AAPE (Awesome AP English): August 2012

Tuesday, August 28, 2012

Homer-made Advertising

When advertisers create movie posters, they incorporate all sorts of components from the movie they're advertising; they combine or isolate any of the following: a still frame from the movie itself, a picture of the major characters made especially for the poster, a line or piece of dialogue, catch words or phrases, etc.--all in the name of creating buzz for the movie by targeting what is presumed to be its fan base.

You are going to do something similar for The Iliad: Your job is to create a poster for Homer's epic that advertises the poem based on the archetype which you believe is embodied within it the most intensely. You can use any number of the methods listed above, or Google "movie posters" and see if that gives you some inspiration.

These are due on Friday and will be graded on how well you prove your understanding of your chosen archetype (dig into it, don't just work with the surface level...reread its explanation in the Stillman text if necessary) and how well you connect details from or components of the poem--plot, lit. devices, etc.--to it in your poster.

This should be completed on a plain sheet of white paper. Whether or not you use color is up to you.

If you have any questions, please let me know!

Monday, August 27, 2012

8/27 Homework

1. Everyone: Read your pages from the Fagles intro and make notes (I will collect them); what you’re reading can and should be entered into discussion tomorrow.

2. Hanna, Kaitlynn, Paloma and Mikaylee: Post the page numbers for your close reading on the blog by 7:00 tonight.

3. Everyone: Reread these pages. (James, Brandon and Mackenzie get copies of the pages from someone.)

4. Hanna, Kaitlynn, Paloma and Mikaylee: Be prepared to discuss your close reading in reference to everything you picked it apart for according to the journal assignment, but you’ll be expected to hit especially hard on its purpose and importance in the scheme of the epic. We’ll also discuss how it lends to the archetype of the epic; also, consider what other parts of the epic go well with it or contrast it. (Please don’t spend a lot of time preparing for this: if you’ve read the epic and done your close reading, you’ll be fine.)

Thursday, August 23, 2012

Stillman Assignment

Like I said in class, the second set of pages for the Stillman reading is based on four different archetypes that are prevalent in literature: the hero's quest, a fall from innocence, dualities, and cycles.

For each archetype, brainstorm at least two pieces (poems, stories, novels, songs, movies, plays, comic books, etc.) that illustrate the archetype at work; then, time yourself for 10 minutes per archetype and explain why and how these pieces illustrate this archetype--this should be handwritten, please. Although this is kind of a freewrite, you do have to get down to business; when I grade the assignment, I'll be looking for your understanding of the archetype and your ability to connect the ideas within it to the movies, stories, etc. of your choice.

Write quickly: don't worry about an oddly written phrase or possible misspelled word. See how much information you can "barf up" in 10 minutes. Then stop and go to the next archetype...

If you have any questions, please let me know.

APE Syllabus 2012-13

Course Overview:

This course, designed for students of “superior ability and achievement,” provides the student with analytical experience, both oral and written, equivalent to two years of college English. A secondary purpose of the course is to prepare students for the National Advanced Placement Examination in English Literature and Composition. Because the course requires a significant amount of independent reading and writing, a high degree of maturity and self-discipline is required. The homework and reading load is significant. Here’s the deal, though: This class is AWESOME, and both the kids and myself gain SO much from it throughout the year. The time and hard work it takes—on both of our parts—is worth it! : )

Grading Policy:

1. The final semester grade is based upon the total number of points earned for the semester out of the total number of points possible.

2. Once points are totaled together, the final semester grade will be based on the following percentages (converted to a five-point scale):

A = 90 – 100%

B = 80 – 89.9%

C = 70 – 79.9%

D = 60 – 69.9%

F = 59.9% and below

Late Work and Absences:

All homework is expected to completed and turned in on time. All late work will be penalized 10% per day late (weekends and days we do not have school are included). Some clearly marked assignments will involve a large one-time penalty if turned in late.

Students will be able to make up assignments they missed while they were absent. Per the BEHS Student Handbook, for each day of absence, you will be granted one day of make-up time. However, if you are absent on the day an assignment is due, I will expect you to turn it in immediately upon your return to our classroom.

Behavior:

All students must show respect for other people, their ideas, and for property at all times. Disrespect of others will not be tolerated.

Attendance:

The class discussion is integral to this course, and cannot be recreated. If you are unavoidably absent, as happens to a student in a college-level course, you are responsible for finding out what work you missed and getting notes; contact me or arrange an appointment if you have questions.

Participation:

This is a vital part of any class, and particularly this one, which is primarily discussion-based. You will earn class participation points each week, the total of which is determined by your voluntary participation in class discussion, your cooperative attitude toward your colleagues and your work, and the consistent level of your preparation for class.

Intellectual Honesty:

Plagiarism is a serious offense and the English Department (especially Mrs. Dyer) does not take it lightly. On the college level, plagiarism has been grounds for dismissal from the institution. In this class, it will result in a zero for that assignment and a significant dent in the perpetrator’s reputation; personal integrity is inconsistent with plagiarism.

Plagiarism takes many forms: copying work from a friend, lifting quotations from a critic without giving credit, closely paraphrasing an authority without acknowledgment. But this issue of intellectual honesty is broader than these fairly narrow examples. THE PURPOSE OF THIS CLASS—and of all literature classes—THE PAPERS YOU WRITE, THE WORKS YOU READ, ANDTHE DISCUSSIONS IN WHICH YOU PARTAKE IS TO PROVIDE YOU WITH OPPORTUNITIES TO ENGAGE DIRECTLY AND PERSONALLY WITH THE IDEAS OF SOME OF OUR GREATEST WRITERS IN HOPES THAT THEY WILL STIMULATE YOUR OWN THOUGHTS AND UNDERSTANDINGS AS YOU CONNECT THE PAST WITH THE PRESENT AND THE FUTURE. Failing to do the assigned reading, copying a paper from another year, using Spark Notes or Cliff’s Notes as a substitute for reading the original all sabotage this purpose and are therefore utterly unacceptable.

Admittedly, some of the works that we read are extremely difficult to follow. If you read closely and are still confused, there’s no harm in looking up a summary in order to clarify what you read. Stay away from the analysis sections of these sites, though; reading that defeats the purpose for taking the class.

Teacher Support:

I have high expectations of my students, both academically and behaviorally. However, an important part of my job is to provide you the support and encouragement you need to be successful. Please accept my sincere invitation to see me out of class or contact me to discuss any questions or concerns you may have. I am available:

o during lunch Monday, Tuesday, Thursday and Friday

o after school until 3:00 Monday-Friday

o by text (460-1704) or email (christine.dyer@k12northstar.org) anytime (well, actually, until about 9:00pm with the texts…)

This is a VERY challenging class, and there will be times when you feel like you are drowning...there will also be times where you are SUPER excited about what you’ve discovered. I am here for you when either or both of these occasions occur—and anything in between. Ultimately, your success in this class depends on your ability to own of your education. You know what you do and don’t know— and you know what you need. Ask, ask, ask…

Parents/Guardians: Please email or call me to let me know that you have read over this syllabus, and please let me know if you have any questions. I can also email you a copy of the syllabus—just let me know if you’d like one.

AAPE (Awesome AP English)