Mr. Kidd's Blog

semester two: week twenty and beyond!

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This photo is a stack of the essays, revisions, and credos Form V English students have done this year! What an achievement these scholars have made. I seriously want to thank each and every one of you for a great year of struggling with and several times actually mastering the art of writing well. Thanks to Nathan, Emily, Edgar, and Aidan for posing.

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Word of the Day:
dictionary.com

Quote of the Week: "An author ought to write for the youth of his own generation, the critics of the next, and the schoolmaster of ever afterwards." - F. Scott Fitzgerald

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Website of the Week: Open Yale Courses

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Form V English:

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May 13-May 17

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1.Tunstall Lab Writing Day!
2.Quiz on chapter 8 and everything before in The Great Gatsby
3.Tunstall Lab Writing Day II!
4.Quiz on chapter 9 and everything before in The Great Gatsby
5.Tunstall Lab Writing Day III!

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Philosophical Literature

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May 13-17
1.
2.Work on any revisions; read Rorty, Kafka, etc.
3.Work on any revisions; read Rorty, Kafka, etc.
4.Work on any revisions; read Rorty, Kafka, etc.
5. Exam Review for those who qualify!

semester two: week nineteen

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Word of the Day:
histeria
effusive
extemporaneous
laconic

Quote of the Week: "The test of a first-rate intelligence is the ability to hold two opposed ideas in mind at the same time and still retain the ability to function." - F. Scott Fitzgerald

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Website of the Week: EdX

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Form V English:

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May 7 to May May 10
1. Credo and Trilogy writing day! Livejournal #7 due (laptops in 537!)
2. Read Chapter 4 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
3.Read Chapter 5 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
4.Read Chapter 6 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
5.Read Chapter 7 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy

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May 13-May 17

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1.Tunstall Lab Writing Day!
2.Quiz on chapter 8 and everything before in The Great Gatsby
3.Tunstall Lab Writing Day II!
4.Quiz on chapter 9 and everything before in The Great Gatsby
5.Tunstall Lab Writing Day III!

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Philosophical Literature

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May 7 to May 10
1.Read ""The Judgment" by Franz Kafka (handout)
2.Write a paragraph interpretation of "The Judgment" by Franz Kafka
3. Read "In the Penal Colony by Franz Kafka (handout)
4.Write a paragraph interpretation of "In the Penal Colony" by Franz Kafka
5.Read "A Report to an Academy" by Franz Kafka (handout)

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May 13-17
1.
2.Work on any revisions; read Rorty, Kafka, etc.
3.Work on any revisions; read Rorty, Kafka, etc.
4.Work on any revisions; read Rorty, Kafka, etc.
5. Exam Review for those who qualify!

semester two: week eighteen

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Word of the Day:
Fealty
retribution
convene

Quote of the Week: "Hulk, SMASH!" - the Incredible Hulk

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Website of the Week: Avengers!
Form V English:

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April 30 to May 4
1. Reading! Livejournal #6 due!
2. Make Final Credo and Trilogy Choices; Read Chapter 1 of The Great Gatsby by F. Scott Fitzgerald
3./4. Read Chapter 2 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
5.Read Chapter 3 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy

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May 7 to May May 10
1. Credo and Trilogy writing day! Livejournal #7 due (laptops in 537!)
2. Read Chapter 4 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
3.Read Chapter 5 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
4.Read Chapter 6 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
5.Read Chapter 7 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy

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Form VI English: Philosophical Literature:
1. Read in White Noise by Don DeLillo, pp. 257-271
2. Read in White Noise by Don DeLillo, pp. 272-295
3./4. Finish White Noise by Don DeLillo
5. Essay Due!

May 7 to May 10
1.Read ""The Judgment" by Franz Kafka (handout)
2.Write a paragraph interpretation of "The Judgment" by Franz Kafka
3. Read "In the Penal Colony by Franz Kafka (handout)
4.Write a paragraph interpretation of "In the Penal Colony" by Franz Kafka
5.Read "A Report to an Academy" by Franz Kafka (handout)

semester two: week seventeen

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Renaissance Reading Information!
Word of the Day:
farce
mimesis
synecdoche
catafalque

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Quote of the Week: "American writers ought to stand and live in the margins, and be more dangerous." - Don DeLillo

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Website of the Week: Coursera

Form V English:

April 23-27:
1. Livejournal #5 due; Renaissance Reading Day!
2. Work on As I Lay Dying essay; also work on Credo/Trilogy
3./4. Work on As I Lay Dying essay; also work on Credo/Trilogy
5. As I Lay Dying essay due!

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April 30 to May 4
1. Reading! Livejournal #6 due!
2. Make Final Credo and Trilogy Choices; Read Chapter 1 of The Great Gatsby by F. Scott Fitzgerald
3./4. Read Chapter 2 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy
5.Read Chapter 3 of The Great Gatsby by F. Scott Fitzgerald; work on Credo and Trilogy

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Form VI English: Philosophical Literature:
1. White Noise discussion continuted
2.Read pp. 163-189 in White Noise by Don DeLillo
3./4. Read in White Noise pp. 189-219
5.Read in White Noise pp. 220-256

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1. Read in White Noise by Don DeLillo, pp. 257-271
2. Read in White Noise by Don DeLillo, pp. 272-295
3./4. Finish White Noise by Don DeLillo
5. Essay Due!

semester two: week sixteen

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Renaissance Reading Information!
Words of the Week: Words About Book Lovers

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Quote of the Week: "A book should serve as the ax for the frozen sea within us." - Franz Kafka

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Website of the Week: Slate

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Form V English:

1. Livejournal #4 due; Renaissance Reading Day! Also, reread the Credo/Trilogy Assignment Sheet
2. Read to p. 217 in As I Lay Dying by William Faulkner; in class: the final Wordmasters!
3./4.Read to p. 240 in As I Lay Dying by William Faulkner
5. Finish As I Lay Dying by William Faulkner

April 23-27:
1. Livejournal #5 due; Renaissance Reading Day!
2. Work on As I Lay Dying essay; also work on Credo/Trilogy
3./4. Work on As I Lay Dying essay; also work on Credo/Trilogy
5. As I Lay Dying essay due!

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Form VI English: Philosophical Literature:
1. Read to p. 53 in White Noise by Don DeLillo
2. Read pp. 85-105 in White Noiseby Don DeLillo
3./4.Read pp. 105-163 in White Noiseby Don DeLillo
5.Read pp. 163-189 in White Noiseby Don DeLillo

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.

semester two: week fifteen

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Renaissance Reading Information!
Words of the Week: Words borrowed from languages that are now extinct

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Quote of the Week: "Talking much about oneself can also be a means to conceal oneself." - Friedrich Nietzsche

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Website of the Week: Stackexchange

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Form V English:
1. Holiday
2. Livejournal #3 due: Renaissance Reading Day!
3. Read to p. 119 in As I Lay Dying by William Faulkner
4. Read to p. 149 in As I Lay Dying by William Faulkner
5. Read to p. 176 in As I Lay Dying by William Faulkner

Next Week:
1. Livejournal #4 due: Renaissance Reading Day! Also, reread the Credo/Trilogy Assignment Sheet
2. Read to p. 217 in As I Lay Dying by William Faulkner
3./4.Read to p. 240 in As I Lay Dying by William Faulkner
5. Finish As I Lay Dying by William Faulkner

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Form VI English: Philosophical Literature:

1. Holiday
2. (no reading assigned) Discussion of end of The Stranger
3. Read "The Myth of Sisyphus" by Albert Camus
4. Read Nietzsche passage about "eternal recurrence" and Kafka excerpt "Before the Law"
5. Read "A Supermarket in California" by Allen Ginsberg; Bring White Noise to class

Next Week:
1. Read to p. 53 in White Noise by Don DeLillo
2. Read pp. 85-105 in White Noiseby Don DeLillo
3./4.Read pp. 105-163 in White Noiseby Don DeLillo
5.Read pp. 163-189 in White Noiseby Don DeLillo

semester two: week fourteen

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Renaissance Reading Information!
Words of the Week:
Words With Hidden Animals

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Quote of the Week: "And so why should not their religion drive them to crucifixion of themselves and one another?" - William Faulkner, Light in August

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Website of the Week: Philosophy Bites

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Form V English:
1.Read the next four narratives in As I Lay Dying and underline three important passages; In class: Outside Reading Day
2. Livejournal #2 due! (see Livejournal assignment sheet posted below senior English. Also, the assignment sheet for Livejournal questions is saved in the "Kidd" folder on the S drive.)
3.Read the next four narratives in As I Lay Dying and underline three important passages
4. Read the next four narratives in As I Lay Dying and underline three important passages
5. Good, Friday!

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Form VI English: Philosophical Literature:
1. Write a 500-word (minimum) response to one of the 15 discussion questions in the back of your text of The Reluctant Fundamentalist; questions #4, 6, 7, 9, 10, and 14 are especially amenable to an essay; other questions may give you too little with which to work

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2.Read chapters 1 and 2 of part two of The Stranger by Albert Camus
3.Read chapters 3 and 4 of part two of The Stranger by Albert Camus
4.Finish The Strangerby Albert Camus
5. Good, Friday!

Form V English Livejournal Questions:
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. Each week 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. Another way to think of these is to see them as mini-essays that prepare you to write your credo. Since many of these questions are based on college application essays, this assignment also prepares you to write those essays next fall.

You should post all of your letters on your Livejournal page. There will be some class time devoted to reading these letters aloud, and we will post responses to each other’s 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. Tuesday, March 27
2. Monday, April 2
3. Tuesday, April 10
4. Monday, April 16
5. Monday, April 23
6. Monday, April 30
7. Monday, May 7
8. Monday, May 14

TWO of your livejournal entries MUST be from the common application.
https://www.commonapp.org/CommonApp/default.aspx

from the Common Application instructions:
Please write an essay of 250-500 words on a topic of your choice or on one of the options listed below, and attach it to your application before submission. Please indicate your topic by checking the appropriate box. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. NOTE: Your Common Application essay should be the same for all colleges. Do not customize it in any way for your individual colleges. Colleges that want customized essay responses will ask for them on a supplement form.
1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
2. Discuss some issue of personal, local, national, or international concern and its importance to you.
3. Indicate a person who has had a significant influence on you, and describe that influence.
4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated the importance of diversity to you.
6. Topic of your choice.

Livejournal Questions:
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/contrast that with a learning experience that was much easier.
17. Are your morals absolute or relative?
18. What responsibilities does a friend have? What are the limits to friendship?
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. [From the UVA application] “Look out your window. Tell us what you see.”
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 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?
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? How did you arrive at having those convictions?
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 the work you do add meaning to your life and the lives of others, or will it just be for money?
42. What would your perfect life be in 20 years?
43. [From the UVA application] What is your favorite word and why?
44. What makes you achieve something?
45. What figure from history do you most admire or resemble?
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?

Scoring Rubric
20
As rough drafts, these entries represent the best kind of writing that students do for the letter 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.

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.

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.

15 and below
Entries in this category simply need a much better focus and much more work.

semester two: week thirteen

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Renaissance Reading Information!
Words of the Week:
"New" Words

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Quote of the Week: "I dont hate it he thought, panting in the cold air, the iron New England dark: I dont. I dont! I dont hate it! I dont hate it!"
- William Faulkner, Absalom, Absalom! - William Faulkner

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Website of the Week: This I Believe

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Form V English:
1.Read the next four narratives in As I Lay Dying and underline three important passages; In class: Outside Reading Day
2. Livejournal #1 due! (see Livejournal assignment sheet posted below senior English. Also, the assignment sheet for Livejournal questions is saved in the "Kidd" folder on the S drive.)
3./4. Read the next four narratives in As I Lay Dying and underline three important passages
5. Fine Arts Day!

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Form VI English: Philosophical Literature:
1. Read chapters 1-3 in The Stranger by Albert Camus
2. Read chapters 4-5 in The Stranger by Albert Camus
3./4. Finish Part one of The Stranger by Albert Camus
5. Fine Arts Day!
6. Write a 500-word (minimum) response to one of the 15 discussion questions in the back of your text of The Reluctant Fundamentalist; questions #4, 6, 7, 9, 10, and 14 are especially amenable to an essay; other questions may give you too little with which to work

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Form V English Livejournal Questions:
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. Each week 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. Another way to think of these is to see them as mini-essays that prepare you to write your credo. Since many of these questions are based on college application essays, this assignment also prepares you to write those essays next fall.

You should post all of your letters on your Livejournal page. There will be some class time devoted to reading these letters aloud, and we will post responses to each other’s 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. Tuesday, March 27
2. Monday, April 2
3. Tuesday, April 10
4. Monday, April 16
5. Monday, April 23
6. Monday, April 30
7. Monday, May 7
8. Monday, May 14

TWO of your livejournal entries MUST be from the common application.
https://www.commonapp.org/CommonApp/default.aspx

from the Common Application instructions:
Please write an essay of 250-500 words on a topic of your choice or on one of the options listed below, and attach it to your application before submission. Please indicate your topic by checking the appropriate box. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. NOTE: Your Common Application essay should be the same for all colleges. Do not customize it in any way for your individual colleges. Colleges that want customized essay responses will ask for them on a supplement form.
1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
2. Discuss some issue of personal, local, national, or international concern and its importance to you.
3. Indicate a person who has had a significant influence on you, and describe that influence.
4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated the importance of diversity to you.
6. Topic of your choice.

Livejournal Questions:
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/contrast that with a learning experience that was much easier.
17. Are your morals absolute or relative?
18. What responsibilities does a friend have? What are the limits to friendship?
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. [From the UVA application] “Look out your window. Tell us what you see.”
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 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?
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? How did you arrive at having those convictions?
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 the work you do add meaning to your life and the lives of others, or will it just be for money?
42. What would your perfect life be in 20 years?
43. [From the UVA application] What is your favorite word and why?
44. What makes you achieve something?
45. What figure from history do you most admire or resemble?
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?

Scoring Rubric
20
As rough drafts, these entries represent the best kind of writing that students do for the letter 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.

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.

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.

15 and below
Entries in this category simply need a much better focus and much more work.

semester two: week twelve

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Words of the Week:
Toponyms!

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Quote of the Week: "“The past is never dead. It's not even past.” - William Faulkner

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Website of the Week: This I Believe

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Form V English:
1.Read the next four narratives in As I Lay Dying and underline three important passages; In class: Outside Reading Day
2. Livejournal #1 due! (see Livejournal assignment sheet posted below senior English. Also, the assignment sheet for Livejournal questions is saved in the "Kidd" folder on the S drive.)
3./4. Read the next four narratives in As I Lay Dying and underline three important passages
5. Fine Arts Day!

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Form VI English: Philosophical Literature:
1. Read chapters 1-3 in The Stranger by Albert Camus
2. Read chapters 4-5 in The Stranger by Albert Camus
3./4. Finish Part one of The Stranger by Albert Camus
5. Fine Arts Day!
6. Write a 500-word (minimum) response to one of the 15 discussion questions in the back of your text of The Reluctant Fundamentalist; questions #4, 6, 7, 9, 10, and 14 are especially amenable to an essay; other questions may give you too little with which to work

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Form V English Livejournal Questions:
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. Each week 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. Another way to think of these is to see them as mini-essays that prepare you to write your credo. Since many of these questions are based on college application essays, this assignment also prepares you to write those essays next fall.

You should post all of your letters on your Livejournal page. There will be some class time devoted to reading these letters aloud, and we will post responses to each other’s 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. Tuesday, March 27
2. Monday, April 2
3. Tuesday, April 10
4. Monday, April 16
5. Monday, April 23
6. Monday, April 30
7. Monday, May 7
8. Monday, May 14

TWO of your livejournal entries MUST be from the common application.
https://www.commonapp.org/CommonApp/default.aspx

from the Common Application instructions:
Please write an essay of 250-500 words on a topic of your choice or on one of the options listed below, and attach it to your application before submission. Please indicate your topic by checking the appropriate box. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. NOTE: Your Common Application essay should be the same for all colleges. Do not customize it in any way for your individual colleges. Colleges that want customized essay responses will ask for them on a supplement form.
1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
2. Discuss some issue of personal, local, national, or international concern and its importance to you.
3. Indicate a person who has had a significant influence on you, and describe that influence.
4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated the importance of diversity to you.
6. Topic of your choice.

Livejournal Questions:
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/contrast that with a learning experience that was much easier.
17. Are your morals absolute or relative?
18. What responsibilities does a friend have? What are the limits to friendship?
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. [From the UVA application] “Look out your window. Tell us what you see.”
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 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?
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? How did you arrive at having those convictions?
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 the work you do add meaning to your life and the lives of others, or will it just be for money?
42. What would your perfect life be in 20 years?
43. [From the UVA application] What is your favorite word and why?
44. What makes you achieve something?
45. What figure from history do you most admire or resemble?
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?

Scoring Rubric
20
As rough drafts, these entries represent the best kind of writing that students do for the letter 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.

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.

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.

15 and below
Entries in this category simply need a much better focus and much more work.

semester two: week eleven

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Words of the Week:
Toponyms!

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Quote of the Week: "“The past is never dead. It's not even past.” - William Faulkner

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Website of the Week:

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Form V English:
1.Outside Reading Day
2. Read the first four narratives in As I Lay Dying by William Faulkner and underline three passages that seem important to you.
3./4. Read the next four narratives in in As I Lay Dying by William Faulkner and underline three passages that seem important to you; Work on Livejournal writing! In class: X lab for continued work on your livejournal writing
5. Read the next four narratives in in As I Lay Dying by William Faulkner and underline three passages that seem important to you

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Form VI English: Philosophical Literature:
1. Read pp. 62-92 in The Reluctant Fundamentalist
2. Read pp. 93-122 in The Reluctant Fundamentalist
3./4. Read pp. 123-154 in The Reluctant Fundamentalist
5. Finish The Reluctant Fundamentalist

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semester two: week ten

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Words of the Week:
Fool's Errand

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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

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Website of the Week: School in The Box

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Form V English:
1. Return from break – introduction to Road Scholar; Poetry Test on our block; All week: work on revisions
2. Bring William Faulkner’s As I Lay Dying to class; Road Scholar continued; Poetry Test on our block
3./4. Poetry Test – Tunstall lab (check)
5. Bring William Faulkner’s As I Lay Dying to class; Road Scholar continued; All revisions due by 2:35

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Form V English
In-class, open-book, open-note Poetry Test
Wednesday/Thursday, March 14 or 15; entire block
Tunstall Computer Laboratory

For the purposes of this test, you should consider the following 50 poems our subject matter:

"A Pact" by Ezra Pound p. 434
"A Supermarket in California" by Allen Ginsberg p. 532
"After Apple Picking" by Robert Frost p. 401
"After the Dinner Party" by Robert Penn Warren p. 635
"Annabel Lee" by E. A. Poe (on web)
"anyone lived in …" e e cummings p.352
"Birches" by Robert Frost p. 403
"Chicago" by Carl Sandburg p. 435
"Child" by Sylvia Plath p. 615
"Daddy" by Sylvia Plath p.607
"Desert Places" by Robert Frost p. 405
"Fever 103" by Sylvia Plath p. 610
"Fire and Ice" by Robert Frost p. 406
"Harlem" (2) by Langston Hughes p. 638
"Heaven" Cathy Song 632
"I shall forget you presently, my dear" by E. S. V. Millay p. 415
"I will put chaos into 14 lines" by ESVM p. 418
"I, Too" by Langston Hughes p. 412
"In a Station of the Metro" by Ezra Pound p. 433
"In the Waiting Room" by Elizabeth Bishop p. 483
"Kitchenette Building" by Gwendolyn Brooks p. 489
"Lady Lazarus" by Sylvia Plath p. 612
"Living in Sin" by Adrienne Rich p. 619
"Mending Wall" by Robert Frost p. 399
"My Papa's Waltz" by Robert Hayden p. 620
"next to of course god america I" by e e cummings p. 355
"Nothing Gold Can Stay" by Robert Frost p. 407
"o sweet spontaneous" e e cummings p. 356
"Of Mere Being" by Wallace Stevens p. 444
"oh, oh you will be sorry" ESVM p. 417
"One Art" by Elizabeth Bishop p. 486
"Out, out" by Robert Frost p. 408
"pity this busy monster" by e e cummings p. 357
"See No Evil" by Billy Collins (web)
"Sestina" by Elizabeth Bishop p. 487
"since feeling is first" by e e cummings p. 358
"Stopping by Woods" by Robert Frost p. 411
"Sunday Morning" by Wallace Stevens p. 445
"The Death of the BTG" by Randall Jarrell p. 535
"The Fish" by Elizabeth Bishop p. 480
"The Hollow Men" by T. S. Eliot p. 365
"The Love Song of JA Prufrock" by T. S. Eliot p. 360
"The Negro Speaks of Rivers" by Langston Hughes p. 413
"The Red Wheelbarrow" by W. C. Williams p. 451
"The Road Not Taken" by Robert Frost p. 410
"The Snow Man" by Wallace Stevens p. 440
"The Young Housewife" by William Carlos Williams p. 450
"Thirteen Ways of Looking at a Blackbird" by Wallace Stevens p. 437
"Those Winter Sundays" by Robert Earl Hayden p. 534
"We Real Cool" by Gwendolyn Brooks p. 490

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.

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.

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.

3. Using your knowledge of Frost’s poetry, write a letter from Robert Frost to Wallace Stevens where you articulate what Frost would like and dislike about Stevens’s poetry and what Frost might recommend that Stevens do with future writings.

4. Find a total of four (4) similes and/or metaphors from these poems and analyze the nature and use of those poetic devices. 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? What

5. What three poems define the nature of how poetry works as an art form? Articulate what the three poems you have chosen teach readers about how to understand and interpret poetry.

6. Devise a system that classifies at least 25 of these poems, and explain your categorization and organization. What does your system offer as its theory of how we should understand poems?

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.

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.

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

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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Form VI English: Philosophical Literature:
1. Return from break – introduction to The Reluctant Fundamentalist
2. Read pp. 1-30 in The Reluctant Fundamentalist
3./4. Read pp. 31-61 in The Reluctant Fundamentalist; in class: special guest – Nadia Islam
5. Read pp. 62-92 in The Reluctant Fundamentalist

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semester two: week nine

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Words of the Week:
predestinarianism

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Quote of the Week: "America makes prodigious mistakes, America has colossal faults, but one thing cannot be denied: America is always on the move. She may be going to Hell, of course, but at least she isn't standing still." - Edward Estlin Cummings

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Website of the Week: The Worst Items from the SkyMall Catalogue

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1.-5. All week we will work on poems not yet taught in preparation for our poetry test the week after spring break! I will review everything you need to know for the Advanced Placement Exam in English Language and Composition as well.

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Form V English
In-class, open-book, open-note Poetry Test
Wednesday/Thursday, March 14 or 15; entire block
Tunstall Computer Laboratory

For the purposes of this test, you should consider the following 50 poems our subject matter:

"A Pact" by Ezra Pound p. 434
"A Supermarket in California" by Allen Ginsberg p. 532
"After Apple Picking" by Robert Frost p. 401
"After the Dinner Party" by Robert Penn Warren p. 635
"Annabel Lee" by E. A. Poe (on web)
"anyone lived in …" e e cummings p.352
"Birches" by Robert Frost p. 403
"Chicago" by Carl Sandburg p. 435
"Child" by Sylvia Plath p. 615
"Daddy" by Sylvia Plath p.607
"Desert Places" by Robert Frost p. 405
"Fever 103" by Sylvia Plath p. 610
"Fire and Ice" by Robert Frost p. 406
"Harlem" (2) by Langston Hughes p. 638
"Heaven" Cathy Song 632
"I shall forget you presently, my dear" by E. S. V. Millay p. 415
"I will put chaos into 14 lines" by ESVM p. 418
"I, Too" by Langston Hughes p. 412
"In a Station of the Metro" by Ezra Pound p. 433
"In the Waiting Room" by Elizabeth Bishop p. 483
"Kitchenette Building" by Gwendolyn Brooks p. 489
"Lady Lazarus" by Sylvia Plath p. 612
"Living in Sin" by Adrienne Rich p. 619
"Mending Wall" by Robert Frost p. 399
"My Papa's Waltz" by Robert Hayden p. 620
"next to of course god america I" by e e cummings p. 355
"Nothing Gold Can Stay" by Robert Frost p. 407
"o sweet spontaneous" e e cummings p. 356
"Of Mere Being" by Wallace Stevens p. 444
"oh, oh you will be sorry" ESVM p. 417
"One Art" by Elizabeth Bishop p. 486
"Out, out" by Robert Frost p. 408
"pity this busy monster" by e e cummings p. 357
"See No Evil" by Billy Collins (web)
"Sestina" by Elizabeth Bishop p. 487
"since feeling is first" by e e cummings p. 358
"Stopping by Woods" by Robert Frost p. 411
"Sunday Morning" by Wallace Stevens p. 445
"The Death of the BTG" by Randall Jarrell p. 535
"The Fish" by Elizabeth Bishop p. 480
"The Hollow Men" by T. S. Eliot p. 365
"The Love Song of JA Prufrock" by T. S. Eliot p. 360
"The Negro Speaks of Rivers" by Langston Hughes p. 413
"The Red Wheelbarrow" by W. C. Williams p. 451
"The Road Not Taken" by Robert Frost p. 410
"The Snow Man" by Wallace Stevens p. 440
"The Young Housewife" by William Carlos Williams p. 450
"Thirteen Ways of Looking at a Blackbird" by Wallace Stevens p. 437
"Those Winter Sundays" by Robert Earl Hayden p. 534
"We Real Cool" by Gwendolyn Brooks p. 490

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.

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.

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.

3. Using your knowledge of Frost’s poetry, write a letter from Robert Frost to Wallace Stevens where you articulate what Frost would like and dislike about Stevens’s poetry and what Frost might recommend that Stevens do with future writings.

4. Find a total of four (4) similes and/or metaphors from these poems and analyze the nature and use of those poetic devices. 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? What

5. What three poems define the nature of how poetry works as an art form? Articulate what the three poems you have chosen teach readers about how to understand and interpret poetry.

6. Devise a system that classifies at least 25 of these poems, and explain your categorization and organization. What does your system offer as its theory of how we should understand poems?

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.

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.

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

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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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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Reading Schedule for William Shakespeare's Hamlet
Due on 2/9: Act I sc 3 and 4
2/10 Act I Sc 5; Act II, Sc 1
2/13 Act II Sc 2
2/14 Act III Sc 1
2/15 Act III Sc 2 + 3
2/17 Act III Sc 4
2/21 Act IV Sc 1-5
2/22 Act IV Sc 6+7
2/23 Act V Sc 1
2/24 Finish

2/27 Hamlet review and discussion
2/28 Hamlet review and discussion
3/1 test on William Shakespeare's Hamlet: quotation identification (speaker, occasion, audience, purpose) and short answer relating quotes to philosophical quotations. Closed-book, in-class.

semester two: week eight

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Words of the Week:
Hircine

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Quote of the Week: "I took a deep breath and listened to the old bray of my heart. I am. I am. I am." - Sylvia Plath

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Website of the Week: Words of the Year from Huffington Post

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Form V English: American Literature

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Form V English
In-class, open-book, open-note Poetry Test
Wednesday/Thursday, March 14 or 15; entire block
Tunstall Computer Laboratory

For the purposes of this test, you should consider the following 50 poems our subject matter:

"A Pact" by Ezra Pound p. 434
"A Supermarket in California" by Allen Ginsberg p. 532
"After Apple Picking" by Robert Frost p. 401
"After the Dinner Party" by Robert Penn Warren p. 635
"Annabel Lee" by E. A. Poe (on web)
"anyone lived in …" e e cummings p.352
"Birches" by Robert Frost p. 403
"Chicago" by Carl Sandburg p. 435
"Child" by Sylvia Plath p. 615
"Daddy" by Sylvia Plath p.607
"Desert Places" by Robert Frost p. 405
"Fever 103" by Sylvia Plath p. 610
"Fire and Ice" by Robert Frost p. 406
"Harlem" (2) by Langston Hughes p. 638
"Heaven" Cathy Song 632
"I shall forget you presently, my dear" by E. S. V. Millay p. 415
"I will put chaos into 14 lines" by ESVM p. 418
"I, Too" by Langston Hughes p. 412
"In a Station of the Metro" by Ezra Pound p. 433
"In the Waiting Room" by Elizabeth Bishop p. 483
"Kitchenette Building" by Gwendolyn Brooks p. 489
"Lady Lazarus" by Sylvia Plath p. 612
"Living in Sin" by Adrienne Rich p. 619
"Mending Wall" by Robert Frost p. 399
"My Papa's Waltz" by Robert Hayden p. 620
"next to of course god america I" by e e cummings p. 355
"Nothing Gold Can Stay" by Robert Frost p. 407
"o sweet spontaneous" e e cummings p. 356
"Of Mere Being" by Wallace Stevens p. 444
"oh, oh you will be sorry" ESVM p. 417
"One Art" by Elizabeth Bishop p. 486
"Out, out" by Robert Frost p. 408
"pity this busy monster" by e e cummings p. 357
"See No Evil" by Billy Collins (web)
"Sestina" by Elizabeth Bishop p. 487
"since feeling is first" by e e cummings p. 358
"Stopping by Woods" by Robert Frost p. 411
"Sunday Morning" by Wallace Stevens p. 445
"The Death of the BTG" by Randall Jarrell p. 535
"The Fish" by Elizabeth Bishop p. 480
"The Hollow Men" by T. S. Eliot p. 365
"The Love Song of JA Prufrock" by T. S. Eliot p. 360
"The Negro Speaks of Rivers" by Langston Hughes p. 413
"The Red Wheelbarrow" by W. C. Williams p. 451
"The Road Not Taken" by Robert Frost p. 410
"The Snow Man" by Wallace Stevens p. 440
"The Young Housewife" by William Carlos Williams p. 450
"Thirteen Ways of Looking at a Blackbird" by Wallace Stevens p. 437
"Those Winter Sundays" by Robert Earl Hayden p. 534
"We Real Cool" by Gwendolyn Brooks p. 490

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.

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.

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.

3. Using your knowledge of Frost’s poetry, write a letter from Robert Frost to Wallace Stevens where you articulate what Frost would like and dislike about Stevens’s poetry and what Frost might recommend that Stevens do with future writings.

4. Find a total of four (4) similes and/or metaphors from these poems and analyze the nature and use of those poetic devices. 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? What

5. What three poems define the nature of how poetry works as an art form? Articulate what the three poems you have chosen teach readers about how to understand and interpret poetry.

6. Devise a system that classifies at least 25 of these poems, and explain your categorization and organization. What does your system offer as its theory of how we should understand poems?

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.

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.

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

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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1.-5. 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 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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Reading Schedule for William Shakespeare's Hamlet
Due on 2/9: Act I sc 3 and 4
2/10 Act I Sc 5; Act II, Sc 1
2/13 Act II Sc 2
2/14 Act III Sc 1
2/15 Act III Sc 2 + 3
2/17 Act III Sc 4
2/21 Act IV Sc 1-5
2/22 Act IV Sc 6+7
2/23 Act V Sc 1
2/24 Finish

semester two: week seven

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Words of the Week:
Wastrel

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Quote of the Week:
“It is difficult to get the news from poems, yet men die miserably every day for lack of what is found there.” - William Carlos Williams

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Website of the Week: Lovepoetry.com

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Form V English: American Literature

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1.-5. 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 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:

---

Reading Schedule for William Shakespeare's Hamlet
Due on 2/9: Act I sc 3 and 4
2/10 Act I Sc 5; Act II, Sc 1
2/13 Act II Sc 2
2/14 Act III Sc 1
2/15 Act III Sc 2 + 3
2/17 Act III Sc 4
2/21 Act IV Sc 1-5
2/22 Act IV Sc 6+7
2/23 Act V Sc 1
2/24 Finish

semester two: week six

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Words of the Week: Dickensian Characters that Became Words

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Quote of the Week:
What lips my lips have kissed, and where, and why,
I have forgotten, and what arms have lain
Under my head till morning; but the rain
Is full of ghosts tonight, that tap and sigh
Upon the glass and listen for reply,
And in my heart there stirs a quiet pain
For unremembered lads that not again
Will turn to me at midnight with a cry.
Thus in winter stands the lonely tree,
Nor knows what birds have vanished one by one,
Yet knows its boughs more silent than before:
I cannot say what loves have come and gone,
I only know that summer sang in me
A little while, that in me sings no more.

-Edna St. Vincent Millay

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Website of the Week: Great American Literature Websites

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Form V English: American Literature

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1.-5. 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 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:

---

Reading Schedule for William Shakespeare's Hamlet
Due on 2/9: Act I sc 3 and 4
2/10 Act I Sc 5; Act II, Sc 1
2/13 Act II Sc 2
2/14 Act III Sc 1
2/15 Act III Sc 2 + 3
2/17 Act III Sc 4
2/21 Act IV Sc 1-5
2/22 Act IV Sc 6+7
2/23 Act V Sc 1
2/24 Finish

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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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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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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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
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carchbell
cherre12
cwarlick
david_best
davidkidd
ddjohnson6
djmattymatt
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dttb
efleder
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hachako
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jimmysykes
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kaydeebeee
kduke
kedmonds
kfleenor
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mameen111
mgdickerson
nheller225
nikeymelson12
nmacdisi
nmoyston25
penix94
poetlauret
redjoshman
sack_jiffler68
screamopenguinz
sdhali
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squishmansquash
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taylorvest
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vallewis12
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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.
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[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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