Sample Thesis for Compare and Contrast

Rough Draft Due - WEDNESDAY
Final Draft Due - FRIDAY

Both the song, "Body in Box," by Dallas Green, and the poem, "Do Not Go Gently," by Dylan Thomas, explore the great sadness of the end of a person's life; where Green's lyrics plead with listeners to focus on living a good life, and pay no mind to his death whatsoever, Thomas' lyrical poem pleads with his father to put all his attention to fighting death.

The Romantics and the importance of place...

1) Poetry Response #2 due.

2) Comma/Semi-colon Worksheet - also due. Mark your own...

3) A Meditation on a Place

4) The Romantics

Most importantly, Romanticism saw a shift from faith in reason to faith in the senses, feelings, and imagination

• a shift from interest in urban society to an interest in the rural and natural; 

• a shift from public, impersonal poetry to subjective poetry; and from concern with the scientific and mundane to interest in the mysterious and infinite. 

• mainly they cared about the individual, intuition, and imagination.

1. Imagination and emotion are more important than reason and formal rules;
imagination is a gateway to transcendent experience and truth.
2. Along the same lines, intuition and a reliance on “natural” feelings as a guide to 
conduct are valued over controlled, rationality.
3. Romantic literature tends to emphasize a love of nature, and a valuing of the common, "natural" man; Romantics idealize country life and believe that many of the ills of society are a result of urbanization.
       

4. Romantics were attracted to rebellion and revolution, especially concerned with 
human rights, individualism, freedom from oppression;
5. There was emphasis on introspection, psychology, melancholy, and sadness. Their
art often dealt with death, transience and mankind’s feelings about these things. 
The artist was an extremely individualistic creator whose creative spirit was 
more important than strict adherence to formal rules and traditional procedures.

5) Tintern Abbey (Iron Maiden even filmed a video there: http://www.youtube.com/watch?v=xSZbbTjM0Es)

- Or, Lines Composed a Few Miles above Tintern Abbey, on Revisiting the Banks of the Wye during a Tour. July 13, 1798...
- slides
- Questions

Tomorrow: Poem Types, and a sample test...

Sonnet Challenge!

(Did your group submit some evidence of your rebellion poem work yesterday?)

1) Introduction to the two most popular sonnet forms

	Italian/Petrarchan	English/Shakespearean
Syllables per line	10	10
Rhyme Scheme	abbaabba  cdecde (or c d d c d d, c d d e c e, or c d d c c d or...)	Abab cdcd efef gg
General Shape	First 8 lines present a problem. (Main Idea) Last six lines solve it. Often ironic. (Conclusion)	First three sets consider a topic with a similar image. (Main idea) The final couplet holds a paradox. (Conclusion)

2) Examples - and some work...Handout.
Anthem for Doomed Youth http://www.youtube.com/watch?v=ZlDoon91vZk
How Do I Love Thee? http://www.youtube.com/watch?v=vog4hMSprls

If you want to read more sonnets, some of the most famous traditional ones are here:
http://www.readwritethink.org/files/resources/lesson_images/lesson830/sonnet-links.html

3) Now, WE are going to write a sonnet together!

Topic: Love
What type? Vote?

Rule #1: The sonnet must be completed in one class period.

Rule #2: Everyone must try to make a contribution to the sonnet we will write.

Rule #3: The sonnet must be 14 lines long.

Rule #4: The sonnet must have no more and no less than 10 syllables per line.

Rule #5: The sonnet must be of either the English or Italian forms.

Rule #6: The sonnet must deal with the subject of love.

Rule #7: If the sonnet is going to be in the English form, the logical progression of thought should be as follows: the first 12 lines develop the main idea, and the last 2 lines (a rhymed couplet) give the conclusion.

If we select the Italian form, the pattern should be thus: The first 8 lines develop the main idea, and the last 6 lines give the conclusion.

Rule #8: Once something has been written on the sonnet, it cannot be changed (except for spelling).

4) Homework: Reading your novel... and the comma and semi-colon review sheet.

Ready to Rebel?

1) Silent Reading

• Next week you should be about 60-70% of the way through...

2) Poetry Unit Updates

• What a Young Man/Woman Wants Poem is overdue.
• Response to Sad Daughter/Waiting Room is due Friday. See example below.
• I will give you Kite Runner test back tomorrow...

3) Are you a rebel? A badass? Poets are... (remember our positive rebel")

• What are the traits of rebels?
• Or, finish this sentence.You know you are a rebel if you...

4) Group Study - 5 rebellion poems

Waiting Room Example Response

[Catchy Opening] Sometimes when children speak, they cut straight to truths that most adults cannot or will not tackle. [Thesis Statement] In the confessional poem, "In the Waiting Room," by Elizabeth Bishop, her precocious seven year-old self suddenly becomes aware of her existence, and she is puzzled and overwhelmed with questions.  Why should I be my aunt, or me, or anyone? What similarities made us all just one? Why should you be one? In that moment in the waiting room, we witness a child coming to terms with the "black wave" of confounding awareness, modelling for all readers the necessity of facing the big question of life - what is the point? [Body of ideas/quotes/argument] In the beginning of the poem, the speaker simply describes the ordinary and mundane details of the waiting room. And those "overcoats, lamps and magazines" are familiar to readers; we immerse in a comfortable and familiar environment. But, like our speaker, we are in for a traumatic surprise - the young speaker is about to fall into an existential void, one that adults understand, but avoid dealing with. The source of the crisis is comical, a National Geographic magazine filled with "Long pig[s]," "babies with pointed heads," and "awful hanging breasts." Between the reading of that magazine "right straight through" and the "bright and too hot" dentist's waiting room, the girl bursts "an oh! of pain." That "oh!" is an existential epiphany; it is not the "foolish and timid" aunt that the speaker seems so eager to mock. "It was me." Her awareness is excruciating. She "falls" into what most readers will realize is the "nothing stranger" moment when you see that you are human, "shadowy" and "in it."  She tries, like we all do, to define "it," to peg life down. After all, isn't all that "blue-black" space definable and compartmentalizable? No. At the end of the poem, she slides "beneath a big black wave, another, and another..." [Conclusion] Like all of us, our innocent seven year old speaker has just realized that she is alive and that being alive is miraculous and weird.

In the Waiting Room/Sad Daughter Response

1) Draft of What a Young Woman/Man Wants Poem - how is your first draft coming? Final draft due on Tuesday.

2) Another brief response to a poem.

• In a long paragraph response, analyze the theme of either "To a Sad Daughter" or "In the Waiting Room." 
• Show that you are in control of a close reading of the poem. 
• Explain the significance of the beginning, middle and end of the poem. 
• At least SIX small INTEGRATED quotes of only 1,2, or 3 words in length.
• See the example paragraph (above).
• You may use the following resources. However, if you read them you must put a Works Cited at the end. 

example:

Works Cited

Web. 17 May 2013. http://www.shmoop.com/in-the-waiting-room-bishop/

Resources:
In the Waiting Room Online - http://www.shmoop.com/in-the-waiting-room-bishop/
To a Sad Daughter - http://www.enotes.com/sad-daughter

Louder than a Bomb and More...

1) Finish Louder than a Bomb - there are only 20 minutes left.

In a group of two or three, discuss the following questions - co-write a paragraph response to each:

• Given that Comox is a capital S Small town, and given that many of you are putting your heads into your cell phones more than you are into anything else and given that the internet is changing our brains (watch the video).... What do you think Ms. Colborne thought you would get out of this documentary? Why did she think it might be "good" for you?
• Speaking your mind and expressing your emotions can be difficult. The Louder Than a Bomb competition has a saying, “The point is not the points. The point is the poetry.” Why do you think they stress this saying? What can you personally take away from this perspective? Why should expressing one'e emotions be first and foremost?
  
  Due today - put your names on it.

2) Creative Writing Assignment - most of the Louder than a Bomb poems were about the ordinary but heavy concerns of teens living in a family, surviving in a school, enduring a society.

Check out this poem I found in the most recent copy of The Claremont Review - an International magazine of student writing that is published in Victoria, BC. http://www.theclaremontreview.ca/

Read aloud - twice: What a Young Woman Wants

What do you want? Not as in what do you want to buy (shallow stuff), but as in what do you want to be allowed to experience? How do you want to be percieved?

Now, write your own version - see handout. Due Thursday. (Keep in mind a new written response will be assigned tomorrow)

Poetic Terms Review, Poems of Childhood Begin

1) Poetic Terms

Alliteration - the repetition of sounds/letters at the beginning of words in a line of poetry.

EXAMPLE: seven stars go squawking

Allusion - a reference to something that most people are familiar with (can be literary, biblical, historical, popular, etc...).

EXAMPLE: "the Giant is enchanting to Jack" (as in Jack and Jill)

Assonance - the repetition of vowel sounds near to each other in a line of poetry (beginning, middle and ends of words).

EXAMPLE: "O look, look in the Mirror"

Consonance - a poetic device characterized by the repetition of the same consonant two or more times in short succession, as in "pitter patter" or in "all mammals named Sam are clammy".

Hyperbole - deliberate exaggeration for emphasis.

Metaphor - a direct comparison. A=B

Onomatopoeia - when the pronounciation of the word imitates the sound of the word.

Personification - to give a non-animate thing human characteristics.

Simile - an indirect comparison that uses the words "like" or "as."

Symbol - an object that represents or stands in for something else.

2) My Papa's Waltz

• Read three times
• Questions to Ask of a Poem
• Discussion

One man's take on it: 

3) Your work - Those Winter Sundays

Into the Wild...

1) Altered Journals (and Chapter Q's) DUE 

2) Self Assess and Submit. (Copies of Rubric)

3) Wild - connotations? Poetry - connotations?

4) Poetry Unit Outline
5) Tara, this is stupid stuff! And Questions to Ask of a Poem.

Next Week: Library to get independent novel study. Another two poems. First written response.