9/30/13
In Class:
Journal-- Compile a list of your identity traits and roles, each beginning with the phrase "I am...".
Lecture on critical race theory: a school of criticism focusing on the analysis and deconstruction of the portrayal of race in literature and art. We specifically focused on the social construction of race, the transparency phenomenon, and the cultural portrayal in Their Eyes Were Watching God.
Students had the remainder of class to work independently on final projects. Reminder: I need to review your notes on or before this Thursday!
Exit ticket: Approximately what percentage of your final project reading have you completed?
Homework:
Work on final projects!
Monday, September 30, 2013
Wednesday, September 25, 2013
September 25th, 2013
9/25/13
In Class:
Journal-- Respond to the following quote: "Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development, and building good governance." -Kofi Annan
Discussed and reviewed feminist theory in literary criticism: a school of analyzing events, relationships, and cultural production either as a consequence of or strongly influenced by gender separation and gender hierarchy. (See separate handout for more information and exploration of the theory, including Binary Opposition and Thought.)
The remaining class time was dedicated to work on final projects. Remember to bring your book and anything else you would like for an extended reading time next class!
Exit ticket: Identify one event in Their Eyes Were Watching God that you could analyze using feminist criticism.
Homework:
Read your final project!
In Class:
Journal-- Respond to the following quote: "Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development, and building good governance." -Kofi Annan
Discussed and reviewed feminist theory in literary criticism: a school of analyzing events, relationships, and cultural production either as a consequence of or strongly influenced by gender separation and gender hierarchy. (See separate handout for more information and exploration of the theory, including Binary Opposition and Thought.)
The remaining class time was dedicated to work on final projects. Remember to bring your book and anything else you would like for an extended reading time next class!
Exit ticket: Identify one event in Their Eyes Were Watching God that you could analyze using feminist criticism.
Homework:
Read your final project!
Monday, September 23, 2013
September 23rd, 2013
9/23/13
In Class:
Journal-- Identify one "golden line" from the last 40 pages of Their Eyes Were Watching God. Reflect on the meaning and the significance.
Students presented their midterm research projects.
Introduced final project.
Exit ticket: Choose one song that you could use for the Their Eyes Were Watching God soundtrack.
Homework:
Begin reading for your final.
In Class:
Journal-- Identify one "golden line" from the last 40 pages of Their Eyes Were Watching God. Reflect on the meaning and the significance.
Students presented their midterm research projects.
Introduced final project.
Exit ticket: Choose one song that you could use for the Their Eyes Were Watching God soundtrack.
Homework:
Begin reading for your final.
Final Project Assignment Sheet
Advanced
Literature: Portraits of the American South – Final Project
Due October 9th,
2013 by 5:00 PM
In order to further
experience the literature and culture revolving around the American South, you
will select one reading which explores the milieu of the South. You will then
analyze the literature to synthesize your own understanding of the culture.
Assignment:
Part One
You will select and read one of the following pieces
as your focus:
Williams, Tennessee. A Streetcar Named Desire. New York: New Directions, 2004. Print.
Selections
from O’Connor, Flannery. The Complete
Stories. New York: Farrar, Straus and
Giroux, 1971. Print.
Faulkner,
William. The Sound and the Fury. New
York: Vintage, 1991. Print.
A Streetcar Named Desire is a play set in New Orleans circa 1940. It traces
the story of the DuBois family, former Southern nobility, falling from grace
when Blanche moves in with her sister Stella and Stella’s blue-collar husband,
Stanley Kowalski. I will screen the film adaptation of the play (Kazan 1951)
after school on Wednesday, October 2nd, to enhance your reading and
understanding of the play.
The selections I have designated of Flannery
O’Connor’s The Complete Stories
consist of seven short stories taking place across the United States. Each of
the stories deal with different characters, events, settings, and themes, but
they all contribute to our understanding of the Southern mindset and culture,
including religion, dialect, racial profiling, and gender roles.
The Sound and the Fury is a novel that portrays the slow decay of another
family of Southern nobility, the Compson family. The story is told over about
forty years from four different perspectives: the mentally-handicapped youngest
son, Benjy; the hyper-intelligent and psychologically troubled middle child,
Quentin; the aggressive and self-centered middle child, Jason; and the proud
and insightful matriarch of the family’s black servants, Dilsey.
Part Two
While reading, you will take notes on a separate sheet
of paper to submit as part of the assignment. These notes should reflect not
only the plots events and characters, but also thematic (underwater)
reflections and your personal insights.
- You can use any format for these notes as long as I am able to interpret them.
- You
may also use outside sources to help, but you MUST properly cite these sources
within your notes.
I need to review your notes on or before October 3rd
in order to ensure your progress and understanding.
Using these notes to identify an important section of
your reading, you will write a “close reading” analytical essay:
1)
Identify a passage of the piece that conveys a broader, overarching theme or
symbol of Southern culture.
2) Focusing
specifically on this passage, explore the author’s evaluation and portrayal of
this theme or symbol. Explain what it
means, how the author constructs it,
and why it helps us understand the
South and the world better.
I highly recommend that you submit at least one draft
to me before October 8th.
Tips for success on this
project:
· Start reading right away. The sooner you dig in to
your text, the sooner you will be able to start your higher-level thinking.
· Ask questions. I’m here to support you throughout this
project—you are absolutely welcome to ask for help, to bounce ideas off me, or
to just chat.
· Set aside time to work on this project outside of
class. While you will have some time
to work in class, you will not be able to create an A quality project in
class-time alone.
Wednesday, September 18, 2013
September 18th, 2013
9/18/13
In Class:
Journal-- Reflect on the importance of gossip and the oral tradition in TEWWG. "[The 'colored people'] were there with their tongues cocked and loaded, the only real weapon left to weak folks. The only killing tool they are allowed to use in the presence of white folks" (Hurston 185-6).
Students worked independently on:
- Sharpening up midterm projects and preparing to present on Monday.
- Reading handout including "It's More Than Just Rain or Snow" and "If She Comes Up, It's Baptism" from How to Read Literature Like a Professor. (This will help decode the hurricane from TEWWG.)
- Catching up on missing work (three discussion questions from p. 154-90; finish TEWWG; any other missing assignments.)
Exit ticket: Define 'psychoanalysis.'
Homework:
Prepare for your presentation on Monday.
Write one paragraph recapping an instance in which your sex or gender made a difference (subtle or explicit) in the outcome of the event.
Catch up on any missing work.
In Class:
Journal-- Reflect on the importance of gossip and the oral tradition in TEWWG. "[The 'colored people'] were there with their tongues cocked and loaded, the only real weapon left to weak folks. The only killing tool they are allowed to use in the presence of white folks" (Hurston 185-6).
Students worked independently on:
- Sharpening up midterm projects and preparing to present on Monday.
- Reading handout including "It's More Than Just Rain or Snow" and "If She Comes Up, It's Baptism" from How to Read Literature Like a Professor. (This will help decode the hurricane from TEWWG.)
- Catching up on missing work (three discussion questions from p. 154-90; finish TEWWG; any other missing assignments.)
Exit ticket: Define 'psychoanalysis.'
Homework:
Prepare for your presentation on Monday.
Write one paragraph recapping an instance in which your sex or gender made a difference (subtle or explicit) in the outcome of the event.
Catch up on any missing work.
Wednesday, September 11, 2013
September 11th, 2013
9/11/13
In Class:
Journal-- Reflect on the following passage from Their Eyes Were Watching God:
"Before the week was over [Tea Cake] had whipped Janie. Not because her behavior justified his jealousy, but it relieved that awful fear inside him. Being able to whip her reassured him in possession" (Hurston 147).
Briefly discussed Chapter 17 of Their Eyes Were Watching God, particularly this 'surprising' instance of physical abuse and its nonchalant description.
Students worked independently on:
- Midterm projects and presentation preparation.
- Making up any missed journal entries. *Submit all seven journals before the end of class.*
- Making up any missing work.
- Next reading assignment (through p. 190 by Monday).
Exit ticket: Give yourself a grade for the first half of the block so far with a brief explanation. Consider all your academics, but also your social and outside-of-school life.
Homework:
Finish and submit midterm projects by 3 PM!
Catch up on missing assignments.
In Class:
Journal-- Reflect on the following passage from Their Eyes Were Watching God:
"Before the week was over [Tea Cake] had whipped Janie. Not because her behavior justified his jealousy, but it relieved that awful fear inside him. Being able to whip her reassured him in possession" (Hurston 147).
Briefly discussed Chapter 17 of Their Eyes Were Watching God, particularly this 'surprising' instance of physical abuse and its nonchalant description.
Students worked independently on:
- Midterm projects and presentation preparation.
- Making up any missed journal entries. *Submit all seven journals before the end of class.*
- Making up any missing work.
- Next reading assignment (through p. 190 by Monday).
Exit ticket: Give yourself a grade for the first half of the block so far with a brief explanation. Consider all your academics, but also your social and outside-of-school life.
Homework:
Finish and submit midterm projects by 3 PM!
Catch up on missing assignments.
Monday, September 9, 2013
September 9th, 2013
9/9/13
In Class:
Journal-- Wade back through Ch. 11 (p. 100) in which Tea Cake courts Janie. How does Tea Cake approach Janie in comparison with Logan Killicks and Joe Starks? What important lines and ideas can you pick out regarding race, class, and gender distinctions?
Discussed the third reading of Their Eyes Were Watching God, particularly focusing on Tea Cake and Miss Turner as characters and representations of ideals.
Independently, students worked on midterm projects with the remainder of class time.
Exit ticket: a) Approximately what percentage of your project have you finished? b) What is your very next step toward finishing your midterm?
Homework:
Read through p. 154 of TEWWG by Wednesday.
Write three discussion quetsions.
Finish midterm project by Wednesday at 3 PM.
Complete any missing journals or assignments ASAP.
In Class:
Journal-- Wade back through Ch. 11 (p. 100) in which Tea Cake courts Janie. How does Tea Cake approach Janie in comparison with Logan Killicks and Joe Starks? What important lines and ideas can you pick out regarding race, class, and gender distinctions?
Discussed the third reading of Their Eyes Were Watching God, particularly focusing on Tea Cake and Miss Turner as characters and representations of ideals.
Independently, students worked on midterm projects with the remainder of class time.
Exit ticket: a) Approximately what percentage of your project have you finished? b) What is your very next step toward finishing your midterm?
Homework:
Read through p. 154 of TEWWG by Wednesday.
Write three discussion quetsions.
Finish midterm project by Wednesday at 3 PM.
Complete any missing journals or assignments ASAP.
Wednesday, September 4, 2013
September 4th, 2013
9/4/13
In Class:
Journal-- Reflect on the impact your/your family’s socioeconomic status may have had on your life path.
Lecture and discussion on Marxism as literary theory.
Marxism: in literary theory, a school of analyzing all events and relationships either as a consequence of or strongly influenced by class dynamics. (i.e., “Must be the money.”)
Read Marxism handout as a class.
Lecture and discussion on the construction of an SES hierarchical society (see diagram).
ideology: the common understanding, ideals, values, and worldview of a particular society on how the world works. By nature, an ideology will promote the ideals of the dominant class.
hegemony: the process of the proletariat internalizing and reproducing ideology.
Discussed the second assigned reading of Their Eyes Were Watching God, first reviewing the timeline of book so far. The discussion was specifically focusing on the class conflict surrounding Joe Starks, Janie, and the Eatonville community.
Instructor assigned and reviewed midterm project.
Exit ticket: Define 'hegemony.'
Homework:
Read through p. 147 of TEWGG and write three discussion questions by Monday.
Bring at least two sources for your midterm research.
In Class:
Journal-- Reflect on the impact your/your family’s socioeconomic status may have had on your life path.
Lecture and discussion on Marxism as literary theory.
Marxism: in literary theory, a school of analyzing all events and relationships either as a consequence of or strongly influenced by class dynamics. (i.e., “Must be the money.”)
Read Marxism handout as a class.Lecture and discussion on the construction of an SES hierarchical society (see diagram).
ideology: the common understanding, ideals, values, and worldview of a particular society on how the world works. By nature, an ideology will promote the ideals of the dominant class.
hegemony: the process of the proletariat internalizing and reproducing ideology.
Discussed the second assigned reading of Their Eyes Were Watching God, first reviewing the timeline of book so far. The discussion was specifically focusing on the class conflict surrounding Joe Starks, Janie, and the Eatonville community.
Instructor assigned and reviewed midterm project.
Exit ticket: Define 'hegemony.'
Homework:
Read through p. 147 of TEWGG and write three discussion questions by Monday.
Bring at least two sources for your midterm research.
Midterm Project -- Advanced Literature
Advanced
Literature – Midterm Project
Due September 11th,
2013
In order to gain a stronger
perspective of the context of Their Eyes
Were Watching God, you will research a particular time period surrounding
the story. This examination will allow you and your classmates to better
understand the interactions, events, characters, and setting of our focus
novel.
Assignment:
Part One
Your first task is to research the culture and society
of the American South during your chosen time period. The time periods you may
choose are as follows:
|
1850-1860
|
Pre-Civil War
|
|
1861-1865
|
Civil War
|
|
1866-1877
|
Reconstruction
|
|
1878-1914
|
Pre-World War I
|
|
1915-1939
|
World War I, Pre-World War
II
|
You will research the time period using at least four different sources. You
should try to answer the following questions, in addition to including any
other information you think is relevant:
|
· What is the political atmosphere during this time?
· What is the racial atmosphere during this time?
· What is the economic atmosphere during this time?
· What sort of events are contributing to upcoming
conflicts? What events are a consequence of preceding conflicts?
|
· What is the cultural atmosphere (e.g., art, music,
literature, etc.) during this time?
· What is the state of gender relations during this
time?
· How do you see the characteristics, ideology, or
ideals of this society reflected in Their
Eyes Were Watching God?
|
You may use any reliable resource, including books,
the Internet, and people with a credible background. However, all your research must be documented. Any information that
you gather from any source outside of your own knowledge needs to be properly
cited. The citations should be in MLA format: consult Shane or Purdue OWL (http://owl.english.purdue.edu/owl/resource/747/01/) for information on proper citations.
Part Two
Your second task is to compile your research into a
project of your choice which demonstrates your new understanding of the time
period. Possible projects include, but are not limited to:
· a traditional essay
· a PowerPoint presentation
· a timeline with photos
· an illustrated poster including important information
· a song or other musical depiction
I am entirely open to other ideas for this section of
the project; just make sure you get approval first.
You will present your project to the class on either
September 16th or 18th, 2013.
Tips for success on this
project:
· Start early. The more time you allow yourself, the
better your research and project will be.
· Ask questions. I’m here to support you throughout this
project—you are absolutely welcome to ask for help, to bounce ideas off me, or
to just chat.
· Set aside time to work on this project outside of
class. While you will have some time
to work in class, you will not be able to create an A quality project in
class-time alone.
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