• 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: April 2016

agenda Fri Apr 29:The Samurai’s Garden

29 Friday Apr 2016

Posted by bllbrwn423 in agenda, assessment, direct instruction, listening, reading, Samurai's Garden

≈ Leave a comment

F / 10:30

H / 1:50

learning goal: what is the difference between analysis of and personal response to a chosen passage?

teacher model entry (remember all of your entries focus on one of these characters: Stephen, Sachi, Matsu)

individual time to compose first “Autumn” entry (for each chapter, you write two entries; an entry has three parts–passage, analysis, personal response)

if time allows, read into “Winter”

 

due next Poetry Day (Mon May 9)

28 Thursday Apr 2016

Posted by bllbrwn423 in Uncategorized

≈ Leave a comment

Everyone brings a poem to class.  For extra credit, interested people may also submit a “PDF” with their poem (TURNITIN box: EC Chinese poem PDF) by 8am Mon May 9.  See this link  for PDF instructions.

You have two assignment choices, based on our studies from the Poetry Day on Tue Apr 26.

Assignment Context: On that day you wrote at least one example in the style of a jueju, the  basic instructions for which you have in your Poetry Folder.  After people shared their poems with classmates, we briefly looked at a poem by Li Bai, who wrote during the T’ang Dynasty in China, a little over a thousand years ago.  That poem is also in your folder.  I pointed out that in Li Bai’s poem the majority of phrases are rooted in concrete imagery.  This attention to imagery is one of the Chinese poetic tradition’s greatest gifts to us, three thousand years later.

Towards the end of class, we looked briefly at a poem you already know, James Wright’s “A Blessing.”  Why this poem?  Because some people say, and Mr. Wright has probably also said, that his poetry is influenced by Li Po (another name for Li Bai).  During class, I asked you to underline examples of concrete imagery in his poem.

Lastly, remember that I asked you about the mood of each poem (the feelings or atmosphere evoked by a poem).  I then asked–though we spent little time on this question–how do metaphors, imagery and structure help build the mood of either poem?

Assignment Choice #1

Write a poem in the style of a jueju, with at least four couplets.  Although this is one poem, each of its couplets expresses a distinct idea.  Make strong use of concrete imagery from the natural world.  Ideally, this poem expresses longing for someone or something .  If you want other examples of this particular style of poetry, see the “Context” tab for this poem–from the Words Without Borders site.

Assignment Choice #2

Write a poem about an experience or person(s) you see as a blessing.  James Wright’s poem describes a unique experience that he remembers as a blessing to him and his friend.  Wright uses twenty-four lines, and I ask you to write at least twenty for this assignment.  Make yours a free verse poem: no meter, and no regular end rhyme.  Finally, and here’s the part that overlaps between these two assignment choices, make strong use of concrete imagery from the natural world, just as many Chinese poets have done across the years.

IB_S_BASIC_COPYRIGHT =

due Fri Apr 29: online survey

27 Wednesday Apr 2016

Posted by bllbrwn423 in feedback, homework, poetry

≈ Leave a comment

Before Friday’s class, please complete this online survey administered by the group Words Without Borders.  They supplied the poems and background for the Egyptian and Chinese poets we recently studied (Iman Mersal and Li Bai).

 

Thank you for participating in this pilot project.  Your feedback helps the group continue to improve their materials and widen their reach.

Student Survey 

 

Thank you again.  It’s been a pleasure studying poetry with you.

agenda Wed Apr 27: Poetry Day, Li Bai

27 Wednesday Apr 2016

Posted by bllbrwn423 in agenda, direct instruction, listening, poetry

≈ Leave a comment

H / 8:30

F / 11:45

learning goal: What is a jueju? What does this style of poetry do best?  How and why?

two stories: gift book, poetry school

writing exercise

mood in Li Bai’s poem

mood in James Wright’s poem

assignment for next Poetry Day (e.c. option)

IB_S_BASIC_COPYRIGHT =

photo credit: https://upload.wikimedia.org/wikipedia/commons/4/4c/LiBai.jpg

 

Reading Schedule for THE SAMURAI’S GARDEN

25 Monday Apr 2016

Posted by bllbrwn423 in homework, reading, Samurai's Garden

≈ Leave a comment

Please have read these chapters (by these days):

 

Autumn (Fri Apr 29)

Winter, Spring, Summer (Fri May 6)

Autumn (Fri May 13)

 

As you read, mark the margins for passages likely to enter your journal.

agenda: End of Macbeth, start of novel

25 Monday Apr 2016

Posted by bllbrwn423 in agenda, film viewing, Macbeth, Samurai's Garden

≈ Leave a comment

H / 10:30

F / 1:50

learning goal: How do Macbeth’s speeches preceding his death compare to those of Lady Macbeth shortly before we learn of her death?  What does this comparison reveal about the essential natures of these two characters?

introduction to Gail Tsukiyama’s novel, The Samurai’s Garden, and journal assignment

film of Act Five

SIB quizzes with any time left

due Mon Apr 25: finish reading MACBETH

21 Thursday Apr 2016

Posted by bllbrwn423 in homework, Macbeth, reading

≈ Leave a comment

With or without guidance from “Shakespeare in Bits,” finish reading the play before class starts on Monday, April 25.

As you read the last act, consider the final condition of Macbeth’s conscience.  For example, how much does or does it not resemble the final condition of Lady Macbeth’s conscience?

agenda Thu Apr 21: M & M

21 Thursday Apr 2016

Posted by bllbrwn423 in agenda, Macbeth

≈ Leave a comment

F / 8:30

H / 11:45

learning goal: how does the Malcolm-Macduff resolve itself?  What does the exchange reveal about the state of Scotland?

21 Apr 16

due Thu Apr 21: read 4.3 in MACBETH

19 Tuesday Apr 2016

Posted by bllbrwn423 in homework, Macbeth, reading

≈ Leave a comment

Before next class, read Act 4 Scene 3 and continue the outline that I demonstrated and you copied in Tuesday’s class (see attachments below).

Continue the basic pattern of alternating entries for Malcolm and Macduff, providing titles and line excerpts as you see fit.  The titles may change sightly for you, as you complete the outline to the end of Scene 3. You decide how many entries to add to the outline I provided.  Basically, this exercise (my start and your completion) tracks the evolving exchange of ideas between Malcolm and Macduff during a desperate time for their home country.  Up through lines 87-8 (my last entry), the ideas move back and forth between large (Scottish) and small (personal) concerns.  In other words, the broad climate of destruction under Macbeth’s tyranny causes people to fear and distrust one another.  Your homework is to map the last fifty lines of this scene–to see how the dialogue ends up for Macduff and Malcolm.

Macbeth 4.3

 

Macbeth / Global and Personal

 

TYRANNY

. . . as if it [heaven] felt with Scotland (4.3.7) Macduff

 

MISTRUST

you have loved him well (4.3.13) Malcolm

 

TYRANNY

Bleed, bleed, poor country (4.3.32)

 

MISTRUST

. . . all the particulars of vice (4.3.51)

 

TRUST

yet do not fear, / Scotland hath foisons . . . (4.3.87-8)

agenda Tue Apr 19: national and personal in MACBETH

19 Tuesday Apr 2016

Posted by bllbrwn423 in agenda, assessment, Macbeth

≈ Leave a comment

F / 10:30

H / 1:50

learning goal: How do the national and personal overlap in the conversations between Malcolm and Macduff?

agenda Apr 19

← 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

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