Ms. Bridges' AP English

Monday, January 14th: Debriefing on the timed essay on Elizabeth Gaskell's MARY BARTON.  Break into groups of four and write two paragraphs analyzing one of the elements asked for in the prompt. They are: point of view, selection of details, characterization and dialogue. Those of you who scored lower than a "B" will not have the grade entered. However, everyone will redo the essay.  Those of you who were absent on Friday will write it for the first time and turn in on Friday, January 18th. Tuesday, January 15th: Continue working on the two paragraph analysis. Wednesday, January 16th: The two paragraph essay is due today.  The Romantic Era Packet is due today.  Break into groups for SOCRATIC CIRCLE on Mary Shelley's FRANKENSTEIN. Each person in the group writes five questions and corresponding answers on the novel.  The questions should be in-depth, and each question should relate to one of the following areas: theme, character, tone, point o...

“The Chimney Sweeper” Soapstones Speaker: a small child; in the second later poem, the speaker probably is an older child Occasion: (what’s going on) exploitation of the children; children are revealing the exploitation they are experiencing; Audience: who are they speaking to? To society; to a passerby; to you The second one might be speaking to the Church Purpose: To enlighten people about the atrocious conditions of the chimney sweepers Subject: The exploitation of the innocent These, combined with diction and imagery and metaphor, form tone. Exploitation of the children by whom? By society, by parents, by the church Imagery, Diction, Metaphor (Poetic techniques) The choice of diction: ‘weep – which is the unaspirated word “sweep” (Blake makes his point that the child is so small he has a lisp and cannot pronounce the “s” in sweep. The fact that this is uncommented on renders the effect even more devastating). Metaphor and imagery: the clothes of...

Ode to the West Wind Vocabulary: Dirge: funeral march Zenith: highest point of the sky Sepulcher: a tomb Vapors: mist; fog; Lulled: to be put into a state of sleepiness or drowsiness; Azure: intensely blue Sap: without sap Cleave: has two meanings; it means to cut in half, but it also means to cling to each other. Chasm: it is an abyss. Pumice: rough, volcanic rock Imagery: Quivering within the wave’s intenser day. Lyre: a small harp Tumult: disorder; chaos Incantation: to chant; a spell; magic Unextinguished: not put out, raging like a fire; Hearth: fireplace Terza Rima: third rhyme Terza Rima: the repetition of a,b,a, and then the rhyme b is repeated on the first line of the next stanza and the second line begins a new rhyme scheme, C. The writer does this to create unity and coherence in the poem. The B rhyme throws a line to the next stanza which anchors the next stanza to the first stanza. It creates a unifying thought or theme of the poem. “Ode to the West Wind” is a classi...

ROMANTIC POETS SYLLABUS Read the excerpt of “The Romantic Age” Read the bio of William Blake and the two poems, “The Lamb” and “The Tyger”. Packet on William Blake: Compare and Contrast Essay on two William Blake poems, “Chimney Sweep” Go over writing strategies for William Blakes’ “Chimney Sweep” poems Compare and contrast essay on the two poems “Chimney Sweep” Assignment: Read and discuss Lord Byron’s biography and his poems, “She Walks in Beauty” and “When We Two Parted”. Analyze the two poems according to soapstones, structure and imagery Assignment: Read Shelley’s biography Read “Ozymandias” and “1812” Read Shelley’s “Ode to the West Wind” aloud Analyze structure and rhyme scheme Went over enjambment: definition and effect it creates. Discussion of enjambment, the caesura and the terza rima. Assigned for homework the worksheet on “Ode to the West Wind”. In class assignment the next day: Twenty minute warm-up: Analyze Shelley’s use of enjambment, caesura, meta...