Calendar

Monday, December 15

Last Week's Assignments

1.
Regarding the Shakespearean play that you chose to watch over the weekend, I want you to pick a pivotal monologue and analyze it meaning (as if it was one you had to write about on an AP test.) What I mean is; analyze it in terms of how it adds meaning to the play as a whole or to character development. When you send it to me, label the subject SHAKESPEARE MONOLOGUE ANALYSIS

2.
What I will like y'all to do is take another look at Act III. What is the significance with the storm in relation to the story so far? How does it relate to Lear's engagement with Goneril and Regan? Why does Lear go mad? Send me the answers to these questions via email, subject being KING LEAR- STORM.

3.
Act IV, Scene vi: Glouster thinks he is being lead to a cliff so that he can commit suicide. Poor Tome (Edgar in disguise) 'leads' him and pretends that Glouster was 'saved.' Later King Lear arrives, still a bit kooky, but seems to be making more sense. This scene is important to the theme of forgiveness. Explain how. Label the subject KING LEAR - FORGIVENESS 

Tuesday, December 2

Act II Monologues

We have several monologues in Act II that reflect not only the progression of plot, but also the development of character.

Edgar and Lear begin to go through a transition. Discuss the importance of their character transition and on the plot.

The Fool is cleverly hiding a message in his monologue. Translate the message. How does it relate to the story? Do we have a foreshadowing event occurring here? If so, explain.

EDGAR
I heard myself proclaim'd,
And by the happy hollow of a tree
Escap'd the hunt. No port is free, no place
That guard and most unusual vigilance
Does not attend my taking. Whiles I may scape,
I will preserve myself; and am bethought
To take the basest and most poorest shape
That ever penury, in contempt of man,
Brought near to beast. My face I'll grime with filth,
Blanket my loins, elf all my hair in knots,
And with presented nakedness outface
The winds and persecutions of the sky.
The country gives me proof and precedent
Of Bedlam beggars, who, with roaring voices,
Strike in their numb'd and mortified bare arms
Pins, wooden pricks, nails, sprigs of rosemary;
And with this horrible object, from low farms,
Poor pelting villages, sheepcotes, and mills,
Sometime with lunatic bans, sometime with prayers,
Enforce their charity. 'Poor Turlygod! poor Tom!'
That's something yet! Edgar I nothing am.
[Exit]

FOOL
We'll set thee to school to an ant, to teach thee there's no
labouring i' th' winter. All that follow their noses are led by their
eyes but blind men, and there's not a nose among twenty but can
smell him that's stinking. Let go thy hold when a great wheel
runs down a hill, lest it break thy neck with following it; but the
great one that goes upward, let him draw thee after. When a
wise man gives thee better counsel, give me mine again. I
would have none but knaves follow it, since a fool gives it.
That sir which serves and seeks for gain,
And follows but for form,
Will pack when it begins to rain
And leave thee in the storm.
But I will tarry; the fool will stay,
And let the wise man fly.
The knave turns fool that runs away;
The fool no knave, perdy.

LEAR
O, reason not the need! Our basest beggars
Are in the poorest thing superfluous.
Allow not nature more than nature needs,
Man's life is cheap as beast's. Thou art a lady:
If only to go warm were gorgeous,
Why, nature needs not what thou gorgeous wear'st
Which scarcely keeps thee warm. But, for true need-
You heavens, give me that patience, patience I need!
You see me here, you gods, a poor old man,
As full of grief as age; wretched in both.
If it be you that stirs these daughters' hearts
Against their father, fool me not so much
To bear it tamely; touch me with noble anger,
And let not women's weapons, water drops,
Stain my man's cheeks! No, you unnatural hags!
I will have such revenges on you both
That all the world shall- I will do such things-
What they are yet, I know not; but they shall be
The terrors of the earth! You think I'll weep.
No, I'll not weep.
I have full cause of weeping, but this heart
Shall break into a hundred thousand flaws
Or ere I'll weep. O fool, I shall go mad!

Wednesday, November 19

Monday, November 17

Homework - Edmund Soliloquy

Read Edmund's soliloquy found in Act 1 Scene 2. Identify elements of characterization. Why does he decide to do what he later does? Is he trying to justify his actions? How aware is he in his actions and the consequences that come from them?

Thursday, November 13

A Scientific Approach to Finding Tone

As per my lecture, there is a way to use the scientific approach that may help better understand how to find tone in a work of literature.

Hypothesis = The tone you believe the work to possess. 

In order to verify your hypothesis you will need to collect data. The data we have to work with is the text that the author uses. The varying use of words and the connotation(s) associated with those words in the context should help in the development of the tone.

Data Collection = Diction

After looking at the diction, you also have to verify that the 'data' you have found is accurate. Therefore, verifying the 'data' (tone) by looking at the imagery, details and syntax that the author uses/conveys contributes to back up your hypothesis (tone.)

Analyze = Verify the use of diction and its development of tone by how the author uses imagery, details & syntax

After following through with the collecting and analyzing of the materials, your results should align with your hypothesis.

Friday, November 7

Shakespearean Tragedy


Here are some elements I would like you to research and become familiar with as we prepare to embark on a Shakespearean adventure! I'll pick up your findings on Monday.
  • Define a Shakespearean Tragedy.
    • Themes commonly found
    • 3 stages of tragic pattern
  • Define Tragic Hero
  • How does the contrasts (ideas, foils) found in a tragedy help enhance the drama?
  • How is fate used in a tragedy?
  • The supernatural?
  • What is pathetic fallacy?
  • What is catharsis and it's relation to drama?
  • What is a soliloquy and what is its purpose?
  • How is an aside and what is its purpose?
  • What is dramatic irony?
  • What is hamartia?
  • What is In Medias Res?
  • What are puns?
  • What external/internal conflicts are typically found in tragedies?

Monday, October 27

Apply Texas Day, November 1st


November 1st is Apply Texas Day at Memorial. Seniors have begun their Apply Texas through their Government or Economics class. Some were able to finish but many have not. Ms. Herrera will be in the Library to help any senior finalize their applications from 9:00AM to 12:00PM. 

Thursday, October 16

Wednesday, October 15

Homework - Symbolism

A symbol may be roughly defined as something that means more than what it is.

Read Robert Frost's The Road Not Taken.
Does the speaker feel that he has made the wrong choice in taking the road "less traveled by" (19)? If not, why will he "sigh" (16)? What does he regret?

Tuesday, October 14

Homework - Personification & Apostrophe

Personification consists in giving the attributes of a human being to an animal, an object or a concept. It is really a subtype of metaphor, an implied comparison in which the figurative term of the comparison is always a human being. Closely related to personification is apostrophe,  which consists in addressing someone absent or dead or something nonhuman as if that person or things were present and alive and could reply to what is being said.

Read David Mason's Song of the Powers.
In stanzas 1 through 3 the pome employs personification to convey the attitude of each element - stone, paper, and scissors - to its own unique power. Why is having the elements speak in their own voices more effective than if their viewpoints were merely described?
Does the speaker of the poem agree with what the individual elements say?
What does the final stanza say about the nature of power? Is physical power finally destructive or affirmative?

Read John Keats' Bright Star.
The speaker repeats "still" (13). What relevant denotations does the word evoke, and how does the repetition add intensity and meaning to this apostrophe?

Please comment your answers below.


Monday, October 13

Volunteer Opportunity!

The McAllen Public Library is hosting the McAllen Book Festival on November 8, 2014. There are volunteer opportunities. Help the Valley become an interesting place to live.

Friday, October 10

Homework - Imagery

Imagery is the representation through language of sense experience. There are many types, some are:
visual imagery - a mental picture seen in the mind's eye (frequently used in poetry)
auditory imagery - sounds
olfactory imagery - smells
gustatory imagery - tastes
tactile imagery - touch (such as hardness, softness, wetness, heat, cold)
organic imagery - internal sensation (hunger, thirst, fatigue, nausea)
kinesthetic imagery - movement or tension in the muscles or joints

Read Robert Browning's Meeting at Night and give several examples of imagery.  Then determine what the poem is about. Post comments below.



Wednesday, October 8

Homework - Denotation & Connotation

The denotation of a word is the dictionary meaning or meanings of the word.
The connotation of a word is what it suggests beyond what it expresses: its overtones of meaning.

Read Emily Dickinson's poem There is no Frigate like a Book. Pay particular attention to her word choice. What is lost if miles is substituted for "Lands" (2) or cheap for "frugal" (7)? Are there any other words that, if modified, would change the meaning/impact of the poem? Comment your answers below.



Introduction to Poetry Unit

I know some of you will be absent today, so I've uploaded the handout to our class folder (the poetry folder - poetry strategies)

It is a reminder of what & how TPCASTT is used and my preferred method of poetry analysis - the 3 column model.

30. IGNORAMUS

Don't listen to that ignoramus; he probably doesn't even know how to tie his shoes.
N. Ignorant person, dunce; uninformed, stupid individual
Synonyms: dunce, idiot, dolt
Antonyms: sage

Thursday, October 2

29. SAGE


  • When the people didn’t know what to do, they turned to the sage for advice.
  • N. or Adj. A wise person, someone respected for his judgment or knowledge
  • Synonyms: guru, expert, authority
  • Antonyms: idiot, moron

Wednesday, October 1

28. PRODIGIOUS


  • The dictator’s prodigious appetite for power induced him to execute or exile all of his enemies.
  • Adj. Wonderfully great in degree, size, quantity, or extent; monstrous, immense
  • Synonyms:  immense, enormous, amazing
  • Antonyms: insignificant, minuscule

27. CONCISE


  • The prime minister’s concise response was in marked contrast to his critic’s lengthy attack.
  • Adj. Expressing much in few words; brief but comprehensive
  • Synonyms:  pithy, succinct, terse
  • Antonyms: lengthy, wordy, verbose

Tuesday, September 30

26. PERIPHERAL


  • Your peripheral vision in the dark is more effective than your central vision.
  • Adj. Of or related to or situated on the border or surface; on the edge of, at the boundary; unnecessary, of minor importance
  • Synonyms: border; dispensable, irrelevant
  • Antonyms: central; essential, imperative

Monday, September 29

25. CANDID


  • Mom could always turn to her aunt for a candid appraisal of her cooking.
  • Adj.  Impartial, without pretense or reserve; straightforward, not rehearsed
  • Synonyms: frank, sincere
  • Antonyms: deceptive, disguised, hidden

Friday, September 26

24. Innovate


  • Since available technology could not create the special effects needed for the movie, the engineers at Dreamworks had to innovate production methods never used before.
  • V.  To begin or introduce something new
  • Synonyms:  contrive, devise, originate

Thursday, September 25

Questions to William Faulkner's A Rose for Emily

1. What is the effect of the final paragraph of the story? How does it contribute to your understanding of Emily? What is it important that we get this information last rather than at the beginning of the story?

2. Discuss how Faulkner's treatment of the North and South contributes to the meaning of the story.

3. Contrast the order of events as they happen in the story with the order in which they are told. How does this plotting create interest and suspense?



23. Discriminate


  • The judge tries to discriminate between those trying to impress him with their eloquence and those who are naturally eloquent.
  • V.  To make a clear distinction; distinguish
  • Synonyms:  differentiate, identify
  • Antonyms:  muddle, confuse

Wednesday, September 24

22. Revere


  • Tom found several heroes in history he could revere and hope to emulate in his life choices.
  • V.  To regard with awe, great respect, or devotion
  • Synonyms:  adore, worship, glorify
  • Antonyms:  despise, abhor, loathe

Tuesday, September 23

Which Banned Book are You?

In celebration of Banned Books Week, take this survey to find out which banned book fits your personality! Add your result to the comments.

21. Objective


  • The student went to the counselor to get an objective appraisal of her capabilities based on her test scores.
  • Adj.  Uninfluenced by emotion, surmise, or person prejudice
  • Synonyms: unbiased, factual
  • Antonyms:  suppositional, biased, prejudiced

Monday, September 22

Homework - Style, Tone & Irony

For homework return to The Prince and the Pauper and find passages that convey the author's style, tone and irony. You do not need to find 3 separate passages if one passage is effective in presenting more than one of these.

Reference the passage by giving the chapter number/name and a one sentence summary of what is happening in the story.

This is not a practice in just finding examples of style, tone and irony. You have to find a relatable passage and explain how it is effective in representing style, tone and/or irony. You may even want to connect it to the author's purpose and/or theme found in the novel.

20. Reproach


  • The captain’s inhumane punishment of some members of the crew invited the reproach from his superiors.
  • N. or V. -severe expression of censure or blame, rebuke
  • Synonyms: rebuke, censure
  • Antonym: praise

Friday, September 19

Preparation for Next Week

Reread The Prince and the Pauper and expect a quiz on Monday.

19. Infiltrate


  • As a result of successfully infiltrating the enemy camp, the spy learned many valuable secrets.
  • V. -to filter into or through; gain entrance surreptitiously or secretly
  • Synonyms: sneak in, mingle  

Thursday, September 18

18. Epitomize


  • The wounded soldier’s cries epitomized the suffering of all who had been injured in battle.
  • V. -to function as an ideal or typical representation; capture the essence of, to sum up
  • Synonyms:  typify
  • Antonyms:  refute

Wednesday, September 17

Articles for Essay Revision

I have just shocked your system. Devilish grin aside, there is a valuable lesson here.

You will now have the opportunity to go back and revisit your anxiety ridden exam and incorporate some self taught techniques to enhance your writing.

In our class folder you will find a subfolder called writing articles. Your homework is to read the three articles located there and then revise your essay to be turned in tomorrow for a major assessment grade. I will need both the in-class essay and your revised essay.

Happy scribbling students!

17. Nullify


  • Will the doctor’s terrible mistake nullify all the good he has done?
  • V. -to annul, make void, render invalid; deprive of force or efficacy
  • Synonyms:  cancel out, invalidate, void
  • Antonyms:  validate, authenticate

Tuesday, September 16

16. Jeopardize


  • Cheating could jeopardize your career if you get caught.
  • V. -to expose to peril or hazard; risk, endanger
  • Synonyms:  hazard, imperil, endanger, menace, risk
  • Antonyms:  safeguard

Monday, September 15

15. Acute

  • It takes an acute mind to solve such a complex problem
  • Ad. -keen, sharp critical, keenly perceptive
  • Synonyms: keen, penetrating, incisive, trenchant, piercing
  • Antonyms: obtuse, dense, dull, stupid.

Friday, September 12

14. Exemplary


  • Her exemplary efforts won her praise from the entire community.
  • Adj. -serving as a model for imitation; worthy of imitation; outstanding
  • Synonyms:  paradigmatic, outstanding, admirable, commendable
  • Antonyms:  unworthy, evil, corrupt

Thursday, September 11

Homework for tomorrow

You will create a thesis statement connecting a theme from The Great Gatsby with evidence from the DIDLS passage you worked on.

This will be due to me via email before 7 a.m. tomorrow morning.

13. Obsolete


  • That kind of computer is obsolete; people just don’t use them anymore.
  • Adj. - no longer in use, outmoded, out of date
  • Synonyms: extinct, outmoded, outworn, passe, unfashionable
  • Antonyms:  contemporary, modern, new-fashioned, up-to-date, current

Wednesday, September 10

Stop the Internet Slowdown!

12. Derogatory


  • I won’t put up with your derogatory remarks anymore!
  • Adj. - disparaging, negative, belittling, expressing low opinion
  • Synonyms:  disparaging, detracting, pejorative, depreciatory
  • Antonyms: complimentary, laudatory, admiring

Tuesday, September 9

11. Rhetorical


  • With its exaggerations and self-conscious cleverness, his rhetorical speech had more style than substance.
  • Adj. - over-elaborate, showy; concerned primarily with style or effect
  • Synonyms: oratorical, euphuistic, flowery, grandiloquent
  • Antonyms: plain, unpretentious, unembellished

Monday, September 8

10. Specious


  • Don’t be fooled by this quack’s specious argument.
  • Adj. - apparently true, correct, or plausible, but actually not; deceptive, misleading
  • Synonyms: deceptive, erroneous, inaccurate
  • Antonyms:  valid

Friday, September 5

Homework for the Weekend

Read "Writing about a Story" which can be found in our class folder.

9. PLAUSIBLE


  • Because her excuse sounded plausible, she was spared any punishment.
  • Adj. -having a superficial appearance of truth or trustworthiness, possible, likely
  • Synonyms:  believable, credible, probable
  • Antonyms: improbable, unlikely, impossible

Thursday, September 4

Results of September Structured Tutoring



According to the 13 students that responded (as of 11:15 p.m.), it seems that our structured tutoring will be Monday afternoons and Wednesday mornings. Our first tutoring session will be on Monday, September 8th at 7:45 a.m.

When would be the best time for an hour long structured tutoring session?

Monday Morning431%
Monday Afternoon431%
Tuesday Morning215%
Tuesday Afternoon215%
Wednesday Morning538%
Wednesday Afternoon431%
Thursday Morning323%
Friday Morning431%
Friday Afternoon18%

8. PROPITIOUS


  • Let’s wait for more propitious circumstances before we try this again.
  • Adj.- favorably disposed; benign, affording favorable conditions
  • Synonyms: auspicious, promising, kindly, benign
  • Antonyms:  adverse, unpromising

Wednesday, September 3

European Trip Summer 2015!!!

Mr. Lopez in room 75 is sponsoring a European tour this summer. I am planning to join him and would like to extend the invitation to my students.

There will be a parent meeting tomorrow night, Thursday, in room 75 at 5:30. Those that bring their parents will receive extra credit toward tomorrows Gatsby objective test. I will have a sign in sheet.

We will discuss more about this on Friday.

I'm excited!!!

September Structured Tutoring

I am providing at least 4 hours of structured AP Literature tutoring every month. Please take the survey to decide when would be the best time to have the tutoring.

Take Survey

7. MITIGATING

  • The student was expelled because she was unable to mitigate the principal’s anger.
  • Adj. Or v. -make milder or more tolerable; reduce in degree, as something objectionable; moderate
  • Synonyms:  assuage, alleviate, palliate, lessen
  • Antonyms: intensify, increase, aggravate

Tuesday, September 2

Then Wouldst Thou Know?

Then Wouldst Thou Know? 
Kate Chopin

If some day I, with casual, wanton glance
Should for a moment’s space thine eyes ensnare;
Or more, if I should dare
To rest my finger tips upon thy sleeve,
Or, grown more bold, upon thy swarthy cheek;
If further I should seek
With honey–trick of tone thy name to call,
Breathing it soft, in meaning whisper low,
Then wouldst thou know?
Is there no subtler sense, that holds not commerce
With the glancing eyes, the touch, the tone?
Whereby alone I would convey to thee some faintest gleam
Of what I dare not look, or speak, or dream! 

1. What phrases in this poem are reflected in “The Story of an Hour”?

2. Do you think that late–nineteenth–century adults would be bothered by this language, or with the unveiled sentiment behind it, or both?

3. Why do you think Chopin chose to use anachronistic words such as “wouldst,” “thine,” and “thee” in this poem?

6. BELLIGERENT


  • An angry man, he was belligerent to friend and foe alike.
  • Adj. - quarrelsome, combative, inflammatory, aggressive, hostile
  • Synonyms:  bellicose, combative, contentious, pugnacious
  • Antonyms: friendly, peaceable, conciliatory, amicable

NPR - Our Use Of Little Words Can, Uh, Reveal Hidden Interests

As it turns out, function words have a lot to say about our personality. 

Interesting article: NPR - Our Use Of Little Words Can, Uh, Reveal Hidden Interests

Think about conversations you have: with your peers, your parents, your teachers, ect...

Also, think about your written work.

How often do you use the word I?

Monday, September 1

5. POMPOUS

  • Because he boasted excessively, his neighbors thought of him as a pompous fool.
  • Adj. - ostentatiously grand or showy; exhibiting self-importance; pretentious, arrogant
  • Synonyms:  pontifical, egocentric, pretentious
  • Antonyms:  humble, meek, modest

Friday, August 29

Analysis of Anonymous Cards

I looked at the index cards which have your self diagnosed weaknesses pertaining to literature.

The top 3 concerns from the class are poetry, writing and grammar ability, and time management. Good news! We will be working on all of these (and more!):

1. Poetry

We will be spending a lot of time on poetry and luckily you are in good hands. I personally enjoy poetry and will spread my love onto you. My students last year scored higher in the poetry section than all of the other sections (the score was actually better than the national average!)

2. Writing capability / grammar 

This skill comes from reading and writing practice, both of which you will get plenty of. We will be reading and writing machines!

3. Time management

Again, this skill comes with practice. I will catch you off guard and expect you to write when you weren't expecting to do so. It sounds like torture, and it kinda is, but imagine how much more confidence you will have on test day when you know it is coming!








Homework for weekend

Read and annotate "The Story of an Hour" by Kate Chopin. (Do some app research and find an app that will let you annotate pdf documents. I prefer Notability, but it costs a dollar.)

A digital copy of the short story can be found in our school folder.

4. STRIDENT


Just as he settled down to rest, the man was unnerved by the strident voice of his nagging wife.

Adj. - shrill and loud, harsh

Synonyms: grating, jarring, rasping, raucous, clamorous

Antonyms:  euphonious, melodious, sweet, pleasing

Thursday, August 28

Literary Diagnostic Winners!

I forgot to declare the winners from our literary diagnostic group activity.

They are: (drum roll)

Jordan Sims
Omar Gonzalez
Edward Pequeno
Marcelo Mendez
Luis De la Torre

They were 3rd to finish, but only had 4 incorrect answers. Congrats!

3. CONTENTIOUS


The contentious customer refused to accept  the clerk's apology and continued to complain.

Adj. - characterized by argumentative attitude or action; quarrelsome, belligerent

Synonyms:  bellicose, combative, militant, pugnacious

Antonyms:  peaceable, amiable, agreeable, complaisant

Wednesday, August 27

2. WANTON


His wanton spending is the cause of his financial ruin.

Adj. - extravagant, excessive

Synonyms: extreme

Antonyms:  frugal, reserved

Tuesday, August 26

1. ODIOUS


Stealing from the blind is an odious act.

Adj. - Repugnant, hateful

Synonyms:  abhorrent, abominable,detestable, horrid

Antonyms: lovable, sympathetic