Hook, Housekeeping & Homework MONDAY

Hook, Housekeeping & Homework MONDAY While you wait… • Why do the French like to eat snails so much? They can’t stand fast food. • “Anton, do you think I’m a bad mother?” What did he respond? My name is Paul. Homework: • Independent Reading Inquiry Project – READ! Week 5 Have out a sheet of paper for a new week or continue from previous weeks in order to respond in writing to both: • Last Thursday was the end of the month of January. What made January a good month? What did you accomplish, what was a “win” or an “insight”? • Friday was the beginning of a new month, February. What do you want to focus on or accomplish this month? What habit do you need to cultivate? What is your schedule or plan?

Past, Present, Future MONDAY • Hamlet: Review & Exam • AP Exam Registration • Independent Reading Inquiry Project • Hamlet: Assessment • Return the play to the library • Independent Reading Inquiry Project • Poetry and Timed Writing

Shakespearean TragedyAssessment MONDAY Purpose: You will be able to make sure that you have shown what you know about the content, style, characters, genre and theme of Shakespeare's Hamlet Tasks: Finish or Review your Hamlet exam (sections 1-6); make any changes, editing corrections, etc. This is still a test, so there is no talking, using notes, etc. If you need anything, see me first. Outcome: Turn in your answer sheets and packet to the basket (within 30 minutes or less) Return the play to the textbook room in the library READ YOUR INDEPENDENT NOVEL; at this point, you will not have any (or very little) time Wednesday to read

Review and Release Look back at what you wrote at the beginning of class. Today is Monday, February 4th: What do you want to focus on or accomplish this month? What habit do you need to cultivate? What is your schedule or plan? We start a new poetry unit tomorrow. Make sure you are reading your Independent Inquiry Novel; you will write about it in 2 ½ weeks. Have you registered for your final exam, the AP Literature exam in May?

Hook, Housekeeping & Homework TUESDAY Have out your Week 5 sheet of paper. Review yesterday: What are you wanting to accomplish this month? Consider and Write: What can you do this week to help you work towards this? Homework: • Read and annotate “Literary History…” and respond to two writing prompts at the end (P + 1st IEE + 2nd IEE + C = 8 sentences) • Bring your novel tomorrow; you will have some time to read. 

Past, Present, Future TUESDAY Hamlet: Assessment Did you take both parts of the Hamlet exam? Did you turn your copy into the library textbook room? • Poetry Unit – Structure & Form • Review Unit Guide, Collins’ Sonnet, Side-by-side • Find your TPCASTT “cheat sheet”! • Continue with structure, form & conventions

The Power of Poetry structure & form Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential/Inquiry Questions • What language do we use when analyzing poetry? What are poetic devices? How do poets use poetic techniques to effect and engage readers? How do poetic devices create meaning and impact the purpose of a text? • What are the various types of poems? What are the forms and conventions of a sonnet? How do form and structure influence a reader and convey a poet’s purpose and tone?

AP Literature & Composition Ambiguity Possible Address the Prompt Analysis, Please Always Alternative Perspectives Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise Poetry… aesthetic… • rhythmic • sound • symbolism • meter • special intensity • expression of feelings & ideas • distinctive style • concentrated imaginative awareness • specific emotional response • Syllables • Feet • Lines • Stanzas • Cantos • Varied line structures • Intense diction • Dense imagery • More abstract (SEE YOUR HANDOUT – “SOME FUNDAMENTALS OF POETRY)

Instruction: ReviewPoetry Types (see your handouts) Lyric Narrative Ballad Dramatic Monologue Epic Satire Narrative verse recounts a sequence of events a story in verse told by a speaker or narrator movement of plot is the center • Elegy • Ode • Sonnet • Villanelle Lyric • Originally sung to accompanist of a lyre • Once poetic compositions written, the definition broadened • Lyric sound …. not a narrative or dramatic (enactment of narrative) = lyric • High emotional content • Revealing speaker’s thoughts and feelings

Activity: Develop Purpose: to identify the characteristics and conventions of a poetic form based on sample poems Tasks: (25 min. max.) • Read the poem by Billy Collins and complete the purpose, tasks, outcome that follow it • Now, read through each new poem once aloud as a class • Read your assigned poem silently - TPCASTT first • Then, annotate and chart for form, structure, and subject matter • With your like-read peers, review your annotations and charted ideas Outcome: What conclusions can you draw based on your assigned poem? What it the topic/subject? What is revealed – the purpose and/or effect? Then, compare & contrast the ideas in your chart to the notes on Collins’ poem: What is similar? What is different?

Activity: Continue to Develop Purpose: to identify the characteristics and conventions of a poetic form based on sample poems Tasks: Form into small groups (with 2 peers from each poem, 5-8 min. max) • Share and compare your ideas and observations about your poems Outcome: What conclusions can you draw based on these poems? What is similar? What is different? Now, take a look at the 3-column chart. What do you notice about your poems when you use this as a reference?

Instruction: Obtain History of the Sonnet • Italian form, originating in Italy and reaching its height of popularity with Petrarch (1300s) • Petrarch’s sonnets to Laura (next slide) • Tradition of writing sonnet sequences (also called sonnet cycles) • Notice in “In Gratitiude of Love,” some of the Petrarchan Conventions: • Love at first sight • Unattainability of the object of love; unrequited love • Lady as ideally beautiful • Love as idolatry • Use of oxymorons*to describe the suffering of the lover • Self-reflexivity of the form (poet acknowledging that he is writing a poem) *a figure of speech in which apparently contradictory terms appear in conjunction (e.g., faith unfaithful kept him falsely true ).

Instruction: Obtain • Known in English as Petrarch, Francesco Petrarca was born at dawn on July 20, 1304, in the city of Arezzo, in central Italy, just south of Florence… • In 1327, in Avignon, Petrarch allegedly encountered Laura de Noves, a woman he fixated on for the rest of his life. From 1327 to 1368, Petrarch wrote 366 poems as part of a sequence, centered on the theme of his love for Laura. The sequence—collected in a canzoniere or song-book, usually called Rime Sparse, or Scattered Rhymes in English—includes 317 sonnets, a form based on rules established by the 13th-century Italian poet Guittone of Arezzo. The earliest major practitioner of the sonnet, Petrarch is credited with the development and popularization of the Italian sonnet, thus called the Petrarchan sonnet… • He was renowned as a poet and scholar and, on April 8, 1341 (Easter Sunday), he travelled to Rome to accept the crown as poet laureate… • About Petrarch’s legacy, the poet J. D. McClatchy has said, “True love—or rather, the truest—is always obsessive and unrequited. No one has better dramatized how it scorches the heart and fires the imagination than Petrarch did, centuries ago. He dipped his pen in tears and wrote the poems that have shaped our sense of love—its extremes of longing and loss—ever since.” • Petrarch died on July 19, 1374. • Source: https://www.poets.org/poetsorg/poet/petrarch

Instruction: Obtain Evolution of the sonnet, and its adaptation by Elizabethan sonneteers • Change in rhyme scheme • Sonnet cycle tradition continues • Important sonneteers of the time (Sidney, Spenser, Shakespeare) • Sonnet tradition in England • Shakespeare's sonnets (Fair young man, Dark Lady, etc.) • Delahoyde, Dr. Michael. “SHAKE-SPEARE'S SONNETS.” Washington State University. January 2016. Web. http://public.wsu.edu/~delahoyd/shakespeare/sonnets.html Notice in Shakespeare's Sonnet 130, “My Mistress’ Eyes are Nothing Like the Sun.” • Rhyme and stanza scheme • Undoing of Petrarchan notions of beauty • More realistic attitude towards beauty and love

Instruction: Extension • Originating in Italy, the sonnet was established by Petrarch in the 14th century as a major form of love poetry, and came to be adopted in Spain, France and England in the 16th century, and in Germany in the 17th. The standard subject-matter of early sonnets was the torments of sexual love (usually within a courtly love convention), but in the 17th century John Donne extended the sonnet's scope to religion, while Millton extended it to politics. Although largely neglected in the 18th century, the sonnet was revived in the 19th by Wordsworth, Keats, and Baudelaire, and is still widely used. Some poets have written connected series of sonnets, known as sonnet sequences or sonnet cycles: of these, the outstanding English examples are Sir Philip Sidney's Astrophel and Stella (1591), Spenser's Amoretti (1595), and Shakespeare's Sonnets (1609); later examples include Elizabeth Barrett Browning's Sonnets from the Portuguese (1850) and W. H. Auden's 'In Time of War' (1939). A group of sonnets formally linked by repeated lines is known as a crown of sonnets. Irregular variations on the sonnet form have included the 12-line sonnet sometimes used by Elizabethan poets, G. M. Hopkin's curtal sonnets of 10-1/2 lines, and the 16-line sonnets of George Meredith's sequence Modern Love (1862). • Baldick, Chris “About the Sonnet.” Modern American Poets. Web. 4 Feb 2019. • http://www.english.illinois.edu/maps/sonnet.htm

Review and Release What new or review learning, understanding, ideas, do you have related to poetry? Homework: • Read and annotate “Literary History…” and respond to two writing prompts at the end (due tomorrow) P + 1st IEE + 2nd IEE + C = 8 sentences Bring you novel tomorrow; you will have some time to read. Did you take both parts of the Hamlet exam? Returned the text? Have you registered for your final exam, the AP Literature exam in May?

Hook, Housekeeping & Homework WEDNESDAY Turn in your homework (written response to “Literary History… Sonnet”) to the front basket Have out your Independent Inquiry novel. While you wait, share with a shoulder partner: What is your novel about so far (who, what, when, where)? How are you enjoying it? Homework: Read your novel! + Review your poetry handouts; use this time to study terminology with which you are unfamiliar.

Past, Present, Future WEDNESDAY Hamlet: Assessment- Did you take both parts of the Hamlet exam? Did you turn your copy into the library textbook room? Poetry Unit – Review Unit Guide, TPCASTT, Examine Collins’ Sonnet & Side-by-side Sonnets • Independent Reading Inquiry Project – Reading Time! • Read your novel& Study you poetry terminology • Rhythm, Meter, Rhyme and Scansion Made Easy • Poetry Unit: Continue with structure, form & conventions • Keep in mind you have two timed writing assessments this month

Final Independent Reading and Inquiry Project Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objectives: You will be able to. . . • Prepare for the AP Exam by reading a novel of literary merit • To identify, explore, and synthesize an subject of personal interest • Proposal • In-class Essay • Conference • MLA Annotated Works Cited Page • Presentation & Project (with paragraph) • Brief Reflective Paper Essential/Inquiry Questions: Determined by you! Relevance: This is up to you… In general, interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Many careers require the ability to examine multiple sources and create products from these. Today’s world caters to visual information, graphics and photo images.

Instruction: Obtain Purpose: to engage in a text of literary merit Task: Outcome: What are the latest developments in the plot of your novel? How is it addressing your subject or influencing your inquiry?

In Passing = Valentine’s Day Poetry SlamExtension Activity – Ask for more details next week Introduction to Poetry By Billy Collins I ask them to take a poem and hold it up to the light like a color slide or press an ear against its hive. I say drop a mouse into a poem and watch him probe his way out, or walk inside the poem’s room and feel the walls for a light switch. I want them to waterski across the surface of a poem waving at the author’s name on the shore. But all they want to do is tie the poem to a chair with rope and torture a confession out of it. They begin beating it with a hose to find out what it really means.

Hook, Housekeeping & Homework THURSDAY Activity: Review & Develop • With a partner, read the two poems • Take what you know so far about sonnets and apply this to determine the answer to the question. • Quatorzain • Noun, plural -s • A fourteen-line poem, especially an irregular sonnet. • a poem resembling a sonnet but lacking strict sonnet structure • Origin: Late 16th century: from French quatorzaine ‘set of fourteen’, from quatorze ‘fourteen’. • Point: Looking at form and structure is important, but don’t get so wrapped up in it that you “beat it with a hose”, instead, “drop a mouse into” it “and watch him probe his way out.”

Past, Present, Future THURSDAY • Independent Reading Inquiry Project – READ! • Poetry: Identify conventions of poetic form • Continue with form and conventions (rhyme scheme & volta) • Review • Cut & Paste • If time: “Identifying Meter in Poems” – video and handout • HOMEWORK: Read and annotate the first 3 pages of “Rhythm, Meter, Rhyme and Scansion Made Easy” • Analyzing conventions and form • Sample essay on form • Video review

Activity: Develop Purpose: to use our knowledge of sonnets to help solve a problem Tasks: • With your partner, form your 8 slips of paper into a sonnet • Use your notes on sonnet forms to help • What type of sonnet do you seem to have? • Can you identify where the rhyme scheme changes? • Often these changes signify a change in subject matter or shift in thought/idea. Where and how does a volta, or turn, exist in your sonnet? Discuss. • What is it about? Paraphrase the stanzas/sections. Outcome: How did you do?

How did you do? Sonnet 43 (XLIII): “How do I love thee?” - Elizabeth Barrett Browning How do I love thee? Let me count the ways. A I love thee to the depth and breadth and height B My soul can reach, when feeling out of sight B For the ends of Being and ideal Grace. A I love thee to the level of everyday's Most quiet need, by sun and candle-light. I love thee freely, as men strive for Right; I love thee purely, as they turn from Praise. I love thee with a passion put to use In my old griefs, and with my childhood's faith. I love thee with a love I seemed to lose With my lost saints, --- I love thee with the breath, Smiles, tears, of all my life! --- and, if God choose, I shall but love thee better after death. Sonnet 159 - Francesco Petrarch In what bright realm, what sphere of radiant thought Did Nature find the model whence she drew That delicate dazzling image where we view Here on this earth what she in heaven wrought What fountain-haunting nymph, what dryad, sought In groves, such golden tresses ever threw Upon the gust? What heart such virtues knew?— Though her chief virtue with my death is frought. He looks in vain for heavenly beauty, he Who never looked upon her perfect eyes, The vivid blue orbs turning brilliantly – He does not know how Love yields and denies; He only knows, who knows how sweetly she Can talk and laugh, the sweetness of her sighs.

How did you do? Sonnet 30: “Love is Not All” - Edna St. Vincent Millay Love is not all: it is not meat nor drink Nor slumber nor a roof against the rain; Nor yet a floating spar to men that sink And rise and sink and rise and sink again; Love can not fill the thickened lung with breath, Nor clean the blood, nor set the fractured bone; Yet many a man is making friends with death Even as I speak, for lack of love alone. It well may be that in a difficult hour, Pinned down by pain and moaning for release, Or nagged by want past resolution’s power, I might be driven to sell your love for peace, Or trade the memory of this night for food. It well may be. I do not think I would. "London, 1802" - William Wordsworth Milton! thou shouldst be living at this hour: England hath need of thee: she is a fen Of stagnant waters: altar, sword, and pen, Fireside, the heroic wealth of hall and bower, Have forfeited their ancient English dower Of inward happiness. We are selfish men; Oh! raise us up, return to us again; And give us manners, virtue, freedom, power. Thy soul was like a Star, and dwelt apart; Thou hadst a voice whose sound was like the sea: Pure as the naked heavens, majestic, free, So didst thou travel on life's common way, In cheerful godliness; and yet thy heart The lowliest dutes on herself did lay.

How did you do? Sonnet XXIX - William Shakespeare When in disgrace with Fortune and men's eyes, I all alone beweep my outcast state, And trouble deaf heaven with my bootless cries, And look upon myself and curse my fate, Wishing me like to one more rich in hope, Featured like him, like him with friends possessed, Desiring this man's art and that man's scope, With what I most enjoy contented least, Yet in these thoughts my self almost despising, Haply I think on thee, and then my state, (Like to the lark at break of day arising From sullen earth) sings hymns at heaven's gate, For thy sweet love remembered such wealth brings, That then I scorn to change my state with kings. • Now… pull out your TPCASTT sheet • Select either Sonnet 43 (EB Browning) OR sonnet 30 (ESV Millay) • Annotate it using TPCASTT and what you know about sonnet characteristics • Note how you can organize your examination of these poems for thematic ideas using their structure in conjunction with other literary elements to draw conclusions about purpose/effect (tone) • What if you had to compare/contrast them? Once again, similar structures, similar topics but things like tone and conclusions are quite different

Activity: Develop Purpose: to come to a basic understanding of how to determine meter Tasks: • Watch (and take notes) “Identifying meter in poems” • MrBystrom Flips English Classes, Feb 16, 2014 (9:35) • Explaining the most basic forms of poetic feet. Iambs, Trochees, Anapaests and dactyls. • https://www.youtube.com/watch?v=xiOXVoDBul4 • Handout Rhythm, Meter, Scansion and Rhyme Made Easy Outcome: What new learning or understanding do you have of sonnets and/or how to read poetry?

Review and Release What new or review learning, understanding, ideas, do you have related to poetry? Homework: Read and annotate the first 3 pages of “Rhythm, Meter, Rhyme and Scansion Made Easy” Have you registered for your final exam, the AP Literature exam in May?

In Passing = A Little MusicFRIDAY “The Jerk GettinRhythm” before you do! https://www.youtube.com/watch?v=QeDgOUoDTsY Now, for the more musically academic: 20 Basic Rhythms https://www.youtube.com/watch?v=NL7iJirnD1o

Hook, Housekeeping & Homework FRIDAY Look back at your sheet from this week, how is your February goal looking? Have you accomplished anything this week towards it? What are your weekend plans? Be intentional. Now, for the more musically academic: 20 Basic Rhythms https://www.youtube.com/watch?v=NL7iJirnD1o Homework: Read and TPCASTT Sonnets 18 and 55 in your poetry packet (my what?) + Read your novel! + Review your poetry handouts; use this time to study terminology with which you are unfamiliar.

Past, Present, Future FRIDAY • Independent Reading Inquiry Project • Poetry! Identify conventions of poetic form • Review • Cut & Paste • “Identifying Meter in Poems” – video and handout • Analyzing conventions and form – Poetry Packet • Video review • Try your hand at it ;) • Sample essay on form • Sonnet Analysis • Video – Relevance = TedTalk: Hip-hop and Shakespeare? • Apply ideas

Instruction: Obtain Consider the sound of the underlined word in each passage. Speak the underlined word aloud: Darth Vader decided to crush the rebel soldier. Luke Skywalker will rebel against his father's wishes. • Hear the difference between the way rebel sounds in the first and second sentences? It is spelled the same. So what made the difference in sound? That difference is a change in stress. As we speak English, we stress some syllables and leave other syllables "unstressed." Technically, from a linguistic standpoint, every syllable has at least some stress to it, or we wouldn't be able to hear it. It would be more accurate to say "long" and "short“ stress, but even that is not completely accurate either, since some words may have degrees of intermediary (in-the-middle) stress. Regardless of this fact, it is common practice to refer to syllables with greater stress as "long," "strong," "heavy" or "stressed," and to refer to syllables with lesser stress as "short" or "light" or "unstressed." • In the first example, the pattern in the word rebel is "stressed," then "unstressed." DARTH VAderdeCIDed to CRUSH the REBelSOLDier. • In the second example, the pattern in the word rebel is "unstressed, stressed." LUKE SKYWALKer WILL reBELaGAINST his FATHer'sWISHes. • To indicate the changes in meter, scholars put a diagonal line ( ´ ) or a macron ( - ) over stressed • syllables. A small curving loop ( ˘ ) or a small x ( x ) goes over the unstressed syllables.

Instruction: Obtain Purpose: to practice with identifying scansion Tasks: How did you do with “Rhythm, Meter, Rhyme and Scansion Made Easy: Can you scan these poem excerpts?” Be prepared to report out! • The Emily Dickenson poem is iambic. The meter in line one is tetrameter, line two is trimeter, line three has seven syllables, and line four is trimeter. • "The Bat" is trochaic tetrameter. • The first two lines of "Light My Fire" are iambic tetrameter; the last four are trochaic. Extend you Learning: Do you know this song and artist? https://www.youtube.com/watch?v=deB_u-to-IE The Doors - Light My Fire "Light My Fire" is a song originally performed by The Doors which was recorded in August 1966 and released the first week of January 1967. It spent three weeks at #1 on the Billboard's Hot 100, and one week on the Cashbox Top 100. It was re-released in 1968, peaking at #87. The song was largely written by Robby Krieger, and credited to the entire band. Purpose: to review scansion Tasks: 1. View as a review: Scansion 101 by Shmoop • 5 minutes • Published on Feb 13, 2015 • Warning: in this video you will be introduced to words like anapestic, trochaic, dactylic, and pyrrhic. It is going to sound like a whole new language, and it basically is. Poetry lives its own separate, flowery world. Come on in! https://www.youtube.com/watch?v=1vF0HySkrC4 Outcome: If you have not done so already, respond to the prompts on the back. If you have, share with another students who has also!

Instruction: Obtain Purpose: to examine the content and structure of an analytical essay about a sonnet Tasks: • Read Edna St. Vincent Millay's "Pity Me Not“ - TPCASTT! • As I go through the essay, consider the analysis of Edna St. Vincent Millay's use of the Shakespearean sonnet in "Pity Me Not“ for the following: • PIE (structure of essay) – thesis followed by main points, illustrations, and explanation/elaborations and conclusions • Use of literary/poetic terminology • Analysis of sonnet structure and use of terminology to do so • NOTE: This is research-based, so this author assumes speaker as Millay (you would not) and, thus, concludes with historical/biographical connection. The writer still, however, ends with a larger, so what, idea. • Re-read – re-annotate based on new ideas Outcome: How does this model help you understand the poem? What have you learned about (or have an understanding of) writing about poetry from this model?

Review and Release What new or review learning, understanding, ideas, do you have related to poetry? If you have not done so already, respond to the prompts on the back. If you have, share with another students who has also! Homework: • Read and TPCASTT Sonnets 18 and 55 in your poetry packet. Have you registered for your final exam, the AP Literature exam in May?

With what time remains… Purpose: to make connections between 700 year old poetic/literary form to current culture; to see the relevance in studying classical works and conventional literary structures but also appreciating the development of current culture Tasks: View the TED Talk Hip-Hop & Shakespeare? Akala at TEDxAldeburgh • (20:23) • Uploaded on Dec 7, 2011 • Akala demonstrates and explores the connections between Shakespeare and Hip-Hop, and the wider cultural debate around language and it's power. https://www.youtube.com/watch?v=DSbtkLA3GrY What connections does Akala draw for you between his form of artistry and current culture to that of the past cultures and poetic forms? Consider your own inquiry project and how you are examining various sources to draw a conclusion about a larger idea, an important idea to you and others

Activity: Develop If needed from Thursday… Purpose: to come to a basic understanding of how to determine meter Tasks: • Handout Rhythm, Meter, Scansion and Rhyme Made Easy • Watch (and take notes) “Identifying meter in poems” • MrBystrom Flips English Classes, Feb 16, 2014 (9:35) • Explaining the most basic forms of poetic feet. Iambs, Trochees, Anapaests and dactyls. • https://www.youtube.com/watch?v=xiOXVoDBul4 Outcome: What new learning or understanding do you have of sonnets and/or how to read poetry?

Coming Soon…

Hook, Housekeeping & Homework MONDAY