AP English Literature & Composition
Juniors
Work Hard - Stay Focused - Believe
Juniors
Weekly Agenda (Week 17)
Monday 12/1
NWEA
Tuesday 12/2
The Scarlet Letter - Part I Assessment
Wednesday 12/3
The Scarlet Letter - Part II Assessment
Thursday 12/4
A Christmas Carol
Friday 12/5
A Christmas Carol
Weekly Agenda (Week 16)
Monday 12/1
Considering texts for the FRQ 3 on the AP exam
Tuesday 12/2
Assigned videos (AP Classroom)
3.3 Function of Plot & Structure in long fiction
3.4 Developing substantiated arguments (long fiction)
Assigned MC Progress Check for Unit 3 (starts on 12/8... you have until 12/12 to get it done). This is timed and you will only have 60 minutes from the moment you start to finish.
The Scarlet Letter
review activity: characters and literary techniques
Wednesday 12/3
The Scarlet Letter
review activity: characters and literary techniques
Thursday 12/4
NWEA
Friday 12/5
NWEA
Weekly Agenda (Week 11)
Monday 11/3
"Young Goodman Brown"
turn in annotated story
Tuesday 11/4
AP Multiple Choice Practice
Wednesday 11/5
AP Multiple Choice Practice
Scarlet Letter
In-Class/ Homework: Historical context: Read the article in this link then answer the questions that follow - https://www.litcharts.com/lit/young-goodman-brown/themes/the-hypocrisy-of-puritanism
1. How does Hawthorne’s portrayal of Puritanism in the anchor text challenge our assumptions about morality and the difference between appearance and reality in society?
2. In what ways might Goodman Brown’s journey reflect the dangers of demanding perfection from individuals or communities—both in Puritan New England and in our own local context?
3. What parallels can you draw between the social policing described in the text and present-day issues of conformity, judgment, or exclusion in California’s diverse communities?
Homework: TSL - read chapter 8
Thursday 11/6
Practice Timed Write
Friday 11/7
Daily Videos - posted on AP Classroom
Weekly Agenda (Week 11)
Monday 10/27
Scarlet Letter - Judgement: modern day dilemmas
wrap up conversation about judgement from last week
Read "Young Goodman Brown" (as you read you will annotate for the following)
First read: stop & annotate on the margins - impressions
Homework: TSL - read chapter 6
Tuesday 10/28
The Scarlet Letter
finish our 1st reading of Young Goodman Brown [popcorn read... pause and annotate]
Second read: highlight passages that reveal contradictions between outward appearances and internal realities. Use a different color highlighter for outward appearances vs internal realities. Make note on the margins of these contradictions. Also note examples of irony, moral conflict, and societal judgment
Homework: TSL - read chapter 7
Wednesday 10/29
Scarlet Letter
In-Class/ Homework: Historical context: Read the article in this link then answer the questions that follow - https://www.litcharts.com/lit/young-goodman-brown/themes/the-hypocrisy-of-puritanism
1. How does Hawthorne’s portrayal of Puritanism in the anchor text challenge our assumptions about morality and the difference between appearance and reality in society?
2. In what ways might Goodman Brown’s journey reflect the dangers of demanding perfection from individuals or communities—both in Puritan New England and in our own local context?
3. What parallels can you draw between the social policing described in the text and present-day issues of conformity, judgment, or exclusion in California’s diverse communities?
Homework: TSL - read chapter 8
Thursday 10/30
TBA
Homework: TSL - read chapter 9
Friday 10/31 - > Halloween
Homework: TSL - read chapter 10
Homecoming!
Coming up: Reading test next week (chapters 1-12)
Weekly Agenda (Week 11)
Monday 10/20
"The Custom House" -> group activity
Homework: TSL - read chapter 1
Tuesday 10/21
Finish "The Custom House" group activity presentations
Marxist Theory
Literary/ Rhetorical Devices
Homework: TSL - read chapter 2
Wednesday 10/22
The Scarlet Letter
Key question: How do personal and community values shape the way we treat each other?
Quickwrite: Imagine a student at your school is publicly shamed for breaking an unwritten social rule—how does the community respond?
Group Discussion: what patterns do you notice in these reactions? How do people’s backgrounds or values affect the way they respond?
Anchor text: "Young Goodman Brown"
“Well, she's a blessed angel on earth; and after this one night I'll cling to her skirts and follow her to heaven.”
Q: What does it mean to see someone as a ‘blessed angel’—and what might happen if that image is challenged?
Historical Context: In Puritan New England, communities often judged people harshly based on appearances and rumors. Today, we often see public shaming online—what’s similar or different?
Read "Young Goodman Brown" (as you read you will annotate for the following)
highlight passages that reveal contradictions between outward appearances and internal realities. Use a different color highlighter for outward appearances vs internal realities. Make note on the margins of these contradictions. Als note examples of irony, moral conflict, and societal judgment
Historical context: Read the article in this link then answer the questions that follow - https://www.litcharts.com/lit/young-goodman-brown/themes/the-hypocrisy-of-puritanism
1. How does Hawthorne’s portrayal of Puritanism in the anchor text challenge our assumptions about morality and the difference between appearance and reality in society?
2. In what ways might Goodman Brown’s journey reflect the dangers of demanding perfection from individuals or communities—both in Puritan New England and in our own local context?
3. What parallels can you draw between the social policing described in the text and present-day issues of conformity, judgment, or exclusion in California’s diverse communities?
Homework: TSL - read chapter 3
Thursday 10/23
Identify major issues facing our communities
make thematic connections
Each group will organize your ideas (regarding issues we face today and those presented in the novel) into a brief oral presentation (about 2 minutes) - make sure to clearly state the real-world issue, the connected theme from the novel, and at least one piece of textual evidence to support your argument. You will have 10 minutes to organize your mini presentation
Answer the folloiwng questions after your presentation:
How do the consequences of stigma in the novel compare to what we see in our communities?
What lessons about redemption or hypocrisy can be applied to today’s challenges?
Homework: TSL - read chapter 4
Friday 10/24
Homework: TSL - read chapter 5
Homecoming!
Weekly Agenda (Week 10)
Monday 10/13
"The Custom House" -> review in groups homework from Friday (read from p.16-34)
"Unless people are more than commonly..." to
"In the absorbing contemplation of the ..."
continue reading... collect evidence
Tuesday 10/14
Finish reading the custom house and submit your work on Canvas
Wednesday 10/15
Group project - Hawthorne's layered identity
see instructions under the resource page for "The Scarlet Letter"
Thursday 10/16
Group project - Hawthorne's layered identity
Friday 10/17
No school for students
Weekly Agenda (Week 9)
Monday 10/6
"A&P" essay due
AP Multiple Choice practice
Tuesday 10/7
AP Multiple Choice practice - reflection due
Introduction to Marxist Literary Theory - period 3
Rhetorical/ Literary devices - period 3
Introduction to the Scarlet Letter - period 6
begin reading "The Custom House" - period 6
Wednesday 10/8
Introduction to Marxist Literary Theory - period 6
Rhetorical/ Literary devices - period 6
Introduction to the Scarlet Letter - period 3
begin reading "The Custom House" - period 3
Thursday 10/9
Introduction to Marxist Literary Theory - period 3
Rhetorical/ Literary devices - period 3
Scarlet Letter - period 6
finish reading the custom house & respond to the key questions listed below
1- What is the primary purpose for the Custom-House introduction?
2- What significant change does Hawthorne admit to making in telling the story contained
in the diary?
3- What potential impact will this change have on the story?
Friday 10/10
Marxist Literary Theory - period 6
Rhetorical/ Literary devices - period 6
Scarlet Letter - period 3
finish reading the custom house & respond to the key questions listed below
1- What is the primary purpose for the Custom-House introduction?
2- What significant change does Hawthorne admit to making in telling the story contained
in the diary?
3- What potential impact will this change have on the story?
Weekly Agenda (Week 8)
Monday 9/29
"A&P"
continue drafting
Tuesday 9/30
"A&P"
finish your draft
Share your draft with three of your peers. Use the peer review checklist to workshop your peer's papers
Wednesday 10/1
"A&P"
continue peer review/ workshop
Thursday 10/2
"A&P"
start writing your final draft
Friday 10/3
"A&P"
continue writing your final draft
Weekly Agenda (Week 7)
Monday 9/22
"A&P"
themes
Tuesday 9/23
"A&P"
review themes, evidence
Wednesday 9/24
"A&P"
using argument models to check the strength of your thesis
Thursday 9/25
"A&P"
share your thesis with your group; check for strength
Friday 9/26
"A&P"
begin drafting
Weekly Agenda (Week 6)
Monday 9/15
My AP Classroom
Daily Video
Lecture: Rhetorical/Literary Devices & Literary Theory
Tuesday 9/16
My AP Classroom
Daily Video
Lecture: Rhetorical/Literary Devices & Literary Theory
"A&P"
first read notes
Wednesday 9/17
The Hero's Journey
Check in with group and discuss your 1st read notes for the "A&P"
Thursday 9/18
Key questions ("A&P")
Writing Prompt
Friday 9/19
Drafting ("A&P")
Let's Reflect
Weekly Agenda (Week 5)
Monday 9/8
My AP Classroom
Daily Video #2 - character
Responding to the AP Prompt (pps 35-48)
Elements of Fiction -plot
Tuesday 9/9
My AP Classroom
Daily Video #3 - character
Quiz (due by end of the day); timed
Elements of Fiction -plot
Wednesday 9/10
My AP Classroom
Daily Video #1 - setting
Quiz (due by Thursday)
Elements of Fiction -character
Thursday 9/11
My AP Classroom
Daily Video #1A - plot structure
Elements of Fiction -setting
consider the historical context & cultural environment
Friday 9/12
NOTE - the grading period closes today. Progress grades will come out next week on Tuesday or Wednesday
My AP Classroom
Daily Video #1B - plot structure
Quiz (due by the end of the day); timed
Lecture: Literary Criticism (archetypal literary theory)
Let's Reflect
Weekly Agenda (Week 4)
Monday 9/1
No School - Labor Day
Tuesday 9/2
Blog Post #2 - The Dream
Being an effective reader
Wednesday 9/3
Being an effective reader (continued)
Thursday 9/4
Experience, Analysis, Extension
Friday 9/5
NOTE - I will out for a tennis tournament. All instructions and resources needed, such as slides, will be posted on Canvas
My AP Classroom - Daily Video Lesson
DUE: Blog Post #2 (instructions are posted on Canvas)
Let's Reflect
Weekly Agenda
Monday 8/25
NWEA Testing - ELA
Tuesday 8/26
NWEA Testing - ELA
Regarding Friday's work (with the sub): if you did not turn in the graphic organizer please do so today
You had to read the three poems by Dunn/ Shakespeare/ Clewell (pages 2 and 3) and answer the 3 questions: what is the simple topic? what truth does it reveal? and your response. See the pic
Wednesday 8/27
Due: Original poem (group assignment)
Select a member of your group to read the poem out loud to the class
audience: discuss what truth does poem reveals; and how relevant is the topic to current audiences
continued Chapter 1 - Thinking About Literature (Literature & Composition: Reading, Writing, Thinking)
In your groups discuss the following question: What makes an effective reader?
Then read the poem "Shawl" (pp9) and the poem "Introduction to Poetry" (pp10)
In your groups discuss the following questions about the two poems:
In what ways are the two speakers' expectations about readers similar?
What can you infer about each speaker's beliefs about the value of literature?
Consider how each speaker uses playful humor to make a serious point
If you have not registered on myap.classroom.collegeboard.org you need to do so ASAP.
Thursday 8/28
Please work on your group assignment, which is due tomorrow (original poem). Be prepared to present it.
Friday 8/29
DUE: original poem (group assignment)
continued Chapter 1 - Thinking About Literature (Literature & Composition: Reading, Writing, Thinking)
What makes an effective reader?
Read the poem "Shawl" (pp9) and the poem "Introduction to Poetry" (pp10)
In your groups discuss the following questions:
In what ways are the two speakers' expectations about readers similar?
What can you infer about each speaker's beliefs about the value of literature?
Consider how each speaker uses playful humor to make a serious point
Let's celebrate
Weekly Agenda
Monday 8/18
Film Trailer
work on editing your trailer
Summer assignment - poem discussion
discuss your favorites (in groups)
present assigned poem: overall impression; ease/difficulty in analyzing/understanding; favorite line
extended assignment: create a modern interpretation of the poem (you will present it in class next week - most likely on Monday)
Young Writer's Workshop (Spring of 2026)
Tuesday 8/19
Goal Setting
Chapter 1 - Thinking About Literature (Literature & Composition: Reading, Writing, Thinking)
Wednesday 8/20
Chapter 1 - Thinking About Literature (Literature & Composition: Reading, Writing, Thinking)
Remember: literature reveals truths about human beings, their society, and the world around them, through the lens of fiction. It's like when your grandparents tell you a story to teach you a lesson. A literary example would be the story of dracula; which some believe is meant to be a warning for young girls as to not engage in sexual activity. Think about it this way - literature provides illustrations / examples about humans, their society, etc - it provides warnings, a glimpse into the future and what can happen, a reproach of human behavior, or what the world could be, and so much more.
Consider the book The Long Walk:
What truths is Stephen King revealing to his audience about human nature/ society/ the world around them?
Due: Film Trailer (these will be presented today)
peer evaluations
Thursday 8/21
continued Chapter 1 - Thinking About Literature (Literature & Composition: Reading, Writing, Thinking)
Friday 8/22
Let's celebrate
I will be out - I will be at a tennis tournament in Madera
Weekly Agenda
Monday 8/11
Welcome Back!
Introductions
Summer Assignment
Know your classroom resources
Canvas - used to submit work & get detailed assignment instructions
Teacher Site - daily agenda; introduction of main assignments
ap.collegeboard/ myapclassroom
Edublogs - class blogging
Assignments
Read and sign class syllabus
Tuesday 8/12
Know your teacher
DPHS Student Handbook
AP Core Concepts
Rhetorical Analysis/ SOAPSTone
AXES (assertion/ example/ explanation/ significance - so what?)
Argument & Literary Analysis
DIDLS (tone)
SPACECAT (effect/impact on audience)
Research (annotated bibliography/ citing sources)
Reading strategies: reading with the grain vs reading against the grain; activating prior knowledge; summarizing; questioning; inferring; clarifying; with punctuation in mind
Syntax
OPTIC (visuals)
Group assignment: A Long Walk - Film Trailer
Instructions
brainstorming
Wednesday 8/13
DPHS Student Handbook
Know your peers (students for teacher)
Group assignment: A Long Walk - Film Trailer
begin developing script/ story board
timeline for filming (tools needed)
Due: signed class syllabus
Thursday 8/14
FInishing setting up your [myap.collegeboard.org] account if you didn't get it done yesterday.
Set up your blog
Group assignment: A Long Walk - Film Trailer
develop script/ story board
timeline for filming (tools needed) & schedule filming
Friday 8/15
Let's celebrate
[moved to next week] Summer assignment - poem discussion
discuss your favorites (in groups)
present assigned poem: overall impression; ease/difficulty in analyzing/understanding; favorite line
extended assignment: create a modern interpretation of the poem (you will present it in class next week)
Heads Up: Blog #1 - My summer
You will read one text before entering into AP Literature and Composition in August. The purpose of the summer assignment is to stay mentally active, so enjoy your reading - I will be reading along with you.
If you have any questions over the summer, email ghinojosa@dpol.net. I am looking forward to a great year with you.
The book you will be reading:
The Long Walk by Stephen King (a dystopian short novel/ a coming of age story). If I were to use the Film rating system, this would be a PG13 book (for some foul language and some sexual references). You will need to pick up a hard copy from me.
You will also read a few poems, annotate them using SOAPSTone, then write a brief response (100 words max) for your top two poems; illustrate 1 of the poems (it must capture the theme and tone of the poem) - be creative.
· "The Grave of Keats"- Oscar Wilde: https://poets.org/poem/grave-keats
· "The Waking"- Theodore Roethke: https://www.poetryfoundation.org/poems/43333/the-waking-56d2220f25315
· “When I Have Fears That I May Cease To Be”- John Keats: https://www.poetryfoundation.org/poems/44488/when-i-have-fears-that-i-may-cease-to-be
· “Constantly Risking Absurdity (#15)”- Lawrence Ferlinghetti: https://www.poetryfoundation.org/poems/52319/constantly-risking-absurdity-15
· “Facing It”- Yusef Komunyakaa: https://www.poetryfoundation.org/poems/47867/facing-it