Thursday, December 19, 2013

Gawain Interpretations

Directions:

  • Choose one of the following interpretations from either Wikipedia or Goucher College.
  • Read through it and determine what it is arguing or what questions it is raising.
  • Write no less than half of a page (this does not include your heading or all of the fun spaces you put after it) explaining whether or not you agree with said reading.  You may want to only focus on one of the key questions raised in the interpretations that you chose if it is a broader one.  You MUST include reference to specific textual details in order to support your claims.
  • THIS IS DUE WHEN YOU GET BACK FROM BREAK.  YOU MIGHT WANT TO DO IT NOW WHILE YOU REMEMBER THE STORY WELL.


From Wikipedia:

Gawain as medieval romance[edit]

Gawain represented the perfect knight, as a fighter, a lover, and a religious devotee. (The Vigil by John Pettie, 1884)
Many critics argue that Sir Gawain and the Green Knight should be viewed, above all, as a romance. Medieval romances typically recount the marvellous adventures of a chivalrous, heroic knight, often of super-human ability, who abides by chivalry's strict codes of honour and demeanour, embarks upon a quest and defeats monsters, thereby winning the favour of a lady. Thus, medieval romances focus not on love and sentiment (as the term "romance" implies today), but on adventure.[64]
Gawain's function, as medieval scholar Alan Markman says, "is the function of the romance hero … to stand as the champion of the human race, and by submitting to strange and severe tests, to demonstrate human capabilities for good or bad action."[65] Through Gawain's adventure, it becomes clear that he is merely human. The reader becomes attached to this human view in the midst of the poem’s romanticism, relating to Gawain’s humanity while respecting his knightly qualities. Gawain "shows us what moral conduct is. We shall probably not equal his behaviour, but we admire him for pointing out the way."[65]
In viewing the poem as a chivalric romance, many scholars see it as intertwining chivalric and courtly love laws under the English Order of the Garter. The group's motto, 'honi soit qui mal y pense', or "Shamed be he who finds evil here," is written at the end of the poem. Some critics describe Gawain's peers wearing girdles of their own as evidence of the origin of the Order of the Garter. However, in the parallel poem The Greene Knight, the lace is white, not green, and is considered the origin of the collar worn by the knights of the Bath, not the Order of the Garter.[66] The motto on the poem was probably written by a copyist and not by the original author. Still, the connection made by the copyist to the Order is not extraordinary.[67]

Christian interpretations[edit]

Scholars have pointed out parallels between the girdle Bertilak's wife offers Gawain, and the fruit Eve offered to Adam in the Biblical Garden of Eden. (Adam and EveLucas Cranach, ca. 1513)
The poem is in many ways deeply Christian, with frequent references to the fall of Adam and Eve and to Jesus Christ. Scholars have debated the depth of the Christian elements within the poem by looking at it in the context of the age in which it was written, coming up with varying views as to what represents a Christian element of the poem and what does not. For example, some critics compare Sir Gawain to the other three poems of the Gawainmanuscript. Each has a heavily Christian theme, causing scholars to interpret Gawain similarly. Comparing it to the poem Cleanness (also known asPurity), for example, they see it as a story of the apocalyptic fall of a civilisation, in Gawain's case, Camelot. In this interpretation, Sir Gawain is likeNoah, separated from his society and warned by the Green Knight (who is seen as God's representative) of the coming doom of Camelot. Gawain, judged worthy through his test, is spared the doom of the rest of Camelot. King Arthur and his knights, however, misunderstand Gawain's experience and wear garters themselves. In Cleanness the men who are saved are similarly helpless in warning their society of impending destruction.[29]
One of the key points stressed in this interpretation is that salvation is an individual experience difficult to communicate to outsiders. In his depiction of Camelot, the poet reveals a concern for his society, whose inevitable fall will bring about the ultimate destruction intended by God. Gawain was written around the time of the Black Death and Peasants' Revolt, events which convinced many people that their world was coming to an apocalyptic end and this belief was reflected in literature and culture.[29] However, other critics see weaknesses in this view, since the Green Knight is ultimately under the control of Morgan le Fay, usually viewed as a figure of evil in Camelot tales. This makes the knight's presence as a representative of God problematic.[27]
While the character of the Green Knight is usually not viewed as a representation of Christ in Sir Gawain and the Green Knight, critics do acknowledge a parallel. Lawrence Besserman, a specialist in medieval literature, explains that "the Green Knight is not a figurative representative of Christ. But the idea of Christ's divine/human nature provides a medieval conceptual framework that supports the poet's serious/comic account of the Green Knight's supernatural/human qualities and actions." This duality exemplifies the influence and importance of Christian teachings and views of Christ in the era of the Gawain Poet.[35]
Furthermore, critics note the Christian reference to Christ's crown of thorns at the conclusion of Sir Gawain and the Green Knight. After Gawain returns to Camelot and tells his story regarding the newly acquired green sash, the poem concludes with a brief prayer and a reference to "the thorn-crowned God".[68] Besserman theorises that "with these final words the poet redirects our attention from the circular girdle-turned-sash (a double image of Gawain's "yntrawpe/renoun") to the circular Crown of Thorns (a double image of Christ's humiliation turned triumph)."[35]
Throughout the poem, Gawain encounters numerous trials testing his devotion and faith in Christianity. When Gawain sets out on his journey to find the Green Chapel, he finds himself lost, and only after praying to the Virgin Mary does he find his way. As he continues his journey, Gawain once again faces anguish regarding his inevitable encounter with the Green Knight. Instead of praying to Mary, as before, Gawain places his faith in the girdle given to him by Bertilak’s wife. From the Christian perspective, this leads to disastrous and embarrassing consequences for Gawain as he is forced to reevaluate his faith when the Green Knight points out his betrayal.[69]
An analogy is also made between Gawain’s trial and the Biblical test that Adam encounters in the Garden of Eden. Adam succumbs to Eve just as Gawain surrenders to Bertilak’s wife by accepting the girdle.[69] Although Gawain sins by putting his faith in the girdle and not confessing when he is caught, the Green Knight pardons him, thereby allowing him to become a better Christian by learning from his mistakes.[70] Through the various games played and hardships endured, Gawain finds his place within the Christian world.

Feminist interpretations[edit]

Lady Bertilak at Gawain's bed (from original manuscript, artist unknown)
Feminist literary critics see the poem as portraying women's ultimate power over men. Morgan le Fay and Bertilak's wife, for example, are the most powerful characters in the poem—Morgan especially, as she begins the game by enchanting the Green Knight. The girdle and Gawain's scar can be seen as symbols of feminine power, each of them diminishing Gawain's masculinity. Gawain's misogynist passage,[71] in which he blames all of his troubles on women and lists the many men who have fallen prey to women's wiles, further supports the feminist view of ultimate female power in the poem.[72]
In contrast, others argue that the poem focuses mostly on the opinions, actions, and abilities of men. For example, on the surface, it appears that Bertilak’s wife is a strong leading character.[73] By adopting the masculine role, she appears to be an empowered individual, particularly in the bedroom scene. This is not entirely the case, however. While the Lady is being forward and outgoing, Gawain’s feelings and emotions are the focus of the story, and Gawain stands to gain or lose the most.[74] The Lady "makes the first move", so to speak, but Gawain ultimately decides what is to become of those actions. He, therefore, is in charge of the situation and even the relationship.[74]
In the bedroom scene, both the negative and positive actions of the Lady are motivated by her desire.[75] Her feelings cause her to step out of the typical female role and into that of the male, thus becoming more empowered.[76] At the same time, those same actions make the Lady appear adulterous; some scholars compare her with Eve in the Bible.[77] By forcing Gawain to take her girdle, i.e. the apple, the pact made with Bertilak—and therefore the Green Knight—is broken.[78] In this sense, it is clear that at the hands of the Lady, Gawain is a "good man seduced".[78]

Postcolonial interpretations[edit]

From 1350 to 1400—the period in which the poem is thought to have been written—Wales experienced several raids at the hands of the English, who were attempting to colonise the area. The Gawain poet uses a North West Midlands dialect common on the Welsh–English border, potentially placing him in the midst of this conflict. Patricia Clare Ingham is credited with first viewing the poem through the lens of postcolonialism, and since then a great deal of dispute has emerged over the extent to which colonial differences play a role in the poem. Most critics agree that gender plays a role, but differ about whether gender supports the colonial ideals or replaces them as English and Welsh cultures interact in the poem.[79]
A large amount of critical debate also surrounds the poem as it relates to the bi-cultural political landscape of the time. Some argue that Bertilak is an example of the hybrid Anglo-Welsh culture found on the Welsh–English border. They therefore view the poem as a reflection of a hybrid culture that plays strong cultures off one another to create a new set of cultural rules and traditions. Other scholars, however, argue that historically much Welsh blood was shed well into the 14th century, creating a situation far removed from the more friendly hybridisation suggested by Ingham. To support this argument further, it is suggested that the poem creates an "us versus them" scenario contrasting the knowledgeable civilised English with the uncivilised borderlands that are home to Bertilak and the other monsters that Gawain encounters.[79]
In contrast to this perception of the colonial lands, others argue that the land of Hautdesert, Bertilak’s territory, has been misrepresented or ignored in modern criticism. They suggest that it is a land with its own moral agency, one that plays a central role in the story. Bonnie Lander, for example, argues that the denizens of Hautdesert are "intelligently immoral", choosing to follow certain codes and rejecting others, a position which creates a "distinction … of moral insight versus moral faith". Lander thinks that the border dwellers are more sophisticated because they do not unthinkingly embrace the chivalric codes but challenge them in a philosophical, and—in the case of Bertilak's appearance at Arthur’s court—literal sense. Lander’s argument about the superiority of the denizens of Hautdesert hinges on the lack of self-awareness present in Camelot, which leads to an unthinking populace that frowns on individualism. In this view, it is not Bertilak and his people, but Arthur and his court, who are the monsters.[80]

From: http://faculty.goucher.edu/eng240/sir_gawain_and_the_green_knight.htm

Challenging Male/Female and Animal/Human Binary Oppositions

when the host’s wife "captures" Gawain three mornings in a row, she reverses the gender dynamics scripted for both of them in Arthurian romance. When Gawain puts on her "girdel" (1829), he is cross-dressing, albeit secretly (a not uncommon practice among transvestites in cultures which repress the practice). The kisses he trades with the host are interpretable as the normal "salute" given by hosts and guests in most courts of medieval Europe, but since these are kisses Gawain has "won" from the host’s wife, and they are kisses he gives the host in lieu of explaining from whom he had them, Gawain’s gender-role becomes quite complex. Note the Green Knight’s explanation that "that tappe" of the ax on Gawain’s neck was his payment for Gawain’s failure to reveal the girdle—so the neck wound rewards the secret adoption of a female signifier. Why does the poet construct the Green Knight as such an outrageously testosterone-rich figure, especially in his role as the host? Why is the lady so aggressive, and why is Gawain so passive? Does this explain Gawain’s sudden burst of misogyny upon being informed of the women’s role in his deception (2411-2428)?
Gawain’s host hunts three animals whose deaths and butchery are described in intimate detail. After the hunt, which we follow from the deer’s perspective, the deer’s body becomes reduced to ritually named parts in a celebration of mortality which feeds all manner of species until the best cuts are presented to Gawain as his "prys" (1379). The poet similarly gives full attention to the deaths of the boar and fox, and to their transformation into inanimate but valuable body parts, all of which find their way to Gawain. What is the poet’s attitude toward these ceremonial killings? How does the repeated butchery of the animals relate to the scenes of refined bedroom word-play with which they alternate? What kind of animal is a "Gawain," and what does the poet expect us to feel because of that?

The Hunt Game in general--
In general, the beasts of the hunt are divided into three groups--noble beasts (stag) reserved to the king, beasts of the chase which the nobility may pursue (boar), and vermin which usually are left to peasants (fox). The beasts also have symbolic significance that dates back to the oldest oral tradition fables: the lion and stag are brave, the fox is clever, the boar is gross and violent, etc. A later medieval tradition among the troubador poets of Provance equated the hunt of the hart (male deer) with the hunt of the heart (pursuit of the beloved [or love itself] by the lover).
The Hunt Game in SGGK--
Move #1: The Host offers Gawain dominion over his castle; Gawain offers in return to do anything that will please the Host.
Move #2: The Host offers the "Hunt Game": The Host will hunt outside the palace and Gawain will "hunt" within the palace; each will exchange winnings with the other at the end of each day.
Move #31st hunt--The Host captures and kills a hind (female deer); Gawain resists the seductions of the Host's Lady and "wins" a kiss. The Host awards Gawain the hind and Gawain presents the host with a kiss.
Move #42nd hunt--The Host captures and kills a boar; Gawain resists the Lady's seduction and wins a kiss. Exchange of gifts.
Move #53rd hunt--The Host captures and kills a fox; Gawain resists the lady, wins three kisses, but succumbs to the lure of the Green Girdle's supposed protective power. The Host gives Gawain the fox pelt, and Gawain gives him three kisses, but hides the Green Girdle.
    What restores the imbalance caused by Move #5 in the gift-giving game? What is it to lose a game? What is it to win one? In what games is deception justified? What is God's game?

Seasonal Change and Seasonal Renewal

Gawain as "sacrifice"—both Christian and pagan calendars are governed by a cycle of abundance and dearth, ritual sacrifice and renewal. Gawain, like the Green Knight, takes part in a blood-letting ceremony which occurs at the turning point of the new year. If we keep in mind that the Christian calendar traced the beginning of the year to the Resurrection on Easter Sunday, this tale’s Christian "exterior" (built of the symbols on Gawain’s shield and the routine observance of ritual) may actually contain a more profound Christian "interior" in which Gawain becomes a kind of Christ. If so, how does this square with the motivating presence of "Morgne the goddes" (2452)? Why would the court of King Arthur need a Christ-figure? Would the poet expect his audience to reach this conclusion easily, or is it something hidden from all but the expert reader? Would this have anything to do with the way we should read Pearl, assuming as most scholars do that both poems are by the same author? (Gawain is the second knight in Arthurian romance who sees "the blode blenk on the snawe" [2315]; the first, Percival, sees it fall from the holy lance in the Grail’s procession and suddenly realizes the significance of the vessel, his Lord’s sacrifice, and his own naïveté.)


Wednesday, December 18, 2013

Gawain and the Green Knight: Gawain's Journey

Agenda:
-Bell Work
-Gawain Quiz
-Discussion of Section 2

Homework:
-Finish reading the story for HW
-Projects due on Friday
-AP Practice Exam + essay 3 due on Dec 3rd

Monday, December 16, 2013

Sir Gawain Fytte the First

Agenda:
-Bell Work
-Powerpoint
-Discussion of section 1

Homework:
-Read section 2 keeping chivalry in mind
-Style guide due Friday
-Epic Rap Battle due Friday

Friday, December 13, 2013

Project Group Work Day

Agenda:
-Bell Work
-Vocab Quiz
-Work Time

Homework:
-Read section 1 of Sir Gawain and the Green Knight

  • In what ways do you see chivalry in action in the passage?
-Projects (style guide and rap battle) due next Friday

Sir Gawain and the Green Knight E-Text

Sir Gawain and the Green Knight

Wednesday, December 11, 2013

Satire Review: Epic Rap Battles

Agenda:
-Bell Work
-Satire and Parody review
-ERB viewing
http://www.youtube.com/watch?v=6UhgRdKhmqY




http://www.youtube.com/watch?v=WGN5xaQkFk0

-Writing our own parodies: Beowulf vs. Grendel

Homework:
Documentary watching and questions due tomorrow
SPOTTTS due Friday
Style guide due next Friday
Rap Battle due next Friday

Tuesday, December 10, 2013

Code of Chivalry Background Information HW

Link (~30 min) : http://www.youtube.com/watch?v=nol6S8W69UI

Task:

  • What characterized knights of the Middle Ages?
  • What were the components of the code of chivalry?
  • How did knights use the code?
  • How did kings use the code?
  • How did the church use the code?
  • Two other facts that you found interesting/surprising: 

Grendel's Last Words

Agenda:
-Bell Work (logistics)
-Discussion of what is coming up
-Grendel and his last words
-What do these texts suggest about the meaning of life?  What do we get from the two different points of view?

Homework:
-Sir Gawain and the Green Knight webquest
-SPOTTTS on Wallace Stevens' poem due Friday
-Monday-->Sections of your style guide will be due

Friday, December 6, 2013

Grendel Test

Agenda:
-Vocab Quiz
-Grendel Test

Homework:
-Complete Zodiac Worksheet

Comparative Analysis

Agenda:
-Discussion of Chapters 9 + 10
-T Charts comparing Beowulf and Grendel
-Essay handouts and discussion of markings

Homework:
-Paragraph on the last few words of Grendel
-Choose 2 things to go over in your personal style guide and write them on the paragraph that you hand in
-SPOTTTS due next Fri on Wallace Stevens poem

Tuesday, December 3, 2013

Supporting Characters in Grendel

Agenda:
-Review chapter 8 posters
-Free Write on Ch 9-10

Homework:
-Read chapter 11
-Quiz Friday on vocab and isms
-Continue to work on your journals for the story

Wednesday, November 20, 2013

The Dragon Chapter Questions

Explain the purpose of the dragon chapter.  In trying to determine it, you should answer the following first:
  1. Which isms does the dragon embody?
  2. What does the dragon's relationship to Grendel seem to be?
  3. What pieces of advice does the dragon give to Grendel?
  4. How does Grendel handle this advice/the other information the dragon gives to him?  Immediately?  By the end of the chapter?

Tuesday, November 19, 2013

Beowulf Test

Agenda:
-Bell Work
-Beowulf test

Homework:
-Read chapters 4 + 5 of Grendel 
-Continue on with your reading journal

Friday, November 15, 2013

Western Isms in Grendel

Agenda:
-Bell Work
-Vocab Quiz
-Worksheet: Labeling the isms in Grendel

Homework:
-Review Beowulf for Tuesday test
-Read chapter 3 of Grendel


Thursday, November 14, 2013

Western isms

Agenda:
-Review of yesterday
-Western isms worksheet
-A deeper look at existentialism
-The Zodiac in Grendel: words about what to look for

Homework:
-Read chapter 2 of Grendel
-Journal with connections to Foster, Zodiac, and Western isms
-Read: http://www.wikihow.com/Understand-Existentialist-Philosophy  to review existential philosophy

Tuesday, November 12, 2013

Heroic and Elegiac in Beowulf

Agenda:
-Bell Work
-Review of Heroic
-Handout on elegiac
-Finding examples of each in Beowulf

Homework:
-Beowulf test on Tuesday
-Finish your section for tomorrow

Friday, November 8, 2013

Oedipus Citation Examples

This source has an example of the use of certain lines in in-text citations as well as an example of a works cited page.  Both include examples from Oedipus Rex.

http://libguides.pstcc.edu/content.php?pid=24540&sid=1751573

Elegy Link

Elegy Link: http://www.wwnorton.com/college/english/nap/dialogue_elegy.htm Consider Beowulf when you are reading this

Thursday, November 7, 2013

Characterization based on Context Clues

Agenda:
-Bell Work
-Group Share-outs
-Drawing of Grendel or mother based on what we are told

Homework:
-Finish Beowulf
-Finish drawing
-Essays due Nov 12th

Wednesday, November 6, 2013

Beowulf Part II: Partner Review

Agenda:
-Bell Work
-Grade logistics
-Partner Questions

Homework:
-Read in Beowulf up to line 2220
-Finish your partner response
-Essays due Nov 12th!!!

Tuesday, November 5, 2013

Beowulf Reading Circle

Agenda:
-Bell Work
-Discussion of Part 1 of Beowulf

Homework:
-Read through line 1812
-SPOTTTS due Friday on "The Death of a Soldier"
-Essays: due Nov 12th (do not wait until the last minute to start them)

Hero Reaction Guide

Agenda:
-Bell Work
-Pop Quiz
-A little review of archetypes
-Hero anticipation guide
-A-S views on heroes
-A brief guide to epic heroes

Homework:
-Read in Beowulf through line 1812 for Wednesday
-SPOTTTS due Fri on "The Death of a Soldier" (Stevens p. 1096 in Perrines)
-Nov 12th--Essays due

Friday, November 1, 2013

Archetypical/archetypal Heroes

Agenda:
-Bell Work
-Anglo-Saxon background review
-Explanation of archetype/Foster review
-Reading of archetypes for kids/relation to Oedipus Rex
-Subdivisions of archetypes + in-depth packet

Homework:
-Finish skimming the second handout
-Read in Beowulf to line 1250
-Keep a reading journal similar to what you had for the summer/make connections to Foster and keep track of the characters
-Essays (due Nov. 12th)

Halloween

Agenda:
-Bell Work
-Share-out of riddles
-Viewing of Vincent Price's Reading of "The Raven"
-Determine the mood of "The Raven" and rewrite the stanza to suit a different mood (consider denotation and connotation).

Homework:
-Essays (Nov 12th)
-Read to 1250 of Beowulf for Mon.

Tuesday, October 29, 2013

Introduction to Beowulf

Agenda:
-Bell Work
-SPOTTTS handouts and review of submissions
-Beowulf hook: http://www.youtube.com/watch?v=yiBaSqO7n9U
-Beowulf read in Old English: http://www.youtube.com/watch?v=Y13cES7MMd8&feature=related
-Beowulf power point

Homework:
-SPOTTTS due Thurs.
-Essays due Nov 12th
-Read "The Masque of the Red Death" for Thurs
http://www.ibiblio.org/ebooks/Poe/Red_Death.pdf

Monday, October 28, 2013

Dionysia Day

Agenda:
-Presentations
-Discussion of our choices

Homework:
-Riddle Worksheet hand in tomorrow if you did not today
-SPOTTTS due Thurs on "The Flea" (extended)
-Essay due Nov 12th

Friday, October 25, 2013

Anglo-Saxon Poetry

Agenda:
-Bell Work
-Vocab Quiz
-An Introduction to Anglo-Saxon works


-Packet

Homework:
-Finish packet
-Prepare for Dionysia on Monday
-Wednesday: Spottts on "The Flea"
-Nov 12th--Oedipus paper due

An Introduction to Anglo-Saxon Verse

The following link will send you to a site that you can use to complete your worksheet.  Make sure to write down the number of the riddle.

In addition to what you are asked to do on the sheet, make sure to note the subject and a guess at the answer to the riddle (the answer might be listed, but try not to cheat).

http://en.wikisource.org/wiki/Anglo-Saxon_Riddles_of_the_Exeter_Book


Thursday, October 24, 2013

Test Review

Agenda:
-Bell Work
-Test Overview
-Dionysia Group Work

Homework:
-Study for Vocab Quiz
-SPOTTTS due Monday
-Dionysia Monday
-Nov 12th Essay Due

Wednesday, October 23, 2013

Oedipus Citation Examples

Check it out!!


This source has an example of the use of certain lines in in-text citations as well as an example of a works cited page.  Both include examples from Oedipus Rex.

http://libguides.pstcc.edu/content.php?pid=24540&sid=1751573

Review of Mood and Tone + MLA Odds and Ends

Agenda:
-Bell Work
-Dashes versus parenthesis
-Quotations and use of ellipses
-Tone and Mood Worksheet

Homework:
-Continue to work on the Dionysia for Friday
-SPOTTTS
-Paper due on Nov 12th

Tuesday, October 22, 2013

Oedipus' Exodus

Agenda:
-Bell Work (deduction; wary)
-Fate v. Free Will

  • Free Write
  • Connection to predestination and Calvinism
-Dionysia Group Work


Homework:
  • Tomorrow: Read p. 263 of Green Book and answer 3 questions: 
    • How does the drama fit Aristotle's tightly unified concept?
    • In what ways is Oedipus a tragic hero?
    • What is Oedipus' harmartia?
  • Dionysia on Friday
    • Do not forget your individual paragraphs
  • SPOTTTS on Donne's "The Flea" (pp. 890-891) due Monday
  • Oedipus Essay due on November 12th 

Monday, October 21, 2013

Addressing our Apostrophe Allergy and Group Work Time

Agenda:
-Bell Work
-Apostrophe Rules
-Apostrophe Worksheet
-Oedipus Rex Essay Directions Explanation
-Group Work Time for the Dionysia

Homework:
-Oedipus Rex Essay due Nov 12th
-Group enactment of scene due Friday
-Be prepared to discuss the Exodus tomorrow

Monday, October 14, 2013

SPOTTTS Discussion

Agenda:
-Bell Work
-Historic Present Tense
-Critique of Sample SPOTTTS
-Our own SPOTTS with "A Noiseless Patient Spider"

Homework:
-Finish the last two parts of the acronym for "A Noiseless Patient Spider"
-Read Scene 4 for Wednesday

Friday: Academic Conventions in Writing I

Agenda:
-Bell Work
-Vocab Quiz
-Sample pieces of professional writing on Frankenstein

  • Title
  • Thesis
  • Introduction of the work and the author
  • Hook
-SPOTTS Analysis

Homework:
-Read and consider the sample SPOTTTs analysis
-Be prepared to discuss more Oedipus Rex on Mon

Thursday, October 10, 2013

Types of Irony: A Closer Look

Agenda:
-Bell Work (libation, comic relief)
-Finish discussion of Prologue and Scene 1
-Irony Detectives Worksheet

Homework:
-Finish Irony Detectives
-Read Scene 3
-Be prepared to discuss essay writing tomorrow

Friday, October 4, 2013

Prologue Reading Questions

DISCUSSION QUESTIONS ON SOPHOCLES’S OEDIPUS REX

1. What are your first impressions of Oedipus as a person and ruler?

2. Oedipus’s kingdom, Thebes, is beset by the plague and agricultural decline—“crises”. What is significant about this situation?

3. What seems to be the function of the parados--including the strophe and the antistrophe--from what you have read?  Discuss more than just the movement of the chorus members.  

Thursday, October 3, 2013

Small Group Day with the Greeks

Agenda:
-Bell Work
-Work on projects or complete assigned Greece reading

Homework:
-Finish presentations for tomorrow
-Study vocab for tomorrow
-Finish reading on the Greeks for Monday

Tuesday, October 1, 2013

History of the Greek Theater

Agenda:
-Bell Work
-Oedipus Rex Vocabulary
-Worksheet + Greek Theater Videos

  • Practice note taking/viewing for particular details

Homework:
-None.  Be prepared to finish viewing tomorrow and to start working on presentations.  

Monday, September 30, 2013

Thursday, September 26, 2013

Review Day with "A Rose for Emily"

Agenda:
-Bell Work (authority; perpetuate)
-Vocab Quiz
-Review Stations

Homework:
-Get ready for tomorrow's test!

Wednesday, September 25, 2013

The Southern Gothic

Agenda:
-Bell Work
-Southern Gothic PPT
-Applying the Southern Gothic to "A Rose for Emily"
-What do we need to review before Friday

Homework:
-Study for Friday
-Vocab quiz bumped to tomorrow

Friday, September 20, 2013

Boot Camp: Symbolism

Agenda (Mon and Tues):

Mon:
-Bell Work
-Ethos, Pathos, Logos Review
-EPL in Commercials
-Symbolism Power Point

Tue:
-Vocab Quiz
-EPL Review
-Symbolism con't


Homework:
-Questions on "A Very Old Man with Enormous Wings"
-Review "A Rose for Emily"

Wednesday, September 18, 2013

Ethos, Pathos, Logos

Agenda:

-Bell Work (antithesis, adroit)
-Finish up with satire
-Ethos, Pathos, Logos reading
-Worksheet

Homework:
-Finish the two worksheets on ethos, pathos, and logos

Tuesday, September 17, 2013

Mon and Tue: Summer Assignment Review & A Closer Look at Satire

Monday's Agenda:
-Bell Work
-Summer assignment review
-Worksheet based on the summer assignment

Homework:
-Read "A Very Old Man with Enormous Wings"
-Finish the worksheet based on the Foster text


Tuesday's Agenda:
-Bell Work
-Notes:  Satire con't as well as Satire & Parody
-Example of Parody

Homework:
-None, just come to class tomorrow prepared to continue with our review!
-Keep the readings fresh in your mind!

Friday, September 13, 2013

Boot Camp: "A Modest Proposal" to Review Satire, Mood, and Tone

Agenda:
-Vocab (anaphora, impecunious, anecdote, delineate)
-Vocab Quiz
-Review of mood and tone in relation to AMP
-Satire Overview

Homework:
-Answer the 3 questions related to satire at the bottom of the handout
-Read "A Rose for Emily" (p. 281)-->keep in mind all of the things that we have been going over in boot camp as you read

Wednesday, September 11, 2013

Boot Camp: Theme wrap-up and Tone & Mood

Agenda:
-Bell Work
-Review of Theme
-Sharing themes from "Once Upon a Time"
-Writing themes for "Eveline"
-Mood v. Tone: http://www.youtube.com/watch?v=nK-0lTV0wCA

Homework:
-Read Swift's "A Modest Proposal"
-Identify a mood that you felt while reading the piece
-Identify a tone that fits the piece using your tone word list
-Mark up the text.  Identify passages that support the reason you chose a particular theme.  Define any terms that you do not know.

Boot Camp: Rearranging Plot and Intro to Theme

Agenda:
-Bell Work (ambiguity, reprehensible)
-Complete plot diagram posters
-Theme power point

Homework:
-Read James Joyce's "Eveline"

Monday, September 9, 2013

Bootcamp: Rearranging Plot

Agenda:
-Bell Work (morose, allusion)
-Review of Plot Diagram for "The Short Happy Life..."
-Rearranging the plot events--Does it affect meaning?


Homework:
-Read Joyce's "Eveline" if you want to get ahead on homework for the week

Friday, September 6, 2013

Boot Camp: Plot

Agenda:
-Vocab Quiz
-Bell Work (Alliteration, capricious)
-Homework Questions/Review
-Plot Powerpoint
-Plotting out "The Short Happy Life of Francis Macomber"

Homework:
-Finish Plot Diagrams
-Read Nadine Gordimer's "Once Upon a Time"
-Write out what you believe to be a theme in the short story


Thursday, September 5, 2013

Bootcamp: Point of View

Agenda:
-Bell Work (none)
-Continue Powerpoint--http://www.qcc.mass.edu/booth/255/ptview/01intro.htm
-"Quiz" on types of POV
-Rewriting Frankenstein (Chapter 4, paragraph on monster's creation)

  • 1st person major character
  • 1st person nonparticipant
  • 3rd person objective
  • 3rd person omniscient 
  • 3rd person limited omniscient
  • (Keep in mind that one of these already is the way in which the passage is rewritten. You do not have to rewrite the section for that one.  Do your best!  I am simply looking for that you understand the different points of view.)
  • ((Also remember that there is 2nd person point of view.  You do not need to rewrite the segment from this perspective!))


Homework:
-Finish reading "The Short Happy Life of Francis Macomber"
-Finish rewriting the Frankenstein paragraph from different points of view

Wednesday, September 4, 2013

Boot Camp: Characterization Wrap-up and Point of View

Agenda:
*Bell Work: Superfluous, allegory, expedient
*Frankenstein Journal Question:  "Can Victor Frankenstein be considered a traditional protagonist locked in an external conflict with his monstrous creation, an antagonist?"
*Characterization and Journal Share Aloud
*Begin Point of View Power Point

Homework:
*Read Hemingway's "The Short Happy Life of Francis Macomber" (Perrine's pp. 77-105) for Friday
*Pay attention to point of view and plot structure

Tuesday, September 3, 2013

Bootcamp: Characterization

Agenda:

  • Bell Work: Ad Hominem
  • Review of Bell Work Expectations
  • Review of Characterization
  • River Map Characterization
Homework:
  • Finish the river map for Frankenstein or the Monster


Friday, August 30, 2013

Wrap Up: Reading Between the Lyrics

Agenda:
-Finish up worksheet: "Loch Lomond" and why you need to pay attention to the culture in which something is created
-Bell Work Discussion

Homework:
-None!  Come to class ready to start "Bootcamp" on Tuesday with your Frankenstein text!
-Oh...and just in case you really want to watch that Wolfsheim video: http://www.youtube.com/watch?v=WkGGi_uUaPc&list=PLB-KVYj_x8pt5XIXbRUwOOGbBAqG_bTtj


Thursday, August 29, 2013

Reading Between the Lyrics

Agenda:
-Review of the goals
-Videos + HTRLLP Discussion surrounding them
-http://www.youtube.com/playlist?list=PLB-KVYj_x8pt5XIXbRUwOOGbBAqG_bTtj&feature=mh_lolz

Homework:
-None for tonight  : )  Don't get too used to it!
-Bring the same materials to class tomorrow

Monday, June 3, 2013

Welcome!

Welcome to AP English.  You may complete the second part of your summer assignment as a comment on this post.

Happy Blogging!

-Ms. H