1. ONE MORE WEEK LEFT! Please take the handout from the table. IF you will be gone this week, you will want the work we are doing so you do well on the summative. If you didn’t take the M/C final on Friday, when will you? Guided Study this week or it is a ZERO in the grade book. I am not available after school this week. Make sure you are reading your choice novel. Yes, you have another timed writing on the Monday we return from break. Yes, it is summative! And yes, your MWDS is due then. I won’t take them late.

2. THIS WEEK “Valediction” Today/finish tomorrow “Canonization” Begin tomorrow/finish Wednesday “Holy Sonnet 10” begin Wednesday/timed writing Thursday (yes, two timed writing this week) Friday: Yes, you have a timed writing on this poet on Friday. Yes, it is summative. If you want to do well, put the time in this week.

3. JOHN DONNE (THE AP LOVES HIM)

5. TUESDAY…THE MOST PRODUCTIVE DAY OF THE WEEK! Please take the handout from the table. You will work on this poem today without my help. You may work with a partner or two. You won’t have any homework tonight if you get done with it by the end of class. I will collect these at the door tomorrow for a grade! We will go over this poem in class tomorrow. Yes, it is a hard poem. Learn to struggle through it! Remember you have a summative timed writing on a John Donne poem on Friday! Bring your choice novel tomorrow as you will be reading as I check your work in at the beginning of the hour!

6. WEDNESDAY! HUMP DAY! IS THIS WEEK SUPER LONG OR WHAT? Sit in your assigned group and get out “Canonization.” I will come around and check your work. Your group will become an expert on a stanza. We will work through the poem in that manner. Tonight you will have a little homework to prepare for tomorrow’s timed writing. You will not be allowed to use these notes, but at least you will have an idea of what you will tackle.

7. STANZA EXPERT In your group, create a concise paraphrase about your stanza that you will share withthe class. Write it on the paper I gave you. Write so we can read it!  Start it like this: In this stanza, the speaker is saying….  Be clear and get to the point!  We will bust through paraphrases first. I will only chime in IF there is a problem. If there was a problem line, I will answer questions from the class at that time. As a group come up with the overall meaning of the poem and then a thesis for this poem. What does the title have to do with it? Be ready to share this meaning and thesis once we are done with the whole poem. Again make it clear and to the point! Write on the paper given and write so we can read it! The overall meaning of the poem is_______________________________________. Our thesis is__________________________________________________________. After you read your paraphrase, you will then identify techniques you see in your stanza. You will share these with the class verbally after we are done with the paraphrase step.  Lines 1-2 are an example of __________________________  Lines 3-4 are an example of __________________________ You have 15 minutes; divide and conquer the work. Ready, set, go…

8. THURSDAY! ONE. DAY. LEFT. You only need paper and something to write with. I will provide you with a new prompt. You will have 40 minutes to write. This is a practice essay, but you should treat it as much as the real thing to be ready for tomorrow. In other words, do your best and FINISH the essay. I will go over things to notice in the poem when we are done and you can reflect on how you did. Tomorrow you will have a SUMMATIVE timed writing. Be reading your novel and filling out the MWDS. If you will be gone after break, you need to see me for your work. We will be reading a play after break! One act a day with writing homework!

9. 1.Death, be not proud, though some have called thee 2.Mighty and dreadful, for thou art not so ; Lines 1-2 use an apostrophe when speaking to Death. Death is personified as being proud, but the speaker fearlessly calls Death as NOT being “dreadful”

10. 3. For those, whom thou think'st thou dost overthrow, 4. Die not, poor Death, nor yet canst thou kill me. Lines 3-4 continue to personify Death and lets Death know that it doesn’t kill those it thinks it does “overthrow” and that Death can’t kill the speaker. The speaker is clearly not afraid of Death.

11. 5. From rest and sleep, which but thy picture[s] be, 6. Much pleasure, then from thee much more must flow, 7. And soonest our best men with thee do go, 8.Rest of their bones, and soul's delivery. Lines 5-8 Seems to mock Death by understating that it looks like sleeping and resting and thus pleasurable and because of that “pleasure” our best men will go meet it. Suggesting that men go on their terms not Death’s.

12. 9. Thou'rt slave to Fate, chance, kings, and desperate men, 10. And dost with poison, war, and sickness dwell, 11. And poppy, or charms can make us sleep as well, 12. And better than thy stroke ; why swell'st thou then ? Lines 9-12 turn Death into a slave to things that actually causes life to be taken and personifies Death as living with baser things like war and sickness. Death is almost seen as a victim and the speaker continues to mock it by saying other things can make us “sleep” so why is Death so proud (swell’st) when the speaker suggests that other things are stronger than it. The speaker seems strip Death of its power.

13. 13.One short sleep past, we wake eternally, 14.And Death shall be no more ; Death, thou shalt die. Lines 13-14 Presents the paradox of life after death and offers hope against Death’s hold. The speaker isn’t scared of death because he understates how long we are dead and then exaggerates how long we will live after that death. Death will be conquered quickly and “die.” In the end, the speaker suggests that Death is not to be feared because in the end we live and win over it. The poem ends triumphantly through the paradox given.