I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings
I can analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
I can analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
I can evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Coming up: "The Fall of the House of Usher" vocabulary power point review on Wednesday
vocabulary quiz on Friday.
Important: many people will be absent for the "Mary Poppins" performance on Thursday and Friday.
So....in class Tuesday through Friday, this is what is happening:
You should continue working on your graphic organizer for "The Rime of the Ancient Mariner". These are due on Friday.
What does this mean?
1) You should respond to all of the questions, using textual evidence as requested, making sure that this evidence is encased in quotations.
2) Beside every stanza, write an annotation.
That means give a give summary (gist) of what has occurred and / or what Romantic theme it ties into. (These are listed at the beginning of the organizer.)
I have done Part I with you; so continue on.
How can I be successful with this?
You must actually read the stanzas. Read allowed in your head or read with a partner and discuss. But you must read!
Do not go onto the next stanza, until you understand what you have read.
What if I don't know a vocabulary word?
As you do in the weekly vocabulary, look at the contextual clues. And since most of you will probably be working with a partner, put your heads together.
I'm still having a problem. That's ok; ask for help with a specific question.
I need support outside the classroom.
Ms. Cloonan, Ms. Walsh (3 or 8) or myself are available sometime each day during the day.
I am available Monday, Tuesday and Thursday after school.
Today's after school session is in Mr. Wilson's room 237.
In class: if you have not turned in the quick write from yesterday, please do so now.
With a partner or independently, continue reading Coleridge's "The Rime of the Ancient Mariner"
In class: I am sure that not everyone completed the reading the graphic organizer through section 3 yesterday. The goal today is to complete for through section 4 today. Please continue to work on this, making sure to annotate. That means that notes on the text. What connections and observations can be made? When you have completed section 4, please collect the quick write that focuses on stanzas 65 and 66. (class handout / copy below)
Name__________________________ Quick write for stanzas 64, 65 and 66.
Carefully read over the following stanzas. This is the climax of the poem and
expresses essential concepts of Romanticism.
Answer the following is a well-written paragraph. What has happened to
the Mariner? What has he now become aware of and, as a result, the albatross
falls from his neck “like lead into the sea?”
64. Within the shadow of the ship
I watched their rich attire:
Blue, glossy green, and velvet black,
They coiled and swam; and every track
Was a flash of golden fire.
65. O happy living things! no tongue
Their beauty might declare:
A spring of love gushed from my heart,
And I blessed them unaware:
Sure my kind saint took pity on me,
And I blessed them unaware.
66. The selfsame moment I could pray;
And from my neck so free
The Albatross fell off, and sank
Like lead into the sea
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