TODAY IN CLASS
1. Finished the Frankenstein letters.
2. Examined and evaluated the metaphorical levels/theme statements for "The Sick Rose"
3. "Stopping by Woods"--light coverage (rhyme/"boxes").  Made the point in 5th that possibly not in 1st that the last stanza probably demands interpretive levels.  Think that through.  What meaning could there be beyond the need to get home for, say, supper and the evening chores?

Because of the way the week went (depleted ranks on Monday and wipe-out on Wednesday), we are behind my plan.  Wednesday was to have been for the Blake and Frost work, and today's poetry component was meant to be the Donne poem.  That's why I asked 1st period to get started on that poem. In 5th, I didn't even have a chance to hand it out; we will have to catch up.  But 1st--read it, do your best to mark of units of thought via "boxes", and look up such allusions as you notice.  (JUST the allusions, not "the poem").

FOR MONDAY
You were told yesterday to read Chapters 1-10 for Monday.

Keep a list of half of the thematic springboard topics.  Make four columns to match the categories assigned to your half of the alphabet.  Then record the  page number and a brief excerpt for each reference.  Don't waste time copying out lengthy quotes; well-chosen snippets (whatever makes them easier for you to locate almost instantly) will suffice.

What to Track 

1st period Anderson-Kan and 5th period Ball-Jung:  
Nature, Education, Destiny, Friendship/Companionship (1-5 only for this last category)

1st period Kane-Zhou and 5th period Kim-Wu:
Knowledge, Parents/Children, Justice, Friendship/Companionship (6-10 only for this last category_

TODAY IN CLASS
1. "The Sick Rose" metaphorical levels and theme statement

2. Significant close attention to the letters that set up the frame story for Frankenstein.  We got partway through Letter 4 in 1st; barely there in 5th.  Review Letter 4 as needed, especially with an eye to the thematic springboard list.  Be especially aware of the rescued stranger's reaction to Walton's beliefs and goals.  

FOR TOMORROW
There will be a quick wrap-up of Letter 4, then poetry focus.  New hand-out.  Still not Perrine, at least not in class.

Frankenstein Reading Schedule
For Monday--Chapters 1-10
For Tuesday--Chapters 11-16
For Thursday--Chapters 17 to the end (slight change from what 1st period was told)

The bottom line:  there were too few people to do anything.  I know, you called it.  But I just wasn't sure . . .

So FOR TOMORROW--
As it was:

•  Make sure you have read the Letters portion of Frankenstein.  Find/take note of ways in which they reveal the thematic springboards I gave you yesterday.  (1st--sorry about the duplicate list; I'd intended to cut the paper again into "bookmark"-sized pieces).  The list:  Nature, Education, Parents/Children, Destiny, Justice, Knowledge, Friendship/Companionship (or its absence)
• 
  
• "The Sick Rose" --Reread and ponder.  Find an appropriate set of metaphorical meanings beyond the apparent literal meaning of the text.  Make sure that your ideas are "cohesive"--that is, the parts fit together into some coherent metaphorical level of interpretation. If you were absent on Tuesday, there are six words or phrases that require some meaning beyond the literal:  Rose =, worm = , howling storm =, bed =, secret love =, thy life = 

Finally, if your Pygmalion work isn't on turnitin.com, it's quite overdue.  The folder is still open.

GOING STRAIGHT TO WHAT IS DUE TONIGHT/TOMORROW

You received a hand-out in class on Friday. If you were absent that day, you can access it here:

Pygmalion Study Questions

The Act I-III questions were to be done via discussion and note-taking during class on Friday.  

It is the second page of this link (the back of the actual hand-out) that is your written homework for tomorrow.  Complete the fairly direct Act IV-V questions as well as the more substantial "play as a whole" questions and  follow the specific directions at the top of the page re: procedure.

The folder is open.

TODAY IN CLASS

We'll get Frankenstein for sure tomorrow; the library people say it's okay as long as you're very quiet.  You can do that.

1st--Somewhat slow-going on the Preface to Pygmalion--perhaps a second reading of those couple of pages is in order, knowing that the details are pertinent to the way in which Shaw utilizes both a real-life "model" as well as a host of his own predilections in shaping his artistic work.  Pending:  we need to continue looking at "The Eagle," which we had to abandon after "drawing boxes" and considering stance/perspective.  Much more to come.

5th--I suggested that the Preface definitely deserves careful consideration, but then we went ahead to Tennyson's "The Eagle," which we hadn't even attempted on Fire Drill Day. But then we went ahead with the poem, and got within a 3-minute wrap-up of  "done."

FOR TOMORROW
Best case:  assignment still stands--read Acts II and III of Pygmalion

But do know that tomorrow will be mostly reading, not discussion.  So if it works better for you, read Act II at least, but you can defer Act III until class time.  If you're able to read both, that's great--you will be able to get the action of the rest of the play (Acts IV-V) read in class tomorrow, and be able to focus on Shaw's post-play essay as homework.

For sure--for both classes:
You will be expected to arrive in class on Friday having FINISHED both the play and Shaw's non-dramatic writing at the end.

TODAY IN CLASS
1st period--discussion of  "The Black Man's Burden" ; a start on Tennyson's "The Eagle"; brief IPA intro to set up first reading assignment for the play. Homework papers collected.

6th period--FIRE DRILL
Discussion of "The Black Man's Burden"; brief IPA intro plus a few examples on the board; did NOT do Tennyson because we had less time to work with.  Homework collected.

Both classes received the Pygmalion text.

FOR TOMORROW
Both classes:  Minimal assignment (you'd be wise to read further.
Required:  Read the preface and Act I (a very short act) of Pygmalion. Do not skim the preface; read it with care.

But if possible, you would be wise to read further to balance your work better for Thursday/Friday.
For Thursday--Acts II and III
For Friday--Acts IV-V and Shaw's fairly long commentary at the end.

Still in progress, but homework section is complete

TODAY IN CLASS
Overview of 2nd semester reading:

• (George Bernard Shaw's Pygmalion (hand-out, hopefully on Tuesday) 
• Mary Shelley's Frankenstein-- IHS bookroom (pick-up Wednesday) or you may purchase a paperback to make tracking key ideas easier (among other things)  
• Shakespeare's Hamlet--school copies possible, but your own copy is much preferred.  Get the Folger's edition  Needed by Feb. 10.
• Dostoevsky's Crime and Punishment--absolutely by March 1 (I know, not a school day, and we'll still be in Hamlet--but you will want the lead time)
• Toni Morrison's Song of Solomon--have this in hand no later than March 31.

(No, you will not be done with English class after the AP exam in early May.  But I am not going to distract the present with our post-May 8th future.)

You will need to bring Perrine extensively but not always; I will do my best to keep you posted.

For now, know that you do NOT need it until Thursday of this week.

Also today--We took a post-HoD look at Kipling's "A White Man's Burden," including the questions on the hand-out.  Part of your homework for tomorrow concerns one of the responses  to Kipling's poem.


FOR TOMORROW
1) Write complete, well-supported responses to questions 1-3 concerning H.T. Johnson's "The Black Man's Burden."  You may type or hand-write in ink on loose-leaf paper.  Remember the standard heading, single-spaced:
Name
Period
Date
Assignment descriptor

2) Read over the required material below and write the requested transcription on the same page as your poetry responses.

The IPA:  George Bernard Shaw's Pygmalion 
If you have time and are interested, you should start here.This is the main article on the IPA article which provides information about the history, uses, basic phonology, and the conventions of phonetic vs. phonemic transcription.  It also provides transcription for languages throughout the world, meaning that many of the symbols/transcriptions here are for sounds that do not even occur in English.  But in order to see the scope of the IPA, just scroll through this briefly:
Main IPA Article (World-wide)

If you're not interested in the overview, start here.  Locate information/columns pertaining to varieties of British English or the English used by countries originally colonized by Britain.  That would include us, of course--find the abbreviation used for the phonemics of American speech.
IPA Chart of English Dialects

Now switch to this page, which I think will be even easier for you to use.
Simpler English Chart

NOW, on the same sheet of paper on which you answered the poetry questions, write two things in the IPA Your transcription will be at the phonemic level only, not phonetic:  that means you will enclose what you write in forward slashes:   /   /

1) Your name (no, not the words  "your name"--your actual first and last name)
2) EITHER the first part of the Pledge of Allegiance (through "the United States of America")
OR the first sentence of the information about H.T. Johnson on your hand-out.