February 6, 2017 - February 10, 2017 Weekly Agenda

 

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<sup>th

Tuesday, February 7th:</sup>

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 more neutral of the two likely answers

5.     If you are running out of time choose a letter and use that to answer the questions

The multiple choice questions are divided into three categories:

1.     General Comprehension – these questions are about the overall passage and does not ask that the reader refer to any specific part of the passage.

2.     Detail Questions  - these questions always send the reader back to a specific place in the passage.  The questions will refer to a specific line or paragraph.

3.     Factual Knowledge Question – these questions will ask about the English language, its grammar, and the basic terminology of criticism and poetry. It may also ask  widely known cultural references related to the passage.

General Comprehension questions are typically structured like this:

1.     The passage is typically concerned with….

2.     Which one of the following choices best describes the tone of the passage?

3.     Which one of the following choices best describes the narrator’s relationship to her  mother?

4.     To whom does the speaker of the piece address his speech?

5.     It is evident in the passage that the author feels his hometown is….

6.     Which of the following best describes the speaker’s changing attitude toward the object being described over the course of the first, second, and third stanza?

Detail Questions are typically structured like this:

1.     What significant change occurs in the speaker’s attitude towards her mother in lines 5 – 9?

2.     How do the final words of the third paragraph alter the remainder of the passage?

3.     What does the author mean by “formalist” (line 19)?

4.     Which of the following is the best paraphrase for the sentence that begins at line 9?

Factual Knowledge Questions are typically structured like this:

1.     How does the author’s use of irony contribute to the effect of the poem?

2.     How does the author’s use of symbolism contribute to the mystical tone of the passage?

3.     What parallel structure helps to emphasize the attitude of the speaker?

4.     In the context of the following lines (1-5), the phrase “This loaf’s big” is used as a metaphor for the…

5.     When in the third stanza the playwright character says, “I believe my tragedy is worthy of a performance at the Globe,” he is referring to…..

Transferred epithet: when an adjective (or epithet) modifies a noun that is closely related to actual thing it is describing:

Examples:

“a boiling teapot” – the tea inside the teapot is boiling, not the pot.

“the weary road” – the traveler not the road is weary.

“wide-eyed amazement” – the person is wide-eyed, not amazement.

Timed multiple choice questions over John Keats’ “On the Sonnet”. You have fifteen minutes to read and answer the questions.

Then pair up, discuss your answers, then write a defense of your answer – the reason why you chose that answer.

 Wednesday, February 8th: 

Forty-Minute Timed Essay on John Keats’ “The Bright Star”

Analyze how John Keats uses figurative language to convey tone in “Bright Star”

Tomorrow – break into pairs and finish answering the multi-choice questions for “On the Sonnet”

Then defend their answers

Friday – go over “The Pupil” released student essays

Go over some essay writing strategies: zippy noun – verb combinations

Thursday, February 9th:

Pair up, go over your answers to the John Keats’ poem “On the Sonnet”

Defend your answers

Transferred epithet: when an adjective (or epithet) modifies a noun that is closely related to actual thing it is describing:

Examples:

“a boiling teapot” – the tea inside the teapot is boiling, not the pot.

“the weary road” – the traveler not the road is weary.

“wide-eyed amazement” – the person is wide-eyed, not amazement.

Went over the multiple choice questions for John Keats’ “On the Sonnet”. The following students presented and defended their answers:

1. Carlos and Itzeel: E

2. Jamille and Elgin: C

3. Lazslo and Chris – C

4. Jonathan and Gio – B

5. Cruz, Leyla and Jayla – D

6. Lirio and Abigail and Alexandra – B

7. Luis, Salma, Sam, Adamaris, Briana – C

8. Brice, Surmeier – A

9. Abner and Dylan – C

10. Courtney and Andres and Pablo – D

11. Jessica and Aisha – E

12 Christian  and Benny - C

Blank verse – iambic pentameter but does not rhyme

Rhymed iambic pentameter – rhymes

Iambic pentameter – ten syllables

Iamb – two syllables; unstressed/stressed

Shakespeare Sonnets:

fourteen lines

rhyme scheme: ababcdcdefefgg

Shall I Compare thee to a summer’s day - a

Thou art more lovely and more temperate – b

Rough winds do shake the darling buds of May – a

And summer’s lease hath all too short a date - b

Petrarchan Sonnets:

Fourteen lines

ABBA

The last two lines do not rhyme – they are not a couplet

Friday, February 10th:  

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Each class thirty-four minutes

Assigned up to Chapter Eleven in Frankenstein over the weekend

 Assigned Wordsworth’s poem on the sonnet

Went over vocabulary and motifs

Gave ten minutes to read and answer questions