Class Notes Due 11/2

1. Sonnet 18, 116, 138 Annotation
2. Introduction on Contrast between the above Sonnets
3. Peer Review and Scoring
4. Pope and Marvell Annotation
5. "Omission" From the New Yorker  Paragraph on how it relates to your writing.
6. Candide Introduction in response to the 2004 AP prompt
7. Character Sketch by Chapter-group work
8. Introduction to an analysis essay about "For the Union Dead" by Robert Lowell

Poems list as of 9/11

Amber - "On my first son"  Ben Johnson
Zach- "Sonnet 14" Elizabeth Barrett Browning
Hannah- "Ozymandias" Shelley
Allie- "On the Vowels" Swift
Mirandah- "Sonnets are full of love" Rossetti
Don- "Love and Death" Tennyson
Owen- "If I were loved as I desired to be" Tennyson
Sam- "Sonnet 109"  Shakespeare
Leah- "Death be not Proud"  Donne
Liz- "A Vision upon the Fairy Queen" Sir Walter Raleigh
Natalie-"On an Ill managed house" Swift
Stefan- "Ode on Solitude" Pope
Brayten- "Those words were Uttered" Wordsworth
Kyle- "When I have fear"  Keats
Lu- "Time Long Past" Shelley
Eugenia- "Sonnet 8"  Milton
Robert- "Farewell To Court"  Sir Walter Raleigh
Katie- "Sonnet XIV" Shakespeare
Ben- "A Poison Tree" Blake
Meghan- "A Daughter of Eve" Rossetti
Claire- "Delight in Disorder" Herrick
Kelsey- "She Walks in Beauty" Byron
Miriam- "Dream Land" Rossetti
Ajah- "Of Love: A Sonnet" Herrick
Steve- "Versus Left" Pope
Sam- "On Mr. Gay" Pope
Mollie- "Break, Break, Break" Tennyson
Max- "There is Pleasure in Pathless Woods" Byron
Rachel- "Prayer on St. Francis Xavier" Pope
Josiah- "A Description of Morning" Swift
Carlos- "A Song" Ben Johnson
Andrew- "Echo" Rossetti

Summer Assignments 2015

Over the summer students will be required to read a number of short stories, poetry, and one choice novel of appropriate literary merit.  The school library has a list of choice books. 

The written portion of the summer assignment will be a dialectical journal for each short story and a poetry analysis for the poems (see handout).  For the choice novel, students will be responsible for responding to AP prompts about the novel and discussing the novel with peers the first week of school.

Some important points:

1.        The attached schedule should be followed for successful growth.  It is imperative that the students faithfully continue a weekly commitment to reading and writing. 

2.       ALL unknown vocabulary words a student encounters should be noted and defined within a day or two of the encounter.  Vocabulary acquisition is a life-long pursuit.

3.       Please look to the following website before emailing me with questions: http://mrgarlandaplit.blogspot.com/

4.       I will be checking email every day or so over the summer at patgar1@gpsk12.org.

5.       The journals and poetry analysis should be handed in on the first day of class.

	Schedule of Summer Assignments
	Reading Selections	Writing Assignment
28-Jun	"The Bet" Anton Chekov	Dialectical journal
5-Jul	"We Real Cool" Gwendolyn Brooks
	Sonnet 43 "How do I love thee?" Elizabeth Barrett Browning	TPCASTT analysis
	"How They Brought the Good News from Ghent to Aix"  Robert Browning	Of one from this set
	"Buffalo Bill's" e.e. Cummings
12-Jul	"The Open Boat"  Stephen Crane	Dialectical journal
19-Jul	"Apparently With No Surprise" "I Dwelt in Possibility"  Emily Dickinson
	"Mending Wall" "The Gift Outright" Robert Frost	TPCASTT analysis
	"A Supermarket in California" Allen Ginsberg	Of one from this set
	"Theme for English B" Langston Hughes
26-Jul	"An Honest Thief" Fyodor Dostoyevsky	Dialectical journal
3-Aug	"Mr. Flood's Party"  Edwin Arlington Robinson
	"Chicago" Carl Sandburg	TPCASTT analysis
	Sonnet 18 "Shall I Compare Thee?" "Neither a Borrower or a lender be…"  William Shakespeare	Of one from this set
	"Ozymandias" Percy Bysshe Shelley
10-Aug	"Dr. Heidegger's Experiment"  Nathaniel Hawthorne	Dialectical journal
17-Aug	"Do Not Go Gentle into That Good Night"  Dylan Thomas	TPCASTT analysis
	"Lucy Gray or, Solitude" "My Heart Leaps Up" William Wordsworth	Of one from this set
	"The Lake of Innisfree" William Butler Yeats
24-Aug	"God Sees the Truth But Waits"  Leo Tolstoy	Dialectical journal
2-Sep	First Day of class--Timed writing response about your choice book

TPCASTT Poetry Analysis Form
Title: What predictions can you make from the title? What are your initial thoughts about the poem? What might be the theme of the poem?
Paraphrase: Summarize the poem in your own words.
Connotation: What is the connotative meaning of the poem? Find examples of imagery, metaphors, similes, etc. and elaborate on their connotative meanings.
Attitude: What attitude does the poet have toward the subject of the poem? Find and list examples that illustrate the tone and mood of the poem.
Shift: Is there a shift in the tone/attitude of the poem? Where is the shift? What does the tone shift to? Title: Revisit the title and explain any new insights it provides to the meaning of the poem.
Theme: What is the overall theme of the poem?

Dialectical Reader-Response Journal As you read, keep a reading log in which you discuss the ideas in the selected work. In this way you will begin to connect these ideas to your own experience. As you reflect and question, listen carefully to your thoughts and attempt to describe the effect the book is having on you. Write honestly, respond deeply, admit confusion, expand on author’s ideas, and attempt to discover your own.
Directions 1. Divide your paper into two columns. 2. In the left-hand column, write the chapter number(s) or the page number(s) covered and a summary of the action or ideas expressed. 3. In the right-hand column, write your personal response to what you have read (at least 5 entries). Think out loud on your paper. Many of your comments in the right-hand column may be sentences or phrases, but some of them should be paragraphs demonstrating your thoughtful consideration of the work.