February 20 - February 24, 2017 A.P. Agenda


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 – Frankenstein

Wednesday, February 22nd: 
Played kahoot on Frankenstein  and Crime and Punishment 
 
Thursday, February 23rd: 
 Class Notes on Tone: 
Passed out the tone handout.
Tone is the attitude the writer has towards the subject or character or situation.
Look over the words on the list and find the definition of words you do not know. 
Some words the class did not know: 
Vex: to annoy, to irritate
Vexing: adjective
Vex is a word that was used frequently in the 19th century but has fallen out of common use.
Trying to hush a classroom of seven year olds can be quite vexing.

Poignant: bittersweet
The ending of Titanic was very poignant.

Giddy: to be so happy as to be silly; silly with happiness
Example: When his long time girl friend finally broke up with him, Michael was giddy with relief. 

Frivolous: to be of utmost unimportance; trivial; trifling, unimportant, of little to no significance.

Audacious: bold, daring, enterprising; risk taking

Sardonic: grimly cynical, darkly humorous

Turgid: tedious, pompous or bombastic

Colloquial: slang language; having to do with regional dialect.

Idiom: a way of saying something which is specific to a culture or a region which might not make syntactical sense. Example:  In Texas, people say, “We’re fixing to go to the store.” Fixing means preparing or about to do something. 

Verbs can have connotative feelings, too.

Gallop, lope, sprint, prance, jog, run, skip, scamper,

The boys galloped through their mother’s house, wrecking everything in their excited path. 
What image or mood or feeling does the verb gallop seem to convey in the above sentence? 
Wild, feisty, careless, untamed, release, wild abandon – ecstatic freedom!!!!

The long-legged young girl loped across the meadow.What image does this sentence create?
Horses, deer, giraffes, zebras, lions, jaguars, tigers, antelopes, gazelles, etc. - all these creatures can lope.
Lope: an easy-gaited run usually seen in horses or other long-legged creature.

Gait: a particular type of walking.

Scamper: to run with quick light steps, especially from fear or excitement; connected with children and small animals. 

What attitude or mood or tone does the word scamper seem to convey? 

Dichotomy: a contradiction; having two parts, which contradict each other.

Satire: to make fun of something in order to show or reveal the weakness, hypocrisy,

Your assignment for this weekend is to work on your essay. Create an adjective/verb bank with the tone color dealing with horror, gothic Romantic literature,
Some suggested words: suspenseful, dark, gruesome, gloomy, eerie, cryptic, secluded, bitter, sorrowful, vexing, etc.

Friday, February 24th:  
Senior Breakfast! 




Comments

Post a Comment

Popular posts from this blog

Middlemarch Essay

Image
How to Approach the A.P. prompt for MIDDLEMARCH How does Eliot portray characters? How does she portray complex relationship between husband and wife? Literary devices: Narrative perspective (Pov) and selection of detail. Middlemarch: underline novels!!!!! Rosamond’s personality: She was not given to weeping and disliked it. Lines 14 – 16: Rosamond thinks….. Go through the entire prompt and find examples of pov (narrative perspective) of Rosamond. Find at least three examples. Lines 77 – 79: “The thought in her mind was if she had known what he was going to be like she would never have married him.” Lines 87 - 90: “She was determined to make no further resistance or utterance.” Lines 23 – 26: This sudden trial was to a creature who had known nothing but indulgence. 52 – 53: His self blame gave her some hope that he would attend to her opinion. Tertius: Lines 48 – 50: Lydgate was bowing his neck like a creature……” Lines 34 – 35: That she had ...
Read more

Hamlet, Act 2, Scene 1

Image
Hamlet Act 2, Scene 1: In this scene Polonius is giving instructions to his servant Reynaldo to spy on Laertes, his son, in Paris. (Again, note the theme of spying) Polonius is giving Reynaldo money to give to his son, but tells him to “to make inquire of his behavior”. “Inquire me first what Danskers are in town….” This is an example of elision or omission of words (words are intentionally left out to insure the lines scan in iambic pentameter.) What word or words are left out? Dansker: Danes Polonius tells Reynaldo to inquire about Laertes’ behavior in a roundabout general way: “encompassment and drift of question” and by this way will arrive at the truth faster and more completely than by asking directly (“…come you more nearer / Than your particular demands will touch it.”) Do you think that’s true? Polonius further instructs Reynaldo, the servant, to say that he doesn’t know him well, but has some “…distant knowledge of him…” Mark: Listen well! Are ...
Read more

Oedipus Rex

Image
Oedipus Notes Act 1 There is a pestilence which has descended upon Thebes.  The people of Thebes have assembled at the front steps of Oedipus’ palace to plead with him to save them as he once did with the Sphinx. Oedipus says that he has sent Creon to ask Teiresias to come and tell them what he knows, but Creon has been gone for some time now and all anxiously wait for his return. Creon at last arrives and says he has spoken with Teiresias but first asks Oedipus if he would like to hear the news in private or in front of the people. By his comment, “I am prepared to speak, but should we not go in?” suggests that he would like to be more cautious and circumspect. Oedipus’ response is “Let them all hear it. It is for them, I suffer, more than for myself.” This is magnanimous and is suggestive of a large, generous and open heart but also one that might be foolish and a little rash.  What if the news is not good, frightening or embarrassing for him?  The crowd m...
Read more