Friday, December 21, 2012

Thoughts Thursday--due February 28

Select a single standard to work on in 300+ words:

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RL.11-12.9 Demonstrate knowledge of the eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 12-CCR text complexity band independently and proficiently.

1 comment:

Anonymous said...

Wojciechowski 3

I think there are many differences and similarities in “The Book of Eli” and the great novel “The Road.” If any one were to read the novel and then watch the movie, one of the differences that you notice is that Eli is blind and papa and the boy are not blind. Another difference is that Eli seems to have plenty of ammo for his weapons. In the novel it seems that papa is always limited to two bullets and eventually just one towards the end of the book. Also there’s the difference of finding food, it seems like Eli can get food when he can or wants to. Papa and the boy starve from two to five days before finding food. Eli listens to the lord on his journey to the west coast, as papa questions if there is a god and wonders why he has cast this hell on everyone. The last difference there is, is that papa and the boy don’t have a mission or a bible, but Eli and Solara do have a mission with a bible.

There are multiple similarities in between the movie and novel, for example both are in an apocalyptic world that was caused by chaos and explosions. Another similarity is that both Eli and papa have to look out for someone, Papa watches out for his son and Eli looks out for Solara. Both Eli and papa also seem to know where they are going, and both walk to their destinations. Like Eli, papa also fends off fiends and cannibals in the wasteland. Also both papa and Eli have really hard time finding water and the big thing in the world, shoes, it seems like those two important things for survival are hard to come by in both the movie and the novel.