AP Literature & Composition WEEK 1: AUGUST 31 ST -SEPTEMBER 4 TH.

AP Literature & CompositionWEEK 1: AUGUST 31 S T-SEPTEMBER 4 T H

Welcome to AP Literature! Period 11) Find your desk

1 Alexis W-H 2 Dennis K. 3 Stephanie L. 4 Manny R. 5 Melanie W. 6 Malik G.

7 Dyani K. 8 Steffen R. 9 Sally H. 10 Chancellor 11 Sara W. 12 Jesus S.

13 Esther S. 14 Daniel V. 15 Diana G. 16 Martin Gio 17 Madalyne J. 18 Gilberto G.

19 Lucia R. 20 Jonathan Y. 21 Dayana D. 22 Ida M. 23 Reanna F. 24 Estefania H.

25 Micheal C. 26 Teneesha P. 27 Ernesto T. 28 29 30

2) Take out your PWB Biblical Allusions notes (to be collected today)3) Complete the Introductions: The Art of Implied Argument *Take attendance, pass back PWB Commentary #2


1 Michel M. 2 David T. 3 Elena M. 4 Daniel A. 5 Cynthia S. 6 Steve G.

7 Alexa L. 8 Antonio V. 9 Amari R 10 Isaiah M. 11 Jessica V. 12 Derrick M.

13 Alma G. 14 Max O. 15 Clarissa V. 16 Jimmy S. 17 Nancy H. 18 Miguel Y.

19 Fatima C. 20 Julian H. 21 Letty L. 22 Jose G. 23 24

25 26 Rachel R. 27 Samantha Z. 28 29 30



1 Davonni B. 2 Luis C. 3 Jocelyn M. 4 Lonnie B. 5 Marianne M. 6 James R.

7 Yessica G. 8 Adrian M. 9 Marianna R. 10 Alexis A. 11 Emily G. 12 Esteban C.

13 Jailene Z. 14 Abraham W. 15 Lauryn B. 16 Edwin N. 17 Nicole P. 18 Joseph K.

19 Shemia B. 20 Justin T. 21 Camryn D. 22 Christian O. 23 Vanessa R. 24 Jazmin Z.

25 Cierra R. 26 Paris H. 27 Denisse L. 28 Iraida O. 29 30


Welcome to AP Literature! Claim An Identity• Ms. VB Introduction • Follow the Small Group Introductions on the back page in your groups of 4.

A little about Ms. VB…

Kick-off: Monday, August 31st 2015 Clear your desk of everything except your Commentary #2 REVELATIONS from Summer Homework (on The Poisonwood Bible).

On your commentary, respond to the following questions:◦ Without a rubric in mind (you could consider the AP essay rubric you were given),

what grade do you believe you earned? Think about your past essay grades and the effort you put forth this summer. *Use an A, B, C, D, and F scale.

◦ Explain why you gave yourself the grade you did.◦ Keep in mind your feedback from Commentary #1◦ Additionally, please complete the following on your essay: ◦ Underline your claim.◦ **Star all quotes (on both sides of the quote).

Grading Activity (3) 1. If you gave yourself a B+ or better, stand up (you will then move to the right of the room). 2. If you gave yourself a C- or below (or no grade), stay seated (you will then move to the left of the room). 3. If you gave yourself between a B and C, you will be placed into a group; don’t move. *Leave your belongings at your desk except your essay.

Claim the grade •You have 5 minutes.

•If you claim the “A” at the front of the room before the other group, your entire group will receive a 100% on the essay.

• When you claim the “A”, every person in the other group automatically earns a 75%.

• If neither group claims the “A” grade before 5 minutes is up, everyone in the class will receive an 80%.

You should definitely take a moment to discuss with your group before you do anything. No one can move for the first minute.

The Decision (2)•Write your final grade at the top of your paper. •Have one person in your group submit all of these papers to the “Collected” bin in the bookshelf in the back.

Claim a Life The 2nd Great Chicago Fire is overwhelming the city. Your only method of escape is onto a boat on Lake Michigan.

You will be divided up into four groups. ◦ You are all on two boats – Group A and B are on Boat 1; Group C and D are on Boat 2◦ Group A: you are the captains and other workers on the boat◦ Group B: you are civilians who have been stranded – many women, children, and

entire families◦ Group C: you are the captains and Chicago policemen and women◦ Group D: you are all inmates from the Cook County Jail being escorted to safety

The Decision You have been chosen to be a part of a social experiment.

Both boats have been rigged with bombs set to go off in exactly 5 minutes.

However, you have been given the detonator to the other boat’s bombs.◦ If you choose to press the detonator before the 5 minutes is up, the other boat will blow

up.◦ If you do not choose to press the detonator before the 5 minutes is up, both boats will

blow up.

On a piece of paper, write the time that you chose to bomb the other boat OR write whether you chose NOT to bomb the other boat. Explain why.

At 5 minutes, you will all share your decisions at the same time. ◦ The person with a birthday closest to today will share your decision and explain why you made it.

The Dark Knight Rises https://www.youtube.com/watch?v=K4GAQtGtd_0

https://www.youtube.com/watch?v=K4GAQtGtd_0



The Social Experiment:Dark Knight (12)

*This should be written in your notebook with the Bible passage notes.

Debrief:◦ Write for 5 minutes:

◦ What was the point of this activity? ◦ How were your decisions impacted? ◦ How would your decision have been different if these situations were real? ◦ What does this activity tell us about control? ◦ What might this activity tell us about humanity? ◦ Do you think people are inherently good or inherently bad? ◦ Did this activity remind you of any realistic situations?

◦ Gaza and Israel? Response to September 11th? Police militarization of Ferguson?

Who makes decisions in our society? Who should make the decisions in our society?

Why did we do this!? (5) Because THIS is AP Literature and Composition…

◦We question the world around us.◦We debate what it means to be human. ◦We reflect on our own actions and our own words. ◦We care about the fate of others – especially when we can control it.

We learn and grow through literature, through each other, and through failure.

Course Themes (10) What does it mean to be human? Who are we? How can we “contribute a verse?” https://www.youtube.com/watch?v=omveFR-2hmg Read the poem that was just referenced – circle all of the words that are negative and underline all of the words that are positive.

In looking at this contrast, what is the message?

https://www.youtube.com/watch?v=omveFR-2hmg

https://www.youtube.com/watch?v=omveFR-2hmg

O Me! O Life!BY WALT WHITMAN

Oh me! Oh life! of the questions of these recurring,

Of the endless trains of the faithless, of cities fill’d with the foolish, Of myself forever reproaching myself, (for who more foolish than I, and who more faithless?) Of eyes that vainly crave the light, of the objects mean, of the struggle ever renew’d, Of the poor results of all, of the plodding and sordid crowds I see around me, Of the empty and useless years of the rest, with the rest me intertwined, The question, O me! so sad, recurring—What good amid these, O me, O life? Answer.

That you are here—that life exists and identity,

That the powerful play goes on, and you may contribute a verse.

Final Word (5) *This should be written in your notebook with the Bible passage notes. Tell me about yourself:

◦What will your “verse” be?◦What do you contribute most to the world?

◦ If you cannot think of anything right now, consider what you might contribute to this class – do you enjoy debate? Acting? Art? Reading closely? Leading groups? Editing papers?

Homework•Leave your Biblical allusions notes to be checked today. •“Nacirema” article read and annotated by Thursday, September 3rd•“Good Readers & Good Writers” article read and annotated by Thursday, September 3rd

Kick-off: Tuesday, September 1st 2015•Take these next five minutes to read through and annotate the syllabus.•Read this THOROUGHLY – I will take questions after our first activity and discussion, but we will not go through it together.

Final Word Winning Lines Period 1

Cow Analogy Debrief What happens in each of the five rounds?

Are you “smarter” than someone if you see the cow first?

What is your responsibility when you see the cow?

What kind of student will not see the cow?

If you don’t see the cow, don’t leave the room!

Round 1: Very few, if any, see it straight away

Round 2: Direct instruction works for a few

Round 3: Questioning moves everyone forward

Round 4: Majority sees with direct explanation

Round 5: Everyone sees when helping partner

Do you see the young woman? The old woman?

Do you see two faces?

Do you see the cow?

Back to the Syllabus:Important Points (10)

Materials – You NEED a notebook designated for this class ONLY.

Late Policy◦ Turnitin.com ONLY for Process Papers

Rewrites (for FULL credit) Playbook – Notes and Responses Conferencing Daily vocabulary – Weekly Quizzes

Grade Breakdown – In-Class Essays!

Extra Credit Class Website - Online Commentaries

A Cow Addition: Be here and be present.

Return the signed part Thursday, September 3rd!

AP Literature & Composition Exam: May 6, 2015

Three-hour exam

Section I: Multiple-Choice (one hour) ◦ 55 multiple-choice questions based on 2 or 3 poems and 2 or 3 passages of fiction

Section II: Free-Response (two hours) ◦ 3 essays:

◦ Essay 1 is an analysis of a poem◦ Essay 2 is an analysis of a prose passage from a work of fiction, a letter, or a speech in a play ◦ Essay 3 is an analytical essay on a novel or play of your choice

Section I counts for 45% of your grade, and Section II counts for 55% of your grade.

Source: Hargrove, Godin and Dodd, 2008

AP and College Success

Setting Goals and Measuring ImpactAP test ACT subscores ACT score range Predicted AP passage rate

Biology Average of Math, English, and Reading

32-36 85%29-31 60%27-28 30%24-26 15%<24 5%

Chemistry Math

32-36 85%29-31 60%27-28 30%24-26 15%<24 5%

Calculus AB Math

32-36 95%29-31 75%27-28 60%24-26 35%22-23 20%<22 10%

English Lang. and Com.

US History

World History

Average of English and Reading

32-36 95%29-31 75%27-28 60%24-26 35%22-23 20%<22 10%

Sample projected vs. actual passage rate – AP World History

High School 5

High School 4

High School 3

High School 2

High School 1

KIPP HS Avg (448)

0%10%

20%30%

40%50%

60%70%

80%90%

100%

29%

29%

25%

26%

33%

27%

15%

33%

43%

56%

81%

39%

ActualProjected

High School 5

High School 4

High School 3

High School 2

High School 1

KIPP HS Avg (448)

-50% -30% -10% +10% +30% +50%

-14%

+4%

+18%

+30%

+48%

+12%

Projected vs. actual passage rateOver or under performing projection

(actual – projected)

Under-performed projection Over-performed projection

Project passage rate for AP World History based on ACT English and Reading scores. Data as of 4/28/2014. Includes students with valid AP and ACT scores. Combines cohorts 2010-2015 together. Number of students shown in parentheses. Schools with fewer than 25 students not shown All data is preliminary

5’s (1 student)

• Savanna Torres

4’s (2 students)

• Mariel Guido, Elisa Jimenez

3’s (12 students)

• Andreina Flores, Kayla Garcia, Devon Gardner, Isabel Godinez, Natalia Lopez, Elena Matta, Taniya Moore, Taylor Moore, Miguel Morales, Alfonso Nunez, Doniqual Nelson, Cynthia Ramos

• 2’s (54 students) 1’s (13 students)

•Total students: 82

Average Score: 2.073

Muchin’s Literary Glitterati AP Lit & Comp 2015

5’s (0 students)

4’s (1 student)

• Joe Komperda

3’s (15 students)

• Daniel Amaro, Lauryn Balark, Gilberto Garcia, Luis Garcia, Estefania Hernandez, Sally Huang, Jakini Larry, Stephanie Li, Ida Maung, Nicole Pintor, James Rubio, Clarissa Velazquez, Alexis Hondras-Williams, Abraham Woldegabriel, Johnathan Yuivar

• 2’s (30 students) 1’s (16 students)

• Total: 62 students

• Average Score: 2.016

Muchin’s Literary Glitterati AP Lang & Comp 2015

At least 51 of you (60%) will pass the exam with a 3, 4, or 5. At least 15 of you will get a 4. At least 2 of you will get a 5

Nobody gets a 1.

This year’s Big Goal

Final Word (5) *This can be written on scratch paper to turn in to me.

• 3 Take-away’s from today’s class• 2 Things you feel confident about • 1 (or more than one) Question or concern you have about this course or the AP Lit test in May.

Homework• SIGNED SYLLABUS DUE THURSDAY• AP Lit Playbook needs to be in class Thursday •“Nacirema” article read and annotated by Thursday, September 3rd•“Good Readers & Good Writers” article read and annotated by Thursday, September 3rd

NACIREMA Read and annotate the article given to you. What I would like you to annotate for and ask yourself:

◦ Cultural traditions of the Nacirema – what is similar and different to ours?

◦ Words and phrases that suggest an opinion about the Nacirema (from the author) – what does the author(s) think?

◦ Who is the author? ◦ What is YOUR opinion of the Nacirema?

Kick-off: Thursday, September 3rd 2015• In your AP Playbook (make sure to write the date!) EVERYBODY WRITES: How would life be different if written language was never developed?

Give at least 5 concrete examples.

You have 3 minutes to write independently before we TURN & TALK.

NACIREMA article review Discuss with a partner to prepare for a quick group discussion:

◦ Cultural traditions of the Nacirema – what is similar and different to ours?

◦ Words and phrases that suggest an opinion about the Nacirema (from the author) – what does the author(s) think?

◦ Who is the author? ◦ What is YOUR opinion of the Nacirema?

How could we relate this to The Poisonwood Bible?

Back to the Kick-off… We read about other people’s experiences in order to get a new perspective on our own.

…but we cannot just read Divergent, and Hunger Games, or even Lord of the Rings or Harry Potter (or JUST books for school…)

We need to read many different types of literature that is complex, so that we understand the complexities of the human experience.

Vladimir Nabokov • Russian American novelist

• Lolita (1955) is Nabokov’s most famous novel

• Nabokov’s family emigrated from Russian to Berlin in 1920, and from Berlin to Manhattan in 1940.

• Nabokov taught Russian and English literature at Cornell University from 1948-1950

• Lectures on Literature are Nabokov’s lectures from his time at Cornell. Nabokov detested ‘general ideas’ in novels, and encouraged a higher aesthetic enjoyment based on attention to detail of style and structure.

• “GR&GW” is a lecture Nabokov gave.

Our Bible: Vladimir Nabokov’s “Good Readers and Good Writers” (35)

Our focus for reading: ◦ Create a two-part list that describes what actions Nabokov believes make a good reader and a good

writer. Complete in your AP Lit Playbook.

◦ We will start out reading together, then you will finish independently (ELMO cam) ◦ While reading or after finishing, you will compile a list with your partner(s). ◦ In 25 minutes, we will create one large list together.

Good Readers Good Readers

EMOTION LOGIC

ART SCIENCEWISEMIND

Good Readers & Good Writers I will type up this master list, and we will keep it in our notebooks all year (you will get this Tuesday).

You will refer to this list in order to grow from where you are right now.

We use conferences to review goal setting and to see how we are using Nabokov’s advice in daily practice.

Writing a prêcis (PREY-see)

A prêcis NOT a personal interpretation of a work or an expression of your opinion of the idea; it is an exact

replica in miniature of the work, often reduced to one-fifth of its original size, in which you express the

complete argument!

Final Word (5) *In your AP Playbook

• Create a prêcis of Nabokov’s GR&GW. • Restate Nabokov’s central ideas in 2 paragraphs or less.

THEN, REFLECT…

What are two GR or GW habits you embody? What are two GR or GW habits you want to develop?

Homework• Quilt Piece due Tuesday, Sept 8th

•Finish reading The Poisonwood Bible if you have not done so…

Kick-off: Friday, September 4th 2015 TURN & TALK – Make meaning of these images with your partner.

The Bible 101: Old Testament Style• Knowledge of Biblical allusions will be HUGE on the AP test (and in life).

• Today we will review The Story of Creation (Genesis)

• As you watch, take notes on the following:• Main points of The Story of Creation• Similarities or connections to The Poisonwood Bible (there are A LOT)

The Story of Creation https://www.youtube.com/watch?v=rLoO3kI_SMg

How to Read Literature Like a Professor Chapter 7 “… or the Bible” (When in Doubt it’s from Shakespeare…)

Take notes in your AP Playbook, preferably not on the article.

•Nathan – prophet in Old Testament best known for rebuking King David for his affair with Bathsheba

•Rachel and Leah – in Book of Genesis, two sisters who were wives of Jacob. Leah known for being blessed by God with fertility and Rachel cursed with barrenness. Rachel also known for her beauty, while Leah is favored by God for inner beauty

•Ruth – Book of Ruth, a figure of loyalty and friendship, refuses to abandon her mother-in-law Adah – in Bible there are 2 Adahs which are both relatively obscure. Significance?

•Methuselah – Biblical figure whose name is synonymous with old age, living 969 years. Not a major character, mentioned only in one chapter.

Final Word (5) *On a half-sheet to turn in.

• PWB Commentary #1 – GENESISIn “Genesis” – the beginning – we catch a glimpse of each perspective that will carry us through the novel. For this response, describe each of those characters using relevant vocabulary and specific evidence from the text. You should have a thorough description that explains each characters’ unique point-of-view, which includes Orleanna, Rachel, Adah, Leah, and Ruth May. Many of you are former students of rhetoric: make note of Kingsolver’s use of syntax, tone, and diction to create a voice for each of her narrators. You should also comment on the characterization of Father (Nathan Price).

CHOOSE one character and her thoughts/actions from Genesis to analyze, using your new Bible knowledge…

Homework•Quilt Piece due Tuesday, Sept 8th

•Finish reading The Poisonwood Bible if you have not done so…

AP Literature & Composition WEEK 1: AUGUST 31 ST -SEPTEMBER 4 TH.

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