2015 Target Bemiji Go set a Watchman display

We think our fathers fools

So wise we grow

Our younger sons no doubt

will think us so!

–Alexander Pope “Essay on Criticism”

1967-68 ETHS Freshman ID card Linda Wallenberg

1971 ETHS prom Mark Brannigan & Linda Wallenberg

FullSizeRender 3

Wally’s first AP Class 1977

(do you recognize Mr. McCartan?)

1977 classroom antics

1977 EPHS hallway guard Linda

1977 Conn & Wally

Wally and Conn 1977

2016 Linda and Conn copy

FullSizeRender 9 1978 Conn grad pix 1977 Conn Sh.bday

Marianne Stokes’ painting

- Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.
- Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board
- for more DPS trivia: http://imdb.com/title/tt009716
  
  CARPE DIEM!
- How do you
  
  “seize” the day?
  
  WHAT IS POETRY?
  
  a DPS quote:
  
  “We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for. To quote from Whitman, “O me! O life!… of the questions of these recurring; of the endless trains of the faithless… of cities filled with the foolish; what good amid these, O me, O life?” Answer. That you are here – that life exists, and identity; that the powerful play goes on and you may contribute a verse. That the powerful play *goes on* and you may contribute a verse. What will your verse be?”
  
  They’re not that different from you, are they? Same haircuts. Full of hormones, just like you. Invincible, just like you feel. The world is their oyster. They believe they’re destined for great things, just like many of you, their eyes are full of hope, just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? Because, you see gentlemen, these boys are now fertilizing daffodils. But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen, you hear it? – – Carpe – – hear it? – – Carpe, carpe diem, seize the day boys, make your lives extraordinary.
  
  DPS goofs: http://imdb.com/title/tt0097165/goofs
  - Factual errors: The line that Keating refers to from Whitman’s poem “Song of Myself” is misquoted. The line actually reads “I sound my barbaric yawp over the roofs of the world”.
  - Audio/visual unsynchronized: After Keating instructs the boys to rip out the introduction to their poetry textbook, his lip movements do not match the speech.
  - Anachronisms: Although the setting is the 1950s, the chemistry textbook the students use, “Chemistry: A Modern Course” by Robert Smoot, is copyrighted 1987.
  - Anachronisms: The literature anthology, “Literature: Reading, Fiction, Poetry, Drama, and the Essay”, edited by Robert DiYanni, was published by Random House in 1986.

**Fun stuff about Dead Poets Society?**

some DPS trivia:

Director Peter Weir chose to shoot the film in chronological order to better capture the development of the relationships between the boys and their growing respect for Mr. Keating.
Filmed at St. Andrews, a private boarding school in Delaware.

Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.
Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board
for more DPS trivia: http://imdb.com/title/tt0097165/trivia

“Musee des Beaux Arts” was inspired by

Brueghel’s Fall of Icarus

The “Musee des Beaux Arts” Brueghel painting referred to called The Fall of Icarus . . . a reproduction hanging in the English Department at St. Olaf.

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S WORK.

INSULTING WORDS, WORDS, WORDS! Make 3 Shakespearean Insult Cards! Click HERE for a copy of an explanation of this assignment and HERE for a sample of how the cards should look. Warning! These words are unkind! They are insults! You will have two adjectives and a noun and must find their modern translations. To do this, it is best that you go to the EPHS library and locate the multi-volume Oxford English Dictionary (usually in the hallway between the library and the Lakeside Lab. Look up your three words in the Oxford English Dictionary (the OED). Here’s a site, thanks to Kate, that also might help you find meanings: http://www.shakespeareswords.com/Glossary.aspxHERE’S HOW: Get 3 note cards (or paper cut up the size of notecards). Write #1 ADJ on the first card and copy the word from column one onto this first note card. On the back of this note card, write the modern English translation of this word. Do the same for the second and third words. Write #2 ADJ on the second card and copy the word from column two onto this first note card. On the back of this note card, write the modern English translation of this word. On the third note card, take a highlighter and color it yellow (front and back sides). Then write #3 NOUN and copy the word from column two onto this 3rd last note card. On the back of this note card, write the modern English translation of this word. Interested in insult websites on Shakespeare? CLick http://www.william-shakespeare.org.uk/a1-shakespearean-insults-generator.htm For more fun, click HERE! Shakespeare insults!

Do the pink scansion quiz in your Poetry-Can-Keep Packet.

The following tips/ info should help you. TO DETERMINE RHYTHMIC PATTERN: Try ITAD: iambic (u/), trochaic (/u), anapestic (uu/), dactylic (/uu), pentameter. TO DETERMINE RHYME: You use small letters to designate the rhyming pattern. For example, use an “a” to designate the last sound at the end of the first line. Use a “b” to designate a different sound than sound “a.” Use a “c” to designate another different sound than sounds “a” or “b.” Use a “d” to designate another different sound at the end of a line than sounds “a” or “b” or “c,” etc.)

Example: TO FIGURE OUT THE TYPE OF SONNET, YOU NEED TO KNOW THE FOLLOWING: There are two types of sonnets–Shakespearean (consists of 3 quatrains rhyming like this abab,cdcd,efef and 1 couplet=gg) and Petrarchan (consists of an octave=abbaabba and a sestet=cdecde or cddcdd or cdccdc or cdcdcd or lots of other options). Click HERE for some sonnets with which to practice. At the end of the practice sonnets, there’s some excellent info. on the sonnet form. If you would like to read a Shakespearean sonnet every day, click http://www.sonnetaday.com/ for the link. You can also get a sonnet e-mailed to you every single day by registering at this site! Ahhh! Finally, here is an excellent website that gives an overview of the sonnet and all kinds of variations. Click http://www.sonnets.org/basicforms.htm FOR FUN: Check out Alan Rickman reading Shakespeare’s “Sonnet 130 My Mistress Eyes” http://www.youtube.com/watch?v=cw6Swr-ME40&mode=related&search=

Check out Billy Collins–Poet Laureate of the United States from 2001 to 2003 and New York State Poet from 2004 to 2006. In 2016 he was inducted into the American Academy of Arts and Letters.

Click HERE to hear three of Collins’ poems.

Click HERE to see a PBS interview with Billy Collins about his new collection Aimless Love.

Click HERE to hear Collins discuss “How to Write Poetry.”

Click HERE to see Collins talk about the “Great Poets.”

Click HERE to see Collins’ website.

“Forgetfulness” Billy Collins

http://www.youtube.com/watch?v=wrEPJh14mcU

“Three Poems by Billy Collins”—“The Lanyard” and “ The Future” and “Building with its Face Blown Off” at Apsen Ideas Festival

http://www.youtube.com/watch?v=LEO1e4euUTc&feature=related

“Consolation” Billy Collins

http://www.youtube.com/watch?v=uXx5K6gfQBw&feature=related

Aspen Ideas Festival “An Evening with Billy Collins”

http://www.aifestival.org/index2.php?menu=3&sub=1&title=222&action=full_info

“Litany” Billy Collins

http://www.youtube.com/watch?v=56Iq3PbSWZY&NR=1

Taylor Mali

TAYLOR MALI–the most winning national champ

and master of the slam

Taylor Mali at the Bowery Poetry Club in NYC Nov. 12, 2005 For more info. on this club, go here: http://www.bowerypoetry.com/

Interview of Taylor Mali: What is “slam poetry”? “Undivided Attention” poem

http://www.youtube.com/watch?v=0vpDE9tkgF4&feature=related

“Conviction”

http://www.youtube.com/watch?v=Qv0aDhqxiHg&feature=related

“What Teachers Make” Bowery Poetry Club

http://www.youtube.com/watch?v=0xuFnP5N2uA&feature=related

”The Miracle Workers”

http://www.youtube.com/watch?v=9vMHSGmGtuo&feature=related

“Like Lilly Like Wilson”

http://www.youtube.com/watch?v=tshNfYWPlDg&NR=1

“Reading Aloud”
http://www.youtube.com/watch?v=1rZzwIb6aPE&feature=related

Taylor Mali at the Bowery Poetry Club in NYC Nov. 12, 2005 For more info. on this club, go here: http://www.bowerypoetry.com/

Hey, all you teacher wannabes, to look at Taylor’s website outlining his dream to convince 1,000 people to become teachers (because of his inspiration):

http://web.mac.com/tmali/iWeb/1,000%20New%20Teachers/The%20Mission.html

For a parody on Mali’s poem “What Teachers Make,” click HERE!

Interview of Taylor Mali: What is “slam poetry”? “Undivided Attention” poem

http://www.youtube.com/watch?v=0vpDE9tkgF4&feature=related

“What Teachers Make” Bowery Poetry Club

http://www.youtube.com/watch?v=0xuFnP5N2uA&feature=related

For a parody on Mali’s poem “What Teachers Make,” click HERE!

“What Teachers Make” Def Poetry Jam

http://www.youtube.com/watch?v=tpog1_NFd2Q&feature=related

“On Girls Lending Pens”

http://www.youtube.com/watch?v=44sXwJgqUyc&feature=related

“I Could Be a Poet”

http://www.youtube.com/watch?v=mnOrrknTxbI&feature=related

“Totally like whatever, you know?” or also called “Conviction”

http://www.youtube.com/watch?v=Qv0aDhqxiHg&feature=related

“Labeling Keys”

http://www.youtube.com/watch?v=SbnQfFaxkno&feature=related

“Undivided Attention”

http://www.youtube.com/watch?v=_1MHVqAWGmI&feature=related

http://www.youtube.com/watch?v=00JtwMKMOMQ&feature=related

“Proofreading”

http://www.youtube.com/watch?v=OonDPGwAyfQ

“Where’s Your Favorite Place to Write?”

http://www.youtube.com/watch?v=O_POEIhEXRI&feature=related

“Don’t Wait For Me” podcast

http://web.mac.com/tmali/Photo_site/Podcasts/Entries/2007/10/3_Work_in_progress.html

“The Apologia Of Hephaestus, 2007”

http://www.youtube.com/watch?v=_JZW9HEer3o&feature=related

National “slammer”champ Taylor Mali with Wally at the Bowery Poetry Club in NYC Nov. 12, 2005

For more info. on this club, go here: http://www.bowerypoetry.com/

BILLY COLLINS and TAYLOR MALI

“PAGE MEETS STAGE”

Bowery Poetry Club

New York City 2005

Taylor Mali, Bob Holman (owner of the Bowery), and Billy Collins at the Bowery Poetry Club in NYC Nov. 12, 2005 For more info. on this club, go here: http://www.bowerypoetry.com/

OLYMPUS DIGITAL CAMERA

With their friend Billy Collins are

**my friends John Wirth (writer/producer of Terminator: Sarah Connor Chronicles, The Cape, V, Ghost Whisperer, Nash Bridges, Remington Steele, Hell on Wheels, and Wu Assassins on Netflix)**

Screen Shot 2020-03-11 at 4.22.16 PM

More about John Wirth: Click HERE or https://en.wikipedia.org/wiki/John_Wirth_(television_producer)

**and his wife Gail Matthius who was Saturday Night Live in the early 1980′s and now doing cartoon voices.**

Screen Shot 2020-03-11 at 4.31.19 PM

Click HERE or https://www.nbc.com/saturday-night-live/video/dropout-tinas-return/n8802

Screen Shot 2020-03-11 at 4.12.29 PM

Gail Matthius playing Vicky the Valley Girl, she originated that annoying accent!. Eddie Murphy, who was the host last Saturday night on SNL, was in the early 1980s cast with Gail, and those early 1980s episodes were alluded to on the show–his Mr. Rogers spoofs and James Brown Hot Tub, etc.–and I was looking them up and found Gail. After two seasons 1980-81 or 1982, everyone was fired (Gail included) except Eddie Murphy and Joe Piscopo. Last I heard last Christmas, Gail is doing cartoon voices and in a comedy group in LA now and John was about to start a new cop show on Netflix. Fun!

To see some clips from Gail doing the original Valley Girl accent wearing a Gustavus Letter jacket, click

HERE

or as Game Show host, Phil Lively (Charles Rocket) and his wife, Frances (Gail Matthius), interview Beverly (Ann Risley) to decide whether to send Phil’s aging father (Don Pardo) to her nursing home. [Season 6, 1981], click

HERE

or read about Gail

HERE

Screen Shot 2020-03-11 at 4.09.43 PM

OLYMPUS DIGITAL CAMERA

Marianne Stokes’ painting

- Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.
- Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board
- for more DPS trivia: http://imdb.com/title/tt009716
  
  CARPE DIEM!
- How do you
  
  “seize” the day?
  
  WHAT IS POETRY?
  
  a DPS quote:
  
  “We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for. To quote from Whitman, “O me! O life!… of the questions of these recurring; of the endless trains of the faithless… of cities filled with the foolish; what good amid these, O me, O life?” Answer. That you are here – that life exists, and identity; that the powerful play goes on and you may contribute a verse. That the powerful play *goes on* and you may contribute a verse. What will your verse be?”
  
  They’re not that different from you, are they? Same haircuts. Full of hormones, just like you. Invincible, just like you feel. The world is their oyster. They believe they’re destined for great things, just like many of you, their eyes are full of hope, just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? Because, you see gentlemen, these boys are now fertilizing daffodils. But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen, you hear it? – – Carpe – – hear it? – – Carpe, carpe diem, seize the day boys, make your lives extraordinary.
  
  DPS goofs: http://imdb.com/title/tt0097165/goofs
  - Factual errors: The line that Keating refers to from Whitman’s poem “Song of Myself” is misquoted. The line actually reads “I sound my barbaric yawp over the roofs of the world”.
  - Audio/visual unsynchronized: After Keating instructs the boys to rip out the introduction to their poetry textbook, his lip movements do not match the speech.
  - Anachronisms: Although the setting is the 1950s, the chemistry textbook the students use, “Chemistry: A Modern Course” by Robert Smoot, is copyrighted 1987.
  - Anachronisms: The literature anthology, “Literature: Reading, Fiction, Poetry, Drama, and the Essay”, edited by Robert DiYanni, was published by Random House in 1986.

**Fun stuff about Dead Poets Society?**

some DPS trivia:

Director Peter Weir chose to shoot the film in chronological order to better capture the development of the relationships between the boys and their growing respect for Mr. Keating.
Filmed at St. Andrews, a private boarding school in Delaware.

Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.
Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board
for more DPS trivia: http://imdb.com/title/tt0097165/trivia

“Musee des Beaux Arts” was inspired by

Brueghel’s Fall of Icarus

The “Musee des Beaux Arts” Brueghel painting referred to called The Fall of Icarus . . . a reproduction hanging in the English Department at St. Olaf.

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S WORK.

INSULTING WORDS, WORDS, WORDS! Make 3 Shakespearean Insult Cards! Click HERE for a copy of an explanation of this assignment and HERE for a sample of how the cards should look. Warning! These words are unkind! They are insults! You will have two adjectives and a noun and must find their modern translations. To do this, it is best that you go to the EPHS library and locate the multi-volume Oxford English Dictionary (usually in the hallway between the library and the Lakeside Lab. Look up your three words in the Oxford English Dictionary (the OED). Here’s a site, thanks to Kate, that also might help you find meanings: http://www.shakespeareswords.com/Glossary.aspxHERE’S HOW: Get 3 note cards (or paper cut up the size of notecards). Write #1 ADJ on the first card and copy the word from column one onto this first note card. On the back of this note card, write the modern English translation of this word. Do the same for the second and third words. Write #2 ADJ on the second card and copy the word from column two onto this first note card. On the back of this note card, write the modern English translation of this word. On the third note card, take a highlighter and color it yellow (front and back sides). Then write #3 NOUN and copy the word from column two onto this 3rd last note card. On the back of this note card, write the modern English translation of this word. Interested in insult websites on Shakespeare? CLick http://www.william-shakespeare.org.uk/a1-shakespearean-insults-generator.htm For more fun, click HERE! Shakespeare insults!

Do the pink scansion quiz in your Poetry-Can-Keep Packet.

The following tips/ info should help you. TO DETERMINE RHYTHMIC PATTERN: Try ITAD: iambic (u/), trochaic (/u), anapestic (uu/), dactylic (/uu), pentameter. TO DETERMINE RHYME: You use small letters to designate the rhyming pattern. For example, use an “a” to designate the last sound at the end of the first line. Use a “b” to designate a different sound than sound “a.” Use a “c” to designate another different sound than sounds “a” or “b.” Use a “d” to designate another different sound at the end of a line than sounds “a” or “b” or “c,” etc.)

Example: TO FIGURE OUT THE TYPE OF SONNET, YOU NEED TO KNOW THE FOLLOWING: There are two types of sonnets–Shakespearean (consists of 3 quatrains rhyming like this abab,cdcd,efef and 1 couplet=gg) and Petrarchan (consists of an octave=abbaabba and a sestet=cdecde or cddcdd or cdccdc or cdcdcd or lots of other options). Click HERE for some sonnets with which to practice. At the end of the practice sonnets, there’s some excellent info. on the sonnet form. If you would like to read a Shakespearean sonnet every day, click http://www.sonnetaday.com/ for the link. You can also get a sonnet e-mailed to you every single day by registering at this site! Ahhh! Finally, here is an excellent website that gives an overview of the sonnet and all kinds of variations. Click http://www.sonnets.org/basicforms.htm FOR FUN: Check out Alan Rickman reading Shakespeare’s “Sonnet 130 My Mistress Eyes” http://www.youtube.com/watch?v=cw6Swr-ME40&mode=related&search=

. . . on to the pivotal

Act 3

“the play’s the thing . .

. . . wherein I’ll catch the conscience of the king!”

Patrick Stewart on Sesame Street with a lesson on

“A B or Not a B”:

Click http://www.youtube.com/watch?v=hA7lv1SDzno.

SONNETS READ BY CELEBRITIES LIKE DAVID TENNANT, PATRICK STEWART, ETC., :

CLICK http://www.touchpress.com/titles/shakespeares-sonnets/18/Shall-I-compare-thee-to-a-summers-day/ for David Tennant reading “Shall I Compare Thee to a Summer’s Day?”

Wally and “Shakesbear”

Interview about Hamlet and esp. about to be or not to be

Rowan Atkinson interviews Hugh Laurie as Shakespeare

http://www.youtube.com/watch?v=IwbB6B0cQs4&feature=related

Shakespeare Who’s on First?

http://www.youtube.com/watch?v=BaGHVWKrcpQ&feature=related

Abbott & Costello’s Who’s on First? original

http://www.youtube.com/watch?v=sShMA85pv8M&feature=related

**“Brush up your Shakespeare” from Kiss Me Kate–version 1**

http://www.youtube.com/watch?v=O-CSb3Xe06s&feature=related

**“Brush up your Shakespeare” from Kiss Me Kate–version 2**

http://www.youtube.com/watch?v=aSmZfnax1yw

History of Shakespeare–Brief and Naughty

http://www.youtube.com/watch?v=vQGATTeg1Os&NR=1

Sir Ian McKellen

Mel Gibson Richard Burton

Today’s Quotes:

“Though this be madness, yet there is method in it” –Hamlet

The most valuable of all talents is that of never using two words when one will do. ~Thomas Jefferson

“About suffering, they were never wrong

the old masters. How well they understood”

The radical novelty of modern science lies precisely in the rejection of the belief … that the forces which move the stars and atoms are contingent upon the preferences of the human heart. -Walter Lippman, journalist (1889-1974)

“There is no coming to consciousness without pain. -Carl Jung, psychiatrist (1875-1961)

“All things are difficult before they are easy.”

— Dr. Thomas Fuller

The radical novelty of modern science lies precisely in the rejection of the belief … that the forces which move the stars and atoms are contingent upon the preferences of the human heart.

-Walter Lippman, journalist (1889-1974)

Today’s allusion:

loaves and fishes

Today’s Words of the Day

vacuous

stentorian

mercurial

metonymy

Draconian

disdain
Words from science fiction
- grok
- waldo
- tardis
- triffid
- frankenstein
Words from Harry Potter
- scud
- resplendent
- slipstream
- heinous
- sepulchral
- higgledy-piggledy
- canker

Today’s FORGOTTEN ENGLISH

Word of the Day:

pribbling = vainly chattering

Today’s Forgotten Shakespeare Insult of the Day:

“You pribbling, tickle-brained dewberry!” means “You vainly chattering, liquor supplying, low-growing species of fruit!”

Group Check-in:

How did Lit Analysis Paper go? Topics?
Exchange WA 11 Act 2 Topics
If Hamlet were a student at EPHS–on white board
I’ve LEARNED SLIPS “Wear Sunscreen”

Class Plan:

1. ALLUSION OF THE DAY / WORDS / HW
2. ANNOUNCEMENTS–debrief paper
3. DISCUSSION
4. Almareyda video–beg through sol. 1 (min. = 10)
5. Fulghum’s “Everything I needed to Learn” & cookies and milk (divide up parts) and play “Wear sunscreen” CD & show “Wear Sunscreen” journal
6. “I’ve Learned” slips
7. Vicious Mole speech and Tragedy Myths and Reality #1-2: what constitutes a tragedy, tragic hero, tragic flaw, pity and fear, catharsis. Refer to the blue “Tragedy and Theatre Packet”
8. GHOST SCENE and soliloquy 2 and ACT 2–Hamlet frightens Ophelia in her closet VIDEOS: GHOST SCENE BBC video–end of ghost and sol. 2 (min. = 6 min.) Zeffirelli video– (min. = 6 min. 10 sec.) and Branagh video– (min. = 9 min)
9. Begin Act 2

wegwe

HOMEWORK COLLECTED TODAY:

WA 11 Act 2 Topics
Lit Analysis Paper
Extra credit–Hamlet?
stamp WA 10 Act I topics with peer response

HOMEWORK:

Respond to PR#2. Remember not to give away your identity or reveal anything that might make the other person have a clue as to who you are. You may respond on another sheet of paper (typed) or right in the margins and in between the lines of the text of the PR. Have fun with this one! Be honest and respectful, of course.
Respond to a peer’s WA 11 Act 2 Topics/If Hamlet were an EPHS student/New Hamlet Cast List
OPTIONAL! DO SOME HAMLET EXTRA CREDIT! To see the list, click HERE. Wally is also open to a creative topic! Write her a proposal!

CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET.

DO ASSIGNMENT H3 #1-3:       #1. Read pp. 1/2 of p. 10 to 1/2 of page 14 (stop right before Hamlet’s first soliloquy).  Do the questions on the Act I. sc. 2 buff-colored quiz (see below) that apply to these pages (#1 -16 ). Click HERE for a copy of this Act I. sc. 2 buff-colored quiz.

#2. Answer the 3 Opening Court Q’s (listed in your purple Hamlet Assignment Packet–yes, that’s what it says) on your own paper or in your Hamlet book (if it is your own copy) or in a margin of the buff-colored quiz. Click HERE for a copy of these questions. FYI! click HERE for a copy of the ivory HAMLET SKULL PACKET.

#3.     Do Hamlet H3 #3. Do AP Practice Q’s 1-7 in ivory AP MC packet. Click HERE to get a pdf. copy of the AP Practice tests. You may use supplementary sources to look up words like synecdoche, etc. Here is what the AP Practice Tests looks like and the questions:

FYI! click HERE for a copy of the ivory HAMLET SKULL PACKET.

NOT TODAY Intro to HAMLET–folio vs. quartos, authorship controversy, film versions, tips on how to actively read, themes, motifs, “Words Words Words” hand-out, 37 plays, setting, willing suspension of disbelief, Shakespeare’s settings, Wittenberg, time of opening scene, Shakespeare’s competition, the Globe, tragedies vs. comedies vs. histories, authorship controversy––

1. Share group background notes on Hamlet
2. Share group background notes on Hamlet Dramatis personae and placement of women on dramatis personae list–# of lines Gertrude and Ophelia have and Henry VII, primogeniture, Elsinore, “divine right of kings,” Leviticus, Henry VIII, etc., unclean/incest, Anne Boleyn & love letters, authorship
3. CHART: similarities between Norway and Denmark (foils)
NOT TODAY DISCUSS HAMLET–scene 1
1. First two lines–announcement of all the major themes and disorder foreshadowed
2. Hamlet pp. 4-7–iambic pentameter and maybe play 10 min. Renaissance Man Clip
3. Elizabethan notions on ghosts—Discuss Hamlet pp. 3-7: what’s up in Norway with revenge and young Fortinbras
4. p. 11–Claud’s second 2/3 of opening speech
5. Post Sol. 1 debriefing with friends and plan to meet the ghost–Hamlet’s meeting of Horatio and friends after sol. #1–“He was a man, take him all in all.” be vs. do–“king” vs “father”
NOT TODAY Scene 2 Claud’s first 1/3 of opening speech and Laertes’ questions
1. We meet Hamlet–kin vs. kind Discuss Zen and the Art of Motorcycle Maintenance & Goethe’s “The Erl King” connection
2. Gertrude’s clueless–common vs. common. Word vulgar = common
3. Claudius and Hamlet go at it

Hey, calling all lovers of the arts!

First, read the left side only. Yikes!

Now, read the entire line made up of left and right sides! That’s better! So true!

Welcome to the

AUTHORSHIP CONTROVERSY

Will the real Shakespeare please stand up?

http://www.express.co.uk/entertainment/books/527805/New-book-new-claim-Shakespeare-s-identity

100 Reasons Why DeVere (Earl of Oxford) was Shakespeare:

http://hankwhittemore.wordpress.com/category/hanks-100-reasons-why-oxford-was-shakespeare-the-list-to-date/

AUTHORSHIP CONTROVERSY

WATCH THIS VIDEO TO GET THE BASICS:

https://www.youtube.com/watch?time_continue=1&v=NUrrE3yd4n8

READ ON!!!!

Why is there a Shakespeare Authorship Question?

Until the modern schools of literary criticism took over, it was universally accepted that personal experience is the life-blood of fiction and an author’s works are – unavoidably – an expression of him or herself. In other words, art grows out of life as naturally as plants grow from the soil. As Samuel Butler wrote, “Every man’s work whether it be literature or music or pictures or architecture or anything else is always a portrait of himself, and the more he tries to conceal himself, the more clearly will his character appear.” If this is true, it follows that an author’s life will illuminate his works, and vice-versa.

The Shakespeare authorship question exists because not only is there no correlation or kinship between the life of William Shakespeare of Stratford and the works ascribed to him, but the two directly contradict each other. Dr. W.H. Furness, distinguished editor of the Variorum Shakespeare, wrote to Nathaniel Holmes in 1866, “I am one of the many who have never been able to bring the life of William Shakespeare and the plays of Shakespeare within planetary distance of each other. Are there any two things in the world more incongruous?” This incongruity is the crux: if the Shakespeare works do indeed belong to William of Stratford, why is there no relationship between the two?

It’s hardly surprising, then, that the biographies of Shakespeare that keep rolling off the presses fail as biographies, even if they succeed as engaging portraits of the age in general. For all they can deliver is an uprooted Shakespeare, alienated from – and unnourished by – his works. The creative core of the man is missing. Abandoning their attempts to effect a marriage between the man and his art, Shakespeare scholars have long since retreated into arcane literary theories that remove the author from the equation altogether. In so doing, they have left the field of Shakespeare studies wide open to amateurs and heretics – like you and me.

Check out these websites to learn more:

https://shakespeareoxfordfellowship.org/

http://www.shakespearefellowship.org/

http://www.shakespeare-oxford.com/

the leading candidate . . . Edward DeVere

“DeVere, thy countenance shakes speares!”

DeVere’s Geneva Bible!

2011 Anonymous arrived in theatres

Wally’s friend Lisa Wilson (of 1604 Productions) who was the authorship consultant for the Roland Emmerich film Anonymous

Roland Emmerich director of Anonymous, the authorship film about Edward DeVere, Laura Wilson (Lisa’s sister) who worked on the film, and Charles Beauclerk

For a copy of an article on authorship

and

Roland Emmerich’s film Anonymous on Edward DeVere, click HERE.

Edward DeVere 1575

Edward DeVere 1600

Here are some websites about the Anonymous , directed by Roland Emmerich (Day After Tomorrow, Independence Day, The Patriot), exposing the Authorship Controversy and Edward DeVere’s life:

http://movies.ign.com/articles/513/513322p1.html

and

http://www.whowroteshakespeare.com/

and

http://www.whowroteshakespeare.com/Intro%20to%20Authorship.htm Great article!

and

http://www.shakespearebyanothername.com/

Check out the “25 Curious Connections
between Edward DeVere and “Shakespeare“:

http://www.shakespearefellowship.org/virtualclassroom/25connections/25ConnectionsV5_files/frame.htm

pdf http://www.shakespearefellowship.org/virtualclassroom/25/25%20Connections%20V.%205.pdf

and

powerpoint http://www.shakespearefellowship.org/virtualclassroom/25/25%20Connections%20Intro.html

- the great chain of being

W.H. AUDEN

CLICK HERE FOR A COPY OF “MUSEE”

slide show of Brueghel’s paintings

http://www.youtube.com/watch?v=KbY5GsAnp_A

Click HERE for MUSEE section of poetry packet.

Auden reading “Musee”–poetry animations but his real voice

http://www.youtube.com/watch?v=zZqftCZD2NI&feature=related

Check out this website! These “Auden groupies” (Virtual Street Band) like to make up songs and cartoons to Auden’s work:
This Virtual Street Band (which only exists and performs in cyberspace) has put 3 poems of Auden to music and made some flash videoclips to go along with them. Checking this site out is totally recommended, the site has a really cool feel to it, and the clips are awesome. Here’s the link:
http://www.virtualstreetband.com

BEWARE THE IDES OF MARCH–THIS WEEKEND!

Beware the Ides of March–TODAY!

March 15th!

HAPPY ST. PATRICK’S DAY WEEKEND!

HAS SPRING SPRUNG YET ????

“Yes, by St. Patrick, it is an honest ghost”

—Hamlet, Act 1.5

2018 Chicago River green and blue!

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S WORK.
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INSULTING WORDS, WORDS, WORDS! Make 3 Shakespearean Insult Cards! Click HERE for a copy of an explanation of this assignment and HERE for a sample of how the cards should look. Warning! These words are unkind! They are insults! You will have two adjectives and a noun and must find their modern translations. To do this, it is best that you go to the EPHS library and locate the multi-volume Oxford English Dictionary (usually in the hallway between the library and the Lakeside Lab. Look up your three words in the Oxford English Dictionary (the OED). Here’s a site, thanks to Kate, that also might help you find meanings: http://www.shakespeareswords.com/Glossary.aspxHERE’S HOW: Get 3 note cards (or paper cut up the size of notecards). Write #1 ADJ on the first card and copy the word from column one onto this first note card. On the back of this note card, write the modern English translation of this word. Do the same for the second and third words. Write #2 ADJ on the second card and copy the word from column two onto this first note card. On the back of this note card, write the modern English translation of this word. On the third note card, take a highlighter and color it yellow (front and back sides). Then write #3 NOUN and copy the word from column two onto this 3rd last note card. On the back of this note card, write the modern English translation of this word. Interested in insult websites on Shakespeare? CLick http://www.william-shakespeare.org.uk/a1-shakespearean-insults-generator.htm For more fun, click HERE! Shakespeare insults!
1. Do the pink scansion quiz in your Poetry-Can-Keep Packet.
  
  The following tips/ info should help you. TO DETERMINE RHYTHMIC PATTERN: Try ITAD: iambic (u/), trochaic (/u), anapestic (uu/), dactylic (/uu), pentameter. TO DETERMINE RHYME: You use small letters to designate the rhyming pattern. For example, use an “a” to designate the last sound at the end of the first line. Use a “b” to designate a different sound than sound “a.” Use a “c” to designate another different sound than sounds “a” or “b.” Use a “d” to designate another different sound at the end of a line than sounds “a” or “b” or “c,” etc.)
  
  Example: TO FIGURE OUT THE TYPE OF SONNET, YOU NEED TO KNOW THE FOLLOWING: There are two types of sonnets–Shakespearean (consists of 3 quatrains rhyming like this abab,cdcd,efef and 1 couplet=gg) and Petrarchan (consists of an octave=abbaabba and a sestet=cdecde or cddcdd or cdccdc or cdcdcd or lots of other options). Click HERE for some sonnets with which to practice. At the end of the practice sonnets, there’s some excellent info. on the sonnet form. If you would like to read a Shakespearean sonnet every day, click http://www.sonnetaday.com/ for the link. You can also get a sonnet e-mailed to you every single day by registering at this site! Ahhh! Finally, here is an excellent website that gives an overview of the sonnet and all kinds of variations. Click http://www.sonnets.org/basicforms.htm FOR FUN: Check out Alan Rickman reading Shakespeare’s “Sonnet 130 My Mistress Eyes” http://www.youtube.com/watch?v=cw6Swr-ME40&mode=related&search=
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Do PR #2 (min. of 1 side)

You MUST type (double space) this journal. Don’t forget to put your CODE on top–not your name (For example, if your code is 2R, make up a “handle” such as 2-Reggae or 2-Responsible or 2-Ready to Leave, etc.) You are required to type (double space) your journal. Give your PR 2 a creative title other than “PR 2.” You are to type a minimum of one page on a topic (anything!) that you would like someone to respond to. Be sure you do not give away anything that would make someone guess who you are. Write about a situation you’d like feedback on, something you have a passion for, rant about something, praise something, etc., etc. You may make a special request (not for an individual, however). For example, you might request a “blue” response or NOT for a certain individual to receive the PR. Of utmost importance, then, is to keep your identity anonymous!
Do an AP essay based on Eavan Boland’s “It’s a Woman’s World.” Click 2019 Boland AP Essay Packet for the packet guiding you through the process. You will turn this packet in with your annotations along with the essay, which may be typed double spaced or handwritten. Spend no more than 40 min. total. Spend a full 10 minutes planning–-you must use the white worksheet, and then spend 30 minutes writing. Before you start, think about the differing approaches we have discussed in terms of how to “unpack” a poem:
1. Consider choosing ONE of the following analytical approaches: 1.) Explicate, 2.) Perrine, or 3.) TP-CASTT
  
  See below:
  
  1. METHOD #1: EXPLICATE! How to Explicate a Poem and DIDLS (diction, imagery, details, language, syntax) Click HERE for this sheet. 2. METHOD #2: PERRINE’S Question Method Click 2016 3 Poetry Analysis Methods for this sheet. 3. METHOD #3: TP-CASTT Click 2015 TP-CASTT Poetry Method001(1) for this sheet.
  
  Once you have chosen your approach, you might use it to analyze your assigned poem applying any literary terms that you see evidence of in the poem and discuss any universal questions that surface in the poem. Be sure to try to find the connection between the use of the devices and how they inform the major universal questions/themes that surface in the poem.
HERE ARE THE DIRECTIONS NOW THAT YOU ARE READY TO START THE TIMER FOR 40 minutes total:

Click 2019 Boland AP Essay Packet for the packet guiding you through the process. You will turn this packet in with your annotations along with the essay, which may be typed double spaced or handwritten.

Before reading the AP essay prompt typed at the top above the poem, read the rubric (on page two of the packet). This is what the AP readers used when this was the poem chosen for the AP Lit. Exam poetry essay a number of years ago.

Now it is time to start.

First, read the poem carefully (maybe aloud to your cat?)–probably twice!

Then do the pre-reading–use page 3 and annotate letting the EXPLICATE, PERRINE, or TPCASTT guide you. Spend no more than 10 minutes on this pre-writing sheet. When the 10 minutes is over, set your timer for 30 minutes and start writing (or typing) the essay. Stop exactly at 30 minutes. After writing the essay, give yourself a predicted score (1-9) and tell why you think you deserve this score. If you typed the essay, make sure you print it out and staple it to the packet.
OPTIONAL . . . but highly worth the time! CONSIDER THE AP SCORING CONTROVERSY of the essay based on the poem “The Death Of a Toad.” Read the pages (pages AP 11-AP15) in our blue poetry packet surrounding the controversy in the scoring of the 1998 AP Essay on Richard Wilburs’ “The Death of a Toad.” Read the poem and the prompt for the essay on p. AP 11 carefully. Then read the scoring rubric on page AP 12. The controversial essay is on pages AP 13-14. The final scoring of this essay took finally came about after about 3 hours of discussion. Apparently, one AP reader gave it a 2 out of 9, and the other gave it a 9 out of 9. Neither reader was willing to budge. They MUST be within 1-2 points of one another. It took the “MASTER READER” and hours of discussion to decide. Knowing that, read the essay again and decide what score you would give it and WHY? Jot down your opinions on this essay and why you think it deserved the score you gave it. What else would you like to share about this poem? Finally read the letter Dick (Richard Wilburs) sent to a student named Penny who wrote to him to ask about the poem. What do you think of his response?
Do Hamlet assignment H4 # 1-4

CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET. #1. Read pp. 14-19.

#2. In PENCIL, paraphrase Hamlet’s 1st soliloquy line by line in FIRST PERSON in the blue soliloquy packet. After you are done, write a synopsis of the soliloquy and its major issues/points/themes in the first blue box on the cover of the soliloquy packet. YOU MUST FILL IN THE BLUE BOXES, TOO. Click HERE for a pdf. copy of the SOLILOQUY PACKET.     #3. Complete the rest of the questions (#17-25) on the Act I. sc. 2 buff-colored quiz. Click HERE for a copy of this quiz.

#4. Do AP Q’s 8-15.

Click HERE to get a pdf. copy of the AP Practice tests.      You may use supplementary sources to look up words like synecdoche, etc.
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#2. Complete take-home green quiz QUESTIONS 1-14 only. SEE BELOW. Click HERE TO GET A COPY OF THIS QUIZ.

#3. OPTIONAL! DO CONSIDER THIS WHEN YOU READ THE ADVICE SPEECH! When you get to page 21-22 (lines 58-81) TRY TO FIGURE OUT AT LEAST 6 BITS OF ADVICE THAT POLONIUS IS GIVING LAERTES. Either jot down a chart similar to the one on p. 98 in HW packet (Click HERE for a copy of this chart.) or just mark each piece of advice in your book. Jot down what is positive as well as negative about each bit of advice. #4. OPTIONAL NOW, BUT PLEASE READ! THIS IS DUE AT THE END OF SPRING BREAK! Do journal WA 14: Advice (or have a parent do it for you!) Wally will explain this later. (See the purple HW packet to understand what I mean if you really want to know now.) NOTE: THIS JOURNAL IS NOT DUE UNTIL ALL THE JOURNALS COME IN AT THE END OF THE SEMESTER, SO THEY HAVE TIME TO DO IT FOR YOU!) #5. Work with the Vicious Mole (p. 25 in Hamlet) speech! It is required to fill in the box at the bottom of the FRONT PAGE of the blue SOLILOQUY PACKETwhere it says “Vicious Mole” Speech. Summarize the speech in this blue box. Click HERE to get a pdf. copy of the Hamlet Soliloquy Packet. ClickHERE for a copy of the PURPLE HAMLET ASSIGNMENT PACKET. Click HEREfor a copy of the SKULL ivory HAMLET PACKET. Also, look over the list of the Hamlet extra credit journals in the Hamlet Packet (back of the front cover). For a copy, click HERE. FUN STUFF: For some fun youtube Shakespeare video links, clickHERE.
Do Assignment H5 #1-5. #1. Read Act I, sc. 3-4 on pp. 19-27 (Don’t you dare read ahead!).

#2. Complete take-home green quiz QUESTIONS 1-14 only. SEE BELOW. Click HERE TO GET A COPY OF THIS QUIZ.

#3. OPTIONAL! DO CONSIDER THIS WHEN YOU READ THE ADVICE SPEECH! When you get to page 21-22 (lines 58-81) TRY TO FIGURE OUT AT LEAST 6 BITS OF ADVICE THAT POLONIUS IS GIVING LAERTES. Either jot down a chart similar to the one on p. 98 in HW packet (Click HERE for a copy of this chart.) or just mark each piece of advice in your book. Jot down what is positive as well as negative about each bit of advice. #4. OPTIONAL NOW, BUT PLEASE READ! THIS IS DUE AT THE END OF SPRING BREAK! Do journal WA 14: Advice (or have a parent do it for you!) Wally will explain this later. (See the purple HW packet to understand what I mean if you really want to know now.) NOTE: THIS JOURNAL IS NOT DUE UNTIL ALL THE JOURNALS COME IN AT THE END OF THE SEMESTER, SO THEY HAVE TIME TO DO IT FOR YOU!) #5. Work with the Vicious Mole (p. 25 in Hamlet) speech! It is required to fill in the box at the bottom of the FRONT PAGE of the blue SOLILOQUY PACKETwhere it says “Vicious Mole” Speech. Summarize the speech in this blue box. Click HERE to get a pdf. copy of the Hamlet Soliloquy Packet. ClickHERE for a copy of the PURPLE HAMLET ASSIGNMENT PACKET. Click HERE for a copy of the SKULL ivory HAMLET PACKET. Also, look over the list of the Hamlet extra credit journals in the Hamlet Packet (back of the front cover). For a copy, click HERE. FUN STUFF: For some fun youtube Shakespeare video links, clickHERE.
BONUS (3 pts.) COUPON ASSIGNMENT H6: Tragedy Myths and Reality–Tragedy Notes (DUE TUESDAY, March 20!) Do #1-2: First, think about the ideas our society generates about what constitutes a tragedy. At the top of your Tragedy Notes, jot down about a paragraph on this topic. Next, read through the blue Tragedy Packet and after your initial paragraph, jot down notes from the packet filling at least the page or as much space as it takes to record additional/new/important information about tragedy. This is not a journal but NOTES. (worth 5 points) CLICK HERE for a pdf. copy of the blue Tragedy Packet if you didn’t get one in class. FYI! click HERE for a copy of the ivory HAMLET PACKET.
vs.

Class Plan:

ALLUSION OF THE DAY / WORDS / HW
ANNOUNCEMENTS
DISCUSS HAMLET–scene 1
1. First two lines–announcement of all the major themes and disorder foreshadowed
2. Hamlet pp. 4-7–iambic pentameter and maybe play 10 min. Renaissance Man Clip
3. Elizabethan notions on ghosts—Discuss Hamlet pp. 3-7: what’s up in Norway with revenge and young Fortinbras
4. p. 11–Claud’s second 2/3 of opening speech
5. Post Sol. 1 debriefing with friends and plan to meet the ghost–Hamlet’s meeting of Horatio and friends after sol. #1–“He was a man, take him all in all.” be vs. do–“king” vs “father”
Scene 2 Claud’s first 1/3 of opening speech and Laertes’ questions
1. We meet Hamlet–kin vs. kind Discuss Zen and the Art of Motorcycle Maintenance & Goethe’s “The Erl King” connection
2. Gertrude’s clueless–common vs. common. Word vulgar = common
3. Claudius and Hamlet go at it

Appearance vs. Reality!

Things are not always as they appear!

**TEST #1: What Hamlet character are you? Go online to http://www.selectsmart.com/FREE/select.php?client=hamlet and take the Character test for Hamlet.**

TEST #2:

Here’s yet another “Which Hamlet character are you?” quiz! This one is the Buzzfeed variety! Give it a shot! (Wally got Ophelia!)

http://www.buzzfeed.com/sarsoren/which-hamlet-character-are-you-12znh

TEST #3:

Here is yet another fun quiz–What Shakespeare Character are you? http://www.americanshakespearecenter.com/quiz/

Check out my vintage Shakespeare book!

Here’s the Story of the Day:

Theory

I keep trying to remember when it stopped being theory & turned into real life because theory was a whole lot easier

Wally and Dr. Jeff Remakel (not in Branagh’s Hamlet but put his name on the poster!) and his long lost Hamlet book!

B

10_28_hamlet

Hip hip Hooray for HAMLET!

TAKING HAMLET TO D.C.

for Shakespeare’s Birthday Bash

Romeo & Juliet etching

Meeting Graham Michael Hamilton who played Hamlet

The Bard’s 446th Birthday Bash

Shakespeare’s Birthday Open House

TO SEE PICTURES OF WALLY’S DC TRIP to celebrate Shakespeare’s birthday and see Hamlet at the Folger Shakespeare Theatre, CLICK HERE!

Wally on Navy Pier, Chicago, in front of the Shakespeare Theatre

Wally in the lobby at the Navy Pier Shakespeare Theatre with her favorite playwright–Guess who?

Wanna see Wally’s trip to NYC Oct. 14-17, 2009

Click HERE.
the “Elizabeths”!

Queen Elizabeth II (alive and on the throne of England today!)

Queen Elizabeth I (1500′s)

Judi Dench played Queen Elizabeth I in Shakespeare in Love

Synchronicity! Wally was in Stratford dining at the Dirty Duck (next to the Royal Shakespeare Company’s Theatre, The Courtyard, and it just so happened that the table she sat down at had this quote next to it on the wall! Recognize it?
- Anne Hathaway’s cottage
- Wally in front of Anne Hathaway’s cottage
  
  Anne Hathaway was Shakespeare’s wife
  
  To see more pictures of London, click here!
- Carina meeting Keanu Reeves at intermission at Jude Law’s production of Hamlet

Questions 1-15

C/C buff quiz Act 1
C/C sol 1 paraphrase
Exchange WA 14 Quotes to Consider with a peer to comment on tonight
Share group background notes on Hamlet
AUTHORSHIP CONTROVERSY!!!!
IF TIME, DISCUSS HAMLET–scene 1
- First two lines–announcement of all the major themes and disorder foreshadowed
- Hamlet pp. 4-7–iambic pentameter and maybe play 10 min. Renaissance Man Clip
- Elizabethan notions on ghosts—Discuss Hamlet pp. 3-7: what’s up in Norway with revenge and young Fortinbras
- p. 11–Claud’s second 2/3 of opening speech
- Post Sol. 1 debriefing with friends and plan to meet the ghost–Hamlet’s meeting of Horatio and friends after sol. #1–“He was a man, take him all in all.” be vs. do–“king” vs “father”
Scene 2 Claud’s first 1/3 of opening speech and Laertes’ questions
- We meet Hamlet–kin vs. kind Discuss Zen and the Art of Motorcycle Maintenance & Goethe’s “The Erl King” connection
- Gertrude’s clueless–common vs. common. Word vulgar = common
- Claudius and Hamlet go at it
Hamlet pp. 4-7–iambic pentameter and maybe play 10 min. Renaissance Man Clip
Elizabethan notions on ghosts—Discuss Hamlet pp. 3-7: what’s up in Norway with revenge and young Fortinbras
p. 11–Claud’s second 2/3 of opening speech
Post Sol. 1 debriefing with friends and plan to meet the ghost–Hamlet’s meeting of Horatio and friends after sol. #1–“He was a man, take him all in all.” be vs. do–“king” vs “father”
zExplain HAMLET EC JOURNALS–soliloquy paraphrases, Hamlet songs, quote poster, viewing another Shakespeare film
Soliloquy #1 and debriefing with friends and plan to meet the ghost, –intro to Ernest Jones theory re: Hamlet and Oedipus

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ASSIGNMENT H3 #1-3: CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET.     #1. Read pp. 1/2 of p. 10 to 1/2 of page 14 (stop right before Hamlet’s first soliloquy). Do the questions on the Act I. sc. 2 buff-colored quiz that apply to these pages (#1 -16 ). Click HERE for a copy of this Act I. sc. 2 buff-colored quiz.    #2.  Answer the 3 Opening Court Q’s (listed in your purple Hamlet Assignment Packet–yes, that’s what it says) on your own paper or in your Hamlet book (if it is your own copy) or in a margin of the buff-colored quiz. Click Hamlet.Act1.sc.2.buff.quiz.2007Scan001 if you need a copy of this quiz. Click HERE for a copy of these questions.   FYI! click HERE for a copy of the ivory HAMLET SKULL PACKET.

#3.       Do Hamlet H3 #3. Do AP Practice Q’s 1-7 in ivory AP MC packet.  ClickHERE to get a pdf. copy of the AP Practice tests. You may use supplementary sources to look up words like synecdoche, etc.

  FYI! click HERE for a copy of the ivory HAMLET SKULL PACKET.

4.
1. BONUS COUPON ASSIGNMENT H6: Tragedy Myths and Reality–Tragedy Notes (DUE MONDAY!) Do #1-2: First, think about the ideas our society generates about what constitutes a tragedy. At the top of your Tragedy Notes, jot down about a paragraph on this topic. Next, read through the blue Tragedy Packet and after your initial paragraph, jot down notes from the packet filling at least the page or as much space as it takes to record additional/new/important information about tragedy. This is not a journal but NOTES. (worth 5 points) CLICKHERE for a pdf. copy of the blue Tragedy Packet if you didn’t get one in class. FYI! click HERE for a copy of the ivory SKULL HAMLET PACKET.

POETRY from 2019

1. Define the terms you have been assigned. Be sure to put your name in the left column to indicate YOU were the one who wrote up the definition. Use a credible source to make sure the term is correct. Do NOT just use a dictionary. You will need to find your letter (A1, A2, A3, B1, B2, C5, C3, D1, D4, E 1, E2, for example) on the GOOGLE DOC to be certain of what your terms are. (If there are any discrepancies, please email Wally ASAP at lwallenberg@edenpr.org. For example, if “Carolyn” is A2, has “repetition,” “parallelism,” and “theme.” Her poem is called “What I Expected.”
  
  MORE SPECIFICS! First, if you already see text in the boxes beside your assigned terms, you are to scrutinize what is written and edit accordingly. There are no guarantees that what is written there is the greatest! Feel free to change and delete and add to anything that is already there. So, no matter if there is text already or not, here is your task: Locate at least 2 different authoritative definitions and examples. Use at least two credible sources. You can use the black textbook (LBT) for one of your definitions of your assigned terms, but you must also find another CREDIBLE (not a generic dictionary like Webster’s) source for your other definition. You need to fill out an awesome definition, some examples of the use of this term, and record the poem you were assigned in the far right box of the GOOGLE DOC.

Do WA 13 My Poem & Group Poems (minimum of a 2-sided journal). Side ONE is due Tuesday, and side TWO is due Wednesday

2. SIDE ONE (DUE TUESDAY): “DIG DEEP” into your assigned individual poems. CHOOSE THE ONE YOU LIKE THE BEST; then continue! As you read your poem (try reading it ALOUD SEVERAL times as well as silently, consider what strikes you–diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? Before writing, you MUST choose ONE of the following analytical approaches (Click 2016 3 Poetry Analysis Methods for a sheet with all three methods on it.). Make sure to write at the top of the page which method you are using (Explicate, Perrine, or TP-CASTT).
  
  See below:
  
  1. METHOD #1: EXPLICATE! How to Explicate a Poem and DIDLS (diction, imagery, details, language, syntax) Click HERE for this sheet.                                                                                           2. METHOD #2: PERRINE’S Question Method     Click 2016 3 Poetry Analysis Methods for this sheet. 3. METHOD #3: TP-CASTT Click 2015 TP-CASTT Poetry Method001(1) for this sheet.
  
  Once you have chosen your approach, use it to analyze your assigned poem applying any literary terms that you see evidence of in the poem and discuss any universal questions that surface in the poem. Be sure to try to find the connection between the use of the devices and how they inform the major universal questions/themes that surface in the poem. Finally, discuss any personal and societal connections that apply to the poem.
  
  WA 9 SIDE TWO GROUP POEMS—DUE WEDNESDAY!–Comment on each of the group poems (except yours). Write the title of each poem above your comments.  Jot down the name of the poem and the group member assigned to each poem.
  
  Start by reading the group poems several times aloud. You might even give a copy of the poems to someone else to read aloud to see what different things jump out at you. As you read, consider what strikes you–-diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? You might want to consider one of the three approaches, too. Make sure you comment on each poem individually.

HAMLET 1st assignment

.Do HAMLET ASSIGNMENT H1 CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET IF YOU DIDN’T GET ONE. If you haven’t already, bring $5 on Monday for the Signet Classic version of Hamlet. YOU MUST GET THE GOLD BAND COPY TODAY! (NOT YOUR DAD’S COPY WITH THE BLACK BAND LIKE BRIAN IS HOLDING!)

Here is what the page looks like in the purple HW packet that you need to find:

H1 #1. Elizabethan Background Notes: Take a minimum of 1 side of a page of NOTES on your assigned topic (see directly below).
- - HAMLET GROUP
    
    Topic B = LBT–BACKGROUND EXPERT and SHAKESPEARE’S BIOGRAPHY Read and take notes on the information from this source: LBT black textbook pp. 191-201; 224-225
  - HORATIO GROUP
    
    TOPIC C = AUTHORSHIP CONTROVERSY & CANON Using your Signet Classic edition of Hamlet, read and take notes on the following articles located in the front of your book:· “Shakespeare: An Overview”–sections “Biographical Sketch,” “A Note on the Anti-Stratfordians, Especially Baconians and Oxfordians,” and“The Shakespeare Canon” on pp. vii-xviii .
  - OPHELIA GROUP
    
    SHAKESPEARE’S THEATER Using your Signet Classic edition of Hamlet, read and take notes on”Shakespeare: An Overview,””Shakespeare’s Theater” and “A Note on the Use of Boy Actors in Female Roles” on pp. xxvi-xxxvi.
  - GHOST
    
    Topic E = SHAKESPEARE’S DRAMATIC LANGUAGE: COSTUMES, GESTURES AND SILENCES, PROSE AND POETRY Using your Signet Classic edition of Hamlet, read and take notes on “Shakespeare’s Dramatic Language: Costumes, Gestures and Silences; Prose And Poetry”, “The Play Text as a Collaboration” and “Editing Texts” on pp. xxxvi-liv (new book).
  - CLAUDIUS
    
    Topic F = SHAKESPEARE ON THE STAGE Using your Signet Classic edition of Hamlet, read and take notes on “Shakespeare on the Stage” on pp. liv-lxi (new book) AND Sylvan Barnet’s article, “Hamlet on Stage and Screen” in the new book on pp. 239-256.
HAMLET ASSIGNMENT H1 #2. EVERYONE, look over the hand-out “Words, Words, Words” in your ivory-colored SKULL Hamlet PACKET. Jot down some interesting findings on the BACK of your Elizabethan background notes. FYI! click HERE for a copy of the ivory Hamlet PACKET.
. HAMLET ASSIGNMENT H1 #3. Do journal WA 13 QUOTES TO CONSIDER (a.k.a. HWA 1 in the HW packet) It is a 2 sider.

SIDE ONE: BOX QUOTE(S) See the page of the Hamlet Skull Packet with 12 boxes of quote choices. Chose ONE of the quotes. Copy down the quote at the top of side one of the journal. Write at least a side of a page on what you think this quote is all about and how it relates to society and/or your experiences. SIDE TWO: Choose 3 famous Hamlet Quotes! On the back side of this journal, choose three Hamlet quotes from the list of Hamlet Significant Quotes. Copy each quote down and jot down the page number and/or Act and Scene and Line number from Hamlet. For each quote and without looking at the text, discuss what you think each means AND predict what you think each of the three quotes might be about. Remember to write a substantial amount so that you have a minimum of one side of a page. FYI! Click HERE for a copy of the ivory SKULL HAMLET PACKET. CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET.
Do HAMLET ASSIGNMENT H2 #1-7. CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET. #1: Read the yellow hand-out in the ivory SKULL Hamlet packet “Actively Reading or Marking a Textbook.” Click HERE for a copy of the SKULL HAMLET PACKET. #2: Read carefully over the material about all the themes and motifs in the PURPLE HAMLET ASSIGNMENT PACKET. #3: Read over the “dramatis personae” (cast list) on p. 2 in your Hamlet text. #4: Using the suggestions given in the yellow hand-out in the ivory SKULL Hamlet packet “Actively Reading or Marking a Textbook,” actively read pp. 3-10 (Act 1.1) in Hamlet. #5: Re-read the scene again. When in doubt, SHOUT it out! (Try it aloud!) #6: BE READY FOR YOUR FIRST HAMLET QUIZ OVER THIS MATERIAL!

#7: BONUS OPPORTUNITIES!

Hear ye! Hear ye! Need any bonus coupons to add to HW points (to be stapled on the journals when turned in or on a HW assignment)? There are two opportunites listed below! Due anytime before March 15!
1. WHICH HAMLET CHARACTER ARE YOU TEST! Take one or all of the following tests and print out or show Wally on your laptop or phone the results!
  
  TEST #1:
  - What Hamlet character are you?
  - http://www.selectsmart.com/FREE/select.php?client=hamlet
    
    TEST #2:
    
    Here’s yet another “Which Hamlet character are you?” quiz! This one is the Buzzfeed variety! Give it a shot! (Wally got Ophelia!)
    
    http://www.buzzfeed.com/sarsoren/which-hamlet-character-are-you-12znh
    
    TEST #3:
  - Here is yet another fun quiz–What Shakespeare Character are you? http://www.americanshakespearecenter.com/quiz/
    
    2.
    
    BRING IN A SHAKESPEARE TEXT! Ask your parents if they have ever read Hamlet, what they remember about it (DO NOT LET THEM GIVE AWAY THE PLOT), and if they have a copy of it for you to bring to class (with any stories about it) for an extra credit coupon.
    
    Check out Wally’s vintage Shakespeare book!

DAY 1 POETRY

POETRY–Taylor Mali clips
TONE & MOOD–AP MC Tone and Mood excerpts
Gatsby chapter 3
Rhyme scheme
WA 10 INTRO TO POETRY white board debrief–Poetry experiences, perceptions, views, frustrations, etc. about previous dealings with poetry, how analyzing poetry is like analyzing film (symbols, foreshadowing, allusions, imagery), definitions, OP pages, etc.

Group Poetry Presentation check-in: Click 2019 Poetry Project Packet for project packet and rubric.

Sword of Damocles

swordofdamocles def

Sword of Damocles blackboard Sword of Damocles moving

Sword of Damocles2 gif cartoon sword of Damocles on Jeopardy

The Sword of Damocles

Click HERE for a video called Breaking Magic: Falling the sword of Damocles!

Just around the corner . . . Hamlet!

Hamlet’s Castle–Elsinore (actually called Kronborg)

Q: Where is Hamlet supposedly set?

A: in Kronborg Castle in Helsingør or Elsinore, Denmark (see pix!)

Elsinore

**See below for the courtyard where Hamlet is performed just about every summer!**

To learn more about Hamlet’s castle, Kronborg, at Elsinore, click on these links:

http://www.copenhagenpictures.dk/kronborg.html

http://www.ses.dk/157000c

Summer 1988

Wally at Elsinore (Kronborg Castle)!

Spring Break 2017

Wally at Kronborg Castle

in Helsingør a.k.a. Elsinore, Denmark

Wally and Carina and Robby at

Legoland in Billund, Denmark.

Elsinore made out of Legos!

Shakespeare Country

Stratford-on-Avon and Holy Trinity Church

Holy Trinity Church (where Shakespeare is buried) in Stratford on the the Avon River

Anne Hathaway’s cottage

To see more pictures of London, click here!

Wally in front of Shakespeare’s wife Anne Hathaway’s cottage

To see more pictures of London, click here!
the great chain of being

Anne of the Thousand Days

the love story of Anne Boleyn and King Henry VIII

WAR OF THE ROSES!

(click HERE for genealogical chart)

For more info on this part of history, go to the website(s) below:

http://englishhistory.net/tudor/monarchs/boleyn.html

to read their love letters, go here:

http://englishhistory.net/tudor/letter10.html

to learn more about him, go here:

http://www.luminarium.org/renlit/tudor.htm

to learn more about the other wives, go here:

http://englishhistory.net/tudor/monarchs/wives.html

or here:

http://www.larmouth.demon.co.uk/sarah-jayne/wives/wives.html

Tower Bridge in London

For more fun, click HERE! Interested in websites on Shakespeare?

Check out some fun youtube Shakespeare LINKS: Click HERE.

insults generator:

http://www.william-shakespeare.org.uk/a1-shakespearean-insults-generator.htm

For more fun, click HERE!

For the reduced Shakespeare company’s rendition of R&J part 1, click http://www.youtube.com/watch?v=bzVyqiskpMk&mode=related&search=

For the reduced Shakespeare company’s rendition of R&J part 2,

click (starts with balcony scene) http://www.youtube.com/watch?v=xKUyq-uCZr0&mode=related&search=

For a fun video with Rowan Atkinson and Hugh Laurie spoofing

Shakesepare and “To be or not to be,” click http://www.youtube.com/watch?v=IwbB6B0cQs4

For a spoof on Shakespeare’s life, click http://www.youtube.com/watch?v=OY4HdGJcJVo

To see a Shakespeare in Love music video set to

“If you’re not the one” Daniel Bedingfield, click http://www.youtube.com/watch?v=l40Syu0sKYM

FUN SHAKESPEARE YOUTUBE LINKS:

Rowan Atkinson interviews Hugh Laurie as Shakespeare

http://www.youtube.com/watch?v=IwbB6B0cQs4&feature=related

amateur Globe Theatre tour

http://www.youtube.com/watch?v=ptgEU91cUzI&feature=related

short tour of Globe theatre to music

http://www.youtube.com/watch?v=JOHvMIsAiLc&feature=related

Brush up your Shakespeare from Kiss Me Kate–version 1

http://www.youtube.com/watch?v=O-CSb3Xe06s&feature=related

Brush up your Shakespeare from Kiss Me Kate–version 2

http://www.youtube.com/watch?v=aSmZfnax1yw

History of Shakespeare–Brief and Naughty

http://www.youtube.com/watch?v=vQGATTeg1Os&NR=1

Big Brother “Who’s Shakespeare?”

http://www.youtube.com/watch?v=7bPHyVOA7iI&feature=related

Beatles do Shakespeare

http://www.youtube.com/watch?v=7bPHyVOA7iI&feature=related

amateur Globe Theatre tour

http://www.youtube.com/watch?v=ptgEU91cUzI&feature=related

short tour of Globe theatre to music

http://www.youtube.com/watch?v=JOHvMIsAiLc&feature=related

CC #1–Do your first CC (Class-Connected Journal) #1 (at least one side of a page typed) This is like a PR for Wally or Rolf, but you will put your name on it. Remember that you MUST establish a clear Class-Connection in your journal–any topic related or connected or inspired by the first five weeks of class is fair game. Please specify your reader–Wally or Olson or Either–at the top of your CC #1.
Do the TONE MULTIPLE CHOICE EXERCISES YOUR GROUP IS ASSIGNED: The following are assigned to your group–Hamlet Group #1-5, Horatio’s Group #6-10, Ophelia‘s Group #11-15, Ghost Group #16-20_, Claudius Group #19-24. Use the ivory-colored hand-out in your pink STUDENT CAN KEEP POETRY PACKET or click HERE to print out a copy of this exercise. WHAT TO DO: Read each passage and choose the word that best describes the tone. As you read, underline what parts of the passage made you arrive at your answer. Click HERE for a sheet on even more specific tone words. You may have to look up some words (i.e., simpering, bantering, pedantic, disdainful, sardonic?)
. PROSE WORK WITH TONE: Exploring TONE in CHAPTER 3 in THE GREAT GATSBY. It is reprinted for you in your POETRY STUDENT CAN KEEP PACKET.

Read the entire excerpt from The Great Gatsby first. Jot down some notes on the excerpt as you read through it for the first time or upon the second reading. What jumps out at you? As you read the excerpt quickly through, think about the mood (your emotional response) and the TONE (the author’s attitude towards the topic/subject matter, the scene (the people, the atmosphere, etc.). At the top of the page, jot down YOUR PERSONAL immediate response to TONE–positive, negative, neutral, indifferent? Now it ‘s time to go back and justify/confirm your initial response. For each section of the excerpt, consider the ways Fitzgerald establishes TONE and how DIDLS–Diction, Imagery, Details, Language, Syntax–reveals the tone. Go back and read the excerpt again SLOWLY. Concentrate on evidence for each of the DIDLS. For example, for DICTION, look for interesting/unusual/powerful word choices. Circle these examples. For IMAGERY, for example, look for some powerful and telling images. Circle these examples. NOTE OTHER DETAILS, LANGUAGE, AND SYNTAX CHOICES, TOO. Circle these. Considering all of these, JOT SOME TONE WORDS that apply to this poem in the margins. Go to pages E1, E3, E4 in the blue Poetry packet and look at the words to describe tone. FINALLY, look back at your initial PERSONAL immediate response to TONE–positive, negative, neutral, indifferent? Do you still agree? Look for around 5 words from pages E1, E3, E4 in the Poetry packet (or of your own choice) which best describe the TONE of this passage. Write them down right next to your original guess at TONE. CLICK HERE FOR THE GATSBY, THE STRANGER, AND ANOTHER FUN ASIMOV EXERCISE FROM THE POETRY PACKET AND SCROLL DOWN IF YOU WANT TO PRINT OUT A COPY OF THE PASSAGE. OPTIONAL (for more practice): Now, read the Camus passage (from The Stranger) on page E6 of the Poetry Packet). As you read, circle any DIDLS that seem to indicate tone. If you need a copy of this passage to print out and mark up, click HERE.
WA 12: “Musee des beaux arts” (2 sides min.) There is a copy of this poem in your Poetry-Can-Keep hand-outs or another hand-out with poems and also on page OP 19 in your Poetry Packet. You can also print out a copy if you would like to ACTIVELY read it! Click HERE or http://poetrypages.lemon8.nl/life/musee/museebeauxarts.htm CLICK HERE FOR A COPY OF “MUSEE.”

SIDE ONE: ANALYSIS   Analyze this poem by using ONE of the methods of analysis we have discussed. Here are your 4 choices: a. EXPLICATE METHOD (Click HERE for “HOW TO EXPLICATE A POEM”) OR    b. Perrine’s suggestions    OR    c. “TP-CASTT” METHOD (Click 2015 TP-CASTT Poetry Method001(1) for a hand-out about this method) or d. the simple “DIDLS” METHOD (diction, imagery, details, language, syntax)   LABEL THE METHOD YOU ARE USING CLEARLY AT THE TOP OF THE PAGE. Be sure that whatever method you choose helps you come to the themes/universal questions the poem unpacks. HOW does this poem work to reveal these themes/universal questions? If all you can do is point out examples of the devices, you have not done your job. After your analysis, be sure to include any personal connections.   BE SURE TO LOOK CLOSELY AT THIS POEM’S COMPANION PAINTING!

SIDE TWO: DELVE DEEPER Probe deeper into your understanding of this poem by writing a response to SOME OF THE FOLLOWING EXTENSIONS RELATING TO THIS POEM, AND THEN ADD SOME THOUGHTS/RESPONSES TO WHAT YOU LEARNED/FOUND INTRIGUING, ETC.                       HERE ARE SOME PLACES TO START:    1.) Look through pages OP 19-29 in your blue poetry packet– Especially look at anything that has to do with Auden and the reviews on “Musee.” 2.) You can also check out some internet sites below and do some of your own additional research on Auden and add that to your comments.

Sites about “Musee des Beaux Arts”:

http://www.youtube.com/watch?v=KbY5GsAnp_A   Favorite Poem project   Musee” http://www.youtube.com/watch?v=SlbFQ5ZtjVY&feature=relatedAuden himself? (J/K) reading “Musee” http://www.youtube.com/watch?v=zZqftCZD2NI

Slave to Beauty (inspired by “Musee”) http://www.youtube.com/watch?v=tT6p1vkq5h4&feature=related

Check this web page about W.H. Auden’s “Musee”

http://poetrypages.lemon8.nl/life/musee/museebeauxarts.htm

Click on the link below to watch Elizabeth Susan Hambleton, a painter from New York, NY, read “Musee”:

http://www.favoritepoem.org/thevideos/hambleton.html

Two other cool Auden poems are “Funeral Blues” and”Stop All the Clocks.”

In the movie Four Weddings and a Funeral , Auden’s “Stop All the Clocks” is used as a eulogy:

http://www.youtube.com/watch?v=b_a-eXIoyYA&feature=related

another “Stop All the Clocks” with film clips

http://www.youtube.com/watch?v=Y1O4LGBxEeA&feature=related

Here are some cool links to read and view some youtube stuff regarding this awesome poem:

http://www.youtube.com/watch?v=q9LJ9we02Ls

Check out this website! These “Auden groupies” (Virtual Street Band) like to make up songs and cartoons to Auden’s work:
This Virtual Street Band (which only exists and performs in cyberspace) has put 3 poems of Auden to music and made some flash videoclips to go along with them. Checking this site out is totally recommended, the site has a really cool feel to it, and the clips are awesome. Here’s the link:
http://www.virtualstreetband.com

There is a copy of this poem on one of your hand-outs and also on page OP 19 in your Poetry Packet. You can also print out a copy if you would like to ACTIVELY   read it! Click HERE or http://poetrypages.lemon8.nl/life/musee/museebeauxarts.htm

CLICK HERE FOR A COPY OF “MUSEE”

and

http://www.youtube.com/watch?v=KbY5GsAnp_A

for a slide show of Brueghel’s paintings
Hear ye! Hear ye! Need any bonus coupons to add to HW points (to be stapled on the journals when turned in or on a HW assignment)? There are two opportunites listed below! Due anytime before March 15!
1. WHICH HAMLET CHARACTER ARE YOU TEST! Take one or all of the following tests and print out or show Wally on your laptop or phone the results!
  
  TEST #1:
  - What Hamlet character are you?
  - http://www.selectsmart.com/FREE/select.php?client=hamlet
    
    TEST #2:
    
    Here’s yet another “Which Hamlet character are you?” quiz! This one is the Buzzfeed variety! Give it a shot! (Wally got Ophelia!)
    
    http://www.buzzfeed.com/sarsoren/which-hamlet-character-are-you-12znh
    
    TEST #3:
  - Here is yet another fun quiz–What Shakespeare Character are you? http://www.americanshakespearecenter.com/quiz/
    
    2.
    
    BRING IN A SHAKESPEARE TEXT! Ask your parents if they have ever read Hamlet, what they remember about it (DO NOT LET THEM GIVE AWAY THE PLOT), and if they have a copy of it for you to bring to class (with any stories about it) for an extra credit coupon.
    
    Check out Wally’s vintage Shakespeare book!

Debrief Dead Poets clip (8 min.) and relate to “To the Virgins” -allusions and symbols and Sonnet 130 and “To the Virgins”–scansion (Maybe read Jaclyn’s e-mail & show example of allusions such as carpe diem, Herrick’s cat parody, to “air” is human, etc.)
Billy Collins “Introduction to Poetry” and “Advice to Writers” and DPS clip #2 (5 min.)
John Donne and 6 degrees
“A little learning is a dangerous thing” –Alexander Pope
GROUP POETRY PROJECT! Connect with your group members as to what you can be doing individually to make this an awesome project (and off-set the summer reading grade if that is applicable to you!)

.

Do HAMLET ASSIGNMENT H1 CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET IF YOU DIDN’T GET ONE FROM ALSO TODAY. If you haven’t already, bring $5 on Monday for the Signet Classic version of Hamlet. YOU MUST GET THE GOLD BAND COPY TODAY! (NOT YOUR DAD’S COPY WITH THE BLACK BAND LIKE BRIAN IS HOLDING!)

H1 #1. Elizabethan Background Notes: Take a minimum of 1 side of a page of NOTES on your assigned topic (see directly below).
- - HAMLET GROUP
    
    Topic B = LBT–BACKGROUND EXPERT and SHAKESPEARE’S BIOGRAPHY Read and take notes on the information from this source: LBT black textbook pp. 191-201; 224-225
  - HORATIO GROUP
    
    TOPIC C = AUTHORSHIP CONTROVERSY & CANON Using your Signet Classic edition of Hamlet, read and take notes on the following articles located in the front of your book:· “Shakespeare: An Overview”–sections “Biographical Sketch,” “A Note on the Anti-Stratfordians, Especially Baconians and Oxfordians,” and“The Shakespeare Canon” on pp. vii-xviii .
  - OPHELIA GROUP
    
    SHAKESPEARE’S THEATER Using your Signet Classic edition of Hamlet, read and take notes on”Shakespeare: An Overview,””Shakespeare’s Theater” and “A Note on the Use of Boy Actors in Female Roles” on pp. xxvi-xxxvi.
  - GHOST
    
    Topic E = SHAKESPEARE’S DRAMATIC LANGUAGE: COSTUMES, GESTURES AND SILENCES, PROSE AND POETRY Using your Signet Classic edition of Hamlet, read and take notes on “Shakespeare’s Dramatic Language: Costumes, Gestures and Silences; Prose And Poetry”, “The Play Text as a Collaboration” and “Editing Texts” on pp. xxxvi-liv (new book).
  - CLAUDIUS
    
    Topic F = SHAKESPEARE ON THE STAGE Using your Signet Classic edition of Hamlet, read and take notes on “Shakespeare on the Stage” on pp. liv-lxi (new book) AND Sylvan Barnet’s article, “Hamlet on Stage and Screen” in the new book on pp. 239-256.
HAMLET ASSIGNMENT H1 #2. EVERYONE, look over the hand-out “Words, Words, Words” in your ivory-colored SKULL Hamlet PACKET. Jot down some interesting findings on the BACK of your Elizabethan background notes. FYI! click HERE for a copy of the ivory Hamlet PACKET.
.

HAMLET ASSIGNMENT H1 #3. Do journal WA 13 QUOTES TO CONSIDER (a.k.a. HWA 1 in the HW packet) It is a 2 sider. SIDE ONE: BOX QUOTE(S) See the page of the Hamlet Packet with 12 boxes of quote choices. Chose ONE of the quotes. Copy down the quote at the top of side one of the journal. Write at least a side of a page on what you think this quote is all about and how it relates to society and/or your experiences. SIDE TWO: 3 HAMLET QUOTES On the back side of this journal, choose three Hamlet quotes from the list of Hamlet Significant Quotes. Copy each quote down and jot down the page number and/or Act and Scene and Line number from Hamlet. For each quote and without looking at the text, discuss what you think each means AND predict what you think each of the three quotes might be about. Remember to write a substantial amount so that you have a minimum of one side of a page. FYI! Click HERE for a copy of the ivory HAMLET PACKET. CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET.
Do HAMLET ASSIGNMENT H2 #1-7. CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET. #1: Read the yellow hand-out in the ivory SKULL Hamlet packet “Actively Reading or Marking a Textbook.” Click HERE for a copy of the SKULL HAMLET PACKET. #2: Read carefully over the material about all the themes and motifs in the PURPLE HAMLET ASSIGNMENT PACKET. #3: Read over the “dramatis personae” (cast list) on p. 2 in your Hamlet text. #4: Using the suggestions given in the yellow hand-out in the ivory SKULL Hamlet packet “Actively Reading or Marking a Textbook,” actively read pp. 3-10 (Act 1.1) in Hamlet. #5: Re-read the scene again. When in doubt, SHOUT it out! (Try it aloud!) #6: BE READY FOR YOUR FIRST HAMLET QUIZ OVER THIS MATERIAL!

#7: BONUS OPPORTUNITIES!
1. Hear ye! Hear ye! Need any bonus coupons to add to HW points (to be stapled on the journals when turned in or on a HW assignment)? There are two opportunites listed below! Due anytime before March 15!
  1. WHICH HAMLET CHARACTER ARE YOU TEST! Take one or all of the following tests and print out or show Wally on your laptop or phone the results!
    
    TEST #1:
    - What Hamlet character are you?
    - http://www.selectsmart.com/FREE/select.php?client=hamlet
      
      TEST #2:
      
      Here’s yet another “Which Hamlet character are you?” quiz! This one is the Buzzfeed variety! Give it a shot! (Wally got Ophelia!)
      
      http://www.buzzfeed.com/sarsoren/which-hamlet-character-are-you-12znh
      
      TEST #3:
    - Here is yet another fun quiz–What Shakespeare Character are you? http://www.americanshakespearecenter.com/quiz/
      
      2.
      
      BRING IN A SHAKESPEARE TEXT! Ask your parents if they have ever read Hamlet, what they remember about it (DO NOT LET THEM GIVE AWAY THE PLOT), and if they have a copy of it for you to bring to class (with any stories about it) for an extra credit coupon.
      
      Check out Wally’s vintage Shakespeare book!

1977 classroom antics

EPHS English Dep’t 1985!

Here’s the Story of the Day:

Theory

I keep trying to remember when it stopped being theory & turned into real life because theory was a whole lot easier

Shakespeare ling

Screen Shot 2019-03-09 at 11.04.36 PM

White Elephant

Click HERE if you would like to read Hemingway’s famous short story “Hills Like White Elephants.”

If you would like to read Ernest Hemingway’s story “Hills Like White Elephants,” click Hills Like White Elephants – Ernest Hemingway.

Bring $5 for your Signet Classic Hamlet book! Fold it into a cap for pointless fun! See below directions for this time waster!

AP Essay on A Prayer for Owen Meany. For a copy of the question with tips!, click HERE.) You must hand write it, so please write legibly and do not write on the back side of the pages. The time limit is 40 min. max. About 10 min. of that 40 min. should be spent planning the essay. You may NOT use any outside resources. Stay away from your personal opinions on this issue. Of course, this means you may NOT use the text. Here’s the prompt: The “nature vs. nurture” debate has raged for many years. The question is whether a person’s inherent nature or the way he or she is “nurtured,” or raised, is the more critical factor in determining what kind of person he or she will eventually become. Write a well-organized essay discussing the position put forth from reading A Prayer for Owen Meany.

non sequitur

Screen Shot 2019-03-06 at 9.31.01 PM

Click HERE to see a video explaining “non sequitur.”

Click HERE to see Michael from The Office using

a “non sequitur.”

T

POETRY

Time for . . .

poetrytermslesson-poets

powerpoetry_logo_0

poetry-terms-devices-and-figurative-language-2-638 triangle-elements-of-poetry-image rhyme-green-eggs-and-ham twinkle-rhyme-rhythm rhyme-scheme-ogden-nash active-reading-a-poem

“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.” ~Chinese Proverb~

Hey, calling all lovers of the arts!

First, read the left side only. Yikes!

Now, read the entire line made up of left and right sides! That’s better! So true! PASSWORD PROTECTION! Read the following article, and then think iambic tetrameter!

Want an Unbreakable Password?

“Write It in Iambic Tetrameter,” says Katy Waldman

Look here: http://www.slate.com/blogs/future_tense/2015/10/22/how_to_choose_an_uncrackable_password_use_meter_and_rhyme.html

Tone & Mood and “C’mon Lou!”
Share WA 11 Intro to Poetry
Billy Collins–“Intro to Poetry”
Pope “An Essay on Man”
Marianne Stokes painting–analysis and Herrick’s “To the Virgins to Make Much of Time” Marianne Stokes painting and

analyze and

Dead Poets clip (8 min.) and relate to “To the Virgins” -allusions and symbols and Sonnet 130 and “To the Virgins”–scansion (Maybe read Jaclyn’s e-mail & show example of allusions such as carpe diem, Herrick’s cat parody, to “air” is human, etc.)
POETRY TERMS TODAY: tone, mood, DIDLS, (diction, imagery, details, language, syntax) connotation, denotation,
Do WA 13 My Poem & Group Poems (minimum of a 2-sided journal). Side ONE is due Tuesday, and side TWO is due Wednesday

2. SIDE ONE (DUE TUESDAY): “DIG DEEP” into your assigned individual poems. CHOOSE THE ONE YOU LIKE THE BEST; then continue! As you read your poem (try reading it ALOUD SEVERAL times as well as silently, consider what strikes you–diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? Before writing, you MUST choose ONE of the following analytical approaches (Click 2016 3 Poetry Analysis Methods for a sheet with all three methods on it.). Make sure to write at the top of the page which method you are using (Explicate, Perrine, or TP-CASTT).
  
  See below:
  
  1. METHOD #1: EXPLICATE! How to Explicate a Poem and DIDLS (diction, imagery, details, language, syntax) Click HERE for this sheet.                                                                                           2. METHOD #2: PERRINE’S Question Method     Click 2016 3 Poetry Analysis Methods for this sheet. 3. METHOD #3: TP-CASTT Click 2015 TP-CASTT Poetry Method001(1) for this sheet.
  
  Once you have chosen your approach, use it to analyze your assigned poem applying any literary terms that you see evidence of in the poem and discuss any universal questions that surface in the poem. Be sure to try to find the connection between the use of the devices and how they inform the major universal questions/themes that surface in the poem. Finally, discuss any personal and societal connections that apply to the poem.
  
  WA 9 SIDE TWO GROUP POEMS—DUE WEDNESDAY!–Comment on each of the group poems (except yours). Write the title of each poem above your comments.  Jot down the name of the poem and the group member assigned to each poem.
  
  Start by reading the group poems several times aloud. You might even give a copy of the poems to someone else to read aloud to see what different things jump out at you. As you read, consider what strikes you–-diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? You might want to consider one of the three approaches, too. Make sure you comment on each poem individually.
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CC #1–Do your first CC (Class-Connected Journal) #1 (at least one side of a page typed) This is like a PR for Wally or Rolf, but you will put your name on it. Remember that you MUST establish a clear Class-Connection in your journal–any topic related or connected or inspired by the first five weeks of class is fair game. Please specify your reader–Wally or Olson or Either–at the top of your CC #1.
Do the TONE MULTIPLE CHOICE EXERCISES YOUR GROUP IS ASSIGNED: The following are assigned to your group–Hamlet Group #1-5, Horatio’s Group #6-10, Ophelia‘s Group #11-15, Ghost Group #16-20_, Claudius Group #19-24. Use the ivory-colored hand-out in your pink STUDENT CAN KEEP POETRY PACKET or click HERE to print out a copy of this exercise. WHAT TO DO: Read each passage and choose the word that best describes the tone. As you read, underline what parts of the passage made you arrive at your answer. Click HERE for a sheet on even more specific tone words. You may have to look up some words (i.e., simpering, bantering, pedantic, disdainful, sardonic?)
. PROSE WORK WITH TONE: Exploring TONE in CHAPTER 3 in THE GREAT GATSBY. It is reprinted for you in your POETRY STUDENT CAN KEEP PACKET.

Read the entire excerpt from The Great Gatsby first. Jot down some notes on the excerpt as you read through it for the first time or upon the second reading. What jumps out at you? As you read the excerpt quickly through, think about the mood (your emotional response) and the TONE (the author’s attitude towards the topic/subject matter, the scene (the people, the atmosphere, etc.). At the top of the page, jot down YOUR PERSONAL immediate response to TONE–positive, negative, neutral, indifferent? Now it ‘s time to go back and justify/confirm your initial response. For each section of the excerpt, consider the ways Fitzgerald establishes TONE and how DIDLS–Diction, Imagery, Details, Language, Syntax–reveals the tone. Go back and read the excerpt again SLOWLY. Concentrate on evidence for each of the DIDLS. For example, for DICTION, look for interesting/unusual/powerful word choices. Circle these examples. For IMAGERY, for example, look for some powerful and telling images. Circle these examples. NOTE OTHER DETAILS, LANGUAGE, AND SYNTAX CHOICES, TOO. Circle these. Considering all of these, JOT SOME TONE WORDS that apply to this poem in the margins. Go to pages E1, E3, E4 in the blue Poetry packet and look at the words to describe tone. FINALLY, look back at your initial PERSONAL immediate response to TONE–positive, negative, neutral, indifferent? Do you still agree? Look for around 5 words from pages E1, E3, E4 in the Poetry packet (or of your own choice) which best describe the TONE of this passage. Write them down right next to your original guess at TONE. CLICK HERE FOR THE GATSBY, THE STRANGER, AND ANOTHER FUN ASIMOV EXERCISE FROM THE POETRY PACKET AND SCROLL DOWN IF YOU WANT TO PRINT OUT A COPY OF THE PASSAGE. OPTIONAL (for more practice): Now, read the Camus passage (from The Stranger) on page E6 of the Poetry Packet). As you read, circle any DIDLS that seem to indicate tone. If you need a copy of this passage to print out and mark up, click HERE.
WA 12: “Musee des beaux arts” (2 sides min.) There is a copy of this poem in your Poetry-Can-Keep hand-outs or another hand-out with poems and also on page OP 19 in your Poetry Packet. You can also print out a copy if you would like to ACTIVELY read it! Click HERE or http://poetrypages.lemon8.nl/life/musee/museebeauxarts.htm CLICK HERE FOR A COPY OF “MUSEE.”

SIDE ONE: ANALYSIS   Analyze this poem by using ONE of the methods of analysis we have discussed. Here are your 4 choices: a. EXPLICATE METHOD (Click HERE for “HOW TO EXPLICATE A POEM”) OR    b. Perrine’s suggestions    OR    c. “TP-CASTT” METHOD (Click 2015 TP-CASTT Poetry Method001(1) for a hand-out about this method) or d. the simple “DIDLS” METHOD (diction, imagery, details, language, syntax)   LABEL THE METHOD YOU ARE USING CLEARLY AT THE TOP OF THE PAGE. Be sure that whatever method you choose helps you come to the themes/universal questions the poem unpacks. HOW does this poem work to reveal these themes/universal questions? If all you can do is point out examples of the devices, you have not done your job. After your analysis, be sure to include any personal connections.   BE SURE TO LOOK CLOSELY AT THIS POEM’S COMPANION PAINTING!

SIDE TWO: DELVE DEEPER Probe deeper into your understanding of this poem by writing a response to SOME OF THE FOLLOWING EXTENSIONS RELATING TO THIS POEM, AND THEN ADD SOME THOUGHTS/RESPONSES TO WHAT YOU LEARNED/FOUND INTRIGUING, ETC.                       HERE ARE SOME PLACES TO START:    1.) Look through pages OP 19-29 in your blue poetry packet– Especially look at anything that has to do with Auden and the reviews on “Musee.” 2.) You can also check out some internet sites below and do some of your own additional research on Auden and add that to your comments.

Sites about “Musee des Beaux Arts”:

http://www.youtube.com/watch?v=KbY5GsAnp_A   Favorite Poem project   Musee” http://www.youtube.com/watch?v=SlbFQ5ZtjVY&feature=relatedAuden himself? (J/K) reading “Musee” http://www.youtube.com/watch?v=zZqftCZD2NI

Slave to Beauty (inspired by “Musee”) http://www.youtube.com/watch?v=tT6p1vkq5h4&feature=related

Check this web page about W.H. Auden’s “Musee”

http://poetrypages.lemon8.nl/life/musee/museebeauxarts.htm

Click on the link below to watch Elizabeth Susan Hambleton, a painter from New York, NY, read “Musee”:

http://www.favoritepoem.org/thevideos/hambleton.html

Two other cool Auden poems are “Funeral Blues” and”Stop All the Clocks.”

In the movie Four Weddings and a Funeral , Auden’s “Stop All the Clocks” is used as a eulogy:

http://www.youtube.com/watch?v=b_a-eXIoyYA&feature=related

another “Stop All the Clocks” with film clips

http://www.youtube.com/watch?v=Y1O4LGBxEeA&feature=related

Here are some cool links to read and view some youtube stuff regarding this awesome poem:

http://www.youtube.com/watch?v=q9LJ9we02Ls

Check out this website! These “Auden groupies” (Virtual Street Band) like to make up songs and cartoons to Auden’s work:
This Virtual Street Band (which only exists and performs in cyberspace) has put 3 poems of Auden to music and made some flash videoclips to go along with them. Checking this site out is totally recommended, the site has a really cool feel to it, and the clips are awesome. Here’s the link:
http://www.virtualstreetband.com

There is a copy of this poem on one of your hand-outs and also on page OP 19 in your Poetry Packet. You can also print out a copy if you would like to ACTIVELY   read it! Click HERE or http://poetrypages.lemon8.nl/life/musee/museebeauxarts.htm

CLICK HERE FOR A COPY OF “MUSEE”

and

http://www.youtube.com/watch?v=KbY5GsAnp_A

for a slide show of Brueghel’s paintings
Hear ye! Hear ye! Need any bonus coupons to add to HW points (to be stapled on the journals when turned in or on a HW assignment)? There are two opportunites listed below! Due anytime before March 15!
1. WHICH HAMLET CHARACTER ARE YOU TEST! Take one or all of the following tests and print out or show Wally on your laptop or phone the results!
  
  TEST #1:
  - What Hamlet character are you?
  - http://www.selectsmart.com/FREE/select.php?client=hamlet
    
    TEST #2:
    
    Here’s yet another “Which Hamlet character are you?” quiz! This one is the Buzzfeed variety! Give it a shot! (Wally got Ophelia!)
    
    http://www.buzzfeed.com/sarsoren/which-hamlet-character-are-you-12znh
    
    TEST #3:
  - Here is yet another fun quiz–What Shakespeare Character are you? http://www.americanshakespearecenter.com/quiz/
    
    2.
    
    BRING IN A SHAKESPEARE TEXT! Ask your parents if they have ever read Hamlet, what they remember about it (DO NOT LET THEM GIVE AWAY THE PLOT), and if they have a copy of it for you to bring to class (with any stories about it) for an extra credit coupon.
    
    Check out Wally’s vintage Shakespeare book!

“A little learning is a dangerous thing”

–Alexander Pope

1977 classroom antics

Wally’s first AP Class 1977

(do you recognize Mr. McCartan?)

1977 Conn & Wally 2016 Linda and Conn copy

1977 EPHS hallway guard Linda

FullSizeRender 3

EPHS English Dep’t 1985!

WA 10 DONNE & DONNE’S SONNETS, “MEDITATION 17,” & 6 Degrees Theory ( 3 topics over two sides)   Label each part clearly!   PART A. DONNE & SONNETS: Read John Donne’s bio (see pages 359-359 in our black LBT text and read some of Donne’s sonnets in the Poetry Packet on p. OP 28 or in the LBT pages 362, 364, 360. Jot down a few notes and comment on your journal on what seems important or what strikes you.   PART B. “Meditation 17″ Now, read John Donne’s “Meditation 17″ (in our Poetry packet or on 367-368 in the LBT or click http://www.luminarium.org/sevenlit/donne/meditation17.php if you need to read this online. LOOK FOR SIGNIFICANT QUOTES THAT ILLUMINATE THE UNIVERSAL QUESTIONS DONNE POSES.   In other words, look for quotations that you would deem “significant” in terms of emphasizing those “BIG” IDEAS” and “UNANSWERABLE QUESTIONS.”   You must locate at least 3. Write these “SIGNIFICANT QUOTATIONS” down in your WA, and after each, explain thoroughly or give rationale as to why that quotation is so significant / powerful / revealing, etc.       PART C. Six Degrees of Separation Theory    Finally, do some research and jot down your understanding and thoughts about the “Six Degrees of Separation” Theory! Check out the following “Six Degrees of Separation” websites! (some of the links might be broken; just keep trying) Jot down some notes on the BACK SIDE of this WA–what you think/learned about the theory and anything you found interesting!    Here’s a TED talk with Kevin Bacon who is explaining the concept of 6 degrees and how it has impacted him. Click http://www.youtube.com/watch?v=n9u-TITxwoM           GENERAL INFO ON THE 6 degrees theory http://en.wikipedia.org/wiki/Six_Degrees_of_Kevin_Bacon http://www.youtube.com/watch?v=tPB8L_sFMaM http://www.sixdegrees.org/ (Kevin’s site)                                                                                               NPR BROADCAST ABOUT 6 DEGREES THEORY : http://www.npr.org/templates/story/story.php?storyId=18417083                                                       MORE INFO ON THE 6 degrees theory http://www.guardian.co.uk/technology/2008/aug/03/internet.email                                                    http://www.findarticles.com/p/articles/mi_m1511/is_12_19/ai_59587202                                                 http://whatis.techtarget.com/definition/0,,sid9_gci932596,00.html                                             http://aries.mos.org/sixdegrees/ http://www.travellerspoint.com/forum.cfm?thread=14673                                                           the game    Click http://oracleofbacon.org/ http://www.thekevinbacongame.com/                           http://www-distance.syr.edu/bacon.html http://msnbc.com/onair/nbc/dateline/KBacon/Kevin.asp        the movie Six Degrees of Separation http://www.imdb.com/title/tt0108149/ http://en.wikipedia.org/wiki/                             Six_Degrees_of_Kevin_Bacon

2.. .Finish your proposal sheet for your Lit. Analysis Paper to submit to Olson by Friday. Note: you are not bound to this proposal and may tweak it as you see fit.

First, read the 2019 Lit. Analysis Paper Packet carefully. Click 2020 AP LIT ANALYSIS PAPER MASTER if you need one.  Next (if you have not done this yet), fill out page two–the purple brainstorming sheet.  CLick 2020 Paired Novels Brainstorming p. 2 Literary Analysis Paper for copy of the WORD document version of page 2 that you may use to type on and print out to submit to Olson.

It looks like this:

On Friday, March 8th, you will fill out your proposal on page 3 and hand it in.

CLick 2020 Preliminary Proposal for Literary Analysis Paper p. 3 for copy of the WORD document version of page 3 that you may use to type on and PRINT IT OUT to submit to Olson. It looks like this:

CLick 2020 Preliminary Proposal for Literary Analysis Paper p. 3 for copy of the WORD document version of page 3 that you may use to type on and PRINT IT OUT to submit to Olson.

You are not completely committing to this idea yet, but you are submitting something preliminarily so he can give you some early feedback.

vs.   NOTE: After Olson’s feedback, a thesis statement and formal outline will be due one week before the paper due date (yet to be determined).

NOTE: A topic outline is required! Be sure to consult pages MSF 6-11 in the Survival Manual for how to do an outline. You may either do a single-spaced or a double-spaced outline. For outline formatting, see the EPHS Survival Manual.

SAMPLE OUTLINES AND FIRST PAGES OF LIT. ANALYSIS PAPERS:

1. Sample A–Beardsley (point by point organization example) Click AP LIT ANALYS A POINT BY POINT STYLE BY STEVE BEARDSLEY_001.

2. Sample B–Li (block style organization example) Click AP LIT ANALYSIS B BLOCK STYLE by HE LI_001.

3. Sample C–Paulus (point by point organization example) Click AP LIT ANALYSIS C POINT BY POINT STYLE BY BRIAN PAULUS_001.

4. Sample D–Farrell (block style organization example) Click AP LIT ANALYSIS D BLOCK STYLE BY ANN FARRELL_001. NOTE: Ann Farrell’s paper was done before MLA version 7 was in effect, so there are some errors in italicizing titles.

3. Using the rubric for the GROUP POETRY PRESENTATION PROJECT, brainstorm ideas for a group poetry presentation right in the place provided for this under each grading area. Click if you need this. You will make a plan Friday!

. Review the three methods of unpacking a poem hand-outs:

Click 2016 3 Poetry Analysis Methods for a sheet with all three methods on it.:

1. METHOD #1: EXPLICATE! How to Explicate a Poem and DIDLS (diction, imagery, details, language, syntax) Click HERE for this sheet.                                                                                                                         2. METHOD #2: PERRINE’S Question Method     Click 2016 3 Poetry Analysis Methods for this sheet.    3. METHOD #3: TP-CASTT Click 2015 TP-CASTT Poetry Method001(1) for this sheet.

Click HERE for our

2019 Literary Terms Google Doc!

6 degrees of Separation Theory!

Here’s a TED talk with Kevin Bacon who is explaining the concept of 6 degrees and how it has impacted him. Click http://www.youtube.com/watch?v=n9u-TITxwoM

Some of Wally’s 6 degrees examples:

1 degree of separation from Keanu Reeves!

2010 010 NYC Oct.14-17 Keanu Reeves & Carina.080

1 degree from Ian McKellen!

2014 Sir Ian and Wally NYC 2014 Sir Ian's autograph & Wally's book 2014 Sir Ian and autographsing

I’m 1 degree from Lyle Lovett (thanks to my brother!).

Oct. 17, 2015 Lyle Lovett and John Hiatt concert State Theatre Minneapolis!

1 degree from King Carl-Gustaf of Sweden:

1974 in Uppsala Sweden where I was an exchange student my junior year at Gustavus 2011 at the Governor’s Mansion in St. Paul when I was invited to have breakfast with the King

I am 2 degrees from Eric Clapton!

my brother Scott Wallenberg, Eric Clapton, and baby Eric (named after Clapton) at his first Clapton concert–only 3 months old 1985

Here’s a link to hear my brother Scott’s music:

http://www.purevolume.com/wallenbergmusic

Here’s a performance of Scott’s with the band The Crash at the Indy 500:

http://www.youtube.com/watch?v=3sNu_BA607U

1 degree from Brian Russell–a former APE who has just published his first anthology of poetry–The Year of What Now

Check it out: http://articles.latimes.com/2013/aug/06/entertainment/la-et-jc-brian-russell-20130805 and at Amazon http://www.amazon.com/The-Year-What-Now-Poems/dp/1555976484

2013 7 Brian Russell & Rolf & LInda

We ♥ SLAM POETRY!!!!!

Here’s just a few more websites to check out:SPOKEN WORD VIDEOS ONLINE! Here are some links of about poetry and poems that I like (you may, of course, find your own by going to youtube.com and typing in “Def Poetry Jam” or “spoken word” or “slam poetry” and see what you find): (some SLAM POETRY, too) http://www.loc.gov/poetry/laureate.html (about poet laureate position) AND www.favoritepoem.org AND www.artistsforliteracy.org (site to match modern music and poetry) AND www.poems.com AND http://www.poets.org/poet.php/prmPID/278 ANDxx www.poetry.com AND www.poetry.org http://www.defpoetryjam.com/AND http://www.hbo.com/defpoetry/ AND http://aalbc.com/authors/def_poetry_jam_story.htm AND http://www.defpoetryjamontour.com/ AND Interview of Taylor Mali: What is “slam poetry”? “Undivided Attention” poem http://www.youtube.com/watch?v=0vpDE9tkgF4&feature=related ”The Miracle Workers”

More SLAMMERS:

Alicia Keys “POW” (from her book “Tears from Water”)

Click

http://www.youtube.com/watch?v=U8ZVNKNxnjs&feature=related

Bassey Ikpi www.basseyworld.com/main.php (Bassey Ikpi’s personal site)

To watch Bassey “perform” her awesome poem “Homeward”

on Def Poetry, click on the link below:

Homeward

http://www.youtube.com/watch?v=bTcOWR3uc0E&feature=related

vgQ8jd0Q&feature=related

Watch the SLAM POET Sarah Kay’s TED TALK “How Many Lives Can You Live?” Click HERE .

Here’s her website: http://www.kaysarahsera.com/

“B” by Sarah Kay

http://www.youtube.com/watch?v=e3Ks1ceHkus&feature=related

“Pretty” by Sarah Kay

http://www.youtube.com/watch?v=VuAbGJBvIVY

For My Daughter by Sarah Kay

http://www.youtube.com/watch?v=8sSfbQk7DxE&feature=related

Do second side of WA 10 Individual and Group Poems (minimum of a 2-sided journal).

SIDE ONE: “DIG DEEP” into your individually-Assigned poem. (You should have done this side already) Contact Wally if you do not know which one is yours. As you read your poem (try reading it SEVERAL times as well as aloud, consider what strikes you–diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? Before writing, choose ONE of the following analytical approaches (Click 2016 3 Poetry Analysis Methods for a sheet with all three methods on it.):

1. METHOD #1: EXPLICATE! How to Explicate a Poem and DIDLS (diction, imagery, details, language, syntax) Click HERE for this sheet. 2. METHOD #2: PERRINE’S Question Method Click 2016 3 Poetry Analysis Methods for this sheet. 3. METHOD #3: TP-CASTT Click 2015 TP-CASTT Poetry Method001(1) for this sheet.

Once you have chosen your approach, use it to analyze your assigned poem applying any literary terms that you see evidence of in the poem and discuss any universal questions that surface in the poem. Be sure to try to find the connection between the use of the devices and how they inform the major universal questions/themes that surface in the poem. Finally, discuss any personal and societal connections that apply to the poem.

SIDE TWO–Comment on each of the group poems (except yours). Write the title of each poem above your comments. Start by reading the group poems several times aloud. You might even give a copy of the poems to someone else to read aloud to see what different things jump out at you. As you read, consider what strikes you–-diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? You might want to consider one of the three approaches, too. Make sure you comment on each poem individually. Jot down the name of the poem and the group member assigned to each poem.
.

Read and annotate the Poetry Presentation Packet so you have an idea how this project will work. Click below if you were absent and need a copy:

2019 Poetry Project Packet
Start thinking about your proposal for your Lit. Analysis Paper to submit to Olson by Friday. Note: you are not bound to this proposal and may tweak it as you see fit.

First, read the 2019 Lit. Analysis Paper Packet carefully. Click 2020 AP LIT ANALYSIS PAPER MASTER if you need one. Next (if you have not done this yet), fill out page two–the purple brainstorming sheet. CLick 2020 Paired Novels Brainstorming p. 2 Literary Analysis Paper for copy of the WORD document version of page 2 that you may use to type on and print out to submit to Olson.

It looks like this:

On Friday, you will fill out your proposal on page 3 and hand it in.

CLick 2020 Preliminary Proposal for Literary Analysis Paper p. 3 for copy of the WORD document version of page 3 that you may use to type on and print out to submit to Olson. It looks like this:

You are not completely committing to this idea yet, but you are submitting something preliminarily so he can give you some early feedback.

vs. NOTE: After Olson’s feedback, a thesis statement and formal outline will be due one week before the paper due date (yet to be determined).

NOTE: A topic outline is required! Be sure to consult pages MSF 6-11 in the Survival Manual for how to do an outline. You may either do a single-spaced or a double-spaced outline. For outline formatting, see the EPHS Survival Manual.

SAMPLE OUTLINES AND FIRST PAGES OF LIT. ANALYSIS PAPERS:

1. Sample A–Beardsley (point by point organization example) Click AP LIT ANALYS A POINT BY POINT STYLE BY STEVE BEARDSLEY_001.

2. Sample B–Li (block style organization example) Click AP LIT ANALYSIS B BLOCK STYLE by HE LI_001.

3. Sample C–Paulus (point by point organization example) Click AP LIT ANALYSIS C POINT BY POINT STYLE BY BRIAN PAULUS_001.

2. Sample D–Farrell (block style organization example) Click AP LIT ANALYSIS D BLOCK STYLE BY ANN FARRELL_001. NOTE: Ann Farrell’s paper was done before MLA version 7 was in effect, so there are some errors in italicizing titles.

Baba Brinkman’s “Dead Poet’s Society”

http://www.babasword.com/

Taylor Mali at the Bowery Poetry Club in NYC Nov. 12, 2005 For more info. on this club, go here: http://www.bowerypoetry.com/

TAYLOR MALI–the most winning national champ

and master of the slam

Hey, all you teacher wannabes, to look at Taylor’s website outlining his dream to convince 1,000 people to become teachers (because of his inspiration):

http://web.mac.com/tmali/iWeb/1,000%20New%20Teachers/The%20Mission.html

For a parody on Mali’s poem “What Teachers Make,” click HERE!

Interview of Taylor Mali: What is “slam poetry”? “Undivided Attention” poem

http://www.youtube.com/watch?v=0vpDE9tkgF4&feature=related

”The Miracle Workers”

http://www.youtube.com/watch?v=9vMHSGmGtuo&feature=related

“What Teachers Make” Bowery Poetry Club

http://www.youtube.com/watch?v=0xuFnP5N2uA&feature=related

For a parody on Mali’s poem “What Teachers Make,” click HERE!

“What Teachers Make” Def Poetry Jam

http://www.youtube.com/watch?v=tpog1_NFd2Q&feature=related

“Like Lilly Like Wilson”

http://www.youtube.com/watch?v=tshNfYWPlDg&NR=1

“Reading Aloud”
http://www.youtube.com/watch?v=1rZzwIb6aPE&feature=related

“On Girls Lending Pens”

http://www.youtube.com/watch?v=44sXwJgqUyc&feature=related

“I Could Be a Poet”

http://www.youtube.com/watch?v=mnOrrknTxbI&feature=related

“Totally like whatever, you know?” or also called “Conviction”

http://www.youtube.com/watch?v=Qv0aDhqxiHg&feature=related

“Labeling Keys”

http://www.youtube.com/watch?v=SbnQfFaxkno&feature=related

“Undivided Attention”

http://www.youtube.com/watch?v=_1MHVqAWGmI&feature=related

http://www.youtube.com/watch?v=00JtwMKMOMQ&feature=related

“Proofreading”

http://www.youtube.com/watch?v=OonDPGwAyfQ

“Where’s Your Favorite Place to Write?”

http://www.youtube.com/watch?v=O_POEIhEXRI&feature=related

“Don’t Wait For Me” podcast

http://web.mac.com/tmali/Photo_site/Podcasts/Entries/2007/10/3_Work_in_progress.html

“The Apologia Of Hephaestus, 2007”

http://www.youtube.com/watch?v=_JZW9HEer3o&feature=related

“Forgetfulness” Billy Collins

http://www.youtube.com/watch?v=wrEPJh14mcU

“Three Poems by Billy Collins”—“The Lanyard” and “ The Future” and “Building with its Face Blown Off” at Apsen Ideas Festival

http://www.youtube.com/watch?v=LEO1e4euUTc&feature=related

“Consolation” Billy Collins

http://www.youtube.com/watch?v=uXx5K6gfQBw&feature=related

Aspen Ideas Festival “An Evening with Billy Collins”

http://www.aifestival.org/index2.php?menu=3&sub=1&title=222&action=full_info

“Litany” Billy Collins

http://www.youtube.com/watch?v=56Iq3PbSWZY&NR=1

PAGE MEETS STAGE!!!

COLLINS MEETS MALI!!

Taylor Mali, Bob Holman (owner of the Bowery), and Billy Collins at the Bowery Poetry Club in NYC Nov. 12, 2005 For more info. on this club, go here: http://www.bowerypoetry.com/

National “slammer”champ Taylor Mali with Wally at the Bowery Poetry Club in NYC Nov. 12, 2005

For more info. on this club, go here: http://www.bowerypoetry.com/

BILLY COLLINS, former U.S. Poet Laureate

my friends John Wirth (writer/producer of Sarah Connor Chronicles, Ghost Whisperer, Nash Bridges, Remington Steele) and his wife Gail Matthius who was Saturday Night Live in the early 1980′s and now doing cartoon voices with their friend Billy Collins

Wally, Billy Collins, and Wally’s friend Gail in NYC at the Bowery Poetry Club in NYC Nov. 12, 2005 For more info. on this club, go here: http://www.bowerypoetry.com/

http://www.bigsnap.com/billy.html (former poet laureate Billy Collins site)

www.loc.gov/poetry/180

http://www.powells.com/authors/collins.html

BILLY COLLINS, former U.S. Poet Laureate

THE JELLY BEAN LIFE

http://elitedaily.com/life/motivation/this-video-uses-jelly-beans-show-you-how-much-youre-wasting-your-life-video/

s 2016 Sam Borja Hamlet2 10_28_hamlet

3 point COUPON Opportunity! DUE anytime next week! WHICH HAMLET CHARACTER ARE YOU TEST! Take one or all of the following tests and print out or show Wally on your laptop or phone the results!

TEST #1:

**What Hamlet character are you?**

http://www.selectsmart.com/FREE/select.php?client=hamlet

TEST #2:

Here’s yet another “Which Hamlet character are you?” quiz! This one is the Buzzfeed variety! Give it a shot! (Wally got Ophelia!)
http://www.buzzfeed.com/sarsoren/which-hamlet-character-are-you-12znh

TEST #3:
Here is yet another fun quiz–What Shakespeare Character are you? http://www.americanshakespearecenter.com/quiz/

MAYBE MAYBE MAYBE Do your third AP essay based on Eavan Boland’s “It’s a Woman’s World” (40 min. = Spend a full 10 minutes plannong–you must use yellow worksheet–and 30 minutes writing) Before you start, find your salmon sheet “HOW TO EXPLICATE A POEM.” Click HERE if you need it. READ OVER THIS SHEET CAREFULLY AND TRY TO APPLY THESE CONCEPTS AS YOU DO YOUR ESSAY. HERE ARE THE DIRECTIONS NOW THAT YOU ARE READY TO START: First read the poem carefully–probably twice! Find a copy of the poem either on the yellow sheet you got today in class or on page P9 in your blue Poetry Packet or by clicking HERE. The AP essay question is typed at the top. Be sure to do the prewriting on the yellow sheet you got in class today or print this out by clicking HERE. If you would like a copy of this poem and the pre-writing sheets, click HERE. This pre-writing will be collected as well. Spend no more than 10 minutes on this pre-writing. Now, set your timer for 30 minutes and write (or you may TYPE) the essay. Stop exactly at 30 minutes. After writing the essay, read the rubric–both the long hand version and the little half slip you got in class today. If you missed class, go to pages AP 3 and AP 4 in your Poetry Packet to read the rubrics. After writing the essay, give yourself a predicted score (1-9) and tell why you think you deserve this score. OPTIONAL . . . but highly worth the time! CONSIDER THE AP SCORING CONTROVERSY of the essay based on the poem “The Death Of a Toad.” Read the pages (pages AP 11-AP15) in our blue poetry packet surrounding the controversy in the scoring of the 1998 AP Essay on Richard Wilburs’ “The Death of a Toad.” Read the poem and the prompt for the essay on p. AP 11 carefully. Then read the scoring rubric on page AP 12. The controversial essay is on pages AP 13-14. The final scoring of this essay took finally came about after about 3 hours of discussion. Apparently, one AP reader gave it a 2 out of 9, and the other gave it a 9 out of 9. Neither reader was willing to budge. They MUST be within 1-2 points of one another. It took the “MASTER READER” and hours of discussion to decide. Knowing that, read the essay again and decide what score you would give it and WHY? Jot down your opinions on this essay and why you think it deserved the score you gave it. What else would you like to share about this poem? Finally read the letter Dick (Richard Wilburs) sent to a student named Penny who wrote to him to ask about the poem. What do you think of his response?
Do the 2nd Scansion Practice Quiz. The following tips/ info should help you. TO DETERMINE RHYTHMIC PATTERN: Try ITAD: iambic (u/), trochaic (/u), anapestic (uu/), dactylic (/uu), pentameter. TO DETERMINE RHYME: You use small letters to designate the rhyming pattern. For example, use an “a” to designate the last sound at the end of the first line. Use a “b” to designate a different sound than sound “a.” Use a “c” to designate another different sound than sounds “a” or “b.” Use a “d” to designate another different sound at the end of a line than sounds “a” or “b” or “c,” etc.) TO FIGURE OUT THE SONNETS ON THE RIGHT COLUMN OF THE BACK SIDE OF THE PINK QUIZ, YOU NEED TO KNOW THE FOLLOWING: There are two types of sonnets–Shakespearean (consists of 3 quatrains rhyming like this abab,cdcd,efef and 1 couplet=gg) and Petrarchan (consists of an octave=abbaabba and a sestet=cdecde or cddcdd or cdccdc or cdcdcd or lots of other options). Click HERE for about 30 sonnets with which to practice. At the end of the practice sonnets, there’s some excellent info. on the sonnet form. If you would like to read a Shakespearean sonnet every day, click http://sonnetaday.com/about.php for the link. You can also get a sonnet e-mailed to you every single day by registering at this site! Ahhh! Finally, here is an excellent website that gives an overview of the sonnet and all kinds of variations. Click http://www.sonnets.org/basicforms.htm FOR FUN: Check out Alan Rickman reading Shakespeare’s “Sonnet 130 My Mistress Eyes” http://www.youtube.com/watch?v=cw6Swr-ME40&mode=related&search=
Work on Lit. Analysis paper on Paired Works

Due Wednesday, March 12th

Check out the YELLOW brainstorming class for ideas. If you need a sheet, click 2012 paired novels_001. Click HERE for the Lit. Analysis paper packet. Click HERE for the grading sheet.

STOP!

DO NOT LOOK BELOW THIS LINE (2018 HW):

Intro to HAMLET–BACKGROUND INFO. folio vs. quartos, authorship controversy, film versions, tips on how to actively read, themes, motifs, “Words Words Words” hand-out, 37 plays, setting, willing suspension of disbelief, Shakespeare’s settings, Wittenberg, time of opening scene, Shakespeare’s competition, the Globe, tragedies vs. comedies vs. histories, authorship controversy, dramatis personae and placement of women on dramatis personae list–# of lines Gertrude and Ophelia have and Henry VII, primogeniture, Elsinore, “divine right of kings,” Leviticus, Henry VIII, etc., unclean/incest, Anne Boleyn & love letters, authorship
DISCUSS HAMLET–Act 1 scene 1
1. First two lines–announcement of all the major themes and disorder foreshadowed
2. Hamlet pp. 4-7–iambic pentameter and maybe play 10 min. Renaissance Man Clip
3. Elizabethan notions on ghosts–Discuss Hamlet pp. 3-7: what’s up in Norway with revenge and young Fortinbras
4. p. 11–Claud’s second 2/3 of opening speech
5. Post Sol. 1 debriefing with friends and plan to meet the ghost–Hamlet’s meeting of Horatio and friends after sol. #1–”He was a man, take him all in all.” be vs. do–”king” vs “father”
Scene 2 Claud’s first 1/3 of opening speech and Laertes’ questions
1. We meet Hamlet–kin vs. kind Discuss Zen and the Art of Motorcycle Maintenance & Goethe’s “The Erl King” connection
2. Gertrude’s clueless–common vs. common. Word vulgar = common
3. Claudius and Hamlet go at it
4. Soliloquy #1 and debriefing with friends and plan to meet the ghost, -intro to Ernest Jones theory re: Hamlet and Oedipus

ASSIGNMENT H3 #1-3: CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET. #1. Read pp. 1/2 of p. 10 to 1/2 of page 14 (stop right before Hamlet’s first soliloquy). Do the questions on the Act I. sc. 2 buff-colored quiz that apply to these pages (#1 -16 ). Click HERE for a copy of this Act I. sc. 2 buff-colored quiz. #2. Answer the 3 Opening Court Q’s (listed on page 84?? of your purple Hamlet Assignment Packet–yes, that’s what it says) on your own paper or in the margin of the buff-colored quiz. Click HERE for a copy of these questions. #3. Do AP Practice Q’s 1-7 in ivory AP MC packet. Click HERE to get a pdf. copy of the AP Practice tests. You may use supplementary sources to look up words like synecdoche, etc. FOR A COPY OF A RECENT POETRY TERMS PACKET DONE BY AP LIT STUDENTS, CLICK HERE! YOU MAY WANT TO PRINT THIS!(It’s more complete right now than the one we did in class on the laptop.) FYI! click HERE for a copy of the ivory HAMLET PACKET
EXTRA CREDIT (5 pts.) COUPON (due by March 11th) ASSIGNMENT H6: Tragedy Myths and Reality–Tragedy Notes Do #1-2: First, think about the ideas our society generates about what constitutes a tragedy. At the top of your Tragedy Notes, jot down about a paragraph on this topic. Next, read through the blue Tragedy Packet and after your initial paragraph, jot down notes from the packet filling at least the page or as much space as it takes to record additional/new/important information about tragedy. This is not a journal but NOTES. worth 5 points) CLICK HERE for a pdf. copy of the blue Tragedy Packet if you didn’t get one in class. FYI! click HERE for a copy of the ivory HAMLET PACKET.

2. Do PR #2. Don’t forget your CODE, type double-spaced, and title your PR) PR #2 HERE ARE SOME TIPS TO HELP YOU: Don’t forget to put your CODE on top–not your name (if your code is 2R, make up a “handle” such as 2-Reggae or 2-Responsible or 2-Ready to Leave, etc.). Type double-spaced and give your PR 2 a title other than “PR 2.” You are to type a minimum of one page on a topic (anything!) that you would like someone to respond to. Be sure to not give away anything that would make someone guess who you are. Write about a situation you’d like feedback on, something you have a passion for, rant about something, praise something, etc., etc. Keep anonymity! Remember that you can ask for special requests!
3. 1. Define the terms you have been assigned. Be sure to put your name in the left column to indicate YOU were the one who wrote up the definition. Use a credible source to make sure the term is correct. Do NOT just use a dictionary. You will need to find your letter (A1, A2, A3, B1, B2, C5, C3, D1, D4, E 1, E2, for example) on the GOOGLE DOC to be certain of what your terms are. (If there are any discrepancies, please email Wally ASAP at lwallenberg@edenpr.org. For example, if “Carolyn” is A2, has “repetition,” “parallelism,” and “theme.” Her poem is called “What I Expected.”
    
    MORE SPECIFICS! First, if you already see text in the boxes beside your assigned terms, you are to scrutinize what is written and edit accordingly. There are no guarantees that what is written there is the greatest! Feel free to change and delete and add to anything that is already there. So, no matter if there is text already or not, here is your task: Locate at least 2 different authoritative definitions and examples. Use at least two credible sources. You can use the black textbook (LBT) for one of your definitions of your assigned terms, but you must also find another CREDIBLE (not a generic dictionary like Webster’s) source for your other definition. You need to fill out an awesome definition, some examples of the use of this term, and record the poem you were assigned in the far right box of the GOOGLE DOC.
  Here is the link to the GOOGLE DOC to record your assigned POETRY TERMS:
  
  POETRY TERMS 2019 sem. 2: HERE! or
  
  https://docs.google.com/document/d/1FXH_AXw9HnjVanHtJo4WbyUcffKph-SSEbzqHswrcww/edit
  
  WALLY’S FAVORITE LITERARY TERMS WEBSITE:
  
  https://literaryterms.net/glossary-of-literary-terms/
  
  Be sure to look for literary terms dictionaries that in hard copy might look something like this–> or websites such as the following (sorry if some links are broken): http://www.writing.upenn.edu/~afilreis/88/poetic-terms.html or http://www.k-state.edu/english/baker/english320/cc.htm or http://ethnicity.rutgers.edu/~jlynch/Terms/ or http://www.northern.edu/hastingw/terms.htm or http://web.cn.edu/kwheeler/lit_terms_I.html (If you were absent, click on the Google Doc form with all the names on it to find your assigned words. Click https://docs.google.com/document/d/1UsSj_sBy2SSXxyOR8oECK0zo86ZBPwNc_vVw8aA-HYU/edit. for the form. (You might need to contact your study partner or email Wally as well.)
4. e
AP Essay on A Prayer for Owen Meany. For a copy of the question with tips!, click HERE.) You must hand write it, so please write legibly and do not write on the back side of the pages. The time limit is 40 min. max. About 10 min. of that 40 min. should be spent planning the essay. You may NOT use any outside resources. Stay away from your personal opinions on this issue. Of course, this means you may NOT use the text. Here’s the prompt: The “nature vs. nurture” debate has raged for many years. The question is whether a person’s inherent nature or the way he or she is “nurtured,” or raised, is the more critical factor in determining what kind of person he or she will eventually become. Write a well-organized essay discussing the position put forth from reading A Prayer for Owen Meany.
. DUE FRIDAY: Do assignment E–Read and do the accompanying HW for Part 3 of Beowulf: Click 2012-beowulf-wa-part-3-template for the template. SIDE 1: Tolkien quote
SIDE 2: BATTLE CHARTSIDE 3: Beowulf part 3: Quotes and Lays

a. ANALYZE A SIGNIFICANT QUOTE:

Your first task is also to focus on one significant quote in part 1.

Look over quotes 1-19 (or find your own quotes from part one), and choose the ONE quote that you think is MOST significant for part one.

Write the quotation in its entirety on your journal entry (along with its page number) and underneath it, comment on each of the following:

a.        the quote’s context

b.        its possible meaning and relevance to part 1

c.        possible larger meaning for us today or you personally

b. ANALYZE A SIGNIFICANT LAY:

Everyone does the “Lay of the Last Survivor>”
Discuss the significance of the lay to Beowulf (the character) or any of the other characters AND/OR to the plot or themes you have been seeing surface in the story. Why was the lay included? How necessary is it?

Quotes from The Great Gatsby

Page 100-101 “It is invariably saddening to look through new eyes at things upon which you have expended your own powers of adjustment.”

Page 118 “It occurred to me that there was no difference between men, in intelligence or race, so profound as the difference between the sick and the well.”

Page 170 “They were careless people, Tom and Daisy — they smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together, and let other people clean up the mess they had made…”

Page 171 “I became aware of the old island here that flowered once for Dutch sailors’ eyes — a fresh, green breast of the new world. Its vanished trees, the trees that had made way for Gatsby’s house, had once pandered in whispers to the last and greatest of all human dreams; for a transitory enchanted moment man must have held his breath in the presence of this continent, compelled into an aesthetic contemplation he neither understood nor desired, face to face for the last time in history with something commensurate to his capacity for wonder.”

Page 172 “tomorrow we will run faster, stretch out our arms further…And on fine morning – / So we beat on, boats against the current, borne back ceaselessly into the past.”

Page 8 “Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.”

2013 09.18 Gatsby Day 008 2013 09.18 Gatsby Day. 002

Check out this SHORT LIST:

20 Things You Probably Didn’t Know about Shakespeare:

http://www.shortlist.com/entertainment/books/20-things-you-(probably)-didnt-know-about-william-shakespeare

Hip hip Hooray for HAMLET!

TAKING HAMLET TO D.C.

for Shakespeare’s Birthday Bash

Romeo & Juliet etching

Meeting Graham Michael Hamilton who played Hamlet

The Bard’s 446th Birthday Bash

Shakespeare’s Birthday Open House

TO SEE PICTURES OF WALLY’S DC TRIP to celebrate Shakespeare’s birthday and see Hamlet at the Folger Shakespeare Theatre, CLICK HERE!

Wally on Navy Pier, Chicago, in front of the Shakespeare Theatre

Wally in the lobby at the Navy Pier Shakespeare Theatre with her favorite playwright–Guess who?

Wanna see Wally’s trip to NYC Oct. 14-17, 2009

Click HERE.
the “Elizabeths”!

Queen Elizabeth II (alive and on the throne of England today!)

Queen Elizabeth I (1500′s)

Judi Dench played Queen Elizabeth I in Shakespeare in Love

Serendipity! Wally was in Stratford dining at the Dirty Duck (next to the Royal Shakespeare Company’s Theatre, The Courtyard, and it just so happened that the table she sat down at had this quote next to it on the wall! Recognize it?
- Anne Hathaway’s cottage
- Wally in front of Anne Hathaway’s cottage
  
  Anne Hathaway was Shakespeare’s wife
  
  To see more pictures of London, click here!

WAR OF THE ROSES!

(click HERE for genealogical chart)

Anne of the Thousand Days

the love story of Anne Boleyn and King Henry VIII

WAR OF THE ROSES!

(click HERE for genealogical chart)

What women’s shoes used to look like! The “heels” were called “pedestals”–thus women had to be put up on their “pedestals.” The tour guide said they were very “tippy.

or more info on this part of history, go to the website below:

http://englishhistory.net/tudor/monarchs/boleyn.html

to read their love letters, go here:

http://englishhistory.net/tudor/letter10.html

to learn more about him, go here:

http://www.luminarium.org/renlit/tudor.htm

to learn more about the other wives, go here:

http://englishhistory.net/tudor/monarchs/wives.html

or here:

http://www.larmouth.demon.co.uk/sarah-jayne/wives/wives.html

Tower Bridge in London

1. 1. eavrq
  2. Begin to brainstorm for your Lit. Analysis Paper.
    
    First, read the 2019 Lit. Analysis Paper Packet carefully. Click 2020 AP LIT ANALYSIS PAPER MASTER if you need one. Next, fill out about half of page two–the purple brainstorming sheet–of the Lit. Analysis Paper Packet. Click 2020 Paired Novels Brainstorming p. 2 Literary Analysis Paper for a copy of the WORD document version of page 2 that you may use to type on and print out instead. You will be able to share ideas with your group about this and add ideas before you submit your proposal page (page 3 of the packet) to Olson.
    
    It looks like this:
    
    FYI: later the week of March 4-8, you will fill out your proposal on page 3 and hand it in.
    
    CLick 2020 Preliminary Proposal for Literary Analysis Paper p. 3 for copy of the WORD document version of page 3 that you may use to type on and print out to submit to Olson. You are not completely committing to this idea yet, but you are submitting something preliminarily so he can give you some early feedback.
    
    The page 3 Proposal Sheet looks like this:
    
    vs.
    
    FYI: After Olson’s feedback, a thesis statement and formal outline will be due one week before the paper due date (yet to be determined). Here is an overview of the Lit. Analysis Paper Requirements:
    
    Here is page 1 of the Grading Rubric:
    
    NOTE: A topic outline is required! Be sure to consult pages MSF 6-11 in the Survival Manual for how to do an outline. You may either do a single-spaced or a double-spaced outline. For outline formatting, see the EPHS Survival Manual.
    
    SAMPLE OUTLINES AND FIRST PAGES OF LIT. ANALYSIS PAPERS:
    
    1. Sample A–Beardsley (point by point organization example) Click AP LIT ANALYS A POINT BY POINT STYLE BY STEVE BEARDSLEY_001.
    
    2. Sample B–Li (block style organization example) Click AP LIT ANALYSIS B BLOCK STYLE by HE LI_001.
    
    3. Sample C–Paulus (point by point organization example) Click AP LIT ANALYSIS C POINT BY POINT STYLE BY BRIAN PAULUS_001.
    
    2. Sample D–Farrell (block style organization example) Click AP LIT ANALYSIS D BLOCK STYLE BY ANN FARRELL_001. NOTE: Ann Farrell’s paper was done before MLA version 7 was in effect, so there are some errors in italicizing titles
  3. DUE TUESDAY! WA 12: INTRO TO POETRY! Over this minimum of 2 sides, jot down your response to EACH of the 4 topics described.
    
    If you need the BLUE POETRY PACKET, a pdf. copy of the BLUE POETRY PACKET, click HERE!
    
    TOPIC 1: Your experiences/perceptions of poetry thus far in your life. Examples: Have you ever written poetry? What are your earliest interactions/memories of studying or reading poetry? Who are your favorite poets?   What attitudes to you come to AP Lit with in terms of thinking about studying/analyziing poetry? How confident are you about the study of poetry? Etc., etc., etc. TOPIC 2: Discuss those definitions of poetry on the front of the blue Poetry Packet which resonate with you.                                 TOPIC 3: Read through pp. OP 1-OP 18 of the poetry packet and pick various poems, etc. to respond to (“take what you like and leave the rest”). Make sure you jot down the name of the poem/poet so I know to which poem you are responding.                                                                                                       TOPIC 4: Explore anything poetry related on the internet. Record what you found. Be sure to include URL’s in case someone else wants to find what you found (like me?). Find your own sites or check out any of these cool poetry websites from Wally’s suggestions: click HERE!
    
    FOR POETRY ENRICHMENT! Click HERE to see WALLY’S COOL POETRY LINKS
    
    FOR FUN!   Click on the link below to watch other people read their favorite poems for the “Favorite Poem” project: http://www.favoritepoem.org/thevideos/index.html I especially like “We Real Cool” by Gwendolyn Brooks! Which do you like best?   For some additional cool websites Wally found online to enhance your experience with Poetry, click HERE! These include audio files of Billy Collins reading his poetry, etc. etc. etc, and an MPR interview with former U.S. Poet Laureate Robert Haas (who discusses about 10 min. into the interview the OJ 1 Kennedy quote about “when power corrupts, literature cleanses”). He also talks about performance poetry vs. the private voice to the quiet of the mind (which he thinks his poetry is best suited to). He says that poetry can live in both places. He admires Gary Snyder as a mentor. Website to hear this interview of Feb. 15, 2005 is:
    
    http://minnesota.publicradio.org/display/web/2006/02/15/midmorning2/
  4. .Do WA 10 My Poem & Group Poems (minimum of a 2-sided journal). Side ONE is due Tuesday, and side TWO is due Wednesday
2. SIDE ONE (DUE TUESDAY): “DIG DEEP” into your assigned individual poems. CHOOSE THE ONE YOU LIKE THE BEST; then continue! As you read your poem (try reading it ALOUD SEVERAL times as well as silently, consider what strikes you–diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? Before writing, you MUST choose ONE of the following analytical approaches (Click 2016 3 Poetry Analysis Methods for a sheet with all three methods on it.). Make sure to write at the top of the page which method you are using (Explicate, Perrine, or TP-CASTT).
  
  See below:
  
  1. METHOD #1: EXPLICATE! How to Explicate a Poem and DIDLS (diction, imagery, details, language, syntax) Click HERE for this sheet.                                                                                           2. METHOD #2: PERRINE’S Question Method     Click 2016 3 Poetry Analysis Methods for this sheet. 3. METHOD #3: TP-CASTT Click 2015 TP-CASTT Poetry Method001(1) for this sheet.
  
  Once you have chosen your approach, use it to analyze your assigned poem applying any literary terms that you see evidence of in the poem and discuss any universal questions that surface in the poem. Be sure to try to find the connection between the use of the devices and how they inform the major universal questions/themes that surface in the poem. Finally, discuss any personal and societal connections that apply to the poem.
  
  WA 9 SIDE TWO GROUP POEMS—DUE WEDNESDAY!–Comment on each of the group poems (except yours). Write the title of each poem above your comments.  Jot down the name of the poem and the group member assigned to each poem.
  
  Start by reading the group poems several times aloud. You might even give a copy of the poems to someone else to read aloud to see what different things jump out at you. As you read, consider what strikes you–-diction, imagery, details, language, syntax, symbols, allusions, tone/mood, the universal questions that surface? You might want to consider one of the three approaches, too. Make sure you comment on each poem individually.
4. DUE MONDAY–all Beowulf and Grendel HW (PLEASE ORGANIZE IT ALL FOR POOR WALLY).
5.    Do ASSIGNMENT G (WA 10 Gardner’s Grendel Topic = one side minimum) explained on page 8 of the buff-colored Beowulf Packet (the one with all the assignmenst and quotes, etc.).  This journal is to be on one of the 4 (not 5!) Gardner’s Grendel topics (DO NOT do that choice #4 below as that issue is a moot point. We will always require Grendel and would no longer offer it as “extra credit.”
  
  NOTE:   you can print this out in WORD format (click HERE ) and type your response. Click HERE for a PDF version. You are to choose 1 of the 4 choices “GG” Journal Topics.
  
  Here are the topics:For topic #5, you can find Jay Ruud’s article by clicking  last blue essay or finding it in the last blue pages in the Beowulf HW packet. This is a great article that addresses Gardner’s Grendel‘s Grendel and Beowulf’s Grendel as both monster and human. Write a page response.
6. ALL BEOWULF BONUS WORK DUE MONDAY, March 4th!
  
  BEOWULF BONUS +3 COUPON OPPORTUNITY! You may do only one of the choices, and it may be done with a partner provided you do the work together.
  
  CHOICE 1 “WANTED” POSTER
  
  After reading part 1 in Beowulf, do this entry. You do not have to do both choice A and B. Choose the one below in which you are most interested.
  - CHOICE A Write a want ad or write/design a job description poster for the monster-slayer Hrothgar might have advertised for in order to restore peace in his kingdom.
  - CHOICE B Design the resume and/or the completed job application that you think Beowulf would have turned in if necessary to do such a job or a job like killing Grendel.
  (HINT! Quality/creativity are highly encouraged.)
  
  NOTE   This does not have to be a traditional full-page of writing. You may choose to illustrate, use graphics, write a poem, song, etc. This would be a good time to see what your computer can create.
  
  NOTE   To make sure both choices are covered, be sure to discuss ahead of time who wants to do which choice so your group has at least one of each choice represented.
  
  CHOICE 2 BEOWULF VS. __________: Another Point of View
  
  Choose either the second or third battle and rewrite the battle from either Grendel’s mom’s or the dragon’s point of view . Really try to imagine what might be going on inside their heads. Have fun with this one! Parody is welcome. Don’t spare the gore!
  
  ———> IMPORTANT NOTE: WRITE THE BATTLE IN FIRST PERSON!
  
  CHOICE 3   Journal Entry: SOME POETRY CONNECTIONS TO BEOWULF
  1. Read these poems which can be connected to Beowulf: Shelley’s “Ozymandias” (on p. 638 in our black LBT text), Gray’s “Elegy Written in a Country Churchyard” (on p. 531–intro; 532-536–poem in our black LBT text), and Wilbur’s “Beowulf” (if your teacher gives you a copy of this last one).
  2. Now respond to the ideas in TWO of these three poems and how each connects to Beowulf and/or Beowulf.
  CHOICE 4 Create The Game of Beowulf Knowing what you know of popular board games and the story of Beowulf, create a board game that would re-enact the story’s events, characters, and themes. Actually create the rules, board, playing pieces, etc. YOU MAY COLLABORATE AND PRODUCE THIS GAME WITH ONE OTHER STUDENT IN OUR CLASS IF YOU WANT.
  1. 1. CHOICE 5 Create a Beowulf SOUNDTRACK for the upcoming new movie of Beowulf coming out in a few years (not really)! Burn a CD with 8-10 songs–each depicting a different part of the story. Create a playlist with the titles of each song and explain why you chose each song for the part of the “movie.” You can also create the CD “jacket art” to go along with the CD.
7. Hamlet. . . coming up! CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET.

1. First, read the 2019 Lit. Analysis Paper Packet carefully. Click 2020 AP LIT ANALYSIS PAPER MASTER if you need one. Next (if you have not done this yet), fill out page two–the purple brainstorming sheet. CLick 2020 Paired Novels Brainstorming p. 2 Literary Analysis Paper for copy of the WORD document version of page 2 that you may use to type on and print out to submit to Olson.
  
  It looks like this:
  
  On Friday, you will fill out your proposal on page 3 and hand it in.
  
  CLick 2020 Preliminary Proposal for Literary Analysis Paper p. 3 for copy of the WORD document version of page 3 that you may use to type on and print out to submit to Olson. It looks like this:
  
  You are not completely committing to this idea yet, but you are submitting something preliminarily so he can give you some early feedback.
  
  vs. NOTE: After Olson’s feedback, a thesis statement and formal outline will be due one week before the paper due date (yet to be determined).
  
  NOTE: A topic outline is required! Be sure to consult pages MSF 6-11 in the Survival Manual for how to do an outline. You may either do a single-spaced or a double-spaced outline. For outline formatting, see the EPHS Survival Manual.
  
  SAMPLE OUTLINES AND FIRST PAGES OF LIT. ANALYSIS PAPERS:
  
  1. Sample A–Beardsley (point by point organization example) Click AP LIT ANALYS A POINT BY POINT STYLE BY STEVE BEARDSLEY_001.
  
  2. Sample B–Li (block style organization example) Click AP LIT ANALYSIS B BLOCK STYLE by HE LI_001.
  
  3. Sample C–Paulus (point by point organization example) Click AP LIT ANALYSIS C POINT BY POINT STYLE BY BRIAN PAULUS_001.
  
  2. Sample D–Farrell (block style organization example) Click AP LIT ANALYSIS D BLOCK STYLE BY ANN FARRELL_001. NOTE: Ann Farrell’s paper was done before MLA version 7 was in effect, so there are some errors in italicizing titles.

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6. DUE MONDAY! Assignment H5 #1, 2, 3, 4, 5! (Read carefully below to see what is actually required for Friday) #1. Read Act I, sc. 3-4 on pp. 19-27 (Don’t you dare read ahead!). #2. Complete take-home green quiz QUESTIONS 1-14 only. Click HERE TO GET A COPY OF THIS QUIZ. #3. OPTIONAL! MAKE A CHART WHEN YOU READ THE ADVICE SPEECH! When you get to page 21-22 (lines 58-81) TRY TO FIGURE OUT AT LEAST 6 BITS OF ADVICE THAT POLONIUS IS GIVING LAERTES. Either jot down a chart similar to the one on p. 98 in HW packet (Click HERE for a copy of this chart.) or just mark each piece of advice in your book. Jot down what is positive as well as negative about each bit of advice. #4. OPTIONAL NOW, BUT PLEASE READ! THIS IS DUE AT THE END OF SPRING BREAK! Do journal WA 15: Advice (or have a parent do it for you!) Wally will explain this later. (See the purple HW packet to understand what I mean if you really want to know now.) NOTE: THIS JOURNAL IS NOT DUE UNTIL ALL THE JOURNALS COME IN AT THE END OF THE SEMESTER, SO THEY HAVE TIME TO DO IT FOR YOU!) #5. Work with the Vicious Mole (p. 25 in Hamlet) speech! It is required to fill in the box at the bottom of the FRONT PAGE of the blue SOLILOQUY PACKET where it says “Vicious Mole Speech.” Summarize the speech in this blue box. For extra credit, on the BLUE pages provided in your blue SOLILOQUY PACKET, paraphrase the Vicious Mole (p. 25 in Hamlet) speech. Click HERE to get a pdf. copy of the Hamlet Soliloquy Packet. Click HERE for a copy of the PURPLE HAMLET ASSIGNMENT PACKET. Click HERE for a copy of the SKULL ivory HAMLET PACKET. Also, look over the list of the Hamlet extra credit journals in the Hamlet Packet (back of the front cover). For a copy, click HERE. Click HERE to get a pdf. copy of the entire Hamlet Intro Packet. FUN STUFF: For some fun youtube Shakespeare video links, click HERE.
BONUS COUPON–3 pts. (due next week) ASSIGNMENT H6: Tragedy Myths and Reality–Tragedy Notes Do #1-2: First, think about the ideas our society generates about what constitutes a tragedy. At the top of your Tragedy Notes, jot down about a paragraph on this topic. Next, read through the blue Tragedy Packet and after your initial paragraph, jot down notes from the packet filling at least the page or as much space as it takes to record additional/new/important information about tragedy. This is not a journal but NOTES. (worth 5 points) CLICK HERE for a pdf. copy of the blue Tragedy Packet if you didn’t get one in class. FYI! click HERE for a copy of the ivory HAMLET PACKET.

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S PLAN!

x

xx

x

DO NOT LOOK BELOW THIS LINE! THIS WAS LAST YEAR!

Branagh thrones hamlet-3

ADVICE SCENE!

Hamlet FUN ADVICE STUFF:

If you would like a copy of the Fulghum “Everything I needed to learn . . .” or the “Wear Sunscreen” graduation address, click HERE.

For the DARKSIDE ADVICE PARODY OF “Wear Sunscreen,” Click HERE.

Click HERE for the automatic Shakespeare INSULT GENERATOR which basically takes all the insults from the different Shakespeare plays and randomly gives you one every time you click the button: http://www.pangloss.com/seidel/Shaker/index.html

Click HERE for some advice from Maya Angelou on her 70th birthday!

ADVICE SCENE RAP from Renaissance Man Melvin and Hamlet! Click: http://www.youtube.com/watch?v=9iM1kb3b9t8&feature=related

**For the Gilligan’s Island parody song on Polonius’ famous Advice speech, click HERE.**

the ghost!!!!!!!

Branagh first scene with Hamlet-1996-02

Hamlet

OR Frankenstein

Which will you prefer?

♥ ♥ ♥ ♥ ♥ WANT AN UNUSUAL WAY TO ASK SOMEONE TO PROM?

“MAGGIE, WILL YOU GO TO PROM WITH ME?”

(highlighted in her Hamlet book!)

She accepted!!!

♥ ♥ ♥ ♥ ♥

Billy Madison does Hamlet!

So does Ferris!

. . . and so does Danny DeVito in Renaissance Man

Could William Shakespeare possibly have written these amazing plays?

Tower Bridge in London

Today’s Quotes about BREVITY:

Therefore, since brevity is the soul of wit,
And tediousness the limbs and outward flourishes,
I will be brief.
~William Shakespeare, Hamlet

It is with words as with sunbeams. The more they are condensed, the deeper they burn. ~Robert Southey

Good things, when short, are twice as good. ~Baltasar Gracian, The Art of Worldly Wisdom

It is my ambition to say in ten sentences what other men say in whole books – what other men do not say in whole books. ~Friedrich Wilhelm Nietzsche, Twilight of the Idols

The most valuable of all talents is that of never using two words when one will do. ~Thomas Jefferson

and

Edmund Burke said, “All that is necessary for the triumph of evil is for good men to do nothing.”

Today’s allusions:

left handed compliment

and

golden calf

and

Beware the IDES OF MARCH

IDES OF MARCH DOG

Click HERE or http://www.npr.org/templates/story/story.php?storyId=101922505 for a 3 min. NPR interview explaining the “ides of March.”

Click HERE or http://www.folger.edu/documents/Ides_Folger_Mag_Spring2010.pdf for Georgianna Ziegler’s article in the Folger Magazine about her research in to the “ides of March.” As the Folger’s Head of Reference,

Georgianna Ziegler is often called

upon to explain arcane lore and

tidbits of Shakespeareana. Last

spring, National Public Radio

tapped her to tell its listeners why

they should beware the ides of

March—and what ides are anyway.

This article is a reprise of her response

Today’s Words of the Day:

clandestine

besmirch

conciliate

assail

Group Check-in:

Debrief buff quiz and maybe green quiz #1-14
Debrief AP Q’s 8-15

Class Plan:

ALLUSION OF THE DAY / WORDS / HW
ANNOUNCEMENTS–questions about the paper
maybe Explain HAMLET EC JOURNALS–soliloquy paraphrases, Hamlet songs, quote poster, viewing another Shakespeare film
finish scene 1 ghost’s second entrance and the Elizabethan thoughts on ghosts
Claud’s first 1/3 of opening speech and Laertes’ questions
We meet Hamlet–kin vs. kind Discuss Zen and the Art of Motorcycle Maintenance & Goethe’s “The Erl King” connection
Gertrude’s clueless–common vs. common. Word vulgar = common
Claudius and Hamlet go at it
Soliloquy #1 and debriefing with friends and plan to meet the ghost
If times, start VIDEOS: BBC or Olivier video–sol 1 (min. = 4)
debrief Olivier video
VIDEOS: BBC video Ham vs. Claud insults and sol. 1 maybe: Zeffirelli video–opening through sol. 1 (min. = 13) maybe: Branagh video–Claud’s entrance through sol. 1 (min. = 14) maybe: Almareyda video–beg through sol. 1 (min. = 10)
MAYBE Advice Scene!Fulghum’s “Everything I needed to Learn” & cookies and milk (divide up parts) and play “Wear sunscreen” CD & show “Wear Sunscreen” journal If time, start Advice Scene–Discuss Laertes’ advice to Ophelia, why Polonius would want to separate Hamlet & Ophelia, Polonius advice to Ophelia and her response indicative of her character “I do not know my lord what I should think” (like “I think nothing, my lord” in Act 3) Ophelia’s response to Laertes & their relationship, Polonius’ advice speech to Laertes Click HERE for some advice from Maya Angelou on her 70th birthday! “I’ve Learned” slips
Vicious Mole speech and Tragedy Myths and Reality #1-2: what constitutes a tragedy, tragic hero, tragic flaw, pity and fear, catharsis. Refer to the blue “Tragedy and Theatre Packet”
GHOST SCENE and soliloquy 2

HOMEWORK COLLECTED TODAY:

buff quiz Act 1
WA 10 Quotes to Consider and peer response

x

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S PLAN!

to be or not to be . . .

Jude Law
Jude Law does
“to be or not to be”

To hear an interview about Jude Law’s Hamlet with clips from the actual production in NYC, click HERE or

http://www.youtube.com/watch?v=kP0fEcDSO2k&feature=related

Carina meeting Keanu Reeves at intermission at Jude Law’s production of Hamlet

Hamlet and Ophelia

“Get thee to a nunnery!”

Today’s quote:

Today’s allusion:

magnum opus

Today’s Words of the Day

Toponyms

Group Check-in:

Predictions for Act 3
Exchange back WA 11 Act 2 Topics
I’ve LEARNED SLIPS “Wear Sunscreen”

Class Plan:

1. ALLUSION OF THE DAY / WORDS / HW
2. ANNOUNCEMENTS–debrief paper
3. DISCUSSION
4. Extra credit–Hamlet?
5. Fulghum’s “Everything I needed to Learn” & cookies and milk (divide up parts) and play “Wear sunscreen” CD & show “Wear Sunscreen” journal
6. “I’ve Learned” slips
7. Vicious Mole speech and Tragedy Myths and Reality #1-2: what constitutes a tragedy, tragic hero, tragic flaw, pity and fear, catharsis. Refer to the blue “Tragedy and Theatre Packet”
8. GHOST SCENE and soliloquy 2 and ACT 2–Hamlet frightens Ophelia in her closet VIDEOS: GHOST SCENE BBC video–end of ghost and sol. 2 (min. = 6 min.) Zeffirelli video– (min. = 6 min. 10 sec.) and Branagh video– (min. = 9 min)
9. Begin Act 2
  1. purpose of Reynaldo’s scene–”by indirections find directions out” and Theories about Hamlet’s behavior
  2. Hamlet frightens Ophelia in her closet and what kind of a guy is Polonius? Theories about Hamlet’s behavior
  3. Fishmonger scene and Act 2 VIDEOS–Branagh–Norway news and fishmonger + R&G (4 min) and maybe Almareyda video fishmonger scene (9 min.)
  4. ACT 2: R&G’s arrival & their personalities? R&G: “Denmark’s a prison” and “What a piece of work is man” speech and play “HAIR”
  5. Players and why they’ve come
  6. Pyrrhus, Priam, and Hecuba and how this relates to Hamlet
  7. ACT 2 Soliloquy #3 and “the late innovation,” players and debrief ivory quiz and AP Q’s 24-30
  8. Sir Rolf does Soliloquy 3
  9. DISCUSSION maybe begin Act 3–set-up for Nunnery scene, King’s mini-confession, Prayer Scene (King’s and Hamlet’s soliloquies), videos Begin sol. 4–”To be or not to be”

VIDEOS: various versions of Sol. 3–Branagh video– (min. = 7 Zeffirelli (min. = __), + Branagh sol. 3 3 1/2 min.), Ian McKellan (5 min. Priam + 5 min. sol. 3) OR Almareyda video– (Dali Lama-swimming pool min. = 10 min. then maybe fast forward to Act 2.2 R&G–5 min.) OR If time, Zeffirelli video– (R&G min. = 7 + 3 min. for soliloquy)

HOMEWORK COLLECTED TODAY:

WA 11 Act 2 Topics
Lit Analysis Paper
Extra credit–Hamlet?
stamp WA 11 Act 2 topics with peer response
PR #2 response

HOMEWORK:

Fantastic Healthy Food Friday
Assignment H10 A and B 1. Read pp. 61-67 2. White quiz Q’s 1-27 (For a copy of the white quiz, click HERE.) 3. Paraphrase Hamlet’s Soliloquy #4 “To be or not to be.” 4. Read the soliloquy parodies attached to the white quiz. Consider doing your own! Click HERE for a copy of the ivory HAMLET PACKET.
OPTIONAL! DO SOME HAMLET EXTRA CREDIT! To see the list, click HERE. Wally is also open to a creative topic! Write her a proposal!
DUE FRIDAY, MARCH 14: DO LOGIC and PERSUASIVE PREP WORK FOR POSITION PAPER–15 points You are to now begin working on the position paper. Hopefully, you can start some preliminary research on your topic soon and begin to find a topic. The purpose of this next part of this assignment is to learn (or review) some writing strategies which are necessary components of position papers: the use of logic to support an argument and how to write persuasively. LOGIC and PERSUASIVE BACKGROUND INFO & FALLICIES WORKSHEET–(WORTH A TOTAL OF 15 points) Use your gray EWS Grammar book. Read chapter 8, “Logic and Writing,” (pp. 236-252) in the gray 12th grade edition of our writing textbook called English Writing Skills. As you read chapter 8, take ONE side of a page of notes (worth 5 pts.). Read chapter 9, “Persuasive Writing,” (pp. 258-275) in the gray 12th grade edition of the book English Writing Skills. As you read chapter 9, take ONE side of a page of notes (worth 5 pts.). Actively read the yellow hand-out (click FALLACIES worksheet_001 if you need it) and do the exercises on the back. (worth 5 points)
Oh no! the horror! the horror! Another paper! POSITION PAPER is due Wednesday, April 9th.
1. Click HERE to see/print a pdf. copy of the POSITION PAPER PACKET.
  
  PPP (Position paper planning sheet) is DUE on WEDNESDAY, DEC. 11th.
  
  Click HERE for a copy of this required PPP (Position paper planning sheet). For a WORD document copy which you can copy and paste and type on, click HERE.
  
  Remember that in writing this paper, you must advocate your viewpoint to a specific audience–taking into account an audience (positive, negative, neutral, indifferent) and a course of action to advocate for the audience after you have convinced them to come over to your side. Yes! You must include credibility for sources!! NOTE from Mr. Olson: For more information on TRUTH and VALIDITY and DEDUCTIVE reasoning, visit either of these two sites: http://www.earlham.edu/~peters/courses/log/tru-val.htm OR http://www.zmag.org/instructionals/logstats/logstats3.htm
  
  ORDER TO TURN IN POSITION PAPER:
  - grading sheet(student parts MUST be filled out completely or you will lose points) Click HERE if you only need to print out a POSITION PAPER GRADING SHEET.
  - outline
  - paper HOW TO HIGHLIGHT: CHOSEN INSTANCE OF SOURCE #1 MARKED in color #1 then highlight ALL parenthetical references in color #1 for that source
  - CHOSEN INSTANCE OF SOURCE #2 MARKED in color #2 then highlight ALL parenthetical references in in color #2 for that source
  - CHOSEN INSTANCE OF SOURCE #3 MARKED in color #3 then highlight ALL parenthetical references in color #3 for that source
  - works cited (3 doc. check sources highlighted–just like the CLT paper, do each source highlighted in a different color)
  - photocopy of first chosen source (ALL used parts highlighted in color #1)
  - photocopy of second chosen source (ALL used parts highlighted in color #2)
  - photocopies of third chosen source (ALL used parts highlighted in color #3)
2. Janus
  
  
  
  FINISH BUYBACKS–DUE FRIDAY BY 4:00 (unless you got your paper back Thursday)
  
  NOTE! Use the awesome template to do your buybacks. You can cut and paste this into a WORD DOCUMENT and make changes–add more rows or delete categories etc. to make it work for you.
  
  For the WORD template to type on, click 2012 SAMPLE BLANK TEMPLATE FOR WALLY’s BUYBACKS ENLARGED BOXES.
  
  YOU MUST TYPE and PRINT OUT your BUYBACKS in landscape format!
  
  . YOU MUST PRINT THEM DUPLEX (one side only)!! COLOR INK IS NOT NECESSARY!
  
  For a sample of what BUYBACKS ARE SUPPOSED TO LOOK LIKE WHEN DONE, CLICK 2012 Ima Student samples Buybacks (pdf.verson)!
  
  If buybacks are not turned in on your deadline, they are 1/2 credit the next day and no credit the day after! Review the blue BUYBACK hand-out CAREFULLY so you can ask any questions/clear up anything you don’t understand about the buyback procedure.
  
  If you want to print out your own copy of the blue BUYBACK PACKET for highlighting, active reading, etc., click HERE.
  
  HERE ARE SOME MORE IMPORTANT REMINDERS:
  
  1. Remember that you must proofread your buybacks very carefully. You cannot do buybacks on “buybacks.” This includes any explanations you make in BOX 6!
  
  2. You will lose the buyback if you make new errors or do not do everything the buyback requires (i.e., label S & V for fragment, run-on, agreement errors).   This includes any explanations you make in BOX 6!
  
  3. You must also write the entire sentence (no ellipses!). This even relates to errors made in the parenthetical references–write the entire sentence which belongs to the parenthetical reference.
  
  4. If there is a works-cited error, you must write out the entire entry so I can see the error corrected in the context of the entry.
  
  5. Remember that if you have 2+ errors in the same sentence, you MUST to combine those buybacks according to the rules in the blue buyback packet. Put all buybacks with 2+ errors in the same sentence (or works-cited entry) at the end of your buybacks.
  
  6. Read the blue BUYBACK hand-out CAREFULLY so you can ask any questions/clear up anything you don’t understand about the buyback procedure.
  
  7. Here are the GRS rules for the following errors: EW = GRS 64, REF = GRS 69a, T (tense) = 80, AWK = GRS 88, MW = GRS 89, MM = GRS 91, DM = GRS 92
  
  8. Remember that MSF rules can be found ANYWHERE in the Survival Manual–not only in the section called MSF. An MSF rule for spacing, for example, may be in the GRS section or the MSF section. An MSF rule for parenthetical documentation is probably in the green PDF section. An MSF rule for works-cited spacing is in the pink WC section. When in doubt, ask Wally!
  
  9. If you ask Wally questions by email, please take a picture of the sentence with the error and attach it to the email so I can see it exactly as it was in the sentence in which the error appeared.
  
  10. ABOUT PRINTING: YOU MUST TYPE and PRINT OUT your BUYBACKS in landscape format! PLEASE PRINT THEM DUPLEX!!   COLOR INK IS NOT NECESSARY!

1. - 5.  Start working on your THESIS STATEMENT and FORMAL OUTLINE (TYPED IN MLA FORMAT AND PRINTED OUT) for your Lit. Analysis Paper to submit to Olson Friday, March 15th.
    
    Note: you are not bound to the proposal you turned in last Friday and may tweak it as you see fit after receiving Olson’s feedback. a thesis statement and formal outline.
    
    NOTE: A topic outline in MLA format, not a sentence outline, is required! Be sure to consult pages MSF 6-11 in the Survival Manual for how to do an outline. You may either do a single-spaced or a double-spaced outline.
    
    vs.     Click 2020 AP LIT ANALYSIS PAPER MASTER if you need one.
    
    SAMPLE OUTLINES AND FIRST PAGES OF LIT. ANALYSIS PAPERS:
    
    1. Sample A–Beardsley (point by point organization example) Click AP LIT ANALYS A POINT BY POINT STYLE BY STEVE BEARDSLEY_001.
    
    2. Sample B–Li (block style organization example) Click AP LIT ANALYSIS B BLOCK STYLE by HE LI_001.
    
    3. Sample C–Paulus (point by point organization example) Click AP LIT ANALYSIS C POINT BY POINT STYLE BY BRIAN PAULUS_001.
    
    2. Sample D–Farrell (block style organization example) Click AP LIT ANALYSIS D BLOCK STYLE BY ANN FARRELL_001. NOTE: Ann Farrell’s paper was done before MLA version 7 was in effect, so there are some errors in italicizing titles.

x

x DO NOT LOOK BELOW THIS LINE! THIS WAS ANOTHER YEAR, ANOTHER TIME!

x

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S PLAN!

- CLT PAPER BUYBACKS!
  
  DUE ON WEDNESDAY, MARCH 15th! Review the following material and click on the links regarding HOW TO DO BUYBACKS on your CLT Paper! If buybacks are not turned in on your deadline, they are 1/2 credit the next day and no credit the day after! Review the BUYBACK hand-out CAREFULLY so you can ask any questions/clear up anything you don’t understand about the buyback procedure.
  
  If you want to print out your own WORD copy of the BUYBACK PACKET for highlighting, active reading, etc., click 2018 How to Do Buybacks Packet AP LIT.
  
  If you want to print out your own pdf copy of the BUYBACK PACKET for highlighting, active reading, etc., click 2018 How to Do Buybacks Packet AP LIT.
  
  Use an awesome template (rev. 2012 enlarged) to do your buybacks. You can cut and paste this into a WORD DOCUMENT and make changes–add more rows or delete categories etc. to make it work for you. Remember to print it out in landscape format!
  
  YOU MUST TYPE and PRINT OUT your BUYBACKS. For the WORD template to type on, click 2012 SAMPLE BLANK TEMPLATE FOR WALLY’s BUYBACKS ENLARGED BOXES.
  
  For a sample of what BUYBACKS ARE SUPPOSED TO LOOK LIKE WHEN DONE, CLICK 2012 Ima Student samples Buybacks (pdf.verson)!
  
  HERE ARE SOME IMPORTANT REMINDERS:
  
  1. Remember that you must proofread your buybacks very carefully. You cannot do buybacks on “buybacks.” This includes any explanations you make in BOX 6!
  
  2. You will lose the buyback if you make new errors or do not do everything the buyback requires (i.e., label S & V for fragment, run-on, agreement errors). This includes any explanations you make in BOX 6!
  
  3. You must also write the entire sentence (no ellipses!). This even relates to errors made in the parenthetical references–write the entire sentence which belongs to the parenthetical reference.
  
  4. If there is a works-cited error, you must write out the entire entry so I can see the error corrected in the context of the entry.
  
  5. Remember that if you have 2+ errors in the same sentence, you MUST to combine those buybacks according to the rules in the blue buyback packet. Put all buybacks with 2+ errors in the same sentence (or works-cited entry) at the end of your buybacks.
  
  6. Read the blue BUYBACK hand-out CAREFULLY so you can ask any questions/clear up anything you don’t understand about the buyback procedure.
  
  7. Here are the GRS rules for the following errors: EW = GRS 64, REF = GRS 69a, T (tense) = 80, AWK = GRS 88, MW = GRS 89, MM = GRS 91, DM = GRS 92
  
  8. Remember that MSF rules can be found ANYWHERE in the Survival Manual–not only in the section called MSF. An MSF rule for spacing, for example, may be in the GRS section or the MSF section. An MSF rule for parenthetical documentation is probably in the green PDF section. An MSF rule for works-cited spacing is in the pink WC section. When in doubt, ask Wally!
  
  9. If you ask Wally questions by email, please take a picture of the sentence with the error and attach it to the email so I can see it exactly as it was in the sentence in which the error appeared.
Do the PINK Scansion Quiz and the Asimov and the Sonnet Quizzes in your PINK STUDENT CAN KEEP PACKET. Do these in pencil! (If you would like to print out a copy of this, click HERE) The following tips/ info should help you. TO DETERMINE RHYTHMIC PATTERN: Try ITAD: iambic (u/), trochaic (/u), anapestic (uu/), dactylic (/uu), pentameter. TO DETERMINE RHYME: You use small letters to designate the rhyming pattern. For example, use an “a” to designate the last sound at the end of the first line. Use a “b” to designate a different sound than sound “a.” Use a “c” to designate another different sound than sounds “a” or “b.” Use a “d” to designate another different sound at the end of a line than sounds “a” or “b” or “c,” etc.) Example: TO FIGURE OUT THE SONNETS ON THE RIGHT COLUMN OF THE BACK SIDE OF THE PINK QUIZ, YOU NEED TO KNOW THE FOLLOWING: There are two types of sonnets–Shakespearean (consists of 3 quatrains rhyming like this abab,cdcd,efef and 1 couplet=gg) and Petrarchan (consists of an octave=abbaabba and a sestet=cdecde or cddcdd or cdccdc or cdcdcd or lots of other options). Click HERE for about 30 sonnets with which to practice. At the end of the practice sonnets, there’s some excellent info. on the sonnet form. If you would like to read a Shakespearean sonnet every day, click http://www.sonnetaday.com/ for the link. You can also get a sonnet e-mailed to you every single day by registering at this site! Ahhh! Finally, here is an excellent website that gives an overview of the sonnet and all kinds of variations. Click http://www.sonnets.org/basicforms.htm FOR FUN: Check out Alan Rickman reading Shakespeare’s “Sonnet 130 My Mistress Eyes” http://www.youtube.com/watch?v=cw6Swr-ME40&mode=related&search=

Today’s allusion:

in medias res

Today’s Words of the Day:

ambrosial

anomaly

savant

hedonism

Group Check-in:

I’ve learned slips

Paper status?

Compare yellow quizzes

Class Plan:

ALLUSION OF THE DAY / WORDS / HW

VIDEOS:   maybe: Zeffirelli video–opening through sol. 1 (min. = 13) maybe: Branagh video–Claud’s entrance through sol. 1 (min. = 14) maybe: Almareyda video–beg through sol. 1 (min. = 10)

INTRO Advice !Fulghum’s “Everything I needed to Learn” & cookies and milk (divide up parts) and play “Wear sunscreen” CD & show “Wear Sunscreen” journal

Advice Scene–Discuss Laertes’ advice to Ophelia, why Polonius would want to separate Hamlet & Ophelia, Polonius advice to Ophelia and her response indicative of her character “I do not know my lord what I should think” (like “I think nothing, my lord” in Act 3) Ophelia’s response to Laertes & their relationship, Polonius’ advice speech to Laertes Click HERE for some advice from Maya Angelou on her 70th birthday! “I’ve Learned” slips

Vicious Mole speech and Tragedy Myths and Reality #1-2: what constitutes a tragedy, tragic hero, tragic flaw, pity and fear, catharsis. Refer to the blue “Tragedy and Theatre Packet”

GHOST SCENE and soliloquy 2 and ACT 2–Hamlet frightens Ophelia in her closet   VIDEOS: GHOST SCENE     BBC video–end of ghost and sol. 2 (min. = 6 min.) Zeffirelli video– (min. = 6 min. 10 sec.) and Branagh video– (min. = 9 min)

HOMEWORK COLLECTED TODAY:

yellow quiz

HOMEWORK:

ASSIGNMENT H9:  CLICK HERE FOR A COPY OF THE PURPLE HAMLET ASSIGNMENT PACKET #1: Read Act 2 pp. 53-60, #2: Do sol #3 paraphrase (Click HERE to get a pdf. copy of the Hamlet Soliloquy Packet.), #3: AP Q’s 24-30 (Click HERE to get a pdf. copy of the Hamlet AP Question Packet. FOR A COPY OF AP LIT POETRY TERMS PACKET, CLICK HERE, #4: ivory quiz (Click HEREfor a copy of the ivory quiz). This quiz will be graded individually–every question counting. Remember to fill in the page numbers, too. Those count in the score.    #5: Do WA 15 Act 2 TOPICS (2 side total): FRONT SIDE–choose a topic from those listed below.   BACK SIDE–(see below for further explanation): If Hamlet was a student at EPHS (1/2 side) AND New Hamlet Movie Cast List (1/2 side)

YOU HAVE 3 TASKS (OVER 2 SIDES minimum) IN THIS JOURNAL!
TASK A ACT 2 TOPICS (one side min.): Read carefully over the following topics after finishing Act II. Choose one or more upon which to write at least a full page of discussion/analysis, etc. Let your ideas run wild, but ground them in examples/proof from the text. List page numbers to help remind you where you got the ideas. We will use these questions as a springboard for small or large-group discussion. Be sure to write/summarize the question at the front end of your discussion so than anyone reading it can recognize to which question you’re responding right away.

HERE ARE THE TOPIC CHOICES FOR TASK A:

a)      What are the positives Hamlet sees in the world? What are the negatives? If he were your best friend, what way of life would he recommend for you to live? What makes you think so? Give proof!

b)      In the soliloquies, it’s said that Hamlet lays bare his true motives and his true weaknesses. Trace Hamlet’s development/stage in each soliloquy thus far. Has he changed since the first one? If so, how? If not, what makes you think that? Based on the soliloquies and his action thus far, predict what you think will happen next. Give proof.

c)      There are definitely both positives and negatives displayed in Hamlet’s character thus far. Hamlet says, “Though I am not splentive and rash, yet have I in me something dangerous.” Find concrete confirmation of both the positives and their less attractive negative counterparts. If you were Hamlet’s best friend, tell what you think is positive about him and what you think is negative. Give proof.

d)     Comment on Hamlet’s sanity. If you were Hamlet’s therapist, would you say he was sane or insane? What would give us the tendancy to believe the Hamlet is seriously in danger of losing his sanity? Give proof.

e)      Some say that Hamlet does not have the make-up of a man who can commit revenge successfully. August Wilhelm said: “He does himself only justice when he says there is no greater dissimilarity than between himself and Hercules.” Do you think Hamlet has it in him to commit the task (revenge, etc.–see the ghost’s commands) the ghost put on him? What will it take? What can he do? Give proof.

f)       Agree or disagree: Hamlet has legitimate reasons for delays in his revenge. What are they? If not, why not? Give proof.

g)      How does “there is nothing either good or bad but thinking makes it so” express in philosophical terms the CORE of Hamlet’s problem? List several problems/concerns he has and how each can be viewed as both positive and negative at the same time. Give proof.

h)      The play explores the nature of kingship. What make a good king? Is Claudius a good king? Is he truly the “rottenness in Denmark”? Would Hamlet make a good king? Give proof.

TASK B (1/2 side min.): IF HAMLET WERE A STUDENT AT EPHS . . .    If Hamlet were a student at Eden Prairie High School, what type of student would he be? What activities would he choose? What would his friends be like? What classes would he take? Would he have a girlfriend? Be elected student council president? Add whatever else might seem applicable!   For example, what would the “blurb” under his senior graduation picture say?

TASK C (1/2 side min.): NEW CAST LIST FOR A NEW HAMLET MOVIE?    If you were a director who is making a new movie of Hamlet, who would you cast in the leading roles? Make a list of at least 5 roles and brainstorm actors who you think would be great for each role. Explain why. The actors may be alive now or dead. You may also choose an actor who is not currently at the age you would prefer for playing the role, too. For example, maybe Judy Dench is too old to play Ophelia now, but she may have been great as Ophelia when she was younger. If you want to import a picture to show what the actor looks like, feel free to do that, too.

2. OPTIONAL! DO SOME HAMLET EXTRA CREDIT! Why not do some other Hamlet extra credit journals? To see the list, click HERE. Wally is also open to a creative topic! Write her a proposal!

vs. Lit. Analysis paper on Paired Works

Due FRIDAY

NOTE: you do NOT have to highlight anything in the paper. Bring your two books ONLY if you think you have an unusual edition. If you use any supplementary sources, you WILL need to bring those/print-outs of those sources.

Also, a topic outline is required! Be sure to consult pages MSF 6-11 in the Survival Manual for how to do an outline. You may either do a single-spaced or a double-spaced outline. Click HERE for the online version of the Survival Manual.

SAMPLE OUTLINES AND FIRST PAGES OF LIT. ANALYSIS PAPERS:

1. Sample A–Beardsley (point by point organization example) Click AP LIT ANALYS A POINT BY POINT STYLE BY STEVE BEARDSLEY_001.

2. Sample B–Li (block style organization example) Click AP LIT ANALYSIS B BLOCK STYLE by HE LI_001.

3. Sample C–Paulus (point by point organization example) Click AP LIT ANALYSIS C POINT BY POINT STYLE BY BRIAN PAULUS_001.

2. Sample D–Farrell (block style organization example) Click AP LIT ANALYSIS D BLOCK STYLE BY ANN FARRELL_001. NOTE: Ann Farrell’s paper was done before MLA version 7 was in effect, so there are some errors in italicizing titles.

. Check out the YELLOW brainstorming class for ideas. If you need a sheet, click 2012 paired novels_001. Click HERE for the Lit. Analysis paper packet. Click HERE for the grading sheet

Click here if you need a copy: 2012 POETRY TIPS _001

Tips on How to Approach the AP Lit. Essay on Poetry

Unlocking a poem’s meaning: There are two parts: the “What”- (central purpose) and the “How”- (stylistic devices employed to enhance meaning)

a. Annotate copiously as you read the first time for poem’s meaning (central purpose) and stylistic devices.

b. Determine poem’s central purpose- there is always a deeper meaning unrelated to plot in great poetry. For example, what universal comment is the poet making about life, mankind, or the human condition? Plato believed that “Poetry is nearer to vital truth than history.” What vital truth has the poet discovered? How does the speaker feel (his attitude) about his subject?

c. Re-read the poem, once again noting stylistic devices. You should be analyzing and determining the poem’s tone/s, and contemplating the irony within the poem-it will be there. Don’t be afraid to take risks;
readers reward the unique and insightful thinker.

d. Locating shifts IS essential- look for transitions in the poem: but, therefore, since, although, etc. Also, use clear transitions in your essay. These help the reader follow the flow of your essay.

e. Make a very brief plan before you write: cluster, list, etc.

f. Begin to write. Get to the point. Cite title, poet, and central purpose, perhaps making a philosophical comment as you introduce your thesis. Try to make a strong first impression. Keep your paragraphs organized; don’t digress.

g. Write to express, not impress. Inflated writing seldom gets the
top scores.

h. Use all your time, approaching the poem chronologically-line by line, or stanza by stanza- if you are comfortable with that; if not, you might approach your analysis through the different elements: irony, tone,
alliteration, metaphors, etc.

i. Before you end your essay, revisit the title and its implications,making sure you include a reference to it in your essay.

j. Pay careful attention to the first and last two lines of the poem.

k. Save a minute or two to proofread your essay; if you cannot read it, the readers won’t be able to either!

l. Make sure you have put the title in quotation marks and that you have included the poet’s name.

m. Do not confuse the poet with the speaker. They will almost always be different and you will run into trouble if you do.

Other Points to Remember

1. Always refer to the poet or speaker by last name only-never use first name only.

2. Give support and more support. Use the poem!

3. Use ellipsis dots to shorten a long quote, and keep quotations from the poem as short as possible. One word is often enough. The readers have the poem in front of them; a full sentence is nearly always too much
by far.

4. When citing an element, don’t just mention it. Explain how it functions

5. Avoid “laundry lists” of elements that go nowhere.

6. When referring to a word as a word, underline it or put quotes around it. (“Nothing” is repeated frequently)

7. Place the end punctuation mark inside the quotation.

8. If you finish writing before time is up, DON’T. You should be using every single minute.

9. Read your response backward; this allows you to catch mistakes because you are forced to look at each word.

10. Check spelling as best as you can.

11. Avoid giving your essay a title.

12. Do not bother with line numbers; they are not necessary in a timed writing, and we do not look at them.

13. Underline titles of long works; use quotation marks around titles of shorter works. Poems are put in quotation marks!

14. Do NOT write in pencil.

15. Do not use white out; the AP readers understand that you are writing a rough draft.

16. Don’t define terms; the readers are experienced AP teachers and college professors.

Eavan Boland

Carina (age 10), Wally, and Eavan Boland

Extra Credit! (+5 coupon) MEMORIZE A SONNET or a POEM of at least 14 lines! See Wally for the particulars! If you are interested in getting a Shakespearean sonnet every day in your e-mail, click http://www.sonnetaday.com/

Check out this link Pop Songs Rewritten as Sonnets: http://www.pleated-jeans.com/2014/10/01/pop-songs-rewritten-as-sonnets-14-pics/ or http://popsonnet.tumblr.com/

OVERFLOW SEM 2 2020

We think our fathers fools

So wise we grow

Our younger sons no doubt

will think us so!

–Alexander Pope “Essay on Criticism”

Wally’s first AP Class 1977

(do you recognize Mr. McCartan?)

Marianne Stokes’ painting

Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.

Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board

CARPE DIEM!

How do you

“seize” the day?

WHAT IS POETRY?

a DPS quote:

DPS goofs: http://imdb.com/title/tt0097165/goofs

Factual errors: The line that Keating refers to from Whitman’s poem “Song of Myself” is misquoted. The line actually reads “I sound my barbaric yawp over the roofs of the world”.

Audio/visual unsynchronized: After Keating instructs the boys to rip out the introduction to their poetry textbook, his lip movements do not match the speech.

Anachronisms: Although the setting is the 1950s, the chemistry textbook the students use, “Chemistry: A Modern Course” by Robert Smoot, is copyrighted 1987.

Anachronisms: The literature anthology, “Literature: Reading, Fiction, Poetry, Drama, and the Essay”, edited by Robert DiYanni, was published by Random House in 1986.

Fun stuff about Dead Poets Society?

some DPS trivia:

Director Peter Weir chose to shoot the film in chronological order to better capture the development of the relationships between the boys and their growing respect for Mr. Keating.

Filmed at St. Andrews, a private boarding school in Delaware.

Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.

Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board

for more DPS trivia: http://imdb.com/title/tt0097165/trivia

“Musee des Beaux Arts” was inspired by

Brueghel’s Fall of Icarus

The “Musee des Beaux Arts” Brueghel painting referred to called The Fall of Icarus . . . a reproduction hanging in the English Department at St. Olaf.

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S WORK.

Do the pink scansion quiz in your Poetry-Can-Keep Packet.

Check out Billy Collins–Poet Laureate of the United States from 2001 to 2003 and New York State Poet from 2004 to 2006. In 2016 he was inducted into the American Academy of Arts and Letters.

Taylor Mali

TAYLOR MALI–the most winning national champ

and master of the slam

“The Apologia Of Hephaestus, 2007”

http://www.youtube.com/watch?v=_JZW9HEer3o&feature=related

BILLY COLLINS and TAYLOR MALI

“PAGE MEETS STAGE”

Bowery Poetry Club

New York City 2005

With their friend Billy Collins are

my friends John Wirth (writer/producer of Terminator: Sarah Connor Chronicles, The Cape, V, Ghost Whisperer, Nash Bridges, Remington Steele, Hell on Wheels, and Wu Assassins on Netflix)

and his wife Gail Matthius who was Saturday Night Live in the early 1980′s and now doing cartoon voices.

To see some clips from Gail doing the original Valley Girl accent wearing a Gustavus Letter jacket, click

HERE

or as Game Show host, Phil Lively (Charles Rocket) and his wife, Frances (Gail Matthius), interview Beverly (Ann Risley) to decide whether to send Phil’s aging father (Don Pardo) to her nursing home. [Season 6, 1981], click

HERE

or read about Gail

HERE

Marianne Stokes’ painting

Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.

Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board

CARPE DIEM!

How do you

“seize” the day?

WHAT IS POETRY?

a DPS quote:

DPS goofs: http://imdb.com/title/tt0097165/goofs

Factual errors: The line that Keating refers to from Whitman’s poem “Song of Myself” is misquoted. The line actually reads “I sound my barbaric yawp over the roofs of the world”.

Audio/visual unsynchronized: After Keating instructs the boys to rip out the introduction to their poetry textbook, his lip movements do not match the speech.

Anachronisms: Although the setting is the 1950s, the chemistry textbook the students use, “Chemistry: A Modern Course” by Robert Smoot, is copyrighted 1987.

Anachronisms: The literature anthology, “Literature: Reading, Fiction, Poetry, Drama, and the Essay”, edited by Robert DiYanni, was published by Random House in 1986.

Fun stuff about Dead Poets Society?

some DPS trivia:

Director Peter Weir chose to shoot the film in chronological order to better capture the development of the relationships between the boys and their growing respect for Mr. Keating.

Filmed at St. Andrews, a private boarding school in Delaware.

Loosely based on the experiences of private school students with Samuel Pickering, who is currently a Professor of English at the University of Connecticut.

Liam Neeson had originally landed the leading role to be directed by Jeff Kanew, but lost it to Robin Williams when director Peter Weir came on board

for more DPS trivia: http://imdb.com/title/tt0097165/trivia

“Musee des Beaux Arts” was inspired by

Brueghel’s Fall of Icarus

The “Musee des Beaux Arts” Brueghel painting referred to called The Fall of Icarus . . . a reproduction hanging in the English Department at St. Olaf.

DO NOT LOOK BELOW THIS LINE. THIS WAS LAST YEAR’S WORK.

Do the pink scansion quiz in your Poetry-Can-Keep Packet.

. . . on to the pivotal

Act 3

“the play’s the thing . .

**Fun stuff about Dead Poets Society?**

**my friends John Wirth (writer/producer of Terminator: Sarah Connor Chronicles, The Cape, V, Ghost Whisperer, Nash Bridges, Remington Steele, Hell on Wheels, and Wu Assassins on Netflix)**

**and his wife Gail Matthius who was Saturday Night Live in the early 1980′s and now doing cartoon voices.**

**Fun stuff about Dead Poets Society?**

**“Brush up your Shakespeare” from Kiss Me Kate–version 1**

**“Brush up your Shakespeare” from Kiss Me Kate–version 2**