AP POETRY UNIT 2 DUE 12-13-10

ASSIGNED Tuesday, September 28, 2010
AP Poetry Unit 2
NAME______________________________PERIOD________DUE DATE_____12-13-10__________
AP POETRY UNIT 2 (See below for Poetry Unit 2 Assignments.)
2010-2011

A White Rose
By John Boyle O'Reilly
HE red rose whispers of passion,
And the white rose breathes of love;
Oh, the red rose is a falcon,
And the white rose is a dove.

But I send you a cream-white rose bud
With a flush on its petal tips;
For the love that is purest and sweetest
Has a kiss of desire on the lips.


One Perfect Rose
By Dorothy Parker
A single flow'r he sent me, since we met.
All tenderly his messenger he chose;
Deep-hearted, pure, with scented dew still wet--
One perfect rose.
I knew the language of the floweret;
"My fragile leaves," it said, "his heart enclose."
Love long has taken for his amulet
One perfect rose.
Why is it no one ever sent me yet
One perfect limousine, do you suppose?
Ah no, it's always just my luck to get
One perfect rose.


NAME______________________________PERIOD________DATE___________________


The Love-Song of J. Alfred Prufrock
By T.S. Eliot



Let us go then, you and I,
When the evening is spread out against the sky
Like a patient etherized upon a table;
Let us go, through certain half-deserted streets,
The muttering retreats
Of restless nights in one-night cheap hotels
And sawdust restaurants with oyster-shells:
Streets that follow like a tedious argument
Of insidious intent
To lead you to an overwhelming question. . . 10
Oh, do not ask, "What is it?"
Let us go and make our visit.

In the room the women come and go
Talking of Michelangelo.

The yellow fog that rubs its back upon the window-panes
The yellow smoke that rubs its muzzle on the window-panes
Licked its tongue into the corners of the evening
Lingered upon the pools that stand in drains,
Let fall upon its back the soot that falls from chimneys,
Slipped by the terrace, made a sudden leap, 20
And seeing that it was a soft October night
Curled once about the house, and fell asleep.

And indeed there will be time
For the yellow smoke that slides along the street,
Rubbing its back upon the window-panes;
There will be time, there will be time
To prepare a face to meet the faces that you meet;
There will be time to murder and create,
And time for all the works and days of hands
That lift and drop a question on your plate; 30
Time for you and time for me,
And time yet for a hundred indecisions
And for a hundred visions and revisions
Before the taking of a toast and tea.


In the room the women come and go
Talking of Michelangelo.

And indeed there will be time
To wonder, "Do I dare?" and, "Do I dare?"
Time to turn back and descend the stair,
With a bald spot in the middle of my hair— 40
[They will say: "How his hair is growing thin!"]
My morning coat, my collar mounting firmly to the chin,
My necktie rich and modest, but asserted by a simple pin—
[They will say: "But how his arms and legs are thin!"]
Do I dare
Disturb the universe?
In a minute there is time
For decisions and revisions which a minute will reverse.

For I have known them all already, known them all;
Have known the evenings, mornings, afternoons, 50
I have measured out my life with coffee spoons;
I know the voices dying with a dying fall
Beneath the music from a farther room.
So how should I presume?

And I have known the eyes already, known them all—
The eyes that fix you in a formulated phrase,
And when I am formulated, sprawling on a pin,
When I am pinned and wriggling on the wall,
Then how should I begin
To spit out all the butt-ends of my days and ways? 60
And how should I presume?

And I have known the arms already, known them all—
Arms that are braceleted and white and bare
[But in the lamplight, downed with light brown hair!]
Is it perfume from a dress
That makes me so digress?
Arms that lie along a table, or wrap about a shawl.
And should I then presume?
And how should I begin?
. . . . .

Shall I say, I have gone at dusk through narrow streets 70
And watched the smoke that rises from the pipes
Of lonely men in shirt-sleeves, leaning out of windows? . . .

I should have been a pair of ragged claws
Scuttling across the floors of silent seas.
. . . . .

And the afternoon, the evening, sleeps so peacefully!
Smoothed by long fingers,
Asleep . . . tired . . . or it malingers,
Stretched on the floor, here beside you and me.
Should I, after tea and cakes and ices,
Have the strength to force the moment to its crisis? 80
But though I have wept and fasted, wept and prayed,
Though I have seen my head (grown slightly bald) brought in upon a platter,
I am no prophet–and here's no great matter;
I have seen the moment of my greatness flicker,
And I have seen the eternal Footman hold my coat, and snicker,
And in short, I was afraid.

And would it have been worth it, after all,
After the cups, the marmalade, the tea,
Among the porcelain, among some talk of you and me,
Would it have been worthwhile, 90
To have bitten off the matter with a smile,
To have squeezed the universe into a ball
To roll it toward some overwhelming question,
To say: "I am Lazarus, come from the dead,
Come back to tell you all, I shall tell you all"
If one, settling a pillow by her head,
Should say, "That is not what I meant at all.
That is not it, at all."

And would it have been worth it, after all,
Would it have been worthwhile, 100
After the sunsets and the dooryards and the sprinkled streets,
After the novels, after the teacups, after the skirts that trail along the floor—
And this, and so much more?—
It is impossible to say just what I mean!
But as if a magic lantern threw the nerves in patterns on a screen:
Would it have been worthwhile
If one, settling a pillow or throwing off a shawl,
And turning toward the window, should say:
"That is not it at all,
That is not what I meant, at all." 110
. . . . .

No! I am not Prince Hamlet, nor was meant to be;
Am an attendant lord, one that will do
To swell a progress, start a scene or two
Advise the prince; no doubt, an easy tool,
Deferential, glad to be of use,
Politic, cautious, and meticulous;
Full of high sentence, but a bit obtuse;
At times, indeed, almost ridiculous—
Almost, at times, the Fool.

I grow old . . . I grow old . . . 120
I shall wear the bottoms of my trousers rolled.

Shall I part my hair behind? Do I dare to eat a peach?
I shall wear white flannel trousers, and walk upon the beach.
I have heard the mermaids singing, each to each.

I do not think they will sing to me.

I have seen them riding seaward on the waves
Combing the white hair of the waves blown back
When the wind blows the water white and black.

We have lingered in the chambers of the sea
By sea-girls wreathed with seaweed red and brown 130
Till human voices wake us, and we drown.












NAME______________________________PERIOD________DATE___________________


Do Not Go Gentle into That Good Night
By Dylan Thomas
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
Though wise men at their end know dark is right,
Because their words had forked no lightning they
Do not go gentle into that good night.
Good men, the last wave by, crying how bright
Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.
Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night.
Grave men, near death, who see with blinding sight
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.
And you, my father, there on the sad height,
Curse, bless me now with your fierce tears, I pray.
Do not go gentle into that good night.
Rage, rage against the dying of the light.




NAME______________________________PERIOD________DATE___________________






Ode to a Nightingale

by John Keats

MY heart aches, and a drowsy numbness pains
My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains
One minute past, and Lethe-wards had sunk:
'Tis not through envy of thy happy lot, 5
But being too happy in thine happiness,
That thou, light-wingèd Dryad of the trees,
In some melodious plot
Of beechen green, and shadows numberless,
Singest of summer in full-throated ease. 10

O for a draught of vintage! that hath been
Cool'd a long age in the deep-delvèd earth,
Tasting of Flora and the country-green,
Dance, and Provençal song, and sunburnt mirth!
O for a beaker full of the warm South! 15
Full of the true, the blushful Hippocrene,
With beaded bubbles winking at the brim,
And purple-stainèd mouth;
That I might drink, and leave the world unseen,
And with thee fade away into the forest dim: 20

Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
The weariness, the fever, and the fret
Here, where men sit and hear each other groan;
Where palsy shakes a few, sad, last grey hairs, 25
Where youth grows pale, and spectre-thin, and dies;
Where but to think is to be full of sorrow
And leaden-eyed despairs;
Where beauty cannot keep her lustrous eyes,
Or new Love pine at them beyond to-morrow. 30

Away! away! for I will fly to thee,
Not charioted by Bacchus and his pards,
But on the viewless wings of Poesy,
Though the dull brain perplexes and retards:
Already with thee! tender is the night, 35
And haply the Queen-Moon is on her throne,
Cluster'd around by all her starry Fays
But here there is no light,
Save what from heaven is with the breezes blown
Through verdurous glooms and winding mossy ways. 40


I cannot see what flowers are at my feet,
Nor what soft incense hangs upon the boughs,
But, in embalmèd darkness, guess each sweet
Wherewith the seasonable month endows
The grass, the thicket, and the fruit-tree wild; 45
White hawthorn, and the pastoral eglantine;
Fast-fading violets cover'd up in leaves;
And mid-May's eldest child,
The coming musk-rose, full of dewy wine,
The murmurous haunt of flies on summer eves. 50

Darkling I listen; and, for many a time
I have been half in love with easeful Death,
Call'd him soft names in many a musèd rhyme,
To take into the air my quiet breath;
Now more than ever seems it rich to die, 55
To cease upon the midnight with no pain,
While thou art pouring forth thy soul abroad
In such an ecstasy!
Still wouldst thou sing, and I have ears in vain—
To thy high requiem become a sod. 60

Thou wast not born for death, immortal Bird!
No hungry generations tread thee down;
The voice I hear this passing night was heard
In ancient days by emperor and clown:
Perhaps the self-same song that found a path 65
Through the sad heart of Ruth, when, sick for home,
She stood in tears amid the alien corn;
The same that ofttimes hath
Charm'd magic casements, opening on the foam
Of perilous seas, in faery lands forlorn. 70

Forlorn! the very word is like a bell
To toll me back from thee to my sole self!
Adieu! the fancy cannot cheat so well
As she is famed to do, deceiving elf.
Adieu! adieu! thy plaintive anthem fades 75
Past the near meadows, over the still stream,
Up the hill-side; and now 'tis buried deep
In the next valley-glades:
Was it a vision, or a waking dream?
Fled is that music:—do I wake or sleep? 80
SENIOR ENGLISH AP

POETRY UNIT 2 PROJECT ASSIGNMENT
(2010-2011)

SUBMISSION OUTLINE AND FORMAT OF POETRY UNIT 2 PROJECT PACKET

Attach each item listed to its designated poem in the packet, in the following order: A) Scanned (all elements of poetry – see your notes) and Annotated poem, written by hand (and color coded preferred), on actual copy of poem. B) Next, attached typed and completed 5 S’s to its designated poem. C) Next, attached Writing Response. (See below for writing Response Prompts.) Writing 5 S’s (without templates) and Writing Responses are to be submitted to twellsharmon2@gmail.com
as one continuous document. (5 S’s Strategy Sheets can be downloaded from previous unit assignment.)


WRITNG RESPONSES: Analysis Essay Prompts for Poetry Unit 2, 2010-2011

Poetry Unit 2 has five poems, each prompt below is designed to address a particular poem in this unit. Choose TWO prompts (essays), and in MLA compliant, explication/analysis essays, address all aspects of the particular prompts, for those poems. NOTE: One of your essays MUST be on the fourth prompt, T. S. Eliot’s The Love Song of J. Alfred Prufrock

1. Choose TWO poems from the poetry unit which have similar or common themes, and, in a well developed explication, discuss their similarities and differences, and the particular way in which the poets use elements of poetry to portray the unique meaning and significance of each. (A White Rose and One Perfect Rose)

2. Choose ONE poem from the poetry unit, and discuss how the poet uses elements of poetry to present, develop, and reveal theme. (Do Not Go Gentle Into That Good Night)

3. Choose ONE poem from the poetry unit, and discuss the poet’s use of imagery, diction, and theme to reveal meaning. (Ode To A Nightingale)

4. Choose ONE poem from the poetry unit, and discuss how the poet uses element of poetry and literary devices to reveal character, theme, and meaning.
(The Love Song of J. Alfred Prufrock)
Complete credit goes to Mr. Osher for this assignment.
Posted by Harmon House Scholars 2012 at 9/28/2010 03:33:00 PM

Steps for Setting Up a Blog Using Blogger

Click the 1. Create Your Blog Now arrow on Blogger’s homepage.
Type in the e-mail address you would like to use for the classroom blog. You might create a new project-
2. specific address using a free e-mail service such as Gmail.
Select a password and retype it as indicated. Then type the text you see in the Word Verification box.
3.Read the Terms of Service and click on I accept.
4.Click the Continue arrow to advance to the Name your blog page.
Enter a title for your blog. (If your title has already been registered by another user, you will be prompted to enter an alternative title.)
5.Select a URL for the blog. Then type the text you see in the Word Verification box. 6.Click the Continue arrow to advance to the Choose a template page and select a basic design template for the blog.
7. Click on the Start Blogging arrow to get started.
8. Write a test post using the form. You can always delete it.Explore the options under the
9. Settings tab and make decisions about publishing, formatting, comments, and so on. If students will be allowed to comment on one another’s posts, in the settings for the Comments section be sure to select Show comments and Only members of this blog can comment.
It is recommended that you also make use of Comment moderation, which allows you to screen comments before they are published on the site.
10. Pay special attention to the Permissions section. Here you can add your students as blog authors. They will need to use their school-based e-mail address to gain access.
11. If you don’t have e-mail accounts at your school, you could have them use your Blogger login information, and then have them sign their names to their entries.
12. Using the Link List gadget found in Blogger’s page layout editing tools, add links to the Web resources for student use. Also add links to one or two student-created blogs you would like students to review (see Classroom Blogs and Wikis and Blogger in the Classroom for suggestions).
Add a basic site-visitor counter so you’ll be able to monitor traffic.
13. Under Edit Layout, click on Page Elements, then Add a Gadget, and search gadgets for Visitor Tracking. Alternatively, visit a site like Hit Counter (http://www.hitcounters.info/), and select a simple, free counter to add to the blog. Fill out the form and then select the Get Hit Counter button. Copy the code it generates. At Blogger under
14.Edit Layout, click on Page Elements, then Add a Gadget, and select HTML/JavaScript. Paste the copied code into the text box.

Moral Dilemma #1

The Situation

Jeff and his best friend, Steven go to different high schools. They’ve been friends since third grade, but since Jeff transferred to another school for 10th grade, they’ve started to grow apart.

One Saturday, Steven asked Jeff if he would drive him into the nearest city. He didn’t have his license yet and said he thought it would be fun for them to hang out. Jeff felt uncomfortable saying yes because he’d only had his license for six months and his parents told him he wasn’t allowed to drive into the city yet. But, Steven said that he wouldn’t be able to go without Jeff’s help and they never got to see each other anymore. Jeff agreed and they left that afternoon after telling Jeff’s parents they were driving to another friend’s house.

When they got to the city, Steven asked Jeff to drive across town to a particular address. When they arrived, Steven asked Jeff to wait in the car while he ran inside for a few minutes. After Steven returned to the car Jeff asked what was going on and Steven pulled out a bag of white powder. He admitted it was his drug connection and that the powder was crystal meth. When Jeff asked him why he didn’t tell him that was why they came to the city. Steven said he didn’t tell him because he figured Jeff wouldn’t go.

That night Jeff couldn’t sleep because he felt overwhelmed by what he had found out. He knew meth was no good and that Steven would continue using it with or without his help. He was angry that Steven had put him in the position of driving with an illegal substance, but even more importantly, he was worried about his friend.

Jeff had promised Steven he wouldn’t tell anyone about all this but it was driving him crazy. He had a teacher at school he really liked and trusted. He wanted to go to him and ask his advice. But what if the teacher decided to turn in his best friend? Jeff was torn about how best to protect Steven.

DISCUSSION QUESTIONS ***Choose one question to respond to.
**Explain your point of view.

What do you think about what Steven asks of Jeff? Is it fair? What would you do if your friend asked you to do the same thing?

What obstacles did Jeff face in telling Steven he would go to the city with him?

Have you ever been in a position where you had trouble saying you didn’t want to do something with a friend? What obstacles did you face?

What would you tell someone to do that was in the same position as Jeff?

Do you think Jeff should talk to the teacher he respects? If not, should he talk to anyone else? If so, who?

How do you think it would affect the friendship if Steven finds out that Jeff told an adult the situation?

How do you think Jeff will feel if he doesn’t tell anyone and Steven overdoses on meth?

How do you think Jeff will feel if he tells his teacher and the teacher tells him that he has to tell his own parents, or tell Steven to tell someone?

How do you personally weigh the friendship against the fact that the friend is doing something illegal and potentially problematic?

What do you do with those thoughts/feelings that can arise when you are doing something that you intuitively know is maybe not the best thing to be doing?

The definition of dilemma is a difficult choice to be made between two equally undesirable alternatives. How do we decide? And, how do we choose to live with our choices? Have you ever been in a dilemma? What was it like and how did you deal with it?

What is SUCCESS?

READ ARTICLEs.
http://www.daniweb.com/forums/thread37507.html
http://ezinearticles.com/?What-is-Success-and-How-Do-We-Achieve-It?&id=6456

Based on your reading of these articles, do you still have the same view point of
what success is? Explain your response in two or more paragraphs.Pay attention to your tone and audience.

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