Wednesday, December 23, 2015

The Long Black Veil: There's a Man Who Walks Beside Me...

There's just something about sin and guilt. Nathaniel Hawthorne touched upon this American predilection in his short stories, "The Minister's Black Veil" and "Young Goodman Brown." These themes are also often explored in American music.

"Americana" is the name given to a genre of music that is uniquely American. It is equal parts rock and roll, blues, country, soul, rhythm and blues, folk, and jazz. One of the very first groups to be recognized as Americana is The Band.

Yes, that's their name: The Band. They also happen to be my favorite band of all time. Their rise to fame actually began in Somers Point, NJ. During the summer of 1965, the Canadian group (sans singer/drummer and Arkansas native, Levon Helm), then known as Levon and the Hawks, was hired as the house band at Tony Mart's, a music club in Somers Point.
http://www.tonymart.com/memory-lane-1965.htm
As you all probably know, I love--LOVE--Bob Dylan. In 1965, Bob, then a hero of the acoustic folk genre, decided to go electric, and he was looking to find a backing band fluent in high-volume, electric blues. Fate intervened, and members of Levon and the Hawks soon found themselves auditioning in New York City, and the rest is rock and roll history.


Levon and the Hawks eventually became The Band, a joke name of sorts (No artist name is listed on their debut LP, and their first proposed name--"The Crackers"--was shot down by their label).

Their debut album, Music From Big Pink, contained a rendition of a classic country song initially made famous by Lefty Frizzell: "The Long Black Veil.





The song explores guilt, shame, and all of that emotional, Puritan baggage that is just so American.



Ten years ago on a cool dark night
There was someone killed 'neath the town hall light
There were few at the scene and they all did agree
That the man who ran looked a lot like me

The judge said "Son, what is your alibi?
If you were somewhere else then you won't have to die"
I spoke not a word although it meant my life
I had been in the arms of my best friend's wife

She walks these hills in a long black veil
She visits my grave where the night winds wail
Nobody knows, no, and nobody sees
Nobody knows but me

The scaffold was high and eternity neared
She stood in the crowd and shed not a tear
But sometimes at night when the cold wind moans
In a long black veil she cries over my bones

While we are on the subject of American music, let us also consider a true icon: Johnny Cash. Here is his "theme" song, "The Man in Black."



                                 
Well, you wonder why I always dress in black,
Why you never see bright colors on my back,
And why does my appearance seem to have a somber tone.
Well, there's a reason for the things that I have on.

I wear the black for the poor and the beaten down,
Livin' in the hopeless, hungry side of town,
I wear it for the prisoner who has long paid for his crime,
But is there because he's a victim of the times.

I wear the black for those who never read,
Or listened to the words that Jesus said,
About the road to happiness through love and charity,
Why, you'd think He's talking straight to you and me.

Well, we're doin' mighty fine, I do suppose,
In our streak of lightnin' cars and fancy clothes,
But just so we're reminded of the ones who are held back,
Up front there ought 'a be a Man In Black.

I wear it for the sick and lonely old,
For the reckless ones whose bad trip left them cold,
I wear the black in mournin' for the lives that could have been,
Each week we lose a hundred fine young men.

And, I wear it for the thousands who have died,
Believen' that the Lord was on their side,
I wear it for another hundred thousand who have died,
Believen' that we all were on their side.

Well, there's things that never will be right I know,
And things need changin' everywhere you go,
But 'til we start to make a move to make a few things right,
You'll never see me wear a suit of white.

Ah, I'd love to wear a rainbow every day,
And tell the world that everything's OK,
But I'll try to carry off a little darkness on my back,
'Till things are brighter, I'm the Man In Black.

Current songwriters continue to write about the disparity between public perception and private personal guilt. Here is a song from 2013 from one of my favorite songwriters of all time (Yes, this is a plug! His album, Southeastern is my favorite record of 2013 by a country mile.): "Live Oak" by Jason Isbell:





There's a man who walks beside me
It is who I used to be
And I wonder if she sees him 
and confuses him with me
And I wonder who she's pinin' for
on nights I'm not around
Could it be the man who did the things 
I'm living now?
I was rougher than a timber 
shippin' out of Fond du Lac
When I headed south at 17 
ol' sheriff on my back
I never held a lover in my arms or in my gaze
So I found another victim every couple days
But the night I fell in love with her
I made my weakness known
Through the fires and the farmers diggin' dusty fields alone
The jealous innuendos of the lonely hearted men
Let me know what kind of country I was sleeping in
Well you couldn't stay a loner 
on the plains before the war
My neighbors had been slightin' me 
I had to ask what for
Rumors of my wickedness had reached our little town
Soon she'd heard about the boys I used to hang around
We'd robbed a Great Lakes freighter,
killed a couple men or more
And I told her her eyes flickered like the sharp steel of a sword
All the things that she'd suspected 
I'd expected her to fear
Was the truth that drew her to me when I landed here
There's a man who walks beside me 
he is who I used to be
And I wonder if she sees him and confuses him with me
And I wonder who she's pinin' for
on nights I'm not around
Could it be the man who did the things 
I'm living down?
Well I carved a cross from live oak 
and a box from shortleaf pine
Buried her so deep 
she touched the water table line
I picked up what I needed 
and I headed south again
To myself I wondered 
would I find another friend
There's a man who walks beside her, 
it is who I used to be
And I wonder if she sees him and confuses him with me.


Your Task:

  • Select one of the aforementioned songs. 
  • Explain how the song is similar to the short story "The Minister's Black Veil" and "Young Goodman Brown." 
  • Discuss the themes of "The Minister's Black Veil" and "Young Goodman Brown" and the theme of the song you select. 
  • Support your response with references to both the song and the story. 
  • Be original! Your response should consist of your thoughts and your feelings. 
  • Your response should be approximately 250 words in length (500 max). 




Sunday, October 25, 2015

Julius Caesar Theme Analysis Essay

Julius Caesar - Theme Analysis Paper


You will all be responsible for writing a literary analysis of the William Shakespeare play, Julius Caesar. In your analysis, you will explain the ways in which the play centers around an on-going conflict between order and disorder. Your essay will explore this conflict as it is depicted in regards to the following recurring symbols/motifs::


  • Man and the Animal Kingdom
  • Blood
  • Fire
  • Time
  • Illness/Infirmity
    • Note: You pick which 3 to write about.


You need to develop a thesis statement, that is the point you will prove in your paper with analysis and cited facts. The actual thesis must appear as the final sentence in the opening paragraph. It may need to be a long, complex sentence constructed with semicolons, or multiple sentences.


Remember, a thesis is simply a viewpoint that is proven in the paper. Your viewpoint must be supported with scholarly facts and insights, i.e. the views of literary critics and meaningful references to the play itself.


Here is a sample piece of a possible thesis statement (Inspired by Sophie Ragan):
  • “The motif of time in the play is used to convey the idea that time and politics are synonymous, and Brutus’ lack of understanding of time reflects his own political naivete and malleability.”
    • Note: The aforementioned is ⅓ of a proper thesis statement; the other 2 symbols and motifs require a similar statement, i.e. things your paper will prove and substantiate with research and analysis.


You will support your analysis with:
  • Quotes and ideas stemming from the book, Julius Caesar: A Guide to the Play, by Jo McMurtry (The information needed to cite the book is available on the blog);
  • 2 scholarly Internet sources that you find on your own;
  • And multiple, specific references to the play itself.


Introduction
  • Begin the essay by discussing Stoicism and Epicureanism. These philosophies concern the crux of the play: the on-going conflict between order and disorder.
  • Look up the concepts and use a citation to support your analysis of these schools of thought.


Conclusion
  • Incorporate young adult writer Alex Bledsoe’s simple interpretation of the play. It will help you reintroduce the main idea and your thesis in a non-redundant manner: “So what, ultimately, does the 400-year-old Julius Caesar tell us? About ourselves: that in the war between passion and intellect, passion always wins.”
Suggested Outline
I. Intro
   A. Stoicism and Epicureanism: the internal, timeless struggle of order and disorder
   B. Recurring Symbols and Motifs: introduce the concepts -- blood, fire, etc.
   C. Thesis: what your paper will prove; long, complex sentence that incorporates the ideas     
        previously mentioned in the intro.
II. First symbol/motif
    A. Cited fact, quotation, or analysis
    B. Supporting/example lines from the play
    C. Your analysis/interpretation
III. Second symbol/motif
     A. Cited fact, quotation, or analysis
    B. Supporting/example lines from the play
    C. Your analysis/interpretation
IV. Third symbol/motif
    A. Cited fact, quotation, or analysis
    B. Supporting/example lines from the play
    C. Your analysis/interpretation
V. Conclusion
    A. Alex Bledsoe: Intellect v. Passion
    B. Reiteration of the thesis
VI. Works Cited


Things to remember:
  • You are responsible for uploading a completed paper to Google Classroom on time
  • Length: 4-6 pages; Double-spaced; Size 12 Times New Roman font
  • Proper MLA formatting
  • No cover page
  • Proper Header
  • a MLA-formatted Works Cited; this does not count towards the overall length of the paper


Wednesday, October 21, 2015

The Red Dragon and Stoicism


In the Green Machine there is no mercy; we make mercy, manufacture it in the parts that have overgrown our basic reptile brain.

...

He wondered if, in the great body of humankind, in the minds of men set on civilization, the vicious urges we control in ourselves and the dark instinctive knowledge of those urges function like the crippled virus the body arms against.

Monday, October 5, 2015

Google Classroom

Period 5b:

Go to https://classroom.google.com/.

Enter this Code to Join: n1byso


Period 7:

Go to https://classroom.google.com/.


Enter this Code to Join: 3knkx8

Friday, October 2, 2015

Ted Talk Thursday (Or Friday, in this case. Sorry.)

Communication is the concept that drives writing and speaking alike. One simple way to improve your writing is to ensure that both of these very human processes are not divorced from one another. 

Any essay written in this class should sound clear when read aloud.

Read aloud all of your writing before submitting it as finished.

To continue your familiarization with rhetoric and effective communication, we will indulge in a weekly viewing and analysis of a TED Talk.  

Let's kick it off this week with a speech with "On Getting Up Again," a speech delivered by Rodney Mullen, one of the most innovative professional skateboarders.


Here's some weekend viewing: "Pop an ollie and innovate!":


Your Task: Watch Rodney's second video, and identify what rhetorical devices and appeals he uses in his speech. Analyze their effectiveness.

  • Post your analysis as a comment to this post [Your comment must begin with your name!]
  • Comments must be posted before class on Monday (10/5).


Wednesday, September 30, 2015

Brutus and Portia: Act II, Scene i




Above is the PowerPoint detailing how to compose an anecdotal introduction. The presentation also includes an outline for the entire essay.

Your Task
Rewrite your introductions, beginning with a hook or anecdote. Then, complete the first body paragraph (Logos).
  • Revised introductions and your first body paragraphs are due before class on Friday (10/2).
    • They must be shared with me via email: eclark@gehrhsd.net (Please give me the ability to edit.)
  • They must be completed via Google Docs; handwritten work will not be accepted.
The Act II study guides are also due on Friday.

Friday, September 25, 2015

Homework: Due 9/28

Portia certainly knows how to get what she wants from her man, Brutus.

Your Task

Read this AP Lang style prompt:
https://docs.google.com/document/d/1FLL7EN9BGHLolXJW3VwdZN39sefR11qUU2wJslTQrYI/pub

Consider what is asked in the prompt, and compose an introductory paragraph for the essay.

Your intro paragraph is due this Monday, Sept. 28th. 

Friday, September 11, 2015

Can You Say... Hero?


Mr. Rogers was more than just a children's television host. According to Esquire writer Tom Junod, he was actually a hero.

Read his 1998 profile of the man here.

Identify and explain 5 uses of 5 different rhetorical devices in the article. Include full quotes from the article and explain how each example works.

Due: Monday. Sept. 14th. Be prepared to share.

Wednesday, June 3, 2015

The Final: 2015

Here's what's on it:

  • 93 multiple-choice questions
    • A vocabulary lesson 10 quiz in its entirety
    • 20 words randomly selected from vocabulary lessons 1-9
    • an AP Lang reading comprehension passage and questions
    • Literary term questions
      • Anaphora
      • Apostrophe
      • Asyndeton
      • Chiasmus
      • Hyperbole
      • Invective
      • Litotes
      • Metonymy
      • Polysyndeton
      • Syndecdoche 
    • SAT reading passages and questions
  • The Handmaid's Tale analysis essay

Wednesday, May 13, 2015

Feminism Theories

Scandalous!
The Handmaid's Tale: Culminating Writing Task

In a typed, 3 page essay, explore the feminist themes of The Handmaid's Tale.

Your essay must be properly MLA formatted with a works cited page.

Completed essays, which will count as 4th marking period grades as well as a component of the final exam, are due Thursday, June 4th. Get thinking! May the lord open!

Resources:
A brief history of the three waves of feminism, via the Pacific University of Oregon:
http://www.pacificu.edu/about-us/news-events/three-waves-feminism

A brief list of feminism definitions, via the University of Alabama in Huntsville:
http://www.uah.edu/woolf/feminism_kinds.htm

And, for your reference only, here is a list of the various types of feminism via Wikipedia (Note: You cannot cite Wikipedia):
http://en.wikipedia.org/wiki/Feminist_theory#See_also

Easy Bib:
http://www.easybib.com/

The "OWL" at Purdue:
https://owl.english.purdue.edu/owl/resource/747/01/

Wednesday, May 6, 2015

Snowpiercer: Dystopia, Life, Order, and Disorder

The easiest way to interpret the film Snowpiercer is to analyze its unique visual style. The YouTube channel, "Every Frame a Painting," does a nice job of breaking the narrative down into very simple terms:


Here is a more in-depth analysis of the film:


The film is a unique take on the concept of dystopia, and it shares many things in common with both The Handmaid's Tale and The Tragedy of Julius Caesar.

The following is a list of 20 questions concerning the film, Julius Caesar, and The Handmaid's Tale. You must respond to 5 of the 20 questions in a Power Point presentation that you will present to the class.

You must select at least one question that concerns Julius Caesar and at least one question that concerns The Handmaid's Tale.

You must explain your interpretation/answer fully!

  1. Is Wilfred a bad guy?
  2. Is the train necessarily a corrupt organism? 
  3. Does the order of the train resemble the order of the natural universe? 
  4. Why do both The Handmaid's Tale and Snowpiercer begin with some sort of environmental disaster? 
  5. How is the film, Snowpiercer, similar to the play, Julius Caesar?
  6. Is Gilliam akin to Cassius?
  7. Is Curtis akin to Brutus?
  8. Is Wilfred similar to Caesar?
  9. Can a society exist without a "tail section?" 
  10. The inhabitants of the front of the train are controlled with pleasure. Is this the case in reality now? Explain how this works.
  11. Why do you think Gilliam works in conjunction with Wilfred?
  12. Does war keep the ruling class in power?
  13. Are revolutions a societal form of natural selection? 
  14. Do leaders invent conflict to control populations?
  15. Will the residents of the "tail section" ever usurp power?
  16. At the end of Snowpiercer, will a new society form that resembles the train?
  17. Is humanity simply the sum of its parts, as Wilfred implies, or do the needs of individuals truly matter?
  18. What happens in a world without leaders--without Wilfreds?
  19. What is the message of Snowpiercer?
  20. How are the residents of the "tail section" similar to the handmaids in Gilead?

We will be in the library computer lab on Thursday, May 14th and Friday, May 15th.

Your presentations must be completed by Monday, May 18th. Class presentations will then follow.

Sunday, April 19, 2015

Why Do We Tell Stories?

Watch the following short video in which Margaret Atwood explores the question, "Why do we tell stories?":

Some interesting ideas:
  • Atwood implies that early humans with narrative abilities and the ability to comprehend stories had an evolutionary advantage over their peers.
  • "We are thought-feeling entities."
  • "We are a very creative species."
  • "In fact, some people who have done studies on it say that if you remove the emotion from the person through some accident, they have a lot of trouble making decisions because they try to reason everything out and you actually can't. It's endless."
    • Brutus!
Post your thoughts and feelings regarding in idea or idea posted to this video in the comment section below.

Your response must include a specific reference to at least one thing Atwood says in the video, followed by your thoughts and analysis.

Responses must be posted before class (Friday, April 24th); late post, no credit.

Friday, April 17, 2015

The Handmaid's Tale

Here is a digital copy of the Study Guide:
https://docs.google.com/document/d/1Aa55Rz3gE-IjWyeQrLrmsqpAtP9TcFtAQV2rhyNDHMk/pub

Here is our reading schedule for The Handmaid's Tale:

  • Thursday, April 23rd: 7-12
  • Monday, April 27th: 13-18
  • Thursday, April 30th: 19-24
  • Thursday, May 7th: 25-39




Thursday, April 16, 2015

The Julius Caesar Essay Rubric

Hey, ya'll.

Here is a link to the rubric I will be using to grade your papers:

https://docs.google.com/document/d/189WuCBILE1WwbGneY22jMrwAihJiUgzfIDzRV-iMPfI/pub

It explains my late policy and how you can go about recouping lost points.

Tuesday, April 7, 2015

How to Write an Intro for the Julius Caesar Essay

https://docs.google.com/file/d/0BxpOzQbJh-83ZHpGNlVvSzJCekU/edit?usp=drive_web

SGO's: Yes!

SGO's are back.

So, ya'll need to write a short essay. Four paragraphs will suffice.

Here's the prompt: All of the works we have read this year deal with the thematic conflict of Man versus Society. Select any two works we have read this year and explain how the work deals with the aforementioned theme.

You may use: The Crucible, Walden, "Letter From a Birmingham Jail," "The Minister's Black Veil," Into Thin Air, Into the Wild, The Lord of the Flies, Julius Caesar (Yeah, don't.), or even an episode of Star Trek.

Completed Essays are due at the beginning of class on Thursday, April 9th.


For your troubles, I am extending the time you have for the Caesar essays. They are now due on Wednesday, April 15th.

Tuesday, March 31, 2015

Group Mini-Projects

Julius Caesar Skills Mini-Project


We will be completing the Act V “Developing skills in reading literature” (page 685 in the textbook) questions in groups. Each group of 4-6 students will be responsible for fully answering one of the sections: Tragedy, Tragic Hero, Pun, Structure, and Theme. You may pick your own groups. You will be given class time to work on your projects but are also encouraged to work outside of class to accomplish your task. Each group will be expected to create a Power Point and give a presentation on your topic.


Presentations are to include the following:
  • A complete answer to each question in your section (Remember to include the question to let the audience know what you are answering)
  • Every member of the group must be included in the presentation
  • Powerpoint must include pictures, videos, or any other element which will enhance your presentation
  • Relevant reference to a scholarly source about your topic with works cited slide. For example, if you are in the Tragedy group, you would include a reference to the dictionary definition of “catharsis.”
  • Presentations are to be at least 3-5 minutes in length
  • You may facilitate a discussion with well thought out questions
  • Creativity


Presentations are due on Monday, April 6. You will be graded on the thoughtfulness of your answers, your participation in your group, and the overall impact of the presentation.

Period 1 Groups
Amara, Ryan T., Dana, Jess: Tragic Hero
Rocap, Teagen, Lindsey, Abby: Tragedy
Kassia, Erynn, Darren, Christian, Nick, Justin: Structure
Taylor, Alfonso, Joe, Brandon, Ryan K., Sam A.: Tragic Hero
Janet, Jasmine(s), Dina, Bryan: Pun

Period 2 Groups:
Tim, Caitlyn, Lucie, Melissa, Ashley: Structure
Altea, Donna, Kayla, Bre, Kennedy: Tragedy
Haley, Cynthia, Zack, Kiley, Kyle, Nathan, Jessica: Theme
Dan, Levi, Parth, Bogdan, Gabe: Tragic Hero

Wednesday, February 4, 2015

Mob Mentality and Discrimination





Jane Elliot's 1970 eye color experiment is a great example of one of the defects of human nature. Humans tend to act horribly when they are given license to do so, especially as part of a group. In this example, children are easily persuaded to discriminate against their classmates on the basis of eye color. Please comment with your thoughts on this video by Monday, 2/9. A few thoughtful sentences will suffice. A few questions to think about: Do you think this experiment has merit? Do you think young students would react in the same way in the 2010's? What similarities do you see between this video and another piece of literature we have studied this year? 

Wednesday, January 28, 2015

Lord of the Flies prompt


William Golding described the theme of The Lord of the Flies thusly: 

"The theme is an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable."

In an essay, analyze what is revealed regarding the individual, human nature, morality, and society in the works we have covered thus far this year.

  • Your essay must include multiple, relevant, and specific references to:
    • The Lord of the Flies
    • "The Monsters are Due on Maple Street," "I Shot an Arrow into the Air," "Miri" (the episode of Star Trek), or Hell in the Pacific
    • Any other major work covered this year...
      • The Crucible, "The Minister's Black Veil," "Young Goodman Brown," Walden, or Into the Wild
The completed essay must be at least 5 paragraphs in length.

Homework: 1/19-1/23

Your independent work for the week consists of locating 10 examples of literary devices used in Golding's The Lord of the Flies.

  • Note: You are looking for ten different devices; you cannot simply find ten examples of asyndeton.

Look for examples of these devices:
  1. Asyndeton
  2. Polysyndeton
  3. Allegory
  4. Chiasmus
  5. Didactic
  6. Pedantic
  7. Aphorism
  8. Analogy
  9. Invective
  10. Anaphora
  11. Synecdoche
  12. Allusion
  13. Homily
  14. Apostrophe
  15. Hypophora
  16. Litotes
  17. Pun

I suggest picking a chapter and engaging in some close reading. Chapters 7 and 8 will likely be particularly ripe for the picking, as they are filled with symbolism and figurative language.

You need to include a quote from the novel, and a brief explanation as to what device is used. Here is a sample (Yes, you may steal it.):

Asyndeton
Chapter 12: "Cry of the Hunters" - "He shot forward, burst the thicket, was in the open, screaming, snarling, bloody."

No conjunctions are used to emphasize Ralph's frantic behavior and mindset.

  • Your list of ten is due Friday, 1/23.

Regarding Star Trek and the upcoming essay prompt: If you are not a fan of classic, 1960's television science fiction, please feel free to watch this film instead. You can use it as an example for the fore-coming writing task.



Wednesday, January 21, 2015

The Monsters are Due on Maple Street


 Rod Sterling, the creator of The Twilight Zone, wrote this episode, which he described as a suburban Lord of the Flies. In a comment left on this post, explain what you think this episode reveals about human nature.

  • 1 thoughtful paragraph will suffice.
  • Due before class on Friday (1/23)

Monday, January 19, 2015

PARCC Writing Task

Warning: The following prompt comes directly from the state.

Use what you have learned from reading "“Daedalus and Icarus"” by Ovid and “"To a Friend Whose Work Has Come to Triumph"” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.”

As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Here are the texts:
The excerpt from the Metamorphoses: 

The Anne Sexton poem:
http://www.parcconline.org/sites/parcc/files/passage10.pdf

Here is the rubric (Look at the first one):
http://www.parcconline.org/sites/parcc/files/Grade%206-11%20July%2029%20Rubric%20Final.pdf

Suffice it to say, one must have "clear and convincing reasoning" fully supported by "relevant textual evidence."

Thus, I feel it would be wise for your essays to contain at least two specific and effective references to each work.


  • Also, your responses should be at least four paragraphs in length.


  • Typed, completed essays are due tomorrow (1/21/15)! You have today to get started: get cracking!