TTTC - final graded discussion questions

The questions that we will be using for the final graded discussion can be found on the student assignment drive as well as below. As always, be sure to prepare responses with specific references to the text.

1. Why do Tim O’brien and the other characters in The Things They Carried tell stories?
2. O’Brien suggests that we can use fiction to better understand truth. Using the text, explore the relationship between fiction and truth, and evaluate the narrator’s claim.
3. Examine the roles played by female characters in this novel and explain why you believe the author included them in this novel.
4. How do O’Brien’s female characters break from expectations? How do they follow expectations? Why is this important to the text?
5. Examine the themes of courage and cowardice in The Things They Carried. How does the text’s treatment of these themes go along with traditional values, and how do they defy traditional values? Relate the text’s treatment of these themes to postmodernism.
6. Compare and contrast how characters from The Things They Carried are differently affected by posttraumatic stress, and explore the importance of the similarities/differences that you discover.
7. Evaluate which chapter(s) best typifies postmodernism, and justify your response using the text.
8. Apply the story truths from “Sweetheart of the Song Tra Bong” to the larger text of The Things They Carried. Use specific examples from the text to support your argument.
   

Bonus Assignment - 10 pts formative

To earn credit for this assignment, print and complete the corresponding worksheet (located on the student assignment drive) and turn in with a 1-2 page paper that compares or contrasts this film’s treatment of the Vietnam War with The Things They Carried. This paper should follow the guidelines established in the student handbook for formal papers.

Possible movies include: Platoon (R), Full Metal Jacket (R), Apocalypse Now (R), Deer Hunter (R), Good Morning Vietnam (R), We Were Soldiers (R), Born On the Fourth of July (R), Hamburger Hill (R), Casualties of War (R), The Killing Fields (R), and Green Dragon (pg-13).

Please note: many of the above mentioned films include strong language and scenes of graphic violence which may be difficult for some students to watch. If you do not feel comfortable with this, I recommend either Good Morning Vietnam or Green Dragon. I will also accept submissions based on Forrest Gump; students should focus on the relevant scenes from that film if they choose this option.

TTTC - readings for late April

While reading the first chapter of TTTC, take note of what we learn about each character based on what he carries. Additionally, reflect/take note of the burdens of the loads. The author is trying to communicate the truth of the soldier's experience to us through emphasizing the burden that each soldier carried with him day in, day out. We as readers must go beyond what we know from our own experiences to try to understand what it may have been like. Since we were not there, like the character Martha, we must carefully reflect on the details of the author's descriptions.

In the following chapters, focus on the concept of truth. "Love" focuses on Cross's experiences with Martha. This is very interesting for a number of reasons. There is much more to Martha than meets the eye - try to figure out why she may react as she does in certain situations.

"Spin" is very postmodern chapter, and it will end up being a chapter that I will refer back to all the way up to the test. In other words, this is a very important chapter - take good notes.

"On the Rainy River" takes the form of a traditional narrative - it is structured like a "normal" story that we are more accustomed to. Pay attention to what O'Brien has to say about courage, and take careful notes on that theme.

The Things They Carried... overview

The class text is a postmodern account of the experiences had by soldiers in Vietnam. We will journal, reflect, discuss, and annotate this text for postmodernism and its concept of "truth." We will also examine a variety of themes specific to individual chapters. The final assessments for this unit will be an individual, closed note test, and a graded discussion (notes and texts allowed). We will not be doing literature circles for this text.

The reading schedule for The Things They Carried (TTTC) is:

Thursday, 4/16 – pp. 1-26
Friday, 4/17 – pp. 27-30
A-day, 4/20-21 – pp. 31-38
B-day, 4/21-22 – pp. 39-61
Quiz pp. 1-61

Thursday, 4/23 – pp. 62-66
Monday, 4/27 – pp. 67-85
Quiz pp. 62-85

B-day, 4/29-30 – pp. 86-116
Friday, 5/1 – pp. 117-119
Monday 5/4 – pp. 120–130
Quiz pp. 86-130

A-day, 5/5-6 – pp. 131-154
B-day, 5/6-7 – pp. 155-161
Friday, 5/8 – pp. 162-180
Quiz pp. 131-180

Monday, 5/11 – pp. 181-188
B-Day, 5/13-14 – pp. 189-218
Friday, 5/15 – pp. 219-224
Quiz pp. 181-218

A-Day, 5/19-20 – pp. 225-246
B-Day, 5/20-21 – ReviewFriday, 5/22 – Final Test

Remember, readings are expected to be completed by the beginning of class on the day listed.

Resume - due dates and writing tips

Remember, the first draft due date for the resume is Monday, 3/16. This draft needs to be typed and with you when you walk in the door in order to recieve full credit. The final draft is due the following Friday, 3/20. Attach first draft and rubric to final draft with a paper clip.

if you were absent at all the first week, make sure to get notes from a classmate, and see me before or after school for help/questions. You can also visit the following website for info on quality resumes: http://www.collegeboard.com/student/plan/high-school/36957.html

If you would like additional info on constructing a resume, feel free to run a websearch about tips for a "high school resume." Be careful though, as there is a lot of garbage available online that will not provide you with good information. Many sites have poor tips, and others may be trying to sell you something. Additional reliable information can always be found in resource books at your local library.

Fitzgerald biography and journal prompts

The text of the biography can be found at
http://www.sc.edu/fitzgerald/biography.html

1. Identify and explain how the following excerpt is ironic. Be sure to include specific examples from the text to support your response. After, reflect on what pressures and forces you think impacted the Fitzgeralds to live the way they did. (1/2 page)

During the 1920s (Fitzgerald’s) income from all sources averaged under $25,000 a year - good money at a time when a schoolteacher’s average annual salary was $1,299, but not a fortune. Scott and Zelda Fitzgerald did spend money faster than he earned it; the author who wrote so eloquently about the effects of money on character was unable to manage his own finances.


2. Consider the following excerpt and respond to the prompt below.

When critics objected to Fitzgerald’s concern with love and success, his response was: “But, my God! it was my material, and it was all I had to deal with.” The chief theme of Fitzgerald’s work is aspiration - the idealism he regarded as defining American character. Another major theme was mutability (capable of being changed) or loss.

How is Fitzgerald similar to and different from Dexter Green, Nick Carraway, and Jay Gatsby? In what ways are Daisy Buchanan and Zelda Fitzgerald similar? (1/2 page)

Chapter 5 ponderings

In the opening of the chapter, Gatsby offers Nick some kind of business opportunity. Nick cuts Gatsby off and refuses before he is finished explaining it. This is important - both the offer and the fact that it is so quickly refused.

Gatsby seems incredibly concerned about insignificant details before the tea date. What does this tell us about Gatsby? Later he seems incredibly nervous and uneasy - even while pretending to be bored. Why is this?

Daisy is dressed in Lavender (another flower) - I find this interesting.

The Secret of Castle Rackrent - This is an allusion to a novel published around 1800. Be the first in your section to email me with the significance of this allusion for five bonus formative points.

Gatsby knows to the month how long it has been since he has seen Daisy...Daisy says that it's been "many years."

There is lots of discomfort in this little room... So much so that Nick leaves his house to Gatsby and Daisy. Thirty minutes later, the rain has stopped outdoors, but Daisy has been crying indoors.

Important quote from this chapter: "...it occurred to him that the collossal significance of that light had now vanished forever... now it was again a green light on a dock. His count of enchanted objects had diminished by one." Jot this down and re-read it after you finish reading chapter nine - it will have new meaning.

Chapter four notes and thoughts

Once again, this post is courtesy of Forsberg. Thank him if you've learned anything at all from me.

This will give you some historical context for chapter four, especially about Meyer Wolfsheim. www.answers.com/topic/the-great-gatsby-novel-5

Here are the things that Forsberg and I wonder about...We hear lots of rumors about Gatsby, who he is, what he has done. This book seems to promote the idea that when enough people say something, it must be the truth. With that in mind--look at all the rumors about Gatsby. What does that tell the reader?

Think about the story Gatsby tells Nick on their way into New York. Does his evidence seem solid, or is it circumstantial? Would his evidence prove his story in court?

Two more parties in this chapter--lunch and tea. What happens at each? Why does Gatsby disappear after Nick introduces him to Tom? Meyer Wolfsheim—what kind of power does he have? Why would Fitzgerald include such strange detail about his jewelry? This is important.

What do Nick and we find out about Gatsby at tea? Should we believe Jordan--remember she's dishonest, oh, but wait--so is Nick--and just a second--Gatsby says he's from the Midwest--San Francisco. Is there a San Francisco, North Dakota? Does it seem like Gatsby’s story has holes in it? Who do you trust in this story? Ask yourself why you trust that person.

BONUS OPPORTUNITIES

As you should already know, students can earn bonus participation for helping clean the classroom or by bringing in supplies that are consumed in the classroom during daily business and small group work. 5 points can be earned for each item, and a maximum of 10 points can be earned. Items needed are:

time (to clean up classroom, file papers, etc) 15 minutes = 5 pts.
adhesive bandage strips (band-aids) 1 small box = 5 pts.
crayons, markers, colored pencils = 5 pts/box

Since we are reading F. Scott Fitzgerald, a local author, students may earn bonus by exploring areas of significance in St. Paul that relate to the author for bonus formative. To complete this task, have a photo of yourself taken in front of Fitzgerald's statue in Rice Park, in front of the Fitzgerald Theater in downtown St. Paul, and in front of the house he lived in on Summit Avenue (between the 500 and 600 block - do a websearch to find the exact address). 5 pts.

One last formative opportunity for now: watch the movie "The Curious Case of Benjamin Button" or read the short story, and write a one page reflection connecting the story's themes to class. 5 pts.

The Great Gatsby - notes, chapter 2

Mostly from Mr. Forsberg this time. Make sure to thank him next time you see him if you are reading this.

1. For a good description of The Valley of Ashes reread the first paragraph. Pay particular attention to the word choices to get an understanding of what that place is like!

2. Be sure to understand what you can about T.J. Eckleburg and the idea that he is a god-figure in this chapter.

3. Pay attention to how the colors have changed from chapter one. Be sure to look at all of the colors in chapter one.

4. Compare and contrast the dinner party with Tom and Daisy with the cocktail party with Tom and Myrtle. Try to figure out what it tells you about what’s happening.

5. If you read carefully, you will discover that Myrtle changes her dress in this chapter three times. Why might Fitzgerald have her do that?

6. Explore what these images show the reader in this chapter:
A. Nick uses the word “ectoplasm,”
B. the photos are out of focus,
C. “People disappeared, reappeared, made plans to go somewhere, and then lost each other, searched for each other, found each other a few feet away.”

7. Can we trust that Nick as the narrator remembers and reports things accurately?

Quotations:
“Throwing a regal homecoming glance around the neighborhood, Mrs. Wilson gathered up her dog and her other purchases, and went haughtily in.”
“Daisy was not a Catholic, and I was a little shocked at the elaborateness of the lie.”
“I have been drunk just twice in my life, and the second time was that afternoon…”

The Great Gatsby - notes, chapter 1

I decided to pull main ideas from discussion that Mr. Forsberg and I have had on chapter one:

These quotations seem important:“Whenever you feel like criticizing any one, just remember that all the people in this world haven’t had all the advantages that you’ve had.” (beginning of the chapter)
"I wanted to world to stay at a state of moral attention forever - I wanted no more riotous excursions with privileged glimpses into the human heart"
“I’m p-paralyzed with happiness.” (Daisy's first line)
“I’m glad it’s a girl. And I hope she’ll be a fool--that’s that best thing a girl can be in this world, a beautiful little fool.” (Daisy's reaction to her daughter's birth.)
I would pay particular attention to the colors in the chapter. Colors are ofter very symbolic in literature. Pay particular attention to the colors at the dinner party--and contrast them to the very last scene in the chapter.
I'd also pay attention to "truth" and what people say. There is a great deal about those in this chapter. With that--the idea of gossip--without calling it gossip.Remember: Everything has happened and Nick is reflecting back on it.

Reading Schedule for The Great Gatsby

Remember: All readings and literature circle products are due at the beginning of class on the day listed.

Chapter 1: B-day, 2/4-2/5

Chapter 2: Friday, 2/6

Chapter 3: Monday, 2/9
Quiz on chapters 1-3

Chapter 4: B-day, 211-2/12

Chapter 5: A-day, 2/17-2/18
Quiz on chapters 4-5

Chapter 6: Friday, 2/20

Chapter 7: Monday, 2/23
Quiz on chapters 6-7

Chapter 8: B-day, 2/25-2/6

Chapter 9: Monday, 3/2
Quiz on chapters 8-9

Review for final test: Monday, 3/2

Final test: A-day, 3/3-3/4
Literature circle products (only those created by you personally) can be used as notes for the final test.

Complete text of Winter Dreams

If you did not finish reading "Winter Dreams" in class on B-day, you can find the text at this website: http://www.sc.edu/fitzgerald/winterd/winter.html

Remember that your literature circle products for this text are due in class on Friday, January 30th.

Literature Circle Roles

Facilitators/Plot Summarizers
1. List and number important occurrences in the chapter in the order that we see them as the reader.
2. Log keeper for the group—after the group works on the chapter this person will submit what was accomplished, by whom, concerns in the group, questions that the members have.
3. This person will also be in charge of facilitating the group meeting for the chapter. Be sure everyone has a chance to share with the group.

Mind Mappers
1. This person will create a visual/symbolic representation that takes the viewer through the chapter. Drawings, illustrations, and colors are expected and encouraged. Words should be kept to a minimum.
2. Mind maps must be accompanied by a brief (1/2 page) interpretation of their illustration. Please note that this should be on a separate piece of paper from the mind map.

Character Trackers
1. This person is to have a list of all characters who make an appearance in the chapter to give to the group.
2. Characters are to be listed as “major,” “minor,” or “part of the background.” (Major and minor characters have names.)
3. Each character that has a major impact/role within the chapter should be tracked. What do the characters do? What changes do the characters undergo? What archetypal character masks do the major characters wear? What new information do we gain about each of the characters in the chapter?

Text Connecters
1. This person will be looking for examples of power as outlined by French and Raven (not all chapters will include all 5 types of power). This person will also be expected to clearly explain how the cited example illustrates the power type.
2. Vocabulary Master for the group—this person is expected to have any words that are unknown typed and defined for the chapter. Copies are to be made for the group members. Vocabulary quizzes will be given periodically.

Format of the Business Letter

If you need more info on the format of the business letter, try this website (from UW Madison): http://www.wisc.edu/writing/Handbook/BusLetter_Block.html

Active vs. Passive Voice

Transitive verbs appear in either the active or passive voice. In the active voice, the subject of the sentence does the action; in the passive voice, the subject receives the action.

Active:
The committee reached a decision.

Passive:
A decision was reached by the committee.

The problem? Although both voices are grammatically correct, the active voice is usually more effective because it is simpler and more direct. Consider a familiar phrase as evidence:

She sells seashells by the seashore.

Seashells are sold by her at the seashore.

To transform a sentence from the passive voice to the active voice, make the actor the subject of the sentence. Do so with the following sentence.

For the opening flag ceremony, a dance was choreographed by Mr. Martins to the song “Two Hundred Years and Still a Baby.”

Although this rule is generally true, there are a few situations where the passive voice is particularly useful. First, use the passive voice to express an action where the actor is unknown.

An error has been found in your bank statement.

Second, use the passive voice to express an action in which it is desirable not to disclose the actor.

The jewels were stolen last night.

Third, if the action rather than the actor is to be emphasized, the passive voice is appropriate.

The actress was celebrated and applauded by the audience.

Ethos, Pathos, Logos...

If you would like additional information on the elements of persuasion, try this website: http://courses.durhamtech.edu/perkins/aris.html

Otherwise, try these definitions below:

Logos: The Greek word logos is the basis for the English word logic. Logos is a broader idea than formal logic--the highly sybolic and mathematical logic that you might study in a philosophy course. Logos refers to any attempt to appeal to the intellect, the general meaning of "logical argument." Everyday arguments rely heavily on ethos and pathos, but academic arguments rely more on logos. Yes, these arguments will call upon the writers' credibility and try to touch the audience's emotions, but there will more often than not be logical chains of reasoning supporting all claims.

Ethos: Ethos is related to the English word ethics and refers to the trustworthiness of the speaker/writer. Ethos is an effective persuasive strategy because when we believe that the speaker does not intend to do us harm, we are more willing to listen to what s/he has to say. For example, when a trusted doctor gives you advice, you may not understand all of the medical reasoning behind the advice, but you nonetheless follow the directions because you believe that the doctor knows what s/he is talking about. Likewise, when a judge comments on legal precedent audiences tend to listen because it is the job of a judge to know the nature of past legal cases.

Pathos: Pathos is related to the words pathetic, sympathy and empathy. Whenever you accept a claim based on how it makes you feel without fully analyzing the rationale behind the claim, you are acting on pathos. They may be any emotions: love, fear, patriotism, guilt, hate or joy. A majority of arguments in the popular press are heavily dependent on pathetic appeals. The more people react without full consideration for the WHY, the more effective an argument can be. Although the pathetic appeal can be manipulative, it is the cornerstone of moving people to action. Many arguments are able to persuade people logically, but the apathetic audience may not follow through on the call to action. Appeals to pathos touch a nerve and compel people to not only listen, but to also take the next step and act in the world.

Due dates for the Persuasive Essay

All homework must be typed to be considered

Monday, January 12th:
Clearly stated problem (must be focused);
Proposed solution (Identify what should be done and by whom); Audience identified.
Only day in media center for research. Your homework is your ticket in.

Friday, January 16th:
Copies of your two credible sources printed out and annotated for information that you can use to build your case.
Name and address of the audience of your letter

“A” Day January 20th or 21st:
Introductory paragraph.
Acknowledgement of opposition and refutation.

Friday, January 23rd:
Body paragraphs with embedded citations.

Monday, January 26th:
Conclusion.

Friday, January 30th:
Completed copy of your letter for peer review.

Monday, February 2nd:
Due date for letter to be eligible for bonus opportunity.

Tuesday, February 3rd and Wednesday, February 4th:
Letter accepted for full-credit. No bonus opportunity.

Thursday, February 5th:
Letter accepted for half-credit.