AP English Literature (Period 1) Assignments

Instructor
Shawn Chen
Term
School Year 2013–2014
Department
English
Description
This Year-long course aims to prepare students for the AP Literature Test in May. Along the way, I hope students engage actively in the pursuit of intellectual enlightenment. We will read and discuss novels, poetry, philosophy, short stories, and manifestations of the written word which defy the narrow boundaries the genres above suggest. We will write in response to these encounters in a way which develops both the skills of writing, and the perspectives which lead to deeper understanding of ourselves, others, and the nature of reality itself.

Assignment Calendar

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Past Assignments

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Review Hamlet Act III, scenes i-iv
By review, I mean--re-read in depth with the assistance of notes/Shmoop. For example, here is the section from The play within a play:
Go to Shmoop for more
http://www.shmoop.com/hamlet/characters.html

Hamlet's gross-out take on sexuality also spills over into Hamlet's own romantic relationship, and he says some pretty dirty things to Ophelia. Missed it? Check out our handy-dandy translation of this dialog from Act 3, scene ii (a.k.a. the stuff they don't tell you in English class):

HAMLET
Lady, shall I lie in your lap?
Translation: In public, Hamlet is suggesting that he lie on top of Ophelia, as if they were having sex.

OPHELIA
No, my lord.
Translation: What is wrong with you? Jerk.

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Think about these questions. No written response required. We will discuss  in class and also they can be used for Socratic Seminar

SNOW FALLING ON CEDARS - DISCUSSION QUESTIONS

Snow Falling on Cedars opens in the middle of Kabuo Miyamoto's trial. Pages will pass before we know the crime of which he is accused. What effect does the author create by withholding this information and introducing it in the form of flashbacks? Where else in the narrative are critical revelations postponed?

At the beginning of the trial, San Piedro is in the midst of a snowstorm, which continues throughout its course. What role does snow play - literally and metaphorically - in the book? How does nature shape this novel?

Guterson's description of Carl Heine imparts a fair amount of what is seemingly background information, from his mother's sale of the family farm to his being considered "a good man." How do these facts become crucial later? Where else does the author impart critical information in a casual manner? What does this method suggest about the novel's sense of the meaningful, about the value it assigns to things that might be considered random or irrelevant?

When Carl's body is dredged from the water, the sheriff has to remind himself that what he is seeing is a human being. However, Horace Whaley forces himself to view Carl as "the deceased." Where else in the title are people depersonalized either deliberately or inadvertently? What role does depersonalization play within the novel's larger scheme?

What material evidence does the prosecution produce in arguing Kabuo's guilt? Did these bits of information immediately provoke the investigator's suspicions, or only reinforce their preexisting misgivings about Carl's death? Why might they have been so quick to attribute his death to foul play? How does the entire notion of a murder trial, with facts interpreted differently by opposing attorneys, fit into this book's thematic structure?

Ishmael suffers from feelings of ambivalence about his home and of a cold detachment from his neighbors. Is this due to the loss of his arm or to other events in the past? How is this estrangement mirrored in Hatsue? To what extent do Kabuo and Carl suffer similar feelings? How does this condition serve to unite and to isolate the novel's characters?

What significance do you ascribe to Ishmael's name? What does the protagonist have in common with the narrator of Moby Dick?

What role has the San Piedro Review played in the life of its community? How has Ishmael's stewardship of the paper differed from his father's? In what ways does he resemble his father?

We know the effects of WWII on Ishmael and Horace. How has the war affected other characters in the book, both those who served and those who stayed home?

While Carl represents the island's ideal citizen, how productive does the ideal of silent individualism turn out to be? To what extent is Carl a casualty of his self-sufficiency? What other characters adhere to a code of solitude?

Kabuo and Hatsue possess certain values. How do these values determine their behavior and, particularly, their responses to internment, war and imprisonment? How do they clash with the values of the Anglo community while seeming to resemble them?

Racism is a persistent theme in the novel. In what ways do the book's Japanese characters respond to the hostility of their white neighbors? How does the bigotry manifest itself in the thoughts and behavior of characters like Etta Heine, Art Moran and Ishmael? Are we meant to see these characters as typical of their place and time?

Of the racist white characters in the book, only Etta Heine emerges unsympathetically. How do her values and motives differ from others in San Piedro?

How is Hatsue's doubleness - between Japanese and American - expressed in the novel? How is it expressed for her fellow nisei, Kabuo?

Typically, Ishmael wishes to dissolve boundaries. What limits might Ishmael wish to transcend, even as a boy? Does he ever manage to do so? Does the book hold the promise of transcendence for its characters or at best offer them reconciliation with their limits?

Guterson interweaves his novel's narrative strands with parallelism (i.e.: Ishmael and Kabuo both spy on Hatsue). Where else does he use this technique and to what effect?

The last sentence of the novel is "Accident ruled every corner of the universe except the chambers of the human heart." What is the significance of this sentence?

Courtesy of The Reading Group Guide at www.bn.com

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Long term, second-quarter project. A research paper exploring the topic of "Morality"

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Reserve Reading: A Russian Magdalen. This essay by a college student offers a model for your own Morality essay. Parenthetical citations are used and a works cited page is included.

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Implement a plan for completing your research in a timely manner. Read this article--open in an e-reader or print it to make annotations; alternatively, use Easybib.com to create a source card and subsequent note cards as a way of documenting information you might find useful for the research paper.

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I Heart Huckabees

 

Writing Situation

Existentialism encourages us to view our lives as works of art: we are the authors of our own destinies.  The basic philosophical themes of existentialism are used by authors in novels, stories, and plays to convey philosophical ideas. Camus, Sartre, Dostoyevsky, Ionesco and even Shakespeare convey ideas about identity, choice and destiny—some of the essential interests of existentialism. How do their literary methods reflect their philosophical views?  What are the differences between philosophical and literary writing?[1]

 

Writing Directions

Select one or two core ideas which are presented in I (Heart) Huckabees (e.g. identity, “meaning”, coincidence, fate/destiny, “the blanket”, chaos). Using specific examples from the film, explain the way these ideas are explored. Take about 500-700 words (double space) to sift through the film’s message.  Use the chart to help you ground your discussion in the specifics of the film.

 

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Watch these two videos to get some background on Aristotle and his thoughts on morality--specifically his philosophy regarding the Golden Mean. In class we briefly discussed the seven deadly sins and began to apply the idea of moral extremes in opposition as they present themselves in the character of Raskolnikov.
(one video is informative but lacking visual examples; the other is a bit wacky in it's visuals and content, but engaging and thought provoking.)

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Use the following prompts and choose one to address in a brief (200-300 word) response. Post the response to Turninitn.com to the assignment "THe Stranger Response". We will be peer editing these so be forwarned they will be read by 3 of your classmates.

1. Note the differences between Part One and Part Two. In Part One (18 days), we live beside Meursault. He lives a discontinuous existence responding to physical experience; he recognizes facts but does not interpret them. This part ends with the murder. In Part Two (12 months), we live outside Meursault. The trial organizes his previous experience; value judgments are made on all his actions. Albert Maquet has pointed out that herein lies the “Absurd”: in the discordance between the objective reality (Part One) and the subjective image (Part Two), and the futility of human justice.

2. Argue for or against one of the following critical observations:

a. “It is not an absurd universe that destroys Meursault, it is a moral legalism which has injected fixed values into a sphere which has no fixed moral values: human life.” Thomas Hanna
b. “Meursault is a man of glass. His consciousness records facts objectively, like a blank paper, it reconstructs them unchanged, without having in any way adorned them.” Roger Quilliot
c. “Meursault is the man who answers but never asks a question, and all his answers alarm a society which cannot bear to look at the truth.” Germaine Bree

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Class ID:
7197408

Password
stranger

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Read the philosophy packet attached here:
Pages 1-5 are Bertrand Russel's more eloquent discussion of ideas we tossed about in class today.
The remainder of the packet contains excerpts from Plato--"The Death of Socrates" and "The Apology"
Feel free to download this PDF to your phone or other device and annotate as you wish. We will use this material to complete our brief survey of Socrates on Thursday.

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A little thought goes a long way. Read this brief comparison of Descartes and Socrates. We will discuss a bit in class Wednesday.

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Re-read pages 57-59 in The Stranger. Read the lyrics to The Cure song, "Killing an Arab"
"Killing An Arab"

Standing on the beach
With a gun in my hand
Staring at the sea
Staring at the sand
Staring down the barrel
At the arab on the ground
I can see his open mouth
But I hear no sound

I'm alive
I'm dead
I'm the stranger
Killing an arab

I can turn
And walk away
Or I can fire the gun
Staring at the sky
Staring at the sun
Whichever I chose
It amounts to the same
Absolutely nothing

I'm alive
I'm dead
I'm the stranger
Killing an arab

I feel the steel butt jump
Smooth in my hand
Staring at the sea
Staring at the sand
Staring at myself
Reflected in the eyes
Of the dead man on the beach
The dead man on the beach

I'm alive
I'm dead
I'm the stranger
Killing an arab
Watch the video in the link below; consider the way the lyrics, imagery in the video and the passage from the novel express the existential ideas present in the "Henri" series.

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Please copy and paste the first 12 paragraphs of this story into a document. Print the document. Annotate the document to indicate your thoughts on the comedic elements of this story. You can attend to elements such as characterization, hyperbole (exaggeration), contrast, connotative diction, tone, and selection of detail.
Bring the annotated story to class on Thursday for HW credit.

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Read the excellent essay titled, "A Marvel of an Essay" on the web page. Also read the Close Reading handout--5 pages.
We will discuss both in class Monday in conjunction with an analysis of techniques used in literature to create humor.

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For tomorrow's timed writing, read the prompt attached. Use the notetaking section to select quotes (or groups of single words/images) and label the technique used (Use the list of techniques found in the documents section of this website)

During class, you will have 40 minutes to craft a response to the prompt