• About (follow @bllbrwnhi10)
  • basic expectations
  • Course Description (revised as of 11 Aug 14)
  • Jings
  • List of possibilities
  • literary terms and tools
  • raw materials
  • Student blogs
  • Syllabus 2017-18 (working edition)
  • World Fiction
  • world poets, poems and plays

ENG10H World Literature

~ agenda, homework, etc.

ENG10H World Literature

Monthly Archives: March 2014

agenda Mon Mar 31: request, revise and publish

31 Monday Mar 2014

Posted by bllbrwn423 in agenda, blogging, feedback, reading, submission, The Tempest

≈ Leave a comment

Tags

express questions, forge connections, provide examples, shape meaningful schema

After the sequence that ends in publication of your second Tempest post, submit the text of the post to TURNITIN for Quickmark scoring.

If time allows, read and comment on your classmates’ posts.

Tomorrow, we will resume scene-reading, starting with the opening of Scene Two.  Those of you signed up for these two opening sections (2.1.1-180 and 2.1.181-325) be ready to introduce your character’s main attributes.  Who are you in this scene?  What specific prop or costume detail symbolizes the core of your character in this scene?

the value of Essential Questions

30 Sunday Mar 2014

Posted by bllbrwn423 in blogging, direct instruction, feedback, general information, The Tempest

≈ Leave a comment

Tags

express questions, forge connections, shape meaningful schema

DISCOVERY

Recently I started reading a book called God Is Not One: The Eight Rival Religions That Run the World.  Stephen Prothero published it in 2010, and HIES seniors are reading it in their Comparative Religion class.  In one of the introduction’s sections, entitled “Big Questions,” Prothero reinforces my belief in the value of Essential Questions.  Such questions help me navigate, and learn from, a play like The Tempest, or any piece of imaginative literature. I have selected passages from the “Big Questions” section of Prothero’s introduction (22-3).  Below those excerpts, I have commented on connections between these passages and our Essential Questions for The Tempest.

 

“Every year I tell my BU undergraduates that there are two worthy pursuits for college students.  One is preprofessional–preparing for a career that will put food on the table and a roof overhead.  The other is more personal–finding big questions worth asking, which is to say questions that cannot be answered in a semester, or even a lifetime (or more).  How do things come into being?  How do they cease to be? How does change happen?

 

. . . “Before I came to describe myself as religiously confused, I thought I had the answers to the big questions.  I now know I didn’t even have the questions right.  If, as Muhammad once said, ‘Asking good questions is half the learning,’ I was at best a half wit.  Today I try to follow the advice of the German poet Rainer Maria Rilke to ‘love the questions themselves,’ not least this one from the American mystic Walt Whitman [and his poem, “The Wound-Dresser”]:

 

. . . what saw you to tell us?

What stays with you latest and deepest?  

of curious panics Of hard-fought engagements or sieges

tremendous what deepest remains? “

 

COMMENT

 

I could not have planned this, even if I had tried.  The first two of the “big questions” above perfectly match our two for The Tempest.  Think about it. What behaviors and beliefs cause strife and grief? (How do things come into being?). What are the roots of forgiveness? (How do they cease to be?).  Prothero’s third question–How does change happen?–fits a Tempest question implied by our first two: What transforms strife and grief into forgiveness?

 

As we move through the initial confusions of The Tempest, use these weekend reflections as a way to return to our Essential Questions.  Love the questions themselves.  Think of the Shakespeare’s lines as light you shine on the EQs.  When you use the play’s characters, their words and their actions, what new insights occur to you? Like waves breaking on the sand, each week’s writing returns to the same shore–the Essential Questions–churning up new discoveries for yourself and for those who walk this island’s shoreline after you.

big splash

A final word on Whitman.  I love his line, “What stays with you latest and deepest?”  Use this as a guide for your writing–any of your writing, not just these few weekend posts about The Tempest.

 

photo credit: http://3.bp.blogspot.com/_LJtEOTXVFxM/TO_nbH1h4xI/AAAAAAAAIcI/qSadRN6AuJY/s1600/big+splash.jpg

 

due Mon Mar 31: DRAFT next blog post

28 Friday Mar 2014

Posted by bllbrwn423 in Uncategorized

≈ Leave a comment

For Monday, write the draft of your next blog post, based on anything from this week’s reading (thru 2.1).  REMEMBER THIS IS A DRAFT. WAIT FOR PUBLISHING INSTRUCTIONS.  Based on the first week’s posts, I encourage most of you to move towards addressing behaviors and beliefs–either explicitly or implicitly.  Focus more on these two factors, as you reflect on the Tempest unit’s two Essential Questions: What behaviors and beliefs cause strife and grief?  What are the roots of forgiveness.  Feel free to consider these questions together, if you want.  Try to move away from analyzing the play and towards reflecting on the questions.  What insights does this week’s reading provide relative to strife, grief and forgiveness?

Remember to cite the source of the image you use.  See my blog, maroonballoon, for a model of this practice. Give photographers and other image-makers the credit they deserve.

Finally, you will notice scores in the grade book.  I based those scores on how much proofreading the post did nor did not need,  how clearly the sentences read otherwise, and whether or not it offered a noteworthy insight.  In several cases, I used the “like” button to signal an exemplary post.

agenda Fri Mar 28: Poetry Friday (broken meter)

28 Friday Mar 2014

Posted by bllbrwn423 in agenda, listening, poetry, The Tempest

≈ Leave a comment

After finding regular and broken meter in Tempest passages and analyzing the effects of such mixtures–using a sheet distributed in class–all will have time to produce original lines that practice both kinds of meter.  Kudos to those who compose lines with alliteration or assonance.

At the end of class, we will listen to people’s lines–to see if we can hear the breaks.

 

 

due Fri Mar 28: read rest of Act 2.1

26 Wednesday Mar 2014

Posted by bllbrwn423 in homework

≈ Leave a comment

Mark lines that give you ideas for a possible original poem or your next blog post.

agenda Wed/Thurs Mar 26/7: war and peace

26 Wednesday Mar 2014

Posted by bllbrwn423 in agenda, assessment, discussion, poetry, presentation, reading, The Tempest

≈ Leave a comment

collect “Attacking Syntax” homework sheet

tchr statement about Reading Rhythm of expose (during the week) and reflect (during the weekend)

 

agenda 3.26.14

(in pairs) threats/curses (cf. p. 28, ex. 1) (how Ariel RU?–cf. 1.2.270-4)

SCENE: Prospero and Caliban (1.2.309-374)

(in pairs) Whose fault/responsibility? (cf. p.28, ex. 2)

SCENE: Prospero, Ariel, Miranda, Ferdinand (1.2.374-500)

 

poem ideas for Friday and beyond:

stranded* on an island of ___________  (* or some such verb)

twelve years lodged in a tree

shipwrecked in a sea of _____________

Information about this year’s Poetry Contest: 14th annual Steve Marine Poetry Contest
14th annual Steve Marine Poetry Contest! Fame, cash prizes, and immortality await. 3rd place: $50. 2nd place: $75. 1st place: $100. Entry rules and regulations can be viewed at http://hiespoetrycontest.wikispaces.com/. Please contact Dr. Swann if you have any questions. Deadline for submissions: Friday, April 11.

due Wed/Thurs Mar 26/7: read and record

25 Tuesday Mar 2014

Posted by bllbrwn423 in Uncategorized

≈ Leave a comment

Read Act One Scene Two Act Two Scene One, as far as line 180.

On the back of Tuesday’s “Attacking Syntax” sheet, write two or three passages with long sentences–passages that resemble those on the front side of the sheet.

For this homework, use any lines from the start of the play through 2.1.180.

In the passages you have copied, circle the verb and box the subject of each main clause.

agenda Tues Mar 25: syntax, Sycorax, Ariel and Caliban

25 Tuesday Mar 2014

Posted by bllbrwn423 in agenda, direct instruction, presentation, The Tempest

≈ Leave a comment

attacking syntax with examples (exercise sheet distributed)

1.2.26-32; 1.2.74-7; 1.2.79-87; 1.2.88-93

SCENES

Prospero and Ariel (Ariel reports and demands; Prospero responds)

Caliban and Prospero (Caliban curses; Prospero responds)

due Tues Mar 25: read thru Act One in THE TEMPEST

24 Monday Mar 2014

Posted by bllbrwn423 in homework, reading, The Tempest

≈ Leave a comment

Everyone, read to the end of Act One.

If you have scenes coming up, underline words and phrases from those scenes that are defined on the lower left of the facing page.  ALSO, bring a prop that represents (symbolizes) an important aspect of your character.

Some readers have already distinguished themselves with evident preparation of their lines.  Practice yours out loud.  If possible, find a buddy with whom to practice them.

agenda Mon Mar 24: revise blog drafts, enjoy TEMPEST scenes

24 Monday Mar 2014

Posted by bllbrwn423 in Uncategorized

≈ Leave a comment

Use the “Request Feedback” feature to receive suggestions from a blogging buddy about your draft’s clarity, specificity and development.

Afterwards, revise your draft of this “Tempestuous post #1,” making sure to change the title and add an image.  Remember that the title serves two main purposes: to creatively and succinctly capture the essence of the post,  and to provide a key word or phrase that alerts internet searches about content.

Lastly, publish your revised post.  Mr. Brown will project his WordPress Reader to show incoming posts from the real world.

_____

Scene presentations, starting with the two Prospero scenes that follow the shipwreck.  (Mr. Brown introduces props, inviting student-presenters to bring one for their future scenes.)

Prospero and his daughter, Miranda (1.2.1-186)

Prospero and his servant, Ariel (1.2.187-321)

If time allows, use the “Add New [Post]” feature in WordPress to take notes on possible topics for your next blog post (based on this week’s scene-readings).

← Older posts

Follow this blog on Twitter

My Tweets

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 275 other followers

Recent Posts

  • where in the world have you been?
  • exam update !
  • Heads Up: Exam Preamble
  • EXAM TUE MAY 22: what to expect, how to prepare, what to bring
  • agenda Th/F May 17/18: Poetry Day Review

Archives

  • May 2018
  • April 2018
  • March 2018
  • February 2018
  • January 2018
  • December 2017
  • November 2017
  • October 2017
  • September 2017
  • August 2017
  • May 2017
  • April 2017
  • March 2017
  • February 2017
  • January 2017
  • December 2016
  • November 2016
  • October 2016
  • September 2016
  • August 2016
  • May 2016
  • April 2016
  • March 2016
  • February 2016
  • January 2016
  • December 2015
  • November 2015
  • October 2015
  • September 2015
  • August 2015
  • June 2015
  • May 2015
  • April 2015
  • March 2015
  • February 2015
  • January 2015
  • December 2014
  • November 2014
  • October 2014
  • September 2014
  • August 2014
  • May 2014
  • April 2014
  • March 2014
  • February 2014
  • January 2014
  • December 2013
  • November 2013
  • October 2013
  • September 2013
  • August 2013
  • May 2013
  • April 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • November 2012
  • October 2012
  • September 2012
  • August 2012

student blogs

  • albert
  • Annie
  • ansley
  • ENG 12H
  • oliver

categories

agenda Antigone assessment blogging direct instruction discussion Doll's House drawing email feedback film viewing general information homework listening Macbeth Oedipus poetry presentation reading reminder Samurai's Garden short stories submission teacher feedback The Book Thief The Kite Runner The Tempest Uncategorized vocabulary writing

create pictures draw distinctions express questions forge connections make inferences make predictions provide examples shape meaningful schema

Create a free website or blog at WordPress.com.

Cancel
Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here: Cookie Policy