Monday, April 30, 2012
Price of Progress Unit
What does it mean?: The cost or drawback of advancing
science-fiction: not true; usually deals w/science or technology; authors make an exaggerated prediction about the future (keep in mind the time that they were written); comment on the present.
ex: Star Wars, War of the Worlds,etc.
Wednesday, April 25, 2012
Poetry Assignment
Essay Assignment: Poetry (100 pts.)
1.Choose any poem you like from the blue textbook
2.Find any literary elements and techniques (conflict, imagery, theme, simile, metaphor, characterization, setting)
3.Identify elements of SOAPSTone (in the notes)
4.Using this information, explain the poem to the best of your ability
5.Explain how the author’s use of your chosen literary elements and techniques helps you understand the poem or gets the author’s point across
6.Use at least 3 examples of textual evidence in your answer
(specific lines and line numbers)
Friday, April 20, 2012
Poetry Assignment
Compare and contrast the two poems “The Piano” and “Those Winter Sundays” in min. 2 well-written paragraphs:
• First, do SOAPSTONE for each
• Next, look for literary elements and techniques (mainly theme and imagery)
• Lastly, think about what they both say about the controlling idea of: the ties that bind.
• YOU MUST USE SPECIFIC TEXTUAL EXAMPLES IN YOUR ANSWER (AT LEAST 1 FOR EACH POEM)
• Use your Venn Diagram to help you
MUST BE HANDED IN BY THE END OF CLASS FOR CREDIT!!!!! 50 pts.
Thursday, April 19, 2012
Soapstone Notes-
SOAPSTone—for poetry analysis COPY INTO YOUR NOTES!!
S—Subject—what is the poem basically about?
O—Occasion—why is this person writing now?
A—Audience—who is being addressed? (can be more than 1)
P—Purpose—why are they writing this? (look at audience(s))
S—Speaker—who is this person? (not the author)
Tone—how does he/she feel about the topic?
“Those Winter Sundays” Robert Hayden
Subject—about a son talking about his dad and the things he did
Occasion—he has grown up and either his father has died or he has realized things as an adult he didn’t know as a kid/ maybe he is a father.
Audience—fathers, kids,
Purpose--- kids: appreciate the things your parents do
Parents: maybe your kids will appreciate you when they get older or become parents
Tone—caring, regretful
S—Subject—what is the poem basically about?
O—Occasion—why is this person writing now?
A—Audience—who is being addressed? (can be more than 1)
P—Purpose—why are they writing this? (look at audience(s))
S—Speaker—who is this person? (not the author)
Tone—how does he/she feel about the topic?
“Those Winter Sundays” Robert Hayden
Subject—about a son talking about his dad and the things he did
Occasion—he has grown up and either his father has died or he has realized things as an adult he didn’t know as a kid/ maybe he is a father.
Audience—fathers, kids,
Purpose--- kids: appreciate the things your parents do
Parents: maybe your kids will appreciate you when they get older or become parents
Tone—caring, regretful
Tuesday, April 17, 2012
Verbal Irony vs. Situational Irony
situational irony
when what happens is the opposite of what the author leads you to believe would happen
ex. in a movie where the cop ends up being the thief the police are looking for
verbal irony
irony in which a person says or writes one thing and means another, or uses words to convey a meaning that is the opposite of the literal meaning.
ex. "This is another day of great Buffalo weather!" (during a snowstorm)
when what happens is the opposite of what the author leads you to believe would happen
ex. in a movie where the cop ends up being the thief the police are looking for
verbal irony
irony in which a person says or writes one thing and means another, or uses words to convey a meaning that is the opposite of the literal meaning.
ex. "This is another day of great Buffalo weather!" (during a snowstorm)
Monday, April 16, 2012
Assignment Sonnet #30
1. Copy the poem on the left-hand, inside page of your lined paper.
2. Number the lines.
3. Draw lines to separate the quatrains and rhyming couplet and label.
4. Label the stressed and unstressed syllables of 1 quatrain (iambic pent)
5. Do a line-by-line translation on the right-hand side, inside page of your lined paper.
6. Describe the conflict, how it is intensified and how it is resolved.
2. Number the lines.
3. Draw lines to separate the quatrains and rhyming couplet and label.
4. Label the stressed and unstressed syllables of 1 quatrain (iambic pent)
5. Do a line-by-line translation on the right-hand side, inside page of your lined paper.
6. Describe the conflict, how it is intensified and how it is resolved.
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