We worked first with John Donne's Holy Sonnet IX, finishing up most of what we needed to do in first period but not quite there in periods 2 and 3. For future reference, the class strategy here was to begin with identifying a general topic/subject, assessing diction, then moving on to literary devices (which in this case was heavily weighted toward allusion). Although we did not formally summarize or paraphrase, be sure to respect the differences in these two strategies. TONE permeates everything--it is both caused by and it affects other significant elements. We did not finish talking about it in all classes. And we were just starting to look at the structure--we will do more with this after you read the section on sonnets (we did review boxes in first and second--did not at all in 3rd). In all classes, we set the stage for the next scene in Hamlet, but just barely--more on that momentarily.
Reading:
- To go along with sonnets: find and study the descriptive page on sonnet structure in your lit book. In the 8th edition, this is in Section 21, "Closed Forms" under the POETRY section, p. 958. Your mileage will vary . . .
- In Hamlet, finish whatever part of Scene 1 we did not get to on Friday, and also read all of Scene 2. (Yes, I'm hoping many of you read at least Act I and even Act II in its entirety over break, but for tomorrow, only SCENE 2 is required).
Writing (Your notebook only, but I'll come round and see that you were dutiful!)
- For Donne's sonnet, write a clear and powerful statement of theme. (ONE sentence)
- Study the first two sentences of Claudius's speech, through the middle of line 14. Analyze it (esp. the second sentence) for whatever you notice that you think is significant.
Quiz over the first half (A-M; 36 items) of the poetry terms
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