Ms. Bridges' AP English

Monday, February 27th:  Grammar Warm-up: Correct the following sentences: 1.      Tecumseh was born around 1768 in what is now Ohio the Shawnee lived through out the Midwestern states. 2.      His father was a leader he was killed when Tecumseh was a child. 3.      Tecumseh’s brother Cheeseekan taught him the ways of Shawnee warfare he also taught Tecumseh leadership and speaking skills. 4.      Tecumseh wanted to unite all the people from the Great Lakes region. 5.      He was recognized as a leader when he was young, he was only sixteen when he took part in his first battle. 6.      Cheeseekan was killed in a battle, Tecumseh became chief. 7.      Tecumseh hated the practice of torture he would not permit it when he was leader. 8.      Tecumseh and another brother, Tenskwatawa, built a village for their people in the Tippecanoe River, people from many places came to live in the village. 9.      Tecumseh traveled, organizing a league of American In

Tuesday, February 21nd: As you watch “Crash Course: Frankenstein, Part 2”, please consider the following questions: 1.      What common traits does Frankenstein   share with Romanticism? 2.      What are the things the Romantics valued that the intellectuals of the Classical Age, Age of Reason, or Industrial Age did not? 3.      What is intentional fallacy? 4.      What does one miss when one concentrates only on “intentional fallacy”? 5.      Why are the women in Frankenstein   so passive and doomed? 6.      What happens to women, families, and societies when men single-mindedly pursue scientific experiments? 7.      Why might one think Frankenstein does not like women? 8.      What are some of the grand themes in Frankenstein? 9.      What were some of the current or contemporary scientific experiments at that time? 10.   What might Mary Shelley say to the experimenters? Watched the Crash Course: Frankenstein, Part 2” video Then did Kahoot.it – Fran

  Monday, February 13 th : 2 nd Period: Passed back “The Pupil” essay Went over it: 1.      Did you use an interesting attention grabbing opening paragraph? 2.      Did you just rewrite the prompt? 3.      Did you use quotations? 4.      Did you use too many quotations or were the quotations you used too long? 5.      Did you show how and why the quotations prove your point? 6.      Or did you just list the figurative language that you found? 7.      Did you use interesting, powerful verbs, nouns, and adjectives to color your essay? Discussion on using quotations, using metaphors, verbs, adjectives that echo the theme or subject of the excerpt. Passed out the released student essays on “The Pupil”.   Students read “W” essay. Tomorrow, go over it with class and pass out “T” and “H” and discuss.   Vocabulary: Diffident: modest, knowing your place, lacking in confidence. Tuesday, February 14th:  Read the student released essays for “T

  Monday, February 6th:  Discussion of test taking techniques – multiple choice questions, etc. Discussion of John Keats’ “Bright Star” Enjambment – the carrying of sense and grammatical structure in a poem beyond the end of one line.   The purpose of enjambment is to hasten, to quicken the pace of the piece towards some sort of thought, emotional truth, or conclusion. Poets use enjambment to create a sense of urgency – something that a young man in love would certainly have to be with his love. Caesura Volta What is “Bright Star” about? Assigned: Unit 4 Vocabulary #1 – 10; due Monday, February 13 th Tuesday, February 7th: Tips to Pass the Multiple Choice Questions 1.      Try reading the questions before hand and underline those aspects the questions are asking about. 2.      Read the questions before hand and underline the passages the questions are specifically asking for. 3.      Use POE – Process of Elimination 4.      Choose the

Analysis of John Keats’ poem “Bright Star” Bright star, would I were stedfast as thou art—          Not in lone splendour hung aloft the night And watching, with eternal lids apart,          Like nature's patient, sleepless Eremite, The moving waters at their priestlike task          Of pure ablution round earth's human shores, Or gazing on the new soft-fallen mask          Of snow upon the mountains and the moors— No—yet still stedfast, still unchangeable,          Pillow'd upon my fair love's ripening breast, To feel for ever its soft fall and swell,          Awake for ever in a sweet unrest, Still, still to hear her tender-taken breath, And so live ever—or else swoon to death.  1. Compare and contrast the first part of the poem with the second part of the poem.  The poem is divided by the volta  - “turn” - which is, in this poem, the rather emphatic “No.” 2. In the first part of the poem Keats is longing to be eternal, steadfast (unchangeable, im