1. Historical Context: American Modernism and the Lost Generation:
a. Follow this link and familiarize yourself with American Modernism movement in literature. Take Cornell style notes.
b. Gather some more information on what is known as the Lost Generation in American Modern Literature. Who are they? Why are they known as The Lost Generation? What distinguishes their writing style? Without this background knowledge, you will not be able to fully understand the works of the Lost Generation writers.
2. T.S. Eliot, "The Love Song of J. Alfred Prufrock"
a. Briefly research a few items necessary for your understanding of T.S. Eliot's poem "The Love Song of J. Alfred Prufrock." Please download and complete the following assignment:
b. Read the poem by T.S. Eliot "The Love Song of J. Alfred Prufrock" on p. 663 to get a general impression of the poem.
Then, listen to and follow along with the second reading of the poem (see the link below). Interact with the text and write down any questions, comments, or observations. Use a separate sheet of paper to write those down- you will need them for the discussion board.
Here is another audio version of the poem read by T.S. Eliot himself. You will need the textbook to follow along, if you prefer to listen to this one.
c. Discussion board: you will bring your questions, comments, thoughts and feelings about "The Love Song" to the discussion board. Please go to Schoology and respond to the following discussion "T.S. Eliot, 'The Love Song of J. Alfred Prufrock'"
3. Lesson on W. Faulkner's "A Rose for Emily" (p.716):
1. Active reading is a strategy that allows you to have a "conversation" with the text by questioning events, commenting on details, or stating your observations/predictions about the text. You will interact with the story through your Dialectical Journal
Note anything that draws/grabs your attention, or looks odd or significant; question characters, their actions, the details of plot development-write it down in the left section of the journal. When the text offers you answers or you figure something out-write it down in the right section of the journal. Comments/questions that need further clarification will be brought in to our Discussion board conversation.
2. Download the final questions for small group discussion:
3. "A Rose for Emily" Discussion Board:
Take a look at your dialectical journal that you completed in class. Some of the questions may still be left unanswered, some of uncertainties still need to be clarified-bring it all to the discussion board.
1. Post at least one question (it can be a clarifying question or an open-ended, thought provoking question).
2. Post/share at least one observation you made about the characters, plot, setting, etc. (this is where your quotes from the dialectical journal come in handy), comment on some part of the text (may be you noticed something odd/interesting/out of place about the language (diction), details (imagery), or the sequence of events, etc.
3. Respond to two different comments/questions posted by other students. May be you can answer someone's question, or may be you have thoughts on what someone had to say-share them.
You do not have to give a definite/write-wrong response-this is a discussion - we are digging deep for the meaning trying to uncover all of the mysteries and to tie all loose ends - TOGETHER.
COME TO CLASS WITH A FRESH PERSPECTIVE AFTER YOUR DISCUSSION BOARD CONVERSATION-WHAT IS LEFT UNCLEAR, WE WILL ADDRESS IN CLASS.
4. Identify and explain allusions:
a. Select any TWO poems out of the three given to you (download explaining_allusions.pages document below), identify any allusions contained within each poem and discuss the meaning of the allusion(s) and what/how it contributes to the meaning of the poem. Post your responses on Schoology (discussion "Allusions in Poetry")
b. Read through other postings and comment/respond to any TWO made by your peers. (Comments like "Good Job" will not count-make sure that you respond with a reflective/constructive comment-agree, then explain/add or suggest a different perspective, then justify).
5. Lesson on F. Scott Fitzgerald's "Winter Dreams" p. 587: Download and complete these discussion questions. Be prepared to contribute to our class conversation:
Complete assignment 2 on the left-T.S. Eliot, "The Love Song of J. Alfred Prufrock." Make sure you address all parts of the assignment: a, b, and c. Due Monday.
Independent reading presentations begin tomorrow.
1. This is a podcast created by a fellow teacher that gives a very detailed and comprehensive overview of POINTS OF VIEW in literature-take notes, and be prepared to discuss this in class in the context of Faulkner's story.
2. Lesson on Allusions:
3. Lesson on types of irony:
Download and complete a review of different types of irony:
A practice assignment on recognizing irony in literature: