Macbeth Essay Day #1

Today you should complete at least: your heading, your introduction, and 2 body paragraphs. I will check these things for credit at the end of class. In order to do this you will need to work steadily.
First, if you have not done so, you must complete a graphic organizer (chart or outline)
Second, open up your Beowulf essay and copy the heading. If you cannot find it, use this link.
Third, begin with your introduction. It is important to make sure you KNOW WHAT YOUR THESIS IS BEFORE YOU BEGIN (WHAT POINT ARE YOU TRYING TO PROVE????---MACBETH IS A TRAGEDY BECAUSE....., POWER CORRUPTS IN THE PLAY MACBETH BECAUSE.....)
Your intro should have: An opening statement, thesis statement, overview of main points you are going to cover.
Fourth, begin body #1--remember, it is best to stay in order, meaning, keep the order you outlined in the introduction. Make sure your body paragraph has at least 1 cited example from the text of Macbeth. But for the best grade, every example you give as support for your thesis should be backed up with textual evidence and explained. Here is a link to the general essay format if you need it.

Macbeth Test Directions

Part A:Answer all 15 questions(use process of elimination if need be)
Part B: Answer all questions
Part C: Choose 10 of 16--if you want to do extra you may, but mark with an (*) as extra credit (otherwise the first 10 will be counted)
Part D:Choose 4 of 9 questions and make sure you answer COMPLETELY AND THOROUGHLY. If you would like to answer more for extra credit, you may, but again, mark with an (*) as extra credit (otherwise the first 4 will be counted)
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You should take the entire period to finish, but you will not receive extra time unless you are authorized to do so. So, if you don't know something, come back to it. Save extra credit for last.

Macbeth Extra Credit

Extra Credit Link

Due By: Friday 12/21

Macbeth Test Study Help

Test Set-up:
Part I: Character Matching--know:
Mb, Lady Mb, Macduff, Banquo, Duncan, Malcolm, Donalbain, Hecate, Porter, Ross, Fleance, Lennox, 3 Witches, Lady Macduff, Seyton
Part II: Multiple Choice:
Study Scene Summaries and Comprehension Check Questions as well as dual-entry journal
Part III: Quote identification:
Study dual-entry journal
Part IV: Short Response: Choose 4 of 9 options:
Study your notes and study packets, online review guides, etc.
Terms to know: all 3 types of irony, comic relief, tragedy, characterization.

Below are some review videos:
Macbeth Rap Review link

BBC animated Macbeth videos links:
Part I
Part II
Part III

Character Map Macbeth

**Look to the links on the side of this blog for Macbeth Help Sites as well

Act V Scene Summaries--Copy in your notes

Lady Macbeth is seen sleepwalking and washing her hands;the doctor is concerned. Macbeth is still hopeful that the prophecies are true but prepares to fight; he is not too concerned about the Dr.'s warning. Malcolm's men cut down parts of trees in Birnam wood to camouflage themselves; Macbeth learns that the forest is "moving" and vows to die fighting; he learns his wife is dead with not much reaction. Macduff shows up and Macbeth still feels confident; when he learns Macduff was not "born" his confidence is lost and is killed. Malcolm becomes king.

Homework for Wed. 12/12 and Class Assignment Due Today

Homework: pgs. 57-58 in Act II packet--figurative language

Let's just think first---(no need to copy this section)
*How would you describe Lady Macbeth in Acts I-IV? What has she said/done to make us feel this way about her? (indirect characterization)
Ok--let's see how she changes in Act V.

--------------------No need to copy this just answer--------

Today's Assignment--to be turned in today at the end of class:(20 pts.)
*In paragraph form, complete a characterization of Lady Macbeth in Act V, Scene 1. Use a minimum of 2 adjectives to describe her in your writing, as well as a minimum of two textual examples to support your claims. (For example: we see she is a greedy person because in line...).
*In paragraph form, compare and contrast Lady Macbeth in Act V, scene 1 to Lady Macbeth in Acts I-IV (our discussion at the beginning of class).

Homework Tuesday 12/11 and Act IV Scene Summaries

Hw: Pages 70-71 in Act II/Act III packet on direct vs. indirect characterization---MAKE SURE YOU READ THROUGH THE OVERVIEW AND DIRECTIONS FIRST.

ACT IV SUMMARY: (there is no Act IV packet)
*Macbeth visits the 3 witches again because he wants to know more about his future. 4 apparitions appear with predictions for him. Macbeth finds out Macduff went to England and sends murderers to kill his wife and family.
*Ross tells Lady Macduff that Macduff left for England; she calls him a traitor; a messenger warns her to leave but she refuses; the murderers enter and kill the family.
*Malcolm and Macduff discuss the problems in Scotland. Malcolm is suspicious, so he tests Macduff's loyalty. Macduff passes the test and they agree to join forces against Macbeth. Macduff learns his entire family is dead and vows revenge on Macbeth.

Problems: Macbeth seems to be getting deeper into his insanity and continues killing more innocent people.

Irony Hw corrections and chart for Act IV Macbeth

Irony Hw Corrections: 1-9 pgs. 67-68
1. We know that Macbeth is planning on killing Duncan
2. That hellish and evil deeds are being performed
3. We know it is because of his paranoia and Banquo’s possible suspicion of him
4. We know it was Macbeth that murdered Duncan
5. We know that he had Banquo killed
6. We know what she had to do to become queen
7. We know that Macbeth wants to know where he is to plot his murder
8. We know that Macbeth does not want Banquo there but want him dead
9. It makes it frustrating, suspenseful, etc.

MAKE SURE YOU GET TODAY'S CHART FROM SOMEONE IN THE CLASS ON THE APPARITIONS AND PREDICTIONS SHOWN TO MACBETH THE 2ND TIME HE MEETS WITH THE WITCHES.

Work for Friday December 7th

Please do the following work today in my absence. YOU ARE RESPONSIBLE FOR THIS MATERIAL TODAY. If you choose NOT to do work, it is your grade you are putting in jeopardy as we are having the quiz on Tuesday regardless.

First: Read Act III, Scenes 5 and 6

Second: Complete the scene guides for Act III in your packet---

Scene 1: Castle at Forres
Characters:Banquo, Mb, Lady Mb, two murderers
Action:Banquo suspects Mb of Duncan's murder; Mb fears Banquo, turns to murders to murder Banquo and Fleance.
Problem/Solution: Mb begins to let his fears and ambition get the best of him, killing anyone in his way.

Scene 2: A Room in the Castle
Characters:Lady Mb, Mb
Action:Lady Mb is beginning to feel guilty and expresses this to Mb. Mb hints at Banquo's murder, but doesn't tell her about it.
Problem/Solution:Lady Mb is beginning to feel overwhelmed with guilt.

Scene 3: Outside the Castle
Characters:3 murderers, Banquo, Fleance
Action:Murderers ambush Banquo and Fleance; Banquo is killed but Fleance escaped.
Problem/Solution:Fleance escaped; Bqnquo is dead because of Mb so his power increases.

Scene 4: The Great Hall of the Castle
Characters:Mb, Murderer, Lady Mb
Action:Mb finds out that Banquo was murdered but Fleance escaped. Mb sees Banquo's ghost at the table--he becomes hysterical. Lady Mb tries to say it was from childhood seizures, but as Mb begins to say too much, Lady Mb tells everyone to go home.
Problem/Solution:Mb's conscience is getting to him; he may be losing his mind.

Scene 5: The Forest
Characters:3 witches, Hecate
Action: Hecate is mad that she wasn't able to show her abilities by helping Mb. She decides she will make him feel secure so that he will let his guard down.
Problem/Solution: neither really

Scene 6: The Castle at Forres
Characters:Lennox, Lord
Action:Lennox and the other Lord give exposition about Banquo's murder, Fleance's escape, and Macduff's refusal to attned the feast, amd Macduff joining Malcolm and Siward in England to ask for help getting rid of Mb.
Problem/Solution:It appears someone will be rising up against Mb.

Third: Go through the Comprehension Check questions for Act III on pgs. 65-66 Circle/answer any questions that you do not know or need clearing up---we can go over any questions on Monday---but we are not dedicating Monday's class to going over everything you were supposed to do today.

Act III Scenes 2-5

We are having the quiz on Macbeth Acts II and III on Tuesday. I will not be in school tomorrow, but the quiz is Tuesday regardless. There will be an assignment left for you tomorrow on the blog that I expect you to do in my absence. If you choose not to do it, you will lose credit and be confused about Act III.
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For today, I want us to look at 3 lines in the 3 Acts we are reading:Copy down the lines and then explain.

1. Act III, Scene 2, line 37, pg. 370:
What does Macbeth mean when he says, "O, full of scorpions is my mind, dear wife!"

2. Act III, Scene 4, line 123, pg. 376:
What does Macbeth mean when he says, "blood will have blood." What is happening at the time?

3. Act III, Scene 5, lines 32-33, pg. 378:
Looking at these lines, what is Hecate's (the witch) plan for Macbeth's downfall?

Verbal and Dramatic Irony

Verbal irony--the effect achieved when a speaker says that opposite of what he or she means

Dramatic irony--the effect achieved when the audience has information that a character(s) doesn't have.

While reading ACT III, Scene i, we will stop and assess the following line as both:

Line 28, Act 3: "Fail not our feast" (pg. 364)

Verbal irony?:

Dramatic irony?:


Review of Acts I/Part of Act II animated video link

Today's Agenda---No screen today--use your computer for notes

Agenda:
1)Fill out the scene summaries for Act II (below)
2)Read Act II, scene 4, pg. 359.
3)Go over tonight's hw pg. 59-61 in the Act II packet.
4)Work with a partner to complete the comprehension check for Act II--I am not collecting this just checking as an in-class grade.

Act II
Scene 1
Characters:Banquo, Fleance, MB
Action: Banquo tells MB about his nightmare about the witches, MB sees a hallucination of a dagger leading him into Duncan's room as if something out of his control is leading him to do this deed.
Problem/Solution:MB decides to kill the king even though he has expressed concerns but feels it cannot be stopped.

Scene 2
Characters:Lady MB, MB
Action:MB emerges after completing the murder and Lady MB is angry because he still has the daggers with him. She tells him to go in and he refuses so she does it. He says how he is hearing things and cannot say "Amen."
Problem/Solution:MB's conscience appears to be having a hard time accepting this deed; again Lady MB and MB argue over his fear.

Scene 3:
Characters:Porter, Macduff, Lennox, MB, Lady MB, Banquo, Malcolm, Donalbain
Action:Comic Relief scene with the porter, Macduff finds Duncan murdered, MB kills the guards "out of anger," Malcolm and Donalbain flee for safety.
Problem/Solution: For now, MB's problem of becoming king seems to be solved; the plan appears to have worked.

Scene 4:
Characters: Ross, Old Man, Macduff
Action: The men speak about the "unnatural" occurrences that have happened--it is dark in the daytime, Duncan's horses ate each other; MB becomes king.
Problem/Solution: The unnatural events in Act II are reflected in unnatural events in nature--showing us evil is occurring in Scotland.

Make-up for quiz #1 Macbeth

quiz make-up sheet--IS HERE.

Act 1 begins on pg. 328 and you should go back to find your answers NOT just ask someone else.

Comic Relief in Macbeth---please copy in your notes or on your Act II packet

def.---a humorous scene, incident, or speech that is included in serious drama to provide a break from emotional intensity. Because it breaks the tension, it allows the audience to think about the plot events before, and prepare for emotional events after. The sharp contrasts provided by comic relief intensify the themes of the work. The drunken porter in Act II, Scene 3 provides this comic relief.

Example from Rush Hour

Act II Scenes 1 and 2 Compare and Contrast-- 10 pts.

•Compare and contrast the attitudes of Macbeth and Lady Macbeth towards Duncan’s murder. In other words, how does it affect each of them?
•Have we learned anything new about the character of either at this point?

PLEASE WRITE YOUR ANSWERS IN PARAGRAPHS USING TEXTUAL EVIDENCE AS SUPPORT (SPECIFIC LINES FROM THE STORY)

Hw #2 Macbeth

"I have no spur to prick the sides of my intent, but only vaulting ambition, which o'erleaps(overleaps) itself and falls on the other."--Macbeth (Act I, Scene 7, lines 25-28)

1)Put this sentence into your own words.(What is he trying to say?)
2)Why is it important for the audience to know this is a soliloquy? What if it were not?
3)Based on this quote, what can you predict MAY happen in Act II and WHY?

(Hint: look at vocabulary you do not know and interpret the sentence piece by piece)

Notes for Tuesday 11/27 and homework assign.

PG.44 IN Act I packet:
ADD NEXT TO SOLILOQUY/ASIDE: LEADS TO DRAMATIC IRONY---WHEN WE KNOW THINGS SOME CHARACTERS IN THE PLAY DO NOT!!
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Homework: Pages 47-48 in the Act I packet on MOOD—READ THE DIRECTIONS AND TRY YOUR BEST.

Characterization of Lady MacBeth--Due Today

In plays, characters are defined by their appearance, actions, and words. Examine Lady Macbeth:
1. How would you describe Lady Macbeth?
2. What seems to motivate her?
3. Does Shakespeare describe her with a traditional feminine role/ideas/behavior?
4. How would/or would the play be different if she did not exist or know about her husband's plans?
5. Do you think her way of pushing Macbeth to do something he may not have done otherwise is something that is common or uncommon of husbands and wives?

Write your answer IN PARAGRAPH FORM, NOT AS NUMBERED ANSWERS. YOU MUST USE AT LEAST 2 SPECIFIC LINES FROM THE TEXT IN YOUR ANSWER AS WELL AS A MINIMUM OF 3 ADJECTIVES.

Notes on Paradox

A statement that seems to contradict itself but, in fact, reveals some element of truth.

Ex:
You can save money by spending it.
"What a pity that youth must be wasted on the young."
I'm a compulsive liar- am I lying when I say that?
You shouldn't go in the water until you know how to swim.
The beginning of the end

"fair is foul, foul is fair"
"When the battle's lost and won" ---who says these lines and what do they mean?---write something in your notes here:

HW Questions: Informational Text--Witches, etc. --20 pts.

Please answer the questions using complete sentences and textual evidence whenever possible.
1. Why were people in this time period more likely to believe in magic to explain things than they are today?
2. Where did superstitions and beliefs stem from?
3. Give at least 2 examples of superstitions that were believed at this time.
4.What is "purgatory" and what purpose did it serve?
5. How did Shakespeare use the supernatural beliefs and superstitions of the time period in some of his plays?

Notes for MacBeth

tragedy--presents the downfall of a dignified character who is involved in historically or socially significant events. This fall is usually caused by a flaw in his character.

tragic hero--the main character, dignified who has a downfall based mainly on a poor character trait. He/she evokes both pity and fear in readers because the audience realizes the struggles faced by him are necessary parts of human life.

tragic flaw--whatever is wrong with his character that causes his destruction--usually leads to an error in judgment.

2 things due for today IN CLASS:

1. Look at the following sentences/paragraphs:Copy and leave blanks.
*top of pg. 90--irony of the sentence: "I am free."
*How do the ladies characterize Jean Valjean and why on pgs. 90-91?
*What is the symbolism of the use of the silver plates and candlesticks on pg. 94?
*What is the significance of the fact that the bishop calls Valjean "Monsieur"?
--On pg. 94 he says it is "like water to a dying man" --what is the literary device?
*What is the symbolism of the silver the second time it is seen on pg. 101?

2. Write a response on what you believe is the theme of the piece and why using a min. of 2 textual examples as support. Look at your definition from yesterday on theme if needed. Please take a minute and write a thoughtful response.

"Justice" ---Notes and Homework

Add the following definition to your notes:
Theme--the central idea or message in a work of literature. Theme is not subject or what the work is about. Rather, theme is a perception about life or human nature shared with the reader. One way to discover the theme of a work is to think about what happens to the central characters.The importance of those events, stated in term that apply to all human beings, is the theme.

Homework:
Please try to be specific and thoughtful in your answers--aim to not only answer the question FULLY, but also bring up poignant examples and points to ponder.
1. What is your definition of "justice"?
2. In your opinion, is justice best served in a court of law? Can it be served elsewhere?
3. In your experience, is the justice system "fair"? Why or why not?
4. Do you believe people of a lower socioeconomic status, race, gender, etc. are assumed to be criminals more than others? Why or why not?
5. Once you have been accused or convicted of a crime, do you think it is difficult to get your reputation as an honorable person back--is it impossible?

New Questions for "The Pardoner's Tale" --- Due Today

Begin on pg. 144

1. How is "Death" characterized in lines 72-98?
2. The fact that death is described as a person, is an example of what literary technique?
3. How are the 3 men characterized on pages 144-145? Give min.3 specific lines/words as support.
4. What is the old man's answer as to why he is still alive(2 things)in lines 118-137?
5. In lines 138-148--why should the young treat the old well?
6. In lines 159-166, (the old man's directions), he tells them if they are looking for Death, they will find it under the oak tree--is he telling him the character "Death" will be there? How do you know? What do they think?
7. How does the image in lines 167-182 call to mind the Pardoner's motto-Radix malorum est cupiditas? (look at notes if you need to)
8. In lines 194, the rioter calls the one who will go to town the "lucky man." How is this ironic?
9. In lines 205-214, why does the first conspirator keep referring to the others as his "friends" and "brothers"?
10.What other sins does the Pardoner throw in to scare the pilgrims in lines 231-235?
11. In lines 243-250, who is speaking? Who does he blame for this horrible greed?
12. How are lines 252-259 ironic?
13. What does he mean in line 277 when he calls the rioter "the devil's clay"? What literary device is this?
14-15. Paraphrase lines 299-340. What is the Pardoner's purpose here? How might this story help his cause?

Extra Credit for: The Canterbury Tales

Please watch each of the following videos and complete the questions/responses that follow.

Directions on turning it in:
1.Post this assignment below as a comment (click on comments and you will see the blank).
2.I would recommend either typing in Word and doing a spell/grammar check or proofreading your work first before you post, as you cannot change your answers after it is sent.
3. Identify yourself in the post by writing your initials and the class period you are in.

Video #1: "The Pardoner's Tale Rap"

1.Give me a line from the rap that you found particularly interesting or memorable.
2. What is your reaction to this video? What did you think of it compared to the reading in class?
3. Describe the faces of the characters in the video.
4. What is your favorite part of this video and why?

Video #2:"The Pardoner's Tale" Animation
1. At the end of the video the narrator tells you that the moral of the story is--if you are looking for Death, you will find it. Do you believe that this is the moral of the story? Why or why not?
2. This video is very short, what vital parts of the story do you believe were left out?
3. What was the pardoner's true purpose in telling this tale? Do you think this video would convince anyone to do this? Why or why not?


Video #3: "The Tale of the Three Brothers"

This is NOT a retelling of "the Pardoner's Tale" but a different story.
1. What do you believe the theme of this piece is?
2. Why was the 3rd brother's fate different from the other two?
3. What do you think this story is telling you about the character Death--his actions and true intentions?
4. Compare/contrast this story with "The Pardoner's Tale".

Notes on Literary Terms/Making Predictions Vs. Guessing

Please put in your notes IF NEEDED:
foreshadowing--when the author gives you hints about what is going to happen.
personification--human qualities are attributed to an object, animal, or idea.

Stop and reflect: Copy these two sentences down on a sheet of paper that can be turned in--We are going to be looking at foreshadowing--therefore we will make some predictions and then evaluate our decisions at the end:

Remember: A PREDICTION IS NOT A GUESS. A prediction uses EVIDENCE as support.

-------------------------BEGIN COPYING HERE---------------LEAVE BLANKS FOR ANSWERS----
Look at lines 72-107: What is your prediction of what will happen after reading these and why? USE A SPECIFIC LINE FROM THE TEXT IN YOUR ANSWER.

Do the same for lines 159-182: USE A SPECIFIC LINE FROM THE TEXT IN YOUR ANSWER.


Now that the story is over: Were you right or wrong? Explain.

Radix malorum est cupiditas

cupidity--n--strong desire, especially for possessions or money; greed
avarice--n--excessive desire for wealth; greed
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1.What saying does this image represent---don't say it out loud!!!
2. Do you agree with this saying? Why or why not? Explain your answer in A PARAGRAPH using any examples that you can think of. (at least one)

quotes from the pardoner that show his true intentions (please copy leaving room to analyze:
"My exclusive purpose is to win..not castigate their sin."----
"they can go blackberrying for all I care"---
"I make my living from avarice"--
"I mean to have wool, cheese, and wheat..agape.."
"I've drunk a draft of corn-ripe ale..."---

More Vocabulary Practice

1. The ________ of limitations of the crime had expired and therefore he could no longer be convicted of the robbery.
2. The trials and ___________ of the basketball player were chronicled in his autobiography.
3. The _______ of some students leads them to the very best of colleges.
4. Please do not __________ my situation as it is not my fault.
5. "You are old and so ______________ poor," said the knight.

abominably prowess rebuke statute temporal tribulations

Notes/Questions for "The Pardoner's Tale"

Moral tale-- teaches a lesson about what is right and wrong in human behavior; the outcome is the “moral” of the story.
Pardoner—licensed by the church to grant indulgences (forgiveness for peoples’ sins). In theory, they were supposed to be granted to people who showed great charity. However, many pardoners simply sold their pardons to make money. To spur sales, unethical pardoners often threatened reluctant buyers with eternal doom. Our pardoner does the same with his story.
Excerpt: “The Pardoner’s Tale”
1. What do the three tavern-goers hear as they drink?
2. Give an example of personification from page 147.
3. Of what did the man die?
4. What vow do the three men make? Is it possible to fulfill? How may their drinking affect this decision?
5. What trade does the old man say no one has yet been willing to make with him?
6. What lesson does the old man try to teach the younger men?
7. Of what do the young men accuse the old man?
8. The gold under the tree foreshadows something. What do you think it foretells?
9. What is their plan for getting the gold?
10. What plan do the two watching the gold make?
11. Who is the Fiend (an allusion—not someone in the tales)?
12. How is Death tricking all three of the men?
13. How do the three of them die?
14. How does this tale prove the Biblical proverb of “reaping what you sow?”

Vocabulary practice sentences

Please choose the correct word from the bank below and fill it in for each of the following sentences:
1. The substitute said the class was so ____________ rude that she had to call the principal.
2. The child was ________ by the dog on the corner.
3. The candidate had to ________ the election because it seemed probable that he would lose.
4. I ______ you to change your mind and do your homework so that you can pass.
5. He walked away feeling ___________ after the girl said she would not go to the prom with him.

statute abominably dejected concede implore maimed

"The Wife of Bath" Vocabulary HW, and Question Link

These are the group questions from class: Questions

"The Wife of Bath" Vocabulary:
abominably
concede
dejected
implore
maim
prowess
rebuke
statute
temporal
tribulation

Write down the definition and sentence from the story in your notes. For homework, write your own sentences (10).

Questions for "The Wife of Bath's Tale"

Answer #1-4 NOW---no need to copy the question
Copy #5-7 and answer for HOMEWORK!

Answer NOW:--to hand in today
1. What do you think the punishment for rape should be?
2. Do you agree or disagree--a promise should never be broken. Why?
3. What is more important in a relationship--faithfulness or physical attraction--why?
4. What do women want most in a relationship? What about men-- what do women want most?

------Copy for HW:
5. Do the wealthy live above the law? Explain and give any examples you know of.
6. Does the social class a person comes from make a difference in their character? Explain.
7. What is the most important factor in a happy marriage?

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Questions that we answered during class:
1. What crime does the knight commit?
2. How is the knight’s life spared? What is the queen’s proposal and conditions?
3. Give 3 different replies the knight receives.
4. What does the narrator say women can never hold?
5. What is the offer the old lady makes to the knight? What does she assure him?
6. What is the answer the knight gives the queen?
7. How might a woman’s power over her lover differ from her power over her husband?
8. How must the knight pay his debt?
9. What is the resolution of this tale between the old woman and the knight?
10. What does the Wife of Bath ask for in life?

The Canterbury Tales: A Story-Telling Contest

Please copy:
GENERAL PROLOGUE
At the Tabard Inn, near London, the narrator joins a company of 29 pilgrims, who like himself, are traveling to the shrine of Saint Thomas Becket in Canterbury. The Host, whose name,is Harry Bailey, suggests that the group ride together and entertain one another with stories. Each person will tell stories on the way to Canterbury and on the way back. Whomever tells the best story will receive a meal at Bailey’s tavern.
So, there are two things we will read: the narrator describing the storyteller
and
the storyteller telling the story.

Notes

Homework Question: Sir Gawain-- 30 points

1. Compare and Contrast Gawain and Beowulf. In your opinion, who is the more honorable character? Please use examples from each text in your answer.

2. King Arthur and his knights were judged by their conduct. Do you think today's leaders are judged by a specific code of conduct? If so, what is it? Explain your answer using examples please.

3. What would you say are the key conflicts in "Sir Gawain..."? Are they internal or external? Please explain your answer using examples from the text as support.

Questions for "Sir Gawain and the Green Knight"

Copy and paste the questions into Google Docs and send to me or in Word and place in my drop box:

Click here for the questions!

6 Basic Characteristics of a Medieval Romance

Please copy these down leaving spaces in-between to take notes:

romance--a popular narrative(story) form that refers to any imaginative adventure concerned with noble heroes, gallant love, chivalric code of honor and daring deeds. They usually have: faraway settings, depict unrealistic events, idealize their heroes as well as the eras in which the heroes lived. They are also lighthearted in tone and involve fantasy.

Elements we will look for (amongst others):

1. opens at a feast

2. involves a challenge

3.tells adventures of a young hero

4. teachers hero a moral lesson

5. involves supernatural elements

6. includes woman as temptation

Good Morning/Afternoon Seniors!!

Please make sure you complete the following assignments in class today: (this will count as a grade and you will not be given an opportunity to make it up)

1. If you did not answer the 4 questions on "romance" on Friday, look at the post below and answer those questions. If you have not yet turned the Beowulf essay yet, for that matter, please ask someone in class to show you how to use the "drop box" and submit ASAP.

2. If you are done with both, here is today's assignment:
Answer the following questions (click on the word questions, for questions)

based on the websites in the following link--

Here are the web pages to help you answer the questions



You may either write the answers on a sheet of paper, or copy and paste them into a word document and place them in the drop box if you know how to do so. If you would like to work in groups of two, I don't mind, just make sure both names are on the assignment. Thanks! See you tomorrow! Remember, tomorrow we will be having college workshops all morning...



Also, on a bright note, period 6/7 superstar Rey'jzon Jordan making his English teacher proud by speaking so eloquently on Prep Talk Live.

Answer the following questions to the best of your ability:

1. If someone tells you that you are about to see/read a "romance" what would you expect the story to be about? (basic plot idea, setting, characters etc.) Describe a book or movie that you would consider a "romance" as an example.

2. What type of characteristics do you think a man with "chivalry" has (ideal male behavior)?

3. What is your definition of the term "honor"? How can someone lose his/her honor?

4. How would you describe "temptation" and what effects does it have on someone? How does it make them feel?

MLA Guidelines (Basic)

Please copy the following information into your notes:

You should:
1.Use only 12 pt. font, Times New Roman
2.Set the margins of your document to 1 inch on all sides.
3.Indent the first line of paragraphs 1/2 IN. from the left margin. (use TAB)
4.Create a header that numbers all pages consecutively in the upper right-hand corner

For the 1st page:
•Do not make a title page.
•In the upper left-hand corner, list your name, your teacher's name, the course, and the date. (double-space)
•Double space again and center the title.
•Double space between the title and the first line of the text.
•Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number


Here is a link to an example and all of these guidelines (and more)!

Beowulf Essay Assignment

Instructions: You will:
*Write a 5 to 10 paragraph essay using proper MLA format
*Organize your essay properly
*Use min. 3 in-text citations
*Follow the steps I show you in the writing process: Brainstorming, outlining, creating a web, drafting, and editing. (You will receive points for all of these steps)
*Use a minimum of 4 vocabulary words correctly in your essay
*turn in a senior-level final copy
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Writing Prompt:
Write an essay explaining how Beowulf demonstrates the characteristics of an epic hero (in the notes). Choose 3 to 5 characteristics. Give specific examples from the 3 battle scenes (Grendel, Grendel's mother, the dragon), and/or The Death of Beowulf. I am not going to say you have to use all 3 battle scenes, but it would be best.

HERE IS A LINK TO THE COMPLETED CHART SOME WERE ASKING FOR IN CLASS TODAY

Beowulf homework question--20 pts.

In today's society we have our own kinds of "monsters" that threaten our safety or way of life (does not necessarily have to be a "being" or living thing). (1)Who or what are today's monsters and what threats do they pose?(2) Are there any heroes fighting battles with these monsters or are they left to freely attack the people? (3)Is this a battle that can be won--or will there always be a "Grendel's mother" waiting to take the place of the other or lesser evil? Explain your answer please. (think a minimum of 2 complete paragraphs if you want full credit)

Beowulf Group Work Questions

Answer each question with the appropriate evidence from the text. (pgs. 47-51: The Battle W/Grendel’s Mother)
1. What characteristic of an epic hero does Beowulf display in lines 450-454? Please give a textual example in your answer.
2. In lines 473-474 the lake is described as a “fiery flame”—what might this be symbolic of?
3. What motivates Beowulf in lines 475-492? Give a specific example from the text in your answer.
4. Summarize the action in lines 489-525. How is this different from the fight with Grendel?
5. What characteristic(s) of an epic hero does Beowulf display in lines 590-605? Please give a specific example from the text in your answer.
6. Why do you think the Geats want the Danes to see Grendel’s head?
7. Give 2 examples of alliteration from the passage?

Beowulf vocabulary

Vocabulary terms for Beowulf--look up definitions and write example sentences (20 pts.)
1. affliction (n.)
2. cowering (v.)
3. gorge (v.)
4. infamous (adj.)
5. lament (n.)
6. purge (v.)
7. relish (v.)
8. taut (adj.)
9. writhing (v.)
10. talon (n.)

Copy the following sentences leaving room to re-write each in between

These are all actual sentences from student papers written about Beowulf as protagonist. We are not bashing these people for making mistakes, they were chosen because they were COMMON MISTAKES seen in MANY, MANY papers. Let's write down: What is wrong and then fix them together so that we stop making these errors.

1. He "seized himself, claws bent back.." shows how strong Beowulf is (41).

2. Beowulf protected everyone. "That mighty protector of men meant to hold the monster till its life leaped out."

3. He is said to be a protagonist by "he had been granted new glory" (43).

4. He is describe as "grasped at a strong-hearted wakeful sleeper"

5. "Retelling Beouwulf's bravery as they jogged along."

Next week we will be starting our college essays. In preparation for this task, I would like us to read a few and get an idea of the many different ways that they can sound. Remember, you are trying to make yourself stand out from a crowd--it is not supposed to sound formulaic. Picture yourself reading thousands of essays--after the first paragraph--would you want to keep reading yours?

1st site of sample essays

2nd site of sample essays

Welcome Class of 2013!

I hope you had a WONDERFUL summer and are ready to buckle down and prepare for what will be a very exciting and important year of your life. We definitely have a lot of work to do: writing college letters, taking college placement tests, and for some of us choosing where we want to go and what we want to do. Our main goal, is to get you on track to the destination of your choice: college, work, military.

First, let's read through the course outline:

Please finish the following two tasks by Friday:

1. Open a Google Docs Account

Directions for setting up a Google Account for: Blogger and Google Docs, etc.
*Go to Google
*sign in if you have an account
*If you "Don't have a Google Account?" Create an account now
*type in your primary email address (if you don't have one, see me)
*create a password for yourself (something easy to remember)
*accept terms
*Your account is not active until you go into the email account you provided and open the email from Google verifying your address

*this cannot be done at school because of email restrictions---if you have no access to the internet outside of school, see me.


I need you to have an active Google Account by Friday or the beginning of next week at the latest. This is how I prefer to get your work.

2. Post a message to me on the blog page

Directions for posting a message:

*At the bottom of my post it says "Comments"
*Click on it and type your message in the box (Hi Mrs. C!, Nice to meet you etc.)
*Please identify yourself in the post with your initials and class period
*If you are not signed in, sign into your Google Account and click "Publish your comment"

***Note: for responses, it is best to type in Microsoft Word and copy and paste into the post, because there is not a spelling/grammar check available.

What we have read in the unit so far...

Items read in And Justice for All so far... 1. "justice" poem 2. "Innocent...Must I Die" letter 3. "This Isn't Kiddy Court" article 4. "Words" short story 5. "The Quality of Mercy" folk-tale 6. "Someone Who Saw" short story 7. "Crossing the Line" article ***all are available in the online version of the textbook linked in the previous post

And Justice For All.....Full-text online!!!

Here is a link to the entire textbook And Justice for All.... that we have been using for our justice unit.

How to Make an Annotated Bibliography

An annotated bibliography includes a summary and/or evaluation of each of the sources. * Summarize: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? Include min. 2 quotes. * Assess: Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source? * Reflect: How does it fit into your research? Was it helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

How to Self-Edit Your Research Paper....

When you are finished writing your rough draft, please do the following things to check your work: 1. Underline the thesis statement 2. Star the main ideas 3. Highlight in one color the textual evidence/support from the articles that you used 4. Highlight in another color your analysis and explanation (your brain) *If you are typing and emailing, you can change the colors of the fonts like I did in class

How to write a literary response to poetry--Copy the outline please!!!!!!!!!

(Note: These do not have to be in this specific order, just criteria that must be present somewhere)
1. Title and author of the poem (titles of poems go in quotes)
2. Summarize the poem in a few sentences. Attempt to give a brief analysis of the: subject, occasion, audience(s), purpose(s), speaker, tone, and major theme(S).
3. Make an attempt to analyze the poem's structure and type as well as rhyme, meter, etc.
4. Identify, give examples, and analyze any literary elements and techniques that you can find and the author's purpose in using them
5. Your personal response to the poem (how it affected you or how you reacted to it)
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MAKE SURE YOU ARE USING SPECIFIC TEXTUAL EVIDENCE--WORDS/LINES IN QUOTATION MARKS AND LINE NUMBERS IN YOUR ANSWER!!! USE THEM IN A SENTENCE---DO NOT CITE THEM AS INDEPENDENT SENTENCES!!!!
EX: This can be seen from the line, "shoulder-high, we bring you home" (6) because in a funeral, it is custom for the deceased's closest friends to carry the casket. The speaker plays an ironic part in this poem, seeing life ended early as a great and lucky thing. The speaker views an early death as an escape from seeing his accomplishments forgotten and faded. The line "And early though the laurel grows/ It withers quicker than the rose."(

Assignments for "To An Athlete Dying Young" by A.E. Housman

(An online version of this poem is available as a link on the left)
"To an Athlete Dying Young", by A. E. Housman, allows the reader to view an early death as an escape from seeing your life's glory slowly fade away and become forgotten, instead of something that is to be mourned.

*Answer and post these questions with a partner. Since there will be 2 of you, I expect you to talk it out and produce quality answers. Remember, identify yourself using your initials and class period. Also, make sure you type in Word and spell/grammar check before you post please.

Interpret and explain the significance of the following lines:
1."shoulder-high, we bring you home" (6) (see the 2 photos above)
2."And early though the laurel grows/ It withers quicker than the rose."(11-12)
3."Now you will not swell the rout/ Of lads that wore their honors out,/ Runners whom renown outran/ And the name died before the man." (17-20)

What literary element is being used in the following lines and what is its purpose?:
4."Eyes the shady night has shut" (13) and "After earth as stopped the ears" (16).

Answer the questions below as thoroughly as you can using evidence from the poem to support your answers whenever possible:
5. In the lines:"The time you won your town the race/ We chaired you through the market-place;/ Man and boy stood cheering by,/ And home we brought you shoulder-high" the speaker talks about the athlete as if he is still alive? (this is called apostrophe) Why do you think this is?

6. In your opinion, when Housman calls him a "smart man" (9), does he mean that the young athlete killed himself? Or does he simply mean that he died of an illness, an accident, a crime, or war?

7. Is Housman right? Are those who accomplish a great deal and die at a young age remembered? Or is it those who live a long life of accomplishment that remain in our/the public's memories?
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If you finish, read the article link to left "Remembering Len Bias" and complete the following response based on his life and early death:
1. Who was he and what happened to him?
2. How can his life and death be related to the Houseman poem, "To An Athlete Dying Young"? Do you think this is the type of person the author was writing about?

Please Copy down the 3 criteria for dramatic monlogue

Dramatic Monologue--Glenn Everett argues that Browning's dramatic monologues contain three "requirements" (from his essay, available on Victorian Web):

1.The reader shares the part of the "listener" or audience.
2.The speaker uses a case-making, argumentative tone.
3."We complete the dramatic scene from within, by means of inference and imagination." Everett argues that as the listener, we participate in the drama by imagining that we are present, and by inferring what the speaker really did. Rarely, however, do we have conclusive proof.

In class Assignment:
Writing Activity: Character Portraits—choose a character (1)
The Duchess
Prior to your disappearance, you wrote a letter to a friend, telling about your life with the Duke. Describe some of your experiences both in the early years of your marriage and throughout the painting of your commissioned portrait. How do you view life, and what do you think of the people around you, including your husband, the Duke? What sorts of things delighted you?
Count's Envoy
You are the envoy of a Count, who has sent you to Duke Ferrara to negotiate a wedding between the Duke and the Count's daughter. Prior to dining with the Duke's other guests, he pulled a curtain aside and revealed to you the portrait of his last Duchess, whom he described to you. Based on your knowledge of the Duke through his own words, what kind of life can the Count's daughter expect as the new Duchess? Do you recommend that she marry the Duke? Why or why not? Use the Duke's own words to prepare your argument to the Count.

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Please use textual examples from the poem “My Last Duchess” (with line numbers in your answers), to prove that it qualifies as a dramatic monologue.
1. The reader shares the part of the "listener" or audience.
*How do we know we are supposed to be taking on the role of the Count’s envoy?







2. The speaker uses a case-making, argumentative tone.
*What is his tone? Would words does he use that tell us this?
*At what point(s) does his tone change?
*What is he trying to convince you? How do you know?












3."We complete the dramatic scene from within, by means of inference and imagination." Everett argues that as the listener, we participate in the drama by imagining that we are present, and by inferring what the speaker really did. Rarely, however, do we have conclusive proof.
*What are we left deciding—about what happened, about the Count?
* What questions do we need to answer as the Count’s Envoy?

Brother Pandolf
You are Brother Pandolf, who painted the portrait of the Duchess. You keep a journal where you write down your thoughts about all of your paintings, and the experiences that shaped their creation. You have finally decided to write down your feelings about the Duchess and her husband, the Duke Ferrara. Based on your knowledge of the events, describe the Duchess, the Duke, and their relationship.

*Your assessment should be based on facts, rather than speculation.
As you work through your character, you should use the chart to help cite the line number(s) from the poem that supports your claim. Remember, as you progress that everything in the poem is from the Duke's perspective, and that as the auditor, it is your job to assess if the Duke is revealing more than he intend. Also, remember that your claims must be supported by textual evidence, rather than just what you assume.

Pride and Prejudice Essay

Essay Topic:
The pride and the prejudice referred to in the title of this Jane Austen novel prepares the reader for the character flaws of the main characters, Elizabeth and Darcy. The pride and prejudice of Elizabeth and Darcy prevent the two from recognizing and admitting their love for one another. Choose 1 or both of these characters and write a persuasive essay on Pride and Prejudice by Jane Austen in which you argue that these character flaws exist and analyze how they are overcome. In other words--how do they get past their pride and the judgments and opinions that they have formed about each other and ultimately experience love together? You may wish to also reflect upon the social and historical factors which made these character flaws so common, identifying, for example, the role that social status played in relationships at that time.

Requirements: You must have the following elements completed: Fill in as a self-editing checklist and attach to the final essay:
___I used a minimum of 4 MLA in-text citations
___I used a minimum of 4 unit vocabulary words
___This is final copy quality
___ I used good spelling and grammar
___I have a definite thesis statement
___ I have transitions and topic sentences
___ I made an outline
___ This is approx. 2-3 pages written/ typed, double-space
___ I used examples from the text in each body paragraph and analyzed them (related them to the thesis)
___I have a Works Cited page


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“ She is tolerable, I suppose, but not handsome enough to tempt me” (Austen 8).
“I have been a selfish being all my life…and such I might still have been but for you, dearest, loveliest, Elizabeth!” (Austen 317).
“You showed me how insufficient all my pretensions to please a woman worthy of being pleased” (317).
“ I felt that you were the last man in the world whom I could ever be prevailed on to marry” (Austen 166).
“She had a lively, playful disposition that delighted in anything ridiculous” (Austen 9)
“ You are mistaken... I might have felt in refusing you, had you behave in a more gentlemanlike manner” (Austen 166).
“He was at the same time haughty, reserved, and fastidious, and his manners, though well bred, were not inviting” (Austen 12).
“Your sisters are engaged and there is not another woman in the room whom it would not be a punishment to me to stand up with” (Austen 8).
“Mr. Darcy soon drew the attention of the room with his fine, tall person, handsome features, noble mien…” (7).
“..he was discovered to be proud, to be above his company, and above being pleased…having a most forbidding, disagreeable countenance…” (7).
“In vain have I struggled…You must allow me to tell you how ardently I admire and love you” (162).
“Could you expect me to rejoice in the inferiority of your connections?” (165).
“He was the proudest, most disagreeable man in the world, and everybody hoped that he would never come there again” (8)
“She grew absolutely ashamed of herself. Of neither Darcy nor Wickham could she think without feeling that she had been blind, partial, prejudiced, absurd” (178).
“How despicably have I acted! I who have prided myself on my discernment!..Till this moment I never knew myself!” (178-179).
“I do love him. Indeed he has no improper pride” (324).

"The Best Sort of Husband" Response ---30 pts.

You will need to finish this assignment today in class if you want credit.
In the story "The Best Sort of Husband" by Susan B. Kelly, the author shows us two different views of what "the best sort of husband" is--the view of men, on page 293, and the view of Margaret on page 301.

Your assignment:
*Compare and contrast these two views and explain using information you know about love and marriage in this time period
*Explain the author's use of conflict and irony to show the audience these two views.
*You will need to use a minimum of 3 specific textual examples in your response.
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*"My brothers... are quite desperate to be rid of me" (291).
*"Margaret who had never had much hope of a husband, even before her father's disgrace" (292).
*"She looked sadly at it…like a dead dog; it was old and shabby, although she dutifully trimmed it anew each year" (292). (her bonnet)
*"John and Richard and George…will make my life a misery if I refuse him" (293).
*"Gentleman..seem to think that one husband is as good …as another" (293).
*"..one's own home, a dress allowance, the superior title of "Mrs.…" (293).
*"…give me a good reason--some vice--some sordid secret--" (295).
*"My sister is a woman of such high moral principle.." (299).
*"Always the dearest friend, always the best of correspondents" (301).
*"She has a new bonnet every week" (301).
*"She seemed more than satisfied with her lot, having procured for herself the very best sort of husband" (301).

Final Response P and P-- 10 pts. THESE ARE JUST IDEAS TO THINK ABOUT IN YOUR ANSWER-- YOU DO NOT NEED TO ANSWER THEM ALL

*What is your reaction to the end of the novel:
*Did you enjoy it (any part in particular)and for what reason?
*Did you think that both couples would end up together? Why or why not?
*Who is your favorite character and why?
*What do you think the author, Jane Austen's, views are on love and marriage? Why do you say this?
*Are happy endings such as this possible in real-life?
*What did you feel was the most realistic/unrealistic in the book/movie?

Hw #10 P and P---Last Hw for the novel!!!--10 pts.

*How does the reaction of Mrs. Bennet regarding the new news of Lydia and Wickham differ from the rest of the family?
*Do you think that this shows that Mrs. Bennet is a "bad" mother or just realistic about what would happen to all of her daughters if they didn't get married?
*How do you think parents in modern times view young people that live together before marriage? Has it become such an accepted practice that it is not thought of anymore?

Questions for Ch. 48

1. What is everyone waiting for in the beginning of Ch. 48?

2. What is discovered about Wickham’s character and actions from the people of Meryton/tradesmen?

3. Why are the two men having a problem locating Wickham?

4. What does Mr. Collins say in his letter to the Bennets?

5. Wickham is also trying to hidden from some other people—who are they and why do they want to find him?

6. Describe Mr. Bennet’s conversation with Elizabeth.

7. How has Mr. Bennet changed his attitude towards his daughters as shown in his conversation with Kitty?

Lydia's Letter----We will answer this today in class (so no homework) --20 pts.

Look at Lydia's letter to her friend Mrs. Forster on p. 247-248:
*What does this letter tell you about Lydia's character?
Give a textual example to support your answer.
*What can you predict will happen with her later on based on what you know about her character? Will she realize what she has done to the family? Will she apologize for the harm she's caused?Will she see the error of her ways? Explain your answer.
Give a textual example to support your answer.

P and P Hw #9-- 15 pts

In today's reading, Lydia brings disgrace to her family by running off with Wickham.
*In your opinion, do people still put a heavy emphasis on one's reputation?
*Can someone's reputation still be destroyed by something like this, or have people loosened up when it comes to a woman's "honor"?
*Once your reputation is destroyed, either by truth or lies--can you ever get it back?

P and P Hw #8 ---20 pts.

Epistolary novel--Strictly speaking, an epistolary novel is a novel whose story is told through a series of letters. In a novel otherwise told in third person, letters allow the reader to hear the characters' voices more intimately. They also give an impression of immediacy and authenticity.

Hw: Write a letter (as Elizabeth) to Darcy explaining why you turned down his proposal. Or, write a letter as Wickham to Darcy explaining what happened to the money you have received from him and that you want more (and why you should have it).

Hw #7 P and P--- 15 pts. -----Use today's notes so that you can do this without the book

*Describe Darcy's proposal to Elizabeth? How would you characterize it?
*Describe Elizabeth's response. Is it justified? Explain.
*Knowing each one's character, what do you predict may happen next and why?

Today's Reading and Film Viewing---things to make sure you notice

1. How does Lady Catherine act towards those around her? What about Elizabeth does Lady Catherine disapprove of?
2. How is Elizabeth acting towards Darcy? Darcy towards Elizabeth?
3. Elizabeth seems as if her opinion towards Darcy is starting to change--what does she hear from Col. Fitzwilliam that quickly changes her mind back?

Ch. 27 and 28 Summaries--Homework 2/28 (Tues.)

Homework: Complete the double negatives worksheet from class

Chapters 27 and 28 (which we will skip):
* In March, Elizabeth leaves to visit Charlotte in Hunsford along with Charlotte's family.
* She says an affectionate good-bye to Wickham, even though he is now paying attention to another woman.
* Elizabeth reflects that Wickham will always be her model of perfect amiability in a man.
* Elizabeth and Charlotte's family stop to visit Jane in London on the way.
* Jane looks OK, but Mrs. Gardiner lets Elizabeth know that Jane is still suffering, even though she had thoroughly given up any expectations of a relationship with Mr. or Miss Bingley.
* Mrs. Gardiner also takes back her approval of Wickham, arguing that his switch in his affections from Elizabeth to Ms. King, a woman who had recently inherited money makes him look bad.
* Elizabeth defends him as best she can and reveals that perhaps she is more hurt by Wickham than she cares to admit.
* Elizabeth and the Lucases arrive in Hunsford. Mr. Collins takes care to point out every lovely thing in his home, to give Elizabeth the chance to regret that it's not hers.
* Charlotte takes her around the house and Elizabeth can tell that her friend likes her life, especially when she can forget that Mr. Collins is part of it.
* At dinner, Elizabeth learns that she will be able to meet Lady Catherine during church on Sunday.
* The next day, Elizabeth has a chance to observe Miss de Bourgh, Lady Catherine's daughter. She looks "sickly and cross." This, Elizabeth reflects, is perfect. If Miss de Bourgh is to marry Mr. Darcy, she will be the perfect companion for him.
* Charlotte lets them know that Miss de Bourgh has invited them all to dine at Rosings Park, the de Bourgh estate, the next day.

(from: http://www.shmoop.com/pride-and-prejudice/part-2-chapter-5-summary.html)

Hw#6 Pride and Prejudice----15 pts. ---Tomorrow is the last day to turn in hw #1-5 for P and P!

Use the chart we did today in class to answer the following question. Please use textual evidence in your answer!!!:
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*Compare and contrast the advice given by Mrs. Gardiner (aunt) and Mr. Bennet (dad) regarding Wickham.
*What does this tell you about each character?(Meaning, what can you infer about the *kind of person each is based on his/her advice).Use adjectives please.
*Whose advice do you think is best and why? What advice would you give her regarding the situation?

(Remember dramatic irony!!!!!! Mr. Bennet and Mrs. Gardiner do not know what we know about Wickham!)

Hw #5 P and P: Charlotte Lucas-- 10 pts.

Ch. 22

Charlotte Lucas has been secretly attentive and encouraging to Mr. Collins and aware of his shortcomings but wanting stability in her future, accepts a proposal of marriage from him.
Elizabeth is disappointed that her friend is humiliating herself for money and doesn't think she could ever do such a thing.
(Remember, Charlotte has already stated that it's only luck that determines if you are happy in marriage or not, because regardless of how you feel before the marriage, you start growing apart afterward regardless.)
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So, who do you think is right? Is it wrong to want to marry someone who can provide for you even if you are not madly in love? Or, is it ridiculous to think love alone will be able to make you happy in life? (keep in mind a great number of divorces are caused by $ problems). Please explain your answer as thoroughly as possible.

Characterization of Mr. Collins

We need to complete a characterization chart for Mr. Collins: We will be using the following pages:

First, we will go over what we already read together: Ch. 15-- pg. 59, Ch. 16--pgs. 64-65
Next, you will work on adding some using Ch. 19.--beginning on pg. 91, as we read in class today.

Hw #4--Pride and Prejudice-- 20 pts.

Miss Bingley is described by the narrator as being entitled which is defined as a guarantee of access to benefits based on established rights or by legislation.
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However, today's teens are often accused of having a "sense" or "feeling" of entitlement, which refers to a notion or belief that one is deserving of some particular reward or benefit without any reason other than-- you are you and the world owes you something.

Do you agree or disagree with this--meaning--do you think today's teens have a sense of entitlement---that they should have anything they want "just because" they deserve it? Explain your answer please. Give any examples you can think of as support.

Point of view

Point of View - who tells the story and how it is told; it can sometimes indirectly establish the author's intentions.
* Narrator - The person telling the story who may or may not be a character in the story.
* First-person - Narrator participates in action but has limited knowledge/vision.("I")
* Second person - Narrator addresses the reader directly as though she is part of the story. ("you")
* Third Person - Narrator is unnamed outside observer (not a character in the story.) He/she reports and lets the reader supply the meaning.
* Omniscient - All-knowing-- the narrator knows what each character is thinking and feeling.

Ch. 7--What did I miss?

It's a rainy day, and Jane wants to go visit Bingley and his sisters at Netherfield. She asks if she can use the family carriage to which Mrs. Bennet replies, "No." This seems strange considering it is cold and rainy and Netherfield is approx. 3-5 miles from Longbourn. However, Mrs. Bennet has a plan! She wants Jane to get very sick on her journey so that the Bingley's will be forced to keep her there for several days while she recovers. Hopefully, this plan will make Bingley spend time with her and through worrying about her health, make him realize that he loves her!
*How do you feel about this plan?
*What adjectives could we use to describe Mrs. Bennet?

Hw #3 Pride and Prejudice (Answer should be about 3 paragraphs long)

Define the words: pride (2 meanings) and prejudice. Using these definitions, give an example (real-life) of each (3). Using examples from the text, explain which definition of the word pride best describes Mr. Darcy? Elizabeth? Miss Bingley? Are any/all of these characters prejudice in any way? Describe the reasoning behind these feelings? (historical, personal, economical)

Homework #2 Pride and Prejudice---Write Answers/Sentences on paper please not in the packet!!

In your packet:
1. Vocabulary sentences for the following words on p.12: censure, vexed, disconcerted
2. A 2 paragraph response for Quest #5 on p. 15

Review: Characterization-------Do not turn this in---keep it in your notes!

Characterization---
Remember the 4 types of characterization: Let's complete the following for Darcy---
Physical description: pgs:

Narrator’s direct comments: pgs.:

Character’s speech/thoughts/actions: pgs:

The speech/thoughts/actions/ of other characters (towards this character): pgs:

**What is the author’s tone (attitude towards this character so far?) How can you tell?

Setting in Pride and Prejudice--To be completed before you leave today 10 pts.

Setting is not only time and place of events.
Remember, class was very important to people at the this time, and because of the "new rich" the upper class wanted to make sure there was still a distinction between this middle class and themselves.
*Longbourn--where the Bennets live
*Netherfield--Bingley's house

-----copy this down on a scrap/notes so that you can answer during the film clip--- Describe the setting:
-What is your initial impression of the Bennet's house? (size, decor, etc.)
-What do you notice that indicates the fact that they have money/do not have tons of money?
-Why do you think people may have placed more importance on the exterior of the home than the interior?
-Use some adjectives in your answer please.

Allusion definition---write it down if you don't remember it from the past

Definition: A direct or indirect reference to something historical, literary, religious, or mythical. The author usually uses references that will be understood by his or her audience, such as an event, book, myth, place, or work of art. You can also make allusions to pop culture.

Why Writers Use It: Allusions can help people see unique connections between two ideas. The reference can help the audience better understand a subject. Allusions can also be surprising and funny, and are a favorite tool for rappers to prove their extensive knowledge of many topics.

In other words: dropping good allusions will make you sound smart.

(blog.flocabulary.com/allusion/)

Hw Question #1: Pride and Prejudice

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

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What does this sentence mean? What is the view of marriage that it suggests? Is it a concept that is outdated or still true today? Would you agree or disagree? Do you think this opinion is dependent on your sex? Give examples in your answers if possible.
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(Make sure you answer all parts of the question and explain your answers thoroughly if you want full credit)

How to Annotate a Passage: Please Write Down in Your Notes

1. Circle unknown or unfamiliar words
2. Underline or highlight sentences that provide you with definitions of key terms. (literary elements or techniques if any)
3. Mark an X or star next to a sentence that provides an important example or a main topic.
4.Draw a question mark beside a point that is confusing.
5. Number points that the writer provides as support to back up the main concept.
6. Mark a star next to important passages.
7. Make notes to yourself in the margins. Write any questions or comments that come to mind.
8.Keep it simple: don't over do it!

An example passage from Romeo and Juliet:

(from:http://www.dpi.state.nc.us/curriculum/languagearts/secondary/rightdirection2/11annotating)

Hw: "Marry for Money"---20 pts.

Use the SOAPSTone analysis we did in class today to write a 1-2 paragraph response to the lyrics for "Marry for Money." In your response I want you to answer the question:
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*How does the author present a situation that is the reverse of what most people would think of when it comes to marrying for money?
*Who is the speaker?
*Why has he come to this conclusion?
*What is the effect on the audience?
*What is his tone?
*What memorable images are conveyed?
*If the gender roles were reversed, would the lyrics have the same effect?
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******Please use specific textual evidence and literary elements and techniques in your answer.*********************

For Friday 1/20

I think we will spend today working on missed work----as long as you are actually working on it! Most of you are missing several assignments -and there is no reason they should not be done with time available. If you didn't finish your poetry response, do that first. If you haven't done the Macbeth essay, I would seriously consider attempting something. There are extra credit assignments available for those who are done with everything.

Notes on Symbolism

A SYMBOL IS----a person, place, object or activity that stands for something beyond itself. Now, we are looking past the basics: not a peace sign, flag, etc. But in literature, a journey may represent life, or night may represent death, etc. YOU HAVE TO THINK A LITTLE---IT ISN'T ALWAYS OBVIOUS.
1ST--LOOK FOR IMAGES
2ND--LOOK FOR ANYTHING THAT SEEMS TO BE REPEATED
3RD--THINK ABOUT THE SETTING
4TH--THINK ABOUT WHAT IS HAPPENING---FOCUS ON THINGS YOU DO UNDERSTAND, NOT JUST ON THINGS YOU MAY FIND DIFFICULT

Poetry----1st set of literary terms (should be review)

Imagery--description of the 5 senses: taste, sight, touch, sound,smell
alliteration-- repetition of beginning consonant sounds
Tone--author's attitude towards the topic (look at diction:word choice)

Notes on Style and Voice

Style-Every author has a basic writing style. Style is not what an author writes, but the manner in which he/she writes it. It is an author’s unique way of communicating ideas. One might say that style is the verbal identity of a writer. Here is a checklist of some of the elements of style.

Voice-the distinctive style or manner of expression of an author or narrator.
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Key Aspects of Swift's Style:
*the use of persona--a narrator or speaker other than Swift as an object of satire
*words, phrases, and situations that are shocking and disturbing
*ironic statements and situations that point out human shortcomings and faults
*the exposing of a mindless acceptance of surface facts without regard to their deeper meaning (called understatement)
*Use of words with a negative connotation
*Some reasons or solutions that make sense

Satire and "A Modest Proposal" by Jonathan Swift

Please copy into your notes for future reference:
satire-a literary technique in which ideas, customs, behaviors, or institutions are ridiculed for the purpose of improving society. May be: gently witty, mildly abrasive, or bitterly critical,and often uses exaggeration to force readers to see something in a more critical light. An important element of satire is irony.

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Review: (only copy this if you need it)
irony--a contrast between what is expected and what actually happens.

Remember verbal irony from Macbeth?
Ex: When Macbeth tells Lady Macbeth to make sure she is nice to Banquo at the feast that evening, when he knows Banquo will never make it because he is having him killed.

New Prefix, Root Word, and Suffix

Notes: Connotation/Denotation

Denotation--a word's literal meaning (slim,scrawny=thin)
Connotation--the feelings associated with it (scrawny=insult, slim=compliment)

Practice:
Describe a day like today using words with a positive connotation.
Describe a day like today using words with a negative connotation.

(You can write about weather, back to school, etc.)