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.
