Post the link and the title of the poem below! We will create buttons for them in the margins in a couple days. :)
What connections have you made between your reading thus far and the background information that presented in class? Comment away! Work...don't lurk!
From the posts below, choose the question for which you feel you wrote the STRONGEST P.E.E.L paragraph. Under that question, click "Add Comment," and make sure to put your first name and the initial of your last name in the Name box. Then, type your paragraph into the Comment box and click Submit. This must be done before class Thursday, 11/21. DO NOT ADD COMMENTS TO THIS POST; remember, you need to add your paragraph as comment under the question to which you've chosen to respond.
"Abu m onye Biafra," Richard said.
The man laughed... "Eh, a white man who is saying that he is a Biafran!" Discuss the role and significance of Richard in the novel. Comment closely on the following passage, paying particular attention to ways in which it presents the effects of war on individuals. p. 455-456
'NICK: ...You've got history on your side...I've got biology on mine. History, biology.
GEORGE: I know the difference. NICK: You don't act it.' Discuss the dramatic consequence of this debate for the action of the play as a whole. How might an audience react as the following scene unfolds? You should make close reference to detail from the passage. (p. 143-148)
We found this on another teacher's site, and we thought it would be useful. It takes many of our lectures and condenses them into one tutorial. TAKE A LOOK:
Use this space for sharing quotes or entire poems that stand out in Half of a Yellow Sun. :o)
Feel free to discuss Part 3. It might be good to discuss your analysis of a character, a quote, event, and/or a symbol in Part 3. If you have an "a-ha" moment while reading, share it. If you have a question that needs clarifying, ask it (then someone help in answering it). It would behoove you NOT to take advantage of this, as it is a useful tool in not only comprehending the text, but also in analyzing it and gaining a DEEPER and GREATER appreciation of it! MAKE IT HAPPEN! We love you!
Like you did for WAoVW, create an A and B question for Richard III. BRING THEM IN ON A SEPARATE SHEET OF PAPER, but feel free to share them here. We don't think you need the whole "NO LURKERS, JUST WORKERS" speech, right?!?!?! LOL!
Share your test ideas for WAoVW here. For your HW, you need to create two questions - one that's general to the play, and another that is based on a specific excerpt. You only need to post one here. Be reminded that even if you post your idea(s) here, still bring them in ON PAPER to our next class. REMEMBER, RoGo HAS NOT CULTIVATED WALL FLOWERS; WE'VE CULTIVATED STRONG OAKS! We want WORKERS not LURKERS! Love you all!
As you know, your POETRY EXAM is tomorrow. Be sure you know the highlighted poems, authors, themes, primary/secondary lit devices, tone, focus, etc. Look for poems that CAN BE PAIRED based on a theme, focal point, idea, emotion, concept, structure, yadda-yadda. Many poems actually fit in multiple categories. Some ideas to consider are: childhood memories, death, grief, loss, friendship, nature, imagery, characterization, struggle, change (or shift in thinking). You can even create some of your own categories. SHARE YOUR IDEAS WITH YOUR CLASSMATES IN A BLOG POST! Add to others' comments. Be sure to justify your ideas too! LOVE YOU ALL! WE HOPE THIS HELPS!
BRYAN NOTICED AN ERROR - You do NOT need to read "Country School." However, we left off "Here." Sorry, folks, my bad. :) |
SENSE & SENSIBILITY
Character Trees Poetry PPts
Below are some poetry presentations from another AICE class in the USA. You need to know YOUR favorite 10 poems well, and these links should help.
Do NOT rely solely on these presentations! YOU STILL NEED TO ADD YOUR OWN INSIGHT. All them are great, but you MUST add your own analyses to them for that P in KUPC (the mark scheme). I did not include the ones we did not cover! :) You are welcome to look for those on your own if you choose. REMEMBER, you should focus on your favorite 10 (maybe 12). "A DREAM" by Allingham "A MAN I AM" by Smith "ANTHEM FOR A DOOMED YOUTH" by Owen "A QUOI BON DIRE" 1 by Mew "A QUOI BON DIRE" 2 "ATTACK" by Sassoon "BECAUSE I COULD NOT STOP FOR DEATH" by Dickinson "BECAUSE I LIKED YOU BETTER" by Housman "CAMBODIA" by Fenton "COLD IN THE EARTH" 1 by Bronte "COLD IN THE EARTH" 2 by Bronte "ELEGY FOR MY FATHER'S FATHER" by Baxter "FOLLOWER" by Heaney "FRIEND" by Tuwhare FROM THE BALLAD OF READING GAOL by Wilde FROM THE TRIUMPH OF TIME by Swinburne "HERE" by Thomas "MEETING AT NIGHT" by Browning "MY DREAMS ARE OF A FIELD AFAR" by Housman "MY PARENTS" by Spender "ONE ART" by Bishop "PRAISE SONG FOR MY MOTHER" by Nichols "RESERVIST" by Cheng "SONG: TEARS, IDLE TEARS" by Tennyson "THE TREES" by Larkin "THE TREES ARE DOWN" by Mew "TIME'S FOOL" 1 by Pitter "TIMES FOOL" 2 by Pitter "YOU CANNOT DO THIS" by MacEwen |