English 12-Honors

INFORMATIVE/PERSUASIVE SPEECH MODELS-

Friesz-Informative Model Kids On The Block Student Stats
I. INTRODUCTION.
A. Attention Device: The Greeks originated the term “stigma” to refer to bodily signs designed to expose something unusual and bad about the moral status of the person.
B. Credentials: Later in christian times, two layers of metaphors were added to the term.
1. A blemish or birthmark became a bodily sign of holy grace.
2. A religious allusion that a bodily sign of physical disorder was evil sifted down though time and the stigma of a physical disorder created negative attitudes (Hoffman1).
C. Tie to Audience: Attitude can be the greatest obstacle a handicapped individuals will face in the business world and with education (Bowie 175).

II. THESIS SENTENCE. Attitude change is only possible by integration of handicapped and non-handicapped through education.
Transition. By allowing children to play, study and grow together , society will develop individuals with strong and healthy self-concepts based on genuine understanding.
III. BODY.
A. In 1978, Public Law 94-142, coined as “the mainstreaming law” went into effect.
1. The law states that “exceptional children should be educated in the least restrictive environment and the education should be appropriate for an individual child’s needs and should occur with non-handicapped children” (136).
2. John Siegal, noted child psychologist stated in the November 1, 1986 Newsweek article “Opening Eyes to New Attitudes,” that, “This law opened the educational door to many individuals whom had previously been ignored by the public educational system and met with mixed emotions and doubt by administrators, teachers, and parents”(Andrews 96).
B. In 1979, a woman named Barbara Aiello in Washington D. C., recognized the need for a mainstream adjustment program to enhance and stimulate harmony in the classroom (Read 66).
1. She designed a troup of disabled and non-disabled puppets to interact through scripts and named the troups “The Kids on the Block.”
2. The scripts were designed from a collection of questions that non-disabled children ask about handicapped individuals.
3. Aiello’s puppet troupe started with a cast of twenty-one (21) and has grown to over one-hundred (100) puppets (25).
C. The show has been performed in classrooms all over the world.
1. This school year over fifty (50) performances have been held on the Peninsula.
2. The troupe has only six (6) volunteers with nine (9) puppets.
3. Two of the puppets are non-disabled to allow an extended conversation with the audience.
4. The “Kids on the Block” is performed at no cost to the audience by the Junior League.
D. Today, I have chosen Mandy Puccini to share with you. Share - (Visual Aid)-Others
1. Mandy has been deaf since birth. (SOMEONE MAY ASSIST!) 2. She reads lips extremely well.
3. She loves to use sign language. (Practice…Practice…Practice…)
4. Mandy has been mainstreamed in a public school and enjoys teaching her friends sign language.
5. She interacts well with the audience and is a favorite of many children (“Puccini Script” 6-8).

IV. CONCLUSION.
SUMMARY: The puppets strike a balance between sound and positive attitudes toward handicapped people, to create the “least restrictive environment” with a climate of warmth and trust shared by classmates.
Final Statement: The “Kids on the Block” program helps to bring about the change in attitude that cannot be legislated and fosters understanding for concern for the handicapped.
Pause.
Thank you. - Any Questions….
Works Cited - Separate Page - but remember the Senior Speech requires: 2 books/1 CDRom/1 on-line/1 Mag= (5 Total Cites).
Model speech requirement was three-five minutes to include the visual aid - but - Senior Speech is 5-10 Min.

Friesz-Persuasive Model The Right To Die Student Stats
I. INTRODUCTION.
A. Attention device: American poet Emily Dickinson described death as “the dialogue between the spirit and the dust” in her poem “Death Sets a Thing” (Dickinson L2).
1. This bodily process of death has a legal description that varies from state to state.
2. In Virginia, a person is declared legally dead when the absence of spontaneous respiratory and circulatory function… is present; or the absence of spontaneous brain function is present.
B. Credentials: According to the United States Constitution, individual rights take precedence over state rights and the “right to die” is specifically covered by Virginia Law 54-325.9, Article 7.1, the “Natural Death Act” (Va Code 54).
1. This act defines the individual right of choice regarding medical care, including the decision to have medical and surgical means or procedures calculated to prolong their lives provided, withheld, or withdrawn.
2. Virginia is one of the 15 states that currently have a law that recoognize a written declaration “the living will,” as an individual’s right (Shaffer 56).
C. Tie to Audience: As students, our bond for education clearly indicates that we are responsible citizens, striving to learn the best method or technique to make an educated choice, improve our “quality of life, “ and to “protect it.”
II. THESIS. A person with a fatal illness or through an unexpected accident is often today caught up in a strange world of institutions and technology that may bring considerable economic, psychological, and social pain to the individual and family members.
Transition. To prevent some of these hardships and maintain maximum control over future destiny, an individual must take responsibility for unexpected events and evaluate choices; then, clearly indicate these choices by preparing a written declaration, a “living-will.”
III. BODY. (Remember in persuasive - to show the other side - (1) - and negate.)
A. The influence of Christianity on the Western World has created the value of life as sacred and inalienable - at any cost.
1. Individual rights are often denied because of this influence, and any desire to end life before the natural death is considered murder, suicide, and legally wrong (McCormick 26).
a. Euthanasia and mercy killing are against the law in Virginia.
b. Euthanasia originated in Greek times, meaning the “good and peaceful death,” medically assisted and considered morally and legally permissible as “death with dignity” (Hunter 96).
c. Today, Euthanasia was two different meanings:
1. Passive Euthanasia is to refrain from from all possible…. 2. Active Euthanasia is the act of terminating life, by administration….
Negate 1 Argument
d. Mercy-Killing is considered Active Euthanasia, however, a conviction is usually won on the use of a weapon (Andrews 26).
2. The quality of life, has little influence on our legal system, unless the individual is considered terminally ill.
a. For instance, the most recent case fought …. (Marke 67).
b. Legally the problem…. (69).
c. Physicians are caught in a web …. (Dr. Haus 79).
3./4./5. - PERSUASIVE ARGUMENT CONTINUES WITH STATS. Poster - STATS
B. The protection of a will, specifically a “living will,” may protect…… Brochure “Liv Will”
1./2/3/4/5. - The main advantage to a “living will” is that you decide…. (VISUAL AID)
IV. CONCLUSION.
SUMMARY: The Constitutional - “Right To Die” is based upon …. (Jefferson 86).
Final Statement: In Virginia, individual choice is recognized by the “Natural Death Act”….
This speech was prepared for 10-15 minutes (Two Typed Pages) with Works cited on separate page.

SPEECH ASSIGNMENT G2/G3 - FINAL OUTLINE WITH WORKS CITED DUE MAY 19, 2008

TASK: Students will read a foundation text of choice, research their speech topic using five (5) specified sources, prepare a1st RD Outline with works cited - peer-edit; 2nd RD with works cited - peer-edit; and final formal speech outline with a works cited with at least five specified sources -then using speech skills - present their speech on the chosen date. All speeches must have a works cited and use technology. There is no make up for speeches -if you do not present on the date you have chosen - a zero will be given. ALL WORK IS DUE ON/BEFORE THE DUE DATE.

Library Date: APRIL 23,2008
Notecard/Speech Topic/Book Due: GREEN DAY -APRIL 23-29, 2008
SIGN UP FOR SPEECH TOPIC DATE: GREEN DAY - MAY 1, 2008
1st RD with works cited - Peer-Edit: GREEN DAY - MAY 7-13, 2008
2nd RD with works cited - Peer-Edit: GREEN DAY - MAY 13-15, 2008
SPEECH CONFERENCES ARE ENCOURAGED.
All TYPED Formal Outlines with WORKS CITED are due: MONDAY, May 19, 2008- NO LATE WORK WILL BE ACCEPTED. IF YOU ARE ABSENT, THE FORMAL TYPED SPEECH OUTLINE WITH WORKS CITED IS TO BE DELIVERED TO ANNEX 5.

CITE PROPERLY: USE THE OWL SITE TO ASSIST YOU WITH THE PROPER FORMAT.

“The Purdue OWL Family of Sites.” 11 Dec. 2007. The Writing Lab and OWL at Purdue and Purdue University. 17 December 2007.

Mrs. Friesz (2008)
English 12 (Senior Speech Assignment)

Date Due: ______________ Type of Speech: Informative ____
Reading: Book: _______________ Persuasive ____

TASKS: Day 1: Library Research ____________

1. Choose a book to read from (college reference list), career choice, or personal interest. Book Card approval required. Card approved: __________________.

2. HW: Find information about your topic choice__________________.

3. Create a list of sources to use on a persuasive/informative analysis speech from:
a. Books (2).
b. CD Rom (encyclopedia) - electronic (1)
c. Internet - on line (1)
d. Magazine (hard copy or on line) (1)

4. Create a works cited for YOUR speech using MLA format. AVOID PLAGIARISM.

Sources: author Title

book or pamphlet Bader, Robert Smith. Prohibition in Kansas: AHistory.
by one author Lawrence: UP of Kansas, 1986.


Place Published Publisher Date Published

author article title title of magazine

Magazine article Bate, Lincoln S. “Empty Shelves in Georgia.” Progressive.
Dec. 2006: 17.


Date Published Page number (s)

Article Title Original Source

Anonymous article from “A Call for Chinese Walls: Why We Should Keep
electronic database Journalist Out of the Magic Kingdom.” Newsweek.
14 Aug. 1995:31. Ebsco Middle Search.
CD-ROM. Oct. 2006.

Date: Page number (s) Search Engine Medium
Electronic Pub. date

I have provided three for you - Now - use sources to discover how to cite others.

Informative Speech

TASK: Prepare and present a 5-10 minute speech designed to convey knowledge or information about some worthwhile topic. Although speeches should be “informative” rather than persuasive, you may deal with controversial subjects. An audio or visual aid is required.

Informative Speech: Choose from your book __________ an (event, place, person, or thing) to demonstrate (show the audience how to do something), or explain a vast or complex subject. It is important to keep in mind the time limits you are given as well as the interest of the audience. Presenting a speech on how a digital clock works would probably be too technical and too time consuming. On the other hand, explaining how to make brownies from a box not only insults the audience’s intelligence, but can be completed in less than two minutes. Remember, the point is to INFORM THE AUDIENCE, thus, you will be more successful if you choose a topic which is unfamiliar to the majority of the audience. You must have evidence and it must come from at least five sources (which must be cited in the body of the speech verbally and on your speech outline.)
I. Speeches should be well-organized. The speech should include a thesis sentence and two or three main assertions which support, develop, or explain the thesis. A complete full content sentence outline must be submitted on the day of the speech is given and should follow in large degree the form given below:
II. Major ideas expressed in the speech should be supported by examples, illustrations, statistics, and expert testimony.
III. Your speech should be adapted (related directly) to the particular audience you are addressing. Consider their ages, sex, interests, and attitudes.
IV. Speeches should be delivered extemporaneously, rather than written out and read word-for-word from a manuscript or lengthy outline. Use notecards to guide your speech.
V. Gather information from your reading, from interviews with authorities, and from your own experiences.
(Cite sources, for example: “In his 2001 Penn State University study of TV violence and its effect on children, (Dr. Tom Anderson,) noted child psychologist, reported that “after children watched violent TV shows they exhibited short-term aggressive behavior “ (Anderson 106).
VI. Visual aids - posters, etc., may be used to help you deliver you speech.
VII. Practice at home in front of a mirror. Deliver your speech naturally and distinctly. Assume a natural but not careless posture. Speak loudly enough so that everyone can hear and speak carefully.
FOCUS OF ASSIGNMENT:
1. Substantive topic with new information beyond what the audience already knows.
2. Well-narrowed and focused topic.
3. Clear organization.
4. Good support from unbiased evidence.
5. Outline with proper form.
6. Relaxed delivery.
7. Rapport with audience as topic is related to their needs and interests.
OUTLINE FORMAT:
I. INTRODUCTION.
A. Attention device:
B. Credentials: ” ” (Andrews 26).
C. Tie to audience:
II. THESIS SENTENCE.
Transition.
III. BODY
A.
1…… (Bates 9).
2.
B.
1……. (“When the” 71-72).
2.
3.
C.
1. …… (“Accident-Stats” 8).
2.
IV. CONCLUSIONS
SUMMARY:
Final Statement: (Samuels 26).
Works Cited is required in MLA format.
Speech: Informative/Persuasive Name:________
Time: 5-10 minutes Date: ________

Senior Speech Evaluation Format For Full-Content Outline/Grade Sheet

INTRODUCTION: The outline contains an interesting, relevant,
attention-getting introduction. (10 pts.) _______

THESIS. The central idea is phrased in a simple declarative
sentence and underlined. (10 pts.) _______

BODY:

1. Each item in the outline contains only one unit of information.
(5 pts.) _______

2. Items in the outline are properly subordinated. (5 pts.)_______

3. The Logical relation of items in the outline are shown by
proper indentation, and a consistent set of symbols is used. (5 pts.)_______

4. Each major idea and all of the subordinate ones are written
down in complete sentences. (5 pts.) ________

CONCLUSION. The conclusion functions to give a clear
understanding of what should be known, felt, or done, and it
relates directly to the thesis. (10 pts.) ________

The outline is 1 1/2 to 2 single-spaced typed pages in length
-size 12 front (not italics). Works Cited (MLA format) is given
on the third page. (5 pts.) ________

Works Cited is in proper MLA format. (5 pts.) **MUST DO!________
OR ZERO. - AVOID PLAGIARISM.**

At least five references were used. (5 pts.) ________

SUPPORT. The thesis is adequately developed and well-
supported. (Supporting materials function to amplify, clarify, or
justify the beliefs, attitudes, and values you wish to convey to your
audience. You need to go beyond an assertion like “Nuclear plants
are unsafe” and provide supporting material to justify that statement.
In general, forms of support are: explanation, comparison, illustration,
specific instance, statistics, testimony.) [Points will be given based on
amount, quality, appropriateness, and variety of support.] (35 pts.)_________

Formal Outline GRADE: __________

Oral Speech GRADE: __________

Comments: ________________________________________________________
__________________________________________________________________
__________________________________________________________________

Persuasive Speech

TASK: Prepare and present a 5-10 minute speech designed to convey knowledge or information about some worthwhile topic. Although speeches should be “informative” rather than persuasive, you may deal with controversial subjects. An audio or visual aid is required.

Persuasive Speech: Choose a topic from your book _______________which clearly has more than one side or viewpoint. In other words, you cannot persuade the audience on something which we all agree. (For example: Exercise is good for you - well all know that. Child Abuse is bad - we all know that.) Make sure you tell the audience what you believe and why you want us to agree with you. You will need to have solid reasons for the position you take and you must support those reasons with quality evidence. Your evidence must come from at least five sources (which must be cited in the body of the speech verbally and on your speech outline.)
I. Speeches should be well-organized. The speech should include a thesis sentence and two or three main assertions which support, develop, or explain the thesis. A complete full content sentence outline must be submitted on the day of the speech is given and should follow in large degree the form given below:
II. Major ideas expressed in the speech should be supported by examples, illustrations, statistics, and expert testimony.
III. Your speech should be adapted (related directly) to the particular audience you are addressing. Consider their ages, sex, interests, and attitudes.
IV. Speeches should be delivered extemporaneously, rather than written out and read word-for-word from a manuscript or lengthy outline. Use notecards to guide your speech.
V. Gather information from your reading, from interviews with authorities, and from your own experiences.
(Cite sources, for example: “In his 2001 Penn State University study of TV violence and its effect on children, (Dr. Tom Anderson,) noted child psychologist, reported that “after children watched violent TV shows they exhibited short-term aggressive behavior “ (Anderson 106).
VI. Visual aids - posters, etc., may be used to help you deliver you speech.
VII. Practice at home in front of a mirror. Deliver your speech naturally and distinctly. Assume a natural but not careless posture. Speak loudly enough so that everyone can hear and speak carefully.

FOCUS OF ASSIGNMENT:
1. Substantive topic with new information beyond what the audience already knows.
2. Well-narrowed and focused topic.
3. Clear organization.
4. Good support from unbiased evidence.
5. Outline with proper form.
6. Relaxed delivery.
7. Rapport with audience as topic is related to their needs and interests.
OUTLINE FORMAT:
I. INTRODUCTION.
A. Attention device:
B. Credentials: …..(Andrews 29).
C. Tie to audience:
II. THESIS SENTENCE.
Transition.
III. BODY
A.
1…… (“It is time” 71-89).
2.
B.
1.
2…… (Bates 87).
3.
C.
1. …..(“Environ -Stats” 82-83).
2.
IV. CONCLUSIONS
SUMMARY:
Final Statement: (Key 91).
Works Cited is required in MLA format.
Time: ________ SENIOR SPEECH CRITIQUE SHEET Name _________
_______ INFORMATIVE/PERSUASIVE _____ Friesz English 12

AN AVERAGE SATISFACTORY SPEECH PERFORMANCE HAS THESE CHARACTERISTICS:

1. Speech conformed to the assignment. (5 pts.) ________

2. Speech conformed to time limit (5-10 minutes) (5 pts.) 5 Points off - if over.________

3. Speech had a clearly identifiable thesis. (10 points.)________

4. Speech had a fair amount of organized support (explanation,examples,
illustrations, statistics, testimony, etc.) as appropriate. (10 points.)________

5. Speaker stood erect, at ease, and used a few natural gestures. (5 pts.)________

6. Language was correct grammatically and in pronunciation and articulation. (5 pts.) ________

7. Volume was sufficient. (5 pts.) ________

8. Eye contact was reasonable maintained. (5 pts.) ________

9. Speaker used limited notes unobtrusively. (10 points.)________

10. Speech had an attention-getting (hook) introduction and a well-developed
conclusion. (5 pts.) ________

11. Speaker used visual aids with relevance and clarity. (10 pts.________

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A GOOD TO EXCELLENT SPEECH PERFORMANCE HAS THESE CHARACTERISTICS ADDITIONALLY:

1. Speaker used language with style and grace. (5 ps.)_________

2. Speaker used especially strong and substantive support. (5 pts.)_________

3. Speaker established strong rapport with audience by eye contact, by
exhibiting interest in the audience, and by relating topic to the interests and
needs of the audience. (5 pts.) _________

4. Speech was tightly organized with internal transitions. (5 pts.)_________

5. Speaker exhibited better than average poise and confidence. (5 pts)._________

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MUST DRESS TO IMPRESS! SPEECH GRADE*_________

(SEPARATE GRADE)- FORMAL TYPED OUTLINE WITH WORKS CITED_________


FORMAL NOTECARDS: COMPLETE NOTECARDS IN OUTLINE FORMAT WITH A FORMAL WORKS CITED
Turn in with formal outline (extra credit) (Twenty points)*_________ EC

NOTE: MUST HAVE WORKS CITED OR SPEECH/FORMAL OUTLINE GRADE IS ZERO (PLAGIARISM). REMEMBER ANY BORROWED THOUGHTS, IDEAS, WORDS = GIVE CREDIT.
MUST HAVE THIS SHEET ON DUE DATE OF SPEECH.
TURN IN PRIOR TO SPEECH TO MRS. FRIESZ. FINAL SPEECH GRADE* _________

The Romantic Period (1798-1832)- Text - Pages 622-628+ POETS 640-763

OVERALL ROMANTIC PERIOD (1798-1832) STUDY TIME: MARCH 28 - JUNE 3, 2008

TEST: THE ROMANTIC POETS: JUNE 3, 2008

TASK: GROUP PROJECT: STUDENTS (2-3) WILL CHOOSE POEMS - DATES
INDIVIDUAL POEMS: STUDENTS WILL WRITE EIGHT (8) POEMS -AS DIRECTED - WITH VISUALS, AND IN A POCKET (THREE PRONG POCKET FOLDER) - ORGANIZE THEIR POETRY BOOKLET WITH A TITLE PAGE, TABLE OF CONTENTS, SIX POEMS - TYPED NEATLY, WITH ONE POEM AND POET’S BIOGRAPHY TYPED AND ANNOTATED (PARODY POEM) FROM THE ROMANTIC PERIOD, AN OPENING AND CLOSING, AND OF COURSE, A WORKS CITED. NO WORKS CITED = A ZERO.

CINQUAIN - COMPLETED - EXTRA CREDIT FOR THIS PROJECT.

Dates: March 20 - Mar 31, 2008 (Quiz on Reading) + TWO HANDOUTS:
THE ROMANTIC PERIOD - with Wordsworth’s “I Wandered Lonely As A Cloud.”
Shelley’s “Ozymandias.” Read both handouts. TW: C/C - In Class - “Ozymandias” - vs “Ozymandias Revisited”

ELEMENTS OF ROMANTICISM:
1. EMPHASIS ON THE IMAGINATION - AND NATURALISM.
2. THE INDIVIDUAL’S PERSONAL EXPERIENCE, EMOTIONS, IN SIMPLE, UNADORNED
LANGUAGE.
3. LYRICS BECAME THE BEST FORM SUTIED TO EXPRESS FEELINGS, SELF-REVELATIONS, AND THE IMAGINATION.
4. MORE - DEMOCRATIC ATTITUDE: MEN SPEAKING TO MEN.
5. INDIVIDUAL LIBERTY WITH SYMPATHY FOR THOSE WHO REBEL AGAINST TYRANNY.
6. NATURE IS TRANSFORMATIVE POETS BECAME FASCINATED WITH THE WAYS NATURE AND THE HUMAN MIND “MIRRORED” THE OTHER’S CREATIVE PROPERTIES.
7. AN APPRECIATION FOR THE CLASSIC ROMAN AND GREEK.
8. THE GOTHIC GENRE BECAME POPULAR WITH EMPHASIS ON THE SUPERNATURAL.

FAMOUS POETS:

ROBERT BURNS (1759-1796) - READ - PAGES 640-644. “TO A MOUSE” (DIALECT) THE LINES “THE BEST LAID SCHEMES O’MICE AN’MEN” (BURNS L 542), WAS USED BY JOHN STEINBECK FOR HIS GREAT DEPRESSION NOVEL OF MICE AND MEN, WHICH REFLECTS THE SAME THEME OF BURNS THAT “MAN AND NATURE ARE CONNECTED AND NEED EACH OTHER TO SURVIVE.”
ROMANTIC CONNECTION: “HUMANITY HAS DISTURBED OR IS DESTROYING THE BALANCE OF NATURE.

WILLIAM BLAKE (1757-1827) - READ - PAGES 645-655: “THE TYGER”; “THE LAMB”; “THE CHIMNEY SWEEPER - SONGS OF INNOCENCE; “THE CHIMNEY SWEEPER” - SONGS OF EXPERIENCE; AND “A POISON TREE.” (PARALLELISM).
ROMANTIC CONNECTION: “THE PLIGHT OF THE POOR.”
ASSIGNMENT: RESEARCH/PRINT OUT AND CITE: A GLOBAL TOPIC - WHERE HUMAN RIGHTS ARE DENIED - MUCH LIKE BLAKE’S POEM “CHIMNEY SWEEPERS” - WHERE CHILDREN AS YOUNG AS FOUR/FIVE WERE FORCED TO CRAWL DOWN DANGEROUSLY NARROW CHIMNEYS TO CLEAN THE SOOT OUT.

DUE: APRIL 1, 2008- WRITE AN EIGHT (8) LINE POEM - WHICH EXPRESSES YOUR FEELINGS/COMPASSION/SHOCK/…WITH REGARD TO THIS TOPIC- USING FIGURATIVE LANGUAGE ELEMENTS.

MRS. FRIESZ - WILL TEACH - BURNS - BLAKE!
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GROUP PROJECT TASK: Groups (2-3) will choose a poet and research/print out the biography (cite) and information about the poem printout/(cite) selected to teach to the class. Students will type the poem (double-spaced) printing a copy for each student (#) in the class. The Master Copy used to teach the class will be annotated and turned in to Mrs. Friesz at the end of the presentation, along with the typed Biography and works cited. The poet’s biography should be covered with at least one outside source (not text) with a link from the poet’s life to the poem. The poem must be neatly annotated for: Frame, Rhyme, Meter, Five Literary Elements; Climax (Turn), Tone, and Theme. A visual should correctly reflect the imagery of the poem creatively. A Works Cited is required with mininum of two entries (the poem and poet research - double spaced in alphabetical order. No works cited = equals a zero. IF PRESENTATORS ARE NOT PRESENT, THEY WILL NOT RECEIVE A GRADE. DO NOT BE TARDY OR ABSENT.
Poet and Poems choices are listed below:

WILLIAM WORDSWORTH (1770-1850) - “FATHER OF THE ROMANTIC PERIOD”- READ: PAGES 656-673.
THE LUCY POEMS: “STRANGE FITS OF PASSIONS HAVE I KNOWN” 663-664; “SHE DWELT AMONG THE UNTRODDEN WAYS” - 664; “A SLUMBER DID MY SPIRIT SEAL” 664-665; THEN, “COMPOSED UPON WESTMINISTER BRIDGE” 669-670; AND “THE WORLD IS TOO MUCH WITH US” 671-673. (MEDITATIVE POEM).
ROMANTIC CONNECTION: “SIMPLE DELIGHT IN THE NATURE OF THE EXPERIENCE ITSELF AND IN THE MIND’S CAPACITY TO SHAPE EVERYDAY EXPERIENCE INTO SOMETHING LASTING AND POETIC (“WILLIAM” 656).

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ALEXANDER PUSHKIN (RUSSIAN)-(1799-1837) - “THE RUSSIAN SHAKESPEARE.”
PAGES 674-677. “I HAVE VISITED AGAIN.” (METAPHORIC PERSONIFICATION - “GREEN CHILDREN” - YOUNG PINE TREES).
ROMANTIC CONNECTION: USES NATURE TO EXPLAIN COMPLEX FEELING - THROUGH AND IDEALISTIC REFLECTION (NOSTALGIA).

WHAT KIND OF A TREE DO YOU THINK YOU WOULD BE?

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SAMUEL TAYLOR COLERIDGE (1772-1834) - “HE LEFT THE UNIVERSITY IN 1794 WITHOUT A DEGREE BUT WITH A COMMITMENT TO A UTOPIAN COLONY IN AMERICA. THE EXPERIMENT NEVER MATERIALIZED…” (“SAMUEL” 78).
READ: 678-707, “KUBLA KHAN”; AND “THE RIME OF THE ANCIENT MARINER.”
(ALLEGORY) -“ALBATROSS” - METAPHORIC SYMBOL FOR LOSS OF SELF-RESPECT AND GUILT. The lines: “ABOUT/ABOUT, IN REEL AND ROUT/THE DEATH-FIRE DANCED AT NIGHT;/THE WATER, LIKE A WITCH’S OILS/BURNT GREEN, AND BLUE AND WHITE” (COLERIDGE PART II: L127-130) ARE A LITERARY ALLUSION TO THE “WEIRD SISTERS” in WILLIAM SHAKESPEARE’S MACBETH.
ROMANTIC CONNECTIONS: IMAGINATION: (LITERARY BALLAD - SONGLIKE POEM). GOTHIC- “gloomy setting with an atmosphere of terror and mystery” (“Gothic” 1194).

Did you see the film The Pirates of the Caribbean - “The Curse of the Black Pearl”?? - If so, you might recognize Coleridge’s Ghost Mariners.

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GEORGE GORDON, LORD BYRON (1788-1834). “AN IRRESISTIBLE BAD BOY: THE BYRONIC HERO” - “MAD, BAD, AND DANGEROUS TO KNOW, SAYS LADY CAROLINE LAMB, SPEAKING OF GEORGE GORDON, LORD BYRON” (HENRY 632).
READ: 710-725, “SHE WALKS IN BEAUTY”; “DON JUAN”; AND “FROM CHILDE HAROLD’S PILGRIMAGE, CANTO IV.” (APOSTROPHE- “SPEAKER ADDRESSES AN ABSENT OR DEAD PERSON, AN ABSTRACT QUALITY, OR SOMETHING NONHUMAN AS IF IT WERE PRESENT AND CAPABLE OF RESPONDING” (“APOSTROPHE” 1189) - TONE (SATIRE).
ROMANTIC CONNECTION: TIMELESS ARCHETYPE - DON JUAN REVEALS MAN’S NEED TO “QUEST FOR BEAUTY” - AND IDEALIZES THE INNOCENT AND HANDSOME YOUNG MAN’S ADVENTURES, THROUGH SATIRE, WTIH THE USE OF “OTTAVA RIMA” - (AN EIGHT-LINE STANZA FORM).

Byronic Heroes: Marlon Brando - James Dean - Johnny Depp - just to name a few!

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Read: “Women Writers in the Romantic Period” - pages 726 - 728.
Mary Wollstonecraft writes A Vindication of the Rights of Woman (1792) - Mary Shelley’s mother; Jane Austen (1775-1817), published her novels i.e, Pride and Prejudice, etc., anonymously; and Mary Wollstonecraft Shelley (1797-1851) whose Gothic tale - Frankenstein “creates a monstrous, motherless creation, which examines her own orphaned condition; in addition, she vents her anger and violence, which was considered unfeminine in her day” (“Mary” 728).

CAN YOU NAME OTHER WOMEN WRITERS FROM THIS PERIOD AND THEIR WORKS?
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TEACHER HANDOUT PROVIDED: “OZYMANDIAS” - SHELLEY AND THE PARODY POEM “OZYMANDIAS REVISITED” - MORRIS BISHOP.

TIMED WRITING: APRIL 25, 2008 -COMPARE/CONTRAST- SHELLEY/BISHOP.

Percy Bysshe Shelley (1792 - 1822)- “believed that human thought and expression had the power to change life for the better” (Percy” 729).
READ: 729-741: “OZYMANDIAS;” TO INCLUDE “A GLIMPSE OF AN ANTIQUE LAND” (PAGE 733); “TO A SKYLARK” (HEARING THE MUSIC) - PAGES 739-742. (ALLITERATION, ONOMATOPOEIA, ASSONANCE, AND RHYME).
ROMANTIC CONNECTION: THE POET IS INSPIRED BY HIS CONNECTION TO NATURE AND IDEALIZES THE PURITY OF NATURE WTIH HOPE THAT MAN WILL RESPECT AND CONNECT TO ITS PERFECTION AND TIMELINESS.

HOW WOULD YOU FEEL IF SOMEONE PLUNDERED YOUR FAMILY’S HOME, STOLE NATIONAL TREASURES, OR DUG UP AMERICAN HEROES - LEADERS, AND USED THEIR BODIES TO DECORATE THEIR HOMES?

READ: FINDING COMMON GROUND: 744 - “JADE FLOWER PALACE” - TU FU (755 A.D.) TRANSLATED BY KENNETH REXROTH.

“IN A 755 REBELLION THAT TU FU WITNESSED, 36 MILLION OF CHINA’S 53 MILLION PEOPLE WERE KILLED OR DRIVEN FROM THEIR HOMES. HIS OWN SON DIED OF STARVATION. DURING THIS PERIOD, TU FU WROTE “JADE FLOWER PALACE” (“BACKGROUND” 744).

TASK: WRITE A POEM (8-20) LINES FROM RESEARCH ON A GLOBAL TOPIC THAT REFLECTS SOCIETY’S FAILURE TO SHOW COMPASSION, ABUSE OF AUTHORITY, OR THE DESTRUCTION OF THE LIVES OF THE INNOCENT. (RESEARCH ASSIGNED EARLIER).

HOW DO YOU FEEL ABOUT THE OLYMPICS BEING HELD IN CHINA THIS SUMMER?
++++++++++++++++++++++++++++++++++++++++++++++++++

JOHN KEATS (1795 - 1821) “THE STARK SADNESS OF KEAT’S LIFE HEIGHTENS OUR AWARENESS OF THE QUALITIES OF HIS POEMS - NOT BLEAK, SUBDUED, OR HEAVY WITH RESIGNATIONS, BUT RICK IN SENSUOUS DETAIL AND EXCITING REPRESENTATIONS ON INTENSE EMOTIONAL EXPERIENCE” (“JOHN 734).
READ: 745-763 - “WHEN I HAVE FEARS”- 748-749; “LA BELLE DAME SANS MERCI” - 750-753; “ODE TO A NIGHTINGALE” - 755-759; “ODE ON A GRECIAN URN” - 761-763. (ODE- “A COMPLEX, GENERALLY LONG LYRIC POEM ON A SERIOUS SUBJECT” (“ODE” 1198). (SYNAESTHESIA). (IMAGERY).

ROMANTIC CONNECTION: OVERFLOW OF EMOTIONS THAT CAPTURE THE ESSENCE AND PURITY OF THE EXPERIENCE.

QUESTION: HAVE YOU EVER FELT LIKE YOU WERE IN A DREAM AND COULD NOT WAKE UP - OR WERE MESMERIZED BY SOMETHING?

++++++++++++++++++++++++++++++++++++++++++++++++++

E.E. CUMMINGS (1894-1962) Modern Poet. “Cummings’s poems celebrates the pure nonrational creativity of nature that eludes all attempts to categorize or explain it” (“Connections” 758).
Read 758-759. “O sweet spontaneous”
Read 213 “since feeling is first”
(Metaphor) (Synthesizing) (Diction) (Grammar)

Romantic Connections: You tell Me!

How can Spring be earth’s answer to philosophers and scientists?
How does Cumming’s poems compare to Keat’s poem “Ode to a Nightingale”?

++++++++++++++++++++++++++++++++++++++++++++++++++

THE COUNT OF MONTE Cristo - Dumas - G2/G3 - TEST MAY 1, 2008 THURSDAY

DISCLOSURE: THIS TEXT MUST BE BROUGHT TO CLASS DAILY FOR READING TIME.

REVENGE: (VT) REVENGED; REVENGING [ME FR. MF FR. OF RE-VENGIER TO AVENGE - MORE AT VENGEANCE FR OF - RE + VENGIER - MORE AT VENGENCE] (14C). 1. TO AVENGE (AS ONESELF) USUALLY BY RETALIATING IN KIND OR DEGREE. 2. TO INFLICT INJURY IN RETURN FOR (AN INSULT) - REVENGER (N).

REVENGE: (NOUN) [MF revenge, revenche, fr. revengier, revenchier to revenge] (1547) 1. a desire for revenge. 2. an act or instance of retaliating in order to get even. 3. an opportunity for getting satisfaction.

REVENGEFUL - (ADJ) (1586) FULL OF OR PRONE TO REVENGE: DETERMINED TO GET EVEN - REGENGEFULLY (ADV); REVENGEFULNESS (N).

“REVENGE.” WEBSTER’S NINTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MASS: MERRIAM-WEBSTER, INC., 1998.

HOOK: IS REVENGE SWEET?

MARCH 27, 2008 - Handout - The Count of Monte Cristo (TCOMC) Historical Background/The Napoleonic Code Crowned By Time.

April 3, 2008 - Reading Dates/Quiz Dates/ - Test Date Announced + on board.
Students were to copy the dates.

SPRING BREAK - APRIL 7-11 - +MON - APRIL 14.
RETURN TO SCHOOL - TUES - APRIL 15, 2008 - GREEN DAY

QUIZ - APRIL 15, 2008 - GREEN DAY - CHAPTER 37 - XXXVII

QUIZ - APRIL 17, 2008 - GREEN DAY - CHAPTER - XLVIII

QUIZ - APRIL 21, 2008 - GREEN DAY - CHAPTER - LX

QUIZ - APRIL 23, 2008 - GREEN DAY - CHAPTER LXV

QUIZ - APRIL 25, 2008 - GREEN DAY - CHAPTER LXXXI

BOOK MUST BE READ BY - GREEN DAY - APRIL 29, 2008

TEST - THE COUNT OF MONTE CRIST TEXT - THURSDAY - MAY 1, 2008

AUTHOR: ALEXANDER DUMAS:
FIRST PUBLISHED: 1844 - 1845
FRAME: HISTORICAL:
1632-1715 - Absolute Monarchy Rule (Burbon Family).
1789-1799 - The French Revolution.
1792 - The First Republic was established.
1804-Napoleon founded the First Empire.
1814-Napoleon was exiled to Elba: Louis XVII came to power.
1815 - Napoleon returned to power, but was defeated at Waterloo.
Louis XVII regained the throne.
1848 - Revolutionist established the Second Republic.
1852 - Napoleon II founded the Second Empire.
1870-1871 - Prussia defeated France in the Franco-Prussian War.
The Third Republic is founded.

The Age of Absolutism: The power of the kings and their ministers grew steadily from 1500’s to 1700’s. The most power of the monarch’s Louis V, ruled with arrogant absolute authority attempting to extend his rule to all of Europe. In 1685, Louis canceled the Edict of Nates and began to persecute the Huguenots (Calvinist-Protestants) savagely: the French Monarch’s served the Catholic faith. About 200,000 Huguenots fled France, which weakened the country’s strong economy; and the construction of Louis’s grand Palace of Versailles along with a series of major wars, drained France’s finances.

The French Revolution: Later, King Louis XVI (1715-1774) called a meeting on May 5, 1779, of the Estates-General to win support for new taxes. The Estate-General was made up of representatives from the three estates, or classes - the clergy, the nobility, and the commoners. The Social inequity and high taxes levied on the already “poor” class with no hope for a raise in their income sent the French to the streets crying “Liberty.” On July 4, 1979, a hugh crowd of Parisians captured the royal fortress called the Bastille. Louis XVI was forced to give into a new government - ruled by a Constitution which called for a limited monarch and a one-house legislature. Louis XvII (1772-1792) was part of the Bourbon Dynasty in rule in France.

The First Republic: A National Convention, chosen in an election open to nearly all adult French males, began on September, 21. 1792, and declared France a republic. Civil and foreign wars pushed the new republican government to extreme and violent measures. Radical leaders such as Maximilien, Robespierre, gained power. They said that “Terror was necessary to preserve liberty ( 2). Thousands of people were executed. In time, radicals began to struggle for power among themselves. Roberspierre was condemned by his enemies and executed. His death marked the end of the period - called the Reign of Terror.

Napoleon: Napoleon Bonaparte rose through the ranks of the army and became a general in 1973. In 1799, Napoleon overthrew the revolutionary French government and seized control of France. By 1812, the declared Emperor/Dictator - Napoleon’s forces had conquered most of Western and central Europe and he ruled as an effective administrator. He was known as a genius with cunning skills and a hunger for ambition. However, this overextension of his power, caused him in 1814 to give up his throne. He was exiled to Elba, however, in 1815 he returned to France again for about three months before his final defeat at Waterloo. In 1848, Napoleon’s nephew was elected to a four-year term. He seized greater power illegally and in 1851 declared himself president for 10 years. In 1852, he established the Second Empire and declared himself Emperor Napoleon III.

The Third Republic: After Prussian victories in 1870, the French revolted against Napoleon III. Then, in 1871 a National Assembly was elected and the Assembly voted to continue the republic government, however, a new constitution was written. This constitution helped to strengthened the economy and French explorers and soldiers won a vast colonial empire in Africa and Asia.

Famous Quotes:

Lord Byron - British Poet (1788-1824) - “Revenge is Sweet…”
William Shakespeare - poet/playwright (1564-1616) - Two Quotes! (since he is a man of many words:

“O, as kiss/Long as my exile, sweet as my revenge!” (Shakespeare V, iii, 44)
Antony and Cleopatra
How all occasions do inform against me.
And spur my dull revenge! What is a man-
If his chief good and market of his time
Be but to sleep and feed?
Sure he that made us with such large discourse,
Looking before and after, gave us not
That capability and god-like readon
To fist in us unused.
(Shakespeare IV, iv, 32)
Hamlet

Laruen Bacall - Actor/playwright (1924-) - “Revenge triumphs over death: love slights it; honour aspireth to it; grief flieth to it.”

FOOD FOR THOUGHT:

DEMONSTRATE HOW DANTE USES THE WEAKNESSES AND THE SECRET SINS OF HIS ENEMIES TO DEFEAT THEM.

ENGLISH 12-3 HONORS G2/3 - THE ROAD - READING/CLASS DISCUSSIONS/POEM/TEST

READING DATES: BOOK CRITIQUE - POETRY ASSIGNMENT POEM DUE:
3/17/08 - PAGES 1-70
3/19/08 - PAGES 70-140
3/21/08 - PAGES 140-185
3/26/08 - PAGES 185-287

POEM DUE: RD: 3/26/08
PAST/PRESENT/FUTURE
FINAL TYPED FOOT (3) LT’S
WITH (3) VISUALS: 3/28/08

TEST: 3/28/08

PULITZER PRIZE - 2007 FICTION: For distinguished fiction by an American author, preferably dealing with American life, Ten thousand dollars ($10,000). Awarded to The Road by Cormac McCarthy (Alfred A. Knopf).

TASK: STUDENTS WILL READ THE PULITZER PRIZE (2007) BOOK - THE ROAD BY CORMAC MCCARTHY TO ELUCIDATE HIS STYLE, PLOT, FRAME, USE OF LITERARY DEVICES - THREE MINIMUM - AS WELL AS (TONE), AND HISTORICAL VIEW OF (PAST - PRESENT - AND FUTURE). THROUGH (EXPOSITION - RISING ACTION - CLIMAX - FALLING ACTION - RESOLUTION), OF THIS AWARD WINNING FICTION PROSE, AND THROUGH CONTENT KNOWLEDGE , STUDENTS WILL CREATE AN EIGHTEEN (18) LINE FREE VERSE SELF-ANALYSIS POEM OF THEIR PAST - PRESENT - AND FUTURE (PHYSICALLY, MENTALLY, AND EMOTIONALLY - WITH GOALS), DEMONSTRATING MINIMUM OF THREE LINKS WITH LITERARY DEVICES TO MCCORMICK’S WORK - THE ROAD, USING THEIR OWN FOOT SHAPE TO CREATE THE FRAME FOR THEIR POEM, AS WELL AS, CLASS DISCUSSIONS OF READINGS, AND A TEST AT THE CONCLUSION OF THEIR READING.

Short Biography: Cormac McCarthy: Cormac McCarthy (born July 20, 1933, Rhode Island) is a highly acclaimed American novelist. The author of eight Southern gothic and Western novels, his work is often compared to that of William Faulkner. McCarthy’s family moved to Knoxville in 1937, and McCarthy spent some time at the University of Tennessee and in the US Air Force in the 1950s before eventually marrying and settling in Tennessee. He published his first novel, The Orchard Keepers, in 1965. It was followed by Outer Dark, Child of God and Suttree. These early works were all set in southern Appalachia.

In the mid-1970s McCarthy moved to El Paso, Texas and 1985’s Blood Meridian found the author switching the setting of his books to the Southwestern US. Often regarded as McCarthy’s finest work, the novel tells the story of a teenager who finds himself riding with a vicious gang of outlaws who are being paid by the Mexican government to bring back Indian scalps. The book unflinchingly depicts horrific acts of violence committed by Americans, Indians and Mexicans alike and, indeed, one of McCarthy’s underlying themes appears to be that the West was won through bloodshed. Critics have noted strong gnostic elements in Blood Meridian.
McCarthy currently resides in Sante Fe, New Mexico.

Despite several awards and a number of positive reviews, McCarthy was not widely read until the publication of his sixth novel, All the Pretty Horses (1992). The book, the first part of what McCarthy calls “the Border trilogy,” spent some time on bestseller lists and won the National Book Award. It was later made into a film. The Crossing (1994) and Cities of the Plain (1998) rounded out the trilogy.

Literary critic Harold Bloom has named him as one of the four major American novelists of his time, along with Thomas Pynchon, Don DeLillo, and Philip Roth (“Cormac McCarthy - Books”).

Many contemporary writers who enjoy an academic following are themselves academics, or are at least willing to address academic audiences through public readings or interviews. However, along with other notorious hermits like J.D. Salinger and Thomas Pynchon, Cormac McCarthy is unusual in that he evades the spotlight. Unlike Salinger and Pynchon, McCarthy’s reputation in the academic world and with a widespread general audience has come about only in the late 1980s, even though the first of his seven novels was published in 1965. The delay in recognition for McCarthy is perhaps due to the fact that he does not fit comfortably among his contemporaries; his writing seems to connect best with an older tradition, one which explores the often tragic implications of the rugged individual trying to survive the hostile North American frontier. While narrating the lives of his rough-hewn outsiders, McCarthy subtly reveals a profound awareness of literary tradition; he is frequently compared to William Faulkner and Herman Melville. Yet McCarthy’s ability to tell stories, notably his command of descriptive language and his unfailing ear for dialogue, ultimately supersedes the allusive aspects of his work (Cormac).

“Cormac McCarthy - Biography.” 2008. Biography - Authors. 12 March 2008. http://biography.jrank.org/pages/4573/ McCarthy-Cormac.html

“Cormac McCarthy - Books.” Books of the Times. 2007. 12 March 2008.
http:www.biblio,com/authors

CITIES OF THE PLAIN Volume 3, The Border Trilogy By Cormac McCarthy 292 pages. Alfred A. Knopf.

BOOK REVIEW - CRITIQUE.

Cormac McCarthy’s new novel, Cities of the Plain, not only completes his ”Border Trilogy” but also reveals the grand design behind it: It brings together the heroes of ’ All the Pretty Horses and The Crossing, and in doing so recapitulates the themes of loss and exile laid out in those earlier books.

Once again, the border between Mexico and the United States is used as a metaphor for the boundaries between the old and the new, the past and the future. Once again, the Old West — of cowboys, trail drives and unaccommodated nature — is memorialized as a vanishing time and place. And once again, a ”doomed enterprise” violently divides the characters’ lives into a before and after.

Although Mr. McCarthy has been hailed by critics as a great American original and compared to Faulkner, Twain and Melville, he is actually a highly derivative writer. This quality has become increasingly clear as his early, more disjunctive work, like ”Blood Meridian” and ”Outer Dark,” has given way to increasingly accessible, straightforward narratives.

In fact, ”The Border Trilogy” gives us two McCarthys. The first one emerges as a direct descendant of Hemingway and gives us some powerful storytelling, delivered in laconic if oddly familiar prose. (”Troy had climbed out of the truck and he walked back and stood smoking quietly and looking at the tire and the tube and the Mexicans.”) The second McCarthy emerges as a ham-handed Faulkner pretender and gives us lots of portentous meditations on time and nature and fate. (”They drift down out of your leprous paradise seeking a thing now extinct among them. A thing for which perhaps they no longer even have a name.”)

Happily for the reader, the Hemingway-inspired McCarthy controls the better part of Cities of the Plain.. Although the book occasionally lapses into the pretentious mumbo jumbo that made The Crossing such a lugubrious read, ”Cities” showcases Mr. McCarthy’s gifts as an old-fashioned storyteller; it is, arguably, his most readable, emotionally engaging novel yet. He seems to have shrugged off the chilly detachment that so often turned his characters into faceless pawns moving (or moved) across an epic chessboard: they may still fall prey to fate and chance and things beyond their control, but they now elicit our sympathy and our concern.

As Cities of the Plain opens, John Grady Cole (the youthful, Huck Finn-like hero of All the Pretty Horses) and Billy Parham (the picaresque hero of The Crossing) are both working as ranch hands on the Mac McGovern ranch in Orogrande, N. M. Since the end of World War II, the old cowboy life has begun to recede: there are now cities — well, towns — where once there was nothing but open space, and cattle ranching is becoming a lost way of life.

John Grady, we learn, is still a callow, idealistic boy intent on following his heart. Billy, now the veteran of several hazardous crossings into Mexico, has become an older, more sober-minded cowboy who looks fondly on John Grady as an impetuous younger brother.

When John Grady falls head-over-heels in love with a young, epileptic prostitute named Magdalena, Billy counsels caution, but his efforts will be in vain. Even the threats of Magdalena’s possessive pimp, Eduardo, cannot dissuade John Grady. He concocts a plan to spirit Magdalena away from the whorehouse and take her across the border. The two plan to marry and move into a small cabin that he has painstakingly restored.

As so often happens in Mr. McCarthy’s novels, John Grady’s quixotic plan will devolve into a violent confrontation, one delineated by Mr. McCarthy in sharp, agonizing, blood-drenched detail. Just as John Grady’s romance with Magdalena recalls the doomed romance he conducted in Pretty Horses with another Mexican girl, so other incidents in this novel reverberate with echoes of events from the trilogy’s two preceding volumes. A hunt for a pack of wild dogs that have been killing calves on the McGovern ranch recalls Billy’s hunt for a wolf in ”The Crossing,” and a vicious attempt to implicate John Grady in a murder recalls a similar setup scheme in Pretty Horses (Michiko 1-3).

Michiko, Kakutani. “Books of the Times - Moving Along The Border Between Past and Future.” New York Times. May 22, 1998. .

FOR A CRITIQUE OF THE ROAD: PRINT OUT THIS CITE AND BRING TO CLASS: MARCH 19, 2008.

Kennedy, William. “Left Behind.” The New York Times - Sunday Book Review. October 8, 2006.
http://www.nytimes.com/2006/10/08/books/review/Kennedy

THE ROAD By Cormac McCarthy. 241 pp. Alfred A. Knopf. - Book Critique.

McCarthy has said that death is the major issue in the world and that writers who don’t address it are not serious. Death reaches very near totality in this novel. Billions of people have died, all animal and plant life, the birds of the air and the fishes of the sea are dead: “At the tide line a woven mat of weeds and the ribs of fishes in their millions stretching along the shore as far as eye could see like an isocline of death.” Forest fires are still being ignited (by lightning? other fires?) after what seems to be a decade since that early morning — 1:17 a.m., no day, month or year specified — when the sky opened with “a long shear of light and then a series of low concussions.” The survivors (not many) of the barbaric wars that followed the event wear masks against the perpetual cloud of soot in the air. Bloodcults are consuming one another. Cannibalism became a major enterprise after the food gave out. Deranged chanting became the music of the new age.

A man in his late 40’s and his son, about 10, both unnamed, are walking a desolated road. Perhaps it is the fall, but the soot has blocked out the sun, probably everywhere on the globe, and it is snowing, very cold, and getting colder. The man and boy cannot survive another winter and are heading to the Gulf Coast for warmth, on the road to a mountain pass — unnamed, but probably Lookout Mountain on the Tennessee-Georgia border. It is through the voice of the father that McCarthy delivers his vision of end times. The son, born after the sky opened, has no memory of the world that was. His father gave him lessons about it but then stopped: “He could not enkindle in the heart of the child what was ashes in his own.” The boy’s mother committed suicide rather than face starvation, rape and the cannibalizing of herself and the family, and she mocks her husband for going forward. But he is a man with a mission. When he shoots a thug who tries to murder the boy (their first spoken contact with another human in a year) he tells his son: “My job is to take care of you. I was appointed to do that by God. I will kill anyone who touches you.” And when he washes the thug’s brains out of his son’s hair he ruminates: “All of this like some ancient anointing. So be it. Evoke the forms. Where you’ve nothing else construct ceremonies out of the air and breathe upon them.” He strokes the boy’s head and thinks: “Golden chalice, good to house a god.”

McCarthy does not say how or when God entered this man’s being and his son’s, nor does he say how or why they were chosen to survive together for 10 years, to be among the last living creatures on the road. The man believes the world is finished and that he and the boy are “two hunted animals trembling like groundfoxes in their cover. Borrowed time and borrowed world and borrowed eyes with which to sorrow it.” But the man is a zealot, pushing himself and the boy to the edge of death to achieve their unspecified destination, persisting beyond will in a drive that is instinctual, or primordial, and bewildering to himself. But the tale is as biblical as it is ultimate, and the man implies that the end has happened through godly fanaticism. The world is in a nuclear winter, though that phrase is never used. The lone allusion to our long-prophesied holy war with its attendant nukes is when the man thinks: “On this road there are no godspoke men. They are gone and I am left and they have taken with them the world.”

They keep walking, the man coughing blood, dying, envying the dead. They are starving, stalked by the unseen, by armed thugs who travel by truck, and in terror they see an army of “marchers” who appear on the road four abreast and epitomize what the apocalypse has wrought: “All wearing red scarves at their necks. … Carrying three-foot lengths of pipe with leather wrappings. … Some of the pipes were threaded through with lengths of chain fitted at their ends with every manner of bludgeon. They clanked past, marching with a swaying gait like wind-up toys. Bearded, their breath smoking through their masks. … The phalanx following carried spears or lances tasseled with ribbons, the long blades hammered out of trucksprings. … Behind them came wagons drawn by slaves in harness and piled with goods of war and after that the women, perhaps a dozen in number, some of them pregnant, and lastly a supplementary consort of catamites illclothed against the cold and fitted in dogcollars and yoked each to each.

And the boy asks, “Were they the bad guys?”

“Yes, they were the bad guys.”

“There’s a lot of them, those bad guys.”

“Yes there are. But they’re gone.”

The overarching theme in McCarthy’s work has been the face-off of good and evil with evil invariably triumphant through the bloodiest possible slaughter. Had this novel continued his pattern, that band of marching thugs would have been the focus — as it was with the apocalyptic horsemen of death in his second novel, “Outer Dark,” or the blood-mad scalp-hunters in his masterpiece, “Blood Meridian,” or the psychopathic killer in his recent novel, “No Country for Old Men.” But evil victorious is not this book’s theme. McCarthy changes the odds to favor the man and boy, who for a decade have survived death by fire and ice, and also cannibalism, which has become the most grievous manifestation of evil’s waning days. In the cellar of an antebellum home they discover naked slaves of a new order, people who were ambushed on the road and then kept alive as food. One man’s legs and thighs have been cut away, his hips cauterized by fire; and he lives on. When six of the cannibals return to the house the man and boy barely escape the same fate. Hiding, afraid to breathe, the father tells the boy it’s going to be O.K. He says that often.

The boy asks: “We wouldn’t ever eat anybody, would we?”

“No. Of course not. …”

“No matter what.”

“No. No matter what.”

“Because we’re the good guys.”

“Yes.”

“And we’re carrying the fire.”

“And we’re carrying the fire. Yes.”

“The Road” is a dynamic tale, offered in the often exalted prose that is McCarthy’s signature, but this time in restrained doses — short, vivid sentences, episodes only a few paragraphs or a few lines long, which is yet another departure for him, coming after “No Country for Old Men,” published last year. That was also tight and fast, an extremely violent thriller with the energy of his sentences and a philosophical sheriff lifting it out of the genre; but in the McCarthy canon that book seems like a Graham Greene “entertainment” alongside ambitious work like “The Road.” He is said to have other novels in unfinished drafts, so perhaps he will revert to grandiloquence in those to come. But on the basis of “No Country for Old Men” and “The Road” it does seem that he has put aside the linguistic excesses and the philosophizing for which he has been both venerated and mocked — those Faulknerian convolutions, the Melvillean sermonizing — and opted for terse dialogue and spartan narrative, a style he inherited from another of his ancestors, Hemingway, and long ago made his own.

The accessibility of this book, the love between father and son expressed in their quicksilver conversations, and the pathos of their story will make the novel popular, perhaps beyond “All the Pretty Horses,” which had a love story and characters you might befriend and not run from, and which delivered McCarthy out of cult status and onto the best-seller list. “The Road” is the most readable of his works, and consistently brilliant in its imagining of the posthumous condition of nature and civilization — “the frailty of everything revealed at last. Old and troubling issues resolved into nothingness and night.” Money and gold mean nothing, nor do government, education, books, politics, history, friends, home. The pilgrimage is plotless but it races with tension, a sequence of enemy encounters or sightings, the perpetual danger from the killing weather, huddling under blanket and tarp, endlessly gathering firewood, confronting mysteries the dead world presents to a man seeking (and finding) water and food in the deserted houses, barns and boats that survived the firestorms. The father is ingenious in understanding how the natural and fabricated worlds function; and also lucky, as he modestly tells the boy.

But that luck is providential, for “The Road,” in addition to being a nonpareil vision of an apocalyptic landscape, is also a messianic parable, with man and boy walking prophetically by rivers, in caves, on mountaintops and across the wilderness in the spiritual spoor of biblical prophets — Isaiah, Elijah, Elisha, John the Baptist, to name a few. Elijah, herald of the Messiah, who will return on the Day of Judgment, turns up as a destitute straggler who looks like “a pile of rags fallen off a cart,” and the boy insists on feeding him. He says his name is “Ely.” In one of the longest conversations in the novel the father talks to Ely about being the last man on earth and says that nobody would know it

“It wouldnt make any difference,” Ely says. “When you die it’s the same as if everybody else did too.”

“I guess God would know it. Is that it?” the man asks.

“There is no God,” Ely says.

“No?”

“There is no God and we are his prophets.”

When the man suggests the boy is a god, Ely says: “Where men cant live gods fare no better. You’ll see. It’s better to be alone. So I hope that’s not true what you said because to be on the road with the last god would be a terrible thing. … Things will be better when everybody’s gone.” As a kicker to his doomsaying he adds that even death will die. “He’ll be out in the road there with nothing to do and nobody to do it to. He’ll say: Where did everybody go?”

Who knew Elijah did stand-up?

The man and boy keep heading south and do reach the ocean, which the boy heard was blue, but it is as gray with ash as the rest of the world — a dead sea. And the Gulf Coast is as cold as Tennessee. When they capture a man who stole their goods the father leaves him naked on the road to freeze. The boy protests but the father chides him: “You’re not the one who has to worry about everything.” And then the 10-year-old messiah, who is compassion incarnate, and carrying the fire, gives up his secret. He says to his father: “Yes I am. I am the one.”

The good guys remain elusive as the father sickens, and he talks of the boy inevitably being alone on the road. The boy asks about another boy he saw walking alone. Was he lost?

“No,” the father says. “I dont think he was lost. …”

“But who will find him if he’s lost? Who will find the little boy?”

“Goodness will find the little boy. It always has. It will again.”

Goodness is an anomalous subject for McCarthy, especially in the language of a children’s book. He has given his own kinetic language to the narrating minds of morons, cretins, madmen, psychotic murderers; and in “Blood Meridian” to a satanically articulate god of war who rides with scalp-hunters and is the supreme evil opposite of the good boy messiah. Those narrators all became oracular presences on behalf of evil, but this father and son remain only filial familiars, brave and loving and good but tongue-tied on what else they are or are becoming. The boy refuses to speak his thoughts or dark dreams to his father; the father is as inarticulate on his Promethean son as he is on his own obsession with their forced march. But the father was right about goodness: it arrives on cue as a deus ex machina that has been following the pair and swiftly enfolds the boy savior into a holy family, maybe a holy commune, where they talk of the breath of God passing “from man to man through all of time.” Then McCarthy ends with an eloquent lament: a vision of mountain trout that “smelled of moss in your hand. Polished and muscular and torsional” in a time gone when the world was becoming; and what had been was “a thing which could not be put back. Not be made right again.” And all things “were older than man and they hummed of mystery.”

Brief and mystical, this is an extremely austere conclusion to the apocalyptic pilgrimage. Of the boy’s becoming, or his mission — redeeming a dead world, outliving death? — nothing is said. The rhythmic poetry of McCarthy’s formidable talent has made us see the blasted world as clearly as Conrad wanted us to see. But the scarcity of thought in the novel’s mystical infrastructure leaves the boy a designated but unsubstantiated messiah. It makes us wish that that old humming mystery had a lyric (Kennedy 1-2).

Kennedy, William. “Left Behind.” The New York Times - Sunday Book Review. October 8, 2006.
http://www.nytimes.com/2006/10/08/books/review/Kennedy

Outside Shakespearean Play - Power Point: Due Mar 11, 2008 along with Cinquain Poem

ASSIGNMENT: CREATE A POWER FOLLOWING THE RUBRIC (10-12 SLIDES).
ASSIGNMENT: CREATE A CINQUAIN (FORMAT - TITLE (FIVE LINES) + NAME (DATE), TO INCLUDE A CITE FROM THE TEXT, BASED ON A CHARACTER FROM THE PLAY. TYPE THE CINQUAIN - AND CREATE A VISUAL (COMPUTER, DRAW, COLLAGE) THAT IS EQUAL TO THE MOMENT CAPTURED IN THE CINQUAIN FROM THE PLAY.
TITLE

NOUN
CREATE TWO ADJECTIVES
VISUAL THREE WORDS ENDING IN “ING”
EVIDENCE FROM TEXT ” …………..” (ACT, scene, line)
NOUN

NAME (DATE)

POWER POINT RUBRIC - OUTSIDE SHAKESPEAREAN PLAY

Date _____________ NAME ____________ NAME ____________ Outside Play - William Shakespeare - ________________________ Group Members: ____________ __________ ___________ _____________ Title _____________ __________ Grade
Content - FACTS 50% __________________
Intro - Title Play - Playwright - Presenter(s) Visual
Bio = Shakespeare = Play Cite - Visual
Body - Main Characters (4 at most) Cites (4) - Most with evidence from text with Visuals
Overall Plot = w climax Cite - Visual
Three (3) literary terms
with evidence from text Cites(3) - Visuals
1. ___________
2. ___________
3. ___________
Close - Favorite Quote from Play Cite - Visual
*Works Cited - (PP and Typed
Separately)
* Must have separated Typed Works Cited for Power Point or Project is a zero. Separate Grade: Present-(TYPED CINQUAIN POEM WITH VISUAL (8 X 10)=WITH CITE=TO TEXT).
Eye Contact/Voice Control 10% __________________
Grammar 10% __________________
Poise/Dress to Impress ___ EC + 10 __________________
Clarity of Purpose 20% __________________
Visual Aids(Visuals + Cinquain)10% __________________
100% *Grade____________
******************************************************************
(Use of Notecards) _________________
Delivery of Speech Focus
a. Informative ___
b. Creative ___
c. Clear/Concise (Word Economy) __
d. Time 3-6 Minutes ____
f. Follow - Geometry of Critical Thinking ____
g. Opening (Hook) - Closing (Hook/Reminder) ___
h. Teamwork ______ (if team effort)
*Typed Works Cited (TWC) ________________
TURN IN THIS GRADE SHEET AT THE BEGINNING OF YOUR PRESENTATION.

Macbeth - English 12-H G2/G3

TASK: To read, comprehend, and critical analyze William Shakespeare’s tragedy Macbeth by applying the Machiavelli’s political theory “the end justifies the means” to the protagonist Macbeth OR Lady Macbeth - (choose 1).

MIN-RESEARCH PAPER TOPIC: Apply the Machiavelli’s political theory “the end justifies the means” to the protagonist of Macbeth. Using chronological evidence from the text (three (3) cites per body paragraph (nine (9)) total, create a clear characterization of Macbeth’s/Lady Macbeth’s (CHOOSE 1 CHARACTERS) - tragic flaw _______. Support this supposition analyzing at least three literary elements, which reflect the writer’s purpose (theme). RESEARCH: Find three (3) outside sources (one for each body paragraph) (three (3)) total, to support the thesis statement. Paper will have twelve (12) cites total (9 text - 3 outside valid sources). Teacher approval of thesis is mandatory. Cite Play: Playwright/Act/Scene/Line: (Shakespeare I, II, 82-83). All PAPERS ARE DUE ON OR BEFORE THE DUE DATE AND MUST HAVE A WORKS CITED OR THE GRADE WILL BE A ZERO.

Due Dates: Quiz ACTS I/II/III - February 20, 2008
Quiz ACTS IV/V - February 28, 2008

Two Grades-MC Tests - March 3, 2008

One Grade *Pre-write Essay - February 26, 2008
Paper Conference ____________________________
* RD/Peer-Edit - March 5, 2008
*2nd RD/Peer-Edit - March 7, 2008

Two Grades - FINAL ESSAY - MARCH 13, 2008

ESSAY: Do not use on-line papers (high school/college papers) as sources. See critiques from literary experts. Works cited with four entries minimum is required. Thesis approval below.

Thesis: _______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Teacher Approval __________ Date ________

PEER-EDITORS: IT IS YOUR RESPONSIBILITY TO CATCH GRAMMAR/CONTENT ERRORS AND TO FAIRLY GRADE PAPERS. GRANTING A 93A/100A ON A PAPER THAT HAS GRAMMAR/CONTENT ERRORS (EX: VT/RO/SF/PLOP) OR CONTENT ERRORS (NO/INCOMPLETE THESIS/CONTENT MISSING - DIRECT EVIDENCE + RESEARCH/TOPIC SENTENCES/SET UP OF EVIDENCE/PARAGRAPH CLOSE/UNIVERSAL VIEW), IS UNACCEPTABLE. CONSTRUCTIVE CRITICISM IS A POSITIVE ON ROUGH DRAFTS TO HELP A PEER ENSURE A BETTER GRADE ON THEIR FINAL.

Grammar: Identify the problem you would like to eliminate. ___________________
PE - will focus to assist you.
PE - WRITE MAIN GRAMMAR PROBLEMS HERE AND ON PAPER. PE NAME ___DATE __
________________________________________________________________GRADE: ______

Grammar: Identify the problem you would like to eliminate. ___________________
PE - will focus to assist you.
PE - WRITE MAIN GRAMMAR PROBLEMS HERE AND ON PAPER. PE NAME ___DATE __
________________________________________________________________GRADE: ______

Outside Sources: Teacher must approve. No encyclopedias may be used. USE VALID CRITIQUES - RESEARCH ONLY. USE THE STRATEGIES TAUGHT TO VALIDATE THE SOURCE. PLEASE USE THE RESOURCES AVAILABLE AT KHS AND THE PUBLIC/COLLEGE LIBRARIES IN THE AREA.

CITE PROPERLY: USE THE OWL SITE TO ASSIST YOU WITH THE PROPER FORMAT.

“The Purdue OWL Family of Sites.” 11 Dec. 2007. The Writing Lab and OWL at Purdue and Purdue University. 17 December 2007. .

Assignments: Read/STUDY Text - Elements of Literature - Sixth Course and Handouts provided:

Text - “The Renaissance Theater” - pages 282-296
Text - “The Tragedy of Macbeth” — pages 297-299
Handout - “William Shakespeare’s Life” - Notebook - Literature Section
Handout - “Stage Diagram” - Know Terms
Handout - “About Macbeth” - Know the plot - and history of the play
Annotate - Study Guide Notes - Acts I-V
Answer Questions - Study Guide Questions - Acts I - V
Text - Read/Take Notes - William Shakespeare’s Macbeth - pages 300-391
Macbeth - ACT I - 300-319 - Blank Verse (318)
Read/Study Questions/Terms - ACT I - 318
Macbeth- ACT II - 319-333 - Allusion - Gunpowder Plot/Macbeth’s Porter - Read/Study Questions/Terms - ACT II - 333
Macbeth - ACT III - 334-351 - Climax
Read/Study Questions/Terms - ACT III - 351
Read - “Literature and Computer” - 340-341
Macbeth - ACT IV - 352-369 - “Dumb Show”
Read/Study Questions Terms - ACT IV - 369
Read “Hecate: Queen of the Night” - 368
Macbeth - ACT V - 370-390
Read/Study Questions/Terms ACT V - 387-389
Read “Soliloquies and Asides” 383
Read - “The Mystery of Evil” - 384-385
Read - “Macbeth and the Witches” - 386-387
Read - “Building Your Portfolio” 390-391
“Writer’s Notebook”
“Vocabulary: Mapping Meanings”
Read - “Expository Writing - Analyzing Causes and Effects” 459-465>

Sonnet Essay Model/Assignment - Read Pages 224-230 Sonnets

Assignment: Model Annatotion Provided: Shall I Compare Thee To A Summer’s Day?” - Handout. Students will choose groups for Sonnet 29, Sonnet 73, 116, and Sonnet 130. Students are to type the sonnet chosen and annotate the sonnet for frame (three quatrains, couplet), meter (iambic pentameter), rhyme (abab/cdcd/efef/gg), literary terms (devices - such as metaphors, similes, personification, alliteration, satire, irony, allusions, tone, synecodche, etc., and writer’s purpose (theme). Evidence should be presented in chronological order as thesis promises.

NEW TERM: synecdoche: A figure of speech in which part of something represents the hole.
Ex: Shakespeare “Sonnet 116,” in the third quatrain, personifies time with “Love’s not Time’s fool, though rosey lips and cheeks” (L9), and extends the depth of this line with the symbolic synecdoche, since “rosey lip and cheeks” represent youth, which are subject to the ravages of time.

TASK: Analyze William Shakespeare Poem (Sonnet Choice 29,73, 116, 130) through figurative language. Use three different literary elements with three cites per paragraph (9 total) to prove the writer’s purpose. Also, include a typed works cited or the assignment will receive a zero. Due: On/Before Monday, Feb 11, 2008.

G2/G3 - Type/Annotate Sonnet. Due: Tuesday, Feb 5, 2008. HW:
G2/G3 - Complete analysis in class of Group Sonnets Due: Thursday, Feb 7, 2008
Get Approval - Thesis - and pre-write chart.
Complete Thesis/ (Pre-write Annotation - previously) + chart.
G2/G3 - Type Final Sonnet Analysis of Annotated Poem Choice (29, 73, 116, 130)
with typed works cited on/or before Monday Feb 11, 2008. No late papers.

If you would like a paper conference, please check with me - and sign up in the black book.

There are several websites links provided to assist with analysis. Be Clever, original, and creative.

Shall I Compare Thee - William Shakespeare - Essay Model Outline
Friesz The Writing Process - Thesis Three Outline - Paper

Essay: Analyze - William Shakespeare’s poem “Shall I Compare Thee To A Summer’s Day? ” through figurative language. Use three different literary elements with evidence (from the poem) to prove. Cite poem on Works Cited.

Paragraph 1: Hook: Write a question - make a statement - catch the reader’s attention = to topic.
______________________________________________________________________________
______________________________________________________________________________
I. Thesis (Paragraph 1): Sets up the purpose of the paper (Promise) - Persuasive

William Shakespeare’s sonnet “Shall I Compare Thee To A Summer’s Day?” uses metaphors, personifications, and ___________ to express that “love is immortal.”
A. Thesis Point 1 ___Metaphors________________________________________
B. Thesis Point 2 ___Personifications____________________________________
C. Thesis Point 3 __________________________________________________

II. Topic Sentences (TS) - Use thesis points to set up the topic and focus of each paragraph:
A. Point 1- Thesis- Metaphors_________________________ (Topic)
TS Paragraph 2: First, Shakespeare uses metaphors to create an image of love as the best experience in life. He poses a question in line one: “Shall I Compare Thee To A Summer’s Day?”. This question serves to introduce his first metaphor “Summer” (Shakespeare L1), which ignites the feelings of warmth, comfort, and heat to imply that “summer” offers vision, hope, and a renewal of spirit. This metaphor extends throughout the poem and the word “summer” appears again in line four (4) in the first quatrain and again in line nine (9) in the third quatrain. Shakespeare builds upon his “summer “ metaphor to express that “love is immortal.” Therefore, the poet’s use of metaphors serve to make his sonnet “Shall I Compare Thee To A Summer’s Day?” a personal experience for each individual.

Evidence: “Shall I Compare Thee To A Summer’s Day?” (L1) - first quatrain - “summer” (L4) - first quatrain and “summer (L9) - third quatrain.

B. Point 2- Thesis ____Personification______ (Topic)
TS Paragraph 3: Secondly, _________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________

Evidence:______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
C. Point 3- Thesis __________________________ (Topic)
TS Paragraph 4: Thirdly, __________________________________________________
____________________________________________________________________________________________________________________________________________________________

Evidence: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
D. Conclusion - Restate Thesis/Universal View - Tie Up!
Paragraph 5: In conclusion,_______________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Writing Workshop - REDO Paragraph - 1st Essay Grade

Nostalgia is like a grammar lesson: you find the present tense, but the past perfect! ~Owens Lee Pomeroy

Literature is alive - Use present tense to analyze! Use the owl-verb tense website to assist you.

Writing Workshops - G2/G3 - Wednesday, January 30, 2008, Friday, February 1, 2008, and Tuesday, February 5,2008. Essay errors will be reviewed and content/grammar error corrections modeled at the board (with student models). Students will type a Rough Draft (RD), then peer-edit (PE) Tuesday (Feb 5) with:

Final typed paragraph REDO with works cited due on or before: Thursday, February 7, 2008. No late work is accepted.

The major errors noted on papers for content are: incomplete thesis (theme) missing, failure to analyze with literary analysis, failure to close the paragraph with a transition (tx) - key word (KW) - thesis point, and the theme.

The major errors noted on papers for grammar are: Sentence Fragments (SF/plops) which means that there was no set-up for a cite. Set up required for evidence means “who speaks to whom” - “How” - and the “Why” is the explanation, verb tense (analyze in present tense), and word choice.

Parent signatures are required on graded essays.

The writing folder has writing analysis sheets which are required to be completed.

Their first essay grade this semester is their REDO paragraph - Thursday 2/7/08; their first test grade this semester is their organized notebook (which I will grade Thursday 2/7/08); and their first daily grade is the textbook covered (which I will grade Thursday - 2/7/08), should provide a solid foundation.