No Compromise In Defense Of Mother Earth!

The following is out lesson plan.. The only thing that needs to be changed (it is not quite completed yet), is how long each part will last!

1.Objectives:

The following are five objectives that we (Jessica M., Emily T.L, Amanda L) would like to reach. If these objectives are reached, then we have successfully presented the information to our classmates.

• Students will have an understanding of the history of new criticism

• Students will be able to form a clear definition of what new criticism is, as well as have a knowledge of it’s components.

• Students will have an overall understanding of the main ideas and theories from some of the leading personalities of this concept

• Students will be able to differentiate between what are and what aren’t components of new criticism

• Students will be capable in identifying the flaws in new criticism

2.Resources:

The following are resources that we will need the day of our presentation.

• A computer
• Our PowerPoint presentation
• A projector
• Our notes
• Our “dummies guide” handout
• A text handout
• A television
• A video

3.Methodology:

The firs thing we will do is hand out “Dummies Guides” to our classmates. The following is the breakdown of what we will be presenting and how long it will take.

1- A brief history

• Will be approximately 2 minutes

• Will cover when New Criticism started being used and how it came to be

2- An explanation of what new criticism is

• Approximately 10 minutes

• Will cover a series of definitions on what New Criticism is

• Will cover several components that are used in New Criticism

• Students will be asked questions on the components

3- What it isn’t

• Approximately 3 minutes

• Will cover the components that must not be used in new criticism

4- Flaws in new criticism

• Approximately 2 minutes

• Will go over some of the flaws that conflict with “the system”

5- Leading figures

• Approximately 20 minutes

• Will go over information on 4 different leading figures of New Criticism

• Will include some of their theories and explorations on the topic

• Students will be asked questions to demonstrate their understanding

• Students will be shown a video explaining affective and intentional fallacies

• Students will be asked to summarize what these fallacies are

6- An example of how to deconstruct a text using New Criticism

• Approximately 10 minutes

• Will show students a text and use the elements of New Criticism to analyze it

7- Activity

• The students will be handed lines from a poem and asked to analyze them using the components of New Criticism as well as their “Dummies Guides”

4. Evaluation:

The following is an explanation of how we will know if we have reached our four objectives.

• Students will be able to come up with their own definition of what new criticism is

• Students will have an understanding and will be able to apply the different components of new criticism to a text

• Students will be able to identify some of the leading figures of New Criticism as well as some of their theories

• Students will be able to answer questions that we ask them

The following is my bibliography for my part of the New Criticism project!

Bibliography

John Crowe Ransom

Quinlan, K (1999). John Crowe Ransom’s life and career. Retrieved September 5, 2008, from Department of English Web site: http://www.english.uiuc.edu/maps/poets/m_r/ransom/life.htm

BOTijo , (2008,08,15). John Crowe Ransom. Retrieved September 5, 2008, from Wikipedia Web site: http://en.wikipedia.org/wiki/John_Crowe_Ransom

(1997-2008). John Crowe Ransom. Retrieved September 5, 2008, from Poets.org Web site: http://www.poets.org/poet.php/prmPID/12

(2008). Ransom, John Crowe. Retrieved September 5, 2008, from enotes.com Web site: http://www.enotes.com/poetry-criticism/ransom-john-crowe

(2008). John Crowe Ransom. Retrieved September 5, 2008, from Answers.com Web site: http://www.answers.com/topic/john-crowe-ransom

I.A Richards

Lamoureux, E.L (2007,09,11). I.A Richards. Retrieved September 6, 2008, from Rhetorical Resources Web site: http://bradley.bradley.edu/~ell/iarichar.html

138.237.148.64, (2008, 09,10). I. A Richards. Retrieved September 5, 2008, from Wikipedia Web site: http://en.wikipedia.org/wiki/Ivor_Armstrong_Richards

William Kurtz Wimsatt

Jr Zenohockey , (2008, 05, 17). William Kurtz Wimsatt, Jr. Retrieved September 6, 2008, from Wikipedia Web site: http://en.wikipedia.org/wiki/William_Kurtz_Wimsatt,_Jr.

Beardsley

Lost, D (2008,03,13 ). Monroe Beardsley. Retrieved September 15, 2008, from Wikipedia Web site: http://en.wikipedia.org/wiki/Monroe_Beardsley

Philosophy. Retrieved September 6, 2008, from UEN Web site: http://www.uen.org/utahlink/tours/tourElement.cgi?element_id=38207&tour_id=18706&category_id=30556

Affective & Intentional Fallacies

Gregbard , (2007, 12, 6). Affective Fallacy. Retrieved September 7, 2008, from Wikipedia Web site: http://en.wikipedia.org/wiki/Affective_fallacy

WhatamIdoing, (2008, 08, 12). Intentional fallacy. Retrieved September 7, 2008, from Wikipedia Web site:http://en.wikipedia.org/wiki/Intentional_fallacy

     Mr. Murray sent us on a scholarship hunt, in order for us to go over how to apply for them and so on. I believe that this is a very good idea because sometimes when I think of university and scholarships, it can be quite overwhelming – specifically when you dont really know ANYTHING about the process.

     I have found four so far, but I got frustrated a lot because so many of them are so specific : “You must be hard of hearing”, “You must work for Honda”, “You parents must be a member of…”, and so on. And this is the results I get doing a search that is supposed to exclude anything specific like that.

     Nonetheless, I am not discouraged! I will keep looking, and I will find plenty!  

Just click on the link to see the ones that I have found so far: scholarships

     Things have been a little bit complicated with blogs for the past two weeks. I believe I’ve set up three new blogs, none of them really working the way I wish they would, which is frustrating. Anyways, I decided I would stick to edublogs considering I used it last year and I know how it works. I ‘ll just have to deal with how slow it likes to be at times (like right now).

     Me, Emily, and Amanda’s New Criticism project is going very well, we are basically finished, which is very cool. All that’s left to do is to video tape something, touch up the lesson plan, finish the dummies book, and “set up” our activities. I am surprised at how fast we got everything done. Obviously having time to work on it in the computer lab every day is quite helpful!

     Although looked at as boring, I find that a lot of the “main people” in new criticism have some interesting opinions. As for the analysis of a text using new criticism, well, it’d pretty straight forward!

The following is my accountability agreement… I find it funny how one of the “most difficult” questions to answer was “how will I be rewarded”… You would think that it would be an easy question to answer but…!

Accountability Agreement Template

Focus: What do you want to accomplish in this class or during this year?

• I would like to achieve an average of 85% or higher

• I would like to receive a mark of 90% or higher on an essay

• I would like to read another book by Kurt Vonnegut

• I would like to develop an even stronger appreciation for poetry

• I would like to present information to my classmates in a new and interesting way

Contributions: What contributions will you make to this class or to the school this year?

• I will offer help to my classmates whenever it is needed

• I will contribute to class discussions

• I will provide my classmates with constructive criticism

Accountabilities: For what will you be held responsible?

• I will be held responsible for being in class on time

• I will be held responsible for handing in my work on time

• I will be held responsible for being in class for my group when working on group projects

• I will be held responsible for participating in class

Supports: What help, and from whom, will you need in order to achieve your accountabilities?

• I will need my mother and brother to act as an audience when I practise presentations

• I will need them to provide me with constructive criticism

• I will also need them to “proof read” my work in order to spot mistakes that I may have overlooked

• I will need Mr. Murray to give me constructive criticism

• I will need Mr. Murray to give me some feedback and ways to improve my work when I feel I have not succeeded to the best of my capabilities

• I will also need him to answer any questions that I might have, provided they are not questions that he believes I should discover the answer to myself

Measurements: How will you know what success looks like?

• I will receive marks that I am content with

• I will feel a sense of satisfaction with my work

• I will retain the knowledge that I learn

• I will receive a “thank you” from one of my classmates

Consequences: How should you be rewarded if you succeed? How should you be punished?

• I should be rewarded/punished by receiving marks that reflect the quality of my work

• I should be rewarded by getting more “spare time” in class to work on projects/assignments

• I should be punished by having tougher deadlines for work

• I should be punished by taking away some of my free time to do extra work

     It was the first day back today… Joy! (Not really). The only reason I am happy to be back is because this is finally my last year and I want to get it over and done with! Having two spares will make that process seem shorter (at least I’m hoping it will). Anyways… I Successfully managed to set up a new blog for this class  using the same account I had last year – pretty simple stuff.

     I have already chosen my two books for my ISU… The first one will be the book of Job (one of the books in the bible). I am actually looking forward to writing an essay on it, I believe that it will turn out to be quite interesting. As for my second book, well, I think I will read Cat’s Cradle written by Kurt Vonnegut. I just read a description of the book and it seems like my kind of book. Plus, I read Slaughterhouse Five by the same author for one of my ISU’s last year and enjoyed his writing very much. Let’s hope cat’s cradle is just as good!