Coming Soon • • • • • • • • • • • • • • • Monday Backwards outline Mark’s Essay on “On Moonlit Heath…” Poetry Terminology Quiz?!! Tuesday Discuss “It Sifts from” and “A Valediction…” (fig lang) Do you think it’s possible to be separated from someone you love and still feel happy? Discuss your viewpoint drawing on your personal experiences and those of people you know. Wednesday Discuss “Leda..”, “Journey…” and “what if…” (allusion and tone) Review theme Thursday Writing about theme and tone - “Barbie Doll” OR return Read carefully the following poem by Marge Piercy. Then write a well-organized essay in which you analyze how the complex attitude of the speaker is developed through such devices as imagery, figurative language, diction, and allusion. Friday Return TEWWG Essay (chart needs) Independent Reading Coming Soon • Poets and Literary Periods • Oedipus Cycle • Prosody and Sound – “Down by…”, “I Like to See…”, “God’s Grandeur”, Jounrey …”, “anyone lived…” • Activities on meter etc. • Return Blind Man’s Mark – Sample Essay - Chart Needs • Sonnet Form • Timed Writing • Hamlet Hook, Housekeeping & Homework Monday Turn your 20 minute writing in response to “On Moonlit Heath…” into the front basket While you wait… Discuss with a partner how your long weekend was and what you did on Halloween. Homework: 1. Complete the responses on the handout (on the side table) for discussion preparation for “It Sifts…” and “A Valediction…” 2. 3. TPCASTT “Leda..”, “Journey…” and “what if…” (allusion and tone) Read your Independent Novel & prepare a reading response assignments for this Fri. Nov. 6th; the Novel/Play Review Guide is linked in the Shared Documents, AP Literature, Independent Reading folder. Past, Present, Future Monday • Homework: 20 minute written analysis of “On moonlit heath…”; look-up, define AND find EXAMPLES: apostrophe, synecdoche, metonym, simile, metaphor, personification, read, reread; look up vocab AND TPCASTT Dickinson’s “It Sifts…” AND Donne’s “A Valediction…”; read your independent novel • Conferences, no school • Backwards outline Mark’s Essay on “On Moonlit Heath…” • • • • Discuss “It Sifts from” and “A Valediction…” (fig lang) Poetry Terminology Quiz?! TPCASTT and Discuss Preparation: “Leda..”, “Journey…” and “what if…” (allusion and tone) Review theme and tone U3: The Power of Poetry Monday Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What is poetry? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text? • • • • • • • • What is the difference between the denotation and the connotation of a word? How do we identify tone? How do we identify theme? What is a stanza and how are they shaped? What is rhythm? A couplet? What is imagery? What is end stop vs. enjambment? What is figurative language? Apostrophe? Synecdoche? Metonym? Simile? Metaphor? Personification? Paradox? Activity: Develop Monday Purpose: to outline the PIE in an analysis essay Tasks: Read Mark’s analytical essay on Housman’s poem “On Moonlit Heath…” For each sentence in your assigned paragraph respond to the following: 1. What is the sentence (P or I or E or combo?) 2. How does the sentence support the thesis? 3. What other literary terminology is used? Outcome: While you wait… What do you need to change and/or add to your own analysis? Edit now and turn it in (tomorrow, if needed; see me) Activity: Develop I Do - BP1 Thesis: By using a large number of contrasting images, A.E. Housman’s poem “On Moonlit Heath and Lonesome Bank,” illustrates the theme that the taking of human life by hanging is a cruel and violent act. In addition the diction and tone help in making a deeper statement about life and death. 1. 2. 3. What is the sentence (PIE or combo?) How does the sentence support the thesis? What other literary terminology is used? Sentence 1 – Illustration (of setting) • stanza 1, peaceful moonlit heath, grazing sheep = images Sentence 2 – Point • Criminals once were hung = contrasts of images to sentence 1 Sentence 3 – Explanation/Illustration • Contrast is emphasized - lines 1-2 broken by“clank” Sentence 4 – Explanation & Elaboration • Juxtaposition of setting images = duality dominates poem Sentence 5 – Illustration/Explanation • Footnote = Irony = euphemism for taking human life Thesis: By using a large number of contrasting images, A.E. Housman’s poem “On Moonlit Heath and Lonesome Bank,” illustrates the theme that the taking of human life by hanging is a cruel and violent act. In addition the dictionand tonehelp in making a deeper statement about life and death. What is the sentence (PIE or combo?) - How does the sentence support the thesis? - What other literary terminology is used? 1 In the first stanza the speaker is on a peaceful moonlit heath among grazing sheep. Sentence 1 – Illustration (of setting) • stanza 1, peaceful moonlit heath, grazing sheep = images 2 Being there, where criminals once were hung, provides a contrast between the tranquil scene and violence that took place there. Sentence 2 – Point • Criminals once were hung = contrasts of images to sentence 1 3 This contrast is empathized when the peaceful imagery of lines 1 and 2 is broken by the “clank” of chains in line 3. Sentence 3 – Explanation/Illustration • Contrast is emphasized – peaceful imagery lines 1-2 broken by “clank” 4 This juxtaposition introduces a kind of duality that dominates the poem and is also reflected in the poet’s footnote. 5 To call a man in chains “keeping sheep” is an ironic idea that appears to make the point that hangmen of the past couldn’t face the reality of what they were doing so made up a euphemism for their actions. Sentence 4 – Explanation & elaboration • Juxtaposition of setting images = duality dominates poem Sentence 5 – Illustration/Explanation • Footnote = Irony = euphemism for taking human life, deeper statement about life and death Hook, Housekeeping & Homework Tuesday While you wait… In your notebook, respond, using complete sentences, to the following: Do you think it’s possible to be separated from someone you love and still feel happy? Discuss your viewpoint drawing on your personal experiences and those of people you know Homework: Read, re-read, define vocabulary, annotate with TPCASTT = Yeats’ “Leda and the Swan,” Eliot’s “Journey of the Magi,” Cummings’ “what if a much..” and Hardy’s “The Oxen” Define Allusion Past, Present, Future Tuesday • U3: Poetry: “O moonlit heath…” • Response to writing prompt • Mark’s essay • Discuss “It Sifts from” and “A Valediction…” (fig lang) • TPCASTT and Discuss Preparation: “Leda..”, “Journey…” and “what if…” (allusion and tone) • Review theme and tone U3: The Power of Poetry Tuesday Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What is poetry? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text? • • • • • • • • What is the difference between the denotation and the connotation of a word? How do we identify tone? How do we identify theme? What is a stanza and how are they shaped? What is rhythm? A couplet? What is imagery? What is end stop vs. enjambment? What is figurative language? Apostrophe? Synecdoche? Metonym? Simile? Metaphor? Personification? Paradox? Activity: Develop & Apply Tuesday Define figurative language. apostrophe, synecdoche, metonym, simile, metaphor, personification What are the purposes of figurative language? Is it confined to poetry? TO diction? Do the purposes change depending on the context in which the figure is used? Illustrate. Emily Dickinson’s “It Sifts From Leaden Sieves” Identity “it.” What is a “leaden sieve”? Paraphrase stanza 1 “powders” is a verb. It means? Is this a metaphor? What is “alabaster wool”? Is this a paradox? What are the associations one has with alabaster? What figure appears in line 4? Has the meaning of “it” in line 3 changed? How are these images related: “sifts,” “powders,” “fills”? What image/figure connects stanza 1 and 2? See the “wrinkles”- “face”- “forehead” connection? Explain “lost in fleeces” and “Celestial veil.” What is a “summer’s empty room”? What figures? And “wrists of posts”? To what other image in the poem is this tied? In stanza 3? What are the purposes of the figures In Dickinson’s poem? Do they seem to work toward a common end? What is the end? Are they logically connected to one another? How or why? Figurative Language Oxford English Dictionary On-line figure of speech • A word or phrase used in a nonliteral sense to add rhetorical force to a spoken or written passage: • calling her a crab is just a figure of speech • figurative language is an expression in which the words are used in a nonliteral sense to present a figure, picture, or image. The basic figures are: simile, metaphor, personification, synecdoche, metonymy, symbol, allegory, overstatement (hyperbole), understatement (litotes), antithesis, apostrophe, dramatic irony, irony of situation, verbal irony, paradox, oxymoron Activity: Develop Poetry Terminology Tuesday • Apostrophe is the addressing of someone or something usually not present, as though present. “Captain, My Captain! A fearful trip is done.” —Walt Whitman • Synecdoche is the technique of mentioning a part of something to represent the whole. “All hands on deck!” • Metonym is the substitution of a word naming an object for another word closely associated with it. “Pay tribute to the crown.” “The White House has decided.” • Simile is a direct or explicit comparison between two usually unrelated things indicating a likeness or similarity between some attribute found in both things. A simile uses like or as to introduce the comparison. In the expression “John swims like a fish,” the grace and naturalism with which John swims is compared with the grace and naturalness with which a fish swims. Literally, it would be impossible for John to swim like a fish • Metaphor is an implied comparison between two usually unrelated things indicating a likeness or analogy between attributes found in both things. A metaphor, unlike a simile, does not use like or as to indicate the comparison. • Personification the giving of human characteristics to inanimate objects, ideas, or animals. “The wind whistled.” “Her heart cried out.” • Paradox a statement or situation containing apparently contradictory or incompatible elements. Allusion a reference in literature or in art to previous literature, history, mythology, current events, or the Bible. Activity: Develop & Apply Tuesday John Donne’s “A Valediction: Forbidding Mourning” Identify the first simile in the poem. What figure is “tear-floods”? “Sigh-tempests”? “Laity”? In line 12, what does “innocent” describe? What does Donne mean? (“Whose soul is sense”) means? Figure? In line 15, what is the antecedent of “it”? And in line 16, the antecedent of “it”? Define “refined (1.17), “breach,” “expansion” (1.18). What are their connotations? What is the connection between the similes in 1.24 and in 1.26? (What is the alchemical symbol for gold?) Describe the diction in the poem. Formal? Religious? Scientific? Is the language/tone imperative, actually “forbidding”? Donne forbids “mourning”, not weeping or crying. In light of stanza 1, why is this word appropriate? In light of stanza 9? Hook, Housekeeping & Homework Wednesday What is allusion? What it the purpose of using and identifying allusions? Why is understanding tone important? What are the means to identifying tone? Homework: 1. Read your independent novel Past, Present, Future Wednesday U3: The Power of Poetry Wednesday Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What is poetry? What language do we use when analyzing poetry? How do various techniques effect audience understanding and impact the purpose of a text? Activity: Develop Poetry Terminology Allusion Wednesday Activity: Consider & Discuss You Do – We Do William Butler Yeats’ “Leda and the Swan” 1. Who are Leda, the Swan, Agamemnon? If you do not know, visit sites such as… Encyclopedia Mythica http://www.pantheon.org/articles/l/leda.html Greek Mythology http://www.greekmythology.com/Myths/Mortals/Leda/leda.html http://www.greekmythology.com/Myths/Mortals/Agamemnon/agamemnon.html Encyclopedia Britannica http://www.britannica.com/topic/Agamemnon-Greek-mythology 2. Is the poem intelligible if you do not know the mythological allusions? 3. In this sonnet, how are the octave and sestet drawn together? Does the sestet focus on the rape of Leda? Does the mythic allusion cause us to focus more on Agamemnon's death and the fall of Troy than on Leda’s terror? 4. Want is the answer to the question raised in lines 13014? What bearing does the answer have on the rest of the poem? Examine Eliot’s “Journey of the Magi.” 1. What is the allusion here, i.e. who are the Magi? Compare Eliot’s description with the Biblical account in Matthew 2:11-22. How is Eliot’s description different from the New Testament version? Identify the setting and time. King James Bible on-line https://www.kingjamesbibleonline.org/Matthew-Chapter-2/ Good ole’ Wikipedia https://en.wikipedia.org/wiki/Biblical_Magi 2. Who is narrating the poem? 3. How does the narrator dramatize that the Magi had a “cold coming… a hard time”? 4. Identify the key images in stanza 2. How do these differ from those in stanza 1? What is Eliot’s purpose in the contrast? 5. Identify the symbols in stanza 2. With what religious event/activities are they identified? To what does “the place” refer? Why is Eliot capitalizing “Birth” and “Death”? Explain the simile in 1.40. To what does “the old dispensation” refer? What is the theme of the pome? The dominate tone? E.E. Cummings’ “what if a much of a which of a wind” and Thomas Hardy’s “The Oxen” 1. Describe the tone of E.E. Cummings’ “what if a much of a which of a wind” 2. Compare the tone of Cummings’ poem with that of Hardy’s “The Oxen.” Characterize the differences between them precisely. What lines of phrases in each poem best help you sense the tone? Activity: Discuss We Do Colorado Academic Standards Oral Expression and Listening 1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2.Effective collaborative groups accomplish goals Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2.Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Writing and Composition 1.Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3.Standard English conventions effectively communicate to targeted audiences and purposes Research and Reasoning 1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2.Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment Coming Soon… 40-Minute Essay on a Poem Do what works for you, but here is a start… Pre-writing 10-15 minutes • Reading and analyzing the prompt • Reading, annotating, and analyzing (TPCASTT) • Narrowing the topic • Choosing a main idea, writing a strong thesis • Gathering and arranging supporting ideas (PIE) Composing 20-25 minutes • Introducing your thesis • Developing your paragraphs (PIE) • Choosing the best words for meaning and effect • Structuring sentences effectively, incorporating textual evidence • Concluding your essay Editing and Proofreading 5 (maybe 10) minutes • Editing for clarity and coherence • Eliminating excess verbiage • Checking for standard usage and mechanical errors, including spelling, punctuation, and capitalization • Editing to create interest Activity: Develop We DO Tuesday 1. Generate Questions (see next slide) • Attitude • Student/Teacher Relationships Question Formulation Technique • • • • • 1. 2. Rules for QFT Ask as many questions as you can. If you get stuck remember the question starters-Who, What, Why, When, Where, How Do not stop to discuss, judge or answer the questions. Write down every question exactly as it is stated. Change any statement into a question. STEPS IN QFT Generate questions based on the QFOCUS Categorize the questions into two groups: Open ended and Close Ended • CLOSE ENDED QUESTIONS- Can be answered with a 1 or 2 word response. Yes or No questions, or True or False questions. EX: Will this material be on the test? Yes it will. • OPEN ENDED QUESTIONS-Requires an explanation. EX: What will be on the test? On the test you will be responsible for knowing the causes of the French Revolution, how Marie Antoinette came to be queen, and the 15 vocabulary words from class. 3. Prioritize your questions: choose three of the most important questions, or three that you would like answered first, or need to answer first. • Why did you select these questions? We Do: Change Tones: Hostile, tense • The boy walked into the room. He saw the cake, and he cried. We Do Tones: sad, confused • I saw my father’s house from across the field. The trees were tall, and the grass trimmed. I walked up the driveway towards the door. We Do Change Tones: excited, happy • I saw my father’s house from across the field. The trees were tall, and the grass trimmed. I walked up the driveway towards the door.