Please have answers to all six questions, including T Charts, from the Coulombe Essay and any pertinent quotes from the 60 Minutes and Francis "N-word" articles, and notes from class for mini-essay. This note sheet/paper should be TYPED front and back, or 2 pages just the front, and can include additional cited quotes or ideas. This will be the ONLY piece of information scholars will be allowed to use for the essay on the ending of The Adventures of Huckleberry Finn. (last 70 pages - chapters 33-ending).
Essay will take entire period, and will be your first grade for 4th marking period.
------------------------------------------------------------------------------------------------------------------------
VOCABULARY FROM COULOMBE ESSAY ON TWAIN’S DISDAIN FOR NATIVE AMERICANS
1. ineluctability-n-the quality of being impossible to avoid or evade
—Synonyms
inevitable, unavoidable.
2. Epitomize—v—serve as a typical example of; typify: EX: This meadow epitomizes the beauty of the whole area.
3. ambivalence-n- mixed feelings or emotions, such as love and hate, toward a person, object, or idea.
EX: Jefferson's ambivalence about African American's equality cost Phillis Wheatley recognition for her talents.
During the Nature vs Nurture Debates, many were ambivalent since this argument has so many gray areas.
4. prejudice—n—
a. an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason.
b. any preconceived opinion or feeling, either favorable or unfavorable.
5. vitriol—n—speech, writing, etc, displaying rancor, vituperation, or bitterness
EX: Unfortunately, when our political parties refer to their opponents it's with such vitriol no one can ever reach a compromise. They should be more magnanimous.
6. ubi sunt —"Where are those who were before us?" - also synonym for nostalgia
pg. 265
7. magnanimous—adj—generous in forgiving an insult or injury
Ex: She sent the murderer some flowers when his mother passed away as a magnanimous gesture of forgiveness.
pg. 266
8. epithet-n— a word, phrase, or expression used invectively as a term of abuse or contempt, to express hostility, etc
pg 268
9. sagasity—n—foresight, discernment, or keen perception; ability to make good judgments
pg 269
10. indolent
–adjective a. having or showing a disposition to avoid exertion; slothful
b. causing little or no pain (Pathology)
Vocab quiz and packet due Monday April 4th. Remember, your original sentences in part 2 must focus on a particular theme. ie. a show you like, music, movies, food, -- Drake, Titanic, Chris Brown, Jersey Shore, Fresh Prince of Bel Air, basketball, NY Yankees, etc..
Thursday, March 31, 2011
Tuesday, March 29, 2011
Controversial Ending - Paradigms for Racism - Art Mirroring Life
A. As you read "Mark Twain's Native Americans and the Repeated Racial Pattern in "Adventures of Huckleberry Finn", by Joseph L. Coulombe,make a T chart, chronicling those who SUPPORTED Native Americans and those who didn't.
Twain will often appear on BOTH sides of this debate, so make specific cited note each time evidence is given of his fickleness.
B. What are the four stages of the Race Paradigm in which Twain copied from his personal Native American worlds to that of the African Americans' in the novel Huck Finn?
C. Why does the author, Joseph L. Coulombe, say, "What we admire about Huck, we admire about Twain's early Western persona; and what makes us uncomfortable about one, makes us uncomfortable with the other."
D. How do these ideas relate to the "60 Minutes" articles?
E. How does this essay - Coulombe-correlate to your class response to "brilliant satire vs. reinforcing stereotypes?
F. Do you still feel the same as you expressed in your presentation? Why or Why not?
Twain will often appear on BOTH sides of this debate, so make specific cited note each time evidence is given of his fickleness.
B. What are the four stages of the Race Paradigm in which Twain copied from his personal Native American worlds to that of the African Americans' in the novel Huck Finn?
C. Why does the author, Joseph L. Coulombe, say, "What we admire about Huck, we admire about Twain's early Western persona; and what makes us uncomfortable about one, makes us uncomfortable with the other."
D. How do these ideas relate to the "60 Minutes" articles?
E. How does this essay - Coulombe-correlate to your class response to "brilliant satire vs. reinforcing stereotypes?
F. Do you still feel the same as you expressed in your presentation? Why or Why not?
Friday, March 18, 2011
Goodreads! 3 more ORIGINAL POEMS due March 25, 2011 - Transcending the Gilded Age and FOUND POEMS
To upload three poems on Goodreads Groups:
1. click "Groups"
2. Click MHSHS logo "MHSHS Reading Group"
3. scroll down to Transcending the Gilded Age
4. Click
5. Follow instructions
6. Copy and paste poems into COMMENT box
7. be sure to make sure layout [spacing] is fixed BEFORE
8. Unclicking "Add to my Update Feed" & "Email me when..."
9. click post
__________________________________________
Assignment as seen on MHSHS Reading Group's Transcending the Gilded Age
During the Winter Break and in conjunction with our Transcendentalist and Gilded Age Units, scholars must produce at least three original poems of SELF, the effects of a transforming America and at least two FOUND POEMS (Thematic Huck Finn). This is your space to publish your edited, ORIGINAL (borrowed) Poetry. Due-March 25, 2011 --100 points
1. All submissions must first be peer edited by at least two other people.
2. Final edits must come through Mr. Carson or Ms. Walrond before publishing on this site.
3. Hard Copies with your name and P2, P3, P6, P7 or P8 must be put in your Writing Folders.
4. Deadlines: March 25, 2011
5. No profanity or extremely graphic or gory materials.
6. VOCABULARY from last three weeks, LOCAL COLOR, DIALOGUE, SENSORY IMAGERY--a must.
7. NOTHING published without prior teacher approval.
8. All submissions will have a presentation element-perform your poems.
9. Don't forget to UNCLICK "Add to my Update Feed" and "Email me when people reply" fields to avoid extra e-letters with your submissions.
10. Feel free to leave constructive criticisms for any and all peer submissions.
Have fun!!!
1. click "Groups"
2. Click MHSHS logo "MHSHS Reading Group"
3. scroll down to Transcending the Gilded Age
4. Click
5. Follow instructions
6. Copy and paste poems into COMMENT box
7. be sure to make sure layout [spacing] is fixed BEFORE
8. Unclicking "Add to my Update Feed" & "Email me when..."
9. click post
__________________________________________
Assignment as seen on MHSHS Reading Group's Transcending the Gilded Age
During the Winter Break and in conjunction with our Transcendentalist and Gilded Age Units, scholars must produce at least three original poems of SELF, the effects of a transforming America and at least two FOUND POEMS (Thematic Huck Finn). This is your space to publish your edited, ORIGINAL (borrowed) Poetry. Due-March 25, 2011 --100 points
1. All submissions must first be peer edited by at least two other people.
2. Final edits must come through Mr. Carson or Ms. Walrond before publishing on this site.
3. Hard Copies with your name and P2, P3, P6, P7 or P8 must be put in your Writing Folders.
4. Deadlines: March 25, 2011
5. No profanity or extremely graphic or gory materials.
6. VOCABULARY from last three weeks, LOCAL COLOR, DIALOGUE, SENSORY IMAGERY--a must.
7. NOTHING published without prior teacher approval.
8. All submissions will have a presentation element-perform your poems.
9. Don't forget to UNCLICK "Add to my Update Feed" and "Email me when people reply" fields to avoid extra e-letters with your submissions.
10. Feel free to leave constructive criticisms for any and all peer submissions.
Have fun!!!
Upcoming Mini-Unit: American Born Chinese, by Gene Luen Yang
For those of you ready for a break from all this heavier reading, we'll have the opportunity to continue some lighter reading re-visiting the Chinese Perspectives, begun three weeks ago.
Localizing themes: Othering, Identity, Racism, Euphemisms, Myths and Legends vs. Reality, Artistic Expression, Idioms and Stereotypes, and the Chinese American cultural.
Of course, these will be available in limited quantities in our downstairs library and a few copies of ABC for in-class reading only.
So, if any of you have copies in your local libraries, feel free to begin reading as soon as possible (asap).
Localizing themes: Othering, Identity, Racism, Euphemisms, Myths and Legends vs. Reality, Artistic Expression, Idioms and Stereotypes, and the Chinese American cultural.
Of course, these will be available in limited quantities in our downstairs library and a few copies of ABC for in-class reading only.
So, if any of you have copies in your local libraries, feel free to begin reading as soon as possible (asap).
Sunday, March 13, 2011
Revised PowerPoint Criteria - Read Below
Please refer to older PP Presentation upload, which has been updated: 3-13-11
Wednesday, March 9, 2011
VOCABULARY POEM REQUIREMENTS + RUBRIC
Vocab skits/poems will be performed Monday March 14th (P6/P7).
Quiz Wednesday March 16th (P6/P7)
4
The whole team or person was completely prepared and has obviously taken rehearsal time seriously.
Presents a fresh, original idea. Focuses on an idea, feeling, or experience
Uses specific, concrete images. The poem included all vocabulary.
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Volume is loud enough to be heard by all audience members.
Poem shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
3
The whole team or person seems pretty prepared but might have needed to focus more closely during rehearsal time.
Focuses on a single idea/theme. Poem may be understandable, but still fuzzy The poem included one or 2 vocabulary words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word Volume is loud enough to be heard by all audience members at least 90% of the time.
Poem shows some originality and inventiveness. The content and ideas are presented in an interesting way.
2
Most of the team or person was somewhat prepared, but it is clear that rehearsal effort was lacking.
The poem was vague with no idea/theme. Vocabulary was very limited.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than one word.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Poem shows an attempt at originality and inventiveness in part of the presentation.
1
Most of the team or person does not seem at all prepared to present.
Poem is unclear or unfocused. No vocabulary was used.
Often mumbles or can not be understood and/or mispronounces several words and/or Volume often too soft to be heard by all audience members.
Poem is a rehash of other people's ideas and/or dialog and shows very little attempt at original thought.
GUIDELINES FOR CREATING A POEM WITH VOCABULARY WORDS
Creating Your Poem
. Poems can be in groups of 3 or done solo
. If done in a group, each group member must speak.
.Poem must have at least 10 lines
. As each group or person performs, students who are watching must take notes on what theme the poem covered, and any literary devices – metaphors, symbolism, personification, etc..
Students are responsible for preparing poems when told to
.You MUST use all of the VOCABULARY WORDS
. Your poem must not contain violence or inappropriate language or
actions.
Performing and Viewing Skits
. Use clear voices that can be easily heard.
. Be a polite audience. Put-downs are not permitted.
Quiz Wednesday March 16th (P6/P7)
4
The whole team or person was completely prepared and has obviously taken rehearsal time seriously.
Presents a fresh, original idea. Focuses on an idea, feeling, or experience
Uses specific, concrete images. The poem included all vocabulary.
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Volume is loud enough to be heard by all audience members.
Poem shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
3
The whole team or person seems pretty prepared but might have needed to focus more closely during rehearsal time.
Focuses on a single idea/theme. Poem may be understandable, but still fuzzy The poem included one or 2 vocabulary words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word Volume is loud enough to be heard by all audience members at least 90% of the time.
Poem shows some originality and inventiveness. The content and ideas are presented in an interesting way.
2
Most of the team or person was somewhat prepared, but it is clear that rehearsal effort was lacking.
The poem was vague with no idea/theme. Vocabulary was very limited.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than one word.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Poem shows an attempt at originality and inventiveness in part of the presentation.
1
Most of the team or person does not seem at all prepared to present.
Poem is unclear or unfocused. No vocabulary was used.
Often mumbles or can not be understood and/or mispronounces several words and/or Volume often too soft to be heard by all audience members.
Poem is a rehash of other people's ideas and/or dialog and shows very little attempt at original thought.
GUIDELINES FOR CREATING A POEM WITH VOCABULARY WORDS
Creating Your Poem
. Poems can be in groups of 3 or done solo
. If done in a group, each group member must speak.
.Poem must have at least 10 lines
. As each group or person performs, students who are watching must take notes on what theme the poem covered, and any literary devices – metaphors, symbolism, personification, etc..
Students are responsible for preparing poems when told to
.You MUST use all of the VOCABULARY WORDS
. Your poem must not contain violence or inappropriate language or
actions.
Performing and Viewing Skits
. Use clear voices that can be easily heard.
. Be a polite audience. Put-downs are not permitted.
Wednesday March 9th - Superstitions Found Poem
ALL POEMS MUST BE TYPED FOR EXTRA POINTS.
Wednesday March 9th
AIM: Theme – Superstitions: Students will identify and explain five examples of superstitions found in Adventures of Huckleberry Finn and create a “Found Poem” using the superstitions found in Huckleberry Finn
Found Poem: a poem consisting of words found in a non-poetic context and usually broken into lines that convey a verse rhythm.
Superstition: 1 a: a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a false conception of causation b: an irrational abject attitude of mind toward the supernatural, nature, or God resulting from superstition 2: a notion maintained despite evidence to the contrary.
•Give 5 examples of superstitious beliefs found in Mark Twain’s Adventures of Huckleberry Finn; Ch. 1-5, Ch. 6-10,
•Using the superstitions found by the class, students will individually create a “found poem” using the superstitions from Huck Finn. Found poem (a poem created using words or brief phrases that catch your eye during reading) example:
Kill a spider.
Going to rain.
Catch a bird.
Death.
Shake the tablecloth.
Tell the bees.
Going to be rich.
Dead man.
Ha’nt you.
Turn around three times.
Keep witches away.
Chapter 1 – “It’s bad luck to kill a spider.” - “To keep witches away, tie up a lock of your own hair with thread. Then turn around three times and cross your breast each time.”
Chapter 8 - “Young birds flying a yard or two at a time, and lightning is a sign of rain.” - “If you catch a bird, it means death.”- “Bees won’t sting idiots.”
Chapter 10 – “If you talk about a dead man you will have bad luck and/or he might come and “ha’nt” you. Wherever you leave a dead snake, its mate will find it. To cure a snake bite, chop off the snake’s head and throw it away; then skin the body and roast a piece of it to eat.”
Wednesday March 9th
AIM: Theme – Superstitions: Students will identify and explain five examples of superstitions found in Adventures of Huckleberry Finn and create a “Found Poem” using the superstitions found in Huckleberry Finn
Found Poem: a poem consisting of words found in a non-poetic context and usually broken into lines that convey a verse rhythm.
Superstition: 1 a: a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a false conception of causation b: an irrational abject attitude of mind toward the supernatural, nature, or God resulting from superstition 2: a notion maintained despite evidence to the contrary.
•Give 5 examples of superstitious beliefs found in Mark Twain’s Adventures of Huckleberry Finn; Ch. 1-5, Ch. 6-10,
•Using the superstitions found by the class, students will individually create a “found poem” using the superstitions from Huck Finn. Found poem (a poem created using words or brief phrases that catch your eye during reading) example:
Kill a spider.
Going to rain.
Catch a bird.
Death.
Shake the tablecloth.
Tell the bees.
Going to be rich.
Dead man.
Ha’nt you.
Turn around three times.
Keep witches away.
Chapter 1 – “It’s bad luck to kill a spider.” - “To keep witches away, tie up a lock of your own hair with thread. Then turn around three times and cross your breast each time.”
Chapter 8 - “Young birds flying a yard or two at a time, and lightning is a sign of rain.” - “If you catch a bird, it means death.”- “Bees won’t sting idiots.”
Chapter 10 – “If you talk about a dead man you will have bad luck and/or he might come and “ha’nt” you. Wherever you leave a dead snake, its mate will find it. To cure a snake bite, chop off the snake’s head and throw it away; then skin the body and roast a piece of it to eat.”
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