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Intertextuality
How valid is the notion of a "classic" literary text? What makes Persepolis "literary" even though it is a graphic novel?

Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution?

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Readers, Writers, Texts
How are we affected by Delbo's memoir and her imperative for us to "Try to look. Try to see"? How were you affected by Days and Memory?

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Time and Space

1. How does Chronicle offer insight into Columbian culture? Consider what we've learned about with machismo, marianismo, honor and the impact of colonialism.

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Readers, Writers, and Texts

1. How does the structure or style of a literary text affect meaning? Consider how Morrison's stream-of-consciousness, shifting points of view, and use of analepsis and prolepsis impact the meaning of the novel.

The stream of consciousness was really impactful because of the shifting points to show how everyone thought about both each other but also themselves.

Time and Space

1. How important is cultural or historical context to the production and reception of a literary text? Consider the story of Margaret Garner, the Fugitive Slave Act, and other historical and cultural phenomena and how that has impacted the creation and reception of Beloved.

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Time and Space
Choose 3 out of these 6 questions to answer and reflect on how it relates to our reading and understanding of Hughes' work.

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?

3. How does the structure and style of TTTC affect its meaning?

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Link to the reflections here.

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Brainstorm some global issues developed from TTTC.

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Attach the extracts you annotated (Some are on Kami) during our Harkness discussions.

Attach the two extracts you used for your Final IO here.

Attach any other extracts you might want to use for your real IO.

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Attach the panels you found most fascinating and that you discussed during our final Harkness here

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Attach the 8 extracts from the Group IOs that you annotated here.

Attach the two extracts you used for your Final IO here

Attach your Final IO Brainstorming PPT here

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Attach your one 40 lined extracts you used for your Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.

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Attach your 40 line extract you used for you Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.

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1. Readers, Writers, Texts

1. Why and how do we study literature?

2. How are we affected by literary texts in various ways?

3. In what ways is meaning constructed, negotiated, expressed and interpreted?

4. How does language use vary among literary forms?

5. How does the structure or style of a literary text affect meaning?

6. How do literary texts offer insights and challenges?

2. Time and Space

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

3. Intertextuality

1. How do literary texts adhere to and deviate from conventions associated with literary forms?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse literary texts share points of similarity?

4. How valid is the notion of a “classic” literary text?

5. How can literary texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?

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Attach some 40-line extracts you have analyzed and may want to use for your IO.

Attach your annotations for the following here:
The Things They Carried
How to Tell a True War Story
On the Rainy River
Sweetheart of the Song Tra Bong

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What were some global issues you explored in Days and Memory? Consider the Hexagonal Harkness we had and some of the global issues you came up with during that discussion.

Oppression through dehumanization
Growing through trauma
Switch in hierarchy to gain/maintain power

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What were some global issues you explored in Persepolis? Consider the Harkness discussion and other ideas that came up during class discussion.

Child-like innocence
View of oppression through youth
Immigrant experience

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What were some global issues you explored in Chronicle? Consider honor, morality, perspective, fate, gender norms etc. The more detailed you are, the more useful this will be for your IO.
Innocence from violence through honor
Gender as a way to oppress
Fate as both unavoidable and changeable

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What were some global issues you explored in Beloved? Consider memory, trauma, importance of community, etc. The more detailed you are, the more useful this will be for your IO.

Switch in hierarchy to gain power
Motherhood as a change in persona
Trauma on motherhood

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What were some global issues you explored in Hughes' poetry?

Poetry giving a voice to the oppressed

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1. Culture, Identity, and Community

1. family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. migration, colonialism and nationalism.

2. Beliefs, Values and Education

1.  beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

3. Politics, Power, and Justice

1.  explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights, and peace and conflict

4. Art, Creativity, and the Imagination

1.  explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

5. Science, technology and the environment

1.  explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.

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How does D&M connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

How does D&M connect to our world today?

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Attach any of your Harkness notes here.

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Attach any of your Harkness notes here.

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Attach your Google Slide and notes for your Hexagonal Harkness here.

Attach your Google Slides for your Stream of Consciousness discussion here.

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?

Notes
Ideas discussed in Harkness I want to remember:

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Reflection
How did you do during the Harkness discussions?

Attach your Harkness Prep Sheets Here.
"OTRR" Prep Sheet
"TTTC" Prep Sheet
"HTTATWS" Prep Sheet
"Sweetheart" Prep Sheet

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Attach any of your Jamboard Harkness notes here.

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How does Persepolis connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

How does Persepolis connect to our world today?

Persepolis connects to The Things They Carried as they are both works that contain the theme of those affected by war and violence, but also to Beloved as the theme of survival outside of an oppressive regime.
It also connects to our world today because it is the story of an immigrant and can be related to by a vast number of people who live not only in the U.S. but also across the world.

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How does Chronicle connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

How does Chronicle connect to our world today?

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How does Beloved connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

How does Beloved connect to our world today?

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What connections can you make between some of Hughes' poems?

They all focus on the African American identity but also on giving voice to the communities of the world as a whole.

How does Hughes' poems connect to other works we've read?

How does Hughes' poetry connect to our world today?

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How does TTTC connect to other works we've read?

How does TTTC connect to our world today?

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One-pager (Link Here)

"Warsaw" Writing (Link Here)

Hexagonal Formation Slides (Link Here)

Final Mock IO Flipgrid (Link Here)

Final Delbo Project (After Spring Break)

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Group IO PPT (Link Here)

Best Quick Write (Link Here)

Artistic One-Pager (Link Here) (Optional)

Final IO Flipgrid (Link Here)

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Denver or Paul D One-Pager (Link Here)

Stream of Consciousness One-Pager (Link Here)

Rough Draft Flipgrid IO (Link Here)

Final Draft Flipgrid IO (Link Here)

IO Outline Form (Link Here)

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Hughes Writing Portfolio Week 1 Freedom's Plow or Theme for English B (Link Here)

Hughes Writing Portfolio Week 2 Bitter River (Link Here)

IO Graphic Organizer(Link Here)

IO Rehearsal Flipgrid Link (Stro's Class Only) (Link Here)

IO Hughes Practice Flipgrid Link (Link Here)

IO Listening and Reflection Sheet (Link Here)

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Attach your dialectical journal here

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Linda Krumholz claims (in "The Ghosts of Slavery: Historical Recovery in Toni Morrison’s Beloved") that finding a voice for the thoughts and experiences of women is central to the "healing," historical recovery theme and structure of the book. According to Krumholz, Morrison’s novel "adapts techniques from modernist novels, such as the fragmentation of the plot and shifting narrative voice, to compel the reader to actively construct an interpretive framework" (109). How does the novel specifically address issues of gender, writing and power? How does the structure and style of the novel give voice to "the thoughts of the women of 124, unspeakable thoughts, unspoken" (Beloved 199)?

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?

How does art reflect the community from which it comes?

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Summer Assignment (Link Here)

"On the Rainy River" Paragraph (Link Here)

"How To Tell A True War Story" Paragraph (Link Here)

TTTC Pastiche (Link Here)

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How is the motif of heat used in The Stranger by Albert Camus to show irrationality and consequential actions?

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"have always wept at that image of suffering" Camus 69
- showcases a difference between the MC and most of society  with his religious indifference, but also irrationality in the priest as well, a contradiction between the priest's emotion and the MC's indifference
"The sea carried up a thick fiery breath." Camus 59
- religious connotation and comparison to the hell the MC will experience as he goes through with the murder
"I said, "Yes," just so I wouldn't have to say anything else." Camus 4
- describes the MC's character through their desire to be left alone, and withdrawn behavior from society.

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Opening Translations
Closing Translations

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I choose these annotations to feature in this portfolio because they covered a range of ideas. ‘Standing Female Nude’ shows a focus more on certain themes rather than rhetorical devices, ‘War Photographer’ shows the beginning of our poetic lesson, and my first annotations this year on poetry, ‘Stealing’ showcases the written notes that transcribed a relationship between this English class and that of AP Psychology taken my sophomore year, ‘Originally’ showcased not only the rhetorical devices of moving which I relate to strongly but also a focus on flow and tone due to the video project, ‘Falling Soldier’ is a focus on organization and allusions to outside world matters, and finally ‘Little Red Cap’ for it’s length and consistently of annotations along with it’s adult themes.

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Literacy Analysis - War Photographer

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Our only Socratic Harkness Discussion led to a variation of ideals, themes and even personal bias when reading certain forms of poetry to mesh and come together in a group.

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Poetry Statement of Intent

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Motifs/Themes
Feminism
-Control
-Societal Views
-Change/Memory

Intersectionality: Does female perspective change the way Duffy’s poetry is represented in society? Does conflicting societal views mirror reality in the poems Duffy writes?

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Guided Literary Analysis (The Boys Have Grown)

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Guided Literary Analysis (The Boys Have Grown)

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Kaidyn Long - 7.1 An American Childhood Pastiche

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Copy of An American Childhood Outline for Motif Presentation

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Kaidyn Long - 14.1 An American Childhood End of Unit Discussions

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Innocence/Ignorance

Individual Mindset V.S. Group Centric Society

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How does societal impacts change when perspectives are contradictory to societal values?

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Kaidyn Long - 14. 1984 Hot Socratic Prep & Reflection Form 

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#1

#2

#3

#4

Closing Passage

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Kami Export - Kaidyn Long - 1984 Part One_ Opening Passage Analysis

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Effects of freedom as a result of manipulation

Portrayal of truth and consequences in society

Forced conformity and psychic conflict

Oppression removes voices and expressions

Corruption of government can cause rebellion

Alter behavior and thoughts

Enduring oppression —> uncertainty about true self

Response to oppression can affect identity

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2+2 = 5

Ignorance Is Strength

Freedom Is Slavery

War Is Peace

who controls the past, controls the future, who controls the present, controls the past

And he loved Big Brother.

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Unfortunately I already used Langston Hughes, Beloved and Dillard’s poetry, but for Paper 2, I could compare 1984 to The Things They Carried, with the theme of fighting and torture being inescapable and forced onto individuals in wartime.

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Anticipation Guide and Philosophical Chairs  Reflection

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Anticipation Guide and Philosophical Chairs  Reflection

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Kaidyn Long - 2. Hamlet Anticipation Guide & Philosophical Chairs Reflection

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Kaidyn Long - 12. Hamlet 2.2 Socratic Seminar Prep. & Reflection

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Kaidyn Long - 19. Hamlet 4.5 Close Read (Graded)

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Hamlet 3.1 Guided Lit Analysis w/ Reflection

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Hamlet 3.1 Guided Lit Analysis w/ Reflection

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Hamlet One-Pg Literary Analysis Revision

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How might you use Hamlet to write Paper 2 in May? In what ways can you compare/contrast Shakespeare’s play with two other works that you have not already used for your IO and your HL essay?

I might use Hamlet to write Paper 2 in May as the theme of vengeance gone to far and the consequences of taking the law into your own hands. I think this relates well with COADF because of the brother’s same actions of vengeance against Santiago Nasar, but also contrasts well due to the brothers’ not causing the death of multiple other people by simply taking the first opportunity possible to kill their target for revenge.

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“in the depths of the night, I’ll think about barns burning to the ground.” (Murakami 149)

-It’s memorable because the unsolvable mystery wasn’t the barns, it was his missing friend, but that wasn’t what he obsessed over. It was barns that weren’t burnt, weren’t touched, never even noticed and he dreamed of them burning.

“The elephant and keeper had vanished completely. They will never be coming back.” (Murakami 327)

-It’s memorable because the certainty of the statement, never coming back, because even though they left without a clue, nothing was certain. Not how they escaped, not the balance between them and why it was off, why they chose that night to vanish, the only certainty was that they weren’t coming back.

“At first I thought it was coming from a place deep inside me, that I was hearing things—a warning from the dark cocoon my body was spinning within.” (Murakami 152-153)

It’s memorable because it was the woman’s first perception of it, that she was going insane, and as the story The Little Green Monster progresses we never get proof that this isn’t some hallucination she’s having. And this imagery of a dark cocoon being spun seems like foreshadowing for the violence the narrator enacts on the monster in the story.