October 9

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October 9

  1. 1.  Observe the reading art project in front of you  Grade the project based on the following rubric:  Determine with which reading the project is associated (do your best!)  Answer the five questions the artist posed  Make general comments about the piece A B C D F Student appeared to have spent a good deal of time and put forth a concerted effort in this endeavor. Student speared to have spent some time and put forth some effort in this endeavor. Student speared to have spent minimal time and put forth a little effort in this endeavor. Student speared to have spent little time and put forth very little effort in this endeavor. Student speared to have spent no effort in this endeavor.
  2. 2. The discussion will be broken into three parts: 1. Initial discussion—look at how the art work is an interpretation of a reading (artist is not allowed to speak or even identify himself or herself) 2. Artist’s interpretation—the artist can explain the piece, how it relates to a reading, etc. 3. General discussion—everyone is allowed to ask the artist questions and pose general questions about the piece to the class
  3. 3. Prepare for your in-class literature circle For Wednesday: Continue to consider gender and sexuality in the readings:  E. Browning Aurora Leigh (pp. 1138-1152)  Tennyson “The Lotos-Eaters” (pp. 1166- 1170), “Ulysses” (pp. 1170-1172)  R. Browning “Porphyria’s Lover” (pp. 1278-1279), “My Last Duchess” (pp. 1282-1283)  Rossetti “In an Artist’s Studio” (p. 1493), “Goblin Market” (pp. 1496-1508)  Swinburne “Hermaphroditus” (p.1530-1531)  Field “[Maids, not to you my mind doth change]” (p. 1672)

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