doppelgangers
Monday, June 17, 2019
Monday, June 17
Your ELA Regents Exam is this Wednesday at 7:30 in the morning.
Bring two pens with you. You are not allowed to write in pencil
Final tips:
Task 1: multiple choice; three reading passages (one fiction, one non fiction and one poem)
Read the questions and responses first
Take your time. "They" are looking for inferences.
Task 2: Argumentative essay. 6 points
This is a four / five paragraph essay.
Begin with your hook
Take a clear position and write a thesis statement
Start with your counter argument, if you wish to get it out of the way Weave in text and cite.
Use a minimum of 3 Texts
You might have graph / chart
Weave in your evidence and cite.
Don't forget a concluding analysis statement
Task 3:Controlling idea essay
Read the directions
As you read the fiction or non fiction piece, start taking notes as to what type
of literary elements or rhetorical devices are used.
You need only 2 or 3 well-written paragraphs
Make sure you include the following:
In the excerpt ___________________________ by ______________________________, the controlling idea is _____________________________. This is developed through__________________________________________.
At this point you will support your choice with evidence woven in to your own sentences.
Remember to explain WHY and or HOW this supports the development of the controlling idea. This is important, as it demonstrates your analysis skills.
Tuesday, June 11, 2019
Tuesday, June 11 end of the year summary information
Tuesday, June 11 and Wednesday, June 12 (if necessary): Spoon River presentations
See rubric below.
There is no more class time for the gravestones. If you do not have yours, you will use a text to read.
Wednesday (if we have finished all the presentations), Thursday and Friday. Task 3 Regents Exam practice. This is your last writing grade of the year. All work is due by Friday. I will not accept any material on Monday.
name______________________________
“Spoon River” presentation
points
possible /
received
Prepared and on
time and had
prop 10/
|
Speaker maintains
good eye contact with the audience and is
appropriately
animated (e.g., gestures, moving around, etc.).
15 /
|
Speaker uses a
clear, audible
voice.
15 /
|
Delivery is poised,
controlled, and
smooth.
15 /
|
Good language skills
and pronunciation are used.
15 /
|
Poetic punctuation
is followed 15 /
|
Character is
maintained throughout the presentation
15 /
|
Final
score
100 /
|
Tuesday, June 4, 2019
Tuesday, June 4- through Friday, June 14 Spoon River Anthology
All the daily work from June 4 through Friday, June 14 is listed below.
If you are missing assignments, please see me outside of class. I am available periods 1, 2, 4, and 8. For make-up work, you may come in any class, but your own to work in the back of the room. Often times in Journalism I am able to work with you individually.
I am also available after school on Tuesdays and Thursdays.
Period 3 will begin Spoon River Anthology by Edgar Lee Masters: reading The Hill and beginning character analyses.Periods 6 and 9 will finish up Guernica and then continue with Spoon River. All Guernica material is due today.
What everyone needs to turn in:
Guernica: handout from last Friday. This is due today. Please use a chromebook to review the material. Go to the blog: Parkerenglish3.blogspot.com
Spoon River materials: You will complete 5 character analyses. (Copy below of class handout). These are due on Thursday, June 6.
Friday/ Monday, June 7/ 10: Selecting your personal performance poem and creating your character's gravestones. (class handout) This is due at the close of class on Monday, June 10. (class participation grade)
Tuesday: tidying up and practicing your performance.
Wednesday/ Thursday, June 12 and 13 performances. Directions/ rubric below
Friday, June 14. Task 3 essay (final writing grade). You may finish it up over the weekend, if necessary.
Last day of classes. No late material will be accepted after this time.
Format: Free Verse.......Besides introducing characters in Spoon River Anthology, "The Hill" introduces the format, free verse. Free verse is poetry that ignores standard rules of meter in favor of the rhythms of ordinary conversation. In effect, free verse liberates poetry from conformity to rigid metrical rules that dictate stress patterns and the number of syllables per line.
Conversational Language
Character’s name______________________________________ page number________________
********************************************************************************
If you are missing assignments, please see me outside of class. I am available periods 1, 2, 4, and 8. For make-up work, you may come in any class, but your own to work in the back of the room. Often times in Journalism I am able to work with you individually.
I am also available after school on Tuesdays and Thursdays.
Period 3 will begin Spoon River Anthology by Edgar Lee Masters: reading The Hill and beginning character analyses.Periods 6 and 9 will finish up Guernica and then continue with Spoon River. All Guernica material is due today.
What everyone needs to turn in:
Guernica: handout from last Friday. This is due today. Please use a chromebook to review the material. Go to the blog: Parkerenglish3.blogspot.com
Spoon River materials: You will complete 5 character analyses. (Copy below of class handout). These are due on Thursday, June 6.
Friday/ Monday, June 7/ 10: Selecting your personal performance poem and creating your character's gravestones. (class handout) This is due at the close of class on Monday, June 10. (class participation grade)
Tuesday: tidying up and practicing your performance.
Wednesday/ Thursday, June 12 and 13 performances. Directions/ rubric below
Friday, June 14. Task 3 essay (final writing grade). You may finish it up over the weekend, if necessary.
Last day of classes. No late material will be accepted after this time.
Introducing: Spoon
River Anthology. class handout; this is a substantial collection of poems.
You may access the work on line at : Spoon River Anthology
Spoon River Anthology is
a series of poems in free verse (poetry that does not rhyme
or have a regular meter). In most of the poems, a deceased native of the
fictional town of Spoon River delivers a monologue about his or her life or a
specific incident in his or her life. These monologues are, in effect,
epitaphs.
Background
.......Dead men tell no
tales. So says an ancient proverb. But
in Spoon
River Anthology dead men—and women—do tell
tales. Speaking
from the grave, more than two hundred forty
deceased
residents of a fictional Midwestern town, Spoon
River, each present
short monologues about their lives. They
reveal their
heartaches, disappointments, failures, and
unfulfilled dreams.
Sometimes they tell of the moral
trespasses of
themselves or of others. Occasionally, they tell
of an incident that
reveals the good or bad qualities of
another person.
The Introductory Poem
The Hill
Where are Elmer, Herman, Bert, Tom and
Charley,
The weak of will, the strong of arm, the clown, the boozer, the fighter?
All, all are sleeping on the hill.
One passed in a fever,
One was burned in a mine,
One was killed in a brawl,
One died in a jail,
One fell from a bridge toiling for children and wife-
All, all are sleeping, sleeping, sleeping on the hill.
Where are Ella, Kate, Mag, Lizzie and Edith,
The tender heart, the simple soul, the loud, the proud, the happy one?--
All, all are sleeping on the hill.
One died in shameful child-birth,
One of a thwarted love,
One at the hands of a brute in a brothel,
One of a broken pride, in the search for heart's desire;
One after life in far-away London and Paris
Was brought to her little space by Ella and Kate and Mag--
All, all are sleeping, sleeping, sleeping on the hill.
Where are Uncle Isaac and Aunt Emily,
And old Towny Kincaid and Sevigne Houghton,
And Major Walker who had talked With venerable men of the revolution?--
All, all are sleeping on the hill.
They brought them dead sons from the war,
And daughters whom life had crushed,
And their children fatherless, crying--
All, all are sleeping, sleeping, sleeping on the hill.
Where is Old Fiddler Jones
Who played with life all his ninety years,
Braving the sleet with bared breast,
Drinking, rioting, thinking neither of wife nor kin,
Nor gold, nor love, nor heaven?
Lo! he babbles of the fish-frys of long ago,
Of the horse-races of long ago at Clary's Grove,
Of what Abe Lincoln said
One time at Springfield.
The weak of will, the strong of arm, the clown, the boozer, the fighter?
All, all are sleeping on the hill.
One passed in a fever,
One was burned in a mine,
One was killed in a brawl,
One died in a jail,
One fell from a bridge toiling for children and wife-
All, all are sleeping, sleeping, sleeping on the hill.
Where are Ella, Kate, Mag, Lizzie and Edith,
The tender heart, the simple soul, the loud, the proud, the happy one?--
All, all are sleeping on the hill.
One died in shameful child-birth,
One of a thwarted love,
One at the hands of a brute in a brothel,
One of a broken pride, in the search for heart's desire;
One after life in far-away London and Paris
Was brought to her little space by Ella and Kate and Mag--
All, all are sleeping, sleeping, sleeping on the hill.
Where are Uncle Isaac and Aunt Emily,
And old Towny Kincaid and Sevigne Houghton,
And Major Walker who had talked With venerable men of the revolution?--
All, all are sleeping on the hill.
They brought them dead sons from the war,
And daughters whom life had crushed,
And their children fatherless, crying--
All, all are sleeping, sleeping, sleeping on the hill.
Where is Old Fiddler Jones
Who played with life all his ninety years,
Braving the sleet with bared breast,
Drinking, rioting, thinking neither of wife nor kin,
Nor gold, nor love, nor heaven?
Lo! he babbles of the fish-frys of long ago,
Of the horse-races of long ago at Clary's Grove,
Of what Abe Lincoln said
One time at Springfield.
Format: Free Verse.......Besides introducing characters in Spoon River Anthology, "The Hill" introduces the format, free verse. Free verse is poetry that ignores standard rules of meter in favor of the rhythms of ordinary conversation. In effect, free verse liberates poetry from conformity to rigid metrical rules that dictate stress patterns and the number of syllables per line.
Conversational Language
.......Except for a
poem entitled "The Spooniad," the language in Spoon River
Anthology is simple, conversational, and realistic, with plenty of
local color and regional references—like the reference in "The Hill"
to "the horse races long ago at Clary's Hill" (line 32). Many of the
poems contain a figure of speech called anaphora. Anaphora is
the repetition of a word or group of words at the beginning of successive
phrases, clauses or sentences.
***********************************************************************************************************************
Character analysis
Name_______________________________________
Choose five of the poems
that appeal to you and complete a CHARACTER ANALYSIS worksheet for each.
Character Analysis for Spoon River
Anthology
You will need to
complete five character analysis forms. Keep in mind that these
people lived close to one hundred and fifty years ago. Remember to justify all
your answers with text.
Character’s name______________________________________ page number________________
Once you read poem,
list any words with which you are unfamiliar and define.
Unfamiliar words:
1.
_________________________________________ 4. __________________________________
2. _________________________________________ 5. _________________________________
3._________________________________________ 6.__________________________________
1. In a minimum of thirty words, summarize
the life of the character on the epitaph. From the text include any physical
descriptors, relationships and other themes, such as revenge, injustice or
justice, religion and jealousy. Were
they disillusioned, disappointed? Were their secrets taken to the grave?
2. In a couple of well-written sentences
reflect on how this individual is reflective on someone from a small town at
the beginning of the 20th century? (Draw on your own knowledge:
historical, social (gender, economics and political.)
There are lots of poems, so skip around and browse. I know
how everyone likes to work with a neighbor, but in this case, you may not have
any of the same ones as the person sitting next to you. Note that language conventions-
capitalization, punctuation and spelling count. No “I think”, no “wanna /
gonna”. Weave in bits of text; just put them in quotations.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
****************************************************************************
Spoon River directions. Please read carefully
and check off
________ Check for your assigned poem. Ideally you will have one of the
five from your graphic organizer; otherwise I chose for you. Everyone has
someone different.
________Collect
a tombstone
________ On the front of the tombstone, legibly print your poem, following the correct poetic format. This
is what you will read from!
________ On the back: write your name and a short well-written,
grammatically correct analysis
explaining your poem, weaving in specific text. This should be about 50 words.
________ Finally, if you so choose decorate your tombstone. There are colored
pencils.
Grading….. 25 points for correctly copying out your poem onto the
tombstone
…… 50 points (up
to) for your paraphrasing / summary of your selected poem
……. 25 points for
effectively decorating your tombstone.
These are due at the close of class. I will be in at the end of the day
to collect them.
name______________________________
“Spoon River” presentation
points
possible /
received
Prepared and on
time and had
prop 10/
|
Speaker maintains
good eye contact with the audience and is
appropriately
animated (e.g., gestures, moving around, etc.).
15 /
|
Speaker uses a
clear, audible
voice.
15 /
|
Delivery is poised,
controlled, and
smooth.
15 /
|
Good language skills
and pronunciation are used.
15 /
|
Poetic punctuation
is followed 15 /
|
Character is
maintained throughout the presentation
15 /
|
Final
score
100 /
|
Thursday, May 30, 2019
Friday/ Monday May31/ June 3 Guernica
Coming up: on Tuesday we are beginning a new unit. If you are absent, make sure to check the blog.
In class: today and tomorrow we are exploring the symbolism, imagery and metaphors through Pablo Picasso's paining Guernica.
1) background information
2) TED TALK FILM (link below, if you are absent)
3) transcript of film below
4) accompanying analysis and response sheet (class handout / copy below)
Probably Picasso's most famous work, Guernica is certainly the his most powerful political statement, painted as an immediate reaction to the Nazi's devastating casual bombing practice on the Basque town of Guernica during Spanish Civil War.
Dates: Jul 17, 1936 – Apr 1, 1939
Dates: Jul 17, 1936 – Apr 1, 1939
Guernica shows the tragedies of war and the suffering it inflicts upon individuals, particularly innocent civilians. This work has gained a monumental status, becoming a perpetual reminder of the tragedies of war, an anti-war symbol, and an embodiment of peace. On completion Guernica was displayed around the world in a brief tour, becoming famous and widely acclaimed. This tour helped bring the Spanish Civil War to the world's attention.
This work is seen as an amalgmation of pastoral and epic styles. The discarding of color intensifis the drama, producing a reportage quality as in a photographic record. Guernica is blue, black and white, 3.5 metre (11 ft) tall and 7.8 metre (25.6 ft) wide, a mural-size canvas painted in oil. This painting can be seen in the Museo Reina Sofia in Madrid.
Historical Context of the Masterpiece
Guernica is a town in the province of Biscay in Basque Country. During the Spanish Civil War, it was regarded as the northern bastion of the Republican resistance movement and the epicenter of Basque culture, adding to its significance as a target.
The Republican forces were made up of assorted factions (Communists, Socialists, Anarchists, to name a few) with wildly differing approaches to government and eventual aims, but a common opposition to the Nationalists. The Nationalists, led by General Francisco Franco, were also factionalized but to a lesser extent. They sought a return to the golden days of Spain, based on law, order , and traditional Catholic family values.
At about 16:30 on Monday, 26 April 1937, warplanes of the German Condor Legion, commanded by Colonel Wolfram von Richthofen, bombed Guernica for about two hours. Germany, at this time led by Hitler, had lent material support to the Nationalists and were using the war as an opportunity to test out new weapons and tactics. Later, intense aerial bombardment became a crucial preliminary step in the Blitzkrieg tactic.
After the bombing, Picasso was made aware of what had gone on in his country of origin. At the time, he was working on a mural for the Paris Exhibition to be held in the summer of 1937, commissioned by the Spanish Republican government. He deserted his original idea and on 1 May 1937, began on Guernica. This captivated his imagination unlike his previous idea, on which he had been working somewhat dispassionately, for a couple of months. It is interesting to note, however, that at its unveiling at the Paris Exhibition that summer, it garnered little attention. It would later attain its power as such a potent symbol of the destruction of war on innocent lives.
Guernica, Picasso's most important political painting, has remained relevant as a work of art and as a symbol of protest, and it kept the memory of the Basque town's nightmare alive. While Picasso was living in Nazi-occupied Paris during World War II, one German officer allegedly asked him, upon seeing a photo of Guernica in his apartment, "Did you do that?" Picasso responded, "No, you did."
“Guernica, 1937 by Pablo Picasso.” Henri Matisse, www.pablopicasso.org/guernica.jsp.
Transcript
For Pablo Picasso, the tragedy sparked a frenzied period of work in which he produced a massive anti-war mural, aptly titled "Guernica." The painting is a powerful work of historical documentation and political protest. But while Picasso’s artistic motivations are clear, the symbolism of the painting can be as confusing and chaotic as war itself. How can we make sense of this overwhelming image, and what exactly makes it a masterpiece of anti-war art?
The painting’s monumental canvas is disorienting from the start, rendered in the abstracted Cubist style Picasso pioneered. Cubism deliberately emphasized the two-dimensionality of the canvas by flattening the objects being painted. This afforded viewers multiple and often impossible perspectives on the same object; a technique considered shocking even in Picasso’s domestic scenes.
On the far left, a woman holding her dead child releases a scream; her eyes sliding down her face in the shape of tears and her head bending back unnaturally to echo her baby’s. There is the statue of a soldier present below, but he is unable to defend the woman and child. Instead his broken body lies in pieces, his arm clutching a splintered sword in a signal of utmost defeat.
The tip of his sword meets a woman’s foot as she attempts to flee the devastation. But her other leg appears rooted to the spot, locked in the corner of the canvas even as she stretches to move it. Another victim appears behind this slouching figure. Falling helplessly as flames lick around her, she too is caught in her own hopeless scene.
From the coffin-like confines of her window, her arm guides the viewer back into the fray, to perhaps the most controversial symbols of all– two ghostly animals caught in the destruction. Does the screaming horse embody the threat of Franco’s military nationalism; or does the spike running through its body convey its victimhood? Does the white bull represent Spain, the country of matadors and a common theme in Picasso’s work– or does it stand for the brutality of war?
In this scene of strife, these animals raise more questions than answers. And additional elements hidden throughout the frame offer even more secrets for close observers. At the top of the canvas flashes a bird desperate to escape the carnage. And the abundance of animals on display may hint at the bombing’s date– a market day which flooded the streets with villagers, animals, and other potential causalities.
Like the bombing of Guernica itself, Picasso’s painting is dense with destruction. But hidden beneath this supposed chaos, are carefully crafted scenes and symbols, carrying out the painting’s multifaceted attack on fascism. Decades after its creation, "Guernica" retains its power to shock viewers and ignite debate, and is often referenced at anti-war gatherings around the world. Hundred of viewers have grappled with its harsh imagery, shattering symbolism and complex political messaging. But even without a close understanding of it’s complicated subtext, Picasso’s work remains a searing reminder of the true casualties of violence.
**********************************************************************************
Guernica- by Pablo Picasso accompanying work
contingent-
a group of people united by a common feature to grapple-to struggle
devastation- great destruction
acute-(adjective)- sharp, poignant
atrocities- wicked, cruel, destructive acts claustrophobia- extreme
fear of enclosed spaces
to
illuminate- make visible, to bring clarity
matador-
bull fighter
Name________________________________
After reading the
background material on Pablo Picasso’s painting Guernica and watching the short
film, please respond to the following questions.
1.
What forces bombed the northern Spanish city of
Guernica in 1937?
__________________________
2.
Who were the two groups fighting during the
Spanish Civil War?
__________________________________
____________________________________________
3.
How does the disoriented perspective of the
canvas contribute to the anti-war message?
___________________________________________________________________________________________________________________________________________________________________________________________________
4.
List some of the images within the painting and
explain their symbolism
a.
______________________________________________________________________________________
_______________________________________________________________________________________
b.
_______________________________________________________________________________________
_______________________________________________________________________________________
c.
_______________________________________________________________________________________
_______________________________________________________________________________________
d.
______________________________________________________________________________________
______________________________________________________________________________________
5.
In your own words, explain the metaphor of the
ghostly woman holding the lamp. ______________________________________________________________________________________________________________________________________________________________________________________
6.
What three animals can be found within the
mural? a.
b. . c .
7.
Select one of the above animals and discuss
historically and or culturally what it has come to mean; then looking over the
painting carefully how and why you interpret the image within the mural. This
must be a minimum of five well-composed, grammatically correct sentences.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8.
Using details from the painting, explain why the
work is a “powerful work of historical documentation and political protest.” (Minimum 5 sentences.) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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