Friday, 10/30

Happy All Soul's Day, or All Saint's Day... (on Monday). Historically, this is a Christian Feast day honoring those who have "fallen asleep." 'Halloween' came from "All Hallow's" or "All Soul's Eve," a night of vigil and prayer before All Soul's Day. A mix of devotion an superstition has led to our modern celebration of Halloween. Here is an Edgar Allen Poe poem to get you in the mood: Spirits of the Dead

In Mark's Gospel, Jesus affirms that the dead will rise, because the Old Testament refers to God as the God of guys who have died--"Abraham, Isaac, and Jacob." Therefore: He is not the God of the dead, but the God of the living (Mark 12.27).

1. During Quarter 2, we will learn and quiz on Roots 1-40 (acer - crea). Right now, copy the first ten into your vocabulary notes (acer - arch) with a definition and a few sample words. As you have time, practice by writing sentences with words with these roots in them.

2. Continue Working on your Lit Analysis essay 3. See the blog post from Tuesday (below) for a guide, expectations, reminders, and tips. We will have 40-50 minutes; you may take it home to finish this weekend and turn in Monday (if you like). 

3. Head to our Google Drive folder in the app, and download all items from the "Great Expectations Folder." You may place them in your "Reading Notes" section of Notability or in a new category titled "Great Expectations.

*Begin Journal #12.

*As we have time, we will begin discussion about the Great Expectations Introduction.

HW--Have Great Expectations ready to read on 11/2. 

Finish your Lit Analysis Essay 3 and submit handwritten copy on Monday.

Stick to your Indie Reading Plan.

Tuesday, 10/27

1. Pull up the "Poetry Reader" document in Notability. Choose a new poem (underneath the line) that you would like to read and analyze for your third Lit Analysis Essay. Begin reading and annotating the poem for figurative language and theme.

*Remember to follow the "three steps" in your notes.

2. On "Intro to Poetry Notes & Assignments, scroll down to find the prompt for the Lit Analysis Essay #3. It can also be found here.

*Review the expectations for a 5 paragraph essay here and expectations for Analytical writing here.

*Before you begin writing your first sentence with evidence, please review Bedford page 574 (Chapter 55b) for some good signal phrases, or sentence starters, for sentences with quotes in them. You may also review the rest of that chapter for some good tips on how to use quotes well.

*Please pay special attention to these things--

Notes:
Always write in present tense for literary analysis
Always write in 3rd person (no "I," "me," "we," "you," etc.)
Assert your argument as fact; do not admit you are unsure
Be organized; do not write tangentially
Format correctly in MLA format
Do not summarize the plot

HW--You will have half of Block class to work on the essay, and will have the option of finishing it over the weekend.
Independent Reading. Go to bed early.
Reminder: Have Great Expectations by 11/2, and complete the Optional Lit Analysis Essay 2 by Block Day if you so desire.

Monday, 10/26

1. Quick-Journal #11--write as many creative metaphors, similes, or personifications as you can.

2. R.S. Thomas's "Children's Song"--how does Thomas present child-like innocence creatively?

We live in our own world,
A world that is too small
For you to stoop and enter
Even on hands and knees,
The adult subterfuge.
And though you probe and pry
With analytic eye,
And eavesdrop all our talk
With an amused look,
You cannot find the centre
Where we dance, where we play,
Where life is still asleep
Under the closed flower,
Under the smooth shell
Of eggs in the cupped nest
That mock the faded blue
Of your remoter heaven.

3. Peer Feedback & Critique; in pairs, read each of your poems out loud to each other. Once one person has read, the other person should respond with one celebration and one critique. "Critique" is not a bad word--it means to think really deeply about something. Verbally share your 'celebration,'--something great about the poem--and your 'critique'--something about the poem that could make it even greater.

4. Continue writing your poem! Remember--be creative. Use a form that is working for you. Choose a topic that is meaningful to you, otherwise your poem will not be authentic. Poetry can reveal things about us to ourselves--don't shy away from choosing a topic that might express significant things about you and your journey or your relationships.

It is due tomorrow, typed and printed with an MLA heading (name, class, teacher, date). Times New Roman 12 point font. If you would like to submit your poem to be considering for the Vista, make a note on the back of your poem, and share a Google Doc of it with me.

HW--Finish poem, bring a typed and printed draft.

Friday, 10/23

Apocalypse Pony (for fun)

1. Key Terms Quiz--when you finish, place in black bin and complete Journal #10 in your notebook. (Click on "Journal Entries" on the right under Writing; review the instructions and scroll down to #10. You do not need to copy the prompt.)

2. Wrap-up Poem Discussion (Dickinson Theme)

3. You will be writing your own poem--find the prompt on the "Poetry Intro Notes" document.
*Listen to some examples of the way poetry uses sound, and is close to music--(Mr. Kirkendall's class)--

• Mr. K's beat-drop over "Inversnaid."
• The musical quality of two Joyce poems.
• Mr. K's sample--"The Avocado."

Creative Assignment:

Write a poem that uses at least one symbol, one sample of figurative language, and imagery to develop a theme related to nature. Consider mimicking the form of one of the poems or poets that we have read.

*Write at least 20 lines; if you choose to do haiku, this still applies--that would mean writing about 10 haiku.
*If a theme related to nature isn't working for you, consider a theme related to God (think of Hopkins), a virtue (think of Dickenson's "Hope"), or human relationships (think of Burns and Browning).
*Take your time. Focus on the sounds. Use at least one symbol, one piece of figurative language, and at least one sample of imagery. Good poems have a lot of these, and often they are repeated and/or extended throughout the poem.
*Consider sketching an image that will help you envision what you want to portray.

Poem--20 points.

A--weaves together symbols, figurative language, and imagery to seamlessly portray a single theme; the sounds and sights of the poem contribute exceptionally well to the poem's overall meaning.

B--weaves together symbols, figurative language, and imagery to portray a single theme; the sounds and sights of the poem contribute to the poem's overall meaning.

C--includes one symbol, one sample of figurative language, and one use of imagery focused on a single theme; each element contributes to the poem's meaning.

D--contains 2 out of the three of these: symbol, figurative language, imagery; focuses on too many themes, or does not develop a theme clearly. Sights and sounds of the poem detract from the meaning.

F--missing 2 or all of the required elements: symbol, figurative language, imagery; theme is entirely unclear, and meaning is too obscure for meaningful engagement with the poem.

*Bring a rough draft ready for peer critique and feedback on Monday. You may handwrite or type your draft, but I recommend handwriting for the first draft in order to help your focus and concentration. The final poem is due Tuesday, and it must be printed and turned in physically.
*If you would like to submit your poem to be considered for publishing in The Vista, please make a note of that on the back of your printed poem, create a Google Doc containing the poem with your name and period on it, and share it with me.

HW--Finish a rough draft of the poem by Monday. Final Draft due Tuesday (typed and printed, MLA heading--name, teacher, class, date).
Purchase Great Expectations and have it ready to read by 11/2.
Stay on Indie reading pace.
Optional re-write of Lit Analysis Essay 2 due Block day next week. Type and print, MLA format.

Wednesday, 10/21

Check out this sweet, haiku-ish poem focused intently upon a single image... Fall, by Ed Ochester from Pennsylvania Crows, crows, crows, crows then the slow flapaway over the hill and the dead oak is naked

1. Pass back essays--review the following items, and place in your writing notes--

Optional Lit Analysis Essay 2 Re-write is due Block day, 10/29, submitted physically.


Always write in present tense for literary analysis
Always write in 3rd person (no "I," "me," "we," "you," etc.)
Assert your argument as fact; do not admit you are unsure
Be organized; stay on topic.
Do not summarize the plot
Avoid simple their/they're/there mistakes, and its/it's mistakes.
Insert quotes within your own syntax. Bare minimum: The author writes, "..." (See Bedford 55 on how to do this well).

Some more refreshers: Essay Structure on MVCS Writing Resource Blog

2. Finish Reading poems, practicing Analysis; begin writing a poem (see Intro to Poetry Notes for instructions)

HW--Poetry Key Terms Quiz on Block Day

Tuesday, 10/20

1. Pull up "Poetry Notes," and begin taking notes.

*The sounds of poetry--can you hear the beat?

2. Read poems together; follow along on your PDF document, annotating. CLICK HERE TO FIND TODAY'S KEY TERMS NOTES

HW--Purchase Great Expectations. Stay on your Independent Reading pace.

Monday, 10/19

1. Pull up a calendar and your independent reading books. Note how many pages/chapters you have remaining to read for Independent Reading. Make a plan, using a calendar, for how to finish your reading by Friday, December 11th (finished by class time on that day). This is about 8 weeks from now. Know that your teacher is committed to making Independent Reading your only work to do at home over the weekends throughout this quarter.

2. The first of many reminders: purchase Great Expectations by Charles Dickens and have it ready to read by Monday, 11/2 (2 weeks). Any edition is fine, but I do recommend the Penguin classics edition; it has neat maps and things.

3. Go to our Google Drive folder. From "Intro to Poetry," download "Intro to Poetry" notes and "Intro to Poetry Reader." Save both of them in Notability. You may place them both in the Reading Notes section, or may create a new category titled "Intro to Poetry."

*These documents may also be found via links under "Units of Study."

*In groups, read the first two poems, and discuss how each poem approaches the theme of love differently.

*If there is time, we will begin the Poetry Key Terms notes.

HW--
Purchase Great Expectations by Monday, 11/2.
Finish creating a plan for finishing your indie reading by Friday, December 11th, and stick to it.

Monday, 10/12

1. Briefly review Prefixes 1-26 (a-dis); make flashcards, a list, or study in some other form. If time, review Parts of Speech notes. Remember to try using three words with prefixes in them in your essay.

*Pray

2. Continue writing Lit Analysis Essay #2. Aim to have your thesis written in the next five minutes, then have a peer or myself critique it and offer feedback before continuing.
*Good feedback: constructive, specific, and not flattering. Be objective, but respectful.

The prompt and outline guidelines are below--

#3: Analysis Essay

Homer goes to great lengths to characterize Odysseus—he has a “teeming mind,” weeps for his homeland, and is often described as “godlike.” Some say that Odysseus, because of Homer’s masterful storytelling, is the greatest hero of ancient Greece.

How does Homer display Odysseus’ strong nous, quick metis, or longing for nostoi* through specific elements of epic poetry? Find at least one use of epic simile to cite as evidence, and review notes for other elements.

Compose a 4-5 paragraph literary analysis essay that includes a thesis and two concrete examples from The Odyssey per body paragraph.

Use three words that contain prefixes from our list (a-dis).

*nous = “mind,” metis  = “cunning”, nostoi = “homecoming”

Other themes we have discussed: food/feasting, hospitality, vengeance

Choose a theme: ______________

Find 2-3 elements of epic poetry that the author uses to develop this theme:

Write a thesis (this is your main idea):

______________________________________________________________________

______________________________________________________________________

Write an outline (a sketch of each body paragraph, in list form):

1—

2—

3—

HW--Parts of Speech and Prefixes Test tomorrow. Study Parts of Speech Notes/Bedford 46 and Prefixes 1-26 (a-dis).

Friday, 10/9

1. Turn your Epic Poem into the proper bin.
Submit your project plan AND project evidence to Google Classroom--if your evidence is not submittable that way, then talk to me and with approval email it to me.

*Complete the following Reflection in your Journal--title it Journal #9--Hospitality Project Reflection: What did you learn about hospitality or story-telling from this project? Why are they important? How are they done well?

2. The Odyssey Discussion: What view of the world do Homer's epics offer? In what ways might the Christian story be considered an epic?

• Read the Apostle's Creed
• Skim the accounts of the Crucifixion
• How is Jesus the Christ a different hero than Odysseus the wily warrior?
• What view of the world does the Christian 'epic' portray? What does it require of us?

If time, read and discuss--
From Mimesis by Erich Auerbach--

The Bible’s claim to truth is not only far more urgent than Homer’s, it is tyrannical—it excludes all other claims. The world of the Scripture stories is not satisfied with claiming to be a historically true reality—it insists that it is the only real world, is destined for autocracy. All other scenes, issues, and ordinances have no right to appear independently of it, and it is promised that all of them, the history of all mankind, will be given their due place within its frame, will be subordinated to it. The Scripture stories do not, like Homer’s, court our favor, they do not flatter us that they may please us and enchant us—they seek to subject us, and if we refuse to be subjected we are rebels.

3. Analysis Essay work (find under Units of Study-->"Homeric Hospitality"-->"Analysis Essay Assignments"
*Review a basic 5-paragraph structure outline here
*Remember what good analytical criticism looks like--go under the hood and inspect how the story is working. Don't forget to appreciate the beauty of the magnificent engine along the way.
* As you write, review the prefix list (a-dis) and try incorporating three words that use a prefix from our list.

HW--Independent Reading book. Remember to review the questions that will guide your reading and annotations. Organization & Journal Checks will be at the end of next week. Quiz on Parts of Speech and Prefixes a-dis will be next week.

Wednesday, 10/7

1. Review your "Parts of Speech Notes" and prefixes 1-26 (a-dis). There will be a test next Tuesday, 10/13.

A typical grammatical rule of thumb is to never end a sentence with a preposition. Here is what the feisty Winston Churchill had to say about that...

Not ending a sentence with a preposition is a bit of arrant pedantry up with which I will not put.

*Pray Psalm 20

2. Take one sentence (not one line--one full sentence that may span several lines) from your Epic Poem, and identify which part of speech each word is. Then, see if there are any unnecessary parts of speech or sentence constructions that can be cut out, shortened, or clarified to utilize more beautiful or simpler language.

3. Once you have done #2 with at least one sentence from your poem, continue writing your epic poem. Today, aim to finish a rough draft that simply needs editing and polishing.

Look here for some sweet examples of epic similes in The Odyssey:
*Book 13 lines 80-87
*Book 12 lines 255 - 267
*Book 22 lines 315 - 331
*There are many other examples throughout The Odyssey and The Illiad, usually centered and set off in italics. 

Paper formatting--include an MLA-style heading; the poem itself may be single spaced. 12-point times new Roman Font.

HW--Come with a printed copy of your Epic Poem on Block Day. Submit your Epic Poem to turnitin.com by midnight on Block Day.

Tuesday, 10/6

1. Pull up your Epic Poem draft/planning

*Pray Psalm 17

2. Sample Proem's--
*Read the Illiad Proem
*Read the Oddysey's Proem
*Psam 28.1-2, Psalm 17.1-2

3. Today, aim to finish brainstorming, write your Proem, and begin your tale. We will cover Epic Simile's more in depth tomorrow, but for sweet examples head to the following sections of the Odyssey:
*Book 13 lines 80-87
*Book 12 lines 255 - 267
*Book 22 lines 315 - 331
*There are many other examples throughout The Odyssey and The Illiad, usually centered and set off in italics. 

HW--Work on your Epic Poem. Aim to have a rough draft by tomorrow.

Monday, 10/5

1. Complete Journal #8. Click on "Journal Entries" to find it.

*Pray

2. Odyssey Review--Key Themes, Patterns, and elements of Epic Poetry.
*Review the elements of Epic Poetry (see notes)
*How do I make a story epic? Mythic? Heroic?
   *What is a key emotional or spiritual theme in your guest's story? How can these be figured in epic, mythic, and heroic ways?

3. Work on writing your Epic Poem, or work on revising your Lit Analysis Essay 1 (on a short story).

HW--
Write your epic poem. Due Block Day (submit physically and to turnitin.com).
OPTIONAL: Revised Lit Analysis Essay 1 printed and submitted to turintin.com due Wednesday, 10/7.

Friday, 10/2

1.Work on Short Analysis Essay. Finish by the end of the period. Review Analysis notes.

2. If you finish early, keep reading the Odyssey, read an independent reading book, or work on your Epic poem.

HW: Epic Poem Project due 10/9
Lit Analysis Essay 1 revsied Final Draft due Tuesday, 10/6, typed, printed, and submitted to turnitin.com
This evening, look up at the night sky. See that little twinkle in the sky? That is Mr. Kirkendall smiling down at you from his airplane, landing shortly back home in California...