Announcements and Reminders for Tuesday/Wednesday, April 24/25, 2018:
Book Sign-ups are due by April 26.
Your book project is due on May 16/17. You will receive extra credit if you present early.
See the tab for Required Reading/Book Assessments, April/May for more details.
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Targets for Today:
I can identify common Greek word roots and use them to figure out the meanings of words.
[I can find and read a science fiction for fantasy book for the book of the month assignment.] I can summarize and find central idea and theme in narrative and/or, fact-based poems. |
Today’s Agenda for Tuesday/Wednesday, April 24/25, 2018:
1. Individual Reading Time -- with your fantasy or scifi book.
2. Take a pretest for Greek Word Roots.
Learn these!
3. Central Idea, Theme, and Poetry!
A1 completed Charge of the Light Brigade -- Still needs to discuss. To figure out what a poem is saying, here are some steps you can take:
Chunk it.
Notice poetic devices. Summarize -- one chunk at a time. Find the Central Idea. Find the Theme.
The following poems are all about war.
belligerent, bellicose, rebel
bellum = war -- from Latin
Important: All themes and central ideas are supported by details in the text, but not all themes and central ideas are true or something you would (or even should) agree with. Part of being an effective reader is picking up on whether or not you agree with what an author is saying.
The White Man's Burden
by Rudyard Kipling Listen:
Take up the White Man's burden-- 1
Send forth the best ye breed-- Go bind your sons to exile To serve your captives' need; 4 To wait in heavy harness, On fluttered folk and wild-- Your new-caught, sullen peoples, Half-devil and half-child. 8
Take up the White Man's burden-
In patience to abide, To veil the threat of terror And check the show of pride; 12 By open speech and simple, An hundred times made plain To seek another's profit, And work another's gain. 16
Take up the White Man's burden--
The savage wars of peace-- oxymoron Fill full the mouth of Famine And bid the sickness cease; 20 And when your goal is nearest The end for others sought, Watch sloth and heathen Folly Bring all your hopes to nought. 24
Take up the White Man's burden--
No tawdry rule of kings, But toil of serf and sweeper-- The tale of common things. 28 The ports ye shall not enter, The roads ye shall not tread, Go mark them with your living, And mark them with your dead. 32
Take up the White Man's burden--
And reap his old reward: The blame of those ye better, The hate of those ye guard-- 36 The cry of hosts ye humour (Ah, slowly!) toward the light:-- "Why brought he us from bondage, allusion Our loved Egyptian night?" 40
Take up the White Man's burden--
Ye dare not stoop to less-- Nor call too loud on Freedom To cloke your weariness; 44 By all ye cry or whisper, By all ye leave or do, The silent, sullen peoples Shall weigh your gods and you. 48 Take up the White Man's burden-- Have done with childish days-- The lightly proferred laurel, A laurel wreath is a symbol of victory and honor. The easy, ungrudged praise. 52 Comes now, to search your manhood Through all the thankless years Cold, edged with dear-bought wisdom, The judgment of your peers! 56 Historical Background for the Poem
In February 1899, British novelist and poet Rudyard Kipling wrote a poem entitled “The White Man’s Burden: The United States and The Philippine Islands.” In this poem, Kipling urged the U.S. to take up the “burden” of empire, as had Britain and other European nations. Published in the February, 1899 issue of McClure’s Magazine, the poem coincided with the beginning of the Philippine-American War and U.S. Senate ratification of the treaty that placed Puerto Rico, Guam, Cuba, and the Philippines under American control.
Theodore Roosevelt, soon to become vice-president and then president, copied the poem and sent it to his friend, Senator Henry Cabot Lodge, commenting that it was “rather poor poetry, but good sense from the expansion point of view.” Not everyone was as favorably impressed as Roosevelt. The racialized notion of the “White Man’s burden” became a euphemism for imperialism, and many anti-imperialists couched their opposition in reaction to the phrase.
Chunked by stanza
See above for some poetic devices.
Summarize:
Stanza 1:
The United States should conquer and rule the Philippines. They will have to send the best of their people who will have to work hard to rule the inferior people who live there.
(Remember that you don’t have to agree with what you read!)
Stanza 2:
The United States will need to be patient as they rule the people of the Phillipines and other places where the people are no white. They need to try to explain to the people they rule over that they are doing this for the good of these people they have conquered.
Stanza 3:
They will have to fight wars to do this. They will help these people by ruling over them, but the people they rule over will be lazy and foolish, so that will make the job much harder on the white men.
Stanza 4:
The white men should rule over all of those people and if those people will not let them in their ports or on their roads, the white men will have to take them by force.
Stanza 5:
Even thought the white men are “helping” the people they have conquered, the conquered people will not thank them. Rather they will hate them and complain. They will complain like the Children of Israel did when Moses led them out of Egypt.
Stanza 6:
The white men are going to need to show the example of what the conquered people should become – more like the white people.
Stanza 7:
The white men are going to have to be the adults to these childish, uncivilized people. It will be very hard, but eventually other white people (their peers) will praise them for what they have done.
Central Idea: The United States should conquer and rule the people of the Phillippines.
Theme: People who are of the superior race should conquer and rule people who are of inferior races for their own good.
Remember -- You don’t have to, and shouldn’t agree with everything you read!
Your Assignment --
Chunk it.
Notice poetic devices.
Summarize --
Central Idea
Theme
B5 watched the video for Charge of the Light Brigade. They haven't had time to discuss it and fill out their papers. April 25
Do the same in your small groups for the following poems:
Charge of the Light Brigade
"The Charge of the Light Brigade" is an 1854 narrative poem by Alfred, Lord Tennyson about the Charge of the Light Brigade at the Battle of Balaclava during the Crimean War.
https://www.youtube.com/watch?v=S93lvQ4Ukg8 video
The Crimean War was a military conflict fought from October 1853 to February 1856 in which the Russian Empire lost to an alliance of the Ottoman Empire, France, Britain and Sardinia. The immediate cause involved the rights of Christian minorities in the Holy Land, which was a part of the Ottoman Empire. On October 25, 1854, the commander-in-chief of British troops during the Crimean War issued an ambiguous order that his subordinates misinterpreted, resulting in the infamous Charge of the Light Brigade against a heavily defended Russian position. Facing artillery and musket fire on three sides, British cavalrymen were slaughtered in droves as they galloped headlong down the so-called “valley of death.” Yet because they maintained discipline amid the chaos and even managed to briefly scatter the Russians, the British public glorified them. One participant would later describe it as “the most magnificent assault known in military annals and the greatest blunder known to military tactics.” -- https://www.history.com/news/the-charge-of-the-light-brigade-160-years-ago B7 needs to write for Charge of the Light Brigade. B5 and listened to Dulce Et Decorum Est April 27 A2 finished Charge of the Light Brigade and listened to Dulce Et Decorum Est
Dulce Et Decorum Est -- about English soldiers during World War 1.
Listen to it -- https://www.youtube.com/watch?v=qB4cdRgIcB8 Christopher Eccleston
https://www.youtube.com/watch?v=SgQhH67oPgY Animation A1to here
In Flanders Fields
John McCrae (1872-1918), a Canadian lieutenant colonel, was inspired to write it after he conducted the burial service for an artillery officer, Alexis Helmer, who had been killed in the conflict. In the chaplain’s absence, McCrae, as the company doctor, presided over the burial of the young man.
Flanders Fields is a common English name of the World War I battlefields in the Flanders Region of Belgium.
-- https://www.youtube.com/watch?v=cKoJvHcMLfc Leonard Cohen
War is Kind -- Consider the ideas of irony or sarcasm.
https://www.youtube.com/watch?v=8tdgeI3_IHY
Steven Crane wrote "The Red Badge of Courage" a novel about a private soldier in the American Civil War. He had no battle experience at that time. Later he was a war correspondent in the Spanish-American War. He died of tuberculosis at the age of 28.
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If You Were Absent:
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Vocabulary:
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Help and Enrichment
Figuratively Speaking Poster
By May 2/3 – for English class
Bring a photo of yourself DOING SOMETHING.
In class you will create a poster about that photo including
-1 simile
-1 metaphor
-1 hyperbole
-1 personification
-1 onomatopeia
-1 allusion Extra credit for alliteration (at least three or more repetitions of a sound) | |||||||||||||||||||||||||||||||||
Sample picture and Figurative Language
from the famous Ms. Dorsey
Though the night was as dark as pitch,
seeing the play Nosferatu live on stage was a dream come true.
We were dying to meet the actor who played the title role.
You can tell that the camera loved us as we danced with the vampire after the show.
Thud, thud, stomp, stomp went our feet.
This was a vampire who neither sparkled nor made girls swoon,
but spending time with him was a thriller.
Very soon the villainous, vigorous, voracious vampire
vanished from view
Samples of Types of Figurative Language and a Sound Device
Simile:Poised between going on and back, pulled
Both ways taut like a tight-rope walker,Now bouncing tiptoe like a dropped ball,
Or a kid skipping rope, come on, come on!…Taunts them, hovers like an ecstatic bird,
He’s only flirting, crowd him, crowd him,
(The Base Stealer by Robert Francis)
Metaphor:
- The assignment was a breeze. (This implies that the assignment was not difficult.)
- Her voice is music to his ears. (This implies that her voice makes him feel happy)
Personification:
- The wind whispered through dry grass.
- The flowers danced in the gentle breeze.
- Time and tide waits for none.
- The fire swallowed the entire forest.
Onomatopoeia:
- The buzzing bee flew away.
- The sack fell into the river with a splash.
- The books fell on the table with a loud thump.
- He looked at the roaring sky.
- The rustling leaves kept me awake.
Hyperbole:
- My grandmother is as old as the hills.
- Your suitcase weighs a ton!
- She is as heavy as an elephant!
- I am dying of shame.
- I am trying to solve a million issues these days.
Allusion:
- “Don’t act like a Romeo in front of her.” – “Romeo” is a reference to Shakespeare’s Romeo, a passionate lover of Juliet, in “Romeo and Juliet”.
- The rise in poverty will unlock the Pandora’s box of crimes. – This is an allusion to one of Greek Mythology’s origin myth, “Pandora’s box”.
- “This place is like a Garden of Eden.” – This is a biblical allusion to the “garden of God” in the Book of Genesis.
Alliteration:
From Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner”
“The fair breeze blew, the white foam flew,
The furrow followed free;
We were the first that ever burst
Into that silent sea.”
