Lucy and the Lion (per my story in class today)

Reflective Statement

PLEASE PAY ATTENTION TO YOUR REFLECTIVE STATEMENT.   IT IS A PASS OR FAIL WORTH 10 POINTS AND YOU DO NOT WANT TO LOSE THOSE POINTS FROM LACK OF ATTENTION PROVIDED TO THAT PORTION OF YOUR WRITING.

Friday, June 1

King Lear: Finish reading all of Act 2 + pink handout that accompanies

World Lit: Due without late pass on Monday.  With late pass it is due Wednesday.  Don't forget reflective statement, word count, and works cited page.

King Lear Reading

For those who missed class we have completed Act I and Act II Scene I.

World Literature Topics

I don't think that comments via blog/email will be as helpful as in person, so we will use most of Tuesday as a work day as well.  This means you can get your topic approved that day and those who have their topics approved can work on their outline/rd.  Don't let this stop you from working this weekend - even with an unapproved/undeveloped thesis you can still collect quotes and put them together in a meaningful way that will only aid writing a better thesis.

You still need your ID or a copy of King Lear

The Plan

Commentary:  Rough draft or fleshed out outline due tomorrow.  You may also choose to turn in a final draft tomorrow if you have been using your week wisely and are ready and want to shift your focus to your World Literature.  If you turn in a final draft tomorrow you will be excused from having to do a rough draft/outline.  Final draft for everyone else due on Tuesday.

World Literature Paper: Come to class tomorrow with a topic.  Leave class tomorrow with a thesis.  Outline or rough draft due on Wednesday the 30th.  Final draft due Friday the 1st.

King Lear: Check out book on the 29th.  Annotations due on the 8th.  Films due on the 13th and 14th.  

Commentary on final passage from Antigone due on Friday (all instructions are on the assignment sheet), along with all three annotated passages.

need colored pencils/highlighters tomorrow (4+) colors)

Week of May 14 - May 18

Monday: Read in SOPHOCLES the introduction to Antigone and the first part of the play (at least to page 69 and do not skip chorus) + Take notes on what you learned and what you thought about

Each night you should be tabbing quotations, patterns or anomalies that catch your attention

You should also start thinking about the cultural pieces that influence the writing. Pick one of the following and start doing some research on your topic (you do not have to print out articles but you should take notes of the things you are learning): 1. The theatre of the absurd, 2. Jean Anouilh, 3. Nazi occupation of France, 4. Vichy Regime, 5. Games in the 1940's, and 6. Jewish "Tribe".  Leave a comment by Wednesday letting me know what topic you are researching and come to class on Friday with a good solid page of notes on your topic (keep track of where your information comes from).  The groups do not have to be equally divided, pick what interests you.

Tuesday: Read Anouilh's Antigone pages 3-19 + Journal #10 (two parts - list of events + reflection): In order for you to consider character's motivations, I would like you to consider how Anouilh structures the play.  To accomplish this, outline the events in the 48 hours prior to Nurse catching Antigone sneaking in the house. After doing so, address how Anouilh explains the previous days events?  How does Anouilh's structure affect the reader's interpretation of characters, motivations, or events?

Wednesday: Read pages 20-29 + Journal #11: How has the role of the chorus changed?  What type of tone does the author use with the chorus and what words help to support your analysis?  How does the chorus comment on the tragic elements of the play?

Thursday: Read pages 30-44 + Journal #12: Anouilh bombards his audience with conflicting ideas, phrases, images..choose a set of concepts: yes vs no, ugly vs pretty, truth vs lies, illusions vs reality, dull vs color...discuss how and why Anouilh creates the tension between the contrasting ideas.

Friday: Enjoy your weekend

Friday, May 11

Character Essay Due Monday

Read Oedipus the King by Sophocles + take notes on what you learned vs what you thought about (two columns - at least one complete page)

You may skip the coral odes in your reading

Post topic sentence

1. Post your topic sentence on your blog.
2. Visit five of your classmates's blogs and give them a score on a scale of 1 to 6 (1 being "needs a lot of work" 6 being "perfect") on:

• Accuracy
• Insight
• Clarity

Blood Wedding Reading and Journals + Other Lorca Dates

Thursday:
Read 2.1
Journal #6: Pick one of the three prompts found below Friday's assignment

Friday:
Read 2.2
Journal #7: Pick one of the three prompt found below (excluding the one you used last night)

• Which characters appear to be miserable int he play and why?  When and how do the characters express their misery? What do the characters desire and what stops them from going after what each desires? 
• There are a variety of youth in the second act. Why? How does Lorca use the youth to affect the themes of the play?
• When and how does Lorca break the fourth wall (google the term)?  What is the affect of reminding the reader that the events on the stage are not real? 

Monday: 

Read 3.1

Journal #8: How does the set change between acts and what effect does the set have on the atmosphere? 

Tuesday: 

Read 3.2

Journal #9: Create a list of themes that Lorca creates in the play.

----------------------------------------------------------------------------------------------------------------------------------
On Tuesday: Performances
On Thursday: Supervised Writing
On Friday: Character Paper Due

Wednesday, May 2

Reflective Statement due tomorrow

Read Act one scenes two and three 

Journal #5 Examine how Lorca characterize the archetypes of the play.  Does Lorca embrace or reject the archetype?  What is the effect of the characterization? 

Optional: You may start to sign up for characters and scenes by commenting on this post.  You will start working with your acting company tomorrow. You will only be performing a portion of the scene but I will let you narrow down the portion in class tomorrow.  The character you sign up for will also be the character you write about.

1. (2 people) 1.1 Mother and Groom

2. (2 people) 1.1 Mother and Neighbor

3. (3 people) 1.2 Mother-in-law and Wife and Leonardo 

4. (4 people) 1.3 Bride and Bridegroom and Father and Mother

5. (2 people) 1.3 and 2.1 Maid and Bride

5. (3 people) 2.1 Maid and Leonardo and Bride

6. (3 people) 2.2 Maid and Mother and Father

7. (4 people) 3.1 Woodcutter and Moon and Beggar Woman and Bridegroom 

8. (2 people) 3.1 Leonardo and Bride

9. (3 people) 3.2 Mother and Neighbor and Bride

Tuesday, May 1

1. Revise and type your reflective statement (Due Thursday)
2. Read Act 1 Scene 1
3. Journal #4: Choose any two symbols that emerged in this scene and discuss their significance.  While you are certainly welcome to connect that significance to the entire text, I want you to focus on the details of how they are used in these first 12 pages.  Look at the stylistic choices surrounding their use and build up to a discussion on the role they play or will play in developing theme/character/setting/tension...
4. Comment on two of your peers' blog posts on symbols.  Don't just write "interesting" but instead evaluate the value of what they have observed, expand on their ideas, and/or contribute your own. If you are one of the first two people to post for the night (the blog list on my blog is organized by the order/time at which you post) you do not have to do this!

Monday, April 30

Read article (for those who were absent today in class, you should read introduction in your text) and take notes in two columns.  One column for what you learned.  One column for what you thought about.  At least 15 bullet points for each. Start working on reflective statement.

Note on Reflective Statement

As mentioned in class, if you think you have a good start at an Ibsen essay and may write your final paper on it, I would STRONGLY suggest going back now and reworking your Reflective Statement to include more of a personal revelation of your development rather than a summary of the information. Everyone seemed to answer the question, "what did you learn", as opposed to "how has your understanding developed".  Cut out meaningless phrases from introduction (learned a lot, very interesting, deeper understanding) and dive into your original biases/perceptions and the growth that occurred through learning.  Address where you started and what about the information provoked new insight into your own experience as a reader.  The reflective statement is worth 12 of your total IB points - don't waste them!  Because I believe no one in the class would score higher than an 8 out of the 12 points at this time, I am changing its value in ESIS.  I will only be awarding "did you do it" points for this reflective statement (out of 3).  I will expect your next reflective statements to more accurately address the development and will then be graded as such.

Bring Lorca Tomorrow - We will have time to start reading after the supervised writing

Reflective Statement

How has your understanding of culture and contextual considerations of the work developed through the interactive oral?

A personal statement that is most likely to be written in the first person and should be an honest account of the evolution of understanding.

The reflective statement on the same work as the student’s final assignment (essay) is submitted together with the assignment for assessment.

300-400 words.  If the limit is exceeded, assessment will be based on the first 400 words. (In the rubric it says that 1 mark will be deducted if the word limit is exceeded.)

The reflective statement is awarded a mark out of 3 using assessment criterion A.

Criterion A: Fulfilling the requirements of the reflective statement

To what extent does the student show how their understanding of cultural and contextual elements was developed through the interactive oral?

Marks	Level Descriptor
1	Reflection on the interactive oral show superficial development of the student’s understanding of cultural and contextual elements.
2	Reflection on the interactive oral shows some development of the student’s understanding of the cultural and contextual elements.
3	Reflection on the interactive oral shows development of the student’s understanding of cultural and contextual elements.

Wednesday, April 25 + Thursday, April 26 + Weekend

Homework for Wednesday, April 25

• Read Act 4. 
• Bring to class a list of your three motifs with 5 quotes for each one and space below each section to reflect and write. 
• Journal #2:  How does Ibsen use the motif of decay, disease, illness, etc and to what effect?  Use at least three quotes in the defense of you claim. 
• Thesis statement: we will be sharing our thesis statement from the end of last class about Ibsen's use of realistic content; consider polishing it until you are proud of it.  For example: "Ibsen uses terse verbal exchanges between husband and wife to show the often unnoticed consequences of secrets kept.  This is done to reveal that there are always consequences for the decisions we make about what, when, and how much we reveal about ourselves to others."

Homework for Thursday, April 26

• Reminder that your Reflective Statement is due tomorrow.
• Read Act 5 
• Journal #3: Consider which characters are at fault for the events that are unfolding and why? Is there a character without blame?  Why or why not? Is there a character who should carry more of the blame?  Do any of the characters take responsibility? 

Homework for Friday, April 27

• Read all of Blood Wedding by Lorca
• Complete 1st reading handout

Monday, April 23

Reflective Statement is due on Friday (see blue sheet for full details)

Finish Act 2 and Read Act 3 for class on Wednesday

Bring Cornell notes to class for the discussion on Wednesday and Thursday (sections for notes, discussion pre/talking points, possible paper topics, and one additional section of your choosing - half of discussion prep section should be filled out prior to class)   

Tragedy Journal #1: You may choose one of the following two prompts

• Option 1: Characters constantly face boundaries in literature.  These boundaries can take many shapes: internal or external, physical or emotional, real or imagined... Consider what types of  boundaries Ibsen creates.  Who faces what type of boundary, how (stylistic aspect) does the author establish the boundary,  and how do the characters respond to the boundary? 
• Option 2: Examine how characters perceive themselves or others.  Who has false conceptions of him/herself?  Who has misconceptions of others?  Who recognizes the facades created by other characters?  Does the character embrace the facade, ignore it, or confront it?

Ibsen on The Wild Duck

From Ibsen's notes and letters to friends.
"The metaphor of the wild duck: when they are wounded they sink straight to the bottom, the stubborn devils, and hold on with their beaks -; but if you have a good dog, and the water is shallow, then -
Hedvig as a wild duck -
Gregers’ experiences of children’s first, deepest pain. Not the sorrows of love; no, family pain, - what is painful in home situations - "

"I now have the pleasure of informing you that I completed the draft of my new play yesterday. The play is in five acts and as far as I can see will consist of about 200 printed pages, or possibly a little more.
So now the fair copy remains to be done, and I shall start on that tomorrow. As usual, however, this will not be a mere copy of the draft, but rather a re-writing of the dialogue. So this will take some time; but I take it for granted that as long as nothing unforeseen happens, the complete manuscript should be in your hands by the middle of September.
This play does not deal with political or social or public issues at all. It has entirely to do with family life. It will doubtless cause some discussion, but it will not offend anyone. "

"With this letter I am enclosing the manuscript of my new play «The Wild Duck», which has occupied me for the past four months, so that I shall miss it to some extent after having to part with it. In spite of their many weaknesses, the characters in this play have become dear to me after having to do with them daily for such a long time; but I hope they will also find good, kind friends, among the large reading public and not least among the acting community in that they all, without exception, offer rewarding tasks. "

"In some ways this new play has a place of its own in my dramatic production; the method differs in various respects from my earlier method, but I will not go into this in more detail. The critics will find these differences, I hope; at any rate they will find a great deal to argue about, and a great deal to interpret."

Weekend: Finish preparations for interactive oral

To use in small group: A hook + visuals + key information + questions

To turn in to Mrs. Wecker (all should be typed, thought out, and neat):

1. Annotated Bibliography

2. Your hook written out and defended

3. Your visuals

4. The questions you will ask with clarification on where you intend each question to take the group 

Graded using the IOP Rubric

*Knowledge and understanding: how well have you researched, have you clearly thought about and do you understand the information, have you made your own evaluations and connections with the research, can you reveal how the research is relevant to the play (Annotated Bibliography and Questions)

*Presentation: how much attention has been given to making the delivery effective and appropriate to the presentation (Visuals and Hook)

*Language: how strong is your vocabulary and terminology in regards to your topic, how confident are you about your preparation, how interested are you in what you are saying (Questions and Teaching)

Close reading of 130-145 with cornell notes set up for the discussion and one category identified as "Discussion Talking Points" and filled out.

Continue to work on your interactive oral. Keep in mind it will be graded with IOP rubric.

What to expect tomorrow: Discussion will start as soon as the bell rings (be prepared) and last for 30 minutes. You will be directing the discussion based on your preparation from the night before and are expected to take notes and contribute in a meaningful way. The remainder of the time will be devoted to your interactive oral prep. There is an assembly, so class with be shortened. You homework over the weekend will be to finish preparations for interactive oral.

Interactive Oral Clarfications

Some of the clarifications that came up as I was asked questions during class...

About the Question Portion of the Assignment:

* Your four carefully chosen questions should be woven into your presentation and help your peers connect your information to the text.

For example: Now that we have talked about women's roles in domestic settings, why do you think Ibsen made the child in the play female?

*You do not have to explain to the group why you are asking the question - that part is for me and will be turned in - but you need simply ask your group the question at the appropriate time.

*You are responsible for helping the question along and guiding a discussion on it in your group

*Clarify the type of questions you are asking your group in the paper you turn in to me. Some different types of questions (refer to Blooms taxonomy online)

-Knowledge Level: The recall of specific information

-Comprehension Level: An understanding of what was read

-Application Level: The converting of abstract content to concrete situations

-Analysis: The comparison and contrast of the content to personal experiences

-Synthesis: The organization of thoughts, ideas, and information from the content

-Evaluation: The judgment and evaluation of character, actions, outcomes, etc...

About the Visual Portion of the Assignment:

*This will look a bit like the process you went through with the dystopian project, although less intense. You should have a visual that is richer than simply a printed out picture from the internet. You might include a printed or manufactured picture but you should add your own interpretation.

For example: You might draw a picture of what a stage set up would have looked like and include bright glossy pictures from magazines of all the little details a playwright would have suggested - a green lamp, a cracked teacup, etc. This would lead to a discuss on why modernist playwrights insisted on certain details to authentically portray a middle-class situation

Example: One image might be a map of Europe on top of which you have added printed pictures of art of the time period and placed them around the map according to where they came from. This could be used to lead into a lecture on the absence of influence in Norway and Ibsen's subsequent self-exile.

Example: you might draw a venn diagram for a lead character in our play and the other play you read, you could write some of the similarities and difference, and then draw the similarities and difference that are worth noting and highlight a certain trend/theme.

Example: One page might be a comic strip in which you related the story line of the play, the history of Norway, etc. This should require you to pick out key events and lead to a discussion on their role.

About the Annotated Bibliography:

*This is purely for turning-in purposes. You do not need to talk about these with your group. Of course the articles will inform everything you are teaching but you don't need to read bibliography.

*Not all of you information with connect directly to Wild Duck but you research should be tailored to point toward at least the ideas and an understanding of the play and/or Ibsen.

IB English + Shakespeare

"A number of students have asked me about taking both IB English and Shakespeare next year.

Students must choose either one or the other as their English credit. However, students who forecast IB English as their English credit may put Shakespeare down as an alternate. Once the Shakespeare sections have been filled with students taking the course for English credit, some students who have Shakespeare as an alternate may be added for elective credit to fill sections."

Matthew Wilson

Wild Duck Interactive Oral

Step #1: Pick one of the four possible categories for research and exploration by leaving a comment on the blog (unless you already see your name below). Seven people per category.

A. 19th century theater: Philosophy and Practice: realism, staging, terminology (proscenium arch stage, etc)

{3 spots available + Matt, Tristy, Olivia, Rachel}

B. Norwegian history, culture, and language and Parallel movements in philosophy, art, science, literature, etc. (Origin of species, modernism)

{0 spot available + Brian, Anna, Margaret, Trevor, Jake, Serena, Mark}

C. Social structure of 19th century Europe: views on illegitimacy, middle class values, etc.) and Gender roles: social, economic, emotional, etc

{1 spot available + Philip, Harrison, Quinn, Donna, Jazmin, Isabella}

D. Additional Ibsen biography and play (A Doll’s House, Hedda Gabler, etc.)

{5 spots available + Tyler, Brian}

Step #2: Find 5 reliable sources of information and bring research to class. This should be done tonight (Wednesday) or at the very least started so that you have something to work with in class. If you are reading an additional play (option D above) you only need 2 sources plus the new play.

Step #3: Prepare to teach a small group.

A. Annotated Bibliography of your five sources: Properly documented sources + evaluation of source + what learned from source

B. 5 hand designed slides: more image heavy than word heavy, used to guide your teaching, could be children’s book style, graphic novel, collage with print and original art

C. 4 thought provoking and relevant questions to be used during your teaching + explanation of what you hope to accomplish with each question

D. Hook

Step #4: Convey your information effectively.

A. 10-20 minutes of teaching to a group of 4

Additional Information

A. If you have questions please leave them as a comment here and I will address them in class as they come up. This is a learning experience for me as well so I could use your help to iron out the wrinkles.

B. You may choose to prepare for your teaching assignment with a small group (no more than 3 total). You will each produce your own work but may collaborate on the process. You may also decided that working alone is the most effective way for you, which is also fine. I will give you around 30 minutes during class Thursday and Friday but other than that it will be done outside of class.

C. Keep your IOP rubric in mind as you prepare this assignment. I will use it to grade your work.

• Knowledge and understanding: how well have you researched, have you clearly thought about and do you understand the information, have you made your own evaluations and connections with the research, can you reveal how the research is relevant to the play
• Presentation: how much attention has been given to making the delivery effective and appropriate to the presentation
• Language: how strong is your vocabulary and terminology in regards to your topic, how confident are you about your preparation, how interested are you in what you are saying

Read Act 4 + Green Packet 98% Complete

Plays

I apologize for the lack of translator information for those who have already bought the plays. Here are the details if you would like to go ahead and purchase your own (the Anouilh play will probably have to be purchased online).

Author: Henrik Ibsen

Play: The Wild Duck

Translator: Rolf Fjelde

Author: Federico Garcia Lorca

Play: Blood Wedding

Translator: Michael Dewell and Carmen Zapata

Author: Jean Anouilh

Play: Antigone

Translator: Lewis Galantiere

(Suplemental Text)

Author: Sophocles

Play: Antigone or Oedipus the King

Translator: Robert Fagles

We group members' final grade is entered. As for your project you scored:

A. Knowledge and understanding: 14/15

B. Appreciation of the writer's choices: 12/15

C. Visuals: 15/15

D. Language: 14/15

You produced a nice variety of engaging and creative pieces. Your strongest asset was the unity created by your interactive character, Olivia, and her use of the metronome, scale, and ability to answer questions insightfully. The headshots, glass state, and shaped face did a good job of looking at the details of text as well as the more global concepts. You topicality piece needed a lot of more analysis attached to it. Was the computer animation of the ink droplet your creation? It should have been, or at the very least been documented and the creator given credit in your artist statement.

1984 group members' final grade is entered. As for your project you scored:

A. Knowledge and understanding: 12/15

B. Appreciation of the writer's choices: 11/15

C. Visuals: 12/15

D. Language: 15/15

Nicely done. I really enjoyed the exploration of irony with your Hidden Control piece. Your artist statements failed to talk about the details of each work and the layers of consideration and details that should be contributing to the whole. I liked your awareness of the colors you used but needed to see more analysis of why you made the choices you did.

Brave New World group members' final grade is entered. As for your project you scored:

A. Knowledge and understanding: 14/15

B. Appreciation of the writer's choices: 10/15

C. Visuals: 13/15

D. Language: 14/15

Overall, a great job. I loved the chair and your analysis of the word pneumatic. Very interesting and insightful. I also found your visual manipulation of the cross into a T clever and on point. I would have like to have seen more focus on stylistic elements of the novel in your art works and more unity between the pieces.

Final Announcements of Third Quarter

* If your final grade is 1.5 points away from the next letter you may rewrite your essay for a CHANCE to bring up your grade. I will post on the blog when final grades are in (by tomorrow at 11 am) and the rewrites will be due Monday by 11 am (not much time, so don't procrastinate if this is you). If you did not pick up your paper today after second you can stop by tomorrow morning. I will be here from 8:30 to 11:00 although I may step out of the room for periods during the morning.

* Bring your ID Monday or buy Anouilh's Antigone, Lorca's Blood Wedding, and Ibsen's The Wild Duck

* Enjoy your long weekend and come ready to start a new quarter!

Types of Questions to Consider for Group Discussion

WORLD CONNECTION QUESTION:

Write a question connecting the text to the real world.
Example: If you were given only 24 hours to pack your most precious belongings in a back pack and to get ready to leave your home town, what might you pack? (After reading the first 30 pages of NIGHT).

CLOSE-ENDED QUESTION:
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a "correct" answer.
Example: What happened to Hester Pyrnne's husband that she was
left alone in Boston without family? (after the first 4 chapters of THE
SCARLET LETTER).

OPEN-ENDED QUESTION:
Write an insightful question about the text that will require proof and group discussion and "construction of logic" to discover or explore the answer to the question.

Example: Why did Gene hesitate to reveal the truth about the accident to Finny that first day in the infirmary? (after mid-point of A SEPARATE PEACE).

UNIVERSAL THEME/ CORE QUESTION:
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading John Gardner's GRENDEL, can you pick out its existential elements?

LITERARY ANALYSIS QUESTION: Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of
view, characterization, poetic form, archetypal hero patterns, for example?

Example: In MAMA FLORA'S FAMILY, why is it important that the story is told through flashback?

Spring Break

1. Enjoy your week (read a book for fun?!)

2. Read the 1st third of your dystopian novel - comment here with what book you are reading so that I know the sizes of the groups

3. Dystopian Journal #1: How do the motifs, setting, and language contribute to our understanding of the society. Address each area separately and in depth.

4. Final Stranger essay due Tuesday

Thursday

Rough draft #2 + catalog of changes and reasons for changes/effect of those changes + stranger blogs finished, posted, and turned in to turnitin.com + bring ID if you think you might change dystopian novel

Rough Draft

Rough draft due tomorrow

*Typed

*MLA format

*conclusion not necessary yet

Introduction + "I will use this quote to prove..."

Type out your introduction using the notes you took today.

Add to each quote in your outline "I will use this quote to prove..."

[I said in class that the additions to your outline could be handwritten but, while I won't count down, they should be typed so that your peer editor can read clearly what you are trying to say and use their time critically thinking about your ideas instead of figuring out what to read next.]

Skinny Outline

must include: reworked thesis + topic sentences + quotes

in proper outline format

Wednesday, March 14

*Update: I would like you to attempt a focus on a single stylistic choice Camus made as the focus of your thesis statement. A lot of the thesis statements are taking on philosophies, which works as a "so what", but stronger essays will start with a more narrow look at how Camus molds the text and then address the philosophy as a result of those specific choices by the author. *

Homework:

• Finish The Stranger
• Write a fleshed out and solid thesis statement for your The Stranger essay (post as a comment on this post + bring a typed triple-spaced copy to class on Monday
• Reflective statement
• Vocabulary and The Stranger test on Monday

Journal #4 and #5 (see previous post) will be due by Friday of next week - work on those through the week. As soon as you have those completed you can submit your batch of Stranger journals to turnitin.com.

Finish Chapter 4

1. Finish Chapter 4 of The Stranger

Upcoming assignments due Monday, March 19 [things you may want to get a jump start on]:

*Study for vocabulary

*Reflective statement (one page typed, single spaced)

*Thesis for The Stranger essay

There will also be two final journals for The Stranger woven in to next week that you may also want to get a jump on.

#4 What conclusions does Mersault come to at the end of the novel. Does Camus want the reader to come to the same conclusions?

#5 Personal Philosophy

You will demonstrate your understanding of the importance of one's world view by scrutinizing your thoughts on how the world works and indentifying guiding principles for your own philosophy.

A. Give it a name

B. Identify seven to ten guiding principles: These should be clear and thoughtful – no clichés

C. Explain from where each principle developed and why it is important

Friday, March 9

Upcoming dates:

{Cultural Reflective Statement} 14th

{Vocabulary Test} 19th

{IOP Proposals} 13th or 22nd

Homework (You will be given around 40 minutes to finalize these tasks in class):

Finish your commentary

Annotate final two articles

Prepare a minute's worth of taking points for your cultural information

Read chapters 2 and 3

Journal #3: Why do you think Camus divided his novel into two parts? Use textual evidence to support your answer (consider how does Meursault changes, what are some parallel ideas and scenes, etc.).

Ch 6 and 1 + Journal #2 + Print two articles

Reading chapter 6 and chapter 1 of part II (pay close attention to shifts/parallels in part II)

Journal #2 Pick one of the following two prompts to respond to

Option 1: What symbolic role does the sun/light play in the novel? What themes does this symbolism develop?

Option 2: Evaluate the author's use of first person point of view. Why didn't Camus choose third person omniscient? How is his choice of point of view related to Camus' purpose/themes in the novel.

Print out two final articles for your chosen context topic. You can depart slightly based on what you read about last time. Be sure you articles are from reliable sources.

Chapters 4-5 + Journal #1 + Annotate two articles

Read chapters 4 and 5. Continue tabbing and focusing on interesting and subtle motifs and literary techniques.

Journal #1: Closely examine 3 of the minor characters Camus has introduced. How are the characters described and what role do they play? What is Camus trying to accomplish/reveal with each of these characters?

Annotate your two articles by making predictions, asking questions, clarifying, commenting, and connecting. You should also start to interpret how this knowledge influences your reading of The Stranger.

Read The Stranger chapters 2 and 3 + Final Pastiche assignment + print research articles

1. Read The Stranger chapters 2 and 3

2. Finish your final Pastiche version and bring to class tomorrow. It may not exceed 6 pages and should be in MLA format.

3. Pick one of the following topics to be an expert on during this unit. You will research, discuss and write about the influence of your topic on the novel during the next few weeks. Once you have chosen your topic make a comment on this blog post indicating what you have chosen. Do not pick what has been taken - everyone should have a different topic. After you have picked your topic start to do some research into reliable sources. Print out two articles from reputable sites and bring them to class tomorrow. Be sure to document the source so you can revisit it and cite it correctly.

1. French Resistance

2. Pied-Noir

3. Roman Catholicism in France

4. History of the guillotine

5. French occupation of Algiers

6. Islamic practices

7. Hitlers final solution

8. Freud's theory of the unconscious

9. Work ethic of the French

10. Code de l'indigenat

11. Combat underground paper

12. Camus's relationships/marriage

13. Algiers

14. Racial tensions in French occupied countries

15. Camus's other writings

16. Contemporary artists and writers of Camus

17. French grammar/issue in translating

18. Modernism

19. Absurdism

20. Determinism

21. Nihilism

22. Naturalism

23. Stoicism

24. Socialism

25. Anarchism

26. Surrealism

27. Dadaism

28. existentialism

29. 1942

30. French involvement in WWII

31. Camus on anti-semetism

32. Gender roles in France/Algeria

33. Court systems of time and place

34. Funeral traditions/beliefs on death of the time and place

35. Algerian War

Other resources for information that can be accessed from Tigard High Library page:

EBSCO (Student Research Center)-

Username- tigard

Password- tigers

Gale (all the rest of the databases listed are Gale databases)-

password- oslis

No Homework

Papers are now due Wednesday!

IOP proposals for those going at the end of the week should still be turned in tomorrow so you can get feedback.

Final Paper due Tuesday + Bring The Stranger

Rough Draft

Printed

Double-spaced

MLA formatted

Statement of Intent + Dialect rules + Pastiche + Works Cited

Finish novel + Journal #8 + Turnitin.com + Work on Rough Draft

Finish reading Their Eyes Were Watching God and come prepared for discussion.

Journal #8 (3 parts):

Part 1: Why do you think Zora Neale Hurston settled on the title she did - what effect does it have, how does it alter your reading, etc.?

Part 2: What alternate title could she have used? How would that have altered one's reading?

Part 3: What is the title of your pastiche and why do you think that is the strongest possible title?

Submit all 8 of your journals for Their Eyes Were Watching God to turnitin.com. You should just copy and past your blog post in to a document. Don't worry about formatting or making it look good - I will be reading/grading off your blog and simply checking turnitin for authenticity.

Why do I only have 18 outlines? I'm assuming you only printed one and thus didn't turn one in. If that is that case, email me what you had in class today. jwecker@ttsd.k12.or.us You will not get feedback unless you come in on your own time but you will get points.

Outline

Tomorrow you need two copies of a typed, double-spaced, MLA formatted Statement of Intent outline.

FAQ:

Q. Do I have to analyze the effect of narration and dialect?

A. No, you need to acknowledge that you are using it in your pastiche and to what effect but you do not have to build a full scale analysis around it.

Q. Can I discuss more than four of Hurston's techniques that I am using in my pastiche?

A. Yes, but with the page limits it will be hard to give them the analysis they deserve.

Q. Can I analyze fewer than four of Hurston's techniques?

A. No. If you do not discuss at least four it will be difficult to prove the extent to which you have used Hurston's work as your model.

Q. What if I want to talk about something I did in my pastiche that doesn't fit perfectly into a specific technique?

A. The statement of intent's only purpose is for you to be able to discuss how you appreciated and mirrored Hurston's style and if you need to reach beyond techniques to do that, you can. Just be sure you have created a clear organization to do that with.

Q. I learned that you should have at least three sentences of analysis for every sentence of quotation. Is that accurate for this paper as well?

A. That is a great rule of thumb for a literary analysis but you will not have the space to do so for this paper. You should sink your teeth right into the heart of your argument and make it as clear as possible. This means cutting out a lot of the "fluff" in your language use and really limiting summary.

Q. Can I assume that my reader has read Their Eyes Were Watching God?

A. Yes

Q. Do I have to follow your outline format? I want to do more than two body paragraphs?

A. No. But just be very aware of your limited space for writing and the intense need for clear organization.

IOPs also start tomorrow - Stephen and Anna

Turnitin.com class id: 4911387 password: 1234

Printed Quotes + Chapter 18 + Journal #7

Identify 7 to 9 techniques that are present in both Hurston's and your own writing. For each technique copy one quote from Their Eyes Were Watching God and one quote from your pastiche. Print and bring to class. Remember to check the list of quotes you should not use and make an effort to keep the ones you do pick fresh.

Read chapter 18

Journal #7 on blog: Pick three of the quotes from TEWWG that you used in the above assignment and analyze them for techniques, connections, and significance. You should examine it beyond simply the technique category you put it in.

Chapters 13-17 + Revise and reprint pastiche + Journal #6

1. Read chapters 13-17 of Their Eyes Were Watching God (Booker T. Washington comes up in these chapters - for more information click on this link to an article he wrote for the Atlantic Magazine titled "The Awakening of the Negro", and here for a biographical piece from PBS)

2. Revise and reprint your pastiche (print between 1 and 4 copies - you will be reading your own paper aloud to a small group and if you want each of them to have a paper in front of them that they can mark on as you read, bring more than one)

3. Journal #6 (post on your blog): reflect on the revision process - how did you decide what to revise, what did you revise, to what effect were your revisions, etc.

Chapters 11-12 + Pastiche Rough Draft + TEWWG IOP Proposal

Work on Pastiche + New TEWWG IOP Dates

Use your afternoon/evening wisely and work on the rough draft of your pastiche. You should come to class with, at the very least, the following things...

1. a developed, insightful, and accurate theme

2. techniques used to develop that theme

3. a working concept for the characters, setting, and plot you will create

This means that tonight will take more thought time than perhaps writing time. Don't discount that. Spend some time in a quiet space brainstorming a solid foundation for your piece. The more effort and thought you put in at this point, the easier and clearer your process and product will be.

If everyone comes prepared with the proper prewriting, I will give you time in class to begin writing out the pastiche portion of the assignment.

Their Eyes Were Watching God IOP dates (Am I missing anyone?):

February 29: Stephen W * Anna H

March 1: Trevor P * Jake P

March 2: Matt F * Donna K

Chapter 9-10 + Journal #5

Read chapters 9-10

Journal 5: Create a pastiche of Janie's description of Death on page 84. Match Hurston' style and themes as closely as possible. After you complete your pastiche, write a statement explaining some of the decisions you made in order to match Hurston's writing and objectives.

The following are two examples from past students.

"Eventually Nick started to understand Regret. Regret, that conceited one with the ever present eyes who lived always within reach. The unwelcome being who dwelt in the hearts of men without invitation, without permission. What requires Regret to be summoned, and what force can push him out? He slithers around his internal hiding spot that is invisible to the universe. Hides vigilant and camouflaged hour after hour with his fangs ready to pierce, awaiting the call to make himself known. To wrap himself around man and remind him what could have or would have or should have been done. He was bound to find blood from its bite staining her thoughts one day soon. He was sympathetic and scared for her too. Miserable Katherine! She shouldn't have to win this fight on her own. He had Ann bring in others to offer their wisdom, but Katherine declined. These others wuz fine to console themselves, but there was nothing they could do to go back in time. She'd be just fine when the red sea in front of her parted. She wouldn't let herself drown. That was the way she saw it. However, Ann had told him the opposite, so he knew the truth. And even if he didn't, soon enough he was liable to realize, for her home filled with life had been transformed into a holding place for stale memories of a bitter past. Weeds that never would have tried to grow in the gardens before now burst through the dirt defiantly. Simply pushed aside the flowers and begged for judgement. Remorse, that motionless snake, had poisoned another life."

"Then Abby started to ponder on Courage. Courage, that unpredictable presence with the strong will that is often times hard to grasp. The uncertain one that lived deep within the unfamiliar parts of us, often unsure. Why does Courage sometimes shy away, especially when it is needed most? He sits insecurely deep within, unclear of where he belongs. Sits anxiously and patiently while slowly twirling his thumbs, questioning his validity. Was sitting there wondering and waiting and expecting. She was sure she'd find his footprints in the mud one of these days. She needed some encouragement and assistance also. Unfortunate Willie! It's quite diff'cult to help someone stand up for they self if they ain't got the determination for it. Offered Albert's company to mend this diminished confidence but Willie didn't feel it was necessary. Yuh can't always help those that have weakened strength, 'cause they need tuh find that inner fortitude on they own. He'd rise above this if he could just finish his chess game with the words "check mate." He would find the courage. At least that's what he thought. However, Albert suggested otherwise, so she was informed. But, if it had been contrarily, the following afternoon she was destined to figure it out, because he faced the bad-mannered bully in the colorless, spaced-out courtyard behind the school. Students that usually braved the bully's harsh words removed themselves from their usual straightforwardness. Just kneeled on the concrete, questioning. Fear, the overpowering elephant, had trampled over the student body."

Chapters 7-8 + Journal #4

Read chapters 7 and 8.

Journal #4: Choose a passage that clearly depicts Hurston's awareness and manipulation of language. Analyze the passage for one aspect of EACH of the following: syntax, word choice, tone, and sound devices.

Pastiche dates:

Pastiche rough draft: February 24th

Statement of Intent Outline: February 28th

Completed Rough Draft: March 2nd

Final: March 6

Buzzards Commentary

Write a commentary based on the passage you received in class. Bring your commentary to class tomorrow and be prepared to both share and turn in.

Some of the commentary elements discussed in class:

• The paper is organized around the reader's understanding of the author's intentions with the passage.
• Analysis of techniques and elements are important but guided by that one unifying concept [author intention], usually a thematic one.
• Includes introduction with context, limited summary, and thesis. Body paragraphs each include a topic sentence (don't limit yourself to the three body paragraph format). Conclusion connects the analysis to entire book and to the cultural context.
• At least two quotes per paragraph.
• Each quote is analyzed
• Limited summary - Essay mostly gives meaning of the events/elements/techniques
• Organization can vary widely - may organize by thematic element, by technique, by the similar effect created by a variety of techniques, from top to bottom, by pattern/connection, etc.

Chapter 5-6 + Journal #3

Find quotations for five different stylistic attributes of Hurston's writing. Craft an insightful analysis for two of the quotations that explains how the style impacts the text.

Their Eyes Were Watching God chapters 2 to 4 + Journal #2

Journal #2: Create a dialect of your choosing and list seven of the rules for that dialect. Remember that dialect rules can include grammar, pronunciation, and vocabulary. This website is an interesting source for English dialect ideas and details. When you have created your dialect you will pick one page from Their Eyes Were Watching God that contains both narration and dialogue and mimic that page's style as authentically as possibly.

Sample Dialect Rules:

Hurston's Dialect:

1. long vowels are softened [I/ah too/tuh like/lak you/yuh]

2. replaces the "g" on on "ing" words with an apostrophe [throwin']

3. usage and grammar errors [us/we, you was, hisself,

4. internal vowels lengthened for 'southern twang' [Lord/Lawd dog/dawg born/bawn]

5. "th" at the beginning of words becomes "d" [them/dem this/dis]

6. some expression reduced to single words [bet you/betcha, ought to/oughta]

7. distortions of past tense [knew/knowed]

Your page of dialogue/narration will include a conversation between two people. You can choose to use the same dialect for both characters, different dialects for both (let us know what dialects they are and at least a couple sample rules for the second), or an academic/traditional dialect and a dialect of your creation.

Spend some time thinking about the type of characters you want to create to have the conversation. This may become prewriting for the final pastiche you create and using the same characters will save you some thought in the end.

IOP Dates

February 28th: Stephen W * Anna H

29th: Jake P

March 1st: Donna K * Trevor P

2nd: Matt F

7th:

8th: Jackson G

9th: Jazmin D * Mark H

19th: Andrew B * Tristy R * Diana P

20th: Tyler C * Rachel R

21st: Alec M * Andrew R

April 2: Haley H * Olivia C

3: Brian J * Michelle V * Isabella F

4: Harrison L * Serena K

5: Quinn J * Philip N

6: Margaret B

Did I miss anyone?

A few suggestions from today:

*Create a more natural transition from your hook to the content (don't explain what you did, make it clear in other ways)

*Speak with confidence (cut phrases like "in a way" or "kind of like" out)

*Come early to class and get your stuff set up

* Make decisions on the details before class (will you leave the lights on for a powerpoint, etc.)

* Make the direction you are taking your presentation clear - don't rush the point

* Don't fall into the trap of coming up with a clever hook and not letting it go even if it doesn't fit perfectly with what you are trying to say

*Don't fall into the trap of wanting to show everything you learned from the novel in your presentation. Keep it focused.

Their Eyes Were Watching God Chapter 1 + Journal 1

Read chapter one and create a system for annotating. By technique. By discussion point. By journal concept.

Journal #1 for Their Eyes Were Watching God: Reader response: How do you perceive Janie? How do you perceive the narrator? Be thorough and thoughtful and use textual evidence to defend your answer.

Personal IOP Preparation + Mini IOP hook

Your focus this weekend should be to work on the foundations of your IOP by rereading and annotating your IOP text. You can not create a thorough and interesting thesis until have you completed a closer reading of the text. Your topic should help focus your reading but don't feel limited by what topic you have picked - you are free to alter your topic as you go.

Bring any supplies you may want for your presentation of the "I, Too" IOP hook. Don't expend too much emotional energy worrying about this mini IOP - it is intended to help open up a discussion on what works and what flops and get practice putting yourself out on a creative limb.

FYI there is a 4 point curve reflected in the score you see on your literary terms test in ESIS. For example, if you scored a 44/40 that means that you had a perfect test but were awarded 4 additional points. A score of 34 means you actually got 30 out of 40 questions right but were also awarded 4 additional points.

Bring IOP novel on Monday.

Post #4 + Reminders + Mini Literary Terms Test Sample

Your assignment for post #4 is to create a mini literary terms test by writing down five examples of literary terms (used in literature you have studied, not an example from the internet). Post the answers to the test as a comment on your own blog. Visit other blogs as a way to prepare for your test. I will include some sample questions from past tests below.

Remember: *Annotated terms are due tomorrow *Bring your IOP book to read when you finish the test *Be actively thinking about the effectiveness of the hook you are preparing for you mini IOP group activity

Sample Questions:

1. "Maman died today. Or yesterday maybe. I don't know." (Camus, The Stranger) Contains an insensitive __________________

2. "[my name] is like the number nine." (Cisneros, House on Mango Street)

3. Janie and Tea Cake went to live in the muck in order to work and live life Tea Cake’s way.

4. Because my childhood disturbed me, pained me, made me ask foolish questions. (Amy Tan)

5. "And this you can see is the bolt. The purpose of this is to open the breech, as you see. We can slide it rapidly backwards and forwards: we call this easing the spring. And rapidly backwards and forwards the early bees are assaulting and fumbling the flowers." (Reed, "Naming of Parts")

Post #3 + Comment on another blog + IOP Comments and 1984 Issues Addressed

Pick one technique from the list you received today and create a post in which you elaborate on that technique. You need to bulk these up a bit from last nights. Use literary examples (not just from the internet but from one of your summer novel). Be sure you really get it before you try to reword it. Explain why it is important. Use images that will help you remember it. Be creative and thorough with this post so that it can be used by your peers to help them understand the term. You, in turn, can use their posts to help you. Title your post to include the name of your technique (I.e. post #3- parallel structure) so that your peers can look at my side bar and decide which blogs to visit based on the techniques they need most help with.

Comment on two of your classmates techniques posts. Tell them in what ways they increased your understanding/what did they explain well, and give an additional example for the term they posted about or explain why you think it is important.

I will be commenting on the ideas you posted as comments on the IOP posts so check back through those discussions to see what works. Only two 1984 idea were complete, so the rest of you need to explain exactly what you are thinking or move to another novel. At this point you can not all go on this novel. I will let two or three more topic through and will pick based on the strongest topics tomorrow.

TED Talks

Thinking about your IOP, watch with an eye for what works?

IOP The Handmaids Tale

No more than 3 people may sign up.

IOP We

No more than 3 people may sign up

IOP Brave New World

No more than 3 people may sign up

IOP 1984

No more than 3 people may sign up

IOP The Stranger

No more than 11 people may sign up

IOP Their Eyes Were Watching God

No more than 11 people may sign up

Pick IOP Novel + Work on Annotations + Post #2 on Technique

Sign up for a novel that you will use for your IOP by commenting on the appropriate post with your name and the general direction you are planning on taking your presentation. Respect the requirement for how many people may sign up. The sign ups will post at exactly 2:52 PM today.

Continue to work on annotating your literary terms list.

Pick one technique from the list you received today and create a post in which you elaborate on that technique. Explain it in detail. Why is it important? Give examples. Use images that will help you remember it. Be creative and thorough with this post so that it can be used by your peers to help them understand the term. You, in turn, can use their posts to help you.

Set up your blog + Post #1 + Disclosure document

Your first task is to set up a blog (blogger.com) to be used for all of your journal entries. Feel free to play with the settings but please ensure that the text is easy to read and you have allowed for other people to comment on your posts. Include relevant information about yourself on an "About Me" side bar gadget. When you have created your blog, leave your full name and blog address as a comment on this post. This is due by class tomorrow (Tuesday).

When you have completed the above tasks, you will write your first blog post reflecting on the novels you read this summer. You should write in such a way that proves you have indeed read and thought about each book. If you did not read the books, do not try to bluff your way through this assignment; just tell me what books you did not read and why.

Answer the following questions in your blog post...

1. Which of the three books did you enjoy the most and why (again, be sure that you use enough details to demonstrate that you read the entire book)?

2. Which of the three books did you enjoy least and why?

3. If you were to write an essay on the third novel (the book not addressed in the previous two questions) what element or elements would you focus on in that essay and why do think they are important?

This post is due by class on Wednesday.

Signed disclosure document/syllabus due Wednesday