In “An African Voice” by Katie Bacon of Atlantic Unbound Chinua Achebe is described as “the founding father of African literature in the English Language” because Things Fall Apart “was one of the first books to tell the story of European colonization from an African perspective.” In Things Fall Apart, not only does Chinua Achebe incorporate Igbo words, proverbs and stories to bring an African perspective, but also he develops central messages or themes that emerge from the clash of the Igbo and British cultures from an Igbo perspective.
Essay Prompt:
In a well-organized and polished essay, explain what lesson about life (theme) is revealed by examining the cultural clash in Achebe’s Things Fall Apart.
Procedure:
• Create a multi-flow map that analyzes the causes and effects of a specific conflict between one British character and one Igbo character to represent the overall class of cultures. What causes these two characters and two worlds to collide? What emotional and physical effects result from this clash?
• Then, carefully consider how the characters and the settings function in the play. What incites humor? What introduces conflict? How do characters reveal themselves and/or grow and change? How does conflict resolve?
• A thesis may follow this format: In Chinua Achebe’s Things Fall Apart, ___________ and ____________clash in order to reveal/prove/illuminate ____(thematic statement)__________.
• Then, write at least two body paragraphs. Each body paragraph will include at least two PIEs. In the Explanation of each PIE, you’ll discuss how one literary device such as imagery (similes, metaphors, etc.) or word choice in the quotation selected furthers your argument. In other words, each Illustration should contain a literary device that furthers your thesis on theme.
Evaluation: Your essay will be assessed according to these criteria
Ideas:
• Thesis statement reflects deep thinking about theme.
• Topic sentences are analytical and clearly connect to thesis statement.
• Each body paragraph contains at least two PIEs with quotes smoothly integrated.
• Explanations contain analysis of literary devices.
• Essay reflects original, independent and creative thinking. Do not visit the Internet for ideas!!! Those ideas may find their way into your paper which is not only plagiarism if not properly cited, but also those ideas do not display independent and original thinking.
Organization:
• Introduction is engaging.
• Each body paragraph has a topic sentence and a concluding sentence
• Transitions are used between paragraphs and between PIEs.
• Closing paragraph makes a relevant connection to your essay reader’s life.
• The author addresses how the ideas have evolved during the essay, and may include connections to other pieces of literature or real life.
Conventions:
• Errors in mechanics, grammar, or usage do not detract from the meaning of the essay.
• Careful word choice enhances the meaning of the essay, as well as the enjoyment of the reader.
• Proper MLA format is followed throughout including document design, direct quotation citations, and a works cited entry for Things Fall Apart.
• Sentences flow nicely because the writer has varied sentence types and openings.
• Essay reflects hard work in editing and polishing.
**The Writing Center can help you at any stage in your process! Please visit The Writing Center, as they are prepared to offer extensive one-on-one support. They will not grade your essay; however, they will conference with you to discuss your questions regarding ideas, organization, and usage. Students who have visited The Writing Center have reported that they feel it helped.
Due Dates
• Rough Draft: Wednesday, Feb. 24 (peer review day)
• Final Essay Window: Thursday, Feb. 25 to Monday, March 1 at 3:10 p.m.
• Papers turned in on Tuesday, March 2 will receive a one-grade deduction. However, if you have visited The Writing Center at any time during the writing process, you may turn in your paper on Tuesday, March 2 or Wednesday, March 3 without any point deduction. Just make sure that you have Ms. Gonzales or Ms. Mohs sign your rough draft to show that you visited The Writing Center.
• Papers turned in on March 4 or later will only receive half credit.
Wednesday, February 10, 2010
Tuesday, January 12, 2010
Upcoming Tests
On Monday, January 25, you will have a final multiple choice and matching exam on A Midsummer Night's Dream.
Then on your final exam day (January 27-29), you will take a comprehensive vocabulary exam. That means that you need to study all of the words for the year so far since you don't know which 50 will appear on the test. The vocab list for A Midsummer Night's Dream will be tested as part of this final vocab exam.
On final exam day you will also write a group essay where you will receive an individual grade based on your group dynamics during the prewriting activities (idea generation and organization plan) and your final written product. Each person in the group will write a different section of the essay, and you will be graded on your own final product. One person is assigned to write the introduction (with attention-getter and thesis) and the conclusion with a modern, universal connection. The other three group members each write a body paragraph. The essay prompt will give you the opportunity to discuss a number of books read this semester.
Then on your final exam day (January 27-29), you will take a comprehensive vocabulary exam. That means that you need to study all of the words for the year so far since you don't know which 50 will appear on the test. The vocab list for A Midsummer Night's Dream will be tested as part of this final vocab exam.
On final exam day you will also write a group essay where you will receive an individual grade based on your group dynamics during the prewriting activities (idea generation and organization plan) and your final written product. Each person in the group will write a different section of the essay, and you will be graded on your own final product. One person is assigned to write the introduction (with attention-getter and thesis) and the conclusion with a modern, universal connection. The other three group members each write a body paragraph. The essay prompt will give you the opportunity to discuss a number of books read this semester.
Literary Terms
When speaking and writing about literature, you should employ the vocabulary of the discipline to discuss the effects of an author's style on the reader.
You may wish to add more literary terms to the A to Z taxonomy that you created in class.
To view a list of literary terms to use when analyzing literature, click here.
You may wish to add more literary terms to the A to Z taxonomy that you created in class.
To view a list of literary terms to use when analyzing literature, click here.
Friday, January 8, 2010
Shakespeare Paraphrasing Homework
Paraphrase two of the four selections on the Shakespeare sheet that you received in class.
Annotate literary devices. Circle or underline similes, metaphors, personifications, imagery, etc. and identify the literary device.
Analyze the theme of the selection. Write one sentence that tells what Shakespeare is teaching in the monologue or sonnet.
Turn in the sheet on Monday, January 11.
Annotate literary devices. Circle or underline similes, metaphors, personifications, imagery, etc. and identify the literary device.
Analyze the theme of the selection. Write one sentence that tells what Shakespeare is teaching in the monologue or sonnet.
Turn in the sheet on Monday, January 11.
Monday, January 4, 2010
Vocabulary Tests
Study your "Shakespeare is Hip Hop" flocabulary list for a test on Tuesday, January 12.
On that Tuesday you will also receive a list of words found in Midsummer Night's Dream. There are a lot of words from our SAT flocabulary list because Shakespeare loved words--even inventing words and morphing existing words.
The Midsummer vocab words will appear on the comprehensive vocabulary final exam during finals week. That test will cover all words studied so far from our SAT list.
On that Tuesday you will also receive a list of words found in Midsummer Night's Dream. There are a lot of words from our SAT flocabulary list because Shakespeare loved words--even inventing words and morphing existing words.
The Midsummer vocab words will appear on the comprehensive vocabulary final exam during finals week. That test will cover all words studied so far from our SAT list.
Friday, December 18, 2009
In case you are bored over break. Here is an extra credit opportunity worth up to 5 points to engage and entertain you. Trust me; these little points add up, so take advantage of the opportunity. Read and consider the following poem as it relates to the texts we’ve read thus far in English 10.
Fear
By Raymond Carver
Fear of seeing a police car pull into the drive. 1
Fear of falling asleep at night.
Fear of not falling asleep.
Fear of the past rising up.
Fear of the present taking flight.
Fear of the telephone that rings in the dead of night.
Fear of electrical storms.
Fear of the cleaning woman who has a spot on her cheek!
Fear of dogs I've been told won't bite.
Fear of anxiety! 1
Fear of having to identify the body of a dead friend.
Fear of running out of money.
Fear of having too much, though people will not believe this.
Fear of psychological profiles.
Fear of being late and fear of arriving before anyone else.
Fear of my children's handwriting on envelopes.
Fear they'll die before I do, and I'll feel guilty.
Fear of having to live with my mother in her old age, and mine.
Fear of confusion.
Fear this day will end on an unhappy note.
Fear of waking up to find you gone.
Fear of not loving and fear of not loving enough.
Fear that what I love will prove lethal to those I love.
Fear of death.
Fear of living too long.
Fear of death.
Your mission should you choose to accept it:
Part I
1. Divide the poem into six sections.
2. Keyword Note the poem. For each section of the poem, write down 2-3 of the most important words or concepts
3. At the bottom of the page, using the words from the six sections above, write a 2-3 sentence summary of the main idea or purpose of the poem.
Part II
1. Rewrite Raymond Carver’s poem from the perspective of one of the characters we’ve read about this year in English 10. Your poem must be the same length as Carver’s poem and must follow his same form. You may select any character, minor or major from one of the following texts:
a. The Namesake
b. Siddhartha.
c. The Road
d. The Odyssey
e. All My Sons
2. Do not reveal the name of the character in your title or in the poem. The examples and details that you incorporate into the poem should reveal the complexity of the character, and make evident who it is that you are describing. What are his or her motivations, fears, desires, flaws, and/or strengths? Think beyond the obvious and use your creativity.
3. Create an appropriate thinking map to help you chart out your ideas before you begin writing the poem.
4. Turn these in no later than Friday, January 8.
Fear
By Raymond Carver
Fear of seeing a police car pull into the drive. 1
Fear of falling asleep at night.
Fear of not falling asleep.
Fear of the past rising up.
Fear of the present taking flight.
Fear of the telephone that rings in the dead of night.
Fear of electrical storms.
Fear of the cleaning woman who has a spot on her cheek!
Fear of dogs I've been told won't bite.
Fear of anxiety! 1
Fear of having to identify the body of a dead friend.
Fear of running out of money.
Fear of having too much, though people will not believe this.
Fear of psychological profiles.
Fear of being late and fear of arriving before anyone else.
Fear of my children's handwriting on envelopes.
Fear they'll die before I do, and I'll feel guilty.
Fear of having to live with my mother in her old age, and mine.
Fear of confusion.
Fear this day will end on an unhappy note.
Fear of waking up to find you gone.
Fear of not loving and fear of not loving enough.
Fear that what I love will prove lethal to those I love.
Fear of death.
Fear of living too long.
Fear of death.
Your mission should you choose to accept it:
Part I
1. Divide the poem into six sections.
2. Keyword Note the poem. For each section of the poem, write down 2-3 of the most important words or concepts
3. At the bottom of the page, using the words from the six sections above, write a 2-3 sentence summary of the main idea or purpose of the poem.
Part II
1. Rewrite Raymond Carver’s poem from the perspective of one of the characters we’ve read about this year in English 10. Your poem must be the same length as Carver’s poem and must follow his same form. You may select any character, minor or major from one of the following texts:
a. The Namesake
b. Siddhartha.
c. The Road
d. The Odyssey
e. All My Sons
2. Do not reveal the name of the character in your title or in the poem. The examples and details that you incorporate into the poem should reveal the complexity of the character, and make evident who it is that you are describing. What are his or her motivations, fears, desires, flaws, and/or strengths? Think beyond the obvious and use your creativity.
3. Create an appropriate thinking map to help you chart out your ideas before you begin writing the poem.
4. Turn these in no later than Friday, January 8.
Sunday, December 6, 2009
My son's accident
If you haven’t heard yet, my son Joe was in a car accident on Thursday night and broke his neck. We are hoping that he will have surgery tomorrow (Monday), and if that goes well, the recovery should be fast. I hope to make it to school for Tuesday’s classes.
Subscribe to:
Posts (Atom)
