Homework for Monday 12/12

Read and analyze the Henry VIII prompt. Write a thesis statement and three topic sentences responding to the prompt.

Homework for Friday, December 9th

Read Act 4 Scene 7 of Hamlet. Consider to the following questions:

1) How does Claudius persuade Laertes to kill Hamlet?
2) What is Claudius's plan to ensure the death of Hamlet?
3) According to the Queen's monologue at the end of the scene, how does Ophelia die?

Hamlet Extra Credit

One of the best ways to impress your family is to show off what you have been learning during your exciting senior year at Davis Senior High School. With winter break quickly approaching and grandma and grandpa eagerly waiting to spend time with you, why not prepare some Shakespearean drama for their entertainment?

For extra credit, begin memorizing the To Be or Not To Be speech from Hamlet. For one extra-credit point, memorize the opening 14 lines of the speech. For two extra-credit points, memorize the entire speech. Make sure to recite the speech in P-22 before the end of the semester!

Pride and Prejudice Essay Topics

Two of the following four prompts will appear on the unit assessment. You will then choose one of the prompts for your essay.

   A.     From a work of recognized literary merit, select a fictional character who is in opposition to his or her society. In a critical essay, analyze the conflict and discuss its implications for both the individual and the society. Discuss how this conflict illuminates the meaning of the work.

   B.     Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the reader’s or audience’s views. Avoid plot summary.

   C.     In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

   D.    Although literary critics have tended to praise the unique in literary characterizations, many authors have employed the stereotyped character successfully. Select one work of acknowledged literary merit and in a well-written essay, show how the conventional or stereotyped character or characters function to achieve the author’s purpose.

Upcoming Pride and Prejudice Reading

• For Monday 10/17: Chapter 46/ Volume III Chapter 4
• For Tuesday 10/18: Chapter 49/ Volume III Chapter 7
• For Wednesday 10/19: Chapter 52/ Volume III Chapter 10
• For Friday 10/21: Chapter 56/ Volume III Chapter 14
• For Monday 10/24: Chapter 57: Volume III Chapter 15
• For Tuesday 10/25: Finish the novel

• Unit Assessment In-Class Essay: Wednesday 11/2

Pride and Prejudice Reading Homework

For Tuesday, 10/4, read to chapter 21
For Friday, 10/7, read to chapter 27 (or Volume II chapter 4)
For Monday, 10/10, read to chapter 33 (or Volume II chapter 10)

Pride and Prejudice Extra Credit Assignment

Jane Austen begins Pride and Prejudice with the following lines:

“It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife.

However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered as the rightful property of some one or other of their daughters.”

As previously discussed in class, Austen purposely uses an ironic narrative voice in these opening lines to make a social commentary on her society’s obsession with marriage and social class.

Using these opening lines as a guide, create your own ironic take on a current societal topic that you believe needs its own satirical analysis.

For example:

“It is a truth universally acknowledged, that a newly born infant must be in want of visual publicity on Facebook.

However little understanding this infant has of his or her newfound fame on publicized social media sites, not to mention however unsightly and unphotogenic this bald and chubby baby may be, this truth is so well fixed in the minds of his or her modest and humble parents that this infant can do nothing but rejoice in this responsible method of being introduced to society.”

Requirements:

    ·       Make sure that your opening statements begin with the line “It is a truth universally acknowledged…”

    ·       It must be at least 60 words in length

    ·       This is worth ½ a point.

    ·       Submit this to turnitin.com by Monday, October 10^th by 10:00pm

Sample Open-Ended Prompts

In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a sense of wonder; in other works, they are depicted as times of tribulation and terror. Focusing on a single novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work as a whole

Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main characters may likewise be guilty of treachery or may betray their own values. Select a novel or play that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole.

In many works of literature, a physical journey – the literal movement from one place to another – plays a central role. Choose a novel, play, or epic poem in which a physical journey is an important element and discuss how the journey adds to the meaning of the work as a whole. Avoid mere plot summary.

One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how a character in a novel or a drama struggles to free himself or herself from the power of others or seeks to gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to enhance the meaning of the work.

Homework for Tuesday, 9/13

Read to chapter 30 in Wuthering Heights.

Homework for Friday 9/9

•Read to chapter 25 in Wuthering Heights

•Due Date Change!! 

     Rewrite Beet Queen Essay for Monday. Hard copy. Turnitin.com by Monday morning at 10:00am

–Intro paragraph

–Three topic sentences

Homework for Wednesday 9/7

Read to chapter 20 in Wuthering Heights.

Rewrite the Beet Queen essay for Friday, 9/9. Just the intro paragraph and three topic sentences.
Bring a hard copy to class.
Submit to turnitin.com by Friday, 9/9, at 10:00am.

Bring Beet Queen essay prompt to class tomorrow, 9/7.

Homework for Friday 9/2

Read to chapter 17 in Wuthering Heights.

Prepare for the Summer Reading Assessment which will occur on Tuesday, 9/6.

Homework for Wednesday 8/31

Read to Chapter 11 in Wuthering Heights.

Consider how Lockwood's second dream (pg.20-21) connects with elements of literary naturalism and foreshadows events later in the novel.

Prepare for the Summer Reading Assessment which will occur on Tuesday, 9/6.

Naturalism in Wuthering Heights

Homework for Tuesday 8/30

Read to chapter nine in Wuthering Heights.

Write down definitions for "Literary Realism" and "Literary Naturalism"

Homework for Monday 8/29

Read to page 32 in Wuthering Heights.

Write down a definition for the term "Gothic Literature."

Read the excerpt of the poem The Mores by John Clare - note the descriptions of the environment:

Far spread the moorey ground a level scene
Bespread with rush and one eternal green
That never felt the rage of blundering plough
Though centurys wreathed spring's blossoms on its brow
Still meeting plains that stretched them far away
In uncheckt shadows of green brown, and grey
Unbounded freedom ruled the wandering scene
Nor fence of ownership crept in between
To hide the prospect of the following eye
Its only bondage was the circling sky
One mighty flat undwarfed by bush and tree
Spread its faint shadow of immensity
And lost itself, which seemed to eke its bounds
In the blue mist the horizon's edge surrounds
Now this sweet vision of my boyish hours
Free as spring clouds and wild as summer flowers
Is faded all - a hope that blossomed free,
And hath been once, no more shall ever be …

-         1831 

AP Summer Reading Assignment

Welcome to AP English Literature and Composition! If you are a lover of literature and writing, you will find the next twelve months a rewarding and enriching experience; we hope you discover a few new favorite authors along the way. Many of the works we will read next year were written by poets, novelists, and playwrights who studied the classics before their time. And many of these authors allude to these timeless tales and images in their own works: A wooden horse presented to the apparent victors; the temptation of a manipulative serpent; the declaration of love between two young lovers atop a balcony. This use of allusion in literature enhances the significance and power of the essential texts studied at the AP and college level.

Due to the advanced and fast-paced nature of the course, students are expected to begin the year with a prior knowledge of some of these essential literary texts. During your summer break, you will be required to read and familiarize yourself with the following selections from the McDougal and Littell World Literature textbook:

Literature of the Ancient World

Selections from The Epic of Gilgamesh: Pages 32-46

Selections from The Hebrew Bible: Pages 63-73

The Classical Age of Greece and Rome

Selections from The Iliad: Pages 178-222

Selections from The Aeneid: Pages 356-379

Selections from The Metamorphoses: Pages 398-402

Europe in Transition: Literature of the Middle Ages

Selections from The Song of Roland: Pages 696-706

Selections from The Inferno: Pages 732-756

Detailed note taking is strongly encouraged while reading as we will refer back to these texts throughout the school year. Students should expect an assessment on the summer assignment during the second week of class. The Assessment will be open notes, but not open book!

2016 Brit Lit Champions!

Congrats Class of 2016!!!

British Literature 2016!!!

Brit Lit Trivia Study Guide

What to review:

·         Poetic and Literary Terms:

o   Prose

o   Verse

o   Alliteration

o   Chivalric Literature

o   Elegiac

o   Iambic Pentameter

o   Symbolism

o   Allusion

o   Imagery

o   Sonnet

o   Ode

o   Meter

o   Couplet

o   Heroic Couplet

o   Blank Verse

o   Monologue

o   Soliloquy

o   Foil

o   Sublime

o   Romanticism

o   Naturalism

o   Realism

o   Satire

o   Stream of Consciousness

o   Dystopian Literature

·         Literary Periods of British Literature

·         Famous lines from Hamlet

·         Important characters from Hamlet, Wuthering Heights, and Brave New World

·         Key plot points about Hamlet, Wuthering Heights, and Brave New World

·         Key plot points and characters from The Tempest (as viewed in class)

·         Important poets of the Romantic, Victorian, and Modern Eras

·         Characteristics of the Romantic, Victorian, and Modern Eras

·         Novelists of the Victorian Era

·         Grammar Tips from Mr. Achimore

·         Random Life Insights from Mr. Achimore

An Update From Ndotto

Watch Ndotto's progress over the past two years here!

Creative Poetry Project

For your final poetry assignment of the year, you will choose one poem from the Victorian or Modern Era units that you find particularly intriguing and you will represent it in a  more artistic and personal manner. This is due May 20^th. The three project options include:

   ·         Creating a painting that represents a line or a major idea of the poem.

   ·         Creating a voice-over video that highlights the topic or theme of the poem (this may include two people).

   ·         Recreating the poem in a dance/performing-arts medium.

Possible poems include:

·         Bronte

o   Love and Friendship

o   Often rebuked, yet always back returning

·         Clare

o   The Mores

·         Tennyson:

o   Ulysses

o   Crossing the Bar

o   The Kraken

·         Hopkins:

o   Pied Beauty

o   Spring

o   God’s Grandeur

·         Hardy:

o   The Man He Killed

o   Hap

o   Neutral Tones

·         Yeats:

o   When you are old

o   The Song of Wandering Aengus

o   The Second Coming

·         T.S. Eliot:

o   The Waste Land

·         W.H. Auden:

o   As I Walked Out One Evening

·         DH Lawrence

o   Bat

o   Hyde Park, After the War

·         Dylan Thomas:

o   Do Not Got Gentle into that Good Night

Forms of Narration

First Person: Straight forward form of writing. Choose one character and tell the story through their point of view only. We get to know the narrator really well, but everything we know about other characters is through the narrator’s own perspective.

Example: I had no idea, but when I finally put on the mask and cape again, I felt as though new energy rushed into my veins. I was no longer just Bruce Wayne; I was the Dark Knight. Right then I heard the door open and there was Alfred. He told me in his usual, skeptical voice that my favorite TV show was about to begin: Vampire Diaries. If I was going to defeat Bane, I would need a restful night with my favorite form of entertainment. I’ll save the city tomorrow.

What can benefit the writer when using this form of narration? What can be difficult because of it?

Third Person: When the story or narrative is told from a point of view that is from an outsider’s perspective. There are three different forms of this narration:

·         Third Person Limited: When the narrator is a third party and not an actual character in the story (think of it like a fly on the wall). But the “third person limited” means that this narrator will sometimes give insight as to what one character might be feeling or thinking, but none of the other characters: The focal character’s thoughts and feelings are revealed through the narrator:

Example: Bruce Wayne had not put on the cape and mask for many years, and he felt weary of picking them up again. But once he looked in the mirror and saw the Dark Knight looking back into his own eyes, he knew that he was destined to fight for Gotham city again. Right then, Alfred came into the room and told Bruce, in a hesitant voice, that Vampire Diaries was on. The news brought joy to Bruce’s ears as he decided to take the night off and fight Bane tomorrow.

What can benefit the writer when using this form of narration? What can be difficult because of it?

·         Third Person Omniscient: is when the narrator is still that fly on the wall, explaining the story through an outsider’s point of view. Only this time, the narrator knows the thoughts and feelings of all of the characters in the story. All the characters’ thoughts and feeling are revealed through the narrator.

Example: Bruce Wayne had not put on the cape and mask for many years, and he felt weary of picking them up again. But once he looked in the mirror and saw the Dark Knight looking back into his own eyes, he knew that he was destined to fight for Gotham city again. Right then, Alfred came into the room. Feeling slightly embarrassed over the fact that Bruce had his Batman utility belt on backwards, Alfred approached Master Wayne and delivered some important news: Vampire Diaries was about to begin. Although Alfred was a bigger fan of Pretty Little Liars, he decided that he could withstand the drama and suspense of the popular CW show for the night.

What can benefit the writer when using this form of narration? What can be difficult because of it?

·         Third Person Objective: The narrator is again a “fly on the wall” and reports the events and story from an outside perspective. Only this time, the narrator does not share any of the feelings or thoughts that pass through a character’s mind. The reader must come to their own conclusions based on the objective information that is being revealed to them.

Example: Bruce Wayne picked up the cape and mask and stared at it for a long time. He finally fitted the mask to his face and draped the cape over his slouching shoulders. He paused and looked into the mirror. As a smile began to emerge over his mouth, the door opened as Alfred walked slowly toward the Dark Knight before coming to a complete stop. Alfred’s eyes widened before quietly stating, “Vampire Diaries is about to begin. Should I get the popcorn?”

What can benefit the writer when using this form of narration? What can be difficult because of it?

AWPE

Remember, your typed AWPE Essay is due on Friday 4/22 in class.

In Defense of Ignorance

According to Gardiner, why should ignorance be valued and celebrated? Do you think his message could benefit society? Explain your answer using specific examples from your own experience, your observation of others, or any of your reading.

With your partner, create an outline for a potential essay on this topic. Try to be specific enough so someone else knows what to expect from your final written product.

Literary Research Paper Reminder

Don't forget!!!

Submit your Wuthering Heights Research Paper to turnitin.com by 11:00 pm on Thursday 3/17

Bring in a hard copy of your Wuthering Heights Research Paper on Friday 3/18

Enjoy Spring Break!!!

Researching

Hello everyone. Sadly I am away today, but you can still look for good, credible sources for your research essay. You can search the databases again at the library site here. But also look for anything else on your topic. If you were not here on Monday, please talk to a neighbor about the databases we checked out and how they can be useful.

Literary Research Essay

Wuthering Heights is a novel rich with social, political, cultural, psychological, and historical connections. For this unit you will choose a topic of interest that connects with your book-club novel. As you read Wuthering Heights, try to understand the Bronte’s text through the lens of this topic.

You will then explore the background of this topic by reading secondary and primary source materials and reflect upon how you can organize these outside sources with your own analysis of the novel. After compiling your ideas and information from these sources, craft a thesis-driven research paper that connects your topic with the text of your Victorian-Era novel. 

This assignment is fairly open-ended and will require much thought on your part of how to organize your ideas and execute this written product. Remember that this is a Literary Research Paper, meaning that your topic must connect to the specifics of the text Wuthering Heights.  Due on Turnitin.com by 11:00pm on March 17^th.

Requirements:

·         4-6 Pages plus a Works Cited Page - all in MLA Format.

·         At least two scholarly outside sources. (You will probably want to use more sources than this)

·         Formal writing style. No I, me, you, or us.

·         Quotes of non-fiction sources should only be used if they are absolutely crucial to conveying your point. You cannot use more than two quotes from your non-fiction sources.  Most of the time you will want to rely on paraphrasing.

·         Citations: You must use MLA in-text citations for all quotes and paraphrasing that is done.

Mr. Achimore’s Advice:

·         Choose a topic that allows you to both examine outside sources thoroughly and analyze and discuss specific aspects of the text. That way, you will have plenty of information to talk about for four pages.

Potential Wuthering Heights Topics:

• ·   Examine Social Injustice (in Gender, Race, and/or Social Class) in Wuthering Heights and England during the 1800’s
• ·   Examine the Link between Nature and Spirituality within Wuthering Heights and England during the 1800’s (may also be researched through a psychological perspective independent of time period)
• ·         Research Thomas Hobbes’s Theory of the Social Contract or John Locke’s Theory of the Social Contract, Examine Whether Heathcliff’s Actions Are Justified in Relation to One of These Philosophical Perspectives
• ·         Examine masculinity and gender in the novel and how it reflects Victorian Era society.
• ·         Examine the portrayal of womanhood in Wuthering Heights and how it is in dialogue with dominant Victorian notions of femininity.
• ·         Examine the development of the Byronic Hero in literature and examine the existence of the Byronic Hero in Wuthering Heights
• ·         Identify and Examine the Dominant Romantic Style Elements within Wuthering Heights.
• ·         Explore the history of the Gothic Novel. Identify and Examine the Dominant Gothic Style Elements within Wuthering Heights
• ·         Examine the Existence of Freud’s Personality Types within Wuthering Heights (specifically the Id, Ego, and Superego)
• ·         Examine the Psychological Effects of Isolation and Its Relation to the Characters of Wuthering Heights
• ·         Examine Narcissism as a Psychological Concept and Its Existence in the Characters of Wuthering Heights
• ·         Examine Bi-Polar Disorder and Its Relevance to the Characters of Wuthering Heights
• ·         Examine Depression (as an Illness) and Its Relevance to the Characters of Wuthering Heights
• ·         Examine the Nature Versus Nurture Debate and Its Relevance to the Characters of Wuthering Heights