Onwards and Upwards! May 16, 2019

Focus: What does it mean to live a (nonfictional) meaningful life?

1. Warming up with my last call for your final tasks:

• Turn in all books.

• Complete and print your letter to future AP Lit students.

• Complete and print your legacy (the essay you're most proud of and would like to be used as an example--you can leave your name on or off).

• Submit your online course evaluation, which you can access by clicking HERE.

2. Enjoying the ending of Stranger Than Fiction

HW:
1. Three good things
2. Timshel
3. Stay in touch (for real!).

Picnic and Senior Spotlight: May 15, 2019

Focus: What does it mean to live a (nonfictional) meaningful life?

1. Warming up with my last call for your final tasks:

• Turn in all books.

• Complete and print your letter to future AP Lit students.

• Complete and print your legacy (the essay you're most proud of and would like to be used as an example--you can leave your name on or off).

• Submit your online course evaluation, which you can access by clicking HERE.

2. Spotlighting my seniors:

• Are you going to college? Taking a gap year? If yes, where, and what might you study / do?

• What would be the ultimate graduation gift?

• Any final thank-you's to those you are leaving behind?

• Favorite senior year memory?

3. Enjoying our A.P. Lit picnic!


HW:
1. Turn in all of your books.
2. Complete (and print, if typed) your letter)
3. Polish and print your legacy.
4. Submit your online course evaluation, linked HERE.

What's Stranger Than Fiction? May 14, 2019

Focus: What does it mean to live a meaningful (nonfictional) life?

Remember that tomorrow is our class picnic and our senior spotlight! We'll meet in here first.

1. Warming up with our final to-do list reminder:

• Turn in all books.

• Complete and print your letter to future AP Lit students.

• Complete and print your legacy (the essay you're most proud of and would like to be used as an example--you can leave your name on or off).

• Submit your online course evaluation, which you can access by clicking HERE.

2. Start watching Stranger Than Fiction 

HW:
1. Turn in all of your books.
2. Complete (and print, if typed) your letter)
3. Polish and print your legacy.
4. Submit your online course evaluation, linked HERE.

The To-Do List, Day 3: May 13, 2019

Focus: What does it mean to live a meaningful (nonfictional) life?

1. Warming up with our final three good things together

2.  Offering you your final in-class time to accomplish the following tasks:

• Turn in all books.

• Complete and print your letter to future AP Lit students.

• Complete and print your legacy (the essay you're most proud of and would like to be used as an example--you can leave your name on or off).

• Submit your online course evaluation, which you can access by clicking HERE.

3. Start watching Stranger Than Fiction 

HW:
1. Turn in all of your books.
2. Complete (and print, if typed) your letter)
3. Polish and print your legacy.
4. Submit your online course evaluation, linked HERE.

The Final To-Do List, Part 2: May 10, 2019

Focus: How do we finish the year in A.P. Literature?

1. Warming up with an overview of the final tasks to accomplish before you go

• Turn in all books.

• Complete and print your letter to future AP Lit students. Please take your time with these and complete them thoughtfully.

• Complete and print your legacy (the essay you're most proud of and would like to be used as an example--you can leave your name on or off).

• Submit your online course evaluation, which you can access by clicking HERE.

2. Taking time to compose letters and fill out course evaluations

3. Turning in books (if you have them)

HW:
1. Turn in all of your books.
2. Complete (and print, if typed) your letter)
3. Polish and print your legacy.
4. Submit your online course evaluation, linked HERE.

Your Final To-Do List: May 9, 2019

Focus: How do we finish the year in A.P. Literature?

1. Warming up with an overview of the final tasks to accomplish before you go

• Turn in all books.

• Complete and print your letter to future AP Lit students.

• Complete and print your legacy (the essay you're most proud of and would like to be used as an example--you can leave your name on or off).

• Submit your online course evaluation, which you can access by clicking HERE.

2. Taking time to compose letters and fill out course evaluations

3. Turning in books (if you have them)

HW:
1. Turn in all of your books.
2. Complete (and print, if typed) your letter)
3. Polish and print your legacy.
4. Submit your online course evaluation, linked HERE.

The Test Is Done! May 8, 2019

Focus: How do you get the most out of your A.P. experience?

1. Warming up: How'd it go?

2. Relaxing with my new favorite Ted Talk for people leaving the structured world of high school

HW:
We'll have a final checklist to tackle tomorrow, but it's all stuff that can be completed during class. 

A.P. Lit Was Born Ready! May 7, 2019

Focus: What mindset do you need to do well on tomorrow's test?

1. Warming up with what makes you a (Ninja) Warrior

2. Playing one final round of Quizlet Live and talking strategy for the poetry essay (Q1)

3. Offering you your A.P. Lit stats

HW:
1. Get a good night's sleep, hydrate, eat breakfast tomorrow morning, bring a snack, and show up EARLY to the A.P. Literature test.

2. Use your gold sheet to complete your nightly routine of the bedside stack; use Quizlet to review terms and vocabulary.

YOU ARE A GENIUS WITH MUCH TO LEARN.

The Prose with No Thorns: May 6, 2019

Focus: What do we need to remember about prose?

1. Warming up with three good things

2. Playing a quick round of "Name that Prose Term"

***TEN MINUTE BREAK FOR READING LETTERS FROM PAST A.P. LIT STUDENTS***

3. Practicing strategies for the prose essay (Q2)

4. Cooling down with Academic Vocabulary, Lists 5, 6, and 7

HW:
EVERY DAY UNTIL MAY 8: 

• Spend time with your Bedside Stack.

• Look through our first semester literary terms and our second semester academic vocabulary (and your teen tiny vocab notebook, if you kept one).

Staying Woke: May 3, 2019

Focus: How do we wake up your understanding of Invisible Man?

1. Warming up with Around the World

2. Rereading the first page and last page of Invisible Man

• What conflicts are set up from the start?

• How are they resolved (or not) in the end?

• What does the resolution or lack thereof help us understand Ellison's tone and themes?

3. Mapping out Invisible Man:

• Narrator
• Setting(s)
• Main characters
• Minor characters
• Symbols
• Motifs
• Memorable lines
• Tone
• Themes

HW:
EVERY DAY UNTIL MAY 8: 

• Spend time with your Bedside Stack.

• Look through our first semester literary terms and our second semester academic vocabulary (and your teen tiny vocab notebook, if you kept one).

The First Page and the Last Page: May 2, 2019

Focus: What do the final pages of the books we've read this year reveal about the characters we love?

1. Warming up with a quick name game to jog your memories

Round 1: Ask other people questions to glean information about your character. After a few minutes, we'll stand in a circle, and you'll explain what your guess is and how you figured it out.

Round 2: Find a character partner, preferably from a different book. Ask your partner these questions:

• What is it that you think you want?
• But what do you really want?
• What burning question do you still have?
• Follow up: Could these characters eat lunch at the same table? Why or why not?

2. Laying out the first and final pages of East of Eden, Beloved, Invisible Man, & Waiting for Godot

Opening Pages

• Which three moments from the opening pages strike you as significant, and why?
• What central conflicts does the author establish in the opening pages?

Closing Pages

• Which three moments from the closing pages strike you as significant, and how?
• What movements / shifts do you notice when you compare the opening to the closing?
• Which conflicts are resolved in the final pages, and how so? Which are left unresolved?
• How does the way in which conflicts are resolved (or not) reveal tone and themes?

3. Wrapping up with a little circle storytelling using Academic Vocabulary, Lists 5, 6, and 7

HW:
EVERY DAY UNTIL MAY 8: 

• Spend time with your Bedside Stack.

• Look through our first semester literary terms and our second semester academic vocabulary (and your teen tiny vocab notebook, if you kept one).

The Poetry MC Review: May 1, 2019

Focus: What do we need to know about poetry?

1. Warming up with "Name That Poetic Term"

2. Speed dating with a poem from your MC practice test

• Remember the title.

• Look for helpful info in the top or bottom blurb.

• Perform a quick MMM reading.

3. Concluding with a lively review of Academic Vocabulary, Lists 5-7

HW:
EVERY DAY UNTIL MAY 8: 

• Spend time with your Bedside Stack.

• Look through our first semester literary terms and our second semester academic vocabulary (and your teen tiny vocab notebook, if you kept one).

The Prose MC Review: April 30, 2019

Focus: How can we strengthen our multiple choice strategies?

1. Warming up with a lively review of Academic Vocabulary, Lists 1-4!

2. Discussing your general MC strategies

3. Selecting one MC prose passage to examine in detail

HW:
EVERY DAY UNTIL MAY 8: 

• Spend time with your Bedside Stack.

• Look through our first semester literary terms and our second semester academic vocabulary (and your teen tiny vocab notebook, if you kept one).

The Big MC Practice: April 29, 2019

Focus: How do we approach the multiple choice section of the A.P. test?

Note: We will begin class tomorrow with three good things as you will need the entire class period for your MC practice.

1. Warming up with your #1 strategy: Do the easiest sections first, then revisit the tough ones (just make sure you're bubbling the right bubbles).

2. Taking the full-length practice multiple choice

ON YOUR WAY OUT, PLEASE GRAB YOUR BEDSIDE STACK BOOKS!


HW:
EVERY DAY UNTIL MAY 8: 

• Spend time with your Bedside Stack.

• Look through our first semester literary terms and our second semester academic vocabulary (and your teen tiny vocab notebook, if you kept one).

The Sisyphean Life: April 26, 2019

Focus: How is life sisyphean?

1. Warming up with Henri, the Existential Cat

2. Reading and discussing "The Myth of Sisyphus"

• What does your mountain consist of? What about your boulder?  Your endless sky?

• What makes you pause at the top, and what do you think of?

• What makes you pause at the bottom, and what do you think of?

• What compels you to push the boulder up the hill once again?

3. Perusing background articles on the performance of Waiting for Godot, Q3 prompts that address Godot, and composing your final Big Question Blog

HW:
EVERY DAY UNTIL MAY 8: 

• Spend time with your Bedside Stack.

• Look through our first semester literary terms and our second semester academic vocabulary (and your teen tiny vocab notebook, if you kept one).

Final Thursday Workshop: April 25, 2019

Focus: What can we do to prepare for the A.P. Lit exam?

1. Warming up with favorite lines from your culminating essays

2. Introducing the Bedside Stack

3. Workshopping your essays

• Side-by-side comparison of important elements from Dickinson's and Frost's poems

• Old-school read-aloud workshop of your essays

HW:
1. TODAY: Please turn in your culminating essays by 4:00.

2. Start working on your bedside stacks!

What Does It Mean to Wait for Godot? April 24, 2019

Focus: What does Beckett want us to understand better of differently?

1. Warming up with Henri, the Existentialist Cat

2. Brainstorming some larger conclusions: Do Foster's ideas work with this play?

"Every Trip Is a Quest"
A quester?
A place to go?
A stated reason to go there?
Challenges and trials en route?
A real reason to go there?

"Nice to Eat with You: Acts of Communion"
"...breaking bread together is an act of sharing and peace, since if you're breaking bread you're not breaking heads." (8)

"...writing a meal scene is so difficult, and so inherently uninteresting, that there really needs to be some compelling reason to include one in the story. And that reason has to do with how characters are getting along. Or not getting along." (8)

"Now, Where Have I Seen Her Before?"

"Here it is: there's only one story. There, I said it and I can't very well take it back. There is only one story. Ever. One. It's always been going on and it's everywhere around us and every story you've ever read or heard or watched is part of it."

"More Than It's Gonna Hurt You: Concerning Violence"

"Violence is one of the most personal and even intimate acts between human beings, but it can also be cultural and societal in its implications...that punch in the nose may be a metaphor." (88)

"Geography Matters..."

"First, think about what there is down low or up high. Low: swamps, crowds, fog, darkness, fields, heat, unpleasantness, people, life, death. High: snow, ice, purity, thin air, clear views, isolation, life, death." (173)

"He's Blind for a Reason, You Know?"

Remember your old friend, Oedipus? And his frenemy, Tieresias?

"Every move, every statement by or about that character has to accommodate the lack of sight; every other character has to notice, or behave differently, if only in subtle ways...Clearly the author wants to emphasize other levels of sight and blindness beyond the physical." (202)

"Is He Serious? And Other Ironies"

"Now hear this: irony trumps everything." (235)

What ingrained expectations do we have of the characters and symbols in this play, and how does Beckett deny us the satisfaction of applying our expectations to these symbols (thus making them ironic)?

3. Reading "The Myth of Sisyphus" and considering how existentialism pertains to your life, personally


HW:
1. TOMORROW: Final draft of culminating essay due by 4:00 pm.

• Click HERE for the Night-Before Checklist (hard copy given out last week).

2. FRIDAY: Big Question Blog on Waiting for Godot due (but you will have in-class time to do this).

Writing About the Double Poem: April 23, 2019

Focus: How do we write compellingly about two poems?

1. Warming up with ideas on structuring the double-poem essay

2. Composing your final Tuesday writing!

HW:
1. THURSDAY: Final draft due Thursday, April 25 by 4:00 pm.

2. FRIDAY: Big Question Blog on Waiting for Godot due (but you will have time in class to do this).

What Are We Here For? April 22, 2019

Focus: What are we here for? That is the question.

1. Warming up with three good things and an article from The Onion

2. Finishing the play and drawing some larger conclusions: Do Foster's ideas work with this play?

"Every Trip Is a Quest"
A quester?
A place to go?
A stated reason to go there?
Challenges and trials en route?
A real reason to go there?

"Nice to Eat with You: Acts of Communion"
"...breaking bread together is an act of sharing and peace, since if you're breaking bread you're not breaking heads." (8)

"...writing a meal scene is so difficult, and so inherently uninteresting, that there really needs to be some compelling reason to include one in the story. And that reason has to do with how characters are getting along. Or not getting along." (8)

"Now, Where Have I Seen Her Before?"

"Here it is: there's only one story. There, I said it and I can't very well take it back. There is only one story. Ever. One. It's always been going on and it's everywhere around us and every story you've ever read or heard or watched is part of it."

"More Than It's Gonna Hurt You: Concerning Violence"

"Violence is one of the most personal and even intimate acts between human beings, but it can also be cultural and societal in its implications...that punch in the nose may be a metaphor." (88)

"Geography Matters..."

"First, think about what there is down low or up high. Low: swamps, crowds, fog, darkness, fields, heat, unpleasantness, people, life, death. High: snow, ice, purity, thin air, clear views, isolation, life, death." (173)

"He's Blind for a Reason, You Know?"

Remember your old friend, Oedipus? And his frenemy, Tieresias?

"Every move, every statement by or about that character has to accommodate the lack of sight; every other character has to notice, or behave differently, if only in subtle ways...Clearly the author wants to emphasize other levels of sight and blindness beyond the physical." (202)

"Is He Serious? And Other Ironies"

"Now hear this: irony trumps everything." (235)

What ingrained expectations do we have of the characters and symbols in this play, and how does Beckett deny us the satisfaction of applying our expectations to these symbols (thus making them ironic)?

3. Wrapping up with a very important video

HW:
1. TOMORROW will be your final Tuesday writing.

2. THURSDAY: Final draft due Thursday, April 25 by 4:00 pm.

3. FRIDAY: Big Question Blog on Waiting for Godot due (but you will have time in class to do this).

They Do Not Move: April 19, 2019

Focus: What does the ending reveal about the themes of Beckett's play?

1. Warming up by stumbling through the dark with Emily Dickinson

• Using Tuesday's method to break down the metaphor

• Comparing the speaker's approach to  E & V's approach in Waiting for Godot

2. Finishing Waiting for Godot

3. Wrapping up: Composing your Big Question Blog on Waiting for Godot

• Close reading: Which details on the final page seem the most important? Why might they be significant?

• Framework: Look back to the first page (my favorite trick). Has anything shifted? What does comparing the first and final pages reveal about the play's themes?

• Title / Themes / Tone: Revisit the title. What is the nature of waiting in this play? Why are they waiting for Godot (what are they hoping for)? Why doesn't Beckett allow Godot to show up? What does this play suggest about human existence?

HW:

1. MONDAY: If you are absent today (Friday), you will need to finish reading and annotating Waiting for Godot on your own over the weekend.

2. TUESDAY: We will have our final timed writing of the year!

3. THURSDAY: Final drafts of culminating essays are due.

4. FRIDAY: Waiting for Godot Big Question Blog due.

Smoothing Out the Rough Draft: April 18, 2019

Focus: What do our rough drafts need to become smoother drafts?

1. Warming up with a walk down memory lane: Literary Terms, Weeks 1-7 (5-10 minutes)

• Look through your Quizlet Literary Terms from first semester, Weeks 1-7.

• Are you using this kind of literary terminology in your essay? Look through your rough draft right now and try replacing more general terms with more specific literary terms.

• For example, you might replace "main character" with "protagonist." (Also, this might be a good time to remind you to briefly introduce characters when they first appear in your essay).

2. Offering you the Night-Before Checklist and establishing your "Wants / Needs / Would Be Nice..."

At the top of your draft, please jot down the following notes to your peer editor:

• What do you NEED from your peer editor today? In other words, what aspects of your draft are essential for your peer editor to comment on?

• What else do you WANT your peer editor to comment on? In other words, once they've tackled the essential needs of your essay, what else would be helpful?

• If your peer editor has time to help you with other, minor aspects of your essay, what would be nice?

3. Silent peer editing of each other's culminating essay drafts (20 minutes)

4. Conferencing with your peer editor (5 minutes) and revising / adding to your essay (rest of class)

HW:
1. MONDAY: If you are absent tomorrow (Friday), you will need to finish reading and annotating Waiting for Godot on your own over the weekend.

2. TUESDAY: We will have our final timed writing of the year!

3. THURSDAY: Final drafts of culminating essays are due.

The Thought Fox (for Real): April 16, 2019

 Focus: How do we think about poetry that's about thinking (very meta!)?

1. Warming up with catching up and a quick mini lesson: Similes vs. metaphors vs. conceits

2. Mapping out the conceit in the "The Thought Fox"

3. Playing a round of Quizlet live to review Literary Terms, Weeks 7-12, then considering sound devices, form, imagery, and other devices in "The Thought Fox"

4. Mapping out how to structure a timed writing in which you have two poems instead of one

HW:
1. For TOMORROW: Finish and print your rough draft of the culminating essay. Don't worry if it's pretty darn rough.

2. THURSDAY will be your final timed writing; it will be a Q1 (poetry).

3. FRIDAY we will return to Godot.

Lucky: April 15, 2019

Focus: What is the purpose of Lucky's character?

1. Warming up with a performance of Lucky's speech and entertaining few questions about Lucky

• How is Lucky "lucky"?  In other words, how is his suffering less than that of Didi and Gogo?

• To what extent is his name ironic? Or, how is he suffering more than Didi and Gogo are?

• Find one specific detail that we know about Lucky (the rope, the baggage, his movements, his speech, his relationship to Pozzo, etc.) and offer a reflection or question about it.

From shmoop: "At least Lucky can see the rope around his neck. Vladimir and Estragon can’t."

2. Acting out Waiting for Godot, end of Act 1 and beginning of Act 2

3. Getting together with your Companies to hone your understanding of Godot (10-15 minutes)

• At your own pace, click through these slides on the Theatre of the Absurd (and/or conduct your own search of Absurdism).

• As a group, discuss what the Theatre of the Absurd is, and how you see elements of Absurdism playing out in Godot so far.

• What does this background help you understand about Waiting for Godot? What are you wondering?

HW:
For WEDNESDAY: Please complete and print your rough draft before class.

The Frog in the Swimming Pool: April 12, 2019

Focus: How do we apply our extended metaphor knowledge to the MC poems?

1. Warming up with a 5-minute MMM (moments, movements, and multiple meanings) individual reading of the poem

• Don't forget to pause on the title!

2. Predicting answers using the question stems (with partners)

3. Choosing the best answers (switch partners this time)

4. Reviewing the correct answers and scoring your MC; please turn these in as they will go in the MC part of the gradebook

HW:
1. For TOMORROW: Finish your outline.

2. For WEDNESDAY: Please complete and print your rough draft before class.

Still Waiting: April 11, 2019

Focus: What are they waiting for?

1. Warming up by watching brief film clip echoing last  Monday's performance (10 minutes)

• Find one specific passage (dialogue or stage directions) from what we've read that connects to one of the focus questions on the green bookmark.

• In your composition notebook, take 5 minutes to freewrite on how this passage responds to the focus question.

2. Acting out more of Act 1 in Waiting for Godot (35 minutes)

• Remember to take a few notes in your composition notebook; use the focus questions on the green bookmark to guide you.

3. Discussing the play in your Companies (final 15 minutes)

• Work through the focus questions one at a time. Discuss as you did with your book clubs, and jot down some of your ideas in your composition notebooks.

HW:
1. For TOMORROW: Finish your outline.

2. For WEDNESDAY: Please complete and print your rough draft before class.

The Thought Fox: April 10, 2019

Focus: How do we think about poetry that's about thinking (very meta!)?

Shortened class due to testing

1. Warming up with a quick mini lesson: Similes vs. metaphors vs. conceits

2. Mapping out the conceit in the "The Thought Fox"

3. Considering its sound devices, form, imagery, and other devices

HW:
1. For FRIDAY:

• Finish your outline (click here for the sample).
• Start drafting.

2. Over the weekend, continue drafting (try to finish at least half of your draft).

3. For WEDNESDAY: Please complete and print your draft before class.

We're Waiting: April 8, 2019

Focus: What does it mean to wait?

1. Warming up with three good things and "I Am Waiting"

• MMM approach: What strikes you about this poem?

• What does it mean to wait? Does it make you powerful? Vulnerable? Hopeless? Hopeful?

• What are you waiting for?

2. Building a little background knowledge by scanning the play:

• What do you notice about the setting?
• What do you notice about the characters?
• What do you notice about the dialogue?

3. Starting to act out Waiting for Godot with focus questions; take notes in your composition notebook to work through the play and prepare for your Company Power Meeting

4. Wrapping up with your first Company Power Meeting (10 minutes)

HW (click HERE for the updated timeline):

1. By FRIDAY: Outline must be completed and shared with me.

• Click HERE for a sample outline.

2. By WEDNESDAY, April 17: Rough draft must be complete and PRINTED before class.

3. TUESDAY, April 23rd: Final draft due by 4:00 pm.

Finding the Underlying Structure: April 5, 2019

Focus: How do we structure a lengthy, complex essay?

1. Warming up with celebrating a few prompts and book lists

2. Brainstorming on your powerhouse books (I will model one for you)

3. Scrolling through your own brainstorming and color coding any possible patterns.

• Click HERE for Chase's sample brainstorming and color coding.

• If you're not finding any patterns, or if you're only finding one or two, you need to keep brainstorming.

4. Using your patterns to form your outline

• Click HERE for Kyle's sample outline.

HW:
1. Continue working on your outline with the goal of completing it and either e-mailing it to me early next week or coming in for a conference. Click here for the culminating essay timeline.

2. Start hunting for other artifacts you might want to use in your essay...childhood artwork? Diary entries? Letters to Santa? Photos?

Thursday Workshop: April 4, 2019

Focus: How can writing workshop help us improve our timed writing skills?

1. Warming up by visiting Academic Vocabulary, Lists 1-7

2. Investigating a sample Q3 essay together

• If you were this person's teacher, what feedback would you give to help him/her in terms of CONTENT?
• What about the STYLE worked or didn't work?
• What score do you think this person received?

3. Identifying your personal goals on the Q3 rubric: Underline the two or three specific sentences on the rubric where you feel you need the most help/feedback.

4. Workshopping your essays with partners from your book club

Round 1: Read through with no comments

Round 2: Intensive focus on self-identified areas of need

* * * Switch partners: Find someone who has NOT read your book. * * *

Round 3: Editing for style and mechanics

5. Wrapping up with a quick exit ticket on timed writings

HW:
1. Tomorrow will be another culminating essay day; if you have any materials from home (books, photos, letters to Santa, etc.) that you'd like to bring in, artifacts can be quite helpful. If you are absent tomorrow, come see me next week on Monday, Tuesday, or Wednesday.

2. NEXT FRIDAY: Cumulative quiz on Academic Vocabulary, Lists 1-7. Look through one old list each night.

Finding Your Prompt: April 3, 2019

Focus: How do we structure a lengthy, complex essay?

Shortened class due to lengthened Tribe

1. Warming up with modeling a first draft of a prompt

2.  Taking what you're curious about and forming a Q-3 style prompt; for inspiration try scrolling through your Big Question Blogs (and others' blogs, too)

• Are you interested in using your Big Question as the heart of your prompt? If so, how can you personalize it a bit?

• If not, what are you wondering about these days?

3. Looking through past Q3 prompts:

• What do they have in common? 

• How can you refine your prompt to exemplify the Q3 style?

HW:
1. TONIGHT: Send me the draft of your prompt and book list.

2. ONGOING: Start collecting any "artifacts," such as old books, elementary school stuff, photos, poems, etc. that you may wish to use in your culminating essay.

Writing About Your Book Club Novels: April 2, 2019

Focus: What can we understand better or differently through the process of writing?

1. Warming up with a recap on Q3 timed writings and an enforced brainstorming on your novel

2. Composing a timed writing on your British Book Club novel

HW:
Continue thinking about your culminating essay prompt and book list. We will draft prompts and book lists in class tomorrow.

The Texts that Shape Us: April 1, 2019

Focus: What texts have shaped who we are?

1. Warming up with three good things!

2. Taking metaphorical and literal book trips down memory lane

3. Offering you a sample culminating essay and brainstorming your own possible prompts and book lists of books that have shaped you

4. Touching base with your book clubs one last time to discuss what your author was trying to say, and how your author was trying to say it

• How has this book shaped you?

• What do you think your author was trying to say? If you didn't do this at your last meeting, try rereading the first few pages and the last few pages to a get sense of your novel's larger journey.

• Which specific moments, scenes, symbols, metaphors, and lines most powerfully created the author's message for you?

HW:
1. For TOMORROW: Compose and post your Big Question Blog for your book club novel. See my feedback in IC for your Invisible Man posts.

2. For WEDNESDAY: Continue working on your culminating essay prompt and book list. FINISH YOUR BRAINSTORMING BEFORE CLASS ON WEDNESDAY. We will form outlines in class on Wed.

3. For FRIDAY: Review the last 7 Academic Vocabulary lists for a cumulative quiz. Also, bring your teeny tiny vocabulary notebooks to class.

British Book Clubbing, Day 6: March 22, 2019

Focus: What is resolved at the end of your novel, and what is left unresolved?

1. Warming up with a brief quiz on Academic Vocabulary, Set 7

2. Perusing four decades of Question 3 writing prompts:

• Please select the THREE that your group feels best apply to your novel.
• Circle them in your packets.
• Have one group member e-mail me your selections.

3. Enjoying Day 6 of your British Book Clubs (since I'm not here today, please keep slightly more meticulous notes)

4. Wrapping up with your final exit ticket

HW:
1. MONDAY: Compose your Big Question Blog for your book club novel (timed writing on Tuesday).

2. WEDNESDAY: E-mail me the rough draft of your culminating essay prompt and book list.

The Poetry Experience, Day 3: March 21, 2019

Focus: What poems and books have shaped us?

1. Warming up with a sneak peak of tomorrow

2. Enjoying our final round of poetry projects

3. If time allows, meeting the culminating essay

HW:
1. For FRIDAY: 

• Review Academic Vocabulary, List 7 for a short quiz.

• Complete your last reading assignment/syllabus for Book Clubs. :(

2. For TUESDAY AFTER BREAK: Complete your Big Question Blog on your Book Club Novel to prepare for the timed writing.

3. For WEDNESDAY AFTER BREAK: Share with me the rough draft of your culminating essay prompt and timeline. You may either print it or Google share it with me directly.

The Poetry Experience, Day 2: March 20, 2019

Focus: How can we experience poetry on a more personal level?

Shortened Class

1. Warming up with poetry projects!

2. Enjoying our poetry projects!

3. Wrapping up with poetry projects!

HW:
For FRIDAY: 

• Review Academic Vocabulary, List 7 for a short quiz.

• Complete your last reading assignment/syllabus for Book Clubs. :(

The Poetry Experience, Day 1: March 19, 2019

Focus: What can we learn through experiencing poetry?

1. Warming up with three good things and Academic Vocabulary: Set 7

2. Quickly reviewing with notecards and how they work

3. Presenting our poetry projects!

HW:
1. For FRIDAY: Review Academic Vocabulary, List 7 for a short quiz.

2. For FRIDAY: Complete your last reading assignment/syllabus for Book Clubs. :(

British Book Clubbing, Day 5: March 18, 2019

Focus: What tensions/conflicts are on the rise in your British novel?

1. Warming up with the life of a Victorian servant: Life Below the Stairs (watch first 10 minutes)

• Connect: What are you noticing, and how does it connect to what you already know?

• Extend: How does this film clip widen or deepen your understanding of the characters/situations in your novel?

• Challenge: What does this document make you wonder about?

2. Enjoying Day 5 of your British Book Clubs (since I'm not here today, please keep slightly more meticulous notes)

3. Wrapping up with a quick exit ticket

HW:
1. For TOMORROW: Poetry projects and papers are due (finally!). 

• Project people: Please complete and print a copy of your rubric. Click HERE if you'd like a template.

• Paper people: Please use the Night-Before checklist and staple it to the top of your essay.

2. For THURSDAY: Review Academic Vocabulary, List 7 for a short quiz.

3. For FRIDAY: Complete your last reading assignment/syllabus for Book Clubs. :(

British Book Clubbing, Day 4: March 15, 2019

Focus: What tensions/conflicts are on the rise in your British novel?

1. Warming up with a quick review of Academic Vocabulary, Set 6 and a QUIZ

2. Enjoying Day 4 of your British Book Clubs

3. Wrapping up with a quick exit ticket

HW:
1. For MONDAY: Assigned British Book Club reading and syllabus

2. For TUESDAY: Poetry papers and projects are now due on Tuesday, March 19. If you signed up to present last Wednesday, you will now present on Tuesday.

Project creators: Remember to complete and print your rubric.

Paper makers: Remember to use the Night-Before Checklist and staple it to the top of your essay.

Getting Ready: March 12, 2019

Focus: How do we get our poetry projects and papers ready?

1. Warming up with your to-do list

2. Getting ready if you're writing the PAPER:

• Use the Monday Night Checklist before you print and submit your essay.

• Use these slides to edit your essay for style.

• Look through the past 6 sets of Academic Vocabulary and try to replace any vague words with more precise terms.

3. Getting ready if you're creating the PROJECT:

• Establishing the loose presentation order.

• Create your own rubric. Bring this with you on the day of your presentation.

• Considering the presentation guidelines.

HW:
1. TOMORROW: Poetry papers and projects are due.

Project creators: Remember to complete and print your rubric.

Paper makers: Remember to use the Night-Before Checklist and staple it to the top of your essay.

2. THURSDAY: Prepare for a quiz on Academic Vocabulary, Set 6.

3. FRIDAY: Book club reading / syllabus.

British Book Clubbing, Day 3: March 11, 2019

Focus: What tensions/conflicts are on the rise in your British novel?

Project people: Please submit a hard copy of your poem today.

1. Warming up with Victorian Clue #2: The British Empire

2. Enjoying Day 3 your British Book Clubs

3. Wrapping up with a quick exit ticket

HW:
1. TOMORROW will be a paper / project work day; please bring whatever materials you need.

2. Poetry papers and projects are due on Wednesday, March 13.

Project creators: Remember to complete and print your rubric.

Paper makers: Remember to use the Night-Before Checklist and staple it to the top of your essay.

3. THURSDAY: Prepare for a quiz on Academic Vocabulary, Set 6.

British Book Clubbing, Day 2: March 7, 2019

Focus: What conflicts are heightening in your British novels?

1. Warming up with Academic Vocabulary: Set 6

2. Offering you the highlight reel from Friday; enjoying British Book Clubs, Day 2

• What went well: 
• You found a good balance of being formal and feeling relaxed.
• Most of you seem to be enjoying the book.
• You're able to answer each other's questions and ease each other's confusion.
• You're using techniques from class and making them your own.
• You can find Germany on a map.
• You're enjoying some good snacks.

• Where there's room for improvement:
• Keep practicing those close readings; that's where the money is.

3. Wrapping up with a quick exit ticket

HW:
1. For MONDAY: 

• Complete your assigned book club reading and syllabus.

• Project people: Please print a clean copy of your poem.

2. For WEDNESDAY: Papers and projects are due.

3. For THURSDAY: Quiz on Academic Vocabulary, Set 6.

Wednesday Workshop: March 6, 2019

Focus: How can we use the workshop structure to improve our essays?

1. Warming up with a style mini lesson: Empowering your verbs

2.  Exploring the prompt and three sample essays

3. Workshopping the structure and style of your essays, old-school style

HW:
1. Complete your assigned book club reading and syllabus for Thursday.

2. Ongoing: Finish your poetry proposal and turn it it, or finish your intro/thesis and e-mail it to me.

(There's no new vocabulary this week, but keep scrolling through your first five lists).

Heads-up! Next Wednesday, March 13: Poetry papers and project are due.  

Victorians and Class: March 5, 2019

Focus: How can we better understand Victorian literature through the process of writing?

1. Warming up with a Victorian mini lesson on class: Click here for a little background, and as you read, make yourself a quick visual representation of Victorian social strata

2. Composing a Q2 Victorian timed writing (2018)

HW:
1. Complete your assigned book club reading and syllabus for Thursday.

2. Ongoing: Finish your poetry proposal and turn it it, or finish your intro/thesis and e-mail it to me.

(There's no new vocabulary this week, but keep scrolling through your first five lists).

Heads-up! March 12: Poetry papers and project are due.  

British Book Clubbing, Day 1: March 4, 2019

Focus: What essential information can you garner from your novel's opening chapters?

1. Warming up with Victorian Clue #1: Victorian Women

• Connect: How can you connect this to what you already know about Victorian culture?

• Extend: What does it help you understand better or differently about Victorian culture? About your British Book Club novel?

• Challenge: What does it make you wonder?

2. Offering your a reminder of book club expectations; enjoying British Book Clubs, Day 1

• All members participate.

• Keep phones away. I don't want to see them.

• Just like Socratic seminars, book club discussions should be text-based. Books should be open, and passages should be read aloud.

• You don't need to type away the entire time, but keep notes on your syllabus so I can see what you're understanding about your novels.

3. Wrapping up with a quick exit ticket

HW:
1. Complete your assigned book club reading and syllabus for Thursday.

2. Ongoing: Finish your poetry proposal and turn it it, or finish your intro/thesis and e-mail it to me.

Heads-up! March 12: Poetry papers and project are due.  

Pre-Book Clubbing: March 1, 2019

Focus: What foundation do we need to establish to set up our book clubs for success?

1. Warming up with a short quiz on Academic Vocabulary: Set 5

2. Setting yourselves up for book club success:

• The shared Google folder; make sure it's shared with everyone in your group and me and has a clear, distinctive label.

• Your Manifesto (click here for a sample)

• The reading schedule (click here for bookmark)

• The syllabus schedule (click here for a sample syllabus)

• Other (reading tickets? Research? Quizzes? Snacks?)

3. Performing a slow read of your novel's first three pages: How do the first pages set up everything you need to know about your novel in terms of setting, characters, point of view, and conflicts?

HW:
For Monday:

• Follow the reading/syllabus schedule assigned by your book club; first meeting is Monday!

• Complete and submit your project proposal or your essay thesis (and any outlining you've done). You can also conference with me instead of e-mailing or handing papers in.

Poetry Project / Paper Work Day: February 28, 2019

Focus: How can we lay a strong foundation for our poetry papers and projects?

1. Warming up with a lively recap of Academic Vocabulary, Set 5 (short quiz tomorrow)

2. Re-introducing ourselves to the objectives and steps of the poetry projects and papers

3. Outlining and conferencing on your projects and papers

HW:
THIS FRIDAY:

• Acquire your British Book Club novel and bring it to class.

• Complete and submit your project proposal or your essay thesis (and any outlining you've done). You can also conference with me instead of e-mailing or handing papers in.

• Look over Academic Vocabulary, Set 5 to prepare for tomorrow's short quiz.

Writing Your Own Conceit: February 27, 2019

Focus: How can we creatively write our way to a better understanding of conceits?

1. Warming up with a little brainstorming:

• Create a table with four columns. You may handwrite in your composition notebook or type on your laptop. Go with whichever way you write best!

• Here are the labels for your columns: People, animals, abstract nouns, and concrete objects

• Write down at least five items in each column. Here is an example:

2. Composing a poem or short piece of prose in which you extend the metaphor

• Select one item from the "People" column or the "Abstract Noun" column and turn it into a metaphor with an item from the "Animal" or the "Concrete Object" column.

• Examples:

• Bradley Cooper is gravelly-voiced lynx.
• Envy is an oversized clock.
• My mom is a Spanish guitar.

• Then, spend the next ten minutes elaborating on that metaphor by composing either a poem a short piece of prose. You metaphor can be the first line of your writing (or not--your choice).

3. Returning to "The Century Quilt"

Using the poem, how would the speaker finish complete this statement?

• My ____________________ is a century quilt.

Using your work from yesterday, break down this metaphor a bit:

• How is _________________ a century quilt? What qualities of ____________ match with the qualities of the century quilt?

• Why is ________________? In other words, how does the century quilt help us understand ___________________ better or differently?

HW:
THIS FRIDAY:

• Acquire your British Book Club novel and bring it to class.

• Complete and submit your project proposal or your essay thesis (and any outlining you've done). You can also conference with me instead of e-mailing or handing papers in.

Writing about the Century Quilt: February 26, 2019

Focus: How do we write about metaphysical conceits?

1. Warming up a one-minute brainstorming on the title, "The Century Quilt"

2. Reading the poem aloud together with an MMM approach: Mark up the poem for...

• Words, phrases, punctuation, and devices that make you pause and take a MOMENT.

• Larger patterns, shifts, and actions that form MOVEMENTS.

• Themes and tone that emerge to creating MULTIPLE MEANINGS.

3. With a partner, please accomplish the following:

• Identify the vehicle, tenor, and meaning of this poem's metaphysical conceit.

• Mark up the prompt and compose a thesis statement in response to it.

• Compose topic sentences.

• Outline your body paragraphs (but no need to write them) with the quotations you would use and bullet points on how you would read them closely.

HW:
THIS FRIDAY:

• Acquire your British Book Club novel and bring it to class.

• Complete and submit your project proposal or your essay thesis (and any outlining you've done). You can also conference with me instead of e-mailing or handing papers in.

Browsing British Book Club Novels: February 24, 2019

Focus: How do we find the book that's right for us?

1. Warming up with three good things and turning in your Invisible Man essays

2. Offering your overviews of the poetry projects and papers; I'm changing our project/paper work day to Wednesday so that I can hopefully be here.

3. Introducing ourselves to British Book Clubs; browsing the summaries and first pages of books

Remains of the Day
Pride and Prejudice
Wuthering Heights
Jane Eyre
Atonement

4. Forming groups based on book interest and completing your proposals

HW:
THIS FRIDAY:

• Acquire your British Book Club novel and bring it to class.

• Complete and submit your project proposal or your essay thesis (and any outlining you've done). You can also conference with me instead of e-mailing or handing papers in.

Revising for Style: February 22, 2019

Focus: How can we strengthen the style of our essays to establish command?

1. Introducing ourselves to Academic Vocabulary, Set 5; putting your academic vocabulary to work in your Invisible Man essays

2. Peer/self editing each other's essays for structure and evidence (try to partner up with someone who addressed the same question that you did)

3. Offering you a recap of our first stylistic lesson (avoiding redundancy) and an introduction to our next stylistic lesson (using active voice)

• Click HERE for the slides on style.

4. Peer editing each other's essays for style

HW:
1. For MONDAY:

Please finish all revisions for content and style and PRINT your essay to turn in.

2. For WEDNESDAY:

Please share with me (or conference with me on) your project proposals and essay thesis statements.

Revising for Content: February 21, 2019

Focus: How can we revise our way to a better understanding of both IM and Q3?

1. Warming up with why the narrator has exactly 1369 lightbulbs in the Prologue (but doesn't mention them in the Epilogue?)? Watch this!

2. Typing your Invisible Man essay. Yep! This will be the only time we type and revise a timed writing.

3. Peer editing each other's essay for structure and evidence (try to partner up with someone who addressed the same question that you did)

HW:
1. TOMORROW: 

• Make revisions to the structure and evidence of your essay based on today's editing lesson.

• Bring your laptop to class.

2. MONDAY:

• Print the final, edited draft of your Invisible Man essay.

• Start thinking about your poetry project / paper; proposals and thesis statements will be due next Monday.

Steve Was Punctual: February 20, 2019

Focus: How can we write our way to a better understanding of Invisible Man?

1. Warming up with your previous timed writings and Q3 reminders

2. Composing a timed writing (Q3) on Invisible Man

HW:
1. TOMORROW: Bring your laptop to class.

2. Start thinking about your poetry project / paper; proposals and thesis statements will be due next Monday.

Woke: February 19, 2019

Focus: What does it mean to be "woke," and how does this illuminate the ending of IM?

1. Warming up with three good things

2. Offering you two contemporary journalists' definition of "woke" (and my own experiences with this concept over the weekend...and your experiences as well)

3. Rereading the Prologue and Epilogue

• What important shifts do you see from the Prologue to Epilogue?

• How has the narrator changed?

• How can you apply the term "woke" to our narrator?

• How is he talking to you, personally and collectively, in his final line?

4. Returning to your initial Battle Royal variation chart, considering how these variations play out in the final chapters, and analyzing the larger meanings to be drawn from each one

• Ellison repeats/revisits/returns to _______ to suggest / criticize / challenge / assert that...

5. Wondering about why the narrator has exactly 1369 lightbulbs in the Prologue (but doesn't mention them in the Epilogue?)? Watch this!

HW:
1. Start thinking about your poetry project / paper; proposals and thesis statements will be due next Monday.

2. Make sure your Invisible Man blog is posted.

The End Is in the Beginning: February 15, 2019

Focus: How is the ending in the beginning (and still far ahead)?

1. Indulging in one final round of Socratic ticket musical chairs

2. Close reading the epigraph

2. Enjoying our final Socratic seminar: Invisible Man, Chapter 24-Epilogue

3. Wrapping up with questions, epiphanies, and kudoes

HW:
Start working on your Invisible Man Big Question Blog (due Tuesday). My tip: Get extremely specific by going into depth on ONE motif and bringing in ample textual evidence.

The Eolian Harp: February 14, 2019

Focus: How can vehicle and tenor help us make meaning of metaphysical conceits?

1. Warming up with the father of metaphysical conceits: John Donne

2. Revisiting "The Eolian Harp" with a focus on unpacking the metaphysical conceit

• What is the vehicle? Underline all imagery and verbs surrounding this vehicle.

• What is the tenor? Underline all imagery and verbs surrounding the tenor.

• What is the meaning of this conceit? What do we understand better or differently by seeing these two unlike things being compared?

3. Exploring the multiple choice stems and predicting the answers

4. Making strong choices

HW:
1. For Friday: Finish reading Invisible Man and complete your final reading ticket...ever!

2. By next Tuesday: Please complete your Big Question Blog for Invisible Man.

Registering for the Test: February 13, 2019

Focus: How do we register for the A.P. Literature test?

Tribe: Shortened Class

1. Warming up with Mr. Lewis and important information about registering for the A.P. Literature test

2. Perusing your vocabulary words and taking the short assessment on Academic Vocabulary, Set 4

3. Meeting Academic Vocabulary, Set 5 and using it to write Valentines :)

• Try to incorporate all six words and perhaps a few words from previous sets as well.

HW:
1. For Friday: Finish reading Invisible Man and complete your final reading ticket...ever!

2. By next Tuesday: Please complete your Big Question Blog for Invisible Man.

The Metaphysical Conceit: February 12, 2019

Focus: How can vehicle and tenor help us make meaning of metaphysical conceits?

1. Warming up with Quizlet Live and Academic Vocabulary, Set 4

2. Indulging in a poetry exercise: Moving from abstract to concrete and using your unlikeliest comparisons to create a metaphysical conceit

3. Understanding and practicing vehicle, tenor, and meaning with metaphysical conceits

4. Reading "The Eolian Harp" with a focus on unpacking the metaphysical conceit

• What is the vehicle? Underline all imagery and verbs surrounding this vehicle.

• What is the tenor? Underline all imagery and verbs surrounding the tenor.

• What is the meaning of this conceit? What do we understand better or differently by seeing these two unlike things being compared?

HW:
1. For Wednesday: Prepare for a short vocabulary assessment on Academic Vocabulary, Set 4 (it should be back in your Quizlet account now, I hope).

2. For Friday: Finish reading Invisible Man and complete your final reading ticket...ever!

3. By next Tuesday: Please complete your Big Question Blog for Invisible Man.

The Unrecorded History: February 11, 2019

Focus: What unrecorded history is Ellison recording?

1. Warming up with three good things and my new favorite website:

https://www.pbslearningmedia.org/collection/ralph-ellison-an-american-journey/

Help yourself become an expert on Invisible Man!

• Watch a few videos on topics in Invisible Man that interest you.

• Use the videos to generate questions (or answer questions) that pertain either to recent chapters, to the text as a whole, and/or to our focus question: What unrecorded history is Ellison recording?

2. Enjoying our penultimate Socratic seminar: Invisible Man, Chapters 22-23

3. Wrapping up with questions, kudos, and epiphanies

HW:
1. For Wednesday: Prepare for a short vocabulary assessment on Academic Vocabulary, Set 4 (it should be back in your Quizlet account now, I hope).

2. For Friday: Finish reading Invisible Man and complete your final reading ticket...ever!

3. By next Tuesday: Please complete your Big Question Blog for Invisible Man.

The Metacognitive: February 8, 2019

Focus: How can you use metacognition to find your way into a poem?

1. Warming up by filling out your poem information on THIS FORM

2. Performing a metacognitive on your poem

Reminders:

• If you're typing, please place this in your shared folder and label it "__________ (your last name) February Metacognition)"

• If you're handwriting, please e-mail me a copy of your poem.

• Include a copy of the poem at the TOP of your document; remember to include the author. If you're handwriting, please print a copy and staple it to the front of your metacognitive.

• Include an MLA heading.

• This is a Tuesday Writing grade. I'm looking for 55 minutes worth of metacognition in which... 
• each train of thought stems directly from the poem's words and phrases, and...

• you end in a better place than where you began.

3. Turning in your metacognitive if you handwrote

HW: 
For MONDAY: Please read Chapters 22 and 23 of Invisible Man and prepare a Socratic ticket (this is your penultimate IM reading assignment!).

What Makes the Sambo Doll Dance? February 7, 2019

Focus: How does the dancing Sambo doll serve as an extended metaphor?

1. Warming up with five questions about the Sambo doll; working through them, musical chairs-style



2. Enjoying a Socratic seminar on Invisible Man, Chapters 18-21

3. Wrapping up with your questions, kudos and epiphanies

HW:
1. For TOMORROW: Select your poem for the in-class metacognitive.

2. For MONDAY: Read Chapters 22 and 23 and prepare your penultimate Socratic ticket (ever)!

Plunging Outside of History: February 6, 2019

Focus: What does it mean to plunge outside history?

1. Warming up with a quick inside vs. outside history whiteboard activity

2. Reading Invisible Man and getting ready for a THURSDAY Socratic

HW:
1. For THURSDAY: Read through Chapter 21 and prepare a reading ticket. We will have Socratic on Thursday instead of Friday (and Wednesday will be largely a reading day).

2. For FRIDAY, FEB 8: Have your poem selected for the in-class metacognitive.

Ellison's Prose and Hughes's Poetry: February 5, 2019

Focus: What larger, poetic patterns are starting to take form in Invisible Man?

1. Warming up with Ellison's good friend, Langston Hughes

2. Creating found poetry out of one of Hughes' poems and any of Ellison's pages that echo that poem

• What words or phrases from Hughes' poem make you pause / take a moment? Collect them!

• What scenes / symbols / settings / characters / motifs from Invisible Man do these words and phrases remind you of? Look up those scenes, and collect words and phrases from them.

• Reassemble your words and phrases to create a found poem.

• What did this process help you understand better or differently?

3. Offering you the gift of my new favorite website:
https://www.pbslearningmedia.org/collection/ralph-ellison-an-american-journey/

• Try watching a few short videos on topics that interest you, and consider bringing a few gems of information into your next reading ticket!

HW:
1. For THURSDAY: Read through Chapter 21 and prepare a reading ticket. We will have Socratic on Thursday instead of Friday (and Wednesday will be largely a reading day).

2. For FRIDAY, FEB 8: Have your poem selected for the in-class metacognitive.

Ellison's Milieu: February 4, 2019

Focus: What artists might have influenced Ellison's writing?

1. Warming up with an MMM reading of a Harlem Renaissance painting

2. Enjoying Socratic stations (a new variation) on Invisible Man, Chapters 16 and 17

3. Wrapping up with your questions, kudos, and epiphanies

HW:
1. For THURSDAY: Read through Chapter 21 and prepare a reading ticket. We will have Socratic on Thursday instead of Friday (and Wednesday will be largely a reading day).

2. For FRIDAY, FEB 8: Have your poem selected for the in-class metacognitive.

I Yam What I Yam: February 1, 2019

Focus: What is the nature of the "Brothers'" interest in the narrator?

1. Warming up with 20-30 minutes of catch-up or get-ahead reading



2. Enjoying a Socratic seminar on Invisible Man, Chapters 13-15

3. Wrapping up with questions, kudos, and epiphanies

Image of Mary's bank:


HW:
1. For MONDAY: Read Chapters 16 and 17; prepare a ticket for Socratic.

2. For THURSDAY: Read through Chapter 21 and prepare a reading ticket. We will have Socratic on Thursday instead of Friday (and Wednesday will be partly a reading day).

3. For NEXT FRIDAY, FEB 8: Have your poem selected for the in-class metacognitive.