Tuesday, January 16 AN IT ALL JUST AMOUNTS TO WHAT YOU TELL YOURSELF (STEINBECK 58)

Transcription

1 Tuesday, January 16 AN IT ALL JUST AMOUNTS TO WHAT YOU TELL YOURSELF (STEINBECK 58)

2 The new leadership in Egypt embarks on a campaign to subdue the Israelites, forcing them into slavery. Moses organizes the Israelites and confronts the Pharaoh, demanding the release of the Hebrew people. Moses performs a miracle, turning his staff into a snake, but Pharaoh is unimpressed and only increases the workload for the Israelites. God responds by inflicting a series of ten plagues on Egypt. God turns the Nile River into blood, causes frogs to cover Egypt, turns all of the dust in Egypt to gnats, and causes swarms of flies to come into the houses of Pharaoh and his officials. God then strikes Egypt s livestock with a disease, creates festering boils on humans and animals, and sends thunder, hail, and fire that destroy crops, livestock, and people. God sends swarms of locusts, and covers Egypt with a darkness that can be felt (10:21). The tenth and final plague kills all the firstborn males in Egypt. Before the plague, Moses instructs the Hebrew people to cover their door posts in the blood of a sacrificed lamb as a sign for God to protect their homes from his killings. Pharaoh relents and releases the more than 600,000 Israelites. Guided by a pillar of cloud during the day and by fire during the night, Moses and the Israelites head west toward the sea. -SparkNotes Old Testament Israelites These words correspond to the Bible's description of the plagues that forced the Israelites into Exodus: Then the Lord said to Moses, "Stretch out your hand toward the sky so that hail will fall all over Egypt--on people and animals and on everything growing in the fields of Egypt." When Moses stretched out his staff toward the sky, the Lord sent thunder and hail, and lightning flashed down to the ground. So the Lord rained hail on the land of Egypt; hail fell and lightning flashed back and forth. It was the worst storm in all the land of Egypt since it had become a nation. Throughout Egypt hail struck everything in the fields--both people and animals; it beat down everything growing in the fields and stripped every tree. (The Holy Bible, Exod. 10:22-26) How does this connect to Grapes? (identify allusions)

3 Agenda Israelites Discuss quiz scores Review Ch. 6 Qs Aphorisms and morals in Ch. 6 Quiz 2 (Ch. 4-6) tomorrow! DO: Understand and analyze significant moments in The Grapes of Wrath Understand and apply test taking strategies to improve Determine and analyze author s purpose to determine meaning HW: Ch. 7-8 for Thursday + Dialectical journal

4 Quiz review Open your notebook and title it Grapes of Wrath quizzes study materials. You will create a similar chart to what you had for 1 st semester (strengths/weaknesses). Focus on: Question stems Vocabulary (especially tone words and analytical verbs) Study habits (did you read/remember, were you rushing, etc.)

5 Quiz tip: annotate to justify your work 21. Chapter 3 opens with the following sentence: The concrete highway was edged with a mat of tangled, broken, dry grass, and the grass heads were heavy with oat beards to catch on a dog s coat, and foxtails to tangle in a horse s fetlocks, and clover burrs to fasten in sheep s wool; sleeping life waiting to be spread and dispersed, every seed armed with an appliance of dispersal, twisting darts and parachutes for the wind, little spears and balls of tiny thorns, and all waiting for animals and for the wind, for a man s trouser cuff or the hem of a woman s skirt, all passive but armed with appliances of activity, still, but each possessed of the anlage of movement (Steinbeck 14). What can be inferred from this portion? A. Steinbeck is very interested in non-human entities B. Steinbeck focuses on the only crops remaining C. The oats are symbolic of the capacity to change and evolve D. The oats are symbolic of the desire to stay put/grow The diction clearly emphasizes the capacity to change and is the direct opposite of staying put. Avoid the basic answers (like A) or conflating what things are (the oat beard is a seed, and is not a remaining crop).

6 Chapter 3 opens with the following sentence: The concrete highway was edged with a mat of tangled, broken, dry grass, and the grass heads were heavy with oat beards to catch on a dog s coat, and foxtails to tangle in a horse s fetlocks, and clover burrs to fasten in sheep s wool; sleeping life waiting to be spread and dispersed, every seed armed with an appliance of dispersal, twisting darts and parachutes for the wind, little spears and balls of tiny thorns, and all waiting for animals and for the wind, for a man s trouser cuff or the hem of a woman s skirt, all passive but armed with appliances of activity, still, but each possessed of the anlage of movement (Steinbeck 14). 22. Based on the quotation in question 21, what device does Steinbeck employ for what purpose? A. choppy diction to emphasize the harsh life with the dust B. complex diction to emphasize inherent potential C. choppy syntax to emphasize the harsh life with the dust D. complex syntax to emphasize inherent potential While anlage is an unfamiliar word, does one word then become the most important thing in an entire paragraph? Choppy = hard to follow or unclear Complex = compound sentences with multiple subclauses consider the fact that this is all one sentence

7 Example Joad, Casy, and Muley discuss and present multiple aphorisms, including Muley s If on y they didn tell me I go to get off, why, I d prob y be in California right now a-eatin grapes an a-pickin an orange when I wanted. But them sons-a-bitches says I got to get off-an, Jesus Christ, a man can t, when he s tol to! (Steinbeck 47). Here, Steinbeck is highlighting Muley s stubborn nature, and that even though he would have otherwise left with his family, he cannot abide direct orders. This reveals not only information about Muley s character, but establishes how men like Muley react when faced with eviction.

8 Chapter 7 Ch. 7 & 8 Qs why would Steinbeck switch perspectives to show us the used car salesman? How is this archetypal? Will this set up what we're about to read with the Joads? Chapter 8 how are Muley and Uncle John characterized at the start? Steinbeck often focuses on loneliness; who is lonely? Why? how is Tom welcomed home by his family? How are they each characterized? what is Ma worried about regarding Tom? Why is this insight significant? what is the purpose of Jim Casy saying Grace? how does Al change?

9 Wednesday, January 17

10 Song of Solomon 2.1 I am a rose of Sharon, a lily of the valleys. Like a lily among thorns is my darling among the maidens. Like an apple tree among the trees of the forest is my lover among the young men. I delight to sit in his shade, and his fruit is sweet to my taste. He has taken me to the banquet hall, and his banner over me is love. Strengthen me with raisins, refresh me with apples, for I am faint with love. His left arm is under my head, and his right arm embraces me. Daughters of Jerusalem, I charge you by the gazelles and by the does of the field: Do not arouse or awaken love until it so desires. Listen! My lover! Look! Here he comes, leaping across the mountains, bounding over the hills. My lover is like a gazelle or a young stag. Look! There he stands behind our wall, gazing through the windows, peering through the lattice. My lover spoke and said to me, Arise, my darling, my beautiful one, and come with me. See! The winter is past; the rains are over and gone. Flowers appear on the earth; the season of singing has come, the cooing of doves is heard in our land. The fig-tree forms its early fruit; the blossoming vines spread their fragrance. Arise, come, my darling; my beautiful one, come with me. My dove in the clefts of the rock, in the hiding-places on the mountainside, show me your face, let me hear your voice; for your voice is sweet, and your face is lovely. Catch for us the foxes, the little foxes that ruin the vineyards, our vineyards that are in bloom. My lover is mine and I am his; he browses among the lilies. Until the day breaks and the shadows flee, turn, my lover, and be like a gazelle or like a young stag on the rugged hills. 1) What is the subject? 2) What is the tone (author s attitude toward the subject from #1)? 3) How do you know? Prove your answer to #2 by copying and analyzing DIDLS. 4) Compare and contrast the speaker in this text to Rosasharn from Grapes of Wrath. Consider personality traits, conflicts, etc.

11 Agenda Review Ch. 6 Qs Quiz 2 (Ch. 4-6) Aphorisms and morals in Ch. 6 DO: Understand and analyze significant moments in The Grapes of Wrath Understand and apply test taking strategies to improve Determine and analyze author s purpose to determine meaning HW: Ch. 7-8 for Thursday + Dialectical journal

12 Chapter 6 -has anything been added to the turtle allegory? -what information does Muley give Tom? -the Joad house was not the house in chapter 5, but it suffered a similar fate; why would Steinbeck do this? -why does Muley have to share the rabbits? -why is talking important? -why does Pa hate writing? -how do people change? -why do the men have to hide? Why is Tom troubled by it?

13 Quiz 2: Chapters 4-6 Do your best! Check your bubbles on Mastery Manager Read and/or work on your aphorism, then dialectical journal when finished.

14 Aphorisms and morals An aphorism is a wise phrase that contains universal truths. Steinbeck begins to introduce numerous aphorisms and moral judgments, and it is your responsibility to make sense of it. Is Steinbeck create a code (like the man and the boy have in The Road)? Is he juxtaposing types of people (for example, owners vs. farmers)? Is he establishing basic characterization? Your task: find an aphorism in Ch. 6, write it on a sheet, and include decoration (drawings are recommended). You will present your aphorism, including an explanation of Steinbeck s purpose.

15 Chapter 7 Ch. 7 & 8 Qs why would Steinbeck switch perspectives to show us the used car salesman? How is this archetypal? Will this set up what we're about to read with the Joads? Chapter 8 how are Muley and Uncle John characterized at the start? Steinbeck often focuses on loneliness; who is lonely? Why? how is Tom welcomed home by his family? How are they each characterized? what is Ma worried about regarding Tom? Why is this insight significant? what is the purpose of Jim Casy saying Grace? how does Al change?

16 Thursday, January 18

17 Agenda Share aphorisms Quiz reflection Pass back dialectical journal Lens analysis Lens presentation intro DO: Reflect on quiz taking, evaluate study skills to improve/maintain grade. Analyze and interpret a source through a literary lens. HW: Ch. 9 + Dalectical journal

18 Share aphorisms You ain t poisoned mad? You don t hate boodby? They didn do nothing in that jail to rot you out with crazy mad? No I ain t proud like some fellas. I let stuff run off n me (Steinbeck 76).

19 Quizzes

20 Yay!! Class average = 83% (including EC)

21 Good progress!!

22 Quiz reflection Using your chart, reflect on what you do successfully with quizzes, and where you struggle.

23 Dialectical journal Make sure you include enough detail If you only write one sentence, it won t be enough. If you would rather type it up or use a separate sheet of paper (for more space) that is fine Follow directions (include lens label, page #, etc.) Feel free to check your progress with me before the due date (due next Thursday with the quiz)

24 Lens analysis In your groups, analyze your image through a corresponding literary lens. Identify and explain the specific elements, as well as the resulting meaning.

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45 Chapter 9 Once again, an archetypal chapter. Why are we leaving the Joads? What is repeated often in this chapter? What is really bought when the tenants sell their possessions? Who can start over? Why is this significant?

46 Friday, January 19

47 Synthesis - Matilda Watch the following clip from Matilda, and consider the events of Chapter 7.Consider: What details are shared between the two texts? What lens can both texts be interpreted through? What universal idea is conveyed by both texts?

48 Matilda s father can best be described as: A. A used car salesman with a dream B. A used car salesman focused on self-profit C. A pessimist who warns against naivety D. An educated man trying to help his children be successful.

49 The author s primary purpose of this clip is to: A.Explore how to survive in a dog-eat-dog world B.Reveal how selfishness is caustic and toxic C.Reinforce the idea that all people are corrupt D.Reflect upon family relationships

50 How does the clip from Matilda reinforce the message in CH. 7 of The Grapes of Wrath? A.All people are greedy. B.Only the most highly educated people can succeed in difficult times. C.It is morally questionable to swindle vulnerable people. D.The American Dream is attainable.

51 Matilda s father can best be described as: A. A used car salesman with a dream B. A used car salesman focused on selfprofit C. A pessimist who warns against naivety D. An educated man trying to help his children be successful.

52 The author s primary purpose of this clip is to: A.Explore how to survive in a dog-eat-dog world B.Reveal how selfishness is caustic and toxic C.Reinforce the idea that all people are corrupt D.Reflect upon family relationships

53 How does the clip from Matilda reinforce the message in CH. 7 of The Grapes of Wrath? A.All people are greedy. B.Only the most highly educated people can succeed in difficult times. C.It is morally questionable to swindle vulnerable people. D.The American Dream is attainable.

54 Agenda Finish lenses from yesterday Lens presentation information Out of the Dust poetry DO: Identify and evaluate thematic elements in poetry. Synthesize external sources with The Grapes of Wrath to determine thematic similarities. Analyze poetry through literary lens HW: Ch. 9 for Monday + Dialectical journal I would really recommend reading ch. 10 over the weekend too!

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58 Lens presentations

59 Presentation details Find a credible news article, professional poem, or editorial cartoon to analyze through an appropriate, well-matched lens (Feminism, Machine Age, Transcendentalism, Biblical Allusion, Naturalism, or Marxism). The piece must connect to The Grapes of Wrath. You will present your findings using a Powerpoint or Prezi to the class that is detailed and insightful. Make sure you practice your presentation in advance, as you will have 10 minutes to present to the class.

60 A Marxist analysis of Jean Valjean in Les Miserables by Ms. Neal

61 Look Down from Les Miserables Look down, look down Don't look 'em in the eye Look down, look down, You're here until you die Now prisoner Your time is up And your parole's begun You know what that means. Yes, it means I'm free. No! Follow to the letter your itinerary This badge of shame you'll show until you die It warns you're a dangerous man I stole a loaf of bread. My sister's child was close to death And we were starving. You will starve again Unless you learn the meaning of the law. I know the meaning of those 19 years A slave of the law Five years for what you did The rest because you tried to run Yes, My name is Jean Valjean And I am Javert Do not forget my name! Do not forget me, Look down, look down You'll always be a slave Look down, look down You're standing in your grave.

62 Look Down through a Marxist lens Look down, look down Don't look 'em in the eye Look down, look down, You're here until you die I stole a loaf of bread. My sister's child was close to death And we were starving. The class difference is clear; the prisoners are literally treated like slaves, and repeat like a mantra to look down. They are not only cast down due to their crimes, but they are further dehumanized as a whole. The men also clearly turned to crime due to the fact they were starving.

63 Look Down from Les Miserables You will starve again Unless you learn the meaning of the law. I know the meaning of those 19 years A slave of the law Five years for what you did The rest because you tried to run Yes, My name is Jean Valjean And I am Javert Do not forget my name! Do not forget me, Valjean asserts his humanity, but due to his class he is condemned to be deindividualized (he is referred to as a number, not his name), while Javert, as an authority figure, can assert his name.

64 Connection to The Grapes of Wrath Tom, like Valjean, is recently paroled after committing a crime to save lives (Tom in self-defense, Valjean to feed his family), and both are not repentant of what they did: Here they put me in [prison], an keep me an feed me four years. That ought to either make me so I won t do her again or else punish me so I ll be afraid to do her again but if Herb or anybody else come for me, I d do her again. Do her before I could figure her out (Steinbeck 55). Like Tom, Valjean goes on to steal almost immediately after making parole, and being released from prison is not enough to make him believe what he did was wrong.

65 Questions Are Valjean and Tom sympathetic protagonists despite their criminal acts, or in spite of them?

66 Are Valjean and Tom sympathetic protagonists despite their criminal acts, or in spite of them? While criminals are normally not traditional heroes, Tom is continually reinforced as a patient and quiet man. Despite his past crime, Tom is not malicious, and intends to spend his parole with his family, working quietly, and avoiding trouble. Valjean is cut from a similar cloth: he steals to feed his starving family, and only runs away from prison in order to try and provide for them further. Both men go on to demonstrate compassion for others and resourcefulness. While their criminal acts are integral to the beginning of their stories, both men transcend the label of convict and are fully realized people; their only fear is that their status as a former convict will be revealed, and counteract the lifestyle they have been leading since release.

67 Questions What do the authors views of Tom and Valjean indicate about the working class?

68 What do the authors views of Tom and Valjean indicate about the working class? Both authors present an average man as he attempts to build his life back up after being released from prison. Both men experience stigma (Valjean from Javert, Tom from the truck driver despite his sympathy) and both surmount it. The authors show that both men are not reduced down to their crimes, but instead that is only a facet of who they are. The working man is not a beast or a monster, but a man with drives who only acts out when reasonably threatened (with starvation and murder respectively). Rather than depicting the lower classes as violent, they are revealed to be the opposite: rational men who took the only actions available to them to save their lives. Through this interpretation, the authors criticize the system that put otherwise good men in jeopardy and condemned the system that works to keep them entrenched as criminals, rather than returning to become fully realized men.

69 Works Cited Boublil, Alain, Jean-Marc Natel & Herbert Kretzmer. Look Down. Les Miserables Steinbeck, John. The Grapes of Wrath. Penguin Books, 2006.

70 Presentation tips Use appropriate visuals Make the text large enough for your audience to read (the default will be too tiny, I promise) Practice!! Do not read word for word off your slide; instead, show us that you are an expert in this information Triple check the rubric! Don t loose points because you forgot something.

71 Works Cited You MUST have a proper works cited according to MLA rules (see the Purdue Owl). Remember: Formatting counts!!

72 Works Cited - Book

73 Works Cited article

74 Works Cited Web Page

75 Music

76 Out of the Dust : Directions Under the Poem title and your group names, complete the following: 1. Read the poem. Read it again. And again 2. Pick a lens that is most appropriate for this poem. BE READY TO SHARE OUT!!! 3. Include at least 2 examples (specific lines) that provide evidence for lens. 4. Explain how these lines connect to chosen lens (3-5 sentence for each example) 5. Identify other poetic elements such as: Symbolism Sensory Imagery Rhyme Scheme Blank Verse Onomatopoeia Alliteration Metaphor/Similie Personification Punctuation Tone/ Tone Shift Diction Analogy: Assonance: Allusion: Consonance:

77 How archetypal chapters work They preview or foreshadow what will come Consider pages 46-47: Muley tells Tom how his dad responded to the tractor coming, and it mirrors the events of chapter 5. Steinbeck tells us a universal story (truth), but Tom, our hero, must also experience it first hand for himself.