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Senior AP and Ninth Grade English
AP--the study of classic and modern literature that prepares students for college...Ninth Grade is a course that examines and practices writing, listening, research, creative and critical thinking skills

by Patrick Crowe
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AP Lit and Comp Blog 7: SALESMAN 2/16
English 9 Blog 19: 12 ANGRY MEN 2/8
English 9 Blog 9: GAME 1/17
AP Lit and Comp Blog 6: MACBETH 3 1/14
AP Lit and Comp Blog 6: MACBETH 2 1/8
List 5, 10, all

Student Entries


List 25, 50, all

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AP Lit and Comp Blog 7: SALESMAN

Article posted February 16, 2013 at 06:49 AM GMT-5 • comment (43) • Reads 1910

What do you think 4 of these mean?



Biff

Happy

Ben

Singleman

bright and dark colors

the woods are burning

the fact that we never really see the Loman mailbox

Article posted February 16, 2013 at 06:49 AM GMT-5 • comment (43) • Reads 1910



English 9 Blog 19: 12 ANGRY MEN

Article posted February 8, 2013 at 06:28 AM GMT-5 • comment • Reads 571

It’s over and the jury has declared the accused not guilty by virtue of reasonable doubt; they were eventually convinced by juror 8 that there were too many possibilities within each of the pieces of evidence and the witness testimony rather than there being only one way to take them. In other words, to send a man to death, they were convinced by 8 that they had to have absolute proof of his guilt and not situations and statements where there was a possibility that things could have been done in other ways. So, reasonable doubt frees him, but that does not necessarily mean he’s innocent of the crime. What do you think?


If you believe he’s guilty, what are three pieces of evidence that convince you that he easily could have committed the crime and why, even though they were discounted by the jury because they did not seem definite enough to convict. Do you believe that they clearly show that this defendant murdered his father and why do you believe each of the three is clearly what had to happen that night?



If you believe he’s innocent—that he absolutely could not have committed this crime—what are the three strongest pieces of evidence that to your mind clearly prove that he did not murder his father and why do you think they are so clear with regard to his innocence?



And finally, if you had been on this jury, would you have gone along with all of them? Would you have been convinced? Or would you have held out even longer than 3 did, maintaining that the defendent could and should not be set free because there was just too much evidence against him?

Article posted February 8, 2013 at 06:28 AM GMT-5 • comment • Reads 571



English 9 Blog 9: GAME

Article posted January 17, 2013 at 09:03 AM GMT-5 • comment • Reads 399

Choose one of the two items below and complete


a) You have been a visitor to Ship Trap Island before Rainsford and managed to survive the hunt and escape.  Describe the three days of the hunt in detail, telling how you mangaed to avoid the General and Ivan and the dogs for so long.  Tell me at least two incidents where you set traps or came face to face with the hunter or the dogs and how you got away.  Then, describe your final escape in detail as well.


b) After killing Zaroff you decide to stay a day or two on the island to recover from your ordeal and gather the evidence of what he was doing to take back to the mainland with you.  You do discover three key things that you decide to keep.  They are:


--a list of the procedures for training the captives before sending them on the hunt


--a letter one man wrote to Zaroff, pleading to be allowed to leave


--a newspaper article about Zaroff when he was a soldier in the Russian army.


WRITE OUT ANY 2 OF THOSE IN THE BOX.


Article posted January 17, 2013 at 09:03 AM GMT-5 • comment • Reads 399



AP Lit and Comp Blog 6: MACBETH 3

Article posted January 14, 2013 at 07:34 AM GMT-5 • comment (46) • Reads 423

Are things beginning to clear a little or are you still completely confused by the language?







Try this one for me. Read it over a couple of times and then explain it below by putting it into modern English.







BANQUO



Thou hast it now: king, Cawdor, Glamis, all,



As the weird women promised, and, I fear,



Thou play’dst most foully for’t: yet it was said



It should not stand in thy posterity,



But that myself should be the root and father



Of many kings. If there come truth from them—



As upon thee, Macbeth, their speeches shine—



Why, by the verities on thee made good,



May they not be my oracles as well,



And set me up in hope? But hush! no more.







These are the opening lines of Act III. Try it without looking in your book first and then if you think you need to, go to the spot and see if there are any helpful footnotes.

Article posted January 14, 2013 at 07:34 AM GMT-5 • comment (46) • Reads 423



AP Lit and Comp Blog 6: MACBETH 2

Article posted January 8, 2013 at 02:27 PM GMT-5 • comment (45) • Reads 556

Look over the Lady Macbeth lines in Act I and find three things that she says that show clearly the evil side of her character. Copy them into your comments box and explain briefly (1-2 sentences) how each demonstrates the resolve that she has to make her husband king.







Discuss lines with those around you if you need to before you decide which ones to use.

 

HER LINES ARE BELOW:

 

 

Glamis thou art, and Cawdor; and shalt be

 

What thou art promis’d; yet do I fear thy nature;

 

It is too full o’ the milk of human kindness

 

To catch the nearest way: thou wouldst be great;

 

Art not without ambition; but without

 

The illness should attend it. What thou wouldst highly,

 

That wouldst thou holily; wouldst not play false,

 

And yet wouldst wrongly win: thou’dst have, great Glamis,

 

That which cries, “Thus thou must do, if thou have it:

 

And that which rather thou dost fear to do

 

Than wishest should be undone.” Hie thee hither,

 

That I may pour my spirits in thine ear;

 

And chastise with the valor of my tongue

 

All that impedes thee from the golden round,

 

Which fate and metaphysical aid doth seem

 

To have thee crown’d withal.

 

The raven himself is hoarse

 

That croaks the fatal entrance of Duncan

 

Under my battlements. Come, you spirits

 

That tend on mortal thoughts, unsex me here;

 

And fill me, from the crown to the toe, top-full

 

Of direst cruelty! make thick my blood,

 

Stop up the access and passage to remorse,

 

That no compunctious visitings of nature

 

Shake my fell purpose, nor keep peace between

 

The effect and it! Come to my woman’s breasts,

 

And take my milk for gall, your murdering ministers,

 

Wherever in your sightless substances

 

You wait on nature’s mischief! Come, thick night,

 

And pall thee in the dunnest smoke of hell

 

That my keen knife see not the wound it makes

 

Nor heaven peep through the blanket of the dark

 

To cry, “Hold, hold!”

 

[Enter Macbeth.]

 

Great Glamis! Worthy Cawdor!

 

Greater than both, by the all-hail hereafter!

 

Thy letters have transported me beyond

 

This ignorant present, and I feel now

 

The future in the instant.

 

O, never

 

Shall sun that morrow see!

 

Your face, my thane, is as a book where men

 

May read strange matters:—to beguile the time,

 

Look like the time; bear welcome in your eye,

 

Your hand, your tongue: look like the innocent flower,

 

But be the serpent under’t. He that’s coming

 

Must be provided for: and you shall put

 

This night’s great business into my despatch;

 

Which shall to all our nights and days to come

 

Give solely sovereign sway and masterdom.

 

Was the hope drunk

 

Wherein you dress’d yourself? hath it slept since?

 

And wakes it now, to look so green and pale

 

At what it did so freely? From this time

 

Such I account thy love. Art thou afeard

 

To be the same in thine own act and valor

 

As thou art in desire? Wouldst thou have that

 

Which thou esteem’st the ornament of life,

 

And live a coward in thine own esteem;

 

Letting “I dare not” wait upon “I would,”

 

Like the poor cat i’ the adage?

 

What beast was’t, then,

 

That made you break this enterprise to me?

 

When you durst do it, then you were a man;

 

And, to be more than what you were, you would

 

Be so much more the man. Nor time nor place

 

Did then adhere, and yet you would make both:

 

They have made themselves, and that their fitness now

 

Does unmake you. I have given suck, and know

 

How tender ’tis to love the babe that milks me:

 

I would, while it was smiling in my face,

 

Have pluck’d my nipple from his boneless gums

 

And dash’d the brains out, had I so sworn as you

 

Have done to this.

 

We fail!

 

But screw your courage to the sticking-place,

 

And we’ll not fail. When Duncan is asleep,—

 

Whereto the rather shall his day’s hard journey

 

Soundly invite him, his two chamberlains

 

Will I with wine and wassail so convince

 

That memory, the warder of the brain,

 

Shall be a fume, and the receipt of reason

 

A limbec only: when in swinish sleep

 

Their drenched natures lie as in a death,

 

What cannot you and I perform upon

 

The unguarded Duncan? what not put upon

 

His spongy officers; who shall bear the guilt

 

Of our great quell?

Article posted January 8, 2013 at 02:27 PM GMT-5 • comment (45) • Reads 556



AP Lit and Comp Blog 6: MACBETH 1

Article posted January 5, 2013 at 09:40 AM GMT-5 • comment (49) • Reads 471

Let’s see how we’re doing with notetaking and interpretation. Read and write an interpretation for three of the four quotes below. In plain English explain what is being said.  Then, do the brief research assignment that follows.







1. When the hurlyburly’s done, when the battle’s lost and won.







2. I must report they were as cannons overcharged with double cracks...







3. Where the Norweyan banners flout the sky and fan our people cold.







4. Though his bark cannot be lost, yet it shall be tempest tossed.







You may use your book.

 

 

 

An article about the historical context of MACBETH can be found here:  http://www.westirondequoit.org/ihs/library/his.html


Print it out and read it over, underlining any references that match what you have read so far in the play.  Hole punch it and place it in the binder so that you may continue to underline similarities as we read through the play.  I'll collect it at the end.

Article posted January 5, 2013 at 09:40 AM GMT-5 • comment (49) • Reads 471



AP Lit and Comp Blog 5: WOOLF 3

Article posted December 18, 2012 at 11:22 AM GMT-5 • comment (48) • Reads 1069

 


There are 8 items below and then a brief essay.  Choose any 4 of the 8 to complete briefly AND respond to the brief essay at the bottom as well.







1. Look up Carthage and the Punic Wars on Google and copy and paste two facts about each into the box below.







2. Now, make a list of all of the things you know about "the kid" and be as complete as you can be.

 

3. DID YOU SEE THE MAILBOX? IT WAS RIGHT THERE. WHAT WAS IT LIKE?

 

 

 

React/explain:



4. "George who is out somewhere there in the dark...George who is good to me,and whom I revile...who keeps learning the games we play as quickly as I can change the rules; who can make me happy and I do not wish to be happy, and, yes I do wish to be happy. George and Martha: sad, sad, sad."







Martha to Nick in the kitchen when they come back in the house.







5. George’s actions when he finds Martha’s blouse on the staircase. At first he laughs loudly on the stairs and on his way out the door but when the door is closed he collapses in tears.

 

 

 

Symbols:







6. What do the names of each of the characters represent here? Can you tell? Give it a try.







7. Now, what other symbols do you see in the play? What, for example, do you think these stand for:







the fake gun



the imaginary child



the peeled label



the boxing match



george’s story to nick







8.  What is the overarching religious symbol in this play? (think about what day it ends on, the way martha and george are now and what has to happen for them to get there...)

 

 

 

 

Brief essay:

 

React to the following quote in at least 50-100 words of commentary.

 

Constructed in layers for symbolic as well as dramatic purpose, the characters, George and Martha, come to represent not only the ultimate in dysfunctional family dynamic but also, as the play crescendoes to its frenetic climax, the apogee of despair and brutality, all of which will allow Albee to deliver his Sunday morning redemption message with more clarity, with more of a jolt, with more cathartic force to a reader or audience already well drained of emotion as the cataclysm draws to its "death produces new life" spiritual reawakening for all.

 

Article posted December 18, 2012 at 11:22 AM GMT-5 • comment (48) • Reads 1069



AP Lit and Comp Blog 5: WOOLF 2

Article posted December 13, 2012 at 11:40 AM GMT-5 • comment (47) • Reads 577

Now we’ve met the guests. What do you think of them?

 

And what about the secret that Martha wasn’t supposed to talk about? Why not? What do you think is going on there?

 

And, choose three of the themes below and tell me one thing for each in the play that has been an example of them so far:

 

truth and illusion

 

games and war

 

history vs. biology

 

the american dream

 

the christian allegory

 

                                     love and hate

Article posted December 13, 2012 at 11:40 AM GMT-5 • comment (47) • Reads 577



AP Lit and Comp Blog 5: WOOLF 1

Article posted December 12, 2012 at 06:28 AM GMT-5 • comment (46) • Reads 565

Introduction yesterday to George and Martha.

 

So, what are your initial impressions?

 

What do you think about these two based on the behaviors and dialogue you’ve seen so far?

 

Do you think I’m crazy for saying these two are very much in love with each other or do you see my point at the moment? Explain.

 

By the way, did you notice their mailbox on the front porch? No? Make sure you watch for it.

Article posted December 12, 2012 at 06:28 AM GMT-5 • comment (46) • Reads 565



English 9 Blog 8: THE LOTTERY

Article posted December 11, 2012 at 07:27 AM GMT-5 • comment (34) • Reads 391

The author, Shirley Jackson, had this to say about this story when she wrote it:


 "I hoped, by setting a particularly brutal ancient rite in the present and in my own village, to shock the story’s readers with a graphic demonstration of the pointless violence and general inhumanity in their own lives."


There are atrocities that take place all the time in our world, aren't there?  Open this article and read it quickly:  http://blog.amnestyusa.org/middle-east/the-world-reacts-to-syrian-violence/


On your own, find one more article about human rights violations somewhere in the world and copy the URL into your response box.


Then, using the article I just asked you to read and the one you found, find two pieces of evidence of the  "pointless violence and general inhumanity" that Jackson was talking about from those articles and copy and paste each piece of evidence into the response box along with the URL you already put there.

Article posted December 11, 2012 at 07:27 AM GMT-5 • comment (34) • Reads 391



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My Classes & Students

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AP English Lit and Comp Period 3

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AP English Lit and Comp Period 6

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English 9 Period 1

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English 9 Period 4

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English 9 Period 8

About the Blogger
teacher of english now in my 40th year, state consultant on the regents exam for 16 years, book, movie, tv and jennifer aniston fan

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