Monday, June 15, 2009

Poetry Directions for Multigenre Project

Creative Writing

(On Thursday June 11, 2009 you will pass in three poems that are proofread, typed, and adhere to the directions.)

  1. Metaphor Poem (begin in class on Monday, June 8)

· Start with your topic. Brainstorm aspects of the topic (for example, Fitz Henry Lane=schooners, house atop Harbor Loop, oil paint, scrutches, apple-peru, etc.) as well as feelings and concepts associated with the topic (for example, Fitz Henry Lane=luminism, beauty, realism, observation, etc.)

· Then create metaphors for items in either list. (From the F.H. Lane list of concepts: Luminism is a painting with a light bulb inside. Or, a bit more vivid: The sky in the painting swallowed a light bulb. From the F.H. Lane list of objects: Scrutches are legs Lane shed to sit and paint.

· String the metaphors together. Edit them. Revise them. Expand them. Contract them. Use your ear, your mind’s eye, and your sense of the language of images to guide your revision.

· Your poem should include at least seven (7) metaphors.

  1. Spontaneous Poem (begin in class on Tuesday, June 9)

To activate your subconscious mind, do the following:

· Free write about your topic for five minutes. (This is stream of consciousness writing.)

· Pick ten vivid, interesting, revealing words from your stream of consciousness free-write.

· In five minutes write a ten-line poem in which each line contains at least one of the ten words and in which each of the ten words is used at least once.

· Make a title using a phrase from your stream of consciousness free-write.

· The point of this poem is to emphasize spontaneity, whimsy, seeming randomness, linguistic daring, absurdity, surreality, etc.

  1. Formal Ekphrastic Poem (begin in class on Wednesday, June 10)

· Choose an object or work of art (a photograph, statue, song, film, poem, story, painting, etc.) related to your topic.

· Choose a form (tanka, haiku, acrostic, mesostic, double acrostic, sonnet, villanelle, limerick, sestina, etc.) and revise the rules so there are at least three constraints* (rules), or invent a form of your own with at least three constraints (rules).

· Use the constraints to write a poem in response to the object or work of art.

· In the title of the poem let the reader know what object or work of art you are responding to.

· In a note below the poem write down the three rules.

* Constraints can refer to rhythm and sound: rhyme scheme, alliteration, syllable count, stressed syllable count, etc. Constraints can refer to words and concepts: a particular word has to be in each line or stanza, a particular word cannot be used, a particular type of word (a color, a season, a name, etc.) must be used, etc. Other constraints: no words with the letter “e” or every line must have one word than the line previous or the words on the page must be arranged to look like the object being described.

Thursday, June 4, 2009

Personal Experience Essay

Personal Essay (about an experience) Criteria

First draft due at the end of class on Wednesday, June 3
Draft returned in class on Friday, June 5
Final draft due by the end of the school day on Monday, June 8

* [Minimum requirement] Think of an experience (or experiences) related to your topic that you can narrate and reflect upon. This experience might be something you’ve done in the past or it might be something you’ve done recently

* [Minimum requirement] Write a personal essay that is around 300 words in length (twelve-point font, double-spaced.)

* [Minimum requirement] Give your personal essay an appropriate and imaginative title.

· Narration: Narrate a specific experience (along the way describe and reflect. Bring the experience alive and bring your thoughts & feelings alive for the reader. (Make sure there are transitions between sentences and paragraphs.

· Description: As you tell the story, describe the experience by presenting engaging, vivid sensory imagery (sight, sounds, textures, smells, and/or tastes). The descriptions will create a tone and mood. They will lead to thoughts and feelings about the images.

· Reflection: Reflect on the meaning of the experience to you. Reflect on what you have seen and felt. Develop these thoughts and feelings. Think about prior experiences, memories. Think about your research. Reflect on it all. Make meaning.

· Command of writing conventions: Proofread. Write properly punctuated and complete sentences. Choose words carefully; use them correctly; spell them correctly. There should be no run-on sentences and no homophone errors. If your essay contains dialogue, remember that each utterance should be given its own paragraph.

· Command of personal style: Philip Lopate says, “the hallmark of the personal essay is its intimacy. The writer seems to be speaking directly into your ear, confiding everything from gossip to wisdom....” I want to hear you—the thoughtful, observant, reflective you—on the page. The style of this essay should convey intimacy with the reader and care with language.

Friday, May 22, 2009

Cape Ann Art & Culture Research Paper: How to Write a Thesis

On Tuesday we'll start working on a thesis-driven research paper using the sources you found while compiling the annotated bibliography last week.

If you want a head start do this...

1. Think about what you have learned about the topic. What aspect of the topic do you think you could explain or interpret or analyze or compare? Then turn that aspect of the topic into a question.

For example, if your topic is St. Peter's Fiesta you might explain why certain saints are venerated during St. Peter's Fiesta. (In the form of a question: why are St. Peter and Mary venerated during Fiesta?)

Or, if your topic is Stage Fort Park you might compare its past uses to its present uses. Or, if your topic is fishing you might compare schooner fishing to trawler fishing in Gloucester. (How did the change from sails to engines change fishing?)

Or, if your topic is painters of Gloucester you might analyze Fitz Henry Lane's use of light and precise detail in his paintings. (What is significant about Lane's use light and detail in his paintings?)

Or, if your topic is Charles Olson you might interpret the meaning of one or more of his poems that interest you. (What is the meaning and significance of "Letter Six" of the Maximus Poems?)

2. Once you have a question create a clear, supportable, essential, significant, perhaps even original answer to the question. That's your thesis.

Examples:

Why are St. Peter and Mary venerated during Fiesta?
The veneration of the statues of St. Peter and Mary symbolize the importance of fishing and family to Sicilian-Americans and other Catholics in Gloucester.

How did the change from sails to engines change fishing?
The change from sails to engines led to a change in fishing practices that end up endangering the fishing stocks for future generations.

What is significant about Lane's use light and detail in his paintings?
Fitz Henry Lane uses light to convey luminous, transcendent beauty and, conversely uses to precise details to evoke the material reality of man's relationship with nature.

What is the meaning and significance of "Letter Six" of the Maximus Poems?
In "Letter Six" Charles Olson asserts the necessity of attention and care from all citizens of a place if that place is to thrive.

Post your question and thesis in the comment box below by class time on Wednesday, May 27. I look forward to reading them.

On Wednesday we will "workshop" the questions and thesis statements. Then we will work on writing the paper itself (1000+ words with at least three sources cited in the text and a works cited page--you've already found the sources!), a draft of which will be due on Monday, June 1.

Hamlet Test 2009

Here's the Hamlet Test (the version most of you took).
This will help you make sense of the answer sheets I gave back to you on Wednesday.
If you want to take a different version of the text to earn a second grade to average with the first study up and I'll offer a retake on Tuesday (5/26) and Thursday (2/28). (Don't worry I won't count it if you do worse the second time.)

HAMLET TEST NAME:____________________________

The plot statements are in chronological order. Fill in the blank to complete the statement.

1. After thanking his subjects for their recent support, Claudius sends ambassadors to ___ (a place) to halt a threatened attack from ___ (a person).

2. Claudius gives ___ permission to return to France but denies ___’s request to return to the university in Wittenberg.

3. Hamlet is angry at his mother for ___ .

4. ___ tells Hamlet about the appearance of ___.

5. ___ and ___ tell ___ to stay away from ___.

6. The Ghost tells Hamlet that he is the spirit of ___.

7. The Ghost reveals that King Hamlet was murdered by ___ who ___ in his ear.

8. ___ asks Hamlet to seek revenge against ___ but to leave ___ alone.

9. Polonius believes that ___ is mentally disturbed because ___.

10. Claudius and Gertrude send ___ and ___ to spy on ___.

11. Claudius allows ___ (person) to pass through ___ (country) on the way to ___ (country).

12. A group of ___ show up at ___ (castle). Hamlet will use them to put on ___.

13. ___ delivers the “To be or not to be” speech.

14. Then, ___ and ___ spy on a meeting between ___ and ___.

15. Hamlet asks ___ to help him observe ___’s reaction to the play.

16. Before the play begins ___ makes bitter and sexually suggestive comments toward ___ .

17. ___ reacts to seeing the play by saying give me some ___.

18. Seeing this, Hamlet now believes what the ___ told him in act one.

19. ___ begins to pray for forgiveness for killing ___ but cannot because he is still married to ___ and is still ___ of ___.

20. ___ nearly kills ___ but does not because he thinks he is praying.

21. Hamlet stabs and kills ___ whom he thinks is ___ (a person).

22. While ___ is verbally attacking ___ in her room, ___ returns to remind Hamlet that his real purpose is to avenge his father’s death.

23. ___ sends Hamlet to ___ to be killed.

24. In a soliloquy, ___ says that he should be more like ___ who takes action instead of thinking and delaying.

25. ___ sings about death and betrayal because ___ has been murdered by ___.

26. ___ (person) returns from ___ (country) demanding revenge for his father’s death.

27. ___ (person) escapes death by boarding a ___ (occupation) ship and returning to ___ (country).

28. ___ agrees to kill ___ with a poisoned ___.

29. If that plan fails, ___ will give ___ poisoned ___.

30. ___ then announces that ___ has drowned.

31. A gravedigger gives ___ the skull of ___, a former court jester.

32. ___ is not given a full Christian ceremony because it is unclear whether or not she ___.

33. ___ and ___ are killed in ___ because of Hamlet’s deception.

34. ___ speaking on behalf of Claudius, invites ___ to fence with ___.

35. In the fencing match, ___ hits ___ twice.

36. ___ drinks from the ___ cup.

37. ___ then wounds ___ with a poisoned ___.

38. Then, after the swords are switched ___ then cuts ___.

39. After ___ blames the king, Hamlet kills ___ with both ___ and ___.

40. ___ asks that ___ not kill himself so he will live to tell the story.

41. After Hamlet dies, ___ becomes king of ___.

Name the characters alluded to by the following quotations.

1. ___ (a character) is "the serpent that did sting thy father's life."
2. When in his mother’s room Hamlet calls out a "a rat, a rat." Hamlet thinks the rat behind the curtain is ___ (a character) but the rat is really ___ (another character).
3. Who are the "two schoolfellows" that Hamlet would trust as he would "adders fanged"? (two characters)

Shakespeare's techniques & some interpretations of Hamlet

4. What technique is used in the following quotations: "the play's the thing/wherein I'll catch the conscience of the king" and "o cursed spite/that ever I was born to set it right"?

A. iambic pentameter

B. blank verse

C. foil

D. rhyming couplet


5. Who are Hamlet's two foils in the play?

A. Laertes and Fortinbras

B. Ophelia and Gertrude

C. Rosencrantz and Guildenstern

D. Bill and Ted


6. Which of Hamlet's decisions does Mel Gibson believe causes the play's tragic events?

A. listening to the Ghost

B. not killing Claudius when he appears to be praying

C. putting on the play

D. making fun of Polonius


7. What are the two possible interpretations of Hamlet's question "What warlike noise is this?"

A. either Fortinbras is attacking Elsinore or he is greeting the English ambassador

B. Hamlet is fighting against Fortinbras or he is fighting against Laertes

C. the pirates have come to take over Denmark or they have come to say “hello.”

D. Ophelia is leading an attack on Hamlet or has just fallen into a river


Imagery
8. What is an image of corruption that spreads and keeps coming back no matter how much you get rid of it?

A. weeds B. water C. poison D. flowers E. painting (make-up)


9. What image signifies purity and passivity?

A. weeds B. water C. poison D. flowers E. painting (make-up)


10. What image in the play signifies something that is beautiful but delicate and therefore easily destroyed?

A. weeds B. water C. poison D. flowers E. painting (make-up)


11. What image is used in the play to signify creating a false appearance to cover up the truth?

A. weeds B. water C. poison D. flowers E. painting (make-up)

Deception

For three of the following you will need to provide two names. For one of the following you will need to provide one name. I’m not telling which is which.

12. Writing a letter telling England to kill Rosencrantz and Guildenstern is an example of deception involving ___.

13. Planning to kill Hamlet with a poisoned sword and drink is an example of deception involving ___.

14. Spying on Hamlet while he talks with Ophelia is an example of deception involving ___.

15. Finding out what Laertes is doing in France is an example of deception involving ___.

Name the characters alluded to by the following quotations.

1. In Hamlet's first soliloquy, who is the "hyperion"?
2. In Hamlet's first soliloquy, who is the "satyr"?
3. Who is "the serpent that did sting thy father's life"?
4. Who are the "sponge[s]" that "soak up the king's countenance, his rewards, his authorities"? (two characters)
5. Who does Hamlet "wear" in his "heart's core" because he is "not passion's slave"?
6. Who does Hamlet call a "fishmonger"?
7. Who does Hamlet call a "rat"? Who does Hamlet think it is? Who is it really? (two characters)
8. Who are the "two schoolfellows" that Hamlet would trust as he would "adders fanged"? (two characters)

Quotations and Deaths

"Is it the king?"
1. . Who says this?
2. Who has been killed?

"[H]er garments, heavy with their drink,/Pulled the poor wretch from her melodious lay/To muddy death."
3. Who says this?
4. Who has died?

"I am justly killed by my own treachery."
5. Who says this before he dies?

"The rest is silence."
6. Who says this before he dies?

7. How it the statement ironic? (Or you could explain how this quotation shows a change in the character.)

"They did make love to this employment."
8. Who says this?

9. Who are “they”? In other words, who are the two people the speaker has had killed by someone else, somewhere else? (two characters)

Friday, May 8, 2009

Hamlet Essay Due Tuesday, May 12

Hamlet Final Essay
(600-1200 words, twelve point font, double spaced or you may post it on the blog)

What is Hamlet about? What does the play suggest about the human dilemma, the human predicament?

That's a huge question! First of all, what is "the human dilemma, the human predicament". Those phrases are used to refer to huge, inescapable problems that all people must face, like the death of loved ones, being betrayed by loved ones, what to do in the face of dishonesty and corruption, etc.
Second, Hamlet, as a play, is especially concerned with questions about human flaws: corruption, dishonesty, debauchery, defilement, sycophancy, etc. Among the questions that come up in the play are "what effect does corruption, etc. have on people (perpetrators, victims, bystanders, etc.)?" and "what should a person do in response to corruption, etc.?"

So consider how the play's plot (what happens), its characters, its speeches, its patterns, its images seem to suggest something about the nature of human corruption, the effect of human corruption, and the response to human corruption.

These are big questions and big issues. But you're all smart enough and mature enough to handle them. It is because of these big questions and these big issues that people in 2007 still care about a play that was written in 1599.

Good luck! See me (or email me) for help if you need it.

Friday, March 20, 2009

Looking Ahead

This Weekend (3/20-3/22): Finish reading a dystopian novel.

Monday 3/23: Write in class about the end of the dystopian novel.

Tuesday 3/24: Bring in an article (or other writing) about the basis for your own dystopian story. (The article should be about something that you fear about the future or something that is ridiculous about our current culture that could be worse in the future.)

Tuesday night 3/24 pumpkin time: Write a final blog post by responding with intelligence and understanding 1. to something someone else has written about the dystopian novel that you read and 2. to something someone else has written about a dystopian novel that you haven't read.

Wednesday 3/25: Review vocabulary 21-30 and new board words (and work on your own dystopia story).

Thursday 3/26: Review vocabulary sentences (and work on your own dystopia story).

Friday 3/27: Vocabulary quiz (and retakes) (and work on your own dystopia story).

Monday 3/30: Bring in a draft of your own dystopia story (1000-2000 words).

Thursday, February 12, 2009

Dystopian Novels

DUE BY MIDNIGHT THURSDAY, MARCH 12
Read the next 50 to 100 pages of your book. (You should be past page 150.)
In the comment box.
Write your name and last initial.

Write the title and author of the book you are reading.
Write the page number (this is new) you have read up to.
Write the following "RAFT":


Role: You are a playwright adapting a passage between page 125 and page 175 into a scene in a play.
Audience: The audience for the play script will be the other readers of the blog.
Format: A play script: include stage directions adapted from the novel and include dialog adapted from the novel. At the end of the script write the page number of the scene you've adapted and write a few sentences about why you chose the scene. The script should look something like this but perhaps a bit longer:

John comes to the hotel in Malpais, New Mexico in which Lenina is sleeping. Her sleep is a deep soma-induced sleep. Bernard, Lenina's co-worker, has left for the day.

JOHN. Bernard! Bernard! Where are you?

John looks sad. He thinks Bernard and Lenina have left. He begins to cry. But before he loses himself in tears he has an idea. He looks in through the window of the hotel room and sees a green suitcase with Lenina Crowne's initials, L.C. He picks up a rock and throws it through the glass window. He knocks out the rest of the glass and enters the room. Once in the room he opens Lenina's suitcase and goes through her clothes.

JOHN (whispering). Lenina. Lenina.

He then enters the room in which Lenina is sleeping. Seeing her he recalls several passages from Romeo and Juliet (which he read in the collection of Shakespeare's plays which Pope gave to him).

JOHN (murmuring). On the white wonder of dear Juliet's hand, may seize
And steal the immortal blessing from her lips,
Who, even in pure and vestal modesty,
Still blush, as thinking their own kisses sin.

He gazes on Lenina and sees her beauty. He thinks about kissing her and feels shame. He leaves the room red-faced and in a panic as Bernard arrives back at the hotel.

BERNARD (off-stage). Who's in there?

John jumps back out through the window.

END OF SCENE.

page 142-144


Topic: The topic is whatever is going on in the passage you choose.

DUE BY MIDNIGHT THURSDAY, MARCH 5
Read the next 50 to 100 pages of your book.
In the comment box.
Write your name and last initial.
Write the title and author of the book you are reading.
Write the page number (this is new) you have read up to.
Write the following "RAFT":

Role
: Imagine yourself (as you are now: a teen living in Gloucester in 2009) visiting the dystopia you are reading about. (You may invent the circumstances of the visit if you wish.)
Audience: Write to your classmates in E-block English.
Format: Write an informal letter (with the date, salutation, and closing) with three paragraphs: in the first paragraph you will present at least three details about the dystopia and your opinion about the dystopia, in the second paragraph you will describe an event that has occurred in the book as if you witnessed it in person, and in the third paragraph you will discuss what your classmates might learn from your experience in the dystopia. To exceed expectations use five words from your book that you didn't know or didn't know well before looking; or use five words from the class vocab board at the back of the class.
Topic: A description of your visit to the dystopia. (Read "format" for details.)


DUE BY MIDNIGHT MONDAY, FEBRUARY 23

Read the first 50 to 100 pages of your book.
In the comment box:
Write your first name and last initial.
Write the title and author of the book you are reading.
Answer the following questions.

1. Open Response: How is the setting of your novel dystopian? Explain how specific details about the society within which the novel is set could be considered dystopian. Underline at least three of the specific details.

2. Open Response: How do characters in the book respond to the dystopia? Do they seem to go along with the way society is? Does any character resist inwardly -- in her or his own mind -- or rebel outwardly? Refer to specific behavior and choices. Also, be specific about the characters. Talk about specific characters not "them".

3. Open Response: Dystopian novels (and films) are usually based on the author's (or the director's) fears or concerns about the society in which they live. The author (or director) then invents a future world in which the worrisome aspect of current society has grown (and in some sense) taken over. The dystopian novel (or film) can then be read as a warning about what could happen in the future. What fear or concern about modern society seems to be at the core of the dystopian society in the book you are reading and how might the book be a warning about the future?