Monday

Look at this base rubric and see what looks good or bad about it. It is for the Donne/Wilson project:

Donne (50)
Coherence	10
Strong contrasts manifest in wit, irony, and/or paradox	5
Memory as a theme or motif	5
Shape	5
Rhyme scheme	5
Numerical meter	5
Emulation of metrical variations	5
Emulation of sentence patterns	5
Emulation of image types and figures of speech	5
Wilson (50)
Coherence	15
Strong contrasts	5
Memory as theme or motif	5
Rhyme as Donne poem rhymes (with flexibility)	5
Emulation of language patterns (omissions, verb use)	10
Truth of character	10

Friday

As we wind down the presentations, please bring in all your copies of John Donne poems. We are going to do something with them as soon as the arguments are over.

Question???

Would "Anonymous" on "Holy Sonnet 7" please email me to let me know who you are?

Wednesday, Part Deux

You may turn in revised timed commentaries (if you have met personally with me) on Monday rather than Friday. The web assignments are due when the assignment says.

Here is a copy of the flipchart with the argument topics and names. Here are the plans, such as they are, for Thursday and Friday. You will see that they require a little independence.

Wednesday

Please continue your comments on "Hymn to God My God in My Sickness" here.

Tuesday

New assignment! This one is for December 5 and 6.

• Create a "call and response" from Donne to a character in The Piano Lesson, or from the character to Donne.

• Each pair of poems should reveal a powerful CONTRAST.

• Each should contain something about MEMORY as a theme or motif.

• Choose a poem from Donne. Closely examine its form, structure, style, and yes, even the meter. Emulate his style the best you can. You may add elements of humor that are more modern, but emulate the style of your chosen poem.

• Choose a character from The Piano Lesson, and in the voice of that character, answer or respond to "Donne's" poem.

• Use a similar structure to Donne, but make the stylistic and formal changes you think would be appropriate to the character. Do your best to capture the character's voice.

• Due on December 5 and 6.

• Assessment guides???

Monday

I have linked an argument guide and rubric in the list to the right. Let me know if you want a .docx. That assignment is due on November 19.

For Wednesday, B-day students should each comment on the poem linked here as a Google Doc. Comment on the doc itself using the comment feature in Google Docs.

For Thursday, A-day students should each comment on the poem linked here as a Google Dox. Comment on the doc itself using the comment feature in Google Docs.

Wednesday

Compose a single, full, handwritten page in response to one question from the group you are assigned to. Be ready to share it with others during the next class. Bring it on paper, not posted to this site. As you answer, remember that characters in a play are tools in the hands of the playwright. He uses them to accomplish his purposes. Give your response plenty of TEXTure. Let’s start with the idea that one of the play’s primary themes is the importance of history to the future of a people.

1. Avery, who is from Mississippi like the Charles family takes to the city “like a fish to water,” according to the stage directions on page 22.  First, he wants to be a preacher, but also he presently has a job operating an elevator. Comment on the role of Avery with special attention to the suggestiveness of his day job, and then continue to evaluate his role, function, and purpose within the play. (Hunter, Morgan, Justin)
2. Reread Wining Boy’s story on page 63 that relates him in some way to Lymon. Was it a good choice to leave this speech out of the movie version? How does its absence change the play and its ramifications? (Rebekah, Kendall, Sydnee)
3. Why does Sutter’s ghost haunt the Charles family? Why does he show up when Boy Willie moves the piano, when Berniece attacks Boy Willie over Crawley’s death, and when Avery tries to exorcise it? How about his appearances to Doaker? And why does he leave when he does? What powers come into play? How is all that connected to Berniece’s history and the power of history? (Dara, Quay, Leo)
4. What do both The Piano Lesson and Beloved say about history and making a start? (Abigail)
5. Wining Boy plays the piano enthusiastically. Maretha plays it as a novice. Why do their songs (even Wining Boy’s song “in MEMORY of Cleotha”) have no effect on the ghost? (Natalie, Meagan, Rebecca)
6. Why is Sutter so interested in keeping that piano where it is? Consider Boy Willie’s hopes and Berniece’s final use of the piano. (Victoria, Daniel O, Quay)
7. The play makes the juxtaposition clear: first comes Avery (starting on page 65); then comes Boy Willie and Grace (what a name, huh? starting on page 72); and then comes Lymon (starting on page 75). Observe Berniece’s reactions to each situation – each with implications about Berniece’s attitudes toward intimacy or sexuality – and comment on those reactions. What do Berniece’s reactions have to do with the larger thematic unity of the play? (Patrick, Eve-liina, Jesse
8. Why do so many aspects of Boy Willie’s and Lymon’s characters remain unexplained? (Did either of them help kill Sutter? Whose truck is it? Did they steal the watermelons or the truck? Consider these things especially in light of Boy Willie’s apparent strong tendencies toward integrity about his intentions). (Kelcey, Dee, Katie)
9. ON page 70, Berniece says, “Sometimes late at night I could hear my mama talking to them. I said that wasn’t gonna happen to me.” On page 91, Boy Willie speaks about his father’s hands. The movie changes the lines to say, after Boy Willie imagines Boy Charles saying, “I got these big old hands but what I’m gonna do with them?” to read, “I ain’t gonna be like that.” Comment on that change and the way it alters the play to have both Charles children saying they are not going to be like their parents. (Samuel, Daniel, Shelly)
10. ON page 88, Boy Willie makes a speech about death. It was not included in the movie version. Say you are the director of the movie. Explain to August Wilson why that speech must be cut and how you think it will better preserve the integrity of the play. (Maddison, Dale, Gabe)
11. Reread pages 90-93. See the argument between Berniece and Boy Willie over Maretha’s future. Decide whose case has the better merit: Boy Willie’s or Berniece’s, and convince us that you are right. (Berniece’s last words to Maretha here before wheeling on Boy Willie are “Hold your head up!”) (Alexis, Jawaun)
12. Why does Grace run away on page 103? Think interpretively. She is a tool in the hands of a playwright. What is her function and role in accomplishing his purposes? (Jeb, Sam, Yarhiel)
13. Comment on Doaker’s railroad speech on page 18 and his words on page 45 that Boy Charles “didn’t know they was gonna come down there and stop the train.” How are these two speeches to be reconciled? Do they express a problem Wilson attempts to address? (Loftin, Justin H, Sam)
14. What is The Piano Lesson? (Will, Preston)

Tuesday

A-day: I mentioned to B-day to do this little assignment before your next class. You should do it too: use your little electronic devices to look up “al jolson minstrels.” Then look up whatever you can find on “bill cosby on rap.” Within any of those results, look for “minstrels.”

 

Then you will be a little more prepared for what August Wilson has to say.

Monday

I've embedded a calendar right here, so assignments will be in two spots, Managebac and here on Google.

Today we finished Act 1, Scene 2 and began watching the video of The Piano Lesson. All students should report to me in my room on Wednesday. We will view the remainder of the movie version of the play.

calendar

Since I now have to enter key dates in Managebac, that is where you also should look for the calendar and for deadlines and dates.

Monday/Tuesday

Choose one of the following (or devise one of your own) to present individually or in teams of two:

1. With a partner or not, make a case for or against

Boy Willie's rights to the piano

Berniece's rights to the piano

    Introductory arguments (generalities that you intend to prove)

    Presentation of evidence

    Visual aid to enhance arguments (not to replace or substitute for them)

    Closing arguments

2. With a partner or not, present an argument detailing the roles of dreams, visions, and mysterious monologues in the play. You must present with a visual aid that enhances your argument but does not replace or substitute for it. You must build a case for a purposeful role.

3. With a partner or not, present an argument detailing the role of songs in the play. You must use a visual or audio-visual aid. You must build a case for a purposeful role.

4. With a partner or not, present an argument detailing Berniece's role in the play with regard to her various relationships. You must use a visual or audio-visual aid.You must build a case for a purposeful role.

5. With a partner or not, develop a case on a topic of your own device. You must use a visual or audio-visual aid. You must build a case for a purposeful role. (ghosts? trains? prison? money? whiskey? marriage?)

6. With a partner or not, present an argument detailing the role of competing world/spiritual views in the play. You must use a visual or auido-visual aid. Build a case for a purposeful role.

Presentations should last for 8-10 minutes.

If you have wishes or desires to contribute to the rubrics and timelines, think of them for next class (Wednesday/Thursday). This will be a major grade for the nine weeks. Presentations due November 21-26.

ALERT

Blog assignments must be done by grade deadlines – before tomorrow, Friday!

Tuesday/Wednesday

What is the importance of music? Think of your personal experience with it and with your understanding of its effects on groups of people. Does it have a...purpose?

Wednesday

3. Classify the characters who have appeared so far with a brief description and some evidence of their character cited from the text. (Boy Willie, Lymon, Doaker, Berniece, Maretha, Avery, Wining Boy)

4. What or who are the "Ghosts of the Yellow Dog"?

5. Compare and contrast Boy Willie's attitude toward the piano with Berniece's.

6. Compare and contrast Doaker's railroad speech on page 18 with Avery's speech about the three hobos. Let your thoughts dwell here a while. Note the content and images of each speech. Which one seems to you the most authentic? Then look at Doaker and Wining Boy's convesation on Pages 28-30. Then read Wining Boy's "piano" speech on page 41. What conflict is Wilson setting up among these various viewpoints?

7. How does the allusion at the end of the scene influence your evaluation of Boy Willie's attitude toward the piano?

8. Combine with at least two others. Determine the crux of Act 1.i -- the absolute central moment. Then, with the others, prepare a tableau of the scene.

Tuesday

Vow today upon a stack of all you find holy never to say "it's basically saying" again in your life.

A commentary is not about what a poem "basically says" but about all the poem suggests during the process of the reading experience and then all it suggests in its totality after reading -- and it must be done with an emphasis on craft: HOW does it do that suggesting?

Tuesday

Today we tried a timed commentary. Good efforts, it appeared...

Next class meeting, have the play read and plan a TABLEAU of what you consider the most important part of the first scene (pages 1-28).

Monday

Consider what you find to be the very center, the crux, of the play's first scene. That is SCENE.

Plan a still-life demonstration of the tensions and stress-points in that moment. It is called (thanks, Mr. Chrismon!) a TABLEAU!

Tuesday

Today we finally completed class efforts at a practice oral. Expect a timed written commentary on October 8. We will meet as an entire class in the auditorium to conduct the commentary.

Next class period we begin work on August Wilson's play The Piano Lesson.

A video of educational interest

Orals

It is important that your commentary be continuous: do not stop the recording to doll it up. Keep the recorder going the whole time, keep looking at the poem, and keep talking about it.

 

Send me the file. Listen to your own oral and assess yourself.

 

After that, you are clear to delete the file from your phone.

Tuesday

Today we discussed and annotated "Love's Alchemy." Students then annotated "Song" and will perform an oral commentary on it Thursday.

Thursday Deadline Alert!

We can discuss the final explication due date when I have returned the second drafts! They obviously will not be due on the 23/24.

Tuesday

Today we read and studied “Holy Sonnet X” and worked on the imaginaterpretive thing, which is due for B-day tomorrow and for  A-day Thursday and B-day Friday.

Thursday

Today we studied "Holy Sonnet XIV" and worked on either explications (due 15/16) or imaginative interpretations (due 19/20).