CREATIVE WRITING
We worked on our letters.
We worked on our letters.
College-Prep
Reading
Sonnet Sharing
1.
This is OPTIONAL!
2.
If your poem is handwritten, put it under the doc camera for
us to view.
3.
If your poem is on computer, plug it in at the podium.
4.
How is the rhythm and rhyme working so far?
5.
What are the challenges?
6.
How much time did it take?
7.
Finish your sonnet, and share it with me by classtime
Monday, please.
More Sonnet Discussion
·
Finish Our Discussion of Shakespeare’s “Sonnet LXXIII”.
Poetry Analysis—It’s not a sonnet!
J
You’re going to explicate a
poem in trios.
The analysis we’re using is
called TP-CASTT (handout).
1.
Pre-Reading Information
a.
“The Sun Rising” is an aubade: a poem greeting the dawn,
often involving lovers reluctant to separate.
b.
In “The Sun Rising,” Donne speaks to the sun using “apostrophe,”
a rhetorical device in which he addresses an inanimate object (the sun) as if
it were a person able to respond.
c.
Write a one-sentence definition for each of the following
before you start reading.
i. John Donne
ii. Copernicus
iii. Galileo
iv. Heliocentrism
v. Geocentrism
vi. Conceit
2.
You fill find the poem HERE, WITH ANNOTATIONS! Make sure you click on the annotations,
please they will explain some of the terms you won’t know.
3.
Here is the Glossary of Poetic Terms. Use it to help you define poetry terms you’re
unsure of.
4.
Group Work
a.
Open, then MAKE A COPY of this TP-CASTT to use for your
group work.
b.
Share it among yourselves, and with me.
c.
Make sure ALL THREE of you do some typing on this shared
document.
Questions We Should Be Able to Answer After TP-CASTT
1.
How does Donne’s speaker feel about the coming of dawn?
Which words or phrases best suggest his attitude?
2.
How does Donne compare the sun to a person? In his
personification, what sort of person does Donne suggest the sun is? Is his
comparison reasonable or absurd? Why or why not?
3.
Donne begins the poem by telling the sun to go bother “late
school boys” and “country ants” because it can have no effect on love. Where
else does Donne use wit, irony, or wordplay in the poem? What effect does it
have on your understanding of the poem’s message?
4.
What kind of speech act does the speaker perform in each
stanza: warning, challenging, showing off, etc. What audiences are being
addressed in each of the stanzas?
5.
How do these movements contribute to the overall meaning of
the text?
Extensions (Probably Monday)
1.
Explore “Assumption of the Virgin,” the painting by
Renaissance artist Lodovico Cigoli who was a close friend of Galileo’s. The
first example of Galileo’s telescopic views of the moon to appear in visual
art, the painting depicts the moon at the feet of the Virgin Mary. Discuss how
scientific developments of the Renaissance may have shaped Cigoli’s painting
and Donne’s imaginative portrayal of the speaker’s encounter with the sun in
this aubade.
2.
Consider Donne’s speaker’s persona, perspective, and tone
in light of the intellectual milieu of this period. Extend the discussion to include a comparison
of a painting from the same period, “Landscape with the Fall of Icarus” by
Pieter Breughel, which depicts a very different relationship between human
beings and heavenly bodies. W. H. Auden’s poem “Musee de Beaux Arts” comments
on this painting.
How are We Doing on Our Plan for the Week?
1.
Finish viewing and note-taking on The Dark Ages. DONE
2.
Understand the big picture of The Renaissance and
Reformation.
3.
Differentiate one era from another.
4.
See similarities between eras, where applicable.
5.
Continue culture discussion.
6.
Read English Renaissance poetry, mainly sonnets.
7.
Examine and apply techniques for how to explicate poetry.
8.
Consider the pendulum….
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