The Rise of Realism

1. The Rise of Realism The Civil War to 1914

2. Weekly Agenda 2/13/13 • In the “Do” section, write today’s learning target and additional information: • Identify characteristics of the Realist Literary Period, exploring ideas of how the US Civil War impacted the country’s literature • Get a textbook and turn to page 443

3. Stephen Crane Quick Write A man said to the universe: “Sir, I exist!” “However,” replied the universe, “The fact has not created in me A sense of obligation.” • Before the Civil War, the United States was essentially an idealistic, confident, and self-reliant republic. • What does Stephen Crane’s quote and the Homer painting on page 442 suggest happens to the United States as a result of the war. • Write your written response on the guided notes sheet distributed. In your written response, be sure to cite at least one specific detail from the quote and the painting to back up what you say.

4. The Realist Period (Realism) • 1855-1913 • Genres: • Novels • Short Stories • Objective Narratives • Themes: • Social Change • Pessimism • World is not “ideal” • Historical Context: • Uses ordinary people • Harsh realities of American life

5. Essential Questions for Today’s Reading • How and when did American writers and poets respond to the Civil War? • What are the basic characteristics of realism? • What did the naturalist writers believe?

6. Silent Reading Practice • Read (silently) page 448-457 (stop at “Realism Takes Root in Europe”) • You may skip page 453 • Read ahead if you finish • There will be a quiz, so take notes of what you read on your notes paper.

7. Weekly Agenda 2/14/13 • In the “Do” section, write today’s learning target and additional information: • Demonstrate understanding of Realist Period characteristics and how the US Civil War impacted the country’s literature • Finish reading the introduction (page 448-461) • Finish completing notes table • The quiz will be first thing tomorrow since we are on Gold Schedule today

8. Weekly Agenda 2/15/13 • In the “Do” section, write today’s learning target and additional information: • Quiz: Realist Period • Demonstrate understanding of Subject/Verb Agreement • Due Today: Exercise A-C: Subject-Verb Agreement • After you turn in your quiz, get a ½ sheet of blank paper out.

9. Weekly Agenda 2/20/13 • “Do” – Learning Target • Analyze how sequence of events and point of view in “An Occurrence at Owl Creek Bridge” impact the reader and meaning • After updating your agenda, get a blank sheet of paper and use the glossary in your textbook to define these words related to the Collection: internal conflict situational irony satiremotivation point of view 3rd Person point-of-view: limited, objective, omniscient

10. Essential Questions for the Collection • How does the literature from the Realist period reflect post-Civil War pessimism? • How does the literary tradition stretch and grow during the Realist period? • How do an author’s conscious choices (point of view, comic devices, sequence of events) contribute to a text’s overall structure and meaning as well as its aesthetic impact?

11. Quickwrite • Imagine an extreme to which the human imagination might go if a person were threatened with imminent death. What thoughts might pass through his or her mind? • Have you ever experienced the bending of time – that is, moments that seemed extraordinarily long or drawn out.

12. “An Occurrence at Owl Creek Bridge” • Ambrose Bierce’s (1842-1914) psychological drama is set during the Civil War. The protagonist, Peyton Farquhar, is a wealthy Confederate planter who has been lured by a Union spy into attempting to sabotage a bridge in Union-held territory. As the story opens, he has been captured b Union forces and is about to be hanged from the bridge. Instead of immediately witnessing his death, however, we first step into Farquhar’s perspective and accompany him on an incredible escape: the rope snaps; he falls into the river and, dodging bullets fired by the Union soldiers, runs into the woods and back to his plantation. • Ambrose Bierce was fascinated with the psychology of war, growing out of his own traumatic CW experience. This story is a keen glimpse into the psyche that comes from the disconnection and disorientation of war. After reading, we will watch the Twilight Zone episode that aired of the story. *CREEPY*

13. Textbook • Turn to page 490 • As we read, make a list of the major events in the order in which they are presented in the story. • *Why does Bierce choose to relate the events of the story out of sequence?* • Audio File: http://www.thoughtaudio.com/titlelist/TA0068-OwlCreek/index.html • http://archive.org/details/AmbroseBierceAnOccurenceatOwlCreekBridgereadbyCasperVidor

14. http://www.amazon.com/An-Occurrence-Owl-Creek-Bridge/dp/B005HG31EE/ref=sr_1_3?ie=UTF8&qid=1361223563&sr=8-3&keywords=an+occurence+at+owl+creek+bridgehttp://www.amazon.com/An-Occurrence-Owl-Creek-Bridge/dp/B005HG31EE/ref=sr_1_3?ie=UTF8&qid=1361223563&sr=8-3&keywords=an+occurence+at+owl+creek+bridge

15. Weekly Agenda 2/21/13 • “Do” – Learning Target • Analyze how sequence of events and point of view in “An Occurrence at Owl Creek Bridge” impact the reader and meaning • After updating your agenda, continue with definitions and turn them in today (10 min): internal conflict situational irony satiremotivation point of view 3rd Person point-of-view: limited, objective, omniscient

16. Textbook • Turn to page 492 – Part III • As we read, make a list of the major events in the order in which they are presented in the story. • *Why does Bierce choose to relate the events of the story out of sequence?* • http://archive.org/details/AmbroseBierceAnOccurenceatOwlCreekBridgereadbyCasperVidor (12:00) • 6th Period – Put books up NEATLY at the end of class.

17. Daily Agenda 2/26/13 • “Do” – Learning Target • Analyze multiple interpretations of a story, evaluating how each version interprets the source text. • Use T-chart notes to compare film version to print version of “An Occurrence at Owl Creek Bridge” • We are looking particularly at Narrative Point-of-View and how the varied POV affects the reader and creates meaning • What is the narrative POV of the text?

18. Bell Ringer – ACT Reflection • On ½ - 1 page, respond to the following questions in full sentences (restating/rephrasing the question in your response): • How did you feel going in to the ACT? Did you have any anxiety about a particular part or worry about your score overall? Why or why not? • What area did you feel you did best in? What did you struggle with most? Why do you think so? • What do you wish your teachers would have prepared you for more? How do you think they should have done so? • How do you feel you did overall? If you had to predict your score, what would it be? • Will you take it again? Why or why not?

19. Daily Agenda 3/7/13 • Agendas will not be graded this week. • “Do” – Learning Target • Reflect on performance on the ACT • Choose text for independent research

20. Daily Agenda 3/11/13 • Extra Credit Assignment Due NO LATER than 4PM TODAY • “Do” – Learning Target • Analyze poetry for author’s purpose and structure, citing specific details to support ideas. • A.3.d, A.5.h, A.6.c • “Due” – Independent Research Projects 3/21-3/27 • Get textbook and turn to page 508 • We will be reading Stephen Crane’s poem, “War is Kind,” looking at his purpose, the poetic structure, and answering inferential questions that we back up with specific evidence that supports our ideas.

21. Response to the Title • “War is Kind” • Context: What war are we dealing with in the Realist period? • What do you make of the title?

22. Terms to Know • Verbal Irony: saying one thing, but meaning something completely different. Forms: • Understatement: “Michael Jordan? Oh, he’s a pretty good ballplayer.” • Exaggeration: “This sour milk tastes great!” • Sarcasm: “The police officer stopped the speeder and asked, ‘Where’s the fire?’” • A speaker who uses verbal irony usually expects the audience to understand from the context, the tone, or the obvious facts that the speaker means the opposite of what is said. • Based on these terms, what’s your thinking now of the title, “War is Kind?”

23. Daily Agenda 3/12/13 • “Do” – Learning Target • Use context clues to understand unfamiliar words • Locate important details and facts that support arguments • Compare two Realist views on war & fighting • A.8.d, A.6.c • “Due” – • “War is Kind questions (from yesterday) • “I Will Fight No More Forever” questions (from today) • Independent Research Projects 3/21-3/27 • Complete Chief Joseph vocab

24. Chief Joseph’s Speech • Chief Joseph and the Nez Perce • Chief Joseph in the Movies • What is his tone? • Look back to Stephen Crane. How is the language of the Native Americans different that Crane’s reflection on war and fighting? How is it the same?

25. Daily Agenda 3/13/13 • “Do” – Learning Target • Locate important details and facts that support arguments • Compare two Realist views on war & fighting • A.8.d, A.6.c • “Due” – • “War is Kind questions (from Monday) • “I Will Fight No More Forever” questions (from today) • Independent Research Projects 3/21-3/27**see schedule above pencil sharpener**