Second Semester

• Canterbury TalesQuiz Feb. 2, group story read by Feb. 3, group tale presentation Feb. 9th, and complete pilgrimage poem due Feb. 17th • Native American• One Flew over the Cuckoo’s Nest• choice novel• The Road• The Philosophy Unit

One Flew Over the Cuckoo’s Nest• First reading quiz 1-86 March 9- Read the PP below for

motifs. Know the characters and who has power and why they possess it.

• Monday, March 9 read to page 108• Tues., March 10 read to page 120• Block day read to page 133 for Friday.• Read to page 147 for Mon., March 16th.• Read to page 167 for Tues. • Read to page 218 for Friday, March 20• Read to page 245 for Mon., March 23• Finish book for Tues./Wed. Review.• Test is March 26. Bring independent book for April 8th.

Themes in One Flew Over the Cuckoo’s Nest

• 1. Role of women in society

• 2. Conformity to societal rules

• 3. Freedom of the individual

• 4. Insanity vs. sanity

How to Identify Motif Good novelists will incorporate certain devices

into their work for affect: Symbols Structure Stock characters Conventional topics

When one of those devices is recurring, it is a motif

Why? Because repetition works to reinforce main ideas! And also… when a writer has found a motif that sells

books, he/she will want to recreate that successful formula

(Some) Common Motifs in Literature Symbols

Animals Biblical imagery

Structure Stream of consciousness Point of view

Stock characters Damsel in distress Knight in shining armor

Conventional topics Betrayal The victorious underdog

Motifs

Bromden’ s narration of seeing everything as a tool, car, combine, or part of a machine.

Bromden’s hallucinations as falling into a fog.

Bromden’s belief that he can be invisible by playing deaf and not being able to speak.

Motifs in One Flew Over the Cuckoo’s Nest

Symbols Laughter Invisibility and power (these will be discussed by Group 3)

Structure Bromden’s hallucinations Bromden’s point of view

Stock characters The “Savior” The misunderstood

Conventional topics Men vs women Good vs evil What is “normal”?

Laughter as Motif

List as many examples of you can of laughter being included in the novel, along with page numbers: “Nobody can tell why he laughs; there’s nothing

funny going on… it’s free and loud and comes out of his wide grinning mouth and spreads in rings bigger and bigger till it’s lapping against the walls…” (10)

How does the description of laughter change throughout the novel?

How is laughter an ironic motif, based on the themes of the novel we have discussed in class?

Motif: The Power of Invisibility Name the ways in which Bromden is “invisible”

“There’s your Vanishing American, a six-foot-eight sweeping machine, scared of his own shadow” (60)

Find one more example on your own Name the ways in which the other patients are made to be

invisible “The rabbits accept their role in the ritual and recognize the

wolf…[he] becomes sly and frightened and elusive and he digs holes and hides in them when the wolf is about.” (55)

Find one more example on your own Name the ways in which the hospital staff is made to be

invisible “The other two black boys come two years later… looking so

much alike I think she had a replica made of the one who came first.” (25)

Find one more example on your own

Part III Review Create a timeline documenting Bromden’s

change as a result of McMurphy’s influence. Create a timeline documenting McMurphy’s

change as a result of being institutionalized. How does McMurphy both defend and

challenge the patients during the fishing expedition? How has his influence helped the other patients? How has his help been a detriment to himself?

THE CANTERBURY TALESChaucer’s Life and Work

His style of writing….

He wrote English vernacular using alliterative and metrical arrangements of sound.

His work was the beginning of modern day prose.

His writing is philosophical, devotional, and somewhat vulgar of the people and times .

In the General Prologue he was somewhat critical of the Wife of Bath, a well-travelled and five-times-married woman with a loud mouth, a big hat, and a strong sense.

His honesty and truthfulness paints a true picture of English society in the 1300’s.

His life…. Much of his life is unknown, but he was born in London

around 1330. He was a page for Prince Lionel, and later became a Duke

of Clarence. He served with the army of Edward III in France. He married a Lady in Waiting for the Queen of Edward III. He went on many Diplomatic missions to Italy. From 1374 on he held a number of official positions, among

them controller of customs on furs, skins, and hides for the port of London (1374-86) and clerk of the king's works (1389-91). The official date of Chaucer's death is Oct. 25, 1400. He was buried in Westminster Abbey

He died in 1400.

How do you think these experiences may impact his writing?

His Writing Influences…

His work was divided in three time periods and each was influenced by various writers, most notably was Dante’s writing in his 2nd phase.

His most notable work, lucky you, is Canterbury Tales, written after 1387. It contains about 17,000 lines, unfinished, and is one of the most brilliant works in all literature. The poem introduces a group of pilgrims journeying from London to the shrine of St. Thomas à Becket at Canterbury. To help pass the time they decide to tell stories. What do you think his stories will cover considering the times and where they are traveling? What would our stories cover today?

Chaucer is also famous for his quotes….. See if you can find one you recognize

and bring it on a decorated poster. Be ready to discuss the significance of it and answer these questions. Would you say Chaucer understands people? Why? Does the quote still apply today? Why?

Works Cited

Geoffrey Chaucer." The Columbia Encyclopedia, Sixth Edition. 2008. Retrieved November 11, 2010 from Encyclopedia.com: http://www.encyclopedia.com/doc/1E1-Chaucer.html

Geoffrey Chaucer." The Columbia Encyclopedia, Sixth Edition. 2008. Encyclopedia.com. 11 Nov. 2010 <http://www.encyclopedia.com>.

Sample pilgrimage poem is found on the Myedline in the right hand column.

Due dates are Feb. 6th for the first three stanzas and Feb. 17th for the completed typed copy.

Review for The Canterbury Tales Quiz on Monday, Feb. 2

1. Know the different class structures that represent Chaucer’s characters. Be able to give one character from each class, and tell why Chaucer would know how to write about them.

2. Know Chaucer’s life-period of writing, his influence, his careers, his writing style and where he is buried.

• Know which characters Chaucer uses sarcasm or irony to develop. Be able to explain what he says to do this.

• Recognize certain characters by their description in the prologue.

• Know the characters, their wishes, their dilemmas, and the outcome of “The Knight’s Tale.”

Block Day Oct. 2-3

If you were gone, you need to make up the in class writing prompt. You are given 30 min. to complete it, so make time to get it made up by next week. Sign up for my options next week if you don’t want to stay after school.

Oct. 27, 28, 29, and 30th• Oct. 27th, we looked through lens to analyze work. Be

sure to pick up your copy of lens on the front desk that we will be using this whole year. Check out the posters around the room.

• Block days: We read a short Story, “Where Are You Going, Where have you Been?” Each of you analyzed the short story using a lens and examples to support it. If gone, make this 10 point formative assignment up.

• Oct 30th- See the introductory Powerpoint to the novel on the next few slides.

Oct. 14

• Finish Bel Canto for Monday.• Work on your literary analysis. The rough

draft is due Oct. 21 and the final copy is due Oct. 27th. Check the MLA PowerPoint on Myedline for the correct formatting of the paper.

Oct. 2 Chapter 6 Questions for DiscussionWrite down the responses to turn in for a grade.

1. Describe the tensest moments in Chapter 6. What causes it? How is it resolved?

2. Describe the different thoughts of each of the main characters now that the standoff has progressed this long. What does that say about each of them?

3. Describe how Gen and Carmen’s relationship has progressed.4. How would you describe Simon from his encounters in the last

few chapters.5. Who takes on the roles of cooking and cleaning?6. How does Mr. H’s love for Roxanne compare to his love for his

wife? Do you think his mother’s death when he was a child influenced his love for either of them?

7. Write down two quotes that seem significant and tell why.8. Find two passages that use figurative language. Write down

the page, the type of figurative language and the meaning that it conjures up in the reader.

Oct. 8th

What Makes a Strong Literary Analysis Thesis?

• It is an opinion that you are trying to prove.• It clearly pinpoints the points you are making

without being too specific that it limits you or too vague that it is unclear.

• It mentions the title of the book and the author.• The reader should be able to anticipate the

parts of your paper.• It is the last sentence of your first paragraph.

Oct 8th- Practice work on the thesis. Get the practice sheet from Mrs. Harlander. Officer Bob spoke on negotiations.Assignment: Write a thesis related to your character for Friday, Oct 10th. Read all of chapter eight for Monday and find strong quotes to prove your thesis.

Japanese Internment

1942-1945

Background

• 1885- first wave of Japanese immigrants come to the US via Hawaii

• 1893- San Francisco education board tries to implement segregated schools for Japanese children, but withdraws due to protests from Japan

• California Alien Land Law of 1913- (enacted due to the threat of successful Japanese farming ventures) banned Japanese from purchasing land

Pearl Harbor

• December 7, 1941- Imperial Japan attacks Pearl Harbor

“Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.” FDR’s speech to Congress, December 8th 1941

Images of Pearl Harbor

Both photos courtesy of the Navel History and Heritage Command Website

Executive Order 9066• FDR authorized on February 19, 1942• Military areas established in remote

locations in the US (mostly in Utah, Wyoming, and Arizona) "from which any or all persons may be excluded"

• Japanese were never specifically named in exclusion order- “Foreign Enemy Ancestry”

• Ironically, few Japanese in Hawaii were evacuated– Japanese made up 30% of the

populations– Economic ramifications would have

been too greatPhoto courtesy of The Truman Libaray

Evacuation

Photos courtesy of The National Archives

It made you feel that you knew what it was to die, to go somewhere you couldn’t take anything but what you had inside you. And so…it strengthened you. I think from then on we were very strong. I don’t think anything could get us down now.-Margaret Takahashi, an internee reflecting on the internment experience.

Timeline

• By the end of 1942, most Japanese on the West Coast has been interred

• Many people stayed in the camps with little to no contact with the outside world until Dec 17, 1944, when internment was declared unconstitutional

Propaganda

• Motion pictures released to show that life was pleasant in internment camps– Safety– Greater opportunities– Total cooperation of internees– Compared Japanese Americans to early

frontiersmen

Images of Propaganda

Cartoon by Theodor Geisel ,A.K.A Dr.Seuss.

U.S. Army official poster, production date unknown

Real Life in Camps

• Two types of internment camps:– Assembly Centers

• Horse racing tracks and fairgrounds converted to holding centers to “assemble and organize”

– Relocation Centers• Usually military-style barracks• Set apart from the outside world with barbed wire

Images of Real Life in Camps

Top photos courtesy of America’s Library

Bottom photo courtesy of the Wing Luke Asian Museum

In their words

Down in our hearts we cried and cursed this government every time when we showered with sand. We slept in the dust; we breathed the dust; we ate the dust.-Joseph Kurihara, an internee at the Manzanar internment camp in California

All ten [internment camp] sites can only be called godforsaken. They were in places where nobody lived before and no one has lived since.-Roger Daniels, leading authority on the Japanese interment.

All ten [internment camp] sites can only be called godforsaken. They were in places where nobody lived before and no one has lived since.-Roger Daniels, leading authority on the Japanese interment.

All ten [internment camp] sites can only be called godforsaken. They were in places where nobody lived before and no one has lived since.

-Roger Daniels, leading authority on the Japanese interment.

The country-what I have had the strength enough to see is beautiful. The mountains to the North West are rugged, beautiful and stony, but oh so treacherous looking.-Helen Aihara, an internee at the Poston internment camp in Arizona, recalling her first impressions of the landscape.

The Beginning of Prejudice

Yancy, Diane. Life in a Japanese Internment Camp. Somewhere in the Western U.S. Date taken unknown

Yancy, Diane. Life in a Japanese Internment Camp. Japanese American Home Vandalized. Date taken unknown

Background, cont’d

• Immigration Act of 1924- banned any more immigration from Japan (and seriously limited immigration from other Asian countries)

• 1937- Rape of Nanking- Japanese Imperial Army captured the former capitol of China (hundreds of thousands murdered; 20,000-80,000 women raped)

• 1939- WWII begins in Europe- Japan is an Axis power, along with Nazi Germany

Pearl Harbor

• December 7, 1941- Imperial Japan attacks Pearl Harbor

“Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.” FDR’s speech to Congress, December 8th 1941

Images of Pearl Harbor

Both photos courtesy of the Navel History and Heritage Command Website

Executive Order 9066• FDR authorized on February 19, 1942• Military areas established in remote

locations in the US (mostly in Utah, Wyoming, and Arizona) "from which any or all persons may be excluded"

• Japanese were never specifically named in exclusion order- “Foreign Enemy Ancestry”

• Ironically, few Japanese in Hawaii were evacuated– Japanese made up 30% of the

populations– Economic ramifications would have

been too greatPhoto courtesy of The Truman Libaray

Evacuation

Photos courtesy of The National Archives

It made you feel that you knew what it was to die, to go somewhere you couldn’t take anything but what you had inside you. And so…it strengthened you. I think from then on we were very strong. I don’t think anything could get us down now.-Margaret Takahashi, an internee reflecting on the internment experience.

Timeline

• By the end of 1942, most Japanese on the West Coast has been interred

• Many people stayed in the camps with little to no contact with the outside world until Dec 17, 1944, when internment was declared unconstitutional

Real Life in Camps

• Two types of internment camps:– Assembly Centers

• Horse racing tracks and fairgrounds converted to holding centers to “assemble and organize”

– Relocation Centers• Usually military-style barracks• Set apart from the outside world with barbed wire

Images of Real Life in Camps

Top photos courtesy of America’s Library

Bottom photo courtesy of the Wing Luke Asian Museum

In their wordsDown in our hearts we cried and cursed this government every time when we showered with sand. We slept in the dust; we breathed the dust; we ate the dust.-Joseph Kurihara, an internee at the Manzanar internment camp in California

All ten [internment camp] sites can only be called godforsaken. They were in places where nobody lived before and no one has lived since.-Roger Daniels, leading authority on the Japanese interment.

All ten [internment camp] sites can only be called godforsaken. They were in places where nobody lived before and no one has lived since.

-Roger Daniels, leading authority on the Japanese interment.

All ten [internment camp] sites can only be called godforsaken. They were in places where nobody lived before and no one has lived since.

-Roger Daniels, leading authority on the Japanese interment.

The country-what I have had the strength enough to see is beautiful. The mountains to the North West are rugged, beautiful and stony, but oh so treacherous looking.-Helen Aihara, an internee at the Poston internment camp in Arizona, recalling her first impressions of the landscape.

Julie Otsuka (b. 1962)

• Originally an artist (painter and sculptor) • Was unsuccessful and quit, focusing on creative writing• Her mother, uncle, and grandparents were interred during

WWII- Only the character of the mother is loosely based on her own mother

• You will notice her attention to detail and her deliberate omission of major facts (such as character names)

• Keep our essential questions in mind while reading:– Why is an awareness of the history and language of other cultures

important?– How does who tells the history affect our understanding of the world?– How do we learn to be better readers/detectors of the truth?– How do we process information that challenges our personal beliefs?

Historical and cultural artifacts will be studied.

• Be sure to keep notes on the news articles, web sites, executive order, etc. that we study.

• You may be asked to write on a prompt that uses one of the types of lens we studied in class.

Focus your Reading • Many of the assignments with this unit will be

based off known reading strategies that help improve comprehension. Kelly Gallagher has compiled the top strategies to use on challenging texts.

• Your first reading will incorporate one of his strategies. This one is called framing the text.

• We will start by using my web search of the topic and your knowledge from history class to get a background of the subject matter in the text.

• Next we will explore the cover, title, and first few pages. What anticipation questions does this conjure up? Write down two questions and then share with a partner.

• What theme seems to be emerging with these preview activities?

• Now read these focus poems? Discuss the questions with your partner. Based on these poems what do you think the tone of the story might be? Why?

Assignment read the first chapter (note the chapter title) for Monday and prepare 10 anticipation questions to be used in class and submitted.

Chapter 1 RecapAnswer these with a partner

• Give the setting of the story.• From whose point of view is Chapter one

being told?• Give the circumstances of what has

occurred.• List and describe the characters.• Now look at the following that were

mentioned in the book and answer the questions that are at the end of each slide.

The Gleaners by Francois Millet

• Farmers were required to not reap all the way to the edges; thus leaving some for the poor and strangers

• Why did The Woman decide to throw this painting away? (pg 8)

“Don’t Fence Me In” by Bing Crosby

• The Girl’s favorite song on the radio (pg 13)

Oh, give me land, lots of land under starry skies above,Don't fence me in. Let me ride through the wide open country that I love,Don't fence me in. Let me be by myself in the evenin' breeze, And listen to the murmur of the cottonwood trees, Send me off forever but I ask you please, Don't fence me in. Just turn me loose, let me straddle my old saddle Underneath the western skies. On my Cayuse, let me wander over yonder Till I see the mountains rise. I want to ride to the ridge where the west commences And gaze at the moon till I lose my sensesI can't stand fences

Don't fence me in. (What was the meaning of the song?)

• Pg. 5 “Then he began to wipe the side of the register with a rag. There was a dark stain there that would not go away.”

• How does this detail point to a larger meaning in the novel? • Why does Otsuka choose to reveal the

family's reason for moving–and the father's arrest–so indirectly and so gradually?

• What is the effect when the reason becomes apparent?

• Why does Otsuka refer to her characters as "the woman," "the girl," "the boy," and "the father," rather than giving them names?

• How does this lack of specific identities affect the reader's relationship to the characters?

Chap 2- Nov. 4th Continue answering with your partner.

Going deeper

Actions tell us about personality– “the girl had once been the star pitcher of a softball team” =

athletic, interested in sports• Why tell us about that? Give another example to support her

personality.• What do we learn about the boy on the train?• What does the man on the train talk to the girl about that

worries the mother?• What things happen when the train goes through town that

indicate to us people did not like the Japanese?• Name a symbol and explain it.

Discussion• 1. Where have they been for the past four and a

half months?• 2. Describe what is was like there.• 3. Where is the train going?• 4. Why doesn’t the narrator tell the story in

chronological order?• 5. How would this chapter be different if the

townspeople told the story? Think about how the prisoners were portrayed in The Book Thief.

• 6. What’s the relevance to your life? Why read this now?

Nov. 17th-When the Emperor was DivineLens

You will pick a lens to research tonight to enable you to write a short essay answer for the test on the novel. Take notes on all that you can because you can use them on the test. Keep track of the sources. This is what you will research if you pick the following lens:Biographical –Know and understand Julie Otsuka’s life and the lives of her family members. Know her political and personal interests. Quotes that relate to why and how she wrote the novel are great to use.

• Historical Lens: Remember the news articles, headlines, executive order we studied in class.

Research more of the history of WWII and how it impacted the Japanese Americans in the U.S. How did that get reflected in the novel.• Cultural Lens: Research the advertising,

propaganda videos, political views, habits and economy of the San Francisco area at the time of the event/or and the time that Julie wrote the novel 2002.

Literary thesis• Craft your thesis using your research, knowledge of the novel and the

lens you are using. Remember it is stated as a opinion that you will be proving.

• Sample thesis statementsA text’s historical significance: “Jane Doe’s short story ‘Family’

responds to what many conservatives in the 1990s described as the ‘Crisis of the Family,’ criticizing this political debate through its portrayal of the protagonist.”

A text’s cultural significance: “Jane Doe’s negative portrayal of American divorce in her story “Family” ultimately crafts an argument for a new, more expansive way to define the American family.”

A text’s biographical significance: Having been a recluse and an alcoholic Edgar Allen Poe knows firsthand that loneliness, jealousy and drunkenness can cause irreparable destruction of an individual as evidenced in the short story “The Cask of Amontillado.”

Nov. 17th Review for test over When the Emperor was Divine

• Know the events that led up to the internment camps• Know the President at the time and the date of Pearl Harbor bombings.• Know the three parts of the confession and the tone of it.• Know the different perspectives and why the different characters were used.• Know the changes in the father when he returned.• Know the rules at the camp and which camp they were in.• Know two symbols in the book and their meanings.• Know two allusions in the book.• Know the different types of discrimination that were used.• Know about the different types of flashbacks that occurred.• Know what inspired the author to write the novel.• Know how things had changed when they returned home.• Know who Ted and Joe were and why they were significant.

Dec. 19th, Staying Here?

• You will be reporting to my classroom and watching the 2nd version of the ending of the play for the comparison argument paper. Take notes for the paper. If you are sick, try to watch Act V of a different professional version of the play online, so you are ready to write the paper,

Monday, Dec. 22: You will be writing the argument paper. Hopefully you have taken notes on a few different scenes you would like to address and compare the director’s interpretation to prove your point that one of the films or the play is either the most entertaining or most accurately portrays Shakespeare’s script. If you have not done so, do that tonight and then do it for the play or the second version of the movie.You may use first person in this paper. You definitely need to compare the versions and use a persuasive voice in the paper. Here is what my sample notes looked like for the scene I discussed with you in class.

My thesis: The newest version of Shakespeare’s film A Midsummer’s Night’s Dreamdirected by Michael Hoffman is the most entertaining of the films and the theatre performance because of the emotion that it provokes in the viewer.

Notes: Act I, scene 2- Picking parts for the play Emotion provoked- Pity for Bottom- not portrayed in earlier film by Max Reinhardt or the theatre performance. The earlier film shows Bottom as arrogant, so I didn’t really like him.Director’s choices to convey the emotion: Extras added to the scene to make fun of Bottom’s acting and to pour the wine on him, his wife and her disgusted looks and comments at his choice of career, the sympathy Quince gives him and his encouragement for the part he is given, Bottom’s defeated actions walking up the steps and into his room, the Italian slow mood music used to add a sad emotion, the dark lighting in his room to symbolize the defeat…

Next I would discuss at least two different scenes that create an emotion in the viewer. I would give supporting details for those and compare them to the other film or theatre production.

I would include emotional and persuasive language that convinces my readers that my view is the most entertaining through the emotions the director provokes in the audience.

Now it is your turn….close your eyes or at least concentrate on a scene or two that you viewed in either film. What did you see or hear that wasn’t written in the script? Which version do you like best so far? Why? Which one do you feel was the most accurate or most entertaining? Why? Be original. Keep your own ideas to yourself and don’t use my example in your paper.

Add to your notes or take a few notes right now. Here are some areas to consider:

Characterization (costumes, personal props, actions, tone of voice and interactions with other characters beyond the spoken words)Setting (colors, props, lighting, staging)Mood (music, sound effects, actions, etc)Filming techniques (angles, distance, sharpness)Editing techniques (special effects, order of scenes, music, etc)Use of added scenes or characters

Modernizing the Play

Today, Tuesday and Jan. 5th and 6th, you will be working in a group to modernize the play. Be creative and original. I will need a typed copy of your script by Jan. 6th. Performance will begin on Jan. 12th. Lines should mostly be memorized, one small note card will be allowed.

Today your goal is to pick a group of students and a scene or part of a scene that you would like to perform. Once picked, tell me, so I can write down the page numbers.

Decide on the time period, who is playing each part, costumes, props, mood, music, etc. Begin modernizing the play.

Tuesday you will be in the computer lab. I suggest you begin a Google Doc to collaborate on the script writing. I may add people to groups or have you combine groups if the numbers don’t work out.