August 29, 2016 - September 2, 2016 Weekly Agenda for AP English

AP Curriculum for August 29th - September 2nd:

Monday, August 29th:


Vocabulary Scenes from Vocabulary Unit 1, Level F:


Words: Acquisitive, arrogated, belabored
Sentences:
You have an acquisitive wife. Why do you think she married you?
She has arrogated your money for herself.
Script:
You are beating a dead horse. I don’t believe you for a moment. You are belaboring the point that your wife is a wonderful loving wife who loves you for yourself!  She doesn’t.

Vocabulary Scenes:
Vocabulary Words: Largesse, Emulate, Insatiable

Fried Chicken
Elgin, Joanna, Ardelle

Elgin: Hey, Jamille, I got you a truck full of fried chicken!

Joanna: Wow! You do not see that kind of largesse every day! It’s from Popeye’s, right?

Elgin: Of course. KFC tries to emulate Popeye’s Chicken, but they fail!

Ardelle: Oh, my god! Thank you, Elgin. You fixed my insatiable need for fried chicken!

Insatiable
In = Not

To sate = to satisfy

Plato’s The Allegory of the Cave
Break into your team (the closest two people sitting next to you). Answer the first part of the question for question number 1, on page 9, which is “In your words describe the physical condition in which the prisoners exist.”  Your team will receive a point for attempting to answer. Your team will receive two points for correctly answering the question.

Points:

Karla, Geovanny, Jorge: answering question #1

Brice: answering question #1

Second part of question #1:

Remembering that this selection is an allegory Can you suggest modern day caves where people feel chained up?


2. If a prisoner is released from the cave and compelled to look towards the light, he will feel pain. Why?

He or she will feel that perplexed or confused that the shadows which s/he saw are truer than the objects which are now shown to him.  Why should he be perplexed and make that mistake?

3. What are the stages of the liberated prisoner’s experience outside of the cave?

4. Socrates believes that if the liberated prisoner returned to the cave, his former companions would find him ridiculous. Why would they find him ridiculous? Who is basically ridiculous?

5. What is the meaning level of Socrates’ translation? To what extent do you find Socrates’ point of view about our human tendency to confuse shadows with reality relevant today?

Need to do:

Go over AP essay writing 
Have three students present a scene with two vocabulary words to class 
Go over Allegory of the Cave 
Class discussion regarding Allegory of the Cave
Break class into team of threes 
Ask question
Assign points to team that attempts to answer
Assign more points to team that correctly answer the questions  
Collect questions
If time: show video of Allegory of the Cave 

Tuesday, August 30th:


  Heather Brown showed up to go over the EWRC portfolio with class today.

Team up with the three closest people sitting next to you,  find three vocabulary words, and create a sentence for each vocabulary word. Then write a skit using the three sentences. 
Team up and answer the questions on “The Allegory of the Cave”.  For each attempt your team gets a point. For each successful attempt your team gets another point.

Heather Brown presented EWRC today to class.

Did a vocabulary presentation with: acquisitive, arrogate, belabor. 

Assigned for homework: Answer questions at the end of "The Allegory of the Cave"; due on Thursday, September 1st.  


Wednesday, August 31st: 
-->
Showed video on Aristotle’s The Poetics

Passed out:
Definition of Tragedy
The Six Elements of Tragedy
Read aloud and discussed Definition of Tragedy
Discussed up to the concept of magnitude

 Thursday, September 1st: 
 
Divide class into 7 groups of six

Aristotle’s Poetics:

1. Definition of Tragedy: Karla, Lela, Briana, Courtney, Kelly, Kaitlyn,  

2. The Six Formative Elements of Tragedy: Giovanny, Jayla, Brice, Andres, Lester, Elgin

3. The Tragic Hero: Jorge, Salma, Abigail, Dylan, Jessica, Ardelle

4.Plot and Character: Nuria, Samantha, Lirio, Abner, Julia, Emie,  

5.The Three Unities: Action, Time, and Place: Jonathan, Luis, Alexandria, Carlos, Valerie, Christian   
 6.The Meaning of Catharsis: Anthony, Christopher, Lazlo, Itzeel, Karina, Benny

7. The Relevance of the Theory of Catharsis in the Present Scenario: Surmier, Adamaris, Pablo, Joanna, Aisha, Enrique  

Your Mission:
Meet with your group
Read the handout
Annotate the handout
Discuss the ideas presented in the handout
Go to other resources, for example: the internet
Create an interesting fact based presentation of your new found information.
May include: a demonstration such as a scene, a film clip, posters, a power point!
Due on Tuesday, September 6th:

Rubric for the Slide Show:
Should have a minimum of six slides
Should have main ideas as bullet points
Remember: you supply the ideas and the supporting details in your presentation
Have interesting graphics and pictures: movies stills, etc. to enhance your presentation
If you use movie stills, have corroborating evidence to show relevance of the movie still to prove your point.
Make sure you include all the main ideas in your slide shows.
Have the final slide sum up your main points or to wrap up the main ideas.

 









Need to Do:
Three more students present a scene with two vocabulary words to class 
Have students look at objects to determine material, who made them, and the purpose of making them
Show slide show of Plato’s view of the material world as opposed to Aristotle
Pass out excerpt from Philosophy re: Aristotle’s Causes
Read and discuss

Wednesday: 
Three more students present a scene with two vocabulary words to class
Show notes from blog re: Aristotle’s Causes
Show power point on Aristotle’s Causes 

Thursday: 
Three more students present  a scene with two vocabulary words to class
Read summary of Aristotle’s Poetics
Discussion: Break into teams of three to answers questions
Points given to teams that attempt to answer
Additional points given to teams that answer correctly
Show slideshow of Aristotle’s Poetics
Show blog notes of Aristotle’s Poetics

Friday:
Three more students present a scene with two vocabulary words to class
Intro to Oedipus Rex
Read and act out Oedipus Rex 
Write out on note cards the various characters each student is playing and his/her objectives and back story from the extra listening to the opening speech by Oedipus to the Oedipus, himself.  Extras: a woman whose child is dying to the pestilence, etc. 






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