Monday, January 25, 2010

Homework - Memorization!

For the next two weeks we will be reading Jhumpa Lahiri's story "The Third and Final Continent" and viewing the film adaptation of her novel The Namesake. This will mean that the coming two weeks will involve less in-class writing and written homework than usual.

Please use the time that you would otherwise devote to writing for English Lit class MEMORIZING the following two poems. All students are to have MEMORIZED these two poems by Monday, February 8. (Don't worry, they are both sonnets, so are short with regular meter and rhyme that will help you!)
_______________________________
"Report to Wordsworth"
Boey Kim Cheng

You should be here, Nature has need of you.

She has been laid waste. Smothered by the smog,

the flowers are mute, and the birds are few

in a sky slowing like a dying clock.

All hopes of Proteus rising from the sea

have sunk; he is entombed in the waste

we dump. Triton’s notes struggle to be free,

his famous horns are choked, his eyes are dazed,

and Neptune lies helpless as a beached whale,

while insatiate man moves in for the kill.

Poetry and piety have begun to fail,

As Nature’s mighty heart is lying still.

O see the wound widening in the sky,

God is labouring to utter his last cry.

_______________________________

"On the Grasshopper and the Cricket"
John Keats

The poetry of earth is never dead:

When all the birds are faint with the hot sun,

And hide in cooling trees, a voice will run

From hedge to hedge about the new-mown mead;

That is the Grasshopper's--he takes the lead

In summer luxury,--he has never done

With his delights; for when tired out with fun

He rests at ease beneath some pleasant weed.

The poetry of earth is ceasing never:

On a lone winter evening, when the frost

Has wrought silence, from the stove there shrills

The Cricket's song, in warmth increasing ever,

And seems to one in drowsiness half lost,

The Grasshopper's among some grassy hills.

Wednesday, January 20, 2010

"The Lemon Orchard"

Please submit your "SCASI" essay on "The Lemon Orchard" here.

Paragraph 1: Introduction
Paragraph 2: Setting
Paragraph 3: Characters
Paragraph 4: Action
Paragraph 5: Style
Paragraph 6: Ideas
Paragraph 7: Conclusion

Thursday, January 14, 2010

Ethics/Morality

Because we have had so many absences recently, this post is due to be answered by Friday, January 22.

The last three stories we have read, "The Taste of Watermelon", "Secrets" and "On Her Knees" have all been concerned, in their own ways, with ethical (moral) questions. Discuss how these three stories deal with ideas of "right" and "wrong".

Wednesday, January 13, 2010

"On Her Knees"

Because we have had so many absences recently, this post is due to be answered by Friday, January 22.

Please submit your "SCASI" essay for "On Her Knees" here.

Here's a reminder of how we do this.

1. Intro
2. S - Setting
3. C - Characters
4. A - Action
5. S - Style
6. I - Ideas
7. Conclusion

Monday, January 11, 2010

Stories (First Person and Fear)

Because we have had so many absences recently, this post is due to be answered by Friday, January 22.

Please spend this period re-answering the your exam question on prose fiction. Answer the same story you chose in the exam. Use the text of what you wrote, comments, and further good ideas to make this something you can use for revision next year.


Here, again, are the questions.


Discuss the ways that TWO of the following stories have the effect of inspiring fear in the reader.

- “The Signalman” by Charles Dickens

- “There Will Come Soft Rains” by Ray Bradbury

- “Meteor” by John Wyndham


Discuss the effect of using first person narration in TWO of the following stories.

“The Signalman” by Charles Dickens

“How It Happened” by Arthur Conan Doyle

“Meteor” by John Wyndham

“The Taste of Watermelon” by Borden Deal

Tuesday, January 5, 2010

Coming of Age

In their own ways, both "The Taste of Watermelon" and "Secrets" are stories of young men moving from childhood to adulthood. In 45 minutes of writing, please discuss how these two stories address the theme of coming of age.

Class 9B should begin this essay in class on Wednesday, January 6 and finish it by Monday, January 11.

Class 9A should write and finish this essay in class on Friday, January 8.

Monday, January 4, 2010

Love Sonnets

In today's class, please answer again the poetry question from your mid-year exam. Please spend only this class period writing a full essay. You may use your exam essay itself and the comments you received on it. It is suggested that you use the period transcribing the essay as you wrote it in the exam and then make some small modifications to it.

Although your exam is over and you have already written this essay, please take today's work seriously. It will serve you well when revising for your IGCSE English Lit exam next year.

Below are the question and the poems.

Discuss how each of two poems, Sonnet 43 by Elizabeth Barrett Browning and Sonnet 29 by Edna St. Vincent Millay address the subject of love using the sonnet form.

Sonnet 43
Elizabeth Barrett Browning

How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints!---I love thee with the breath,
Smiles, tears, of all my life!---and, if God choose,
I shall but love thee better after death.

Sonnet 29
Edna St. Vincent Millay

Pity me not because the light of day
At close of day no longer walks the sky;
Pity me not for beauties passed away
From field to thicket as the year goes by;
Pity me not the waning of the moon,
Nor that the ebbing tide goes out to sea.
Nor that a man's desire is hushed so soon.
And you no longer look with love on me.
This have I known always: Love is no more
Than the wide blossom which the wind assails.
Than the great tide that treads the shifting shore.
Strewing fresh wreckage gathered in the gales:
Pity me that the heart is slow to learn
When the swift mind beholds at every turn.