Tuesday, 4 November 2008

Travel Stories

Since The Canterbury Tales are primarily travelers entertaining each other with stories along their journey, what story(ies) could you share with the class on this blog that would amusing or informative? Here's an example below.

In Vienna, Austria, August 14, 1977, my brothers Luke, age 9, and John, age 17, were imitating a little B.P. (British Petroleum) man stand-up advertising sign by turning their hat bills up like the figure and posing next to it. This figure was at the entrance to a number of parking garages and was making a gesture with its thumb (like a hitchhiker's) to turn in at that point. As our family would pass these signs, the two brothers would put on a playful little act with the figure, giving the family jollies.

There was a well-dressed, dignified man following us who was most amused when he saw young Luke and the other brothers' acting. He followed us a little farther and he caught our attention when we turned the corner. When we looked over at him, he put his finger in his mouth and blew so his cheeks puffed out and his hat started to rise. He did this trick by putting his umbrella behind his back to raise his hat. He got as much amusement out of surprising us as we got from his antics.

So, my American family had a positive, impromptu interaction with an otherwise unapproachable Austrian gentleman, who, for his part, made a lasting cross-cultural exchange of goodwill.

Tuesday, 28 October 2008

Beowulf discussion question 11

Each individual provide written answer to question.

Kylie, Josh, Paige, Rachel--Given the bipartite construction of the poem, how is the Beowulf in the second half of the poem different from the Beowulf in the first half of the poem? Find a specific passage to illustrate. How are the two Beowulfs similar? Find a specific passage to illustrate. OR How do the opening and closing images of the poem add to the unity of the poem?

Beowulf discussion question 10

Each individual provide written answer to question.

Ben, Brittany--Could Wiglaf be considered a foil to Beowulf? Explain by referring to a specific passage.

Beowulf discussion question 9

Each individual provide written answer to question.

Tessa, Adam--Why does Unferth criticize Beowulf at their first meeting? What explains his change of heart towards Beowulf?

Beowulf discussion question 8

Each individual provide written answer to question.

Kathryn, Bailey, Natalie--If you had to list four important qualities for an epic hero to possess, what would they be, based on your reading of Beowulf? Find a passage to illustrate each characteristic.

Beowulf discussion question 7

Each individual provide written answer to question.

Emma, Patrick--What best describes your opinion of Beowulf: realistic hero, superman (mortal and godlike), or god? Explain your reaction and give evidence to back up your conclusion.

Beowulf discussion question 6

Each individual provide written answer to question.

Eileen, Haley--An elegy is a poem mourning or lamenting the dead that tells of things past and describes a person's death and burial. How does the ending of Beowulf fit this definition? Find passages to illustrate.

Beowulf discussion question 5

Each individual provide written answer to question.

Alex, Shannon--Do you agree or disagree with the implied opinion in Beowulf that the best times and heroes are behind us? Give reasons for your reaction.

Beowulf discussion question 4

Each individual provide written answer to question.

Whitney, Hannah--Does Beowulf have a universal theme or message? If so, what? Support with a specific reference to the poem.

Beowulf discussion question 3

Each individual provide written answer to question.

Damian, Laura--Analyze the values of the individual or culture expressed in the vicinity of lines: 635, 1385, 2180, 2730.

Beowulf discussion question 2

Each individual provide written answer to question.

Connor, Jordan--Does the poem end with an optimistic or pessimistic view of life? Explain your rationale.

Tuesday, 21 October 2008

Beowulf discussion question 1

Each individual provide written answer to question.

Maria, Grayson, Chelley--Summarize the role of women in the poem by examining Welthow, Higd, and Thrith.

Monday, 8 September 2008

This Year's Group Satire Assignment


Please post your group product as a comment. Identify each group member by first name and last initial. Note 30 September 2007 post for inspiration.


Directions:
1. Identify a target for your criticism.
2. Brainstorm specific details that explain your criticism.
3. Create ironies, absurdities, hyperboles, etc., to reveal your criticism.
4. Create a limerick or song to share your satire with the class.

Example:

WHEEZY THE SNOWMAN
(Tune of “Frosty The Snowman”)

Wheezy the snowman
Dealt in Christmas-wrapped cocaine,
But his frequent test of his very best
Left him scrambled in the brain.

Wheezy the snowman
Was a stumbling, mumbling nerd.
Though he’d paused to joke as he dosed with coke,
All his words were badly slurred.

There must have been some poison in
The latest batch he tried,
For once he’d sniffed a king size whiff,
He fell right down and died.

Wheezy the snowman
Lies in funeral home repose,
And the addicts say as they pass that way,
“Wheezy came and Wheezy goes.”

Friday, 29 August 2008

Link to article on Kipling

For additional background on our poet of the week, check this out.

Wednesday, 27 August 2008

Answers to questions on Kipling's "The White Man's Burden"

Responses to the questions can be found in the comments below this post.

1. Based on the poem, how would you define the phrase, “white man’s burden”?

2. How would you classify the tone of the poem? What technique does Kipling use to create this tone? Does the tone change?

3. Each stanza of the poem identifies a specific aspect of “the white man’s burden.” Highlight a word or phrase from each stanza that defines each aspect of that “burden.”

4. Who is the speaker of the poem? Does the speaker agree or disagree with “the white man’s burden”?

5. Identify and explain at least one Biblical allusion in the poem.

Thursday, 21 August 2008

Five Statements on Rhetoric


Here are the group statements on rhetoric.
Comment as you please.

1. Rhetoric is the art of persuasion using symbols and human communication.—Brittany, Ben, Bailey, Josh, Connor, Chelley

2. Rhetoric presents all the facts in such a way that you persuade another person to believe what you believe.—Paige, Whitney, Tessa, Grayson, Damian

3. Rhetoric is the power of persuasion; it is the art of argument used not to prove yourself right but others wrong. In rhetoric, one must argue both ways to convince the masses. —Haley, Shannon, Kylie, Jordan, Pat

4. Rhetoric is the art of persuasion through clear and logical argument, whether true or deceitful.—Adam, Maria, Kathryn, Laura, Hannah

5. Rhetoric is the science of enlightenment used to eloquently persuade an audience. —Alex, Emma, Eileen, Natalie, Rachel

Monday, 5 May 2008

Thanks for Africa


From: DJK [mailto:dezihayjoy@googlemail.com]
Sent: Sunday, April 22, 2007 9:28 AM
To: Siekmeier Tom
Subject: Thank you!

Dear Mr Siekmeier,
I had you for Language Arts 3/4 about 9 years ago :). I cannot believe how time passes so quickly. Anyway I just wanted to tell you that your class made a difference in my life, particularly the section we had on South African literature. I am currently in South Africa as a Rotary Ambassadorial Scholar doing my MA in Development Studies at the University of the Witwatersrand in Johannesburg. This week has been a special lecture series dedicated to Nobel Prize Winner Nadine Gordimer. We read stories from Nadine Gordimer in your class, and I have never forgotten them. I had the great honor of meeting her, and I told her that I had a fantastic teacher when I was 14/15 who introduced me to her writings, and instilled in me a desire to see and experience the world. I just wanted to thank you, Mr. Siekmeier! You have made a difference! Attached is a picture, and a message I sent to friends and family :).
Most Sincerely,
Desirée Kosciulek
....
Dear Friends and Family,
The University of the Witwatersrand is currently being visited by Nobel Prize Winners Amartya Sen and Nadine Gordimer. Gordimer, a graduate of Wits, won the Nobel Prize for literature, and thanks to my 10th grade teacher I read her when I was 15. It was actually a big deal for me to talk to this amazing woman! Sen, also remarkable, is really the only economist I like because of the way he tries to put a human face to the situation of poverty and development. It was an amazing discussion with close to 2000 people, and I felt honored to be apart of it. Anyway I would suggest reading something from either of these people, if you haven't already. Just wanted to share this all with you. Thanks!
Love and Peace,
Desirée

Tuesday, 11 March 2008

Champion writer Will Hea




AHS '08 student Will Hea was honored at the Colorado Language Arts Society on Saturday, March 8, 2008, with a National Council of Teachers of English Achievement Award in Writing. Hea's winning essay was adapted from an assignment written last year in his AP Language class.

Friday, 8 February 2008

Well, That's What You Think. Now, Let Me Tell You...


Respond to "The Ugly Truth About Beauty" by Dave Barry (Longman text, pp. 368 ff.) You might build on the pre-reading journal entry as well as #5 on page 371. OR Along the lines of Mrs. Makovsky and Mrs. Ferrill, post a reaction to an opinion/editorial article, such as we sampled in class. Be sure to indicate title, author, and publication data.

Monday, 4 February 2008

Wit Discussion Questions


Each group should post a comment on our class blog for the item it composed an answer for. (See full text for the item on handout, which is also linked on class web page calendar.)

Bonus opportunity: respond individually to another group's statement.

! [exclamation] In her first monologue, Vivian says that, in the play to come
@ [snail] In her initial discussion with Dr. Kelekian, Vivian says
# [pound] Professor Ashford, in her scene with Vivian as a young woman
$ [dollar] In the flashback scene between Dr. Ashford and the young Vivian
% [percentage] In what important ways are Jason and Vivian alike?
^ [caret] As a teacher, Vivian liked to attack Donne’s poetry as though it were “a puzzle,”
& [ampersand] In the classroom scene, Vivian describes “Donne’s agile wit at work
* [asterisk] Jason describes John Donne as suffering from “Salvation Anxiety.”
+ [plus] One of the principal themes of metaphysical poetry is the link
÷ [division] Professor Ashford calls The Runaway Bunny “a little allegory of the soul.”

Wednesday, 30 January 2008