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Modernism unit

Modernism unit

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Modernism unit

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  1. Modernism unit Begins on 11.18 Campolmi

  2. Objectives 11.18 • Summarize key historical events and how they relate to the literature of the time. • Analyze a text for diction, theme and historical context (review ch. 4 in Gatsby) • Identify vocabulary definitions from context. • QUIZ: Gatsby vocab. 3 • HW Due: none. • Continue reading Gatsby (ch. 4-5 quiz on Thursday, 11.21; 4-5 study guide also due on Thursday) • Narrative due on Thursday. • You have pages for your grad project due on Tuesday. • So it’s a very, very busy week . . .

  3. Warm-up • Gatsby vocab. 4 and 5 (these words are from both chapters. In the interest of time, I am combining these chapters.) • CH 4 CH 5 • Fluctuate (v) Suppress (v) • Sporadic (adj) Innumerable (adj) • Elicit (v) Obstinate (adj) • Jaunty (adj—Jauntily in book) Reproach (v) • Nebulous (adj) • Ecstatic (adj)

  4. Taylor screamed at Evan __________ because he continuously pulled her hair. • Before boys transform into men, they do ______ stunts without considering the consequences. • My friend is _______ and has a heart condition. • Boy scouts are ______ to all people when they help. • The girl was _______. Her head was empty. • The band was so pumped for home-coming. But my neighbors complained about the _________. • His _______was confusing to me. I didn’t understand what he meant when he suggested I wasn’t the brightest light in the attic. • The fire began to ______ the house with thick, acrid smoke. • I can tell this information is ________ because it is dated three years in the future.

  5. The __________ bear beast man hibernates during winter. • His smelly breath __________ through the room. • Just a ______________girl; she took the midnight train going anywhere. • “I’m sorry, but your answer is ______,” said Ms. Koo (????). “The answer is 4!” • My cat is ___________ because she gets fooled easily. • The ____________ that Marcy was a liar had all her friends second guessing their relationship. • The neighbors heard a _____. They couldn’t tell if it was fireworks or a gun (must be nice ‘hood . . . ). • When the Lakers lost, Jaheed had a _________ temper tantrum. • When under pressure, you might act ___________ly.

  6. Vocab. 3 quiz • Usual vocab. quiz procedures. • Identify any errors in the sentences the following sentences. • Re-write the sentences to fix the errors (if there are any).

  7. Sentences: Feel free to review your notes • When they were done they went to the club. • Sami worked, she made the team. • Nika trains because he wants to be on track. • While she took the trash. • Rashaad is a cool kid and his headphones are sweet. • When I was a little boy, my friend broke his foot. • This is a warm-up. • I paid the lunch lady, I got my lunch.

  8. What is Modernism? • • New way of expressing art in light of technological and social innovations and change. • What were some of the technological and social changes during this time?

  9. Modernism unit intro p.865 • Time frame 1910-1940 • What were some major events that happened during this time?

  10. Great War • What piece of literature have we talked about that is specifically about World War I? • “Dulce et Decorum est” • Let’s look back at it.

  11. Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hootsOf tired, outstripped Five-Nines that dropped behind. [ . . . ] • My friend, you would not tell with such high zestTo children ardent for some desperate glory, The old Lie; Dulce et Decorum estPro patria mori.

  12. WW1 facts • First war with modern weaponry. • 20 million people died. • America was reluctant to get involved. • Find a quote under the header “A World at War” (865) that shows how chivalric ideas changed following this war. • Chivalry: Idealized qualities of bravery found in soldiers.

  13. The Jazz Age and the Lost Generation • What did Fitzgerald mean when he said that the decade of the ‘20s was “the greatest, gaudiest spree in history.” • Gaudy: showy. • Spree: carefree lively outing. • How is this quote an accurate description of events in Gatsby?

  14. Jazz Age and Lost Generation • Why might Americans have been “disillusioned with the traditional values that had led to war” following the war? • These young people were characterized as the “Lost Generation.” • 19th Amendment passed: Voting rights for women. • Prohibition passed: Alcohol outlawed. • Jazz developed by black musicians in large cities. • How do you think these things combined to create new forms of art in America?

  15. The Great Depression • Followed Stock Market Crash of ‘29. • Unemployment out at 25% (compare to today of between 7-8%) • Dust bowl: drought in Midwest destroyed crops. • Ruined farmers left and moved west. • How might the art of the time reflect these economic changes?

  16. HW and close • HW: Find five of your vocab. words in context. • Be sure to write the sentences in which you found the word and the page number. It’s also a good idea to highlight the words in your text for ease of finding. • Wizard of Oz represented an escape from the misery of The Great Depression. • What are popular modern movies (past 3-5 years—think big Hollywood summer blockbuster). From what “harsh reality” are these movies offering escape? What current conditions might people want to escape from?

  17. 11.19 Objectives • Research the life of a major historical figure and connect their historical circumstances to their literary works. (Assign poetry project.) • HW due: GG vocab. 4/5

  18. Art terms to define • Beginning on p. 868. List the characteristics of the movement and some artists/poets associated with it. • Modernism • Imagism • Objectivism • “Lost Generation” • Harlem Renaissance

  19. Warm-up • Around the room are signs for the five types of literature that we will discuss this unit. • Write something on each, either a tenet, an example of the literature or a writer connected with it. • Modernism, imagism, objectivism, Harlem Renaissance, “The Lost Generation” • If someone has written something you have, don’t write it again. • If someone has something you don’t have in your notes, add it! • GG vocab is on your desk. I will check while you circulate.

  20. Gatsby review • Title HW as GG vocab 4/5 • I will check while you identify the speaker in each of the quotes on your study guide. (If the speaker is Nick as the narrator, then list it as “narrator.”)

  21. Jumbled up timeline of chapters 4 and 5 • Working with a partner, arrange the events from 4 and 5 in correct chronological order.

  22. Poetry project • You will create 5-7 slides. • 3-4 slides of biographical information about your poet. Be sure to include what literary movement your poet was a part of. • 1 slide of historical significance of poem and the techniques used in the poem. • 1 slide your poem that you will read and note the techniques used in it. • 1 slide the theme of your poem clearly stated and with textual evidence to support it • 1 slide Works cited page.

  23. You will select a poet • Please note the due dates. Some dates are much closer than other dates. • All powerpoints will be printed and handed into me with the rubric on 12.2. • You’ll notice two students are presented far in advance of other students. • Those two students will be given bonus points for having to complete their assignment at an earlier date. • They are also be given poets whom we have researched extensively in class. • So that’s a win win in my book.

  24. Poetry project • During the presentations, peers will be given a rubric and grading your presentation. • I will obviously be grading your presentation as well. • You will be required to honestly and accurately use the rubric to grade your peers. • Inaccurate grading will reflect poorly on YOUR overall grade. • Please be aware it is your responsibility to know the rubric and grade fairly. • We will be going to the library on 11.25. This is the ONLY day we are doing research.

  25. Acceptable sources • • • • • Your textbook. • A biography in the library. • Unacceptable:,,,,, etc.

  26. HW and Close • Gatsby 4-5 quiz on Thursday. • 4-5 study guide due at that point as well. • Close: Fix and identify these mistakes. • Gatsby loves Daisy he has made her into an ideal. • The green light is symbolic for the things Gatsby can’t have, it is sort of like Daisy! • Although Nick helps Gatsby try to win Daisy back.

  27. 11.20 Objectives • Identify vocab. in context. • Analyze literature for context and historical significance. • HW due: none

  28. Warm-up • Fix and identify these mistakes. • Gatsby loves Daisy he has made her into an ideal. • The green light is symbolic for the things Gatsby can’t have, it is sort of like Daisy! • Although Nick helps Gatsby try to win Daisy back.

  29. Identify the movement • Lost Generation, Harlem Renaissance, Objectivism, Imagism or Modernism? • Civilization is becoming destroyed and alienated. • Flowering burst of African art and literature. • Let objects speak for themselves. • William Carlos Williams. • Abstract interpretation of life made into art. • Cars, radio, prohibition. • F. Scott Fitzgerald. • No idealism and social issues of the 20th century. • Black people moved to larger cities. • I agree you are so correct . . .

  30. “The Red Wheelbarrow” so much depends upon a red wheel barrow glazed with rain water beside the white chickens.

  31. Background for the next piece • “My Mother Never Worked” by Bonnie Smith-Yackel • The narrative essay was first published in Women: A Journal of Liberation in 1975. • It makes a broad statement about how society values “women’s work.” • The piece has come to be regarded as an example of feminism and was a key component of the feminism and women’s liberation movements.

  32. Diction and imagery • Read this following paragraph: • In the winter she sewed night after night, endlessly, begging cast-off clothing from relatives, ripping apart coats, dresses, blouses, and trousers to remake them to fit her four daughters and son. She worked long into the nights, and her fingers ached and her bones cracked. Every morning and every evening she milked cows, fed pigs and calves, cared for chickens, picked eggs, cooked meals, washed dishes, scrubbed floors, and tended and loved her children. The sun would rise and she squinted against its glittering light. In the spring she planted a garden once more, dragging pails of water to nourish and sustain the vegetables for the family. The smell and feel of the under her cracked palms was ever present. In 1936 she lost a baby in her sixth month. • Pick one image in this paragraph that stands out for you. • What words helped build the imagery that made this piece come alive?

  33. Diction and imagery • Compare this paragraph to the first. • In the winter, she sewed a lot. She asked for clothes from her relatives and friends. She used those to create new items of clothing. She also did lots of chores outside. She worked hard in the spring too. In the six month she lost the baby. • Clearly, the first paragraph is better. But why?

  34. Diction • It’s word choice. • Writers carefully choose their words to help build their imagery. • How does the word choice in the paragraph we read build imagery? • In other words, what specific word choice builds the imagery?

  35. Diction builds imagery • We’ve looked at this before. Let’s review. • Denotative: dictionary definition. • Connotative: how the word is actually used. What it actually means. • Go back to the words you picked out from the paragraph. • Are they connotative or denotative? • How do these denotative words help build the theme? • Formal: academic words. • Informal: every day speech. • Which set does the piece use overwhelmingly?

  36. Imagery • Language that relates to your senses. • Go back to the paragraph. • Find images that relate specifically to one of the five senses. • How does the imagery relate to the theme of this piece?

  37. Theme • Main idea of a text. • It is built through the tactics the author uses. • Notice in this piece the theme is never explicitly stated. • It is implied through the imagery and diction. • So what is the theme of this piece?

  38. Zora Neale Hurston • Read the bio information on p. 898. • Create a main who + main what summary for Hurston. • Read Hurston’s “How It Feels to Be Colored Me” and answer the questions that follow. • Be sure to practice good grammar (complete sentences, etc) while answering your questions.

  39. “How It Feels to Be Colored Me” p. 900 • What diction choices does Hurston make that identify the time period of this piece? • What imagery does Hurston use in the second paragraph? How does diction contribute to this imagery? • “after a queer exchange of compliments.” How does Hurston’s diction here suggest that she was not accepted? • Does Hurston overwhelmingly use formal or informal words? What does this tell you about the piece? • What is the theme of the piece?