Topic 8: Major Works & Q 3 A. Building Skills for Open Questions Open Question Prompt: 1986 Some works of literature use the element of time in a distinct way. The chronological sequence of events may be altered, or time may be suspended or accelerated. Choose a novel, an epic, or a play of recognized literary merit and show how the author’s manipulation of time contributes to the effectiveness of the work as a whole. Do not merely summarize the plot.

Scoring Guideline: 9-8 These well-written essays identify and discuss in an accurate way a significant manipulation of time in an appropriate chosen work. They also demonstrate with apt and specific references to the text how that treatment of time contributes to the effectiveness of the work by relating it to the meaning, structure, or themes of the work. Writers of these essays demonstrate stylistic maturity by an effective command of sentence structure, diction, and organization. The writing need not be without flaws…

A. Building Skills for Open Questions Survey assignment, p. 157, notebook Survey assignment, p. 157, notebook Score Sample Essays, pp Score Sample Essays, pp As you read each essay, identify and note the techniques/themes students discuss

Techniques/Themes in Samples I. Flashback, altered sequence I. Flashback, altered sequence II. No strategies, plot summary II. No strategies, plot summary III. Suspension of time, timelessness, repetition of the same moment, victim of time III. Suspension of time, timelessness, repetition of the same moment, victim of time IV. No sense of time, repetition, disorder, suspension, comic timing IV. No sense of time, repetition, disorder, suspension, comic timing V. Non-chronology, past yields self-knowledge, suspense, memory—hidden meanings V. Non-chronology, past yields self-knowledge, suspense, memory—hidden meanings

Scores: “manipulation of time” I = 5 I = 5 II = 4 II = 4 III = 8 III = 8 IV = 8 IV = 8 V = 9 V = 9 See follow-up on p. 161

Hamlet Groups Group 1, Act I Group 1, Act I Group 2, Acts II-III Group 2, Acts II-III Group 3, Acts IV-V Group 3, Acts IV-V Group 4, All of Hamlet Group 4, All of Hamlet Start by sharing Hamlet teaching plans.

Guide for Hamlet Text Analysis 1. Use Hamlet Study Guide, pp Select Study Guide questions on text passages your group wants to discuss. 3. Let the Study Guide questions keep you discussion focused, but add your own questions, too. 4. Survey Literature and Composition, pp , for excellent resources. Create or select an Open Question suitable for Hamlet (See pp or go online for more recent Open Questions.)

Heart of Darkness Groups Opening Section: Start with first questions on Study Guide; p Proceed as far as you can, reading and discussing as needed. A) Mariella—moderator; Gabe, Rand, Lou Sylvia, active participants; Heather and Kristen, listeners & contributors B) Lloyd—moderator; Clara, Katie, Stephanie, Shawn C) The “not read group” with Joan—moderator; read a section, then use the Study Guide to discuss; try to get through pp

Guide for Heart of Darkness Discussion 1. Use Heart of Darkness Study Guide, pp Select Study Guide questions on text passages your group wants to discuss. 3. Let the Study Guide questions keep your discussion focused, but add your own questions, too. 4. Survey Literature and Composition, pp

Dubliners Groups First Four Stories: Kiron, Laura R., Joshua, Stephanie, Sherri First Four + “The Dead”: A) Traci, Anne, Debbie B) Adrienne, Lorna, Laura S., Paulette

Guide for Dubliners Discussion 1. Locate Study Guide, pp Select Study Guide questions on text passages your group wants to discuss. 3. Let the Study Guide questions keep your discussion focused, but add your own questions, too. 4. Check Literature and Composition to identify questions on “The Dead,” Discuss DiYanni’s “Why Teach Dubliners?” Select or create an Open Question suitable for “The Dead.” See pp )

Other Groups Group 1 The Awakening KironStephanie Laura S. Laura R. Debbie Group 2 Awakening Their Eyes Were... PauletteAnneJoshua Group 3 Wuthering Heights AdrienneLornaSherriTraci

For Friday Options for preparation: Do what you value most... Read “From The Spectator,” pp & score Read “From The Spectator,” pp & score Note Topic 7: F, Secondary Sources, Documented Literary Analysis Essay Note Topic 7: F, Secondary Sources, Documented Literary Analysis Essay For Friday, become familiar with “Coaching to the Nines,” pp For Friday, become familiar with “Coaching to the Nines,” pp Bring your 2010 Exam Study Guide for Question 1 OR Question 2. Make 2-3 copies if possible. Bring your 2010 Exam Study Guide for Question 1 OR Question 2. Make 2-3 copies if possible. Bring your essay response to Question 3. Bring your essay response to Question 3.

Novels, Plays and Open Qs Survey book titles for Open Questions, p Go online for new lists. Survey book titles for Open Questions, p Go online for new lists. Survey Open Questions, pp Survey Open Questions, pp Explore AP Central samples Explore AP Central samples See Research Essay on Pride and Prejudice, Appendix, pp See Research Essay on Pride and Prejudice, Appendix, pp Explore SAS Curriculum Pathways® for lessons on novels and plays Explore SAS Curriculum Pathways® for lessons on novels and plays

Challenge Create a Close Reading Guide for a 2011 Exam question, OR Create a Close Reading Guide for a 2011 Exam question, OR Write an essay response to a 2011 question Write an essay response to a 2011 question Assignment: Read and study carefully, pp , “Coaching to the Nines” Collaboration