Work to Do

I hope you are all enjoying your break--I know that I am (only two small piles of homework yet to grade and 100 pages of Frankenstein to reread!)--however, I did want to remind you of some homework obligations you have for AP Lit. (This follows a blissfully homework free Thanksgiving break you will recall).

1) Drafts of your essay are due Wednesday (the day after we get back). These should be complete drafts with a concluding paragraph, supporting quotations, and a cover sheet. These are not FIRST drafts. They are drafts you have read and revised. Do not make the class do work you could do on your own. I worry about this because only 29 of you (of 49) have posted to the paper topic poll at Moodle. This seems a very simple first step.

2) You should be reading Frankenstein and posting at Moodle; both are due the day we return. Currently, there are a total of 12 posts at Moodle. This means we are 86 posts short of my minimum expectations and that the vast majority of you have not posted at all. I am afraid this means that the vast majority of you have not started reading either. Frankenstein is a great story, but it could be painful if you try to read it all over the weekend, a holiday weekend at that.

Sorry to remind you that school begins in just a few days, but we have things to do when we get back.

See you in the new year!

Mr. Staiano

The Romantics

Today we spent the day on an introduction to the Romantic Movement. The notes are at Moodle.
Remember, you have a bit of homework over the break:

• Read Frankenstein and post at least twice to the Moodle forum by 1/3/12.
• A preliminary draft of your first essay is due (with a cover sheet) on 1/4/12.

Enjoy the Holidays!

Essay Norming

In preparation for the essays students will be writing over the break, we read and scored three sample essays today.

Candide PC

We began the day clarifying expectations for tomorrow's topic read-around and then spent the rest of the day on the Candide PC (after I collected study guides of course).

Tending the Garden

After a short discussion about theme and symbol in Candide, we wrapped up the satire presentations and Candide. PC and SG tomorrow.

The AP Essay & Candide

Today we started with a quick Candide warm-up, and then I introduced the first formal essay of the year. Handouts are available at Moodle. We wrapped up the day with Candide presentations.
New Due dates:

• Candide PC and SG 12/13
• Essay #1 Topics 12/14

PC Evaluation and More Candide

Today we continued our PC self-evaluation with the steps below. Afterwards, students were given the option of revising their PCs for extra credit (due 12/16).

Students spent the rest of the day on their Candide presentations which are due tomorrow.

Work Time

Today we reviewed the prompt from the last timed writing and then spent the rest of the period on the Candide projects.

Annotation Time

Today we did a bit of annotation modelling on a passage from Candide, and students had the rest of the period to work on their own annotations for the project.

I'm Back

Today we began with a short Candide quiz and then groups had their final literature circles.

The Day Before...

Pressure Comp today.

Have a great break!

Discussion Time

Today we spent the period discussing The Woman Warrior and wrapped up with a brief intro to the literature circle project that will begin when we return from break.

Wrapping Up the Poetry

Today we had the last poetry presentation, and then students spent the rest of the period working on the Woman Warrior questions from yesterday. You should be through at least question 4 for class tomorrow.

Tuesday

After a two more poetry presentations, we spent the last part of the period starting some discussion questions for The Woman Warrior.

A Short But Busy Monday

Today we began with a quiz on The Woman Warrior and then squeezed in two more poetry presentations.

Poetry Presentations

Today we managed to spend the whole period on poetry presentations, again...

Poetry Presentations

Today we had our first poetry presentations and then talked a bit about the Ashland field trip. There are only 14 spots and money is due tomorrow: first come, first served.

Period 3 Poems
Wednesday, 11/9

• "Fire and Ice" by Robert Frost
• "A Poison Tree" by William Blake
• "Apparently with No Surprise" by Emily Dickinson

Thursday, 11/10

• "The Debt" by Paul Dunbar
•  "A Noiseless Patient Spider" by Walt Whitman
• "Caged Skylark" by Gerard Manley Hopkins

Monday, 11/14

• "Loveliest of Trees" by A.E. Housman
• "Garden of Love" by William Blake

Tuesday, 11/15

• "Stopping by Woods..." by Robert Frost
• "When I Heard the Learn'd Astronomer" by Walt Whitman

Wednesday, 11/16

• "There is a Garden in Her Face" by Thomas Campion

Period 4 Poems
Wednesday, 11/9

• "Dream Deferred" by Langston Hughes
• "There's a Certain Slant of Light" by Emily Dickinson

Thursday, 11/10

• "Cross" by Langston Hughes
• "Ending" by Gavin Ewart

Monday, 11/14

• "Sonnet 130" by Shakespeare
• "When I Heard the Learned Astronomer" by Walt Whitman

Tuesday, 11/15

• "The Road Not Taken" by Robert Frost
• "Death Be Not Proud" by John Donne

Poetry Projects Presentations Begin Tomorrow

Today we had a quick quiz on the first half of The Woman Warrior, followed by an explanation of the poetry HW below. Students had the remainder of the period to work, during which time we drew group order.

Poetry Project Audience Homework 
Each night you should study the poems that will be presented the following day in class by answering the questions below. Poems should be in Sound and Sense, but are usually available online if you do a quick search for the title. Do all the assignments on the same paper, heading each assignment with the date and the poem’s title.

1. Paraphrase the plot of this poem. Briefly, what is it about?
2. What is the overall tone of the poem?
3. Note a few literary techniques which stand out in this poem.

 

Stuff and CRAs

After briefly discussing missing AP contracts, the AP Ashland trip, and tomorrow's final work day, we talked about the basic outline for the poetry presentations and looked at a sample CRA. Students had the rest of the period to work.

More Poetry Analysis

Groups spent the day working on their poetry analyses. A few groups started their presentations on the computers.

The Woman Warrior & Poetry Annotation

After a warm-up focused on "No Name Woman" and a brief introduction to the novel as a whole, we looked a quick annotation example and students had the rest of the period to annotate their chosen poems.
New Due Dates:

• Read "White Tigers" through "Shaman" and post at least once by 11/7.
• Finish The Woman Warrior and post at least one more time by 11/14.

The Poetry Project

Today we began the first poetry project. I went over the assignment handout and assigned groups. Most groups managed to choose poems before the end of the period.

Fun with Meter

Today we practiced the terms we learned yesterday. It was fun. You should have been here. There will be a quiz Monday. You should ask your friends who were here to run through the mnemonics we practiced with you. Then you might pass the quiz. ;-)

Poetry Intro

Today we went over several of the Poetic and Stylistic Terms on the Literary Terms handout, using them to explore Jean Toomer's poem "Reapers."

Tuesday: Faulkner Timed Writing

Today, after I collected the study guide and character sheet, we spent the day writing about Faulkner's novel.

Friday and Monday

Friday we spent the day norming and scoring essays from the "Eleven" AP test prompt.
Monday we spent one more day on Faulkner, reviewing theme and potential thesis statements and comparing Cash's thoughts on sanity with Emily Dickinson's from her poem, "Much maddness is divinest sense."

Wednesday/Thursday

Over the last few days we have written about and discussed Faulkner's As I Lay Dying, responding to the eight prompts below.

• New Due Dates: PC, SG, Character Sheet, and Faulkner Quickwrites due Monday, 10/24

~~~~~~~~~~~~~~~~~~~~~~~~~~

As I lay Dying Questions

1. Anse Bundren may be one of the most feckless characters in literature. Why do you think his neighbors repeatedly come to his aid? Is it out of pity, respect, guilt, charity, community, or is Anse just that good at manipulation?
2. Faulkner allows Darl and Vardaman to express themselves in language that would be impossible given their lack of education and experience in the world. Why does Faulkner break with the realistic representation of character in this way?
3. What does the novel reveal about the ways in which human beings deal with death, grieving, and letting go of loved ones?
4. Why do you think Addie's chapter (40) is placed where it is? How does her chapter change your earlier perceptions of the Bundren family? For example, how well did Cora really know Addie?
5. In chapter 40, Addie meditates on the distance between words and actions. Is Faulkner saying that words—his own chosen medium—are inadequate? What do Addie's definitions say about her as a woman?
6. Humor and the grotesque are often interdependent in this novel, such as Vardaman's accidental drilling of holes in his dead mother's face so she can breathe, the family setting Cash's broken leg in cement and the family's apparent imperviousness to the stench of Addie's rotting corpse. What are other examples? What does this add to Faulkner’s narrative?
7. What does Faulkner achieve through his use of fifteen different narrators and narrative voices? How does this shape the story and support Faulkner’s themes?
8. The title As I Lay Dying is an allusion to Homer’s epic The Odyssey* (you may have read it your freshman year), which tells the story of the hero Odysseus’ return from the Trojan War. In what way is the Bundren’s journey an odyssey? What is the effect of this connection on the overall meaning of the novel?

 

Fecklessness & Faulkner

We began the day with a look at an especially descriptive Faulkner quotation. Then we started a new sheet of quick writes with this one:

1. Anse Bundren may be one of the most feckless characters in literature. Why do you think his neighbors repeatedly come to his aid? Is it out of pity, respect, guilt, charity, community, or is Anse just that good at manipulation?

AILD SG, PC, and Character sheet are tentatively due this Friday, 10/21.

Faulkner Quiz 2

Today we had the second Faulkner quiz and spent the rest of the period generally discussing the book.

Shouldn't we be to 12 by now?

Today we planned an essay based on the "Eleven" prompt. For extra credit, students may actually write the essay (take no longer than 30 minutes and handwrite, please).

More Eleven

After getting our largely ancient copies of Sound and Sense, we continued our look at Cisneros' "Eleven" by hunting down and labeling all the figurative language and stylistic techniques we could find.

Being 11

Today we talked a bit about being eleven and then read and discussed Cisneros' short story, "Eleven." More "Eleven" work tomorrow.

As I Lay Tie Dying...

Today we spent the period talking about, and clarifying much of, Faulkner's novel, after a short quiz of course.

Fun with Figurative Language

After a look at another Faulkner quote, we spent the rest of the period playing and adjuducating figurative language bingo.

Home at Last!

Back in our new room, we warmed up with a Faulkner quotation and spent the rest of the day filling in the figurative language handout.

Figuratively Speaking

Today we started by reviewing the difference between figurative and literal, and then spent some time talking about As I Lay Dying in a general way. At the very end, we touched on the figurative language terms handout given in class.

As I Lay Dying Work

Today students did the assignment below for the first few chapters of As I Lay Dying.
~~~~~~~~~~~~~~

Getting Acquainted with As I Lay Dying

For the first few chapters of As I Lay Dying, carefully consider and respond to the questions below for each chapter. 

• You may work with a partner (and share a text) if you’d like and can do so efficiently; however, you may also choose to work alone.
• Work through as many chapters as you can in the period. This is not homework (though you may continue taking similar notes if you find it helpful).
• Unless the substitute decides otherwise, this will be collected Wednesday.

1. What do you learn about the narrator of the chapter in this chapter? Consider especially character traits and motifs associated with the character. What is the character’s relationship to Addie Bundren?
2. What do you learn about other characters in this chapter? Do you find this narrator trustworthy? Why?
3. What questions arise for you at the end of this chapter?
4. What questions from previous chapters are answered here?

Faulkner

Today we talked about modernism, William Faulkner, and his novel As I Lay Dying. The notes are at Moodle.
New Due Dates:

• Sections 1 through 31 by 10/10
• Finish it by 10/17
• Forum posts are due at Moodle by 10/10 and 10/17 as well.

Bye, Bye Medea

Today, after handing in the warm-ups (yep, all of them since the first day of school) and the study guides, students spend the rest of the period on the Medea timed writing.

Wednesday & Thursday

Wednesday we continued our look at Medeawith the rest of the terms posters and a few quick writes (interrupted by the fire drill in period 3). Thursday we wrapped up our discussion of Medea with a few more quick writes and some discussion of the study guide. PC and study guide due tomorrow.

Tuesday

Today we continued our terms hunt in Medea, dividing into groups and preparing posters for discussion on Wednesday.

Friday & Monday

Friday we started with some irony practice in the warm-up and then had the Medea quiz. Oh, and of course Mrs. Gardner came in to talk about the rules. Monday we continued our work with Medea, searching for examples of the terms we introduced last week--allusion, stichomythia, and irony--in the play.

More Irony

Today we reviewed the concept of irony with a warm-up examing Robinson's poem, "Richard Cory" (below).  We wrapped up the period with an open-ended discussion of Medea and added the term "allusion" to the notes.
~~~~~~~~~~~~~~~~~~~~~~~~
In the poem to the right, by Edwin Arlington Robinson, relies much on irony. What type of irony is featured here and how does it affect your reading of the poem?



Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.



And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.


And he was rich, richer than a king—
And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.


So on we worked, and waited for the light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.

Isn't It Ironic?

Today we spent the day on the concept of irony, defining the terms, judging Alanis Morissette, and wrapping up the day with a fun video.

The Greeks & Medea

Today we spent the period talking about the Greeks and the origins of drama.
HW: Finish Medea by Friday.

Pressure Comp #1

Today we took our first timed writing. It took the whole period. Medea tomorrow.

The Study Guide

Today we pent the whole period talking through the various parts of the study guide and actually doing about 1/2 of it in class.
HW: The Study Guide is due on Monday before the timed writing.

The Study Guide Begins

Today we began with the warm-up below and I collected revised CRAs. We then spent the rest of the day review questions left over from Tuesday and working on the first two sections of the first study guide. Handouts available in class and at Moodle.

WU (9/15): Review the CRA paragraph you wrote yesterday and revise it, preferably using another color pen or pencil so that your revisions are obvious.

• Are the aspect and effect clear, especially at the beginning, but also throughout the paragraph?
• Are all of your quotations smoothly integrated into your sentences?

New Due Dates

• Have Medea by 9/20
• The Awakening Study Guide and Timed Writing 9/19

The Awakening: a CRA

Today we spent the day looking at two passages of The Awakening, first annotating them and then choosing one aspect of the annotation and writing it up as a CRA paragraph (like the Neruda paragraphs). The prompt is below.
 
Reread chapter 6 and the final chapter.  Explore Chopin’s style in these chapters, especially the repetition of structure and motif.  How do the elements of the novel as a whole come together around these two chapters?

Talk Time

Today we began with a short warm up about the end of the novel (below) and then spent the rest of the period talking about The Awakening in a wide ranging fashion.

Consider the end of the novel.  Does it have to end this way, or does Edna have another way out?  Think particularly about the events leading up to her suicide: her final visit with Robert, her attendance at Adele’s labor and subsequent discussion with Dr. Mandelet, and finding the note from Robert upon her return to the pigeon house.  How do these things lead her to make her fatal choice?

The Awakening: Quiz 2

Today we took and talked through the second quiz on The Awakening.

A Couple Quick-Writes

We began today with this warm-up: Is Edna “awake” yet? If so, how awake is she? To what exactly has she been awakened? After learning to unsubscribe from Moodle forum emails and wrapping up the "Reading and Responding to Literature" presentations, we added the following quick-write to the warm-up page: In chapter XVII, after fighting with Léonce at dinner, Edna, in a moment of anger “[takes] off her wedding ring” and “[flings] it upon the carpet.” The narrator says, “When she saw it lying there, she stamped her heel upon it, striving to crush it. But her small boot heel did not make an indenture, not a mark upon the little glittering circlet” (87). There are two levels to this moment, literal and symbolic. Explain them.

Thursday

After briefly considering the feminist interpretation of The Awakening, we spent the rest of the period on "Reading and Responding to Literature" presentations, which we almost finished. Almost.

Tuesday & Wednesday

On Tuesday we started looking at an introductory essay called "Reading and Responding to Literature" by each reading a section and taking notes, then sharing those notes with a larger group, and making a poster of key points to present to the rest of the class.
Wednesday we spent the whole period on our first reading quiz.

New Due Date

• Finish The Awakening by 9/12 with at least one more Moodle post.

Picture Day

Today we began with a brief course description quiz, went over my classroom rules a bit, had pictures taken, turned in final draft CRAs and had a short introduction to The Awakening.
Due Dates:
Read chapters 1 through 16 in The Awakening and post at least once by 9/7

Wrapping Up the CRA

Today we wrapped up the CRA assignment we started yesterday by having a look at the exemplary examples selected by the groups. We ended the day with a look at Kate Chopin's "The Story of an Hour."
HW Revise CRAs, due 9/2

Remember, tomorrow is picture day!

CRAs Continued

Today, after a short discussion of the terms "literature" and literary merit" from the homework, we spent the rest of the period working on the CRA drafts students wrote yesterday. More with those tomorrow.

Tuesday

We opened the day by wrapping up our discussion of "The Three Lilies" and then spent the rest of the period on the assignment below.

The Close Reading Analysis Write-Up

1. Choose ONE element of Jan Neruda’s short story.
2. Write a single-paragraph analysis of the passage that reflects on this element and how it contributes to theme and/or tone. 

Your paragraph should begin with a clear statement of purpose (topic sentence):

• Through… Neruda examines… 
• By… Neruda explores…
• In “The Three Lilies,” Neruda seems to criticize…
• Neruda’s short story demonstrates how…
• Through multiple references to _____, both literal and metaphoric, Neruda explores how…

Support your assertion with copious examples/quotations from the story.
Each quotation or example should be carefully explicated to show HOW the example proves your assertion.

"The Three Lilies"

We began and ended the day with a look at Neruda's short story. In between we talked a bit about school pictures (Friday, 9/2) and the course description. More on "The Three Lilies" tomorrow.
New Due Dates:

• "Literature" and "Literary Merit" definition assignment at Moodle, 8/31
• Course Description Quiz, 9/2

Canaries and Phoenixes

Today we started with a review of theme focused on "A Canary for One," and then spend the rest of the day on Alexie's short story, "This Is What It Means To Say Phoenix, Arizona."

HW (Re)Read "The Three Lilies."

Stuff and Hemingway

Today we made name tags, got new planners, talked a bit about the upcoming assignments and Macbeth, and then spent the rest of the period working with Hemingway's "A Canary for One."

New Due Dates:

• (re)Read "This is what it means to say Phoenix, Arizona" 8/26
• Find, Print, Sign and Return the "AP Honor Statement" at Moodle 8/31
• Have The Awakening 8/31

And so it begins...

Today we spent the day having a look at William Blake's painting, Newton, and cleaning up a few loose ends about the summer work.

Part 4

Dear AP Lit Students,

A quick look online shows how industriously you have been posting to the Foster forums. I have read all of the first forum, and I am impressed at the range and level of insight. "Meeting" you this way is one of my favorite parts of the class.

As of yesterday evening, the final piece of the summer assignment (due the 20th at 12:00 p.m.) is open. Have a look and let me know if you have any questions. I hope you enjoy the stories I have chosen.

Finally, it seems time to make a note on late work. Some of you have not yet posted to the first Foster forum; it is not too late. Late work is better than no work both intellectually and as it regards your grade.

May this find you enjoying the last weeks of your summer and looking forward to the start of your senior year.

See you in person next week.

Mr. Staiano

Forums Due 8/8 and 8/15

Well, it's August already and time to, slowly, start thinking about school. By now you should have started Foster's text in anticipation of finishing sometime in the next couple of weeks. Your next two assignments are posted at the Moodle site (which most of you have successfully joined) and simply require you to post to two different discussion boards in response to How to Read Literature Like a Professor. Many of you have begun posting already, and I have certainly enjoyed reading what you have to say. Remember that with this forum, and all of them, the more you read and post, the more useful it will be.

And that's all there is to it. Have a look around and get to work on the Foster assignments. The final Foster assignment will be posted later this month.

Let me know if you have any problems with the website or otherwise need to consult with me. I look forward to hearing your thoughts on Foster.

Enjoy August.

AP Lit Update: Summer Assignment, Part 2

Dear 2011/12 AP Lit Students;

I imagine you all taking advantage of our beautiful summer weather, lounging in hammocks and perusing Foster's How to Read Literature Like a Professor. I know, wishful thinking.

I post not to interrupt your idyll, but to let you know that, should you be interested, the online course is now up and ready for you to enroll. The directions on your handout seem to be accurate as several of you have already managed to join the class successfully. I did, however, reset the course, so those of you who were ahead of the game will have to re-enroll. Let me know if you have any questions or problems.

Once enrolled, you will find several things of some potential interest:

• Part 3 of the Summer Assignment—This consists of two separate discussion boards due on 8/8 and 8/15 respectively; however, I encourage you to post early and check back regularly. If you do so, the experience should be helpful and intellectually rewarding, not just busy work. At the very least, log in and read through the assignments.
• The 2011-12 Syllabus—The tentative version of the syllabus, including expectations and a rough course outline will be posted soon.
• The Interactive 2011-2012 Reading List—This includes links to all the texts available in free, online versions (everything but Foster's text, Woman Warrior, As I Lay Dying, and Invisible Man). Remember, you still need printed copies (or e-book versions) in class.

Finally, for whatever reason (some sent email to the wrong email, some forgot, perhaps I missed some, etc.) I have not heard from a few of your peers. If you know any of these students, please remind them to email me ASAP.

I look forward to your thoughts on How to Read Literature Like a Professor. Enjoy the rest of your summer. I will try to stay out of your lives until August.

The Work Goes On

Today we had our first work day of the LC project and I checked in briefly with each group, giving a point to each student who managed to make it to class today.

Literature Circles

Students will spend their days working in literature circles for the foreseeable future. I will post to the blog only when this varies. Today it didn't.

Literature Circles: Day One

Today we had our first literature circles.

More Reduced Shakespeare as we recover from yesterday's exam.

The Big Day

Today there was a test. ;-)

Test Eve

Today we practiced a bit with a couple of the open essay prompts and talked a bit of last-minute preparation. Mostly we just relaxed on the day before the test. Rest well!

Study Time

Today we went through the study guide presentations as a way of doing a bit of last-minute studying.

Study Guide Presentations

Today students had part of the period to finish up posters, and then we started presentations.

Final Book Project and Study Guide Review

Today we had a look at the final book project, selecting books and groups. After that, we got started on the study guide review poster project in groups.

A Poetic Wrap Up

Today we started with a quick practice test featuring Elizabeth Bishop's "Sestina." After that, we wrapped up our discussion of the poetry unit final.

Essay Strategies & Practice

Today we talked a bit about strategy for the essay section of the test and the practiced with the poem "Ogun." We wrapped up the period looking again at Dickinson and Frost.

More Multiple Choice

Today we started by reviewing multiple choice testing strategies, and the practiced with a passage from Charlotte Bronte's Shirley. We wrapped up the day looking at the essay prompt from the poetry unit final.

The Final Leg

Today we began our AP test studying in earnest with a multiple choice practice section on Hopkins' "The Habit of Perfection." Over the rest of the period, I collected essay final drafts and we talked about this Friday's NCRT Othello performance.

Happy Spring Vacation (in the rain)

Today we took the Joyce PC and talked a bit about the AP practice materials available at Moodle.

The Artist Takes Flight

Today we wrote about the final few lines of Portrait and I collected that, along with the three questions about Stephen's artistic theory from yesterday.

Of Parody & Princesses

Today we finished with "Charming Billy" and I collected the questions. After that we had a little fun with parody and Thurber's "The Princess and the Tin Box."

Stephen's Last Days

Today we began by applying Stephen's (Joyce's) theory of art to the work as a whole, and then, after some discussion of the third essay, moved on to a look at the last lines of the novel.

Response Groups

Today we had a productive day of essay reading and responding. Final drafts are due after break (or on the 20th for extra credit).

Joyce's Aesthetics

Today we finished Joseph Campbell's discussion of Stephen's artistic theory from Portrait and then did a few questions to connect it to the novel more explicitly.

Exam Time

Today we spent the entire period on the poetry final (essentially a practice AP test).

Wednesday & Thursday

• Wednesday we wrapped up our discussion of Stephen's major chapter 4 epiphany and began looking at an example of the villanelle, Thomas' "Do Not Go Gentle Into That Good Night." 
• Thursday we wrapped up our discussion of Thomas' poem and started a video on Joyce's aesthetic theory.

Sixth period, due to a few late poetry presentations is about half a period behind.

Joyce and New Dates

Today we started with a quotation warm-up and continued with our look at the major epiphany from the end of chapter 4 (the handout is at moodle).
New Dates:

• Essay Topics Posted, TODAY
• Essay Topic Comments, Wednesday, 4/6
• Poetry Unit Exam (multiple choice and PC), Friday, 4/8
• Joyce PC and SG, Friday 4/15

Joyce in Earnest

Today we began with a quotation warm-up and then spent some time annotating the passage at the end of chapter 4 (the handout will be at Moodle). More on that tomorrow. Oh, and in 6th, we had one of the make-up poetry presentations.

I guess because it's Friday...

Today in second period we finished up the poetry presentations and I collected the poetry work, and then we had a quiz on the end of Portrait. In sixth, we spent the day on Joyce and will wrap up the poetry on Monday and Tuesday.

Wednesday, Same as Tuesday...

Today we had two more poetry presentations and inched forward with our look at the end of chapter 2 of Portrait.

Gotta Love that Modern Poetry

Today we started the day with two poetry presentations and wrapped up with a look at the end of chapter two of Portrait. More of both tomorrow.

Return

Today we began the day with a quiz on the 2nd and 3rd chapters of Portrait. After some discussion of the novel, I passed out the poetry homework and we drew presentation order. The poems and links are posted by period below. Remember that you are responsible for the poetry homework each night, starting with the poems for Monday over the weekend.

Poetry Project Audience Homework
Each night you should study the poem(s) that will be presented the following day in class by answering the questions below.  Poems should be in Sound and Sense or will be given out in class, but are usually available online at the HW blog as well.  Do all the assignments on the same paper, heading each assignment with the date and the poem’s title.

1. Summarize the plot of this poem.  Briefly, what is it about?
2. Note a few literary techniques which stand out in this poem.

Period 6 Poems

Monday

• After Everything - Sandra Cisneros
• The Naked and the Nude - Robert Graves

Tuesday

• You're - Sylvia Plath
• You shall above all things... - e.e. cummings

Wednesday

• To the Mercy Killers - Dudley Randall
• Morning at the Window - T.S. Eliot

Thursday

• Snow - Louis MacNeice
• Mid-Term Break - Seamus Heaney

Friday

• I Too Sing America - Langston Hughes
• That Night When Joy Began - W.H. Auden

Period 2 Poems

Monday

• In Just - e.e. cummings
• Leda and the Swan - W.B. Yeats

Tuesday

• Slipping - Joan Aleshire
• Africa - Maya Angelou

Wednesday

• Morning Song - Sylvia Plath
• As the Mist Leaves No Scar - Leonard Cohen

Thursday

• Kitchenette Building - Gwendolyn Brooks
• Ode to the Maggot - Yusef Komunyakaa

Friday

• Woman - Nikki Giovanni
• Metaphors - Sylvia Plath

The Second Coming

Thursday and Friday were spent mostly with Yeats' "The Second Coming." We did some initial analysis and discussion, looked at MC question types, practiced on some student-written MC questions, and then students wrote their own MC questions.
We wrapped up the week by looking at the next (and last) poetry project. Students had time to form groups and start looking for poems. Wednesday through Thursday of next week will be work days. Presentations begin a week from Monday (on 3/28).

Wrapping Up Loose Ends

Today we wrapped and recapped the Portrait intro as necessary. Then we finished up the work with the Icarus poems from a few days ago and I collected that.

Into the Portrait...

Today I lectured for most of the period on James Joyce, Irish politics and history, and the novel. Check the assignments at moodle.
Chapter 1 and the chapter one motif assignment at moodle due 3/21.

We Waited for Godot

Today we had the PC that we should have had Friday. Own (or at least have access to) Joyce's Portrait by tomorrow.

The Icarus Myth

Today, after briefly wrapping up Godot, we began our preparations for Joyce with a look at the Icarus myth and two poetic treatments of it by Auden and Sexton.

Act 2

Today we finished (mostly) Godot presentations. We will address any final questions on the play tomorrow before our Joyce introduction. PC and SG on Friday.

Presentations Begin

Today we got about halfway through act 2 in both periods. We should finish tomorrow.

Work Day

Today we had time to work on Godot presentations which will begin tomorrow.

Finally Some Discussion

 Today we began with a quiz and brief discussion about act 2 of WFG. The remainder of the period was spent examining Eliot's "The Hollow Men." More Godot tomorrow.

There's Never Enough Time...

Today, after a quiz on act 1 of WFG, we continued our work on "The Hollow Men."

Eliot's "The Hollow Men"

Today with started with some discussion of Waiting for Godot and then moved on to the assignment below.


Read T.S. Eliot's poem "The Hollow Men" and do the following:

1. ANNOTATE the poem. Mark features that stand out (e.g. repetition, rhyme, stanzification, alliteration, consonance, enjambment, syllables, figurative language, etc.), note difficult words or lines, indicate questions or comments, etc.
2. SUMMARIZE the poem in a sentence or two. Look up words and allusions if needed.
3. Explain the TONE of the poem in a sentence or two. Use our list of tone words if you’d like.
4. Explain the THEME of the poem in a sentence or two.
5. Carefully answer the questions below. Refer to your work above and quote the poem where appropriate to support your responses.

• How does Eliot show the emptiness of the person(s) in the poem? What images does he use to suggest emptiness?
• What is Eliot's statement about life in this poem? How valid is his statement for today's world?
• What other aspects of the poem stand out (think structure, figurative language, etc)? How? Why? To what effect?

Godot has Arrived

Today we started our look at Waiting for Godot with a rather lengthy introduction to the text, which included a look at some of Renee Magritte's Paintings and a discussion of existentialism. Notes are available at moodle.

Upon a kiss...

Today we said farewell to Othello with the timed writing. I also collected study guides and essay #2 final drafts.

Enjoy the vacation!

Thursday

Shakespeare presentations are finished and the timed writing is tomorrow. Papers are also due either in class or to the drop box at Moodle.

Presentations Continued

Today we enjoyed acts 3 and 4, finishing act 4 in period 6. Tomorrow, we shall finish the play!

Othello Presentations, Day 2

Today in period one we presented all of act 2. In period six we enjoyed act 2 and most of act 3.

Some Work and Act 1

Today we worked for part of the period and then got through about half of the act 1 presentations.

3.5 of 4

Last full work day. Presentations start tomorrow!

2.5 of 4

Work day!

Papers and Projects

Today groups worked in response groups and I checked off essay drafts. After about half the period, groups moved on to focus on the Shakespeare project.

Friday and Monday

Friday we began with a short quiz on act five of Othello and spent the rest of the period introducing and working on the Shakespeare project.
Monday after a bit of introductory blather, groups chose monologues, began annotations, and started working together on the overall presentation.

What? Work day!

Using the same technique we practiced with essay X yesterday, do a reverse outline for your timed writing from the S1 final.
To begin with, each student did the Reverse Outline activity below with his/her essay from the final exam.
I. Copy Your Thesis
II. What is the purpose of the paragraph? (This should be in the topic sentence).
 a. What evidence supports this?
 b. More evidence (if present)
Repeat II as needed.

Once they finished,  students had several options:

•  Using the outline you just created and our discussions of the sample essays to guide you, revise your timed writing from the final (extra credit).
•  Review the comments on your topic and begin planning your essay.
•  Catch up with your Othello posts at Moodle.
•  Read act 5 of the play (which you will be quizzed on tomorrow).

The Reverse Outline: Essay X

Today we began the period by creating an outline for essay X in the packet of final exam essays we have been working with (this will be collected later). After that, we talked a bit about act 3 and spent the rest of the period catching up with online work and reading act 4.

Tuesday

Today we spent the first half of the period talking about act 2, mostly regarding Iago's development. After that we continued the paper norming activity we began yesterday.
Remember that paper topic posts are due.

Monday

Today we began with a warm-up analyzing a quotation from act 1 of Othello. After talking about that and some quotations from the first act, we moved on to some work with sample essays responding to the pc prompt from the final exam.
Othello Dates:

• Act 1, 1/31 w/ post
• Act 2, 2/1 w/ post
• Act 3, 2/2 w/ post
• Act 4, 2/3 w/ post
• Act 5, 2/4 w/ post

Candide PC

Today I tortured class by making them review a few more multiple choice questions before spending the rest of period on the timed essay on Candide. Students turned in study guides as well.
Bring Othello to class tomorrow.

Wrapping up Candide.

Today we finished our discussion of Candide with a look at theme and symbol. We wrapped up the day looking multiple choice questions from "The Albuquerque Graveyard."

Candide PC and SG tomorrow.

A Return to the Garden

Today we spent the first part of the period looking at Candide again and spent the last part scoring the multiple choice section of the final.

And So It Begins...Again

Today I assigned the second major thematic essay of the year, and then we spent the rest of the period examining the more difficult passages from the MC portion of the final. More of that tomorrow.

Essay #2 Due Dates:

•     * Topics Posted to MH 2/1
•     * Topics Commented Upon at MH 2/2
•     * Drafts in Class with Cover Sheets 2/8
•     * Final Drafts Due 2/18

Candide Three Ways

We started with the final quiz on Candide.
We worked a bit on the Candide CRA (which I collected).
Finally, we worked on a quick Candide warm-up (which I did not collect, but will).

The whole lesson is below.

WU (1/14) Read the passage below (it’s several paragraphs into chapter 19).

• Identify one of Voltaire’s satirical targets here.
• Name one technique Voltaire employs to further his satire.
• Finally, what is Voltaire’s message about his target?

"Yes, sir," said the negro, "it is the custom. They give us a pair of linen drawers for our whole garment twice a year. When we work at the sugar-canes, and the mill snatches hold of a finger, they cut off the hand; and when we attempt to run away, they cut off the leg; both cases have happened to me. This is the price at which you eat sugar in Europe. Yet when my mother sold me for ten patagons on the coast of Guinea, she said to me: 'My dear child, bless our fetiches, adore them for ever; they will make thee live happily; thou hast the honour of being the slave of our lords, the whites, which is making the fortune of thy father and mother.' Alas! I know not whether I have made their fortunes; this I know, that they have not made mine. Dogs, monkeys, and parrots are a thousand times less wretched than I. The Dutch fetiches, who have converted me, declare every Sunday that we are all of us children of Adam—blacks as well as whites. I am not a genealogist, but if these preachers tell truth, we are all second cousins. Now, you must agree, that it is impossible to treat one's relations in a more barbarous manner“(40 [or chapter 19]).

Write a paragraph in which you explain how one or more of the devices you noted contribute to the satirical point you pinpointed.
Your paragraph should begin with a clear topic sentence (or sentences) like:

• Through [some technique], Voltaire attacks [his target], saying that [his specific point].
• In this passage, Voltaire mocks [his target]. By [some technique], he demonstrates [his specific point].
• By [some technique], Voltaire emphasizes [his specific point about his target].

Bonus: Avoid the verb “uses” and all of its synonyms (e.g. utilizes, employs, etc.)

Fun with Art 2: The Presentations

After another three-question quiz warm-up, students had the opportunity to finish their posters and we presented them (there are still a few presentations remaining in 6th). I collected the scavenger hunt from Tuesday and the posters at the end of the period.

Fun with Art

We began the day with another short Candide quiz/warm-up, followed that with a bit more time on yesterday's scavenger hunt, and wrapped up the day working on a short term poster assignment in pairs.

Another Scavenger Hunt

Today we spent the period looking more closely at the first 7 chapters of Candide with a little scavenger hunt. The questions are at moodle. We will go over them tomorrow.

Candide

Today we reviewed the definition of satire and then looked a good example of satire from The Onion. After that, I introduced Candide and assigned the homework.

For Tomorrow: Read through chapter 7

PC Friday

We talked a bit about the drama trip to Ashland, reviewed a few of the excellent sentences culled from the CRA paragraphs yesterday, and then students spent the rest of the period on the Frankenstein pressure comp.

Theme & a Treasure Hunt

We began the day with an in depth discussion of themes in Frankenstein and spent the second half of the period in small groups looking for outstanding features within the Frankenstein CRA paragraphs.

Timed writing and study guide tomorrow.

Romance Anyone?

Today we began by discussing the place of Frankenstein in the Romantic Period, followed by an examination of the draft CRAs students wrote yesterday.

Of Eagles and Livers...

We began the day writing a bit about the connection between the Prometheus myth and Frankenstein and then moved on to the CRA assignment below.Students should have a completed first draft of the paragraph in class tomorrow.

1. Choose a Passage from the Novel: the passage should be in the neighborhood of 16 to 20 lines.
2. Annotate the Passage.
3. You may do this in your book or you may print a copy of the passage (while looking at the online text, use the “find” command to locate your passage, copy and paste it into Word, and print). Note figurative and stylistic devices, theme, tone, etc.
4. Choose one aspect of your passage and write a CRA paragraph explaining how that aspect affects theme and/or tone. Be sure to quote the passage liberally. Consider using the literary analysis frames handout you were given.

Quiz Time

We spent most of the day taking and talking about a quiz on the second half of Frankenstein.