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Directions for Final Project Options X, Y, Pi, i
Option X: Poetry Groups, Movements, Schools
[Proto-Modernists]
[Symbolist Poets]
[Anglo- and USAmerican Modernists]
[European Modernists]
[Latin American Modernismo/Vanguardia]
[Dadaist Poets]
[Surrealist Poets]
[La Generacion de 27]
[Neobaroque]
[Italian Futurism]
[Russian Futurism]
[Portuguese and Brazilian Futurism]
[
[Objectivism]
[Beats, San Francisco Renaissance, and Post-Beat Poets]
[“
[
[Black Arts Movement]
[Ethnopoets and Deep Image Poets]
[Confessional Poetry]
[Language Poets]
[Misty Poets]
[“Multiculturalism”]
[Martian Poets]
[USAmerican Neosurrealism]
[Flarf]
[Conceptual Poetry][Post-language Poetry]
[
Option i: Critical Theory (Literary Theory) Lens
Queer theory, feminism, Marxism, Russian Formalism, structuralism, post-structuralism, Deconstruction, psychoanalytic/Freudian criticism, Archetypal/Jungian criticism, Lacanian criticism, Reader-Response criticism, Chicago School, Ecocriticism, Postcolonial criticism, New Historicism, Thing Theory.
Term Four Assignments (up through the AP Test)
Here's what's going on... (Read to the end. There's a pleasant surprise.)
1. Complete one "Preparation for Question Three" for Monday (5/3). Complete the rest (four more) before the exam on Thursday (5/6).
4. I should already have received your annotated bibliography and essay on either Lear films, Darkness films, Lear criticism, or Darkness criticism. (Progress reports are due soon!)
5. The final part of the Lear/Darkness projects will now be due the Monday after the AP exam; that is Monday, May 10.
Please send me an email with any questions.
1. Complete one "Preparation for Question Three" for Monday (5/3). Complete the rest (four more) before the exam on Thursday (5/6).
4. I should already have received your annotated bibliography and essay on either Lear films, Darkness films, Lear criticism, or Darkness criticism. (Progress reports are due soon!)
5. The final part of the Lear/Darkness projects will now be due the Monday after the AP exam; that is Monday, May 10.
Please send me an email with any questions.
Term Three Assignments
Current
As I Lay Dying essay: 1000+ words O'Connor's distortion, Dickinson's madness, or Woolf's envelope due on Monday, March 8.
King Lear: Comments on act one are due by pumpkin time on Monday, March 8.
Heart of Darkness: Comments on chapter one (page 15-55) are due by pumpkin time on Tuesday, March 9.
King Lear: Comments on acts two are due by pumpkin time on Wednesday, March 10.
Heart of Darkness: Comments on chapter two (page 56-90) are due by pumpkin time on Friday, March 12.
King Lear: Comments on acts three are due by pumpkin time on Monday, March 15.
Heart of Darkness: Comments on chapter three (page 91-124) are due by pumpkin time on Tuesday, March 16.
King Lear: Comments on acts four are due by pumpkin time on Wednesday, March 17.
King Lear: Comments on acts five are due by pumpkin time on Friday, March 19.
*******
Past
Bring completed personal poetry project to class on Friday, February 26.
In class "#3" style essay Monday, February 22.
Post motif work for As I Lay Dying pages 169-end by pumpkin time Friday, February 19. Extended to Monday, February 22.
Post motif work for As I Lay Dying pages 85-168 by pumpkin time Wednesday, February 10.
Post motif work for As I Lay Dying pages 3-84 by pumpkin time Wednesday, February 3.
Read and respond to "The Book of the Grotesque" by Sunday, January 31 pumpkin time.
Post your personal poetry anthology theme by Friday, January 29 pumpkin time.
As I Lay Dying essay: 1000+ words O'Connor's distortion, Dickinson's madness, or Woolf's envelope due on Monday, March 8.
King Lear: Comments on act one are due by pumpkin time on Monday, March 8.
Heart of Darkness: Comments on chapter one (page 15-55) are due by pumpkin time on Tuesday, March 9.
King Lear: Comments on acts two are due by pumpkin time on Wednesday, March 10.
Heart of Darkness: Comments on chapter two (page 56-90) are due by pumpkin time on Friday, March 12.
King Lear: Comments on acts three are due by pumpkin time on Monday, March 15.
Heart of Darkness: Comments on chapter three (page 91-124) are due by pumpkin time on Tuesday, March 16.
King Lear: Comments on acts four are due by pumpkin time on Wednesday, March 17.
King Lear: Comments on acts five are due by pumpkin time on Friday, March 19.
*******
Past
Bring completed personal poetry project to class on Friday, February 26.
In class "#3" style essay Monday, February 22.
Post motif work for As I Lay Dying pages 169-end by pumpkin time Friday, February 19. Extended to Monday, February 22.
Post motif work for As I Lay Dying pages 85-168 by pumpkin time Wednesday, February 10.
Post motif work for As I Lay Dying pages 3-84 by pumpkin time Wednesday, February 3.
Read and respond to "The Book of the Grotesque" by Sunday, January 31 pumpkin time.
Post your personal poetry anthology theme by Friday, January 29 pumpkin time.
Term Two Due Dates
Current
Post a definition and example for each vocabulary word you were assigned by Wednesday (1/13) pumpkin time.
Read as many of Shakespeare's sonnets as you can stomach. Read 'em all if you can. I dare ya.
Write a say-play-imply, SOAPSTone + Theme, and/or TPCAST + Theme for three of the sonnets other than sonnet 130 by Friday (1/15) pumpkin time.
Complete one of the Slaughterhouse-Five creative & analytical response options by Tuesday (1/19).
Memorize a sonnet other than 130 and study literary vocabulary for the midyear exam(Friday 1/22).
Past
A Portrait of the Artist part to the whole essay (final-for-now draft (1000+ words), plan with mini-theses and evidence, & thesis with self-assessment and peer feedback): Friday, December 18 (class time)
Dubliners second story blog post by Friday, December 18.
Winter/Holiday poem blog post by Monday, January 4.
Dubliners group work: Monday, December 14.
Icarus poem in-class comparison essay: Friday, December 4 during class (long block)
A Portrait of the Artist as a bildungsroman blog post (300+ words) Sunday, November 29 (pumpkin time)
A Portrait of the Artist blog responses: Friday, November 20 (pumpkin time)
Not-for-College Creative Nonfiction Essay Final Draft with two prior drafts and evidence of self-assessment and peer-assessment: Monday, November 23 (class time)
A Portrait of the Artist Write a substantial post (300+ words) explaining how a passage in chapter 5 is significant to the work as a whole. (Practice close reading of the text.) Monday, November 23 (class time).
Creative Nonfiction Blog Response: Monday, November 2 (by 1:16 pm)
***
Maroon: blog assignments
Sky blue: reading assignments
Brown: paper assignments
Purple: In-class essay
Post a definition and example for each vocabulary word you were assigned by Wednesday (1/13) pumpkin time.
Read as many of Shakespeare's sonnets as you can stomach. Read 'em all if you can. I dare ya.
Write a say-play-imply, SOAPSTone + Theme, and/or TPCAST + Theme for three of the sonnets other than sonnet 130 by Friday (1/15) pumpkin time.
Complete one of the Slaughterhouse-Five creative & analytical response options by Tuesday (1/19).
Memorize a sonnet other than 130 and study literary vocabulary for the midyear exam(Friday 1/22).
Past
A Portrait of the Artist part to the whole essay (final-for-now draft (1000+ words), plan with mini-theses and evidence, & thesis with self-assessment and peer feedback): Friday, December 18 (class time)
Dubliners second story blog post by Friday, December 18.
Winter/Holiday poem blog post by Monday, January 4.
Dubliners group work: Monday, December 14.
Icarus poem in-class comparison essay: Friday, December 4 during class (long block)
A Portrait of the Artist as a bildungsroman blog post (300+ words) Sunday, November 29 (pumpkin time)
A Portrait of the Artist blog responses: Friday, November 20 (pumpkin time)
Not-for-College Creative Nonfiction Essay Final Draft with two prior drafts and evidence of self-assessment and peer-assessment: Monday, November 23 (class time)
A Portrait of the Artist Write a substantial post (300+ words) explaining how a passage in chapter 5 is significant to the work as a whole. (Practice close reading of the text.) Monday, November 23 (class time).
Creative Nonfiction Blog Response: Monday, November 2 (by 1:16 pm)
***
Maroon: blog assignments
Sky blue: reading assignments
Brown: paper assignments
Purple: In-class essay
Jane Eyre
As this horse approached, and as I watched for it to appear through the dusk, I remembered certain of Bessie's tales wherein figured a North of England spirit, called a "Gytrash"...
Jane Eyre on the Web
Summer Session Dates
Read Wide Sargasso Sea by Jean Rhys.
Complete "pre-session" writing.
Attend class at 8:00 am in room 2207 at GHS.
Read Invisible Man by Ralph Ellison through chapter 11.
Complete "pre-session" writing.
Attend class at 8:00 am in room 2207 at GHS.
Post-session #1 work due (in the comment box of the July 6 post) by 11:59 Monday, July 13.
Complete "pre-session" writing.
Attend class at 8:00 am in room 2207 at GHS.
Post-session #2 essay due (in the comment box) of the July 20 post by Monday July 27, 11:59 pm
Read Waiting for Godot by Samuel Beckett and read Translations by Brian Friel.
Complete "pre-session" writing.
Attend class at 8:00 am in room 2207 at GHS.
Post session #3 summaries and analytical commentaries due (in the comment box) of the August 3 post by Monday August 10, 11:59 pm.
Followers
After "Invisible Man" by Ralph Ellison, the Prologue 1999–2000
a photograph by Jeff Wall recreating the room described in the Prologue
About Me
- Mr. J. Cook
- English Teacher Gloucester (MA) High School
3 comments:
Terri M.
In chapter four one of Stephen’s brothers uses a rhyme to tell Stephen that the family will be evicted from their place of residence. Evictions have been a theme in the books that we have read this year.
There was one in Invisible Man. Even though the eviction did not happened to the Invisible Man that was a turning point in the book (getting noticed by the Brotherhood). In Translations the Irish people are having their land taken over, which is similar to an eviction.
In Waiting for Godot Vladimir and Estragon to not have a home…maybe they got kicked out. For what ever reason they do not have a home structure.
In Wide Sargasso Sea Antoinette is eventually made to leave her home on the island.
In Jane Eyre, Jane leaves her home with the Reeds. Every book we have read has the main character leaving which just makes me.
It is key that in these book’s of self discovery the protagonist have to leave their home.
As far as “A Portrait…” goes, I think it is important that a rhyme is used to tell Stephen that his family will have to leave their home, but I do not know why.
Does anyone have any ideas?
Terri! I completely agree with what you have noticed. It's definately a classic trademark in the books we have been reading. As a part of a bildungsroman novel, I think leaving their home is a part of self discovery, as you said before. Taking a character out of their comfort zone is bound to lead them to learn more about themselves. As for using a rhyme within the text to tell Stephen about his family leaving their home, I think the author is trying to transition and differentiate from a normal bildungsroman novel into a kunstlerroman novel. Perhaps this is a clue into how Stephen will not only find himself as a person, but also as an artist. But this is just my guess on the subject, who knows :P
ahhah. That sounds probable to me, thanks Katina =D
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