Love is a Battlefield

Does this mean Petrarch came up with the battlefield analogy and not Pat Benatar?
https://play.google.com/music/preview/Te4icddnqktv4utghlf454avtiy?lyrics=1&utm_source=google&utm_medium=search&utm_campaign=lyrics&pcampaignid=kp-lyrics

http://www.todayinliterature.com/assets/portraits/

http://4e7221.medialib.glogster.com/media

Make sure you bring your Petrarch/Donne packets for Friday's class. I can't wait to hear all of your Donne puns -- his name is the gift that keeps giving every year.

Vocabulary in Action - Atelier

To give you a sense of an atelier, and possibly remind you of the meaning of the word for the upcoming quiz, here is a link about my friend Kristen, the designer of iheartfink: http://www.hectv.org/watch/state-of-the-arts/october-2015/20240/fink-fashion-ink/.

And to anticipate a future question, no matter how much you like her atelier, we will not be able to take a field trip there.

A Petrarchan Catharsis

After realizing that you all need to study for the vocab quiz tomorrow, we started our next unit involving poetry. First up, the legendary Francisco Petrarcha and his muse Laura. Over class, we started to note religious motifs, repetitive symbols, elevating diction, and mythological allusions within two of his poems. But, we were not finished with just analyzing literary elements today! With poetry, recognizing structure is necessary for every poetical analysis.

The Italian sonnet rhyme scheme features the great band ABBA ABBA and then has a combination of CDE CDE or some related form. Check out more examples of the sestet rhyme scheme here:  http://www.sonnets.org/basicforms.htm. Also of note is the volta and its dividing turn between the octave and sestet.

For class tomorrow, close read the third poem for discussion. After our quiz, we will be spending the hour with Petrarch and his other poems.

A domani!

Keats Article

While we may not be reading my Keatsy until next semester, I thought many of you would appreciate this article dealing with his mental health while he was writing his letters to Fanny and other family members.

https://wordsworth.org.uk/blog/2015/09/28/moods-of-my-own-mind-keats-melancholy-and-mental-health/

P.S. AP Lang will be about Keats later this week! If it's October, it must be Keats!

http://www.keats-shelley-house.org/system/images/0000/0466/Yours-ever.jpg?1323279055

Poetry Prompting

Say goodbye to the epic and its heroes, storytellers, and monsters. Say hello to poetry. Today's class was a poetry prompt, which is acting as a pre-assessment. Rangefinders will follow soon. This week we will start poetry and travel back to the time when unrequited love causes a man to write 365 poems to his muse, the best name in the world, Laura.

Our Last Anglo Saxon Text

1. We finished our 20 words from the hybrid Unit 3/4 vocab unit. Review will be Tuesday and the quiz will be Wednesday.

2. We read our last Anglo Saxon test, "The Wife's Lament." I am sad we are leaving the Anglo Saxons behind. They were such a fun-loving, war-hungering, storytelling group. In class, we worked on two interpretations: the clan exile versus the husband exile. In groups, we determined a theme for the poem and identified literary devices. Then, in a 10 minute solo burst of writing, we produced a paragraph that connected one literary device to the theme of the text.

3. The New Historicist Essay has arrived, and it is ready for your analysis. 

4. The Jane Eyre New Historicist Essay example -- minus evidence -- provides a sample on how texts can exhibit the ideologies of old and still exhibit a more round picture of the ideology.

5. You have a chart to help you with prewriting this weekend. Fill out as much information you can -- this will act as an outline for your essay.

6. Time to move from college discussion to AP prompt writing. Timed poetry prompt on Monday to assess your skills at this time. 

And, here are all my favorite Jane Eyres...

Joan Fontaine

http://www.doctormacro.com/Images/Fontaine,%20Joan/Annex/Annex%20-%20Fontaine,%20Joan%20(Jane%20Eyre)_02.jpg

Charlotte Gainsbourg

https://criticalconfabulations.files.wordpress.com/2011/03/jane_eyre_11385_medium.jpg

Ruth Wilson

http://www.bbc.co.uk/staticarchive/f18358bbd09fde16959d83668189cb897fe8f724.jpg

Mia Wasikowska

http://ichef.bbci.co.uk/bbcfilms/image/976x549/film/832x468/jane_eyre_mia_wasikowska_8.jpg

I guess this means I will have to create a blog about my favorite Mr. Rochesters! I think Toby Stephens is the best one thus far!

Farewell, Dear Grendel

I still have the echo of a squawking Grendel losing his battle with Beowulf, the man of strong shoulders. From Gardner's perspective, we have witnessed the inner turmoil of the monster and, while a representative of Anglo Saxon ideology of pure evil and darkness, Grendel has become a round character full of insanity, spite, and longing for human connection.

Guess what? There is no reading homework for Friday! When we resume our Anglo Saxon class, we will read a poem, the last text before assigned the New Historicist essay. Time to write, my little monsters.

Fun Fact: New Orleans Awakening

I was researching New Orleans, and I found this traditional celebration here https://holiday.neworleansonline.com/traditions/reveillon-dinners/ No, we can't take a class field trip, but we can incorporate this fest into our end of semester preparations.

The Real Shaper

Grendel is the shaper of his story! While this was the last idea of class today, I feel that it is the most significant. Everything we read -- the dragon's mentor role, Unferth's misadventures, Wealtheow's queenly duties -- is told via Grendel's perspective. Grendel feels a connection to the aforementioned characters - a philosophical monster, an outsider hero, a child forced into a situation not of her own decision. Hence, we have more sympathy to characters reflective of Grendel and his qualities.

For tomorrow's Monster Party, read chapters 8-10. We will do dramatic readings of 11 & 12 during class time. After we finish Grendel, we have one more text to read and then it is time for the New Historicist essay assignment.

Poetry is coming...

The Thinker

http://www.musee-rodin.fr/sites/musee/files/styles/zoom/public/resourceSpace/3564_fee51463caa859c.jpg?itok=NE478aZL



While Rodin may have sculpted this with Dante in mind, our discussion regarding Grendel as an observing outsider searching for understanding and companionship reminded me of the sculpture above. Gardner paints Grendel as a little boy learning from his violent human neighbors and the historically inaccurate storytellers. Are we surprised that Grendel turns to violence and hyperbolic uses of language to create his own legend? We discussed nature versus nurture today, and Gardner made us consider how much evil is innate and how much is modeled to the susceptible young.

For tomorrow, we will resume vocab experts with the last five words of unit 3 and the first 5 words of unit 4. The quiz will now cover 20 words. Then, we will see what Grendel has been doing in chapters 5-7.

And, don't forget that our Monster Bash is Wednesday to celebrate Grendel and all those Anglo Saxon monsters -- even though I think we can agree that many monsters are not born of Cain but born of man.

Those Pesky Goddesses

Unlike the excerpts from Beowulf and Gilgamesh, the Gods play a significant role in the plot development and character outcomes in the Iliad. Athena has her lovely hands all over this one! Whether you are Team Achilles (Laura the student) or Team Hector (Laura the teacher), we can't deny that Homer elevates the beautiful physical specimen that is Achilles, the hound, over the honorable protector that is Hector, the fawn.

http://unnaturalworld.wikia.com/wiki/File:Brad-pitt-troy.jpg

http://cdn.moviestillsdb.com/sm/c11013bf487a3a15568edc0e4bd52c2c/troy.jpg

Now, it is time for Grendel to reenter the picture. John Gardner gives us the Grendel point of view with a lot of choice language. Since many of you felt empathy over Grendel's lonesome state, you will welcome even more insider knowledge over our supposed monster. Read chapters 1-4 for Monday's class.

As noted on the board, several Anglo Saxon ideologies have popped up in multiple texts. Hmm...sounds like a New Historicist essay will be arriving shortly!

Party Like It's 999!

I am not sure if Grendel's Mother's termination, Grendel's posthumous beheading, common people's illness, death, and fear of apocalypse, and Humbaba's demise constitutes a party-like atmosphere. However, we are willing to celebrate anything in literary history. On a related sidebar, we need to think of a theme for our "monster" celebration next week while we are reading Grendel's own side of that pesky Beowulf interloper.

Discussion-wise, kudos to everyone for upping their interpretation to AP-level quality. I heard literary devices, characterization, and ideologies in every single observation. In addition, you supported your ideas with line references and direct quotes and explained the significance of your evidence. As we moved into Gilgamesh and our group analysis, I witnessed multiple participants use evidence from various points of the text to support one idea. Keep with this game plan when you take notes, participate, and write. At AP-level, you need all those components to show mature, thorough interpretation.

For Friday's shortened class, you will need to read The Iliad selection from the textbook and learn the fate of honorable Hector and beautiful Achilles -- or at least that is how the introductory material describes these two mythical figures. More post-its await!

One last item of note - 

While we are not reading Hamlet in this class, many of you have read the play, seen the film, or overheard the gist from hearing Mr. Bertram's class act it out next door. 

On October 15, Benedict Cumberbatch's version from the National Theatre in London will be broadcast here in many local theaters. Proceed to this link if you would like to learn more about this production: http://ntlive.nationaltheatre.org.uk/productions/ntlout10-hamlet . I saw Benedict Cumberbatch and Jonny Lee Miller play Victor Frankenstein and the Creature last year, and the National Theatre Live productions are vivid, memorable, unique takes on classical literature. 

http://louismayeux.typepad.com/.a/6a00e551bd0760883301bb085b66b1970d-pi

Goodbye Grendel

During today's class, our discussion centered around utilizing literary devices, characterization, and Anglo Saxon ideologies. As I forced you to use your terms and include evidence today, I expect you to incorporate these components into our future discussions and written assignments.

For tonight's readings, you have Sections 12 & 13 remaining in Grendel's portion of Beowulf (pgs. 36-38), "Life in 999" regarding the end of a millennium without Prince to rock us through (pgs. 40-41), and Gilgamesh, featuring an epic hero with a sidekick and a great deal of epic similes (pgs. 56-63). Let's see if you like the "monster" of this epic poem more than the hero.

I am Beowulf. Hear me brag.

After reviewing the Anglo Saxon ideologies on the board, we began our intensive analysis of Beowulf and how our conception of the epic hero and monster figures are portrayed in literature. Thus far, Beowulf is losing in the class popularity contest. His diction, examples, and overall tone scream narcissism. Overall, we have noted how the text is merging the once juxtaposed motifs and characterizations. The darkness & light and the hero & the monster are overlapping and, in some cases, switching places.

For this evening, you will get to know Unferth and be a part of the Beowulf-Grendel first meeting. No, they don't "meet cute" in Herot. Read through section 11.

The Answer

The magic number is 343. Yes, larger than last year's count. Yes, not the final number by far. An example of what I acquired this summer in Miami...

http://images.neimanmarcus.com/ca/1/product_assets/X/2/F/N/X/NMX2FNX_mk.jpg

The Anglo Saxons

As we incorporate the New Historicist lens into our critical interpretations, our reading selections will connect to epic poems and the Anglo Saxon ideologies prevalent in such literary examples. Those Anglo Saxon ideologies -- mingling with the Celtic, Irish, and Roman influences -- will center our interpretation of Beowulf. If you need a refresher of these ideologies prior to Monday's class, review the Anglo Saxon background section in the textbook starting on page 6.

And with those Anglo Saxon ideologies regarding kings, warriors, monsters, women, and religion, we begin our short relationship with the epic Beowulf. Today, AP Lit members met the ever monstrous Grendel and were quite empathetic to his role as an outsider in a community of happy-go-lucky warriors. Does this mean Grendel does not reflect the common Anglo Saxon ideology of monsters?

When you enter our Anglo Saxon classroom on Monday, read sections 1-3 of Beowulf and be prepared to lead discussion of characterization, literary devices, themes, and, of course, Anglo Saxon ideologies in the text.

Tea & Meetings

Overall observations on free response essays:

1. Make sure to bring in specific details from the text. While you may not be directly quoting the text, there are memorable motifs, symbols, and character behaviors that can be incorporated into your essay.

2. Your diction can add touches of voice and reflect your understanding of the text. In one essay by ML, she used the infinitive "to drown" to describe Edna's struggle with gender roles in her society. Her word choice was quite apropos for the given text.

3. Little components of writing do add up. Make sure you are analyzing literature in present tense, avoiding "to be" verbs, removing contractions, and maintaining third person.

Tomorrow we turn to the Anglo-Saxons, a time far removed from QE II.

AP Lit Royalty

I think this picture explains it all! I will update class content (we actually did something during the hour related to essay writing) on the next blog post! Thanks Justin for your improvised speech dedicated to Queen Elizabeth II and her historical reign!

The Non-Timed Writing Prompt

Unlike AP Lang, which had to suffer through their first timed writing prompt, AP Lit begins with a step-by-step review of essay writing for the free response prompt. Don't get used to this timing! The desk rows will one day be for your class. Cue ominous music.

Overall, introductions that worked created an ambiance of the text's culture. Whether it was creating a map analogy, utilizing diction, or referencing a certain Rebel Without a Cause, the introduction should ingratiate the audience and prepare for the thesis and your response to the prompt.

Body-wise, do not forget to intertwine little details from the text into your writing. Since you do not have direct quotes to rely upon, you will need to include significant details for your analysis and to show that you have read the text and not just read the summary online. As mentioned in class, you can bring in evidence such as the HOD painting or The Awakening dragging skirts to further indicate your connection between textual detail and analysis of the culture.

In conclusion, no, that is an amateur way to end an essay. When you do reach the concluding portion, focus on creating a final, memorable thought about the prompt and the text. This is not a time for regurgitation of all previous information.

Make sure you have the remainder of your body and concluding paragraphs for tomorrow's class. We will have meetings over the entirety of your essay's content, and we will grab highlighters for editing key components of literary writing.

See you for the QEII morning tea party tomorrow!

Freely Responding

How incredible to think of the "gaudy" lady and Mrs. Sommers crying for each other's lifestyle? As indicated during S's presentation today, your AP Lit analysis - and eventual writing - should strive for originality of interpretation.

During today's class, we started our first free response essay. How is free response different from other essays? A free response requires you to select a text (novel, play) of literary merit and use its literary elements, characterization, and themes to answer the given prompt. There are no quotations in this essay (unless you remember a significant quote). Your analysis and selection of related details show your understanding of the text and act as evidence.

Here is the prompt: Choose a character from a novel or play of recognized literary merit and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot.

We will complete this free response essay on a step-by-step basis. Thus far, we have followed these steps:

1. Break down the prompt - circle/underline key words and phrases that focus your essay writing.

2. Brainstorm a list of texts that you could use for the prompt and select the one that you will use.

3. Write a thesis statement and brief plan/outline for the body paragraphs.

4. Write 2 possible hooks for this essay -- analogy, allusion, phrasing, etc. No personal anecdotes -- literature is all about the text.

When you walk into class on Tuesday, have these 2 hooks ready to go. We will work more on the actual writing Tuesday/possibly Wednesday.

And lastly, September 9 marks Queen Elizabeth II overtaking Queen Victoria as the longest reigning monarch in England's history. I think we should have a little British party to celebrate. Thoughts? I can bring the scones!

http://img.timeinc.net/time/daily/2012/1205/int_iconicqueen_0511.jpg

The Chopin Effect

Impressions from Chopin presentations today:

1. AC gave us the best example of merging literary analysis with the technical requirements of literary terms, textual evidence, and textual citations. In addition, she knew all of the characters and their foibles, provided connections to the other Chopin stories, and exhibited measured, specific, mature diction.
2. Whether verbal or written, AP Lit work products should go something like this: identification of literary device and its effect in the text, specific example (s) with citations, explanation of the example in coordination with the device, and analysis of the effect.
3. Finding patterns over the course of a text indicates the most maturity. How many times did we see characters' hands and eyes specified, or a bird in a cage, or an open window, or the sea? How many stories featured white color symbolism?
4. Overall, I am glad that we started off our new readings delving into Chopin -- we had motifs, character types, gender roles, themes, and other elements we need to understand and analyze prose works.

On Friday, we have one more presentation to go, and we will be starting our first writing prompt -- step-by-step (how very New Kids of me).

The Awakened

Oh, Edna. Whether you agree or disagree with Chopin's authorial decision to allow her protagonist to take her final swim instead of fighting her way through the either-or fallacy of gender roles in nineteenth century Louisiana, the culminating moments (Robert's little "note," Edna's disrobing, the sun and sea personification) cemented the literary loop of motifs and characterization apparent from the first time we saw this childlike character return sunburned from the beach.

During tomorrow's class, you will share your assigned Chopin short story and fulfill all of these literary analysis elements: overall theme, protagonist characterization, significant minor character characterization, milieu, three additional literary devices, patterns of literary elements across Chopin's multiple works, and connections to other literary characters.

Then...(cue Jaws music)...it is time for the first writing prompt...