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Resources |
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Date |
Class |
HW |
Tu 3 Mar D |
Poetry-The patterning of sounds and images to reveal and re-create truth
Linebreaks "Power" by Corrine Hales (Prose) "Power" by Corrine Hales (Poetry) Which is more powerful and why? Paragraph, how do the line breaks contribute to the imagery and emotional impact of the poem? (20 minutes)
How to Recite Poetry poetry out loud model
Dos and Don'ts of Reading Poetry and Awful Poems Packet: |
Find a poem to recite
Read Packet for tomorrow(not Awful poems chapter) Come with questions. Look up unfamiliar words |
W 4 Mar S |
Collect Macbeth draft Dos and Don'ts
Not rhyme, Not meter, Use the packet "Ozymandias" P. B. Shelley (21)
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No new HW--apart from find poem to recite |
W 11 Mar D |
Mac Draft back to Ss Approve Recitation poems
Motif and Theme "The Pond" Michael Schmidt (45)
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Mac paper Memorize |
F 13 Mar D |
Memorization and Recitation skills What is the tone and how is it conveyed through Sexton's imagery and/or motifs? (stanza-by-stanza grid: patterns, tone, evidence of tone based on patterns) "Unknown Girl in the Maternity Ward" Anne Sexton
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Mac paper Memorize |
T 17 Mar D |
Mac Final Draft due
"The Toys" Coventry Patmore (47)
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Memorize and polish poem |
W 18 Mar S |
"The Toys" Llook at the prayer Synthesize parts to articulate theme Write a conclusion |
No new HW |
W 25 Mar D |
Recitations | Annotate "The Early Purges" (31) |
F 27 Mar D |
Return and comment on Macbeth papers Finish recitations Follow up on memorization experience "The Early Purges"--read through and initial comments on ordering of ideas, imagery, patterns |
HW: 150-word polished paragraph on "The Early Purges": How do imagery and experience work together to achieve the poem's purpose? |
T 31 Mar D |
"The Soldier" Rupert Brook (75) "Anthem for Doomed Youth" Wilfred Owen (75)
OR
"The Lesson" Edward Lucie-Smith (123) |
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W 1 Apr S |
No Lessons: Students at Hamlet | No HW |
W 8 Apr D |
Follow-up on "Riding the 'A'"
Intro In the Time of the Butterflies
"Afterwards" Thomas Hardy (29) "The Voice" Thomas Hardy (54) (enrichment: Wordsworth's "Tintern Abbey" (56) How is the theme of loss developed in either poem?)
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In the time of the Butterflies: Book I and Ch. 5
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F 10 Apr D |
No Lessons--begin Easter Break | |
T 21 Apr D |
Collect Butterflies journals 10 minutes
"Thistles" Ted Hughes (11) 15 minutes to read What is personification's role? What kind of diction is it, and what is its effect? Is this a lesson, metaphor, or observation? 30 minutes to write
How does Ted Hughes turn the natural and banal process of blossoming into an epic struggle? (1P at end of class) |
Butterflies 84-168. Choose a character and theme to focus your journal entry. 300 words
How to Write on a Novel
Unlike a poem, you can’t write comprehensively on a novel. Even “resources” like Sparknotes are only glissades. Because novels by nature are long, you have to find a way to narrow your reading and study of it.
With In the Time of the Butterflies, this is rather easy to do. You can pick a theme and study its development among the characters, as the story develops chronology. Better yet—at least “better” in terms of narrowing your task—choose a narrator and study how her chapters explore and develop a given theme.
Think about what this affords you. Now you only pay close attention to particular chapters, still being sure to perk up when a that character is mentioned along with your chosen theme in another character’s chapter. You may still wish to collect a few quotations and details from another character to draw a contrast. However, you can see how 324-page novel becomes much, much shorter.
This also makes longer reading assignments shorter, as you can read certain chapters more quickly, annotating little if anything in those chapters that fall outside your focus.
Of course, this all depends on choosing a focus: character and theme. By the beginning of Book 2, you have a sense of the characters and what ideas surround them.
Dede Public/Private discourse Guilt History/Mythology/Legacy Security
Minerva Revolution Love Purpose
Patria Faith Family Devotion |
W 22 April S |
Dos and Don'ts of Reading Poetry (and Writing): Awful Poems |
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W 29 April D |
Collect characterand theme journal
Dos and Don'ts
"Mushrooms" Sylvia Plath (12) write in class:
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171-? (226) 1 Journal (300 words) from 1of the 2 chapters: an important passage, quotation, event, image, continuance of a pattern, development on a theme. Do not stuff with plot summary. |
T 5 May D |
Continue with Butterflies posters
"Mushrooms" Sylvia Plath (12) summarise annotate discuss write thesis in class: connect plot, theme, and imagery
Hear and read "Alcatraz" "Alcatraz" (2:38)?
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227-297 1 journal from 1 chapter, same instructions |
W 6 May S |
45-minute in-class writing on "Mushrooms" or "Alcatraz" |
No HW |
F 15 May D |
Butterflies posters
Respond to "Mushrooms" and "Alcatraz" essays (Good work--no very, imageries, dictions, uses/use of;
need to cite lines; quotation can't stand alone)
Summer Reading: Poetry 180 180 More Good Poems Good Poems for Hard Times Writer's Almanac Poetryfoundation.org Poetryoutloud.org
Read and Write on "5 Ways to Kill a Man" Edwin Brock (111) |
Finish 227-297 and Journal
Bring 3 poems next time |
W 20 May D |
Butterflies posters
Select, summarise, annotate and discuss 3 remaining poems Write: 20 minute journal |
301-324 1 journal--same instructions Discussion prep |
F 22 May D | In-class writing |
Discussion prep |
T 26 May D | Discussions: Dede and Patria | Discussion prep |
W 27 May D | Discussions: Minerva, etc. | topic and argument proposal: 2 paragraphs to read aloud |
W 3 Jun D | Work time | write paper |
F 5 Jun D |
Complete Rough Draft due (bring in electronically)
Work on in class |
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T 9 Jun D | Sudden Fiction | work on paper |
W 10 Jun S |
Paper due
Sudden Fiction |
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W 17 Jun D | Last class | No HW |
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