Written Assignment for Wednesday

First--apologies for recent erratic posting.  We are on somewhat different class schedules for a variety of reasons, and the blog hasn't been a priority. But I am keeping track, and will do my best to make sure that different-day activities are equalized.  Continue to bring both Tess and the lit book to class, please.  If you have not taken a make-up quiz for last Friday (Phase the Fourth), come in before school on Wednesday--no later than 9:15 or 9:20, please.

IN CLASS ON TUESDAY
Students assessed their own Wordsworth/Dunbar timed writes; yes, 3rd period work took longer because we had not yet assessed the sample essays.
Then we looked at a "practice passage" from Tess--from chapter 20, near the end, when Tess and Angel go out at dawn to bring in the cows for milking. 
First, I asked everyone  (to be continued--I want to post this so people can see it at lunch if necessary) to look at the short paragraph about the light, and then we studied the passage about Tess and Clare going to the pasture at dawn to bring in the cows for the morning milking.  (to be continued)
ASSIGNMENT FOR TOMORROW

Write a short analysis on the following passage, responding to the question posed at the end:
The passage--
Chapter 19 from
"It was a typical summer evening in June . . . .
to
Tess . . . moved . . . as if hardly moving at all."
[5 paragraphs in all]

Analyze--

• Selection of detail
• Figurative language
• Imagery

[note:  "imagery" traditionally refers to sensory language, i.e. related to the five senses--however, you will often see it simply packaged as part of literary devices or even figurative language]

Purpose--
How does the language of this passage help to characterize Tess at this point in the book?

TODAY IN CLASS
If you were not there, consider the expections (for key nouns; for phrase as a whole) for a poem entitled "The Emperor of Ice Cream" BEFORE continuing with the rest of the homework listed below. This is a perfect model poem for applying the strategies of the TP-CASTT series of steps for analyzing poetry. I asked people to dig out of their notebooks the two-sided detailed accounting of what is involved in TP-CASTT; do not rely on the short summary on the back of the "How to Read a Poem" hand-out.

We also looked at Hardy's "The Ruined Maid"--think through the questions in the book following this poem (pp. 459-460).

FOR TOMORROW
Poetry: 
Yes, the short series of questions after Hardy's poem (just study/think)
"The Emperor of Ice Cream" (p. 789)--go through the steps, noting especially all the elements and devices listed under "Connotation."  You don't need to prepare a formal paper or product to hand in, but you DO need to annotate and to write sufficient notes to show study and engagement with this poem and to respond quickly in class discussion.  Do NOT research this poem to find out what others have said about it.  You can look words up in the dictionary, but that's it.

Also for poetry--if you haven't read Ch. 16 (Imagery), catch up on that; I forgot to tell one class yesterday.  (Sorry) It's crucial.  The list of terms to review is the heart of what you need to know about poetry; most of them were on your list, but this is the chapter that makes them real.  And read Frost's comments on METAPHOR.  Metaphor is at the heart of much of our thinking--ways of thinking--about the world.  A good summer read might be Metaphors We Live By, by George Lakoff and Mark Johnson.

Assuming you HAVE read it, and if you possibly can, add Ch. 17 (Song), but 17 truly is just a back-drop chapter for the next one (18) on Sound.

Tess
1) Study the last three paragraphs of Phase the First.  How is Hardy as narrator sympathetic to Tess? 
2) Study the "walking in the woods at night" passage in Phase the Second, Chapter 13, the last three paragraphs of that chapter.  How id Hardy as narrator sympathetic to Tess?  How is Tess's condition/situation paralleled by the environment she is walking through?  What is the underlying irony in this passage?

And keep on a-truckin':  Phase the Fourth by Friday.

TODAY IN CLASS
Second half of the poetry terms.  Make up this quiz ASAP if you missed it.

Then there was an in-class poetry reading/study assignment. I'm describing it here for the convenience of those who were absent.  There is no written product to be turned in, but it will behoove you to do this before Monday. 
1) Read Chapter 15.  Pause to study Keats' "Bright Star" on p. 491.
2) Read/study two additional poems from the text:  Wordworth's ""The World's Too Much .. ." (619), and
    Gerard Manley Hopkins' "God's Grandeur" (546).

FOR MONDAY

• If you did the poetry work in class, there is no further poetry homework for the week-end.  The in-class timed write (40 minutes, not an informal "quick-write") is skills-based.  All of the other poems are preparation, but they're not what you'll write on--so there shouldn't be any special study required if you're caught up on Ch.11-15 and the new poems from today.
• Tess benchmark for Monday:  be finished with Phase the Third.  There will be a short reading check quiz after the timed write.

Note the essential homework correction!

TODAY IN CLASS
Poetry Terms quiz, terms 1-36--Make up before or after school on Wednesday if at all possible!

Two new hand-outs:

• one on Crime and Punishment--use as additional prep material for an in-class essay someday next week (not Monday)
• one on an acronym for the elements that produce TONE

FOR TOMORROW--Be sure to bring your lit book!!

Chapter 13 of the lit book--read for meaning; understand concepts and terms.  Read "through" the poetry for surface familiarity only.  Pause to STUDY "Batter my heart . . . " (453).  Then read one more sonnet--unfortunately NOT the one, that I had on the board.

My brain is still in vacation mode, I'm afraid.  I have been marking up all those "That time of year . . . " assignments and I did not shift gears to "When I do count the clock that tells the time. . ." (which, alas, is not even in your book).  So I have linked it here; please print it out and bring it with you to class:
https://docs.google.com/document/d/17bT6XEIJgbhOBWM43zxxEhv2RGrn8UZEKx-srYcGU4M/edit?hl=en&authkey=CJmtx_kF

Use the "How to Read a Poem questions as a guide for these, though for "Batter my heart . . ." you should also think of the study questions posed in the text.  You do not need to prepare work to hand in, but you should definitely have something visible on your desk to show effort and engagement. 

Chapter 14 is short but useful.  Just read it.

Tess of the D'Urbervilles
The reading for Tess is broken into three parts, based on the the sections of the book that Hardy terms "phases" (these are broader than chapters).

by MONDAY, April 18:  Phase the First through Phase the Third
by FRIDAY, April 22:  Phase the Fourth
by WEDNESDAY, April 27:  be finished (Phase the Fifth through Phase the Seventh)

Poetry Terms Part I on Tuesday

Terms 1-36--Matching--Ridiculously straightforward.

And 3rd period, I totally spaced at the end and forgot to collect the stamped Epilogue papers.  If you were one of the first people out the door, KEEP it and turn it in first thing tomorrow.