Hopefully everyone enjoyed the Passing Notes Activity for Chapters 31-40. I know I did! Please take a moment and look over your original Passing Notes Sheet. Read through the comments and think about the following questions for your blog post this week. Please BE SURE to include the quote and chapter number somewhere in your response.
An overview of the specific comments made-You may quote people and respond to what they wrote
Does the quote show any or all of the following and please name it as such?
Character development (static, flat, dynamic, round) Is the character changing and if so, how?
A Particular Theme or Themes--How is it/they being developed through this quote?
Conflict--name what it is and who it involves (internal/external) and explain it
Setting--any significance of the setting?
Anything else that you would like to comment on
DEVELOP A THOUGHT PROVOKING QUESTION BASED ON YOUR QUOTE. ASK IT AT THE END OF YOUR COMMENT.
Students may use your question to comment on
Your link to technology this week MAY be a link to a picture of the passing notes activity sheet; however, it doesn't have to be that!
A couple of friendly reminders:
This blog post should be posted by midnight Sunday, February 21st.
Be sure you are following all of the previous rules and requirements of the blog. I will be sharing an updated blog log with you to keep track of your progress on.
Reminder: Chapters 41-50 should be read by Monday, February 22nd.
So...the first thing I want to mention here is that while I was searching YouTube for different versions of Miss Havisham in Great Expectations, I came across this Miss Havisham Makeup Tutorial...A makeup tutorial?? Yup! Weird no?? I wanted to share it here because I thought it was pretty strange and interesting that her enigmatic character is still relevant in our modern times.
You certainly don't have to watch the tutorial, but feel free to if you'd like:
Please watch this link to the 2012 version of Great Expectations at the point in which Pip is taken to meet Miss Havisham for the first time:
In your blog comment this week, please use the following as guiding questions, but remember you DO NOT have to answer all of them. They should just be used as a jumping off point for your response.
I am trying to make the questions a bit more broad so that you have more freedom and creativity in your responses.
What did you think of the casting choices in the clip you watched?
What about the background/setting?
Why do you think the characters Miss Havisham and Estella especially are still mentioned in our modern culture?
Think about the female characters in Great Expectations. Where are they located? What are their personalities like? What do you think Dickens is saying about gender through his characterizations of female characters in the novel?
Is there anything else from the Socratic seminar discussions on "Havisham" that you would like to bring up or question?
For your blog post this week, please read the following poem "Havisham" by Carol Ann Duffy and choose up to three questions to respond to
Also, remember to respond to at least two of your classmates' blogs! We are going to use these questions and comments as a jumping off point for our class discussion next week.
ropes on the back of my hands I could strangle with.
Spinster. I stink and remember. Whole days
in bed cawing Nooooo at the wall; the dress
yellowing, trembling if I open the wardrobe;
the slewed mirror, full-length, her, myself, who did this
to me? Puce curses that are sounds not words.
Some nights better, the lost body over me,
my fluent tongue in its mouth in its ear
then down till I suddenly bite awake. Love’s
hate behind
a white veil; a red balloon bursting
in my face. Bang. I stabbed at a wedding-cake.
Give me a male corpse for a long slow honeymoon.
Don’t think it’s only the heart that
b-b-b-breaks.
Structure:
The
poem is written in four stanzas which are unrhymed. Many of the lines run on,
and the effect is like normal speech.
uses
many adjectives of colour - “green”, “puce”, “white” and “red” and
lists
parts of the body “eyes”, “hands”, “tongue”, “mouth”, “ear” and “face”.
Sometimes the meaning is clear, but other lines are
more open - and there are hints of violence in “strangle”, “bite”, “bang” and
“stabbed”. It is not clear what exactly Miss Havisham would like to do on her
“long slow honeymoon”, but we can be sure that it is not pleasant.
Questions:
Why does Miss Havisham use the word "spinster" to describe herself? Is she belittling herself by using such a derogatory term? Or is there a way in which this makes her stronger? What does Miss Havisham think about this word and its relevance to her?
What is the effect of all of Duffy's enjambments? (If you don't know the meaning of this word, be sure to look it up!) Why does she break the lines of the poem so seemingly haphazardly?
3. Why does the poet omit Miss Havisham's title and
refer to her by her surname only?
4. What is the effect of “Nooooo” and “b-b-breaks”?
Why are these words written in this way?
5. What is the meaning of the image of “a red balloon
bursting”? What is the effect of the visual color words mentioned above? What is the effect of Duffy's use of parts of the body?
6.Does the reader have to know about Great
Expectations to understand the poem? Explain your reasoning.
7.Does Miss Havisham have a fair view of men? What do
you think of her view of being an unmarried woman?
8.Perhaps the most important part of the poem is the
question “who did this/to me?” According to this poem, is Miss Havisham responsible for her own misery? How far does it support her feelings of
self-pity and her desire for revenge?
As we begin our study of Charles Dickens and his Victorian masterpiece Great Expectations, we must become at least a bit familiar with both the life and times of this amazing man. Your blog comments this week will get you thinking about Dickens and his times as well as some of the themes and topics in the novel.
Please watch the following YouTube clips, take notes and answer the following questions:
What are three interesting facts you learned about Charles Dickens?
Why did you find those facts to be the most interesting? Explain your reasoning.
What was life like during the Victorian Era?
In order to start thinking about your life in terms of some of the themes in the novel, please also answer the following questions in your blog post:
In 19th century England, many children had to work. Imagine you had to work every day instead of going to school, how would your life change?
What are some your ambitions and expectations for your life?
Imagine you receive a large sum of money (say $5,000) every month. What would you do with it? Do you think the money would change your way of life and/or your personality? If so, how?
Format:
Typed, double-spaced, 1-2 pages, 12 pt. Times News Roman, 1” margins
In your
reflection, you should discuss the following categories:
1.Specific ideas you found particularly interesting and why. Give specific examples and explain your
reasoning. Please include who said the
idea (this shows me you were listening carefully).
For
example, “I found Brad’s speculation that not wearing white after Labor Day is
connected to the Puritan’s dress code for wearing somber outfit interesting
because I had not made that connection myself.
However, I am not sure I agree with this connection because I am
wondering whether those arbitrary color rules have more to do with Southern
etiquette and Emily Post rather than Puritanism. I need more information on this; however,
Brad’s comment jump started my thinking on the ways in which we dress in America
today and how they might be connected to Puritanism.”
2.Unanswered questions or ideas you are still
grappling with regarding the topic. Explain
why you still have these questions or intellectual tensions.
For
example, “I question George Will’s argument that Puritan asceticism has led to
the gross accumulation of “material delights” in our society today. Were people truly rebelling against the
Puritan way of life or was capitalism in and of itself a driving force? Can we really link the two? I am not convinced by Will’s reasoning. I need more evidence suggesting that people’s
extravagant spending is a response to Puritanical austerity.”
3.Discussion of why you scored yourself
on the rubric for each category the way you did and specific
examples supporting your self-score.
For
example, “I responded to Oscar V’s question regarding whether President Bush is
a modern-day Puritan. I referred to the
Puritan Moral Code’s rule that all sins should be punished and connected this
code to Bush’s references to evil in the Middle East needing to be crushed. This example reflects how I was listening
intently to the conversation, following the ideas, and extending them by
providing a relevant example that pushed the discussion forward, which is why I
gave myself an “Excellent” in listening and speaking and reasoning.”
4.The class’s overall participation and assessment of your chosen person– strengths and areas of improvement. Please provide specific examples supporting
your point.
For
example, don’t say: “Everyone was nice.”
Instead say, “Generally, everyone listened carefully to the
speaker. For example, I noticed that
when Luis was speaking, every student was looking at him and taking notes. This also happened when Stephanie talked
about Edwards’s simile about God’s wrath being bent like a bow. However, when Garrett was talking, I saw two
people whispering. This happened several
other times. Due to our class’s
inconsistent listening, I would say it was a strength at times as well as an
area of improvement. Additionally, I
observed [student’s name]. She was
prepared because…” Also, here is a link to our class-created rubric for you to self-assess on: https://docs.google.com/a/cpsed.net/document/d/151vVSWXZpOmK3_BNr7a080HU3aafa35oFzQAWhMQupg/edit?usp=sharing
I am a huge fan of music, and my musical tastes span decades and genres. I listen to pop, country, 90's alternative, rap, hip hop, and recently, I've even been delving into 60's, 70', and 80's tunes! I pretty much just enjoy listening to all types of music....
So while listening to music for fun is, in fact, fun, I think there is sometimes a more important message songwriters are trying to get across.
For this blog post, I would like for you to choose one of the themes we have been discussing in Of Mice and Men and then pick a song (can be any song but I would like it to be a song you actually know) that depicts that particular theme. Please copy the song lyrics into your blog and of course if you'd like to link a YouTube clip of a video, performance, feel free to do so. Your written response should focus on the connection between your song and one of the following themes:
Sexism
Discrimination based on Disability
Powerful vs. Powerless
Friendship
Racism
Right vs. Wrong
Isolation/Alienation
Classism
Ageism
The American Dream
Here is an example of a song that I think perfectly portrays traditional gender stereotypes...take a look!
George and Lennie work against all odds to earn enough money to build their dream – to own a place of their own, with alfalfa and rabbits. Their friendship sets them apart from the other men in the world of the book and fuels their dreams and aspirations. Take a look at the 1992 movie trailer:
…Aristotle thought that there were three types of friendship: those of pleasure, those of usefulness, and true friendship. In friendships of pleasure, “it is not for their character that men love ready-witted people, but because they find them pleasant.” In the latter, “those who love each other for their utility do not love each other for themselves but in virtue of some good which they get from each other.” For him, the first is characteristic of the young, who are focused on momentary enjoyment, while the second is often the province of the old, who need assistance to cope with their frailty. What the rise of recent public rhetoric and practice has accomplished is to cast the first two in economic terms while forgetting about the third.
In our lives, however, few of us have entirely forgotten about the third — true friendship. We may not define it as Aristotle did — friendship among the already virtuous — but we live it in our own way nonetheless. Our close friendships stand as a challenge to the tenor of our times.
Conversely, our times challenge those relationships. This is why we must reflect on friendship; so that it doesn’t slip away from us under the pressure of a dominant economic discourse. We are all, and always, creatures of our time. In the case of friendship, we must push back against that time if we are to sustain what, for many of us, are among the most important elements of our lives. It is those elements that allow us to sit by the bedside of a friend: not because we know it is worth it, but because the question of worth does not even arise.
There is much that might be said about friendships. They allow us to see ourselves from the perspective of another. They open up new interests or deepen current ones. They offer us support during difficult periods in our lives. The aspect of friendship that I would like to focus on is its non-economic character. Although we benefit from our close friendships, these friendships are not a matter of calculable gain and loss. While we draw pleasure from them, they are not a matter solely of consuming pleasure. And while the time we spend with our friends and the favors we do for them are often reciprocated in an informal way, we do not spend that time or offer those favors in view of the reciprocation that might ensue.
Friendships follow a rhythm that is distinct from that of either consumer or entrepreneurial relationships. This is at once their deepest and most fragile characteristic. Consumer pleasures are transient. They engulf us for a short period and then they fade, like a drug. That is why they often need to be renewed periodically. Entrepreneurship, when successful, leads to the victory of personal gain. We cultivate a colleague in the field or a contact outside of it in the hope that it will advance our career or enhance our status. When it does, we feel a sense of personal success. In both cases, there is the enjoyment of what comes to us through the medium of other human beings.
Friendships worthy of the name are different. Their rhythm lies not in what they bring to us, but rather in what we immerse ourselves in. To be a friend is to step into the stream of another’s life. It is, while not neglecting my own life, to take pleasure in another’s pleasure, and to share their pain as partly my own. The borders of my life, while not entirely erased, become less clear than they might be. Rather than the rhythm of pleasure followed by emptiness, or that of investment and then profit, friendships follow a rhythm that is at once subtler and more persistent. This rhythm is subtler because it often (although not always) lacks the mark of a consumed pleasure or a successful investment. But even so, it remains there, part of the ground of our lives that lies both within us and without.
…We might say of friendships that they are a matter not of diversion or of return but of meaning. They render us vulnerable, and in doing so they add dimensions of significance to our lives that can only arise from being, in each case, friends with this or that particular individual, a party to this or that particular life.
It is precisely this non-economic character that is threatened in a society in which each of us is thrown upon his or her resources and offered only the bywords of ownership, shopping, competition, and growth. It is threatened when we are encouraged to look upon those around us as the stuff of our current enjoyment or our future advantage. It is threatened when we are led to believe that friendships without a recognizable gain are, in the economic sense, irrational. Friendships are not without why, perhaps, but they are certainly without that particular why.
Text 2: Excerpt from the opening section of “Of Mice and Men” by John Steinbeck:
Photo
Credit
“If you don’ want me I can go off in the hills an’ find a cave. I can go away any time.”
“No — look! I was jus’ foolin’, Lennie. ‘Cause I want you to stay with me. Trouble with mice is you always kill ’em.” He paused. “Tell you what I’ll do, Lennie. First chance I get I’ll give you a pup. Maybe you wouldn’t kill it. That’d be better than mice. And you could pet it harder.”
Lennie avoided the bait. He had sensed his advantage. “If you don’t want me, you only jus’ got to say so, and I’ll go off in those hills right there — right up in those hills and live by myself. An’ I won’t get no mice stole from me.”
George said, “I want you to stay with me, Lennie. Jesus Christ, somebody’d shoot you for a coyote if you was by yourself. No, you stay with me. Your Aunt Clara wouldn’t like you running off by yourself, even if she is dead.”
Lennie spoke craftily, “Tell me — like you done before.”
“Tell you what?”
“About the rabbits.”
George snapped, “You ain’t gonna put nothing over on me.”
Lennie pleaded, “Come on, George. Tell me. Please, George. Like you done before.”
“You get a kick outa that, don’t you? Awright, I’ll tell you, and then we’ll eat our supper….”
George’s voice became deeper. He repeated his words rhythmically as though he had said them many times before. “Guys like us, that work on ranches, are the loneliest guys in the world. They got no fambly. They don’t belong no place. They come to a ranch an’ work up a stake and then they go into town and blow their stake, and the first thing you know they’re poundin’ their tail on some other ranch. They ain’t got nothing to look ahead to.”
Lennie was delighted. “That’s it — that’s it. Now tell how it is with us.”
George went on. “With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ in our jack jus’ because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us.”
Lennie broke in. “But not us! An’ why? Because… because I got you to look after me, and you got me to look after you, and that’s why.” He laughed delightedly. “Go on now, George!”
Blog Questions: Please respond thoughtfully in your 300+ word blog comment this week
How would you describe the relationship between George and Lennie in this excerpt?
Which of Aristotle’s three kinds of friendships would you say describes theirs? Why?
How does the time we live in threaten the third, and most precious, kind of friendship, according to Mr. May? Why is it important to cultivate such friendships now?
Discuss this statement in relation to George and Lennie: “They render us vulnerable, and in doing so they add dimensions of significance to our lives that can only arise from being, in each case, friends with this or that particular individual, a party to this or that particular life.” How does their friendship render each vulnerable? How does it add significance (good or bad) to each of their lives?
On the ranch in Steinbeck’s novella, which could be described as “a world often ruled by the dollar and what it can buy,” how exactly does “friendship, like love, opens other vistas”? What is the relationship between friendship and dreams?
