Let's try this once again. Please be prepared to respond to questions about "The Short Happy Life of Francis Macomber" on Monday and to questions about "The Snows of Kilimanjaro" on Tuesday. Groups will lead the discussions.
Next we will create haiku to summarize many of the texts that we have read this year. Use Nicenet to share your work.
Finally, the week will end with the Roaring Twenties and the Lost Generation. Research the changes that were made to the Constitution in the early 1900s and know who coined the term the Lost Generation. For homework, read "The Love Song of J. Alfred Prufrock" and the first chapter of The Great Gatsby.
Thursday, March 24, 2011
Friday, March 18, 2011
Week of March 21
Please consider the following questions as you read "The Short Happy Life of Francis Macomber" and "The Snows of Kilimanjaro" by Ernest Hemingway:
How does dialogue develop character?
How do characters help develop the themes found in the text?
What is the tone of the passage and are there shifts in tone? How is the author establishing the tone (diction, details, syntax, examples)?
What images are present in the passage? How do those images contribute to your understanding of the text?
Are there any examples of figurative language such as similes or metaphors? What do they add to the meaning of the text?
How does the story speak to the human condition?
What struggles do the characters face, and how do those struggles develop the themes found in the text?
Reflect on the title. Examine both the title and text for symbols.
Reflect on bravery and bravado.
What stereotypes of women are present? Are female characters oversimplified? Weak? Foolish? Excessively naive? Are they supportive or independent? Powerless or strong? Subservient or in control?
If the female characters have any power, what kind is it? Political? Economic? Social? Psychological?
How do the male characters talk about female characters? How do the male characters treat the female characters?
How do the female characters act toward the male characters?
Is the work in general sympathetic to female characters?
How does dialogue develop character?
How do characters help develop the themes found in the text?
What is the tone of the passage and are there shifts in tone? How is the author establishing the tone (diction, details, syntax, examples)?
What images are present in the passage? How do those images contribute to your understanding of the text?
Are there any examples of figurative language such as similes or metaphors? What do they add to the meaning of the text?
How does the story speak to the human condition?
What struggles do the characters face, and how do those struggles develop the themes found in the text?
Reflect on the title. Examine both the title and text for symbols.
Reflect on bravery and bravado.
What stereotypes of women are present? Are female characters oversimplified? Weak? Foolish? Excessively naive? Are they supportive or independent? Powerless or strong? Subservient or in control?
If the female characters have any power, what kind is it? Political? Economic? Social? Psychological?
How do the male characters talk about female characters? How do the male characters treat the female characters?
How do the female characters act toward the male characters?
Is the work in general sympathetic to female characters?
Sunday, March 6, 2011
The Scarlet Letter - Week of March 7
This week you should read chapters 16 and 17 on Monday, chapters 18 and 19 on Tuesday, and finish the novel by next Monday. Expect a multiple-choice quiz on chapter 18 this Wednesday and a writing prompt on Thursday. The multiple-choice assessment is worth 7 points and the writing prompt is worth 25 points.
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