Thursday, March 24, 2011

Romantics' Poetry Class Presentations

Each person will sign on to one of the poems on the list and present
according to the rubric.
There will be NO duplications, so check with me on your choice if you've been absent.
You should be on Chapter 3 of "Lord of the Flies" by Friday, March 25. 4&5 over the weekend.
The Final Exam on the book will be Monday, April 4. Final exam on the poetry will be in the 4th Quarter, and you will also be presenting songs as poetry during May.

Rubric for poem presentation to class one one of the ROMANTICS’ Poems (BIG IDEAS are: nature, beauty, truth, romance, death, and the ENCROACHMENT of the industrial revolution on serenity.)

-Read it aloud first so it makes sense (I can help)

-Paraphrase it line by line

-Explain vocabulary that is difficult

-Show literary devices and rhyme schemes used

-Say why you chose it, and what connections you can make, examples in life

-Mention a few things you learned about the author

- Rime of the Ancient Mariner (lead reading -) p. 763

p. 740 “The World is Too Much With Us” Wordsworth_________________________________

p.741 It is a Beauteous Evening

p. 741 My Heart Leaps Up

p. 742 Westeminster Bridge

p. 744 Tintern Abbey

p. 759 Kubla Kahn (Coleridge)

p. 802 “She Walks in Beauty” Byron

p. 803 Childe Harold’s Pilgrimage, Byron

p. 813 Ode to the West Wind, Shelley

p. 826 La Belle Dame sans Merci, Keats

p. 828 When I Have Fears, Keats

p. 831 Ode on a Grecian Urn, Keats

p. 718 The Tyger, p. 722 The Chimney Sweeper, p. 715 A Poison Tree, p. 716 “The Lamb”, all BLAKE

Pride and Prejudice, chapters 1-3, p. 728-734

Time Magazine, p. 706

Summarize and explain what happens: characters (who is speaking? To Whom?), plot (what’s happening, what’s thought about?), setting (where are we?), theme (ideas? MOTIFS, etc.), tone (author’s attitude), interpretation/evaluation, point of view, special figurative language , rhyme scheme, mood, any special structure? (Sonnet, haiku, narrative, etc.)

Tuesday, March 15, 2011

Rubric for Book Presentations/lit groups

If you decide to use powerpoint, it should be:
interesting and focused
20 slides or more
Cover Plot, Main characters, quotes that are significant by either the author (indirect quotes) or by characters (direct quotes). In either case, note page #.
Significance of this book as a DYSTOPIA (opposite of UTOPIA). In what ways is the suggested
future already happening? Give examples.
Climax/key events
Personal evaluation of book
THEME! SETTING!
Are there any examples of unusual vocabulary or figurative language?
Don't tell the ending, because we're trying to get people set up for "Round 2"!
200 points

Thursday, March 3, 2011

Second Semester requirements ENG Honors 4

English 4 Honors, second semester, Ms. Lynch

Unit 4 remaining: Poem, “On Loving Two Equally”, “Modest Proposal”, and “Frankenstein”.

In addition to your book clubs (which partially satisfy a later unit, by the way….)

most of which examine the “Nature of Man” and a “dystopia” or post-apocalyptic view of the world, we’ll also read and watch Lord of the Flies and another post-apocalyptic film connected to Feed, Unwind, Handmaid’s Tale, Brave New World, and 1984, “Gattica” about a time in the future when humans are genetically engineered, and those who aren’t are called, “DE-GENERATES”, given few or no opportunities in life. Presentations will be due March 18, in groups. Grammar as necessary and quia quizzes.

Unit Five

CORE RESOURCE(S)Literature launcher: Romantic Poets: “The World is Too Much With Us” by William Wordsworth, Songs of Experience: “The Chimney Sweeper” and Songs of Innocence “The Chimney Sweeper”, “A Poison Tree”, “The Lamb”, and “The Tyger” by William Blake, “She Walks in Beauty” by George Gordon, Lord Byron, “Ode on a Grecian Urn” by John Keats, “Ozymandias” by Percy Bysshe Shelley, “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge. “Comparing Literature Across Time and Space”. A drama of our choosing depicting the time period and capturing the English Romantic ideals.

SUPPLEMENTAL ACTIVITIES: Review sentence variety – Writer’s Choice pgs. 907-910., Grammar as necessary with Quia Quizzes.

UNIT PERFORMANCE ASSESSMENT: Students will create and present poetry books that include an original poem, analysis of song lyrics as poetry, and an annotation of a Romantic poem. The poetry book must have a unifying theme. The original poem will use poetic elements learned during the unit (e.g. – rhyme, rhythm, simile, imagery). The students will analyze song lyrics for poetic devices in an essay that includes an explanation of the theme, poetic devices, and personal connection. The students will annotate a poem from the Romantic period.

Unit Six

CORE RESOURCE(S): Glencoe Literature Florida Treasures: British Literature. The Man Who Would be King by Rudyard Kipling. DVD: The Man Who Would be King. Heart of Darkness by Joseph Conrad (Honors).

SUPPLEMENTAL ACTIVITIES: Review grammar as needed: Writer’s Choice: “Troubleshooting” Unit 9.

UNIT PERFORMANCE ASSESSMENT: The student will present on a self-selected topic (Senior Experience) using technology. This may be the second round of book presentations, or another topic you choose. Clear this topic with me first, and explain your interest, how it will connect with your life goals and plans, method to be used, etc.

Unit Seven – Second Book Club round

CORE RESOURCE(S): Second round of book clubs: Animal Farm by George Orwell (used to demonstrate literature circle participation roles). Literature Circles Selection again: Unwind by Neal Shusterman; Uglies by Scott Westerfield; Feed by M.T. Anderson; The Running Man by Stephen King; Alas, Babylon by Pat Frank. Honors: 1984 by George Orwell; Brave New World by Aldous Huxley; Cry, The Beloved Country by Alan Paton; The Road by Cormac McCarthy; The Handmaid’s Tale by Margaret Atwood.

I’ve also approved Rainbow Six, Clancy and the Cobra Event, Preston, One Minute After.

UNIT PERFORMANCE ASSESSMENT: Each student will write a position paper on an ethical issue introduced by one of the literature circle novels. Students will briefly summarize the issue, present an argument, then suggest a solution.

· Organize and outline your viewpoint on an issue

· Formally inform others of your position
as a foundation to build resolution to difficult problems

· Present a unique, though biased, solution
or a unique approach to solving a problem

· Frame the discussion in order to define the "playing field."
This can put you in an advantageous position with those who may not be so well prepared as regards the issues behind their positions

· Establish your credibility
Here you are demonstrating that you have a command of the issues and the research behind them, and can present them clearly

· Let your passion be demonstrated in the force of your argument
rather than in the use of emotional terms

· Guide you in being consistent in maintaining your position in negotiation

The better prepared you are
the more disadvantaged are your opponents
and more likely they will defer to you

· Develop supporting evidence for both sides
including factual knowledge, statistical evidence, authoritative testimony

· Identify the issues and prejudices keeping in mind your audience
List these as appropriate and anticipate counterclaims

· Assume familiarity with basic concepts
but define unfamiliar terms/concepts or state meanings that define your point of departure

· Refer to those who agree with your position to assist you in developing your argument

· Familiarize yourself with those who disagree with you to prepare your defense.
Summarize their argument and evidence, then refute

(http://www.studygs.net/wrtstr9.htm)

Please call me or email me: lynche@manateeschools.net

Or 941-448-5577 (cell)

School: X2350

Saturday, February 26, 2011

second semester syllabus English 4 Honors

English 4 Honors, second semester, Ms. Lynch

Unit 4 remaining: Poem, “On Loving Two Equally”, “Modest Proposal”, and “Frankenstein”.

In addition to your book clubs (which partially satisfy a later unit, by the way….)

most of which examine the “Nature of Man” and a “dystopia” or post-apocalyptic view of the world, we’ll also read and watch Lord of the Flies and another post-apocalyptic film connected to Feed, Unwind, Handmaid’s Tale, Brave New World, and 1984, “Gattica” about a time in the future when humans are genetically engineered, and those who aren’t are called, “DE-GENERATES”, given few or no opportunities in life. Presentations will be due March 18, in groups. Grammar as necessary and quia quizzes.

Unit Five

CORE RESOURCE(S)Literature launcher: Romantic Poets: “The World is Too Much With Us” by William Wordsworth, Songs of Experience: “The Chimney Sweeper” and Songs of Innocence “The Chimney Sweeper”, “A Poison Tree”, “The Lamb”, and “The Tyger” by William Blake, “She Walks in Beauty” by George Gordon, Lord Byron, “Ode on a Grecian Urn” by John Keats, “Ozymandias” by Percy Bysshe Shelley, “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge. “Comparing Literature Across Time and Space”. A drama of our choosing depicting the time period and capturing the English Romantic ideals.

SUPPLEMENTAL ACTIVITIES: Review sentence variety – Writer’s Choice pgs. 907-910., Grammar as necessary with Quia Quizzes.

UNIT PERFORMANCE ASSESSMENT: Students will create and present poetry books that include an original poem, analysis of song lyrics as poetry, and an annotation of a Romantic poem. The poetry book must have a unifying theme. The original poem will use poetic elements learned during the unit (e.g. – rhyme, rhythm, simile, imagery). The students will analyze song lyrics for poetic devices in an essay that includes an explanation of the theme, poetic devices, and personal connection. The students will annotate a poem from the Romantic period.

Unit Six

CORE RESOURCE(S): Glencoe Literature Florida Treasures: British Literature. The Man Who Would be King by Rudyard Kipling. DVD: The Man Who Would be King. Heart of Darkness by Joseph Conrad (Honors).

SUPPLEMENTAL ACTIVITIES: Review grammar as needed: Writer’s Choice: “Troubleshooting” Unit 9.

UNIT PERFORMANCE ASSESSMENT: The student will present on a self-selected topic (Senior Experience) using technology. This may be the second round of book presentations, or another topic you choose. Clear this topic with me first, and explain your interest, how it will connect with your life goals and plans, method to be used, etc.

Unit Seven – Second Book Club round

CORE RESOURCE(S): Second round of book clubs: Animal Farm by George Orwell (used to demonstrate literature circle participation roles). Literature Circles Selection again: Unwind by Neal Shusterman; Uglies by Scott Westerfield; Feed by M.T. Anderson; The Running Man by Stephen King; Alas, Babylon by Pat Frank. Honors: 1984 by George Orwell; Brave New World by Aldous Huxley; Cry, The Beloved Country by Alan Paton; The Road by Cormac McCarthy; The Handmaid’s Tale by Margaret Atwood.

I’ve also approved Rainbow Six, Clancy and the Cobra Event, Preston, One Minute After.

UNIT PERFORMANCE ASSESSMENT: Each student will write a position paper on an ethical issue introduced by one of the literature circle novels. Students will briefly summarize the issue, present an argument, then suggest a solution.

· Organize and outline your viewpoint on an issue

· Formally inform others of your position
as a foundation to build resolution to difficult problems

· Present a unique, though biased, solution
or a unique approach to solving a problem

· Frame the discussion in order to define the "playing field."
This can put you in an advantageous position with those who may not be so well prepared as regards the issues behind their positions

· Establish your credibility
Here you are demonstrating that you have a command of the issues and the research behind them, and can present them clearly

· Let your passion be demonstrated in the force of your argument
rather than in the use of emotional terms

· Guide you in being consistent in maintaining your position in negotiation

The better prepared you are
the more disadvantaged are your opponents
and more likely they will defer to you

· Develop supporting evidence for both sides
including factual knowledge, statistical evidence, authoritative testimony

· Identify the issues and prejudices keeping in mind your audience
List these as appropriate and anticipate counterclaims

· Assume familiarity with basic concepts
but define unfamiliar terms/concepts or state meanings that define your point of departure

· Refer to those who agree with your position to assist you in developing your argument

· Familiarize yourself with those who disagree with you to prepare your defense.
Summarize their argument and evidence, then refute

(http://www.studygs.net/wrtstr9.htm)

Please call me or email me: lynche@manateeschools.net

Or 941-448-5577 (cell)

School: X2350

Thursday, January 27, 2011

So, where are we?

WE have read Genesis, chapters 1,2 and 3, Psalm 23, and "Eve's Apology", and submitted a summary of Eve's Apology poem USING QUOTES from the poem. Most have submitted this by my drop box, so if you haven't, do it!

We have taken two quizzes on QUIA, one on Animal Farm's 1st two chapters, and 3,4,and 5 will be next week.

The other quiz was on Subject Verb Agreement, Writers and Comp book page 3.

:)
Don't forget to study your vocabulary for SAT/ACT tests coming up!

THE BIG OPPOSITES! Unit linking end of Renaissance with Restoration

Units 4 & 7: Opposing Views and the Freedom to Express Them in England

English 4 Honors

Ms. Lynch

Transition from the Renaissance to the Civil War and Restoration, Enlightenment

The Sacred and the Secular P. 405, Introduction

Metaphysical Poets (especially John Donne with excerpts of “Wit”

and Cavalier Poets (especially Lovelace, Marvell, Herrick)

p. 420-437

Sermons and Satire

Life and Death

Paradise and Hell (Genesis, King James Bible, Psalm 23 and Milton, Paradise Lost, p. 513)

Puritanism and The Enlightenment

Man and Woman , “Eve’s Apology” , Lanyer (early English feminism!)

Head vs. Heart and Satire(“A Modest Proposal”, Swift)

Predictions of the Future, and “The Future” or “Then and Now”

Beginning of the World, End of the World

Outside text novel readings (By Year’s End, 4 required, presented either in lit circle style or individually from the following):

(Alas Babylon, 1984, Brave New World, Heart of Darkness, Unwind, Lord of the Flies, Feed, Animal Farm)

Visual Literacy:

“Wit” excerpts, used with John Donne

Space Seed” from “Wrath of Khan Star Trek” with Milton’s (Paradise Lost)

ACT /SAT practice in paragraph improvement

Pronoun/Antecedent agreement, lessons 3.2, 9.4, 17.6 in Writers Choice

Review Writing and Composition Text 599-639

UPA: Poetry, Art, and Comment Literary Magazine representing character interviews, editorial poetry, satire, responses to work studied

Senior Research Project : choose a person in your field of study to research fully, or a “Dream Job”. Ask for help in making your selection. Rubrics will follow separately.

Tuesday, January 4, 2011

Othello and Macbeth's different "fatal flaws"

In order to understand "Othello", you have many notes and summaries, footnotes and other glossaries in the text. If you'd like further help, there's always
or no fear Shakespeare (sparknotes cite)
For honors, read Act 3 for homework. We will begin to discuss the "fatal flaw" concept
for your essays. In addition, you should choose a scene to read aloud, as "readers' theater".
Other assignments include p. 402, "A Midsummer Night's Spectacle." Answer question 3 in paragraph form.



Saturday, December 25, 2010

A Christmas Memory - story published, read aloud in class

A Christmas Memory

By Betsy Lynch (first published in the Plattsburgh Press Republican, Dec. 23, 1993)

(Preface: I used to teach a story, “A Christmas Memory”, by Truman Capote, in which he remembers his aunt and the Christmas preparation of fruit cakes after her death.

It always prompted a writing assignment for my students, and I used it with my night students, too, at the maximum security prison in Dannemora. At the same time, the Press was running a contest, and I sent mine in. Here it is, written still in the present tense, which is a tough thing to do, by the way.)

It is December 23rd, about a decade ago. Night school in Dannemora. I’m there. I can feel it. Clinton Correctional Facility-English Class. “A teacher’s dream”, we are in the habit of joking wryly with the officers on the floor, Bill and Steve. “Yup, a captive audience. They’re not going anywhere.”

In truth, the class of 15 maximum security prisoners does try very hard. But this night, nothing about their motivation levels interests me. I’ve brooded and whined and built up in myself a rotten attitude the whole day. My Christmas spirit is shot.

I want to be anyplace else, and I feel quite sorry for myself. I want to be shopping and wrapping presents and baking cookies and playing Christmas carols with my kids.

I scan their faces as they struggle with their writing assignment: “A Christmas Memory.” Thank you, Truman Capote. Thank you, Press-Rekpublican. A worthy assignment, to be sure. I continue to write the assignment myself, as I usually do, to anticipate questions and “model.”

(It seems to me I remember writing something funny that night about my “Fisher Price Chrismas,” when my two toddlers had so many toys that in a frenzied overdose, they ended up using the Fisher Price Castle and the Fisher Price Garage as bumper cars. I think I was trying some Erma Bombeck-style lesson to young parents on the evils of materialism.) My piece doesn’t come out very well, but I read it anyway.

I look at my watch. Still another hour. I don’t want to be here. It’s depressing. Why am I here? Why are THEY here? Am I wrong to have this extra job? What is Christmas for, anyway. I should be in church or something.

My mother is still alive, now, this December 23 I’m remembering, and I can hear her favorite quote of the time: “Be patient with all that is unanswered in your heart, and learn to love the questions themselves, like a precious book locked in a secret room…” Oh yeah, Mom? Well, I don’t feel patient. And I don’t love the questions, and I want to get out of here and go home.

“Christmas with Criminals,”I think cynically. Now there’s a good title. Too bad I can’t think of anything to write.

Time to collect their assignments and read them. Good, that takes up some time. I read a few aloud, remark positively on content, discuss some verb changes, write some spelling words on the board, review some subject/verb agreement stuff. But the, I come to Mr. Gonzales’ paper. I do not “correct” it:

“I ache to be with my family this Christmas. My youngest son is four. I remember his first Christmas, but he does not. So big his eyes! So talented now! He is an artist. The card he sent he made himself. I will not be with my family for many Christmases. I have missed two already, and there will be probably 15 more. I must pay for my crime, and my family, they must pay, too. I was drinking and taking drugs, and I killed a man. I hardly remember, but I know it’s true. Thank God for my family. When I get out, it will be the best Christmas. We will start over again, my wife and I. I will make it up to all of them. Merry Christmas, teacher, and God bless you. Enjoy your family when you are with them tonight.”

I am stunned. I am no longer the center of the universe, but just the tiniest fragment of its intricacies. I think I say something. I think I try to thank him for the miraculous gifts of hope and faith he has given me. (I would have thanked him, wouldn’t I? I think I did. But I don’t remember that part clearly.)

On the way downw toward the gate, the snow begins to fall steadily. I read again Mr. Gonzales’ paper to my colleague, Laura. My one ungloved hand begins to stiffen with the cold.

“That’s beautiful, Bets,” she says. The bars slam shut behind us, and we open the heavy electrified door to the street. “Merry Christmas, Laura,” I say.

“You too, Bets. Have a great one!”

As I brush the snow off my car, my heart brimming now with Christmas spirit, I think, “When the student is ready, the teacher will appear.”

December 23, a decade ago. I am there. I can feel it. Thank you again, Mr. Gonzales.

_____________________________________________________________

Note:____________published in the Plattsburgh Press Republican as “Adult Winner” on December 19, 1993. A recollection in the present tense about 1983 or 1984, and as a post-script, I’d like to tell you several things: Laura, my colleague, called to tell me the following week that after years and years of trying, she was pregnant! AND, 9 years later, I received a letter from “Mr. and Mrs. Gonzales” (whose names were changed in the story, of course.) Their family was together again for Christmas, and the miracles of faith and love had again worked their magic. The little boy was now a scholar and, indeed, an artist! The family had 3 more children. And I was blessed once more. In fact, to this day, I consider myself the luckiest woman on the planet to have work I love and enjoy, healthy children and grandchildren, a beloved partner (and forgiving former partners), and a richness of friends beyond my wildest dreams. I believe in the miraculous power of love and faith.

Sunday, December 5, 2010

Funny Macbeth summary!

http://www.shmoop.com/macbeth/botw/resources?d=http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramamacbeth/macbethplotact.shtml

Christmas Food Court Flash Mob, Hallelujah Chorus - Must See!

Friday, December 3, 2010

Re-read pages 387 and 387, famous speeches

Next week, we will do some creative writing as responses to this. By the way, some of you have not done the characters commenting and answering to one another yet. Don't forget!

We will also read summary and watch "Othello", either before or after the holidays.

We'll do the Dead Poets Society meeting the last week of classes, either Thursday or Friday, dependending on when I have your classes last. A celebration. Yay!

Writing about Macbeth

We've finished the play, and groups are now ready to write in groups the scenes to be presented.

Here is the rubric for the assignment:

Rubric for group presentations on Macbeth

Demonstrates the direct identifiable connection to a scene in Macbeth

Written script demonstrates skill in writing authentic dialogue

Stage directions are clear

Setting is identified

Characters are named and described

Scripts are available for all players

Groups can be 2,3, or 4 but if you need to borrow a few people briefly, make sure they understand what they are supposed to do.

Tuesday, November 23, 2010

We'll be reading Macbeth from Act 3 on after Thanksgiving

You'll also be reading Othello. It's shorter, and easier in some ways.
Your UPA for this unit, apart from the sonnet, will be a short scene written as though in modern times from either play, performed as a group for the class.

Not so hard, right?

Have a great holiday, and study the SAT words and read when you have time!

:)Ms. Lynch

Saturday, November 13, 2010

Writing contest! WE had winners last year! Come on!

Martin Luther King, Jr.

Essay & Speech Contest

RULES

· Complete a 500 - 700 word essay responding to the following: Making a Difference - Dr. Martin Luther King, Jr. attempted to make a difference for all people. Use the topic: "What Can I Do to Make a Difference in My Community?" to explain how you can make a difference.

· You must be a middle school student or a high school student in the Manatee County School District.

· Essay must be your own work.

· Essay must be typed and double-spaced.

· Each submission must include a cover sheet with the following information: (1) first and last name, (2) complete home address, (3) home phone number, (4) school name, and (5) grade level.

· One entry per student.

· Middle school and high school Grand Prize winners will read their essay at the Martin Luther King banquet on January 14, 2011.

· All winners will take part in the Martin Luther King Parade on January 15, 2011.

· Submit entries to the Palmetto Youth Center, Attention: Essay Contest, P.O. Box 608, Palmetto, Florida 34221.

· Entries must be turned in or postmarked by December 10, 2010.

· All semi-finalists will be notified by January 1, 2011.

· The semi-finals will be held at the Palmetto Youth Center on January 6, 2011.

Sponsored by the Palmetto Youth Center

Grand Prize

$150 & Computer

Second place

$100

Third Place

$75

“ I have a dream…”

Friday, November 12, 2010

Dead POets Society - Blog or write a poem, ok?

DEAD POETS’ SOCIETY: Coming of Age in (the 50’s) or (under the shadow of the nuclear age) or (under the shadow of the space race) or (then and now)

As compared to other stories we will read in 1102: Araby, Recitatif, Pair of Tickets, The Lost World

For now, in consideration of the poems you need to recite for Poetry Out Loud, and in consideration of the sonnet you need to write, it’s good timing.

Points for discussion in a paper, blog or presentation might include:

· The relationship between these described 50’s prep school experience and the present public school experience – differences / similarities?

· Mr. Keating’s role in Neil’s death – guilty?

· Practical study vs. Alternative study – what is learned that is outside traditional study techniques? What’s the POINT of education? To absorb a body of knowledge, or to learn to look, think for yourselves, seek?

· Romanticism vs. Realism – which characters embrace which? Why?

· “All the good girls go for jerks, Pittsy…” Agree or disagree? Why? Among the most popular “Coming of Age” themes!

· The role and importance of creativity

· Poem to Dead Poets Society characters?

Todd’s poem:

A sweaty toothed madman

With a stare that pounds my brain

All the time whispering

Truth is like a blanket

That always leaves your feet cold

From the moment you enter crying

To the moment you leave dying

It will never cover any of us

As you wail

And cry

And scream.

“Mr. Anderson believes that everything inside of him is worthless and embarrassing, isn’t that right, Todd? Well, I’m going to show you that you have something very valuable inside of you. I sound my barbaric YAWP to the world!” (What has Todd learned? Translate the lesson into your own terms.) How is truth “like a blanket that leaves your feet cold?”

“Business, Law, Medicine, these are all noble pursuits, necessary to sustain life;

But Beauty, Truth, Love, PASSION - these are what we are alive FOR.

The powerful play goes on, and you may contribute a verse! Yes, the powerful play goes on, and you may contribute a verse! What will YOUR VERSE be?”

(So, what will YOUR VERSE – your life, your contribution to this little planet among so many others….what will you do with this small, precious time you’re allotted?)

“You see, these boys are food for worms, lads. They’re fertilizing daffodils. Did they make something extraordinary of their lives? Listen to their message to you: CARPE DIEM, boys. Make your lives extraordinary.)”

When can respect for authority conflict with your own personal beliefs?

What does the Dead Poets Society offer the boys that’s missing in their lives?

Write an essay or poem for the National Gallery.

If you want, I’d be glad to set up a once a month poetry café, typical of the 50s, 60s, and 70s ala the Nuyorican Poetry Café, or the Peoples’ Poetry Gathering.

Monday, November 8, 2010

Renaissance Unit

Your major tasks, other than short writes are to write a sonnet, and to write a scene from MacBeth (modernized) and act it out in class with a group.

We'll be reading many sonnets and MacBeth, by William Shakespeare.

Also: learn your literary terms, your vocabulary for SAT, and keep reading.

CLASS

BLOCK 1 & 5

Essential Question:What is the legacy for us of the Renaissance period?

Objectives:Students read and analyze sonnets, read section of Macbeth, write a sonnet in modern terms

write a scene from Macbeth (modernized) in groups

Key Terms: Sonnet, rhyme scheme, meter, sacred, secular, humanism, metaphysical, iambic pentameter, octave, sestet, couplet

Bell Work: Write a short paragraph about the differences between the Medieval Period of literature and the Renaissance, as discussed in the homework reading.

Lesson Activities:

Review bellwork.

Art, p. 239 still life, John Donne, p.239 (secular and sacred) Discuss Thomas More

Read "Development of the sonnet" p. 242-3

Italian (Petrarchan), English, Spenserian sonnet

Iambic pentameter

paraphrase the sonnet, discuss

Read p. 256,257, Spenserian sonnet, fire and ice

Begin to collect couplets

"Such is the power of love in gentle mind,

That it can alter all the course of kind" Spenser, Sonnet 30

Sonnet 75, P 258 Spenser

Begin Dead Poets Society

Macbeth next week.

Practice sonnets

College classes:

Review of British Literature overviews (2)

Sonnets

Dead Poets Society

Shall I Compare Thee to a Summer’s Day?

P. 281-300 Shakespeare’s songs and soliloquies!

Sonnet to “copy” Sonnet 29, Shakespeare

When in despair with Bureauracracy’s lies

I cry, bemoaning stupid legislates,

And text in vain to colleagues more than sighs,

And whine to those near me this wretched STATE,

Wishing I alone could write curriculum guides

Instead of those who rule from empty pates

Rejecting others’ work instead of my own writes

Content to gripe without a hint of working late,

Yet , these hateful thoughts create insights

Until I finally think on you, and then I feel

More like an osprey soaring high above

The Gulf to spot a new and fresher meal,

I love this teaching life with all its quirks

And I’d not choose another place to work.