TODAY IN CLASS
More discussion of Chapter Two; short discussion of Goldstein's book questions; quiz over Chapter Two.

FOR MONDAY
Do the one-page hand-out set of Chapter Three questions.  (One person did these in the 5-7 minutes after turning in the test; they are not complicated.) But more important, read and understand Chapter Three well enough to benefit from some siginficant discussion of implications--not "plot"--on Monday. 

Also, if you want to get a headstart on an interesting article, read this as well:
http://dailycensored.com/2010/10/15/privacy-is-passe-so-broadcast-yourself-to-big-brother/

As you've been told, the final will cover ONLY 1984.  It will be mostly scantron, with one or two written responses.  The entire test cannot take more than 55 minutes.

REMEMBER
4th period--your final exam is on Tuesday (and 4th period starts at 10:05)
2nd period--your final exam is on Wednesday (2nd period starts at 10:40).

Shortened Schedule--Math EOC Testing

TODAY IN CLASS
We finished talking about some key Chapter One issues generated by the quiz, and worked with the Chapter Two study guide questions.  I also collected the questions on Goldstein's book from absent students and from people who were turning work in for reduced late credit.

FOR TOMORROW
We will discuss a few more overall Chapter Two concepts, and some (not all by any means) of the questions on Goldstein's book.  During the last 20 minutes of class, there will be a Chapter Two quiz.

For Monday
You need to be finished with Chapter Three (which you should have started, but it's fairly short, so no big deal if you have not.  In 4th period, we will have Monday ONLY to discuss Chapter Three (mainly its implications--the text should stand on its own, and you'll receive study guide questions tomorrow--which I'm sorry to say I just forgot to distribute today).

Closer . . .

TODAY IN CLASS
"Winston's Bedtime Reading" questions were collected.  They are worth 35 possible points (daily work).  Tomorrow I'll accept late papers for reduced credit.  Friday and beyond?  No credit.

I returned the Chapter One quizzes and we discussed implications of some of the questions--perhaps a few more tomorrow.

FOR TOMORROW
Be reading Chapter Three!! Tomorrow's discussion will involve the homework questions and some other aspects of Chapter Two, and there will be a short quiz over Two at the start of class on Friday.  Then we turn to Three--so you really need to have that finished for Friday.

Entering the Home Stretch!

Reminder:  If you still have the grey Prentice-Hall text, Hamlet, or your choice novel--get them back to the book room ASAP.   (Unless you borrowed Jane Eyre from me. . . .) You will not be fined for having 1984 until after our final, but the fine list WILL include these other books starting very soon!

ALSO--there are several people who were absent when we took the Chapter One quiz.  I MUST return it tomorrow, and we will discuss it in class.  So either get in before school to make it up, or you will be sent out of class to do it and will miss all discussion/corrections.  Your choice. 

TODAY IN CLASS
Work time to finish reading "Chapter Two" (multi-chapter section) and to get a good start on questions that probe the reading material that Winston received from O'Brien. These are detailed questions that require a close reading of the somewhat tough material.  Finish them at home; you won't have more class time tomorrow.
https://docs.google.com/document/d/15X7pIvRZp7pMcoih64csRuakQ6cGarWRYpcyCAcxUp8/edit?hl=en_US&authkey=CI_cg-MK


FOR TOMORROW
Well, as stated:  finish the questions.  If you still have extra time, get started on Chapter Three, which is much shorter than Two.

In class on Wednesday, we will be discussing many aspects of Chapter Two--be prepared to contribute!

Homework for Wednesday night:  reading 20-30 pages of Chapter Three.
In class on Thursday:  Continuing to read Chapter Three
Homework forThursday night:  umm . . . . Chapter Three.

TODAY IN CLASS
Reading time in 4th; reading time after Mrs. Wallace's graduation info visit in 2nd.  As noted in yesterday's post, you should finish or be NEARLY finished with Chapter Two by Tuesday.  There was a short set of Ch. Two study questions handed out today. . . remember to pick it up tomorrow if you missed today.

FOR TOMORROW
Just go ahead with reading if you want to reduce your week-end load!

1984 . . . First Actual Grade Today

TODAY IN CLASS
After several days of reading time in class, some group-generated questions, discussion time, and a study-question handout. . . .we had an actual quiz today.  It covered what the book calls Chapter One (composed of what really seem like smaller chapters), ending on p. 104.

If you were absent today or did not take it today because of multiple (not just one) absences over the past few days, you must make it up before class time on Friday.  I'll be here pretty early Friday morning, so that will be OK.  (Of course, Thursday afternoon will also work.)

FOR TOMORROW and next week
You have from today (Wed. afternoon) until next Wednesday to read Chapter Two; I said today that it needed to be finished by Tuesday, and I think that is FULLY do-able, but II is longer than III, with one fairly tough section.  Section Three must--no exceptions, changes, or extensions--be finished by Friday, June 3.

You will see that anyone who does not have the Outsider essay online now has a 0 in that slot.  Those who have it turned in still show an asterisk, but the score and a short comment will be showing up over the next several days.  People with a 0 can still salvage a late score.  See me tomorrow.

2nd period--Thanks to so many of you who got your essays re-submitted promptly; the rest of you, please take care of this ASAP.
And to the very few in both 2nd and 4th who have not filed your paper at all, FINISH YOUR PAPER and get it on turnitin.com!

TODAY IN CLASS
After discussing a few more of the start-up questions on 1984, we moved on to the first two paragraphs.  Yep, sentence by sentence--then 4th period had some reading time, and 2nd, well, not so much.

FOR TOMORROW
You're only responsible for ONE I.--that is, up to the top of p. 20.

TODAY IN CLASS
1. Papers should be on turnitin.com, as of 11:59 p.m. last night.  Some did not make it.  I'll be opening a "Late Outsider Essay Folder" as soon as I complete this post.

EMERGENCY ANNOUNCEMENT to 2nd period only!
I just deleted the original folder by mistake! (I added the late folder, then accidentally added a second late folder to 2nd, rather than to 4th.  Then, when I tried to delete the extra one, I managed to delete the original main folder.  So EVERYBODY in 2nd needs to re-submit ASAP, and just put them in the late folder.   Please take care of this tonight, and tell your friends.  Facebookers, please spread the word (And yes, I'm a techno-idiot sometimes.  But I've NEVER done anything like this before.  I am so sorry.)

2. "Field Trip" to the book room:  Gray lit books returned; choice novel returned; Orwell's 1984 checked out.  If you didn't bring one of the books or didn't have your ID, you'll need to take care of this on your own.

3.  Students filled out (and we started discussing) some survey-style opinion questions related to concepts in the book.

FOR TOMORROW
No official homework (you had quite a bit last night!), but DO bring the novel to class tomorrow (and from now on).  We will do some things with the first few pages tomorrow and then you'll have time to get started on the reading homework for Friday.

Essays due to turnitin.com by 11:59 p.m. tonight!

Here are some reminders:

1) Re-read yesterday's blog for sources you might need.  Don't lose points for faulty format!  That's the easiest thing for EVERYONE to control; it requires simple attention, not brilliance, polished prose, or an SAT vocabulary!

2) Yes, we've been talking about THEME and THESIS because your introduction needs both!  Find a useful, illuminating theme (some insight or understanding about the concept of being an outsider) that you see in your book, but first  phrase it as a "universal"; then turn it into a thesis that applies to your book only.

Here is how this might work using Huck Finn (which was brought to mind as the first-page MLA sample)
THEME:  Sometimes people who are rejected by society and even live on its fringes can see moral truths more clearly than those who form the social mainstream.
MIDDLE STEP:  Show how that theme connects with your book:  Mark Twain's memorable Huck Finn, a 12-year-old near-orphan who rebuffs most efforts to "civilize" him, nevertheless manages to understand something that has eluded everybody else he knows:  slaves are people too, and can claim as much human dignity as anyone else.
Finally, turn it into a THESIS (claim plus "road map"):  Despite the many ways in which Huck can be considered an "outsider," his journey downriver with Jim leads him to the moral high ground which allows him to see and reject a major flaw in the society around him.
Such a paper would briefly catalogue a range of ways in which he "is" an outsider; reveal some of the ways/reasons his views began to change; discuss the climactic, transformative moment in detail; and finally show how Huck's kindness to Jim helped change the opinions of at least a few people in Huck's sphere of influenc.

OR--use the same universal THEME to make a different point--that both in town and on his journey downriver, Huck was able to see a variety of human and social flaws in the people he meets, such as  . . .[two or three specifics here], culminating in his risking his mortal soul to also reject the laws that protected his society's acceptance of slavery.

THE POINT IS--have some "richer" theme behind an overly simple thesis claim:  Character X is an outsider because of [three simple reasons].

3) Bring both your grey lit book AND the choice book (if you have a school copy) to class tomorrow--plus your ID.  We're going to the book room . . .

ESSAY DUE: www.turnitin.com by Tuesday (5/17) by 11:59 p.m.

 Choice Novel "Outsider" Essay Assignment Sheet in case you lost it:

 https://docs.google.com/document/d/1xz3tfDieqPbtsFxrp678AFzYUaQjUM6HbHs3Bw9K9D8/edit?hl=en&authkey=CK2Rh68J# 

But note the change in turnitin.com; this is to accommodate the fact that you need to be especially careful in looking for "Department Demons" AFTER the hard work of completing the essay is over with.  Don't expect to write a decent essay by starting after school tomorrow!

And though you had a hand-out earlier (back of your Hamlet assignment?  I don't remember the format), here is the link to the actual English department hand-out for "Department Demons":

https://docs.google.com/Doc?docid=0Aark8nWhNHxYZGd4d3F3c2RfMWNubm41a2c2&hl=en

And for the first page and for the Works Cited for your novel, use the Purdue OWL:

http://owl.english.purdue.edu/owl/resource/747/01/

TODAY IN CLASS
We read George Orwell's "Shooting an Elephant" (1016-1026 in your grey lit book), and students turned in four questions.  This will be due on Wednesday if you were absent today (focus on essay for tomorrow).

Basic Questions (Will require several sentences each; pay close attention to details of the text):

1.  What reasons does the narrator give for not wanting to kill the elephant?

2.  Why does he shoot it in spite of these reasons?

3.  Summarize the actual death scene of the elephant.  How does this scene convey the narrator’s attitude towards killing it? (Look at significant descriptive details, for example.)

Extended Question (Expect to write a well-developed paragraph here):

4.  Think about power: think particularly about its effects on both the person who exerts power and the people on whom power is brought to bear.  Write about how the balance of power plays out in “Shooting an Elephant.”  Who is really in charge?  Connect the idea of “power” with Orwell’s bottom-line reason for shooting the elephant.

Week-End Post, and BRING GRAY LIT BOOK TO CLASS!

FRIDAY IN CLASS
Essay preparation:
We spent considerable time going over the dictionary definition of an "outsider" from the assignment sheet, and thinking about the element that the basic definition leaves out.  Next, we worked on creating complete theme statements (universal claims, stated as a sentence) concerning outsiders, first individually, and then as a group.  I don't expect you to stick with the theme statement that you or anyone at your table developed; what you create for your paper has to relate to (and set the backdrop for) the thesis  for that paper.  In other words, your essay should include a broadly stated theme that will then connect directly with how you will show that theme at work in your particular book, through the character you designate.  Your essay will then be the thing that provides convincing and illuminating evidence that your character does, in fact, prove the validity of the thematic claim.

REMINDER
Also--as you write and revise, remember the four designated Department Demons:
1) any mistake in handling the MLA 2009 requirements of the first page of your essay
2) using anything but the 3rd person for academic essays:  No 1st person (I and related forms); no 2nd person (YOU and related forms)
3) though you are urged to take care with all words that are easily confused, three common but basic pronoun errors are singled out as "demons":  your/you're; their/there/they're; its/it's
4) naked/stranded/orphaned quotations

Remember, these "demons"--by English department agreement--result in an automatic 5% deduction per demon when they occur on formal out-of-class essays.

FOR MONDAY
So, obviously, be working on your "outsider" essay for your choice novel.  Include a Works Cited page for your work and edition.  See the Purdue OWL for instructions, though this should be a fairly straightforward case.  Be sure you follow the April 2009 update.  

AND A CHANGE
I have decided to make time for an optional peer-response on Tuesday (15 minutes max).  You may participate ONLY if you have a complete typed draft to offer.  Therefor I am also changing the turnitin.com deadline from early Tuesday morning to late Tuesday night--the usual 11:59 p.m.

Finally, remember to bring the Prentice-Hall textbook (AKA "the big gray lit book") with you to class on Monday.

TEST Thursday--and also Mock Crash

Dress accordingly--We will be outside for quite awhile, and historically this event goes on as scheduled regardless of adverse weather conditions.

IN CLASS TODAY
I finished discussions with all 2nd-period book groups; in 4th, I barely started with the second-to-last group and have one more to go.  I will make this work tomorrow.

FOR TOMORROW
Well, obviously, the test--but it should be fine within the shortened time frame of mock crash day (classes are a few minutes longer than they would have been today).

2nd Activity (Individual)--May be turned in either Thursday OR Friday.  It's your choice.

Test will be on Thursday!

Because, in part, I didn't get through the groups today--in part because we had some good discussions!  I want to finish that process.

So--be working on Activity 2 anyway:  you may turn it in (and be done with it) on Thursday as originally scheduled OR turn it in on Friday without penalty.  Your choice.

Test--Thursday

Paper--Assignment sheet handed out today.  Read it thoroughly if you missed class; it's linked here--
https://docs.google.com/document/d/1xz3tfDieqPbtsFxrp678AFzYUaQjUM6HbHs3Bw9K9D8/edit?hl=en&authkey=CK2Rh68J

On to other activities both Friday and Monday--then full steam ahead with 1984.

MONDAY, May 9

TODAY IN CLASS
1.  Facebook Projects--collected after students marked certain elements for easy identification/basic scoring.  Overall, they look terrific, and I'm excited to see the full range of your insight and ingenuity.
These should also be online by now (to my e-mail address); if there have been any glitches, get them taken care of and submitted today.

2.  The rest of the period was devoted to group discussion based on the material attached here:
https://docs.google.com/document/d/1yJ9U9K-hPUaj7eBN0hiz1ZwKaY_0dy3yaSTQwCITkf8/edit?hl=en&authkey=CKH4hsUE

THURSDAY/FRIDAY IN CLASS
All of Thursday and some of Friday was spent in group work on the mock Facebook project.  On Friday, there was also a visit from a counselor to discuss important senior deadlines and obligations--see the senior newsletter for all the details.

Regarding the Facebook project, remember that it is due on Monday, May 9,  in two forms:
1) hard copy with you in class (with one final task to mark before handing in)
2) electronically, NOT to turnitin.com, but to my school email:  boazm@issaquah.wednet.edu

There are several remaining elements in the Choice Novel unit:

• Final discussion with group members (some discussion time Monday--most of it on Tuesday)
• Wednesday--Final test over your book
• Thursday--2nd activity due (individual); details on Friday hand-out, which is linked here:
• https://docs.google.com/document/d/1F6uTk0MVpcQ0-eJRnDLakYlwji3bmD6LQwK3MWgvuB4/edit?hl=en&authkey=CIHv_ugM
• Final paper:  topic/requirements announced on Monday--due NEXT Monday, May 16

For 1984, our last book, there will be substantial class discussion, some optional study guide questions as well as two sets of required questions, and 2-3 very short quizzes. There will be at least one short writing assignment, but not a full essay.  The final exam will be only on 1984.

TODAY IN CLASS
I collected the "Love Song of J. Alfred Prufrock" annotations.  We did not talk about the poem today; we'll resume tomorrow.

Students received a hand-out detailing a group Facebook project.  No groups can contain more than four students, so the 5's and even 6's that have been sort of "working together" will need to subdivide.  Pairs, threes, and fours are allowed.  The hand-out is linked here:
https://docs.google.com/document/d/1khFjlFqtPJF3iRpTVdspg3yWwJ3pG-AoGhaIOTVREe0/edit?hl=en&authkey=CMLl3ecH

So if you were absent, at least read this so that you'll be up to speed on what's expected (you can get the actual hand-out tomorrow).

FOR TOMORROW
Do whatever your group assignment related to the Facebook activity may be.
Continue reading.

CATCH-UP MODE

First, new reading pages have been on the board this week, but I don't think they've officially made it into the blog.  So here they are---more or less the "second third" to get you about two-thirds of the way through your book.
In all cases, by Wednesday you should be THROUGH the following chapters:
Frankenstein -- Chapter 16
Jane Eyre -- Chapter 20
Pride and Prejudice -- Chapter 34
Brave New World -- Section X (Ten)
Grendel -- Chapter 7
The Curious Incident of the
   Dog in the Night-Time -- Ch. 173 (p. 126)

TODAY IN CLASS

• The background reports (varied subjects depending on book) were collected. 
• More time to read/study for tomorrow's quiz. 
• People who felt thoroughly read for tomorrow were encouraged to start making some vocabulary lists; you will have a more formal assignment before the last group discussion that will involve some vocabulary work.  (We're not interested in technical words--such as the math/physics concepts in Curious Incident or the largely made-up technical vocabulary for BNW; you could think of the target as either "SAT words" or other vocab that you think many seniors wouldn't know, though they seem to be "ordinary words" in some of the works you are reading.)

FOR TOMORROW
A quiz, obviously tailor-made for each work--that will cover up through the reading.  It will count as assessment points, not "daily work."  Expect a combo of multiple choice, quote ID, some short answer (up to a sentence or two), possibly the kind of true/false in which you have to provide the correct info for false statements.

BOOK CHOICE UNIT

I am going to be make this as complete as possible, but for today, I'm just going to pick up with the Background Information assignment that I discussed in class today with each group. 

There are different formats/length suggestions for each group; one group has very little to write, but much to read and digest.  So don't worry about what another group is/is not doing--just focus on your own task.

For all groups, DO write down the sources you consult, but you do not need to provide "citations" for everything you include.

The Curious Incident of the Dog in the Night-Time
Look up both autism and Asberger's syndrome.  Write one substantial (but obviously general) paragraph about autism, and then write a description of Asberger's syndrome.  The Asberger's section should include a list (bulleted is fine) of common traits/characteristics/symptoms of this condition.  And why is it often called a "spectrum"?

Grendel

• You received a packet on existentialism.  Study it thoroughly.  Now look up nihilism, using at least two sources OTHER THAN a regular dictionary.  One may be Wikipedia, but the other source must be this one:     http://www.iep.utm.edu/nihilism/

         Now boil down what you've learned into what you consider to be the FIVE (5) most essential
         bullet points.  These bullet points will need some explanation to make each point clear.

• Your other task:  read the following source carefully (you'll be using it later).  WAIT.  We talked about the zodiac signs . ..I thought I had one generic piece I wanted  you to read.  I've got to add to this later tonight.  The essential thing is to know the signs, know which chapters--but beyond that, what they MEAN is a controversy for later on . . . Zodiac signs are an art, not a science, and how much Gardner wanted them to mean is controversial.

Frankenstein

• Look up galvanism, making sure that the name Erasmus Darwin is mentioned at some point (otherwise you might have the process for strengthening metal . . .) Just summarize briefly.
• Look up the Gothic novel:  list the time period, list some well-known authors/books, and provide a list of characteristics (bullet points are OK)

Jane Eyre

Find out what you can about the plight of orphans in the 19th century, particularly in England (but things weren't much different in America, though we had some novel solutions. . . the orphan trains, for example). Of course you should find out what you can about orphanages, but you do not need to restrict yourself to this one way of dealing with them.

Pride and Prejudice

Find out what you can about inheritance law, and particularly what is meant by the term entailment. We are especially concerned with the early 19th century in England for it to best relate to Austen's novel.

Brave New World

. . . I'll add to this post later tonight.  If you were in class today, you've already got the assignment.  If not, well, hope it doesn't inconvenience you not to be working on a Friday afternoon!

OK, so I slacked on this one, because it got complicated, and we talked it over in class-but for the record, here's what we decided upon:
2nd period originally wanted to write about how the aftermath of World War I affected Huxley--the focus being on the effects of the war, not so much on the biography.  But 4th period had a different plan, and 2nd period people were allowed to switch if the so desired.  So 4th period--a mix of specific people or other cultural phenomena; quite a few ideas were mentioned.  We settled on each person choosing three elements (terms, people, ideas, . . . ) but one of them HAD to be Henry Ford.  (The expectation is to know more about him and his social and political ideas than just that he developed the assembly line. . . ). 

TODAY IN CLASS
1.  Author biographies--some discussion of material with book groups and with the class as a whole. Then these were collected.  LATE PAPERS will be accepted on Monday for 1/2 credit.  NO CREDIT for papers not turned in by Monday.

2. Background information assignment--due Tuesday, April 26.  Content/scope varies by group.  See the relevant part of the Unit Overview (next post).

3. Time to read--about 25 minutes of class time

FOR MONDAY
Read.  You should plan on being about 2/3 of the way through the book by Wednesday, April 27.  Obviously realize that getting a start on the background info material would be a good idea as well.

Partial Post--Maybe Check Back Later for the Rest

TODAY IN CLASS/HOMEWORK/UPCOMING ASSIGNMENTS
Some discussion of upcoming assignments, plus reading time.  Here's what you need to know:

Tomorrow:  First Group Discussion Day.  You should have read up to the following points:
For these two novels, the indicated pages might be too much because several of you did not have the right book on the first day or two.  However, consider these to be the ideal target by tomorrow.  Do your best.
Jane Eyre--through Chapter 11
Pride and Prejudice--through Chapter 23

For the other four novels, however, you absolutely should be at least to the following points by class-time on Thursday:
Frankenstein--Letters plus Chapters 1-4

Grendel (expect some re-reading along the way)--through Chapter 4

Curious Incident--through "Chapter 101"--that is, to the bottom of p. 69 (I think there's only one edition)

Brave New World--I was misleading with 2nd period because I mis-read the chapters/parts designations.  In this book the Roman numerals "trump" the things called "parts".  Go to the end of section V; what I told 2nd period actually moves on a few pages into VI.  (Wish there were consistent page numbers, but I don't have the version that most of you got from the bookroom.)  Please DO double-back and read the Forward, if you did not do that on the day that you started reading.

FOR FRIDAY
There was a hand-out for material on the author's biography and the motivation for writing the particular novel you're reading. Be sure to pick it up in class if you were absent today. Read what's in your book, do some internet searching, but compile what you say into your own words.  For the third question, I'll give you a head-start by referring you to particular sections of the gray book, but I will not post that until later this evening.

ADDITIONAL WORK--I will start as a second post the Unit Overview, with details/links/due dates as we go.  This is a work in progress.

For now (4:58, after a LONG faculty meeting), this is enough for you to be prepared for tomorrow.

Don't Forget turnitin.com!

TODAY IN CLASS
Hamlet essays were turned in (complete final draft, peer response sheet, and body paragraphs draft).
The turnitin.com folder for the Final Draft closes tonight at 11:59.  You really should have done that already, but a few of you have not. DO NOT FORGET.

There was an in-class reading and writing activity, described below.  It is HOMEWORK only for those who were absent (whatever the reason:  you DO need to make this up).

We will be doing two poems in blank verse (like most of Hamlet) that make some use of allusion to some aspect of Shakespearean plays.  Today was the first poem,Robert Frost's "Out, Out--"; we used a class set of books from the cupboard, but if you need to make the work up, here is a link to the poem:
http://www.bartleby.com/119/22.html

This poem is based on an actual event that occurred in the area where Frost was living; in fact, he read about it in the local newspaper.  YOUR JOB is to write the newspaper account that Frost might have read:

• Use the tone and style of a newspaper report (esp. a small town paper)
• Include all the details that are relevant to describing what happened (this is where local papers tend to perhaps give a fuller account than a big-city publication might do)
• MAKE UP whatever you would expect to find in a typical write-up (name/age/parents/location, etc.)
• Some people made sure to include the name of the paper, the date, etc--the sort of thing that made it seem real.

(There was a second step, but more on that later)

FOR MONDAY
No homework for the rest of you , but bring your Hamlet text if you didn't have it with you today (or were absent).  On Monday we will get books for the group project. I'm going to try to post who's doing what later this week-end.  (First names only unless I need last initials for clarity).

Peer Response Day Tomorrow

1.  Show up in class with a hard copy of your working thesis plus the three body paragraphs.  See preceding posts for details.  Typed, double-spaced.

2.  Submit to turnitin.com--deadline for that is 3:00 p.m. on Wednesday.  (No reason to wait; it's just a back-up for anyone who has unexpected difficulties.

Clarification on What's Due for Wednesday

In 2nd period today, I used the phrase "first draft" to describe what's due in class on Wednesday (hard copy in class; same material on turnitin.com).  But as you know from the assignment sheet and what was still boldly on the board from before break, it's actually the working thesis and the three body paragraphs that are due.  The thesis should be carefully and completely written, but with the understanding that it might be adjusted in various ways as you revise the paper.  And the three body paragraphs should be complete and as well-written as you can muster; please do not think of them as "rough drafts" because no one can assess them fairly if they are just thrown together with the assumtion that "oh, well, I can revise them later."

But what you DON'T need for Wednesday is an introductory paragraph or a conclusion.  You will add those after receiving feed back on the Wednesday peer-response session and revising the body paragraphs accordingly.  Then you will write the perfect introduction to the paper you've already written, and write a sensible and compelling short paragraph to leave your reader with a clear and positive impression of your ideas.

So obviously:  homework for tomorrow, be working on your paper. BRING YOUR HAMLET BOOK TO CLASS, and if at all possible, bring a print-out or a hand-written draft of a body paragraph that you're actually working on (doesn't have to be the first).

An On-Going Vacation Post

1) The official essay assignment with due dates and break-downs was given out in class on Friday.  Here's the link to that hand-out:
https://docs.google.com/document/d/1dC4wwfJMEbcLneA2li1lysHWUrL-q5AEr11P7ES2UQw/edit?hl=en&authkey=CN2d8ZgK

Read carefully; I'm not summarizing here.

2) I've posted the objective section of the Hamlet test.  Yes, it was somewhat difficult, but several of you really rose to the occasion and did quite well.  Here is how I softened the blow for to help the classes as a whole:
Everyone's posted score has 3 points added to it--this was in part to take care of one or two especially tough questions.
There is an additional curve provided by figuring the score as the number correct (plus the 3 mentioned above) out of 50, rather than the 52 actual questions.

Stay tuned for more grades--and probably further additions to this post--as the week goes on.

Hope you are having a good break..  To those in the Seattle area--let's hope for a bit of spring sunshine!!

Hamlet Objective Today; Writing on Thursday

Here are some ideas to consider about Hamlet as a whole.  They might be useful for the upcoming writing  (the seven or so minute part that should have been with today's test but will be tomorrow, the in-class essay answers originally intended for tomorrow, or even ideas to spin around for the out-of-class essay).

https://docs.google.com/document/d/10ymTEkdWydeJY72Mh1cF6_gDzZYIXUno7lINh37Oxe8/edit?hl=en&authkey=CKy4_6oH

TEST on Wednesday

Wednesday:  Hamlet objective (50-ish questions)  test plus 1 short piece of writing (not an "essay")
Thursday:  A 30-minute in-class, closed-book essay question on Hamlet (possibly 2 shorter questions)

Rest of Thursday/Friday:  Getting started on the Hamlet out-of-class essay

"Wrapping Up Hamlet"Week

TODAY IN CLASS
1. Very short Act IV quiz. (both classes)
2. Returned and went over Act II quiz (2nd)
3. Picked up in Act V as the mourners arrive at the cemetery (4th)

FOR TOMORROW
Be absolutely certain that you have read to the end of the play.  We will focus on Act V issues early in the class period, and raise some broader questions during the latter part of the class.

WEDNESDAY: 
An objective test with ONE short writing question (probably bulleted, in fact)--more "factual" than "interpretive."
You will also receive the essay question on this day so that anyone who will be gone over break will have some time to think through this instead of being hit on the Monday you return.  Note the due date below.

THURSDAY:
A 30-minute essay question [or 2 shorter ones] (closed book)
Time to start work on out-of-class essay

FRIDAY:
Work time for the essay.

THE WEEK AFTER BREAK
The first draft will be due by Wednesday.  In-class peer response on that day. 
Final Draft:  Due on Friday, April 15.

TODAY IN CLASS
Questions left over from the partial print-out situation were collected (affected questions 3-10 for Scenes 4 and 5).  We mostly finished these scenes (the end of 5 was very "light" in 4th--we will probably re-visit that briefly.

FOR TOMORROW
Finish Act IV by reading and answering the questions  (Wednesday's hand-out) for Scenes 6 and 7.  

CHANGE OF PLAN . . .

that affects what I told 2nd period, but 4th, you're already in the loop. I was not aware until 4th that a good number of you did not realize how many actual questions were on the homework from yesterday--there should have been a total of 10 questions, but the page that some of you printed had only two actual questions.  I will accept  additional papers tomorrow without loss of credit.  And it's clear that it will take us a good chunk of tomorrow to discuss scenes 4/5, so I'll accept 6/7 homework on Friday (hand-out).  If you don't see this announcement, and get the new questions done anyway, well, you're probably better off!

NOW, back to the issue of why only part of the assignment prints out.  I still don't know "why"--there is not a mistake in the Google.docs link.  One person suggested changing the antiquated IE7 to at least 8 or even 9--or to Google Chrome (which makes sense for another Google product).  However, I don't think I'm supposed to change school computers to that extent.  Someone else pointed out another fix:  when you open the Google.docs link, DOWNLOAD the document.  Then print it. 

SO--in class today, we finished all we need to do with scenes 1, 2, and 3.  Tomorrow in class, you will bring the remainder of the questions on 4-5 (if you didn't have them today).  For homework tonight, you should certainly get a good start on scenes 6-7, but I WILL accept the written questions on Friday.

Hamlet Homework

TODAY IN CLASS
Quiz over II-III
Reading time to get started in Act IV:  during class, read and keep track of any initial questions you have.
You should presumably have been able to read Scenes 1, 2, and probably 3 in class--these are all very short!

FOR TOMORROW
Here is the link to your homework.  The first three short scenes are summarized for you; it will be up to you to ask questions about them at the start of class tomorrow.  For homework, read scenes 4 and 5, using the remaining questions as both a guide to understanding and a way to show--through your responses--that you "get it."
https://docs.google.com/document/d/1M-qZe_D6bpRc4yj1ewK4MQYN4fzVz8ulq-_JdwSEQbY/edit?hl=en&authkey=CJ_znMkH

We will continue with Scenes 6 and 7 in class tomorrow--they are not homework.

TODAY IN (BOTH) CLASSES
Though the starting points were somewhat different, we finished reading/discussing Act III.  You were supposed to have finished reading on your own over the week-end, but with no questions required  for the last scene, there seemed to be a bit of vaguesness . . . unfamiliarity . . . among some folks.

SO read up, because

TOMORROW IN CLASS
There will be a quiz over Acts I-III, with the emphasis being on two and especially three.  This quiz will be different than the last one in that you will need to produce/write more yourself (though no "essay" questions), and it will be harder to scrape by on what you picked up in class.  So read/review as needed.

Then you'll have time to get started on Act IV in class, with more of Act IV expected as homework.

Back to our regular schedule . . .

So for tomorrow, both 2nd and 4th should have read Act III, Scene 3, and answered the questions you received earlier this week.  These need to be done neatly and completely--either typed or in ink--and ready to turn in at the start of class on Friday.

During class on Friday, we will discuss the end of Scene 2 as needed (2nd and 4th are at slightly different points), reinforce what you discovered on your own for Scene 3, and proceed together with Scene 4.

(If by any chance you are absent on Friday, know that you simply need to finish Act III.)

Hamlet, Act III

Bottom line:  both 2nd and 4th will finish Act III by Friday.  And the first order of business when I see you next, whichever class you are in, will be to finish discussing your "summa-phrase" of Hamlet's "To be or not to be . . . " soliloquy. 

For tomorrow:  2nd period, read the rest of Scene 1.  We may have an in-class reading as well, but not until you tell me what specific tones/attitudes we should look for in the reading.  We'll pick up from there.

4th period, yes, read the rest of Scene 1, but because there will be less time to do more reading later, also go ahead and read the first 95 lines of Scene 2 (that's up to the part where everyone shows up for the play).

4th period, please check back on Tuesday--I'll probably add some further information/helpful guidance later on.

TODAY IN CLASS
Time to read (people should already have been to about page 101, but not everyone had done that); the idea was to get done or nearly done with Act II.
New questions--for peronal notes/jotted down answers, not to be handed in.
Class progress varied a bit because of the unscheduled fire "drill" 2nd period, but the upshot for tomorrow is the same.

FOR TOMORROW
1. Finish reading Act II.
2. Work through at least half of the questions on the new hand-out.
3. During about 20 minutes of class time tomorrow, you should be able to finish those questions (you'll be allowed to work together).  4th might not need so much time, since you had more today.
4.  Both classes--the last 15 or 20 minutes will be a short quiz over both Acts I and II.

Still on Hamlet, Act I

TODAY IN CLASS
Questions 1-9 stamped; Scene 3 discussed.  Part of Scene 4 discussed with answers developed in class.

FOR TOMORROW
Read Act 1, Scene 5 and answer the Scene 5 questions on the study guide.  Have this completed by the start of class (we'll collect it, discuss briefly, and MOVE ON to Act II).

TODAY IN CLASS
New questions hand-out:

• Went over major points of Hamlet's first soliloquy ("O, that this too too sullied flesh would melt . . ."
• Students were to record  our joint efforts
• Did questions 1-3 in class

HOMEWORK
1) Read and write answers to the Act I, Scene 2 questions.  Be sure to include act/scene/line references.  (you don't always have to "quote" from the text--but you DO need to show where/what lines of the text provide the evidence.

2) Read Scene 4.  Be ready to respond to these questions during class discussion.
3) Then you'll do Scene 5 on your own and we'll be done.

SO--if you are on the excused list for Tuesday--have Act I FINISHED for Wednesday.

TODAY IN CLASS
Group (pairs or threes) activity on the first part of Act 1, scene 2.  Due at end of class; will have to be made up if you were absent.

FOR TOMORROW
Read to the end of Scene 2, which is on p. 39.

TODAY IN CLASS
We either finished the first scene (4th period) or came very close to doing so (2nd); so second period people, please read the last page or so of the scene.

FOR TOMORROW
Read the first section of Act I, Scene 2.  This will get you to the middle of page 29. 

You do not need to write formal homework (paraphrase, summary, etc.).  However, you should take notes on questions or problems you're having.  We will "go over" significant chunks of this in class, and there will be some in-class written work associated with it tomorrow.  However, there will be some lines that will not be read and may not be mentioned verbally--you need to get in the habit of reading the assigned sections even if it's a struggle for you.  You WILL get better with practice, and better to start improving now while the assignments are very short!

TODAY IN CLASS
1) Summary and implications of pages 290-297 in the gray books. 
2) Checking out the Hamlet texts:  anyone who was absent or who did not have your ID needs to take care of this ASAP either at lunch or immediately after school.
3) We began reading Hamlet with the help of several young men in each class . . .  but we didn't have time to break down or analyze too much.  We DID establish that Horatio is not actually a regular guard or sentinel; he was asked to join the other fellows to verify their claim that they have seen a ghost.  He's initially skeptical (doesn't believe in ghosts) and apparently better educated ("a scholar"), but when he too sees the ghost, he becomes a believer.

FOR TOMORROW
Probably the ONLY Hamlet day with no homework.  On most days, you will either have some additional reading to do at home, or you will be asked to do something (answer some questions, paraphrase a section, summarize a section, or do some other task) with something that we've read in class.  On a few days, I will have you read silently in class to make more headway--we don't want to get really bogged down in the text.  It should "move" fairly fast.

Remember, you can leave your heavy regular lit book at home or in your locker for awhile.  But have Hamlet with you every single day!

Back to School . . .

TODAY IN CLASS
We got a gentle start on Hamlet by means of a series of questions that suggested the outlines of how much Hamlet had to deal with, and how many young people might feel when confronted with such a series of personal blows.

Tomorrow:  You'll be getting your Hamlet text from the bookroom--you are required to have your school ID with you!

FOR TOMORROW
Read the Shakespearean background material in the Prentice Hall text: pages 290-297. 
(The textbook contains Macbeth, of course, but all of the sections you need to read are relevant regardless of which actual play we study.)
Bring your regular textbook tomorrow, and then you won't need to bring it for the next 2-3 weeks.

Sonnet Assessment Today

And there are various sports activities tonight--some of you will be participating, and others supporting.  And you've already done good work and stretched your English brain cells.  So no homework.

Sonnet Assessment on Thursday

This will not be an all-round poetry test, and it won't cover the historical material.  Know basic facts about sonnets:  14 lines, iambic pentameter (and what that means, and how to notate it), and the different rhyme schemes possible.  Know octave/sestet; quatrains; (closing) couplet.  Be able to recognize Spenserian; know the terms Petrarchan (Italian) and Shakespearean (English) and what structure they describe.

BUT--mostly, this is a "skills" test.  You will be asked to do certain things/answer questions about a sonnet you haven't studied, and for another sonnet, you will need to write out a paraphrase.  Finally, you'll be asked to compare one of those sonnets in certain ways with another one that we DID do in class (text will be provided). 

1.  If you did not finish the worksheet on pp. 224-228 in class, that needs to be done by the start of class on Wednesday.
2.  Read pp. 228-232 carefully.
3.  Start reviewing what you've learned about poetry, esp. the sonnet structure (copied from the board, plus what's in your book)

Happy Valentine's Day

TODAY IN CLASS
Further poetry practice:  an early 17th C. (1601) poem by John Donne, "The Flea" (hand-out)
Annotation practice and class discussion
Also Shakepeare's Sonnet 116 ("Let me not to the marriage of true minds / Admit impediments. . ."
(in the text p.   )

FOR TOMORROW
No homework.

TODAY IN CLASS

Paraphrasing poetry:  more practice on this skill, using a Shakespearean sonnet.  We'll of course be talking about this sonnet more fully next week.

Homework collected:  bullet point argument ("Passionate Shepherd") and counter-argument ("Nymph's Reply).  We looked at sample papers and discussed both the nature of the arguments and the pastoral features of these poems.  We also talked a bit about the lives of the two poets in 2nd--didn't quite get there in 4th.
LOOKING AHEAD:  Poetry Test on Thursday.

TODAY IN CLASS
Sonnet structure:  14 lines, iambic pentameter, varied rhyme schemes.  Then we went over the details of Spenserian, Petrarchan (Italian), and Shakespearean (English) sonnets.  These details will be on a hand-out that you will receive shortly.

Shakespeare's anti-Valentine sonnet: Sonnet 130 (p. 256).  No, it's not really against Valentine's Day, but it DOES mock the typical stance of praise found in the sonnet sequences; the poet typically idealizes his  beloved by elevating the descriptions of her physical beauty, actions, and character--often comparing her directly to a goddess or to an utterly impossible standard of feminine perfection.  Shakespeare's Sonnet 130 provides a more realistic view of a flesh-and-blood woman; the speaker loves her for what she IS, not for false comparisons to what she is NOT.

FOR TOMORROW

• Study p. 244:  the definition of pastoral poetry and the short biographies of Christopher Marlowe and Sir Walter Raleigh
• Read both poems on p. 245.  Summarize the persuasive arguments stated by the "Passionate Shepherd"--use clear bullet points, not paragraph form. 
• Then provide the response that the "Nymph" makes to each of the Shepherd's arguments; do this in bullet points as well.

Wednesday

TODAY IN CLASS
"Sonnet 31" paraphrases stamped, shared in small groups, and collected.  We will finish up with those tomorrow and move on to classifying sonnet types and reading more examples.

One further note about a paraphrase to add to the information in yesterday's post:  keep the same point of view as the original poem.  If the poem says "I" or "you" (or thou, in this case), KEEP the same perspective.  In a summary, on the other hand, you would write "The speaker says/feels/believes/questions, etc." or the speaker addressas "the Moon," asking if . . .(whatever).

NO HOMEWORK for tomorrow . . .

A Genuinely Useful Post

TODAY IN CLASS--long but important.  Yes, there's homework given at the end.
We went over Shakespeare's Sonnet XII ("When I do count the clock that tells the time . . ." in detail, and set up both the Shakespearean rhyme scheme and the basics of its structure.  We looked at the poem line by line, noting how the content fit into the quatrains and the closing couplet. 

We talked a little bit about Sonnet 75 by Edmund Spenser (p. 238), noting that this poem also deals with the effects of time.  But instead of suggesting that the way to "defy" time was to have children who will live on after the older generation has died, the speaker  tells his beloved that her name (and their love) will be preserved in the poetry he writes.

We got started on a paraphrase, but only got a few lines into it.  A paraphrase is a detailed "translation" that puts a poem, particularly one in archaic language or filled with dense imagery, into clearer, more direct terms.  It is NOT a "slang" version or shortened form that leaves material out. Nor is it an "interpretation"; your job is to lay out what the poem SAYS, not to look for multiple levels of meaning. You can present it in line form or paragraph form, but don't try to paraphrase strictly on a line-by-line basis; because of word order, you'll probably need to look ahead.  Since we didn't finish the paraphrase together in class, I've finished it here.  Obviously there are different ways to word the paraphrase, but this should give you the idea:

PARAPHRASE:  Edmund Spenser’s Sonnet 75

One day I wrote her name in the sand at the beach,

But the waves came in and washed it away:

I wrote it out a second time,

But the tide came in again and ruined my efforts.

“Vain man,” she said, “who in futility attempts

To immortalize (preserve forever) a mortal being,

For I myself will die and decay, and my identity will vanish

Just like my name was erased from the sand.

“No, that’s not true,” I said, “let more ordinary beings die

(and become dust), but you will live by what people remember and know about you:

My poetry will spell out your rare virtues for all eternity,

And write your glorious name in heaven.

So after death conquers all the rest of the world,

Our love will still live and renew our life by the memory of it.

HOMEWORK

Now you try your hand at paraphrasing the next one in the book:  Sonnet 31 by Sir Philip Sidney (p. 239).

Write out your paraphrase neatly in ink, or else type it.  Due at the beginning of class on Wednesday.

TODAY IN CLASS
We considered the implications of the interlocking rhyme scheme of "Stopping by Woods. . . ." and discussed various interpretations of the poem.

We began the discussion of meter using the sonnet "When I do count the clock that tells the time. . . "  Those worksheets were collected, so if you were absent today, please mark ABSENT and turn in at the start of class on Tuesday.

Much more content-based discussion of that sonnet tomorrow, and then we'll move on USING YOUR BOOK. Really.  So please bring it.

Poetry . . .

It may seem as though we are not doing much--I can't believe there's no homework for the third night in a row.  Do NOT get spoiled.

However, we are actually having a good time with the poetry.  To 2nd period--you will get a hand-out tomorrow that will actually have all three of the poems we've worked with so far, but HANG ON to the version with the "boxes" that you did at the end of class today.  You'll be using it on Friday.  And 4th, you got the hand-out, and obviously you also need to keep it.

Tomorrow's class period will rely on that, plus some other things. 

A brief start on poetry today, using Tennyson's "The Eagle."  We'll do 2-3 more short poems tomorrow, and then several days of sonnet study.

But no homework again tonight.

Ballad Assessment Today

If you missed it, you could come in tomorrow morning no later than 9 a.m. or stay after school on Thursday (I'll be in the writing lab).  It takes about 40-45 minutes.

No homework for tomorrow. DO be sure and bring your book, however.

Ballad Assessment for Tomorrow!

TODAY IN CLASS
We used a Twitter or Facebook format to reveal the shifting personal drama of "Barbara Allan."  We'll use a few minutes of tomorrow to make sure everyone's pretty secure on the "back story," for which there was quite a bit of variation today. I enjoyed the variety and spirit of your social networking versions!

FOR TOMORROW
Study the hand-out you received today; you'll be able to use it for the assessment tomorrow, but it will help if you aren't reading it for the first time then!

You will receive a new ballad as well as a different version of one you've seen and be asked to answer questions that show both your understanding of the ballads (can you read closely, carefully, and with insight?) and your knowledge of the characteristics of the ballad as a form.

TODAY IN CLASS
1.  Discussion of two ballads:  "The Twa Corbies" and "Lord Randall"
2.  Homework questions stamped at the beginning; collected at the end.  People were expected to add info/make corrections as we discussed.  People who did not DO the homework were encouraged to take good notes as we went, and as a new-semester gift, get partial credit.  (That was probably a one-time offer.)
3. Although not covered on the questions, we looked closely at the rhyme scheme (NOT the norm for the first two) and considered the various types of repetition found in ballads.
3. Then we went on to "Get Up and Bar the Door" and simply enjoyed this humorous take on "the battle between the sexes" with some light discussion.  (I'm not sure we quite finished in 2nd)

FOR MONDAY
No written homework, but you are expected to read the next ballad ("Barbara Allen") closely and carefully--probably several times.  Then look at the questions after that poem, and make sure that you would be able to answer them if asked. 

On  Monday, I'll give you an additional hand-out on ballads as a whole for you to study and review; on Tuesday, you'll be asked to examine a ballad not in our book on your own, and respond to various sorts of questions and to be very precise in discussing the full range of its ballad features.  (That will be the first "assessment" grade of the new term.)

Thursday

Yes, I skipped Wednesday. . .  in-class discussion of Morte d'Arthur:  no new homework.

TODAY
Students turned in the modernized paragraphs after adding brief explanations for three specific changes, and a small-group addition of one more short bit of text (4 lines or so).

We also started ballads (barely)--going over some basic characteristics and reading (but not yet discussing)  "The Twa Corbies."

FOR TOMORROW
Read/re-read/study the two ballads on pp. 194-195, including looking at all the "dialect words" that are defined below the text.  Of course we will talk about these, but you need to figure some things out on your own first. 

Answer (in writing, in ink [or typed]) questions 1-4 on p. 195.  Respond to all parts, and include evidence as needed.  These are very brief.  Just do it.

Second Semester

Second Day . . .No post on Day 1.

There HAD been homework, however-- to read the selection from Sir Thomas Malory's "Morte d'Arthur," which is actually the last piece in the Medieval unit of the book (176-184).  The portion in your book is actually from the ending, which really does feature "the death of Arthur" (as the title says)--but the book as a whole tracks Arthur's life from boyhood to becoming king to the end of his reign (and life).  It's actually a springboard into the Renaissance, because it's one of the first books published by William Caxton on his new moveable type printing press.  And it's the first work in your book that is given "as is" except for modernizing the spelling--in other words, it's not a Modern English translation of something originally written in Old English or Middle English.  It's actually "Early Modern English" from the dialect that has most influenced our language today.

TODAY IN CLASS
Some general overview discussion about Sir Bedivere and Wiglaf (sort of my "who read it??" gauge), and then students worked on informal note-taking answers to several questions at the end of the selection:  #2, #3, and #4 on p. 184, and #7 on page 185.  We'll finish talking about these tomorrow.

But FOR TOMORROW
Write out a smooth and accurate modern translation of the first paragraph of the selection (on 176).  Of course I don't mean the intro blurb in italics, I mean the actual first paragraph.  As part of what you do, REDUCE the number of "and"s that you see in the original passage (there are various ways to do that).

We'll look at this first, then you will do at least one more paragraph in class (different sections of the room doing different things, so we can cover more material).

IMPORTANT WEDNESDAY UPDATE

There is some significantly new information in this post that I intended to alert 2nd period to today.  Could the "Social Network" that most of you live by get the word out that there's some important finals-related info in this post?  Thanks!

OK, here's what I've been saying for several days about the final. Essentially, it covers everything we've done EXCEPT for the short stories.

Anglo-Saxon Unit:  Start reviewing by skimming back through the text book. 
Historical Background
Literary terms
The short poems
Beowulf

Medieval Unit:
Historical section in the book AND on the hand-out
Sir Gawain and the Green Knight--excerpts in the book and on the hand-outs
Canterbury Tales--
Material on the background structure
Main points of Chaucer's life
General Prologue--"frame" to the story.  Know setting, structural details, basics of the pilgrims, etc.
The two tales in the book:  "The Pardoner's Tale," and "The Nun's Priest's Tale"--Know details of the soties as well as the literary terms associated with them (all clearly identified in the intros to each story):  exemplum, parody, mock-epic

FORMAT OF THE TEST
This test will contain a fairly long objective section (80-90 questions) that ranges across the material.  There will be a written section containing perhaps 2-3 "short" responses of several sentences each and then a couple of longer responses (extended paragraph or multi-paragraph).  These questions will focus on the medieval units

You should think about some of the following possibilities as some of the "big picture" connections for this section.

• Medieval views of knighthood as seen through Sir Gawain and in Canterbury Tales (think about some differences with the Anglo-Saxon warriors, but such a question wouldn't really focus on the Anglo-Saxons--the emphasis would be on how chivalry CHANGED the warrior code).
• Consider the major pilgrims--the ones with the longest descriptions.  Who among them seems the best?  Why?  What about the worst? Why? Which are similar in some ways but very different in others?  What aspects of human nature does Chaucer (NOT the narrator) seem to be satirizing?
• Although it should be easy to see that "The Pardoner's Tale" is an exemplum, according to the definition in your book, it might be harder to see "The Nun's Priest's Tale" as having elements of parody and the mock-epic.  Try to think through what some of these features might be.

Recapping Yesterday, Plus a Slight Variation

Please see yesterday's post for the complete recap of the assignments. Here's what matters most:

1) Yes, we will briefly touch on the Pardoner's Tale, but you should have run through those questions for Thursday and already looked up/worked on points that you weren't shre about.

2) I believe I told you we would go over the Pilgrim's worksheet on Friday (the "Quiz" that's for practice only).  However, it makes more sense to wait until Tuesday to go over it, because we haven't even completed the Pilgrims.  It is still instructive for you to have that, because you know this is the level of detail that you should know the pilgrims.  But as you look at the ones we've done, I hope you see that the details are pretty significant ones for the pilgrims they describe.

3) DO work on the questions for "The Nun's Priest's Tale."  The first nine cover just the first few pages, and that's where we will focus on Friday. I will be stamping to see that you have completed questions 1-9.

So the blog is late . . .

Because the faculty meeting lasted until nearly 4:20, and I arrived back at my room--geared up to do the blogs before leaving--only to encounter about six guys armed with power tools who were taking apart the computer tables and building new ones.  I left.

So now it's 6 p.m., I'm 35 miles north, where we still have some snow around the edges, and here is what you need to know/do for sure:

1) If you missed the super-short reading check quiz today, you need to take it ASAP upon arriving in class tomorrow.  YOU remind ME, please.

2) Also, there were three hand-outs on Wednesday.  To recap--

• The Pilgrims "Quiz" is actually just for PRACTICE.  Complete it,  closed-book, by Friday.  We will go over it then, but the answers aren't the point--the process is for you to know how well you are learning and retaining info about these individuals.  That's part of the process of studying Canterbury Tales.
• The questions over "The Pardoner's Tale" are to make sure that you have followed the details of this story.  It's direct, and clear, but every single step is important.  But you do NOT need to write these out in full.  They are for you to review, for tomorrow, so that we can build a discussion around them.  (We may not get to talking much about the story on Thursday, but it's important to think through them for Friday because there is other work for Friday/Tuesday.
• That third piece is the hand-out on "The Nun's Priest's Tale."  These questions are to be done in writing (ink or typed), in complete sentences, and in nicely developed detail.  At least the first 9 should be completed for Friday (will be stamped), and they must be finished, of course, by Tuesday.  The first part of this story will be discussed on Friday, so I can't give you credit for 1-9 if they aren't done by the time you get to class--and WITH YOU IN CLASS TO VERIFY and get the stamp,

FINAL EXAM--
I'll try to type up a little more later, but essentially, the final covers everything except the short stories.  That means the historical background, literary terms, and literature for the Anglo-Saxon and Medieval periods.  The test will contain both objective questions (answers on Scantron) as well as several paragraph and/or short essay questions. 

Monday Academic Post

TODAY IN CLASS
(Apart from the district survey) We finished the fairly difficult Friar, showing all of the ways in which he not only misrepresented himself (and the actual duties permitted to a "limiter") but also hurt others by swindling them out of money, allowing them to make a false (invalid) confession, and even luring young girls into his snare. As you know, there were three other pilgrims you should have focused on for today.  (See Friday's blog if you did not do this over the week-end.)
In class we had some time to compare notes in your groups for the first pilgrim in each set, and we barely got started in talking about them. 

FOR TOMORROW
As long as you have taken notes on all three pilgrims and given thought to what we should really think of them, you're OK on them.  We'll continue talking about them tomorrow.

But also for tomorrow, read "The Pardoner's Tale" and all of the surrounding material (pp. 141-150).  Note that this NOT the story that immediately follows the General Prologue--it is the one after that! 

Why is it important to read this for Tuesday even though we will be still talking about the pilgrims?  Because there is a longer story to read for the later part of the week, with some significant questions to answer for Thursday and Friday.

Survey Link

Please go to the following site, click on the Start Survey arrow, and answer the questions.

http://www.zoomerang.com/Survey/WEB22BHA5TVUM9

TODAY IN CLASS
Second period began the Friar; 4th barely finished the Nun. But as a class, we will have covered The Knight, the Squire, the Yeoman, the Nun, the Monk, and the Friar before we begin talking about the following pilgrims on Monday.  When we finish the pilgrims students are largely responsible for, we will work together on the last three:  the Summoner, the Pardoner, and the Host.

FOR MONDAY (and next week--see the end of the post)
For Monday, students will need to become experts on three of the pilgrims by re-reading (probably several times) and taking detailed written notes to specifically account for two broad categories:
Description--of appearance, attire and accessories, job/profession, degree to which person is skilled/competent, degree to which person is ethically/morally upstanding, etc., degree to which the person is a good representative of his profession and a decent human being
Attitudes--of narrator, of Chaucer (and thus of what the reader is to think of the particular character) 

2nd period  Student Groups--
First, I have divided the class into six groups of five students each.  For privacy purposes, I'm identifying you only by first name (rarely with last name initial):
Group 1--Kyle A, Tristan, Michael, Amy K, Said, Nic S
Group 2--Chris, Jay, Alex H, Daniel L, Seung, Ry
Group 3--Hayley B, Taylor, Sarah, Haley M, Alex P, Jessie
Group 4--Will, Dan F, Cory, Allison, Madison, Eric
Group 5--Blaire, Tess, Laura, Andy, Alyson, David

4th period student Groups--You were told your group number in class.

For both classes, here are the pilgrims assigned to each group (yes, the Wife of Bath does appear twice).
Group 1--Merchant, Cook, Plowman
Group 2--Oxford Cleric, Skipper, Miller
Group 3--Sgt.-at-the-Law, Doctor, Manciple
Group 4--Franklin, Wife of Bath, Reeve
Group 5--Haberdasher, etc., Parson, Wife of Bath

NEXT WEEK--read two stories in the reverse order of how they appear in your book

• for Tuesday, read "The Pardoner's Tale"  and extra info (pp. 141-150).  Easy--you'll get it.
• for Thursday, read "The Nun's Priest's Tale" and extra info (pp. 119-137)  Tougher--there will be study questions. 

TODAY IN CLASS
Basis for understanding Chaucer's General Prologue to the Canterbury Tales: 
The narrator--the fellow who decides to join up with the 29 other pilgrims he meets at the Tabard in Southwark--is NOT "Chaucer." Chaucer created the narrator as a character, just as Fitzgerald created Nick Carraway or Mark Twain created Huck Finn.  It's important because we will need to distinguish the stated opinions of the narrator from Chaucer's actual opinions.  Sometimes that will be difficult, but always respect the process of trying.

So--today:  2nd period covered the Knight, the Squire, the Yeoman, and got started on the Nun.  In 4th period, we only managed the Knight and the Squire.  It's OK, we'll catch up easily.

FOR TOMORROW
Continue reading to get an overall familiarity.  Specifically, read from group of characters listed at the bottom of p. 103 through the Reeve (sort of a farm manager) on p. 110.  You can stop when you get to the Summoner at line 641 on p. 110.

FOR TOMORROW
Read from the top of page 100 to the bottom of 104--carefully, at least twice per character.  Study details.  Decide whether we are to "agree" or "disagree" with the narrator's assessment. 

Thursday and Friday's reading will be longer; we will finish the prologue this week/over the week-end and read two of the tales next week.

Sorry--It's Nearly Six

TODAY IN CLASS
1) Finished watching "Becket"
2) Brief discussion of types/stereotypes of high school students, particularly at IHS; began listing some possible types.

FOR TOMORROW
Pick ONE category, either named so far in class or something you didn't have a chance to suggest.  Come up with a substantial number of details concerning appearance, clothing/other attire or accessories, speech, common activities, where time is spent outside school, etc. that would help to characterize or identify the category of student you are describing.

Happy New Year to the Class of 2011

TODAY IN CLASS
1) Please take a look at a terrific article in yesterday's Seattle Times that I somehow missed (thanks, Sarah!):
http://seattletimes.nwsource.com/html/nationworld/2013785316_apusmeadrenaissance.html

2) Review of Becket so far, plus continuation.  To be completed tomorrow.

BUT FOR TOMORROW
Read pp. 90-93 in the textbook:  background on Chaucer's life plus intro material to Canterbury Tales itself.