AP Lit 2nd pd with Mrs. Burroughs-2nd period Assignments

Do you have four years of perfect attendance? Admin is asking; you get some sort of recognition at graduation. We'll double check anyone who thinks the answer is "yes," so go ahead and reply with your best guess to the question, Do you have four years of perfect attendance? (LFH attendance counts.)

The in-person AP Lit exam will be this Wednesday, May 5th, in room 133.



You need to bring wooden pencils (not mechanical) and a couple pens (black and/or blue). 


You are expected to arrive IN THE ROOM at 7:15 AM so you can go ahead and complete the answer key. However, my room will be open for you to sit and chill in until it is time to go down, if you'd like. You're welcome to bring your breakfast. I'll have a few snacks as well.  You cannot eat during the exam, but there is a 10-minute break between the multiple choice and essay part.



Please confirm you have reviewed and understood this information. A simple "yes" is fine. If you have questions, please type them before today ends so I can address them.

Watch video #1. Click "turn it in" when finished. 


Optional extra credit: Take notes during the video and complete the activities described. Submit your work by the end of the day Friday (4/30). No extra credit will be awarded if posted after that date.

Watch video #3. Click "turn it in" when finished. 


Optional extra credit: Take notes during the video and complete the activities described. Submit your work by the end of the day Friday (4/30). No extra credit will be awarded if posted after that date.

Watch video #4. Click "turn it in" when finished. 


Optional extra credit: Take notes during the video and complete the activities described. Submit your work by the end of the day Friday (4/30). No extra credit will be awarded if posted after that date.

Watch video #2. Click "turn it in" when finished. 


Optional extra credit: Take notes during the video and complete the activities described. Submit your work by the end of the day Friday (4/30). No extra credit will be awarded if posted after that date.

FROM COLLEGE BOARD:


Dear Students,

We want to remind you that the 2021 AP® Exam Terms and Conditions are available to review at cb.org/apexamterms. Agreeing to the AP Exam Terms and Conditions also constitutes agreement to
the Instructions referenced therein, which are available at cb.org/ap2021instructions.

This agreement details the rules and policies students must follow related to taking 2021 AP Exams, whether they take paper and pencil exams in school or digital exams in school or at home.

Students will need to accept these terms and conditions prior to taking each exam.

Any updates to the terms and conditions will be clearly summarized on the terms and conditions page.

We'll send AP students email reminders to review these terms and conditions at cb.org/apexamterms before the exam administration.

Sincerely,

Advanced Placement Program

We will pick our stories on Monday and present Friday! (So, it says "due" Friday, but that's really because we present then. Not because you should still be figuring it out...)


LFH students, make sure you log in on time so you get a story of your choice!

Make sure you attend class Tuesday (in person or online) so you can snag your theme of choice!

Below is a recording explaining how to build your website.

This month, students should take two key steps needed to get ready for their digital AP® Exams:     •Step 1: Download and install the 2021 AP digital testing application and log in.     •Step 2: Practice with example questions in the app.
Digital Testing App Now Available

The 2021 AP digital testing app is now available, and students can download the app at cb.org/ap2021examapp.

Students taking digital AP Exams must download and install the app on their testing computer, and log in with their College Board username and password. If your students will test on school-managed devices, the school or district technology coordinator should provide them with information about how and when the app will be installed on their testing computers.

Like other digital applications, the 2021 AP digital testing app will be updated regularly. Your feedback will help us make improvements. If you or your students encounter any issues while practicing in the app, please contact AP Services for Educators at [email protected], 877-274-6474, or 212-632-1781.
Digital Practice Available by April 12

Digital practice will roll out over several days. It will be added to the app starting April 8 and will be available for all digital exam subjects by April 12. Practicing with example questions in the digital testing app is the best way for students to prepare for digital exams. Students can:     •Try each type of multiple-choice and/or free-response question they’ll encounter on exam day.     •Preview the flow of the exam and practice using the tools and features in the app.     •Confirm that their technology works as expected.
Students will have access to two practice options:
     •Digital Practice: A longer option students can use to fully explore the digital testing application.     •App Demo: A shorter option students can use to quickly confirm that the application is correctly installed, that      questions display appropriately, and that they can enter answers.
We strongly recommend that all students taking digital exams do one of these practice options. See Digital Practice or the AP Digital Testing Guide (.pdf/21.5 MB) for more information.

I have included below links to the app you must download, Digital Practice page, and AP Digital Testing Guide.

Based on your understanding of the terms, is this novel shaping up to be a Romantic text or a Gothic one? Using evidence from both the Letters and Volume I (ch.1-8), prove that the novel Frankenstein belongs in EITHER the genre of Romantic literature or Gothic tales. Fully discuss and explain multiple quotes from the text that illustrate, at minimum, several different characteristics of the chosen genre. You must consult the background notes I provided (see below) as well as the novel itself.

Turn your thematic topic into a defensible interpretation of the novel Frankenstein.

Your statement must include your thematic topic, literary devices, and some universal truth/overarching message/warning.

Add it to the editable document below.

The LAST DAY to turn in travelogue #5 for The Road (based on hard copy pages 190-233, online pages 61-75) is this Friday, 3/19.

Assignment: Poetry Explication - March 2021

Class: Burroughs AP Lit

You have 60 minutes to write your essay. Think about the lessons you have learned preparing your group poetry project. It will be scored on the 6-point scale.

Submit your essay on College Board. When finished, copy and paste it below as well so that I can check it for plagiarism. If it times out and you cannot copy your answer, don't worry, I'll do it for you.

The LAST DAY to turn in travelogue #4 for The Road (based on hard copy pages 145-189, online pages 45-61) is this Thursday, 3/11.

Once you have tested your technology in your assigned speech room, fill out the Google Form. Click "turn it in" so I know you did it!

We will complete this in small groups; if you are absent, you will instead answer the questions on the SECOND attachment.

The LAST DAY to turn in travelogue #2 for The Road (based on hard copy pages 51-101, online pages 15-31) is this Friday, 2/26.

As you read the short story "Where Are You Going, Where Have You Been?" come up with some ladder questions to discuss with your classmates. Make sure you come up with questions AND your own answers; come up with two questions apiece (2 literal, 2 inferential, 2 experience-based).

Answer the following questions ON YOUR OWN for the short story "Where Are You Going, Where Have You Been?"

The LAST DAY to turn in travelogue #1 for The Road (based on hard copy pages 3-50, online pages 1-15) is this Friday, 2/19.

This is the spot where you will submit whatever visual aid you have created to use during your presentation.

Examples:
*PowerPoint
*Google Slides
*Prezi presentation
*Website created by student
*Video clip to be shown during presentation

The first step in planning your presentation is figuring out what you want to say. Complete the outline provided to help you plan your speech.

Once you complete the outline, it is up to you whether you write out a word-for-word script to use during your presentation. Scripts/note cards are allowed, so long as you are not just looking down and reading from them the entire time.

Remember, your speech should be 8-10 minutes long. If you want to add a clip from a video or play a piece of a song or something similar, you may only do so for ONE MINUTE. Anything over that amount of time will not be counted as time towards your overall presentation.

You are going to type and revise your first essay about Pride and Prejudice (assuming you failed it/are not happy with the grade you earned).

As you revise your essay BE SURE to include evidence from ALL THREE VOLUMES! Your response should no longer be about just volume 1. Also, MAKE SURE your new essay ties your analysis to the meaning of the work as a whole! We didn't do that on the first essay, so it'll definitely need to be added in.

You must follow the steps below, exactly as they are written. Otherwise, the original grade stands.

Step 1: Log into your school MICROSOFT 365 account (same login info for Google)
Step 2: Open a blank MICROSOFT WORD document (NOT a Google Doc!)
Step 3: Copy and paste/Type your original essay onto the blank word document you just created. MAKE SURE you include the skill/standard/sub-standard that you focused on, at the top of your essay.
Step 4: Now turn on the "Track Changes" function. (On the ribbon at the top of your document click Review -> Track Changes)
Step 5: Edit your paper! Do NOT delete your paper and retype it; edit it word by word, phrase by phrase, sentence by sentence right there on the page you created. (You will know track changes are turned on as colored lines appear in the margin to show the changes you are making. If no colored lines appear, make sure you have toggled on Track Changes!)
Step 6: Save your paper. (It is fine to save it to your desktop or even your Google Drive, at this point.)
Step 7: Upload your Document to Google Class by Clicking the "+ Add or Create" button and finding your file's location.
Step 8: Click "Turn in"
Step 9: When the prompt appears asking if you want to turn it in, click "Turn in" again
Step 10: IF you handwrote your paper the first time around, give the original back to me so I know you are finished with this assignment.

You're done! If you go back and click on the assignment you just turned in, you should be able to see colored markings all over your essay, indicating where you made changes.

You are going to type and revise your second essay about Pride and Prejudice (assuming you failed it/are not happy with the grade you earned).

As you revise your essay BE SURE to include evidence from ALL THREE VOLUMES! Your response should no longer be about just volume 2. Also, MAKE SURE your new essay ties your analysis to the meaning of the work as a whole!

You must follow the steps below, exactly as they are written. Otherwise, the original grade stands.

Step 1: Log into your school MICROSOFT 365 account (same login info for Google)
Step 2: Open a blank MICROSOFT WORD document (NOT a Google Doc!)
Step 3: Copy and paste/Type your original essay onto the blank word document you just created. MAKE SURE you include the skill/standard/sub-standard that you focused on, at the top of your essay.
Step 4: Now turn on the "Track Changes" function. (On the ribbon at the top of your document click Review -> Track Changes)
Step 5: Edit your paper! Do NOT delete your paper and retype it; edit it word by word, phrase by phrase, sentence by sentence right there on the page you created. (You will know track changes are turned on as colored lines appear in the margin to show the changes you are making. If no colored lines appear, make sure you have toggled on Track Changes!)
Step 6: Save your paper. (It is fine to save it to your desktop or even your Google Drive, at this point.)
Step 7: Upload your Document to Google Class by Clicking the "+ Add or Create" button and finding your file's location.
Step 8: Click "Turn in"
Step 9: When the prompt appears asking if you want to turn it in, click "Turn in" again
Step 10: IF you handwrote your paper the first time around, give the original back to me so I know you are finished with this assignment.

You're done! If you go back and click on the assignment you just turned in, you should be able to see colored markings all over your essay, indicating where you made changes.

It is timed, and you only have 50 minutes to take it -- NO PAUSES! Do not take it until you can sit down for an uninterrupted 50 minutes.

Tests must be taken on Thursday, February 4th.

We will not be revising this essay. While you are allowed to look at your book as needed, you are NOT allowed to use ANY QUOTES, and you are NOT allowed to use ANY RESEARCH. Make sure that you copy and paste the topic to the top of the essay you write.

*Those who attend class in person will break out in small groups to discuss an assigned series of questions and record their analyses on the document provided. If you are absent from class today, log in later this afternoon to see which chapter you have been assigned.

*LFH students, you will log in at the start of class and be placed into breakout rooms to record your analyses on the document provided. If you are absent from your LFH class today, log in later this afternoon to see which chapter you have been assigned.

Complete the essay topic you have been assigned. Submit your work on the blank template provided so that I can check it for plagiarism. You have 40 minutes.

*Those who attend class in person will break out in small groups to discuss an assigned character and complete the chart provided. If you are absent from class today and cannot join our live meet online, look on the handout to see which character you have been assigned! (I will update during class.)

*LFH students, you have two options: 1.) Log in at the start of class and be placed into breakout rooms to complete one of the charts, or 2.) Log in after class ends and complete whichever leftover character chart you are assigned. (I think you'll get more out of it if you log in at the start of class, but I understand not everyone can meet every day. Be mindful that you are REQUIRED to attend if you missed the Day 1 discussion!)

You are only required to submit ONE letter of recommendation -- from the person who mentored you through this project. This should be the same person who verified your hours log. (I understand that parents/guardians had to verify projects completed entirely online; if that is your situation, have a faculty member complete your letter of rec instead!)

If you do not submit it here, you may turn in a hard copy of your letter, have your mentor email it to me at [email protected], or have your mentor mail it to me at....
Evans High School, attn: Mrs. L. Burroughs, 4550 Cox Road, Evans, GA 30809

Please understand that your mentor's feedback on and evaluation of your overall performance will impact your Overall Quality and/or Professionalism score.

You were required to visually document your Senior Project journey as you completed it. That meant taking 10 (or more) photos/videos of you, your mentor, and the activities you completed. Aside from the image of you with your mentor, these should be action shot/active videos, not static images of you sitting in front of a computer in 10 different outfits :) I encourage you to include captions, because if I can't tell what you're doing/it doesn't appear active, I'm not counting it.

Please understand that if you submit no visual evidence at all that you completed a project, I may not be able to verify any of your work, and you will fail the entire Senior Project, not just this one category.

The Senior Project manual calls for either a cover letter OR resume. We will submit a resume, so DELETE OUT THE COVER LETTER DIRECTIONS ON THE TEMPLATE PROVIDED!

You are welcome to use a real resume that you have already put together; just make sure it contains AT LEAST the same information as is provided on the template below.

*Those who attend class in person will break out in small groups to discuss an assigned series of questions and record their analyses on the document provided. If you are absent from class today, send me a private comment on this assignment to find out which question(s) you should answer!

*LFH students, you will log in at the start of class and be placed into breakout rooms to record your analyses on the document provided. If you are absent from your LFH class today, send me a private comment on this assignment to find out which question(s) you should answer!

*Those who attend class in person will break out in small groups to discuss an assigned character and complete the chart provided. If you are absent from class today and cannot join our live meet online, look on the handout to see which character you have been assigned! (I will update during class.)

*LFH students, you have two options: 1.) Log in at the start of class and be placed into breakout rooms to complete one of the charts, or 2.) Log in after class ends and complete whichever leftover character chart you are assigned. (I think you'll get more out of it if you log in at the start of class, but I understand not everyone can meet every day. Be mindful that you are REQUIRED to attend if you missed the Day 1 discussion!)

*Those who attend class in person will break out in small groups to discuss an assigned series of questions and record their analyses on the document provided. If you are absent from class today, send me a private comment on this assignment to find out which question(s) you should answer!

*LFH students, you will log in at the start of class and be placed into breakout rooms to record your analyses on the document provided. If you are absent from your LFH class today, send me a private comment on this assignment to find out which question(s) you should answer!

It's time to sign up for Boards! Please complete the link provided.

(ONLY TAKE THIS EXAM if you are an LFH student or in quarantine; otherwise, you will have a different in-person exam to take!)

You are required to take a mock exam in AP Lit to prepare you for the 55-question multiple choice section of the final exam.

DO NOT CHEAT ON THIS EXAM; THE GRADE YOU EARN CANNOT DAMAGE YOUR GPA!

I am fully aware that you could find all these answers online. Do not look them up. Try ALL questions ON YOUR OWN and hit submit when you finish. You get 60 minutes to answer all 55 questions.

We will use the data from this exam to help use fill in the gaps in our learning so that we are ready to take the exam in May.

Title of assignment in College Board: LFH Student Mock Exam

If you do not turn in a physical hard copy of your log, submit your log here. It can be a picture of the hard copy you completed or a digital upload.

Please note that it is impossible to score a 100 on this project unless you have completed AT LEAST 15 hours.

The overall effort you put into your project/the nature of your service hours will also be considered as part of the Overall Quality of Service or Learning Experience.

Please understand that if you fail to submit an hours log, I may not be able to verify any of your work, and you will fail the entire Senior Project, not just this one category.

Those who submit their completed hours between now and Thanksgiving break will earn back 5 bonus points to their final draft Senior Project essay.

Accurate Hours Log: 10 points
Required Number of Hours Met: 20 points
Overall Quality: 20 points

Submit your journal here. Make sure it follows the template provided. There should be a journal entry for every day you logged time on your hours log.

Please understand that if you fail to submit a journal explaining the daily activities completed for your project, I may not be able to verify any of your work, and you will fail the entire Senior Project, not just this one category.

Following the directions provided below, write and submit your reflection essay. Superb essays will be submitted to the Georgia Laws of Life competition, making them eligible for cash prizes, so do your best!

This assignment will count twice -- once as a test grade to cover our narrative writing for this 9 weeks and once as part of the Senior Project portfolio.

Want to know more about the Georgia Laws of Life Competition? Here is their website: https://tinyurl.com/y854t8ug

Follow the directions on the handout provided and complete a single row on the table.

Hard copies will be provided to those who attend class; otherwise, you will need to do this entirely online.

Directions for assignment: Circle the number of each thesis that you think would fully earn the point.

AT THIS POINT, IT'S TOO LATE TO TURN THEM IN. PLEASE CONSULT THE ANSWER KEY PROVIDED BELOW AND LISTEN TO THE LECTURE AS NEEDED SO THAT YOU UNDERSTAND WHICH STATEMENTS WORK AND WHY.

I have designed 3 more practice activities to prepare your for the AP exam / my final exam. If you attend class, you will work through these by yourself then discuss your answers as a class. If you are learning from home, I will open a Google Meet so you can join the chat virtually, if you wish. Otherwise, you may work through and reflect on these on your own time over the weekend. Good luck!

Here is the essay question you should have already answered: "It has often been said that what we value can be determined only by what we sacrifice. Consider how this statement applies to a character from the novel Things Fall Apart. Select a character from the novel that has deliberately sacrificed, surrendered, or forfeited something in a way that highlights that character’s values. Then write a well-organized essay in which you analyze how the particular sacrifice illuminates the character’s values and provides a deeper understanding of the meaning of the work as a whole."

Today, follow the directions AND answer the questions from the handout (I have added them to your essay) then resubmit everything here. Please note that you are NOT REWRITING your essay, just editing it and reflecting on the overall success of your first draft.

**There are 10 questions that you need to answer + 6 things to do to your essay.**

AN IMPORTANT ANNOUNCEMENT ABOUT FINAL EXAMS!

The AP Lit exam is REQUIRED.

If you have an overall final average of an "A," you STILL HAVE TO TAKE THE EXAM!

Why? Because I am required to give you a mock exam. Instead of taking up multiple class periods and days to give both the mock exam and a final exam, we are going to do it all at the same time.

What does that mean for you? It means you are taking this exam, regardless of your final grade. If you have an overall "A" average when you enter the exam, I won't count the grade you earn -- I'll just use it for data purposes. But if you have anything less than an "A," the grade will count.

What will the exam look like? I am giving you all three writing prompts you would see on the real AP exam. You may not end up with the same writing prompts as your classmates, but everyone will have time to write an essay about a poem, an essay about a prose passage, and an FRQ essay about a novel of your choice. (Hint: I strongly advise you write about a novel you were assigned in high school. Many of you have written about non-literary works in the past; I would not do that for the final exam.)

When will the exam be given?
Monday, 12/14: 2nd period Group A (9:01-10:21 AM)
Tuesday, 12/15: 2nd period Group B (9:01-10:21 AM)
Wednesday, 12/16: 4th period Group A (9:05-10:25 AM)
Wednesday, 12/16: 4th period Group B (1:25-2:45 PM)
Wednesday, 12/16: 4th period LFH students (7:00 AM - 2:45 PM)

How much time will you have to take the exam? Regardless of whether or not you are writing your essays in person or at home, you only get 80 minutes. Those who take the exam in person will use pencil and paper. LFH students will type their answers into Illuminate; the exam will close out after 80 minutes.

Please carefully review the information provided on this page and answer the question below.

If you're interested, turn this in today. I don't take late extra credit, so don't bother hitting submit unless you actually finish it by the due date! And do your own work; I can find test questions online all day long; I want to see what YOU come up with!!

Ch.20: Kaylee, Aaron, Justin, Max, London
Ch.21: Mary Beth, Alexis, Avalyn, Brett, Edward
Ch.22: Willie, Kayla, Alison, Skylar, Amberlee
Ch.23: Julianna, Hannah, Erin, Lily, Capri
Ch.24: Kailtyn, Adaire, Christine, Olivia, JOsh
Ch.25: Maddy, Anna, Ian, NaShaun, Gabbi

Work in small groups to complete the information for whichever chapter you are assigned.

Whichever day you attend class, we will work in small groups to examine how part two of the novel develops theme and furthers Okonkwo as a tragic hero.

If anyone from group A wants to do this for extra credit, let me know! You need to work with a group of 3 to get it done! Several boxes have already been completed, so you can't do those... (Group B already has their extra credit!)

I really need you to do assignments when they are given. It makes it rather hard for me as a teacher to figure out our progress when you skip around. Nevertheless, if you missed a multiple choice (or scored a failing grade on one), you are welcome to try either of the assessments below. Please consult Infinite Campus to see if any multiple choice are marked as either failing or "M" for missing.

Of course, you are welcome to do these "just for fun," if you feel like you need the extra practice!

There are no other assessments like this that I can post, so if you have missed more than 3 of these, there isn't much I can say other than start doing your work the first time it is assigned.

In all cases, these assignments will close this weekend.

Option 1: Act 1, Scene 7
Option 2: Act 2, Scene 3
Option 3: Act 4, Scenes 1-3

Please follow the link to complete this Illuminate Assessment IF YOU ARE ABSENT FROM CLASS AND NOT PHYSICALLY PRESENT! Otherwise, we're doing a DIFFERENT ONE together in person / during our LFH Google Meet (if we are meeting this day).

This is timed; you only get 2 minutes per question and there are no pauses.

Do NOT use a phone; use a computer/laptop/tablet. Don't forget to hit "submit" when you're done.

Please follow the link to complete this Illuminate Assessment IF YOU ARE ABSENT FROM CLASS AND NOT PHYSICALLY PRESENT! Otherwise, we're doing a DIFFERENT ONE together in person / during our LFH Google Meet (if we are meeting this day).

This is timed; you only get 2 minutes per question and there are no pauses.

Do NOT use a phone; use a computer/laptop/tablet. Don't forget to hit "submit" when you're done.

To be completed by all students learning on the A/B model. This is due whatever day I see you next in class, so go ahead and get it done now!!

Please follow the link to complete this Illuminate Assessment IF YOU ARE ABSENT FROM CLASS AND NOT PHYSICALLY PRESENT! Otherwise, we're doing a DIFFERENT ONE together in person / during our LFH Google Meet (if we are meeting this day).

This is timed; you only get 2 minutes per question and there are no pauses.

Do NOT use a phone; use a computer/laptop/tablet. Don't forget to hit "submit" when you're done.

Please follow the link to complete this Illuminate Assessment IF YOU ARE ABSENT FROM CLASS AND NOT PHYSICALLY PRESENT! Otherwise, we're doing a DIFFERENT ONE together in person / during our LFH Google Meet (if we are meeting this day).

This is timed; you only get 2 minutes per question and there are no pauses.

Do NOT use a phone; use a computer/laptop/tablet. Don't forget to hit "submit" when you're done.

Please follow the link to complete this Illuminate Assessment IF YOU ARE ABSENT FROM CLASS AND NOT PHYSICALLY PRESENT! Otherwise, we're doing a DIFFERENT ONE together in person / during our LFH Google Meet (if we are meeting this day).

This is timed; you only get 2 minutes per question and there are no pauses.

Do NOT use a phone; use a computer/laptop/tablet. Don't forget to hit "submit" when you're done.

Submit your essay here before the end of the day on Friday.

When I see you next in class, turn in your rough draft and editing remarks.

(100% LFH students, we took care of this in class on Tuesday, 10/27.)

Visit the link below and READ WHAT IT SAYS NEXT TO YOUR NAME!

Confirm that this is indeed what you are doing for your project. If you had planned to change it, you MUST submit a new proposal before this week ends

*YOU CANNOT EXPLICATE BROWNING'S POEM "MY LAST DUCESS"! IT IS NOT AN OPTION!*

If you are a student who meets live and in person, handwrite OR print out your essay BEFORE you come to class next Monday/Tuesday!

If you are 100% online student, just have your electronic copy ready to go in breakout rooms at our Google Meet next Tuesday, 10/27!

I have posted this early in case you want to get a jumpstart on it, since I'm only giving you one "class" day to write it.

100% LFH Students, complete the attached worksheet of your choosing. That's right -- you only need to do ONE of the worksheets below! If you do "Break, Break, Break," you may need to consult the poetry terms handout. If you do "Digging On My Grave," you may need to consult the TPCASTT Worksheet handout. Deadlines matter; please submit this no later than the end of the day on 10/21.

DO NOT CHEAT! Complete the questions 100% on your own with no help from any outside sources. You only get to consult the handouts attached to this particular assignment. I want to see what YOU think the poems mean, not what the internet or someone else told you.

Everyone who attends school in person will complete this as a hard copy in class on whichever day you attend (10/20 or 10/21). The only reason you can see this assignment is I was worried some of you may be absent from class and might have to do it online instead. So, don't do the online version UNLESS you are absent :)

Read the poem provided. Complete ONLY the question your class have been assigned.

I will teach each poem in class. You will then attempt the worksheets on your own time. You should also consult my poetry terms handout as often as needed.

For these first two poems, you are welcome to look up information online as you attempt to work through the questions on the worksheets below; just don't copy anything you find online. Use the internet only to self check (i.e., Take a shot at each question then look up the ones you are unsure about). The more you learn about how to interpret poetry, the better!

Read the poem "Ars Poetica" by Archibald Macleish and the notes that go with it. Then, for extra credit, write you own "Ars" poem. Yes, that's right, extra credit. As in, not required.

Here is the spot where you will turn in your Senior Project essay. PLEASE MAKE EDITS TO YOUR ORIGINAL ESSAY, WHICH WAS DUE 9/20. DO NOT SUBMIT A NEW DOCUMENT. I will be using the "history" function to compare your progress.

Reminders:
*It should be double-spaced, one-inch margins, Times New Roman 12 font, with correct class information and a title
*You are analyzing how two (or more) novels treat the same theme
*There should be something you are trying to prove about your theme
Example: LOVE is NOT a theme, but this is: The power of love can do more harm than good.
Example: IDENTITY FORMATION is NOT a theme, but this is: Societal pressures and external conflicts exert a stronger influence on identity formation than internal conflict.
Example: PERSEVERANCE is NOT a theme, but this is: Perseverance only leads to positive outcomes when personal motivations are pure.
*You will need to write 5 (or more) pages and include 5 (or more) works cited entries in MLA format (2 novel entries and 3 articles)
*Don't forget quotes! I expect every body paragraph will probably contain one or more quote (from the novels, the articles, or a combination of the two). You will need MULTIPLE research article quotes from each article, not just one!

Included below is the rubric from the Senior Project manual as well as a document for MLA citation guidelines, in case you need it.

Here is a sample intro paragraph (that is by no means perfect) from a previous year:
All individuals identify with different aspects of culture and society in some way. People associate themselves with different groups (e.g., ethnic, religious, age, gender). As identities form, thoughts and beliefs can be swayed based on personal experiences or the opinions of others. However, whether or not people choose to let these forces change how they think or choose to be is their own choice. Because nature, repression by opinion, appearance, and social norms are present in Jane Eyre, A Separate Peace, Things Fall Apart, Macbeth, and The Great Gatsby, it is apparent that identity can be manipulated by external factors.

Unhappy with your MCQ grade on the first two progress checks? I have unlocked the Unit 3 multiple choice in College Board. If you complete it, come back here and hit "submit" so I know to check for your grade. Due date: 10/8. (This can't hurt your grade; I'll only count it if it is higher!)

Read the poem; discuss it as a class; then answer the questions below.

1. What "spell" are you currently living under?

2. Who/What has the power to break the spell? When will it happen?

3. When you are finally "disenchanted," how will your life be different? What things content you now that you will no longer be able to do, after the spell is broken?

4. What worries you about being disenchanted?

5. If you were to rewrite "The Frog Prince" about your personal experiences, what animal would you choose and why?

Please note that all group work should be completed either online or in socially distanced groups! Final due date (THIS DATE SUBJECT TO CHANGE): Sunday, 10/4. (Your individual poem -- the modern one you find on your own written this century -- must be finished by next Thurs/Fri, whichever day we meet live.) Please check the contact document we created this week so you know how to get in touch with each other for our various group activities!

Here are the 2nd period groups:
A - Kaitlyn, Kaylee, Anna, Hannah
B - Justin, Avalyn, Julianne, Aly
C - Aaron, Maddy, Alexis, Willie
D - Erin, Mary Beth, Adaire, Kayla

Complete the handout provided. You are welcome to work through the 20 questions in online/socially distanced small groups of 2-4. I will go over how to write it up as an essay; just answer the questions!

Complete this chart ASAP so that you may work with your group to answer the 20 "My Last Duchess" questions + your group poetry project due the first week of October.

You will need to submit your fourth and fifth annotated bibliography entries below. The first entry will be about one of the novels you are analyzing; the second will be about the research you find for how your theme is developed in that novel.
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Limit your research to recent professional sources. Do not use encyclopedias, dictionaries, blogs, wikis, about.com sites, or pay-for-publication websites!

Each of you is in charge of completing a single slide this week for ch.21-25 of The Kite Runner. This is a SHARED document, so please be mindful when you are editing. Make sure you are opening it as a Google Slide so that there are no interruptions. And do NOT take over someone else's slide! Once a slide is taken, it's off limits. (There's, like, 71 standards to choose from. That's plenty!)

You will need to submit your second and third annotated bibliography entries below. The first entry will be about one of the novels you are analyzing; the second will be about the research you find for how your theme is developed in that novel.
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Limit your research to recent professional sources. Do not use encyclopedias, dictionaries, blogs, wikis, about.com sites, or pay-for-publication websites!

Once it is assigned below, you will be able to complete the College Board progress check. No one will complete this assignment live; this one is entirely on your own!

*You will have 23 minutes to answer 18 multiple choice questions

*You will have 23 minutes to complete ONE writing assignment (don't do both prompts; choose one)

Whichever day is your first face-to-face meet with me (Monday or Tuesday -- LFH, follow Group B), you will complete a timed writing examining a point of complexity from several moments in ch.11-20 of The Kite Runner. Please prepare for this assignment by consulting the correct passages below AND the thesis formula materials.

DIRECTIONS: Examine the moment of tension/disparity/conflict that occurs in the text on the pages provided. Then come up with a defensible thesis statement regarding how the author incorporates literary devices into this scene to reveal the complexity of the moment. Remember, complexity is often present in the interaction of characters adhering to different values, the difference between what is expected and what occurs, the variances in relationships shared by the characters, or the use of diametrical opposition.

*Begin by writing one or more sentences clarifying what is complex about the passage provided (x YET y, x BUT ALSO y, x WHILE y, etc...)
*Next, list the literary devices used in the passage to highlight the complexity
*Now write a defensible thesis statement explaining why the passage is complex and how the author employs literary devices to reveal that complexity
*Repeat the above 3 steps for all assigned passages.

PASSAGES FROM KITE RUNNER, CH.11-20 for Group A:
Kailynn/Maddy/Kaylee/Anna
1. Varying perspectives on America (ch.11, p.125-136, “Baba loved the idea…If for nothing else, for that...”)

2. Love blossoms (ch.12, p.145-149, “Be careful, Amir…‘I will. Thank you, Khala jan…”)

3. Baba and Amir react differently to Baba’s illness (ch.12, p.153-161, “It started with a hacking cough...‘I’m happy you came...”)

Mary Beth/Aaron/Alexis/Adaire
4. Soraya and Amir’s secrets (ch.12, p.164-165, “‘My father said yes...I envied her...”)

5. Reactions to Baba’s death (ch.13, p.173-176, “They filled the parking spots at the mosque...Soraya pulled me to her and the tears...”)

6. Differences in Soraya’s parents (ch.13, p.176-180, “Because Soraya and I never had an engagement period...But I think a big part of the reason I didn’t care...”

Kayla/Willie/Hannah/Erin
7. Different opinions about becoming parents (ch.13, p.184-189 “The idea of fatherhood...Sometimes, Soraya sleeping next to me...”)

8. Soraya’s state of mind versus Amir’s state of mind (ch.14)

9. Rahim Kan’s and Amir’s world views (ch.15, p.200-202, “‘When the Taliban rolled in and kicked the Alliance out...Then Rahim Khan sipped some more tea...”)

PASSAGES FROM KITE RUNNER, CH.11-20 for Group B:

Justin/Julianna
10. Hassan’s life story (ch.16)

11. Plot twists added by the letters and Rahim Khan’s confession (ch.17)

12. Amir’s reactions to the news he learned in the previous chapter (ch.18)

Avalyn/Alison
13. Amir’s reactions to traveling through Afghanistan (ch.19, p.228-233, “Again, the car sickness...’Pull over, […] I said. ‘I’m going to be sick....”)

14. Amir’s experience with Wahid and Maryam’s family (ch.19, p.233-242 “By late afternoon, the terrain had changed...Earlier that morning, when I was certain no one was looking...”)

15. Zaman’s impossible situation at the orphanage (ch.20, p.251-258, “We found the new orphanage in the northern part...As the truck pulled away, I saw Zaman...”

Each of you is in charge of completing a single slide this week for ch.1-5 of The Kite Runner. This is a SHARED document, so please be mindful when you are editing. Make sure you are opening it as a Google Slide so that there are no interruptions. And do NOT take over someone else's slide! Once a slide is taken, it's off limits.

You will need to submit your first annotated bibliography entry below. You only have to do ONE ENTRY this week, and it should be about the theme you want to research. Do not look up anything just yet about the texts you want to read; look up information about your particular theme, what it means, how it is developed, etc...
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Limit your research to recent professional sources. Do not use encyclopedias, dictionaries, blogs, wikis, about.com sites, or pay-for-publication websites!

Your Senior Project research paper will analyze a theme as it is developed over the course of two different appropriate novels (or plays or epic poems). I will have to approve your choice of text. Please answer one of the following questions -- and feel free to APPROPRIATELY respond to each other with suggestions!
1. What theme do you want to explore?
2. What two novels will you write about?
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Examples of what your questions may look like:
1. I want to write a paper about the most important factors that contribute to identity formation. I know I can write about Gene from A Separate Peace. Any other ideas?
2. I think I want to write about Jane Eyre and A Scarlet Letter, but what theme do y'all think I should pick?

Each of you is in charge of completing a single slide this week for ch.1-5 of The Kite Runner. This is a SHARED document, so please be mindful when you are editing. Make sure you are opening it as a Google Slide so that there are no interruptions. And do NOT take over someone else's slide! Once a slide is taken, it's off limits.

Now that you have written a 6-point essay and reviewed what College Board has to say about effective writing, revise your first draft and submit it here. If you want to choose a completely new story, you may, but you still can't write about the novels Ceremony, Beloved, or The Scarlet Letter.
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For a handful of bonus points, you may swap papers with a classmate and peer grade each other's essays, providing effective commentary/feedback before you submit your final draft. To earn the bonus points, include a statement at the end of your essay telling me the name of classmate who peer edited, what his/her commentary was, and how you applied it in your final draft.
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As always, these essays will be checked for plagiarism. But if you need to look up something about the novel you wrote about to see if there is something you have remembered correctly, that is fine!

1. Go ahead and get a copy of our first novel, The Kite Runner by Hosseini, and start reading it! You can google the title and lots of online versions will pop up. We start turning in assignments for this novel during week 3, so I suggest you read at least 5 chapters a week, starting this week!
2. I know this is totally unrelated to item #1, but please review this document with a parent/guardian and digitally sign the permission slip together; click "Submit" then "Turn It In". (If you have a hard copy and sign that instead, you may snap a picture of it with your phone and upload it that way.) The permission slip does not mean you plan to do your project in person; it just grants you permission to do so. I need these on file for everyone.

Disclaimer! Because we are all learning from home, I am going to post pieces of our literature book to help you keep up with the reading at home. I do not own the copyright for any of the published works that I post. These stories/plays/poems/articles/etc... are copyrighted information and should not be shared with others who are not in the class. Please reply to this question with confirmation that you have read and understood this statement. Simply typing "yes" is fine!

All essays will be graded on a 6-point scale this year. To help you understand the rubric, you are going to design your own! The directions are included in the attachment; turn it in when you finish. Work with groups of 2-4, if you'd like!

The first LFH activity for this week is to read the three essays that College Board released for the 1999 exam. After you have read all three essays, rank them as high, middle, low. AFTER YOU HAVE RANKED THEM, click on the Scoring Commentary handout, SCROLL DOWN TO PAGE 6 (where the Open Question commentary begins), and read over what College Board has to say. Although essays used to be scored on a 9-point scale instead of a 6-point scale, the commentary is still relevant to how they would be graded on the new scale.
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Today's assignment: Write a 200-300 word response in which you explain how you ranked each essay (which did you think was the high score, middle score, and lowest score). Based on what you read in the commentary, do you think you correctly scored the papers? Why or why not? Explain why using evidence from the commentary and/or the essays themselves.
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This is a personal reflection, but as always, DO NOT PLAGIARIZE! Be honest about your opinion so that I can help you understand the new AP Lit scoring system.

Complete the link provided to plan your Senior Project proposal. I will either approve or deny your request. Please note that completion of this link confirms you have also read, understood, and accepted the attached form explaining plagiarism/misrepresentation/professionalism.

This week we read the first story, "'Repent, Harlequin!' Said the Ticktockman," so that we could learn how to question the text while we were reading it. Every student needs to either post ONE QUESTION below OR ANSWER a question posed by a classmate. (You do NOT need to turn in the two worksheets I posted with the story; just do this instead.)

Rules: NO REPEAT questions, and once a question is answered NO ONE ELSE may answer it!

Question Options:
*You may pose a literal question (something harder than "What's the title?" or "Who's the author." We're talking important textual questions that lead us to themes, conflict, characterization, etc...)
*You may pose an inferential question (something that requires you to figure out the motive of the character or author for a particular choice)
*You may pose an experiential question (something that would lead us to connect in a meaningful way to prior knowledge, a different text, or real-life experience)
*Your questions may have more than one part to them, if needed.

I cannot award credit for this assignment next week; it needs to be turned in now, since we are moving on with a novel.

View the PowerPoint; complete the associated notes. It is important that you understand the hero's quest, as it will serve as the foundation for your literary analysis research paper about Beowulf, Gawain, and Macbeth.