We Made It Through Poetry!

First off, congratulations to Natalie (2) and Kenzie (5) for having the highest average of student reviews for their Lear Diaries. You put in a lot of time, effort, and character relativity to create memorable, engaging, and Lear-related diaries.

At this point, you have turned in your last 2 assignments for the semester: the Psycho Lear essay and the final. I will be evaluating these assignments over break and adding to the grades to SIS during that time. We will be using these assignments to commence second semester and review all those skills you have accumulated - including all that poetry knowledge that you never knew you needed.

Over break, take a read of The Cherry Orchard and complete a book card for this play for the second day we return to school. Often, this play is categorized as a comedy, which we will have a debate - maybe not in the Team Goneril and Team Regan style.

I hope that all of you have an amazing holiday break filled with relaxation, family and friend connections, delicious food, and reading time! You are entering 2018, which is such a significant year in your academic and personal lives. Make sure to enjoy the turning of the clock to midnight, make resolutions that you will keep (if you believe in those), and savor every moment as you move closer to the collegiate world!

And, for those of you who would like to dabble in advertising...

As many of you may recall from last year, I visit classrooms in January to help pique interest in AP Lit and let students know all the options available to them junior and senior year. (Yes, I will be out of the room during that time, but you know you will have something to keep you busy.)

Another way to call attention to AP Lit is to create a poster that grabs the eye and provides key words that would attract a student to the course. And in the past years, our department chair has blown up this poster into a mega-poster that is on the English department bulletin board second semester.

With that in mind, I have a proposal, not a modest one, for my AP Lit students.

If you would like to make a poster for AP Lit, and perhaps earn 10-20 extra credit points (dependent on effort), create one advertisement and share/e-mail it to me by 7:00 a.m. on January 3. This will need to be in digital format.

You will find below some facts about the course that you may want to include; however, you can also bring in stuff you have learned or liked this semester to encourage a student to take the course. Remember, this is an advertisement and prospective students walking down the hall will not stop to read full sentence explanations. The winning poster will be selected by another teacher or staff member and will receive an additional 10 extra credit points. The extra credit is for second semester and not for first semester.

AP Lit Facts:

·         Seniors only

·         Full year course with an objective to pass the AP Literature and Composition exam in May

·         College credit earned through test scores and/or dual credit enrollment

·         Curriculum focuses on components of the AP Literature and Composition Exam: multiple choice, poetry analysis, prose and analysis, and free response analysis

·         Close reading strategies and critical theory analyses of texts including feminist, historicist, psychoanalytic, Marxist, and structuralist

·         Fiction emphasis: poetry, short stories, plays, novels, etc.

·         AP prompt writing skills to foster mature writing style and analysis

·         Writings will consist of literary analyses with additional research and intense study required

·         Full length texts will include novels and plays throughout the course of the school year

No summer reading

Poetry Prompt x 2

Today was part one of the final, which was the dual poetry prompt featuring Plath & Blake. Friday will be the MC full test, so make sure to look over previous passages and your toolbox for review.

I just finished grading the poetry tests - and will be putting them in the gradebook after I finish my daily blogs, so be patient for a few minutes - and out of 37 students, the final tally is A with 11, B with 10, C with 8, D with 2, and F with 6. If you want to stop by and find out your score or see what you missed, feel free to do so during a non-final hour. 

And, don't forget the Lear Psychoanalysis Essay is due by Friday at 12:30 p.m. Hard copy only! For those of you hanging onto a grade or trying to move up, this is your last opportunity.

Prompt Writing Review

Our last day of review featured a 2 poem poetry prompt that we analyzed for its meaning and literary devices. Tomorrow is the actual prompt writing portion of the final, so make sure that you are all here and ready to go.

The Poetry Test

Our whole hour today was for the culmination of two months of Petrarch, Donne, Shakespeare, and Carpe Diem poets: the poetry test, which sure looked similar to your study guide that we reviewed on Friday.

You also received today a handout to help guide you through your Psycho Lear essay. I highly recommend going through each question/statement to make sure that you are not forgetting anything for your essay. This is the last grade for the semester going into the gradebook, and it is imperative that you complete the assignment utilizing all the psychoanalytical criticism and literary devices that we have focused upon over the course of the entire semester. If you elect to not do this assignment, your grade will suffer the consequences.

Tuesday = Practice Writing Prompt
Wednesday = Part I of the final, the Writing Prompt
Thursday/Friday =  Part II of the final, the full MC test
Friday by 12:30 p.m. = Psycho Lear Essay

Prepping Poetry

Our class today was about the poetry review for the poetry test on Monday and throwing cards on the floor to help out with the test and the final. We have a busy schedule next week, including the poetry test, the final review, the 2-part final, and the psychoanalysis essay. These are all point-heavy, performance-based tasks that need to be completed if you want to maintain or improve your grade in the course.

Carpe Poetry Review

To continue with Carpe Diem poetry - the (mostly) iambic tetrameter poems encouraging women to marry or commit to the speaker's relationship suggestions - we looked at "To His Coy Mistress," "To the Virgins, to Make Much of Time," "The Passionate Shepherd to His Love," and "The Nymph's Reply to the Shepherd." In both hours, we focused on the rhyme - feminine, masculine, unstressed, stressed, forced - to combine the speaker's persona and theme with the sound effects inherent in seizing the day. And if that was not enough poetry review to prepare for your poetry test, then you received the poetry study guide, which is one of the tests from last year.

Upcoming plots & plans:

Wed/Thurs = Diary Evaluation Day, Card Throwing, Poetry Study Guide Time
Fri = Poetry Study Guide Review, Essay Proposal Due
Mon 18= Poetry Test
Tues 19 = Practice Prompt/Poetry Review for Final
Wed 20 = Writing Prompt of Final
Thurs/Fri 21/22 = Multiple Choice Section of Final
Fri 22 = Final Draft Due

Cocoa & Cram is Monday evening here at school. To give you a highlight package of an AP Lit Cocoa & Cram, it will involve a sample prompt, card throwing, and a MC passage to review strategies. F.Y.I. We will be doing a sample prompt and the card throwing in class (as noted above). I would also like to offer a couple after school opportunities to review in case you are not going to attend Cocoa & Cram OR you will be busy studying with another teacher OR if AP Lang students take over my time at the event. These 2 opportunities will have the same prompts and samples, so you there is no need to come to all of them. Unless, you want to show off in front of others.

Monday = 3:45-4:45 Room 404 AP Lit Review
Tuesday = 2:35-3:20 Room 404 AP Lit Review

Carpe Close Reads

We finished up our fourth and fifth rounds of MC close reads with Bishop & Dickinson pieces.  I will be sorting through your results and taking the best 4 out of 5 scores for the gradebook. If you have not completed a MC passage, you have until the end of the day Wednesday to complete these activities.

In the last part of the hour, we read "To His Coy Mistress" to look at Carpe Diem style poetry and the poetry techniques that Marvell adopts to his persona. We will look at more Carpe Diem poems tomorrow, and you shall have your poetry review packet to prep.

This is a busy time in AP Lit Land with your diaries due on the block day, your paper proposal due on Friday, a Poetry Test looming (could be this Friday, could be on Monday, which will be determined by what happens in class), final preparations, the final, and your final draft of the psychoanalysis essay. The majority of this quarter has focused on analyses of texts and participation. Now, you will need to exhibit all of this knowledge for significant assignments.

Ending the Way It Began

First off, absolute kudos to Hannah for noting that the opening scene of King Lear features Kent chatting with Gloucester and the play ends with Kent conversing with Edgar!

For most of class, we discussed Act V for participation points - looking at the demises of (almost) everyone, the iambic pentameter usage, and the animal symbolism now connected with Lear!

At the end of the our, you received the King Lear Psychoanalysis Essay assignment with its proposal due next Friday.

Someday My "Prince" Will Come

Well, that was surely the most energizing AP Lit class that I have witnessed in a long while! To begin, our close read groups over-analyzed a passage, indicated the iambic pentameter and the lines that did not fit such a metrical pattern, and led us in a fairly smooth gallop. Then, in a moment that will live within my brain for several years to come, Team Goneril debated Team Regan for the hand of Edmund. With a fighting spirit, our spokespeople, Cicely and Brooke, delineated all the selling points and all the detriments that each character has exhibited throughout the play - including specific references to the play, its plot, its lines. To complete the class - and calm us down - we worked on MC passage 3. Friday will begin with Act 5 analysis as we say goodbye to the Lear family.

Close Read Revolution

To be honest, it's not really a revolution, but the alliterative "r' properties make it sound so incredibly original!

To begin class, you completed your second MC passage, which will need to be scheduled for makeup as soon as possible.

To end class, you prepped a character's speech for over-analysis, iambic pentameter, and galloping for tomorrow. If absent, you should prepare the above for Lear's speech 4.7.69-79.

Pentameter

For today's class, we spent the hour on 2 speeches from 4.1 (Edgar's opening) and 4.2 (Albany & Goneril's back and forth) to practice close reading and identifying iambic pentameter. As noted, when Edgar is in a zen-like state of self-awareness, he is spot on with his iambic pentameter. However, when he feels that his father has been unjustly battered, he adds a stressed "thee" to further his denouncement of the world. Furthering iambic pentameter alterations, Albany starts off in complete control of his sentiments, but, alas, falters in his delivery as his wife emasculates him. And, the best part, the iambic pentameter between 2 characters! If you happen to see a line with a sudden stoppage of iambic pentameter, you may want to look at the next character's speech to see if he or she continues the meter. This could show connection, disconnection, or, in the case of our "happily" married couple, a tug of war of control in an argument.

Tomorrow will be more emphasis on Act 4 plus MC passage 2. 

Don't forget to be working on your diary for class. We are moving toward the end of the play, which means diary, psychoanalytic essay, and a poetry test. 

3.7

To start, we finished up Act 3 participation by sharing significant lines from the last scene.

Then, we completed our first team close read on a MC poetry passage, which ended with each of you taking MC passage 1 for a grade. If you were absent, you will need to schedule a 12 minute session to take the MC passage.

Otherwise, make sure to have Act 4 finished for Monday. Sorry, Brooke, it had to happen to Cornwall sooner or later.

P.S. Thanks to fifth hour for taking my quick survey today. It looks like you want more card throwing, close reading, and meter review, so I shall prep that up for you.

The Eyes, The Eyes

While we did not make it to the last scene of Act 3 and its brutal, gory end, we did manage to analyze the rest of Act 3 and all the soliloquies, sonnets, some rhyming - wait, Edmund, you're rhyming? Are you trying to be a good guy or something? Even with that issue of selling out your father? Anywho, the first part of class was MC Passage #4, which was timed for practice. Then, the rest of the hour was participation for Lear. Act 3 participation will continue through Friday, so if you were absent, you will be talking a lot to make up any needed points. To prep for Friday, for each page from pages 59-67, jot down 3 significant lines for a total of 15 lines for that scene. I will be calling on all of you to share your lines and to explain the significance.

P.S. You may want to start plotting your diary - at least what medium and format you will be using.

Dear Diary

In both classes, we wrapped up Act II and looked at the parallels between Edmund's and Edgar's soliloquies and the Lear-monster that enjoys caesura, hypophora, and the degradation of feminine traits. At the end of the hour, you received the assignment for the related diary/journal that you will be creating via hard copy or digital means. If absent, you will sign up for a character next class.

For our block day, be ready with Act III.

Here Comes Regan!

The blogs this week are going to be short and sweet, so if you have any questions, do ask via e-mail or in person.

In both classes, we scored the third MC passage - and had one perfect score in fifth hour - to see how you did with that Shakespearean sonnet. Afterwards, you were grouped into 4 groups for the 4 scenes to analyze. We made it through the first two scenes and will finish the last two scenes tomorrow. Absentees should be prepared with note for the last two scenes in Act II.

The Few Who Rhyme

As you may have noticed in class, my latest obsession with King Lear readings is the hunt for which characters rhyme. Thus far, we have seen our buddy Kent, the noble France, the wisecracking Fool, and the forgotten husband Albany. We had stellar discussions today - especially when you branched into meter, enjambment, caesura, motifs, alliteration, and psychological developments for our cast of characters.

For your Thanksgiving homework, read through Act 2 and take MC passage #3 - time yourself 10 minutes and be honest!

I was going to spend a whole blog delineating how thankful I am to have all of you in AP Lit, but I think you already know my affection for all of you and how much I enjoy our book club each and every day!

Oh, Edmund

After several less than flattering epithets hurled at him, Edmund has now taken the upper hand in 1.2 and found favoritism with his father. As noted in both classes, the conflicted Edmund begins to express a quirky internal rhyme, a growing comfort with iambic pentameter, and a stunning rhyming couplet to finish the scene. For second hour students, you will need to show me your close read of his soliloquy if you want participation points for today's class.

As for 1.3-1.5, you have been assigned a particular section to over-analyze - with a particular emphasis on structure and psychology. Second hour and fifth hour students who were absent, you have been assigned 65, 67, 69, and you will be expected to share your thoughts with the class.

Survey - Do This by November 21

In case you did not have the chance to take the technology survey, you still have approximately 24 hours to do so: https://sites.google.com/a/fz.k12.mo.us/bright-bytes-survey/. Start by going under "High Schools" and then selecting North High.

It Rhymes!

Oh, Lear, how you love alliteration, caesura, and inconsistent iambic pentameter to indicate your descent into insanity, parental disappointment, and power-tripping monarchy. During class these last two days, we have focused on the main speeches of 1.1, specifically picking out the psychological motivations and --- THE EVENTUAL APPEARANCE OF RHYME AND REGULAR IAMBIC PENTAMETER! It does exist! Since we made such a big show of finding rhyme, forced rhyme, alliteration, caesura, and iambic pentameter, I suppose that means you should be looking for it too!

On Monday, we will finish (5th) and start (2nd) our super close reading analysis of the "bastard" soliloquy by our buddy Edmund, our least favorite son of the year. And, we will look at 1.3-1.5, which you will have ready to go for class!

Don't Mind the Knave There

We completed our second MC passage today, focusing this time on looking at the questions first, moving onto close reading, and then completing the MC questions. Even if this passage was not an extraordinary success, you will have plenty more passages to practice upon in the upcoming months. Each passage should give you further insight into how test-makers compose questions and give you distractors. Plus, you will have 4-5 passages on the exam itself, which means some passages will be easier for you than others.

With just minutes to go, we jumped into Lear-World and met (once again as you did read this prior to class) Kent, Gloucester, and someone who came "saucily" into this world. From the page, we already know the scene, the setting, the patriarchal, status-filled realm, the parent-child dichotomy, and the importance of legitimacy. We will continue with the scene tomorrow, and you will need to have read through 1.2 as well.

Banneker Clocks

A couple snapshots of the Banneker clocks -

Daddy Issues

Clocks, clocks, clocks, clocks. We have eight clocks now - including one that indicates the time of Banneker's birth and one that indicates the time of Banneker's death (nice overahieving, Bailey & Michaela).

Meanwhile in AP Lit, we spent the entire class period overanlayzing "Daddy" as a poem with its structure, sounds (that "oo" sound replaced with "t" sound and then right back to "oo" sound to contribute her feelings of childlike oppression, semi-controlled adult reflection, and eventual regression), psychology (hello, Electra complex), and overall motifs (colors, shoes, vampires, WWII, Nazis, Jews).

Tomorrow will be MC passage 2 and King Lear 1.1.

Technology Survey - Something to Do

Are you a lover of technology? Or, are you always complaining about technology? Our school district needs your input. Hence, each of you needs to take this (approximate) 15 minute survey about the technology at school and beyond. Check out the link here and complete by Friday, November 17: https://sites.google.com/a/fz.k12.mo.us/bright-bytes-survey/. If you have already taken this survey, then move along and read "Daddy."

Dreams, Births, and Daddy

For both hours, we continued forward with our look at what you can analyze in the pyschoanalytic lens: dream symbolism, birth order, and Lacanian stages.

Second hour AND fifth hour homework: Close read "Daddy" (you may want to check out Sylvia Plath's bio to give you further insight into her speaker's persona) for Monday; over-analyze 1.1 of King Lear for Tuesday.

Psycho MC

After sharing your box prompt for Sonnet 138, you turned this in to me. Then, it was time for MC, close reading, question types, and POE. Second hour finished with a score of 8/10, and fifth hour finished with a score of 7/10. In both circumstances, the lyric and the dramatic monologue, while at times overlapping in characteristics, are distinct in their usage of emotional reaction (lyric) and confessional, character-driven tale (dramatic monologue). To end the class, we began our look at psychoanalytic criticism, which will continue tomorrow. In order to make this more participatory, you will be researching two items that relate to character psychology: dreams and birth order. Come in with your notes on both. Below are a couple links to dreams:
http://www.dreammoods.com/dreamdictionary/
http://www.world-of-lucid-dreaming.com/30-common-dream-symbols.html

Galloping, Galloping, Galloping

Since we galloped at least 420 steps, AP Lit has moved into the cardio portion of Shakespearean meter study. And, here are the end results of our warm-ups with Jake & Brooke reading and our rhythmic gallop representing those iambs.

In both classes, you analyzed the octaves and sestets of sonnets 116 & 130, which was for participation points today. Then, you received a box prompt for sonnet 138, which has this prompt: In regards to Sonnet 138, how does Shakespeare use poetic elements to reflect the overall theme of the poem? That means absentees can complete the box prompt too. 

At the end of class, we discussed the MC portion of the exam, the types of questions offered, and different strategies to approaching a passage. We will start our MC practices tomorrow, so be ready to close read (always), identify question types, and utilize POE to find the correct answer. 

To Gallop or Not to Gallop

So much Shakespeare today!

1: We looked at our syntax translations of Shakespearian phrasing and our Shakespearizing of famous movies quotes - which were very clever methinks.

2: We listened to Mr. Tom Hiddleston reading Sonnet 18, https://www.youtube.com/watch?v=b6Q_Ioj6AhQ, to hear the Bard's meter. Then, we identified the structural components of Sonnet 18: rhyme scheme, octave, volta, sestet. We paraphrased and briefly analyzed the meaning of the octave, volta, and sestet. Then, we identified the iambic pentameter of each line in preparation for our galloping.

3: To gallop properly, we were instructed by these people from the Royal Shakespeare Company to help us with our meter interpretation and physically interact with the rhythm of iambic pentameter. In case you want to practice more for next class: https://www.youtube.com/watch?v=0Qv-sjQHgZ8.

Other than galloping for Wednesday's class, you will take Sonnets 116 & 130 and complete the following: 1. identify structure including octave, sestet, volta, rhyme scheme, and iambic pentameter throughout - will he throw in a trochee somewhere or mix up syllable length to mess with us? 2. translate/paraphrase any confusing lines 3. jot down analytical points with literary devices, themes, motifs, or anything else you notice.

Happy Benjamin Banneker Week!

In exciting news, it is Benjamin Banneker week, which celebrates the revered writer, scientist, and all-around savant. Here is a little more information from a fun website of daily, weekly, and monthly celebrations: https://www.daysoftheyear.com/days/benjamin-banneker-week/. And, to make this a little more relevant and applicable, you will notice that there are 2 activities for celebrating Banneker's role in our lives. The first is to make a clock face (non-working) using mathematics to represent the numbers 1-12 (so don't literally write 1, 2, and so forth but construct formulas or mathematical expressions to represent each number). Here is a picture I found online (which may be blocked since it originally came from facebook) of such a clock, which looks to be made out of cardboard: https://www.facebook.com/events/1601106116857922. The second is to compose a poem that actually features mathematical puzzles for the reader to solve. Here are some examples: https://apcentral.collegeboard.org/courses/resources/mathematical-puzzles-benjamin-banneker. As you can see the word problems are divided up into verse form, which means you can play with rhyme and diction and poetic elements to express math. So to make this interesting and decorate my room, you have the challenge of constructing a 3 dimensional clock (so not on typing paper but with a more solid material - creative materials add to the presentation) and/or a mathematical poem on decorated construction paper/cardboard/posterboard for extra credit. The poem can have combined mathematical puzzles to boost the level of difficulty and content. All the math must be accurate - and, yes, I am a polymath (at least that is what Joe Cassidy calls me) and have right and left brain talents. The clock will be worth a maximum of 35 points, and the mathematical poem will be worth a maximum of 20 points. Points will be awarded for originality, mathematical connection, presentation, and effort, which means those utilizing the most clever materials, math, and presentation will amass the most points. You can do one of each by the way. The due date for this extra credit, which must be in person, is Monday, November 13, so you have one week on this extra credit opportunity. This must be turned in via hard copy (obviously) by 3:00 p.m. on that day. If you have any questions, e-mail me for clarifications. Otherwise, I am looking forward to the final products!

Insulting

Well, I guess the most significant and memorable part of the agenda was that we worked with insulting each other in Shakespearese today. I hope you enjoy using your insult kit throughout the weekend.

At this point, you know the structure of a Spenserian sonnet and a villanelle. You are also aware of common Shakespearian phrasing via your handout and the completed crossword puzzle from today - which was for helping your Shakespeare vernacular and for a grade. To end our time, you worked on syntax and how to translate and apply syntactical rules to understand texts. For second hour, we will go over this section on Monday; for fifth hour, we will finish the second page and look at Sonnet 18's structure, which you are to identify for class.

Elegies & Porphyria

In both classes, we looked at the elegy through remembrances of Keats (or Adonais) and Lincoln (or Captain), dramatically performed "Porphyria's Lover" (thank you to Izzy, Elliott, Cicely, and Brooke for their unforgettably disturbing performances), and reviewed Petrarchan and Shakespearian Sonnets. Fifth hour, you head the additional knowledge of Spenserian and villanelles to add to your poetry knowledge. Tomorrow will finish up the packet and move into Shakespeare!

Odes

Today's class focused on the ode, the elevation of a person, place, thing, or idea to a grand level of importance - such as Shelley's bond with the West Wind and its either revolutionary or slump-ending importance.

Participation points this week have accrued from being called upon to answer questions from the poetry packet. Thus far, we have had 2 full rounds in both classes, which means to earn back participation points, you will be called upon multiple times in upcoming classes. If you are absent for the entirety of the poetry packet (which I would not advise), you will need to show the entire packet and its completion for those points.

For Thursday, make sure you have completed the packet through the Dramatic Monologue section. Oh, you will be quite involved in "Porphyria's Lover."

Happy Birthday, Keats

As you know, my beloved Keatsy would be 222 today, and there are many a poem that represent him and Halloween.

First off, a little ballad (which we did study its form on Friday and today) by Keats: https://www.poetryfoundation.org/poems/44475/la-belle-dame-sans-merci-a-ballad.
Here is an article on his appearance and his background: https://wordsworth.org.uk/blog/2016/08/18/picturing-john-keats/.
And, here is a poem by Keats that puts us Halloween folk in the mood: https://www.poetrynook.com/poem/tis-witching-time-night.
And, here is a website dedicated to Keats' letters and his relationship with Fanny: http://hcl.harvard.edu/libraries/houghton/exhibits/keats/.
And, last but not least, a poem about Keats by Christina Rossetti (remember her from "A Birthday): https://hellopoetry.com/poem/16119/on-keats/.

And with our poetry, we finished up the ballad by reading "Lord Randall" and "Get up and Bar the Door" and identified all those structural and content details that make this song-like poem exist. https://www.poets.org/poetsorg/poem/lord-randall & http://www.bartleby.com/40/20.html.

Then, we began our look at lyric poetry via "A Red, Red Rose" in your packet and "Dover Beach" https://www.poetryfoundation.org/poems/43588/dover-beach. In second hour, you approached the poem cold - like a MC passage - and broke it down structurally and lyrically to understand the meaning. In fifth hour, you had the background - like a very giving poetry prompt - and delved into the honeymooning experience of melancholy, understanding, and nature that Arnold created in the poem.

Tomorrow will be ode and elegy, so make sure your poetry packet is up to date.

Poor Barbara Allan!

Other than picking up a fairly horrible accent today, we looked at syllables, stressing, and feet (out of AP Lit context, that would be a questionable combination). Using your handout, we dissected the phrases and types of feet. And if syllables are not in your ethos house yet, just keep trying to identify what is stressed and what is not in lines. Moving onto our poetry packet, we looked at the terms for lines such as tetrameter, pentameter, hexameter, and all the other meters; the stanza types such as couplet, quatrains, sestets, octaves, and everything in between; the rhyming styles such as masculine, feminine, and internal; and how math functions in determining the totals of syllables in class.

More fun in the poetry packet with the ballad, our first type of poetry. The ballad, as indicated in the packet, is a song-like poem with refrains, rhyme schemes, characters, and simplicity. With the statements at the end of the poem, we were able to break down the literary elements and structure.

For homework, have the ballad, lyric, and ode sections completed. For each poetry type, we will be looking at more poems than in the packet - just to make sure you can transfer all the characteristics from our sample to other poems.

Blind Man, Popular Rhyme, Antiquity

For both AP Lit classes, we are in the exact same spot. How rare! We started off class by sharing the latest edition of book cards, which are currently displayed on the back wall. (I highly recommend checking out Natalie's book card for Inferno and the stages of hell -- you'll find allusions to Dante in so much literature.) Afterwards, we turned our minds to "Thou Blind Man's Mark," which is not about a literal blind man, not about popular rhyming methods in sixteenth century sonnets, not about a representation of antiquity (all of those ideas courtesy of the rangefinders). In our close read, we noted the sonnet structure - the octave, volta, sestet, the apostrophe, the alliteration, the repetitive elements, the shifts in diction, and, most importantly, the paradox in that final couplet. As noted in our rangefinder discussion, having a clear understanding of poetic structure and namedropping sonnet, apostrophe, volta, and paradox will help you with a higher score.

For Friday, make sure you have completed the Petrarch/Donne box prompt and then identify the type of feet on the handout. I highly recommend splitting up each word or phrase into syllables and then vocalizing the words to see what is stressed or not.

Donne Boxing

After finishing up the sonnet analysis (which if you did not participate in, you will need to show your close read for participation points), you spent the majority of the hour completing a partner box prompt on Donne. Absentees will need to pick up the handout and complete solo.

At the end of the hour, you received a tone of paperwork - the diagnostic prompt, scoring explanation, rangefinders, and the Petrarch/Donne box prompt. For next class, in addition to your newest book card, you will need to reread the diagnostic prompt, check out the scoring explanation, and score the rangefinders. For Friday, you will need to finish the Petrarch/Donne prompt on your own. All of these materials are available in Room 404.

Songs & Sonnets

1. Don't forget that your second book card - over Grendel or another 101 text - is due on the block day.

2. We spent the entire hour with Donne in his songs and in (some of) his sonnets. In each experience, students shared literary elements, poetic structure, and personas to clarify the variable nature of Donne's poetic endeavors. If absent, you will need to show your close read/notes to garner participation for both of these activities.

Persona & Donne

2: We transitioned from Petrarch to Donne by looking at the poems on pg. 10 and identifying the persona (the character of the speaker) for each one. Then, we reviewed the biography and style notes regarding Donne to set up the reading of "The Flea." For homework, you have each been assigned 1 song and 1 sonnet to analyze and identify the persona.

Sky = Lecture Upon a Shadow; Sonnet III

Maddie  = The Paradox, Sonnet IV

Izzy = Good Morrow; Sonnet V

Jake = Woman's Constancy; Sonnet VI

Maggie= Anniversary; Sonnet X

5: We finished up our Petrarch presentations of his sonnets. Then, we looked at persona (the character of the speaker) on the pg. 10 poems in the packet. Next, we summarized the life and poetic style of Donne in order to make "The Flea" an entertaining spectacle - with hands. For homework, you will need to analyze and identify the persona of 1 song and 1 sonnet.

Bailee = Anniversary; Sonnet X

Katherine = Valediction Forbidding Mourning; Sonnet XVII

Nick = The Relic; Sonnet III

Petrarch

This will be a hybrid blog covering Tuesday & Wednesday's classes.

Flashing back to Tuesday - memories of grading just came flooding back to haunt me - we started our poetry unit by looking at Petrarchan sonnets, those of 14 lines with an abbaabba octave, cdecde (or near variant) sestet, and a volta changing things up at line 9. After working with 2 of Petrarch's poems, your homework was to read the third poem, annotate, and jot down notes regarding the overlap and differences between all of the poems thus far.

For today, we returned back to Petrarch poem #3, using this as a participation grade, to allow all of you to share your ideas on the poem and his works as a whole. Then, you and a partner/partners were assigned a Petrarchan sonnet to analyze for structure, literary elements, and commonalities with other poems. For homework, read the 3 pages in your packet regarding John Donne - he's next in line for puns in class.

Oh, I have it on the board, but I did not verbalize it - your second book card will be due on the next block day. You may choose Grendel or a novel of your choice.

Second hour Thursday - same stuff from the aforementioned fifth hour, including participation points for the third Petrarch poem, with the addition of looking at 2 translations of the same Petrarch poem and how a switch of phrasing can make an entirely different tone, mod, and poetic presentation. Make sure to read all the Donne biographical pages in the packet - we will be done with Petrarch tomorrow.

Hello, Poetry

After all of our Anglo Saxon ideology has extinguished - as it should with your essay due today - we turn our analytical minds to poetry and how an author conveys a theme in meter, stanza, and structure. To mark this shift, you had your poetry diagnostic prompts, which means absentees you have something big to do in the next 48 hours.

Tomorrow we will start our Petrarch & Donne packet, an opportunity to immerse yourselves in poetry and identifying literary elements in poetic formation. After that packet, we will then go into the nitty gritty, the minutia of poetry: syllables, feet, meter, stanzas, and all the little items that further separate poetry from the prose world. For all of you "scared" of poetry, you won't be - at least not as much - after working so much on this genre.

Back to grading...

Peer Eval Day

The entire hour was you and your group evaluating your NH essays. These are due by 3 p.m. in hard copy form on Monday. If you were absent, you can always have your essay evaluated by another classmate, friend, or family member.

A Little Bit of Everything

1: Vocab Quiz 4 - absentees, as always, have 48 hours to make up the quiz or schedule a time to take the quiz.
2: Review of MLA formatting, Works Cited Page, and citations
3: Introductory paragraph conferences and the opportunity to work on your essay.
4: Toolbox Quiz #2, which will also need to be made up if you want the points.

Make sure you have your first draft ready to go for tomorrow's peer evaluations!

All That Formatting

After your class vocab quiz - everyone scored a 100 percent - we spent the rest time talking about your intros, looking at how to format your essay and the Works Cited page, and learning various synonyms for savant (or, at least that is what Michaela and I ended up doing). Our next class will be peer evaluation day, so make sure you have your first draft and anything else you will need help with during class.

Poetry all next week!

Happy Ada Lovelace Day!

One of my girl crushes is on the first female computer programmer, Ada Lovelace, the daughter of Byron (yes, that Byron). With that in mind, I am kicking myself for almost forgetting that today is her day and, by connection, a celebration of women in STEM fields. If you are not aware of Ada Lovelace, check out this snappy article about her parentage, her colleagues, her mathematical mind, and a few other cultural fun facts that make Ada truly reflect what her name means: noble. https://www.biography.com/news/ada-lovelace-facts-book-sydney-padua

Meetings Anglo-Saxon Style

After reviewing vocab, we spent the majority of the time going over your prewriting charts for the New Historicist essay and discussing any questions you had regarding your free response essay. At the end of second hour, we played with cards - with a bit of a struggle with sound patterns. Maybe it's a good thing that we are starting poetry soon! Fifth hour, you have the poetry packet. No need to read it - just bring it back tomorrow for when we start the poetry unit.

And, don't forget to have a Google document for your first draft of the essay!

Prepping for the Essay

2: After vocab experts, we went over the theories of New Historicism (sorry the power point was this side of boring), looked at samples, and discussed what you will be working on this week. This essay (chart Tuesday, intro Thursday, first draft Friday, final draft Monday) is an out of class experience, but we will utilizing each item during class time for q & a, evaluation, and ideas. For instance, tomorrow's class will deal with one-on-one meetings clarifying your prewriting and discussing your free response essay. Afterwards, we will turn our attention to poetry, which will be our next big unit.

5: After vocab experts, we took the highlight route of New Historicism by considering examples of the Puritans with The Scarlet Letter, the American Dream with the Gatsby, & the governess with Jane Eyre. For tomorrow's class, you will need to have your chart completed so that we can have q & a sessions and you can confidently complete the intro for Wednesday and the first draft for Friday. To prep for our upcoming poetry unit, we played with cards first and then had your literary toolbox quiz #2. If absent, you have 48 hours to make up the quiz or schedule a time to take this quiz.

Lamenting

In both classes, we finished Grendel, analyzed "The Wife's Lament," and passed out the New Historicist essay assignment, which will be due in the following order: chart Tuesday, introductory paragraph block day, first draft Friday, final draft Monday. I will go over this critical lens more on Monday, but, in brief, New Historicism looks at the ideology permeating a culture and how (a) the literature reflects the stereotypical ideology and how (b) the literature offers further interpretation, contrast, or qualities not considered to be connected with this ideology. At this point, start considering what ideology you fill would be best to analyze.

In regards to the lamenting and catharsis, October 6 is one of the most difficult days of the year for me. On October 6, 1992, 25 years ago today, my grandmother, Frances Hedwig Schroer, passed away at age 68. This entire week has been one of memory and one of loss. Grandma Frances was the epitome of kindness, grace, fashion, and love. When I was a child, she would tell me stories about her childhood, the hard life that she had to live, the factories that she would work in her entire adult life, and always end the stories with it was worth every experience to eventually "have a granddaughter like you." Losing someone like that is always difficult, and it has become even more so with the realization that I have spent more years without her than with her. I have been wearing her jewelry this week, looking down at my fingers and wrist to try to pull another memory of her - some of which are lost to time.

I can't force you to do this as an assignment, but if you are still fortunate to have grandparents in your life, I would recommend giving them a call, writing them a note, or seeing them this weekend. I know we all come from different family situations, but if you do have a relationship with your grandparents, it is something that you should cherish, build upon, and revere for the times when you will not have the opportunity to give them a hug.

The Rapping Ork

After witnessing the spectacle of boulder acting, I should not be surprise to see ork become a rapper, Beowulf go through a job interview in which he noted that "he does not work well with other," and a stealthy Grendel donning a bib before losing his arm to Beowulf. Congrats to Izzy and Emma for having the best reenactment of Grendel today! During the rest of class, which was forced to a moratorium due to a fire drill, we analyzed a few more chapters of Grendel. Second hour, for homework, you will need to read and annotate "The Wife's Lament" for tomorrow's class. This will be our last Anglo Saxon text prior to the big essay assignment.

If absent today, you will need to select the most significant scene from chapters 6-12. 1. Write a one paragraph summary of the scene. 2. Write a retelling of the scene from another character's perspective. This will make up for any participation points from today's multi-layered analysis.

Grendel, The Live Performance

Lots of participation today! From vocab to the dragon to chapter performances, you were all involved in the world of Grendel. More specifically, we started off with a dragon characterization participation, bringing up points of the dragon's role as a projection of Grendel's conflicted mind, the imagery and color symbolism popping up in their momentous meeting, and the mentor figuration of the dragon to create a justification of Grendel's acts later in the text. All of you did so well with this - especially since we had 20 different points of view in class today!

Then, I witnessed the greatest theatrical production since last year's version of Browning's "Porphyria's Lover" by Noah & Alex: fifth hour's boulder-rolling, door-kicking expression of Grendel's final chapters. We ran out of the time at the bell to finish the analysis of those chapters, so we will be back with that on Friday. We also have to vote on strongest performance, so make sure you keep in mind your favorite skit. Then, we will chat about New Historicist Criticism, which in quick terms regards historical ideologies and how literature redefines or portrays these ideologies in a different light (sort of like the epic hero really being a narcissistic, selfish braggart). We will be cramming a lot into Friday because I would like you to have your quarter essay assignment for the weekend. And since fifth hour has the longest class time on Friday, we are going to go for it!

Your First Box Prompt

After vocab today, you had your first box prompt, and it was all about Grendel. A box prompt is a shortened essay in boxes that include a thesis statement, three body sections, and a conclusion. With 40 minutes (eventually you will have 25 minutes to do these), you had your class time to finish the box prompt and turn it in. For those at PPI, have discussed timing with you when you returned to class. For those absent, either send an e-mail for a digital copy of the box prompt or pick one up prior to class.

And it's on the board, so I can't believe I almost forgot to remind you to finish Grendel for the block class. Since you had a writing day today, you should look forward to a more creative exercise tomorrow during class.

And, a new addition arrived last night. Ingram and Tango are happy to announce they have a new baby sister named Elinor Octavia. She is named after Elinor Dashwood and for her place as the eighth rabbit that I have been fortunate to love. At close to three months, she is an absolute cuddle bunny, very curious while playing with her toys and her big sister, and a strong eater. As many of you are aware, the loss of our little Monty last year was devastating, and it has taken all of us time to mourn him and his adventurous spirit. I feel Monty was there yesterday when we met this little girl and that he was part of finding her in the first place. The picture below is from her baby cage (you should see her big girl cage that is about twice the size), the location where we have already begun litterbox training.

Bildungsroman Grendel?

Today's class, after vocab, revolved around 7 leading questions detailing the first four chapters of our favorite baby-child-teenager Grendel and his dealings with man, nature, and his own convoluted version of sanity. During second hour, the thought of Grendel as a bildungsroman was brought up, and I think that could be a topic for an argument. We do witness a conflicted young character navigate the fine line between morality and immorality (obviously, with higher consequences than your typical teenage tale) and how he grows into that "villian" filtering into the epic tales passed from generation to generation. In addition, we have an analogy forming of a "stuck" Grendel: stuck in a tree, stuck in his own mind, stuck between man and nature. Looking forward to fifth hour's impressions on the opening of this text and how little Grendel grows into big Grendel.

If absent, you will need to show me notes for chapters 1-4.

For Tuesday, keep reading chapters 5-7. We'll be doing something different tomorrow with this part of the novel.

Hound & Fawn

After copying unit 4 down and assigning the new words for Monday's new round of vocab experts, we spent the majority of the time discussing Achilles, Hector, and Athena and their part in the conflict of a demigod, a man, and the goddess who likes to rule the roost. Topics of discussion centered around the epic simile starting the passage, the hound and the fawn, that creates the characterization of Achilles and Hector, how gods and goddesses have a role in this text in comparison to other Anglo-Saxon epics, and the tone surrounding these two main men. For those absent, I will need to see your note from The Iliad to garner your participation points for the day. For homework, you are to read and note Chapters 1-4 in Grendel. Don't have a text? No problem: https://cdgrendel.wikispaces.com/file/view/Grendel+chapters+1-6.pdf.

Disarmed

After vocab quiz #3, we settled back into our partnerships to finish Beowulf and look at how Anglo-Saxon ideologies permeate the telling of an epic hero and his quest to vanquish the monster. Or, as Nick would sum up the moment of battle: "Do you need a sword, Grendel? You seem a little...disarmed." Following Beowulf Live, we moved onto the place we would not like to visit: 999. As noted, we were dismayed at the disease, death, darkness, and all around depravity that existed way back when. To end the show today, we looked at Gilgamesh, breaking into small groups to analyze the man, the buddy, and the monster (although, I will argue that Humbaba is not a monster and just an early version of an environmentalist). For Friday, read The Iliad portion in your textbook.

They Signed a Waiver!

As we mentioned in fifth hour, if you are one of Beowulf's crew, you know part of your duty is playing sacrificial lamb for your boss. Hence, you sign a waiver. If you are eaten by a descendant of Cain, that is your fate. 

Meanwhile, we reviewed vocabulary for the quiz tomorrow. I just made up the answer key, and I hope you all know what antonyms are for this quiz.

For the remainder of the hour, you earned participation points over-analyzing Beowulf sections and noting the literary elements, characterization, and Anglo-Saxon imprint on the text. We did not finish - so close - all the sections, so if you were absent, you will find out tomorrow what section (in second hour between 10-13 and in fifth hour between 12-13) you will be responsible for verbally analyzing. I would make sure to have those sections prepped.

To add to our readings for tomorrow, check out the epic hero and Gilgamesh, which I believe if between pages 54-63 in your textbook. 

The Descendant of Cain

After finishing up vocab unit 3, we spent quality time with the Anglo-Saxons and what ideologies they once held. We created a class list of ideologies, which we will return to after each reading selection in this unit. Afterwards, it was all about that Grendel as we began Beowulf. Noting the Biblical references, alliteration, darkness and light motifs, juxtaposition, and so much more, the class become involved in over-analyzing this scop's version of the mighty epic hero (We Need a Hero!) and the fiendish monster. Make sure to read the rest of the Beowulf section, ending in the vicinity of pg. 38. Of course, take notes on the literary elements - and Anglo-Saxon ideologies - present in the text. To make it even more fun, check out what it was like to live in 999 on pgs. 40-41.

Free Response Peering

After vocab experts, you had the opportunity to peer evaluate the free response essays. Hopefully, the feedback from your classmates will inspire you to redraft your essay into 9-worthy material, which is what you will be completing for Monday's class. The final draft of this essay may be handwritten or typed - depending on the availability of your technology and wants and needs. Also, don't forget to read up on the Anglo-Saxons, which can be found in your textbook on pgs. 4-20.

Survey - Complete by 9/29

Our school district needs a favor from you: a brief survey detailing what English classes you have taken and related questions to your experience at FZN. It is 5 questions and should take you all of two minutes to complete. Here is the link: https://goo.gl/forms/Ns3ukhff2JX347Vo2. Make sure you complete this activity by September 29.

Our Birthday Wishes to Stephen King

All that pie, all that horror, all that Stephen King analysis on our block classes to celebrate his 70th birthday! If you missed class, you missed out on a lot of sugar - pies, cakes, cookies - and a dash of salt with popcorn and chips. You missed our Kerry being Carrie and our fifth hour Shining twins portrayed by the our ever-creepy and every-laughing Michaela & Bailey. And, you missed out on the analysis of Stephen King passages, of course!

In both hours, we had a fun time looking at this genre of literature, and I know that I will be reading more Stephen King novels and short stories in the future. 

Friday's class is all about the draft - the free response draft that should be handwritten and ready to go for peer evaluation during class. I just printed out the evaluation forms, so this will be a chance to read several samples and provide feedback for your classmates.

For Monday, don't forget to have ethos on Anglo-Saxon history, which can be found in your big green textbooks (or your new best friend or your new weights) on pgs. 4-20. I will be asking you about Anglo Saxon history and important cultural info, so make sure you have notes and something to say.

Free Rangefinding

After vocabulary today, we spent the majority of class time analyzing the rangefinders for the free response prompt and marveling at how a high school senior paralleled Raskolnikov with the schism of Russia's progressivism and conservatism. Wowsa! After all the critical evaluation, you had your first surprise toolbox quiz. If absent, you have 48 hours to either take the quiz or to schedule a time to take the quiz. Due to the nature of this quiz, it can only be completed before or after school.

Then, the time came for you to write your own free response essay. For Friday, you are to answer the same prompt. The rules are as follows: 1. You cannot select a text that was in the rangefinders. 2. The essay will be handwritten and will be considered a draft. 3. You should set aside one hour to write the essay. 4. You should not use the text while writing the essay. 5. Friday will be a peer evaluation day.

See you tomorrow for your book cards, vocab, and that Stephen King birthday shindig!

Reconstruction Louisiana and...

Due to the fact that the remainder of Reconstruction Louisiana may be misconstrued in this professional environment, just imagine second hour giggling right now and generating t-shirt ideas that would not be approved.

After writing down the latest unit of vocabulary, second hour almost finished Chopin and fifth hour did finish Chopin! Then, I recapped the book card assignment - your first one is due on the block day, which is also our Stephen King Birthday Party Day! Don't forget to bring in treats and anything related to Stephen King's works - as long as it is school appropriate, of course.

Last up was your first look at a free response prompt - in the form of rangefinders. Score each essay 1-9 and check out how students approach a free response essay. We will analyze those essays, and then it is time to write your own!

Almost Time to Say Goodbye to Chopin

Great progress today with presentations as we are now left with 3 in each class! That means Monday will be the last day, and it will be time for you to return your Chopin texts.

At the end of the hour, I gave your a highlight package of free response essay writing, one of the three styles you will need to accomplish on your AP Lit exam. Free response prompts are fairly general - as you will see next week - and relies on the writer (you) to select a text of your choosing and bring in the specificity and upper level analysis to show mature, collegiate-level writing. To prepare for free response essays, you will need to know novels/plays forwards and backwards (at least 2 for the test, but we shall have 5 over the course of the class). As a result, you will be making a book card featuring The Awakening or a text from your brand new 101 Books List for the block day of class. We will go over the details one more time on Monday - such as which 101 Books we will be covering during this year - but you can start the process over the weekend.

And, since I did mention to fifth hour about my designer friend, here is a link to her website to check out her clothing and her artwork: https://iheartfink.com/?v=7516fd43adaa.

Yep, Still Presenting Chopin

These Chopin presentations are bringing out the best of your literary analysis skills, so I really can't complain about how many days it will take to complete this assignment. Friday will be a continuation of any remaining presentations and then we will be back to vocab and looking at another portion of the Lit exam, the free response essay.

P.S. If I were you, I would have your literary toolbox with you to class.

Chopin Day 1

While we did not make it far in the presentation order, we did have strong examples of analysis, evidence, and originality across the board. Overall, make sure you have all 7 components utilized in your presentation! Those 10 minutes go by quickly - ask the speakers today - and you want everything included in some fashion.

She's Still Swimming

Let's enumerate...

1. Vocab Quiz 2. Any absentees will need to make up the quiz or schedule a make up time in the next 48 hours.

2. We recapped the presentation requirements for tomorrow's commencement. To achieve a high score, you will need to incorporate the seven bullet points of lit analysis into the presentation in some fashion, and you will need to show ethos by bringing in analysis, evidence, and citations (AND not typing out an essay in advance and reading it verbatim; notes and passage are acceptable). There will be a 10 minute time limit with an 8 minute heads up to finish. You will be evaluated on 1. incorporating all seven elements with analysis and evidence and 2. your maturity and effectiveness of AP-level analysis, voice, and originality.

3. You randomly signed up for presentation order - absentees you have been assigned numbers as well (not in the first 3). All presentations should be ready to go tomorrow - even if you are at the bottom rungs. You never know when guidance may take 12 of you for filling out a form, a plethora of absences occurs, or the presentations go really quickly. Procrastinators, you have had 2 weekends to work on this, so it is time!

4. We finished up Edna's long swimming awakening with a class-led discussion. If absent, you will need to show me your notes for those last chapters to receive participation credit.

Looking forward to hearing your thoughts and speed reading all of these short stories tonight to be ready for your presentations tomorrow!

The Other Men in Edna's Life

For 2/3 of the novella, we have heard of 2 men rattling around Edna's thoughts: Leonce and Robert. Surprise, surprise, Edna has two new gentleman visitors: her daddy and Alcee, or the stand-in Robert. While we did start class reviewing vocab for the quiz on Monday and finishing up the individual close reads (if you were absent during a close read, I will need to see your notes for Chapters 12-22 for credit), we wrapped up the hour looking at Edna as she became an "independent" woman living in a "pigeon house." For Monday, finish Edna's Awakening and start, resume, or finish your verbal presentation short story analysis -- it looks like we are starting on Tuesday!

Meanwhile, I have been fascinated with coverage of Hurricane Irma (and now the category 4 Hurricane Jose) as she begins her move toward Key West and Florida. As one who spent many of her childhood summers in Sarasota and Clearwater on the Gulf side and as one who now spends her summers in Fort Lauderdale, Miami, and the Keys, it is beyond comprehensible the damage that may occur to these wonderful places and the loss of life that may be a result. And when I bring up life, don't forget to consider all the animals - pets, wild, zoos, aquariums - that will be displaced or harmed by this storm. If you have not been to Key West, you may not know that they have a wild chicken population (in the thousands) roaming through the streets. When we were there last year, we would watch chicken families wait at the crosswalk until the sign changed to cross. Surprisingly observant birds.

Since the evacuations began, I have been wondering what will happen to the Zoo Miami, Theatre of the Sea, and all the animal-centric places dotting Florida's coasts. This NPR article delineates methods in which these animals must face the storm:  http://www.npr.org/2017/09/07/548981618/flamingos-in-the-men-s-room-how-zoos-and-aquariums-handle-hurricanes?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20170907.

In any case, Mother Nature has become a front page headline from fires, floods, hurricanes, and earthquakes (here and in Mexico), and the best we can do is to recognize her power, prepare, and aid those in need.

Frustration

When I broached the idea that Edna, as a character, is frustrating, I had no idea how many of you would respond with criticisms of her constantly conflicted mind, lack of problem solving skills, and general behavior with friends, family, and men. Anywho, no matter if you love or hate her - or fall somewhere in between - oh, Lifehouse reference - oh, so appropriate lyrics now that I think about it - https://www.azlyrics.com/lyrics/lifehouse/somewhereinbetween.html - Edna reflects a round character struggling to awaken to her fullest extent.

Since I'm referencing Lifehouse, I might as well flashback to Friday to their show at the DuQuoin State Fair!

Other than our general frustration, we finished up vocab unit 2 today, which means a review tomorrow and a quiz on Monday. Irksome to have a quiz on Monday, but that is how it will be this time around. To finish class, we continued with our individual close reads on the board. Alas, we still have some to do and that shall occur tomorrow. Then, we will have a chance to talk about Edna's latest interest and her lifestyle after Robert has influenced her to be free. Of course, Robert has every opportunity to be free since he is a male with a fairly upper class background and has the choice of occupation at his fingertips. Edna does not have that same options.

As for my options, I will be spending the evening celebrating Tango Antonio Gianini's fourth birthday with pretzels, banana crumb muffins, seed, new toys, bell ringing, and a good fly (those last four items will be all Tango). He is a complete mama's boy, his favorite word is "really," he likes to dance, and his best friend is his sister Ingram.

Sleep No More!

2: After vocabulary today, we spent the remaining part of the class completing individual close reads on passages from Edna's now sleepless journey. From the board, you practice close reading strategies by marking (circling, underlining, waves, notes - whatever works for you) words and phrases reflecting characterization, motifs, themes, and anything else that connects to literary analysis. Then, you practice verbal analysis by making observations about your close reading (excellent practice for your verbal essay, which will be soon). We made it through half the passages today, so we will finish those up tomorrow. For reading, you will need to be through chapter 31 for tomorrow - watch how Edna shakes up her life even more!

5: After vocabulary today, our class centered around paper meetings and ways to improve your writing in the next prompt. Now, we will not have another written prompts for a bit (that verbal one will take the place of a written essay); however, all these tips and tricks may help you with your daily discussions and how to present a literary element, provide evidence, and analyze it effectively. In the last moments, we had another individual close read to practice close reading and verbal analysis skills. We will finish those tomorrow. In addition, make sure to have read through Chapter 31 - we are making our way through this awakening!

Meetings

For both classes, we managed to work in 4 more vocabulary words before resuming or starting your meetings regarding the Hawthorne prompts. As discussed in class, you first need to have essay organization before the reader begins to appreciate all the details and upper level analysis of character. Tomorrow, second hour will begin the individual close reads on the board, and fifth hour will continue with meetings.

As you do not have an added reading assignment, don't forget to be working on your short story and the verbal presentation. We will begin presentations the day after we finish analyzing Chapter 39, so keep in mind how much attention this assignment will need in the upcoming days.

P.S. I am wearing the 2017 AP Lang shoes today!

She's Awakened

In both classes, we began unit 2 of vocabulary with the first 4 words.

Afterwards...

2: We discussed prompt writing, essay structure, evidence incorporation, and all the ways to present a literary analysis in a prompt. Then, you received your prompts, filled out your brand new goal sheet, and started meeting with me to ask questions. We will finish these meetings on Tuesday, and then resume Edna's life, which you should know about through Chapter 22.

5: You finished up the small group discussion by sharing the motifs and literary elements in Chapters 9-11. Then, we started our individual close reading on the board to practice you ability of recognizing characterization clues, literary elements, and Chopin's techniques in advancing Edna's awakening. As we analyzed today, she has had a few stuttering steps along the way. We will have your prompts returned on Tuesday, and resume the close reading too.

Edna & Diana

First off, don't forget to read through chapter 17 this evening, so that we can continue our time Awakening the literary elements of Kate Chopin. Yes, that was corny.

Today is the 20th anniversary of the tragic, sudden, and lugubrious death of Princess Diana, a woman of humanitarian causes, complicated relationships, and celebrity notice. While reading The Awakening this time around, I am starting to see a parallel between our Edna, married, unhappy, alone, mother of 2, stuck in a culture that does not fulfill her or completely accept her, and Diana through her tenure as a princess and a philanthropist. Diana, one of my personal heroes, did not have the opportunity to continue her own awakening, which (staying out of the romantic arena) was to end landmines, comfort the ill and homeless, and let each person receive a hug to salve their wrenching wounds. This past summer, as part of our trek to London, we spent every day in Hyde Park, the location of Kensington Palace and the White Garden, the princes' tribute to their mother. Below, you will see what it looked like in June, just blooming with the flowers that represent the beauty of Diana - inside and out. Standing there, watching the ever-present wind filter through the leaves and feeling the raw heat of the sun, I could only feel the reverence and the tranquility of this small garden, a small part of the ground that encompasses the memories of a woman taken too soon at age 36. 

Chopin had her birds as motifs throughout her texts. And, my favorite dress from the Diana wardrobe exhibit is this one, a stunning piece of birds fluttering upwards. While she was a style icon and trendsetter and wore the wedding dress of a fairy tale princess, I feel this dress best reflects the image of Diana and what she represents in my mind. 

Let the Fight for Chapters Begin

Other than fascinating discussions about our favorite lady in black and two lovers hanging out at the beach, the sea and its sensual imagery, and the development of Adele and Robert as more than archetypes of the she-mother and the playboy, the most entertaining part of today's show was watching 6 students race to the board to claim a chapter for their group analysis. Thus far, we are halfway through our groups and will resume with Ch. 9 on Friday. However, second hour has completed all the chapters as our dear Edna completes her metamorphosis of identity be telling her husband "NO" in complete confidence.

You also copied down the next round of vocab words, which means we will start Unit 2 on Friday. Our last class prior to Labor Day will be a bit of a hodgepodge, but I don't think we would want it any other way.

Hello, Edna

We have entered the Creole realm of parrots, mockingbirds, the intoxicating sea, strong hands, and mother foils! Tomorrow, we will finish our discussion of the first 5 chapters. So if you did not have a chance to participate, you will have one more opportunity. Afterwards, we will have mini group discussions revolving around chapters 6-11, so make sure your observations ready to go! (The chapters are quite short in length, so it just sounds like a longer reading assignment.)

In addition, the classes have the Chopin verbal presentation assignment with your individual short story to analyze. If you were absent today and wonder what exactly that means, you will be picking a short story from the list and fashioning a presentation that analyzes it, Chopin's works, and commonalities with other literature. The presentations will begin the day we finish The Awakening, so keep that in mind for any procrastinating tendencies.

Vocab quiz was today - which means you have 48 hours to make up or schedule a make up quiz if you missed class today!

Birthmarks & Chopin

Since my brain is still reacting to Twin Peaks last night and all the motifs, character conflicts, and welcome moments of closure, it was a pleasure to have you take over class today and note the same above literary techniques in "The Birthmark." At the forefront of our analysis was the symbolism - a hand, a crimson hand, characterization, gender roles, projection, motifs, and foils! I will hopefully have your prompts for you on the block day, and we will talk about prose prompt goals for the semester.

Next up, you now have The Awakening in your possession, which you will use to read the first five chapters for tomorrow and have notes ready to share for our discussion. And don't worry, absent people: http://www.gutenberg.org/files/160/160-h/160-h.htm. I also gave you the overall verbal presentation assignment, which we will discuss tomorrow.

Then, we shared all our knowledge of Kate Chopin and how her background may have influenced several of her novellas and short stories.

See all of you tomorrow for another scintillating discussion of literature and your first vocab quiz. "One hundred percent. Finally."

P.S. I'm wearing my AP Lang Class of 2015 shoes today!

The Card Battle Continues

Impressively, both AP Lit classes finished 5 out 5 rounds today with the cards! Fifth hour, wanting a chance to break the tie with an additional round, slightly faltered but still ended the day with 5 out of 6 correct for an 83% average. With only a week and a few days mixed in, both percentages should fill you with pride.

In class, we finished up vocab experts, which means review is Monday and the quiz is Tuesday, we shared thesis statements for those two foils, Elizabeth and Lucetta, and then ended with cards.

For Monday, you will need to research Kate Chopin and jot down notes of important biographical information. And, you will need to reread "The Birthmark," as we will have a chance to discuss this text in class.

Enjoy your weekend. I have a very long date with 127 prompts :)

Ditto

Second hour, we did the same activities as fifth hour from yesterday, so please check out that blog for all the specific details.

However, there was one important event that occurred that is worth noting: second hour finished with 80% for cards today, which means they exceeded the 75% of fifth hour. Looks like we have two competitive literary classes this year!

1 Character, 2 Characters

This will probably be a brief blog as I became quite chatty on AP Lang's summation today. I guess I could discuss my shoes or my favorite new shoe connection Mario, but I already did that during class.

So, what was the hodgepodge of Lit activities? First, we resumed our vocab work - we are currently at 12 words and making steady progress through the first unit. Then, six of you shared your Tom thesis statements and provided evidence. As we discussed, ways to improve your literary thesis statements and interpretation involve specific adjectives to describe the characters and incorporating literary devices to further analysis. In any circumstance, just make sure it answers the prompt! For the next third of class, we played card games (75% accuracy today) and you had a chance to work on your toolbox and your portfolio (have for Friday). In the post-lunch time frame, we started our next passage/prompt to the tune of 2 characters and their relationships with each other. As noted, we witness a differentiation and specificity of Lucetta and Elizabeth within the first page. For homework, finish your highlighting of the 2 characters, construct the thesis statement answering the prompt, and bullet point evidence to support your thesis.

P.S. I think I figured out the theme for our AP Lit party. Maybe. It's quite different from last year's celebration of Roald Dahl and all things candy.

Hawthorne Prompt

I'm looking at the growing pile of prompts - from Lang & Lit - and while it does seem daunting to think about evaluating 129 essay in the next, uh goal, 5 days, is it just a little bit strange that I am looking forward to it? O.k. so there will be some rough essays, some transitional issues, and distractions in the form of spelling, punctuation, and grammar. However, there will also be these flashes of brilliance, the work of growing literary analysts, and avenues to further explore and improve upon. 

After my observations of prompt writing, this is just a reminder that today's class was all about your literary diagnostic prompt on "The Birthmark," which you had 4 days to annotate. Since so many of you just jumped into the writing process, it looks like you are all determined to write your best work today, and I will be providing you with the requisite feedback to help improve for each prompt, discussion, and analysis. 

For the block day, we will resuming vocab experts, finishing up Tom's characterization from Gatsby, bonding with your toolbox, and possibly looking at one more passage. Can't wait to delve further into literature with all of you!

Prose Characterization

After round 2 of vocab experts, we spent the majority of the hour over-analyzing a passage from The Great Gatsby featuring everyone's vain buffoon Tom. As over-analyzed in class, we focused on dialogue, descriptive adjectives and adverbs, physicality, and other character interactions to piece together the characterization of Tom.

Tomorrow is the literary analysis diagnostic prompt, which you will use your close reading of "The Birthmark" to write an incredible essay. With this short story, there are so many avenues of analysis, you have too many options, so make make sure that you are focus your analysis on 2-3 items and not try to bring in every characterization or literary device you find.

*For the prompt tomorrow, you are allowed to use your close read of the passage (highlighting and notes) as assigned. You will not be allowed to use prewritten paragraphs or a full essay. Happy writings tomorrow!

The Other Side of Helen

After starting up vocab, we finished our look at the two Helens - the beloved version and the angered version. As a class, you worked on creating thesis statements answering the prompt regarding the speaker, imagery, diction, tone, and form and incorporating textual support from both poems. As a reward for your strong work, you received two tone handouts to help you with your tone shift identification and a glossary of literary terms to help you with your toolbox.

While your homework assignment is to bring in your toolbox or be ready for a new Steno notebook, the big assignment will be on Tuesday: the literary analysis of "The Birthmark" by Nathaniel Hawthorne. This will be your literary analysis diagnostic essay for the school year.

Euphonic Alliteration

You know it's going to be a strong year of analysis when both AP Lit classes jump on shifts in alliteration from the soft, euphonic "w" and "h" to the almost cacophonic "g" in stanza 2!

Today was card competition day, and 5th hour had the highest overall score with 80% accuracy. We will be working more with the cards - all year - so don't worry if you are not an expert on literary terms yet. These are the terms for the whole year, so it will take some time. I'm using "so" a great deal, which shows my summer brain diction is still in control.

To end class, we read "To Helen" by Mr. Poe, a lovely little multi-stanza journey into worshiping the best trophy in town! We still need to finish identifying literary elements in there (hint on stanzas, rhyme scheme, and apostrophe). We will also analyze the other version of Helen, which may not be as lovey dovey as the previous version. Make sure you read Dolittle's version for tomorrow's class.

P.S. Don't forget Vocab Experts starting tomorrow! Can't wait to hear this year's memory tricks!

Welcome to AP Lit Land

Hello, returning and new students to the world of AP Lit, a book club with a plethora of terms attached to it!

Today's class started off with your first participation grade, so if you are an absentee, you will need to see me before or after school to make up these points.

Then, you received your butterfly-laden syllabus with all the incredible, moving, intriguing texts that will compose this course. And with the syllabus in hand, the next stage was the toolbox term list. Toolboxes are highly recommended to help you learn and utilize literature devices and terms during quizzes, readings, and in-class discussion. Incorporating literary terms - especially when we are in the poetry world - add to your level of discussion and interpretation. The toolbox may be an index card holder or a Steno notebook (provided). Have your toolbox or pick up your Steno notebook during Monday's class.

Tomorrow's class will feature some card games to help you with your literary terminology, and we will be close reading side-by-side poems regarding that lovely Helen of lore.

AP Lit for Beginners

Welcome to the AP Lit Land, where we like to talk books, gallop, and have celebratory parties for authors and texts! Essentially, AP Lit is akin to a book club - we read, we analyze, we discuss, we connect. However, AP Lit moves beyond into literary devices, motifs, authorial backgrounds, critical lens, and writing about writing.

AP Lit exists as a haven for me, so I hope you will feel the same walking in the room, paging through novels, plays, poems, and shorts stories, and sharing your ideas.

As with any literature class, you will be expected to have a grasp on the plethora of literary terms. Yes, that means a term handout, which you will receive on Day 1 to give you a sense of the many ways to interpret a text. Some of these terms should be quite familiar to you, and others may seem like made-up words. When I taught English II, I expected my sophomores to memorize 35 literary terms while we were studying Lord of the Flies, Taming of the Shrew (now Macbeth, which was purloined from our AP Lit class), short stories, and poetry. Before I start giving you dactyls and conceits, here are those 35 terms, which you should have down prior to class or within the first few days.

• onomatopoeia
• assonance
• simile
• allusion
• repetition
• symbol
• hyperbole
• tone
• mood
• imagery
• metaphor
• alliteration
• diction
• personification
• voice
• speaker
• sonnet
• stanza
• rhyme
• free verse
• dialogue
• protagonist
• antagonist
• static character
• dynamic character
• round character
• flat character
• third person limited
• third person omniscient
• satire
• theme
• setting
• situational irony
• verbal irony
• dramatic irony

Another literary element that will show up in almost all of your readings is the motif, a repeated literary device (often a symbol) that helps to construct a theme. For instance, in The Great Gatsby, there is a green light; in Macbeth, there is blood and lots of it - real and imaginary; in Lord of the Flies, there are Piggy's glasses and that conch shell.

See you soon. Our first week will have a bit of Poe and a bit of Fitzgerald, so I hope you like your Dark Romantic and Modern American authors. 

Cue Alice Cooper

Now that the final bell of the 2016-2017 school year has rung, it is time to crank some Alice Cooper and prepare for the pool. While I miss our conversations, your early exit has allowed me to start -- gasp -- reading for pleasure and not for school!

I look forward to seeing the majority of you at graduation - a last chance to relive our little AP Lit universe. I'll be on the gold side in row 4 if you are happening to look for me or want to legally call me by my first name after you receive your diploma.

This is the first year I have had two sections of Lit, and you did not disappoint - even when you had pages of readings, another box prompt to do, or some random creative endeavor that I thought would be memorable and engaging to the literary process. I will miss all of you and your energy, passion, and creativity!

Video Links

To do not despair, I will have a more thorough final post for my AP Lit groups tomorrow - when I have finished up grading duties and have some peace and quiet to compose something worthwhile. In the meantime, I meant everything I said to both classes today: you are the brightest group of literary scholars I know, and you will change the world if you work together and utilize all your strengths.

Here are the links for my second hour ladies:

The first to metaphorically represent the "fight" inherent in all of us, and to show how gender roles have changed over time: https://www.youtube.com/watch?v=5AhU12zC8fc

The second to remind us all that life, in all of his hardships, still is just a show to enjoy: https://www.youtube.com/watch?v=elsh3J5lJ6g

The Almost Last Day

Don't forget to be part of our AP Lit celebrations tomorrow as we say goodbye to our little world of monsters, creature, swimmers, and bastards (that is a reference to King Lear by the way and, technically, Brave New World).

Film Studies & Art

1. We finished up the film and dished about the cinematography, character choices, and connection to the text.

2. You completed a verbal free response prompt. Absentees will need to make this up.

3. You analyzed the book art of my Wuthering Heights collection. And, I forgot to bring on with me: https://mareseosullivan.files.wordpress.com/2012/07/wh-full-cover.jpeg

Goodbye to the Heights

Like Cathy and Hareton fleeing the ghostly haunts of the Heights, you turned in your WH books today. While still have movie time and a couple activities to do regarding the book, you will no longer need your texts. Or, any text for that matter. If you still have a large burdensome textbook or a petite novel in your possession, bring those back a.s.a.p. After I finish your last essays, I will be dealing with books!