Wednesday, 25 April 2012
Things to KNOW FOR TEST
1) Give three detailed examples (detailed means a paragraph or more) of the following themes (and be able to explain how the examples fit the themes):
A) The Strength of Women
B) The Importance of Family (and the change of the definition of family)
C) We vs. I (this includes self-sacrifice and altruism)
D) People vs. Moloch
E) Anger
2) Symbols, Allusions, Analysis and higher orders of thinking
Be able to explore the ideas invoked by the following
Pretty Boy Floyd
The One-Eyed Man
The men returning from California to go back home
Exodus, Moses, the Plague
Jesus, Judas
Handbills
The Joad’s Truck and Highway 66
Tractor vs. Horses
The turtle (at the beginning of the book)
Desert (and places like Bakersfield, Barstow, etc.)
3) Be able to explain the following by description, events that happened, and what the places mean (symbolically and literally)
Weedpatch
Hooverville
Farms in Oklahoma
Dustbowl
Swarms of Cars
Truckstops
4) Outline the plot
5) Be able to explain the significance of the following characters (what they do, what they represent and how they are important or how they function in the novel)
Tom Joad, Jim Casey, Ma Joad, Pa Joad, Rose of Sharon, Granma and Grandpa Joad, Noah, Al, Muley Graves, Connie, the Wilsons, Ruthie and Winfield, Mr. And Mrs. Wainwright, Agnes Wainwright, and …
6) Be able to summarize and explain the significance of the following chapters: 22, 24, 26, 28, 30
7) Be able to discuss and explain in a paragraph what Steinbeck is doing in the “Descriptive” chapters of the novel and how these chapters function in the overall work.
8) Discuss how THE GRAPES OF WRATH is (or works as) socialist commentary?
9) Relate THE GRAPES OF WRATH to another book read in English 11.
10) The meaning of Land.
11) Economic Decline = the decline of family
Monday, 23 April 2012
Chapters 12 - 15
A few of you requested that I post these questions:
GRAPES OF WRATH chapters 12-15
1) Why do we get two chapters in a row (11 and 12) featuring the abstract, larger perspective rather than the alternation between it and the life of the Joad family?
2) What is Highway 66? What does it represent? Is the number 66 in itself suggestive of anything?
3) What is the nature and philosophy of the business people offering "service" to travelers along Highway 66? What do the more alert travelers come to understand about the nature of that "service"? What anecdote does one such traveler tell to illustrate the meaning of the word "service"? What is the actual character of the "service stations" along the way? What is significant (and ironic) about the businessman's claim that "he ain't in it for his health"?
4) What does Steinbeck mean by saying, "The people in flight from the terror behind--strange things happen to them, some bitterly cruel and some so beautiful that the faith is refired forever"? What is Steinbeck suggesting about human nature and its possibilities?
5) What is the significance of Casy's and Tom's answers to the gas station man who keeps asking, "what's the country comin' to"? Why does Tom tell him "You ain't askin' nothin: you're jus' singin' a kinda song ... You don' wanta know"?
6) What does Casy mean when he says, "Here's me that used to give all my fight against the devil 'cause I figgered the devil was the enemy. But they's sompin worse'n the devil got hold a the country, an' it ain't
7) Why does Grampa die? Why does the dog die? Is there something symbolic here?
8) Why are the "owners" in the Western states getting nervous? What do they perceive as the immediate enemy?
9) What are Steinbeck's observations concerning the meaning of "I" and "we"? What is the meaning of the statement: "If you who own the things people must have could understand this, you might preserve yourself. If you could separate causes from results; if you could know that Paine, Marx, Jefferson, Lenin, were results, not causes, you might survive. But that you cannot know. For the quality of owning freezes you you forever into 'I,' and cuts you off forever from the 'we.'"? What does Steinbeck imply concerning the future of capitalism and capitalists?
10)
What is the significance of descriptions of the interior of hamburger stands along the highway: "The walls decorated with posters, bathing girls, blondes with big breasts and slender hips and waxen faces, in white bathing suits, and holding a bottle of Coca-Cola and smiling--see what you get with a Coca-Cola"? How do those posters work? What do they suggest? Are they similar in any way to the yellow handbills?
11) Seen briefly through the windows of large cars on the highway, how are wealthy described? What are their main concerns? Why is it said that they meet in "lodges and service clubs" and "reassure themselves that business is noble and not the curious ritualized thievery they know it is; that businessmen are intelligent in spite of the records of their stupidity; that they are kind and charitable in spite of the principles of sound business; that their lives are rich instead of the thin tiresome routines they know; and that a time is coming when they will not be afraid any more"? What is the meaning of the cars that "whizzed viciously by on 66"?
12) Consider the scene where a family attempts to buy a ten-cent loaf of bread at a sandwich shop. What is the meaning of the situation? What different sets of values collide here? Why does the father hesitate to take the loaf for ten cents after learning that it costs fifteen? Why do the shop operators sell the bread and the candy for less than its actual value? Why do the truck drivers leave extra money behind? What happened to sound business principles?
Monday, 16 April 2012
The Grapes of Wrath Project
GRAPES OF WRATH PROJECT
Projects are worth 80 points. Each section of the project is worth 10 points.
GROUP 1:
Music/ Radio/ Arts
Research music of the 30s and list five important musicians and find songs that symbolized their achievements. You might want to focus on the West. The east-coast music during this time is swing.
Research Woody Guthrie and briefly tell the class why he is important.
What is going on with Radio during the 30s? Discuss Roosevelt’s “FIRESIDE CHAT”
List three important writers during the 30s.
Write a mock interview with Woody Guthrie and record it. You may want to check out a movie version of his life (Mr. Fielding owns a copy) to give you some ideas.
GROUP 2: Depression
Research the causes of the depression.
Research the effects of the depression on Oklahoma.
Find at least ten quotes from the time period.
Find at least twenty photos from the time period.
Find a poem about the depression.
Find a statement by Roosevelt about the depression.
Research the DUST BOWL.
Put all of these things together in a movie or power-point.
GROUP 3: Oklahoma/ California/ Hobos
Research the states during the 1930s with a chronological list of events.
Find the state songs.
Briefly discuss the problems with California and people moving there? Find statements by officials – such as the governor if possible.
Find five photographs of CALI in the 1930s.
Define Hobo and research hobos during the 1930s.
Write and film a short sketch about hobos (remember Mr. Fielding has write a lot about this subject – you might look at some films such as HOPPING OUT).
Research route 66 and WEEDPATCH CAMP.
Projects are worth 80 points. Each section of the project is worth 10 points.
GROUP 1:
Music/ Radio/ Arts
Research music of the 30s and list five important musicians and find songs that symbolized their achievements. You might want to focus on the West. The east-coast music during this time is swing.
Research Woody Guthrie and briefly tell the class why he is important.
What is going on with Radio during the 30s? Discuss Roosevelt’s “FIRESIDE CHAT”
List three important writers during the 30s.
Write a mock interview with Woody Guthrie and record it. You may want to check out a movie version of his life (Mr. Fielding owns a copy) to give you some ideas.
GROUP 2: Depression
Research the causes of the depression.
Research the effects of the depression on Oklahoma.
Find at least ten quotes from the time period.
Find at least twenty photos from the time period.
Find a poem about the depression.
Find a statement by Roosevelt about the depression.
Research the DUST BOWL.
Put all of these things together in a movie or power-point.
GROUP 3: Oklahoma/ California/ Hobos
Research the states during the 1930s with a chronological list of events.
Find the state songs.
Briefly discuss the problems with California and people moving there? Find statements by officials – such as the governor if possible.
Find five photographs of CALI in the 1930s.
Define Hobo and research hobos during the 1930s.
Write and film a short sketch about hobos (remember Mr. Fielding has write a lot about this subject – you might look at some films such as HOPPING OUT).
Research route 66 and WEEDPATCH CAMP.
Monday, 26 March 2012
The Grapes of Wrath
THEMES
1) The importance of the land to the people
2) The Strength of Women
3) The Importance of family (even the definition of WHAT IS FAMILY)
4) We vs. I
5) People vs. “Moloch”
6) Anger
1) Give three detailed examples (detailed means a paragraph or more) of the following themes (and be able to explain how the examples fit the themes):
A) The Strength of Women
B) The Importance of Family (and the change of the definition of family)
C) We vs. I (this includes self-sacrifice and altruism)
D) People vs. Moloch
E) Anger
2) Symbols, Allusions, Analysis and higher orders of thinking
Be able to explore the ideas invoked by the following
Pretty Boy Floyd
The One-Eyed Man
The men returning from California to go back home
Exodus, Moses, the Plague
Jesus, Judas
Handbills
The Joad’s Truck and Highway 66
Tractor vs. Horses
The turtle (at the beginning of the book)
Desert (and places like Bakersfield, Barstow, etc.)
3) Be able to explain the following by description, events that happened, and what the places mean (symbolically and literally)
Weedpatch
Hooverville
Farms in Oklahoma
Dustbowl
Swarms of Cars
Truckstops
4) Outline the plot
5) Be able to explain the significance of the following characters (what they do, what they represent and how they are important or how they function in the novel)
Tom Joad, Jim Casey, Ma Joad, Pa Joad, Rose of Sharon, Granma and Grandpa Joad, Noah, Al, Muley Graves, Connie, the Wilsons, Ruthie and Winfield, Mr. And Mrs. Wainwright, Agnes Wainwright, and …
6) Be able to summarize and explain the significance of the following chapters: 22, 24, 26, 28, 30
7) Be able to discuss and explain in a paragraph what Steinbeck is doing in the “Descriptive” chapters of the novel and how these chapters function in the overall work.
8) Discuss how THE GRAPES OF WRATH is (or works as) socialist commentary?
9) Relate THE GRAPES OF WRATH to another book read in English 11.
10) The meaning of Land.
11) Economic Decline = the decline of family
1) The importance of the land to the people
2) The Strength of Women
3) The Importance of family (even the definition of WHAT IS FAMILY)
4) We vs. I
5) People vs. “Moloch”
6) Anger
1) Give three detailed examples (detailed means a paragraph or more) of the following themes (and be able to explain how the examples fit the themes):
A) The Strength of Women
B) The Importance of Family (and the change of the definition of family)
C) We vs. I (this includes self-sacrifice and altruism)
D) People vs. Moloch
E) Anger
2) Symbols, Allusions, Analysis and higher orders of thinking
Be able to explore the ideas invoked by the following
Pretty Boy Floyd
The One-Eyed Man
The men returning from California to go back home
Exodus, Moses, the Plague
Jesus, Judas
Handbills
The Joad’s Truck and Highway 66
Tractor vs. Horses
The turtle (at the beginning of the book)
Desert (and places like Bakersfield, Barstow, etc.)
3) Be able to explain the following by description, events that happened, and what the places mean (symbolically and literally)
Weedpatch
Hooverville
Farms in Oklahoma
Dustbowl
Swarms of Cars
Truckstops
4) Outline the plot
5) Be able to explain the significance of the following characters (what they do, what they represent and how they are important or how they function in the novel)
Tom Joad, Jim Casey, Ma Joad, Pa Joad, Rose of Sharon, Granma and Grandpa Joad, Noah, Al, Muley Graves, Connie, the Wilsons, Ruthie and Winfield, Mr. And Mrs. Wainwright, Agnes Wainwright, and …
6) Be able to summarize and explain the significance of the following chapters: 22, 24, 26, 28, 30
7) Be able to discuss and explain in a paragraph what Steinbeck is doing in the “Descriptive” chapters of the novel and how these chapters function in the overall work.
8) Discuss how THE GRAPES OF WRATH is (or works as) socialist commentary?
9) Relate THE GRAPES OF WRATH to another book read in English 11.
10) The meaning of Land.
11) Economic Decline = the decline of family
Monday, 5 March 2012
Classwork for Thursday and Friday 3/8 and 3/9
FINAL DRAFTS:
Work on draft number 3 - persuasive essay. Post Work Cited Page on blog.
DUE DATE: Monday 3/12.
Work on draft number 3 - persuasive essay. Post Work Cited Page on blog.
DUE DATE: Monday 3/12.
Monday, 27 February 2012
Monday, 13 February 2012
Persuasive Essays
You need to come up with a topic and a thesis statement.
Below is the outline of unit. First draft is due Tuesday 2/21.
Argumentation or Persuasion Paper
ASSIGNMENT: Students will need to complete three drafts of a paper that takes a position on an argument and seeks to persuade a “real” audience about some topic of importance (the author should define the importance especially if the importance is not naturally apparent). The paper needs to be 3-5 pages in length and the thesis must be supported with evidence: Expert testimony or credentials, factual data, rebuttal of opposing points, and an appeal to the audience’s self-interest. The student will be expected to do some research and show this research in her/his paper. Citations should be in MLA format.
Papers will be graded on a rubric that includes: Introduction/Thesis Statement/Order of Development, Quality of Reasoning (how well you make an argument and back it up), Use of Expert Witnesses/Evidence/Rebuttal/Appeal to Self-interests, Voice/Word Choice/Audience Awareness, Grammar and Conclusion.
A minimal of three drafts will be completed, and an in-class peer review (Murray’s Feedback) and a conference with the teacher will help the student shape the work.
OTHER DUE DATES:
TOPIC DUE: 10 points. I need a topic before anyone can actually start research. This should be written down and turned in on a page with your name on it.
THESIS STATEMENT DUE: 15 points. I want a thesis statement written out and handed in so I can look over what you are arguing and where you might be going. If you can give me an itemized thesis statement (a thesis statement plus order of development) it will be easier for me to direct you.
Blog Postings of at least 3 sources in MLA format
ROUGH DRAFT 1 DUE: 25 Points.
2nd Draft Due: 25 Points.
Works Cited Page Due: 25 points.
Final Draft Due: 100 points.
The above due dates are final. If you miss a date you miss the points, and you will still be expected to turn in the assignment before I allow you to move on. You are still responsible for handing in a thesis.
Below is the outline of unit. First draft is due Tuesday 2/21.
Argumentation or Persuasion Paper
ASSIGNMENT: Students will need to complete three drafts of a paper that takes a position on an argument and seeks to persuade a “real” audience about some topic of importance (the author should define the importance especially if the importance is not naturally apparent). The paper needs to be 3-5 pages in length and the thesis must be supported with evidence: Expert testimony or credentials, factual data, rebuttal of opposing points, and an appeal to the audience’s self-interest. The student will be expected to do some research and show this research in her/his paper. Citations should be in MLA format.
Papers will be graded on a rubric that includes: Introduction/Thesis Statement/Order of Development, Quality of Reasoning (how well you make an argument and back it up), Use of Expert Witnesses/Evidence/Rebuttal/Appeal to Self-interests, Voice/Word Choice/Audience Awareness, Grammar and Conclusion.
A minimal of three drafts will be completed, and an in-class peer review (Murray’s Feedback) and a conference with the teacher will help the student shape the work.
OTHER DUE DATES:
TOPIC DUE: 10 points. I need a topic before anyone can actually start research. This should be written down and turned in on a page with your name on it.
THESIS STATEMENT DUE: 15 points. I want a thesis statement written out and handed in so I can look over what you are arguing and where you might be going. If you can give me an itemized thesis statement (a thesis statement plus order of development) it will be easier for me to direct you.
Blog Postings of at least 3 sources in MLA format
ROUGH DRAFT 1 DUE: 25 Points.
2nd Draft Due: 25 Points.
Works Cited Page Due: 25 points.
Final Draft Due: 100 points.
The above due dates are final. If you miss a date you miss the points, and you will still be expected to turn in the assignment before I allow you to move on. You are still responsible for handing in a thesis.
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