Winter Break Assignments

Advanced Placement Literature and Composition: Students, please read Jane Eyre by Charlotte Bronte, at least through the first eleven or twelve chapters. You will have a quiz on the first day back.

Gifted English IV: Please don't do anything illegal over the break.

Gifted English II: As I told you before break. you need to acquire a copy of The Elements of Style by Strunk and White. What a terrific thing to find in your Christmas stocking or under the menorah! Also, if you go ahead and read the rest of Julius Caesar, Acts IV and V, life will be easier when you return on January 3rd. Remember, guys--we ARE having an Ancient Roman festival in January, so start brainstorming! A good time WILL be had by all. And Mrs. Nicoll might join us for some of the festivities. . .

2006: The Year in Review

So. . .as far as blogging assignments, this kinda didn't work. One of my various New Year's Resolutions is to get organized (insert maniacal laughter here) and update this daily.

This year was a challenge at Boone; we lost a few students, had two lockdowns, lost some faculty members, gained some faculty members, and transitioned from one new principal to another. Amid it all, we learned quite a bit, forgot some of it, and forged forward with soap and happiness.

Best wishes for a fragrant and peaceful holiday season, parents and students. 2007 holds great promise, and I can't wait to get the ball rolling again.

Monday, November 20, 2006

I think it's safe to say that one of the reasons I've had so much trouble keeping up with this assignment blog this year is due to my workload.

I will never, ever teach six classes again--next year, I'm going back to five, and I'm pretty sure they will all be 12th grade courses.

So, apologies all around to all and sundry--and watch this space for after Thanksgiving, when I update to blogger in beta and introduce New, Improved Assignment Notifications! Or something to that effect.

Happy Thanksgiving, all!

Wednesday, November 15, 2006

The Ides of November! Oh, wait. . .November doesn't have ides, per se.

Hmmmm.

Here is today's schedule:

AP Literature and Composition: R and G; friendly reminder that your reading journals are due tomorrow.

Gifted English IV: Middle Ages Unit Test is today; bring a pencil and your paperback copy of CTales.

Gifted English II: Review what you need to do with the SAT Vocabulary Terms, and go over Candide preparatory to tomorrow's test. Also, I will give you time to structure your introductory paragraph for Friday's peer review.

Tuesday, November 14, 2006

AP Literature and Composition: R and G Are Dead, continued.

Gifted English IV: Renaissance Literature: The Beginning. Lecture/discussion. Awesome.

Gifted English II: Author of the Day presented by Angelica; MP for 3rd period; essay assignment/prewriting for 6th.

Monday, November 13, 2006

Welcome back to another exciting week!

AP Literature and Composition: We're acting out Rosencrantz and Guildenstern Are Dead, Act III today--and I have plastic swords and musical instruments for accentuated verisimilitude. Your reading journals will be due on THURSDAY, NOVEMBER 16 by 3 p.m. (I would prefer that they be typed, but if they are neatly handwritten I can deal.)

Gifted English IV: Review for Middle Ages Unit test on Wednesday; gather your notes together and be ready to rumble. The Renaissance begins tomorrow.

Gifted English II: 3rd period has a guest speaker, and 6th will finish MP&TQHG preparatory to beginning the next essay assignment. Author of the Day will be presented by Eric and Jake.

Tuesday, HALLOWE'EN OCTOBER 31!!!

I love Hallowe'en, and have since I was a child--and to that end, each of you gets a little bag of goodies today. If you had already requested a nonedible alternative due to dietary restrictions, theological objections, or the simple fact that you long for something different, then I have a bag pre-made for you, as well.

AP Lit: The duelling scene from Hamlet, followed by a parody penned by none other than Steve Martin, comedian. After both scenes, I have a short story for you from the Canadian author Margaret Atwood called "Gertrude Talks Back," after which I will distribute the Hamlet review sheet for Thursday's test and the obituary creative writing assignment (also due Thursday.)

Gifted English IV: Quiz on your Chaucer reading from last night, followed by our completion of "The Pardoner's Tale."

Gifted English II: Author of the Day presentation today from Briana and Alex; the author in question is HP Lovecraft. Afterward, we will finish the Twain story "The Lowest Animal" and segue effortlessly into a visual representation of satire to celebrate Hallowe'en.

Tuesday, October 24, 2006

You will have a chance to meet your new principal, Mrs. Margaret McMillian, tomorrow. She is coming to us from Lockhart Middle School and graduated from Boone in 1966.

I am assuming that there will be a welcome ceremony at some point, so check this space to stay abreast of developments or news.

Monday, October 23, 2006

Congratulations to the Boone Braves for completely dominating all over Oak Ridge in the Homecoming Football Game.

APees: Hamlet, Act III quiz/response; launch headfirst into Act IV, a lovely act with some smashing acting. I love this play. I hope you do, too.

Gifted English IV: Quiz on the "General Prologue" of CTales, followed by Chaucer vocab and progression through the character chart.

Gifted English II: 3rd period will read the King essay, followed by the Introduction to Horror in Literature. 6th will launch right into horror and its implications. Reminder: The Author project begins next week!!! Poe vocab quiz Wednesday.

Friday, October 20, 2006

All classes today get The Homecoming Speech, of which there is now photographic evidence.

Please be safe during the game and the dance! Many recently licensed drivers cavorting around!

AP Lit: Act III.

Gifted IV: First reading assignment is "The General Prologue" in the paperback I gave you, pp. 1-17; we began CTales today and I distributed the critical essay and the character chart.

Gifted II: Poe, SAT vocabulary, and the literature of horror.

tidings of joy

My newest nephew, Alexander James, was born October 20 at 7:06 a.m. He weighs seven pounds, four ounces, and he has a full head of black hair and very long toes. I love this child.

Just sharing.

Thursday, October 19, 2006

Advanced Placement Literature and Composition: Period One, Act II quiz; begin Act III. Periods Four and Five: Act III, Hamlet.

Gifted English IV: Finish Becket; short essay on the film; distribute paperback copies of Chaucer's The Canterbury Tales.

Gifted English II: Finish CMC and go over safety guidelines.

Wednesday, October 18, 2006

There is a faculty meeting this afternoon scheduled to go over your safety and well-being on this campus. Please look for a post coming soon on new policies and procedures.

TODAY IS THE PSAT. GOOD LUCK, SOPHYS!

AP Literature and Composition: Hamlet Act II Quiz, and discussion of Hamlet--the character, the tragedy, the problem.

Gifted English II: I won't see third period due to testing, but I will see sixth and we will get closer to finishing the film CMC.

Gifted English IV: Becket, through question 68.

Tuesday, October 17, 2006

Today is Decade Day. I expect many of you will recycle your Polyester Paradise costumes. . .

Advanced Placement Literature and Composition: Beginning of the period--go over the passages from the CLIFF book (Austen, Thomas, Hayden, and Donne) and then review Act II, scene ii--the monologue and the soliloquy.

Gifted English IV: Continue with Becket, questions 17-42.

Gifted English II: Review the PSAT passage from yesterday, distribute the CMC essay prompts, and continue with The Count of Monte-Cristo.

Monday, October 16, 2006

Welcome to the second grading period--a time of Homecoming revelries, advanced scholarship, and making the transition to 2007.

Today is Superhero Day.

Advanced Placement Literature and Composition: Review Act II with emphasis on the elements of duplicity and spying; HW tonight is to re-read the monologue of the Player-King and the second soliloquy. I know that Act II is the most difficult of the acts to follow, but it is very important that you hang in there and really scrutinize Hamlet's use of language and syntax in his various conversations--to Polonius, to R and G, to the actors, to himself. Also, look closely at his behavior when he confronts Ophelia in her closet. Potential quiz tomorrow.

Gifted English IV: Background notes on the Archbishop of Canterbury Thomas a Becket, then begin the film and do questions 1-16.

Gifted English II: Assign the Author of the Day project, which will begin on Halloween with a presentation on Rhode Island novelist and storyteller H.P. Lovecraft. Also, circulate PSAT testing list to confirm testing rooms and distribute tonight's HW--a short passage representative of PSAT questioning. Answer the ten multiple choice questions by tomorrow. We will be composing an essay on CMC later this week, but we are going to start the film today. (One of the potential essay topics is a compare/contrast from film to novel.)

Wednesday, October 12, 2006

AP Literature: Active reading of Act II--focus on characterization and diction. Is Hamlet being honest? When do we really see the "real" him, or is there one anymore? (Note: Act II opens two months after the close of Act I, so Hamlet has been maintaining his "antic disposition" for quite a while.)

Gifted English IV: We will be finishing the note cards in the Media Center for the Senior Research paper today.

Gifted English II: Some students need to finish the CMC essay test today; for everyone else, please actively read the critical essay on revenge as a dominant theme in the novel. We will be analyzing the novel with more scrutiny in class next week.

Tuesday, October 11, 2006

Advanced Placement Literature and Composition: Finish reviewing Act I of Hamlet and transition into Act II.

Gifted English IV: Middle Ages introduction; lecture notes and study guide from the text.

Gifted English II: Count of Monte Cristo essay test.

Monday, October 10, 2006

Advanced Placement Literature and Composition: Act I quiz for Hamlet after a spirited discussion of the play thus far.

Gifted English IV: Media Center, working on the note cards.

Gifted English II: Finish Media Literacy mini-unit; critical thinking.

Tuesday, October 3, 2006

AP Literature and Composition: Mactest. Bring a pencil.

Gifted English IV: We will be in the Media Center, working on the research paper. 30 note cards are due by this time next week, so get cracking.

Gifted English II: Theodore Geisel, Author of the Day; Biblical literature backgrounds and handout; Why Allusions Matter; CMC reminder.

Monday, October 2, 2006

AP Literature and Composition: Distribute ancillary documents for Hamlet (critical essays for first, and vocabulary supplement for all three classes) and conduct peer edit for Macpaper. Revised drafts of the Macpaper are due Thursday by 3 p.m.

Gifted English IV: "The Seafarer" translated by Burton Raffel. Remember to bring your notecards with you tomorrow to the Media Center for our first truly focused research day.

Gifted English II: Edusoft testing for FCAT Prep.

Friday, September 29, 2006

Reminders to AP Students: Please acquire a copy of Hamlet if you desire your own in which to write; the play is featured in your anthology, and I have a myriad of additional copies should you like a smaller copy to carry (and not write in.) We will begin Hamlet on Wednesday, October 4.

Your first draft of the Macpaper is due on Monday for peer review; the Mactest is Tuesday.

Today: Watch the Orson Welles version of Macbeth, produced in 1948. Cool fact: This was Roddy McDowell's first film. (You may remember him as Cornelius in Planet of the Apes.) The movie is unintentionally hilarious in places, but has moments of cinematic genius. Have a lollipop and enjoy.

Gifted English IV: Timed writing on Beowulf today; you have a choice of one of three topics. Reminder: Please acquire 4x6 lined index cards for our next media center adventure on Tuesday, October 3. We will be working on the senior research paper at that time and you will need to complete a minimum of six bibliographic cards and 24 note cards for a total of 30.

Gifted English II: YOUR LAST READING DAY FOR CMC. I am concerned about some of you--five students finished this novel last week, and some of you have barely moved past page 100. Budget your time. Your reading of this novel will be assessed on Tuesday, October 10.

Thursday, September 28, 2006

NOTE: We have done over 200 consultations during the month of September alone. Good job to the Writing Center consultants! Keep up the good work!!!

AP Lit: Today, another gaze at Macbeth through a critical lens as we read over Thomas de Quincey's essay "On the Knocking of the Gate." If you need to check out a textbook in order to access the supplementary criticisms on The King's Evil, the witches, and parodies of the Macplay, see me.

Gifted English IV: Today we are taking the "Two British Mysteries" vocabulary quiz, followed by a look at an essay in the text called "Life in 999--a Grim Reality." Great for context.

Gifted English II: Antigone objective quiz, followed by an introduction to the Literature of the Bible. (Notes are on the board.)

Clarification point for parents or students reading this: We are studying the literature of the Bible strictly from the perspective of literary analysis and for historicity, not from a theological standpoint. Understanding certain Biblical characters and themes will aid in deconstructing much of British and American literature, and understanding the allusions in classical literature can only help students reach new levels of comprehension and analysis. The College Board strongly recommends some Biblical backgrounds in preparation for both AP Language and Literature, which is why I incorporate such information into a pre-AP/Gifted class.

Wednesday, September 27, 2006

AP Literature: While you work through a specific act of the play in a small group, I will confer with each of you in thesis conferences. If you have not already submitted a "scavenger hunt, please do so at this time.

Gifted English IV: Our second day in the Media Center. I have an assignment for you to do that will assess your dexterity in finding resources; we will also confer one-on-one on your topic, your thesis question, and your initial sources for the Senior Research Paper. You will each get a comprehensive packet tomorrow in class that will denote every element of the assignment.

Gifted English II: TP-CASTT analysis of "Ozymandias" by Shelley, following a review of all things in Ancient Greece for tomorrow's quiz.

Tuesday, September 26, 2006

Advanced Placement Literature and Composition: Today, as we wrap up Act V of Macbeth (in varying degrees of enthusiasm and talent throughout the day, no doubt), we need to be mindful of the overall themes and focuses of the piece. To that end, I have an assignment for each of you to help review the details of the play--the Macscavenger Hunt.

Gifted English IV: Today we finish the epic poem Beowulf.

Gifted English II: TP-CASTT analysis of "Traveling Through the Dark" by William Stafford, followed by a rousing in-class performance of the Shel Silverstein classic "Crowded Tub."

Monday, September 25, 2006

AP Literature: Finishing Act V today in class (probably with the help of Steven and Josh in fourth.)

Gifted English IV: Our first day in the Media Center; make it work, people.

Gifted English II: Appositive phrases and grammar; poetic analysis tools; Coleridge as the A of D.

Friday, September 22, 2006

I won't be here today due to my attendance at a workshop for depression/suicide. In light of recent events here at BHS, I am very interested in finding out all I can to help our young people navigate the treacherous terrain of adolescence. Please be kind to your substitute.

AP Literature: Macbeth Act IV quiz; the famous Molly J. run from the classroom in first period; pre-reading of Act V.

Gifted English IV: Most of the plan for today involves your participation in the Senior Panoramic Photo at the stadium, plus answering some brief questions about the battle between Grendel and Beowulf.

Gifted English II: Vocabulary quiz, and work on the Antigone essays that are due next Tuesday. These aren't really essays of any substantial length, but each should be concise, well-considered, and reflective of careful reading.

Monday, September 18, 2006

AP Literature: Act II quiz; discuss and move into Act III.

Gifted English IV: Beowulf.

Gifted English II: Antigone.

Friday, September 15, 2006

The Ides of September! Not really--September doesn't have Ides, but October, January, June, and March do (and I think July). Regardless, happy Middle of the Month.

Today was originally going to be the Senior Panoramic Picture in the gym, but due to the senior class sponsor having to do jury duty, that has been rescheduled for next Friday during second period. FYI.

APees: Today, we're round-robin peer-editing the timed writings from Tuesday before finishing Act II from the Macplay. HW for the weekend: Re-read Act II with an eye to symbolism and color imagery. There might be an evil quiz Monday.

Gifted IV: Fun Friday with a British Literature-themed satirical film. Really.

Gifted II: After sharing your homework stories, a few moments to review your vocabulary words for the Amazing Quiz. Your Antigone questions are due Tuesday, so please work on them over the weekend. You do not have to answer the first question, since you already did for the last essay.

Thursday, September 14, 2006

AP Literature: Working through the end of Act I in Macbeth, and a quiz on Act I and its intricacies. It's a great quiz. I love it.

Gifted English IV: Two significant activities--first, we're watching a short film called The Epic Hero and taking notes (20 points) and then we are translating a sample of Old English writing in small groups (10 points). If you haven't already done so, please submit the Anglo-Saxon Study Guide, Part I as soon as possible and be sure that you've read pp. 2-16 in the Elements text.

Gifted English II: After watching a brief sequence from the wretched film Antigone: Rites of Passion, we're doing a grammar/story activity based on the writings of John Steinbeck before launching back in and finishing Scene 5, the Paean, and the Exodos of Antigone. (Note: the film screening is mainly to reinforce the concept that just because we can make a film doesn't mean we should. Some film school projects should never see the light of day. This film is worth the unintentionally hilarious effect it conveys in a Gifted classroom, however--hence the screening.)

Wednesday, September 13, 2006

Thank you so much for cooperating with the substitute yesterday. He had very nice things to say about you, which means that A) you bribed him well, or B) you really were very sweet. I prefer to think the latter.

Today is short day (mercifully) and we are going to do some interesting things:

Advanced Placement Literature and Composition: After discussing the choices of topic you selected for yesterday's timed writing, we're moving back into Macstuff. I love this play. Have I mentioned that before? Probably.

Gifted English IV: Brief lecture on the Anglo-Saxon World (scroll below for notes) and work on the A/S Study Guide from the text. This time period is pretty cool.

Gifted English II: Review literary terms #81-100 (quiz Friday) and answer questions on Antigone.



Notes on the Anglo-Saxon Era for Gifted English IV

• Dates encompassing this era: 449-1066 AD (the removal of the Romans from the British Isles to the Battle of Hastings)
• Pre-feudal time period marked by aggression and tribal organization
• The mead hall was the center of Anglo-Saxon life
• Invaders who brought cultural and linguistic influences to the region during this era: Jutes, Danes, Angles, Saxons, Visigoths, and Vikings
• The name "England" comes from Angle-Land; the name "English" comes from
  Anglisc
• Largely pre-literate culture; the only writings we really have from this era are The Exeter Book, The Domesday Book, "The Seafarer," "The Wanderer," and the epic Beowulf.
• The A/S epic hero is physically strong and proud of his prowess. Unlike other heroes throughout the pantheon of literary convention, the A/S hero is encouraged to brag of his exploits--and his strength supersedes that of his peers into the supernatural realm. (Beowulf, for example, can hold his breath underwater for hours. Riiiiiiiiight.)
• Terms to know: morgengifu (morning gift--for a bride), wergild (blood price), Witan (the king's council), eorls and churls (high class and low class men), kenning (Anglo-Saxon metaphor)
• Stonehenge and the Celts: the indigenous people of the region were originally called the Brythons, and were probably from Scando-European stock. This animistic culture eventually become called the Celts, who were gradually pushed out to Ireland over the years of the Anglo-Saxon occupation.

WHY DO WE CARE?

The roots of our language, our culture, and our society rest in the Anglo-Saxon age. Without the development of the Old English language, a limited vocabulary of about 40,000 words, English as we speak it today would never have evolved. Currently, we are in a continually shifting and evolving language of over half a million words. Our literature and our traditions stem from the roots established in this society, and understanding it in its complexities is critical to understand all that follows.

WHAT WILL THIS UNIT INCLUDE? Anglo-Saxon riddles, an awesome analysis paper, the epic poem, and great perspective into human nature.

Tuesday, September 12, 2006

I am not here today. Please be nice to your sub. If you aren't, I will find you and force you to explain yourself in perfect unrhymed iambic pentameter. I'm not kidding.

Your assignments today:

AP Literature: Timed Writing based on an excellent quote from Shakespeare's Lear about the role of the villain and the perceptions therein. Excellent, excellent.

Gifted English IV: Romanticism Unit Test.

Gifted English II: After reading over the myth supplement, work on the Antigone questions. Thanks!

Thursday, September 7, 2006

Advanced Placement Literature and Composition: Oeditest; fourth and fifth begin discussion to pave the way for The Scottish Play.

Gifted English IV: Wrap up Frankennotes; return graded work; briefly walk through "Nightingale" by Keats. ROMANTICISM UNIT TEST WILL BE ON TUESDAY.

Gifted English II: Author of the Day: Louise Erdrich. Return the most recent round of essays, followed by a rousing discussion of the Guidelines for Solid Writing handout I generated for each of you. Then. . .Antigone, Scene 3! Will Haimon find a new place to push his plow? Let's find out on page 716!

Wednesday, September 6, 2006

Advanced Placement Literature and Composition: Review for the Oeditest and work on the focus paper assignment.

Gifted English IV: Shelley quiz and go over Frankennotes.

Gifted English II: Author of the Day: Mary Wollstonecraft Shelley. Antigone Scene Two and Ode Two.

Tuesday, September 5, 2006

Welcome back after Labor Day Weekend! I hope you are well-rested and ready to begin the Serious Things we need to do.

Advanced Placement Literature and Composition: Peer Review today for both the new Oedipaper and the second focus paper (for those of you who wish to resubmit.) Reminder--if you'd like to earn five extra points on your resubmission, you can visit the Writing Center.

Gifted English IV: Shelleys--Frankenstein and "The West Wind."

Gifted English II: Antigone, "Prologue and Parados" review, and moving into Scene One.

Friday, September 1, 2006

AP English Literature and Composition: Oedipus Rex, questions on p. 1301, and continue discussion of FRQs.

Gifted English IV: "Ode to the West Wind" by Shelley.

Gifted English II: First scheduled reading day for The Count of Monte Cristo, popcorn provided.

AP STUDENTS

The paper that was going to be due tomorrow for peer review will now be reviewed in class on Tuesday.

Ernesto threw off my lesson plans.

Sorry, and thanks in advance!

Thursday, August 31, 2006

The last day of August. . .and it all went so fast!

All seniors will meet in the Guidance office today to go over their college plans with their respective counselors. Don't be late and bring something to read or work on; some of you will take all period, while others will only need a few minutes.

Gifted English II, periods 3 and 6--Whew! Goodness, that was close. Welcome back to our happy learning families. We will go over the vocabulary terms for this week and vote on shifting some deadlines for you, after which we will go back into Antigone. Bring your copy of The Count of Monte Cristo with you tomorrow for your first reading day, and bring bottled water or a 20-ounce soda (with a cap! No cans!) as popcorn will be provided.

Wednesday, August 30, 2006

THANKS, ERNIE, FOR MESSING UP THE ACADEMIC CALENDAR.

And as it turns out, we barely knew ye.

No school today. OCPS employees rec'd paychecks, though, so that's kind of neato.

Tuesday, August 29, 2006

We are in the Cone of Uncertainty.

AP English: Two major handouts and related conversations: a review packet of allusions for your delectation, and a group of the FRQs from past AP exams for our communal deconstruction.

Gifted English IV: Shelley review, followed by questions 2-8 for "Wind" and a transition into Keats.

Gifted English II: Antigone, "Prologue" and "Parados". Each of you has a collection of questions to answer as we read the play together in class.

Monday, August 28, 2006

ALL SENIORS: We are going to Guidance on Thursday to get SAIRs and preliminary transcripts, which begs the question: Where are you in your application process? I will be in the Writing Center during A lunch during much of the week, and I am already meeting with Chelsea D. after school today and tomorrow to go over her app. Get in soon if you need something from me.

AP Literature and Composition: Oediquiz today, followed by a rousing discussion of the ethical implications of the play.

Gifted English IV: Shifting into Shelley; notes on "Ozymandias" and "West Wind."

Gifted English II: Lecture/discussion on Sophocles to prepare for Antigone (found in your textbook beginning on page 686.) You have grammar homework tonight and a brief essay due Friday (it was Thursday, but Ernie got in the way.)

Friday, August 25, 2006

This is a delayed post (one of a series, actually) due to unforseen circumstances (i.e. lack of sleep and poor health.) Here's what we did:

Advanced Placement Literature and Composition: Distribute "Sophocles and the Plague of Modernity" to first period; distribute and go over the focus paper assignment to all classes; various discussions of themes and questions connected to ORex. Keep reading. . .keep reading.

Gifted English IV: Finish "Rime" and take major Coleridge quiz. College essay assignment, due next Friday.

Gifted English II: Literary vocab quiz #3, followed by the rest of O'Brien's "Charming Billy."

Information Society meeting after school today; we're breaking into small groups to go over all sorts of things.

Tropical Depression Ernesto

I had thought I'd be able to go to Barnes and Noble today for some free teaching time, but I can't due to the following circumstances:

I don't feel well.
I don't feel well.
I don't feel well.

A thousand apologies to all and sundry, and I promise to catch up the assignment blog (Friday, Monday, and yesterday) as soon as I can. Stay safe from the increased wind and rain, and I will see everyone tomorrow at BHS.

Reminder--Seniors, report directly to Guidance; sophys, bring your lit book; anyone interested in going to Paris for Spring Break sign up as soon as possible due to complications with ordering plane tickets re: Homeland Security. See me if you have questions; I think I only have two or three seats open.

All the best, everyone. See you tomorrow.

Thursday, August 25, 2006

AP Literature and Composition: Discussion of ORex, and distribution of the following supplementary materials: Sophoclean biography, "Sophocles and the Plague of Modernity" essay, and a cool sheet about oracles. Discussion points: Are you still responsible for a crime if you commit it without intention? Does Oedipus qualify, since he didn't do ALL he could to avoid his fate? Allusion to "Appointment in Samarra" by W. Somerset Maugham while we're at it.

Gifted English IV: Finish "Rime of the Ancient Mariner" in class today. QUIZ TOMORROW!!!

Gifted English II: Tim O'Brien as Author of the Day, which is appropriate since we are reading his "Where Have You Gone, Charming Billy?" in class today. We will be making a transition into Greek drama very soon. . .

Wednesday, August 23, 2006

Advanced Placement Literature and Composition: Reading Oedipus Rex and constructing Cornell notes on the play while reading. Good times.

Gifted English IV: Reading Frankenstein while devouring popcorn. Better times.

Gifted English II: Author of the Day is Margery Kempe; we need to go over the new vocabulary list preparatory to this Friday's vocab quiz. #41-60.

AP Lecture Notes: Sophocles etc.

We begin our study of Greek tragedy with Oedipus Rex, and in order to facilitate our understanding of this play we need to understand a few things.

1. Sleeping with your mom is not a good idea.
2. Nor is having excessive pride and stubbornness.
3. Brooch pins, when wielded by grieving son-husbands, can cause ocular injury.

In other words, this play would NOT make a good pop-up book, although it would be very interesting.

Here are some things we went over in class today:

Aristotilean tragedy is categorized by several elements:

1. The protagonist must be of noble birth.
2. The protagonist must have a character flaw (hamartia) that is often pride (hubris).
3. The play will feature a metaphorical fall from a great height--the protagonist will lose prestige, position, power, and possibly life.

Some Greek dramas adhere to the sense of Aristotilean unities as well--unity of space (one setting), unity of action (one central plot with no subplots), and unity of time (taking place within a 24-hour period.) Sophocles was considered by many of his contemporaries to be a master dramatist, and his Theban trilogy his masterpiece.

Sophocles led a multi-faceted life, serving in the Senate and military and becoming a wealthy landowner. You can read a more thorough biography of him in your anthology, but be sure to ask me about the significance of Oedipus at Colonus used as a defense in a trial held to determine his competence.

The Theban trilogy focuses on the fall of Oedipus and his offspring, and begins with Oedipus Rex (Oedipus the King.) In this play, a plague has descended on the city of Thebes, killing its people, and King Oedipus sends his brother-in-law (uncle, really) to the Oracle at Delphi to determine the cause. The oracle reveals cryptically that the murderer of former King Laios must be brought to justice before the plague can abate, and Oedipus devotes himself to uncovering the murderer's identity only to discover the sordid truth.

In order to read this play from a 21st century perspective, you must adopt what Coleridge called "the willing suspension of disbelief." In other words, you are going to have to accept some outrageous coincidences at face value, and look at a society with different mores with as objective a gaze as possible.

Other elements of note:

Dramatic irony: Ancient Greek audiences did not rely on suspense to carry them through a performance; they already knew the storyline and wanted to see the characters undergo their epiphanies. This form of irony can serve as a substitute for suspense and is integral to understanding Greek tragedy. We already know Oedipus is doomed, and why--our enjoyment/curiosity comes from watching him figure it all out.

Thespis: the first actor; he adapted the Dionysian rituals for performance purposes.

Aeschylus: the innovator who added a second actor, thus creating the opportunity for conflict.

Sphinx: (I drew such an amazing Sphinx on the board! You should see it. And those are forelegs, not anything obscene.) The part-man, part-eagle, part lion beastie who held the city of Thebes in captive thrall for many years.

Oedipus: "swollen foot," which could refer to a congenital club foot or the injury sustained when the infant's feet were pinned together.

Jocasta/Iocasta: his mommy-wife. In other words, time for a psychological complex DELUXE.

Laios: His father and the former king. Oedipus killed him long before this play opens, not knowing his identity.

Kreon/Creon: Jocasta's brother and the man who uncovers what had gone horribly wrong.

Eteocles, Polyneices, Ismene, and Antigone: the inbred offspring of Oedipus and Jocasta. Not good marriage material.

Tuesday, August 22, 2006

Advanced Placement Literature: After a fabulous, award-winning, limited edition lecture on Sophocles, I encourage you to read the introductory essay beginning on page 1247 in your lit anthology to prepare you for the rigors of reading Oedipus Rex. (You might also want to refer to the essays on irony in all of its subtle forms on page 353, as well.) If you missed the fabulousness of the lecture, you can click on the next blog entry for the notes. You will, however, miss my fantastic drawing of the fangorious Sphinx.

Gifted English IV: Quiz on Part I of "Rime of the Ancient Mariner" and chart for the elements of figurative language in the poem as a whole--allusions, visual imagery, auditory imagery, etc. We will work through Part IV today.

Gifted English II: Tragically, today is Underclassperson Picture Day, so half of our class will involve cavorting to the gym for pictures. When we return, a cultural literacy-brain puzzle activity will be followed by an amazing post-it note quiz on "The Cold Equations" by Tom Godwin, pg. 8 of your lit book. If you have not already done so, please make plans to acquire The Count of Monte Cristo by Alexandre Dumas--either the Barnes and Noble paperback edition or the Signet would be the best choices. (Make sure you get abridged, unless you long to read five hundred extra pages repeatedly describing the French countryside.)

Monday, August 21, 2006

AP Literature and Composition: First period will read "Preludes" by Eliot/creative writing opportunity/transition into tragedy. Fourth and fifth will finish "Preludes" and go over the multiple choice sections we forgot to do last week. Actually, not "we forgot," but more like "I forgot/repressed."

Gifted English IV: Coleridge vocabulary; begin "Rime of the Ancient Mariner."

Gifted English II: Vladimir Nabakov as A of D; appositive phrase review for grammar; quick-quiz on non-fiction elements; transition into fiction/genre; HW tonight is to read "The Cold Equations" on p. 8 of the new lit book.

Friday, August 18, 2006

Happy birthday to me. I'm 35 and officially in the Older Demographic (at least according to my insurance company.) At any rate, I am leaving right after sixth period today to go revel with my friends (yes, teachers do have friends) so I won't be available for any college conversations after school. Go hang out at the Latin Club meeting instead.

AP Literature: Eliot, Eliot, Eliot/assign 2nd focus paper and go over rubric. I love Prufrock. Not the man, the poem. If we have time I'd like to look at "Preludes" as well before we start the transition next week into Sophocles.

Gifted English IV: Review "Tintern Abbey" elements and start to shift into Coleridge. If the democratic vote has been so arranged, last 40 of the period for Frankenstein.

Gifted English II: Author of the Day today is Douglas Adams, and then we have an amazing vocabulary quiz opportunity. Our study of non-fiction is going to culminate today in a timed writing assignment of an expository or persuasive nature--your choice.

Thursday, August 17, 2006

AP Literature: Return focus papers. No crying allowed. First period needs to finish looking at Prufrock, and fourth and fifth will go into futher depth. I have critical essays on the poem that I know you are just dying to read. . .

Gifted English IV: "Tintern Abbey" by Wordsworth, followed by a fascinating Romantic deconstruction. Also--do you need a reading day for Frank? We'll take a purely democratic vote.

Gifted English II: Author of the Day is Yukio Mishima. Reminder that you have a vocab quiz tomorrow. We'll finish "On Warts" today and read the non-fiction essay on hair and its customs/significance in the new textbook.

Wednesday, August 16, 2006

Snakes on a Plane comes out in two days!!! Now, I realize that it is not only a rated-R film, but quite possibly a bad one, but I just can't resist the title. I am a fan of intriguing titles; Pride and Prejudice has terrific alliteration, and Heart of Darkness is mysterious and compelling. And then there's Snakes on a Plane--plot summary, yes, but simple, powerful, and direct.

AP Literature: Review multiple choice passages (period one) and dig into "Prufrock," with more Prufrockian depths explored in periods four and five. I drew such an amazing work of art on the board today. Thanks go to Juan for sassing it up a bit with further artistic expression.

Gifted English IV: Frankenquiz, pp. 1-45, followed by distribution of the "Tintern Abbey" writing assignment, which is due Friday.

Gifted English II: Quick-quiz on "RMS Titanic," followed by Mark Leyner as Author of the Day. We dug more into non-fiction, discussed the Nuns in Canada phenomenon, and started Lewis Thomas's "On Warts." Focus papers due today by three p.m.

Tuesday, August 15, 2006

All seniors go to College and Career today. Meet in 313 first and we'll walk over together.

3rd period Gifted English II: Author of the Day will be George Gordon, Lord Byron. Afterward, we will go over the questions from The Stranger and take a look at a cool thing in your textbook. You'll love it; you'll laugh, you'll cry, it's better than Cats.

6th period Gifted English II: Same lesson as third, pretty much, but in addition to the curriculum we also have an emotionally stirring fire drill. Remember to go out the back door of the 300 hall and find safety and shelter in the football stadium.

Monday, August 14, 2006

Welcome to the second week of school! One down, 35 to go!

AP Literature: First muliple-choice practice session. Bring a pencil. You will be reading four passages: two poetic, two in prose. Good luck! Don't panic!

Gifted English IV: Transition from Blake into Wordsworth.

Gifted English II: Give back quizzes and tests, and work through the thought questions on The Stranger. Distribute textbook. Go over literary terms #21-40.

Friday, August 11, 2006

AP Literature: Group discussion of "The Hollow Men" by Eliot; distribute senior newsletter; discuss thematic links between Eliot and Conrad.

Gifted English IV: Finish Romanticism study guide; Blake's "Lamb," "Tyger," and "The Chimney Sweep." First reading deadline for Frankenstein: next Wednesday.

Gifted English II: Author of the Day: Carl Hiaasen. Vocabulary Quiz #1, followed by peer edit of Stranger paper.

Thursday, August 10, 2006

Advanced Placement Literature and Composition: TP-CASTT of "The Hollow Men" and reading among four critical essays on Eliot.

Gifted English IV: Romanticism study guide and a first look at Blake and Rousseau.

Gifted English II: 3rd period will have the sophomore assembly; 6th period will finish the existentialism handout and work on the first focus paper.

REMINDER: Information Society meeting will be tomorrow after school in 313.

Wednesday, August 9, 2006

Our first short day!

Advanced Placement Literature and Composition: Brief discussion on college application essays, followed by a continuation of yesterday's work with Achebe's indictment of the novel. I asked you to bring your summer packet with you so that we could work with the character description of the Accountant. Good times, people. Good times. How's that focus paper coming along?

Gifted English IV: Distribute textbooks and take a look at its layout, followed by a riveting lecture/discussion on Romanticism from 1798-1832.

Gifted English II: Rip through the last vocabulary words together with speed and alacrity; existential thought in a nutshell. Don't forget your first draft, due Friday in class!!! Third period--you will check in with me tomorrow, then go to the Sophomore Class Assembly.

Tuesday, August 8, 2006

Thank you for making yesterday a good, productive day in spite of the air conditioning problems. Hopefully those problems will be rectified by the start of classes today.

AP English Literature: Go over the quizlet from yesterday, a.k.a. Why Ya'll Failed It, and transition into a review of literary analysis tools. I asked you to bring the Foster text with you to help us parse out Conrad, and we may even get to Chinua Achebe's perceptions of the novel.

Gifted English IV: No class today, due to senior assembly. Bring your brain tomorrow, ready to work!

Gifted English II: Check-reading test on Death of a Salesman and The Stranger, followed by review of the first twenty literary terms. We'll finish today with a discussion of existential philosophy leading into our deconstruction of Camus.

The First Day of School: August 7, 2006

Welcome back to Boone High School, team! Here we go:

AP Literature and Composition: Quiz (har har), syllabus, review the requirements for the first focus paper, discuss whether or not Marlow is a reliable narrator. Oh, and that school paperwork that we all have to do on Day One.

Gifted English IV: Distribute Frankenstein, distribute syllabi and other school-related forms, discuss Why We Care About Dead White People. Note: You have a senior assembly tomorrow during this class; report here first and then I will walk you over to the auditorium.

Gifted English II: A veritable river of handouts today--syllabi, literary terms lists, essay assignments, style sheets, and other Fun Things. You have a check-reading test tomorrow in this class on The Stranger and Death of a Salesman. Bring a pencil!!!

The sophomore assembly will be on Thursday during 3rd period.

Also, the first meeting of my club--INFORMATION SOCIETY--will be Friday after school. This is a club for the "intellectually curious" students who would like to usher with the Orlando/UCF Shakespeare Festival, travel to foreign countries, participate in charitable drives, and go to chocolate-making parties. In other words, the best club on campus. There are no dues and everyone is an officer, so I hope to see you after school on Friday!!!

SENIORS ONLY

Dear Class of 2007,

You should have received a letter at home by now, but in the event that you haven't:

You can come to BHS on Friday, August 4, from 2-4 p.m. and do the following:

• Select your locker in the 100 hall (bring a lock)
• Pick up your schedule ahead of time
• Get your parking decal at a kiosk outside the Media Center

Hope to see you there!

Finish your summer reading! Remember--SparkNotes=Evil!

Friendly Summer Reading Reminders

Rising sophomores: Please have The Stranger by Albert Camus and The Death of a Salesman by Arthur Miller read by the first day of school. I'm not above hitting you with a test on Day One.

Rising seniors, Gifted-style: You have a recommended reading list. If you'd like to work ahead, though, I will be distributing copies of Frankenstein on Day One for your first outside reading.

Rising seniors, APee-style: Hopefully you have already re-read Gatsby and read How to Read Literature Like a Professor. Heart of Darkness can be a pip, but you will be profoundly grateful to have read it. Go carefully through that packet before Day One. We have a long, tumultuous journey ahead of us. . .

Thursday, May 4, 2006

TODAY IS THE AP LITERATURE AND COMPOSITION EXAM.

GOOD LUCK TO ALL TESTING CANDIDATES!!!!!!

Whew.

Gifted English IV: Check-reading essay exam on Graham Greene's The Power and the Glory.

Gifted English II: Discussion questions on Schindler's List; read "No News from Auschwitz" by A.M. Rosenthal; "Grass" by Carl Sandburg. Good luck tomorrow on the AP Euro exam, guys!

Wednesday, May 3, 2006

Good luck to all the AP test-takers! Today is AP Calc; yesterday was AP Spanish and Stats; Monday was the AP Language test for juniors. Our AP Lit test is tomorrow. ::squee::

AP Literature: Final review; focus--figurative language. A group will meet for breakfast at Uncle Henry's on South Orange Avenue at 6 a.m. Thursday morning for final reviews. I'll see you there!

Gifted English IV: The Power and the Glory; distribute final exam review sheets.

Gifted English II: After letting some of our colleagues finish their check-reading tests (and some begin) we are delving into the Literature of the Holocaust through the eyes of Thomas Keneally.

Tuesday, May 2, 2006

Reminder for rising AP Lit students: Meeting after school today for summer reading and practice session.

Advanced Placement Literature: Read critical passage from Foster on Beloved and watch the first 25 minutes of the film.

Gifted English IV: Finish O'Connor, begin final writing assignment. Assessment on The Power and the Glory by Greene will be Thursday.

Gifted English II: Check-reading tests on Crime and Punishment, Notes from the Underground, or Utopia. You'll thank me later. Really.

Monday, May 1, 2006

This afternoon will be the first in the series: AP Lit 2006-2007 Meetings! Be here in 313 after school for a session going over the summer reading packet and a sample multiple choice test.

AP Literature: Review, and work on Beloved paper. Due May 8th (unless you are taking the AP Physics exam that day. . .)

Gifted English IV: "My Oedipus Comlex" by Frank O'Connor

Gifted English II: Finish poems from Friday, and read Anne Sexton's "Cinderella." Please bring your novel with you tomorrow for the check-reading test.

Friday, April 28, 2006

Ushering tonight at 7!

Advanced Placement Literature and Composition: Final review for the AP test and discussion of Beloved.

Gifted English IV: Finish the D.H. Lawrence story and start reviewing for the final exam.

Gifted English II: The long-awaited Poetry Coffeehouse! Poetry reading with cocoa, bongo drums, and cool lighting effects, all period!

Thursday, April 27, 2006

NOTE: If you need a final push for community service hours, we are ushering this Friday night and next Friday night at the lake. The show is Julius Caesar and you will earn six hours plus admission to the play for free. See me if you have any questions.

NOTE NOTE: I have comm. serv. letters ready to go. . .see me if you need one for either OSF or the Writing Center.

AP Lit: I've prepared packets for each of you that summarize the major themes and texts of the entire course. Today we're going to go over it briefly and then you may work on your Beloved paper if we have time left over.

Gifted English IV: Rough drafts of the Paper That Just Won't Die and prepare for Victorian lit quiz.

Gifted English II: Start of period: Listen to "Richard Cory" by Simon and Garfunkel and analyze the lyrics with respect to the original poem; end of period, Elements quiz.

Wednesday, April 26, 2006

Whew! Early day! Goodness. We have just a little farther to go. . .

AP Lit: In the anthology, we're taking a look at "The Things They Carried" by Tim O'Brien.

Gifted IV: Senior brag sheets are due today. Oh, and please read pp. 783-800 in the lit book.

Gifted II: Finish EduSoft and read "Richard Cory" by EA Robinson.

Tuesday, April 25, 2006

AP Lit and Composition: Go over the multiple choice passages, and then distribute your AP Practice sessions for review. I've copied sample essays for each of the three prompts, and we're going to take a good look at them in class today.

Gifted English IV: Finish Lawrence.

Gifted English II: Argumentation strategies and the EduSoft reading assessment for the district.

Friday, April 14, 2006

We did even more stuff.

Monday, April 24, 2006

AP Literature and Composition: Multiple choice final session--practice test ii in Book Six, questions 1-43. The first is a poem by Richard Wright, the second a prose passage from Eliot's Middlemarch, the third a cool selection from Shakespeare's Troilus and Cressida, and the fourth an excerpt from The Awakening by Chopin. Good stuff.

Gifted English IV: "The Rocking-Horse Winner" by DH Lawrence.

Gifted English II: Strategies of argumentation, and The Elements of Style.

Thursday, April 13, 2006

We did some more stuff.

Wednesday, April 12, 2005

We did some stuff.

Tuesday, April 11, 2006

Advanced Placement Literature and Composition: Reading day for Beloved; we will have a quiz on Thursday. Use your supplemental reading questions to guide and inform your close reading of the text.

Gifted English IV: Keats. He will amaze you.

Gifted English II: We're going to read over a sample of a commentary in class today and take a close look at the rhetorical strategies used in persuasive writing.

Monday, April 10, 2006

Advanced Placement Literature and Composition: Go over multiple choice passages for "Man with a Hoe" and the prose piece about hunting; deconstruct prompts for FRQs and literary passages. You need to have read through Beloved, page 195, by Thursday of this week, and I will give you reading time in class tomorrow to ameliorate that load.

Gifted English IV: Jumping back into Shelley and making the transition into Keats.

Gifted English II: Finish analysis of "The Highwayman" and distribute the assignment for the controversial commentaries; begin "Wreck of the Edmund Fitzgerald." Be sure to make your appointment to utilize the Writing Center at some point before April 19.

Friday, April 7, 2006

Today is the Boone Art Festival. See previous rant for my opinion on class interruptions.

That said, I will take second period for part of the class. I am not taking AP or the sophomores--we have too much to do.

Advanced Placement Literature and Composition: Practice multiple choice session, featuring a very disturbing prose passage (that might remind you of our discussion in class yesterday) and Markham's poem "Man With a Hoe," based on this painting by Millet.

Gifted English IV: Continue discussion of Shelley's "West Wind" and go to the Art Festival.

Gifted English II: 3rd period: Share prepositional poems and listen to "The Highwayman."
6th period: Finish discussion of "Highwayman" and create prepositional poems.

Thursday, April 6, 2006

Advanced Placement Literature: Discussion on Beloved centered on the difference between "ownership" and "possession."

Gifted English IV: "Ode to the West Wind."

Gifted English II: 3rd period--discussion of new SAT policy and prepositional poem; 6th period; introduction to the ballad with "The Highwayman" by Sir Alfred Noyes.

Rant

Today is Student/Teacher Exchange Day.

I do not support Student/Teacher Exchange Day. And here's why: Years ago, this was a terrific opportunity to let students see what being a teacher was really like; it was meaningful and helpful for kids contemplating careers in education. Over the past six years or so, it has morphed into a day of frivolity and hijinks, by and large, through which a small cadre of popular kids, drunk with power, belittle and toy with their peers. The day they started letting the kids exchange with administrators was the beginning of the end.

Granted, some people still take the opportunity seriously, but I think it's just another distraction in a woefully packed grading quarter.

And to be completely honest and fair, I stopped supporting it three years ago when a particularly snarky kid gave me a detention and refused to treat me as an adult. When the administrator I complained to supported the student and not me, I mentally withdrew from the activity for once and for all.

While I'm on a rant, be warned: I REFUSE TO SIGN ANY MORE FIELD TRIP FORMS. THIS IS APRIL; THERE SHOULD BE NO FIELD TRIPS; YOU HAVE AP TESTS IN LESS THAN A MONTH. Of course, I can't stop you, nor would I from a state championship or the like, but some of the garbage I've been asked to give permission for lately is just ridiculous. I will not give my tacit approval of an excuse to leave class to go to the zoo or a theme park. NO. DON'T EVEN ASK ME.

Why am I being difficult? Because I chose to dedicate my life to the pursuit of education, and I live to make my class entertaining and relevant, and it kills me when someone bops into my room and says, "If we're not doing anything important today, can I. . ."

Wednesday, April 5

TODAY IS THE FIRST ROUND OF THE AP PRACTICE TEST.

I will be hosting in the Media Center; Mrs. Covert will host next Wednesday afternoon, same location. Bring a pen and your brain.

2 hours=3 essays.

Today in class:

AP Literature: Quiz on Beloved, pp. 1-87. There are four questions; select any two to address.

Gifted English IV: From Coleridge to Shelley; "Ozymandias." The original Ozzy!

Gifted English II: Shelley to Updike; a look at the impermanence of things through both Shelley's sonnet and "Ex-Basketball Player."

Tuesday, April 4, 2006

Advanced Placement Literature: Today we’re going over the timed writings after we tear apart that prompt and review student-generated texts. This one was an easy prompt based on two exceedingly challenging poems, so I’m curious to see how you react to our in-class deconstruction.

Gifted English IV: We’re going to work through the “Rime” analysis in class today.

Gifted English II: Poetry, in all of its myriad, intricate wonders. I love poetry. I hope you will, too.

Monday, April 3, 2006

Advanced Placement Literature and Composition: A few people made up the timed writing today, while others read Beloved--you have a quiz on the first 87 pages of this novel on Wednesday. Tomorrow--go over the timed writing and peer edit.

Gifted English IV: We finished "Rime" today and will analyze tomorrow.

Gifted English II: We finished the story in the yellow text and talked about jargon and use of language. Please continue reading in your chosen novel. . .

The Week that Wasn't

Again, and hopefully for the last time, ever, I have to ask forgiveness for my slackitude.

National Boards is FINISHED! (Well, I test in June, but the box is mailed in. . .)

So this is what we did last week! Amazingly enough, I still managed to do some teaching, old-school style:

AP Literature: In addition to reading Toni Morrison's Nobel Prize address, we looked at key questions related to the opening of her novel Beloved and completed a multiple choice practice session and timed writing. Also, we went over the dramatic monologue and deconstructed "Porphyria's Lover" by Browning. A good week, by all accounts. . .

Gifted English IV: We took two quizzes on Romanticism, read "Tintern Abbey" by Wordsworth, and began "The Rime of the Ancient Mariner" by Coleridge after thoughtfully exploring the imagery of "Kubla Khan" through a pop-up book version.

Gifted English II: "The Limits of the Envelope" by Tom Wolfe grossed us out, and we worked on our review writing techniques by analyzing the tart words of The New Yorker's Anthony Lane. Oh, and some other stuff. . .

Friday, March 24, 2006

I am not at my best today--call it National Boards Sleep Deprivation. Apologies all around, especially to Mr. AJVB, to whom I was fairly caustic in first period.

Here's what we did:

AP Lit: Badly executed quiz on The Orchid Thief and discussion of various things Floridian. It went mostly well near the very end.

Gifted English IV: Teeny quiz on Romanticism, followed by "The World is Too Much With Us" by Wordsworth.

Gifted English II: HW for the weekend: Bring in a review of a cultural text for collaboration and review on Monday. Today, we went over puns, the outside reading assignment, the need to sit in a decent fashion in today's clothing, lemurs, long Welsh town names, Poem of the Day, and the need to embrace controversy as a writing subject. Congratulations to Savannah for being published in New Voices courtesy of tomorrow's Orlando Sentinel!!!

For the record, here is the name of the town I love so much in Wales: Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch

Thursday, March 23, 2006

Be nice to Stu. I am working on the very tail-end of my boards.

AP Lit: Read the passage from The Orchid Thief by Susan Orlean.

Gifted IV: Finish the Romanticism study guide; quiz tomorrow.

Gifted II: John Steinbeck sentence modeling passage from Cannery Row.

Wednesday, March 22

AP Literature and Composition: Go over yesterday's timed writings; I would like each of you to read at least two other student essays before we resume with whole-class discussion. Also, I plan to introduce The Orchid Thief text today.

Gifted English IV: One more poem by Blake, and a good start on the Romanticism guide you will work on tomorrow.

Gifted English II: We're going to look at one more piece of non-fiction, "A Whole Society of Loners and Dreamers," in the yellow text, before we launch into our mini-unit on review writing. Your written review will be Focus Paper #2 for the quarter, and will center on a cultural text (CD, film, book, lecture. . .)

Tuesday, March 21, 2006

Still recovering from jet lag over here, but hey. . .

Advanced Placement Literature and Composition: Timed writing connected to the AP exam FRQ-style question. Hopefully you will write about something connected to Jane Eyre and WSS.

Gifted English IV: Finish Romanticism lecture/discussion, complete with cartoons, and go into the study guide with the textbook.

Gifted English II: Bring your lit book! We're reading about warts. Good times. (Actually, it's not only about warts. . .it's a metaphor.)

Monday, March 20, 2006

Long time, no post! The past two weeks have been frenetically busy, but very rewarding. To wit: I just flew back from England, Scotland, and Wales with a fantastic group of students after having spent Spring Break exploring art, literature and history amid the freezing cold. It was wonderful, but it's hard to re-acclimate to Florida and its more tropical feel.

Grades have been posted, and if you are still in arrears or owe me make-up work, please see me ASAP or e-mail me at hilleyj@ocps.net.

Advanced Placement Literature and Composition: Please acquire a copy of Beloved by Toni Morrison for our next major reading assignment, and prepare for a timed writing in class tomorrow. Today--discussion of revisionism and a close reading of Rhys's Wide Sargasso Sea, part III. Coming up: a quick look at postmodern lit with The Orchid Thief by Orlean.

Gifted English IV: The most linear class we've ever had--lecture/discussion on Romanticism.

Gifted English II: Assign next outside reading; select one of the following: Notes from the Underground or Crime and Punishment by Dostoevsky or Utopia by Sir Thomas More.
Your focus paper on Othello (assignment: defend Iago!) is due Friday; five extra points if you visit the Writing Center between now and Thursday before submitting your paper for review.

Welcome back to the fourth quarter!!!

Friday, March 3, 2006

Advanced Placement Literature: Donne and Marvell.

Gifted English IV: "Rape of the Lock" by Pope and Heroic Couplets.

Gifted English II: Quizlet on Othello; continue Act IV.

Thursday, March 2, 2006

AP Literature: Metaphysicals and verbal introduction to Beloved.

Gifted English IV: "Top of the Food Chain" by T.C. Boyle.

Gifted English II: Act IV, scene i--be ready for a quizlet tomorrow. . .

Wednesday, March 1, 2006

AP Literature: Questions for Jane Eyre and Guidance Newsletters.

Gifted English IV: Finish "Modest" and answer questions.

Gifted English II: Act III quiz and Act III discussion questions.

Tuesday, February 28, 2006

Another month, whisked away into the abyss. . .my, time is passing!

Note to those accompanying me to England, Scotland, and Wales--WE LEAVE NEXT FRIDAY! BOOYAH!!!!

Now, to be serious once more. . .

This is the second day of FCAT Testing. The schedule today is as follows:

Periods 1,2,3 (3 will probably be elongated), then 4. . .then periods 1 and 2.

AP Literature: You rec'd your final paper assignment of the quarter; come by today to pick up the documentation/works cited sheet if you don't have me in class due to the schedule switch. Read Jane Eyre. Read it like a fiend. You need to finish that book this week.

Gifted English IV: Outlines go back tomorrow; rough drafts due next Wednesday. We will do the final draft of the research paper immediately after Spring Break, so don't panic. Also, today--you are getting your next outside reading. It's amazing and will change your life.

Gifted English II: I hope you come by this morning to pick up a doughnut! 48 of them from Bakery Pus, sitting here in opened boxes. . .wait, no. . .47. . .no, 46. . .oh, there goes the diet.

In sixth today, final decon of FCAT and resumption of Othello. I love you guys. You complete me (::tear::).

Monday, February 27, 2006

FCAT Week-- a week of joy for many of you. Good luck, everyone!

Advanced Placement: You need to be advancing rapidly through Jane Eyre; today, we are going to review the John Donne passage from the practice test and look at the first poetic passage.

Gifted English IV: Your outlines are due by 3 p.m. Today, we finish the "Plague" and get ready to see Jonathan Swift's vision of satire for this age. It's really disturbing. . .

Gifted English II: I won't see third period, but I will see many of you during sixth. After we deconstruct the FCAT experience, we'll go deeper into the mysteries of Othello. . .

Catching up. . .

The more entrenched in finishing my National Boards portfolio, the more I find myself abandoning other elements of my life--such as this blog. Here is a long-overdue update from the past week:

WEDNESDAY, FEBRUARY 22

Advanced Placement Literature and Composition: Assign creative writing response to Jane Eyre in which you "become" Bewrtha Mason Rochester and work through the questions from yesterday.

Gifted English IV: Finish "Pepys" and get ready for the transition into Defoe.

Gifted English II: Othello, Othello, Othello. . .and a vocab quiz!

THURSDAY, FEBRUARY 23

Advanced Placement: Multiple Choice Practice Session--Test 3 from the Cliff text.

Gifted English IV: The plague, the plague. . .

Gifted English II: Othello, Act II.

FRIDAY, FEBRUARY 24

AP: Share Bertha stories and go over multiple choice.

GIV: "Journal of the Plague Year"

GII: Pop quiz on Act II and finishing up Act II, scene iii.

Tuesday, February 21, 2006

Advanced Placement Literature and Composition: Jane Eyre character analysis of Richard Mason. We are going to tear apart a passage and conduct a syntactical analysis.

Gifted English IV: I am very unhappy with eight of you; UNCOOL.
Samuel Pepys and Journalistic Shorthand--the Rigors of Gifted English IV.

Gifted English II: Othello; review Act I vocabulary and the content of the play thus far; short writing assignment; return memoirs and allow for resubmits.

Monday, February 20, 2006

So apparently there is no school today.

Darn!

I love school!

See you tomorrow. . .

Friday, February 17, 2006

Advanced Placement Literature: Jane Eyre. Please have read through Chapter 25 by Tuesday for discussion and close reading of the text.

Gifted English IV: Okay, who decided it was a senior skip day? THERE IS NO SUCH THING. IT IS A MYTH CREATED BY LAZY STUDENTS.

Besides, you have a deadline--30 notecards due by 3 p.m.

Gifted English II: Othello, Act I, scenes i and ii.

Thursday, February 16, 2006

AP Literature: Leading questions and themes for Jane Eyre; last of creative presentations.

Gifted English IV: "Diary of Samuel Pepys."

Gifted English II: Introduction to Othello; wrap up of Lupercal projects.

Wednesday, February 15, 2006

Welcome to Lupercal, the anniversary of the ancient Roman fertility festival in which athletic events and nude running supposedly symbolized the propogation of the Roman race.

Today should be very, very interesting.

AP Literature: Presentation of Keats projects. We may get through them all; we may not. Let's see how it goes!

Gifted English IV: Last day in the Media Center.

Gifted English II: Lupercalian Festival (no nudity!) Each group will present an aspect of Ancient Roman Life. We did this project two years ago, and due to the room shift last year had to axe it out of the curriculum (that, and TSI). Let's try it again! We may or may not get through all the groups.

Tuesday, February 14, 2006

Sorry for the delayed post! VDay always messes up my thinking patterns. This entry will read more as a "what we did" than "what we're going to do" but I hope you will still find it helpful.

AP English Literature and Composition: Read Jane Eyre through Chapter 22, preparatory for an intensive discussion/activity in class Thursday. Your Keats project is due tomorrow.

Gifted English IV: Finish Restoration study packet, and discuss "The Haves and the Have-Nots." Your first major research paper deadline is this Friday--the notecards are due. I remind you that you CANNOT GRADUATE without completing the senior paper.

Gifted English II: Oh, I love you guys. We videotaped both classes for NBPTS and had a discussion on reputation as an introduction to Othello. Fantastic. I also gave each of you the Act I content vocabulary. Lupercal is tomorrow!

Monday, February 13, 2006

Advanced Placement Literature and Composition: Wordsworth timed writing analysis and College Board comparison; take another look at "The Cormorant."

Gifted English IV: Finish Restoration Study Guide; review vocabulary of Pepys; introduce Samuel Pepys.

Gifted English II: VIDEOTAPING FOR NBPTS: Introduction to Othello; discussion, journal, and notes. We will discuss the memoir assignment in more detail tomorrow in class.

Friday, February 10, 2006

AP applications were due in Guidance yesterday, but if you were absent, see me.

AP Literature: Evaluate the tone in the Bronte/Southey passages and look at "The Cormorant" and the Falstaff passage.

Gifted English IV: Restoration Study Guide, and submit the written questions for R and G Are Dead. Outside reading coming soon!

Gifted English II: Finish Julius Caesar film broadcast and allow third period's groups to meet.

Thursday, February 9, 2006

Advanced Placement Literature and Composition: Abnia, Rachelle, Andy, Clayton, and Mark need to take the make-up quiz for Jane Eyre. We will work on the multiple choice passages today and look at strategies for answering these complicated questions, in addition to checking status on creative projects and reading.

Gifted English IV: Back in the classroom today; we're reading a film review by Roger Ebert and wrapping up concepts from the extended Hamlet unit. We're also making the shift into the Age of Reason; you will need your textbook each day until further notice.

Gifted English II: Finish watching Julius Caesar and meet with groups to coordinate Lupercalian effort next week.

Wednesday, February 8, 2006

Now that the FCAT Writes! is behind us. . .

AP English: Jane Eyre quiz that I mistakenly thought we were taking yesterday, and then go over the multiple choice section we did yesterday with the answer key. A thousand thanks to Abnia for my awesome disco balls. No thanks to Mark for flinging pencils into the ceiling.

Gifted English IV: Media Center; work on note cards for research paper.

Gifted English II: After 3rd period has a chance to vent about yesterday, and then go over the upcoming memoir assignment, we're watching JULIUS CAESAR!!!!!!

Tuesday, February 7, 2006

Today is the FCAT Writes! Seniors--this should not affect you at all, except that the bells may not ring from period to period. Third period students: I will miss you terribly.

Advanced Placement Literature and Composition: Jane Eyre quiz and practice prompt.

Gifted English IV: Go over research paper requirements and wrap up issues from R and G; finish film.

Gifted English II, period 6: Feedback from FCAT Writes! experience, and planning for Lupercal.

Monday, February 6, 2006

Welcome back to a coooold week in Florida! Afternoons should be nice, but mornings darned cold. Plan accordingly and please remember NOT to wear hats indoors. . .

Advanced Placement Literature and Composition: Finish reviewing Romanticism notes and discuss the JE questions from Thursday; I'll give you the last twenty to read for tomorrow's Chapters 11-16 quiz.

Gifted English IV: Finish reading R and G and address questions on the play.

Gifted English II: Final pep talk prior to FCAT Writes! and group meetings for Lupercal Festival. Also, I need to go over the protocol for videotaping with each class.

Friday, February 3, 2006

Advanced Placement Literature and Composition: Romanticism creative project assigned; look at timed writings from last quarter with College Board assessments. We will also discuss and go over the Jane Eyre questions you were to answer yesterday.

Gifted English IV: Finish Rosencrantz and Guildenstern Are Dead and discuss implications of the text.

Gifted English II: Julius Caesar timed writing.

NOTE: I had the sub distribute permission slips to you yesterday for filming; I probably won't film more than two classes, but I need documentation if it's permissible for you to be taped for National Boards. Please bring those slips in as soon as possible.

OTHER NOTE: There are many of you who need to finish make-up work. Please see me as quickly as you can so we can fill in those empty holes and bring your averages back up.

Thursday, February 2, 2006

Happy Groundhog Day! What a delightful day for Puxsatawney Pete. Or Phil. Or Bob. Whatever they name that gopher. . .

(I love the film Groundhog Day, with Bill Murray. Highly recommended. You will never listen to "I Got You, Babe" the same way again.)

I'm on campus today, but working in a different capacity, so you will have a substitute instructor. That said, I could pop in at any moment, stiff with inertia and bored beyond belief away from the precious ones I call students, so don't act up. Your sub will guide you through the merry halls of Knowledge and Fine Living just fine without me.

AP Literature: Miss Bronte, Miss Bronte--I gave each of you some background information about Haworth, the boarding school Charlotte Bronte attended with her brother and sisters. Now that you have read through the Lowood account in Jane Eyre, how do you see Bronte's verisimilitude? Is this a romanticized autobiography? You will look at these and other equally compelling questions in today's class.

Gifted English IV: After a little quiz on R and G, continue with R and G. If you are good you can watch more of the film version for the last twenty minutes of class.

Gifted English II: Julius Caesar Unit Test, followed by the E.B. White memoir "Once More to the Lake." Remember the duck principle--if you look like a duck and act like a duck, I have to assume that you are a duck. Therefore, if you look like you're cheating and act like you're cheating, I have to assume. . .

Be good! I will see you all tomorrow!

Wednesday, February 1, 2006

Welcome to Standardized Testing Month! (Well, for the sophomores, anyway.)

Next Tuesday, you will all take the FCAT Writes! exam during periods 1, 2, and 3. Please check the schedule on the board to ascertain which room you will be testing in.

At the end of the month, the entire schedule will be adjusted so that a significant number of BHS students can take the FCAT itself--reading and math. I'll post that schedule as soon as it is publicized. It will not affect AP classes.

Speaking of which. . .

Advanced Placement Literature and Composition: After our Jane Eyre quiz, I'd like to take some time to discuss the "out-of-body" essay on Keats, and engage in some bildungsroman reflections of our own. Also, we have a creative project coming up. . .

Gifted English IV: Back to Rosencrantz and Guildenstern Are Dead. Quiz tomorrow!

Gifted English II: Julius Caesar "scavenger hunt" and sign up for Lupercalian Festival. JC objective test tomorrow--bring a pencil!

Tuesday, January 31, 2006

Advanced Placement Literature and Composition: Today, after we discuss a few elements of Jane Eyre, I am giving you the period to find a shady spot and read. Each of you will be given a reading pass; you MUST be reading or the administration will deal with you in a humorless fashion and prevent future reading opportunities. You may stay in my room or find a spot on campus (NOT Panera) and read this amazing Gothic novel.

Gifted English IV: Media Center to work on the research paper.

Gifted English II: Your focus papers are due today; in class, we are wrapping up the play and preparing for our Julius Caesar tests. Yes, tests. Plural. You can do this.

Monday, January 30, 2006

REMINDERS: Sophomores have a focus paper on JC due tomorrow by 3 p.m. Don't forget! The assignment is posted here on this blog if you've lost your handout. The Writing Center is open both lunch shifts today to assist you.

Advanced Placement Literature and Composition: We're finishing our discussions on Mr. Keats today, with critical essays to supplement our view. Questions on Keats and discussion on elements of Jane Eyre--how does Bronte, essentially a Victorian, embody the same Romantic ideals as her poetic compadres? Remember that chapters 1-10 of JE are due Wednesday.

Gifted English IV: R and G Are Dead, and a one-question quiz. Tomorrow we meet in the Media Center to work on the research paper, so be sure that you have already acquired your note cards. I will have some tomorrow for the low, low price of a dollar each. Well, not a dollar.

Gifted English II: Finish Act IV of Julius Caesar, hand back graded assignments, and discuss the final aspects of your focus paper. The FCAT Writes! test is coming up soon (as in next week) and we also need to address the particulars of your writing task for that assessment.

Friday, January 27, 2006

AP Lit: Keats, Keats, and More Keats. Good times.

Gifted II: Julius, Julius, and More Julius. Also--good times.

Gifted IV: Oy, vey. We're now going to the Media Center on Tuesday. Today--Stoppard, Stoppard and More Stoppard.

Thursday, January 26, 2006

Advanced Placement Literature and Composition: 1st period: Distribute resource information from yesterday,and do journal entry regarding Keats. Follow-up with transitional information on Keats re: "Nightingale."

Gifted English IV: Continue with R and G Are Dead. Media Center dates to be updated soon.

Gifted English II: Memorizations for Julius Caesar are due today. Good luck, all!

Here is the A+ speech, for your delectation: (Courtesy of Act I, scene ii of JC)

I know that virtue to be in you, Brutus,
As well as I do know your outward favor.
Well, honor is the subject of my story.
I cannot tell what you and other men
Think of this life; but, for my single self,
I had as lief not be as live to be
In awe of such a thing as I myself.
I was born free as Caesar; so were you:
We both have fed as well, and we can both
Endure the winter's cold as well as he:
For once, upon a raw and gusty day,
The troubled Tiber chafing with her shores,
Caesar said to me 'Darest thou, Cassius, now
Leap in with me into this angry flood,
And swim to yonder point?' Upon the word,
Accoutred as I was, I plunged in
And bade him follow; so indeed he did.
The torrent roar'd, and we did buffet it
With lusty sinews, throwing it aside
And stemming it with hearts of controversy;
But ere we could arrive the point proposed,
Caesar cried 'Help me, Cassius, or I sink!'
I, as AEneas, our great ancestor,
Did from the flames of Troy upon his shoulder
The old Anchises bear, so from the waves of Tiber
Did I the tired Caesar. And this man
Is now become a god, and Cassius is
A wretched creature and must bend his body,
If Caesar carelessly but nod on him.
He had a fever when he was in Spain,
And when the fit was on him, I did mark
How he did shake: 'tis true, this god did shake;
His coward lips did from their color fly,
And that same eye whose bend doth awe the world
Did lose his lustre: I did hear him groan:
Ay, and that tongue of his that bade the Romans
Mark him and write his speeches in their books,
Alas, it cried 'Give me some drink, Titinius,'
As a sick girl. Ye gods, it doth amaze me
A man of such a feeble temper should
So get the start of the majestic world
And bear the palm alone

Why, man, he doth bestride the narrow world
Like a Colossus, and we petty men
Walk under his huge legs and peep about
To find ourselves dishonorable graves.
Men at some time are masters of their fates:
The fault, dear Brutus, is not in our stars,
But in ourselves, that we are underlings.
Brutus and Caesar: what should be in that 'Caesar'?
Why should that name be sounded more than yours?
Write them together, yours is as fair a name;
Sound them, it doth become the mouth as well; W
eigh them, it is as heavy; conjure with 'em,
Brutus will start a spirit as soon as Caesar.
Now, in the names of all the gods at once,
Upon what meat doth this our Caesar feed,
That he is grown so great? Age, thou art shamed!
Rome, thou hast lost the breed of noble bloods!
When went there by an age, since the great flood,
But it was famed with more than with one man?
When could they say till now, that talk'd of Rome,
That her wide walls encompass'd but one man?
Now is it Rome indeed and room enough,
When there is in it but one only man.
O, you and I have heard our fathers say,
There was a Brutus once that would have brook'd
The eternal devil to keep his state in Rome
As easily as a king.

Wednesday, January 25, 2006

Due to tapping for National Honor Society, first period AP will not run as previously scheduled. Congratulations to the newly inducted students.

Advanced Placement Literature and Composition: (5th period)--Supplemental handouts on Jane Eyre: 2 biographical pieces on Charlotte Bronte (one written informally about her life and influences and one written more specifically about her struggles in boarding school), content vocabulary from the novel (160 words defined for you of varying levels of diction) and a character list (warning: may contain spoilers!) After further discussion of "Urn," compose a journal entry addressing either question 6 or question 7 on the Keats handout.

Gifted English IV: Further reading and discussion R and G Are Dead.

Gifted English II: Work session. You may work on your memorization of Shakespearean text, develop a draft for your JC essay, or read ahead into Act IV of the play while I confer individually with you regarding next year's schedule.

Note: One of our sophomore friends lost her mother last night after a lengthy battle with cancer. The student will be out of third period for a few days more; a few of you have already volunteered to give her notes and help her catch up when she returns to us, but if you have a moment and want to keep her in your thoughts that would be lovely. Her return to school may pose a challenge for her, so let's be supportive. Thanks.

Tuesday, January 24, 2006

Advanced Placement Literature and Composition: Dipping back into Keats--reviewing "On First Looking into Chapman's Homer" and "Ode on a Grecian Urn" with questions; transition into "To a Nightingale" preparatory to work with the most gorgeous novel ever written (or one of them): Jane Eyre.

Gifted English IV: We're picking up with Rosencrantz and Guildenstern Are Dead, Act I, page 14, before taking a quick-quiz on absurdist theater.

Gifted English II: 3rd period: Go over the essay assignment, due next Tuesday, and make the transition into Act IV of Julius Caesar. 6th period: Act III, scene ii--the speeches, with comparison/contrast between rhetorical modes. Reminder to sophomores: Please come find me before or after school or during lunch if you need help with your schedule. I can help you Wednesday in class, as well.

REMINDER TO ALL CONCERNED: Tonight is AP Night in the Media Center. If you have questions about Advanced Placement courses, plan to attend or send a family member on your behalf.

SENIORS ONLY: Financial Aid Night is Thursday night in the auditorium. Guest speakers will be on hand to present information and help you fill out the mysteriously difficult FAFSA form.

Sophomore Focus Paper

I'm handing this assignment to you on Tuesday, but here's a preview for your web-reading types.

Gifted English II
Paper Assignment: Julius Caesar
Due Date: Tuesday, January 31, 2006

Select one of the following topics to address in a brief (350-400 word) well-organized essay. Essays must be typed, double-spaced, with draft work attached in order to receive credit; do not consult outside sources, but rely on your original analysis of the play to support your assertions. Underline or italicize your thesis statement. Papers that have been taken to the Writing Center will be awarded an additional five points.

NOTE: The proper format for quoting material from a play is as follows: “Speak, hands, for me!” (III, i, 214). The act is a capital Roman numeral, followed by the scene, denoted by a lower-case Roman numeral, followed by the line number(s) in Arabic numerals. Punctuation follows the parentheses. We’ll go over the proper method for quoted material in class, and you can reference your handy copy of The Elements of Style as well.

This essay is due by 3 p.m. on Tuesday, January 31. If you are absent on that day, make arrangements to have your paper faxed to Boone at 407.897.2466, attention Hilley, or e-mailed to me by the requisite deadline. Faxed papers will not be penalized; e-mails will face a ten-point penalty, since I then have to print the darn thing for you. Do not bring me a disk. Do not bring me excuses. Just do it.

You will be given time in class on Wednesday to develop a draft.

Topic Choice #1: Evaluate the role of Marcus Brutus as a tragic hero. What are his flaws? His strengths? How does Shakespeare characterize him, thus bringing a figure from history into a fictitious context?

Topic Choice #2: Assess the use of rhetorical strategies on the part of the speakers in this play, and do not rely solely on the speeches in Act III. What figurative devices are used throughout the play in dialogue? What commentary, if any, does Shakespeare seem to offer on the power of oratory?

Topic Choice #3: The concept of appearance vs. reality is a dominant theme throughout Shakespearean literature. How does this concept appear within this play? What characters present themselves in one light, but truly embody sharply different traits? What elements of deception and duplicity emerge as significant references throughout the play? How does appearance vs. reality serve as a catalyst for conflict within the play?

Monday, January 23, 2006

For students in ninth, tenth, and eleventh grades (and some unfortunate seniors) this week is Registration, when you select your classes for next year. I will be available before and after school and during A lunch to help you with your schedule on most days--see me if you need individualized assistance selecting next year's classes.

AP English Literature: Frankenquiz and more Keats. I know you can't wait.

Gifted English IV: We're going over the research paper packet and continuing with R and G Are Dead, page 17.

Gifted English II: Elements of Style quiz, after which we delve back into the wondrous mysteries of Julius Caesar.

Friday, January 20, 2006

Hard to believe that January is almost behind us, but here we are. . .

We had 51 clients in the Writing Center on Thursday; all consultants, be on standby just in case.

AP Lit: John Keats.

Gifted IV: Introduction to Tom Stoppard and CW for Hamlet.

Gifted II: Elements of Style review, and more JC--including a Venn Diagram approach to deconstructing Act III, scene ii. We need to schedule registration chats, as well.

Thursday, January 19, 2006

Advanced Placement Literature and Composition: After we finish the Frankenstein questions and collect the focus papers, we are going to turn our attention to John Keats's sonnets.

Gifted English IV: Hamlet Unit Test

Gifted English II: JC Vocabulary Quizlet, followed by a parts of speech review and Julius Caesar, Act III, scene i for dramatic re-enactment.

Wednesday, January 18, 2006

So many student birthdays in the month of January!!! Happy birthday to all of you who are celebrating this month.

NOTE: The Writing Center is open during A and B lunch; APees might want to take advantage of it.

AP Literature and Composition: 1st period gets 15 minutes of Young Frankenstein, the satirical look at the Frankenmyth as re-interpreted by Mel Brooks. Both classes will look at some fairly complicated text questions about Frankenstein and will start forging connections between the Gothic novel and Romantic poetry. Next up: John Keats and a creative project. Friendly reminder: You have a focus paper due tomorrow. Thanks for shopping with us.

Gifted English IV: Review for Hamlet Unit Test, to be administered tomorrow or Friday, depending on when we finish the review. Also, I will give each of you a copy of Tom Stoppard's hilarious play Rosencrantz and Guildenstern Are Dead.

Gifted English II: After going over the first five rules in The Elements of Style, we're jumping back into Julius Caesar and using the Act II questions to guide our thinking. Content vocabulary quiz is tomorrow, and it has amazing clip art. Really.

Oprah Contest

Today, January 16, Oprah unveiled the topic for her national essay contest. This essay is open to all high school students and features the Elie Weisel memoir, Night. Her essay contest requests that you write on this topic: Is Night relevant today? Specific forms for the contest can be found at www.oprah.com and can be downloaded with Adobe.

I will have a hard copy available at school, and I encourage you to enter!

Tuesday, January 17, 2006

Welcome back after a three-day weekend. Yesterday the nation celebrated a holiday honoring the civil rights activism of Dr. Martin Luther King, Jr. Dr. King preached non-violence as a means for social change, and without his efforts civil right in our nation, while still needing work, would probably not be as advanced as they are. I hope you took a moment of reflection over these issues this weekend. Furthermore, I hope that as this weekend progressed, each of you had an opportunity to come to terms with some of the more horrific elements of the last week--the death of a BHS student, the shooting death of a middle-school student at a nearby school, and the regular parade of woe that is our area's police blotter. May this week be a positive and meaningful one for all of us.

Advanced Placement Literature: After watching the "it's alive!" sequence from the satirical film Young Frankenstein, we are going to look at another Romantic poem in your lit anthology: "Lines Composed a Few Miles Above Tintern Abbey" by William Wordsworth. Reminder: your focus papers are due Thursday, and I would strongly suggest that you avail yourselves of The Writing Center.

Gifted English IV: After finishing Hamlet today, we are going to review for the Hamlet unit test.

Gifted English II: I have a few linguistic issues to discuss with you, from the dishonesty in A Million Little Pieces to the significance of writing, before we look at Chapter One of The Elements of Style and then transition back into Act II of Julius Caesar. Vocab quiz this week!