Ms. Bridges' AP English

Crime and Punishment Essay #1 Marmeladov: “No Where to Turn”   “No Place to Turn”; page 10 (Norton Edition) Due March 16, 2018; however, you may turn it in any time before March 16, 2018.  Please write a minimum 500 word analysis of Raskolnikov’s nightmare. On page ten in CRIME and Punishment, the motif of hopelessness, of “no place to turn” is introduced. The motif of utter spiritual loneliness tolls throughout the passage as Raskolnikov, this strange isolated youth sits in a tavern with a pathetic, broken down old drunk who pours out the sordid details of his life.  Please write a minimum 500 word analysis of how the story of Marmeladov and his daughter is an example of the Utilitarian Theory and its failure. (Refer to the upload on the blog regarding Mills and Bentham and the “Utilitarian Theory”.) Crime and Punishment Essay #2 “The Beating Death of the Mare” “The Nightmare of the Beating of the Mare”  Part One; Chapter Five; Pages 46 - 50 (Norton Ed

Essay #1 Notes from the Underground  500 word minimum Due March 26th Lisa says very little, yet emerges as the strongest person in Part Two. How does Dostoevsky accomplish this? Essay #2 Notes from the Underground  500 word minimum Due April 2nd What are the Underground Man's main objections to scientific progress? Are these same objections still valid today? Essay #3 Notes from the Un derground  500 word minimum Due April 9th An anti-hero in literature is a protagonist who does not possess noble qualities and is lacking in those qualities we equate in heroes - strength, generosity, bravery, sacrifice, etc. Is the Underground Man an anti-hero? What are the qualities that make him an anti-hero? Why do you think that Dostoevsky created this character? Why do you think he uses this character to express those particular views? Essay #4 Notes from the Underground  500 word minimum Due April 15th Part Two is narrated theoretically to purge the Underground man of hi

Monday, March 19th:  Go over “A London’s Summer Morning” Tuesday, March 20th:  Rewrite of "A London's Summer Morning" For homework: Frankenstein; Chapter 6; pages 53 - 58 Please do one reading log per chapter; do a brief summary; character analysis; thematic analysis; Romantic Era motifs, figurative language For figurative language, write the entire quotation; identify the trope, what is compared to what, and what is revealed by the comparison. If it is imagery, then explain how it fits into the Romantic Era motifs.  Please submit to schoology by Wednesday, March 21st.   Wednesday, March 21st:  Assign Vocabulary Unit 5 #1 - 10 Go over handout on "Adjective Clause" Brief film clip on John Keats Analysis of "Bright Star" For Homework:  Frankenstein; Chapter 7; pages 59 - 65 Please do one reading log per chapter; do a brief summary; character analysis; thematic analysis; Romantic Era motifs, figurative language. For figurat

Musee des Beaux Arts  W. H. Auden About suffering they were never wrong, The old Masters: how well they understood Its human position: how it takes place While someone else is eating or opening a window or just walking dully along; How, when the aged are reverently, passionately waiting For the miraculous birth, there always must be Children who did not specially want it to happen, skating On a pond at the edge of the wood: They never forgot That even the dreadful martyrdom must run its course Anyhow in a corner, some untidy spot Where the dogs go on with their doggy life and the torturer's horse Scratches its innocent behind on a tree. In Breughel's Icarus, for instance: how everything turns away Quite leisurely from the disaster; the ploughman may Have heard the splash, the forsaken cry, But for him it was not an important failure; the sun shone As it had to on the white legs disappearing into the green Water, and the expensive delicate ship that must h

Monday, March 12th:  Frankenstein  Standards:  Reading, analyzing complex literary text and communicating the analysis of the complex text verbally and through the written word. Task/ Objectives : The students will demonstrate an understanding of the plot, characters, themes and figurative language and science used in Frankenstein  Agenda:  Students will give a presentation via power point analyzing  Frankenstein  in terms of plot, character, themes, figurative language, and philosophy of the Romantic Era.  The student audience will take notes, and following the presentations, there will be a question and answer session in which presenters will answer the audience questions. Reflection: Why is Frankenstein filled with disgust, calling the monster "my enemy" as soon as he had created him? Homework: Read the next chapter of Frankenstein  Group 1 Carter Demus, Danya Duarte, Angela Friedman, Matteo Gironda Group 2 Jefferson Barrera, Oscar Gutierrez,