Mon. No school. Mr. Brandt dominates Mr. Ruud and Mr. Harrison on the golf course, further enhancing his reputation as an awesome force in the golf universe.
Tues. Back to reality! Students read and discuss "The Boarding House" from Dubliners. As usual, students are suspicious of Mr. Brandt's seemy interpretations of the story.
Wed. Discussion of "The Boarding House" concluded, followed by discussion of "A Little Cloud."
Thurs. Class finishes discussing "A Little Cloud".
Fri. Oral commentaries submitted by 4th period. Graded OC's returned to 3rd period, and discussed. One month to go before the IB Oral Comms! Also, class began reading and discussing the "charms" of one Mr. Farrington, the central character in Joyce's short story "Counterparts." Pierce should be commended for an impressive performance as the bullying boss Mr. Alleyne.
Saturday, December 5, 2009
Friday, November 13, 2009
Week 14: Nov. 16-20
Mon. Papers were returned and techniques of analysis discussed. Namely, the fundamentals of identifying purpose, then method, then effect were reviewed. Students then practiced this and shared bits of analysis with classmates related to the story "After the Race".
Tues. "After the Race" and discussion of analysis continued.
Wed. Small groups read "Two Gallants" and discussed questions.
Thurs. Whole class discussion of "Two Gallants".
Fri."Housekeeping" for 3rd period: oral commentaries submitted, papers returned, outside reading titles collected. In 4th period, the OC assignment was given. In both classes 2 stories were assigned for reading over the break: "The Boarding House" and "A Little Cloud".
Tues. "After the Race" and discussion of analysis continued.
Wed. Small groups read "Two Gallants" and discussed questions.
Thurs. Whole class discussion of "Two Gallants".
Fri."Housekeeping" for 3rd period: oral commentaries submitted, papers returned, outside reading titles collected. In 4th period, the OC assignment was given. In both classes 2 stories were assigned for reading over the break: "The Boarding House" and "A Little Cloud".
Monday, November 9, 2009
Week 13: Nov. 9-13
Mon. Assignments for this week: Read the short story "Araby" from Dubliners and write an open-ended question designed to elicit quality discussion of the story. Also, on Edublogger there is an assignment from Part I of "The Dead".
In class today we discussed the upcoming commentaries and listened to the song "Young Ned of the Hill" by the Pogues, followed by mini-commentaries.
Tues. We continued to practice our commentary technique with Young Ned of the Hill, plus we shared our discussion questions on Araby in small groups.
Wed. Happy Veteran's Day!
Th. The story Eveline was assigned for reading. Class received extensive notes on Araby and on the Childhood stories in general. Also, outside reading choices should be brought to class next Thursday.
Fri. 3rd period received the Graded Oral Commentary assignment plus their extracts. The assignment, worth 100 points, is due next Friday, 11/20. After, an extract from Eveline was distributed; students had 15 minutes to examine in and prepare a commentary, and a number of individuals executed 5 minute commentaries to a small group.
Finally, the story "After the Race" is assigned for Monday.
In class today we discussed the upcoming commentaries and listened to the song "Young Ned of the Hill" by the Pogues, followed by mini-commentaries.
Tues. We continued to practice our commentary technique with Young Ned of the Hill, plus we shared our discussion questions on Araby in small groups.
Wed. Happy Veteran's Day!
Th. The story Eveline was assigned for reading. Class received extensive notes on Araby and on the Childhood stories in general. Also, outside reading choices should be brought to class next Thursday.
Fri. 3rd period received the Graded Oral Commentary assignment plus their extracts. The assignment, worth 100 points, is due next Friday, 11/20. After, an extract from Eveline was distributed; students had 15 minutes to examine in and prepare a commentary, and a number of individuals executed 5 minute commentaries to a small group.
Finally, the story "After the Race" is assigned for Monday.
Sunday, November 1, 2009
Week 12: Nov. 2-6
Mon. Together class read a portion of "The Sisters" from Joyce's Dubliners. Introductory discussion revolved around Joyce's purpose. One way this can be framed is as an answer to the question "Who are Dubliners"? It should also be understood as a polemic against the culture of Dublin, and it's influences.
Tues. Classes read "The Sisters" out loud, with discussion of key words, characterization of the narrator, Nannie, Eliza and Fr. Flynn; the imagery of the boy's dream; the implications of the boy's reaction to Fr. Flynn's death; the suggestive imagery of the priest lying in his coffin; and other details in imagery which may have symbolic implications.
Wed. Discussion focused on the character of Fr. Flynn on three levels: as a character who has a relationship with the narrator, as a symbol for the Catholic Church in Ireland, and as an Irishman. Fr. Flynn's faith deserves scrutiny, both on a literal and a symbolic level.
Thurs. Small groups read the next story in Dubliners, titled "An Encounter". Groups were then to identify an image from the story which they found striking, then proceed to the discussion questions.
Fri. Whole class discussion of "An Encounter", a story which introduces a new theme, namely the desire to be somewhere/someone different. When a student notices a character in "escape mode," he/she should ask what motivates the desire? When did it start? How does the attempt progress? And What are the results?
Also, we reiterated the "Catholic motif", which Joyce employs both explicitly and subtly. Joyce's use of the motif suggests a strong opinion on the influence of the church (and its leaders) upon its followers. Today, the class examined Joyce's imagery in the latter part of the encounter, imagery which may suggest rituals of a Catholic mass. Given the nature of the so-called priest, it's not too hard to discern Joyce's contempt for the church.
Tues. Classes read "The Sisters" out loud, with discussion of key words, characterization of the narrator, Nannie, Eliza and Fr. Flynn; the imagery of the boy's dream; the implications of the boy's reaction to Fr. Flynn's death; the suggestive imagery of the priest lying in his coffin; and other details in imagery which may have symbolic implications.
Wed. Discussion focused on the character of Fr. Flynn on three levels: as a character who has a relationship with the narrator, as a symbol for the Catholic Church in Ireland, and as an Irishman. Fr. Flynn's faith deserves scrutiny, both on a literal and a symbolic level.
Thurs. Small groups read the next story in Dubliners, titled "An Encounter". Groups were then to identify an image from the story which they found striking, then proceed to the discussion questions.
Fri. Whole class discussion of "An Encounter", a story which introduces a new theme, namely the desire to be somewhere/someone different. When a student notices a character in "escape mode," he/she should ask what motivates the desire? When did it start? How does the attempt progress? And What are the results?
Also, we reiterated the "Catholic motif", which Joyce employs both explicitly and subtly. Joyce's use of the motif suggests a strong opinion on the influence of the church (and its leaders) upon its followers. Today, the class examined Joyce's imagery in the latter part of the encounter, imagery which may suggest rituals of a Catholic mass. Given the nature of the so-called priest, it's not too hard to discern Joyce's contempt for the church.
Monday, October 26, 2009
Week 11: 10/26-30
Mon. We reviewed the discussion questions pertaining to the Macbeth Act II scene ii commentary from last week.
Tues. Macbeth quiz reviewed, and students "peer edited" first draft of commentaries.4th period didn't meet due to Josten's assembly. Class also discussed the importance of secrets in Macbeth, and considered their effects on the outcomes of the play.
Wed. 4th period reviewed and "peer edited" first draft of commentaries; 3rd period practiced personification of abstractions, combined with appositive phrases.
Thurs. Class produced theme statements from Macbeth which used the following topics: ambition, manliness, equivocation, human nature, paranoia, evil, and greed. Class then discussed themes in Macbeth. Lively discussion particularly around the subject of whether Macbeth is an optimistic or pessimistic play (3rd period), and whether Macbeth's motivation from the throne is internally motivated or externally motivated (4th period). As for the latter, interpretations of Macbeth's motive for writing a letter to his wife yielded significantly different understandings of Macbeth's character. Why did he write that letter?
Fri. Graded draft of Macbeth commentary is due on Monday (post-poned from today). Some summary notes were given on themes, character, audience needs, motifs, and Shakespeare's style. We wrapped up the week with a scintillating round of Shakespearean insults.
Tues. Macbeth quiz reviewed, and students "peer edited" first draft of commentaries.4th period didn't meet due to Josten's assembly. Class also discussed the importance of secrets in Macbeth, and considered their effects on the outcomes of the play.
Wed. 4th period reviewed and "peer edited" first draft of commentaries; 3rd period practiced personification of abstractions, combined with appositive phrases.
Thurs. Class produced theme statements from Macbeth which used the following topics: ambition, manliness, equivocation, human nature, paranoia, evil, and greed. Class then discussed themes in Macbeth. Lively discussion particularly around the subject of whether Macbeth is an optimistic or pessimistic play (3rd period), and whether Macbeth's motivation from the throne is internally motivated or externally motivated (4th period). As for the latter, interpretations of Macbeth's motive for writing a letter to his wife yielded significantly different understandings of Macbeth's character. Why did he write that letter?
Fri. Graded draft of Macbeth commentary is due on Monday (post-poned from today). Some summary notes were given on themes, character, audience needs, motifs, and Shakespeare's style. We wrapped up the week with a scintillating round of Shakespearean insults.
Wednesday, October 21, 2009
Week 10: 10/19-23
Mon. Quiz on Macbeth announced for Friday, 10/23. Also, students are to compose by Monday a draft of a commentary on a 35-40 line passage of their choosing. This draft will be reviewed in class, then revised and submitted for a grade.
In class, we read and discussed Act V of Macbeth.
Tues. Students planned "Actor-Director" skits, using very short passages from Macbeth to read once (incorrectly), then twice (after "direction"). Directors have wide latitude to discuss the reading generally (i.e. identify and encourage readings which match the subtext, mood, and motivation), and specifically (i.e. identify specific words or phrases which should be stressed, inflected differently, pace, etc...)
Wed. Students presented "Actor Director" skits.
Thurs. Students prepared for tomorrow's quiz by playing "Name that Quote," which allows participants to earn points by naming character, Act, scene, situation, and significance.
Fri. Following the quiz on Macbeth, students read a clozed outline while listening to a commentary on Macbeth 2.2.49-90. Discussion questions ensued focusing on the achievements of the commenter.
In class, we read and discussed Act V of Macbeth.
Tues. Students planned "Actor-Director" skits, using very short passages from Macbeth to read once (incorrectly), then twice (after "direction"). Directors have wide latitude to discuss the reading generally (i.e. identify and encourage readings which match the subtext, mood, and motivation), and specifically (i.e. identify specific words or phrases which should be stressed, inflected differently, pace, etc...)
Wed. Students presented "Actor Director" skits.
Thurs. Students prepared for tomorrow's quiz by playing "Name that Quote," which allows participants to earn points by naming character, Act, scene, situation, and significance.
Fri. Following the quiz on Macbeth, students read a clozed outline while listening to a commentary on Macbeth 2.2.49-90. Discussion questions ensued focusing on the achievements of the commenter.
Monday, October 12, 2009
Week 9: 10/12-16
Mon. Classes reviewed page 8 of Introduction to Oral Commentary packet, "Critical Analysis." We applied the 7 steps to an extract from Macbeth, Act III, scene 1.
Tues-Wednesday: Class spent a majority of these two periods reading and discussing Act IV of Macbeth.
Thursday: Each Student received an extract from Act IV, scene 1 of Macbeth and applied the "Critical Analysis" steps to it under timed conditions. From there, study of Act IV resumed.
Friday: The extract from Act 4 scene 1 was returned to the class so more emphasis could be placed on Step 7: "How". After allowing some time to identify literary features and techniques in the passage, the class assessed Shakespeare's methods for establishing a creepy mood and building Macbeth's internal conflict. Particular attention was paid to imagery (visual and aural, aka "supernatural imagery"), as well as to the range of sentence structures and some word choices.
Also, next week each student will select a 25-40 word extract and draft a 500 word commentary on that choice.
Tues-Wednesday: Class spent a majority of these two periods reading and discussing Act IV of Macbeth.
Thursday: Each Student received an extract from Act IV, scene 1 of Macbeth and applied the "Critical Analysis" steps to it under timed conditions. From there, study of Act IV resumed.
Friday: The extract from Act 4 scene 1 was returned to the class so more emphasis could be placed on Step 7: "How". After allowing some time to identify literary features and techniques in the passage, the class assessed Shakespeare's methods for establishing a creepy mood and building Macbeth's internal conflict. Particular attention was paid to imagery (visual and aural, aka "supernatural imagery"), as well as to the range of sentence structures and some word choices.
Also, next week each student will select a 25-40 word extract and draft a 500 word commentary on that choice.
Monday, October 5, 2009
Week 8: 10/5-10/9
Monday:
We reviewed the formula for writing "Effect Statements," and practiced writing our own based on Lady Macbeth's words to her husband from Act I scene 7 ("dash its brains out...").
Idea + technique = effect on reader.
From the passage referenced above, one could say, "Shakespeare's portrayal of Lady Macbeth's ruthlessness (idea), emphasized by the image of a mother "plucking" her nipple from her nursing baby and smashing its head (technique), creates a sense of horror and awe in the reader(effect).
On a nuts and bolts level, classes should post twice this week on edublogger...once from Act II and once from Act III.
Also, COMMENTARY FEEDBACK is due this week, and students who haven't submitted recorded commentaries to their classmates should do so as soon as humanly possible.
Tuesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act I scene 7 and the beginning of Act II. Class paid particular attention to the dialogue between Macbeth and Lady Macbeth in I.7 in which she excoriates him for his ambivalence, and illustrates her own conviction with graphic rhetoric designed to persuade him to be firm and resolved.
Wednesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act II. We did "name" each scene of Act I as review before focusing especially on scenes 1, 2, and 3. The porter's lines were reviewed and contrasted with the general mood of the play.
Thurday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act III.
Also, 4th period submitted feedback for 3rd period commenters.
Friday: A majority of the period will be spent reading and discussing Macbeth, Act III.
We reviewed the formula for writing "Effect Statements," and practiced writing our own based on Lady Macbeth's words to her husband from Act I scene 7 ("dash its brains out...").
Idea + technique = effect on reader.
From the passage referenced above, one could say, "Shakespeare's portrayal of Lady Macbeth's ruthlessness (idea), emphasized by the image of a mother "plucking" her nipple from her nursing baby and smashing its head (technique), creates a sense of horror and awe in the reader(effect).
On a nuts and bolts level, classes should post twice this week on edublogger...once from Act II and once from Act III.
Also, COMMENTARY FEEDBACK is due this week, and students who haven't submitted recorded commentaries to their classmates should do so as soon as humanly possible.
Tuesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act I scene 7 and the beginning of Act II. Class paid particular attention to the dialogue between Macbeth and Lady Macbeth in I.7 in which she excoriates him for his ambivalence, and illustrates her own conviction with graphic rhetoric designed to persuade him to be firm and resolved.
Wednesday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act II. We did "name" each scene of Act I as review before focusing especially on scenes 1, 2, and 3. The porter's lines were reviewed and contrasted with the general mood of the play.
Thurday: A majority of the period was spent reading, clarifying and discussing Macbeth, Act III.
Also, 4th period submitted feedback for 3rd period commenters.
Friday: A majority of the period will be spent reading and discussing Macbeth, Act III.
Wednesday, September 30, 2009
Week 7: 9/27-10/2
Mon. Students received Oral Commentary packets, chock-ful of definitions, guidelines, tips, and examples in preparation for the Oral Commentary. Class continued studying Act I, scenes i-iii of Macbeth, emphasizing subtext. Students read lines using various stresses, intonations, pauses, and paces and assessed how meaning was affected.
Assignments: Practice commentary due on Friday. Outside Reading choice due Friday as well.
Tues. Class continued dramatic reading of Macbeth, Act I
Wed. Reviewed, discussed, then finished Macbeth Act I.
Thurs. Introduced "Effect Statements": Ideas in an extract + techniques used by author = effect on a reader. Read Borges' "The Witness" and reviewed sample student effect statements.
Fri. Papers returned, outside reading choices recorded, practice commentary feedback assignment given. If you need a copy of the commentary feedback directions, they are here.
Assignments: Practice commentary due on Friday. Outside Reading choice due Friday as well.
Tues. Class continued dramatic reading of Macbeth, Act I
Wed. Reviewed, discussed, then finished Macbeth Act I.
Thurs. Introduced "Effect Statements": Ideas in an extract + techniques used by author = effect on a reader. Read Borges' "The Witness" and reviewed sample student effect statements.
Fri. Papers returned, outside reading choices recorded, practice commentary feedback assignment given. If you need a copy of the commentary feedback directions, they are here.
Sunday, September 20, 2009
Week 6: 9/21-25
Mon. The class chanted and analyzed the famous phrase from Macbeth, "Fair is foul and foul is fair. Hover through the fog and filthy air."
In terms of assignments, students submitted extracts from I Know Why the Caged Bird Sings. Distribution of extracts will come at a later date.
Tues. Discussion centered around the idea of subtext. Students created subtexts for various lines of texts and delivered them up for class analysis.
Also, ActI Scene i of Macbeth was read and analyzed for subtexts.
Wed. Students did a read through of Macbeth, Act I, scenes i, ii, and iii. Awareness of subtext when "performing" a part was the focus.
Thurs. Caged Bird test was returned to students and reviewed. Students then viewed 3 different versions of Macbeth, Act I scenes i, ii, and iii.
Fri. Students prepared Oral Commentaries in groups on a passage from Ch. 11 of Caged Bird. Outside reading choices are due next Friday. Also, students received their individual passages. They should record a commentary on that passage by next Friday.
In terms of assignments, students submitted extracts from I Know Why the Caged Bird Sings. Distribution of extracts will come at a later date.
Tues. Discussion centered around the idea of subtext. Students created subtexts for various lines of texts and delivered them up for class analysis.
Also, ActI Scene i of Macbeth was read and analyzed for subtexts.
Wed. Students did a read through of Macbeth, Act I, scenes i, ii, and iii. Awareness of subtext when "performing" a part was the focus.
Thurs. Caged Bird test was returned to students and reviewed. Students then viewed 3 different versions of Macbeth, Act I scenes i, ii, and iii.
Fri. Students prepared Oral Commentaries in groups on a passage from Ch. 11 of Caged Bird. Outside reading choices are due next Friday. Also, students received their individual passages. They should record a commentary on that passage by next Friday.
Monday, September 14, 2009
Week 5: 9/14-18
Mon: We discussed themes from I Know Why the Caged Bird Sings, and practiced articulating them as sentences which "do justice to the book." A fine example was provided by Mr. Wenceslao..."Growth and maturation in life occur through experiencing tragedy, joyous occasions, and every day occurrences."
Still another was provided by Ms. Matthews: "Humans can become stronger by enduring and being resilient to trials and tribulations."
Tuesday: Both classes discussed the final chapter of Caged Bird. An old quiz (a copy of which can be found here) was reviewed, and another one is available here.
Wed: Test today!
Thursday: Classes returned The Great Gatsby and checked out Dubliners and Macbeth. Classes received an assignment that is due Monday: prepare a passage from Caged Bird, with two guiding questions.
Friday: Classes discussed an extract from chapter 6 of I Know Why the Caged Bird Sings, then listened to a recorded commentary on the same passage.
Still another was provided by Ms. Matthews: "Humans can become stronger by enduring and being resilient to trials and tribulations."
Tuesday: Both classes discussed the final chapter of Caged Bird. An old quiz (a copy of which can be found here) was reviewed, and another one is available here.
Wed: Test today!
Thursday: Classes returned The Great Gatsby and checked out Dubliners and Macbeth. Classes received an assignment that is due Monday: prepare a passage from Caged Bird, with two guiding questions.
Friday: Classes discussed an extract from chapter 6 of I Know Why the Caged Bird Sings, then listened to a recorded commentary on the same passage.
Saturday, September 5, 2009
Week 4: Sept 8-11
Tuesday- Quickwrites in class on quotes provided by students. This led nicely into discussion of patterns Angelou uses in describing racially confrontational episodes.
Wednesday- Another round of quickwrites leading to discussion of voice motif.
Thursday- Class received notes on Angelou's style, available here. More notes and discussion followed pertaining to "An Eclectic Upbringing."
Wednesday- Another round of quickwrites leading to discussion of voice motif.
Thursday- Class received notes on Angelou's style, available here. More notes and discussion followed pertaining to "An Eclectic Upbringing."
Monday, August 31, 2009
Week 3: 8/31-9/4
Monday- Students are reminded there will be a vocabulary quiz on Friday. Additionally, a paper is due. In class, discussion centered around tone in the poem "Sympathy" and in chapter 1 of CB.
Tues-Studied and discussed prospective thesis statements for Friday's paper. No new homework.
Wednesday- ch. 4 quickwrite. Discussed assorted cultures in Caged Bird. Hw: prepare a quote for quickwrite.
Thursday- Small groups discussed cultureal values, rules, and expectations. No new homework.
Friday- Essays were due, and in one case collected. Remember to submit your response to your outside reading this week.
Tues-Studied and discussed prospective thesis statements for Friday's paper. No new homework.
Wednesday- ch. 4 quickwrite. Discussed assorted cultures in Caged Bird. Hw: prepare a quote for quickwrite.
Thursday- Small groups discussed cultureal values, rules, and expectations. No new homework.
Friday- Essays were due, and in one case collected. Remember to submit your response to your outside reading this week.
Tuesday, August 25, 2009
Week 2: 8/24-8/28
Monday- Class received writing assignment, a copy of which can be found here
Tuesday- In-class essay: Evaluate The Mitten from one chosen perspective:
political, feminist, multicultural, humanist, Christian, etc...
In writing, students should refer to at least 3 parts of the story, including both the anthropomorphic section and the "human" section.
Wednesday- Discussed importance of structure and evidence in timed writing. Discussed prologue to I Know Why the Caged Bird Sings.
Thursday- announced vocabulary quiz on Caged bird vocabulary (here) on Friday, 9/4. Continued to discuss Caged Bird prologue. Introduced voice motif.
Friday- Continued discussion of prologue. Introduced questions which will be on-going: How does the child feel about her culture? How does the narrator feel about those cultures? What are the different cultures? How does the narrator view the child?
Finally, one class received the poem "Sympathy" by Paul Laurence Dunbar.
Weekly homework: Post OSR x 1 on EduBlogger; Post Caged Bird Journal entries x2-3 weekly, also on EduBlogger.
Tuesday- In-class essay: Evaluate The Mitten from one chosen perspective:
political, feminist, multicultural, humanist, Christian, etc...
In writing, students should refer to at least 3 parts of the story, including both the anthropomorphic section and the "human" section.
Wednesday- Discussed importance of structure and evidence in timed writing. Discussed prologue to I Know Why the Caged Bird Sings.
Thursday- announced vocabulary quiz on Caged bird vocabulary (here) on Friday, 9/4. Continued to discuss Caged Bird prologue. Introduced voice motif.
Friday- Continued discussion of prologue. Introduced questions which will be on-going: How does the child feel about her culture? How does the narrator feel about those cultures? What are the different cultures? How does the narrator view the child?
Finally, one class received the poem "Sympathy" by Paul Laurence Dunbar.
Weekly homework: Post OSR x 1 on EduBlogger; Post Caged Bird Journal entries x2-3 weekly, also on EduBlogger.
Monday, June 1, 2009
Note to class of 2010 students
6/1/2009
To: IB English A1 I Students (i.e. “juniors)
From: Mr. Brandt/Mr. Stoll
Greetings:
Congratulations on finishing up your Internal Oral Presentations and the first year of IB English. The purpose of this note is to request that you save your notes from The Great Gatsby and The Grapes of Wrath, which you have read and studied this semester. One of your first assignments in the fall semester, writing a theme-paper on your American dream, will require you to incorporate knowledge of these works along with Maya Angelou’s I Know Why the Caged Bird Sings. If you wish to get ahead for the fall, you should read Angelou’s book which is readily available at libraries, used bookstores, Amazon.com, Barnes and Noble, etc… If you would like a school copy of the book, see Mr. Brandt.
To: IB English A1 I Students (i.e. “juniors)
From: Mr. Brandt/Mr. Stoll
Greetings:
Congratulations on finishing up your Internal Oral Presentations and the first year of IB English. The purpose of this note is to request that you save your notes from The Great Gatsby and The Grapes of Wrath, which you have read and studied this semester. One of your first assignments in the fall semester, writing a theme-paper on your American dream, will require you to incorporate knowledge of these works along with Maya Angelou’s I Know Why the Caged Bird Sings. If you wish to get ahead for the fall, you should read Angelou’s book which is readily available at libraries, used bookstores, Amazon.com, Barnes and Noble, etc… If you would like a school copy of the book, see Mr. Brandt.
Friday, April 10, 2009
Saturday, April 4, 2009
Link to Waiting for Godot, Muppet Style
Ok, I present this tongue in cheek; however, the 49,000 who've viewed it can't be wrong and some of the comments are interesting. Plus, it seems Cookie Monster shares the sentiments of many in his introduction.
Friday, April 3, 2009
Thursday, April 2, 2009
Waiting for Godot Interpretations
The link might give a flavor for the range of interpretations of the play.
Tuesday, March 31, 2009
Monday, March 2, 2009
Comment on OC Rubric Criterion B
As we approach the official round of commentaries, I want to draw attention to the fact that criterion B places high value on consideration of thoughts and feelings expressed in the extract. When there is more than one character involved, observe thoughts and feelings of both, separately. For instance, in "Sisters" from Dubliners there's a temptation to focus solely on Fr. Flynn during his wake. However, the states of mind of both the narrator and Eliza deserve a great deal of attention, as each has relevance to central themes.
In 1.3 of Macbeth, for another instance, observations about Banquo as he observes Macbeth ( who is thinking and speaking to the audience in asides) matter a great deal. One wouldn't want to talk just about Macbeth and ignore Banquo's character or the relationship between the two.
In general, talk about state of mind before themes. Observing a character's state of mind may easily lend itself to a consideration of theme.
In 1.3 of Macbeth, for another instance, observations about Banquo as he observes Macbeth ( who is thinking and speaking to the audience in asides) matter a great deal. One wouldn't want to talk just about Macbeth and ignore Banquo's character or the relationship between the two.
In general, talk about state of mind before themes. Observing a character's state of mind may easily lend itself to a consideration of theme.
Structuring Oral Commentaries
So here's a bit of coaching for Oral commentaries. When you begin, take 30 seconds or so to lay out your plan. Anything that helps your listener develop a coherent understanding of your commentary is good, and laying out your plan would help with that.
I would think that right after this, you would try to put your passage in context. This should be brief, but don't assume the listener is familiar with your extract. Take the time to set it up well. For example, if you're talking about "A Little Cloud" don't just jump in talking about Little Chandler. You might mention that the main character is a man named Tom Chandler whose friends, according to the narrator, call him "Little Chandler". If you do this, you should set yourself up for talking about the character in general terms, then discussing how that characterization is evident in the extract.
I would think that right after this, you would try to put your passage in context. This should be brief, but don't assume the listener is familiar with your extract. Take the time to set it up well. For example, if you're talking about "A Little Cloud" don't just jump in talking about Little Chandler. You might mention that the main character is a man named Tom Chandler whose friends, according to the narrator, call him "Little Chandler". If you do this, you should set yourself up for talking about the character in general terms, then discussing how that characterization is evident in the extract.
Sunday, February 22, 2009
Macbeth's conscience
Respond either to the following comment, or to any post about the comment. Include your period # and initials so I can give you credit.
To the reader Macbeth is more than simply a mass murderer and a tyrant. We have seen the inner workings of his conscience: his fears, anxiety, and even his suffering. This makes him, if not likeable, at least someone with whom we can relate. It’s much harder to dismiss him as a freakish aberration: he’s scary because we can imagine circumstances of temptation which could also lead us to a similar self-degradation.
Why do we have such fascination with murderers and tyrants, anyway? Don't we want to see something in them that helps us to understand their behavior? How can we explain our collective desire to understand appalling behavior?
To the reader Macbeth is more than simply a mass murderer and a tyrant. We have seen the inner workings of his conscience: his fears, anxiety, and even his suffering. This makes him, if not likeable, at least someone with whom we can relate. It’s much harder to dismiss him as a freakish aberration: he’s scary because we can imagine circumstances of temptation which could also lead us to a similar self-degradation.
Why do we have such fascination with murderers and tyrants, anyway? Don't we want to see something in them that helps us to understand their behavior? How can we explain our collective desire to understand appalling behavior?
Saturday, February 21, 2009
Macbeth structure quiz
This is a reminder that on Wednesday of this week, you will take a quiz on the structure of Macbeth. Know the basic events of each act and each scene. Knowledge of the structure should assist you with regard to placing extracts from Macbeth in precise context when you take the Oral Commentary Assessment in March. The test will employ a matching format, and I promise I won't put anything too obscure on it.
Introducing Mr. Brandt's IB English Blog
Hello! Thanks for checking in. I'm starting this blog in the hope that you will eventually find it useful for discussion, clarification, and feedback. If you have any suggestions or ideas about how this blog can be useful to you, leave a comment.
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