Top ten poems most of you should have also considered in my humble opinion:
"Crossing the Bar"--Tennyson
"Traveling through the dark"--Stafford
"Constantly risking absurdity"--Ferlinghetti
"Anthem for doomed youth" --Owen
"On first looking into Chapman's Homer"--Keats
"Siren Song"--Margaret Atwood
"I died for beauty..." --Dickinson
"Theme for English B" --Hughes
"Summer Day"--Oliver
"The Snow Man"--Stevens
Thursday, January 3, 2008
Weeks 13/14 Blog
The work:
Despite the severe snow storms, field trips, and absences, our class was able to produce a plethora of literary insight and great discussions (DG). We looked at poems such as "The Eagle," "The Whipping," "Mind," and "Cross" (RH). We took these poems and picked a few to discuss intelligently in class (DM). The poetry unit as a whole seemed to be quite enjoyable with the class having to read from a variety of poems in our text (BB). Reader responses have been done for all the chapters and we broke some poems up and ripped them apart (DC). As the weeks progressed we were given the opportunity to write our very own anthology of our top ten poems (TJ).
The workers:
Silverio explained what good poetry was in his heart (BF).
Conor finds the hidden meaning behind Sylvia Plath's "Metaphors" which is about pregnancy (NR).
Travis told us where the main character would die in the poem "Cross"--"in the middle" (DM).
Eric said that Frost may not be talking about just the woods in "Stopping by Woods..." (AH).
Graham felt that "hidings" in "The Whipping" has a double meaning and represents secrets as well as being whipped (RH).
Danny added that "Metaphors" has fruit imagery (SC).
Steve observed that the whipping portrayed a one-sided scenario and caused anger toward the mother (VC).
Words to live by:
"We mortal millions live alone."~Matthew Arnold
"The way to begin is always the same." ~Martha Collins
"True ease in writing comes from art, not chance." ~Alexander Pope
"The art of losing isn't hard to master." ~Elizabeth Bishop
"Do not go gentle into that good night." ~Dylan Thomas
Despite the severe snow storms, field trips, and absences, our class was able to produce a plethora of literary insight and great discussions (DG). We looked at poems such as "The Eagle," "The Whipping," "Mind," and "Cross" (RH). We took these poems and picked a few to discuss intelligently in class (DM). The poetry unit as a whole seemed to be quite enjoyable with the class having to read from a variety of poems in our text (BB). Reader responses have been done for all the chapters and we broke some poems up and ripped them apart (DC). As the weeks progressed we were given the opportunity to write our very own anthology of our top ten poems (TJ).
The workers:
Silverio explained what good poetry was in his heart (BF).
Conor finds the hidden meaning behind Sylvia Plath's "Metaphors" which is about pregnancy (NR).
Travis told us where the main character would die in the poem "Cross"--"in the middle" (DM).
Eric said that Frost may not be talking about just the woods in "Stopping by Woods..." (AH).
Graham felt that "hidings" in "The Whipping" has a double meaning and represents secrets as well as being whipped (RH).
Danny added that "Metaphors" has fruit imagery (SC).
Steve observed that the whipping portrayed a one-sided scenario and caused anger toward the mother (VC).
Words to live by:
"We mortal millions live alone."~Matthew Arnold
"The way to begin is always the same." ~Martha Collins
"True ease in writing comes from art, not chance." ~Alexander Pope
"The art of losing isn't hard to master." ~Elizabeth Bishop
"Do not go gentle into that good night." ~Dylan Thomas
Wednesday, December 12, 2007
Rage Against the Machine: These guys can read.
Rage covers Springsteen's "The Ghost of Tom Joad." Fitting, isn't it, that it's a live performance--in California? Check it out here. (Thanks to Erik for the link.)
Still prefer the Springsteen version? Watch here and compare.
And while you're at it, why not watch a montage of The Grapes of Wrath, featuring Woody Guthrie's original tune.
Still prefer the Springsteen version? Watch here and compare.
And while you're at it, why not watch a montage of The Grapes of Wrath, featuring Woody Guthrie's original tune.
Monday, December 10, 2007
Blog, Weeks 11/12
The work:
The past fortnight, the class has been working through The Grapes of Wrath by John Steinbeck. We analyzed the themes of survival and reproduction represented by Tom and Rose respectively (SS). Week 11 began with a game entitled "Starrett or Steinbeck." In this game, a student was asked to identify the author of a quote either from a student's paper or The Grapes of Wrath. Surprisingly, many students were mistaken for Steinbeck...(MM). We reached the turmoil in the Hoovervilles, the growth of "Ma" as a high order and the revival of Tom Joad (VC). We found out that "Race and space" are big themes from the beginning of the book to the end (DM). We listened to "Tom Joad" by Woody Guthrie and ""The Ghost of Tom Joad" by Bruce Springsteen. We read three articles on the book and could use these articles on the test to support our answer (RH).
The workers:
Eric concludes that Ma and Pa are observing the birds and remembering the closeness of the family. (RH)
Mike interpreted that Rose of Sharon was undergoing primitive acupuncture while crawling through the thorns. (SC)
Vincent found the big distinction between Steinbeck's plot and Guthrie's plot. (TJ)
Steve said the government camps were good and everybody loved them. (DC)
Travis pointed out that the embankment was going to break. (DC)
Brendan commented on the weather during the Joads and how it is foreshadowing...(DG)
Noel: "It goes from a patriarchal structure to a matriarchal structure." (TR)
Words to live by:
"Wherever they's a fight so hungry people can eat, I'll be there." ~Tom Joad
"Power does not corrupt. Fear corrupts. Perhaps where there's a fear of less power." ~Steinbeck
"All that lives is holy." ~Steinbeck
"How can we live without our lives? How will we know it's us without our past? No. Leave it. Burn it." ~Steinbeck
"They's a time a change, an' when that comes, dyin' is a piece of all dyin', an bearin' is a piece of all bearin', an' dyin' is two pieces of the same thing." ~Steinbeck
The past fortnight, the class has been working through The Grapes of Wrath by John Steinbeck. We analyzed the themes of survival and reproduction represented by Tom and Rose respectively (SS). Week 11 began with a game entitled "Starrett or Steinbeck." In this game, a student was asked to identify the author of a quote either from a student's paper or The Grapes of Wrath. Surprisingly, many students were mistaken for Steinbeck...(MM). We reached the turmoil in the Hoovervilles, the growth of "Ma" as a high order and the revival of Tom Joad (VC). We found out that "Race and space" are big themes from the beginning of the book to the end (DM). We listened to "Tom Joad" by Woody Guthrie and ""The Ghost of Tom Joad" by Bruce Springsteen. We read three articles on the book and could use these articles on the test to support our answer (RH).
The workers:
Eric concludes that Ma and Pa are observing the birds and remembering the closeness of the family. (RH)
Mike interpreted that Rose of Sharon was undergoing primitive acupuncture while crawling through the thorns. (SC)
Vincent found the big distinction between Steinbeck's plot and Guthrie's plot. (TJ)
Steve said the government camps were good and everybody loved them. (DC)
Travis pointed out that the embankment was going to break. (DC)
Brendan commented on the weather during the Joads and how it is foreshadowing...(DG)
Noel: "It goes from a patriarchal structure to a matriarchal structure." (TR)
Words to live by:
"Wherever they's a fight so hungry people can eat, I'll be there." ~Tom Joad
"Power does not corrupt. Fear corrupts. Perhaps where there's a fear of less power." ~Steinbeck
"All that lives is holy." ~Steinbeck
"How can we live without our lives? How will we know it's us without our past? No. Leave it. Burn it." ~Steinbeck
"They's a time a change, an' when that comes, dyin' is a piece of all dyin', an bearin' is a piece of all bearin', an' dyin' is two pieces of the same thing." ~Steinbeck
Monday, November 19, 2007
Weeks 9/10 Blog
The work:
Over the past fortnight we...have been surrounded by John Steinbeck's novel The Grapes of Wrath. After going through nearly twelve chapters we've discovered and analyzed many themes such as survival...and reproduction...(SS) The book explores the circumstances of the great depression. Steinbeck takes a critical look at the government's role in the suffering of midwestern farmers...(MM) The class wrote imitations which mirrored the detail of chapters (3 and) 6 (AH). We focused on the zooming in of the turtle chapter...(KK) We have also set ourselves up for a character analysis on a character from Steinbeck's novel. We will continue to read and pluck evidence from the novel for our research (MF). We were shown captivating images of life during the Great Depression which were taken by Dorothea Lange (RH).
The workers:
"It would be a lesson the chipmunk would never forget." ~SC
Steve said that Ma was the leader of the Joad family--which makes it a matriarchy. (DM)
Andrew said that farmers love the land while banks just want to monopolize the industry (TR).
Ryan said that with all the descriptions of nature in the book, it is hard not to recognize the beauty even in time of hardship (AH).
Conor talked about the theme of the turtle (DG).
Eric pointed out that chapter 7 was generic (DC).
Mike believes that Ma burned the memories as a way to get rid of any physical memories of the farm (RH).
Words to live by:
"You're bound to get idears if you go thinkin' about stuff." ~Tom Joad
"Times are changed, don't ya know?" ~Driver
"Maybe all men got one big soul everybody's a part of." ~Jim Casy
"The women and children knew deep in themselves that no misfortune was too great to bear if their men were whole." ~Steinbeck
"Don't roust your faith bird-high an' you won't do no crawlin' with the worms." ~Tom Joad
Over the past fortnight we...have been surrounded by John Steinbeck's novel The Grapes of Wrath. After going through nearly twelve chapters we've discovered and analyzed many themes such as survival...and reproduction...(SS) The book explores the circumstances of the great depression. Steinbeck takes a critical look at the government's role in the suffering of midwestern farmers...(MM) The class wrote imitations which mirrored the detail of chapters (3 and) 6 (AH). We focused on the zooming in of the turtle chapter...(KK) We have also set ourselves up for a character analysis on a character from Steinbeck's novel. We will continue to read and pluck evidence from the novel for our research (MF). We were shown captivating images of life during the Great Depression which were taken by Dorothea Lange (RH).
The workers:
"It would be a lesson the chipmunk would never forget." ~SC
Steve said that Ma was the leader of the Joad family--which makes it a matriarchy. (DM)
Andrew said that farmers love the land while banks just want to monopolize the industry (TR).
Ryan said that with all the descriptions of nature in the book, it is hard not to recognize the beauty even in time of hardship (AH).
Conor talked about the theme of the turtle (DG).
Eric pointed out that chapter 7 was generic (DC).
Mike believes that Ma burned the memories as a way to get rid of any physical memories of the farm (RH).
Words to live by:
"You're bound to get idears if you go thinkin' about stuff." ~Tom Joad
"Times are changed, don't ya know?" ~Driver
"Maybe all men got one big soul everybody's a part of." ~Jim Casy
"The women and children knew deep in themselves that no misfortune was too great to bear if their men were whole." ~Steinbeck
"Don't roust your faith bird-high an' you won't do no crawlin' with the worms." ~Tom Joad
Sunday, November 4, 2007
Blog, week 8
The work:
For the past two weeks we have been reading Henry IV. We have also been studying some vocabulary words such as "comic relief," "deus ex machina," and "blank verse" (TR). We identified scenes of comic relief and the true scenes in which we saw the relationships between father and son and also how some women play cunning roles in the outcome of the story...(GM). We took turns reading out of Henry IV with our [assigned] characters (PD). We [discussed] the combined character that is Prince Hal and Falstaff and the uniqueness of...such individuals as Hotspur (SS). We did have some fallen soldiers on the glorious Monday the 27th while most of us were in recovery from [the World Series] the night before (BB). We donated 180 grams of rice as a class at freerice.com (GM). We skimmed the surface of writing good body paragraphs when provided an introductory paragraph (DG).
The workers:
Conor stated that the ending of Henry IV did not live up to the expectations that he already [had] at the beginning of the play (JW). Steve said that Falstaff in Act II was an "immature cowardly figure..." (DC). Graham noticed the transition from funny to serious when Falstaff and the Prince exchanged words in Act II (SC). Eric found that Glendower's belief that the earth shook when he was born to be a humorous line (RH). Dan gave us a PG-13 rendition of the hostess's line, "Any man know where to have me" (CM).
Words to live by:
"Two stars keep not their motion in one sphere." ~Prince Henry
"Do thou amend thy face and I'll amend my life." ~Falstaff
"O gentlemen, the time of life is short,/To spend that shortness basely were too long." ~Hotspur
"I will never be a truant." ~Mortimer
For the past two weeks we have been reading Henry IV. We have also been studying some vocabulary words such as "comic relief," "deus ex machina," and "blank verse" (TR). We identified scenes of comic relief and the true scenes in which we saw the relationships between father and son and also how some women play cunning roles in the outcome of the story...(GM). We took turns reading out of Henry IV with our [assigned] characters (PD). We [discussed] the combined character that is Prince Hal and Falstaff and the uniqueness of...such individuals as Hotspur (SS). We did have some fallen soldiers on the glorious Monday the 27th while most of us were in recovery from [the World Series] the night before (BB). We donated 180 grams of rice as a class at freerice.com (GM). We skimmed the surface of writing good body paragraphs when provided an introductory paragraph (DG).
The workers:
Conor stated that the ending of Henry IV did not live up to the expectations that he already [had] at the beginning of the play (JW). Steve said that Falstaff in Act II was an "immature cowardly figure..." (DC). Graham noticed the transition from funny to serious when Falstaff and the Prince exchanged words in Act II (SC). Eric found that Glendower's belief that the earth shook when he was born to be a humorous line (RH). Dan gave us a PG-13 rendition of the hostess's line, "Any man know where to have me" (CM).
Words to live by:
"Two stars keep not their motion in one sphere." ~Prince Henry
"Do thou amend thy face and I'll amend my life." ~Falstaff
"O gentlemen, the time of life is short,/To spend that shortness basely were too long." ~Hotspur
"I will never be a truant." ~Mortimer
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