Garaux’s 9 C.P.Fall ’13Week 11 11/4-11/8

Objectives/Goals: Students Will…

  • Analyze interactions between characters in literary text and how the interactions affect plot.
  • Identify and analyze how an author uses figurative language, sound, devices and literary techniques to shape plot, set meaning and develop tone.
  • Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge
  • Use documented textual evidence to justify interpretations of literature

or to support a research topic

Class Activities/Assessments:

Monday, 11/4

  • Explain how rappers have changed rhyme. They try to keep with the rhyme scheme, but they are thinking on their feet (don’t go back to re-write stuff) and they are speaking so fast that the sounds tend to blur together. They can get away with half rhyme.
  • Define ½ rhyme
  • Read and listen to the lyrics for “The Hipphophipotomus vs. The Rhymnocerus.” Look for examples of Rhyme and label the Rhyme scheme
  • Students complete the Rhyme page in their packets after discussing the many ways someone might break up with you.
  • Listen to “Ex-Girlfriends” to see if your answers are right.
  • Very briefly discuss rhythm and complete the rhythm page in your packet

Homework: Finish Rhyme and Rhythm page; Grammar Practice 1196

Tuesday, 10/29

  • No School

Wednesday, 10/30

  • Pass out midterm review guide.
  • Very briefly discuss rhythm and complete the rhythm page in your packet
  • Though poetry is short, one thing that makes it so difficult is that it is full of meaning and this meaning is often difficult to figure out and it is different for everyone.
  • One thing that makes it different for everyone is that we all come from different backgrounds with different experiences. Some of us are young (in terms of our experiences and maturity; not our ages) and some of us are old. These things make it either difficult or easy to interpret poems.
  • Yet, once we have the interpretation; no matter a person’s level of experience, we all can relate. It comes back to the collective unconscious stuff we have been speaking on.
  • We are going to read a poem that deals with a subject we are all familiar with, but its power comes from having a deeper understanding/experience with the subject.
  • To give us that deeper place to come from (the necessary experience) we are going to read a part of a book and watch a few parts of a movie that come from the book, Into the Wild.
  • Give a brief backdrop to the book and watch the trailer
  • Look at the map and discuss Chris’ being dropped off and finding the “magic bus” which he lived in for 100 days.
  • Read the ending to the book
  • Begin work on the cover page to the packet by reading 1(a) by ee cummings: Discuss the poem and define line, stanza, speaker
  • In the poem, the words are falling apart-letters are dropping off- Chris dies and the leaves die when they are separated from society. Isolation “kills” something within us
  • Define symbolism and Theme

Homework: Grammar Practice pg 1197

Thursday, 10/31

  • Blocks 1 and 3 will take their midterm
  • When students are done with the midterm, they can interpret the advice Polonius gives to Laertes from Hamlet

Homework: The Grammar Practice pg 1198

Friday, 11/1

  • Block 4 will take their midterm
  • When students are done with the midterm, they can…
  • View the painting Nighthawks to discuss the ways a person can be cut off from society even when you are surrounded by society. (intelligence, race, gender, age, status…)
  • George and Lennie are cut off from society because Lennie is severely mentally retarded. Introduce Mental reatredation in the 30’s.
  • Show some of the ppt presentation giving backdrop to the novel
  • While listening to the chapter, I will stop the C.D. to have students draw and write dialogue/thoughts of the characters- they will try to capture as much as they can in their drawings. Focus on the loneliness either character must be feeling with the thought/dialogue bubbles.
  • This is the guided reading assignment for the chapters in this novel.
  • Distribute books and begin listening to the first chapter of the novel Of Mice and Men. \
  • Watch the opening scene of the movie Of Mice and Men to discuss the mood of the novel, which is set by the music, the fire, the sun on the mountains. The dreams of G+L are like the mountain in the background. The sun is shinning on it and they are traveling, getting a new start and are hopeful. When G. talks about Lennie getting into trouble, the setting grows dark around him.

Monday, 11/11

Imagery definitions, imagery page as a class, look for examples of imagery in chpt. 1; watch the opening scene in the movie

Friday, 11/1

  • Though poetry is short, one thing that makes it so difficult is that it is full of meaning and this meaning is often difficult to figure out and it is different for everyone.
  • One thing that makes it different for everyone is that we all come from different backgrounds with different experiences. Some of us are young (in terms of our experiences and maturity; not our ages) and some of us are old. These things make it either difficult or easy to interpret poems.
  • Yet, once we have the interpretation; no matter a person’s level of experience, we all can relate. It comes back to the collective unconscious stuff we have been speaking on.
  • We are going to read a poem that deals with a subject we are all familiar with, but its power comes from having a deeper understanding/experience with the subject.
  • To give us that deeper place to come from (the necessary experience) we are going to read a part of a book and watch a few parts of a movie that come from the book, Into the Wild.
  • Give a brief backdrop to the book and read the first chapter
  • While we watch the film; look for things Chris says, thinks, does, things that happen to him, influences, his experiences. Take in notes
  • Discuss these things as we watch the film