Mr. Kidd's Blog

semester two: week five

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Word of the Day:
kip
limn
maw

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Quote of the Week: "Forgive me my nonsense, as I also forgive the nonsense of those that think they talk sense."
-Robert Frost

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Website of the Week: Nietzsche Family Circus

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Form V English: American Literature

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1. Essay on Shakespeare's The Tempest due! In class: reading!
2. Work on Poetry project; In class: working on poetry not taught in your bell
3./4. Work on Poetry Project; in class: introduction to modernism through art/Modernist poetry
5. Work on Poetry project; In class: working on poetry not taught in your bell
6. Poetry Teaching Begins!

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Form V English
American Literature
Mr. Kidd
Poetry Teaching Project
Length: As long as it needs to be to cover the subject, but short enough to keep it interesting
Date for Presentation: schedule to be announced (set in class!)
Date Due: Two school days after you teach

Please read all the directions and speak with me about any questions you may have.

We will draft a teaching schedule for each bell once we have determined our final choices.

Your final composition should have all of the following parts to it: (and keep them in this order unless you have some creative rationale for changing the order)

1. Your individual close reading of the poem (no research)
2. Research Summary: this section of the essay will reflect your understanding of what people have said about your poet, his/her poetry, and even this specific poem. You do not need to have an original thesis for this writing; your job is to do some expository reporting on what people have said about this poem and issues important to it. Don’t get hung up on looking for criticism specific to your poem; that won’t always be available. You may have to look more broadly for research that can help you. Think about themes involved in your poem and research those. A poem about a war, for example, might lead you to some research about the politics and history involved. Also consider how a critic’s comments on another poem may offer guidelines for how you should interpret your poem. Look also for images and audio (especially your poet reading your poem). Use MLA formatting for your documentation of the research you use. All of the information you need about how to cite your work is in Diana Hacker’s A Pocket Style Manual. Additional information about citation is available online at:
http://bcs.bedfordstmartins.com/pocket5e/player/pages/Login.aspx?sViewAs=S&sUserType=

(You may find the model papers on the Hacker website to be useful guides to how your final draft should look.)

3. Lesson Plan: make this as detailed as you can; list what questions you will ask (and in what order?), what activities you will do, etc.
4. (To be written after the teaching) A reflection on how your teaching went: write about how it was for you to teach this class and the entire process of becoming an expert on this poem and communicating that understanding of your class.

Your essay will count twice (out of 100 points), and your teaching will count once (100 points) You may revise your essay for this assignment, but your teaching grade is not eligible for revision.

Poetry Assignments

B Bell (18)
Matt Cole "Sunday Morning" by Wallace Stevens
Lee Davis "The Road Not Taken" by Robert Frost
Tabor Furr "Mending Wall" by Robert Frost
Caroline Grell "oh, oh you will be sorry" ESVM
Gabi Hibbert "Harlem" (2) by Langston Hughes
Michelle Kislyakov "Daddy" by Sylvia Plath
Jordan Kovach "We Real Cool" by Gwendolyn Brooks
Rachel Lawson "After Apple Picking" by Robert Frost
Garrett Ott "anyone lived in …" e e cummings
Meredith Ross "Lady Lazarus" by Sylvia Plath
Alan Salimov "Of Mere Being" by Wallace Stevens
Julie Scaglione "Fire and Ice" by Robert Frost
Kelley Smith "o sweet spontaneous" e e cummings
Charles Springer "Out, out" by Robert Frost
Katherine Stine "My Papa's Waltz" by Robert Hayden
Harris Thomas "Desert Places" + "Stopping by Woods" by Robert Frost
Joey Velasquez "pity this busy monster" by e e cummings
Grace Webb "The Snow Man" by Wallace Stevens


F Bell (18)
Darrell Boyce "In the Waiting Room" by Elizabeth Bishop
Harry Burdett "Mending Wall" by Robert Frost
Victoria Cornetta "The Hollow Men" by T. S. Eliot
Erin Dorr "since feeling is first" by e e cummings
Kathryn Fink "Sestina" by Elizabeth Bishop
Nathan Kanter "Desert Places" and "Stopping by Woods" by Robert Frost
Hannah Luker "Out, out" by Robert Frost
Lily Mantz "I will put chaos into 14 lines" by ESVM
Thomas Moss "Kitchenette Building" by Gwendolyn Brooks
Allison Parks "I, Too" by Langston Hughes
Jay Shah "Nothing Gold Can Stay" by Robert Frost
Olivia Shaves "anyone lived in a pretty how town" e e cummings
Holly Shearin "The Young Housewife" by William Carlos Williams
Nick Swarup "Birches" by Robert Frost
Terence Tsang "Of Mere Being" by Wallace Stevens
DeMarcus Turner "Harlem" (2) by Langston Hughes
Simon Walpole "The Fish" by Elizabeth Bishop
Jay Windsor "pity this busy monster …" e e cummings


G Bell (16)

Wendi Chen "Daddy" by Sylvia Plath
Aidan Cochrane "See No Evil" by Billy Collins
Darden Copeland "o, sweet spontaneous" by e e cummings
Blake Culver "The Love Song of JA Prufrock" by T. S. Eliot
Erica Fink "anyone lived" by e e cummings
Sarah Ford "Sestina" by Elizabeth Bishop
Barclay Freeman "The Death of the BTG" by Randall Jarrell
Lindsay Gould "Sunday Morning" by Wallace Stevens
Carter Hall "pity this busy monster" by e e cummings
Libby Henry "Oh, Oh, you will be sorry …" by ESVM
Franklin Kramer "The Snow Man" by Wallace Stevens
Nathan Levy "The Fish" by Elizabeth Bishop
Sarah Nelson "One Art" by Elizabeth Bishop
Patrick Robertson "Out, out" by Robert Frost
Kevin Tan "Heaven" Cathy Song
Ian Tembe "Stopping by Woods" by Robert Frost

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Form VI English: Philosophical Literature:

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1. Read pp. 239-273 in The Elegance of the Hedgehog by Muriel Barbery
2. Read pp. 274-307 in The Elegance of the Hedgehog by Muriel Barbery
3./4. Finish The Elegance of the Hedgehog by Muriel Barbery
5. Work on Profound Thought #? Essay in the lab

semester two: week four

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Word of the Day:
myopic
acuity
vista

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Quote of the Week: "Poetry may make us from time to time a little more aware of the deeper, unnamed feelings which form the substratum of our being, to which we rarely penetrate; for our lives are mostly a constant evasion of ourselves." - T. S. Eliot

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Website of the Week: Poets.org

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Form V English: American Literature

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1. Seminar Day! Get your heart out of the bottle! (N.B.: All week, research your poem and your poet!)
2. Reading! Bring your outside reading book!
3./4. Poetry Research in the Tunstall lab
5. Poetry Research in the Johnson lab

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1. Essay on Shakespeare's The Tempest due! In class: reading!
2. Work on Poetry project; In class: working on poetry not taught in your bell
3./4. Work on Poetry Project; in class: introduction to modernism through art/Modernist poetry
5. Work on Poetry project; In class: working on poetry not taught in your bell
6. Poetry Teaching Begins!

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Form V English
American Literature
Mr. Kidd
Poetry Teaching Project
Length: As long as it needs to be to cover the subject, but short enough to keep it interesting
Date for Presentation: schedule to be announced (set in class!)
Date Due: Two school days after you teach

Please read all the directions and speak with me about any questions you may have.

We will draft a teaching schedule for each bell once we have determined our final choices.

Your final composition should have all of the following parts to it: (and keep them in this order unless you have some creative rationale for changing the order)

1. Your individual close reading of the poem (no research)
2. Research Summary: this section of the essay will reflect your understanding of what people have said about your poet, his/her poetry, and even this specific poem. You do not need to have an original thesis for this writing; your job is to do some expository reporting on what people have said about this poem and issues important to it. Don’t get hung up on looking for criticism specific to your poem; that won’t always be available. You may have to look more broadly for research that can help you. Think about themes involved in your poem and research those. A poem about a war, for example, might lead you to some research about the politics and history involved. Also consider how a critic’s comments on another poem may offer guidelines for how you should interpret your poem. Look also for images and audio (especially your poet reading your poem). Use MLA formatting for your documentation of the research you use. All of the information you need about how to cite your work is in Diana Hacker’s A Pocket Style Manual. Additional information about citation is available online at:
http://bcs.bedfordstmartins.com/pocket5e/player/pages/Login.aspx?sViewAs=S&sUserType=

(You may find the model papers on the Hacker website to be useful guides to how your final draft should look.)

3. Lesson Plan: make this as detailed as you can; list what questions you will ask (and in what order?), what activities you will do, etc.
4. (To be written after the teaching) A reflection on how your teaching went: write about how it was for you to teach this class and the entire process of becoming an expert on this poem and communicating that understanding of your class.

Your essay will count twice (out of 100 points), and your teaching will count once (100 points) You may revise your essay for this assignment, but your teaching grade is not eligible for revision.

Poetry Assignments

B Bell (18)
Matt Cole "Sunday Morning" by Wallace Stevens
Lee Davis "The Road Not Taken" by Robert Frost
Tabor Furr "Mending Wall" by Robert Frost
Caroline Grell "oh, oh you will be sorry" ESVM
Gabi Hibbert "Harlem" (2) by Langston Hughes
Michelle Kislyakov "Daddy" by Sylvia Plath
Jordan Kovach "We Real Cool" by Gwendolyn Brooks
Rachel Lawson "After Apple Picking" by Robert Frost
Garrett Ott "anyone lived in …" e e cummings
Meredith Ross "Lady Lazarus" by Sylvia Plath
Alan Salimov "Of Mere Being" by Wallace Stevens
Julie Scaglione "Fire and Ice" by Robert Frost
Kelley Smith "o sweet spontaneous" e e cummings
Charles Springer "Out, out" by Robert Frost
Katherine Stine "My Papa's Waltz" by Robert Hayden
Harris Thomas "Desert Places" + "Stopping by Woods" by Robert Frost
Joey Velasquez "pity this busy monster" by e e cummings
Grace Webb "The Snow Man" by Wallace Stevens


F Bell (18)
Darrell Boyce "In the Waiting Room" by Elizabeth Bishop
Harry Burdett "Mending Wall" by Robert Frost
Victoria Cornetta "The Hollow Men" by T. S. Eliot
Erin Dorr "since feeling is first" by e e cummings
Kathryn Fink "Sestina" by Elizabeth Bishop
Nathan Kanter "Desert Places" and "Stopping by Woods" by Robert Frost
Hannah Luker "Out, out" by Robert Frost
Lily Mantz "I will put chaos into 14 lines" by ESVM
Thomas Moss "Kitchenette Building" by Gwendolyn Brooks
Allison Parks "I, Too" by Langston Hughes
Jay Shah "Nothing Gold Can Stay" by Robert Frost
Olivia Shaves "anyone lived in a pretty how town" e e cummings
Holly Shearin "The Young Housewife" by William Carlos Williams
Nick Swarup "Birches" by Robert Frost
Terence Tsang "Of Mere Being" by Wallace Stevens
DeMarcus Turner "Harlem" (2) by Langston Hughes
Simon Walpole "The Fish" by Elizabeth Bishop
Jay Windsor "pity this busy monster …" e e cummings


G Bell (16)

Wendi Chen "Daddy" by Sylvia Plath
Aidan Cochrane "See No Evil" by Billy Collins
Darden Copeland "o, sweet spontaneous" by e e cummings
Blake Culver "The Love Song of JA Prufrock" by T. S. Eliot
Erica Fink "anyone lived" by e e cummings
Sarah Ford "Sestina" by Elizabeth Bishop
Barclay Freeman "The Death of the BTG" by Randall Jarrell
Lindsay Gould "Sunday Morning" by Wallace Stevens
Carter Hall "pity this busy monster" by e e cummings
Libby Henry "Oh, Oh, you will be sorry …" by ESVM
Franklin Kramer "The Snow Man" by Wallace Stevens
Nathan Levy "The Fish" by Elizabeth Bishop
Sarah Nelson "One Art" by Elizabeth Bishop
Patrick Robertson "Out, out" by Robert Frost
Kevin Tan "Heaven" Cathy Song
Ian Tembe "Stopping by Woods" by Robert Frost

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Form VI English: Philosophical Literature

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1. Read pp. 115-145 in The Elegance of the Hedgehog by Muriel Barbery;
Seminar Day! Get your heart out of the bottle!
2. Post prolifically to the discussion board!; Read pp. 146-170 in The Elegance of the Hedgehog by Muriel Barbery
3./4. Read pp. 173-210 in The Elegance of the Hedgehog by Muriel Barbery
5. Read pp. 211-238 in The Elegance of the Hedgehog by Muriel Barbery

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1. Read pp. 239-273 in The Elegance of the Hedgehog by Muriel Barbery
2. Read pp. 274-307 in The Elegance of the Hedgehog by Muriel Barbery
3./4. Finish The Elegance of the Hedgehog by Muriel Barbery
5. Work on Profound Thought #? Essay in the lab

semester two: week three

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Word of the Day:
exonerate
equanimity
Munificent
supplication

Quote of the Week: "You taught me language; and my profit on't / Is, I know how to curse. The red plague rid you / For learning me your language! - Caliban in The Tempest by William Shakespeare

Websites of the Week: Doodle

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YourMorals (Jonathan Haidt website from the TED talk in Phil Lit)

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Form V English: American Literature

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5. Close reading of your poem due (no outside research); in class: The Tempest
1. Seminar Day! (N.B.: All week, research your poem and your poet!)
2. Reading! Bring your outside reading book!
3./4. Poetry Research in the Tunstall lab
5. Poetry Research in the Johnson lab

Form VI English: Philosophical Literature

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1. MLK holiday!

2. Ethical dilemma due (minimum of 500 words, solution included)
3. Read pp. 17-45 in The Elegance of the Hedgehog by Muriel Barbery
4. Read pp. 46-79 in The Elegance of the Hedgehog by Muriel Barbery
5. Read pp. 80-114 in The Elegance of the Hedgehog by Muriel Barbery

1. Seminar Day!
2. Ethical dilemma due (minimum of 500 words, solution included)
3. Read pp. x-y in The Elegance of the Hedgehog by Muriel Barbery
4. Read pp. x-y in The Elegance of the Hedgehog by Muriel Barbery
5. Read pp. x-y in The Elegance of the Hedgehog by Muriel Barbery

Semester two: week two

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Word of the Day:
junta
realpolitik
hegemony

Quote of the Week: "O, wonder! How many goodly creatures are there here! How beauteous mankind is! O brave new world,That has such people in't." - Miranda in The Tempest by William Shakespeare

Website of the Week: The Voice of the Shuttle

Form V English: American Literature

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1. The most important thing we can do: Bring your outside reading book!
2. Finish reading Act I in The Tempest by William Shakespeare
3./4. Finish reading Act II in The Tempest by William Shakespeare
5. Bring your top three poem choices (for the research and teaching assignment) to class; poems assigned!

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1. MLK holiday!

2. Finish reading Act III in The Tempest by William Shakespeare; in class:
The most important thing we can do: Bring your outside reading book!
3. Finish reading Act IV in The Tempest by William Shakespeare
4. Finish reading Act V in The Tempest by William Shakespeare
5. Close reading of your poem due (no outside research); in class: poetry research begins

Form VI English: Philosophical Literature

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1. Read at least to p. 79 in Introducing Ethics; start working on your ethical dilemma
2. Read to at least p. 120 in Introducing Ethics; continue working on your ethical dilemma
3./4. Bring to class a paragraph of your ethical dilemma; we will read them all aloud and discuss how to complicate them!
5.Finish Introducing Ethics; work on your ethical dilemma essay (due Tuesday, Jan. 17th)

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1. MLK holiday!

2. Ethical dilemma due (minimum of 500 words, solution included)
3. Read pp. 17-45 in The Elegance of the Hedgehog by Muriel Barbery
4. Read pp. 46-79 in The Elegance of the Hedgehog by Muriel Barbery
5. Read pp. 80-114 in The Elegance of the Hedgehog by Muriel Barbery

semester two: week 1

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Word of the Day:
browbeat
epistemology

Quote of the Week: "The truth and love will always beat the lie and hatred." - Vaclav Havel

Website of the Week: Philosophy Bites

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Form V English: American Literature
Wednesday, Dec. 21-January 2: Winter Break

Tuesday, January 3, 2012: Holiday for Students; Professional Development Day for Faculty
66. Wednesday, Jan. 4: Exam Review

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4. The Tempest introduction
5. The Tempest introduction continued

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1. The most important thing we can do: Bring your outside reading book!
2. Finish reading Act I in The Tempest by William Shakespeare
3./4. Finish reading Act II in The Tempest by William Shakespeare
5. Bring your top three poem choices (for the research and teaching assignment) to class; poems assigned!

Form VI English: Philosophical Literature

Tuesday, January 3, 2012: Holiday for Students; Professional Development Day for Faculty
3. Wednesday, Jan. 4: Course Introduction / the blank page
4. Introducing Introducing Ethics / the blank page, continued
5. Read in Introducing Ethics /; start working on your ethical dilemma

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1. Read at least to p. 79 in Introducing Ethics; start working on your ethical dilemma
2. Read to at least p. 120 in Introducing Ethics; continue working on your ethical dilemma
3./4. Bring to class a paragraph of your ethical dilemma; we will read them all aloud and discuss how to complicate them!
5.Finish Introducing Ethics; work on your ethical dilemma essay (due Tuesday, Jan. 17th)

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weeks fifteen and sixteen

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Important Exam Information Here - Please Click

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60 Second Recap of Huck Finn
of The Scarlet Letter

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Word of the Day:
distaff
rodomontade
insipid
bromide
fatuous

Quote of the Week: "The aim of every artist is to arrest motion, which is life, by artificial means and hold it fixed so that a hundred years later, when a stranger looks at it, it moves again since it is life." - William Faulkner

Website of the Week: Woot

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64. Monday, Dec. 12: Marking Period #2 Ends; Exam Review
65. Tuesday, Dec. 13: Exam Review

Form V English: American Literature
Semester One Exam Review

http://www.davidkidd.typepad.com (for vocabulary lists, a list of works we have read, words of the day, etc.)

1. Words of the Day, High-Frequency vocabulary from The Scarlet Letter, and Literary Terms (scantron) (20 points)
2. Quotation Identification (scantron) (10 points)
3. Essay (blue book) (70 points)

For your essay, I will give you three passages from Nathaniel Hawthorne’s The Scarlet Letter and three passages from Mark Twain’s Adventures of Huckleberry Finn. The size of the passages I will give you on the exam will be comparable to the size of passages we have examined in AP prompts. You will be asked to choose two passages (one from each novel) and write a close reading and comparison/contrast essay. Your task will be twofold: to give a close reading of both passages and to write a comparison and contrast of the two novels. We will discuss some strategies in class for this essay.

Wednesday, Dec. 14: Math Exam
Thursday, Dec. 15: History Exam
Friday, Dec. 16: English Exam
Monday, Dec. 19: Science Exam
Tuesday, Dec. 20: Foreign Language Exam; last day to hand in any revisions (before the start of the Foreign Language Exam!)

Wednesday, Dec. 21-January 2: Winter Break

Tuesday, January 3, 2012: Holiday for Students; Professional Development Day for Faculty
66. Wednesday, Jan. 4: Exam Review

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Form VI English: Southern Literature and Culture

63. Essay due; Zydeco presentation
64. Monday, Dec. 12: Marking Period #2 Ends; Exam Review
Form VI English: Southern Literature and Culture
Semester One Exam Review

http://www.davidkidd.typepad.com

Texts and ideas to consider:

Black Boy by Richard Wright
“Fire and Cloud” by Richard Wright
Incidents in the Life of a Slave Girl by Harriet Jacobs
Gone With the Wind – Mitchell/Selznick
Terms from our research essay like “Lost Cause,” “Cavalier,” “Slave Narrative,” etc.
Elvis Presley by Bobbie Ann Mason
Excerpt from Midnight in the Garden of Good and Evil by John Berendt
“A Good Man is Hard to Find” by Flannery O’Connor
Night by Elie Wiesel
Nobel Prize Addresses by Faulkner and Morrison
Essays and Letters by Faulkner
Country Music
Blues
Zydeco
Strange Fruit by Lillian Smith
Light in August by William Faulkner
A Confederacy of Dunces by John Kennedy Toole

For this exam, you will be asked to write two essays. You can bring any notes that you would like to the exam. The first essay question will be based on a text that I will give you in its entirety, and you are to read that text and respond to it as a commentary on and lens through which to view the other texts in our course. You will not know what that text is until the exam, but it will be a text in keeping with the kinds of things we have examined all semester.

Your second essay will be about the ways that you can use Faulkner’s and Morrison’s Nobel Prize Acceptance Speeches as a way to respond to at least three texts and one cultural aspect of the South. Successful essays will demonstrate a thorough and insightful understanding of both Nobel addresses. Successful essays will also make significant mention of at least three literary texts and at least one cultural aspect. If one of your literary texts is not William Faulkner’s Light in August, then I will assume that your essay is flawed, and I will read it even more critically. Really successful essays will use Morrison’s Nobel Address as a lens through which to view Light in August and will not be shy of addressing the more challenging aspects of both of those texts.

Here (again, for your convenience) are both speeches: (the speeches will appear in their entirety on the exam)

William Faulkner
http://www.nobelprize.org/nobel_prizes/literature/laureates/1949/faulkner-speech.html
Toni Morrison
http://www.nobelprize.org/nobel_prizes/literature/laureates/1993/morrison-lecture.html

65. Tuesday, Dec. 13: Exam Review

Wednesday, Dec. 14: Math Exam
Thursday, Dec. 15: History Exam
Friday, Dec. 16: English Exam
Monday, Dec. 19: Science Exam
Tuesday, Dec. 20: Foreign Language Exam; last day to hand in any revisions (before the start of the Foreign Language Exam!)

Wednesday, Dec. 21-January 2: Winter Break

Tuesday, January 3, 2012: Holiday for Students; Professional Development Day for Faculty
66. Wednesday, Jan. 4: Exam Review in 537 at Activities Bell

XIV.

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week fourteen

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Word of the Day:
primeval
venerable
Seer
yawp

Quote of the Week: "I sound my barbaric yawp over the roofs of the world." - Walt Whitman
Website of the Week: Walt Whitman's Poetry (at UVA's Electronic Text Center)

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Form V English: American Literature

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N.B.: The Whitman-Dickinson Essay is due on Monday, December 12!

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55. Monday, Nov. 28: Read from Walt Whitman's "Song of Myself," pp. 214-225
Read from Walt Whitman's "Song of Myself," pp. 246-275
56. Tuesday, Nov. 29: Read from Walt Whitman's "Song of Myself," pp. 225-246
*57. Wed./Thur., Nov. 30/Dec. 1: Read from Walt Whitman's "Song of Myself," pp. 225-246; work on Whitman/Dickinson essay in the Johnson lab
58. Friday, Dec. 2: Revising Prose – write a sentence that is over fifty words, seems to be profound, but actually says nothing or very little; bring your sentence to class with you.

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Form VI English: Southern Literature and Culture

XIV.

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N.B.: Check your email for updates!

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56. Monday, Nov. 28: Read and write
57. Tuesday, Nov. 29: Read and write
58. Wed./Thur., Nov. 30/Dec. 1: Blues Presentation - Country brings Country Breakfast!
59. Friday, Dec. 2: Read and write

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week thirteen

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Word of the Day:
torpor
surfeit
cornucopia

Quote of the Week: "The soul should always stand ajar, ready to welcome the ecstatic experience." - Emily Dickinson

Website of the Week: Emliy Dickinson's Poetry

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Form V English: American Literature

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XIII.
52. Monday, Nov. 21: Read "A narrow Fellow in the Grass," pp. 288-289, "Tell all the truth but tell it slant," p. 295, "Much Madness is divinest Sense," p. 306, "'Faith' is a fine invention," p. 292, "Wild Nights -- Wild Nights!" p. 294, "My Life had stood -- a Loaded Gun --" p. 307, and "This is my letter to the World," p. 304
53. Tuesday, Nov. 22: Emily Dickinson: Read "Because I could not stop for Death," p. 302-303, "I heard a Fly buzz -- when I died," p. 305, "There's a certain Slant of light," p. 296
54. Wednesday, Nov. 23: Grandparents Day, 12 pm dismissal; Read all other poems by Dickinson in The Pearson Custom Anthology of American Literature
Thursday, Nov. 24: Thanksgiving Day
Friday, Nov. 25: No School

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Form VI English: Southern Literature and Culture

XIII.
1.-3. Read as far as you can in Strange Fruit and Light in August; Review Assignment Sheet for next essay
4. Thursday, Nov. 24: Thanksgiving Day
5. Friday, Nov. 25: No School

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week twelve

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Word of the Day:
racketeering
vagrancy
sabotage
extortion

Quote of the Week: "The very ink with which history is written is merely fluid prejudice."
- Mark Twain

Website of the Week: poets.org

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Form V English: American Literature

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XII.
44. Monday, Nov. 14: Read chapters 28-30 in Adventures of Huckleberry Finn, pp. 135-157 by Mark Twain
45. Tuesday, Nov. 15: Read chapters 31-34 in Adventures of Huckleberry Finn, pp.158-179 by Mark Twain
46. Wed./Thur., Nov. 16/17: Finish Adventures of Huckleberry Finn by Mark Twain
47: Friday, Nov. 18: poetry introduction: find a bad poem on the internet and bring it to class

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Form VI English: Southern Literature and Culture

XII.
1.-5. Read as far as you can in Strange Fruit and Light in August
Nov. 16 (AX): Country Presentation / Blues group provides a Country Breakfast

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week eleven

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Word of the Day:
malapropism
bowdlerize
tantalize

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Quote of the Week: "Everything human is pathetic. The secret source of humor itself is not joy but sorrow. There is no humor in heaven." - Mark Twain

Website of the Week: McSweeney's

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Form V English: American Literature

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XI.
Monday, Nov. 7: Tunstall Olympiad
41. Tuesday, Nov. 8: Read Chapters 13-18 in Twain's Adventures of Huckleberry Finn, pp. 53-88
42. Wed./Thur., Nov. 9/10: Read Chapters 19-21, pp. 88-109 in Adventures of Huckleberry Finn; in class: some more time with the short answer section of The Scarlet Letter test
43. Friday, Nov. 11: Read Chapters 22-27, pp. 109-135 in Adventures of Huckleberry Finn

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Form VI English: Southern Literature and Culture

XI.
1.Tunstall Olympiad
2.Finish Strange Fruit; bring Light in August by William Faulkner to class
3./4.Read as far as you can in Light in August
5.Read as far as you can in Light in August

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week ten

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Word of the Day:
camp
cachinnate
guffaw
droll

Quote of the Week: "Against the assault of laughter nothing can stand." - Mark Twain

Website of the Week: The New York Review of Books

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Form V English: American Literature

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X.
37. Monday, Oct. 31: TBA

38. Tuesday, Nov. 1: Read Chapters 1-6 in Twain's Adventures of Huckleberry Finn, pp. 1-22

39. Wednesday, Nov. 2: Read Chapters 7-12 in Twain's Adventures of Huckleberry Finn, pp. 22-53 (Tunstall Parent Conferences, 4-7 pm)

Thursday, Nov. 3: Tunstall Parent Conferences

40. Friday, Nov. 4:Close Reading Essay of The Scarlet Letter Due (see assignment sheet)

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Form VI English: Southern Literature and Culture

(Here's our schedule for the week; a recalibrated semester schedule is on the way!)
Monday, Oct. 31: Strange Fruit reading

Tuesday, Nov. 1: Read pp. 184-236 in Strange Fruit by Lillian Smith

Wed., Nov. 2: Read pp. 236-277 in Strange Fruit by Lillian Smith

Thur., Nov. 3: Read pp. 277-312 in Strange Fruit by Lillian Smith

Friday, Nov. 4: Read pp. 312-330 in Strange Fruit by Lillian Smith

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week nine

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Word of the Day:
encomium
hagiography
panegyric
laudable

Cornel West speech at the Roper Theater in Norfolk!

Quote of the Week: “The place where you made your stand never mattered. Only that you were there ... and still on your feet." - Stephen King

Website of the Week: 50 Best Blogs for Humanities Scholars

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Form V English: American Literature

VIII.
33. Monday, Oct. 24: a scary story TBA! Scary diagramming!
34. Tuesday, Oct. 25: Read “A Presidential Candidate” (p. 337) and “The War Prayer” (p. 339) by Mark Twain in The Pearson Custom Anthology of American Literature; also read “Good Country People” by Flannery O’Connor (p. 579)
35. Wed./Thur., Oct. 26/27: Diagramming! and work in computer lab on The Scarlet Letter essay
36. Friday, Oct. 28: a scary story TBA! Scary diagramming!

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Form VI English: Southern Literature and Culture


VIII.
30. Monday, Oct. 17: Bring Night by Elie Wiesel with you to class; Read pp. 1-41 in Strange Fruit by Lillian Smith
31. Tuesday, Oct. 18: Read pp. 42-80 in Strange Fruit by Lillian Smith
32. Wed./Thur., Oct. 19/20: Read pp. 80-134 in Strange Fruit by Lillian Smith
33. Friday, Oct. 21: Read pp. 135-183 in Strange Fruit by Lillian Smith

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week eight

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Word of the Day: lugubrious

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Quote of the Week: “The boundaries which divide Life from Death are at best shadowy and vague. Who shall say where the one ends, and where the other begins?" - Edgar Allen Poe

Website of the Week: American Horror Story

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Form V English: American Literature

VIII.
33. Monday, Oct. 24: a scary story TBA! Scary diagramming!
34. Tuesday, Oct. 25: Read “A Presidential Candidate” (p. 337) and “The War Prayer” (p. 339) by Mark Twain in The Pearson Custom Anthology of American Literature; also read “Good Country People” by Flannery O’Connor (p. 579)
35. Wed./Thur., Oct. 26/27: Diagramming! and work in computer lab on The Scarlet Letter essay
36. Friday, Oct. 28: a scary story TBA! Scary diagramming!

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Form VI English: Southern Literature and Culture


VIII.
30. Monday, Oct. 17: Bring Night by Elie Wiesel with you to class; Read pp. 1-41 in Strange Fruit by Lillian Smith
31. Tuesday, Oct. 18: Read pp. 42-80 in Strange Fruit by Lillian Smith
32. Wed./Thur., Oct. 19/20: Read pp. 80-134 in Strange Fruit by Lillian Smith
33. Friday, Oct. 21: Read pp. 135-183 in Strange Fruit by Lillian Smith

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week seven

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Word of the Day:
hermeneutics
esoteric
serendipity
circumnavigate

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Quote of the Week: “I'm so disturbed when my women students behave as though they can only read women, or black students behave as though they can only read blacks, or white students behave as though they can only identify with a white writer.” - Bell Hooks

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Website of the Week: The Phobia List

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Form V English: American Literature

VII.
26. Monday, Oct. 10: Finish reading The Scarlet Letter by Nathaniel Hawthorne
(Columbus Day)
27. Tuesday, Oct. 11: Grammar Review and Diagramming! / Homework: Study for open-book, open-note The Scarlet LetterReading Test
Wednesday, Oct. 12: PSAT 9-11, USMHMM trip for 12
28. Thursday, Oct. 13: open-book, open-note reading test on The Scarlet Letter
28. Friday, Oct. 14: William Shakespeare’s The Tempest in class; homework: sentence d9agramming! (Read “Sister Bernadette’s Barking Dog” by Kitty Burns Florey)

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Form VI English: Southern Literature and Culture


VII.
26. Monday, Oct 10: Read pp. 1-44 in Night by Elie Wiesel; read William Faulkner’s “Nobel Prize Acceptance Speech”
27. Tuesday, Oct. 11: Finish Night by Elie Wiesel; Read Toni Morrison’s “Nobel Prize Acceptance Speech”
Wednesday, Oct. 12: PSAT 9-11, USMHMM trip for 12
28. Thursday, Oct. 13: Read Flannery O’Connor’s “A Good Man is Hard to Find” (Xeroxed handout)
29. Friday, Oct. 14: TBA

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week six

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Word of the Day:
brazen
fatuous
morass
enervate

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Quote of the Week: “It is a curious subject of observation and inquiry, whether hatred and love be not the same thing at the bottom. Each, in its utmost development, supposes a high degree of intimacy and heart-knowledge; each renders one individual dependent for the food of his affections and spiritual life upon another; each leaves the passionate lover, or the no less passionate hater, forlorn and desolate by the withdrawal of his object. Philosophically considered, therefore, the two passions seem essentially the same, except that one happens to be seen in a celestial radiance and the other in a dusky and lurid glow.” -Nathaniel Hawthorne

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Website of the Week: Edge.org

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Form V English: American Literature

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Week VI.
22. Monday, Oct. 3: Read chapters 12-14 in The Scarlet Letter by Nathaniel Hawthorne
23. Tuesday, Oct. 4: Read chapters 15-17 in The Scarlet Letter by Nathaniel Hawthorne
24. Wed./Thur., Oct. 5/6: Bring Hacker to class! In-class, open Hacker SAT Writing Test! (not for a counting grade)
25. Friday, Oct. 7: Read chapters 18-20 in The Scarlet Letter by Nathaniel Hawthorne

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Form VI English: Southern Literature and Culture

VI.
22. Monday, Oct. 3: Finish Gone With the Wind
23. Tuesday, Oct. 4: “A Worn Path” and “Is Phoenix Jackson’s Grandson Really Dead?” by Eudora Welty, or Finish Gone With the Wind
*24. Wed./Thur., Oct. 5/6: Writing in Johnson Lab
25. Friday, Oct. 7: Research essay due; bring Night by Elie Wiesel to class

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week five

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Word of the Day:
paramour
animadversion
physiognomy
Hussy

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Quote of the Week: “Nobody, I think, ought to read poetry, or look at pictures or statues, who cannot find a great deal more in them than the poet or artist has actually expressed. Their highest merit is suggestiveness.” -Nathaniel Hawthorne

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Website of the Week: Salon

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Form V English: American Literature

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Week VI.
22. Monday, Oct. 3: Read chapters 12-14 in The Scarlet Letter by Nathaniel Hawthorne; in class: SAT Reading diagnostic test (not for a counting grade)
23. Tuesday, Oct. 4: Read chapters 15-17 in The Scarlet Letter by Nathaniel Hawthorne
24. Wed./Thur., Oct. 5/6: Bring Hacker to class! In-class, open Hacker SAT Writing Test! (not for a counting grade)
25. Friday, Oct. 7: Read chapters 18-20 in The Scarlet Letter by Nathaniel Hawthorne

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Form VI English: Southern Literature and Culture

VI.
22. Monday, Oct. 3: Finish Gone With the Wind
23. Tuesday, Oct. 4: “A Worn Path” and “Is Phoenix Jackson’s Grandson Really Dead?” by Eudora Welty
*24. Wed./Thur., Oct. 5/6: Writing in Johnson Lab
25. Friday, Oct. 7: Research essay due; bring Night by Elie Wiesel to class

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week four

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Word of the Day:
macabre

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frisson
A moment of intense excitement; a shudder: The story's ending arouses a frisson of terror.

[French, from Old French fricons, pl. of fricon, a trembling, from Vulgar Latin *frcti, *frctin-, from Latin frgre, to be cold.]
phantasmagoria
1: an exhibition of optical effects and illusions
2a : a constantly shifting complex succession of things seen or imagined b : a scene that constantly changes
3: a bizarre or fantastic combination, collection, or assemblage

harrowing - adj., extremely distressing; agonizing.

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Quote of the Week: “It contributes greatly towards a man's moral and intellectual health, to be brought into habits of companionship with individuals unlike himself, who care little for his pursuits, and whose sphere and abilities he must go out of himself to appreciate.” -Nathaniel Hawthorne

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Website of the Week: TED talks

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Form V English: American Literature

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14. Monday, Sep. 19: (all week – quiz Friday) study high-frequency vocabulary words from The Scarlet Letter (Xeroxed handout)(College Workshop for Juniors; Interim Comments Due)
15. Tuesday, Sep. 20: Read “The Masque of the Red Death” by Edgar Allen Poe (Xeroxed handout)
16. Wed./Thur., Sep. 21/22: Read “To a Waterfowl” by William Cullen Bryant, “The Raven” by Edgar Allen Poe in The Pearson Custom Anthology of American Literature; read “Owls” by Mary Oliver and selection of AP essays (Xeroxed handout)
17. Friday, Sep. 23: Quiz on high-frequency vocabulary words in The Scarlet Letter; in class: reading of Poe’s “The Fall of the House of Usher” and “Self-Reliance” by Ralph Waldo Emerson

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Form VI English: Southern Literature and Culture

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14. Monday, Sep. 19: Read pp. 1-41 in Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class(College Workshop for Juniors; Interim Comments Due); Read articles/plan and write research essay
15. Tuesday, Sep. 20: Read pp. 42-77 in Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class; Read articles/plan and write research essay
16. Wed./Thur., Sep. 21/22: Read pp. 77-115 in Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class; Read articles/plan and write research essay
17. Friday, Sep. 23: Finish Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class; Read articles/plan and write research essay

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week three

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ignominy

n. pl. ig·no·min·ies
1. Great personal dishonor or humiliation.
2. Shameful or disgraceful action, conduct, or character.

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[French ignominie, from Old French, from Latin ignminia : i-, in-, not; see in-1 + nmen, gnmen, name (influenced by gnscere, to know); see n-men- in Indo-European roots.]

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sanguine

1.
a. Of the color of blood; red.
b. Of a healthy reddish color; ruddy: a sanguine complexion.
2. Archaic
a. Having blood as the dominant humor in terms of medieval physiology.
b. Having the temperament and ruddy complexion formerly thought to be characteristic of a person dominated by this humor; passionate.
3. Cheerfully confident; optimistic.

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Halcyon

1.A kingfisher.2.A mythical bird, identified with the kingfisher, that was fabled to nest at sea about the time of the winter solstice and to calm the waves during incubation.adjective:
1.Calm; quiet; peaceful; undisturbed; happy; as, "deep, halcyon repose."2.Marked by peace and prosperity; as, "halcyon years."

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inchoate - adj.,
being only partly in existence or operation : incipient; especially : imperfectly formed or formulated : formless, incoherent
— in·cho·ate·ly adverb
— in·cho·ate·ness noun

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Quote of the Week: “You have seen how a man was made a slave; you shall see how a slave was made a man.” -Frederick Douglass

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Website of the Week: Six Word Biographies

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Form V English: American Literature

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1. Monday, Sep. 12: SAT diagnostic (writing) (not for a counting grade)
2. Tuesday, Sep. 13: quiz on literary terms; “Palace Thief” continued
3./4. Wed./Thur, Sep. 14/15: read “Young Goodman Brown” by Nathaniel Hawthorne in The Pearson Custom Anthology of American Literature / in class: SAT Diagnostic (reading) (not for a counting grade)
13. Friday, Sep. 16: p. 167 due

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Form VI English: Southern Literature and Culture

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1. Monday, Sep. 12: Read Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 67-100
2. Tuesday, Sep. 13: Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 100-134
3./4. Wed./Thur, Sep. 14/15: Gone With the Wind (get in class two articles on Mitchell and Jacobs and research essay assignment) Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 134-174
5. Friday, Sep. 16: Terms Quiz (Literature and Southern Culture) / Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 174-213; wrap up;

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Form V English American Literature Semester I Schedule

Calendar, 2011-2012

I.
1. Monday, Aug. 29: hurricane recovery day
2. Tuesday, Aug. 30: syllabus and course introduction
3. Wednesday, Aug. 31: bring three passages from The Crucible for discussion
4. Thursday, Sep. 1: read “Cathedral” by Raymond Carver in The Pearson Custom Anthology of American Literature
5. Friday, Sep. 2: discussion of The Crucible continued; prepare for essay test next week on The Crucible

II.
Monday, Sep. 5: Labor Day Holiday
6. Tuesday, Sep. 6: discussion of The Crucible continued; begin reading “The Palace Thief” by Ethan Canin in class
7. Wednesday, Sep. 7: in-class essay test on The Crucible
8. Thursday, Sep. 8: “The Palace Thief” continued in class; bring decorated folders (Parents’ Night)
9. Friday, Sep. 9: study literary terms handout; “The Palace Thief” continued in class

III.
10. Monday, Sep. 12: SAT diagnostic (writing) (not for a counting grade)
11. Tuesday, Sep. 13: quiz on literary terms; “Palace Thief” continued
12. Wed./Thur, Sep. 14/15: read “Young Goodman Brown” by Nathaniel Hawthorne in The Pearson Custom Anthology of American Literature / in class: SAT Diagnostic (reading) (not for a counting grade)
13. Friday, Sep. 16: p. 167 due

IV.
14. Monday, Sep. 19: (all week – quiz Friday) study high-frequency vocabulary words from The Scarlet Letter (Xeroxed handout)(College Workshop for Juniors; Interim Comments Due)
15. Tuesday, Sep. 20: Read “The Masque of the Red Death” by Edgar Allen Poe (Xeroxed handout)
16. Wed./Thur., Sep. 21/22: Read “To a Waterfowl” by William Cullen Bryant, “The Raven” by Edgar Allen Poe in The Pearson Custom Anthology of American Literature; read “Owls” by Mary Oliver and selection of AP essays (Xeroxed handout)
17. Friday, Sep. 23: Quiz on high-frequency vocabulary words in The Scarlet Letter; in class: reading of Poe’s “The Fall of the House of Usher” and “Self-Reliance” by Ralph Waldo Emerson

V.
18. Monday, Sep. 26: (Watch out for pop reading quizzes all week!) Read chapters 1-2 in The Scarlet Letter by Nathaniel Hawthorne
19. Tuesday, Sep. 27: Read chapters 3-6 in The Scarlet Letter by Nathaniel Hawthorne
20. Wednesday, Sep. 28: Read chapters 7-9 in The Scarlet Letter by Nathaniel Hawthorne
Thursday, Sep. 29: Rosh Hashanah Holiday
21. Friday, Sep. 30: Read chapters 10-11 in The Scarlet Letter by Nathaniel Hawthorne

VI.
22. Monday, Oct. 3: Read chapters 12-14 in The Scarlet Letter by Nathaniel Hawthorne; in class: SAT Reading diagnostic test (not for a counting grade)
23. Tuesday, Oct. 4: Read chapters 15-17 in The Scarlet Letter by Nathaniel Hawthorne
24. Wed./Thur., Oct. 5/6: Bring Hacker to class! In-class, open Hacker SAT Writing Test! (not for a counting grade)
25. Friday, Oct. 7: Read chapters 18-20 in The Scarlet Letter by Nathaniel Hawthorne

VII.
Monday, Oct. 10: Finish reading The Scarlet Letter by Nathaniel Hawthorne
(Columbus Day)
26. Tuesday, Oct. 11: Grammar Review and Diagramming! / Homework: Study for open-book, open-note The Scarlet Letter Reading Test
Wednesday, Oct. 12: PSAT 9-11, USMHMM trip for 12
27. Thursday, Oct. 13: open-book, open-note reading test on The Scarlet Letter
28. Friday, Oct. 14: William Shakespeare’s The Tempest in class; homework: sentence diagramming! (Read “Sister Bernadette’s Barking Dog” by Kitty Burns Florey)

VIII.
29. Monday, Oct. 17: William Shakespeare’s The Tempest in class; homework: sentence diagramming! (study and be able to diagram any of the sentences in “Sister Bernadette’s Barking Dog” by Kitty Burns Florey)
30. Tuesday, Oct. 18: William Shakespeare’s The Tempest in class; homework: sentence diagramming! (Verbals: infinitives and participles)
31. Wed./Thur., Oct. 19/20: William Shakespeare’s The Tempest in class; homework: sentence diagramming! (Verbals: gerunds + some other misc. diagramming elements)
32. Friday, Oct. 21: last day to hand in revisions; “The Scarlet Letter” “film” (MP #1 Ends)

IX.
33. Monday, Oct. 24: a scary story TBA! Scary diagramming!
34. Tuesday, Oct. 25: Read “A Presidential Candidate” (p. 337) and “The War Prayer” (p. 339) by Mark Twain in The Pearson Custom Anthology of American Literature; also read “Good Country People” by Flannery O’Connor (p. 579)
35. Wed./Thur., Oct. 26/27: Diagramming! and work in computer lab on The Scarlet Letter essay
36. Friday, Oct. 28: a scary story TBA! Scary diagramming!
X.
37. Monday, Oct. 31: TBA
38. Tuesday, Nov. 1: Read Chapters 1-6 in Twain's Adventures of Huckleberry Finn, pp. 1-22 39. Wednesday, Nov. 2: Read Chapters 7-12 in Twain's Adventures of Huckleberry Finn, pp. 22-53 (Tunstall Parent Conferences, 4-7 pm)
Thursday, Nov. 3: Tunstall Parent Conferences
40. Friday, Nov. 4:Close Reading Essay of The Scarlet Letter Due (see assignment sheet)

XI.
Monday, Nov. 7: Tunstall Olympiad
41. Tuesday, Nov. 8: Read Chapters 13-18 in Twain's Adventures of Huckleberry Finn, pp. 53-88
42. Wed./Thur., Nov. 9/10: Read Chapters 19-21, pp. 88-109 in Adventures of Huckleberry Finn
43. Friday, Nov. 11: Read Chapters 22-27, pp. 109-135 in Adventures of Huckleberry Finn

XII.
44. Monday, Nov. 14: Read chapters 28-30 in Adventures of Huckleberry Finn, pp. 135-157 by Mark Twain
45. Tuesday, Nov. 15: Read chapters 31-34 in Adventures of Huckleberry Finn, pp.158-179 by Mark Twain
46. Wed./Thur., Nov. 16/17: Finish Adventures of Huckleberry Finn by Mark Twain
47: Friday, Nov. 18: poetry introduction: find a bad poem on the internet and bring it to class

XIII.
52. Monday, Nov. 21: Read "A narrow Fellow in the Grass," pp. 288-289, "Tell all the truth but tell it slant," p. 295, "Much Madness is divinest Sense," p. 306, "'Faith' is a fine invention," p. 292, "Wild Nights -- Wild Nights!" p. 294, "My Life had stood -- a Loaded Gun --" p. 307, and "This is my letter to the World," p. 304
53. Tuesday, Nov. 22: Emily Dickinson: Read "Because I could not stop for Death," p. 302-303, "I heard a Fly buzz -- when I died," p. 305, "There's a certain Slant of light," p. 296
54. Wednesday, Nov. 23: Grandparents Day, 12 pm dismissal; Read all other poems by Dickinson in The Pearson Custom Anthology of American Literature
Thursday, Nov. 24: Thanksgiving Day
Friday, Nov. 25: No School

XIV.
55. Monday, Nov. 28: Read from Walt Whitman's "Song of Myself," pp. 214-225
Read from Walt Whitman's "Song of Myself," pp. 246-275
56. Tuesday, Nov. 29: Read from Walt Whitman's "Song of Myself," pp. 225-246
*57. Wed./Thur., Nov. 30/Dec. 1: Read from Walt Whitman's "Song of Myself," pp. 225-246; work on Whitman/Dickinson essay in the Johnson lab
58. Friday, Dec. 2: Revising Prose – write a sentence that is over fifty words, seems to be profound, but actually says nothing or very little; bring your sentence to class with you.

XV.
59. Monday, Dec. 5: Whitman/Dickinson essay due; poems influenced by Whitman and Dickinson in class
60. Tuesday, Dec. 6: Read “The Yellow Wallpaper” by Charlotte Perkins Gillman in the Pearson Custom Anthology of American Literature
61. Wed./Thur., Dec. 7/8: Bring an outside reading book to class
62. Friday, Dec. 9: In-class sustained silent reading reading

XVI.
63. Monday, Dec. 12: Phrenological Head Due (see assignment sheet); final day for revisions; Marking Period #2 Ends
64. Tuesday, Dec. 13: Exam Review

Wednesday, Dec. 14: Math Exam
Thursday, Dec. 15: History Exam
Friday, Dec. 16: English Exam

XVII.
Monday, Dec. 19: Science Exam
Tuesday, Dec. 20: Foreign Language Exam

Wednesday, Dec. 21-January 2: Winter Break

XVIII.
Tuesday, January 3, 2012: Holiday for Students; Professional Development Day for Faculty

XIX.
Tuesday, January 3, 2012: Holiday for Students; Professional Development Day for Faculty

Southern Literature and Culture Semester Schedule

Calendar, 2011-2012

I.
1. Monday, Aug. 29: Hurricane Recovery Day
2. Tuesday, Aug. 30: Syllabus and Course Introduction
3. Wednesday, Aug. 31: Black Boy by Richard Wright discussion; bring three passages to discuss
4. Thursday, Sep. 1: Read “Fire and Cloud” by Richard Wright / Black Boy discussion continued
5. Friday, Sep. 2: Finish “Fire and Cloud” by Richard Wright

II.
Monday, Sep. 5: Labor Day Holiday
6. Tuesday, Sep. 6: Bring Incidents in the Life of a Slave Girl by Harriet Jacobs + two digital images of the South e-mailed to Mr. Kidd
7. Wednesday, Sep. 7: In-class essay test on Black Boy by Richard Wright
8. Thursday, Sep. 8: Read Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 1-33 (Parents’ Night)
9. Friday, Sep. 9: Read Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 34-67

III.
10. Monday, Sep. 12: Read Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 67-100
11. Tuesday, Sep. 13: Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 100-134
12. Wed./Thur, Sep. 14/15: Gone With the Wind (get in class two articles on Mitchell and Jacobs and research essay assignment) / Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 134-174
13. Friday, Sep. 16: Terms Quiz (Literature and Southern Culture) / Incidents in the Life of a Slave Girl by Harriet Jacobs, pp. 174-213; wrap up.

IV.
14. Monday, Sep. 19: Read pp. 1-41 in Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class(College Workshop for Juniors; Interim Comments Due); Read articles/plan and write research essay
15. Tuesday, Sep. 20: Read pp. 42-77 in Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class; Read articles/plan and write research essay
16. Wed./Thur., Sep. 21/22: Read pp. 77-115 in Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class; Read articles/plan and write research essay
17. Friday, Sep. 23: Finish Elvis Presley: A Life by Bobbie Ann Mason; Gone With the Wind continued in class; Read articles/plan and write research essay

V.
18. Monday, Sep. 26: “1955” by Alice Walker (Xeroxed handout); Read articles/plan and write research essay
19. Tuesday, Sep. 27: “The Masque of the Red Death” by Edgar Allen Poe; Read articles/plan and write research essay
20. Wednesday, Sep. 28: “A Roadside Resurrection” by Larry Brown (from Susan Ketchin’s anthology The Christ-Haunted Landscape: Faith and Doubt in Southern Fiction); Read articles/plan and write research essay
Thursday, Sep. 29: Rosh Hashanah Holiday
21. Friday, Sep. 30: Read excerpt from Midnight in the Garden of Good and Evil by John Berendt (Xeroxed handout); Read articles/plan and write research essay

VI.
22. Monday, Oct. 3: TBA
23. Tuesday, Oct. 4: “A Worn Path” and “Is Phoenix Jackson’s Grandson Really Dead?” by Eudora Welty
*24. Wed./Thur., Oct. 5/6: Writing in Johnson Lab
25. Friday, Oct. 7: Research essay due; bring Night by Elie Wiesel to class

VII.
26. Monday, Oct 10: Read pp. 1-44 in Night by Elie Wiesel; read William Faulkner’s “Nobel Prize Acceptance Speech”
27. Tuesday, Oct. 11: Finish Night by Elie Wiesel; Read Toni Morrison’s “Nobel Prize Acceptance Speech”
Wednesday, Oct. 12: PSAT 9-11, USMHMM trip for 12
28. Thursday, Oct. 13: Read Flannery O’Connor’s “A Good Man is Hard to Find” (Xeroxed handout)
29. Friday, Oct. 14: TBA

VIII.
30. Monday, Oct. 17: Read pp. 1-41 in Strange Fruit by Lillian Smith
31. Tuesday, Oct. 18: Read pp. 42-80 in Strange Fruit by Lillian Smith
32. Wed./Thur., Oct. 19/20: Read pp. 80-134 in Strange Fruit by Lillian Smith
33. Friday, Oct. 21: Read pp. 135-183 in Strange Fruit by Lillian Smith (MP #1 Ends; Revisions Due)

IX.
34. Monday, Oct. 24: Read pp. 184-236 in Strange Fruit by Lillian Smith
35. Tuesday, Oct. 25: Read pp. 236-277 in Strange Fruit by Lillian Smith
*36. Wed./Thur., Oct. 26/27: Read pp. 277-312 in Strange Fruit by Lillian Smith; Blues/Country Research in the Johnson Lab.
37. Friday, Oct. 28: Read pp. 312-330 in Strange Fruit by Lillian Smith

X.
38. Monday, Oct. 31: Read pp. 331-371 in Strange Fruit by Lillian Smith (conclusion)
39. Tuesday, Nov. 1: Read Light in August by William Faulkner, chapter 1;
40. Wednesday, Nov. 2: Read Light in August by William Faulkner, chapter 2; Tunstall Parent Conferences, 4-7pm
Thursday, Nov. 3: Tunstall Parent Conferences
41. Friday, Nov. 4: Read Light in August by William Faulkner, chapter 3

XI.
Monday, Nov. 7: Tunstall Olympiad
42. Tuesday, Nov. 8: Read Light in August by William Faulkner, chapters 4-5
*43. Wed./Thur., Nov. 9/10: Read Light in August by William Faulkner, chapter 6; In-class: Blues/Country research in Johnson Lab
44. Friday, Nov. 11: Read Light in August by William Faulkner, chapter 7

XII.
45. Monday, Nov. 14: Read Light in August by William Faulkner, chapters 8-9
46. Tuesday, Nov. 15: Read Light in August by William Faulkner, chapter 10
47. Wed./Thur., Nov. 16/17: Read Light in August by William Faulkner, chapter 11; In class: Blues or Country presentation
48: Friday, Nov. 18: Read Light in August by William Faulkner, chapter 12

XIII.
49. Monday, Nov. 21: Read Light in August by William Faulkner, chapters 13-14
50. Tuesday, Nov. 22: Read Light in August by William Faulkner, chapter 15
51. Wed./Thur., Nov. 16/17: Read Light in August by William Faulkner, chapter 16; In class: Blues or Country presentation
52. Friday, Nov. 18: Read Light in August by William Faulkner, chapter 17

XIV.
53. Monday, Nov. 21: Read Light in August by William Faulkner, chapters 18-19
54. Tuesday, Nov. 22: Read Light in August by William Faulkner, chapter 20; reading of chapter 21 in class
55. Wednesday, Nov. 23: No Homework Night Grandparents Day, 12 pm dismissal; Read Light in August by William Faulkner, chapter 21 in class (final chapter)
Thursday, Nov. 24: Thanksgiving Day
Friday, Nov. 25: No School

XV.
56. Monday, Nov. 28: Read pp. 1-81 in A Confederacy of Dunces by John Kennedy Toole
57. Tuesday, Nov. 29: Read pp. 82-128 in A Confederacy of Dunces by John Kennedy Toole
58. Wed./Thur., Nov. 30/Dec. 1: Read pp. 129-183 in A Confederacy of Dunces by John Kennedy Toole; In class: work on Light in August essay in the Johnson lab
59. Friday, Dec. 2: Read pp. 183-206 in A Confederacy of Dunces by John Kennedy Toole; Light in August essay due

XVI.
60. Monday, Dec. 5: Read pp. 207-257 in A Confederacy of Dunces by John Kennedy Toole
61. Tuesday, Dec. 6: Read pp. 257-302 in A Confederacy of Dunces by John Kennedy Toole
62. Wed./Thur., Dec. 7/8: Read pp. 303-345 in A Confederacy of Dunces by John Kennedy Toole
63. Friday, Dec. 9: Read pp. 345-394 in A Confederacy of Dunces by John Kennedy Toole

XVII.
64. Monday, Dec. 12: Marking Period #2 Ends; revisions due
65. Tuesday, Dec. 13: Exam Review

Wednesday, Dec. 14: Math Exam
Thursday, Dec. 15: History Exam
Friday, Dec. 16: English Exam

XVIII.
Monday, Dec. 19: Science Exam
Tuesday, Dec. 20: Foreign Language Exam

Wednesday, Dec. 21-January 2: Winter Break

XIX.
Tuesday, January 3, 2012: Holiday for Students; Professional Development Day for Faculty
65. Wednesday, Jan. 4: Exam Review at Activities Bell in 537

week two

lachrymose - adjective
: given to tears or weeping : tearful
2: tending to cause tears : mournful
terse – adjective ters·er, ters·est.
1. neatly or effectively concise; brief and pithy, as language.
2. abruptly concise; curt; brusque.

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bombastic - adj.,

(of speech, writing, etc.) high-sounding; high-flown; inflated; pretentious.

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grandiloquent - adj.,

Pompous or bombastic speech or expression.

[From grandiloquent, from Latin grandiloquus : grandis, great + loqu, to speak; see tolkw- in Indo-European roots.]

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Quote of the Week: “Both dreams and myths are important communications from ourselves to ourselves. If we do not understand the language in which they are written, we miss a great deal of what we know and tell ourselves in those hours when we are not busy manipulating the outside world.” -Erich Fromm

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Website of the Week: Sabato's Crystal Ball

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Form V English: American Literature

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1. Labor Day Holiday

2. Discussion of The Crucible continued; begin reading "The Palace Thief" by Ethan Canin in class

3. In-class essay test on The Crucible

4. "The Palace Thief," continued in class; bring decorated folders

5. study literary terms handout; "The Palace Thief" in class

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Form VI English: Southern Literature and Culture

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1. Labor Day Holiday

2. E-mail Mr. Kidd two images of "the South"

3. Essay Test on Richard Wright's Black Boy

4. Read pp. 1-33 (introduction included) in Incidents in the Life of a Slave Girl by Harriet Jacobs

5. Read pp.34-67 in Incidents in the Life of a Slave Girl by Harriet Jacobs

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Credo and Trilogy Assignment Sheet

The Credo and Trilogy
Form V English
Mr. David Kidd

This course asks you to examine your beliefs and values while reading the greatest thinkers in American Literature. To this end, you will write a credo, a statement of belief, in response to essential questions. Ms. Kathy Hobbs created this assignment, and some have called it the great American writing assignment. The credo will be one part of a trilogy that expresses your beliefs and feelings in different art forms. Both will be due in final form on Monday, May 21.

The credo will be a personal, informal essay; however, it should follow guidelines we have learned for effective writing: organization, development, good editing, support for generalizations, etc. Your thesis states your core beliefs, and your credo should address the following questions:

1. What are the individual’s spiritual concerns? Beliefs?
2. What is the individual’s relationship to society? What does being an American mean?
3. What is the function of art (literature, dance, music, painting, sculpture, etc.)?
4. A question of your own creation of equal profundity (approved by me)

As you explore these questions, include references (with, of course, citations) to authors who have provoked thought about these questions this year. For each question, you should include at least two documented quotations from American authors. You may, in addition, refer to works or writers you have read on your own. Throughout the year, record or mark quotations that provoke you. Your credo should have a design to it suitable to your ideas. In consultation with your teacher, you should arrive at a creative and compelling design for your credo.

While the credo describes your philosophy, the trilogy shows your beliefs through two works of art. For Mr. Kidd’s English classes, the trilogy thus consists of two works of art in addition to the credo. Only one of the pieces can be writing. Think about other genres that might express your thoughts and feelings, inspire others, provoke action, or entertain. For example, you might choose music, drama, visual art, dance, photography, collage, or cartooning. Whatever you choose, you must create original works. An exception would be using a composed piece of music that you choreograph, or someone else’s poem that you put to your music. Remember that it is unethical to receive credit for the same work in two courses, for example art and English. You should create your trilogy pieces expressly for this assignment. Please speak with me immediately if you want to do a film.

The Presentation

Presentations begin the day that the credo and trilogy are due Monday, May 21. All students must turn in finished projects on that date, even though we will present over the course of 6-7 days. You will read a section(s) of your credo that you feel comfortable sharing and present your trilogy. If you have written poetry, you will read it. If you have composed music, you will play it. Plan on making your presentation around ten minutes or less. Think of the best way to show the audience what you have created. Mounting photographs, for example, may be more effective than passing around a stack.

Evaluation

Evaluation of your credo and trilogy will be based on the following criteria:

1. Meeting deadlines
2. Completing the assignment as prescribed in letter and spirit
3. Exploring the four questions fully
4. Integrating other sources gracefully; citing sources correctly
5. Writing with a clear, strong, compelling voice
6. Writing with a minimum of grammatical and spelling errors
7. Following guidelines for the trilogy in letter and spirit
8. Effectively presenting the credo and trilogy
9. Self-evaluation (to be included at the end of your credo)

As with any assignment, feel free to discuss your evaluation with me.

Southern Literature and Culture Syllabus

Form VI English: Southern Literature and Culture - Fall 2011
Mr. Kidd
dkidd@norfolkacademy.org
http://www.davidkidd.typepad.com

Course Texts:
Black Boy by Richard Wright (summer reading)
Light in August by William Faulkner
Incidents in the Life of a Slave Girl by Harriet Jacobs
Elvis Presley: A Life by Bobbie Anne Mason
Strange Fruit by Lillian Smith
A Confederacy of Dunces by John Kennedy Toole
Night by Elie Wiesel

Course Description: Whether Southern writers have identified their region as inextricably chained to the past: "The past is never dead. It's not even past." (Faulkner), a “Christ-haunted landscape” (O’Connor), a land of “Knights and their Ladies Fair, of Master and of Slave” (Selznick/Mitchell), or “the terror from which I fled” (Wright), the writer’s South has always been a rich terrain for literary exploration. In this course, we will investigate the parameters of Southern identity through novels, plays, poems, and other cultural “texts.” Our work will involve a great deal of writing and reading, and our investigations will lead us through some of the most demanding current critical thinking about the American South and its many writers.

Writing:
These assignments will range from expository and argumentative essays to fiction and poetry. Each original writing will count twice towards the final average, and each revision will count once. Though students may revise “A” essays for additional commentary and education, they will not receive a higher “A” grade for that revision. In addition, I will require that students revise some essays. Naturally, some assignments will be longer than others. All writing assignments will include instruction in the advanced and subtle nuances of English grammar and prose, which will allow you to become a more precise and adventurous writer.

Format for Assignments:
All compositions written outside of the classroom must be word-processed. Please use 12-point type and one-inch margins. Write all in-class compositions in dark ink, and single space. Also, please write on only one side of the paper. Place the following heading (flushed left and not justified) on each paper turned in to me: Your Name, Creative Title, Date, Bell.

Reading: In this course, we will not only read as many different and diverse Southern authors as we can, we will also read a large variety of writing styles and genres. Occasional reading quizzes will keep us on task as well as extending our understanding.

Speaking: Discussion will be a vital part of the class, and students will receive a participation grade for their work, both in class and online. In addition, students will make formal presentations.

Grading Policy: I will assign each piece of work a maximum point value based on its importance (including a participation grade). For example, a vocabulary quiz may be worth 20 points, while a test or a paper covering two weeks' work may be worth 100 points. At any point in the grading period, students may determine their progress by dividing the total number of points accumulated by the total number of possible points. At the end of the semester, each marking periods' average and the exam will constitute the semester grade.

Late Work: I will penalize students with incomplete work until they turn in the work. This policy should encourage students to meet deadlines.

Absence: When students are absent, they are responsible for getting all notes, taking all tests, and completing all assignments. Students must confer with me on the day they return to schedule make-up work to be completed. Whenever it is convenient and appropriate we will use e-mail and or typepad to keep track of late work, or even for students to submit work electronically. If students know in advance about sports or another planned school activity, they should arrange their work with me ahead of time.

Materials, Punctuality, and Class Expectations: Students must come to class on time with all the necessary supplies: the right books, notebook with loose-leaf paper, homework, relevant worksheets or handouts, and a pen or pencil. If students do not have necessary materials they will not be able to participate fully in class activities and risk having their grade lowered. I expect demeanor to be appropriate to a scholarly environment. Students who do not have a scholarly demeanor will risk being unable to participate fully in the class and will endanger their success.

A Final Note: I love English. Each year I learn more and more about Southern literature and my students. I am always happy to meet with students to pursue the fine art of discussing and analyzing how words work. -Mr. Kidd

week one

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epistemology

n.,

Epistemology is a branch of philosophy that deals with defining knowledge. It's formed from the Greek words episteme, "knowledge" and logos, "word or speech." Thus, epistemology addresses what can be known. It studies the origin, nature, limits, and validity of human knowledge.
autodidact

n.,

A self-taught person.

[From Greek autodidaktos, self-taught : auto-, auto- + didaktos, taught; see didactic.]

n. pl. e·piph·a·nies

1. Epiphany

a. A Christian feast celebrating the manifestation of the divine nature of Jesus to the Gentiles as represented by the Magi.

b. January 6, on which this feast is traditionally observed.

2. A revelatory manifestation of a divine being.

3.

a. A sudden manifestation of the essence or meaning of something.

b. A comprehension or perception of reality by means of a sudden intuitive realization: "I experienced an epiphany, a spiritual flash that would change the way I viewed myself" (Frank Maier).

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definition of peripatetic

adj.
1. Walking about or from place to place; traveling on foot.

2. Peripatetic Of or relating to the philosophy or teaching methods of Aristotle, who conducted discussions while walking about in the Lyceum of ancient Athens.

n.

1. One who walks from place to place; an itinerant.

2. Peripatetic A follower of the philosophy of Aristotle; an Aristotelian.

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Quote of the Week: “We are what we repeatedly do. Excellence then, is not an act, but a habit.” - Aristotle

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Website of the Week: Google Books

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Form V English: American Literature

1. Hurricane Recovery Day

2. Course introduction and syllabus

3. Read syllabus carefully; bring Arthur Miller's The Crucible to class with at least three passages you have marked for discussion

4. Read "Cathedral" by Raymond Carver in The Pearson Custom Anthology of American Literature

5. Discussion of The Crucible continued; prepare for essay test next week on The Crucible

1. Labor Day Holiday

2. Discussion of The Crucible continued; begin reading "The Palace Thief" by Ethan Canin in class

3. In-class essay test on The Crucible

4. "The Palace Thief," continued in class; bring decorated folders

5. study literary terms handout; "The Palace Thief" in class

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Form VI English: Southern Literature and Culture

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1. Hurricane Recovery Day

2. Syllabus and Introduction

3. Read syllabus carefully; bring Richard Wright's Black Boy to class with at least three passages you have marked

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Yale lecture on Richard Wright's Black Boy

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4. Read as much of Richard Wright's story "Fire and Cloud" as you can; in-class discussion of Black Boy continued; prepare for essay test next week on Black Boy

5. Finish "Fire and Cloud"

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1. Labor Day Holiday

2. E-mail Mr. Kidd two images of "the South"

3. Essay Test on Richard Wright's Black Boy

4. Read pp. 1-33 (introduction included) in Incidents in the Life of a Slave Girl by Harriet Jacobs

5. Read pp.34-67 in Incidents in the Life of a Slave Girl by Harriet Jacobs

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Valediction

 

 

Valediction to juniors, 2011

 At the end of a year, I like to say a few words as a summing up of our time together.  It is altogether fitting and proper that we should take a moment to gather ourselves and look at the broader picture of what we have studied, thought, and done. 

 We have met most days in room 537 of the Tunstall division of Norfolk Academy, and we have dedicated ourselves to the study of American literature.  We have also worked at the craft of scholarship with words, and, as such, we have been concerned with the particulars of how words get put together in scholarly ways.  Those concerns have led us through grammar, rhetoric, literary terms, vocabulary, research, poetry, prose, drama.  You’ve written in class, out of class, on a computer; you’ve written literary analysis, research, autobiographies, argument, and, finally, a tome of philosophy stating your beliefs and values.  

 

This is a photograph of the writing you all have done this year.  It has been my privilege to get to read it, to help you shape it, and to watch you grow into stronger writers.  The two most precious things you can ever give are your love and your labor.  This stack of writing represents love and labor for all of us, and I include my love and labor as well.  I love teaching, and I am lucky to get to do it.  I would even do it if it were illegal.  May the work you have done be preparation for labor you do in your life.  May the love you have shared this year come back to you many times over.  Even though life, as Thomas Hobbes infamously suggested, may be “nasty, brutish, and short,” we all still wish for more of it than we get. 

I feel that way at the end of this year, I too wish for more time even though “the spotted hawk swoops by and accuses me, he complains of my gab and my loitering” and “The Stillness in the Room Was like the Stillness in the Air –   Between the Heaves of Storm – “.  There is much more to say and do, but our time has come to an end. 

We have studied American literature for a year together, the same year that you have studied this nation’s history, and I hope that you have linked the two in your thinking.  Which character, I wonder, do you feel the most like at the end of this experience?  Are you like Hester Prynne, someone who has endured a difficult punishment?  Are you like Jim, finding your freedom at the end of our quest something that you actually had long ago?  Are you like Tom Buchanan, ready to push on to the next party without a care for the situations behind you?  Are you like Darl, muttering yes, yes, yes, yes as they take you to the asylum?

I always ask myself which character best resembles my frame of mind at the end of the year.  More often than not I am Huck, ready for a new adventure, headed towards some new frontier.  At the end of rough years, I’m more like Dimmesdale, ready to give a Last Lecture and collapse.  In the Hollywood movie, I would be the teacher who made some stand for an ideal, opposing a tyrannical administration with a John Proctor like tearing of a document, screaming something about my name.  I imagine that my last year of teaching, I’ll be like Prospero, breaking the last piece of chalk and heading to a scholar’s retirement in Milan.  At the end of this year, I feel most like Nick in The Great Gatsby.  As much as I can register complaints about Nick’s unreliability, his half confrontations, his meandering career and relationships, I admire his complexity of thought, his powers, of observation, and his fascination with people and the larger social forces that drive them both to success and destruction.  Worried about Mr. McKee’s lather and a few fingers into the evening’s second bottle of whiskey, Nick muses “Yet high over the city our line of yellow windows must have contributed their share of human secrecy to the casual watcher in the darkening streets, and I was him too, looking up and wondering.  I was within and without, simultaneously enchanted and repelled by the inexhaustible variety of life” (35).  Nick’s position, both “within and without,” is the perfect one for a novelist and a scholar.  If you care to examine the “inexhaustible variety of life,” and only those who wish to deaden their minds and souls would not want to examine it, then you need to move beyond the parameters of your individual point of view.  Whitman’s notion that every atom belonging to him as good belongs to you is not only scientifically correct, but it reminds us that we all share the same contingent and limited selves and bodies we know to be less an example of  e e cummings’ “hypermagical ultraomnipotence” and more of a frightened girl in a waiting room like Elizabeth Bishop who writes:

I said to myself: three days

and you'll be seven years old.

I was saying it to stop

the sensation of falling off

the round, turning world.

into cold, blue-black space.

But I felt: you are an I,

you are an Elizabeth,

you are one of them.

Why should you be one, too?

I scarcely dared to look

to see what it was I was.

I gave a sidelong glance

--I couldn't look any higher--

at shadowy gray knees,

trousers and skirts and boots

and different pairs of hands

lying under the lamps.

I knew that nothing stranger

had ever happened, that nothing

stranger could ever happen.

Many of you have had an incredible year of achievements in the classroom, the theater, the athletic fields and courts and tracks.  Many of you have struggled with incredible problems in academics and in life.  I have not known all of the life problems you’ve faced, but I have known some of them, and I can intuit the rest.  There is not a human being who does not have to face demons from within and without.  Your demon may have been something you didn’t see coming, and it may have been a demon that tempted you just to be mediocre, silent, and unremarkable, like someone waiting for life to start happening.  Some of you have had to face more than your fair share of those demons in what can seem like a very early stage.  I would point out to you that you are still here, despite the best efforts of these demons, and not only are you still here, but you’re smarter, more experienced, and equipped with some habits of mind that will serve you well to solve problems in and out of class.  Your demons grow weaker with every new development of your mind and sinew. 

I want you to know that I am still here, too.  I want you to know that there’s a man in room 537 of the Tunstall building who wishes you well, who will always have a book you can borrow, who will always help you look at your writing and make it better, who will help you find what he can.  A mentor of mine, the great English teacher Karl Martin Hames, once said, “The deal’s for life, Kidd.  I’m here to help you whenever you need it.  Just make sure you teach and help others, too.”  At my very best, I am but an imitation of this great man and his love for his students and their learning. 

Mr. Hames was fond of grand pronouncements, of unsupported generalizations he would shout at us, and as an homage, I offer these final thoughts to you:

 

May the French always like it sweaty, and may all your revisions improve the original draft to the point almost of perfection. 

Like Huck find someone in your life worth going to hell for.

Like Hester learn that you really can refashion how you’re labeled.

Like Gatsby devote yourself to a quest, but know that you can’t change the past and know that the means are as important as the ends.

Like Miranda realize that today really is a brave new world with wondrous people in it. 

 

We won’t finish examining Tennessee Williams' A Streetcar Named Desire, and let’s let that remind us that there’s still a great deal of work to be done.  I hope that you keep reading and thinking; reading the books that challenge and stimulate your mind, and thinking about the questions that can make us better and more complete people. 

Someone not here today may ask if they missed anything.  I’m usually greeted in the hall with that question, and I want to hand people this poem:

 Did I Miss Anything?

Tom Wayman

Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours

     Everything. I gave an exam worth
     40 percent of the grade for this term
     and assigned some reading due today
     on which I’m about to hand out a quiz
     worth 50 percent

Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose

     Everything. A few minutes after we began last time
     a shaft of light suddenly descended and an angel
     or other heavenly being appeared
     and revealed to us what each woman or man must do
     to attain divine wisdom in this life and
     the hereafter
     This is the last time the class will meet
     before we disperse to bring the good news to all people
          on earth.

Nothing. When you are not present
how could something significant occur?

     Everything. Contained in this classroom
     is a microcosm of human experience
     assembled for you to query and examine and ponder
     This is not the only place such an opportunity has been
          gathered

     but it was one place

     And you weren’t here

From Did I Miss Anything? Selected Poems 1973-1993, 1993


http://www.loc.gov/poetry/180/013.html

 Wayman’s poem, as delightful and instructive as it is, leaves me feeling like sardonic wit might strike the final note, and I don’t want that to have the final moment in these words.  I’m proud of you all, and I also worry for you all.  I’m a lot like Linda Pastan, who, in this poem with which I’ll close, remembers the first time her daughter gets her bicycle to go straight without training wheels:

 To A Daughter Leaving Home

 

When I taught you
at eight to ride
a bicycle, loping along
beside you
as you wobbled away
on two round wheels,
my own mouth rounding
in surprise when you pulled
ahead down the curved
path of the park,
I kept waiting
for the thud
of your crash as I
sprinted to catch up,
while you grew
smaller, more breakable
with distance,
pumping, pumping
for your life, screaming
with laughter,
the hair flapping
behind you like a
handkerchief waving
goodbye.

 

- Linda Pastan

 

Credo Schedule

Please note that all dates are subject to change, but that we will present in this order.  The category "needs" indicates anything other than what you will have in your specified location.

Form V English 10-'11 (65)       
  Form V English        
  B Bell (15)                 Location         Needs                 Tentative Date 
1 Hannah Chako         537                 none                     Monday, May 23 
2 Jaxon Cramer          537                 none                     Monday, May 23 
3 William Carney       537                 none                     Monday, May 23 
4 Caroline Herre         537                 garden                 Tuesday, May 24 
5 Julia Colpitts            537                 none                     Tuesday, May 24 
6 Rachel Snarr            choral             none                     Tuesday, May 24 
7 Annie Brown             537                 none                     Wed., May 25 (BX) 
8 Aekta Javia             537                   none                     Wed., May 25 (BX) 
9 Maryam Ameen     537                    none                     Wed., May 25 (BX) 
10 Ashley Moy             537                 none                     Wed., May 25 (BX) 
11 Wyatt Devine           537                 none                     Wed., May 25 (BX) 
12 Drew Aladj             537                    none                     Wed., May 25 (BX) 
13 Thomas Brown     537                    none                     Friday, May 27 
14 Calvin Mackey         537                 none                     Friday, May 27 

15 Jake Levy Credo: May 30th, 537 choral? Tuesday, May 31 
          
  C Bell (19)                     Location             Needs                     Tentative Date 
1 Anna Turietta             537                        none                       Monday, May 23 
2 Amy Yeh                      537                       Val                          Monday, May 23 
3 Yohance Whitaker     537                       none                       Monday, May 23 
4 Dani Johnson             537                       none                       Tuesday, May 24 
5 Virginia Berndt           537                      none                       Tuesday, May 24 
6 Iris Kim                        537                      none                        Tuesday, May 24 
7 Michael Hammonds Midi                     Englert                   Thursday, May 26 (CX) 
8 Stephanie Katsias     Price, Johnson, Pit                           Thursday, May 26 (CX) 
9 Max Beecroft             Art Room                                            Thursday, May 26 (CX) 
10 Michael Atkinson     537                       none                       Thursday, May 26 (CX) 
11 Mary Grace Dickerson 537                 none                         Thursday, May 26 (CX) 
12 Sam Bayles                 537                     none                        Thursday, May 26 (CX) 
13 Ann Grace Norton     537                     none                         Friday, May 27 
14 Michael Nelson         537                     none                         Friday, May 27 
15 Lee Swan                  537                         none                         Friday, May 27 
16 Aram Mohammadi 537                         none                         Tuesday, May 31 
17 Val Lewis                  Choral                   none                         Tuesday, May 31 
18 Naadira Moyston 537                             none                         Tuesday, May 31 
19 Matt Hoffman            537                     none                            Wednesday, June 1 
               
  E Bell (15)                 Location                 Needs                         Tentative Date 
1 Ben Leach                 537                          none                             Monday, May 23 
2 Marquis Evans         537                         none                             Monday, May 23 
3 Gabrielle Soussan     537                         none                            Monday, May 23 
4 Alexandra Spiegel     537                         none                            Tuesday, May 24 
5 Elli Dawson               537                         none                             Tuesday, May 24 
6 Emily Fleder             537                         none                             Tuesday, May 24 
7 Jimmy Sykes             537                         none                             Thursday, May 26 (EX) 
8 Kelsey Edmonds       Price                        dvd                             Thursday, May 26 (EX) 
9 Alley Moore                 537                         none                           Thursday, May 26 (EX) 
10 Ian Evasco                537                         none                             Thursday, May 26 (EX) 
11 Katie Bennett         537                           none                             Thursday, May 26 (EX) 
12 Josh Jason             Johnson                  none                             Thursday, May 26 (EX) 
13 Josh Kerner             537                         none                             Friday, May 27 
14 Claire Penix             Johnson                  others                         Friday, May 27 

15 Andrew Balitsky       537                         none                             Friday, May 27 
          
  F Bell (16)                     Location                 Needs                         Tentative Date 
1 David Best                    537                         none                            Monday, May 23 
2 Taylor Vest                   537                         none                           Monday, May 23 
3 Bridger Warlick          537                         none                            Monday, May 23 
4 Shep McCain               537                         none                            Tuesday, May 24 
5 Shanu Dhali                 537                         none                            Tuesday, May 24 
6 Chandler Archbell      Price                      none                             Tuesday, May 24 
7 Nick Heller                   537                        none                             Thursday, May 26 (FX) 
8 Kristi Fleenor             537                         none                             Thursday, May 26 (FX) 
9 Julia Strelitz                 537                        none                             Thursday, May 26 (FX) 
10 Li Lu                             537                        none                             Thursday, May 26 (FX) 
11 Natalie Macdisi         537                          none                             Thursday, May 26 (FX) 
12 Kyle Duke                 537                         none                                 Thursday, May 26 (FX) 
13 Joshua Samudre     537                         none                                 Friday, May 27 
14 Ali Kovac                 537                           none                                 Friday, May 27 
15 Summer Sutton      537                         none                                 Friday, May 27 
16 Jack Stiffler             537                         none                                 Tuesday, May 31 

link

http://bit.ly/lfK0uB

Livejournal blogs

aajavia
agnorton
akovac
alexandras12
alleymoore
amyyeh
annieb14
arammohammadi
ashleymoy
aturrietta
bamsayles21
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carchbell
cherre12
cwarlick
david_best
davidkidd
ddjohnson6
djmattymatt
drewaladj
dttb
efleder
ellessemcqueen
fro_remix
gabrielleso
hachako
ievasco
irisk12
jamolevy
jaxoncramer
jedimichael1
jimmysykes
jsamudre
jstrelitz
julescol
kaydeebeee
kduke
kedmonds
kfleenor
leeswan
mameen111
mgdickerson
nheller225
nikeymelson12
nmacdisi
nmoyston25
penix94
poetlauret
redjoshman
sack_jiffler68
screamopenguinz
sdhali
snarrski
squishmansquash
ssutton
stephkatsias
taylorvest
total_li_asian
us_rep_whitaker
vallewis12
vanillamccain
vberndt5
whyiamleach
williamcarney
wtdevine
xoxobiscuit313

Essay Test on _The Great Gatsby_

Form V English – American Literature
Mr. Kidd
In-Class, Open-Book Essay Test on F. Scott Fitzgerald’s The Great Gatsby
Date: F, C, E: April 6; B: April 7
Location: The Johnson Lab
1. How does The Great Gatsby comment on the American dream/nightmare?
2. Choose an image, situation, or motif that runs throughout The Great Gatsby and argue how it offers a key to understanding the work as a whole. (Examples: T. J. Eckleberg, the green light, crime, parties, etc.)
3. Compare Jay Gatsby with any two other characters we have encountered this year. How and what do these characters reveal, if anything, about the American character in general (if there is such a thing)?
4. Many readers of The Great Gatsby have called Nick an unreliable narrator. What does such a statement mean, and how does that help Fitzgerald articulate some of his larger themes in the novel?
5. Read the excerpt from Azar Nafisi’s book Reading Lolita in Tehran (in-class handout) about Fitzgerald’s The Great Gatsby and, using that excerpt as a lens through which to view this novel, analyze what this novel has to teach us about the relationships among such concepts as (but not limited to) literature, politics, ideology, economics, and truth.

Livejournal assignment

Form V English Livejournal Questions:

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In order to prepare yourselves to write your Credo, you will write entries of first-person responses to questions about who you are and what you believe. For each due date you should give me a letter of at least 250 words (1/2 a single-spaced page) that attempts to answer one of the student-generated questions below. Should you have another question you would like to answer, please clear that with me beforehand. These letters, if revised, done well, and in the right spirit, can form the core of your credo.
You should post all of your entries on your Livejournal page. There will be some class time devoted to reading these entries aloud, and we will post responses to each others' writing.
The following questions were student-generated in 2001, and have been refined each year. Please give me new questions and reinterpret the ones that are here. If you want to do a question not on this list, then please clear it with me first.
Due dates for your entries: (You must do at least 6 of 8; I'll drop the lowest of the six. Students who write more have a great deal more with which to work for their Credos. Each entry will be worth 20 points. Please see the rubric for a description of scores.)
1. Friday, April 1
2. Monday, April 4
3. Monday, April 11
4. Tuesday, April 18
5. Tuesday, April 26
6. Monday, May 2
7. Monday, May 9
8. Monday, May 16

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Questions:

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1. What does the kind of music you like say about who you are?
2. What qualities do you have from your parents? What qualities do you not have from them?
3. What is your greatest fear?
4. What activity in your life most closely resembles your personality?
5. What was the kindest thing someone has done for you and why did it mean so much? 6. What do you most treasure?
7. What is your idea of success?
8. What person has had the greatest influence in your life?
9. What experience has had a profound influence on you?
10. Name three things that you must have to live a happy and peaceful life?
11. Name three things you'd like to have but do not need in order to live a happy and peaceful life? Explain.
12. Describe one thing that you used to believe but don't believe any more.
13. What is the most important quality for a human being to cultivate in himself or herself?
14. What is something that you read that changed the way that you thought?
15. What role does religion play in your life?
16. Write about a learning experience that was particularly difficult for you, and then compare that with a learning experience that was much easier.
17. Are your morals absolute or relative?
18. What responsibilities does a friend have?
19. What close friend of yours is the most different from you? What makes that friendship work?
20. How has being a student at Norfolk Academy affected you?
21. What group membership (team, church, neighborhood) has made you feel uncomfortable? Explain.
22. What day in your life would you like to revise?
23. If you could increase one talent or quality in your life (greater athletic skill, music, beauty, etc.) only by decreasing another talent or quality, what talent would you increase and what talent would you decrease? Explain.
24. Can you still respect people with whom you disagree? Give an example of a time that you have done that.
25. What is the toughest thing you've ever had to realize about yourself?
26. Choose a place that says something about who you are, describe that place, and explain how it reveals some aspect of your personality.
27. What character in literature do you most resemble?
28. How can you ever feel like an individual when 5,000,000 other people (or more) wear the same clothes that you do, watch the same movies, and listen to the same music?
29. How would you redesign the American High School so that it better served its students and its teachers?
30. What subject in school most closely mirrors the way that your mind works?
31. What is the most selfish thing you have ever done? What is the most selfless?
32. What athletic or artistic (or any other extracurricular you choose) has helped you learn more about who you are?
33. What do you like about being an American? What do you dislike about it?
34. If you were facing a truly large problem in your life, to whom would you go for advice?
35. Describe your political convictions. Are you conservative? Liberal, something else?
36. When making a big decision do you depend more on your heart or your head?
37. If you could change anything about yourself, what would you change?
38. What object best represents you?
39. How are your morals and political views related?
40. Think back to a moment a year ago and write about how your life has changed since then.
41. Will you pick a job based on money or happiness?
42. What would your perfect life be in 20 years?
43. What is your favorite word and why?
44. What makes you achieve something?
45. How important is self-confidence to you?
46. Do you follow your heart or your head?
47. Is there an activity that you used to hate but now like a great deal?
48. How do you deal with failure?
49. Where do you find yourself at peace?
50. What one belief are you most unwilling to compromise?

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20-point Rubric for LiveJournal Entries

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20 As rough drafts, these entries represent the best kind of writing that students do for the livejournal questions. Though they will probably require further drafting and refining to become part of the Credo, these entries should eventually become a part of the final draft. These writings are usually quite visual and immediate, may contain some really specific and telling examples, and are examples of memorably crafted and precise language.

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19-18 Writing in this category generally contains several rough draft elements that deserve further refining, but also has a good deal of solid work and excellent promise. While not all of the following may be at issue, some of the following may require further revision: grammar and style errors, showing rather than telling, disorganization, or mediocre insights.

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17-16 Writings in this category generally compound the errors in the 19-18 range simply by doing them more frequently or with greater severity. These writings seem to show either haste in composition or a lack of revision.

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15 and below

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week ten-the end!

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definition of meretricious
adj.
1.
a. Attracting attention in a vulgar manner: meretricious ornamentation. See Synonyms at gaudy 1.
b. Plausible but false or insincere; specious: a meretricious argument.
2. Of or relating to prostitutes or prostitution: meretricious relationships.
[Latin meretrcius, of prostitutes, from meretrx, meretrc-, prostitute, from merre, to earn money; see (s)mer-2 in Indo-European roots.]

Quote of the Week: "The philosophers have only interpreted the world, in various ways; the point is to change it."
Marx, Theses On Feuerbach: Thesis 11 (1845)." -- Karl Marx

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Website of the Week: This I Believe

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Week 9, Feb. 28-March 4
1. Reading Day!
2. Bring The Tempest to class
3./4. Poetry Test; whole block, Tunstall Lab
5. Bring The Tempest to class
Spring Break, March 7-11

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Week 10, March 14-18
1. Bring The Great Gatsby by F. Scott Fitzgerald to class
2. Read Chapter One in The Great Gatsby by F. Scott Fitzgerald
3./4. Read Chapter Two in The Great Gatsby by F. Scott Fitzgerald
5. Read Chapter Three in The Great Gatsby by F. Scott Fitzgerald; End of Marking Period #3; any revisions due

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Week 11, March 21-25
1. Multicultural Day
2. Read Chapter 4 in The Great Gatsby by F. Scott Fitzgerald
3./4. Read Chapter 5 in The Great Gatsby by F. Scott Fitzgerald
5. Read Chapter 6 in The Great Gatsby by F. Scott Fitzgerald

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Week 12, March 28-April 1
1. Read Chapter 8 in The Great Gatsby by F. Scott Fitzgerald; Reading Day!
2. Read Chapter 9 in The Great Gatsby by F. Scott Fitzgerald
3./4. Study the Credo Assignment Sheet and the Livejournal assignment sheet; read “The Importance of the First Person” by Scott Russell Sanders (handout); class in the Johnson lab
5. Livejournal #1 due

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Week 13, April 4-8
1. Reading Day! Livejournal #2 due
2. Review for Essay Test on The Great Gatsby 3./4. In-Class Essay Test on The Great Gatsby
5. Arts Festival Day

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Week 14, April 11-15
(Schedule for this week being changed as we unblock this week!) 1. Reading Day! Livejournal #3 due
2. Read pp. 3-28 in As I Lay Dying 3./4. Read pp. 58-83 in As I Lay Dying
5. Read pp. 84-111 in As I Lay Dying by William Faulkner

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Week 15, April 18-22
1. Reading Day! Livejournal #4 due (1 pm dismissal; professional development for faculty)
2. Read pp. 112-140 in As I Lay Dying by William Faulkner
3. Read pp. 141-179 in As I Lay Dying by William Faulkner
4. Read pp. 180-209 in As I Lay Dying by William Faulkner
5. Good, Friday Holiday

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Week 16, April 25-29
1. No School
2. Reading Day! Livejournal #5 due; Interims Due
3. Read pp. 210-240 in As I Lay Dying by William Faulkner
4. Finish As I Lay Dying by William Faulkner
5. Read "No Name Woman" by Maxine Hong Kingston, p. 536 in The Pearson Custom Anthology of American Literature

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Week 17, May 2-May6 (AP Exams)
1. Reading Day! Livejournal #6 due
2. As I Lay Dying Test, Day One
3. As I Lay Dying Test, Day Two
4. As I Lay Dying Test, Day Three
5. Bring A Streetcar Named Desire to class

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Week 18, May 9-13 (AP Exams)
1. Reading Day! Livejournal #7 due
2. Streetcar! (Work on Credo/Trilogy)
3./4. Streetcar! (Work on Credo/Trilogy)
5. Streetcar! (Work on Credo/Trilogy)

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Week 19, May 16-20
1. Reading Day! Livejournal #8 due
2. Streetcar! (Work on Credo/Trilogy)
3. Streetcar! (Work on Credo/Trilogy)
4. Streetcar! (Work on Credo/Trilogy)
5. Streetcar! (Work on Credo/Trilogy)

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Week 20, May 23-27 (Senior Exams)
1. Credo and Trilogy Due
2. Credo Presentations
3./4. Credo Presentations
5. Credo Presentations

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Week 21, May 30-June 3
1. Memorial Day Holiday
2. Marking Period #4 ends
3. Exam Review
4. History Exams; Vespers (6pm)
5. English Exam / Upper School Graduation

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Week 22, June 6-10
1. Science Exams
2. Foreign Language Exams
3. Math Exams
4. Faculty Work Day / Lower School Graduation
5. Faculty Meetings / Exam Review 11-11:30 am

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Summer

weeks six-ten

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definition of pedagogue
: teacher, schoolmaster; especially : a dull, formal, or pedantic teacher

Examples of PEDAGOGUE

Origin of PEDAGOGUE
Middle English pedagoge, from Latin paedagogus, from Greek paidagōgos, slave who escorted children to school, from paid- ped- + agōgos leader, from agein to lead — more at agent
First Known Use: 14th century

Quote of the Week: "Tell me and I forget. Teach me and I remember. Involve me and I learn." -- Benjamin Franklin”

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Website of the Week: Academic Earth

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Poetry Test! Now on March 2 or March 3 in The Tunstall Laboratory
Form V English
In-class, open-book, open-note Poetry Test
Wednesday/Thursday, March 2 or 3; entire block
Tunstall Computer Laboratory

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For the purposes of this test, you should consider the following 35 poems our subject matter:

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1. Bishop "In the Waiting Room"
2. Bishop "One Art"
3. Bishop "The Fish"
4. Brooks "We Real Cool"
5. cummings "anyone lived in a pretty how town"
6. cummings "next to of course god america I"
7. cummings "o, sweet spontaneous"
8. cummings "pity this busy monster manunkind"
9. cummings "since feeling is first"
10. Eliot "The Hollow Men"
11. Eliot "The Love Song of J. Alfred Prufrock"
12. Frost "After Apple Picking"
13. Frost "Birches"
14. Frost "Desert Places"
15. Frost "Fire and Ice"
16. Frost "Mending Wall"
17. Frost "Nothing Gold Can Stay"
18. Frost "Stopping by Woods on a Snowy Evening"
19. Frost "The Road Not Taken"
20. Hayden "Those Winter Sundays"
21. Hughes "I, Too"
22. Hughes “The Negro Speaks of Rivers”
23. Hughes “Harlem”
22. Millay "I shall forget you presently …"
24. Millay "I will put chaos into fourteen lines"
25. Millay "oh, oh, you will be sorry for that word"
Plath “Child”
26. Plath "Daddy"
27. Plath "Fever 103°"
28. Plath "Lady Lazarus"
29. Roethke “My Papa’s Waltz”
30. Rich "Living in Sin"
31. Sandburg "Chicago"
32. Stevens "Of Mere Being"
33. Stevens "Sunday Morning"
34. Stevens "The Snow Man"
35. Williams “The Young Housewife”

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Your answers should draw from this list of poems. Choose four (4) of the following eight (8) questions to answer. Three (3) of your answers should be a single paragraph and no longer than ten (10) sentences, your fourth (4th) answer may be any length you like. Plan your answers well and make every word count. You may also use your knowledge of complex-compound sentences and modification to make each sentence say more. Your answer should reveal thoughtful reflection, deep understanding, and precise and eloquent writing. Good close reading skills are important in every question. While you may mention class discussion in your answer, you should work to show independent thought and your own critical understanding.

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1. Choose three poems that have a significant commentary on the nature of family. How do these poems offer a theory of how human beings are to understand their families and how that part of who they are shapes their identity and world? While your individual readings may be different, your overarching thesis for this question should strive to find some common element or idea that the three poems you have chosen share about the nature of families.

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2. How do men and women view each other? Choose three poems that have a significant contribution to the way that men view women or how women view men and write an analysis of how these poems present the insights and limitations of the ways that genders see and understand each other.

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3. Imagine that Robert Frost read all of the poems in our list by e e cummings. How might Frost respond? Using your knowledge of Frost’s poetry, write a letter from Robert Frost to e e cummings where you articulate what Frost would like and dislike about cummings’ poetry and what Frost might recommend that cummings do with future writings. (alternate pairs include: Eliot reads Plath, Plath reads Millay, and Stevens reads Bishop)

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4. Find four (4) similes and/or metaphors from these poems and analyze the nature and use of that poetic device. How do these poets use simile and metaphor to create meaning? What lies behind the power of the similes and/or metaphors you have chosen?

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5. Choose the best three (3) worst three (3) poems in this list and explain your aesthetic hierarchy. You should consider both style and content in your answer.

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6. Devise a system that classifies all thirty-five (35) of these poems, and explain your categorization and organization. What does your system offer as its theory of how we should understand poems?

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7. Nature and perception Several of these poets offer observations about perceiving nature as well as the nature of perception. Choose three poems that foreground nature and perception and argue for an analysis of how these poems teach their readers about both the natural world and our abilities to perceive (or failing to perceive) nature.

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8. Are social problems merely the result of single human beings (perhaps even several individual human beings) doing things that they should not or is there something more to them than that? Choose three (3) poems that examine social problems and write an analysis of them that also answers the question about whether it is individuals or something like social systems that create social problems.

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9. The Maverick: Design your own question and get it approved before the test!

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10. The Prodigy: How do the paleo-modernist poetic visions of T. S. Eliot (as expressed in poems like “The Hollow Men,” The Waste Land, and “The Love Song of J. Alfred Prufrock”) combine with the imagist minimalist-modernist visions of William Carlos Williams (expressed in such poems as “The Red Wheelbarrow,” and “This is Just to Say”) lead to the postmodernism expressed in such poems as Allen Ginsberg’s “A Supermarket in California” and Sylvia Plath’s “Daddy”?

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Updated, Wed., Feb. 23!

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Poetry Teaching Still to go:

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B Bell

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William Carney
Drew Aladj
Julia Colpitts
Wyatt Devine
Jaxon Cramer

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C bell

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Michael Atkinson
Mary Grace Dickerson
Lee Swann
Ann Grace Norton
Matt Hoffman

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E Bell

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Ian Evasco
Alley Moore
Josh Kerner

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F bell

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Taylor Vest
Natalie Macdisi
Chandler Archbell

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Week 8, Feb. 21-25
1. Presidents’ Day Holiday
2. Poetry Teaching!
3. Poetry Teaching!
4. Poetry Teaching!
5. No Homework Night; Reading Day!

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Week 9, Feb. 28-March 4
1. Reading Day!
2. Bring The Tempest to class
3./4. Poetry Test; whole block, Tunstall Lab
5. Bring The Tempest to class

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Spring Break, March 7-11

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Week 10, March 14-18
1. Bring The Great Gatsby by F. Scott Fitzgerald to class
2. Read Chapter One in The Great Gatsby by F. Scott Fitzgerald
3./4. Read Chapter Two in The Great Gatsby by F. Scott Fitzgerald
5. Read Chapter Three in The Great Gatsby by F. Scott Fitzgerald; End of Marking Period #3; any revisions due

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Semester Two Schedule

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Poetry Test! Now on March 2 or March 3 in The Tunstall Lab

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Updated, Wed., Feb. 23!

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Poetry Teaching Still to go:

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B Bell

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William Carney
Drew Aladj
Julia Colpitts
Wyatt Devine
Jaxon Cramer

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C bell

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Michael Atkinson
Mary Grace Dickerson
Lee Swann
Ann Grace Norton
Matt Hoffman

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E Bell

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Ian Evasco
Alley Moore
Josh Kerner

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F bell

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Taylor Vest
Natalie Macdisi
Chandler Archbell

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Week 8, Feb. 21-25
1. Presidents’ Day Holiday
2. Poetry Teaching!
3. Poetry Teaching!
4. Poetry Teaching!
5. No Homework Night; Reading Day!

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Week 9, Feb. 28-March 4
1. Reading Day!
2. Bring The Tempest to class
3./4. Poetry Test; whole block, Tunstall Lab
5. Bring The Tempest to class
Spring Break, March 7-11

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Week 10, March 14-18
1. Bring The Great Gatsby by F. Scott Fitzgerald to class
2. Read Chapter One in The Great Gatsby by F. Scott Fitzgerald
3./4. Read Chapter Two in The Great Gatsby by F. Scott Fitzgerald
5. Read Chapter Three in The Great Gatsby by F. Scott Fitzgerald; End of Marking Period #3; any revisions due

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Week 11, March 21-25
1. Multicultural Day
2. Read Chapter 4 in The Great Gatsby by F. Scott Fitzgerald
3./4. Read Chapter 5 in The Great Gatsby by F. Scott Fitzgerald
5. Read Chapter 6 in The Great Gatsby by F. Scott Fitzgerald

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Week 12, March 28-April 1
1. Read Chapter 8 in The Great Gatsby by F. Scott Fitzgerald; Reading Day!
2. Read Chapter 9 in The Great Gatsby by F. Scott Fitzgerald
3./4. Study the Credo Assignment Sheet and the Livejournal assignment sheet; read “The Importance of the First Person” by Scott Russell Sanders (handout); class in the Johnson lab
5. Livejournal #1 due

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Week 13, April 4-8
1. Reading Day! Livejournal #2 due
2. Read pp. 3-28 in As I Lay Dying
3./4. In-Class Essay Test on The Great Gatsby
5. Arts Festival Day

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Week 14, April 11-15
1. Reading Day! Livejournal #3 due
2. Read pp. 29-57 in As I Lay Dying
3./4. Read pp. 58-83 in As I Lay Dying
5. Read pp. 84-111 in As I Lay Dying by William Faulkner

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Week 15, April 18-22
1. Reading Day! Livejournal #4 due (1 pm dismissal; professional development for faculty)
2. Read pp. 112-140 in As I Lay Dying by William Faulkner
3. Read pp. 141-179 in As I Lay Dying by William Faulkner
4. Read pp. 180-209 in As I Lay Dying by William Faulkner
5. Good, Friday Holiday

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Week 16, April 25-29
1. No School
2. Reading Day! Livejournal #5 due; Interims Due
3. Read pp. 210-240 in As I Lay Dying by William Faulkner
4. Finish As I Lay Dying by William Faulkner
5. Read "No Name Woman" by Maxine Hong Kingston, p. 536 in The Pearson Custom Anthology of American Literature

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Week 17, May 2-May6 (AP Exams)
1. Reading Day! Livejournal #6 due
2. As I Lay Dying Test, Day One
3. As I Lay Dying Test, Day Two
4. As I Lay Dying Test, Day Three
5. Bring A Streetcar Named Desire to class

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Week 18, May 9-13 (AP Exams)
1. Reading Day! Livejournal #7 due
2. Streetcar! (Work on Credo/Trilogy)
3./4. Streetcar! (Work on Credo/Trilogy)
5. Streetcar! (Work on Credo/Trilogy)

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Week 19, May 16-20
1. Reading Day! Livejournal #8 due
2. Streetcar! (Work on Credo/Trilogy)
3. Streetcar! (Work on Credo/Trilogy)
4. Streetcar! (Work on Credo/Trilogy)
5. Streetcar! (Work on Credo/Trilogy)

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Week 20, May 23-27 (Senior Exams)
1. Credo and Trilogy Due
2. Credo Presentations
3./4. Credo Presentations
5. Credo Presentations

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Week 21, May 30-June 3
1. Memorial Day Holiday
2. Marking Period #4 ends
3. Exam Review
4. History Exams; Vespers (6pm)
5. English Exam / Upper School Graduation

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Week 22, June 6-10
1. Science Exams
2. Foreign Language Exams
3. Math Exams
4. Faculty Work Day / Lower School Graduation
5. Faculty Meetings / Exam Review 11-11:30 am

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Summer

week four

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definition of nullify
tr.v. nul·li·fied, nul·li·fy·ing, nul·li·fies
1. To make null; invalidate.
2. To counteract the force or effectiveness of.
[Latin nllificre, to despise : nllus, none; see ne in Indo-European roots + -ficre, -fy.]

Quote of the Week: “The quietness of his tone italicized the malice of his reply.”
- Truman Capote

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Website of the Week: Cute Overload

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1. Finish Act I in The Tempest by William Shakespeare; In Class: Reading Day
2. Read as far as you can in Act II of The Tempest by William Shakespeare
3./4. Finish Act II in The Tempest by William Shakespeare; Poetry Research and Lesson Planning!
5. Read as far as you can in Act III of The Tempest by William Shakespeare; Poetry Teaching!

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Form V English - American Literature
Mr. Kidd
Poetry Teaching Project
Length: As long as it needs to be to cover the subject, but short enough to keep it interesting
Date Due: Two school days after you teach
Please read all the directions and speak with me about any questions you may have.
We will draft a teaching schedule for each bell once we have determined our final choices.
Your final composition should have all of the following parts to it: (and keep them in this order unless you have some creative rationale for changing the order)
1. Your individual close reading of the poem (no research)
2. Research Summary: this section of the essay will reflect your understanding of what people have said about your poet, his/her poetry, and even this specific poem. You do not need to have an original thesis for this writing; your job is to do some expository reporting on what people have said about this poem and issues important to it. Don’t get hung up on looking for criticism specific to your poem; that won’t always be available. You may have to look more broadly for information that can help you. Think about themes involved in your poem and research those. A poem about a war, for example, might lead you to some research about the politics and history involved. Also consider how a critic’s comments on another poem may offer guidelines for how you should interpret your poem. Look also for images and audio (especially your poet reading your poem). Use MLA formatting for your documentation of the research you use. All of the information you need about how to cite your work is in Diana Hacker’s A Pocket Style Manual. Additional information about citation is available online at:
http://bcs.bedfordstmartins.com/pocket5e/player/pages/Login.aspx?sViewAs=S&sUserType=
(You may find the model papers on the Hacker website to be useful guides to how your final draft should look.)
3. Lesson Plan: make this as detailed as you can; list what questions you will ask (and in what order?), what activities you will do, etc.
4. (To be written after the teaching) A reflection on how your teaching went: write about how it was for you to teach this class and the entire process of becoming an expert on this poem and communicating that understanding of your class.
Your essay will count twice (out of 100 points), and your teaching will count once (100 points) You may revise your essay for this assignment, but your teaching grade is not eligible for revision.

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week three

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definition of cacophony
plural ca·coph·o·nies
Definition of CACOPHONY
: harsh or discordant sound : dissonance 2; specifically : harshness in the sound of words or phrases
Example of CACOPHONY: 1. The sounds of barking dogs and sirens added to the cacophony on the streets.
definition of thwart
tr.v. thwart·ed, thwart·ing, thwarts
1. To prevent the occurrence, realization, or attainment of: They thwarted her plans.
2. To oppose and defeat the efforts, plans, or ambitions of.
n. Nautical
A seat across a boat on which a rower may sit.
adj.
1. Extending, lying, or passing across; transverse.
2. Eager to oppose, especially wrongly; perverse.
adv. & prep. Archaic
Athwart; across.
[Middle English thwerten, from thwert, across, from Old Norse thvert, neuter of thverr, transverse; see terkw- in Indo-European roots.]

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Quote of the Week: “I am an Anglo-Catholic in religion, a classicist in literature and a royalist in politics.” - T. S. Eliot

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Website of the Week: Wikipedia's List of Social Networking Websites

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1. Seminar Day!
2.Reading Day!
3./4. Research in the Johnson Lab in Batten! Bring Hacker! Start researching your poem!
5. Read as far as you can in Act I of The Tempest by William Shakespeare; bring The Tempest to class with you

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Form V English - American Literature
Mr. Kidd
Poetry Teaching Project
Length: As long as it needs to be to cover the subject, but short enough to keep it interesting
Date Due: Two school days after you teach
Please read all the directions and speak with me about any questions you may have.
We will draft a teaching schedule for each bell once we have determined our final choices.
Your final composition should have all of the following parts to it: (and keep them in this order unless you have some creative rationale for changing the order)
1. Your individual close reading of the poem (no research)
2. Research Summary: this section of the essay will reflect your understanding of what people have said about your poet, his/her poetry, and even this specific poem. You do not need to have an original thesis for this writing; your job is to do some expository reporting on what people have said about this poem and issues important to it. Don’t get hung up on looking for criticism specific to your poem; that won’t always be available. You may have to look more broadly for information that can help you. Think about themes involved in your poem and research those. A poem about a war, for example, might lead you to some research about the politics and history involved. Also consider how a critic’s comments on another poem may offer guidelines for how you should interpret your poem. Look also for images and audio (especially your poet reading your poem). Use MLA formatting for your documentation of the research you use. All of the information you need about how to cite your work is in Diana Hacker’s A Pocket Style Manual. Additional information about citation is available online at:
http://bcs.bedfordstmartins.com/pocket5e/player/pages/Login.aspx?sViewAs=S&sUserType=
(You may find the model papers on the Hacker website to be useful guides to how your final draft should look.)
3. Lesson Plan: make this as detailed as you can; list what questions you will ask (and in what order?), what activities you will do, etc.
4. (To be written after the teaching) A reflection on how your teaching went: write about how it was for you to teach this class and the entire process of becoming an expert on this poem and communicating that understanding of your class.
Your essay will count twice (out of 100 points), and your teaching will count once (100 points) You may revise your essay for this assignment, but your teaching grade is not eligible for revision.

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week two

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definition of fractious
adj.
1. Inclined to make trouble; unruly.
2. Having a peevish nature; cranky.
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[From fraction, discord (obsolete).]
definition of impromptu
adj.
1. Prompted by the occasion rather than being planned in advance: an impromptu party.
2. Spoken, performed, done, or composed with little or no preparation; extemporaneous: a few impromptu remarks. See Synonyms at extemporaneous.
adv.
With little or no preparation; extemporaneously.
n.
1. Something, such as a speech, that is made or done extemporaneously.
2. Music A short composition, especially for the piano, performed in an offhand or extemporized style.
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[French, from Latin in prmpt, at hand : in, in; see in-2 + prmpt, ablative of prmptus, readiness, from past participle of prmere, to bring forth; see prompt.]
definition of obviate
obviate [ˈɒbvɪˌeɪt]
vb
(tr) to do away with or counter

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Quote of the Week: "Philosophy makes progress not by becoming more rigorous but by becoming more imaginative.” - Richard Rorty

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Website of the Week:
Poetry.org

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1. Martin Luther King, Jr. Holiday
2. Bring your book! Read Club!
3./4. A close reading of your poem due (one paragraph - see assignment sheet below)
5. Read "In the Waiting Room" by Elizabeth Bishop and "The Love Song of J. Alfred Prufrock" by T. S. Eliot (both in our anthology)

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Form V English - American Literature
Mr. Kidd
Poetry Teaching Project
Length: As long as it needs to be to cover the subject, but short enough to keep it interesting
Date Due: Two school days after you teach
Please read all the directions and speak with me about any questions you may have.
We will draft a teaching schedule for each bell once we have determined our final choices.
Your final composition should have all of the following parts to it: (and keep them in this order unless you have some creative rationale for changing the order)
1. Your individual close reading of the poem (no research)
2. Research Summary: this section of the essay will reflect your understanding of what people have said about your poet, his/her poetry, and even this specific poem. You do not need to have an original thesis for this writing; your job is to do some expository reporting on what people have said about this poem and issues important to it. Don’t get hung up on looking for criticism specific to your poem; that won’t always be available. You may have to look more broadly for information that can help you. Think about themes involved in your poem and research those. A poem about a war, for example, might lead you to some research about the politics and history involved. Also consider how a critic’s comments on another poem may offer guidelines for how you should interpret your poem. Look also for images and audio (especially your poet reading your poem). Use MLA formatting for your documentation of the research you use. All of the information you need about how to cite your work is in Diana Hacker’s A Pocket Style Manual. Additional information about citation is available online at:
http://bcs.bedfordstmartins.com/pocket5e/player/pages/Login.aspx?sViewAs=S&sUserType=
(You may find the model papers on the Hacker website to be useful guides to how your final draft should look.)
3. Lesson Plan: make this as detailed as you can; list what questions you will ask (and in what order?), what activities you will do, etc.
4. (To be written after the teaching) A reflection on how your teaching went: write about how it was for you to teach this class and the entire process of becoming an expert on this poem and communicating that understanding of your class.
Your essay will count twice (out of 100 points), and your teaching will count once (100 points) You may revise your essay for this assignment, but your teaching grade is not eligible for revision.

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week one

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definition of ruminate
ru·mi·nate (rm-nt)
v. ru·mi·nat·ed, ru·mi·nat·ing, ru·mi·nates
v.intr.
1. To turn a matter over and over in the mind.
2. To chew cud.
v.tr.
To reflect on over and over again.

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definition of iconoclast
: a person who destroys religious images or opposes their veneration 2 : a person who attacks settled beliefs or institutions — icon·o·clas·tic \(ˌ)ī-ˌkä-nə-ˈklas-tik\ adjective — icon·o·clas·ti·cal·ly \-ti-k(ə-)lē\ adverb
Quote of the Week: "To predict the behavior of ordinary people in advance, you only have to assume that they will always try to escape a disagreeable situation with the smallest possible expenditure of intelligence.” - W. F. Nietzsche

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Websites of the Week:
Lifehacker's Best of 2010
The New York Times' Words of the Year, 2010

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1. Bring your book! Read Club!
2. Find 3 poems in The Pearson Custom Anthology of American Literature that you could research and teach
3./4.Read “A Good Man is Hard to Find” by Flannery O’Connor, p. 566 / In class: Introduction to Modernism and its discontents
5. Read "Those Winter Sundays" by Robert Hayden on p. 534, and write a one-paragraph explication of it / In class: poem selection!

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week fifteen

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Schedule

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definition of astute
adj.
Having or showing shrewdness and discernment, especially with respect to one's own concerns. See Synonyms at shrewd.
[Latin asttus, from astus, craft; see wes-1 in Indo-European roots.]
as·tutely adv.
as·tuteness n.

Quote of the Week: "“We shall not cease from exploration and the end of all our exploring will be to arrive where we started... and know the place for the first time.” - T. S. Eliot

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Website of the Week: Important Information

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Monday, December 06, 2010
2:35 PM Dismissal - Faculty Meeting
B/4
Revising Prose – write a sentence that is over fifty words, seems to be profound, but actually says nothing or very little

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Tuesday, December 07, 2010
F/5
Read “The Yellow Wallpaper” by Charlotte Perkins Gillman, p. 313 in The Pearson Custom Anthology of American Literature

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Wednesday, December 08, 2010
G/6
Phrenological Head due (see assignment sheet)

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Thursday, December 09, 2010
A/1
Royster & Tunstall 2nd Marking Period Ends

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Friday, December 10, 2010
B/2
EXAM REVIEW

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Monday, December 13, 2010
2:35 PM Dismissal - English Exams

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Tuesday, December 14, 2010
2:35 PM Dismissal - History Exams

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Wednesday, December 15, 2010
2:35 PM Dismissal - Foreign Language Exams

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Thursday, December 16, 2010
2:35 PM Dismissal - Math Exams

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Friday, December 17, 2010
1:00 PM Dismissal - Science Exams
Last Day to give me a revision
Faculty Meeting
Winter Break Begins

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week fourteen

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Schedule

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definition of sagacity
–noun
acuteness of mental discernment and soundness of judgment.
definition of pungent
adj.
1. Affecting the organs of taste or smell with a sharp acrid sensation.
2.
a. Penetrating, biting, or caustic: pungent satire.
b. To the point; sharp: pungent talks during which the major issues were confronted.
3. Pointed: a pungent leaf.
--------------------------------------------------------------------------------
[Latin pungns, pungent-, present participle of pungere, to sting; see peuk- in Indo-European roots.]
-------------------------------------------------------------------------------- pungen·cy n.
pungent·ly adv.
definition of harbinger
n.
One that indicates or foreshadows what is to come; a forerunner.
tr.v. har·bin·gered, har·bin·ger·ing, har·bin·gers
To signal the approach of; presage.
-------------------------------------------------------------------------------- [Middle English herbengar, person sent ahead to arrange lodgings, from Old French herbergeor, from herbergier, to provide lodging for, from herberge, lodging, of Germanic origin; see koro- in Indo-European roots.]

Quote of the Week: "He most honors my style who learns under it to destroy the teacher." - Walt Whitman

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Website of the Week: MIT Open Courseware

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Monday, December 06, 2010
2:35 PM Dismissal - Faculty Meeting
B/4
Revising Prose – write a sentence that is over fifty words, seems to be profound, but actually says nothing or very little

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Tuesday, December 07, 2010
F/5
Read “The Yellow Wallpaper” by Charlotte Perkins Gillman, p. 313 in The Pearson Custom Anthology of American Literature

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Wednesday, December 08, 2010
G/6
Phrenological Head due (see assignment sheet)

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Thursday, December 09, 2010
A/1
Royster & Tunstall 2nd Marking Period Ends
Revisions Due

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Friday, December 10, 2010
B/2
EXAM REVIEW

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Monday, December 13, 2010
2:35 PM Dismissal - English Exams

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Tuesday, December 14, 2010
2:35 PM Dismissal - History Exams

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Wednesday, December 15, 2010
2:35 PM Dismissal - Foreign Language Exams

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Thursday, December 16, 2010
2:35 PM Dismissal - Math Exams

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Friday, December 17, 2010
1:00 PM Dismissal - Science Exams
Faculty Meeting
Winter Break Begins

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week thirteen

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Schedule

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definition of penchant
n.
A definite liking; a strong inclination. See Synonyms at predilection.
[French, from present participle of pencher, to incline, from Old French, from Vulgar Latin *pendicre, from Latin pendre, to hang; see (s)pen- in Indo-European roots.]
definition of brash
adj. brash·er, brash·est
1. a. Hasty and unthinking; impetuous.
b. Rash.
2. Lacking in sensitivity or tact.
3. Presumptuously forward; impudent. See Synonyms at shameless.
4. Brittle: brash timbers.
[Possibly imitative (influenced by rash) or from brash, attack.]

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definition of uncouth
adj.
1. Crude; unrefined.
2. Awkward or clumsy; ungraceful.
3. Archaic Foreign; unfamiliar.
[Middle English, unknown, strange, from Old English uncth : un-, not; see un-1 + cth, known; see gn- in Indo-European roots.]
un·couthly adv.
un·couthness n.

Quote of the Week: "I too am not a bit tamed — I too am untranslatable; / I sound my barbaric yawp over the roofs of the world." - Walt Whitman

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Website of the Week: "Song of Myself" by Walt Whitman

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Monday, November 22, 2010
B/3
Walt Whitman: Read from Walt Whitman's "Song of Myself," pp. 214-225

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Tuesday, November 23, 2010
F/4 - NO HOMEWORK NIGHT GRADES 1-12
Read from Walt Whitman's "Song of Myself," pp. 225-246

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Wednesday, November 24, 2010
12:00 PM Dismissal
G
“[Wander] off by [your]self, / In the mystical moist night-air, and, from time to time, / [Look] up in perfect silence at the stars.”

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Thursday, November 25, 2010
NO SCHOOL
THANKSGIVING DAY

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Friday, November 26, 2010
NO SCHOOL

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Monday, November 29, 2010
A/5
Classes Resume
Read from Walt Whitman's "Song of Myself," pp. 246-275

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Tuesday, November 30, 2010
B/6
Walt Whitman and Emily Dickinson review; plan your essay (see assignment sheet)

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Wednesday, December 01, 2010
FX/1
In lab – Dickinson/Whitman essay

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Thursday, December 02, 2010
GX/2
In lab – Dickinson/Whitman essay

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Friday, December 03, 2010
A/3
Dickinson/Whitman essay due

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week twelve

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Schedule

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definition of enigma
n.
1. One that is puzzling, ambiguous, or inexplicable.
2. A perplexing speech or text; a riddle.
[Latin aenigma, from Greek ainigma, from ainissesthai, ainig-, to speak in riddles, from ainos, fable.]
definition of ethereal
adj.
1. Characterized by lightness and insubstantiality; intangible. 2. Highly refined; delicate. See Synonyms at airy.
3. a. Of the celestial spheres; heavenly.
b. Not of this world; spiritual.
4. Chemistry Of or relating to ether.
-------------------------------------------------------------------------------- [From Latin aetherius, from Greek aitherios, from aithr, upper air.]
-------------------------------------------------------------------------------- definition of entice
tr.v. en·ticed, en·tic·ing, en·tic·es
To attract by arousing hope or desire; lure: The promise of higher pay enticed me into the new job. See Synonyms at lure.
[Middle English enticen, from Old French enticier, to instigate, possibly from Vulgar Latin *inttire, to set afire : Latin in-, in; see en-1 + Latin tti, firebrand.]


Quote of the Week: "I don't profess to be profound; but I do lay claim to common sense." - Emily Dickinson

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Website of the Week: The Complete Poetry of Emily Dickinson

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1. Monday, November 15, 2010
A
Diagramming and Logic Test!

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Tuesday, November 16, 2010 B/5
Emily Dickinson: Read "A narrow Fellow in the Grass," pp. 288-289, "Tell all the truth but tell it slant," p. 295, "Much Madness is divinest Sense," p. 306, "'Faith' is a fine invention," p. 292, "Wild Nights -- Wild Nights!" p. 294, "My Life had stood -- a Loaded Gun --" p. 307, and "This is my letter to the World," p. 304

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Wednesday, November 17, 2010
FX/6
Emily Dickinson: Read "Because I could not stop for Death," p. 302-303, "I heard a Fly buzz -- when I died," p. 305, "There's a certain Slant of light," p. 296

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Thursday, November 18, 2010
GX/1
Emily Dickinson: Read "Because I could not stop for Death," p. 302-303, "I heard a Fly buzz -- when I died," p. 305, "There's a certain Slant of light," p. 296

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Friday, November 19, 2010
A/2
Read all other poems by Dickinson in The Pearson Custom Anthology of American Literature

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Monday, November 22, 2010
B/3
Walt Whitman: Read from Walt Whitman's "Song of Myself," pp. 214-225

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Tuesday, November 23, 2010
F/4 - NO HOMEWORK NIGHT GRADES 1-12
Read from Walt Whitman's "Song of Myself," pp. 225-246

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Wednesday, November 24, 2010
12:00 PM Dismissal
G
“[Wander] off by [your]self, / In the mystical moist night-air, and, from time to time, / [Look] up in perfect silence at the stars.”

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Thursday, November 25, 2010
NO SCHOOL
THANKSGIVING DAY

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Friday, November 26, 2010
NO SCHOOL

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Monday, November 29, 2010
A/5
Classes Resume
Read from Walt Whitman's "Song of Myself," pp. 246-275

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Tuesday, November 30, 2010
B/6
Walt Whitman and Emily Dickinson review; plan your essay (see assignment sheet)

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Wednesday, December 01, 2010
FX/1
In lab – Dickinson/Whitman essay

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Thursday, December 02, 2010
GX/2
In lab – Dickinson/Whitman essay

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Friday, December 03, 2010
A/3
Dickinson/Whitman essay due

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week eleven

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Schedule

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definition of emissary
n pl -saries
1. (Government, Politics & Diplomacy)
a. an agent or messenger sent on a mission, esp one who represents a government or head of state
b. (as modifier) an emissary delegation
2. an agent sent on a secret mission, as a spy
adj
(Life Sciences & Allied Applications / Physiology) (of veins) draining blood from sinuses in the dura mater to veins outside the skull
[from Latin ēmissārius emissary, spy, from ēmittere to send out; see emit]
definition of refute
transitive verb
1: to prove wrong by argument or evidence : show to be false or erroneous
2: to deny the truth or accuracy of
definition of expostulate
intr.v. ex·pos·tu·lat·ed, ex·pos·tu·lat·ing, ex·pos·tu·lates
To reason earnestly with someone in an effort to dissuade or correct; remonstrate. See Synonyms at object.
--------------------------------------------------------------------------------
[Latin expostulre, expostult- : ex-, intensive pref.; see ex- + postulre, to demand; see prek- in Indo-European roots.]


Quote of the Week: "Nothing is so difficult as not deceiving oneself." - Ludwig Wittgenstein

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Websites of the Week: Logical Fallacies at OWL and Sentence Diagramming

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1. Monday, November 08, 2010
1:00 PM Dismissal
1:30 - 4:30 PM Professional Development for Faculty
NO EXTRA-CURRICULAR ACTIVITIES
Tunstall Olympiad Grades 10-12
G/5
Diagramming and Logic Week!
G/5
Diagramming and Logic Week!

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2. Tuesday, November 09, 2010
A/6 - Winter Arts and Athletics Begin
Diagramming and Logic Week!

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3. Wednesday, November 10, 2010
BX/1 - Tunstall Charter Day Celebration
Diagramming and Logic Week!

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4. Thursday, November 11, 2010
FX/2
Diagramming and Logic Week!

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5. Friday, November 12, 2010
G/3
Diagramming and Logic Continued!
The Diagramming and Logic Test is now delayed until Monday, November 15
6. Monday, November 15, 2010
A
Diagramming and Logic Test!

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week ten

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Schedule

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definition of efficacy
n.
Power or capacity to produce a desired effect; effectiveness.
--------------------------------------------------------------------------------
[Latin efficcia, from efficx, efficc-, efficacious; see efficacious.]
definition of idyllic
adj.
1. Of or having the nature of an idyll.
(definition of idyll: n.
1. a. A short poem or prose piece depicting a rural or pastoral scene, usually in idealized terms.
b. A narrative poem treating an epic or romantic theme.
2. A scene or event of a simple and tranquil nature.
3. a. A carefree episode or experience: a summer idyll on the coast of France.
b. A romantic interlude.
[Latin dyllium, from Greek eidullion, diminutive of eidos, form, figure; see weid- in Indo-European roots.]
2. Simple and carefree: an idyllic vacation in a seashore cottage.
i·dylli·cal·ly adv.
definition of heterodox
adj.
1. (Christian Religious Writings / Theology) at variance with established, orthodox, or accepted doctrines or beliefs
2. holding unorthodox opinions
[from Greek heterodoxos holding another opinion, from hetero- + doxa opinion]
heterodoxy n
definition of inchoate
adj.
1. In an initial or early stage; incipient.
2. Imperfectly formed or developed: a vague, inchoate idea.
[Latin inchotus, past participle of inchore, to begin, alteration of incohre : in-, in; see in-2 + cohum, strap from yoke to harness.]


Quote of the Week: "The human race has one really effective weapon, and that is laughter." – Mark Twain

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Website of the Week: Edge

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1. Monday, November 01, 2010
F/6
Read chapters 31-34 in Adventures of Huckleberry Finn, pp.158-179 by Mark Twain
2. Tuesday, November 02, 2010
G/1
Read Chapters 35-36, pp. 180-189 in Adventures of Huckleberry Finn by Mark Twain
3. Wednesday, November 03, 2010
A/2
4:00 - 7:00 PM Tunstall Parent Conferences
Read as far as you can in Adventures of Huckleberry Finn by Mark Twain
4. Thursday, November 04, 2010
8:00 AM - 5:00 PM Tunstall Parent Conferences
No School for 10-12
Finish Adventures of Huckleberry Finn by Mark Twain
5. Friday, November 05, 2010
F/4 Short Answer Test on Adventures of Huckleberry Finn

6. Monday, November 08, 2010
1:00 PM Dismissal
1:30 - 4:30 PM Professional Development for Faculty
NO EXTRA-CURRICULAR ACTIVITIES
Tunstall Olympiad Grades 10-12
G/5
Diagramming and Logic Week!

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week nine

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Schedule

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definition of specter
n.
1. A ghostly apparition; a phantom.
2. A haunting or disturbing image or prospect: the terrible specter of nuclear war.
[French spectre, from Latin spectrum, appearance, apparition; see spectrum.]
definition of dilatory
: tending or intended to cause delay
2 : characterized by procrastination : tardy
definition of felicity
n. pl. fe·lic·i·ties
1.
a. Great happiness; bliss.
b. An instance of great happiness.
2. A cause or source of happiness.
3. a. An appropriate and pleasing manner or style: felicity of expression.
b. An instance of appropriate and pleasing manner or style.
4. Archaic Good fortune.
[Middle English felicite, from Old French felicite, from Latin flcits, from flx, flc-, fortunate; see dh(i)- in Indo-European roots.]
definition of artifact
ar·ti·fact also ar·te·fact (ärt-fkt)
n.
1. An object produced or shaped by human craft, especially a tool, weapon, or ornament of archaeological or historical interest.
2. Something viewed as a product of human conception or agency rather than an inherent element: "The very act of looking at a naked model was an artifact of male supremacy" (Philip Weiss).
3. A structure or feature not normally present but visible as a result of an external agent or action, such as one seen in a microscopic specimen after fixation, or in an image produced by radiology or electrocardiography.
4. An inaccurate observation, effect, or result, especially one resulting from the technology used in scientific investigation or from experimental error: The apparent pattern in the data was an artifact of the collection method.
-------------------------------------------------------------------------------- [Latin arte, ablative of ars, art; see art1 + factum, something made (from neuter past participle of facere, to make; see dh- in Indo-European roots).]


Quote of the Week: ""When I was younger I could remember anything, whether it happened or not." – Mark Twain

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Website of the Week: Podcast Alley

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Monday, October 25, 2010
B/2
Scarlet Letter close-reading essay due (see assignment sheet)

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week eight

definition of ghastly
1 a : terrifyingly horrible to the senses : frightening b : intensely unpleasant, disagreeable, or objectionable such a life seems ghastly in its emptiness and sterility — Aldous Huxley
2 : resembling a ghost
3 obsolete : filled with fear
4 : very great
— ghast·li·ness noun
— ghastly adverb
Examples of GHASTLY
1. You're making a ghastly mistake.
2. His room was a ghastly mess.
Origin of GHASTLY
Middle English gastly, from gasten to terrify — more at gast
First Known Use: 14th century
Related to GHASTLY
Synonyms: appalling, atrocious, awful, dreadful, frightful, horrible, grisly, gruesome (also grewsome), hideous, horrendous, horrid, horrific, horrifying, lurid, macabre, monstrous, nightmare, nightmarish, shocking, terrible, terrific

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definition of anecdote
n.
1. A short account of an interesting or humorous incident.
2. pl. an·ec·dotes or an·ec·do·ta (-dt) Secret or hitherto undivulged particulars of history or biography.
-------------------------------------------------------------------------------- [French, from Greek anekdota, unpublished items : an-, not; see a-1 + ekdota, neuter pl. of ekdotos, published (from ekdidonai, ekdo-, to publish : ek-, out; see ecto- + didonai, to give; see d- in Indo-European roots).]
definition of inexorable
adj.
Not capable of being persuaded by entreaty; relentless: an inexorable opponent; a feeling of inexorable doom. See Synonyms at inflexible.
[Latin inexrbilis : in-, not; see in-1 + exrbilis, pliant (from exrre, to prevail upon : ex-, intensive pref.; see ex- + rre, to argue).]


Quote of the Week: "I have never let my schooling interfere with my education." – Mark Twain

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Website of the Week: Lifehacker

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Monday, October 18, 2010
2:35 PM Dismissal - Faculty Meeting
A/3
Read “A Presidential Candidate” (p. 337) and “The War Prayer” (p. 339) by Mark Twain in The Pearson Custom Anthology of American Literature; also read “Good Country People” by Flannery O’Connor (p. 579)

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Tuesday, October 19, 2010
B/4
Read Chapters 1-6 in Twain's Adventures of Huckleberry Finn, pp. 1-22

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Wednesday, October 20, 2010
FX/5
Read Chapters 7-12 in Twain's Adventures of Huckleberry Finn, pp. 22-53

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Thursday, October 21, 2010
GX/6
Read Chapters 7-12 in Twain's Adventures of Huckleberry Finn, pp. 22-53

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Friday, October 22, 2010
A/1
Read Chapters 13-18 in Twain's Adventures of Huckleberry Finn, pp. 53-88

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Monday, October 25, 2010
B/2
Scarlet Letter close-reading essay due (see assignment sheet)

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week seven

Definition of wistful
1 : full of yearning or desire tinged with melancholy; also : inspiring such yearning "a wistful memoir"
2 : musingly sad : pensive "a wistful glance"
— wist·ful·ly\-fə-lē\ adverb
— wist·ful·ness noun
Examples of WISTFUL
1. She was wistful for a moment, then asked, “Do you remember the old playground?”.
2. He had a wistful look on his face.
Definition of meticulous
adj.
1. Extremely careful and precise.
2. Extremely or excessively concerned with details.
[From Latin metculsus, timid, from metus, fear.]

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Definition of solace
n.
1. Comfort in sorrow, misfortune, or distress; consolation.
2. A source of comfort or consolation.
tr.v. sol·aced, sol·ac·ing, sol·ac·es
1. To comfort, cheer, or console, as in trouble or sorrow. See Synonyms at comfort.
2. To allay or assuage: "They solaced their wretchedness, however, by duets after supper" (Jane Austen).
[Middle English solas, from Old French, from Latin slcium, from slr, to console.]


Quote of the Week: "Nobody, I think, ought to read poetry, or look at pictures or statues, who cannot find a great deal more in them than the poet or artist has actually expressed. Their highest merit is suggestiveness." – Nathaniel Hawthorne

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Website of the Week: Quizlet

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Monday, October 11, 2010
COLUMBUS DAY - NO SCHOOL

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Tuesday, October 12, 2010
A/5
The "Short Answer Test on The Scarlet Letter and everything before" is now cancelled; instead we will be in the Tunstall Computer Lab and you will have time to work on revisions or begin working on your close-reading essay for The Scarlet Letter

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Wednesday, October 13, 2010
B/6
Holocaust Museum Trip for Seniors
PSAT for Freshmen, Sophomores, and Juniors

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Thursday, October 14, 2010
F/1
The Scarlet Letter discussion

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Friday, October 15, 2010
G/2
Royster & Tunstall 1st Marking Period Ends
The Scarlet Letter film!

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week six

Definition of paragon
n.
1. A model of excellence or perfection of a kind; a peerless example: a paragon of virtue.
2. a. An unflawed diamond weighing at least 100 carats.
b. A very large spherical pearl.
3. Printing A type size of 20 points.
tr.v. par·a·goned, par·a·gon·ing, par·a·gons
1. To compare; parallel.
2. To equal; match.
[Obsolete French, from Old French, from Old Italian paragone, from paragonare, to test on a touchstone, perhaps from Greek parakonn, to sharpen : para-, alongside; see para-1 + akon, whetstone; see ak- in Indo-European roots.]
Definition of visage
n.
1. The face or facial expression of a person; countenance.
2. Appearance; aspect: the bleak visage of winter.
--------------------------------------------------------------------------------
[Middle English, from Old French, from vis, from Latin vsus, appearance, from past participle of vidre, to see; see weid- in Indo-European roots.]
Definition of schism
adj.
n.
1. A separation or division into factions.
2. a. A formal breach of union within a Christian church.
b. The offense of attempting to produce such a breach.
3. Disunion; discord.
[Middle English scisme, from Old French, from Latin schisma, schismat-, from Greek skhisma, from skhizein, to split; see skei- in Indo-European roots.]
Usage Note: The word schism, which was originally spelled scisme in English, is traditionally pronounced (szm). However, in the 16th century the word was respelled with an initial sch in order to conform to its Latin and Greek forms. From this spelling arose the pronunciation (skzm). Long regarded as incorrect, it became so common in both British and American English that it gained acceptability as a standard variant. Evidence indicates, however, that it is now the preferred pronunciation, at least in American English. In a recent survey 61 percent of the Usage Panel indicated that they use (skzm), while 31 percent said they use (szm). A smaller number, 8 percent, preferred a third pronunciation, (shzm).

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Quote of the Week:
“The founders of a new colony, whatever Utopia of human virtue and happiness they might originally project, have invariably recognized it among their earliest practical necessities to allot a portion of the virgin soil as a cemetery, and another portion as the site of a prison.”
– Nathaniel Hawthorne

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Website of the Week: The College Board

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Monday, October 04, 2010
G/6
Read chapters 12-14, pp. in 101-120 in The Scarlet Letter by Nathaniel Hawthorne

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Tuesday, October 05, 2010
A/1
Read chapters 15-17, pp. 120-136 in The Scarlet Letter by Nathaniel Hawthorne

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Wednesday, October 06, 2010
BX/2
Read chapters 18-20, pp. 136-154 in The Scarlet Letter by Nathaniel Hawthorne; Open-book, open-note Reading Test on The Scarlet Letter

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Thursday, October 07, 2010
FX/3
Read chapters 18-20, pp. 136-154 in The Scarlet Letter by Nathaniel Hawthorne; Open-book, open-note Reading Test on The Scarlet Letter

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Friday, October 08, 2010
G/4
Finish The Scarlet Letter by Nathaniel Hawthorne

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Monday, October 11, 2010
COLUMBUS DAY - NO SCHOOL

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Tuesday, October 12, 2010
A/5
The "Short Answer Test on The Scarlet Letter and everything before" is now cancelled; instead we will be in the Tunstall Computer Lab and you will have time to work on revisions or begin working on your close-reading essay for The Scarlet Letter

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Wednesday, October 13, 2010
B/6
Holocaust Museum Trip for Seniors
PSAT for Freshmen, Sophomores, and Juniors

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Thursday, October 14, 2010
F/1
The Scarlet Letter discussion

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Friday, October 15, 2010
G/2
Royster & Tunstall 1st Marking Period Ends
The Scarlet Letter film!

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week five

Definition of harrowing
adj.
Extremely distressing; agonizing: a harrowing experience.

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Quote of the Week: "David, sometimes you act like you have a mind of your own!" - Tommie Lou Kidd

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Website of the Week: The Birmingham Public Library / The Linn-Hinley Research Library

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Monday, September 27, 2010
F/1
Read Chapters 1-2 in The Scarlet Letter by Nathaniel Hawthorne

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Tuesday, September 28, 2010
Class Pictures Grades 9-11
G/2
Read Chapters 3-6 in The Scarlet Letter by Nathaniel Hawthorne

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Wednesday, September 29, 2010
AX/3
Read Chapters 7-9 in The Scarlet Letter by Nathaniel Hawthorne

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Thursday, September 30, 2010
BX/4
Read Chapters 7-9 in The Scarlet Letter by Nathaniel Hawthorne

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Friday, October 01, 2010
F/5
Read chapters 10-11, pp. in The Scarlet Letter by Nathaniel Hawthorne

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week four

Definition of embellish
em·bel·lish (m-blsh)
tr.v. em·bel·lished, em·bel·lish·ing, em·bel·lish·es
1. To make beautiful, as by ornamentation; decorate.
2. To add ornamental or fictitious details to: a fanciful account that embellishes the true story.
[Middle English embelishen, from Old French embellir, embelliss- : en-, causative pref.; see en-1 + bel, beautiful (from Latin bellus; see deu-2 in Indo-European roots).]

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Quote of the Week: "No man for any considerable period can wear one face to himself and another to the multitude, without finally getting bewildered as to which may be the true. " - Nathaniel Hawthorne

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Website of the Week: TED Talks

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Monday, September 27, 2010
F/1
Read Chapters 1-2 in The Scarlet Letter by Nathaniel Hawthorne

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Tuesday, September 28, 2010
Class Pictures Grades 9-11
G/2
Read Chapters 3-6 in The Scarlet Letter by Nathaniel Hawthorne

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Wednesday, September 29, 2010
AX/3
Read Chapters 7-9 in The Scarlet Letter by Nathaniel Hawthorne

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Thursday, September 30, 2010
BX/4
Read Chapters 7-9 in The Scarlet Letter by Nathaniel Hawthorne

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Friday, October 01, 2010
F/5
Read chapters 10-11, pp. in The Scarlet Letter by Nathaniel Hawthorne

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week three

Definition of surmise
v. sur·mised, sur·mis·ing, sur·mis·es
v.tr.
To infer (something) without sufficiently conclusive evidence.
v.intr.
To make a guess or conjecture.
n.
An idea or opinion based on insufficiently conclusive evidence; a conjecture. [Middle English surmisen, to accuse, from Old French surmise, feminine past participle of surmettre : sur-, sur- + mettre, to put (from Latin mittere).]

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Quote of the Week: "No man for any considerable period can wear one face to himself and another to the multitude, without finally getting bewildered as to which may be the true. " - Nathaniel Hawthorne

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Website of the Week: TED Talks

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Monday, September 20, 2010
B/2
College Workshop for Juniors
Faculty Meeting
Interim Comments Due

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Tuesday, September 21, 2010
F/3
Read "The Fall of the House of Usher" by Edgar Allen Poe, p. 155 in The Pearson Custom Anthology of American Literature

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Wednesday, September 22, 2010
GX/4
Read “Walking” by Henry David Thoreau, p. 181 in The Pearson Custom Anthology of American Literature; we’ll read in class from “Self-Reliance” by Ralph Waldo Emerson, p. 62

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Thursday, September 23, 2010
Advisee Meetings
AX/5
Read “Walking” by Henry David Thoreau, p. in The Pearson Custom Anthology of American Literature; in class read “Self-Reliance” by Ralph Waldo Emerson

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Friday, September 24, 2010
B/6
SAT Diagnostic (Writing)

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week two

Definition of ostentatious
finition of OSTENTATIOUS
: marked by or fond of conspicuous or vainglorious and sometimes pretentious display
— os·ten·ta·tious·ly adverb
— os·ten·ta·tious·ness noun
Examples of OSTENTATIOUS
1. an ostentatious display of knowledge
2.

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Definition of laconic
adj.
Using or marked by the use of few words; terse or concise. See Synonyms at silent.
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[Latin Lacnicus, Spartan, from Greek Laknikos, from Lakn, a Spartan (from the reputation of the Spartans for brevity of speech).]
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la·coni·cal·ly adv.
Word History: The study of the classics allows one to understand the history of the term laconic, which comes to us via Latin from Greek Laknikos. The English word is first recorded in 1583 with the sense "of or relating to Laconia or its inhabitants." Laknikos is derived from Lakn, "a Laconian, a person from Lacedaemon," the name for the region of Greece of which Sparta was the capital. The Spartans, noted for being warlike and disciplined, were also known for the brevity of their speech, and it is this quality that English writers still denote by the use of the adjective laconic, which is first found in this sense in 1589.

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Definition of Stentorian
adj.
Extremely loud: a stentorian voice. See Synonyms at loud.
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[After Stentor, a loud-voiced Greek herald in the Iliad.]

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Definition of FETTER
noun
1: a chain or shackle for the feet
2: something that confines: restraint
transitive verb
vt
Definition of FETTER
1: to put fetters on: shackle 2: to restrain from motion, action, or progress

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Quote of the Week: "It contributes greatly towards a man's moral and intellectual health, to be brought into habits of companionship with individuals unlike himself, who care little for his pursuits, and whose sphere and abilities he must go out of himself to appreciate." - Nathaniel Hawthorne

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Website of the Week: Grammar Girl

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ex·tol also ex·toll (k-stl)
tr.v. ex·tolled also ex·tolled, ex·tol·ling also ex·toll·ing, ex·tols also ex·tolls
To praise highly; exalt. See Synonyms at praise.
[Middle English extollen, from Latin extollere, to lift up, praise : ex-, up from; see ex- + tollere, to lift; see tel- in Indo-European roots.]

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Monday, September 13, 2010
A/3 – SAT Diagnostic – Reading (not a counting grade)

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Tuesday, September 14, 2010
7:00 PM Tunstall Upper School Parents' Night
B/4
Quiz on literary terms (see class handout); In-class reading aloud "Young Goodman Brown" by Nathaniel Hawthorne, p. 99 in The Pearson Custom Anthology of American Literature

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Wednesday, September 15, 2010
FX/5 – Finish “Young Goodman Brown”; Read in The Pearson Custom Anthology of American Literature "To a Waterfowl" by William Cullen Bryant, p. 55 and "The Raven" by Edgar Allen Poe, p. 135 2. Read "Owls" by Mary Oliver; write out an outline of how you would answer the AP question on the handout

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Thursday, September 16, 2010
GX/6
Finish “Young Goodman Brown”; Read in The Pearson Custom Anthology of American Literature "To a Waterfowl" by William Cullen Bryant, p. 55 and "The Raven" by Edgar Allen Poe, p. 135 2. Read "Owls" by Mary Oliver; write out an outline of how you would answer the AP question on the handout

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Friday, September 17, 2010
A/1
Quiz on high-frequency vocabulary in The Scarlet Letter (see class handout)