1984 - stjohns-chs.org · anthony burgess, american psycho by bret easton ellis ! dystopian !...

+

1984

By George Orwell

+Thursday, March 13th

n  Today’s Goals: n  Start 1984!

n  Anticipate themes, make connections, and start reading.

n  DO NOW: n  Download 1984 from the iBooks store if

you have not done so. You should download the GoodBooks Classics version, which looks like the picture on this slide.

n  NOTE: If you cannot download it right now, don’t worry about it.

n  Open the PDF “Testify” (on HC) in Notability. Read, annotate, and answer the questions.

+ “Testify” The movie ran through me, The glamour subdued me, The tabloid untied me, I'm empty; please fill me. Mister anchor, assure me That Baghdad is burning. Your voice it is so soothing, That cunning mantra of killing. I need you, my witness, To dress this up, so bloodless, To numb me and purge me now Of thoughts of blaming you. Yes, the car is our wheelchair; My witness: your coughing. Oily silence mocks the legless Ones who travel now in coffins. On the corner The jury's sleepless. We found your weakness, And it's right outside our door. Now testify.

With precision you feed me, My witness, I'm hungry. Your temple, it calms me, So I can carry on. My slaving sweating the skin right off my bones; On a bed of fire I'm choking on the smoke that fills my home. The wrecking ball is rushing; Witness your blushing. The pipeline is gushing While here we lie in tombs. While on the corner, The jury's sleepless. We found your weakness, And it's right outside your door. Now testify. Mass graves for the pump, and the price is set. Who controls the past now, controls the future. Who controls the present now, controls the past. Who controls the present now? Now testify. Testify.

+1984 n  Written in 1948, published in 1949.

n  Juvenalian satire: n  Satire: offers social criticism or shames society into improving. n  Wit (humor), irony, sarcasm, and parody may be used n  Typically social, political or religion topics. n  Juvenalian satire is dark and not typically very funny. n  Juvenalian satire addresses social evil through scorn, fury and

ridicule. The tone is typically pessimistic, ironic or sarcastic. n  Examples: Fahrenheit 451 by Ray Bradbury, A Clockwork Orange by

Anthony Burgess, American Psycho by Bret Easton Ellis

n  Dystopian n  Utopia vs. dystopia n  explore social and political structures n  Utopian fiction is the creation of an ideal world n  Dystopian fiction is the opposite: creation of a nightmare world.

+Closing

n  Friday, March 14th n  IN CLASS

n  Read and discuss 1984.

n  Spring break homework assigned (Reading and vocabulary)

n  HOMEWORK DUE:

n  Final copy of poetry essays due in hard copy and on turnitin.com. J


n  Today’s Goals: n  Read Chapter 1 of 1984!

n  Understand the setting by making connections.

n  DO NOW: n  5 minute free-write.

n  Respond to Orwell’s words:

Who controls the past controls the future: who controls the present controls the past.

+Closing

n  SPRING BREAK HOMEWORK! n  Chapters 1-4 vocabulary activities.

n  Read through chapter 4.

n  We will have a reading quiz upon returning. Pay careful attention to development of setting and introduction to characters.

+Monday, March 24th

n  Today’s Goals: n  Reading Quiz!

n  Discuss the first four chapters, focusing specifically on how the setting has been created.

n  Read on!

n  DO NOW: n  Prepare for reading quiz.

+Quiz Time!

n  Expectations: n  Work silently and independently.

n  Use a blue/black pen/pencil only.

n  Raise your hand if you have a question.

n  DONE EARLY? n  Go back through chapters 1-4. Write a brief post-it note summary

of each chapter.

+ Recommended Reading: The Glass Castle The Glass Castle is a remarkable memoir of

resilience and redemption, and a revelatory look into a family at once deeply dysfunctional and

uniquely vibrant. When sober, Jeannette's brilliant and charismatic father captured his

children's imagination, teaching them physics, geology, and how to embrace life fearlessly. But

when he drank, he was dishonest and destructive. Her mother was a free spirit who

abhorred the idea of domesticity and didn't want the responsibility of raising a family.

The Walls children learned to take care of

themselves. They fed, clothed, and protected one another, and eventually found their way to New York. Their parents followed them, choosing to be homeless even as their children prospered.

The Glass Castle is truly astonishing--a memoir permeated by the intense love of a peculiar but

loyal family.

(blurb from www.goodreads.com)

+1984: The Basics of Chapters 1-4

n  In what ways is Winston in bad health? Why?

n  What does Winston dream about in Chp 3? Why is it important for readers to know his dreams? n  “Winston woke up with the word “Shakespeare” on his lips” (68; chp 3).

n  How has Winston’s society become this way? n  “Perhaps it was the time when the atomic bomb had fallen on

Colchester” (71; chp 3). n  “Since about that time, war had been literally continuous” (73; chp 3). n  What is Newspeak and how is it a mode of control? n  “But you could prove nothing. There was never any evidence” (79; chp 3)

n  Can memories be evidence? Can firsthand accounts? If not, what does that mean about history?

n  How doe we recognize what is the truth? Winston, at his job, notes that things “become truth.” Is that possible? (chp 4; 97)

Political Geography in the world of Nineteen Eighty-Four

+Closing

n  Tuesday, March 25th n  IN CLASS: Discuss and read chapter 5.

n  HOMEWORK DUE: Complete chapter 5 vocabulary.

+Tuesday, March 25th

n  Today’s Goals: n  Analyze techniques Orwell

has used to develop the setting.

n  Read on!

n  DO NOW: n  Take out vocab HW.

Make-up reading quizzes based on

chapters 1-4 should be completed Wednesday or

Thursday of this week.

+ Poetry Essay Feedback

n  Introductions have improved. Most introductions included a universal statement, definition, or idea at the beginning, and many were also engaging.

n  Analysis paragraphs included quotations, and most brought up literary devices.

n  Most Works Cited Pages only had a few minor errors.

n  Excess background information that has been dropped in instead of either planned and made relevant or woven through the essay.

n  Discussions of critical essays felt like afterthoughts instead of forming part of the paper’s basis and analysis.

n  Most papers had issues with citing correctly. While parenthetical citations have improved, there were errors particularly with citing paraphrased research.

+ -

If your paper has blue highlighting on it, that means a revision is required in order to earn your grade. I will not be grading for major revisions, but papers

with blue highlighting had serious issues with paraphrasing and citing. Revisions must be submitted this week (at any point), and the original graded paper must

be submitted along with the revision. If your paper has blue highlighting, but you do not turn in a revision, you will not receive credit for the assignment.

+Chapters 1-5 Vocabulary

n  Predicament

n  Strident

n  Nebulous

n  Urbane

n  Inherently

n  Inscrutable

n  Equivocal

n  Statutory

n  Unorthodoxy

n  Dace

n  Annihilate

n  Genially

n  Repudiate

n  Exploit

n  Jargon

n  Rectify

n  Fulminating

+Setting: Where are we?

n  London=the capital of the Oceania

n  In the province of Airstrip One (the renamed England)

+How has Orwell created his

dystopia?

n  Irony

n  Flashbacks/dreams to contrast Winston’s reality

n  Dark/depressing visual and tactile imagery

n  Simple language—little figurative language

n  Violent and aggressive verbs

n  Invention of words and terms

n  Read on. While reading chapter 5, annotate for the above techniques

+Closing

n  Wednesday, March 26th n  IN CLASS: Discuss and read chapter 5.

n  HOMEWORK DUE: Drive safely!

+Wednesday, March 26th

n  Today’s Goals: n  Analyze techniques Orwell has

used to develop the setting.

n  Read on!

n  DO NOW: n  Continue Chapter 5 reading and

annotating from yesterday.

Make-up reading quizzes based on chapters 1-4 should be completed

Wednesday or Thursday of this week.

+ Poetry Essay Feedback

n  Introductions have improved. Most introductions included a universal statement, definition, or idea at the beginning, and many were also engaging.

n  Analysis paragraphs included quotations, and most brought up literary devices.

n  Most Works Cited Pages only had a few minor errors.

n  Excess background information that has been dropped in instead of either planned and made relevant or woven through the essay.

n  Discussions of critical essays felt like afterthoughts instead of forming part of the paper’s basis and analysis.

n  Most papers had issues with citing correctly. While parenthetical citations have improved, there were errors particularly with citing paraphrased research.

+ -

If your paper has blue highlighting on it, that means a revision is required in order to earn your grade. I will not be grading for major revisions, but papers

with blue highlighting had serious issues with paraphrasing and citing. Revisions must be submitted this week (at any point), and the original graded paper must

be submitted along with the revision. If your paper has blue highlighting, but you do not turn in a revision, you will not receive credit for the assignment.

+Questions (pd 6)

n  Statutory: related to or set by laws or statutes

n  At thirty-five he had just been unwillingly evicted from the Youth League, and before graduating into the Youth League he had managed to stay on in the Spies for a year beyond the statutory age.

n  Statutory restrictions on air pollution require drivers to have the emissions from their cars check every few years.

statutory vs. legal

•  allowed by the law •  If something is not legal, the law

says you can't do it.

•  regulated by law •  If something is not statutory,

there are no laws regulating it

+Questions (pd 7)

n  Are the Parsons children (a brother and a sister) actually Junior Spies?

n  Probably! n  “Both of them were dressed in the blue shorts, grey shirts, and red

neckerchiefs which were the uniform of the Spies” (34; chp 2).

n  However, it seems like being a Junior Spy is like a game to the children, so they do not actually accuse Winston of being a Thought Criminal; it is part of their game. n  “With those children, he thought, that wretched woman must lead

a life of terror. Another year, two years, and they would be watching her night and day for symptoms of unorthodoxy” (36; chp 2). n  It won’t be a game for long!

Newspeak

•  The "official language" of Oceania •  Vocabulary decreases every year •  The state of Oceania sees no purpose in

maintaining a complex language, and so Newspeak is a language dedicated to the "destruction of words." As the character Syme puts it:

"Of course the great wastage is in the verbs and adjectives, but there are hundreds of nouns that can be got rid of as well... If you have a word like 'good', what need is there for a word like 'bad'? 'Ungood' will do just as well... Or again, if you want a stronger version of 'good', what sense is

there in having a whole string of vague useless words like 'excellent' and 'splendid' and all the rest of them? 'Plusgood' covers the meaning, or 'doubleplusgood' if you want something stronger still.... In the end the

whole notion of goodness and badness will be covered by only six words; in reality, only one word."

(Part One, Chapter Five)

The true goal of Newspeak is to take away the ability to adequately conceptualize revolution, or even dissent, by removing words that could be used to that end. Since the

thought police had yet to develop a method of reading people's minds to catch dissent, Newspeak was created so that it wasn't even possible to think a dissenting thought.

Let’s look at the appendix…

+Example of Newspeak from Chp 4

times 3.12.83 reporting bb dayorder doubleplusungood refs unpersons rewrite fullwise upsub antefiling

The reporting of Big Brother’s Order for the Day in ‘The Times’ of December 3rd is extremely unsatisfactory and makes references to non-existent persons. Rewrite it in

full and submit your draft to higher authority before filing.

+Newspeak Activity

n  Write a letter to a friend about something unfair that has happened to you.

n  Share your letters in pairs.

n  Choose one letter and rewrite it in Newspeak.

n  Remember… n  Verbs and adjectives are wasteful. n  Find the simplest word to capture the meaning of the noun. n  Add “un” and “plus” as a prefix to shift the word’s meaning. n  Use the appendix for extra help.

n  Examples: n  Good, ungood, plusgood, doubleplusgood n  “thought” does not exist. “Think” is used as noun or verb.

+Closing

n  Thursday, March 27th n  IN CLASS: Discuss and read chapter 6.

n  HOMEWORK DUE: Read and annotate chapter 5.


n  Today’s Goals: n  Finish Newspeak activity.

n  Discuss 1984’s social hierarchy.

n  DO NOW: n  Get back into pairs and finish translating your letters to friends

into Newspeak.

+The Social Hierarchy of 1984 What

characteristics does each group

have?

Which group lives the best life?

Which group lives the worst life?

+Let’s find out more…

“Party women never paint their faces” (83; chp 6)

Anxiety, frustration: •  “He had an almost overwhelming temptation

to shout a string of filthy words at the top of his voice. Or to bang his head against the wall…” (83; chp 3)

•  “…the left side of the man’s face was suddenly contorted by a sort of spasm” (84; chp 3).

“No woman of the party ever used scent” (84; chp 3)

“Only the proles used scent…it was inextricably

mixed up with fornication” (84; chp 3)

+Closing

n  Friday, March 28th n  IN CLASS: Class Discussion!

n  HOMEWORK DUE: Finish reading and annotating Chapter 6. Review the discussion questions posted on HC.

+Monday, March 31st

n  Today’s Goals: n  Review Chapter 7. Read on to Chapter 8.

n  Further our understanding of the differences between the proles and the Outer Party.

n  DO NOW: n  Begin reading and annotating Chapter 8.

n  Take out vocab to be checked.

+Control and Manipulation

Create a three-way Venn Diagram. First, compare and contrast the Outer Party to the Proles. In your comparison, consider

their freedoms and lack of freedoms. Then, add yourself into the equation. What similarities and differences are there?

YOU

OUTER PARTY PROLES

Why must there be

hope in the Proles?

+The Party’s Motives

“The immediate advantages of falsifying the past were obvious, but the ultimate motive was mysterious” (101; chp 7)

Why do the Inner Party and BB act this way? What are their motives for allowing some choice and disallowing others?

+Closing

n  Tuesday, April 1st n  IN CLASS: Analysis of Part I.

n  HOMEWORK DUE: Finish reading and annotating Chapter 8.

n  NOTE: Vocabulary quiz moved to Thursday.

+Tuesday, April 1st

n  Today’s Goals: n  Complete yesterday’s activity.

n  Vocabulary activity.

n  DO NOW: n  Complete Quarter 3 reflection. It is located on the Resources page

of HC. Done early? Go on in your reading.

+Control and Manipulation

Create a three-way Venn Diagram. First, compare and contrast the Outer Party to the Proles. In your comparison, consider

their freedoms and lack of freedoms. Then, add yourself into the equation. What similarities and differences are there?

YOU

OUTER PARTY PROLES

Why must there be

hope in the Proles?

+Imagine…

n  Imagine you live in Orwell’s dystopia as it is depicted in 1984.

n  Write your own diary entry. You may write in Oldspeak, but it could be a good idea to include a few words from Newspeak, too.

n  Include at least ten of our vocabulary words from Part I.

n  You may be a member of any of the three parties. Make sure you use your thoughts from the last few lessons in your diary entry.

n  Your diary entry should be approximately one page.

+Closing

n  Wednesday, April 2nd n  IN CLASS: Analysis of Part I.

n  HOMEWORK DUE: Finish reading and annotating Chapter 8.

n  NOTE: Vocabulary quiz moved to Thursday.

+Wednesday, April 2nd (Pd. 2)

n  Today’s Goals: n  1984 Vocabulary Activity

n  Use new words in context.

n  Engage in peer revision in order to improve the quality and accuracy of a writing assignment.

n  DO NOW: n  Imagine you live in Orwell’s dystopia, and write your own diary entry

reflecting on the social hierarchy in 1984. You may write in Oldspeak, but it could be a good idea to include a few words from Newspeak, too. Include at least five of our vocabulary words from Part I.

n  You may be a member of any of the three parties (Outer, Inner, Proles). Make sure you use your thoughts about the three social groups from the last few lessons in your diary entry.

n  YOU HAVE TEN MINUTES.

+Wednesday, April 2nd n  Today’s Goals:

n  1984 Vocabulary Activity n  Use new words in context. n  Engage in peer revision in order to improve the quality and accuracy of a

writing assignment.

n  DO NOW: n  FINISH YOUR DIARY ENTRY FROM YESTERDAY: n  Imagine you live in Orwell’s dystopia, and write your own diary entry

reflecting on the social hierarchy in 1984. You may write in Oldspeak, but it could be a good idea to include a few words from Newspeak, too. Include at least ten of our vocabulary words from Part I.

n  You may be a member of any of the three parties (Outer, Inner, Proles). Make sure you use your thoughts about the three social groups from the last few lessons in your diary entry.

n  YOU HAVE FIVE MINUTES.

+What criteria should you be

graded upon?

n  Use of vocabulary words.

n  Accuracy of content

n  Correct use of language and style

•  Imagine you live in Orwell’s dystopia, and write your own diary entry reflecting on the social hierarchy in 1984. You may write in Oldspeak, but it could be a good idea to include a few words from Newspeak, too. Include at least tenof our vocabulary words from Part I.

•  You may be a member of any of the three parties (Outer, Inner, Proles). Make sure you use your thoughts about the three social groups from the last few lessons in your diary entry.

+ Grading Rubric (Pd. 2) Criteria A B C D F

Use of vocabulary

words

Five words have been used correctly.

Four words have been

used correctly.

Three words have been used

correctly.

One or two words have been used correctly.

No words have been used correctly.

Accuracy of content

The entry provides many accurate

details about the social hierarchy.

The entry provides some

accurate details about

the social hierarchy.

The entry provides a few

accurate details about the social

hierarchy, but some of the details have

been invented.

The entry provides one or

two accurate details about

the social hierarchy, but many details

have been invented.

The entry is very vague and does not show knowledge of


Correct use of language

and style

Language is appropriately informal with

varied vocabulary and incorporates some Newspeak.

There are no errors in comma

usage.

Language is appropriately informal with a

somewhat varied

vocabulary. There is one

error in comma usage.

Language is appropriately informal but not varied. There are a couple of errors in

comma usage.

Language does not reflect the

informality of a diary entry.

There are many errors in

comma usage.

Language is repetitive and simplistic and

does not reflect that of a diary

entry. There are many errors in comma usage.

+ Grading Rubric Criteria A B C D F

Use of vocabulary

words

9-10 words have been used correctly.



3-4 or two words have been used correctly.

Less than 3 words have been used correctly.

Accuracy of content









been invented.




have been invented.




and style




usage.


somewhat varied




comma usage.




comma usage.




+Dear Diary,

Today was yet another monotonous day that I felt oppressed by BB. I can’t even write out his full name! I know that just by writing this diary I put myself in jeopardy of being vaporized--Oh why use that word? I’ll be annihilated!

It feels as though I can never escape the telescreen… I am always hungry and never have any food… I don’t even have boots on my feet. Yet the worst part is that BB has so convoluted history that even my memories of what life once was like have become nebulous. Yes, that is truly the worst part, and now that everything has been changed over so many years, will it ever be rectified?

Sometimes I want to just shout from the top of my lungs, and sometimes the fear of being noticed as unorthodox so overwhelms me I cannot think straight, I worry that my fear must be palpable.

Dear diary, what should I do about my predicament?

COMMENTS: •  Use of vocabulary words

•  Seven words have been used correctly.

•  Accuracy of content

•  There are several details that identify this person as being from the Outer Party although we discussed so much more.

•  Correct use of language and style

•  Style is perfect for a diary entry.

•  Vocabulary is varied. •  No Newspeak. •  One comma splice.

+ Grading Rubric (Pd. 2) Criteria A B C D F

Use of vocabulary

words

Five words have been used correctly.

Four words have been

used correctly.

Three words have been used

correctly.

One or two words have been used correctly.

No words have been used correctly.

Accuracy of content









been invented.




have been invented.




and style




usage.


somewhat varied




comma usage.




comma usage.




+ Grading Rubric Criteria A B C D F

Use of vocabulary

words




3-4 or two words have been used correctly.

Less than 3 words have been used correctly.

Accuracy of content









been invented.




have been invented.




and style




usage.


somewhat varied




comma usage.




comma usage.




+Dear Diary, Today was yet another monotonous day

that I felt oppressed by BB. I can’t even write out his full name! I know that just by writing this diary I put myself in jeopardy of being vaporized--Oh why use that word? I’ll be annihilated!




B+

+Dear Diary, Today was yet another monotonous day

that I felt oppressed by BB. I can’t even write out his full name! I know that just by writing this diary I put myself in jeopardy of being vaporized--Oh why use that word? I’ll be annihilated!




B

+Peer Revision

n  In groups, trade and grade.

n  Base your comments off of the three areas of the rubric.

n  Based on how you evaluate yourselves and your peers, what needs to be improved?

n  ONE of the diary entries from your group will be randomly selected. That diary entry will be graded, and the grade will be given to each person in the group.

+Closing

Email your entries to Ms. Gelso: [email protected]

n  Thursday, April 3rd n  IN CLASS: Part I Vocabulary Quiz; Part II Chapter 1

read aloud.

n  HOMEWORK DUE: Study vocabulary!

+Friday, April 4th

n  Today’s Goals: n  Analyze characterization.

n  Read on!

n  DO NOW: n  Write a list: What qualities must a hero have?

+Socrative Poll

n  Room 912466

n  Do you believe Winston could be considered a hero?

+ Closing

n  Monday, April 7th n  IN CLASS: Discussion and analysis of weekend

homework reading—be ready for a reading quiz!

n  HOMEWORK DUE: Read Part II, chapters 1-3, Chapters 1-3 vocabulary

n  Check the reading schedule on Homework Central. Note there is reading on weekends. During the week most chapters will be at least started in class.

n  There will be reading quizzes on Mondays.

n  It is critical that you keep up with your reading!

+Monday, April 7th

n  Today’s Goals: n  Review and discuss Chapters 1-3.

n  Consider Julia as an archetype.

n  DO NOW: n  San Miguel Drive donations???

n  Period 3: $21.92

n  Period 8: $12.18

n  Reading quiz!

n  MAKE SURE YOU ARRANGE TO TAKE THE VOCAB QUIZ WITH ME IN THE NEXT TWO DAYS.

+Critical Theories Timeline

n Moral Criticism, Dramatic Construction (~360 BC-present) n Formalism, New Criticism, Neo-Aristotelian Criticism

(1930s-present) n Psychoanalytic, Archetypal Criticism(1930s-present) n Marxist Criticism (1930s-present) n Reader-Response Criticism (1960s-present) n Structuralism/Semiotics (1920s-present) n Post-Structuralism/Deconstruction (1966-present) n New Historicism/Cultural Studies (1980s-present) n Post-Colonial Criticism (1990s-present) n Feminist Criticism (1960s-present) n Gender/Queer Studies (1970s-present)

Brizee, Allen and J. Case Tomkins. “Literary Theory and Schools of Criticism.” Purdue Online Writing Lab. 2013. Web. 15 September 2013.

+Examining Cinderella

from a Marxist Perspective

n  Consider Cinderella as a representative of the proletariat:

n oppressed by her bourgeoisie stepmother and stepsisters

n desiring to join the ranks of the bourgeoisie by marrying the prince.

n Consider the ball gown, glass slippers, and golden coach as evidence of commodification; without these possessions, Cinderella cannot hope to rise out of the proletariat and join the bourgeoisie.

+Examining Cinderella from a Feminist

Perspective

n Consider the potentially Misogynist theme of abused-girl-waiting-to-be- rescued-by- prince.

n Consider the feminist implication of n  the fact that the ―good girl is passive, weak, submissive, attractive and can

do nothing (and does do nothing) to improve her own condition.

n  the fact that the powerful woman is portrayed as wicked and probably ugly.

+Archetypal Theory

n Carl Jung = Swiss psychologist and student of Sigmund Freud

n Jung defined an archetype as “a figure…that repeats itself in the course of history wherever creative fantasy is fully manifested.” n Ever notice how there are similarities between myths and

folklore from completely different places and times? n Creation stories, life-after-death stories, etc.

n This theory implies that every human shares, in some ways, a common experience: the human condition.

+Archetypal Theory

n How does this translate into literature? n Look for symbols, themes, characters, and situations

that recur across writers, genres, periods, and societies.

n Why is it so easy to create Ten Things I Hate about You

out of The Taming of the Shrew? n Why is Ten Things an easily successful movie when it

is culturally and chronologically so different from Taming?

+ We’re all human!

+ So what are some common characters, images, and situations?

n Archetypal Characters n Hero n Scapegoat

n Outcast n Villain

n Temptress n Earth Mother n Maiden

n  Intellect n Sage

§  Archetypal Images §  Colors §  Numbers §  Water §  Fire §  Gardens

§  Archetypal Situations §  Quest §  Renewal of Life §  Initiation §  Fall §  End of the World

+Archetypal Theory: Essential Questions

n  Examine all of the characters—major and minor—and their situations. What archetypes seem to be present?

n  How do any of the characters change over time? What events or people make them change?

n  What is suggested in the setting (time of day, season of year, location—garden, body of water, etc.) that might suggest an archetypal reading?

n  What types of symbols are used? What do they represent?

n  How are the symbols in this work different from the traditional uses of those symbols?

n  What is significant about this difference?

n  What myths are at work in different parts of this work? What features of the story are reminiscent of other stories you know?

+Cinderella from an Archetypal

Perspective

n Consider the different characters as archetypes: n Stepmother and stepsisters

as temptresses or villains n The presence of a

supernatural entity—the fairy godmother

n OR the fairy godmother as an Earth Mother or maternal figure

n Cinderella as an archetypal maiden.

+Can we analyze Orwell’s 1984 from

an archetypal perspective?

n  Archetypal Characters n  Hero (Superman, religious figures): Serve and sacrifice—a character

on a search for identity or fulfillment who in the end is sacrificed n  Villain: The bad guy (remember that not all antagonists are villains

because they are not all necessarily evil) n  Temptress (Eve, Juliet): Female who possesses what the male desires,

often leading to his destruction (intentionally or unintentionally) n  Earth Mother: nurturing, life-giving female figure n  The Maiden: AKA Virgin or damsel in distress, matures from girl to

woman, a vulnerable woman who must be rescued

n  Which of these is most like Julia in Orwell’s 1984? Why?

+Julia as a Temptress

n What similarities do you see between Julia, Eve, and/or Juliet?

n Do you believe Julia qualifies as a temptress? Why or why not? n Go back through Part II,

Chapters 1-3 and find three quotations to support your opinion.

+ Closing

n  Tuesday, April 8th n  IN CLASS: Discussion and analysis of weekend


n  HOMEWORK DUE: Read Part II, chapter 4, Chapter 4 vocabulary




+Tuesday, April 8th




n  Pd. 2: $48.35 n  Pd 3: $21.92 n  Pd 6: $19.56 n  Pd. 7: $6.65 n  Pd 8: $12.18 n  Highest across all classes:

$282.72 n  Day total: $2557.05

n  MAKE SURE YOU ARRANGE TO TAKE THE VOCAB QUIZ WITH ME. TODAY IS THE LAST POSSIBLE DAY.

+ Furthering our Definition of Archetype

n  “A universally recognizable element . . . that recurs across all literature and life (Latrobe 13).

n  The word is derived from the Greek: arche, original, and typos, form or model; thus, original model (Latrobe 13).

n  An archetype is the first real example or prototype of something (as the Model T is the prototype of the modern automobile). In this sense an archetype can be considered the ideal model, the supreme type or the perfect image of something (Brunel 111-112, 114).

n  “Archetypes are repeated patterns that recur in the literature of every age” (Sloan 48).

WHY WOULD AN AUTHOR USE AN ARCHETYPE?

+What’s the difference between…

n A stereotype and an archetype? n  When referring to a persona or a character, an archetype is

a developed character with an arc and a function in a story.

n  A stereotype is a rather flat assumption about a person or character based on superficial qualities.

n A motif and an archetype? n  An archetype can be a motif, but a motif is not always an

archetype.

n  A motif is any repeated element within a work, but to be an archetype it must be a model present within works across time and culture.

+Cinderella from an Archetypal

Perspective

n Consider the different characters as archetypes: n Stepmother and stepsisters

as temptresses or villains n The presence of a

supernatural entity—the fairy godmother

n OR the fairy godmother as an Earth Mother or maternal figure

n Cinderella as an archetypal maiden.

+

n  Archetypal Characters n  Hero (Superman, religious figures): Serve and sacrifice—a character on a

search for identity or fulfillment who in the end is sacrificed n  Villain: The bad guy (remember that not all antagonists are villains

because they are not all necessarily evil) n  Temptress (Eve, Juliet): Female who possesses what the male desires, often

leading to his destruction (intentionally or unintentionally) n  Earth Mother: nurturing, life-giving female figure n  The Maiden: AKA Virgin or damsel in distress, matures from girl to woman,

a vulnerable woman who must be rescued

n  Do you believe Cinderella qualifies as a Maiden?

n  Do you believe the fairy godmother is an Earth Mother?

n  Would Cinderella’s stepmother be an Earth Mother, Villain, or Temptress?

Cinderella from an Archetypal Perspective

+

n  Simba: archetypal hero

n  Scar: archetypal villain

n  Images: light vs. dark, desert, water

Do you notice any archetypal characters?

The Lion King from an Archetypal Perspective


n Write one paragraph:

n Do you believe Julia qualifies as a temptress? Why or why not? n Use at least two quotations. n Be sure that in your opening

sentence/s, you establish what the archetype is.

n  It might be useful to compare Julia to either Eve or Juliet.

+ Closing

n  Wednesday, April 9th n  IN CLASS: Discussion and analysis of weekend






+Wednesday, April 9th




n  Period 2 – Brit. Lit –81.69

n  Period 3 – Brit. Lit.44.28

n  Period 6 – Brit. Lit – 45.56

n  Period 7 – Brit. Lit.-67.20

n  Period 8 – Brit. Lit. –36.20

n  Highest across all classes: $735.76

n  Total for Day: $ 4,440.82

n  Total for Week –$6,997.87

+Archetypal Characters

Archetype Example

Hero The main athlete in sports movies, Shrek, Mulan, Harry Potter, Batman, Superman, Luke Skywalker, Bilbo Baggins, Quasimodo, the hunter from Little Red Riding Hood, Neo from The Matrix, James Bond

Villain Maleficent from Sleeping Beauty, Sauron, Gaston from Beauty and the Beast, the Joker, Joffrey Baratheon, Ursula in The Little Mermaid, Regina George, the Big Bad Wolf, the Wicked Witch of the West, Darth Vader?? Or the Emperor??

Temptress Alex Vauss from Orange is the New Black, Olivia Pope from Scandal, Miss Scarlet from Clue, Bathsheba

Earth Mother

Leigh Anne Tuohey in The Blind Side, the talking tree that represents Pocahontas’ grandmother, the fairy godmother in Cinderella

Maiden All classic Disney princesses, Fiona from Shrek, Little Red Riding Hood, Rapunzel from Tangled

+ Closing

n  Tuesday, April 8th n  IN CLASS: Discussion and analysis of weekend






+Thursday, April 10th


n  Peer Revision: Julia as an archetype.







n  Highest across all classes: $1037.47

n  Total for Day: $ 4,500.15


+Using the Rubric

n  Knowledge and Understanding: n  Do you show accurate knowledge of the text in relation to the prompt? n  Have you integrated quotations using context to show knowledge of the text?

n  Response to the Question: n  Have you met all of the demands of the prompt? n  Have you supported an argument about whether Julia is or is not a temptress?

n  Appreciation of the Literary Conventions of the Genre: n  Have you analyzed the text using literary terms like archetype, character,

characterization, diction, and irony? (these are examples..) n  Have you accurately quoted the text?

n  Organization and Development: n  Are your thoughts organized and clear? Have you used transitions to indicate

the relationship between one idea and the next? (Transitions would be particularly useful in introducing your second quotation.)

n  Language: n  Is language formal? Have you used present simply verbs instead of present

progressive? Have you used sophisticated vocabulary? Is your grammar accurate?

The Literary Essay Rubric can be found on HC under Year-Long Resources at the bottom of the

Resources page.

+ Write about it! n  Copy/paste your paragraph so you have two versions: the draft and the

copy will will fix up as your final. Your draft can be marked up, but do not insert changes in that version.

n  First, take five minutes to grade your paragraph using the rubric.

n  In groups, trade paragraphs. n  5 minutes: Write comments to your partner based on the rubric. What is

successful? What could be improved? Provide a grade based on the rubric. n  10 minutes: Exchange back. Make the changes your partner has suggested. n  5-10 minutes: Discuss the changes you have made, and make any additional

improvements.

n  What will I be looking for on the finished product? 1.  Draft of paragraph 2.  Peer revision feedback directed towards the rubric. 3.  Complete and edited paragraph.

n  ONE of your paragraphs and revision feedback will be submitted for grading.

+ Closing

n  Tuesday, April 8th n  IN CLASS: Discussion!

n  HOMEWORK DUE: Check HC.




+Monday, April 14th

n  Today’s Goals: n  Vocabulary Activity

n  Review Chapters 7, 8, and the beginning of 9.








+Agree or Disagree?

“The invention of print, however, made it easier to manipulate public opinion.”

n  While reading, pay attention to the ironies discussed in Goldstein’s book. Do they reflect the thoughts you’ve had so far?

n  Consider why Orwell would include so many excerpts from the book.

n  Pay attention to the differences between Julia’s reactions to the book and Winston’s.

+ Closing

n  Easter break homework: Read through Part III, Chapter 3. Complete vocabulary as you go.




+Tuesday, April 22nd

n  Today’s Goals: n  Discuss the 1984 final essay.

n  Discuss and analyze O’Brien’s character.

n  Written response to a previously written analysis.

n  DO NOW: n  Reading quiz!

Make sure you make up the vocabulary

quiz this week if you missed it last

Thursday. This quiz MUST be made up

with Ms. Gelso.

+Upcoming Assignments

n  Mini-vocabulary quiz on Thursday. n  15 points n  No spelling n  Synonyms, definitions, fill-in-the-blank

n  1984 In-class Essay n  Open book (guided access)

n  1984 Final Essay n  Choose one of the following critical essays on George Orwell’s novel 1984. n  Then, write an essay of your own either disagreeing with the argument

presented in the essay or agreeing but adding something. n  Your final copy should be between 3 and 5 pages. n  Papers that are between 2 and 3 pages will be penalized by 5%. Papers that

are less than 2 pages will be penalized by 10%. n  Papers will be due in both hard copy and on www.turnitin.com. n  DUE DATES ARE DIFFERENT FOR EACH CLASS.

+O’Brien

n  How would you describe O’Brien’s character?

n  Are there limitations to our understanding of O’Brien?

n  Is he realistic? Or is he meant to be more symbolic than realistic?

n  What is significant about O’Brien and Winston’s interactions?

+ O’Brien n  Aesthetically considered, 1984 is very much the Uncle Tom’s Cabin of our time, with poor

Winston Smith as Uncle Tom, the unhappy Julia as little Eva, and the more-than-sadistic O’Brien as Simon Legree. I do not find O’Brien to be as memorable as Simon Legree, but then that is part of Orwell’s point. We have moved into a world in which our torturers also have suffered a significant loss of personality. n  (Harold Bloom’s introduction to Bloom’s Modern Critical Interpretations: George Orwell’s 1984

Updated Edition)

n  O'Brien's villainy is almost entirely reliant on his intelligence. With such knowledge of the human brain, O'Brien's character is able to complement one large theme in 1984: psychological manipulation. O'Brien easily answers questions with expressive assertions. By doing so, he is able to persuade Winston that he is fallacious and that absurdity is truth, thus leading to Winston’s mental breakdown. Additionally, O'Brien uses common knowledge to contradict the brain's original beliefs. He uses an effortless math problem as an example. He emphatically states that two plus two is equal to five, or whatever the party needs it to be (249), thereby overwhelming the mind's capability of maintaining independent thought. n  (Benjamin Ever’s essay “O’Brien: Life of the Party”)

n  The relationship between O'Brien and Winston has all attributes of a typical relation between a father and a child: the father is all-knowing. He teaches, punishes and educates his child, and he protects him from anything that could harm the child. But O'Brien seems to be only playing his role. n  (Dr. Vicente Fores Lopez’s website Nineteen Eighty-Four)


Winston Smith as Uncle Tom, the unhappy Julia as little Eva, and the more-than-sadistic O’Brien as Simon Legree. I do not find O’Brien to be as memorable as Simon Legree, but then that is part of Orwell’s point. We have moved into a world in which our torturers also have suffered a significant loss of personality. n  (Harold Bloom’s introduction to Bloom’s Modern Critical Interpretations: George Orwell’s 1984

Updated Edition)

n  O'Brien's villainy is almost entirely reliant on his intelligence. With such knowledge of the human brain, O'Brien's character is able to complement one large theme in 1984: psychological manipulation. O'Brien easily answers questions with expressive assertions. By doing so, he is able to persuade Winston that he is fallacious and that absurdity is truth, thus leading to Winston’s mental breakdown. Additionally, O'Brien uses common knowledge to contradict the brain's original beliefs. He uses an effortless math problem as an example. He emphatically states that two plus two is equal to five, or whatever the party needs it to be (249), thereby overwhelming the mind's capability of maintaining independent thought. n  (Benjamin Ever’s essay “O’Brien: Life of the Party”)


O’Brien is not a memorable character, and he is not meant to be a memorable character. His abuse and his role as a

torturer is without personality.

O’Brien is a villain, and his villainy comes mostly from his mental and

psychological domination over Winston.

Winston and O’Brien have a father-son relationship, but Winston really believes in this relationship while O’Brien is playing a role.

+Your assignment…

(All except Pd. 2)

n  Write between one half and one page (MLA format) analyzing O’Brien’s character.

n  Base your analysis on either disagreeing or agreeing and adding to one of the comments we’ve just read about O’Brien.

n  Use Notability.

+A B C D F

Arg

umen

t (x2

) The argument thoughtfully contributes to previous

scholarship about the novel. The argument is supported

throughout the paper/paragraph.

The argument attempts to contribute to previous


throughout most of the paper/paragraph.

There is an argument, but it does not

contribute to previous scholarship about the

novel. The argument is at times supported


There is not an argument that is supported


Unfocused or off topic.

Ana

lysis

(x2)

Each paragraph has thoughtful supporting detail sentences that develop and

support the argument. There is an appreciation and critical

analysis of the texts, including well-chosen and

integrated quotations. There is a full understanding of the

critical essay.


support the argument. There is some appreciation and

critical analysis of the texts, including mostly well-chosen and integrated

quotations. There is mostly an understanding of the

critical essay.

Most paragraphs have supporting detail

sentences that develop and support the

argument. There is some appreciation and critical analysis of the texts, including several

quotations. There is some understanding of

the critical essay.

Most paragraphs fail to develop and support the

argument. Quotations are rarely used, and there is neither an appreciation nor critical analysis of

language and style. There is a superficial

understanding of the critical essay.

Quotations have not been used.

Mec

hani

cs

No errors in capitalization and spelling. No comma

splices.

Almost no errors in capitalization and spelling. Only a couple of comma

splices.

Many errors in capitalization and

spelling. Noticeable and repeated comma

splices.

Numerous and distracting errors in capitalization

and spelling. Numerous comma splices.

Most sentences are comma splices in

addition to numerous errors in capitalization and

spelling.

Cita

tion

All cited works are done in the correct format using

parenthetical citations with no errors. Both quotations and paraphrased research

have been cited.

While both quotations and paraphrased research have

been cited, only some cited works are done

in the correct format. Inconsistencies evident.

While both quotations and paraphrased

research have been cited, few cited works are done in the correct

format.

Only quotations have been cited. There is

paraphrased research that should have been cited

but has not been.

No citations have been done in the correct format.

24 A+ 22-23 A 20-21 A- 21 18-20 B+ 15-16 B 13-14 B- 12 C+ 10-11 C 9 C- 8 D+ 6-7 D 5 D- 0-4 F

+ Closing

n  This week: n  Vocabulary quiz on Thursday.

n  Finish reading the novel for Friday’s class discussion.

n  Next week and beyond: n  In-class essay on Wednesday.

n  Drafts for essays due next week.

n  Final copies due the following week, after we’ve begun Macbeth.

+Wednesday, April 23rd n  Today’s Goals:

n  Peer edit yesterday’s writing assignment in order to improve the quality and focus of peer feedback.

n  Specific focus on argument, analysis, mechanics, and citation in preparation for the 1984 Final Essay.

n  DO NOW: n  Socrative: 912466


Winston Smith as Uncle Tom, the unhappy Julia as little Eva, and the more-than-sadistic O’Brien as Simon Legree. I do not find O’Brien to be as memorable as Simon Legree, but then that is part of Orwell’s point. We have moved into a world in which our torturers also have suffered a significant loss of personality. n  (Found on p. 2 of Harold Bloom’s introduction to Bloom’s Modern Critical Interpretations: George

Orwell’s 1984 Updated Edition)

n  O'Brien's villainy is almost entirely reliant on his intelligence. With such knowledge of the human brain, O'Brien's character is able to complement one large theme in 1984: psychological manipulation. O'Brien easily answers questions with expressive assertions. By doing so, he is able to persuade Winston that he is fallacious and that absurdity is truth, thus leading to Winston’s mental breakdown. Additionally, O'Brien uses common knowledge to contradict the brain's original beliefs. He uses an effortless math problem as an example. He emphatically states that two plus two is equal to five, or whatever the party needs it to be (249), thereby overwhelming the mind's capability of maintaining independent thought. n  (Found on p. 3 of Benjamin Ever’s essay “O’Brien: Life of the Party”)


+ Sample On his website Nineteen Eighty-Four, Dr. Vicente Fores Lopez

says that Winston and O’Brien have a father-son relationship, but that while O’Brien only plays a role, Winston truly believes in O’Brien as both a voice of authority and someone he can look up to. Lopez claims that O’Brien “teaches, punishes and educates his child [Winston], and he protects him from anything that could harm [him],” however, Lopez does not consider or confront the limitations presented by Orwell’s use of third person narration when he says that O’Brien “seems to be only playing his role,” and in this way it is lacking. What at first seems like a father-son relationship to the reader is in fact only the result of Winston’s broken spirit, helplessness, and dependence on O’Brien as someone that can either inflict or relieve his pain.

This sample is based on the following passage:


+A (4) B (3) C (2) D (1) F (0)

Arg

umen

t (x2

) The argument thoughtfully contributes to previous



The argument attempts to contribute to previous


throughout most of the paper/paragraph.

There is an argument, but it does not

contribute to previous scholarship about the

novel. The argument is at times supported


There is not an argument that is supported


Unfocused or off topic.

Ana

lysis

(x2)


support the argument. There is an appreciation and critical

analysis of the texts, including well-chosen and

integrated quotations. There is a full understanding of the

critical essay.


support the argument. There is some appreciation and

critical analysis of the texts, including mostly well-chosen and integrated

quotations. There is mostly an understanding of the

critical essay.

Most paragraphs have supporting detail

sentences that develop and support the

argument. There is some appreciation and critical analysis of the texts, including several

quotations. There is some understanding of

the critical essay.

Most paragraphs fail to develop and support the

argument. Quotations are rarely used, and there is neither an appreciation nor critical analysis of

language and style. There is a superficial

understanding of the critical essay.

Quotations have not been used.

Mec

hani

cs

No errors in capitalization and spelling. No comma

splices.

Almost no errors in capitalization and spelling. Only a couple of comma

splices.

Many errors in capitalization and

spelling. Noticeable and repeated comma

splices.

Numerous and distracting errors in capitalization

and spelling. Numerous comma splices.

Most sentences are comma splices in

addition to numerous errors in capitalization and

spelling.

Cita

tion

All cited works are done in the correct format using

parenthetical citations with no errors. Both quotations and paraphrased research

have been cited.

While both quotations and paraphrased research have

been cited, only some cited works are done

in the correct format. Inconsistencies evident.

While both quotations and paraphrased

research have been cited, few cited works are done in the correct

format.

Only quotations have been cited. There is

paraphrased research that should have been cited

but has not been.

No citations have been done in the correct format.

24 A+ 22-23 A 20-21 A- 18-20 B+ 15-17 B 13-14 B- 12 C+ 10-11 C 9 C- 8 D+ 6-7 D 5 D- 0-4 F

+ Sample On his website Nineteen Eighty-Four, Dr. Vicente Fores Lopez

says that Winston and O’Brien have a father-son relationship, but that while O’Brien only plays a role, Winston truly believes in O’Brien as both a voice of authority and someone he can look up to. Lopez claims that O’Brien “teaches, punishes and educates his child [Winston], and he protects him from anything that could harm [him],” however, Lopez does not consider or confront the limitations presented by Orwell’s use of third person narration when he says that O’Brien “seems to be only playing his role,” and in this way it is lacking. What at first seems like a father-son relationship to the reader is in fact only the result of Winston’s broken spirit, helplessness, and dependence on O’Brien as someone that can either inflict or relieve his pain.

Comments: While the argument is thoughtful, critical, and interesting, it is not fully supported throughout the paragraph. The writer shows a much better understanding of the critical essay than the original text (1984) because there have been no quotations used from 1984, only from the critical essay. Adding and analyzing quotations from 1984 will improve the development and support of the argument in addition to showing better appreciation of the text.

+Peer Editing: Putting It into Practice (All except Pd. 2)

1.  Once you have been put into pairs, exchange paragraphs via Airdrop or email.

2.  Open your peer’s paragraph in Notability.

3.  Take a picture of the rubric and insert it into the note below the paragraph.

4.  Grade your peer’s paragraph according to the rubric.

5.  Then, include an overall comment indicating how your peer could improve his/her paragraph.

n  Make sure that your comments are directed towards the criteria on the rubric.

n  Try incorporating words from the rubric to maintain your focus.

+ Closing

n  This week: n  Vocabulary quiz on Thursday.

n  Finish reading the novel for Friday’s class discussion.

n  Next week and beyond: n  In-class essay on Wednesday.

n  Drafts for essays due next week.

n  Final copies due the following week, after we’ve begun Macbeth.

1984 - stjohns-chs.org · anthony burgess, american psycho by bret easton ellis ! dystopian !...

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