Hook Housekeeping Homework MONDAY How was your weekend

Hook, Housekeeping & Homework MONDAY How was your weekend? • BORROW a copy of Dave Barry’s essay “Choosing a College Major” from the front table. Quietly (unless you need to chuckle aloud) read through it. • Turn to a shoulder partner and discuss: • Who is this author? What is he writing about? Who do you think he is writing to or for? Why is he writing this? What is his attitude towards the subject about which he is writing? Homework: Finish written feedback for your peer’s College Application Personal Statement as needed.

Past, Present, Future MONDAY • Summer reading & writing due! • Class policies & procedures and an overview of the course • Dave Barry’s ”Choosing a College Major” • College Application Personal Statement – SOAPStone • Peer Responses and Feedback • Meeting with Admin + Seating Chart & Answers to Questions • Peer Feedback on College Application Personal Statement • Format and Mechanics Review

Introduction to AP Literature Standard 3. Writing and Composition Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objectives: you will be able to identify subject, occasion, audience, purpose, speaker and tone in order to clarify the content of your essay. Relevance: Strong communication and planning skills contribute to local and national stewardship. Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Regardless of if you plan to go to college or not, if you plan to use this essay or not, learning how to “promote” yourself is important in all aspects of life - getting a job, proposing marriage, you name it Essential Questions: Why am I writing and for whom? How does a writer structure and support an effective argument?

Instruction: Obtain • David Mc. Alister Barry is an American author and columnist who wrote a nationally syndicated humor column for the Miami Herald from 1983 to 2005. He has also written numerous books of humor and parody, as well as comic novels. Humor 1. The quality that makes something laughable or amusing; funniness: could not see the humor of the situation. 2. That which is intended to induce laughter or amusement: a writer skilled at crafting humor. 3. The ability to perceive, enjoy, or express what is amusing, comical, incongruous, or absurd: "Man's sense of humor seems to be in inverse proportion to the gravity of his profession" (Mary Roberts Rinehart). Thanks to The Free Dictionary, 2003 -2015. Satire • Sarcasm, irony or wit used to ridicule or mock – poke fun of something serious. • Satire Classified: There are two types of satire: • Horatian satire is: tolerant, witty, wise and selfeffacing • Juvenalian satire is: angry, caustic, resentful, personal

Activity: You Do Purpose: to examine the use of SOAPStone (subject, occasion, audience, purpose, speaker and tone) when addressing a written task Tasks: Read (feel free to annotate!) through the SOAPStone document. • Note that the ideas represented have to do with an AP exam essay, but consider this acronym for your college. • Use of “I” is a must. What do you really want them to know about YOU? What makes you stand out? • Occasion for writing is prompt and consider ”origin. ” Be specific to this college; what do you know about them, their mission and vision? Relate this to purpose… and subject! What do YOU BRING to this university? What can they do for you? • Finally, be careful with tone (don’t barry them, get it? !), but consider formal, academic, vs. thoughtful, uplifting vs. reflective, inspiring, etc. (Remember: you had a tone word list over the summer ) Outcome: Re-consider your own College Application Personal Statement. Fill in the back. Considering your subject, occasion, audience, purpose, speaker and tone, are there any changes you might make?

Activity: Develop We/You DO Purpose: to hear how others responded to similar prompts in order to provide feedback to self and others Tasks: (Rows of 4 minimum) 1. Pass your College Application Personal Statements to the peer behind you; if you are the last in the row, hand it the person in the front row 2. Now pass the one given to you to the peer behind you! 3. Read the essay to yourself for a first impression; consider subject, occasion, audience, purpose, speaker and tone 4. Pass the one you just read to the peer behind you 5. Read the new essay handed to you; consider subject, occasion, audience, purpose, speaker and tone Outcome: Consider the strengths of the essays you have just read, how they approached subject, occasion, audience, purpose, speaker and tone.

Introduction to AP Literature Standard 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose e. Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect Objective: you will be able to read closely to provide written (and oral) feedback to a peer in order to guide essay revisions focused on a well-organized statement that achieves an intended purpose and effect • written feedback = complete peer editing sheet + write on drafts • well-organized statement = intro/thesis, body, conclusion/theme • purpose – to expound on achievements, to showcase unique interests/personality/traits • effect – emotional and/or intellectual response Relevance: Strong communication and planning skills contribute to local and national stewardship. Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions: Why am I writing and for whom? How does a writer structure and support an effective argument?

Activity: Develop We/You DO Purpose: to read closely to provide written (and oral) feedback to a peer in order to guide essay revisions focused on a well-organized statement that achieves an intended purpose and effect Tasks: 1. Exchange College Application Personal Statements with a peer 2. Read the essay to yourself for a first impression 3. Re-read silently and use the Peer Feedback sheet as a guide to make notations on the draft 4. Respond to the questions on the Peer Feedback sheet (see next) Outcome/Homework: Complete a peer feedback sheet for a peer’s college application personal statement (due tomorrow) DO NOT LOSE THEIR STUFF!!!!!!!!! Reflection: What will you share orally with your peer? • Be prepared to conference with the author (see next) • 1 major strength • 1 major need

What would be the most helpful feedback? • Good job • Good effort. • It’s kinda confusing; you might want to re-organize it. • I don’t really see anything wrong. • Wow, mine sucks. Yours is much better. • I like the way you used the same metaphor throughout your essay. The flower comparison pulled me in and allowed me something to visualize - you as a growing, evolving student. • I’m wondering if “Don’t judge a book by it’s cover” is too cliché? What item or idea might represent you more? • I think if you switch these paragraphs, it will make more sense because then I’ll have some background information. • Could you tell me a bit more about this situation or what you were trying to say here? …. Maybe you could add in what you just told me because it is hard to understand without that information. • I understood where paragraph 2 was headed because of your topic sentence, but paragraph 3 seems less organized. • You used the words get/got often, so I highlighted them all, and I tried to suggest a few more powerful verbs or the correct linking verb where appropriate.

What would be the most helpful feedback? • Do you have a theme? I couldn’t figure it out. • Great story! • I don’t have much to tell you… looks good. • Wow! You write really well! • I like it. • I think you were trying to say that you are a person that is always up for a challenge, but I don’t see that stated. Is there a way you can make that more explicit? • I like the story you shared about your car accident; it was very descriptive. I’m trying to understand, though, what it shows the reader about who you are as a person; in other words, what is the point of telling that story? • You started 5 out of 8 sentences in paragraph 2 almost exactly the same way. I noted how you might re-word one sentence to add variety and make connections. • I like the imagery and bit of dialogue you used; it makes the essay come alive. • Have you considered adding an anecdote or example here to show a time when your grandmother modeled love for you? How does she show you love? • I felt happy when I finished reading your essay. I underlined specific lines that really evoked that mood that showed your joy for life.

Release & Review MONDAY Homework: Fill in the back of your SOAPSTone document + Finish feedback for your peer’s College Application Personal Statement as needed. You will conference this Wednesday. DO NOT LOSE THEIR STUFF!!!!!!!!! Make any changes to the content of your College Application Personal Statement based on “SOAPStone for Writing Essays” and peer feedback by Thursday! We will be working with grammar, mechanics, and usage on Thursday!

Hook, Housekeeping & Homework TUESDAY Seating Chart • Did you plop down where you want to remain this quarter? To help me get to know your face to name more quickly, we are going to fill in a seating chart today. • Write your name in the space where you are seated now • I will plug these into Q and expect you to sit there every day for attendance etc. until I get to know everyone While you wait… turn to a shoulder partner (who also did) and discuss: 1. What type of post high school education or other experience are you planning? 2. How far are you in the college/university application process? 3. What institutions are you looking into attending? • Have you filled in your SOAPStone sheet based on you, your essay and your potential colleges? !

Past, Present, Future Tuesday • Summer reading & writing due! • Class policies & procedures and an overview of the course • College Application Personal Statement – SOAPStone assignment • Seating • Answers to Your Questions • Meeting with Administration • Peer Feedback on College Application Personal Statement • Punctuation & Mechanics Review – assignment + MLA Format Review

Release & Review + Answers to Questions from your info sheets While you wait… Homework: Have you filled in your SOAPStone sheet based on you, your essay and your potential colleges? ! After completing a peer feedback sheet for a peer’s college application personal statement, be prepared to conference with your partner (due tomorrow). Reflection: What will you share orally with your peer? (see feedback slides) • Be prepared to briefly conference with the author • 1 major strength • 1 major need • Have you turned in all of your summer reading and writing? Last day for any credit is Thursday!

Hook, Housekeeping & Homework WEDNESDAY Don’t forget: You assigned yourself a seat yesterday! Please be seated there for attendance. Have out your peer’s work and your written feedback. Review what it is you plan to share! HOMEWORK: Review reference docs & assignments Due FRIDAY Draft Work (with Self-Assessment+ Peer. Feedback + Punc. Mech. Review) AND Final College Application Personal Statement last day to turn in summer reading for some credit = tomorrow

Past, Present, Future WEDNESDAY • SOAPStone and College Application Personal Statement: Peer Feedback • Meeting with Administration + Questions from your info sheets • College Application Personal Statement: Peer Feedback • Handouts for tomorrow • Reference Handout (Basic Punctuation & Capitalization) + Assignment: Punctuation & Mechanics (in context) Review • Assignment: Draft Work Self-Assessment • College Application Personal Statement: Draft Work and Final Copy Due

Introduction to AP Literature Standard 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose e. Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect Objective: you will be able to read closely to provide written (and oral) feedback to a peer in order to guide essay revisions focused on a well-organized statement that achieves an intended purpose and effect • written feedback = complete peer editing sheet + write on drafts • well-organized statement = intro/thesis, body, conclusion/theme • purpose – to expound on achievements, to showcase unique interests/personality/traits • effect – emotional and/or intellectual response Relevance: Strong communication and planning skills contribute to local and national stewardship. Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions: Why am I writing and for whom? How does a writer structure and support an effective argument?

Activity: Develop We/You DO Purpose: to read closely to provide written (and oral) feedback to a peer in order to guide essay revisions focused on a well-organized statement that achieves an intended purpose and effect Tasks: • 20 minute conference with the author (see next slide) • Return College Application Personal Statement and give Peer Feedback notes to the author Outcome/ Reflection: How was today’s session helpful? What can you do to make your essay stand out even more as a unique representation of you as an individual? What was the best advice you gave your peer or that you received? Why was it good advice?

Obtain: This is the type of specific feedback I want to see/hear • I like the story you shared about your car accident; it was very descriptive. I’m trying to understand, though, what it shows the reader about who you are as a person; in other words, what is the point of telling that story? • I think if you switch these paragraphs, it will make more sense because then I’ll have some background information. • Have you considered adding an anecdote or example here to show a time when your grandmother modeled love for you? How does she show you love? • I understood where paragraph 2 was headed because of your topic sentence, but paragraph 3 seems less organized. • I think you were trying to say that you are a person that is always up for a challenge, but I don’t see that stated. Is there a way you can make that more explicit? • I like the way you used the same metaphor throughout your essay. The flower comparison pulled me in and allowed me something to visualize - you as a growing, evolving student. • I’m wondering if “Don’t judge a book by its cover” is too cliché? What item or idea might represent you more? • Could you tell me a bit more about this situation or what you were trying to say here? …. Maybe you could add in what you just told me because it is hard to understand without that information. • I marked some commas in the text, but you may want to double check with the instructor. • You used the words get/got often, so I highlighted them all, and I tried to suggest a few more powerful verbs or the correct linking verb where appropriate. • You started 5 out of 8 sentences in paragraph 2 almost exactly the same way. I noted how you might re-word one sentence to add variety and make connections. • I felt happy when I finished reading your essay. I underlined specific lines that really evoked that mood that showed your joy for life. • Tasks:

Release & Review Instruction: Obtain Purpose: to explore reference materials in order to be successful on written tasks Tasks: Obtain documents to use & assignments to complete 1. Basic Punctuation & Capitalization reference sheet 2. Punctuation and Mechanics Review assignment 3. Draft Work Self-Assessment Outcome/Homework: Look through all of these documents tonight in order to be ready to work tomorrow Due Friday: • Draft Work (with Self-Assessment+ Peer. Feedback + Punc. Mech. Review) • AND Final College Application Personal Statement

Hook, Housekeeping & Homework THURSDAY SOAPStone: subject, occasion, audience, purpose, speaker and tone How does it change? Dear John, Dear John: I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we're apart. I can be forever happy; will you let me be yours? I want a man who knows what love is. All about you are generous, kind, thoughtful people who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we're apart, I can be forever happy. Will you let me be? Gloria

Past, Present, Future THURSDAY • Summer reading & writing due! Class policies & procedures and an overview of the course • College Application Personal Statement: Peer Feedback, Reference Handouts & Assignments • Meeting with Administration • References & Tricks of the Trade • Assignments: Punctuation & Mechanics Review, Draft Work Self-Assessment • Ambiguity = Pre-assessment! “Ordeal by Cheque” • College. Board. AP Research assignment • Meeting with Counselors

Introduction to AP Literature 3. Writing and Composition 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes Objective: you will be able to use reference materials and resources to revise your college application personal statement in order to effectively communicate to your academic audience; you will be able to show what you know about applying the punctuation and mechanic rules of Standard Modern English Relevance: Strong communication and planning skills contribute to local and national stewardship. Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions: Why am I writing and for whom? How does a writer structure and support an effective argument?

Instruction: Obtain Purpose: to explore and use reference materials in order to be successful on written tasks and to show what you know about applying the punctuation and mechanic rules of Standard Modern English Tasks: 1. Explore these resources and “tricks of the trade” 2. • General Writing Resources (OWL Purdue) https: //owl. english. purdue. edu/owl/section/1/ • Conquering the Comma PPT (OWL) https: //owl. purdue. edu/owl/general_writing/punctuation/conquering_the_comma_presentation. html • Comma Rules reference sheet & Basic Punctuation reference sheet • Tricks: Cover the sentence parts (FANBOYS), A WHITE BUS, their/there, too/to/two, its/it’s (see next) Complete your Punctuation/Mechanics Review assignment; ask questions as you go! Outcome/Homework: Punctuation and Mechanics Review assignment and Draft Work Self. Assessment Draft Work (with Self-Assessment+ Peer. Feedback + Punc. Mech. Review) AND Final College Application Personal Statement

Tricks of the Trade Coordinating Conjunctions FANBOYS • For • And • Nor • But • Or • Yet • So I could go to Portland in July, or I could stay here and attend my friend’s wedding. Independent Clauses = Independent – can stand alone! I love chocolate, and I have a hard time resisting it. Try a trick with a • I was raised eating meat, yet I try to avoid eating it. • I eat meat but not often. • I love fruits and vegetables. • I could go to Portland in July or somewhere else.

Tricks of the Trade Common Subordinating Conjunctions A WHITE BUS A – after, although, as (if/long as/though) W – when, whenever, wherever, while, whereas (relative pronouns – which, whom, whose) H – how I – if (if only), in order that T – than, though (relative pronouns – that) E – even though, even if B – because, before U – unless, until S – since, so that Complex Sentences (Also, try the trick. ) • Although I am a little confused, I can figure this out! • When I use a subordinating comma at the beginning of a sentence, I place a comma after the dependent clause. • I do not need a comma if the subordinating conjunction is not at the beginning. • Video Sources: https: //www. english-grammar-revolution. com/subordinating-conjunction. html • https: //www. khanacademy. org/humanities/grammar/parts-of-speech-the-preposition-and-the-conjunction/introduction-toconjunctions/v/subordinating-conjunctions

Tricks of the Trade Homophones • their/there • too/to/two • its/it’s

And then there is… "Affect" is usually used as a verb. (I think of the "a" in "affect" standing for "active verb. ") To "affect" is to "influence” • The moon affects the tides. "Effect" is usually used as a noun, and it means "outcome or result“ • Inflation is one of the effects of war. • Brackish water has negative effects on certain vegetation. Finally—to the horror of many—"effect" can also be used as a verb to mean "to bring about, " as in the phrase "to effect a change, " while "affect" can be used as a noun (usually in psychology) to mean "conscious subjective emotion. " Such usages, though infrequent, highlight why you must be particularly careful to choose the correct term for the circumstances, keeping in mind both the intended meaning and the intended part of speech. Video Source • https: //www. khanacademy. org/humanities/grammar/usage-and-style/frequently-confused-words/v/affectand-effect-final Other Source • http: //www. mit. edu/course/21/21. guide/affect. htm

And then, there is this… Comma Song Comma Usage and Comma Rules (New) Grammar. Songs by Melissa • https: //www. youtube. com/watch? v=Vv 4 r. D 6 Oyss. M Schoolhouse Rock: Grammar - Conjunction Junction Music Video • https: //www. youtube. com/watch? v=RPo. BE-E 8 VOc

Instruction: Obtain Purpose: to make sure you have formatted your paper correctly as this is the format I expect you to use all year Tasks: Have out your new, freshly printed College Application Personal Statement and make any editing notes as I review MLA Formatting. Feel free to ask questions • https: //owl. english. purdue. edu/owl/resource/747/24 / • Times New Roman, 12 point, double spaced • MLA heading (upper left-hand or right-hand corner of the first page, list your name, your instructor's name, the course, and the date) Outcome: How did you do? Make sure you make any final adjustments tonight!

Review & Release DO YOU HAVE ANY QUESTIONS ABOUT WHAT IS DUE AND/OR HOW TO COMPLETE ITEMS FOR TURN IN? ! HOMEWORK: Due FRIDAY = tomorrow 1. Draft Work (stapled or paper clipped in order!) 1. 2. 3. 4. 5. Draft Work Self-Assessment assignment (on top) Punctuation and Mechanics review assignment (under self-assess) SOAPSTone responses Peer Feedback sheet All other original draft work (bottom) 2. AND Final College Application Personal Statement (turn this in separately) IN ADDITION, PLEASE STAPLE A YELLOW SHEET ON TOP OF YOUR FINAL COPY.

Hook, Housekeeping & Homework FRIDAY DUE RIGHT NOW 1. Draft Work (stapled or paper clipped in order!) in basket 1. 2. 3. 4. 5. Draft Work Self-Assessment assignment (yellow on top) Punctuation and Mechanics review assignment (tan under self-assess) SOAPSTone responses (buff) Peer Feedback sheet (buff) All other original draft work used for above (bottom) 2. Final College Application Personal Statement - turn this in separately – next to basket Homework: What? !

Past, Present, Future • College Application Personal Statement • Basic Punctuation & Capitalization reference sheet • Punctuation and Mechanics Review assignment • Draft Work Self-Assessment • College Application Personal Statement Due! (Draft work & final) • “Ordeal by Cheque” You Do/We Do • Close Reading for Detail • “Ordeal by Cheque” • Free Response Pre-Assessment • Close Reading Ritual • What? How? Why? So what? = PIE • Model Lit. Responses & Self-Evaluation • Read and outline model essays

Introduction to AP Literature FRIDAY Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; Objectives: you will be able to practice a close reading ritual, annotating for details (the “what”) - setting, characters, etc. Relevance: Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Plus, understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions: How do I create meaning when confronted with ambiguous texts? How does an author create meaning in a work of literature? What makes a theme valid?

What do you see? Ambiguity: the quality or state of being ambiguous (doubtful or uncertain) especially in meaning; uncertainty http: //www. merriam-webster. com/dictionary/ambiguity Welcome to AP Literature & Composition A. P. = Ambiguous Pursuits Embrace

dramatic situation • A situation, in a narrative or dramatic work, in which people (or "people") are involved in conflicts that solicit the audience's empathetic involvement in their predicament. • Baker, Lyman A. Critical Concepts: Dramatic Situation | Conflict. K-State. 2000. 19 Aug 2015.

Activity: Develop YOU DO Purpose: you will be able to practice a close reading ritual, annotating for details (the “what”) - setting, characters, etc. and then look for patterns and then develop an overall understanding! Tasks: 1. Individually, complete Step 1 on the assignment sheet: “Ordeal by Cheque” by Wuther Crue - A. P. – Ambiguous Pursuits Close Reading Ritual 2. With a partner, complete Step 2 on the assignment sheet (see next “From What to How”) Outcome/Reflection: With a small group complete Step 3 on the assignment sheet (see next, “From What and How to Why? So What? ”) The Extension Activity (optional) is due no later than Monday. Because the assignment is “Tweets, ” this assignment must be a typed & printed doc.

Review & Release A. P. – Ambiguous Pursuits Homework: Did you group finish? • What is the story about? Concisely summarize the plot in 2 -3 sentences. Make sure to identify the author, title, and genre and then the dramatic situation.

Coming Soon… • • • Pre-assessment Counselors (Tuesday) College. Board/AP Research Ordeal by Cheque Short Stories Literary Terminology List • Short Stories Applied Practice Multiple Choice • Short Stories Quotes Quiz

Hook, Housekeeping & Homework: College. Board/AP Web Quest

Past, Present, Future MONDAY • Summer reading & writing due! • Class policies & procedures and an overview of the course • College Application Personal Statement: Peer Feedback, Reference Handouts & Assignments + Tricks of the Trade • Meeting with Administration • Free Response Pre-assessment • College. Board/AP Research Web Quest assignment • “Ordeal by Cheque” • Counselors (Tuesday) • Model Lit. Responses & self-evaluation

Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. 3. Writing and Composition 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes Objectives: you will be able to… show you would address an AP Free Response Question about a poem in a timed writing situation Relevance • Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings • Understanding the art of rhetoric enables you to not only voice opinions but to persuade others to follow your line of reasoning and/or take action in a variety of work-related or personal situations. Essential Questions • How do I create meaning when confronted with ambiguous texts? How does an author create meaning in a work of literature? What makes a theme valid? • Why am I writing and for whom? How does a writer structure an effective literary analysis? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? How do writers use evidence and research to support their arguments?

Activity: Pre-Assessment Purpose: to show you would address an AP Free Response Question about a poem in a timed writing situation Tasks: I am not giving you much direction on this because it is a PRE-assessment. • Have out 2 -3 sheets of paper • Make sure you use proper MLA headings on your paper(s) • Title the your response” AP Lit Free Response Pre-assessment” • Make sure you have a copy of the prompt and poem from me • You have this class period only to complete this assignment Outcome: Turn in the prompt/poem stapled ON TOP of your response (final work only) BY THE END OF THE PERIOD • Today is the last day for summer reading assignments!

Hook, Housekeeping & Homework How awake are you? Q: Why did the nose not want to go to school? A: He was tired of getting picked on! Q: How do you get straight A's? A: By using a ruler! Q: Why did the kid study in the airplane? A: Because he wanted a higher education! Q: What object is king of the classroom? A: The ruler! Q: What did the pencil sharpener say to the pencil? A: Stop going in circles and get to the point! Q: Why did the clock in the cafeteria run slow? A: It always went back four seconds. Q: Why didn't the sun go to college? A: Because it already had a million degrees! Q: What did you learn in school today? A: Not enough, I have to go back tomorrow!

Release & Review Give One: • Write one new idea, concept, or skill you learned today OR write down one question • On the back write you initials • Post this on the wall as you leave

AP = Ambiguity Possible Address the Prompt Analysis, Please Always Poetry Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise