Transcript BL Review for Spring Finals

Final Review
FCS 2006–2007
2nd Semester Exam Schedule
DATE
TIME
EXAM
Tues. 5/8
7:15–9:00 A.M.
College Math
Wed. 5/9
class time
College English
8:00 A.M.–12:00
P.M.
AP Calculus
Thur.
5/10
8:00 A.M.–12:00
P.M.
AP English
reg day
8:30 A.M.
Senior Science
10:00 A.M.
Senior English
12:00 P.M.
Other Senior Exams–Fine Art, Ldrship, Comp. Sci.,
etc.
Fri. 5/11
8:00 A.M.–12:00
P.M.
AP U.S. History
reg day
8:30 A.M.
Senior Math
10:00 A.M.
Senior Economics
12:00 P.M.
Senior Bible
Macbeth
Be familiar with plot, characters,
themes, etc.
Review Macbeth Quote tests,
discussion slides (to follow)
Questions for Scene 3
How does Banquo feel about the witches’
predictions?
How does Macbeth feel?
Questions for Scene 4
 Who is the topic of conversation at
the start of scene 4?
 How might Duncan’s words to
Macbeth, as Macbeth enters, seem
ironic?
 How does Macbeth feel now that
Malcolm has been named Prince of
Cumberland?
 Do we have any clues about how
he will behave in the future?
BritLIT
Let’s play “Scattergories”
Make a list of synonyms for
these words: (see how many
you can get)
thin
woman
man
thin
woman
man
skinny
light
small
What are the differences in meaning
between the words? (ie thin & skinny?)
Which are the more powerful words in
each list? Why?
Denotation/Connotation
denotation: the literal, “dictionary”
definition
connotation: a secondary meaning
•A word’s power is determined in part
by the associations one brings to the
word.
•Examples?
So foul and fair a day I have not seen
Make a list of synonyms for “foul” and “fair”
cloudy and clear
nasty and beautiful
rotten and just
ugly and adequate
•The denotations and connotations of a word can
impact the understanding of a sentence.
So foul and fair a day I have not seen
This sentence has a paradoxical nature.
Can you think of any other contradictions
like this one in scene 3?
The witches seem to be women, but they
have beards (line 47-49)
“Lesser than Macbeth and greater” (line 68
“Not so happy, yet much happier” (line 69)
Keep an eye out for paradoxes as they
will appear throughout the play.
Stressing Stress
stress: the relative force with which a
sound or syllable is spoken.
“He was a gentleman on whom I
built an absolute trust.”
Read the sentence, stressing the word “he”
“was”
“gentleman”
How does stress change the
“I”
meaning of the sentence?
“absolute”
“trust”
Inflection
Inflection: a change in pitch or tone of
the voice.
“Is execution done on Cawdor?”
Read the sentence, rising the voice (implying a question)
Read again, lowering the voice (implying a statement)
How does inflection change
the meaning of the sentence?
Nonverbal Communication
Have ‘Malcolm’ sit in the front of the room.
Have ‘Duncan’ walk slowly toward the
seated Malcolm, cross his arms, and stare
at him without saying a word.
This is nonverbal communication. What meaning was
implied?
Repeat the scenario, with Duncan finally saying,
“Is execution done on Cawdor?”
How does the meaning change?
In your W.N.,
Write three sentences often said to you by
someone close to you: a parent, a brother
or sister, a friend.
Indicate the typical inflection and meaning
for each; then vary the inflection and tell
how this changes the meaning.
Let’s
watch the
Soliloquy:
(close your
books)
“If it Were Done
When ‘Tis Done”
Arrange seats in a circle and open up to
1.7.1-28
Read, in turn (clockwise), stopping at any
long pauses (colons, semicolons) or hard
stops (periods, exclamations, question
marks).
READ
“If it Were Done
When ‘Tis Done”
When does Macbeth think he should
commit the murder?
What reasons does he give against
murdering Duncan?
Which reasons are the strongest?
“If it Were Done
When ‘Tis Done”
 Read, again, but this time in two choruses. Half
the class will read first, stopping at any long
pauses (colons, semicolons) or hard stops
(periods, exclamations, question marks), then
the other half reads, etc.
 Increase your volume as you read, so that by the
time the reading has been finished it sounds as
if the two groups are yelling angrily at one
another.
READ
“If it Were Done
When ‘Tis Done”
What conflicting feelings does Macbeth
have as he contemplates the murder of
Duncan?
The Seduction
Scene
Finish reading Scene 7, and see how Lady
Macbeth impacts Macbeth’s conflict of
action.
You Need your Textbook Today
Get out your Act 1 Word
Journal Conclusion to be
graded.
After the test, begin reading
Act 2, working on your Act 2
Word Journal.
“Look Like th’
Innocent Flower,
But Be the
Serpent Under
‘t”
Subtext
“You’ve made me very happy, dear.”
Subtext: the thought we imagine a
character has as he speaks
•“You just promoted me to a better job.”
•“You just told me I won the lottery.”
•You just wrecked my new car.”
•“I don’t care about anyone else; you are
my hero.”
Subtext
“Oh, no you won’t.”
Create some possible subtexts
• a father.
•“you step over that line, and you die”
• a spy.
•“I’ll foil your evil plans, Dr. Evil”
• a boyfriend/girlfriend.
•“You won’t really hit me”
Shakespearean
Subtext
Young Siward: “What is thy name?”
Macbeth: “Thou’lt be afraid to hear it.”
Young Siward: This is boring. I wish I were somewhere else.
Macbeth: I’m going to scare the wits out of this little nerd.
Young Siward: I’m scared to death of this monster.
Macbeth: I’m going to rip this guy apart.
Young Siward: I hate this killer.
Macbeth: What’s the use of fighting any longer?
Shakespearean
Subtext
•Read 1.5 – 1.6
•Pick five sentences
and write a subtext for
each.
Subtext in 1.5-1.6
Summary of 1.5.
 Lady Macbeth reads a letter from her husband
telling about his promotion and saying that King
Duncan will be visiting in their castle tonight.
She greets him with plans to kill Duncan.
 Let’s read.
 Any subtext?
BritLit 2/26
If you were absent Thursday/Friday, get a
“Subtext Lesson” from the lecturn.
Get out your Act 1 Word Journal to be
graded.
Then take a look at Act 1 Scene 6:
 Summary - Lady Macbeth welcomes Duncan
to Inverness
 Finish reading it if you haven’t already.
 Any key lines?
 Subtext?
Let’s
watch the
Soliloquy:
(close your
books)
“If it Were Done
When ‘Tis Done”
Arrange seats in a circle and open up to
1.7.1-28
Read, in turn (clockwise), stopping at any
long pauses (colons, semicolons) or hard
stops (periods, exclamations, question
marks).
READ
“If it Were Done
When ‘Tis Done”
When does Macbeth think he should
commit the murder?
What reasons does he give against
murdering Duncan?
Which reasons are the strongest?
“If it Were Done
When ‘Tis Done”
 Read, again, but this time in two choruses. Half
the class will read first, stopping at any long
pauses (colons, semicolons) or hard stops
(periods, exclamations, question marks), then
the other half reads, etc.
 Increase your volume as you read, so that by the
time the reading has been finished it sounds as
if the two groups are yelling angrily at one
another.
READ
“If it Were Done
When ‘Tis Done”
What conflicting feelings does Macbeth
have as he contemplates the murder of
Duncan?
The Seduction
Scene
Finish reading Scene 7, and see how Lady
Macbeth impacts Macbeth’s conflict of
action.
FINAL REVIEW
The Russian Revolution
• Be familiar with the characters in the
Russian Revolution as well as those in
Animal Farm.
• Allegory, Symbolism
Yes, this assignment is for British Literature, and yes, though it is
“Russian” it will apply to British Literature… Just wait…
The Russian Revolution
What do you know about the following
‘characters’:
• Csar Nicholas II
• Karl Marx
• Vladimir Lenin
• Josef Stalin
• Leon Trotsky
Communism & The Russian Revolution
George Orwell
• Read the biography on Orwell on pg.
936…
• What’s his connection to the Russian
Revolution?
Czar Nicholas II – Ruler of Russia.
Russian Revolution
Socialism vs. Communism
Karl Marx –
Communist Manifesto
- proletariat (the hard
working lower class)
will overthrow the
ruling class.
Lenin takes action
and puts together
the Bolshevik
Party – an anticzarist movement.
Communist Party
revolted against
the Czar claiming
to bring equality
Russian
Revolution of
1917
After Lenin’s Death, there was a
struggle for power among the
Communist Party
Stalin & Trotsky
fight for control of
the Soviet Union
Stalin wants to
defend his
Socialist country,
and emphasize
agriculture.
Trotsky wants to
focus on
industrialization
and spread the
concept of
communism
throughout the
world
Stalin drives out Trotsky and takes control of
the Soviet Union, using his powerful Secret
Police and his Propaganda, “Pravda” to rule.
Work on Animal Farm Ch.1-3
• Create a
Character list of
the characters and
a brief description
to help you keep
tabs on them.
Old Major
Mr. Jones
Snowball
Napoleon
Squealer
Boxer
Clover
Benjamin
Moses
Mollie
Frederick
Pilkington
Whymper
Symbolism vs. Allegory
• A symbol is a word, place, character, or object that
means something beyond what it is on a literal level.
• Symbolism is the act of using a word, place, character, or
object in such a way.
• For instance, consider the stop sign. It is literally a metal
octagon painted red with white streaks. However,
everyone on the road will be much safer if we understand
that this object also represents the act of coming to a
complete stop--an idea hard to encompass briefly without
some sort of symbolic substitute.
• An object, a setting, or even a character in literature can
represent another, more general idea. Note, however,
that symbols function perfectly well in isolation from other
symbols as long as the reader already knows their
assigned meaning.
• Allegory, however, does not work that way; allegory
requires symbols working in conjunction with each other.
Symbolism vs. Allegory
• An allegory involves using many interconnected
symbols or allegorical figures in such as way that in
nearly every element of the narrative has a meaning
beyond the literal level, i.e., everything in the narrative is
a symbol that relates to other symbols within the story.
• The allegorical story, poem, or play can be read either
literally or as a symbolic statement about a political,
spiritual, or psychological truth.
• The word allegory derives from the Greek allegoria
("speaking otherwise"): The term loosely describes any
story in verse or prose that has a double meaning. This
narrative acts as an extended metaphor in which the plot
or events reveal a meaning beyond what occurs in the
text, creating a moral, spiritual, or even political meaning.
Animal Farm
• George Orwell’s Animal Farm is an
allegory-full of symbols.
• What “symbols” appear in Orwell’s Animal
Farm?
• Help yourself out: make a list.
Czar Nicholas II – Ruler of Russia.
Russian Revolution
Socialism vs. Communism
Karl Marx –
Communist Manifesto
- proletariat (the hard
working lower class)
will overthrow the
ruling class.
Lenin takes action
and puts together
the Bolshevik
Party – an anticzarist movement.
Communist Party
revolted against
the Czar claiming
to bring equality
Russian
Revolution of
1917
After Lenin’s Death, there was a
struggle for power among the
Communist Party
Stalin & Trotsky
fight for control of
the Soviet Union
Stalin wants to
defend his
Socialist country,
and emphasize
agriculture.
Trotsky wants to
focus on
industrialization
and spread the
concept of
communism
throughout the
world
Stalin drives out Trotsky and takes control of
the Soviet Union, using his powerful Secret
Police and his Propaganda, “Pravda” to rule.
Other Characters
• Moses
– tells animals about
SugarCandy mountain Heaven
– animals can go there if
they work hard
– Snowball and Major were
against him - they though
Heaven was a lie to make
animals work
– Napoleon let him stay
because he taught
animals to work and not
complain
• Religion
– Marx said "Opiate of the
people" a lie used to make
people not complain and
do their work
– Religion was tolerated
because people would
work
– Stalin knew religion would
stop violent revolutions
Other Characters
• Boxer
– strong, hard working
horse, believes in
Animal Farm
– "Napoleon is always
right", "I must work
harder"
– gives his all, is
betrayed by
Napoleon, who sells
him
• Working Class Dedicated, but tricked
communist supporters
– people believed
Stalin because he
was "Communist"
– many stayed loyal
after it was obvious
Stalin a tyrant
– betrayed by Stalin
who ignored and
killed them
Other Characters
• Mollie
– was vain - loved her
beauty and self
– didn't think about the
animal farm
– went with anyone
who gave her what
she wanted
• Vain, selfish people
in Russia and world
– some people didn't
care about revolution
– only though about
themselves
– went to other
countries that
offered more for
them
Other Characters
• Benjamin
– old, wise donkey who is
suspicious of revolution
– thinks "nothing ever
changes", is right
– his suspicions are true,
about Boxer and sign
changes
• Skeptical people in
Russia and outside
Russia
– weren't sure revolution
would change anything
– realized that a crazy
leader can call himself
communist
– knew that communism
wouldn't work with power
– hungry leaders
Other Characters
• Foxwood Farm:
Pilkington
– Didn’t want anything to
do with Animal Farm
• England: Churchill
– Countries concerned
with themselves
– Capitalist/Democratic
Countries
(Churchill/Truman)
Other Characters
• Pinchfield Farm:
Frederick
– Aggressive
– Took advantage of
the farm
• Germany: Hitler
– Sudden attacks
 and sign changes
 Alliance with Russia
Get ready for reading quiz
Persuasion &
Propaganda
Get out your W.N. and consider this question:
How is propaganda used to
control/persuade the animals and
their thinking?
While answering this question, make your own
“Propaganda Log” making note of examples of
propaganda used in Animal Farm.
Propaganda Log

Squealer acts as a propaganda tool for the pigs
Page #
What is Said or Done
What is Really Happening
52
Milk & apples are brainfood
Pigs are hogging them
69
Napoleon has lots of
responsibility; respect him
Napoleon conniving, power
hungry
70
Snowball wasn’t important
Napoleon got rid of him
(didn’t want competition for
power)
71-72
Napoleon never opposed the
windmill
Only opposed it because it
was Snowball’s idea; not his
(then he took the credit)
77
Being around people is ok; it
was never really “wrong”
before.
Napoleon is changing the rules
to fit his agenda.
79
Pigs need a quiet place to
work
Don’t sleep in beds “WITH
SHEETS”
Pigs are taking comfort for
themselves
Changing rules to benefit
them.
Snowball is a traitor trying to
betray us
Gives Napoleon someone else
to blame for troubles
80
89
Persuasion &
Propaganda
Get out your W.N. and consider this question:
How is propaganda used to
control/persuade the animals and
their thinking?
What is persuasion?



An attempt to
change opinions
and attitudes
An attempt to
change your
behavior
EX.: lawyers,
advertisements,
parents
Attempts at Persuasion


Every time you turn on the T.V., open a magazine,
turn on the radio, or surf the web someone is
trying to persuade you to do something
If you are mathematically minded, count the
number of advertisements in a magazine
sometime. (did I persuade you to do it?)
Persuasion vs. Propaganda



Basically, they are both trying to get you to
believe what they believe.
Persuasion is based mainly on a person’s beliefs
and they want you to feel the same way.
Propaganda is based mainly on a group of
peoples beliefs and they are trying to spread
information about their cause. ex.:
advertisements, organizations, politicians
Persuasion vs. Propaganda
(continued)



Persuasion and propaganda both rely on
emotional appeals.
But when emotional appeals ignore logic
or reason, they become a poor
propaganda device.
A good listener can examine a persuasive
statement and identify whether it is logical
or not.
Persuasive/Propaganda Techniques








Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-andeffect reasoning
Begging the question
Glittering generalities
Logical fallacies
Persuasive/Propaganda Techniques







Euphemism – Taylor/Keaton/Joy/Casie
Oversimplification - Melanie, Kristin, Jon, Rachel
Bandwagon – Courtney D./Micah/AustinH
Ad Hominem – AustinS/Richelle/Johnny/CourtneyH
Faulty cause-and-effect reasoning - Travis, Caroline,
Joelle
Begging the question - Daniel, Tawny, Devon, Heather
Glittering generalities – Ashley/Olivia/Elijah/Kelley
Animal Farm 7-10 Reading Quiz

After you stack your quiz on Mr. Krake’s
desk, Get a “Propaganda Techniques
Handout” and we will discuss it after the
quiz. Then do one of two things:
1.
2.
Work on Outside Reading
Hop on an open computer and reseach for
your Propaganda Technique Presentation.
Propaganda Techniques Handout


Work on the “Propaganda Techniques
Assignment” identifying which technique
is used in the given examples.
Those absent on Friday:


Take the Ch. 7-10 Reading Quiz.
Get a Propaganda Techniques Handout from
Mr. Krake

Euphemism: Attempt to pacify audiences
to make an unpleasant reality more
acceptable; replacing plain English with
deliberately vague jargon to obscure, or
soften the meaning. “not a food reduction
but a readjustment;”

Oversimplification: giving a simple
solution for a complex problem.
Simplification covers the true meaning; “2
wings=2 legs, so birds are four-legged
animals.” “Made from recycled paper” (but
only 10%).

Bandwagon: do something everyone
else is doing; the sheep in Animal Farm
chant “four legs good, two legs bad” over
and over. When environmentalism became
a household word, companies all over the
world suddenly became “green.”

Ad Hominem (name-calling): attacking
the person instead of attacking his
argument. For example, "Von Daniken's
books about ancient astronauts are
worthless because he is a convicted forger
and embezzler." (Which is true, but that's
not why they're worthless.)

Faulty cause-and-effect reasoning: no
logical cause is given or known for the
effect; “Milk and apples are brainfood.”
“Pigs must sleep in beds.” “Brand X
whitens best.”

Begging the question: When the truth
of a statement is assumed before it is
proven. Often, it is avoiding the issue or
real issue by just stating the conclusion in
a different way.

Glittering generalities: is a reverse
form of name-calling. Instead of insults, it
uses words that generate strong positive
emotions-words like "democracy,"
"patriotism," "motherhood," "science,"
"progress," "prosperity." Politicians love to
speak in these terms.

Logical fallacies: Applying logic, one can
usually draw a conclusion from one or
more established premises. While the
premises may be accurate, the conclusion
is not. For example, Premise 1: Bill Clinton
supports gun control. Premise 2:
Communist regimes have always
supported gun control. Conclusion: Bill
Clinton is a communist.
Game Show
Time
Name that
Propaganda
Technique
Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Glittering
Generalities
Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Bandwagon
(everyone
chews their
gum)
Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Ad
Hominem
(attacks
Best Buy)
Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Oversimplification
Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Glittering
Generalities
Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
•Faulty Cause
and Effect
Reasoning
Glittering
Generalities
Ad Hominem
Works Cited


Landoll, Sally. “Evaluating a Speaker’s
Reasoning.” Retrieved April 18th, 2006
from http://teachers.usd497.org/slandoll/
New%20Webpage/Persuasion2.ppt
“Retro Junk: Your Memory Machine."
Retrojunk. Retrieved April 18th, 2006 from
http://www.retrojunk.com/.
Presentations:

In your groups, discuss that ‘something
special’ you want to include in your
discussion.





Quiz segment?
Propagandist of the Year awards?
Dramatic recreation?
Audio clips?
Battle of the soda pop propagandists?
Discussion Practice


Get out your questions and examples, and
in your groups, begin formulating the
order of your discussion.
Due Monday, a typed schedule of your
discussion.
Propaganda Discussion Practice



Lets arrange the four front tables into one
large table, and arrange the seats around
it. We’ll practice our discussions today.
Get out your discussion questions.
Merchants of Cool
BritLit Discussion



Lets arrange the three front tables into
one large table like yesterday, and arrange
the seats around it.
We’re going to do a large-group
discussion, so get out your examples and
discussion questions. Hosts, get out your
definitions and examples.
I have papers to pass back, and want to
have time to review for the final on Friday,
so the sooner we can arrange and get
things in place, the sooner we can
proceed.
BritLit Discussion



Lets arrange the three front tables into
one large table like yesterday, and arrange
the seats around it.
We’re going to do a large-group
discussion, so get out your examples and
discussion questions. Hosts, get out your
definitions and examples.
I have papers to pass back, and want to
have time to review for the final on Friday,
so the sooner we can arrange and get
things in place, the sooner we can
proceed.