The following notes and resources are from a previously-held, exclusive Professional Learning Community session. All names and recordings have been removed for privacy reasons. To view the PLC's full length works guide, click here. Thank you for attending last night's meeting! If you couldn't make it or would like to review the session, you can view the slide deck here.   Fences Connections in Literature & Additional Resources Hedda Gabler by Henrik Ibsen: Might be interesting as a paired piece  August Wilson Adventure for Fences Fences FRQ #2 Baseball As History and Myth in Fences Walking around Fences - Going down Swinging Viola Davis performing Rose's monologue (18 Years)  August Wilson’s 1996 Speech, “The Ground on Which I Stand” and Responses and Reflections Bob Kendrick's Twitter The August Wilson Education Project - WQED Building context Language and slang changes over time In Trifles, students were curious about the use of word "queer" and how the usage has changed over time.  "Gay" in Gatsby With important context, certain things are okay. It can be insulting to "try to deodorize the language" As far as Wilson's context, I think it's important to acknowledge that all of the characters in Fences are African American. In most of the other texts I teach that use the "n-word," it is a word used by a non-African-American character as a derogatory term. (Katie Martin) Approach language as a skill--figurative and literal meanings of words What's the word mean? Now? Then? With "bad words," give students some forewarning on the fact that it's there and how it'll be discussed in class (will it be read individually? will it be read aloud with parts assigned to students?) In relation to Passing... I think Troy tries to pass as someone who is confident when inside he is really scared and broken... I think the way Troy tries to pass, Rose passes in the opposite way. Rose is trying to pass as a satisfied wife. Classroom activities: Film vs. play version of Fences have different audience reactions--check them out with students! Q3 practice using Lit&Comp 3e with stable prompt wording, which is a great segway into test prep. PLC Close Reading Activity Extended metaphor of baseball--his value system is just a game. You battle at the plate in baseball, but you tend or nurture a garden. Warrior/Gardener. Their respective roles are very traditional in terms of gender, and this is reflected in their diction and delivery.  Curveballs and bunting: The bunting metaphor is a form of desperation, luck and sacrifice If students can't relate to baseball, have them relate to love! Comment from the meeting: There's something about using baseball as a metaphor -- it's all about failure. The most amazing hitters in history failed 7 out of 10 times they came up to bat. EVERY baseball player is sort of tragic in that way. ... View more

The following notes and resources are from a previously-held, exclusive Professional Learning Community session. All names and recordings have been removed for privacy reasons. To view the PLC's full length works guide, click here. Thank you for attending last night's meeting! If you couldn't make it or would like to review the session, you can view the slide deck here. Why Frankenstein CB Connections: Frankenstein is referenced a lot in the Exam (especially in Q3) CED references it directly as one of the full-length works when it gives examples of skill-based lessons/activities. The triple narrative structure works for post-read work. Rigor and psychometrics of the piece as a 19th century piece Frankenstein is the most common novel on college syllabi according to Open Syllabus. Gives students a leg up in college, especially since not all students will be exempt from college lit classes Early sci-fi & spec fiction piece: Engages students, especially in college because there's a variety of majors taking these courses including STEM. Connections in Literature Stiff by Mary Roach: Specifically "The Curious Lives of Cadavers" chapter is good for pairing and putting in historical context Making the Monster by Harkup The Science of Life and Death in Frankenstein by Ruston The Age of Wonder by Richard Holmes Klara and the Sun by Kazua Ishiguro "Super-Toys Last All Summer Long" by Brian Aldiss, which became the basis for the Spielberg/Kubrick film AI (Artificial Intelligence) and deals with themes of "what is the creator's ethical obligation to their creation" Additional Activities Cross Curriculum teaching with science and the Bodies Exhibit that travels all around the country. Hexagonal thinking to set up literary arguments. Use Fever Chart (or a Sympathy Chart) as an activity for students to track their feelings. In the classroom, we use graph paper and students track how they feel about the Creature and Frankenstein throughout the text, allowing them to see changes depending on who is narrating. Here is an example of a virtual one on JamBoard. Themes Nature in Frankenstein and elements of Romanticism: The restorative nature it has on Victor as well as the dark side of nature that coincides with violence and death.  Passing reference: Passing goes beyond race Imposter syndrome—Victor's and maybe Mary Shelley's. Teaching Frankenstein/Close Reading For background information before you start reading, you can use articles from Newsela and CommonLit. Here's a folder of compiled resources.  Remind your students about complexity! You should remind them that to be human means to be complex. The complexity of the characters and their situations can also help with developing sophistication. Complex is great because it reminds them not to have a ‘one note’ response. They need to ARGUE. Classroom suggestion: In addressing a passage as complex, there is an opportunity to encourage students to interact with text. Have them identify moments where there are shifts in areas like tone and being able to explain how they come to recognize it. PLC FRQ Analysis Activity on paragraphs 107-109 Literary strategies: Hyperbole, Irony, First person Defensive tone: He feels the need to remind the audience that he's truly NOT a madman after asserting that he "alone should be reserved to discover so astonishing a secret." He's so extraordinary that he even astonishes himself which is later followed by "delight and rapture." The foreshadowing of the diction in "decay and corruption" is also significant, and reflects the marriage of the mental, emotional, and physical ramifications of the discovery. Antithesis/Paradox of Life & Death In order to learn about death, he has to learn about life. Vice versa. Adds to the complexity of the piece. I think it's how we also experience a fascination with death. Fascination with life doesn't strike us as unusual or bothersome, but we feel a sense of cognitive dissonance when someone experiences "delight and rapture" at death (especially if we're the ones to experience it ourselves). It's an ironic juxtaposition. Even without the terminology, students could discuss “tensions” Justification of his past and future actions in this passage. It reminds me of working with students in AP Lang. There tends to be that necessity to move them away from treasure hunting for "devices."  I'm thinking about some of my students...starting with identifying main ideas in each paragraph...what does it reflect in terms of attitude...how do you reach that conclusion.  Moving them away from naming a device and then saying it is seen in lines... Classroom suggestion: Ask your students how often he refers to himself. How many "I's" can we count (and in such close succession in this passage...)?How would you describe someone who seems so interested in himself? As far as his attitude, he seems prideful and shocked When he talks about the "wisest men since the creation of the world was now within my grasp." I almost wonder if Frankenstein was grappling with a God complex? Especially with his demeanor, social interaction, and choices. Classroom suggestion: Divide the class into 5 groups and assign each group one of the first five AP Literature big ideas. Literary argument is not one of the groups because everyone needs to do/practice literary argument. ... View more

Dear Friends,   Carlos and I are enjoying conversations about how to rein in Frankenstein for a one-hour discussion. Wish us luck!   To that end, we'd be glad to hear from any of you who are teaching or have taught the full novel. Challenges? Victories? Surprises?   Since we intend to do a close read, we hope you'll consider this FRQ ahead of time.   The following question refers to paragraphs 107-109 of Mary Shelley's Frankenstein, published in 1818.  In this passage, Victor Frankenstein recounts how his research led to the discovery of reanimating the dead.  Read the passage carefully.  Then, in a well-written essay, analyze how Shelley uses literary elements and techniques to convey Frankenstein's complex attitude toward his discovery."  (on page 1211 of Lit3e)    We also hope to discuss the "Texts in Context" sections of each thematic chapter.  To that end -- if you have time -- please take a look at the TiC  "Frankenstein and the Ethics of Creation" (starting on p. 1213).  We'd like to hear your responses to the question of whether the two nonfiction or the fiction/visual texts provide more insight into the meaning of this novel in the 21st century  (#4 on pl. 1231).   We're very mindful of the multiple demands on your time, so please accept these as suggestions for you to consider -- with no expectation to post responses unless you're in the mood.   All best to all, Carlos and Renee ... View more

Glaspell's Trifles, a play in one act, explores the relationships between husbands and wives in a male-dominated society.  After reading the play, I wanted to immediately integrate it into my curriculum.  Although it is later in the school year, I still have texts and other materials that would fit nicely.  My first thought is to use the play as ancillary material to either Ethan Frome, A Streercar Named Desire, or The Glass Menagerie.  These (already available to me) texts deal with the same dynamic of relationships, and  leave the female characters as somewhat victimized in their respective male-dominated cultures.   I love using multi-tiered approaches in my classroom, and allowing my kids to use their own skills in demonstration of learning, as they take real ownership of their work.  Because of this, I like to integrate various media forms to instruct, as well as encouraging my kids to the same.   If I were to present this as a full unit of Gender Roles/Relationships/Isolation/Male-dominated societies, I could easily spend a full quarter of classtime with it.  I have been pulling together some music, poetry, other plays, and short stories that I feel are strong representatives of this potential unit.  I am actually getting excited about creating this unit!   ... View more

When the Emperor was Divine by Julie Otsuka is a popular choice for college and community reads as well as AP Lit. She writes about the Japanese camps during World War II in that novel and about the so-called “picture brides” in her second one, The Buddha in the Attic. The Swimmers, her third novel, was published earlier this month – and it’s a much more personal story based on her own mother’s dementia. I found it compelling, though its sadness might not be as appealing to high school kids. It’s been featured in a number of publications, including Lit Hub – and here’s an interview I did with Julie a few weeks ago for World Literature Today. ... View more

The following notes and resources are from a previously-held, exclusive Professional Learning Community session. All names and recordings have been removed for privacy reasons. To view the PLC's full length works guide, click here.   Thank you for attending last night's meeting! If you couldn't make it or would like to review the session, you can view the slide deck here.   Continuing discussion on Passing Students confused by the opening--->Could do a close reading for Q2 of the exam; paragraphs about Clare Living your truth TRIFLES Why you might choose to teach Trifles Some found Trifles through CommonLit Based on a true story (engages students from the get go!) Feminist perspective; Trifles is considered a contributor to the start of feminist fiction Connections in Literature "A New England Nun" by Mary E. Wilkins Freeman . There is a canary in the short story that is symbolic. There are also symbolic instances of birds in The Awakening by Kate Chopin. "The Story of an Hour" by Kate Chopin "A Jury of Her Peers" by Susan Glaspell, short story adapted from Trifles   Alternative ways to teach Trifles Utilize the stage directions For example, the way the women look at each other is telling. A stark contrast to Shakespeare’s stage directions. Classroom suggestion: If you're reading the play aloud with your class, have one designated student read the stage directions. Stage directions give further insight to the characters and their personalities Further topics (like misogyny) are revealed through the stage directions. Consider how important stage directions are in Trifles Reverse genders: Females read male parts, males read female parts. Hexagonal thinking (Susan Hedgcock) Hexagonal Thinking in ELA, The Ultimate Guide - This site has a bunch of resources on hexagonal thinking Hexagonal Thinking: A Colorful Tool for Discussion Hex thinking helps to make students' learning and understandings visual. Promotes collaboration and a practical way to put together an argument   Writing a Thesis Set up a Likert scale on Google classroom on "how well does this thesis work?" By using a scale, discussion of why a thesis works/doesn't work is set up. Kate's Trifles Thesis Statement Evaluation form "One challenge with line of reasoning is that students want to focus on the devices…which has always been a problem. But with line of reasoning…we have finally found a way to force them to focus on MEANING." To ‘contribute to the work as a whole’ is how the students can get to the ‘big’ answer (universal) and perhaps even begin to attack sophistication.   Sophistication & Critical Lenses Be upfront with students that bringing in other pieces or focusing too much on a critical lens can distract from the focus on your essay. It's not about showing off the knowledge of "Oh I know how to view through a psychological lens" but using that lens to prove a point Make sure that sophistication is built up, not the focus. Students need to learn how to write a thesis before they can tackle the sophistication point. "As a rookie AP teacher I was taught that a 9 "sings." The new rubric gets us away from that mystical criterion and concretizes it by offering specific paths of thinking --alternative interpretation, context, etc. without requiring an uber-sophisticated style in what is essentially a draft." Classroom suggestion: Break students into groups and assign them different critical lenses. You can also try this in conjunction with Jane Eyre and The Awakening Classroom suggestion:  Give students an essay that got a 1-4-0 and then discuss how you can ‘layer’ in sophistication. Teacher/colleague collaboration: Have earlier grade teachers introduce critical lenses to Honors classes so many of them have experience when they get to AP Lit (for example, in 10th grade). This way, you review the lenses but don't have to start from scratch.   Comments from the meeting:  Something I have taken back from the reading is to encourage students to develop a voice that is sincere and thoughtful.  It really is something that is foreign to them.  They have rarely had the opportunity to be taken seriously and are expected to give the 'right' answer.  I've found this really opens the door for those students capable of receiving that sophistication point. ...That's precisely what I was talking about today! Stop searching for the right answer...what does that even mean? Granted, there are some very wrong answers...but there isn't a single right answer.   My students are reading choice poetry collections right now and one of the options is "Deaf Republic." My students wrote a letter to their poets and the letter to Kaminsky was so powerful because of the connections the student is bringing in with what is going on in the world right now.   ... View more

Spoken Word Last week, I “attended” a Zoom held at Gramercy Books in Bexley, Ohio, (an utterly fabulous bookstore) to celebrate the publication of Respect the Mic: Celebrating 20 Years of Poetry from a Chicagoland High School. (Yep – apologies for the link to an utterly accessible but not so fabulous bookstore… i.e., Amazon.com). In any case, the poets and writers who are co-curators and authors are a kind of pantheon of contemporary greats. Yesterday, Paul Kahn was featured on the “brief but spectacular” segment of PBS to further celebrate and encourage spoken word poetry.  He also pays tribute to teachers in ways that I just love and admire.  Enjoy!  … and maybe we can use this space to share some ideas about bringing spoken word into the AP classroom.    Paul Farmer Since many of you also teach (or have taught or might teach) AP Lang, I want to suggest acquainting your students with one of my heroes -- Paul Farmer, who passed last week at age 62.  Several of the appreciations and obituaries are quite moving (e.g., Emily Langer in The Washington Post).  But the NYTimes reprinted a piece by Tracy Kidder, who wrote the wonderful book Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, A Man Who Would Cure the World.   For those of you who teach fiction by Edwidge Danticat, there’s a connection because the two of them were great friends. His work in Haiti is legendary, and here’s one of his articles from 2003:  “Haitian Refugees, Sovereignty and Globalization.”   For more info about Farmer and a bibliography of his books … I suggest the Harvard faculty website. ... View more

The following notes and resources are from a previously-held, exclusive Professional Learning Community session. All names and recordings have been removed for privacy reasons. To view the PLC's full length works guide, click here.   Thank you for attending last night's meeting! If you couldn't make it or would like to review the session, you can view the slide deck here.   Additional Media PBS Finding Your Roots - Skip Gates and Rebecca Hall research Rebecca's genealogy CBS Sunday Morning - background on Passing, interview with Rebecca/Ruth Negga/Tessa Thomspon, what is passing and its effects Netflix's But Have You Read the Book? - Feature on how the book was adapted to a movie Rebecca Hall, Brief But Spectacular (PBS) - Rebecca talks about her own journey to understand her mixed race heritage. A Conversation on Passing - Contemporary author Brit Bennett (The Vanishing Half) talks about the novel for the New York Times Classic Book Club Connections in Literature The Great Gatsby The Awakening Othello, use within an "Otherness" unit Possibly compare with poems such as Heritage, Half Mexican, or Mexican American Disambiguation Connections with Students Students don't need to have African heritage. The idea of passing can be applied to other races or any minority group. Students might relate to Passing in terms of imposter syndrome Discussion of mixed race identity, how to represent/honor both cultural heritages Suggestions on where to use Passing in the classroom Independent Reading Unit Meaning and Importance of Food and Rituals Unit Otherness Unit Fun comment from the meeting: "I am just finishing Frankenstein and I keep thinking wouldn't the creature jump at the chance to 'pass' as something acceptable in society." ... View more