Gatsby on NES

Just for fun...

An old NES Gatsby game can be found HERE.

.

Your Morning Announcement for Dec. 16

Here it is. Enjoy.


Holiday Morning Show (Friday Dec. 16) from Glenbrook South Television on Vimeo.

One Last Thing Before Break...

This post is for JUNIORS only.

We're trying something new this time. This is not a paragraph. This is a one page essay. That's one page EXACTLY. No more, no less. Double spaced, 12 point font, etc. Have a good title. Answer the following question:

WHAT IS ART?

Due at the end of the period.

Gumpin' It - Intros and Conclusions

If you want some examples of how to echo your introductory hook in your conclusion, you have no further to look than Tom Hanks movies. First up, Forrest Gump. Remember how the movie starts? That feather floating around?



There it is. Just floating through the air for, like, a million years. Then, finally, it lands at Forrest's feet. He bends down, picks it up, and we learn he's sitting on a bench and waiting for the bus.

Anyone remember how the movie ends? That's right. It ends with Forrest sitting on a stump, waiting for a bus. And what's that down by his feet? Could it be?

Now, does the film actually have anything to do with that feather? Well, yes and no. I mean, is the movie about a man with mutant chicken powers who hides his feathers from the world in fear that they will judge, mock, and, ultimately, capture and dissect him in the name of science? Not exactly. Is the film about a small town chicken rancher trying to make it in the big city as a chicken robotics expert? Of course not. Thematically, however, the movie is all about the feather. Forrest, like the feather, is blown by the wind from place to place with no direction or free will of his own. Chance is piloting Forrest's ship, not fate - just like the feather. We call this symbolism. So yeah, the filmmakers chose an opening hook that connects with the body of the film thematically, just like you can choose a hook for your essay that connects thematically - via your link - to your essay's central topic.

Next up, Saving Private Ryan. At the beginning of the movie, an elderly vetran visits the graves of his fallen soldier brethren. We then flashback to the war:



Later, near the end of the film, as Ryan's flashback comes to a close, we flashforward, back to the present with Ryan still kneeling in Arlington Cemetary.



And that's how you know the movie is over. The end echos the beginning, and the audience has closure. It just wouldn't make any sense to suddenly cut back to the war one last time. In the writing business we call it "The End."

One last example. So, okay, Forrest Gump won the Academy Award for best picture (beating Pulp Fiction?), and Saving Private Ryan was nominated (losing to Shakespeare in Love?), but you know what film was robbed of awards and glory? Splash. That's the one where Tom Hanks falls in love with a mermaid. Oh yeah. I don't care how many award-winning films Hanks stars in. For me, he'll always be the guy falling in love with a fishlady. And how!

The movie starts with Hank's character as a kid on a boat, staring at the water. He then jumps overboard and, while everyone panics on deck, sees a mergirl. They, of course, fall in love.



And just try to guess how this thing ends...



So that's how you echo your hook in your conclusion. You think like a Tom Hanks movie.

Question time: What other films, short stories, books, etc. can you think of that utilize the echo technique and 'Gump it'? Please give an example and describe it in detail. (I would expecially like to hear any ideas you might have on Tom Hanks movies I failed to mention. If anyone can think of any, I'll probably post them, too.)

The Robinson Case Closing Arguments

This post if for freshmen only.

 

Before we begin, sit together with your group in the lab and plan out your division of labor.

Directions: 
You and a small group are a team of lawyers on the Tom Robinson case.  You are either on Atticus’ team (the defense) or on Mr. Gilmer’s team (the prosecution).  You and your fellow lawyers will compose closing arguments to the Tom Robinson case.  The purpose of the closing argument is to convince the jury to either convict (find guilty) or acquit (find innocent) Tom Robinson. Each closing argument should have five sections:



I. The Opening: (short)

Begin by thanking the jury for its participation in the legal process, and stress how much you appreciate its patience and complete attention throughout the trial. Then begin with an attention-getting hook that incorporates the major issue or theme of the case.  Remind the jury of the prosecution's burden of proving quilt beyond a reasonable doubt and the defendant's legal right to the presumption of innocence.

II. Summary of the Case: (short)

Summarize the entire case briefly in your closing arguments. Organize your summary of the case as if you were telling a story, pointing out each of the key people and relevant events as if they were characters in a novel's plot. This should be easy, since it is a novel. This approach may help the jury to envision and accept your argument as the truth.

III. Laying Out the Evidence: (longer)

Choose strong examples of specific evidence to refer to during your closing arguments. Most jurors will remember evidence that they can see or hear, so prepare to use it during your presentation to highlight the key statements of the witnesses to the case.

IV. Countering the Opponent: (longer)

Refer to arguments you think your opponent is likely to make in her closing arguments. Present a line of reasoning that challenges each of the main points you anticipate your opponent will try to make. Being prepared to address these arguments may help you undercut the effectiveness of your opponent's closing arguments. Exploit what you feel are weaknesses in your opponent’s case. Attack the credibility of the other side's witnesses. Underscore the absence of evidence if you are the defense attorney.  Emphasize the strength of the evidence if you are the prosecution. Challenge the other side's weakest claims.

V. The Final Appeal: (short)

Conclude your message with strength, restating your theme and asking for a verdict of acquittal or conviction.

Elements of an effective argument:

Is your closing statement written to appeal to the core values and entrenched views of jurors in your case?  In Maycomb, this is a big, big deal.  Look at who is on the jury, and what their beliefs and prejudices are.  Think about their attitudes about race, social class, gender and education before you compose a speech to them.

Does your speech have a clear beginning, middle, and conclusion? Does the body of your argument build to a climax at the end?  Do you build to a major point? An emotional appeal?

Criteria:

This project is worth 50 points.  One polished draft should be submitted on behalf of the whole team; however, each section should include the name of lead student who spearheaded the section. (Divide the labor, and explain just how you did so.) Mechanics and style counts. Remember to speak directly to the jury. Convince them of your point of view. Be persuasive.

The Great Gatsby - paragraph 3

This post is for JUNIORS only.

For this unit, we will be doing things a little differently. Instead of one long essay, we will be writing a series of paragraphs worth 30 points each. These paragraphs will be graded with the same rigor as a formal essay, and, in the end, will be worth about the same amount of points. In other words, work diligently, hand in your work on time, and be thoughtful and thorough in your responses. These grades most certainly count.

In a thoughtful, thorough paragraph, answer the following question:

How successfully does James Gatz reinvent himself?

In other words, is Jay Gatsby a different person from James Gatz? How so?

Here are the criteria on which you should focus:

• include at least two quotations from two different pages of the novel
• correctly cite all quotations
• set up each quotation with insightful context
• use commas correctly
• use correct spelling
• avoid first and second person
• avoid contractions and informal language
• write in present tense
• take time to thoroughly explain your point of view

If you have any questions or concerns, do not hesitate to get help from the TLC or one of the class instructors.

Story Time

This post is for FRESHMEN only.

We've been talking about it for a while now...Stories told by an adult through the eyes of a child. Stories where the TONE (the narrator's attitude) and the MOOD (the audience's attitude) is DIFFERENT.

That night at the jailhouse? Scout is OBLIVIOUS of the danger. The TONE is SWEET and INNOCENT, but the mood is one of NAIL BITING TENSION.

So here's your task: Write a STORY about an event in your LIFE. You know, something that happened to you when you were YOUNG. Here's the catch: you must tell the story through your eyes when you were a CHILD. In other words, the TONE and the MOOD must be DIFFERENT. Here's a hint: you might want to write about a silly time but make it sound scary, or you might want to recall a very dramatic moment but make it sound like an average, everyday occurrence.

All material must be appropriate for class. Your story must contain DIALOGUE (characters talking), DESCRIPTION (how people, places and events look, sound, smell, etc.), and ACTION (characters doing things). Think about how this works in To Kill a Mockingbird and A Christmas Story.

The Great Gatsby - Paragraph 2

This post is for JUNIORS only.

For this unit, we will be doing things a little differently. Instead of one long essay, we will be writing a series of paragraphs worth 30 points each. These paragraphs will be graded with the same rigor as a formal essay, and, in the end, will be worth about the same amount of points. In other words, work diligently, hand in your work on time, and be thoughtful and thorough in your responses. These grades most certainly count.

In a thoughtful, thorough paragraph, answer the following question:

Regarding Gatsby's obsession with Daisy, Nick says to him, "You can't repeat the past" (Fitzgerald 110). Gatsby responds, "Why of course you can. [...] I'm going to fix everything just the way it was before" (110). 

With whom do you agree - Nick or Gatsby? Is it possible to "repeat the past"? Why? Use examples from movies, books, current events, etc. to support your claim.

Here are the criteria on which you should focus:

• include at least two quotations from two different pages
• correctly cite all quotations
• set up each quotation with insightful context
• use commas correctly
• use correct spelling
• avoid first and second person
• avoid contractions and informal language
• write in present tense
• take time to thoroughly explain your point of view

If you have any questions or concerns, do not hesitate to get help from the TLC or one of the class instructors.

Scout's Narrative Voice

This blog entry is for freshmen only..

We spent some time in class watching some of A Christmas Story. You’ll remember that I asked you to pay attention to the tone of Ralph’s voice as an adult. He was excited, boisterous, overly enthusiastic, and easily swooped up into waves of deep emotion (hilarity, tragedy, fear, etc.). In short, Ralph as an adult sounded like Ralphie as a kid. Ralph as a narrator still believed in Santa, still believed in the almost magical power of an air rifle, and still believed in pure Christmas magic. At least, he sounded like he did. This is what made the movie so funny. Triple dog dares just don't exist in the adult world.

So here we are well into To Kill a Mockingbird, and guess what? The same device is used in the novel. Scout as an adult is seeing the events of the novel through her eyes back when she was a little girl. Barely sad moments are full of grief, and tragic adult moments are hardly visible whatsoever. We might, for this reason, consider Scout what we call an “unreliable” narrator. In other words, we can’t always trust what Scout says.

After all, Scout already knows how the book is going to turn out. She lived it, right? She can’t give away the ending! She needs to create drama, suspense, humor.

One such example of Scout-the-adult-narrator mimicking the voice and vision of Scout-the-six-year-old is in Chapter One when she recounts Jem’s description of Boo. According to Jem, Boo “was about six-and-a-half feet tall” judging from the tracks Boo left behind and “dined on raw squirrels, and any cats he could catch” (Lee 16). Scout thinks this is a “reasonable description” (16). The reader, of course, knows Jem’s description is anything but “reasonable.” In fact, it is far from it. Heck, he makes Boo sound like Frankenstein's monster. This is a great example of moment in which the tone (the narrator’s attitude) is contrary to the mood (the reader’s attitude).

Your Task : Find another example of this narrative discord – a moment in which Scout the narrator is being less than straight with the reader and thus creating a chasm between tone and mood. Your comments should be thoughtful and thorough, use correct textual citations (just like my example), and contain correct grammar and punctuation. Remember, we're looking for specific examples, not broad generalizations. Look for short, concise word clusters. Feel free to find your example anywhere within chapters one through fourteen. One more thing: No repeats! (So be sure to read all of the comments posted before yours.)

Extra Credit: Feel free to comment on one another’s responses. Just be sure to move the conversation along. This is a discussion, not a list of repeated ideas. You may agree or disagree with one another as long as you support your claims with evidence.

Note: When you post your comment, be sure to select "name" on the drop down menu and include your first and last name so you can earn credit for your work.

The Great Gatsby - Paragraph 1

This post is for JUNIORS only.

For this unit, we will be doing things a little differently. Instead of one long essay, we will be writing a series of paragraphs worth 30 points each. These paragraphs will be graded with the same rigor as a formal essay, and, in the end, will be worth about the same amount of points. In other words, work diligently, hand in your work on time, and be thoughtful and thorough in your responses. These grades most certainly count.

In a thoughtful, thorough paragraph, answer the following question:

In The Great Gatsby,

how does a character's economic/social class

dictate how he or she behaves?

1. Select one character from the novel.
2. Discuss into what economic/social class this character falls. 
3. Explain in detail how this character's economic/social class influences his or her behaviors.

Here are the criteria on which you should focus:

• include at least two quotations from two different pages
• correctly cite all quotations
• set up each quotation with insightful context
• use commas correctly
• use correct spelling
• avoid first and second person
• avoid contractions and informal language
• write in present tense
• take time to thoroughly explain your point of view

If you have any questions or concerns, do not hesitate to get help from the TLC or one of the class instructors.

This post if for freshmen only.

Southern Gothic

Literary Tradition

Gothic literature is fiction in which strange, gloomy settings and mysterious, violent, often supernatural events create suspense and terror. Southern gothic literature uses gothic motifs to explore social issues and reveal the cultural character of the American South.

Following are a few characteristics of gothic and southern gothic literature:

1. The gothic novel tries to evoke chilling terror and gloom by exploiting mystery and horror. Gothic is about haunting and possession.  We are supposed to feel a chill at some point in the story, and this emotional response is in part the point of the gothic experience. Paradoxically, this fear is a source of pleasure.  "Tis so appalling--it exhilarates," Emily Dickinson says in a poem.
2. In a Gothic work, there is usually confusion about good and evil. What does ‘good’ actually mean? What about ‘evil’? And how can we tell the difference?
3. Gothic reveals a fear of institutions, such as religion, education, or marriage.
4. Gothic shows the dark and hidden side of things. It rips open the lies and shows a world of cruelty, lust, perversion, and crime hidden beneath society’s rules and customs.
5. Gothic tears through censorship and explodes hypocrisies. It exposes the world as a corrupt, reeking place.
6. Gothic is a reaction to the conventional, common sense, and enlightened world. If society is supposed to be orderly and sensible, gothic shows how it really isn’t.
7. Southern gothic tips stereotypes on their side and kicks them in the gut. Sweet Southern belles are crafty and greedy, chivalrous gentlemen are sneaky and perverse, and righteous preachers are manipulative and evil.

Your task: We've tackled several short stories that can be considered southern gothic - "An Occurance at Owl Creek Bridge," "Good Country People" and "A Rose for Emily." We also viewed Night of the Hunter - again, classic Southern Gothic. Select one of the stories, and in a paragraph explain how one aspect of the story/film meets one of the criteria listed above. 

Be sure that your response is thoughtful and thorough and includes a cited quotation. Keep in mind all of the elements of a good paragraph: topic sentence, set-up, cited quotation, explanation (claim - evidence - warrant). Write in formal third person. Post your paragraphs in the comments below. Include you name and period.

Reserving Judgments

This post is for JUNIORS only.

Nick says he is "inclined to reserve all judgments" (Fitzgerald 1).  In other words, Nick does not make snap assumptions or judgments about people when he first meets them. Instead, he waits until he gets to know the person before he makes his judgments.

In a thoughtful, thorough paragraph, tell about a time when you did NOT reserve judgment about someone you just met but wish you had. What happened? How did things turn out? How do you wish things had turned out?

Turn in the paragraph by the end of class.

Weight and Darkness in Night of the Hunter

This entry if for freshmen only.

Here's an idea I'd like you to play with. It has to do with the balance of light and dark - about the balance of positive and negative shapes (positive being the dark spaces, the spaces where somethig IS; negative being the light spaces, the spaces where something ISN'T). There's something about them in this movie.

In this shot, the dark is the positive space - a bird, a cage, a window pane.  The light is the negative space - nothing. Okay. Negative and positive space. That's idea number one.

Idea number two: balance.  Balance is when the right side is given roughly the same 'wieght' as the left side, or the top and bottom. There are two kinds of aesthetic balance. First, there's symmetrical. That's when one side looks like the other - they are, to a large degree - mirror images of one another. Like this...

 

Then there's asymmetrical balance. This is when two sides are balanced, but by different sized shapes. Like this...

Idea three: contrast - the difference between the dark and the light. The lower the contrast, the more shades of gray there is. Like this shot from The Abominable Snowman...

The higher the contrast, the fewer shades of gray there are, and the more of sharp diference there is between the light and the dark. Like this shot from Bride of Frankenstein...

So there you have it. Three ideas:

1. negative and positive space
2. balance
3. contrast

So here's what I would like you to do. Just look at the following images. Take your time.

Now look at the following pairs of images. Most come one right after the other in the film. Again, take your time.

  

Now go back and look at them again, this time considering negative and positive space, balance, and contrast.

 

Finally, here's the question you need to answer. How do the filmmakers use negative and positive space, balance, and contrast to create meaning? In other words, what ideas are communicated in these frames using negative and positive space, balance, and contrast? Pick one example and explain. Post your response in the comments secion below. The rules of grammar, mechanics, and spelling apply. Be thoughtful and thorough in your response.

And good luck.

As always, feel free to go above and beyond by responding to your peers' comments. (Extra credit is available for thoughtful and insightful extra comments in which you discuss your peers' comments. Please post all of your additional comments under separate posts.)

Slam Poem

This post is for juniors only.

Your task for today is to complete a poem. By the end of the period, it should be written and printed out - triple spaced.

We've talked enough about subject matter that you probably already know what you want to write about. If you're still stuck, try one of the following:

• an "I Am" poem
• a "I Am From" poem
• try playing around with this website.

Just make sure all material is appropriate and safe for class, and don't write about anything you don't want to share.

This Boy's Life - the final essay

This post is for juniors only.

Now that you have written your three body paragraphs, your task is the following:

1. Compile your three body paragraphs into one document.
2. Insert transitions between body paragraphs 1 and 2 and between body paragraphs 2 and 3.
3. Write an introduction that includes a hook, a link, a thesis and a bridge.
4. Write a conclusion that briefly reflects on how Toby changes throughout the book and, more importantly, discusses the importance of individuals changing throughout their own lives.
5. Revise all spelling and grammar - paying special attention to the grammar we've covered in class (commas, etc.) as well as tense (present) and person (third only).
6. Print off and hand in.

Your introductory paragraph must include these elements:

• a hook that truly grabs the reader's attention (a quotation from another source, an interesting story, a specific rhetorical question)
• a link that ties the hook into the thesis and states the title and author of the book you are discussing
• a thesis along the lines of: "Toby has a life changing experience that changes him from one person to another."
• a bridge that states exactly what Toby is like at the start of the book, what the life changing event is, and what kind of person he becomes by the end.

Here are some note you might find helpful. (Click on the picture to enlarge.)

Toby Is...

This post is for juniors only.

So far, you've written two paragraphs about This Boy's Life. The first was...

What word or phrase best describes Toby in the first third of the book?

The second, of course, was...

What event or incident somewhere in the middle of the book most impacts Toby?

Here's the third...

In what way did that event or incident change Toby

from the person he was at the beginning of the book to the person he is at the end?

Include two correctly cited quotations in your paragraph. Make sure your paragraph has a clear topic sentence. Here are some of the required criteria for your paragraph:

• write in third person (not first or second)
• write in present tense
• avoid contractions
• set-up and explain both quotations

This Happened to Toby...

This post is for juniors only.

In a thoughtful, thorough paragraph, answer the following question:

What event or incident somewhere in the middle of the book most impacts Toby?

Consider things Toby says, things that are said to him, things he does, things that are done to or around him, etc. the event or statement does not have to be big or dramatic, necessarily. It just has to IMPACT him in an important, crucial way.

Include two correctly cited quotations in your paragraph. Make sure your paragraph has a clear topic sentence. Here are some of the required criteria for your paragraph:

• write in third person (not first or second)
• write in present tense
• avoid contractions
• set-up and explain both quotations

Hand Full of Nothin' Part 1

This entry is for freshmen only.

After "beating" Dragline in the fight (by getting pounded on),and after "winning" the poker game (with an inferior hand), Luke claims that "Sometimes nothin' can be a real cool hand."

In the comments bellow, give an example (from another film, a book, a short story, etc.) that proves Luke is right, that proves that sometimes "nothin' can be a real cool hand."

Be sure to read all of the responses before yours; remember, no repeats!