Honors Sophomore English, Leamon, Spring (!!) Semester 2010
Syllabus from Friday, May 27 - Friday, June 3. With all kinds of stuff. . .
Poetry Words o’ Wisdom (or Reading Suggestions, maybe. . . ) in no particular order!
--Stay flexible. Don’t use your brain like a pin to fix meaning permanently. Think of yourself and your unique skills and awareness as detectives. Notice words, connotations, nuances, use of figurative language, sound of words. What do all those subtle, shifting things add up to? What’s your hunch about the poem?
--Use your common sense. Poems that are widely read and loved are rarely impossibly obscure (well, okay, I give you “Red Wheel Barrow”, but. . . ) or bizarrely hard to read. Look for a second opinion or help if you suddenly encounter points that seem completely nonsensical.
•In addition, you have the right to expect some level of assistance from a poet (this is Ms. Leamon talking. There is no universal guarantee to back this statement up, but I passionately believe it): punctuation, for example; precise language, too. If a poem doesn’t have these guideposts to meaning, you have the right to 1. discard it, or 2. bend it to mean what you feel it should. The poet has surrendered his/her right to communication! If, however, the poet provides these indicators, disregard them at your peril!
--That said, remember that unique points of view are part of what makes some works of art memorable. Expect an unusual pairing of emotion and event, tone and subject, etc, at times, and be open to what that strangeness can provide for the attentive reader (“My Love” by Robert Burns and “Love in Brooklyn” by John Wakeman)!
--Contrast is often a useful way to appreciate poetry. In the past five years or so, through class discussion, I’ve begun to see that contrast is key to appreciating many, many poems.
--Please work to be an attentive reader.
•Poems aren’t written by committees, so please don’t use “they” to refer to the poet.
•Remember that the poet, just like an author, may assume a persona: a male may write in a woman’s voice, a woman may write a poem in the voice of an old man. Figuring out who “the speaker” is and what the speaker’s point of view is can help you understand a poem.
•Work to separate your personal prejudices and views from those set forth by the poet. I may hate dogs, but that doesn’t mean Valerie Worth’s poem “dog” is a poem about how disgusting an old, sleeping dog is.
•At the same time, remember that poets do challenge norms at times: does the fact that the male speaker in “Love in Brooklyn” has “plump fingers” mean that his love is weak or meaningless? Our culture may dismiss fat men as foolish and effeminate, but does that mean Wakeman is drawing on or rejecting that stereotype? Look carefully at the whole poem before answering.
--Oh yeah. Always consider the title, and always look up words you don’t know, preferably in a good dictionary.
I have found teaching poetry to be one of the great pleasures of my teaching career. If you learn how to walk that fine line between absurd vacuity (“Poetry can mean anything!”) and intransigent rigidity (“Robert Frost said he was looking at this one tree when he wrote this poem, so anything not true about this one tree is not true about this poem at any time.”), you’ve made a huge step in your development as a reader/thinker, and in your ability to tolerate ambiguity and to appreciate art!
H/w: prompt #1
Read these two love poems (“My Love” by Robert Burns and “Love in Brooklyn” by John Wakeman) with attention to figurative language, imagery, and impact. Burns’s poem is, obviously, a traditional love poem, written in a traditional style, while Wakeman’s “Love in Brooklyn” is a different take on the subject.
h/w: In writing, and using specifics to back up your claims, discuss how John Wakeman’s poem offers a contrast to the language and approach of a traditional love poem. What is the overall impact of his stylistic and poetic choices?
Weekend homework as well: possibly look through some poetry collections (ACTUAL BOOKS, PLEASE) and possibly interview some folks about their poems to get a jump on the due dates.
Tuesday: review lit. devices and sound devices. Discuss “The Harbor”. Perhaps start browsing.
h/w: complete "The Harbor" ass't on last page of Poetry Makes Images/Music hand out. As per Axis's request, I reproduced the ass't below.
Using the list of sound terms, discuss, IN WRITING, WITH SPECIFICS, how Carl Sandburg uses sound in his poem “The Harbor.” How and why do the sounds he uses change through the poem? How does sound link to sense? *This may be your homework!
NOTE: closeread first, and mark/label sounds you notice before you write!
NOTE2: look up words you don’t know!
The Harbor--Carl Sandburg
Passing through huddled and ugly walls,
By doorways where women haggard
Looked from their hunger-deep eyes,
Haunted with shadows of hunger-hands,
Out from the huddled and ugly walls,
I came sudden, at the city’s edge,
On a blue burst of lake,
Long lake waves breaking under the sun
On a spray-flung curve of shore;
And a fluttering storm of gulls,
Masses of great gray wings
And flying white bellies
Veering and wheeling free in the open.
Wed/Thurs: browsing, at least 1/2 period, then hand in close reads of choices by end of day on Friday. There will be at least one more prompt response either Wed. or Thurs. nights.
Friday! Share new poems/close read/discuss at least one poem with at least one partner.
Rough draft of your four poem, close reads and responses{<= what was that supposed to mean?} rough draft of your chosen prompt AND your four poems' close reads and responses is what I believe I intended to write! will be due by Wed. June 8, then you’ll have time to work on your “others’” section while I edit like a madwoman. :)
Time is suddenly galloping. I’ll miss you all! Shall we continue?
HSE Syllabus: May 16 - 20
Oh, hello!
Quote: “Man is a giddy thing, and that is my conclusion.” A different play, but still Shakespeare!
Monday, May 16: Happy B’day to Ms. Laber!
Peer edit!
Vocab words assigned: quiz will be on MONDAY, May 23, for various reasons. . .
Perm. forms: two. Fluorescent! One is required back for May 24 trip to the Grand
h/w: revise that paper with your editor’s feedback considered!
Tuesday, May 17: Poetry work shop with Robin Jones from the Grand: prep for our trip on May 24. I have no idea what we’ll be up to, but I am 100% confident that you are up to it! We’ll be working with Ms. Dillon’s class.
DO hand in the paper drafts, though!
h/w: vocab words due. . . get ready to watch Macbeth (bloody or not so; your call)
Wed, May 18: Movie time
Hand in vocab.
h/w: possibly some prep work for the poetry unit. . . TBA
Thursday, May 19: Happy birthday to my baby brother, Tom!
More movie time (we might need to compact a little, but I THINK we can JUST get it all in)
h/w: be ready for the vocab quiz on Monday; have you returned the perm. form for the Grand trip on Tuesday yet?; PLEASE STOP BY MY ROOM TO GET YOUR EDITED DRAFT ON FRIDAY DURING SR. EX DAY! You need to revise for Tuesday, May 24. . . . and you’ll need to use the weekend!
Friday, May 20: SR. EX. Festival!
Enjoy! Be inspired! Participate!
Stop by to pick up your edited paper!
h/w: for Tuesday, May 24, revise paper; for Monday, study for vocab--you need to provide the defs this time!!!!; complete any poetry prep I may have given you, but probably none. Happy birthday to Yina, I believe, too!
Monday, May 23: QUIZ! The quiz stays, but we will be working to finish Macbeth.
h/w: complete paper edit to hand in on Tuesday.
Tuesday: May 24: Bob, Victoria, the Brooklyn Bridge, Michael Chabon, et moi!
I am betting that we'll finish the film up on TUESDAY! Sheesh.
Papers due in on Tuesday. . .
Tuesday will be the start of poetry, and that evening
we are either going to be in a concert (good luck! Have fun!) or going to the Grand to see the Light images films and, we hope, eat ice cream at Morton's Moo!
h/w: poetry work as assigned. I *love* this stuff. . .
HSE Syllabus: INTO MAY!!!!
Quote: "Be bloody, bold, and resolute. . .!" Those Wyrd Sisters!
Monday's home work: read IV, iii: note the scene number! Many people are messing up because they are ignoring or misreading that integral bit! NOTE: read the scene descrip. first as it's a little confusing at the start. Should get clearer as time goes on! Hope The Exam went well!
Tuesday: Let's talk recitations, and then: onwards!
h/w: through V, iv (lots of little scenes)
Wed: LATE START DAY FOR YOU YOUNG'NS!
Let's read it all aloud: finish it up!
h/w: bring in a large-print copy of your chosen speech; also collect/refresh your word trace
Thursday: LOTS OF DISCUSSION: word trace; speech dibs and discussion; close reads?
Friday: on-demand!
h/w: so what's your insight about your word's evolution? Thesis/outline for paper? Work on memorization for . . . Wed.
Monday: NOPE: This would be TUESDAY, as Monday is Student Led Conference Day!
Tuesday: Meet in word groups to discuss your thesis and major points.
h/w: Recitation ready for Wed. Rubric (reviewed in class) is attached at the bottom of this page--waaaaaaaay down.
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HSE Syllabus, post vacation (sigh)
Quote: “If it were done when ‘tis done, then ‘twere well it were done quickly.” Macbeth. . .
Monday, April 25
Hi! Vocab word assignments. . .
Revisit lines: what common themes do these develop? How did you see those themes in Act I (quick review of act, line, and scene notation, iambic pentameter, etc)?
Word webs/word traces for Act I
Quick overviews: I, i and vi
I, ii I, iii I, iv I, v I, vii
Major events/paradoxes/themes/images/ideas
h/w: will finish work above for h/w, AND also do vocab word, BUT NOT FOR A GRADE, just for knowledge
Tuesday, Apr. 26: Note: I am outta here after school, as the orthodontist calls!
long term assignments: memorization of a 12-15 line speech, and ongoing word trace to prep for a word study paper
Share/discuss scenes/discoveries
Share vocab defs.
Acting: The Lord and Lady meet!
h/w: read II, i - ii
Wed, 4/27 SORRY SORRY SORRY! Shortened class messed me up! Read II, iii as h/w. THAT'S IT.
POSSIBLY: see a few different versions?
Read II, iii en masse. . . what do we think?
h/w: III, i - iii. . . Keep tracing your word, and keeping an eye out for a good speech.
Thursday, 4/28--EDITED AS PROMISED
Fun reading aloud and crowd scenes: Scotland, where women are men, hearts are white, and porters are funny. . . .
h/w: III, i - iii. . . Keep tracing your word, and keeping an eye out for a good speech. Remember, quiz is on Saturday, not Friday. Keep tracing your word!
*remember to check on Tuesday May 24 5 pm onwards to see if you're free!*
Friday, 4/29
Possible quiz, and more work with the language: subtext and context?
The disastrous banquet
Depending: acting, discussion, theme checks, competing versions? Depends on where we are!
h/w: study for vocab quiz, read up through IV, i for Monday.
Sat, 4/30: THE QUIZ with definitions provided.
h/w: read up through IV, i for Monday. . . Things are not going well in Scotland!
Monday, 5/2: Yeehah! May! REMEMBER THAT IF WE HAVEN"T HAD A READING QUIZ YET, WE'RE EVER MORE LIKELY TO HAVE ONE!
check in on themes and word traces: IV, iii to read aloud. What’s going ON here? h/w: V i and ii
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Syllabus. . .Hey! Lookit this!
Quote: "Impossible things should not be tried at all." Ismene, the insufferable prig
Monday: Hi! Didn't I just see you. . . .never mind!
THE TRIAL!!!!!
h/w: respond in a page or so (personal prompt): what does Oedipus The King in its entirety seem to be saying TO YOU about free will and fate? Finish reading Antigone if you're not done.
Tuesday: Share your prompts
Discuss Antigone: how does it differ from Oedipus? Who's the tragic hero? What's its "moral"? Why did I link "It's a Woman's World" on my webpage???
h/w: read critical essay (may be linked; may be handed out as a print)http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_id=xri:pqllit-US&rft_dat=xri:pqllit:criticism:1549365751
Wed. (13th, just so you know)
Discuss essay: clear? Not so clear?
Read your TFA finals and grade yourself on the rubric. . . just touching base on expectations and such
h/w: in reality, reading your final draft and scoring your paper will be homework!
Thurs. 14th (Nearly there!)
Paper discussion/s
Macbeth prep: quote tossing, wordle games, word trace selections, other fun stuff
h/w: read Act I (which is wicked long [ha! accidental pun]) for Monday AFTER vacation; I may give you some helpful support materials or questiony things; I may not.
Friday, 15
ON DEMAND! It's been SO LONG since we've had one!
h/w: as above. If we've drawn for memorization passages, you might work on your passage, too. Have a lovely vacation: hope it's got what you need and want: rest or change or excitement or people or fewer people or whatever. Enjoy.
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--Quote: “Lead me away from Thebes. Lead the wreck and hell of Oedipus, whom the Gods hate.” Oedipus. (duh)
Monday, April 4
Set out trial info
READING
Vocab words
h/w: look up vocab; look for evidence in the past pages for your role. Paper revisions? Due on Thursday.
Tuesday, April 5
Share defs quickly
Read, read, read
h/w: work on paper revisions, con’t. Prep for trial
Wed. April 6: EARLY RELEASE DAY/END OF MARKING PERIOD
READ, READ, READ. . . .
work in groups once we’re done reading to prep for trial
h/w: paper revisions due for Thursday! Vocab quiz Friday!
Thursday, April 7: Hand in revised paper drafts
Discussion/group work on trial scripts
review vocab/prep for quiz
Friday, April 8:
Vocab quiz
Prep time for trial!
h/w: start reading Antigone 185 - 199
Sat. (this hurts me to write. . .) April 9: Early release schedule
TRIAL!!!!!!!!!
h/w: write up response/notes to hand in on Monday. Read Antigone. 199 - 231.
Monday, April 11: Finish Antigone in class. . .. discuss!
Tuesday: inclass prompt, perhaps?
HSE Leamon: Syllabus. . . 6 March 28 - April 4
Quote: "I have come myself to hear you--I, Oedipus, whom all men call 'The Great'!" Guess who?
Monday 3/28: Editing time! Share 'em up and read 'em up!
Intro to backstory of Oedipus
h/w: revise thesis paper, and read first Ode that I give you. Mark it up, noting at least three strong images, and pay attention to the tone (find proof).
What is the Chorus saying here? Write answers/questions on sheet itself.
Tuesday 3/29: Hand in thesis papers, and let's do some reading and discussion!
h/w: well, I left my book at school so I will fill info in as time goes! But DO THE READING! There *will* be at least one reading quiz!
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HSE Leamon: Syllabus 5 HSE Syllabus March 15 - Mar 22
Quote: “ A toad does not run in the daytime for nothing.” Umuofian proverb
Monday: Anthem discussion: extremism!
h/w: read up to p. 35 in Things Fall Apart
Tuesday: March 15
Info/brief research
Reading time
h/w: read to p. 62.
Wed, Mar 16.:
Some background info, esp on cultural/geo./historical info: click here
Title the chapters
Focus on Ok’s character
h/w: read to 94
Thursday, Mar. 17: Parent Confs, 1/2 day, so you start early!!!!
Discussion of work from Wed.
Pros/cons and “cultural relativity”
Reading time
h/w: read to 167 for MONDAY
Monday, 3/21
Big reading discussion/work. . . More title chapters?
h/w: read to 191; vocab word?
Tuesday, 3/22
Share defs.
Discuss paper: I will be gone on Wed. !
h/w: read to 197: I CHANGED THAT!!!!. . . And here's your prompt!
Wed: Finish in class! Work on paper! Wish I could be there while you read the end!!!!!
h/w: Paper due on Monday; Quiz on Friday; writing work on Thursday. . . . start Oedipus on Friday! (WHEW!)
Here's the prompt: just jammed in there!!!!!
According to Northrop Frye, a well-known (but sometimes confusing) literary critic, “Tragic heroes are so much the highest point in their human landscape that they seem the inevitable conductors of the power about them, the greatest trees more likely to be struck by lightning than a clump of grass.”
According to Arisotle, the tragic hero is a man of good character and high social position who suffers a downfall as a result of a flaw in his character, not any deliberate wrongdoing.
Choose one of these two definitions of the tragic hero, and explain how it fits Okonkwo in Things Fall Apart. How is “the highest point in his human landscape. . . more likely to be struck by lightning” than the other men? Alternately, how is Okonkwo “a man of good character and high social position who suffers a downfall as a result of a flaw in his character”?
This will be a short, tight, well-supported essay. Round up about 15 - 20 quotations as you read. Shorter, punchier quotations will work best here, as opposed to the lengthier ones you probably used in the GE paper.
=>Remember to have thought all the way through your thesis before starting to organize your paper!<=
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4: Onward into March! 7th - 14th
Quote: “Today I’m thinking of how my mother/ always wanted to learn to read,/ to own a book,/ to open one of these magical presents/ and see what’s inside.” Home of the Brave, Applegate, 160.
Monday, Mar. 7: Check in--those who missed Friday, do quiz (or retake) by Friday.
HAND IN THOSE PAPERS: but first, a reflection.
Also: can you help me? . . . .
“The Lottery”: group work on various aspects. . . .
h/w: copies of Anthem : we won’t process till Thursday (?) but read ch. 1 so you don’t get swamped
*I will be here till late tonight so be kind!
Tuesday, Mar. 8: NO ME!
Work with our three past stories on point of view, tone, and theme questions for each. Have these ready for sharing on Wed am, printed out (group work, fine, but everyone has to be “on board” and accounted for and if you run out of time, finish on your own).
h/w: complete assigned questions if necessary; read Anthem ch. 2. Keep plot, character, pov, theme, setting, and tone in mind.
Wed. Mar 9: Hi!
Share out! Dazzle me and each other!
h/w: read to p. 67
Thursday, Mar 10
Wrap up discussion: visit Anthem. . . what’s up? What’s clear? What’s not? What’s weird?
h/w: finish Anthem for Friday--share out topics for essay contest if you’re interested.
Friday, Mar 11: On-demand practice, discussion, playing, etc. Let’s have food, too. Who’ll cook?
•Probably thesis papers won’t be back till Monday, as I have a pretty busy week. We’ll see. •
h/w: complete Anthem work as assigned--prep for discussion, unless we’re discussioned out.
Monday, Mar. 14: Tie up Anthem discussion, and move to Things Fall Apart: another novel and yet another different form!
Vachel Lindsay’s poem “The Congo”
h/w: read p. __________ in TFA! Vocab word. . . . square due Tuesday!
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Monday, Feb. 28: And how was YOUR vacation? Quick whip around
Vocab this week: assigning words. . . .
I have lots of stuff to give back. . . . let's start with the thesis drafts
Examples and suggestions: some quick do's and don't's: week's format will feature 1/2 period revising, so bring your stuff!
h/w: look over your paper draft, and be sure you've read "Catbird Seat"
Tues. MARCH 1: Share defs! Discuss "CBS" and plot issues for a bit.
Work on thesis revision. I mean, really work.
h/w: read "First Confession" for homework; revise paper as time allows
Wed. Mar 2: LATE START DAY FOR YOU!
Discuss "First Conf"
Paper work
h/w: look over vocab, read "The Lottery". . . work on paper as time allows
Thursday, March 3:
Paper work!
"Lottery" discussion
Vocab questions?
h/w: paper revision due on MONDAY, March 8; study for quiz
Friday, Mar. 4--good luck to jazz bands and show choirs!
Quiz
more "Lottery" discussion/work
paper conversations?
h/w: complete paper revisions for Monday.
Monday, Mar. 8: Incoming 9th graders tonight!
Hand in papers. . .
Look over all three stories: prep for work on Tuesday, when I will be out for a planning work day!
h/w: as assigned. . . . and be good for the sub!
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2
Quote: “I meantersay, Pip, wot larks!” Joe, of course
•Shockingly, the weather seems to indicate that we might have a full week of classes! Fittingly, however, Nate’s teeth might necessitate me taking a day to get him up to Bangor for a check on the excavation sites (ewwwwww. . . ), so I may be out one day. We’ll see! •
Monday, Feb. 7--FYI: on-demands probably won’t be back till Wed. at the earliest.
--vocab: roots, format, and assessment. . .
--keynote on thesis paper (review for them what had me last year--imagine Joe’s voice--but it’s got special effects!!!!)
--work on thesis statement: a magic combo of fact, insight, cause/effect, and thematic awareness.
h/w: craft thesis statement #1, and complete vocab sheet. Don’t wimp out on the illustration!
Tuesday, Feb. 8
Share vocab.
Share thesis statements: can you see how you’ll organize your paragraphs?
Hand out critical essays: read and be ready to share your responses and insights.
h/w: read essays; if your thesis seems unwieldy, wield it a bit (ie, get it down to size).
Wed. Feb. 9
Review vocab again: can you create an original, grammatically correct sentence that clearly reflects the meaning of the word?
Group up and discuss essays with readers of the same, then readers of different, essays.
Share?
h/w: back to your thesis: what’s your organization going to be? Craft an outline/organizer/plan, draft #1. Note: keep them thin: don’t write out your ideas, just indicate what they are. Bullets! Use bullets and meaningful phrases. . . Force yourself to SKETCH and PREPLAN!
Thurs, Feb. 10
Share those outlines/organizers/plans!
Discuss the on-demands: pros, cons, suggestions, ahas, etc.
Overview of vocab quiz again: yes, you will have to spell them all. . .
h/w: study for vocab quiz; body of the paper is due on MONDAY, so what are you waiting for????
Friday, Feb. 11: did we have a full week? Food?????
QUIZ
Correct what we can as a group (aka: Saving Ms. Leamon’s Weekend Whenever Possible/Instant Feedback)
Discuss/share/obsess over the paper ass’t. . .
h/w: body pars. due on Monday! Consult keynote/samples, etc, on webpage as necessary!
Monday, Feb. 14: Awwww. Happy Valentine’s Day!
Group up and share out your body pars: are all the bits there? How’d those quotations work?
Discuss your “so what?”--conclusion planning: you might meet up with others who are writing about the same character so you can share ideas. . .
h/w: conclusions!
Tuesday, Feb. 15:
Read ‘em aloud. Not even kidding!!!!!
Now: intros. Avoiding being the weird guy on the bus. . . .
h/w: write it, and then look at your conclusion and be sure they sound like they’re written by the same person and about the same character. Avoid rhetorical questions (hokey, most of the time), and don’t patronize your reader or repeat yourself. Bossy, aren’t I?
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Week 1
Quote of the week: “. . . [I]n shutting out the light of day, she had shut out infinitely more; that, in seclusion, she had secluded herself from a thousand natural healing influences; that, her mind, brooding solitary, had grown diseased, as all minds do and must and will that reverse the appointed order of their Maker.” (Chapter 49)
Monday, Jan. 31: LAST DAY OF JANUARY!
Group up with paragraphs and share your work--really spread out and discuss this time.
40 mins (hand in your ¶, please!)
Present: 30 mins?
h/w: Decide for yourself three BIG IDEAS that Dickens is examining in the novel. Be able to defend your argument with specifics and at least one passage that specifically proves your brilliance.
Tuesday, Feb. 1: YAY! I love the beginning of months. . . .
Let’s look at closereads: pick one to do as a class, then share out the ones you did. I’ll hand back (I hope) yours, and you can edit/improve them for FRIDAY.
Then: what are your three big ideas? How do they relate to the progress/overviews you created for each volume?
h/w: pick a character who interests you and start thinking about which of the big ideas you’ve heard/seen relate to him/her. This will start leading you toward your thesis statement for the first thesis paper.
Then we had a SNOW DAY. . . .
And on Thursday we discussed the upcoming on-demand and Pip's development in the story. . .
--Though I usually do a syllabus for a whole week (Tuesday to Tuesday), I don’t yet have a feel for the pace of this class, so I’ll stop there and see if we’re ahead, behind, bored, horrified, confused. . . whatever!!!!!. . . and plan further thereafter. I CAN tell you that we’ll have your first on-demand on Friday. Yippeee!
HOMEWORK FOR MONDAY, 2/7:
--Now: I can also tell you that your homework for this weekend is to start collecting info for your character study. Here's the ass't I wrote on the board this morning: "Pick a rich and interesting character. Find five (or more) passages/quotations that, taken together, do justice to your character's personal development, importance, and overall role in the novel."