AP Daily Assignments

Tone List – I mentioned in class that I would post this list – I will hand out copies next week.

NOTICE 3/20/20:
Hi everyone – I hope you are all staying healthy and safe!  As you may have heard – through email from Ms. Odom, College Board, or other teachers, the AP test will be a 45-minute home-based test this year.  There is still a lot up in the air.  From my understanding, the AP Literature will be a typical FRQ written response (most likely a poetry or prose type response).  I wanted to put this out to you now as we begin preparing for what the next few weeks will look like.  We are still scheduled to start back with remote learning on April 7.  As soon as we receive more directives as to what that will look like,  I will post another update.  In the meantime, take care of yourselves!  Thinking of you all.

Literary Focus – This is your chance to take over the start of class.  Choose a poem, section of a poem, or excerpt from a novel, short story, or other text to work through with the class on an analysis.  Choose any method you wish to present the literary focus, and choose to focus on anything you would like to work on (terms, syntax, interpretation/analysis, theme…).  See me if you have trouble or need help.
Here are the calendars for dates you will present (if you were absent on the day of sign-up, you have been assigned to a day , so make sure you know your assigned day).
LF AP Period 2
LF AP Period 4
LF AP Period 6

THURSDAY/FRIDAY 3/12-3/13 AND NOTES FOR BREAK
In class, we reviewed and discussed chapters 7-14 before a quiz (period 1) and periods 4 and 6 took the quiz Friday.
HW: Over break – nothing is assigned, but if you are able, read through chapter 20 in the novel.  If you would like a list of reading questions to look over as you read CLICK HERE . We will do work and pick up reading/finishing the novel when we return.

If you feel like you would like to do some practice for the AP test, you can log in to AP Classroom, and I have opened all the practice sets for you to work with.  You can also look at this AP Literature Sample Exam.  If you take the exam, try to time yourself.  The answers to the MC are provided, so you can score.  I can look over and score your FRQs when we return.

If you wish to do extra vocabulary building HERE is a list of AP Lit 50 Vocab Words.  If you want to study literary device and terminology words CLICK HERE for AP Lit Terms Document with terms and definitions. AGAIN – Nothing is officially assigned – it is simply practice for you to use as you wish.

TUESDAY 3/10
In class, we discussed some questions and quotations from chapters 7-10 before doing a bit of background on the folklore allusions found in chapter 9.
HW: By Thursday, read chapters 11-14.  Also by Thursday, define and study your next set of ten vocabulary words: retinue, cajole, choleric, ribald, droll, peremptory, lugubrious LITERARY TERMS/DEVICES: didactic, anachronism, ab ovo

FRIDAY 3/6
In class, students worked in motif groups on an assigned character from chapters 1-6.  Each group started to present findings.  We will pick up with these on Tuesday of next week.
HW: By Tuesday, read chapters 7-10 and by Thursday of next week, read chapters 11-14.  Also by next Thursday, define and study your next set of ten vocabulary words: retinue, cajole, choleric, ribald, droll, peremptory, lugubrious LITERARY TERMS/DEVICES: didactic, anachronism, ab ovo

THURSDAY 3/4
In class, we took the vocab quiz, did a literary focus, and discussed 2-6 before taking the reading quiz on those chapters.
HW: No assigned homework

TUESDAY 3/3
In class, we discussed chapter 1, worked on some AP style questions, and started a discussion on chapter 2.  On Thursday, we will have a quiz over the reading that was due (prologue-chapter 6).  You will also have the vocabulary quiz on the following words: akimbo, licentious, pecuniary, moribund, capricious, impetus, vacuous/Literary devices or terms: epistle, malapropism, portmanteau

FRIDAY 2/28
In class, we finished notes on Harlem Renaissance before starting a discussion on the prologue and chapter 1 of the text.
HW: By Friday, have the prologue done, and try to read Chapter 1.  By next Tuesday, read through chapter 6.  We will be doing some reading in class on chapters 7-10 between Tuesday and Thursday since next week is midterm mindfulness.  If you need an electronic copy of the text – CLICK HERE and open using the password given in class.  Also by next Thursday, define and study your next set of ten vocabulary words: akimbo, licentious, pecuniary, moribund, capricious, impetus, vacuous/Literary devices or terms: epistle, malapropism, portmanteau

THURSDAY 2/27
In class, we looked at classifications from Tuesday’s class before moving into some background on the Harlem Renaissance to lead into the reading of the novel.  We will talk about the prologue on Friday.
HW: By Friday, have the prologue done, and try to read Chapter 1.  By next Tuesday, read through chapter 6.  By Next Thursday, read 7-10.  Also by next Thursday, define and study your next set of ten vocabulary words: akimbo, licentious, pecuniary, moribund, capricious, impetus, vacuous/Literary devices or terms: epistle, malapropism, portmanteau

TUESDAY 2/25
In class, we evaluated thesis statements from Friday, discussed the short stories through the seven plot archetypal lens, and did a little writing.  Next class, we will begin reading Ralph Ellison’s Invisible Man.
HW: By Thursday define and study your first set of ten vocabulary words: allocation, ascetic, beguile, crass, defray, dint, enjoin, insipid, interloper, nefarious.. Also, please read Ralph Ellison – Invisible Man Prologue.

FRIDAY 2/21
In class, we finished discussing “Once Upon a Time.”  We did a silent discussion of “Everyday Use.” We also discussed and took notes on the seven basic plots.
HW: By Tuesday, read “Night Face Up” by Julio Cortazar and by next Thursday, 2/27, define and study your first set of ten vocabulary words: allocation, ascetic, beguile, crass, defray, dint, enjoin, insipid, interloper, nefarious.

WEDNESDAY 2/19
In class, we performed scenes and discussed Hemingway and Alexie. We also read a short story called ““Once Upon a Time” by Nadine Gordimer.
HW: By Friday, please read Alice Walker’s “Everyday Use” and come to class with a level 2 or level 3 question.  Think about deeper meaning or potential archetypes at use in the story.

THURSDAY 2/13
In class, we voted on projects for the 10th graders, discussed archetypes, and worked on Hemingway’s short story.
HW: Over the weekend, please read “What You Pawn I Will Redeem” by Sherman Alexie.  As you read, keep track of archetypes and symbols you see in the short story.  You will be turning this in, so make sure you explain how the archetype appears in the text, or how it is used – and what the symbol and/or archetype represents.

TUESDAY 2/11
We defined several archetypes working together with partners or groups.  CLICK HERE for Archetypes.  We also worked on a reading of Hemingway’s short story “Hills Like White Elephants.”  
HW: For homework, finish both the archetype list and reading of Hemingway’s short story by Thursday.

THURSDAY 2/6
In class, we started a discussion on the novel as a romantic, realist, naturalist, transcendental novel – complete with Chopin’s critique of the cult of domesticity.  Students started identifying themes and symbols that build the theme – this will lead to potential allusions through symbols.
HW: By Friday, read the following article/critique.  After reading, respond in a brief paragraph regarding your reaction to the author’s argument.

TUESDAY 2/4
In class, we took The Awakening test.
HW: No assigned homework today

FRIDAY 1/31
The class did the first timed writing for this semester on poetry.  If you were absent, you need to see me and arrange a time to come in and make it up.
HW: Complete The Awakening writing component which is due to turnitin.com by Sunday February 2, 2020 at 11:59PMCLICK HERE for The Awakening Reading Assignment

THURSDAY 1/30
In class, we had a discussion of The Awakening by Kate Chopin.  If you were absent, make up is due when you return (3-4 level 3 questions with answers and direct evidence from the text).  If you did not speak in class, your responses to the questions we focused on in class will be due Friday 1/31 OR Tuesday 2/4, otherwise it will be a 0.  Bring your Greek allusion and vocab to class Friday.
HW: Complete The Awakening writing component which is due to turnitin.com by Sunday February 2, 2020 at 11:59PMCLICK HERE for The Awakening Reading Assignment

TUESDAY 1/28
In class, we finished work on Antigone and did some work on Greek allusions.
HW: Define the assigned words by Thursday (CLICK HERE if you need help on definitions). Complete reading The Awakening. I checked out copies of the novella in class, but if you need an online version you can CLICK HERE.  In addition to reading, there is a writing component which is due to turnitin.com by Sunday February 2, 2020 at 11:59PMCLICK HERE for The Awakening Reading Assignment

FRIDAY 1/24
In class, after a literary focus, we finished discussing Plato’s ladder and The Symposium, and started reading from Sophocles’ Antigone before watching a modified version with a different use for the chorus.  We will finish this on Tuesday of next week.  I told the class on Thursday OR Friday of next week, there will be a short exam over The Awakening and it will include some questions and vocab from the Greek web quest (vocab from structure of theater and structure of plays as an example). We will also have a socratic seminar on the novel Thursday January 30.
HW: Complete reading The Awakening. I checked out copies of the novella in class, but if you need an online version you can CLICK HERE.  In addition to reading, there is a writing component which is due to turnitin.com by Sunday February 2, 2020 at 11:59PMCLICK HERE for The Awakening Reading Assignment

WEDNESDAY 1/22
After our literary focus, students had the opportunity to complete A Greek Web Quest (type responses into the document and submit to turnitin.com). Once complete, the class read Diotima from The Symposium by Plato, and outlined Plato’s philosophy of love as opposed to the other speeches read last week.
HW: For the most part, homework for the next few weeks will be reading and completing The Awakening. I checked out copies of the novella in class, but if you need an online version you can CLICK HERE.  In addition to reading, there is a writing component – CLICK HERE for The Awakening Reading Assignment

FRIDAY 1/17
In class, students worked independently on A Greek Web Quest (type responses into the document and submit to turnitin.com).
HW: For the most part, homework for the next few weeks will be reading and completing The Awakening. I checked out copies of the novella in class, but if you need an online version you can CLICK HERE.  In addition to reading, there is a writing component – CLICK HERE for The Awakening Reading Assignment

THURSDAY 1/16
In class, we started some studies on Greek Philosophy, and did some reading from Plato’s Symposium.
Readings: Agathon; Eryximachus; Pausanias; Phaedrus
Alcibiades; Diotima
HW: For the most part, homework for the next few weeks will be reading and completing The Awakening. I checked out copies of the novella in class, but if you need an online version you can CLICK HERE.  In addition to reading, there is a writing component – CLICK HERE for The Awakening Reading Assignment

TUESDAY 1/14
In class, we finished work on the poems titled “Mirror” before getting some background on Chopin and starting the mini-Greek unit.
HW: For the most part, homework for the next few weeks will be reading and completing The Awakening. I checked out copies of the novella in class, but if you need an online version you can CLICK HERE.  In addition to reading, there is a writing component – CLICK HERE for The Awakening Reading Assignment

FRIDAY 1/10
In class, we shared and analyzed peer versions of “Ordeal by Cheque.” We worked a bit more on close reading by comparing two poems – “Mirror” by Sylvia Plath and “Mirror” by James Merrill.   I introduced the independent reading for The Awakening.
HW: For the most part, homework for the next few weeks will be reading and completing The Awakening. I checked out copies of the novella in class, but if you need an online version you can CLICK HERE.  In addition to reading, there is a writing component – CLICK HERE for The Awakening Reading Assignment

WEDNESDAY 1/8
In class, we worked on a literary focus activity (a new method for doing short responses and literary reactions), and then worked in small groups with a close reading activity for Wuther Crue’s 1932 short story”Ordeal by Cheque.”  Please share your short story with me BEFORE class on Friday so I can print a copy prior to class.
HW: Finish work on the short story (text from class can be found in the link above).

TUESDAY 12/17 and THURSDAY 12/19
FINALS WEEK – Tuesday (2 essay outlines and 1 full essay)/Thursday (1 hour MC exam).
No homework over break – Relax, rest, and find some time to have fun. See you in 2020.

THURSDAY/FRIDAY 12/12-12/13
In class, we had our final discussion on dystopian novels and did some sharing over the semester experience (reflections were due today). Friday we will share creative elements.
HW: Prep for the final next week (Tuesday essay/Thursday MC).

TUESDAY 12/10
In class, we ended our simulation (thank you for taking part in this week long game), and we completed reflections over the experience.  Students had time in dystopian novel groups to prep for the seminar on the novels Thursday.
HW: Continue reading from your dystopian choice novel.  Your Semester Experience Reflection is due on Thursday 12/12.  Presentations will begin on that date as well.

FRIDAY 12/6
In class, we presented illuminated essays.  We will finish those on Tuesday.
HW: Continue reading from your dystopian choice novel.  Your Semester Experience Reflection is due on Thursday 12/12.  Presentations will begin on that date as well.

THURSDAY 12/5
In class, we had announcements, saw infractions, discussed propaganda, and looked at some poetry to connect to dystopian choice novels.  Students worked in small groups on creating an “illuminated essay” which will be presented in class Friday.
HW: Continue reading from your dystopian choice novel.  Your Semester Experience Reflection is due on Thursday 12/12.  Presentations will begin on that date as well.

TUESDAY 12/3
In class, we discussed a variety of power structures in dystopian literature, connected a poem by W.H. Auden to your choice novel, and had time to discuss in small groups a reading schedule to complete your novel by next Thursday 12/12.  I also introduced a new activity to the class.
HW: Continue reading from your dystopian choice novel.  Your Semester Experience Reflection is due on Thursday 12/12.  Presentations will begin on that date as well.

TUESDAY 11/12
In class, we did some small group and whole class discussion on the ending of the novel.  I passed out a small “concept study guide” and poem that might be used on the novel test Thursday.
HW: Bring books Thursday for open book/open note test.  Begin thinking about which dystopian novel you would like to read.  You will sign up for one of the following Friday in class:
1984 – George Orwell
Brave New World – Aldous Huxley
The Handmaid’s Tale – Margaret Atwood
A Clockwork Orange – Anthony Burgess
Do Androids Dream of Electric Sheep – Philip K. Dick
Infinite Jest – David Foster Wallace
Rina – Kang Young-Sook
Oryx and Crake – Margaret Atwood
Parable of the Sower – Octavia Butler

THURSDAY/FRIDAY 11/7-11/8
In class, we completed some work on tonal intensity and started small group discussion on chapters 10-19 of the novel.  Friday, students worked with partners completing an AP multiple choice close reading quiz.  They had some time in class to read from the novel.
HW: By Tuesday, finish the novel 20-End.  Our final whole class discussion on the novel will be 11/12 – Please come with questions.
Semester Final Project Assignment – See assignment above.

TUESDAY 11/5
In class, we did some work on tone and levels of intensity for tonal words.  The class used the last 40 minutes to complete the timed writing for FRQ #3.
HW:By Thursday, 11/7, read chapters 10-19 – and the following Tuesday, finish the novel 20-24.  Our final whole class discussion on the novel will be 11/12.

THURSDAY 10/31
In class, we defined the rubric for scored discussion, had a discussion on the first 9 chapters in the text, and completed a reading quiz over chapters 1-9.
HW: By NEXT Thursday, 11/7, read chapters 10-19 – and the following Tuesday, finish the novel 20-24.  Our final whole class discussion on the novel will be 11/12.

TUESDAY 10/29
With many students missing – we postponed the discussion until Thursday 10/31.  In class, we discussed 1-9, characterization, and connected to some poetry.  Thursday will be a discussion and reading quiz on chapters 1-9.
HW: By Thursday, 10/31, read chapters 4-9 (up to chapter 10).  Come to class with level 2 or 3 discussion questions ready for a class discussion for your reading of 1-9.  By NEXT Thursday, 11/7, read chapters 10-19 – and the following Tuesday, finish the novel 20-24.  Our final whole class discussion on the novel will be 11/12.

FRIDAY 10/25
In class, students outlined the third AP style essay (open response).  They had some time to read from the novel if they finished early.
HW: By Tuesday, 10/29, read chapters 4-9 (up to chapter 10).  Come to class with level 2 or 3 discussion questions ready for a class discussion on Tuesday OR Thursday.  You will have a reading quiz on chapters 1-9 Thursday.

THURSDAY 10/24
In class, we discussed “The Garden Party” and read the last chapter of Foster’s book How to Read Literature Like a Professor.  In the last chapter, he interprets the story – so we critiqued his interpretation.  We did a review on syntax to help with using syntax as an analysis tool (See notes HERE: Syntax Presentation from 10-24).  We started talking a bit about irony in The Scarlet Letter.
HW: By Tuesday, 10/29, read chapters 4-9 (up to chapter 10).  Come to class with level 2 or 3 discussion questions ready for a class discussion on Tuesday OR Thursday.  You will have a reading quiz on chapters 1-9 Thursday.

THURSDAY 10/17
I am out today, but I explained previously what you would be doing in class today.  Mr. Painter will give you instructions on each activity – but you can see them below:

Activity 1: You will be reading “The Garden Party” by Katherine Mansfield. Please read the half page instructions.  You will be doing a short analysis of this story using notes from presentations on Thomas Foster’s How to Read Literature Like a Professor.  You can use your notes, but should work on this individually.  Once you are finished, you can move on to activity 2 by seeing Mr. Painter for the sheet.

Activity 2: Once you turn in Activity 1 work to the drop box in front of the room, complete the close reading worksheet using chapter 1 from the novel.  You should try to complete and turn this in by the end of class working individually.**If you need to read a little to catch up, you are welcome to do so.

Activity 3: ONLY COMPLETE IF TIME PERMITS Activity 3: If you finish both 1 and 2 – you can work in small groups on some questions over “The Custom House” and chapters 1-3.  As you discuss, have someone take some notes on the discussion.  This will not be turned in.

HW: No assigned homework over the long weekend.  Please enjoy your five day break.

TUESDAY 10/15
In class, students had the chance to revise and rewrite the prose essay.  We started going over background on the novel by discussing concepts of shame, fear, and Puritan ideology.
HW: No assigned homework due to midterm mindfulness week. Use time to catch up and relax.

THURSDAY/FRIDAY 10/10-10/11
In class, we presented chapters from the group work below.  Period 6 was disputed due to the fire drill, so we will finish those presentations on Tuesday. On Friday, the class had a chance to revisit and revise the essay from last Friday after talking about commentary and thesis structure.  We will also take some time on Tuesday to finish revision of these essays.
HW: By Tuesday, read “The Custom House” and chapters 1-3 in The Scarlet Letter.

TUESDAY 10/8
In class, we talked about “A Good Man is Hard to Find” and students started working on a small group project over How To Read Literature Like A Professor.
GROUP 1; GROUP 2; GROUP 3GROUP 4GROUP 5GROUP 6GROUP 7GROUP 8GROUP 9.
HW: Finish what you need to complete for your group project.  We begin brief presentations on Thursday.

FRIDAY 10/4
In class, students completed timed essay #2 (Prose Essay).  Next Friday will be a chance at revision.  If you were absent, you have the option of coming in on your own time to write – or write the essay without a chance at a round of revision next Friday 10/11.
HW: Over the weekend, read the article about Carl Jung’s concept of The Shadow and create an artistic representation about your understanding of this archetype.  ADDED BONUS: As a challenge, use the artistic representation to demonstrate the presence of The Shadow archetype in any of three short stories we discussed this week (Faulkner, Oates, O’Conner) INSTEAD of just your understanding of the article.  This project is due Tuesday.

THURSDAY 10/3
In class, we discussed group work on “A Rose for Emily,” viewed the short story “Where are You Going, Where Have You Been,” by Oates, and discussed “A Good Man is Hard to Find,” by O’Conner.
HW: Over the weekend, read the article about Carl Jung’s concept of The Shadow and create an artistic representation about your understanding of this archetype.  ADDED BONUS: As a challenge, use the artistic representation to demonstrate the presence of The Shadow archetype in any of three short stories we discussed this week (Faulkner, Oates, O’Conner) INSTEAD of just your understanding of the article.  This project is due Tuesday.

TUESDAY 10/1
In class, we had a discussion on “A Rose for Emily” and started working on some close reading strategies.
HW: By Thursday, read “A Good Man is Hard to Find,” by Flannery O’Conner.

FRIDAY 9/27
In class, we worked on some multiple choice questions strategies as students worked in groups answering some questions on an excerpt from “Bartleby.”
HW: By next Tuesday, read Faulkner’s “A Rose for Emily”  Come to class ready to discuss with some leveled questions and textual responses/annotations for the text.  We will have a class led discussion on the reading.

THURSDAY 9/26
In class, we completed viewing the film version of the short story before talking through possible thematic connections between the film and text.
HW: By next Tuesday, read Faulkner’s “A Rose for Emily”  Come to class ready to discuss with some leveled questions and textual responses/annotations for the text.

TUESDAY 9/24
In class, we discussed characterization and started a thematic discussion of Melville’s  “Bartleby, The Scrivener: A Tale of Wall Street”  We started viewing a film version of this short text (in a modern context to connect the thematic concepts of Melville to modern society).
HW: By next Tuesday, read Faulkner’s “A Rose for Emily”  Come to class ready to discuss with some leveled questions and textual responses/annotations for the text.

FRIDAY 9/20
In class, we had a work day due to some students being out.  The class looked at three sample essay writings from the poetry prompt everyone wrote to on Thursday (Oliver AP Sample Essays) and scored them using rubric 1 from AP College Board FOUND HERE.  They also started reading the homework assignment (see below):
HW: By Tuesday 9/24, please read “Bartleby, The Scrivener: A Tale of Wall Street” Create a level 3 question for the short story, and come to class with a thesis and 2-3 points to prove your thesis answering your level 3 question.

THURSDAY 9/19
After discussing “Gaston” we started talking about thesis statements – all three classes voted and decided to do the in-class writing today instead of tomorrow.  We completed the first timed 40 minute essay.
HW: By Tuesday 9/24, please read “Bartleby, The Scrivener: A Tale of Wall Street” Create a level 3 question for the short story, and come to class with a thesis and 2-3 points to prove your thesis answering your level 3 question.

TUESDAY 9/17
In class, we had a student led discussion over the “Metamorphosis.”  Students also took an AP style multiple choice quiz.
HW: By Thursday, read “Gaston” so we can connect to Kafka’s text.  We will discuss the short story briefly on Thursday.

FRIDAY 9/13
In class, students completed outline/drafting the first essay prompt (Poetry).
HW:  FINISH Kafka’s Metamorphosis by Tuesday.  Come to class with 3 or 4 level 2 or level 3 questions from the entire novella ready to ask in a class discussion of the novel.

THURSDAY 9/12
In class, we discussed part 2 of “The Metamorphosis” by Kafka.  Students worked on understanding the new writing rubric FOUND HERE by scoring responses from class Tuesday.
HW:  FINISH Kafka’s Metamorphosis by Tuesday.  Come to class with 3 or 4 level 2 or level 3 questions from the entire novella ready to ask in a class discussion of the novel.

TUESDAY 9/10
In class, we took a reading quiz on section 1, discussed translated works, talked through section 1 questions/comments, and completed a short writing to be used Wednesday in class for scoring using the new rubric for AP English courses.
HW: Read part 2 of Kafka’s Metamorphosis by Thursday.

FRIDAY 9/6
In class, we had some good discussion on “Sticks” by George Saunders.  We had an introduction lesson to surrealism, expressionism, existentialism which can be found by clicking here. We briefly looked at some short texts to apply existential ideas to the text.
HW: Read part 1 of Kafka’s Metamorphosis by Tuesday.  Be prepared for a short reading quiz.

WEDNESDAY 9/4
In class, we worked on “Araby” and discussed story structure and reviewed basic elements of a story for textual analysis.
HW: Please read “Sticks” by George Saunders and create a structure line including elements found in the text (symbols, motifs, theme…) Due Friday

FRIDAY 8/30
In class, we discussed “Araby” in small groups.
HW: You have no assigned homework over the Labor Day weekend.

THURSDAY 8/29
In class, we discussed “Love Song…” by Eliot, signed up for AP classroom which can be accessed here: myap.collegeboard.org/login.  We did not yet discuss “Araby.” – We will pick up with a discussion on Joyce’s short text Friday.
HW: Read James Joyce’s “Araby”
While reading, think about possible connections the the journey we discussed in class Tuesday.  Have some questions ready for discussion.

TUESDAY 8/27
In class, we discussed “Hotel California” and started some lecture on critical lenses/theory (Psychological, Sociological, Archetypal, Textual).  We did some practice with a few clips, and briefly started “Love Song.”  We will start with a discussion on Eliot’s “The Love Song of J. Alfred Prufrock” Thursday.
HW: By Thursday, please also read James Joyce’s “Araby”
While reading, think about possible connections the the journey we discussed in class Tuesday.  Have some questions ready for discussion.

FRIDAY 8/23
In class, we had a small group discussion on the concept of beauty (objective and subjective) in the summer reading.  We started discussing levels of analysis and used The Eagles “Hotel California” as a sample text for analysis.
HW: By Tuesday, read T.S. Eliot’s “The Love Song of J. Alfred Prufrock” found HERE.  Annotate the poem and come to class with a level 2 and level 3 question ready for discussion.  If you were absent Friday, come and see me Monday or Tuesday so we can discuss levels of questioning.

WEDNESDAY 8/21
In class, we discussed class policies and units/reading assignments.  Students completed an analysis of paper bag materials.
HW: No assigned homework – Make sure your paper is complete to email/turn in hard copy on Friday.  If you remember, bring your summer reading novel Friday.

TUESDAY 8/20I
In class, we completed brief introductions and jumped into a poetry activity.  Students turned summer assignment work in to me.  I explained to the class – due to being in the process of renewing turnitin.com, all students will turn in OR email  a HARD COPY of their  essay by Friday 8/23 midnight.
HW: Paper bag assignment (handed out in class).  Instructions are found on the half sheet in the paper bag.