What are some characteristics of American literature during the 1910s through 1940s?
Objective: Students will analyze connections between details in art and articulate how these connections create themes.
1. We completed vocabulary cards for dogmatic and languid.
2. We learned some background information about modernism by using an OPTIC chart (overview, parts, title, interpretation, conclusion) to analyze the 1915 painting "Rush Hour, New York" (completing Activity #3 slot on this handout).
3. From our classmates' presentations, we learned about Ezra Pound, Marianne Moore, e.e. cummings, and William Carlos Williams.
4. We learned some background information about the "Lost Generation" by using an OPTIC chart (overview, parts, title, interpretation, conclusion) to analyze the 1919 painting "Gassed" (completing Activity #4 slot on this handout).
5. From our classmates' presentations, we learned about T.S. Eliot, Ernest Hemingway, Katherine Anne Porter, and Edna St. Vincent Millay.
6. We learned some background information about modern regionalism by using an OPTIC chart (overview, parts, title, interpretation, conclusion) to analyze the 1930 painting "American Gothic" (completing Activity #5 slot on this handout).
7. From our classmates' presentations, we learned about William Faulkner, Flannery O'Connor, and John Steinbeck.
8. We previewed the entire Gatsby unit schedule and selected characters to be paying attention to as we fill out the Character Tracer chart.
For next time: Read Chapter 3 of The Great Gatsby and complete Creative Response 2.
Objective: Students will analyze connections between details in art and articulate how these connections create themes.
1. We completed vocabulary cards for dogmatic and languid.
2. We learned some background information about modernism by using an OPTIC chart (overview, parts, title, interpretation, conclusion) to analyze the 1915 painting "Rush Hour, New York" (completing Activity #3 slot on this handout).
3. From our classmates' presentations, we learned about Ezra Pound, Marianne Moore, e.e. cummings, and William Carlos Williams.
4. We learned some background information about the "Lost Generation" by using an OPTIC chart (overview, parts, title, interpretation, conclusion) to analyze the 1919 painting "Gassed" (completing Activity #4 slot on this handout).
5. From our classmates' presentations, we learned about T.S. Eliot, Ernest Hemingway, Katherine Anne Porter, and Edna St. Vincent Millay.
6. We learned some background information about modern regionalism by using an OPTIC chart (overview, parts, title, interpretation, conclusion) to analyze the 1930 painting "American Gothic" (completing Activity #5 slot on this handout).
7. From our classmates' presentations, we learned about William Faulkner, Flannery O'Connor, and John Steinbeck.
8. We previewed the entire Gatsby unit schedule and selected characters to be paying attention to as we fill out the Character Tracer chart.
For next time: Read Chapter 3 of The Great Gatsby and complete Creative Response 2.
