1 / 40

In Cold Blood Truman Capote

In Cold Blood Truman Capote. AP Language & Composition. Learning Targets: Students will…. d evelop greater awareness of authors’ intentions and Analyze how writers use their language choices to influence readers Understand and engage in academic discourse

harriet-wiley
Download Presentation

In Cold Blood Truman Capote

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. In Cold BloodTruman Capote AP Language & Composition

  2. Learning Targets: Students will… • develop greater awareness of authors’ intentions and • Analyze how writers use their language choices to influence readers • Understand and engage in academic discourse • Understand effects of literature on societal and global communities • Argumentation (whoa)

  3. In Cold BloodA CONTEXT FOR READING AP Language & Composition

  4. A New Genre • Creative nonfiction • (written like a novel but true) • Melding journalistic nonfiction with imaginative writing • Why is this highly controversial? • Capote takes readers exactly where he wants them to go

  5. “I wanted to produce a journalistic novel, something on a large scale that would have the credibility of fact, the immediacy of film, the depth and freedom of prose, and the precision of poetry.”

  6. Essential Question: The tone of the book reveals the author's attitude toward his subject matter.  Capote intended In Cold Blood to be both objective (non-judgmental) and sympathetic.  Is this possible?

  7. About Truman Capote: Context for Writing • Born in 1925; died in 1984 • Felt abandoned by parents • Friends with Harper Lee (Dill) • Deep connection to the south • Elitist in Manhattan, NY

  8. About Truman Capote: Context for Writing • Not a great student, but avid writer • Considered himself one, didn’t want to be one • While repeating senior year, got job as a copy boy for the magazine he idolized. • The New Yorker's working environment was quite the opposite of the high society image the magazine portrayed. • Truman, a flamboyant, eccentric, and very noticeable boy, stood out • Meeting Truman

  9. Capote first learned of the murders through an article in the New York Times • First learned about the murders through an article in the New York Times • “Then one morning in November, 1959, while flicking through The New York Times, I encountered on a deep-inside page, this headline: ‘Wealthy Farmer, 3 of Family Slain’…It suddenly struck me that a crime, the study of one such, might provide the broad scope I needed to write the kind of book I wanted to write.” He spent 6 years on icb.

  10. Setting

  11. The road to the Clutter home

  12. The village of Holcomb stands on the high wheat plains of western Kansas, a lonesome area that other Kansans call “outthere.” Clutter Family Home (as it stands today)

  13. Characterization The Victims and the Murderers

  14. The Clutter Family

  15. Herb Clutter • Head of the Clutter household • Well-liked, respected member of the Holcomb community • Fairly prosperous

  16. Bonnie Clutter • Wife of Herb Clutter • Mother of four • A recluse

  17. Nancy Clutter • Daughter of Herb and Bonnie Clutter • Well-liked and popular • Bright, energetic, responsible • Dating Bobby Rupp

  18. Kenyon Clutter • Son of Herb and Bonnie Clutter • Quiet and reserved • Enjoys working with his hands • Fifteen years old

  19. The Murderers

  20. Perry Smith • Convicted thief • Sentenced to Kansas State Penitentiary • Met Dick Hickock in jail

  21. Dick Hickock • Inmate in Kansas State Penitentiary • Friend of Perry Smith • Learned of Clutter family from fellow inmate Floyd Wells

  22. Revisiting the Scene, meeting characters A Copy of the Case File Photos Photo gallery with captions

  23. Truman Capote’s Account • In Cold Blood was originally published in The New Yorker as a four-part series, beginning on September 25, 1965. It sold out immediately. • It was published by Random House for the first time as a novel in 1966. • CAPOTE trailer

  24. Stylistic & Rhetorical Trends AP Language & Composition

  25. Stylistic and Rhetorical Trends • Alternating Point of View • Spatial organization  not totally chronological

  26. Stylistic & Rhetorical Trends AP Language & Composition

  27. The American Dream • ICB presents a conflicted image of the notion of the American Dream. • portrays a prosperous, homogenous, middle-class community, Holcomb, Kansas, that is forced to question its values and its sense of safety and security when the Clutter family is murdered. • Many texts during this time period questioned validity of the American Dream.

  28. America in the 1950’s • Marked by an expanding middle class, confident consumer spending, and the early development of American suburbia. • Having emerged from its involvement in World War II, America was eager to focus on the proliferation of an affluent middle class at home. • The popularization of the automobile and new product advertising through television and magazines revolutionized American households. • BUT – Cold War tensions widespread fear of communism

  29. Additional Universal Subjects • Banality of Evil • Family • Socioeconomic Status • Self-Image and Ego • Nature versus Nurture • Sexuality • Humanism versus animalism • Mental illness

  30. The Death Penalty (subject/message/purpose) • Interview with Truman about the dealth penalty Free Template from www.brainybetty.com

  31. Instructional Design with ICB AP Language & Composition

  32. An Online Literary Forum:What is It? • Groups of students read the same text to participate in a mutual reading experience. • Based on the objectives and skills taught during classroom instruction, students will take on a variety of roles throughout the reading experience. • Students are provided with opportunities to interact and respond to one another as they read to interpret a common text.

  33. An Online Literary Forum:Objectives/Learning Targets/Purpose • Students read a text beyond the regular classroom curriculum. • Students read a common text to engage in critical reading and thinking exercises. • Students participate in a critical discussion of a common text to understand others’ perspectives of the text. • Students will analyze literary and rhetorical elements of a text and effectively communicate his/her analysis with peers. • Students will make connections to other spheres of culture and society to the text’s themes, motifs, symbols, characters, etc., thereby demonstrating a transferability of skills and maturity in thought. • Students participate in an online community of learners to develop their skills in social media software and social media etiquette. • Students write for a variety of audiences and purposes.

  34. An Online Literary Forum:Logistics and Overview • Each student will become a member of a literature circle group composed of approximately 10 students. • Each student will respond to the essential question/prompt posted each week. To respond, you may refer to the possible “roles” provided. • After reading the assigned pages in the text, each student completes his or her role and posts this assignment as a thread on the online discussion forum under the appropriate thread. • Each student then reads his or her group members’ postings and thoroughly discusses their work and the text. • Students read the second half of the text and repeat steps 3-4.

  35. An Online Literary Forum:Requirements • Students must complete a total of two postings of his/her literature circle role assignment between due dates. • Students must respond to the essential question with a thoughtful response, making connections to and beyond the text. • Further, you will be responsible for responding to at least one group member’s response with a thoughtful, respectful response.

  36. An Online Literary Forum:Hints for Success (and sparkle) • Allow the discussion to become natural. • The discussion may seemed forced at first, but lead the discussion of the text in a way that you become invested and engaged in the text and your group’s discussion of the text. • All posts should demonstrate critical thinking and common courtesy. Disagreements and debates are a natural part of discussion; however, such discussions should focus on the topic and should not demean anyone. • All posts should demonstrate a proper use of language so that communication is clear and pleasant for all. This means standard English should be used—nonstandard abbreviations, slang, and foul language is not permissible. • Post assignments and comments long before the deadline so that everyone has time to examine and post to your work. • Evaluation will be focused on the individual. You are responsible only for your own work and your own postings.

  37. http://petersonenglish.proboards.com

  38. Directions are posted to my website.

  39. Homework: • Create an account for the literary forum. Yes, I will check. • By Friday, you must respond to the essential question. • By Monday morning at 8:00, you must have responded to at least one classmate. • Note: this book will be discussed throughout the quarter, and you will have quizzes throughout (Fridays).

More Related