English 11 2022 Daily Blog
Wednesday, June 22nd
Ethos / Pathos / Logos
Here’s a PPT that I’d like for you to take notes on if you want.
And if you (or I) still have energy after that, here’s the big one:
We can do the first exercise:
Present this to the class WITHOUT mentioning the appeal and we can guess and see if this is a good argument to buy the shoes.
Speeches and Rhetoric
To reiterate the plan:
ethos-pathos-logos-definitions-and-worksheet-converted
First, with rhetoric, there is more than just “Ethos Pathos & logos.” Authors use literary devices to persuade their audiences as well.
- Alliteration – the recurrence of initial consonant sounds – rubber baby buggy bumpers
- Allusion – a reference to an event, literary work or person – I can’t do that because I am not Superman.
- Amplification – repeats a word or expression for emphasis – Love, real love, takes time.
- Analogy – compares two different things that have some similar characteristics – He is flaky as a snowstorm.
- Anaphora – repeats a word or phrase in successive phrases – “If you prick us, do we not bleed? If you tickle us, do we not laugh?” (Merchant of Venice, Shakespeare)
- Antanagoge – places a criticism and compliment together to lessen the impact – The car is not pretty but it runs great.
- Antimetabole – repeats words or phrases in reverse order – “ask not what your country can do for you — ask what you can do for your country.” (J F Kennedy)
- Antiphrasis – uses a word with an opposite meaning – The Chihuahua was named Goliath.
- Antithesis – makes a connection between two things – “That’s one small step for a man, one giant leap for mankind.” (Neil Armstrong)
- Appositive – places a noun or phrase next to another noun for descriptive purposes – Mary, queen of the land, hosted the ball.
- Enumeratio – makes a point with details – Renovation included a spa, tennis court, pool and lounge.
- Epanalepsis – repeats something from the beginning of a sentence at the end – My ears heard what you said but I couldn’t believe my ears.
- Epithet – using an adjective or adjective phrase to describe – mesmerizing eyes
- Epizeuxis – repeats one word for emphasis – The amusement park was fun, fun, fun.
- Hyperbole – an exaggeration – I have done this a thousand times.
- Litotes – makes an understatement by denying the opposite of a word that may have been used – The terms of the contract are not disagreeable to me.
- Metanoia – corrects or qualifies a statement – You are the most beautiful woman in this town, nay the entire world.
- Metaphor – compares two things by stating one is the other – The eyes are the windows of the soul.
- Metonymy – a metaphor where something being compared is referred to by something closely associated with it – The knights are loyal to the crown.
- Onomatopoeia – words that imitate the sound they describe – plunk, whiz, pop
- Oxymoron – a two word paradox – near miss, seriously funny
- Parallelism – uses words or phrases with a similar structure – I went to the store, parked the car and bought a pizza.
- Simile – compares one object to another – He smokes like a chimney.
- Understatement – makes an idea less important that it really is – The hurricane disrupted traffic.
Monday June 20th
This is the last day for you to study for the test. I will go over some questions with you. You can take notes / you don’t have to. I have the lit chart as well. We can talk about the book after the test is over.
Essay students: Let me see your drafts today. Let’s work together.
For the most part, you are left to your own devices today. I have final progress reports. Please don’t grade grub – This is ballpark. If you’re not passing, I will talk to you personally.
Friday, June 17th
Thursday, June 16th
Based on what we’ve been doing together in the class, I feel as though I should change things around in order to have a good last week as opposed to one that will leave a bitter taste.
This is the plan for Brave New World:
Test Taking Students:
1st 30 minutes – reading silently: try for approximately 2 chapters a day.
Finish this document – these are the final 7 chapters: Study guide Chapters 11-18.
I am changing the test date to Tuesday, June 21st.
Essay Students:
1st 30 minutes – reading silently: try for approximately 2 chapters a day.
You will be writing an essay where you find a thesis and prove it – this will be a first draft that you’re collecting data for. Use this outline: 3PP Basic Structure – updated 2022
The in class essay (that will be a 1st draft) will be written on Tuesday, June 21st in class.
Wednesday – Friday
We are going to do the Ethos, Pathos, Logos assignment. I feel as though this is needed for your next step into grade 12. We will have time for it- and it will be our final assignment.
Wednesday, June 15th
I will read chapter 11. Then I will give you time to do the questions. Finally we will go over the questions. This is how our Wednesday will go.
You can turn in the chapter 1-11 questions by tomorrow night (Thursday 16th) for a minor letter grade.
Tomorrow will be splitting up of the class. I will provide those taking the test with a study package and I will be working specifically with those that are doing the essay.
CHAPTER ELEVEN
- How has Bernard changed now that he is famous?
- What in today’s world is similar to the “scent organ” and the “feelies” as they are described in this chapter?
- Explain John’s feelings towards Lenina. Why doesn’t he want to spend the night at her place?
7 days left.
Tuesday, June 14th
DISCUSSION!
Monday, June 13th
Today will be a quieter day – tomorrow we will go over chapter 11 in class (reading together) and questions below: Discussion Chapter 8-11.
I think that by Friday, we will finish this novel and next week you are writing your final papers on this book – I will go through the structure with you. Let’s cross that bridge when when we get to it.
Here are the questions. Today is a day of completion.
CHAPTER EIGHT
- If the “civilized world” is meant to be understood as a horrifying dystopia, does that mean that this “savage reservation” is meant to be the real paradise? What problems are there in the reservation? In what ways is the culture there not ideal?
- Comment on the following lines: “Remorseless, treacherous, lecherous, kindles villain. What did the words exactly mean? He only half knew. But their magic was strong and went on rumbling in his head, and somehow it was as though he had never really hated Pope before; never really hated him because he had never been able to say how much he hated him. But now he had these words, these words like drums and singing and magic. These words and the strange, strange story out of which they were taken (he couldn’t make head or tail of it, but it was wonderful, wonderful all the same)—they gave him a reason for hating Pope; and they made his hatred more real; they even made Pope himself more real.”
- What is John quoting in the following lines: “’Oh wonder!’ he was saying; and his eyes shone, his face was brightly flushed. ‘How many goodly creatures are there here! How beauteous mankind is!’ The flush suddenly deepened; he was thinking of Lenina, of an angel in bottle-green viscose, lustrous with youth and skin food, plump, benevolently smiling. His voice faltered. ‘O brave new world,’ he began, then—suddenly interrupted himself; the blood had left his cheeks; he was as pale as paper.”
CHAPTER NINE
- Chapter nine begins with descriptions of Bernard’s trip to the “Santa Fe Post Office” and getting through to the office across the ocean. What technological advancements did Huxley not forsee?
- What are “zippicamknicks” and why does everything have zippers?
CHAPTER TEN
- Why does the Director believe that Bernard’s “unorthodoxy” is a worse crime than murder?
- How does the Director’s denunciation of Bernard nicely summarize the values of this society? What are those values?
Friday, June 10th
Today we have a musical Friday with Finn, Yasser & Nasrat.
After that, I want to do a deep dive into chapter 7. If you haven’t read it already, that’s okay, WE are taking our time through this so that you’ll remember the book after we end the unit. By next Friday, I predict the book will be finished. Then we spend the last week on a few extraneous Brave New World items and then it’s done.
Please finish up through chapter 10 by Monday.
Thursday, June 9th
We will read chapter 7 in depth after we have a brief discussion of ideas from chapter 5 and 6.
Here are guiding questions for when we finish.
- Why aren’t people “old” in the “civilized” world?
- Lenina isn’t used to facing ugly, sad, or even boring things without soma. What effect do you think it would have on a person to always have the easy escape of soma?
- What troubles did Linda have when she first started living in the Reservation?
- What troubles does John have living in the Reservation?
Wednesday, June 8th
Mr. Ipe will be in for you today. Please complete the questions up through chapter 6 so that we can talk about them tomorrow.
CHAPTER FIVE
- What do you think of the way dead bodies are recycled? Is this a good idea or does it fail to give proper respect to human life? What does it say about this society?
- What is the point of the description of the music including the “sexophones”, the “scent and colour organs” and the “synthetic music”? Are any of Huxley’s attitudes toward popular music still relevant today?
- What is the song “that dear Bottle of mine” about?
Bottle of mine, it’s you I’ve always wanted!
Bottle of mine, why was I ever decanted?
Skies are blue inside of you,
The weather’s always fine;
For,
There ain’t no Bottle in all the world
Like that dear little Bottle of mine.
- What is the “Solidarity Service” meant to represent?
CHAPTER SIX
- Is privacy important? Or would it be okay to be as public and open as this world is? What recent developments in technology and culture make it important to think about the private/public distinction today?
- In what way are we, like Bernard and Lenina, enslaved by our conditioning?
- What is it about Lenina that makes it difficult for Bernard to respect her?
- What is it about Bernard that makes it difficult for Lenina to understand him?
- What are the attitudes of the warden and the pilot toward the “savages”?
Tuesday, June 7th
I have your progress reports. End of class. Poetry blew me away.
Hypnoslogans – Let’s go over them together. Turn them in.
We will do a close reading of chapter 6. I will read it. If we have time, then we will go over however many questions we can.
CHAPTER FIVE
- What do you think of the way dead bodies are recycled? Is this a good idea or does it fail to give proper respect to human life? What does it say about this society?
- What is the point of the description of the music including the “sexophones”, the “scent and colour organs” and the “synthetic music”? Are any of Huxley’s attitudes toward popular music still relevant today?
- What is the song “that dear Bottle of mine” about?
Bottle of mine, it’s you I’ve always wanted!
Bottle of mine, why was I ever decanted?
Skies are blue inside of you,
The weather’s always fine;
For,
There ain’t no Bottle in all the world
Like that dear little Bottle of mine.
- What is the “Solidarity Service” meant to represent?
CHAPTER SIX
- Is privacy important? Or would it be okay to be as public and open as this world is? What recent developments in technology and culture make it important to think about the private/public distinction today?
- In what way are we, like Bernard and Lenina, enslaved by our conditioning?
- What is it about Lenina that makes it difficult for Bernard to respect her?
- What is it about Bernard that makes it difficult for Lenina to understand him?
- What are the attitudes of the warden and the pilot toward the “savages”?
Friday, June 3rd
Sarah has a Musical Friday presentation.
The poetry portfolios are excellent. I am currently halfway through grading them. That being said, a few of you have been worried about how the grades are looking so far. I will print out progress reports for Tuesday.
Today we will be working in two parts:
The first part, you will read chapter 4 in class. I will try again to give you time. 30 minutes should be enough. After that, I will talk you through this pdf.
Finally, I have a handout that I would like for you to complete by the end of the day (due Tuesday) – making sense of the subliminal messages that are often mentioned in the novel. I have a print out of these, but this worksheet will be a good cause for discussion for Tuesday.
By Tuesday, I would like for you to read through chapter 6. Our discussions will continue as planned.
Thursday, June 2nd
30 mins work on the following questions. Then we will have a discussion. Tomorrow will will talk about “Subliminal messages” in the world.
This is the lit chart of the text:
- Comment on the unusual sexual morality of this world. What is Huxley thinking?
- The Assistant Predestinator encourages Bernard Marx to go to a new “feely” which seems to be a new kind of experience similar to a movie. He says “there’s a love-scene on a bearskin rug” which is “marvellous. Every hair of the bear reproduced. The most amazing tactual effects.” But Bernard is described as “despising” and “contemptuous”. Why?
- In this version of the future, people use flexible tubes to spray themselves with “the finest talcum powder” (page 32). Talcum powder was commonly used in the 20s and 30s, but is not at all common today. What other weird examples of this retro-futurism have you noticed?
- Who was Freud? And why is it implied that he said families were the sources of so must misery and perversion?
- Why is consumption so important to this society that it is encouraged both through hypnopaedia (“Ending is better than mending” (page 43) ) and through sports regulations (“the Controllers won’t approve of any new game unless it can be shown that it requires at least as much apparatus as the most complicated of existing games” p.26)?
- How does Lenina different from other people in this world?
- How is Bernard different from other people in this world?
- Why is culture the enemy of consumption and vice versa?
- Compare the war against culture and the things of the past with China’s Cultural Revolution. How are they similar?
- What is so dehumanizing about this society’s attitude towards sex and relationships?
- On page 44 to 46, the war on culture is juxtaposed with the current desires to keep up with the latest fashions. What is Huxley trying to say here?
- At the end of the chapter, Soma is described in detail. Is this drug the perfect solution for unhappiness? What do you think?
- This society looks down on quiet contemplation, and only values production? What would happen to us if we so quick to distract ourselves with technology that we never daydreamed or contemplated one thing for a long time?
Wednesday, June 1st
As we talked about yesterday, here are all of the questions together, compiled as one:
And here are the Chapter three questions for today. I will read a little bit of it with you before you get started on doing it on your own.
- Comment on the unusual sexual morality of this world. What is Huxley thinking?
- The Assistant Predestinator encourages Bernard Marx to go to a new “feely” which seems to be a new kind of experience similar to a movie. He says “there’s a love-scene on a bearskin rug” which is “marvellous. Every hair of the bear reproduced. The most amazing tactual effects.” But Bernard is described as “despising” and “contemptuous”. Why?
- In this version of the future, people use flexible tubes to spray themselves with “the finest talcum powder” (page 32). Talcum powder was commonly used in the 20s and 30s, but is not at all common today. What other weird examples of this retro-futurism have you noticed?
- Who was Freud? And why is it implied that he said families were the sources of so must misery and perversion?
- Why is consumption so important to this society that it is encouraged both through hypnopaedia (“Ending is better than mending” (page 43) ) and through sports regulations (“the Controllers won’t approve of any new game unless it can be shown that it requires at least as much apparatus as the most complicated of existing games” p.26)?
- How does Lenina different from other people in this world?
- How is Bernard different from other people in this world?
- Why is culture the enemy of consumption and vice versa?
- Compare the war against culture and the things of the past with China’s Cultural Revolution. How are they similar?
- What is so dehumanizing about this society’s attitude towards sex and relationships?
- On page 44 to 46, the war on culture is juxtaposed with the current desires to keep up with the latest fashions. What is Huxley trying to say here?
- At the end of the chapter, Soma is described in detail. Is this drug the perfect solution for unhappiness? What do you think?
- This society looks down on quiet contemplation, and only values production? What would happen to us if we so quick to distract ourselves with technology that we never daydreamed or contemplated one thing for a long time?
Tuneful Tuesday, May 31st
Matthew and Harrison
Ariel
Tait and Viraaj
After that, reading and finishing questions for chapter 2. Chapter 3 tomorrow in class and at home. Some helping notes for you are included in this post:
Monday, May 30th
So today will partly be discussion, a little reading from me, then the rest will be your own reading.
Now, these questions I post will be questions that you need to answer both in class and in a journal format that I will be collecting at the end of the unit.
I do have the final test ready to go – but – some of you have expressed interest in writing an essay. I would like to talk to those students today.
Plan:
- discuss chapter 1 questions from Friday’s post
- mini lecture (5 mins) on chapter one comprehension
- read chapter two and answer the following questions for tomorrow:
- If you were to try to create someone who had part of your personality how would you design their “Neo-Pavlovian Conditioning”? (see page 17 to 18) How would you design their hypnopaedia? (see page 20 to 24)
- What is the goal of the “Class Consciousness” we see on page 23 to 24)?
- In what ways do we still have this kind of class consciousness today? Relate it to yourself or provide examples.
Friday, May 27th
Now get comfy for a lecture:
I will be handing out the books today. We can read chapter 1 together in class.
- In the very first paragraph, we learn that the World State’s motto is “Community, Identity, Stability”. These sound like good values. What might the down side of emphasizing these things be?
- The narrator repeatedly describes how the students take notes in their notebooks, copying down exactly the words of the Director. What do you suppose Huxley is satirizing here? What is wrong with this picture?
- On page 5, the Director declares that “Bokanovky’s Process is one of the major instruments of social stability?” How so?
- Why would the world controllers want there to be a “caste” system in which some people are deliberately engineered to be simple-minded?
Thursday, May 26th
So you have finished that anticipation sheet. Let’s talk about it today.
Now get comfy for a lecture:
I will be handing out the books today. We can read chapter 1 together in class.
- In the very first paragraph, we learn that the World State’s motto is “Community, Identity, Stability”. These sound like good values. What might the down side of emphasizing these things be?
- The narrator repeatedly describes how the students take notes in their notebooks, copying down exactly the words of the Director. What do you suppose Huxley is satirizing here? What is wrong with this picture?
- On page 5, the Director declares that “Bokanovky’s Process is one of the major instruments of social stability?” How so?
- Why would the world controllers want there to be a “caste” system in which some people are deliberately engineered to be simple-minded?
Wednesday, May 25th
So, I am still absent, yet I will be back at school midday if you have any questions then I will be in room 311 after school and I have my Email ready to go. Tomorrow, we will start Brave New World, but today, I wanted to start a pre assessment. I will post it here. Please get this done by Thursday class. I will open up a teams folder by the end of the day tomorrow.
You’ll also get your books tomorrow.
Here is what I’d like for you to do today:
For the true or false questions, I’d like you to add some notes for a discussion on Thursday, first thing.
Finish the vocabulary word section as well.
Finally research these key terms at the end of the document “Ford” “Pavlov” “Conditioning”. They are essential to the text.
Look at this: I will be presenting this tomorrow:
Need more time for poetry? Great. You can use the rest of the time to complete this.
See you tomorrow.
Tuesday, May 24th
I did not expect to be absent today. As a result, I will extend the poetry assignment until Wednesday at 11:59PM. We will still be starting the new unit tomorrow, but for now, I will grant you that extra time for when I get back to answer some questions.
So get that poetry assignment in ASAP. The teacher coming in for me will help you with sonnets and then you’ll be on your way.
Tomorrow (If I’m feeling better) we will start the introduction to Brave New World. I will post everything Tuesday night so that you can be ready to go.
Wednesday, May 19th
One at a time will make this easier. Write / share / repeat.
Tuesday, May 18th
Today we will spend 30 minutes doing what is called a “Fractured Narrative”
Idea generation through fractured narrative:
- find an ‘artifact’ in your bag.
- Put it in the center table.
- We’ll do a quick Kinesthetic warm up.
- Focus on an object.
- Quietly go back to your desks, don’t talk to anyone else about anything
- Write for five minutes about the artifact
- Come back into the circle
- One word that comes to mind from your story ‘word ball’
- Go back to your story and circle key words
- Export these chosen words to another piece of paper and reorder them as a poem
- Make a physical emblem from these poems (If time permits)
After which, we will start the portfolio, step by step, poem by poem. Looks like Friday is our day for Mundy right now.
Monday, May 16th
| Chiara & Amber | Alice & Cara | Rylan |
Here is the poetry package – if we have time, then we can go over it. You have the week – I have a few activities throughout the week.
en-11-poetry-12-technical-skills-worksheet
Friday, May 13th
Yikes! Friday 13th.
Today, please turn in your character analysis poster-boards.
I will assign you the new book near the end of the class so that you have a copy. BUT you need to give back your Tempest books first. So we will do a trade of sorts.
Wednesday, May 11th
The Tempest Movie and character analysis today. This will continue through tomorrow.
Monday, May 9th
Today we have some Musical Mondays people. Here is the list again:
After that, please refer to the Friday blog for what to do next.
Friday, May 6th
I will go over the unit test first. Then you have the class to complete a rough outline of the character outlines. This project will be due on Wednesday, May 11th.
Final Character Outline_TempestV1
Here is your task today:
You are to complete a graphic on the character you have chosen as we work through the play. Today is a day to outline everything you need in order to come up with a complete outline of the character you are assigned.
This is a good place to start:
https://www.rsc.org.uk/shakespeare-learning-zone/the-tempest/character/whos-who
Look up some information on your character. I will hand out a worksheet closer to the time we do a good copy of this project – it will have all these questions with the constituents of what the final should look like. Today is “Data Gathering”.
Data Gathering Questions for your Character:
- Look up information on your character. There are four that have been assigned: ARIEL, MIRANDA, PROSPERO, CALIBAN
- How does your chosen character see the world?
- What is a good symbol of your character? (Miranda = innocence; so she is a dove?)
- Give your character personality traits. Which adjectives fit your character best?
- Look for quotes that define who your character is in Acts I-III (The ones we have read so far).
- If you could see this character through a specific literary theoretical lens, which one would it be? Explain.
- Write from the perspective of this character in first person during a chosen scene in the play (so far). You can use modern language, but bonus marks if you try to sound Shakespearean.
- Try and research fun facts about this character. You can use contextual evidence as well.
- Encapsulate this character in the grander scheme of the Tempest story. (Ex. Miranda is the naivety of the island; a young girl with the power of surface beauty, yet has no real personality that gives her depth.)
- Synthesize this character with other characters – how does your character interact with others? What is his/her/their relationship to those on the island? (Tip: Use all the main characters – not only the chosen 4.)
Thursday, May 5th
Let’s go over those four questions.
Now let’s do the last act together. Get this play finished by the end of the day. Tomorrow is both a review and a time to work on your character analysis rough drafts.
Wednesday, May 4th
Let’s go finish those 2 questions.
Act 4 today. Let’s get this done by tomorrow!
Tuesday May 3rd
So let’s finish act 3 and you can complete the questions. There are only two today.
I will also give you a paper that will help you through a character analysis on Wednesday.
So there’s an interesting characterization sheet that I would like to introduce.
Final Character Outline_TempestV1
You will be assigned a character today.
Tuesday, April 26th
Act 2 of The Tempest today. Let’s try and get through everything. New character reading assignments.
Here is the No Fear Shakespeare from Izabella so you can read along:
English 123 No Fear Shakespeare The Tempest.pdf (napavalley.edu)
Monday, April 25th
Today, we have two of our Musical Mondays. If we have time, we can discuss The Tempest act 1. Hopefully tomorrow, we can jump into act 2.
The MM presentations are as follows:
- Charlie / Haoxi
2. Ariana
Please listen attentively. I have heard that teenagers can be the toughest audiences to please. I disagree, but this is the rumor.
Thursday, April 21st
We will finish act one today first thing. I’ll give you the rest of time to work on the act one questions.
Here is a FREE version of easy Shakespeare:
Here’s the musical Mondays sign up sheet:
Wednesday, April 20th
We start act 1 today. This document is one you should save for all five acts – they are the questions you’ll be answering and having in class discussion with:
So we will finish act one and then you will have time to answer the questions for a brief discussion on Friday.
But let’s finish the questions first:
- Is revenge ever OK?
- How does one become noble?
- Is life controlled by destiny, or free will?
- What actions can turn a person into an actual monster?
- Can a monster be redeemed?
Tuesday, April 19th
The Tempest Text
Original: the-tempest_PDF_FolgerShakespeare
Modern Version: https://www.sparknotes.com/nofear/shakespeare/tempest/act-1-scene-1/
Welcome to the next unit. Now we won’t do much with the work today. I will show you the Shakespeare style. We will start the book tomorrow. Remember this date: There are a lot of resources today.
This is the introduction to the text: (I’ll talk about this today)
And another one I used to use for fun:
I will hand out your own copy of the text today as well. You can keep it here or bring it home.
Here is a resource that is very involved – a PDF Lit-Chart of the play:
And finally, this is what you will be using for the final project – but don’t worry too much about that now. (It’s not an essay)
So the whole unit will look like this:
- Mini assignments: Participation grade
- Comprehension questions document: Minor letter grade
- Characterization graphic / map: Major letter grade
- Final test: Major letter grade
Think about these questions today – answer a few and we’ll discuss them:
- What is betrayal, and how is it made worse by a family member?
- When is forgiveness necessary?
- Is revenge ever OK?
- How does one become noble?
- Is life controlled by destiny, or free will?
- What actions can turn a person into an actual monster?
- Can a monster be redeemed?
Thursday, April 14th
We will go over journals today. I think that there are a few proposals that still need to be written. This is the day for you to complete as much as you can before you go on your long weekend.
Ask me if you have any questions.
Wednesday, April 13th
Part 1: For the first 30 – 45 minutes, you will find a quiet place to complete your podcast ‘conversations’ – the ones you planned yesterday. Get it done, minor edits for clarity, and turn it in by Thursday 11:59PM
Part 2: Finish your proposal by tonight at midnight. Commit to your final project.
Tuesday, April 12th
Your independent book should be completed by today. I hope you have brought it.
This is an overview I will go over with you again. This document shapes our week this week.
11 – 12 Independent Reading Project
The first task, and I don’t mind if this goes through to tomorrow, is to create a raw podcast of sorts with others who have the same questions as you. These are the questions I would like to give you about 20 minutes by yourself to jot down answers to. Then I will put you in ‘proximity groups’ so that you can record your conversations.
Here are the questions:
Independent book questions podcast V3
Monday, April 11th
FINAL GUIDELINES: Musical Mondays Final guidelines
This class is to create an outline for your final. This is where you ask questions. Your outline is due at the end of class. It is a participation mark.
NOVEMBER 9th ASSIGNMENT: TT-Final-Practice
Musical Mondays Final Presentation Guide
Now that you’ve seen six different styles of how musical genres and themes can be connected, it’s your turn to come up with a final presentation and paper that is a culmination of all the connective tissue of writing and presenting in class. I will list them for you.
- Literary Lenses
- Literary Analysis
- Musical / Poetry Analysis
- Creativity
- Reader Response Evaluation
Today is the first day of your preparation for the final. Here are some things you need to do so that when you write your paper, you will have all of the necessary evidence and prerequisites.
There are two parts to the final. You will be graded as a group.
Part 1 – Paper guidelines (Do this first):
Critical response multi-paragraphs do not simply summarize the text or evaluate whether you like the text; they are a three paragraphs, persuasive, and focused analysis, argument, or interpretation about the text. They not only help you think critically about the texts you read but also help you formulate ideas that can be expanded into longer essays. There are four parts to a critical response multi-paragraph:
You will be doing your own analysis / question and answer on lyrics or musical elements. I would like to see the outline (which are the questions I’ve been making you do for seven weeks) and a final paper that is well polished with a thesis and topic sentences with evidence from the songs themselves.
1) an argumentative topic sentence,
2) evidence in the form of quotations or paraphrases for the argument you are making,
3) interpretation of your evidence in relation to the argument, and
4) a strong concluding statement.
Note: This is a review and collaboration of your lens paragraphs and reader responses – an extended idea that is fully developed and flows well.
Questions for Consideration (Data for Response) TODAY:
- Do you like this song, why or why not?
- What do you think is the most important line and what stands out to you?
- Can you make a connection to your personal life with this song?
- What does this song mean to you?
- What do you think the theme of this song is and why?
- In your opinion, why do you think the artist wrote this song?
- When listening to the song, what mood did it put you in and do you think that it was intended?
- What makes this song so appealing (or unappealing) to mainstream audiences? Was it a hit?
- How important are the lyrics? Would this make a good instrumental?
- How do we think this song relates to the artist’s personal life?
Part 2: Presentation guidelines
Follow these directions in a PPT / Presentation:
Before you play the song – discuss this / present this to the audience:
- What is your song?
- What Genre is your song?
- Explain the lyrics of the song
- Hand in your written paper to me (see above, example below)
- Play the song
- Hand out discussion questions
- Discuss
- Provide everyone with a final ‘takeaway statement’
Friday, April 8th
Finish your essays! I have people I need to talk to. Keep it quiet and get that piece done.
Thursday, April 7th
Keep working on your paper. It will be due tomorrow.
Wednesday, April 6th
Today, you will be working on a peer review on the rough draft you turned in last night / this morning.
This is the peer review sheet along with the rubric I will be using for your final papers.
Peer Review 3PP Essay Structure
You have the class today to do a peer review and apply these changes directly to your good copy. Make use of your time. You have through Friday to finish, but put your best effort into the final result.
Tuesday, April 5th
Structure:
3PP Basic Structure – updated 2022
These are the options for your in class essay that you will be turning in (a rough copy for) today:
Hills Like White Elephants Easiest
- How does the symbolism in “Hills Like White Elephants” relate to the modernistic perspective? Explain using examples from the text.
A Garden Party
- How do the different classes that are discussed in the short story “A Garden Party” relate to the modernistic perspective? Explain both classes and how they differ yet also how they are similar.
A Mark on the Wall (NEW) Not as easy
3. Through her stream of conscious writing, what elements of modernism connect Wolf’s narrator to her current situation? Explain how this Modernistic story is an act of defiance over the Patriarchal oppressors of the time.
Monday, April 4th
This is the last focused Musical Mondays. I am proud to say that this has been the most fun to research out of all the units so far.
The LGBTQ community (and I use an abbreviated acronym to specify the types of music we will be focusing on) has flourished over the past twenty years, and rightfully so. Yet the movement has had a dark history of oppression and bigotry committed against them. We will look briefly at the past hundred years up to contemporary society on a group that has shaped and shaken the musical world for the better.
I do not have the time to go over some of the names you haven’t heard of (Tony Jackson – pioneer of barbershop!) I have given some of the biggest names that you might know through popular movies, musical media, word of mouth or streaming platforms.
https://www.youtube.com/watch?v=yRyaUcVfhak
Ma Rainey – Prove it on me Blues
Ma Rainey was the first blues singer to admit and flourish in her sexual preference. She was a mover and shaker in the blues movement that would become mainstream and not just what people would call ‘race music’ (instead of just music!) back in the 1920’s. Now she is remembered as an icon of the LGBT movement in music and in fearlessness for being true to herself. Her music transcends what public opinion thought about gender, class, and race during the time – which was, shall we say, unenlightened.
Elton John – Tiny Dancer
https://www.youtube.com/watch?v=0FjWM9VasZw
Elton John is an icon, and most people know that he is a household name. In 1976 he came out as gay. This was an excellent moment for the LGBTQ community, as he helped form Glam rock, glam pop and an entire generation of people that became more accepting of the community as a mainstream multi-million dollar money making genre.
David bowie – Starman
https://www.youtube.com/watch?v=sI66hcu9fIs
David Bowie was a mover and shaker of the generation. He changed the voice of ‘pop’ and made experimental pieces while wearing amazing costumes. He created the androgynous look – where the binaries of male and female blurred. He classed himself as bisexual, even though he was married for a long time.
Lady Gaga – “Queer Icon of a generation” Born this way
https://www.youtube.com/watch?v=wV1FrqwZyKw
Lady Gaga needs no introduction. A lot of people do not know (or at least I didn’t) that Lady Gaga identifies as a bisexual female. She is the new form of a diva – a larger than life star that crosses all boundaries. Look at the lyrics and figure out how she expresses herself.
Todrick Hall – Nails, hair, hips, heels
https://www.youtube.com/watch?v=TQ04gPb4LlY
This is just a fun song. Todrick Hall is openly gay. He parodies earlier songs that have defined the LGBT community in song. He continues the old tradition of ‘drag’ or as it was tragically called in the 1930’s the ‘pansy’ art form and reimagines the genre. David Bowie is an obvious influence. He got his big break in American Idol season 8.
Tyler the Creator – Garden Shed
https://www.youtube.com/watch?v=GlZvpRby9Fs
I must bring in Tyler the creator because not only is this song – garden Shed a very well put together and lyrically gorgeous piece, but he’s actually dating Will Smith’s son now, Jayden Smith. A little celebrity gossip never hurt anyone. Also, the R&B / Hip Hop genre, usually a heterosexual affair, has a voice from the LGBT community with this artist. This song in particular is an excellent coming out song.
Questions for Consideration
- What makes music ‘queer’?
- A lot of music is based on a retaliation to oppression of certain cultures or subcultures that go against popular opinion. How is music an expression of self in this vein?
- Why do we like to categorize music? How is this harmful or beneficial to modern culture?
- What examples can you give of multi-genre or ‘undefinable’ music?
- Find a song that is part of what one can categorize as part of the LGBTQ community. Why did you choose this song in particular? (You can choose one of the songs presented today and look at the deeper meanings. Explain.)
Write a poem that has a hidden message. Give hints to what the message is.
Thursday, March 31st
We will start fresh with this new (and final) story for the Modernism unit. Discussion tomorrow.
Both the story and the questions are in this one document:
The Mark on the Wall Virginia Woolf
NOW as a final:
Think about this question for a paragraph intro response:
How are elements of Modernism highlighted in either the Hemingway, Woolf or Mansfield text?
Example Thesis: Throughout Hemingway’s short story HLWI, the dialogue/allusion/metaphor shows individualism and fragmentation of the modernist philosophy / society.
So the LITERARY ELEMENT shows ONE FACET OF MODERNISM. (Check PPT).
You will need some time to get the basics of a three paragraph essay down – this is just a review of the literary essays you’ve done all throughout high school. But just in case, I have a PPT so that you understand the structure. I’ll go over it as a formality.
How-to-Write-Essay-BasicsDownload
Literary-3-Paragraph-Specific-OutlineDownload
This is for specific areas in which you need help for your writing. This resource is fantastic for brushing up on grammar, punctuation and writing skills. We will look at this during the week.
https://media.openschool.bc.ca/osbcmedia/english_10v5/wotr/
Monday, March 28th
Welcome back. I have almost finished the LGBTQ musical mondays, but not quite. That will be next Monday. Here is the second to last one before the final practice. This one is called “narrative in song.”
Musical Mondays #3
Narrative in Song
Every song has a story to tell. Yet some stories are better than others. The artist actually has a narrative in mind when they write the thing, so what we have as listeners is a fully fleshed out story, characters, rising action, climax, the lot. The following four songs have stories to tell. It’s your job to understand what the plot is. Then at the end of the analysis, you are to write your own lyric based on the prompt given.
Choose 1! I will quickly play all five.
A Day in the Life – The Beatles
Led Zeppelin – Stairway to Heaven
https://genius.com/Led-zeppelin-stairway-to-heaven-lyrics
Stan – Eminem (Clean)
Thriller – by Michael Jackson
https://genius.com/albums/Michael-jackson/Thriller
You Don’t know my Name – Alicia Keys
Your Task:
- What is the story about? Give a summary of the story as you understand it.
- What is the effect of this story as a song? How do the lyrics and sound combine to make a cohesive whole?
- Now that you know a little bit about narrative stories in general, how is a short story different from a lyrical story? What are the pros and cons of both?
- Put the idea you came up with on your timelines into a lyrical narrative:
Complete the following document by Tuesday at 11:59PM (March 29th) for a minor letter grade.
Friday, March 11th
Silent Reading.
We will start our second author. Kate Mansfield. I will read the piece to you today.
garden_party_questionsDownload
On the Tuesday after spring break, our final story will be explored after our discussion of Katherine Mansfield.
If you’re curious, this is where we’re going with this unit after break:
In Class Final Paper
Choose a Question: 750 – 1000 word response.
Hills Like White Elephants
- How does the symbolism in “Hills Like White Elephants” relate to the modernistic perspective? Explain using examples from the text.
A Garden Party
- How do the different classes that are discussed in the short story “A Garden Party” relate to the modernistic perspective? Explain both classes and how they differ yet also how they are similar.
A Mark on the Wall
3. The main character says, “…what an accidental affair this living is after all our civilization” What does she mean? How is the mark on the wall a modernistic symbol of that idea?
This will be an in class write. It will be treated as a first draft. I will grade it with this rubric:
Wednesday, March 9th
Silent reading.
Discussion Questions for Hills like White Elephants completion. (Teams folder will be opened today.)
Discussion for HLWE – this is based on the questions you have just completed. Can we make our class into a circle? we’ll find out today.
Tuesday, March 8th
Silent reading.
The above is an overview and different PPT on what Modernism means. Perhaps I’ll go over it for about 10 minutes, but today is all about reading and comprehension. We will complete the reading in class.
The following are due tomorrow – be prepared to discuss these questions as we will be doing a round table discussion with these questions as a base to springboard.
The following is an interesting take on the piece. An academic paper I found online – you don not need to read it. Just for extra comprehension :
Hills like WE Conversation Analysis
Monday, March 7th
Musical Mondays #2
Songs that Define a Generation
Every generation has an anthem or song that defines them. Music, as we’ve found out, is subjective and personal. Yet there are some songs, factoring in where those songs were played, (For example – an American wouldn’t think that the Korean song “Come Back Home” by Seotaiji would define their American cultural experience in the 1990’s) contribute very heavily to the generation it was played.
I have touched upon North American generational connections from 1968-2004 for this assignment. After 2004, I stopped caring because I moved away:
- Say it loud, I’m Black and Proud – James Brown 1968
https://www.youtube.com/watch?v=j0A_N-wmiMo
- God Save the Queen – Sex Pistols 1976
https://www.youtube.com/watch?v=RvMxqcgBhWQ
- Don’t You Forget about Me – Simple Minds 1985
https://www.youtube.com/watch?v=CdqoNKCCt7A
- Fight the Power – Public Enemy – 1989
https://www.youtube.com/watch?v=mmo3HFa2vjg
- Smells Like Teen Spirit – Nirvana 1991
https://www.youtube.com/watch?v=hTWKbfoikeg
- Hey Ya _Outcast 2003
https://www.youtube.com/watch?v=PWgvGjAhvIw
These seven songs are not the definitive voice of a 35-year period, but their lyrics were cutting edge; the songs themselves were completely new and fresh, daring and authentic.
Your job is to look for a connection between self and society. What is the song of your generation? Go through these questions for the criteria to be met:
- Describe your generation in five descriptive words (Adjectives).
- What is the music that you and your peers are into (if anything?) Who are your heroes? What is ‘popular’ now currently? How has that changed from your past? As a contrast, what is uncool? Be as specific as possible.
- Focus on other areas of popular media (the collective) that have to do with your generation. What are they? Why are they important to you and your friends?
- Create a slogan (phrase that is marketable) for your generation.
A. Example: We don’t care about your rules! Freedom unites us all!
- Choose a song that is an emblem (guidepost) for your generation OR goes with the slogan you’ve just created. Analyze that song using the “Tuneful Tuesday Generic Questions” (Part B)
Friday, March 4th
First: Read for about 10 minutes.
Second: Journal entry #2 or #3 – depends what you’re on. Here’s the link to the journal assignment again if you have misplaced it.
THIRD: Welcome to the Modernism unit.
Here is the power-point. I would like you to take notes as I will be going into detail about them:
modernism-modernist-literature FINAL
modernism-modernist-literature FINAL Modernism_Notes
I have questions for discussion that will come right after this lecture (some during)
I have a story that you will be reading next Tuesday if you feel like jumping ahead.
Thursday, March 3rd
Today is the final day for the narratives. We’re starting on something completely new tomorrow, so get ready for that.
I have a few people I need to talk to, so, please get this done as quietly as possible. I will open a teams assignment folder for you to submit your work.
Good luck, and please use your time wisely.
Wednesday, March 2nd
Today, you should have a narrative non-fiction piece that is ready for people to read. If the story is too personal for peers, I will read it myself.
You will have today and tomorrow to work on the narratives – good copy is due tomorrow (as promised) at midnight.
Friday, we will start something called ‘Modernism’.
Tuesday, March 1st
Narrative Essay Outline_Student
I will be absent today. Please make Mr. Spagnuolo feel welcome. This is a work block for you to complete your rough drafts. Tomorrow, we will be working on peer edits and on Thursday, there will be a lot of time to work on your final drafts.
If you want to see what the peer review sheets are like, I will post them here:
An actual outline is impossible for a narrative non-fiction. That’s what makes the writing form so great. On Wednesday, I will post some of my favorites.
Have a great day!!
Monday, February 28th
New Term Long Unit! (Only on Mondays)
Here is the homework sheet that you will be using each week to explore each of the songs. I will have two for you to complete. This is the .doc you’ll be using for each lesson:
When you analyze a piece for perceptive reasons, then the basic questions asked are the ones that seem simple, but provide evidence for good discussion.
WEEK 1:
MUSICAL MONDAYS #1
Alternative rock came about in the 90’s. Some of you might have heard about it , some not. I am giving you three songs that had their moment in the sun, then passed away. These are one hit wonders – in my own time growing up. We love songs then hate them after some time has passed. These songs were some of those songs for my generation.
DISCUSSION QUESTION: Why do we hate songs we once loved? What is over-saturation? Think deeper than ‘ it got boring’.
Here are the songs. The rest of the day is normal. We’ll discuss them during and after you finish the work:
Here’s something to do before you finish the work, however:
- Find song from your past that got ‘over saturated.’ Play it for your people / classroom buddies.
- Discuss these three questions and make sure to be ready to discuss the answers to me personally.
- What made this song old and stale to you? (Besides repetition) Why is it that songs become loved, hated, then loved again?
- What memories does this song invoke?
- Are the lyrics even important or is it the beat? Something else entirely? (Nostalgia, aesthetic, etc.)
- Discuss these three questions and make sure to be ready to discuss the answers to me personally.
1.Sugar We’re Going Down – Fall Out Boy
https://genius.com/Fall-out-boy-sugar-were-goin-down-lyrics
2. Marcy’s Playground, Sex and Candy: https://genius.com/Marcy-playground-sex-and-candy-lyrics
- Whetus, Teenage Dirtbag: https://genius.com/Wheatus-teenage-dirtbag-lyrics
Thursday, February 24th
Ask peers, people you trust, and lastly me which seems to be the most interesting part of your timeline. Really think about this, as you will be committing to one of them.
When you commit, begin on this assignment:
Narrative Essay Outline_Student
If we have time after I explain the narrative outline:
Before we start, I would like for you to have a physical artifact and a chosen summary from your timeline.
These are the instructions:
Fragmentary Narrative / Poetry Activity.
- Take your ‘artifact’ out of your bag.
- Put it in the center table
- We’ll do a quick Kinesthetic warm up so you can get rid of your egos.
- Focus on an object for three minutes.
- Quietly go back to your desks, don’t talk to anyone else about anything
- Write for five minutes about the artifact
- Come back into the circle
- One word that comes to mind from your story ‘word ball’
- Go back to your story and circle key words.
- Export these chosen words to another piece of paper and reorder them as a poem
- Share the poem with another person. Discuss the importance of the assignment. (if any).
- Interpretive dance? (Optional – after class when I have left the building.)
So now that you have a “fragmented memory’ from another person’s life that you have considered as your own, you have experienced the reader / writer dichotomy. Every detail is important when one is sharing their own stories. Every detail can be interpreted in a certain way. Once you have finished writing your narrative, it is theoretically no longer yours, but part of what Jung calls “a collective unconscious” – if enough people read it.
What was your takeaway?
Wednesday, February 23rd
We will read another story by Sedaris that I hope you enjoy. Same style. Overcoming adversity. Then we’ll get to the real stuff.
- How does Sedaris use humor and characterization to show growth through having a speech impediment? How does he deal with authority in both stories?
- Explain a time in your life when you have been ashamed of yourself or your actions.
- What quotes can you find in this story that are affecting / resonant? Choose up to three.
I have two documents that I will share with you:
This is what a narrative non-fiction essay looks like – (the elements of)
Ask peers, people you trust, and lastly me which seems to be the most interesting part of your timeline. Really think about this, as you will be committing to one of them.
When you commit, begin on this assignment:
Narrative Essay Outline_Student
Tuesday, February 22nd
I am going to read you a story – non-fiction narrative – called “Me Talk Pretty One Day”.
After we will discuss these three questions that I’d like you to copy in a document and answer.
But first, there’s a poem that I’d like to share, and I’d like for you to write this quote and respond to it:
Refrigerator, 1957
by Thomas Lux
More like a vault — you pull the handle out
and on the shelves: not a lot,
and what there is (a boiled potato
in a bag, a chicken carcass
under foil) looking dispirited,
drained, mugged. This is not
a place to go in hope or hunger.
But, just to the right of the middle
of the middle door shelf, on fire, a lit-from-within red,
heart red, sexual red, wet neon red,
shining red in their liquid, exotic,
aloof, slumming
in such company: a jar
of maraschino cherries. Three-quarters
full, fiery globes, like strippers
at a church social. Maraschino cherries, maraschino,
the only foreign word I knew. Not once
did I see these cherries employed: not
in a drink, nor on top
of a glob of ice cream,
or just pop one in your mouth. Not once.
The same jar there through an entire
childhood of dull dinners — bald meat,
pocked peas and, see above,
boiled potatoes. Maybe
they came over from the old country,
family heirlooms, or were status symbols
bought with a piece of the first paycheck
from a sweatshop,
which beat the pig farm in Bohemia,
handed down from my grandparents
to my parents
to be someday mine,
then my child’s?
They were beautiful
and, if I never ate one,
it was because I knew it might be missed
or because I knew it would not be replaced
and because you do not eat
that which rips your heart with joy.
What is this poem about? Why did I choose this poem for a non-fiction writing unit?
Here is the story:
COPY AND PASTE THESE QUESTIONS:
- How does Sedaris use humor and characterization to come to terms with his fear of learning a new language?
- Explain a time in your life when you have overcome adversity at school or a place of learning?
- What quotes can you find in this story that are affecting / resonant? Choose up to three.
Thursday, February 17th & Friday, February 18th
Independent reading (Both days)
Here is a worksheet for the timeline. I suggest you find or buy a big paper/poster-board to take home as well. All you need to do is look for 10 memories of your past in a linear way. Ask family / friends for ideas.
Don’t worry about trying to understand everything right away. People said to me “Trust the Process” – it was good advice.
Ask the sub to get previous posters from my office desk if you’re stuck. You can use the warm up exercise we did on Wednesday in class for prompts.
Due on Tuesday, February 22nd!!!
I’ll hand back your final lens papers on Wednesday, February 23rd.
Wednesday, February 16th
Independent reading.
Narrative Non-Fiction Unit!
I love this unit. I change it every year. This is a rough version of what your final will look like:
TODAY:
This is a kind of “Speed Writing Challenge” that will be shared with someone in class. These are all random essay questions college boards would ask you during the application process. It is good to familiarize yourself with this kind of essay question before we get into the more ‘fun’ side of narrative non-fiction.
- Please answer two of these questions. I will time you for each. (15 Minutes)
- After three questions, I will ask you to choose the strongest of the two.
- Group discussion of these pieces – what you took from your partner’s work.
You can download the questions here:
V2.5_NarrativePrompt_PreAssess
Narrative Essay Outline_Student
Here is a worksheet for the timeline. I will give you big paper to take home as well. All you need to do is look for 10 memories of your past in a linear way. Ask family / friends for ideas.
Don’t worry about trying to understand everything right away. People said to me “Trust the Process” – it was good advice.
Tuesday, February 15th
Silent reading 10 mins.
Today is a work block for handing in your good copy lens paragraph.
If you do need help from me, then please specify what exactly I can do. Since this is a good draft and you have the feedback from others, I would like you to take your own chances. Check the rubric. Trust your writing instincts.
That being said, I will be available, but only as a helper – not as a tutor today, sadly.
Get that thing turned in by tonight!
Monday, February 14th
Happy Valentines Day.
We will read for a short while – Today is a good day to complete the first journal. I will give you some time in class for that. Here is the document again:
Journal Entries Independent Novel Study: Independent reading Journals
Now, for the remainder of class, I would like you to work with three peers – hopefully people you feel that will give you good feedback – so that you can see the strength and weaknesses of your paper. What you have turned in is good. Shows me that you can do the basic outline. Now you expand your ides.
This is the Peer review you will be using:
Conventions of Critical Writing Peer REVIEW
I’ve decided that the final paper will be due Tuesday at the end of class.
On Wednesday, we will switch things up with Narrative Non-Fiction. This will go through the following Friday.
Friday (February 11th) 2022
So it’s time to put everything together.
What perspective (lens) shows the major theme of Before Sunrise / Lion King?
Structure you need to follow for final paper: (Copy and paste to a word document)
Rough Draft Due Tonight February 11th at 11:59PM!
The Ten-Sentence Critical Paragraph – A Variation of P.E.E.
Like any model for composition, this is open to criticism. For instance, these paragraphs tend to become formulaic and predictable in structure. Excellent paragraphs, certainly, don’t always follow this or any guide. This guide might help, however, especially in the beginning stages of writing about literature.
Sentence 1 – Topic Sentence – contains the title of the piece of literature, the writer’s full name, and your topic. If this is an answer to an assigned question, then your topic sentence might be a rewording of the question into a statement. (a thesis statement, your statement to prove)
Sentence 2 – Main Point #1, One way the writer does what you say he or she does is through…
Sentence 3 – Example/Reference or quotation #1. The best example from the piece of literature which supports you main idea #1.
Sentence 4 and 5 – The explanation in your own words of how/why this example/quote does what you say it does. This section is where you develop your answer and prove your thesis.
Sentence 6 – Main Point #2. Another way the writer does what you say he or she does is…
Sentence 7 – Example/Reference or quotation #2. The best example from the piece of literature which supports you main idea #2.
Sentence 8 and 9 – The explanation of how/why this example/quote does what you say it does. This section is where you develop your answer and prove your thesis.
Sentence 10– Concluding Sentence. Minimally: summarize your paragraph repeating some of the key words from the question. Better: relate this literary device/technique to the effectiveness of the whole composition and how the device/technique helps the author develop the theme, or, relate the composition’s theme to real life.
| Remember the Conventions of Critical Writing (writing about literature) – Verbs should be in Present Tense – Use Objective Point of View (no ‘I’ statements) – It’s not simply your opinion. You are making a plausible interpretation of a writer’s work. – A quote should not sit as a sentence. A quote should become part of your sentence. – convey, portray, depict, evoke, and any literary term… are good words to use! – Refer to the reader, the writer, the speaker |
Transcript of The Lion King
https://lionking.org/scripts/Script.html
Transcript of Before Sunrise:
Let me know when you need help.
In [Richard Linklater’s film Before Sunset,] the theme of _________________ is shown through [the character’s discussion] of __________________________________________________________ .
A major frame of the film would be seen through a ________________ lens.
This is exemplified / explored / shown / highlighted because _________________________________________________________________________________________________________________________________.
Remember:
Theme / Lens / Evidence / Explanation / Evidence / Explanation / Conclusion
You have the rest of class to ask questions about the final paragraph. (Thursday / Friday) The final paragraph will be due Monday. You have class today to get everything sorted out. You have half of the class tomorrow to write the final.
THIS IS THE RUBRIC FOR THE LENS PARAGRAPH: (also on Teams)
Monday – Tuesday (February 7-8)
Library for 20-30 mins at the beginning of class. (Monday) Independent Novel Study Project
Information on Independent Novel Project:
What is the independent Novel Study Project?
Here is the project:
Independent Project Final_2021
And here is the rubric:
Novel-Study-Project-Rubric-2018
And here is the journal for Independent reading:
February 3rd, Friday
Today, we will finish the mini lenses presentations and then we will watch something completely other that what I had planned.
How I met your mother is no longer available to stream. The second, newer show I was to present – that 70’s show is no longer available to stream.
So I have gone back to the original show I loved in the 90’s and have researched it through a Psychoanalytical lens to get you thinking about what you can write:
The Simpsons.
Here is the script of the show:
https://www.simpsonsarchive.com/episodes/3F05.html
And we will briefly look at a part of an undergraduate thesis from someone who studied in the University of Iceland. Luckily, it was on The Simpsons and lenses… but how they look a little later down the academic road. We’ll discuss it:
EXCERPT:
2.1 The Pleasure Principle in “King-Size Homer”
In the seventh episode of the seventh season of The Simpsons, Homer strives to obey the
pleasure principle to new extremes. In a mandatory five minute session of calisthenics at
the Nuclear Power Plant, Homer finds out that one of his co-workers got injured on the
job and is now on disability with full pay. Upon hearing the news, Homer immediately
decides to get himself injured enough to become disabled so he can work from home.
Unable to harm himself, he realizes that hyper obesity can qualify him as disabled. He
consults Doctor Nick Riviera, who recommends “a slow steady gorging process
combined with assal horizontology” and that Homer focuses “on the neglected food
groups such as the whipped group, the congealed group and the chocotastic.” With help
from Bart, Homer begins his mission of overeating himself into obesity.
This is obviously not a good idea; however, Homer is regulated by the pleasure
principle, which entails that when confronted with pain he finds the easiest way to
relieve himself of it (Freud, Beyond 1). Freud explained: “The pleasure principle, then,
is a tendency operating in the service of a function whose business it is to free the
mental apparatus entirely from excitation or to keep the amount of excitation in it
constant or to keep it as low as possible” (Beyond 56).
For Homer, his job is the excitation and the id strives to have Homer away from
the Nuclear Power Plant at all costs. This explains partly why Homer has dipped his toe
in so many fields of professions; while the job is new and exciting in itself, it does not
cause pain. However, Homer‟s attention span only lasts so long and he quickly becomes
bored. Being on disability is the perfect choice for Homer‟s pleasure principle regulated
mental process. Instead of seeking new jobs, which all end in causing pain instead of
pleasure, he gets to be at home—which means, in his mind, being able to drink beer and
frolic with Marge at will. The ends justify the means, even if it is dangerous for his
health and immoral, since becoming disabled on purpose is abusing the system.
Confronted by Lisa about this morality issue and whether he has told Marge about
his plans, Homer answers:
I‟m not saying it isn‟t sleazy, honey, but try to see it my way: all my life I‟ve been
an obese man trapped inside a fat man‟s body. … No, it would only worry
[Marge]. If you want to add to her worries, go ahead. I guess I‟m just a little more
grateful for all the things she‟s done for us.
Unlike the ego, which tries to be moral, and the superego, that can be super-moral, the
id is non-moral (Freud, The ego 44). For Homer it is not morally wrong to answer his
eight year old daughter like that, neither is becoming disabled due to obesity. There is
really no right or wrong in the id, no contradictions or conflicts—there is only the
instinctual strive for pleasure (Freud, “The Question” 196, 201). Obviously, the ego
needs to step in and Lisa is surprised on how long Marge is willing to let this go on. She
needs “to mediate between the claims of the id and the objections of the external world”
(Freud, “The Question” 201). In this case the claims of the id are being obese and, quite
frankly, lazy while the external world objects with ridicule. Unlike the id, the ego goes
by the reality principle, which “takes into account the conditions imposed by the real
external world” (201) and the difference between the reality principle and the pleasure
principle shines through when Marge finally confronts Homer:
MARGE. Let‟s quietly and calmly discuss the pros and cons of your controversial
plan, shall we?
HOMER. I …
MARGE. Con! You‟re endangering your health.
HOMER. Pro. I‟m drought-and famine-resistant.
MARGE. Con! You‟re setting a bad example for the children.
HOMER. Pro. I, er, don‟t have to go to work.
MARGE. Con! You‟re running the air conditioner non-stop. It‟s freezing in here.
HOMER. Pro. Uh… uh… I love you?
MARGE. Con. I‟m finding myself less attracted to you physically.
The ego’s intervention is too feeble, too late. Utterly disconnected with reality, Homer
exclaims that this is everything he ever wanted and now, he finally is a “big fat
dynamo.” He now works from home and for Homer that is enough. Of course, his
happiness based on a change of scenery lasts only a few hours and although he does not
have to face the morning traffic, he does have to succumb to the boredom of sitting in
front of a computer all day pressing Y for Yes, N for No and Tab for ordering the soft
drink TAB. To be fair, his job as a Nuclear Safety Inspector never seemed to require as
much attention while he worked at the plant itself. Now, he has to actively take
decisions over and over again on serious matters like venting gas to prevent explosions.
Even when confronted with this critical task, he fails to realize the impact of his deeds.
He begins answering every question with “Yes,” casually using a broom so he does not
have to leave the couch, and when that becomes too much of a chore, he puts a toy in
charge—a drinking bird that bobs its head up and down in perpetual motion. He literally
risks a nuclear meltdown, so dire is his need for pleasure. He leaves the confinements of
his home/workplace, sporting his new flowery muumuu, cape and his fat guy hat.
While outside, in the real world, he is confronted by the ridicule that was
expected. He tries to see a film (“Honk if you‟re horny”) but loses his dignity when the
cinema‟s manager explains that the seats cannot take a man of his girth and offers him a
garbage bag full of popcorn if he does not make a scene. Homer hurries home and
decides that it is up to him to show the world that the obese are not lazy and
irresponsible, only to find that while away, the bird failed and an explosion is imminent.
In the end, of course, he redeems himself by saving the day; however, the only reason
why he is adamant enough to do so is because an explosion would cause him personal
pain. “Everybody‟s going to be dead, especially me!”
END OF EXCERPT
Let’s think about these three questions:
- What lens best represents the episode and why?
- What two pieces of evidence can you find (in the transcript or your notes) that backs up this lens?
- What does this mean as a ‘bigger picture’? For example – what can we take away and learn from this episode?
First, you can have a discussion with partners, and then begin to make a good idea of this in your writing. Make sure to answer the questions based on the lens you have chosen. I will hand out a paper that is a matrix of lenses so that it can help you. This will also be used for the full length film
.Introduction-to-Literary-Theory-Grid-Grade-10.11Download
This informal paragraph is due next Tuesday at 11:59PM. You have part of Monday and all Tuesday to complete the assignment.
Feb 1st – Feb 3rd (Tuesday – Friday)
Welcome to class.
Here’s the syllabus. Let’s go over it briefly. Each pair should come up with a question that you need clarified.
Here’s the introduction to the unit:
10 Essential Questions (out of 100)
https://www.signupgenius.com/groups/getting-to-know-you-questions.cfm
- Brainstorm with class on questions
- Find someone you don’t know
- Ask 10 of the questions from the board – answer them – Vice versa
- Get ready to present your partner to the class
Let’s get started.
Now, things might get a little strange right away, but I’d like for you to take notes on this video to reflect on the content. I’ll hand out paper.
- Structuralism: The significance of the changing balance between text and image and its relationship to an interpretation of the story as a fantasy – a figment of Max’s imagination, oppositions.
b. Feminism: the role of the mother (and the absence of the father), the balance of power between mother and son, the role Max adopts with the ‘wild things’, the representation of the ‘wild things’ as gendered or genderless.
c. Postcolonial: the role Max adopts with the ‘wild things’, his colonizing – and subsequent desertion – of the creatures, the behaviour of the ‘wild things’, the colour symbolism of Max’s clothing.
d. Psychoanalytic: what the ‘wild things’ might represent, Max’s relationship with his mother, the absence of the father, dream/reality distinctions, sublimation of desires into fantasy.
Look for fairytales, either solo or with a partner. Pick a lens in which to view your fairytale.
Look at this document. There are 8 lenses to choose from, but you only need to familiarize yourself with four.
Tomorrow, you’ll present your fairy tale for class. You will do these three things:
- Summarize the fairytale
- tell the class what lens you are looking through and why
- explain why this lens is relevant to the story.