For the ill and the absent-minded -

Here, you will find a very brief summary of class discussions and activities, lists of assigned readings, and links to other resources. The posts are reminders of what we covered in class and/or of what you missed by being absent physically and/or mentally. If we are required to work remotely, the posts will give directions for the day's activities, and let you know when we will meet via Google Meets. Please read the posts, talk with your classmates, and do the practise work as it suits the timing at home. Please put all work in your digital folders via Google Drive. Feel free to make comments and if you're still confused, please email me!

(NB: I do not condone class absences - you must be present, in class, actively listening and participating whenever possible. Always communicate your absences with the school office as well as with me. It is your responsibility to make arrangements for missed learning opportunities. You MUST meet all assignment deadlines. If we have to meet via Google Meets, please make a note of the QR link posted in Room 205 for the meeting id and passwords.)

15 April 2026

B - ... when it was about wit, satire, and enlightenment.

ESSENTIAL QUESTION: Despite being from the same "age" in literature, why do Pope and Johnson approach the human condition differently?

Learners shared their work on their sections of Cantos III and V from Pope's Rape of the Lock. We discussed the difference in Pope's approach to the enlightenment (ridicule, satiric - "mock" epic - exclusive, aristocratic) and Johnson's (middle-class, universal, moral reflection).

Aiesha and Anne made their "modest pitches."

PRACTISE: Write one Pope-style epigram and create 10 word definitions in the style of Johnson

NEXT CLASS: The Pre-Romantics

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