Today we will make at least one more claim about the characterization of Walter for our essay. These will be critical for you in writing the essay.
End of Unit Performance Assessment:
In a well-developed essay, compose a global, multi-part claim that explains how authors choose language and literary techniques to convey their purpose and message. Use evidence from the text to support your claim.
We are going to focus our essay on Walter and how the author, Lorraine Hansberry, uses language and literary techniques to convey a specific message/purpose to the audience.
QUIZ TOMORROW!! (5-10 MC QUESTIONS ON THE COMPUTER)
Monday, March 31, 2014
Friday, March 28, 2014
Claims from class for your notes
For those who asked...
Claim:
Walter is a bitter man.
Evidence:
“Why all you college boys…..shoes?”
“I’m a volcano”/ “Here I am a giant surrounded by ants”
Page number 83, 85
Analysis/Conclusion:
The interaction between George and Walter shows how bitter he is that he is not more successful. The fact that he keeps making fun of college kids shows his lack of self-confidence about his own intelligence.
Claim: Walter thinks he is smarter than everyone else and/or a better business man.
Evidence: “ants who can’t even understand what the giant is talking about”
“it’s hard to find a man on the whole Southside who understands my kind of thinking”
Page number 84, 85
Analysis/Conclusion: Walter continually talks down to his family about how they are holding him back from being successful. He believes he knows a lot about business and could be very successful if he could only get a break in the world.
Claim:
Walter is a bitter man.
Evidence:
“Why all you college boys…..shoes?”
“I’m a volcano”/ “Here I am a giant surrounded by ants”
Page number 83, 85
Analysis/Conclusion:
The interaction between George and Walter shows how bitter he is that he is not more successful. The fact that he keeps making fun of college kids shows his lack of self-confidence about his own intelligence.
Claim: Walter thinks he is smarter than everyone else and/or a better business man.
Evidence: “ants who can’t even understand what the giant is talking about”
“it’s hard to find a man on the whole Southside who understands my kind of thinking”
Page number 84, 85
Analysis/Conclusion: Walter continually talks down to his family about how they are holding him back from being successful. He believes he knows a lot about business and could be very successful if he could only get a break in the world.
Monday, March 24, 2014
characterization skeleton
The author Lorraine Hansberry, presents the character of Walter Younger Jr. as a ____________ kind of person in Act I. We see this when, ______________. This shows that he is _____________________because____.
Another characteristic of Walter is the fact that he appears to be _______________ when he ________________. This leads the audience to believe ______________________. Another example that proves this to be true is when Walter _____________, further proving that___________________.
Another characteristic of Walter is the fact that he appears to be _______________ when he ________________. This leads the audience to believe ______________________. Another example that proves this to be true is when Walter _____________, further proving that___________________.
Wednesday, March 19, 2014
Homework: Complete a paragraphed characterization of Walter using your STEAL characterization
Write a paragraphed characterization of Walter in Act I, Scene 1. Use a minimum of 3-4 pieces of textual evidence as support. Try to use at least 2 adjectives in your description.
Ideas:
Describe how he interacts with: Ruth, Travis, Mama (what she says about him), Beneatha
Compare/Contrast his attitudes with the family
Describe his attitude/dreams towards life/women
Describe the kind of person the author presents
Ideas:
Describe how he interacts with: Ruth, Travis, Mama (what she says about him), Beneatha
Compare/Contrast his attitudes with the family
Describe his attitude/dreams towards life/women
Describe the kind of person the author presents
Monday, March 17, 2014
Act I, scene 1
While I am out, I would like you to read Act I scene 1 in A Raisin in the Sun. Tomorrow we will do a characterization on Walter. If you would like to get ahead, you can complete the study guide questions for this scene. If you no longer have these questions they are available to you as a link under "class notes"to the left.
Thursday, March 13, 2014
Questions for pages 10-14 in the introduction
1. Why does the author say that the end of the play is not a "happy ending" (10)?
2. Describe the 2 scenes that were cut and restored on pages 11 and 12 (Travis and Mrs. Johnson) and their affect on the play.
3. Why does it seem to some that the play is "a sad commentary on America"(13)?
4. Why does the author say that the play will be relevant even when we get past racism "as we must" (13)?
2. Describe the 2 scenes that were cut and restored on pages 11 and 12 (Travis and Mrs. Johnson) and their affect on the play.
3. Why does it seem to some that the play is "a sad commentary on America"(13)?
4. Why does the author say that the play will be relevant even when we get past racism "as we must" (13)?
Tuesday, March 11, 2014
A Raisin in the Sun---the Introduction
Read pages 5-9 by yourself.
As you read make note of any vocabulary words you do not know and the page that it falls on your post-it.
On a sheet of lined paper answer the following text-based questions:
1) Describe the importance of the play A Raisin in the Sun by Lorraine Hansberry to American culture.
2) Explain the need to cut several scenes from the play.
3) Describe how these cuts affected the overall meaning of the play.
4) What did James Baldwin mean when he wrote that "Americans suffer from an ignorance that is not only colossal, but sacred" (8)? How does this relate to the play?
IF YOU HAVE TIME, CONTINUE READING THE ARTICLE UNTIL IT IS COMPLETE. WE WILL CONTINUE TOMORROW...
As you read make note of any vocabulary words you do not know and the page that it falls on your post-it.
On a sheet of lined paper answer the following text-based questions:
1) Describe the importance of the play A Raisin in the Sun by Lorraine Hansberry to American culture.
2) Explain the need to cut several scenes from the play.
3) Describe how these cuts affected the overall meaning of the play.
4) What did James Baldwin mean when he wrote that "Americans suffer from an ignorance that is not only colossal, but sacred" (8)? How does this relate to the play?
IF YOU HAVE TIME, CONTINUE READING THE ARTICLE UNTIL IT IS COMPLETE. WE WILL CONTINUE TOMORROW...
Monday, March 10, 2014
"King of the Mountain"
Use the text in your answer as support!
1. Where would you place yourself on Maslow’s hierarchy—at which level? Why do you feel that is where you belong?
2. Which is the most important level? Why? What may stop someone from being able to advance?
3.Describe a way in which someone may take “two steps forward and three steps back,” meaning—how may you advance and be thrown back down a level?
"King of the Mountain" text--Maslow's Hierarchy
1. Where would you place yourself on Maslow’s hierarchy—at which level? Why do you feel that is where you belong?
2. Which is the most important level? Why? What may stop someone from being able to advance?
3.Describe a way in which someone may take “two steps forward and three steps back,” meaning—how may you advance and be thrown back down a level?
"King of the Mountain" text--Maslow's Hierarchy
Wednesday, March 5, 2014
Paraphrasing Practice
--From the OWL at Purdue page (https://owl.english.purdue.edu/owl/resource/619/1/)
Paraphrase: Write it in Your Own Words
Consequences of Plagiarism
Summary:
This resources discusses how to paraphrase correctly and accurately.
Learn to borrow from a source without plagiarizing. For more information on paraphrasing, as well as other ways to integrate sources into your paper, see the Purdue OWL handout Quoting Paraphrasing, and Summarizing. For more information about writing research papers, see our resource on this subject. Purdue students will want to make sure that they are familiar with Purdue's official academic dishonesty policy as well as any additional policies that their instructor has implemented. Another good resource for understanding plagiarism is the Statement on Plagiarism from the Council of Writing Program Administrators.
A paraphrase is...
•your own rendition of essential information and ideas expressed by someone else, presented in a new form.
•one legitimate way (when accompanied by accurate documentation) to borrow from a source.
•a more detailed restatement than a summary, which focuses concisely on a single main idea.
Paraphrasing is a valuable skill because...
•it is better than quoting information from an undistinguished passage.
•it helps you control the temptation to quote too much.
•the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.
6 Steps to Effective Paraphrasing
1.Reread the original passage until you understand its full meaning.
2.Set the original aside, and write your paraphrase on a note card.
3.Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4.Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
5.Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
6.Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.
Some examples to compare
The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.
A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.
Paraphrasing worksheet
Okay,
Now let's try to paraphrase some of the dialogue in "Do We Not Bleed":
Salarino:
"There is more difference between thy flesh and hers than between jet and ivory; more between your bloods
than there is between red wine and rhenish."
Your paraphrase: Salarino states that......
Shylock:
To bait fish withal: if it will feed nothing else it will feed my revenge. He hath disgraced me, and hindered me half a million: laughed at my losses, mocked my gains, scorned my nation, thwarted my bargains, cooled my friedns, heated mine enemies: and what's his reason I am a Jew. Hath not a Jew eyes? hath not a Jew hands,organs, dimensions, senses, affections, passions?
Your paraphrase: Shylock explains his reason for wanting a pound of Antonio's flesh describing.....
Shylock:
If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a jew, what should his sufferance be by Christian example? Why revenge. The villany you teach me, I will execute, and it shall go hard but I will better the instruction.
Your paraphrase: Shylock tells us that...............
Paraphrase: Write it in Your Own Words
Consequences of Plagiarism
Summary:
This resources discusses how to paraphrase correctly and accurately.
Learn to borrow from a source without plagiarizing. For more information on paraphrasing, as well as other ways to integrate sources into your paper, see the Purdue OWL handout Quoting Paraphrasing, and Summarizing. For more information about writing research papers, see our resource on this subject. Purdue students will want to make sure that they are familiar with Purdue's official academic dishonesty policy as well as any additional policies that their instructor has implemented. Another good resource for understanding plagiarism is the Statement on Plagiarism from the Council of Writing Program Administrators.
A paraphrase is...
•your own rendition of essential information and ideas expressed by someone else, presented in a new form.
•one legitimate way (when accompanied by accurate documentation) to borrow from a source.
•a more detailed restatement than a summary, which focuses concisely on a single main idea.
Paraphrasing is a valuable skill because...
•it is better than quoting information from an undistinguished passage.
•it helps you control the temptation to quote too much.
•the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.
6 Steps to Effective Paraphrasing
1.Reread the original passage until you understand its full meaning.
2.Set the original aside, and write your paraphrase on a note card.
3.Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4.Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
5.Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
6.Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.
Some examples to compare
The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.
A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.
Paraphrasing worksheet
Okay,
Now let's try to paraphrase some of the dialogue in "Do We Not Bleed":
Salarino:
"There is more difference between thy flesh and hers than between jet and ivory; more between your bloods
than there is between red wine and rhenish."
Your paraphrase: Salarino states that......
Shylock:
To bait fish withal: if it will feed nothing else it will feed my revenge. He hath disgraced me, and hindered me half a million: laughed at my losses, mocked my gains, scorned my nation, thwarted my bargains, cooled my friedns, heated mine enemies: and what's his reason I am a Jew. Hath not a Jew eyes? hath not a Jew hands,organs, dimensions, senses, affections, passions?
Your paraphrase: Shylock explains his reason for wanting a pound of Antonio's flesh describing.....
Shylock:
If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a jew, what should his sufferance be by Christian example? Why revenge. The villany you teach me, I will execute, and it shall go hard but I will better the instruction.
Your paraphrase: Shylock tells us that...............
Tuesday, March 4, 2014
Group Work Questions for "A Quality of Mercy"
Pg. 83-86
1. “A Quality of Mercy” ends with the phrase “the kingdom was ruled with more kindness than justice required” (PG 86)—what does this mean?
*explain the quote
*relate it to the overall theme of the story
*EXPLAIN YOUR ANSWERS WITH TEXTUAL EVIDENCE AS SUPPORT
2. Does your group agree or disagree with the following 2 statements:
*The judge made a fair decision.
*The decision was fair to both the merchant and the young man.
*EXPLAIN YOUR ANSWERS WITH TEXTUAL EVIDENCE AS SUPPORT.
1. “A Quality of Mercy” ends with the phrase “the kingdom was ruled with more kindness than justice required” (PG 86)—what does this mean?
*explain the quote
*relate it to the overall theme of the story
*EXPLAIN YOUR ANSWERS WITH TEXTUAL EVIDENCE AS SUPPORT
2. Does your group agree or disagree with the following 2 statements:
*The judge made a fair decision.
*The decision was fair to both the merchant and the young man.
*EXPLAIN YOUR ANSWERS WITH TEXTUAL EVIDENCE AS SUPPORT.
"Do We Not Bleed" ---The Merchant of Venice
Shylock-
A Jewish moneylender in Venice. Angered by his mistreatment at the hands of Venice’s Christians, particularly the merchant Antonio, Shylock schemes to get revenge by ruthlessly demanding a pound of Antonio’s flesh as penalty for Antonio’s defaulting on a loan. The Christian characters in the play regard Shylock as an inhuman monster, frequently mocking him for being obsessed with money.
Salanio/Salarino-Venetian gentlemen/friends of Antonio
Answer the following questions in your group using textual evidence as support:
1. What words do Salarino and Salanio use to describe Shylock? What does this lead you to infer their feelings are towards him?
2. What has happened between Shylock and his daughter? (read through to the end before you answer)
3. What does Salarino say is the difference between Shylock and his daughter?
4. What is Shylock's argument against Antonio? Why should he take his flesh even if it doesn't make sense?
5. What rhetorical questions does Shylock ask? What is his purpose in stating these questions?
6. What is the double-standard he says exists between Jews and Christians?
7. How do you feel about the character of Shylock and his situation after reading this passage? Do you think he is a sympathetic or contemptible character?
If you are having a really hard time:
Modern English version
info from: http://nfs.sparknotes.com/merchant/
youtube clip
ADD ON FOR TODAY:
Continuation: The trial/verdict
What do you think about the verdict?
A Jewish moneylender in Venice. Angered by his mistreatment at the hands of Venice’s Christians, particularly the merchant Antonio, Shylock schemes to get revenge by ruthlessly demanding a pound of Antonio’s flesh as penalty for Antonio’s defaulting on a loan. The Christian characters in the play regard Shylock as an inhuman monster, frequently mocking him for being obsessed with money.
Salanio/Salarino-Venetian gentlemen/friends of Antonio
Answer the following questions in your group using textual evidence as support:
1. What words do Salarino and Salanio use to describe Shylock? What does this lead you to infer their feelings are towards him?
2. What has happened between Shylock and his daughter? (read through to the end before you answer)
3. What does Salarino say is the difference between Shylock and his daughter?
4. What is Shylock's argument against Antonio? Why should he take his flesh even if it doesn't make sense?
5. What rhetorical questions does Shylock ask? What is his purpose in stating these questions?
6. What is the double-standard he says exists between Jews and Christians?
7. How do you feel about the character of Shylock and his situation after reading this passage? Do you think he is a sympathetic or contemptible character?
If you are having a really hard time:
Modern English version
info from: http://nfs.sparknotes.com/merchant/
youtube clip
ADD ON FOR TODAY:
Continuation: The trial/verdict
What do you think about the verdict?
Monday, March 3, 2014
New due date for paper: Friday March 7th (with no points lost) and FRIDAY MARCH 14TH IS THE LAST DAY TO TURN IT IN AT ALL.
Questions for "Harlem" by Langston Hughes
*Find any literary elements and techniques you can (label them)
*What do these lit. elements/tech. do for the reader? What is the author’s purpose in using them?
*What does this have to do with “Harlem”?
*How can you relate this poem to any themes present in A Raisin in the Sun (that you can recall)?
*Find any literary elements and techniques you can (label them)
*What do these lit. elements/tech. do for the reader? What is the author’s purpose in using them?
*What does this have to do with “Harlem”?
*How can you relate this poem to any themes present in A Raisin in the Sun (that you can recall)?
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