1. Pre-Advanced Placement English 10: World Literature Instructor: Dr. Van Slooten

2. WARM UP: Independent Work 1.TESTING: Finish Diagnostic Tests (turn in answer sheet to the basket up front). 2.READING: AP Independent Reading time (or read Night Preface) 3.HOMEWORK: Vocab 1 and Grammar 1 (due Monday) 4.EXTRA CREDIT: Summer Assignments due FRIDAY (no exceptions )

3. Name___________ Period__________ Date___________ AP Independent Reading Summary 1 ___________________________________________________________________ The book that I selected for my Quarter 1 AP independent reading assignment was ______________ by ____________. So far, it is the story of a character named ____ ____________________ who wants to _______________________. For example, in the text so far he (or she) has ___________________________________________ __________________________________________________________________. So far I agree (or disagree) with the character’s actions or motivations because ______ __________________________________________________________________. I predict by the end of the story he (or she) will ______________________ because __________________________________________________________________.

4. Comparative Analysis 1.DEFINITION / PURPOSE: Throughout your academic career, you'll be asked to write papers in which you compare and contrast two things: two texts, two theories, two historical figures, two scientific processes, and so on. The purpose of this type of analysis is to share universal insights that can be gained by comparing two things that seem dissimilar. 2.ASSESSMENT: Group Essay a.Read “Gilgamesh: The Flood”, “Genesis: The Flood”, and “Killer Flood” ; b.Discuss / take notes on the similarities and differences (Vocab: Archetypes); c.Write a group essay proposing why these similarities exist between these different cultural works. Discuss the archetype of a “Biblical Flood”. What is it? Why is it repeated in each of these works? What is the lesson about fate vs. free will?

5. LESSON LESSON: Draw Conclusions & Make Inferences 1.Standard: (10.5f) Students will draw conclusions and make inferences, then support them using info from the text. 2.Example: The “Biblical Flood” archetype and author’s purpose a.Claim: The purpose of a “Biblical flood” archetypal story is to argue that people survive disasters not due to chance or fate, but because of divine intervention. b.Evidence (embedded quote): The survivors of the “Biblical floods” in Gilgamesh, Genesis, and the “Killer Flood” news story all showed “ Somebody was looking out for [them], that’s for sure” (Neill and Meyers 117). c.Conclusion: Therefore, the purpose of these flood stories is to convince people that people survive epic disasters because of divine intervention. 3.Assignment: Read the Biblical flood articles then write a group essay reporting your conclusion about the purpose for this archetype.

6. Name___________ Period__________ Date___________ Comparative Analysis Notes: Finding Generalizations Between “Gilgamesh: The Flood”, “Genesis: The Flood”, and “Killer Flood” ___________________________________________________________________ Directions: Read the stories, write your observations onto the chart below, then circle similarities and generalizations that can be made across the stories. Use this data to organize and write your essay. “Gilgamesh” “Genesis” “Killer Flood” ___________________________________________________________________

7. Name(s)___________ Period__________ Date___________ Group Essay: Reaching Conclusions About “Biblical Flood” Archetypal Stories ___________________________________________________________________ Prompt Gilgamesh and Genesis are “stories” from two different cultures that both contain a “Biblical flood” archetype. What could be the purpose of using this archetype? What universal lessons could it teach each society? Are those lessons still being taught today even in nonfiction news stories? Write your response in a well-structured essay that uses

8. Wrap Up Discussion Wrap Up Discussion: Comparative Analysis and Universal Lessons Are the similarities in archetypes, symbols, or themes across cultural works an accident? What could be the purpose of a comparative analysis essay that analyzes similar archetypes, symbols, or themes?

9. Quarter 1 1.Code of Behavior video & quiz (Tues / Wed) 2.Comparative analysis lesson 3.PSAT/SAT prep (vocabulary and grammar) 4.Text annotation lesson 5.Deep text analysis: engaging ideas 6.Writing to follow your ideas not to fill a structure 7.Books to purchase: Night and Fahrenheit 451 8.Brush up on your MLA format before October (Personal Narrative Essay must be typed and in MLA format). 9.Bring a book to read independently from the AP reading list.

10. Pre-Advanced Placement English 10: World Literature Instructor: Dr. Van Slooten

11. Name___________ Period__________ Date___________ Writing / Discussion Activity: Should Ideas be Censored? (Confederate Flag Images) ___________________________________________________________________ Directions: Write your responses in complete sentences. Write your responses to numbers 2 & 3 as a complete paragraph (topic sentence, 2-3 supporting examples from the text, closing thoughts / commentary, use transitions to connect sentences and ideas). 1.State your name. 2.State the meaning of the image for you. 3.State your position regarding if it should be censored (give reasons to support – convince us your position is reasonable) 4.BONUS (Comparative Analysis): Compare the meaning of the Confederate flag for Americans to the meaning of the Nazi flag for Germans. Discuss insights.