We worked on motif recognition and reading comprehension as we studied Act I. Additionally, Bobby identified the major conflicts such as Annie v Helen ,and James Keller vs his father. With respect to motif recognition, we read aloud two pages of the play and noted the frequent use of the words "key and lock" in the dialogue . We then discussed how Helen is physically locked within herself and Annie is emotionally locked or unable to feel love . Last, we analyzed several metaphorical quotes from the dialogue ,and Bobby paraphrased the quotes in his notebook noting their significance to the play's theme about the value of language. For homework due MONDAY, read to page 70.
We first discussed and analyzed the poetry of Emily Dickinson contrasting Dickinson's view of death with the perspectives expressed in " Thanatopsis " and in AE Housman's "To An Athlete Dying Young". Focusing on analytical tools, I discussed how to paraphrase and to parse stanzas to clarify pronoun references and symbols. Marcel read through various stanzas and discussed specific adjectives that reflect Dickinson's view on death critically observing that the poet never answers the most pressing question: what happens after we die?. We examined Dickinson's nonchalant accepting attitude toward death and then worked on revising and amplifying Marcel's homework analysis to include a paraphrase of the Housman poem and a summary of the poet's observations on the benefit of the famous dying before their lives outlive their reputations . For homework due Monday , read assigned poems ,including Robert Frost, and prepare two analyses .
We examined the opening pages dialogue and Bobby then characterized the personalities of the characters based on the dialogue. For example, we quickly learn that Annie Sullivan is both stubborn and sarcastic , that James Keller is also sarcastic but sullen, and that Capt Keller suffers from self -pity and disappointment. Bobby did very well with defining the vocabulary as it arose in the dialogue . We then began to analyze and identify the many conflicts in the play as we learn that James Keller feels betrayed by his father, and that Annie Sullivan has avoided any type of emotional connection consequent to the guilt she feels after the death of her brother. I further elaborated on how flashbacks and the passing of time are communicated to the stage audience by lights and sounds. Last, I introduced the key/lock motif as a metaphor for Helen's struggle. For homework, finish reading Act I.
We reviewed the application of poetic literary terms such as narrative/lyric ,and enjambment and discussed the difference between a narrative and lyric poem. I then demonstrated how to write the opening paragraph of a poetry analysis by identifying the type of poem, the speaker, and the intent of the poem. Using the poem"'Thanatopsis" by Bryant, we then paraphrased the poem focusing on pronoun references, and the poet's message about death. Per the objective of today's lesson ,we then analyzed the relationship between poetic structure ,the poet's use of figurative language and the poet's intent or message . We practiced writing sentences describing these types of relationships such as "personification complements (,or supports or highlights ) the poet's observation that man is part of Nature by endowing Nature with human attributes". We then studied a poem by Longfellow and one by Emily Dickinson employing the same analysis in order to identify the relationship between the poem's intent or message and the poem's structure and figurative language. After noting the ongoing "fortress" metaphor in "The Children's Hour", Marcel did a good job discussing how the use of 10 separate stanzas reinforces the image of separation or an emotional wall evoked by the fortress metaphor. Last, we discussed Dicknson's sparse style . For homework, rewrite analysis of "Thanatopsis" per today's lesson, read two assigned poems, write one analysis.
We detailed the elements of dramatic plot by analyzing the Freytag pyramid: exposition, rising action , climax, falling action ,and resolution. We discussed these elements and Bobby placed definitions in his notebook. We then applied the terms by Bobby's identifying the climax of the last two books we read after which I introduced the vocabulary words for the play which Bobby also placed in his notebook. We further studied stage directions for Act I , and reviewed these stage directions and stage descriptions in the context of the stage sets we viewed yesterday. At the end of the session, we read a few pages of the script, and I explained the family dynamics as dramatized . For homework, read to page 20.
After we completed addressing edits to Marcel's Dickens research paper, we reviewed that portion of the SAT prep writing practice test we previously had not discussed. We examined parallel construction, proper pronoun usage, superfluous language, and proper sentence placement within a paragraph. We then began our poetry unit by defining and reviewing literary terms such as lyric poetry, narrative poetry, rhyme scheme, figurative language etc. followed by an analysis of Wordsworth's poem , "I wondered lonely as a cloud." Using the poetry analysis checklist I provided, we addressed how to write an analysis of a poem: 1. Identify type of poem 2. Identify speaker 3. Paraphrase 4. Discuss figurative language and structure and 5. Discuss theme or observation the poet is conveying . I provided instruction on Wordsworth as an English Romantic poet emphasizing the significance of Nature and the imagination in Wordsworth's poetry. We then analyzed. the poem using the above structure as well as Wordsworth's"The World is Too Much With Us". For homework read assigned poems for Wed. and prepare two analyses .
