Monday, February 28, 2011

end of the road

You may have noticed a lack of posting in this space. Due to recent countywide initiatives, this blog is no longer considered to be a legal means of communicating with my students, and therefore I have to shut it down.

I am currently signed up to take the district-mandated training to create one of their approved websites, hosted by ocps, and I will post the link here when that site is up and running.

I've enjoyed the time on blogger--it was a great tool to post videos, pictures, and assignments. But times change and our new management directives indicate that we need to keep everything consolidated under district control, and I like my job and would like to keep it.

Love to all.

Tuesday, February 15, 2011

Wednesday, February 16, 2011

Short Wednesday!!!

Gifted English II: More Othello-ness. Good times!!! And we need to review protocol for tomorrow and Friday, considering my absences (teacher planning conference 2/17 and personal medical stuff 2/18.)

AP Lit: Since the analysis of "West Wind" went SO WELL yesterday, we're breaking this puppy down today and analyzing it the way the AP exam would have us do it. Five stanzas=five opportunities for growth and learning. Yep. BRING YOUR LIT BOOK.

Monday, February 14, 2011

Ode to the West Wind


610. Ode to the West Wind
I


O
WILD West Wind, thou breath of Autumn's being
Thou from whose unseen presence the leaves dead
Are driven like ghosts from an enchanter fleeing,
Yellow, and black, and pale, and hectic red,
Pestilence-stricken multitudes! O thou 5
Who chariotest to their dark wintry bed
The wingèd seeds, where they lie cold and low,
Each like a corpse within its grave, until
Thine azure sister of the Spring shall blow
Her clarion o'er the dreaming earth, and fill 10
(Driving sweet buds like flocks to feed in air)
With living hues and odours plain and hill;
Wild Spirit, which art moving everywhere;
Destroyer and preserver; hear, O hear!
II


Thou on whose stream, 'mid the steep sky's commotion,
15
Loose clouds like earth's decaying leaves are shed,
Shook from the tangled boughs of heaven and ocean,
Angels of rain and lightning! there are spread
On the blue surface of thine airy surge,
Like the bright hair uplifted from the head 20
Of some fierce Mænad, even from the dim verge
Of the horizon to the zenith's height,
The locks of the approaching storm. Thou dirge
Of the dying year, to which this closing night
Will be the dome of a vast sepulchre, 25
Vaulted with all thy congregated might
Of vapours, from whose solid atmosphere
Black rain, and fire, and hail, will burst: O hear!
III


Thou who didst waken from his summer dreams
The blue Mediterranean, where he lay, 30
Lull'd by the coil of his crystàlline streams,
Beside a pumice isle in Baiæ's bay,
And saw in sleep old palaces and towers
Quivering within the wave's intenser day,
All overgrown with azure moss, and flowers 35
So sweet, the sense faints picturing them! Thou
For whose path the Atlantic's level powers
Cleave themselves into chasms, while far below
The sea-blooms and the oozy woods which wear
The sapless foliage of the ocean, know 40
Thy voice, and suddenly grow gray with fear,
And tremble and despoil themselves: O hear!
IV


If I were a dead leaf thou mightest bear;
If I were a swift cloud to fly with thee;
A wave to pant beneath thy power, and share 45
The impulse of thy strength, only less free
Than thou, O uncontrollable! if even
I were as in my boyhood, and could be
The comrade of thy wanderings over heaven,
As then, when to outstrip thy skiey speed 50
Scarce seem'd a vision—I would ne'er have striven
As thus with thee in prayer in my sore need.
O! lift me as a wave, a leaf, a cloud!
I fall upon the thorns of life! I bleed!
A heavy weight of hours has chain'd and bow'd 55
One too like thee—tameless, and swift, and proud.
V


Make me thy lyre, even as the forest is:
What if my leaves are falling like its own?
The tumult of thy mighty harmonies
Will take from both a deep autumnal tone, 60
Sweet though in sadness. Be thou, Spirit fierce,
My spirit! Be thou me, impetuous one!
Drive my dead thoughts over the universe,
Like wither'd leaves, to quicken a new birth;
And, by the incantation of this verse, 65
Scatter, as from an unextinguish'd hearth
Ashes and sparks, my words among mankind!
Be through my lips to unawaken'd earth
The trumpet of a prophecy! O Wind,
If Winter comes, can Spring be far behind? 70

Ozymandias by Percy Bysshe Shelley

I met a traveller from an antique land
Who said: "Two vast and trunkless legs of stone
Stand in the desert. Near them on the sand,
Half sunk, a shattered visage lies, whose frown
And wrinkled lip and sneer of cold command
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them and the heart that fed.
And on the pedestal these words appear:
`My name is Ozymandias, King of Kings:
Look on my works, ye mighty, and despair!'
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away".

Tuesday, February 15, 2011

Happy Birthday, Bill!

Today is February 15--halfway through this month. Can you believe it?

Gifted English II: Othello Act II discussion and content vocab words.

AP Lit and Comp: Frankenstein Quiz #1 and "Ode to the West Wind" by Shelley.

Monday, February 14, 2011

Whether you call it Singles Awareness Day, Valentine's Day, or The Feast of Lupercal (technically the 15th), the middle of February holds this magical distinction:

Freshmen will roam through the halls clutching huge, zeppelin-sized clots of balloons, noisily declaring their love for the boy/girl who has captured his/her heart for the past few days. It will be loud. It will be chaotic. It might send your teeth on edge.

But then there are the niceties: the senior who gives his teacher pirate jokes for V-Day (Why did the soprano want to be a pirate? She loved the high C's) the sophomore who gave her teacher flowers, the other sophomore who gave her teacher awesome hand sanitizer and a hilarious card, the senior who brought a single rose. Nice details that make the day better.

Just remember that VDay is about love in ALL its forms. And if you can't be with the one you love, baby, love the one you're with. Doot doot doot doot doot doot doot doot!

Gifted English II: Vocab Quiz and Act II.

AP Lit and Comp: Frankendiscussion and "Ozymandias" for fifth, sixth, and seventh.

Monday, February 07, 2011

Volkswagen Commercial: The Force

The single-best commercial of the 2011 SuperBowl.

Tuesday, February 8, 2011

Yesterday was rough.

Some of you stayed home; some of you struggled through the day; some of you, while personally unaffected by the tragedy this weekend, still felt the ancillary sting of loss.

I hope that you continue to take care of yourselves and each other and that you let one of us know ASAP if you need support during this difficult time.

Academically, I plan to move forward. If you need additional time for anything just let me know.

Love to all.

Gifted English II: Othello, resumed. Also, I will be collecting your JC focus papers and if time permits, we will have a Title Parade.

AP Literature and Comp: Two-part lesson: A) Listen to Iron Maiden's "Rime of the Ancient Mariner" and compare/contrast the lyrics to the poem (after finishing the poem in 3rd and 5th periods) and B) notes/discussion questions on Frankenstein.

Sunday, February 06, 2011

Monday, February 7, 2011

As many of you no doubt already know, we had another loss to the Boone family on Sunday, February 7, 2011. Six young people heading to the beach this morning were in a terrible car accident and two--one, a senior, and one, a recent graduate--died. The others were injured in varying degrees.

Many of you know these kids, or their families and their friends. The ripple effect will be strong tomorrow at Boone and it will be a hard day for much of us.

Dr. McMillen has requested an emergency faculty meeting tomorrow morning at 7:00 a.m. to go over procedures so that each of you--our precious students--will have consistent support throughout the day should you need it. I am adjusting my lesson plans for tomorrow to allow for some breathing room--not a free period, certainly, but activities that you can do on cruise control if you need a distraction during a difficult time, or that you can do on full throttle if that serves you better.

Over the years, I have bid farewell to far too many students and fellow teachers, and each time we lose a young person I long to grab all of my students and shake them and say, "You are NOT invincible! Go live well, and for a long time, and be careful out there!" But I can't do that. All I can do is say that I love each and every one of you, and I am so sorry that these families have to suffer so untenably tonight. Much love to everyone, and know that there is support for you available should you need it tomorrow on The Reservation.

Adjusted lesson plans:

Gifted English II was going to proceed into Act II of Othello, but instead we're going to work with some content vocabulary terms relevant to both the play and the SAT.

AP Lit and Comp was going to listen to "Rime of the Ancient Mariner" by Iron Maiden and compare/contrast the lyrics to Coleridge, but instead we'll do that tomorrow. Today, a simplified chart to help you sort out the intricacies of Coleridge's figurative terms, to do or not-do.

Thursday, February 03, 2011

Julius Caesar Paper

Gifted English II

Style Sheet: Julius Caesar Focus Paper

This paper is due Tuesday, February 8, 2011 by 2:30 p.m. (hard copy) AND 11:59 p.m. that night on www.turnitin.com OR e-mailed to jennifer.hilley@ocps.net for uploading. If you are absent that day, your paper is STILL DUE. Send it with a friend or fax it to Boone at 407.897.2466, attention Ms. Hilley.

Format:

--Typed, double-spaced, in a professional font (Times New Roman, Arial)

--Optional cover page with clip art of your choice

--Stapled in this order:

Cover sheet (if included)

Revised, typed copy

Rough draft with two signatures signifying peer review

--Proofread carefully for errors in spelling and conventions

--No works cited page is necessary, but be SURE to cite quotes in this

format: (Act, scene, line number) with a capitalized Roman numeral for the Act, a lower-case Roman numeral for the scene, and Arabic numbers for the line or lines. Example: “I solemnly swear that I am up to no good” (IV, v, 36). The punctuation goes on the outside end of the parentheses.

Friday, February 4, 2011

SOPHYS: Please talk to your parents about what kinds of classes you want to take next year. Registration will be the week of Valentine's Day and your teachers will be making recommendations for core courses. If you are vacillating about taking AP Language and Comp next year, please see me--in some cases, it might not be in your best interest to jump into AP English just yet. (Yes, you can take my class senior year, since that question keeps coming up.) In other cases, you might think it's too much work and you'd be WRONG. It is a challenging yet worthwhile class.

Gifted English II: Othello Content Vocabulary, and Othello, Act I.

AP Lit and Comp: Finish "Rime" if possible, and analyze the use of language in the ballad.

Wednesday, February 02, 2011

Thursday, February 3, 2011

Gifted English II: Othello, Act I. Oh yeah!

AP Lit and Comp: "Rime of the Ancient Mariner" by Coleridge.

Tuesday, February 01, 2011

GROUNDHOG DAY TRAILER

Wednesday, February 2, 2011

GROUNDHOG DAY!!!!

Gifted English II: Peer Edit of the Julius Caesar essay.

AP Lit and Comp: "Kubla Khan" and introduction to "Rime."