Rage covers Springsteen's "The Ghost of Tom Joad." Fitting, isn't it, that it's a live performance--in California? Check it out here. (Thanks to Erik for the link.)
Still prefer the Springsteen version? Watch here and compare.
And while you're at it, why not watch a montage of The Grapes of Wrath, featuring Woody Guthrie's original tune.
Wednesday, December 12, 2007
Monday, December 10, 2007
Blog, Weeks 11/12
The work:
The past fortnight, the class has been working through The Grapes of Wrath by John Steinbeck. We analyzed the themes of survival and reproduction represented by Tom and Rose respectively (SS). Week 11 began with a game entitled "Starrett or Steinbeck." In this game, a student was asked to identify the author of a quote either from a student's paper or The Grapes of Wrath. Surprisingly, many students were mistaken for Steinbeck...(MM). We reached the turmoil in the Hoovervilles, the growth of "Ma" as a high order and the revival of Tom Joad (VC). We found out that "Race and space" are big themes from the beginning of the book to the end (DM). We listened to "Tom Joad" by Woody Guthrie and ""The Ghost of Tom Joad" by Bruce Springsteen. We read three articles on the book and could use these articles on the test to support our answer (RH).
The workers:
Eric concludes that Ma and Pa are observing the birds and remembering the closeness of the family. (RH)
Mike interpreted that Rose of Sharon was undergoing primitive acupuncture while crawling through the thorns. (SC)
Vincent found the big distinction between Steinbeck's plot and Guthrie's plot. (TJ)
Steve said the government camps were good and everybody loved them. (DC)
Travis pointed out that the embankment was going to break. (DC)
Brendan commented on the weather during the Joads and how it is foreshadowing...(DG)
Noel: "It goes from a patriarchal structure to a matriarchal structure." (TR)
Words to live by:
"Wherever they's a fight so hungry people can eat, I'll be there." ~Tom Joad
"Power does not corrupt. Fear corrupts. Perhaps where there's a fear of less power." ~Steinbeck
"All that lives is holy." ~Steinbeck
"How can we live without our lives? How will we know it's us without our past? No. Leave it. Burn it." ~Steinbeck
"They's a time a change, an' when that comes, dyin' is a piece of all dyin', an bearin' is a piece of all bearin', an' dyin' is two pieces of the same thing." ~Steinbeck
The past fortnight, the class has been working through The Grapes of Wrath by John Steinbeck. We analyzed the themes of survival and reproduction represented by Tom and Rose respectively (SS). Week 11 began with a game entitled "Starrett or Steinbeck." In this game, a student was asked to identify the author of a quote either from a student's paper or The Grapes of Wrath. Surprisingly, many students were mistaken for Steinbeck...(MM). We reached the turmoil in the Hoovervilles, the growth of "Ma" as a high order and the revival of Tom Joad (VC). We found out that "Race and space" are big themes from the beginning of the book to the end (DM). We listened to "Tom Joad" by Woody Guthrie and ""The Ghost of Tom Joad" by Bruce Springsteen. We read three articles on the book and could use these articles on the test to support our answer (RH).
The workers:
Eric concludes that Ma and Pa are observing the birds and remembering the closeness of the family. (RH)
Mike interpreted that Rose of Sharon was undergoing primitive acupuncture while crawling through the thorns. (SC)
Vincent found the big distinction between Steinbeck's plot and Guthrie's plot. (TJ)
Steve said the government camps were good and everybody loved them. (DC)
Travis pointed out that the embankment was going to break. (DC)
Brendan commented on the weather during the Joads and how it is foreshadowing...(DG)
Noel: "It goes from a patriarchal structure to a matriarchal structure." (TR)
Words to live by:
"Wherever they's a fight so hungry people can eat, I'll be there." ~Tom Joad
"Power does not corrupt. Fear corrupts. Perhaps where there's a fear of less power." ~Steinbeck
"All that lives is holy." ~Steinbeck
"How can we live without our lives? How will we know it's us without our past? No. Leave it. Burn it." ~Steinbeck
"They's a time a change, an' when that comes, dyin' is a piece of all dyin', an bearin' is a piece of all bearin', an' dyin' is two pieces of the same thing." ~Steinbeck
Monday, November 19, 2007
Weeks 9/10 Blog
The work:
Over the past fortnight we...have been surrounded by John Steinbeck's novel The Grapes of Wrath. After going through nearly twelve chapters we've discovered and analyzed many themes such as survival...and reproduction...(SS) The book explores the circumstances of the great depression. Steinbeck takes a critical look at the government's role in the suffering of midwestern farmers...(MM) The class wrote imitations which mirrored the detail of chapters (3 and) 6 (AH). We focused on the zooming in of the turtle chapter...(KK) We have also set ourselves up for a character analysis on a character from Steinbeck's novel. We will continue to read and pluck evidence from the novel for our research (MF). We were shown captivating images of life during the Great Depression which were taken by Dorothea Lange (RH).
The workers:
"It would be a lesson the chipmunk would never forget." ~SC
Steve said that Ma was the leader of the Joad family--which makes it a matriarchy. (DM)
Andrew said that farmers love the land while banks just want to monopolize the industry (TR).
Ryan said that with all the descriptions of nature in the book, it is hard not to recognize the beauty even in time of hardship (AH).
Conor talked about the theme of the turtle (DG).
Eric pointed out that chapter 7 was generic (DC).
Mike believes that Ma burned the memories as a way to get rid of any physical memories of the farm (RH).
Words to live by:
"You're bound to get idears if you go thinkin' about stuff." ~Tom Joad
"Times are changed, don't ya know?" ~Driver
"Maybe all men got one big soul everybody's a part of." ~Jim Casy
"The women and children knew deep in themselves that no misfortune was too great to bear if their men were whole." ~Steinbeck
"Don't roust your faith bird-high an' you won't do no crawlin' with the worms." ~Tom Joad
Over the past fortnight we...have been surrounded by John Steinbeck's novel The Grapes of Wrath. After going through nearly twelve chapters we've discovered and analyzed many themes such as survival...and reproduction...(SS) The book explores the circumstances of the great depression. Steinbeck takes a critical look at the government's role in the suffering of midwestern farmers...(MM) The class wrote imitations which mirrored the detail of chapters (3 and) 6 (AH). We focused on the zooming in of the turtle chapter...(KK) We have also set ourselves up for a character analysis on a character from Steinbeck's novel. We will continue to read and pluck evidence from the novel for our research (MF). We were shown captivating images of life during the Great Depression which were taken by Dorothea Lange (RH).
The workers:
"It would be a lesson the chipmunk would never forget." ~SC
Steve said that Ma was the leader of the Joad family--which makes it a matriarchy. (DM)
Andrew said that farmers love the land while banks just want to monopolize the industry (TR).
Ryan said that with all the descriptions of nature in the book, it is hard not to recognize the beauty even in time of hardship (AH).
Conor talked about the theme of the turtle (DG).
Eric pointed out that chapter 7 was generic (DC).
Mike believes that Ma burned the memories as a way to get rid of any physical memories of the farm (RH).
Words to live by:
"You're bound to get idears if you go thinkin' about stuff." ~Tom Joad
"Times are changed, don't ya know?" ~Driver
"Maybe all men got one big soul everybody's a part of." ~Jim Casy
"The women and children knew deep in themselves that no misfortune was too great to bear if their men were whole." ~Steinbeck
"Don't roust your faith bird-high an' you won't do no crawlin' with the worms." ~Tom Joad
Sunday, November 4, 2007
Blog, week 8
The work:
For the past two weeks we have been reading Henry IV. We have also been studying some vocabulary words such as "comic relief," "deus ex machina," and "blank verse" (TR). We identified scenes of comic relief and the true scenes in which we saw the relationships between father and son and also how some women play cunning roles in the outcome of the story...(GM). We took turns reading out of Henry IV with our [assigned] characters (PD). We [discussed] the combined character that is Prince Hal and Falstaff and the uniqueness of...such individuals as Hotspur (SS). We did have some fallen soldiers on the glorious Monday the 27th while most of us were in recovery from [the World Series] the night before (BB). We donated 180 grams of rice as a class at freerice.com (GM). We skimmed the surface of writing good body paragraphs when provided an introductory paragraph (DG).
The workers:
Conor stated that the ending of Henry IV did not live up to the expectations that he already [had] at the beginning of the play (JW). Steve said that Falstaff in Act II was an "immature cowardly figure..." (DC). Graham noticed the transition from funny to serious when Falstaff and the Prince exchanged words in Act II (SC). Eric found that Glendower's belief that the earth shook when he was born to be a humorous line (RH). Dan gave us a PG-13 rendition of the hostess's line, "Any man know where to have me" (CM).
Words to live by:
"Two stars keep not their motion in one sphere." ~Prince Henry
"Do thou amend thy face and I'll amend my life." ~Falstaff
"O gentlemen, the time of life is short,/To spend that shortness basely were too long." ~Hotspur
"I will never be a truant." ~Mortimer
For the past two weeks we have been reading Henry IV. We have also been studying some vocabulary words such as "comic relief," "deus ex machina," and "blank verse" (TR). We identified scenes of comic relief and the true scenes in which we saw the relationships between father and son and also how some women play cunning roles in the outcome of the story...(GM). We took turns reading out of Henry IV with our [assigned] characters (PD). We [discussed] the combined character that is Prince Hal and Falstaff and the uniqueness of...such individuals as Hotspur (SS). We did have some fallen soldiers on the glorious Monday the 27th while most of us were in recovery from [the World Series] the night before (BB). We donated 180 grams of rice as a class at freerice.com (GM). We skimmed the surface of writing good body paragraphs when provided an introductory paragraph (DG).
The workers:
Conor stated that the ending of Henry IV did not live up to the expectations that he already [had] at the beginning of the play (JW). Steve said that Falstaff in Act II was an "immature cowardly figure..." (DC). Graham noticed the transition from funny to serious when Falstaff and the Prince exchanged words in Act II (SC). Eric found that Glendower's belief that the earth shook when he was born to be a humorous line (RH). Dan gave us a PG-13 rendition of the hostess's line, "Any man know where to have me" (CM).
Words to live by:
"Two stars keep not their motion in one sphere." ~Prince Henry
"Do thou amend thy face and I'll amend my life." ~Falstaff
"O gentlemen, the time of life is short,/To spend that shortness basely were too long." ~Hotspur
"I will never be a truant." ~Mortimer
Sunday, October 28, 2007
Extra Credit Opportunities
Extra credit opportunities, quarter 1:
-For a quiz grade: Memorize and recite Henry V's speech from Henry V, "Once more unto the breach, dear friends, once more."
-Watch Henry V and cite, in a brief analysis, three specific scenes in that play which mirror, in some way, the character's scenes from Henry IV.
-Compose a Shakespearean sonnet about your years at CM. Must follow all the rules of the form!
-For a quiz grade: Memorize and recite Henry V's speech from Henry V, "Once more unto the breach, dear friends, once more."
-Watch Henry V and cite, in a brief analysis, three specific scenes in that play which mirror, in some way, the character's scenes from Henry IV.
-Compose a Shakespearean sonnet about your years at CM. Must follow all the rules of the form!
Tuesday, October 23, 2007
Blog, Weeks 6/7
The work: This class began to read Henry IV and towards the end of the past week we memorized ten lines from the play (MM). We watched a PBS series with Michael Wood looking at the life of William Shakespeare. We learned many interesting details of his life...his father was a gloveman, a mayor, and an illegal wool dealer (NR). We discovered a country boy who was lost between the worlds of religious intolerance (VC). We took notes on how Henry came into power and his ironic speech about ending all of the bloodshed (GM). We learned that...royalty, or the aristocracy, speak in iambic pentameter (AH). We learned new ways to memorize lines, perhaps as actors during Shakespeare's time did (ER). As we are reading the class has been taking advantage of our tuition dollars by printing out the story in the school library due to a back order of the text (BB). Having read Acts I and II...the only real question is when is Hal going to leave his thieving friends, Poins and Falstaff, and become the prince he is supposed to be (SS).
The workers: We learned why Mr. McGonegal dislikes Doug E. (ER). Chapin was critical of the film (ER). Michael won the American Idol contest with "I could feel the ground tremble with ancient energy" (DK). Brendan came to the conclusion that the story's real underlying theme was the struggle in the relationship between father and son (SS).
Words to live by:
"'Tis no sin for a man to labour in his vocation." ~Falstaff
"He will give the devil his due." ~Prince Hal
"He's funny, streetwise, sexy, and by all accounts, good company." ~Michael Woods (on Shakespeare)
"My reformation, glitt'ring o'er my fault, will show more goodly and attract more eyes..." ~Prince Hal
The workers: We learned why Mr. McGonegal dislikes Doug E. (ER). Chapin was critical of the film (ER). Michael won the American Idol contest with "I could feel the ground tremble with ancient energy" (DK). Brendan came to the conclusion that the story's real underlying theme was the struggle in the relationship between father and son (SS).
Words to live by:
"'Tis no sin for a man to labour in his vocation." ~Falstaff
"He will give the devil his due." ~Prince Hal
"He's funny, streetwise, sexy, and by all accounts, good company." ~Michael Woods (on Shakespeare)
"My reformation, glitt'ring o'er my fault, will show more goodly and attract more eyes..." ~Prince Hal
Thursday, October 18, 2007
Fear not.
Having a lot of trouble wading through Shakespeare's brilliant Elizabethan wit? Read a nice contemporary translation next to it. If you haven't discovered No Fear Shakespeare, hie thee hence! Just remember, you're responsible for the parts on the left too (the original text!).
Tuesday, October 9, 2007
Weeks 4/5 blog
The work:
We had an essay test with the option of picking two particular short stories and dissecting their internal conflict (RH). This past week we began the most difficult part of senior year (TJ). Last week began with the analysis of a short story "The Ice Man." The story was symbolic of a lack of an emotional bond between a woman and her husband (MM). We learned to trim the fat of our essays (ER). We learned that Hugh Gallagher has done a lot of wonderful things, but hasn't gone to college (KK). The essay unit has been a great help to our individual college process. We have all received expert analyzed essays that will lead to "acceptance and money" (BB).
The workers:
Silverio showed his knowledge of history by writing about Columbus's influence (DC).
Steve gave us a strong thesis statement on the diversity of religion and prejudices (CM). Brendan's sentence, in an attempt to follow Orwell's rules of writing, had no veracity as he broke the first rule of never using a metaphor, simile, or other figure of speech which you are used to seeing in print (JW). Flaherty had a pithy way of shortening a (MM). Bob said you don't need to impress people by stating in your essay that you get good grades or play on a certain team (DK). Pete mentioned that he wrote his essay response to the common application under the influence of his favorite film (SC). Graham revealed that Atticus Finch from To Kill a Mockingbird has had a profound influence on his life (RH).
Words to live by:
"Years ago I discovered the meaning of life but forgot to write it down." -Hugh Gallagher
"The unexamined life is not worth living." -Socrates
"Never use a long word where a short word will do." -George Orwell
"Can the essay make a difference in getting the 'thin versus thick' envelope? Absolutely." -Richard Fuller
"One issue that concerns me is major fires." -Anon.
"The eternal past, heavy beyond all comprehension, had us in its grasp. We would never shake it off." -Haruki Murakami
We had an essay test with the option of picking two particular short stories and dissecting their internal conflict (RH). This past week we began the most difficult part of senior year (TJ). Last week began with the analysis of a short story "The Ice Man." The story was symbolic of a lack of an emotional bond between a woman and her husband (MM). We learned to trim the fat of our essays (ER). We learned that Hugh Gallagher has done a lot of wonderful things, but hasn't gone to college (KK). The essay unit has been a great help to our individual college process. We have all received expert analyzed essays that will lead to "acceptance and money" (BB).
The workers:
Silverio showed his knowledge of history by writing about Columbus's influence (DC).
Steve gave us a strong thesis statement on the diversity of religion and prejudices (CM). Brendan's sentence, in an attempt to follow Orwell's rules of writing, had no veracity as he broke the first rule of never using a metaphor, simile, or other figure of speech which you are used to seeing in print (JW). Flaherty had a pithy way of shortening a (MM). Bob said you don't need to impress people by stating in your essay that you get good grades or play on a certain team (DK). Pete mentioned that he wrote his essay response to the common application under the influence of his favorite film (SC). Graham revealed that Atticus Finch from To Kill a Mockingbird has had a profound influence on his life (RH).
Words to live by:
"Years ago I discovered the meaning of life but forgot to write it down." -Hugh Gallagher
"The unexamined life is not worth living." -Socrates
"Never use a long word where a short word will do." -George Orwell
"Can the essay make a difference in getting the 'thin versus thick' envelope? Absolutely." -Richard Fuller
"One issue that concerns me is major fires." -Anon.
"The eternal past, heavy beyond all comprehension, had us in its grasp. We would never shake it off." -Haruki Murakami
Wednesday, October 3, 2007
College Essay: Research tips
Is the college admissions essay a research paper? While you may think it's just about you, it's also a good chance to show that you're a skilled researcher. Here are some ways to integrate research into even the most personal of essays:
~quote a lesser known line from a famous author, or a compelling line from a less-than-famous author. Start digging through Bartlett's, but also check this guy's site or this one. There's less legitimate websites out there like this one--if you use a quote there, do some fact checking to make sure it's properly cited.
~connect your personal topic to one of national importance now. Search the New York Times or other newspaper for what intelligent writers have said about it. Cite some information they provide.
~If you're writing about another country check the CIA Factbook for information or about another state check the U.S. census.
~quote a lesser known line from a famous author, or a compelling line from a less-than-famous author. Start digging through Bartlett's, but also check this guy's site or this one. There's less legitimate websites out there like this one--if you use a quote there, do some fact checking to make sure it's properly cited.
~connect your personal topic to one of national importance now. Search the New York Times or other newspaper for what intelligent writers have said about it. Cite some information they provide.
~If you're writing about another country check the CIA Factbook for information or about another state check the U.S. census.
Tuesday, September 25, 2007
Weeks 2/3 Blog
The work:
In class we discussed the themes of rebellion and authoritative female characters while reading some short stories such as "Everyday Use," "Miss Brill," "The Lesson," "The Jilting of Granny Weatherall," "Paul's Case," and "The Lottery." Some important ideas included not allowing yourself to become tunneled by rebellion, and that everyone has their own faulty human traits...(NR) We learned that fiction can expose the flaws in tradition and how people view the world...(AH) We talked about characterization, theme, point of view, symbol, allegory, and fantasy...(JC) We were awakened with an inquisitive pop quiz which exercised our interpretation of characters' morality...(BB)
The workers:
Graham gave us his view on Mrs. Hutchinson's death not being because of a rebellion, but instead because of a complete lack of an effective rebellion. (NR)
We learned Mr. McGonegal's childhood passion for underlining vulgar language. However this skill seems to be the key to deciphering a character's true identity. (BB)
Andrew thinks technology is "cold and calculated." Brendan thinks that the moral to [the movie] Wedding Crashers is to be true to yourself. Noel suggested that Granny Weatherall was ignorant to her medical and emotional needs. (RH)
David brought up the aspect of technology of war [in the Destructors]. (VC)
Steve's realistic statement of how humans are curious of observations and the temptations humans have for things they can't obtain. (SC)
Silverio added that the adulterous affair [in "The Interpreter of Maladies"] was more about not understanding yourself. (BF)
Quotes to live by:
"It's not the way it used to be. People ain't the way they used to be." ~Shirley Jackson
"Equal chance to pursue happiness means an equal crack at the dough, don't it?" ~Toni Cade Bambara
"Don't let good things rot for want of using." ~Katharine Anne Porter
"He had a feeling that he'd made the best of it, that he had lived the sort of life he was meant to live." ~Willa Cather
"Time sure goes fast." ~Shirley Jackson
In class we discussed the themes of rebellion and authoritative female characters while reading some short stories such as "Everyday Use," "Miss Brill," "The Lesson," "The Jilting of Granny Weatherall," "Paul's Case," and "The Lottery." Some important ideas included not allowing yourself to become tunneled by rebellion, and that everyone has their own faulty human traits...(NR) We learned that fiction can expose the flaws in tradition and how people view the world...(AH) We talked about characterization, theme, point of view, symbol, allegory, and fantasy...(JC) We were awakened with an inquisitive pop quiz which exercised our interpretation of characters' morality...(BB)
The workers:
Graham gave us his view on Mrs. Hutchinson's death not being because of a rebellion, but instead because of a complete lack of an effective rebellion. (NR)
We learned Mr. McGonegal's childhood passion for underlining vulgar language. However this skill seems to be the key to deciphering a character's true identity. (BB)
Andrew thinks technology is "cold and calculated." Brendan thinks that the moral to [the movie] Wedding Crashers is to be true to yourself. Noel suggested that Granny Weatherall was ignorant to her medical and emotional needs. (RH)
David brought up the aspect of technology of war [in the Destructors]. (VC)
Steve's realistic statement of how humans are curious of observations and the temptations humans have for things they can't obtain. (SC)
Silverio added that the adulterous affair [in "The Interpreter of Maladies"] was more about not understanding yourself. (BF)
Quotes to live by:
"It's not the way it used to be. People ain't the way they used to be." ~Shirley Jackson
"Equal chance to pursue happiness means an equal crack at the dough, don't it?" ~Toni Cade Bambara
"Don't let good things rot for want of using." ~Katharine Anne Porter
"He had a feeling that he'd made the best of it, that he had lived the sort of life he was meant to live." ~Willa Cather
"Time sure goes fast." ~Shirley Jackson
Monday, September 24, 2007
Other late greats.
So I see you're reading blog entries in your spare time. Good. You should be. Read as much as you can this year! And read some of the following stories while you're at it. They're some of my other old favorite short stories that we didn't have time to read during this unit. (Feel free to cite one of these stories in your test essay for unit 1 if you find them more appropriate.)
"The School" by Donald Barthelme
"Harvey's Dream" by Stephen King
"Long Walk to Forever" by Kurt Vonnegut
"The Kugelmass Episode" by Woody Allen
And if you haven't yet discovered the Common Application, time's ticking. Click here.
"The School" by Donald Barthelme
"Harvey's Dream" by Stephen King
"Long Walk to Forever" by Kurt Vonnegut
"The Kugelmass Episode" by Woody Allen
And if you haven't yet discovered the Common Application, time's ticking. Click here.
Thursday, September 13, 2007
Week 1
The work: Francis Macomber, The Destructors, How I Met My Husband, The Interpreter of Maladies, and summer reading exam. In the short story unit this week, we talked about what makes good stories, what makes good movies, and whether or not these writers hit "good" on the scale. We started to read the "late greats"--so many good award winning authors in this textbook. It will be interesting to find out what makes them so supposedly "great."
The workers: Conte finds violence mildly entertaining in a story. David liked something about the destruction. Michael and Brendan offered insight on authors who twist the notions of what an antagonist is. Graham is a close reader. Others contributed, indeed, but I'm still getting to know their names.
Words from this week's reading to live by: "Art is a lie that leads to the truth." (51)
"Main thing a man had. Made him into a man. Women knew it too. No bloody fear." (102)
"Destruction after all is a form of creation." (122)
"There were women just waiting and waiting by mailboxes for one letter or another...I was never made to go on like that." (146)
The workers: Conte finds violence mildly entertaining in a story. David liked something about the destruction. Michael and Brendan offered insight on authors who twist the notions of what an antagonist is. Graham is a close reader. Others contributed, indeed, but I'm still getting to know their names.
Words from this week's reading to live by: "Art is a lie that leads to the truth." (51)
"Main thing a man had. Made him into a man. Women knew it too. No bloody fear." (102)
"Destruction after all is a form of creation." (122)
"There were women just waiting and waiting by mailboxes for one letter or another...I was never made to go on like that." (146)
Sunday, September 9, 2007
Welcome to the English 12H Blog.
Welcome to the English 12H Blog. Stay tuned for important readings, info, links, et cetera!
Subscribe to:
Posts (Atom)