Dear beloved 8-1 section...

My apologies for this not being up exactly "one minute after school." I'm sure you'll find it in your merry hearts to forgive me!

Here is the link to the "ways to phrase questions" handout that I was not able to print out for you today. Click here (file name: ways to phrase questions)

Gerunds as Subjects/Subject Complements

Let's review.

Write 3 entertaining sentences that have a subject complement.
Write 3 entertaining sentences that have a direct object.
HINT: "be" verbs and linking verbs=subject complements
           action verbs=direct objects

BONUS:
Identify a participle on this blog post so far.

GERUNDS AS SUBJECTS: helpful hints

A gerund phrase will include everything starting from the gerund to the verb (action or state of being) of the subject.

GERUNDS AS SUBJECT COMPLEMENTS: helpful hints

When a gerund phrase is the subject complement, it will appear after a "be" or linking verb. REMEMBER: just because a word ends in -ing does not mean it is a gerund. Exhibit A: the word "thing"

Dangling Participles, Gerunds, Vocab

What's wrong  with this sentence?

Carrying a heavy pile of books, his foot got caught on a step.



Carrying a heavy pile of books, he caught his foot on a step.

Please work together to complete workbook page 65 B.



Verbs can also be used as nouns. A gerund is a verb form ending in -ing that is used as a noun.

Swimming can help improve lung capacity.

A gerund phrase  may include a direct object and modifiers.

Riding an old rusty bike is dangerous.


HW: 1.  65 A
         2. Scan your book for 3 possible vocab words and write them in your notebook

Participle Poems (updated with homework)

The raging storm, replete with freezing rain,

Crashed upon my window pane.

Slipping and sliding upon concrete,

I became insecure, a retired athlete.

A known fact of life is that all things must pass.

And I’ll be as I was: a warm purring cat.

Your task:

1. Come up with three different phrases that include a present or past participle (raging storm, burning log) (2 minutes)

      -Can't think of any? Think of any verb in its infinitive form: to swim, to bark, to kick, to cry, to break, to injure. Then add an -ed, -n, -en for past participle, or -ing for present participle: swimming, barking, kicking, crying, broken, injured. Now add any noun after your participle. There it is!

2.  Pass your three phrases to your right

3. Come up with an original poem, that includes all three participial phrases.

HW: 1. workbook page 63 and 64 A
         2. Bring book for book club tomorrow. You may bring e-readers if that is most convenient to you.
NOTE: Please don't read ahead of schedule without first consulting all group members. You are to experience the book as a group. This will not be possible if one or two members read ahead.

-Mr. B.

Important Book Club Reminders

On Monday, you will have 2 minutes, and only 2 minutes to complete your contracts for this project. You must know the book and its page length in order to complete this.

***Your books must be in class by Tuesday, December 18. That gives you Friday, Saturday, Sunday, and Monday to either ask if I have a copy, get one from the public library, buy it yourself, or ask a family member or friend if they have a copy. Bringing your book to class on book club days is part of your participation grade. Being unprepared will negatively affect your group discussion grade.

Free Style Friday- The Singer Solution to World Poverty

Dickens's Christmas Carol  deals with our moral and social responsibility to the poor. Read this article by controversial philosopher Peter Singer.

Once you're done reading, what are your reactions to his ideas on how to solve poverty? Do you agree or disagree?

Prompts for Singer article:

Do believe Americans are obsessed with luxury? Explain

Do you agree with the author’s argument? Why or why not?

Does this article make you feel guilty? Explain

Verbals

Verbals: a verb that can turn into a noun, an adjective, or an adverb.

There are three types of verbals: participles, gerunds, and infinitives.

We're going to start with participles.

Participles: a verb that can be used as an adjective or an adverb--as an adjective, it modifies (describes) a noun or pronoun. As an adverb, it modifies verbs, adjectives, or other adverbs.

Present participle verbs end in -ing. The raging storm destroyed several houses.
Past participle verbs end in -ed:The defeated army trudged back to base.

Book Club

Over the next 4 weeks, you will participate in a semi-independent reading project with 3 or 4 of your classmates. Each week you will you have two opportunities to discuss the readings. These discussions will be monitored and given a grade.

Aside from the weekly discussions, you will occasionally have to provide written "check-ins." These will come in several forms, but will often require some summary work.

Midway through Book Club, you will be providing a short presentation to the rest of your class aimed at creating an interest in your book. This can either be a reenactment of an important scene, a talk show interview with a few of the characters, a formal presentation, or anything your group deems necessary to create a classwide interest in what you're reading.

During this project, you will be keeping track of vocabulary you come across that is unfamiliar to. Eventually, we will be making a list of vocab words compiled from your own personal lists. This list will contribute to vocabulary activities and instruction.
The final project project will be a creative work of your own choosing that ties in your special talents/interests. More details on this a bit later.

Some suggestions for your book club:

Animal Farm- George Orwell
Lord of the Flies-William Golden
The Westing Game- Ellen Raskin
Stargirl-Jerry Spinelli
Speak-Laurie Halse Anderson
The Giver- Lois Lowry


Your group may select a book that is not on this list. Please keep in mind:
1. The book must be new to everyone in the group
2. The book should be of an 8th grade reading level or higher
3. I must approve of the book by Friday, December 14 (so have a backup plan just in case your book doesn't get the green light)

Check out this website to research your books. Click here
HW:
Research three books that interest you. By Friday, you must decide with your group members what book you'll be reading. During that class, you will also create your reading expectations (i.e. the amount of pages read by the end of each week), so you must know the specific page length of your book.

Books must be in class by Tuesday, Dec. 18.

Mini Lesson on MLA Formatting/Heading

Please write the following in your notebooks.

Essay requirements/format
1.  Include a thoughtful, creative title that reflects your main idea. This must be centered.
2. Type in 12 pt. font, Times New Roman
3. Double Spacing
4. 1 inch margins, all around
5. Your last name, followed by the page number in the top right hand corner (*I will show you)
6. Correctly formatted in text citations: (Douglass 2).
7. A Work Cited page

Your heading must include the following (put a space between each one):
1. Your name
2. Teacher
3. Class
4. Date: Day Month Year (no commas)

This is located in the top left-corner of your paper.
FOR EXAMPLE, CLICK HERE: (file name: Formatting and Heading Example)
It should look like this:

Bob N. Furapples

Mr. Misses

ELA

10 December 2012

ESSAY DUE DATES (be sure you pay attention to the class section):
8-1, 8-4: Final Essay is due Tuesday, Dec. 11
8-2, 8-3, 8-5, 8-6: Final essay is due Thursday, Dec. 13

Mini Lesson: Conclusion

Hello, team! I figured I would provide y'all with the Conclusion notes, just in case you were absent in class (or take sloppy notes!):

In your Concluding paragraph, you should do the following:

1. Reiterate or summarize your thesis/main point
2. Explain why the ideas you presented are important or necessary when you consider Douglass's purpose or audience.

Some advice: You chose your examples. You chose the rhetorical devices you discussed in your essay. You chose how the paper would be organized (the order and presentation of ideas). Most importantly, you chose your thesis statement and the general topics to focus on. Your paper is original and very much a reflection of your own experience with the narrative. Your conclusion, therefore, should address why your paper accurately represents what Douglass was trying to accomplish by writing this slave narrative.

HW: First draft complete by Monday, typed!

Side Note: To the students who feel lost, confused, or even a little unsure with any aspect of this essay, I've been making myself available during lunch so I can address your concerns. We are reaching the due date for this assignment, and it would be in your best interest to set up a conference with me if you're struggling. 

Mini Lesson- In Text Citations and Works Cited

In text citations: After you quote a text, you need to give a parenthetical reference. Usually, this would include the author's name and the page number where the text usually appears: (Douglass 45). Note: no commas, no mention of the word "page," and the punctuation mark comes after the closed parenthesis.

 If you include an author's name in a sentence, you need not repeat the name  in the parenthetical page citation that follows:

As Douglass points out, "The songs of the slave represent the sorrows of his heart" (14).

Versus

It is argued that "The songs of the slave represent the sorrows of his heart" (Douglass 14).

We are going to do something a little different, given that we aren't working with page numbers (unfortunately!). Use the chapter number instead.


Work Cited page:

Author's name. Title of the Book. Publication information.

Author's name:  Reverse the author's name for alphabetizing purposes: Franke Damon= Damon, Franke.

Title of Book: State the full title of the book, capitalizing the first letter of "important" words (leave the first letter of words like "the", "a", "an", "of" and "and" in lower case, unless it is the first word of the title ). Place a period after the entire title.

Publication information: In general, give the city of publication, the publisher's name, the year of publication, and the form (if it's from a book, the form is "print"). All this information is usually found in the first couple of pages, most likely the copyright page--you know, that page with all the small print.

Use a colon between the city of publication and the publisher (this is usually a company or office).

Place a comma between the publisher and the date of publication, and a period after the date. Add the form, followed by a period.

Example:

Hinton, S.E. The Outsiders. New York: Penguin Group, 1967. Print.

HW:
1.Type intro and body paragraphs one and two. (If you want to complete the essay, knock yourself out)
2. Circle a section you want me to look at (intro, body paragraph 1, or body paragraph 2)

Back to IREEC!!!

But first let's look at those intro paragraphs

Does the writer have a good hook that relates to their topic?

Is background information there? Is it appropriate?

Is the thesis well-developed?

Does the speaker explain why their thesis matters?




Then IREEC!

HW: Complete a draft of your first body paragraph (in IREEC format)

Mini Lesson #2: Introductory Paragraph

In a literary essay, the writer tries to prove that an idea, or a thesis, is true. This all begins in a land called. . . THE INTRODUCTORY PARAGRAPH

The first sentence in your introduction, called the hook, is a broad, general sentence about the topic or theme of your paper, intended to hook your audience in.

Ways to write a hook
1. Start with a question
2. Start with a shocking fact or idea (but please avoid the cliche: "Did you know...")
3. Start with an image--be descriptive
4. Describe an idea that is relevant to your topic (i.e. the idea of education, the idea of equality, the idea of corruption, the idea of freedom, etc.)

      Then provide some background information about the story. For example, Who is the main character? What is the main problem or conflict in the story? Any other characters that are important? Should we know anything about the setting? In a non-fiction work of literature, you especially want to pay close attention to Audience and Purpose of the author.

Next, state your thesis (your main argument).Your thesis sentence must include the title and author of the book.  (i.e. In Douglass's Narrative, he argues/shows/reveals/describes/exposes/demonstrates_______in order to_________
Your thesis should have a "what" and a "why" (Douglass does this (what), in order to do this (why)  

In other words, your thesis should answer this question: What does Douglass argue/reveal/demonstrate/explain, and why does he do it?

*After your thesis statement, you may want to include a sentence that explains the importance of your thesis--what are the costs of not knowing this information? This will give you something to return to in your Concluding Paragraph.

HW: DRAFT AN INTRO PARAGRAPH.  For the outline of an introductory paragraph, click here and select the file: Outline For Intro Paragraph.

Maniac Monday

It’s time to get a little crazy. It is my belief that if you’re ever going to produce something valuable, you have to go a little insane in the process. No rules, no long moments of contemplation, just rapid fire thinking by writing.

Please number your points of interest, one through six, on your chart. Begin trying to think in terms of body paragraphs—how might you divide up your evidence into three body paragraphs.

-Start jotting down similarities between ideas/rhetorical devices

-What patterns do you notice about your points of evidence or the rhetorical devices you looked at

-What interests you about the work you collected

-Develop charts, lists, webs that will help you break down the ideas you want to explore

Some of your evidence might not work as you get a clearer sense of the direction you’re going in. That’s okay. Get rid of it.  Dive back into the text and sniff around for evidence that will support your claims.

Complete Points of Interest Charts

Just a friendly reminder that I'll be checking your Points of Interest Charts for completion on Monday.

Sincerely,

Your Dumpster Diving English Teacher. Hey, at least I got 'em.

Mini Lesson #1: Ellipsis

Whenever you wish to remove a word, a phrase, a sentence, or more from a quoted passage, you should think about two things: fairness to the author being quoted, and making sure the sentence still makes sense (grammatically).

If you quote only a word or phrase, it will be obvious that you left out some of the original sentence:

In his inaugural address, John F. Kennedy spoke of a "new frontier."

But when taking out material from the original sentence or sentences leaves you with a quotation that appears to be a sentence or series of sentences, you need to use an ellipsis, or three spaced periods, to indicate that your quotation does not completely reproduce the original.

For an ellipsis within a sentence, use three periods with a space before each and a space after the last.

EXAMPLE: (original sentence) Medical thinking, trapped in the the theory of astral influences, stressed air as the communicator of disease, ignorning  sanitation or visible carriers.

Quotation with an ellipsis in the middle: In surveying various responses to plagues in the Middle Ages, Barbara W. Tuchman writes, "Medical thinking . . . stressed air as the communicator of disease, ignoring sanitation or visible carries" (101-02).


Quotation with an ellipsis at the end: when the ellipsis appears at the end of your sentence, use three periods with a space before each, and then place the sentence period after the final parenthesis.

"Medical thinking, trapped in the the theory of astral influences, stressed air as the communicator of disease . . ." (101-02).

Now you try:

1. The ceremony honored twelve brilliant athletes from the Caribbean who were visiting the U.S. Leave out "from the Caribbean who were"

If you're unsure, come see me and I'd be happy to help.

New Documents On My Web Page

Hello everybody! I just wanted to let you know that the Points of Interest Chart, the essay topics, as well as my list of key ideas in Douglass's Narrative (file name: key ideas in Narrative) are now up on my school webpage. Also, if you lost your cheat sheet to rhetorical terms, I threw that up there as well. Click here for instant access.

Also note: Section 8-3, you were not assigned any work this evening. This means that you will have to be extra focused in our workshop tomorrow.

Have a good evening,

Mr. B.

Writing Workshop- Day I

PART I- Prewriting

Prewriting Reflection: Please respond briefly to the following questions: 

What is the main purpose of an introductory paragraph?

What does it mean to use formal language throughout?

What does it mean to have distracting grammatical errors?

What does it mean to express your ideas clearly?

What does it mean to develop your ideas?

1. Take a moment to read through the essay topics. Choose one that you think you can work with.

2. Next, take a moment to read through Narrative on your desk.

3.Begin selecting evidence that might be relevant to your topic.

4. Copy down a short quote on your Points of Interest sheet. Give yourself a general location of where your quote (evidence) is located. For example: Chapter 2, paragraph 4. That's called a citation.

5. Beside each citation, explain the rhetorical device being used.

What you'll need for Wednesday

So, because today's lesson was meatier than I anticipated, our schedule shifts a bit. Here's what you'll need for tomorrow's class:

1. The first drafts of your 2 Ten Percent Summaries, typed and of the appropriate word count/
2. Your best peer reviewing skills.

That is all! Enjoy your evening.

-Mr. B

Rhetorical Review and Peer Review Workshop

Your cheat sheet to rhetorical terms and devices:

Rhetoric-The art of persuasion in writing and speaking.

Logos-  Arguments that appeal to the head using logic, numbers, explanations, and facts. Through Logos, a writer aims at a person's intellect. The idea is that if you are logical, you will understand.

Ethos- Arguments that appeal to the conscience, ethics, morals, standards, values, principles.  Ethos also tries to persuade an audience that the speaker has a moral character and the ideas put forth can be trusted and believed.

Pathos- Arguments that appeal to the heart, emotions, and sympathy, usually through vivid imagery and figurative language.

Parallelism-Using similar word patterns to emphasize and link ideas. It also adds rhythm, balance, and clarity.

Analogy-using a familiar concept to explain a complex idea.

Allusion- A brief reference to an event, person, place, another story, or document.

Paradox: A contradictory statement that nevertheless is true, or which reveals a truth. Example: jumbo shrimp.

Anecdote: A brief personal story, usually found in nonfiction, to help illustrate a point.

Irony: A contrast between what is expected to happen, and what actually happens.

On your peer’s paper, make note of the following:

1. Sentence fragments

2. Run-on sentences

3. Lack of punctuation/capitalization

4. Awkward sentences or phrases

5. Lack of smooth transitions from one thought to the next (are there transition words/phrases? i.e. rather, furthermore, in addition, also, therefore, however, moreover, on the contrary, as a result, etc.)

6. Can you identify the S.A.T. (Source--italicized, Author, and Title of the chapter) 

7. Is the word count appropriate?

**On your peer’s paper, answer the following in complete sentences:

1. What did the writer do best with his or her summary?

2. Where could the writer improve?

HW: Your 10 Percent Summaries, typed and all necessary changes made, to be handed in tomorrow, with your notes.

Homework Reminder

Hello folks. I just wanted to make sure there wasn't any confusion regarding what you need for tomorrow's (Tuesday, Nov.27) class.

1. A typed first draft of your 2 Ten Percent Summaries. Remember: the two passages you had to summarize are already included in the packet.

2. Your notes will not be up for review. Therefore, you do not need your I.D.E.A.S. notes for tomorrow's class. These will be due on Wednesday with your final draft and peer reviewed first draft.

If you need a copy of the project outline, head over to my Siena page and scroll to the file that's titled "IDEAS for Summarizing."

**Students who were absent either today or the day before break, report to my room (120) during flex or lunch to take the quiz on chapters 6-9.

Irony: Two Thanksgiving Day Gentlemen

Today, we are going to watch a masterful interpretation of O. Henry's short story "Two Thanksgiving Day Gentlemen." This will most likely be the highlight of your Thanksgiving week, so enjoy it while it lasts.

Think about it: Be sure to note the irony. What idea or message is being communicated through the use of irony?

Project over the break: You have some work to do over the break. Everything you need to know is in the project packet you received in class. Forget the packet at school? Click here to get it (file name: "I.D.E.A.S for summarizing")

You also have to read Narrative, Chapters 6-9. Please read my ten percent summary of Chapter 5 first though. Click here.

For Chapters 6-9, Microsoft Word version, click here.
For an online PDF, click here.

Enjoy the turkey. Be sure to wear your turkey hats.

Chapter 4- TYPED IREEC

Today you will be looking at an IREEC paragraph based off the first chapter of Narrative. Please mark up the following on your copy (yes, the paper actually belongs to you):

1. Circle the thesis statement
2.Underline the sentence that introduces the quote
3. highlight the explanation
--Answer on back: How does this explanation relate back to the thesis statement
4. Underline the sentence that introduces the quote
5. highlight the explanation
--Answer on back: How does this explanation relate back to the thesis statement
6. Circle the concluding sentence

HW:

 In IREEC format, please address how Douglass uses ethos to argue against the institution of slavery in chapter 4. Please type this assignment, since we will be using it in a workshop.

Chapter 3-Douglass

Agenda:
1. Angry Email Sheets- 5-7 minutes
2. Angry Email-Logos and Ethos (Thesis statement for a short paragraph)-10-15 minutes
3. Chapter 3- Questions, Comments, Concerns? Think-Pair-Share: Irony at work (10-15 minutes)
4. Homework for next class


***HW: Read Chapter 4 of Narrative.

Angry Emails and Chapter 3

Agenda:
1. Take a copy of the "Angry Email," written by Mr. Bodensteiner
2. Read the email out loud to each other. Read a paragraph each.
3. Answer the questions on the "Angry Email" sheet

 New rhetorical term:

Irony: A contrast between what is expected to happen, and what actually happens.

examples of irony: An olympic swimmer who drowns in his bathtub.
                             A serial killer who has written books on public safety.

(From Ha Jin's "Saboteur")
A man with acute hepatitis is wrongfully accused and arrested for sabotage. The entire time he's in jail, he constantly speaks of his innocence. He's forced to sign a confession, and is finally released. Upon his release, anger and bitterness consumes him, and he orders food from several different places, only eating several bites of each item. Within a month, over eight hundred people contract acute hepatitis. Six died of the disease, including two children. The irony: He becomes a saboteur, the very thing he so passionately denied, and also harms innocent people (just like him in the beginning of the story) in the process.

HW: Read Chapter 3. Think about the ways that Douglass uses irony to express how slavery makes people do irrational things (irrational=unreasonable). In your notebook, jot down an example of irony that you've found in the chapter and how Douglass uses logos to argue against the institution of slavery.

Slave Songs

HW: In IREEC format, discuss 2 myths of slavery that Douglass argues against. Remember: a myth is a false or inaccurate belief, widely accepted as truth.

FREE STYLE FRIDAY:

As you may or may not know, many of the slave spirituals served as the foundation for what we know today as the Blues. Think of something that really stresses you out or breaks your spirit. Write a blues song that expresses your pain.

Follow this format:

I ain't got no sleep and I've been working all day
I ain't got not sleep and I've been working all day
Gonna find some place to rest these blues away

Key Rhetorical Terms for Chap. I of Douglass Narrative

HOMEWORK:
Please read Chapter 2 of Douglass' slave narrative (click here for microsoft word version, here for online PDF) and don't forget to do the following on a separate piece of paper:
1. Please write 3 things you learned about life on the plantation
2. Chose an important sentence. Explain why you think it's important.

Key Terms for Chap. 1:
Purpose
Audience
Anecdote
Allusion
Logos
Ethos
Pathos
Paradox
Parallelism

Frederick Douglass Narrative CHAPTER 1 HOMEWORK

IREEC- The format of a well-constructed body paragraph

Indent the first line of your response.

Restate the question—what are you trying to argue in your response?

Example-provide an example from the text that supports your argument. This will be a quote from the text.

Explain your quote—how does it support your argument? (the point you’re trying to make)

***(THEN REPEAT THE LAST TWO STEPS: PROVIDE ANOTHER EXAMPLE WITH ANOTHER EXPLANATION)

Conclude your paragraph, revisiting your main idea.

Answer the following question in IREEC format: In the first chapter, Frederick Douglass discusses some pretty heavy themes: loss of identity, how slavery works to break apart the family unit, and “the bloody scenes” of planation life. Who (audience) do you think he is trying to inform of these themes and what is his purpose?

For the microsoft word version that we're reading in class, click here.
Here is an online link to Frederick Douglass' narrative, Chapter I. Click Here.

Introduction to Rhetoric

We are going to begin our next unit today: Rhetorical Criticism

First, it'd be helpful to learn what rhetoric means--

rhetoric-The art of persuasion through speaking and writing.

Whenever we look at the rhetoric of someone's writing or speech, we try to identify 4 basic elements:

Purpose- what is the speaker arguing?

Audience-Who is the message intended for?

Style- what's the author's attitude toward his/her subject. We look for word choice (diction), images, and patterns)

Structure- How is the information organized? What types of ideas are introduced first. How about in the middle? What does the speaker finally conclude? Why does the order of these ideas matter?

An  easy way to remember those four elements: P.A.S.S.

The use of rhetorical devices/strategies appeal to audiences in 3 ways:

Logos

Appeals to the head using logic, numbers, explanations, and facts. Through Logos, a writer aims at a person's intellect. The idea is that if you are logical, you will understand.

Ethos

Appeals to the conscience, ethics, morals, standards, values, principles, justice 

Pathos

Appeals to the heart, emotions, sympathy, passions, sentimentality.

Hope you enjoy your new language "toys." We'll certainly have some fun "playing" with them in class.

Monstrosity!

In your groups please discuss the following:

1.What does the word "monster" mean to you?

2. What horrifies you more than anything

3. Are your fears represented in anyway through the monsters that scare you most


Monster Theory suggests that monsters are in some way an embodiment of ourselves and cultures--anxieties or fears that make us uncomfortable, and are instead projected onto monstrous creatures.

In short, we are our monsters.


If you wanted to investigateMonster theory some more, or share with family here are the links for the sites I used for today's classs:

Where The Wild Things Are-Maurice Sendak --Remember to question how the monster within is being portrayed here.

My Monster, My Self- NY Times Opinion Piece.

If you like to read, this is not the greatest translation, but surely something to keep on your radar: Sir Gawain and the Green Knight

Sample Passage Analysis questions

1.Please consider the following passage:

 “I could never quite give up the hens,” Mrs. Mortimer said. 'It would be an awful wrench to give them up. I didn't mind the cherries and I didn't even mind the calves so much. But the hens are company. I can talk to the hens.”

Create the following the clues for yourself:

Denotative meaning of “hens”________________

What does Mrs. Mortimer’s society expect of women (gender roles) that directly relates to what hens literally do? ______________________________________

Answer: In a figurative sense, why are the hens so important to Mrs. Mortimer (what do they represent to her)? Please include a discussion of gender roles and the idea of isolation in your answer.

 2.Consider the following passage:

The letter was typewritten, which was not unusual. It was unsigned, which was unusual. It enclosed an American bill — fifty dollars. It did not seem in the least like any letter she had ever had from her husband, or any letter she could imagine him writing. But a strange, cold feeling was creeping over her, like a flood rising around a house.

Think about the imagery of the last line. Think about some of the feelings/words you connotatively associate with floods. Think about some feelings/things you connotatively associate with house. Considering how the story ends, what does this imagery figuratively suggest?

Gender and Feminist Criticism Notes

As promised, here are the notes from the Prezi, in a less dazzling format.

Gender and Feminist Literary Criticism Notes

-Believe it or not, gender does not mean male or female

-Male? Female? That is your sex. You'll have to check that off on any job application

-Gender, rather, is our beliefs on what a "man" is and what a "woman" is.  Where do these beliefs come from? SOCIETY!

-"One is not born a woman, one becomes one"- Simone de Beauvior In other words , an individual

may be born female (sex), but may not behave in a way that society deems to be "womanly"  (gender)

-Therefore, gender is created by what one does, not by what one is.

-So, terms like "ladylike," "girly," "manly" "gentlemanly" all refer to how well one can act or perform their gender role in society

-Who comes up with the gender roles? Gender roles are actually determined by what we call "gender norms" a.k.a, just whatever is considered to be "normal" by our cultures and society. Sounds nice, right?

-Unfortunately, "Gender roles" often lead to gender stereotypes, and people might get persecuted or bullied when they step outside of their gender roles. A female not interested in clothes? A male who doesn't like sports?

-Can you think of any gender stereotypes? What are some things that only men are supposed to do or be good at? How about for women?

Male Gender Stereotypes: •All men enjoy working on cars

•Men are not nurses, they are doctors

•Men do "dirty jobs" such as construction and mechanics; they are not secretaries, teachers, or cosmetologists

•Men do not do housework and they are not responsible for taking care of children

•Men play video games

•Men play sports

•Men enjoy outdoor activities such as camping, fishing, and hiking

•Men are in charge;

•As husbands, men tell their wives what to do

•Men are lazy and/or messy

•Men are good at math

•It is always men who work in science, engineering, and other technical fields

•Men do not cook, sew, or do crafts

Female Gender Stereotypes:

Girls are supposed to wear dresses

Girls are supposed to serve food

Women are supposed to take care of babies

Women are supposed to have "clean jobs" such as secretaries, teachers, and librarians

Women are nurses, not doctors

Women are not as strong as men

Women are supposed to make less money than men

The best women are stay at home moms

Women don’t need to go to college

Women don’t play sports

Women are not politicians

Women are quieter than men and not meant to speak out

Women are supposed to be submissive and do as they are told

Women are supposed to cook and do housework

Women are responsible for raising children

Women do not have technical skills and are not good at "hands on" projects such as car repairs

Women are meant to be the damsel in distress; never the hero

Women love to sing and dance

Women are supposed to look pretty and be looked at

Women do not play video games

Women are flirts

Women are never in charge

-Can you see how many of these actually are true of many men or women that you know? They may even be true for you personally, but they do not apply to every single man or woman alive. That is what makes them stereotypes; the fact that these things are considered, "the norm" and expected of every male or female.

-Note: Actual gender roles are generally neither positive nor negative (I think everyone can appreciate a good house cleaner or an amazing cook);  they are simply inaccurate, sweeping statements about male and female characteristics

**Feminist critics intepret texts with a special attention towards women's rights

-So, what does the study of gender  have to do with Feminism? A feminist critic (anyone, male or female, can be a feminist critic) looks for how gender roles are portrayed in a text, often noting the inequalities that exist between men and women.

What a Feminist Critic Looks For

1.Who has power? Who's in charge?

2.Isolation

3.Individualism

3.Gender roles-namely what's expected of women in society

4.Language-how do women speak: with power or with restraint, obedience, or fear?

5.Figurative Language: early women writers often used "coded" language to undermine or fool men

***And then they ask: overall, does the text go against or simply reinforce unfair gender stereotypes/roles?

Continuing with Gender and Feminist Criticism Prezi

For those who missed school and checked the blog and found no new info, I just wanted to let you know what we did in class: I presented on Gender yesterday, and will be continuing the same presentation today.

What your future holds:

As I have been saying since last Wednesday, you have a test Friday on "The Good Corn" and Turned." This test will be passage analysis, so it will not require you to remember specific facts just for the sake of spitting them back (although, it would be helpful to remember what happened so that you're not completely without a context while reading the passages on the exam). I would start studying by doing the following:

-Understand the difference between connotative and denotative meaning. Be able to apply your understanding.
-Understand figurative language: imagery, symbols, similies, metaphors. Be able to apply your understanding.
-Understand what "theme" is. Be able to apply your understanding.
-Reread "The Good Corn" and "Turned" (see Siena webpage or past blogs for access to those stories)

**Tomorrow I'll be posting the notes from the Prezi on the blog, along with a couple of the videos shown in class. You will be responsible for understanding some gender and feminist criticism concepts. In class review/practice will begin on Wednesday.

When Good Corn "Turns" Bad...or does it...?

AGENDA:

1.Free-Style Friday!

Please take a few minutes to write on the following prompt:


Choose a character from either story and for just a brief moment, become that individual. You are to write a diary/journal entry as one of the characters describing their thoughts and feelings at a particular moment in the story--of your choosing.



2. Please write in your notebook what Mrs. Marroner might say to her husband (Please note that it will be in question form)

"Turned" Passages Part 2

HW: 

1. Please finished "Turned." Click here for the Microsoft Word Version (which is much easier to read). For those of you who do not have Microsoft Word, here is a PDF version--Click here.

2.Please complete the chart handed out in class. Forget your chart at school? Click here to download a new one.
Note: "Status" refers to social class ( middle class, upper-middle class, lower-middle class, lower class, upper class, etc)

Sympathetic= you care for and relate to a character's emotions and personality. You may "root" for this character at some moments, try to understand the reasoning behind their actions, or feel sorry for them at other points.

Unsympathetic= you have negative or bitter feelings toward a character. You may even be disgusted with a character and his/her actions, which make it hard to relate to or understand that individual.

"Turned" Passages

Yesterday's blog was somewhat inaccurate. I will use it as a springboard for today's work!

We will be reading "Turned" by Charlotte Perkins  Gilman, but in a hip, new fashion.

I will read a passage. After each passage there will be the following options available.

1. Five Word Challenge
2. Detective Notes, with evidence
3. Question Master
4. Discussion

Rules for Vocab Duel:

1.While reading, you are going to write down words that are confusing to you
2. When the time comes you are going to exchange your list of confusing vocab with another group.
3. If you figure out the word only using context clues, you get 4 points.
4. If you need help from a dictionary, that is fine, but it is worth 2 points and the word must then be properly used in an original (group created) sentence.

Rules for Five Word Challenge:
1. Choose five words that best summarize the mood/tone of the passage.
2. Write 1 sentence that describes the mood/tone of the passage.

Rules for Detective Notes:
1. Answer the questions posed to you
2. Include quotes from the story to support your answer (evidence)
3. Explain the quotes

Question Master:
1. Come up with a question that involves making a prediction of some sort.
2. Pose that question to another group

Rules for Discussion:
1. All Groups will be given a question or a set of questions to think about and discuss.
2. Whole Class Discussion on responses

Reactions Part 2 and "Turned"

Hello everyone. Today, we're going to continue forming opinions on the three characters in "The Good Corn."

We're then going to shift to the next story, "Turned" by Charlotte Perkins Gilman.

Agenda:
1. Whose Side Are You On?
2. Turned- Passages and predictions
3. Vocab Duel

Reactions to Expectations

Agenda:
1. Free Style Friday
2. Where do expectations come from?--Returning to your plates
3. Character reactions
4. Whose side are you on? Activity

Free Style Friday: Please write briefly on the following

Please choose one of your predictions from yesterday. Explain what detail(s) helped you come up with that idea, and what the details connotatively suggested to you (how you actually arrived at your ideas).

If you were right, even partly right, why do you think you were able to make a correct or semi-correct prediction? Is there something universal about life experiences that you picked up on?
If you were wrong, what might have caused you to think in such a different way? Anything about your culture or personal experiences that makes you think this way?

Returning to the plates- How does this expectation/prediction say anything about our culture?

*Character Reactions-in notebooks

ACTIVITY: Whose side are you on?

The Good Corn

HW: Please complete "The Good Corn" for homework. Click here to find it on my Siena webpage

Expectations

"The Good Corn"

In "The Good Corn" one of the women is a middle-aged wife, the other a younger woman who has come to work on the farm owned by the married woman and her husband.

You may have begun already to form expectations about a story involving these three characters. In pairs or groups, spend a few minutes listing ideas of what "The Good Corn" could be about.


Important words: context, theory, race, gender, class.

Essential Questions: -What expectations do readers have of stories?
                               -Where do readers' expectations come from?
                               -Can a story ask to be read in a particular way?
                               -Do readers read a story in the same way                                 the second, third, or fourth time?

Nursery Rhyme Presentations

For the sake of fairness, I will give each group/pair/individual about 10 minutes to review the rubric for the presentation and decide what will be presented, who will present what, and how it will be presented in order to perform to the rubric's highest standards.

I do understand that these presentations will probably conclude on Tuesday (our first day back from the extended weekend), but I believe it's better for you to be prepared and comfortable rather than rushed and unsure about the expectations.

HW:

Homework:

Please type or write out your response to item #3 on a separate piece of paper.

1.       Please read “A Small, Good Thing” by Raymond Carver (1983). Click here for story.

2.       Expect a short quiz on Tuesday

3.       In a paragraph (5-7 sentences) analyze the bread imagery in the last paragraph. Relate it to the story as a whole, using specific details from the story to support your answer.

Remember what figurative imagery is: the use of vivid descriptions that often appeal to the senses (touch, taste, hearing, smelling, seeing) for the purpose of describing something else—often something abstract that cannot be depicted literally or directly (for example, Emily Dickinson’s ‘Hope is the thing with feathers’ where she uses bird imagery to discuss the abstract idea of hope)  

Using Figurative Language to Interpret Nursery Rhyme

Today, I will model how to use The Figurative Language Map so that you will be able to interpret a Nursery Rhyme in a creative, but text-supported way!

Connotative Meaning: Looking at Figurative Language

Knowing the literal, dictionary definition is often helpful, but for close reading, the connotative meanings of words become essential for interpretation. We talked about close reading, but here's a formal definition:

close reading: carefully and analytically considering every component of a text from a variety of angles. Particular attention is paid to figurative language, as well as the form and structure of the piece.

So, we studied connotative meaning yesterday because it requires us to dump literal meaning in favor of a suggested or implied meaning that results from our cultural attitudes or emotional responses. And guess what! Figurative language requires the same approach.

When we speak figuratively, we are speaking abstractly--usually speaking in a manner that is unrealistic, yet still manages to effectively illustrate whatever point we're trying to make. Figurative language includes phrases like: "I'm so hungry, I could eat a horse," or "I told you a million times to clean your room." We understand that someone is not going to literally eat a horse. Rather, it is implied that the speaker is just starving at the moment and wants to express his despair by speaking in EXTREME terms. Same thing with the other example--speaking in extremes to convey EXTREME frustration with a lazy adolescent.

So here's that magical and spicy definition of figurative langauge you've all been waiting for:

Figurative language: Imagery, metaphors, similes, symbols that deepen our understanding of a description, event, place, or person. It is often the figurative elements in a work that subtly convey the theme or message of a work.

Stayed tuned for your activity!
____________________________________________________________

HW: Please read the Hint Fiction article (to be downloaded on my school webpage). Follow the directions on the sheet handed out in class. This is your chance to demonstrate your understanding of connotative meaning. Don't miss out on the feedback. Click here for article.

Connotative Versus Denotative

Welcome to our next unit: CLOSE READING--An Intro To Literary Studies

We are entering the world of literary criticism...which means you need to put on your literary critic hat...and keep it on...forever.

Today we're going to talk a little about what a literary critic does, why it's important to understand the distinction between denotative meaning and connotative meaning, and how that all ties into close reading.

AGENDA:
1. Read short passage: "I know what you said, but what did you mean?"
2. Connotative and denotative exercise #1
3. C versus D exercise #2
4. C versus D exercise #3
5. Notes



NOTES:

Connotative meaning: an implied meaning that comes from the emotional weight, social overtones, or cultural implications of a word, which is different from its literal meaning.

Denotative meaning: the literal, dictionary definition of a word, without any extra cultural or contextual meaning.

EXAMPLE:

White House: cultural connotation implies the place where the president resides and operates.

The denotative meaning for "White House", however, is simply a house that is actually painted white.

 

The Chocolate Affair

If you're hurting for some last minute inspiration, I encourage you to read "The Chocolate Affair," a ten minute play by contemporary playwright Stephanie Alison Walker. You can download on my Siena Webpage.

Peer Review Workshop

Peer review, if taken seriously, can be immensely helpful in crafting one's work. Peer review is more than going through a checklist of requirements or checking for correct grammar. It is about responding thoughtfully to someone's work as an authentic and truthful audience member. Does the piece honestly do anything for you? If you want to help your peers, you would answer that question truthfully. And if you do happen to really enjoy someone's work, you must say more than this: it was good. Take your time. Read the script twice. Be specific in your responses.

PART I: Written Peer Review

Just follow the worksheet


PART II: Verbal Peer Review

After reading someone's play, please discuss the following with the writer:

1. The strong points of the play

2. The weak points of the play

3. What you think the play's message is

HW: Please complete your 10 minute play. Tomorrow in class you should have the following items:

1. Your 10 minute play, typed (6-10 pages)
2. Peer review worksheet
3. Rubric (please print out here if you lost your original copy)

While the Auto Waits and Workshop Postponed

Well, we've changed things up quite a bit today. The peer review workshop has been moved  to Thursday due to technical difficulties.

I would like to remind folks that there is NO excuse for not having something  typed and ready to be reviewed by a peer during tomorrow's class. We spent three classes writing in the computer lab at school. You've been allowed to email your work to yourself, save it on flash drives and even print out your work when necessary.

Today, we will read  and discuss O. Henry's "While the Auto Waits." This 10 minute play will hopefully give you greater insight into how to develop a short, effective piece. We need to get away from the idea that this assignment is asking you to write a full length play in the span of 6 pages. You are writing a short play, which requires a narrower focus, rather than trying to have your characters complete the "Greatest Hits" of dramatic situations in the span of a couple pages ( for example: saving the world, curing a disease, solving a double homicide, while making time for the family)

FINAL LAB DAY

This was your final day in the computer lab.

HW: Please complete at least (that means at bare minimum), 2/3 of your 10 minute play. PLEASE BRING TO CLASS TOMORROW FOR A PEER REVIEW SESSION.

LABWORK: DAY 2 (and some helpful hints)

We will continue to work on our plays in the lab, but first let's go over some advice/reminders.

1. Here's a phrase I put on several of your scripts: Too cinematic. Cinematic means that the way in which you're presenting your play is more appropriate for film (the use of a camera). So, when your scenes are too cinematic, it means your play is taking on a form that is not well-suited for the stage.

examples of too cinematic: constantly switching scenes, explosions, the use of  vehicles, sets that are far too complex (a shopping mall where characters keep going into an out of stores, a street on which characters walk down for the duration of the play...how big of a stage are you working with here?)


2. In light of those comments, KEEP YOUR SETS SIMPLE. Believe it or not, this will spark creativity, rather than snuff it out. Keep in mind, 10-minute plays are usually performed in black box theaters, much like the space that we had created for our production of Our Town in Rm. 120. I'm not saying abandon props and set design. Just keep it simple.

3. Grammar, spelling, and punctuation are VITAL, ESSENTIAL, CRITICAL, IMPORTANT. Choose any one of those words, they all suggest the same thing!

A note on grammar: Keep your stage directions in present tense (so, not "she was", but "she is") You may have fragments, however, because people don't always speak in complete sentences: "You hungry?"

A note on spelling: Enough with the "Hellooooooooooooooooo's" and the "u's" instead of writing out the word, "you." Those are distracting to the actor who is trying to learn the part. You may spell words incorrectly, but only to convey accents or dialects. Remember "Saturday," looking like "Satiddy" in Our Town?  Or "liquor" looking like "likker?" Those misspellings were to help the actor with the accent. Is it necessary to do that? No, but you certainly are allowed to.

A note on punctuation: Don't be afraid of the period, ladies and gentlemen. Many of your scripts lacked them. Lack of (and excessive use of) punctuation is also very distracting to actors. Many of you will insert the comma between two independent clauses (two complete thoughts) because you want the lines to flow, but that is actually called a comma splice. Take this sentence, for example: "She went to the store, she likes it there." This is actually a run-on. It should read like this: She went to the store. She likes it there. Each sentence is a main or independent clause, meaning, each phrase completes a thought, requiring a period between the two, NOT a comma.

Also, the use of hybrid punctuation is confusing, and therefore should be avoided: You're here?!?!?!

And please, for the love of God, one punctuation mark will do when concluding a sentence (of course, the exception being the ellipsis to signify trailing off: Excuse me, can you me find the. . .

HW: Please read Play Rubric and fill out the slip. Continue to work on plays at home.