AP English Lit/Comp Exam Date: Wednesday, May 6, 2020, 8 A.M.

Weekly Assignments *All assignments are tentative and subject to change 3rd QuarterAP English Literature and Composition – HARLINGEN HIGH SCHOOL SOUTH 2019-2020

NOTICE: Be advised, we will have three consecutive SAT vocabulary quizzes starting THIS week (Week 20, 21, 22).

Week 20 (01/13 – 01/17) This month, I will be off campus Friday (01/17), Monday (01/27), and Wednesday (01/29).

CONTINUE: Unit 5: Poetry II - Students expand their understanding of metaphor by examining the traits of compared objects and their significance in conveying meaning. This unit also introduces extended metaphor. Students will encounter both closed and open poetic structures and will be provided with multiple opportunities to practice recognizing structural patterns and analyzing the relationship between poetic structure and meaning. Note: The AP Exam will not require students to label or identify specific rhyme schemes, metrical patterns, or forms of poetry.

COMPLETE: Watch Understanding "The Fish" - Youtube VIDEOCOMPLETE: Using "The Fish" by Elizabeth Bishop, complete the TPCASTT Graphic Organizer (see below) – DUE: Monday/Tuesday, (01/13 – 01/14 end of each respective class period

COMPLETE: SAT Vocabulary Quiz, #106-120 – Wednesday/Thursday, (01/15 – 01/16)

READ: "Mother to Son" by Langston Hughes, pgs. 282-283READ: Analysis of "Mother to Son" by Langston HughesCOMPLETE: Questions #1-7 (see below), pg. 283 – DUE: Wednesday/Thursday, (01/15 – 01/16), in-class or on Canvas

COMPLETE: Poetry Worksheet - One of these things is not like the other (see below) – DUE: In-class assignment due at the end of each respective class period, FRIDAY/TUESDAY (No school on Monday, 01/20/20)

____________________________________________________HOMEWORK:READ: Analysis of The Fish by E. BishopCOMPLETE: Handwrite 1-2 pages of notes on “Analysis of The Fish by E. Bishop” that include the most important information about the poem. [DUE: Monday/Tuesday, (01/13 – 01/14) beginning of each respective class period]

Unit 5: Poetry II

Skills: 3.C, 5.A, 5.B, 5.D, 6.B, 6.C, 6.D, 7.B, 7.C, 7.D, 7.E

In this unit, students will continue to practice the interpretation of poetry, with a focus on the ways word choice, imagery, and comparisons can reveal meanings and shape interpretations of the text. Accordingly, poems chosen for this unit will provide students with opportunities to identify, understand, and interpret imagery, extended metaphors, personification, and allusion.

TPCASTT Template Name: ________________________ Poem: _________________

TPCASTT: Poem Analysis Method: title, paraphrase, connotation, diction, attitude, tone, shift(s), title revisited and theme

Title Before you even think about reading the poetry or trying to analyze it, speculate on what you think the poem might be about based upon the title. Often time authors conceal meaning in the title and give clues in the title. Jot down what you think this poem will be about…

Paraphrase Before you begin thinking about meaning or tying to analyze the poem, don't overlook the literal meaning of the poem. One of the biggest problems that students often makein poetry analysis is jumping to conclusions before understanding what is taking place in the poem. When you paraphrase a poem, write in your own words exactly what happens in the poem. Look at the number of sentences in the poem—your paraphrase should have exactly the same number. This technique is especially helpful for poems written in the 17th and 19th centuries. Sometimes your teacher may allow you to summarize what happens in the poem. Make sure that you understand the difference between a paraphrase and a summary.

Connotation Although this term usually refers solely to the emotional overtones of word choice, forthis approach the term refers to any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you identify all the poetic devices within the poem. The ones you do identify should be seen as a way of supporting the conclusions you are going to draw about the poem.

Attitude Having examined the poem's devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the poem. Examination of diction, images, and

details suggests the speaker's attitude and contributes to understanding. You may refer to the list of words on Tone that will help you. Remember that usually the tone or attitude cannot be named with a single word Think complexity.

Shift Rarely does a poem begin and end the poetic experience in the same place. As is trueof most us, the poet's understanding of an experience is a gradual realization, and thepoem is a reflection of that understanding or insight. Watch for the following keys toshifts:• key words, (but, yet, however, although)• punctuation (dashes, periods, colons, ellipsis)• stanza divisions• changes in line or stanza length or both• irony

• changes in sound that may indicate changes in meaning• changes in diction

Title revisited Now look at the title again, but this time on an interpretive level. What new insight does the title provide in understanding the poem.

Theme What is the poem saying about the human experience, motivation, or condition? What subject or subjects does the poem address? What do you learn about those subjects? What idea does the poet want you take away with you concerning these subjects? Remember that the theme of any work of literature is stated in a complete sentence.

PART 2: WRITE A THESIS STATEMENT THAT CONTAINS A THEMATIC CLAIM REGARDING WHY THE SPEAKER IN THE POEM CHOOSES TO LET THE FISH GO AT THE END.

A. Through ________________________, __________________________ and ___________________, the poet reveals _____________________________________________________ .

OR

B. The speaker/poet evokes feelings of _________________________ and _________________________ through his use of _______________________________.

“Mother to Son” QUESTIONS

Directions: You may work with one other student to complete the following questions. You have the option of either writing out your responses to the questions or you and your partner may video record a group discussion in which you discuss the poem and respond to the questions verbally. Submit your work on CANVAS.

POETR Y WORKSHEET *See notes below for more info on theme/style

The "style" of a particular poem refers to all the choices that are made in order to create the poem's meaning. It can include technical choices, such as short vs. long lines, varying punctuation or omitting punctuation, or using a set rhythm or rhyme scheme. It can also include poetic choices such as diction (word choice), form (e.g., sonnet or haiku), and subject matter—all these things contribute to a reader's overall experience reading a poem, and they make up its style.

“Theme” is the lesson about life or statement about human nature that the poem expresses. To determine theme, start by figuring out the main idea. Then keep looking around the poem for details such as the structure, sounds, word choice, and any poetic devices