Blogger #7 - Katherine Chow - Period 2 - 11/23/21

Blogger #7 - Katherine Chow - Period 2 - 11/23/21 

Aim: How can our understanding of Shakespeare's language support our comprehension of Julius Caesar?

Warm-Up and Class Discussion:

Review & recall:

What is a monologue? Consider the word "dialogue" if you're unsure!

In class, we discussed what the definition of monologue may be. Many people had similar answers. For example, something someone is saying but only by themselves. Although some answers were not completely correct, they did offer valuable insight into the subject/topic. 

NEWS: Team names were changed today! They were changed to names based on Julius Caesar. 

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Monologue and Soliloquy: 

Monologue vs Soliloquy Article 

A monologue, where a character is talking for a certain amount of time without being interrupted, and soliloquy, where a character is talking for a certain amount of time without any other character being there to hear, will be very prominent in this unit of Shakespeare. It is an element that is apparent in many of his writings, allowing for great relevance with these two topics. 

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Shakespeare Old English? Middle English? : 

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The writing above is one of Shakespeare’s writings. Contrary to popular belief, this is written in Early Modern English. It is no surprise that reading and understanding English used in earlier times may be difficult. This is why the passages utilized in this unit will be translated to be in modern English. 

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Shakespeare and Plays in the Past: 

The Many Lines Attributed to Shakespeare ~ 

As clearly shown, Shakespeare had a prominent and relevant impact on the English language. Many of the phrases used today come from Shakespeare although many do not know it. Additionally, the language used by Shakespeare undoubtedly contributes to the impact of his writing. Because of the careful selection of words, his writings have the impact that they do. 

There Is No Escaping Shakespeare | The New York Times - YouTube

The Globe Theater ~ 

The globe theater was the theater where Shakespeare would have his plays performed. The class discussed the way women were seen as too “delicate” to perform on stage. Therefore, men also played female roles. Additionally, the reason as to why there was no roof is because back then, there was a lack of technology. Therefore, natural lighting was needed. Because of the sun, the many plays performed every day would be able to be fueled. Furthermore, the theater was also opened to everyone. Although the tickets were considered expensive to the poor, going to theaters and watching films were a means of entertainment. 

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TEAMWORK: 

Groups were supposed to work together after watching the visual performance of Shakespeare’s As You Like It, Act 2 Scene. 

Shakespeare’s, As You Like it, All the world’s a stage . . . (Act II, vii) [2:48] 

1 As You Like It (Act II, vii) Monologue

1. Work with your neighbors to diffuse the text by highlighting and annotating. 

a. According to Shakespeare, what are the “seven ages” of man?

According to Shakespeare, the “seven ages” of men consisted of: baby (infant), childhood (school boy), teenager (lover), young adult (soldier), middle aged (justice), old man, and death.

2. Reread the first four lines of the monologue.

a. What metaphor is Shakespeare using to describe human life?      Shakespeare is using the metaphor that life is a stage to describe human life.

b. How and why is this an appropriate comparison?

This is an appropriate comparison because actors play the roles of many different people.

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Leaders and Power Whole Class Discussion:

"Absolute power corrupts absolutely." - Sir John Dalberg-Acton, 8th Baronet

This is an idea from Shakespeare's Julius Caesar.

1) How does it connect to what we've discussed about leaders?

A : When someone holds all power, it is very easy for them to be swept up with the idea of being powerful. This causes them to do selfish and inconsiderate acts. 

2) Is there ever an instance in which it is acceptable for a leader to have absolute control?

A : There could be an instance in which it is acceptable for a leader to have absolute control when there is a dangerous situation and they are leading their people to safety. 

3) Describe the role of the US government?

A : The role of the US government is that they are supposed to make choices and decisions that would help and influence the people’s society.

4) How would you feel if the President changed their title to king/queen?

A : If the President had changed their title to king/queen then I would feel that they might be having too much power and this may not be beneficial for the individuals in the society. Additionally, giving them a title of a king/queen gives them a big role in society and many individuals probably would not agree with that.

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Reflection: 

What Did I Learn? : 

In this lesson, we learned about some of the key elements of Shakespeare’s works and also about him. For example, monologue and soliloquy. These two things are two very prominent aspects of theatre and still, continue to make a big impact. These scenes in plays and writing allow the readers and audience to see new sides and perspectives of a specific character, expanding their character dynamic. This is used to grow the story. There are also many literary elements Shakespeare uses to illustrate certain ideas.  Furthermore, it was also learned that Shakespeare contributed immensely to many of the modern-day phrases we use. From phrases or even words, we have Shakespeare to thank for them. 

Why DId I Learn It? : 

We learned this material about Shakespeare to introduce us to the unit and to also help us acknowledge and understand future literary works we will be tasked with. The understanding of certain elements in works revolving around theater are important in the interpretation and understanding of all of Shakespeare’s scripts and documents. In order to understand this, however, students must at least have a broad understanding of both Shakespeare and his work. 

How Will I Use it? : 

I will use my newly acquired knowledge by utilizing it when performing any other work. It is not limited to only Shakespeare’s writings, but writing of any sort. Understanding certain texts, documents, questions, etc are vital throughout everyday life. Therefore, allowing the skills learned in Literature class to expand to many other subjects. 

Blogger #27 - Yu-Han Tung - Period 8 - 11/18/2021

 Aim: How can we, as students of literature, evaluate the value of Lord of the Flies through a dissection of themes and motifs?

Do now: Now that you’ve read the entire novel, what do you believe the major themes of the novel are? Why?

• Civilization VS Savagery

• Everyone has a “dark side”

Don’t cheat on the test and fulfill responsibilities as a test taker. 

Class discussion - - -

THEME: 

A broad idea message, or lesson that la conveyed by a work The message

may be about life, society, or human nature A Themes often explore timelet's

and universal ideas and may be implied rather than stated explicitly

THEME VS MOTIF:

A theme is timeless and universal, you can find the same theme in many works

of literature, such as "power leads to corruption”

A motif is specific to one work. For example the repetition of the “conch”

symbol makes it a motif for order within Lord of the Flies, but looking for a

“conch” in other works of literature would not make sense.

*Not all symbols are motifs!!!*

Group work - - -

Which is a theme, which is a motif? Why? (Explain following themes/symbols)

• Loss of innocence - Theme

• Piggy’s glasses - Motif

• Negative consequences of war - Theme

• Civilization VS savagery - Theme

• The pig - Motif

• The beast - Motif

• Individuality VS conformity - Theme

Video and question: What do you think happened to the belief after Piggy was hit by the rock?

Summarizing questions:

• What is a theme? What is a motif?

• Why is it necessary to evaluate these elements in literature?

• What are the major differences between theme and motif?

• Are all symbols motifs? Why or why not?

Study tips - - -

• Don’t study in bedroom/any other space related with leisure

• Use study methods that help you individually, like associating names with color or listening to music

• Sort and organize notes taken

Blogger #6 Villton Chen Period 2 11/19/21

Aim: How will the implications of the ‘Study Habits’ article impact my future study habits?

We started off Class with a couple of questions regarding exams and sharing the responses with our groups. After discussing for a couple of minutes it was time for a whole class discussion. A big problem that everyone had with studying was procrastination and being kept focused. 

1) What type of difficulties/challenges have you faced when studying 

2)Why do you believe you might suffer from these issues?

3)How did you feel if you had more than one exam scheduled for the same day?

4)How did you tackle the preparation for the exam(s) (methods you implemented)? 

Were these methods successful?

After the whole class discussion we were to read a passage on how some of the current study habits are actually not effective.

“Forget What You Know About Good Study Habits” [3 pgs]

Annotate While Reading

After reading the passage we were to answer 10 questions on the passage with our teams 

1. According to the article, it claims that there are many educational theories as a result of “sketchy education research.”  Explain what you believe is meant by the term, and how does it account for the current existing theories? Sketchy education purpose can be described as a process which is not proven. This accounts for current existing theories like staying in a quiet place with no distractions. Sketchy education purpose can be described as a process which is not proven. This accounts for current existing theories like staying in a quiet place with no distractions which is  untrue  

2. The author discusses the practice of “sticking to one location…” and offers alternatives.  How does he proceed to criticize schools as a result of current practice? The article says that staying in the same location is not beneficial as there are many distractions.

3. How have the researchers negated the idea/notion behind specific learning styles? What led them to their conclusion? They are not able to follow the same learning styles as people have different fundamentals and abilities. 

4. Explain the inaccurate advice on study habits, compared to the 1978 experiment.  What’s the “learning message” we should glean from their findings? It disapproves of the idea of studying in quiet and isolated places. The message is that different people learn in different ways. 

5. How does variety play into being more conducive (beneficial) for your brain? If studying different topics and at different times it could be more conducive to the brain as it helps you remember.

6. Why did students who studied “mixed sets” outperform those who hadn’t? Students who do mixed sets are able to apply their learning but if they are doing the same question they aren't learning as they already know what to do.

7. Explain the major problem “cramming” holds and its pitfalls. Cramming information makes it so that you remember it for the short term but you will forget it long term.

8. What does the author mean by the term, “neural suitcase?” A neural suitcase is one that you remember longer and more carefully.

9. According to the article, how do they advise you to gain better retention of information? According to the article it advises us that in order to gain a better retention of information, we should alternate our position in the room and study more than one topic/single thing. 

10. Why does Dr. Kornell suggests that forgetting is beneficial, and how does this correlate (connect) to tests and quizzes being beneficial to your learning? Dr.Kornell suggests that forgetting is beneficial as it allows you to relearn and do it effectively. This correlates to tests and quizzes as after them we typically forget the information. 

After answering and discussing the passage questions Ms.Peterson shared some of her study techniques. These techniques include sorting your notes into 3 sections. 

1)Information I know really well

2)Information I kind of know 

3)Information I dont at all or very little 

Then begin by reviewing the notes in sections 2 so that eventually it can become a part of Information that I know really well. 

Once you think that you have learned what you can from section 2 you move on to section 3. 

An additional video to provide a even better understanding of the topic 

Study Techniques - The Good, Bad, & Useless

Reflection:

What did I learn? I learned that some of the current study techniques/beliefs aren’t effective/false as they are thought to be. For example, a common belief is that staying in a single location is more effective for studying than moving to more than one location. But studies show that those who study in more than one location improve retention. I also learned some studying techniques that are beneficial like instead of solely focusing on a single thing, studying more than one topic also improves retention. Another interesting fact that I learned is that your surroundings when studying have a big impact because the brain makes associations with your surroundings. 

Why did I learn it? I learned the reality of current and used studying techniques that aren’t as effective as they are thought to be and better studying techniques so that I can apply this new knowledge into my studying. After this lesson, I now know what studying techniques I shouldn’t use and some techniques that I should start using. For example, now rather than focusing on studying one thing, I will study more than one topic as it will improve my retention. I will also from now on study in a place/room where there is an outside background because the brain makes subtle associations between what it is studying and the background. A 1978 experiment in which 2 groups of college students who studied the same vocabulary list were put in two different locations. One in which was windowless and cluttered and the other modern and with a view of the courtyard. After studying the vocabulary they were to do a test and the group of college students who were seated by the courtyard did far better on the test. 

How will I use what I learned? I will use what I learned from this lesson and incorporate it into the way I study. From now on I will no longer stick to one location and instead alternate my location around the room from time to time because alternating your position improves your retention. I will also be using Ms.Peterson’s strategy of separating my notes into 3 different sections and studying those sections that I haven’t thoroughly understood yet. I will also be cautious of the environment that I am studying in as the brain makes subtle associations between what I am studying and the background. 

 

Blogger #28 Joshua Trogan Period 5 11/18/2021

 Aim- How can we, as students of literature, evaluate the value of Lord of the Flies through a dissection of themes and motifs. 

Do Now- Now that you’ve read the entire novel, what do you believe the major themes of the novel are? Why?

Some of the major themes of the novel is that man is inherently evil when stripped of the institutions that allow for just punishment. This is because the children can act however they want with little to no consequences because they won’t face any punishment. The children then proceed to show how evil they really are on an island where they’re aren’t any consequences to one’s actions. 

Theme-  A broad idea, message, or lesson that is conveyed by a work. The message may be about life, society, or human nature. Themes often explore timeless and universal ideas and may be implied rather than stated explicitly.

Motif-  In narrative, a motif is any recurring element that has symbolic significance in a story. Through its repetition, a motif can help produce other narrative (or literary) aspects such as theme or mood. A narrative motif can be created through the use of imagery, structural components, language, and other narrative elements.

How to tell if it’s a theme or a Motif:

A theme is timeless and universal; you can find the same theme in many works of literature, such as “power leads to corruption.”

A motif is specific to one work. For example, the repetition of the “conch” symbol makes it a motif for order within Lord of the Flies, but looking for a “conch” in other works of literature would not make sense. “Not all symbols are motifs! They are only motifs if it is repeated throughout the work” 

Dues ex Machina- 

A plot device where a seemingly unsolvable problem is abruptly and suddenly resolved by the contrived and unexpected intervention of some new event, character, ability, or object. Depending upon how it is done it can be intended to move the story forward when the writer has “painted himself into a corner” and sees no other way out, to surprise the audience, to bring the tale to a happy ending, or as a comic device. 

Group Work:Which is a theme, which is a motif? Why?

Explain the theme or symbol. Is the symbol a motif?

• Loss of Innocence- theme because it can occur in other works of literature 

• Piggy’s Glasses- motif because it is specific to Lord of the Flies and it appears multiple times throughout the novel

• Negative Consequences of War- theme because it can occur in other works of literature 

• Civilization vs Savagery- theme because it can occur in other works of literature

• The Pig- motif because it is specific to this novel and the Pig repeats multiple times 

• The Beast- motif because it is specific to this novel and the Beast is repeated multiple times throughout the novel

• Individuality vs Conformity- theme because it is timeless and universal 

Video

Originally the “conch” brought the boys together. It symbolized the keeper of the rules, law and order, and civilization. What do you think happened to this belief after Piggy was hit by the rock? 

Piggy's death scene (Lord of The Flies 1990) - YouTube

Quick Summary

1. What is a theme? What is a motif?

A theme is an idea that is conveyed by a work of literature that can also extend to other works of literature. However, a motif is a recurring idea in a work of literature that cannot be extended to other works of literature.

2. Why is it necessary to evaluate these elements in literature?

It is necessary to evaluate these elements in literature because it is important to understand the underlying message or idea that an author is trying to convey in a work of literature and it is crucial to analyze motifs and recurring symbols to try to connect different aspects of a novel to our own lives.

3. What are the major differences between theme and motif?

A theme is universal and can be applied to various works of literature. Comparatively, a motif is simply a recurring symbol in a novel that is specific to that novel. 

4. Are all symbols motifs? Why or why not?

Not all symbols are motifs because a symbol must appear multiple times throughout a work of literature in order to be considered a motif

Mrs. Peterson then started discussing the Lord of the Flies final exam. She told us not to worry and that as long as we read the book, we would do well. Mrs Peterson also advised us to use a note-taking strategy in which notes are divided into three separate columns. One column is for 

things that we understand, the second column is for things that we somewhat understand but need reinforcement, and the third column is for things that we do not understand at all. We also learned that the test has fifty multiple choice questions. Seven to eight questions are true or false questions, there is a characterization section and there is a section where we have to match quotes to the character that said them. 

My Reflection

In class today, I learned the difference between a theme, a motif, and a symbol. I learned the difference between a theme, a motif, and a symbol to better understand works of literature. It also allows us to use symbols and motifs to better understand the themes in a story. These are all various elements that form the deeper meaning of a work of literature which is why it is crucial to understand how these literary elements can be used. I will use what I learned by analyzing different works of literature and I will be able to identify the various literary elements in a work of literature better. Hopefully, what I learned in class today will allow me to identify and understand the deeper meaning of a work of literature which will enable me to apply various themes of novels into my own life to make me a better person.