TODAY IN CLASS--

1) Hand-out of "Sonny's Blues" passages to ponder; today we just used it for finishing the story's ending (with particular reference to the "cup of trembling") but hand on to it for future reference.

2) Group discussion of the following questions from Part I of "The Metamophosis."  If you are reading this at home, you need to take notes on these (keep in your notebook; no need to tear out).  The point in class today was thorough coverage of some of the story's details, together with whatever side paths your group's discussion might take.  But if you missed that, you really need to study the story carefully with these in mind.

We'll discuss a couple of these tomorrow, but mostly this work was an "on your own" proposition.

Part I of ”The Metamorphosis”

1. Assess Gregor’s initial reaction to his own change. Does his response seem “normal” to you?  (Not that there’s any certain standard for judging normalcy in a situation like this . . . )

2.  Trace the reactions/responses of Gregor’s mother, father, and sister throughout the course of Part I.

3. Trace what happens to Gregor’s sensory perceptions and skills during Part I; consider both losses and gains.

4. You might have thought Gregor was exaggerating his fears/expectations about how his office would react to his absence/missing the train.  He wasn’t.  How does the family respond to the [manager?  Chief clerk?  What is the term in your translation?]?  What makes him leave?

5.  What do we know about Gregor’s life as a person based on Part 1?

6.  The picture in the frame in Gregor’s room:  ???

7. Draw a sketch of the lay-out of the Samsa apartment.

8.  Discuss the humor of Part I; give examples.

9.  Analyze the ending of Part I—the interaction between Gregor and his father.

FOR TOMORROW

Read Part II, and use these questions as a study guide.  There won't be group time with these, but we will move directly from whatever we do with Part I together on to a whole-class discussion with these question as a springboard (not the end-goal).

Study Questions for Part II of “The Metamorphosis”

1. Who feeds Gregor?  How is the choice of food changed?  Why does he stay under the sofa when his food arrives?  How important is food to Gregor?

2. As Gregor listens to the family discussion about their financial situation, what does he learn?  How does he react to this?  Is his relationship with his family changing?  Is he simply becoming aware of what the relationship has always been?

3. Why do his sister and mother decide to move the furniture from his room?  How does Gregor feel about this?  What does he do?  Why?

4. How does his mother react at the sight of Gregor?  Note that this is the first time she has directly addressed him.  What is her attitude? 

5. Explain the attitudes shown in the father-daughter dialogue when Gregor’s sister says, “Gregor’s broken loose.”  What does the verb suggest?  His father replies, “Just as I expected. . . “What does he mean?  Why does he say this?  Describe his tone.  Is it appropriate?

6.  Summarize the apple-throwing scene.  Does the father feel threatened?  Why does he do this?  Can’t he see that Gregor is trying to get back to his room?

Just FYI--the third part of "Metamorphosis" needs to be read by Tuesday.  (There is a different activity for Monday.)

1. You don't need to bring Perrine tomorrow.

2.  Read Part I of The Metamorphosis.  That's pp. 11-24 of the book you got today.

TODAY IN CLASS

3rd period--lost most of the period to the Senior Picture/Graduation info assembly.  That's a good cause, but . . . just know that tomorrow is the last day for "Sonny's Blues," and we have barely scratched the surface.

4th period--looked a a few random things and then explored categories of music.  Way more subgroups than I anticipated, so we didn't even get through all your ideas; there's some wrapping up to do.

For tomorrow--bring three solid ideas that will be the most important topics to discus as a wrap-up to our full-class attention to Baldwin's story. Write these in your notebooks, be prepared to share, but you do not need to hand them in.

But focus on significance:  what could you ask, and the class could discuss, that will generate the strongest insights into the story?

Spirit Wear for Thursday: 80's / Neon Attire

TODAY IN CLASS
George:  Why did he jilt Ellen.
John:  How do we know he and Ellen were already at least acquainted?
Children:  trying to straighten out the order
Hapsy:  we barely discussed her in 3rd, and not in 4th
The "cart sentence"--descriptive/accurate re: the sound, though meaning is lost.  Compare to the puffy/puddle sentence on p. 290.  Accuracy without processing.
BUT the importance is the way in which one thought leads to another:  the voice/cart comparison leads to the man driving the cart.
3rd:  we need to look at the poem I didn't take time for at the end of Wednesday
4th:  the front row needs to share what they said right at the end of class when everyone else was packing up to leave.

FOR TOMORROW
Well, this disjointed list shows that we are obviously not done with "Granny Weatherall," but don't tarry any more in completing "Sonny's Blues."  Have the story READ for class on Thursday.

Attire for Tuesday: Back to the Beach Day

FRIDAY IN CLASS
Completed the group presentations/discussion starters for "The Rocking-Horse Winner."  Today I had planned to pick up a few more ideas (the initial conversation between Paul and his mother, including the role/effect of Paul's [mostly absent] father, and the implications of the closing exhortation from Oscar to his sister.  But I wasn't sure how the timing of the GW activity would work out--so we will get back to that tomorrow.

TODAY IN CLASS
"The Jilting of Granny Weatherall"--
Straightening out the surface story line and the biographical timeline.
These plot/structure outlines will apply to major and minor character, aspects of POV, theme, symbolism, and other concerns of Porter's story.
Groups established the content for each (Granny's deterioration during the course of the actual story; her life/life events and probable dates from birth up to the point of the story's beginning).
After producing each chart or timeline, there was a form of jigsaw go-round which allowed some cross-checking and occasional re-thinking.  (It sounded like there was some further insights gained during this process, but I am not sure how much got reported back to your original group--a time issue.)

FOR TOMORROW
Everyone will do two questions; one is from p. 294, and the other may be from p. 294 or another comparable task, depending on your group number. Write out solid, thoughtful responses, with sufficient support to show your engagement with the story.  (And do not let SparkNotes, etc., do your thinking for you!)

• These papers can be typed or written neatly in ink.
• Don't forget the standard homework heading; these are "Granny W Q's (294)"--even if you have a written-out question 

1) The first question is the same for everybody--it's #3 on p. 294

2) The second question is by group, but this overnight homework is individual, not collaborative.

• 6--#2 (294)
• 7--#4 (294)
• 1--#6 (294)
• 2--#1 (294)
• 3--Style:  Identify 5 outstanding sentences and comment on what makes them especially good.
• 4--#5 (294)
• 4--Briefly discuss humor and irony in the story, supporting with examples.

TODAY IN CLASS
Time to work in groups to discuss the papers on "The Rocking-Horse Winner" submitted to turnitin.com yesterday and brought to class today.  Groups 7, 1, and 2 presented their findings to the class, and some really good discussion ensued.  I'm looking forward to Groups 3-6 tomorrow!

FOR TOMORROW
Well, keep the edge sharp.

Upcoming:
For Monday, read Katherine Anne Porter's "The Jilting of Granny Weatherall"

For Wednesday, read James Baldwin's "Sonny's Blues"  (long)

TODAY IN CLASS
Some hand-outs.  Pick up tomorrow if you were absent.

Due today on turnitin.com--the by-group tasks for "The Rocking-Horse Winner."  (yes, the label in Monday's post said "Araby" by mistake; the actual page of questions was correctly titled as pertaining to "Rocking-Horse Winner."  Sorry for the confusion!

Print out to have with you in class on Thursday. A portion of the class period will involve some collaboration/consensus work with your groups.  You must have your paper, not just a verbal account of what's in your paper.

FOR TOMORROW
If you have your paper and your book, you are set.

Please see yesterday's post for the assignments by groups--but not "group work" for tomorrow.  It is individual work.

The turnitin.com deadline has been moved to 1:30 p.m. tomorrow.

Bring printed copy with you to class on Thursday.  Don't forget.  You can't print in class on Thursday, and you can't be with your group if you don't have a printed copy.

Updated with Writing Tasks

Calendar 
Culminating Project due Wednesday.  Finish it . . . . I am officially done with copy/paste.  Scroll back if necessary.

Returning to our regularly-scheduled AP English world:

Read the D.H. Lawrence story "Rocking-Horse Winner" (311-325) for Tuesday, 10/14. Please read the story once through BEFORE looking to see what your group assignment is. 

Complete all the Perrine background reading:  note the last portion listed here is due on Wednesday, 10/15.  Short Story Unit Calendar/Reading List  Realistically, we won't be meeting long enough for me to know if you read it for Wednesday . . . but by Thursday for sure!

For Wednesday, 10/14, you need to submit a short paper to turnitin.com; have the hard copy in class on Thursday.  By-Group Assignments for "Araby" ****As you can see if you clicked on this page, the actual tasks concern "Rocking-Horse Winner," and the heading of the paper says "Rocking-Horse Winner."  This label was clearly a typo-of-the-mind as I plunked down words for the GoogleDrive URL to link to.  Sorry for the confusion!

TODAY IN CLASS

Some final thoughts on the two stories "Araby" and "A & P." 

FOR TUESDAY

Read "The Rocking-Horse Winner." Written work not due until Wednesday.

FOR WEDNESDAY
Complete the short paper on the topics outlined in the linked document by Wednesday's midday deadline for turnitin.com  You'll need to have a hard copy in class with you on Thursday.

We will be doing book-related things in class on Tuesday, but not discussing the Lawrence story. Be sure to bring Perrine though.  (Non-book bringers, it's high time to change your ways!)

TODAY IN CLASS
Finished all presentations (groups 3-7 in 3rd period; 5-7 in 4th).  There will be some final wrap-up with either stray thoughts related to group work or a thing or two not covered by groups, but that will be short.

FOR TOMORROW
Make sure you are caught up through Friday on the Perrine assignments.  (Yesterday's post has the link). This would be a good time for Groups 2-7 to read  Foster's first chapter and Chapter 1 on the Quest. You got the highlights of the quest from the Group 1 presentations, but everyone needs to read the actual material.
http://www.aaps.k12.mi.us/huron.english/files/howtoreadliteraturelikeaprofessor_ft.pdf

For Tuesday, everyone will read the next story, D. H. Lawrence's "The Rocking-Horse Winner." There will be a go-along assignment to be provided tomorrow.

AP Gov--See below

blogger.com has finally recovered from its sick-out--sorry for the late post!

Calendar of Upcoming Events
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15

12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations 
CHECK THIS SOURCE OUT FOR SURE.  I am belatedly realizing that it is this sheet (created Oct. 31, 2013--so after last year's submissions) that lists Objective as a requirement on your culminating project resumes.  So if you haven't turned in your resume yet, do follow these instructions.  BUT know that for the academic resume that goes with your college application, leave out the objective.  Everyone knows you want to attend a worthy school that will allow you to achieve your highest potential and become a useful, productive (and well-compensated) member of society.

Senior Packet for the Culminating Project

See the resume section of the College Resource Handbook for more help with resumes.

(I have tried and failed to link a pdf version of the handbook, since very often this year there has been a downloading issue; however, it's not working right now.)

Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.

TODAY IN CLASS
In 3rd period, there was a longer time for groups to meet since yesterday was a non-starter group day with half the class missing.  So in 3rd, we proceeded through only two groups.  In 4th, four groups presented.

FOR TOMORROW
Obviously, we will be continuing with presentations--five to go in 3rd period.  That is too many to miss, even if you were in Group 1 or 2.  And for those in 3-5, you can't miss 4 plus leave your group high and dry.  So for Thursday, AP Gov students do not have permission to skip AP English Lit and Comp.

I am not adding the next short story just yet.  But notice that a reading assignment in Perrine was due today, and another one is listed for Friday.  Be sure to catch up/stay current with these chapter introductions.
Short Story Unit Calendar/Reading List

TODAY IN CLASS
Okay, first, if you didn't receive my e-mail via turnitin.com, it turns out we have a faculty meeting tomorrow morning until 9:35.  This matters to you only if you were one of the half-dozen or so people who had been planning to come in.

TODAY IN CLASS
3rd period
We did not make any effort to work in groups at all because half the class was gone.  But those who were there got a good start on their individual contribution based on the group assignments below.
If you missed class because of the AP Gov speaker (or just an absence), do whatever your group assignment is for tomorrow.  "Data-mine" the story, take notes, and be ready to meet with your group to put together a cohesive (and relatively short) presentation.  I'm hoping for 20 minutes max of group planning time, and then we'll get underway.

4th period
This class got time to prepare individually for the group task, plus about 15 minutes to meet/discuss together.  That was almost enough, but I'm going to give 5 more minutes tomorrow to make sure you are fully organized to present.  If you were absent, see below for your group assignment and be ready to join your group briefly tomorrow.

Group Tasks for Updike's "A & P":
Group 1 
Go to the following link and read the Introduction and Chapter 1:
http://www.aaps.k12.mi.us/huron.english/files/howtoreadliteraturelikeaprofessor_ft.pdf

Then apply the steps of the quest to "A & P."  How does the concept of the quest enrich our understanding of the story's ending?

Group 2
Consider several aspects of character/characterization:
1) Distinguish the narrator from Stokesie, though both are currently cashiers at the grocery store.
2) How does the narrator derive the nicknames for the girls?  What do we know about HIM from his choice of names and the commentary about the girls?

Group 3
Consider the SOCIAL COMMENTARY found in the story.  How does Updike use the narrator to express views about broader society in the time and place of the story?

Group 4
Distinguish the POV/perspective issue.  The story is in the 1st person, yes, but how is this different from "Araby"?  Be specific.  Support with lots of details/explanation.

Group 5
Setting

• Time:  list of cultural references/allusions that mark off the time of the story
• Place:  where, in general--and more specifically--and the actual store:  "so what"?
• "Class":  develop.  Who is represented directly?  By inference/conjecture?

Group 6

Analyze the conclusion

Group 7

Language:  Slang and Sammy's terms for individuals or groups that might not be slang but . . . 

Organize it into categories

Mark what's outdated

IN SHORT--
1) I'll recap some of today another time . . . maybe later tonight, maybe not.
2) No new work tonight, but make absolutely certain that you have not shirked previous duties:

• You are caught up on the Perrine chapter intros, and you've re-read the one on Theme if you only had a chance to skim it in class today.
• I've not been giving reading check quizzes on story assignments . . . I probably should, and may well do so one of these days.  SO--if you lucked out and hadn't read Updike's "A & P," here's your chance to make amends without my even knowing.

3) If you miss class on Tuesday for the AP Gov speaker (and yes, you have my full permission), you MUST check the blog tomorrow in order to be prepared for Wednesday.

Group 1 
Go to the following link and read the Introduction and Chapter 1:
http://www.aaps.k12.mi.us/huron.english/files/howtoreadliteraturelikeaprofessor_ft.pdf

Then apply the steps of the quest to "A & P."  How does the concept of the quest enrich our understanding of the story's ending?

Group 2
Consider several aspects of character/characterization:
1) Distinguish the narrator from Stokesie, though both are currently cashiers at the grocery store.
2) How does the narrator derive the nicknames for the girls?  What do we know about HIM from his choice of names and the commentary about the girls?

Group 3
Consider the SOCIAL COMMENTARY found in the story.  How does Updike use the narrator to express views about broader society in the time and place of the story?

Group 4
Distinguish the POV/perspective issue.  The story is in the 1st person, yes, but how is this different from "Araby"?  Be specific.  Support with lots of details/explanation.

Group 5
Setting

• Time:  list of cultural references/allusions that mark off the time of the story
• Place:  where, in general--and more specifically--and the actual store:  "so what"?
• "Class":  develop.  Who is represented directly?  By inference/conjecture?

Group 6

Analyze the conclusion

Group 7

Language:  Slang and Sammy's terms for individuals or groups that might not be slang but . . . 

Organize it into categories

Mark what's outdated

Friday Post on Saturday

Calendar of Upcoming Events
CULMINATING PROJECT, a state high school graduation requirement:  OCT. 15

12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations

Senior Packet for the Culminating Project

See the resume section of the College Resource Handbook for more help with resumes.

Both the resume and response to Question 1 must be typed, of course.  Be sure to save them both in a way that can be accessed at school.

Ongoing current reading schedule:  Short Story Unit Calendar/Reading List

TODAY IN CLASS
Both classes wound up at the same not-quite-finished spot yesterday:  right up to the narrator's trip to the bazaar.  There's much to do with that, of course, but we will try for quick focus on Monday.  Obviously you can "see" the import of the final sentence . . . be prepared to account for what is surely pretty plain as well as what might not be.  The word "vanity" . . . what are all its meanings?

But FOR MONDAY
Read John Updike's "A & P" (649-654).

The schedule also says to read the intro section on Theme (Ch. 4); what I've decided is the story--a likable, "easy" one--is better for this Salmon Days week-end, and we'll work with the theme section "with a purpose" over Monday/Tuesday.

Calendar of Upcoming Events
CULMINATING PROJECT, a state high school graduation requirement:  OCT. 15

12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations

Senior Packet for the Culminating Project

See the resume section of the College Resource Handbook for more help with resumes.

Both the resume and response to Question 1 must be typed, of course.  Be sure to save them both in a way that can be accessed at school.

TODAY IN CLASS
"Araby"--split progress, because we began at different points.  3rd moved right into paragraph 2, but 4th need to start with your good thoughts on Paragraph 1.  Both classes studied all the evidence in the 2nd paragraph, ostensibly a description of the house, and established how it ultimately served to describe the naivete/inexperience/innocence of the narrator.

Long (deliberate) digression into why we will necessarily have much information to share/draw out/look up concerning religious material due to the varied ways in which Biblical sources provide a rich foundation of literary references, from the most superficial and figurative to deep and inescapable connections with the meaning of the work.

In 3rd period, we went on to Paragraph 4; in 4th, we did not.  SO

FOR TOMORROW
4th period students need to write up a list of the explicit and implied uses of either dark or light in Paragraph 4.  Rows near the sliding board = dark, plus the short row of three at the back.  Rows nearer the front board, do light, plus the front row of 3.

Everyone--make sure you're caught up through Oct. 2 on the elements of fiction reading material in Perrine:
Short Story Unit Calendar/Reading List)

IF I fail to get to a post Friday afternoon--

FOR MONDAY
You'll be reading Updike's "A & P." But you'll also have a group focus--if you are absent on Friday e-mail me over the week-end and I'll let you know your focus.  This is not "group work" over the week-end; it is individual work that varies according to the "group" that you're in.  But everyone is equally responsible for reading the story, of course.

Briefly posted today:
1) Final drafts of personal essay collected.  As you probably know, "Oct. 8" was the default for turnitin.com.  It should be online today, not next week! :)

2)

• Some wrap up thoughts on Elisa/Miss Brill as characters (what they know/understand by the end of the story vs at the beginning) 
• Some consideration of the "message" (vs "moral of the story") for readers.  What is the takeaway "meaning" of these two stories?  How similar?  How different?
• For ongoing consideration:  the protagonist's self-perception (nature and accuracy of their views of self); the protagonist's view of the world; the degree to which "society" is a factor in shaping self-perception and/or world view.

3) In 3rd, we looked closely at the first very short paragraph of "Araby" (p. 474).  I won't restate what we commented on, because 4th period, you need to read JUST the first paragraph and contemplate all the brilliant things you could say about it before moving on the the assignment for tomorrow.

SO, FOR TOMORROW
Read the entire story:  James Joyce's "Araby," pp. 434-439.