TODAY IN CLASS
Third period finally caught up by finishing the sound features of "The Eagle" and spending some time debating the metaphorical possibilities for "The Sick Rose."

The beginning point for everyone else was a new poem (hand-out this time, though it's also in your book): Robert Frost's "Nothing Gold Can Stay."  After 10-12 minutes for detailed annotation, notes on both the literal and more figurative interpretations, a statement of theme, and other assorted preparation for an analytical paper, we didn't write one--or even discuss.  I turned you over to Chapter 37 of the lit book. The in-class instructions were to read carefully the material strewn through that chapter on this poem and to skim everything else; however, the OUT of class instructions are simply to read that chapter.  The two goals were to get a measure of what's "expected" in thinking/writing about a poem, and to have a review of the steps and growth expected as drafts grow from jotting down ideas, to "rough" drafts no one sees but you, to the polished draft such as the one you will bring to class next Wednesday.

I also called your attention to a paragraph on the importance of narrowing a paper topic (p.1427, near the bottom).  This is your challenge now--I've briefly given a Go/No go message re: your paper topics.  For many of you, however, it's a Go for getting started, but with the caveat that you still may find that you need to narrow/restrict your scope as you write.

FOR TOMORROW
Nothing is due tomorrow; there will be in-class AP Multiple Choice practice.  But you have "homework" as you prepare for next week:

• Frankenstein: Letters and Chapters 1-3 due on Monday.  Be sure to have the text with you in class. As you read, be thinking about important thematic ideas (the "topics" in this case, not complete statements of themes--there are many--at this early stage).
• The first draft of the essay is due on Wednesday.
• And then, of course, more of Frankenstein.