Gothic Literature Notes
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"Dr. Heidegger's Experiment" & "Masque of the Red Death"
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17 October: American Romanticism Notes
american_romanticism_notes.pdf | |
File Size: | 644 kb |
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7 October: "Transcendentalism in Your World" Project, due Friday, October 21
transcendentalism_in_your_world_project.pdf | |
File Size: | 195 kb |
File Type: |
transcendentalism_in_your_world_project.docx | |
File Size: | 78 kb |
File Type: | docx |
7 October: "Civil Disobedience" Summary & Assignment (13 October)
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3 October: Transcendentalism Notes & Valedictorian's Speech
valedictorian_speech_as_intro_to_transcendentalism.doc | |
File Size: | 1766 kb |
File Type: | doc |
26 September 2011. Crucible Project
tic_tac_toe_project.pdf | |
File Size: | 77 kb |
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the_crucible_test_review_2011.doc | |
File Size: | 32 kb |
File Type: | doc |
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2010-2011 School Year
Fahrenheit 451 Documents (Handouts, Notes, etc.)
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Dystopian Literature Notes
S Utopia: A place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions.
S Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system.
S Read over the list of dystopian movies. Identify 2 movies you have seen and like. Answer the questions below.
Characteristics of a Dystopian Society
• Propaganda is used to control the citizens of society.
• Information, independent thought, & freedom are restricted.
• A figurehead or concept is worshipped by the citizens of the society.
• Citizens are perceived to be under constant surveillance & conform to uniform expectations. Individuality & dissent are bad.
• Citizens have a fear of the outside world; live in a dehumanized state
• The natural world is banished and distrusted.
• The society is an illusion of a perfect utopian world.
Types of Dystopian Controls
• Most dystopian works present a world in which oppressive societal control & the illusion of a perfect society are maintained through one or more of the following types of controls:
• Corporate control: One or more large corporations control society through products, advertising, and/or the media. Examples include Minority Report and Running Man.
• Bureaucratic control: Society is controlled by a mindless bureaucracy through a tangle of red tape, relentless regulations, and incompetent government officials. Examples in film include Brazil.
• Technological control: Society is controlled by technology—through computers, robots, and/or scientific means. Examples include The Matrix, The Terminator, and I, Robot.
• Philosophical/religious control: Society is controlled by philosophical or religious ideology often enforced through a dictatorship or theocracy.
The Dystopian Protagonist
• Often feels trapped & is struggling to escape
• Questions the existing social & political systems
• Believes something is terribly wrong w/ his society
• Helps the audience recognize negative aspects of the dystopian world through his perspective.
S Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system.
S Read over the list of dystopian movies. Identify 2 movies you have seen and like. Answer the questions below.
Characteristics of a Dystopian Society
• Propaganda is used to control the citizens of society.
• Information, independent thought, & freedom are restricted.
• A figurehead or concept is worshipped by the citizens of the society.
• Citizens are perceived to be under constant surveillance & conform to uniform expectations. Individuality & dissent are bad.
• Citizens have a fear of the outside world; live in a dehumanized state
• The natural world is banished and distrusted.
• The society is an illusion of a perfect utopian world.
Types of Dystopian Controls
• Most dystopian works present a world in which oppressive societal control & the illusion of a perfect society are maintained through one or more of the following types of controls:
• Corporate control: One or more large corporations control society through products, advertising, and/or the media. Examples include Minority Report and Running Man.
• Bureaucratic control: Society is controlled by a mindless bureaucracy through a tangle of red tape, relentless regulations, and incompetent government officials. Examples in film include Brazil.
• Technological control: Society is controlled by technology—through computers, robots, and/or scientific means. Examples include The Matrix, The Terminator, and I, Robot.
• Philosophical/religious control: Society is controlled by philosophical or religious ideology often enforced through a dictatorship or theocracy.
The Dystopian Protagonist
• Often feels trapped & is struggling to escape
• Questions the existing social & political systems
• Believes something is terribly wrong w/ his society
• Helps the audience recognize negative aspects of the dystopian world through his perspective.
To Kill a Mockingbird
Twitter Project
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Chapter 20-25 Questions
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Part 1 Test Review
To Kill a Mockingbird, Part 1 Test Review
What do you now about the following? If you don’t know much, you need to do some reading!
· Scout
· Jem
· Atticus
· Calpurnia
· Dill
· Aunt Rachel
· Miss Stephanie
· Miss Maudie
· Nathan Radley
· Boo Radley
· Mrs. Dubose
· Heck Tate
· Tim Johnson
· Miss Caroline
· The Radley House
_______________________________________________________________
· point of view, narrator
· identify mood
· winter in Maycomb
· Jem & Scout’s relationship with Mrs. Dubose
· tree knot hole
· the book’s title
· The night the children were shot at after trying to look in the Radley’s window
· You will need to match quotes with the people who said them. If you know the characters above, you will have no problem with this.
· VOCABULARY: You will be tested over 10 vocabulary words. 5 from words 1-10; 5 from words 11-20. By Monday, links to webpages that use the words will be posted on the class website: woodliff.weebly.com. So, if you want to know the exact 10 words that will be on the test, you’ll have to do some reading online.
Chapter Questions (This doesn’t mean the other chapters won’t be covered in some way)
Chapter 1: last bullet. Chapter 3: 5th bullet. Chapter 6: 3rd bullet.
Chapter 7: 1st & 3rd bullets. Chapter 10: 2nd & 3rd bullets. Chapter 11: 3rd, 5th, & 6th bullets.
What do you now about the following? If you don’t know much, you need to do some reading!
· Scout
· Jem
· Atticus
· Calpurnia
· Dill
· Aunt Rachel
· Miss Stephanie
· Miss Maudie
· Nathan Radley
· Boo Radley
· Mrs. Dubose
· Heck Tate
· Tim Johnson
· Miss Caroline
· The Radley House
_______________________________________________________________
· point of view, narrator
· identify mood
· winter in Maycomb
· Jem & Scout’s relationship with Mrs. Dubose
· tree knot hole
· the book’s title
· The night the children were shot at after trying to look in the Radley’s window
· You will need to match quotes with the people who said them. If you know the characters above, you will have no problem with this.
· VOCABULARY: You will be tested over 10 vocabulary words. 5 from words 1-10; 5 from words 11-20. By Monday, links to webpages that use the words will be posted on the class website: woodliff.weebly.com. So, if you want to know the exact 10 words that will be on the test, you’ll have to do some reading online.
Chapter Questions (This doesn’t mean the other chapters won’t be covered in some way)
Chapter 1: last bullet. Chapter 3: 5th bullet. Chapter 6: 3rd bullet.
Chapter 7: 1st & 3rd bullets. Chapter 10: 2nd & 3rd bullets. Chapter 11: 3rd, 5th, & 6th bullets.
Chapters 2 & 3 Open-Ended Response Questions
1. In Chapter 2, what attitude does the author seem to express toward public schools that use “the new way of teaching”? Explain your answer and support it with evidence from the selection (quotes are best). Write in complete sentences.
2. How does Miss Caroline’s attitude toward Burris Ewell change from the beginning to the end of Chapter 3? Explain your answer and support it with evidence from the selection (quotes are best). Write in complete sentences.
1. In Chapter 2, what attitude does the author seem to express toward public schools that use “the new way of teaching”? Explain your answer and support it with evidence from the selection (quotes are best). Write in complete sentences.
2. How does Miss Caroline’s attitude toward Burris Ewell change from the beginning to the end of Chapter 3? Explain your answer and support it with evidence from the selection (quotes are best). Write in complete sentences.
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Envelope Project, Instructions & Topics
Instructions:
Ø You will be given an envelope with 1 of 7 topics on it.
Ø Throughout reading the book, you will copy (legibly, in neat writing) quotes, excerpts, &/or passages onto strips of paper (provided) and put them in the envelope.
Ø Groups will meet periodically and share the contents of each student’s envelopes and discuss why the passages were selected and the effect of the quoted passage on the meaning of the work as a whole.
Ø Some days groups will be formed by students with the same topic, and on others, the group will consist of different topics.
Ø Contents of the envelopes will later be used to develop essays &/or essay outlines.
Ø Your quoted pieces from the book should be somewhat substantial. If you include just a sentence on each slip, that will not be enough. Look for paragraphs or multiple sentences to best fulfill the assignment.
Ø You will find at least 3 quotes/excerpts/passages from Part 1 (Chapters 1-11), and another 3 from Part 2 (Chapters 12 – 31).
Ø Extra credit will be awarded for finding additional passages.
Topics
Envelope #1: AFI Hero
The American Film Institute (AFI) recently published the 100 Years…100 Heroes and Villains list which features the top 50 heroes and top 50 villains in American films made in the last 100 years. Atticus Finch was awarded the #1 spot. Copy quotes/excerpts/passages (onto your strips of paper) that could be used to prove Atticus is a hero.
Envelope #2: Education: Lessons Learned
Look for quotes/excerpts/passages that establish the contrast between the lessons Scout learns at school versus the lessons she learns from Atticus and Calpurnia. Copy those onto your strips of paper.
Envelope #3: Literacy
Look for quotes/excerpts/passages that convey the importance of being literate and the consequences of being illiterate. Also look for quotes/excerpts/passages that express how the language a person uses affects how s/he is viewed, and thus treated. Copy those quotes/excerpts/passages onto your strips of paper.
Envelope #4: Refuting Prejudice
Look for quotes/excerpts/passages that show how the attitudes of the prejudiced whites are refuted (proved false) by the author. Copy those quotes/excerpts/passages onto your strips of paper.
Envelope #5: Parenting Style
For the time period, Atticus was not a normal father. He was a single parent in a time that thrived with two parent households. Trace quotes/excerpts/passages that demonstrate Atticus’s unique, and at times, different parenting style. On your strips of paper, copy those that show this uniqueness.
Envelope #6: Maturation
Although the novel is told from Scout’s 1st person point of view, her narrative begins with Jem breaking his arm. Jem is revealed as a character who will have just as much influence in the novel as Scout. Look for quotes/excerpts/passages that denote how Jem matures and changes his point of view throughout the novel. Copy them on your strips of paper.
Envelope #7: The Character of Scout
As you read, create a list of adjectives that outline who Scout is and who she becomes. Think of these as a progression into the woman who actually narrates the story from the beginning. Then find quotes/excerpts/passages that reflect your chosen adjectives. Copy those on your strips of paper, along with the adjectives themselves.
Ø You will be given an envelope with 1 of 7 topics on it.
Ø Throughout reading the book, you will copy (legibly, in neat writing) quotes, excerpts, &/or passages onto strips of paper (provided) and put them in the envelope.
Ø Groups will meet periodically and share the contents of each student’s envelopes and discuss why the passages were selected and the effect of the quoted passage on the meaning of the work as a whole.
Ø Some days groups will be formed by students with the same topic, and on others, the group will consist of different topics.
Ø Contents of the envelopes will later be used to develop essays &/or essay outlines.
Ø Your quoted pieces from the book should be somewhat substantial. If you include just a sentence on each slip, that will not be enough. Look for paragraphs or multiple sentences to best fulfill the assignment.
Ø You will find at least 3 quotes/excerpts/passages from Part 1 (Chapters 1-11), and another 3 from Part 2 (Chapters 12 – 31).
Ø Extra credit will be awarded for finding additional passages.
Topics
Envelope #1: AFI Hero
The American Film Institute (AFI) recently published the 100 Years…100 Heroes and Villains list which features the top 50 heroes and top 50 villains in American films made in the last 100 years. Atticus Finch was awarded the #1 spot. Copy quotes/excerpts/passages (onto your strips of paper) that could be used to prove Atticus is a hero.
Envelope #2: Education: Lessons Learned
Look for quotes/excerpts/passages that establish the contrast between the lessons Scout learns at school versus the lessons she learns from Atticus and Calpurnia. Copy those onto your strips of paper.
Envelope #3: Literacy
Look for quotes/excerpts/passages that convey the importance of being literate and the consequences of being illiterate. Also look for quotes/excerpts/passages that express how the language a person uses affects how s/he is viewed, and thus treated. Copy those quotes/excerpts/passages onto your strips of paper.
Envelope #4: Refuting Prejudice
Look for quotes/excerpts/passages that show how the attitudes of the prejudiced whites are refuted (proved false) by the author. Copy those quotes/excerpts/passages onto your strips of paper.
Envelope #5: Parenting Style
For the time period, Atticus was not a normal father. He was a single parent in a time that thrived with two parent households. Trace quotes/excerpts/passages that demonstrate Atticus’s unique, and at times, different parenting style. On your strips of paper, copy those that show this uniqueness.
Envelope #6: Maturation
Although the novel is told from Scout’s 1st person point of view, her narrative begins with Jem breaking his arm. Jem is revealed as a character who will have just as much influence in the novel as Scout. Look for quotes/excerpts/passages that denote how Jem matures and changes his point of view throughout the novel. Copy them on your strips of paper.
Envelope #7: The Character of Scout
As you read, create a list of adjectives that outline who Scout is and who she becomes. Think of these as a progression into the woman who actually narrates the story from the beginning. Then find quotes/excerpts/passages that reflect your chosen adjectives. Copy those on your strips of paper, along with the adjectives themselves.
Semester Exam Review & Extra Credit Board Game
sem_exam_review_2010.pdf | |
File Size: | 1300 kb |
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semester_exam_review_board_game.doc | |
File Size: | 27 kb |
File Type: | doc |
Of Mice and Men by John Steinbeck
Major Project Assignment
Of Mice and Men Intro Notes & Chapter Bookmarks
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Irony, Foreshadowing, Allegory/Symbolism, Theme
Fill in the blanks with these underlined words:
• Fill in blanks with the following: – part of the Great Depression society – farm symbolizes hope, the American Dream – river represents safety – bunkhouse represents conflict – Crooks’ room is like a jail cell – Lennie – “wise fool” – George – “everyday man” – Curley’s wife – “Eve” – Curley – “small” people – Crooks – discriminated against for race – Candy – discriminated against for age – Carlson – oblivious to feelings of others – Slim – archetypical hero, king, leader
Reading ScheduleThursday, November 18 – Start chapter 1
Monday, November 22 – start chapter 2 Monday, November 29– start chapter 3 Wednesday, December 1 – start chapter 4 Friday, December 3 – start chapter 5 Tuesday, December 7 – read chapter 6 aloud in class |
American Romanticism
Test Review & Extra Credit Options
29 October: Brooding Romantics & Gothic Lit |
Dr. Heidegger's Experiment
21 October: "Usher" excerpt- homework
"The Fall of the House of Usher" Questions
33-item list for Transcendentalism & Romanticism
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18 October: Dante's Inferno notes about usury
userers_in_the_inferno.ppt | |
File Size: | 248 kb |
File Type: | ppt |
14 October Notes & PowerPoint
american_romanticism_notes.doc | |
File Size: | 117 kb |
File Type: | doc |
american_romanticism_notes.ppt | |
File Size: | 2670 kb |
File Type: | ppt |
Transcendentalism
5 October - Intro notes & anticipation guide
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Found Poetry
Transcendentalism in Song
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30 September - The Crucible Acts 1-4 Test Review
crucible_1-4_test_review.ppt | |
File Size: | 89 kb |
File Type: | ppt |
29 September - Salem Village on Facebook
facebook_friends.ppt | |
File Size: | 836 kb |
File Type: | ppt |
Act 3 & 4 Reading Guide and Reading Check
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The Crucible Acts 1 & 2 Test Review
acts_1_and_2_test_review.rtf | |
File Size: | 42 kb |
File Type: | rtf |
Arthur Miller's The Crucible
Additional Study Questions
Act 1: What exactly were the girls doing in the forest? What does Rebecca Nurse think is wrong with the girls? What has made Thomas Putnam such a bitter man? Why is Reverend Hale in Salem?
17 September - Movie/Play differences graphic organizer
14 September, additional Crucible notes
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Monday, 13 September - PowerPoint notes.
PowerPoint notes handout
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