Students must complete the following to receive full credit: 

• Terms Do all terms with example for terms

• Notes 5 sentences​ PER Video​. Do all video notes

• Questions Answer the questions completely

• Test Take test* Test can be found at: https://testmoz.com/class/16400 

• OR do Assessment Essay instead of Test! 

• All test passwords are: osc

Terms:

• • Imagery

  • Setting

  • Mood

  • Cliché

  • Extended Metaphor

  • Implied Metaphor

  • Monologue, Tone

  • Personification

  • Rhythm

  • Meter

  • Ballad 

Terms can be found at: https://literarydevices.net/ 

Notes:

Questions:

In "Hope Is the Thing with Feathers"...

1. Why do you think Dickinson chose a bird to represent hope?

2. How important is the idea of suffering to this poem? Do you need it in order to have hope? How might the speaker answer that question?

3. How convincing is this poem in your estimation? Do you take any comfort in it? Why or why not?

4. How do this poem's rhyme and rhythm affect the way you read it?

5. In "Fire and Ice"...seriously, now, which superpower would win in a no-holds-barred grudge match between fire and ice?

6. In "Fire and Ice"...How many different ways can you think of that these two forces could actually destroy the world?

7. In "Fire and Ice"...What other elemental forces or passions do you think might rival, or at least compare, with the destructive power of fire and ice?

8. In "Fire and Ice"...How would describe the speaker's worldview? Is it pessimistic, realistic, just indifferent?

9. In "Fire and Ice"...Do you think the extremes of fire and ice could exist in a person at the same time?

10. In "Fire and Ice"...We've got a pretty good handled on what it means to "taste" desire, but what do you think it means to "know enough of hate"? How much of hate is "enough," and what kinds of life experiences could give someone this knowledge?

11. In "Fire and Ice"...Do you think this is a poem that only could have been written in the 20th century? Why or why not?

12. How would the poem be different if the opening line was "Why do I love thee?"

13. How many ways of loving does the speaker identify? Do these ways of loving overlap, conflict, or complement one another? Explain.

14. Why do you think "How do I love thee?" is such a popular love poem? What features of the sonnet might make it more accessible or universal than other love poetry?

15. How would the poem affect readers differently if the beloved was referred to as "you" instead of as "thee"? What if the beloved was given a first name – Romeo, Robert, etc.?

16. Compare and contrast the following songs:

    • Smells Like Teen Spirit (Nirvana)

    • Smells Like Teen Spirit (Tori Amos)

Answer the following questions in regards to the songs:

1. What are the differences between these two versions of one song?

2. What tone (attitude) does each version create? Note phrases and images from the song that support your opinion.

3. Where in each version do you see or hear a shift of tone? Explain.

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay regarding one of the poems above. This essay should use the strategies of definition and different perspectives from the unit to help you develop a complex and thoughtful definition of what the theme of the poem is regarding. 

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Embedded Assessment #2: 

Your assignment is to write a multi-paragraph essay that compares and contrast two works from above. Be sure to explain how they are similar or different with specific evidence from the work. In order to get full credit, you must explain how these works connect to themes of modern American literature. 

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**Take exam at https://testmoz.com/class/16400 

Additional Curriculum Works for the Unit:

• “Hope is the thing with feathers” by Dickenson

• Internment by Kono

• "A Blessing” by James Wright

• “Ballad of Birmingham” by Dudley Randell

• “Once by the Pacific” by Robert Frost

• “Country Scene” by Hu’o’ng

• “The Base Stealer” by Francis

• “American Hero” by Essex Hemphill

•  “Boy at the Window” Wilbur

• “Fog” Sandburg

• “Fire and Ice” Frost

• “in Just-“ E.E. Cummings

• “The Courage That My Mother Had” by St. Vincent Milay

• “The Seven Ages of Man” Shakespeare

• "Women” by Alice Walker

• “How Do I Love Thee?”

• Compare and contrast the following songs:

  • Smells Like Teen Spirit (Nirvana)

  • Smells Like Teen Spirit (Tori Amos)

Terms:

• • paradox

  • symbol

  • protagonist

  • antihero

  • setting

  • inference

  • character

Terms can be found at: https://literarydevices.net/ 

Notes:

Questions:

1. Esmeralda Santiago spent a great deal of effort to show that she is an expert in guava. Why did she have such an obsession about guava?

2. Santiago's feelings toward guava seem to have changed over time.

3. What did she remember about picking and eating guavas as a child in Puerto Rico?

4. How did she feel now seeing guavas at a Shop & Save in New York?

5. What is the author's state of mind when she said "But this is autumn in New York, and I'm no longer a child?" (p. 4)

6. Santiago mentions that apples and pears have a "predictable and bittersweet ripeness." (p. 4) How can apples and pears have a bittersweet taste? What is she referring to?

7. How is the guava used as a metaphor of life experience? 

8. Why did the author name the prologue "How To Eat a Guava?" After reading this short selection, if you were to rename it, what would be another suitable title?

9. The Tropics in New York is written by 

10. What is the theme of The Tropics in New York

11. Describe two images in The Tropics in New York. 

12. Summarize The Tropics in New York. 

Additional Curriculum Works for the Unit:

• “A Sound of Thunder” by Bradbury

• “Rising Tides” by Bob Herbert

• “An Arctic Flow of Climate Questions” Robert Cooke

• “How to Eat A Guava” by Esmeralda Santiago

• “The Tropics in New York” by Claude McKay

• “To Da-duh, in Memorium” by Paule Marshall

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay regarding one of the works above. This essay should use the strategies of definition and different perspectives from the unit to help you develop a complex and thoughtful definition of what the theme of the work.

----------------------------------OR------------------------------------------

Embedded Assessment #2: 

Your assignment is to write a multi-paragraph essay that compares and contrast two works from above. Be sure to explain how they are similar or different with specific evidence from the work. In order to get full credit, you must explain how these works connect to themes of modern American literature. 

----------------------------------OR------------------------------------------

**Take exam at https://testmoz.com/class/16400 

Terms:

• • Historical Setting

  • Theme

  • Primary Source

  • Secondary Source

  • Conflicts

  • Inference

  • Jargon 

Terms can be found at: https://literarydevices.net/ 

Notes:

Questions:

AMERICAN HISTORY

1. What does Elena want to be when she grows up?

2. In “American History”, why is Elena so happy on the day of President Kennedy’s death? 

3. What do you think happens to Elena and Eugene after the story is over? 

4. What is the theme of "Beware of Dog"?

5. "Beware of Dog" has what point of view?

6. What is the significance of the title "Beware of Dog"?

7. What is the setting of "Beware of Dog"?

8. What character gets injured in "Beware of Dog"?

9. Why did the Public Stopped Believing the Government about JFK’s Murder?

10. Who was Lee Harvey Oswald?  

Additional Curriculum Works for the Unit:

• Why the Public Stopped Believing the Government about JFK’s Murder

• “Address to Congress, November 27, 1963” by Lyndon B. Johnson

• “American History” by Judith Ortiz Cofer

• “Beware of the Dog” by Dahl

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay regarding one of the works above. This essay should use the strategies of definition and different perspectives from the unit to help you develop a complex and thoughtful definition of what the theme of the work is regarding. 

----------------------------------OR------------------------------------------

Embedded Assessment #2: 

Your assignment is to write a multi-paragraph essay that compares and contrast two works from above. Be sure to explain how they are similar or different with specific evidence from the work. In order to get full credit, you must explain how these works connect to themes of modern American literature. 

----------------------------------OR------------------------------------------

**Take exam at https://testmoz.com/class/16400 

Terms:

• • Homeric simile

  • Foreshadow

  • External conflict

  • Subordinate characters

  • Epics

  • Theme

  • Myths

  • Situational Irony

  • Dramatic Irony 

Notes:

Questions:

1. TELL THE STORY p. 890

1.Who is the poet?

3.Why is the Muse important?

4.Which adventures are specifically mentioned in the introduction?

CALYPSO, THE SWEET NYMPH p. 891

5. Define ambrosial.

6. Who is Calypso? 

7. What description is given of Calypso’s island?

8. Why is the island described sensually?

9. What role does Hermes play in this scene?

10. How does Calypso respond to Hermes?

11. When Calypso offers Odysseus immortality, what does he say?

12. In a world governed by the gods, is there any room for human will? Do human choices make a difference?

13. What kind of religion do the characters in The Odyssey seem to have? How do they feel about the gods? What roles do the gods play in their lives?

14. What does justice mean for the people in The Odyssey? Are revenge and retribution the only options, or do they seem to be working on a different kind of justice?

15. The people in The Odyssey have no problem boasting, but they also warn against excessive pride. What's the difference? When is it okay to talk big, and when do you need to be little more humble?

16. What kinds of roles do women play in the Odyssey? Which women (or goddesses) hold the most power and why?

17. Is it possible for a modern reader to accept Odysseus' killing of the suitors? If not, how does this change in values affect our enjoyment of Homer's poem?

18. What makes The Odyssey timeless? What's so appealing that it's resulted in dozens and dozens of spin-offs?

19. Discuss the theme of fate and free will...

20. How do you feel about Homer as a hero? 

Additional Curriculum Works for the Unit:

• “Odyssey, Part One: The Wanderings” by Homer

• “Odyssey, Part Two: Coming Home” by Homer

•  “Where I Find My Heroes” by Oliver Stone

• “Heroes with Solid Feet” by Kirk Douglas

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay discussing the journey in the Odyssey.  This essay should explain not only the plot, but the motive in the play. In order to score exemplar the essay must explain theme, plot, and tone. 

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Embedded Assessment #2: 

Your assignment is to write a multi-paragraph essay that deals with the time period of the Odyssey.  How does Odysseus change on his journey and is he better for it? Address the theme of the play in your explanation. 

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**Take exam at https://testmoz.com/class/16400 

Terms:

• • Puns

  • Similes 

  • Metaphors

  • Personification

  • Tragedy

  • Soliloquy

  • Monologue

  • Dialogue

  • Dramatic Irony

  • Climax

  • Theme

  • Complication 

Notes:

Questions:

1. Romeo and Juliet may be the most famous pair of lovers in Western literature, but, seriously: is their love real, or is it just infatuation? Are they just melodramatic teenagers, or are they a model of romantic love? What proof does the play provide that their love is "real love," not just infatuation?

2. What would have happened to Romeo and Juliet if they hadn't died? Is their relationship sustainable over time? Do they have anything to offer each other once the initial burst of passion calmed down? Would Romeo move on from Juliet as quickly as he moved on from Rosaline?

3. How is the world of the young people in the play—Romeo and Juliet, Mercutio, Benvolio, and Tybalt—different from the world of their parents and mentors? In what ways do the young adopt the beliefs of the old, and in what ways do they ignore them or fight against them? Should Romeo and Juliet's relationship be viewed as a rebellion of the young against the old? In other words, is this play's motto, "Kids these days," or "Move over, Grandpa?"

4. Motifs of light and darkness run through the play. How do these references to day and night, sun, moon and stars, torches and lightning provide metaphors for what happens in the play? What kind of feelings do these images arouse in the reader?

5. "The Nurse and Mercutio, both of them audience favorites, are nevertheless bad news, in different but complementary ways," Shakespeare scholar Harold Bloom writes. Do you agree with this assessment? What is similar or different about Mercutio and the Nurse's attitudes towards love, sex, and marriage?

6. In general, the play's characters draw a connection between religion and love—however, Mercutio "does not believe in the religion of love," scholar Harold Bloom writes. To what extent is there a "religion of love" in Romeo and Juliet? Who creates this religion of love, and who opposes it? What might explain Mercutio's critical attitude towards love and his tendency to reduce love to sex?

7. Is it really all the fault of the Nurse and Friar? The Prince announces that "some shall be pardoned and some punished." Do either the Nurse or the Friar deserve punishment? Who else, in your opinion, might bear some responsibility for the two lovers' deaths?

8. Why do the Nurse and the Friar ultimately fail in their attempts to help Romeo and Juliet?

9. Let's talk about sex: Juliet can't marry Paris because she has sex with Romeo, and the Friar and Nurse are pretty obsessed not just with marrying the kids off but with getting them in bed together. Why is the act of sex so important here?

10. Who do you like better: romantic and emotional Romeo or more realistic and somewhat measured in love Juliet? Why? 

Additional Curriculum Works for the Unit:

• Romeo & Juliet “The Prologue”

• Act I

• Act II

• Act III

• Act IV

• Act V

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay discussing love and loss in the play.  This essay should explain not only the plot, but the motive in the play. In order to score exemplar the essay must explain theme, plot, and tone. 

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Embedded Assessment #2: 

Your assignment is to write a multi-paragraph essay that deals with the time period of the play and family values. Explain the rationale of Romeo and Juliet and how they affects the plot. Address the theme of the play in your explanation. 

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**Take exam at https://testmoz.com/class/16400