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Thursday, January 21, 2010

The Sound of Silence & Comfortably Numb / Julius Caesar Exam (Essay)

College Prep 12
  • Students were told that an extra credit major grade will be possible for an original poem. Any submission has to demonstrate effort at crafting language and communicating something that is obviosly of great importance to the author.
  • We continued studying Paul simon's piece, "The Sound of Silence." Historical context was mentioned along with a theme of messianic failure.
  • "Comfortably Numb" was distributed. Lyrics were read individually, discussed in groups. Song was played. To be continued tomorrow.
  • Critical analysis of self-chosen piece due Monday.
Grade 10
  • Day 2 of Julius Caesar essay. Any not finished must be done for homework.
  • ATTENDANCE IS CRITICAL TOMORROW AND MONDAY. WE WILL BE TAKING THE BENCHMARK EXAM. ANY NOT COMPLETED DUE TO ABSENCE MUST BE FINISHED ON FRIDAY 1/29 AT 8 A.M.

Tuesday, January 19, 2010

Poetry VIII / Julius Caesar Act V Exam Part 1

College Prep 12
  • Thursday and Friday: Classes wrote a critical analysis of "The Sick Rose" based on the outline done for homework.
  • Today: Final discussion of "The Sick Rose." Essay due tomorrow.
  • Read "My Last Duchess" by Robert Browning.
  • Look over "My Last Duchess" for further discussion.
  • Bring in lyrics or poem titles (3) for project.
Grade 10
  • Begin Julius Caesar exam. Multiple choice today, essay tomorrow.

Wednesday, January 13, 2010

Poetry VII / Julius Caesar Act V , continued

College Prep 12
  • Check HW (finish outline for "The Chimney Sweeper" from Blake's Songs of Innocence. )
  • Discuss
  • Examine "The Chimney Sweeper" from Blake's Songs of Experience.
  • Discuss: will complete tomorrow.
  • Homework: Examine and annotate "The Sick Rose."
  • Note: Submission policy for the second semester is going to be modified. Students will no longer be able to email me work. If there are printing issues at home, students can email the work to themselves, access it at work and either print it out in school or paste it to a class folder in the Student Directory. Work will be graded electronically.
  • All work must be submitted by Friday!
Grade 10
  • Give back Act IV quizzes.
  • Continue Act V,
  • Finish tomorrow and view video.

Tuesday, January 12, 2010

Poetry VI / Julius Caesar Act V

College Prep 12
  • Discuss "The Chimney Sweeper" from Blake's Songs of Innocence.
  • Worked on outlining a critical analysis through the fourth stanza:
I. Intro


a. Literal

i. Young chimney sweeper comforts friend whose hair is cut off.

ii. Friend has a dream of being brought to a wonderful place by an angel. He’s encouraged.

b. Figurative

i. The dream is a metaphor that turns life and death upside down. They are living a kind of death, salvation (life) comes from death (heaven).

II. Stanza 1

a. Begins with a death, related with childlike matter-of-factness

b. Key words:

i. “my father sold me”

1. consequence of extreme poverty

ii. “’weep, ‘weep”

1. Play on words: child too young to say “sweep.” “Weep” elicits the grief/tragedy of the situation.

III. Stanza II

a. Key words:

i. Lamb, white hair (innocence)

ii. “soot cannot spoil your white hair?” Innocence can’t be tarnished?

IV. Stanza III

a. Tom’s dream

i. Sweepers locked in black (death) coffins

1. metaphor for their lives; death in life

ii. The Angel

1. freedom, life, messenger, guardian, from God

2. bright key: moment of death, unlocking the coffin

iii. Imagery

1. green plain: contrast to black coffin; green = life
  • Finish last two stanzas plus conclusion for homwork.
  • Must have list of three poems (one favorite and two options) for critical analysis by Friday.
Grade 10
  • Review story, start Act V.
  • Will finish reading tomorrow.
  • Video on Thursday
  • Multiple choice exam on Friday.
  • Essay on Tuesday.

Monday, January 11, 2010

Poetry V / Julius Caesar Act IV Quiz

College Prep 12
  • Review projects, hand back
  • Add to poetry notes:
How to Write a Critical Analysis

1. Intro
a. Title, author
b. Comment on literal context and figurative/abstract meaning. (thesis statement)
2. Select and discuss meaning of imagery/metaphors/symbols to support your thesis.
a. Stanza by stanza
i. Refer back and forward for support
3. Conclusion
a. Author’s purpose (thesis statement)
i. What larger statement is being made?
  • Wrap up the Byron piece: What larger statement is Byron making with "So We'll Go No More A Roving?" (Life passes, we must let go, etc.)
  • Intro William Blake; historical context.
  • "The Lamb," From Songs of Innocence. Read, discuss.
Little Lamb, who made thee?
Dost thou know who made thee?
Gave thee life & bid thee feed,
By the stream & o'er the mead;
Gave thee clothing of delight,
Softest clothing, wooly, bright;
Gave thee such a tender voice,
Making all the vales rejoice?
Little Lamb, who made thee?
Dost thou know who made thee?

Little Lamb, I'll tell thee,
Little Lamb, I'll tell thee:
He is called by thy name,
For he calls himself a Lamb.
He is meek & he is mild;
He became a little child.
I a child & thou a lamb.
We are called by his name.
Little Lamb, God bless thee!
Little Lamb, God bless thee!
  • Read "The Chimney Sweeper" for homework.
  • Highlight, underline, make notes.
  • Poetry Project: Students will write a critical essay on a self chosen poem or song lyric. Names will be called at random for their choices as no one may do the same as another. First choice by Thursday.  Essay must include the poem or lyric.
Grade 10
  • Act IV quiz
  • Pg. 419 questions 1&2 (Must be finished for homework.)

Thursday, January 07, 2010

Poetry IV / Julius Caesar Act IV

College Prep 12
  • Notes on how to analyze a poem:
How to Interpret Poetry



1. Read it through. (out loud?)
a. Get initial impression/image/literal meaning/context
2. Second read
a. Examine vocabulary
b. Look for symbols and metaphors
i. free associate meanings/brainstorm
ii. group discussion if possible
iii. select meanings to match context
3. Third read
a. Make connections
b. Determine poem’s intent; what is being said at a figurative/abstract level.
c. Personal reaction
  • Distribute Bryon's "So We'll Go No More A Roving"
  • Read and analyze for discussion tomorrow:
So we’ll go no more a roving
So late into the night,
Though the heart be still as loving,
And the moon be still as bright.

For the sword outwears its sheath,
And the soul wears out the breast,
And the heart must pause to breathe,
And love itself have rest.

Though the night was made for loving,
And the day returns too soon,
Yet we’ll go no more a roving
By the light of the moon.
Grade 10
  • Finish Act IV
  • Discuss
  • Hand back Oration assignment
  • Review and discuss

Wednesday, January 06, 2010

Poetry III? / Julius Caesar Act IV Scene iii, continued

College Prep 12
  • The honors breakfast annhilated my second period class and the remaining five students were given a study hall.
  • Period 7:  Journal: How are we supposed to feel about the subject of the poem? What is the author’s purpose? 
  • Discuss.
  • Note: Deadline for essay rewrites is Friday, January 15th.
Grade 10
  • PSA: Timeline for rest of marking period is as follows: finish Act IV this week. Quiz next Monday. Finish Act V next week. This will leave about 5 school days for JC Exam and practice for Benchmark Exam before Regents week break.
  • Journal: summary of Act IV so far.
  • Continue reading. (Period 3,4 finish to line 228. Pd 8 finished the act.)

Tuesday, January 05, 2010

Poetry II / Julius Caesar Act IV Scene i,ii,iii

College Prep 12
  • Review Ghosts/Platoon essay structure. The essay should illustrate the transformation of both characters by describing who they are at the beginning of their stories and describing specific events from those stories that show how they changed. Those events should be connected to the quote and to the various stages of the hero journey.
  • Poetry: Journal- why did Simon use the word "underground" rather than "subway" in the title of the song?
  • Check reflection journals.
  • Discuss: brainstorm associations with the word "underground."
  • Listen to the song.
  • Discuss the poem one stanza at a time, identify key words, brainstorm associations, develop a character sketch of the "man."
  • HW: Another reflection journal on the poem based on todays class discussion.
Grade 10
  • Start reading Act IV aloud through scene iii. (pd 3 finished through line 106, pd 4 through line 64, pd 8 kine 152)

Monday, January 04, 2010

Poetry I / Julius Caesar Act IV Intro

College Prep 12
  • Usual post-holiday prep talk (It is really almost June now.)
  • Copied the defintion of and discussed:
  • Context: the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect; the set of circumstances or facts that surround a particular event, situation, etc. (This is a weakness in many of the Platoon/Ghosts of War essays
  • In class journal: How to you read/process poetry. Share some answers and discuss.
  • Distribute "Poem on an Underground Wall" by Paul Simon:
The last train is nearly due,
The underground is closing soon,
And in the dark deserted station,
Restless in anticipation,
A man waits in the shadows.

His restless eyes leap and scratch,
At all that they can touch or catch,
And hidden deep within his pocket,
Safe within it's silent socket,
He holds a colored crayon.

Now from the tunnel's stony womb,
The carriage rides to meet the groom,
And opens wide and welcome doors,
But he hesitates, then withdraws
Deeper in the shadows.

And the train is gone suddenly
On wheels clicking silently
Like a gently tapping litany
And he holds his crayon rosary
Tighter in his hand.

Now from his pocket quick he flashes,
The crayon on the wall he slashes,
Deep upon the advertising,
A single worded poem comprised
Of four letters.

And his heart is laughing, screaming, pounding
The poem across the tracks rebounding
Shadowed by the exit light
His legs take their ascending flight
To seek the breast of darkness and be suckled by the night.

  • Read the poem, identify key/high content words.
  • Assign one stanza to each of six groups- discuss words chosen.
  • Last five minutes: hand back graded essays. Encourage conferencing for rewrites. These essays are worth three major grades. Rewrite can change two of them
  • HW: Reflection journal on the poem.
  • Reminder: 5 reflection journals each week! (Two should have been done over the break. 
Grade 10
  •  Usual post-holiday prep talk (It is really almost June now.)
  • New vocab:
  • 25. Context: the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect; the set of circumstances or facts that surround a particular event, situation, etc.
  • 26. Cynical: Believing or showing the belief that people are motivated chiefly by selfish concerns; skeptical of the motives of others; Negative or pessimistic, as from world-weariness
  • 27. Altruistic (adj): unselfishly generous; concerned for others. (noun = altruism)
  • Journal: summarize story so far then discuss.
  • Read and discuss Act IV summary.
  • Will check crossword puzzles tomorrow and start reading the act.

Wednesday, December 16, 2009

Platoon Dénouement/ Julius Caesar Act III, continued

College Prep 12


  • Finish watching Platoon
  • Final discussion.
  • Final reading log check
  • Start planning essay:
…at the bottom of the abyss comes the voice of salvation. The black moment is the moment when the real message of transformation is going to come. At the darkest moment comes the light. ~Joseph Campbell from The Power of Myth
Only after we have been completely destroyed can we begin to find ourselves. ~Ryan Smithson, from Ghosts of War
Hell is the impossibility of reason. ~Private Taylor, from Platoon
I think now, looking back, we did not fight the enemy; we fought ourselves. The enemy was in us. The war is over for me now, but it will always be there, the rest of my days. As I'm sure Elias will be, fighting with Barnes for what Rhah called "possession of my soul." There are times since, I've felt like a child, born of those two fathers. But be that as it may, those of us who did make it have an obligation to build again. To teach to others what we know, and to try with what's left of our lives to find a goodness and a meaning to this life. ~ Private Taylor, from Platoon
War is hell, but war is also paradise. ~~Ryan Smithson, from Ghosts of War
Discuss the theme of the Transformation of the Hero in both the film Platoon and the book Ghosts of War through the lens of one or two of the quotes above. Where appropriate, illustrate the transformation of the main characters using elements of Campbell’s hero formula. Your essay should include specific details from both stories. You may use your notes, reading logs and book for this assignment. Write in your own voice. This is not a Regents essay!

Grade 10


  • Continue Act III (pd 3 up to line 108, pd 4 line 138, pd 8 line 158)
  • LINK to play.
Grades officially close tomorrow!

Tuesday, December 15, 2009

Platoon Continued / Julius Caesar Act III

College Prep 12
  • Continue watching Platoon
  • Reminder: consider the application of Campbell's stages of the Hero Journey when studying Private Taylor and Private Ryan (Ghosts of War)
  • Tomorrow we will finish the movie, final check of reading logs and start planning essay.
Grade 10
  • Started Act III
  • Read to line 210 in scene 1 (periods 3&8), and line 177 (period 4)
  • LINK to play.
  • Students were reminded to make sure work is made up.

Thursday, December 10, 2009

Platoon / JC Act II

College Prep 12
  • Watched Platoon through the beginning of the village scene.
  • Note taken on the parallel between the 'straights' and 'heads' scenes; Taylor passes initiation, the lieutenant does not.
Grade 10
  • Watched Act II
  • Quiz tomorrow: study vocab and Act II

Monday, December 07, 2009

Ghosts Continued / JC Act II

College Prep 12
  • Checked reading logs through "The End," chapter 23.
  • Distrubuted submitted reading logs. Reviewed expectations.
  • Collected permission slips for movie
Grade 10
  • Distributed Act I questions (graded). Explained writing expectations and grading rubric.
  • Finished reading Act II.
  • Questions 3,4,5 page 381 to be handed in.
  • Students were told that one point of extra credit will be added to a major grade for every full side of a page writtten in a reflection journal. Each entry has to be about something meaningful, not trite. More will be explained tomorrow.

Friday, December 04, 2009

Ghosts Project / JC Act II

College Prep 12
  • Hand our project guidelines for Ghosts.
  • Collect permission slips. (If you lost yours, copy-paste-print permission slip below).
  • Reminder: Chapters 20-23 due on Monday.
  • Movie starts tuesday.
  • Permission slip:
Dear Parents/Guardians,

Our school requires parental permission for your student to view movies that are used in our curriculum, or that are selected by our teachers R.
We believe showing your son or daughter full-length movies such as Platoon enables them to benefit from another medium as a resource in their study of current events and history.

The students do not just watch the film. They must take notes and write an essay connecting the themes and contexts with a current unit, in this case Ghosts of War by Ryan Smithson.

Thank you for taking the time to read and sign this permission form.

Sincerely,

 
_____________________ 
Mr. Lambert
English Department
Gloversville High School

Name of Movie: Platoon
Date of Movie: 12/9 - 11

Movie Rating: R


Student Name_____________________________
____ Yes, I give my son/daughter permission to view curriculum and school appropriate full-length movies rated PG-13 or R.

____ No, I do not give my son/daughter permission to view curriculum and school appropriate full-length movies of the types mentioned in this letter. I understand alternate learning experiences will be provided for my child while the movie is being watched.

Guardian signature/date

__________________________


Grade 10
  • Reviewed Act II so far. Discussed Brutus's role in the conspiracy.
  • Read through the end of Scene ii.
  • Will finish Act on Monday and begin the video.

Wednesday, December 02, 2009

Ghosts and Due Dates / JC Act I Quiz!

College Prep 12
  • Project due date: 12/22
  • Rd logs for chapters 20 to 23 due 12/7
  • Rd logs for chapters 24 to 27 due 12/14
  • Film: Platoon: 12/8-11
  • Permission slips for movie were sent home
  • Essay writing : 12/14-15 (in Computer Lab)
  • Utilize class time productively for reading and book logs!
Grade 10
  • Quiz on Act I and vocabulary.
  • Read Act II summary, discuss play themes: "Does the end justify the means?" "Is such 'preemptive' action moral?"
  • Don't forget crossword for Act II for extra credit!




Monday, November 30, 2009

Ghosts Continued / Julius Caesar Act I Video

College Prep 12
  • Continued checking reading logs up through chapter 15. (Reminder: There is a 5 point deduction for each day late!)
  • Checking reading logs through chapter 19 tomorrow.
  • Print-out of one reading log from "Red Phase" due tomorrow.
  • Targeting middle of next week for book completion. There are 2 projects attached to this book:

  • Essay: this will be assigned after viewing the film Platoon.


  • Self-chosen project from 50 Reading Related Responses sheet or one of your own choice to be approved by me. (Due dates are to be determined.)



  • Grade 10

  • Copied over answers to questions 6,7,8 from last Tuesday and handed in for a minor grade.
  • Reviewed some flaws in the critical lens essays, especially the tendency to summarize rather than use specific details from the story.
  • Began watching Act I, up to the middle of Scene ii (line 214: Casca: You pulled me...)

Monday, November 23, 2009

Ghost Continued / Caesar Act I, Scene iii

College Prep 12
  • Gave one more day to complete up through Chapter 15.
  • Should be done through 224, Chapter 19 ("Tears") a week from tomorrow.
  • Also due on Dec. 1: one reading log from "Part 1: Red Phase," typed, double spaced to be handed in.
  • Distrubuted directions for portfolio project:
1) General
    a) Appearance
        i) Neatly bound to the best of your ability and imagination
        ii) Cover should be sturdy
        iii) Titled
        iv) Designed in a manner indicative of who you are
         v) All pages typed unless otherwise directed
    b) Table of contents
         i) Separated by units/sections.
2) Sections

    a) College applications
         i) All drafts, final on top
    b) Reflection journals
        i) At least 5 per marking period, dated, titled
    c) Literature
        i) Ghosts of War reading logs
          (1) At least 3, one per “Phase”
          (2) Chapter titles, page numbers, date

Grade 10
  • Continued reading the play finished:
  • PD 3&8, up to Scene iii, line119
  • Pd. 4, up to Scene iii, line 44
  • Will finish Act I tomorrow. View the video after the break, then take the quiz.

Friday, November 20, 2009

Ghosts Continued / JC Act I Scene i and ii

College Prep 12
  • Independent reading. Reminder to finish up through "Satan's Clothes Dryer" for Monday.

Grade 10
  • Vocabulary:
21. iambic pentameter: The most common meter in English verse. It consists of a line ten syllables long that is accented on every second beat
22. Soliloquy: the act of talking while or as if alone
23. Monologue: is an extended uninterrupted speech by a character in a drama.
24. Aside: dialogue intended for the audience and supposedly not heard by the other actors on stage.
  • Check crosswords for Act I
  • Began reading Julius Caesar, Act I. Finished up through the middle of scene ii, line 178 (Enter Caesar and his Train.)

Thursday, November 19, 2009

"This is the House That Jack Built..." / Julius Caesar Intro

College Prep 12

  • Discussed the parallel between the Mother Goose ryhme with the chjapter "The Town that Achmed Built." Smithoson's use of the rhyme provides a stark contrast with the events of the chapter and the innocence of childhood.


  • Students were given chapter 15, "Satan's Clothes Dryer," as the target for Monday. Logs will be graded at that time. Late logs will lose 5 points per day until each group of four is completed.

Grade 10

  • Julius Caesar by Shakespeare was introduced. Students were given the following handouts: act summaries, character descriptions and crossword puzzles for each act.


  • 5 points will be added to each act quiz with the completion of that act's crossword before we begin reading that act.


  • 10 points will be added to the unit test if all vocabulary from the crosswords is written in notebooks.


  • The major characters were introduced, and we read the summary for Act I, which we will start reading tomorrow.


  • Absent students NEED to check here for what was covered and use the above link to read what was missed.

Tuesday, November 17, 2009

More Ghosts / Critical Lens Continued

College Prep 12
  • Since college application deadlines are fast approaching, I decided to give my seniors the rest of the week free from homework... unless they are behind. Many seemed very pleased with this idea.
  • However, many are behind in the reading. I checked logs through chapter 11, "Basic Training Part II." I would like to be done through page 223 by next Monday.
Grade 10
  • Continued writng critical lens essay. Time will be given tomorrow to finish up if necessary.