Mrs. Dalloway (1925)

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Virginia Woolf (1882-1941)

Mr. Chilton, AP

One person’s life will be changed because of this book.

Let me know when you discover it’s you.

You need:

• Copy of Mrs. Dalloway (direct from England! Look at who introduces the book: CSUB Professor)
• A full sheet of paper
• Pencil or pen

Virginia Woolf in 1927 (age 45), two years after publication of Mrs. Dalloway

Quick Tour of Resources:

Website

Woolf Writing Project

What can we infer from the following quotes about Virginia Woolf, her mindset, her perspective?

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Copy 1+ down on your paper.

If you liked these, keep searching for them on Tumblr, Pinterest, etc.

Partner Discussion: Why that quote?

Women’s Lit with Dr. Pierce

Favorite Quote

What can we infer the book is “about” from the following book covers?

Basic Plot

This is why plot isn’t important...

The novel is the inner monologue of a middle-age woman, Clarissa Dalloway, as she prepares for a party one evening in June.

Sounds interesting, no? So why read?

“Examine for a moment an ordinary mind on an ordinary day”

-Virginia Woolf

Innovative Style: “Stream-of-Consciousness”

Writing Prompt:

Write your thoughts down about this “ordinary moment” as fast as you can capture them. No filters. Don’t worry about spelling, punctuation, grammar. Write where your brain goes.

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Go!

Stream-of-consciousness writing

• Uninhabited capturing of one’s thoughts
• Represents the true complexity of the human consciousness
• The irrational, nonlinear and the insignificant are given full weight
• But to the untrained mind or unpracticed pen it turns into...

It isn’t this...

Other writers famous for this style:

(link above has some examples from these authors)

James Joyce

Marcel Proust

Jack Kerouac

Fyodor Dostoevsky

Jose Saramago

William Faulkner

By definition, it allows:

• Longer sentences
• Incomplete sentences
• Different forms of reality:
• Dreams
• Hallucinations
• Drug-induced visions
• Flashbacks

The goal is to capture the complexity of the mind.

Period.

Similar to...

Pablo Picasso and his “cubism” period:

“Woman Weeping” (1937), “Woman with a Mandolin” (1910), “The Young Ladies of Avignon” (1907)

Which captures the multiple parts of our personality? Of our complexity?

Anonymous Painting 1640s

Picasso

“Woman Weeping”

(1937)

Examples from Woolf? The entire novel...

Let’s do a close reading of chapter 1: �Open your books and let’s dive in!

Homework Reading:

Pages 1--22

Day 2 Close Reading

Suggestions:

• Relax and enjoy the flow
• Read slowly with pencil in hand
• Ask yourself: Who is speaking? Where and when is she?
• Create a character map

Different Levels of Woolf’s “stream-of-consciousness”

“The Death of the Moth”

• Annotate passage as you would on the AP exam: underline key words, number off prompt devices, ask questions in margin
• Look for literary devices: tone, point-of-view, imagery, and selection of detail
• Answer on sheet of paper (5 sentence minimum):How does the narrator characterize their own experience through the experience of the moth?
• Video background

Day 1 Review

Pages 1--22

You need:

• Full sheet of paper
• Your book

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Number off partner groups 1-4

Photograph: 1884

Age: 2

Quote Reflection:

“But everyone remembered...but it spread ever so far, her life, herself” (7)

10 minute free write as much as you can, as fast as you can uninhibited, dare I say: stream of consciousness-ly?

Personal? Religious? Historically? Connected to novel? Other books or movies? Examples? Specific words or questions within the quote?

Group of Four:

Draw line underneath free write

Assigned character relationship:

• Mrs. Dalloway and Peter Walsh
• Mrs. Dalloway and Richard Dalloway
• Mrs. Dalloway and Septimus Smith
• Septimus and Lucrezia

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Group of Four:

Assigned character relationship:

• Mrs. Dalloway and Peter Walsh
• Mrs. Dalloway and Richard Dalloway
• Mrs. Dalloway and Septimus Smith
• Septimus and Lucrezia

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Directions:

• How does the author use literary devices to characterize their complex relationships?
• Find and write down “short jabs” and broader deductions with short jabs as proof
• List elements of their identity: physical is fine but more important is the abstract and symbolic
• How do they see the world? Each other? Themselves?
• We’ll use this later as we discuss in jigsawed groups

Example: Hardest one ever...Mrs. Dalloway and Miss Kilman

Jigsawed Group

• Reorganize into new groups
• Lead discussion based on your relationship
• 3-5 minutes each?

Alternative Review for Pages 1-22

You need:

• The handout
• Your book
• A partner--scoot your desk next to them now

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Number off partner groups 1-4

Photograph: X

Age: X

“10”

• 10+ short quotes/words to describe Clarissa Dalloway with page numbers
• A detailed character map with 10+ short quotes/words connecting all of the characters mentioned so far
• A line graph of her thought process on a chosen page between present, past, and inner thoughts. 10 examples
• 10 questions about the passage from varying levels of Bloom’s taxonomy.

TIMER

Example from student:

Teach:

• Partner groups get together with other groups (8 total)
• #1 teaches and reviews their question (3-5 minutes)
• Take notes, don’t have to copy everything
• Mr. Chilton will review his thoughts after each one
• Continue to take notes
• #2 continues...

Homework Reading:

Pages 22 - 49

Day 2 Review

Pages 22-49

“Virginia Woolf”

by Vanessa Bell (1912)

You need:

• Handout
• Mrs. Dalloway book
• Partner--scoot desk close

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Photograph: 1902

Age: 20

Mission:

• Create a residual plot about the convergence and divergence of Clarissa and Septimus as the narrative progresses
• Use textual detail for every detail (page number or quote)
• Use as notes on upcoming exam essay
• Example to follow...

TIMER

TIMER

Homework Reading:

Pages 49-75

Day 3 Review

Pages 49-75

You need:

• The handout
• Your book
• Be near 4 others for group

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“Virginia Woolf”

by Vanessa Bell (1912)

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Common prompt:

“Read the passages carefully. Then, in a well-organized essay, analyze how the author reveals the character of Clarissa or Septimus. In your analysis, you may wish to consider such literary elements as point of view, selection of detail, and imagery (2014).”

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Look at past essays to see patterns: Click here

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What are different ways the AP exam labels the same thing?

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Tell a partner as I scroll through.

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Common Prompt on Q2 Prose Essays

Click here for full list for comparison...

• “Reveals the character” (2014)
• “Uses literary devices to characterize X and capture their situation” (2013)
• Analyze the development of X’s character through literary devices (2012)
• Analyze how [author] portrays these two characters and their complex relationship (2011)

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See a trend?

Given this Q2 Prose prompt:

“Read the passages carefully. Then, in a well-organized essay, analyze how the author reveals the character of Clarissa or Septimus. In your analysis, you may wish to consider such literary elements as point of view, selection of detail, and imagery (2014).”

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What would you do? What would be your plan of action?

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Don’t look on the back.

Write your answer on front of handout.

Right side: Clarissa Dalloway (A)

Left side: Septimus Smith (B)

Chilton: Number off 4 groups 1-4

Prepare for Discussion:

• Read aloud your passage carefully, annotate and prepare it (boxes on back of handout)
• Fill out chart, 3 bullet points or sentences in each box except thesis and five words boxes

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TIMER

You need:

• Handout from yesterday
• Copy of Mrs. Dalloway novel

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Photograph by Man Ray (1935)

Age: 52 (Mrs. Dalloway’s age!)

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Prepare for discussion:

• Review your passage and interpretations as if someone was absent in your group
• Prepare 3+ discussion questions to ask
• Locate 2+ quotes to read aloud and discuss

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• Number off 1-4

Chilton: shuffle left and right across horizontal lines--group 1, 2, 3, 4

20 Minute Review: Discussion and Analysis

TIMER

Frosh/Soph:

• Stare blankly at each other
• Have separate “presentations” of precisely 5 minutes each
• Read directly from chart
• Don’t connect passages and overlapping insights
• Is awkward and looks at me when I walk around

Varsity:

• Ask questions, argue over interpretations, take notes
• Keep the conversation flowing between comments
• Share important insights you’re interested in
• Compare, contrast, connect your own passage to others’
• Turn to passage together, have book open entire time
• Read quotes aloud and discuss

Homework Reading:

Pages 75-100

You need:

• “Death of the Moth” handout
• “The Mark on the Wall” handout
• Sheet of paper divided in three

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Photograph by Man Ray (1935)

Age: 52 (Mrs. Dalloway’s age!)

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“The Mark on the Wall”

• Annotate passage as you would on the AP exam: underline key words, number off prompt devices, ask questions in margin
• Look for literary devices: tone, point-of-view, imagery, and selection of detail
• Answer on sheet of paper (5 sentence minimum): What symbolic function does the mark on the wall play? What might it symbolize? What evidence do you have of this?
• Finish for homework if not completed in class

“The Yellow Wallpaper”

Writing Prompt for “The Yellow Wallpaper”

Choose one of the following and write an AP-level analytical paragraph with a minimum of five solid sentences:

• What does the yellow wallpaper symbolize?
• How does this story relate/compare to Mrs. Dalloway or the other Woolfian essays we’ve read?
• What is the story’s theme? What does it say about the position of women in the 19th century?
• Is the narrator reliable or unreliable? Cite specific passages to support your answer.
• What the heck happens at the end? Construct an argument with evidence.

Homework Reading:

Pages 75-100

Day 4 Review

Pages 75-100

You need:

• Your book
• Quote from the pitcher

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Photograph 1939

Age: 56

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Quote Reflection:

• Pick a quote from the pitcher
• Read and think about quote
• Contemplate the following questions

To consider:

• What is a basic summary?
• How does this summary fall short of its complexities and poignancy?
• How does the author use literary devices / figurative language to convey meaning?
• What personal connections do you make?

T-P-S-T

Think: Contemplate the questions and your answers

Pair: Find 1 closest person

Share: Discuss with partner with in-depth responses

Trade: When done, switch quotes before leaving. Repeat.

To consider:

• What is a basic summary?
• How does this summary fall short of its complexities and poignancy?
• How does the author use literary devices / figurative language to convey meaning?
• What personal connections do you make?

Write:

Choose one of the quotes (or one of your own) to discuss

Write excerpt at top (“To be...the question.”)

Discuss one or more of the questions on ½ sheet of paper

To consider:

• What is a basic summary?
• How does this summary fall short of its complexities and poignancy?
• How does the author use literary devices / figurative language to convey meaning?
• What personal connections do you make?

Whole class discussion

To consider:

• What is a basic summary?
• How does this summary fall short of its complexities and poignancy?
• How does the author use literary devices / figurative language to convey meaning?
• What personal connections do you make?

Alternative Assignment...

Quick Write Quiz:

How is Septimus’ treated by his doctors and psychiatrists? Give specific details to illustrate his treatment and demonstrate how his illness is viewed.

Art Lecture

Take modified Cornell notes...

Homework Reading:

Pages 100-120

Day 5 Review

Pages 100-120

You need:

• Your book
• Handout: don’t put your name on it

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Photograph 1935

by Man Ray

Age: 52

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Bringin’ back the

DEMONSTRATIVE STATEMENT

Tell a partner the key components of a demonstrative statement.

Necessary Components

(Text / Device / Quote / Example / Event) +

Demonstrative verb ANALYSIS +

Demonstrative verb EFFECT

=

Demonstrative Statement

In any order!

Of any length too!

Paragraphs are great.

We saw the movie...

Must use demonstrative verbs to avoid pure summary and focus on analysis

With a partner on the back of your paper:

List as many demonstrative verbs as possible

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Competition with group of four?

Need help? Demonstrative Verbs:

Demonstrates Exemplifies Proves Validates

Illustrates Symbolizes Reinforces Tests

Signifies Shows Elaborates Indicates

Evidences Establishes Determines Exhibits

Expresses Implies Reveals Suggest Attest

Marks Argues Clarifies Delineates Embodies

Causes Leads Predicts Portrays Relates Exacerbates

Vocalizes Solidifies Insinuates Highlight Unveils

Exposes Utilizes Showcases Constructs Displaces Depicts Develops Alludes Represents Provokes Perpetuates Personifies Reflects

List online

Search “demonstrative verbs” on website

Partner 1:

• Choose a relationship between 2 characters--write at top. I’d recommend:
• Clarissa/Peter
• Septimus/Rezia
• External Clarissa/Internal Clarissa
• External Septimus/Internal Septimus
• Septimus/His doctors
• Find 4 quotes (after page 50) with page numbers about this relationship
• Excerpt quote if needed “Blah, blah...blah”

10 minutes max. Looks like this...

TIMER

Partner 1:

• Choose a relationship between 2 characters--write at top. I’d recommend:
• Clarissa/Peter
• Septimus/Rezia
• External Clarissa/Internal Clarissa
• External Septimus/Internal Septimus
• Septimus/His doctors
• Find 4 quotes (after page 50) with page numbers about this relationship
• Excerpt quote if needed “Blah, blah...blah”

10 minutes max.

TIMER

Partner 2:

• Put your name on this handout--turn in at the end of the period
• Analyze the prompt in light of these four quotes
• Put different demonstrative verb on the line to begin your sentence
• Focus on literary terms and the effect on the characters not the audience

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Get done early? Work on upcoming AP Lit assignments

TIMER

Homework Reading:

Pages 120--The End

Day 6 Review

Pages 120--The End

You need:

• Your book
• Handout: side 1 and side 2
• Paper to take notes
• Group up with four closest

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Painting by Roger Fry

1917

Age: 35

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What types of questions are on the Q3?

See Mrs. Dalloway Essay Prompts

Tell your group (1+ answer per person)

Past Year Prompts

• Look at previous years’ prompts
• What trends / topics should you expect?

Common Trends on the Q3

Observations from Chilton

Take notes...

• Identify a theme, discuss how theme is developed in the text
• Effect of setting / situation on character
• How does a critic’s statement about literature apply to a specific work?

What are some of the pitfalls of the Q3? What do you/most students struggle with?

Tell a partner...

• Summarizing not analyzing.
• Picking a novel.
• Having sufficient textual evidence.
• Addressing all parts of the prompt.
• Focusing on “work as a whole.”

So given that situation, what can you do?

Tell a partner

• Summarizing not analyzing.
• Picking a novel.
• Having sufficient textual evidence.
• Addressing all parts of the prompt.
• Focusing on “work as a whole.”

• Focus on demonstrative statements.
• Have three novels prepared.
• Study the plot summary and memorize quotes.
• Outline→ Mark off parts of the prompt
• Outline→ Development? Multiple scenes from beginning to end.

Back of Mr. Chilton’s books...never stop learning.

Preparation

• Review overall themes of Mrs. Dalloway with group: list off possibilities with group.
• Modify the 2009 prompt with your own group’s choice of a theme:
• 2009, Form B: Many works of literature deal with the theme of _______. Choose a novel or play that focuses on _______. Then write an essay in which you analyze how the author uses literary elements to explore this theme and explain how the theme contributes to the meaning of the work as a whole. Do not merely summarize the plot.
• Sign up for theme on board--no repeats.
• Complete the frontside of the handout in preparation for leading a panel discussion about this theme. Figure out who’s going to answer which questions (see back).

TIMER

Need ideas for themes?

Chilton Recommendations for Themes

• See Socratic Seminar handout
• Madness, sexuality, feminism, gender-roles, war, PTSD, suicide, illness, society and the individual, stream-of-consciousness writing, the search for truth, the search to know yourself, the fluidity of time, the present’s connection to the past, the relation of love to marriage, twentieth century marriage, existentialism, momentary flashes of insight, monsters, waves, flowers/trees symbolism, patriotism, human nature, etc.

Preparation

• Review overall themes of Mrs. Dalloway with group: list off possibilities with group.
• Modify the 2009 prompt with your own group’s choice of a theme:
• 2009, Form B: Many works of literature deal with the theme of _______. Choose a novel or play that focuses on _______. Then write an essay in which you analyze how the author uses literary elements to explore this theme and explain how the theme contributes to the meaning of the work as a whole. Do not merely summarize the plot.
• Sign up for theme on board--no repeats.
• Complete the frontside of the handout in preparation for leading a panel discussion about this theme. Figure out who’s going to answer which questions (see back).

TIMER

Panel Discussion

• Group will sit in front of room on panel with Chilton as moderator
• The audience will ask questions with a chosen group to take the lead on asking questions
• Each person of panel will answer minimum of one question with the hope that people will elaborate on each other’s responses and a genuine discussion will ensue
• Audience take notes on each discussion on the back and may answer/respond to the expert panel’s remarks
• Approximately 5 minutes per panel

If it goes well, this will be in lieu of a Socratic Seminar.