Monday 1/31

 Today you will have time to check up and ask questions about the text. Tomorrow you will have a prose passage question.

2/2  358-383

2/3       383-404
2/4       404-434
2/7       435-463
2/8       463-492
2/9       492-509
2/10       Catch-up
2/11       509-536
2/14       536-564
2/15       564-579

Reading Schedule and ZOOM LINK

 Below is the reading schedule. We will have Zoom class if you want to attend to listen to what you missed.

 So, here is the reading schedule for next week:

1/21  201-225
1/24   225-256
1/25   256-284
1/26   284-313
1/27   313-332
1/28   332-358

1/29 Catch up

Note there will be an prose essay question when you return. 

I'll give it to Adalia on Monday. 

 

Kent Fielding is inviting you to a scheduled Zoom meeting.

Topic: AP Lit
Time: Jan 24, 2022 01:30 PM Juneau
        Every day, until Jan 30, 2022, 7 occurrence(s)
        Jan 24, 2022 01:30 PM
        Jan 25, 2022 01:30 PM
        Jan 26, 2022 01:30 PM
        Jan 27, 2022 01:30 PM
        Jan 28, 2022 01:30 PM
        Jan 29, 2022 01:30 PM
        Jan 30, 2022 01:30 PM

Join Zoom Meeting
https://us04web.zoom.us/j/72489830686?pwd=Ew-Xv4p8CUvpvrnkMx-mJM43ydSOHE.1

Meeting ID: 724 8983 0686
Passcode: AzXtF9

 

Chapter 15

 

So we find that Coavinses, which is the name of the debt collecting business, has died, or really just the man, Neckett, who came to collect money from Skimpole.

In this chapter you need to contrast the poor, Charley and her siblings, with Skimpole and the philanthropists, Mr. Quayle, Mr. Gusher, Mrs. Pardiggle, and Mrs. Jellyby. 

Also pay attention to the birds. And the man who's inheritance has gone to pay up law fees. 

Reading Schedule

 So, here is the reading schedule for next week:

1/21  201-225
1/24   225-256
1/25   256-284
1/26   284-313
1/27   313-332
1/28   332-358

1/29 Catch up

Note there will be an prose essay question when you return. 

I'll give it to Adalia on Monday.

Wednesday

 Today we will discuss what you read last night and what you have learned so far about the book.

Then I will give you some time to write an overview of chapters 1-11. Character, notes, important ideas.

From here forward you will write - what you found important about every chapter. Note, this doesn't have to be terribly long and I'll try and give you some time in class to do it, but I need you to start taking notes and linking things together. Characters, symbols, plot hints, satire, are good places to start.

BLEAK HOUSE

 

Okay - so you need to post something that interests you (something of importance) about each chapter.  Remember: you are preparing yourself for the AP test in May.  We will also be looking at different theories of literary criticism as you read.

1/18   137-151
1/19   151-180
1/20   181-201

1/21  201-225
1/22   225-256
1/23   256-284
1/24   284-313
1/26   313-332
1/27   332-358
1/28   358-383

1/29       383-404
2/2       404-434
2/3       435-463
2/4       463-492
2/5       492-509
2/6       Catch-up
2/7       509-536
2/8       536-564
2/9       564-579
2/10     Work on essay #1
2/13     579-594
2/14    594-313
2/15    614-636
2/16    637-653
2/17    653-676

2/22    676-697
2/23    697-729

2/24   Work on Essay #2

2/28   Work on Essay #2

2/29   729-753

3/6      FINISH BOOK

3/7      Essay #4

3/8     Essay #4

Examples from ZOE

Chapter One

The fog in "Bleak House" represents the ineffectiveness and lack of integrity in the Court of Chancery. Though the fog is literal in the way that the weather is bad and how London appears to be very gloom and doom, it is also a metaphor for the "fogginess" of the Justice system; more specifically, the lack of clarity the case of Jarndyce and Jarndyce has, since the founders of the case have long since passed, and now it sits on the shoulders of their grandchildren.

Chapter Two

This chapter is about the introduction of Lady Dedlock and the going-ons in her life. They also introduce a character named Mr. Tulkinghorn, who is very scary in the way that he knows everyone's secrets. During chapter two,  Lady Dedlock faints when she sees the handwriting on one of the documents Mr. Tulkinghorn brings to her. This could be a foreshadow to something relevant in the J&J case because back then, everything was handwritten so you got to know everyone's individual style- especially that of your loved ones. This foreshadows a connection between this frivolous character and someone mentioned in the telling of Esther's life.

Chapter Three

A bit of irony abounds with the introduction of one of the dueling narrators- Esther Summerson. I think it's interesting that Dicken's chose a self-depricating, humble, kind girl as a main character, considering she doesn't have the personality of someone who would even dream of talking about her experiences. In my opinion, he created a very biased character (thinking the best of everybody and their actions) which may come in handy later in the story. 

 

Chapter Four

This chapter introduces a theme in the book of ignoring your domestic responsibilities. Mrs. Jellyby doesn't keep track of her kids, there is rarely well-cooked food, cleanliness is not a priority, the staff is either drunk or not present, and she is more absorbed with a country hundreds of miles away more than she is with her own home. Basically, she represents the shambles London has fallen into.

Chapter Five

Some symbolism takes place in the Crazy Old Lady's house where the four young adults are beckoned into during their walk. So, Krook, an old man, owns a store full of things that he bought, but will never sell. He is a hoarder with a house filled with meaningless nonsense that has no value, and the majority of it is probably garbage. His house/store is nicknamed The Court of Chancery.

Chapter Six

Mr. Skimpole is a mooch when it comes to Mr. Jarndyce's resources, and apparently doesn't have a knack for responsibility, working, or providing for his family. He is a very controversial character because even though we are inclined to hate him, Esther seems very intrigued by his lifestyle, and wonders how he avoids so much responsibility. He shows Mr. Jarndyce's soft-spot for lost case's, but also makes you wonder why he would put up with this atrocious man for so long.

Chapter Seven 

During this chapter, Mrs. Rouncewell recounts the story of a terrace they call "The Ghost's Walk" because a few centuries ago, the past Lady Dedlock cursed the Dedlock family. Apparently, she cursed this spot in particular so that every time something horrible was about to happen to a future Dedlock, you would be able to hear her footsteps walking about. This is a very obvious foreshadow.

Chapter Eight

In chapter eight, Mrs. Pardiggle, a woman attempting to start some kind of organization, shows up at Mr. Jarndyce's house looking for funds. Her whole character further supports the theme of ignoring your domestic responsibilities and instead caring more about a different cause. She is rude, mean, and thinks very lowly of anyone and everyone. Her home circumstances are very similar to Mrs. Jellyby's because she works from home, her house is in shambles, her kids are merely used to humanize her organization so she brings to all of her events, and she controls her husband, who has no say in anything. 

Poetry Out Loud

 

 Poetry Out Loud 

Today you will need to pick out a poem from the Poetry Out Loud website: https://www.poetryoutloud.org/search/?type=poem. After you have your poem picked out, you will need to read over it a few times, print it out, mark it up, and then begin an AP essay on it.

Prompt: In a well-organized essay, analyze how the poet portrays a complex a relationship in it (it doesn’t have to be a human relationship – anything between the speaker and whatever the speaker is addressing). You may wish to consider the author’s use of such literary techniques as syntax, diction, and figurative language.

  The POL competition is on Wednesday February 2nd at 6:30 pm on the school stage.  This is a requirement.  You must have a poem memorized and ready to perform.  This is also an easy grade:

50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.

The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.

Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.

Poetry Out Loud website can be found here

Tips for performance can be found here

 

If you want to watch a video or two: https://www.poetryoutloud.org/competing/watch-recitation-videos/

 

If you need review on how to write a Poetry Explication read below:

 

A poetry explication is a relatively short analysis which describes the possible meanings and relationships of the words, images, and other small units that make up a poem. Writing an explication is an effective way for a reader to connect a poem's plot and conflicts with its structural features. This handout reviews some of the important techniques of approaching and writing a poetry explication, and includes parts of two sample explications.

Preparing to write the explication

1. Read the poem silently, then read it aloud (if not in a testing situation). Repeat as necessary.

2. Consider the poem as a dramatic situation in which a speaker addresses an audience or another character. In this way, begin your analysis by identifying and describing the speaking voice or voices, the conflicts or ideas, and the language used in the poem.

The large issues

Determine the basic design of the poem by considering the who, what, when, where, and why of the dramatic situation.

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What is being dramatized? What conflicts or themes does the poem present, address, or question?
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Who is the speaker? Define and describe the speaker and his/her voice. What does the speaker say? Who is the audience? Are other characters involved?
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What happens in the poem? Consider the plot or basic design of the action. How are the dramatized conflicts or themes introduced, sustained, resolved, etc.?
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When does the action occur? What is the date and/or time of day?
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Where is the speaker? Describe the physical location of the dramatic moment.
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Why does the speaker feel compelled to speak at this moment? What is his/her motivation?

The details

To analyze the design of the poem, we must focus on the poem's parts, namely how the poem dramatizes conflicts or ideas in language. By concentrating on the parts, we develop our understanding of the poem's structure, and we gather support and evidence for our interpretations. Some of the details we should consider include the following:

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Form: Does the poem represent a particular form (sonnet, sestina, etc.)? Does the poem present any unique variations from the traditional structure of that form?
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Rhetoric: How does the speaker make particular statements? Does the rhetoric seem odd in any way? Why? Consider the predicates and what they reveal about the speaker.
*

Syntax: Consider the subjects, verbs, and objects of each statement and what these elements reveal about the speaker. Do any statements have convoluted or vague syntax?
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Vocabulary: Why does the poet choose one word over another in each line? Do any of the words have multiple or archaic meanings that add other meanings to the line? Use the Oxford English Dictionary as a resource.

The patterns

As you analyze the design line by line, look for certain patterns to develop which provide insight into the dramatic situation, the speaker's state of mind, or the poet's use of details. Some of the most common patterns include the following:

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Rhetorical Patterns: Look for statements that follow the same format.
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Rhyme: Consider the significance of the end words joined by sound; in a poem with no rhymes, consider the importance of the end words.
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Patterns of Sound: Alliteration and assonance create sound effects and often cluster significant words.
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Visual Patterns: How does the poem look on the page?
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Rhythm and Meter: Consider how rhythm and meter influence our perception of the speaker and his/her language.