If you have been gone as long as Robotics, there will be C & P hand-outs to pick up. Other people should have gotten them before they left/after they returned.  

Poetry--Bring Perrine every single day.  No more hand-outs.

Perinne chapters to browse through--this means reading the introductory material up to the Review Box that marks the end of the instructional information and the start additional poems that exemplify the point(s) in question.  Focus on the terms introduced; note whether there are significant differences between the definitions in the material and the February AP List of Poetry Terms.

Previously assigned:
Ch. 1 and 2
Material from Ch. 8 on Allusion
The sonnet definitions on pp. 902-904

Now-
Monday-Thursday this week:  Focus on using Perinne to review several things you already (should) know:

Ch. 3  Denotation and Connotation .  Continue just AFTER the box in this chapter, and study the questions for "Naming the Parts."  Notice that we did discuss this with the poem--just see how the more precise language could help.

Ch. 4 Imagery  Note what I've told you several times==that at its core, imagery refers to "the representation through language of sense experience."  We have already studied the key teaching poem for this chapter. But obviously we build on it . . .

Ch. 5, 6, and 7 Figurative Language 1,2, and 3. Use these chapters to review the terms, see them applied in particular poems, and engage your mind with some of the questions given along with poems.  All of the terms in Ch. 5 are important; in 6, focus on symbol (we just don't read any allegory, and it's hard to assess on an AP exam because allegorical works are long . . ), and in 7, all the terms are important, but pay particular attention to the types of irony.

For Friday
Ch. 9 Meaning and Idea (Very brief, and we've worked with one of the key poems)
Ch. 10 Tone

For Monday
Ch. 12 Rhythm and Meter
Ch. 13  Sound and Meaning

For Tuesday
Ch. 14 --We will have done all we are going to do with sonnets during this present week.  You could review it.  But also pick up the villanelle.

Remember--EVERYONE has a stake in the poetry material.  Many of you will be AP-testing for 3 hours on Wednesday, May 6, and the rest of you will have a poetry-only timed write assessment during the regular class time on Wednesday.  (This year's Wednesdays are exactly the right length for one Part Three question.) 

Hardy's Tess of the D'Urbervilles--
For most of you, I think we have simply run out of time this year before the exam. The world will not fall apart if you do not read it for the test.

However, as you have undoubtedly heard from previous students, the AP exam does not mark the end of our course. There used to be a major project (group work) involving only one work, Toni Morrison's Song of Solomon; more recently, the nature of the project has changed, and the works have varied somewhat with some choice involved.

This year, you will have a choice between Tess and Song of Solomon for sure--I am pretty sure that I am going to SKIP the plays I've done the past couple of years. I'll tell you more about the project components after the exam, but they will involve group work leading to a short presentation, some individual writing, and whichever work you do becomes the focus of an objective test as the final exam (during the regular class period on the middle day of senior finals).

The bottom line is that if you have no other AP exams, are an especially  fast reader or have already gotten Tess well underway, go ahead and finish it now.