Attend virtual Town Meeting
This was posted last week, but no one responded. Please read and comment below. Continue your readings and turn in your study questions for Friday. READ THE VANITY FAIR ARTICLE: https://www.vanityfair.com/culture/2020/08/jesmyn-ward-on-husbands-death-and-grief-during-covid Comment below this assignment in the comment section for credit: What does Ward mean by the word "repair"?Wednesday, September 23, 2020
Sing, Unburied, Sing Writing assignment
Sing, Unburied, Sing Writing Assignment
HMWK: Read Ch. 3 and 4 for Friday, Sept. 25 Answer the following Ch. questions (ignore page #'s): Chapter 3 – pages 59-89 Mam explains to Jojo that there’s “things that move a man. Like currents of water inside” (80). What doess he mean by this? Why doesn’t Jojo understand, at least at first? What do you think is the purpose of the gift that Pop puts in Jojo’s bag for the trip? What does it mean to “balance” a person (74)? Chapter 4 – pages 91-105 Why does Kayla prefer Jojo to Leonie? How does this make Leonie feel? Why does Leonie agree to do the drug transport with Misty? EQ: How does reading the novel relate to your major writing assignment? Sing, Unburied, Sing and the other literary works we will read are models for your writing. They are EXEMPLAR TEXTS. Your writing assignments correspond each marking period to aspects of contemporary style and themes. STYLE: Multiple perspectives and historical fiction THEMES: Death Death is one of the most obvious main themes in the book. Death isn’t as abstract in the book as it is in real life as Ward gives a clear distinction on what death means and how and why people move on to the afterlife. In Sing, Unburied, Sing, ghosts exist when they are killed in a horrid or unjust way, only half of the soul being able to move on, the other half staying on earth waiting for peace. Death and afterlife are discussed, letting morals and ethics play a huge rule in humans should be treated. Racism Throughout the book, there is a sense of unease. As pop tells his stories, flashbacks are provided and the ghost explains his past, they all have one thing in common: racism and discrimination. The reason the way things are the way they are in the book is all because of how their forefathers were treated and killed, lynching, murder and acts of hard violence all have a part in the book. Illness Illness is not as obvious a theme as death and racism, but Sing, Unburied Sing, is surprisingly plagued by it. Mam has cancer and Kayla suddenly goes sick. Those are natural things that can happen to everyone, but what is special about the sicknesses and diseases in this book is that they are prolonged, worsened and even caused by human actions. As Kayla falls sick, her state is worsened by her mother forcing down poison, which is supposed to cure her, down her throat. DUE DATE: Oct. 2, first draft What we're actually looking for in your short story now that you have brainstormed an idea and have begun working on it: 1. Length: minimum 5 pages, Times New Roman 12 pt. font, double-spaced 2. Historical Setting: Set your story in the time and place you are interested in and have done research about. The details of this time period should be apparent in your story. Use a padlet or the graphic organizers to take notes. http://padlet.com/wall/ihgzk6ztes 3. Characters: Just like Sing, Unburied, Sing, your story should have multiple perspectives and be told by at least 2 characters whose voices are interwoven throughout the story. Switch between characters by skipping a space and putting the character's name in capital letters centered above his or her section. Write in the first person point of view from each character's unique perspective. 4. Conflict: Your story should have a significant conflict or incident that involves your characters. Create a key moment for the characters to interact if possible. Be sure to resolve the conflict. 5. DETAILS: As always, SHOW, DON'T TELL MORE JESMYN WARD: https://www.youtube.com/watch?v=jEpKy0g9saM https://www.youtube.com/watch?v=YQVpaZVFE_w https://www.youtube.com/watch?v=P5E01GVW6gQ CONTEMPORARY ISSUES: https://padlet.com/10538811/3y07pa12tlya8rczIntroduction to Sing, Unburied, Sing
HOMEWORK"
5 class comments
Linden BurackSep 18
Harrison JurenkoSep 18
Aryonna ChampionSep 18
Marcy GamzonSep 18
Marcy GamzonSep 18
Monday, September 14, 2020
Welcome Back Juniors, Class of 2022
AGENDA:
EQ: Why do writers write?
1. Welcome/Intro to course/Find blog and bookmark/ Get Grammarly/First novel: Sing, Unburied, sing by Jesmyn Ward
2. First Morning Reflection (you will be signing up for these and getting full classwork credit when you present ):
The Twin Poets:
http://whyiwrite.org/aboutfilm.htmlhttps://www.youtube.com/watch?v=JVQgYkZUEzA
https://www.nwp.org/cs/public/print/resource/3660
https://www.youtube.com/watch?v=CaB3cGeJz1I&t=113s
Jericho Brown:
https://www.youtube.com/watch?v=0DsG-tMZjK
Date: October 10, 2011
https://www.nwp.org/cs/public/print/resource/3660
Joan Didion:
http://genius.com/Joan-didion-why-i-write-annotated
EQ: How does POV effect narrative storytelling?
4. 2nd Activity (preparation for Mudbound):
POV Writing exercise--Writing in POV and the voice of the "other"
Write 4 paragraphs exploring point of view.
a. 3rd person limited
b. 1st person
c. 3rd person omniscient
d. your choice--another character, second person/
example:
MODEL:
3rd person Limited
Her feet dragged in the dirt as she swayed back and forth on the playground swing set she used to soar on when she was younger. Her head hung low as she watched her dusty shoes trace circles beneath her. The rhythmic creaking of the rusted metal chains mixed with the patterns in the sand were enough to put her into a trance while she waited for a tap on her shoulder. When it came, it startled her, shocking her out of the coma she let herself fall into. His touch wasn’t warm like it used to be, the fingers that ran over her knuckles and along the lines in her palm felt forced, contrived. He sat beside her on the next swing and adjusted his feet to sway in sync with her. He smiled at her and she tried her hardest to smile back, feeling like the corners of her mouth were held up by string.
1st person
I made piles and lines in the sand with my shoes because they were dirty anyway. The screeching sound of the metal chain dug into my head. My hair would always get stuck in the links, ripping it out in pieces. The longer I swung back and forth the more my stomach would ache, but I couldn’t stop. The silence would be too much without anything to test it. I felt his icy fingers on my shoulder, exposed in the summer heat. My chest ached and my stomach fell into the dirt. I wish he didn’t come. I wish he never showed. There was no way to feel close to him anymore, even when he tried to swing in sync without me noticing. He was trying to get me to look at him. I could see from the corner of my eye, but I didn’t want to. Instead, I forced myself to smile, facing down the patterns in the dirt. I thought that would be good enough.
3rd person omniscient
A girl hopped over the fence into the playground, then she looked around more a minute, grinning slightly when she saw that it was empty. She walked over to a bench that stood under a red maple tree. Her fingers glided over the bark as she passed it. She sat down on the bench for a moment, her legs crossed and her head resting in her hands, but she quickly got up, taking a new place on the swing set. She started to swing back and forth fast, her legs kicking back and forth to propel her higher and higher until there was slack in the chains when she went up. She smiled big as the wind whipped her hair back. After a minute or so she started to slow, eventually coming to a hard stop. Her face looked pale and her smile was gone. From then on, she just swayed slowly, dragging her white shoes in the dirt. A boy hopped over the fence behind her, but she didn’t seem to notice. He tapped on her shoulder and sat down next to her. That smile didn’t come back.
2nd person
You hop over the chain link fence, expecting her to hear you. Of course she doesn’t though, she’s always lost in her thoughts. That’s one of the reasons you love her. You tried to make as much noise as you could as you walked up behind her, but still, she stared down at the ground. You didn’t mean to scare her, but when you tapped on her shoulder you could feel her jump with fear. You know that you should’ve just called her name, but you couldn’t bring yourself to say it without bringing tears too. You touched her hand as softly as you could because you know she loves it, holding on until you take the spot next to her. She didn’t notice as you adjusted your swing to align with hers. You stared at her as you swung in exact sync. She smiled and you smiled back because you knew that as long as she was smiling she was still yours.
https://www.youtube.com/watch?v=CaB3cGeJz1I&t=113s
Jericho Brown:
https://www.youtube.com/watch?v=0DsG-tMZjK
First Blog Quickwrite : Your thoughts and post a comment (5 minutes) for credit/DISCUSS
3. 1st Activity: Read Hirshfield "Why I Write" and "The Poet"
Write Your Own "Why I Write" Letter/Poem to Your Self"/others--put in envelope for next year
Date: October 10, 2011
Summary: Prize-winning international poet, translator, and essayist Jane Hirshfield's poetry speaks to the central issues of human existence: desire and loss, impermanence and beauty, and the many dimensions of our connection with others. She tells NWP why she writes.
JANE HIRSHFIELD
Why do I write?
I write because to write a new sentence, let alone a new poem, is to cross the threshold into both a larger existence and a profound mystery. A thought was not there, then it is. An image, a story, an idea about what it is to be human, did not exist, then it does. With every new poem, an emotion new to the heart, to the world, speaks itself into being. Any new metaphor is a telescope, a canoe in rapids, an MRI machine. And like that MRI machine, sometimes its looking is accompanied by an awful banging. To write can be frightening as well as magnetic. You don't know what will happen when you throw open your windows and doors.
To write a new sentence, let alone a new poem, is to cross the threshold into both a larger existence and a profound mystery.
Why write? You might as well ask a fish, why swim, ask an apple tree, why make apples? The eye wants to look, the ear wants to hear, the heart wants to feel more than it thought it could bear...
The writer, when she or he cannot write, is a person outside the gates of her own being. Not long ago, I stood like that for months, disbarred from myself. Then, one sentence arrived; another. And I? I was a woman in love. For that also is what writing is. Every sentence that comes for a writer when actually writing—however imperfect, however inadequate—every sentence is a love poem to this world and to our good luck at being here, alive, in it.
The Poet She is working now, in a room not unlike this one, the one where I write, or you read. Her table is covered with paper. The light of the lamp would be tempered by a shade, where the bulb's single harshness might dissolve, but it is not, she has taken it off. Her poems? I will never know them, though they are the ones I most need. Even the alphabet she writes in I cannot decipher. Her chair -- Let us imagine whether it is leather or canvas, vinyl or wicker. Let her have a chair, her shadeless lamp, the table. Let one or two she loves be in the next room. Let the door be closed, the sleeping ones healthy. Let her have time, and silence, enough paper to make mistakes and go on. Jane Hirshfield
Discuss her essay and poem. Joan Didion:
http://genius.com/Joan-didion-why-i-write-annotated
RELATED ARTICLES ON NWP.ORG
- Why I Write: A Celebration of the National Day on Writing
- Poet Laureate Kay Ryan: Poet as Teacher, Teacher as Poet
- Billy Collins: A `Reader's Poet' Reads at NWP's 2009 Annual Meeting
EQ: How does POV effect narrative storytelling?
4. 2nd Activity (preparation for Mudbound):
POV Writing exercise--Writing in POV and the voice of the "other"
Write 4 paragraphs exploring point of view.
a. 3rd person limited
b. 1st person
c. 3rd person omniscient
d. your choice--another character, second person/
example:
MODEL:
3rd person Limited
Her feet dragged in the dirt as she swayed back and forth on the playground swing set she used to soar on when she was younger. Her head hung low as she watched her dusty shoes trace circles beneath her. The rhythmic creaking of the rusted metal chains mixed with the patterns in the sand were enough to put her into a trance while she waited for a tap on her shoulder. When it came, it startled her, shocking her out of the coma she let herself fall into. His touch wasn’t warm like it used to be, the fingers that ran over her knuckles and along the lines in her palm felt forced, contrived. He sat beside her on the next swing and adjusted his feet to sway in sync with her. He smiled at her and she tried her hardest to smile back, feeling like the corners of her mouth were held up by string.
1st person
I made piles and lines in the sand with my shoes because they were dirty anyway. The screeching sound of the metal chain dug into my head. My hair would always get stuck in the links, ripping it out in pieces. The longer I swung back and forth the more my stomach would ache, but I couldn’t stop. The silence would be too much without anything to test it. I felt his icy fingers on my shoulder, exposed in the summer heat. My chest ached and my stomach fell into the dirt. I wish he didn’t come. I wish he never showed. There was no way to feel close to him anymore, even when he tried to swing in sync without me noticing. He was trying to get me to look at him. I could see from the corner of my eye, but I didn’t want to. Instead, I forced myself to smile, facing down the patterns in the dirt. I thought that would be good enough.
3rd person omniscient
A girl hopped over the fence into the playground, then she looked around more a minute, grinning slightly when she saw that it was empty. She walked over to a bench that stood under a red maple tree. Her fingers glided over the bark as she passed it. She sat down on the bench for a moment, her legs crossed and her head resting in her hands, but she quickly got up, taking a new place on the swing set. She started to swing back and forth fast, her legs kicking back and forth to propel her higher and higher until there was slack in the chains when she went up. She smiled big as the wind whipped her hair back. After a minute or so she started to slow, eventually coming to a hard stop. Her face looked pale and her smile was gone. From then on, she just swayed slowly, dragging her white shoes in the dirt. A boy hopped over the fence behind her, but she didn’t seem to notice. He tapped on her shoulder and sat down next to her. That smile didn’t come back.
2nd person
You hop over the chain link fence, expecting her to hear you. Of course she doesn’t though, she’s always lost in her thoughts. That’s one of the reasons you love her. You tried to make as much noise as you could as you walked up behind her, but still, she stared down at the ground. You didn’t mean to scare her, but when you tapped on her shoulder you could feel her jump with fear. You know that you should’ve just called her name, but you couldn’t bring yourself to say it without bringing tears too. You touched her hand as softly as you could because you know she loves it, holding on until you take the spot next to her. She didn’t notice as you adjusted your swing to align with hers. You stared at her as you swung in exact sync. She smiled and you smiled back because you knew that as long as she was smiling she was still yours.
Tuesday, May 12, 2020
Week #4 MP4--Work-in-progress MultiGenre Project
AGENDA:
Work-in-progress-- MultiGenre Projects
I hope you are doing well. I have not heard from many of you, and you need to try to make contact so that I know you are okay (even if you are having difficulty getting work done)! I miss you and care about you. I keep checking your grades to see if you are at least getting work done for other classes.
1. This is the second week of working on your project at home by doing the writing , drawing, collecting images, creating documents, and/or taking photographs, etc. You can be so creative with this and show off all your writing abilities in different genres.
Next week (Week 5) , May 18-22, will involve presentations on Zoom.
FINAL PORTFOLIOS will be due June 8 (instructions to come)
Send Senior Coffeehouse videos to Linden Burack by May 15.
2. Please UPLOAD at least 4 items for your multigenre project by this Friday, May 15, in Google Classroom for grading this week.
I will also post a "checking in" assignment for classroom credit.
You also receive credit for attending Zoom Office Hours--Thursday, 11 am.
3. Feel free to email me with questions and concerns.
It looks like grades for this marking period will be: PD (Pass w/ Distinction, 85-100), P (65-84), INC (has not met the standards for this course). If this is a semester course for you, you may not receive 1/2 credit for it and cannot redo it in the summer.
Stay well and safe!
Work-in-progress-- MultiGenre Projects
I hope you are doing well. I have not heard from many of you, and you need to try to make contact so that I know you are okay (even if you are having difficulty getting work done)! I miss you and care about you. I keep checking your grades to see if you are at least getting work done for other classes.
1. This is the second week of working on your project at home by doing the writing , drawing, collecting images, creating documents, and/or taking photographs, etc. You can be so creative with this and show off all your writing abilities in different genres.
Next week (Week 5) , May 18-22, will involve presentations on Zoom.
FINAL PORTFOLIOS will be due June 8 (instructions to come)
Send Senior Coffeehouse videos to Linden Burack by May 15.
2. Please UPLOAD at least 4 items for your multigenre project by this Friday, May 15, in Google Classroom for grading this week.
I will also post a "checking in" assignment for classroom credit.
You also receive credit for attending Zoom Office Hours--Thursday, 11 am.
3. Feel free to email me with questions and concerns.
It looks like grades for this marking period will be: PD (Pass w/ Distinction, 85-100), P (65-84), INC (has not met the standards for this course). If this is a semester course for you, you may not receive 1/2 credit for it and cannot redo it in the summer.
Stay well and safe!
Monday, May 4, 2020
Week #3 MP4--Work on Project/Repetend (Linking)
AGENDA:
Work on your projects at home. Upload text, images, "artifacts" and other elements of your work to show your progress to Google Classroom for FRIDAY, May 8.
FIND A REPETEND FOR YOUR PROJECT:
http://shepardacademyjuniorblockspring.weebly.com/creating-a-repetend.html
More resources:
https://www.mshogue.com/ce9/multi_genre/multigenre.htm
Work on your projects at home. Upload text, images, "artifacts" and other elements of your work to show your progress to Google Classroom for FRIDAY, May 8.
FIND A REPETEND FOR YOUR PROJECT:
What is a Repetend?
Because multi-genre projects are unique and non-linear, they require a lot of work from a reader. You, as a conscientious writer, do not want to let your reader get confused as they move from genre to genre. If you provide your reader with reoccurring images or phrases, or a running commentary or even a narrative or story, you will create unity that will help your reader better understand your central theme. This can be much like making sure to weave your thesis throughout a traditional essay paper. We will use a repetend to provide that link among the elements of your project.
A repetend is a repeated phrase and/or image that is used in every genre of your multigenre project. Repetends help to connect all of the pieces and are sometimes used to convey the message of the paper.
A repetend is a repeated phrase and/or image that is used in every genre of your multigenre project. Repetends help to connect all of the pieces and are sometimes used to convey the message of the paper.
Ways to incorporate repetend in your multi-genre project:
- include the same phrase, sentence, or passage on each genre page as a heading or somewhere else in the text
- include a description or design in each piece (written or graphic), placed strategically for easy recognition
- create a character and follow his/her reactions to pieces
- create a character involved somehow in each piece of writing--an ongoing little story
- create a cartoon strip at the top or bottom of each genre page that comments on the ideas presented
Repetend Used:
| Paper Topic:
|
http://shepardacademyjuniorblockspring.weebly.com/creating-a-repetend.html
More resources:
https://www.mshogue.com/ce9/multi_genre/multigenre.htm
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