Hook, Housekeeping & Homework Wednesday

Hook, Housekeeping & Homework Wednesday
Are you ready for Porch Talk #3? We start in 5 minutes… Have out the book, your notes, and your assignment. Returns while you prepare.

Past, Present, Future Wednesday
Research – historical/cultural context for choice novel Porch Talk #3 Finish TEWWG Finalize research tasks on choice novel

Activity: Develop Wednesday
Purpose: to practice our oral communication and listening skills and come to a collaborative understanding of the novel Tasks: Chapter Questions- Inner Circle (20 points) Listen to & participate in discussion Turn in completed questions by the end of the period “Porch talk” Discussion – Inner Circle (20 points) Chapter Questions (novel) Plot Structure, setting, characters, rising action, and conflicts Author’s use of Literary Devices/Craft Tools(writing style) Emerging themes and symbols Author’s Background & Style Historical Time Period Setting Written/Published Written Analysis - Outer Circle (40 points) Listen and record notes Write response (see model of length) Turn it in the day after the discussion Outcome/DOL: Turn in your… Discussion Self-Evaluation OR Answers to Chapter Questions (staple to question sheet) OR Discussion Response stapled to the assignment rubric (tomorrow)

TEWWG Rotation 3 Chapters 13-18
Group 1- Rotation 3 Chapter Question Responses Group 2 -Rotation 3 “Porch Talk” Discussion Group 3 – Rotation 3 Written Response to Discussion Caesar A James CJ Emani G Madelien H Ryan J Tim M Marten R Sam S Rachel W Austin A Bayliegh D Bobby G Travis H Tiffany K Manuel M Dylan R Alex S Kiel W Tonas CP Gilbert F Noah G Zacc J Cody L Aaron P Julia S Sky S Jordan Y Jonas A Lanina D Jack F Alisha H Trevas MK Aiden R Anna SS Jake W Vincent B Conner D Delphy GM James H Donovan M Eddie R Brycen S Joe C Alyssa D Renae H Dan H Mariah O Alphonsine S Megan T Joe A Anwar B Chance E Gabe G Alena M Ijah P Tarik S (24) Christian B Manny CR Domonic E Sophia G Matt M Dylan S Jacaob T (23) Destiney B Joey D Meghan F Orion L Lizzy M Robbie S (22)

FYI Wednesday If you have missed any porch talk rotations, your last opportunity to make-up for partial credit is next Wednesday in class with other students (absent or ones you’ve arranged to help you) There are assignment sheets for chapters 19 & 20 for this make-up rotation. See me by Monday!

Instruction: Obtain Wednesday
Have out your Verbal Visual Summative Assessment Assignment Sheet Task #3: Research the historical context of novel (time period it was written/published and/or setting of novel) and consider how this influences any aspects of the novel, including the theme Last week you were supposed to do research on… Cultural and historical contexts give birth to the dilemmas and themes at the center of the novel. Studying these contexts and appreciating intricate details of the time and place help readers understand the motivations of the characters. Inquiry Questions: When was your novel written and published? What is the setting (time & place) of your novel? What does this text reveal about it’s the cultural context (shared behaviours, ideas, beliefs of an age, ethnic, or social group – including language, values, norms, & customs) in which it was written? In what literary period was your novel written? How does this work reflect this literary period? I will be checking this off on Friday! It should already be done! Many of you were absent last week and have not shown me any author research; these are zeroes in Q. See me after class of later today with these notes!

Chapter 19

The Novel Wednesday Standards 1. Oral Expression and Listening
1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing style, and historical context. Key Concepts Character (representation of persons in narrative) Context (social, historical, cultural setting in which text is produced) Point of View (particular perspective brought) Setting (the time and place in which the book happens & mood, atmosphere thereof) Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect) Theme (the central idea(s) the creator explores through a text) Relevance Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?) As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and culture. The knowledge and experiences from which a writer draws enables us, as readers, to make connections among text, creator, and audience, and allow us to explore our unique identities. Inquiry Questions: Who are the characters? What are the like? What is the setting? What is the main conflict? How is it resolved? What is the style and structure of this text? What craft tools does the author employ? What do you know about the author? How does the author’s life or experiences contribute to this text? In what literary period was it written? How does this work reflect this literary period? What do you know about the time period in which it was written? What does this text reveal about its historical or cultural context? What does this work reveal about what it means to be a human being in this world? What are the big ideas of this work of literature? How are they expressed through characters, point of view setting, setting and style? How can readers identify with this author or with this text? Is this work relevant today? How and why? Who should read this and why?

Hook, Housekeeping & Homework Friday
Have out your novel (fictional text) to read  Quietly read for approx. 10 minutes. Discussion Reponses – Turn in your response for Porch Talk #3 to front desk. Make sure to staple the rubric to the top of it! Returns Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: You should be done reading your novel by next Tuesday!

Past, Present, Future Friday
TEWWG Porch Talk #3 Chapter 19 Lab Daedalus Show me last week’s research on your Historical Context Research Last day to show any research is next Wednesday (see next slides) Chapter 20 Last day to make-up any Porch Talks (must do Chapters 19 & 20 Wednesday) – see next slide Design Behind the Story & Theme (handouts)

FYI If you have missed any porch talk rotations, your last opportunity to make-up for partial credit is next Wednesday in class with other students (absent or ones you’ve arranged to help you) There are assignment sheets for chapters 19 & 20 for this make-up rotation. See me by Monday!

The Novel Friday Standards 2. Reading for All Purposes
4. Research and Reasoning Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing style, and historical context. Key Concepts Character (representation of persons in narrative) Context (social, historical, cultural setting in which text is produced) Point of View (particular perspective brought) Setting (the time and place in which the book happens & mood, atmosphere thereof) Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect) Theme (the central idea(s) the creator explores through a text) Relevance Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?) As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and culture. The knowledge and experiences from which a writer draws enables us, as readers, to make connections among text, creator, and audience, and allow us to explore our unique identities. Inquiry Questions: When was your novel written and published? What is the setting (time & place) of your novel? What does this text reveal about it’s the cultural context (shared behaviours, ideas, beliefs of an age, ethnic, or social group – including language, values, norms, & customs) in which it was written? In what literary period was your novel written? How does this work reflect this literary period?

Activity: Develop Friday
Purpose: to research and note any final ideas for your Verbal Visual essay Tasks: Author’ Writing Style = how he/she writes (structure, craft tools & literary devices) TEWWG: Frame story, narrative shifts may include reviews, criticisms, & other influences on the author TEWWG: Wright and Locke criticized Hurston for her use of language representing them as uneducated may include information on literary time period TEWWG: Harlem Renaissance See model (next slides)

literally happening vs. how it's written
Ernest Hemingway minimalist straight forward little punctuation, etc. literally happening vs. how it's written fragments

Post- modernism futility, pessimism, instability,
collapse of morality, lost sense of self -- with a futuristic Reflects nature of a post apocalyptic world where everyone left is an animal. No names, no grammar rules = reflection of story

Nihilism, i.e the complete annihilation of society.
the degeneration of his language alludes to the degeneration of society. language becomes obsolete in the novel, people forget colors, names of birds etc.

Original & “Corrected” Version
The clocks stopped at 1:17. A long shear of light and then a series of low concussions. He got up and went to the window. What was it? she said. He didn’t answer. He went into the bathroom and threw the lightswitch but the power was already gone. A dull rose glow in the windowglass. He dropped to one knee and raised the lever to stop the tub and then turned on both taps as far as they would go. She was standing in the doorway in her nightwear, clutching the jamb, cradling her belly in one hand. What is it? she said. What is happening? I don’t know. Why are you taking a bath? I’m not. The clocks stopped at 1:17. There was a long shear of light and then a series of low concussions. He got up and went to the window. “What was it?” she said. He didn’t answer. He went into the bathroom and threw the light switch, but the power was already gone. A dull rose glow appeared in the window glass. He dropped to one knee and raised the lever to stop the tub and then turned on both taps as far as they would go. She was standing in the doorway in her nightwear, clutching the jamb, cradling her belly in one hand. “What is it?” she said. “What is happening?” “I don’t know.” “Why are you taking a bath?” “I’m not.”

Why do they have to do that? I dont know. Are they going to eat them?
Socratic method Why do they have to do that? I dont know. Are they going to eat them? They’re going to eat them, arent they? Yes. And we couldnt help them because then they’d eat us too. And that’s why we couldnt help them. Okay.

Tasks Friday Research the author’s life/background and writing style and consider how this influences any aspects of the novel, including the theme (consider any literary reviews or criticisms, also) Coming Soon Identify and write a relevant statement of theme for the work Identify the major plot elements that support this theme Select and record direct quotes (each 1-3 sentences in length) from the novel that explain and demonstrate your understanding of the plot and theme

“Nobody wants to be here and nobody wants to leave
“Nobody wants to be here and nobody wants to leave.” ― Cormac McCarthy, The Road

So… what can we understand about ourselves and the world in which we live?

Conclusion… Cormac McCarthy’s novel The Road speak to us about our human nature--the fire of human compassion can be all too easily extinguished when we encounter adversity.

Gather information from reputable sources!(Handout)
Use key words to search. For example, use the title of your novel (e.g.The Great Gatsby) followed by words like analysis, criticism, theme, motifs, symbolism. Or use the author’s name (e.g. Franz Kafka) followed by words like biography, criticism, reviews. Look for .edu and .org sites; click on “About Us” to find out who/what they are; use school databases Postmodern Fiction Timeline EbscoHost – Palmer Web site EBSCO host Web – Academic Search Premier, MAS Ultra – School edition, Topicsearch Good Reads - general Information, including author background PAL: Perspectives in American Literature - A Research and Reference Guide© Paul P. Reuben Ph.D.Professor Literary Criticism Collection Many author biographies are listed in this IPL collection. You can browse by your author's last name. The Big Read, National Endowment for the Arts - about 36 books with author information, historical context additional resources, etc. Yahoo’s Literary Authors Listing - A large listing of sites about particular authors. American Masters – The American Novel – PBS History.com - author and time period information - You’ll need to dig around and use “search.” Gale Group - Pikes Peak Public Library. There are also hundreds of other books which have similar collections of author biographies. Ask your librarian to help you find one that includes your author. Contemporary Authors - Dictionary of Literary Biography -. Discovering Authors Biographies =- “American Literature” PDF]American Literature Timeline (Cobb county school district) LITERARY PERIODS AND THEIR CHARACTERISTICS

Works Cited Stone, Dan. The Big Read: Their Eyes Were Watching God. The National Endowment for the Arts, Web. 1 April 2015.

Coming Soon….

Next week Monday 27 (skip day?) TEWWG Chpt 19 & 20
Design Behind the Story: plot, quotes, and theme In-class work-time Tuesday 28 ACT Testing Wednesday 29 TEWWG Ch 20 Lab Last day to show any late research – Works Cited Due Friday TEWWG Porch Talk make-up 1—3 (w/Chapters 19 & 20) Thursday 30 Final Discussion Response Make-up Due (19 & 20) Outline Presentation Sign-up for presentation day & time Lab 257 – Works Cited Due Friday Friday 1 Works Cited Due Lab Daedalus Outline Presentation due Monday Last day to sign-up for presentation day

Tasks Read at least one complex work of fiction in its entirety Research the author’s life/background and writing style and consider how this influences any aspects of the novel, including the theme (consider any literary reviews or criticisms, also) Research the historical context of novel (time period it was written/published and/or setting of novel) and consider how this influences any aspects of the novel, including the theme Identify and write a relevant statement of theme for the work; this should be a complete, meaningful sentence. Identify the major plot elements that support this theme Select and record direct quotes (each 1-3 sentences in length) from the novel that explain and demonstrate your understanding of the plot and theme

Purpose: to analyze the design behind your novel and how it supports a theme.
Tasks:

Writer’s Style Design Behind Story: Point of View
The narrator tells the story with a specific perspective informed by his or her beliefs and experiences. Narrators can be major or minor characters, or exist outside the story altogether. The narrator weaves her or his point of view, including ignorance and bias, into telling the tale. A first-person narrator participates in the events of the novel, using “I.” A distanced narrator, often not a character, is removed from the action of the story and uses the third person (he, she, and they). The distanced narrator may be omniscient, able to read the minds of all the characters, or limited, describing only certain characters’ thoughts and feelings. Ultimately, the type of narrator determines the point of view from which the story is told. Their Eyes Were Watching God opens with an unidentified third-person narrator who remains outside the story. This anonymous, omniscient narrator immediately creates interest by declaring: “So the beginning of this was a woman and she had come back from burying the dead.” The first page also contains one of several allusions to the book’s title: “the sudden dead, their eyes flung wide open in judgment”; however, the narration changes when Janie tells her story to her best friend, Pheoby Watson. From what point of view is your novel told? How does it effect the telling of the story and the ideas presented? For example, with TEWWG, consider… How can an omniscient narrator tell the story at the same time that the novel’s heroine, Janie, also tells her story? Do these voices reflect different parts of Janie, or does the omniscient narrator reveal another force in Janie’s universe? Janie is judged throughout the novel. In the first chapter, who judges her, and why? How does Janie respond? Why does Janie choose to tell her story only to her best friend Pheoby? How does our audience (especially friends) affect what we reveal or conceal?

Writer’s Style Design Behind Story: Characters
The central character in a work of literature is called the protagonist. The protagonist usually initiates the main action of the story and often overcomes a flaw, such as weakness or ignorance, to achieve a new understanding by the work’s end. A protagonist who acts with great honor or courage may be called a hero. An antihero is a protagonist lacking these qualities. Instead of being dignified, brave, idealistic, or purposeful, the antihero may be cowardly, self-interested, or weak. The protagonist’s journey is enriched by encounters with characters who hold differing beliefs. One such character type, a foil, has traits that contrast with the protagonist’s and highlight important features of the main character’s personality. The most important foil, the antagonist, opposes the protagonist, barring or complicating his or her success. What are the character types in your novel? What importance do they play? For example, with TEWWG, consider… How do Logan and Joe reveal different sides of Janie? What are their motivations? To what extent does Janie acquire her own voice and the ability to shape her own life? How are the two attributes related?

Writer’s Style - Design Behind Story: Figurative Language
Writers use figurative language such as imagery, similes, and metaphors to help the reader visualize and experience events and emotions in a story. Imagery—a word or phrase that refers to sensory experience (sight, sound, smell, touch, or taste)—helps create a physical experience for the reader and adds immediacy to literary language. Some figurative language asks us to stretch our imaginations, finding the likeness in seemingly unrelated things. Simile is a comparison of two things that initially seem quite different but are shown to have significant resemblance. Similes employ connective words, usually “like,” “as,” “than,” or a verb such as “resembles.” A metaphor is a statement that one thing is something else that, in a literal sense, it is not. By asserting that a thing is something else, a metaphor creates a close association that underscores an important similarity between these two things. In Their Eyes Were Watching God, Janie reads natural phenomena as indicators of her internal landscape. As a result, Hurston’s writing is thick with language that draws us beyond the literal descriptions of people, places, and events. Janie uses simile to describe her life “like a great tree in leaf with the things suffered, things enjoyed, things done and undone.” Does your author write using much imagery or figurative language? What are some examples? What is the purpose and effect of these detailed descriptions and comparisons? For example, with TEWWG, consider… How are these descriptions used figuratively: the road, ships, trees, the sun, eyes, time, God, dreams, judgment, speech, silence, and mules? What other specific types of figurative language, such as simile, metaphor, or personification, does Hurston use? Where and why?

Writer’s Style Design Behind Story: Symbolism
Symbols are persons, places, or things in a narrative that have significance beyond a literal understanding. The craft of storytelling depends on symbols to present ideas and point toward new meanings. Most frequently, a specific object will be used to refer to (or symbolize) a more abstract concept. The repeated appearance of an object suggests a non-literal, or figurative, meaning attached to the object. Symbols are often found in the book’s title, at the beginning and end of the story, within a profound action, or in the name or personality of a character. The life of a novel is perpetuated by generations of readers interpreting and reinterpreting the main symbols (archetypes!). By identifying and understanding symbols, readers can reveal new interpretations of the novel. Are there any symbols (concrete object representing abstract ideas) in your novel? Consider your lists of various of archetypes (plot, situational, characters, objects, colors, etc.) that exist? For example, with TEWWG, consider… Outline the literal elements of the pear tree, the street lamp, or the mule before they discuss possible symbolic meanings. The Pear Tree What was Carla Kaplan’s and Azar Nafisi’s interpretations of this symbol in the NEW Audio Study Guide? Janie journeys through two unsatisfying marriages; notice when she does (or does not) remember the pear tree. For what is she searching? Does she find it or do you think she will find it? The Street Lamp What does the street lamp in Chapter 5 communicate about the ideals of the Eatonville townspeople? Does it exemplify a control over nature that empowers the community? Why does Mrs. Bogle sing “Jesus, the light of the world” when the lamp is lit? What does Joe mean when he says: “And when Ah touch de match tuh dat lamp–wick let de light penetrate inside of yuh, and let it shine, let it shine, let it shine”? The Mule In Chapter 6, Bonner’s yellow mule stimulates the Eatonville men to “mule–talk.” How does this deepen the meaning of the mule, both literally and symbolically? How does Hurston capture the musical, imaginative talk of the townspeople in this scene?

Writer’s Style - Design Behind Story: Characterization & Plot Development
Novels trace the development of characters who encounter a series of challenges. Most characters contain a complex balance of virtues and vices. Internal and external forces require characters to question themselves, overcome fears, or reconsider dreams. The protagonist may undergo profound change. A close study of character development maps, in each character, the evolution of motivation, personality, and belief. The tension between a character’s strengths and weaknesses keeps the reader guessing about what might happen next and the protagonist’s eventual success or failure. Many readers consider Their Eyes Were Watching God a bildungsroman, or coming-of-age novel. As Janie’s external journey takes her through southern Florida and her three marriages, she finds her voice and learns to use it. For example, with TEWWG, consider… Map Janie’s development from the young woman under the pear tree to her life as Mrs. Killicks, Mrs. Starks, and Mrs. Woods. How has she changed? How has she remained the same?

Writer’s Style - Design Behind Story: Theme
Identify and write a relevant statement of theme for the work Identify the major plot elements that support this theme Select and record direct quotes (each 1-3 sentences in length) from the novel that explain and demonstrate your understanding of the plot and theme

Characteristics of a Theme Statement
Characteristics of a Good Theme Statement must be general enough to capture the overall meaning of the work but specific enough so that it conveys your unique interpretation. In a sense, every literary work makes a statement or has a point. The theme statement should be a complete sentence. "Love and death" (for example) is not a theme statement. It's just an announcement of the topic of the work. What in particular is the author saying about love and death? A sentence like "The theme of the poem is love and death" is grammatically speaking a complete sentence, but if you remove the beginning of the sentence ("The theme of the poem is"), then you don't have a complete sentence, just a wordy announcement of the topic. The theme statement should describe the general meaning of the work, not the specific events, actions, or characters. The statement "Luke defeats Darth Vader" is not a theme statement but a plot summary. Instead of describing what the characters do, discuss what they represent ("Good defeats evil"). Often the theme statement takes the form of a moral or a judgement ("We cannot defeat an external evil until we acknowledge our own dark side"). Of course this overall theme results from what the characters do (or from the literal meaning of words in a poem), and in supporting your general interpretation, you should cite some of these specific details. The theme statement should reflect the values of the entire work, not just one or two episodes or lines. In particular, look at the end of the work to make sure that the story's outcome matches what you think its general meaning is. Pop quiz: Which of the following would be the best theme statement according to the above guidelines? The true meaning of love. Mrs. Farquar learns that British people can't dance. Because the main character commits suicide, the theme is that we should all commit suicide. It is better to have loved and lost than never to have lost at all. Thanks:

“Nobody wants to be here and nobody wants to leave
“Nobody wants to be here and nobody wants to leave.” ― Cormac McCarthy, The Road

So… what can we understand about ourselves and the world in which we live?

Conclusion… Cormac McCarthy’s novel The Road speak to us about our human nature--the fire of human compassion can be all too easily extinguished when we encounter adversity.

Tasks Read at least one complex work of fiction in its entirety
Research the author’s life/background and writing style and consider how this influences any aspects of the novel, including the theme (consider any literary reviews or criticisms, also) Research the historical context of novel (time period it was written/published and/or setting of novel) and consider how this influences any aspects of the novel, including the theme Identify and write a relevant statement of theme for the work Identify the major plot elements that support this theme Select and record direct quotes (each 1-3 sentences in length) from the novel that explain and demonstrate your understanding of the plot and theme Create a formal MLA Works Cited page: minimum 3 sources about your author, novel (e.g. literary review or criticism), and/or historical context; don’t forget to cite you novel as a source, too! Due Friday, May 1st Find, create, and combine relevant images to complement and enhance the quotes Produce a final Verbal Visual Essay that enhances the audiences’ understanding of the novel (its theme) and author (see Outcome). The visuals may be two-dimensional, three-dimensional or a multimedia format. Practice your 8 minute presentation Sign up for a presentation day time slot

Works Cited Stone, Dan. The Big Read: Their Eyes Were Watching God. The National Endowment for the Arts, Web. 1 April 2015.

Create a formal MLA Works Cited page: minimum 3 sources about your author, novel (e.g. literary review or criticism), and/or historical context; don’t forget to cite you novel as a source, too! Due Friday, May 1st Find, create, and combine relevant images to complement and enhance the quotes Produce a final Verbal Visual Essay that enhances the audiences’ understanding of the novel (its theme) and author (see Outcome). The visuals may be two-dimensional, three-dimensional or a multimedia format. Practice your 8 minute presentation Sign up for a presentation day time slot

Activities “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't.” – Mark Twain What piece of fiction did you bring with you? Have you started reading?

Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

Hook, Housekeeping & Homework Wednesday

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