Transcript The Rise of Realism - Kentucky Department of Education

THE RISE OF REALISM
The Civil War to 1914
Weekly Agenda 2/13/13
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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
Stephen Crane Quick Write
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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.
The Realist Period (Realism)
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1855-1913
Genres:
 Novels
 Short
Stories
 Objective Narratives
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Themes:
 Social
Change
 Pessimism
 World is not “ideal”
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Historical Context:
 Uses
ordinary people
 Harsh realities of American life
Essential Questions for Today’s Reading
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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?
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.
Weekly Agenda 2/14/13
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
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
Weekly Agenda 2/15/13
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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.
Weekly Agenda 2/20/13
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“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 satire
motivation
point of view
3rd Person point-of-view: limited, objective,
omniscient
Essential Questions for the Collection
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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?
Quickwrite
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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.
“An Occurrence at Owl Creek Bridge”
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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*
Textbook
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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/TA0068OwlCreek/index.html
http://archive.org/details/AmbroseBierceAnOccure
nceatOwlCreekBridgereadbyCasperVidor

http://www.amazon.com/An-Occurrence-OwlCreekBridge/dp/B005HG31EE/ref=sr_1_3?ie=UTF8&qi
d=1361223563&sr=83&keywords=an+occurence+at+owl+creek+bridg
e
Weekly Agenda 2/21/13
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“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 satire
motivation
point of view
3rd Person point-of-view: limited, objective,
omniscient
Textbook
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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/AmbroseBierceAnOccure
nceatOwlCreekBridgereadbyCasperVidor (12:00)
6th Period – Put books up NEATLY at the end of
class.
Daily Agenda 2/26/13
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“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-ofView and how the varied POV affects the reader
and creates meaning
 What
is the narrative POV of the text?
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?

Daily Agenda 3/7/13
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Agendas will not be graded this week.
“Do” – Learning Target
 Reflect on performance on the ACT
 Choose text for independent research
Daily Agenda 3/11/13
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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,
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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.
Response to the Title
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“War is Kind”
 Context:
What war are we dealing with in the Realist
period?
 What do you make of the title?
Terms to Know
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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?’”
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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?”
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,
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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
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Complete Chief Joseph vocab
Chief Joseph’s Speech
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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?
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**