Thursday, October 29, 2015
Homework: Due Monday 11/2
HOMEWORK: Read the first eight chapters (to pg 77). Create ten LC* questions and choose one to answer in a well-developed paragraph. Everything we learned in MP1 should be on display: specific evidence leading to specific conclusions, 1:1 rule, no unnecessary words, etc.
*LC Questions are questions a literary critic asks. Their purpose is to think about how and why the author created the work. They are different from the questions a curious reader asks. A curious reader's purpose is to understand what is happening in the story.
For example, a curious reader asks: What is the setting? What is Jane like as a person? A literary critic asks: Why did Bronte choose to begin the story in a claustrophobic, spooky red room and how does that choice shape Jane as a character?
Friday, October 9, 2015
Sunday, September 20, 2015
2015-16 Syllabus
2015-16 AP Literature and Composition Syllabus (<--click for version in Word)
Instructor: Ms. Dame
Course Overview
Every author we will read has tried to explain or depict
some aspect of this beautiful, absurd state of being in which we find
ourselves. The books we read in this
class each address a big question: What does it mean to become your self? Is there a difference between our natural and
our fully-realized self? How do our
experiences propel us toward or disable us from becoming our selves? What is the relationship between our selves
and the world we are dropped into by the circumstance? Literature, as I hope you will see, is the
perfect prism for looking at these questions.
Great literature is a conversation about the mystery of human existence.
In this course, you will be expected to join that
conversation. To do so, you need to learn
to do two things better than you have ever done them: read and write.
Of course, an equally important objective is to prepare you
for the AP Literature and Composition Exam.
But, luckily, our objectives are entwined. By practicing the type of close reading and
trenchant analysis required of the exam, you will necessarily also develop
college-level reading and writing skills, and immerse yourself in the topics of
our great books.
Assignments
Each marking period, you will be expected to complete short,
well-developed summaries on a regular basis in class, write two in-class
essays, and take several multiple-choice and vocabulary quizzes. In addition, you need to keep up with the
reading.
I often post helpful information on the course blog,
lincolnaplit.blogspot.com.
Grading
Classwork 60%
Includes: Do Nows, in-class reading responses,
multiple-choice assignments
Homework 10%
Includes: well-developed paragraph responses to prompts
on the reading, vocabulary assignments, other forms of reading responses
Projects, Essays and Quizzes 30%
Includes: multiple-choice exams, essays, reading
quizzes, multi-day class projects
Friday, April 24, 2015
AP Reading Record
Fill out two of these reading records thoroughly. Be prepared to share your notes on Monday.
https://www.dropbox.com/s/244p0qenlibfyhw/APReadingRecord.docx?dl=0
https://www.dropbox.com/s/244p0qenlibfyhw/APReadingRecord.docx?dl=0
Thursday, April 16, 2015
Homework on Ghosts - Due Friday, April 17
Read these two articles and come to class prepared with three questions about the play for our guest.
The Story
Some Context
Tuesday, April 14, 2015
Summary from 4/13
What is significant about the structure of Chapter 13? How does it connect to the structure of the book? Make a specific claim and defend it with specific evidence.
Wednesday, April 8, 2015
Compilation of Vocabulary Words
Here it is - all your vocabulary words for the year so far! It is a bit overwhelming in this form, but remember we have been studying these words all year. Hopefully, you'll find you already know many of the words.
You do not need EXACT definitions. You do need to be able to use the words correctly in context and explain how they are being used in a passage.
AP Literature Master Vocabulary List - as of 4/8/15
You do not need EXACT definitions. You do need to be able to use the words correctly in context and explain how they are being used in a passage.
AP Literature Master Vocabulary List - as of 4/8/15
Thursday, April 2, 2015
Homework for April Break
2. Read these chapters in Invisible Man: 13, 16, 17, 20, 21, 23-end. If you read the whole book, we'll have a pizza party Book Club when you get back!
Questions for 3/31 Read20
Read Chapter 12 in How to Read Literature Like a Professor by Thomas Foster
Key Details
What are two or three
ways Foster says we might understand the cave?According to Foster, what is the reader’s role in understanding symbols?
Vocabulary
After reading this
chapter, how would you define allegory?
symbol?
Connections and Inferences
Foster says that
actions can also be symbolic. What might
be a symbolic action from Invisible Man?Wednesday, March 25, 2015
Homework - Due 3/26
AIM: How does Invisible Man begin to change in NYC and why?
Read pages 190-195. Record two specific ways in which IM is changing. For each statement, include some "before" evidence and some "after" evidence.
Then, write a well-developed paragraph answering this prompt: "What about IM's attitude in the Prologue begins to make more sense now that you've heard about some of his experiences?"
ALSO...remember to read Chapters 10 and 11 and study both IM Vocab Lists for Friday.
Read pages 190-195. Record two specific ways in which IM is changing. For each statement, include some "before" evidence and some "after" evidence.
Then, write a well-developed paragraph answering this prompt: "What about IM's attitude in the Prologue begins to make more sense now that you've heard about some of his experiences?"
ALSO...remember to read Chapters 10 and 11 and study both IM Vocab Lists for Friday.
Monday, March 23, 2015
Homework from Monday's Class (3/23)
Answer the AIM in a well-developed paragraph:
What is Ellison saying about the expectations for ambitious young black people in this time?
I apologize, but I left your claims on my computer at school. If anyone has the claim from their group, please post it in the comments! I liked where you were headed!
What is Ellison saying about the expectations for ambitious young black people in this time?
I apologize, but I left your claims on my computer at school. If anyone has the claim from their group, please post it in the comments! I liked where you were headed!
Friday, February 13, 2015
February Break Homework
When we return, we will be starting our Modern Poetry unit. For homework, read these two essays. For each essay, write a half-page response that answers the following questions:
What literary elements does the author use to analyze the poem? Which of these seem new or unique to modern poetry? Explain.
http://www.poetryfoundation. org/learning/guide/248396
Choose three sentences you admire from each essay. Copy them down and underline the evidence and circle the analysis. What types of language and sentence structures are these authors combining evidence and analysis?
Then, write your own essay on the poem "Facing It." How does the poet use literary elements to describe his experience of visiting the monument?
What literary elements does the author use to analyze the poem? Which of these seem new or unique to modern poetry? Explain.
http://www.poetryfoundation.
Choose three sentences you admire from each essay. Copy them down and underline the evidence and circle the analysis. What types of language and sentence structures are these authors combining evidence and analysis?
Then, write your own essay on the poem "Facing It." How does the poet use literary elements to describe his experience of visiting the monument?
Tuesday, February 10, 2015
Read20 Questions - 2/10/15
Key Details
1. Let’s start with the obvious: what is a sonnet and how do you know you’re looking at one?
2. According to Foster, what are some advantages and disadvantages of this form? (List at least four total).
Vocabulary
1. Rossetti uses an allusion. Define allusion and explain how Rossetti uses it.
2. What’s some important poetry vocabulary used here? Choose two words and note the definitions.
Connections and Inferences
1. Read Foster’s analysis of Rossetti’s poem carefully. What are three literary elements that are explicitly or implicitly used in his analysis? Explain.
Point and Purpose
1. What questions about poetry did you think of while reading this chapter? (List at least one).
Friday, February 6, 2015
HW Essay - Due Monday, Feb 9
Sometimes the ending of a novel or play changes our
understanding of the entire story. Write
an analytical essay in which you explain how the final scene in Hamlet either extends
or somehow challenges a major theme from the story so far. Include a complex claim and use a variety or evidence and literary elements
to develop your analysis.
Friday, January 23, 2015
Homework for Regents Week
1. Watch the following movie and write a one-page response. What did it make you think about that you hadn't considered before?
http://www.pbs.org/wnet/shakespeare-uncovered/video/hamlet-with-david-tennant/
2. Study all the vocabulary from the beginning of the year. You will have a cumulative vocabulary exam the first week of Marking Period 4. All the Vocabulary Lists are available on the blog. Check the 9/14/14 post.
3. Go to the library, or use a library webpage, to find a critical essay about Hamlet. Design a Read 20 for the class to do. Bring in a copy of the article, and your questions.
After you read the article, decide on what main idea(s) you want students to understand. Then, design two Key Detail questions, one Vocabulary question, one Connections and Inferences question, and one Point and Purpose question. Below are the purposes of each category.
Key Detail - Focus the reader's attention on some important details that will help them start to piece together the main idea.
Vocabulary - Ask the student to DO something with a word that will help them learn the word, and learn how to use it. Do not merely ask them to define it.
Connections and Inferences - What connections does the reader have to make between different sections of the text? What patterns are important to see? Design some questions that will help the reader start to discern these connections or patterns.
Point and Purpose - Ask the reader to use the information they have gathered to explain at least one of the author's main purposes in writing the article.
http://www.pbs.org/wnet/shakespeare-uncovered/video/hamlet-with-david-tennant/
2. Study all the vocabulary from the beginning of the year. You will have a cumulative vocabulary exam the first week of Marking Period 4. All the Vocabulary Lists are available on the blog. Check the 9/14/14 post.
3. Go to the library, or use a library webpage, to find a critical essay about Hamlet. Design a Read 20 for the class to do. Bring in a copy of the article, and your questions.
After you read the article, decide on what main idea(s) you want students to understand. Then, design two Key Detail questions, one Vocabulary question, one Connections and Inferences question, and one Point and Purpose question. Below are the purposes of each category.
Key Detail - Focus the reader's attention on some important details that will help them start to piece together the main idea.
Vocabulary - Ask the student to DO something with a word that will help them learn the word, and learn how to use it. Do not merely ask them to define it.
Connections and Inferences - What connections does the reader have to make between different sections of the text? What patterns are important to see? Design some questions that will help the reader start to discern these connections or patterns.
Point and Purpose - Ask the reader to use the information they have gathered to explain at least one of the author's main purposes in writing the article.
Tuesday, November 18, 2014
Questions for 11/18 Read20 (Catherine Earnshaw: Mother and Daughter)
1. Key Details: According to Gold, why
does Catherine die? Explain in your own
words, using evidence from the article.
2. Vocabulary: 1. Use
context to construct a definition of “sublimated.” (HINT: What does “sub-” mean in other words? 2. Choose
a word you think you could use in your own writing. Use it in a sentence analyzing the book.
3. Inferences and Connections: According
to Gold, how do younger Catherine’s two marriages achieve different things?
4. Point and Purpose: How does Freudian criticism help us to
understand Wuthering Heights? Use
evidence from the article in your answer.
Thursday, November 6, 2014
Helpful Website for Wuthering Heights
The creator of this website has put a lot of time into thinking about this novel! You may find his work useful:
http://www.wuthering-heights.co.uk/index.php
http://www.wuthering-heights.co.uk/index.php
Sunday, September 14, 2014
2014-15 Vocabulary Lists
The Awakening Vocabulary List #1
The Awakening Vocabulary List #2
Poetry Vocabulary Lists #1 and #2
Wuthering Heights Vocabulary List #1
Wuthering Heights Vocabulary List #2
Wuthering Heights Vocabulary List #3
Hamlet Act One Vocabulary List
Hamlet Acts Two and Three Vocabulary List
Hamlet Acts Four and Five Vocabulary List
Modern Poetry Vocabulary List #1
Invisible Man List #1
Invisible Man List #2
Invisible Man List #3
The Awakening Vocabulary List #2
Poetry Vocabulary Lists #1 and #2
Wuthering Heights Vocabulary List #1
Wuthering Heights Vocabulary List #2
Wuthering Heights Vocabulary List #3
Hamlet Act One Vocabulary List
Hamlet Acts Two and Three Vocabulary List
Hamlet Acts Four and Five Vocabulary List
Modern Poetry Vocabulary List #1
Invisible Man List #1
Invisible Man List #2
Invisible Man List #3
Tuesday, September 9, 2014
2014-15 AP Literature Course Outline
Here's what we'll be covering this year in AP Literature:
Unit 1: Using Literary Elements in Analytical Writing
We'll read Kate Chopin's The Awakening (1899) and learn a boatload of literary elements and devices (selection of detail, structure, narrative technique, dramatic irony, and so many more!) You'll also learn the basics of writing literary analysis, which is the type of writing expected of you on the exam.
Unit 2: Pre-19th-Century Poetry
We'll learn the tricks of the trade for poets working before 1800. These poems are not as indecipherable as they appear, but you need to learn to think like these poets did, and understand what was important to them interms of both language and ideas. To get some idea of what kind of poetry I'm talking about, look up John Donne.
Unit 3: 19th-Century Novels
We'll most likely read a novel by Charles Dickens. Novelists in the 19th-century wrote long sentences, so we'll be practicing "sentence stamina" - sticking with a long sentence until you've unraveled its meaning. Authors from this period often turn up in MC passages and in the prose essay on the exam, so it's important to be familiar with their stylistic habits.
Unit 4: Shakespeare
Shakespeare, because in 400 years no one has outdone him - according to common wisdom, he remains the greatest playwright of all time, perhaps the greatest writer. We'll find out what all the fuss is about! He also writes in a combination of prose and poetry, allowing us to hone our skills in both.
Unit 5: Modern Poetry
More recent poetry usually uses more straight-forward vocabulary, but their innovative uses of structure, imagery and connotative meaning are integral to meaning, and require a different interpretative approach. So, we'll spend some time with modern poetry in the early spring. To get a sense of this type of poetry, look up Mary Oliver or Seamus Heaney.
Unit 6: Contemporary Literature
In the 20th-century, many authors became bored with the typical "hero solves a problem" narrative approach. We'll read Ralph Ellison's Invisible Man (1952) to get just a taste of how 20th-century authors adapted the novel to respond to the world around them in new ways.
Throughout the entire course, we will be practicing strategies for answering multiple choice.
Unit 1: Using Literary Elements in Analytical Writing
We'll read Kate Chopin's The Awakening (1899) and learn a boatload of literary elements and devices (selection of detail, structure, narrative technique, dramatic irony, and so many more!) You'll also learn the basics of writing literary analysis, which is the type of writing expected of you on the exam.
Unit 2: Pre-19th-Century Poetry
We'll learn the tricks of the trade for poets working before 1800. These poems are not as indecipherable as they appear, but you need to learn to think like these poets did, and understand what was important to them interms of both language and ideas. To get some idea of what kind of poetry I'm talking about, look up John Donne.
Unit 3: 19th-Century Novels
We'll most likely read a novel by Charles Dickens. Novelists in the 19th-century wrote long sentences, so we'll be practicing "sentence stamina" - sticking with a long sentence until you've unraveled its meaning. Authors from this period often turn up in MC passages and in the prose essay on the exam, so it's important to be familiar with their stylistic habits.
Unit 4: Shakespeare
Shakespeare, because in 400 years no one has outdone him - according to common wisdom, he remains the greatest playwright of all time, perhaps the greatest writer. We'll find out what all the fuss is about! He also writes in a combination of prose and poetry, allowing us to hone our skills in both.
Unit 5: Modern Poetry
More recent poetry usually uses more straight-forward vocabulary, but their innovative uses of structure, imagery and connotative meaning are integral to meaning, and require a different interpretative approach. So, we'll spend some time with modern poetry in the early spring. To get a sense of this type of poetry, look up Mary Oliver or Seamus Heaney.
Unit 6: Contemporary Literature
In the 20th-century, many authors became bored with the typical "hero solves a problem" narrative approach. We'll read Ralph Ellison's Invisible Man (1952) to get just a taste of how 20th-century authors adapted the novel to respond to the world around them in new ways.
Throughout the entire course, we will be practicing strategies for answering multiple choice.
Tuesday, May 27, 2014
Read20 Questions from May 27, 2014
Key Details
Why does Eagleton say the process of finding meaning is "circular"?
Why does Eagleton say the process of finding meaning is "circular"?
How does the fact that every sign is necessarily reproducible affect meaning?
Vocabulary
Eagleton says "any such transcendental meaning is a fiction"? Define transcendental in this context.
Why do some scholars say speaking is more pure in meaning than writing? Explain Eagleton's response.
Connections and Inferences
What are two important consequences of post-structuralist theory? Explain them in your own words!
Summary
Does Mitchell's text seem to challenge or affirm the basic tenets of post-structuralism? Explain.
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