AP Lit: FlashLab: On Demand Characterization and Diigo

Monday and Tuesday, we'll start with a DEEPdt FlashLab on characterization.

Our goal? To use the design process to design a thesis statement and a single body paragraph on characterization in The Hours.

DISCOVERY Phase.
Spidea & Sketchnotes: Everything we know about characterization: character types, methods of developing characters.  5 min.

Spidea & Sketchnotes:  Everything we know about the characters in The Hours.  Key quotes.  5 min.

EMPATHY Phase.

Interview Your User/Reader.  (Who could that be?)  Determine style.  Determine what works well for your user/reader.  Take copious notes.  5 min.

EXPERIMENT  Phase.

Generate piles of potential thesis statements.
Experiment with sentence structures.
Experiment with paragraph design.
Experiment with embedded text evidence.  20 min

PRODUCE  Phase.

Get feedback from me using Four Corners protocol.  10 min.

All of the above in 45 minutes.

Then . . .

ON-DEMAND ANALYSIS DESIGN CHALLENGE: DISCOVERY Phase.

We start playing with Diigo, the tool we will use to do our DISCOVERY Phase research for our long term design challenge: How might we design on-demand analytical writing for the AP Lit test?

We'll use December for DISCOVERY research.  There will be a rubric this week on the expectations for this research around the criteria of variety, reliability and relevance.  The research will be due 12.22.15.

And then . . .

VERSE 15.  Emily Dickinson's "Wild Nights -- Wild Nights! (269)"

We'll read this poem with the intention of making connections to The Hours.  We'll try a new strategy: POV Smash & Grab from Mary Cantwell's Deep Design Thinking site.

SHOW YOUR THINKING.

Blog.

1+ Posts.

Due. Friday. 12.4.15. 

Critical Creativity Challenge:  An Art Gallery for The Hours.

Visit MOMA.org, Portland Museum of Art,  MFA.org or another online art gallery from a gallery that exists in the brick and mortar world (a place people could physically visit) and select three or more pieces of art that you would include in a gallery to represent the ideas in The Hours.

Design.

Synthesis #2. Thesis & Sketchnote/Map/Outline

Due. Next Class.

Source Material & Constraint.  Anything We Have Read This Year as a Class.

All Poetry.  All Prose.

 

Start Reading.

Mrs. Dalloway.  3-14.

Due. Next Class.

AP Lit 4G: On Demanding & Scoring

Monday in AP Lit, you will be completing an on-demand on an excerpt from "Belinda" and then scoring yourselves using the anchor packet available.  Prove the accuracy of your score by pointing to the anchor samples.  Use any materials in the room available to you to document this thinking.

The prompt materials are all available from the sub.


HOMEWORK.

BLOG.  3+ Posts.
Req'd Post.  TBA (Likely connecting with a student in another state -- more coming early this week.  Do not stress about this.)

DESIGN.  Modest Proposal.
1st Submission.  Due Friday.  Mar 13.

AP Lit: Anchors Await & Modest Proposals

Big Project Week.  Thursday and Friday, we get to see To Be or Not Be.  This is exciting stuff.

Monday and Tuesday, we'll be following up with "The Century Quilt" on demand by examining some anchor papers and comparing them to our own writing and thinking.  We'll be doing a tremendous amount of mark up on the anchor packets and busting out serious degrees of Post It notes.

From there we will conduct a close reading of Swift's "A Modest Proposal" right in class.  We'll be using our SCOUT/NWW/RBT triple lens.  And this will lead us to our next writing product (not the synthesis essay yet!).

We also have a collaboration with other seniors not from around these parts that is about to happen.  It involves redefining senioritis.  We'll look at this more closely on Wednesday and Thursday.

Here's the blog prompt due NEXT FRIDAY.  March 6.  Use words/video/audio to define your now more accurately than "senioritis."  We'll be connecting with seniors in a HS in Northern Illinois around this very idea -- and perhaps elsewhere as well.  Here's an example of how one student tackled it.

HOMEWORK.

Blog. 3+ Posts.
Req'd Post:  From A to To Be.   Stack that blog full of images and explanation of your process.  Show how you got there.
Due. Friday. Feb 27.


Blog Prompt for NEXT WEEK.
Use words/video/audio to define your now more accurately than "senioritis."  We'll be connecting with seniors in a HS in Northern Illinois around this very idea -- and perhaps elsewhere as well.  Here's an example of how one student tackled it.
Due. Friday. Mar 6.

Literary 3x3:  Modest Proposal.  Bring it to your next class.
Due. Wed & Thurs.  Feb 25 & 26.

Complete the Design.  To Be or Not to Be.
Due Thursday/Friday Feb 25 & 26.

AP Lit: Projects & On Demands & Projects

INDIE BOOK PROJECTS.

We'll start with two project shares.

ON DEMAND.
From there, we complete the On Demand: Discuss Shakespeare's use of a literary device such as allusion, symbolism and characterization to develop a theme of power and control.  15 min.  One powerful paragraph.

We'll use these On Demands as well as our last rounds for an On Demand workshop, focusing on the design of an analytical paragraph.  It will also give us an opportunity to discuss Hamlet.

HAMLET.

Finally, I'd like us to do some rapid prototyping of the character card idea so we can build some congruency.  We'll take a look at considerations we should be giving when staging our "To Be or Not To Be's" and develop a deeper list of criteria i.e. costumes, portrayal, color palette, physical setting, music (I think I'm getting a lot of it here already . . .)

HOMEWORK.

Blog. 3+ Posts.
Req'd Post. How to Read Lit Like a Professor. "When In Doubt . . . Shakespeare . . ."
How might Foster's position on Shakespeare inform our reading of Hamlet and/or our design of "To Be or Not to Be?"

Due. Friday, 2/6

Complete.  Hamlet.

Read/Watch.  (Clips on Google Drive.)

Due. Monday, 2/9

Start Designing.  "To Be or Not to Be"
Dramatic Presentation & One Page Analysis/Justification
Due.  Thursday/Friday after Feb break.