AP Literature

Next Due Date for Submissions: Upon return from Ottawa - have reflection completed on best film version of the soliloquy, and the readings of both the Johnson essay and the Shopenhauer essay


Term Two


  • Visit the link, read the section "On Human Nature" for your return - we will read it in context of the mousetrap (play within the play), etc. in Act III, ii-iii to examine how Shakespeare develops the ideas of envy and revenge and their effects on the characters.

https://www.gutenberg.org/files/10739/10739-h/10739-h.htm

  • we watched multiple versions of the "to be or not to be" soliloquy - complete a reflection with supporting arguments and details about which film version best reveals the complexities of Hamlet's character (through emotion, pause, setting, angles, light/dark, etc.)
  • write a paragraph summary on the functions of Act I, sc i (Openings and Endings)




Term One

  • Nov 18 - work on Act III; review III, iii - focus on Othello's character development, symbolism, themes
  • Nov 15 - completed reading of Act II. Over weekend, review Act III so we can move more quickly through the Act next week.
  • Nov 12 - read Iago's soliloquy at the end of II, i and II, iii - how do they develop Iago's character? How do they advance the Tragedy? Today we spent time discussing Cassio, Desdemona, Emilia and Iago; pathetic fallacy, social class-gender-jealousy, Iago as an exceptional "Reader", and moments of dramatic irony
  • Nov 4 - 2 page response paper due
  • Nov 1 - reviewed AP essays, Association word lists
  • Oct 31 - Othello - Continue review of Act I - having completed a character chart for Iago, add any new qualities and quotes you feel are important in mapping his character, motivation, etc. Create a new chart for Othello. Make some point notes on Cassio. The relationships between these characters will prove to be very important to the Tragic Reversal as we move forward.
  • "Anthem" Essay: Write an essay in which you examine how diction, sound techniques, and imagery convey an argument about the reality of war.
  • Oct 4, 5 - working with Sonnets; "Anthem for Doomed Youth" - see attachment below; read/annotate - structure, literal meaning, techniques, meaning of work as a whole
  • Fri 27th - M/C - Sample Exam in class work
  • Thurs 26th - working with "Work without Hope," Coleridge - what is the significance of personification in the poem? (Remember the Pastoral); how is repetition being used? Is there a possible pun on "sole"? Try to piece these together, with any other device you see, to discuss the experience of the speaker.
  • Tues 24th - Pastoral cont'd...
  • Wed Sept 18 - Pastoral Poetry
  • Week of Sept 16th - Mon/Tues: reviewing thesis generating. Select your final poem for analysis, Essay #1.
  • Tues - Fri Sep 13: Process Writing (annotating, brainstorming, creating categories from details, naming/generating idea archs for an essay, Outlining (skeletal outline))
  • Mon Sept 9 - we have recognized a few techniques being used in McKay's poem (Hows) - now for the "What" - in one-two sentences, define a "what" for the poem - what is its argument; what is its message/them; what is Icarus' character as developed through the techniques (so, what is the most striking Effect of McKay's poem for you?)
  • Tuesday Sept 3rd - research the myth of Icarus; research Pieter Breughel's "Landscape with the Fall of Icarus" - what are the main messages you draw from these? How are they related? Tomorrow we will read Don McKay's "Icarus"
  • Wed Sept 4 - research allusions in McKay's poem; how do they function in the poem?