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Monday July 11
Homework from earlier : Orwell's 1984 finish reading to 138
715 Quiz and discussion
See Quiz 1 Below
See Discussion 1 Below
8:00-9:55 1984 read to 185 NOTE Everything should be in students' notes.
Please start reading as a class on p. 138-147; discuss the plot twists in this chapter; have students predict the remainder of the story in a full paragraph including the outcomes of the major characters; continue taking notes on what you know about the characters from book 2; Students should continue to read through p. 185. They may do this is their small groups or individually.
This book is full of symbols (as discussed in sparknotes). How has the following been used as symbols in books 1 and 2. Students should write their answers in their notes. If the answer is unclear, they may wish to add it later as they read on.
symbols ·
The glass paperweight;
the red-armed prole woman;
the picture of St. Clement’s Church;
the telescreens and the posters of Big Brother;
the phrase “the place where there is no darkness”
955-1010 break
1010 -1200: Everything should be in the students' notes.
AS A CLASS
Read as a class 801-803 Ozymandias and answer all questions in notes on 804. Answer in discussion what lessons Shelley would pass on to the world of Winston Smith in 1984. Who is correct in your assessment?
Read as a class p. 805 (doing the quick write and reading the rest) and 809 to understand what an Ode is.
Read the questions on p. 810 (Thinking Critically) and the Literary Focus on the same page (regarding apostrophes)
Now read pp. 806-808 stopping at each section to summarize and answer the quesions in the yellow boxes on the side.
IN GROUPS
Read the two John Keats Odes (Ode to a Nightengale and Ode on a Grecian Urn) on pp. 830-838, summarizing each numbered section, and answering the Reading check questions on p. 834 and 838.
INDIVIDUAL
If time remains, students are to read, understand, be able to answer questions on, and memorize the poem assigned to them on the PERIOD/ROMANTIC subtabs http://demott.weebly.com/romantic-period.html (and listed below).
They will be quizzed on their memorized poems on Thursday. Please note the longer poems will be shortened for memorization.
p. 746 The World is Too Much with Us - Mariah
p. 759 Kubla Khan - Karlee
p. 795 She Walks in Beauty - Brandtley
p. 826 On First Looking into Chapman's Homer - Courtney
p. 827 When I Have Fears - Angeline
p. 841 To a Mouse - Zach
p. 836 Ode on a Grecian Urn* - Sarah
p. 846 Ode: Intimation of Immortality from Recollections fof Early Childhood* - Jamari
p. 803 Ozymandias - Daniel
p. 866 London - Regenald
1200-1245
Attempting your own Ode and Apostrophe.
Chose one of the following topics:
summer school, British literature, a British accent, Victorian England, George Orwell, a picture hanging on your wall, your IPod, your weekend, a patch of grass, a tree outside your house, your car, your job, your resume, your room, your kitchen, your fridge, your diploma, the ocean, the beach, Virginia Beach, your longboard, your pen, your desk, or one of your own invention...
and write at least a stanza addressing this inanimate object. Remember Odes have deeper meanings and have an apostrophe where you are actually talking to the inanimate object. Often there is a request to the object and almost always the symbolic meaning of the object comes out. (for example the west wind can represent power). Therefore the object tells more about the writer's feelings than actually about the object itself, although characteristics of the object come out in the Ode...
you may do more than one for additional points.
Homework: Read pp. 706-717 Romanticism
Students are to come up with one symbol of totalitarian governments by Thursday. For Tuesday, they should on their own make a list of five-ten possible symbols. This will be used for a story later in the semester.
QUIZ 1: Fill in the blanks embedded in the text from the analysis provided on Sparksnotes.
Analysis: Chapters I–III Like the Two Minutes Hate, the Party’s parading of political enemies through public squares is a demonstration of psychological manipulation. 1.(provide explanation)_____________________________________The convoy channels the public’s hatred away from the Party into a political direction that is helpful to the Party. Additionally, the Party’s use of such displays illustrates how war serves to preserve cultural uniformity. War unites the citizens in opposition against some shadowy foreign evil while also making it impossible for its subjects to meet or exchange ideas with citizens from other countries, since the only foreigners in London are prisoners of war. 2. (provide evidence to prove or disprove Orwell's point) _____________________________________________ In concert with the Party’s rewriting of history, this policy leaves Oceania’s inhabitants with nothing against which to compare their lives, rendering them unable to challenge the status quo. 3. What factors allow people to change the status quo (state of remaining constant, or in other words, the state in which nothing in society or politics change as far as power and authority are concerned) __________________________________________________
The opening of Book Two, in which Winston meets Julia and begins the erotic affair he has so deeply desired, commences the main section of the novel and strikes an immediate contrast between the two lovers. Unlike Winston, Julia is neither overly speculative about, nor troubled by, the Party. Rather, she possesses a mix of sensuality and practicality that enables her to plan their affair with ruthless efficiency and then enjoy it with abandon. Julia also lacks Winston’s fatalism. 4./5. Translate this concept and provide examples of how Winston has consistently been a fatalist ________________________ When he tells her, “We are the dead,” she replies calmly, “We’re not dead yet.” Julia is more optimistic than Winston, and uses her body to remind him that he is alive. She accepts the Party and her life for what it is, and tries to make the best of a situation that cannot be greatly improved.
Discussion 1:
Students may discuss in their small groups or the class may do it as a whole. Each student is expected to participate and have between 1 to 2 pages worth of notes on new points made in the discussion. There are three questions for discussion here and the students may continue the discussion portion beyond 8:00 if it is going well, bearing in mind the required reading scheduled for 8:00 to 9:55 must be done by the next day
1. 1984 is full of images and ideas that do not directly affect the plot, but nevertheless attain thematic importance. What are some of these symbols and motifs, and how does Orwell use them?
2. Discuss the idea of doublethink. How important is doublethink to the Party’s control of Oceania? How important is it to Winston’s brainwashing?
3. Describe Julia’s character as it relates to Winston. How is she different from him? How is she similar to him? How does Julia’s age make her attitude toward the Party very different from Winston’s?
Analysis: Chapters I–III Like the Two Minutes Hate, the Party’s parading of political enemies through public squares is a demonstration of psychological manipulation. 1.(provide explanation)_____________________________________The convoy channels the public’s hatred away from the Party into a political direction that is helpful to the Party. Additionally, the Party’s use of such displays illustrates how war serves to preserve cultural uniformity. War unites the citizens in opposition against some shadowy foreign evil while also making it impossible for its subjects to meet or exchange ideas with citizens from other countries, since the only foreigners in London are prisoners of war. 2. (provide evidence to prove or disprove Orwell's point) _____________________________________________ In concert with the Party’s rewriting of history, this policy leaves Oceania’s inhabitants with nothing against which to compare their lives, rendering them unable to challenge the status quo. 3. What factors allow people to change the status quo (state of remaining constant, or in other words, the state in which nothing in society or politics change as far as power and authority are concerned) __________________________________________________
The opening of Book Two, in which Winston meets Julia and begins the erotic affair he has so deeply desired, commences the main section of the novel and strikes an immediate contrast between the two lovers. Unlike Winston, Julia is neither overly speculative about, nor troubled by, the Party. Rather, she possesses a mix of sensuality and practicality that enables her to plan their affair with ruthless efficiency and then enjoy it with abandon. Julia also lacks Winston’s fatalism. 4./5. Translate this concept and provide examples of how Winston has consistently been a fatalist ________________________ When he tells her, “We are the dead,” she replies calmly, “We’re not dead yet.” Julia is more optimistic than Winston, and uses her body to remind him that he is alive. She accepts the Party and her life for what it is, and tries to make the best of a situation that cannot be greatly improved.
Discussion 1:
Students may discuss in their small groups or the class may do it as a whole. Each student is expected to participate and have between 1 to 2 pages worth of notes on new points made in the discussion. There are three questions for discussion here and the students may continue the discussion portion beyond 8:00 if it is going well, bearing in mind the required reading scheduled for 8:00 to 9:55 must be done by the next day
1. 1984 is full of images and ideas that do not directly affect the plot, but nevertheless attain thematic importance. What are some of these symbols and motifs, and how does Orwell use them?
2. Discuss the idea of doublethink. How important is doublethink to the Party’s control of Oceania? How important is it to Winston’s brainwashing?
3. Describe Julia’s character as it relates to Winston. How is she different from him? How is she similar to him? How does Julia’s age make her attitude toward the Party very different from Winston’s?
Tuesday July 12: everything should end up in the notes
715 Quiz and discussion
See Quiz 2 below
See Discussion 2 below
8:00-9:55 1984 read to 215
955-1010 break
1010 -1200: Everything should be in the students' notes.
AS A CLASS
The Rime of the Ancient Mariner: pp. 762-786
Read each section: write 1 paragraph summary of action (plot) in the section. Should be 7 sections = 7 paragraphs
IN GROUPS
Answers questions p. 790 in groups; share with class when done.
Group 1 questions 2,3,6,7,8, 16, 17
Group 2 questions 4,5,9,10,11,16,17
Group 3 questions 12,13,14,15,16,17
When finished, members of different groups are to get together to share answers. After some time passes, members of groups that did not meet, now meet, so that in the end, everyone has discussed the entirety of p. 790.
INDIVIDUAL
If time remains, students are to read, understand, be able to answer questions on, and memorize the poem assigned to them on the PERIOD/ROMANTIC subtabs http://demott.weebly.com/romantic-period.html (and listed below).
They will be quizzed on their memorized poems on Thursday. Please note the longer poems will be shortened for memorization.
p. 746 The World is Too Much with Us - Mariah
p. 759 Kubla Khan - Karlee
p. 795 She Walks in Beauty - Brandtley
p. 826 On First Looking into Chapman's Homer - Courtney
p. 827 When I Have Fears - Angeline
p. 841 To a Mouse - Zach
p. 836 Ode on a Grecian Urn* - Sarah
p. 846 Ode: Intimation of Immortality from Recollections fof Early Childhood* - Jamari
p. 803 Ozymandias - Daniel
p. 866 London - Regenald
1200-1245
Try your hand at an allegory (see p. 791 for definition)
Students are to add to their list of symbols created or homework the day earlier.
They are to create a setting which will be allegorical for another place or idea. They should come up with 5-10 settings with allegorical meanings. They are then to create characters who are allegorical...coming up with 5- 10 characters. Work on p. 791 should help students with their lists. By Wednesday they are to pare down their list to equate one symbol, one allegorical setting, and one allegorical character.
Homework: Read 718, 734, 757, 793
Quiz 2
Prepare a minimum of 5 bulleted points for each of the essays below. Be sure that each point has a literary quotation or plot discussion tied in with it.
2. How does technology affect the Party’s ability to control its citizens? In what ways does the Party employ technology throughout the book?
4. What role does Big Brother play within the novel? What effect does he have on Winston? Is Winston’s obsession with Big Brother fundamentally similar to or different from his obsession with O’Brien?
Discussion 2:
At their tables, students should discuss the following:
a. the development of the characters (they may add to their character list at this point)
b. the impact of the setting
c. the motifs in the book (see below for definition and list)
Motifs
Motifs are recurring structures, contrasts, and literary devices that can help to develop and inform the text’s major themes.
Doublethink
Urban Decay
d. the themes of the book (see below for definition and list)
Themes
Themes are the fundamental and often universal ideas explored in a literary work.
The Dangers of Totalitarianism
Psychological Manipulation
Physical Control
Control of Information and History
Technology
Language as Mind Control
Prepare a minimum of 5 bulleted points for each of the essays below. Be sure that each point has a literary quotation or plot discussion tied in with it.
2. How does technology affect the Party’s ability to control its citizens? In what ways does the Party employ technology throughout the book?
4. What role does Big Brother play within the novel? What effect does he have on Winston? Is Winston’s obsession with Big Brother fundamentally similar to or different from his obsession with O’Brien?
Discussion 2:
At their tables, students should discuss the following:
a. the development of the characters (they may add to their character list at this point)
b. the impact of the setting
c. the motifs in the book (see below for definition and list)
Motifs
Motifs are recurring structures, contrasts, and literary devices that can help to develop and inform the text’s major themes.
Doublethink
Urban Decay
d. the themes of the book (see below for definition and list)
Themes
Themes are the fundamental and often universal ideas explored in a literary work.
The Dangers of Totalitarianism
Psychological Manipulation
Physical Control
Control of Information and History
Technology
Language as Mind Control
Wednesday: Everything should end up in the notes
7:15-9:15 Read 1984 to p. 245 (the end of the book)
Discussion in class / followed by notes in notebook
Explain the following quotations
1. war is peace
freedom is slavery
ignorance is strength
2. Who controls the past controls the future. Who controls the present controls the past.
3. In the end the Party would announce that two and two made five, and you would have to believe it. It was inevitable that they should make that claim sooner or later: the logic of their position demanded it. Not merely the validity of experience, but the very existence of external reality was tacitly denied by their philosophy.
4. And when memory failed and written records were falsified—when that happened, the claim of the Party to have improved the conditions of human life had got to be accepted, because there did not exist, and never again could exist, any standard against which it could be tested.
5. And perhaps you might pretend, afterwards, that it was only a trick and that you just said it to make them stop and didn’t really mean it. But that isn’t true. At the time when it happens you do mean it. You think there’s no other way of saving yourself and you’re quite ready to save yourself that way. You want it to happen to the other person. You don’t give a damn what they suffer. All you care about is yourself.
9:15-9:55 Quiz 3 /
if time, students may continue preparing for the exam essay (which they may have started earlier)
Below is the worksheet:
Essay Prep work for Exam
1. Compare and Contrast the Character Development of TWO characters in 1984.
a. .
b. .
c. .
d. .
e. .
f. .
g. .
h. .
i. .
2. Discuss the importance of setting in 1984. How does it impact TWO characters in the book?
a. .
b. .
c. .
d. .
e. .
f. .
g. .
h. .
i. .
3. Compare and Contrast themes in the worlds of 1984 and Victorian England.
a. .
b. .
c. .
d. .
e. .
f. .
g. .
h. .
i. .
955-1010 break
1010-1200
Read as a class;
p. 301 To the Virgins, to make much of time (be sure to silently read the biography and the paragraph above the poem as well.)
Discuss the meaning of Line 1: "Gather ye rosebuds while ye may"...why the word "may" here? how does this relate to the Romantic concept of Carpe Diem (Seize the Day)?
Read as a class:
p. 720-724 William Blake wrote two books Songs of Innocence (about the innocence of the pre-guilt state) and Songs of Experience (about the views after sin was committed). Both books have parallel poems. For example poem 1 in songs of Innocence are answered by poem 1 in songs of experience and so on. Some poems even have the same name.
When looking at The Tyger and the Lamb...what books would each poem go into? How does Blake use these animals as symbols.
Answer questions 1-12 in groups (group 1: questions 1-4; group 2: questions 5-8; group 3: questions 9-12) Share the answers in discussion. Every student should have 4 questions answered in their notes.
Individually or in the groups as above: Read 725- 727 and 731 and answer questions 1, 2,4, 5, 7, 8 on p. 732
Blake takes on good and evil in his poetry. Good - songs of innocence; Evil - songs of experience. Orwell, in a way does the same thing?
Answer the questions in discussion / be sure to allude to the writings you've read:
1. How would Blake and Orwell answer the question: Why is there evil in the world?
2. How would Blake and Orwell answer the question: Is innocence naive?
3. Are we creatures of good and evil? What makes us more of one or the other?
4. To what extent can you apply lessons in these works with real life? One question for example was did God make the Tyger? To modernize it, can we ask: did God make Osama bin Laden? What other modern questions arise from the poetry and readings read thus far in class? (consider Shelley and power, Keats and death, Blake and states of being, and Orwell's dystopia of 1984, as well as the Victorian poems read earlier.
1200-1245
If time permits, students should read and analyze Composed upon Westminster Bridge (Wordsworth p. 744) and answer the questions on the bottom ot the page as well as the poem on p. 746-747. If no time, students should read this for homework.
If time remains, students are to read, understand, be able to answer questions on, and memorize the poem assigned to them on the PERIOD/ROMANTIC subtabs http://demott.weebly.com/romantic-period.html (and listed below).
They will be quizzed on their memorized poems on Thursday. Please note the longer poems will be shortened for memorization.
p. 746 The World is Too Much with Us - Mariah
p. 759 Kubla Khan - Karlee
p. 795 She Walks in Beauty - Brandtley
p. 826 On First Looking into Chapman's Homer - Courtney
p. 827 When I Have Fears - Angeline
p. 841 To a Mouse - Zach
p. 836 Ode on a Grecian Urn* - Sarah
p. 846 Ode: Intimation of Immortality from Recollections fof Early Childhood* - Jamari
p. 803 Ozymandias - Daniel
p. 866 London - Regenald
Homework Read 801, 824, 839
Quiz 3
Prepare a minimum of 5 bulleted points for each of the essays below. Be sure that each point has a literary quotation or plot discussion tied in with it.
1. Describe Winston’s character as it relates to his attitude toward the Party. In what ways might his fatalistic streak contribute to his ultimate downfall?
3. Discuss the idea of Room 101, the place where everyone meets his or her worst fear. Keeping in mind that for most of Winston’s time at the Ministry of Love, he does not know what he will find in Room 101, what role does that uncertainty play in making Room 101 frightening? Does the cage of rats break Winston’s spirit, or does it merely play a symbolic role?
Prepare a minimum of 5 bulleted points for each of the essays below. Be sure that each point has a literary quotation or plot discussion tied in with it.
1. Describe Winston’s character as it relates to his attitude toward the Party. In what ways might his fatalistic streak contribute to his ultimate downfall?
3. Discuss the idea of Room 101, the place where everyone meets his or her worst fear. Keeping in mind that for most of Winston’s time at the Ministry of Love, he does not know what he will find in Room 101, what role does that uncertainty play in making Room 101 frightening? Does the cage of rats break Winston’s spirit, or does it merely play a symbolic role?