FUTURE ME!!

Wrote myself a letter and it was the best thing ever!! I'm so glad Dr. Preston assigned this. I got really into it while writing it and i think everyone should do that or that more teachers should start assigning that in their classes.

GATSBY ESSAY

                 ESSAY PROMPT!
In a novel or play, a confidant (male) or a confidante (female) is a character, often a friend or relative of the hero or heroine, whose role is to be present when the hero or heroine needs a sympathetic listener to confide in. Frequently the result is, as Henry James remarked, that the confidant or confidante can be as much “the reader’s friend as the protagonist’s.” However, the author sometimes uses this character for other purposes as well.

What are the various ways Nick Carraway functions in The Great Gatsby?  How does he help give us the tour through Gatsby's world?  How does he help us get to know Jay Gatsby?  How does his presence change the course of the plot, the interactions between other characters, and/or the reader's understanding of the tone and theme of the novel?  What else (if anything) do you think Carraway's character accomplishes?  How would the book be different if the narration was provided by an anonymous, omniscient voice?

                  RESPONSE!!!!
Nick Carraway helps us tour through Gatsby's world when he meets him at his party. As soon as the narrator tells us that Gatsby had remembered him from some place ut gets us to realize that we will most likely be hearing from that character a lot more throughout the story. He helps us see who Gatsby was to people when they hang out and talk. We realize how deep his love for Daisy is almost immediately. Nick to me was always kind of like a cupid. He tried helping his great friend out with seeing Daisy. He always tried getting them together even though the youn lady was married.

Nick helped us reveal how all characters were Throughout the story, not only Gatsby. Funny thing is, with all the parties and love affairs in it, it seems so similar to a teenage life of this generation. So much drama.

Carraways' character accomplishes telling us hoe a typically rich persons life was back then. He described everybody's life so perfectly. He helped us picture the actual scenes happening.

"The Great Gatsby" Ch. 4 Notes

Notes
-Naming off a lot of people so we know he has a social life
-thinks he's good enough to hang out with Gatsby
-a lot of people are drunk
-trying to get drunk a lot because it's the cool thing to do
-alcohol is being outlawed at that time
-doing it to not feel lonely
-Getting drunk because they're not happy, not because it's fun
-everyones aldo killing themselves
-Tone is light hearted
-Shows how people cope
-Gatsby is a annoying because he's done it all and shows off
-Gatsby is a quiet guy but says a lot through his actions
-Has done a lot of bad things but trys making up for it

Modernist Author Project!!!!!!!!!!!!!!!!!!!!!!!!

We finished our Video!!!!! Jessica Wilkin, Teanna Silviera, Jonah Maher, and I hope you enjoy it!!(: We want to give much thanks to all the actors: Raul Ramirez, Kaitlynn Dueck, Takara Wilkin, and Austin Aragon for helping us make this Video a success!!(:

"Brave New World" Notes Chapters 1-5

• Epsilons: letter from the Greek alphabet.
• Characters aren't designed to be different but interchangeable
• It's an allusion
• Book is based on timeless ideas
• Economic classes are a big part of this book
• Alpha, Beta, Delta, Gama <-- Dividers
• We have all the ingredients in society today for it to all fall apart tomorrow
• In Brave New World there are no rebels
• Cognitive Dissonance: Two ideas contradict each other and done to make you think
•  "Everyone belongs to everyone else" means they all share each other
• Why separate everyone into classes?:  Because Huxley wants to mess with people's minds
• Can't really know what it feels like to not have any emotions
• Racial Comments
• "Everybody's" living this way
• Word "Ford" was used like a lord (worshiped him)
• Ford was their god because he was the creator of manufacturing
• Marx--> symbolic
• Froid: psychoanalytic
• Why did they talk using "A.F." instead of saying the year they were in?: Means "AFTER FORD"
• Each name has a special significance
• Ford is the god head character in the story
• Bernard Marx: outsider; didn't like what was going on
• Pneumatic: airy/ fluffy (real definition).......  Referring to a girls figure in a sexual way (how it's used in the book) 

"MAPLAN"... Modernist Author Project

Notes for My Project.....

Jessica Wilkin, Teanna Silveira, Jonah Maher, and I decided to do a group project.

• Project?: News Report/ Broadcast
• Name?: Daily Modernist News
• Channel?: Channel 72
• We will be acting it out 
• Include background music based on what they liked
• Interview the authors
• start with the Credo: words to live by/ life philosophy
• Genre?: Report on a novel (what it's talking about)
• Report on the person behind the book:

1. Life circumstances 
2. Behaviors
3. Ideas
4. Religion & Politics
5. Childhood/ Family Background
6. Previous Work
7. Personality

• Ask random people on what their input is
• Have a "commercial" with one author talking about themselves and how they "help the community".
• Pressing Question?: Do it at the end (During Credits).... Have the question at the end and have the author answer it.

Back-up ideas in case this doesn't work!!!

• Make a group story about the authors.
• Write an essay with links to other websites with great information on the author.

Applied Modernism

1.Why is "The First Seven Years" considered a modernist story?

2. Why is Fahrenheit 451 considered a modernist novel?

3. Why is "Richard Cory" considered a modernist poem?

°Pre-Write

-The First Seven Years

*Way Feld treated his dauggter

*Strict

*Daughter wanted to be independent

*Old Fashion tone

-Fahrenheit 451

*Everyone was,a slave to technology

*Montag started to break the rules

*Punished (strict living rules)

*similar to the "lost generation" because they didn't enjoy life like they should have

-Richard Cory

*Wasn't Happy

*Didn't follow the lines

*Did opposite of what they should

*More Extreme

°Essay

2. Why's Fahrenheit 451 considered a modernist novel?

Fahrenheit 451 is considered a modernist novel for the simple fact that it was written in between the 1900s and 1965. Some of the content seems old fashioned, like including the bible as well. Not everyone reads the bible when reading literature now. The community Montag lived in was very strict to how it is now.

It amazes me on how exact the author was at describing some of the technology that we do, In fact, have today.  Only difference is, we have the right to read, walk the streets an not automatically be Considered suspicious, and think what we want and be different.

The author seemed to combine many theories into one novel and make sense. He shows a great example of the lost generation. To my understanding the lost generation is a generation who turned minds eye inward and attempted to record their thoughts as they happened. The community in Fahrenheit 451 never really lived life because they were so stuck on technology. They never realized how beautiful the outside and their surroundings are.

How NOT to write an essay NOTES...

1. Why is "The First Seven Years" considered a modernist story?
2. Why is Fahrenheit 451 considered a modernist novel?
3. Why is "Richard Cory" considered a modernist poem?

1. "The First Seven Years"
*Unreliable Narrator
*Rebellious
*Inner World--> Sobel

2.Fahrenheit 451
*World/ Future/ Books--> Destruction and Decay
*?- Relevant
*Breaking Rules
*ontags thought process--> Syntax
*Mistrust with the government

3. Richard Cory
*Richard Cory is a modernist poem.
*Expository (Explains something to reader) or Persuasive
*Bleak Future
*Money can't buy happiness
*Inner World vs. Outer World

My Modernist

Hughes, Langston (1902-1967)
I chose this modernist because I'm sure Dr. Preston has already talked about him before. I'd like to learn more about him because I feel like i know the pure basics and he just seems like an interesting author to research.

"The First Seven Years" by Bernard Malamud

The ending of the story caught me by total SURPRISE!!!! I was shocked to find out that Sobel had been in love with the Shoemakers daughter the whole time. He was so in love with her that when he realized he no longer had a chance with her he left his job. He began to think his life was worthless. Once Feld, the shoemaker, agreed for Sobel to talk to his daughter Miriam, everything changes. Sobel is filled with hope again and returns to work for the shoemaker as his right hand man.I really did believe things were going to work out as the dad wanted with Miriam dating Max, but I guess stories, just like life, are full of surprises.

Vocabulary: Spring List 5!

• brouhaha: A noisy and overexcited critical response, display of interest, or trail of publicity

•  cloy: Disgust or sicken (someone) with an excess of sweetness, richness, or sentiment

•  demeanor: Outward behavior or bearing

•  deference: Humble submission and respect.

•  enigmatic:  Difficult to interpret or understand

•  definitive: serving to provide a final solution or to end a situation; serving to define or 

specify precisely

•  bumptious: Self-assertive or proud to an irritating degree.

•  choleric: bad-tempered

•  bulwark:  solid wall-like structure raised for defense 

•  curtail: To cut short or reduce

•  adamant: extremely hard substance

•  profligate: Recklessly extravagant or wasteful in the use of resources.

•  mawkish: Sentimental in a feeble or sickly way

•  thwart: Prevent (someone) from accomplishing something

•  onus: Used to refer to something that is one's duty or responsibility

•  requisite: Made necessary by particular circumstances or regulations.

•  mollify:Appease the anger or anxiety of (someone).

•  sartorial: Of or relating to tailoring, clothes, or style of dress

•  presentiment: An intuitive feeling about the future

•  impromptu: Prompted by the occasion rather than being planned in advance

•  forbearance:  refraining from the enforcement of something

•  remit: Cancel or refrain from exacting or inflicting

Spring Vocab #2

1. Praetorian: Resembling the Roman guards.
2. Sieve: Utensil with a meshed surface for straining.
3. Veiled: Covered or in disguise.
4. Saccharine: Artificially sweet.
5. Harlequin: Character in a comic theater.
6. Toil: Hard and continuous work.
7. Delinquence: Neglectful; failing.
8. Jibbering: To move relatively sidewise or backward instead of forward.
9. Insidious: Intended to entrap or beguile.
10. Strewn: To let fall in separate pieces or particles over a surface.
11. Patronage: Act of buying something.
12. Cadence: Pace
13. Suffused: To spread through or over
14. Centrifuge: Machine that separates substances by spinning fast.
15. Dentifrice: Toothpaste.
16. Leisure: Time free from work or duty.
17. Vessel: Large craft.
18. Phonograph: Record player.
19. Profusion: Abundance of.

Literature Analysis Questions for "The Carrie Diaries"

GENERAL
         
         The Plot of the story is related more to the life of a teenager. The author hit exactly every little detail of what a teenage girl faces in high school. The narrator is dramatic and confused about life. She doesn't make the best decisions and comitts various mistakes. She cries about it and complains, but in the end she learns how to let it go. The narrative fulfills the author's purpose by explaining that, a girl is always a diva as a teenager, as much as she doesn't want to admitt it. The central topic, or theme, is that many teens get persuaded into doing drugs and end up going through with it. Peer pressure is a huge thing in high school as well as bullying. The young teenager lives through all of that. She's a little of everything from crazy to druggy.

CHARACTERIZATION

         Direct characterization is shown when she personaly demonstrates her personality ehen going to the party. At the same time it showed inderect characterization when she decided to go to the bar after the party and be spontanious. The author is always focused on a character so the syntax doesn't change much. The story is told by the protagonist herself. There are a few occasions when the story does become a little more intense then usual, but besides that it doesnt really change. The main character is dynamic because towards the end she learns various things about life she didn't know before. She realized  that because certain things didn't go the way she wanted them to, it wasn't hte end of the world. The character learned who her true friends were and whome she could no longer trust after they had shown their true colors. After reading the book I felt as if I had met an actual person. It felt like I was actually in the story knowing everything they were talking about. I was able to connect with some of the conflicts that occured in the story as well. The part that stood out to me most were the true friends. I realized that yes, it's very true that you can't trust every single one of your high school friends because it's high school. People change after a while and they may turn and stab you in hte back. I've seen it happen with others so it makes everyhring seem even more real.

I'M A POET AND I KNOW IT

High school, its a bunch of cliques
Nobody gives a flip of who you really are...
You wanna be known
Give them a reason to remember you and care
Everywhere you look there's different types of people
The popular, the nobodys, the jocks, you name it
But deep inside everyone has their secret
Be careful in who you trust
Be careful in who you lust
They may come back and betray you

Wikipedia entry for Fahrenheit 451

Notes of the day...

• Utopian: Idea that the future is perfect
• Dystopian: Negative view of the future. (Fahrenheit 451)

5 things I learned...

1. has been the subject of various interpretations, primarily focusing on the historical role of book burning in suppressing dissenting ideas. 
2. Television destroys the interest in reading literature.
3.  book's title refers to the temperature that Bradbury understood to be the autoignition point of book paper.
4. It's weird to be someone curious about life and nature in those times
5. Everybody forgot what happiness really feels like and the question confuses them. 

THEME FOR ENGLISH 3

Q:

• Are you the person your teachers think you are?  
• Can you be your real self as you pursue knowledge and find your place in the world?  
• What elements of you do you have to check at the gate when you get to school? 
• Do you have interests, talents or experiences that could add meaning to the class and enrich the learning experience for you and others?
• What elements of you do you think is valued by school and the "powers-that-be"?  
• What do you feel compelled to keep private?  
• Is it possible for you to take ownership of your learning process and demonstrate what you know, or is your role in learning a function of authority and power relationships?

A: 

• I'm not the person my teacher thinks I am. In reality, I'm not quiet and I'm not really that shy. I guess to the fact that I don't know the teacher so well, I don't feel very comfortable yet.
• I'm not comfortable with expressing who I truly am to just everyone. I've learned how to interact more with others over the past few years and not be too shy about everything. So I guess later on I will be a little  more of myself to pursue knowledge and find a place in the world.
• I'm unsure if I have any talents related to English that can add meaning to the class. Everyone has such great ideas in there that it's like wow. I just rahter be a part and do what I'm supposed to i guess.
• The only thing that has ever worked in my favor when it comes to school is creativity. When I'm told to be creative on a project, I like to go all out. I feel really comfortable on just going all out and making things stand out and just overall be creative. 
• I don't think forced to keep anything private. I'm not ashamed of who I am as a student and a person. I feel like I do pretty well in school and hopefully it stays that way. 
• I think it's very possible for me to take ownership on what I've learned and how I've learned it as long as I'm able to choose the way to demonstrate it. Last semester I demonstrated what I learned in poetry by relating it to true life events and this semester I'd love to do the same or in those lines. The best way to learn in that class is by working with others and getting their opinion on things as well. Together you can combine a lot of great ideas and get one even better.

Smart Goals

*To Graduate from High School
*To become someone and make my family proud
*Study in business or become a paramedic
*Learn new things that can help me achieve my school goals
*PASS the class lol

BIG GOAL
** Study in business and open a restaurant to make my parents catering business more of a success than it already is.

SPRING SEMESTER PLAN 1

This semester I plan on trying to stay caught up in this class and not forget to post all the time like I did last semester. Oops!! i need to realize that this class is as important as my other classes in which i'm struggling. I guess I just get caught up on trying to do good with my other classes that i forget to do this until super late, but by that time I'm super tiered. Good thing, now I got a new phone and its so much faster to get on the internet.

SPRING POST 1: MUSIC AS LITERATURE

Q: Can we consider music to be literature? How do we define literature? What is the difference between a novel, a poem, a rap, a song, an opera, and a symphony?

A: I don't see why we shouldn't be able to consider music as literature, after all it does have a central message as well. It may not always be as positive as others, but it has it's purpose. We can define literature by seeing or hearing what the person is trying to tell you. Every author has a different way of getting out their message to you. There's really no difference at all between a novel, a poem, a rap, a song, an opera, and a symphony except ones singing, another is talking, and the other involves you reading it. Besides that they all have a narrator, a purpose, tone, and diction, grammar, spelling.

To give an example, there's the song What are words by Chris Medina. It's simple to define the literature in the song because his purpose is very obvious. He sends a message to the people listening by saying that you shouldn't say "I love You" to someone if it's only for some time. He tries explaining that what does it mean if you say them for no reason at all. You should only say them when you mean it. If you tell someone you love them keep your word and stick by them no matter what happens. When I think of literature in a song that's the first song that always pops up in my head. The Narrator would be him, purpose would be what do the words mean if they're only for good times and then they're gone. The diction, grammar, spelling used in the song is simple just so the audience listening is able to understand the message without any trouble.