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Character Theme Song Assignment High School

Due Date: 11/30/2016
Subject: AP English Literature &CompA

Focus on:  

• Parallels between Gregor's life as a travelling salesman and his life as an insect

• Ideas the story implies regarding helplessness, isolation, and alienation

• What the characters' responses to Gregor reveal about each of them 

Due Date: 10/19/2016
Subject: AP English Literature &CompA

Do in Notebooks

·      Respond to Questions for Discussion #8, #11, and #14 on pages 830-831.

·      Respond to Questions on Style and Structure #5 and #8 on page 832.

·      Close-read Hamlet’s “O, what a rogue and peasant slave am I!” soliloquy (II. ii. 475-534). 

Due Date: 10/12/2016
Subject: AP English Literature &CompA

Hamlet  Act I, scene iii Study Guide

·      He seems to mainly have his own interest at heart as he berates Ophelia for believing Hamlet.

·      When he dialogs with Ophelia, Polonius exploits every meaning of this word (except for the intimate one) in a series of puns that is the antithesis of the kind, gentle connotation the word generally engenders.

·      This character isn’t clueless, but isn’t really sure what to think.

·      He is denied hope of academic freedom in the first scene, and hope of love in the second.

·      He seems to have Ophelia’s best interest at heart as he delivers a stern and lengthy lecture on having intimate relationships with royalty.

The following are from Polonius’s monologue (I, iii, 115-135)

·      Hamlet’s vows are personified as these.  (Concerning diction, the word is all business…)

·      Polonius uses this in an implied metaphor to show that Hamlet has more freedom than Ophelia, but the metaphor still makes Hamlet a bound dog.

·      The plosive alliteration in this metaphor emphasizes the volatility of youthful passion.

·      The plosive alliteration in this oxymoronic simile hints at Polonius’ explosive rage (rooted in hypocrisy, no doubt…).

·      This word belongs in the terminology of war, not romance.  (The diction also reveals Polonius’ view of love…)

Due Date: 10/11/2016
Subject: AP English Literature &CompA

Due Date: 10/7/2016
Subject: AP English Literature &CompA

Due Date: 10/5/2016
Subject: AP English Literature &CompA

Close Reading a Dramatic Speech


Speaker: _____________ Type of Dramatic Speech: ______________

Act:____,  Scene:____, Lines:________





a.   Situation/Context:



b.   Significance to character, plot, and theme:



c.   Literary devices:

Diction – “(example)       ” (line#_____)    

Effect: (implied idea, character/plot/thematic development, sound effect, ect…)



Metaphor/simile – “_____________________________________” (ln____)  




Diction/Symbol/Metaphor/Irony, etc… -- “(example) ”  (ln ____)


Due Date: 10/3/2016
Subject: AP English Literature &CompA

Medieval views on Humanity, God, and Nature and the relationships between each

Renaissance views on Humanity, God, and Nature and the relationships between each

The Great Chain of Being

The Sociopolitical climate of Elizabethan England

Due Date: 9/29/2016
Subject: AP English Literature &CompA

Due Date: 9/28/2016
Subject: AP English Literature &CompA

Due Date: 9/28/2016
Subject: AP English Literature &CompA

Due Date: 9/27/2016
Subject: AP English Literature &CompA

Questions for Discussion: 1, 4, and 6

Questions on Structure and Style: 1, 5, and 8

Due Date: 9/22/2016
Subject: AP English Literature &CompA

Due Date: 9/14/2016
Subject: AP English Literature &CompA

Make sure you know the terms in bold and are familiar with the stories on pages 59-83.

Due Date: 9/13/2016
Subject: AP English Literature &CompA

This one will involve: setting, imagery, personification, selection of detail, and figurative language.

Due Date: 9/13/2016
Subject: AP English Literature &CompA

Make sure you understand all the terms in bold.

Do the activities in your mind.

Due Date: 9/12/2016
Subject: AP English Literature &CompA

Due Date: 9/9/2016
Subject: AP English Literature &CompA

Make sure you are familiar with all terms in bold.

Work through the activities in your mind and be prepared to discuss your thoughts for each activity on Monday.

Due Date: 9/8/2016
Subject: AP English Literature &CompA

Write a thesis statement and supporting evidence for 5 released AP prompts.

The handout can be found on the "Forms" page if you need another copy. 

Due Date: 9/7/2016
Subject: AP English Literature &CompA

We'll use the back side of the "Close Reading for Thematic Development" handout for this.

The handout can be found on the "Forms" page if you need another copy. 

Due Date: 9/6/2016
Subject: AP English Literature &CompA

Discuss first impressions for pages 1041 to 1051.

Close read for how Baldwin uses literary devices to build a significant theme in the short story.

- Identify the theme, select favorite passages, identify and explain the effect of literary devices, and make a sketch/symbol/connection for each passage.

Due Date: 8/22/2016
Subject: AP English Literature &CompA

The quiz will assess your understanding of the following terms and ideas from the assigned reading on pages 19-26 

·      Close Reading

·      Snakes

·      Death

·      Diction

·      Personification

·      Paradox

·      Hyperbole

·      Syntax

·      Cumulative      

·       Periodic

·      Inversion

·      Tone

·      Mood

·      Imagery

Due Date: 8/19/2016
Subject: AP English Literature &CompA


My Antonia 

"To an Athlete Dying Young"

"Old Mr. Marblehall"

The Great Gatsby


Diction - denotation/connotation, formal/informal, abstract/concrete, slang, colloquial

Figurative Language - simile, metaphor, extended metaphor, personification, analogy, hyperbole, understatement, paradox, irony


Syntax - simple/complex, cummulative sentence, periodic sentence, inverted word order




Due Date: 8/18/2016
Subject: AP English Literature &CompA

Due Date: 8/17/2016
Subject: AP English Literature &CompA

Due Date: 8/16/2016
Subject: AP English Literature &CompA

Due Date: 6/2/2016
Subject: World Literature A (H)

Due Date: 5/24/2016
Subject: AP English Literature &CompA

I'll provide the folders.

Portfolios will include:

Cover Sheet/Scoring Guide

Most Insightful and Effective Essay

Reading Response Reflection: This will be your most insightful reading response of the year: annotated, analyzed, and expanded.

Poetry Project

Major Work Data Sheets: Hamlet, The Metamorphosis, Fences, "Bartleby the Scrivner: A Story of Wall Street", "The Book of the Dead", Crime and Punishment, The Major Work from Your Author Project, and a Bonus Option.

Author Project


Due Date: 5/23/2016
Subject: AP English Literature &CompA

Due Date: 5/16/2016
Subject: World Literature A (H)

Be sure to include: the assingment sheet and outline, the first draft, and the final draft.

Due Date: 5/13/2016
Subject: World Literature A (H)

Checklist for Expository Writing Assignments

ƒTitle, Author, Genre (Remember: short works get quotation marks, while plays and novels get underlined.)

ƒ Does the thesis clearly and insightfully address the prompt? (Can the prompt be determined from the thesis?)

ƒ Does each paragraph develop a point that clearly supports/develops the thesis statement?

ƒ Do the body paragraphs maintain the ratio of 2 parts analysis (CM) to1 part evidence (CD)?

ƒ Is the evidence (CD) apt and accurate?

ƒ Does the evidence (CD) integrate quotes in a way that flows with the voice of the essay?

ƒ Is the syntax correctly punctuated and effective?

ƒ Is the essay written in literary present tense?

Due Date: 5/13/2016
Subject: AP English Literature &CompA

Due Date: 5/11/2016
Subject: AP English Literature &CompA

Be sure to include all the sources you are using, including: the major work, the minor works, at least 4 reliable biographical sources, and any sources you use for help with gaining deeper insights into the author's works.

Check the OWL at Purdue if you need help.



Due Date: 5/6/2016
Subject: AP English Literature &CompA

 Scoring Guide

ƒ4The Poetry Portfolio is complete and reflects a deliberate and sophisticated reader. The analyses and essay offer accurate, relevant, and brilliant insights for each assigned category of literary devices, and the creative responses powerfully express significant ideas.

ƒ3   The Poetry Portfolio is complete and reflects a capable reader. The analyses and essay offer accurate, relevant, and interesting insights, and the creative responses clearly express significant ideas.

ƒ2  The Poetry Portfolio reflects an effort to select meaningful poems. The analyses and essay offer some basic insight and awareness of poetic devices, and the creative responses express basic ideas.

1  The Poetry Portfolio has few poems and little relevant analysis of literary dev

Due Date: 5/6/2016
Subject: World Literature A (H)

Due Date: 5/3/2016
Subject: World Literature A (H)

Lord of the Flies Chapter 11&12

1.  What else does Ralph blame Jack for besides the loss of the fire?

2.  What does Piggy still believe in?

3.  What does Piggy carry over to the hunter’s camp?

4.  Why does Roger have his hand on the lever?

5.  Why can’t Ralph remember what Jack looks like?

6.  When Ralph loses his temper and screams at Jack what two things does Ralph ironically call him?

7.  What noise do Ralph and Jack become aware of as they fight?

8.  Why does Piggy think they will listen to him?

9.  What is Piggy’s dead body compared to?

10. Whom do the twins fear the most? How is this symbolic?

11. What is ironic about the resolution of the story? (Hint: the fire, the ship, the questions)

Due Date: 4/26/2016
Subject: World Literature A (H)

Lord of the Flies Chapter 10

1.    How does Ralph classify Simon’s death?

2.    How does Piggy justify Simon’s death?

3.    What does Jack say about Simon’s death and the killing of the beast?

4.    The boys with Jack are now referred to as what?

5.    What does Piggy say will happen to them if they don’t get rescued?

6.    What is Ralph dreaming?

7.    What is Ralph’s desperate prayer?

8.    What is ironic about the fight that happens during the raid?

9.    What does Piggy first think they’ve come to take?

10.How does Jack steal their hope of rescue?

Due Date: 4/20/2016
Subject: World Literature A (H)

The matching section will be based on the ch8 study guide already posted.

The written response section will be based on your reading responses (significant passage, analysis of figurative language, interactions between characters and setting) and the ch8 paragraph (Is the Beast real or just in Simon's head?).

Due Date: 4/20/2016
Subject: World Literature A (H)

Lord of the Flies Chapter 9 Questions & Vocab

Vocab: derision, hysteria, indignity, parody, abominable

1.  How does the weather change in the beginning of the chapter?

2.  What is hanging on the stick? Why this instead of the other?

3.  What makes the “dark cloud” around the dead pilot’s head?

4.  How does Simon show kindness to the dead pilot?

5.  Why can’t Ralph judge the others for “running after food”?

6.  How does Jack use the meat to manipulate the boys?

7.  What do the boys chant? Why?

8.  Who do the boys think they’re killing in their dance?

9.  Who do the boys really kill?

10.  How is the body carried away? Pay attention to SYMBOLISM, ALLUSION, and   IMPLICATION!

Due Date: 4/19/2016
Subject: World Literature A (H)

Lord of the Flies Chapter 8 Questions and Vocab

Vocab: blunder, cynical, obscene, serenade, tremulous

1.  How does Ralph describe the beast’s appearance?

2.  What does Ralph call Jack’s hunters?

3.  Why does Jack call the meeting?

4.  Why does Simon think the boys ought to climb the mountain?

5.  How does Jack make Piggy extremely happy?

6.  What does Ralph realize about the reason behind the difficulty they had in collecting firewood and building a fire?

7.  To whom is this quote referring: “…ages ago they had stood in two demure rows and their voices had been the songs of angels.” Which biblical allusion do these lines make? Why does Golding make this allusion?

8. What does Jack offer as a gift to the beast?

9. Who witnesses the violent slaughter of the sow?

10. What does the Beast tell Simon?

Due Date: 4/18/2016
Subject: World Literature A (H)

1.  How does Ralph describe the beast’s appearance?

2.  What does Ralph call Jack’s hunters?

3.  Why does Jack call the meeting?

4.  Why does Simon think the boys ought to climb the mountain?

5.  How does Jack make Piggy extremely happy?

6.  What does Ralph realize about the reason behind the difficulty they had in collecting firewood and building a fire?

7.  To whom is this quote referring: “…ages ago they had stood in two demure rows and their voices had been the songs of angels.”

   What is the allusion in these lines?

Due Date: 4/13/2016
Subject: World Literature A (H)

Due Date: 4/13/2016
Subject: AP English Literature &CompA

You will choose a prompt from a selection of past AP FRQ#3 Prompts.  Open-note. Open-book. Due at the end of the period.

Due Date: 4/11/2016
Subject: AP English Literature &CompA

Due Date: 4/11/2016
Subject: World Literature A (H)

Lord of the Flies Chapter 7 Questions

1.   Why is Ralph clenching the rocks when Simon speaks to him? What does the Ocean symbolize? What does Simon do for Ralph?

2.   How does Jack bend down to the steaming pig droppings? What does this show about him? Symbolic?

3.   Why should Ralph get respect from the hunters?

4.   Why does Robert get frightened? What does this indicate?

5.   What does Jack say they could use in place of a pig for their ritualistic sacrifice? What does this show about him and his role in society?

6.   Who volunteers to go back through the jungle alone to take a message to Piggy and the littluns? Why is this important?

7.   Which painful question does Ralph ask Jack?

8.   Which three boys decide to go up to the mountain?

9.   What does Jack see on top of the mountain? Who decides to go back up the mountain? Why is this important?

10.        Why are the spears called ‘sticks’ when they are left on the mountaintop?

Due Date: 4/8/2016
Subject: World Literature A (H)

Lord of the Flies Chapter 6 Questions & Vocabulary

Vocab:embroiled, emphatic, incredulity, menace, oppressive

1.     Where does the dead pilot end up landing? Why is that important?

2.     Why is it important that Sam and Eric are the first to see the dead pilot?

3.     What does Simon think is strange about Sam and Eric’s “beast”?

4.     In what ways are Jack and Ralph competing for control?

5.     Why is Ralph relieved to give up control at some points?

6.     How does Ralph show that he really is a leader?

7.     Where do the children end up in their search for the beast? Why do they go there?

8.     How does Jack’s perception of “the castle” differ from Ralph’s? What does this show about each of them?

9.     Has Ralph lost control? Why? Why not? In what way?

Due Date: 4/5/2016
Subject: World Literature A (H)

Chapter 5 Study Guide & Vocabulary

vocab: festoon, frantic, flail, leviathan, plume

1.  What realization about this life astonishes Ralph?

2.  What can Piggy do that Ralph cannot?

3.  At the meeting, what does Ralph say is happening to their society?

4.  What keeps creeping into Ralph’s eyes? What is the symbolism?

5.  What does Jack say about the “beast” getting the littluns? What does this show about him?

6.  Where does Percival say the beast comes from? What are the implications of this? (How does it tie in to fear of the unknown?)

7.  What does Ralph say is the only thing they’ve got?

8. Who is Ralph’s new friend? Why?

9. The group votes on the existence of what? What does this show about perception and reality?

10. What do Ralph and Piggy want from the grownups?

Due Date: 4/5/2016
Subject: AP English Literature &CompA

Due Date: 3/23/2016
Subject: World Literature A (H)

Due Date: 3/22/2016
Subject: World Literature A (H)

Chapter 4:

Vocabulary: belligerence, blatant, dubious, illusions, subsided

1.  What does Piggy call the “strange things” that “happened at midday”?

2.  To what is the midday sun compared? Why?

3.  What is Ralph big enough to be a link to? Why is this important?

4.  At least how many kids have died so far?

5.  What effect does Jack have on Roger’s skin? Why?

6.  What does the mask protect Jack from? Why is this important?

7.  How does Jack infuriate Ralph?

8.  What “dirty trick” does Jack play on Ralph?

9.   Explain the cause and effect of at least 2 acts of cruelty in the chapter.

Due Date: 3/22/2016
Subject: AP English Literature &CompA

Crime and Punishment: Epilogue and Symbolism Study Guide

Make sure you are familiar with the symbol that matches each description

  • This symbol almost prevents Raskolnikov’s crime, receives his rejection of human kindness, and is present at his rebirth.
  • The symbolic incarnation of divine wisdom.
  • Svidrigaylov’s redemptive actions are permeated by this symbol.
  • This allusion is used to transcend time and reconnect Raskolnikov to humanity.
  • The place where Raskolnikov stumps Zametov.
  • This is used to symbolize the depraved state of Svidrigaylov.
  • This represents the perfect society of the future.
  • This symbolizes the insanity of Sonia’s predicament.
  • This symbol is present during the sufferings of the Marmeladovs.
  • This symbolizes man’s inability to create perfection.
  • The taking of this symbolizes Raskolnikov’s first step toward accepting his suffering.
  • Someone ironically says Raskolnikov is headed to Jerusalem when he interacts with this symbol.
  • Symbolizes the vulgar elements of humanity.
  • Peasant symbol that Porfiry references in his battle of the wits with Raskolnikov.
  • He reacts negatively to symbols of divine grace when his reason is in full force.
  • The place where Raskolnikov must embrace the earth and symbolically confess.
  • Raskolnikov’s fellow prisoners say he’s a gentleman and should not have used this.
  • This represents the imperfections of a utopia driven by human society and rationalism.
  • This symbol surrounds Raskolnikov before he passes out and dreams of the mare.
  • Flowers, vegetation and water only serve to demonstrate this character’s evil nature.

Due Date: 3/21/2016
Subject: AP English Literature &CompA

Crime and Punishment: EpilogueResponse and Discussion Guide

Be sure to cite page numbers in your reading responses!

·      Explain the most interesting uses of numeric symbolism.

         (Remember: 3 – Divine Unity/Verification, 4 – Creation, 5 – Divine Grace,

         6 – Incompletion/Imperfection, 7 – Completion, 8 – Rebirth/Renewal)

·      Explain the most interesting uses of symbolism involving water and vegetation.

·      Explain the irony of Raskolnikov’s interactions with the other prisoners. (atheism, the axe, near-death experiences, etc…)

·      What is the significance of Raskolnikov’s dream?

·      Why does the author make the allusion to Abraham?

·      Who is present at Raskolnikov’s rebirth? Why is this significant?

Due Date: 3/21/2016
Subject: World Literature A (H)

Prompt: How does Golding use the setting of the forest for character development?


TS: Golding uses the forest to develop Jack and Simon as character foils.

CD: For example, when (provide a context for main fact) , (provide a main fact that supports the TS).

CM: This implies that (explain the idea that the main fact implies).

CM: It also shows that (develop the idea further).

CD: Furthermore, when (context for the 2nd main fact) , (2nd main fact that supports the TS).

CM: This implies that (explain the idea that the 2nd main fact implies).

CM: It also shows that (develop the idea further).

CS: Considering this, (deliver yourconclusion based on the CDs and CMs of the paragraph).



Due Date: 3/18/2016
Subject: World Literature A (H)

Due Date: 3/18/2016
Subject: AP English Literature &CompA

Crime and Punishment Part 6 Study and Response Guide

  • Someone asks Raskolnikov to leave a note saying where he put the stolen goods.
  • A certain character claims to love children.
  • Someone accuses Svidrigaylov of poisoning Marfa Petrovna.
  • Someone has two paths: Siberia or suicide.
  • Someone takes care of Sonia’s family and gives her money to free her from prostitution.
  • Someone tries to shoot Svidrigaylov, twice.
  • Someone kisses the ground in Haymarket Square.
  • Someone says even a Vestal Virgin can be seduced through flattery.
  • Svidrigaylov says someone is the only one who can save Raskolnikov.
  • Someone accuses Svidrigaylov of causing a child’s death.
  • Svidrigaylov works a plan that conveniently ensures someone won’t be home.
  • Svidrigaylov acknowledges someone as the best one to care for Dunya.
  • There is a significant allusion describing the witness to Svidrigaylov’s departure.
  • Someone is described as a “mercenary French harlot” in Svidrigaylov’s nightmare.
  • Someone confesses to the murder, but lacks awareness of key details.
  • Raskolnikov sees but does not recognize this character on the bridge.
  • Someone offers to give Raskolnikov money for “his journey.”
  • Someone mocks Raskolnikov for moral inconsistencies.
  • Svidrigaylov expresses a profound understanding of this character’s humiliation.
  • In contrast to Raskolnikov, this character cannot kill another human, even an evil one.
  • Svidrigaylov criticizes this character as wanting “to live too much.”
  • Someone discusses nihilism with Raskolnikov.
  • Someone follows Raskolnikov to the police station.
  • Svidrigaylov has a gun he got from someone.
  • Ilya Petrovich’s significant conversation with Raskolnikov.

Due Date: 3/17/2016
Subject: World Literature A (H)

Due Date: 3/16/2016
Subject: World Literature A (H)

Chapter 3 Vocab and Study Questions

Vocabulary: altruistic, furtive, inscrutable, opaque, tacit

1.  Which animals is Jack compared to in the beginning of the chapter? Why?

2.  Why is Ralph upset with the littluns?

3.  Why do Jack and Ralph get upset with each other?

4.  Why do the littluns talk and scream according to Simon?

5.  What does Jack say it feels like to hunt in the jungle?

6.  What does Simon do for the littluns?

7.  Where does Simon go as night falls?Why?

8.  Which archetypal figure does Simon represent? Why? (Judas-figure, Christ-figure, wise old sage, beggar, helper, trickster…?)

Due Date: 3/16/2016
Subject: AP English Literature &CompA

Due Date: 3/14/2016
Subject: AP English Literature &CompA

Focus on:

Water symbolism, redemptive acts, reactions to Svidrigaylov, and themes developed by Svidrigaylov's torment and journey to "America"

Due Date: 3/14/2016
Subject: World Literature A (H)

Remember to include each of the following:

  • 3 significant passages and analysis
  • 5 literary devices and analysis
  • Analysis of the interaction between the characters and the setting

Due Date: 3/11/2016
Subject: World Literature A (H)

Chapter 2

Vocabulary: bleak, contemptuous, errant, hinder, tirade


1.  What does Ralph want the boys to think about?

2.  What does Jack want the boys to think about?

3.  How is Jack’s discourse on “the rules” ironic?

4.  What is the boy with the birth-marked face afraid of?

5.  What is the “drum roll”?

6.  What is a sensible thing Piggy says?

7.  What does Piggy say they should have done before starting a fire?

8.  What does Jack say his hunters will be in charge of?

9.  What do the little boys see in the fire?

10.       What happens to the birth-marked boy? How is this ironic?

Due Date: 3/11/2016
Subject: AP English Literature &CompA

Chapter V

-      Svidrigaylov’s methods in getting rid of Raskolnikov

-       Raskolnikov and Dunya

-       Svidrigaylov’s manipulation of Dunya

-       Svidrigaylov’s explanation of Raskolnikov’s crime, theory, and humiliation

-       Marfa’s gun and Dunya

-       Svidrigaylov’s moment of Grace

Due Date: 3/10/2016
Subject: AP English Literature &CompA

Chapter IV

-      Svidrigaylov’s arrangement with Marfa Petrovna and his history with Dunya

-      Svidrigaylov’s opinion of Razumikhin

-      Svidrigaylov’s treatise on flattery and seduction

-      Madame Resslich and Svidrigaylov’s arranged marriage and prospective in-laws

-      Svidrigaylov and children

Due Date: 3/10/2016
Subject: World Literature A (H)

Due Date: 3/9/2016
Subject: World Literature A (H)

Due Date: 3/9/2016
Subject: AP English Literature &CompA

Chapter II

-       Porfiry’s “confession” (tactics, thoughts on Raskolnikov, Mikolay, psychology and suffering)

-       Raskolnikov’s silence, fear, and response to Porfiry

-       Porfiry’s request and encouragement to Raskolnikov


Chapter III

-       Raskolnikov’s thoughts on Svidrigaylov, Sonya, and Dunya

-       Raskolnikov’s initial encounter with Svidrigaylov in the restaurant (chiasmus…)

-       Svidrigaylov’s comments on miracles, Raskolnikov, and St. Petersburg

-       Svidrigaylov’s physical description

-       The indefinable “something new

-       Debauchery and aesthetics

Due Date: 3/8/2016
Subject: AP English Literature &CompA


- Raskolnikov's condition and his thoughts on Svidrigaylov, Sonia, Razumikhin, Mikolay, and Porfiry

- Razumikhin's frustration with Raskolnikov and Dunya and his resulting temptation to turn to alcohol

- Dunya's reaction to the letter and her motivation for turning Razumikhin away

- Pulkheria's thoughts and actions toward Raskolnikov and her resulting illness

- The arrival of Porfiry

Due Date: 3/8/2016
Subject: World Literature A (H)

Due Date: 3/7/2016
Subject: World Literature A (H)

Establishing Context for Lord of the Flies

·     What is the copyright date for the novel?

·     What happened in the decade that preceded this date?

·     What did the British do on October 3rd, 1952?

·     What is the Garden of Eden? What was it like? Who was there? What happened there?


Chapter 1 Study Guide

Vocabulary: disentangle, enmity, indignation, lodgment, perception


Questions to Consider:

1.  What is the scar (both literally and symbolically), and how do Ralph and Piggy differ in their perspectives of their situation?

2.  What ominous image appears beneath the choir boys (Jack and Crew) as they approach Ralph and Piggy? Why might Golding present us with this symbol?

3.  Why do the boys elect Ralph as chief?

4.  Which three boys go up the mountain? What do they discover?

5.  How do the boys destroy a small section of the forest?

6.  What shape does the island resemble? Why might the author do this?

7.  What do the boys find caught in the thicket?

8.  Why does Jack get embarrassed?

9.  How does Jack show his tendency for violence?

10.      Ralph has the conch. What does Jack have? Why is this important?

Due Date: 3/7/2016
Subject: AP English Literature &CompA

Make sure you are aware of the details involved in each of the following:

  • Luzhin’s conflict with Lebezyatnikov, his scheme to win back Dunya, and what he symbolizes
  • Lebezyatnikov’s description, his relationship with the Marmeladovs, and what he symbolizes
  • Katerina’s motives and behavior before and during the memorial dinner
  • Sonya’s circumstances, both at the memorial dinner and in her meeting with Raskolnikov
  • Symbolism of the crosses
  • The fate of Katerina and her children
  • Svidrigaylov’s redemptive deeds and newfound power

Due Date: 3/2/2016
Subject: AP English Literature &CompA

Especially focus on political and social issues, considering the characters symbolically.

Due Date: 3/1/2016
Subject: AP English Literature &CompA

Due Date: 3/1/2016
Subject: World Literature A (H)


Reading Responses for Cyrano de Bergerac


Cyrano and Socrates


CN on Cervantes and Don Quixote


Don Quixote Reading Responses

Reading Responses for Don Quixote


1. How is Don Quixote’s decision to become a knight-errant an ironic form of escapism? Explain a current example of this.


2. Consider Don Quixote’s naming of his horse, himself, his vanquished “giant”, and his lady. How is it humorous? How is it a warning to us?


3. In which way is Don Quixote correct about engaging the “monstrous giants” in “fierce and unequal combat”?


4. What is humorous about the episode with the windmills? Does it matter that it’s really chapter eight and not thirteen?

Due Date: 2/29/2016

Elementary School Grade Level Lesson Plans

Exploring Our Cultural Customs

Students will inform classmates about their cultural customs and family traditions through research and formal presentations.

Grade Level: Grade 5

The Hundred Dresses

Students will be able to analyze the words and actions of fictional characters in order to determine if the individual (s) showed good character.

Grade Level: 3-5

Ethical Entrepreneurs

Second grade businesses at Hagemann Elementary promote ethical values as a foundation for good character.

Grade Level: Second Grade (easily adapted for other grades)

Have You Filled a Bucket Today?

The lesson’s purpose is to give students an awareness of how their choices (words & actions) can make a difference in their lives as well as those of others.

Grade Level: Grades 2-5

Keith Haring/Bully Prevention

This lesson introduces students to the life work of Keith Haring, an artist who used a very simple playful style to carry a message of love, peace, and equality.

Grade Level: Fourth Grade

Character Education - Character Plays

Students will read Stories to Light Our Way: Journey to the World of Good Volume 1, identify the theme or moral, and create/perform a play while the remaining students evaluate their performance

Grade Level: Grades 3-12

Who Wants to Be President?

In this lesson, students use their knowledge of democratic principles to create a fictional presidential candidate, run a campaign for election, participate in a political convention and presidential debate, and vote for president.

Grade Level: 4th grade

Trash vs. Recycling

The purpose of the lesson is for students to learn how to cope with negative thoughts and actions.

Grade Level: K-5

Practicing Patience

Teachers and students will discuss what Patience means, when we demonstrate it, and share how difficult it can be at times.

Grade Level: K-5th grade

Kindness Acrostic Poems

This character education on "kindness" will involve students understanding the definition of kindness & writing acrostic poems.

Grade Level: K-5

Targeting Hunger

Students will identify and partner with a charity to provide food items within their community.

Grade Level: K-5


After reading the book Zero by Kathryn Otoshi (KO Kids Books, 2010), students will discuss what it means to be valued.

Grade Level: K-2

The Best Me I Can Be!

Students will work with peers and teacher to set goals for greater character development throughout the school year.

Grade Level: K-5

Student Driven Service Learning

Students will research and discuss the chosen issue, finding a way that they believe they can make a difference.

Grade Level: 3-6

The Golden Rule: Do Unto Otters

To help students understand the need to treat others they way they would like to be treated, students will listen to the read aloud Do Unto Otters.

Grade Level: K-3

Fishy Friends

Students will evaluate traits that make good friends and write how he or she can be a better friend.

Grade Level: K-2

Parent Tutors: A Community Approach

An invaluable bond is formed between tutors and students, thus fostering the community spirit upon which our school is based.

Grade Level: K-5

Social Skills Role Playing

Students will be able to demonstrate role playing and the ability to cooperatively discuss solutions.

Grade Level: 1

Science Discovery Day

Science Discovery Day is a ‘Buddy’ activity. Fifth grade tribes (teams of students working together) have the opportunity to develop a science lesson for their third grade buddies targeting a simple science concept. Tribes are required to prepare a lesson outline, a hands-on activity, worksheets, and assessments.

Grade Level: 5

Character Counting

After reflecting on the many ways students have helped around their home, students will create individual number stories. Stories will be created, illustrated, and shared.

Grade Level: 1-3

Creating Caring with Project Linus

Project Linus is an organization that provides comfort to children who are sick and in the hospital through collecting blankets from “blanketeers.” Students act as “blanketeers” by creating blankets to donate through Project Linus.

Grade Level: K-5

The Power of Words

The children’s classic The Ugly Duckling is an excellent read aloud to prompt discussions on caring, empathy, tolerance, and respect.

Grade Level: K-5

Citizenship in Action

The student will demonstrate that being a good citizen includes taking responsibility for certain classroom chores, taking care of personal belongings, respecting the property of others, following the rules at home, school, and in the community

Grade Level: 4-5

Amazing Grace

Students will discuss a story about a girl who had a goal, realized she had some obstacles that might prevent her from reaching it, and found a way to achieve her goal anyway.

Grade Level: K-5

Manners and Morals

“Respect for ourselves guides our morals: respect for others guides our manners.” Lawrence Sterne

Grade Level: K-3

The Places You’ll Go!

Students will discuss story setting, character traits, and goal setting.

Grade Level: K-5

Stand Up to Bullies Week

Students and teachers will learn more about bullying and how to stop it in their schools.

Grade Level: 2

My Hands Can...

In this lesson students learn about and practice good choices they can make, using the book 26 Big Things Small Hands Do.

Grade Level: PreK

It’s Hard to Be Honest

This lesson is the first grade’s kick-off activity for the Pillar of Honesty. Children need to understand that being honest does not come easy; it is hard work.

Grade Level: 1

Be an Upstander and Say Something!

In this lesson each student will think about what they can do when they observe or witness an incident of name-calling or bullying, but are not being called names or bullied themselves.

Grade Level: 4

Wrinkle on My Heart

Students will learn about empathy. Students will learn to take responsibility for their mistakes when they happen and to learn from them. Students will learn to think before they speak and act.

Grade Level: Elementary

Flat Tiger Brings Back Kindness

The goal of this project is to have Flat Tiger travel all over the country and report back to us on how other children and their families “Walk the Talk.”

Grade Level: Elementary

Caring for Our School's Family

As a family, students write a caring letter or thank you note to a selected support staff person. The note or letter will be displayed in the school.

Grade Level: Mixed grades

PAW-SOME Readers

Students have a reading incentive during March - Reading Month. Also, they discuss core values with their families, making the values more widely known.

Grade Level: Elementary

Stand up for Your Beliefs

Using Dr. Martin Luther King Jr. as an example, students will learn about bullying and how to prevent it.

Grade Level: Elementary/Middle

Showing Courage

Students will investigate and illustrate the definition of courage as being brave enough to do what you should, even when you are afraid.

Grade Level: 3

The Kindness Quilt

Students will perform an act of kindness, then draw a picture and write a sentence about that act for the class quilt.

Grade Level: K-3

Celebration of Character Family Picnic

Each student will serve his or her parent lunch, using the pre-determined language appropriate for a server, as a thank you for all their support for the school year.

Grade Level: K-5

Fundraiser for Japan

Students will find relevant facts about Japan and the earthquake that took place in March 2011 to share with the entire school community.

Grade Level: 3-5

Enemy Pie

Students will create a recipe that summarizes the character traits that are needed to be a friend.

Grade Level: 1-3

Celebrating Diversity with Elmer

Students will discuss Elmer’s similarities and differences when compared with all of the other elephants. Students will discuss their own similarities and differences and will celebrate those differences together.

Grade Level: K-5

Be a Buddy, Not a Bully

Students will use a variety of anti-bullying strategies that may be practiced at some point in all areas of the school building.

Grade Level: Elementary

What's the Story of the American Flag?

This lesson is to teach children the history of the American Flag. They will have a deeper respect for the American Flag and for those who designed and sewed the Flag.

Grade Level: K-2

Caring Hearts

Students will understand the impact that hurtful words can have on their classmates’ feelings, and will instead use kind words and treat others’ hearts in a caring manner.

Grade Level: PreK-3

Mad Lib Service Learning Project

Students will use online resources and through class discussion, students will apply their knowledge of the parts of speech to develop a Mad Lib story.

Grade Level: Elementary

Blood Drive Donor Thank You Letters

Students will write a friendly letter to a family or community member thanking them for taking part in the community blood drive.

Grade Level: Elementary

Mini-Lesson for Tolerance

Students will understand that good readers can use key quotes and sayings to help them understand the thinking and get inside the mind of the main characters, which helps us to gain a deeper insight.

Grade Level: Elementary

Fill Buckets All Day: Be a Bucket Filler!

Through a story and some fun, meaningful activities students will learn about the concept of “bucket-filling” and will have the opportunity to practice it in the classroom. Overall, it will help to build unity among classmates and peers.

Grade Level: Elementary

How Many Are Homeless?

Fifth and second grade buddies learn about the number of homeless people in the surrounding community and the possible hardships they face. These students are empowered through knowledge to explore ways they can help the homeless in the community.

Grade Level: Elementary

Lilly’s Purple Plastic Purse and the Action Cycle

I use this lesson to set up expectations for reflective behavior in our classroom for the year. We then keep blank reflection sheets for the students to use when they must take a “time out.” Students must fill it out the sheet before they can return to the regular activity.

Grade Level: 2-3

The Right to Be Me

This activity will help students understand the right to be themselves, and others’ rights. Students will discuss differences and similarities, and why it is important to be accepting.

Grade Level: Elementary

Kindness is Contagious

To infuse values and cultural awareness into the curriculum, the principal and school staff developed “Kindness is Contagious.” The program promotes kindness, which leads to students developing respect for themselves and others.

Grade Level: Mixed Grades (K-8)

Friendship Letters

Every student writes a personalized letter and draws a picture for every child in his or her class and every child receives a personalized letter and picture from every student in his or her class. This is a great way to conclude the school year. The students truly know one another by year’s end, which adds depth and sincerity to each letter.

Grade Level: 2

Making Character Connections with Literature

By identifying what constitutes “virtuous” behavior and exploring it in the lives of others, in this lesson through characters in literature, students begin to examine their own actions and determine if they are behaving in a virtuous manner.

Grade Level: 5

Bucket Filling

The purpose of this lesson is to create a caring school community where students, parents, teachers, and guests at the school feel welcome, respected, appreciated and valued.

Grade Level: Elementary

The Torn Heart

Students listen to a story read aloud, thinking and reflecting about instances in the story where someone was wronged, was unfairly treated, or was not treated respectfully.

Grade Level: Elementary

Generational Singing

Students will reach out to the local community by performing holiday songs with movements at a local nursing home.

Grade Level: Mixed Grades (K-12)

Chinese Dragons

Students put both hands on the child’s shoulders ahead of them. If the music is fast, the group should move quickly; if slow, they move slowly. When the music stops, all freeze. If a “dragon” or group breaks, they must sit down quietly. If two “dragons” touch each other at any time, they both sit down.

Grade Level: 1-2

Character Report Card

Students are “trained” to look at characters through different eyes – eyes that can distinguish words and actions that promote good character and those that don’t. Through the character report card, core values become internalized as part of their education and part of their lives.

Grade Level: Elementary

Persons of Character Research Report and Wax Museum

Through this lesson, students will research a person of character and write a report on that person. Once the report is written, students will transform the information into a first-person speech. At the Wax Museum, each student will dress up as their chosen person of character and will “come to life” and speak to visitors as that person.

Grade Level: 4-6

A Fine Feathered Flock

Patricia Polacco’s Mr. Lincoln’s Way provides an excellent opportunity for teachers to introduce the topic of respect.

Grade Level: 2-4

Whoever You Are

This series of activities will help children to become familiar with other cultures and learn that people all over the world have things in common.

Grade Level: Elementary

Unique Monique: Building a Community of Unique Individuals

This purpose of this lesson is to build a caring community within a classroom. The lesson will encourage students to identify their unique talents, abilities, and strengths and thereby increase self-confidence.

Grade Level: Elementary

Special Sunflowers

Laurence Anholt’s Camille and the Sunflowers provides an excellent way to introduce a discussion about feelings and ways to care about others.

Grade Level: Elementary

Singing for the Animals

"Singing for the Animals" service project provided an opportunity for students to make a difference in their community by raising money to help the county's homeless animals.

Grade Level: Elementary

Sharing in the Classroom

Students should be aware of what the value of sharing means in the classroom.

Grade Level: Elementary

Responsibility and Jobs

The learner will name community jobs/helpers, define responsibility and identify responsible behavior.

Grade Level: Elementary

Respectful Riders

Respect, Helpful, Discussion, Unity, Improvement, responsibility.

Grade Level: Elementary

The Power of Words

The children’s classic The Ugly Duckling is an excellent read aloud to prompt discussions on caring, empathy, tolerance, and respect.

Grade Level: Elementary

Parent and Community Connections

Students will learn about civility and compassion by creating a poster to spread inspiration about kindness with their community.

Grade Level: Elementary

Ornaments for Nursing Home Tree

DENS (developing, educating and nurturing students) are cross-grade-level community meetings. This den, advisory, or classroom activity becomes a service project.

Grade Level: Elementary

Introducing Recycling

In this lesson, students explore the environmental issue of excess garbage and how recycling can help reduce the amounts of garbage in landfills.

Grade Level: Elementary

Holiday Cookie Exchange

In this lesson, students will discuss jobs adults do at their school and why it is important to show respect to all workers.

Grade Level: Elementary

Fifth Grade Service Project

By working with a local food pantry, students examine the essential question, “Are we more alike or more different than those who have less (or more) than us?”

Grade Level: Elementary

The Crayon Box that Talked

“The Crayon Box that Talked” is a profound poem by Shane DeRolf that conveys the simple message that differences should not only be tolerated and accepted but embraced.

Grade Level: Elementary


Character-Go-Round is a lesson designed to help students recognize the relationship between words, actions, and character traits.

Grade Level: Elementary

Celebrating Caring & Kindness

This is a three-part lesson that helps students become aware of being caring and kind citizens in their school, home, and community.

Grade Level: Elementary

Bully Prevention

Before beginning, students should be aware of the term, “bully,” and the expression “fooling around.”

Grade Level: Elementary

Being Kind to Yourself

Students will understand that kindness begins with being kind to yourself.

Grade Level: Elementary

Be a “Bucket Filler”

Students will understand that the positive things they do for others show respect and will no doubt come back to them.

Grade Level: Elementary

Adding “Homeside” to “Schoolside” Learning

"Homeside activities" are designed as an extension of "Schoolside" activities. They further promote the development of a "Caring Schools Community."

Grade Level: Elementary

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