Poetry: Guided Song Analysis

• Identify as many literary devices in the notes or books as you can (maybe highlight them)
• Find as many examples as you can of five different literary devices in your song

• What is the theme of the song? How do you know? (Yes, a paragraph.)

• Create an outline with a thesis/claim, at least one paragraph discussing the literary devices, at least one paragraph discussing the theme, and a concluding thought

I am purposely keeping how to do the outline vague. I want you to embrace your own process. As long as you have all of the key elements, I don't care how you put it together for the outline. If you need more guidance, talk to me or use your "cheat sheet".

English 2: Novels and Vocabulary

Everyone (even the slowest and most reluctant readers) should be at least finished with Part 1 of 20,000 Leagues Under the Sea and Life of Pi by Monday. You will have until March 5 to finish the novels.

Every set of chapters (however much you are able to read in a 30-60 minute sitting) should have a 2-sentence summary. That means everyone should have at least 12 summaries by Monday.

Vocabulary for the March 2 quiz:

• Criticism: term for works concerned with defining, analyzing, classifying, and evaluating words of literature. Analyzes and evaluates a product.

• Connotation: secondary or associated meanings for a word
• Denotation: dictionary definition of a word

• Ethos: overall disposition or character of an individual; in rhetoric it is validity of an argument (connected to logos and pathos––this term we are focusing on the rhetoric definitions)

• Figurative language: all forms of words that create images (analogy, allusion, alliteration, etc)
• Free Verse: uses common sense and natural expression; must feel like a poem; plays with expectations of readers and poets; poetry with varying line length that does not need to rhyme
• Hyperbole: an extreme overstatement

• Gatekeeper: Person who guards a gateway or task; Sometimes they are part of the villain’s company or sometimes they can become allies or members of the hero’s group (type of archetype)
• Hero: puts the well-being of his people above his own safety and from beginning to end, he learns important skills and changes as a person (type of archetype)

• Humanism: set of beliefs that focus on activities of mankind – mathematics, naturalism, philosophy, and theology

Honors 4: Schedule and Vocabulary

We will be writing the Brave New World on-demand essay March 3-4, since we will be in the library (last shot before the finals are due) for research projects February 23-27.

Vocabulary List for March 2 quiz:

• Halcyon: calm; peaceful; tranquil
• Happenstance: a chance event
• Hedonist: a person whose life is devoted to the pursuit of pleasure
• Hiatus: a break or interruption in the continuity of a work, series, action
• Homogeneous: composed of parts or elements that are all of the same kind
• Hypocrisy: a pretense of having some desirable or publicly approved attitude
• Iconoclast: someone who breaks the rules (or tries to overthrow and institution) in order to create a better world
• Idiosyncratic: something peculiar to an individual
• Immune: protected from a disease or the like, as by inoculation

English 4: Finish Novel by Monday (and current vocabulary)

We will be writing the on-demand essays Monday through Wednesday next week.

Vocabulary Test on March 2:

• Halcyon: calm; peaceful; tranquil
• Happenstance: a chance event
• Hedonist: a person whose life is devoted to the pursuit of pleasure
• Hiatus: a break or interruption in the continuity of a work, series, action (like the time between television seasons)
• Homogeneous: composed of parts or elements that are all of the same kind
• Hypocrisy: a pretense of having some desirable or publicly approved attitude 
• Iconoclast: someone who breaks the rules (or tries to overthrow and institution) in order to create a better world
• Idiosyncratic: something peculiar to an individual
• Immune: protected from a disease or the like, as by inoculation

Honors/Dual Credit: WR121 Portfolio and Research Answers

This is directly from the materials provided to teachers through Eastern Promise

The WR 121 portfolio requires students incorporate and cite five credible sources, one of which is a scholarly journal article. Citations generated electronically should be checked for accuracy. Citations must enable the reader to locate the information cited, including page numbers of paginated courses and exact URL, DOI number, and database name, as required by the format used. Students should not treat abstracts as sources or rely on online sources requiring payment. Commercial websites are often not credible, but credibility may depend on the student’s project. Generalizations from pro-con sources unsupported by evidence are not credible. Students should also avoid expressing such as “Research says” or “many argue” without indicating which research or which experts. Students should identify information gathered through personal experience or primary research as such so that it is not viewed as plagiarized. 

College culture is different from high-school culture because students have not grown up together, and the teachers and environment are new. This lack of familiarity alone encourages higher expectations. In addition, WR 121 acts as a gateway to college-level thinking, reading, and writing, so teachers encourage inquiry, dialogue, multiple perspectives, readings, and paper topics that provide students with experience that will support their learning in college. Students should be encouraged to move up Bloom’s taxonomy toward analysis, synthesis, evaluation, and creation of new knowledge. They should be encouraged to address meaningful research topics rooted in scholarly discourse communities rather than general topics.

Portfolio: To earn credit for WR 121, students will compile an electronic portfolio. The portfolio will include: 

• Research paper final draft: 5- to 8-pages, .doc or .rtf, not .pdf,  and incorporating and citing a minimum of five credible sources, one of which is a scholarly journal article 
• Research paper rough draft: with teacher annotations
• Reflective essay: thesis-driven and effectively structured, addresses learning in WR 121, and analyzes specific details from papers written as part of WR 121
• Timed writing: selected from several samples administered in class during the term, includes prompt in response to brief reading, thesis-driven with paragraphs, typed or handwritten

Honors 4: BNW Reading dates

• End of Semester 1––Overview, reading chapters 1-4 
• 2/2/15—Chapter 5
• 2/3/15—Chapter 5
• 2/4/15—Chapter 6
• 2/5/15—Chapter 6
• 2/6/15––Quiz on chapters 1-6
• Weekend—Chapter 7-8
• 2/9/15—Chapter 9
• 2/10/15—Chapter 10
• 2/11/15—Chapter 11
• 2/12/15—Chapter 12
• 2/13/15—Chapter 15 [Draft 1 of Research Project returned by]
• Weekend—Chapter 14
• 2/16/15—Chapter 15
• 2/17/15—Chapter 16
• 2/18/15—Chapter 17
• 2/19/15—Chapter 18
• 2/20/15—Final discussion; Start Essay 
• 2/23/15—Essay [Draft 2 of Research Project due]
• 2/24/15—Essay

English 4: Gatsby & F451 Readings

• 2/9––Gatsby Notes (3); Speculative Fiction overview (6)
• 2/10––Gatsby chapter 1 (3); F451 start "The Hearth and the Salamander" (6)
• 2/11––Gatsby chapter 2 (3); F451 finish "The Hearth and the Salamander" (6)
• 2/12––Gatsby chapter 3 (3); F451 start "The Sieve and the Sand" (6)
• 2/13––Gatsby chapter 4 (3); F451 finish "The Sieve and the Sand" (6)
• Weekend––Gatsby chapter 5 (3)
• 2/16––Gatsby chapter 6 (3); F451 start "Burning Bright (6)
• 2/17––Gatsby chapter 7 (3); F451 finish "Burning Bright" (6)
• 2/18––Gatsby chapter 8 (3); F451 read "Afterward" and "Coda" (6)
• 2/19––Gatsby chapter 9 (3); F451 Final Essay or Reading Time (6)
• 2/20––Gatsby Final Essay or Reading Time (3); F451 Final Essay or Reading Time (6)
• 2/23––Gatsby Final Essay (3); F451 Final Essay (6)
• 2/24––Gatsby Final Essay (3); F451 Final Essay (6)

English 2: 20,000 Leagues Under The Sea

Speculative Fiction overview

Write a 2-sentence summary (What was it about? What was the message?) for each section.

• 2/10/15—Part 1, chapters 1-3
• 2/11/15—Part 1, chapters 4-6
• 2/12/15—Part 1, chapters 7-9
• 2/13/15—Part 1, chapter 10
• Weekend—Part 1, chapter 11
• 2/16/15—Part 1, chapters 12-13
• 2/17/15—Part 1, chapters 14-16
• 2/18/15—Part 1, chapters 17-18
• 2/19/15—Part 1, chapters 19-20
• 2/20/15—Part 1, chapters 21-23
• Weekend—Part 2, chapters 1-2
• 2/23/15—Part 2, chapters 3-4
• 2/24/15—Part 2, chapters 5-6
• 2/25/15—Part 2, chapters 7-9
• 2/26/15—Part 2, chapters 10-11
• 2/27/15—Part 2, chapters 12-13
• Weekend—Part 2, chapters 14-15
• 3/2/15—Part 2, chapters 16-17
• 3/3/15—Part 2, chapters 18-20
• 3/4/15—Part 2, chapters 21-23
• Book Essay 

English 2: Life of Pi

Fantastic Literature overview

Write a 2-sentence summary (What was it about? What was the message?) for each section.

• 2/10/15—Author’s Note, Chapters 1-3
• 2/11/15—Chapters 4-7
• 2/12/15—Chapters 8-14
• 2/13/15—Chapters 15-20
• Weekend—Chapters 20-29
• 2/16/15—Chapters 30-36
• 2/17/15—Chapters 37-42
• 2/18/15—Chapters 43-46
• 2/19/15—Chapters 47-51
• 2/20/15—Chapters 52-56
• Weekend—Chapters 57-60
• 2/23/15—Chapters 61-65
• 2/24/15—Chapters 66-76
• 2/25/15—Chapters 77-83
• 2/26/15—Chapters 84-89
• 2/27/15—Chapters 90-91
• Weekend—Chapter 92
• 3/2/15—Chapters 93-98
• 3/3/15—Chapter 99
• 3/4/15—Chapter 100
• Book Essay

English 4: The Great Gatsby (1-3)

• Idea versus Reality
• 13.5 inflation since 1922 ($80=$1078)
• The Smokescreens: 
• the light
• the parties
• the rumors
• the affairs
• Stereotypes versus Archetypes: 
• sleeping beauty
• the jock
• the mistress
• the romantic
• the socialite
• the faux intellectual 
• The Shadows
• Gatsby versus Buchanan versus Nick
• Daisy versus Myrtle versus Jordan
• Is Nick Caraway a reliable narrator?
• Who is Jay Gatsby?
• Chapters 1-3
• What are your first impressions of Tom Buchanan, Daisy Buchanan, Jordan Baker, and Nick Caraway? Support and explain.
• Does money buy happiness? Support and explain.
• Are these characters “seizing the moment” or drifting through life? Support and explain.
• Does Myrtle really believe what Tom is selling? Support and explain.
• The Parties—outsiders, stranger danger, gossip (2-sentence summary on just the parties)

English 4: Fahrenheit 451 (Part 1)

The Hearth and the Salamander

• What do the first lines of the book tell us about the main character? Explain fully.
• What does the first meeting between Guy Montag and Clarisse McClellen tell us about each character? Explain fully.
• What is a parlor wall? What current technology is similar?
• What are seashells? What current technology is similar?
• How does the interaction with the EMTs affect Montag? Explain fully.
• What kind of a person is Mildred? How is she a perfect example of her society? Explain.
• Is the description of entertainment on the parlor walls similar to modern television shows? Explain fully.
• What is a fireman’s purpose in the world of Fahrenheit 451? Explain fully.
• What is the Hound? What current technology is similar?
• What is Beatty, Montag’s boss, like? Explain fully.
• Does Clarisse’s description of school sound familiar to you? Explain fully.
• What mood does the quick passage of time paired with the snippets of conversation set?
• What kinds of things are foreshadowed in Part One? Explain fully.
• How does the old woman’s suicide affect Montag? Why does it? Explain fully.
• What secret is Montag keeping?
• What is Clarisse’s fate? How does Montag find out?
• What implications come from the fact that Montag and Mildred don’t remember how they first met? What does this imply about how they live?
• Why does Beatty visit Montag at home? Explain fully.
• How does Beatty explain the world? How is this similar to our world? How is it different?
• Why does Montag tell Mildred about the books? What is he hoping will happen? Why can’t it ever happen?

Honors 4: Brave New World (5-8)

Chapter 5

• What is the effect of soma (based on Henry and Lenina's usage)? What is the purpose of soma?
• What is Huxely trying to say using soma as his reference point?
• Discuss a drug that is overused or overprescribed today—what purpose does it serve?
• Why and how has Lenina already seen the control The One World Government exerts?
• How hard or easy it si to ignore things that make us uncomfortable? Why do we do it?
• What does it mean to be “bottled”? Support and explain.
• Why does Huxley bastardize Christian communion in his "Solidarity Service"? What point is he trying to make?
• Why does Bernard need to fake his religious experience? Support and explain.
• How is human life shown to be of little value in this chapter?

Chapter 6

• Why does Bernard have sex with Lenina if he doesn't want to and he needs to be drugged to do it? Support and explain.
• What is Huxley pointing out about peer pressure with the Lenina/Bernard relationship? Support and explain.
• Why does the Director tell Bernard anything personal? Why does he then threaten him? Support and explain.
• What does the conversation with Bernard and the Director foreshadow (nothing to do with Iceland!)? Support and explain.
• Why does the Director really plan on sending Bernard to Iceland? Support and explain.
• What social commentary is Huxley making about the reservations? Support and explain.

Chapter 7

• Does Huxley appear to have done research on actual Native American culture? Support and explain.
• What does Bernard realize when he meets John? Support and explain.
• John represents the "every man" in this story—what does that mean? Support and explain.
• How are Linda and Lenina shadows? Who else are shadows? Support and explain.

Chapter 8

• What do John, Bernard, and Lenina have in common? Support and explain.
• Is Shakespeare something citizens of The World State would have easy access too? Why is Shakespeare dangerous? Support and explain.
• Does Bernard have any sense of what events he may be setting in motion by bringing John "home"? Support and explain.
• Does Bernard want anything from John besides the potential embarrassment of the Director? Support and explain.
• Why are human connections dangerous to the One World Government? Support and explain.
• What do Lenina, Bernard, and John really want (from each other? from life?)?

Poetry: Poems (week 1, 2)

• 2/3/15––"In a Station of the Metro" by Ezra Pound (1913)
• Reaction paragraph
• Notes on Craft vs. Art
• 2/4/15––"Fog" by Carl Sandburg (1916)
• Reaction Paragraph
• Notes on Breath, Universal Images
• 2/5/15––"To His Coy Mistress" by Andrew Marvell (1681)
• Either update it or write "her" reaction
• Analytical Paragraph
• Notes on Imagery
• 2/6/15––"To Autumn" by John Keats (1820)
• Seasonal poem
• Analytical paragraph
• 2/9/15––Read chapter 1 of A Poetry Handbook or Rules for the Dance
• 2/10/15––"Aftermath" by Amy Lowell (1912)
• Heartbreak poem (does not need to be romantic)
• Analytical Paragraph
• 2/11/15––"anyone lived in a pretty how town" by e.e. cummings (1940)
• Discuss how this is three poems?
• What is each of the poems about? 
• What is the purpose of the three-in-one poem?
• 2/12/15––"The Emperor of Ice Cream" by Wallace Stevens (1954)
• Poem about childhood aspirations
• Analytical Paragraph
• Notes on Universal Themes
• 2/13/15––"All Along the Watchtower" by Bob Dylan (1967)
• The lyrics
• Bob Dylan
• Jimi Hendrix
• P.O.S.
• Analytical Paragraph
• Choose one poem and one paragraph to turn in today (2/13/15)

Poetry: Notes (week 1, 2)

• Craft versus “Art”
• A poem is an affair between the spark and the mind
• Creative spark (genius)
• Commitment to regular writing is required
• Prose: written within the confines of margins
• Poetry: written in lines that don’t pay attention to (especially the right) margins OR a structure of lines and rhythmic energy and repetitive sound; a blending of statement and form that is intentional and clarifying
• Beat pattern (rhythm)
• Structure (lines, stanzas)
• Content (statement)
• Metrical Poems
• Set and specific rhyme scheme
• Set and specific patterns and line lengths
• Doesn’t use ordinary language
• Metrical poems have a musical quality
• Inflection helps release meaning – create tones and shapes
• Modern Poetry (aka. Free Verse)
• Think about writing
• Talk about writing
• Write
• Patience and diligence
• Breath
• Intake and flow, life
• Pattern
• Indicator of hidden things
• Repetition makes pattern
• Metrical verse was meant to be heard out loud
• Universal Images
• Imagination and intelligence are required
• The five senses
• Recall, organize, conceptualize, meditate
• Universal Themes
• Life and Death
• Love and Loss
• Nature (The Physical World)
• Poetry tries to marry the world of thought with the world of nature
• As the world of nature changes, we risk losing touch with older poems; our experience must in some way match the nature of the experiences of the author
• Human Nature—what does it mean to be human? why are we here?
• Imagery: the representation of one thing by another thing
• Figurative language: figure of speech, specific type of language; another term for imagery
• Detailed, sensory language
• Incorporates images
• Particulars
• Visual cue versus informational cue
• Needs an article to keep it concrete
• Sensory detail (as in uses the five senses)
• Develops texture

English 2: Common Core Essay (& Vocabulary)

In-class essay tied to Task 2 or Task 3 in the Common Core booklet

For February 16 Quiz:

• Allusion: a historical or cultural reference to something outside the piece of literature (figurative language/literary device)
• Analogy: a comparison of two things (figurative language/literary device)
• Archetypes: (in Jungian psychology) a collectively inherited unconscious idea, pattern of thought, image, etc., universally present in individual psyches.
• Anti-hero: Never overcomes inner demons and is, instead, destroyed by them; can be an outlaw or villain to society, but is sympathetic to the audience; cynical or wounded (type of archetype)
• Breath: the center of being alive; its rhythm indicates mood
• Cannon of Literature: a list of works, compiled by experts that represent an author, time period, or society
• Characterization: creating and establishing specific individuals (characters) in a story, poem, or film (literary device)
• Comedy: meant to amuse; all problems work out perfectly in the end
• Connotation: secondary or associated meanings for a word (connected to denotation)

Honors 4: BNW & Vocabulary

For Monday read through chapter 8 for Brave New World. Novel notes and study questions will go up later today. If you missed the chapter 6 quiz, you have until 2/12/15 to make it up during advisory, after school, or before school. On 2/12/15 the "ABS" grade turns to a zero in the gradebook.

Chapter 4 questions and one analytical paragraph for Brave New World must be turned in by 2/12/15 or those "ABS" grades also turn to zeroes. 

• Family: people who generally grow up in the same household and support each other emotionally, mentally, spiritually, and (sometimes) financially.
• Feckless: having no sense of responsibility; indifferent; lazy
• Fiasco: a complete and ignominious failure
• Finagle: to trick, swindle, or cheat (a person out of)
• Fluid Intelligence: the ability to see connections or relationships despite a lack of training 
• Friends: people who come together for support and mutual mental and emotional (sometimes or financial) benefit
• Gauche: lacking social grace, sensitivity, acuteness; awkward; crud; tactless
• Gregarious: fond of the company of others; sociable
• Gription: when grip gives traction
• Halcyon: calm; peaceful; tranquil

English 4: Common Core Essay (& Vocabulary List)

In-class essay tied to Task 2 or Task 3 in the Common Core booklet

• Family: people who generally grow up in the same household and support each other emotionally, mentally, spiritually, and (sometimes) financially.
• Feckless: having no sense of responsibility; indifferent; lazy
• Fiasco: a complete and ignominious failure
• Finagle: to trick, swindle, or cheat (a person out of)
• Fluid Intelligence: the ability to see connections or relationships despite a lack of training 
• Gauche: lacking social grace, sensitivity, acuteness; awkward; crud; tactless
• Gregarious: fond of the company of others; sociable
• Gription: when grip gives traction
• Halcyon: calm; peaceful; tranquil

Honors 4: Today's Discussion

http://padlet.com/mthouvenel/wpki9b9pl7ax

Well, that could've gone better. If you weren't in class, please go down the line and answer the questions for chapter 4.