Hook Housekeeping Homework Welcome back from your weekend

Hook, Housekeeping & Homework Welcome back from your weekend! Project yourself into the week Weekly Prompts Beginning of Week Homework: Read and TPCASTT Sonnets 73 if you have not already READ your novel Extension Activity = no later than Friday MONDAY

Past, Present, Future MONDAY • Identifying Meter etc. in Poems – video intro. , activities, & handout + sample essay! +Sonnet 18 – small group discussion of Studysync prompts + Akala Ted Talk (Sonnet 18 & Hip Hop & Shakespeare) = Remember to work on reading your independent inquiry novel + “February” fill-in-the-blank (Atwood) + Sonnet 18 – Multiple Choice Quiz + extension activity • New reflection planner and Snow Day + delay today + ANOTHER DELAY = reading day • • • February Journal Sonnet 55 “Not marble…” – short answer quiz – We Do group assess Extension activity – original sonnet due Tuesday Legacy hook - Sonnet 71 “No longer…” + Quiz – Homework or Read your novel! • • • (Review quiz for Sonnet 71) Hook: seasons Sonnet 73 “That time of year…” Studysync 5 minute video Prompt + PIEEC chart Read your independent inquiry novel

Extension Activity Sonnet #18 (a parody) Shall I compare thee to a bale of hay? Thou art much more dusty and far less neat. Rough winds do toss thy mop about, I'd say, Which looks far worse than hay a horse would eat. Sometime thy squinty eye looks into mine Through stringy, greasy hair that needs be trimm'd, And ne'er a horse had such a stench as thine, As though in stagnant sewers thou hast swimm'd. Thy disgusting image shall not fade way; This my tortured mind and soul doth now know. O, I should love to hit thee with a spade; And with that blow I hope that thou wouldst go. So long as I can breathe, my eyes can see, And I can run, I'll stay away from thee. . . (sorry, Will) Co pyright 1991 anthonybaldwin Extension Activity: Write a sonnet (Elizabethan or Italian); make sure it follows the guidelines form & content* if you want any credit. This is due no later than this Friday! * See handouts = Number of lines, end line rhyme pattern, number of syllables per line (feel free to try actual unstressed/stress pattern), content pattern (quatrains, octave/sestet, couplet)

The Power of Poetry Standard 2: Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What language do we use when analyzing poetry? How do various techniques and devices, including structure/form, effect audience understanding and impact the purpose of a text? What are the forms and conventions of a sonnet?

Activities: Develop We Do Purpose: to practice our analytical and interpretive strategies to analyze a famous sonnet Tasks: Sonnet 55 (“Not marble…”) 1. Have out your annotated sonnet AND the answer sheet from your previous quiz 2. Borrow a copy of the short answer quiz and take it (small groups) Clearly write your responses based on a group consensus Outcome: As a group, assess others based on oral review of answers - Discuss

Activity HOOK Some time, a long time in the future, how do you imagine your life? How would you like to be remembered? What would you like people to think about you and say about you? What aspects of you and your life would you like to be celebrated?

Activities: Develop & Apply Show What You Know Purpose: to practice our analytical and interpretive strategies to analyze a famous sonnet Tasks: TPCASTT Sonnet 71 (“No longer mourn for me…”) • Complete the 4 short answer question quiz for Sonnet 71 (Individual 10 min) Outcome: Turn this in! If time, discuss answers as a class. How did you do?

Review and Release What new or review learning, understanding, ideas, do you have related to poetry? Homework: Have you read annotated (TPCASTT) Sonnet 73? READ YOUR NOVEL! Extension Activity: Write an original sonnet (Elizabethan or Italian); make sure it follows the guidelines form and content* if you want any credit. This is due no later than this Friday! * Number of lines, end line rhyme pattern, number of syllables per line (feel free to try actual unstressed/stress pattern), content/subject & “pattern” (quatrains, octave/sestet, couplet) = see your handouts

Hook, Housekeeping & Homework TUESDAY How did you Do? Sonnet 71 Homework: Finish your PIECC Chart! READ your novel Extension Activity = no later than Friday #1 • After I die, don’t mourn or grieve for me long • Because I love you so much I don’t want you to be sorrowful; just forget me • Let your love die along with me • Conclusion: Letting go will prevent other people from prying into your grief; doing the above so those won’t scorn you for your sorrow #2 Line 12 “wise world” = image of society that will “look into” your sorrow; grieving will not bring back the dead #3 unselfish, loving - somber, comforting, heavy realizes necessity of friend getting on with life; the world is wise enough to know continued grief is futile, won’t bring back the dead. #4 You should not mourn for me when I am dead any longer than it takes the death bell to announce that I have died and left this unpleasant life to be buried. If you read this poem, do not remember me, the one who wrote it, because I love you, and I want you to forget me if remembering me brings you sadness; I want to spare you the pain. Oh, if you read this poem when I am long buried, do not even say my name, but let your love dissipate like I did, and this will prevent people from prying into your grief and mocking you for holding onto me and your grief too long.

Past, Present, Future TUESDAY • February Journal • Sonnet 55 “Not marble…” – short answer We do quiz +Legacy hook - Sonnet 71 “No longer…” + You do Quiz + Extension activity – original sonnet due Friday • Homework 73 & Read your novel! • Review quiz for Sonnet 71 – How did you do? • Hook: seasons - Sonnet 73 “That time of year…” • Q&A Video Discussion (Studysync 5 min. ) • Prompt & PIEE chart • Finish PIEEC Sonnet 73 + Read your independent inquiry novel • Sonnet 73 (“That time of year…”) • Self-Assess • Multiple Choice (15 you do)? ? • “Ozymandias” = Study. Sync TV? + Q&A + Prompt + PIEE • Summative Poetry Timed Writing

The Power of Poetry Standard 2: Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What language do we use when analyzing poetry? How do various techniques and devices, including structure/form, effect audience understanding and impact the purpose of a text? What are the forms and conventions of a sonnet?

Oh, and, by the way… Poem “For Whom the Bell Tolls” • By John Donne No man island, Entire of itself. Each is a piece of the continent, A part of the main. If a clod be washed away by the sea, Europe is the less. As well as if a promontory were. As well as if a manor of thine own Or of thine friend's were. Each man's death diminishes me, For I am involved in mankind. Therefore, send not to know For whom the bell tolls, It tolls for thee. ALLUSIONS FOR WHOM THE BELL TOLLS • • • Published in 1624 within Devotions Upon Emergent Occasions. • Metallica Make his fight on the hill in the early day Constant chill deep inside Shouting gun, on they run through the endless grey On the fight, for they are right, yes, by who's to say? For a hill men would kill, why? They do not know Stiffened wounds test there their pride Men of five, still alive through the raging glow Gone insane from the pain that they surely know For whom the bell tolls Time marches on For whom the bell tolls Take a look to the sky just before you die It is the last time you will Blackened roar massive roar fills the crumbling sky Shattered goal fills his soul with a ruthless cry Stranger now, are his eyes, to this mystery He hears the silence so loud Crack of dawn, all is gone except the will to be Now they see what will be, blinded eyes to see For whom the bell tolls Time marches on For whom the bell tolls • https: //www. youtube. com/watch? v=eeq. Gua. Al 6 Ic

Activity HOOK What feelings do you associate with images of autumn? What about a sunset? Does love depend on youthfulness? Why or why not? Why does a writer use metaphoric language? How do these 3 questions fit together?

Activity: Develop We Do Purpose: to listen to others analyze Sonnet 73 for new understanding of the sonnet and then to to analyze a Shakespearean sonnet for figurative language and structure and to explain how these support the meaning of the work as a whole. Tasks: As a class, listen to the 5 minute Sync TV discussion about the sonnet https: //apps. studysync. com/#!/admin/home Outcome: After listening to the video discussion, use the questions to prompt thinking and brief discussion. Note any new understandings, of metaphor and meaning, and how the students build on each other’s ideas, agree to disagree but also build consensus. Feel free to add annotations to your text. • What is the subject matter? What time of life is the speaker in the poem discussing? • What is the (complex) attitude (tone – find your tone list!) of the speaker towards the subject matter? Is it complimentary or shifting? • How does the structure of the poem support the attitude? Is there a volta? Where? How? • What is the conclusion (couplet)? What is the real core message - the meaning of the work as a whole of Shakespeare's poem? What is Shakespeare is saying about mortality and love? How do death and love relate? • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc. ? To what things does the speaker compare himself? What do each of these comparisons have in common? Are there any metaphors that you interpret differently? Are there any deeper layers you can find?

Activity: Develop Purpose: to practice organizing a response in which you analyze a Shakespearean sonnet for figurative language and structure and to explain how these support the meaning of the work as a whole. Tasks: Write about Sonnet 73 (“That time of year…”) Dissect a Writing Prompt In Sonnet 73 by William Shakespeare, the speaker shares the complex journey of the passage of youth, the waning of love, and the approach of death. Read the poem carefully. Then, in a well-written essay, analyze how Shakespeare uses poetic elements and techniques to develop the speaker’s complex attitude towards this. (You may want to consider form and structure as well as poetic devices such as figurative language and detail/imagery). & Chart a Response • Thesis Statement (entire essay based on prompt) • Body Paragraphs: PIEEC (2 bodies w/ all 3 IEE OR 3 bodies w/2 IEE per) • 2 -3 Sent. Concluding Paragraph

Review and Release What new learning or understanding do you have of poetry? Sonnet 55 & 71? Homework Due tomorrow: Chart an Essay: Sonnet 73 (“That time of year…”) In Sonnet 73, how do poetic devices help to convey the speaker’s complex attitude towards the passage of youth, waning of love and the approach of death? You may want to consider form and structure as well as poetic devices such as metaphors and imagery. + Study poetry terminology + Read you novel + Extension Activity

Hook, Housekeeping & Homework TURN IN YOUR HOMEWORK NOW! (Basket) Homework: Read and TPCASTT “Ozymandias” (in your poetry packet) READ your novel Extension Activity = no later than Friday WEDNESDAY Then, have out your “journal” & take a moment to check in with what you wrote on Monday & record a new idea for today/this week. Consider writing yourself a “Love letter” (affirmations) • Because we tend to be really hard on ourselves, we all need reminders that we’re awesome. Whatever reminders you need to have an optimal day, write them down. If you need to hear that you’re a badass, shout it out on your page. If you’re lacking courage, tell yourself how courageous you are. Let it out so that you can get those confident feels all day long.

Past, Present, Future • • Sonnet 18 “Shall I compare thee…” (w/ multiple choice practice) Sonnet 71 “No longer…” (practice short answer) Sonnet 55 “Not marble…” (short answer) Sonnet 73 “That time of year…” (PIEEC) • Sonnet 73 (“That time of year…”) • Sonnet Analysis: Self-Assess • Multiple Choice (15 you do)? ? • “Ozymandias” = Prompt + Study. Sync TV • Summative Poetry Timed Writing • Independent Novel Inquiry Project = Written assessment

The Power of Poetry AP = Always Poetry Standard 2: Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What language do we use when analyzing poetry? How do various techniques and devices, including structure/form, effect audience understanding and impact the purpose of a text? What are the forms and conventions of a sonnet?

Instruction: Obtain I Do – You Do Purpose: to self-assess and to consider organizational strategies for an essay Tasks: Compare/contrast your thesis to the models Prompt as question: In Sonnet 73, how do poetic devices help to convey the speaker’s complex attitude towards the passage of youth, waning of love and the approach of death? You may want to consider form and structure as well as poetic devices such as metaphors and I What did you do? Anything you want to adjust, change, add? Write comments on your own work. Plus/Delta SAK Model: • Subject: “Sonnet 73, ” William Shakespeare - anxiety over aging death • Assertion: speaker’s pensive comparisons, become increasingly more relevant = ultimate exhortation to be “loved well” before gone • Key Terms: series of metaphors, vivid imagery THESIS Model: • In “Sonnet 73, ” William Shakespeare uses a series of metaphors, with vivid imagery, to characterize the speaker’s anxieties, as well as his realistic examination, regarding aging, love, and the approach of death.

Activity: Develop & Apply YOU Do Purpose: to analyze a Shakespearean sonnet for figurative language and structure and to explain how these support the meaning of the work as a whole. Task: Take a few minutes to share and compare ideas from your PIEE chart • In Sonnet 73, Shakespeare describes old age through a series of metaphors that tell a story of the progression of aging. The sonnet structure complements thematic subjects of losing and/or appreciating love. Consider how you can analyze the metaphors and use of a sonnet structure for this thematic subject. REMEMBER: What? How? Why? So What? Purpose? Effect? PIEE

Instruction: Obtain I Do – You Do Plus/Delta P 1 In the first quatrain, the speaker shows the passage of youth by drawing comparisons between him/herself to the season of autumn. Illus. 1: He first presents the branches of a tree with a “few yellow leaves” that “shake against the cold. ” Exp. /Elab. : This is not an ideal image of how he believes his companion sees him. Like the green leaves that fade and fall with autumn, the body, too, breaks down over a lifetime. The color yellow = turning into oneself under stress, a lack vitality because of the need for nourishment; a change to a hibernated state. “Shake against” = in opposition, more abrupt; disrupts stability, poise Illus. : In this bleak environment, “sweet birds” lately sang. Exp. /Elab: The joyous sounds (of birds and choirs represent) of his once vibrant, lively youth, have been devastated, and now battle against the harsh elements of changing times. Much like the changing of the seasons, the effects of time and the problems of aging, on us all, are introduced and apparent. Do you have a 3 rd? Conc. : The speaker laments the empty and frail person he believes he has become and that his observer sees in him. He acknowledges, if not mourns, the changes that his companion must see in him loss of his youth.

How did you organize your essay? Did you consider the structure as a guide? What other metaphors did examine? How did you not only explain but elaborate on how they build on one another? In me thou seest the twilight of such day As after sunset fadeth in the west, Which by and by black night doth take away, Death’s second self, that seals up all in rest. • Passing of a day to his own aging and coming to death – fairly typical or traditional comparison • but note “fadeth” - as one becomes lesser both physically and maybe even mentally and/or forgotten • Builds upon previous quatrain – passing of season, various stages of life that fade but change– now mentions ending of life (of day) – creating mournful tone In me thou see’st the glowing of such fire That on the ashes of his youth doth lie, As the death-bed whereon it must expire Consumed with that which it was nourish’d by. • Dying of a fire – once again a glowing light, once full of energy and power, but turning to ash, remnants (once again reduced to nothing) • Like a fire that has logs that enabled it to burn, creating ash – the fire will be extinguished as it sinks into the ashes that it created – so, too, will he, leaving his youth and be greeted by death • Shifts from previous quatrain to set reader up for couplet – focus before (3 rd) on ending of day/life but now on how - we aren’t there yet, still a flame – but the life (fire) that still exists “must” go This thou perceivest, which makes thy love more strong, To love that well which thou must leave ere long. • Couplet = Conclusion - “This” refers to the 3 quatrains above, all 3 contain repetition of phrase “in me” directing the person addressed to what he should note about the speaker – creating thoughtful, reflective tone • He wants “thou” – the person to whom he speaks - to see that he will soon be gone and that this knowledge should intensive their love

Activity: Develop & Apply YOU Do Plus/Delta Introduction You wrote a rough thesis on your chart, now imagine you are writing the essay. Write a 3 -4 sentence introduction. Consider the following elements we’ve practiced and you have on a handout: • Attention grabbing hook • Dramatic situation • Universal/enduring understanding • Closed thesis Model 3 Sentence Introduction Sadly, we humans are mere mortals. The anxiety that one feels as one ages and approaches death is expressed in “Sonnet 73” by William Shakespeare. Through a series of metaphors and vivid imagery, the speaker’s pensive comparisons become increasingly more relevant to the ultimate exhortation to be “loved well” before he is gone.

Activity: Develop & Apply YOU Do Plus/Delta Conclusion Model 3 Sentence Conclusion You wrote a rough introduction & charted the body, now re-visit your concluding paragraph ideas. Write a 2 -3 sentence conclusion. Consider the following elements we’ve practiced and you have on a handout: • Connect to the opening ideas – Restate thesis or main idea – • End with something for the reader to consider or to make the reader think Through “Sonnet 73”, Shakespeare structures a progression of metaphors to show the ravages of time on one’s physical being as well as presenting the mental anguish one may feel as he moves from youth closer to death. The realization that life will not be as cyclical in nature as the first and second quatrains seem to suggest, brings our speaker to acknowledge his listener’s awareness of his demise and conclude that not only should he be loved before he is gone but also that the listener's youth will, too, leave him in the future. Through “Sonnet 73, ” Shakespeare shares advice and a reality that we should all heed.

Review & Release Are you taking these practices seriously? This is the “feedback” (the “muscle memory”) you and your brain need to be more successful on the written assessment! Start to review for your poetry assessment: • TPCASTT (What the heck does it stand for? ) • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • • Is there a volta? Where? How? What is the conclusion? (couplet? ) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc. ? • • Tone Word Bank (You have handouts!) Literary/Poetry Terminology (You have a handout!) – Including practice poems & form/structure handouts! How to Write a Statement of Theme (You have a handout!) Introductory Paragraphs – Thesis Statements - PIE – Concluding Paragraphs (You have handouts!) • Homework: Read and TPCASTT “Ozymandias” (in your poetry packet)

Coming Soon… Thursday • Prompt + Discussion • “Ozymandias” Studysync 7 minute video + Discussion model Friday • “Love is…” • Finish “Ozymandias” ? • Look at models of Prose Passage Assessment and return? • Read Monday = no school Tuesday = Poetry Practice Assessment? OR Look at models of Prose Passage Assessment and return AND Read novel Wednesday = Look at poetry practice assessment models and self assess? OR take practice assessment Thursday = Assessment? OR Look at poetry practice assessment models and self assess Friday = Look at poetry assessment models and self assess and Read novel? OR Assessment

Hook, Housekeeping & Homework Start to review for your poetry assessment: • TPCASTT (What the heck does it stand for? ) • • What is the subject matter? What is the (complex) attitude (tone) of the speaker towards the subject matter? • • • Is it complimentary or shifting? How does the structure of the poem support the attitude? • Is there a volta? Where? How? • What is the conclusion? (couplet? ) How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc. ? • Tone Word Bank (You have handouts!) • Literary/Poetry Terminology (You have a handout!) – Including practice poems & form/structure handouts! • How to Write a Statement of Theme (You have a handout!) • Introductory Paragraphs – Thesis Statements - PIE – Concluding Paragraphs (You have handouts!) • BRING YOUR NOVEL TO CLASS TOMORROW • Extension Activity = no later than Friday Watch & Read https: //my. mheducation. com/login Percy Bysshe Shelley (1792 -1822), one of the most famous of English romantic poets, was known for his radical ideas and unconventional lifestyle. Like Frankenstein, which was written by his second wife Mary Shelley, the poem “Ozymandias” was composed in response to a challenge. Shelley and his friend, poet Horace Smith, submitted poems to the The Examiner on the occasion of the statue of the Pharaoh Rameses II being transported from Egypt to London. Shelley’s fourteen-line sonnet appeared in the paper first in January 1818. The imaginative poet invented a traveller and a sculptor’s inscription, evoking the ancient relic’s ruin as a metaphor for the fall of dynasties and the limitations of tyrants.

Past, Present, Future • • Sonnet 18 “Shall I compare thee…” (w/ multiple choice practice) Sonnet 71 “No longer…” (practice short answer) Sonnet 55 “Not marble…” (short answer) Sonnet 73 “That time of year…” (PIEEC) • “Ozymandias” = Prompt, Disussion + Study. Sync TV • • Examine peer models and your last prose summative BRING YOUR NOVEL TO CLASS Summative Poetry Timed Writing Independent Novel Inquiry Project = Written assessment

The Power of Poetry AP = Always Poetry Standard 2: Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: to use analytical and interpretive strategies to analyze a poem. Relevance: The ability to interpret a variety of texts and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions: What language do we use when analyzing poetry? How do various techniques and devices, including structure/form, effect audience understanding and impact the purpose of a text? What are the forms and conventions of a sonnet?

Activities: Develop & Apply Purpose: to analyze a sonnet for poetic devices and structure and to explain how these support the meaning of the work as a whole; to read closely to determine what the text says explicitly and to make logical inferences from it, citing specific evidence to support conclusions drawn from the text. Tasks: 1. What would you do? • Prompt - In the poem "Ozymandias, ” Percy Bysshe Shelley describes a ruined statue of an ancient king in an empty desert. Read the poem carefully. Then, in a well written essay analyze how Shelley uses poetic devices and techniques to comment on such ideas as historical greatness, the lasting impact of political power, or of art. Consider his use of imagery, metaphor, juxtaposition, and irony and how they develop the meaning of the work as a whole. See next…

Activities: Develop & Apply Purpose: to analyze a sonnet for poetic devices and structure and to explain how these support the meaning of the work as a whole; to read closely to determine what the text says explicitly and to make logical inferences from it, citing specific evidence to support conclusions drawn from the text. Task 2: Chart or Write a Response • Thesis Statement (entire essay based on prompt) • 1 Body Paragraphs: P-IEE-C • 2 -3 Sent. Concluding Paragraph • Share and Compare!

Activities: Develop & Apply Purpose: to analyze a sonnet for poetic devices and structure and to explain how these support the meaning of the work as a whole; to read closely to determine what the text says explicitly and to make logical inferences from it, citing specific evidence to support conclusions drawn from the text. Task 3: Watch a Study. Sync TV (7 minutes). Pay attention to the discussion of the historical context of Shelley's poem and how this context helps us understand the poem's meaning. After listening to the video discussion, use the questions on the handout to prompt thinking and discussion in small groups. https: //apps. studysync. com/#!/library/texts/34/synctv • What would you add or change? Share and Compare! Outcome: Look at some model ideas…

Instruction: Obtain Model I Do – You Do Plus/Delta Dissect the prompt? (subject, style/mode, key terms, helpful background) • Poem - “Ozymandias – Percy Bysshe Shelly - meaning of the work as a whole • PIE Chart • 1. imagery 2. metaphor 3. juxtaposition 4. irony • Historical greatness, political power, art – one of these. . But what does it say…? What did you include in you thesis (SAK)? Did you come up with an ASSERTION related to historical greatness, political power, art? • Poem - “Ozymandias – Percy Bysshe Shelly • A cautionary reflection on being too proud - Even the mighty will fall; power is temporary – No one can beat time – Too much pride results in a fall from grace – Time makes power and fame insignificant – the lasting power of words and art – historical or political greatness is transient – inevitable decline of all leaders no matter how great • Structure & Perspective - Imagery – Juxtaposition/Irony

Instruction: Obtain Model I Do – You Do Plus/Delta What Points could you have made? What Illustration ? What Explanations & Elaborations? Structure & Perspective • 1 st person narration = 1 st two lines = framing devise - Sonnet switches quickly to words of “traveler from antique land” • Distances narrator (poet/artist) from story, reinforcing how king is forgotten & yet the distance also could reinforce that art is not forgotten because traveler recounts images Structure & Perspective + Imagery/details • Travellor shares Images of sculptor – “vast and trunkless legs… desert” – “shattered visage” – “frown… wrinkled lip… sneer … cold command” • Presents negative, barren setting and contemptuous, physical actions of a baseless, ruthless, destroyed statue of the ruler Structure & Perspective • Shift in line 6 to connection of statue(’s appearance) to sculptor (who made it) • “well those passions read” – “yet survive” – “hand that mocked them…heart that fed” • Accurate representation – art still survives – sculptor shows mocking aspect (and destroyed remnants mock ruler) but this negative ruler fed creative need (of the sculptor) (– dual nature of poem’s line here) Structure & Perspective + Juxtaposition + Irony • Words of ruler now- “look on my works” - “command” and “King of Kings” • BUT! This is not his works = inflated vision of power– juxtaposed inflated vision of power to images of desert (see above) • “Look upon my words and despair” – Irony – his fearsome power no longer exists; he has no power left; empty words in empty desert (we look upon poet’s/artist’s creations) • Conclusion - Somber message - only pride remains

Review & Release Are you taking these practices seriously? This is the “feedback” (the “muscle memory”) you and your brain need to be more successful on the written assessment! Start to review for your poetry assessment: • TPCASTT (What the heck does it stand for? ) • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • • Is there a volta? Where? How? What is the conclusion? (couplet? ) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc. ? • • Tone Word Bank (You have handouts!) Literary/Poetry Terminology (You have a handout!) – Including practice poems & form/structure handouts! How to Write a Statement of Theme (You have a handout!) Introductory Paragraphs – Thesis Statements - PIE – Concluding Paragraphs (You have handouts!) Extension Activity = no later than Friday BRING YOUR NOVEL TO CLASS TOMORROW

Hook, Housekeeping & Homework Week 6 – Have out your sheet: Hook Change Listen to this report I heard. Take some time, during or immediately after, to respond to the prompt they provide. Love Is _____? • • More Than 2, 000 Entries Filled In The Blank 7: 01 https: //www. npr. org/2019/02/14/694635029/love-is--more-than-2 -000 -entries-filled-in-the-blank February 14, 20195: 02 AM ET Heard on Morning Edition

Past, Present, Future • • • Sonnet 18 “Shall I compare thee…” (w/ multiple choice practice) Sonnet 71 “No longer…” (practice short answer) Sonnet 55 “Not marble…” (short answer) Sonnet 73 “That time of year…” (PIEEC) “Ozymandias” = Prompt, Disussion + Study. Sync TV • Examine peer models and your last prose summative • Reading Time • Summative Poetry Timed Writing • Independent Novel Inquiry Project = Written assessment

Activities: Develop & Apply We Do – You Do Purpose: to identify the components of a high scoring essay and note the +/- of your own essay on the same poem Tasks: 1. Carefully read through the given AP student response to the 1992 prose prompt. What did this author do well? 2. Let’s look at another high scoring essay. What did this author do well? What did you learn about writing/ analysis or the passage itself from these essays? Now re-read your own assessment Outcome: What did you do well? What can you improve upon? How well did you address the prompt? (Did you annotate it? ) How well did you understand the passage? How much time did you spend annotating it? How much relevant textual evidence did you include? How much explanation & elaboration did you provide? What can you carry over to the next assessment?

Activity: Develop Purpose: to engage in a text of literary merit and to consider HOW YOUR NOVEL IS ADDRESSING, RESPONDING TO AND/OR RELATED TO YOUR INQUIRY QUESTION? (Do you remember, verbatim, what your inquiry question is? )

Review & Release Are you taking these practices seriously? This is the “feedback” (the “muscle memory”) you and your brain need to be more successful on the written assessment! If you are not going to be here any days next week, I need to know ASAP! Start to review for your poetry assessment: • TPCASTT (What the heck does it stand for? ) • What is the subject matter? • What is the (complex) attitude (tone) of the speaker towards the subject matter? • Is it complimentary or shifting? • How does the structure of the poem support the attitude? • Is there a volta? Where? How? • What is the conclusion? (couplet? ) • How do other literary elements support this tone and meaning of the work as a whole (conclusion)? Imagery, figurative language, etc. ? • Tone Word Bank (You have handouts!) • Literary/Poetry Terminology (You have a handout!) – Including practice poems & form/structure handouts! • How to Write a Statement of Theme (You have a handout!) • Introductory Paragraphs – Thesis Statements - PIE – Concluding Paragraphs (You have handouts!)

Coming Soon… Monday • Sonnet 71 “No longer…” Quiz (legacy hook) • Read your independent inquiry novel Tuesday • Hook: seasons • Review quiz for Sonnet 71 • Sonnet 73 “That time of year…” Studysync 5 minute video • Prompt + PIEEC chart Wednesday • Discuss etc. Sonnet 73 prompt & PIEEC Thursday • Prompt + Discussion • “Ozymandias” Studysync 7 minute video + Discussion model Friday • “Love is…” • Finish “Ozymandias” ? • Look at models of Prose Passage Assessment and return? • Read Monday = no school Tuesday = Poetry Practice Assessment? OR Look at models of Prose Passage Assessment and return AND Read novel Wednesday = Look at poetry practice assessment models and self assess? OR take practice assessment Thursday = Assessment? OR Look at poetry practice assessment models and self assess Friday = Look at poetry assessment models and self assess and Read novel? OR Assessment

Hook, Housekeeping & Homework While you wait, Po-Jokes Why do Cowboys write poetry? Because they’re inspired by the moos. (muse = a person or personified force who is the source of inspiration for a creative artist; Greek) What is the highest honor among Cowboy poets? Poet lariat. (a poet laureate = appointed to, or regarded unofficially as holding, an honorary representative position in a particular country, region, or group. ) Why didn’t the angry farmer divorce his wife when she traded their prize milking cow for a book of poetry? Because he vowed to love her for butter or verse.

Final Independent Reading and Inquiry Project Standard 2: Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objectives: You will be able to. . . • Prepare for the AP Exam by reading a novel of literary merit • To identify, explore, and synthesize an subject of personal interest • • • Proposal In-class Essay Conference MLA Annotated Works Cited Page Presentation & Project (with paragraph) Brief Reflective Paper Essential/Inquiry Questions: Determined by you! Relevance: This is up to you… In general, interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Many careers require the ability to examine multiple sources and create products from these. Today’s world caters to visual information, graphics and photo images.