The first two scenes of Hamlet weren't very informative to me as the reader. However, in class Mr. Fiorini explained how every bit of text in this play has a purpose behind it. The way Shakespeare sets the play up is somewhat confusing to me, because it doesn't give much for the reader to analyze. Besides reading the page where it explains in detail who all the characters are, I got a better description of some of them as I read the first two scenes. Hamlet, a teenage boy, and the Prince, has lost his father who is known as "Old Hamlet". He is trying to cope with the fact that his mother, Queen Gertrude has moved on so quickly, not to mention the man she is now married to is his father's brother. King Claudius took the throne when his brother died, and is now both Hamlet's father and uncle. It is obvious from the text that Hamlet isn't very fond of his uncle. Also, he nearly despises his mother for her actions, considering he is in mourning due to his fathers death. How she could move on so fast and to his own brother is something Hamlet cannot understand. The fact that Hamlet is determined to seek revenge on his uncle for taking his fathers life, pushes him away from both his mother and uncle. The two scenes that I read so far weren't extremely detailed, but gave me enouugh information to understand what was going on and to lead up to what will happen next. They mainly focused on how Hamlet was feeling about the situation with his mother and uncle, and how he was coping with his fathers death. Shakespeare has set up the play so that we are now aware of the conflict, and are prepared for what will happen next.
I would like other viewers to focus on how I stay on topic. Sometimes when I write I get nervous that I'm going off into other topics and it starts not making sense. Focusing on that and leaving any questions or comments to help me fix any problems that you can pin point is what I'd ask of my classmates and/or Mr. Fiorini.
Sunday, March 29, 2009
Sunday, March 22, 2009
Kubla Khan
1] The poem "Kubla Khan" is definately celebrating imagination. The way Coleridge describes the images in the poem helped me as the reader to envision this place he was talking about. He describes the river, gardens and all of the naturistic things he mentions in full detail which enables the reader to really imagine it. I feel as though Coleridge is trying to reach out to the reader's imagination in general due to all of the description and imagery he is using.
2] After reading Shelley's poem, Ozymandias, I was able to depict three voices. All three are describing the scene of the poem in different ways, but all relating to one another. They describe the statue of Ozymandias after it has been destroyed, and the depressing sense that people are being filled with. I was left with a sense that Ozymandias was some sort of leader, considering the statue was made of him. However, the destruction of the statue lead me to believe that he did not have victory of whatever he had been leading. The tone of all three voices expresses who Ozymandias was and what he was looked upon as.
2] After reading Shelley's poem, Ozymandias, I was able to depict three voices. All three are describing the scene of the poem in different ways, but all relating to one another. They describe the statue of Ozymandias after it has been destroyed, and the depressing sense that people are being filled with. I was left with a sense that Ozymandias was some sort of leader, considering the statue was made of him. However, the destruction of the statue lead me to believe that he did not have victory of whatever he had been leading. The tone of all three voices expresses who Ozymandias was and what he was looked upon as.
Sunday, March 15, 2009
The Chimney Sweeper
1] After reading both poems from The Chimney Sweeper from the Songs of Innocence and The Chimney Sweeper from the Songs of Experience, I agree that Blake's poems appealed to the imagination of the reader. Since the poems were from two completely opposite points of view, I had different perspectives about them. At the very start of the Songs of Innocence, I developed an emotional sense for the little boys at work. The poem seems to have the effect on people have sympathy for the two boys. However, when the boy dreams about Heaven, as the reader I gained an uplifting emotion that the boys would live a better life one day. The other poem, Songs of Experience, doesn't have the same effect on me, but relates to the Songs of Innocence. Unlike Songs of Innocence, this poem doesn't get uplifting at any point. It describes the horrible life this boy has to live in which he is forced to live there and do things he doesn't want to. Both poems are about young boys who are deprived of important needs, however the Songs of Innocence leaves the reader with a sense of hope for the boys, when the Songs of Innocence leaves you feeling bad for the young boy.
2] I think the purpose of this document was to show the reader that even though these characters were fictional, child labor is a real problem that children face in their lives. It gave me a sense of the tragic lives that young children, such as these boys in the poems, have to deal with and face everyday. It helped me to envision it in my mind as a real image of what goes on during child labor. It brought me as the reader, a sense of sadness because it showed how real it is. However, I thought it was a good idea to add the Parliament document because it helped me, and probably the other readers, to imagine what children go through.
2] I think the purpose of this document was to show the reader that even though these characters were fictional, child labor is a real problem that children face in their lives. It gave me a sense of the tragic lives that young children, such as these boys in the poems, have to deal with and face everyday. It helped me to envision it in my mind as a real image of what goes on during child labor. It brought me as the reader, a sense of sadness because it showed how real it is. However, I thought it was a good idea to add the Parliament document because it helped me, and probably the other readers, to imagine what children go through.
Sunday, March 8, 2009
Gulliver's Travels
A] 1. Why do the lilliputians capture Gulliver and pin him to the ground?
- I feel as if this would be a general question a class may want to know. They capture him and pin him down because they are confused on who he is. They aren't aware if he will try to hurt them. Also, the fact that he is so big scares them.
2. Despite the size of the lilliputions, why didn't Gulliver react to their attack?
- I think that Gulliver was just as confused as the lilliputions were when they saw eachother. The fact that there were so many of them may have scared him away from reacting. He probably wasn't aware of what they could do to him, even being as small as they were.
3.Why was Gulliver asleep on this ground in the first place?
- This question generates ideas that a class may have. It can be opened up to a broad discussion about why he may be sleeping there in the first place. If this is such an unknown land to him, then why would he be there? It develops ideas to talk about in a class and teaching discussion.
4.Why didn't the lilliputians instantly kill Gulliver when they first saw him?
- I think maybe because they were curious about him. Considering they were all so small, they had never seen someone as big as him. However, how were they sure that he wouldn't hurt them as soon as he awoke? This question also develops a broad classroom discussion.
5. Why do they have the lilliputians speak another language, and why don't they explain the meaning right after?
-I think they have them speak another language to tell the difference between them and Gulliver. They might not translate it right away because they want the reader to continue reading and figure out the meaning from the surrounding words. It keeps the reader interested and involved in the reading.
B] The story didn't make much sense to me when I began to read it, but I wrote down any questions I had as I went on. It started to make more sense as it got to the end, so most of my questions were answered. By working with Christina and making the teaching chart, it helped me to learn how to teach a class. By writing down both of our thoughts, opinions and questions, it made it easier on both of us to understand the story. Obviously, neither of us are teachers, but we taught eachother by using our own thoughts and questions. This prepared us for our lesson to teach the class this week.
C] When we prepared our lesson, we started by writing questions that we think the class will have. When we teach the other group we are assigned to we will use those questions we prepared, but open it up to a broad discussion and allow the students to share their thoughts and ideas. If the disagree with something we have written down, we will allow them to share what they are thinking so that it is easier for them to learn more. Hopefully the presentation leaves the students with a sense of what we learned from the story. We will ask them to give their personal input, whether it be an idea, or even a different way to bring the topic about. We hope to teach these students as much as we learned preparing it.
- I feel as if this would be a general question a class may want to know. They capture him and pin him down because they are confused on who he is. They aren't aware if he will try to hurt them. Also, the fact that he is so big scares them.
2. Despite the size of the lilliputions, why didn't Gulliver react to their attack?
- I think that Gulliver was just as confused as the lilliputions were when they saw eachother. The fact that there were so many of them may have scared him away from reacting. He probably wasn't aware of what they could do to him, even being as small as they were.
3.Why was Gulliver asleep on this ground in the first place?
- This question generates ideas that a class may have. It can be opened up to a broad discussion about why he may be sleeping there in the first place. If this is such an unknown land to him, then why would he be there? It develops ideas to talk about in a class and teaching discussion.
4.Why didn't the lilliputians instantly kill Gulliver when they first saw him?
- I think maybe because they were curious about him. Considering they were all so small, they had never seen someone as big as him. However, how were they sure that he wouldn't hurt them as soon as he awoke? This question also develops a broad classroom discussion.
5. Why do they have the lilliputians speak another language, and why don't they explain the meaning right after?
-I think they have them speak another language to tell the difference between them and Gulliver. They might not translate it right away because they want the reader to continue reading and figure out the meaning from the surrounding words. It keeps the reader interested and involved in the reading.
B] The story didn't make much sense to me when I began to read it, but I wrote down any questions I had as I went on. It started to make more sense as it got to the end, so most of my questions were answered. By working with Christina and making the teaching chart, it helped me to learn how to teach a class. By writing down both of our thoughts, opinions and questions, it made it easier on both of us to understand the story. Obviously, neither of us are teachers, but we taught eachother by using our own thoughts and questions. This prepared us for our lesson to teach the class this week.
C] When we prepared our lesson, we started by writing questions that we think the class will have. When we teach the other group we are assigned to we will use those questions we prepared, but open it up to a broad discussion and allow the students to share their thoughts and ideas. If the disagree with something we have written down, we will allow them to share what they are thinking so that it is easier for them to learn more. Hopefully the presentation leaves the students with a sense of what we learned from the story. We will ask them to give their personal input, whether it be an idea, or even a different way to bring the topic about. We hope to teach these students as much as we learned preparing it.
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