Humanities III, Freshman English : January 2015

Monday, 2/2/15: The Triolet

* Open

Roots

mob, mot, mov -- move
mon -- warn, remind

Review the week

* Dante

* Review: The Villanelle

* New: The Triolet

Work on your journal (due Wednesday)

HW: Beautiful, Good and True

"Do Not Go Gentle Into That Good Night" by Dylan Thomas

Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.

Though wise men at their end know dark is right,
Because their words had forked no lightning they
Do not go gentle into that good night.

Good men, the last wave by, crying how bright
Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.

Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night.

Grave men, near death, who see with blinding sight
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.

And you, my father, there on the sad height,
Curse, bless, me now with your fierce tears, I pray.
Do not go gentle into that good night.
Rage, rage against the dying of the light.

Block of Dante

* Open

* Naviance

*Roots
micro - small
migra - wander
mit, miss - send

*Grammar
Take a pre-quiz here to see if you know how to use quotation marks.

*The Villanelle

* Dante

Finish Journal

HW: Begin Beautiful, Good, and True Questions: Dante Alighieri

Wednesday, 1/28/15: Chillin' with the Villains

* Open

mega--great
mem--remember
meter--measure

* The Villanelle

* Work on your journal in class (due block day)

* Dante

HW: Dante

Tuesday, 1/27/15: The Villanelle

* Open

Terms:

Tone: The attitude the writer or speaker takes toward the subject, audience, or herself. You will look more directly at the syntax to find this. Consider relationships.
Mood: The total feeling or atmosphere communicated by a scene, selection, or complete work of art. Ask, how does this make me feel?

* "Higher Love" for consideration:

* The Villanelle

* Work on your journal in class (due block day)

* Dante

HW: Dante

Monday, 1/26/15: Moody Monday

* Open

Recite
Roots

matri--mother
medi--half, halfway, middle, between

Terms:

Tone: The attitude the writer or speaker takes toward the subject, audience, or herself. You will look more directly at the syntax to find this.
Mood: The total feeling or atmosphere communicated by a scene, selection, or complete work of art. Ask, how does this make me feel?

This week:

Student services visits on block day
Coastal Commission Submission This Week

Show us your poem, form, and envelope in class any day this week

Dante Journal due at the end of block period
Poetry Forms Continue Tomorrow

* "Higher Love" Assignment

* Dante Alighieri

More Editions (the epub with images is nice for iPads)

HW: Dante

Coastal Commission Link

Please

Read the instructions
Prepare your entry
Show me your entry before you send it
Send before the end of the month

Block Day: 1/23/15: Quiz

* Open

* Quiz

* Let's hear some riddles!

* Dante Alighieri

More Editions (the epub with images is nice for iPads)

HW: Dante

Wednesday, 1/21/15: Riddles in the Light

* Open

Recite
Grammar Usage: Who vs. Whom

Refresher on Who vs. Whom

* Next Poetry Form

Riddles

* Dante Alighieri

HW: Journal: Riddle (19); Review:

Parallelism
Roots
Usage
Sonnet
Riddle

Tuesday, 1/20/15 ~ Parallelism

* Open

Turn in Your Coastal Commission Poem, Please.
Recite
Review

Parallelism

Can you identify the term for each definition?
The second line repeats the first in different words having a very similar meaning.

The second line (or following lines) adds to the first.

The second line contrasts with the first.

(Parallelism in the Psalms)

Block Day: Quiz

Parallelism
Roots
Usage
Sonnet

Usage: Who and Whom

Refresher on Who vs. Whom
So, AC/DC's album Who Made Who is actually incorrect. Sorry, Angus. It's who made whom.
Do Ex. #1: Who vs. Whom

* Dante Alighieri

Reading Journal: Dante (18)

For Each Poem, Please Do the Following

Copy The First Line of the Poem (as a title)
Note the Page #
Provide three sentences of response to the poem. Here are things you could note:

What do you enjoy about the composition and meaning of this poem?
What did you find difficult to understand in this piece?
How do you see Dante's craft improving?
What idea or device could you employ from this piece in your poetry writing?

HW: Dante

Block Day: Sonnets

* Open

Online Grammar Review: Loose vs. Lose

Roots

Mania--madness
Mar, mari, mer--sea, pool

Recite

The Sonnet Defined

Etymology

Italian: sonnetto: little song
Provencal: sonet: son: poem
Latin: sonus: sound

Examples

Shakespeare

Sonnet CXXX
Sonnet XVIII
Sonnet XII (and song, perhaps)

Here are a couple from Mr. Renault

Later, perhaps

* Coastal Poem

* Dante

HW: Coastal Poem; Dante

Wednesday, 1/14/15: Dante

* Open

Usage Review: Their, they're, and there

Exercise 1: Please do all 20.

Roots (in your composition books, please):

man--hand
mand--command

Tell us something interesting you read during your poetry exploration.

* Dante Alighieri

Reading Journal: Dante (18)

For Each Poem, Please Do the Following

Copy The First Line of the Poem (as a title)
Note the Page #
Provide three sentences of response to the poem. Here are things you could note:

What do you enjoy about the composition and meaning of this poem?
What did you find difficult to understand in this piece?
How do you see Dante's craft improving?
What idea or device could you employ from this piece in your poetry writing?

HW: Dante

Tuesday, 1/13/15: Dante

* Open

Recite

Something We Gleaned from Medieval Christendom:

Chivalry; no better way to meet another young Italian: Dante Alighieri

Literary Term #1

Chivalry: a code of conduct associated with the medieval institution of knighthood which developed between 1170 and 1220:

When examining medieval literature, chivalry can be classified into three basic but overlapping areas:

Duties to countrymen and fellow Christians: this contains virtues such as mercy, courage, valor, fairness, protection of the weak and the poor, and in the servant-hood of the knight to his lord. This also brings with it the idea of being willing to give one’s life for another’s; whether he would be giving his life for a poor man or his lord.
Duties to God: this would contain being faithful to God, protecting the innocent, being faithful to the church, being the champion of good against evil, being generous and obeying God above the feudal lord.
Duties to women: this is probably the most familiar aspect of chivalry. This would contain what is often called courtly love, the idea that the knight is to serve a lady, and after her all other ladies. Most especially in this category is a general gentleness and graciousness to all women. (Term definition taken from Wikipedia.)

In general, a few strands probably wove much of our background:

Jesus Christ: Jesus was born of Mary. Jesus met with women (other rabbis would not). Jesus anticipated a new, richer grace and generosity in the world of men and women.
Conversion of the Pagans: Think of them rather like rude gangs of men trouncing about...stealing, raping, and destroying. When they were converted, rather than having them put away all arms, they were often told to feel free to go about as they did (even go on crusade), only now they would fight to defend and support the weak rather than attack them.

*Literary Term #2: Courtly Love (as the tradition continues, it cloys and becomes less pure, though not in all cases)

Think of a knight acting in valor to woo a beautiful woman in the court back home, but there are a few complications that make this love a bit more tricky.

Love is more of an art than a passion.... During Medieval times, marriages were arranged, so love was something sought outside of marriage and was pursued for the sake of love itself, not a future.
While love was supposed to be honorable and God-fearing...love is sensual and often secret. Ideally, it was not physically realized...but this was playing with fire and sometimes led to sin.
The lady is elevated as one to be worshiped, served, and wooed.
In the efforts to woo, the lover usually gained manners, virtues (honor)
The lady is of very high status and her reputation must be kept in tact.
The lover often suffers sickness, nervousness, trembling, etc... in the presence of this high lady.
The god of love is usually personified in the stories of courtly love (love is depicted as an omnipotent deity so that love is something we cannot escape from).
Click here for more.

*EQ: How have these ideas about love and women affected the modern way women are treated and viewed even in our culture?

HW: Read the Introduction Tonight: Dante Alighieri

Monday, 1/12/15: Peer Edit (begin Dante)

* Open

Recite: Robert Frost

* Peer Edit Your Coastal Poem (Due Block Day, printed and submitted to turnitin.com)

Grammar

Circle errors.

Image

What is the key image(s)? Underline it (them).

Emotion

What is the tone or feeling this poem provides? Write the tone (in your own words) somewhere on the page.

Effect

Is the poem's message unified or does some aspect detract from the overall effect? Circle detracting or limp or cliched offender (or tangent). Explain your circling.

* (Schwager's Class Finish Your Literary Period Review)

HW: Begin the Dante Alighieri assignment (Due Jan. 29)

Keep the Torah of Your Mother

Don't run with fools: brief thoughts on wisdom.

A Longer, Idiosyncratic View of Literature (Mr. Schwager's Thoughts on Dr. Wheeler's Foundation)

Origins to Christ (Circa 10,000 BC to AD 35)

The book of Genesis accounts for our first known literature. Interestingly, God created the world, the planets, people, and most everything we know by his Word, with words (we don’t know how He made the angels, wisdom, justice, and other things that would have existed before the world, but it stands to reason that it was in a similar manner). Wisdom worked at his side, and the world was fashioned in six days. Was this creation by God a song, as Tolkien describes the great ones singing in The Silmarillion? Could such song waves be the mysterious waves that charge the atoms of every cell, holding all things together by those first reverberating words?

An idiosyncratic overview of English history for American students of literature.
Ancient--The Decline of the Roman Empire. The English language is spoken but not written in the lands in and near western Germany. The people of Britain are Celts, but the Angles and Saxons and Danes will later overpower them (from whom we get English, "Angle-ish"). The English are developing runes, but our language is not yet alphabetized. The Latin language is being introduced first through the Roman rulers, then through the missionary work of Christians (who also spoke Latin). Through the monks, we have copies of some ancient English poems, legends, and myths. They would copy English tales, songs, etc. that they heard into Latin when they weren't copying Bibles (or, sometimes, they'd write a story in the margin, etc.). Rome loses its first major battle to the Visigoths in A.D. 376 at Adrianople and is first sacked in 410. AD--500 1000 Old English (Anglo-Saxon); early medieval; still, most scholarly work is done in Latin, but great kings such as Alfred the Great would inspire a resurgence of English (rather than exclusively Latin) culture. English is now written using Latin letters rather than runes.			Moses (Hebrew Bible), Gilgamesh, Sophocles, Euripides, David, Solomon, Ezra, Nehemiah, Plato, Septuagint (Greek) Bible, Homer, Aristotle, The Vedas (Hinduism), Gautama (Buddhism), Confucius, Alexander the Great, Julius Caesar, Augustus Caesar, Virgil, mystery cults, Herod, Jesus the Christ who is Lord, Paul, John, Justin Martyr, Tertullian, Augustine, Jerome's Vulgate (Latin Bible), Constantine I, Mythologies and Legends in every culture. Christian councils and creeds established. Patrick, Beowulf, Muhammad (Islam), King Arthur, Caedmon, Bede, Charlemagne, Alfred the Great, Richard the Lion-Hearted, Fairytales...; East and West Schism in the Church
1000-1500 Middle English; late medieval; 1066 and the battle of Hastings is most significant, for here the English are conquered by the Normans (Duke William) and our language adds a great deal of French to it. The French also bring their culture and learning, establishing Cambridge and Oxford as our first universities. Hence, more Latin. The Italian Renaissance is like a great earthquake whose epicenter is Florence, Italy in the late 14th century. Most western nations experience some kind of rebirth of the arts and Classical culture by the 17th century.			Fra Angelico, Michelangelo, Dante Alighieri (three great men of Tuscany), Geoffrey Chaucer (the Father of English Poetry), William of Ockham, First English Printing: William Caxton prints his translation of A History of Troy England in 1471, Wycliffe (First English Bible)
1500-1660 The English Renaissance; the War of the Roses; Roman Catholic and Protestant Church division
1500-1558	Tudor Period	Humanist Era; Early English Renaissance	Henry VIII, Thomas More, John Skelton, Thomas Aquinas, Martin Luther, William Tyndale (First Printed English Bible);
1558-1603	Elizabethan Period	High Renaissance; England fends off the Spanish Armada	Edmund Spenser, Cervantes, Sir Philip Sidney, William Shakespeare (greatest English playwright)
1603-1625	Jacobean Period, American Colonial Period Begins	Mannerist Style (1590-1640) other styles: Metaphysical Poets; Devotional Poets	Shakespeare, John Donne, George Herbert, The King James Bible (Greatest English Bible), Ben Jonson, 1607 Jamestown Colony (America), 1620 Pilgrims, Aemilia Lanyer, Jonathan Edwards
1625-1649	Caroline Period	Beheading of Charles I	Thomas Cromwell, Milton
1649-1660	The Commonwealth & The Protectorate	Baroque then Rococo styles	Marvell, Milton, John Bunyan's Pilgrim'
1660-1700	The Restoration	Charles II enthroned	Milton, John Dryden
1700-1800	The Neoclassical Period or Age of Johnson, Our Founding Fathers and American Independence	The Enlightenment; The Augustan Age	Alexander Pope, Swift, Daniel Defoe, Samuel Richardson (1st English novel Pamela in 1740), Henry Fielding, Samuel Johnson (first great English dictionary), George Washington (1798, 1st American President), Ben Franklin, John Adams
1785-1830	Romanticism, American Transcendentalism	The Age of Revolution; American Expansion into the Midwest	Wordsworth, S.T. Coleridge, Jane Austen, Longfellow, Thoreau, Emerson, Hawthorne, the Brontës, American English Forming
1830-1901	Victorian Period, American Realism	British Empire at its Zenith; American Civil War; "Manifest Destiny"	Irving, Charles Dickens, Dostoyevsky, George Eliot, Robert Browning, Alfred Tennyson, Arthur Conan Doyle, Matthew Arnold, Tolstoy, Twain
1901-1942 (or some say 1960)	Modern Period, WWI and WWII	The Edwardian Era (1901-1910); The Georgian Era (1910-1914); Modernism; faith in self through systems	Theodore Roosevelt (26th President), G.M. Hopkins, G.K. Chesterton (best essayist), Hilaire Belloc, H.G. Wells, James Joyce, D.H. Lawrence, Joseph Conrad, T.S. Eliot, J.R.R. Tolkien, C.S. Lewis, Hemingway, Faulkner, O'Connor
1942 (or 1961)--	Contemporary (and some say Postmodern)	Faith in self alone.	Greene, Lessing, Wendell Berry, Seamus Heaney, Billy Collins, Borges, Stephen King, Roald Dahl

Block Day: Psalms and Bird Songs

* Open

Grammar: please fix the following misquotation of Robert Frost:

"Their are three things after all that a poem must reach the eye the ear and what we may call the hart or the mind. It is most important of all to reach the hart of the reeder."

Copy your next memorization poem into your composition book

Q3 Robert Frost (the first poem)

* Review journal together

In groups of 2-3, find and analyze another Psalm of your choice in the same manner (finding, copying, and identifying five examples of parallelism).

* Journal 17: Mirror, Mirror, on my desk (iPad), who's the poet we like best (rad)?

For this assignment, we will use our shorter timeline.

Lit. Timeline: Short

Now, you need to divide into groups of 2-4.

Go to the Poetry Foundation.
Next, consult the far right side boxes of the short timeline.
Using the search box at the Poetry Foundation, find and read at least one poem (or 20 or more lines of a long poem) from one writer of interest in each box/period (you may skip the box that only has Cromwell).
For your journal, answer the following brief questions

What is the title, who is the author, and what is the period this poem was written during?
What did your group find most interesting about this poem?

* When you finish, please work on your coastal poem.

HW: Journal 17 and complete a rough draft of a coastal poem.

"Unbroken" Breaks for the Better: Louis Zamperini's Story of Faith

Perhaps you watched the recent movie.

If you are interested in the larger story of Zamperini's faith, watch this documentary (skip the ads from minute 14 to 16:45).

Wednesday, 1/7/15: Psalms and Such

* Open

Roots (copy, define, and add example words for each)

macr, macer: lean
magn: great

Review journals

* Notes

A History of Literature (read the first two pages)

What is the first poem of all time?
What is its subject?
Why don't we have more poems and historical data from the earliest periods of civilized history?
Who composed the first five books of the Bible?

How does one read a Psalm?

Slowly savor, as you would any good poem.
Feel the emotion.
Consider the ideas.

Is there a back story?

Meditate on the lines.
Pray them back to the Father.
Don't look for rhymes.

Parallelism in the Psalms

Note each type of parallelism in your notes and provide one example for each.

Journal 16: Psalm Study

Psalm 19

Please find, copy, and identify five examples of parallelism in this Psalm.

If you finish early, please work on your coastal poem.

HW: Journal 16

Young David Plays for Saul, the Tormented King

Tuesday, 1/6: Epipany

* Open

First term of the new year (copy into terms):

Christus mansionem benedicat

What do you think it means?

How might it relate to Caspar, Melchior, and Balthasar?

This quarter you will chalk up some poetry, but will your chalk be blessed?

Delicious journal sharing

Coastal Commission Poetry Contest

Example from Robert Frost

Once by the Pacific

 The shattered water made a misty din.
 Great waves looked over others coming in,
 And thought of doing something to the shore
 That water never did to land before.
 The clouds were low and hairy in the skies,
 Like locks blown forward in the gleam of eyes.
 You could not tell, and yet it looked as if
 The shore was lucky in being backed by cliff,
 The cliff in being backed by continent;
 It looked as if a night of dark intent
 Was coming, and not only a night, an age.
 Someone had better be prepared for rage.
 There would be more than ocean-water broken
 Before God's last Put out the Light was spoken.

HW: Journal 15: Please write three tasty lines of sense

experience from your memory of a coastal moment

or hour or day.

Here's an Epiphany art march:

Mid 500's (AD, of course)


Mid 1500's (El Greco)

Mid 1600s (Murillo)

1800s (Tissot)

2004 (Artist Brian Whelan)

The second line repeats the first in different words having a very similar meaning.

The second line (or following lines) adds to the first.

The second line contrasts with the first.

(Parallelism in the Psalms)