Another Sonnet

2: We finished our fourth MC passage, which from its title told us was a Sonnet! Then, you broke into five groups to analyze 4.1-4.5. We only made it through the first scene, so we will have to wait until Thursday to cover all the other important action, mayhem, murder, and Bachelor-style courting rituals. No new reading for class on Thursday; however, you will need Act 5 for Friday's class.

4: We overanalyzed Edgar's 3.6 almost sonnet, noting the structure of our newly developed character. After discussing 3.7, you completed the fourth MC passage, a Sonnet - I won't clarify which type for those still needing to make up the assignment. For Thursday, complete Act 4 and find out how Edmund became the hottest bachelor in town.

The Eyes, The Eyes

Since I am still in recovery from the forcing eyes from Gloucester's sockets, this will be the expedited blog update.

2: While we were down to half the class, we overanalyzed Edgar's final speech in 3.6, which turned out to be a strong example of an almost sonnet (13.5 lines), a steady rhyme scheme, and that familiar iambic pentameter meter! Furthermore, my ladies showed off their ability to notice Edgar's change of plural to singular pronouns, the focus of a general audience to the specificity of Edgar's own situation, and diction, repetition, and personification! There goes the expedited blog update!

We also spent quality time with Gloucester's eyes in 3.7. As pictures kidnapped enough people during the middle of the hour, we ended with Act 3 and did not do anything else during class. However, you do need to read and complete Act 4. Let's see if there are more blind characters -- literally and figuratively!

4: We divided up scenes 3.1-3.5 so that each group had a chance to overanalyze the characterization, alliteration (lovin' that F there, Edgar), and psychoanalytical significance. Tomorrow, we will finish up Act 3. By the way, we will be starting Act 4 a.s.a.p, so I highly recommend reading into the Act so you sound even more the Shakespearian savant in class.

Edgar in Disguise

To all classes, make sure you are working on your blog! We will be finishing up the play next week, which  means I (and your classmates) will be reading and evaluating your work.

2: We broke into groups to analyze 3.2, 3.3, 3.4, and 3.5. Shakespeare really loves alliteration with these characters, especially since each one gravitates toward a specific sound. Reading-wise, you will need to finish Act 3 for Monday's class.

4: We finished up our discussion of 2.3 and 2.4. Afterwards, we completed our third MC passage. For the next 5 days, you will need to read the entirety of Act 3.

MC & Lear

2: We completed the third MC passage and then followed up by looking at 3.1 and how Kent is attempting to find Lear, ally with random gentleman, and secret jewelry to Cordelia as a sign of his loyalty. For homework, read through 3.5. And, you should have your first 2 blog posts completed.

4: We completed the second MC passage and then followed up by letting you chat with your 2.2, 2.3, and 2.4 groups. The group of 2.2 shared their thoughts about Kent and tomorrow we will hear from the rest of you. Our discussion is ending. Hence, you  need to have two blog posts completed. 

Learing Act 2

2: You gathered in your Act 2 scene groups and discussed the scene, the characters, the psychology, the motifs that are forming, the bitter world that Lear's kingdom has become. After our discussion, it was the bell. If absent, you will need to show your notes for the scenes for participation credit. No new reading for the weekend, but we finished discussing Act 2, so you will need to have 2 blog posts finished to stay on task.

4: We started with a team close read and individual MC passage. If absent, you will need to complete this as it is your first MC content grade. Then, we read - in blogging character - 2.1, looking at Gloucester's familial strife. For homework, read the entirety of Act 2 and write analysis notes on your assigned section. Absentees, you will be in charge of 2.3 on Monday.

It's Your Turn to Blog

2:

We began the hour by setting up your King Lear blogs --- ideally you now have a title, an address, a template, and a profile -- or at least the start of a profile. Make sure that you have your first 2 blogs completed by Monday.

We continued the hour with our second team close read of a multiple choice passage and your completion of the questions. If absent, you will need to acquire a copy and complete this for a grade.

We finished reading 2.1, seeing the continual machinations of the bastard Edmund against his father at the sacrifice of his brother. And, we finally entered Regan's world, meeting her husband and seeing her familial connections to Gloucester.

For homework, read the remaining scenes of the act and prep analysis points for your assigned scene.

4:

We completed the partner/small group analysis of 1.3-1.5, looking at Lear, the Fool, and Goneril.

Afterwards, you were assigned your King Lear blog and began the process of setting it up. If you look at your assignment sheet and previous blogs, you will find links to how to do this if you are unsure.

Since we are not at second hour's pace yet, you did not have additional readings to do for this evening. However, I would suggest - strongly - to work on your blog.

Keats & Shakespeare

2: We finished up our participation of 1.3-1.5 as Lear made his move to daughter number two, Reagan. We shall see how he fares with his middle daughter and her husband. Then, we began our new round of multiple choice passages, which will be for a grade. Using "Bright Star" by Keats, we first had 3 of you go to the board and analyze it in five minutes. K, S, and A did a fantastic job as once you received the multiple choice questions, you noted several of them already delineated in the close read. If absent, you will need to complete this assignment for a grade.

Last, and definitely not least, you received the blogging assignment. (Absentees, I will be e-mailing you the assignment and a few details after I finish this blog.) For your character, you will create a blog that is not summary-based but character-oriented, fleshing out the character, the psychology, and related connections. (I still like my idea of hermit crab idolization by the Fool and Kent checking out different disguises.) We will work on the creation of the blog during class on Thursday, but you are more than welcome to start in advance.

4: We used the close reading of Edmund's "bastard" soliloquy to look at his characterization, societal perspective, and poetic devices. Then, we wrapped up 1.2 by looking at Gloucester and his exclamatory reflections of filial betrayal, Edmund's affection for his mark, or his brother Edgar, and a final rhyming couplet indicating Edmund's determined stance on destroying his family. At the end of class, you prepped two pages for analysis. We made it through four of these pages, so the remainder will occur during Thursday's class. Then, we will be back to multiple choice and the blogging assignment.

Sample Blogs

Ideally, we will start the blogging assignment for King Lear during Tuesday's class and spend some time in class setting this up on Thursday. I just finished typing up the official assignment, and there will be 12 characters available for this blogging assignment. We will have random sign-ups during class, so do not set your heart too strongly on one character yet. 

In the meanwhile, here will give you links to blog samples from Macbeth. I am hoping these will still work for you.

http://fznaplit.blogspot.com/2015/11/blogging.html 

http://canimakeyouasandwitch.blogspot.com/

For those of you interested in starting the blog process early and setting up a general blog, background, and whatnot, here is a link explaining how to do the basics:  http://www.wikihow.com/Start-a-Blog-on-Blogger

Daughter of the Year

Since Lear cannot be called father of the year, it is only fair that we unnominate Goneril for daughter of the year honors. As noted in both AP Lit hours, Shakespeare is not using rhyme as predictably as in his other plays. Characters often go in and out of meter and rhyme scheme to further the complication of their roles, conflicts, emotional turbulence, and social status. And, as I noted in second hour, Lear loves the alliteration when he becomes Hulk angry.

2: We almost finished 1.3-1.5 participation. Tomorrow, the last two groups will share their analysis. If absent, you will have a verbal opportunity to garner your participation points, so make sure you are ready with something to share. No additional readings.

4: We finished 1.1 partner close read, noting much about psychology, poetic elements, and conflicts. To end the hour, you close read Edmund's bastard soliloquy from 1.2, which you will share findings of tomorrow. If absent, you should prepare that soliloquy for participation. Finish reading Act I for Tuesday.

Lear & Gloucester Family Values

2: We started off by close reading Edmund's soliloquy at the start of 1.2, noting his alliteration, hypophora, personification, crescendo-like tone shifts, and younger child psychology. As this took most of the time, we brushed over the remaining of 1.2, looking at Gloucester and his familiar reaction to a child's betrayal (yep, he and Lear hang out) and Edmund's sudden rhyming couplet to organize his machinations.

If absent, you will need to show me your 1.2 notes for your participation points.

Finish Act I for Monday's class. You will be taking over the show, so be ready to share!

4: We continued forward with overanalyzing 1.1. We will finish on Monday -- no matter what! In the interim, read 1.2 and 1.3.

When the Id Attacks

2: We continued class on the floor with you taking over the analysis of 1.1. Throughout your work, you noted the powerful id overtaking Lear, the birth order impacts of three daughters and their roles, and the displacement of anger towards our sweetie pie Kent. Tomorrow will center on the black sheep, the base, the bastard Edmund (he has a think for "b" alliteration if you recall 1.2) and the upcoming Lear scenes. Readings for the weekend and multiple choice returns next week.

4: We started off with MC Passage 4, which was for participation. If you were absent, you will need to acquire a copy and complete. Afterwards, we started our psychoanalysis of Lear, Cordelia, and a few of the assorted characters in our play. Alas, we only made it through two pages, so we will finish the scene tomorrow. Readings for the weekend and multiple choice returns next week.

Daddy Issues

2: We started off talking about dreams and their symbolic meaning. Then, we completed MC Passage 4 (Shelley) and discussed the correct answers. Remember absent people, you will need to acquire and turn in this passage for participation points. Last, we gathered together and started an over-analysis of King Lear 1.1, already delving into character and the psychoanalysis of each. We will finish 1.1 tomorrow. Prep 1.2 as well.

4: We finished the psychoanalytic portion of today's show, and then moved into "Daddy" by Plath to put some of the terminology in use. Tomorrow will be MC Passage 4 and Lear!

Children, Dreams, and Lear

In both classes today, we talked psychoanalysis, looking at the theories and terminology of Freud and Lacan. For homework, read - really read - Act 1, scene 1 of King Lear. (F.Y.I. You can find the text online so no need to feel unprepared for class on Wednesday.)

2: We finished up the power point, talked birth order, and read "Daddy" by Sylvia Plath, noting the projection at the end of the text.

4: We almost finished the power point, talked birth order and dreams, and made it out with King Lear texts.

Plan for Wednesday: Finish up any psychoanalysis needs, multiple choice passage 4, King Lear 1.1.

Psycho Multiple Choice

As mentioned in yesterday's blog, we are taking participation grades for the MC passages. If absent, you will need to turn in the passages to show your completion of the activity.

For both classes, complete informal research on the following items for Monday's class:

1. Birth order
2. Dream Interpretation (use links below or others if you like)

          Here is one in alphabetical order: http://www.dreammoods.com/dreamdictionary/

           Here is a list: http://www.world-of-lucid-dreaming.com/30-common-dream-symbols.html

2: After going over the answers for MC Passage 3 (sonnet), we moved onto Psychoanalysis criticism, using a power point to summarize the main components we can analyze literature and samples from the criticism text.

4: After going over the answers for MC Passage 2 (exploration), you completed MC Passage 3 (sonnet) and explained the justification of each answer.

Yep, Multiple Choice

Ah, I know that some of you are groaning with the thought of multiple choice reentering our classroom with a flourish. However, from our first couple of practices, utilizing our close reading and breaking down the four types of multiple choice questions (factual, technical, analytical, and inferential), we have found success in using strategies and relying on your poetic and prose analysis skills.

Our first 4 multiple choice practices are not for a content grade. However, you are receiving participation points for volunteering explanations. Hence if you were absent, you will need to show me your completion of these multiple choice practices for your points.

Onto the specific hours...

2:

• In regards to MC Passage 1 for "Now Goes Under," prior to finding out the answers and your overall practice score, we looked at the four types of AP Lit multiple choice questions (as listed above) and determined which are "bing" and "time-eaters" for strategy. Then, we applied this knowledge to identifying each multiple choice question for type. Then, you heard the answers and volunteers explained why it was correct and why the other options were incorrect. 
• In regards to MC Passage 2 for the prose passage, we read and identified the questions prior to close reading. Then, you had 12 minutes to complete the reading and answer the questions. We handled the answers in the same manner as passage 1. 
• In regards to MC Passage 3 for that 14 line poem (note I did not identify the type - wink), you close read and answered questions with a partner. Tomorrow, the partnerships will explain 2 of the answers to the class. 
• Homework shall be Box Prompt for Sonnet 138. 

4:

• To start class, we played with Shakespeare's Sonnet 130, looking at its content, its structure, and its galloping potential!
• In regards to MC Passage 1 for "Now Goes Under," prior to finding out the answers and your overall practice score, we looked at the four types of AP Lit multiple choice questions (as listed above) and determined which are "bing" and "time-eaters" for strategy. Then, we applied this knowledge to identifying each multiple choice question for type. Then, you heard the answers and volunteers explained why it was correct and why the other options were incorrect. 
• In regards to MC Passage 2 for the prose passage, we read and identified the questions prior to close reading. Time yourself for the close reading and answering of questions - 12 minutes is your limit.
• And, make sure to complete the Sonnet 138 Box Prompt!

Galloping Workout

The galloping continues as fourth hour know is part of our daily workout routine!

2: We started class by analyzing the content, quatrains/couplets, rhyme scheme, and iambic pentameter of Sonnets 116 & 130. As noted, we saw an example of feminine rhyme, an added unstressed syllable, and forced rhyme. Sonnet 130, a personally favorite, does satirize Petrarchan symbolism and romantic vision, migrating the stereotypical beautiful markers to realistic flaws that represent love and affection. The last moments reviewed MC strategies (remember POE, bing, close read the passage, read the questions first - if you are so inclined). For homework, complete the MC questions. Do alone and be honest -- this is not for a grade.

4: Fourth hour went wild with galloping today -- jumping, balletic movements, and the semblance of a Shakespearian mosh pit. After learning to gallop, we worked on Sonnet 116, breaking down the content, rhyme scheme, and iambic pentameter. (Did we see some feminine rhyme, added unstressed syllables, and forced rhyme?) For homework, break down Sonnet 130 in the same fashion. We will analyze it on Thursday and do some galloping!