MIDTERMS THIS WEEK
THURSDAY: A DAY 1/2
FRIDAY: B DAY 1/2
AP literature and Senior English:
Essay due by midterms (bring to class)
Essay: The Economics of A Christmas Carol--handout
Source: http://www.nallon.com/carol/chrcarIII.html
View Dicken's A Christmas Carol
Themes: Aging, Children, Death and Dying, Disability, Empathy, Family Relationships, Father-Son Relationship, Grief, Human Worth, Loneliness, Memory, Mourning, Poverty, Religion, Society, Spirituality, Suffering, Time
The primary recipients of Scrooge's moral rebirth are his poor clerk Bob Cratchit and his family, especially the crippled boy Tiny Tim. When Scrooge wakes from his ghostly visitations, he delivers a huge turkey to the Cratchit household and gives Bob a raise. He becomes a "second father" to Tim and reconciles with his own nephew.
Commentary: A Christmas Carol exemplifies Dickens's vigorous opposition to those Victorian social reformers and businessmen who believed, like Scrooge, that charity encouraged idleness and that the poor should be left to die and "decrease the surplus population" (12).
This Victorian Malthusianism (based loosely on the ideas of 18th century writer Thomas Malthus) was often accompanied by an individualism that classified all misfortunes as personal failings rather than public problems. Dickens's anti-Malthusian approach to issues like poverty and disability, however, is also worked out in personal and local ways: rather than lobbying for Parliamentary reform, Scrooge acts on his moral rebirth by helping one family.
The resilient popularity of the story testifies to our continuing desire to believe that one person's change of heart can solve social problems. A Christmas Carol is emotionally satisfying in other ways as well: we may safely face death with Scrooge, experiencing vicariously his moral recovery; we may share with Tim and Bob the satisfaction of having one's worth recognized and one's suffering removed (a recurrent theme of Victorian melodramatic literature).
The character Tiny Tim, who hopes that "people saw him in . . . church, because he was a cripple, and it might be pleasant to them to remember upon Christmas Day who made lame beggars walk and blind men see" (45) is the clearest literary image of physical disability in the minds of many twentieth-century people. Tiny Tim is also the disabled character most objectionable to literary critics and disability activists alike. He is both an emblem of Victorian sentimental excess and the model for all the poster children of our time--the "patient . . . mild" cripple who accepts his suffering and is sweetly grateful for the charity of the non-disabled (68).
Tim's body invites metaphoric and spiritual readings as a reminder of Christly miracles and as a figure for spiritual wholeness. With a crutch and iron frame supporting his limbs, however, the character is firmly anchored to harsh Victorian social realities, as are the allegorical figures of Ignorance and Want, who appear to Scrooge as two "wretched, abject, frightful, hideous, miserable" children (56).
The character of Tim should be evaluated within the context of Victorian literature and culture, in which the saintly child visibly "afflicted" with physical disability was a recurrent and thus recognizable figure, so effective at stimulating charitable giving that indigent people with disabilities could not simply ignore it if they wanted to survive outside the workhouse. Similarly, the degree of cultural harm characters like Tim undoubtedly produced should be evaluated in conjunction with the possible benefits of the social awareness and financial contributions they stimulated.
Source: http://litmed.med.nyu.edu/Annotation?action=view&annid=1341
Preparation for midterms
English 11
prepare for midtermsENGLISH 11
MIDTERM (all multiple choice)
Introduction to the Moderns
EZRA POUND:
“The River-Merchant’s Wife”
“The Garden”
“A Few Don’ts by an Imagiste”
T.S. Eliot:
“The Love Song of J. Afred Prufrock”
William Carlos Williams:
“The Red Wheel Barrow”
“The Great Figure”
“This Is Just To Say”
Horacio Quiroga
“The Feather Pillow”
Work Due for class: Word Search/ Christmas Essay
French 1/2
Christmas in France
Prepare for midterms
Myth and Legend
complete Dracula/ discussion groups/ science and technology in the 19th century
Preparation for midterms: You must have your book (Dracula)for the midterm you will use this book on for the test!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
by re-reading chapter 1-8 and 11-20. Look for details of literary elements like personification, imagery, and foreshadowing. Know the plot sequence, characters and their idiosyncrasies.
Know the following words and be able to use these words in a sentence: acquiesce, diabolical, inquietude, lethargy, malignity.
You have 2 essay questions that count 1/2 of the test.
Essay 1. What is meant by "the burden of souls" in chapter 20. Who has the burden of souls and who does not and how is this ironic?
Essay 2. As the novel begins, Dracula has been a vampire for many centuries and has great strength and power. He accomplishes his evil purposes mainly through weak links: women, an insane man, and an unsuspecting, unprotected foreigner. His "children," the vampires he has created, are all women, including the lovely female vampires who live with him at the castle. They are presented as unnatural women. They prey on children and behave aggressively and seductively toward men. Lucy acts in this manner after she becomes a vampire. How does this representation of women reflect the mores and values, positioning of power and privilege in the Victorian era? You will need to thoroughly discuss this point to receive credit for the questions. Spelling and correct grammar count.
Tuesday, December 14, 2010
December 6-10
All classes refer to class blogs of November 29-December 3
We will be completing these lessons
Myth and Legend: Thursday there will be a guest speaker.
We will be completing these lessons
Myth and Legend: Thursday there will be a guest speaker.
Tuesday, November 30, 2010
November 29 - Dec 3
French I/II
Chapter 3 Part 2 On fait les courses
Vocabulary pp. 94-97. Exercises 24, 25, 26.
Homework translate pp 106-109 and answer all questions turn in to substitute on Friday.
Vocabulary 2 - http://quizlet.com/1789704/bien-dit-french-2-chapitre-3-vocabulaire-2-flash-cards/
Senior English
writing the persuasive essay/introduction/assignment
your essay will be due at the end of class on Friday.
MYTH AND LEGEND
This week we will continue our study of Bram Stoker's Dracula. Your second set of questions will be due on Tuesday December 7
These are links to two scholarly articles that I will pass out in class on Wednesday. The first explains the phenomenon of Spiritualism that pervaded the Victorian world. This fad was based on the writings of Emanuel Swedenborg, the Swedish mystic, philosopher, theologian, and scientist, http://www.victorianweb.org/religion/spirit.html Many Victorians, particularly those who had begun to abandon conventional religion, fervently believed in spiritualism, Elizabeth Barrett Browning among them (much to the dismay of her husband).The second scholarly article deals with the epistolary structure of Dracula as a text. http://www.victorianweb.org/authors/stoker/scarborough1.html
Hopefully, we will view a section of the PBS series "Regency House Party" in which the tension between science and spiritualism is discussed. Remember that literature
helps us understand and make sense of the world around us. Through literature, we explore the human condition and analyze how and why people think the way they think and feel the way they feel. Dracula reflects ways in which some Victorians made sense of their world. Literature is important to us because it speaks to us, it is universal, and it affects us. Good literature, speaks of issues that are still present in our current society like issues of good and evil. We can learn a great deal about the human experience from studying the ideas of others.
English 11
We will analyze T. S. Eliot's poem of 1915T.S.Eliot's "The Love Song of Alfred J.Prufrock" (1915) is certainly a 'Modernist' poem. Modernism is a literary movement that is marked by a sense of isolation and unhappiness with the movement from the agricultural society to an industrial one.One element that emerged from this period was stream-of-conscious, which is writing characterized by the procession of thoughts.
Some of the important features of modernist writing are as follows:
1. The poem is a detailed record of the random thoughts -subjective consciousness-represented just as they are going on in the mind of Prufrock.
2. Modernist writers were influenced by Freud's psychoanalytical method by which a person was able to speak freely to release all his repressed emotions just like Prufrock in the poem: "To spit out all the butt ends of my days and /ways?"
3. The poets used avant garde methods like the 'Stream of Consciousness' technique to faithfully portray the complex ways in which the mind works-psychologically by association rather than logically.
4. This resulted in their characters having multiple personalities like Prufrock who is both the speaker and the listener in the poem.
5. The modernist writers were influenced by contemporary artistic movements like 'Collage.' The poem is a mosaic of quotations from Dante, Shakespeare and the Holy Bible.
6. Eliot, like other modernist writers, deals with chronological (past,present and future), historical and most importantly subjective time.
7. Pessimism and loneliness: The entire poem is a desperate attempt by Prufock to relate to another human being.
8. The poem is dedicated to his friend who died in the 1st World War.
On Wednesday and Thursday you will write an essay on Prufrock. The following is the prompt for the essay-- "The Love Song of J. Alfred Prufrock” was written during the modernist literary movement. What lines show influence of a modernist society? Or in other words, is there evidence in the poem that shows this poem was clearly a modernist work?
AP Language and Composition
Practice test multiple choice/return essay/debrief
Friday - James Fenimore Cooper's Last of the Mohican's - examining the first American hero as a basis for understanding the transition of the American hero.
Chapter 3 Part 2 On fait les courses
Vocabulary pp. 94-97. Exercises 24, 25, 26.
Homework translate pp 106-109 and answer all questions turn in to substitute on Friday.
Vocabulary 2 - http://quizlet.com/1789704/bien-dit-french-2-chapitre-3-vocabulaire-2-flash-cards/
Senior English
writing the persuasive essay/introduction/assignment
your essay will be due at the end of class on Friday.
MYTH AND LEGEND
This week we will continue our study of Bram Stoker's Dracula. Your second set of questions will be due on Tuesday December 7
These are links to two scholarly articles that I will pass out in class on Wednesday. The first explains the phenomenon of Spiritualism that pervaded the Victorian world. This fad was based on the writings of Emanuel Swedenborg, the Swedish mystic, philosopher, theologian, and scientist, http://www.victorianweb.org/religion/spirit.html Many Victorians, particularly those who had begun to abandon conventional religion, fervently believed in spiritualism, Elizabeth Barrett Browning among them (much to the dismay of her husband).The second scholarly article deals with the epistolary structure of Dracula as a text. http://www.victorianweb.org/authors/stoker/scarborough1.html
Hopefully, we will view a section of the PBS series "Regency House Party" in which the tension between science and spiritualism is discussed. Remember that literature
helps us understand and make sense of the world around us. Through literature, we explore the human condition and analyze how and why people think the way they think and feel the way they feel. Dracula reflects ways in which some Victorians made sense of their world. Literature is important to us because it speaks to us, it is universal, and it affects us. Good literature, speaks of issues that are still present in our current society like issues of good and evil. We can learn a great deal about the human experience from studying the ideas of others.
English 11
We will analyze T. S. Eliot's poem of 1915T.S.Eliot's "The Love Song of Alfred J.Prufrock" (1915) is certainly a 'Modernist' poem. Modernism is a literary movement that is marked by a sense of isolation and unhappiness with the movement from the agricultural society to an industrial one.One element that emerged from this period was stream-of-conscious, which is writing characterized by the procession of thoughts.
Some of the important features of modernist writing are as follows:
1. The poem is a detailed record of the random thoughts -subjective consciousness-represented just as they are going on in the mind of Prufrock.
2. Modernist writers were influenced by Freud's psychoanalytical method by which a person was able to speak freely to release all his repressed emotions just like Prufrock in the poem: "To spit out all the butt ends of my days and /ways?"
3. The poets used avant garde methods like the 'Stream of Consciousness' technique to faithfully portray the complex ways in which the mind works-psychologically by association rather than logically.
4. This resulted in their characters having multiple personalities like Prufrock who is both the speaker and the listener in the poem.
5. The modernist writers were influenced by contemporary artistic movements like 'Collage.' The poem is a mosaic of quotations from Dante, Shakespeare and the Holy Bible.
6. Eliot, like other modernist writers, deals with chronological (past,present and future), historical and most importantly subjective time.
7. Pessimism and loneliness: The entire poem is a desperate attempt by Prufock to relate to another human being.
8. The poem is dedicated to his friend who died in the 1st World War.
On Wednesday and Thursday you will write an essay on Prufrock. The following is the prompt for the essay-- "The Love Song of J. Alfred Prufrock” was written during the modernist literary movement. What lines show influence of a modernist society? Or in other words, is there evidence in the poem that shows this poem was clearly a modernist work?
AP Language and Composition
Practice test multiple choice/return essay/debrief
Friday - James Fenimore Cooper's Last of the Mohican's - examining the first American hero as a basis for understanding the transition of the American hero.
Monday, November 22, 2010
November 22-23
Happy Thanksgiving!
English 11
Complete descriptive essay and turn in.
If possible introduce Fenimore Cooper's Leather Stocking Tales
Last of the Mohicans
AP English
AP reader for a day. On Tuesday you will be an AP reader and dissect your last essay. Bring your highlighters to class for this exercise.
Myth and Legend
Women and Gender in Dracula. Gothic Literature
Guided practice in literary analysis
Senior English
Ballads of the Medieval period.
French I/II
Food Fete
English 11
Complete descriptive essay and turn in.
If possible introduce Fenimore Cooper's Leather Stocking Tales
Last of the Mohicans
AP English
AP reader for a day. On Tuesday you will be an AP reader and dissect your last essay. Bring your highlighters to class for this exercise.
Myth and Legend
Women and Gender in Dracula. Gothic Literature
Guided practice in literary analysis
Senior English
Ballads of the Medieval period.
French I/II
Food Fete
Sunday, November 14, 2010
November 15 -19
AP English
I will return your essays to you on Tuesday. You have improved your writing capacity. We will move on to Asserting (the practice of stating opinions vigorously, thereby giving argument clarity and direction). We will write a timed persuasive essay this week.
French I/II
This week you will take the test over vocabulary Chp. 3. Since there were so many absences on Friday, I moved the date to Tuesday of this week. On November 23rd we we will prepare French dishes and participate in a classroom fete. We will continue to write in French as well as practice pronunciation of phrases to request something, to ask how much something cost and to ask directions. I will continue with the PowerPoint's for practice, because I thought that these engaged you in critical thinking.
English 11
BRING YOUR BOOK TO CLASS EACH DAY. We will continue to work with the poetry of the early 20th century
Imagism, Symbolism, Pound, Eliot, William Carlos Williams, ee cummings and T.S. Eliot
You will write a descriptive essay pp. 679 in class on Thursday.
Senior English
WHERE WERE YOU ON FRIDAY???????????????BRING YOUR BOOK TO CLASS EACH DAY. This week we will continue to work with literature in the Middle Ages, however we will take a little turn to the South, to Italy, and read Federigo's Falcon a tale from the frame narrative The Decameron. This tale uses the literary element of situational irony. Situational irony is a relationship of contrast between what an audience is led to expect during a particular situation within the unfolding of a story's plot and a situation that ends up actually resulting later on. One element that defines the Middle Ages is the movement of the Bubonic Plague across Europe. Coming out of the East, the Black Death reached the shores of Italy in the spring of 1348 unleashing a rampage of death across Europe unprecedented in recorded history. By the time the epidemic played itself out three years later, anywhere between 25% and 50% of Europe's population had fallen victim to the pestilence. Some thought that moderate living and the avoidance of all superfluity would preserve them from the epidemic. They formed small communities, living entirely separate from everybody else. They shut themselves up in houses where there were no sick, eating the finest food and drinking the best wine very temperately, avoiding all excess, allowing no news or discussion of death and sickness, and passing the time in music and suchlike pleasures.This is represented in Boccaccio's Decameron (1350). Others thought just the opposite. They thought the sure cure for the plague was to drink and be merry, to go about singing and amusing themselves, satisfying every appetite they could, laughing and jesting at what happened. They put their words into practice, spent day and night going from tavern to tavern, drinking immoderately, or went into other people's houses, doing only those things which pleased them. This they could easily do because everyone felt doomed and had abandoned his property, so that most houses became common property and any stranger who went in made use of them as if he had owned them. And with all this bestial behaviour, they avoided the sick as much as possible. As you can see this catastrophe had an unprecedented effect upon the European population.
When studying the arts of any period it is vitally important to examine the political, social and economic factors bearing down upon aesthetics. We will watch a history channel documentary of the effects of the plague on the whole of Europe, since we will be examining Boccaccio's Decameron (1350). Additionally, you will be composing a piece of creative writing yourself! This tale will be due on Friday Nov. 19th. We will share the tales in class and determine the best tale.
Myth and Legend
This week we will begin the study of Bram Stoker's Dracula. BRING YOU BOOKS TO CLASS EACH DAY THAT WE MEET. I would like you to consider these questions: What is the appeal of Gothic Horror? Why do we continue to be intrigued by the Myth of the Vampire? The contemporary commerical success of the vampire themed fantasy romance series Twilight reiterates this assumption. But my question is why? Why does Gothic horror continue to be so popular with readers? Scholars believe that the Victorians turned to this type of novel for emotional and physical release from a world controlled by a repressive moral code. I hardly think that that argument holds water in the 21st century. Think about these questions and be prepared to discuss in class. We will use a study guide/questions/vocabulary to work through the text.
I will return your essays to you on Tuesday. You have improved your writing capacity. We will move on to Asserting (the practice of stating opinions vigorously, thereby giving argument clarity and direction). We will write a timed persuasive essay this week.
French I/II
This week you will take the test over vocabulary Chp. 3. Since there were so many absences on Friday, I moved the date to Tuesday of this week. On November 23rd we we will prepare French dishes and participate in a classroom fete. We will continue to write in French as well as practice pronunciation of phrases to request something, to ask how much something cost and to ask directions. I will continue with the PowerPoint's for practice, because I thought that these engaged you in critical thinking.
English 11
BRING YOUR BOOK TO CLASS EACH DAY. We will continue to work with the poetry of the early 20th century
Imagism, Symbolism, Pound, Eliot, William Carlos Williams, ee cummings and T.S. Eliot
You will write a descriptive essay pp. 679 in class on Thursday.
Senior English
WHERE WERE YOU ON FRIDAY???????????????BRING YOUR BOOK TO CLASS EACH DAY. This week we will continue to work with literature in the Middle Ages, however we will take a little turn to the South, to Italy, and read Federigo's Falcon a tale from the frame narrative The Decameron. This tale uses the literary element of situational irony. Situational irony is a relationship of contrast between what an audience is led to expect during a particular situation within the unfolding of a story's plot and a situation that ends up actually resulting later on. One element that defines the Middle Ages is the movement of the Bubonic Plague across Europe. Coming out of the East, the Black Death reached the shores of Italy in the spring of 1348 unleashing a rampage of death across Europe unprecedented in recorded history. By the time the epidemic played itself out three years later, anywhere between 25% and 50% of Europe's population had fallen victim to the pestilence. Some thought that moderate living and the avoidance of all superfluity would preserve them from the epidemic. They formed small communities, living entirely separate from everybody else. They shut themselves up in houses where there were no sick, eating the finest food and drinking the best wine very temperately, avoiding all excess, allowing no news or discussion of death and sickness, and passing the time in music and suchlike pleasures.This is represented in Boccaccio's Decameron (1350). Others thought just the opposite. They thought the sure cure for the plague was to drink and be merry, to go about singing and amusing themselves, satisfying every appetite they could, laughing and jesting at what happened. They put their words into practice, spent day and night going from tavern to tavern, drinking immoderately, or went into other people's houses, doing only those things which pleased them. This they could easily do because everyone felt doomed and had abandoned his property, so that most houses became common property and any stranger who went in made use of them as if he had owned them. And with all this bestial behaviour, they avoided the sick as much as possible. As you can see this catastrophe had an unprecedented effect upon the European population.
When studying the arts of any period it is vitally important to examine the political, social and economic factors bearing down upon aesthetics. We will watch a history channel documentary of the effects of the plague on the whole of Europe, since we will be examining Boccaccio's Decameron (1350). Additionally, you will be composing a piece of creative writing yourself! This tale will be due on Friday Nov. 19th. We will share the tales in class and determine the best tale.
Myth and Legend
This week we will begin the study of Bram Stoker's Dracula. BRING YOU BOOKS TO CLASS EACH DAY THAT WE MEET. I would like you to consider these questions: What is the appeal of Gothic Horror? Why do we continue to be intrigued by the Myth of the Vampire? The contemporary commerical success of the vampire themed fantasy romance series Twilight reiterates this assumption. But my question is why? Why does Gothic horror continue to be so popular with readers? Scholars believe that the Victorians turned to this type of novel for emotional and physical release from a world controlled by a repressive moral code. I hardly think that that argument holds water in the 21st century. Think about these questions and be prepared to discuss in class. We will use a study guide/questions/vocabulary to work through the text.
Monday, November 8, 2010
Nov 8-12
VETERAN'S DAY - SCHOOL HOLIDAY THURSDAY NOV. 11
AP LITERATURE: OPENING PARAGRAPHS
Last week as we examined Thomas Paine's Common Sense our brillant class discussions lead us to investigate the idea of Anarchy. Hotel Rwanda is an excellent example anarchy at work within in a nation.
I hope you better understand the difference between revolution and anarchy now. We want to examine the type of language used in introducations to garner the reader's attention. Secondly, we will move on to Asserting (the practice of stating opinions vigorously, thereby giving argument clarity and direction).
English 11
Grammar Workbook pages 75-82 (compound subjects & predicates, order of sub/predicates, direct and indirect objects,object &subject complements)
Introduction to modern poetry Imagism & Sybolism, Pound, Eliot, William Carlos Williams, ee cummings
Writing a descriptive essay pp. 679
Thursday no class
Senior English
This week we will continue to work with British literature in the Middle Ages. One element that defines the Middle Ages is the movement of the Bubonic Plague across Europe. We will watch a history channel documentary of the effects of the plague on the whole of Europe, since we will be examining Boccacio's Decameron. Additionally, you will be composing a piece of creative writing yourself! This tale will be due on Friday Nov. 12th. We will share the tales in class and determine the best tale.
Myth and Legend
We are finally completing Arthurian Legend by examining 2 contemporary pieces of artistic expression. The first is Alfred Lord Tennyson's "The Lady of Shallot," http://charon.sfsu.edu/tennyson/tennlady.html
the second is a song by The Moody Blues, "Knights in White Satin."
French 1/2
We will continue to work with grammar and the vocabulary of chapter 3. Additionally, I think we need a good deal of practice on verb identification. On November 23rd we we will prepare French dishes and participate in a classroom fete. I know you are excited about this.Please prepare for the chapter 3 vocabulary test on Friday chapter 3 vocabulary 1 link on quizlet: http://quizlet.com/1759935/bien-dit-2-ch-31-flash-cards. We will continue to write in French as well as practice pronounciation of phrases to request something, to ask how much something cost and to ask directions.
There are very good powerpoints at this website /http://www.mflresources.org.uk/#frppt
I encourage you to go to this website and practice your French.
See you in class.
AP LITERATURE: OPENING PARAGRAPHS
Last week as we examined Thomas Paine's Common Sense our brillant class discussions lead us to investigate the idea of Anarchy. Hotel Rwanda is an excellent example anarchy at work within in a nation.
I hope you better understand the difference between revolution and anarchy now. We want to examine the type of language used in introducations to garner the reader's attention. Secondly, we will move on to Asserting (the practice of stating opinions vigorously, thereby giving argument clarity and direction).
English 11
Grammar Workbook pages 75-82 (compound subjects & predicates, order of sub/predicates, direct and indirect objects,object &subject complements)
Introduction to modern poetry Imagism & Sybolism, Pound, Eliot, William Carlos Williams, ee cummings
Writing a descriptive essay pp. 679
Thursday no class
Senior English
This week we will continue to work with British literature in the Middle Ages. One element that defines the Middle Ages is the movement of the Bubonic Plague across Europe. We will watch a history channel documentary of the effects of the plague on the whole of Europe, since we will be examining Boccacio's Decameron. Additionally, you will be composing a piece of creative writing yourself! This tale will be due on Friday Nov. 12th. We will share the tales in class and determine the best tale.
Myth and Legend
We are finally completing Arthurian Legend by examining 2 contemporary pieces of artistic expression. The first is Alfred Lord Tennyson's "The Lady of Shallot," http://charon.sfsu.edu/tennyson/tennlady.html
the second is a song by The Moody Blues, "Knights in White Satin."
French 1/2
We will continue to work with grammar and the vocabulary of chapter 3. Additionally, I think we need a good deal of practice on verb identification. On November 23rd we we will prepare French dishes and participate in a classroom fete. I know you are excited about this.Please prepare for the chapter 3 vocabulary test on Friday chapter 3 vocabulary 1 link on quizlet: http://quizlet.com/1759935/bien-dit-2-ch-31-flash-cards. We will continue to write in French as well as practice pronounciation of phrases to request something, to ask how much something cost and to ask directions.
There are very good powerpoints at this website /http://www.mflresources.org.uk/#frppt
I encourage you to go to this website and practice your French.
See you in class.
Sunday, October 31, 2010
Nov. 1-5 TYING LOOSE ENDS--CATCHING UP ETC.
AP Language & Composition REMEMBER SCHOLARLY LANGUAGE DAY
Hey guys, I hope you learned a lot at your session this weekend. The instructor in the first session was most impressed with your intelligence. :) He was awed by your level of critical thinking.:)
We will discuss the material that you worked on at the prep session...and practice writing, writing, writing. Remember you assignment to complete the essay (typed) by Nov. 2nd. See you in class.
English 11
B day take Gatsby test
A& B day We will continue working in the grammar workbook. We will look at types of writing and work with the structure of an essay by breaking it down into parts.
French I/II
I hope you enjoyed your guest lecturer on Friday!!!! This put us behind a bit since I only saw you 2 days last week. The horrible A/B block that we have to deal with. So this week we will be working to catch up.
Comment est-ce qu'on fait...?
We will take the test over chapter 2
Begin the study of food - vocabulary and introduction to chapter 3
chapter 3 vocabulary 1 link on quizlet: http://quizlet.com/1759935/bien-dit-2-ch-31-flash-cards/
This is a food market in Tunisie http://www.youtube.com/watch?v=MS4JyZjlBwo&feature=related
This is the Thursday market in Aix en Provence (where I lived and studied for nine WONDERFUL weeks:)http://www.youtube.com/watch?v=S7SQ4TKLHIM&NR=1
At the Paris market: http://www.youtube.com/watch?v=hQtoOM3Nh9Q
French table setting: http://www.youtube.com/watch?v=f0fe0KcKKlU
READ ALERT! YOU WILL READ A YEAR IN PROVENCE DURING THIS UNIT
Myth and Legend
READ ALERT ----BRAM STOKER''S DRACULA
Boy, did you enjoy your guest lecturer or what? I think it is interesting to explore the way humans make sense of their world. Each has his/her unique approach. Kudos to Zack for his wonderful lecture on his personal approach to spirituality. One thing I think that comes across from studying myths and legends is that there is nothing new under sun. Human thought connects us through time and space.
This week we will complete your presentations of Arthurian legend and Excalibur came in!!!!!!!!! So we will view the film and discuss the cinematic representation of the legend.
Senior English CATCHING UP! CATCHING UP!
This week we will complete the Canterbury tales.
We will continue to discuss the socio-economic and political implications of the tales by focusing in on The Wife of Bath's Prologue and Tale. After reading and completing the work packet for Miller's Tale and The Wife of Bath's Tale, we will listen to a professor from the Great Courses Series explain the socio-economic, political, and aesthetic nature of the work. Then we will write an essay.
Hey guys, I hope you learned a lot at your session this weekend. The instructor in the first session was most impressed with your intelligence. :) He was awed by your level of critical thinking.:)
We will discuss the material that you worked on at the prep session...and practice writing, writing, writing. Remember you assignment to complete the essay (typed) by Nov. 2nd. See you in class.
English 11
B day take Gatsby test
A& B day We will continue working in the grammar workbook. We will look at types of writing and work with the structure of an essay by breaking it down into parts.
French I/II
I hope you enjoyed your guest lecturer on Friday!!!! This put us behind a bit since I only saw you 2 days last week. The horrible A/B block that we have to deal with. So this week we will be working to catch up.
Comment est-ce qu'on fait...?
We will take the test over chapter 2
Begin the study of food - vocabulary and introduction to chapter 3
chapter 3 vocabulary 1 link on quizlet: http://quizlet.com/1759935/bien-dit-2-ch-31-flash-cards/
This is a food market in Tunisie http://www.youtube.com/watch?v=MS4JyZjlBwo&feature=related
This is the Thursday market in Aix en Provence (where I lived and studied for nine WONDERFUL weeks:)http://www.youtube.com/watch?v=S7SQ4TKLHIM&NR=1
At the Paris market: http://www.youtube.com/watch?v=hQtoOM3Nh9Q
French table setting: http://www.youtube.com/watch?v=f0fe0KcKKlU
READ ALERT! YOU WILL READ A YEAR IN PROVENCE DURING THIS UNIT
Myth and Legend
READ ALERT ----BRAM STOKER''S DRACULA
Boy, did you enjoy your guest lecturer or what? I think it is interesting to explore the way humans make sense of their world. Each has his/her unique approach. Kudos to Zack for his wonderful lecture on his personal approach to spirituality. One thing I think that comes across from studying myths and legends is that there is nothing new under sun. Human thought connects us through time and space.
This week we will complete your presentations of Arthurian legend and Excalibur came in!!!!!!!!! So we will view the film and discuss the cinematic representation of the legend.
Senior English CATCHING UP! CATCHING UP!
This week we will complete the Canterbury tales.
We will continue to discuss the socio-economic and political implications of the tales by focusing in on The Wife of Bath's Prologue and Tale. After reading and completing the work packet for Miller's Tale and The Wife of Bath's Tale, we will listen to a professor from the Great Courses Series explain the socio-economic, political, and aesthetic nature of the work. Then we will write an essay.
Sunday, October 24, 2010
October 25-29
French I/II
Comment est-ce qu'on fait...?
We will review for the test over chapter 2
Begin the study of food - vocabulary and introduction to chapter 3
chapter 3 vocabulary 1 link on quizlet: http://quizlet.com/1759935/bien-dit-2-ch-31-flash-cards/
This is a food market in Tunisie http://www.youtube.com/watch?v=MS4JyZjlBwo&feature=related
This is the Thursday market in Aix en Provence (where I lived and studied for nine WONDERFUL weeks:)http://www.youtube.com/watch?v=S7SQ4TKLHIM&NR=1
At the Paris market: http://www.youtube.com/watch?v=hQtoOM3Nh9Q
French table setting: http://www.youtube.com/watch?v=f0fe0KcKKlU
READ ALERT! YOU WILL READ A YEAR IN PROVENCE DURING THIS UNIT
Myth and Legend:
READ ALERT!!! BEGIN READING BRAM STOKER'S DRACULA
This week we will continue to work with Arthurian legend
Each of you should be prepared to teach your peers your Arthurian legend
We will discuss the legend of Camelot and its connection to our own country.
I am hopeful the DVD of Excalibur will come this week. On the 27th we will have a guest speaker who will provide in depth information on the legend of the werewolf. This should be interesting!
English 11
We will work in the grammar workbook this week.
This week we will complete our discussion and viewing of the The Great Gatsby.
The test over Gatsby will be on Thursday October 28th. We will review for the test on Wednesday.
English AP
This Saturday we will have your first student prep for the AP Exam at Columbia. Don't forget!
You will have a timed writing on Tuesday and a debrief on Friday. Reciprocal teaching groups will present their subject to the class. We will complete the film Gatsby.
Senior English
This week we will complete the Canterbury tales.
We will continue to discuss the socio-economic and political implications of the tales
complete packet on the Prologue to the Canterbury tales. You will choose a pilgrim and write an essay. Details in class. See you then.
Comment est-ce qu'on fait...?
We will review for the test over chapter 2
Begin the study of food - vocabulary and introduction to chapter 3
chapter 3 vocabulary 1 link on quizlet: http://quizlet.com/1759935/bien-dit-2-ch-31-flash-cards/
This is a food market in Tunisie http://www.youtube.com/watch?v=MS4JyZjlBwo&feature=related
This is the Thursday market in Aix en Provence (where I lived and studied for nine WONDERFUL weeks:)http://www.youtube.com/watch?v=S7SQ4TKLHIM&NR=1
At the Paris market: http://www.youtube.com/watch?v=hQtoOM3Nh9Q
French table setting: http://www.youtube.com/watch?v=f0fe0KcKKlU
READ ALERT! YOU WILL READ A YEAR IN PROVENCE DURING THIS UNIT
Myth and Legend:
READ ALERT!!! BEGIN READING BRAM STOKER'S DRACULA
This week we will continue to work with Arthurian legend
Each of you should be prepared to teach your peers your Arthurian legend
We will discuss the legend of Camelot and its connection to our own country.
I am hopeful the DVD of Excalibur will come this week. On the 27th we will have a guest speaker who will provide in depth information on the legend of the werewolf. This should be interesting!
English 11
We will work in the grammar workbook this week.
This week we will complete our discussion and viewing of the The Great Gatsby.
The test over Gatsby will be on Thursday October 28th. We will review for the test on Wednesday.
English AP
This Saturday we will have your first student prep for the AP Exam at Columbia. Don't forget!
You will have a timed writing on Tuesday and a debrief on Friday. Reciprocal teaching groups will present their subject to the class. We will complete the film Gatsby.
Senior English
This week we will complete the Canterbury tales.
We will continue to discuss the socio-economic and political implications of the tales
complete packet on the Prologue to the Canterbury tales. You will choose a pilgrim and write an essay. Details in class. See you then.
Sunday, October 17, 2010
October 18-22
French I/II
This week we will complete unit two. We will review the construction of the passe compose with etre and avoir, review and practice irregular past participles, and prepare for a unit test on Friday. Please review all materials of chapter two before coming to class on Tuesday. This is a link to practice the passe compose of avoir and etre verbs on quizlet: http://quizlet.com/31933/u2-french-verbs-passe-compose-with-avoir-etre-flash-cards/ PLEASE MAKE SURE YOU PRACTICE THIS VERB VOCABULARY
English 11
This will be a short week for you and we have much to do. On Thursday you will have a test over the Great Gatsby vocabulary on Wednesday. This is the link to study that was posted last week: http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
we will view a documentary on F. Scott Fitzgerald and you will compare and contrast characterizations from the Gatsby with the author's life. Additionally, I will show you the opulent mansions on what was know as "the gold coast" of Long Island in the 1920s contrasting these with sharecroppers homes of the South, and a documentary on the effects of prohibition. All of these will demonstrate the ROAR of the 1920s and the disparity that remained between the classes
English AP
We will continue our work on the Great Gatsby. Wednesday vocabulary test over Gatsby: http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
This week we will view a documentary on F. Scott Fitzgerald and you will compare and contrast characterizations from the Gatsby with the author's life. Additionally, I will show you the opulent mansions on what was know as "the gold coast" of Long Island in the 1920s contrasting these with share croppers homes in the South., and a documentary on the effects of prohibition. All of these will demonstrate the ROAR of the 1920s and the disparity that remained between the classes
Friday you will write your second timed essay.
Myth and Legend
We will continue our study of Arthurian legends.
test over Arthurian vocabulary: http://quizlet.com/2319058/king-arthur-flash-cards/
we will continue to look at how the these legends helped shape the British character
and the characteristics of the medieval romance
each of will be assigned a particular legend to teach to the class. More later on this!
SENIOR ENGLISH .....AWAY TO CANTERBURY
this should be a rollicking good time tra la la....
WEDNESDAY-VOCAB TEST ON CHAUCER'S CANTERBURY TALES
GO TO THIS WEBSITE AND READ ABOUT "THE GREAT VOWEL SHIFT" THAT OCCURRED IN CHAUCER'S TIME: http://www.bbc.co.uk/dna/h2g2/A980624 (the Anglo-Saxons wore 'boats' on their 'fate' while the English wear 'boots' on our 'feet'.)
HANDOUT OF OLD/MIDDLE/AND MODERN ENGLISH
GENERAL PROLOGUE INTRODUCTION OF THE CHARACTERS AND THEIR POSITION IN THE ESTATES SATIRE - WORK SHEET
KNIGHT'S TALE (COURTLY LOVE)
WIFE OF BATH TALE
MILLER'S TALE
This week we will complete unit two. We will review the construction of the passe compose with etre and avoir, review and practice irregular past participles, and prepare for a unit test on Friday. Please review all materials of chapter two before coming to class on Tuesday. This is a link to practice the passe compose of avoir and etre verbs on quizlet: http://quizlet.com/31933/u2-french-verbs-passe-compose-with-avoir-etre-flash-cards/ PLEASE MAKE SURE YOU PRACTICE THIS VERB VOCABULARY
English 11
This will be a short week for you and we have much to do. On Thursday you will have a test over the Great Gatsby vocabulary on Wednesday. This is the link to study that was posted last week: http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
we will view a documentary on F. Scott Fitzgerald and you will compare and contrast characterizations from the Gatsby with the author's life. Additionally, I will show you the opulent mansions on what was know as "the gold coast" of Long Island in the 1920s contrasting these with sharecroppers homes of the South, and a documentary on the effects of prohibition. All of these will demonstrate the ROAR of the 1920s and the disparity that remained between the classes
English AP
We will continue our work on the Great Gatsby. Wednesday vocabulary test over Gatsby: http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
This week we will view a documentary on F. Scott Fitzgerald and you will compare and contrast characterizations from the Gatsby with the author's life. Additionally, I will show you the opulent mansions on what was know as "the gold coast" of Long Island in the 1920s contrasting these with share croppers homes in the South., and a documentary on the effects of prohibition. All of these will demonstrate the ROAR of the 1920s and the disparity that remained between the classes
Friday you will write your second timed essay.
Myth and Legend
We will continue our study of Arthurian legends.
test over Arthurian vocabulary: http://quizlet.com/2319058/king-arthur-flash-cards/
we will continue to look at how the these legends helped shape the British character
and the characteristics of the medieval romance
each of will be assigned a particular legend to teach to the class. More later on this!
SENIOR ENGLISH .....AWAY TO CANTERBURY
this should be a rollicking good time tra la la....
WEDNESDAY-VOCAB TEST ON CHAUCER'S CANTERBURY TALES
GO TO THIS WEBSITE AND READ ABOUT "THE GREAT VOWEL SHIFT" THAT OCCURRED IN CHAUCER'S TIME: http://www.bbc.co.uk/dna/h2g2/A980624 (the Anglo-Saxons wore 'boats' on their 'fate' while the English wear 'boots' on our 'feet'.)
HANDOUT OF OLD/MIDDLE/AND MODERN ENGLISH
GENERAL PROLOGUE INTRODUCTION OF THE CHARACTERS AND THEIR POSITION IN THE ESTATES SATIRE - WORK SHEET
KNIGHT'S TALE (COURTLY LOVE)
WIFE OF BATH TALE
MILLER'S TALE
Thursday, October 7, 2010
October 11-15
HEY EVERYONE!!!!!! I HOPE YOU ARE HAVING A GREAT FALL BREAK. HOWEVER......
we still have our education to think about, right? We want to accomplish great things, right?
“We need to internalize this idea of excellence. Not many folks spend a lot of time trying to be excellent. ” ~~ Barack Obama
English AP 11
this is a link to the vocabulary words for The Great Gatsby. There are 57 terms so you should begin to study these on quizlet NOW. http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
~~~~~~~~~~Read Alert!!!!!!!!!!!! Remember you will have a reading test over The Great Gatsby as soon a you return to school. Please read the NOTES UNDER ENGLISH 11 ON Modernism & the Modern Novel. Print out and bring to class. You are responsible for knowing this information
English 11
this is a link to the vocabulary words for The Great Gatsby. There are 57 terms so you should begin to study these on quizlet NOW. http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
~~~~~~~~~~Read Alert!!!!!!!!!!!! Remember you will have a reading test over The Great Gatsby as soon a you return to school.
Please read the following information. Print out and bring to class. You are responsible for knowing this information
Modernism & the Modern Novel Notes:
The term modernism refers to the radical shift in aesthetic and cultural sensibilities evident in the art and literature of the post-World War One period. The ordered, stable and inherently meaningful world view of the nineteenth century could not, wrote T.S. Eliot, accord with "the immense panorama of futility and anarchy which is contemporary history." Modernism thus marks a distinctive break with Victorian bourgeois morality; rejecting nineteenth-century optimism, they presented a profoundly pessimistic picture of a culture in disarray. This despair often results in an apparent apathy and moral relativism.. Modernist writers, in their attempt to throw off the aesthetic burden of the realist novel, these writers introduced a variety of literary tactics and devices. Modernism is often derided for abandoning the social world in favor of its narcissistic interest in language and its processes. Recognizing the failure of language to ever fully communicate meaning ("That's not it at all, that's not what I meant at all" laments Eliot's J. Alfred Prufrock), the modernists generally downplayed content in favor of an investigation of form.The fragmented, non-chronological, poetic forms utilized by Eliot and Pound revolutionized poetic language. Modern life seemed radically different from traditional life -- more scientific, faster, more technological, and more mechanized. Modernism embraced these changes. Technological innovation in the world of factories and machines inspired new attentiveness to technique in the arts. To take one example: Light, particularly electrical light, fascinated modern artists and writers. Posters and advertisements of the period are full of images of floodlit skyscrapers and light rays shooting out from automobile headlights, movie houses, and watchtowers to illumine a forbidding outer darkness suggesting ignorance and old-fashioned tradition. Vision and viewpoint became an essential aspect of the modernist novel as well. No longer was it sufficient to write a straightforward third-person narrative or (worse yet) use a pointlessly intrusive narrator. The way the story was told became as important as the story itself.
Henry James, William Faulkner, and many other American writers experimented with fictional points of view (some are still doing so). James often restricted the information in the novel to what a single character would have known. Faulkner's novel The Sound and the Fury (1929) breaks up the narrative into four sections, each giving the viewpoint of a different character (including a mentally retarded boy). To analyze such modernist novels and poetry, a school of "new criticism" arose in the United States, with a new critical vocabulary. New critics hunted the "epiphany" (moment in which a character suddenly sees the transcendent truth of a situation, a term derived from a holy saint's appearance to mortals); they "examined" and "clarified" a work, hoping to "shed light" upon it through their "insights."
SOURCE: http://webcache.googleusercontent.com/search?q=cache:EqHJOMsYVjcJ:www.troyhigh.com/ourpages/auto/2007/8/29/1188402427607/The%2520Great%2520Gatsby.ppt+literary+modernism+and+gatsby&cd=28&hl=en&ct=clnk&gl=us
RESEARCH ONLINE:
1. THE EFFECTS OF WORLD WAR I ON THE LOST GENERATION
What were the youth rebelling against? Has anything changed in 2010?
2. F. SCOTT FITZGERALD AND ZELDA SAYRE (Zelda was from Montgomery, Alabama.)
SENIOR ENGLISH
WE ARE NOW MOVING INTO THE MIDDLE AGES IN ENGLISH LITERATURE. WE WILL BEGIN OUR STUDY OF GEOFFREY CHAUCER AND THE CANTERBURY TALES. I SUGGEST THAT YOU TAKE MY DIRECTIONS AND STUDY THE RESOURCES BELOW. MANY OF YOU DID NOT DO THIS WITH BEOWULF AND YOUR TEST GRADES REFLECTED THIS LACK OF ATTENTION TO YOUR ASSIGNMENTS.
I WILL LEAVE THESE LINKS UP FOR TWO WEEKS.
ALL THE INFORMATION ON THESE WEBSITES WILL BE ON THE UNIT TEST SO YOU SHOULD TAKE NOTES OR PRINT OUT THE MATERIAL.
Go to this link and read about Thomas a Becket and his martyrdom: http://www.eyewitnesstohistory.com/becket.htm
These are the terms you need to know for this week. They are the pilgrims who travel to Canterbury in the Tales: http://quizlet.com/1252657/canterbury-tales-pilgrim-profiles-flash-cards/
View the original manuscripts of the Canterbury tales: http://molcat1.bl.uk/treasures/caxton/search.asp
PLEASE READ, STUDY, and PRINT OUT (bring to class with you) THE PAGE CONNECTED TO THE FOLLOWING LINK: http://webcache.googleusercontent.com/search?q=cache:bBWoutwHhfsJ:arapahoe.littletonpublicschools.net/Portals/7/Language%2520Arts/Siekmeier/AP%2520Language/CT%2520Addl%2520background.doc+BACKGROUND+FOR+CANTERBURY+TALES&cd=9&hl=en&ct=clnk&gl=us
YOU ARE RESPONSIBLE FOR THIS INFORMATION ON THE TEST OVER CHAUCER'S CANTERBURY TALES
THIS IS A LINK TO A MAP OF THE PILGRIM'S ROUTE TO CANTERBURY: http://faculty.arts.ubc.ca/sechard/346map.htm
HERE IS A LINK TO A PICTORIAL TOUR OF CANTERBURY CATHEDRAL: http://www.faculty.de.gcsu.edu/~dvess/ids/medieval/canterbury/canterbury.shtml#tour
RESEARCH ON LINE: KNOW THIS MATERIAL!!!!!!!!!!!!!!!!!!!!!!!!!!!
FUELDALISM: http://www.historyonthenet.com/Medieval_Life/feudalism.htm
ST. THOMAS A BECKET (see link above)
COURTLY LOVE: http://cla.calpoly.edu/~dschwart/engl513/courtly/courtly.htm
here is an excerpt on COURTLY LOVE: YOU NEED TO KNOW THE CONVENTIONS LISTED BELOW: PRINT OUT A COPY FOR YOURSELF AND BRING TO CLASS.
The conventions of courtly love are that a knight of noble blood would adore and worship a young noble-woman from afar, seeking to protect her honor and win her favor by valorous deeds. He typically falls ill with love-sickness, while the woman chastely or scornfully rejects or refuses his advances in public, but privately encourages him. Courtly love was associated with (A) nobility, since no peasants can engage in "fine love"; (B) secrecy; (C) adultery, since often the one or both participants were married to another noble or trapped in an unloving marriage; and (D) paradoxically with chastity, since the passion could never be consummated due to social circumstances, thus it was a "higher love" unsullied by selfish carnal desires.
An example of this attitude is found in Castiglione's The Courtier, which presents a Renaissance outlook on this medieval ideal:
I hold that a gentleman of worth, who is in love, ought to be sincere and truthful in this [labor] as in all other things; and it if it is true that to betray an enemy is baseness and a most abominable wrong, think how much more grave the offense ought to be considered when done to one whom we love. And I believe that every gentle lover endures so many toils, so many vigils, exposes himself to so many dangers, sheds so many tears, uses so many ways and means to please his lady love--not chiefly in order to possess her body, but to take the fortress of her mind and to break those hardest diamonds and melt that cold ice, which are often found in the tender breasts of women And this I believe is the true and sound pleasure and the goal aimed at by every noble heart. Certainly, if I were in love, I should wish rather to be sure that she whom I served returned my love from her heart and had given me her inner self--if I had no other satisfaction from her--than to take all pleasure with her against her will; for in such a case I should consider myself master merely of a lifeless body. Hence, those who pursue their desires by these tricks, which might perhaps rather be called treacheries than tricks, do wrong to others, nor do they gain that satisfaction withal which is sought in love if they possess the body without the will. I say the same of certain others who in their love make use of enchantments, charms, sometimes force, sometimes sleeping potions, and such things. And you must know that gifts do much to lessen the pleasures of love; for a man can suspect that he is not loved but that his lady makes a show of loving him in order to gain something by it. Hence, you see that the love of some great lady is prized because it seems that it cannot arise from any other source save that of real and true affection, nor is it to be thought that so great a lady would ever pretend to love an inferior if she did not really love him.
--The Book of the Courtier, Book 2, Paragraph 94 SOURCE: http://web.cn.edu/kwheeler/courtly_love.html
FRENCH I/II
we will continue our work in chapter two. You all did very well on your vocabulary test! Felicitations! I will post more as the week progresses so please check back!
Myth and Legend
Hey guys! On Monday you will take your test over Edith Hamilton's Mythology.
Next we will move into a study of England's legend of King Arthur and the Knights of the Round Table. I will be supply you with handouts of this work and you will also be required to do some online reading. I have a very good documentary on The Legend of Arthur that I will show you in class.
Joseph Campbell said, We don't look to myth to find the meaning of life, its purpose is to make us appreciate 'the adventure of being alive'. Without some sense of ourselves within a larger history of human imagination and experience, our life would inevitably lack romance and depth. The stories and imagery we have in our heads are only a tiny fraction of what is available to us, and in increasing our knowledge of past culture and art, life is enriched immeasurably.
First I would like for you to go to this website and read the following: When did King Arthur live? Knights of the Round Table Geography (click on the links of all places and know these) http://www-personal.umich.edu/~merrie/Arthur/index.html
This is a vocabulary list for the Arthurian legend unit. You must begin your study of these terms now.
http://quizlet.com/2319058/king-arthur-flash-cards/
we still have our education to think about, right? We want to accomplish great things, right?
“We need to internalize this idea of excellence. Not many folks spend a lot of time trying to be excellent. ” ~~ Barack Obama
English AP 11
this is a link to the vocabulary words for The Great Gatsby. There are 57 terms so you should begin to study these on quizlet NOW. http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
~~~~~~~~~~Read Alert!!!!!!!!!!!! Remember you will have a reading test over The Great Gatsby as soon a you return to school. Please read the NOTES UNDER ENGLISH 11 ON Modernism & the Modern Novel. Print out and bring to class. You are responsible for knowing this information
English 11
this is a link to the vocabulary words for The Great Gatsby. There are 57 terms so you should begin to study these on quizlet NOW. http://quizlet.com/2467438/great-gatsby-h-m-king-flash-cards/
~~~~~~~~~~Read Alert!!!!!!!!!!!! Remember you will have a reading test over The Great Gatsby as soon a you return to school.
Please read the following information. Print out and bring to class. You are responsible for knowing this information
Modernism & the Modern Novel Notes:
The term modernism refers to the radical shift in aesthetic and cultural sensibilities evident in the art and literature of the post-World War One period. The ordered, stable and inherently meaningful world view of the nineteenth century could not, wrote T.S. Eliot, accord with "the immense panorama of futility and anarchy which is contemporary history." Modernism thus marks a distinctive break with Victorian bourgeois morality; rejecting nineteenth-century optimism, they presented a profoundly pessimistic picture of a culture in disarray. This despair often results in an apparent apathy and moral relativism.. Modernist writers, in their attempt to throw off the aesthetic burden of the realist novel, these writers introduced a variety of literary tactics and devices. Modernism is often derided for abandoning the social world in favor of its narcissistic interest in language and its processes. Recognizing the failure of language to ever fully communicate meaning ("That's not it at all, that's not what I meant at all" laments Eliot's J. Alfred Prufrock), the modernists generally downplayed content in favor of an investigation of form.The fragmented, non-chronological, poetic forms utilized by Eliot and Pound revolutionized poetic language. Modern life seemed radically different from traditional life -- more scientific, faster, more technological, and more mechanized. Modernism embraced these changes. Technological innovation in the world of factories and machines inspired new attentiveness to technique in the arts. To take one example: Light, particularly electrical light, fascinated modern artists and writers. Posters and advertisements of the period are full of images of floodlit skyscrapers and light rays shooting out from automobile headlights, movie houses, and watchtowers to illumine a forbidding outer darkness suggesting ignorance and old-fashioned tradition. Vision and viewpoint became an essential aspect of the modernist novel as well. No longer was it sufficient to write a straightforward third-person narrative or (worse yet) use a pointlessly intrusive narrator. The way the story was told became as important as the story itself.
Henry James, William Faulkner, and many other American writers experimented with fictional points of view (some are still doing so). James often restricted the information in the novel to what a single character would have known. Faulkner's novel The Sound and the Fury (1929) breaks up the narrative into four sections, each giving the viewpoint of a different character (including a mentally retarded boy). To analyze such modernist novels and poetry, a school of "new criticism" arose in the United States, with a new critical vocabulary. New critics hunted the "epiphany" (moment in which a character suddenly sees the transcendent truth of a situation, a term derived from a holy saint's appearance to mortals); they "examined" and "clarified" a work, hoping to "shed light" upon it through their "insights."
SOURCE: http://webcache.googleusercontent.com/search?q=cache:EqHJOMsYVjcJ:www.troyhigh.com/ourpages/auto/2007/8/29/1188402427607/The%2520Great%2520Gatsby.ppt+literary+modernism+and+gatsby&cd=28&hl=en&ct=clnk&gl=us
RESEARCH ONLINE:
1. THE EFFECTS OF WORLD WAR I ON THE LOST GENERATION
What were the youth rebelling against? Has anything changed in 2010?
2. F. SCOTT FITZGERALD AND ZELDA SAYRE (Zelda was from Montgomery, Alabama.)
SENIOR ENGLISH
WE ARE NOW MOVING INTO THE MIDDLE AGES IN ENGLISH LITERATURE. WE WILL BEGIN OUR STUDY OF GEOFFREY CHAUCER AND THE CANTERBURY TALES. I SUGGEST THAT YOU TAKE MY DIRECTIONS AND STUDY THE RESOURCES BELOW. MANY OF YOU DID NOT DO THIS WITH BEOWULF AND YOUR TEST GRADES REFLECTED THIS LACK OF ATTENTION TO YOUR ASSIGNMENTS.
I WILL LEAVE THESE LINKS UP FOR TWO WEEKS.
ALL THE INFORMATION ON THESE WEBSITES WILL BE ON THE UNIT TEST SO YOU SHOULD TAKE NOTES OR PRINT OUT THE MATERIAL.
Go to this link and read about Thomas a Becket and his martyrdom: http://www.eyewitnesstohistory.com/becket.htm
These are the terms you need to know for this week. They are the pilgrims who travel to Canterbury in the Tales: http://quizlet.com/1252657/canterbury-tales-pilgrim-profiles-flash-cards/
View the original manuscripts of the Canterbury tales: http://molcat1.bl.uk/treasures/caxton/search.asp
PLEASE READ, STUDY, and PRINT OUT (bring to class with you) THE PAGE CONNECTED TO THE FOLLOWING LINK: http://webcache.googleusercontent.com/search?q=cache:bBWoutwHhfsJ:arapahoe.littletonpublicschools.net/Portals/7/Language%2520Arts/Siekmeier/AP%2520Language/CT%2520Addl%2520background.doc+BACKGROUND+FOR+CANTERBURY+TALES&cd=9&hl=en&ct=clnk&gl=us
YOU ARE RESPONSIBLE FOR THIS INFORMATION ON THE TEST OVER CHAUCER'S CANTERBURY TALES
THIS IS A LINK TO A MAP OF THE PILGRIM'S ROUTE TO CANTERBURY: http://faculty.arts.ubc.ca/sechard/346map.htm
HERE IS A LINK TO A PICTORIAL TOUR OF CANTERBURY CATHEDRAL: http://www.faculty.de.gcsu.edu/~dvess/ids/medieval/canterbury/canterbury.shtml#tour
RESEARCH ON LINE: KNOW THIS MATERIAL!!!!!!!!!!!!!!!!!!!!!!!!!!!
FUELDALISM: http://www.historyonthenet.com/Medieval_Life/feudalism.htm
ST. THOMAS A BECKET (see link above)
COURTLY LOVE: http://cla.calpoly.edu/~dschwart/engl513/courtly/courtly.htm
here is an excerpt on COURTLY LOVE: YOU NEED TO KNOW THE CONVENTIONS LISTED BELOW: PRINT OUT A COPY FOR YOURSELF AND BRING TO CLASS.
The conventions of courtly love are that a knight of noble blood would adore and worship a young noble-woman from afar, seeking to protect her honor and win her favor by valorous deeds. He typically falls ill with love-sickness, while the woman chastely or scornfully rejects or refuses his advances in public, but privately encourages him. Courtly love was associated with (A) nobility, since no peasants can engage in "fine love"; (B) secrecy; (C) adultery, since often the one or both participants were married to another noble or trapped in an unloving marriage; and (D) paradoxically with chastity, since the passion could never be consummated due to social circumstances, thus it was a "higher love" unsullied by selfish carnal desires.
An example of this attitude is found in Castiglione's The Courtier, which presents a Renaissance outlook on this medieval ideal:
I hold that a gentleman of worth, who is in love, ought to be sincere and truthful in this [labor] as in all other things; and it if it is true that to betray an enemy is baseness and a most abominable wrong, think how much more grave the offense ought to be considered when done to one whom we love. And I believe that every gentle lover endures so many toils, so many vigils, exposes himself to so many dangers, sheds so many tears, uses so many ways and means to please his lady love--not chiefly in order to possess her body, but to take the fortress of her mind and to break those hardest diamonds and melt that cold ice, which are often found in the tender breasts of women And this I believe is the true and sound pleasure and the goal aimed at by every noble heart. Certainly, if I were in love, I should wish rather to be sure that she whom I served returned my love from her heart and had given me her inner self--if I had no other satisfaction from her--than to take all pleasure with her against her will; for in such a case I should consider myself master merely of a lifeless body. Hence, those who pursue their desires by these tricks, which might perhaps rather be called treacheries than tricks, do wrong to others, nor do they gain that satisfaction withal which is sought in love if they possess the body without the will. I say the same of certain others who in their love make use of enchantments, charms, sometimes force, sometimes sleeping potions, and such things. And you must know that gifts do much to lessen the pleasures of love; for a man can suspect that he is not loved but that his lady makes a show of loving him in order to gain something by it. Hence, you see that the love of some great lady is prized because it seems that it cannot arise from any other source save that of real and true affection, nor is it to be thought that so great a lady would ever pretend to love an inferior if she did not really love him.
--The Book of the Courtier, Book 2, Paragraph 94 SOURCE: http://web.cn.edu/kwheeler/courtly_love.html
FRENCH I/II
we will continue our work in chapter two. You all did very well on your vocabulary test! Felicitations! I will post more as the week progresses so please check back!
Myth and Legend
Hey guys! On Monday you will take your test over Edith Hamilton's Mythology.
Next we will move into a study of England's legend of King Arthur and the Knights of the Round Table. I will be supply you with handouts of this work and you will also be required to do some online reading. I have a very good documentary on The Legend of Arthur that I will show you in class.
Joseph Campbell said, We don't look to myth to find the meaning of life, its purpose is to make us appreciate 'the adventure of being alive'. Without some sense of ourselves within a larger history of human imagination and experience, our life would inevitably lack romance and depth. The stories and imagery we have in our heads are only a tiny fraction of what is available to us, and in increasing our knowledge of past culture and art, life is enriched immeasurably.
First I would like for you to go to this website and read the following: When did King Arthur live? Knights of the Round Table Geography (click on the links of all places and know these) http://www-personal.umich.edu/~merrie/Arthur/index.html
This is a vocabulary list for the Arthurian legend unit. You must begin your study of these terms now.
http://quizlet.com/2319058/king-arthur-flash-cards/
Saturday, September 25, 2010
September 27 - October 1
HEY GUYS LETS LEARN SOMETHING THIS WEEK!!!!!!!!!!!!!!!!!!!!!!!
French I/II
Here is the link for chapter 2 vocabulary 2. we will have this test on Friday October 1
http://quizlet.com/1189619/bien-dit-ch-2-voc-2-flash-cards/
Here is the link to The Taking of Power by Louis XIV: http://www.youtube.com/results?search_query=the+taking+of+power+by+louis+xiv&aq=0
This week we will continue to work with chapter 2. We will be working with indirect objects this week.
This is a link to the handout I will give you in class on the daily routine of Louis XIV. We will translate in class and discuss the terms. http://www.lescolombesduroisoleil.com/La-vie-quotidienne-de-Louis-XIV.html
This relates the daily routine or La vie quotidienne of Louis XIV. To understand a nation, you must first understand its history. Here is another link of 50 questions about France: http://www.understandfrance.org/France/Understanding.html I think you will find these very informative.
English 11 AP
This week we will work through the essays by Jonathan Swift. We will be looking for elements of rhetoric within the essays. Be sure to answer the questions on the handout before coming to class. This is important if we are to have an informed discussion. I will show a video on THESIS STATEMENTS. We will practice writing a well formed thesis statement. Additionally, we will view a video of Plato's Allegory of the Cave and read Susan Sontag's Essay "In Plato's Cave." If you want to read ahead here is a link to questions we will use to analyze the text : http://www.myteacherpages.com/webpages/rgunnar/ap.cfm?subpage=350087
This is a link to a powerful powerpoint on the essay: http://www.carrieacosta.com/class/advanced/in_platos_cave.pdf
Here is the link for the 2nd SAT vocabulary: http://quizlet.com/2321798/sat-vocab-2-flash-cards/ Please study as we will have a test on Friday October 1st. READ ALERT!!!!!!!!!!!!!!! READ THE GREAT GATSBY OVER FALL BREAK!!!!!!!!!!!!!!!!!
English 11
This is the link for the 2nd SAT vocabulary words: http://quizlet.com/2321798/sat-vocab-2-flash-cards/ You will have a test on Thursday over these so be sure and study. Also we will have a Unit test over Realism, An Occurrence at Owl Creek Bridge, The Notorious Jumping Frogs, and To Build a Fire. I will review for this on Monday and the test will be on Thursday.
READ ALERT!!!!!!!!!!!!!!! READ THE GREAT GATSBY OVER FALL BREAK!!!!!!!!!!!!!!!!!
Myth and Legend
This week will finish our study of Oedipus and take a test over Greek Mythology. After fall break we will begin the study of Arthurian Legends and we will have a guest speaker talk to us about the legend of the WEREWOLF around Halloween.
Senior English
This week we will complete our reading of Beowulf and take a test over the Anglo Saxon Myth (this will include the characteristics of the Epic and the Hero) on Friday. On Tuesday you will take the test over the vocabulary from Beowulf: http://quizlet.com/1249583/beowulf-vocabulary-words-flash-cards/ I THOUGHT YOUR BOASTS WERE EXCELLENT!
French I/II
Here is the link for chapter 2 vocabulary 2. we will have this test on Friday October 1
http://quizlet.com/1189619/bien-dit-ch-2-voc-2-flash-cards/
Here is the link to The Taking of Power by Louis XIV: http://www.youtube.com/results?search_query=the+taking+of+power+by+louis+xiv&aq=0
This week we will continue to work with chapter 2. We will be working with indirect objects this week.
This is a link to the handout I will give you in class on the daily routine of Louis XIV. We will translate in class and discuss the terms. http://www.lescolombesduroisoleil.com/La-vie-quotidienne-de-Louis-XIV.html
This relates the daily routine or La vie quotidienne of Louis XIV. To understand a nation, you must first understand its history. Here is another link of 50 questions about France: http://www.understandfrance.org/France/Understanding.html I think you will find these very informative.
English 11 AP
This week we will work through the essays by Jonathan Swift. We will be looking for elements of rhetoric within the essays. Be sure to answer the questions on the handout before coming to class. This is important if we are to have an informed discussion. I will show a video on THESIS STATEMENTS. We will practice writing a well formed thesis statement. Additionally, we will view a video of Plato's Allegory of the Cave and read Susan Sontag's Essay "In Plato's Cave." If you want to read ahead here is a link to questions we will use to analyze the text : http://www.myteacherpages.com/webpages/rgunnar/ap.cfm?subpage=350087
This is a link to a powerful powerpoint on the essay: http://www.carrieacosta.com/class/advanced/in_platos_cave.pdf
Here is the link for the 2nd SAT vocabulary: http://quizlet.com/2321798/sat-vocab-2-flash-cards/ Please study as we will have a test on Friday October 1st. READ ALERT!!!!!!!!!!!!!!! READ THE GREAT GATSBY OVER FALL BREAK!!!!!!!!!!!!!!!!!
English 11
This is the link for the 2nd SAT vocabulary words: http://quizlet.com/2321798/sat-vocab-2-flash-cards/ You will have a test on Thursday over these so be sure and study. Also we will have a Unit test over Realism, An Occurrence at Owl Creek Bridge, The Notorious Jumping Frogs, and To Build a Fire. I will review for this on Monday and the test will be on Thursday.
READ ALERT!!!!!!!!!!!!!!! READ THE GREAT GATSBY OVER FALL BREAK!!!!!!!!!!!!!!!!!
Myth and Legend
This week will finish our study of Oedipus and take a test over Greek Mythology. After fall break we will begin the study of Arthurian Legends and we will have a guest speaker talk to us about the legend of the WEREWOLF around Halloween.
Senior English
This week we will complete our reading of Beowulf and take a test over the Anglo Saxon Myth (this will include the characteristics of the Epic and the Hero) on Friday. On Tuesday you will take the test over the vocabulary from Beowulf: http://quizlet.com/1249583/beowulf-vocabulary-words-flash-cards/ I THOUGHT YOUR BOASTS WERE EXCELLENT!
Saturday, September 18, 2010
September 20-24
French I/II
Bonjour mes etudiants! I enjoyed taking Clara and Marianne to see the cotton in full bloom. We take the natural world around us for granted sometimes and it is neat to see the wonder in someone's eyes when they are seeing something for the first time. I was very suprised to find out that most of you had never seen cotton that close or touched it. I think that was an educational experience for many of you on Friday. I had fun with you comme d'habitude. We will continue working with chp. 2 direct/indirect object pronouns this week and with verbs, vocabulary, and Paris (we will travel to Versailles!)
This is the link for you to practice your vocabulary for Chp.2 Part 1 Vocabulary Test on Friday Sept. 24th.
http://quizlet.com/1276099/bien-dit-2-ch-2-1-flash-cards/
Senior English
This is a link to the vocabulary for Beowulf: http://quizlet.com/1249583/beowulf-vocabulary-words-flash-cards/ Last year we used quizlet to practice SAT vocabulary. This is the same website. Go there and practice the vocabulary for Beowulf. Your test will be on September 28th. On friday our "doughnut day" we will present your BOASTS following in the footsteps of the heroic tradition! the date for this is September 24th.
This week we will learn about Anglo-Saxon Riddles and try to solve some of these riddles. Historically, many cultures have riddle-poem traditions. One of the best known is the riddle-poem tradition of the Anglo-Saxons, Vikings, and Teutons. These are also referred to as enigmata. These cultures of the Dark Ages played riddle-poem games around their hearth-fires for over five hundred years. Some of their riddles were written down and have survived to this day. Here as an example is a modern English translation of a simple riddle-poem, over a thousand years old. It's from the Red Book of Exeter, which contains many Anglo-Saxon riddles and is one of four surviving Anglo-Saxon prosody manuscripts.
Riddle: A wonder on the wave / water became bone.
can you solve this riddle? This simple, one-line poem is a good example of Anglo-Saxon prosody and the riddle-poem style. Good riddle-poems are concise, pithy, visual, and have a beat. Like haiku and other short forms, they revolve around a compelling image, but in presentation they are likely more akin to poetry slam performances.
Another common feature in Anglo-Saxon prosody is the use of "kennings." These were words before there were words--that is, these were extant words used in combination when no other word for something yet existed. These were often poetic descriptions of some simple thing or event--and had the effect of sometimes being a riddle within the riddle-poem. Some Viking kennings were used so conventionally that they became poetic clichés, even then. For example, the ocean was called the "whale-road," the sun was referred to as the "world-candle, battle was known as "a feast of eagles," warriors became "spear-trees," and generous chieftains were known as "ring-givers." This last kenning was in reference to the practice of a Viking warrior to receive a ring or bracelet from the chieftain's own arm as a special favor, and bestowing such a gift also confirmed the power of the chieftain.
Source: http://www.public.asu.edu/~aarios/formsofverse/furtherreading/page3.html
English 11 AP
Hey guys! This week we will be reading Great English Essays from Bacon to Chesterton and we will discuss the elements of rhetoric utilized by the essayists. We'll be reading Jonathan Swift's "A Meditation Upon a Broomstick" and "A Modest Proposal." On Tuesday I will test you on the assigned SAT vocabulary. Here is the link to practice your SAT vocabulary: http://quizlet.com/2545047/vocabulary-plus-49-flash-cards/ TEST ON FRIDAY
English 11
Wednesday SEPTEMBER 22 test over SAT Vocabulary words We will read and discuss Jack London's To Build a Fire. I will help you do a critical reading of the short story looking for literary elements used by London to create a naturalist writing. We will continue to work in the grammar workbook as well. Here is the link for you to practice your SAT vocabulary: http://quizlet.com/2545047/vocabulary-plus-49-flash-cards/
Myth and Legend.
This week we will be reading Oedipus the King. You have your assigned parts so get your costumes ready. Our overarching goal will be to identify passages demonstrating the tension between free will and fate in the text. By the way, what was the riddle of the Sphinx? Do you know? Here it is. Can you solve it:? Oedipus did. What goes on four legs in the morning, on two legs at noon, and on three legs in the evening?
Bonjour mes etudiants! I enjoyed taking Clara and Marianne to see the cotton in full bloom. We take the natural world around us for granted sometimes and it is neat to see the wonder in someone's eyes when they are seeing something for the first time. I was very suprised to find out that most of you had never seen cotton that close or touched it. I think that was an educational experience for many of you on Friday. I had fun with you comme d'habitude. We will continue working with chp. 2 direct/indirect object pronouns this week and with verbs, vocabulary, and Paris (we will travel to Versailles!)
This is the link for you to practice your vocabulary for Chp.2 Part 1 Vocabulary Test on Friday Sept. 24th.
http://quizlet.com/1276099/bien-dit-2-ch-2-1-flash-cards/
Senior English
This is a link to the vocabulary for Beowulf: http://quizlet.com/1249583/beowulf-vocabulary-words-flash-cards/ Last year we used quizlet to practice SAT vocabulary. This is the same website. Go there and practice the vocabulary for Beowulf. Your test will be on September 28th. On friday our "doughnut day" we will present your BOASTS following in the footsteps of the heroic tradition! the date for this is September 24th.
This week we will learn about Anglo-Saxon Riddles and try to solve some of these riddles. Historically, many cultures have riddle-poem traditions. One of the best known is the riddle-poem tradition of the Anglo-Saxons, Vikings, and Teutons. These are also referred to as enigmata. These cultures of the Dark Ages played riddle-poem games around their hearth-fires for over five hundred years. Some of their riddles were written down and have survived to this day. Here as an example is a modern English translation of a simple riddle-poem, over a thousand years old. It's from the Red Book of Exeter, which contains many Anglo-Saxon riddles and is one of four surviving Anglo-Saxon prosody manuscripts.
Riddle: A wonder on the wave / water became bone.
can you solve this riddle? This simple, one-line poem is a good example of Anglo-Saxon prosody and the riddle-poem style. Good riddle-poems are concise, pithy, visual, and have a beat. Like haiku and other short forms, they revolve around a compelling image, but in presentation they are likely more akin to poetry slam performances.
Another common feature in Anglo-Saxon prosody is the use of "kennings." These were words before there were words--that is, these were extant words used in combination when no other word for something yet existed. These were often poetic descriptions of some simple thing or event--and had the effect of sometimes being a riddle within the riddle-poem. Some Viking kennings were used so conventionally that they became poetic clichés, even then. For example, the ocean was called the "whale-road," the sun was referred to as the "world-candle, battle was known as "a feast of eagles," warriors became "spear-trees," and generous chieftains were known as "ring-givers." This last kenning was in reference to the practice of a Viking warrior to receive a ring or bracelet from the chieftain's own arm as a special favor, and bestowing such a gift also confirmed the power of the chieftain.
Source: http://www.public.asu.edu/~aarios/formsofverse/furtherreading/page3.html
English 11 AP
Hey guys! This week we will be reading Great English Essays from Bacon to Chesterton and we will discuss the elements of rhetoric utilized by the essayists. We'll be reading Jonathan Swift's "A Meditation Upon a Broomstick" and "A Modest Proposal." On Tuesday I will test you on the assigned SAT vocabulary. Here is the link to practice your SAT vocabulary: http://quizlet.com/2545047/vocabulary-plus-49-flash-cards/ TEST ON FRIDAY
English 11
Wednesday SEPTEMBER 22 test over SAT Vocabulary words We will read and discuss Jack London's To Build a Fire. I will help you do a critical reading of the short story looking for literary elements used by London to create a naturalist writing. We will continue to work in the grammar workbook as well. Here is the link for you to practice your SAT vocabulary: http://quizlet.com/2545047/vocabulary-plus-49-flash-cards/
Myth and Legend.
This week we will be reading Oedipus the King. You have your assigned parts so get your costumes ready. Our overarching goal will be to identify passages demonstrating the tension between free will and fate in the text. By the way, what was the riddle of the Sphinx? Do you know? Here it is. Can you solve it:? Oedipus did. What goes on four legs in the morning, on two legs at noon, and on three legs in the evening?
Friday, September 10, 2010
September 10 -17
English 11
This week we will continue our journey into American Literature à la fin du siècle. Literature in this period is known as literature of the transition. The movement is from realism to modernism.
Even though only twenty years may have separated them, the transformation from realism/naturalism to modernism was a long one in terms of how much society had changed. Literary naturalism invited writers to examine human beings objectively, as a "scientist studies nature." The rapid change in American society and America's relation with the rest of the world left America in disarray. After the first World War, American society was divided and left without definition. This called for a new age of literary expression to control and document the "isolationist fears", "corruption", and "disenchantment" caused by the war. Authors looked to explain their generation and to respond to the "social and moral confusions" The World War broke down America's fundamental institutions by dehumanizing the people that provided their strong foundations. War diminished the individual identity and the society as a whole. The human personality was "dwarfed" as much by the "...dehumanizing magnitude of modern events..." as by natural laws that controlled man to their own destiny. A writer associated with naturalism include Jack London (1876-1916), who often explored the Darwinian contiguity between humans and animals and how the otherwise buried animalistic survival instinct surfaces in extreme circumstances. This is exemplified in THE SEA-WOLF (1904), but is frequently a theme in London's Klondike stories, and distinctions between human and animal behavior were often blurred in his writing, as in THE CALL OF THE WILD (1903) and WHITE FANG (1906).
We will read "critically" 2 of Mark Twain's short stories and Jack London's "To Build A Fire." What we are looking for in our critical readings are the elements of literature the author uses to construct a text in the realistic style and the naturalist style. We will continue to work in the grammar workbook as well. This week we will begin to work with SAT vocabulary. You can go to http://quizlet.com/2545047/vocabulary-plus-49-flash-cards/ to practice the vocabulary. I will test you on the vocabulary on September 20th or 21st.
English AP please read the blog for English 11. We we follow this plan in American literature. We will begin our master classes "writing lessons from Great Authors" this week with Lesson 1: Purpose, Lesson 2: Thesis/Antithesis.
Additionally, you will also be responsible for the SAT vocab words found on the link above. We will do a prepped free response timed writing. You will have a test over rhetorical devices handout this week. This is the link to the page online just in case - http://www.miracosta.edu/home/dperales/newrhetorical%20strategies.htm
English 12
Yeah! We are beginning our study of British Literature. Brief history of English: http://www.anglik.net/anglosaxonmap.html Use this website to review. this link is to review The Anglo-Saxon period- http://www.bbc.co.uk/history/ancient/anglo_saxons/
Beowulf is an important work because it is the oldest English manuscript (dating back to the eighth century) and has given historians insight into the old Germanic way of life. A single manuscript, handwritten in the eleventh century by two scribes, has survived and is preserved today in the British Museum in London, England. The author is thought to have been a poet who lived in the vicinity of Northumbria (one of the Anglo-Saxon kingdoms in England). Beowulf is much the most important poem in Old English and it is the first major poem in a European vernacular language. But, apart from this pre-eminence in its period, the poem is remarkable for its sustained grandeur of tone and for the brilliance of its style, both in its rather baroque diction and in the association of the elements of its plot. Well you might argue SO WHAT? Well, Beowulf is basically the story of good versus evil that has been repeated again and again throughout the history of man. One important aspect of the story is the fact that Grendel attacks not only the men, but also their way of life. The mead-hall is central to their society. By abandoning it, they are abandoning their tales of battles, feasts, and boasting of future glory. Beowulf comes to purge the evil from the hall and restore Hrothgar and his men to their (and his) way of life. Throughout the story, Beowulf,s words and actions show us what is important in his society. The scop (storyteller) also goes into great detail about the Danes, and Geats, way of life as warriors. Yesterday we mourned the nation's tragedy of September 11th . If you can place the battle between good and evil that Beowulf demonstrates into this context you might see that Grendel can be equated with any force that despises man's enjoyment of the "good life." Ask yourself this question: What forces are trying to destroy what we consider to be the "good life?" Who are our modern heroes? Many considered those who sought to rescue American citizens from the Twin Towers heroes. Can you equate those victims with Hrothgar's men? How many people followed in the footsteps of the Epic hero after 9/11?
If we think about the ensuing battle after 9/11 we can see the characteristics of the epic and its hero. The hero is of national importance and goes to protect his people, the setting is broad in scope, the action consists of deeds of valor or superhuman courage. These can relate to our nation's rescue workers or our military or perhaps even "the regular guy" on the street. The hero's journey involves steps that we could trace through many events of modern life: the call to adventure, the refusal of the call, the meeting with the mentor, tests and challenges the hero faces...These are all in the handout that I gave to on our last class meeting. You will need to know these steps and apply them to the text of Beowulf.
The story of a hero who challenges or encounters fate and has to respond (particularly outside the community, physically or psychologically) can force us to confront some basic truths about life and about how what we like to believe rests on some fundamental assumptions. That can happen (and often does happen) even if the vision of fate which the hero has to deal with is quite strange to us. For the basic questions about life which a fatalistic vision of life raises transcend the particular details of that vision.
Myth and Legend
This week we will complete the epic story of Odysseus. We will also read the Tragedy, Oedipus the King by Sophocles. Oedipus was a mythical Greek king of Thebes. He fulfilled a prophecy that said he would kill his father and marry his mother, and thus brought disaster on his city and family. This legend has been retold in many versions, and was used by Sigmund Freud to name the Oedipus complex. I think this is a compelling text that is essential to your post-secondary work. The theme that Oedipus deals with is FATE versus FREE WILL. Here is a link to a fantastic lecture discussing this theme: http://records.viu.ca/~johnstoi/introser/oedipus.htm The lecture is given by Ian Johnston of Malaspina University-College. Please be sure to read this lecture as it will provide insights into how literature and particularly Myths helps us negotiate the human experience. Last week I asked you to think about the "monsters" of the myths. Now I am asking you to consider the monster Oedipus faces. see you in class.
French I/II
Test over chapter 1 on Thursday. We will begin chapter 2 on Tuesday. Since we were introduced in chapter 1 to Paris here is a link to a cool video-24 hours in Paris: http://www.youtube.com/watch?v=RfDv5TTJ3Bc I really enjoyed this little trip !!! The hotel you enter is Le Meurice. Did you know this was taken over as headquarters for the Third Reich (Nazis) during the occupation of Paris. In this hotel the decision was made to disobey Hilter;s order to BURN PARIS TO THE GROUND. There is a book written about this incident, Is Paris Burning? and a movie by the same name. I am very grateful that this beautiful city was spared for all us to enjoy. Bon Voyage mes eleves! sorry about the accents, I can't figure out how to put them in!
Hey guys, here are the new links that you asked me to put up for you. These are holiday celebrations in France. I am putting them here since we are going to be studying French Holidays in Chapter 2! http://www.youtube.com/watch?v=OJo-oVpUk6o&NR=1
http://www.youtube.com/watch?v=dwbamPy6XBk&NR=1
http://www.youtube.com/watch?v=u1fNtyiC6NE&p=ADA53474032DF665&playnext=1&index=32
http://www.youtube.com/watch?v=KwAnG8k1bC4&feature=fvw
This week we will continue our journey into American Literature à la fin du siècle. Literature in this period is known as literature of the transition. The movement is from realism to modernism.
Even though only twenty years may have separated them, the transformation from realism/naturalism to modernism was a long one in terms of how much society had changed. Literary naturalism invited writers to examine human beings objectively, as a "scientist studies nature." The rapid change in American society and America's relation with the rest of the world left America in disarray. After the first World War, American society was divided and left without definition. This called for a new age of literary expression to control and document the "isolationist fears", "corruption", and "disenchantment" caused by the war. Authors looked to explain their generation and to respond to the "social and moral confusions" The World War broke down America's fundamental institutions by dehumanizing the people that provided their strong foundations. War diminished the individual identity and the society as a whole. The human personality was "dwarfed" as much by the "...dehumanizing magnitude of modern events..." as by natural laws that controlled man to their own destiny. A writer associated with naturalism include Jack London (1876-1916), who often explored the Darwinian contiguity between humans and animals and how the otherwise buried animalistic survival instinct surfaces in extreme circumstances. This is exemplified in THE SEA-WOLF (1904), but is frequently a theme in London's Klondike stories, and distinctions between human and animal behavior were often blurred in his writing, as in THE CALL OF THE WILD (1903) and WHITE FANG (1906).
We will read "critically" 2 of Mark Twain's short stories and Jack London's "To Build A Fire." What we are looking for in our critical readings are the elements of literature the author uses to construct a text in the realistic style and the naturalist style. We will continue to work in the grammar workbook as well. This week we will begin to work with SAT vocabulary. You can go to http://quizlet.com/2545047/vocabulary-plus-49-flash-cards/ to practice the vocabulary. I will test you on the vocabulary on September 20th or 21st.
English AP please read the blog for English 11. We we follow this plan in American literature. We will begin our master classes "writing lessons from Great Authors" this week with Lesson 1: Purpose, Lesson 2: Thesis/Antithesis.
Additionally, you will also be responsible for the SAT vocab words found on the link above. We will do a prepped free response timed writing. You will have a test over rhetorical devices handout this week. This is the link to the page online just in case - http://www.miracosta.edu/home/dperales/newrhetorical%20strategies.htm
English 12
Yeah! We are beginning our study of British Literature. Brief history of English: http://www.anglik.net/anglosaxonmap.html Use this website to review. this link is to review The Anglo-Saxon period- http://www.bbc.co.uk/history/ancient/anglo_saxons/
Beowulf is an important work because it is the oldest English manuscript (dating back to the eighth century) and has given historians insight into the old Germanic way of life. A single manuscript, handwritten in the eleventh century by two scribes, has survived and is preserved today in the British Museum in London, England. The author is thought to have been a poet who lived in the vicinity of Northumbria (one of the Anglo-Saxon kingdoms in England). Beowulf is much the most important poem in Old English and it is the first major poem in a European vernacular language. But, apart from this pre-eminence in its period, the poem is remarkable for its sustained grandeur of tone and for the brilliance of its style, both in its rather baroque diction and in the association of the elements of its plot. Well you might argue SO WHAT? Well, Beowulf is basically the story of good versus evil that has been repeated again and again throughout the history of man. One important aspect of the story is the fact that Grendel attacks not only the men, but also their way of life. The mead-hall is central to their society. By abandoning it, they are abandoning their tales of battles, feasts, and boasting of future glory. Beowulf comes to purge the evil from the hall and restore Hrothgar and his men to their (and his) way of life. Throughout the story, Beowulf,s words and actions show us what is important in his society. The scop (storyteller) also goes into great detail about the Danes, and Geats, way of life as warriors. Yesterday we mourned the nation's tragedy of September 11th . If you can place the battle between good and evil that Beowulf demonstrates into this context you might see that Grendel can be equated with any force that despises man's enjoyment of the "good life." Ask yourself this question: What forces are trying to destroy what we consider to be the "good life?" Who are our modern heroes? Many considered those who sought to rescue American citizens from the Twin Towers heroes. Can you equate those victims with Hrothgar's men? How many people followed in the footsteps of the Epic hero after 9/11?
If we think about the ensuing battle after 9/11 we can see the characteristics of the epic and its hero. The hero is of national importance and goes to protect his people, the setting is broad in scope, the action consists of deeds of valor or superhuman courage. These can relate to our nation's rescue workers or our military or perhaps even "the regular guy" on the street. The hero's journey involves steps that we could trace through many events of modern life: the call to adventure, the refusal of the call, the meeting with the mentor, tests and challenges the hero faces...These are all in the handout that I gave to on our last class meeting. You will need to know these steps and apply them to the text of Beowulf.
The story of a hero who challenges or encounters fate and has to respond (particularly outside the community, physically or psychologically) can force us to confront some basic truths about life and about how what we like to believe rests on some fundamental assumptions. That can happen (and often does happen) even if the vision of fate which the hero has to deal with is quite strange to us. For the basic questions about life which a fatalistic vision of life raises transcend the particular details of that vision.
Myth and Legend
This week we will complete the epic story of Odysseus. We will also read the Tragedy, Oedipus the King by Sophocles. Oedipus was a mythical Greek king of Thebes. He fulfilled a prophecy that said he would kill his father and marry his mother, and thus brought disaster on his city and family. This legend has been retold in many versions, and was used by Sigmund Freud to name the Oedipus complex. I think this is a compelling text that is essential to your post-secondary work. The theme that Oedipus deals with is FATE versus FREE WILL. Here is a link to a fantastic lecture discussing this theme: http://records.viu.ca/~johnstoi/introser/oedipus.htm The lecture is given by Ian Johnston of Malaspina University-College. Please be sure to read this lecture as it will provide insights into how literature and particularly Myths helps us negotiate the human experience. Last week I asked you to think about the "monsters" of the myths. Now I am asking you to consider the monster Oedipus faces. see you in class.
French I/II
Test over chapter 1 on Thursday. We will begin chapter 2 on Tuesday. Since we were introduced in chapter 1 to Paris here is a link to a cool video-24 hours in Paris: http://www.youtube.com/watch?v=RfDv5TTJ3Bc I really enjoyed this little trip !!! The hotel you enter is Le Meurice. Did you know this was taken over as headquarters for the Third Reich (Nazis) during the occupation of Paris. In this hotel the decision was made to disobey Hilter;s order to BURN PARIS TO THE GROUND. There is a book written about this incident, Is Paris Burning? and a movie by the same name. I am very grateful that this beautiful city was spared for all us to enjoy. Bon Voyage mes eleves! sorry about the accents, I can't figure out how to put them in!
Hey guys, here are the new links that you asked me to put up for you. These are holiday celebrations in France. I am putting them here since we are going to be studying French Holidays in Chapter 2! http://www.youtube.com/watch?v=OJo-oVpUk6o&NR=1
http://www.youtube.com/watch?v=dwbamPy6XBk&NR=1
http://www.youtube.com/watch?v=u1fNtyiC6NE&p=ADA53474032DF665&playnext=1&index=32
http://www.youtube.com/watch?v=KwAnG8k1bC4&feature=fvw
Tuesday, August 31, 2010
Week August 30-September 3
French I & II
Bonjour. Comment allez-vous? Je suis fatigué parce que mon cours à l'université sont difficiles. Cette semaine nous allons etudier la famille, avoir et etre, et la vocabulaire au chapitre 1. Nous allons parler, écouter, lire et écrire en français. N'oubliez pas d'utiliser Quizlet pour étudier votre vocabulaire. Lundi prochain est un jour férié! C'est fantastique, n'est pas? Regardez et lisez ce site sur le gouvernement français. Vous aurez un examen sur cette information
http://us.franceguide.com/practical-information/France-s-Political-Structure.html?NodeID=124&EditoID=11879
Vocabulaire study http://quizlet.com/1000629/bien-dit-level-2-chapter-1-flash-cards/
Vendredi vous allez regarder un film de Marcel Pagnol, Le Gloire de Mon Pere.
Marcel Pagnol link: http://kirjasto.sci.fi/pagnol.htm
Attention! Vous aurez un examen mardi prochain.
English 11
I hope you have completed your reading of Huckleberry Finn. The text deals with some very important issues particular to the American character. Twain's novel is the first American novel situated west of the Mississippi River. This is a significant event in American literature. Previous novels were set in the east in parts of the nation thought to represent civilization. Think of the works of Hawthorne, Melville, Whitman, and Whittier. Additionally, Twain's narrator is unique because he is from the lower echelon of society. These voices were rarely heard and if they were, it was typically to poke fun at their gullibility. However, Huck is different. He thinks for himself. His desire to move away from civilization, to take to the river where a person can be free is an essential element of the text. Huck is the quintessential American hero, who throws off the old order to establish a doctrine of his own. The river symbolizes this, just as the shore reflects the "civilized world." However, it is on the shore that Huck witnesses the depravity of man. Huck grapples with an issue that will eventually tear the Nation apart and Twain's brilliance is in playing out the clash between convention and ethics in a marginalized youth. Huck's quandary is whether to betray his society or himself. This is an extremely difficult venture and one for which the adults surrounding Huck provided no moral direction. This week we will also look at literary devices used to create an author's style. Test Thursday over the book. See you in class.
Myth and Legend
Hey guys! As you know this week we will be looking at Heros before the Trojan War. Particularly Theseus, Perseus, Hercules, and Atalanta who battle some wicked creatures like the Minotaur and Medusa. What do these monsters represent? What you should consider is the meaning underlying these myths. What were the Greeks communicating about their world? What are they transmitting to future generations? What does it mean to be a good Greek? We will have a quiz over the reading material on Thursday.
AP Language and Composition
You guys did very well on your first mock multiple choice exam. This week we will study literary devices that construct an author's style, as well as working with identifying grammatical structures. I will lecture on the themes governing Huckleberry Finn and you will discuss the difficulties of acting morally.
Senior English
This week we will discuss moral issues in The Lord of the Flies. We will work with grammatical structures and literary devices. Hopefully we will have a lively discussion about what determines good and evil and how we determine what is morally right. On Friday you will watch the video Lord of the Flies.
Bonjour. Comment allez-vous? Je suis fatigué parce que mon cours à l'université sont difficiles. Cette semaine nous allons etudier la famille, avoir et etre, et la vocabulaire au chapitre 1. Nous allons parler, écouter, lire et écrire en français. N'oubliez pas d'utiliser Quizlet pour étudier votre vocabulaire. Lundi prochain est un jour férié! C'est fantastique, n'est pas? Regardez et lisez ce site sur le gouvernement français. Vous aurez un examen sur cette information
http://us.franceguide.com/practical-information/France-s-Political-Structure.html?NodeID=124&EditoID=11879
Vocabulaire study http://quizlet.com/1000629/bien-dit-level-2-chapter-1-flash-cards/
Vendredi vous allez regarder un film de Marcel Pagnol, Le Gloire de Mon Pere.
Marcel Pagnol link: http://kirjasto.sci.fi/pagnol.htm
Attention! Vous aurez un examen mardi prochain.
English 11
I hope you have completed your reading of Huckleberry Finn. The text deals with some very important issues particular to the American character. Twain's novel is the first American novel situated west of the Mississippi River. This is a significant event in American literature. Previous novels were set in the east in parts of the nation thought to represent civilization. Think of the works of Hawthorne, Melville, Whitman, and Whittier. Additionally, Twain's narrator is unique because he is from the lower echelon of society. These voices were rarely heard and if they were, it was typically to poke fun at their gullibility. However, Huck is different. He thinks for himself. His desire to move away from civilization, to take to the river where a person can be free is an essential element of the text. Huck is the quintessential American hero, who throws off the old order to establish a doctrine of his own. The river symbolizes this, just as the shore reflects the "civilized world." However, it is on the shore that Huck witnesses the depravity of man. Huck grapples with an issue that will eventually tear the Nation apart and Twain's brilliance is in playing out the clash between convention and ethics in a marginalized youth. Huck's quandary is whether to betray his society or himself. This is an extremely difficult venture and one for which the adults surrounding Huck provided no moral direction. This week we will also look at literary devices used to create an author's style. Test Thursday over the book. See you in class.
Myth and Legend
Hey guys! As you know this week we will be looking at Heros before the Trojan War. Particularly Theseus, Perseus, Hercules, and Atalanta who battle some wicked creatures like the Minotaur and Medusa. What do these monsters represent? What you should consider is the meaning underlying these myths. What were the Greeks communicating about their world? What are they transmitting to future generations? What does it mean to be a good Greek? We will have a quiz over the reading material on Thursday.
AP Language and Composition
You guys did very well on your first mock multiple choice exam. This week we will study literary devices that construct an author's style, as well as working with identifying grammatical structures. I will lecture on the themes governing Huckleberry Finn and you will discuss the difficulties of acting morally.
Senior English
This week we will discuss moral issues in The Lord of the Flies. We will work with grammatical structures and literary devices. Hopefully we will have a lively discussion about what determines good and evil and how we determine what is morally right. On Friday you will watch the video Lord of the Flies.
Monday, August 23, 2010
August 23 - 27
English 11
We are moving along in Junior English and let me say that I like the way you are undertaking the tasks that I ask you to do. This week we will continue to work on grammar, as well as continue exploring the novel, Huckleberry Finn. On Wednesday I will give a reading check over chapters 9-26. We will continue to discuss characterization, tone, setting and other literary elements Twain uses in composing this realistic novel. Continue to think about the issues Mark Twain grapples with in the work. What is the exigence or "why now" that Twain confronts these issues in 1885? Do Americans still struggle with these issues today? Do young people have a choice about living within societal boundaries today. How is their desire for adventure expressed today? In the modern world we are constantly bombarded with social networking. How would Huck have reacted to this? And moreover what can we learn from Huck's attitudes about life in general? These are questions to ponder.
French I and II
Bonjour, mes etudiants! Well we have whittled our class down to a manageable group, I think. Most of you are have somewhat of handle on the grammar of French. I particularly appreciate your willingness to attempt conversation in a foreign language. This week we will continue to practice the irregular verbs. I will move you into the French II book and we will begin to review at a higher level. Additionally, I will show you the next episode of French in Action so we can build up your listening skills. Also, I hope to practice reading in French this week.
Senior English
Hey gang! Hope you are completing your reading of Lord of the Flies. This is a particularly important British text as it works on the assumption that man is innately evil. I think William Golding's approach to this subject, in terms of setting and characterization is nothing short of brilliant. Some thoughts to consider: The overarching theme of Lord of the Flies is the conflict between the human impulse towards savagery and the rules of civilization which are designed to contain and minimize it. Golding's attitude is in direct contrast with the Enlightenment thinker Jean Jacques Rousseau who wrote in his polemical Discourse on Inequality (1754) that civilization had destroyed man's "natural goodness" and thus was the source on inequality. Rather, a thorough pessimist about existing human society, Rousseau recognized that this "natural state" was perverted by "civilization" and that the appetites and motivations of civilized man had been consequently corrupted and constructed by his interaction with society - "Man is born free and is everywhere in chains" as he wrote in his famous opening to the Social Contract. Remember the Scientific Revolution had occurred before the Enlightenment Period and brought forth a period of economic stability and rational thinking to a world that had been steeped in superstition and oppressed by the Church and upper class. New ideas spread across the Continent and education thrived in this period and man was a the center of all this. However, if we examine the period in which Golding wrote we find a very different world in which man, through modern warfare, decimated a goodly portion of the world and humanity. In light of this is Golding's pessimism not appropriate on the subject of man's goodness or badness? Golding gives a clear endorsement of civilization. Yet, today's world with all its laws remains a violent proposition. Think about the gangs that are rampant throughout America. Additionally, our prisons are overflowing with violent members of society. Is man inherently good or evil? This week you will create your own society on a particular island and try to survive. You will create a map of the island, a government, hunting and gathering techniques, model of a living site, waste management, plans to deal with problems as they arise and actions of the group when a problem arises, and finally you will define the roles within your group. On these "island days" you will draw from a bag a particular problem and your group will have to come to a consensus on how to deal with the problem. I think this should be a unique venture into understanding the complexities that the boys (children) had to deal with on the island and you may gain insight into the question concerning man's goodness or innate depravity.
Who will be on point--Golding or Rousseau? See you in class!
Myth and Legend
I certainly enjoyed the Creation stories that you shared in class and I am amazed by the repetition we find in these stories even though the civilizations were separated by landmass and culture. How did this occur? What do you think? I think the videos "Clash of the Gods" are just fantastic for an indepth study of the Greek gods. This week we will look at Hades and Hercules. We are moving into the Hero and the Lovers. I will divide you into groups and each group will be responsible for the assigned reading as well as questions for your particular portion of the text. I will provide you with the steps make up the "Hero's Journey" and we will look for these in myths. We will also define the characteristics of the archetypal hero. We will play a game! Upon completing our readings on the Gods and Goddesses, heroes and lovers, we will play...WHO AM I? I think you will enjoy this type of review activity. Finally, you will choose a God or Goddess and write a monologue. I hope we can fit all of this into our week.We need to address the role of women in Greek society, so we haven't a minute to lose. These are important concepts that we need to examine and if we don't address all of them we will continue with this in the coming week.
AP Language and Composition
Hey guys! I missed being in class with you on Friday, but I heard you were quite diligent. Your papers are due on Tuesday and I hope you do not wait until the night before to begin. Many students fall into this very bad habit. Writing is a process and you need to spend a good deal of time constructing and revising any paper. Tuesday we will deconstruct prompts and learn how to look for the big and little question in these prompts. Friday we will take a mock multiple-choice exam. You will complete this with a partner. You will only have 60 minutes to complete the test so you must make good use of your time. After you complete the test, we will debrief and discuss ways in which you think you can maximize your time, and discuss the higher order thinking required to be successful at these type of tests. We will be very busy, so come prepared to dig in and learn!
We are moving along in Junior English and let me say that I like the way you are undertaking the tasks that I ask you to do. This week we will continue to work on grammar, as well as continue exploring the novel, Huckleberry Finn. On Wednesday I will give a reading check over chapters 9-26. We will continue to discuss characterization, tone, setting and other literary elements Twain uses in composing this realistic novel. Continue to think about the issues Mark Twain grapples with in the work. What is the exigence or "why now" that Twain confronts these issues in 1885? Do Americans still struggle with these issues today? Do young people have a choice about living within societal boundaries today. How is their desire for adventure expressed today? In the modern world we are constantly bombarded with social networking. How would Huck have reacted to this? And moreover what can we learn from Huck's attitudes about life in general? These are questions to ponder.
French I and II
Bonjour, mes etudiants! Well we have whittled our class down to a manageable group, I think. Most of you are have somewhat of handle on the grammar of French. I particularly appreciate your willingness to attempt conversation in a foreign language. This week we will continue to practice the irregular verbs. I will move you into the French II book and we will begin to review at a higher level. Additionally, I will show you the next episode of French in Action so we can build up your listening skills. Also, I hope to practice reading in French this week.
Senior English
Hey gang! Hope you are completing your reading of Lord of the Flies. This is a particularly important British text as it works on the assumption that man is innately evil. I think William Golding's approach to this subject, in terms of setting and characterization is nothing short of brilliant. Some thoughts to consider: The overarching theme of Lord of the Flies is the conflict between the human impulse towards savagery and the rules of civilization which are designed to contain and minimize it. Golding's attitude is in direct contrast with the Enlightenment thinker Jean Jacques Rousseau who wrote in his polemical Discourse on Inequality (1754) that civilization had destroyed man's "natural goodness" and thus was the source on inequality. Rather, a thorough pessimist about existing human society, Rousseau recognized that this "natural state" was perverted by "civilization" and that the appetites and motivations of civilized man had been consequently corrupted and constructed by his interaction with society - "Man is born free and is everywhere in chains" as he wrote in his famous opening to the Social Contract. Remember the Scientific Revolution had occurred before the Enlightenment Period and brought forth a period of economic stability and rational thinking to a world that had been steeped in superstition and oppressed by the Church and upper class. New ideas spread across the Continent and education thrived in this period and man was a the center of all this. However, if we examine the period in which Golding wrote we find a very different world in which man, through modern warfare, decimated a goodly portion of the world and humanity. In light of this is Golding's pessimism not appropriate on the subject of man's goodness or badness? Golding gives a clear endorsement of civilization. Yet, today's world with all its laws remains a violent proposition. Think about the gangs that are rampant throughout America. Additionally, our prisons are overflowing with violent members of society. Is man inherently good or evil? This week you will create your own society on a particular island and try to survive. You will create a map of the island, a government, hunting and gathering techniques, model of a living site, waste management, plans to deal with problems as they arise and actions of the group when a problem arises, and finally you will define the roles within your group. On these "island days" you will draw from a bag a particular problem and your group will have to come to a consensus on how to deal with the problem. I think this should be a unique venture into understanding the complexities that the boys (children) had to deal with on the island and you may gain insight into the question concerning man's goodness or innate depravity.
Who will be on point--Golding or Rousseau? See you in class!
Myth and Legend
I certainly enjoyed the Creation stories that you shared in class and I am amazed by the repetition we find in these stories even though the civilizations were separated by landmass and culture. How did this occur? What do you think? I think the videos "Clash of the Gods" are just fantastic for an indepth study of the Greek gods. This week we will look at Hades and Hercules. We are moving into the Hero and the Lovers. I will divide you into groups and each group will be responsible for the assigned reading as well as questions for your particular portion of the text. I will provide you with the steps make up the "Hero's Journey" and we will look for these in myths. We will also define the characteristics of the archetypal hero. We will play a game! Upon completing our readings on the Gods and Goddesses, heroes and lovers, we will play...WHO AM I? I think you will enjoy this type of review activity. Finally, you will choose a God or Goddess and write a monologue. I hope we can fit all of this into our week.We need to address the role of women in Greek society, so we haven't a minute to lose. These are important concepts that we need to examine and if we don't address all of them we will continue with this in the coming week.
AP Language and Composition
Hey guys! I missed being in class with you on Friday, but I heard you were quite diligent. Your papers are due on Tuesday and I hope you do not wait until the night before to begin. Many students fall into this very bad habit. Writing is a process and you need to spend a good deal of time constructing and revising any paper. Tuesday we will deconstruct prompts and learn how to look for the big and little question in these prompts. Friday we will take a mock multiple-choice exam. You will complete this with a partner. You will only have 60 minutes to complete the test so you must make good use of your time. After you complete the test, we will debrief and discuss ways in which you think you can maximize your time, and discuss the higher order thinking required to be successful at these type of tests. We will be very busy, so come prepared to dig in and learn!
Friday, August 13, 2010
August 16-20
AP Language and Composition
Textbook Bien Dit Fr. 1
review for French II
- Student rewrites of the William Carlos Williams poem "Landscape with the Fall of Icarus"
- Introduction to Rhetoric- pp. 1-33
- complete literary device quiz
- Weds. turn in dialectical journal-Huckleberry Finn
- Introduction to the novel-Huck Finn / lecture and guided practice -identifying tone, mood, literary devices, theme, setting, characterization, criticisms of social, political and cultural aspects of American society
- Rhetorical analysis of Mark Twain's essay "The Character of Man"
- Deciphering essay prompts--identifying the "Big and Little" question
- Composing essay response
- Quiz reading check Huckleberry Finn chapter 1-8
- Vocabulary words from the novel Huck Finn
- Introduction to the novel-Huck Finn / lecture and guided practice -identifying tone, mood, literary devices, theme, setting, characterization, criticisms of social, political and cultural aspects of American society
- Wednesday turn in dialectical journals for chp. 1-8 Huck Finn
- Discussion (literary analysis) of chp. 1-8 symbolism, satire, theme, setting, characterization, mood, tone
- Verbs transitive and intransitive, Linking verbs, Verb phrases - grammar workbook
- Quiz over summer reading--The Lord of the Flies
- Determine the topic that you will trace the evolution of throughout the novel and use as the subject for your final essay
- Dialectical journals-- guided practice/using journals as resources for final essay
- Discussion (literary analysis) of chp. 1-8 symbolism, satire, theme, setting, characterization, mood, tone
- Socratic Seminar Questions and response The Lord of the Flies
- Vocabulary from The Lord of the Flies
- Discussion of Readings of Gods & Goddesses
- Wednesday turn in your answers to the questions covering p. 1-94 of Edith Hamilton's mythology
- Discussion of Creation myths
- Pandora - woman enters the world
- The role of women in Greek society - Women in Western Political Thought chp. 1 "Plato and the Greek tradition of Misogyny"
- Quiz over Gods and Goddesses
- assigned reading pp. 93-158
Textbook Bien Dit Fr. 1
review for French II
- Chapitre un
- Vocabulary - review Greetings, Introduction, asking how people are doing, subject pronouns, counting to thirty
- Introduce telling your age/ asking someone's age, introducing someone, classroom objects, classroom commands, how to ask the teacher something
- Monday--quiz over exprimons-nous p. 6,8 and entre compains page 9
- Friday -- quiz over numbers 1-30
- video--bien dit chapitre 1 la rentree/standard deviants introduction to French I
- Tues. homework complete exercises 31, 32, 34, 41, 46, 47, 48,
- Friday in class Prepare-toi pour l'examen p. 32 -33
Wednesday, August 4, 2010
English 11/English 12
English 11: We will open the course with the novel Huckleberry Finn Please read pages 1-50
English 12: We will open the course with the novel Lord of the Flies.
Please read pages 1-50
AP 11 Language and Composition: We will open the course with readings provided by the instructor
French I &II: We will open the course (rentree) by reviewing l'alphabet, les nombres,salutations
English 12: We will open the course with the novel Lord of the Flies.
Please read pages 1-50
AP 11 Language and Composition: We will open the course with readings provided by the instructor
French I &II: We will open the course (rentree) by reviewing l'alphabet, les nombres,salutations
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