FRIDAY

• POETRY STUDY
• "Sestina" by Elizabeth Bishop

• AP Classroom: Progress Check #2 
• Complete both the MCQ (multiple choice) and FRQ (free response)

• If you were absent today, please complete this before we return from Thanksgiving Break so your progress can be tracked.

• NO HOMEWORK! Enjoy your break with your family and friends. See you in December! 😊🦃

WEDNESDAY

• POETRY STUDY
• Complete the activity for "Sestina" by Elizabeth Bishop that is on Google Classroom. I'm expecting that you will read through it and finish by the end of the class period today.

• We will complete the AP Classroom Progress Check for poetry on Friday.

MONDAY

• POETRY STUDY
• "One Art" by Elizabeth Bishop
• Multiple Choice practice
• Terms:
• repetition
• shift
• pronoun/antecedent
• enjambment
• symbol
• contrast
• Listen to M. Mark discuss the poem


• HW due Wed. 11/20/19: Read and complete a 1-2-3 analysis of "Sestina" by Elizabeth Bishop. After 1-2-3, focus also on how the poem uses:
• repetition
• pronoun/antecedent
• shift
• contrast

THURSDAY

• AP CLASSROOM DEBRIEFING: Progress Check #1
• Identifying Strengths & Challenges
• Multiple Choice Skills
• Free-Response Skills
• Free-Response Scoring Rubric

• POETRY STUDY
• AP Classroom Progress Check for poetry is next week
• Poetry Multiple Choice Skills
• Poetry FRQ Skills

• "Crossing the Swamp" by Mary Oliver

 Write an essay that supports a defensible claim about how the poet uses techniques to develop the relationship between the speaker and the swamp in "Crossing the Swamp" by Mary Oliver.

• SAMPLE ESSAY
• Discussion questions:
• What is the thesis statement of the sample essay?
• Where are all of the places in the essay that specifically support the thesis?
• How would you describe the organization of the essay?
• This is a high-scoring essay. What are some qualities that make it successful?

• HW due Mon. 11/18/19: Read and complete a 1-2-3 analysis for "One Art" by Elizabeth Bishop

• WRITING PORTFOLIO
• The school district/campus wants every student to keep a portfolio of their writing. We will be doing this online. Please follow these steps to set yours up:
1. In Google Drive, go to New+ and select "Google Sites".
2. Title your site with your name and Writing Portfolio.
3. At the top of the page, find the Share icon and share your portfolio with me (wramos@wisd.us).
4. Organize your site based on your high school years (9th, 10th, etc.).
5. Create links on the site to your significant writing assignments.
6. For this year, add the Beowulf compare/contrast essay.
7. Go through your work from other classes/years and add essays to your portfolio.
8. Customize your site to reflect your preferences.

TUESDAY

• POETRY STUDY
• Pairs/Group Assignment: 
1. Use the 1-2-3 analysis to annotate "Crossing the Swamp" by Mary Oliver
2. Also, make notes on the following:
• the purpose of metaphors
• characterization of the speaker
• point of view of the speaker
• structure of the poem
• contrasts
• key words/diction and why they are significant
• how shift affects the poem

• Individual Assignment:
• COMPLETE THESE STEPS IN ORDER:
1. Write a clear thesis statement for this AP essay prompt: Write an essay that supports a defensible claim about how the poet uses techniques to develop the relationship between the speaker and the swamp in "Crossing the Swamp" by Mary Oliver.
2. Carefully read this essay that responds to the same prompt.
3. Come to class with answers to these questions:
• What is the thesis statement of the sample essay?
• Where are all of the places in the essay that specifically support the thesis?
• How would you describe the organization of the essay?
• This is a high-scoring essay. What are some qualities that make it successful?

FRIDAY

• NEW UNIT: POETRY

• General Notes on Poetry

• 1-2-3 Poetry Analysis
• 1: Basics (first reading: note definitions, look up unfamiliar references, mark shifts)

• 2: Figurative elements (2nd reading: determine what is literal and what is figurative, work out meaning and annotate for all figurative elements)
• simile, metaphor, personification       
• imagery
• symbol
• allusion
• paradox 
• irony
• apostrophe (not the punctuation mark)
• 
  

• 3: Meaning (3rd reading: use notes and ideas from steps 1 & 2 to come up with a topic and poetic idea/theme for the poem)
• topic: 1 word or brief phrase that covers the subject of the poem (love, fear, obligation)
• poetic idea: a sentence explaining what we are supposed to learn about the topic from the poem

• Discussion / Class annotation for "Reply to the Question: 'How Can You Become a Poet?'" by Eve Merriam

• AP PROGRESS CHECK: 

• I think we needed more time to do the paragraph response on the AP Classroom from Wed. I have cleared and reassigned it. If you had already submitted your paragraph for question 2 on Wed., I sent your response to you in your school email so you can use it again. 

• Due Sun. 11/8/19: Complete paragraph responses for BOTH questions 1 & 2 in the AP Classroom

WEDNESDAY

• SHORT FICTION STUDY Wrap-up

• Group discussion: Thesis practice homework

• Notes on writing analytical paragraphs

• AP Classroom: Free Response Progress Check Short Fiction #1

MONDAY

• AP Classroom: Progress Check #1 (If you were absent, see me ASAP for a time to make this up.)

• SHORT FICTION STUDY
• "Born Bad" by Sandra Cisneros
• In-Class Assignment: Writing Interpretive Questions
• HW due Tues. 11/5/19 by 11:59 pm: Post one interpretive question for "Born Bad" on Google Classroom and respond with a paragraph to two of your classmates' questions.
• HW due Wed. 11/6/19: Thesis practice