Hey kids -
I hope you are surviving midterm exams! Just a reminder - you only have ONE more weekend to finish The Thirteenth Tale!
I promised I wouldn't make you do any work related to the novel while you were reading it and I hold true to that promise... however, as of Monday, February 9th, that promise expires.
In preparation for class the weeks of February 9th and 16th, come to class each day prepared with a written answer to the following assigned questions:
Tuesday, February 10th:
Consider this quote: "All children mythologize their birth. It is a universal trait. You want to know someone? Heart, mind and soul? Ask him to tell you about when he was born. What you get won't be the truth; it will be a story. And nothing is more telling than a story." -- Vida Winter.
How does this quote act as a thesis for the entire novel?
Wednesday, February 11th
Margaret tells a tale in the book of becoming so engrossed in reading a book that she falls off the wall where she is sitting. She suggests that this proves that "reading can be dangerous."
The Thirteenth Tale shows that reading is powerful, and that the dangers of reading are far more pervasive and can be far darker than Margaret's amusing childhood tale would allow. These dangers are not confined to the naive reader, nor can they be limited to childhood. Reading is a dangerous pastime; words have an inescapable physicality and can work for profound good or profound evil. Do you agree with Margaret about the danger of reading? Why, or why not?
How does this connect to our study of Blake's Three Stages of Being?
Thursday, February 12th
When Margaret challenges Miss Winter on the many versions of her life story she has already told, the author replies "It's my profession. I'm a storyteller." For Miss Winter, Margaret's pursuit of biography, her insistence on working with facts, is "horribly dull...Don't you think one can tell the truth much better with a story?" (p. 46). Who do you agree with more, and why? What makes someone's life story fiction? A biography? A memoir?
Friday, February 13th:
Like the book whose secrets are hinted at by its cover, houses reveal much about their owners. This is especially true in The Thirteenth Tale, where houses are virtual reflections of their inhabitants. Margaret's room above her father's bookshop, Angelfield, and Miss Winter's Yorkshire home all reveal much about the people who live in them, as does Aurelius's cozy cottage. What did you think about the meaning of houses and other structures in The Thirteenth Tale? What do the characters' surroundings say about them and their role in the novel?
Tuesday, February 17th:
Consider our study of Romanticism and apply the definitions we drafted in class to the following: What does Dr. Clifton mean when he tells Margaret that she is "suffering from an ailment that afflicts ladies of romantic imagination"?
Also, choose one character from the novel and gather 10 quotes from the book that reveal, directly or indirectly, that person's true "character".
Wednesday, February 18th:
The Thirteenth Tale is, at its core, a novel about secrets and the ways that the characters are shaped by secrets, their own and the secrets of those around them. Vida Winter is "as famous for her secrets as for her stories" (p. 11), and Margaret is forever scarred by her discovery, at the age of ten, that her mother has kept a secret. What role do secrets play in the story, and which ones did you find most surprising?
Monday, February 2, 2009
Wednesday, January 21, 2009
DUE MONDAY 1/26: Dangerous Lives of Altar Boys
The Dangerous Lives of Alter Boys
And William Blake’s “The Tyger”
Label each of Blake’s Contrary States of the Human Soul as Innocence, Experience, or Organized Innocence
1 This state relies upon recognition of the Church’s desire for people to be obedient and accept oppression, poverty, and inequality. It is a profound disillusionment with human nature and society. One entering this state sees cruelty and hypocrisy only too clearly but is unable to imagine a way out. _______________________________________________
2. This state is a higher form of consciousness. In this state, one’s sense of the divinity of humanity coexists with oppression and injustice, however involves continued recognition and active opposition to them. __________________________________________________
3. A state of genuine love and naïve trust toward all of human kind, accompanied by the unquestioned belief in Christian doctrine. Those in this state did not realize that the Church was using religion as a means of social control. ________________________________________
Scene 1:
The Note: Francis, Margie and William Blake’s The Tyger (on the bleachers at soccer practice)
Examine this scene, keeping in mind Blake’s definition of Innocence. Describe how this scene embodies innocence. How does Blake’s poem fit into the scene?
Scene 2: Boys on the Bus: Tim and Sister Assumpta and the book of Blake’s poetry
Paraphrase Sister Assumpta’s view of William Blake and considering William Blake’s States of Being, determine her role in Tim’s Bildungsroman.
Do you agree with Sister Assumpta’s view of William Blake? How does her view reflect the Romantic ideal of the Church using innocence as a means of social control? How is Sister Assumpta trying to control Tim?
Scene 3: Kids at the Zoo: The plan to get back at Sister Assumpta
Who, in this scene, seems to most clearly understand Blake’s concept of Organized Innocence? Read and interpret Blake’s poem “The Tyger”. What does the poem reveal about Blake’s view of experience? Using the poem’s unlocked meaning, consider what the guide says about the souls of animals. Whom do you think the guide would claim created the beast? Whom would Sister Assumpta claim created it?
Scene 4: Margie’s Secret
Consider Margie’s behavior from the beginning of the film up until she reveals her secret to Francis. Compare that behavior to her secret and to the fact she attempted suicide and determine where she is on her Bildungsroman at this point in the film.
Scene 5: Loss of Innocence – Tim and Francis and the dog on the side of the road.
In this scene, consider the stages Tim traveling through and toward. Is Tim in a state of innocence, experience or organized innocence? What actions would lead you to believe that he possesses innocence? Experience? Both?
Scene 6: Blake’s poem “The Tyger”, revisited
Has Francis moved from a state of Innocence to Experience to Organized Innocence? How does this scene depict Francis’ movement into this state? What is he doing that displays active opposition? Why was this poem a good choice for Francis? What does it symbolize to him? Whom do you think Francis would say made the tiger?
And William Blake’s “The Tyger”
Label each of Blake’s Contrary States of the Human Soul as Innocence, Experience, or Organized Innocence
1 This state relies upon recognition of the Church’s desire for people to be obedient and accept oppression, poverty, and inequality. It is a profound disillusionment with human nature and society. One entering this state sees cruelty and hypocrisy only too clearly but is unable to imagine a way out. _______________________________________________
2. This state is a higher form of consciousness. In this state, one’s sense of the divinity of humanity coexists with oppression and injustice, however involves continued recognition and active opposition to them. __________________________________________________
3. A state of genuine love and naïve trust toward all of human kind, accompanied by the unquestioned belief in Christian doctrine. Those in this state did not realize that the Church was using religion as a means of social control. ________________________________________
Scene 1:
The Note: Francis, Margie and William Blake’s The Tyger (on the bleachers at soccer practice)
Examine this scene, keeping in mind Blake’s definition of Innocence. Describe how this scene embodies innocence. How does Blake’s poem fit into the scene?
Scene 2: Boys on the Bus: Tim and Sister Assumpta and the book of Blake’s poetry
Paraphrase Sister Assumpta’s view of William Blake and considering William Blake’s States of Being, determine her role in Tim’s Bildungsroman.
Do you agree with Sister Assumpta’s view of William Blake? How does her view reflect the Romantic ideal of the Church using innocence as a means of social control? How is Sister Assumpta trying to control Tim?
Scene 3: Kids at the Zoo: The plan to get back at Sister Assumpta
Who, in this scene, seems to most clearly understand Blake’s concept of Organized Innocence? Read and interpret Blake’s poem “The Tyger”. What does the poem reveal about Blake’s view of experience? Using the poem’s unlocked meaning, consider what the guide says about the souls of animals. Whom do you think the guide would claim created the beast? Whom would Sister Assumpta claim created it?
Scene 4: Margie’s Secret
Consider Margie’s behavior from the beginning of the film up until she reveals her secret to Francis. Compare that behavior to her secret and to the fact she attempted suicide and determine where she is on her Bildungsroman at this point in the film.
Scene 5: Loss of Innocence – Tim and Francis and the dog on the side of the road.
In this scene, consider the stages Tim traveling through and toward. Is Tim in a state of innocence, experience or organized innocence? What actions would lead you to believe that he possesses innocence? Experience? Both?
Scene 6: Blake’s poem “The Tyger”, revisited
Has Francis moved from a state of Innocence to Experience to Organized Innocence? How does this scene depict Francis’ movement into this state? What is he doing that displays active opposition? Why was this poem a good choice for Francis? What does it symbolize to him? Whom do you think Francis would say made the tiger?
Tuesday, January 20, 2009
Writing Contest~
Hey kids - Penguin Publishing Group is running an essay contest and giving out five $1000 prizes.
This year, the essay focuses on the novel Jane Eyre - which is mentioned in The Thirteenth Tale several times! If you have read Jane Eyre or it you are interested in reading it, consider this contest!
Here's a link to the website:
http://us.penguingroup.com/static/pages/services-academic/essayhome.html
This year, the essay focuses on the novel Jane Eyre - which is mentioned in The Thirteenth Tale several times! If you have read Jane Eyre or it you are interested in reading it, consider this contest!
Here's a link to the website:
http://us.penguingroup.com/static/pages/services-academic/essayhome.html
Friday, January 16, 2009
Last Chance Workout
Ok - here's the deal: I will give you partial credit for each assignment you make up. Partial credit will range anywhere from 2 points off to half credit, depending on the assignment.
For those of you who need to make up Act I questions, here they are: (the rest of you scroll down)
Act I, Scene i (You can find the play online by Googling it)
1. List two paradoxes from this scene.
a.
b.
2. Use three or four specific words to describe the emotional tone of the scene
a.
b.
c.
Scene ii
1. Identify and explain the simile in the soldier’s opening lines.
2. According to the soldier, what did Macbeth do in the battle?
3. Would the attack of a sparrow dismay an eagle?
4. What fate has befallen the Thane of Cawdor? How will this affect Macbeth?
Scene iii
1. Why is the first witch in a foul mood?
2. Macbeth's opening lines are an echo of which earlier lines?
a. Why would he think the day was foul?
b. Why would he think it fair?
5. Examine Banquo's comments and reaction to the witches and then choose one or two line that accurately infers Banquo’s attitude towards the witches and their prophecy.
5. Compare and contrast the reactions of Banquo and Macbeth when they hear the message from the King that Macbeth was named Thane of Cawdor.
6. Macbeth is a bit worried. He says that the recent events can’t be bad but they also can’t be good. Why can’t they be bad? Why can’t they be good?
For those of you who need to make up the Star Wars/Polanski Macbeth assignment, go to the top left corner and type "Star Wars" into the box and click on "search blog".
For those of you who need to make up the Office Macbeth assignment, see me Tuesday.
For those of you who need to make up the Found Macbeth assignment: choose a scene from Macbeth and using 10 words or lines cut from magazines, write a collage style letter from one character to an audience revealing the character's perspective of the incident.
For those of you who have not written the Hornby Essay, go to the left hand corner and type "Hornby" into the search box and click on "search blog". Follow the instructions on the post that appears, EXCEPT remember to use an allusion from Macbeth as one of your supporting allusions in the 3rd paragraph.
DO NOT EMAIL ANY ASSIGNMENTS TO ME. Please print them out and bring in a hard copy next week.
For those of you who need to make up Act I questions, here they are: (the rest of you scroll down)
Act I, Scene i (You can find the play online by Googling it)
1. List two paradoxes from this scene.
a.
b.
2. Use three or four specific words to describe the emotional tone of the scene
a.
b.
c.
Scene ii
1. Identify and explain the simile in the soldier’s opening lines.
2. According to the soldier, what did Macbeth do in the battle?
3. Would the attack of a sparrow dismay an eagle?
4. What fate has befallen the Thane of Cawdor? How will this affect Macbeth?
Scene iii
1. Why is the first witch in a foul mood?
2. Macbeth's opening lines are an echo of which earlier lines?
a. Why would he think the day was foul?
b. Why would he think it fair?
5. Examine Banquo's comments and reaction to the witches and then choose one or two line that accurately infers Banquo’s attitude towards the witches and their prophecy.
5. Compare and contrast the reactions of Banquo and Macbeth when they hear the message from the King that Macbeth was named Thane of Cawdor.
6. Macbeth is a bit worried. He says that the recent events can’t be bad but they also can’t be good. Why can’t they be bad? Why can’t they be good?
For those of you who need to make up the Star Wars/Polanski Macbeth assignment, go to the top left corner and type "Star Wars" into the box and click on "search blog".
For those of you who need to make up the Office Macbeth assignment, see me Tuesday.
For those of you who need to make up the Found Macbeth assignment: choose a scene from Macbeth and using 10 words or lines cut from magazines, write a collage style letter from one character to an audience revealing the character's perspective of the incident.
For those of you who have not written the Hornby Essay, go to the left hand corner and type "Hornby" into the search box and click on "search blog". Follow the instructions on the post that appears, EXCEPT remember to use an allusion from Macbeth as one of your supporting allusions in the 3rd paragraph.
DO NOT EMAIL ANY ASSIGNMENTS TO ME. Please print them out and bring in a hard copy next week.
Monday, January 12, 2009
Memoir
Hey kids - I'm SO sorry this posted so late! I posted earlier today from my classroom but when I just checked the blog, I noticed my earlier post never posted!
Therefore, if you don't finish the assignment, we'll finish it at the beginning of class tomorrow. Also, I took some time to revisit the questions and realized that most of them are really pretty awful. Therefore, I'm substituting the following generic questions to get you thinking:
One of the happiest times in my life was…
One of the saddest times in my life was…
I came to the important realization that…
I realized that I was no longer a child when…
The best birthday present I ever received was…
My favorite holiday is…because…
My favorite place is…
When I was little, I used to...
I was proud of myself for...
I was ashamed of myself for...
I have never been so engrossed in learning as when...
I spent time with someone who was much different from me when…
A time when I decided to do something differently from everyone else around me was...
The person who has had the biggest influence on me is...
An experience that challenged me was...
One of my biggest successes was...
One of my biggest failures was...
I realized that I had a talent for...
The worst thing that has ever happened to me is...
I was in grave danger when…
Therefore, if you don't finish the assignment, we'll finish it at the beginning of class tomorrow. Also, I took some time to revisit the questions and realized that most of them are really pretty awful. Therefore, I'm substituting the following generic questions to get you thinking:
One of the happiest times in my life was…
One of the saddest times in my life was…
I came to the important realization that…
I realized that I was no longer a child when…
The best birthday present I ever received was…
My favorite holiday is…because…
My favorite place is…
When I was little, I used to...
I was proud of myself for...
I was ashamed of myself for...
I have never been so engrossed in learning as when...
I spent time with someone who was much different from me when…
A time when I decided to do something differently from everyone else around me was...
The person who has had the biggest influence on me is...
An experience that challenged me was...
One of my biggest successes was...
One of my biggest failures was...
I realized that I had a talent for...
The worst thing that has ever happened to me is...
I was in grave danger when…
Friday, January 9, 2009
Help Wanted...
Hey kids -
I was wondering if any of you could do me a favor. I was wondering if any of you would be interested in reading a few random paragraphs from my novel. I'm interested in your feedback regarding its "readability" - I just want to know if it's easy to read and makes sense to you since you are my target audience.
It's kind of an experiment - I mean, if I'm writing a book for young adults, which you are, I want you to be able to read it with ease and interest.
I'll admit that writing is very enjoyable to me however I don't know if I'm even on the right track in regard to writing to my intended audience. If you're interested in providing me some feedback, please email me and let me know. I'm keeping this project fairly private, so I'm only going to send you a paragraph or two, so it shouldn't be too much work on your part.
Thanks in advance to anyone interested,
Weiss
I was wondering if any of you could do me a favor. I was wondering if any of you would be interested in reading a few random paragraphs from my novel. I'm interested in your feedback regarding its "readability" - I just want to know if it's easy to read and makes sense to you since you are my target audience.
It's kind of an experiment - I mean, if I'm writing a book for young adults, which you are, I want you to be able to read it with ease and interest.
I'll admit that writing is very enjoyable to me however I don't know if I'm even on the right track in regard to writing to my intended audience. If you're interested in providing me some feedback, please email me and let me know. I'm keeping this project fairly private, so I'm only going to send you a paragraph or two, so it shouldn't be too much work on your part.
Thanks in advance to anyone interested,
Weiss
Tuesday, January 6, 2009
Sonnets
Hey kids!
Here is the information I gave you in class on sonnets:
A sonnet is a poem of fourteen iambic pentameter lines. It follows one of several set rhyme schemes. The two basic types are:
•The Italian or Petrarchan sonnet: generally an octave + a sestet (abbaabba + cdecde, cdcdcd or cdedce). The octave presents a narrative, rasises a question or states a proposition to which the sestet then responds.
•The English or Shakespearean sonnet: uses four divisions, three quatrains + rhymed couplet for a conclusion. The quatrains can have different rhyme schemes, but the typical pattern is abab cdcd efef gg.
But there is a third type:
•The Spenserian: although not as popular, this style complicates the Shakespearean form by linking rhymes in the quatrains: abab bcbc cdcd ee.
A "conceit" is a fanciful notion, generally expressed through an elaborate analogy or metaphor. The sonnet tradition carried its own peculiar conceits which have made their way into our social consciousness.
From Petrarch, the sonneteers of the Renaissance took not only a conventional form but also conventional sentiments. The relation between the poet and his beloved is presented in terms of an idealized courtly love: the persona is a "humble servant" tossed by a tempest on the sea of despair, the beloved can wound with a glance, and her beauty is described in stereotypical fashion. Her cheeks are like roses, her eyes sparkle, and her lips are ruby red.
Shakespeare pokes great fun at such conventions with his "Sonnet 130: My Mistress' Eyes Are Nothing Like the Sun."
Here is the information I gave you in class on sonnets:
A sonnet is a poem of fourteen iambic pentameter lines. It follows one of several set rhyme schemes. The two basic types are:
•The Italian or Petrarchan sonnet: generally an octave + a sestet (abbaabba + cdecde, cdcdcd or cdedce). The octave presents a narrative, rasises a question or states a proposition to which the sestet then responds.
•The English or Shakespearean sonnet: uses four divisions, three quatrains + rhymed couplet for a conclusion. The quatrains can have different rhyme schemes, but the typical pattern is abab cdcd efef gg.
But there is a third type:
•The Spenserian: although not as popular, this style complicates the Shakespearean form by linking rhymes in the quatrains: abab bcbc cdcd ee.
A "conceit" is a fanciful notion, generally expressed through an elaborate analogy or metaphor. The sonnet tradition carried its own peculiar conceits which have made their way into our social consciousness.
From Petrarch, the sonneteers of the Renaissance took not only a conventional form but also conventional sentiments. The relation between the poet and his beloved is presented in terms of an idealized courtly love: the persona is a "humble servant" tossed by a tempest on the sea of despair, the beloved can wound with a glance, and her beauty is described in stereotypical fashion. Her cheeks are like roses, her eyes sparkle, and her lips are ruby red.
Shakespeare pokes great fun at such conventions with his "Sonnet 130: My Mistress' Eyes Are Nothing Like the Sun."
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