Wednesday, May 1, 2013
Friday, April 26, 2013
Thursday, April 25, 2013
Class 40: Tues, April 30—Reading day; bring books to class; journal update at end of class
Class 41: Thurs, May 2—Blues Day; bring the lyrics to a blues song you like; tell us a bit about the artist; play the song on You Tube or iTunes.
Class 42: Friday, May 3—Soul lunch #1 in room 311. Bring a dish that is "representative" in some way of African-American history, culture, or cuisine. Write a one-paragraph explanation of your choice, its history and significance, your reasons for choosing it, and a recipe if applicable .
Class 43: Tuesday, May 7—Soul lunch #2, leave school at 11:15, meet at 11:35 at Mrs. Whites Golden Rule Cafe, 808 E. Jefferson St (40th street to Washington to 8th street: parking is behind the restaurant on 8th street: see map here)
Class 44: Thursday, May 9—bring vocab books; work day for papers and presentations
Class 45: Monday, May 13—vocab quiz lessons 29 & 30; work day for papers and presentations
Class 46: Tuesday, May 14—papers due, 3-4 pages, on a character or character relationship or idea from outside reading + oral presentation on author background, reasons for choosing, book reviews, personal response, connection to themes or readings from class (5 minutes each)
Class 47: Thursday, May 16—last class; good-byes
Friday, April 12, 2013
Write a paper of 3 1/2 to 5 pages.
Papers are due Friday May 3 for both sections. turnitin.com also. Don't forget that part.
Here's the list.
Friday, March 15, 2013
Handmaid’s Tale, Margaret Atwood (1984)
Jane Eyre, Charlotte Bronte (1847)
Wuthering Heights, Emily Bronte (1847)
Great Expectations or A Tale of Two Cities, Charles Dickens (1854)
Obasan, Joy Kogawa (1981)
Monday, March 11, 2013
We meet twice this week (not today, the day of the drill; if the drill finishes early, go to Dorrance for the film A Place at the Table).
Wednesday--bring your vocab books and a laptop, either your own or one you borrow from the library or the science department. After completing our vocab pages, I will give you a topic for an essay on King Lear. No books & no internet, just your thoughts on the question. It will be in the form of a compare/contrast essay, so think a bit about how that essay form works.
Friday--after IFF, we will have a make-up for the class missed due to the drill. We will take vocab quiz 23 & 24, and we will move to the lab for 20 minutes to give you time to complete a survey Mr. Phillips has requested that you do. With any luck, we might even begin our spring vacation a few minutes early.
Have a great week, remember to turn in your request sheets for career day and write Mr. Phillips an email about graduation, and I'll see you Wednesday.
Friday, March 8, 2013
Thursday, January 31, 2013
Wednesday, January 30, 2013
Definition: a genre of literature, art, drama, film, song lyrics, or other media which points out the follies of the human race. Any abuses, corruptions or shortcomings found in politics, religion, social institutions, or human nature itself are appropriate objects of satire.
Goal: To hold up to scorn and ridicule those conditions in the world most in need of reform. In this sense, satire has a moral, didactic, or corrective purpose. To portray as shameful those aspects of human life and behavior which fall short of an implied moral standard of conduct.
Methods: To reach its goals, satire employs many devices of language:
First, irony: what is said in a satire almost always has another meaning.
Second, sarcasm: sarcasm and verbal irony are not identical but are usually closely related. In satire, the tone of the language is often cutting, scornful, in a word, sarcastic.
Exaggeration, understatement, and double entendre are also useful tools of the satirist. Wit and derisive laughter are used to shock the reader into recognizing the problem (even when the problem is ourselves), laughing at those who represent or embody this problem, and seeing a better alternative. Thus, satirists seek to mend or improve a fallen or corrupt human race or its institutions. Satire is therefore inherently moral, a literary offshoot of moral philosophy.
History: the term itself and early practitioners trace back to the writing of Roman authors such as Horace and Juvenal. In English, the first half of the 18th century is often referred to as the Age of Satire, because of the importance of two of its greatest practitioners, Jonathan Swift and Alexander Pope.
Tuesday, January 29, 2013
Monday, February 4--subtext due for performance scenes (rehearsal)
Tuesday, February 5--memorization quiz for scenes (+rehearsal)
Thursday, February 7--perform scenes, receive notes for final performance
Monday, February 11--final performance
Thursday, February 14--King Lear, act 1
Tuesday, February 19, Lear, act 2
Thursday, February 21, Lear, act 3
Monday, February 25, Lear, act 4
Wednesday, February 27--Lear, act 5
Thursday, February 28--final discussion of King Lear, choose performance pieces, work on subtext
Monday, March 4--work on performance scenes, memory quiz
Wednesday, March 6--perform scenes for notes
Friday, March 9--perform scenes for evaluation
Monday, March 11--??
Wednesday, March 13--in-class essay test on King Lear
Monday, January 28, 2013
Bring a list of 3 possible monologs or dialogs for your performance assignment; at the beginning of class we would like to get those scenes assigned.
Bring the file you are working on for your essay due this week (either bring your laptop or email it to yourself). We will give you some work time and want everyone to be able to use that time productively.
Thanks, KB & LCC
Friday, January 25, 2013
Messrs. Burns & Coon
Paper Assignment: Close reading of a scene
TOPIC: Choose a scene from The Merchant of Venice for a close reading. Once you have chosen your scene, look carefully at the dialogue and language in order to draw conclusions about the importance and meaning of the scene.
CHARACTER ANALYSIS: Look for evidence of the characters’ deepest motives, the nature of their relationships with each other, the existence of any doubts or inner conflicts, how the play helps us understand their wishes and desires, how Shakespeare steers our sympathies as audience either in favor of or against specific characters.
STYLE & LANGUAGE: As you identify the key aspects of the scene, also make mention of how the language itself furthers the scene. How do particular words, images, and metaphors help bring out the desired effect and enhance the meaning of key aspects of the scene.
LENGTH: 2 ½ to 3 pages (approximately 800 words), typed, double spaced, 12 point serif font, one-inch margins all around.
RESOURCES: None, please. Read your scene several times, making notes of the patterns you identify as you go, then write your paper solely from those notes.
DUE: Thursday, January 31 (day 6 schedule) Turnitin.com title: Merchant of Venice scene study.
Your other final assignment for this play is to select a monolog (20+ lines) or dialog (40+ lines) to perform dramatically. It's not a requirement that your performance choice come from the scene you discuss in your paper, but the two assignments could certainly be linked. We will give you more information, and time to work on both assignments, during Tuesday's class.
Wednesday, January 9, 2013
1. Black Boy, Richard Wright
2. Their Eyes Were Watching God, Zora Neale Hurston
3. A Raisin in the Sun, Lorraine Hansberry
4. We will choose one additional text to read together.
5. I will ask each of you to choose one final piece to read individually.
Friday, January 4, 2013
The Merchant of Venice, Folger Shakespeare Library, Washington Square Press
Much Ado About Nothing, Folger Shakespeare Library, Washington Square Press
King Lear, Folger Shakespeare Library, Washington Square Press
Monday, December 10, 2012
Also, a reminder that an optional peer review session for papers is available on Wednesday, December 12 from 12 to 1:30 in my room. I will have editing sheets on hand for your use. Good luck this week.
And remember when you turn in your hard copy include any stamped drafts and editing sheets. Staple it together, final on top.
Finally, very important, turnitin must be done by 11 AM Thursday and hard copies submitted by that time unless you let me know that you are exercising your "far-away commuter" option, in which case you will drop off hard copy no later than Friday morning by 9AM and still complete turnitin by 11 Thursday.
1. 30 or so multiple choice questions, approximately double the kinds of quizzes you have taken 5 times throughout the semester. Two passages with 15 or so questions each.
2. A prose passage or poem accompanied by an essay prompt. I haven't chosen the passage yet, but what they all have in common is that they challenge you to discuss the methods the author uses to achieve the desired effect. In other words, how do such elements as diction, imagery, selection of key details, use of figurative language, characterization, or irony help establish and control the narrative tone toward the subject matter of the passage? Your ability to recognize and describe tone and thoughtfully discuss the methods by which said tone is achieved is the crux of the matter.
3. A literary topic which I will ask you to apply to a work we have studied together, let's say, oh, Hamlet for example. "Literary" questions on past AP's have been based on such issues as technique (the use of two contrasting settings), characterization, (the presence and importance of a morally ambiguous character), or theme (the desire for power). I will select two or three options and ask you to choose one and identify how it applies to Shakespeare's Hamlet.
Monday, November 26, 2012
Friday, November 16, 2012
2. Instructions for binders/folders are on the original assignment document; briefly, it's final draft, first draft with two editing sheets, source material, neatly organized and annotated.
3. When you refer to a word as a word, and not as its meaning, italicize.
4. Yes, for the hundredth time, first person is appropriate for key parts of this assignment.
5. Don't forget turnitin. I-Search a Word 2012. Deadline 3 PM Tuesday November 20th, whether you plan to be at school that day or not. No extensions on this deadline.
6. For other heading, format, and style tips, look here.
Thursday, November 15, 2012
I-Search a Word: Outline template
I. The Beginning
Why I chose my word
What it means to me as I begin to search
II. The Middle
History and major meanings
Original (oldest) meanings
Evolution over time, significant use in Shakespeare, Bible etc
Major changes, added meanings over time
Contemporary use and meanings
Most common modern dictionary definition(s)
Related words, major (most interesting) combining forms
Occurrences in art, music, journalism, fashion, politics, famous sayings, etc
Information that was brand new to me or even surprising; discoveries made along the way
III. The Ending
Most important, interesting things I learned
How my search expanded my understanding of a single word
N.B. I hope this template proves useful. Don’t follow it slavishly as a formula; adapt it creatively and individually to fit the larger patterns of meaning you have learned and the discoveries you have made along the way. If you are genuinely interested in what you are learning, the paper you write will be more interesting as a result.
Tuesday, November 13, 2012
Friday, November 2, 2012
Wednesday, October 24, 2012
- Hook. Each writer grabs the reader's immediate attention by starting in the middle of the story. The lights went out. We rumbled up a goat path for three hours. The phone rang. Simple, vivid opening sentences—no gimmicks, no weird stuff—create interest. College admissions officers read hundreds or thousands of these statements. You have maybe three minutes of their time; don't waste any of it with a long, drawn out opening.
- Detail. Lots of specific concrete detail. The smell of the lady's french fries on the subway. Contents of drawers in great-grandmother's house. The movies John and Ben watched together, the games they played. Readers want to be able to see, hear, and smell what you're talking about. General language won't do that. Details will.
- Narrative. Each of these writers has a story to tell. It doesn't have to be a unique or life-altering story. It just has to be your story. Tell it truthfully, and someone else will want to read it.
- Reflection. Especially near the end of each of these pieces, the writers explain why this story is important, what the experience means to them, how it affected them, how it illustrates something about their personalities. James Walsh knew he had just become global. This was not merely an old house in the mountains, it was home distilled. If it weren't for my friendship with John, I wouldn't have gotten beyond my first impression of Matt to start a conversation with him. Make sure you are telling your story for a reason.
Tuesday, October 23, 2012
I am such a dolent man,
I eptly work each day;
My acts are all becilic,
I've just ane things to say.
I'm gusting and I'm span:
I look with dain on everyone
And am a pudent man.
A delible impression:
I overcome a slight chalance,
With gruntled self-possession.
If I should digent be:
I trust my vagance will bring
An astrous life for me.
And if you want to read the rest of the story "How I Met My Wife", here is the link.
Monday, October 15, 2012
Friday, October 12, 2012
- What is Grendel’s “arc” as a character in the novel Grendel? In what important ways does he grow, change, or develop?
- Gardner suggests that the Danes are unhappy with the arrival of the Geats. Take a close look at the passage in Beowulf describing their arrival and reception. On what does Gardner base his interpretation?
- Look at the character of Wealhtheow in both versions, especially chapter 7 of Grendel and the celebratory banquet after the slaying of Grendel’s mother in Beowulf? What are the key features of her character? Are the two portrayals consistent? Is there more to her than meets the eye?
- What does it mean to be a hero?
- What is glory? Why is it important?
- Put the two versions of Beowulf’s argument with Unferth side by side. Then consider the most important differences. How do those differences give that scene two very different meanings?
- Contrast Grendel’s view of Beowulf to that of the Beowulf poet? What effect does Gardner create by giving such a different view of Grendel’s killer?
- Several of you noted similarities between Grendel and Frankenstein’s creature. How far do those similarities go? Are there essential differences in their roles in these two novels?
Tuesday, October 2, 2012
Write a "survivor's" account of one of Grendel's attacks, from the point of view of someone who was there and lived to tell about it. (Keep the blood and gore within bounds on this one, and concentrate on the experience and emotions of the survivor). Alternative version of this piece: write a newspaper reporter's account of the attack, after having interviewed a couple of the survivors.
Create an internal monologue for Wealtheow about her new life as Hrothgar's wife, using some of the hints Grendel gives us in his thoughts about her. (an internal monolog is a character's unspoken thoughts)
What would Unferth write in his diary (assuming a strapping young warrior such as he has one) after having met Grendel and Beowulf within a few weeks of each other?
Write 20 or so lines of the Shaper's poetic account of the final battle between Grendel and Beowulf. (Remember, 4 or so strong beats per line, some alliteration in each line, no rhyme.)
Due for class 19, Thursday October 4 or Friday, October 5, depending on section. Team members will write comments once these pieces are posted. Don't be late.
Monday, September 24, 2012
Friday, September 14, 2012
Thursday, September 6, 2012
Wednesday, September 5, 2012
For AP, use the course ID 4223549 listed in the syllabus, but make sure you use all lower case for the password, apeng.
For English IV, the ID should be 1875359 and the password engIV (the roman numeral in caps, the first 3 letters lower case).
Apparently, the password is quite sensitve (case-sensitive, that is).
Hope this helps. My apologies if I entered this incorrectly on the syllabus.
Tuesday, September 4, 2012
Please give me the final draft, the editing draft, and the two peer review worksheets from your teammates.
Also, remember to submit your paper electronically to turnitin.com. If you haven't yet "enrolled" in the class, the instructions are on the syllabus on my blog (Part VII).
Citations to the text should be made parenthetically using page numbers, and the edition you consulted should be given in a single Work Cited at the end of the paper (Kindle page numbers may be found by pressing the "menu" button at the relevant passage).
Finally, here is a brief document regarding formatting and headings.
Friday, August 31, 2012
Ethics: A few basic principles and terminology
Definition: Broadly, ethics is “the study of standards of conduct and moral judgment.” More specifically, the idea of ethical behavior involves the ability to apply moral values of principles of right and wrong to determine human choices and proper courses of action. The discussion of ethical choice therefore involves identifying a moral code to serve as a basis for action and establishing the authority of those principles.
Traditional bases of moral values:
1. Divine Law—In this view, moral laws are given by God to human beings (E.g. the Ten Commandments, the teachings of Jesus, etc). The authority of Divine Law issues from God’s supremacy over human beings. In the Western tradition, this is the Judeo-Christian view of ethics.
2. Universal Law—Moral principles are laws—or, as Kant called them, imperatives) that we give to ourselves as rational beings. Theses laws then are part of our humanity and have as their authority the dictates of pure reason. Since we wish to be reasonable human beings, we submit our actions to these imperatives.
3. Social Contract—Here, moral principles derive from ideals of social cooperation (e.g. Locke, Rousseau, etc). The authority of the social contract is the desire to live peacefully and productively with other human beings and with our environment.
4. Promotion of happiness—Moral principles are codes of conduct which simultaneously promote one’s own happiness—ethical egoism—and the happiness of humanity—utilitarianism. The most ethical choice is that which best balances these two sometimes opposing goals.
5. Physical Superiority—In a democracy, the majority sets the dominant moral values simply because based on physically outnumbering the minority. In international or inter-tribal conflict, the more powerful group often imposes its values and will on the less powerful group. Often oversimplified as “might makes right,” the physical dimension of ethical justice requires careful consideration when used as a justification for action.
Evaluating ethical considerations: In order to discuss and evaluate the ethical ramifications of a decision or situation, we do the following:
1. Identify the values or principles at stake in the action, weighing their importance against one another if there is a conflict between them;
2. Choose the course of action most consistent with the highest of these values;
3. Assess responsibility—does the person choosing or performing the action accept full responsibility for the choice and its consequences?
N.B. This view of the ethical dimension of an action or decision assumes a measure of free will in the individual performing the action or making the decision. The ability to choose actions based on values—or its opposite, acting in ways that betray fundamental values—all presuppose the freedom of the individual to choose among competing claims or moral authorities .
Monday, August 20, 2012
English IV & AP
Syllabus: Major British Authors I
IV. Additional texts
V. The Daily Book
- Copy down a quote from a character and tell why you think it’s meaningful.
- Ask questions about things that confuse you or that you wonder about.
- Describe your feelings about the events.
- Describe your feelings about characters.
- Copy down a brief passage and tell why you think it’s important.
- Describe your favorite part.
- Make a prediction about what will happen next.
- Tell how you would react if you were one of the characters in the story.
- Describe a part that surprised you.
- Does the author use any strong imagery in the story (similes, metaphors, etc.)? Give examples.
- Write down interesting vocabulary words, look them up, say how they add to the passage.
- Talk to the author or a character (or one write of them a letter).
- Draw pictures or create graphic organizers.
- I noticed…
- I was really surprised…
- What I found interesting…
- The author is saying…
- I like the way…
- I didn’t/don’t like…
- My favorite part…
- I didn’t understand…
- A question I have…
- I’m guessing that…
- Something new I learned…
- I felt _______ when…
- I couldn’t believe…
- I never thought…
- If I were [character]…
- What I think will happen is…
- What I thought would happen was…
- I think _____ will become important because…
- I began to think…
- I predict…
- This reminds me of…
- I began to think of…
- I know the feeling…
- I can picture…
- I can imagine…