Thursday, January 07, 2010

Friday, January 8, 2010

Mrs. Corbin will be with you today; be nice to her, as she is one of my favorite people. I have to do Medical Testing Part II today but will be back Monday, by hook or by crook. The final chapter is Tuesday afternoon, so Mrs. Corbin will be back with periods 5-7, but then I should be good (God willing and the creek don't rise) for a while. And thank you to all of the sweet children with good thoughts. It's been a rough few weeks.

Gifted English II: Turn in your HW to Mrs. Corbin, and then work for the first part of the period on JC questions related to Act III. (I'll be picking up the Act II questions, which are lengthier, by the end of the period Monday.) At the halfway mark of the period, she is going to turn on the DVD player and let you watch Acts I and II of the play. The version you will be watching is from the early 1970's, featuring Charlton Heston as Mark Antony and Sir John Geilgud as the doomed dictator. Enjoy!

APees: Today you will work on your reading journal with respect to Frankenstein. There are a few extra copies of the novel on the shelf up front if you need one, and there are extra copies of the journal assignment on the podium. Your first entry MUST be from one of the epistolary chapters (or can comment on all of them en masse) so today is NOT a day to be checking Facebook surreptitiously (I know what you are doing back there, you) nor frantically finishing calc homework for Dr. Tachon. Read! Read!

*hope it snows*

Wednesday, January 06, 2010

Thursday, January 7, 2010

Gifted English II: Your HW last night was to define ten words from Act III of Julius Caesar; your HW tonight is to craft ten sentences utilizing these words. Here are the guidelines: A) The sentence MUST reveal your understanding of the word's meaning and B) the sentence must somehow relate to Julius Caesar. Easy, yes? A tad tricky, eh? You can do it!
Today in class: The assassination of Julius. And he looked like such a nice old man. . .

APees: Introductory notes on the Gothic novel and Frankenstein, with a read-aloud from the first letter Robert Walton writes to his sister, Margaret Walton Saville. We will discuss the nature of exploration and the challenge of discerning the gender of an author from the text--and if that is even relevant to our analysis. Also, I will be distributing the reading journal assignment for the novel.

Tuesday, January 05, 2010

Wednesday, January 6, 2010

Gifted English II: Your HW tonight is to define ten vocabulary terms from Act III of Julius Caesar, beginning with "puissant" and ending with "mutiny." Today in class--Act II, dramatically enacted. Good times!

APees: Romanticism Lecture and AP Booklets for spring testing. Today we are going to discuss everything from mutability to the role of the Gothic novel. Good times for y'all, too!


Monday, January 04, 2010

Sophys: Julius Caesar Memorization Assignment

This is due by the end of our Julius Caesar unit. There is a half-sheet with this information on it available on the front desk if you have already lost yours, but here is the relevant information for interested parties/parental units.

(The page numbers are aligned with the 2005 version of the textbook; if you need specific line numbers for a paperback copy of the play, just ask me and I'll find the relevant speech for you. The vast majority of students have historically opted for the "Friends, Romans, Countrymen" speech, which is in Act III, scene ii.)

Gifted English II

Julius Caesar Unit: Memorization Assignment

One of the key components of learning is memorization. While Bloom’s Taxonomy labels memorization as one of the lower levels of learning, it is a necessary exercise to keep your skills and recall sharp. To heighten your mental acuity, therefore, we have a wonderful opportunity to memorize speeches from the history play The Tragedy of Julius Caesar.

This is a contract assignment; you choose your own grade. Select one of the following speeches and be prepared to perform for the class OR outside for Ms. Hilley on _________.

A+ with extra credit: 67 lines p. 782 90-131/135-161

A 34 lines p. 834 74-108

B+ 28 lines p. 831 12-40

B 21 lines p. 829 254-275

B- 18 lines p. 805 237-256

C 15 lines p. 850 92-106

D 9 lines p. 876 68-75

Frankenstein: Notes/Outline (APees)

Dear APees:

You'll get a hard copy of this as well, but here are the notes I will be sharing with you regarding the novel you are reading in the event that you ever lose them.

Notes on Frankenstein : Themes and Contexts

Gothic novel

Ø Elements of the supernatural

o The “monster”

o The defining moment where the monster comes to life. . .immortalized and parodied in everything from Abbott and Costello Meet Frankenstein to The Simpsons

Ø Use of weather to establish mood

Ø Nature imagery

o The bucolic elements near Geneva

o The glacier, foreshadowing the denouement in the Arctic wasteland

o Nature personified as a force with power

Ø Odd coincidences and leaps of faith

o Death of everyone in Victor’s circle, and NO ONE CONNECTS THE DOTS! AND HE DOESN’T CONFESS! BECAUSE HE IS A DORK!

o A swift journey of three hundred miles. . .

Ø Byronic hero (although, admittedly, V.F. takes the cake for emotional disturbances and indications of a tortured conscience)

o Victor’s inanition and emotional torpor after seeing his creation

o Hallucinatory imagery

o The direct mind-body connection between V.F.’s guilt and his physical health

Ø Exploration of intellectual constructs

o Ethics, science, family relations, roles of women. . .see below

Science and technology

Ø References to alchemy/pseudoscience

o References to “sciences” obsolete during the time of publication

o Victor’s misappropriation of “standard” science with horrific results

Ø Ethics and creation

o Playing God

o No longer wanting to play God, but, dude, it’s too late. . .

Ø Abortion/reproductive issues

o The female creature is aborted by V.F. himself

o The original “monster” is technically aborted as well—rejected, shunted off to live in the periphery, maligned only because of aesthetics

o Novel’s implications may force readers to analyze their own criteria for the acceptance of others

o Relation to the science of eugenics practiced in America and Europe in the 1920’s and 30’s—mentally handicapped, physically disabled, and depressed people were often forcibly sterilized to prevent replicating their “weaknesses” to their progeny. While this practice is often attributed to Nazi Germany, where it flowered both ways (sterilization AND rich rewards for frequent impregnation of healthy “ideal” Aryan couples), America was just as culpable. Thousands of mental patients were given contraceptive procedures, often without their knowledge. Even today, people with genetic diseases like MS, certain liver or lung diseases, or even chronic forms of depression are sometimes discouraged from reproducing.

Ø Roles of women

o The submissive female

§ Justine, portrayed as an innocent (read: naïve) and slightly stupid

§ Caroline, self-sacrificing and long-suffering

§ Elizabeth, ditto. . .

§ (Begs the question—how much is Shelley extrapolating from her own worldview/life experiences? For all of his supposed equanimity, did her spouse wear the trousers, or did she? Or were there trousers available in a household known for free thinking? Why are we even thinking about this?)

o The female monster

§ Symbolic of the creature’s only hope for a “normal” life

§ Destroyed by V.F. in a fit of panic/pique

§ One could argue that it is interesting that the largely asexual V.F. should not be in the business of creating life—particularly of a gender he really doesn’t “get”. One could argue. Not necessarily successfully. Neat to think about, though, eh? Who else sublimates himself completely in his work and forgets the “love of his life” for entire periods of time? Not to mine the stereotype of the mad scientist, but they don’t typically have fulfilling personal lives. . .

Ø The Monster as “more human than human”

o NOTE: The above quote was pulled from a story by sci-fi writer Philip K. Dick called “Do Androids Dream of Electric Sheep?” that was later turned into the Ridley Scott classic film Blade Runner which in turn led to the White Zombie song. Nothing is entirely original—all three cultural texts owe thanks to Frankenstein for their own creations.

o The monster as a sympathetic creation

o Acts of violence as a means of communication in a world that consistently rejects him

§ He saves a woman from drowning; he attempts to relate normally with the cottagers, but is spurned at every turn

§ His acts of violence are shocking, but not unforeseen—he will do anything to reach out, even in socially unacceptable ways

o Father/child separation anxiety

§ Points of discussion for relevance in a culture of divorce? The child first seeks to please and flatter the missing father figure, which eventually turns to rage—love/hate dichotomy

o A lesson in compassion for reader/character/critic

§ Judge not on appearances! Love your friends, warts and all. Or dead body parts and all.

Ø Literary Allusions

o Milton—“Paradise Lost” epic poem about the fall of man written by the Father of English Epic Poetry (in fairness, there isn’t a LOT of English Epic Poetry, so it’s a dubious title at best)

o Coleridge—“Rime”

o Wordsworth

o Percy Shelley himself

Tuesday, January 5, 2009

Gifted English II: Your HW last night was an open-play quiz on Act I; today, we transition to Act II. I have some questions you will need to answer for this part of the play, which is largely expository and not as action-oriented as the other acts. We are going to work through part of this today in class--your HW is to finish the questions.

AP Lit and Comp: We need to finish the analysis of "Preludes" and transition into Romanticism. Reminder: Please go by the Media Center to pick up a copy of Frankenstein. We will be working through the epistolary part of the novel (the first four chapters) together this week, while preparing for the semester exam/essay portion.

I will be giving you each an outline for note-taking purposes, but here is the essence of what you can expect for those of you super-organized types:

Romanticism Notes: APeees

People to Know

William Wordsworth

Samuel Taylor Coleridge

Percy Shelley

John Keats

William Blake

George Gordon, Lord Byron

John Constable

Jean-Jacques Rousseau

Mary Shelley

Concepts to Know

mutability

the quest for immortality

nature imagery

the paradox

spirituality

connections: landscape to sky; art to immortality

lyric poetry

the Gothic novel

romanticism and revolution

Specific Works for Reference

“The World is Too Much With Us”

“Tintern Abbey”

“The Rime of the Ancient Mariner”

“Kubla Khan”

“Ode to a Nightingale”

“When I Have Fears”

“Ode on a Grecian Urn”

“On First Looking into Chapman’s Homer”

“Ozymandias”

“Ode to the West Wind”

The Gothic Novel

Frankenstein

Jane Eyre

Wuthering Heights

The Byronic Hero



Sunday, January 03, 2010

Monday, January 4, 2010

Welcome to the new year, if not the new semester--we still have until January 25 or so to finish this quarter. I've been reading online about the debate between pronouncing this year "two thousand ten" vs. "twenty-ten" and I have to say that I am partial to the brevity and power of the latter. Regardless of what you call it, though, we have entered a new decade, and I truly hope that each of you finds great fortune, knowledge, and understanding in your future endeavors.

Announcements:

1. For those of you who still need service hours for NHS, I have an opportunity for you--I could really use some help this week cleaning 313 in preparation for district and state level visitors from the Advanced Studies Department. The first item on the rubric they are using states "A clutter-free classroom is evident," and man am I in trouble. Right-brained over here; need some help.

2. If you are on the Project X-Mas committee, thank-you note season is upon us! Many, many people helped us reach our goal this fall, and we need to thank them appropriately. I've already sent e-mails to the entire faculty indicating our gratitude, but see Mary Claire for individualized thank-you note plans. Service hours, as always, are given for your work on this committee.

3. Sophys: You will need to acquire a personal copy of The Elements of Style by Strunk and White before the end of January. It will be our primary grammar guide for the spring term.

4. Seniors: You will need to acquire a personal copy of Jane Eyre IF you wish to annotate as you read. Our first reading in the Romantic unit will be Frankenstein, available in the BHS library, but JE lends itself more to marginalia. If you are so inclined, it's a worthwhile investment--and you can take it with you to college next year for literary magic 8-ball purposes!

Today's Lessons:

Gifted English II: Julius Caesar--review key concepts from December, review Act I main points, and distribute thought questions for Act II. We will also be going over the memorization assignment, which is due by the end of this month as well. Two of you are already finished. Bravo! I will have a finished calendar for you by the end of the week with all of the registration dates for next year's classes, as well, and can start meeting with you one-on-one to help make decisions about your schedule.

AP Lit and Comp: I asked each of you to annotate "Preludes" by T.S. Eliot; today in class, we are going to analyze the heck out of this lyric poem. Come prepared to TP-CASTT and beyond, and to massage a lot of diction. Mere months to go until the national exam, my peeps. Months to go.