Tuesday, December 1, 2009

Huck Finn: 30

Chapter 30 is a transition chapter. It moves transitions the text from Episode 8 (Peter Wilkes and Relations) to Episode 9 (The Phelps).

In this chapter, the King and the Duke reach the raft, having escaped when gold was discovered upon dead Peter's chest, and are reunited with Huck and Jim. The King and Duke then take to blaming each other for the disappearance of the gold. Each claiming that the other stole the gold with hopes of coming back to dig it up. They are so taken to blaming each other and their own greed that they completely overlook Huck. Their own naivety, ignorance and gullibility sucks them into Huck's con. Remember the question, chapter 20, about who was the shrewdest: Duke, the King, or Huck? Has your answer changed?

Chapter themes: Gullibility, Naivety, and Ignorance; Role of the Outsider; Coming of Age and the Hero's Journey; Death and Rebirth.

Symbols: The river, the raft, whiskey.

Sunday, November 15, 2009

Hatfields and the McCoys



Click here for the story.

Friday, November 13, 2009

Huck Finn: 17-18

Episode 5: The Feud (chapters 17-18)

Themes: Romanticism vs. Realism, Death and Rebirth

Motifs: persona (#5 - George Jackson or Jaxon)
Snakes - connection w/ Jim
Shakespeare
George Washington


Families involved: Gangerfords and Shepherdson
Allusions: Romeo and Juliet, George Washington
Humor/Satire: Church scene with all the guns; Dr. Gunn's book of Family Medicine

Chapter 17 - GROUP QUESTIONS (started and to be finished in class on Monday)

1. What are two motifs that appear in this chapter?
2. What name does Huck take? What lie or story does he make up?
3. Make a list of items that appear in the house (at least four).
4. Make a list of books that appear in the house (at least four). Are any of the titles humorous – which ones? Why?
5. Describe the four paintings that Emmeline Grangerford created. What is in each picture? What do you think each picture is about?

a.


b.


c.


d.


6. What is Emmeline’s poem about? What is humorous about it?
7. Twain is using the descriptions of this house and Emmeline as a forshadow for the next chapter. What do you think he is hinting

Wednesday, November 11, 2009

Huck Finn: 14-16

Chapter 14: King Solomon/Kings in general

Reinforce Romanticism - and the romantic idea of kings. Jim argues that King Solomon wasn't so wise because he had a million wives which means he had about 5 million babies - and who could live with that kind of noise. He also argues that cutting a child in two isn't really smart. It's because he has so many children that he can afford to cut one or two in half.

There's a foreshadow here - kings and royalty are coming.

Chapter 15: Huck's third trick on Jim. Think about the towheads and the fog. What do they represent?
Huck learns more about Jim and begin to see him as a human.

Chapter 16: persona # 4 and Huck's deformed conscious.

Tuesday, November 3, 2009

Lit Terms Notes for Huck Finn

Romanticism:
Work of literature that deal with imagination, that represent ideals of life, these works often include fantastic adventure stories, spiritual connections with nature, gothic stories of the fantastic. Authors include: Sir Walter Scott, Fenimore Cooper, Poe.

Realism:
Works of literature that depict life and people as they really appear. Hence Realistic.
Themes include corruption of society as a whole, racism.

Anithero:
A protagonist who doesn't fit the traditional description of a hero.

Satire:
A work of literature that uses irony and hyperbole to attack and mock some aspect of society as a way to promote social change.

Tuesday, October 27, 2009

Huck Finn Vocabulary

Vocabulary Words Chapters 1-15

1) Affix

2) Commence

3) Tolerable

4) Shrivel

5) Providence

6) Ingot

7) Oracle

8) Infernal

9) Speculate

10) Hogshead

11) Vial

12) Pivot

13) Careened

14) Gaudy

15) Raspy

16) Notion

17) Dismal

18) Victuals

19) Thrash

Huck Finn NOTES:

Picarsque Novel: Usually a satirical novel which depicts in realistic detail the adventures of a roguish hero of low social class who survives by his or her wits in a corrupt society.

Bildungsroman: A novel whose principal subject is the moral, psychological and intellectual development of a youthful main character.

Episodic Plot: A structure that features distinct episodes or a series of stories linked together by the same character. Huck Finn can be broken up into 8 or 9 episodes.

Thursday, October 22, 2009

Words of the Day

Alacrity (N)

We looked forward to the game with alacrity.

Languid (ADJ)

The languid talk was peaceful and sleepy in the candlelight.

Wednesday, October 21, 2009

Young Goodman Brown

Post the answers to the following questions on your blog.

1) Write out an allegory of the story "Young Goodman Brown".
2) Pick out three important symbols and discuss what they mean.
3) Discuss whether you feel the images in the forest where "real" or an "illusion". Why do you feel this way?
4) Make a list of the characters.
5) Pick out a couple of allusions. What are they allusions to?
6) Write a reflective paragraph about the story. What did you think about it and why?
7) Is Hawthorne critical of the characters in this story?
8) Discuss what you believe the theme to be.

Words of the Day

Sagacious (adj)

A sagacious lawyer can keep you out of jail.

Voluminous (adj)

The voluminous works of Shakespeare overfilled my bookshelf.

Arduous (adj)

The arduous task took five weeks to finish.

Tuesday, October 20, 2009

Words of the Day

Decorous (adj)

Anna's decorous behavior exemplified the meaning of maturity.

Eulogium (n)

The minister's eulogium for the departed mayor left the church congress weeping.

Propriety (n or adj)

Katie needs to practice her propriety when it comes to dealings with the police.

Monday, October 19, 2009

Words of the Day

Rori's tempestuous spirit gets her into trouble.

The library is an edifice of information.

Thursday, October 15, 2009

Young Goodman Brown

Here is a link to an illustrated audio link to the story: YOUNG GOODMAN BROWN

Wednesday, October 14, 2009

Quiz: Simple, Compound, Complex Sentences

Go HERE.

Words of the Day

Elucidate (v)

Your answers will elucidate the meaning of human existence.

Torpid (adj)

His torpid tongue displayed his unusual lack of interest.

Tuesday, October 13, 2009

Words of the Day

Dissipate (v)

We dissipated our savings on travel.

The rumor of the cuts dissipated throughout the town.

Disparage (v)

His critical statements disparaged the students from writing confidently.

Monday, October 12, 2009

Words of the Day

Dogmatic (adj)

The dogmatic historian told his students why their essays were "simple", and he ordered them to rewrite them.

Egregious (adj)

Hiring a teacher with no experience was an egregious decision.

Friday, October 9, 2009

Transcendentalists

I don't remember who sent me this information, but it's a pretty good overview of the time period:

The Transcendentalist Movement

Thoreau once declared that he "was born in the nick of time." This statement may puzzle or startle the reader when he first encounters it, but it should be noted as one of the most significant sentences Thoreau ever wrote. To a great degree, the character of Thoreau's life and the very production of Walden were results of his birth date. In 1817, the transcendentalist movement, for which Thoreau was destined to be one of the major spokesmen, was born. It would become, by the late 1830s, the intellectual force that charged Thoreau's imagination and channeled his energies into a vocation of writing and lecturing about the possibilities of an ideal existence for man. While Thoreau was not very interested in the immediate concerns that initiated the transcendentalist movement, men like Orestes Brownson, Bronson Alcott, and Emerson, who had been in the movement since the 1820s, strongly attracted the young Harvard graduate of 1837 and virtually forged the shape of his mature life.

One would not know it from Thoreau's writings, but the transcendentalist movement was the result of a heated religious controversy within the Unitarian church. It began in the 1820s with a revolt of the younger clergymen in and around Boston. They were protesting what Emerson termed "the corpse-cold Unitarianism of Harvard College and Brattle Street." They saw in Unitarianism a form of religion that had lost the ability to fulfill the spiritual and emotional needs of worshippers because of its hyper-rational approach to Christianity. To these young clergymen, Unitarianism had removed the essentials of genuine religious experience—intuition, feeling, and mystery—and had replaced them with a rationalistic, common-sense, "rule-book" approach to the religious life. The Calvinists, with their rigorous beliefs, had charged that it was not a religion at all, but merely a Sunday morning social gathering for businessmen who did not wish to be troubled about the ethics of their everyday dealings. And although the optimistically inclined transcendentalists had little in common with the Calvinists, they agreed with this assessment of Unitarian complacency in spiritual matters. In one sense, the transcendentalists were like the Calvinists: They lamented the loss of the deeply felt experience of God and the rigorous morality that had characterized faith in New England before the rise of Unitarianism. Orestes Brownson spoke for quite a few young clergymen when he termed Unitarianism "the jumping-off place from the church to absolute infidelity."

The root of the problem was the eighteenth-century philosophical view of man that had molded the character of the Unitarian church. It was the "common sense," or "sensational," philosophy popularized by John Locke. One of its major tenets was that the mind at birth is like a blank tablet and that all knowledge results from filling this tablet with ideas and impressions as they are received through the five senses. Hence, to change the metaphor, the mind was seen as a sort of mechanical organizer limited to the function of receiving information through sensory channels and classifying it into proper categories. (For those to whom this concept is new, it might help to visualize the Lockean mind in two other ways: as a sort of file cabinet in which ideas are placed and stored for future use; or, as a camera within which impressions from the external world are received and preserved.) With such an image of man's mind as a passive receptor of impressions and limited to what knowledge comes through sensory experience, the Unitarian church formulated a common-sense religion whereby being religious was simply a matter of learning (receiving) God's laws through reading the scriptures (sensory experience), listening to the sermons (sensory experience), and seeing God's handiwork in nature (sensory experience). It was thought that since man's knowledge is limited by his senses, he can never directly experience or know the supersensory (the supernatural) God; as a result, man's only possible religious activity is to learn and believe what his senses reveal to him about God, and his only duty is to conform to what scripture and the church teach as God's will. Hence, one can see the dry, rule-book nature of Unitarianism: God was "out there," removed from the sensory experience of man; the miraculous aspect of Christianity was played down since miracles cannot be verified by common sense; and the emphasis on man being a rational creature precluded concern for the irrational nature of an emotional or intuitive experience of God. To the transcendentalists, the vitals had been removed from Christianity, and they revolted.

To know God at second hand, through the church and scripture, was not enough; and Emerson, who eventually left the ministry, made this clear when he addressed the Harvard graduating class of 1838. He declared to an audience made up of many clergymen and students for the Unitarian ministry that they should not let any institutional church, dogma, creed, or even Christ himself, stand in the way of their direct communication with God. This was a radical declaration, but a logical one for Emerson who had in the previous years formulated a belief in man's ability to attain supersensory knowledge and to experience the supernatural.

For the student of Thoreau's Walden, the key point behind Emerson's "Divinity School Address" is a view of man that denies the Lockean image of the mind. Emerson and the other transcendentalists asserted that man is not limited to simply learning about God; rather than being only a receiver of sense impressions, man's mind is also a faculty that can create, independent of the senses, a consciousness of God. Contrary to Locke's "blank tablet," the mind is a potentially powerful instrument capable of imagination and intuition, and capable of establishing personal communion with the divine.

In the late eighteenth and early nineteenth centuries, German transcendentalist philosophers such as Kant, Fichte, and Schelling had originally proposed this view of the "creative intellect." And the English romantic poet Coleridge had popularized it in his country before Emerson and his fellow transcendentalists made it the core idea of their intellectual revolution in New England. It had arrived in America "in the nick of time," when an intellectually and spiritually hungry Thoreau graduated from Harvard in 1837 looking for a way of life, a cause, a philosophy, anything worth devoting his life to. There, waiting for him, were the New England transcendentalists with their vitally new and exciting vision of man's capabilities. Since this vision is the core of Walden, a further word should be said about these extraordinary capabilities that Emerson claimed for man.

Years before the "Divinity School Address" of 1838, Emerson had decided that man creates a consciousness of God—"God" being the spiritual force that he also termed the "oversoul," or the "ideal." If, Emerson reasoned, man creates consciousness of the divine, then, in effect, he creates the divine. If he intellectually creates the divine, then he possesses a divine power and must thus be divine himself. Accordingly, in Nature (1836), Emerson described the individual who does not realize this god-like power of consciousness within himself as "a god in ruins." (Thoreau used a phrase very similar to Emerson's in the "Winter Animals" chapter of Walden; there, the men who are unconscious of the divinity in them are termed "defaced and leaning monuments" of God.) He believed that each man, through the potential power of his intellect, has the ability to become god-like, to realize an ideal mode of existence, to raise himself above (that is, transcend) his presently imperfect, unsatisfactory situation in life. In short, Emerson proposed to his readers the possibility of total, ecstatic self-fulfillment; this was what fired Thoreau's imagination. Years later it was what he offered to his readers in Walden: "I do not mean to prescribe rules to strong and valiant natures . . . but mainly to the mass of men who are discontented, and idly complain of the hardness of their lot or of the times, when they might improve them." With the same optimism and faith in man's capabilities that Emerson had, Thoreau told his audience, "I know of no more encouraging fact than the unquestionable ability of man to elevate his life by a conscious endeavor."

In Walden, Thoreau offers an example of one possible approach to realizing one's divinity, to fulfilling one's potential for ideal existence in the real world. Like Emerson, he advises his readers to exercise their minds and create an idea of themselves as they might ideally be, and then find the means of making that idea, or dream, come true. Thoreau made this explicit when, in the chapter "Economy," he wrote:

When one man has reduced a fact of the imagination [the idea of one's ideal self as created by the mind] to be a fact of his understanding [a fact of everyday, concrete reality], I foresee that all men will at length establish their lives on that basis.

In the "Conclusion" chapter of Walden, Thoreau again makes this point and reassures his readers that, based upon his experience at Walden Pond, he believes that an ideal mode of life is within everyone's grasp:

I learned this, at least, by my experiment; that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours. He will put some things behind, will pass an invisible boundary; new, universal, and more liberal laws will begin to establish themselves around and within him; or the old laws will be expanded, and interpreted in his favor in a more liberal sense, and he will live with the license of a higher order of beings. . . . If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.

The Transcendentalist Movement

Walden proposes that men, to use a commonplace phrase, can and should "make the best of two worlds"—the supernatural world of the spirit and the natural world of everyday existence. Writers of an earlier century might have used the expression, "bringing God into the marketplace," to approximate what Thoreau was suggesting. In the terminology of his own intellectual milieu, Thoreau advises his readers to recognize the Ideal, and then design their lives accordingly so that the Ideal becomes the Real, so "the best of two worlds" may become "one world," wherein spiritual existence is the same as everyday existence.

Walden is the artistic depiction of the quest to realize such a state of life. Unlike Emerson, who usually wrote in theory about an experience of the ideal, Thoreau provided his contemporaries—and us—with a concrete way to attain successfully such a quest for a higher mode of life. In Walden, we vividly see Thoreau erect the "foundations" under his "castles in the air"; we see him create a way of life that enables him to make his dream of self-fulfillment come true.

Thus, as he attempts to "awaken" the spirit of dull John Field in Walden, Thoreau offers to us, his readers, an example of how we might "wake up" and transcend our own unsatisfactory lives. Fittingly for a transcendentalist, Thoreau offers us in Walden nothing less than the possibility of realizing our own perfection, our own divinity.

Wednesday, October 7, 2009

New Vocabulary Words

1) Dogmatic
2) Egregious
3) Dissipated
4) Disparage
5) Elucidate
6) Torpid
7) Tempestuous
8) Edifice
9) Decorous
10) Eulogium
11) Propriety
12) Sagacious
13) Voluminous
14) Arduous
15) Alacrity
16) Languid

Wednesday, September 23, 2009

PROJECTS

ENGLISH 11 Projects: Presentations 15 minutes – DUE: 10/05

Options: PowerPoint or include a video or audio component
(if you use video – I want to you recreate a story, essay or poem and perhaps create a documentary overview of the time; if you use audio I expect a dramatic reading such as the Huck Finn CD)

Things needed for your project:

• A time line for your period with a list of events and/or literary works published during this time
• A list of authors and/or works from the period
• Make a list of common themes and characterization of the work written in this period
• Pick three authors, read something by them and summarize the material to share with class. Include at least two different genres.
• Perform an excerpt of a piece, or a poem, for the class. This can be done on the video tape or with the cd. This should be done without script.
• Include at least five photos/paintings – this can be incorporated into the PowerPoint or Video Production. These images should be of either authors or places associated with the time and material
• Personal reflection: what did you like about the period and literature (1/2 page or more).
• A group handout and activity about the period (this could be a simulation – play or a collection of games, or a game.

GRADING: THIS IS A PROJECT GRADE

Use of PowerPoint, Video or CD: 20 points
Time 15 minutes 20 points
Time Line 5 points
Common Themes 10 points
List of Authors/Materials 10 points
Summaries of Pieces 10 points
Performance 20 points
Images 10 points
Reflection 5 points
Group Activity 20 points

TOTAL 130 points

Please note that you’ll be required to do research and that I expect outstanding presentations. You’re teaching the class.

PERIODS:

* Native American to 1700 (stay on East Coast—remember you can discuss Oral traditions vs. written traditions here; perhaps you can include interviews???) and
Pre-Colonial (includes memoirs of explorers, the founding of early settlements including Roanoke, Jamestown, Plymouth)

• Colonial (1650-1750: Includes Salem Witch Trials, Puritan Religious Sermons, early American Poetry, etc.)
• Pre-Revolutionary War (1750-1770: includes Ben Franklin, French and Indian War; you could even use a book like the LAST OF THE MOHIGANS.
• Revolutionary War: 1775-1783; Thomas Paine, Thomas Jefferson, Paul Reeve, John Adams, etc. You can look at APRIL MORNING.)


It’s okay to use material written about your time period as additional information but don’t attempt to use it written in the time period. Example: LAST OF THE MOHIGANS by James F. Cooper was written in the 1820s but its setting is the French and Indian Wars in New York. Cooper was not a Pre-Revolutionary War writer; he was a romantic writer of the early 1800s.

Tuesday, September 22, 2009

Vocabulary Words

Vocabulary words are due Thursday. You quiz on Friday will include rules on grammar: commas, colons and semi-colons.

Monday, September 14, 2009

SAT Vocabulary Words

Callous
Capricious
Cajole
Censure
Catalyst
Caustic
Capitulate
Celestial
Catharsis
Carping

HOMEWORK

Read "The Iroquois Constitution"

HOMEWORK

HOMEWORK

Post two more literary devices by tomorrow.

Friday, September 11, 2009

HOMEWORK for MONDAY

Finish 2nd drafts of your Satirical Essay: "A Modest Proposal to Increase the Student Count at Skagway School".

Friday, September 4, 2009

Hills Like White Elephants


Be prepared to act out your scripts on Tuesday! Have a great weekend.

Thursday, September 3, 2009

Wergild and Wyrd


Wergild, part of the warrior code and translated roughly as "man price", is the amount of money a person or family could accept in place of vengeance if a relative was killed. It was an agent of peacekeeping, a very important concept in a world ruled by honor, a world were the code meant that you needed some sort of retribution.

For more information on wergild go here.

Wednesday, September 2, 2009

English 11

English 11
Course Syllabus: 2009-2010
Instructor: Mr. Fielding
Phone: 983-3604
Email: fieldingkent@hotmail.com

Course Description: American Literature

Emphasis: The accelerated development of critical literary skills and devices to use in the analysis of works of fiction, poetry, and non-fiction. The writing of formal essays, research papers, and creative fiction and poetry.

The primary purpose of English 11 is to provide an opportunity for students to expand their critical thinking and writing skills by focusing on some of the challenging material of American Literature. The course is similar to English 10 in the dissection of literature in the pursuit of analysis but the class will cover more material and the expectation of the student’s performance is much higher. We will also look at the history of American Literature and explore themes that are unique to the American Experience such as The American Dream.

We will build on the foundation established in English 10 for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

In other words the class will dissect literature (and literary genres) at the roots—for the roots beneath the tree are extensive and only by understanding those roots can one understand the entire tree. We will look at literature as an investigation, an exploration, an adventure. We will examine genres and themes and we will share our ideas, interests and findings by discussion and writing essays, poetry, and fiction and by doing research to find out more.

Texts: The Great Gatsby, Huckleberry Finn, The Scarlet Letter, Death of a Salesman, poetry and short story selections from Literature and Language Arts Textbook, and selections from Walden.

JOURNALS/BLOGS

Students will be required to keep a blog throughout the year. This blog will be your journal writing for the year. In this blog/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytic writing.

NOTE: I read every journal entry and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals/Blogs—10% of overall grade

Scale:

100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F

Late Work: Mark down 10% per day. You are expected to turn in work on the deadlines due.

Required Materials:

1 Spiral Notebook (use as a journal)
1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper

General Guidelines:

1. Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings.
2. Class discussions should be conducted in an orderly and respectful fashion.
3. Do not talk when I am talking.
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.
Respect others and their property. This respect extends to remaining quiet during announcements, directions, lectures, and presentations. If you are talking someone else might not be able to hear.