Sunday, December 8, 2013

Poetry Week 2

Homework: Due Dec. 16


1.  Independent Reading Project Due Dec. 16.  Be prepared to share with class.
2.  Quiz on Poetry Terms and Definitions:  Be able to define, identify the use of, and give an example of, each of the Poetry Terms from last week's blog poet.  (33 terms)
3.  Write an example of each of the poetry terms and definitions from last week's blog.  You may come up with your own or use an example you have found.  

Saturday, November 30, 2013

Poetry Unit Week One




Overview

For this unit, each student will complete a Poetry Portfolio, due January 13, which will:
  • Showcase the student's original poetry
  • Define poetic terms
  • Define some of the more popular types of poetry
  • Showcase examples of different types/styles of poetry
  • Allow each student to practice writing in different styles of poetry
  • Give students the opportunity to analyze poetry & poetic of forms, and recognize poetic devices within poems  


Due December 9:

1. Complete the following Pages of your Poetry Portfolio:

    • Page 1: Define Catalog Poem & Include an example of a Catalog Poem
    • Page 2: Write your own Catalog Poem
    • Page 3: Define End Rhyme, metaphor and alliteration.  Include an example of a poem that uses metaphor
    • Page 4: Write your own poem using end rhyme, metaphor, and alliteration
2. .  Answer the (2) Critical Thinking Questions about "Woman Work" and "Daily" (see below)


3. Begin Poetry Portfolio
  • Design Cover (Due Jan. 13)  
    • Decorate with images, designs, colors.  Be creative.  Please do your best.
    • Make an original title
    • Include your name
  • Begin Table of contents (Due Jan. 13)
4.  Work on Ind.. Reading Project. (Due Dec. 16)


 Due December 16: (you will have other homework Due. Dec. 16 besides just these definitions!)

1. Define the following poetic devices (type your definitions). .  Test on Dec. 16
  • Alliteration
  • Assonance
  • Allusion
  • Ambiguity
  • Anaphora
  • Anthropomorphism
  • Archetype
  • Assonance
  • Carpe Diem
  • Ellipsis
  • Figure of Speech
  • Irony
  • Metaphor
  • Onomatopoeia
  • Oxymoron
  • Palindrome
  • Persona
  • Poetic License
  • Simile
  • Symbol
  • Tone
2.  Define the following terms of rhythm and meter in poetry. (type your definitions).   Test on Dec. 16
  • Blank Verse
  • Cadence
  • Caesura
  • End stop
  • Foot
  • Meter
  • Rhyme
  • Scansion (scan a line of poetry)
  • Stress
  • Syllable
3. Ind. Reading Project Due!



Catalog Poem 

Skills Focus
Literary SkillsAnalyze the characteristics of catalog poems
Writing SkillsWrite a catalog poem.

Make the Connection
Quickwrite
Make a list of the things that you do during an ordinary day. What is the first thing you do in the morning? What is the last thing you do before bed? What is your favorite part of the day? The following two poems tell about the things that people do every day. As you read, think about your list. How does it compare with the poems?
Literary Focus
Catalog Poem
You’ve probably seen the kind of catalogs that come from stores, filled with pictures of almost anything in the world you’d want to buy. Like those catalogs, a catalog poem brings together many different images and presents them for your attention. Unlike a retail catalog, though, a poem does not want you to part with your money; it wants you only to enter the poem and, with your imagination, share an experience with the speaker.

The repetition of images in a catalog poem creates a rolling rhythm when the poem is read aloud. Try reading the two poems that follow aloud, and see how the piling up of images creates the poems’ rhythmic beat.



Woman Work by Maya Angelou
I've got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The cane to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.

Shine on me, sunshine
Rain on me, rain
Fall softly, dewdrops
And cool my brow again.

Storm, blow me from here
With your fiercest wind
Let me float across the sky
'Til I can rest again.

Fall gently, snowflakes
Cover me with white
Cold icy kisses and
Let me rest tonight.

Sun, rain, curving sky
Mountain, oceans, leaf and stone
Star shine, moon glow
You're all that I can call my own


Daily by Naomi Shihab Nye

These shriveled seeds we plant,
corn kernel, dried bean,
poke into loosened soil,
cover over with measured fingertips

These T-shirts we fold into
perfect white squares

These tortillas we slice and fry to crisp strips
This rich egg scrambled in a gray clay bowl

This bed whose covers I straighten
smoothing edges till blue quilt fits brown blanket
and nothing hangs out

This envelope I address
so the name balances like a cloud
in the center of sky

This page I type and retype
This table I dust till the scarred wood shines
This bundle of clothes I wash and hang and wash again
like flags we share, a country so close
no one needs to name it

The days are nouns:  touch them
The hands are churches that worship the world



Thinking Critically- Answer the following questions using complete sentences.  Due Dec. 9
1.  What does the catalog of images in “Woman Work” tell you about the life of the speaker? Where do you think she lives? What do you learn from the images in “Daily” about the life of its speaker?
2.    Both catalog poems list daily activities in a woman’s life, but the tone of each poem is different—the speakers express different attitudes toward their lives. How would you describe the tone of each poem? Is it complaining? bitter? angry? resigned? accepting? loving? joyful? Is it something else? Cite details from each poem to explain the tone you hear in it.


WRITING
My Day
Poetry Portfolio Entry #1: Catalog Poem (Due Dec. 9)
Write your own catalog poem that lists the things you do every day. Choose images that make your day come alive for the reader. You might want to imitate the structure of one of the poems in the following ways:
              If you imitate “Woman Work,” begin with I’ve got… Then, list the things—such as “a bus to catch”—that you have to do.
              If you imitate “Daily,” begin each line with These/This… Write, for example, “This heavy backpack I carry…”
How do you feel about your daily work? Try to express that feeling.

Metaphor, End Rhyme & Alliteration

"Hope" is the thing with feathers - (314)

BY EMILY DICKINSON
“Hope” is the thing with feathers -
That perches in the soul -
And sings the tune without the words -
And never stops - at all -

And sweetest - in the Gale - is heard -
And sore must be the storm -
That could abash the little Bird
That kept so many warm -

I’ve heard it in the chillest land -
And on the strangest Sea -
Yet - never - in Extremity,
It asked a crumb - of me.


WRITING
Poetry Portfolio Entry #2: Metaphor Poem (Due Dec. 9)
Using the structure of  "'Hope' is the thing with feathers" as a basis for your own poem, choose a metaphor that is meaningful to you.  Be sure to include end rhyme and alliteration.  

Example:
Bliss is the rays of sunshine -
that pour into my room -
And wake me from my slumber _
And make me dream - of noon -


Sunday, November 24, 2013

Descriptive Essay & Narrative Essay


Due  Dec. 2:


1. Descriptive Essay

  • Typed, MLA format, 1 - 2 pages
    • Topic: Describe something (your choice) without directly stating what it is.  
      • Topic Ideas: 
        • The sunset
        • The carnival/rides area of the fair
        • A beautiful spot in nature
        • Caught in a rainstorm
        • Watching a baby animal play
    • Include descriptive writing that appeals to the five senses: smell, taste, hearing, sight, touch.
    • Use descriptive language to make the reader really feel as if they are there - what does it look like, smell like, feel like.
    • Sample Descriptive Essay: http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E7-Descriptive-Essay-Guidelines.pdf

2. Narrative Essay

  • Typed, MLA format, 2-3 pages
  • Topic: Tell a story about something that has happened to you, your opinions, your ideas, or your response to something.   You may tell the story form the first person (I)  point of view.
    • Topic Ideas:

      • When I Got Lost
      • If I Could Change One Thing About Me
      • If I Could Be Somebody Else for a Day
      • My Hero
      • The Most Beautiful Thing in the World
      • My Greatest Accomplishment
      • The Hardest Thing I Ever Had to Do
      • The Best News I Ever Received

3. Reminder: Independent Reading Project #2 Due Dec. 16




Descriptive Essays


Summary:
The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

What is a descriptive essay?

The descriptive essay is a genre of essay that asks the student to describe something—object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!
Here are some guidelines for writing a descriptive essay.
  • Take time to brainstorm
If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.
  • Use clear and concise language.
This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.
  • Choose vivid language.
Why use horse when you can choose stallion? Why not use tempestuous instead of violent? Or why not miserly in place of cheap? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.
  • Use your senses!
Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
  • What were you thinking?!
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.
  • Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.
  • Be organized!
It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.


Narrative Essays


What is a narrative essay?

When writing a narrative essay, one might think of it as telling a story. These essays are often anecdotal, experiential, and personal—allowing students to express themselves in a creative and, quite often, moving ways.
Here are some guidelines for writing a narrative essay.
  • If written as a story, the essay should include all the parts of a story.
This means that you must include an introduction, plot, characters, setting, climax, and conclusion.
  • When would a narrative essay not be written as a story?
A good example of this is when an instructor asks a student to write a book report. Obviously, this would not necessarily follow the pattern of a story and would focus on providing an informative narrative for the reader.
  • The essay should have a purpose.
Make a point! Think of this as the thesis of your story. If there is no point to what you are narrating, why narrate it at all?
  • The essay should be written from a clear point of view.
It is quite common for narrative essays to be written from the standpoint of the author; however, this is not the sole perspective to be considered. Creativity in narrative essays often times manifests itself in the form of authorial perspective.
  • Use clear and concise language throughout the essay.
Much like the descriptive essay, narrative essays are effective when the language is carefully, particularly, and artfully chosen. Use specific language to evoke specific emotions and senses in the reader.
  • The use of the first person pronoun ‘I’ is welcomed.
Do not abuse this guideline! Though it is welcomed it is not necessary—nor should it be overused for lack of clearer diction.
  • As always, be organized!
Have a clear introduction that sets the tone for the remainder of the essay. Do not leave the reader guessing about the purpose of your narrative. Remember, you are in control of the essay, so guide it where you desire (just make sure your audience can follow your lead).

Monday, November 18, 2013

Homework Due Nov. 25

Due Nov. 25:

1.   Persuasive Research Paper and Include Works Cited page

    • Include Parenthetical Documentation
    • Include Works Cited page
    • 3-5 sources
    • Turn in Original Draft that was due Nov. 18, Peer Edit Draft, Packet
    • 3-5 pages


2. Expository Essay
    • Refer to Peer Edit to make changes
    • Turn in Peer Edit Draft, Final Draft, Rubric
    • 2-3 pages


Due After Thanksgiving, Dec. 2:
  1. Descriptive Essay- 1-2 pages
  2. Narrative Essay (See blog post below this one for details)-2-3 pages

Sunday, November 17, 2013

Descriptive & Narrative Essay


Due After Thanksgiving: Dec. 2:


1. Descriptive Essay

    • Typed, MLA format, 1 - 2 pages
      • Topic: Describe something (your choice) without directly stating what it is.  
        • Topic Ideas: 
          • The sunset
          • The carnival/rides area of the fair
          • A beautiful spot in nature
          • Caught in a rainstorm
          • Watching a baby animal play
      • Include descriptive writing that appeals to the five senses: smell, taste, hearing, sight, touch.
      • Use descriptive language to make the reader really feel as if they are there - what does it look like, smell like, feel like.

2. Narrative Essay

    • Typed, MLA format, 2-3 pages
    • Topic: Tell a story about something that has happened to you, your opinions, your ideas, or your response to something.   You may tell the story form the first person (I)  point of view.
      • Topic Ideas:

        • When I Got Lost
        • If I Could Change One Thing About Me
        • If I Could Be Somebody Else for a Day
        • My Hero
        • The Most Beautiful Thing in the World
        • My Greatest Accomplishment
        • The Hardest Thing I Ever Had to Do
        • The Best News I Ever Received



Descriptive Essays


Summary:
The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

What is a descriptive essay?

The descriptive essay is a genre of essay that asks the student to describe something—object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!
Here are some guidelines for writing a descriptive essay.
  • Take time to brainstorm
If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.
  • Use clear and concise language.
This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.
  • Choose vivid language.
Why use horse when you can choose stallion? Why not use tempestuous instead of violent? Or why not miserly in place of cheap? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.
  • Use your senses!
Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
  • What were you thinking?!
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.
  • Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.
  • Be organized!
It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.


Narrative Essays


What is a narrative essay?

When writing a narrative essay, one might think of it as telling a story. These essays are often anecdotal, experiential, and personal—allowing students to express themselves in a creative and, quite often, moving ways.
Here are some guidelines for writing a narrative essay.
  • If written as a story, the essay should include all the parts of a story.
This means that you must include an introduction, plot, characters, setting, climax, and conclusion.
  • When would a narrative essay not be written as a story?
A good example of this is when an instructor asks a student to write a book report. Obviously, this would not necessarily follow the pattern of a story and would focus on providing an informative narrative for the reader.
  • The essay should have a purpose.
Make a point! Think of this as the thesis of your story. If there is no point to what you are narrating, why narrate it at all?
  • The essay should be written from a clear point of view.
It is quite common for narrative essays to be written from the standpoint of the author; however, this is not the sole perspective to be considered. Creativity in narrative essays often times manifests itself in the form of authorial perspective.
  • Use clear and concise language throughout the essay.
Much like the descriptive essay, narrative essays are effective when the language is carefully, particularly, and artfully chosen. Use specific language to evoke specific emotions and senses in the reader.
  • The use of the first person pronoun ‘I’ is welcomed.
Do not abuse this guideline! Though it is welcomed it is not necessary—nor should it be overused for lack of clearer diction.
  • As always, be organized!
Have a clear introduction that sets the tone for the remainder of the essay. Do not leave the reader guessing about the purpose of your narrative. Remember, you are in control of the essay, so guide it where you desire (just make sure your audience can follow your lead).

Tuesday, November 12, 2013

Expository Essay


Due next Monday:


The Expository Essay

Sample Expository Essay: http://teacherweb.com/ca/vannuyshighschool/tovarsenglishclass/sampleexpository.pdf

What is an Expository Essay?
An expository essay explains a concept, investigates an idea, or presents evidence for an opinion. According to Purdue's Online Writing Lab, in-class writing assignments and exams frequently instruct students to use an expository essay format. Expository essays can be developed using several different organizational patterns, depending upon the assignment, writing prompt or topic.

Read more about Expository Essays here:https://owl.english.purdue.edu/owl/resource/685/02/

Structure of an Expository Essay: http://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf


PromptsEXPOSITORY ESSAY


Write an essay to explain one of the following:
  • 􏰀  Think of an invention that has been especially helpful (or harmful) to people. Write an essay to explain why.
  • 􏰀  Think of the most valuable thing you own that was not bought in a store. Explain why it is valuable to you.
  • 􏰀  Describe a teenage fad, and why, in your opinion, it became popular
  • 􏰀  Explain how climate dictates lifestyle
  • 􏰀  Many students have personal goals, such as making the honor roll, playing a musical instrument, or being the top sorer in a video game. To be successful in reaching goals, it helps to have certain qualities. Some of these might include se;lf- discipline, determination or a positive attitude. Think about a goal that you would like to achieve. In a well-developed composition, state your goal. Describe at least two qualities you will need to reach your goal, and explain why each quality is important to be successful.
  • 􏰀  Age has a funny way of making changes. It is probably easy for you to look back and see that you and your friends have make some major changes since you left middle school. Your teachers and friends may be different; your school is different, and some of your interests are probably different. Think back to sixth grade and describe how school has changed for you as a ninth or tenth grader.
  • 􏰀  “’Cheating is on the rise,’ reports expert Donald McCabe, a professor at Rutgers University. His surveys show that school dishonesty is a growing problem in every part of the country.” His and other studies report that 73 % to 80% of high school students cheat. “What is the big deal about cheating? It’s only wrong if you get caught.” Do you agree or disagree with this statement. What should we do about cheating in the schools?


Monday, October 28, 2013

Gothic Lit. Continued








1. Read the INTERACTIVE VERSION  of "The Raven" here: 

http://www.teachersfirst.com/lessons/raven/start.cfm

Listen to "The Raven" here:
http://www.youtube.com/watch?v=cLSmhpwLdEQ


2. Print out and complete this "The Raven"worksheet: Due Nov. 4

http://www.readwritethink.org/files/resources/lesson_images/lesson411/RavenWorksheet.pdf

3. Literary Terms and Definitions: Define, study and memorize all of the following terms.  Scroll all the way to the end of this post to see all terms.    Due Nov. 4


Alliteration - the repetition of consonant sounds, usually at the beginning of words. Alliteration is marked in blue.
Assonance - the repetition of vowel sounds, usually within words. Assonance is marked in purple.
Internal rhyme - the rhyming of words within a line of poetry, not just at the end of the lines. Internal rhymes are marked in red.
















Monday, October 7, 2013

Gothic Literature Unit




Gothic Literature:

Think of gothic literature as that which plunges its characters into mystery, torment, and fear in order to pose disturbing questions to our familiar and comfortable ideas of humanity, society, and the cosmos.




Unit Overview: Glossary

ambiguity - Doubtfulness or uncertainness of interpretation. Much gothic literature is considered ambiguous insofar as it rarely presents a clear moral or message; it seems intended to be open to multiple meanings. 

gothic - In the eighteenth century and following, generally used for "of the Middle Ages." Then, through negative association with the medieval--often seen as the "Dark Ages" following the intellectual and social flowering of Rome--the term "gothic" shifts to literature, art, or architecture which attempts to disturb or unsettle the orderly, "civilized" course of society. Gothic works probe the dark side of humanity or unveil socio-cultural anxiety.




Edgar Allan Poe (1809–1849)


Born to the teenage actors Elizabeth Arnold and David Poe Jr. (in a time when acting was a highly disreputable career), Edgar Allan Poe was raised by a Richmond, Virginia, merchant named John Allan after both his parents died. Allan sent Poe to the University of Virginia, but Poe left after quarrelling with Allan in 1827. Allan had no patience for Poe’s literary pretensions, and Poe found Allan cheap and cruel. Poe then sought out his father’s relatives in Baltimore, where he published his first volume of poems, Tamerlane and Other Poems, and later secretly married his thirteen-year-old cousin, Virginia Clemm. He moved with his wife and her mother to Richmond, Philadelphia (where he wrote several of his most famous works, including “Ligeia,” “The Fall of the House of Usher,” and “The Tell-Tale Heart”), and then to New York City. Throughout these relocations, he worked editing magazines and newspapers, but found it difficult to hold onto any one job for very long. Poe’s horror tales and detective stories (a genre he created) were written to capture the fancy of the popular reading pub- lic, but he earned his national reputation through a large number of critical essays and sketches. With the publication of “The Raven”(1845), Poe secured his fame, but he was not succeeding as well in his personal life. His wife died in 1847, and Poe was increasingly ill and drinking uncontrollably. He died on a trip to Baltimore, four days after being found intoxicated near a polling booth on Election Day.

Poe was influenced by the fantastic romances of Charles Brockden Brown, Washington Irving, and Nathaniel Hawthorne. However, unlike most of his famous contemporaries, Poe rarely described American life in any direct way in his writings. Often set in exotic, vaguely medieval, or indeterminately distant locations, Poe’s work seems more interested in altered states of consciousness than history or culture: his characters often swirl within madness, dreams, or intoxication, and may or may not encounter the supernatural. His literary reputation has been uneven, with some critics finding his extrav- agant prose and wild situations off-putting or absurd (and his poetry pedestrian and repetitive). Poe’s defenders, however (including many nineteenth- and twentieth-century French intellectuals), see him as a brilliant allegorist of the convolutions of human consciousness. For example, there are many “doubles” in Poe: characters who mirror each other in profound but nonrealistic ways, suggesting not so much the subtleties of actual social relationships as the splits and fractures with- in a single psyche trying to relate to itself. 






Study Guide for "The Cask of Amontillado"- passed out in class on Oct. 7:

http://www.dukeofdefinition.com/cask%20of%20amontillado.pdf

Vocabulary Flash cards: http://www.dukeofdefinition.com/cask_flashcards_words.htm

Character Analysis:  http://www.dukeofdefinition.com/characteranalysis.htm


Pre-Reading Activity Questions

1. Has anyone ever done anything to you that made you want to get revenge on them?  What did they do?

2. Have you ever gotten revenge on someone for something they did to you? What did you do to them in return? Why did you feel a need to get revenge?

3. Explain how the revenge made you feel? Did you get caught? If you had gotten caught, would that have changed the feeling the revenge gave you? Explain. 

Read "The Cask of Amontillado" here:

 http://xroads.virginia.edu/~hyper/POE/cask.html


Listen to it here: http://www.youtube.com/watch?v=A83fY64yQkw



Mini Project Due Oct. 21: Choose ONE of the following projects

  • Create an illustrated book cover. The book cover should include a picture (either drawn or clip art) and a brief synopsis of the work in an attempt to pique the interest of a potential reader. Information about the author should also be included on the inside flap.
  • Create a travel brochure advertising the Montresor mansion as a tourist attraction. The students will be responsible for illustrating the brochure and for writing the introduction to acquire the interest of potential tourists.  Information about the author should also be included in the brochure .


HOMEWORK FOR WEEK OF OCTOBER 21-28:

1.  Define each Literary Term on the handout from Oct. 7.  Be prepared for a quiz on Oct. 28  Find a copy of the handout here: 

http://www.dukeofdefinition.com/cask%20of%20amontillado.pdf

Find the definitions for the Literary terms here: http://www.bathcsd.org/webpages/edepartment/literary_terms.cfm  A couple of the definitions may require the use a dictionary.


2.  Answer the following questions:
"Cask of Amatillado" Literary Term Questions Due Oct. 28
  1. How does not knowing what Fortunato did to Montressor intensify the horror of this story?
  2. Explain how Montressor’s family motto is related to the story?  To the actions of Montressor?
  3. How does Montressor manipulate Fortunato?  What CHARACTER TRAITS make Fortunato easy prey for Montressor?
  4. CHARACTERIZE Montressor.  What kind of person is he?
  5. Contrast the setting in the beginning of the story with the setting where Montressor takes Fortunato.
  6. What is the setting?  What details of the setting contribute to the horror of this story?
  7. What might Fortunato’s name mean?  
  8. Why might Fortunato’s name be IRONIC?
  9. Explain the MOOD of this story.
  10. Who is the PROTAGONIST of this story?  Justify your answer.
  11. Who is the ANTAGONIST of this story?  Defend your answer.
  12. Would the story be better or worse if you knew what Fortunato did to Montressor?  Explain.
  13. Who is the narrator of this story?  What kind of narrator is he?
  14. Explain a symbol in the story.

3.  Complete #1-7 "Character Analysis Traits" for the character of Montresor http://www.dukeofdefinition.com/characteranalysis.htm  Due. Oct 28

4. Write a one paragraph Character Analysis of Montresor based on your answers to the "Character Analysis Traits" questions. Due Oct. 28

5. Read "The Tell Tale Heart" and be prepared for a Reading Quiz on Oct. 28


Read "The Tell Tale Heart" here:   http://xroads.virginia.edu/~hyper/poe/telltale.html


Listen to it here:  http://www.youtube.com/watch?v=xTPlsKD03n8