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Hello and Happy May! Thank you to those who are continuing the learning process!
Optional Final Exam:
A Raisin in the Sun project:
Scroll down and look over the below list of themes for the play. Next, create a way to show the presence and development of one particular theme throughout the course of the play. For instance, if you choose the theme "Conflicts of race, class, gender, and generations," what characters are associated with this theme? How does the development of the character show the development of the theme? What symbols relate to this theme? Idenitfy important passages/quotes from the play are relevant to the theme and if it applies, what historical events shape this theme? (a little research will help with this- think of what inspired Hansberry to explore this in her work)?
Next, create a way to bring all of these components together (web/chart, power point presentation, i movie (if choosing this, act out an imp. scene relevant to theme and write a multi paragraph explanation as to how your i movie shows all components) or whatever creative idea you may bring to the table:)
So, your project should weave the following components together:
1. Choose a key theme (from the list below)
2. Support your theme with one to two characters and explain how they relate to the theme (char. traits, development, etc.)
3. Identify a symbol that connects to your theme
4. Identify three to four important events, details (support with quotes) that relate to your theme.
5. Connect a historical event (this play was written in the 1950's and is set in Chicago; use an academic article to gather facts).
Email me your assignment by Wed., 5/21. Feel free to reach out with questions!
This week, we are reading the last act of A Raisin in the Sun! By now you should be completing( or have already completed) Act II. This week, you will be reading Act III of the play. Continue to either answer the guiding questions or do something creative- please email me your assignments for Act III by Friday, May 15th.You may simply answer the guiding questions to the act (I listened to the audio & answered the questions) OR you may come up with a creative way to show your understanding of Act III. Some ideas may be a story board, a character graphic organizer, a visual representation of the act, or a dialectical journal with a few important passages and reactions. Please email me your completed work.
I'm looking forward to seeing your work over A Raisin in the Sun!
Here are some themes to think about now that you have read Act I:
Concepts of African-American beauty and identity
The importance of family
Conflicts of race, class, gender, and generations
Feminism
The nature of progress
The complex relationships of husbands and wives, black men and women
The struggle over discrimination and racial segregation
Racism in its myriad forms
Human aspiration and the importance of dreams
Self-actualization, recognition, and liberation
Unconditional love
Education vs. industry in the African-American value system
I hope you all enjoyed your weekend! I looked over your "Sweat" questions and it seemed that many of you understood the story. Since only a handful of you read the story and answered the questions (thanks to those who did), here are some general notes:
Delia is a hard working, spiritual woman but also meek and weak (especially compared to her brute of a husband). Hurston often juxtaposes descriptions of Delia vs. Sykes to contrast the two.
Sykes is abusive (often described with animalistic imagery) and is openly having an affair- his goal is to make Delia leave her home so he can live there. He also does not meet the stereotypical expectations of a husband. Delia supports him and works as a wash woman to keep a roof over their head- he does nothing.
Sykes sounds like "snake"- he is the evil presence in the story and a threat to Delia (and her safety).
The porch sitters are often a character in and of themselves in Hurston's works- they gossip and add more depth, background, and even a little comic relief to the story. They do not approve of Syke's open affair, but they only talk about that with the other porch sitters (gossip).
The dialect also adds depth along with southern culture and tradition.
When Delia builds a "spiritual earthworks" against her husband, she is gaining strength and courage to stay in her home, her safe place. This can even be seen as her "Garden of Eden."
When Delia comes back from church, she is singing about crossing over the river Jordan- this is a biblical allusion and foreshadowing that she is crossing over to a new life without Sykes.
Ironically, Sykes (who claimed to be a snake charmer) is bitten and dies from the snake he originally used to drive Delia out. Delia thinks for a moment to save him but realizes medical help is too far away. Delia now can return to her safe place without the threat of Sykes (or the snake).
Monday, 4/27: Continue working on your Harlem Renaissance poetry project (see below in purple)- submit to turnitin.com for a major grade out of 50 points.
We are reading the play A Raisin in the Sun starting this week! All activities, projects with this play are opportunities to boost your grade.
Here is a short biography on Hansberry: https://www.youtube.com/watch?v=RwWCovEPkdI
From Tues., 4/28- Fri., 5/1 Read Act I of A Raisin in the Sun. Here is an e-copy of the entire play: https://www.coppinacademy.org/ourpages/auto/2017/8/31/41911726/a_raisin_in_the_sun_-_lorraine_hansberry.pdf
*Scroll down to pg. 7 to revisit the poem "A Dream Deferred," by Langston Hughes. This poem provided the inspiration for the title of the play.
Scroll down to pg. 24 for a list of characters. Act I starts on pg. 26.
As you're reading, answer the guiding questions: https://www.ntschools.org/cms/lib/NY19000908/Centricity/Domain/684/A%20Raisin%20in%20the%20Sun%20Reading%20Questions.html
OR come up with a creative way to show your knowledge of the act. You could do a character graph or web, a reenactment of the play, or a visual like a story board. Get creative but be sure you thoroughly cover the events in the act.
Here is a audio recording of the play: https://www.youtube.com/watch?v=VS_QjdWhnxE
I hope you all had a nice weekend! Thanks to those who are continuing the learning process. Here is our agenda for the week:
Monday, 4/20: Work on your guiding questions for "Sweat" and submit to the folder in turnitin.com (all folders are ready)
Tuesday, 4/21: If enough students have read "Sweat" and completed the guide, we will have a discussion over the short story. If not, I will do a "walk through analysis" of the story.
Wednesday, 4/22- Friday, 2/24: Harlem Renaissance Poem Project: choose a key poet & poem from the Harlem Renaissance (not including the Hughes poems we have already read) and complete the following in a word document: a short bio on the poet, a TPFASTT analysis of the poem: https://mseffie.com/assignments/poem-a-day/TSPFASTT.pdf, and a visual that represents the poem. Some key writers are: Countee Cullen, Langston Hughes, Claude McKay, & Georgia Douglas Johnson.
Submit this to (you guessed it) turnitin.com by Friday!
Next week, we will start reading the play A Raisin in the Sun, by Loraine Hansberry. There is an audio version of the play I will share and here is an e-copy:
https://www.coppinacademy.org/ourpages/auto/2017/8/31/41911726/a_raisin_in_the_sun_-_lorraine_hansberry.pdf
I hope you all had a wonderful spring break. I hope you enjoyed the nice weather & family time. I also hope you are all staying healthy & safe:)
For those who have decide to finalize your grade, I want to say, nice work!! It has been an honor & pleasure teaching all of you. Thank you for your hard work & your continued support this year. Please come visit & say hi at the beginning of the year- I would love to see you all:)
*For those who are still working to continue the learning process or to improve your grade, yeah! I am excited to be working with you. I will be grading your Gatsby essays this week. My goal is to give you helpful feedback and full credit for writing the essay. I am in the process of entering grades for your Gatsby thesis and outline as well.
This week: April 12 -16:
Now that you have studied Modernism with the Imagist poets and The Great Gatsby, it is time to move forward to the next movement in American Literature: The Harlem Renaissance. Please view the following video clip on the Harlem Renaissance: https://www.youtube.com/watch?v=90PTxdsqfsA
Please view the Langston Hughes facts card: https://images.saymedia-content.com/.image/cs_srgb,dpr_1.0,q_80/MTY2NzAyMzI1NzkwOTQyNTYw/langstonhughes_facts_desktop.jpg
The first activity from this unit will be based on three Langston Hughes poems: "Dream Variations" https://poets.org/poem/dream-variations, the poem "Dreams": https://poets.org/poem/dreams and "Dream Deferred": https://www.poetryfoundation.org/poems/46548/harlem
Read the poems, and consider the similarities and differences while reading:
In a word document, create an organizer that lists the following for each poem: Tone (attitude of the writer), Diction (word choice) , Purpose, Theme. Under each category, describe the tone (use adjectives & examples for support; diction (use adjectives & examples for support). Do the same for purpose and theme. Upload your organizer to turnitin.com by Wed., 4/14. Your next assignment will be this Thurs. & posted soon-we're reading an excellent short story by Zora Neale Hurston- have a great week!
So, the weekly agenda is:
Mon., 4/13: Watch HR video, read the three poems by Hughes and observe similarities, differences
Tues., 4/14: Create a graphic organizer that describes the Tone, Diction, Purpose, and Theme for each poem
Wed., 4/15: Collaborative teaching day (make-up day for students)
Before reading "Sweat," look to this bio on Zora Neale Hurston: https://www.womenshistory.org/education-resources/biographies/zora-hurston
*With the dialect in the story (which Hurston is known for) it is highly suggested your listen to the story. Here is the link for the four parts: https://www.youtube.com/watch?v=x_9y-YQjlH4
Thurs., 4/16: After looking to Hurston's background and downloading the guiding questions, follow the link to the audio, and start reading "Sweat": https://www.houstonisd.org/site/handlers/filedownload.ashx?moduleinstanceid=133958&dataid=193682&FileName=sweat.pdf
Fri., 4/17: Continue reading "Sweat" & answer guiding questions (attached above) - upload your answered questions to turnitin.com:)
I would like to schedule either a youtube live meeting or zoom meeting to discuss the short story "Sweat." You will have guiding questions to answer, but I would also like to you create three to four high level questions about the story for our discussion. I'll post the link here:
First, I hope you are staying healthy and safe!
I know many of your are wondering about your grade at this point and how to move forward for the rest of the semester. Here is what has been decided:
*All assignments completed before March 13th will factor into your grade.
*If you are pleased with your grade as of March 13th and would like to keep that grade, then that will be your final grade. You do not have to communicate that to me; if you are not completing assignments from now until the end of the semester, then I will know that is what you have decided. If that is the case, you will see a bland grade in the grade book.
*If you would like to improve your grade (your grade will only go up at this point with the work you are completing), continue to complete your assignments until your grade is where you would like it to be. At that point, you may choose to stop working on assignments.
*If you would like to take a final exam to also help your grade, you have that option.
I would also like to emphasize the fact that the work you are doing now (writing a literary analysis, research and close reading skills, a play study of A Raisin in the Sun) will only help you succeed in your classes next year and more importantly your college classes as well. My goal is to reward you with the work you are doing from now on- the learning and feedback is the most important thing- your grade can only improve\!. If you have more specific questions, please reach out.
*Your Gatsby analysis papers are due tom. in turnitin- if you need more time, you may have until Mon.
*Have a wonderful spring break!
Hello! Nice work on your thesis statements and outlines! I am still looking over your outlines and will continue to do so through tomorrow. I will enter a grade of 80 in turnitin.com when checked. Unless needed, you won't see feedback comments- I'm only adding those if absolutely necessary.
The goal this week is to use your outline as a guide to writing your Gatsby literary analysis paper. A few things to keep in mind:
*italicize the novel's title
*use literary present tense consistently- Tom Buchanan hits Myrtle, thus proving his brutal and abusive nature. You comment on the events in the novel as if they are happening at that time.
*When discussing Fitzgerald and the 1920's in your intro., you may use past tense.
*Strive for strong diction- use more sophisticated words in your writing and less to "to be" verbs (is, are, was, etc.)
*Have someone proofread your paper! You should do this too:)
Here is a sample paper in MLA- be sure to follow correct format! https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/documents/20190822MLASamplePaper.pdf
*Try writing a paragraph a day-
day 1: write your intro. * proofread, revise
day 2: write body paragraph #1 *proofread, revise
day 3: write body paragraph #2 *proofread, revise
day 4: write body paragraph #3 and conclusion *proofread, revise
Here is a helpful link to writing in the literary present: https://www.vanderbilt.edu/writing/wp-content/uploads/sites/164/2016/10/Literary-present-tense.pdf
Your Gatsby literary analysis paper should be submitted to turnitin.com by Friday, April 3rd. I was considering holding a zoom meeting this week; however, from my experience this is something that will work best with discussing literature. After spring break, we will move in to the Harlem Renaissance, Modernism, and for the Contemporary movement, the play A Raisin in the Sun: https://www.amazon.com/Raisin-Sun-Lorraine-Hansberry/dp/0679755330
Please start making efforts to obtain your own copy of this play. I will look for an e-copy for those who may need it. We will start reading the play towards the end of April, 4/ 18. I hope you all enjoy your spring break next week! You deserve it:)
First, hello everyone! I hope the first week of digital learning went well. Thank you so much for supporting me in my decision to take leave to be home with Anni and Sawyer. Mrs. Gasaway said you were all so kind and gracious, which is no surprise, of course. I feel very lucky to have all of you as students this year. I certainly do miss you all and I hope you and yours are staying safe and healthy:)
Now that you have finished The Great Gatsby and completed your dialectical journal, it is now time to create an outline for your literary analysis paper. The first step in creating an outline is writing a thesis statement. All ideas in your paper surround this sentence- consider it the road map of your paper. Look to your dialectical journals as inspiration to write you thesis. If, for example, you are considering focusing on symbolism...
I am perfectly fine with a more broad thesis like:
Throughout The Great Gatsby, Fitzgerald utilizes various symbols to represent the carelessness of the 1920's.
Or a more specific thesis like:
In The Great Gatsby, Fitzgerald portrays the carelessness and immorality of the 1920's through his depiction of the Valley of Ashes.
So, today, Mon., 3/23 your goal is write a thesis statement. A few things to remember about a thesis:
*it should be one sentence and it should not be a question
*it should be an opinion or arguable because your goal is to prove your thesis with textual evidence
*it should be the last sentence in your intro. paragraph
*it can be a tri-part thesis with three main ideas stated or an implied thesis like the two examples I created above
Look to this page for helpful tips on writing a literary analysis thesis: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_about_fiction/developing_a_thesis.html
Once your thesis is written, you will submit your thesis to turnitin.com. Be sure to submit this as a formal document with MLA heading, one you will add to eventually. I will look over your thesis and give feedback in turnitin- either through comments or audio voice feedback.
One your thesis is submitted and approved, you will start the outlining process. The above attached outline is one I have used in the past. It may seem a bit quote reliant, but it is still a good basis because it outlines the ideas and the specific textural evidence you will use in your paper. It also shows the proper outline format ( roman numeral and letters). Remember, everything you submit should have a formal MLA heading:
Kirstene Lohlein
Mrs. Lohlein
Honors American Literature
22 March 2020
So, the end goal for today, Mon., 3/23 is to submit your thesis statement to turnitin.com.
Next, download the outline attached at the top and create your own (an outline is bullet-ed phrases, ideas- it is not full sent.). It should simply outline the ideas in your paper and point to evidence from The Great Gatsby. Your outline is due Thurs., 3/26. I need to check over these outlines so your next due date will likely be early next week. This will be to write your own literary analysis (without research) throughout the course of next week. A good goal is to work 20 to 30 min. a day on Honors American Lit. Any feedback is appreciated! I will be keeping a record (score card) of all assignments completed during this time. Please email or text through remind with questions or concerns. My plan is to coordinate at least one video with instruction and one class session on Zoom (for those who are available) per week.
This Emerson quote stands out to me during these uncertain times:
“When it is dark enough, you can see the stars.”:))
Good luck and stay healthy & safe:)
Please visit Mrs. Gasaway's blogfor assignments and updates: https://www.smore.com/s58nc
January 26-30: Realism Conclusion: Literary Mind Map & Dialectical Journals
Mon., 1/27- Read background on Twain and the excerpt from "Life on the Mississippi". Look over the characteristics of Regionalism in your chart. Find an excerpt from "Mississippi" that demonstrates these char. (dialect, description of region, behaviors of people living in that area). For more ideas, look to your chart
Tues., 1/28-Read Chopin's "The Story of an Hour" and complete final dialectical journal- turn in.
Wed., 1/29-Fri., ., 1/31- Planning Day & two days to work on Realism literary mind map- due Fri., 1/31
January 21-24: Realism (with contemporary connections) continues:
Tues., 1/21- Vocab quiz unit 5/ dialectical journal # 3: what common message is shown through the poems "War is Kind" and "Facing It"- create a dialectical entry with passages from both poems (cite line numbers) and a detailed response.
Wed., 1/22- Read & annotate King's "Beyond Vietnam"- identify rhetorical choices and effect
Thurs., 1/23- Fri., 1/24- Frederick Douglass excerpts and dialectical journal #4-
January 13-17: Vocabulary Unit 5/ Realism Continues...
Mon., 1/13- Review unit 5 words- ex. have been assigned through the Sadlier website: https://www.sadlierconnect.com/@2151215/ Review answers to SAT/ ACT reading passages
Tues., 1/14- Finish SAT/ ACT review/ Intro. to literary mind map/ Stephen Crane's "War is Kind"
Wed., 1/15- Finish answering questions to "War is Kind" & discuss/ Read Komunyaaka's "Facing It"- annotate and discuss
Thurs., 1/16- Fri., 1/17-PSAT Review/ Personal narrative entry: what have you "faced" in your life that you were once afraid of or hesitant about? Dialectical Journal Entry #3: Synthesis- look to "War is Kind" and "Facing It"- what common message about war is conveyed by both writers? Provide evidence from both poems and cite correctly, write an analysis par. response. With poetry, you cite the line numbers: (Crane 10-11).
Review for vocab quiz unit 5- quiz is next Tues.!
*This semester, you will need a composition book in order to create dialectical & creative journal responses. This is a way of practicing analytical & creative writing, a main focus this semester. Please have your composition book by Wed.
Mon., 1/6: Spring Syllabus, Pen Pal Letters, Dojo Reset and New Goal, Realism Background Outline- pgs. 462-472
Tues., 1/7: Continue outlining Realism background, Read Bierce's "An Occurrence at Owl Creek Bridge"
Wed., 1/8: Finish "An Occurrence at Owl Creek Bridge" / Dialectical Journal Entry #1
Review the following words from units 1-3 for Friday's SAT/ACT reading practice:
Thurs., 1/9- Stephen Crane's "An Episode of War"- Narrative Entry # 2
Words to look over for tomorrow's practice assessment:
banal, intransigent, germane, insatiable, nefarious, invidious, evinced
suppliants, pejorative, summarily, maelstrom, undulating, celerity, avid, devious
feckless, cavort, feckless, unwonted, distraught,
Fri., 1/10- SAT/ACT reading practice with unit 1-3 words/ Crane's "War is Kind" & Komunyaaka's "Facing It"- TPSATT analysis and discussion
*Bring vocabulary books on Monday!
Optional Final Exam:
A Raisin in the Sun project:
Scroll down and look over the below list of themes for the play. Next, create a way to show the presence and development of one particular theme throughout the course of the play. For instance, if you choose the theme "Conflicts of race, class, gender, and generations," what characters are associated with this theme? How does the development of the character show the development of the theme? What symbols relate to this theme? Idenitfy important passages/quotes from the play are relevant to the theme and if it applies, what historical events shape this theme? (a little research will help with this- think of what inspired Hansberry to explore this in her work)?
Next, create a way to bring all of these components together (web/chart, power point presentation, i movie (if choosing this, act out an imp. scene relevant to theme and write a multi paragraph explanation as to how your i movie shows all components) or whatever creative idea you may bring to the table:)
So, your project should weave the following components together:
1. Choose a key theme (from the list below)
2. Support your theme with one to two characters and explain how they relate to the theme (char. traits, development, etc.)
3. Identify a symbol that connects to your theme
4. Identify three to four important events, details (support with quotes) that relate to your theme.
5. Connect a historical event (this play was written in the 1950's and is set in Chicago; use an academic article to gather facts).
Email me your assignment by Wed., 5/21. Feel free to reach out with questions!
This week, we are reading the last act of A Raisin in the Sun! By now you should be completing( or have already completed) Act II. This week, you will be reading Act III of the play. Continue to either answer the guiding questions or do something creative- please email me your assignments for Act III by Friday, May 15th.You may simply answer the guiding questions to the act (I listened to the audio & answered the questions) OR you may come up with a creative way to show your understanding of Act III. Some ideas may be a story board, a character graphic organizer, a visual representation of the act, or a dialectical journal with a few important passages and reactions. Please email me your completed work.
I'm looking forward to seeing your work over A Raisin in the Sun!
Here are some themes to think about now that you have read Act I:
Concepts of African-American beauty and identity
The importance of family
Conflicts of race, class, gender, and generations
Feminism
The nature of progress
The complex relationships of husbands and wives, black men and women
The struggle over discrimination and racial segregation
Racism in its myriad forms
Human aspiration and the importance of dreams
Self-actualization, recognition, and liberation
Unconditional love
Education vs. industry in the African-American value system
I hope you all enjoyed your weekend! I looked over your "Sweat" questions and it seemed that many of you understood the story. Since only a handful of you read the story and answered the questions (thanks to those who did), here are some general notes:
Delia is a hard working, spiritual woman but also meek and weak (especially compared to her brute of a husband). Hurston often juxtaposes descriptions of Delia vs. Sykes to contrast the two.
Sykes is abusive (often described with animalistic imagery) and is openly having an affair- his goal is to make Delia leave her home so he can live there. He also does not meet the stereotypical expectations of a husband. Delia supports him and works as a wash woman to keep a roof over their head- he does nothing.
Sykes sounds like "snake"- he is the evil presence in the story and a threat to Delia (and her safety).
The porch sitters are often a character in and of themselves in Hurston's works- they gossip and add more depth, background, and even a little comic relief to the story. They do not approve of Syke's open affair, but they only talk about that with the other porch sitters (gossip).
The dialect also adds depth along with southern culture and tradition.
When Delia builds a "spiritual earthworks" against her husband, she is gaining strength and courage to stay in her home, her safe place. This can even be seen as her "Garden of Eden."
When Delia comes back from church, she is singing about crossing over the river Jordan- this is a biblical allusion and foreshadowing that she is crossing over to a new life without Sykes.
Ironically, Sykes (who claimed to be a snake charmer) is bitten and dies from the snake he originally used to drive Delia out. Delia thinks for a moment to save him but realizes medical help is too far away. Delia now can return to her safe place without the threat of Sykes (or the snake).
Monday, 4/27: Continue working on your Harlem Renaissance poetry project (see below in purple)- submit to turnitin.com for a major grade out of 50 points.
We are reading the play A Raisin in the Sun starting this week! All activities, projects with this play are opportunities to boost your grade.
Here is a short biography on Hansberry: https://www.youtube.com/watch?v=RwWCovEPkdI
From Tues., 4/28- Fri., 5/1 Read Act I of A Raisin in the Sun. Here is an e-copy of the entire play: https://www.coppinacademy.org/ourpages/auto/2017/8/31/41911726/a_raisin_in_the_sun_-_lorraine_hansberry.pdf
*Scroll down to pg. 7 to revisit the poem "A Dream Deferred," by Langston Hughes. This poem provided the inspiration for the title of the play.
Scroll down to pg. 24 for a list of characters. Act I starts on pg. 26.
As you're reading, answer the guiding questions: https://www.ntschools.org/cms/lib/NY19000908/Centricity/Domain/684/A%20Raisin%20in%20the%20Sun%20Reading%20Questions.html
OR come up with a creative way to show your knowledge of the act. You could do a character graph or web, a reenactment of the play, or a visual like a story board. Get creative but be sure you thoroughly cover the events in the act.
Here is a audio recording of the play: https://www.youtube.com/watch?v=VS_QjdWhnxE
I hope you all had a nice weekend! Thanks to those who are continuing the learning process. Here is our agenda for the week:
Monday, 4/20: Work on your guiding questions for "Sweat" and submit to the folder in turnitin.com (all folders are ready)
Tuesday, 4/21: If enough students have read "Sweat" and completed the guide, we will have a discussion over the short story. If not, I will do a "walk through analysis" of the story.
Wednesday, 4/22- Friday, 2/24: Harlem Renaissance Poem Project: choose a key poet & poem from the Harlem Renaissance (not including the Hughes poems we have already read) and complete the following in a word document: a short bio on the poet, a TPFASTT analysis of the poem: https://mseffie.com/assignments/poem-a-day/TSPFASTT.pdf, and a visual that represents the poem. Some key writers are: Countee Cullen, Langston Hughes, Claude McKay, & Georgia Douglas Johnson.
Submit this to (you guessed it) turnitin.com by Friday!
Next week, we will start reading the play A Raisin in the Sun, by Loraine Hansberry. There is an audio version of the play I will share and here is an e-copy:
https://www.coppinacademy.org/ourpages/auto/2017/8/31/41911726/a_raisin_in_the_sun_-_lorraine_hansberry.pdf
I hope you all had a wonderful spring break. I hope you enjoyed the nice weather & family time. I also hope you are all staying healthy & safe:)
For those who have decide to finalize your grade, I want to say, nice work!! It has been an honor & pleasure teaching all of you. Thank you for your hard work & your continued support this year. Please come visit & say hi at the beginning of the year- I would love to see you all:)
*For those who are still working to continue the learning process or to improve your grade, yeah! I am excited to be working with you. I will be grading your Gatsby essays this week. My goal is to give you helpful feedback and full credit for writing the essay. I am in the process of entering grades for your Gatsby thesis and outline as well.
This week: April 12 -16:
Now that you have studied Modernism with the Imagist poets and The Great Gatsby, it is time to move forward to the next movement in American Literature: The Harlem Renaissance. Please view the following video clip on the Harlem Renaissance: https://www.youtube.com/watch?v=90PTxdsqfsA
Please view the Langston Hughes facts card: https://images.saymedia-content.com/.image/cs_srgb,dpr_1.0,q_80/MTY2NzAyMzI1NzkwOTQyNTYw/langstonhughes_facts_desktop.jpg
The first activity from this unit will be based on three Langston Hughes poems: "Dream Variations" https://poets.org/poem/dream-variations, the poem "Dreams": https://poets.org/poem/dreams and "Dream Deferred": https://www.poetryfoundation.org/poems/46548/harlem
Read the poems, and consider the similarities and differences while reading:
In a word document, create an organizer that lists the following for each poem: Tone (attitude of the writer), Diction (word choice) , Purpose, Theme. Under each category, describe the tone (use adjectives & examples for support; diction (use adjectives & examples for support). Do the same for purpose and theme. Upload your organizer to turnitin.com by Wed., 4/14. Your next assignment will be this Thurs. & posted soon-we're reading an excellent short story by Zora Neale Hurston- have a great week!
So, the weekly agenda is:
Mon., 4/13: Watch HR video, read the three poems by Hughes and observe similarities, differences
Tues., 4/14: Create a graphic organizer that describes the Tone, Diction, Purpose, and Theme for each poem
Wed., 4/15: Collaborative teaching day (make-up day for students)
Before reading "Sweat," look to this bio on Zora Neale Hurston: https://www.womenshistory.org/education-resources/biographies/zora-hurston
*With the dialect in the story (which Hurston is known for) it is highly suggested your listen to the story. Here is the link for the four parts: https://www.youtube.com/watch?v=x_9y-YQjlH4
Thurs., 4/16: After looking to Hurston's background and downloading the guiding questions, follow the link to the audio, and start reading "Sweat": https://www.houstonisd.org/site/handlers/filedownload.ashx?moduleinstanceid=133958&dataid=193682&FileName=sweat.pdf
Fri., 4/17: Continue reading "Sweat" & answer guiding questions (attached above) - upload your answered questions to turnitin.com:)
I would like to schedule either a youtube live meeting or zoom meeting to discuss the short story "Sweat." You will have guiding questions to answer, but I would also like to you create three to four high level questions about the story for our discussion. I'll post the link here:
First, I hope you are staying healthy and safe!
I know many of your are wondering about your grade at this point and how to move forward for the rest of the semester. Here is what has been decided:
*All assignments completed before March 13th will factor into your grade.
*If you are pleased with your grade as of March 13th and would like to keep that grade, then that will be your final grade. You do not have to communicate that to me; if you are not completing assignments from now until the end of the semester, then I will know that is what you have decided. If that is the case, you will see a bland grade in the grade book.
*If you would like to improve your grade (your grade will only go up at this point with the work you are completing), continue to complete your assignments until your grade is where you would like it to be. At that point, you may choose to stop working on assignments.
*If you would like to take a final exam to also help your grade, you have that option.
I would also like to emphasize the fact that the work you are doing now (writing a literary analysis, research and close reading skills, a play study of A Raisin in the Sun) will only help you succeed in your classes next year and more importantly your college classes as well. My goal is to reward you with the work you are doing from now on- the learning and feedback is the most important thing- your grade can only improve\!. If you have more specific questions, please reach out.
*Your Gatsby analysis papers are due tom. in turnitin- if you need more time, you may have until Mon.
*Have a wonderful spring break!
Hello! Nice work on your thesis statements and outlines! I am still looking over your outlines and will continue to do so through tomorrow. I will enter a grade of 80 in turnitin.com when checked. Unless needed, you won't see feedback comments- I'm only adding those if absolutely necessary.
The goal this week is to use your outline as a guide to writing your Gatsby literary analysis paper. A few things to keep in mind:
*italicize the novel's title
*use literary present tense consistently- Tom Buchanan hits Myrtle, thus proving his brutal and abusive nature. You comment on the events in the novel as if they are happening at that time.
*When discussing Fitzgerald and the 1920's in your intro., you may use past tense.
*Strive for strong diction- use more sophisticated words in your writing and less to "to be" verbs (is, are, was, etc.)
*Have someone proofread your paper! You should do this too:)
Here is a sample paper in MLA- be sure to follow correct format! https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/documents/20190822MLASamplePaper.pdf
*Try writing a paragraph a day-
day 1: write your intro. * proofread, revise
day 2: write body paragraph #1 *proofread, revise
day 3: write body paragraph #2 *proofread, revise
day 4: write body paragraph #3 and conclusion *proofread, revise
Here is a helpful link to writing in the literary present: https://www.vanderbilt.edu/writing/wp-content/uploads/sites/164/2016/10/Literary-present-tense.pdf
Your Gatsby literary analysis paper should be submitted to turnitin.com by Friday, April 3rd. I was considering holding a zoom meeting this week; however, from my experience this is something that will work best with discussing literature. After spring break, we will move in to the Harlem Renaissance, Modernism, and for the Contemporary movement, the play A Raisin in the Sun: https://www.amazon.com/Raisin-Sun-Lorraine-Hansberry/dp/0679755330
Please start making efforts to obtain your own copy of this play. I will look for an e-copy for those who may need it. We will start reading the play towards the end of April, 4/ 18. I hope you all enjoy your spring break next week! You deserve it:)
First, hello everyone! I hope the first week of digital learning went well. Thank you so much for supporting me in my decision to take leave to be home with Anni and Sawyer. Mrs. Gasaway said you were all so kind and gracious, which is no surprise, of course. I feel very lucky to have all of you as students this year. I certainly do miss you all and I hope you and yours are staying safe and healthy:)
Now that you have finished The Great Gatsby and completed your dialectical journal, it is now time to create an outline for your literary analysis paper. The first step in creating an outline is writing a thesis statement. All ideas in your paper surround this sentence- consider it the road map of your paper. Look to your dialectical journals as inspiration to write you thesis. If, for example, you are considering focusing on symbolism...
I am perfectly fine with a more broad thesis like:
Throughout The Great Gatsby, Fitzgerald utilizes various symbols to represent the carelessness of the 1920's.
Or a more specific thesis like:
In The Great Gatsby, Fitzgerald portrays the carelessness and immorality of the 1920's through his depiction of the Valley of Ashes.
So, today, Mon., 3/23 your goal is write a thesis statement. A few things to remember about a thesis:
*it should be one sentence and it should not be a question
*it should be an opinion or arguable because your goal is to prove your thesis with textual evidence
*it should be the last sentence in your intro. paragraph
*it can be a tri-part thesis with three main ideas stated or an implied thesis like the two examples I created above
Look to this page for helpful tips on writing a literary analysis thesis: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_about_fiction/developing_a_thesis.html
Once your thesis is written, you will submit your thesis to turnitin.com. Be sure to submit this as a formal document with MLA heading, one you will add to eventually. I will look over your thesis and give feedback in turnitin- either through comments or audio voice feedback.
One your thesis is submitted and approved, you will start the outlining process. The above attached outline is one I have used in the past. It may seem a bit quote reliant, but it is still a good basis because it outlines the ideas and the specific textural evidence you will use in your paper. It also shows the proper outline format ( roman numeral and letters). Remember, everything you submit should have a formal MLA heading:
Kirstene Lohlein
Mrs. Lohlein
Honors American Literature
22 March 2020
So, the end goal for today, Mon., 3/23 is to submit your thesis statement to turnitin.com.
Next, download the outline attached at the top and create your own (an outline is bullet-ed phrases, ideas- it is not full sent.). It should simply outline the ideas in your paper and point to evidence from The Great Gatsby. Your outline is due Thurs., 3/26. I need to check over these outlines so your next due date will likely be early next week. This will be to write your own literary analysis (without research) throughout the course of next week. A good goal is to work 20 to 30 min. a day on Honors American Lit. Any feedback is appreciated! I will be keeping a record (score card) of all assignments completed during this time. Please email or text through remind with questions or concerns. My plan is to coordinate at least one video with instruction and one class session on Zoom (for those who are available) per week.
This Emerson quote stands out to me during these uncertain times:
“When it is dark enough, you can see the stars.”:))
Good luck and stay healthy & safe:)
Please visit Mrs. Gasaway's blogfor assignments and updates: https://www.smore.com/s58nc
January 26-30: Realism Conclusion: Literary Mind Map & Dialectical Journals
Mon., 1/27- Read background on Twain and the excerpt from "Life on the Mississippi". Look over the characteristics of Regionalism in your chart. Find an excerpt from "Mississippi" that demonstrates these char. (dialect, description of region, behaviors of people living in that area). For more ideas, look to your chart
Tues., 1/28-Read Chopin's "The Story of an Hour" and complete final dialectical journal- turn in.
Wed., 1/29-Fri., ., 1/31- Planning Day & two days to work on Realism literary mind map- due Fri., 1/31
January 21-24: Realism (with contemporary connections) continues:
Tues., 1/21- Vocab quiz unit 5/ dialectical journal # 3: what common message is shown through the poems "War is Kind" and "Facing It"- create a dialectical entry with passages from both poems (cite line numbers) and a detailed response.
Wed., 1/22- Read & annotate King's "Beyond Vietnam"- identify rhetorical choices and effect
Thurs., 1/23- Fri., 1/24- Frederick Douglass excerpts and dialectical journal #4-
January 13-17: Vocabulary Unit 5/ Realism Continues...
Mon., 1/13- Review unit 5 words- ex. have been assigned through the Sadlier website: https://www.sadlierconnect.com/@2151215/ Review answers to SAT/ ACT reading passages
Tues., 1/14- Finish SAT/ ACT review/ Intro. to literary mind map/ Stephen Crane's "War is Kind"
Wed., 1/15- Finish answering questions to "War is Kind" & discuss/ Read Komunyaaka's "Facing It"- annotate and discuss
Thurs., 1/16- Fri., 1/17-PSAT Review/ Personal narrative entry: what have you "faced" in your life that you were once afraid of or hesitant about? Dialectical Journal Entry #3: Synthesis- look to "War is Kind" and "Facing It"- what common message about war is conveyed by both writers? Provide evidence from both poems and cite correctly, write an analysis par. response. With poetry, you cite the line numbers: (Crane 10-11).
Review for vocab quiz unit 5- quiz is next Tues.!
*This semester, you will need a composition book in order to create dialectical & creative journal responses. This is a way of practicing analytical & creative writing, a main focus this semester. Please have your composition book by Wed.
Mon., 1/6: Spring Syllabus, Pen Pal Letters, Dojo Reset and New Goal, Realism Background Outline- pgs. 462-472
Tues., 1/7: Continue outlining Realism background, Read Bierce's "An Occurrence at Owl Creek Bridge"
Wed., 1/8: Finish "An Occurrence at Owl Creek Bridge" / Dialectical Journal Entry #1
Review the following words from units 1-3 for Friday's SAT/ACT reading practice:
Thurs., 1/9- Stephen Crane's "An Episode of War"- Narrative Entry # 2
Words to look over for tomorrow's practice assessment:
banal, intransigent, germane, insatiable, nefarious, invidious, evinced
suppliants, pejorative, summarily, maelstrom, undulating, celerity, avid, devious
feckless, cavort, feckless, unwonted, distraught,
Fri., 1/10- SAT/ACT reading practice with unit 1-3 words/ Crane's "War is Kind" & Komunyaaka's "Facing It"- TPSATT analysis and discussion
*Bring vocabulary books on Monday!
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