||
 * EQ (**10/8**) || How can //Salesman// be used on a "showcase" Free Response question on the AP Lit. Exam? ||
 * Quiz (**10/8**) || (over AP Lit. Rooterminallusions #8); you can prepare for the quiz on this site:
 * Homework (**10/8**) || * **Read:** "Hinduism / The Buddha & Buddhism" (shared on Google Docs)
 * **Read:** //Siddhartha//, Part1, Chs. 1-4 ("The Brahmin's Son," "With the Samanas," "Gotama," "Awakening")
 * **Complete** "AP Lit. Unit 1 Culmination Essay" (Google Docs & Classroom)
 * **Complete**: // Siddhartha // MC 1-10, SA Chs. 1-4 ||
 * __AP Lit. for week of 9/28__ **
 * Read Material (**by 9/28**) || * **Read:** "Willy Loman as Tragic Hero " (Google Docs)
 * **Read:** //Death of a Salesman//, Requiem, pages 137-39 ||
 * Due Material (**by 9/28**) || * **Complete:** "//Salesman// MC & SA Requiem" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman//: How does the Requiem provide resolution for the play? ||
 * Vocabulary || AP Lit. Rooterminallusions #7
 * Class (**9/28**) || "Poetry Movement Presentation" (Google Docs & Classroom) ||
 * EQ (**9/28**) || What can we take from the Poetry Movement Presentations to help us on the Ap Lit Exam? ||
 * Homework (**9/28**) || **Read**: Intro to Diagnostic Practice Exam ||
 * Class (**o****n 9/29**) || Test Prep Tuesday: AP Literature & Composition Practice Exam 1 ||
 * EQ (**9/29**) || How will it feel to take the AP Lit exam under exam conditions? ||
 * Homework (**9/29**) || **Consider:** What were the most challenging portions of the Practice Exam? Be prepared to discuss the exam with your classmates tomorrow. ||
 * Class (**9/30**) || * **Read** "Practice Exam 1 Answers & Explanations" (Google Docs & Google Classroom)
 * **Complete** Corrections to Practice Exam 1 (hardcopy or Notability) ||
 * EQ (**9/30**) || In what areas do feel comfortable and not so comfortable on the AP Lit. Exam? ||
 * Homework (**9/30**) || * **Finish** corrections ions to Practice Exam 1 (hardcopy or Notability)
 * Question to **consider**: How can I improve my performance on the AP Lit. Exam? ||
 * Class (**10/1**) || * Watch // Death of a Salesman, // "Act II" - https://www.youtube.com/watch?v=CQEZYTYwVHY
 * "TestMaster - // Salesman // " (Google Docs & Classroom)
 * EQ (10/1) || How does the performed version of Act of Salesman compare to what I envisioned as I read the play? ||
 * Homework (**10/1**) || * ** Read ** " // Death of a Salesman" // Is Great TV Hit as Expected" https://news.google.com/newspapers?id=z4xDAAAAIBAJ&sjid=k64MAAAAIBAJ&pg=801,2745703&dq=death+of+a+salesman&hl=en
 * ** Quickwrite ** : Quote something from the review that you believe is intriguing or especially insightful and explain why. ||
 * Class **on 10/2**) || * Root #7
 * "TestMaster - // Salesman // " (Google Docs & Classroom)
 * Watch //Death of a Salesman,// "Act II" - []
 * EQ (**10/2)** || What essential elements from //Death of a Salesman// should be addressed in a comprehensive multiple choice test? ||
 * Quiz (**10/2)** || AP Lit. Rooterminallusions #7
 * Homework (**10/2**) || * __ **Finish** __ your TestMaster questions and ** share ** with Fornnarino by noon on Sunday, 10/4 ||
 * __AP Lit. for week of 9/21__ **
 * Vocabulary || AP Lit. Rooterminallusions #6
 * Read Material (**by 9/21**) || **Read:** //Death of a Salesman//, Act II, pages 71-136 ||
 * Due Material (**by 9/21**) || * **Complete**: "//Salesman// SA 1-11, MC 11-20, Act II" (shared on Google Docs & Classroom)
 * **Complete:** "//Salesman// Free Response #2" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman:// What motivates Willy’s death at the end of Act II? Is his death heroic? ||
 * Class (**on 9/21**) || * Share-out "//Salesman// Motifs & Poetry" (Google Docs & Classroom)
 * //"Sales// Lines" (shared Google Doc & Classroom)
 * Discuss Act II ||
 * EQ (**9/21**) || How does the resolution to Act II feel rushed or appropriate? ||
 * Homework (**9/21**) || * ** Read: ** "Willy Loman as Tragic Hero " (Google Docs & Classroom)
 * **Complete**: "//Salesman// SA 12-21, Act II" (Google Docs & Classroom) ||
 * Class (**9/22**) || Test Prep Tuesday:
 * "Poetry Movements" (Google Docs & Classroom)
 * "Poetry Movement Presentation" (Google Docs & Classroom) ||
 * EQ (**9/22**) || How can my chosen poem give me a better understanding of the movement to which it corresponds? ||
 * Homework (**9/22**) || * **Read** "//Salesman// Possible Themes" (Google Docs & Google Classroom)
 * **Complete** "//Salesman// Free Response #3" (Google Docs & Google Classroom)
 * Question to **consider**: What would you point to as the most important theme in //Salesman//, and why? ||
 * Class ( ** on 9/23 ** ) || * "Theme," // Bedford //, pgs. 294-97
 * "Love in L.A.," Dagoberto Gilb, // Bedford //, pgs. 311-313
 * "Sample Student Response to 'Love in L.A.,' " pg. 314
 * "Motif Metaphors into Theme with Character" (Google Docs & Classroom) - analysis of "Love in L.A." and // Salesman // ||
 * EQ (**9/23**) || How do Jake and Willy Loman feel about the common motifs and themes of "Love in L.A." and //Salesman//? ||
 * Homework (**9/23**) || * **Read:** //Death of a Salesman//, Requiem, pages 137-39
 * **Complete:** "//Salesman// MC & SA Requiem" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman//: How does the Requiem provide resolution for the play? ||
 * Class (**9/24**) || * Root #6
 * "Poetry Movement Presentation" (Google Docs & Classroom) ||
 * EQ (**9/24)** || How does my chosen poem fit into its corresponding literary movement in its form, content, figurative language and overall meaning? ||
 * Homework (**9/24**) || **NONE! Enjoy Homecoming!** ||
 * Quiz (**9/24)** || (over AP Lit. Rooterminallusions #6); you can prepare for the quiz on this site:

[] || (9/14) || "Barron's: Answering MCQs" || [] ||
 * __AP Lit. for week of 9/14__ **
 * Vocabulary || AP Lit. Rooterminallusions #5
 * Read Material (**by 9/14**) || * //Salesman,// Act I, pgs. 7-69
 * "//Salesman// Background & Structure" (Google Docs) ||
 * Class (on **9/14**) || * **Complete:** "//Salesman// MC, Act I" (shared on Google Docs & Classroom)
 * **Complete:** "//Salesman// SA 1-15, Act I" (shared on Google Docs & Classroom)
 * Question to **consider** for //Salesman//: Describe the significance of names in this play. How do Happy’s and Biff’s names contrast with or support their characters? Interpret the names “Loman” and “Singleman." ||
 * EQ (9/14) || How do Happy’s and Biff’s names contrast with or support their character types? ||
 * Homework
 * Class (**on 9/15**) || * TPT: "Barron's: Sample Poetry/Prose"
 * // Salesman //, Act I ||
 * EQ (9/15) || How do the approaches to poetry and prose multiple choice questions differ? ||
 * Homework (**on 9/15**) || ** Complete ** : " // Salesman // SA 15-30, Act I" (shared on Google Docs & Classroom) ||
 * Class (**on 9/16**) || * Close Reading (whole class) of //Salesman//, Opening Stage Directions (11-12) - "//Salesman// CR - Stage" (Google Docs)
 * http://www.bing.com/videos/search?q=flute+at+beginning+of+death+of+a+salesman&FORM=VIRE3#view=detail&mid=4B2DFBF439A1BCE665A84B2DFBF439A1BCE665A8
 * Close Reading (partners) of //Salesman,// first flashback (33-36, hard copy); (21-24, PDF); complete 'Salesman CR - First Flashback'
 * What kind of person is Willy, what does he value, and how does this relate to how he sees his sons and himself?
 * What traits do Happy and Biff share with their father, and how do they view themselves as well as their old man?
 * What purpose does Linda serve to the other members of the family?
 * How much honesty does the family rely on when it comes to relating to each other, and how could this end up being harmful?
 * First Flashback (movie) - https://www.youtube.com/watch?v=QyNIk4S9Skg ||
 * EQ ( ** 9/16 ** ) || How does Miller set up the audience's expectations for the actions and characters of the play during and prior to Act I? ||
 * Homework (**9/16**) || * ** Review: **// Salesman //, Act I
 * ** Complete: ** " // Salesman // Free Response #1" (shared on Google Docs & Classroom)
 * Questions to ** consider ** for // Salesman //
 * How reliable are the characters’ various narratives in Death of a Salesman? Are Willy’s words to be trusted? Biff’s?
 * How do the flashbacks affect the narrative? ||
 * Class (on **9/17**) || * Share-out ' 'Salesman CR - First Flashback'' quotes
 * " // Salesman // Motifs & Poetry" (Google Docs & Classroom)
 * Miller //60 Minutes// - https://www.youtube.com/watch?v=2BDDZZaszvw&list=PLK3lns0pfCexr3--tzZZFqdKXkc0xGDlH ||
 * EQ (**9/17**) || How do the studied poems fit with the themes and motifs revolving around family relationships in //Salesman//? ||
 * Homework **(9/17)** || * ** Read: ** // Death of a Salesman //, Act II, pages 71-136.
 * ** Pick out a line or a few consecutive lines of dialogue that is/are especially significant to you and be able to explain it/them (for 9/21). ** ||
 * Class (**9/18**) || * Root #5
 * Discuss //Salesman//, Act II
 * //"Sales// Lines" (shared Google Doc & Classroom)
 * NPR Broadcast re:Arthur Miller (2/12/2005): http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=4496712&m=4496713
 * What are Miller's major dramatic works and what major awards did he win?
 * How long did it take Miller to write //Salesman//?
 * Who is the more famous spouse of Miller?
 * Where and when (in his life) was Miller first exposed to live theatre?
 * Why did Miller feel a need to write his play //The Crucible//?
 * extra: How does Miller relate to a contemporary American rock band?
 * Questions to consider:
 * How reliable are the characters’ various narratives in Death of a Salesman? Are Willy’s words to be trusted? Biff’s?
 * How do the flashbacks affect the narrative? ||
 * EQ || How reliable are the characters’ various narratives in Death of a Salesman? ||
 * Homework (**9/18**) || # **Complete**: "//Salesman// SA 1-11, MC 11-20, Act II" (shared on Google Docs & Classroom)
 * 1) **Complete:** "//Salesman// Free Response #2" (shared on Google Docs & Classroom)
 * 2) Question to **consider** for //Salesman:// What motivates Willy’s death at the end of Act II? Is his death heroic? ||
 * Quiz (**9/18**) || (over AP Lit. Rooterminallusions #5); you can prepare for the quiz on this site:

[] || [] ||
 * __AP Lit. for week of 9/8__ **
 * Due Material (**by 9/8**) || * //Catcher//, 25-6
 * "//Catcher// 25-26 Questions" (shared on Google Docs)
 * " 'Coming Thro' the Rye' " and Other Themes" (shared on Google Docs)
 * reading question to think about: If written text can be an outlet of expression to be analyzed by psychoanalysis, what latent, repressed ideas of J.D. Salinger’s may be illustrated through the character of Holden Caulfield and this story? ||
 * Vocabulary || AP Lit. Rooterminallusions #4
 * Class (**9/8**) || * Test Prep Tuesday: "Literary Analysis--How to Approach the AP Literary Passages (Pearson)" (Classroom & Docs)
 * Discussion: 25-6, " 'Coming Thro' the Rye' " and Other Themes"
 * //Salinger// ||
 * EQ (**9/8**) || How can we prepare for analyzing passages chosen for their literary merit, depth, breadth of writing styles, and varied perspectives? ||
 * Homework (**9/8**) || * ** Read ** "Approaching the Novel (Pearson)" (Classroom & Docs)
 * **Read** "AP Lit Open-Ended Essay Tips" (Classroom & Docs) ||
 * Class (**9/9**) || * "AP Lit Open-Ended Essay Tips"
 * **// Catcher //** **Test** **(7:35-8:35)** - Multiple Choice: [] (don't use this link until class on Tues.) & Essay (hard copy to be distributed in class) ||
 * EQ (**9/9**) || How does //The// //Catcher// //in the Rye// portray adolescence as a time of grace and wonder, and how does it portray teenage years as a time of tribulation and terror? ||
 * Homework (**9/9**) || * Read Free Response #4 Example (Google Docs)
 * **Complete** "Free Response #5" (Google Docs & Google Classroom)
 * Question to consider for all of //Catcher//: How does the symbolic nature of Holden's hunting cap evolve over the course of the novel? ||
 * Class (**on 9/10)** || * "2008 Question 3 Scoring Guidelines & Sample Answers" []
 * "AP Major Work Data Sheet for // Catcher" // (Google Classroom & Google Docs)
 * Discuss Free Response #5" (Google Docs) ||
 * EQ (**9/10)** || Question to consider for all of // Catcher // : How does the symbolic nature of Holden's hunting cap evolve over the course of the novel? ||
 * Homework (**9/10**) || * **Complete** "AP Major Work Data Sheet for //Catcher"// (Google Classroom & Google Docs)
 * **Study** for Rooterminallusions # 4 ||
 * Class (**9/11**) || * "AP Major Work Data Sheet for //Catcher"// (Google Docs) partner share
 * Root #4
 * //Salinger// ||
 * EQ (**9/11**) || How can our Major Work Data Sheets help us on the open-ended essay? ||
 * Homework (**9/11**) || # **Read:** "//Salesman// Background & Structure" (Google Docs)
 * 1) **Read:** //Death of a Salesman//, Act I, pages 7-69
 * 2) **Finish** any //Catcher// work!
 * 3) Question to **consider** for //Salesman//: Describe the significance of names in this play. How do Happy’s and Biff’s names contrast with or support their characters? Interpret the names “Loman” and “Singleman." ||
 * Quiz (**9/11**) || (over AP Lit. Rooterminallusions #4); you can prepare for the quiz on this site:

[] ||
 * __AP Lit. for week of 8/31__ **
 * Due Material (**by 8/31**) || * //Catcher in the Rye,// 15-20
 * "//Catcher// 15-20 Questions" (shared on Google Docs)
 * "//Catcher//, Free Response #3" (minor essay prompt shared on Google Docs)
 * "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * reading questions to think about:
 * How does Holden see childhood as compared to adulthood, and is his viewpoint too simplistic?
 * How do Holden's fantasies and the realities of the actual world compare?
 * How much of Holden's crazier behaviors an expression of repressed feelings and how much are they a coping mechanism?
 * How are the the ducks at the Central Park pond like Allie, and how is the pond like the Museum of Natural History? ||
 * Class (8/31) || * //Hard Times// (Dickens) & Character, //Bedford,// 121-4
 * //"//Spelling" (Barry) & Character, //Bedford//, 182-3
 * Blog (apfornnarino.blogspot.com)
 * Paired Grading // Catcher, //FR #3 ||
 * EQ (8/31) || What commonalities in character development can we see in Dickens and in Barry? ||
 * Vocabulary || AP Lit. Rooterminallusions #3 ([] ) ||
 * Homework (8/31) || Read "Princeton Prep 1" (Shared on Classroom & Docs) ||
 * Class (9/1) || * discuss "PP1"
 * "Princeton MC" (Shared on Classroom & Docs)
 * check MC answers ||
 * EQ (9/1) || How can the Princeton "Cracking the AP Lit Exam" help us do better on MC questions? ||
 * Homework (9/1) || * Read // Catcher //, 21-24
 * Read "Bildungsroman" (Shared on Classroom & Docs) poetry analysis ||
 * Class (9/2) || * Discuss //Catcher//
 * What does Phoebe understand about Holden--that no one else does--and why is this ironic?
 * What makes Mr. Andolini's insights so poignantly ineffective when it comes to Holden?
 * "TP-COASTT Bildungsroman poem" (Classroom & Docs)
 * "WAQ1/12" Rough Draft (Classroom & Docs) ||
 * EQ (9/2) || How can the TP-COASTT poetry analysis strategy help us analyze poetry more efficiently? ||
 * Homework ( 9/2 ) || * Finish "TP-COASTT Bildungsroman poem"
 * Read "Psychoanalysis in //Catcher"// (Classroom & Docs)
 * Complete //"Catcher//, 21-24 Questions" (Classroom & Docs) ||
 * Class (9/3) || * Discuss //Catcher// 21-24 Questions
 * "Antisocial Personality Disorder" Chart (Classroom & Docs)
 * "WAQ1/12" Final Draft (Classroom & Docs) ||
 * EQ (9/3) || How does Holden embody and not embody the characteristics of Antisocial Personality Disorder? ||
 * Homework ( 9/3 ) || ** Read **// Catcher //, 25-26 ||
 * Class (9/4) || * "To a Wasp" (Moore) & apostrophe: //Bedford//, 872
 * Root #3
 * //Catcher//, 25-6
 * //Salinger// (the movie, maybe? finally?) ||
 * EQ (9/4) || How do authors use apostrophe and how does it function in literature? ||
 * Homework (**9/4**) || * ** Complete: ** "Free Response #4" (shared on Google Docs)
 * ** Complete: ** " // Catcher // 25-26 Questions" (shared on Google Docs)
 * ** Read ** ; " 'Coming Thro' the Rye' " and Other Themes" (shared on Google Docs)
 * Question to consider for // Catcher // : If written text can be an outlet of expression to be analyzed by psychoanalysis, what latent repressed ideas of J.D. Salinger’s may be illustrated through the character of Holden Caulfield and this story? ||
 * Quiz (**9/4**) || 9/4 (over AP Lit. Rooterminallusions #3); you can prepare for the quiz on this site:

[] || [] ||
 * __AP Lit. for week of 8/24__ **
 * Due Material (**by 8/24**) || * "Sample Free Response Question #1" (//Catcher)//
 * "Psychoanalytic Literary Criticism" (Google Docs)
 * Finish "Salinger vs. Lardner - Style"
 * reading question to think about: How does Holden pretend to be something he's not, and why? ||
 * Class **(8/24**) || * "Salinger vs. Lardner - Style" & "Golden Honeymoon" discussion
 * "Symbol, Irony, and Allegory" (//Bedford//, 888-898)
 * "Psych Lit Crit"
 * //Catcher//, 6-10 - Is it (at least, 7-10) comic relief? (https://www.youtube.com/watch?v=jmf_sT_IcMc) ||
 * EQ (**8/24**) || How do allegories work in the scope of literature? ||
 * Homework (**8/24**) || * // Catcher //, 11-12
 * "An Exam Reader's Advice on Writing" (http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/17306.html) ||
 * Vocabulary || AP Lit. Rooterminallusions #2
 * Class (**8/25)** || * // Catcher //, 11-12
 * ** Test Prep Tuesday: " ** Student Samples Poetry Response '14" (Docs/Classroom)
 * "Symbol, Irony, and Allegory" ( // Bedford //, 888-898)
 * // Salinger // movie clip ||
 * EQ (**8/25**) || What can we learn from examining the sample student poetry essays? ||
 * Homework (**8/25**) || * // Catcher, // 13-14
 * Questions to ** consider ** for // Catcher //, 11-13:
 * Considering what Holden does, says, and thinks while he's roaming NYC, what is he lacking or what does he need the most?
 * How does Holden's encounter with Sunny, the prostitute, reveal his contradictory--almost oxymoronic--feelings and impulses?
 * Read " 'A & P,' Updike - Character" (short story by John Updike with character analysis elements--shared on Google Docs) ||
 * Class (**8/26)** || * **Review**: " 'A & P,' Updike - Character" (short story by John Updike with character analysis elements--shared on Google Docs)
 * "Character Analysis Checklist" (for "A & P", shared in Google Docs)
 * "A & P' Symbolism, Imagery, & Allegory: http://www.shmoop.com/ap-updike/symbolism-imagery.html
 * "//Catcher// 11-13 Analysis" - Psychoanalytic Chart of Manifest vs. Latent, multiple choice for Ch. 12 (shared on Google Docs) ||
 * EQ (**8/26**) || How do Sammy ("A&P") and Holden Caulfield rebel against societal norms as forms of personal expression? ||
 * Homework (**8/26**) || ** Complete: ** "Free Response #2" (minor essay prompt shared on Google Docs) ||
 * Class (**8/27**) || * Root #2
 * "Free Response #2" paired grading
 * "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * //Catcher// vs.//Taxi Driver// ( https://www.youtube.com/watch?v=-QWL-FwX4t4) ||
 * EQ (8/27) || * How do Holden's character traits, personality, and behaviors act as a magnet for physical violence? ||
 * Homework (**8/27**) || * ** Read: ** // Catcher //, 15-20
 * ** Complete: ** " // Catcher // 15-20 Questions" (shared on Google Docs)
 * ** Complete: ** "//Catcher//, Free Response #3" (minor essay prompt shared on Google Docs)
 * ** Complete: ** finish "Response to 'A & P' " (minor essay prompt shared on Google Docs)
 * Questions to consider for // Catcher // :
 * How does Holden see childhood as compared to adulthood, and is his viewpoint too simplistic?
 * How do Holden's fantasies and the realities of the actual world compare?
 * How much of Holden's crazier behaviors are an expression of repressed feelings, and how much are they a coping mechanism?
 * How are the ducks at the Central Park pond like Allie, and how is the pond like the Museum of Natural History? ||
 * Quiz (**8/27**) || **8/27** (over AP Lit. Rooterminallusions #2); you can prepare for the quiz on this site:

http://quizlet.com/45393637/ap-lit-rooterminallusions-1-flash-cards/ || take the quiz here: https://quizlet.com/45393637/ap-lit-rooterminallusions-1-flash-cards/ ||
 * __AP Lit. for week of 8/17__ **
 * Read/Due (by 8/17) || # //Catcher//, Chs. 4-5
 * 1) //"Catcher// 4-5 Questions" (shared on Google Docs/Classroom)
 * 2) "Sun Goes Down on Summer" Essay ||
 * Vocabulary || AP Lit. Rooterminallusions #1
 * Class (8/17) || * "1-6 by Holden" (Chapters 1-6 review)
 * //"Catcher// 1-3 Questions sample answers" (shared on Google Docs)
 * //Catcher//, 4-5 with revelations including:
 * Why are the Pencey boys (Ackley, Stradlater, but not Holden) so obsessed with hygiene (shaving, fingernails, pimples)?
 * What, exactly, does Holden's hunting cap (and the way he wears it) indicate and/or evoke?
 * What significance (symbolic or otherwise) do the snowballs have?
 * Quick Analysis of "Freud, Jung, and Psychoanalysis" as it relates to Holden Caulfield ||
 * Homework (8/17) || * AP Multiple Choice Test-taking Strategies (shared on Google Docs/Classroom)
 * **ALL WEEK**: study for Quizlet quiz on 8/21 (AP Lit. Rootermiallusions #1) http://quizlet.com/45393637/ap-lit-rooterminallusions-1-flash-cards/ ||
 * Class (8/18) || Multiple Choice Practice Test: https://secure-media.collegeboard.org/ap-student/course/ap-english-language-english-lit-composition-2012-course-exam-description.pdf (pgs. 58-73) ||
 * Homework (8/18) || Read // Catcher //, Chs. 6-7 ||
 * Class (8/19) || * "The Haunted Palace"
 * (Poe - pg. 891-3 of //The Bedford Introduction to Literature// & shared on Google Docs/Classroom)
 * (Vancouver Film school version: https://www.youtube.com/watch?v=XKq18zRaC8o)
 * "Haunted Palace" Jigsaw (shared on Docs/Classroom)
 * //Catcher//, Chs. 6-7 ||
 * Homework (8/19) || Read //Catcher//, Chs. 8-9 ||
 * Class (8/20) || * "Haunted Palace" share-out
 * "The Golden Honeymoon," Ring Lardner: http://www.classicshorts.com/stories/TheGoldenHoneymoon.html
 * "Salinger vs. Lardner - Style" (Classroom & Docs)
 * //Catcher,// Chs. 8-9 ||
 * Homework (8/20) || * Read // Catcher //, Chs. 10
 * //"Catcher// 6-10 Questions" (shared on Google Docs/Classroom) ||
 * Class (8/21) || * "Symbol, Irony, Allegory," //Bedford//, 888-898
 * //Catcher// 10
 * //Salinger// movie ||
 * Homework (8/21) || * "Sample Free Response Question #1" ( // Catcher) //
 * "Psychoanalytic Literary Criticism" (Google Docs)
 * Finish "Salinger vs. Lardner - Style"
 * How does Holden pretend to be something he's not, and why? ||
 * Quiz || **8/21** (over AP Lit. Rooterminallusions #1); you can prepare for the quiz on this site: http://quizlet.com/45393637/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30

[] || [] ||
 * __ AP Lit. for week of 8/12 __ **
 * Read/Discussed Material || * "APL-C1: 'Sun Goes Down on Summer'" (shared on Google Docs)
 * // Catcher in the Rye //, Chapters 1-3
 * "Freud, Jung, and Psychoanalysis" (shared on Google Docs) ||
 * Class (8/12) || * website
 * parent letter ("AP Lit Parent Letter")
 * syllabus ||
 * Homework (8/12) || # signed parent letter
 * 1) study for Quizlet quiz on 8/14
 * 2) // Catcher //, Chs. 1-3  ||
 * Class (8/13) || * Three Levels of Poetry Analysis, Think/Pair/Share Activity: "APL-C1: 'Sun Goes Down on Summer'" (shared on Google Docs)
 * Catcher & Holden first impressions ||
 * EQ (8/13) || How can my analysis of any poem be grounded in a few key concepts? ||
 * Homework (8/13) || # // "Catcher // 1-3 Questions" (shared on Google Docs)
 * 1)  Google Docs survey (shared on Google Docs in " // Catcher // 1-3 Questions"
 * 2) reading questions to think about:
 * What kind of person is Holden?
 * What does he hate, and what do these hated things reveal about him as a person?
 * 1) study for Quizlet quiz on 8/14 ||
 * Class (8/14) || * Quizlet Quiz
 * Thesis/ Essay writing ( "APL-C1: 'Sun Goes Down on Summer'")
 * Salinger culturally
 * www.frankfort-schuyler.org/cms/lib07/.../**Catcher**-Salinger%20**Intro**.ppt
 * <span style="background-color: #ffffff; color: #808080; display: block; font-family: arial,sans-serif; font-size: small;">// Salinger // ||
 * EQ (8/14) || How can I extract an essay thesis from a writing prompt? ||
 * Homework (8/14) || # //Catcher//, Chs. 4-5
 * 1) //"Catcher// 4-5 Questions" (shared on Google Docs)
 * 2) "Sun Goes Down on Summer" Essay ||
 * Vocabulary || AP Lit. Appeals & Figures of Rhetoric
 * Quiz || ** 8/14 ** (over AP Lit. Appeals & Figures of Rhetoric); you can prepare for the quiz on this site:

http://quizlet.com/45393637/ap-lit-rooterminallusions-1-flash-cards/ || http://quizlet.com/45393637/test?written=on&matching=on&mult_choice=on&tf=on&prompt-with=1&limit=30 ||
 * __AP Lit. for week of 8/17__ **
 * Read/Due (by 8/17) || * //Catcher//, Chs. 4-5
 * //"Catcher// 4-5 Questions" (shared on Google Docs/Classroom)
 * "Sun Goes Down on Summer" Essay ||
 * Vocabulary || AP Lit. Rooterminallusions #1
 * Class (8/17) || * Google Docs survey (shared on Google Docs in "//Catcher// 1-3 Questions")
 * //"Catcher// 1-3 Question sample answers" (shared on Google Docs)
 * //Catcher//, 4-5 with revelations including:
 * Why are the Pencey boys (Ackley, Stradlater, but not Holden) so obsessed with hygiene (shaving, fingernails, pimples)?
 * What, exactly, does Holden's hunting cap (and the way he wears it) indicate and/or evoke?
 * What significance (symbolic or otherwise) do the snowballs have?
 * Quick Analysis of "Freud, Jung, and Psychoanalysis" as it relates to Holden Caulfield ||
 * Homework (8/17) || * AP Multiple Choice Test-taking Strategies (shared on Google Docs/Classroom)
 * **ALL WEEK**: study for Quizlet quiz on 8/21 (AP Lit. Rootermiallusions #1) http://quizlet.com/45393637/ap-lit-rooterminallusions-1-flash-cards/ ||
 * Class (8/18) || Multiple Choice Practice Test: https://secure-media.collegeboard.org/ap-student/course/ap-english-language-english-lit-composition-2012-course-exam-description.pdf (pgs. 58-73) ||
 * Homework (8/18) || Read // Catcher //, Chs. 6-7 ||
 * Class (8/19) || * "The Haunted Palace"
 * (Poe - pg. 891-3 of //The Bedford Introduction to Literature// & shared on Google Docs/Classroom)
 * (Vancouver Film school version: https://www.youtube.com/watch?v=XKq18zRaC8o)
 * "Haunted Palace" Jigsaw (shared on Docs/Classroom)
 * //Catcher//, Chs. 6-7 ||
 * Homework (8/19) || Read //Catcher//, Chs. 8-9 ||
 * Class (8/20) || * "The Golden Honeymoon," Ring Laudner: http://www.classicshorts.com/stories/TheGoldenHoneymoon.html
 * "Salinger vs. Lardner - Style"
 * //Catcher,// Chs. 8-9 ||
 * Homework (8/20) || Read //Catcher//, Chs. 10 ||
 * Class (8/21) || * "Symbol, Irony, Allegory," //Bedford//, 888-898
 * //Catcher// 10
 * //Salinger// movie ||
 * Homework (8/21) || * // "Catcher // 6-10 Questions" (shared on Google Docs/Classroom)
 * "Sample Free Response Question #1" ( // Catcher) //
 * "Psychoanalytic Literary Criticism" (Google Docs)
 * reading question to think about:
 * How does Holden pretend to be something he's not, and why? ||
 * Quiz || **8/21** (over AP Lit. Rooterminallusions #1); you can prepare for the quiz on this site:

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 21513.5px; width: 1px;">http://apcentral.collegeboard.com/apc/public/repository/ap11_english_literature_q1.pdf