Wed, Jan 27, 2010
Pds 1 & 4
1. Library 15 minutes AR rdg
2. Reread "On His Having Arrived at the Age of 23" p 63
3. Paraphrase and discuss comparison analysis essay
Pd 2
1. Library 15 minutes AR rdg
2. Quiz chps 11&12.
3. Check Study Qstns chps 11&12
4. Discuss Jane Eyre
HW: Read chps 13&14 and answer Study questions
Pd 6
1. Library 15 minutes AR rdg
2. Get handout: Macbeth Outline of acts & scenes
3. Read aloud
HW: Pick a quote you like from Act 3, write it, document it, and give Speaker, Occasion, Attitude of speaker, and Paraphrase
EXAMPLE
“And pity . . . shall blow the horrid deed in every eye.” (1.7.21-24)
Speaker: Macbeth speaking his thoughts aloud
Occasion: He’s deciding whether to kill the king.
Attitude: ? He doesn’t want to kill him.
Paraphrase: Everyone will feel bad for the murder.
Wednesday, January 27, 2010
Tuesday, January 26, 2010
Tue, Jan 26, 2010
Tue, Jan 26, 2010
Pds 1 & 4
1. AR reading & log
2. Finish discussing questions
3. Quiz “On His Blindness”
4. Read “On His Having Arrived at the Age of Twenty-Three.” p 63
Pd 2
1. Qz J.E. chps 6-10
2. Check Study Qstns chps 6-10
3. Discuss J.E.
4. Discuss Lucy poems, get TP-CCASTT handout to keep in binder
HW: Read chps 11&12 & answer study questions.
AR rdg tomorrow is postponed to Thursday during trip to library
Pd 6
1. AR rdg and log
2. Discuss essay in groups
3. Read quotes aloud
4. Read Act 2 aloud
HW: Pick good quote from Act 2, write, document, and give Speaker, Occasion (the situation), Attitude of speaker, and Paraphrase the quote (write in your own words). Go back and do this for the quote from Act 1.
Pds 1 & 4
1. AR reading & log
2. Finish discussing questions
3. Quiz “On His Blindness”
4. Read “On His Having Arrived at the Age of Twenty-Three.” p 63
Pd 2
1. Qz J.E. chps 6-10
2. Check Study Qstns chps 6-10
3. Discuss J.E.
4. Discuss Lucy poems, get TP-CCASTT handout to keep in binder
HW: Read chps 11&12 & answer study questions.
AR rdg tomorrow is postponed to Thursday during trip to library
Pd 6
1. AR rdg and log
2. Discuss essay in groups
3. Read quotes aloud
4. Read Act 2 aloud
HW: Pick good quote from Act 2, write, document, and give Speaker, Occasion (the situation), Attitude of speaker, and Paraphrase the quote (write in your own words). Go back and do this for the quote from Act 1.
Friday, January 22, 2010
Fri, Jan 22, 2010
Fri, Jan 22, 2010
Pd 1
1. AR reading & new log
2. Discuss qstns p 66 # 3, 7-10 "On His Blindness"
Pd 2
1. Discuss Jane Eyre study qstns in groups
2. Check answers
3. Hand in 9 essay scores
HW: Read chps 6-10 and answer study questions
Pd 4
1. AR reading and log
2. Finish paraphrase
3. Discuss qstns p 66 # 3, 7-10 "On His Blindness"
Pd 6
1. AR rdg and log
2. Show me your chart/ outline
3. Read aloud Act 2 Scene 1
• HW: Write essay explaining how the contrast between Macbeth and Lady Macbeth in the first 30 lines of Act 1 Scene 5 foreshadows later interaction between the two.
In the first paragraph use quotes from scene 5 to illustrate the contrasting traits of character revealed for Macbeth and Lady Macbeth. In the next ¶, explain how this contrast reappears later.
• HW: Find a quote you like from Act 1, write it, and document it with act, scene, and line #s. E.g., (1.5.1-30)
Pd 1
1. AR reading & new log
2. Discuss qstns p 66 # 3, 7-10 "On His Blindness"
Pd 2
1. Discuss Jane Eyre study qstns in groups
2. Check answers
3. Hand in 9 essay scores
HW: Read chps 6-10 and answer study questions
Pd 4
1. AR reading and log
2. Finish paraphrase
3. Discuss qstns p 66 # 3, 7-10 "On His Blindness"
Pd 6
1. AR rdg and log
2. Show me your chart/ outline
3. Read aloud Act 2 Scene 1
• HW: Write essay explaining how the contrast between Macbeth and Lady Macbeth in the first 30 lines of Act 1 Scene 5 foreshadows later interaction between the two.
In the first paragraph use quotes from scene 5 to illustrate the contrasting traits of character revealed for Macbeth and Lady Macbeth. In the next ¶, explain how this contrast reappears later.
• HW: Find a quote you like from Act 1, write it, and document it with act, scene, and line #s. E.g., (1.5.1-30)
Thursday, January 21, 2010
Thu, Jan 21, 2010
Thu, Jan 21, 2010
Pd 2
1. AR reading & log (not Jane Eyre)
2. Hand in Jane Eyre study questions.
3. Hand in essay scores if you got SS in place of WWW. All others get SS and revise scores without WWW.
4. Quiz Jane Eyre chps 1,2,3
5. Discuss Jane Eyre and Strange Fits of Passion
HW: Read chps 4&5 and answer Study questions
HW: See # 3 above
Pd 4
1. AR reading and log
2. Quiz on Sonnets
3. Paraphrase and discuss “On His Blindness.”
Pd 6
1. AR rdg and log
2. Quiz Act 5 Macbeth
3. Movie to end of Act 1
HW: Carefully read p 265 lines 1-30 to write an essay that 1] compares the characters of Macbeth &Lady M using short quotes as evidence, and 2] Explaining how the contrast between Macbeth &Lady M foreshadows later action. Due tomorrow: a chart or outline of each character, your description (e.g., selfish), & quotes you base it on, & Name a later action (page & lines) that is foreshadowed by the contrast on p 265.
Pd 2
1. AR reading & log (not Jane Eyre)
2. Hand in Jane Eyre study questions.
3. Hand in essay scores if you got SS in place of WWW. All others get SS and revise scores without WWW.
4. Quiz Jane Eyre chps 1,2,3
5. Discuss Jane Eyre and Strange Fits of Passion
HW: Read chps 4&5 and answer Study questions
HW: See # 3 above
Pd 4
1. AR reading and log
2. Quiz on Sonnets
3. Paraphrase and discuss “On His Blindness.”
Pd 6
1. AR rdg and log
2. Quiz Act 5 Macbeth
3. Movie to end of Act 1
HW: Carefully read p 265 lines 1-30 to write an essay that 1] compares the characters of Macbeth &Lady M using short quotes as evidence, and 2] Explaining how the contrast between Macbeth &Lady M foreshadows later action. Due tomorrow: a chart or outline of each character, your description (e.g., selfish), & quotes you base it on, & Name a later action (page & lines) that is foreshadowed by the contrast on p 265.
Tuesday, January 19, 2010
Tue, Jan 19, 2010
Tue, Jan 19, 2010
Pd 1
1. AR reading & log
2. Notes on sonnets; Quiz tomorrow
3. Read “On His Blindness” aloud and discuss
Pd 2 See MESSAGE below HW
1. Get copy of Jane Eyre, reading schedule, and study questions for chps 1,2,3
2. Hand in qstns & Crit Resp. for Lucy, Bright Star, When I Have Fears.
3. Discuss Eros poems with handout of AP Exam essay prompt.
--HW: Read ~ 20 pp of Jane Eyre every day, according to chapters in the reading schedule. Answer study questions.
--HW: Score 9 essays (handout) on the Eros poems using the scoring guide. On paper, list each essay by letter(s), the score you give it, and the part of the scoring guide description that fits the essay;
e.g. RR, 7, reasonable comp/cont of concepts of Eros
•••••MESSAGE•••••
To have all scores, 1-9, replace essay WWW with the following essay SS: ( student errors are not corrected ) See me if you want a hard copy or print your own. This essay will be erased after class Thursday.
Robert Bridges intimately addresses Eros, the Greek god of love, in his poem “EPΩΣ” as he desperately pleads to discover the thoughts and intentions of the mysterious idol. Also describing the powerful god, Anne Stevenson offers a more modern view of love in “Eros,” a poem in which the god is not a mystery, but rather a worn, battered entity who must endure pain in order to maintain his valiant pursuit of love.
Bridges’ poem is very traditional, mirroring an analytical and ancient view of Eros. To begin with, the title of the poem is in Greek, suggesting that the contents of the poem will reflect Eros’ traditional role as well as an older perspective of the god. Furthermore, Eros is depicted as an elevated, admirable entity in parts of the poem. Bridges immediately presents the generally accepted view of Eros as the “idol of the human race.” However, Bridges creates this typical sense of praise so that he may emphasize his following questioning of Eros’ intentions.
It soon becomes clear that Bridges will not simply accept Eros as the perfect god of love. In fact, he is rather confrontational as he demands in the first line of the poem to know why Eros “hast nothing in [his] face.” The use of this abrupt, direct apostrophe proves that Bridges does not completely accept the traditional admiration of Eros. The face symbolizes Eros’ thought and innermost intentions as he deals with matters of love. Bridges continues to subtly allude to the fact that Eros may be, in part, malevolent. He contrasts the view of Eros as “the tyrant of the human heart” with the concept of the God as “the flower of lovely youth.” Clearly, “tyrant” has very negative connotations with regards to Eros’ actions, while “flower” has very positive connotations in reference to Eros’ appearance. The poet emphasizes Eros’ attractive, youthful appearance through vivid imagery and elevated diction. For example, the god has “exuberant flesh so fair,” dons “proud dress,” and is, in fact, so perfect in outward appearance that Bridges alludes the the Greek sculptor Pheidias, claiming that only a man-made object could compare.
Bridges creates a perfect image of Eros in order to contend that Eros’ thoughts, which should be of utmost importance, may not match this admirable image. Bridges’ tone becomes increasingly sarcastic and confrontational in the final two stanzas as he accuses Eros of failing to maintain good intentions at all times. He sardonically comments, “surely thy body is thy mind,” clearly not certain that Eros’ beautiful appearance reflects a beautiful heart. Bridges uses diction that connotes an ill-intentioned secrecy on Eros’ part, commenting on a “secret” smile that “shadows neither love nor guile.” By the last stanza, Bridges makes it clear that he knows that Eros is rash and thoughtless in his actions; he is much more blunt and accusatory, begging to know, “what is thy thought” and then answering his own question by stating that it is “nought.” He removes any doubt of his skepticism and accusation by ironically referring to a “victim” of Eros’ “grace.” Clearly, those who step in his path will be harmed rather than saved.
Although Stevenson also creates a poem in which the speaker communicates directly with Eros, it is very different in its modern praise. Stevenson’s poem is clearly contemporary, most obvious in its title (“Eros” rather than “EPΩΣ” and its colloquial diction. Stevenson praises, rather than condemning, Eros’ work. She also provides Eros’ point of view, as Bridges does not.
Stevenson presents the speaker more as a “damsel in distress” than the accusatory, skeptical, and very analytical speaker in “EPΩΣ” The first two lines are a plead for help from the benevolent Eros: “I call for love, but help me, who arrives?” Although she uses simple imagery to reflect on Eros” frightening appearance, she, unlike Bridges, has no problem with the way he looks. Although he is a “thug” with “boxer lips and patchy wings askew,” Stevenson’s playful, flirtatious, and admiring tone proves that she likes him just the way he is.
Eros then presents his own view; in this case, he is a hard-working defender of love rather than a corrupt, sneaky manipulator. Eros repeatedly says “you” and “your” to reveal that he and other gods only work at the demands of the people. He claims that he is “the archetype” that the speaker “create[s],” that his poor appearance is the result of “blows” the speaker’s “lust” has caused. The poem ends with a general moral, stating that it is better to be “bruised but hot” rather than let love “rot.”
While Bridges’ Eros is outwardly beautiful and inwardly ugly, Stevenson’s Eros is outwardly ugly and inwardly beautiful.
Pd 1
1. AR reading & log
2. Notes on sonnets; Quiz tomorrow
3. Read “On His Blindness” aloud and discuss
Pd 2 See MESSAGE below HW
1. Get copy of Jane Eyre, reading schedule, and study questions for chps 1,2,3
2. Hand in qstns & Crit Resp. for Lucy, Bright Star, When I Have Fears.
3. Discuss Eros poems with handout of AP Exam essay prompt.
--HW: Read ~ 20 pp of Jane Eyre every day, according to chapters in the reading schedule. Answer study questions.
--HW: Score 9 essays (handout) on the Eros poems using the scoring guide. On paper, list each essay by letter(s), the score you give it, and the part of the scoring guide description that fits the essay;
e.g. RR, 7, reasonable comp/cont of concepts of Eros
•••••MESSAGE•••••
To have all scores, 1-9, replace essay WWW with the following essay SS: ( student errors are not corrected ) See me if you want a hard copy or print your own. This essay will be erased after class Thursday.
Robert Bridges intimately addresses Eros, the Greek god of love, in his poem “EPΩΣ” as he desperately pleads to discover the thoughts and intentions of the mysterious idol. Also describing the powerful god, Anne Stevenson offers a more modern view of love in “Eros,” a poem in which the god is not a mystery, but rather a worn, battered entity who must endure pain in order to maintain his valiant pursuit of love.
Bridges’ poem is very traditional, mirroring an analytical and ancient view of Eros. To begin with, the title of the poem is in Greek, suggesting that the contents of the poem will reflect Eros’ traditional role as well as an older perspective of the god. Furthermore, Eros is depicted as an elevated, admirable entity in parts of the poem. Bridges immediately presents the generally accepted view of Eros as the “idol of the human race.” However, Bridges creates this typical sense of praise so that he may emphasize his following questioning of Eros’ intentions.
It soon becomes clear that Bridges will not simply accept Eros as the perfect god of love. In fact, he is rather confrontational as he demands in the first line of the poem to know why Eros “hast nothing in [his] face.” The use of this abrupt, direct apostrophe proves that Bridges does not completely accept the traditional admiration of Eros. The face symbolizes Eros’ thought and innermost intentions as he deals with matters of love. Bridges continues to subtly allude to the fact that Eros may be, in part, malevolent. He contrasts the view of Eros as “the tyrant of the human heart” with the concept of the God as “the flower of lovely youth.” Clearly, “tyrant” has very negative connotations with regards to Eros’ actions, while “flower” has very positive connotations in reference to Eros’ appearance. The poet emphasizes Eros’ attractive, youthful appearance through vivid imagery and elevated diction. For example, the god has “exuberant flesh so fair,” dons “proud dress,” and is, in fact, so perfect in outward appearance that Bridges alludes the the Greek sculptor Pheidias, claiming that only a man-made object could compare.
Bridges creates a perfect image of Eros in order to contend that Eros’ thoughts, which should be of utmost importance, may not match this admirable image. Bridges’ tone becomes increasingly sarcastic and confrontational in the final two stanzas as he accuses Eros of failing to maintain good intentions at all times. He sardonically comments, “surely thy body is thy mind,” clearly not certain that Eros’ beautiful appearance reflects a beautiful heart. Bridges uses diction that connotes an ill-intentioned secrecy on Eros’ part, commenting on a “secret” smile that “shadows neither love nor guile.” By the last stanza, Bridges makes it clear that he knows that Eros is rash and thoughtless in his actions; he is much more blunt and accusatory, begging to know, “what is thy thought” and then answering his own question by stating that it is “nought.” He removes any doubt of his skepticism and accusation by ironically referring to a “victim” of Eros’ “grace.” Clearly, those who step in his path will be harmed rather than saved.
Although Stevenson also creates a poem in which the speaker communicates directly with Eros, it is very different in its modern praise. Stevenson’s poem is clearly contemporary, most obvious in its title (“Eros” rather than “EPΩΣ” and its colloquial diction. Stevenson praises, rather than condemning, Eros’ work. She also provides Eros’ point of view, as Bridges does not.
Stevenson presents the speaker more as a “damsel in distress” than the accusatory, skeptical, and very analytical speaker in “EPΩΣ” The first two lines are a plead for help from the benevolent Eros: “I call for love, but help me, who arrives?” Although she uses simple imagery to reflect on Eros” frightening appearance, she, unlike Bridges, has no problem with the way he looks. Although he is a “thug” with “boxer lips and patchy wings askew,” Stevenson’s playful, flirtatious, and admiring tone proves that she likes him just the way he is.
Eros then presents his own view; in this case, he is a hard-working defender of love rather than a corrupt, sneaky manipulator. Eros repeatedly says “you” and “your” to reveal that he and other gods only work at the demands of the people. He claims that he is “the archetype” that the speaker “create[s],” that his poor appearance is the result of “blows” the speaker’s “lust” has caused. The poem ends with a general moral, stating that it is better to be “bruised but hot” rather than let love “rot.”
While Bridges’ Eros is outwardly beautiful and inwardly ugly, Stevenson’s Eros is outwardly ugly and inwardly beautiful.
Thursday, January 14, 2010
Thu, Jan 14, 2010
Thu, Jan 14, 2010
Pd 4
1. AR reading & new log
2. Quiz on the Renaissance
Pd 2
1. Quiz on Don Juan
2. Hand in essays comparing epics
3. Read some aloud and discuss
4. Begin Jane Eyre next week
HW: Read the 3 Lucy poems, pp638-640, “Bright Star” p710, “When I Have Fears” p 711, answer all questions, and write Critical Response of at least 100 words for each of the three: Lucy, Star, Fears. Refer to p 604 for Romantic traits.
Pd 6
1. AR rdg, new log
2. Quiz Acts 1, 2, 3
3. Movie Scene 1: battle
HW: Read Act 4
Pd 4
1. AR reading & new log
2. Quiz on the Renaissance
Pd 2
1. Quiz on Don Juan
2. Hand in essays comparing epics
3. Read some aloud and discuss
4. Begin Jane Eyre next week
HW: Read the 3 Lucy poems, pp638-640, “Bright Star” p710, “When I Have Fears” p 711, answer all questions, and write Critical Response of at least 100 words for each of the three: Lucy, Star, Fears. Refer to p 604 for Romantic traits.
Pd 6
1. AR rdg, new log
2. Quiz Acts 1, 2, 3
3. Movie Scene 1: battle
HW: Read Act 4
Wednesday, January 13, 2010
Wed, Jan 13, 2010
Wed, Jan 13, 2010
Pd 1
1. AR reading& log
2. Quiz on the Renaissance
3. Notes on sonnets
Pd 4
1. AR reading, no log
2. The Renaissance (1300’s to early 1600’s)was the:
• ReBirth of interest & achievement in Science, Literature, & Art as people looked back to ancient classical works from civilizations of Rome and Greece
• Birth of 1] the Modern World,
2] Modern English, and 3] Humanism, the philosophy which taught that intelligence and imagination were gifts from God and humans had the obligation to use these gifts.
Pd 6
1. AR rdg, no log
2. Quiz Act 2 Macbeth
HW: Read Act 3
Pd 1
1. AR reading& log
2. Quiz on the Renaissance
3. Notes on sonnets
Pd 4
1. AR reading, no log
2. The Renaissance (1300’s to early 1600’s)was the:
• ReBirth of interest & achievement in Science, Literature, & Art as people looked back to ancient classical works from civilizations of Rome and Greece
• Birth of 1] the Modern World,
2] Modern English, and 3] Humanism, the philosophy which taught that intelligence and imagination were gifts from God and humans had the obligation to use these gifts.
Pd 6
1. AR rdg, no log
2. Quiz Act 2 Macbeth
HW: Read Act 3
Tuesday, January 12, 2010
Tue, Jan 12, 2010
Tue, Jan 12, 2010
Pd 1
1. AR reading, no log
2. The Renaissance (1300’s to early 1600’s) was the:
• ReBirth of interest & achievement in Science, Literature, & Art as people looked back to ancient classical works from civilizations of Rome and Greece
• Birth of
1] the Modern World,
2] Modern English, and
3] Humanism, the philosophy which taught that" intelligence and imagination were gifts from God and humans had the obligation to use these gifts."
3. The SONNET is a major form of British poetry. An Italian named Petrarch invented the sonnet, a short poem with fourteen lines. Sonnets have a fixed rhythm and rhyme scheme that is followed precisely. The Petrarchan sonnet uses one octave (8 lines) and one sestet (6 lines). An English sonnet uses three quatrains (4 lines) and one couplet (two lines). The last part of a sonnet offers a solution, a reaction, or a conclusion to the first part. Sonnets present personal feelings and thoughts about life. Common subjects are love, grief, and relationships.
Pd 2
1. AR reading, no log
2. Hand in Tintern Abbey essay & definition of meditative poem.
3. Discuss
4. Read from Don Juan p684 aloud
HW: Finish Don Juan and write a 200 word Critical Response essay p690 with 2 quotes, comparing it to Rape of the Lock p533 using 2 of these elements : Verse forms, tones, use of irony, targets of satire
QUIZ on Don Juan Thursday
HW: Redo Tintern Abbey to 5 parts.
Pd 1
1. AR reading, no log
2. The Renaissance (1300’s to early 1600’s) was the:
• ReBirth of interest & achievement in Science, Literature, & Art as people looked back to ancient classical works from civilizations of Rome and Greece
• Birth of
1] the Modern World,
2] Modern English, and
3] Humanism, the philosophy which taught that" intelligence and imagination were gifts from God and humans had the obligation to use these gifts."
3. The SONNET is a major form of British poetry. An Italian named Petrarch invented the sonnet, a short poem with fourteen lines. Sonnets have a fixed rhythm and rhyme scheme that is followed precisely. The Petrarchan sonnet uses one octave (8 lines) and one sestet (6 lines). An English sonnet uses three quatrains (4 lines) and one couplet (two lines). The last part of a sonnet offers a solution, a reaction, or a conclusion to the first part. Sonnets present personal feelings and thoughts about life. Common subjects are love, grief, and relationships.
Pd 2
1. AR reading, no log
2. Hand in Tintern Abbey essay & definition of meditative poem.
3. Discuss
4. Read from Don Juan p684 aloud
HW: Finish Don Juan and write a 200 word Critical Response essay p690 with 2 quotes, comparing it to Rape of the Lock p533 using 2 of these elements : Verse forms, tones, use of irony, targets of satire
QUIZ on Don Juan Thursday
HW: Redo Tintern Abbey to 5 parts.
Monday, January 11, 2010
Mon, Jan 11, 2010
Mon, Jan 11, 2010
Pds 1 & 4
1. AR reading, no log
2. Quiz on Changes article
3. Discuss Renaissance as rebirth; also as birth of Modern English/World ( and Humanism philosophy in Pd 1 only )
Pd 2
1. Hand in Critical Response p 625 Chimney Sweeper poems
2. Class discussion of Blake’s poems for points.
HW: Read “Lines Composed … Tintern Abbey” pp 631-637. Do Critical Response p 637. In your brief essay, write one paragraph for each of the 5 verses. In each, tell what the speaker’s main thought is in that verse and comment on it, telling why it matters to him. There is no requirement for number of words.
Pd 6
1. AR reading, no log
2. Read aloud Act 1, scene 3
3. Discuss
HW: Read Act 2
Pds 1 & 4
1. AR reading, no log
2. Quiz on Changes article
3. Discuss Renaissance as rebirth; also as birth of Modern English/World ( and Humanism philosophy in Pd 1 only )
Pd 2
1. Hand in Critical Response p 625 Chimney Sweeper poems
2. Class discussion of Blake’s poems for points.
HW: Read “Lines Composed … Tintern Abbey” pp 631-637. Do Critical Response p 637. In your brief essay, write one paragraph for each of the 5 verses. In each, tell what the speaker’s main thought is in that verse and comment on it, telling why it matters to him. There is no requirement for number of words.
Pd 6
1. AR reading, no log
2. Read aloud Act 1, scene 3
3. Discuss
HW: Read Act 2
Friday, January 08, 2010
Fri, Jan 8, 2010
Fri, Jan 8, 2010
Pds 1, 4
1. AR rdg and no log
2. Study Notes on “Changes” article for quiz Monday:
Two Parts of the Mind:
Emotion=====and=====Reason: They can be compared to
Elephant=====and=====Rider: They have
==\/====Good Traits====\/
Inspires=============Decides
Motivates============Plans
====\/===Bad Traits===\/
Wants it now=======Can't decide
-For a change in your life, you need both emotion and reason.
Q: Do you have Overwhelming Goals?
A: Do a little at a time. See your progress and gain hope.
3. Renaissance Period:
•ReBirth of
-interest & achievement in
-Literature, Science, & Art
•Birth of the Modern World
-------and Modern English
Pd 2
1. Hand in Critical Response "The Tyger"
2. Quiz Romantic Period: “Political and Economic Changes” and “The Term Romantic” pp 600-604 & “Blake’s Poems” p620
3. Speaker Oscar Chang
4. Class discussion of “The Tyger”
HW: Read the 2 Chimney Sweeper poems pp 623 & 625; Write Critical Response Analysis of at least 300 words.
Pd 6
1. AR rdg and no log
2. Quiz on Act 1 Macbeth
3. Reading aloud to Act 1, scene 3, line 89
Pds 1, 4
1. AR rdg and no log
2. Study Notes on “Changes” article for quiz Monday:
Two Parts of the Mind:
Emotion=====and=====Reason: They can be compared to
Elephant=====and=====Rider: They have
==\/====Good Traits====\/
Inspires=============Decides
Motivates============Plans
====\/===Bad Traits===\/
Wants it now=======Can't decide
-For a change in your life, you need both emotion and reason.
Q: Do you have Overwhelming Goals?
A: Do a little at a time. See your progress and gain hope.
3. Renaissance Period:
•ReBirth of
-interest & achievement in
-Literature, Science, & Art
•Birth of the Modern World
-------and Modern English
Pd 2
1. Hand in Critical Response "The Tyger"
2. Quiz Romantic Period: “Political and Economic Changes” and “The Term Romantic” pp 600-604 & “Blake’s Poems” p620
3. Speaker Oscar Chang
4. Class discussion of “The Tyger”
HW: Read the 2 Chimney Sweeper poems pp 623 & 625; Write Critical Response Analysis of at least 300 words.
Pd 6
1. AR rdg and no log
2. Quiz on Act 1 Macbeth
3. Reading aloud to Act 1, scene 3, line 89
Thursday, January 07, 2010
Thu, Jan 7, 2010
Thu, Jan 7, 2010
Pd 1, 4
1. AR reading& log
2. Changes Quiz/Discuss
3. Grades
Pd 2
1. Hand in work on Rape
2. Hand in Macbeth essay
3. In class AP essay
4. Grades
HW: Read about the Romantic Period pp600-604; Read Blake’s Poems and “The Tyger” pp420-421; Write Critical Response 1 or 2
Pd 6
1. AR rdg and no log
2. Quiz on Globe & Shakespeare
3. Grades
HW: Read Macbeth Act 1 for quiz
Pd 1, 4
1. AR reading& log
2. Changes Quiz/Discuss
3. Grades
Pd 2
1. Hand in work on Rape
2. Hand in Macbeth essay
3. In class AP essay
4. Grades
HW: Read about the Romantic Period pp600-604; Read Blake’s Poems and “The Tyger” pp420-421; Write Critical Response 1 or 2
Pd 6
1. AR rdg and no log
2. Quiz on Globe & Shakespeare
3. Grades
HW: Read Macbeth Act 1 for quiz
Wednesday, January 06, 2010
Wed, Jan 6, 2010
Wed, Jan 6, 2010
Pd 1, 4, 6
1. AR reading& log
2. Sem Exams returned
Pd 4 Read aloud to “crystal-clear directions”
Pd 6: Quiz & check
Pd 2
1. AR rdg, no log
2. Quiz on Changes article, hand in change you want to make
3. Hand in train of thought analysis of poem
4. Sem Exams returned
5. Macbeth essay returned
HW: Read from Pope’s Rape of the Lock pp 532-5, Intro & Canto 1;
p541 answer # 1; write Creative Response
Pd 1, 4, 6
1. AR reading& log
2. Sem Exams returned
Pd 4 Read aloud to “crystal-clear directions”
Pd 6: Quiz & check
Pd 2
1. AR rdg, no log
2. Quiz on Changes article, hand in change you want to make
3. Hand in train of thought analysis of poem
4. Sem Exams returned
5. Macbeth essay returned
HW: Read from Pope’s Rape of the Lock pp 532-5, Intro & Canto 1;
p541 answer # 1; write Creative Response
Tuesday, January 05, 2010
Tue, Jan 5, 2010
Tue, Jan 5
Pds 1, 4, 6
1. AR reading & No log
2. Get essays back
3. Fill out Essay Comment Response
4. Get article “Make Changes That Last”
Pd 1: Read and start taking notes on the sheet or paper. Hand in.
Pd 4: Read (not all finished)
Pd 6: Read for quiz Wed
Pd 2
1. HW handout: Pick one of the two poems. Analyze it informally using comments about your train of thought
2. Get college essays back
3. Fill out Essay Comment Response
4. Get article “Make Changes That Last” & read for quiz. Write (on the handout) some change you would like to try this with.
Pds 1, 4, 6
1. AR reading & No log
2. Get essays back
3. Fill out Essay Comment Response
4. Get article “Make Changes That Last”
Pd 1: Read and start taking notes on the sheet or paper. Hand in.
Pd 4: Read (not all finished)
Pd 6: Read for quiz Wed
Pd 2
1. HW handout: Pick one of the two poems. Analyze it informally using comments about your train of thought
2. Get college essays back
3. Fill out Essay Comment Response
4. Get article “Make Changes That Last” & read for quiz. Write (on the handout) some change you would like to try this with.
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