1. Bell Ringer #10: Paradox
DIRECTIONS:
Break the word paradox up into the correct affixes and roots.
Determine what each means.
Then, put it all together for the word’s meaning.
a statement that seems self-contradictory/absurd but in reality expresses a possible truth.
Paragraph
Section of writing
Orthodox
Conforming; traditional
Paratrooper
Military parachutists
Unorthodox
Contrary to what is traditional
PARA
DOX
“beyond; past; by”
“opinion; praise”
Paralegal
Person trained in law,
But not fully a lawyer
Doxology
hymn of praises
Paraprofessional person trained in, but not
Fully licensed to perform profession

2. Paradox Examples
Simple definition of paradox: a statement that contradicts itself or a situation which seems to defy logic.
Nobody goes to that restaurant; it's too crowded.
Don't go near the water 'til you have learned how to swim.
If you get this message, call me, and if you don't get it, don't call.

3. Housekeeping Home Learning: Complete weekly A3Ks by Sunday
Announcements:
Class Procedures Review:
See blog for directions, otherwise 50% is highest score possible. DUE Feb. 8:00 A.M.

4. The Fine Print Standards: I can…
determine the meaning of word and phrases as they are used in a text, including figurative and connotative meanings (RL.2.4)
analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem (RL.2.4)
analyze how a poem’ form contributes to its meaning (RL.2.5).
cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (RL.1.1).
determine the central idea of a text and analyze its development over the course of the text (RL.1.2)
engage effectively in a range of collaborative discussions (SL.1.1).
understand figurative language, word relationships, and nuances in word meanings (L.3.5)
Essential Question:
What does the repetition of words in “Sonnet 43” emphasize about the speaker’s feelings?

5. page 71 We Do Open your Collections textbooks to
to the background about William Shakespeare
Many poems are inspired by the experience of love and loss. Like the myth of Aengus, Yeats’s poem “The Song of Wandering Aengus” tells of a man in search of a loved one in hopes of spending the rest of his life in happiness with her. Shakespeare’s “Sonnet 43” also highlights these themes, describing the speaker’s own emotional state as he longs for an absent loved one. It is a part of a series of sonnets by Shakespeare that are all connected by these same themes.

6. page 75 We Do In your Collections textbooks turn to
to refer to the Analyze Form: Sonnet box.
I need one volunteer to read this portion of the box aloud.

7. page 74 We Do In your Collections textbooks look at
where you’ll find Shakespeare’s Sonnet 43.

8. We Do
When most I wink, then do mine eyes best see,  For all the day they view things unrespected;  But when I sleep, in dreams they look on thee,  And darkly bright are bright in dark directed;  5 Then thou, whose shadow shadows doth make bright,  How would thy shadow's form form happy show  To the clear day with thy much clearer light,  When to unseeing eyes thy shade shines so?  How would, I say, mine eyes be blessed made  10 By looking on thee in the living day,  When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay?     All days are nights to see till I see thee,     And nights bright days when dreams do show thee me. 
Teacher reads the poem aloud and/or plays the recording

9. We Do A B A B C D C D A B A B C D C D
When most I wink, then do mine eyes best see,  For all the day they view things unrespected;  But when I sleep, in dreams they look on thee,  And darkly bright are bright in dark directed;  5 Then thou, whose shadow shadows doth make bright,  How would thy shadow's form form happy show  To the clear day with thy much clearer light,  When to unseeing eyes thy shade shines so? 
When most I wink, then do mine eyes best see,  For all the day they view things unrespected;  But when I sleep, in dreams they look on thee,  And darkly bright are bright in dark directed;  5 Then thou, whose shadow shadows doth make bright,  How would thy shadow's form form happy show  To the clear day with thy much clearer light,  When to unseeing eyes thy shade shines so? 
When most I wink, then do mine eyes best see,  For all the day they view things unrespected;  But when I sleep, in dreams they look on thee,  And darkly bright are bright in dark directed;  5 Then thou, whose shadow shadows doth make bright,  How would thy shadow's form form happy show  To the clear day with thy much clearer light,  When to unseeing eyes thy shade shines so? 
When most I wink, then do mine eyes best see,  For all the day they view things unrespected;  But when I sleep, in dreams they look on thee,  And darkly bright are bright in dark directed;  5 Then thou, whose shadow shadows doth make bright,  How would thy shadow's form form happy show  To the clear day with thy much clearer light,  When to unseeing eyes thy shade shines so?  A 
B  A  B  C D  C D   A 
B  A  B  C D  C D  
Teacher picks out rhymes in the first four lines.
Teacher SAYS, “What are the next rhymes?” A: bright/light
Teacher SAYS, “What are the next rhymes?” A show/so
Teacher SAYS, “So if see/thee make rhyme A and uprespected/directed make up rhyme B for an ABAB rhyme scheme, how does the rhyme scheme continue? A: bright/light make up rhyme C and show/so make up rhyme D for CDCD

10. I Do
How would, I say, mine eyes be blessed made  10 By looking on thee in the living day,  When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay?     All days are nights to see till I see thee,     And nights bright days when dreams do show thee me. 
How would, I say, mine eyes be blessed made  10 By looking on thee in the living day,  When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay?     All days are nights to see till I see thee,     And nights bright days when dreams do show thee me. 
How would, I say, mine eyes be blessed made  10 By looking on thee in the living day,  When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay?     All days are nights to see till I see thee,     And nights bright days when dreams do show thee me. 
E  F  E F G G 
E  F  E F G G 
Teacher SAYS, “What are the next rhymes?” A: made/shade
Teacher SAYS, “What are the next rhymes?” A: day/stay
Teacher SAYS, “What are the next rhymes?” A: thee/me
Teacher SAYS, “how does the rhyme scheme continue? A: made/shade make up rhyme E and day/stay make up rhyme F for EFEF; thee/me make up rhyme G for a rhyming couplet GG.

11. I Do First quatrain Second quatrain Third quatrain Couplet
When most I wink, then do mine eyes best see,  For all the day they view things unrespected;  But when I sleep, in dreams they look on thee,  And darkly bright are bright in dark directed;  5 Then thou, whose shadow shadows doth make bright,  How would thy shadow's form form happy show  To the clear day with thy much clearer light,  When to unseeing eyes thy shade shines so?  How would, I say, mine eyes be blessed made  10 By looking on thee in the living day,  When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay?     All days are nights to see till I see thee,     And nights bright days when dreams do show thee me. 
When most I wink, then do mine eyes best see,  For all the day they view things unrespected;  But when I sleep, in dreams they look on thee,  And darkly bright are bright in dark directed;  5 Then thou, whose shadow shadows doth make bright,  How would thy shadow's form form happy show  To the clear day with thy much clearer light,  When to unseeing eyes thy shade shines so?  How would, I say, mine eyes be blessed made  10 By looking on thee in the living day,  When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay?     All days are nights to see till I see thee,     And nights bright days when dreams do show thee me.  A 
B  A  B  C D  C D E  F  E F G G 
First quatrain
Second quatrain
How is the Shakespearean sonnet divided?
A: into a first quatrain (four lines,) a second quatrain (four lines,) a third quatrain (four lines) and couplet (two lines.)
Third quatrain
Couplet

12. Work Period 1) Video & Chalk Talk 1) Group Work 2) Technology
3) Early Finisher
Materials Needed:
1 computer
1 audio splitter
Headphones (1/person, max 5 per group)
Separate piece of paper
Pencil
Collections textbook
Questions (below)
Computer
Conversational Level 1
See your specific set of directions for the reading/questions to answer.
Due at the end of the work period
Conversation Level 1
Navigate to Achieve 3000.
Complete the assigned article: “Shakespeare Goes to Afghanistan” (BR poll – Thought Question)
NO ARTICLE ANALYSIS SHEET THIS TIME, but EXTRA EMPHASIS ON THOUGHT QUESTION
Due at the start of next class.
Conversation Level 0
Items MUST be completed in the following order:
Check over today’s work before submitting.
Check the No Name Paper Wall.
Check your grades in Focus and work on any absent/late work you still can.
Work on weekly A3K articles.
Work on work for another class or read silently.

13. Packing Up Checklist HOMEWORK: Weekly A3Ks due Sunday @ 11:59 P.M
Achieve 3000: “Shakespeare Goes to Afghanistan” (BR poll – Thought Question) due at start of next class; NO article analysis sheet
DO THE FOLLOWING:
Turn in classwork to the class inbox.
Return teacher’s supplies you borrowed where they belong
Throw away trash
Pack-up personal belongings
Sit silently and wait for teacher to dismiss you

14. Packing Up Checklist HOMEWORK: Weekly A3Ks due Sunday @ 11:59 P.M
Achieve 3000: “Shakespeare Goes to Afghanistan” (BR poll – Thought Question) due at start of next class; NO article analysis sheet
DO THE FOLLOWING:
Hold on to classwork. It will be your ticket out of class, after we check it for today’s closing.
Return teacher’s supplies you borrowed where they belong
Throw away trash
Pack-up personal belongings
Sit silently and wait for teacher to dismiss you

15. Closing – Poetry Comparisons Group Work Check
Question #1 – Summarize each stanza of “Sonnet 43.” The poet's love for his beloved transforms night into day and day into night. Darkness becomes bright when his beloved's figure is seen in dreams, a figure which would add luster to the clear daylight. How much, therefore, does he long to see his beloved again. The days of absence are dark as night.

16. Closing – Poetry Comparisons Group Work Check
Question #2 – Reread lines 13-14, identify examples of paradox from these lines and explain how they deepen the poem’s meaning? An example of a paradox from lines is “days are as dark as night and nights bright days.” The speaker’s days are dark because he is sad when he cannot dream of his beloved. Nights are light because he sees his love in his dreams.

17. Closing – Poetry Comparisons Group Work Check
Question #3 - Reread both poems, what is the rhyme scheme of the Yeats poem and how does it differ from the rhyme scheme of “Sonnet 43”? In the Yeats poem, not every line has an end rhyme. In each stanza, the 2nd and 4th lines and the 6th and 8th lines share end rhymes. In the sonnet, every line has an end rhyme, using the standard rhyme scheme for sonnets: a-b-a-b, c-d-c-d, e-f-e-f, g-g.

18. Closing – Poetry Comparisons Group Work Check
Question #4 - Reread the final couplet of “Sonnet 43.” Restate its message in your own words. The line “All days are nights” from “Sonnet 43” means the speaker will be in darkness without seeing his beloved. “And nights bright days” expresses that the speaker will see his beloved in his dreams.

19. Closing – Poetry Comparisons Group Work Check
Question #5 - Reread each poem, explain what qualities does the meter contribute to each poem? Given the meter, it is easy to speak the words, as the consistent pattern of rhythm feels like regular speech. The Yeats poem almost sounds like a chant or a song and the sonnet’s meter creates a similar rhythmic pattern.