Thursday, December 15, 2016

AGENDA 12/15

Turn in gold essay checklist with your paragraph of how you improved your essay's style
Make final revisions to essays and submit to Turnitin.com before 11:59pm tonight (or secure an extension right now!)

Check Turnitin.com to make sure you have submitted all of your assignments. Here are the directions for the two review sheets (one for A Tale of Two Cities and one for All the Pretty Horses). In addition, you had two other assignments for All the Pretty Horses--your typed 3-2-1 discussion notes from the date you were a discussion leader, and your rhetorical analysis mini-essay on your assigned passage from the novel). Further, you need to submit your college essay/personal statement (either one long "Common App" style essay, or your 4 UC responses, with the prompts at the top or the prompt #).

Multiple-choice practice
Answers:
1. C       23. A
2. B       24. B
3. A       25. E
4. C       26. D
5. D       27. E
6. A       28. D
7. E       29. B
8. C       30. D
9. D       31. D
10. C      32. C
11. B      33. C




HW: Submit your essay to Turnitin.com before 11:59pm PST tonight. Prepare for final exam by practicing multiple choice and reviewing your FLT sheet for the prose essay and your notes from open and prose essay practice.


Wednesday, December 14, 2016

AGENDA 12/14

Continue to revise AP Open essays 1982 and 2004 for content and style
Content and Style Revision PPT

Checklist for AP Open essays

HW: Finish revising AP Open Q essays and submit to Turnitin.com. Prepare to discuss Homegoing and make final additions to group powerpoint

Friday, December 9, 2016

AGENDA 12/9

Day 1 of Revision of process papers - Open Question 1982 or 2004
Content Revision guided ppt

Discuss with table: what are your three immediate priorities for revision?

HW: Finish Homegoing for Tuesday and add to group ppt. Bring revised copy (either hard copy or make sure you have online access) to your open question paper draft for Monday's class.

Tuesday, November 29, 2016

AGENDA 11/29

Chimamanda Ngozi Adichie, "The Danger of a Single Story," TED Talk

Questions to consider:

  • What relationship does Adichie see between power and story?
  • What details struck you most in Adichie's speech?
  • How might this TED talk affect your reading?  


Collaborative group powerpoint for Homegoing


HW: Catch up in your reading of Homegoing, finishing "James" and "Kojo," and when you catch up, start adding ideas to our group powerpoint.

Monday, November 28, 2016

AGENDA 11/28

Homegoing, chapters 1-4 - discuss at tables

HW: Read and annotate the next two chapters, "James" and "Kojo" and be ready to discuss tomorrow.
Continue to look for repeated motifs/symbols, to think about the author's use of narrative pacing/structure, and direct and indirect characterization.

Submit college essays (either all four UC responses or one longer, Common App/personal statement-type response) to Turnitin.com. Make sure to use MLA format (see binder reminder for tips) and view the rubric within Turnitin.com before you submit. Please turn this in and your character poems for Tale and your two journal entries by the end of this week! Thanks!

Tuesday, November 22, 2016

AGENDA 11/22

Book Distribution




How to Read Homegoing

Timed Writing Reminders

  • Writing Center resumes next Weds/Thurs
  • Bring prompt, timed essay, and half-sheet
  • Meet with VP and get signature to raise score
General Notes:
  • Introductions: open with context, make sure to answer the question (AP means "Address the Prompt"!)



Monday, November 21, 2016

AGENDA 11/21

Return timed essays
Collect Journals #3 and #4 from A Tale of Two Cities
Collect character poems from A Tale of Two Cities (anytime between now and Monday 11/28)

Work on A Tale of Two Cities Review Sheet in class today so we can return books tomorrow

HW: Finish review sheets, journal entries, character poems, and college essays as needed. New books tomorrow!

Wednesday, November 16, 2016

AGENDA 11/16

Review how to approach prose timed essay - Timed essay on FRIDAY
Work on A Tale of Two Cities assignments: character poems and two journal entries from different “books”
Watch final scenes from A Tale of Two Cities


HW: Work on poems and journal entries - due Monday. Prep for timed essay on Friday.

Friday, October 21, 2016

FIELD TRIP LINKS

 A Mighty Mighty People
Here are some of the songs from Act I:

"How I Got Over"
"Rocka My Soul"
"Mary Don't You Weep"
"Ain't Gonna Let Nobody Turn Me Around"
"Swing Low, Sweet Chariot"

AGENDA 10/21

Reading Calendar for A Tale of Two Cities

for Monday, 10/24
read and annotate Book the Second chapter 6
in-class timed essay practice, prose prompt

for Tuesday, 10/25
read and annotate Book the Second chapters 7, 8, 9
in-class timed essay practice, prose prompt

for Wednesday, 10/26
read and annotate Book the Second chapters 10 and 11

for Thursday, 10/27
read and annotate Book the Second chapters 12 and 13

for Friday, 10/28
read and annotate Book the Second chapters 14, 15, 16

for Monday, 10/31
read and annotate Book the Second chapters 17, 18, 19

for Tuesday, 11/1
read and annotate Book the Second chapters 20, 21, 22

for Wednesday, 11/2
read and annotate Book the Second chapters 23 and 24

for Thursday, 11/3
no reading homework; prepare for timed prose essay prompt using FLT sheet and practice essays
**TIMED ESSAY IN CLASS 11/3**

for Friday, 11/4
read and annotate Book the Third chapters 1, 2, 3

for Monday, 11/7
read and annotate Book the Third chapters 4, 5, 6

for Tuesday, 11/8
read and annotate Book the Third chapters 7, 8, 9

for Wednesday, 11/9
read and annotate Book the Third chapters 10 and 11

for Thursday, 11/10
read and annotate Book the Third chapters 12 and 13

for Monday, 11/14
read and annotate Book the Third chapters 14 and 15

Final discussions and review 11/14-11/17 including timed Open Q essay and complete review sheet

Wednesday, October 19, 2016

AGENDA 10/19

Quick quiz over chapters 1-6 of A Tale of Two Cities using Socrative. Join room 910209 and respond.
Give points for annotations from Book 1, chapters 1-6.

HW: Read and annotate Book the Second, chapters 1 "Five Years Later" and 2, "A Sight," and be ready to discuss tomorrow.

Thursday, October 13, 2016

AGENDA 10/13


Reading background information and adding to our circle maps for Charles Dickens’ Life and Times and the French Revolution

Share and discuss what you learned
What to look for as we read:
“In the nineteenth century everyone, from Queen Victoria to the street sweepers, either read Dickens or had Dickens read to them.” --David Perdue, member of The Dickens Fellowship and contributor to The Charles Dickens Museum
  • Serial publication: lots of cliffhangers, more like episodes of a TV show than one sustained “movie”
  • Character: Dickens’ writing endures because of his memorable character descriptions
  • History and Social Reform: Dickens feared the violence and upheaval of France, and saw class tensions and underrepresentation/care for working people becoming huge issues as England industrializes
  • Themes: Dickens tends to believe in humanity’s goodness and in optimism, even in difficult times
  • Motifs: blood, light, family, stability, golden, duality/doubles, sacrifice, revolution, bank, wine, the law, aristocracy, resurrection

HW: Read Ch 1 of Tale:  consider using an audiobook!

Wednesday, September 28, 2016

AGENDA 9/28


College Essay Drafting and Revision


Circle discussion over All the Pretty Horses, pages 202-241

HW: Continue to follow our reading schedule, working on 3-2-1s for All the Pretty Horses and our rhetorical assignment. Submit typed 3-2-1 for your assigned discussion day and your rhetorical analysis mini-essay when completed to Turnitin.com (enroll password can be found on course syllabus!).

Tuesday, September 27, 2016

AGENDA 9/27

Circle discussion on All the Pretty Horses, pages 183-202

College essays - Read and discuss tips from experts
"The ---- That Changed My Life" by Glenn Altschuler
"A Plea to Those Helping Students with College Application Essays" by Rebecca Joseph

HW: Continue to follow our reading schedule, working on 3-2-1s for All the Pretty Horses and our rhetorical assignment.

Wednesday, September 21, 2016

AGENDA 9/21

Review 3-2-1s at tables to discuss last night's reading, pages 97-121
Set up Discussion Calendar
Introduce Discussion Assignments for All the Pretty Horses
Pass out rhetorical passages and models

HW: Catch up on reading and complete 3-2-1 for pages 121-131 tonight.

Friday, September 16, 2016

AGENDA 9/16

Please find your post-it from your parent!

Stamp 3-2-1 prep (collect as a packet when we finish Part 1) and discuss pages 31-52
Film clip
HW: For Monday, read pages 52-85 and complete a 3-2-1 Reading Prep

Thursday, September 15, 2016

AGENDA 9/15

Please sign the Class Norms poster if you were absent!

Stamp 3-2-1 prep (collect as a packet when we finish Part 1) and discuss pages 1-30
Push-pull factors that serve as John Grady Cole’s call to adventure
Rhetorical analysis of page 30
HW: For Friday, read pages 31-52 and complete a 3-2-1 Reading Prep

Tuesday, September 13, 2016

AGENDA 9/13

Sign norms posters
Analyze page 1 of All the Pretty Horses together
Go to textbook room

Discuss a few elements of the book:
Hero's Journey
Bildungsroman
untranslated Spanish: Here's A translation of all of the Spanish in the book
no quotation marks and few attributions: read dialogue like a screenplay
polysyndeton -

  • from LiteraryDevices.net: Polysyndeton is a stylistic device in which several coordinating conjunctions are used in succession in order to achieve an artistic effect.Polysyndeton examples are found in literature and in day-to-day conversations. The term polysyndeton comes from a Greek wordmeaning “bound together”.

Other Resources:

HW: For Thursday, read pages 1-30 and complete a 3-2-1 reading prep; for Friday, read pages 31-52 and complete a 3-2-1 reading prep. Tomorrow, we'll be in the College Center for their annual presentation, but please meet here in H125 to take attendance.

Monday, September 12, 2016

AGENDA 9/12

Exploring the myth of the Hero’s Journey through artwork using OPTIC
Thomas Cole, The Voyage of Life: Childhood
Thomas Cole, The Voyage of Life: Youth

Discuss each painting at tables, using OPTIC, then share findings with the class. How do these paintings relate to our study of the Hero's Journey? How does studying paintings help us prepare for literary analysis?

HW: Continue to revise college essays/personal statements. Bring ID cards tomorrow-textbook room!

Thursday, September 8, 2016

AGENDA 9/8

Discuss and review last night's reading "...Or the Bible" and additions to our maps/annotations we made

Close reading: Gen 4:1-16 and Mark 1:1-43

HW: Create a circle map for the Hero's Journey and add information gleaned from one or more of the following videos:

"What Makes a Hero?" TED talk by Matthew Winkler
Pat Soloman, "What is the Hero's Journey?" TED Talk
Joseph Campbell and the Myth of the Hero's Journey" by the Academy of Ideas
"The Hero's Journey: Monomyth" posted by CornerTalker
"Hero's Journey Explained" by Mr. Wood

Wednesday, September 7, 2016

AGENDA 9/7


Answer any questions about reading journals for How It Went Down and Bible: due Friday to Pust!

Introduce Bible as Literature / Discuss, What is Literature?

Circle Map from period 5: What is Literature?

Circle Map from period 6: What is Literature?
HW: Continue to revise reading journals and college essays/personal statements. Read/annotate “...Or the Bible” and add to today’s notes.

WHY THIS MATTERS:
Reading journals will be a way to analyze fiction, drama, and poetry deeply. Biblical allusions are used heavily in Western literature and knowing them can help you find deeper meaning in texts.

Tuesday, September 6, 2016

AGENDA 9/6


Review reading journals for How It Went Down and Bible: check for clarity, completion, and quality Introduce Bible as Literature using Circle maps for defining in context Guest Speaker: Dr. Regina Zurbano HW: Continue to revise reading journals and college essays/personal statements.

Friday, September 2, 2016

AGENDA 9/2

Work on Reading Journal for How It Went Down (A1, A2, two options from B-H) in class

HW: Complete any parts of the Reading Journal #1 for How It Went Down. Then, complete Reading Journal #2 for Bible selections: you can mix-and-match from different parts of our Bible reading (for example, take a vocabulary word from Exodus, a literary device from Song of Solomon, your first option B-H from Ruth, and your final option B-H from Genesis), OR you can focus simply on one portion of the reading and do all of the journal on one "book" (e.g., from Genesis). Your choice!

Thursday, September 1, 2016

AGENDA 9/1

Finish analyzing "The Boy Died in My Alley" using TPS-FAST
Introduce Reading Journal assignment and model with How It Went Down

HW: Continue to work on reading journal entry for How It Went Down and continue to revise college essays/personal statements.

Tuesday, August 30, 2016

AGENDA 8/30

Answering questions regarding tomorrow's Candide reading quiz
Examining UC Personal Insights Questions
Analyze a poem using TPS-FAST: Gwendolyn Brooks' "The Boy Died in My Alley"

HW: Bring draft of two UC Personal Insight Questions or one longer college essay (e.g., Common App or particular university's prompt)

Monday, August 29, 2016

AGENDA 8/29

Today's PPT - review syllabus quiz, then practice Escalating Questions technique for discussing How It Went Down

CORRECTION TO SYLLABUS: The AP Exam in Literature and Composition will be given on May 3, 2017. Please update your syllabus to reflect this date!



HW: Review Candide for Wednesday's reading quiz.

Wednesday, August 24, 2016

AGENDA 8/24


Class Ethics
Share explanation of your core value
Create class ethics and share
Turn in values one-pager

Google Form for period 5 class ethics

Google Form for period 6 class ethics

HW: Respond to Google Form if you did not respond in class. Bring How It Went Down if you have a copy. Candide reading quiz early next week.

Monday, August 22, 2016

AGENDA 8/22

Welcome Back!
Daily Agenda
Complete Senior Student Information Form
First Day Letter for Students and Parents
Optional Parent Homework Assignment: Parents, please feel free to email your response to me!

Create a tree map - classify Values, Morals, and Ethics and discuss examples and non-examples to arrive at clearer definitions of these concepts
Tree Maps we made
Values Packet - select 5 core values and write them on the blank side of your index card. Be prepared to share tomorrow.

HW: Catch up on or review readings as necessary: we'll work with How It Went Down this week and start on excerpts from the Bible next week!

Friday, March 18, 2016

AP Full-Length Practice Exam Information

AP Full-Length Practice Exam Information: Report to L103 on ONE of the following dates:
Saturday, March 19th: 9:00am-1:00am
Thursday, March 31st: 9:00am-1:00pm
Wednesday, April 6th: 3:30-7:00pm
1) Arrive at least 15 minutes before the session is to begin.
2) Have cell phones or any other electronic device off and put away. Youcannot use it as a clock.
3) Bring 2 #2 pencils and 2 blue or black ink pens and enough lined paper for 3 essays.
4) Bring a snack and/or beverage (suggested, not required).
5) Where to report: Language building, first floor. Headquarters: L103
6) The test lasts 3.5 hours. There will be one bathroom break after the first hour.

Thursday, February 11, 2016

AGENDA 2/11

Work options for today

HW: Continue to read A Tale of Two Cities. Complete a journal entry for chapters 1-8 of Book the Third (due 2/19). Obtain a book of poems by your selected poet and begin reading. Research your poet's life and times for your critical annotations (#1 due 2/16; #2 due 2/19; #3 due 2/26).

Wednesday, February 10, 2016

AGENDA 2/10

Introduce Poet Study Project and choose poets

Begin work on critical annotations: 2 should be biographical. Consider different genres, e.g. a video about your poet and an article about your poet. Look at the "References" section of a Wikipedia page about your poet to get ideas, or visit Poetry Foundation or Academy of American Poets (poets.org) for a good starting place! Search your poet's name and "biography" in Google under "Videos" to try to find video sources, or search biography.com.

A third critical annotation should examine the collection of poems (book) you chose. How is the book organized? What information do you glean from the preface/introduction/back cover?

See student sample annotated bibliography (all 5 critical annotations, alphabetized)

HW: Continue reading A Tale of Two Cities. Begin working on your first critical annotation.


Friday, January 29, 2016

AGENDA 1/29

Video: Watch A Tale of Two Cities, Masterpiece Theatre DVD

Complete Socrative assignment for last night's poetry homework: Log on to Socrative Student and join room 910209 to complete the quiz. You can do this during class on your own device, or any time this weekend from a computer. Due before 4pm on Sunday!

HW: Complete Socrative assignment for last night's poetry homework: Log on to Socrative Student and join room 910209 to complete the quiz. You can do this during class on your own device, or any time this weekend from a computer. Due before 4pm on Sunday!

Read and take notes for Book the Second, chapter 10 "Two Promises," chapter 11 "A Companion Picture," chapter 12 "The Fellow of Delicacy," and chapter 13 "The Fellow of No Delicacy" for Monday.


Thursday, January 28, 2016

AGENDA 1/28

Work Day and Progress Checks - collect completed circle/tree maps for The French Revolution and Dickens' Life and Works, check and give feedback on 10 vocabulary words, and check and give feedback on notes for Book the Second

HW: Review the list of Selected Poets given in class and choose three that you are unfamiliar with. Then find and read one poem by each poet (I recommend using Poetry Foundation) and be prepared to answer a quick Socrative Student Activity - question 1 will ask you to name the three poets whose poems you read, and question 2 will ask you to write about one of the three poems--the one that you found most intriguing or that most resonated with you. You will need to be specific in your discussion of question 2, referring to specific line(s) or details that demonstrate you read the poem carefully. If you wish to complete this early, the join code is 910209.

 Read and take notes for Book the Second, chapter 10 "Two Promises," chapter 11 "A Companion Picture," chapter 12 "The Fellow of Delicacy," and chapter 13 "The Fellow of No Delicacy" for Monday.

Wednesday, January 27, 2016

AGENDA 1/27

Work Day:

Complete your circle map, tree map, and reflection questions on "The Life and Works of Charles Dickens" using the piece I gave you in class, by editor Robert Sheperd.

Complete 10 vocabulary words for A Tale of Two Cities, Book 1 1-6 and Book 2, chapters 1-9, by writing the word, part of speech, page number, definition, and either an example sentence using the word or an illustration of the word's meaning

Read and annotate Book the Second of A Tale of Two Cities, chapter 7, "Monseigneur in Town"; Chapter 8, "Monseigneur in the Country"; and Chapter 9, "The Gorgon's Head." Notes due tomorrow in class for Book the Second, chapters 1-9.

HW: 10 vocabulary words, circle/tree maps for The French Revolution and Dickens' Life and Works, and notes for Book the Second due tomorrow in class!

Tuesday, January 26, 2016

AGENDA 1/26

Share information from your critical annotations by completing a circle map and tree map for information on The French Revolution. First, collect facts from classmates and add to your circle map. Then, decide ways to group the information into categories, and use a tree map to re-classify the details from your circle map in a more organized way. Finally, write a reflection on "what these maps show" (a summary) and "why these maps matter or are helpful," and bound that in red pen/marker.

HW: Read and annotate Book the Second, chapter 4, "Congratulatory," Chapter 5, "The Jackal," and Chapter 6, "Hundreds of People," Be ready to show your notes from Book the Second and your first 10 vocabulary words on Thursday.

Supports for vocabulary words: .pdf of EMC Access Edition, with words defined at bottom of each page
List of vocabulary words from Virginia Department of Education

Monday, January 25, 2016

AGENDA 1/25

College Center - next steps for seniors, financial aid, transcripts, etc.

HW: Read chapters 4, 5, 6, of A Tale of Two Cities, "Congratulatory," "The Jackal," and "Hundreds of People" and take notes for Wednesday.

Supports for reading A Tale of Two Cities:

Continue to work on your vocabulary glossary for A Tale of Two Cities

Friday, January 22, 2016

AGENDA 1/22

Reading Quiz over Book the First, chapters 1-6 in A Tale of Two Cities via Socrative Student
Discuss advantages/drawbacks of quiz format

Begin reading Book the Second and take notes--read Chapters 1-3, "Five Years Later," "A Sight," and "A Disappointment." As you read, you might make a character chart, or note symbols, foreshadowing/use of time, characterization, emerging themes/significant quotations, etc. Use your annotations to prepare for class discussions and essays.

Supports for reading A Tale of Two Cities:


HW: Read  Book the Second of A Tale of Two Cities and take notes--read Chapters 1-3, "Five Years Later," "A Sight," and "A Disappointment."

Thursday, January 21, 2016

AGENDA 1/21

 .pdf of EMC Access Edition of Tale of Two Cities to assist you with vocabulary and comprehension
Discuss Chapters 3 and 4, focusing on characterization of Jarvis Lorry

Reading Quiz tomorrow over chapters 1-6. The quiz will be as follows: 1) brown stockings
and then you describe what this item means in the text and why it's significant.

Sample quiz response: brown stockings
The “brown stockings” refer to the fine stockings that Mr. Jarvis Lorry wears as described in Chapter 4. Dickens describes the stockings as being sleek and form-fitting, showing off Lorry's “good leg”—he is a little vain about the beauty of this particular feature, and it reveals a tiny indulgence in an otherwise restrained and composed, serious man. This is consistent with the characterization of Mr. Lorry as someone who is orderly, proper, and well-put-together, as he has taken care with this part of his attire, but also shows that he has a natural flair that he has taken some effort to tame or restrain, as a representative and professional of Tellson’s Bank, because the color is a serious and mature shade of brown.

Other supports while reading the text:

Friday, January 15, 2016

AGENDA 1/15-1/20

Watch, take notes, and discuss: “French Revolution in 9 Minutes” : https://www.youtube.com/watch?v=X1_2NwmIobU

Critical Annotations directions and sample
Choose a topic from the list of potential topics on the bottom of critical annotations directions and research it for homework over the long weekend. They can read a website, find information in a book, or watch a video on any of the potential topics. Part of the assignment involves assessing the credibility of the source; it’s ok if the source is not particularly credible, because then they explain what would make it more reliable (see my sample). This assignment will be due next Wednesday in class, typed and in MLA format and will be turned in as BOTH a hard copy and to Turnitin.com. (Note: it takes a good 2-3 hours to complete--students should attempt this assignment in pieces over multiple days and NOT try to do it all at once!)

Begin reading the article “The Life and Times of Charles Dickens.” Students should annotate for understanding: highlight or circle unfamiliar vocabulary and predict the definition in the margins; paraphrase content in the margins and note important ideas; write questions for clarification or further discussion in the margins.

  1. What unfamiliar words did you find? What questions do you have?
  2. How did Dickens’ writing evolve over time?
  3. What is Dickens known for as a writer?

Read the article “The Historical Context of A Tale of Two Cities silently. As they read, students should annotate for understanding: highlight or circle unfamiliar vocabulary and predict the definition in the margins; paraphrase content in the margins and note important ideas; write questions for clarification or further discussion in the margins. When students finish reading, they should discuss in small groups, citing textual evidence as they discuss:

  1. What unfamiliar words did you find? What questions do you have?
  2. What specific influences led Charles Dickens to write A Tale of Two Cities?
  3. What specifically did this article add to your understanding of the history of the French Revolution?
  4. In what ways are Dickens’ “revolutionary ideas” characteristically English? How does his writing reflect the concerns of his country and time period?

Brief discussion of the novel’s title: what is suggested by each word of the title, A Tale of Two Cities? What understandings can we arrive at or predictions can we make based on the title of the novel?

Read Chapter 1, "The Period" aloud, and discuss:
  1. What unfamiliar vocabulary words did you find or questions do you have?
  2. Why does Dickens use antithesis here to contrast this time period? What does each image suggest? Why put all of these different comparisons in the first sentence? How does it add to our understanding of the complexity of the time of the French Revolution (and Dickens’ own “present day,” to which he compares the period?)
  3. How is France described? How does Dickens use personification to describe France and England? Why might he be using personification here?
  4. What seems to be his larger purpose in this chapter, “The Period”?
  5. Remember that this book was published in serial form: it’s more like a television series or set of “episodes” than a typical single novel. What elements in chapter one remind you of a television pilot?

Read Chapter 2, "The Mail," aloud, and discuss:
  1. What unfamiliar vocabulary words did you find or questions do you have?
  2. Why are the passengers and the guards of the mail coach suspicious of one another?
  3. What do Mr. Jarvis Lorry’s words and actions tell you about his character?
  4. What might the mysterious messages, “Wait for Mam’selle” and “RECALLED TO LIFE” mean? Make some predictions!

Thursday, January 14, 2016

AGENDA 1/14

Timed Writing: Poetry

HW: Browse poets you might be interested in for the Poetry Project and be ready to select a poet next Thursday! Read "Figurative Language" chapter from Sound and Sense and select ONE of the poems in the chapter to TPS-FAST.

Wednesday, January 13, 2016

AGENDA 1/13

Preparing for timed writing, poetry: in groups of 4 write out the steps for poetry analysis essay on individual post-its and arrange, then compare with other groups and mark similar steps with a "check," to validate their thinking. Discuss what we noticed and what we want to remember to include on tomorrow's timed essay.

Flow Map we made for the steps of a Poetry Analysis Essay

HW: Prepare for tomorrow's timed essay. Browse poets you might be interested in for the Poetry Project and be ready to select a poet next Thursday! Read "Figurative Language" chapter from Sound and Sense and select ONE of the poems in the chapter to TPS-FAST.