learning goal: how do I start shaping a personal blog through wordpress.com
start shaping a personal blog through wordpress.com
learning goal: where in my own reading do I find an example of three different highlighted ideas from Heaney’s introduction?
create the first five lines of an original poem set in a specific physical place that evokes fear
share these lines with others
Mr. Brown explains highlighted terms from Heaney’s introduction, using color-coded categories from Monday’s board
Mr. Brown offers examples from his reading of the text: reavers/dreamers (163), Lord’s outcast (169), pagan shrines (175-83)
If you have not already, print your Sonnet/PDF and PAN poem/PDF documents and add them to your Poetry Workbook, making sure to update your table of contents for these new entries.
as you continue reading towards Monday’s goal (l. 1061), mark the margins for examples/embodiments of highlighted ideas from Heaney’s introduction
As people read, some will be called to confer with Mr. Brown–about hot spots on their Qmark Tally Sheets.
learning goal: understand separate categories for main ideas in Heaney’s introduction to Beowulf
review Heaney’s introduction, using the several terms identified in Monday’s class: integrity (xi); mythic potency, archetypal (xii); cardboard effect (xiii); wyrd (xiv); horizon of dread (xv); doctrinal certitude (xvi); transitory (xviii); oneiric power (xix); the pitch of her grief (xxi) moved to Wed agenda (copy board notes today for tomorrow’s review)
complete and submit Qmark tally sheets
begin individual Qmark conferences (5′-10′ each), as others continue reading the first third of the book (to l. 1061)
SPECIAL NOTE: DOUBLE-SPACE THE PDF PORTION OF YOUR DOCUMENT, BEFORE SUBMITTING THE DOCUMENT TO TURNITIN.
Revise your poem-and-PDF document before submitting it to TURNITIN (“PAN Poem & PDF.revised”). In the default footer of your document, remember to acknowledge the specific nature of help you have received from whom. The deadline for this revision is midnight Wednesday of this week.
P.S. Wednesday class time will not be available to work on this assignment.
learning goal: be able to recognize poems written in conventional Italian sonnet form
continue Q&A for Mr. Brown’s commentary on sound in “A Drink of Water”
introduce two Italian sonnets: Westminster Bridge and Nuns Fret Not
in pairs: basic ingredients found in both Wordsworth poems? consensus favorite from among the three sonnets–Wordsworth’s and Heaney’s?
heads-up: poems as prayers–e.g., “wow” and “thank you” (awe and gratitude)
ideas behind this “Poetry Workbook” (5′)
Q & A re first attempts at couplets (5′)
individually (10′), then in pairs (10′), then as whole group (10-15′), compare effects of Ghalib and Heaney poems re loss: given similar content, how do particulars of form create different effects?
more composing time
HMWRK: continue composing
make template with pledge-header and acknowledgment-footer
register on TURNITIN (see class page for your class ID and password)
To TURNITIN, submit your current ideas for Friday’s writing. Please use complete sentences to explain these ideas.
In small groups, identify basic elements of the this traditional form. As part of this process, place the couplets in the order of the original ghazal.
As a whole class, reach consensus on basic elements*. (This part needs facilitator and recorder.)
teacher supplies names for some of these elements, and shows animated mideast-empires map
In small groups, read aloud two ghazals by Hafez. Discuss answers to these questions: How much do these poems meet the traditional requirements? What theme(s), if any, do these two poems share? How would you compare the tone of these two ghazals?
Each group reports to whole class.
Review my feedback on mechanics of last week’s blog post.
Draft your second blog post, request feedback from a blogging buddy, revise as necessary and publish.
With any time left, continue reading in your book, while also thinking about how to communicate to the group what you have learned from reading about this person.
This google doc includes the schedule of presentations that begin Monday, April 28 and run through Friday, May 9.
Stay tuned for presentation guidelines. In the meantime, the bottom line is that you have chosen a book that suits your interests and curiosities. How can you most effectively communicate to your classmates what you have learned from the experience of reading this book? What memorable thoughts and feelings are you taking from this reading? Why those? How can you give others some sense of the specific impact the reading has had on you? The means of your communication, as with the choice of book, is up to you. Find a format that is worth your time and ours–one that treats your subject, yourself and us with respect.
Presentations from each group: Which Hamlet is most vicious and why?
Audience members, on the printed copy of their report, take notes on other groups’ explanations.
Three Questions to which you will apply the details in your notes: What does Hamlet mean, when he declares to Horatio, “Give me that man / That is not passion’s slave and I will wear him / In my heart’s core, ay in my heart of heart” (3.2.61-3)? Why does he say this? While confronting his mother in “the closet scene” (3.4.1-218), does Hamlet become passion’s slave?