agenda 1/20/08 focus: dry sense of humor? an overview of satire focus: dry sense of humor? an...

Agenda 1/20/08Agenda 1/20/08

• Focus: Dry sense of humor? An overview Focus: Dry sense of humor? An overview of satireof satire

• Reflections on your essays of place (15 Reflections on your essays of place (15 min)min)

• Introduction to satire using Introduction to satire using The OnionThe Onion

• Is Twain really damning the human race? Is Twain really damning the human race? Rereading last night’s text Rereading last night’s text

• HW: Follow the website calendar. HW: Follow the website calendar.

• RAMAPO, NJ—Dermalon, a new acne RAMAPO, NJ—Dermalon, a new acne medication from Ramapo-based Franklin medication from Ramapo-based Franklin Laboratories, may cause a host of serious Laboratories, may cause a host of serious complications, a TV commercial for the complications, a TV commercial for the produce casually noted Monday. “Some produce casually noted Monday. “Some Dermalon users may experience such side Dermalon users may experience such side effects as dizziness, nausea, loss of hearing, effects as dizziness, nausea, loss of hearing, insomnia, blood clotting, difficult breathing, insomnia, blood clotting, difficult breathing, memory loss, bone rot, paranoid memory loss, bone rot, paranoid schizophrenia, and brain tumors,” a friendly schizophrenia, and brain tumors,” a friendly voiceover noted as a group of happy, clear-voiceover noted as a group of happy, clear-skinned teens frolicked on a beach. “Wake skinned teens frolicked on a beach. “Wake up to a clearer you with Dermalon.” Franklin up to a clearer you with Dermalon.” Franklin Laboratories is also the manufacturer of Laboratories is also the manufacturer of Follicin, a hair-restoration formula linked to Follicin, a hair-restoration formula linked to explosive diarrhea and hyperobesity. explosive diarrhea and hyperobesity.

Satire and Satire and The OnionThe Onion

• Read your article aloud with your Read your article aloud with your group.group.

• Discuss the following three questions:Discuss the following three questions:

• WHATWHAT are the are the satirical targetssatirical targets? In ? In other words, what is being satirized?other words, what is being satirized?

• HOWHOW are these targets being satirized? are these targets being satirized?

• WHYWHY are they being satirized? What’s are they being satirized? What’s the larger message/theme?the larger message/theme?

Agenda 1/21Agenda 1/21

• Focus: Growing adept with Twain’s satireFocus: Growing adept with Twain’s satire

• Quick ACT mystery of the dayQuick ACT mystery of the day

• Warming up to satire: A student Warming up to satire: A student mockumentarymockumentary

• Creating your own semester: A voteCreating your own semester: A vote

• Explanation of the summary-responseExplanation of the summary-response

• Fishbowl discussion: “The Damned Human Fishbowl discussion: “The Damned Human Race”Race”


ACT Mystery of the Day…ACT Mystery of the Day…

• Please explain the difference between Please explain the difference between the two sentences below and why the two sentences below and why each one is correct.each one is correct.

• All of Ms. Leclaire’s students All of Ms. Leclaire’s students areare amazing!amazing!

• Every one of Ms. Leclaire’s students Every one of Ms. Leclaire’s students isis amazing!amazing!

A little tougher…A little tougher…

• Explain why the following is correct: Explain why the following is correct:

• Three hours Three hours isis the average amount of the average amount of time spent on homework.time spent on homework.

• The sentence is inverted, which makes The sentence is inverted, which makes it tough to find the subject. Here’s it tough to find the subject. Here’s how the sentence would normally look:how the sentence would normally look:

• The average The average amountamount (of time spent on (of time spent on homework) homework) isis three hours. three hours.

Summary-Response: “The Summary-Response: “The Damned Human Race”Damned Human Race”• Part 1: Type a brief summary of “The Part 1: Type a brief summary of “The

Damned Human Race” Damned Human Race”

• Basic Level: Summarize Twain’s main points Basic Level: Summarize Twain’s main points and the style he uses to portray those points.and the style he uses to portray those points.

• Challenging Level: Briefly address Twain’s Challenging Level: Briefly address Twain’s attitude towards Social Darwinism as well.attitude towards Social Darwinism as well.

• This should be no longer than half a page, This should be no longer than half a page, typed and double spaced.typed and double spaced.

• No analysis/opinion—summary only.No analysis/opinion—summary only.

Basic LevelBasic Level

• Type an analytical response in which you Type an analytical response in which you assert what you see as assert what you see as Twain’s central point Twain’s central point in in “The Damned Human Race.”“The Damned Human Race.”

• Although you are asserting your opinion, you Although you are asserting your opinion, you still want to avoid words like “I” and “you.” still want to avoid words like “I” and “you.” – Start with a clear, specific, analytical thesisStart with a clear, specific, analytical thesis– Bullet point three supporting quotations from Bullet point three supporting quotations from

the articlethe article– Type this directly underneath your summaryType this directly underneath your summary

Challenging LevelChallenging Level

• Type an analytical response in which you Type an analytical response in which you analyze the analyze the validity of Twain’s argument (what validity of Twain’s argument (what is one of his primary arguments, and did he is one of his primary arguments, and did he persuade you?)persuade you?)..

• Although you are asserting your opinion, you Although you are asserting your opinion, you still want to avoid words like “I” and “you.” still want to avoid words like “I” and “you.” – Start with a clear, specific, analytical thesisStart with a clear, specific, analytical thesis– Bullet point three supporting quotations from Bullet point three supporting quotations from

the articlethe article– Type this directly underneath your summaryType this directly underneath your summary

Sample Thesis Statement Sample Thesis Statement for the Basic Levelfor the Basic Level

• Twain’s uses satire in “The Damned Twain’s uses satire in “The Damned Human Race” to reveal that humans Human Race” to reveal that humans ironically distort and pollute their one ironically distort and pollute their one advantage over other animals—their advantage over other animals—their sense of morality. sense of morality.

Sample thesis for the challenging Sample thesis for the challenging responseresponse• Twain’s portrayal of the “Moral Sense” Twain’s portrayal of the “Moral Sense”

persuasively reveals that morality cannot persuasively reveals that morality cannot exist without sin, suggesting that all humans exist without sin, suggesting that all humans possess an underlying potential for possess an underlying potential for wickedness.wickedness.

• Twain’s depiction of human nature loses truth Twain’s depiction of human nature loses truth in its exaggeration; his juxtaposition of in its exaggeration; his juxtaposition of humans and animals only highlights the humans and animals only highlights the differences between the two species rather differences between the two species rather than conflating them.than conflating them.

Satirical ArticlesSatirical Articles

• 1: “New, Delicious Species 1: “New, Delicious Species Discovered”Discovered”

• 2: “New Anger-Powered Cars…”2: “New Anger-Powered Cars…”

• 3: “New Prescription-Only Sandwich”3: “New Prescription-Only Sandwich”

• 4: “Scientists Abandon AI Project…”4: “Scientists Abandon AI Project…”

• 5: “Teen Mortified after Winning…”5: “Teen Mortified after Winning…”

• 6: “Books Don’t Take You Anywhere”6: “Books Don’t Take You Anywhere”

As you watch and listen…As you watch and listen…

• Keep a two-columned chart in which you Keep a two-columned chart in which you explore the following:explore the following:

• (1) (1) WhatWhat aspects of humanity/society are aspects of humanity/society are being satirized? (Satirical targets)being satirized? (Satirical targets)

• (2) (2) HowHow are they being satirized? (What are they being satirized? (What specific techniques/details create the specific techniques/details create the larger criticism?)larger criticism?)

• Add onto this list as you listen to your Add onto this list as you listen to your classmates presenting their findings from classmates presenting their findings from The OnionThe Onion articles. articles.

Agenda 1/22Agenda 1/22• Focus: Wading into the race in the 19Focus: Wading into the race in the 19thth

centurycentury

• Vindicating Vocabulary Quiz: Unit 2Vindicating Vocabulary Quiz: Unit 2

• The exciting and disturbing world of Social The exciting and disturbing world of Social Darwinism: A small group explorationDarwinism: A small group exploration

• Quick and enticing overview of the responseQuick and enticing overview of the response

• Ethnic NotionsEthnic Notions: If you think you’re ready, : If you think you’re ready, you’re not.you’re not.


Class, meet Darwin.Class, meet Darwin.• Read the information about Social Darwinism at the Read the information about Social Darwinism at the

link provided in today’s in-class activities on the link provided in today’s in-class activities on the website calendar.website calendar.

• In your notes and with your group, please establish In your notes and with your group, please establish the following:the following:

• (1) Short (1) Short definitiondefinition of “Social Darwinism” in your of “Social Darwinism” in your own words.own words.

• (2) What might make Social Darwinism (2) What might make Social Darwinism appealingappealing??

• (3) What might make Social Darwinism (3) What might make Social Darwinism revoltingrevolting??

• (4) Find one specific passage in “The Damned (4) Find one specific passage in “The Damned Human Race” that satirizes Social Darwinism.Human Race” that satirizes Social Darwinism.

As you watch As you watch Ethnic Ethnic Notions…Notions…

• Please keep track of two things as Please keep track of two things as you watch this documentary:you watch this documentary:

• What are the different racial What are the different racial stereotypes and their specific stereotypes and their specific characteristics?characteristics?

• What social / political purpose does What social / political purpose does each stereotype serve?each stereotype serve?

Agenda 1/23 (Shortened Agenda 1/23 (Shortened Class)Class)• Focus: Gathering background Focus: Gathering background

information on 19information on 19thth century perceptions century perceptions of raceof race

• 20 minutes of ALIS reading time20 minutes of ALIS reading time

• Collect summary-responsesCollect summary-responses

• Watch Watch Ethnic NotionsEthnic Notions

• 66thth hour: Announcements and assembly hour: Announcements and assembly



• Focus: Are Twain’s characters racist?Focus: Are Twain’s characters racist?

• Take-aways from yesterday and Friday Take-aways from yesterday and Friday (via fishbowl—15 minutes)(via fishbowl—15 minutes)

• Early illustrations of race from Early illustrations of race from Puddn’head Wilson Puddn’head Wilson (10-15 minutes)(10-15 minutes)

• Character close readings and tableausCharacter close readings and tableaus


Images of Race in Images of Race in PWPW• Please click on the link in today’s in-class Please click on the link in today’s in-class

activities.activities.• Scroll down to the early illustrations in Scroll down to the early illustrations in

Puddn’head WilsonPuddn’head Wilson..• Browse the images. Browse the images. What might some of these What might some of these

images reveal about Twain’s culture? How do images reveal about Twain’s culture? How do they overlap with what you learned about race they overlap with what you learned about race in in Ethnic NotionsEthnic Notions??

• Copy and paste a few of these images, Copy and paste a few of these images, along along with your interpretations of themwith your interpretations of them, into , into your your Ethnic Notions Ethnic Notions notes.notes.

Character DistributionCharacter Distribution

• 1: Roxy1: Roxy

• 2: Wilson2: Wilson

• 3: “Tom” (born Chambers, but is now 3: “Tom” (born Chambers, but is now Tom)Tom)

• 4: “Chambers” (born Tom, but is now 4: “Chambers” (born Tom, but is now Chambers)Chambers)

• 5: Percy Driscoll5: Percy Driscoll

• 6: The townsfolk6: The townsfolk

Close Readings and Close Readings and TableausTableaus• Circle up as a small group and find one specific Circle up as a small group and find one specific

piece of piece of Puddn’head Wilson Puddn’head Wilson that reveals that reveals something important about your character.something important about your character.

• As a group, perform a close reading of the As a group, perform a close reading of the passage in which you pull out specific word passage in which you pull out specific word choices (diction) and stylistic devices from the choices (diction) and stylistic devices from the passage and explain why they are significant passage and explain why they are significant (one typed copy per group to turn in to Ms. (one typed copy per group to turn in to Ms. Leclaire).Leclaire).

• See next slide for the creative part…See next slide for the creative part…

The TableauThe Tableau• Last but not least, form a tableau—a frozen picture Last but not least, form a tableau—a frozen picture

with your bodies—that depicts your character. with your bodies—that depicts your character.

• All members of your group except for one must be All members of your group except for one must be a part of the tableau. You may use props, a part of the tableau. You may use props, costumes, and even music, but you may not move costumes, and even music, but you may not move or speak; think of yourselves as statues.or speak; think of yourselves as statues.

• The one member of your group who is not part of The one member of your group who is not part of the tableau must read the passage aloud while the the tableau must read the passage aloud while the tableau holds their pose.tableau holds their pose.

• Be prepared to present these first thing tomorrow.Be prepared to present these first thing tomorrow.

Agenda 1/28Agenda 1/28• Focus: Twain’s characterizationFocus: Twain’s characterization

• Overview of Th and Fri/fishbowl setupOverview of Th and Fri/fishbowl setup

• 5 minutes to finish preparing tableaus5 minutes to finish preparing tableaus

• Present and interpret tableausPresent and interpret tableaus

• Chapters 1-10: The literal and the Chapters 1-10: The literal and the interpretativeinterpretative

• Vocabulary review: Unit 3Vocabulary review: Unit 3


Fishbowl DirectionsFishbowl Directions

• Write your name on two different Write your name on two different sheets of paper.sheets of paper.

• Make sure you write down your Make sure you write down your assigned tasks and dates in your assigned tasks and dates in your student calendar.student calendar.


• Focus: Feeling confused? Let New Focus: Feeling confused? Let New Historicism help!Historicism help!

• Visitors from the futureVisitors from the future

• Twain’s tricky time periods: A New Twain’s tricky time periods: A New Historicist readingHistoricist reading

• Fishbowl #3: Chapters 17-19Fishbowl #3: Chapters 17-19


Visitors from the FutureVisitors from the Future• Take out your student calendar and/or one of Take out your student calendar and/or one of

your notebooks.your notebooks.

• Trade with someone who is not sitting near Trade with someone who is not sitting near you.you.

• Pretend that you are a traveler from a different Pretend that you are a traveler from a different culture/a different time, and you are exploring culture/a different time, and you are exploring this mysterious text that sits before you.this mysterious text that sits before you.

• What inferences about our culture can you What inferences about our culture can you make from this text?make from this text?

New HistoricismNew Historicism

• In Ms. Leclaire’s terms:In Ms. Leclaire’s terms:

• New Historicism is looking at a text, New Historicism is looking at a text, whether it’s a piece of literature, a whether it’s a piece of literature, a piece of art, a poster, a cookie jar, piece of art, a poster, a cookie jar, etc., as a window into the time etc., as a window into the time period in which it was produced.period in which it was produced.

• The text is inseparable from the The text is inseparable from the culture that generated it.culture that generated it.

Twain’s Tricky Time PeriodsTwain’s Tricky Time Periods

• When is When is Puddn’head WilsonPuddn’head Wilson taking taking place?place?

• When is it actually written/published?When is it actually written/published?

• Ah ha! Why is this discrepancy Ah ha! Why is this discrepancy significant?significant?

• So…what might this book reveal so So…what might this book reveal so far about life in the far about life in the 1890s1890s??


• Focus: Twain, twins, and humans on Focus: Twain, twins, and humans on display display

• Reminders and a new grade in this classReminders and a new grade in this class

• The 19The 19thth century human zoos and twins century human zoos and twins in in Puddn’head WilsonPuddn’head Wilson

• Final fishbowl discussion!Final fishbowl discussion!


RemindersReminders

• I still need fishbowl notes from I still need fishbowl notes from Kristina, Leslie, Preston, Jason, Alex Kristina, Leslie, Preston, Jason, Alex and Meganand Megan

• 66thth hour: I need syllabi from all 4 hour: I need syllabi from all 4 groups TODAYgroups TODAY

Six Week Participation Six Week Participation GradeGrade• February 14February 14thth marks the end of the first 6 weeks. marks the end of the first 6 weeks.

• This semester, you will receive a participation/focus grade This semester, you will receive a participation/focus grade at the end of each 6 week period worth 25 points.at the end of each 6 week period worth 25 points.

• Right now, everyone has 20 out of these 25 points.Right now, everyone has 20 out of these 25 points.

• This grade reflects several aspects of your behavior in class:This grade reflects several aspects of your behavior in class:– Your focus in class: Be a good listener and thoughtful contributor.Your focus in class: Be a good listener and thoughtful contributor.– Your use of the laptops: Each time you’re off-task with your laptop, Your use of the laptops: Each time you’re off-task with your laptop,

you lose 2 points.you lose 2 points.– The beginning of class: You should be in your seat with your laptop The beginning of class: You should be in your seat with your laptop

starting up by the time the bell rings.starting up by the time the bell rings.– The ending of class: We go bell-to-bell; no packing up early.The ending of class: We go bell-to-bell; no packing up early.

Humans on DisplayHumans on Display

• Quickly research “human zoos.” Define Quickly research “human zoos.” Define in your notes what a human zoo is.in your notes what a human zoo is.

• Why do you think people in the late 19Why do you think people in the late 19 thth century were drawn to human zoos?century were drawn to human zoos?

• Through a New Historicist lens, what Through a New Historicist lens, what evidence of “human zoos” do we see in evidence of “human zoos” do we see in Puddn’head WilsonPuddn’head Wilson? Think ? Think metaphorically. metaphorically.

More Specifically, Twins on More Specifically, Twins on DisplayDisplay

• With the person sitting next to you, With the person sitting next to you, make a list of at least five different make a list of at least five different “twins” in “twins” in PWPW (again, think (again, think metaphorically here—don’t be afraid metaphorically here—don’t be afraid to take a risk).to take a risk).

• The big question: So what? What do The big question: So what? What do you see as the larger purpose of you see as the larger purpose of twins in this satirical novel?twins in this satirical novel?


• Focus: Existing in Between RacesFocus: Existing in Between Races

• How close is too close? A sample close How close is too close? A sample close reading through a New Historicist lensreading through a New Historicist lens

• Friday’s practice timed writingFriday’s practice timed writing

• Hughes, Twain, and Obama: A Found Hughes, Twain, and Obama: A Found PoemPoem

• HW: Follow the website calendar HW: Follow the website calendar (remember our vocab. quiz tomorrow). (remember our vocab. quiz tomorrow).


• Focus: Researching Twain through a Focus: Researching Twain through a New Historicist lensNew Historicist lens

• Turn in your summary-responsesTurn in your summary-responses

• Mini vocabulary quiz: Unit 4Mini vocabulary quiz: Unit 4

• Time to research/prepare for Time to research/prepare for tomorrow’s timed writingtomorrow’s timed writing


Sample Thesis Statements Sample Thesis Statements for Your Enjoymentfor Your Enjoyment

• Twain’s motif of twins in Twain’s motif of twins in PWPW reflects reflects his his 1919thth society’s desire to keep black society’s desire to keep black and white citizens in separate and white citizens in separate classes classes while while exposing the exposing the dependence of each race upon the dependence of each race upon the other. other.

• The emergence of fingerprinting in The emergence of fingerprinting in the late 19the late 19thth century contributes to century contributes to Twain’s interest in nature vs. nurture Twain’s interest in nature vs. nurture in in PW PW ; fingerprints symbolize that ; fingerprints symbolize that while nature trumps environment in while nature trumps environment in the shaping of a personthe shaping of a person, , identity runs identity runs far deeper than race.far deeper than race.

10 minutes of rapid 10 minutes of rapid interpretationinterpretation• With the person sitting next to you, skim With the person sitting next to you, skim

through the first 10 chapters of through the first 10 chapters of PW.PW.

• The literalThe literal: In your notes, make a list of the : In your notes, make a list of the 10 most important events that have 10 most important events that have happened so far.happened so far.

• The interpretativeThe interpretative: Next to each event, offer : Next to each event, offer a brief analysis (or pose an analytical a brief analysis (or pose an analytical question) of what larger idea you think question) of what larger idea you think Twain is trying to convey through this event.Twain is trying to convey through this event.

New HistoricismNew Historicism

• For the first section of For the first section of Huck FinnHuck Finn, we will , we will take a New Historicist angle in our take a New Historicist angle in our annotations and class discussions. For a annotations and class discussions. For a strong description of New Historicism, strong description of New Historicism, please visit the following website tonight:please visit the following website tonight:

• http://english.byu.edu/writingcenter/literaryanalysis.htmTonight, please print out and read this Tonight, please print out and read this

article carefully; highlight and annotate article carefully; highlight and annotate passages that you find helpful.passages that you find helpful.

http://english.byu.edu/writingcenter/literaryanalysis.htm

http://english.byu.edu/writingcenter/literaryanalysis.htm

Friday’s Timed WritingFriday’s Timed Writing

• A New Historicist reading of A New Historicist reading of PWPW: Pick : Pick one aspect of life in the 1890s that one aspect of life in the 1890s that Twain is satirizing.Twain is satirizing.

• Tuesday: Twins and human circuses Tuesday: Twins and human circuses

• Wednesday: Fingerprinting and Wednesday: Fingerprinting and phrenologyphrenology

• Thursday—concept map and time to Thursday—concept map and time to researchresearch

agenda 1/20/08 focus: dry sense of humor? an overview of satire focus: dry sense of humor? an...

Documents

summary slide

damned human race hw

twains satire focus

damned human race basic

twains attitude

overview of satire focus

twains main points

twains central point