Friday 12/11 1-39 (chapters 1-3)
Tuesday 12/15 40-88 (4-7)
Thursday 12/17 88-132 (8-10)
Quiz
Monday 1/4 132-178 (11-13)
Wednesday 1/6 178-218 (14-16)
Friday 1/8 218-260 (17-19)
Quiz
Tuesday 1/12 260-301 (20-22)
Thursday 1/14 301-329 (23-24)
Tuesday 1/19 329-end (25-27)
Thursday 1/21 TEST – Last day of Class
Wednesday, December 9, 2009
Thursday, November 5, 2009
Writing Assignment #1 and #2
Writing #1 – Chapter 1-4 (in class)
If the first three chapters are used as a “hook” to pique interest for the reader, what have we learned, or what questions do we as the readers have, about the following?
- the setting of Wuthering Heights
- Heathcliff
- Lockwood
- the rest of the inhabitants of WH
Homework for Tuesday, November 10th
Writing #2 - 45-107 (5-10)
Choose a passage from your reading and write a one page (300 word) response. Address themes, characters, etc…illustrating your close reading and understanding of the text.
Please include your passage at the top of your page (centered), after your heading.
If the first three chapters are used as a “hook” to pique interest for the reader, what have we learned, or what questions do we as the readers have, about the following?
- the setting of Wuthering Heights
- Heathcliff
- Lockwood
- the rest of the inhabitants of WH
Homework for Tuesday, November 10th
Writing #2 - 45-107 (5-10)
Choose a passage from your reading and write a one page (300 word) response. Address themes, characters, etc…illustrating your close reading and understanding of the text.
Please include your passage at the top of your page (centered), after your heading.
Wuthering Heights - Syllabus and projects
11/5 1-44 (Chp 1-4); writing #1
11/10 45-107 (5-10); writing #2
11/13 108-144 (11-13); writing #3
11/17 145-188 (14-Vol 2, ch3); writing #4
11/19 189-235 (4-8); writing #5
Thanksgiving Break
11/30 236-291 (9-15); Writing #6
12/2 292-335 (16-end)
12/4 TEST
12/8 CD compilations and presentations due
CD Compilation Project
What is the purpose of this task?
To critically think about the novel and to locate non-print media (the song) that support the themes and tones of the novel,
Requirements:
A) Create a compilation of at least seven songs that reflect various parts and characters within Emily Bronte’s Wuthering Heights.
B) For each song, write a paragraph explaining how the song complements the novel and a specific scene or character (think mood, imagery, relationships, etc…). Compare the lyrics and mood of the music to events and words in the book.
C) Design a CD cover for your song
D) Present one of your chosen songs to the class who will act as the board of directors for the movie/music company who is producing a soundtrack for the Wuthering Heights film. After you play your song, plan a minute of persuasive speaking to convince us of your choice. The “board of directors” will choose an all-star combination of songs from all presented in class for the ultimate Wuthering Heights CD. Ms. Strickland will provide a tape/CD player for your songs. Please provide a copy of the lyrics to the one song you present to the class.
11/10 45-107 (5-10); writing #2
11/13 108-144 (11-13); writing #3
11/17 145-188 (14-Vol 2, ch3); writing #4
11/19 189-235 (4-8); writing #5
Thanksgiving Break
11/30 236-291 (9-15); Writing #6
12/2 292-335 (16-end)
12/4 TEST
12/8 CD compilations and presentations due
CD Compilation Project
What is the purpose of this task?
To critically think about the novel and to locate non-print media (the song) that support the themes and tones of the novel,
Requirements:
A) Create a compilation of at least seven songs that reflect various parts and characters within Emily Bronte’s Wuthering Heights.
B) For each song, write a paragraph explaining how the song complements the novel and a specific scene or character (think mood, imagery, relationships, etc…). Compare the lyrics and mood of the music to events and words in the book.
C) Design a CD cover for your song
D) Present one of your chosen songs to the class who will act as the board of directors for the movie/music company who is producing a soundtrack for the Wuthering Heights film. After you play your song, plan a minute of persuasive speaking to convince us of your choice. The “board of directors” will choose an all-star combination of songs from all presented in class for the ultimate Wuthering Heights CD. Ms. Strickland will provide a tape/CD player for your songs. Please provide a copy of the lyrics to the one song you present to the class.
Tuesday, March 3, 2009
Course Information
Saints and Sinners – Fall 2009
Joy Strickland
Course Description
Often times, society portrays the ideal image of women as a virtuous and faithful rule follower. We will ask ourselves why this is considered the “ideal” and what occurs to women who do not follow societal conventions. We will examine how literature reflects the prevailing female stereotypes, and also explore how the image of women has changed in literature and media in our current lives.
Texts:
Jane Austen, Pride and Prejudice
Emily Bronte, Wuthering Heights
Kate Chopin, The Awakening
Edith Wharton, The House of Mirth
Henrik Ibsen, A Doll’s House / Hedda Gabler
Charlotte Perkins Gilman, The Yellow Wallpaper
Sir Arthur Doyle, A Scandal in Bohemia
Susan Glaspell, A Jury of Her Peers
Bram Stoker, Dracula
Joy Strickland
Course Description
Often times, society portrays the ideal image of women as a virtuous and faithful rule follower. We will ask ourselves why this is considered the “ideal” and what occurs to women who do not follow societal conventions. We will examine how literature reflects the prevailing female stereotypes, and also explore how the image of women has changed in literature and media in our current lives.
Texts:
Jane Austen, Pride and Prejudice
Emily Bronte, Wuthering Heights
Kate Chopin, The Awakening
Edith Wharton, The House of Mirth
Henrik Ibsen, A Doll’s House / Hedda Gabler
Charlotte Perkins Gilman, The Yellow Wallpaper
Sir Arthur Doyle, A Scandal in Bohemia
Susan Glaspell, A Jury of Her Peers
Bram Stoker, Dracula
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