Sunday, May 19, 2013

DEATH BE NOT PROUD


1.      Identify and analyze the elements and devices in the poem, ‘Death, be not proud’
2.      Discuss the issues portrayed in the poem
3.      Analyze the poem

Summary of Content
Sonnet Forms
Rhyme Scheme
Italian or Petrarchan
abbaabba cde cde
abbaabba cc dd ee
abbaabba cdcd ee 
abbaabba cddc aa
Spenserian
abab bcbc cdcd ee
English or Shakespearean
abab cdcd efef gg

Sonnet:
·         Petrarchan – 14 lines 3 quatrains and a couplet
·         The first 8 lines tells what Death thinks he is the the volta/turn/switch occurs in line 9 – the attack on Death, maybe to cover the speaker’s fear, tells what Death really is.
·         Iambic pentameter – ten accented beats in each line – a Holy Sonnet (religious)
·         Rhythm – moderate tempo to match the supposed confidence and cockiness of the speaker. It speeds up in the volta to enhance the attack on Death. It moves up and down looping at times to mimic the feelings of the speaker etc.
·         Death used as a metaphor but is personified – a bad boy, bully etc
·         The rhyme scheme and meter emphasize the mood and tone

The Speaker
Who is the speaker, can she or he read minds, and, more importantly, can we trust her or him?
The speaker of this poem finds himself in something like a David and Goliath situation. You might remember David from the Bible: he’s the skinny kid from Israel who takes down the biggest, meanest giant in the land with only a slingshot. The speaker doesn’t even have a slingshot – he only has his wit, or the ability to talk circles around his enemies. He’s got all the verbal tools: apostrophe, rhetorical questions, puns – the whole nine yards.

The speaker of the poem believes himself to be a good Christian, so he's confident he’ll eventually make it to Heaven. Even so, Death is nothing to sneeze at. The speaker sounds confident, even cocky, when he tells Death that he isn’t so "mighty and dreadful." But, despite this appearance, the speaker must be quaking in his boots. He has to summon all of his courage just to keep it together. If he shows any weakness, he knows that Death will pounce all over him.

By the time the poem takes a "turn" in line 9 (as any good Petrarchan sonnet will do), the speaker really lays into Death, calling him a slave and making fun of his friends. We imagine he’s right up in Death’s grill at this point, poking his finger in his chest. Fortunately, he ends the poem on a killer line about how Death will die. This probably leaves Death scratching his bony little head. And, as is always best to do when you tell off someone bigger than you, we imagine that the speaker doesn’t stick around for when Death finally comes to again. He gets the heck out of there.
Symbol Analysis
Death is a total poser in this poem, like a schoolyard bully who turns out not to be so tough, after all. The speaker even makes death out to be a good thing, because it leads to the new life of Christian eternity. Plus, everyone bosses Death around, from kings to suicidal people. Finally, a lot of the poem’s wit comes from combining literal and symbolic uses of the words "death" and die."
  • Lines 1-2: This has got to be one of the most famous examples of personification and apostrophe in all of poetry. The speaker treats death like a person who is considered "mighty" and "dreadful," which is personification. And, he addresses this person-like Death directly, even though Death obviously can’t respond, which is apostrophe.
  • Lines 3-4: Donne uses apostrophe again to address, "poor Death," which is an embarrassing and condescending way to talk to someone who considers himself a tough-guy.
  • Lines 5-6: In this metaphor, he calls rest and sleep "pictures" of Death. They don’t have photographs in Donne’s age, so "pictures" just refers to imitations, like a drawing or a painting.
  • Lines 7-8: Continuing the personification of Death, the speaker says that good people allow death to lead them out of their earthly lives. The bones of the "best men" are a synecdoche, because they actually stand for the whole physical body. Line 8, then, draws a standard religious contrast between body and soul.
  • Line 12: We often talk about people who "swell" with pride, and that’s what’s going on here, when the speaker asks, "Why swell’st thou then?" This is a rhetorical question, designed to make Death realize that he has no reason to be proud.
  • Line 14: He uses the concept of death three ways in this tricky line. First, there is real, physical death (the second word of the line). Then, there is the personified idea of Death. Finally, there is death as a metaphor for simple non-existence – something that ceases to be there – which the last word "die" references.
Rest and Sleep
Donne didn’t invent the comparison between death and sleep, but he uses it here to great effect. But, you have to know a tiny bit of Christian theology to fully understand the idea. It is thought that, when faithful Christians die, they are only "dead" until the Day of Judgment comes and Christ returns to Earth. They compare this length of time to a period of "sleep." At this point, time ends, eternity begins, and all the faithful Christians who died will "wake up" to be led into Heaven. At this point, all their earthly troubles are over for good, and they will be at "rest" with God.
  • Line 5: This metaphor compares "rest" and "sleep" to "pictures," like a painting or drawing. The point is that the rest and sleep are pale imitations, and Death is the real thing. On the other hand, Death is only a much stronger version of sleep, and not something scary and different.
  • Line 8: This line describes what the experience of death means to the "best men" of line 7. One of its meanings is eternal rest for their weary bodies, or "bones."
  • Line 11: The comparison between Death and sleep becomes an extended metaphor at this point. The speaker says that, if he only wants a really good sleep, he doesn’t even need Death; he can use "poppies" (opium, a kind of drug) or "charms" (magic or potions).
  • Line 13: The extended metaphor continues. He calls the time between the speaker’s death and the Day of Judgment a "short sleep." In human terms, this may not seem that short (we can assume the speaker is "asleep" for hundreds of years already), but, compared to Eternity, pretty much anything is short. When the speaker "wakes up," he will find himself in Heaven.

Death's Friends and Masters
Death hangs out with a bad crowd, like the kids who hang out behind the bleachers and try to talk you into vandalizing things on Halloween. Unfortunately, they aren’t cool at all. They’re big losers, in fact, and Death knows it – which is why it’s such an insult when the speaker points out Death’s connection to poison, war, and sickness. And, that’s not all. Death – this big strong guy – isn’t even his own master! All these other people tell him what to do. It’s like when you learn that the bully who torments you at school actually has his own bullies in the next grade up. It may not prevent your daily beatings, but it makes you feel a whole lot better about it.
  • Line 9: This metaphor calls Death a "slave" to "fate, chance, kings, and desperate men." Implicitly, all these things are personified as Death’s master.
  • Line 10: Although it’s not as obvious as in other parts of the poem, we think "poison, war, and sickness" are personified as thugs, or worthless individuals.

Birth
There’s only one example, and it’s a play on words, but we wanted to give Birth a little love, too, because it’s nothing but Death, Death, Death for most of the poem.
  • Line 8: It’s a pun! Sweet! To "deliver" someone can mean to set them free, as in the Lord’s Prayer: "Deliver us from evil...." But, the speaker also wants to be "delivered" into the afterlife, like a baby is "delivered" into the world during birth. The comparison of death to rebirth is such a common metaphor that we rarely even think of it as a being a metaphor.

BALLAD OF BIRMINGHAM




1.      Identify and analyze the elements and devices in the poem, ‘Ballad of Birmingham’
2.      Discuss the issues portrayed in the poem
3.      Analyze the poem

Summary of Content
BALLAD
A narrative song: a song or poem, especially a traditional one or one in a traditional style, telling a story in a number of short regular stanzas, often with a refrain.
LITERAL MEANING

The poem is about a mother who loses her child. The child made a request to attend a freedom march through the streets of Birmingham, but the mother said no. She feared the many violent things that could befall her child in this setting. She, however, agreed that the child could attend church. She was content with the knowledge that her child was safely at church, until an explosion saw her racing through the streets of Birmingham to find her child. She did not find her, but instead, found a foot of shoe in the rubble.



FIGURATIVE MEANING

Parents cannot always protect their children no matter how hard they try. Life is an irony that one must always be aware of. It is unpredictable. The place/things that one thinks are safe to be/do may just be those that put one’s life at risk, presents the most danger and/or produce fatal results.

LITERARY DEVICES

1. REPETITION

·         The purpose of the child's repetition of where she wants to go and why, is to contextualize the poem. The reader is made aware that the poem is set in Birmingham during the civil rights movement. The repetition is for emphasis of this fact. 
  • The mother’s repetition of ‘no’, highlights her fear of the harmful things that could happen to her child. Note that after each ‘no’, she lists possible harmful things that could occur if the child goes on the freedom march.
2. METAPHOR

·         The comparison of the darkness of the child's hair to night is purely to emphasize how black the persona's daughter’s hair is. It could also be a foreshadowing of what is to come.
  • The comparison of her sweet smell, after her bath, emphasizes the care that went into preparing the child for church. The phrase also places some emphasis on the child’s innocence, fragility and vulnerability. The child was treasured, well taken care of. The mother did not send her child out into the world with an uncaring touch.

3. IRONY (situational)
The overwhelming irony that exists in this poem is the fact that the mother was so adamant about NOT sending her child to the freedom march, because she considered it to be so dangerous. Yet it is while in church, the place that she thought was sacred and safe, that the child got killed.
4. IMPORTANT WORDS / PHRASES
·         wet and wild: 
This tells the readers that the mother was crying when she heard the explosion, while the term wild points to the panic that overtakes the mother. Her love for her child is emphasized in these two words. 
·         raced:
The mother ran very quickly down the streets of Birmingham. This emphasizes her panic, and in turn, the great love that she felt for her child.
·         clawed:
This word is striking in its intensity. It means that she did not simply remove the rubble, but did so with a desperation that highlights the love that she has for her child.

·         … baby, where are you:
This last line emphasizes the loss of the child. When it is combined with the quotations above, the impact of the frantic panic that the mother feels at the point of the explosion erupts and settles in the expression of total loss and a feeling of helplessness.
5.THEME
·         Death/Fear of Death/Inevitability of Death are the overwhelming themes in this poem. A mother's over protectiveness does not, and seemingly cannot, prevent this tragic event from occurring.  
·         Dreams – of seeing child (ren) grow up, Plans – singing in the church choir, living the life the Lord planned for them to live as Christians, Religion – the belief/faith in God and His Divinity are others
IMPACT OF THE ELEMENTS – samples
Rhythm:
·         The pace in the first half of the poem reflects the excitement of the child in her request to attend the march. The urgency of the mother is also reflected here in her plea for the child’s understanding as she explains her concerns.
·         The second half is faster, more frantic reflecting the panic the mother felt as she races to search for, find and protect her child
Mood:
·         The mood is light, happy and celebratory – the child’s request to march with her friends – and gets serious as the mother denies the child’s request and lists the dangers. It continues going back and forth in the first few stanzas
·         The mood then becomes fearful at the point of the explosion – panic, anxiety, fear becomes constant

Tuesday, March 5, 2013

Project (poetry/description)


PROJECT DETAILS

Portfolio Items
1.
definition of elements
2.
detailed definition of the element given in pairs or groups
3.
Samples of a poem and a song that portray the element – group: each student should have a copy in the portfolio
4.
2 original poems
5.
2 descriptive pieces
6.
A memoir
Rubric
Poems
•
Elements and definition – 1 each (7)
•
Group – element details (2)
•
Examples (4 each- 8)
•
At least 3 elements should be incorporated (2 each – 6)
•
Creativity (3)
•
Literary feature(s) (4)
30 marks
Descriptive Pieces
•
Person: must have personality description and physical description (5 each – 10)
•
Objects : must have detailed description of the texture, purpose, size etc. – at least 5 features (2 each – 10)
20 marks
Presentation
•
Portfolio Jacket (4)
•
Originality (6)
10 marks
​​​​(TOTAL: 60 marks)

Field Trip Items
Use of pictures taken from the trip to create:
1.
A Collage – pictures taken the Hope Zoo
2.
A Poem – based on the “collage image”
3.
A Descriptive Piece – based on the collage

Rubric
•
8 marks for each (24)
•
Originality and Presentation (6)
•
Literary features (5)
•
Descriptive features (5)
10 marks

​​​​(TOTAL: 40 marks)

Tuesday, November 27, 2012

letter of complaint


                                                                                          your address

                                                                                           date

name or title (of recipient)
business address 

Dear Sir or Madam (or name):

                                  (Optional, especially if writing to a named person) ask for the person's help, eg "I'd really appreciate your help with this."
State facts of situation, including dates, names, reference numbers, but keep this very concise and brief .
                                   State your suggested solution. If the situation and solution is complex, state also that you'll be as flexible as you can to come to an agreed way forward.
                                   (Optional, and normally worth including) state some positive things about your normal experience with the organization concerned, for example: that you have no wish to go elsewhere and hope that a solution can be found; compliment any of their people who have given good service; compliment their products and say that normally you are very happy with things.
                                     State that you look forward to hearing from them soon and that you appreciate their help.
                                     

                                                                                          Yours faithfully, (if not sent   to a named person) or sincerely (if sent to a named person)
                                                                                          Your signature
                                                                                          Your printed name (and title/position if applicable)



***Punctuation after the salutation and closing - use a colon (:) after the salutation (never a comma) and a comma (,) after the closing.***

letter of apology


Each of us has, at one time or another, said or done something that we wish we hadn't said or done. Rather than dwell on the mistake, however, we should take quick action to remedy the problem and then get on with life. An effective letter of apology is an important part of that process and can help turn "lemons into lemonade" and actually improve a relationship. This short article will give you several reasons for writing an apology letter and offer a few important suggestions to help you write a good one.
TIMING. Write the apology letter as soon as possible.
ACTIONS. Rather than focusing on the damage you have caused, write about things you will do to rectify the situation.
BRIEF. Keep your apology letter short and to the point.
SINCERITY. No one wants to read overly dramatic language. Choose your words carefully and express yourself clearly and simply.
TONE. Your apology letter should be considerate and respectful. Remember, you are trying to rebuild a damaged relationship.
BLAME. Take full responsibility for what you have done.
FOLLOW UP. Try to set up a time when you can apologize in person, then back up your apology with considerate behavior in the future.



Monday, November 26, 2012

department test


LITERATURE
The exam is divided into 2 sections:
a) short answer
b) essay

Students should be able to:
  • answer questions based on the novel Sixty Five.
  • identify and explain the effects of the Morant Bay Rebellion (on the various parties involved)
  • comment on the main characters and their contribution to the Morant Bay Rebellion.
LANGUAGE
Students should be able to:
  • answer short answer questions based on a passage
  • distinguish between a friendly letter and a letter of complaint.
  • accurately head up a business letter
  • write a letter of complaint or apology