Welcome to the home stretch. 22 classes until The Exam; 35 days until The Finish Line

Before we do anything else, grab a notecard. Let's take a moment to look back... This year, you've become people who can... - Find the beauty & humanity in any literature (Remember SH5? Their Eyes? Bullet in the Brain?) - Think deeply and critically and over time about important literary works - Look for and find meaning, for the so-what, and for the writer's intention in Poetry with-a-capital-P - Create awesome and inspired products reflecting your understanding of overall meaning, be it tightly written PRJs or kooky Quickfire projects -Write about ideas in literature – the ones most difficult to capture and articulate - Connect, on a personal, human level, to the brotherhood of man, to the written word, to Literature

AP Lit April Needs Assessment Create a quick "needs assessment" for the end of AP Lit. Taking the AP exam or not, what do you need? What do you want to practice, sharpen, learn, dedicate time to? List 3 things with number 1 spot as most urgent need.

By the time you leave you will... AP Lit Agenda, 4.4 Needs assessment Q3 Challenge – part 3 for homework Cruelty prompt redux (tomorrow) Learning log Coming Up: More essay practice & strategies Multiple choice practice & strategies **PLEASE RETURN ALL NORTON READERS - Determine what you need and what we, together, can reasonably accomplish in time left. - Be prepared to OWN the Q3. - Take stock of titles you know well that are reliable and Q3 friendly.

AP Literature Exam Format Section I: Multiple Choice | 60 Minutes | 55 Questions | 45% of Exam Score Section II: Free Response | 120 Minutes | 3 Free-Response Questions | 55% of Exam Score Q1: POETRY (poetic techniques & author’s purpose) Q2: PROSE (literary devices & typically characterization) Q3: OPEN/”MASTERWORK” (theme; “meaning of the work as a whole”)

AP Lit Journal, 4.5 Let's practice...One more time with feeling. :) Get on this prompt like a _____ on a _____. Break down/"digest"/"own"; list titles; narrow down; create thesis. Use 2011 Form B prompt in packet.

Q3: 2011 Form B In The Writing of Fiction (1925), novelist Edith Wharton states the following. At every stage in the progress of his tale the novelist must rely on what may be called the illuminating incident to reveal and emphasize the inner meaning of each situation. Illuminating incidents are the magic casements of fiction, its vistas on infinity. Choose a novel or play that you have studied and write a well-organized essay in which you describe an “illuminating” episode or moment and explain how it functions as a “casement,” a window that opens onto the meaning of the work as a whole. Avoid mere plot summary.

By the time you leave you will... AP Lit Agenda, 4.5 Q3 warm up Anchor paper insights Cruelty prompt redux Learning log Coming Up: More essay practice & strategies Multiple choice practice & strategies **PLEASE RETURN ALL NORTON READERS - Determine what you need and what we, together, can reasonably accomplish in time left. - Be prepared to OWN the Q3. - Take stock of titles you know well that are reliable and Q3 friendly.

Anchor Paper Insights What do you notice? What does the writer do well? What makes this a high scoring essay?

Cruelty Essay Before we do anything else, return to the 2015 Q3 prompt. Break down/"digest"/"own"; list titles; & create a thesis statement. Turn & talk & SHARE INSIGHTS and how you might approach your essay.

Go back to your graded Q3 Timed Writing (2015 cruelty prompt): AP Lit Journal, 4.6 Go back to your graded Q3 Timed Writing (2015 cruelty prompt): Check your thesis: Does it fully address the prompt? Does it offer insight? If not, REVISE. Check your supporting paragraphs: Do you offer summary as evidence & in support of your thesis? Do you explain your insights about the text in support of your thesis? Check depth: Do you fully address and explain “big picture” (meaning of the work as a whole)? Do you fully address and explain “small picture” (how cruelty reveals character)?

By the time you leave you will... AP Lit Agenda, 4.6 Timed Writing Reflection Cold Reading passage analysis, pt. 1 Strategies review Notices & Patterns Learning log **PLEASE RETURN ALL NORTON READERS Explain the Q3 – how it is different in kind and how to effectively address prompt. Review & refine reliable passage analysis strategies. Rely upon your own sense of close reading and literary analysis to develop insight before prompt. Homework: Q3 Essay DUE FRIDAY

Asking the question always: How do these features CREATE meaning? SIFT Symbolism (The road; Tralfamadorians; Pear tree; White handkerchief) Imagery Figurative Language Tone & Theme Asking the question always: How do these features CREATE meaning?

Asking the question always: How do these features CREATE meaning? Five-S Sentences Situation Speaker Shifts Syntax Asking the question always: How do these features CREATE meaning?

AP Lit Journal, 4.7 Grab your thesis statement from yesterday & pretend you’re writing the full essay. Come up with three different “ways in” to the essay. Brainstorm & generate opening line/s that are interesting and sophisticated. Remember, strong writing is rewarded.

By the time you leave you will... AP Lit Agenda, 4.7 Journal/ways in Thesis statement round-up Prose passage OYO (notice; pattern; conclusion) Learning log **PLEASE RETURN ALL NORTON READERS Explain the Q3 – how it is different in kind and how to effectively address prompt. Review & refine reliable passage analysis strategies. Rely upon your own sense of close reading and literary analysis to develop insight before prompt. Homework: Q3 Essay DUE FRIDAY/MONDAY

This morning’s warm up is a quick prose passage assessment. AP Lit Journal, 4.8 Hi guys, happy Friday! This morning’s warm up is a quick prose passage assessment. Your task: Demonstrate your understanding and abilities to closely read the Q2 & create a thesis statement that will “write itself.” Closely read the passage & construct a meaning. Read and analyze the passage. Create a solid thesis statement that offers insight AND fully addresses prompt.

Multiple Choice Day 1 Step 1: Read poem; preview the questions; second reading + analysis; answer Qs Step 2: Reach consensus with your TEAM. Step 3: Share; persuade; reach consensus as a CLASS.