Block Day, 4/28&29 ~ Start your notecards

GRAMMAR
                                

 Who should be used to refer to the subject of a sentence.
Whom should be used to refer to the object of a sentence.

When in doubt, try this simple trick: If you can replace the word with ‘he’ or ‘she,’ use who. If you can replace it with ‘him’ or ‘her,’ use whom.

Here are two examples:

Who ate my sandwich? (Did he eat my sandwich? Did she eat my sandwich?)

Whom should I talk to about labeling food in the refrigerator? (Should I talk to him? Should I talk to her?)

• Who vs. Whom

DEBATE

Today we learn how to organize your notes into cards. See the examples below.

Lines Side
Organize your cards by THEME.

This one is all about MONEY.

Each number corresponds with its matching website on the reverse.


Blank Side

The numbered websites correspond the the numbered notes on the other side.






*It is important to keep track of your sources just in case your opponents ask you to prove the information isn't made up.




What kind of Evidence do I put on my card?

• Facts/Statistics
• Quotes
• Cause/Effect
• Anecdotes (short stories)
• Opinion (from experts or general)
• Hypothetical examples
• Comparisons 

In class, research with your partner. Make as many cards as you can. Do not repeat any information. Instead, split the THEMES between the two of you. Work together to form a well rounded argument with many angles.

HW: 5 cards/partner (at least 3 bullets on each card) are due on Monday. You definitely may want more cards before your debate, but this will be a good start.

Tuesday 4/26 ~ What are your THEMESS?

Tuesday 4/26 ~ What are your THEMESS?

GRAMMAR

•  Who vs. Whom

 DEBATE
EQ: How can I organize my evidence for fast retrieval? 

*Finish going over Logical Fallacies and commercials. Upload your links here for West .
*Get credit for two pages of notes for your debate topic.

THEMESS is an acronym for the SEVEN areas you can use to look for arguments. By knowing these six areas, you will make sure that you have thoroughly searched for all the possible angles of an issue. Please record this acronym and it's hint questions in your Debate Notes.

Time     Does it save people time?
Health      Does it allow people to be physically, mentally or socially healthier?
Education    Does it enable people to become better educated?
Money             Does it save people money?
Environment      Does it help the Earth's environment?
Safety                  Does it keep people safer?
Scripture                  Does it support a Christian world view?




Use the THEMESS Worksheet to analyze the article for each "angle" or topic.

Independent Practice: Choose an article of your choice from Upfront Magazine or your own research. Analyze this article as modeled in class by filling out the second half of the THEMES Worksheet.


HW: Complete ALL of the THEMES Worksheet including the article you analyzed independently.

Monday 4/25 ~ Is my logic fallacious?

Monday 4/25 ~ Is my logic fallacious?

GRAMMAR

• Whose vs. Who's

DEBATE

• Finish Logical Fallacy definitions from block day.
• Find and share commercials (J29).
• Take notes on your debate topic.

Video TWO.  https://www.youtube.com/watch?v=Z71w-rHkeSk

• Weasel Words -
•  Strong Man Argument - 
• Loaded Question -
• Poison the Well -
• Proof by Verbosity -

Video THREE.  https://www.youtube.com/watch?v=nmRCpqO_1JA

• Excluded Middle -
• Red Herring - 
• Special Pleading - 
• Non-Sequiter - 
• Argument from Ignorance -

Now view examples of logical fallacies in these commercials. Click here. Record at least two commercials by product with a brief explanation of how a logical fallacy is displayed.

HW:

• Journal 29: Find a commercial that you believe displays one of these logical fallacies. Bring the link to class tomorrow and be prepared to show it to the class and explain how it displays a logical fallacy. (10 pts.) NOTE: All commercials must be APPROPRIATE for school. If you wouldn't show it to your grandma...don't bring it here!
• Take at least two pages of bullet point notes about your debate issue (hard copy on notebook paper!)

Block Day 4/21-22 ~ What is a Logical Fallacy?

DEBATE

• Choose debate topics and partners by number.

LOGICAL FALLACIES

Today we will add to your Debate notes in preparation for a quiz. As we watch, record each type of Logical Fallacy with a definition + an example. As you watch the videos, record each type of Logical Fallacy with a definition + an example.

Starter definitions:

• Logical Fallacy - an error in argument that makes something seem convincing even if it is not true. (These errors may be used purposefully or accidentally.)
• Rhetoric - the art of using language effectively and persuasively.

Video ONE. https://www.youtube.com/watch?v=1N3TROA8MYY

• Ad Hominem - 
• Band Wagon -
• Argument from Antiquity - 
• All - Natural -
• From Authority -
• Appeal to Quantum Physics -

Video TWO.  https://www.youtube.com/watch?v=Z71w-rHkeSk

• Weasel Words -
•  Strong Man Argument - 
• Loaded Question -
• Poison the Well -
• Proof by Verbosity -

Video THREE.  https://www.youtube.com/watch?v=nmRCpqO_1JA

• Excluded Middle -
• Red Herring - 
• Special Pleading - 
• Non-Sequiter - 
• Argument from Ignorance -

Now view examples of logical fallacies in these commercials. Click here. Record at least two commercials by product with a brief explanation of how a logical fallacy is displayed.

HW:

• Find a commercial that you believe displays one of these logical fallacies. Bring the link to class on Monday and be prepared to show it to the class and explain how it displays a logical fallacy. (10 pts.) NOTE: All commercials must be APPROPRIATE for school. If you wouldn't show it to your grandma...don't bring it here!
• Take at least two pages of bullet point notes about your debate issue (hard copy on notebook paper!)

Tues., 4/12 ~ The Villanelle

CONFUSED WORDS ~ its vs. it's

POETRY TERMS ~

• villanelle
• refrain

EQ: What is a villanelle?

• French verse form

• consists of five three-line stanzas and a final quatrain 

• the first and third lines of the first stanza repeat alternately in the following stanzas

• these two refrain (repeat) lines form the final couplet in the quatrain

• Some Key Ideas to Consider with a Villanelle
• Any poem featuring a repetition or refrain has special qualities:
• How does each instance of the refrain add meaning to the poem?  Perhaps it doesn't, but a great poem builds meaning.  Refrains aren't simply included for the sake of form.  Decide what the refrain means each time you see it.
• Does the refrain change at all?  Even by one word?  That is important; consider how the change nuances previously building meaning (synonymous, synthetic, or antithetic?).  

Check out this fine example:

Whispering Woods ~ Villanelle

1 She peers into the forest fog
   seeking another fairy face.

   Fay hears bullfrogs in the bog.

4 There’s whispers of strange dialogue

   slipping softly through cloistered space.

   She peers into the forest fog.

7 An owl calls from his cedar log

   and unsettles her sense of place.

   Fay hears bullfrogs in the bog.

10 Far off, there’s the bay of a dog

   whose master is on a coon chase.

   She peers into the forest fog.

13 She wonders if the swamp polliwog

   knows it has a change to embrace.

   Fay hears bullfrogs in the bog.

16 There’s a quiet riot to catalogue

   and she craves a calmer pace.

   She peers into the forest fog

   Fay hears bullfrogs in the bog.

So, what makes this a villanelle?

Now that you have a feel for the villanelle, here's your assignment:

**JOURNAL 22**

1. You will submit completed assignment to Classroom by midnight tonight.

2. Read each poem. 

3. List the title of the poem and answer the question associated with each poem.

Poem #1

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.

Question: Why does the speaker give this advise to his father? 

Poem #2

One Art

By Elizabeth Bishop

The art of losing isn’t hard to master;

so many things seem filled with the intent

to be lost that their loss is no disaster.

Lose something every day. Accept the fluster

of lost door keys, the hour badly spent.

The art of losing isn’t hard to master.

Then practice losing farther, losing faster:

places, and names, and where it was you meant

to travel. None of these will bring disaster.

I lost my mother’s watch. And look! my last, or

next-to-last, of three loved houses went.

The art of losing isn’t hard to master.

I lost two cities, lovely ones. And, vaster,

some realms I owned, two rivers, a continent.

I miss them, but it wasn’t a disaster.

—Even losing you (the joking voice, a gesture

I love) I shan’t have lied. It’s evident

the art of losing’s not too hard to master

though it may look like (Write it!) like disaster.

Question: Ask yourself: What is the art?  Is it hard to master?  Has the speaker mastered it?  How do    you know?

Poem #3

The Waking

By Theodore Roethke

I wake to sleep, and take my waking slow.   

I feel my fate in what I cannot fear.   

I learn by going where I have to go.

We think by feeling. What is there to know?   

I hear my being dance from ear to ear.   

I wake to sleep, and take my waking slow.

Of those so close beside me, which are you?   

God bless the Ground!   I shall walk softly there,   

And learn by going where I have to go.

Light takes the Tree; but who can tell us how?   

The lowly worm climbs up a winding stair;   

I wake to sleep, and take my waking slow.

Great Nature has another thing to do   

To you and me; so take the lively air,   

And, lovely, learn by going where to go.

This shaking keeps me steady. I should know.   

What falls away is always. And is near.   

I wake to sleep, and take my waking slow.   

I learn by going where I have to go.

Questions: In one good sentence, explain the effect of the refraining line. 
                What is that "thing" mentioned in Line 13?  How do you know?
                In one good sentence, come up with a theme for the poem.

Poem #4

The House on the Hill

By Edwin Arlington Robinson

They are all gone away,

      The House is shut and still,

There is nothing more to say.

Through broken walls and gray

      The winds blow bleak and shrill:

They are all gone away.

Nor is there one to-day

      To speak them good or ill:

There is nothing more to say.

Why is it then we stray

      Around the sunken sill?

They are all gone away,

And our poor fancy-play

      For them is wasted skill:

There is nothing more to say.

There is ruin and decay

      In the House on the Hill:

They are all gone away,

There is nothing more to say. 

Question: Why does the speaker repeat himself if "There is nothing else to say"?

 Poem #5

Self-Help

By Michael Ryan

What kind of delusion are you under?

The life he hid just knocked you flat.

You see the lightning but not the thunder.

What God hath joined let no man put asunder.

Did God know you’d marry a rat?

What kind of delusion are you under?

His online persona simply stunned her

as it did you when you started to chat.

You see the lightning but not the thunder.

To the victors go the plunder:

you should crown them with a baseball bat.

What kind of delusion are you under?

The kind that causes blunder after blunder.

Is there any other kind than that?

You see the lightning but not the thunder,

and for one second the world’s a wonder.

Just keep it thrilling under your hat.

What kind of delusion are you under?

You see the lightning but not the thunder.

Question: In one good sentence, come up with a theme for the poem. Now back it up! Why should   

               I believe you? Why should I agree with you? PROVE IT! Use examples from the poem.
 

 

Block Day 4/7&8 - Sonnet Work-Up

West's class, please click here. 

POETRY - Group Analysis and Presentations
*Each group will practice analyzing a sonnet below. For each poem, write a 1/2 page analysis that includes:
1) Is this sonnet an Italian or British style sonnet?
2) What poetic devices are present (name at least five) and how do they affect the speed and rhythm of the poem?
3) Where is the turn and what is the conceptual relationship shown by the structure?


Group 1

Remember

BY CHRISTINA ROSSETTI

Remember me when I am gone away,

         Gone far away into the silent land;

         When you can no more hold me by the hand,

Nor I half turn to go yet turning stay.

Remember me when no more day by day

         You tell me of our future that you plann'd:

         Only remember me; you understand

It will be late to counsel then or pray.

Yet if you should forget me for a while

         And afterwards remember, do not grieve:

         For if the darkness and corruption leave

         A vestige of the thoughts that once I had,

Better by far you should forget and smile

         Than that you should remember and be sad.

Group 2

Music Box

BY JORGE LUIS BORGES

TRANSLATED FROM THE SPANISH BY TONY BARNSTONE

Music of Japan. Parsimoniously

from the water clock the drops unfold

in lazy honey or ethereal gold

that over time reiterates a weave

eternal, fragile, enigmatic, bright.

I fear that every one will be the last.

They are a yesterday come from the past.

But from what shrine, from what mountain’s slight

garden, what vigils by an unknown sea,

and from what modest melancholy, from

what lost and rediscovered afternoon

do they arrive at their far future: me?

Who knows? No matter. When I hear it play

I am. I want to be. I bleed away.

Group 3

Psalm 150

BY MARY SIDNEY HERBERT COUNTESS OF PEMBROKE

Oh, laud the Lord, the God of hosts commend,

       Exalt his pow’r, advance his holiness:

       With all your might lift his almightiness;

Your greatest praise upon his greatness spend.

Make trumpet’s noise in shrillest notes ascend;

       Make lute and lyre his loved fame express;

       Him let the pipe, him let the tabret bless,

Him organ’s breath, that winds or waters lend.

Let ringing timbrels so his honor sound,

       Let sounding cymbals so his glory ring,

       That in their tunes such melody be found

As fits the pomp of most triumphant king.

Conclude: by all that air or life enfold,

       Let high Jehovah highly be extolled.

Group 4

Sonnet 130: My mistress' eyes are nothing like the sun

BY WILLIAM SHAKESPEARE

My mistress' eyes are nothing like the sun;

Coral is far more red than her lips' red;

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

I have seen roses damasked, red and white,

But no such roses see I in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

I love to hear her speak, yet well I know

That music hath a far more pleasing sound;

I grant I never saw a goddess go;

My mistress, when she walks, treads on the ground.

   And yet, by heaven, I think my love as rare

   As any she belied with false compare.

Group 5 

Sonnet 19: When I consider how my light is spent

BY JOHN MILTON

When I consider how my light is spent,

   Ere half my days, in this dark world and wide,

   And that one Talent which is death to hide

   Lodged with me useless, though my Soul more bent

To serve therewith my Maker, and present

   My true account, lest he returning chide;

   “Doth God exact day-labour, light denied?”

   I fondly ask. But patience, to prevent

That murmur, soon replies, “God doth not need

   Either man’s work or his own gifts; who best

   Bear his mild yoke, they serve him best. His state

Is Kingly. Thousands at his bidding speed

   And post o’er Land and Ocean without rest:

   They also serve who only stand and wait.”

Group 6

To the Poet Before Battle

BY IVOR GURNEY

Now, youth, the hour of thy dread passion comes;

Thy lovely things must all be laid away;

And thou, as others, must face the riven day

Unstirred by rattle of the rolling drums,

Or bugles' strident cry. When mere noise numbs

The sense of being, the sick soul doth sway,

Remember thy great craft's honour, that they may say

Nothing in shame of poets. Then the crumbs

Of praise the little versemen joyed to take

Shall be forgotten; then they must know we are,

For all our skill in words, equal in might

And strong of mettle as those we honoured; make

The name of poet terrible in just war,

And like a crown of honour upon the fight.

Group 7

The Professor

BY JOSHUA MEHIGAN

I get there early and I find a chair.

I squeeze my plastic cup of wine. I nod.

I maladroitly eat a pretzel rod

and second an opinion I don’t share.

I think: whatever else I am, I’m there.

Afterwards, I escape across the quad

into fresh air, alone again, thank god.

Nobody cares. They’re quite right not to care.

I can’t go home. Even my family

is thoroughly contemptuous of me.

I look bad. I’m exactly how I look.

These days I never read, but no one does,

and, anyhow, I proved how smart I was.

Everything I know is from a book.

Tuesday, 4/5 ~ Can you identify the devices?

CONFUSED WORDS ~ lose vs. loose

POETRY

EQ: Why do poets use enjambment? What is the effect?


Now apply the terms you've learned to this poem:
"When Love Arrives" by Sarah Kay and Phil Kaye

Journal #20: "When Love Arrives"

1-10.Can you name all ten of the underlined devices below?

11. What is the benefit of the repetition and parallelism (places where the same phrase or structure is used over and over)?

12. What is love a metaphor for? What is the point of using this metaphor rather than talking about a person or about love as a thing?

13. What is the poem saying about love?
14. Describe the TONE of this poem.
15. Describe the MOOD/ATMOSPHERE of this poem.

"When Love Arrives"
I knew exactly what love looked like – in seventh grade

Even though I hadn’t met love yet, if love had wandered into my homeroom, I (1.  ?  )

would’ve recognized him at first glance. Love wore a hemp necklace. 

I would’ve recognized her at first glance, love wore a tight french braid. (2.   ?  )

Love played acoustic guitar and knew all my favorite Beatles songs.

Love wasn’t afraid to ride the bus with me.

And I knew, I just must be searching the wrong classrooms, just must be checking 

the wrong hallways, she was there, I was sure of it.

If only I could find him.

But when love finally showed up, she had a bowl cut.

He wore the same clothes every day for a week.

Love hated the bus. (3.   ?  )

Love didn’t know anything about The Beatles.

Instead, every time I tried to kiss love, our teeth got in the way.

Love became the reason I lied to my parents. I’m going to- Ben’s house.

Love had terrible rhythm on the dance floor, but made sure we never missed a slow song.

Love waited by the phone because she knew if her father picked up it would be: 

“Hello? Hello? I guess they hung up.”

And love grew, stretched like a trampoline. 

Love changed. Love disappeared, 

Slowly, like baby teeth, losing parts of me I thought I needed.

Love vanished like an amateur magician, and everyone could see the trapdoor but me. (4.  ?  )

Like a flat tire, there were other places I planned on going, but my plans didn’t matter. (5.  ?  )

Love stayed away for years, and when love finally reappeared, I barely recognized him.

Love smelt different now, had darker eyes, a broader back, love came with freckles I didn’t recognize.

New birthmarks, a softer voice. (6.  ?  )

Now there were new sleeping patterns, new favorite books.

Love had songs that reminded him of someone else, songs love didn’t like to listen to. So did I.

But we found a park bench that fit us perfectly

We found jokes that make us laugh.

And now, love makes me fresh homemade chocolate chip cookies.(7.  ?  )

But love will probably finish most of them for a midnight snack.

Love looks great in lingerie but still likes to wear her retainer. 

Love is a terrible driver, but a great navigator.

Love knows where she’s going, it just might take her two hours longer than she planned. (8.  ?  )

Love is messier now, not as simple.

Love uses the word “boobs” in front of my parents. 

Love chews too loud.

Love leaves the cap off the toothpaste.

Love uses smiley faces in her text messages.

And turns out, love shits!

But love also cries.

And love will tell you you are beautiful and mean it, over and over again. “You are beautiful.”

When you first wake up, “you are beautiful.”

When you’ve just been crying, “you are beautiful.”

When you don’t want to hear it, “you are beautiful.”

When you don’t believe it, “you are beautiful.”

When nobody else will tell you, “you are beautiful.”

Love still thinks you are beautiful.

But love is not perfect and will sometimes forget, when you need to hear it most, you are beautiful, do not forget this. (9.   ?  )

Love is not who you were expecting, love is not who you can predict.

Maybe love is in New York City, already asleep;

You are in California, Australia, wide awake.

Maybe love is always in the wrong time zone.

Maybe love is not ready for you.

Maybe you are not ready for love.

Maybe love just isn’t the marrying type.

Maybe the next time you see love is twenty years after the divorce, love is older now, but just as beautiful as you remembered. (10.  ?  )

Maybe love is only there for a month.

Maybe love is there for every firework, every birthday party, every hospital visit.

Maybe love stays- maybe love can’t.

Maybe love shouldn’t.

Love arrives exactly when love is supposed to,

And love leaves exactly when love must.

When love arrives, say, “Welcome. Make yourself comfortable.”

If love leaves, ask her to leave the door open behind her. 

Turn off the music, listen to the quiet, whisper,

“Thank you for stopping by.”

Monday, 4/4 ~ Welcome Back!

WEST ~ Click here

BRIDGETTE~Housekeeping: Finish up your Fire Parody. When you finish, submit to Classroom.

EQ: Which poetic devices fall under the figurative language category?

Which one of the following is more appealing to your senses? Why? Where do you see examples of figurative language?

• Writing Sample One: The beach is my favorite place to go. I dip my toes into the cold water, and the seagulls chirp above. I eat my greasy French fries and stare out at the water. I could stare at the waves all day, and the noise clears my mind. As I walk through the sand, I sink slightly with each step. Ah, summer.

• Writing Sample Two: Crash, crash, crash. The waves knock against the shoreline, foam creeping up the sand like a cat after its prey. As I dip my feet into the cold water, I hear squawking above. Chatty seagulls circle around me, eyeing my French fries. It’s as if a million birds are blocking the sunlight as they circle above. With the last bite of my French fries, the seagulls disappear like a magician’s card, fast. My feet, frantic for footing on the sand hills, sink with each step. Summer is freedom.

Review: Poetic Devices

FYI: Quiz on Wed., 4/6

Finding Poetic Devices in Music

• Choose (2) of the songs from the links below.
• Download in Notability.
• Underline, circle, label all of the poetic devices (at least 15).
• Submit to Classroom.

Alicia Keys
Cold Play
Casting Crowns
Creed
Steve Winwood

"If" by Rudyard Kipling