Post Modernism is hard to understand!
Have you ever felt like society cared more about the surface than what was underneath?
Have you ever argued with someone because you felt you were right...only to figure out you were both right?
Have you ever gotten a different message from a book? Music? or movie?
Do you watch the Colbert Report? The Daily Show? The Simpsons? Or read The onion? or seen Ryan Hector's shirts?
POSTMODERNISM!
Post modernism lacks a clear and easy to understand definition. In a lot of ways, it's the fight against modernism. Which says everything is clear cut and definable. Post modernism is easily summed up in the Simpson's episode above. It's "weird for the sake of being weird." It's also all about self-expression. It's about having a different thought or opinion and being different.
Have you ever argued with someone because you felt you were right...only to figure out you were both right?
Have you ever gotten a different message from a book? Music? or movie?
Do you watch the Colbert Report? The Daily Show? The Simpsons? Or read The onion? or seen Ryan Hector's shirts?
POSTMODERNISM!
Post modernism lacks a clear and easy to understand definition. In a lot of ways, it's the fight against modernism. Which says everything is clear cut and definable. Post modernism is easily summed up in the Simpson's episode above. It's "weird for the sake of being weird." It's also all about self-expression. It's about having a different thought or opinion and being different.
Literature Circles
Students will be broke up into 3 different groups to discuss the book and read it in sections. The reading will be broken up into 9 reading segments approximately 30 pages long each. Each meeting of the literature circle will be responsible for reading the work as well as one page from the packet. The groups need to coordinate so that each member is doing a different job.
The due dates for the reading are as follows:
Page 50 due 9/16
Page 100 due 9/23
Page 150 due 9/30
Page 200 10/7
Finish Book 10/14
The due dates for the reading are as follows:
Page 50 due 9/16
Page 100 due 9/23
Page 150 due 9/30
Page 200 10/7
Finish Book 10/14
20130904093347291_1.pdf | |
File Size: | 673 kb |
File Type: |
Iowa Core - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RL.11-12.1.)Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (RL.11-12.2.)Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (RL.11-12.3.)Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (RL.11-12.4.)Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (RL.11-12.5.)