April242012

British Literature Mrs. Dalloway Unit Plan

http://www.youtube.com/watch?v=RGfOBzqgDag

AND

http://www.vuvox.com/collage/detail/0562868c50

April122012

Now that you have finished reading Yeats’ “Crazy Jane Talks with the Bishop,” you are to compose a modern-day rap adaptation.  Write out the lyrics (no less than 100 words) and identify which rhyme scheme you used in your song.  You may choose from multiple perspectives from which to narrate your rap; this should be clear in your lyrics. 


I was walkin’ down the street 

when I met the Bishop, we speak

A lot, those breasts be fallin’ and flat,

The veins must be dry as a blood suckin’ bat.

Livin’ in a mansion from above,

Not in some dope pigpen like the three little ones.


They be fair and they be foulin’ like my close siblin’s,

And fair need that foul, I cried.

All my friends be in their deathbeds,

Aint’ that the truth,

Learned it through their bodies’ lowliness 

And they be full of pride.


A lady can be vain and cold

When love is on the line,

But Love has made his palace

in the sewer systems 

For nothin’, nothin’ can be sole or whole

Without that payment, rent.


Teacher Side Bar: This was a very interesting prompt. For those students who don’t know how to write poetry, let alone a rap, it does seem a bit difficult but it could definitely work if given enough time. The prompt keeps the students accountable for reading the piece as as well as understanding it. If they do not understand it, it would show because their rap would not make sense. I had fun writing the rap even though it is really cheesy. I would probably use this activity in one way or another for my class. 

April62012

10.  This CW puts YOU in charge.  So, here goes:  if you were to create a CW for either Yeats (either reading) or Woolf, what would you have students do?  Provide explicit directions (someone may need to complete it—hint hint).

After reading Yeats’ “A Prayer for my Daughter”, create a story board of images that relates to each major line of the poem. Once you are complete, compile these photographs in order to create a “Poem Trailer”. You may either make this online, using a program such as PowerPoint, or you may make a paper story board and create a flip-book from the images. 

March292012
 I REALLY enjoyed your images—quite hysterical and interesting!  So, for this week, I want you to take a look at each other’s posted images.  Choose one image and provide a description of what you think that student is getting out of the text (or not).  How could this information be useful as a teacher?  What suggestions would you offer that student? I chose Emily’s picture of the eye because I thought it was a really interesting section to comment on, on her part. I thought that it really connected with the text, especially the scene in which the monster first opens his eyes.   I think that she really grasped the importance of the monster’s eye when he first opens them in chapter five. In that scene Dr. Frankenstein first states that the monster is beautiful and that he was put together with such precision. It is only until the monster opens his eyes that Dr. Frankenstein shifts his opinion saying that the monster is horrid, especially seen in his glossy eyes. It is a nice image as well because it shows that the eye is pieced together; it almost seems to be giving a look of shock which is what I would assume he was feeling rather than anger. This information could be useful to the teacher because it shows what the student believes is happening throughout the text. It could also lead into a writing assignment in which they supported their picture with text. I don’t think I can offer Emily any suggestions considering it is a meaningful picture and correlates to the text. Teacher Side Bar:  I would definitely use this tool as a teacher because it is an interesting way to see what parts of the book students are focusing on. The only change that I would make is to have the students write in a few sentences a rationale for the picture or even a quote so that the teacher and others know why they chose it. What could also be interesting is to combine the image activity with the song one by having them chose a song to caption the picture in relation to the text. Some people just put picture of their reactions instead of pictures representing the text so it would be important to know why they chose that. Overall, it is an excellent activity. 

 I REALLY enjoyed your images—quite hysterical and interesting!  So, for this week, I want you to take a look at each other’s posted images.  Choose one image and provide a description of what you think that student is getting out of the text (or not).  How could this information be useful as a teacher?  What suggestions would you offer that student?

I chose Emily’s picture of the eye because I thought it was a really interesting section to comment on, on her part. I thought that it really connected with the text, especially the scene in which the monster first opens his eyes.  

I think that she really grasped the importance of the monster’s eye when he first opens them in chapter five. In that scene Dr. Frankenstein first states that the monster is beautiful and that he was put together with such precision. It is only until the monster opens his eyes that Dr. Frankenstein shifts his opinion saying that the monster is horrid, especially seen in his glossy eyes. It is a nice image as well because it shows that the eye is pieced together; it almost seems to be giving a look of shock which is what I would assume he was feeling rather than anger.

This information could be useful to the teacher because it shows what the student believes is happening throughout the text. It could also lead into a writing assignment in which they supported their picture with text. I don’t think I can offer Emily any suggestions considering it is a meaningful picture and correlates to the text.

Teacher Side Bar:  I would definitely use this tool as a teacher because it is an interesting way to see what parts of the book students are focusing on. The only change that I would make is to have the students write in a few sentences a rationale for the picture or even a quote so that the teacher and others know why they chose it. What could also be interesting is to combine the image activity with the song one by having them chose a song to caption the picture in relation to the text. Some people just put picture of their reactions instead of pictures representing the text so it would be important to know why they chose that. Overall, it is an excellent activity. 
March222012
8.  So this week’s CW is just a visual.  Nothing else.  I want you to respond to the first part ofFrankenstein with an image.  It can be an image that reflects your response to it, a symbol that you think pertains to the text, etc. There is no right or wrong—just put your image on your Tumblr for all to see:)

8.  So this week’s CW is just a visual.  Nothing else.  I want you to respond to the first part ofFrankenstein with an image.  It can be an image that reflects your response to it, a symbol that you think pertains to the text, etc. There is no right or wrong—just put your image on your Tumblr for all to see:)
March152012

Socratic Seminar

15 March 2012

7.  We have just completed our first Socratic Seminar, and I want you to use this week’s CW to reflect upon the experience.  What did you like about it?  What could be improved?  Was this a helpful literary discussion technique?  Be honest here guys (but tactful).  We are going to be doing these again, so I want your input to see how we could make these seminars really work for you all:)

Here were some of my initial thoughts:  I like the discussion format—you all did that pretty well.  However, I’d like to see more textual reference (actually going back to the text to support an idea, illustrate a concept, etc.).  Also, we need to be mindful of each other—if someone hasn’t talked, shoot them a question.

What are your thoughts?  Put ‘em here!

 

I think that Socratic Seminars are extremely effective, however, the way that it was structured for our Pride and Prejudice discussion wasn’t entirely effective for me. I think that it is one activity that really gets students to think about the relevance of the text. One other thing that I like about the Socratic Seminar is that it really gets you to think about outside sources when you are reading/discussing the text. If there is was a way to structure the Seminar and to get all the students involved, it would be beneficial and more effective.

There were many good points brought up but overall the conversation kept straying to random topics and would stay there for a long time. I think that if we all had been prepared with questions instead of just the idea of what we should talk about than it would have worked better. There was a point in the conversation that the people were just talking about Pride and Prejudice and Zombies (whether or not there were many zombies) or if Percy and Mary Shelley both drowned (this went on for well over five minutes). Although those topics are interesting for another conversation it was not relevant to the discussion or what we were supposed to be discussing.

             Another area that could be improved is that the same 3 or 4 people kept talking as if they were leading the conversation. There were so many times where I wanted to say something but I couldn’t even get a word out because one of those 3 or 4 people would talk or they would move on to a different topic. I think that raising hands or some other method would make it easier for students to get to all the people who haven’t spoken. Also, whoever wants to change the topic should ask if anyone else has anything else to say before moving to the next idea.

            One last concern is that there was only one specific moment when someone referenced a line of the text Pride and Prejudice. I think that if people already had quotes prepared on certain topics than it would make the discussion flow easier because no one is searching for what to say.  

            Overall, I think that Socratic Seminars can be very effective tools to for students to engage them in the text and promote discussion on other texts and the relevance. There were areas that could be fixed with the discussion that we had but there were also many great points brought up.

February162012
For this week’s CW, I want you to post your favorite satirical sketch/cartoon/clip/etc. and explain how that sketch exemplifies satire in your opinion. When I think of satire, I think of anything that exposes the truth about a society in an exaggerated way. Satire is not synonymous with comedy, although many people believe it as such. It is not meant to simply make someone laugh through slap-stick antics or mindless banter; satire is meant to raise political, religious, and societal questions to the minds of the viewers. I remember the first time I was introduced to the show “The Simpsons”, in my A.P. Literature course, as a representation of satire. I was not allowed to watched any shows like “The Simpsons” even when I was a senior in high school because my father was a very controlling “Christian” and marked the show as “demonic and vulgar”. It was not until that class that I saw what the show was really about, and I loved it. The episode that we watched was the one on pollution (which can be seen in the first picture). It was great to see a show that made a statement about how the world is instead typical shows that focus on trivial problems. I absolutely love that the show reveals the hypocrisies of society and the truths about religion, politics, family life, education, etc. I think that “The Simpsons” really exemplifies satire and can bring to light many issues to viewers that they may not have been aware of.  Teacher Side Bar: I would definitely have my students find cartoons, movie or show clips, etc. that they think represents satire, most likely before we even begin the lesson as a gauge on how much they know. I think that in this day and age it is easy to come across a work of satire that students would relate to and even watch on their own without realizing it. Two shows that I do not watch often, but I definitely like, are “The Simpsons” and “South Park” because it isn’t just over-dramatic comedy but they contain an actual message. I would encourage my students to find other forms of satire in writing, art, shows, and music if I had them do this assignment. I would be cautious of how appropriate it is though. 

For this week’s CW, I want you to post your favorite satirical sketch/cartoon/clip/etc. and explain how that sketch exemplifies satire in your opinion.

When I think of satire, I think of anything that exposes the truth about a society in an exaggerated way. Satire is not synonymous with comedy, although many people believe it as such. It is not meant to simply make someone laugh through slap-stick antics or mindless banter; satire is meant to raise political, religious, and societal questions to the minds of the viewers. I remember the first time I was introduced to the show “The Simpsons”, in my A.P. Literature course, as a representation of satire. I was not allowed to watched any shows like “The Simpsons” even when I was a senior in high school because my father was a very controlling “Christian” and marked the show as “demonic and vulgar”. It was not until that class that I saw what the show was really about, and I loved it. The episode that we watched was the one on pollution (which can be seen in the first picture). It was great to see a show that made a statement about how the world is instead typical shows that focus on trivial problems. I absolutely love that the show reveals the hypocrisies of society and the truths about religion, politics, family life, education, etc. I think that “The Simpsons” really exemplifies satire and can bring to light many issues to viewers that they may not have been aware of. 

Teacher Side Bar:

I would definitely have my students find cartoons, movie or show clips, etc. that they think represents satire, most likely before we even begin the lesson as a gauge on how much they know. I think that in this day and age it is easy to come across a work of satire that students would relate to and even watch on their own without realizing it. Two shows that I do not watch often, but I definitely like, are “The Simpsons” and “South Park” because it isn’t just over-dramatic comedy but they contain an actual message. I would encourage my students to find other forms of satire in writing, art, shows, and music if I had them do this assignment. I would be cautious of how appropriate it is though. 
February92012
teachingliteracy: lligegem

teachingliteracy:

lligegem

(Source: meggll)
11AM
prettybooks: (by yourswellandtruly)

prettybooks:

(by yourswellandtruly)
11AM

Dr. Faustus Weekly Response 

I told you all to think of music as you read this play, so I hope you guys brainstormed a few songs as you were reading this work:) Here is what you will do this week:  1)choose one of the scenes from Doctor Faustus and provide a theme song for it; 2)upload a Youtube video of the song (it can be the music video, just the song, a live performance, etc.); 3)and then explain why you chose that particular song, bringing in specific parts of the scene to illustrate your rationale.  Don’t forget the teacher sidebar component.

The song that I chose was “Dr. Faustus” by Sphere. I initially chose it because it was written about him, but then because of the actual music. It was really hard for me to think of the perfect music for this assignment unless it was really intense classical music. I wanted music that had the lyrics to support the text but I wanted the music to match it as well in intensity. When I read books (or plays) I usually play certain music to fit the mood so this was a good assignment to find music that was great with the lyrics to match. The song that I chose sounds really dark at times which reminds me of the mindset that a person has to be in if they are getting involved in magic. The first two lines of the song come from the prologue of the play, “Not marching now in the fields of Thrasymene, Where Mars did mate the Carthaginians” (Greenblatt 1024). The next verse is speaking of Dr. Faustus, it deals with his dissatisfaction with everything that he has learned so he is turning to the “heavy deamons [that] are talking to [his] mind” (“Secret…”). The rest of the song repeats goes through the journey of Faustus questioning is current state and becoming fulfilled, and powerful, by “black arts”. I don’t think that the last verse of the song matches the end of the play though. It matches any instance where Dr. Faustus feels powerful and that he is in control of his own soul. It says “I’m Lord of my own soul”, which, technically, he is because he had the power to give his soul to the devil or not, he is the one who made the decisions (“Secret…”).

Teacher Side Bar Reflection: Although it took me awhile to figure out what song I would use, I think that having students think about possible music for what they are reading is an excellent idea. I would definitely incorporate this into the lesson. It would also be interesting to separate each part into a new song by having the students create soundtracks for the entire play. An interesting project could be to create the soundtrack that included “song titles”, images, and a pamphlet of excerpts for each song. I think that in relating it to the students in that way, they will be able to understand and appreciate the text more. Just like in this task, I would require that there be a rationale for each song that is chosen so that I know that the students comprehend the text.

 

Greenblatt, Stephen, and M. H. Abrams. The Norton Anthology of English Literature.New York: W.W. Norton &, 2006. Print.

“Secret Sphere - Dr. Faustus Lyrics.” Lyrics. Web. 08 Feb. 2012. 

 
January262012
26 January 2012 This week’s creative weekly will be a little different.  As I shared in class on Tuesday, I have had difficulty in the past getting students (1) to even read Canterbury Tales (i.e. get past the language), and (2) to see how such work relates to their own lives.  So, this is what I want you to do for this week.  I want you to put your teacher hats on and think about how you would help your students with “The Wife of Bath’s Tale”.  How would you help them get past the language?  In what ways would you try to make the reading enjoyable for them?  Name at least one activity/lesson you would have them do.  THEN, I want all of you to read each other’s responses and be ready to tell me during class on Thursday which activity you thought was the most interesting and why.  In order to encourage my students to read, and understand, “The Wife of Bath’s Tale”, I would most definitely spend a few lessons in translation and context. It was noted that even in our British Literature class, reading Canterbury Tales was frustrating for the most part because of the language. In my own classroom, I would either provide the translation (if I do not have enough time for the Unit) or I would have my students translate the text in groups. During these lessons I would ask engaging questions relating to the text so that my students know what to look for before they begin reading. Some questions could be After time is spent in translating, so that my students find some sort of connection with the text, I would set up my classroom for Literature Circles in order to read the text and then to discuss it. I think guiding my students in discussion of what they read would best assist them in understanding and enjoying the text. There are still many relevant themes within the text that students can relate to. Whether it is a female who believes that “Wommen desiren to have sovereyntee As wel over hir housbond as hir love, And for to been in maistrie hym above”, or a male who on his high school quest to find what women want. I would also find an application activity in order for the students to connect further. One example could be to have students choose a character from the text and find a modern representation. The secret to succeeding, in reading and understanding the text, is to find ways of motivating, relating, encouraging, and keeping the students interested. 

26 January 2012

This week’s creative weekly will be a little different.  As I shared in class on Tuesday, I have had difficulty in the past getting students (1) to even read Canterbury Tales (i.e. get past the language), and (2) to see how such work relates to their own lives.  So, this is what I want you to do for this week.  I want you to put your teacher hats on and think about how you would help your students with “The Wife of Bath’s Tale”.  How would you help them get past the language?  In what ways would you try to make the reading enjoyable for them?  Name at least one activity/lesson you would have them do.  THEN, I want all of you to read each other’s responses and be ready to tell me during class on Thursday which activity you thought was the most interesting and why.

 In order to encourage my students to read, and understand, “The Wife of Bath’s Tale”, I would most definitely spend a few lessons in translation and context. It was noted that even in our British Literature class, reading Canterbury Tales was frustrating for the most part because of the language. In my own classroom, I would either provide the translation (if I do not have enough time for the Unit) or I would have my students translate the text in groups. During these lessons I would ask engaging questions relating to the text so that my students know what to look for before they begin reading. Some questions could be

After time is spent in translating, so that my students find some sort of connection with the text, I would set up my classroom for Literature Circles in order to read the text and then to discuss it. I think guiding my students in discussion of what they read would best assist them in understanding and enjoying the text. There are still many relevant themes within the text that students can relate to. Whether it is a female who believes that “Wommen desiren to have sovereyntee As wel over hir housbond as hir love, And for to been in maistrie hym above”, or a male who on his high school quest to find what women want. I would also find an application activity in order for the students to connect further. One example could be to have students choose a character from the text and find a modern representation. The secret to succeeding, in reading and understanding the text, is to find ways of motivating, relating, encouraging, and keeping the students interested. 
January242012

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January192012
                                       19 January 2012  Pretend that you are an onlooker to the last scene in Part I of Sir Gawain and the Green Knight.  Recreate a part of the scene from your point of view and include images to help tell your tale (think of how picture books work).  What are you doing there?  What do you see?  This scene should fit in with the linguistic style and tone used in the text.   On Gringolet, a knight as keen as a king, Sir Gaiwan rode, with a red nick in his neck,   His heart heavy and heaving from the last hours he spent. As he walked in the court, calm and collected, His fellow friends asked eagerly for the earnest Recollection of such struggles he suffered and how he Returned. The knight, in his knowledge, spoke of the truth, “The Green Knight, in his greatness gave me a chance, To wager my worth and to witness if my honor waned. Though troubles arose and temptations were taut, I held on to my head as well as my heart, I was given this token to wear, to remind of my tarnish, That in my shame I will show of my false faith, I was given this gift, in order to live once again. “No more will I sin by The skin on my throat,  Many will see, they will not deny That ‘truest was he’, surely they’ll dote.” Teacher Side Bar Reflection: I liked this assignment because it allows students to practice a form of poetry by modeling the given text. There are two drawbacks that I foresee in giving this assignment for high school students; one is that some students hate poetry and will only become frustrated further by this assignment, and the second is that the directions are not very specific so it causes confusion as to what the teacher expects. With an assignment as creative as this one, students will feel lost and still desire specific instructions that teachers usually provide. I think that it is a valuable assignment but thinking about ways that it can be used in a high school, where most students would not be motivated to complete it, would be beneficial. Some ways could be to assign this as a group project, assign students a specific part in order to create a class poem, give specific instruction, or similar alterations. Overall, there were some difficulties but it was very interesting to do. 

                                      

19 January 2012

 Pretend that you are an onlooker to the last scene in Part I of Sir Gawain and the Green Knight.  Recreate a part of the scene from your point of view and include images to help tell your tale (think of how picture books work).  What are you doing there?  What do you see?  This scene should fit in with the linguistic style and tone used in the text.

 

On Gringolet, a knight as keen as a king,

Sir Gaiwan rode, with a red nick in his neck,  

His heart heavy and heaving from the last hours he spent.

As he walked in the court, calm and collected,

His fellow friends asked eagerly for the earnest

Recollection of such struggles he suffered and how he

Returned. The knight, in his knowledge, spoke of the truth,

“The Green Knight, in his greatness gave me a chance,

To wager my worth and to witness if my honor waned.

Though troubles arose and temptations were taut,

I held on to my head as well as my heart,

I was given this token to wear, to remind of my tarnish,

That in my shame I will show of my false faith,

I was given this gift, in order to live once again.

“No more will I sin by

The skin on my throat,

 Many will see, they will not deny

That ‘truest was he’, surely they’ll dote.”

Teacher Side Bar Reflection:

I liked this assignment because it allows students to practice a form of poetry by modeling the given text. There are two drawbacks that I foresee in giving this assignment for high school students; one is that some students hate poetry and will only become frustrated further by this assignment, and the second is that the directions are not very specific so it causes confusion as to what the teacher expects. With an assignment as creative as this one, students will feel lost and still desire specific instructions that teachers usually provide. I think that it is a valuable assignment but thinking about ways that it can be used in a high school, where most students would not be motivated to complete it, would be beneficial. Some ways could be to assign this as a group project, assign students a specific part in order to create a class poem, give specific instruction, or similar alterations. Overall, there were some difficulties but it was very interesting to do. 

British Literature Sir Gaiwan and the Green Knight 

January102012
teachingliteracy: Remington by qian

teachingliteracy:

Remington by qian
4PM
Milwaukee-Public Library-Billboards: So true. Hahaha.

Milwaukee-Public Library-Billboards:

So true. Hahaha.

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