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Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension by completing section 1 of their study guide.

Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

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Author Background Was born to an affluent family in Chicago Began writing in high school Became an ambulance driver during World War I in Italy

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Page 1: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Objectives

Students will be able to describe key literary elements in OMAS and take notes on the author/context.

Students will be able to demonstrate comprehension by completing section 1 of their study guide.

Page 2: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

The Old Man and the Sea

By: Ernest Hemingway

Page 3: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Author Background

1898-1961 Was born to an

affluent family in Chicago

Began writing in high school

Became an ambulance driver during World War I in Italy

Page 4: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Author Background

Moved to Paris to pursue a writing career

Lived in Paris and met Gertrude Stein and Ezra Pound, two famous writers who influenced him greatly

Page 5: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Hemingway Revealed

Hemingway loved adventure and his stories reflect this

Was an avid hunter and sportsman

Known for his to-the-point, non-descriptive form of writing

Page 6: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Old Man and the Sea He lived in Cuba while

writing The Old Man and the Sea

The Old Man and the Sea was published in full by Life magazine and sold all 5.3 million copies within 48 hours

Page 7: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Hemingway’s Accolades May 1953: Hemingway

wins a Pulitzer Prize for writing The Old man and the Sea

October 1954: Hemingway wins the Nobel Prize in Literature

He is known for his Code Hero, a man who is stoic and stays strong against sometimes unbeatable odds.

Page 8: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Literary Elements

Setting (time and place)– A Cuban village near Havana– Mostly set on the sea in the Gulf Stream

Characters1. Santiago—Old Cuban fisherman2. Manolin—The boy who is Santiago’s

friend

Page 9: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Hemingway’s Code HeroA hero…..

must be courageous but must avoid death at all costs

does not have self-pity, but he does have self discipline and control

realizes death is in all things, therefore, he tries to live life fully

is a person of action practices humility—doesn’t discuss his

achievements faces his greatest trial alone and tests himself

to his limit.

Page 10: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

On Loose-leaf…

What are your expectations for Old Man and the Sea?

Page 11: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Skiff• (n) A flatbottom open boat of shallow draft, having a pointed bow and a square stern and propelled by oars, sail, or motor

Page 12: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Mast• (n) Nautical A tall

vertical spar, sometimes sectioned, that rises from the keel or deck of a sailing vessel to support the sails and the standing and running rigging.

Page 13: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Harpoon

• (n) A spear like weapon with a barbed head used in hunting whales and large fish.

Page 14: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Marlin

Page 15: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Marlin…something smells fishy!• The larger species include

the Atlantic blue marlin, Makaira nigricans, which can reach 5.968 metres (19.58 ft) in length and 818 kilograms (1,800 lb) in weight, and the Black marlin, Makaira indica, which can reach in excess of 5 metres (16 ft) in length and 670 kilograms (1,500 lb) in weight.

Page 16: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

Summary

How will this knowledge help you better understand the novel?

Based on these notes and the title, make a prediction about what this book will be about.

Page 17: Objectives Students will be able to describe key literary elements in OMAS and take notes on the author/context. Students will be able to demonstrate comprehension

WHIP AROUND

Something new I learned was _____ Something interesting I learned was___ Something I am still confused about

is/are ____________