2201 Language Arts
NEXT DUE DATE: homework questions and next Reflection, see below. Utopia journal - keep it, we will come back to it next week.
Homework
Term Two:
- Tues March 3rd - Speech Process Unit begins. Unit includes: brainstorming, initial research, asking probing questions, focusing in on topic (what is central question/purpose guiding topic?), more research, organize, create outline, draft (edit, revise, annotate according to Content and Delivery Elements), final copy. We will be back on Part II of F451 tomorrow.
- Wed Feb 26th - you are to work on one of the following:
a. your essay question
b. completing Part I questions
c. moving ahead into Part II reading questions
d. your representation of the meaning of Part I
Here are the reading questions for Part II:
“PartII: The Sieve and the Sand”1. In the beginning of “Part II: The Sieve and the Sand,” Montag remembers Clarisse. Explain his comments about her.2. Why is Mildred worried about being caught with the books? What does this tell you of her character?3. What is the meaning of the title of Part II?4. What is the importance of the dentifrice commercial? (What is being contrasted? Why? Does the commercial exemplify some aspect of society?)5. Explain why Montag goes to see Faber.6. What does Faber tell Montag about the books?
7. What are the three things Faber says are missing from society? Tell how each is indeed missing from the society in Fahrenheit 451.8. How does Faber define the job of firemen? How does this differ from Beatty’s definition?9. Explain Faber’s statement: “Montag, go home...Why waste your final hours racing aboutyour cage denying you’re a squirrel.”10. Describe the device Faber provides for Montag to help him with Captain Beatty.11. Faber considers himself a coward. What do you think?
- Feb 17-21, here are the 3 sets of questions:
1. What is the significance of the woman whose house is burned down?
2. What does the mechanical hound represent and why is it’s reaction to Montag important for our sense of him?
3. Spend time on Beatty – what is he like? What information does he add to the novel in the first section? Why is he in the chapter called “Hearth and Salamander?” You should create a chart for Beatty as you did for Montag and Clarisse.
1. Discuss what this society is like? Make three direct references to the text from which you infer the nature of the society and the state of its citizens.
2. Get online – research Happiness in the world – which countries are the happiest? Are you surprised by the results? Is happiness in our world similar to that represented in the novel?
3. Structure in the novel – why does Bradbury introduce Clarisse before Mildred? How does it influence the way we the readers see Montag?
4. What is the Hearth? Who is the Salamander?
For essay:
1. Analyze how Bradbury establishes and develops Montag’s character in Part I of the novel.
2. Analyze how Bradbury establishes a theme for the novel in the first Part.
- Feb 11 - 4 groups, work on Character Development through minor character (importance of contrasts, symbols, "Hearth 1 vs Hearth 2) - to be continued next class. See class notes below (Fahrenheit Notes 1)
- Feb 10 - complete the FOIL chart; try to be precise in the contrast and evidence - today we unpacked Mildred-Death vs. Clarisse-life, and how dark/light imagery was working to develop the FOILing. Also - read ahead and complete some character notes/observations on Beatty and the Mechanical Hound - how do they relate to Montag's face, the face of "the fireman," as Clarisse calls him.
- Feb 6 - review the annotations you made on Montag and Clarisse in the context of how we made our in-class notes. Use that model to add items to your annotations. Then:
1. Discuss how Montag-Clarisse and Montage-Mildred are relationships that FOIL each other.
2. Reflection - Do you think a tensions exists between technology and nature in our world today? Think in terms of the "effects" of each - what feelings, thoughts, kinds of relationships do each engender (lead to)? How do you relate to each? Would you agree with those who see our modern world as a world in crisis, in terms of the kinds of people and kind of relationships "it" makes?
- Homework discussed. Montag's face - characterization through imagery, diction discussed. Homework - continue reading in the close-reading style modeled in class - read up to when Clarisse leaves Montag after their first meeting: consider how Montag's face is elaborated further, and consider Clarisse's face (with evidence) - how are they related to each other?
- Final discussion transitioning Face-Beauty-Happiness into ideas of State Power-Conformity-Personal Response; Hmwk: 1. what is a 'hearth', 'salamander'? 2. read the first page and a half and answer: how is Montag's "Face" established? (What is his "face"?)
- "Face Value" essay - non-fiction (we will be building our understanding of effective non-fiction essay writing as part of our pre-speech unit, in conjunction with using the essay to set up our transition to the novel). Today's focus was on the content of the essay, the evolutionary, 'mathematical,' "objective" argument for "beauty" - Homework: complete the questions attached to the essay - these will start to ask us to consider form, as well as content
- NOTE - Utopia reflections will be due by end of week
- exam revisions, Jan 7-13 - next text is F451
Term One:
- Essays completed and submitted. Essays will be returned between Fri Dec 6 and Mon Dec 9th.
- Nov 25 - outlines returned with feedback; opportunity to revise and then move on to in-class essay writing: 2 page essay analyzing how imagery and diction convey the struggle of the girl in the poem.
- Nov 20 - work on skeletal outline - hand it in to me tomorrow
- Nov 19 - we modeled an annotated reading of "Barbie Doll" - you must make patterns out of the associative meanings we generated. Then: write an essay question for this poem. We will create a skeletal outline tomorrow. Also - Moodle Reflection - see the site
- Nov 15 - we reviewed Liam's paragraph with a focus on the transition writing; we spent the remainder of class looking at the skeletal outline, applying this to the Marge Pearcy poem "Bonsai Tree" - activity on Monday
- Nov 12 - we went back to review the Rene Zellwiger article you worked on last week - we are going to revise how we answer short answer questions for prose non-fiction. For homework redo #1 on the thesis. Be sure to provide TWO pieces of evidence (and remember you are looking for the main idea, and then how supporting ideas or evidence help to build that main idea)
- Oct 28 - Face Unit: https://www.youtube.com/watch?v=fBITGyJynfA - watch the video: consider it thoughtfully: lyrics, images, juxtaposition between the two - what is this about? what is this saying? how do "faces" and "voices" have meaning in this context? You DO NOT have to know anything about the show to critically read this...come prepared for discussion tomorrow.
- Oct 28 - Children's Picture Book Due - don't forget PROCESS WORK
- October - We have been working on reading and writing, on figuring out how to read in a way that considers associative meanings as part of our first encounter with the text. That allows us to think horizontally (idea, evidence, associative meanings that help us see how we 'get' that idea from the text) - this will be very important in November as we work to write our essays.
- Sept 27 - Charting continued - main themes explored today: identity, purpose, appearance (of purpose, and vs. reality), lack of knowledge, Order (appearance of), group formation - "logic" of the machine, and the emotions of the group in relation to the individual - Hegemony, "force exerted by the dominant ideology"
- Sept 25 - working on Charting (Evidence (how), Meaning (what), and Explanation (explanation of how evidence creates meaning)
- Working on "Teresa" - what is story about? We ran a group activity - reflection questions: 1. describe the group dynamics, 2. who had voice? who did not? why? (think personality traits, not peoples' names), 3. did a "leader" emerge? why/why not?, 4. how did the "competition" aspect impact building consensus?, 5. is this a good model? or would you choose to live like this? Sharing - then small group chart work on "Teresa"
- Sept 19 - 1. think about "The Man Who Shouted Teresa" - what is it about? 2. complete (an) analytical paragraph (s) - combine a WHAT and a HOW - due Mon 23rd.
- Sept 18 - draft 1 of Reflection returned; final copy due Friday Sept 20. "The Flash" continued - we examined changes in the speaker throughout the story (blindness motif)
- Sept 16 - Everyone: create a WHAT/HOW chart to address the following: when the speaker stops the crowd to share his insight, what is their relationship? What are they like with him? Also - groups: 1. act our the story, 2 min max, with music; 2. map the main character's change, with evidence; 3. how does 'authority'/'control' with governments (ppl in charge) establish the "story line" we live by. Use the short story and 1 example from your world/the news to explain this.
- Week ending Sept 13 - working with "The Flash" - to date we are working with close reading/annotation. Elements discussed thus far include: punctuation and meaning, diction, imagery, epiphany.
- Sept 9 - prepare your adverb skit in your small group for tomorrow's sharing presentations; what did our class today reveal to you about language (and/or writing?)
- Sept 5 - complete a 1/2 to 3/4 page reflection on one kind of "machine" that surprised you to think of in that way - i.e. family, society, governments, etc. - these were some of the ideas you shared
- based on our "machine game," what are 5 examples of "machines"? 3 can be physical, try to come up with 2 "other" kinds of machines
