Today we finished The Mission (or darn close in 4th hour!). During the film, I checked notebooks.
Homework: Complete your final blog post. Also, you may work on the Lear viewing extra credit (due April 7th) and/or the Summer Reading Proposal (due April 10th).
Have a lovely break!
Friday, March 27, 2009
Thursday, March 26, 2009
Things Fall Apart
They did. And he took his own life as a result.
Tonight, respond to the following on a notebook page entitled, "TFA Final Response":
1. Identify 3 important words from the final paragraph. For each, provide a 1-2 sentence explanation of why it is important.
2. Complete a close analysis of the DC's book title. What is the significance of its language?
3. Compare the opening and closing of the novel. How does the contrast contribute to Achebe’s message? What is the overall message of the book?
4. Okonkwo can be considered a tragic hero. Identify his flaw/ hamartia and explain your answer. Why does he ultimately take his own life?
Tonight, respond to the following on a notebook page entitled, "TFA Final Response":
1. Identify 3 important words from the final paragraph. For each, provide a 1-2 sentence explanation of why it is important.
2. Complete a close analysis of the DC's book title. What is the significance of its language?
3. Compare the opening and closing of the novel. How does the contrast contribute to Achebe’s message? What is the overall message of the book?
4. Okonkwo can be considered a tragic hero. Identify his flaw/ hamartia and explain your answer. Why does he ultimately take his own life?
Wednesday, March 25, 2009
Things are Truly Falling Apart
Today we took a vocabulary quiz. Then, we discussed the book and watched some of The Mission.
The homework for tomorrow is to finish the novel. Things will have completely fallen apart by the end.
****Don't forget to watch the presentation of King Lear tonight on PBS!! (see previous post)
The homework for tomorrow is to finish the novel. Things will have completely fallen apart by the end.
****Don't forget to watch the presentation of King Lear tonight on PBS!! (see previous post)
Tuesday, March 24, 2009
They're Here and I'm Afraid that Things Are Beginning to Fall Apart
Today we took a fourfold analysis quiz on pp. 110-142. Then, we talked about Okonkwo's banishment and the village culture.
Tomorrow you will have a vocab quiz (see words/definitions below). Also, please read pp. 143-167.
Things will fall very apart, very soon.
KING LEAR EXTRA CREDIT - MARCH 25 on PBS
http://www.pbs.org/wnet/gperf/episodes/king-lear/introduction/475/
This Document is also on Edline!!!
Due: April 7, 2009
Ms. Jarrett and Ms. Burgess
Enriched English 10
King Lear Extra Credit
Great Performances on PBS – March 25, 2009
Due: Tuesday, April 7th
Directions: Please answer the following questions in complete sentences. Your answers must be typed and double-spaced. Each answer should be numbered and should consist of at least a paragraph. In order to earn extra credit, you must complete the entire assignment. There is NO partial credit for this. The assignment is worth 10 points in total. We will be looking at these assignments side by side in order to determine that plagiarism has not occurred.
1. As in any performance of the plays, everything you see is a decision on the director's part. But this is heightened in a film, due to editing. There are fewer incidental mistakes or improvisations present, in that the director undoubtedly knows of these when they happen, but she or he can choose to edit them out. In a live performance, everyone lives with the inevitable mishaps that will occur on-stage. All this means that in a film when you notice anything that strikes you or stands out, you are probably noticing it because you are meant to. Keep a list of the things that particularly impressed you about the film. Do not overlook techniques unique to film--presentation of credits and title, for example, or sustained musical effects. Why did the director do these things? Are they united in some sense, pointing towards a larger effect overall?
2. Films can achieve many things that a performed play cannot: special camera angles, special effects, orchestral experimentation on a grand scale, more sets, realistic settings, etc. Look for the striking elements of this film that are unique to a film. What are they? How do they manipulate your feelings about the production? About individual characters?
3. Where did the director find her or his cast? Are they popular actors? Do they specialize in one form of acting or performance (i.e. music, as opposed to theater) or another? If you know that the guy playing Hamlet is a rap musician, for example, how does this affect the way you see this character? Are the majority of cast members known for their theatrical or Shakespearean performances? Is the presence of any one actor jarring to you as audience in some way? Are these actors well-known? Is the director relying on star appeal? Shock appeal? What are the ages of the cast? Do they seem appropriate to you? Can you explain any of the director's casting decisions?
4. How has the costuming been handled? Is it era specific or does it just imply the general feeling of an era without total accuracy? In other words, is it being used to convey a general impression or to set forth a historical era or both?
5. How is the music being used in this film? Are there specific themes for specific characters? How does the score affect your perceptions of the dialogue? Is the music overdone or intrusive?
6. What did this film teach you about this play that you had not gotten from reading it or seeing it staged? What would you change?
Tomorrow you will have a vocab quiz (see words/definitions below). Also, please read pp. 143-167.
Things will fall very apart, very soon.
KING LEAR EXTRA CREDIT - MARCH 25 on PBS
http://www.pbs.org/wnet/gperf/episodes/king-lear/introduction/475/
This Document is also on Edline!!!
Due: April 7, 2009
Ms. Jarrett and Ms. Burgess
Enriched English 10
King Lear Extra Credit
Great Performances on PBS – March 25, 2009
Due: Tuesday, April 7th
Directions: Please answer the following questions in complete sentences. Your answers must be typed and double-spaced. Each answer should be numbered and should consist of at least a paragraph. In order to earn extra credit, you must complete the entire assignment. There is NO partial credit for this. The assignment is worth 10 points in total. We will be looking at these assignments side by side in order to determine that plagiarism has not occurred.
1. As in any performance of the plays, everything you see is a decision on the director's part. But this is heightened in a film, due to editing. There are fewer incidental mistakes or improvisations present, in that the director undoubtedly knows of these when they happen, but she or he can choose to edit them out. In a live performance, everyone lives with the inevitable mishaps that will occur on-stage. All this means that in a film when you notice anything that strikes you or stands out, you are probably noticing it because you are meant to. Keep a list of the things that particularly impressed you about the film. Do not overlook techniques unique to film--presentation of credits and title, for example, or sustained musical effects. Why did the director do these things? Are they united in some sense, pointing towards a larger effect overall?
2. Films can achieve many things that a performed play cannot: special camera angles, special effects, orchestral experimentation on a grand scale, more sets, realistic settings, etc. Look for the striking elements of this film that are unique to a film. What are they? How do they manipulate your feelings about the production? About individual characters?
3. Where did the director find her or his cast? Are they popular actors? Do they specialize in one form of acting or performance (i.e. music, as opposed to theater) or another? If you know that the guy playing Hamlet is a rap musician, for example, how does this affect the way you see this character? Are the majority of cast members known for their theatrical or Shakespearean performances? Is the presence of any one actor jarring to you as audience in some way? Are these actors well-known? Is the director relying on star appeal? Shock appeal? What are the ages of the cast? Do they seem appropriate to you? Can you explain any of the director's casting decisions?
4. How has the costuming been handled? Is it era specific or does it just imply the general feeling of an era without total accuracy? In other words, is it being used to convey a general impression or to set forth a historical era or both?
5. How is the music being used in this film? Are there specific themes for specific characters? How does the score affect your perceptions of the dialogue? Is the music overdone or intrusive?
6. What did this film teach you about this play that you had not gotten from reading it or seeing it staged? What would you change?
Vocab--Quiz Wednesday
Here they are:
careen (v) to sway or tip to one side while in motion
appease (v) to pacify; to soothe
compliant (adj) obeying; yielding (in a submissive way)
euphemism (n) the substitution of a mild phrase for one that is considered harsher
frivolity (n) the state of being not serious
languishing (adj) being weak or feeble
mortification (n) 1) the feeling of humiliation 2) practicing self-denial to overcome sin
savvy (adj) well-informed
stupor (n) decrease of sensibility
solace (n) something that gives comfort or relief
tenuous (adj) unsubstantiated; weak
vulgar (adj) crude; unrefined
harmattan (n) dry, parched land in W. Africa
malevolent (adj) wishing evil on others
incipient (adj) beginning to exist
harbinger (n) anything that foreshadows a future event
effeminate (adj) having traits considered feminine
rhetorical (adj) concerned with style or effect
akimbo (adj) with hand on hip and elbow bent outward
panache (n) grand or flamboyant manner
proselytizing (v) attempting to convert someone
quixotic (adj) extravagantly chivalrous or romantic; a dreamer (like Cervantes’ Don Quixote
repatriate (v) to send back to one’s own country
discomfit (v) to disconcert; to be made uncomfortable
donnybrook (n) a wild brawl
careen (v) to sway or tip to one side while in motion
appease (v) to pacify; to soothe
compliant (adj) obeying; yielding (in a submissive way)
euphemism (n) the substitution of a mild phrase for one that is considered harsher
frivolity (n) the state of being not serious
languishing (adj) being weak or feeble
mortification (n) 1) the feeling of humiliation 2) practicing self-denial to overcome sin
savvy (adj) well-informed
stupor (n) decrease of sensibility
solace (n) something that gives comfort or relief
tenuous (adj) unsubstantiated; weak
vulgar (adj) crude; unrefined
harmattan (n) dry, parched land in W. Africa
malevolent (adj) wishing evil on others
incipient (adj) beginning to exist
harbinger (n) anything that foreshadows a future event
effeminate (adj) having traits considered feminine
rhetorical (adj) concerned with style or effect
akimbo (adj) with hand on hip and elbow bent outward
panache (n) grand or flamboyant manner
proselytizing (v) attempting to convert someone
quixotic (adj) extravagantly chivalrous or romantic; a dreamer (like Cervantes’ Don Quixote
repatriate (v) to send back to one’s own country
discomfit (v) to disconcert; to be made uncomfortable
donnybrook (n) a wild brawl
Monday, March 23, 2009
Seriously--Things Will Fall Apart
Today in class we looked more closely at the character of Okonkwo. We responded to the following about Okonkwo in the notebook:
Bubble map—6 adjectives. Evidence in frame
How does the story of Ezinma affect understanding of Okonkwo’s character?
Text-to-text connection
Text-to-world connection
Who would you hire to play Okonkwo in a Hollywood version of the text? Justify your answer.
What do you love about Okonkwo?
What do you hate about Okonkwo?
Can you empathize with Okonkwo?
Homework: Read pp. 110-142; Vocab quiz Wednesday.
Bubble map—6 adjectives. Evidence in frame
How does the story of Ezinma affect understanding of Okonkwo’s character?
Text-to-text connection
Text-to-world connection
Who would you hire to play Okonkwo in a Hollywood version of the text? Justify your answer.
What do you love about Okonkwo?
What do you hate about Okonkwo?
Can you empathize with Okonkwo?
Homework: Read pp. 110-142; Vocab quiz Wednesday.
Friday, March 20, 2009
Things Will Fall Apart
Today in class, we read outside reading books. Then, students discussed the murder of Ikemefuna in small groups.
Homework: blog on outside reading book blog. Also, read through page 109 for Monday.
Homework: blog on outside reading book blog. Also, read through page 109 for Monday.
Thursday, March 19, 2009
Things Have Not Yet Fallen Apart
Today in class we took an open-book, partner quiz on chap. 1-4 (see Edline if you were absent). I distributed book marks for our reading of Things Fall Apart. If you were absent today, you can find a bookmark on the shelf behind my desk.
Homework: Read pp. 36-62; bring your outside reading book to class tomorrow.
Homework: Read pp. 36-62; bring your outside reading book to class tomorrow.
Wednesday, March 18, 2009
Things Began Well
Today we completed an anticipation guide for Things Fall Apart. In the notebook, students indicated agreement or disagreement with five statements, and then provided a brief explanation of why. The five statements are:
•Polygamy is acceptable in 2009
•In order for societies to be successful they need to be patriarchal
•The norms and mores of other cultures (not your own) should be respected.
•Africa is mostly primitive and therefore we should help them become more modern.
•The United States should work to end tribal rituals like female genital mutilation.
Then, I distributed books and we began reading.
Homework: Read pp. 3-35
**Also, I collected vocab cards today. If you were absent, please turn in your Butterflies and/or Lear books tomorrow.
•Polygamy is acceptable in 2009
•In order for societies to be successful they need to be patriarchal
•The norms and mores of other cultures (not your own) should be respected.
•Africa is mostly primitive and therefore we should help them become more modern.
•The United States should work to end tribal rituals like female genital mutilation.
Then, I distributed books and we began reading.
Homework: Read pp. 3-35
**Also, I collected vocab cards today. If you were absent, please turn in your Butterflies and/or Lear books tomorrow.
EXTRA CREDIT OPPORTUNITY!!
An extra credit opportunity will be offered at the end of this quarter. This opportunity involves watching the new Lear version on PBS and completing a written activity.
Check out the site:
http://www.pbs.org/wnet/gperf/episodes/king-lear/introduction/475/
And make sure to keep March 25th at 7pm open!!!
If you can't watch it that night, you can DVR/TIVO it or watch it online!!!T
he extra credit assignment will be revealed next week and will be due after break!!
Check out the site:
http://www.pbs.org/wnet/gperf/episodes/king-lear/introduction/475/
And make sure to keep March 25th at 7pm open!!!
If you can't watch it that night, you can DVR/TIVO it or watch it online!!!T
he extra credit assignment will be revealed next week and will be due after break!!
Tuesday, March 17, 2009
Monday, March 16, 2009
Blue Book Tomorrow!
Tomorrow's blue book essay requires you to view Butterflies through one of the lenses that we covered in class. In class today, students worked on the thesis planning sheet (the only resource you may use during the blue book tomorrow).
If you did not get my approval for your thesis (including those who were absent today), craft a thesis, assuming that I will approve. Then, gather your evidence on the back of the sheet (or on the 2nd sheet if you're printing from Edline). In this case you probably want many more than 4 quotes. Hopefully any issues with your thesis will involve wording of the sentence, itself, and will be resolved quickly as we look at your evidence and ideas together at the beginning of the period tomorrow.
**If you were absent today, please print the 3/17 Blue Book Thesis Worksheet from Edline. Fill it out as much as you can before you come to class tomorrow. Ideally, you want to be able to start writing immediately.
If you did not get my approval for your thesis (including those who were absent today), craft a thesis, assuming that I will approve. Then, gather your evidence on the back of the sheet (or on the 2nd sheet if you're printing from Edline). In this case you probably want many more than 4 quotes. Hopefully any issues with your thesis will involve wording of the sentence, itself, and will be resolved quickly as we look at your evidence and ideas together at the beginning of the period tomorrow.
**If you were absent today, please print the 3/17 Blue Book Thesis Worksheet from Edline. Fill it out as much as you can before you come to class tomorrow. Ideally, you want to be able to start writing immediately.
Friday, March 13, 2009
¡Vivan Las Mariposas!
Today in class we broke into groups and discussed the book as a whole. We also took a little time to read outside reading books. Your homework is to take notes--and create statements, when indicated--on the following:
Feminist Criticism
There exist cultural and economic disabilities in a “patriarchal” society that prevent women from realizing their potential
Women’s cultural identification is as a negative object, or “other”
The concept of gender is a cultural construct
Examine the patterns of thought, behavior, values, enfranchisement, and power in relation between the sexes
Lear Example: All of the problems in the play exist because women couldn’t have power to begin with!
Using this theory, please write down 3 statements about Little Red Riding Hood.
Marxist Criticism
Based on economic/cultural theories of Marx and Engels
The evolving history of humanity is dependent on its changing mode of economic organization
Explain literature by revealing economic, class, and ideological determinants of the way an author writes
Examines the relation of the text to the social reality of the time and place
This theory focuses on power and money in works of literature: who has the power? Who has the money?
Lear Example: Kent and the fool are not friends with Lear because Lear has the power to banish them.
Using this theory, please write down 3 statements about Little Red Riding Hood.
**DON'T FORGET VOCAB(SEE PREVIOUS POST) DUE NEXT WEDNESDAY. ALSO, DON'T FORGET TO BLOG ON YOUR OUTSIDE READING BOOK BLOG.
Feminist Criticism
There exist cultural and economic disabilities in a “patriarchal” society that prevent women from realizing their potential
Women’s cultural identification is as a negative object, or “other”
The concept of gender is a cultural construct
Examine the patterns of thought, behavior, values, enfranchisement, and power in relation between the sexes
Lear Example: All of the problems in the play exist because women couldn’t have power to begin with!
Using this theory, please write down 3 statements about Little Red Riding Hood.
Marxist Criticism
Based on economic/cultural theories of Marx and Engels
The evolving history of humanity is dependent on its changing mode of economic organization
Explain literature by revealing economic, class, and ideological determinants of the way an author writes
Examines the relation of the text to the social reality of the time and place
This theory focuses on power and money in works of literature: who has the power? Who has the money?
Lear Example: Kent and the fool are not friends with Lear because Lear has the power to banish them.
Using this theory, please write down 3 statements about Little Red Riding Hood.
**DON'T FORGET VOCAB(SEE PREVIOUS POST) DUE NEXT WEDNESDAY. ALSO, DON'T FORGET TO BLOG ON YOUR OUTSIDE READING BOOK BLOG.
Thursday, March 12, 2009
We knew they had to die...
...but, already?
Today we took a quiz on chap. 7-11. Then, we discussed chapter 11 briefly, leaving time to do some reading in class.
Your homework for tonight is to read chapter 12 and the epilogue. Also, here's the vocab assignment, due next Wednesday:
Enriched English 10
In the Time of the Butterflies, Things Fall Apart Vocabulary
Homework Assignments
For the words assigned, do the following:
Find and write a dictionary definition of the word. Include part of speech.
Write your own definition - paraphrase the definition from the dictionary.
Create a mnemonic device.
Create and write your own sentence using the word, demonstrating your understanding of the word.
This assignment is due 03/18/09 - WEDNESDAY
Vocabulary Words
1.careen
2. appease
3. compliant
4. euphemism
5. frivolity
6. languishing
7. mortification
8. savvy
9. stupor
10. solace
11. tenuous
12. vulgar
13. harmattan
14. malevolent
15. incipient
16. harbingers
17. effeminate
18. rhetorical
19. akimbo
20. panache
21. proselytizing
22. quixotic
23. repatriated
24. discomfit
25. donnybrook
**DON'T FORGET TO BRING YOUR OUTSIDE READING BOOK TO CLASS TOMORROW!!!!
Today we took a quiz on chap. 7-11. Then, we discussed chapter 11 briefly, leaving time to do some reading in class.
Your homework for tonight is to read chapter 12 and the epilogue. Also, here's the vocab assignment, due next Wednesday:
Enriched English 10
In the Time of the Butterflies, Things Fall Apart Vocabulary
Homework Assignments
For the words assigned, do the following:
Find and write a dictionary definition of the word. Include part of speech.
Write your own definition - paraphrase the definition from the dictionary.
Create a mnemonic device.
Create and write your own sentence using the word, demonstrating your understanding of the word.
This assignment is due 03/18/09 - WEDNESDAY
Vocabulary Words
1.careen
2. appease
3. compliant
4. euphemism
5. frivolity
6. languishing
7. mortification
8. savvy
9. stupor
10. solace
11. tenuous
12. vulgar
13. harmattan
14. malevolent
15. incipient
16. harbingers
17. effeminate
18. rhetorical
19. akimbo
20. panache
21. proselytizing
22. quixotic
23. repatriated
24. discomfit
25. donnybrook
**DON'T FORGET TO BRING YOUR OUTSIDE READING BOOK TO CLASS TOMORROW!!!!
Wednesday, March 11, 2009
Nelson is Free!
Today we took a vocab quiz, discussed chapter ten, and introduced more literary theory.
**Overall, vocab quiz scores were improved--Colin, Linnea N. Kshitij, Hannah W., Greta, Sarah E., Nick, and Margaret all earned perfect scores!
For tomorrow, read chapter 11.
**Overall, vocab quiz scores were improved--Colin, Linnea N. Kshitij, Hannah W., Greta, Sarah E., Nick, and Margaret all earned perfect scores!
For tomorrow, read chapter 11.
Tuesday, March 10, 2009
A New Pair of Glasses
Today we took a quiz on chapter nueve. Then, we began to discuss, and use, literary lenses. For tomorrow, read chapter 10 and study vocab for tomorrow's quiz.
Friday, March 6, 2009
Las Palabras de Las Mariposas
Today we took a fourfold analysis quiz from chapter seven. I checked vocabulary cards and we read from outside reading books. Here are the vocab definitions:
Posthumous (3): occurring after death
Volition (45): the act of choosing
Obligatory (3): mandatory
Beatific (48): experiencing of bestowing joy
Titter (71): a nervous giggle
Veritable (4): being true or very much true
Subversive (75): in opposition to a group/government
Ermine (134): a weasel with a white winter coat
Shies (5): to draw back, as if from fear or caution
Prickly (5): causing trouble or vexation
Monolithic (7): characterized by uniformity
Admonitions (195): cautionary advice or warning
Circumscribed (7): limited
Parceling (199): to distribute into portions
Transcending (7): to pass beyond the limits of
Contraband (198): anything prohibited by law
Invariably (200): not changing; constant
Agitating (9): to arouse support
Jowls (202): the jaw, lower jaw
Gabardine (202): a tightly woven fabric with a twill weave
Immaculate (17): virginal
Coax (17): to attempt to influence with gentle persuasion
Hubbub (28): uproar
Pastoral (207): a letter from a pastor to her/his congregation
Contingent (207): a group
Contrition (31): penitence or remorse
Bemoan (36): to express distress or grief over
Desecrating (207): violating the sacredness of
Extol (51): to praise highly
Pittance (214): a small amount
We will have our vocab. quiz on Wednesday of next week instead of Tuesday since Monday night we hope to unplug. With that in mind, it may be a good idea to read beyond chapter 8 this weekend, although I will promise that a good portion of the period Monday will be reserved for reading time.
Posthumous (3): occurring after death
Volition (45): the act of choosing
Obligatory (3): mandatory
Beatific (48): experiencing of bestowing joy
Titter (71): a nervous giggle
Veritable (4): being true or very much true
Subversive (75): in opposition to a group/government
Ermine (134): a weasel with a white winter coat
Shies (5): to draw back, as if from fear or caution
Prickly (5): causing trouble or vexation
Monolithic (7): characterized by uniformity
Admonitions (195): cautionary advice or warning
Circumscribed (7): limited
Parceling (199): to distribute into portions
Transcending (7): to pass beyond the limits of
Contraband (198): anything prohibited by law
Invariably (200): not changing; constant
Agitating (9): to arouse support
Jowls (202): the jaw, lower jaw
Gabardine (202): a tightly woven fabric with a twill weave
Immaculate (17): virginal
Coax (17): to attempt to influence with gentle persuasion
Hubbub (28): uproar
Pastoral (207): a letter from a pastor to her/his congregation
Contingent (207): a group
Contrition (31): penitence or remorse
Bemoan (36): to express distress or grief over
Desecrating (207): violating the sacredness of
Extol (51): to praise highly
Pittance (214): a small amount
We will have our vocab. quiz on Wednesday of next week instead of Tuesday since Monday night we hope to unplug. With that in mind, it may be a good idea to read beyond chapter 8 this weekend, although I will promise that a good portion of the period Monday will be reserved for reading time.
Thursday, March 5, 2009
Dante Reads Alvarez
Today, we discussed Dante's Fourfold Level of Analysis.
According to Dante Alighiere, allegories may be interpreted on four levels:
Literal or historical: the things that are actually happening in the story on a surface level.
Political: the level on which human beings relate to others in a community and in the world.
Moral or psychological: the way in which the self relates to the realm of ethics.
Spiritual: the universal level on which a person relates to the cosmos.
We talked about the following examples from Lear:
Literal: The fool mocks Lear
Political: The fool is jester and can make the King and other laugh, but at the same time, he is able to deliver the truth.
Moral: The fool’s job is to be funny, but he cares about Lear and wants him to know the truth.
Spiritual: The fool represents a person’s figurative recognition of the truth.
Literal: A father banishes his daughter because she fails to live up to his expectations.
Political: Lear is the King. He has the power to disinherit and disavow his daughter.
Moral: Cordelia was his favorite. His decision to banish her causes him internal conflict.
Spiritual: Lear feels that he failed his daughter and dies. Lear’s banishment of Cordelia, and his eventual death, represent a violation of the natural order.
In groups, you evaluated each sister. For the literal level you were instructed to pick the event that you felt was most symbolically significant.
If you were not in class today, you should definitely get this information in your notebook.
Homework:
1. Naviance Reflection - will be collected tomorrow and submitted to counselors
2. Read Ch. 7 in ITOB
3. Bring Outside Reading Book to class (Discussion #2 is due by Sunday)
4. Vocab cards due tomorrow--quiz Tuesday
According to Dante Alighiere, allegories may be interpreted on four levels:
Literal or historical: the things that are actually happening in the story on a surface level.
Political: the level on which human beings relate to others in a community and in the world.
Moral or psychological: the way in which the self relates to the realm of ethics.
Spiritual: the universal level on which a person relates to the cosmos.
We talked about the following examples from Lear:
Literal: The fool mocks Lear
Political: The fool is jester and can make the King and other laugh, but at the same time, he is able to deliver the truth.
Moral: The fool’s job is to be funny, but he cares about Lear and wants him to know the truth.
Spiritual: The fool represents a person’s figurative recognition of the truth.
Literal: A father banishes his daughter because she fails to live up to his expectations.
Political: Lear is the King. He has the power to disinherit and disavow his daughter.
Moral: Cordelia was his favorite. His decision to banish her causes him internal conflict.
Spiritual: Lear feels that he failed his daughter and dies. Lear’s banishment of Cordelia, and his eventual death, represent a violation of the natural order.
In groups, you evaluated each sister. For the literal level you were instructed to pick the event that you felt was most symbolically significant.
If you were not in class today, you should definitely get this information in your notebook.
Homework:
1. Naviance Reflection - will be collected tomorrow and submitted to counselors
2. Read Ch. 7 in ITOB
3. Bring Outside Reading Book to class (Discussion #2 is due by Sunday)
4. Vocab cards due tomorrow--quiz Tuesday
Wednesday, March 4, 2009
Adios, Lear!
Today I collected final Lear papers. Then, we discussed chapters 1-5 from In the Time of the Butterflies.
Tonight's homework is to read chapter 6. Also, don't forget that both the vocab cards and the counselor assignment (see previous posts) are due on Friday.
Tonight's homework is to read chapter 6. Also, don't forget that both the vocab cards and the counselor assignment (see previous posts) are due on Friday.
Tuesday, March 3, 2009
FINAL LEAR PAPER!!
Due tomorrow. Here's what you need:
Rubric
Final Draft
Rough Draft
Peer-Eval Chart.
**No technology excuses—problem solve. NO LATE COUPONS!!
Your final draft should include:
MLA heading
Page number headers
Creative title
Works Cited page
REVISION REQUIREMENTS:
Complete the following in at least one of your paragraphs:
Combine 2 of the paragraph’s sentences.
Rework any sentence beginning with there.
Replace two words with more sophisticated, descriptive words.
Replace repetitive/bland verbs with more specific, vivid verbs.
Somewhere in your paper, try to…
Add a sentence using a comparison (simile or metaphor)
Use a rhetorical fragment.
Looking ahead:
Read chapter 6 for Thursday
Counselor work (see previous post) for Friday
Vocab. cards for Friday--Tuesday quiz
Rubric
Final Draft
Rough Draft
Peer-Eval Chart.
**No technology excuses—problem solve. NO LATE COUPONS!!
Your final draft should include:
MLA heading
Page number headers
Creative title
Works Cited page
REVISION REQUIREMENTS:
Complete the following in at least one of your paragraphs:
Combine 2 of the paragraph’s sentences.
Rework any sentence beginning with there.
Replace two words with more sophisticated, descriptive words.
Replace repetitive/bland verbs with more specific, vivid verbs.
Somewhere in your paper, try to…
Add a sentence using a comparison (simile or metaphor)
Use a rhetorical fragment.
Looking ahead:
Read chapter 6 for Thursday
Counselor work (see previous post) for Friday
Vocab. cards for Friday--Tuesday quiz
Monday, March 2, 2009
Counseling and English
You've got work to do from both departments. Complete your counseling assignment for Friday by completing these steps:
1. Log onto Family Connections in Naviance. If you have forgotten your password, type in your email address, hit forgot password, and then check your email to retrieve your password.
2. Complete the personal inventory, "Do What You Are," which can be found under the About Me heading on the left tool bar.
3. Analyze your results by answering the questions on the yellow sheets you received today.
4. Submit your responses to ME by Friday (this assignment is worth points in English).
For English class:
Complete your Lear paper rough draft for tomorrow.
See Edline for the vocab. assignment--cards due Friday, quiz next Tuesday
Read Chapter 5 in ITB
Make sure you have left 5 comments on your outside reading blog
1. Log onto Family Connections in Naviance. If you have forgotten your password, type in your email address, hit forgot password, and then check your email to retrieve your password.
2. Complete the personal inventory, "Do What You Are," which can be found under the About Me heading on the left tool bar.
3. Analyze your results by answering the questions on the yellow sheets you received today.
4. Submit your responses to ME by Friday (this assignment is worth points in English).
For English class:
Complete your Lear paper rough draft for tomorrow.
See Edline for the vocab. assignment--cards due Friday, quiz next Tuesday
Read Chapter 5 in ITB
Make sure you have left 5 comments on your outside reading blog
Hmmmm...
Outlines revealed some thought-provoking thesis statements. Here's a sampler:
In King Lear, good-natured disguises must be assumed in order to counter-balance the deceitful ones.
-Emma R.
Those no longer distracted by visual sight discover that the most useful sight is beyond that seen through the eyes they once prized.
-Anna C.
In his madness Lear makes his wisest and most reasonable decisions because he is unburdened by his kingly decisions.
-Lars
Shakespeare uses the fool as a device to provide Lear with insight that ultimately leads him to his recognition of the truth.
-Molly G.
In order to be successful, one's self worth must be in sync with one's personality; the characters in King Lear appear to be lacking a common trait: self worth.
-Maggie A.
Shakespeare reverses the roles of parents and children in King Lear to give a deeper understanding of the relationship between the two.
-Sarah E.
While sane, Lear glosses over the truth in favor of decorated falsehoods, leading to his downfall and insanity, which allows him to see the truths he once ignorantly missed.
-Greta
Recognition and missed recognition in King Lear exemplify finding personal identity and seeing beyond the surface.
-Margaret L.
In King Lear, good-natured disguises must be assumed in order to counter-balance the deceitful ones.
-Emma R.
Those no longer distracted by visual sight discover that the most useful sight is beyond that seen through the eyes they once prized.
-Anna C.
In his madness Lear makes his wisest and most reasonable decisions because he is unburdened by his kingly decisions.
-Lars
Shakespeare uses the fool as a device to provide Lear with insight that ultimately leads him to his recognition of the truth.
-Molly G.
In order to be successful, one's self worth must be in sync with one's personality; the characters in King Lear appear to be lacking a common trait: self worth.
-Maggie A.
Shakespeare reverses the roles of parents and children in King Lear to give a deeper understanding of the relationship between the two.
-Sarah E.
While sane, Lear glosses over the truth in favor of decorated falsehoods, leading to his downfall and insanity, which allows him to see the truths he once ignorantly missed.
-Greta
Recognition and missed recognition in King Lear exemplify finding personal identity and seeing beyond the surface.
-Margaret L.
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