AP Lit: Poetry Test Prep & Planning for a Dallowinian Party

You'll start today with some test prep via Abraham Cowley's "My Picture."  I've included the answer sheet so make sure you don't look at the answers until after you've done the practice.  (Unless you want to be THAT person . . . )

IMPORTANT. Put yourself on a 10 minute timer to answer those questions.

Take a few minutes to discuss your results and then turn to the matter of planning for the Dallowinian Party.

Here's what you need to do:

1. Create a list of guests inspired by the characters of The Hours and Mrs. Dalloway. These should not be straight from the novels. Developing original characters challenges you to apply your knowledge of the source material.
2. Determine a time period in which you want to set this story. Think about a setting that would add meaning and depth to the event, as well as would be fun to explore.
3. Determine who will serve as the host.  
4. Develop those characters and write brief profiles of those characters including such details as name, age, occupation, religion, a short biography as well as a description of their relationship to the host.
5. Work as a class to build a map, flowchart or family tree of sorts making the extent to which the guests know one another, how they feel about one another, and any history they share.
6. Collaborate on a list of “interruptions,” plot events or twists that may occur randomly during the party itself.  These might be “reveal a secret,”  “accuse someone of spreading a lie,”  “leave the room and discover a dead body,” or “confess your love.”

OUT OF CLASS WORK.

Read.  Mrs. Dalloway.  Finish the Book. 

Due. Friday 10.21.16

Blog.  Two Posts.

Critical Creativity Post.  A  Mrs. Dalloway employs color in meaningful, powerful ways.  Perhaps you have noticed this, perhaps  you have not.  (Pay particular attention to flowers, foods, skies, clothing and faces.)

Use Colourlovers.com  to create a custom palette of at least three colors relating to meaning in Mrs. Dalloway.  You will need to name the palette and each color within it.  Be certain to choose purposeful names and push your self to go beyond the concrete.  (Concrete:  "blue sky" because the sky was blue.)

Share your palette on your blog w/ explanations of your choices.

AP Lit: "Fear No More" & Mrs. Dalloway

Today we tackled Mrs. Dalloway by way of a SCOUT-ing of Shakespeare's "Fear No More the Heat O' the Sun".

These are just some of the ideas that emerged . . .

We brought these ideas around to Mrs. Dalloway and made a number of connections between the poem and the novel, as well as to Cunningham's The Hours.   Most importantly we uncovered some of Woolf's intentions -- her use of allusions, her use of stream of consciousness -- as well as Cunningham's.

We also decided to hold a Dallowinian Party.  You can see the planning notes from an earlier AP Lit class here.  We will hold this roleplay listening/speaking/reading assessment event next Thursday, October 27th, just in time for Halloween.

OUT OF CLASS WORK.

Read.  Mrs. Dalloway.  Finish the Book. 

Due. Friday 10.21.16

Blog.  Two Posts.

Critical Creativity Post.  A  Mrs. Dalloway employs color in meaningful, powerful ways.  Perhaps you have noticed this, perhaps  you have not.  (Pay particular attention to flowers, foods, skies, clothing and faces.)

Use Colourlovers.com  to create a custom palette of at least three colors relating to meaning in Mrs. Dalloway.  You will need to name the palette and each color within it.  Be certain to choose purposeful names and push your self to go beyond the concrete.  (Concrete:  "blue sky" because the sky was blue.)

Share your palette on your blog w/ explanations of your choices.

Analytical Post. The Hours & Mrs. Dalloway. Discuss the evidence of Woolf's influence on Cunningham. Consider not only plot points and characters, but perhaps also structure, language, theme and more.

Reminder.

Indie Book Project.

Due Last Class of the Quarter.

AP Lit: A Fractured Week of Fractionating: Dalloway. Discussion, and Test Prep & More

Hey folks,

We started this week by attending a hip hop culture workshop.

I misread our week schedule and thought I would be seeing you folks later this week, but I am not.  I'm presenting at the statewide educational technology conference, ACTEM, on Thursday.  (I'll be sharing some of the work we've been doing with making to demonstrate our understanding.)

Today, sketchnotes over Mrs Dalloway were due.

I don't want you to keep reading Woolf without an opportunity to discuss, to get clarification, to work with the text.

Here's what we'll do . . .

Thursday, you will start with a brief test prep.  We didn't get an opportunity to discuss your last essays, so we will focus only on multiple choice this time around.  

Then you will use the power of your laptops record a discussion of your sketchnotes and Mrs Dalloway and work together to create a unified sketchnote "map" of the novel so far.   What are the big ideas Woolf has introduced so far?  Who are the major characters?  How are  they connected?  What images, colors, objects are getting repeated?  What patterns seems to be emerging?

You may want to use a markerboard for your sketchnote map. (Any of the projector side of the room boards are fair game.)

Upload the video to one of your school YouTube accounts and send me the link; send me photos of the sketchnote as well.

OUT OF CLASS WORK.

READ.  Mrs. Dalloway to pg 82.  Re-read if you were confused prior to the discussion and found clarity in the conversation.
DUE. Monday 10.17.2016

READ. Your choice text.  Design challenge due Thursday, 10.27.2016

BLOG.

Analytical Post.  Read How to Read Lit Chapter 5 (Where Have I Seen Her . . .) and apply one of  Foster's arguments to Mrs. Dalloway and/or The Hours.   Where have you seen Clarissa Dalloway or Septimus before?  Since?  Mrs. Brown?  Virginia Woolf?  Choose any character of significance from either text to discuss.

Creative Post.  Messaging Septimus; Tweeting Dalloway.  Using Simitator.com, create an exchange two or more characters of Mrs. Dalloway would have on social media, were it available to them back in the day.  How many layers of intention might you add?  Consider the topic of conversation, profile picture, handle/username, etc.   What sorts easter eggs (hidden references) might find their way into your exchange.  How many messages?  That's up to you.  Have fun with it.

Due. Friday.  10.14.2016.

INDIE BOOK PROJECT.  How might we solve a problem in your choice text?
Due. Thursday.  10.27.2016.

AP Lit: Solving The Hours & Unpacking Dalloway

DESIGN CHALLENGE: SOLVE THE HOURS.


Today we will continue designing for the characters of The Hours and run a design sprint featuring 8 Box, storyboarding, and feedback.

What does a design sprint look like?  I didn't invent it.  It's a fantastic technique used by designers of all sorts.  We're adopting our own version but you can see more of it in the book Sprint by Jake Knapp and the Google Ventures crew.

We ran an 8 Box on Monday.  We're going to do another.  (The more you 8 Box, the better you get at it.)  Then we'll storyboard (3 post its that show your idea in action).  We may or may not have time for feedback on our storyboards.  We may do the feedback on 8 Boxes.

From here, you'll actually build your prototype solutions to the challenges and needs facing one of the characters from The Hours.

You'll have about 20 minutes to build.

SKETCHNOTING & POWER QUOTING:  DALLOWAY 3-29.

We use the last third of class to explore sketchnotes and visualizing as a means of notetaking and annotating a text.  We'll look at Clarissa, Rezia and Septimus, as well as discuss the value of meeting other Londoners in Woolf's narrative.

OUT OF CLASS WORK.

SUBMIT.
Synthesis Essay #1
Put a Google Doc in your AP LIT IN folder.
DUE. Today.

BLOG.

Critical Creativity Challenge:  Scoring Dalloway.   Create an original score for pages 3 - 29 of Mrs. Dalloway using either live instrumentation, Garage Band, SoundTrap  Wolfram Tones, Beat Lab, or another online/digital music generator/creator.

Analytical Post:  Make a case for or against the presence of Foster's vampires in The Hours.  Use text evidence to support your assertions. 

DUE. Friday.  10.7.2016

READ.

Mrs. Dalloway.  30-58.

Sketchnote. 3-58.

How might you organize these sketchnotes?  How might  you make visual meaning of this first quarter of the book?  All one?  A series?  Organized by character? Setting?  Idea?

Want to learn more about sketchnotes?  Check out http://sunnibrown.com/doodlerevolution/    or http://sketchnotearmy.com/ or just search for sketchnotes on Pinterest, Instagram, or Google Image search.  

AP Lit: Solving the Hours, Peer Workshopping Synthesis, Dalloway Begins, Vampires & Music & More

Today we start Mrs. Dalloway.

We'll read in class to get a feel for Woolf's stream of consciousness style.  It is unique to most anything you will have been assigned in high school, though as contemporary of Fitzgerald you may find some similarities in language.  And since Woolf has been so tremendously influential, you may also find the roots of Laurie Halse Anderson and Markus Zusak in these pages.  

It is also the novel that inspired Cunningham to write The Hours.

Tonight read up to page 29.   Wednesday we will discuss and make sure folks are following the characters, plot, etc.

Speaking of The Hours, take a look at this trailer for the 2002 film.

And take a listen to the score by composer Phillip Glass, particularly "Morning Passages" and "Escape"

Think about how Glass' sounds reflect the ideas we've been been exploring class.  Why might he choose the sounds?  This instrumentation?  These musical arcs?  Might a little research uncover more?

Also, I recommend the fantastic documentary, Glassworks, which I believe is available on Netflix still.

This ties into your Critical Creativity blog post for the week.

PEER WORKSHOP the SYNTHESIS ESSAY 1

You'll have twenty minutes to work with a partner and get feedback on your current draft.  You'll submit your essay on Wednesday.

DESIGN CHALLENGE: SOLVE THE HOURS.

After this, we will continue designing for the characters of The Hours and run a design sprint featuring 8 Box, storyboarding, and feedback.

On Wednesday, we build.  Construct.

OUT OF CLASS WORK FOR THE WEEK.

Complete.  1st Submission Draft of Synthesis 1.

READ.
Mrs. Dalloway.  pg 3 - 29
How to Read Lit Chapter 3: Vampirism

BLOG.
Critical Creativity Challenge:  Scoring Dalloway.   Create an original score for pages 3 - 29 of Mrs. Dalloway using either live instrumentation, Garage Band, SoundTrap  Wolfram Tones, Beat Lab, or another online/digital music generator/creator.

Analytical Post:  Make a case for or against the presence of Foster's vampires in The Hours.  Use text evidence to support your assertions.

How to Post your Blog Posts on the Blog Tracker.  The blog tracker is in the AP Lit 2016 OUT folder.  You don't make a copy of this one.  You just edit it right there on the screen.

Here's a video to help you with posting the links.  You only need to worry about the first 3 minutes of the video.

AP Lit: Colour film of London in 1927

Dallowinian Party 3G AP Lit 2013

AP Lit: The Dallowinian Party

Exploring archetypes and stream of consciousness in Mrs. Dalloway and The Hours.

AP Lit 3G: Remixing Prufrock & Preparing for Dallowinian Parties

We have a couple of housekeeping items & then we've got plenty of work to do.

Revisions.

As you complete revisions, remember to also complete a "Revision Submission Form."  This helps me track your work as well as better ensure I take note of all the work you've done. This form is in the "AP Lit 2013 OUT" folder.  (I might end up putting a link to it over in the right sidebar as well.  We'll see.  I don't want to clutter that space up.  Though to emphasize revision. . . )

Blogging.

This week's required post isn't creative.  Instead it's analytical.  (I'll make it up to you next week with a doozy.)  

"The Love Song of J. Alfred Prufrock"

We'll start with Ellie Goulding.  Naturally.
 


And follow that with a little DJ Earworm.

Which takes us to a discussion of remix/mashup culture and the argument that T.S. Eliot, brilliant literary mind, has really crafted himself quite a magnificent remix/mashup of many styles, voices, points of view and created a thing quite worthy of its own accord -- but impossible to have crafted without its predecessors.

We'll take large print outs of the poem and slice that thing apart, taking trophies of poignant language and harvesting keepsakes of gorgeous thoughts.  We want to find those elements of the poem that best signify its essence -- without them, the poem would cease to be -- as well as the recognizable moments, the access points, the hooks.  (Anyone else remember Akon? All that dude did was sing the hook.  We need to find Eliot's Akon moments.  And file that under "Things never said by an AP Lit teacher -- ever.")

And then we will pause and return.  This is but day one.  We will come back to Eliot & J. Alfred next week with fresh readings and fresh perspective.

Dallowinian Party

The Party is upon us.  We must make certain everyone knows his/her roles, relationships between each character, the schedule for that day, and familiarity with the stream of consciousness writing form being employed, as well as the character preparation form. You'll be handwriting to capture the primacy of the moment -- and then transcribing to your computer for documentation & discussion purposes.

We also need to come up with a list of interruptions that will add context & plot to the party.

Homework

Prepare:
Dallowinian Party
Character Preparation Form
Due: Friday, 10/18

Revise:
Synthesis & College Essays
Revision Submission Form
Due: Last day to submit revisions 10/25

Blogging:
 3+ Posts
Due: Friday, 10/18

Analytical Post: Since we have such a creative endeavor ahead of this week in class, the assigned blog post will be analytical in nature.  However, one may want to use creative means of uncovering meaning between these two texts. (Taking pics can be a great way to share non-tech work on your blogs.)

Choose one of the several items of criticism at the link provided.  Choose one that captures an interesting angle, reflects or refutes your thinking, opens your eyes or otherwise engages your thinking.  These are not easy reads, some more challenging than others. Be unafraid to dig further, to research allusions.  Document your process (this may be more than a single blogpost's worth of work) and then post your thoughts in relation to the critic's.  Q: To what extent to you concur with the critic's assertions?

EQ: To what extent can amateurs demonstrate the quality of thought presented by experts?

http://www.english.illinois.edu/maps/poets/a_f/eliot/prufrock.htm

Read & Create:

Indie Book Project

Due: First week of 2nd Quarter

AP Lit 2B/3B: Remxiing J. Alfred & Preparing for a Party

We have a couple of housekeeping items & then we've got plenty of work to do.

Revisions.

As you complete revisions, remember to also complete a "Revision Submission Form."  This helps me track your work as well as better ensure I take note of all the work you've done. This form is in the "AP Lit 2013 OUT" folder.  (I might end up putting a link to it over in the right sidebar as well.  We'll see.  I don't want to clutter that space up.  Though to emphasize revision. . . )

Blogging.

This week's required post isn't creative.  Instead it's analytical.  (I'll make it up to you next week with a doozy.)  

"The Love Song of J. Alfred Prufrock"

We'll start with Ellie Goulding.  Naturally.



And follow that with a little DJ Earworm.

Which takes us to a discussion of remix/mashup culture and the argument that T.S. Eliot, brilliant literary mind, has really crafted himself quite a magnificent remix/mashup of many styles, voices, points of view and created a thing quite worthy of its own accord -- but impossible to have crafted without its predecessors.

We'll take large print outs of the poem and slice that thing apart, taking trophies of poignant language and harvesting keepsakes of gorgeous thoughts.  We want to find those elements of the poem that best signify its essence -- without them, the poem would cease to be -- as well as the recognizable moments, the access points, the hooks.  (Anyone else remember Akon? All that dude did was sing the hook.  We need to find Eliot's Akon moments.  And file that under "Things never said by an AP Lit teacher -- ever.")

And then we will pause and return.  This is but day one.  We will come back to Eliot & J. Alfred next week with fresh readings and fresh perspective.

Dallowinian Party

The Party is upon us.  We must make certain everyone knows his/her roles, relationships between each character, the schedule for that day, and familiarity with the stream of consciousness writing form being employed, as well as the character preparation form. You'll be handwriting to capture the primacy of the moment -- and then transcribing to your computer for documentation & discussion purposes.

We also need to come up with a list of interruptions that will add context & plot to the party.

Homework

Prepare:
Dallowinian Party
Character Preparation Form
Due: Thursday, 10/17

Revise:
Synthesis & College Essays
Revision Submission Form
Due: Last day to submit revisions 10/25

Blogging:
 3+ Posts
Due: Friday, 10/18

Analytical Post: Since we have such a creative endeavor ahead of this week in class, the assigned blog post will be analytical in nature.  However, one may want to use creative means of uncovering meaning between these two texts. (Taking pics can be a great way to share non-tech work on your blogs.)

Choose one of the several items of criticism at the link provided.  Choose one that captures an interesting angle, reflects or refutes your thinking, opens your eyes or otherwise engages your thinking.  These are not easy reads, some more challenging than others. Be unafraid to dig further, to research allusions.  Document your process (this may be more than a single blogpost's worth of work) and then post your thoughts in relation to the critic's.  Q: To what extent to you concur with the critic's assertions?

EQ: To what extent can amateurs demonstrate the quality of thought presented by experts?

http://www.english.illinois.edu/maps/poets/a_f/eliot/prufrock.htm

Read & Create:

Indie Book Project

Due: First week of 2nd Quarter

AP Lit: Mrs. Dalloway Party Planning

Using design thinking strategies of brainstorming, researching, sorting, prioritizing, empathizing, recursive thinking, outcome-based, human-centered decision making to shape up our Dallowinian Party event next week.

AP Lit 2B/3B: Mrs. Dalloway, The Hours & the Party

Today we have three major goals/outcomes:

1. To better identify Woolf's techniques and styl
2. To identify how Cunningham's techniques and style reflect(s) Woolf's
3. To establish our setting and archetypes for the Dallowinian Party

And laugh.  It would be helpful today to laugh.  We'll see if that happens though . . . 

We'll start with some photocopies -- shudder -- of passages from Mrs. Dalloway and The Hours, passages I think particularly well suited to finding connections between Woolf & Cunningham.  We'll do some small group close readings w/ a particular focus on:

* stream of consciousness
* symbolism/motif
* diction
* imagery

(Yup. They are all from Wikipedia.  Except for imagery -- which isn't particularly descriptive -- these are pretty solid entries.  More examples for "motif" would be nice.  Hoping to find other resources for us.)

You'll be using your design kits and annotation skills to make these connections. 

From there, we have to get very serious about our Dallowinian party.  We'll work together to choose a setting -- time period, physical location -- and then establish the archetypes we've seen emerge from these two texts.   If possible we'll cast today.  We'll go over the character preparation forms that need to be completed for next Tuesday.    If we don't cast today, we'll cast on Thursday and that will inform what you need to include in your preparations.

Homework

Blogs: 3+ Posts for the Week
Creative Blog Entry: Choose a supporting character from Mrs. Dalloway or The Hours, one who may not get much time or attention.  Write a paragraph of story that Woof or Cunningham left out.  It need only be a paragraph.  Do your best to emulate the style of the writer.  Then write a single paragraph of analysis explaining your approach.

Read & Listen: Tracy K. Smith's "Duende"  Annotate & consider how she employs repeated imagery, structure and diction to inform themes similar, or perhaps dissimilar, to Woolf & Cunningham.

Dallowinian Party Gathering & Planning: Make use of Google+ and Drive to plan for the party.  Keep me within your loops.

Revisions: Start the process in earnest. You have until Oct 25th to submit revisions, get feedback, and resubmit again if you so choose.

AP Lit 3G: College Essay Tips & Dallowinian Discussions & Ideas

We'll start class with a few general suggestions about college essays and what I think helps students write effective, meaningful, powerful and relatively succinct pieces that get the desired results.

We'll take five minutes to check out http://kaizena.com/docs as well and see how that tool can help us.

Then we return to a new Mrs. Dalloway discussion.

Last class focused on plot and then veered into technique and form.   I'd like the class to start with discussing techniques and form Woolf uses, seeking to uncover the how and the why, and then move on to the necessary what and who.  

We will have a new backchannel here for these two days of discussion between the classes.

We would do well to create a list of character types we should be considering now, even having not read The Hours yet.  Five to ten minutes at the end of class should suffice for that.

Homework:

Write: College Essay Submission draft
Due Friday 10/4

Read: The Hours (optional b/c not enough copies to req.; Mr. Ryder cannot count.)
Will be extremely valuable in understanding Mrs. Dalloway and in creating a great Dallowinian Party event.
Due Tuesday 10/8

Start Planning & Thinking: Dallowinian Party - Character
See Materials & Rubric in Google Drive OUT folder.
Updated rubric coming soon
Due Thursday 10/17

Blog
3+ Entries Including the Creative Entry of the Week
Creative Blog: For some writers, a character's attire is little more than an afterthought.   Not so, with our most recent creators.  Both Woolf and Cunningham use clothing and physical appearance to convey meaning in their respective works.

Use Polyvore, or another tool or physical materials, to create a wardrobe collage suitable for a character in either Mrs. Dalloway or The Hours.  You may try to create a historically and textually accurate collection or you may choose instead to select contemporary equivalents.  Explain your selections with regards to conveying meaning, not merely literal interpretations.

Added Challenge:  Use physical wardrobe pieces and photography to do the same.

AP Lit 2B/3B: Dalloway Discussion & Introducing The Party

Today marks our first formally graded class discussion.

We have a new rubric for blogging starting with this week, Q1 Week 3.

The rubric is below.



Today we also start using our discussion rubric.


Today's back channel is here.





Homework:

Write: College Essay Submission draft
Due Friday 10/4

Read: The Hours (optional b/c not enough copies to req.; Mr. Ryder cannot count.)
Will be extremely valuable in understanding Mrs. Dalloway and in creating a great Dallowinian Party event.
Due Tuesday 10/8

Start Planning & Thinking: Dallowinian Party - Character
See Materials & Rubric in Google Drive OUT folder.
Updated rubric coming soon
Due Friday 10/18

Blog
3+ Entries Including the Creative Entry of the Week
Creative Blog: For some writers, a character's attire is little more than an afterthought.   Not so, with our most recent creators.  Both Woolf and Cunningham use clothing and physical appearance to convey meaning in their respective works.

Use Polyvore, or another tool or physical materials, to create a wardrobe collage suitable for a character in either Mrs. Dalloway or The Hours.  You may try to create a historically and textually accurate collection or you may choose instead to select contemporary equivalents.  Explain your selections with regards to conveying meaning, not merely literal interpretations.

Added Challenge:  Use physical wardrobe pieces and photography to do the same.

AP Lit: Discussing Dalloway (& More)

Today marks our first formally graded class discussion.

We have a new rubric for blogging starting with this week, Q1 Week 3.

The rubric is below.



Today we also start using our discussion rubric.


Today's back channel is here.





Homework:

Write: College Essay Submission draft
Due Friday 10/4

Read: The Hours (optional b/c not enough copies to req.; Mr. Ryder cannot count.)
Will be extremely valuable in understanding Mrs. Dalloway and in creating a great Dallowinian Party event.
Due Wednesday 10/9

Start Planning & Thinking: Dallowinian Party - Character
See Materials & Rubric in Google Drive OUT folder.
Updated rubric coming soon
Due Friday 10/18

Blog
3+ Entries Including the Creative Entry of the Week
Creative Blog: For some writers, a character's attire is little more than an afterthought.   Not so, with our most recent creators.  Both Woolf and Cunningham use clothing and physical appearance to convey meaning in their respective works.

Use Polyvore, or another tool or physical materials, to create a wardrobe collage suitable for a character in either Mrs. Dalloway or The Hours.  You may try to create a historically and textually accurate collection or you may choose instead to select contemporary equivalents.  Explain your selections with regards to conveying meaning, not merely literal interpretations.

Added Challenge:  Use physical wardrobe pieces and photography to do the same.

AP Lit: New Edition of T.S. Eliot's Modernist Masterpiece "The Wasteland"

And poet, Paul Muldoon, has a great deal to share about it on NPR's Weekend Edition.

Well worth your time to give it a listen.  A load of great info about modernism & the world in which Eliot and Woolf and Joyce were writing.

AP Lit: Chess and Lit

Metaphors abounded as connected chess to the processes of both constructing and deconstructing literature.

AP Lit 2B/3B: Chess & Literature

We begin by submitting our synthesis essays.  Create a Google Drive folder called "[First & Last Names] AP Lit 2013 IN," make me an editor of that folder.  Finally, put a Google Doc version of your essay in that folder.

Note: It has to be a Google doc, not just a Pages document uploaded.  I need to be able to comment on it using Google, not Pages.

This should only take a few moments.

Then . . .

Chess.

Why chess?

We'll discuss at length in class.

And speaking of discussions . . .

We will practice using a class discussion protocol that we will use next week for our first formally assessed class discussion.

Homework

Write: Work on your college essay.  (If no school chosen yet, go w/ the common app prompt.  You can find that all over the interwebs.)  Your submission draft is due next Thursday or Friday, depending on which class you are in.
Due:  Friday, 8/4 (I know there's no school!  Yay internet!)

Blog: 3+ entries for Friday, 9/27

Assigned Creative Blog Post:  Mrs. Dalloway employs color in meaningful, powerful ways.  Perhaps you have noticed this, perhaps  you have not.  (Pay particular attention to flowers, foods, skies, clothing and faces.)

Use Colourlovers.com  to create a custom palette of at least three colors relating to meaning in Mrs. Dalloway.  You will need to name the palette and each color within it.  Be certain to choose purposeful names and push your self to go beyond the concrete.  (Concrete:  "blue sky" because the sky was blue.)

Share your palette on your blog w/ explanations of your choices.

Added Challenge: Create a piece of digital art employing the color palette in a way congruent to Virginia Woolf.

Read

Dallowinian Reading Chunks (pg. #s are Mt. Blue copies, Harcourt ed.)

1: a t an O an F (1 - 29)

2: he never saw her again (29 - 64)

3: Dr. Holmes, looking not quite so kind. (64-94)

4. Elizabeth Dalloway mounted the Westminster Omnibus (94 - 139)

5. For there she was (139 - End)

One reading per night.

Blue Day classes finish the book for Tuesday, the 1st.   Gold Day classes  finish for Monday the 30th.

AP Lit 3G: Chess, Strategy & Literature

We begin by submitting our synthesis essays.  Create a Google Drive folder called "[First & Last Names] AP Lit 2013 IN," make me an editor of that folder.  Finally, put a Google Doc version of your essay in that folder.

Note: It has to be a Google doc, not just a Pages document uploaded.  I need to be able to comment on it using Google, not Pages.

This should only take a few moments.

Then . . .

Chess.

Why chess?

We'll discuss at length in class.

And speaking of discussions . . .

We will practice using a class discussion protocol that we will use next week for our first formally assessed class discussion.

Homework

Write: Work on your college essay.  (If no school chosen yet, go w/ the common app prompt.  You can find that all over the interwebs.)  Your submission draft is due next Thursday or Friday, depending on which class you are in.
Due: Thursday, 8/3, Friday, 8/4

Blog: 3+ entries for Friday, 9/27

Assigned Creative Blog Post:  Mrs. Dalloway employs color in meaningful, powerful ways.  Perhaps you have noticed this, perhaps  you have not.  (Pay particular attention to flowers, foods, skies, clothing and faces.)

Use Colourlovers.com  to create a custom palette of at least three colors relating to meaning in Mrs. Dalloway.  You will need to name the palette and each color within it.  Be certain to choose purposeful names and push your self to go beyond the concrete.  (Concrete:  "blue sky" because the sky was blue.)

Share your palette on your blog w/ explanations of your choices.

Added Challenge: Create a piece of digital art employing the color palette in a way congruent to Virginia Woolf.

Read

Dallowinian Reading Chunks (pg. #s are Mt. Blue copies, Harcourt ed.)

1: a t an O an F (1 - 29)

2: he never saw her again (29 - 64)

3: Dr. Holmes, looking not quite so kind. (64-94)

4. Elizabeth Dalloway mounted the Westminster Omnibus (94 - 139)

5. For there she was (139 - End)

One reading per night.

Blue Day classes finish the book for Tuesday, the 1st.   Gold Day classes  finish for Monday the 30th.

AP Lit 2B/3B: Zones: Workshopping, Writing, Discussing

Hey folks,

You have four zones in which you may function today. The intention is to maximize our classroom time opportunities for folks to get what they need/want from the class period. We won't be able to do this everyday. But I'd like to try it out and see how well it works.  

1. Use the inspiration area as a discussion hub to discuss Mrs. Dalloway.  Please record your conversation for my benefit in some way.

2. Use a cluster of desks in the center of the room to run a peer editing workshop.  I'll create a shared Google doc on which you should paste each essay examined and mark up with your comments.  Start from the same place we began the other day: author cannot speak, comments and constructive criticisms given, author given a chance to ask questions and clarify.

3.  Find a comfortable space and work on your synthesis essay in solo fashion.  Again, share it with me through Google docs so I can see the results of your Wednesday.

4.  Find a comfortable space and answer some of the questions on Google+.

Friday will be a very discussion and movement and chess oriented day.  And next Tuesday will be rich with discussion.  

Folks that intend to buy their own copy of The Hours should get their hands on it by early next week.

Homework

Write: Synthesis Essay 1st Submission Draft Due Next Class!  Thursday! Rubric here!

Blog: 3+ entries for Friday, 9/27

Assigned Creative Blog Post:  Mrs. Dalloway employs color in meaningful, powerful ways.  Perhaps you have noticed this, perhaps  you have not.  (Pay particular attention to flowers, foods, skies, clothing and faces.)

Use Colourlovers.com  to create a custom palette of at least three colors relating to meaning in Mrs. Dalloway.  You will need to name the palette and each color within it.  Be certain to choose purposeful names and push your self to go beyond the concrete.  (Concrete:  "blue sky" because the sky was blue.)

Share your palette on your blog w/ explanations of your choices.

Added Challenge: Create a piece of digital art employing the color palette in a way congruent to Virginia Woolf.

Read

Dallowinian Reading Chunks (pg. #s are Mt. Blue copies, Harcourt ed.)

1: a t an O an F (1 - 29)

2: he never saw her again (29 - 64)

3: Dr. Holmes, looking not quite so kind. (64-94)

4. Elizabeth Dalloway mounted the Westminster Omnibus (94 - 139)

5. For there she was (139 - End)

One reading per night.

Blue Day classes finish the book for Tuesday, the 1st.   Gold Day classes  finish for Monday the 30th.