Tuesday or Wednesday (A/B)
- Do Now: Open your textbooks to 1007 and take out your notebooks and a pencil. Read the quote on page 1007 from Doris Lessing and respond to the following in your notebook:
o Explain the quote in your own words. What do the quote and the title of this unit suggest about attitudes during this time period?
- Read and Discuss: We will read and discuss the quote and student responses to the quote as a class.
- With Partners: Students will partner up and read “Historical Background” on pages 1012 and 1013. They will be required to have at least 8 bullet points of important information in their notebooks (15 minutes).
- Formal Note-taking: After discussing what students read in the “Historical Background,” students will take formal notes on literary modernism and the modern period.
- PowerPoint Presentation and Discuss: We will then discuss concurrent movements in the visual arts, ballet, and music.
o Visual Arts Focus: Cubism, Futurism, Dadaism, Surrealism
o Music: non-melodic forms
o Ballet: Comparison of Swan Lake (1895) to The Rite of Spring (1913) and the resulting riot
- Small Groups: Students will break into groups of no more than four. Each group will receive a copy of a painting or sculpture from the modern period. They will have 15 minutes to discuss the painting as a group and be prepared to answer the following questions in front of the class:
- http://www.flickr.com/photos/32357038@N08/3594045416/in/photostream/
o What story is the painting telling?
o How do the composition, line quality, and color contribute to the painting’s meaning?
o What does the title of the painting contribute to its meaning?
o How does this painting reflect Modernism?
- Painting Presentations: Students will present their analyses in front of the class.
- Read: Introduction to W.B. Yeats (p. 1022)
- Listen and Discuss: “The Lake Isle of Innisfree” by W.B. Yeats
- Closing Type II Quick Write: Yeats writes this poem about escaping from civilization and living a Thoreau-like lifestyle at Lake Innisfree. Based on what you have learned about the modern period, why do you think he is expressing these sentiments in this poem? What is he responding to in his society?
Thursday or Friday (A/B)
- Do Now: Take out your notebooks and be prepared to take down the next set of Quack! words.
- Listen and Discuss: “The Second Coming” W.B. Yeats (p. 1029)
o http://www.youtube.com/watch?v=OEunVObSnVM (SpokenVerse reading)
o http://www.youtube.com/watch?v=MdptneKPJ9s (Cyril Cusak reading)
- Full Class: As a class, we will critically analyze W.B. Yeats’s “The Second Coming,” with particular attention to Yeats’s belief in the cyclical nature of history. We will also discuss the sense of hopelessness and loss many felt after the September 11, 2001 attacks on the World Trade Center.
- Read: Introduction to T.S. Eliot (p. 1038)
- Type I Quick Write: Students will respond to the following quote in their notebooks (5 minutes):
o “It is better, in a paradoxical way to do evil, than to do nothing: at least we exist …. The worst that can be said of most of our malefactors [wrongdoers], from statesmen to thieves, is that they are not man enough to be damned” – T.S. Eliot
- Discuss: We will discuss student responses to Eliot’s quote.
- Read and Discuss: Critical Commentary on “The Hollow Men” (p. 1044-1046)
- PowerPoint Presentation: Students will then view a PowerPoint presentation with passages from Eliot’s essay “The Tradition and the Individual Talent.” We will discuss this perspective on the past and get students’ opinions on its validity and application to their lives.
- Listen and Discuss: “The Hollow Men”
o http://www.youtube.com/watch?v=nwcP3NOCeiE&feature=related (Spoken Verse Reading)
- Small Groups: Students will form five groups. Each group will be assigned a part of “The Hollow Men” for close-reading analysis. They will TP-CASTT their section of the poem and be prepared to share their analyses with the class (15 minutes).
- Closing Activity: Small group work presentations.
