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Thursday, December 18, 2008

Truman's Christmas Memory, Holmes on the One Hand- Not on the Other, Macbeth Act IV

10R
  • Finish Capote story. Do Critical Thinking Questions page 490

11R

  • Pd 1: Watch Sherlock Holmes Christmas story: "The Blue Carbuncle"
  • Critical Lens Practice: Quotes 1 and 2 should have been applied to the formula for the introductory paragraph. Do the same for the third quote and hand in for a grade tomorrow.
  • Pd 7: As I have to leave early today, this class will continue working on critical lens practice:
  • finish the first paragraph for quote three and four (on seperate paper to be handed in at the end of class)
  • Choose one of the quotes done so far (1-4) and write the first body paragraph of the critical lens essay.

English Lit

  • Start Act IV of Macbeth.
  • All questions due tomorrow. Answer to the Malcolm/Mcduff question is to found on page 333.
  • Periods and authors need to be chosen for research project. Work NEEDS to be done on this over the holiday break. Students are endouraged to email me with any questions or concerns.

Tuesday, December 16, 2008

Capote's Christmas Memory, Critical Lens Practice, Macbeth Act III

Apologies for the lack of updates the past few days. Here's some catching up:

10R

  • Poetry unit is in the can. Vocabulary section was retested yesterday due to poor performance. All essays should be in.
  • Yesterday we began reading Truman Capote's, "A Christmas Memory." Will continue in class today after a journal entry.
  • No HW.

11R

  • Monster essays finished. Reading logs checked.
  • Handouts: Critical Lens Essay Rubric, list of 12 critical lenses, Critical Lens Essay Layout
  • Important skills for writing a critical lens essay will be covered. Today we worked on lens interpretation. Students must paraphrase the quote correctly in order to do well on the essay. Todays lens:
    All literature shows us the power of emotion. It is emotion,
    not reason, that motivates characters in literature. (Duff Brenna)
  • Write the paraphrase and discuss.
  • Follow the layout to complete the first paragraph of the essay. Finish for HW.

English Lit

  • Discuss the evolution of Macbeth's personality.
  • Discuss Act III. Watch video through Banqu's murder.
  • HW: first three scenes of Act IV.
  • Questions for first three acts are due.
  • Litereature periods and authors for research project to me by Friday.

Tuesday, December 09, 2008

Poetry Unit Test, Part A Monster Review, Sonnet Presentations

10R

  • Started the poetry unit test with the following essay question

Select one of the poems we’ve read and write a short essay, which includes
the title and author, which answers the following questions:

What kind of poem is it? What is the poem about? What is the theme of
the poem? What lines prove this is the theme (write the line in quotes)? What is
the poem’s tone? What words or images support this? What is the poems rhyme
scheme?

  • Finish for HW if not done.
  • Study poetry packet.
  • Study vocabulary
11R
  • Defined "Ambiguity" as doubtfulness or uncertainty of meaning, in prep for book exam.
  • Discussed moments in the book that lead to ambiguity.
  • HW: work on reading logs
English Lit
  • Continued sonnet presentations
  • HW: Read first two scenes of Act 2 of Macbeth.

Monday, December 08, 2008

Sonnet 18 Model Part 1, Monster Finale Part 1, Sonnets and Macbeth

10R


  • Add vocabulary word of the weeK:
Conundrum - (noun)
1. a riddle whose answer is or involves a pun
2. an intricate and difficult problem
  • In notebooks: summarize another novel with attention to plot, theme and characters
  • Reread Sonnet 18. Write a short paragraph interepreting the meaning and theme:


Shakespeare Sonnet 18


In this sonnet, Shakespeare is saying that the subject is more beautiful than a summer’s day. For example, in line 2 he says that the subject is "more lovely" and "more temperate." This means that summer days are not consistent, as the beauty of the subject is. Sometimes it’s too hot (line 5). Sometimes windy (line 3), sometimes cloudy (line 6). More, Shakespeare claims that the subject’s beauty will never die, as summer does (line 4). He says that beauty is immortalized by the lines of the poem (line 12-14). This is the theme of the poem: beauty can be immortalized through poetry.


11R


  • Continue reading.
  • Final discussion on the story will be tomorrow, exam on Wednesday.
  • Intro Essay question.
  • Finish the book for homework.

English Lit

  • Began sonnet presentations, which will conclude tomorrow
  • Discussed Act 1 of Macbeth
  • Students are strongly encouraged to decide which literature period they are going to do their research paper on: go to the library, get a book, start gathering data.

Friday, December 05, 2008

"Shall I Compare Thee...,"

10R

  • Notebook: Select one the novels you've listed and write a short summary concentarating on plot, characters and especially theme. We will be completeing summaries of all the books listed in preperation for critical lens essay practice starting next week.
  • Two new vocabulary words:
Simile: a figure of speech in which two unlike things are compared, as in "she
is like a rose."

iambic pentameter: The most common meter in
English verse. It consists of a line ten syllables long that is accented on
every second beat.
  • Discuss the meaning of 'iambic pentameter'.
  • Discuss the structure of the english sonnet: three quatrains (abab) and one couplet (cc).
  • Review the difference between the narrative and the lyric poem.
  • Read through Shakepseare's Sonnet 18 once aloud. Ask for meaning
  • Read through again and model how to 'attack' the imagery for meaning

Shall I compare thee to a Summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And Summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And oft' is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd:
But thy eternal Summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wanderest in his shade,
When in eternal lines to time thou growest:

So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.

  • For example, what does 'lease' mean in line 4? Think: What do you associate a lease with? Car? Apartment rental contract? 'Too short a date' and 'lease' should lead you to understand that 'summer is limited and ends too soon.'
  • HW: study vocabulary

11R

  • Continue reading Monster. Finish through 253 for Monday.

English Lit

  • Note: Due to time constraints, page three of the research project eliminated.
  • Sonnet presentations are potstponed until Monday, as I emphasized that the wuality of the presentation will be a significant part of the grade, so practice, practice, practice!
  • I handed out a glossary of terms for Macbeth today.
  • We read through scene three. FINISH ACT ONE OVER THE WEEKEND, and each of the following questions should have one complete sentence as an answer:
1. What concerns does Lady Macbeth have about her husband's ambitions?
2. What does Lady Macbeth mean by, "Like the poor cat I' th' adage?"
3. What is Macbeth contemplating at the end of Scene 4?
4. What happens to the thane of Cawdor's titles?
6. What title is King Duncan giving to his son, Malcolm?
7. In Scene 1, who or what is Graymalkin?
8. Who do Macbeth and Banquo battle after defeating MacDonwald?
9. What does Duncan order be done to the thane of Cawdor?
10. What prediction do the witches make about Banquo?
11. Where do the witches agree to meet?
12. What prediction do the witches make about Macbeth?
13. While Banquo speaks to Ross and Angus in Scene 3, what does Macbeth contemplate doing that makes his heart pound?
14. Where does Macbeth live?




Thursday, December 04, 2008

Poetry Readings, Novel Recall, Macbeth Wins the Day

10R
  • Students shared their poetry. Served as a great springboard for discussion Students who shared are to be commended!
  • In preperation for the next Regents practice, and January's Benchmark exams, students brainstormed a list of the novels they've read. They are encouraged to consider them carefully for theme, plot, characters, etc, as they will need to choose two to write about.
  • Finish the list for homework

11R

  • Class was delayed a bit due to weather.
  • Began generating lists of Novel's read in preperation for Regents practice and January's Regents exam. They are encouraged to consider them carefully for theme, plot, characters, etc, as they will need to choose two to write about.
  • Finish the list for homework

English Lit

  • Parts assigned, read first two acts of Macbeth.
  • HW: prepare sonnet for tomorow's presentation.

Wednesday, December 03, 2008

"The Wind Tapped Like a Tired Man," Monster Quiz 3, The Torment of Faustus

10R

  • Check HW (annotate poem)
  • Directions: One more day to hand in the "Night is..." poem. Work it to the best of ability, make sure it looks polished. For 10 bonus points, prepare to present the poem to the class.
  • Go over vocabulary for Dickinson poem:

The Wind Tapped Like a Tired Man

The Wind -- tapped like a tired Man --
And like a Host -- "Come in"
I boldly answered -- entered then
My Residence within

A Rapid -- footless Guest --
To offer whom a Chair
Were as impossible as hand
A Sofa to the Air --

No Bone had He to bind Him --
His Speech was like the Push
Of numerous Humming Birds at once
From a superior Bush --

His Countenance -- a Billow --
His Fingers, as He passed
Let go a music -- as of tunes
Blown tremulous in Glass --

He visited -- still flitting --
Then like a timid Man
Again, He tapped -- 'twas flurriedly --
And I became alone --
  • define the words, discuss the imagery
  • HW: Finish poem

11R

  • 20 minutes to polish up reading logs
  • quiz number three
  • check reading logs through page 200
  • HW: read to page 224

English Lit

  • Collect homework
  • Discuss research project. Students a strongly urged to select their periods by next week, as we still have to get through Macbeth before spending class time on research and writing. The marking period ends January 29th, but that last week is Regents Week!
  • Discussed the imagery, language, tone and theme of Faustus' last monologue:

    Faust. Ah, Faustus,
    Now hast thou but one bare hour to live,
    And then thou must be damn’d perpetually!
    Stand still, you ever-moving spheres of Heaven, 30
    That time may cease, and midnight never come;
    Fair Nature’s eye, rise, rise again and make
    Perpetual day; or let this hour be but
    A year, a month, a week, a natural day,
    That Faustus may repent and save his soul! 35
    O lente, lente, curite noctis equi. 1
    The stars move still, 2 time runs, the clock will strike,
    The Devil will come, and Faustus must be damn’d.
    O, I’ll leap up to my God! Who pulls me down?
    See, see where Christ’s blood streams in the firmament! 40
    One drop would save my soul—half a drop: ah, my Christ!
    Ah, rend not my heart for naming of my Christ!
    Yet will I call on him: O spare me, Lucifer!—
    Where is it now? ’Tis gone; and see where God
    Stretcheth out his arm, and bends his ireful brows! 45
    Mountain and hills come, come and fall on me,
    And hide me from the heavy wrath of God!
    No! no!
    Then will I headlong run into the earth;
    Earth gape! O no, it will not harbour me! 50
    You stars that reign’d at my nativity,
    Whose influence hath alloted death and hell,
    Now draw up Faustus like a foggy mist
    Into the entrails of yon labouring clouds,
    That when they vomit forth into the air, 55
    My limbs may issue from their smoky mouths,
    So that my soul may but ascend to Heaven. The watch strikes [the half hour].
    Ah, half the hour is past! ’Twill all be past anon!
    O God!
    If thou wilt not have mercy on my soul, 60
    Yet for Christ’s sake whose blood hath ransom’d me,
    Impose some end to my incessant pain;
    Let Faustus live in hell a thousand years—
    A hundred thousand, and—at last—be sav’d!
    O, no end is limited to damned souls! 65
    Why wert thou not a creature wanting soul?
    Or why is this immortal that thou hast?
    Ah, Pythogoras’ metempsychosis! were that true,
    This soul should fly from me, and I be chang’d
    Unto some brutish beast! All beasts are happy, 70
    For when they die,
    Their souls are soon dissolv’d in elements;
    But mine must live, still to be plagu’d in hell.
    Curst be the parents that engend’red me!
    No, Faustus: curse thyself: curse Lucifer 75
    That hath depriv’d thee of the joys of Heaven. The clock striketh twelve.
    O, it strikes, it strikes! Now, body, turn to air,
    Or Lucifer will bear thee quick to hell. Thunder and lightning.
    O soul, be chang’d into little water-drops,
    And fall into the ocean—ne’er be found. 80
    My God! my God! look not so fierce on me! Enter DEVILS.
    Adders and serpents, let me breathe awhile!
    Ugly hell, gape not! come not, Lucifer!
    I’ll burn my books!—Ah Mephistophilis! Exeunt DEVILS with FAUSTUS.

Tuesday, December 02, 2008

Where Snowflakes Land, Monster Author, Research Project, Oh My!

10R


  • Journal work: List as many specific images of a snow flake falling and landing as possible. for example:

The snow flake balanced on the edge of the leaf
Then fell and melted into the pond.

  • Check homework in the meantime
  • Impress the importance and power of specific images, choice of language and use of modifiers (adjectives and adverbs.)
  • Share images, discuss language and word choice
  • HW: Read "The Wind Tapped Like a Tired Man" by Emilty Dickinson
  • Annotate

11R

  • Journal: Based on what you've read from the book, and knowing that authors write about what they know, project who the author is, family, where he lived, experiences, etc.
  • Share
  • Discuss Steve's comment on page 153: "In here, you don't smile back at people who smile at you..." What does this say about Steve, given we have no indication that he learned this the hard way.
  • HW: Read to page 200. Quiz and log check tomorrow.

English Lit

  • Handed out and discussed directions for research project. Students should begin the process of choosing which period of English Literature they are going to work on.
  • Discussed the historical context of "The Tragical History of the Life and Death of Doctor Faustus."
  • HW: Read the text, answer 2 of the four questions under Analyzing Literature.

Monday, December 01, 2008

What's a Metaphor?, More Monster, Nashe's Litany

10R

  • Define metaphor as:

Metaphor: A figure of speech in which a word or phrase that ordinarily means one thing is used to mean another, thus making a comparison, as in "a sea of troubles" or "All the world's a stage" (Shakespeare).

  • In journals, brainstor a list of metaphors for "morning." After, do "night."
  • Read "Metaphor" by Eve Merrian:


Morning is
a new sheet of paper
for you to write on.

Whatever you want to say,
all day,
until night
folds it up
and files it away.

The bright words and the dark words
are gone
until dawn
and a new day
to write on.
  • Read and discuss.
  • For Homework: questions 4,5,6
  • Also, write a poem starting with "Night is..." Due Wednesday.

11R

  • Read/work on logs (15-20 minutes)
  • Those absent last tuesday take quiz
  • Go over quiz
  • Discuss story so far- spefically flashback on page: 58
  • HW: Read to page 172

English Lit

  • Thomas Nashe: historical context
  • Read "A Litany in Time of Plague"


    Adieu, farewell, earth's bliss;
    This world uncertain is;
    Fond are life's lustful joys;
    Death proves them all but toys;
    None from his darts can fly;
    I am sick, I must die.
    Lord, have mercy on us!

    Rich men, trust not in wealth,
    Gold cannot buy you health;
    Physic himself must fade.
    All things to end are made,
    The plague full swift goes by;
    I am sick, I must die.
    Lord, have mercy on us!

    Beauty is but a flower
    Which wrinkles will devour;
    Brightness falls from the air;
    Queens have died young and fair;
    Dust hath closed Helen's eye.
    I am sick, I must die.
    Lord, have mercy on us!

    Strength stoops unto the grave,
    Worms feed on Hector brave;
    Swords may not fight with fate,
    Earth still holds open her gate.
    "Come, come!" the bells do cry.
    I am sick, I must die.
    Lord, have mercy on us!

    Wit with his wantonness
    Tasteth death's bitterness;
    Hell's executioner
    Hath no ears for to hear
    What vain art can reply.
    I am sick, I must die.
    Lord, have mercy on us!

    Haste, therefore, each degree,
    To welcome destiny;
    Heaven is our heritage,
    Earth but a player's stage;
    Mount we unto the sky.
    I am sick, I must die.
    Lord, have mercy on us!
  • Discuss
  • Interpreting 3,4,5 for homework



Tuesday, November 25, 2008

Miss Rosie, Monster Quiz, William's Sonnets

10R
  • Went over last night's homework
  • In journals: what is the metaphorical meaning of 'to stand up?'
  • Read Miss Rosie, by Lucille Clifton
when I watch you
wrapped up like garbage
sitting, surrounded by the smell
of too old potato peels
or
when I watch you
in your old man's shoes
with the little toe cut out
sitting, waiting for your mind
like next week's grocery
I say
when I watch you
you wet brown bag of a woman
who used to be the best looking gal in Georgia
used to be called the Georgia Rose
I stand up
through your destruction
I stand up
  • No homeowork
  • Happy Thanksgiving

11R

  • Took quiz
  • Check logs
  • HW: read up to pg 146

English Lit

  • Students reported which sonnets were chosen for project
  • show actual text from Shakespear's '1609 Quarto:'



M Y Miſtres eyes are nothing like the Sunne,
Currall is farre more red,then her lips red,
If ſnow be white,why then her breſts are dun:
If haires be wiers,black wiers grow on her head:
I haue ſeene Roſes damaskt,red and white,
But no ſuch Roſes ſee I in her cheekes,
And in Å¿ome perfumes is there more delight,
Then in the breath that from my Miſtres reekes.
I loue to heare her Å¿peake,yet well I know,
That Muſicke hath a farre more pleaſing found:
I graunt I neuer ſaw a goddeſſe goe,
My Miſtres when ſhee walkes treads on the ground.
And yet by heauen I thinke my loue as rare,
As any ſhe beli'd with falſe compare.
  • Continued discussing "Fear No More the Heat 'O the Sun"
  • Read Blakes Chimney Sweep poems as background for the image:



The Chimney Sweeper(Songs of Innocence)

When my mother died I was very young,
And my father sold me while yet my tongue
Could scarcely cry " 'weep! 'weep! 'weep! 'weep!"
So your chimneys I sweep & in soot I sleep.

There's little Tom Dacre, who cried when his head,
That curl'd llke a lamb's back. was shav'd: so I said
"Hush. Tom! never mind it, for when your head's bare
You know that the soot cannot spoil your white hair."

And so he was quiet & that very night,
As Tom was a-sleeping, he had such a sight!
That thousands of sweepers, Dick, Joe, Ned or Jack.
Were all of them lock'd up in coffins of black.

And by came an Angel who had a bright key,
And he open'd the coffins & set them all free;
Then down a green plain leaping, laughing, they run,
And wash in a river. and shine in the Sun.

Then naked & white, all their bags left behind,
They rise upon clouds and sport in the wind;
And the Angel told Tom, if he'd be a good boy,
He'd have God for his father & never want joy.

And so Tom awoke; and we rose in the dark.
And got with our bags & our brushes to work.
Tho' the morning was cold, Tom was happy & warm;
So if all do their duty they need not fear harm.


The Chimney Sweeper(Songs of Experience)

A little black thing among the snow:
Crying weep, weep, in notes of woe!
Where are thy father & mother! say!
They are both gone up to the church to pray.

Because I was happy upon the heath,
And smil'd among the winters snow:
They clothed me in the clothes of death,
And taught me to sing the notes of woe.

And because I am happy, & dance & sing,
They think they have done me no injury:
And are gone to praise God & his Priest & King
Who make up a heaven of our misery.
  • Sonnet presentations will be Friday 12/5
  • Students are encouraged to meet with me to discuss their sonnets.
  • Happy Thanksgiving!





Monday, November 24, 2008

One Perfect Rose, The Monster's Dream, Working a Shakespearean Sonnet Continued

10R

  • Rewrite the homework assignment, edit and revise, hand in for a grade.
  • Read "The Sonnet-Ballad" by Gwendolyn Brooks:

    Oh mother, mother, where is happiness?
    They took my lover's tallness off to war,
    Left me lamenting. Now I cannot guess
    What I can use an empty heart-cup for.
    He won't be coming back here any more.
    Some day the war will end, but, oh, I knew
    When he went walking grandly out that door
    That my sweet love would have to be untrue.
    Would have to be untrue. Would have to court
    Coquettish death, whose impudent and strange
    Possessive arms and beauty (of a sort)
    Can make a hard man hesitate--and change.
    And he will be the one to stammer, "Yes."
    Oh mother, mother, where is happiness?

  • Read through once for tone and clues for theme
  • Read through again to clarify vocabulary and discuss imagery
  • Read "One Perfect Rose" by Dorothy Parker:

A single flow'r he sent me, since we met.
All tenderly his messenger he chose;
Deep-hearted, pure, with scented dew still wet--
One perfect rose.
I knew the language of the floweret;
"My fragile leaves," it said, "his heart enclose."
Love long has taken for his amulet
One perfect rose.

Why is it no one ever sent me yet
One perfect limousine, do you suppose?
Ah no, it's always just my luck to get
One perfect rose.
  • Do the same: read through once for tone and theme, then a second time carefully for full meaning
  • HW: Applying, # 4

11R

  • Journal: discuss the nature of Steve's dream on page 63
  • Discuss the cell scene on page 57; encourage students to "see" the movie as the directions dictate. Why is this scene significant?
  • HW: read to pg 113 and construct 5 questions for the book up to this point.

English Lit

  • Read Sonnet 116:
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
  • Read as described above: once through for tone and theme, then carefully, examining the imagery carefully
  • Contrast this sonnet with that from Friday's class.
  • Start "Fear No More the Heat o' the Sun"
  • Annotate and be prepared to discuss tomorrow.



Friday, November 21, 2008

Poe vs Mr. Lambert, The Monster's Flashback's, Shakespeare and Those Sonnets

10R

* Journal: discuss the metaphor of 'Eldorado' in the poem.
* Compare the theme with that of my own work:

Polaris

A boy climbs the wall to reach a star.
Should a man turn his gaze to the ground?
I will look up, my arm outstretched
Though age brings agony; the days
Of the world take me to my knees.
Though failing, laid weak upon the ground,
Still will I reach, gnarled hand, hopeless.
For when, at last, I fly this dusty shell
That outstretched arm will guide me true; home


* Contrast the theme and the tone of the two.
* Discuss the meaning of 'shadow' which is repeated in each of the stanzas in 'Eldorado.'

HW: page 616 #5

11R

* Check reading logs
* Reading logs should be done around every 20 pages. There is leeway either way.
* Discuss the connection between the flashbacks and the main story line. Example: the first flashback is connected to the main story line by the word 'jury'. How is the context connected?

* Hw read through page 88. Should be at least two logs.

English Lit

* Read and respond to Shakespeare Sonnets 29, 130

XXIX

When in disgrace with fortune and men's eyes
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself, and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least;
Yet in these thoughts my self almost despising,
Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven's gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.


CXXX

My mistress' eyes are nothing like the sun;
Coral is far more red, than her lips red:
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress, when she walks, treads on the ground:
And yet by heaven, I think my love as rare,
As any she belied with false compare.


* Note the irony in 130, which is almost a parody of the exalted language of the lyric poetry of the time.

* HW: I'm giving more time to study the Shakespeare handout in order to choose the sonnet to be analyzed and presented. Next Tuesday is the deadline.

Thursday, November 20, 2008

Danny Deever, Monster!, Sir Walter's Son

10R

* Journal: Write another stanza (just 4 lines) after line 24 of Kipling's "Danny Deever" explaining why Danny killed his comrade. Use the same conversational format. (Check HW)

Example:

"Why'd he do his mate to death?" said Files-on-Parade.
"'Is anger got the best of him," the Color Sargeant said.
"He loved her strong and true enough," said Files-on-Parade.
"But did she him, I'm a wonderin'" the Color Sargeant said.

* Share some.

* Discuss # 7

* Homework: read "Eldorado" by Poe. Write response in journal. Look for patterns, meaning, etc.

Gaily bedight,
A gallant knight,
In sunshine and in shadow,
Had journeyed long,
Singing a song,
In search of Eldorado.

But he grew old,
This knight so bold,
And o'er his heart a shadow,
Fell as he found,
No spot of ground,
That looked like Eldorado.

And, as his strength,
Failed him at length,
He met a pilgrim shadow;
"Shadow," said he,
"Where can it be,
This land of Eldorado?"

"Over the mountains
Of the moon,
Down the Valley of the Shadow,
Ride, boldly ride,"
The shade replied,
"If you seek for Eldorado!"


11R

Pd 1: Continue Monster through page 43. Finish for HW. Write reading log.
Pd 7: Read through 64

Both classes: reading logs will be checked for a grade tomorrow.

12R

Distribute Shakespeare Sonnets.
* Read them over.
* Select one by Monday. For that do the following:
1. short essay analyzing the poem
2. present the sonnet to the class. (Friday, 12/5)

* Read "To His Son" by Sir Walter Raleigh

Three things there be that prosper up apace
And flourish whilst they grow asunder far;
But on a day, they meet all in one place,
And when they meet they one another mar:
And they be these -the wood, the weed, the wag.
The wood is that which makes the gallows tree;
The weed is that which strings the hangman's bag;
The wag, my pretty knave, betokeneth thee.
Mark well, dear boy, whilst these assemble not,
Green springs the tree, hemp grows, the wag is wild;
But when they meet, it makes the timber rot,
It frets the halter, and it chokes the child.
Then bless thee, and beware, and let us pray
We part not with thee at this meeting day.


* Work the poem individually.
* Ask questions!
* Discuss how much is meaningful, what gets in the way, etc.
* Go over archaic vocabulary.
* Discuss what can be inferred about the father and the son.

Homeword: Applying #7

Wednesday, November 19, 2008

Danny Deever's Demise, Essay Completion, Raleigh vs. Marlowe

10R

* Journal: Describe the difference between military and civilian life. (Note: Journals will be checked at five weeks for a major grade starting with this entry.)

* Read and discuss the short bio of Rudyard Kipling and the historical context. Explain what the Nobel prize is.

* Define some terms (color sargeant, files-on-parade, hollow square, gallows)

* read poem, "Danny Deever"

"What are the bugles blowin' for?" said Files-on-Parade.
"To turn you out, to turn you out", the Colour-Sergeant said.
"What makes you look so white, so white?" said Files-on-Parade.
"I'm dreadin' what I've got to watch", the Colour-Sergeant said.
For they're hangin' Danny Deever, you can hear the Dead March play,
The regiment's in 'ollow square -- they're hangin' him to-day;
They've taken of his buttons off an' cut his stripes away,
An' they're hangin' Danny Deever in the mornin'.

"What makes the rear-rank breathe so 'ard?" said Files-on-Parade.
"It's bitter cold, it's bitter cold", the Colour-Sergeant said.
"What makes that front-rank man fall down?" said Files-on-Parade.
"A touch o' sun, a touch o' sun", the Colour-Sergeant said.
They are hangin' Danny Deever, they are marchin' of 'im round,
They 'ave 'alted Danny Deever by 'is coffin on the ground;
An' 'e'll swing in 'arf a minute for a sneakin' shootin' hound --
O they're hangin' Danny Deever in the mornin'!

"'Is cot was right-'and cot to mine", said Files-on-Parade.
"'E's sleepin' out an' far to-night", the Colour-Sergeant said.
"I've drunk 'is beer a score o' times", said Files-on-Parade.
"'E's drinkin' bitter beer alone", the Colour-Sergeant said.
They are hangin' Danny Deever, you must mark 'im to 'is place,
For 'e shot a comrade sleepin' -- you must look 'im in the face;
Nine 'undred of 'is county an' the regiment's disgrace,
While they're hangin' Danny Deever in the mornin'.

"What's that so black agin' the sun?" said Files-on-Parade.
"It's Danny fightin' 'ard for life", the Colour-Sergeant said.
"What's that that whimpers over'ead?" said Files-on-Parade.
"It's Danny's soul that's passin' now", the Colour-Sergeant said.
For they're done with Danny Deever, you can 'ear the quickstep play,
The regiment's in column, an' they're marchin' us away;
Ho! the young recruits are shakin', an' they'll want their beer to-day,
After hangin' Danny Deever in the mornin'.



* HW: Do questions 4,5,7

11R

* Journal: If your life was a movie, what would hte title be? Who would play the lead role? Why?

* Handout screen play vocab sheet, go over, discuss

* Distribute books. ( Monster, by Walter Dean Myers) Read intro, 1-5.

* HW, read through page 20.

English Lit

Discuss answers to Sydney questions, then read and discuss Marlowe's "The Passionate Shepherd to His Love":

COME live with me and be my Love,
And we will all the pleasures prove
That hills and valleys, dale and field,
And all the craggy mountains yield.

There will we sit upon the rocks 5
And see the shepherds feed their flocks,
By shallow rivers, to whose falls
Melodious birds sing madrigals.

There will I make thee beds of roses
And a thousand fragrant posies, 10
A cap of flowers, and a kirtle
Embroider'd all with leaves of myrtle.

A gown made of the finest wool
Which from our pretty lambs we pull,
Fair linèd slippers for the cold, 15
With buckles of the purest gold.

A belt of straw and ivy buds
With coral clasps and amber studs:
And if these pleasures may thee move,
Come live with me and be my Love. 20

Thy silver dishes for thy meat
As precious as the gods do eat,
Shall on an ivory table be
Prepared each day for thee and me.

The shepherd swains shall dance and sing 25
For thy delight each May-morning:
If these delights thy mind may move,
Then live with me and be my Love.


Then read Raleigh's "The Nymph's Reply to the Shepherd:"

If all the world and love were young,
And truth in every shepherd's tongue,
These pretty pleasures might me move
To live with thee and be thy love.

Time drives the flocks from field to fold
When rivers rage and rocks grow cold,
And Philomel becometh dumb;
The rest complains of cares to come.

The flowers do fade, and wanton fields
To wayward winter reckoning yields;
A honey tongue, a heart of gall,
Is fancy's spring, but sorrow's fall,

Thy gowns, thy shoes, thy beds of roses,
Thy cap, thy kirtle, and thy posies
Soon break, soon wither, soon forgotten--
In folly ripe, in reason rotten.

Thy belt of straw and ivy buds,
Thy coral clasps and amber studs,
All these in me no means can move
To come to thee and be thy love.

But could youth last and love still breed,
Had joys no date nor age no need,
Then these delights my mind might move
To live with thee and be thy love.


Discuss the contrast in tone and theme.

Tuesday, November 18, 2008

Longfellow's Wreck Continued, Regents Part B Essay, Sidney's Sonnet 39

10R

* Checked HW while students wrote the following in their journals:

What is the theme and tone of "The Wreck of the Hesperus?" Use evidence from the poem to support both answers.

A lively discussion followed. Students talked about the nature of tragedy and the imagery in the poem that evoked this mood. We also discussed the difference between ignorance and arrogance in describing the skipper in the story, how his arrogance led to the tragedy and how this leads to the theme: arrogance can end in tragedy.

No HW today.

11R

Write, or finish writing, the Regents essay. Finish for homework if not done.

English Lit

*Went over the structure of the sonnet, defined 'iambic pentameter.'
*Reviewed Sidney's Sonnet 31 briefly.
*Read Sonnet 39 silently, annotated and asked questions as needed. Discussed the imagery afterwards.

No Homework today

Monday, November 17, 2008

A Longfellow Shipwreck, Regents Practice continued, Philip Sydney; Sonnet 31

10R

* Writing situation, pg. 600
* Collect poems
* Intro "The Wreck of the Hesperus", pg 600
* Analyze prosody (rhyme scheme and rhythm).
* Start reading, underline or highlight examples of foreshadowing

HW: Interepreting questions 6,7,8 on pg 604

11R

Continue Regents Practice Part B

* Check HW
* discuss nature of planning page
* write planning page
* start essay, finish first two paragraphs for HW

Note: Period 7 played catch up, so the planning page is due for HW tomorrow. Essay will be started in class.

English Lit

* Discuss Renaissance, historical context.
* Intro Philip Sydney, read short bio
* Discuss the sonnet, sonnet cycle
* read Sonnet 31; read once through, ask for reaction. Read again, analyze imagery. HW: pg 224 numbers 3 and 5

Friday, November 14, 2008

Revising Poetry, The Dance is Over, The Renaissance Begins

10R

Spent a few minutes modeling poetry revision with a piece of my own.

Draft:

Surrounded by Chickadees

The calm collapses in a cacophony of chirping and fluttering,
One alights on a branch before me,
Does he speak to me or about me?
He flies off with his frenetic friends through the forest,
A small riot of sound in motion through the trees.

Revision:

Surrounded by Chickadees

The calm collapses;
A cacophony of chirping, fluttering,
One alights, a branch before me,
And speaks to me…
About me?
With his frenetic friends
Through the forest,
He flies off,
A riot of sound
In motion
Through the trees.


Students spend 5 minutes revising individually, then break into groups. Poems are shared and peers give feedback

HW: Final copy, double spaced.

11R

Go over HW, check sentences generated. Finish movie. If time start HW: M/C questions in packet. Proof answers with line numbers.

English Lit

View some pics of England as follow up to the 'faery mound' imagery in The Green Knight. Showed burial mounds, Stonehenge and the Uffington Horse, all remnants of prehistoric and bronze age cultures.

Discussed last night's reading on the development of the English language after the Norman invasion. Briefly discussed the importance of the rediscovery of classical knowledge as the inspiration for the Rennaisance.

HW: Read the Achievements of the English Rennaisance handout. Highlight and annotate.

Thursday, November 13, 2008

Finally Frost, Regents Part B cont., Excalibur Concludes

10R

* Check HW. Rewrite character description (#2, Critical Thinking) to hand in.
* Go over answers.
* Distribute directions for narrative poem and discuss.
* HW: write first draft

11R

* Check HW
* View chart, discuss how to study
* Model constructing sentences from the data
* HW: construct three sentences from the data on the chart

Continue movie.

English Lit.

Distribute Eng. Renaissance packet. Finish Excalibur

HW: Read 'The Changing English Language,' highlight and annotate, write two m/c questions.

Wednesday, November 12, 2008

Regents Practice, Frost Continued and Excalibur

10R

Continue with Frost's "Tramps."

Examine personification in 37-40. First read then journal. Share thoughts with groups, then share.

Discuss in groups the meaning of lines 55, 56.

HW: Applying 9,10 and Critical Thinking and Reading 1,2

11R

Distributed Regents part B. Went over the directions, situation and task, highlighting important elements.

Discussed importance of annotating text in terms of task, and monitoring comprehension. HW is to annotate the passage.

Eng Lit

Continued Excalibur.

Thursday, November 06, 2008

Keats Continued, Wolves and Swords

10R

Journal: Describe the lady in Keat's poem. What does she do? How does the knight react? What is her nature?

Discuss the literal meaning of the poem, then what keats may actually be referring to.

Intro poetry activity. Think about you topic. Directions will be given tomorrow, but here they are now:

Write a short narrative poem with or without rhyming lines.
• First think of an interesting real or imagined event.
• Then list three or four pieces of information needed for the event to make sense to a reader.
• Plan a stanza of as many lines as you need for each piece of information.
• Use the first stanza to ask the question, and the other stanzas to answer it.
• The last stanza should bring it to a close.
• When revising, make sure you’ve related the events in a logical order.


11R

Continue movie

English Lit

Briefly discuss Green Knight essays. Return exams.

Continue Excalibur.

Wednesday, November 05, 2008

Dances with Wolves, Keats, Excalibur

10R

Continued "La Belle Dame sans Merci:"

~analyzed rhyme scheme
~analyzed rhythm

Broke the poem into sections and continued analyzing the imagery for meaning. (for example: lily=death, fading rose=withering, dying beauty)

HW: Annotate the poem through line 32. Note imagery, meaning.

11R

As follow up to The Education of Little Tree we started watching Dances with Wolves. Students were told to look for parallels to the book and be prepared to write about it.

English Lit

Continue Excalibur

Tuesday, November 04, 2008

Essays, Keats, Excalibur

10R

All Regents essays need to be handed in by friday.

Started a poetry unit today with the intro and discussion of some vocabulary;:

Poetry: the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts.

Prosody: study of poetic meters and writing verse; the particular system of verse in a poem.

Prose: the ordinary form of spoken or written language


Introduced "La Belle Dame sans Merci" by John Keats. Discussed the first two stanzas:

O WHAT can ail thee, knight-at-arms,
Alone and palely loitering?
The sedge has wither’d from the lake,
And no birds sing.

O what can ail thee, knight-at-arms! 5
So haggard and so woe-begone?
The squirrel’s granary is full,
And the harvest’s done.

11R

Finish Regents essays.

English Lit

Begin Excalibur

Monday, November 03, 2008

Finishing Little Tree, Regents Practice, GK Essay

10R

Continue Regents Part B practice

11R

Little Tree Exam

English Lit

SGGK Exam. Essay question is below.

Sir Gawain and the Green Knight

Analyze this narrative poem in terms of structure, imagery and symbolism. Discuss the impact of the work’s realism, tone and what the essential theme may be. Make sure you include details of all three sections of the story and also explain how they relate to each other.

Thursday, October 30, 2008

Regents Practice, Little Tree's Dilemma, The Green Knight Essay

10R

Regents Part B Practice

Yesterday we went over how to annotate using the first part of the passage. Had to finish annotating the whole passage for homework.

Today we went over the remainder of the passage and examined the chart. For homework they have to answer the multiple choice questions and proof the answers by numbering the places in the passage where the answers are found.

Vocabulary;

Profound: showing intellectual penetration or emotional depth; great, important meaning

Thesis: A statement that is maintained by argument

Annotate
: to supply with critical or explanatory notes; comment upon in notes


11R


Period 1: Discussed chapter 19. The book should be finished tonight, final reading log check tomorrow and book exam on monday.

English Lit

Yesterday we finished Sir Gawain and the Green Knight, and completed discussion, which centered around the imagery, symbolism and pagan influence in the story (Green Man motif, the Green Chapel as a 'faery' mound) and the theme of honor, bravery, self-control, etc. (chivalry).

Today, we began the essay:

Analyze this narrative poem in terms of structure, imagery and symbolism. Discuss the impact of the work’s realism, tone and what the essential theme may be. Make sure you include details and explanation of all three sections of the story and how they relate to each other.


This will be finished in class tomorrow, but students may continue planning and research tonight.

Tuesday, October 28, 2008

10R

Began Regents Exam practice for part B. Went over strategies, particularly 'annotating' the text. Read the directions and Situation. Hw. is to read the first section of the passage and annotate accordingly.

11R

Discussed the significance of Willow John and his relationship with Grandpa, Granma and Little Tree. Talked about the nature of 'gift giving' in the story

English Lit

Wrote about the image of the Green Chapel and discussed it's significance. read next three stanzas for HW.

Monday, October 27, 2008

Exams, Quizzes and the Temptation of Sir Gawain

10R

Continued working on book exam, final reading log check.

Tomorrow we begin a regents (part II) practice. We will go over the directions carefully and read the passages together. Questions and essay will be a major grade with particular attention on effort, structure and grammar.

Any unfinished essays must be finished for homework.

11R

Period 1: attendance was very low. Students spent the period reading. Chapter 18 should be finished for tomorrow.

Period 7: Read for the period. Should be done with chapter 18 for tomorrow.

English Lit

Finished reading and duscussing the temptation of Sir Gawain. HW: lines 259-334

Thursday, October 23, 2008

The Silver Kiss Finale, Little Tree and the Mobsters, Gawain at the Castle

10R

Discussed the conclusion of the story. Was it successful or not and why. Highlighted the meeting between Zoe and her mother and the manner of Simon's passing.

Went over the directions for the essay. Planning page or fist draft should be prepared for tomorrow. Essay will be written in class.

Essay: Choose 1 of the following (either A or B) (40 pts.):

A) Choose one of the following and write a well constructed essay including an introduction and conclusion. The essay should focus on the theme and details of the story and connections you can make to your personal experience. (Explain the meaning of the sentence in your own words in the introduction.)

• Sometimes there is a time for death.
• It is a crime against nature to deny change
• Sometimes when things won’t change you have to force them.
• Death’s partner was silence.

B) Write an essay describing the evolution of Zoë and Simon’s relationship using specific events from the story. The essay should include discussion of their individual stories and the theme which brings them together.



11R

Discussed chapter 14 (Little Tree, "big city men," and Granma's fish) in terms of how humor was used. Book quiz tomorrow. Read chapters 15 and 16. Chapter 17 for Monday.

English Lit

Essays were handed back. Students are encouraged to see me to conference on improvements.

Discussed the difference between the two translations of SGATGK. Read the passage from last night's HW aloud and discussed.

HW: Read next passage. As I will be out tomorrow, students will continue reading in class, or may work on essay rewrites.

Wednesday, October 22, 2008

10R

Journal: What were two unexpected events in chapter 14 and how did they affect the outcome?

Discussed the nature of suspense, how writer's and directors create suspense and analyzed the chapter (14)

11R

Pd 1: Discuss chapter 14; note how the humor of the chapter was delivered
Pd 7: same

Note: Wound up reading independently. Students caught up began tonight's assignment.

Hw: Chapter 15 (pd 7 will construct 2 multiple choice questions for the chapter.)

English Lit

Read through last night's assignment. Discussed possible symbolism in the story: Why the "Green Night?" Discussed the realism in the story and the effect of both realism and the fantasy elements put together.

Gave 2nd handout which covers the middle of the story which the excerpt from the anthology leaves out.

Tuesday, October 21, 2008

SK Ch 13, Green Knight, Little Tree: an Interesting Chapter

10R

Wrote in journal: Why does Zoe consider Simon "bewildered by time?"

Discussed chapter 13 in detail starting with the dream sequence and the significance of the dream, the importance of her time with Lorraine and the development in the the relationship with her father.

HW: read chapter 14: period 4 must write m/c questions.

11R

Pd 1: finally take quiz, discuss chapter 12 and 13. HW chapt 14 plus blog.

Pd 7: Journal: Describe the role of the black man in chapter 13. HW chapt 14 plus blog.



English Lit

Write: Impression of the Green Knight; characteristics

Review the "bob and wheel" structure with handout. Set up with that handout which intros Arthur's court and gives a counterpoint to the GK's atitude.

Reread last night's assignment again, then review and revise what is thought of the GK. Continue reading to 138.

HW: read through 235.

Monday, October 20, 2008

Vampires, Quizzes and the Bob and Wheel

10R

Collect HW.

New vocab:

Profound: showing intellectual penetration or emotional depth; great, important meaning

Thesis: A statement that is maintained by argument

Warm-up: Look over chapter 12 and your blog entry and answer one of the following questions:

~What is the most important moment in the chapter? Why?
~What is the most important phrase, sentence or groupd of sentences in the chapter? Why?

Discuss answers.

HW: Chapter 13 plus blog. Pay particular attention to the dream sequence.

NOTE: We will be finshing the book by the end of the week. One more quiz, then an exam before the next unit (poetry).

11R

Quiz on chapters 9 through 12.

Period 1: Read chapter 13 for hw plus m/c questions

Note: quiz postponed for Pd 1 until tomorrow due to absence of too many students.

Pd 7 took quiz, began chapter 13 in class.

English Lit

New vocab from last week:

Romance: a medieval narrative, originally one in verse and in some Romance dialect, treating of heroic, fantastic, or supernatural events, often in the form of allegory.

Allegory: a story meant to be read symbolically.

Check notes. Review "Green Man" image in prep for Sir Gawain and the Green Knight (SGATGK). View Jack-In-The-Green lyrics and listen to the song. (Handout)

Introduce the poem, look for patterns. Define "Bob and Wheel" rhyme pattern. (Handout)

BOB-AND-WHEEL: A metrical devise in some alliterative-verse poetry of the fourteenth century. The first short line of a group of rhyming lines is known as the "bob" and the subsequent four are a quatraine called the "wheel." The bob contains one stress preceded by either one or occasionally two unstressed syllables (i.e., the bob is only two or three syllables long). Each line of the wheel contains three stresses. Together, the bob-and-wheel constitutes five lines rhyming in an ABABA pattern. Since it matches the alliterative pattern of the first part of the stanza, but also fits the rhyme scheme of the last five lines, the "bob" serves as a structural bridge between the alliterative sections and the rhyming sections of the poem.


Read first two pages of SGATGK for HW.

Saturday, October 18, 2008

Weekend Update

10R
Took book quiz yesterday and checked book logs which, from now on on student recommendation, will be called blogs because the word is cool.

Chapter 13 should be read for Monday, with period 4 constructing 2 m/c questions.

11R
Both classes read chapter 12 and worked on their blogs. Blog check and quiz will be given on Monday.

12R
Worked on essays to be handed in on Monday.

Thursday, October 16, 2008

Quickie Update!

10R
Book quiz tomorrow on chapters 9-11. Make sure a really good log is written for chpater 11. (wink, wink, nudge, nudge)

Know the new vocabulary words...

Reading logs will also be checked.

11R

Book quiz tomorrow on chapters 9-12. Make sure a really good log is written for chpater 12. (wink, wink, nudge, nudge)

Know the new vocabulary words...

Reading logs will also be checked.

12R

Vocabulary:

Prosody:
1. the science or study of poetic meters and versification
2. a particular or distinctive system of metrics and versification

Examined Chaucer's prosody for The Pardoner's Tale. and determined that the verse is in iambic pentameter (to be formally defined later), in rhymed pairs (called heroic couplets).

Did some preliminary work in prep for Sir Gawain and the Green Knight.

Tomorrow, students will have the opportunity to work on the essay that is due so assistance can be given as needed.

Tuesday, October 14, 2008

Vampires, Whiskey Making and the Pardoner Wraps Up His Tale

10R

Added a vocab word:

Anguish: excruciating or acute distress, suffering, or pain

Discussed chapter 9.

HW: Period 4 is to finish chapter 10 by Thursday (there won't be class tomorrow due to the PLAN test), and construct 2 m/c questions for the chapter plus reading log

Period 5 should read at least up to page 115 and complte a reading log

11R

Went over the essay from the Regents listening activity. Focused on keeping the essau to the point on the task sheet and not just summarizing.

Discussed chapter 9 in Little Tree, "Granpa's trade."

HW: Period 1, read chapter 10 + log

Period 7, read chapter 10 and construct 2 m/c questions for the chapter plus reading log

12R

Finished reading the Pardoner's Tale. Students read assigned lines. Discussed writing activity for this passage:

Write an essay analyzing "The Pardoner's Tale." An analysis is not a plot summary; it is an explanation of how the various elements in a literary work fit together. In analyzing Chaucer's tale, consider at least three of these elements: characters, plot, dialogue, moral, rhyme scheme, similes, symbolism.


I recommend reading the passage over again, this time making notes and deciding which elements should be included. First draft due by Friday.

Tomorrow we will start "Sir Gawain and Green Night" after an brief analysis of Chaucer's poetic style to set us up for the differing style of this next piece.

Friday, October 10, 2008

Quiz Day!

10R

Took quiz on chapters 5 through 8. Book logs were checked and a grade was taken. Students are reminded to follow the reading log directions. Some are leaving out pieces or are not writing enough.

HW:
Pd. 4, read chap 9 plus log
Pd. 5, read chap 9 plus log and construct 2 m/c questions on the chapter to be handed in or emailed to me.

11R

Took quiz on chapters 5 through 8. Book logs were checked and a grade was taken. Students are reminded to follow the reading log directions. Some are leaving out pieces or are not writing enough.

HW:
Pd 1: read chap 9 plus log and construct 2 m/c questions on the chapter to be handed in or emailed to me.
Pd. 7: read chap 9 plus log

12R

Handed back Arthur essays. Went over what corrections need to be made, with special attention to sentence structure, using concise language (for example, avoiding passive voice), and making sure evidence from the passage is used to support an argument. Students had time to revise their work.

HW:

Finish reading "The Pardoner's Tale," prepare assigned lines and finish revising essays.

Wednesday, October 08, 2008

PLAN Prep, PSAT Prep and Chaucer

10R

Guidance came into both classes to fill out bubble sheets for the practice ACT test PLAN)to be given next Wednesday. Students should be done with chapter 6, and will read through page 73 for tonight, plus reading log.

Also, write one m/c question for chapter 6.

11R

Guidance came into both classes to fill out bubble sheets for the PSAT to be given next Wednesday. Students are to read chapter 7 for tomorrow.

12R

Listened to a cover of "Barbara Allen."

Introduced Chaucer/Canterbuty Tales, read some biographical info. Read the Pardoner's description from the Prologue. HW: Read "The Pardoner's tale" through line 125. (The linked site is a wonderful source for the whole work and side by side English translations. We'll go over this in class tomorrow.)

Tuesday, October 07, 2008

Quizzes, Poetry and Give Backs

10R
Started class with a journal entry, then students read while work was returned. We went over the short story exam and yesterday's quiz.

Should be finished through chapter 6 for tomorrow.
11R

Quiz on chapters 1 through 4. Log check. Read through chapter 6 for tomorrow.

12R

Read 2 poems from the Medieval Period: "The Twa Corbies" and "Barbara Allan"

Students should study these two poems, with special attention to cadence and pronunciation, in preparation for Chaucer.

Mallory Essays and questions due tomorrow.

Monday, October 06, 2008

Mellow Monday

10R

Added two vocabulary words:

Empathy: understanding and entering into another's feelings. Different than sympathy which is to feel sorry for; empathy is to feel the same as.

Hedonism: Pursuit of or devotion to pleasure, especially to the pleasures of the senses

Collected reading logs for a major grade. Also took a quiz on chapters 1-4 Students are reminded to include chapter titles and page numbers on log entries.

11R

Period one, once again, had a lean attendance. Students were directed to continue reading Little Tree through chapter 5, be ready for a quiz and a log check tomorrow.

Period seven: same as period one, except should read through chapter 6 for tomorrow.

12R

Viewed and discussed some of the elements of the Code of Chivalry and Courtly Love.

Gave directions for Mallory assignment:

1. Read page 90.
2. Assignments for the passage;
a. Thinking and Writing (pg. 101)
i. Include Applying, #10 in your answer
b. Construct three multiple choice questions. You may use the information on page 90, the questions on page 101, or construct your own.

Sunday, October 05, 2008

Advanced Warning:

Those of you checking in...

There will be a quiz Monday on the readings so far (10R and 11R only).

Friday, October 03, 2008

Silver Kiss, Little Tree, Mallory

10R

Discussed Simon and the nature of vampires. Noted that there are parallels between Simon and Zoe: they are both alone and somewhat tragic. Chapter 2 contained a lot of mystery: Who is the boy? Why is Simon watching him? Is Simon connected to the killings?

Short stories were returned and added to writing folders.

HW: Read chapters 3 and 4

11R

Checked reading logs. Discussed "The Way" as defined by Grandpa: Take only what you need. Don't take the best. Relatd this to the larger world.

HW:
Pd 1: ch. 3 and 4

Pd 7: ch. 4 and 5

12R

Handed back grendel stories and exams. Dicussed themes in the srthur legend. Karma came up, as in the necessity, particularly in literature, for events to balance. Therefore, since Arthur's conception was flawed, he too was seduced by his half sister, Morgan, resulting in the birth of Mordred.

HW: Finish the story.

Just about finished Mallory

Thursday, October 02, 2008

Book Logs and Mallory

10R

Discussed chapter one of The Silver Kiss with attention to Zoe's emotional state and her sense of isolation. Particular attention was payed to her encounter at the end of the chapter. Students copied a model reading log entry:

The Silver Kiss by Annette Klause

Date 10/1 Chapter 1 Pg. 1-12 “Alone”

Zoe’s Mom may be dying from cancer, her father has become distant, her best friend is moving. She’s alone, frustrated, hurt, and angry. Her friends don’t know how to deal with her, she isn’t allowed to spend time with her mother. She sits in the park at night, sees a boy whose beauty breaks through her defenses and she cries.

The tone is lonely and sad. Death or abandonment seem to be developing themes.

Author’s language is very descriptive.


Finish chapter 2 for homework. Reading log wil be checked for a grade.

11R

Pd 1: Read chapter one together and copied model reading log entry. Read chapter 2 for homework, complete reading log for a grade.

Pd. 7: Discussed chapter one, copied log model, started chapter 3 in class. Finish chapter 4 for homework. logs will be checked for a grade.

Model:

Date 10/1 Chapter 1 Ch. Title: “Little tree”

LT’s Mom died, leaving him alone. He goes with his grandparents. They are Indian, and are kind and loving. They take him to their home in the mountains, where he is welcomed by the environment, the trees, the spring, the wind and the dogs.

Tone: a little sad, protected, comforted, safe, welcome

Theme; learning Indian ways, prejudice


Note: Make-up for Regents practice is today at 2:20!

12R

Finished discussing the Arthur legend in general terms, then handed out a page of Mallory's Morte d' Arthur and read it to them in the original Middle English. Then began reading the excerpt.

HW: continue reading up through bottom of page 98.

Wednesday, October 01, 2008

The Silver Kiss, Little Tree and an Exam

10R

Viewed a short film of "The Open Window." Briefly discussed how the film compared with the story in the book.

Distributed the novel, The Silver Kiss, by Annette Curtis Klaus. Directions for book logs were given. Format should be:

Title, Author

Date Chapter # Pg #’s Ch. Title

Highlights
Theme? Evidence
Tone? Evidence
Figurative language?


Students must choose chapter titles as they finish each chapter. Logs shouldn't take any longer than 5 to 10 minutes and must be completed in the journal section of the notebook. Logs will be checked on a regular basis, but not every day.

We started the book together, and discussed the emerging tone and theme as revealed in just the first 2 pages. Students must finish the first chapter. We'll do the first log together tomorrow.

11R

Similar to above, except we are reading "The Education of Little Tree" by Forrest Carter.

Many students were absent first period, so the few who were here were given the books and may read ahead. Seventh period will have to finish chapter one.

12R
Exam on "Beowulf", "The Seafarer" and the Anglo-Saxon period.

Monday, September 29, 2008

Regents, Outlines, 13th Warrior Finale

10R
Short stories were checked for completeness. They are to be edited for homework. Look them over for theme, completeness of setting, conflict, climax, etc.

Also, unit test on this unit is probably tomorrow. Study!

11R

Began the listening portion of a Regents exam. Students are to finish the multiple choice questions and essay for homework.

12R

Finished The 13th Warrior. Discussed similarities to Beowulf. Students were told to consider this question carefully as they will have to explore it for the test on Wednesday.

Saturday, September 27, 2008

Reminder...

10R classes: Your short stories are due on Monday! Once again, the directions are:

A dollar coin is the factor that determines whether someone lives or dies. Write a short story in which a color is a symbol and death is personified.


Think tone and theme, setting, conflict, characters, climax and resolution.

Also, you need to have the 'Analyzing Fiction' outline done for "The Open Window."

Friday, September 26, 2008

Review, a Little More Saki, Thirteenth Warrior Pt 3

10R
Discussed "The Open Window," especially the nature Vera. Went over the homework.



11R

Review for Monday's exam. Know all vocabulary and contents of your notes. If you're missing anything, this may help:

Iroquois Constitution: for the Five tribes to combine in order to defend themselves, leader should be peaceful, understanding, caring, welcoming, be reasonable, open to criticism, decisions should care for the coming generations (pre-colonial)

Sinners in the Hands…:
Written by Jonathan Edwards; man is flawed, God has already made up his mind what to do with you (predestination), God doesn’t like you very much, you can be saved if you follow the rules (The Great Awakening)

Declaration: Written by Thomas Jefferson;
People have rights, they can’t be taken away, purpose of government is to protect them, when government doesn’t do this, people have the right to change it (Enlightenment)

Self-Reliance: Written by Ralph W. Emerson

Be yourself, you have a purpose different from anyone else, find it and follow it, not the crowd (Romanticism)

Civil Disobedience: Henry D. Thoreau
Government is best which governs least, people should let their governments know how they feel (Romanticism)


You will find notes by scanning down all of September's posts. Look under 11R.

12R

Continued the movie. Will finish on Monday.

Thursday, September 25, 2008

Listening, a Little Saki and The Thirteenth Warrior

Apologies for not posting yesterday! This will happen when time doesn't allow.

10R

Went over directions for short story project:

A dollar coin is the factor that determines whether someone lives or dies. Write a short story in which a color is a symbol and death is personified.


Any further questions, please let me know. Due Monday.

The story, "The Open Window" by Saki was distributed. We read the intro and questions were assigned:

Recalling: 1, 2 in complete sentences. 3 and 4 will be written and answered as multiple choice questions.

Interepreting: number 6

Analyzing Literature: numbers 1 and 3.

Whatever's not done will be finished for homework.

11R

Due to absences, a practice listening activity was done. Tomorrow we'll review for exam on Monday. Also, formal practice for Regents Exam, Part 1, will be next week.

12R

We started the movie, The Thirteenth Warrior yesterday. This will continue for the next class or so.

Tuesday, September 23, 2008

Finally...

10 R

Finished up Masque of the Red Death. Students answered questions Interpreting 6,7,8 but also turned them into multiple choice questions. Question 9 was answered in complete sentences. Understanding Allegory #1 was also done.

Finish for HW, multiple choice questions may be emailed to me.

11R

Students were given Civil Disobedience by Thoreau, and read it independently. Period 1 was assigned questions 1,2,3 in recalling. Period 7 was assigned 1, 3 and 5.

12R

Students recited their lines and this went very weel. Everyone obviosly worked at preparing thier parts. Well done!

We finished the poem, discussed the significance of the final battle and the aftermath. Question seven was assigned to be finished for Friday.

We watch The Thirteenth Warrior starting tomorrow!

Friday, September 19, 2008

Poe, Emerson, Research

Note: Due to a family emergency, I had to leave early and was not available for after school student conferences. I know a few were expecting to see me. Apologies.

10R

Vocab quiz. Students were reminded that quizzes could be retaken after school next week.

We continued with "Masque," focusing on the significance of the clock. Students were reminded that the purpose for reading is the location of phrases and sentences that are comprehensible, which are underlined.

11R

Vocab quiz. Students were reminded that quizzes could be retaken after school next week.

Continued with Emerson as with Poe. Students had to work the rest of the essay.

12R

Discussed the research project further. Directions from yesterday's post were read and explained.

Lines for Monday's readings from Bewoulf were assigned. I assigned myself a fair share, and hope to find the time to study them! At the end of the period, the student before me volunteered to take more lines.

Now where do mine start?!! :)

Class was given time to browse the anthology or work on their lines while I conferenced with students on the final draft of their essay.

Have a great weekend.

Thursday, September 18, 2008

Poe, Emerson, Beowulf

10R

Began reading "The Masque of the Red Death" by Poe. Students were reminded that the story should be read with symbolism in mind. We read through page 175 column one, then discussed the possible symbolism associated with the structure of the palace and the lighting of the rooms.

As the rooms are at angles to one one another, and therefore not visible from any one room, the rooms represent stages of life ending in the black room awash with a "deep blood color." This last was decided to represent death and called the "Death Room."

HW:

Read through to the last full paragraph on page 176
Study for quiz

11R

Added some vocabulary:

Calvinism: emphasizing predestination, the sovereignty of God, the supreme authority of the Scriptures

Enlightenment: philosophical movement of the 18th century, characterized by belief in the power of human reason and by innovations in political, religious, and educational doctrine.

Romanticism: a movement in literature and art during the late 18th and early 19th centuries that celebrated nature rather than civilization; "Romanticism valued imagination and emotion over rationality"

(Note: These won't be on tomorrow's quiz.)

Began examining Emerson" "Self-reliance". Students were asked to highlight or underline those sentences and phrases in the first paragraph which were most comprehensible for the purpose of identifying the theme of the essay. They were told that doing this effectively will be of tremendous value on the Regents Exam.

The parts which surfaced the most are highlighted below:

There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried. Not for nothing one face, one character, one fact, makes much impression on him, and another none. This sculpture in the memory is not without preestablished harmony. The eye was placed where one ray should fall, that it might testify of that particular ray. We but half express ourselves, and are ashamed of that divine idea which each of us represents. It may be safely trusted as proportionate and of good issues, so it be faithfully imparted, but God will not have his work made manifest by cowards. A man is relieved and gay when he has put his heart into his work and done his best; but what he has said or done otherwise, shall give him no peace. It is a deliverance which does not deliver. In the attempt his genius deserts him; no muse befriends; no invention, no hope.


Other lines were brought up according to each student's comfort with Emerson's figurative language, but these were the basics and well illustrate his point. This activity went very well.

HW: Do the same, underline or highlight sentences and phrases most comprehensible, in the rest of the essay.

12R

The "Battle with Grendel's Mother" was concluded. Imagery was discussed along with Beowulf's larger than life character. We talked about the nature of glory, honor and self-awareness. Beowulf is a character who is totally self-aware yet not conceited. The glory he seeks is, in the long run, of benefit not just to himself, but to the others who are in his protection.

HW: Finish the short piece begun on Monday, writing parts of the story from Grendel's point of view.

Lines will be assigned tomorrow. Each student must prepare those lines for presentation to the class on Monday.

The upcoming research project was discussed A general idea was given in order to allow them to start working if they wish. Instructions and time line will be developed and distributed in the near future. Basically, students will survey the various periods of English Literature and select the one of greatest interest:

Periods
Anglo-Saxon
Medieval
English Renaissance
Seventeenth Century (1625-1660)
Restoration (1660-1798)
Romantic
Victorian
Modern
Contemporary

Students will be required to select the period and describe it in full, including what sets it apart from the previous period. (Special consideration will be given for anyone choosing the Anglo-Saxon period. Other requirements will be needed for this.) The students will choose a particular author from that period and write a biography which will include information regarding style, contributions and impact and a critical analysis of a selected work by that author. Finally, each student will attempt to demonstrate the particular style of the period, and perhaps of their chosen author, in an original work of their own.

Of benefit here is that just about everything before the Modern Period will be available on the Internet.

Wednesday, September 17, 2008

Jefferson, Beowulf, Goodbye Bradbury, Hello Poe

10R

Completed the outline for "...Soft Rains":

“There Will Come Soft Rains”

By Ray Bradbury

I. The Big Four

a. Characters: the house, dog
b. Theme: technology makes life easy, but it can also control and destroy us.
c. Plot: automated house provides for a missing family, continues operating until a fire starts and destroys it; family killed in nuclear blast
d. Aug. 4, 2026, Allendale, CA

II. Plot Breakdown

a. House is trying to survive after family is gone
b. House versus nature
c. Tree branch crashes through window, fire starts
d. Suspense: where is everybody?
e. Climax: house trying to fight the fire
f. Denouement: House dies, but it still is giving the time

III. Analytical Elements

a. Third person
b. Personification, imagery

Introduced two new vocabulary words:

Symbol: something used for or regarded as representing something else; ex. The grim reaper=death, huskie=football team, eagle=America

Allegory: a story meant to be read symbolically.

Distributed "Masque of the Red Death" and read the intro page on Edgar Allen Poe.

11R

Read the last three paragraphs of the Declaration and summarized Jefferson's purpose: present a reasoned argument to justify the colonies' rebellion.

Contrasted the beliefs in the source of a governments authority; feudal = the divine right of kings; Enlightenment = power originates with the people, for the purpose of protecting the unalienable rights endowed upon men by 'the Creator.'

Added the following to the vocabulary list;

Parallelism: the repeated use of phrases, clauses, or sentences in structure or meaning to strengthen an argument

Jefferson used this device effectively in the Declaration in his list of grievances.

HW:

Handout: "Self-reliance" by Ralph Waldo Emerson
Directions: Read the first paragraph. Underline all phrases and sentences for which the meaning is clear, and that point to what the theme may be. This is a challenging bit of writing!

12R

Continued with Beowulf through line 542. Discussed the use of symbolism, dream imagery, and elements of the 'Hero Quest'. For example, Beowulf's leap into the water brought him to an underground battle-hall where he fought Grendel's mother. This is an example of the hero's journey to the underworld.

HW: read through to line 622. Students are encouraged to note their thoughts in the margins.

Also discussed assigning students ten lines that they would present to the class. This will be done for the section titled, "The Last Battle."

Tuesday, September 16, 2008

Rewrites and Such...

All classes received Fridays vocab quiz, and were told that retakes and makeups were available after school until Friday. Students were also told that tests and quizzes may be retaken after school as needed and that essay rewrites will always be accepted for an improved grade.

In other words, you are in control of the grade you receive.

There was some confusion with the sub's directions yesterday. Some finished the essay rewrite, some didn't. All were told that the final was due tomorrow.

10R
Examined the construction of Regents exam multiple choice questions, including what makes a good 'distractor' (wrong answer). They then tried their own hands in constructing m/c questions for the Bradbury story, "There will Come Soft Rains."

11R

Pd. 1: We went over the first two paragraphs in the Declaration of Independence, noting the evidence of Enlightenment thinking. Jefferson layed out the foundation of an argument which supported the assertion that the colonies had a right to rebel.

Pd. 7: Lots of absences, so essays were handout and final copies begun.

12R

Discussed Beowulf's speech to Hrothgar and how he emerges as a larger than life character. We also talked over the battle with Grendel and read the introduction to the next section.

Students were told that they can continue the activity in which they write the story from Grendel's point of view. I'll take that on Friday.

Saturday, September 13, 2008

Important Message for 12R

Due to a momentary brain fade on my part, I assigned a section of Beowulf instead of assigning the essay rewrite. If you read this before spending more of your weekend than necessary on homework, just get the reading done. I'll assign the rewrite on Monday.

If you get it all done, so much the better.

Apologies!

Cheers,
Mr. L

PS: Everyone else: I'll update the rest of the classes a bit later.

Thursday, September 11, 2008

Reason, Beowulf and Some Nuclear Fallout

10R

Students wrote about the most disturbing image from the Bradbury story. The nature of nuclear weapons was discussed and the Cold War was touched upon as historical context for the story. Excellent discussion!

Students continued filling out fiction analysis outline.

HW: Study for the vocab quiz.

11R

Students wrote their reaction to the Jefferson quote:

Fix reason firmly in her seat, and call to her tribunal every fact, every opinion. Question with boldness even the existence of a God; because, if there be one, he must more approve of the homage of reason, than that of blindfolded fear.


Reactions were shared. The quote was also applied to the events of 9.11.

Read some historical context for the Enlightenment, and took some notes:

I. Colonists gained experience in self-government
A. Didn’t consider independence
B. King George imposed foolish regulations
C. Outrage erupted into war

II. The Age of Reason
A. 17th century thinkers changed the way people viewed the world
1. Galileo, Newton, etc.
B. Believed in the power of reason and science to further human progress
C. Faith takes a back seat
D. Man basically good, not evil
E. Influential Enlightenment thinkers:
1. Locke, Hume, Voltaire
F. Influenced American thinkers
1. Jefferson, Franklin, Madison, Washington, etc.
a) They were Deists
b) Deism is the theistic belief that a supreme God exists and created the physical universe, but does not intervene in its normal operation. It claims to derive the existence and nature of God from reason.

HW: Study for vocab quiz

12R

Wrote about the events of 9.11 to start, then moved into the opening of Beowulf through line 58. discussed. finished up to 103 and discused the theme.

HW: Read through 227

Wednesday, September 10, 2008

A Sermon, A Hero and a House

Important Note

As there are only class sets of anthologies available, so students may not take one home, any readings missed due to absence must be made up in school or at home from another source. See me if you have any questions. Absentees are responsible for getting the reading done on their own time.

10R

Read "There Will Be Soft Rains," started analysis outline in notebook when finished. I conferenced with remaining students during class.

11R

Reviewed yesterday's notes on Colonial Period. Introduced Jonathan Edwards, one of the leaders of the Great Awakening. Read excerpts from "Sinners in the Hands of an Angry God" , noted theme and tone.

12R

Split into groups to discuss last night's homework. Shared answers. Final discussion on "The Seafarer."

Introduced "Beowulf." Read Historical context.

HW: Read through line 58.

Tuesday, September 09, 2008

Some Notes, Some Reading

All classes:

Definition:

Allusion: a reference an author makes to people, places, and events from history or literature outside his or her own work.

Added "There are three types of irony: verbal, dramatic and situational" to the definition of irony.

There will be a vocabulary quiz by the end of the week. Students will have to define the words and provide examples.

Breakdown by Grade

10R

Handout:

"Suggestions for Analyzing Fiction:"

Title of work

Author name

I. The “Big Four”

a. Characters (both major and minor)
b. Theme (central message or insight into life)
c. Plot (general summary, subplots)
d. Setting (time, place, and circumstances of events)

II. Plot Breakdown

a. Motivating factor (an ambition or objective which leads to conflict)
b. Conflict (struggle between opposing forces – man vs. nature, youth vs. old age)
c. Complication (circumstances that make the major character’s struggle more difficult)
d. Suspense (feeling of curiosity or uncertainty about the outcome of events)
e. Climax (turning point of highest action at which the conflicting forces win or lose)
f. Dénouement (last event of resolution)

III. Analytical Elements

a. Point of view (author’s manner of telling the story – 1st or 3rd person)
b. Special techniques of author (imagery, symbolism, irony)


The outline was applied to the story, "The Last Unicorns:"


Title: “The Last Unicorns”

Author: Edward Hoch

I. The “Big Four”

A. Characters: Shem, bearded man, Noah
B. Theme: saving the unicorns
C. Plot: Shem tries to buy unicorns. Bearded Man says no. Shem tries to steal them. BM stops him. Shem tells Noah, can’t save unicorns.
D. Setting: Long ago, green fertile valley, farm, raining

II. Plot Breakdown

A. Motivation: Save the unicorns
B. Conflict: BM won’t give them up`````
C. Complication: SAA
D. Suspense: Why does Shem want the unicorns?
E. Climax: Shem trying to steal the unicorns
F. Dénouement: Shem talking to Noah

III. Analytical Elements

A. POV: Third Person
B. Techniques: allusion to the story of Noah in The Bible

The author of the next story, Ray Bradbury, was introduced.

11R

Read about Puritans, Pilgrims and the Great Awakening as historical context for passage by Jonathan Edwards. Discussed impact on American culture.

12R

Handed out historical context outline for the course. Reread and discussed "The Seafarer." Discussion centered around the impact of Christian thought on the Anglo-Saxon outlook, which had been primarily centered on fatalism. HW: Analyzing Literature number 1&2 of hand out.

Monday, September 08, 2008

Themes and Tones II

All classes were given directions for expanding Friday's activity and worked on it through the end of the period.

I pointed out that certain careless errors would not be tolerated, expecially the tendency of many to use the lower case 'i' where 'I' is correct, as in I, I'll, I'd and I'm. Email and cell phone texting habits are infecting some of their writing.

As students worked, I conferenced with them individually on their initial writing assignment the first day of school.

Today's work is to be finished and edited for homework. I will make corrections and comments, and return it to them as soon as I can for a final rewrite.

Tomorrow, classes will return activities in the grade level anthology books.

Friday, September 05, 2008

Oh the Irony...

Started classes with a journal activity inspired by the last update: If your life is a story, what is the title? A good title will lead you to the your theme.

Responses were excellent: "The Road to Somewhere," "The Circus," "The Roller Coaster," Between Two Worlds,"...

Students were told to consider this activity carefully as it would be officially assigned for a major grade on Monday. The options for the assignment, as outlined in the last post, were discussed.

Some handouts were returned signed. Many were not. Monday will be the last day to return for credit.

All classes were given the definition of irony:

Irony is a literary or rhetorical device, in which there is an clash or discordance between what a speaker / writer /actor says or does, and what he or she means or what is generally understood.



Breakdown by Grade:

Grade 10:

First short story of the year was read: "The Last Unicorn" by Howard Koch. Language which implied the story's tone was discussed. We'll do a little more with this on Monday.

Grade 11:

Read the excerpt of "The Iroquois Confederacy" in the anthology with particular attention to the last paragraph:

"We now do crown you with the sacred emblem of the deer's antlers, the emblem of your Lordship. You shall now become a mentor of the people of the Five Nations. The thickness of your skin shall be seven spans -- which is to say that you shall be proof against anger, offensive actions and criticism. Your heart shall be filled with peace and good will and your mind filled with a yearning for the welfare of the people of the Confederacy. With endless patience you shall carry out your duty and your firmness shall be tempered with tenderness for your people. Neither anger nor fury shall find lodgement in your mind and all your words and actions shall be marked with calm deliberation. In all of your deliberations in the Confederate Council, in your efforts at law making, in all your official acts, self interest shall be cast into oblivion. Cast not over your shoulder behind you the warnings of the nephews and nieces should they chide you for any error or wrong you may do, but return to the way of the Great Law which is just and right. Look and listen for the welfare of the whole people and have always in view not only the present but also the coming generations, even those whose faces are yet beneath the surface of the ground -- the unborn of the future Nation."


Tone and theme were discussed. (Anyone interested can find the full text of the Constitution HERE.)

We'll wrap this piece up on Monday.

Grade 12:

We continued reading "The Seafarer," an Old English, Anglo-Saxon poem, the existence of which goes back to the oral tradition of pre-Christian northern Europe. For those interested, you can view the work in the original HERE.

Thursday, September 04, 2008

Themes and Tones

Today all classes received class policy handouts (see post below), which are to be signed and returned tomorrow.

The following words and their definitions were copied into notebooks and discussed:

Theme: a unifying idea that is a recurrent element in literary or artistic work
Ex: “Never give up.” “Accept what can’t be avoided.” “The need of the one outweighs the need of the many.”

Tone: a literary technique, that is a part of composition, that encompasses the attitudes toward the subject and toward the audience implied in a literary work. Tone may be formal, informal, intimate, solemn, sad, playful, serious, ironic, condescending, or many other possible attitudes.


Students tend to have a difficult time comprehending theme and tone. We talked about both in relation to music, paintings, TV shows, movies, etc. Also, the idea that human beings organize information in narrative terms: people tell stories, and those stories contain the attitude (tone) the storyteller wishes to communicate, as well as the lesson, or idea (theme).

They were then asked to consider their own lives as stories, and to determine what the theme and tone may be. They wrote in their journals for five to ten minutes. The majority of students were actively engaged in this task, leaving me very encouraged indeed.

I am aware that some, or more, may have had difficulty. They were told that we would return to this task in the next couple days for more work. Essentially, students will be required to expand this assignment into either a four paragraph essay:

*Introduction
*Discuss the "biographical" theme and supporting details. What is the theme of your life right now? Why? Themes may center around a conflict (you against _________.), desire (I want _________, but __________ is in the way.), good fortune, friendship, family, etc. If you have difficulty finding a them, please see me for guidance. One way to think about it is to ask yourself, "If my life is a story, what is the title?" The answer will lead you to the theme.
*Discuss your "biographical" tone. What is the primary feeling in your story? Why? Give examples.
*Conclusions: Did you learn anything from this exercise?

OR

Write an actual narrative... the story of this stage of your life. Use language that will imply the tone. Again, think of a title that will point you in the direction of a theme... but don't state the theme directly. Write this from either the first or third person.

Any question, hit the email link above, or see me. Again, this has not been officially assigned... but will be. Get a jump on it!

Friday, August 29, 2008

Day 1: It's Almost June

You think I'm kidding. I'm not. In a couple blinks, Turkey Day will be upon us. A blink later and the first marking period is in the can and it's Ho! Ho! Ho! and Santa hats.

That's around one blink per month. The point is that quite a few I'll-do-it-laters will pile up in a blink and before you know it the ladder won't reach the top of the hole.

In other words, commit to keeping up. You'll be glad you did.

I'm looking forward to seeing everyone and you have my word that I will commit myself to doing everything possible to assist you in having a successful school year in English. If you have any questions or concerns please get in touch.

All classes will be given the following to be signed and returned:

TO: STUDENTS, PARENT(S), GUARDIAN(S), AND CAREGIVER(S)
FROM: MR. LAMBERT, ENGLISH DEPARTMENT
SUBJECT:ENGLISH 10, 11, 12

Welcome to your English class. Please take a moment to read over this sheet: it is a general introduction to the policies and guidelines for my English courses. If you have any questions, please feel free to contact me at the high school (775.5710) or by e-mail (mlambert@gloversvilleschools.org). I look forward to meeting you and to having an exciting, memory-making year!

CLASSROOM GUIDELINES

• Take care of personal stuff before class: locker, phone, etc.
• Come to class on time and bring required material.
• Do your own thoughtful and original work (i.e. avoid plagiarism).
• Participate fully: learn, read, write, enjoy yourself, and stay awake.
• Show respect for yourself, your environment, and other people.
• Be responsible about missed classes - see me about absences.
• Assume that all work, including classroom participation, is graded.
• Turn in your work on time – no late work is accepted.
• Listen actively – which means no headphones in class.
• Make-up work will be provided for those with legitimate concerns.
• Talk with me...

I do not bite. If you have any concerns about the class, please come see me. If you don't know where to start... bring chocolate. I will know that this is a signal and will act accordingly. I'm available before and after school most days, but schedule a time with me just to be sure.
____________________________________________

I try to update my website as often as time allows. Don’t depend on it for anything you should have gotten in school! However, you may find activities, notes, homework/project assignments and extra info at mrlsclass.blogspot.com

Mr. L’s Unavoidable Directions for Completing Homework/Project Assignments:

1) Meet the assignment’s deadline.
a) I mean it. Seriously.
2) Handing in means publishing. In other words, the writing is to the best of your ability. If it’s a single draft assignment, I expect to see corrections made, neatly, on the paper. If it’s a final copy, it’s been edited close to perfection.
a) ‘Texting’ shorthand will result in the assignment being handed back with extreme prejudice and considered ‘not done.’
3) Beware the temptation to plagiarize from, or otherwise inappropriately use, Internet sources. I’ve been Googling much, much, longer than you.
4) All work must have your FULL name on every page, and the date and period at the top of the first page.
5) A regular assignment will be to construct multiple choice questions from reading passages or book chapters. I’m not interested in concrete questions with obvious answers. Rather, I will expect questions dealing with inferences, vocabulary, cause and effect, author’s purpose, tone or theme. Include answers.
a) Really good questions may be chosen for inclusion on quizzes and tests.
b) Questions may be e-mailed to me according to the following directions (I encourage you to do this.):
i) Your name and period in the subject line
ii) Name, period and assignment in email body.
iii) Question, followed by four choices labeled A through D.
iv) Answer on last line
6) All work is to be in either pencil, blue or black ink.
7) If using a computer, please use Times New Roman, font 12, one inch margins, double spaced.
8) Expect all work handed in to a mean a grade.