*Bell Ringer: Editing of
timed essay (using ‘suggesting’ mode on google drive): need by end of block
*WN: Can high
schoolers ever truly follow Transcendental ideas? Be specific on which ideas
(think Emerson) or acts (think Thoreau) they can or can’t follow and why you
think that. Don’t think of adults, think
of you and your peers…
*Find your
poetry terms sheet, read through to remind yourself of all of the ideas we look
for in poetry (we will be looking at poetry for a few days, so if you aren’t
sure on definitions, check different resources as well): Also, poetry
analysis/annotation handout.
*Emily
Dickinson p546 (READ THIS WHEN YOU FINISH YOUR ESSAY, BEFORE WE MOVE ON, take notes on
the poem packet or Romantic era notes on info about her that seems important)
*Read ‘author’s
style’ pg 547 (add any
definitions to poetry terms sheet, if necessary)
*Read through
and do a quick annotation of all of the poems in the packet. Once you’ve read and quickly annotated them
all, pick four. For those four, make sure your annotations
are very detailed and you have a
solid understanding of different
ideas within the poem.
*What does the
author say? How does he/she say it?
*Read through
one time
*Figure
meanings of unknown words, think/write questions, comments, thoughts about the
poem (what the author says)
*Read again
*What are some
possible meanings? What happens in it? What parts of the poem make you think
what you do about it?
*How can we see
influence of Dickinson’s life in the poem? Is the author the same as the
speaker?
*Read a third
time
*Is there a
rhyme scheme? What is it? Repetition? Figurative language? What poetic devices?
(how the author says it)
*At any point
when you find yourself done with the list here (as well as “Civil Disobedience”
from yesterday), READ or BLOG or COMMENT!!!!
