Due for Wednesday 1. Complete your essay from over the weekend if you have not. Put on a codename, and bring it into class! 2. Find two examples of articles that can fit multiple prompts on our argumentation sheet - they can be opinions pieces, news pieces, studies, anything! Bring this into class to share
Due for Monday 1. Read over the rationale for grades on each of the free responses located on our resources page. Make a list of "seven things to remember to get a seven". 2. Read over the examples of Free Response 3; using the examples, criteria, and reasoning articulated in the samples, grade the essay you received in class on Wednesday.
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At the beginning of our Lord of the Flies unit, I asked you to create your own utopian society, to consider how the perfect state would operate if we were to start from scratch: what would its rules be? How would your citizens act? What values would you operate upon? A fun thought experiment, not too dissimilar to the one posed by Plato, Hobbes, Locke, and Golding.
Now, here at the end of our book, we witness the failure of these societies: Ralph being smoked out by the flames of Jack’s army and the arrival of a warship to save these children from their own, miniature war; the brutal deaths of Simon and Piggy; the destruction of the conch. In the same vein, I ask you to consider how your utopia falls into disarray and what might rise to take its place. Here’s what you are going to submit to me:
Here are some further details on the individual assignments:
Here are your steps:
Please complete steps 1-3 during Canceled Class on Friday and have step 4 ready for class on Monday. Please remember that I will be collecting books on Monday, so it is imperative that you have all your quotes that you will use in your notes! Due for Wednesday A Block, study for your vocab quiz on all stems.
Due for Thursday Continue reading. Due for Monday 1. B Block, study for your vocab quiz on all stems. 2. Your chart on your symbol! 3. Your list on the societies! 4. Remember to bring in your book to be turned in. Due Wednesday Be prepared to review your AP Prep packet 1 answers
Due on Thursday Be prepared to review your AP prep 2 answers Due on Friday
An anthropologist studying first-year students at a university in the United States writes that friendly phrases like “How are you?,” “Nice to meet you,” and “Let’s get in touch” communicate politeness rather than literal intent. What, if anything, is the value or function of such polite speech? In a well-written essay, develop your position on the value or function of polite speech in a culture or community with which you are familiar. Use appropriate evidence from your reading, experience, or observations to support your argument. Share this with me through your google doc folder titled "Argument Prep 1" Hamlet Reading Schedule and Assignments for AP Language 2018
Plot twist: we’re not going to read the entire book. Bigger plot twist: I’m actively encouraging you to Shmoop and Sparknotes the hell out of this one. Last year, our English department hosted a seminar that asked us to envision how much more engaging teaching Shakespeare would be if we released teenagers of the taxing demand to read the entirety of his plays in solitude and isolation. While I’m far from being convinced that the logic our presenter was employing is valid outside of very unique circumstances (“if we teach them to love Shakespeare, they’ll just pick it up on their own!”), I am intrigued by the prospect of students being more enraptured by the words, ideas, and themes offered by his masterworks by simply assigning less of it. And, it also just so happens to work well with our schedule seeing that there are only a couple weeks until our AP Exam. So Shmoop and Sparknotes away! No Fear Shakespeare and Crash Course for hours! Use Thugs Notes if you’re not actively bothered by the racially charged irony! Figure out this play so well that I’ll be convinced to employ this method with my freshmen (never going to happen; I love Romeo and Juliet too much). Of course, I’ll be doubly disappointed if our class conversations indicate to me that the little that I’m asking you to read is being unobserved, but I have faith that you all have enough respect and pride in yourselves to slide too much. Goals for our Hamlet Unit:
Class Readings:
On this day, we will be discussing:
Complete the following assignments by Friday, April 27th:
Also, on the week we return, we will be beginning our preparations for our AP exam. Please be prepared to review your answers on your AP Prep packet 1 on Wednesday, April 25th (you received this in class, but there's a pdf of it on our resources page. TIME FOR THE WHOLE NOVEL APPROACH
Think about your typical, normal English class. We begin our block with explaining the nightly assignment - read a chapter and focus on these notes. Then we’ll have a short quiz to make sure you got the major plot points and the thematic connections on your previous night’s chapter. Then we would discuss a few questions about specific moments, then we would try to extend the reading to some spot or topic in our current day and age. But why do we do this? Many in the education world have been asking this very same question, asking if how we teach and structure literature makes any sense at all. “Imagine if we watched movies this way!” they say. “Every ten minutes, someone would stop the film, ask you a few questions to summarize the previous scenes, and then grade you on how well you were paying attention and thinking about the film. That would be absurd! Why would we do that with literature? Is this why our kids hate reading?” And, to be honest, they may have a point. Think about your own life and your own love for reading - why is it that the longer the texts that you studied, the more that your english classes broke stuff up and broke stuff down, the less you genuinely enjoyed what you read? Why is it that every time your class interrogated a specific passage at length, you felt like “this is so extra” or “why are we going so in depth here?” with the hint of a notion that, maybe if you knew how the rest of the story went, focusing on this one moment might make more sense? So, as a class experiment, we will be engaging with the “whole text” model. Here’s what that looks like: 1. By Friday, April 27th, you should be finished reading your book. 2. During the majority of our classes, we will be carving out time to reading our text. 3. While we read, I will be calling every individual up for quick reading check-ins twice, each graded for 10 points each. 4. Be prepared to discuss how one of the following symbols were established and developed by marking the page number and how the text is utilizing that symbol (20 points): 1. Fire 2. The Beast 3. The Conch Shell 4. Physical Appearance (hair, dirt, etc.) 5. Consider the relationship between morality and government by describing the differences between Jack’s and Ralph’s society in list form (10 points). 6. We will still be holding our weekly vocabulary quizzes! And so, your homework for the next few weeks is simply get to reading and make sure to note some things as you read! Oh, and study for your vocab quizzes. Always gotta be prepared for those! After our culture essay, we will be going into AP Prep and Hamlet! Please make sure you have your edition of Hamlet ready for class on 04/10 (it's also online for free! Let me know if there's a problem). We will also be restarting our Current Events schedule - make sure you check our document for this new schedule!
We will also be in the Goldrick Computer Lab on Wednesday or Friday. Work on your culture essay this week! It's due on Monday! Due for Wednesday Finish developing your Utopian City
1. Map - What is the geography of your city? What does it look like? What resources does it have or lack? 2. Government - Who rules? How does it rule? How does it work? Who has the power? 3. Demographic - Who lives there? Who is allowed to be a citizen? What sort of societal structure exists? 4. Roles of citizens - What are the duties of those who live there? What are their values? How do they interact with each other? 5. General Laws and justice system - what theories of “right and wrong” are instilled into law? What happens if someone violates these rules? Due for Thursday Find a news article that gives you hope and a news article that makes you feel like humanity is doomed. Print these out and bring them to class. Due for Friday Finish your idiom story. Print it out and bring it to class; also turn it in on Turn It In! Due for Monday 1. Study for your final quiz on grammar! Identify the sentences and identify the errors in the sentences. 2. Read Chapter One of Lord of the Flies! . Pick one of the following topics and write down 3 notes on how this represents a commentary on humanity: 1. Piggy's relationship with the others 2. Ralph's interactions with Jack 3. Jack's failure to kill 4. The commentary and actions revealed by the characters while they are exploring the island Represent your notes in pictorial form! |
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