Here are a couple of lists-- just in case you have bee away for a long time-- of books to choose from to read for this last unit. Also linked is the assignment/scrapbook you will create to capture your reading experience-- lots of demos in class of alternative ways to journal, too!
Mrs.E
American Cannon
English Cannon
Literary Scrapbook
Tuesday, May 28, 2013
Revise the Hamlet Essay and Read from the Cannon
We had a lot of discussion in class about what the requirements for the "Critical Lens" essay on Hamlet should look like. The goal is a typical, college freshan-style essay (and genius):
3 page minimum
12 point font: TNR or default Apple font
1" margins
Textual evidence for every point you make--and LOTS of discussion about EXACTLY how this quotation/paraphrase means what you say it means.
Citations in this style: (2.4.122-24) (act.verse.line-s)
Academic tone: don't ask questions of your reader (Why does Hamlet delay?), just tell them, "Hamlet delays because he is a man of thought and debate, discussion and depression, and not the man of of action the ghost wants him to be." Don't talk to your reader (most people don't think this way, but I think") or refer to yourself with the personal pronoun "I", as a general rule. Be confident with your ideas and fluent in your use of words and sentence structures.
CONCLUSIONS: The hardest part of any essay-- they should explain why everything you just said is important-- they should wrap up your thoughts in such a way that your reader is still thinking about what you said for a while-- the amazing conclusion you write at the end of your first draft is sometimes a better thesis statement than the one you wrote in your first draft-- now that you REALLY understand what you mean-- because you just wrote out what you mean and proved it from the text--consider using your concluding idea AS your thesis as you revise before a second draft.
3 page minimum
12 point font: TNR or default Apple font
1" margins
Textual evidence for every point you make--and LOTS of discussion about EXACTLY how this quotation/paraphrase means what you say it means.
Citations in this style: (2.4.122-24) (act.verse.line-s)
Academic tone: don't ask questions of your reader (Why does Hamlet delay?), just tell them, "Hamlet delays because he is a man of thought and debate, discussion and depression, and not the man of of action the ghost wants him to be." Don't talk to your reader (most people don't think this way, but I think") or refer to yourself with the personal pronoun "I", as a general rule. Be confident with your ideas and fluent in your use of words and sentence structures.
CONCLUSIONS: The hardest part of any essay-- they should explain why everything you just said is important-- they should wrap up your thoughts in such a way that your reader is still thinking about what you said for a while-- the amazing conclusion you write at the end of your first draft is sometimes a better thesis statement than the one you wrote in your first draft-- now that you REALLY understand what you mean-- because you just wrote out what you mean and proved it from the text--consider using your concluding idea AS your thesis as you revise before a second draft.
Friday, May 17, 2013
Critical School Essay on Hamlet
Essays were due today-- Monday is last call.
We are really enjoying R and G are dead in the film version-- we will discuss absurdity later--yes!
The last unit for this class will be a self-chosen text from the cannon-- and you will create your own "scrapbook" in reaction-- as well as a college-level paper on it--getting close to the end! I will bring in some texts next week.
Mrs. E
We are really enjoying R and G are dead in the film version-- we will discuss absurdity later--yes!
The last unit for this class will be a self-chosen text from the cannon-- and you will create your own "scrapbook" in reaction-- as well as a college-level paper on it--getting close to the end! I will bring in some texts next week.
Mrs. E
Tuesday, May 7, 2013
AP Testing almost here
If you have had to do other things-- make sure you see me next week to finish the Hamlet final.
Check in with me to get a glossary help page, another practice test ( if you want it), and as much helpful advice as you can stand!
Test: Thursday
Party with Poetry and Fairy tales--FRIDAY
Check in with me to get a glossary help page, another practice test ( if you want it), and as much helpful advice as you can stand!
Test: Thursday
Party with Poetry and Fairy tales--FRIDAY
Tuesday, April 30, 2013
Practice, Practice!
If you have missed class-- here is a link to a site where you can acces practice tests:
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html
Please take at least one complete timed multiple choice test and write at least two of the timed essays: one poetry and one prose-- we will write on the open topic later this week after we finish with Hamlet.
Monday: We took a full MC practice test--
HW: finish Act IV of Hamlet
Tuesday: We discussed poetry and free response essay prompts from 2012 test:
reviewed parts and functions of the sonnet--please review this if you were absent-- also talked about "speech acts" in poetry.
Wednesday: We will focus on Hamlet:
Assignment for Act IV (we will do in class)
Thursday: Read Act V
Essay/Final Test on Hamlet: Monday, May 6th
May 7 and 8: Review Major Works Data Sheets and Literary Terms
May 9th: AP TEST!
May 10th: Poetry Party to Celebrate! Cinderella is invited!
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html
Please take at least one complete timed multiple choice test and write at least two of the timed essays: one poetry and one prose-- we will write on the open topic later this week after we finish with Hamlet.
Monday: We took a full MC practice test--
HW: finish Act IV of Hamlet
Tuesday: We discussed poetry and free response essay prompts from 2012 test:
reviewed parts and functions of the sonnet--please review this if you were absent-- also talked about "speech acts" in poetry.
Wednesday: We will focus on Hamlet:
Assignment for Act IV (we will do in class)
Thursday: Read Act V
Essay/Final Test on Hamlet: Monday, May 6th
May 7 and 8: Review Major Works Data Sheets and Literary Terms
May 9th: AP TEST!
May 10th: Poetry Party to Celebrate! Cinderella is invited!
Tuesday, April 23, 2013
Preparation for the test to come--Get ready!
Here is what we were up to this week:
Monday: we dissected a prompt form the 2009 version of the AP test, read the poem, and found the things that the prompt might have suggested were there (allusion/figures of speech/tone) and then wrote our own first paragraph and THEN read A LOT of student samples. Then we graded those prompts and decided which was the best--by our own criteria.
Tuesday: We re-read our favorite student essays: W and WW, and decided if the opening paragraphs did three things:
1- Named the nature of the COMPLEX reaction of the speaker
2- Mentioned the author and speaker and led into the techniques we would highlight in our essay.
3- Was well written
the we read more essays--along with their actual grade and comments from the grading staff
Then we dissected the prompt for the second (prose) essay and read it--notating at will! Then we made note of the techniques mentioned in the prompt that we had noticed on our first reading: Fig. of speech/personification/details of description/imagery. We the wrote a first paragraph of our essay about this piece.
Wednesday: This period is devoted to writing the essay in answer to the second prompt (prose) from the 2009 exam.
Thursday: We will research/look-up/ make study guides for the Literary Terms vocabulary that we need to master for the test. Helps are available in class-- and we also have the power of the internet! Make a study guide/flash cards/notecards/poems/essays ANYTHING that will help you remember the meaning of the terms that you did not include in your first semester glossary. Online Glossary
Friday: We will read "problem" essays from the second prompt in 2009: essays that are the borderline, according to the judges. We want to locate the key differences that might make our own essays unquestionable when we take the test.
HOMEWORK: Read the fourth act of Hamlet by Monday. We will probably get some time in class to help with this, but don't count on it. Reading helps: eat Ham-let sandwiches--wonder at Claudius formations in the blue sky, Grit you teeth and think of Gertrude, and BE. It is always better than the alternative. By the way: my favorite speech in a play full of amazing speeches comes in Act V. Still-- find your favorite speech from Act IV and be prepared to talk about it on Monday.
Monday: we dissected a prompt form the 2009 version of the AP test, read the poem, and found the things that the prompt might have suggested were there (allusion/figures of speech/tone) and then wrote our own first paragraph and THEN read A LOT of student samples. Then we graded those prompts and decided which was the best--by our own criteria.
Tuesday: We re-read our favorite student essays: W and WW, and decided if the opening paragraphs did three things:
1- Named the nature of the COMPLEX reaction of the speaker
2- Mentioned the author and speaker and led into the techniques we would highlight in our essay.
3- Was well written
the we read more essays--along with their actual grade and comments from the grading staff
Then we dissected the prompt for the second (prose) essay and read it--notating at will! Then we made note of the techniques mentioned in the prompt that we had noticed on our first reading: Fig. of speech/personification/details of description/imagery. We the wrote a first paragraph of our essay about this piece.
Wednesday: This period is devoted to writing the essay in answer to the second prompt (prose) from the 2009 exam.
Thursday: We will research/look-up/ make study guides for the Literary Terms vocabulary that we need to master for the test. Helps are available in class-- and we also have the power of the internet! Make a study guide/flash cards/notecards/poems/essays ANYTHING that will help you remember the meaning of the terms that you did not include in your first semester glossary. Online Glossary
Friday: We will read "problem" essays from the second prompt in 2009: essays that are the borderline, according to the judges. We want to locate the key differences that might make our own essays unquestionable when we take the test.
HOMEWORK: Read the fourth act of Hamlet by Monday. We will probably get some time in class to help with this, but don't count on it. Reading helps: eat Ham-let sandwiches--wonder at Claudius formations in the blue sky, Grit you teeth and think of Gertrude, and BE. It is always better than the alternative. By the way: my favorite speech in a play full of amazing speeches comes in Act V. Still-- find your favorite speech from Act IV and be prepared to talk about it on Monday.
Monday, April 22, 2013
Missing Essay Prompt
Official Prompt for Apocalypse Now and Heart of Darkness Essay:
Choose one theme topic* that you see as common to both works and write an essay that discusses how each work explores that theme and what you believe the author/director was trying to say about that theme.
* theme topics are things like love/greed/war/imperialism/power/the nature of man, etc.
Choose one theme topic* that you see as common to both works and write an essay that discusses how each work explores that theme and what you believe the author/director was trying to say about that theme.
* theme topics are things like love/greed/war/imperialism/power/the nature of man, etc.
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