Hook Housekeeping Homework Monday If you have not

Hook, Housekeeping & Homework Monday If you have not already, turn in your College. Board/AP Web Quest to the front basket now! While you wait. . What do you see? • Homework: 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. THEN, add another sentence: What is the meaning or purpose of the work/story as a whole? Then, add another sentence: How does the author do this? Then add another sentence: Why does the author do this? = 5 – 8 sentence paragraph

Past, Present, Future Monday • College Application Personal Statement Due! (Draft work & final) • Free Response Pre-Assessment • “Ordeal by Cheque” You Do/We Do • Close Reading for Detail • “Ordeal by Cheque” • What? How? Why? So what? • PIE • Model Lit. Responses & Self-Evaluation • Read and outline model essays for “Blind Man’s Mark”

Introduction to AP Literature Monday 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 • 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?

Instruction: Obtain Ambiguity a : the quality or state of being ambiguous (doubtful or uncertain) especially in meaning b : a word or expression that can be understood in two or more possible ways : an ambiguous word or expression 2: uncertainty http: //www. merriam-webster. com/dictionary/ambiguity Welcome to AP Literature & Composition Embrace

A. P. – Ambiguous Pursuits

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. 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”) 3. With a small group complete Step 3 on the assignment sheet (see next, “From What and How to Why? So What? ”) Outcome/Reflection: Be prepared to share your group’s final outcome The Extension Activity (optional) is due no later than Thursday of this week. Because the assignment is “Tweets, ” this assignment must be a typed and printed doc.

From What? and HOW? “A Storm on the Mediterranean Coast” Ship and the rocks on the shore – upright castle/monolithic structure behind, small people • Painting with darker colors (greys, browns, etc. ), diagonal lines (shore, people, boats, vs. tree, clouds – contrast building) “He Can No Longer at the Age of 98” Man bent over canes • Pencil drawing with white taking up most of space - positive and negative space; the man and his shadow occupy the positive space, while the white space surrounding him is the negative space “The Annunciation” Angel (wings) with woman, hands, red drape, etc. • Contrast and Intensity of color • Bright colors – undiluted, often associated with positive energy and heightened emotions (bright red drapery) • Dull colors - diluted by mixing with other colors, create a sedate or serious mood (gray stone interior)

From What? and HOW? on the Mediterranean Coast” Ship and the rocks on the to Why? So What? “Ashore. Storm – upright castle/monolithic structure behind, small people • Painting with darker colors (greys, browns, etc. ), diagonal lines (shore/rocks, people, boats, vs. tree, clouds – contrast building) • angles of the ship and the rocks on the shore convey a feeling of movement or speed in this stormy harbor scene creating tension “He Can No Longer at the Age of 98” Man bent over canes • Pencil drawing with white taking up most of space - positive and negative space; the man and his shadow occupy the positive space, while the white space surrounding him is the negative space • Disproportionate amount of negative space accentuates the figure's vulnerability and isolation revealing the inevitable decline of death and allows one to question our importance “The Annunciation” Angel (wings) wit woman, hands, red drape, etc. • Contrast and Intensity of color • Bright colors – undiluted, often associated with positive energy and heightened emotions (bright red drapery) • Dull colors - diluted by mixing with other colors, create a sedate or serious mood (gray stone interior) • To capture both the seriousness and the joy of the scene of the angel (Gabriel) informing the woman (Mary) of her pregnancy

Release & Review What do you think this is about? What is the plot? • Characters & Characterization • Point of View • Conflict • Climax • Resolution • Other Plot Devices: suspense, foreshadowing • Diction & Syntax & Tone • Imagery • Title • Consider what you know outside the text: history, politics, economics, math, and literature • Overall Meaning: Why? So what? • Homework: 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. THEN, add another sentence: What is the meaning or purpose of the work/story as a whole? Then, add another sentence: How does the author do this? Then add another sentence: Why does the author do this? = 5 – 8 sentence paragraph • The Extension Activity (optional) is due no later than Thursday of this week. Because the assignment is “Tweets, ” this assignment must be a typed and printed doc.

Tuesday = Senior Guidance Schedule Below If you missed last Friday, have you made up the preassessment? AND have you turned in your College Application Personal Statement Draft work and Final?

Hook, Housekeeping & Homework Wednesday Have out your copy of “Ordeal by Cheque” And your response assigned as homework While you wait. . What do you see? AP = Alternative Perspectives or Alter your Perspective Homework: “Ordeal by Cheque” Extension Activity (optional)

Past, Present, Future Wednesday • College Application Personal Statement Due! (Draft work & final) • Free Response Pre-Assessment • “Ordeal by Cheque” You Do/We Do • Close Reading for Detail • “Ordeal by Cheque” • What? How? Why? So what? • PIE • Change in your future… College Application Personal Statement: MECHANICS! • Model Lit. Responses & Self-Evaluation • Read and outline model essays for “Blind Man’s Mark”

Introduction to AP Literature Wednesday Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; Objective: to practice your What? How? Why and So What? Analysis with an ambiguous text You will be able to compare and contrast your group analysis (what, how, why, so what) of “Ordeal by Cheque” to a PIE model. Relevance: the ability to make critical judgments about our own work in comparison to others allows us to refine and improve our skills, creating self-satisfaction and confidence, making for a more productive work environment, and allowing for movement into other areas of study 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: Develop WE DO Purpose: to practice your What? How? Why and So What? = PIE Analysis with an ambiguous text Tasks: 1. Read annotate the resource handout on “What? How? Why? So What? ” 2. Review PIE (see next) 3. Get into small groups and spend 5 minutes sharing and comparing your homework from last night 4. Spend 15 minutes drafting the best of the best from these for a collaborative analysis (7 -10 sentences) • • Plot summary (2 -3 sentences) with author, title, genre and dramatic situation Meaning or purpose of the work/story as a whole (1 sentence) using an action verb (e. g. reveals, shows, depicts) Identification of one particular illustrative detail (1 -2 sentences) Explanation as to why does the author includes this/these detail(s), the purpose and effect on the whole (3 – 4 sentences) Has anyone done the Extension Activity? It may be turned in no later than tomorrow. • Create Twitter handles for all the characters and compose several tweets (communicating in 140 characters or less) that retell the story in this contemporary format. Print and turn in tomorrow.

PIE • Point: main idea of the paragraph, to which everything in the paragraph relates. • Illustration: specific fact or example that supports (illustrates) the Point. • Explanation AND Elaboration: shows (explains) two things: • how or why the Illustration supports the Point, and • how or why the Point supports the controlling idea of the essay as a whole.

Activity: Develop & Apply You DO Purpose: compare and contrast your group analysis (what, how, why, so what) of “Ordeal by Cheque” to a model. Tasks: 1. Re-read your group’s responses 2. Compare and contrast your group analysis (what, how, why, so what) to the model - How well did you identify the what, how and why/so what of the text? • Title, author, genre, dramatic situation? • Theme, meaning, or purpose as a whole? • Specific example? • Specific stylistic devise(s)? • Purpose of devise? Effect of devise? • Link to theme, meaning, or purpose as a whole? If time allows, swap you analysis with another group and read their analysis Reflection Discussion and then write a response to each: 1. What did you do well? 2. What could you improve upon? Outcome: Note how this pattern can fit together for an essay analysis (see next)….

Instruction: Obtain I DO The What and How: • Plot summary (2 -3 sentences) with author, title, genre and dramatic situation • Meaning or purpose of the work/story as a whole (1 sentence) using an action verb (e. g. reveals, shows, depicts) • Detail(s) to analyze 1. The unconventional short story “Ordeal by Cheque” by Wuther Crue presents a chronology of checks written by Lawrence Exeter, Sr. and Lawrence Exeter, Jr. The checks, debited from a bank in Hollywood, California during a 28 -year period from 1903 to 1931, chronicle a series of events, alluding to hospital visits, school enrollments, car repairs, graduations, gifts, relationships and marriages, travel, and various legal fees. 2. Crue tells the story of a family through their spending habits, revealing both the extravagant lifestyle in an era of unprecedented wealth and prosperity as well as the disintegration of the American dream. OR “Ordeal by Cheque” reveals that living the American dream, a dream of a prosperity and wealth that can be passed to the next generation, has its positives, but maybe more importantly, it can have corrupt, selfish negatives that destroy lives. 3. The objectivity of the check format is overridden by the specific details and the connotation of particular words. For example, the checks dated Aug. 23, 1929 and Aug. 30, 1929 (checks 29 & 30) are written one week apart to a Tony Spagoni.

Instruction: Obtain I DO The Why and So What: • Explain & analyze the purpose and effect of the example/evidence • Link the example/evidence to theme (overall meaning) 4. The name Tony Spagoni connotes (suggests) a person of Italian heritage. The 1920 s is a well-known period in American history of mob corruption and violence. The setting detail of these two checks is five years after legendary Al Capone took over the Italian mob in Chicago, and the same year as the St. Valentine’s Day Massacre. These subtle details and suggestive names imply a mob connection with the younger Exeter that reveals a darker, more sordid side of American wealth and prosperity. Whether this Tony Spagoni is a spurned friend or lover of the woman from the previous checks, whether he is bootlegger, or whether he is a loans collector is unknown, but there are no checks (no travel, no lingerie purchases, nothing) for an entire year after these two checks to Spagoni, suggesting that Exeter, Jr. had to forgo his lavish lifestyle for awhile. Tony Spagoni, however, appears again, two years later, after checks have been written to a lawyer and before a few final hospital check. Was Exeter, Jr. in financial trouble? Was he shot for an affair or a gambling debt or bill unpaid? Was he an alcoholic dying from liver disease? The answers are unclear, but what does seem apparent is that the prosperity of this American Dream ended very quickly, a mere 28 years after it started. The wealth and privilege that may come with the American Dream do not come without conflict and loss, and when accompanied with greed and excess it can lead to pain and corruption. and ultimately the downfall of a society’s dream.

Instruction: Obtain PIE I DO The unconventional short story “Ordeal by Cheque” by Wuther Crue tells the story of a family through their spending habits, revealing both the extravagant lifestyle in an era of unprecedented wealth and prosperity as well as the disintegration of the American dream. Presented as a chronology of checks written by Lawrence Exeter, Sr. and Lawrence Exeter, Jr. , the specific dates and the connotation of particular words on the “Pay to the order of” lines overrides this seemingly objective format. For example, the checks dated Aug. 23, 1929 and Aug. 30, 1929 (checks 29 & 30) are written one week apart to a Tony Spagoni. The name Tony Spagoni connotes a person of Italian heritage. The 1920 s are a known period in American history of mob corruption and violence. The setting detail of these two checks is five years after legendary Al Capone took over the Italian mob in Chicago, and the same year as the St. Valentine’s Day Massacre. These subtle details and suggestive names imply a mob connection with the younger Exeter that reveals a darker, more sordid side of American wealth and prosperity. Whether this Tony Spagoni is a spurned friend or lover of the woman from the previous checks, whether he is bootlegger, or whether he is a loans collector is unknown, but there are no checks written (no travel, no lingerie purchases, nothing) for an entire year after these two checks to Spagoni. This large gap in the narrative suggests that Exeter, Jr. had to forgo his lavish lifestyle for awhile. Tony Spagoni, however, appears again, two years later, after checks have been written to a lawyer and before a few final hospital check. Was Exeter, Jr. in financial trouble? Was he shot for an affair or a gambling debt or bill unpaid? Was he an alcoholic dying from liver disease? The answers are unclear, but it seems clear is that the prosperity of this American Dream ended very quickly, a mere 28 years after it started. The wealth and privilege that may come with the American Dream do not come without conflict and loss, and when accompanied with greed and excess, it can lead to pain and corruption and ultimately the downfall of a society’s dream. 369 words

Release & Review What new understanding did you come to today? OR What were you able to review today? Homework: “Ordeal by Cheque” Extension Activity (optional)

Hook, Housekeeping & Homework Turn in Extension Activity now! Horse walks into a bar. Bartender says… Why the long face? What did the horse say when it fell? "I've fallen and I can't giddyup!" No long faces today; you may have “fallen” but you CAN “giddyup”! Homework: Use your review knowledge and reference sources to fix the errors on your College Application Personal Statement; do this by physically writing on your returned final copy. If you had formatting errors, you will also need to print a new copy. This is due on Tuesday! If you received a 39/50 or below, you must schedule and attend a conference/tutoring session with me. Prepare for scheduled meeting times by selecting at least 5 major errors (-) that you will share with me and explain to me why (the rule) the correction/change needed to be made.

Past, Present, Future Thursday • Guidance Counselors • “Ordeal by Cheque” : Close Reading Ritual: What? How? Why? So what? +PIE • Returns (CAPS) • College Application Personal Statement Work Time • Model Lit. Responses & Self-Evaluation • Read and outline model essays for “Blind Man’s Mark” • Evaluate your pre-assessment response • Check in on Intro Unit

Introduction to AP Literature Thursday Standard Colorado Academic Standards 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 make corrections to your college application personal statement in order to effectively communicate to your academic audience; you will be able to show what you know about the punctuation and mechanic rules of Standard Modern English by applying and explaining them 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?

Activities: Develop & Apply You Do 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: • Get into small pods; this is so you can help each other when I am not available. • Re-read your essay • Look at my marks on it • Remember: I am not “out to get you”; I am here to help you as best I can. • Remember: I am looking to know that you understand the basic rules. If you “broke” a rule as a “stylistic device, ” you still should be able to explain this to me. • Ask me questions! • Remember: I can’t write all of my thoughts, so ask and we can talk about it. • Use your reference materials and resources to guide your understanding. If you have a lot of errors, see if there is a pattern and consider focusing on 2 -3 common errors or rules to narrow your focus. Outcome: Use your review knowledge and reference sources to fix the errors on your College Application Personal Statement; do this by physically writing on your returned final copy. If you had formatting errors, you will also need to print a new copy. This is due on Tuesday! If you received a 39/50 or below, you must schedule and attend a conference/tutoring session with me. Prepare for scheduled meeting times by selecting at least 5 major errors (-) that you will share with me and explain to me why (the rule) the correction/change needed to be made.

• • • Some common notations WC=Word choice RO= Run-on sentence Frag = sentence fragment CS = Comma splice (2 sentences run together with a comma) - (minus) at end of line = some of the more major errors I was assessing exist in that line • Complete sentences (not fragments, run-ons, or comma splices) • Use of a comma • with a independent clause/coordinating conjunction - with a introductory dependent/subordinating conjunction – in a series – with intro adverbs, phrases, etc. • Capitalization • Homophones/spelling • Apostrophes • Poor proofreading and typos • Formatting & Indenting • • • ? = unsure about something you’ve done or about a suggestion I’ve made Awk = awkward – syntax or diction is confusing or misleading Squiggled lines = awkard, confusing, incorrect Lines and circles = drawing attention to sentence parts, conjunctions, missing punctuation Numbers at the end = • me keeping track of usage or smaller errors not “discussed” (e. g. tense shift or formatting – a quick count up of these and then divide by 2 • Me keeping track of more major errors or things I mentioned in review (e. g. fragments/run-ons, commas) • ! = reactions to your content

Release & Review Did you make an appointment to see me after school this coming Tuesday, Sept. 5 th or Wednesday, Sept. 6 th or the following week, Tuesday, Sept. 12 th or Wednesday, Sept. 13 th, 3: 10 – 3: 40? Remember: Be prepared to show what you know about your editing to at least 5 different errors. (see homework). If you had formatting errors, you will also need to print a new copy. Homework: Use your review knowledge and reference sources to fix the errors on your College Application Personal Statement; do this by physically writing on your returned final copy. If you had formatting errors, you will also need to print a new copy. This is due on Tuesday! If you received a 39/50 or below, you must schedule and attend a conference/tutoring session with me. Prepare for scheduled meeting times by selecting at least 5 major errors (-) that you will share with me and explain to me why (the rule) the correction/change needed to be made. AP = Accurate Punctuation

Coming Soon… Monday Tuesday Wednesday Thursday Friday Unit 1 sheet Look at exam & lang to lit prompts

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

Colorado Academic Standards Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 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 Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 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 Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment