Write a 1-2 page analysis of Hamlet. Do not attempt to analyze the entire play, because that would be IMPOSSIBLE in 1 or 2 pages. Rather, analyze an aspect of the play. I think the best way to get started would be to select a passage or two from the Trojan War myth and ask yourself what it could suggest about the play. Take it from there. For example, you may choose to write all about Gertrude's role in the play and in the murder of King Hamlet. Maybe you'd like to write about "all the advice giving" in the play and what it shows. Or perhaps you find that Polonius knows more than we give him credit for. Even still, you might be interested in how Hamlet's language changes, based on who he is talking to. The point is to analyze deeply an aspect. DO NOT SUMMARIZE THE ACTION. I ALREADY KNOW THE PLAY!!!! Tell me something I don't have a definite answer to.
This assignment must be typed and submitted in class tomorrow. Handwritten assignments will only be accepted if you spoke to me in class today about it before you left the room.
For those of you who asked for this, here is a copy of the file I used for the stations in class today. The quotes are from the Trojan War myth. The thoughts/questions are my annotations.
“All that was left of Troy was a band of helpless captive women, whose husbands were dead, whose children had been taken from them. They were waiting for their masters to carry them overseas to slavery. Chief among the captives was the old Queen, Hecuba, and her daughter-in-law, Hector’s wife Andromache. For Hecuba, all was ended. Crouched on the ground, she saw the Greek ships getting ready as she watched the city burn. Troy is no longer, she told herself, and I— who am I? A slave men drive like cattle. An old gray woman that has no home” (286).
Is this how it’s all going to end for Gertrude? Are Gertrude and Ophelia these “captive women?” The “who am I without a husband” idea interests me. Do you think this is what motivates Gertrude? Has Gertrude been in on King Hamlet’s murder this whole time? Or do you think the “who am I without a husband” idea motivates her to keep her mouth shut after having figured it out? Or do you think she is completely in the dark?
“In the middle of the night the door in the horse opened. One by one the chieftains let themselves down. They stole to the gates and threw them wide, and into the sleeping town marched the Greek Army. What they had first to do could be carried out silently. Fires were started in buildings throughout the city. By the time the Trojans were awake, before they realized what had happened, while they were struggling into their armor, Troy was burning. They rushed out to the street one by one in confusion. Bands of soldiers were waiting there to strike each man down before he could join himself to others. It was not fighting, it was butchery. Very many died without ever a chance of dealing a blow in return” (286).
This makes me think about Hamlet’s plan to take Claudius by surprise. Is it fair fighting to take someone by surprise? Is it a cowardly act for Hamlet to try to take Claudius by surprise?
“They saw clearly by now that unless they could get their Army into the city and take the Trojans by surprise, they would never conquer. Almost ten years had passed since they had first laid siege to the town, and it seemed as strong as ever. The walls stood uninjured. They had never suffered real attack. The Greeks must find a secret way of entering the city, or accept defeat. The result of this new determination and new vision was the stratagem of the wooden horse. It was, as anyone would guess, the creation of Odysseus’ wily mind. […]Whatever happened they would be safe; they could sail home if anything went wrong” (283).
How is Hamlet’s “play within a play” scheme similar to Odysseus’ plan about the Trojan horse? Is trickery the only way to get want you want in Hamlet? Where do we see “trickery and the idea of “disguise” in Hamlet? Try to think of examples that are less than obvious. How does Hamlet’s plan allow him space to “sail home if anything went wrong”
“At nightfall he went to find them and he had reached their quarters when Athena struck him with madness. He thought the flocks and herds of the Greeks were the Army, and rushed to kill them, believing that he was slaying now this chieftain, now that. Finally he dragged to his tent a huge ram which to distracted mind was Odysseus, bound him to the tent-pole, and beat him savagely (278).”
… Hold your horses! Is it possible that maybe Hamlet really is “mad” (in the crazed sense)? Is it possible that his “feigned disposition” and “antic behavior” actually turned him antic? How does this happen to a person?!
“Then his frenzy left him. He regained his reason and saw that his disgrace in not winning the arms had been but a shadow as compared with the shame his own deeds had drawn down upon him. His rage, his folly, his madness, would be apparent to everyone (279).”
This makes me think of how Hamlet talks about Pyrrhus’s awakened fury. He says that “just as a raging thunderstorm is often interrupted by a moment’s silence,” Pyrrhus’s bloody sword “mercilessly falls on Priam.” Is Hamlet ready to act? Will he be ready to act if the play within the play scheme works?
“Olympus laughed pleasantly to himself when he saw god matched against god” (273).
Remember earlier when Hamlet said, “man in action is like an angel… in apprehension how like a god.” Are Hamlet and Claudius like gods opposed? Do they have hubris and behave as if they are gods? Are they apprehensive with each other? Why don’t they act against one another, if Hamlet seeks revenge, and Claudius seeks safety from revenge?
“He felt shame before them and he told them he saw his own exceeding folly in allowing the loss of a mere girl to make him forget everything else. But that was over; he was ready to lead them as before. Let them prepare at once for the battle” (273).
This got me thinking… It’s too late for Claudius to ask forgiveness from anyone. His brother is dead, so there’s no forgiveness there. Hamlet is enraged and wants revenge, and it’s unlikely that he would forgive Claudius. He’s in too deep with Gertrude; that is, if she didn’t know about the murder already. Shame will need an outlet for Gertrude. The outlet for his shame seems to be lying. Where do we see Claudius lying? To whom does he lie? Doesn’t he also lie to himself? I see him lying to himself when he trusts that Rosencrantz and Guildenstern are going to report everything back to him that Hamlet does around them. I see him lying to himself when he just believes Voltemand, who says that Fortinbras’ uncle says that Fortinbras says he retreat from Denmark and stay away. It seems foolish to believe such hearsay—and this makes me think that Claudius doesn’t even believe the lies he tells himself.
“Grief took hold of Achilles, so black that those around him feared for his life. Down in the sea caves his mother knew his sorrow and came up to try to comfort him” (272).
This makes me think of the idea that grief has the power to take control of people’s lives. How has this happened in Hamlet? In what ways has his grief taken over? Talk about three or four ways his life and worldview is turned upside down.
“O Zeus, in after years may men say of this my son when he returns from battle, ‘Far greater is he than his father was’” (268).
This reminds me of when Hamlet says that Claudius is “no more like my father than I to Hercules,” which got me thinking that maybe Hamlet has an inferiority complex. He does NOT see himself like Hercules at all, because we know that he sees his real dad as superior than Claudius. Maybe we can look at this play as a coming of age for Hamlet, where a boy is just growing into a man and wants to outdo his father as part of the “growing up” experience.
“My dear lord,” she said, “you who are father and mother and brother unto me as well as husband, stay here with us. Do not make me a widow and your child an orphan” (268).
Maybe this idea is why so many directors cross that line with family loyalty and love. Perhaps the configuration of love should be understood as “life giving” and supportive. We know that Gertrude is “life-giving,” literally, as Hamlet’s mother. But is she supportive in any way? Is she loyal? Is she loving?
“He was of more than royal blood; his mother was Aphrodite herself, and when Diomedes wounded him she hastened down to the battlefield to save him. She lifted him in her soft arms, but Diomedes, knowing she was a coward goddess, not one of those who like Athena are masters where warriors fight, leaped toward her and wounded her hand. Crying out she let her son fall, and weeping for pain…”(266).
Is it me, or does this passage remind you of Gertrude? How does Hamlet see himself as “of more than royal blood”? Think about how he thought of his dad. And based on the way his dad treated Gertrude, we could say that she was treated like a goddess of beauty. Is Gertrude like this “coward goddess,” who could not fight “where warriors fight”? How does Gertrude symbolically “let her son fall”? What has he “fallen into”?
“But although his mother failed him Aeneas was not killed” (266).
Maybe Hamlet uses what he perceives as his mother’s weaknesses and fragility (remember, he says “frailty, thy name is woman”) to motivate him. Perhaps he’s thinking, “what doesn’t kill me will make me stronger.”
Tuesday, December 22, 2009
Monday, December 21, 2009
HW due Tuesday 12/22
Read and annotate the 2 packets I handed out in class. The Trojan War myth should seem familiar because the two stories explore common themes.
Ask yourselves these questions to see for yourself:
- where do we see breaches of fellowship or Brotherhood" ideas in both the play and the myth?
- what promises are made in both plots? How are promises broken in each?
- where do we see characters pretending to be someone else in both the play and the myth? How is it working out for them to "act" like this?
- what parts of the myth focus on betrayal? What parts of the play center on betrayal? What are the stories saying about betrayal?
-how do both plots treat the subject of "figuring out the truth" about things?
-how does ambition break down the values and beliefs of the characters in the myth? In the play?
-what ideas about death are explored in both texts?
Also-- read the modern English version of the "arrival if the players" section and notice how Shakespeare alludes to the myth you read. How does Shakespeare's choice of these characters impact the play?
Indulge in thought!!
Ask yourselves these questions to see for yourself:
- where do we see breaches of fellowship or Brotherhood" ideas in both the play and the myth?
- what promises are made in both plots? How are promises broken in each?
- where do we see characters pretending to be someone else in both the play and the myth? How is it working out for them to "act" like this?
- what parts of the myth focus on betrayal? What parts of the play center on betrayal? What are the stories saying about betrayal?
-how do both plots treat the subject of "figuring out the truth" about things?
-how does ambition break down the values and beliefs of the characters in the myth? In the play?
-what ideas about death are explored in both texts?
Also-- read the modern English version of the "arrival if the players" section and notice how Shakespeare alludes to the myth you read. How does Shakespeare's choice of these characters impact the play?
Indulge in thought!!
Sunday, December 20, 2009
Winter Break Assignment
Read and annotate Act 3 of Shakespeare's Hamlet. To help you manage your time, I've broken the reading into 4 sections. Follow this schedule as loosely or as strictly as you like. You should have at least one post-it note on each page. Remember, post-its that simply summarize the text rather than analyze or interpret DO NOT COUNT ANY LONGER!
Reading Schedule
THERE ARE FOUR SECTIONS OF READING
3.1.1. - 3.2.97.........(pgs 123-141)
3.2.98 - 3.2.402........(pgs. 141-159)
3.2.403 - 3.4.156.......(pgs. 159-179)
3.4.157 - 240 (end of act).....(pgs. 179-185)
There will be a reading quiz when we get back from the break.
Reading Schedule
THERE ARE FOUR SECTIONS OF READING
3.1.1. - 3.2.97.........(pgs 123-141)
3.2.98 - 3.2.402........(pgs. 141-159)
3.2.403 - 3.4.156.......(pgs. 159-179)
3.4.157 - 240 (end of act).....(pgs. 179-185)
There will be a reading quiz when we get back from the break.
Vocabulary Monday
BLOCK SCHEDULE IS CANCELLED FOR THIS WEEK!
SPELLING / Vocabulary Test Unit 4
Your study cards are due in class.
Check it out! You can study for the test by following this link:
www.vocabtest.com
Choose Level D (on the left hand side) and then check the box marked unit 4.
SPELLING / Vocabulary Test Unit 4
Your study cards are due in class.
Check it out! You can study for the test by following this link:
www.vocabtest.com
Choose Level D (on the left hand side) and then check the box marked unit 4.
Wednesday, December 16, 2009
HW Due Friday
Read and annotate 2.2.237 all the way to the end of act 2.
Your vocabulary test is Monday, for unit 4. Your study cards for unit 4 and all your annotations in Hamlet will be checked while you are taking the test.
If you are not going to be here next week, you need to let me know A.S.A.P. so that I can give you the winter break assignment!!
Your vocabulary test is Monday, for unit 4. Your study cards for unit 4 and all your annotations in Hamlet will be checked while you are taking the test.
If you are not going to be here next week, you need to let me know A.S.A.P. so that I can give you the winter break assignment!!
HW Due Wednesday / Thursday Block
Read Act 2.1 and act 2.2.1-237. Annotate on post-its! Pay special attention to the ways in which Hamlet puts on "an antic disposition."
Thursday, December 10, 2009
HW due 12/11
Read Act I, scenes i and ii of Shakespeare's Hamlet. Take your notes on post-its and place the post its near the passages that inspired the notes.
Bring your independent reading book for tomorrow!!!!!!!!!!!!!
Bring your independent reading book for tomorrow!!!!!!!!!!!!!
Monday, December 7, 2009
HW Due 12/7 & 12/8
Your comic books are due in class tomorrow! Review the first sheet of the brainstorm packet for all of the specifics. In class, you will be asked to come to the front of the room and give a brief presentation (1-2 minutes) on an aspect of your comic. I will ask you to talk about one or more of the following:
protagonist
antagonist
conflict
plot
setting
symbols
figurative language
Happy coloring!
protagonist
antagonist
conflict
plot
setting
symbols
figurative language
Happy coloring!
Wednesday, November 25, 2009
Study Guide: Beowulf and Old English Poetry
Test Dates:
*NOTE: THERE HAS BEEN A CHANGE IN EXAM DATES. SEE BELOW:
Period 7: Wednesday, December 2
Period 8: Thursday, December 3
Readings to Review:
Beowulf reading (Modern English version)
Beowulf : Historical Backgound
Beowulf: Appeal and Value
Beowulf: The Germanic Hero
Pagan & Christian Influence Sheet
Passages for close reading (scroll down for list)
Class notes on struggle, strength, and perseverance
Class notes on Introduction to Beowulf and Old English (listening notes)
Class notes on Heorot before, during, and after Beowulf’s battle with Grendel
Class notes on descriptions of Grendel
Passages for close reading and interpretation:
*You will be asked questions about these specific passages.
p. 3, paragraph 2, “Hrothgar decided…”
p. 3, right column, 2nd to last paragraph, “As the Geats…”
p. 5, right column, 3rd - 8th paragraph, “Beowulf sprang to his feet…” to “to celebrate Beowulf’s victory
p. 3, paragraphs 3 – 8, “Hrothgar and his noble warriors…” - …”no avenging death…”
p. 5, paragraph 8, “Grendel, the shadow walker…”
p. 4, paragraph 3 - 6, “Standing before Hrothgar…” – “…your purpose and plan”
p. 4, paragraph 3, “From the days of my youth…”
p. 6, paragraph 2 - 5, “Hrothgar gave Beowulf…” – “…woven for them…”
Vocabulary/Unit 4:
abscond (p 7 only)
access (p 7 only)
anarchy
arduous
auspicious
biased
daunt
disentangle
root –auto-
root –bio-
root –chron-
root –cosmo-
Vocabulary / Beowulf & Old English:
epic
manuscript
contemporary
religious
secular
unique
pagan
dialect
solidarity
fellowship
unity
unalterable fate
wyrd (Old English word)
hapax legoma
thane
lord
aristocratic
retributive justice
wergild (Old English word)
feud
faith
mead-house / mead-hall
gable
hero
Characters, Settings, Weaponry:
*Be able to describe each in a sentence or two.
Hrothgar
Unferth
Grendel
Beowulf
Hygelac
Breca
Wiglaf
Wyrd
Grendel
Grendel’s mother
Fire-Dragon
Spear-Danes
Storm-Geats
Geatland
Heorot
Cain
Wulfgar
warrior who hides the gold in the stone wall
slave who discovers hidden gold
slave’s master
Naegling
giant-sword
Hrunting
iron shield
Literary Elements:
epic
theme
setting
action
symbol
synecdoche (p 8 only)
Short-Answer Questions:
You must explain your responses in 2-5 sentences to earn points.
1) Why does the Beowulf epic contain both pagan tradition and obvious Christian influence?
2) Provide specific examples of pagan influences in the epic.
3) Provide specific examples of Christian influences in the epic.
4) What inferences have scholars made about the poet’s identity? How have scholars come to these conclusions?
5) Provide specific examples from the epic to support the following attributes of a hero.
a) hero must create a meaningful life in a world that is often dangerous and uncaring
b) hero must accept the inevitability of death
c) hero takes pride in himself and his accomplishments
d) hero chooses to reject despair
d) hero values human relationships
6) What do the following characters/settings symbolize?
a) Beowulf
b) Grendel
c) Heorot
7) How do the setting changes of Heorot and the battle between Grendel and Beowulf develop a theme of human struggle, strength, and perseverance?
8) What other themes are conveyed through the symbolic representations of Beowulf, Grendel, and Heorot? Discuss 3 separate themes and how those themes are conveyed. (Some starting points include: loyalty, pride, honor, courage, jealousy/envy, experience)
Test Format:
Multiple-Choice
Character Descriptions
Short-Answer
Matching
Quote Identifications
*NOTE: THERE HAS BEEN A CHANGE IN EXAM DATES. SEE BELOW:
Period 7: Wednesday, December 2
Period 8: Thursday, December 3
Readings to Review:
Beowulf reading (Modern English version)
Beowulf : Historical Backgound
Beowulf: Appeal and Value
Beowulf: The Germanic Hero
Pagan & Christian Influence Sheet
Passages for close reading (scroll down for list)
Class notes on struggle, strength, and perseverance
Class notes on Introduction to Beowulf and Old English (listening notes)
Class notes on Heorot before, during, and after Beowulf’s battle with Grendel
Class notes on descriptions of Grendel
Passages for close reading and interpretation:
*You will be asked questions about these specific passages.
p. 3, paragraph 2, “Hrothgar decided…”
p. 3, right column, 2nd to last paragraph, “As the Geats…”
p. 5, right column, 3rd - 8th paragraph, “Beowulf sprang to his feet…” to “to celebrate Beowulf’s victory
p. 3, paragraphs 3 – 8, “Hrothgar and his noble warriors…” - …”no avenging death…”
p. 5, paragraph 8, “Grendel, the shadow walker…”
p. 4, paragraph 3 - 6, “Standing before Hrothgar…” – “…your purpose and plan”
p. 4, paragraph 3, “From the days of my youth…”
p. 6, paragraph 2 - 5, “Hrothgar gave Beowulf…” – “…woven for them…”
Vocabulary/Unit 4:
abscond (p 7 only)
access (p 7 only)
anarchy
arduous
auspicious
biased
daunt
disentangle
root –auto-
root –bio-
root –chron-
root –cosmo-
Vocabulary / Beowulf & Old English:
epic
manuscript
contemporary
religious
secular
unique
pagan
dialect
solidarity
fellowship
unity
unalterable fate
wyrd (Old English word)
hapax legoma
thane
lord
aristocratic
retributive justice
wergild (Old English word)
feud
faith
mead-house / mead-hall
gable
hero
Characters, Settings, Weaponry:
*Be able to describe each in a sentence or two.
Hrothgar
Unferth
Grendel
Beowulf
Hygelac
Breca
Wiglaf
Wyrd
Grendel
Grendel’s mother
Fire-Dragon
Spear-Danes
Storm-Geats
Geatland
Heorot
Cain
Wulfgar
warrior who hides the gold in the stone wall
slave who discovers hidden gold
slave’s master
Naegling
giant-sword
Hrunting
iron shield
Literary Elements:
epic
theme
setting
action
symbol
synecdoche (p 8 only)
Short-Answer Questions:
You must explain your responses in 2-5 sentences to earn points.
1) Why does the Beowulf epic contain both pagan tradition and obvious Christian influence?
2) Provide specific examples of pagan influences in the epic.
3) Provide specific examples of Christian influences in the epic.
4) What inferences have scholars made about the poet’s identity? How have scholars come to these conclusions?
5) Provide specific examples from the epic to support the following attributes of a hero.
a) hero must create a meaningful life in a world that is often dangerous and uncaring
b) hero must accept the inevitability of death
c) hero takes pride in himself and his accomplishments
d) hero chooses to reject despair
d) hero values human relationships
6) What do the following characters/settings symbolize?
a) Beowulf
b) Grendel
c) Heorot
7) How do the setting changes of Heorot and the battle between Grendel and Beowulf develop a theme of human struggle, strength, and perseverance?
8) What other themes are conveyed through the symbolic representations of Beowulf, Grendel, and Heorot? Discuss 3 separate themes and how those themes are conveyed. (Some starting points include: loyalty, pride, honor, courage, jealousy/envy, experience)
Test Format:
Multiple-Choice
Character Descriptions
Short-Answer
Matching
Quote Identifications
Wednesday, November 18, 2009
Beowulf
Put the sound up on your computer and check out these links:
To hear a sample of Old English go to: :
To hear the poem in translation visit: http://www.wwnorton.com/college/english/nael/noa/audio.htm
To see artwork, google the title and go to images. There are thousands of illustrations, paintings, drawings, ect.
HW:
p7: Read The Wife's Lament and The Wanderer. Write one full page about what you've read. Think of it as a journal entry.
p8: Finish reading the Beowulf passage and then anser the focus questions. Then read The Wife's Lament and The Wanderer
To hear a sample of Old English go to: :
To hear the poem in translation visit: http://www.wwnorton.com/college/english/nael/noa/audio.htm
To see artwork, google the title and go to images. There are thousands of illustrations, paintings, drawings, ect.
HW:
p7: Read The Wife's Lament and The Wanderer. Write one full page about what you've read. Think of it as a journal entry.
p8: Finish reading the Beowulf passage and then anser the focus questions. Then read The Wife's Lament and The Wanderer
Sunday, November 8, 2009
November Vocabulary Due Dates and Test Dates
Monday/Tuesday 11/16 & 11/17 -Vocabulary Cumulative Review PACKET (Units 1-3)
Wednesday/Thursday 11/18 & 11/19- Vocabulary TEST Units 1-3
Monday 11/23 –Vocabulary Unit 4 PACKET and STUDY CARDS
Wednesday 11/25 –Vocabulary Unit 4 TEST
Monday/Tuesday 11/30 & 12/1- Vocabulary Unit 5 PACKET and STUDY CARDS
Wednesday/Thursday 11/18 & 11/19- Vocabulary TEST Units 1-3
Monday 11/23 –Vocabulary Unit 4 PACKET and STUDY CARDS
Wednesday 11/25 –Vocabulary Unit 4 TEST
Monday/Tuesday 11/30 & 12/1- Vocabulary Unit 5 PACKET and STUDY CARDS
Monday, November 2, 2009
OEDIPUS GAME QUESTIONS!!!
Questions 1-30 are due Wednesday. You do not need to write in complete sentences or write in paragraph form. However, you MUST number the questions.
1. Which group of words and phrases best matches Sophocles’ Oedipus?
a. Greek Mythology, mystery, tragic hero, faith, swollen foot
b. Greek Mythology, drama, hamartia, fate, swollen foot
c. Roman Mythology, irony, tragedy, faith, Sophocles, daughter
d. Roman Mythology, foreshadowing, hamartia, fate, swollen foot
2. What does Oedipus’ name mean?
3. Who named Oedipus and why did they name him that?
4. Name 4 different abstract ideas presented in the text. You can not use words that are synonymous with one another.
(Abstract ideas will never be adjectives like blind, tragic, proud)
5. What does the chorus beg Oedipus to do in the exposition?
6. Describe (in as best detail as you can, the part of the plot that we would consider to be the climax, or turning point of the play.
7. Where does the Oracle live, and which of the Greek gods does he represent?
8. Thematic statements present abstract ideas like Truth, Knowledge, Trust, and Justice combined with what aspects of humanity?
9. What warning did King Laius and Queen Jocasta of Thebes try to prevent, and who warned them?
10. What instructions did Laius give the shepherd whom he gave to Oedipus and what did he do first?
11. What did the pitying shepherd actually do with Oedipus?
12. What does the herdsman do with Oedipus after he takes him from the shepherd who was supposed to leave him to die?
13. Which city does Oedipus grow up as prince of?
14. Why does Oedipus travel from Corinth to Delphi in the first place?
15. At Delphi, what two horrifying prophecies does the oracle predict for Oedipus?
16. How does Oedipus determine to avoid his terrible destiny?
17. In your own words, why does Oedipus decide never to return home to Corinth?
18. The parts of the plot when Oedipus completely believes his parents to be the king and queen of Corinth is best described by which two parts of the plot?
19. Why does Oedipus kill the man in the chariot near Thebes?
20. Who is the old man in the chariot that Oedipus kills?
21. Work out the following metaphor: Oedipus kills Laius at a crossroads.
22. What kind of creature does Oedipus meet outside Thebes?
23. What riddle does the monstrous Sphinx ask Oedipus?
24. What is the right answer to the riddle the Sphinx asks, and how is that the answer?
25. Explain two ways the situation with the riddle of the Sphinx is ironic.
26. Explain how the answer to the riddle presents an instance of foreshadowing.
27. How do the Theban people react to Oedipus’ solving of the Sphinx’s riddle?
28. Why was the city of Thebes “kingless”?
29. On what group of people do the citizens of Thebes blame the murder of King Laius?
30. Who does Oedipus marry?
31. What is the literary element used that causes tension and positions the audience as omniscient?
32. What is the literary purpose for using Dramatic Irony?
33. Provide 2 examples of fate as presented in Oedipus.
34. Provide 2 more examples of fate as presented in Oedipus
35. What is Creon’s relation to Jocasta?
36. What is Creon’s blood relation to Oedipus? What does Oedipus think his relation to Creon is?
37. Provide one example of dramatic irony as presented in the play.
38. Explain how Tieriesias’ character is “double ironic.”
39. Why does Tiresias come to Thebes in the first place?
40. How does Jocasta brush off the idea of prophecies being true?
41. Why does Oedipus become distressed when he hears the prophet Jocasta received so many years ago?
Oedipus becomes distressed because he remembers killing a man who resembled Laius at a crossroads.
42. What important information does Jocasta reveal to Oedipus that leads him to the realization that he might be the murderer of Laius?
43. Why does Oedipus send for a shepherd during the falling action?
44. What bit of information do Oedipus and Jocasta receive from a messenger that causes them to rejoice?
45. After the death of Polybus, king of Corinth, Oedipus feels a little bit more safe because the oracle’s first prophecy can not possibly come true (or so he thinks). What is his new concern?
46. The messenger, overhearing Oedipus’ concerns about marrying Merope, offers some information that he thought would bring even more rejoicing for Oedipus. What news was that, and for what two reasons did he think Oedipus and Jocasta would rejoice at this?
47. What’s up with all the double identities in this play (shepherd, herdsman, witness / king, murderer / brother-in-law, uncle, new king)? What is one theme of identity explored in this text?
48 After Oedipus learns from the messenger that Polybus has died and that Polybus and Merope are not his real parents, he determines to track down the shepherd referred to by the messenger. What are the “truths” of Oedipus’ birth that he wants to hear from the shepherd?
49. Why does Jocasta run out of the palace in grief? What does she do next?
50. The shepherd refuses to speak at first, when he arrives at Thebes. How does Oedipus get him to talk?
51. With what does Oedipus rake out his eyes?
52. Explain how this is a metaphor: Oedipus blinds himself. (Hint: why doesn’t he hang himself or stab himself?)
53. Who takes over Thebes during the resolution?
54. What is Oedipus waiting for at the end of the play?
SHORT RESPONSE QUESTIONS
1. How does dramatic irony create tension in the play? Support your response with specific textual evidence (as specific as you can get without the words in front of you!!)
2. List examples of how Oedipus fits Aristotle’s definition of a tragic hero.
3. At what points in the play can we interpret Oedipus as having excessive pride, or hubris?
4. At what points in the play can we interpret Oedipus’ myth as one of a tragedy of fate? In this case, one might argue that Oedipus is blameless.
5. What do you understand to be the major conflict in the play? In other words, what do you see all of the other conflicts amounting to? (*Discuss only the MAJOR conflict, as you INTERPRET it.)
1. Which group of words and phrases best matches Sophocles’ Oedipus?
a. Greek Mythology, mystery, tragic hero, faith, swollen foot
b. Greek Mythology, drama, hamartia, fate, swollen foot
c. Roman Mythology, irony, tragedy, faith, Sophocles, daughter
d. Roman Mythology, foreshadowing, hamartia, fate, swollen foot
2. What does Oedipus’ name mean?
3. Who named Oedipus and why did they name him that?
4. Name 4 different abstract ideas presented in the text. You can not use words that are synonymous with one another.
(Abstract ideas will never be adjectives like blind, tragic, proud)
5. What does the chorus beg Oedipus to do in the exposition?
6. Describe (in as best detail as you can, the part of the plot that we would consider to be the climax, or turning point of the play.
7. Where does the Oracle live, and which of the Greek gods does he represent?
8. Thematic statements present abstract ideas like Truth, Knowledge, Trust, and Justice combined with what aspects of humanity?
9. What warning did King Laius and Queen Jocasta of Thebes try to prevent, and who warned them?
10. What instructions did Laius give the shepherd whom he gave to Oedipus and what did he do first?
11. What did the pitying shepherd actually do with Oedipus?
12. What does the herdsman do with Oedipus after he takes him from the shepherd who was supposed to leave him to die?
13. Which city does Oedipus grow up as prince of?
14. Why does Oedipus travel from Corinth to Delphi in the first place?
15. At Delphi, what two horrifying prophecies does the oracle predict for Oedipus?
16. How does Oedipus determine to avoid his terrible destiny?
17. In your own words, why does Oedipus decide never to return home to Corinth?
18. The parts of the plot when Oedipus completely believes his parents to be the king and queen of Corinth is best described by which two parts of the plot?
19. Why does Oedipus kill the man in the chariot near Thebes?
20. Who is the old man in the chariot that Oedipus kills?
21. Work out the following metaphor: Oedipus kills Laius at a crossroads.
22. What kind of creature does Oedipus meet outside Thebes?
23. What riddle does the monstrous Sphinx ask Oedipus?
24. What is the right answer to the riddle the Sphinx asks, and how is that the answer?
25. Explain two ways the situation with the riddle of the Sphinx is ironic.
26. Explain how the answer to the riddle presents an instance of foreshadowing.
27. How do the Theban people react to Oedipus’ solving of the Sphinx’s riddle?
28. Why was the city of Thebes “kingless”?
29. On what group of people do the citizens of Thebes blame the murder of King Laius?
30. Who does Oedipus marry?
31. What is the literary element used that causes tension and positions the audience as omniscient?
32. What is the literary purpose for using Dramatic Irony?
33. Provide 2 examples of fate as presented in Oedipus.
34. Provide 2 more examples of fate as presented in Oedipus
35. What is Creon’s relation to Jocasta?
36. What is Creon’s blood relation to Oedipus? What does Oedipus think his relation to Creon is?
37. Provide one example of dramatic irony as presented in the play.
38. Explain how Tieriesias’ character is “double ironic.”
39. Why does Tiresias come to Thebes in the first place?
40. How does Jocasta brush off the idea of prophecies being true?
41. Why does Oedipus become distressed when he hears the prophet Jocasta received so many years ago?
Oedipus becomes distressed because he remembers killing a man who resembled Laius at a crossroads.
42. What important information does Jocasta reveal to Oedipus that leads him to the realization that he might be the murderer of Laius?
43. Why does Oedipus send for a shepherd during the falling action?
44. What bit of information do Oedipus and Jocasta receive from a messenger that causes them to rejoice?
45. After the death of Polybus, king of Corinth, Oedipus feels a little bit more safe because the oracle’s first prophecy can not possibly come true (or so he thinks). What is his new concern?
46. The messenger, overhearing Oedipus’ concerns about marrying Merope, offers some information that he thought would bring even more rejoicing for Oedipus. What news was that, and for what two reasons did he think Oedipus and Jocasta would rejoice at this?
47. What’s up with all the double identities in this play (shepherd, herdsman, witness / king, murderer / brother-in-law, uncle, new king)? What is one theme of identity explored in this text?
48 After Oedipus learns from the messenger that Polybus has died and that Polybus and Merope are not his real parents, he determines to track down the shepherd referred to by the messenger. What are the “truths” of Oedipus’ birth that he wants to hear from the shepherd?
49. Why does Jocasta run out of the palace in grief? What does she do next?
50. The shepherd refuses to speak at first, when he arrives at Thebes. How does Oedipus get him to talk?
51. With what does Oedipus rake out his eyes?
52. Explain how this is a metaphor: Oedipus blinds himself. (Hint: why doesn’t he hang himself or stab himself?)
53. Who takes over Thebes during the resolution?
54. What is Oedipus waiting for at the end of the play?
SHORT RESPONSE QUESTIONS
1. How does dramatic irony create tension in the play? Support your response with specific textual evidence (as specific as you can get without the words in front of you!!)
2. List examples of how Oedipus fits Aristotle’s definition of a tragic hero.
3. At what points in the play can we interpret Oedipus as having excessive pride, or hubris?
4. At what points in the play can we interpret Oedipus’ myth as one of a tragedy of fate? In this case, one might argue that Oedipus is blameless.
5. What do you understand to be the major conflict in the play? In other words, what do you see all of the other conflicts amounting to? (*Discuss only the MAJOR conflict, as you INTERPRET it.)
Sunday, November 1, 2009
Thematic Essay
Dear Students,
I have been recieving lots of emails asking whether the Oedipus essay is still due tomorrow. As I said in class (and wrote on the board for you to read during the days I was absent), yes, the essay is still due tomorrow.
I will collect all work (brainstorms, freewrites, prewrites, ect.) associated with the essay. Your final draft should be stapled to the top of this packet.
You will get your essays back with my comments as soon as I can finish grading them. At that point, you will have an opportunity to rewrite. Despite this fact, you must treat the draft you submit tomorrow as if it were your final final draft.
See you tomorrow!
Ms. Walsh
I have been recieving lots of emails asking whether the Oedipus essay is still due tomorrow. As I said in class (and wrote on the board for you to read during the days I was absent), yes, the essay is still due tomorrow.
I will collect all work (brainstorms, freewrites, prewrites, ect.) associated with the essay. Your final draft should be stapled to the top of this packet.
You will get your essays back with my comments as soon as I can finish grading them. At that point, you will have an opportunity to rewrite. Despite this fact, you must treat the draft you submit tomorrow as if it were your final final draft.
See you tomorrow!
Ms. Walsh
Saturday, October 24, 2009
Homework Due Monday 10/26 and Tuesday 10/27
Respond to the following questions 9 from paragraph 2 of the Writing Mantra in freewrite format. Use what you know about life from your own experiences, but also speak to ideas presented in Sophocles' Oedipus. What do these questions mean for the characters in our play?
These questions are listed as follows:
1. What are the obstacles that stand in the way of the things we desire?
2. What strengths are called upon when we set out to face these challenges?
3. What types of external experiences (with society, with other people, with family, with fate, with nature) influence our states of mind and our actions?
4. How and when do these states of mind and actions affect our future, our relationships with others, others themselves?
5. How do these external experiences influence our internal experiences (our emotions)?
6. On the flip side of this coin, how do our internal experiences and our emotions influence our external experiences (with society, with other people, with family, with fate, with nature)?
7. What happens with us internally and externally when our strengths are pushed to the limits and don’t seem to be enough to overcome our weaknesses and our obstacles?
8. How can people change their patterns of thinking, socializing, and behaviors? (Avoid telling us what people "should" do because we are not in a position to make that call. Instead, observe and consider the processes of CHANGE. What DO people do?)
9. How do abstract ideas take on new shapes and forms? (Examples: When and how does pride become hubris? When and how does fear become violence? When and how does love become war? When and how does truth lie? When and how is knowledge “ignorant”?)
*How long does this assignment have to be, you ask? As long as it takes to answer the questions. One page will probably not be enough. Really think about this stuff and work it out in your brainstorm!!! YOU CAN DO IT!!!!!!!!!!!!!!!
* I suggest revising your thematic statement as soon as you are finished with these questions and your ideas are fresh in your mind. It will be easier than trying to remember all of your thoughts on Monday or Tuesday. The brainstorm above is meant to influence the ideas you already have about the play (characters, plot, etc.) and what it expresses about
- the human condition (what it means to be human)
- human ambition
- human motivation
These questions are listed as follows:
1. What are the obstacles that stand in the way of the things we desire?
2. What strengths are called upon when we set out to face these challenges?
3. What types of external experiences (with society, with other people, with family, with fate, with nature) influence our states of mind and our actions?
4. How and when do these states of mind and actions affect our future, our relationships with others, others themselves?
5. How do these external experiences influence our internal experiences (our emotions)?
6. On the flip side of this coin, how do our internal experiences and our emotions influence our external experiences (with society, with other people, with family, with fate, with nature)?
7. What happens with us internally and externally when our strengths are pushed to the limits and don’t seem to be enough to overcome our weaknesses and our obstacles?
8. How can people change their patterns of thinking, socializing, and behaviors? (Avoid telling us what people "should" do because we are not in a position to make that call. Instead, observe and consider the processes of CHANGE. What DO people do?)
9. How do abstract ideas take on new shapes and forms? (Examples: When and how does pride become hubris? When and how does fear become violence? When and how does love become war? When and how does truth lie? When and how is knowledge “ignorant”?)
*How long does this assignment have to be, you ask? As long as it takes to answer the questions. One page will probably not be enough. Really think about this stuff and work it out in your brainstorm!!! YOU CAN DO IT!!!!!!!!!!!!!!!
* I suggest revising your thematic statement as soon as you are finished with these questions and your ideas are fresh in your mind. It will be easier than trying to remember all of your thoughts on Monday or Tuesday. The brainstorm above is meant to influence the ideas you already have about the play (characters, plot, etc.) and what it expresses about
- the human condition (what it means to be human)
- human ambition
- human motivation
Monday, October 19, 2009
Monday 10/19/2009
P7 Students- This assignment is due Wednesday, October 21:
Now that you have composed your thematic statement for Oedipus, write AS MUCH AS YOU CAN about how the myth of Oedipus applies to your statement. Give every example there is. At the VERY LEAST, you NEED 10 EXAMPLES! This work will be collected.
Now that you have composed your thematic statement for Oedipus, write AS MUCH AS YOU CAN about how the myth of Oedipus applies to your statement. Give every example there is. At the VERY LEAST, you NEED 10 EXAMPLES! This work will be collected.
10/16/2009
Complete a double entry journal for 3 passages in Oedipus. Passages must be 5-7 lines long each and you must include line numbers. Journal entries should include connections (text to self, world, text, ect.), Questions (literal and interpretive), and thoughts (This means.... This could mean...). You must also use 10 vocabulary words from our recent vocabulary packets. Due Monday/Tuesday Block
Monday, October 12, 2009
Roots, Prefixes, Suffixes INFO
Websites
www.etymonline.com (Type the word and its parts in the search bar)
www.wordinfo.info (Type the word and its parts in the search bar)
http://www.awrsd.org (List of Greek and Latin Root words)
Tips:
Look up the word exactly how it is written.
See if you can break the word down into its root, prefix, suffix.
Look up the separate root.
Look up the prefix.
Look up the suffix.
*The websites listed here are only meant to start you off. There are literally thousands of websites, books, and other resources you can consult to find information about every single word in the English language. I strongly encourage you to make it a habit of looking up roots, prefixes, and suffixes in addition to whatever is required for a grade. We need words to convey our thoughts in this world. Plus, it can be fun to see how words take on new meanings with time!
www.etymonline.com (Type the word and its parts in the search bar)
www.wordinfo.info (Type the word and its parts in the search bar)
http://www.awrsd.org (List of Greek and Latin Root words)
Tips:
Look up the word exactly how it is written.
See if you can break the word down into its root, prefix, suffix.
Look up the separate root.
Look up the prefix.
Look up the suffix.
*The websites listed here are only meant to start you off. There are literally thousands of websites, books, and other resources you can consult to find information about every single word in the English language. I strongly encourage you to make it a habit of looking up roots, prefixes, and suffixes in addition to whatever is required for a grade. We need words to convey our thoughts in this world. Plus, it can be fun to see how words take on new meanings with time!
Monday, October 5, 2009
HW Due W/H 10/8-10/9
Finish reading and annotating Thomas Gould's essay titled "The Innocence of Oedipus: The Philosphers on Oedipus the King." Your annotations will be checked in class and MUST BE written directly on your packet. I will be looking for AT LEAST 3 ANNOTATIONS PER PAGE.
Reminder: Scroll down for vocabulary dates for your class.
Reminder: Scroll down for vocabulary dates for your class.
Friday, October 2, 2009
HW Due M/T 10/5, 10/6
Vocabulary Packet Due
Oedipus assignment for lines 1-125 Due (worksheet and short response)
*Scroll down to read the detailed assignment for the Oedipus work.
Oedipus assignment for lines 1-125 Due (worksheet and short response)
*Scroll down to read the detailed assignment for the Oedipus work.
Vocabulary Unit 2 / Dates to Know
Monday / Tuesday classes: packet due
Wednesday / Thursday classes: index cards due (same format as unit I)
Friday- We will go over the packet and the words in class
Friday, October 16- TEST/UNIT 2
* My expectation is that you work on vocabulary every single day. Do not wait until the last minute when it comes to due dates. You will have reading homework every single night in addition to this work, so if you wait until the last minute, you will feel overwhelmed. AVOID THIS!! You need to study your index cards on a daily basis.
Wednesday / Thursday classes: index cards due (same format as unit I)
Friday- We will go over the packet and the words in class
Friday, October 16- TEST/UNIT 2
* My expectation is that you work on vocabulary every single day. Do not wait until the last minute when it comes to due dates. You will have reading homework every single night in addition to this work, so if you wait until the last minute, you will feel overwhelmed. AVOID THIS!! You need to study your index cards on a daily basis.
Wednesday, September 30, 2009
HW Due M/T 10/5, 10/6
Complete all of the questions for Oedipus / lines 1-125 that follow. Yes, you have to the complete the paragraph response question as well (but of course!)This assignment is due the next time we meet for a block. That means that you have five days to work on it. There is no substitution for effort. Do a little bit each day and it won't feel like a lot. We talked about all of these questions in class. Every... single... one... If you took notes (as you should have), this should be a breeze. If you did not, then you had better start.
REMINDER: VOCABULARY TEST THIS FRIDAY!!! SCROLL DOWN FOR STUDY TIPS!!
You can write directly on your worksheet, but here are the Qs for those students who were absent or "lost" their sheet:
1. What news does the Priest of Zeus bring to Oedipus at the royal palace of Thebes?
2. Sight and blindness are important motifs in the play. Locate seven references to sight in the first two pages. Write the sentences and line numbers.
3. Why might it be important to consider ideas about hubris as we read?
4. Why and how might themes explored in ancient Greek myth be related to Oedipus’ myth?
5. Why does the Priest of Zeus call on Oedipus for help?
6. How does Oedipus perceive himself as a leader?
7. Sophocles’ audience would have known Oedipus’ myth well. How then, could Oedipus’ greatness be interpreted as his tragic harbinger? (Dramatic irony)
8. What are some similarities and differences in character between Oedipus and the Priest of Zeus?
9. What are some similarities and differences in character between Oedipus and Creon?
10. On reflecting over Oedipus’ first lines (1-10), what is your sense of Oedipus as a leader?
11. Which lines reveal elements of tension and suspense? (Exposition -----Rising Action)
12. What is your understanding of Oedipus’ sense of compassion?
13. Which three sentences of Oedipus’ dialogue do you deem the most important and why do you say so?
14. Which three sentences of Creon’s dialogue do you deem the most important and why do you say so?
15. Setting:
Time________________________________________________
What kind of world does Oedipus inhabit?
Place________________________________________________
How do the people of Thebes perceive Oedipus?
Circumstance__________________________________________
What are the major conflicts and tensions so far?
THEMATIC STATEMENT RESPONSE:(3 paragraphs / ON LOOSELEAF) “It is insight, not eyesight, which holds the key to the truth, and without it, no amount of knowledge can uncover that truth. Our capability for knowledge is vast but limited. Our powers of intellect and insight are remarkable, yet unreliable.”
a) interpret and explain
b) real life application
c) what these ideas mean to/for Oedipus
*Use the word web method as a brainstorm/prewrite
*Paragraphs should be 5-9 sentences and must include topic sentences.
What counts, you ask? Everything... including, but not limited to:
- spelling
- grammar
- punctuation
- content (meaning)-- did you answer the question?
- complete sentences
- vocabulary
Welcome to sophomore year.
REMINDER: VOCABULARY TEST THIS FRIDAY!!! SCROLL DOWN FOR STUDY TIPS!!
You can write directly on your worksheet, but here are the Qs for those students who were absent or "lost" their sheet:
1. What news does the Priest of Zeus bring to Oedipus at the royal palace of Thebes?
2. Sight and blindness are important motifs in the play. Locate seven references to sight in the first two pages. Write the sentences and line numbers.
3. Why might it be important to consider ideas about hubris as we read?
4. Why and how might themes explored in ancient Greek myth be related to Oedipus’ myth?
5. Why does the Priest of Zeus call on Oedipus for help?
6. How does Oedipus perceive himself as a leader?
7. Sophocles’ audience would have known Oedipus’ myth well. How then, could Oedipus’ greatness be interpreted as his tragic harbinger? (Dramatic irony)
8. What are some similarities and differences in character between Oedipus and the Priest of Zeus?
9. What are some similarities and differences in character between Oedipus and Creon?
10. On reflecting over Oedipus’ first lines (1-10), what is your sense of Oedipus as a leader?
11. Which lines reveal elements of tension and suspense? (Exposition -----Rising Action)
12. What is your understanding of Oedipus’ sense of compassion?
13. Which three sentences of Oedipus’ dialogue do you deem the most important and why do you say so?
14. Which three sentences of Creon’s dialogue do you deem the most important and why do you say so?
15. Setting:
Time________________________________________________
What kind of world does Oedipus inhabit?
Place________________________________________________
How do the people of Thebes perceive Oedipus?
Circumstance__________________________________________
What are the major conflicts and tensions so far?
THEMATIC STATEMENT RESPONSE:(3 paragraphs / ON LOOSELEAF) “It is insight, not eyesight, which holds the key to the truth, and without it, no amount of knowledge can uncover that truth. Our capability for knowledge is vast but limited. Our powers of intellect and insight are remarkable, yet unreliable.”
a) interpret and explain
b) real life application
c) what these ideas mean to/for Oedipus
*Use the word web method as a brainstorm/prewrite
*Paragraphs should be 5-9 sentences and must include topic sentences.
What counts, you ask? Everything... including, but not limited to:
- spelling
- grammar
- punctuation
- content (meaning)-- did you answer the question?
- complete sentences
- vocabulary
Welcome to sophomore year.
Tuesday, September 29, 2009
VOCABULARY TEST THIS FRIDAY!! (10/2)
We will have our first official vocabulary test this Friday. Your homework is to study the words from unit one. Practice the index card study methods we used in class to best prepare. I would say that if you study for 15-20 a day over the next couple of days, you would most likely know all of your words! If you need to study more than that, then do so!
*
- Know the definitions
- Know (and understand why) the parts of speech
- Be able to properly use the word in a complete sentence (with context clues)
- Spelling counts (always, and of course!)
- Know the synonyms
- Know the antonyms
*
- Know the definitions
- Know (and understand why) the parts of speech
- Be able to properly use the word in a complete sentence (with context clues)
- Spelling counts (always, and of course!)
- Know the synonyms
- Know the antonyms
Saturday, September 26, 2009
HW 9/25
This homework has three steps:
1. Highlight context clues in the sentence completions section of your vocabulary packet.
2. Come up with a telling phrase for each of the words. Use the vocabulary word in the phrase. Write these phrases in your notebooks. EX: Right to comandeer, cumbersome shopping bags, frustrating deadlock, scattered debris, liquid diffused.
3. Write a sentence about power and control for each word. Sentences can be funny, but they have to make sense. Highlight your telling phrases. Write these sentences in your notebook. Ex: The police officer commandeered my car because he needed a vehicle to catch a crook.
1. Highlight context clues in the sentence completions section of your vocabulary packet.
2. Come up with a telling phrase for each of the words. Use the vocabulary word in the phrase. Write these phrases in your notebooks. EX: Right to comandeer, cumbersome shopping bags, frustrating deadlock, scattered debris, liquid diffused.
3. Write a sentence about power and control for each word. Sentences can be funny, but they have to make sense. Highlight your telling phrases. Write these sentences in your notebook. Ex: The police officer commandeered my car because he needed a vehicle to catch a crook.
Saturday, September 19, 2009
9/18 Homework
Vocabulary Study Cards / Unit I
Complete study cards for all 20 words listed on the packet handed out in class.
On the front of the card, write:
- The word (spelled out correctly and clearly)
- The part(s) of speech
- A visual representation of the meaning of the word (draw a picture to help you remember the meaning!)
- Your name, period, due date, period you have English
- The number that corresponds to the word
On the back of the card, write:
- the definition, as it is presented on the packet
- an original sentence (use the given sentence as a model, but do not copy it)
- synonyms listed (if any)
- anytonyms listed (if any)
Complete study cards for all 20 words listed on the packet handed out in class.
On the front of the card, write:
- The word (spelled out correctly and clearly)
- The part(s) of speech
- A visual representation of the meaning of the word (draw a picture to help you remember the meaning!)
- Your name, period, due date, period you have English
- The number that corresponds to the word
On the back of the card, write:
- the definition, as it is presented on the packet
- an original sentence (use the given sentence as a model, but do not copy it)
- synonyms listed (if any)
- anytonyms listed (if any)
Wednesday, September 16, 2009
9/16 - 9/17 Homework
Compose draft 2 of your Introduction to Greek Mythology analysis paper. This is the paper I returned to you in class today. Draft 2 must include new ideas and information drawn from all three of the following:
a) the comments and/or questions I wrote on your paper
b) the notes you took during presentations today and the information you learned as you worked on your presentation
c) pertinent information from your reading of Prometheus and Io
Draft 2 must be submitted with draft 1. Staple draft two to the top of draft one and label it "draft 2" in your heading.
Writing = Thinking
Happy writing!
a) the comments and/or questions I wrote on your paper
b) the notes you took during presentations today and the information you learned as you worked on your presentation
c) pertinent information from your reading of Prometheus and Io
Draft 2 must be submitted with draft 1. Staple draft two to the top of draft one and label it "draft 2" in your heading.
Writing = Thinking
Happy writing!
Monday, September 14, 2009
9/14 Homework
Prometheus & Io
Write a paragraph response for each question that follows. Do not rewrite the question. Instead, rephrase it in your response. This is a notebook assignment.
1. Based on what you know about Prometheus’ background, and what you learned from this myth, write your personal response to the following statement:
“Prometheus is a rebel against injustice and the authority of power.”
2. In what ways do Prometheus and Io share a common injustice?
3. What does the myth reveal about Zeus’ character?
4. What does the myth reveal about Hera’s character?
5. What does the myth reveal about the relationship between Zeus and Hera?
Write a paragraph response for each question that follows. Do not rewrite the question. Instead, rephrase it in your response. This is a notebook assignment.
1. Based on what you know about Prometheus’ background, and what you learned from this myth, write your personal response to the following statement:
“Prometheus is a rebel against injustice and the authority of power.”
2. In what ways do Prometheus and Io share a common injustice?
3. What does the myth reveal about Zeus’ character?
4. What does the myth reveal about Hera’s character?
5. What does the myth reveal about the relationship between Zeus and Hera?
Saturday, September 12, 2009
9/11/09 Homework
Read the entire mythology packet: The Gods, the Creation, and the Earliest Heroes. Always annotate as you read. When you finish reading, write a one page analysis of a character or an aspect of Greek myth that you find interesting. Use my analysis of Zeus as a model for your writing:
- Always use a thesaurus and replace elementary words with sophisticated
vocabulary
- One page is the MINIMUM required to make a thorough analysis
- Type is nice, but not a requirement
- This is a personal response analysis, so writing in first-person is ok
- Always organize your ideas into paragraphs with topic sentences
REVIEW of "ANALYZE"
Here are some of the synonymous words and phrases we went over for the word Analyze. Add any new words to your "Analyze Web":
When you analyze, you:
IDENTIFY
SORT OUT
TEST
SCRUTINIZE
FIGURE OUT
EVALUATE
QUESTION
PROBE
ESTIMATE
EXPLORE
X-RAY
BREAK DOWN
INVESTIGATE
CONSIDER
KICK AROUND
BREAK UP
RESOLVE
SEPARATE
STUDY
GET DOWN TO IT
SPELL OUT
HASH OUT
INTERPRET
EXAMINE
DETERMINE
JUDGE
ASSAY
BEAT A DEAD HORSE
CHEW OVER
RESOLVE
DECOMPOSE
DETERMINE
DISINTEGRATE
DISSECT
DISSOLVE
LAY BARE
DIVIDE
CUT UP
THINK THROUGH
REHASH
CONFAB
INSPECT
- Always use a thesaurus and replace elementary words with sophisticated
vocabulary
- One page is the MINIMUM required to make a thorough analysis
- Type is nice, but not a requirement
- This is a personal response analysis, so writing in first-person is ok
- Always organize your ideas into paragraphs with topic sentences
REVIEW of "ANALYZE"
Here are some of the synonymous words and phrases we went over for the word Analyze. Add any new words to your "Analyze Web":
When you analyze, you:
IDENTIFY
SORT OUT
TEST
SCRUTINIZE
FIGURE OUT
EVALUATE
QUESTION
PROBE
ESTIMATE
EXPLORE
X-RAY
BREAK DOWN
INVESTIGATE
CONSIDER
KICK AROUND
BREAK UP
RESOLVE
SEPARATE
STUDY
GET DOWN TO IT
SPELL OUT
HASH OUT
INTERPRET
EXAMINE
DETERMINE
JUDGE
ASSAY
BEAT A DEAD HORSE
CHEW OVER
RESOLVE
DECOMPOSE
DETERMINE
DISINTEGRATE
DISSECT
DISSOLVE
LAY BARE
DIVIDE
CUT UP
THINK THROUGH
REHASH
CONFAB
INSPECT
Thursday, September 10, 2009
9/10/09 Homework
Read and annotate (take notes) pages 21 - 41 of your Greek Mythology Packet (Gods,Creation,and the Earliest Heroes).
Acceptable annotations:
- Your opinion of something you read
- Connections you are making while reading
- Questions that occur to you while reading
- Vocabulary words (defined)
- Summaries of important information
- Rephrasing of confusing information
Annotations are not "underlines" or highlighted text. To properly annotate, you need to write actual notes, in your own writing, directly on the page, next to the parts of the text that moved you to write.
Acceptable annotations:
- Your opinion of something you read
- Connections you are making while reading
- Questions that occur to you while reading
- Vocabulary words (defined)
- Summaries of important information
- Rephrasing of confusing information
Annotations are not "underlines" or highlighted text. To properly annotate, you need to write actual notes, in your own writing, directly on the page, next to the parts of the text that moved you to write.
Wednesday, September 9, 2009
9/9/09 Homework and Syllabus
Welcome to the class blog!!! Today's homework assignment and syllabus is listed below:
First, explore the blog and its features. Then check out our Creative Writer's blog at ewalshcreativewritersvenue.blogspot.com. When you are finished exploring for the night, reread the course syllabus with your parent(s)/guardian(s). Write down any questions that come to mind as you read. Then, with your parent(s)/guardian(s), sign the Declaration of Understanding. Bring this to school tommorow with your notebook and folders so that we can dive into Greek Mythology!
10 E u r o p e a n L i t e r a t u r e
Course Syllabus
Ms. Walsh
I n f o:
ewalsh.english@gmail.com
ewalshenglish10.blogspot.com
(212) 501 - 1235
Room 568
C o u r s e O v e r v i e w
This year in 10th grade English, you will:
Read myths, plays, poems, essays, allegories, satires, diaries, frame stories, biographical information and novels that center around Classical Civilizations and the Ancient World, Medieval Times and Middle English, Renaissance and Humanism, Protestant Reformation, Discovery and Global Exploration, Absolutism, Revolutions (Scientific, Enlightenment, French, Industrial, Russian), World War I, Totalitarianism, World War II, and the Cold War
Study the terms and devices used by writers and poets in their works. By understanding literary elements, you will gain a more thorough understanding of what you are reading.
Track 30 works read this school year, making note of important literary and plot elements
Practice writing in several formats including controlling idea, critical lens, expository, persuasive, letter, personal narrative, satire, allegory, journal, self-reflection, and creative (poems, stories, vignettes, anecdotes, aphorisms)
Master note-taking skills such as paraphrasing, summarizing, brainstorming, annotating, study cards
Develop grammar and spelling skills, expand vocabulary, and experiment with new writing styles. We will work with dictionaries, thesauruses, and style manuals. Taking notes and making study cards will become an important aspect of your progress in these areas.
Learn and practice techniques for public speaking
Recognize social, historical, and cultural features in presentation of literary texts and understand their implications. Make connections between what you read in English and what you study in Global.
Express interpretations and form opinions you can support through specific references to texts.
Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing).
Interact with texts. You will be asked to “become” characters, interview characters, authors, and narrators, read aloud, role-play, beat authors, “back lip” characters, complete stories, change endings, evaluate speakers, use graphic organizers, connect ideas, make predictions, ask questions, and more!
Explore “big ideas” about human behavior and the human condition by analyzing themes focused on:
o Identity
o Individual, Group, and Societal Responsibility
o Truth and Justice
o Ambition, Power, and the Common Good
o Conformity and Nonconformity / Resistance
A b o u t M H S H S ’s E n g l i s h P r o g r a m
Freshman English is devoted to the study of World Literature. Western and European Literature are studied in 10th grade. You will also take a practice SAT (PSAT) in 10th grade. In 11th grade, your English class will focus on American Literature. You will also take a Regents exam that tests the skills and knowledge you learned over the course of 9th, 10th, and 11th grade. You will also take the SAT Reasoning Test, which is a standardized test required for college admission by many colleges and universities in the United States. I mention this test here because, among other topics, this exam will evaluate your critical reading level and written skills. You have plenty of reasons to put care into your work starting from day one!
C l a s s r o o m E x p e c t a t i o n s
I encourage and promote only positive behavior and attitudes. It is important that we show each other mutual respect. You can demonstrate respectful classroom behavior by complying with the following:
Adhere to all school rules, policies, and procedures. Wear your uniform. Use your agenda. Pay attention. Listen and take notes, complete all assignments, make up work when you are absent, study.
Use courtesy in the classroom; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting.
Never plagiarize. Plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another person are your own. It includes copying the work of another, or following the work of another as a guide. See the MHSHS handbook for more information. The Online Writing Lab (website listed below) is also a great resource to help you avoid plagiarism, deliberate or accidental.
Ask for help when you are having trouble understanding a concept, missing an assignment, or earn a low score.
A s s e s s m e n t
Essays and other writing
Tests & Quizzes
Projects & Presentations
Class Participation (class work, note-taking, discussion, group activities, homework, independent reading)
Writing Portfolio
G r a d i n g S y s t e m
MHSHS Grading Scale
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 65-69
F: 64 and below
MHSHS uses an online system called My Grade Book, available at www.mygradebook.com. All of your assignments and grades are posted here as they are scored. Your parents, your advisor, your guidance counselor, and administration also have access to My Grade Book. Check the site regularly and to stay informed about your progress.
Your grade is calculated by a point system. Grades for each marking period are based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points, essays worth sixty points, and tests worth one hundred points.
I will post lists of approved extra credit work and due dates, usually worth 25 points. You are only eligible for extra credit if you have completed all of your assignments on My Grade Book.
A b s e n c e s & L a t e W o r k
Homework is posted on the board each day, and you are responsible for copying the assignment word for word into your agenda. Homework is also posted on the blog each day. Check it if you miss class.
The vocabulary word of the day and a quote of the day is posted on the blog daily
For each day you are absent, you have one day to make up assignments. This includes tests, quizzes, essays, notes, ect. If you are absent, a note is required to allow any late work to receive full credit.
Late homework will be accepted for partial credit up until the test/final essay for that unit of study. Once a test or final essay has been given on the unit, all homework assignments leading up to that test which are missing will become a zero in My Grade Book.
T e x t s & R e s o u r c e s
Literature (novels, poems, essays, stories) for study will be provided
Independent reading books may be borrowed from the classroom library or sought out at bookstores/libraries
School Island
Class Blog (ewalshenglish10.blogspot.com)
Goodreads.com
Mygradebook.com
Freerice.com (vocabulary and grammar practice)
Googlebooks.com
Online Writing Lab(owl.english.purdue.edu)
Collegeboard.com (everything you need to know for the PSAT and SAT)
Nysedregents.org (Archives for Regents Exams in all subjects)
The Elements of Style, William Strunk, Jr. (provided in class but I encourage you to purchase your own)
Vocabulary Workshop, Jerome Shostack (Levels C & D) (packet work provided in class)
Grammar Workbook for the SAT, ACT … and More, George Ehrenhaft (packet work provided in class)
Merriam Webster’s Dictionary (always available for use during class)
Merriam Webster’s Thesaurus (always available for use during class)
R e q u i r e d M a t e r i a l s
3 subject spiral notebook with perforated lines for easy tear out
Two 2 pocket folders
Blue or black pens (work done in pencil or another color will not be accepted)
Post-its (2 x 4)
Index cards
3 ring binder with 10 dividers (for use in May during the Writing Portfolio Workshop / can stay at home until then)
[Note: Some students like to purchase their own copies of books studied in class.. This is encouraged so that you may write notes directly in your books, but it is not a requirement]
A c a d e m i c S u p p o r t
I am available on Tuesdays, Wednesdays, and Thursdays during S.O.S. On these days, you can come to my classroom to ask questions, study, or do your homework for 45-90 minutes. I am also available during Lunch and Learn.
It benefits all of us to keep an open line of communication among parents, teachers, advisors, guidance counselors, and administration here at MHSHS. We all care about your experiences, struggles, and successes! I encourage you to approach me after class in the halls, during lunch, via email, or drop a note in my mailbox. So long as I am free, I am happy to give you my complete and undivided attention.
First, explore the blog and its features. Then check out our Creative Writer's blog at ewalshcreativewritersvenue.blogspot.com. When you are finished exploring for the night, reread the course syllabus with your parent(s)/guardian(s). Write down any questions that come to mind as you read. Then, with your parent(s)/guardian(s), sign the Declaration of Understanding. Bring this to school tommorow with your notebook and folders so that we can dive into Greek Mythology!
10 E u r o p e a n L i t e r a t u r e
Course Syllabus
Ms. Walsh
I n f o:
ewalsh.english@gmail.com
ewalshenglish10.blogspot.com
(212) 501 - 1235
Room 568
C o u r s e O v e r v i e w
This year in 10th grade English, you will:
Read myths, plays, poems, essays, allegories, satires, diaries, frame stories, biographical information and novels that center around Classical Civilizations and the Ancient World, Medieval Times and Middle English, Renaissance and Humanism, Protestant Reformation, Discovery and Global Exploration, Absolutism, Revolutions (Scientific, Enlightenment, French, Industrial, Russian), World War I, Totalitarianism, World War II, and the Cold War
Study the terms and devices used by writers and poets in their works. By understanding literary elements, you will gain a more thorough understanding of what you are reading.
Track 30 works read this school year, making note of important literary and plot elements
Practice writing in several formats including controlling idea, critical lens, expository, persuasive, letter, personal narrative, satire, allegory, journal, self-reflection, and creative (poems, stories, vignettes, anecdotes, aphorisms)
Master note-taking skills such as paraphrasing, summarizing, brainstorming, annotating, study cards
Develop grammar and spelling skills, expand vocabulary, and experiment with new writing styles. We will work with dictionaries, thesauruses, and style manuals. Taking notes and making study cards will become an important aspect of your progress in these areas.
Learn and practice techniques for public speaking
Recognize social, historical, and cultural features in presentation of literary texts and understand their implications. Make connections between what you read in English and what you study in Global.
Express interpretations and form opinions you can support through specific references to texts.
Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing).
Interact with texts. You will be asked to “become” characters, interview characters, authors, and narrators, read aloud, role-play, beat authors, “back lip” characters, complete stories, change endings, evaluate speakers, use graphic organizers, connect ideas, make predictions, ask questions, and more!
Explore “big ideas” about human behavior and the human condition by analyzing themes focused on:
o Identity
o Individual, Group, and Societal Responsibility
o Truth and Justice
o Ambition, Power, and the Common Good
o Conformity and Nonconformity / Resistance
A b o u t M H S H S ’s E n g l i s h P r o g r a m
Freshman English is devoted to the study of World Literature. Western and European Literature are studied in 10th grade. You will also take a practice SAT (PSAT) in 10th grade. In 11th grade, your English class will focus on American Literature. You will also take a Regents exam that tests the skills and knowledge you learned over the course of 9th, 10th, and 11th grade. You will also take the SAT Reasoning Test, which is a standardized test required for college admission by many colleges and universities in the United States. I mention this test here because, among other topics, this exam will evaluate your critical reading level and written skills. You have plenty of reasons to put care into your work starting from day one!
C l a s s r o o m E x p e c t a t i o n s
I encourage and promote only positive behavior and attitudes. It is important that we show each other mutual respect. You can demonstrate respectful classroom behavior by complying with the following:
Adhere to all school rules, policies, and procedures. Wear your uniform. Use your agenda. Pay attention. Listen and take notes, complete all assignments, make up work when you are absent, study.
Use courtesy in the classroom; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting.
Never plagiarize. Plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another person are your own. It includes copying the work of another, or following the work of another as a guide. See the MHSHS handbook for more information. The Online Writing Lab (website listed below) is also a great resource to help you avoid plagiarism, deliberate or accidental.
Ask for help when you are having trouble understanding a concept, missing an assignment, or earn a low score.
A s s e s s m e n t
Essays and other writing
Tests & Quizzes
Projects & Presentations
Class Participation (class work, note-taking, discussion, group activities, homework, independent reading)
Writing Portfolio
G r a d i n g S y s t e m
MHSHS Grading Scale
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 65-69
F: 64 and below
MHSHS uses an online system called My Grade Book, available at www.mygradebook.com. All of your assignments and grades are posted here as they are scored. Your parents, your advisor, your guidance counselor, and administration also have access to My Grade Book. Check the site regularly and to stay informed about your progress.
Your grade is calculated by a point system. Grades for each marking period are based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points, essays worth sixty points, and tests worth one hundred points.
I will post lists of approved extra credit work and due dates, usually worth 25 points. You are only eligible for extra credit if you have completed all of your assignments on My Grade Book.
A b s e n c e s & L a t e W o r k
Homework is posted on the board each day, and you are responsible for copying the assignment word for word into your agenda. Homework is also posted on the blog each day. Check it if you miss class.
The vocabulary word of the day and a quote of the day is posted on the blog daily
For each day you are absent, you have one day to make up assignments. This includes tests, quizzes, essays, notes, ect. If you are absent, a note is required to allow any late work to receive full credit.
Late homework will be accepted for partial credit up until the test/final essay for that unit of study. Once a test or final essay has been given on the unit, all homework assignments leading up to that test which are missing will become a zero in My Grade Book.
T e x t s & R e s o u r c e s
Literature (novels, poems, essays, stories) for study will be provided
Independent reading books may be borrowed from the classroom library or sought out at bookstores/libraries
School Island
Class Blog (ewalshenglish10.blogspot.com)
Goodreads.com
Mygradebook.com
Freerice.com (vocabulary and grammar practice)
Googlebooks.com
Online Writing Lab(owl.english.purdue.edu)
Collegeboard.com (everything you need to know for the PSAT and SAT)
Nysedregents.org (Archives for Regents Exams in all subjects)
The Elements of Style, William Strunk, Jr. (provided in class but I encourage you to purchase your own)
Vocabulary Workshop, Jerome Shostack (Levels C & D) (packet work provided in class)
Grammar Workbook for the SAT, ACT … and More, George Ehrenhaft (packet work provided in class)
Merriam Webster’s Dictionary (always available for use during class)
Merriam Webster’s Thesaurus (always available for use during class)
R e q u i r e d M a t e r i a l s
3 subject spiral notebook with perforated lines for easy tear out
Two 2 pocket folders
Blue or black pens (work done in pencil or another color will not be accepted)
Post-its (2 x 4)
Index cards
3 ring binder with 10 dividers (for use in May during the Writing Portfolio Workshop / can stay at home until then)
[Note: Some students like to purchase their own copies of books studied in class.. This is encouraged so that you may write notes directly in your books, but it is not a requirement]
A c a d e m i c S u p p o r t
I am available on Tuesdays, Wednesdays, and Thursdays during S.O.S. On these days, you can come to my classroom to ask questions, study, or do your homework for 45-90 minutes. I am also available during Lunch and Learn.
It benefits all of us to keep an open line of communication among parents, teachers, advisors, guidance counselors, and administration here at MHSHS. We all care about your experiences, struggles, and successes! I encourage you to approach me after class in the halls, during lunch, via email, or drop a note in my mailbox. So long as I am free, I am happy to give you my complete and undivided attention.
Tuesday, July 7, 2009
SUMMER ASSIGNMENT
Junior Summer Assignment: American Literature
As you study the history of America in social studies class, we’ll be looking at literature from a variety of American time periods and a plethora of points of view. As we read each perspective, we’ll be examining how each author tackles our essential question: What does it mean to be American? To begin preparation for this discussion, you’ll be reading two well-known pieces of literature to begin to get an idea of the details of the American experience.
Native Son, by Richard Wright. (unabridged) This novel follows the life of Bigger Thomas, a young African American in 1930s Chicago whose life of poverty and despair is turned upside down when he murders a young white woman in a moment of panic.
The Namesake by Jhumpa Lahiri. This is a story about an Indian American boy growing up in the northeast. He finds himself struggling between the traditions of his Bengali parents and the American culture in which he is being raised. Lahiri is known for her amazing details as she explores the everyday life of Indians both in America and in India.
Keep track of your reading. You can use the other side of this paper, or can recreate the chart as you read. You will need to do ONE chart for each novel. Every time you read, note the pages and write an opinionated reaction, a quote you found enjoyable, a connection you found (text to self, world or text), or a prediction. As you get into the book, take notes on emerging themes. Please avoid writing only summaries.
Please come to the first day of school with your books and your reading charts. Be prepared to actively discuss the text in class.
Summer Enrichment: Suggested Reading
Looking for more to read? The following books are recommended.
On the Road, by Jack Keroauc, was unconventional at its time and yet has been called one of the most important pieces of American literature, and certainly the most important to come out of the so-called “Beat Generation,” a group of writers and poets who challenged conventional ways of thinking and writing in the 1950s. This semi-autobiographical novel follows a group of friends as they take road trips across America.
Into the Wild, by Jon Krakauer, tells the true story of a young man who wanted to give up the trappings of the modern world and live by the philosophies of some of the writers we’ll read this year (such as Henry David Thoreau and Jack London). As a result, he leaves his family and friends behind as he travels to Alaska. This was also a movie – check it out!
Their Eyes Were Watching God, by Zora Neal Hurston, is a moving, fresh depiction of a woman's maturation and renewed happiness as she moves through three marriages. The novel vividly evokes the lives of African-Americans working the land in the rural South. A harbinger of the women's movement, Hurston inspired and influenced such contemporary writers as Alice Walker and Toni Morrison.
The short stories of Flannery O’Conner. O’Conner is known for her dark humor – she depicts characters as they are and reveals the silliness inherent in humans. Some of her better-known stories include: “A Good Man is Hard to Find” and “Everything That Rises Must Converge.”
As you study the history of America in social studies class, we’ll be looking at literature from a variety of American time periods and a plethora of points of view. As we read each perspective, we’ll be examining how each author tackles our essential question: What does it mean to be American? To begin preparation for this discussion, you’ll be reading two well-known pieces of literature to begin to get an idea of the details of the American experience.
Native Son, by Richard Wright. (unabridged) This novel follows the life of Bigger Thomas, a young African American in 1930s Chicago whose life of poverty and despair is turned upside down when he murders a young white woman in a moment of panic.
The Namesake by Jhumpa Lahiri. This is a story about an Indian American boy growing up in the northeast. He finds himself struggling between the traditions of his Bengali parents and the American culture in which he is being raised. Lahiri is known for her amazing details as she explores the everyday life of Indians both in America and in India.
Keep track of your reading. You can use the other side of this paper, or can recreate the chart as you read. You will need to do ONE chart for each novel. Every time you read, note the pages and write an opinionated reaction, a quote you found enjoyable, a connection you found (text to self, world or text), or a prediction. As you get into the book, take notes on emerging themes. Please avoid writing only summaries.
Please come to the first day of school with your books and your reading charts. Be prepared to actively discuss the text in class.
Summer Enrichment: Suggested Reading
Looking for more to read? The following books are recommended.
On the Road, by Jack Keroauc, was unconventional at its time and yet has been called one of the most important pieces of American literature, and certainly the most important to come out of the so-called “Beat Generation,” a group of writers and poets who challenged conventional ways of thinking and writing in the 1950s. This semi-autobiographical novel follows a group of friends as they take road trips across America.
Into the Wild, by Jon Krakauer, tells the true story of a young man who wanted to give up the trappings of the modern world and live by the philosophies of some of the writers we’ll read this year (such as Henry David Thoreau and Jack London). As a result, he leaves his family and friends behind as he travels to Alaska. This was also a movie – check it out!
Their Eyes Were Watching God, by Zora Neal Hurston, is a moving, fresh depiction of a woman's maturation and renewed happiness as she moves through three marriages. The novel vividly evokes the lives of African-Americans working the land in the rural South. A harbinger of the women's movement, Hurston inspired and influenced such contemporary writers as Alice Walker and Toni Morrison.
The short stories of Flannery O’Conner. O’Conner is known for her dark humor – she depicts characters as they are and reveals the silliness inherent in humans. Some of her better-known stories include: “A Good Man is Hard to Find” and “Everything That Rises Must Converge.”
Saturday, June 6, 2009
Final Study Questions
FINAL EXAM: FRIDAY, JUNE 12
1. Shakespeare’s Hamlet states to Rosencrantz and Guildenstern that, “[Man] in action [is] like an angel” (2.2.229-330). What is the meaning of this simile?
2. Icarus is plagued with a tragic flaw that demonstrates the consequences of hubris. What does Icarus do in the myth of Icarus and Daedalus that illustrates these consequences?
3. “Satire and irony hold up mirrors to society and reveal the hypocrisy of social beliefs. But, ironically, even the satirist sometimes validates these beliefs. ” How does Chaucer’s Canterbury Tales exemplify the truth in this quote?
4. What is a tragic flaw? What are some examples of Oedipus’ tragic flaw in Sophocles’ Oedipus Rex?
5. How do the words and phrases “hero with a fatal flaw, adventures, jealousy, gods, gadfly, myth” relate to one another?
6. Hamlet’s words to Rosencrantz and Guildenstern, “How infinite in faculties [is man]” (2.2.328) provide an example of hyperbole. What is hyperbole? What do Hamlet’s words mean here?
7. What is a motif? What are some motifs in Sophocles’ Oedipus Rex? What themes are developed by this motif?
8. Hamlet’s idea that “A dream itself is but a shadow” (2.2.279) illustrates Shakespeare’s use of metaphor. What do his words mean and why does he say them?
9. Madame Schachter’s visions about fire on the train are an example of which literary element? Explain how this works.
10. Both Shakespeare’s Hamlet and Sophocles’ Oedipus Rex fall into the category of ________________ because of the dramatic presentation of serious actions in which the chief character has a disastrous fate.
11. Eliezer and his father leaving the camp hospital before it is safely liberated illustrate an example of which literary element? Explain.
12. How do the following words, phrases, and names relate to one another: protagonist, undergoes change, character development, major, jealousy, dynamic, Gene, A Separate Peace.
13. Hamlet’s words to Polonius are riddled with double-meaning, as when he says of Ophelia, “Your daughter may conceive” (2.2.202). This is an example of Shakespeare’s use of pun. What are the two meanings?
14. The following excerpt from Kate Chopin’s The Story of an Hour reinforces the _______________ of the story.
She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.
15. What is the climax of Elie Wiesel’s memoir, Night?
16. What is dramatic irony? How does it differ from verbal irony and situational irony? What are some examples of dramatic irony in Sophocles’ Oedipus Rex?
17. What themes and ideas characterize Romantic Poetry?
18. Hamlet: [Old men] have a plentiful lack of wit […] (2.2.217) illustrates an oxymoron. What does this mean and how does it work in the quote?
19. The following lines from John Keats’ La Belle Dame Sans Merci (Romantic Period) contain an example the poetic device near rhyme. What does this mean?
O what can ail thee, knight-at-arms!
So haggard and so woe-begone?
20. The following line from William Wordsworth’s Daffodils contains an example of the poetic device repetition. What is the effect of repetition in poetry?
I gazed - and gazed - but little thought
21. The following quotes from Oscar Wilde’s Importance of Being Earnest are aphorisms. What are aphorisms? Interpret the aphorisms below.
a) “The truth is rarely pure and never simple. Modern life would be very tedious if it were either, and modern literature a complete impossibility!” (Algernon).
b) “Never speak disrespectfully of Society, Algernon. Only those who can’t get into it do that” (Jack).
22. Polonius, in an aside while speaking to Hamlet states: “Though this be madness, yet there is method in ‘t” (2.2.223-224). This statement presents a paradox, or a situation where something seems to be both true and false. Analyze the quote in context of the plot.
23. Read in historical context of the Russian Revolution, George Orwell’s Animal Farm is considered an ___________________, because it presents an extended metaphor about the corruptive nature of power.
24. The passage below is taken from Aldous Huxley’s Brave New World. Is the tone subjective or objective? How do these words illustrate the logical, methodical thinking that led to Ford's creation of the assembly line and its focus on quantity over quality?
Still leaning against the incubators he gave them, while the pencils scurried illegibly across the pages, a brief description of the modern fertilizing process; spoke first, of course, of its surgical introduction— “the operation undergone voluntarily for the good of Society, not to mention the fact that it carries a bonus amounting to six months’ salary…”
25. What are the major themes explored in Huxley’s Brave New World?
26. The following pun said by Hamlet to Polonius expresses two meanings. What are the meanings?
Polonius: What do you read, my lord?
Hamlet: Words, words, words (2.2.209-210)
27. The following statements illustrate an analysis of Hamlet’s characterization. What is the main idea of the passage?
In the tragic play Hamlet, the character Hamlet was undoubtedly one of William Shakespeare's greatest characters. The overall appeal Hamlet has to an audience or reader almost definitely stems from his many human weaknesses. The best known is indecisiveness, but his inconsistency is even more outstanding…
28. The following analysis explains how Brinker Hadley functions as a __________________ character to Finny in John Knowles’ A Separate Peace.
Brinker Hadley is, in many ways a character whose actions or emotions contrast with, and thereby highlight, those of another character Finny. Also charismatic and a leader of the Devon boys, Brinker wields a power comparable but opposite to Finny's. Whereas Finny is spontaneous, mischievous, and vibrant, Brinker is stolid and conservative, a guardian of law and order.
29. Lady Bracknell is the ________________ of Oscar Wilde’s play, The Importance of Being Earnest because she represents a block, or obstacle to both potential marriages. She embodies typical Victorian classism; she does not allow Gwendolen to marry Jack when she finds out he is an orphan, and she dislikes Cecily as a mate for her nephew Algernon until she learns that Cecily is wealthy.
30. In George Orwell’s Animal Farm, Boxer is sent off to be slaughtered and the characters trust Squealer when he says Boxer is being taking off to a hospital, but the reader knows the truth. This is an example of which type of irony? Explain.
31. What type of irony is used to criticize dictatorship and communism in the passage below from George Orwell’s Animal Farm?
“No animal shall sleep in a bed” becomes “No animal shall sleep in a bed with sheets. They start drinking, and “No animal may drink alcohol” soon becomes “No animal may drink alcohol to excess. A good example is when the pigs begin to walk, something that they vowed they would never do, or when they got drunk, again doing something they vowed they would never do.
32. The following words are examples of which literary device?
ZIP, RUSTLE, GARGLE, BUZZ, MOO, HISS, SWISH, BOOM, CRASH, SPLAT, TAP
33. Setting is analyzed in terms of what three elements?
34. What are some examples of internal conflict in Shakespeare’s Hamlet?
35. What are some examples of external, man versus man conflict in George Orwell’s Animal Farm?
36. What are some examples of external, man versus nature conflict in the Greek myth of “Prometheus and Io?
37. What are some examples of internal, man versus himself conflict in Elie Wiesel’s Night ?
38. What are some examples of external, man versus society conflict in Aldous Huxley’s Brave New World ?
39. In Huxley’s Brave New World, Bernard's dislike of everything in society (________vs.________) and his dislike of his own physical shape (________vs._________) – are not very significant in contrast to those deep conflicts that are later introduced in relation to the Savage.
INDEPENDENT READING SECTION: Choose the questions that apply to the novel you read.
40. The following excerpt is an example of George Orwell’s use of ________________ and _______________ in his satiric novel 1984:
The hallway smelt of boiled cabbage and old rag mats. At one end of it a colored poster, too large for indoor display, had been tacked to the wall. It depicted simply an enormous face, more than a meter wide: the face of a man of about forty-five, with a heavy black mustache and ruggedly handsome features. Winston made for the stairs.
41. What are the major themes explored in Orwell’s 1984?
42. What literary techniques does Orwell use to illustrate his major points about humanity and society?
40. The following excerpt is an example of William Golding’s use of _________________ and _______________ in his satiric novel The Lord of the Flies.
The three boys walked briskly on the sand. The tide was low and there was a strip of weed-strewn beach that was almost as firm as a road. A kind of glamour was spread over them and the scene and they were conscious of the glamour and made happy by it. They turned to each other, laughing excitedly, talking, not listening. The air was bright.
41. What are the major themes explored in The Lord of the Flies?
42. What literary techniques does Golding use to illustrate his major points about humanity and society?
1. Shakespeare’s Hamlet states to Rosencrantz and Guildenstern that, “[Man] in action [is] like an angel” (2.2.229-330). What is the meaning of this simile?
2. Icarus is plagued with a tragic flaw that demonstrates the consequences of hubris. What does Icarus do in the myth of Icarus and Daedalus that illustrates these consequences?
3. “Satire and irony hold up mirrors to society and reveal the hypocrisy of social beliefs. But, ironically, even the satirist sometimes validates these beliefs. ” How does Chaucer’s Canterbury Tales exemplify the truth in this quote?
4. What is a tragic flaw? What are some examples of Oedipus’ tragic flaw in Sophocles’ Oedipus Rex?
5. How do the words and phrases “hero with a fatal flaw, adventures, jealousy, gods, gadfly, myth” relate to one another?
6. Hamlet’s words to Rosencrantz and Guildenstern, “How infinite in faculties [is man]” (2.2.328) provide an example of hyperbole. What is hyperbole? What do Hamlet’s words mean here?
7. What is a motif? What are some motifs in Sophocles’ Oedipus Rex? What themes are developed by this motif?
8. Hamlet’s idea that “A dream itself is but a shadow” (2.2.279) illustrates Shakespeare’s use of metaphor. What do his words mean and why does he say them?
9. Madame Schachter’s visions about fire on the train are an example of which literary element? Explain how this works.
10. Both Shakespeare’s Hamlet and Sophocles’ Oedipus Rex fall into the category of ________________ because of the dramatic presentation of serious actions in which the chief character has a disastrous fate.
11. Eliezer and his father leaving the camp hospital before it is safely liberated illustrate an example of which literary element? Explain.
12. How do the following words, phrases, and names relate to one another: protagonist, undergoes change, character development, major, jealousy, dynamic, Gene, A Separate Peace.
13. Hamlet’s words to Polonius are riddled with double-meaning, as when he says of Ophelia, “Your daughter may conceive” (2.2.202). This is an example of Shakespeare’s use of pun. What are the two meanings?
14. The following excerpt from Kate Chopin’s The Story of an Hour reinforces the _______________ of the story.
She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.
15. What is the climax of Elie Wiesel’s memoir, Night?
16. What is dramatic irony? How does it differ from verbal irony and situational irony? What are some examples of dramatic irony in Sophocles’ Oedipus Rex?
17. What themes and ideas characterize Romantic Poetry?
18. Hamlet: [Old men] have a plentiful lack of wit […] (2.2.217) illustrates an oxymoron. What does this mean and how does it work in the quote?
19. The following lines from John Keats’ La Belle Dame Sans Merci (Romantic Period) contain an example the poetic device near rhyme. What does this mean?
O what can ail thee, knight-at-arms!
So haggard and so woe-begone?
20. The following line from William Wordsworth’s Daffodils contains an example of the poetic device repetition. What is the effect of repetition in poetry?
I gazed - and gazed - but little thought
21. The following quotes from Oscar Wilde’s Importance of Being Earnest are aphorisms. What are aphorisms? Interpret the aphorisms below.
a) “The truth is rarely pure and never simple. Modern life would be very tedious if it were either, and modern literature a complete impossibility!” (Algernon).
b) “Never speak disrespectfully of Society, Algernon. Only those who can’t get into it do that” (Jack).
22. Polonius, in an aside while speaking to Hamlet states: “Though this be madness, yet there is method in ‘t” (2.2.223-224). This statement presents a paradox, or a situation where something seems to be both true and false. Analyze the quote in context of the plot.
23. Read in historical context of the Russian Revolution, George Orwell’s Animal Farm is considered an ___________________, because it presents an extended metaphor about the corruptive nature of power.
24. The passage below is taken from Aldous Huxley’s Brave New World. Is the tone subjective or objective? How do these words illustrate the logical, methodical thinking that led to Ford's creation of the assembly line and its focus on quantity over quality?
Still leaning against the incubators he gave them, while the pencils scurried illegibly across the pages, a brief description of the modern fertilizing process; spoke first, of course, of its surgical introduction— “the operation undergone voluntarily for the good of Society, not to mention the fact that it carries a bonus amounting to six months’ salary…”
25. What are the major themes explored in Huxley’s Brave New World?
26. The following pun said by Hamlet to Polonius expresses two meanings. What are the meanings?
Polonius: What do you read, my lord?
Hamlet: Words, words, words (2.2.209-210)
27. The following statements illustrate an analysis of Hamlet’s characterization. What is the main idea of the passage?
In the tragic play Hamlet, the character Hamlet was undoubtedly one of William Shakespeare's greatest characters. The overall appeal Hamlet has to an audience or reader almost definitely stems from his many human weaknesses. The best known is indecisiveness, but his inconsistency is even more outstanding…
28. The following analysis explains how Brinker Hadley functions as a __________________ character to Finny in John Knowles’ A Separate Peace.
Brinker Hadley is, in many ways a character whose actions or emotions contrast with, and thereby highlight, those of another character Finny. Also charismatic and a leader of the Devon boys, Brinker wields a power comparable but opposite to Finny's. Whereas Finny is spontaneous, mischievous, and vibrant, Brinker is stolid and conservative, a guardian of law and order.
29. Lady Bracknell is the ________________ of Oscar Wilde’s play, The Importance of Being Earnest because she represents a block, or obstacle to both potential marriages. She embodies typical Victorian classism; she does not allow Gwendolen to marry Jack when she finds out he is an orphan, and she dislikes Cecily as a mate for her nephew Algernon until she learns that Cecily is wealthy.
30. In George Orwell’s Animal Farm, Boxer is sent off to be slaughtered and the characters trust Squealer when he says Boxer is being taking off to a hospital, but the reader knows the truth. This is an example of which type of irony? Explain.
31. What type of irony is used to criticize dictatorship and communism in the passage below from George Orwell’s Animal Farm?
“No animal shall sleep in a bed” becomes “No animal shall sleep in a bed with sheets. They start drinking, and “No animal may drink alcohol” soon becomes “No animal may drink alcohol to excess. A good example is when the pigs begin to walk, something that they vowed they would never do, or when they got drunk, again doing something they vowed they would never do.
32. The following words are examples of which literary device?
ZIP, RUSTLE, GARGLE, BUZZ, MOO, HISS, SWISH, BOOM, CRASH, SPLAT, TAP
33. Setting is analyzed in terms of what three elements?
34. What are some examples of internal conflict in Shakespeare’s Hamlet?
35. What are some examples of external, man versus man conflict in George Orwell’s Animal Farm?
36. What are some examples of external, man versus nature conflict in the Greek myth of “Prometheus and Io?
37. What are some examples of internal, man versus himself conflict in Elie Wiesel’s Night ?
38. What are some examples of external, man versus society conflict in Aldous Huxley’s Brave New World ?
39. In Huxley’s Brave New World, Bernard's dislike of everything in society (________vs.________) and his dislike of his own physical shape (________vs._________) – are not very significant in contrast to those deep conflicts that are later introduced in relation to the Savage.
INDEPENDENT READING SECTION: Choose the questions that apply to the novel you read.
40. The following excerpt is an example of George Orwell’s use of ________________ and _______________ in his satiric novel 1984:
The hallway smelt of boiled cabbage and old rag mats. At one end of it a colored poster, too large for indoor display, had been tacked to the wall. It depicted simply an enormous face, more than a meter wide: the face of a man of about forty-five, with a heavy black mustache and ruggedly handsome features. Winston made for the stairs.
41. What are the major themes explored in Orwell’s 1984?
42. What literary techniques does Orwell use to illustrate his major points about humanity and society?
40. The following excerpt is an example of William Golding’s use of _________________ and _______________ in his satiric novel The Lord of the Flies.
The three boys walked briskly on the sand. The tide was low and there was a strip of weed-strewn beach that was almost as firm as a road. A kind of glamour was spread over them and the scene and they were conscious of the glamour and made happy by it. They turned to each other, laughing excitedly, talking, not listening. The air was bright.
41. What are the major themes explored in The Lord of the Flies?
42. What literary techniques does Golding use to illustrate his major points about humanity and society?
Friday, June 5, 2009
Note to Absentees on Writing Portfolio Day
Any student who was absent in class today, June 5th, will need a doctor's note in order to submit his or her portfolio on Monday. Portfolios without a doctor's note will not be accepted. No exceptions.
Check the blog this weekend for study/review questions for the final exam, which is Friday, June 12.
Check the blog this weekend for study/review questions for the final exam, which is Friday, June 12.
Tuesday, May 19, 2009
Night Test Review
Know these terms and how to apply them to Elie Wiesel's memoir:
Point of view (3rd person omnicient, 2nd person, 3rd person limited, first person)
Foreshadowing
Simile
Metaphor
Irony
Theme (DO NOT CONFUSE WITH MOTIF)
Motif (DO NOT CONFUSE WITH THEME)
Mood (DO NOT CONFUSE WITH TONE)
Tone (DO NOT CONFUSE WITH MOOD)
Subjective Narrator vs. Objective Narrator
Dialogue
Climax / Turning Point
Symbolism ("fire," "night"
------------------------------
Content Specific:
Know the characters and their relationships to one another
Know the various settings, town names, concentration camp names
10 year vow of silence
Point of view (3rd person omnicient, 2nd person, 3rd person limited, first person)
Foreshadowing
Simile
Metaphor
Irony
Theme (DO NOT CONFUSE WITH MOTIF)
Motif (DO NOT CONFUSE WITH THEME)
Mood (DO NOT CONFUSE WITH TONE)
Tone (DO NOT CONFUSE WITH MOOD)
Subjective Narrator vs. Objective Narrator
Dialogue
Climax / Turning Point
Symbolism ("fire," "night"
------------------------------
Content Specific:
Know the characters and their relationships to one another
Know the various settings, town names, concentration camp names
10 year vow of silence
Sunday, May 10, 2009
HW Due Monday, May 11
Read up to page 80.
--------------------------
Create a character that might have been in the Holocaust. Write 3 journal enteries of their experiences. Once entry must describe your character crossing paths with Elie Wiesel. All 3 enteries are due Wednesday/Thursday (when your class meets for a block period).
--------------------------
Check the writing portfolio timeline (packet and blog post) for important due dates.
--------------------------
Create a character that might have been in the Holocaust. Write 3 journal enteries of their experiences. Once entry must describe your character crossing paths with Elie Wiesel. All 3 enteries are due Wednesday/Thursday (when your class meets for a block period).
--------------------------
Check the writing portfolio timeline (packet and blog post) for important due dates.
Wednesday, May 6, 2009
Writing Portfolio Timeline
Wednesday, April 29
Writing Portfolio Assignment Details (packet)
Monday, May 11
Reading Log
Recommended Reading List
Monday, May 18
Literary Response and Expression section
Lit. Response Growth Reflection
Monday, May 25
(Memorial Day, No School)
Tuesday, May 26
Critical Analysis and Evaluation section
Crit. An./Eval. Growth Reflection
Friday, May 29
Information and Understanding section
Info/Und. Growth Reflection
Monday, June 1
Overall Self-Reflection
Tuesday, June 2
Table of Contents
Cover Page
Wednesday, June 3
Checked-off Checklist
Blank Rubric
Organize into binder with dividers
Thursday, June 4
No School for Students
Friday, June 5
Writing Portfolio Due (at the beginning of class)
*Conferences June 7th-11th
Writing Portfolio Assignment Details (packet)
Monday, May 11
Reading Log
Recommended Reading List
Monday, May 18
Literary Response and Expression section
Lit. Response Growth Reflection
Monday, May 25
(Memorial Day, No School)
Tuesday, May 26
Critical Analysis and Evaluation section
Crit. An./Eval. Growth Reflection
Friday, May 29
Information and Understanding section
Info/Und. Growth Reflection
Monday, June 1
Overall Self-Reflection
Tuesday, June 2
Table of Contents
Cover Page
Wednesday, June 3
Checked-off Checklist
Blank Rubric
Organize into binder with dividers
Thursday, June 4
No School for Students
Friday, June 5
Writing Portfolio Due (at the beginning of class)
*Conferences June 7th-11th
Tuesday, May 5, 2009
Reading Strategy: After Each Paragraph, Choose 1
When you read challenging texts, you automatically either 1)summarize in your head 2)ask yourself a question 3) make a prediction or 4)demand clarity
Here's what that means: when reading a challenging text, you need to stop after each paragragraph, or few paragraphs, and use a combination of the following strategies (like we did in class with Night today!!!!):
1. Summarizing / Self-Review
From what we've read so far, I can tell that...
2. Ask a Question / Self-Testing
Literal: Why does Moshe the Beadle come back to talk to Eli?
Interpretive: Why do you think the German soldiers are smiling?
Analytical: Why is Madame Schachter bound up and gagged?
Applied: What are the human emotions that inspire hope?
3. Predicting / Setting the Stage for Further Reading
Based on...... and what I have read so far, I predict...
4. Demanding Clarity / Breaking Down the Text
I need some clarification about... I am guessing it is...
* Add these strategies to your stock of post-it annotation ideas!
Here's what that means: when reading a challenging text, you need to stop after each paragragraph, or few paragraphs, and use a combination of the following strategies (like we did in class with Night today!!!!):
1. Summarizing / Self-Review
From what we've read so far, I can tell that...
2. Ask a Question / Self-Testing
Literal: Why does Moshe the Beadle come back to talk to Eli?
Interpretive: Why do you think the German soldiers are smiling?
Analytical: Why is Madame Schachter bound up and gagged?
Applied: What are the human emotions that inspire hope?
3. Predicting / Setting the Stage for Further Reading
Based on...... and what I have read so far, I predict...
4. Demanding Clarity / Breaking Down the Text
I need some clarification about... I am guessing it is...
* Add these strategies to your stock of post-it annotation ideas!
Reading Strategy: Sentence Starters
Sentence starters get you thinking more deeply about the text. Use these in your discussion of literature to get below the surface and make interpretations:
I wonder...
I began to think of...
I like the idea...
I know the feeling...
I noticed...
I was surprised...
If I had been...
I was reminded of...
TIPS
*If you get writer's block when writing/brainstorming/thinking/talking about literature, here are some things to think about:
Feelings (boring, sad, exciting, weird)
Questions (I wonder why the author put in certain parts....)
Images (pictures in the mind, sensory responses)
Favorite (or detested) words and phrases
Echoes (of other books, movies, television shows, headlines, songs, poems)
Reaction to characters or events (I can't believe the soldiers are smiling...)
Memories (people, events, places you've known)
Connections (to other ideas, people, feelings, books)
I wonder...
I began to think of...
I like the idea...
I know the feeling...
I noticed...
I was surprised...
If I had been...
I was reminded of...
TIPS
*If you get writer's block when writing/brainstorming/thinking/talking about literature, here are some things to think about:
Feelings (boring, sad, exciting, weird)
Questions (I wonder why the author put in certain parts....)
Images (pictures in the mind, sensory responses)
Favorite (or detested) words and phrases
Echoes (of other books, movies, television shows, headlines, songs, poems)
Reaction to characters or events (I can't believe the soldiers are smiling...)
Memories (people, events, places you've known)
Connections (to other ideas, people, feelings, books)
Friday, April 24, 2009
HW Due Monday, April 27
Complete your Critical Lens essay and study for Monday's test. Outline must be submitted with essay, stapled.
Thursday, April 23, 2009
HW Due Friday, April 24
Complete your outline for the critical lens essay. Use the format you copied in class.
Critical Lens Quote: "Power corrupts and absolute power corrupts absolutely."
REMINDER: The two books you write about for this essay must be Animal Farm and either 1984 or The Lord of the Flies.
Critical Lens Quote: "Power corrupts and absolute power corrupts absolutely."
REMINDER: The two books you write about for this essay must be Animal Farm and either 1984 or The Lord of the Flies.
Tuesday, April 21, 2009
REMINDER
Independent reading for the Animal Farm unit is due this Friday. We will be writing two Regents task essays for which you will need to recall information from both texts. You will also need to tell how the literary elements used by the author develop the theme(s) presented in the novels.
Your choices for these essays are as follows:
Animal Farm and 1984
or
Animal Farm and Lord of the Flies
*No exceptions will be made. No extension requests will be honored.
Your choices for these essays are as follows:
Animal Farm and 1984
or
Animal Farm and Lord of the Flies
*No exceptions will be made. No extension requests will be honored.
Tuesday, April 7, 2009
Spring Break Assignment
Read and annotate Chapters 8, 9, & 10 of Animal Farm (on post-its)
Annotation Focus: plot, conflict, allegory, satire, dramatic irony, verbal irony, situational irony, satire, mood, tone, theme, foreshadowing
*Independent reading with annotation (on post-its)is due Friday, April 24. You will not earn credit for notes taken in your notebook or on a separate sheet of paper. I strongly suggest finishing your reading of 1984 or Lord of the Flies over the break. That way, you will be fully prepared to write your two Regents Task essays at the end of the unit (see unit calendar for details).
Tip: If you've already read one of these books, read the other one, for your own sake! They are both great stories, and if we had more time, we would have read all three books together!! The more you read, the more stories you'll be able to choose from to write about on the Regents, which you will take next January.
Another Tip: The Animal Farm unit closes with one Critical Lens essay, and one Controlling Idea essay. You are very familiar with both, and I expect that all of you will do a superstar job of them. Remember that you need to be able to discuss a wide range of literary elements while proving your thesis for BOTH types of essays. When annotating, focus on HOW the literary elements DEVELOP themes of power, rebellion, and control (do not just say that the author uses them because no one will care). You will have to use quotes, paraphrase sections of the text, and cite page numbers for reference. If you do a good job of annotating, then the essays will be both easy breezy and as delicious as pudding pie.
Annotation Focus: plot, conflict, allegory, satire, dramatic irony, verbal irony, situational irony, satire, mood, tone, theme, foreshadowing
*Independent reading with annotation (on post-its)is due Friday, April 24. You will not earn credit for notes taken in your notebook or on a separate sheet of paper. I strongly suggest finishing your reading of 1984 or Lord of the Flies over the break. That way, you will be fully prepared to write your two Regents Task essays at the end of the unit (see unit calendar for details).
Tip: If you've already read one of these books, read the other one, for your own sake! They are both great stories, and if we had more time, we would have read all three books together!! The more you read, the more stories you'll be able to choose from to write about on the Regents, which you will take next January.
Another Tip: The Animal Farm unit closes with one Critical Lens essay, and one Controlling Idea essay. You are very familiar with both, and I expect that all of you will do a superstar job of them. Remember that you need to be able to discuss a wide range of literary elements while proving your thesis for BOTH types of essays. When annotating, focus on HOW the literary elements DEVELOP themes of power, rebellion, and control (do not just say that the author uses them because no one will care). You will have to use quotes, paraphrase sections of the text, and cite page numbers for reference. If you do a good job of annotating, then the essays will be both easy breezy and as delicious as pudding pie.
Thursday, April 2, 2009
Homework Due Friday, April 3, 2009
Complete the 10 questions and the lettered questions on the question sheet.
Tuesday, March 31, 2009
HW Due Wednesday, April 1
Complete the worksheet on CHARACTERIZATION
Reminders:
- Independent reading with annotation (on post-its) is due Friday,
April 24th. Animal Farm notes will be checked regularly.
- Bollywood Banquet this Thursday!
Reminders:
- Independent reading with annotation (on post-its) is due Friday,
April 24th. Animal Farm notes will be checked regularly.
- Bollywood Banquet this Thursday!
Wednesday, March 18, 2009
HW 3/18/2009 / Period 7
Finish reading the Wilde's Importance of Being Earnest. To get a head start on this weekend's homework, work on your outline for the critical review we started in class. We will be working on this outline in class Friday, but anything you do not finish will be due on Monday. Get started so that you can run around in the sun on Saturday and Sunday!!!
Monday, March 16, 2009
HW 3/16/2009
Period 7 Homework: Read The Importance of Being Earnest / pages 20-40.
Period 8 Homework: Read The Importance of Being Earnest / pages 1-20.
Always be ready for reading check quizzes!!!!
Period 8 Homework: Read The Importance of Being Earnest / pages 1-20.
Always be ready for reading check quizzes!!!!
Monday, March 9, 2009
HW Due Tuesday, March 10
Read Thomas Hobbes' Leviathan. Answer the following five questions (classwork) and then write a one page report that expresses Thomas Hobbes' ideas about science and self.
Leviathan
Thomas Hobbes
1. How has “nature made men roughly equal in body and mind”?
2. How does this equality contribute to our making enemies?
3. Should men be kept in a state of fear, according to the author’s opinion? What does this mean?
4. How do the ideas presented in this essay relate to the literature we have read/are reading?
5. Find statements that emphasize Hobbes’ idea that predatory passions drive both human nature and society.
Leviathan
Thomas Hobbes
1. How has “nature made men roughly equal in body and mind”?
2. How does this equality contribute to our making enemies?
3. Should men be kept in a state of fear, according to the author’s opinion? What does this mean?
4. How do the ideas presented in this essay relate to the literature we have read/are reading?
5. Find statements that emphasize Hobbes’ idea that predatory passions drive both human nature and society.
Friday, February 27, 2009
HW Due Week of March 2
Due Monday: Draft #2 / Controlling Idea Essay (Revenge / Shakespeare / Bacon)
Due Wednesday Thursday Blocks: A Separate Peace, John Knowles (read) / Vocabulary Packet
* Note: Bring in your copy of A Separate Peace for the class assignment we will be working on.
Reminder: Rally March 5
Due Wednesday Thursday Blocks: A Separate Peace, John Knowles (read) / Vocabulary Packet
* Note: Bring in your copy of A Separate Peace for the class assignment we will be working on.
Reminder: Rally March 5
Wednesday, February 25, 2009
HW Wednesday/Thursday Block 2/25-2/26
SAT practice packet: Unit 6
(Actively read and complete multiple choice questions)
(Actively read and complete multiple choice questions)
Monday, February 23, 2009
M 2/23/09 Homework
We are currently writing a controlling idea essay (Regents task). For this essay, you will develop a controlling idea (thesis)about revenge to connect both Shakespeare's Hamlet and Francis Bacon's "About Revenge." For tonight's homework, you must complete the one- page brainstorm you started in class(freewrite/venn diagram/list/looseleaf notes,charts, ect.) and write your thesis statement.
Be prepared to write for the entire 42 minute period tomorrow. You will be creating your outline and then starting your essay (draft 1).
To be collected during this week's block period:
1) Brainstorm work
2) Outline
3) Draft (treat your rough draft as though it were your final draft)
4) Rubric (handed out in class today)
Follow your rubric guidelines for maximum points!!!
Be prepared to write for the entire 42 minute period tomorrow. You will be creating your outline and then starting your essay (draft 1).
To be collected during this week's block period:
1) Brainstorm work
2) Outline
3) Draft (treat your rough draft as though it were your final draft)
4) Rubric (handed out in class today)
Follow your rubric guidelines for maximum points!!!
Tuesday, February 10, 2009
Tuesday, February 10, 2009
Read Act IV, scenes vi and vii. Complete a double-entry journal for each scene.
Use and underline/highlight literary terms. This assignment should be completed in your notebook.
Reminders:
- March 5 Rally- spread the word to your parents and your friends!
- Join the creative writer's blog (see link on side of blog) by sending me an email!
- Bollywood Banquet will be at the end of March. Let me know if you would like to perform or teach groups of freshman the dance moves you learned last year.
- Become a peer tutor, or work with one.
- Local Volunteers meeting tomorrow (Wednesday) after school in Mr. Carson's room- bring contact information for work you are interested in doing.
- Essay contest information posted on classroom door
- Junior Council members are selling candy grams and roses for Valentine's Day during lunch!
Use and underline/highlight literary terms. This assignment should be completed in your notebook.
Reminders:
- March 5 Rally- spread the word to your parents and your friends!
- Join the creative writer's blog (see link on side of blog) by sending me an email!
- Bollywood Banquet will be at the end of March. Let me know if you would like to perform or teach groups of freshman the dance moves you learned last year.
- Become a peer tutor, or work with one.
- Local Volunteers meeting tomorrow (Wednesday) after school in Mr. Carson's room- bring contact information for work you are interested in doing.
- Essay contest information posted on classroom door
- Junior Council members are selling candy grams and roses for Valentine's Day during lunch!
Monday, February 9, 2009
HW: Monday, February 9, 2009
Read Act IV, scenes IV and V.
Complete a double-entry journal for each scene (one quote per scene).
Underline literary terms/techniques. Complete this assignment in your notebook.
Complete a double-entry journal for each scene (one quote per scene).
Underline literary terms/techniques. Complete this assignment in your notebook.
HW Friday, February 6, 2009
Read Act IV, scenes i-iii of Hamlet.
Complete a double-entry journal for each scene. In other words, choose one passage (5-10 lines each) per scene to analyze.
Underline or highlight your literary terms and techniques.
This assigment must be completed in your notebook.
Complete a double-entry journal for each scene. In other words, choose one passage (5-10 lines each) per scene to analyze.
Underline or highlight your literary terms and techniques.
This assigment must be completed in your notebook.
Thursday, February 5, 2009
H.W. February 4/5 (Block Wed/Thurs Classes)
Reread any part of Act III that you found confusing at first. Then, complete a double-entry journal for two quotes in the act. Underline or highlight literary terms/techniques. This assignment should be completed in your notebook.
Book Clubbers: Ms. Morey and I are checking the times for the movie, "The Curious Case of Benjamin Button" for tomorrow afternoon. Bring cash if you can come!!!! We're hoping to get a student rate, but I would suggest bringing $15 to be safe!!
Book Clubbers: Ms. Morey and I are checking the times for the movie, "The Curious Case of Benjamin Button" for tomorrow afternoon. Bring cash if you can come!!!! We're hoping to get a student rate, but I would suggest bringing $15 to be safe!!
Tuesday, February 3, 2009
HW Tuesday, February 3, 2009
Complete all of the questions for Act III. Be specific, explain when necessary, and write directly on the packet if you have it:
Hamlet Act III Questions
3.1.64-94
1. Discuss the complexities of Hamlet’s struggle with suicide.
3.1.99-175
2. Support or refute one of the following statements:
a. Hamlet knows from the beginning of the scene that Polonius and Claudius are watching him
b. Hamlet does not know until later in the scene that he is being watched.
c. Hamlet never knows that he is being watched.
3. What is Hamlet’s objective in this scene?
4. What specific gestures, inflections, movements, or pauses could an actor use to show Hamlet’s objective?
5. How does this objective affect the subtext?
6. Explain how the characters in this play are complex humans.
7. Make predictions about how these characters will affect one another throughout the play. Be specific.
3.2.96-317
8. What rude remarks does Hamlet say to Ophelia? How rude are they? Be specific.
9. How does Hamlet insult other characters? Be specific.
10. At this point in the play, what is driving Hamlet? Explain.
11. How much of a risk is Hamlet taking with the play experiment? Explain.
12. What are the results of Hamlet’s play experiment? Who verifies these results?
13. What important information does Hamlet have in his grasp at the end of the scene?
14. To whom can Hamlet report this new information? Explain.
3.2.96-317 (continued)
15. Is there anybody who could straighten out the situation? Explain.
16. What are Hamlet’s options?Explain.
17. Does the “mousetrap” scene necessarily prove the Ghost is honest? What are the other possibilities?
18. Summarize the Player King’s speech.
19. What might Hamlet hope to accomplish by the Player King’s and Player
Queen’s speeches?
20. Earlier Hamlet asked the Player to “study a speech of some dozen or sixteen lines” that he would write and insert in the play. What possible evidence of Hamlet’s inserted lines is there in the “mousetrap” scene?
3.3.40-101
21. What happens to Claudius in 3.3.30-76 when he tries to pray? Explain the significance.
22. Hamlet finds the moment to kill Claudius at 3.3.77-101. Why doesn’t he do it? Explain.
Hamlet Act III Questions
3.1.64-94
1. Discuss the complexities of Hamlet’s struggle with suicide.
3.1.99-175
2. Support or refute one of the following statements:
a. Hamlet knows from the beginning of the scene that Polonius and Claudius are watching him
b. Hamlet does not know until later in the scene that he is being watched.
c. Hamlet never knows that he is being watched.
3. What is Hamlet’s objective in this scene?
4. What specific gestures, inflections, movements, or pauses could an actor use to show Hamlet’s objective?
5. How does this objective affect the subtext?
6. Explain how the characters in this play are complex humans.
7. Make predictions about how these characters will affect one another throughout the play. Be specific.
3.2.96-317
8. What rude remarks does Hamlet say to Ophelia? How rude are they? Be specific.
9. How does Hamlet insult other characters? Be specific.
10. At this point in the play, what is driving Hamlet? Explain.
11. How much of a risk is Hamlet taking with the play experiment? Explain.
12. What are the results of Hamlet’s play experiment? Who verifies these results?
13. What important information does Hamlet have in his grasp at the end of the scene?
14. To whom can Hamlet report this new information? Explain.
3.2.96-317 (continued)
15. Is there anybody who could straighten out the situation? Explain.
16. What are Hamlet’s options?Explain.
17. Does the “mousetrap” scene necessarily prove the Ghost is honest? What are the other possibilities?
18. Summarize the Player King’s speech.
19. What might Hamlet hope to accomplish by the Player King’s and Player
Queen’s speeches?
20. Earlier Hamlet asked the Player to “study a speech of some dozen or sixteen lines” that he would write and insert in the play. What possible evidence of Hamlet’s inserted lines is there in the “mousetrap” scene?
3.3.40-101
21. What happens to Claudius in 3.3.30-76 when he tries to pray? Explain the significance.
22. Hamlet finds the moment to kill Claudius at 3.3.77-101. Why doesn’t he do it? Explain.
Thursday, January 22, 2009
Study Sheet: Hamlet Act 2
Test Date: Monday, January 26
Test Format: You will be given several direct quotes from Act 2. To earn maximum points for each quote, you must:
a. Identify the speaker
b. Place the quote into context
c. Analyze the quotes (using literary terms, literary techniques, and vocabulary)
d. Explain the significance of the quote to the plot structure and themes
Literary Terms and Techniques:
In your overall analysis of the quotes, you are expected to:
a. incorporate all of the literary terms on this sheet in your discussion
b. identify and analyze each of the literary techniques listed on this sheet
c. use vocabulary words
d. underline literary terms, techniques, and vocabulary words
Literary Terms:
CHARACTER DEVELOPMENT
CLASSICAL ALLUSION
EXPOSITION
FIGURATIVE LANGUAGE
FOIL
IMAGERY
INTERNAL CONFLICT
PROTAGONIST
RISING ACTION
SOLILOQUY
THEME
Literary Techniques:
CHARACTERIZATION
HYPERBOLE (period 7 only)
IRONY
METAPHOR
OXYMORON (period 7 only)
PARADOX (period 7 only)
PUN
SYMBOLISM
Vocabulary:
Properly spell and correctly use at least one vocabulary word from Unit #5 per quote analysis
* Study Tips:
1) Reread Act 2
2) Reread any homework, class notes, and worksheets associated with Act 2
3) Review the list of characters and list their characteristics (know who’s who and who would say what)
4) Jot down notes and examples from the text for each term and technique
Test Format: You will be given several direct quotes from Act 2. To earn maximum points for each quote, you must:
a. Identify the speaker
b. Place the quote into context
c. Analyze the quotes (using literary terms, literary techniques, and vocabulary)
d. Explain the significance of the quote to the plot structure and themes
Literary Terms and Techniques:
In your overall analysis of the quotes, you are expected to:
a. incorporate all of the literary terms on this sheet in your discussion
b. identify and analyze each of the literary techniques listed on this sheet
c. use vocabulary words
d. underline literary terms, techniques, and vocabulary words
Literary Terms:
CHARACTER DEVELOPMENT
CLASSICAL ALLUSION
EXPOSITION
FIGURATIVE LANGUAGE
FOIL
IMAGERY
INTERNAL CONFLICT
PROTAGONIST
RISING ACTION
SOLILOQUY
THEME
Literary Techniques:
CHARACTERIZATION
HYPERBOLE (period 7 only)
IRONY
METAPHOR
OXYMORON (period 7 only)
PARADOX (period 7 only)
PUN
SYMBOLISM
Vocabulary:
Properly spell and correctly use at least one vocabulary word from Unit #5 per quote analysis
* Study Tips:
1) Reread Act 2
2) Reread any homework, class notes, and worksheets associated with Act 2
3) Review the list of characters and list their characteristics (know who’s who and who would say what)
4) Jot down notes and examples from the text for each term and technique
Wednesday, January 21, 2009
H.W. W 1/21 Period 7
Hamlet 2.2.240-338 – 3.1 Questions
Directions: Respond to the following questions in complete sentences. Underline your vocabulary words.
------------------------------------------------------------------------------------
1. Puns are phrases that have two levels of meaning. There are many puns contained in 2.2.187-237. Find three puns and copy them, citing the act, scene, and lines in parenthesis.
Then, explain the possible meanings for the puns you found.
2. 2.2.295-338 is rich in figurative language. What language tricks does Shakespeare use in this passage? Provide examples and explain their meanings.
3. Find examples of classical allusions in 2.2.445-574
4. It has been said that the allusion to Aeneas’ tale of Priam’s slaughter is a puzzle. Try to decode this puzzle. What message is Hamlet seemingly trying to convey?
5. Copy and cite images from the soliloquy that express Hamlet’s self-image. Discuss the significance of these images. How does he feel about himself, and why does he feel this way?
6. Why does Hamlet berate himself?
7. State, as clearly as possible just what Hamlet’s inner conflict in his soliloquy and whether he resolves it.
Reminder: Test on Act 2 will be Monday, January 26
Additional Reminders:
- Make sure to turn in any late work / edited work / make-up tests by this Friday!
- If you're looking for extra credit, scroll down the blog to the list of links. Click on Freerice to play a vocabulary or grammar game. Press print when you're done playing, write your name on the paper, and turn in for extra points! Try to make it to level 30!!!!
- The junior student council has organized a bowling trip for after school this Friday! You can purchase a ticket for $12 tomorrow or Friday. See me or a member of the junior student council if you are interested!
Directions: Respond to the following questions in complete sentences. Underline your vocabulary words.
------------------------------------------------------------------------------------
1. Puns are phrases that have two levels of meaning. There are many puns contained in 2.2.187-237. Find three puns and copy them, citing the act, scene, and lines in parenthesis.
Then, explain the possible meanings for the puns you found.
2. 2.2.295-338 is rich in figurative language. What language tricks does Shakespeare use in this passage? Provide examples and explain their meanings.
3. Find examples of classical allusions in 2.2.445-574
4. It has been said that the allusion to Aeneas’ tale of Priam’s slaughter is a puzzle. Try to decode this puzzle. What message is Hamlet seemingly trying to convey?
5. Copy and cite images from the soliloquy that express Hamlet’s self-image. Discuss the significance of these images. How does he feel about himself, and why does he feel this way?
6. Why does Hamlet berate himself?
7. State, as clearly as possible just what Hamlet’s inner conflict in his soliloquy and whether he resolves it.
Reminder: Test on Act 2 will be Monday, January 26
Additional Reminders:
- Make sure to turn in any late work / edited work / make-up tests by this Friday!
- If you're looking for extra credit, scroll down the blog to the list of links. Click on Freerice to play a vocabulary or grammar game. Press print when you're done playing, write your name on the paper, and turn in for extra points! Try to make it to level 30!!!!
- The junior student council has organized a bowling trip for after school this Friday! You can purchase a ticket for $12 tomorrow or Friday. See me or a member of the junior student council if you are interested!
Friday, January 16, 2009
H.W. F 1/16/2009
Finish reading all of Act 2. Then complete all of the questions that follow.
2.2 Questions
1) Find a place or places in scenes one or two when Hamlet seems to have stopped playing with Polonius or Rosencrantz and Guildenstern and talks straight from the heart.
The following questions correspond to Hamlet’s “O, what a rouge” soliloquy (2.2.576-634) :
a) Is it obvious to the audience or reader that Hamlet is alone onstage? What else could he mean when he begins, “Now I am alone”?
b) Why is the Prince calling himself a “rouge” and a “peasant slave”?
c) Hamlet compares himself to the player. What does this comparison reveal about Hamlet’s self-perception?
d) Throughout Hamlet, Shakespeare uses the word ear twenty-seven times. Have you noticed this? What symbolic possibilities do you think are contained in this fact?
e) Find lines or phrases that explain why Hamlet thinks himself a coward.
f) Do you think Hamlet is a coward, or is he acting cautiously by looking for external evidence to prove Claudius’s guilt?
Reminder Test on Acts II and III will be Monday, January 26!
2.2 Questions
1) Find a place or places in scenes one or two when Hamlet seems to have stopped playing with Polonius or Rosencrantz and Guildenstern and talks straight from the heart.
The following questions correspond to Hamlet’s “O, what a rouge” soliloquy (2.2.576-634) :
a) Is it obvious to the audience or reader that Hamlet is alone onstage? What else could he mean when he begins, “Now I am alone”?
b) Why is the Prince calling himself a “rouge” and a “peasant slave”?
c) Hamlet compares himself to the player. What does this comparison reveal about Hamlet’s self-perception?
d) Throughout Hamlet, Shakespeare uses the word ear twenty-seven times. Have you noticed this? What symbolic possibilities do you think are contained in this fact?
e) Find lines or phrases that explain why Hamlet thinks himself a coward.
f) Do you think Hamlet is a coward, or is he acting cautiously by looking for external evidence to prove Claudius’s guilt?
Reminder Test on Acts II and III will be Monday, January 26!
Thursday, January 15, 2009
Period 8 H.W. H 1/15
Read Act 2, scene 2, lines 1-86. Then, complete the worksheet regarding Hamlet's alleged "strange" behavior towards Ophelia. The questions are listed below:
2.1 Questions
1) What is Hamlet up to in this scene?
2) Why is Hamlet treating Ophelia this way? Why her, of all people?
3) Does Hamlet love Ophelia? If not, how does he show this? If yes, what possible reasons could he have for putting on this show for her?
4) What about Ophelia—does she love Hamlet?
5) What is Ophelia’s reaction to Hamlet’s behavior. Try to pinpoint her feelings for him.
Reminders: Vocabulary packet for unit 5 is due tomorrow. Test on Acts 2 & 3 will be Monday, January 26.
2.1 Questions
1) What is Hamlet up to in this scene?
2) Why is Hamlet treating Ophelia this way? Why her, of all people?
3) Does Hamlet love Ophelia? If not, how does he show this? If yes, what possible reasons could he have for putting on this show for her?
4) What about Ophelia—does she love Hamlet?
5) What is Ophelia’s reaction to Hamlet’s behavior. Try to pinpoint her feelings for him.
Reminders: Vocabulary packet for unit 5 is due tomorrow. Test on Acts 2 & 3 will be Monday, January 26.
Wednesday, January 14, 2009
Period 7 H.W. W 1/14
Read 2.2.1-186 of Hamlet. Then, complete a journal entry for these lines. In your journal response, use and underline literary terms and vocabulary. This assignment must be handwritten on looseleaf. Scroll down the blog to find a copy of the format for Shakespeare journal entries. Use full heading, and label your act, scene, and lines.
* Also- add your final thoughts on the worksheet questions regarding the alleged behavior of Hamlet, as it is characterized through Ophelia's conversation with Polonius.
Reminder: Vocabulary packet for unit 5 is due tomorrow. Test on Acts 2 & 3 will be Monday, January 26.
* Also- add your final thoughts on the worksheet questions regarding the alleged behavior of Hamlet, as it is characterized through Ophelia's conversation with Polonius.
Reminder: Vocabulary packet for unit 5 is due tomorrow. Test on Acts 2 & 3 will be Monday, January 26.
Tuesday, January 13, 2009
HW January 13
Write one original sentence about Shakespeare's tragedy Hamlet for each vocabulary word. Provide context clues so that I know that you know what the words mean. Underline the words. You may do this assignment in your notebooks.
The words are generated from the Unit 5 packet, which was handed out today in class. If you ran off without getting a packet (period 8 / half of you), then you'll have to look up the words yourself, so that you know what they mean.
Unit 5 Vocabulary Words
accomplice
annihilate
arbitrary
brazen
catalyst
exodus
facilitate
incorrigible
latent
militant
morose
opaque
paramount
prattle
rebut
reprimand
servitude
slapdash
stagnant
succumb
The words are generated from the Unit 5 packet, which was handed out today in class. If you ran off without getting a packet (period 8 / half of you), then you'll have to look up the words yourself, so that you know what they mean.
Unit 5 Vocabulary Words
accomplice
annihilate
arbitrary
brazen
catalyst
exodus
facilitate
incorrigible
latent
militant
morose
opaque
paramount
prattle
rebut
reprimand
servitude
slapdash
stagnant
succumb
Saturday, January 10, 2009
Quote Identification Test: Study Guide
Quote Identification Test for Act I of Hamlet Tuesday, January 13. You will be presented with several quotes. Your task will be to:
a) identify the speaker
b) translate the quote into your own words
c) identify the context (discuss the situation/setting in detail)
d) explain the significance of the quote(importance to scene)
e) use vocabulary from unit 4 in your discussion (see below)
f) use literary terms in your response (see below)
To best prepare yourself for the test, practice tasks a-f for the following 20 excerpts. Be sure that you are able to use the vocabulary words from the current list in your sentences.
1. And still your fingers on your lips, I pray.
The time is out of joint. O cursed spite
That ever I was born to set it right!
2. And therefore as a stranger give it welcome.
There are more things in heaven and earth, Horatio,
Than are dreamt of in your philosophy.
3. O most pernicious woman!
O villain, villain, smiling, damned villain!
My tables—meet it is I set it down
That one may smile and smile and be a villain.
At least I am sure it may be so in Denmark.
4. Upon my secure hour thy uncle stole,
With juice of cursed hebona in a vial,
And in the porches of my ears did pour […]
And with sudden vigor it doth posset
And curd, like eager droppings into milk,
The thin and wholesome blood. So did it mine,
And a most instant tetter barked about,
Most lazar-like, with vile and loathsome crust
All my smooth body.
5. [I am] doomed for a certain term to walk the night
And for the day confined to fast in fires
Till the foul crimes done in my days of nature
Are burnt and purged away. But I am forbid
To tell the secrets of my prison house,
I could a tale unfold whose lightest word
Would harrow up thy soul, freeze thy young blood […]
6. He waxes desperate with imagination.
7. What if it tempt you toward the flood, my lord?
Or to the dreadful summit of the cliff
That beetles o’er his base into the sea,
And there assume some other horrible form
Which might deprive your sovereignty of reason
And draw you into madness? Think of it.
8. Thou com’st in such a questionable shape
That I will speak to thee. I’ll call thee “Hamlet”
9. You must not take for fire. From this time
Be something scanter of your maiden presence.
Set your entreatments at a higher rate
Than a command to parle. For Lord Hamlet,
Believe so much in him that he is young,
And with a larger tether may he walk
Than may be given you.
10. This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.
Farewell. My blessing season this in thee.
11. Look thou character. Give thy thoughts no tongue,
Nor any unproportioned through his act.
Be thou familiar, but by no means vulgar.
12. And keep you in the rear of your affection
Out of the shot and danger of desire […]
Be wary, then; best safety lies in fear.
Youth to itself rebels, though none else near.
13. I shall the effect of this good lesson keep
As watchman to my heart. But good my brother,
Do not, as some ungracious pastors do,
Show me the steep and thorny way to heaven,
Whiles, like a puffed and reckless libertine,
Himself the primrose path of dalliance treads
And recks not his own rede.
14. My father’s spirit- in arms! All is not well.
I doubt some foul play. Would the nigh were come!
Till then, sit still, my soul. Foul deeds will rise […]
15. (Let me not think on ‘t; frailty, thy name is woman!)
16. But you must know your father lost a father,
That father lost, lost his, and the survivor bound
In filial obligation for some term
To do obsequious sorrow.
17. Good Hamlet, cast they knighted color off,
And let thine eye look like a friend on Denmark.
Do not forever with thy veiled lids
Seek for thy noble father in the dust.
Thou know’st ‘tis common; all that lives must die,
Passing through nature to eternity.
18. Yet now I must confess, that duty done,
My thoughts and wishes bend again toward France
And bow them to your gracious leave and pardon.
19. Therefore our sometime sister, now our queen,
Have we (as ‘twere with a defeated joy,
With an auspicious and a dropping eye,
With mirth in funeral and with dirge in marriage,
In equal scale weighing delight and dole)
Taken to wife.
20. Before my God, I might not this believe
Without the sensible and true avouch
Of my own eyes.
Vocabulary Words / Unit 4
absconded
access
anarchy
arduous
auspicious
biased
dastardly
daunted
disentangling
embellish
fated
groundbreaking
halted
hoodwink
inanimate
incinerated
innovative
intrepid
larceny
notorious
perpetrate
pliant
pompous
posse
precipice
primitive
rectify
reprieve
reviled
Literary Terms
Characterization, Theme, Metaphor, Pun, Comic Relief, Setting
a) identify the speaker
b) translate the quote into your own words
c) identify the context (discuss the situation/setting in detail)
d) explain the significance of the quote(importance to scene)
e) use vocabulary from unit 4 in your discussion (see below)
f) use literary terms in your response (see below)
To best prepare yourself for the test, practice tasks a-f for the following 20 excerpts. Be sure that you are able to use the vocabulary words from the current list in your sentences.
1. And still your fingers on your lips, I pray.
The time is out of joint. O cursed spite
That ever I was born to set it right!
2. And therefore as a stranger give it welcome.
There are more things in heaven and earth, Horatio,
Than are dreamt of in your philosophy.
3. O most pernicious woman!
O villain, villain, smiling, damned villain!
My tables—meet it is I set it down
That one may smile and smile and be a villain.
At least I am sure it may be so in Denmark.
4. Upon my secure hour thy uncle stole,
With juice of cursed hebona in a vial,
And in the porches of my ears did pour […]
And with sudden vigor it doth posset
And curd, like eager droppings into milk,
The thin and wholesome blood. So did it mine,
And a most instant tetter barked about,
Most lazar-like, with vile and loathsome crust
All my smooth body.
5. [I am] doomed for a certain term to walk the night
And for the day confined to fast in fires
Till the foul crimes done in my days of nature
Are burnt and purged away. But I am forbid
To tell the secrets of my prison house,
I could a tale unfold whose lightest word
Would harrow up thy soul, freeze thy young blood […]
6. He waxes desperate with imagination.
7. What if it tempt you toward the flood, my lord?
Or to the dreadful summit of the cliff
That beetles o’er his base into the sea,
And there assume some other horrible form
Which might deprive your sovereignty of reason
And draw you into madness? Think of it.
8. Thou com’st in such a questionable shape
That I will speak to thee. I’ll call thee “Hamlet”
9. You must not take for fire. From this time
Be something scanter of your maiden presence.
Set your entreatments at a higher rate
Than a command to parle. For Lord Hamlet,
Believe so much in him that he is young,
And with a larger tether may he walk
Than may be given you.
10. This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.
Farewell. My blessing season this in thee.
11. Look thou character. Give thy thoughts no tongue,
Nor any unproportioned through his act.
Be thou familiar, but by no means vulgar.
12. And keep you in the rear of your affection
Out of the shot and danger of desire […]
Be wary, then; best safety lies in fear.
Youth to itself rebels, though none else near.
13. I shall the effect of this good lesson keep
As watchman to my heart. But good my brother,
Do not, as some ungracious pastors do,
Show me the steep and thorny way to heaven,
Whiles, like a puffed and reckless libertine,
Himself the primrose path of dalliance treads
And recks not his own rede.
14. My father’s spirit- in arms! All is not well.
I doubt some foul play. Would the nigh were come!
Till then, sit still, my soul. Foul deeds will rise […]
15. (Let me not think on ‘t; frailty, thy name is woman!)
16. But you must know your father lost a father,
That father lost, lost his, and the survivor bound
In filial obligation for some term
To do obsequious sorrow.
17. Good Hamlet, cast they knighted color off,
And let thine eye look like a friend on Denmark.
Do not forever with thy veiled lids
Seek for thy noble father in the dust.
Thou know’st ‘tis common; all that lives must die,
Passing through nature to eternity.
18. Yet now I must confess, that duty done,
My thoughts and wishes bend again toward France
And bow them to your gracious leave and pardon.
19. Therefore our sometime sister, now our queen,
Have we (as ‘twere with a defeated joy,
With an auspicious and a dropping eye,
With mirth in funeral and with dirge in marriage,
In equal scale weighing delight and dole)
Taken to wife.
20. Before my God, I might not this believe
Without the sensible and true avouch
Of my own eyes.
Vocabulary Words / Unit 4
absconded
access
anarchy
arduous
auspicious
biased
dastardly
daunted
disentangling
embellish
fated
groundbreaking
halted
hoodwink
inanimate
incinerated
innovative
intrepid
larceny
notorious
perpetrate
pliant
pompous
posse
precipice
primitive
rectify
reprieve
reviled
Literary Terms
Characterization, Theme, Metaphor, Pun, Comic Relief, Setting
Homework: Friday, January 9, 2008
Write a one page paper in which you discuss the following theme in Hamlet, act I: The Impossibility of Certainty.
You will be scored based on:
- Meaning / Content
- Evidence
- Use of vocabulary
* On looseleaf, handwritten
Reminder: Test on Act I Tuesday. See Review on Blog.
You will be scored based on:
- Meaning / Content
- Evidence
- Use of vocabulary
* On looseleaf, handwritten
Reminder: Test on Act I Tuesday. See Review on Blog.
Homework: Thursday, January 8, 2009
Write a one page paper in which you analyze Shakespeare's characterization of Polonius. Discuss Polonius in terms of:
a) personality
b) values and beliefs
c) background history
d) motive
Your sccore will be based on:
- Content / Meaning
- Textual Evidence
- Use of Vocabulary
* On looseleaf, handwritten
a) personality
b) values and beliefs
c) background history
d) motive
Your sccore will be based on:
- Content / Meaning
- Textual Evidence
- Use of Vocabulary
* On looseleaf, handwritten
Wednesday, January 7, 2009
Extra Credit: Due Monday, January 12
Due Monday, January 12
Loose Leaf, Handwritten
Locate two examples of figurative language in Act I of Hamlet, and for each:
a) Quote the example
b) Cite the Act/Line/Scene
c) Identify the speaker
d) Identify the character(s) being spoken to
e) Identify the literary term/technique/device used (ex: pun, irony, simile, metaphor, ect.)
f) Discuss what the quote means in literal terms, and explain your conclusions
g) Explain why it is important to understand this literary technique in order to better understand the story
This assignment must be completed on loose leaf, in your neatest handwriting. Typed responses will not receive credit. NO EXCEPTIONS. You will be scored on the thoroughness of your response and your use of vocabulary. For letters (f) and (g), you will also be scored on grammar and sentence-structure.
Reminder Quote Identification Test for Act I of Hamlet Tuesday, January 13. You will be presented with several quotes. Your task will be to:
a) identify the speaker
b) translate the quote into your own words
c) identify the context (discuss the situation in detail)
d) explain the significance of the quote(importance to scene)
* You will be expected to use new vocabulary and sentence
structures.
Loose Leaf, Handwritten
Locate two examples of figurative language in Act I of Hamlet, and for each:
a) Quote the example
b) Cite the Act/Line/Scene
c) Identify the speaker
d) Identify the character(s) being spoken to
e) Identify the literary term/technique/device used (ex: pun, irony, simile, metaphor, ect.)
f) Discuss what the quote means in literal terms, and explain your conclusions
g) Explain why it is important to understand this literary technique in order to better understand the story
This assignment must be completed on loose leaf, in your neatest handwriting. Typed responses will not receive credit. NO EXCEPTIONS. You will be scored on the thoroughness of your response and your use of vocabulary. For letters (f) and (g), you will also be scored on grammar and sentence-structure.
Reminder Quote Identification Test for Act I of Hamlet Tuesday, January 13. You will be presented with several quotes. Your task will be to:
a) identify the speaker
b) translate the quote into your own words
c) identify the context (discuss the situation in detail)
d) explain the significance of the quote(importance to scene)
* You will be expected to use new vocabulary and sentence
structures.
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