Princess Nausicaa

THE PRINCESS NAUSICAA

HOMERIC SIMILE: A long comparison between two unlike things.

Imagery is descriptions that appeal to the senses.

Strategist: (root word: strategy) a very clever person who creates a plan of attack to accomplish a goal.

The Nymph Calypso releases Odysseus who builds a boat and sets sail for Ithaca. However, Poseidon whips up yet another storm which leaves him shipwrecked on the shores of the Phaeacians.

The Princess Nausicaa

Meanwhile, in the Court of Alcinous, we meet the beautiful young Princess Nausicaa. She is the daughter of King Alcinous who rules over the island of Scheria, on whose beach Odysseus is now lying, exhausted from his twenty rough days at sea, locked in the deep embrace of sleep.  We see the Princess sleeping in her bed before dawn. The Goddess Athena disguises herself as the best friend of the princess to wake her up so that she will go down to the beach to wash clothes and discover Odysseus passed out at the shore.

Graces: The three beautiful goddesses who govern beauty, charm, and pleasure in human life.

Common Motif in Greek literature and mythology: The gods disguise themselves as mortals. Athena disguises herself as a mortal again. The first time Athena disguises herself in THE ODYSSEY is when she appears as on old man named Mentor, to give advice to Telemachus. MENTOR is where we get the word "mentor", which is an older, wiser advisor. Now in Book 6 of THE ODYSSEY, Athena appears as Dymas' daughter, Nausicaa's best friend, to awaken her without frightening her to tell her to go to the beach today.

The Greeks believed that the gods frequently interfered in the lives of humans in this way - by disguising themselves as mortals to make suggestions, or to direct our feet along a certain path so that fates and destinies may be fulfilled.

Distaff yarn: Princess Nausicaa's mother was already at work, spinning wool onto a spindle to make cloth.

Nausicaa is probably about fifteen, marriageable age for a young Greek girl at that time. She tells her father she wants to wash the family linen for the dances her brothers must attend in order to find suitable wives.

Drubbed: to hit the clothes against rocks to clean them.

Nausicaa and her hand maids ride to the beach in a little cart with the laundry. There at the beach, they wash the clothes, they picnic, they run races, they swim, they sun bathe, and they play sports. While they are playing a game of catch, Athena causes the ball to go out of bounds and bounce next to Odysseus, waking him up.

Odysseus is a much older man - and naked - and he is confronted with a problem - how does he get what he needs - food, clothes and help - without frightening the young girls. He thinks quickly - should he prostrate himself (lie down flat on the ground) and touch the princess's knees to show submission or should he stand tall and humbly ask for her help? He decides that touching her may frighten her so he decides on the latter course. He breaks off an olive branch to hide his nakedness and begins to flatter her, saying she reminds him of Artemis (the goddess of virginity - a wise choice which shows he recognizes and respects her youth and virginity).

Odysseus says that if she helps him, he will wish a happy home and marriage for her - things that were very important to the Greeks.

Nausicaa says, "You know Zeus mets out fortune / to good and bad men as it pleases him."

Nausicaa says that Zeus gives bad things to both good and bad people - which is the Greek philosophy explaining the randomness of life. Good things happen to bad people and bad things happen to good people.

She decides to help him and orders her maids to bathe him, and to give him food and clothes.

Note again how important it is to treat your guests with respect.

Odysseus responds in a gracious, respectful and wise manner by saying it is not appropriate that these young girls should see him in his nakedness so he will bathe himself without their help.

Again, Athena intervenes by making him rockstar glamourous looking - fit for an action hero.

Hyacinth: a flower that is reddish gold. This is the color to which Athena restores Odysseus' hair.

Hephaestus: black smith to the gods. Look up the Myth of Hephaestus.  He was an exceptionally ugly god - so ugly in fact that his mother, Hera, threw him off Mount Olympus because he was such an ugly baby.  He landed at the bottom of the ocean and began gathering up the pearls, diamonds, rubies and emeralds he found there to make gorgeous jewelry.  When Hera saw the beautiful rings and bracelets he was making, she reconsidered and brought him back to Olympus.  So overjoyed was she by the beauty of his jewelry, she gave him Aphrodite, the most beautiful goddess on Olympus, to marry, which is another example of irony - the ugliest god is married to the most beautiful one.

Back to the story of the Princess Nausicaa:

Nausicaa tells Odysseus to walk behind the cart with her maids back to the palace. They will pass by the marina where construction workers and sailors are building ships. She warns Odysseus that the men will be quite rude and make speculative comments about their relationship. The men are quite bitter that she has rejected all of them as possible suitors or husbands.

Again, Nausicaa exhibits the highest level of appropriate Greek behavior - she does not want to do anything that will shame her parents.

"And I myself should hold it shame / for any girl to flout her own dear parents, / taking up with a man, before her marriage."

Flout: to scorn, to insult, to show contempt for.

Calypso's Island,

Odyssey Notes:

Calypso's Island

We first meet Odysseus in Book 4 where he is sitting on the shore of the lovely Calypo's island weeping with longing for his wife and son whom he has not seen in twenty years. It seems that Odysseus has grown tired of the beautiful goddess and wishes to go home to Penelope. Athena, the goddess of Wisdom, his patroness, takes pity on Odysseus and goes to Zeus to beg for his safe return to Ithaca. Zeus sends Hermes, the messenger of the gods, to give the seductive Calypso an offer she cannot refuse - either give up Odysseus and allow him to go home to his beloved Penelope - or Zeus will send her island plummeting to the bottom of the ocean. Calypso reluctantly agrees, but before allowing him to leave, Calypso offers Odysseus a romantic little dinner for two and over candlelight she asks him the age old questions, "What does she have that I don't?" Odysseus, the wiliest of all the Greeks - which is why he is the favorite of Athena, the goddess of Wisdom - casts his far ranging mind for an answer and comes up with this answer - although Penelope, being a mere mortal, cannot compare to the beauty of a goddess, he misses his quiet wife and wishes to grow old with her. Calypso reluctantly gives him permission to build a small boat to set sail for home, and bids him adieu.

But Poseidon, the god of the sea, still has not forgiven Odysseus for blinding his son, Polyphemus the Cyclops, and once again sends storms and winds to keep him at sea for weeks. Finally, Odysseus is shipwrecked on an island and exhausted from his weeks of battling sea storms, falls into a deep sleep. Meanwhile, Athena is up and about, setting the stage for his rescue.

October 31, 2011 - November 4, 2011
Weekly Agenda for 9th Grade Honors English

Monday, October 31st:
Handouts will be given today on propaganda techniques.
We will break into groups and create a political commercial and a product commercial using two of the propaganda techniques.
For homework: watch television tonight and find examples of some of the propaganda techniques we have discussed today in class.

Tuesday, November 1st:
Present your two commercials today to the class.

Wednesday, November 2nd:
Please bring your VOCABULARY WORKSHOP and your HOLT’S HANDBOOK (grammar) to class today
Assign Unit 2 of the VOCABULARY WORKSHOP
This will be due on Monday, November 7th
Assign “Independent and Subordinate Clause”; pages 98 - 100; exercise 1; this will be due on Friday, November 4th.

Thursday, November 3rd:
District Assessment on Persuasion

Friday, November 4th:
District Assessment on Persuasion

October 24, 2011 - October 26, 2011
Weekly Agenda for 9th Grade Honors English
Monday, October 24th:
Read essay on Jackie Robinson in PERSPECTIVES in MULTIPLE-CULTURALISM
Test Practice
For homework: Short Constructed Response

Tuesday, October 25th:
"Before You Read"
Vocabulary
Read Martin Luther King's "I Have a Dream"
Test Practice
For homework: Short Constructed Response

Wednesday, October 26th:
Handouts will be given out on propaganda techniques
Break into groups and create a political or product commercial using two of the
propaganda techniques from the handouts.

Thursday, October 27th:
Present your group's commercial to class

Friday, October 28th:
Grammar assignment on adverbial clause
The grammar homework will be due on Tuesday, November 1st.
Assign Unit 2 in Vocabulary Workshop: Level D
This will be due on Thursday, November 3rd.

October 17th - October 21st

Weekly Agenda for 9th Grade Honors English

Monday, October 17th:

Go over homework from the weekend: Reading Check, Test Practice and the Constructed Response.

Read before pages 15 - 20; "Before You Read"; "Where I Find My Heroes" and "Heroes with Solid Feet"

For homework: Page 21; "Reading Check", "Test Practice" and "Constructed Response"

Tuesday, October 18th:

Go over homework!

Wednesday, October 19th:

Read pages 22 - 24; "Informational Text" and "Using the Sources"

Read pages 25 - 26; "Before You Read"

Read pages 27 - 29; "Free Minds and Hearts at Work"

Read pages 30 - 31; "Jackie Changed the Face of Sports"

Thursday, October 20th:

Read pages 32 - 35; "Before You Read"; "Jackie Changed the Face of Sports"; "Test Practice" and "Skills Review"

Finish for homework!

Friday, October 21st:

Read pages 37 and 38; "Literary Response and Analysis: Jackie Robinson"

Read page 40; "After You Read"

Rhetoric: Persuasion

Testimonial:

The testimonial is another example of the seven propaganda techniques as identified by the Institute for Propaganda Institute. The testimony can be implied by linking the image of a famous or respected celebrity with the item, or an endorsement or a quotation by a famous or respected celebrity which links the item to the celebrity in the mind of the viewer.

Testimonials are closely linked with the transfer propaganda technique, in that an attempt is made to connect an admirable person to an object. This propaganda technique is frequently used in advertising and political campaigns.

One way to combat this form of propaganda is to – once again – consider the merits of the idea or item independent of the person or organization endorsing it.

Examples of this type of propaganda:

Michael Jordan’s endorsement of Nike sports shoes. The viewer unconsciously links Michael Jordan’s prowess on the basketball court with being knowledgeable about sports shoes.

Wheaties, the breakfast cereal, always has an Olympic star or athletic star on its box which links the ability or star power of the athlete with eating Wheaties. Eating of Wheaties probably has nothing to do with Venus William’s success at Wembledon but seeing her endorsements link her with Wheaties in the mind of the viewers.

Examples of Propaganda Techniques: Plain Folks

It was claimed by some that the vote was swayed for Bill Clinton when he donned a pair of shades and played some sax on the Arsenio Hall Show, proving that he was much cooler than stodgy old George Bush Senior.

Here is Yale, Harvard and northeast prep-school educated son of a former president sitting on the tailgate of a battered pick-up truck. The implication here is that he is just like you and me.

Here is another picture of George W. Bush clearing brush from his ranch in West Texas - just like you and me. After his presidency, Bush moved to a home in a luxurious part of North Dallas where, presumably, there is no brush to clear.

Plain Folks:

Plain Folks is another of the seven propaganda techniques identified by the Institute of Propaganda. The plain folks technique is used by the propagandist to convince the public that s/he is like them, shares their interests, beliefs and needs, and has their best interests at heart.

The propagandist will imitate the speech pattern of the crowd s/he wishes to woo, or use idiom or jokes familiar to that segment of the public. The propagandist will increase the illusion by subtly mispronouncing words or using slight grammatical errors; by mimicking the speech pattern the propagandist shows s/he is just like the audience - plain folks - and not an affected, prissy intellectual who thinks s/he is better than they.

The propagandist heightens this affect by dressing in attire similar to his/her targeted audience – simple attire: jeans, boots, flannel shirt, jeans jacket, for example – and by affecting movements which reflect the body language of the people.

Finally, the propagandist will be photographed doing hobbies or leisure activities associated with the hobbies and leisure activities of the targeted audience. Some examples would be George Bush clearing the brush on his ranch (many of his supporters were rural who could relate to the brush clearing activity because that was something they frequently did). Another example would be Barack Obama engaging in sports, such as playing golf or basketball, which shows him to be a regular guy, but also emphasizes his youth, vigor and manliness.

Examples of Propaganda Techniques: Snob Appeal

These images are examples of the "appeal to the inner snob" in all of us - the belief that we are better and smarter than others and our use of these superior products prove our superiority.

Notice that a very distinguished kitty is used to sell an expensive can of cat food.

The Cerebos Salt blatantly states that it is for those of use who desire (and deserve) the very best.

Classical music is tied to the elite. Therefore, a cellist is used to sell a car whose targeted audience is the elite or those who aspire to be the elite.

Snob Appeal:

Snob appeal is a propaganda technique frequently used in advertising which is the opposite of Band Wagon. Snob appeal is just that – it appeals to the snob which resides inside all of us; the secret thought that we are not average or ordinary and that we are superior to everyone else.

This is where an appeal is made to the authority of the few, the aristocrats, the leaders.

Examples of Propaganda Techniques: Transfer

These are examples of the use of "transfer" in propaganda - both political and commercially.

The images, which are positive and/or heroic, are attached to concepts or product the propagandist wants to sell to you.

Notice that this image of Hitler is shot from below, which makes him seem "larger than life', like a giant, and the sky above makes him appear as if he were from Mount Olympus, god-like.

And we do it in our own country as well and on both sides of the political spectrum. Here, President Barack Obama is affiliated with the word "Hope", which implies a better future from the political and economic meltdown of the last four years.

Here is another image of Hitler mounted on a steed which implies a heroic stance in life. This is used to connect heroism and the heroic ideal in the mind of the voter with Adolf Hitler.

This implies that if you are a "real guy" you don't use PCs. PCs are for wimps.

Transfer:

Transfer is another of the seven main propaganda terms first analyzed by the Institute for Propaganda Analysis in 1938. It is a technique used during war time, political campaigns and in advertising. It is a technique, frequently used with images, to link one item with another item in the consciousness of the audience. The second item can have either positive or negative connotations. The technique is to link the primary item (a political candidate, a product a company is trying to sell to the public, or an idea a government is trying to sell to its people) with another item that has a particular quality – again, either good or bad. In this way, the two items are linked in the minds of the viewer. By linking a candidate with the symbol of the American flag or fighter jets, the viewers will unconsciously link the candidate with the qualities associated with the American flag (patriotism) or with fighter jets (strong, forceful, vigilant). But it can also be used negatively as well: by linking a political candidate with the image of an snake oil salesman, the viewer will unconsciously link the candidate with the qualities associated with a crook.

In advertising, the ad agency will use an image as a metaphor to establish a link in the viewer’ mind between the image (usually of an admired object) and the product the ad agency is trying to sell. An example of this is a John Deere commercial in which the product, a red tractor, is being driven by a strong, virile, good looking man dressed in a red jacket. The red jacket connects the man with the red tractor. The viewers will unconsciously link the red tractor with the qualities of the strong, virile, good looking, red jacket-wearing man; the audience will also make the connection that if they drive the John Deere tractor they too will be like the man – strong, virile, and good looking.

The best way to counteract the propaganda technique of transference is by analyzing the item under consideration (the candidate, the product or idea) on its own merits, independent of our emotional reactions to the attached images.

Examples of Propaganda Techniques: Glittering Generalities

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

Examples of Propaganda Techniques: Card Stacking

Card Stacking:

Alias:

Ignoring the Counter Evidence

Slanting

John Stuart Mills:

He who knows only his own side of the case, knows little of that. His reasons may be good, and no one may have been able to refute them. But if he is equally unable to refute the reasons on the opposite side, if he does not so much as know what they are, he has no ground for preferring either opinion.

From his book, ON LIBERTY

Card stacking, Slanting, Suppressed Evidence

Card stacking, otherwise known as omission, is one of the seven techniques of propaganda as identified by the Institute for Propaganda Analysis. Card stacking is the presentation of information that is favorable to an idea, product or proposal and the omission of information that is not favorable. The use of card stacking is very effective in propaganda, whether it be in commercials, political campaigns, or business proposals. The information presented may be factually accurate but the danger is that negative information is not presented so the message is lop-sided and incomplete. The best way to protect oneself from “card stacking” is by seeking more information from outside sources.

Example:

You’ve spoken about having seen the children’s prisons in Iraq. Can you describe what you saw there?

The prison in question is at the General Security Services headquarters, which was inspected by my team in January 1998. It appeared to be a prison for children – from toddlers to pre-adolescents – whose only crime was to be the off-spring of those who have spoken out politically against the Saddam Hussein regime. The scene was horrific. Actually, I am not going to describe what I saw there because what I saw was so horrible that it can be used by those who would want to promote war against Iraq, and I want to wage peace.

Source: Massimo Calabresi, “Scott Ritter: In His Own Words”, Time Magazine, 9/14/2002.

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

         What emotions are aroused by these words and images?

Examples of Propaganda Techniques: Name Calling

Name Calling/Pinpointing the Enemy:

The techniques of name calling and pinpointing the enemy are used most frequently in times of war and politics but seldom in advertising.

Name calling is the use of derogatory language or words to describe an enemy. This technique is designed to dehumanize and demonize the enemy and to create a sense that the enemy is different from us; he or she is the “other”.

Name calling frequently uses sarcasm and ridicule. When we examine name calling as a propaganda technique we should separate our feelings about the name and our feelings about the actual idea or proposal.

Pinpointing the Enemy:

This technique is used to simplify a complex situation by pinpointing one group or person as the cause of the problem. Although there may be many factors contributing to the problem, the audience is urged to reduce the problem or issues to the fault of one group.

When one is confronted with this type of propaganda technique, one should carefully consider other factors which may be contributing to the problem. The best way to confront this and other propaganda techniques is to investigate a wide and varying spectrum of information about this issue, which includes investigating reliable resources presenting opposing views. An informed person is better armed against this type of propaganda.

Examples of Propaganda Technique: Bandwagon Appeal, Assertion

Bandwagon Appeal:

Etymology: The “bandwagon fallacy” comes from the phrase “jump on the bandwagon”. There are various stories or theories where this phrase came from. One version is that the 19^th Century Abolitionist  movement employed bandwagons pulled by draft horses, and filled with preachers, speakers, supporters and musicians,  would roll through towns encouraging the drunks to hop on the bandwagon. This is also where the term ”falling off the wagon” comes from. If a recovering drunk took a swig from a beer bottle,  he had “fallen off the wagon”. The bandwagon was also used for campaigning politicians who would use the same concept: bandwagons filled with politicians, speakers, supporters and bands of musicians rolling through town, getting the message out: Vote for Me!

Alias:

Appeal to Popularity

Argument by Consensus

Form:

Idea A is popular;

Therefore, A  is correct.

The Bandwagon fallacy occurs whenever anyone argues for an idea based on its irrelevant appeal to popularity.

Advertising is a rich source of examples of the “Bandwagon Appeal” with many companies claiming to be number one or most popular, even though its popularity is irrelevant to the product’s merit.

Assertion:

Assertion is commonly used in advertising and modern propaganda. An assertion is an enthusiastic or energetic statement presented as a fact, although it is not necessarily true. The assertion often implies that the statement requires no explanation or back up, but that it should merely be accepted without question. 

Examples of assertion, although somewhat scarce in wartime propaganda, can be found often in modern advertising propaganda. Any time advertisers state that their product is the best without providing evidence for this, they are using an assertion. The customer, ideally, should simply agree to the statement without searching for additional information or reasoning. Assertions, although usually simple to spot, are often dangerous forms of propaganda because they often include falsehoods or lies.

“One in ten people need a new mattress!” is a good example of an innocuous form of assertion; how do the advertisers at Leeds' mattress know that one in ten people need a new mattress? What are the criteria for making such an assertion?

October 10, 2011 - October 14, 2011 Agenda for 9th Grade Honors English

Monday, October 10th:

Finish the "Continue the Story; The Necklace: What Happens Next?"

Improvs: Break into groups of three and create improvs using situational irony.

Tuesday, October 11th:

Grammar:

Break into groups and work on: "Semi:Colons" and "Run-on Sentences".

Wednesday, October 12th:

Persuasion Unit:

PERSPECTIVES in MULTICULTURAL LITERATURE

Academic Vocabulary; page 3

Informational Text; pages 4 and 5

Before You Read; pages 6 and 7

"Rising Tides"; pages 8, 9 and 10

"An Arctic Floe of Climate Questions"; pages 11 and 12

Thursday, October 13th:

After You Read; pages 13 and 14

Before You Read; pages 15

"Where I Find My Heroes"; pages 16 and 17

"Heroes with Solid Feet"; pages 18, 19 and 20

After You Read; pages 21

Friday, October 14th:

Informational Text; pages 22 and 23

Using the Sources; page 24

"Before you Read"; pages 25 and 26

"Free Minds and Hearts at Work"; pages 27 - 29

"Jackie Changed the Face of Sports"; pages 30 - 32

After You Read; pages 33 - 36

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How to Write an Essay

The essay must be a minimum of two pages

Please do not write front and back

If you type it, then please double space!

Please use a dark pen in blue or black

Font should be no less than 12.

Thy shalt not use Olde English font

The essay should have a title and should have a reference to “The Necklace”

The first paragraph should have a thesis statement:

Madame Loisel, the protagonist from Guy De Maupassant’s short story, “The Necklace”, is a vain, narcissistic woman whose character flaws lead to her downfall.

The thesis statement is a topic sentence but it should also include your position on the topic.

Please do not use the pronouns "I" or "you" or "my".

It should include the title of the short story and the author’s name.

Madame Loisel is a very vain woman. Other readers may maintain that Loisel is not vain; however, the evidence pointing to her vanity is overwhelming.

In the first paragraph quickly devote one sentence to each paragraph topic you will be discussing.

You need an attention grabber!!!! Something that is going to make me, the reader, want to read your paper. (The hook!)

How would you feel if?

What if?

Why?

Has Mathilde really changed at the end of the story? Why or why not?

You should briefly recount the story. Briefly detail the schematic or outline of the story.

DO NOT SUMMARIZE!!!!

You might want to discuss her behavior before she lost the necklace.

You might want to discuss her behavior after she lost the necklace.

You might want to discuss how she reacted when she saw Madame Forestier ten years after the necklace incident. What did she think to herself? What did she say to Madame Forestier?

There should be a concluding sentence at the end of each paragraph:

Body Paragraphs:

The first sentence should be the mini-topic sentence of your paragraph. (So the reader will know what the paragraph is about!!!!)

Develop the mini-topic sentence. (This should be  one to four sentences.)

Details: from the story! Either quotations or concrete details (you paraphrase this). This is the meat in your essay sandwich.

Paraphrase means to put into your own words!!

You must show how your evidence supports your thesis!!!! Comment on what you have quoted or the concrete detail you have supplied!!!! This is the bread.

You write a concluding sentence which is the bow on your little paragraph present or it is the icing on your little paragraph cake.

Use transitional words to link sentences or paragraphs together.

There should be a minimum of three body paragraphs.

Please do not write in your concluding paragraph: “In conclusion…..”

Briefly recap the main points of your essay which you first stated in the first paragraph.

OCTOBER 3, 2011 - OCTOBER 7, 2011
Weekly Schedule for 9th Grade Honors English






Monday, October 3rd:
Finish reading "The Necklace"
Discuss
Pass out "The Necklace" vocabulary and literary devices packet

Tuesday, October 4th:

An essay for "The Necklace" will be assigned and will be due on Monday, October 10th.

Essay topics are (choose one):

Discuss the use of irony in "The Necklace"

or

Discuss how Mathilde's character lead to her downfall.

or

Discuss how De Maupassant's use of third person point of view leads to the ironic surprise at the end.
0r
Has Madame Loisel's character really changed at the end of the story? Why or why not?

Work on the vocabulary and irony packet for "The Necklace"
Continue the Story: What Happens the Next?
Break into groups of four and continue the story after the final line of the story

Wednesday, October 5th:
Go over "How to Write an Essay"
Begin work on the continuation of "The Necklace: What Happens Next?"
Break into groups to do assignment on "Run-ons and Punctuation".

Thursday, October 6th:
Continue presentation of "What Happens Next?"
Your grammar homework is due: "Handout on Run-ons and Punctuation".

Friday, October 6th:
Warm-up:
Using your vocabulary words from Unit 1, write five sentences using your grammar homework as a guide.
Your essay is due
Irony Improve game!

September 30, 2011 The Necklace

THE NECKLACE

The Necklace

Page 160

Class notes:

Vocabulary

Dowry: property that a woman brings into a marriage. The property or money is part of the marriage contract. If a woman’s family is poor than her prospects for marriage were slim.

Incessantly: without stopping or ceasing

Nyallah: I have been incessantly wanting pie lately.

Tia: I incessantly tapped on the desk while waiting for the surgery to begin.

Niceties (noun): small but important perks of good living

Chocolate; caramel; ice cream; play station 3 - all these are niceties of the modern teenager's life.

Disconsolate: so unhappy that one cannot be roused out of the depression; in a state where nothing can make one happy

Cassey: Mathilde was disconsolate because everything around her made her unhappy.

Tatevik: She was worthy of more than what she had. What would bring her happiness?

She wanted the niceties of life: nice clothes; jewels;

nice furnishings;

Tapestries: thick, luxurious wall coverings made of beautiful, expensive material with beautiful designs on it of pastoral scenes.

Mathilde wants the life of a rich person like Oprah.

She is beautiful and young.

Curios: rare, expensive and unusual items; knickknacks.

Tureen: large bowl

Sphinx: a mysterious character from Greek mythology that had the body of a lion, wings, claws and the face of a woman;

Convent: a place where nuns live and work; like a monastery but for nuns;

Convent school: Catholic school where the teachers are nuns and priests.

Setting: the nineteenth century (1800 – 1899); Paris, France

Vexation: annoyance; anger, irritation

Loisel is Mathilde’s last name

Monsieur Loisel worked as a clerk for the Ministry of Education

What did he come home with: an invitation to a fancy-shmancy party.

Is Mathilde happy about the party? No! Why? Because she does not have a fancy-shmancy dress or jewels.

It is written in 3^rd person pov. Do we know what anyone but Mathilde is thinking? No, we just know what Mathilde is thinking. Therefore, it is 3^rd person pov, from her point of view.

Franc: an old fashioned form of money used in France until the 1990’s. It would be the equivalent of the dollar.

Loisel gives her 400 francs to buy a nice dress.

Loisel saved the 400 francs to buy a rifle so he could go hunting with his friends while on vacation; instead, he decides to give his wife the 400 francs to buy a nice dress for the party.

Madame Forestier: convent school friend of Madame Loisel; very wealthy woman with lots of jewels, one of which she loans to Mathilde.

Venetian: from Venice, Italy

Was Mathilde a hit at the party?

Adulation: the state of adoring; the state of being viewed with great awe.

How late did she stay at the party?

Why did Mathilde run out of the party?

Martyrs: someone who suffers for a long time

Could the name of the street be a sort of foreshadowing?

September 26, 2011 - September 30, 2011 Agenda for 9th Grade Honors English

Monday, September 26th:

Break into groups, rehearse and then present to class.

Tuesday, September 27th:

Continue the presentations.

Wednesday, September 28th:

Work on the Irony handout for THE SNIPER

Go over Unit One of Vocabulary form Vocabulary Workshop

Assign grammar homework; due Monday, October 3rd

Thursday, September 29th:

No school

Friday, September 30th:

Read "The Necklace"

Pass out "The Necklace" vocabulary and irony packet

SEPTEMBER 19, 2011 WEEKLY AGENDA for 9TH GRADE HONORS ENGLISH

Monday, September 19th:
Final touches on your group presentations
Begin presenting.
The presentations should include the following:
Some sort of visual presentation, such as posters, to outline the main ideas.
A narrator to provide cohesion and direction
At least two dramatizations of the conflict between the Irish and the British

Tuesday, September 20th:
Your Unit One Vocabulary Workshop homework is due today.
Pass out vocabulary, Irony and vocabulary handouts for “The Sniper”
Go over the vocabulary and irony concepts

Wednesday, September 21st:
Begin reading “The Sniper”

Thursday, September 22nd:
Discussion of ‘“The Sniper”
Discussion of Irony
Break into groups of four
Rewrite the “The Sniper” from the pov of the four other characters in “The Sniper” plus the “omniscient” pov.

Friday, September 23rd:
Continue working on POV rewrites of “The Sniper”
We will present these on Monday, September 26th.

The Sniper Historical Background

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September 15, 2011

The Sniper

Break into groups, read and take notes for the group’s section of the Irish/British Conflict.

Write at least one important date on the time line on the board.

Prepare what the narrator is going to read:

It should be the over view of what the presentation will be about.

Each group should have a poster or some sort of visual that people can look at and/or read to understand the main idea.

The students can have bullet points for the poster.

Each group should prepare a script dramatizing the events for their section of the history of the Irish/British conflict.

Each group should rehearse their scene(s).

ON THE DAY OF THE PRESENTATION:

The narrator should give to the audience the main ideas and the important dates for her/his group’s section. A visual of some sort, such as a poster, should be displayed to help with the audience’s understanding.

Then each group should act out the important events of its part of the Irish history handout.