Monday & Tuesday: Lecture and note-taking on Modernism. Assignment of a one-page paper defining Modernism. They can use the links under "Big Ideas of Modernism" at left, the glossary entry on pg. 1196, and the yellow textbox "Elements of Modernism in American Literature" on pg 533, both in their textbook. Here are your Helpful Notes on the Modern Period. Cross-Curricular PowerPoint Show covering the period's artwork.
Wednesday: Read Sherwood Anderson's "Hands" Discuss the role of alienation and anti hero in this text.
Thursday: Work on paper.
Friday: quiz on "Hands"; paper due.
This activity will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English: CE 3.3.1 Movements in American literature: Modernism CE 2.3.1 Read and View Diverse Texts CE 1.4.2 Gather and Prepare Material CE 1.1.4 Create Writing that Serves a Purpose CE 1.3.1 Compose a Variety of Compositions CE 1.3.2 Essays: Content and Organization CE 1.3.3 Essays: Sentence-Building and Word Choice CE 1.4.6 Cite Quotations CE 3.1.8 Demonstrate an understanding of historical & cultural themes and questions raised by literary works.
Xxx This portion of the unit, we will also study the literary elements of the symbol and blank verse. We will be assisted in this by the article on pg 575 of our textbook and the glossary entry on pg 1202. Xxx This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English: Xxx CE 3.1.4 Study of a Specific Poet Xxx CE 2.1.7 Demonstrate Comprehension Xxx CE 3.1.1 Symbolism (literary language) Xxx CE 3.2.2 Poetic Genres & Features: Blank Verse
Essential Questions How were people of different generations alienated? Different races?
What place does a dream or vision have in one's life and relationships?
How can a one hour glimpse of everyday life reveal character?
Stream of Consciousness
Why was it so important to "Make it New!"?
Why are people at the cutting edge of their field sometimes not understood at their time?
Week 3 "The Leader of the People" pg 609 by John Steinbeck (biography, pg 606) story link
This portion of the unit, we will also study the literary elements of conflict. We will be assisted in this by the glossary entry on pg 1191.
This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English: Xxx CE 3.1.4 Study of a Specific Author Xxx CE 2.1.3 Expand Vocabulary Xxx CE 2.1.7 Demonstrate Comprehension Xxx CE 3.1.9 Study of Conflict
Quotations: "At the heart of the modernist aesthetic lay the conviction that the previously sustaining structures of human life, whether social, political, religious, or artistic, had been either destroyed or shown up as falsehoods or fantasies…"
Baym et al. "Modernism". The Norton Anthology of American Literature. 2nd Ed. Vol. 2. New York: W. W. Norton & Co., 1979. Pg 867-872.
There was "an explosion of innovation and creative energy that shook every field of artistic endeavor... It was an era when major artists were fundamentally questioning and reinventing their art." The Modernist Revolution
Week 4 "The Secret Life of Walter Mitty" pg 625 Story Link by James Thurber (biography, pg 623)
Xxx This portion of the unit, we will also study the literary elements of parody. We will be assisted in this by the short article on pg. 624 of our textbook and by the glossary entry on pg. 1197. Xxx This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English: Xxx CE 3.1.4 Study of a Specific Author Xxx CE 2.1.3 Expand Vocabulary Xxx CE 2.1.7 Demonstrate Comprehension Xxx CE 3.1.4 Parody in Specific Works And Authors Xxx CE 3.3.2 Read and analyze classic and contemporary works of American literature Xxx CE 3.2.4 Participate in a Group Discussion about daydreaming and a fantasy-life.
Week 5: "A Worn Path" pg 634 Story Linkby Eudora Welty
appointed ceremonial furrow illumined meditative pendulum persistent radiation solemn intent
Xxx This portion of the unit, we will also study the literary elements of theme. We will be assisted in this by the glossary entry on pg 1202.
Xxx This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English: Xxx CE 2.1.3 Expand Vocabulary Xxx CE 2.1.7 Demonstrate Comprehension Xxx CE 3.1.8 Study of Themes
"In a Station at the Metro" 772 "The Red Wheelbarrow" 779 "The Great Figure" 780 "Poetry" 788 "Ars Poetica" 790 "Chicago" 793 "What if much… Wind" 797 "anyone lived in a pretty how town"
Xxx This portion of the unit will we will also study the literary elements of symbolism and imagism. We will be assisted in this by the article on pgs 770-772 of our textbook. Xxx This week we will choose a short story for our term papers--the first step. Xxx Each student will participate in a creative exercise in adapting a famous piece of modern into something of his or her own (see demonstration). This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English: Xxx CE 2.1.7 Demonstrate Comprehension Xxx CE 2.1.2 Write to develop self-awareness and insight Xxx CE 2.1.3 Write and create artistic representations to express personal Xxx Xxx experience and perspective.
The Beats--a minor footnote in American Literature
This portion of the unit will we will also study the importance of historical context. We will be assisted in this by the readings on pg 652 and "The Decade that Roared" on pgs 656-7 of our textbook.
This week's activities will fulfill the following Content Expectations as required in Michigan's High School Content Expectations for English: Xxx CE 3.1.4 Study of a Specific Author Xxx CE 2.1.3 Expand Vocabulary Xxx CE 2.1.7 Demonstrate Comprehension Xxx CE 3.1.8 Demonstrate an understanding of historical and cultural themes and questions raised Xxx Xxx by literary works.
Informational Text Genre Study Characteristics of informational articles: essays speech Expository Elements thesis supporting ideas examples Organizational Patterns Question/answer, compare and contrast, and definition with explanation and extension Features headings and subheadings boldface and italics numbers and bullets Historical/Cultural New Deal rationale The Great Depression Protest writing in response to economic and political climate
Narrative Text
Genre Study Characteristics of novel memoir drama movie poetry music lyrics Literary Modernism Political and social protest writing Literary Elements Character development Conflicts: - person against self - person against person - person against society - person against nature Tone-somber to support comprehension of text Dialect reflects times
Narrative Text
Literary Devices Third-person narration Vivid description in service of relationship Use dialogue to develop relationship -plot and character Symbolism Historical/Cultural American Civil Rights Movement Individual Rights and the Common Good Critical Perspectives Prejudice, social codes, and civil rights
