Macbeth

Today we finished reading Act IV.

Macbeth

Today we viewed the rest of Act III and read scene 1 of Act IV.

Macbeth

We finished reading Act III and began watching the film. R.I.P. Banquo.

Macbeth

Today we read through Act III, scenes 3-4.

Macbeth

Today we finished reading act II and completed the following assignment: Macbeth Act II Scenes 3 & 4 Use the book to answer the following questions: Pg 65 Lines 61-69 Explain what Lennox is telling Macbeth. What is the significance? pg 67 Provide an example of irony. Pgs 69-71 Lines 127-137 What is Macbeth’s excuse for killing the servants? What is his real reason? Pg 75 Provide a line explaining why Malcolm and Donalbain are suspects in their father’s murder.

Macbeth

Today we read Act II, scene 2. ..

Bloody Dagger

Students completed the following today: Macbeth hallucinates and sees a gory dagger leading him to Duncan’s bedchamber. • Why does Macbeth believe he is seeing the dagger? • Will this be Macbeth’s final hallucination? Why or why not? Use the text to provide support. Is this a dagger which I see before me, The handle toward my hand? Come, let me clutch thee. I have thee not, and yet I see thee still. Art thou not, fatal vision, sensible To feeling as to sight? or art thou but A dagger of the mind, a false creation, Proceeding from the heat-oppressed brain? I see thee yet, in form as palpable As this which now I draw. Thou marshall'st me the way that I was going; And such an instrument I was to use. Mine eyes are made the fools o' the other senses, Or else worth all the rest; I see thee still, And on thy blade and dudgeon gouts of blood, Which was not so before. There's no such thing: It is the bloody business which informs Thus to mine eyes. Now o'er the one halfworld Nature seems dead, and wicked dreams abuse The curtain'd sleep; witchcraft celebrates Pale Hecate's offerings, and wither'd murder, Alarum'd by his sentinel, the wolf, Whose howl's his watch, thus with his stealthy pace. With Tarquin's ravishing strides, towards his design Moves like a ghost. Thou sure and firm-set earth, Hear not my steps, which way they walk, for fear Thy very stones prate of my whereabout, And take the present horror from the time, Which now suits with it. Whiles I threat, he lives: Words to the heat of deeds too cold breath gives. [A bell rings] I go, and it is done; the bell invites me. Hear it not, Duncan; for it is a knell That summons thee to heaven or to hell.

Macbeth

Today we finished reading act I of Macbeth and completed the following worksheet: Macbeth Act I, scene 7 This is another scene featuring interaction between Macbeth and Lady Macbeth. For each of the items below you must find a line that represents it. Lines 1-28 Macbeth contemplates the reasons why it is a terrible thing to kill Duncan. Lines 39-49 Lady Macbeth mocks Macbeth for being afraid and weak. Lines 53-67 -Lady Macbeth mocks her husband again. -She explains how determined she is. (what is her example?) Lines 69-82 Lady Macbeth reassures him that everything will go smoothly as long as he is dedicated to it. Please remember to get your permission slips signed for the film.

Macbeth

Today we began reading and analyzing Macbeth. We completed Act I, scene 1 and began scene 2.

Today we finished the introductory notes on Macbeth.

Macbeth

Today we continued taking notes and discussing topics related to Macbeth.

Macbeth

Today the class completed the audio project we began yesterday. The file is located in the upper right hand corner of the page.

Macbeth

We are working on an introductory project for Macbeth.

The Fly

Today we began viewing the 1986 film, The Fly. We will be discussing the thematic connections to Frankenstein and The Fifth Child.

The Fifth Child open-ended responses

Students completed the following task yesterday: For each of the following you must respond in several well-developed paragraphs, and provide apt and specific references to the text: 1. Carolyn Kizer, in her 1988 book review of the novel, says that Lessing has created a "nightmare of social collapse." How might one see this novel as a commentary on society instead of just a horror story of what happens to one family? Today, students selected one of the following topics to respond to: 2. Gothic Elements: Women in distress. As an appeal to the pathos and sympathy of the reader, the female characters often face events that leave them fainting, terrified, screaming, and/or sobbing. A lonely, pensive, and oppressed heroine is often the central figure of the novel, so her sufferings are even more pronounced and the focus of attention. The women suffer because they are often abandoned. The novel focuses on Harriet’s thoughts and actions, and we are left to make assumptions about David. Do you feel that Harriet and David are sharing the responsibilities equally? Consider their pursuit of happiness, their obligations as parents, and their duty to each other to maintain a marriage. 3. Frankenstein/The Fifth Child Select two themes that the novels share and explain their treatment. What does each novel reveal about the themes present in them? What do they have in common? Provide specific examples from the text.

The Fifth Child

We continued discussing the first half of the novel today.

The Fifth Child

Students discussed some of the following questions from the first half of the novel: 1. Sum up the story David tells and its possible significance. (43) 2. “No, he couldn’t see it. Rather, he wouldn’t – that was the point. Not only he, but all of them, they wouldn’t see how different this was.” Who are “they” and what is it they won’t see? What reasons for this blindness can you suggest? (47-8) 3. Give an account of Harriet’s first impression of and reaction to the new baby. (48) 4. “Neanderthal baby” – “...the genes have come up with something special this time.”- “What is he?” How do Dorothy, Alice, and David react to Harriet’s question, and to Ben in general? –What do you think he is? (53) 5. How does Harriet behave at Dr. Brett’s? Why? (54) 6. Comment on Dr. Brett’s reaction. (58) 7. Sum up the incident when Paul’s arm is sprained. What is your reaction? (63) Students are to finish the novel by Monday and complete the following questions: The Fifth Child Final questions-Due Monday 10/28 1. Comment on Dr. Brett’s reaction to Ben. 2. Explain what Dorothy is trying to say on pp.69-70. 3. What does the narrator tell us about the distinction between the world of children and grown-ups? Do you agree? May this scene be interpreted in symbolic terms? 4. Comment on Harriet’s behavior on pp. 76-78. 5. Make a list of arguments for and against taking Ben home. 6. How does the family react to Harriet bringing Ben home? 7. Pick out sentences describing Ben during the time of his “re-education ”. How do they make you feel about Ben? 8. Give an account of how the school copes with Ben. 9. What do you think of the way Harriet copes with Ben on p.101? 10. In what way have David and Harriet changed?

The Fifth Child

Students received copies of The Fifth Child and are expected to read through page 65 by Monday. Students also must complete the following 2 assignments by Monday: Doris Lessing’s The Fifth Child Vocabulary through page 43 Due Monday, October 21 1. top page.3 – obsolescent – 2. top 3 – fastidiousness – 3. top 3 – abstemiousness – 4. mid 3 – ornate - 5. mid 4 – judiciously – 6. mid 5 – matily – 7. mid 9 – capacious– 8. top 12 – commodious – 9. top 13 – annul – 10. top 13 – absolve – 11. mid 14 – parsimony – 12. bot 18 – progenitive – 13. top 20 – obstinacy – 14. top 22 – dolefully – 15. top 26 – facetious – 16. top 26 – histrionic – 17. bot. 36 – reticent – 18. mid 40 – jocular – 19. bot 41 – chimera – 20. bot 41 – borzoi – 21. bot 43 – peregrination – The Fifth Child Pgs 3-65 David and Harriet meet and marry 1. What is your first impression of Harriet? Provide examples for support. David? 2. What do we learn about Harriet’s and David’s backgrounds? In what way are their backgrounds important? 3. What kind of house do they buy? 4. How do David’s parents react to the house and the life they are dreaming of? 5. What does Harriet’s mother, Dorothy, think about their plans? 6. The whole family seems to be reacting negatively to their dream. Is it possible to detect the narrator’s attitude? Are Harriet and David able to live up to the dream so far? Four babies and family life 1966/67-73 7. What sort of family parties do they have? 8. What is Dorothy’s attitude to their lifestyle? 9. How does Harriet look upon her sister’s Down’s syndrome baby? 10. Harriet says, ”this is what everyone wants, really, but we’ve been brainwashed out of it.” James replies, ”You are quite wrong, Harriet. The opposite is true. People are brainwashed into believing family life is the best. But that’s the past.” – Do you agree with either of these statements? 11. What does the discussion about schools tell us about the characters? The fifth pregnancy 12. How does the new pregnancy affect Harriet’s and David’s relationship? Give examples. 13. Explain and comment on Dorothy’s reaction and the things she doesn’t say. 14. Describe the family’s reaction to Harriet’s pregnancy. 15. Pick out words and expressions used about the pregnancy, the fetus and Harriet’s reactions to it. What does the choice of words tell us about the pregnancy?

essay

We continued working on the essay in class. It must be submitted through Turnitin by 11:59 on Friday.

Essay

Students will spend the rest of the week in the library working on their Frankenstein essay.

Frankenstein essay

Today students received the essay assignment for Frankenstein and instruction for using Turnitin. We will be spending all of next week working on the essay in class. Frankenstein Essay-100pts Requirements: • Must be an argument • Must have at least 4 examples • Each example must contain apt and specific references to the text • Must be completed in class • MLA format • Must have a works cited page Consider some of the topics we covered in class • Alienation from society • Parental neglect • Abortion • Irresponsible science/pursuit of knowledge o Cloning o Embryonic stem cells o Plastic surgery o GMO’s o Human genetic engineering Also consider some of the articles we discussed in class (posted on my blog). If you wish to cover a topic not on this list, please draft a thesis for my approval.

Debate

Today we finished our final debate. The topic was: What is the central problem in the novel? a. Victor Frankenstein discovered a power which humans should not possess. b. The people around the creature were not adequately prepared to deal with this new technology.

Debate

Students will be spending the period debating topics related to Frankenstein Tuesday through Thursday. Yesterday the topic was: What is the right decision? 1. Kill the creature 2. Create the female Today students debated the following: Which is better? 1. Push the boundaries of science/medicine 2. Be content with what we have now

Mind control prosthesis/textual support

Today we discussed the article on a man who can control his prosthetic leg with his mind and tied it to Frankenstein. Students then completed the following assignment: Does Victor have the right to kill the creature? Is the creature justified in devoting his life to punishing humanity? The being finished speaking and fixed his looks upon me in the expectation of a reply. But I was bewildered, perplexed, and unable to arrange my ideas sufficiently to understand the full extent of his proposition. He continued, You must create a female for me with whom I can live in the interchange of those sympathies necessary for my being. This you alone can do, and I demand it of you as a right which you must not refuse to concede. The latter part of his tale had kindled anew in me the anger that had died away while he narrated his peaceful life among the cottagers, and as he said this I could no longer suppress the rage that burned within me. I do refuse it, I replied; and no torture shall ever extort a consent from me. You may render me the most miserable of men, but you shall never make me base in my own eyes. Shall I create another like yourself, whose joint wickedness might desolate the world. Begone! I have answered you; you may torture me, but I will never consent. You are in the wrong, replied the fiend; and instead of threatening, I am content to reason with you. I am malicious because I am miserable. Am I not shunned and hated by all mankind? You, my creator, would tear me to pieces and triumph; remember that, and tell me why I should pity man more than he pities me? You would not call it murder if you could precipitate me into one of those ice-rifts and destroy my frame, the work of your own hands. Shall I respect man when he condemns me? Let him live with me in the interchange of kindness, and instead of injury I would bestow every benefit upon him with tears of gratitude at his acceptance. But that cannot be; the human senses are insurmountable barriers to our union. Yet mine shall not be the submission of abject slavery. I will revenge my injuries; if I cannot inspire love, I will cause fear, and chiefly towards you my arch-enemy, because my creator, do I swear inextinguishable hatred. Have a care; I will work at your destruction, nor finish until I desolate your heart, so that you shall curse the hour of your birth. A fiendish rage animated him as he said this; his face was wrinkled into contortions too horrible for human eyes to behold; but presently he calmed himself and proceeded, I intended to reason. This passion is detrimental to me, for you do not reflect that you are the cause of its excess. If any being felt emotions of benevolence towards me, I should return them a hundred and a hundredfold; for that one creature's sake I would make peace with the whole kind! But I now indulge in dreams of bliss that cannot be realized. What I ask of you is reasonable and moderate; I demand a creature of another sex, but as hideous as myself; the gratification is small, but it is all that I can receive, and it shall content me. It is true, we shall be monsters, cut off from all the world; but on that account we shall be more attached to one another. Our lives will not be happy, but they will be harmless and free from the misery I now feel. Oh! My creator, make me happy; let me feel gratitude towards you for one benefit! Let me see that I excite the sympathy of some existing thing; do not deny me my request! I was moved. I shuddered when I thought of the possible consequences of my consent, but I felt that there was some justice in his argument. His tale and the feelings he now expressed proved him to be a creature of fine sensations, and did I not as his maker owe him all the portion of happiness that it was in my power to bestow? He saw my change of feeling and continued, If you consent, neither you nor any other human being shall ever see us again; I will go to the vast wilds of South America. My food is not that of man; I do not destroy the lamb and the kid to glut my appetite; acorns and berries afford me sufficient nourishment. My companion will be of the same nature as myself and will be content with the same fare. We shall make our bed of dried leaves; the sun will shine on us as on man and will ripen our food. The picture I present to you is peaceful and human, and you must feel that you could deny it only in the wantonness of power and cruelty. Pitiless as you have been towards me, I now see compassion in your eyes; let me seize the favourable moment and persuade you to promise what I so ardently desire.

Justifiable actions?

Students responded to several hypothetical situations similar to what the creature experiences in Frankenstein. Students then received a passage from the novel and 2 questions dealing with character motivations. Students were required to annotate the specific evidence (textual support) before writing their response. This is NOT to be completed for HW. We will spend time on Monday finishing this assignment. The final set of questions for Frankenstein is due Monday. USE THE TEXT!

Responsibility in Frankenstein

Today we discussed the thematic connections between the high crime rate of people who age out of orphanages and foster care systems, and the creature's actions. We also continued discussing the role appearance plays in our society in relation to a story in the news about a man with blue skin and a story about a man who grew a nose for a transplant on his forehead.

Today we read and discussed articles on a skin cell gun and head transplants. The discussion focused on making connections to Frankenstein. We also covered the use of allusion in the novel and discussed Frankenstein's responsibility to the creature. Students annotated a passage from chapter 10 to support their thoughts.

In class yesterday, students received a passage from chapter 10 of Frankenstein and were asked to respond to questions providing apt and specific references to the text. Students used the Smartboard to provide examples for discussion.

Frankenstein-Part 3

Students received the following assignment which is due Monday 9/30: Frankenstein 20-end What are some of Frankenstein’s fears about creating a companion for the creature? Provide textual support. What does Frankenstein do when he sees the creature at the window? Why? Provide textual support. Do you feel he made a good decision by doing it? Explain. Write an argument stating how Victor is responsible for the death of Clerval. Write an argument stating how the creature is responsible for the death of Clerval. Write an argument stating how Victor is responsible for the death of Elizabeth. Write an argument stating how the creature is responsible for the death of Elizabeth. Does Victor have a right to kill the creature? How is this issue relevant today? Walton’s Letters Why does the creature ask forgiveness of Victor? Explain his anger. Provide textual support. What is the meaning of the work as a whole? (1 sentence response) Does the novel promote or condemn scientific exploration? Explain

Presentations

Today we completed student presentations. Students were asked to make connections to Frankenstein for each of the topics covered. We will continue our discussion tomorrow.

Frankenstein

Today we discussed the first section of reading and viewed a presentation on GMO's. Students received the following assignment which is due next Monday: Frankenstein Chapters 9-19 What is the significance of the setting as described in chapters 9-10? Explain how this contributes to the tone of the story and the genre of gothic horror. Compare the way Victor speaks to the creature to the way the creature speaks to Victor. Explain the characterization of their relationship. Use the text as support The creature’s tale- What are the creature’s first instincts? Use textual support. What are the creature’s thoughts on the family in the cottage? Provide textual support. What is the significance of the questions that the creature continually asks himself? (chapter 15) Why was the creature accepted by the old man and rejected by his family? Explain the thematic significance. Who is the creature angry at and why? Do you feel he is justified? Explain. What is the creature’s demand? Do you think Frankenstein should do it? Write an explanation defending your opinion. What is different about Victor’s feelings towards his experiments this time? Use the text.

Research Project

Students received the following group research project which is due Monday 9/16. Frankenstein Intro research 30pts Use the links provided on my blog to research each of the following controversial topics. For each topic you must do the following: • Provide a pro/con list • Provide an explanation as to why it is controversial • Provide any necessary definitions or explanations • Provide your position on the topic and explain why • Provide a brief summary of at least 2 articles • Provide a quote from at least 2 articles and explain their importance • Provide an evaluation of the objectivity of the source

Frankenstein

Students took introductory notes on Frankenstein and then we discussed the characteristics/responsibilities of a good parent. Students received a copy of the novel and are to read through chapter 8 by Monday 9/16. Students are also to complete the following assignment: Reading questions through chapter 8. Please respond to each of the following in complete sentences. 1. Characterize Walton from his letters. Provide at least 3 specific examples. 2. Characterize Victor’s relationship with Elizabeth. Provide textual support. Characterize Victor based on this. 3. Characterize Clerval. Provide textual support. 4. Why did the thunderstorm have such a profound effect on V? What is galvanism? 5. What influence does Victor’s schooling have on him? Discuss Victor’s reaction to both M. Krempe and M. Waldman. 6. What is Victor’s tone when he is describing his days studying in solitude? Provide textual support. 7. How/why does Victor change when he is finally successful? How does the creature change when it is brought to life? 8. Who do you sympathize with after Victor leaves the creature? Explain. 9. Who is responsible for the deaths of William and Justine? Explain.

Frankenstein intro

Today we had an interesting discussion regarding the potential dangers accompanying any discovery or invention in preparation for Frankenstein.

Welcome

On this blog you will find links to important information which will be added throughout the year, as well as homework assignments, due dates, and lesson summaries. Please access it frequently in order to stay up to date with class activities.