PowerPoint Links--Updated and Important!!

Updated Thursday afternoon in three important ways:

1) EVERYONE needs to make sure that you have carefully read the essay instructions on the two-page stapled hand-out.  If you have lost it, go back to the Post-Prom Edition  post and follow the link.  I did not give a precise word length on those instructions, but I've done so verbally.  This essay should be about 800 words . .  . max out at 1000!  5th period essays MUST be on turnitin.com by class time tomorrow.
The key thing to note is that this is NOT a "timed-write" in the 40-minute closed-book sense.  It is a "real" out-of-class essay that merely begins with an AP prompt.  

2) I added one more Song of Solomon power-point from first period that had inadvertently been left out of the Dropbox folder.   5th period people, you should definitely read that one as well.  It's the one now marked "1st."

3)  Moving forward:  No written proof, but I promise reading the powerpoints for your work(s)  will be the best preparation you can do for the test.  Collectively, they cover much more than any one group was able to do.

• Tomorrow in 1st each group will present (in abbreviated form) the powerpoints from your own class. Before your test, you need to have read them all carefully.  
• 5th--as indicated in class today, we will give Group 4 the floor at the first of the hour for their highlights.  (You should have read through it in advance, though.)

TODAY IN CLASS
The 5th period people finished the powerpoints; there's one that still needs the actual attachment to go with the "Here it is!" email.  (Is there anyone who hasn't forgotten to attach the attachment at some point in your computer life?)

And I'll be creating new links tomorrow when the 1st period powerpoints are officially due.  That's by class time tomorrow, so they will be available by

FOR THE NOVEL:  Toni Morrison's Song of Solomon

Powerpoints as of 3:30 on Wednesday  The first period SofS did not get uploaded yesterday--there was a naming glitch and I missed it.  Sorry (it was definitely in on time). 

FOR THE PLAYS:  Tennessee Williams' The Glass Menagerie and August Wilson's Fences

Play powerpoints as of 3:30 on Wednesday  Actually, this is updated as of 11:30 on Thursday. Powerpoints I've added since then are included in the same folder. I just don't want to create a new link.

What everyone needs to do next:

READ the powerpoints for either the plays or the novel, depending on what you've been doing. Read all of them, please. There will be some brief written response (form for that tomorrow), mostly to verify that you've read them as part of your study prep for the exam on these works.

5th period:  I am going to ask people tomorrow to share "highlights" of your slide show.  I don't want you to go through the whole thing and just read it; you'll be asked to discuss and defend the aspect of the presentation that you think is the most significant in terms of the work as a whole, or perhaps the thing you are most proud of (in terms of insight/understanding, etc.)  Be thinking about that.

1st:  We might utilize part of tomorrow, and for sure some time on Friday to do what I just described for 5th.

BOTH: I'll give you the quick review form tomorrow.

Post-Prom Edition

TODAY IN CLASS
Six in 1st, seven in 5th.  Delightful.  5th period was especially productive for AP Lit-related activities, but 1st period was engaged in other worthy activities that will hopefully leave more time to work on powerpoints/essays later on!

TOMORROW and BEYOND
I put together a calendar for both courses and all class periods, in part to keep ME straight.  Be sure to follow the day and time requirements specified for your own section.

Final English Class Calendar

As you can see, today was the last full class day before 5th/6th period exams. 
And don't forget that tomorrow is late arrival for most seniors (10:05 class start time).

Everyone received the group power-point assignment hand-out (the one pager) last Wednesday, and on Thursday I distributed  the stapled paper with all the information you need plus the prompts for the final essay.  I hope you got that because you were in class either Thursday or Friday (or both!).
If not, or if you've misplaced your copy and want to work tonight, here ya' go:
The End of the Line in AP English

TUESDAY --
Admin visit to discuss graduation logistics.
Group-based discussion of some key ideas generated by the TITLES of all three of these works.  They have been on the board for two days . . . not copying them over here now.

WEDNESDAY--
Song of Solomon people--time to work on the timeline for the novel.  **Please look back at the ground-rules given for timelines in the May 23rd post. What applied to the Fences timeline also applies to Song of Solomon.  These are due on Friday (start of Friday--no worktime then.)

The plays people--You received the power-point group component, and after a bit of spirited decision-making, each group was matched up with a set of questions.  I am linking just that list here, but I can't tell you which group is doing what from memory. (I need to get that written down tomorrow!)
Power-point topics for the plays
Tomorrow, Friday, and Monday will be full-period work time on these.  After that, however, the time is very fractured.

TOMORROW
Everyone receives the final packet, all things pulled together.  Four parts:
I--Timeline (done or will be soon).
II--Group Powerpoint--plays already assigned; S of S will get their passage choices tomorrow.
III--Essay topics (individual component)
IV--Final Exam:  ONLY the novel or the two plays.  Scantron.  Over and done.

1st Period--Don't be later than . . .

the assistant principal, who will be here at the start of class.  An administrator will be in all classes today, in fact, to discuss graduation logistics;  it is several of you in first period, however, who will be making quite the grand entrance if you're late. 

TODAY IN CLASS

Continued reading time for Song of Solomon people. 

More time than needed, really, for the play people to finish planning the timeline for Fences.

FOR TUESDAY

Song of Solomon: The novel really needs to be finished; I don't want to hit you up with plot-spoilers until you've experienced how Morrison reveals the final pieces of the puzzle. Moreover, you can't really do the complete timeline until you know the full range of what Milkman learns on his journey. And you need time to accomplish the other group piece. 

Fences timeline folks--a few reminders:

1) Get events of PAST and key events from the present in correct order; include exact years/dates where possible, and "guestimate" year ranges for others

2) Make it horizontal, like a number line.

3) Make sure that the work's actual "starting point" (opening scene) is clearly marked in the timeline.

4) Do not overstress presentation format, but it should be legible, readable from a couple feet away (will be taped to the boards), and reasonably attractive. 

There will be NO additional class time on this; turn them in either no later than Wednesday.

FOR EVERYONE TO THINK ABOUT

Some essential questions for both plays and Song of Solomon

• What do parents want/expect/hope from or for their children?
• How important is the family in shaping not only the present lives but the future lives of children?
• What holds people back?  (especially from achieving their dreams?)
• “Crippled”  à who?  How?  Really???
• Ways in which people “fly the coop”?
• MUSIC à all three works (define, characterize, connect)

 Backdrop:  In some ways, the overall purpose here is to explore human existence; we are all creatures bound by our families and circumstances—except when we are not.  These works, in one way or another, all address the notion of “family” in ways that show the intersection between the present circumstances and the past (as it happened, as it is told, as it is remembered, as it is imagined . . .). 

• Parents and children, particularly, are caught in age-old tensions that are both universal in one sense and excruciatingly personal and private in others. 
• The works also reveal, for both protagonists and other key characters, ways of perceiving themselves that may or may not be in synch with what others see.  
• And in one of these works, a character questions out loud if “the sins of the fathers are visited upon the children”; this becomes an implicit concern in the other works as well.  
• Furthermore, they show how people cope—or choose NOT to cope—with the “ties that bind”; sometimes this results in the decision to “fly the coop” in a variety of literal or metaphorical ways. Finally, each of these works is set in a particular place and time whose context helps to circumscribe the scope, the playing field, in which these people live through their particular family drama.

So I totally forgot to post to the blog. Not much to say, though.

TODAY IN CLASS
Fences discussion with the play people.
Reading time for Song of Solomon people.

FOR TOMORROW
Play people--think through and jot down several similarities/overlap between The Glass Menagerie and Fences. Explain them briefly (not with fully argued developement/quotes, etc.--just a sentence or two of clarification).

Song of Solomon people--Read.  Many of you seem to be in the 9-10 area.  I mentioned 11 for Thursday as being a great thing.  Obviously the world does not fall apart if you are not there tomorrow. However, I am hoping that you'll be able to read quite a bit over the 3-day week-end so that you can have the book finished by Tuesday.  This is especially important for 5th period.

Part II goes by really fast.  What do you remember of the hero's journey (Joseph Campbell, but the name might not have been used as it's been piece-mealed out to you).

EVERYBODY--start considering titles as fully as possible.
The Glass Menagerie is both obvious and problematic:  clear as it may be for Laura, to what extent does the title involve Tom and Amanda?  Does that matter?

Fences: Much use and much discussion within the play itself.  Start with what August Wilson invites us (demands us) to consider.  Then move on with other possible ramifications.

Song of Solomon:  Finish the book first . . . but if you were aware the Old Testament book called Song of Solomon, you already know that that's not the basis for this book.  But don't think for a moment that Toni Morrison was not fully aware of the borrowing.  So at some point it's important to consider what resonated for her--and should for us in considering the novel's larger themes.

TODAY IN CLASS
For both Fences and Song of Solomon people, please refer to this site for some background information on major court cases, legislation, and events that shaped the era covered by Fences and by Milkman's adolescence and young adulthood:
http://crdl.usg.edu/events/?Welcome

For sure, check out Brown v Board of Education, the Civil Rights Act of 1957, and the Civil Rights Act of 1964.  Browse as you wish; know what's there in case you find a need for it later on.
Fences--pay special attention to the sports figures mentioned (esp. for baseball). LOOK UP names you do not know about.
For both works--pay special attention to the military--reference to former pilots, soldiers, people who join the military in the course of the work, etc.

Song of Solomon people received a hand-out containing detailed Ch. 1 questions to use as a "then and now" comparison/contrast.  Use this series of close questions/observations re: Chapter 1 as a springboard for figuring out what we can now understand about the people, the motivations, and the prior actions that seemed so puzzling or even "random" in this first chapter, especially at the start of the chapter.

FOR TOMORROW
S of S:  Discussion tomorrow.  Individual accountability expected.

• It's not all clear yet, but review Ch. 2-7 to make sure you realize how things match up.  
• Utilize the back of the sheet to make sure you're not missing specific areas to be noting/tracking/and pondering.  
• Add to the list of suggest symbols/motifs (earlier hand-out; sliding board today) if you can.  There are some things omitted so far!
• Continue with Ch. 8 if you feel secure up to this point
• Be prepared for some free-ranging questions and discussion on Tuesday!!

Fences: Significant whole-group discussion on WEDNESDAY.

• Be finished with the play by class-time tomorrow.
• During the first part of class tomorrow, you'll be working together to fine-tune your responses to questions #3 and #4 on p. 1623. 
• That should go quickly, because you've had time to prepare your own contribution.
• There will be a new "joint" step tomorrow.

TODAY IN CLASS
Counselor visit--senior graduation focus.
Reading time.

BY TOMORROW and BEYOND
Fences

• finish Act I for Friday 
• finish the play by TUESDAY (May 20)

Song of Solomon--

• be finished with Ch. 5 for Friday. Lots to digest from 1-5.
• By MONDAY (May 19), be finished with Ch. 7.  (So Ch. 6 for tomorrow or for Monday--whatever works for you.)

TODAY IN CLASS
Song of Solomon people just reading--the goal during class was Ch. 3, but you might well have gotten farther.  Continue adding to patterns, notice elements that may not repeat but seem really significant, and most definitely be ready to discuss troubling elements ("troubling" can have many shades of meaning).

The Glass Menagerie--I was really impressed with the knowledge and insight that came out in the pull-out discussion groups today.  Apologies to the second group from 1st period--you did fine, but you definitely got short shrift.  Do think about a couple of other things we didn't get to at all--the elements/motifs of interest besides the "glass menagerie" itself  (we'll take just a moment for this tomorrow) and note that there really is a set composition that the text refers to when it's speaking of music. And even though I was determined to split the time evenly in 5th, the first group was exceptionally willing to carry on discussion on their own, and I just can't stop that sort of thing!  Keep up the good reading.

FOR WEDNESDAY
S of S--read Chapter 5 for sure.
The Glass Menagerie--you should easily be able to finish the play for tomorrow.

TODAY IN CLASS
Students began reading their choice of final works:

• Toni Morrison's Song of Solomon (only for people who actually DO have the book in hand already
• Two plays from the Perrine text:
• The Glass Menagerie,  by Tennessee Williams (starts on p. 1156)
• Fences,  by August Wilson (starts on p. 1565)

First-round heads-up for Song of Solomon:

Keep track of the FLIGHT motif, pay attention to COLORS; know that every single person introduced in Chapter 1 (whether by name or description) will recur throughout the novel.

Your job as you're reading Ch. 1-2--what other obvious categories come to mind just based on these opening chapters?  

FOR TOMORROW

Song of Solomon:  read to the end of Chapter 2 (p. 55)

The Glass Menagerie:  read to the end of Scene 6 (p. 1191)

I'll be chatting with the Perrine people about The Glass Menagerie, probably in at least two groups. I'll be trying to find out what's going well, and what isn't--so you can get squared away.

Good Luck Tomorrow!

Just a very brief post today. If you didn't read yesterday's, particularly the "Final Advice"--please DO SO!

AP Test Takers--
Report to the Aux Gym by 7:15, well-rested and breakfasted,  with a pencil and two dark blue or black pens in hand.

5th period--yes, you need to come to class later, but don't worry.  It's a kick back and relax day for you.

Non-AP Test Takers--
Report to the classroom as usual.  First period students will do their final poetry timed write in 2303; 5th period people, I'll be moving you elsewhere, but come to class first.

VIP (Very Important Post)

Final Advice for AP Exam

Two additional things not on this list.

• Be sure you have 2 or even 3 of your favorite pens.  Dark blue or black ink.  No exceptions. 
• Re: Part II, Question 3:  if you know and can write on a work listed, that is the safest bet because sometimes students substitute something that does not actually fit the parameters of the question.  But of course you can use something else studied at school that seems to work.

TODAY IN CLASS
Full period:  Multiple Choice practice exam

• Will count (slightly adjusted) as assignment grade; thus must be made up if you missed it (regardless of whether you are taking the actual AP exam or not)
• If you miss class tomorrow, you can come by tomorrow to see where the missed items clustered (if there was a pattern
• You can check particular questions if you wish, but I'm not actually giving these back

FOR TOMORROW

Be studying.  

If you'll miss class tomorrow, utilize the hand out you received today to think through how  Crime and Punishment could be used in an exam setting for Question 3.  Some would also apply to Tess. Students will participate in a short "speed-dating" exercise using this hand-out during class tomorrow.

Choices from this year:

Franz Kafka--Metamorphosis (best to use only if it's on the list)

Joseph Conrad--Heart of Darkness

Henrik Ibsen--A Doll House

George Bernard Shaw--Pygmalion

Mary Shelley--Frankenstein

Fyodor Dostoevsky--Crime and Punishment

Thomas Hardy--Tess of the D'Urbervilles

Choices from last year (only if you pick one tonight and review!!)
Nathaniel Hawthorne--The Scarlet Letter
Mark Twain--The Adventures of Huckleberry Finn
F. Scott Fitzgerald--The Great Gatsby
Harper Lee--To Kill a Mockingbird (in years past I'd have called this too "young" a book for AP Lit, but it was actually on the list for last year's question)

Do not write about Harry Potter, Hunger Games, or Game of Thrones, volume anything.

Tonight's essay instructions in case you've lost the sheet . . .

TODAY IN CLASS

• Returned the Keats/Longfellow timed write; went over the Chief Reader's account
• Briefly returned the Cardinal Wolsey speech for students to self-score, using the real AP rubric for that prompt.  Scored and returned in class.  

Students quickly assessed and annotated the "Century Quilt" prompt--general surprise that the particular essay read aloud had not received an upper-half score.  Students wrote a thesis (individually) and compared them in groups.

I handed out a prose passage from George Eliot's Middlemarch ("Question 2"); it's the longest I ever recall seeing, but recent enough that it could easily happen again.  Try to find just a few minutes before class tomorrow to READ and lightly mark; how long did it take?  How long (out of 40 minutes) would be worthwhile spending on this prompt?  Can you get a handle on how to respond to the prompt?

FOR TOMORROW (tonight, really)

The Crime and Punishment Epilogue assignment.  Be sure to utilize all the guidelines in the hand-out. 

You should have it, but it's also available here  .

If you've done that . . . be reviewing Tess, especially by thinking how the book is like/unlike C and P. Someone said the other day that she wished the endings for these protagonists could have been swapped. 

Do you agree?

I am too hungry to proceed right now, but I may link a couple of things to this post later on. (Will be of value tonight only to those who have finished the short C and P essay!)   

TODAY IN CLASS
Some time to recognize college choices. Congratulations to all!

Crime and Punishment:
Yesterday's homework discussed in table groups and collected.
Hand-out provided for "Epilogue" assignment due on Monday night

Finished "When I do count the clock . . ." in 5th; finished form to content match/but with a wrinkle in 1st.  Need to add  just a bit on sound features in 1st.

Two poems "at home" timed write:  Covered both poems pretty thoroughly in first--didn't really finish the 2nd in 5th. If you have not done this prompt yet, you can no longer do this one for credit.  For excused absences, there is a substitute prompt. Be sure to ask for one tomorrow!

So for "Mezzo Cammin"--

• note that the Italian sonnet structure corresponds to the content of ONE essential "issue" (I haven't accomplished the writing I had hoped for--"Some tower of song with lofty parapet"--because of unnamed grief and cares. It is that "sorrow" rather than other possibilities (laziness, time spent on pleasure, or by scattering attention on various pursuits).  All of this is in the octave.
• the sestet switches to his sense of his current status--at the midpoint of his life(halfway up the hill [of life], though there could be a literal hill as well)  he sees "the Past" [note the cap] as a city laid out beneath him .  
• but still in the sestet, as he reflects on the past, he feels the chill of autumn and hears a waterfall that he equates with death above him

Thus the water imagery that seemed positive in the Keats poem as his own problems seem to sink in the presence and realization of the vastness and beauty of the world becomes a more negative force for Longfellow.  He sees nothing but death looming in the future, and apparently has limited expectations for the second half of his life.

(And for both--if you didn't hear this in class--use the dates at the bottom of each poem to understand the actual situation of both writers as they were composing these poems)

Re: the rubric--these are never very exact, even when the rubric relates to a specific prompt as this one does.

But there is some language that has been repeated for most rubrics over the past several years:

9-8 essays offer a persuasive response

7-6 essays offer a reasonable response

5 essays offer a plausible reading

4-3 essays fail to offer an adequate analysis

2-1 essays compound the weaknesses of the 4-3's

Note particularly this phrase within the 4-3 description:  

evidence may be slight or misconstrued

Not clear in this rubric as usual is the following:

leaving out any part of what is designated in the prompt results in a score no higher than a 4

(here, it's "covered" by the phrase "the analysis may be partial" . . . )

In first, I returned the "Judging Distances" papers but we did not have a chance to do much with them.  We'll do so briefly tomorrow in both sections.

FOR TOMORROW

Assign the score and justify it.  Turn the rubric back in with your essay.

Be working on C and P assignment.

If you are taking the AP exam, choose one major work from last year (Gatsby/Huck/Scarlet Letter) and start reviewing it as a backup option.

Find Tess.

TODAY IN CLASS
Short classes.  Even shorter in 5th, which unaccountably left at 2:05.  Today's schedule had said 2:10.

So the most important thing to go over is the overnight homework for Crime and Punishment, for which 5th period was only told, "Check the blog!"

First, then, you know that you should be finished with the book, including the Epilogues.  Tomorrow you will receive a written assignment on the epilogues that will be due on Monday night via turnitin.com.  So if you are behind on your reading, obviously catch up ASAP.

FOR TOMORROW
1) Start studying both sides of the Crime and Punishment hand-out you received in class. It is preparation for both the in-class timed write which will form your final assessment for C & P as well as for making use of this text on the free response Question 3.  (See below for links)

2) Specifically in writing for tomorrow--
Develop more detailed notes (brief comments plus relevant page numbers for your edition) for SUFFERING as well as for two other elements listed on the "Patterns" side of the hand-out. 1st period students, note that I am clarifying one important aspect of the "page number" part of the written work:  you need to have at least two quotations for each category.  Not two for each bulleted point or person, but a mere two per "pattern."  Those quotations need the correct page number for your edition.

• For the required-of-everyone "suffering," the tips you are given mention characters beyond the more obvious choices.  You need to start with the obvious choices!   List WHO, briefly account in bulleted form for the nature of their suffering.  For the ones listed on the hand-out, you need to supplement the evidence with the particulars.  [Go for reasonable thoroughness here; please, those several of you likely to try to be exhaustive, do not try to provide Every. Single. One.]
• Now pick TWO others (any two).  There are head-starts provided for most of these as well; clarify them, and add anyone / anything else that seems especially relevant.  

You may type this assignment of course, or you may write by hand.

What students received in class was a two-sided hand-out; each side is linked separately here:
Patterns in Crime and Punishment
C & P--Basic Themes and Problems

Bring Perrine and Crime and Punishment

1) Poem hand-out from yesterday/at-home timed write collected today; Late papers accepted tomorrow.  But you will get something that will make further late papers impossible to accept.  Alternate assignment provided for people with extenuating absence situations only.

2) Studied "Meeting at Night" (713) for its sensory imagery; also looked at companion "Parting at Morning" (714) and associated questions.

3) 1st period needs to evaluate the "Storm Warnings" essays based on the rubric AND the overhead.  5th period will see the overhead tomorrow.

4) IF you are taking the AP test, be sure to read and thoughtfully consider the questions pertaining to two more poems that focus on imagery:
Frost's "After Apple-Picking" (720-721)
Robert Hayden's "Those Winter Sundays" (721-722) 

FOR TOMORROW
Bring. Both. Books.

You should have finished reading Crime and Punishment.  No written homework for Wednesday, but clear knowledge of Parts VII and VII is expected.

Yes, you should also have finished the Epilogues.  But truth be told, nothing tomorrow will involve the epilogues. 

BRING PERRINE!

TODAY IN CLASS

• Elizabeth Bishop "One Art" exercise.  Not collected, but I'll be cruising the room tomorrow, and we'll have a bit of final wrap-up in 1st and somewhat more completion in 5th (still brief). See p. 709 and study this poem if you were absent.
• Connected with the idea of a villanelle, read about the form and study the Dylan Thomas poem (pp. 905-907)

FOR TOMORROW

Yes, you should have been reading VI-VII of C and P.  You still should. The Epilogues are still due on Wednesday.  But they are short, and if necessary, you can double-up FOR Wednesday.

For tomorrow, your first priority is the hand-out you received at the end of class today. For the side with two poems and the AP prompt, spend 40 minutes writing a legit AP poetry essay.  Hand-written.  Ink. Staple together in the usual way.  Due promptly at the start of class.

Do this in good faith.  Set your phone or the oven timer, don't multi-task, and do your best.

• No looking anything up (actually, don't even use a dictionary, because you won't be able to use one on the AP exam)
• Adhere to the 40 minutes, +/- five minutes.  (You will have 120 minutes to write three essays, and you are advised to spend minutes each.  It is okay to shift 5 minutes:  one 40 minute essay, a 45, and a 35, for example.  No one keeps track of this.  It's unwise to deviate more than this, however, because no matter how smart/good you are, one essay will be getting short shrift.)

IN CLASS ON FRIDAY
There were two fairly fast-paced pieces of written work, one on poetry, the other on Crime and Punishment.  

*To absent people:

• The poetry portion needs to be done at school, and will take 28 minutes to complete.  If you can do this after school on Monday, you'll do the same thing as the rest of the class.  After Monday, you'll do a substitute poem.
• For Crime and Punishment, I will give you a hand-out tomorrow and complete instructions for my out-of-class expectations; it will be due on Tuesday.  

FOR EVERYONE, LOOKING TO MONDAY

Bring Perrine.  It will be a poetry day, completely.  

In preparation, look over the front sections of several chapters:

• Chapter 10 on Tone:  Remember that tone is essentially a product/result of language use and specific literary devices, not a "device" in and of itself.
• Also review the devices treated in the three chapters on Figurative Language:
• Ch. 5--Simile, Metaphor, Personification, Apostrophe, Metonymy
• Ch. 6--Symbol (don't worry about Allegory)
• Ch. 7--Paradox, Overstatement, Understatement, Irony

You're not expected to explore the many poems that follow the intro matter, but DO trace through the authors' discussion of the poems treated in the front sections of these chapters.  I am not requiring writing on this reading, but you owe it to yourself to study this material thoughfully and carefully.

Re: Crime and Punishment--

I'm sliding the originally assigned dates by one day each:

By Tuesday--Be finished reading Parts VI and VII

By Wednesday--Be finished with the Epilogues

There will be a written assignment related to the epilogues assigned on Tuesday that will be due on Thursday. So don't expect further "catch-up time" on Dostoesvsky.  Finish this out promptly.

TODAY IN CLASS
Mostly we discussed the first chapter of Part IV--Svidrigailov's conversation with Raskolnikov.  Please look over the rest of the questions on the document linked to yesterday's blog, and be able to pitch in quickly tomorrow on the first three chapters.

So yes, FOR TOMORROW--besides making sure you're up to speed on IV 1-3, 5th period people need to augment your understanding of IV-4 by reviewing the questions from yesterday that your class did closed-book yesterday.

Be reading V--you can take until Friday, assuming you follow the schedule (April 1 blog) for next week.

Tuesday Classwork

For now, during class time, please print only one set of questions per table.  Please DO print one of your own at home; the idea is not to record detailed responses, but find, mark, and take notes on the gist of these questions.  Be able to find the passages in your own book quickly and easily.

For today, I'm just linking questions to the first three chapters as sort of "backfill" for the Ch. 4 material you just finished. Reading Guide: Part IV, Chapters 1-3

Be sure to bring C & P on Tuesday. Essential.

AP Paperwork Sessions--You should have received an email reminder this week.  The lists are alphabetical by session--really tedious to search.  If you did not receive your own email, find your name here:   Pre-Exam Sessions

TODAY IN CLASS
Crime and Punishment Part III "open book" quiz stamped; some responses discussed at the table; turned in by table groups.

Look up "Columbo" by Thursday.

Some final discussion of "Naming of Parts"--special focus on theme.

FOR TOMORROW
As always, keep reading C & P. 
But for TOMORROW, there is a poetry assignment using TPCASTT. 

• Read the hand-out poem "Judging Distances"
• Mark it up pretty thoroughly--the "usual suspects"
• ON SEPARATE PAPER--organize written responses (complete "data"/support, but you can use short-hand writing style, bullets, organized lists, etc.) under the proper headings for the hand-out.  Consider both versions (front/back) on the first piece of paper.  Do what works best. 
• For the "Paraphrase" section.  You don't need to do that verbatim.  Operate in the general field of "summa-phrase."