Tuesday, March 25 - 3 Robert Frost poems

Due: Friday, March 28- Prufrock vocabulary 1 test.
      If you were absent on Friday and / or Monday: On Friday, we read background material on Modernism and completed 8 of the 9 text-based responses. These were collected, and you were able to earn a maximum of 80 points.  Yesterday, we completed question number 9, which was a response to a painting by the Italian artist DeChirico, whose surrealist image was his response to World War I. In order to get full credit and receive the additional 20 points, you must complete question number 9.  The image and question can be found at the following blog entry: http://english111-13-14.blogspot.com/2014/03/friday-march-21-introduction-to.html. Your response should be approximately 50 words.
In class today: Three poems by Robert Frost. Each student has been assigned one poem only. (see copy of poems and list below)  
For your assigned poem, please respond to the following on lined paper, using textual evidence from the poem to support your response. Questions: 
1. Paraphrase the poem. That mean look at the poem line by line and rewrite it in your own words. 
2. Explain the tone of the poem.Tone is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words or the view point of a writer on a particular subject.

3. Explain the theme of the poem. Theme is defined as a main idea or an underlying meaning of a literary work which may be stated directly or indirectly

3. What is the message of the poem? What is the poet trying to say to the audience?

Poem number 1:  Acquainted with the Night

Acquainted with the Night

BY ROBERT FROST

I have been one acquainted with the night.

I have walked out in rain—and back in rain.

I have outwalked the furthest city light.

I have looked down the saddest city lane.

I have passed by the watchman on his beat

And dropped my eyes, unwilling to explain.

I have stood still and stopped the sound of feet

When far away an interrupted cry

Came over houses from another street,

But not to call me back or say good-bye;

And further still at an unearthly height,

One luminary clock against the sky

Proclaimed the time was neither wrong nor right. 

I have been one acquainted with the night.

Poem number 2: Nothing Gold Can Stay

Nothing Gold Can Stay

  by Robert Frost

Nature's first green is gold, 
Her hardest hue to hold. 
Her early leaf's a flower; 
But only so an hour. 
Then leaf subsides to leaf. 
So Eden sank to grief, 
So dawn goes down to day. 
Nothing gold can stay. 

Poem number 3: Fire and Ice

Fire and Ice

Some say the world will end in fire,
Some say in ice.
From what I've tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice. 

1 Andrews, Barshawn   1

2 Appleberry, Kyonia   2

3 Burns, Dynesha     3

4 Carroll, Victoria    1

5 Collins, Zakyra   2

6 Crews, Courtney  3

7 Garbacik, Tessa   1

8 Guzman, Abram    2

9 Inthavong, Khamphasong  3

10 Lee, Jashawn    1

11 Lu, Brittany   2

12 Marshall-Hosier, Zharia   3

13 Martinez, Adianah    1

14 Massey, James    2

15 Mathis, Kwondell   3

16 Myrthil, Mystique    1

17 Proctor, Diamond    2

18 Rankins, Shaquisha    3

19 Santos-Batista, Ashley    1

20 Scott, Gerquan   2

21 Sesler, Dejanique    3

22 Shaffer, Christopher    1

23 Slattery, Philip   2

24 Stanley, Shayozinique   3

25 Torres, Dennis   1

26 Walker, William   2

1 Allen, Joshua   1

2 Alvarado, Valeria  2

5 Gonzalez, Victoria  1

6 Guzman, Keilannie  2

7 Hazelwood, Deon'e  3

8 Henry, Clarissa  1

9 James, Dedrick  2

10 Jenkins, Isaac  3

11 Lopez, Cristian 1

12 Love, Brittney 2

13 Majors, Prestije  3

14 Matthew, Darren-Mikal  1

15 McMorris, Qumeicha  2

16 Ortiz, Miricle  3

17 Partida, Mickdoel  1

18 Pressley, Shabriya  2

19 Rattray, Jahni  3

20 Ruth, Melvin  1

21 Sloan, Quincy 2

22 Zayas, Jessenia 3

23. Johnson, Marquan 1

24 Rockefeller, Adam  2

1 Castle, Morgan    1

2 Devries, Shelby  2

3 Hunt, Shantia  3

4 Hymon, Branden 1

5 Iwashko, Ashlee 2

6 King, Jeremiah  3

7 Landers, Grace 1

8 Mayer, Michael  2

9 Nguyen, Eric  3

10 Orcutt, Zachary 1

11 Ortiz, Tylon  2

12 Petrone, Nicholas  3

13 Ralph, Betty  1

14 Read, Jenna  2

15 Reyes, Jose  3

16 Scott, Seyvion  1

17 Thomas, Shakeiya 2.

18 Tirado, Yarimar 3

19 Torres, Nathaniel  1

20 Urbaez, Eileen 2

21 Valdez, Mercedez 2

Monday, March 24----part 2 of introduction to modernism

On Friday, we read some introductory material on Modernism. I collected those and will return them along with today's assignment, as one grade. If you were absent, you will need to make up the first 8 questions.

In class today:  1. I am handing out Prufrock 1 vocabulary list. You will have a test on Friday. Note that there are 10 words, the examples being excerpted from the poem we are beginning on Wednesday. Your test will consist of 10 matching and 10 contextual sentences. 
2.We are first reviewing the following from Friday's reading; you will find a copy on the top of the handout. Read the material over carefully, underlining the salient points. When you have finished. Look carefully at the above image by Giorgio De Chirico. In well-written, complete sentences, discuss what connections you observe in the painting with the qualities associated with modernist literature.

The Modernists experimented with a wide variety of new approaches and techniques, producing a remarkably diverse body of literature. Yet the Modernists shared a common purpose. They sought to capture the essence of modern life in the form and content of the work. To reflect the fragmentation of the modern world, the Modernist constructed their works out of fragments, omitting the expositions, transitions, resolution and explanations used in traditional literature. In poetry, they abandoned traditional forms in favor of free verse. The themes of their works were usually implied, rather than directed state, creating a sense of uncertainty and forcing reader to draw their own conclusions. In general, Modernist works demanded more from reader than works of earlier American writers.

Friday, March 21 introduction to modernism

Giorgio de Chirico (Italian, born Greece. 1888–1978)

The Song of Love

Date:

Paris, June-July 1914

Medium:

Oil on canvas

This painting brings together incongruous and unrelated objects: the head of a Classical Greek statue, an oversized rubber glove, a green ball, and a train shrouded in darkness, silhouetted against a bright blue sky. By subverting the logical presence of objects, de Chirico created what he termed "metaphysical" paintings, representations of what lies "beyond the physical" world. Cloaked in an atmosphere of anxiety and melancholy, de Chirico's humanoid forms, vacuous architecture, shadowy passages, and eerily elongated streets evoke the profound absurdity of a universe torn apart by World War I.

In class today: introduction to modernism

            class handout / accompanying text-

based questions.  Due at the end of class.

 First grade for the new marking period.

Introductory Notes on Modernism

World War I was one of the bloodiest and most tragic conflicts ever to occur. When the initial advances of the German forces were stalled, the conflict was transformed into a trench war. The introduction of the machine gun made it virtually impossible for one side to launch a successful attack on its opponents’ trenches, however, and the war dragged on for several years with little progress being made by either side. Each unsuccessful attack resulted in the deaths of thousands of soldiers, and the war ultimately claimed almost an entire generation of European men.

President Wilson wanted the United States to remain neutral in the war, but that proved impossible. In 1915, a German submarine sank the Lusitania, pride of British merchant fleet. More than 1200 people on board lost their lives, including 128 Americans. After the sinking, the American public’s opinion tended to favor the Allies—England, France, Italy and Russia. When Germany resumed unrestricted submarine warfare two years later, the United States abandoned neutrality and joined the Allied cause.

At first the reality of the war did not sink in. Americans were confident and carefree as the troops set off overseas. That cheerful mood soon passed. A number of famous American writers saw war firsthand and learned of its horror. E.E. Cummings, Ernest Hemingway and John Dos Passos served as ambulance drivers. Hemingway later served in the Italian infantry and was seriously wounded.

The end of the Great War in November 1918 brought little peace to Woodrow Wilson. His dream of the United States joining the League of Nations to prevent future wars failed. The war’s end brought little peace to the big cities of America either. Prohibition made the sale of liquor illegal, leading to bootlegging, speakeasies, widespread law-breaking and sporadic warfare among competing gangs.

Throughout the 1920’s, the nation seemed on a binge. After a brief recession in 1920 and 1921, the economy boomed. New buildings rose everywhere, creating new downtown sections in many city—Omaha, Des Moines and Minneapolis among them. Radio arrived, and so did jazz. Movies became big business, and spectacular movie palaces sprang up across the country. Fads abounded: raccoon coats, flagpole sitting, the Charleston. The great literary interpreter of the Roaring Twenties was F. Scott Fitzgerald. In The Beautiful and the Damned and The Great Gatsby, Fitzgerald showed both the glamorous and the pitiful sides of the American Dream.

During the 1920’s, artists and writers flocked to Greenwich Village in New York City. Older buildings in the area, including barns, stables and houses were converted to studios, nightclubs, theaters and shops. In 1923, playwright Eugene O’Neill founded the Greenwich Village Theatre, where experimental dramas were performed. Thomas Wolfe taught English at New York University in the Village, while writing his autobiographical novel, Look Homeward, Angel.

The devastation of World War I brought about an end to the sense of optimism that had characterized the years immediately preceding the war. May people were left with a feeling of uncertainty, disjointedness and disillusionment. No longer trusting the ideas and values of the world out of which the war had developed, people sought to find new ideas that were more applicable to the twentieth-century life. The quest for new ideas extended into literature, and a major literary movement known as Modernism was born.

The Modernists experimented with a wide variety of new approaches and techniques, producing a remarkably diverse body of literature. Yet the Modernists shared a common purpose. They sought to capture the essence of modern life in the form and content of the work. To reflect the fragmentation of the modern world, the Modernist constructed their works out of fragments, omitting the expositions, transitions, resolution and explanations used in traditional literature. In poetry, they abandoned traditional forms in favor of free verse. The themes of their works were usually implied, rather than directed state, creating a sense of uncertainty and forcing reader to draw their own conclusions. In general, Modernist works demanded more from reader than words of earlier American writers.

Questions for Introductory Notes on Modernism   NAME_______________________________________

Please respond in complete sentences, incorporating specific textual material from the reading.

1.       Why was the conflict, which became known as WWI, “transformed into a trench war?

______________________________________________________________________________

2.       What was a factor that caused “ the United States [to] abandon[] neutrality?

________________________________________________________________________________

3.       What was the initial attitude of the Americans?

_________________________________________________________________________________

4.       What were some of the outcomes of the Great War?

5.       Describe in what ways the author perceived the United States as being on a binge?

6.       How were the literary arts reflected in the 1920’s?

_________________________________________________________________________________________________

________________________________________________________________________________________________

7.       How was the “devastation of World War I” expressed in the feelings and values after the war?

8.       List 7 qualities that exemplify Modernist literature.

a.                                                    

b.

c.

d.

e.

f.

g.

9.Now review your list and look at the painting on the Smart Board.  In  well-written, complete sentences, discuss what connections you observe in the painting with the qualities associated with Modernist literature.

Thursday, March 21 vocabulary and semicolon assessments

Test today on semicolons and Maggie vocabulary 2----end of marking period 3 pm tomorrow. Anything not in my hand is a zero.
Friday, new unit: MODERNISM.

Wednesday, March 18 day 2 Maggie essay

For Thursday, March 19- assessment on semicolons and Maggie vocabulary 2....last grades of this marking period.

In class: All Maggie essays are due today. After 3 pm, they are late; so you'll receive 50 points.

On Friday, we are starting a new unit on Modernism.

Tuesday / Wednesday March 18 and 19 in class argumentative essay

REMINDER: Maggie 2 vocabulary test and semicolon test this Thursday. You may take them earlier, if you anticipate being out or are on a field trip. Grades close Friday at 3.

In class essay. The following material has been available on the blog since last Friday; as well, handouts were passed out.  Everyone has already committed to a topic 8 days ago. 

Essay environment: This is an assessment, much like you will have on the ELA common core exam on June 6. There is no talking. There are no electronics. You will receive an automatic 0, the same as you would on the exam.

You may use your graphic organizer and a book during class. As there has been lots of time to pose questions, none will be taken during the exam.

The essay is due at the close of class on Wednesday.
For anyone who has finished the assignment- you had the opportunity to write this at home- there is bonus work.

Maggie, Girl of the Streets by Stephen Crane     essay directions

At this point, everyone should have committed to one of the following four topics.

1.       What role does religion play in Maggie, Girl of the Streets?

2.       Why is Maggie unable to survive in the environment in which she was raised?

3.       To what extent is Maggie, Girl of the Streets a realist novel?

4.       How do sociological and economic circumstances influence Maggie and Jimmy?

General information:

1.       MLA heading

2.       Minimum 500 words (approximately 3 handwritten pages of medium-sized script.

3.       Supporting text. Remember that you make a statement, prove it and then offer of an analysis, which is saying why this particular piece of information is significant in terms of contributing to your original thesis statement.

4.       You must have at an introduction with a clearly stated thesis / controlling idea.

5.       You must have a minimum of three body paragraphs, each with textual evidence.

6.       Your conclusion should not be a restatement of the introduction, but an insightful observation or extension of the controlling idea. Possible scenarios include historical, sociological, psychological connections.

7.       Due at the end of class on Wednesday.

Advice for individual topics.

1.       Religion: look at the specific characters; note hypocrisy

                 Look at religion of the gentility and the mission church

2.       Survival in the environment: lots of concrete information; focus on imagery; think about the people, places and society as a whole.  What do you know of Maggie’s character and how can you demonstrate this?

3.       Maggie as a realist novel:  Consider use vernacular language, who  these characters are, control of one’s destiny, complex ethics

4.       Sociological and economic circumstances:  these ties into the immigration movement. Make connections to Riis’ How the Other Half Lives.

Monday, March 17 semicolons

Chicago turns its river green on St. Paddy's Day


The week ahead. New plans as of last Wednesday's snow day and the sparse attendance on Friday.
Today: semicolon activity sheet. Due at the end of class.  Test on Thursday on this material. (class handout / copy below)
Tuesday and Wednesday. In class Maggie, Girl of the Streets essay. Hand written, as we cannot get in the library lab. 
Everyone has already chosen his or her essay. If you were here on Friday, I gave you detailed instructions. Make sure you get one today and review / prepare for the next two days. (See copy below) 
Thursday, vocabulary test from Maggie list 2 (we were to have it originally today) AND the semicolon assessment.  Last grades for this marking period.

Maggie, Girl of the Streets by Stephen Crane     essay directions

At this point, everyone should have committed to one of the following four topics.

1.       What role does religion play in Maggie, Girl of the Streets?

2.       Why is Maggie unable to survive in the environment in which she was raised?

3.       To what extent is Maggie, Girl of the Streets a realist novel?

4.       How do sociological and economic circumstances influence Maggie and Jimmy?

General information:

1.       MLA heading

2.       Minimum 500 words (approximately 3 handwritten pages of medium-sized script.

3.       Supporting text. Remember that you make a statement, prove it and then offer of an analysis, which is saying why this particular piece of information is significant in terms of contributing to your original thesis statement.

4.       You must have at an introduction with a clearly stated thesis / controlling idea.

5.       You must have a minimum of three body paragraphs, each with textual evidence.

6.       Your conclusion should not be a restatement of the introduction, but an insightful observation or extension of the controlling idea. Possible scenarios include historical, sociological, psychological connections.

7.       Due at the end of class on Wednesday.

Advice for individual topics.

1.       Religion: look at the specific characters; note hypocrisy

                 Look at religion of the gentility and the mission church

2.       Survival in the environment: lots of concrete information; focus on imagery; think about the people, places and society as a whole.  What do you know of Maggie’s character and how can you demonstrate this?

3.       Maggie as a realist novel:  Consider use vernacular language, who  these characters are, control of one’s destiny, complex ethics

4.       Sociological and economic circumstances:  these ties into the immigration movement. Make connections to Riis’ How the Other Half Lives.

    Name _________________________________-

When do I use a semicolon?

Use a SEMICOLON

1. Between independent clauses not joined by coordinating conjunctions

(for, and, nor, but, or, yet, so)

Example

2. Between independent clauses joined by a conjunctive adverb              Example

3. Between items in a series containing internal punctuation

Example

Semicolon practice For each of the following rewrite the sentence, incorporating semicolons where needed. After each, write the number of the rule you followed. 1.      The score was tied the game went into overtime. ___________________________________________________________________________________

1a Rule # ________________________ 2.       Professor Brown has left the laboratory, however, you may still be able to reach her through email. ___________________________________________________________________________________

___________________________________________________________________________________        2a. Rule # _______________ 3.      We didn't attend the play, besides, we had heard that all the good seats were taken. ________________________________________________________________________       3a Rule #__________________ 4.      We stayed in Baltimore, Maryland, Omaha, Nebraska, and Philadelphia, Pennsylvania. ___________________________________________________________________ ________________________________________________________________________________       4a. Rule #_____________________ 5.      The three performers included Jasper, a trained squirrel, Belzar, a tightrope walker, and Petunia, a magician.  __________________________________________________________________________________________ _________________________________________________________________________________________       5a. Rule #________________         6.      Read the article out loud, then answer all ten questions on the quiz. __________________________________________________________________________________________       6a. Rule # ___________________

7.      Martin had paid his dues; therefore, we allowed him to vote in the election. __________________________________________________________________________________________         7a Rule # ________________________ 8.      The World Series had begun, however, we were still stuck in traffic.          _________________________________________________________________________________________      8a. Rule #_____________________ 9.      The World Series had begun, however, we were still stuck in traffic. _____________________________________________________________________   9a. Rule # _________________ 10.                 Martin Luther King did not intend to become a preacher, originally he wanted to be a lawyer. __________________________________________________________________________ __________________________________________________________________________       10 a. Rule # ___________________ 11.                 The parole hearing was attended by James Thomas, who was a federal prosecutor, Irene Milton, who supervised the state prison system, and Jeremy Ingram, a former legal aide for the city.  _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________        11a. ________________ 12.                 Many parents are in favor of school uniforms, they feel that the uniforms develop a sense of community among students. ___________________________________________________________________________ ___________________________________________________________________________     12 a Rule # ____________________