A Doll's House Full Text

If you have missed reading part of Ibsen's play, you may read the missed sections online. Click here to access a website will the full text of the play.

The 25-question multiple choice exam on A Doll's House will be either Friday or next Monday, depending on when we finish reading the play.

Earnest Notes

As you watch The Importance of Being Earnest, record examples of the following topics.

Elements of Comedy in the Play

Reconciliation scene(s)

Farce

Irony


Oscar Wilde’s Views on Victorian Society

Marriage

Superficiality

Gender Roles

Importance of Being Earnest

Importance of Being Earnest Cast of Characters

As you watch the film version of the play, describe each character below. Also, discuss what is funny about each of the characters and share your opinion on why Oscar Wilde included the character in the play.

Ernest Worthing –

Algernon Moncrieff –

Gwendolen Fairfax –

Cecily Cardew -

Lady Bracknell -

Dr. Chasuble -

Miss Prism -

Lane -

Merriman -

Work Without Hope

Today in class, we analyzed Samuel Taylor Coleridge's sonnet "Work Without Hope." Kamala Markandaya used an image from the poem as the title of "Nectar in a Sieve" and included the last two lines of Coleridge's sonnet as the epigraph of the novel.

Before analyzing the poem students compared and contrasted the concepts hope and despair in a double bubble map. After discussing the poem in class, we returned to the double bubble map and added connections from the poem in the frame, answering the question: How did our ideas at the beginning of the hour play out in the poem?

Work Without Hope

Lines composed 21st February, 1825

All Nature seems at work. Slugs leave their lair -
The bees are stirring -birds are on the wing -
And Winter slumbering in the open air,
Wears on his smiling face a dream of Spring!
And I the while, the sole unbusy thing,
Nor honey make, nor pair, nor build, nor sing.

Yet well I ken the banks where amaranths blow,
Have traced the fount whence streams of nectar flow.
Bloom, O ye amaranths! bloom for whom ye may,
For me ye bloom not! Glide, rich streams, away!
With lips unbrightened, wreathless brow, I stroll:
And would you learn the spells that drowse my soul?
Work without Hope draws nectar in a sieve,
And Hope without an object cannot live.

Ahkmatova Poetry

Everything is plundered, betrayed, sold,


Everything is plundered, betrayed, sold,
Death's great black wing scrapes the air,
Misery gnaws to the bone.
Why then do we not despair?

By day, from the surrounding woods,
cherries blow summer into town;
at night the deep transparent skies
glitter with new galaxies.

And the miraculous comes so close
to the ruined, dirty houses --
something not known to anyone at all,
but wild in our breast for centuries.


I Am Not One of Those Who Left the Land

I am not one of those who left the land
to the mercy of its enemies.
Their flattery leaves me cold,
my songs are not for them to praise.

But I pity the exile's lot.
Like a felon, like a man half-dead,
dark is your path, wanderer;
wormwood infects your foreign bread.

But here, in the murk of conflagration,
where scarcely a friend is left to know,
we, the survivors, do not flinch
from anything, not from a single blow.

Surely the reckoning will be made
after the passing of this cloud.
We are the people without tears,
straighter than you...more proud...

Oppression

If you missed the discussion on the causes and effects of an oppressive government in the society in The Handmaid's Tale, feel free to comment on some of the questions below. You may also wish to support your ideas with quotations from the novel.

1. What kind of society did the fundamentalist leaders of Gilead, in The Handmaid's Tale, hope to produce through their revolution? What kind of society does it become?
2. Is this society stable or not?
3. What does the quote "You are now given freedom from. Don't underrate it" mean?
4. Will too much power destroy the U.S.?
5. Does fear control us?

Remember to capture your ideas on the multi-flow map on p. 13 in your notebook.

Sexism

If you missed the discussion on the causes and effects of sexism in the society in The Handmaid's Tale, feel free to comment on some of the questions below. You may also wish to support your ideas with quotations from the novel.

1. How do they control women? What techniques are used?
2. Is Serena Joy in power or out of power?
3. Does Offred fight or survive?
4. Why were some of the women content to live the life they were living?
5. Is government control of sexuality a successful control tool?

Remember to capture your ideas on the multi-flow map on p. 6 in your notebook.

Censorship

If you missed the discussion on the causes and effects of censorship in the society in The Handmaid's Tale, feel free to comment on some of the questions below. You may also wish to support your ideas with quotations from the novel.

1. Why is reading dangerous?
2. Why do the Aunts change all of the women's names?
3. Offred makes a point of saying that she is not writing this down. Why is that important?
4. What words have new meanings or what words were made up by this society? Why and to what effect?
5. Why is the Bible under lock and key in Gilead?

Remember to capture some of your ideas on censorship on the multi-flow map on p. 9 in your notebook.

Handmaid's Tale Exams

The blue book essay for The Handmaid's Tale will be Wednesday, February 27, and the multiple choice exam on plot, character, setting, and vocabulary is on Thursday, February 28.

Vocab page 188-311

The following nouns are the final words to learn for the multiple choice test on The Handmaid's Tale:

abasement, p. 194: a reduction in rank or reputation
perfidy, p. 201: treachery, betrayal
susurration, p. 215: a whisper, a murmur
prurience, p. 215: lust; longing
volition, p. 249: a willful choice or decision
bathos, p. 255: insincere pity or compassion
obverse, p. 259: counterpart

Vocabulary pages 107-188

pillage, p. 124: rob; steal; embezzle
collusion, p. 132: complicity; involvement; conspiracy
peccadillo, p. 155: sin; offense; indulgence
banal, p. 158: trite; commonplace; dull
ignominious, p. 163: embarrassing; disgraceful; humiliating
sedition, p.168: treason; subversion; troublemaking
approbation, p. 184: approval; praise; consent

Vocabulary, pages 67-106

For this section of vocabulary, each base group will compose a synonym triplet for the class for their assigned word. The synonym triplet should be presented with a beat. Adding a gesture or a body movement that fits the definition is check plus material.

Vocabulary pages 67-106

lithe, p. 73, limber, agile, bendable
bracken, p. 74, forest floor covered with ferns
waif, p. 79, orphan, found person
amulet, p. 84, necklace worn for protection
tableau, p. 87, frozen scene on stage
effigy, p. 95, crude representation of someone disliked
lithograph, p. 104, artistic print made by ink transfer

Handmaid Vocab, pages 34-66

lie vs. lay (p. 37): According to Diana Hacker's Writer's Reference, "lie is an intrasitive verb meaning to 'to recline or rest on a surface.' Lay is a transitive verb meaning 'to put or place.'" (Transitive verbs take direct objects. Intransitive verbs do not take direct objects.)

disconsolate (p. 38): unhappy; without solace

cassock (p. 43): a long garment worn by the clergy

foundered (p. 44): to sink; to fail

parley (p. 49): a meeting or conference between enemies

lugubrious (p. 54): mournful; gloomy; dismal

pantaloons (p. 62): loose-fitting underwear that goes all the way to the knee.

Margaret Atwood Background Information

Assignment: On page 4 of your notebook, "Margaret Atwood's Biography," jot down a few interesting facts about Margaret Atwood and respond to one of the quotations from the video clip of Bill Moyers PBS show Faith & Reason.

Margaret Atwood was born in Ottawa, Ontario, in 1939.

Atwood was raised a strict agnostic, and she believes atheism is a religion.

Her formal degrees are from the University of Toronto and Radcliffe College. She has also received 16 honorary degrees.

She is Canada's most eminent novelist and poet.

Her novels include strong women characters, and the books explore contemporary issues and sexual politics.

Her novels: The Edible Woman (1969); Surfacing (1973); Lady Oracle (1977); Life Before Man (1980); Bodily Harm (1982); The Handmaid's Tale (1986); Cat's Eye (1989); The Robber Bride (1993); Alias Grace (1996); The Blind Assassin (2000); and Oryx and Crake (2003),

The Handmaid's Tale film was released in 1990, and the book was recently staged as an opera.

For more information on Margaret Atwood, read her full biography at Contemporarywriters.com.

View this ten-minute clip of a Bill Moyers interview with Margaret Atwood to hear first-hand some of the political and religious beliefs that influenced The Handmaid's Tale.


After viewing the clip, respond in your journal to one of the following Atwood quotations from the video clip. Your personal response should be at least one full-paragraph. You may also wish to make connections between the quotation and films, books, and current events.

1. "When societies come under stress, these kinds of things happen. People start looking around for human sacrifices--for someone they can blame."


2. "In order to preserve our freedoms, we have to give them up for now."


3. "The theocracy that I put in The Handmaid's Tale never calls itself Christian. In fact, it never says anything about Christianity . . . . The slogans are all from the Old Testament."


4. "I believe in the America of Thoreau. Thoreau, the conscientious objector. Thoreau, the man who stood upon his principles."

Handmaid's Tale Vocabulary Words

The following vocabulary words appear in Parts I and II of The Handmaid's Tale. The words should be added to your notebook to study for the vocabulary section of the multiple choice final exam for the novel.

palimpsest: a parchment from which writing has been erased to make room for another text

pedantic: overly concerned with minute details

debase: to reduce in value or dignity
pungent: sharply affecting taste or smell
catkins: drooping cluster of cylindrical flowers

servile: submissive; fawning

surly: rude; unfriendly; bad-tempered

stipple: a painting made with dots or small spots

Swift's "A Modest Proposal"

If you would like to finish reading Jonathan Swift's satirical essay about solving the poverty and overpopulation problems of Ireland, click here to read "A Modest Proposal."

If you didn't get a chance to share your ideas about Swift's proposal in class today, click on the comments for this blog post. You may wish to comment about how Swift connects to the concepts that we are exploring as part of the Atwood and Austen unit. Those concepts are sexism, oppression, religious fanaticism, censorship, civil liberties, utopias and men & women in love.

One of three epigraphs to The Handmaid’s Tale:

But as to myself, having been wearied out for many years with offering vain, idle, visionary thoughts, and at length utterly despairing of success, I fortunately fell upon this proposal . . .

--Jonathan Swift, A Modest Proposal

Ekphrasic Poetry

In class we discussed two Ekphrasic poems, "How Long?" inspired by Goya's Colosso and Picasso's "Dream and Lie of Franco" inspired by Picasso's own painting Guernica. If you didn't comment much in class during the discussion, please feel free to comment below.

You may also use this blog post to share your original Ekphrasic poem composition.

Choice Book Blog Assignment

Create a blog to capture your discussions in class and to start new discussions with your book club. Decide which group member will be the blog administrator. Perhaps someone who was a religion blog administrator wishes to simply use that blog, revising the graphics and adding new posts. Or perhaps someone else wants to take a hand at blogger.

Instructions on creating a blog from scratch can be found on Mr. Hatten's website.The blog will be your group's visual aid for a presentation on your book on Finals Day.

The presentation (and hence the blog) needs to include the following elements:

1. Brief plot summary
2. Setting--details, connection to themes, and artist or poetic representation (Haiku)
3. Character development--describe the main characters (bubble map) and bring them to life with an artistic or poetic representation (sonnet). Character posts could also include analogies (remember your bridge maps) between the characters and pop culture and/or current events. Questions to consider: If you were casting a movie version of the book, whom would you cast? What political or public figures relate to your novel's characters? To discuss character development a great strategy is to compare and contrast the character at the beginning of the book with the same character at the end of the book. A double bubble map works well here. How an author develops a character through foils to other characters could also be discussed during the character portion of the presentation. Again, a double bubble for comparison and contrast will provide an active tool to facilitate a deeper discussion on character foils in the novel.
4. Biographical information about the author and historical context information that is relevant to your book.
5. Poetry’s connection to your novel. Does your author directly address the need for poetry in a person's life at a thematic level? If not, what can you infer about poetry's importance from the setting, plot, characters and other themes in the novel?
6. Hour 2 students should include connections between your novel and the other ones being read during this world literature choice unit. Refer to the double bubble maps in your notebooks.
7. Discuss music’s connection to your novel. Revisit the same types of questions that you did during poetry discussion day.
8. Discuss art & your novel. Refer to the same questions that you asked during poetry and music discussion days.
9. Discuss the role of science, religion, and philosophy in the lives of the characters in your novel. This discussion should lead to thematic connections that the author is making about some or all of these topics.
10. Other Themes--What life lessons is the author teaching in your novel that were not discussed on music, poetry, art, science, religion and philosophy discussion days? Remember that theme analysis needs to go beyond a topic. Theme has action! Theme = topic + action verb + prepositional phrase and/or direct object. A great way to discover themes in a novel is to analyse the conflicts in the book. What are the causes and effects of the conflict? A Multi-flow map is a great tool for these conflict discussions that often lead to the deepest theme discussions.

Anytime that you use sources other than your brain, you need to cite your sources and paraphrase information so that it is in your own words on your blog. This includes Sparknotes! Remember that a hotlink to the exact web page that you used for a particular blog post is an easy and credible way to cite sources.

You do not need to create all of your blog posts at the last minute. You can build posts throughout the unit by having members compose reflections that capture your book club discussions. You can even scan some of the Thinking Maps that you create in your notebook and any artwork that you create. Add those jpeg files as images to a blog post.

Elements of Art PowerPoint on Edline

The PowerPoint that I showed today in class can be found on Edline. I was unable to post it to blogger, but you can simply click on the Edline link to review the PowerPoint if you missed it.

While you are on Edline, check your grade to make sure that you are not missing any points or assignments.

Hunting and Conservation

Since we discussed the importance of hunting in society as part of our stage 3 connections to "How Siegfried Was Slain," I thought you might find the recent National Geographic article on hunting interesting.

Click here to read the article that discusses how important hunters are to the balance of our ecosystem and the conservation of our lands.

If you failed to make a positive contribution today during the Siegfried discussion, you may wish to comment here about hunting and society.