Mrs. Navejar
Jan 15, 2015
Mrs. Navejar
Objectives – Summarize in your note book
Academic StandardContent StandardPerformance StandardI’m learning: ________I will know I learned because I can: ___I want to know: _____I want to know more about: _____
Learning Strategies
When I don’t understand something I should: ________
I don’t understand the terms or language used in class. I should: ____
I feel like I’m falling behind. I should: ___I’m distracted. I should: _____I’m bored. I should: ___I’m sleepy. I should: _____
Community of Learners
We respect each other because… It’s not fun being laughed at. It’s not fun being ignored when I’m/you’re talking. We’re here to learn, grow, and interact with our peers. It’s not
fun sitting in class for over an hour when someone is acting foolish.
Non-negotiables No sleeping or resting your head No moving around the class without permission Don’t arrive late. Other people might hang out in the hallways,
but you can and will not. Don’t stand by the door waiting for the bell to ring. No swearing.
Monday, May 3rd
Finish Major 20th century poets Pound Elliot Frost Cummings Sandburg
We will be moving on to “The Lost Generation” Hemingway Fitzgerald Faulkner Steinbeck
Tuesday, May 4th
Group PresentationsReview Rubric
Present Give test Collect test Grade, analyze, and give me the grades and
tests
Group Work
Group work Review
Poet’s life (what literary lens are you using?) Research on poem Poem
Presentation Overview of life Poem Research on poem Create 5 test questions for the class
• Should capture the essential information about the poem research • You are responsible for collecting the tests and grading them and report the
grade to me. • Review the grades and see what answer people answered wrong
Was there something wrong with The test question? The presentation?
Right Wrong Analysis
20% 80% We didn’t spend enough time on the topic.
RubricYes No
Poet’s lifeBorn-deathPoints about life that are relevant to body of work, poemHistorical context that perhaps influences the poem, work
PoemRead poemPoint out overall meaning citing research from your handout. (“According to..) (Robinson 134)
Commentary about societal issues, feminist concerns, economic issues, etc…
Literary devices used to express ideasDo these devices highlight the above mentioned commentaries?
PresentationFaces classmatesProjects voiceInformation is delivered in an readable, clear format
Friday, May 7th
Review what we learnedDiscuss gradesReflection Begin Lost Generation notes
Prepare for next week
Reflection -What went right? What went wrong? What can you do differently? What can I do differently?
My Efforts
Group ProcessLearning environment
Your Efforts
Monday, May 10th
Review what we learnedPreview what we’re learning
The Lost Generation Existentialism A Clean-Well Lighted Place Summarize our notes Review over model papers Review over essay structure Outline an analysis paper (together)
Tuesday, May 11th
The 1918 Flu Pandemic The influenza pandemic of 1918-1919 killed more people than the Great
War, known today as World War I (WWI), at somewhere between 20 and 40 million people.
It has been cited as the most devastating epidemic in recorded world history. More people died of influenza in a single year than in four-years of the Black Death Bubonic Plague from 1347 to 1351.
Known as "Spanish Flu" or "La Grippe" the influenza of 1918-1919 was a global disaster.
"The 1918 has gone: a year momentous as the termination of the most cruel war in the annals of the human race; a year which marked, the end at least for a time, of man's destruction of man; unfortunately a year in which developed a most fatal infectious disease causing the death of hundreds of thousands of human beings. Medical science for four and one-half years devoted itself to putting men on the firing line and keeping them there. Now it must turn with its whole might to combating the greatest enemy of all--infectious disease," (12/28/1918).
Wednesday, May 12th
Existentialism A Clean-Well Lighted Place Summarize our notes Review over model papers Review over essay structure Outline an analysis paper (together)
Monday, May 12th
Essential ideas of existentialism (summarize notes)
Review StoryOrganize our notes (next slide)
Wednesday, May 12th
Examples from the story Existentialism found in the story
Wednesday, May 12th
Hand back W.E.B Du Bois/ Booker T. Washington papers
Look over model essay Review over Essay structure What did this student do right/wrong? How well was his paper organized? Review your paper
How well do you think you did?
Look over the structure of an essay
Introduction
General statementMain Topic AMain Topic BMain Topic CThesis statement
Main Topic A, B and C
Topic Sentence Your words The point you’re trying to make that backs up the thesis
statement Supporting Detail
Facts Line from a poem Detail from the story Statistic
Analysis You should write at least three sentences of analysis These are your words
Bread/Topic Sentence
Meat/Sup.Detail
Bread/Analysis
Conclusion
Thesis StatementMain topic A, B, and CClosing statement
Consider it a bow that ends your essay. It leaves your reader with a final thought.
Topics
Describe the symbolism of light and dark as it relates to existentialism
Thesis The symbolism of light and dark reveals the existentialists concern with an individual’s feelings of
isolation.
Topic sentence A
Topic sentence B
Topic sentence C
Topic sentence D
Topic sentence E
Describe the symbolism of light and dark as it relates to existentialism
The symbolism of light and dark reveals the existentialists concern with an individual’s feelings of isolation.
Topic sentence A
Lead in sentence
Example
Analysis
Existentialism
Analysis
Existentialism and story
End product Type a 7 paragraph essay
Introduction 5 body paragraph Conclusion
Times New Roman Double spaced 12 point font Name, class and date upper right hand side Title: “Existentialism in A Clean Well-Lighted Place” Today is Wednesday-
Outline Thursday
Check in outline Write draft in class- check in
YOU HAVE TILL MONDAY TO HAND IN YOUR PAPER. IF YOU ARE UNABLE TO TYPE YOUR PAPER DUE TO:
NO COMPUTER NO PRINTER NO PAPER
LET ME KNOW
Literary Criticism Map
Where do the theories fall?
The Lost Generation
1st we will: Discuss the summarizing process Practice this process on today’s information on the Lost
Generation and existentialism End product:
summary notes on Lost Generation and existentialism
Then we will: Read A Clean Well-Lighted Place Look for examples of existentialism Analyze the examples in the story in light of our
existentialism summary notes
Summarizing Activity
Summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering.
Key pointsI need to remember
this! Main idea
Wait! I don’t get this… In my own words…
A Lost Generation?
Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).
What was the Lost Generation?
The lost generation was a term coined by Gertrude Stein to describe young American artists (mostly writers)
who rejected American ideals in the 1920s and moved to Paris to live the bohemian lifestyle (party it up, live for today, because there may be no tomorrow).
Famous members of the Lost Generation included Stein herself, Ernest Hemingway, Ezra Pound, and F. Scott Fitzgerald.
The Lost Generation thought that Western Civilization was coming to an End…
Why would intellectuals have thought WWI was the end of the superiority of Western Civilization?
1918
The Lost Generation felt betrayed by their leaders, their culture, and their institutions.
They asked themselves “How could all this death and destruction have been allowed to happen?”
They felt helpless, and lost. They despaired for the future. Where once they had trusted, now they did not. It appeared that Good had lost the battle against Evil.
Writers tried to capture the bleak hopelessness of War T.S. Eliot- The Waste Land (1922) JRR Tolkien- The Lord Of The Rings (1937-
1954) F. Scott Fitzgerald- The Great Gatsby (1925) Ernest Hemingway-
An American novelist Served in WWI A Farewell to Arms (1929) "I know the night is not the same as the day: that
all things are different, that the things of the night cannot be explained in the day, because they do not then exist, and the night can be a dreadful time for lonely people once their loneliness has started."
Modern Art- Artists tried to capture new perceptions of reality…
Old styles of art couldn’t express the deep distress caused by WWI.
In many cases, people did not want to remember the war too clearly or too exactly.
WWI changed the way people perceived the world and this was reflected in their art.
“Oppy Wood” – John Nash, 1917
“Gassed and Wounded”Eric Kennington, 1918
“Those Who Have Lost Their Names”Albin Eggar-Linz, 1914
Cubism- Reality broken into Pieces Cubism was born out of
the experience of the WWI battlefield.
At night, exploding bombs lit the sky in quick flashes, causing the world to look disjointed, distorted, disordered, and broken up into stark pieces.
In Cubism… Objects are broken up and
re-assembled in abstract form.
Picasso Pre-WWI work African masks
What do you see?
Pablo Picasso, Three Musicians, 1921
What do you see?
Pablo Picasso, Still Life, 1924
Surrealism- Trying to show how things Feel During WWI, the founder of
surrealism, André Breton, who had trained in medicine and psychiatry, served in a neurological hospital where he used the psychoanalytic methods of Sigmund Freud with soldiers who were shell-shocked.
He sought a way to express the inner workings of the mind, those feelings, experiences, urges and impressions that were separated from logic and reason.
Surrealism is an art movement that sought to link the world of dreams with real life.
Surreal—beyond or above reality
Yves Tanguy, Indefinite Divisibility 1942
How is this painting connected to the idea of Perception?
Salvador Dali, The Persistence of Memory, 1931
What do you see?
Salvador Dali, The Temptation of St Anthony
What does this painting tell you about how the artist is feeling?
Music- Ragtime, Jazz and Swing Musical artists in the US combined
African rhythms from the South with popular music to make ragtime, jazz and swing.
This music held a hesitation before the last beat of four. That hesitation expressed the uncertainty and anguish of the post war world.
The hesitation is what makes this music sound different from classical music.
The best musicians like Woody Herman, Duke Ellington and Fats Waller were masters at manipulating this hesitation in the music.
Swing dances like Lindy-hop, Balboa and Shag were created to take advantage of the new music. These dances also broke taboos.
Psychology-Trying to find out how the brain works
Sigmund Freud—physician- He opened a window on the unconscious — where, he said, lust, rage and repression battle for supremacy — and changed the way we view ourselves- TIME Magazine
Believed that human behavior is irrational Believed humans are driven by their
unconscious mind Believed dreams could help people
understand their unconscious Freud greatly influenced the surrealists
Science- Trying to find out how the physical world really works
Albert Einstein (1879-1955) German-born physicist- a true out of the box
thinker - the genius among geniuses who discovered, merely by thinking about it, that the universe was not as it seemed. –TIME Magazine
Discovered that space and time are not constant Known for seeing things from an entirely new
angle, and then devising simple experiments to prove his ideas.
Theory of Relativity changed how people viewed the world
Werner Heisenberg—Uncertainty Principle (1927) The more precisely the position is determined, the
less precisely the momentum is known in this instant, and vice versa.
Believed we could know what we couldn’t know
Summarizing Activity Key points on
EXISTENTIALISMI need to remember this!
Main idea
Wait! I don’t get this…
In my own words…
Clean Well-Lighted Place
*EXAMPLES IN THE STORY
Philosophy- Trying to decide what we should think about next…
John Paul Sartre, Albert Camus-
Existentialism- Humans must define their own Reality There is no universal meaning to
life. There is no one way to order or explain the universe
We must create our own meaning
We can never truly understand each other, because we are all too different. No two understandings are the same.
More information on existentialism
Stanford University definition of existentialism
Existentialism in the movies….WOODY ALLEN: That's quite a lovely Jackson Pollock, isn't it? GIRL IN MUSEUM: Yes it is. WOODY ALLEN: What does it say to you? GIRL IN MUSEUM: It restates the negativeness of the universe,
the hideous lonely emptiness of existence, nothingness, the predicament of man forced to live in a barren, godless eternity, like a tiny flame flickering in an immense void, with nothing but waste, horror, and degradation, forming a useless bleak straightjacket in a black absurd cosmos. [pause]WOODY ALLEN: What are you doing
Saturday night? GIRL IN MUSEUM: Committing suicide. WOODY ALLEN: What about Friday night? GIRL IN MUSEUM: [leaves silently]
"Play It Again, Sam", Paramount Pictures, 1972;
What words would you use to describe how people are seeing the world and their place in it?
Historical Quotes- A glimpse at changing philosophy (what you think) and ideology (what you believe)
Get a piece of paper and a pen. Set it up like this:
Quote Philosophy Name
There are 8 quotes set out on tables in the room. With your partner, visit a quote, write it on your
paper and talk about what it means. You will have 3 minutes for each quote.
Make sure you have all the quotes on your paper…
“Meaning has to be sought out, there is no universal meaning to life. We create our own meaning through life choices and our actions. While there is no moral certainty, we do have agency in that we can make choices.”
“Love God, your neighbors, your enemies, and yourself. Every individual has worth and at the same time each individual has a responsibility to the whole community. You should live your life according to moral rules.”
“The realistic portrayal of life is not the purpose of art. Art should capture the inner world of emotion, feeling, and the workings of our imagination and unconscious mind.”
“Art should capture a realistic portrait of the world. It should show everyday people and the world around us.”
“The universe is governed by a specific set of laws. The universe was ordered by God the creator.”
“Much of human behavior is irrational and beyond reason. We are driven by that part of the mind that is unconscious and our unconscious pursues actions determined by our desires.”
“Every person has the gift of reason and as science uncovers more and more knowledge about the physical world, reason and knowledge will bring about progress. Truths can be revealed through observation and uncovering of evidence.”
“Time and space are not constant, perception is relative to one’s experiences, there are no absolute truths.”
Lost Generation Match Up…
I have put up a list of names for Philosophies and Ideologies from World history. These will include ideas from both before and after WWI.
Match the name of the philosophy or Ideology with the quote that represents it. Write the name of the philosophy next to the quote.
World War I dates- 1914-1918
Which of these philosophies happened before WWI? Which After? Set up your paper like this and write the philosophy name on the correct side:
Before WWI After WWI Christianity Existentialism Enlightenment Freudian thought Newtonian Law Theory of Relativity Realism Surrealism
Answer these questions on your paper: How would you characterize the two sides? Do you see a connection between the two sets? How would you characterize that connection?
Check your work…
Christianity—“Love God, your neighbors, your enemies, and yourself. Every individual has worth and at the same time each individual has a responsibility to the whole community. You should live your life according to moral rules.”
Enlightenment—“Every person has the gift of reason and as science uncovers more and more knowledge about the physical world, reason and knowledge will bring about progress. Truths can be revealed through observation and uncovering of evidence.”
Realism—“Art should capture a realistic portrait of the world. It should show everyday people and the world around us.”
Newtonian Law—“The universe is governed by a specific set of laws. The universe was ordered by God the creator.”
Existentialism—“Meaning has to be sought out, there is no universal meaning to life. We create our own meaning through life choices and our actions. While there is no moral certainty, we do have agency in that we can make choices.”
Freudian thought—“Much of human behavior is irrational and beyond reason. We are driven by that part of the mind that is unconscious and our unconscious pursues actions determined by our desires.”
Surrealism—“The realistic portrayal of life is not the purpose of art. Art should capture the inner world of emotion, feeling, and the workings of our imagination and unconscious mind.”
Theory of Relativity—“Time and space are not constant, perception is relative to one’s experiences, there are no absolute truths.”
Christianity Realism Freudian thought Existentialism
Enlightenment Newtonian Law Surrealism Theory of Relativity
Fitzgerald · Hemingway
I. Introduction
II. F. Scott Fitzgerald
III. Ernest Hemingway
exit
1. The Historical Background.a. The First World War tore up the slogan flags into pieces
that held high among common moralists.
b. Moreover, Russian Revolution stirred up the hatred towards the current social systems among the youth. No aspect of life in the Twenties has been commented upon and sensationally romanticized than the so-called Revolt of the Younger Generation.
c. The booming of American industry with its gigantic roaring
factories, its impersonality, and its large scale aggressiveness, no longer left any room for the code of polite behavior and well-bred morality fashioned in a quiet and less competitive age.
d. And it was during that period that a number of sensitive writers found that since there was little remedy for a country that was blind and deaf to everything save the glint and ring of the dollar, the only way out was to emigrate to Europe. There they began to think of themselves in the words of Gertrude Stein, as the “Lost Generation.”
2. The Overview of Literature. a. The rise of the modern American literature Although the form and ideas of modern American literature had clearly began to emerge in the first decade of the century, the First World War stands as a great dividing line between the 19th century and contemporary America. •Yet in the years between the two world wars American literature achieved a new diversity and reached its greatest heights. •The publication in 1922 of T.S. Eliot’s The Waste Land, the most significant American power of the twentieth century, helped to establish a modern tradition of literature rich learning and all usive thought. •In 1920 Sinclair Lewis published his memorable
exit
denunciation of American small-town provincialism Main Street, and in the same year Theodore Dreiser began writing his masterpiece of naturalism, An American Tragedy, F. Scott Fitzgerald summarized the experiences and attitudes of the decade in his short stories and in his novel The Great Gatsby.
•Earnest Hemingway wrote The Sun Also Rises and A Farewell to Armes, and
•William Faulkner published one of the most influential American novels of the age, The Sun and the Fury. During the twenty years between the two world wars six American writers who did their best and most original work won the Nobel Price for literature. exit
b. Lost Generation of the Roaring Twenties War disfigures and tears away precious lives. Its horrors embed themselves like an infectious disease in the minds of the survivors, who, when left to salvage the pieces of their former existences, are brushed into obscurity by the individuals attempting to justify the annihilation of the world that was. •The era following World War I epitomizes the inheritance of tribulation and sorrow for the generation that remains to retrieve some form of happiness - the lost generation. •The Sun Also Rises will maintain a place in history not only for its literary merit, but also for its documentation of what writer Gertrude Stein called the "Lost Generation."
exit
•After WWI, many young Americans left their native country, bitter over the war and seeking adventure.
•A circle of artistic expatriates appeared-- among them Hemingway, F. Scott Fitzgerald, Sherwood Anderson, Ezra Pound, and Pablo Picasso. Hemingway and Fitzgerald employed their keen social observation in writing The Sun Also Rises and The Great Gatsby, respectively, widely considered the two masterpieces of Lost Generation fiction. exit
1. Lifea. Scott Fitzgerald was born in 1896 and grew up in St. Paul, Minnesota. From boyhood Fitzgerald experienced both the conflict and the fluidity of class in American life.b. His mother nurtured social ambition in her only son, and Fitzgerald was sent east to a Catholic prep school, and then to Princeton where he began career as a writer.c. Fitzgerald met and instantly fell in love with Zelda Sayre and married on April 3, 1920. Their life to a great extent epitomized what Fitzgerald had already called the Jazz Age. d. Fitzgerald first published The Great Gatsby on April 10, 1925, a story set in Long Island’s North Shore and New York City during the summer of 1922. e. Fitzgerald died on December 21, 1940, in Hollywood, in Graham's apartment, before the book The Last Tycoon was finished.
exit
2. Literary Worksa. Novels
This Side of Paradise (New York: Charles Scribner’s Sons, 1920) The Beautiful and Damned (New York: Scribner, 1922) The Great Gatsby (New York: Scribner, 1925) Tender Is the Night (New York: Scribner, 1934) The Last Tycoon – originally The Love of the Last Tycoon – (New York: Scribners, published posthumously, 1941)
b. Short Story CollectionsFlappers and Philosophers (Short Story Collection, 1920) Tales of the Jazz Age (Short Story Collection, 1922) All the Sad Young Men (Short Story Collection, 1926)
exit
3. A brief introduction to his masterpiece, The Great Gatsby
The Great Gatsby is the best novel of Fitzgerald. As a novel with strong tragic flavor, it keeps in step with the time and its criticism of America society is really penetrating. The novel shows the disillusion of “American Dream” in the 1920s. At that age, it was impossible for Gatsby to succeed. The novel also shows that in the American society of 1920s, the commons were in total depravity. It tells us that there is no way to go from money to love, from material to spirit. In a split world, love could neither make up the split nor replace the value. It is full of realistic meaning even today.
exit
The clues of the novel are very clear, while the specific events are mysterious. In it, we can fully enjoy the glamour of art. In addition, the novel is intensely lyrical. With colorful musical elements, the author composed a tragic song, leaving a lot of questions for us to think about.
4. The Jazz Age What repeats frequently in the majority of his books describes the period from 1918-1929, the years between the end of World War I and the start of the Roaring Twenties; ending with the rise of the Great Depression, the traditional values of this age saw great decline while the American
exit
stock market soared. The focus of the elements of this age, in some contrast with the Roaring Twenties, in historical and cultural studies, are somewhat different, with a greater emphasis on all Modernism.The age takes its name from jazz music, which saw a tremendous surge in popularity among many segments of society. Among the prominent concerns and trends of the period are the public embrace of technological developments (typically seen as progress)—cars, air travel and the telephone—as well as new modernist trends in social behavior, the arts, and culture. Central developments included Art Deco design and architecture. In addition, many amateur artists began to aspire including Duke Ellington, Picasso, etc.
exit
III. Ernest Hemingway 1. Life:
a. Ernest Hemingway (1899-1961), born in Oak Park, Illinois, started his career as a writer in a newspaper office in Kansas City at the age of seventeen. b. Before the United States entered the First World War, he joined a volunteer ambulance unit in the Italian army. Serving at the front, he was wounded, was decorated by the Italian Government, and spent considerable time in hospitals. After his return to the United States, he became a reporter for Canadian and American newspapers and was soon sent back to Europe to cover such events as the Greek Revolution.exit
c. During the twenties, Hemingway became a member of the group of expatriate Americans in Paris, which he described in his first important work, The Sun Also Rises (1926). Equally successful was A Farewell to Arms (1929), the study of an American ambulance officer’s disillusionment in the war and his role as a deserter. Hemingway used his experiences as a reporter during the civil war in Spain as the background for his most ambitious novel, For Whom the Bell Tolls (1940). d. Among his later works, the most outstanding is the short novel, The Old Man and the Sea (1952), finally brought him onto the stage of the Nobel Prize in 1954.
exit
2. His main works: The Sun Also Rises (1926);A Farewell to Arms (1929);Green Hills of Africa ( 1935 ) ;For Whom the Bell Tolls (1940);The Old Man and the Sea (1952);
3. Hemingway’s themes ----grace under pressure War and influence of war on people, with scenes connected with hunting, bull fighting which demand stamina and courage, and with the question :• how to live with pain• how human being live gracefully under pressure.
exit
4. Hemingway’s hero----code hero
Hemingway’s hero is an average man of decidedly masculine tastes, sensitive and intelligent, a man of action, and one of few words. That is an individualist keeping emotions under control, stoic and self-disciplined in a dreadful place. These people are usually spiritual strong, people of certain skills, and most of them encounter death many times.
exit
5. Hemingway’s stylea. simple and naturalb. direct, clear and freshc. lean and economicald. simple, conversational, common found, fundamental wordse. simple sentencesf. Iceberg principle: understatement, implied things;1/8 pricinple;g. symbolism
exit
In the souls of the people the grapes of wrath are filling and growing heavy,Growing heavy for the vintage. ~John Steinbeck
The John Steinbeck Center is located in Salinas, CA.Steinbeck left Salinas after the publication of The GrapesOf Wrath. He did not return permanently until his death.
THE EPIC STORY OF THE JOAD FAMILY'S MIGRATION FROM THE OKLAHOMA DUST BOWL TO THE PROMISED LAND OF CALIFORNIA
Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don't belong no place…. With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us. We don't have to sit in no bar room blowin' in our jack jus' because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us. ~George Milton
Pathways to information about the historical background of the novel Of Mice and Men.
Online SourcesJohn SteinbeckLiterary Traveler - explores Steinbeck's lifeCenter for Steinbeck Study - biography
Dust BowlThe Drought - PBSMass Exodus from the Plains - PBSSurviving the Dust Bowl - an eyewitness accountDust Bowl
The Great DepressionThe Great Depression - main causesThe Great Depression - This web page is for the purpose of comparing and contrasting cohorts involving their views of the Great Depression and the effects of it on their growing experience.American Memory The Great Depression; great for photosThe Great Depression - PBSThe Great Depression
California Gold RushSutter's Account of the Discovery of GoldAbout the Gold Rush - excellent site from PBSThe Women - excerpts of diaries
And this I believe: that the free exploring mind of the indvidual human Is the most valuable thing in all the world. And this I would Fight for: the freedom of the mind to take any direction it wishes, Undirected. And this I must fight against: any idea, religion, or Government which limits or destroys the individual. ~ John Steinbeck from:East of Eden
As I lay Dyingby William Faulkner
STYLE-Stream of Consciousness
Technique that records the multifarious thoughts and feelings of a character without regard to logical argument or narrative sequence.
The writer attempts by the stream of consciousness to reflect all the forces, external and internal, influencing the psychology of a character at a single moment.
used by James Joyce, Virginia Woolf, and William Faulkner.
William Faulkner American Writer1897-1962
renowned Mississippi writer
Nobel Prize-winning novelist and short story writer
acclaimed throughout the world as one of the twentieth century’s greatest writers
As I Lay Dying
Faulkner’s first novel published after The Sound and the Fury, As I Lay Dying
acclaimed as one of Faulkner’s greatest novels as well as a self-proclaimed “tour de force” by Faulkner himself.
told in stream-of-conscious fashion by fifteen different speakers in some 59 chapters.
depiction of the Bundren family’s quest to Jefferson to bury their dead matriarch, Addie, among her “people,” against the threats of flood and fire
SETTING—The South
Yoknapatawpha County : Pronounced "Yok ´ nuh puh TAW ´ fuh."
A county in northern Mississippi, the setting for most of William Faulkner's novels and short stories, and patterned upon Faulkner's actual home in Lafayette County, Mississippi.
In Go Down, Moses: The Miscegenation of Time, he suggests Faulkner might have consulted a 1915 Dictionary of the Choctaw Language in which the word is broken down as follows:
ik patafo, a., unplowed.patafa, pp., split open; plowed, furrowed; tilled.yakni, n., the earth; ...soil; ground; nation; ...district....yakni patafa, pp., furrowed land; fallowed land.
GENRE-- Southern Gothic
subgenre of the Gothic writing style, unique to American Literature.
Like its parent genre, it relies on supernatural, ironic, or unusual events to guide the plot.
Southern Gothic
Unlike its predecessor, it uses these tools not for the sake of suspense, but to explore social issues and reveal the cultural character of the American South
Set up your notebook thusly:
1. Characters– the one speaking and those involved in action
2. Images– these will repeat or “echo” across chapters
3. Note a passage – page and paragraph number
4. Comment on the passage
Bundren Family: Pa, AnseAddie momDarl, BoyCash, BoyJewel, BoyDewey Dell, GIRLVardaman, Boy
Tull FamilyCora Tull (wife )Vernon Tull
(Hubby)
Eula (Daughter)Kate (Daughter)
Commonly used dialect
Ere = e’er = Ever( sometimes) Ere = Before
By the way, this is an adze:
What literary technique is the
“Chuck.
Chuck.
Chuck.”?
Reading Comprehension– cracking the code of this book.
What is the last thing Darl is doing in his chapter?
Where is Darl on page 9?Page 8: “The quilt is drawn up to her
chin…”
WHAT THE HECK IS THAT?Where is Cora?
Correct! Well done young scholar!
Darl is at the top of the hill about to enter the house…
On Page 9, Darl has entered the house“Quilt drawn up to her chin…” Cora
thinking about the cakes while she is sitting in the house with Addie Bundren who is in bed dying.
Darl has come up the hill and entered the house. Therefore…
Each of these chapters is taking place at the same time but from different points of view.
Where is Cash? Jewel?
Subjectivity
Each character has his own limited view of the world (limited by location and by their own thoughts which influence how they percieve the world…)
There is no Objective narrative voice to comment on the characters or tell who is right or wrong or sympathetic
Just like _________.
Faulkner Journal #1WRITE in stream of
consciousness—just don’t use your own consciousness.
Topic: The school year so far. Or
your own topic.
Perhaps write as one of these people:
Today’s Lesson and Strategy
Model
Guided Practice
Assessment
Independent Practice
Differentiated Instruction for grade, skill and language differences
Reflect on what you learned
Review the learning objective. Did you meet the objective? Yes or no. If yes, how do you know you met the objective? If no, how do you know you did not meet the
objective? What do you want to learn more about this
subject? What can Mrs. Navejar do to make this lesson
more interesting?
Objectives – Summarize in your note book
Academic StandardContent StandardPerformance StandardI’m learning: ________I will know I learned because I can: ___I want to know: _____I want to know more about: _____
Learning Strategies
When I don’t understand something I should: ________
I don’t understand the terms or language used in class. I should: ____
I feel like I’m falling behind. I should: ___I’m distracted. I should: _____I’m bored. I should: ___I’m sleepy. I should: _____
Community of Learners
We respect each other because… It’s not fun being laughed at. It’s not fun being ignored when I’m/you’re talking. We’re here to learn, grow, and interact with our peers. It’s not
fun sitting in class for over an hour when someone is acting foolish.
Non-negotiables No sleeping or resting your head No moving around the class without permission Don’t arrive late. Other people might hang out in the hallways,
but you can and will not. Don’t stand by the door waiting for the bell to ring. No swearing.
Introduction
General statementMain Topic AMain Topic BMain Topic CThesis statement
Main Topic A, B and C
Topic Sentence Your words The point you’re trying to make that backs up the thesis
statement Supporting Detail
Facts Line from a poem Detail from the story Statistic
Analysis You should write at least three sentences of analysis These are your words
Bread/Topic Sentence
Meat/Sup.Detail
Bread/Analysis
Conclusion
Thesis StatementMain topic A, B, and CClosing statement
Consider it a bow that ends your essay. It leaves your reader with a final thought.
Today’s Lesson and Strategy
Model
Guided Practice
Assessment
Independent Practice
Differentiated Instruction for grade, skill and language differences
Reflect on what you learned
Review the learning objective. Did you meet the objective? Yes or no. If yes, how do you know you met the objective? If no, how do you know you did not meet the
objective? What do you want to learn more about this
subject? What can Mrs. Navejar do to make this lesson
more interesting?