YALE UNIVERSITY COURSE:
http://oyc.yale.edu/african-american-studies/afam-162
GATES' DOCU:
http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/
Tuesday, November 17, 2015
Wednesday, November 11, 2015
Help with Poems
Help with both Eros Poems:
https://joelsal.wordpress.com/2008/11/06/eros/
https://moodle.cpsd.us/moodle/mod/forum/discuss.php?d=6969
https://joelsal.wordpress.com/2008/11/06/eros/
Help with "We Grow Accustomed..."
http://www.shmoop.com/we-grow-accustomed-to-the-dark/stanza-1-summary.html
http://www.shmoop.com/we-grow-accustomed-to-the-dark/analysis.html
http://kp2-oedipus.wikispaces.com/Poem+Analysis
Help with "Acquainted with the Night..."
http://www.shmoop.com/acquainted-with-night/summary.html
http://www.shmoop.com/acquainted-with-night/analysis.html
https://joelsal.wordpress.com/2008/11/06/eros/
https://moodle.cpsd.us/moodle/mod/forum/discuss.php?d=6969
https://joelsal.wordpress.com/2008/11/06/eros/
Help with "We Grow Accustomed..."
http://www.shmoop.com/we-grow-accustomed-to-the-dark/stanza-1-summary.html
http://www.shmoop.com/we-grow-accustomed-to-the-dark/analysis.html
http://kp2-oedipus.wikispaces.com/Poem+Analysis
Help with "Acquainted with the Night..."
http://www.shmoop.com/acquainted-with-night/summary.html
http://www.shmoop.com/acquainted-with-night/analysis.html
Monday, November 9, 2015
EXAMPLE OF A PARAPHRASED SONNET
SONNET 1
From fairest creatures we desire increase,
That thereby beauty's rose might never die,
But as the riper should by time decease,
His tender heir might bear his memory:
But thou, contracted to thine own bright eyes,
Feed'st thy light's flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world's fresh ornament
And only herald to the gaudy spring,
Within thine own bud buriest thy content
And, tender churl, makest waste in niggarding.
Pity the world, or
else this glutton be,
To eat the world's
due, by the grave and thee.
We desire that all created things may grow more plentiful,
So that nature's beauty may not die out,
But as an old man dies at the hand of time,
He leaves an heir to carry on his memory:
But you, interested only in your own beauty,
Feed the radiant light of life with self-regarding fuel,
Making a void of beauty by so obsessing over your own looks,
With this behavior you are being cruel to yourself.
You are now the newest ornament in the world, young and
beautiful
And the chief messenger of spring,
But you are burying the gifts you have been given within
yourself
And, dear one, because you deny others your beauty, you are
actually wasting it.
Take pity on the
world, or else be regarded as a selfish glutton,
By the laws of God
and nature you must
create a child, so that the grave does not
devour the memory of your loveliness.
Help with Poems
Point of view is a reflection of the opinion an individual from real life or fiction can have. Examples of point of view belong to one of these three major kinds:
1. First person point of view involves the use of either of the two pronouns “I” and “we”.
- Example:
- “I felt like I was getting drowned with shame and disgrace.”
2. Second person point of view employs the pronoun “you”.
- “Sometimes you cannot clearly discern between anger and frustration.”
3. Third person point of view uses pronouns like “he”, “she”, “it”, “they” or a name.
- “Mr. Stewart is a principled man. He acts by the book and never lets you deceive him easily.”
IMAGERY
As a literary device, imagery consists of descriptive language that can function as a way for the reader to better imagine the world of the piece of literature and also add symbolism to the work. Imagery draws on the five senses, namely the details of taste, touch, sight, smell, and sound. Imagery can also pertain to details about movement or a sense of a body in motion (kinesthetic imagery) or the emotions or sensations of a person, such as fear or hunger (organic imagery or subjective imagery). Using imagery helps the reader develop a more fully realized understanding of the imaginary world that the author has created.
Comparison and Contrast Info Packet
http://scsworkshops.info/wp-content/uploads/2012/01/The-Literary-Comparison-Contrast-Essay.pdf
Comparison and Contrast Essay Information and video links
Comparison and Contrast
Essay Information and video links
Comparison and Contrast
Essay Lesson Plan:
Step
1: Choose Your Poems
Emily
Dickinson's Poem "We grow accustomed..." HERE
http://poetry-fromthehart.blogspot.com/2014/04/we-grow-accustomed-to-dark-emily.html
A. Read the TWO poems
B. Paraphrase BOTH POEMS
http://www.slideshare.net/Bulldog4/14-2-paraphrasing-power-point
C. Annotate
your copy. Look for literary techniques that each poet uses and determine
how they each go about elaborating on the topic.
https://www.youtube.com/watch?v=6cVU-0Zqnq4&spfreload=10
https://www.youtube.com/watch?v=9RFqnrBfgCA
D. Come
up with a theme and find two pieces of textual evidence to support
your theme.
Theme:
A lesson about life. Not a one word topic. It relates to all people, not just
the characters.
Example:
In life everyone must face their own mortality at some point.
Packet and Model:
Step 2: (ELEMENTS OF A COMPARISON AND CONTRAST
ESSAY):
·
View and answer the following questions
o
What should be in your introduction?
o
What is a topic sentence and where should it be
within your paper?
o
What are examples of concrete details?
o
What should the commentary explain?
o
What is the concluding sentence and what is its
purpose?
o
What elements are required to be in my concluding
paragraph?
·
Notes of Point-by-Point Method
o
How many paragraphs are used in this method?
o
How many concrete details and commentary are needed
in each paragraph?
o
How many sentences should be in each body
paragraph?
o
List all of the sentences needed in each paragraph
and in the order they appear.
o
Using the example, explain the purposes of the
concrete detail and commentary sentences.
·
Notes on the Block Method
o
How many body paragraphs are in this method?
o
How many concrete details per paragraph do you have
using this method?
o
How many sentences are needed in each body
paragraph?
o
What will you be eliminating using this methods?
Step 3: (GRAPHIC ORGANIZERS):
·
Poster Board Sheets
Use the graphic organizer to begin comparing and
contrasting the two poems. Find textual support for each aspect of the
organizer.
Step 4: (THESIS):
- View the video
clip and compose your thesis statement.
- When you are
finished everyone in your group should have a solid thesis statement for
their essay.
- Now add your own
standpoint or argument to the thesis.
Step 5: (OUTLINE):
·
Copies of worksheets
Use of the graphic organizers and organize your
essay.
Step 6: (EMBEDDING QUOTES):
You will use the quotes from your organizer to
embed in your essay.
Step 7: (FINAL ESSAY)
Below are the requirements for each paragraph of
your essay:
View this video and answer the following questions:
1. What
should be in the introduction?
2. What
is a good hook? (WE ARE DOING THE UNIVERSAL HOOK)
3. What
is the purpose of the topic sentence?
4. What
is the commentary?
5. What
are transitions? Provide examples.
Introduction:
1. Hook 2. Introduction of the author and title of
both works 3. Overall Meaning of
both works in 1-2 Sentences 4. Plot
Summary of each in 1-2 sentences 5.
Emotions of the speakers in each 6.
Thesis explaining how you think they compare or contrast overall
Body 1:
1. Topic
Sentence on similarities 2. Similarity
evidence (1-2 sentences) 3.
Similarity analysis (3 sentences)
Body 2:
1. Topic
Sentence on differences 2. Differences
evidence (1-2 Sentences) 3. Differences
analysis (3 sentences)
Body/Conclusion:
1. Restate
your thesis (use totally different wording)
2. Restate
your topic sentences using totally different wording
3. Write
your “So What” sentence.
A.
What new revelation can be acquired about the
themes by understanding the way these words are similar and different?
B.
How does the message from the two connect to the
human experience, although they are told differently and similarly?
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