Wednesday, December 19, 2012

Things Fall Apart, Assignment 2 (12.30.12) Asserting Culture in the "Darkness"

I told you it would be up before the 30th!

In an interview in the 1994-95 issue of The Paris Review, Chinua Achebe states that he became a writer in order to tell his story and the story of his people from his own viewpoint. He explains the danger of not having one's own stories through the following proverb: "until the lions have their own historians, the history of the hunt will always glorify the hunter." Critics and Achebe's own essays have portrayed Things Fall Apart as a response to the ideologies and discursive strategies of colonial texts such as Joyce Cary's Mister Johnson and Joseph Conrad's Heart of Darkness.

 While reading Things Fall Apart, ask yourself in what ways Chinua Achebe's novel subverts (undermines, challenges, threatens, weakens, destabilizes, and/or sabotages) this discourse (mentioned above) and constitutes a different story or counter-narrative to the European texts and what narrative and linguistic strategies in the text help create a new perspective and new story of Nigerian and African history.

As an example of the ways in which Achebe has taken up European literary works and reframed the issues they raise, please examine William Butler Yeats' poem, "The Second Coming," (linked below and in the back of your book).  The title of Achebe's novel is a literary allusion to Yeats' poem.

While reading Yeats’ poem, you should consider and answer each of the following:
  • What is the meaning of the phrase "Things Fall Apart" within Yeats' poem?
  • What does the Second Coming refer to in general?
  • What does the Second Coming refer to in Yeats' poem?
  • As you read Things Fall Apart by Chinua Achebe, note how the novel both takes up and changes Yeats' version of the Second Coming.  Who or what in the novel represents a "rough beast" that "slouches towards Bethlehem to be born?"
As always, your answers should be thorough and in paragraph form.

A Little Guidance For The Attentive
One important theme in Things Fall Apart is the irreconcilable difference between Christianity's focus on individual salvation and the tribal vision of the group's salvation being dependent on the actions of individuals that Achebe portrays within his novel.  You should notice this cultural and religious difference as you read the "The Second Coming," along with its allusion to the Bible and Christian thought, in relation to the way Achebe applies the poem's line "things fall apart" within the novel.  In your subsequent analysis of the text, you should consider the grave implications of these incompatible views for Igbo society as Umuofia's citizens confront the British missionaries and their accompanying colonial government.

In “The Second Coming,” by William Butler Yeats the speaker describes a nightmarish scene: the falcon, turning in a widening “gyre” (spiral), cannot hear the falconer; “Things fall apart; the center cannot hold”; anarchy is loosed upon the world; “The blood-dimmed tide is loosed, and everywhere / The ceremony of innocence is drowned.” The best people, the speaker says, lack all conviction, but the worst “are full of passionate intensity.”
Surely, the speaker asserts, the world is near a revelation; “Surely the Second Coming is at hand.” No sooner does he think of “the Second Coming,” then he is troubled by “a vast image of the Spiritus Mundi, or the collective spirit of mankind: somewhere in the desert, a giant sphinx (“A shape with lion body and the head of a man, / A gaze as blank and pitiless as the sun”) is moving, while the shadows of desert birds reel about it. The darkness drops again over the speaker’s sight, but he knows that the sphinx’s twenty centuries of “stony sleep” have been made a nightmare by the motions of “a rocking cradle.” And what “rough beast,” he wonders, “its hour come round at last, / Slouches towards Bethlehem to be born?”

Form
“The Second Coming” is written in a very rough iambic pentameter, but the meter is so loose, and the exceptions so frequent, that it actually seems closer to free verse with frequent heavy stresses. The rhymes are likewise haphazard; apart from the two couplets with which the poem opens, there are only coincidental rhymes in the poem, such as “man” and “sun.”
Commentary
Because of its stunning, violent imagery and terrifying ritualistic language, “The Second Coming” is one of Yeats’s most famous and most anthologized poems; it is also one of the most thematically obscure and difficult to understand. (It is safe to say that very few people who love this poem could paraphrase its meaning to satisfaction.) Structurally, the poem is quite simple—the first stanza describes the conditions present in the world (things falling apart, anarchy, etc.), and the second surmises from those conditions that a monstrous Second Coming is about to take place, not of the Jesus we first knew, but of a new messiah, a “rough beast,” the slouching sphinx rousing itself in the desert and lumbering toward Bethlehem. This brief exposition, though intriguingly blasphemous, is not terribly complicated; but the question of what it should signify to a reader is another story entirely.
Yeats spent years crafting an elaborate, mystical theory of the universe that he described in his book A Vision. This theory issued in part from Yeats’s lifelong fascination with the occult and mystical, and in part from the sense of responsibility Yeats felt to order his experience within a structured belief system. The system is extremely complicated and not of any lasting importance—except for the effect that it had on his poetry, which is of extraordinary lasting importance. The theory of history Yeats articulated in A Vision centers on a diagram made of two conical spirals, one inside the other, so that the widest part of one of the spirals rings around the narrowest part of the other spiral, and vice versa. Yeats believed that this image (he called the spirals “gyres”) captured the contrary motions inherent within the historical process, and he divided each gyre into specific regions that represented particular kinds of historical periods (and could also represent the psychological phases of an individual’s development).
“The Second Coming” was intended by Yeats to describe the current historical moment (the poem appeared in 1921) in terms of these gyres. Yeats believed that the world was on the threshold of an apocalyptic revelation, as history reached the end of the outer gyre (to speak roughly) and began moving along the inner gyre. In his definitive edition of Yeats’s poems, Richard J. Finneran quotes Yeats’s own notes:
The end of an age, which always receives the revelation of the character of the next age, is represented by the coming of one gyre to its place of greatest expansion and of the other to its place of greatest contraction... The revelation [that] approaches will... take its character from the contrary movement of the interior gyre...
In other words, the world’s trajectory along the gyre of science, democracy, and heterogeneity is now coming apart, like the frantically widening flight-path of the falcon that has lost contact with the falconer; the next age will take its character not from the gyre of science, democracy, and speed, but from the contrary inner gyre—which, presumably, opposes mysticism, primal power, and slowness to the science and democracy of the outer gyre. The “rough beast” slouching toward Bethlehem is the symbol of this new age; the speaker’s vision of the rising sphinx is his vision of the character of the new world.
This seems quite silly as philosophy or prophecy (particularly in light of the fact that it has not come true as yet). But as poetry, and understood more broadly than as a simple reiteration of the mystic theory of A Vision, “The Second Coming” is a magnificent statement about the contrary forces at work in history, and about the conflict between the modern world and the ancient world. The poem may not have the thematic relevance of Yeats’s best work, and may not be a poem with which many people can personally identify; but the aesthetic experience of its passionate language is powerful enough to ensure its value and its importance in Yeats’s work as a whole.

“THE SECOND COMING”

              Turning and turning in the widening gyre (1)
              The falcon cannot hear the falconer;
              Things fall apart; the centre cannot hold;
              Mere anarchy is loosed upon the world,
              The blood-dimmed tide is loosed, and everywhere
              The ceremony of innocence is drowned;
              The best lack all conviction, while the worst
              Are full of passionate intensity.
              Surely some revelation is at hand;
              Surely the Second Coming (2) is at hand.
              The Second Coming! Hardly are those words out
              When a vast image out of Spiritus Mundi (3)
              Troubles my sight: a waste of desert sand;
              A shape with lion body and the head of a man,
              A gaze blank and pitiless as the sun,
              Is moving its slow thighs, while all about it
              Wind shadows of the indignant desert birds.
              The darkness drops again but now I know
              That twenty centuries (4) of stony sleep
              Were vexed to nightmare by a rocking cradle,
              And what rough beast, its hour come round at last,
              Slouches towards Bethlehem to be born
(1) Spiral, making the figure of a cone.
(2) Second Coming refers to the promised return of Christ on Doomsday, the end of the world; but in Revelation 13 Doomsday is also marked by the appearance of a monstrous beast.
(3) Spirit of the World.
(4) 2,000 years; the creature has been held back since the birth of Christ. Yeats imagines that the great heritage of Western European civilization is collapsing, and that the world will be swept by a tide of savagery from the "uncivilized" portions of the globe. As you read this novel, try to understand how Achebe's work is in part an answer to this poem.


Things Fall Apart Assignment



Reading  Questions:  Chapters 1--6


1.       Diagram the family relationships of Okonkwo.

2.       What do we learn about Okonkwo? What is his self--image? The view of the village? Your opinion? Does Achebe use Okonkwo as a representation of his society, or does Achebe want us to see Okonkwo as an individual?

3.       How are father/son relationships described in the novel? Are we to share Okonkwo's view of his father? of his son? of his daughter, Ezinma?

4.       What is the role of women in lbo society? Which things are manly? womanly? Does Okonkwo hold the same views on manly vs. womanly actions as others in Umuofia?

5.       What is the role of ritual in lbo society? Compare later to the role of ritual for the missionaries.


Reading Questions  -- Chapter 7 - Fin.

1.       How is Okonkwo's personality important to the outcome of the story?

2.       The story of Ikemefuna's death is told from different points of view: How does that change / complicate your response to the event?

3.       What is the view of law in lbo society? For Okonkwo? What is the role of the individual vs. the society in this culture?

4.       What is the view of evil? How does it compare to "Heart of Darkness"?

5.       What is the role of folk tales or stories in this culture? In this novel? Is Things Fall Apart a women's story or a men's story? How is it structured?

6.       What do you learn of the missionaries from this novel? Compare to "Heart of Darkness".

7.       What is the meaning of the title?

8.       Compare the image of Africa, Africans and Missionaries/colonists in the two novels.


Discussion Topics: Prepare written answers for these (at least a paragraph each).


EVIL : What is the view of evil? What is the source of evil? How does it compare to Heart of Darkness?

MISSIONARIES/COLONIALISTS: What do we learn of Europeans in this novel? Is there more than one "type" represented, is there "doubleness" in this section also? Compare to Heart of Darkness.

FAMILY: What is the role of family in the lbo culture? What is the role of family relationships to the outcome of the plot? Which relationship(s) are the focus of the story?

TITLE: What is the meaning of the title? Which "things" fall apart? Why? What is the reader to--learn from this novel?


Keep all answers in a labeled composition book. We will use this to guide our novel readings, discussions, and Q3 responses for the remainder of the year.

Check Blog for one additional question to be posted by 12/30/12.

LATE WORK WILL NOT BE ACCEPTED!

Friday, November 16, 2012

Heart of Darkness - Perfect Paragraph


Type one perfect paragraph expressing the main idea of assigned reading (Section I).


Sentence One should express the main idea of the assigned reading as a direct claim with supporting claims.
Subsequent sentences should defend your position
  • Three examples, quotations, and comments.
  •  Total number of sentences should be at least 12.
As always, grammar and clarity are essential.
 
Write paragraph, upload to turnitin by 8:30am on 11/26.

Monday, November 5, 2012

Death of the Hired Man

POV Questions: 
What is the role of the narrator in this poem?
How do we come to understand and relate to Silas in Robert Frost's "Death of the Hired Man"?
How is sympathy created in this poem? What can we say about Warren and Mary in the context of the poem? What does the poem say about their relationship? How are they different?

What do you think Frost is trying to tell us about life?
 

Tuesday, October 30, 2012

I'm A Fool

"I'm A Fool" Full Text

Above is the link for I'm A Fool. Below you will find a link to the various presentation topics. Find your topic and prepare accordingly.

Analyzing Setting and Other Topics



Wednesday, October 24, 2012

Fair Warning

Ladies and Gentlemen,
Please allow me to be perfectly clear. It is now Wednesday and quite a few FLV #2s have not been submitted. Since the standard three days has passed we can consider the late window closed.  Those without submissions will receive a 0.

As I've said before - the choices are always yours.

Tuesday, October 23, 2012

Greetings,
I hope you know and understand just how much I do not want to be absent today; however family responsibilities beckon.  I WILL be in class Thursday to check ALL your work from the last two days and test you over "A Worn Path." 

In case you don't get the handout here is your assignment:



1. Complete Imagery Voice Lesson (homework).
2. Read the two sample student essays on pp143 -148 WITH the commentary. Figuring out HOW to organize your ideas is the paramount challenge of the AP exam. Be prepared to discuss both on Thursday after the test on “A Worn Path”.
3. Reading: “I’m a Fool” (p219) and questions on( p 226).

 Here's a copy of the voice lesson:

Friday, October 12, 2012

Formal Voice Lesson Instructions

.
Select your best voice lesson. In the header include the work and the author. Construct  typed  formal, one paragraph responses for each discussion question, then type your "apply." Proofread your work: make sure that it is written in MLA format (12pt calibri font) and grammatically correct, then:
Log in to turnitin.com

Find your class:
Password: Hamlet


5421000
AP Lit and Comp period 2


5421006
AP Lit and Comp period 4


5421011
AP Lit and Comp period 5

 
Find the assignment labeled "Formal Voice Lesson #1 and upload your lesson. That's it!!
.

Thursday, September 20, 2012

Prodigal son questions due 9/21

Here you go!


"The Prodigal Son" text.

The Parable of the Lost Son
11 ¶ And he said, A certain man had two sons:
12 and the younger of them said to his father, Father, give me the portion of goods that falleth to me. And he divided unto them his living.
13 And not many days after the younger son gathered all together, and took his journey into a far country, and there wasted his substance with riotous living.
14 And when he had spent all, there arose a mighty famine in that land; and he began to be in want.
15 And he went and joined himself to a citizen of that country; and he sent him into his fields to feed swine.
16 And he would fain have filled his belly with the husks that the swine did eat: and no man gave unto him.
17 And when he came to himself, he said, How many hired servants of my father's have bread enough and to spare, and I perish with hunger!
18 I will arise and go to my father, and will say unto him, Father, I have sinned against heaven, and before thee,
19 and am no more worthy to be called thy son: make me as one of thy hired servants.
20 And he arose, and came to his father. But when he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him.
21 And the son said unto him, Father, I have sinned against heaven, and in thy sight, and am no more worthy to be called thy son.
22 But the father said to his servants, Bring forth the best robe, and put it on him; and put a ring on his hand, and shoes on his feet:
23 and bring hither the fatted calf, and kill it; and let us eat, and be merry:
24 for this my son was dead, and is alive again; he was lost, and is found. And they began to be merry.
25 ¶ Now his elder son was in the field: and as he came and drew nigh to the house, he heard music and dancing.
26 And he called one of the servants, and asked what these things meant.
27 And he said unto him, Thy brother is come; and thy father hath killed the fatted calf, because he hath received him safe and sound.
28 And he was angry, and would not go in: therefore came his father out, and entreated him.
29 And he answering said to his father, Lo, these many years do I serve thee, neither transgressed I at any time thy commandment; and yet thou never gavest me a kid, that I might make merry with my friends:
30 but as soon as this thy son was come, which hath devoured thy living with harlots, thou hast killed for him the fatted calf.
31 And he said unto him, Son, thou art ever with me, and all that I have is thine.
32 It was meet that we should make merry, and be glad: for this thy brother was dead, and is alive again; and was lost, and is found.

Please read this text and respond to the questions from the Roberts and Jacob's Textbook.

Don't forget, your newest typed draft of the college essay is due Friday at the beginning of class.

Wednesday, September 19, 2012

Homework for 9/20

The text for the "Fox and the Grapes" is located at http://www.bartleby.com/17/1/31.html
Your reading questions are due at the beginning of class with the rest of your voice lesson.

Wednesday, August 29, 2012

Death of a Salesman Video

There is a new location for the Dustin Hoffman Death of a Salesman (1984) Here's the link:
Salesman

Monday, August 20, 2012

New link 2014 update

I was checking the link for Death of a Salesman and realized that the link is broken. Here's the new link.     Death of a Salesman

Friday, July 27, 2012

Welcome AP Literature and Composition class of 2013!

The clock's ticking on Summer Reading. It's time to make a checklist:

Read Great Gatsby: it's also a free book online http://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/

Read Death of a Salesman: I found a digital copy of this as well http://bit.ly/1kaxEiM


Complete your dialectic journal (so you'll have good notes for class)

Write your comparative analysis Create your flash cards

Here are reviews of a recent production of  Death of a Salesman:


http://www.newyorker.com/arts/critics/theatre/2012/03/26/120326crth_theatre_lahr?currentPage=1


http://theater.nytimes.com/2012/03/16/theater/reviews/death-of-a-salesman-with-philip-seymour-hoffman.html

http://www.huffingtonpost.com/2012/05/04/death-of-a-salesman-broadway_n_1479061.html 


 I'll post a link to a Gatsby Interactive later today. PS - Brent, would you please pass the word that my blog is active?Thanks!

Congratulations!

Congratulations and KUDOS to Bryan Porter (4), Adriel Fogerty (3), Oscar Fuentes(3) for passing the AP EXAM. Way to go!!!!

Tuesday, May 15, 2012

Blues Poem

Please type your "blues" poem from today and send it to my gmail so I can print them with your "Themes for English AP" )and the other poems I plan on you writing over the next few class periods). I've always thought it would be fun to create a collection of AP poetry for you and by you to take with you when you leave.

Wednesday, May 9, 2012

because you can!

I know i haven't said this much, But I'm extremely proud of what you've accomplished. If you do your best tomorrow it will be more than enough! Get a good night's sleep and I'll see you Friday.

Monday, April 30, 2012

Homework due Tuesday 5/1

Read and answer questions for all poems pp. 888 - 895. Omit: "The Suitor" (892) and "Odysseus" (891).

Sunday, April 29, 2012

Monday, April 23, 2012

Homework Due Friday 4/27

1) Read "Reconciliation" p 820 and answer questions; then read the analysis on p 821.

2) Read AND answer questions for "Buffalo Bill's Defunct" (824), "A Supermarket in California" (p. 827), "Poetics Against the Angel of Death" (p 844),"The Dance" (p. 845), "On the Death of Friends in Childhood" (p. 926).

Thursday, April 19, 2012

Homework: Friday 4/20

In addition to memorizing the four essential tone questions, WRITE a letter to teacher from LISD (any grade) who made an impact on your life. I'll collect the letters at the beginning of class.

(Yes, they will be delivered to the addressed teacher)

Monday, April 16, 2012

Homework - Tone

Please answer questions to the poems in the R and J text:
2nd Period:
Poems from p747 - 752 (from "homage to my hips" to "The planned child")

4th period from p 748 - 752 (she being Brand/new" to "The planned child").

Come prepared with your text book AND your tone vocabulary.

Tuesday, April 10, 2012

homework

Study vocabulary in chapter 17. Be prepared for questions on Blake's "Tyger."

Thursday, April 5, 2012

Homework Due 4/9

Read andd answer questions in RJ for:

"in-just" (p860),
"Collage of Echoes" (863)
"Real Estate" (p 870)
"A Noiseless Patient Spider" (p872)
"Wild Geese" (p872)

Wednesday, April 4, 2012

For 4/5

Don't Forget - Test 4/5!

Items: Imagery, "Hard Times", "Cargoes", "Anthem For Doomed Youth", and "The Fish".

HOMEWORK:
n
 
1.On our Crucified Lord (691)
2.The Tyger (688)
3.The Pulley (694)
4.A Time Past (699)
Answer RJ questions for:

Tuesday, April 3, 2012

Homework due 4/4

Complete ALL assignments from today's handout and be prepared to lead class discussions on imagery.

Monday, April 2, 2012

Homework Due 4/3

1. From the table for Herkomer's painting "Hard Times"do the following:
     a. note the kinds of imagery evoked in each listed detail
     b. what are the thematic implications of the detail and imagery in relation to the painting's title?
     c. where is the detail located in the painting?
     d. Then write a sentence tying a,b, and c together  for "The bag", "Tools", "gate", wife's clothing", "the infant",and  "the sky".

2. Read "Cargoes" by John Masefield and answer the  questions from "N & Q" handout.

3. Read "Anthem for Doomed Youth" by Wilfred Owen, then answer questions one and two.
4. Save Elizabeth Bishop's "The Fish"' for Wednesday.

Thursday, March 29, 2012

Homework due 3/30

Read and answer questions for the following poems in Roberts and Jacobs text: "Naming of Parts" (670), "I Think Continually of Those Who Were Truly Great" (672), "Disillusionment of Ten O'Clock" (673),  "Eating Poetry" (674).

2nd Period -Question 1 from "Jabberwocky".
4th Period - Decode all jargon from "Jabberwocky".

Wednesday, March 28, 2012

Homework due 3/29

Read pp. 654 - 662 in Roberts and Jacobs. Take all necessary notes on Diction, Syntax and any relevant literary terms. TPCASTT "The Naked and the Nude" and then answer the questions following the poem.

Tuesday, March 27, 2012

Homework due 3/28

2nd Period - Answer questions and TPCASTT Thomas Gray's "Elegy . . . " p 634.

4th Period - Answer questions and TPCASTT Robert Browning's "My Last Duchess . . ." p 632.

Be prepared to share and present your COMPLETE observations.

Monday, March 26, 2012

TPCASTT comparison

Create a three column anchor chart and use the TPCASTT model from your notes to compare the three "Shepherd " poems side by side. If you missed the notes, they are in a power point on the school website.http://lhs.lancasterisd.org/apps/classes/show_assignment.jsp?classREC_ID=423500

Thursday, March 22, 2012

DUE Monday 3/26

Read and Take Notes on pages 623 - 630. There will be a quiz at the beginning of class. Then read poems "Song" (p640), "The Passionate Shepherd" (p640), "Poem" (p 642) and  "The Nymph's Reply" (p643); answer all questions following these four poems.

Tuesday, March 20, 2012

Homework due 3/21

Read Sonnet 55 by William Shakespeare on p. 614.
On a separate sheet of paper answer all the questions on the "Unbderstanding a Poem" worksheet. Please be thorough.

Monday, March 19, 2012

AP POETRY

Homework for 3/20
Read pp.599-607 in Roberts and Jacobs; answer questions for "Schoolsville" and "Here a Pretty Baby Lies".

Brainstorm: what questions and problems do you forsee with this unit? How should we address them?

Wednesday, February 29, 2012

Google

If a user opts out, Google will continue gathering and storing information but all data will be anonymous for 18 months.
How to remove your search history:
  • Log in to your Google account.
  • On the right-hand side of the page, click your email address to pull up the drop-down menu.
  • If you want to read more about the policy, click "Privacy." Otherwise, click "Account Settings."
  • In the Services section, click "Go to web history."
  • Click the "Remove all Web History" button. A prompt will appear to confirm the selection. Click "OK."
You may also want to delete your YouTube viewing and search history. To do this, click YouTube on the toolbar at the top of the Google homepage.
  • On the right-hand side, click your user name and select "Video Manager" from the drop-down menu.
  • Click "History" on the left, then "Clear all viewing history." Refresh the page, then click "Pause viewing history."
  • To clear search history, click "Search History," then the "Clear all search history" button. Refresh the page, and click "Pause search history."

Tuesday, February 28, 2012

Full Hamlet

Here's a link to PBS and a complete version of the 2008 RSC production of Hamlet. Enjoy!

Monday, February 27, 2012

Hamlet Homework - due Wednesday at beginning of class

Here's your link to the school site where you will find an exercise in criticism on Hamlet.   Do not submit this late as it will not be accepted.  http://lhs.lancasterisd.org/apps/classes/show_assignment.jsp?classREC_ID=423501

5.1

The logs for Act 5, scene one are due today (as was discussed on Friday). Read tonight to the end of Act 5, scene two. The log for 5.2 will be due Wednesday at the beginning of class.

Tuesday, February 21, 2012

Thinking About Ophelia

I always think of Ophelia when I read this poem by Sylvia Plath . . .

Mad Girl's Love Song


"I shut my eyes and all the world drops dead;
I lift my lids and all is born again.
(I think I made you up inside my head.)

The stars go waltzing out in blue and red,
And arbitrary blackness gallops in:
I shut my eyes and all the world drops dead.

I dreamed that you bewitched me into bed
And sung me moon-struck, kissed me quite insane.
(I think I made you up inside my head.)

God topples from the sky, hell's fires fade:
Exit seraphim and Satan's men:
I shut my eyes and all the world drops dead.

I fancied you'd return the way you said,
But I grow old and I forget your name.
(I think I made you up inside my head.)

I should have loved a thunderbird instead;
At least when spring comes they roar back again.
I shut my eyes and all the world drops dead.
(I think I made you up inside my head.)"

Friday, February 17, 2012

4.1 - 4.4

Please combine 4.1,4.2 into one log for Monday, and 4.3, 4.4 into one log for Tuesday.

Tuesday, February 14, 2012

3.2, 3.3, 3.4

The grade book is currently up to date; however,  I do not have all of your "Piercing Questions". Please turn these in with your "Oh what a Rogue" annotations ASAP.

The Logs for 3.2, 3.3, and 3.4 are due in your class box in this order: 3.2 Wednesday, 3.3 Thursday, 3.4 Friday. The groups responsible for performing 3.2 (the mouse trap) are up Friday at the beginning of class.

"To Be" paraphrases are due Friday as well.

Have a great three days (use your time to your advantage)!

Monday, February 6, 2012

Logs 2.1, 2.2

Due Tuesday Feb. 7: 2.1,2.2. Performances:  2.2 pt 1 on 2/7, 2.2 on 2/8 and 3.1 on Friday 2/10.

Wednesday, February 1, 2012

Homework

Don't forget - Hamlet 1.4 is on tap for Thursday, so be prepared. If you have any burning, or piercing questions about the play - bring them in hand.  Logs for 1.4, 1.5 are due at the beginning of class Friday.

Monday, January 30, 2012

Homework

Reading: Hamlet 1.3, 1.4. Logs for Act 1.3 due Wednesday Feb. 1. Remember, when you draw a picture of a scene you must still comment on the scene itself.

Something to consider: who is this other family? What is their stake in this play?

Have answers to the following: What is the effect of Polonius' "but" constructions? Things like: "Be thou familiar, but by no means vulgar."

What do Polonius' words reveal about his beliefs, character, values and wants?

Wednesday, January 25, 2012

Logs

Logs for Act 1.1 is due Friday. Homework for Thursday - Read 1.2 AGAIN. Homework for the weekend due MONDAY: Log 1.2, AND

Read aloud Hamlet's soliloquy "O that this too, too sullied flesh" (1.2.133-164) several times and then paraphrase it in your log. NOTE ANY SIGNALS in the language that give clues to Hamlet's innermost thoughts - - for example, choice of words, construction of phrases, sequence of thought. Does he hide behind puns as he does with Claudius? What does the antithesis reveal?

Hamlet Lines 1 - 80

CONSIDER THESE QUESTIONS FROM TODAY'S READING OF  HAMLET 1.1.1-80 (NOTE THE CORRECT TEXT DOCUMENTATION). RESPOND TO TWO (2) BEFORE THURSDAY MORNING
1. WHO ARE THESE PEOPLE? WHAT ARE THEY, AND WHAT ARE THEY DOING?
2. WHAT INFORMATION DOES SHAKESPEARE PROVIDE ABOUT THE PHYSICAL SETTING?
3. WHAT ATMOSPHERE/MOOD IS CREATED BY THIS SETTING?
4. WHAT DO THE PHYSICAL ASPECTS OF THE SETTING SUGGEST ABOUT THE CHARACTERS' BEHAVIOR?
5. WHAT DOES THE OPENING QUESTION "WHO'S THERE?" IMPLY ABOUT BARNARDO AND THE SITUATION?
6. DOES ANYTHING IN THE CONVERSATION BETWEEN BARNARDO AND FRANCISCO REINFORCE THESE IMPLICATIONS?
7. WHAT ADDITIONAL INFORMATION DO WE GAIN ABOUT BARNARDO AND FRANCISCO FROM THEIR CONVERSATION?
8. SHAKESPEARE WROTE INTO THE BODY OF PLAY MANY SIGNALS AND DIRECTIONS. WHAT DO THE COMMANDS AND QUESTIONS IN LINE 1-20 SUGGEST ABOUT STAGING THIS SCENE?
9. WHAT INFERENCES CAN BE DRAWN ABOUT HORATIO'S CHARACTER? ABOUT HIS RELATIONSHIP TO THE GUARDS?