# data[].attributes.body
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?
We are affected by Delbo's memoir by her trying to help us visualize and understand the setting and history behind the trauma that her and all the other people that went through the holocaust and other tragic experiences like the genocide at Kalavrita. I was affected by all the emotion and non emotion that Delbo writes with in her vignettes.

# data[].attributes.body
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.

It shows that in Clolumbian culture, family and honor are essential for the people. It also showed the strict gender roles that people should have in this society.

# data[].attributes.body
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.

Different structural devices such as shifting points of view affect the meaning of the book by Morrison being able to convey the purpose of the importance of characters like Beloved or Sethe.

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.

Historical context is critical because it is central to understanding different characters' experiences. For example, the Middle Passage is central to understanding the trauma and relationship of Sethe's mother. Additionally, the instances of slavery is important to understand trauma.

# data[].attributes.body
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?

- Culture and history are very important for these texts because it explores the impacts on African or "black" people throughout history.
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?

- Literary texts offer insight into another culture by expressing the troubles and concern that one culture has towards another culture, like the difference between "black" and white culture.
4. How does the meaning and impact of a literary text change over time?

- The meaning and impact of a literary text change over time because we see literary texts through the eyes of our experiences, and over time we see texts differently than the actual meaning that the author wrote about before.
5. How do literary texts reflect, represent, or form a part of cultural practices?
6. How does language represent social distinctions and identities?

# data[].attributes.body
Directions and Resources:

Ideas:
- Family
- Loss of justice
- Death through trauma and experiences
Texts:
- Beloved
- Days and Memory
Reflections:

Questions:

# data[].attributes.body
Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?

- We study literature by analyzing different choices that authors make.
- We study literature to gain experience and knowledge to help in our life.
-We study literature to get evidence and information to write essays.
- We study TTTC to learn about the effects of the Vietnam War on individual soldiers.
- We study TTTC to learn about the perspective of a soldier looking back at his experiences during the Vietnam War.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
- We are affected by literary texts that relate to our everyday lives.
- We are affected by literary texts by being able to learn about different experiences that are foreign to us.
- We are impacted by TTTC by being introduced to being forced to fight in a war, which is foreign to most people.

3. How does the structure and style of TTTC affect its meaning?
- The structure of TTTC affects its meaning by having different vignettes that could be together or separate, which could give different meanings when analyzing the book as a whole or just one vignette all by itself.
- The style of TTTC affects its meaning by sometimes having various perspectives or details on one event like the death of Curt Lemon which was explained differently in different vignettes.

# data[].attributes.body
Link to the reflections here.

# data[].attributes.body
Attach the extracts you annotated (Some are on Kami) during our Harkness discussions.

Days and Memory Hot Socratic
Madwomen of May
Tomb of the Dictator
Arrivals and Departures

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

Text 1: Kalavrita of the Thousand Antigones

Bending over the tangled bodies, in the waning light of day’s

end, the women continued searching. It was wintertime. And if

night were to fall before each had found her own…

And so our movements quickended. And then, as each one

extricated hers from the pile of the dead, pulled him to one side,

lay him on his back, it gradually became easier to sort through

the diminishing pile.

At the same time, a glimmering of hope–hope is an incredible

thing. You never quite believe in death, not right away; you hear

the steps of the dead man in the house for a long time after

you’ve buried him. You need time to get used to things,

and meanwhile an insane hope–that’s how it is...these men

were alive a little while ago, and now

here

fallen every which way, like drunks, one on top of the other,

and still warm...Perhaps not every one of them was dead,

perhaps underneath the dead a man would be found alive...We

were almost envious of the woman for whom this mad hope

might turn out to be true. Alas.

And the women stepped cautiously between the corpses, tak-

ing care not to get in each other’s way, for there were hundreds

of them, hundreds of women bending over those corpses.

dark gleaners,

gatherers of the dead,

in this stony gully where for the first time a harvest was taking

place.

They had tucked up their skirts so as not to soil them, but the

earth had already imbibed all the blood and on the stones the

blood had dried already.

The women moved cautiously from one man to another, gen-

tly turning face up those who had fallen face to the ground, and,

upon recognizing this one or that one, announcing in a mur-

mured.

Antigone, your Costa,

Daphne, your Dimitri

and they continued their quest until each one had found hers

or, most often, all of hers.

Without straightening up, the women proceeded step by step,

at each step looking where to set their feet between the corpses.

We couldn’t identify them from a distance, by their clothing.

Here all the men dressed alike: black trousers, black jacket,

white shirt. The same with the women: black dress, a black scarf

upon the head.

Text 2: Beloved

I  AM  BELOVED  and  she  is  mine.  Sethe  is  the  one  that

picked flowers, yellow flowers in the place before the crouch-

ing. Took them away from their green leaves, They are on the

quilt now where we sleep. She was about to smile at me when

The men without skin came and took us up into the sunlight

with the dead and shoved them into the sea. Sethe went into

the sea. She went there. They did not push her. She went

there. She was getting ready to smile at me and when she

Saw the dead people pushed into the sea she went also and

left me there with no face or hers. Sethe is the face I found

And lost in the water under the bridge. When I went in, I saw

her face coming to me and it was my face too. I wanted to

join. I tried to join, but she went up into the pieces of light

at the top of the water. I lost her again, but I found the house

she whispered to me and there she was, smiling at last. It’s

Good, but I cannot lose her again. All I want to know is why

did she go in the wa

ter in the place where we crouched?

Why did she do that when she was just about to smile at

me? I wanted to join her in the sea but I could not move;

I wanted to help her when she was picking the flowers, but

the clouds of gunsmoke blinded me and I lost her. Three times

once with the flowers between because of the noisy clouds

of smoke; once when she went into the sea instead of smil-

ing at me; once under the bridge when I went in to join her

and she came toward me but did not smile. She whispered

to me, chewed me, and swam away. Now I have found her

in this house. She smiles at me and it is my own face smil-

ing. I will not lose her again. She is mine.

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

# data[].attributes.body
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

# data[].attributes.body
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.

1. I  AM  BELOVED  and  she  is  mine.  Sethe  is  the  one  that

2. picked flowers, yellow flowers in the place before the crouch-

3. ing. Took them away from their green leaves, They are on the

4. quilt now where we sleep. She was about to smile at me when

5. The men without skin came and took us up into the sunlight

6. with the dead and shoved them into the sea. Sethe went into

7. the sea. She went there. They did not push her. She went

8. there. She was getting ready to smile at me and when she

9. Saw the dead people pushed into the sea she went also and

10. left me there with no face or hers. Sethe is the face I found

11. And lost in the water under the bridge. When I went in, I saw

12. her face coming to me and it was my face too. I wanted to

13. join. I tried to join, but she went up into the pieces of light

14. at the top of the water. I lost her again, but I found the house

15. she whispered to me and there she was, smiling at last. It’s

16. Good, but I cannot lose her again. All I want to know is why

17. did she go in the water in the place where we crouched?

18. Why did she do that when she was just about to smile at

19. me? I wanted to join her in the sea but I could not move;

20. I wanted to help her when she was picking the flowers, but

21. the clouds of gunsmoke blinded me and I lost her. Three times

22. once with the flowers between because of the noisy clouds

23. of smoke; once when she went into the sea instead of smil-

24. ing at me; once under the bridge when I went in to join her

25. and she came toward me but did not smile. She whispered

26. to me, chewed me, and swam away. Now I have found her

27. in this house. She smiles at me and it is my own face smil-

28. ing. I will not lose her again. She is mine.

# data[].attributes.body
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.

# data[].attributes.body
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?

# data[].attributes.body
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- https://kami.app/gft-Quh-iZs-MT4
On the Rainy River- https://kami.app/7Y7-rs4-iMp-b4L
Sweetheart of the Song Tra Bong-  https://kami.app/DQb-iFD-X6n-vY8

# data[].attributes.body
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.
- The impact of past tragedies of women on their future lifestyle and the dealing of their trauma and relationships.

# data[].attributes.body
- how individuals utilize humor to manage ones trauma.
- the polarity between privilege and consciousness
-  how societal hierarchies desensitizes human experiences
- the disconnection between individuals and society through trauma and isolation.

# data[].attributes.body
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.
The affect of social expectations and gender roles on individuals, specifically looking at men or women.
Social expectations on the impact of cowardice.
The blind following of honor.

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

The first line of my extract starts with, “I  AM  BELOVED  and  she  is  mine.”(Morrison, 253)- Syntax
There is a change in diction that expresses the trauma that influenced the relationship between Sethe and Beloved. The connotation of “she is mine” shows how Beloved wants to possess Sethe for herself.
Towards the middle of the extract, Morrison uses the allusion to the middle passage where “The men without skin came and took us up into the sunlight”(Morrison, 253)- Allusion
This allusion serves as a connection that Beloved would have to the trauma that her people had to go through. It also refers to her grandmother who was brought to the Americas on a ship by slave catchers.
There is a repetition of “Sethe went into the sea.”(Morrison, 253)- Repetition, and allusion multiple times throughout the chapter.
This could refer to the past of Sethe’s mother and how she came to America to compare her relationship with Sethe as her child and Beloved’s relationship with Sethe as a parent. This repetition also emphasizes the trauma that Beloved has collected from her separation from Sethe.
There is a repetition of “She was about to smile at me”(Morrison, 253) multiple times in the perspective of Beloved- Repetition
A smile is a form of affection and acceptance, something that Beloved desires from Sethe. This reflects the trauma that Beloved has through taking her away from her chance of having affection as an individual.
There is another allusion to the Middle Passage where Beloved “Saw the dead people pushed into the sea”(Morrison, 253)- A historical allusion
It could be viewed as the effect of racism on Beloved in how she had to witness the tragic unnecessary death of her people because of racial values .
Morrison uses confusion diction in “with no face or hers”(Morrison, 253)- Confusion
This confusion symbolizes Beloved’s confused state of mind, of having a mind of a young child. This can be shown through the trauma of what a child must feel when they are separated from their mother, they are confused and questioned. Beloved is also affected by Sethe’s trauma where she feels guilty for killing her own daughter, but feels justified for saving her from slavery.
There is a repetition of “Noisy clouds”(Morrison, 250)- Repetition during the chapters of shifting perspectives between Sethe, Denver, and Beloved.
It symbolizes the relationships of other people that affect the relationship that is desired with Sethe and Beloved, and It also symbolizes a barrier to the protection and love of Sethe by Beloved.
There is a biblical allusion in “WHEN THE four horsemen came--schoolteacher, one nephew, one slave catcher, and a sheriff--the house on Bluestone Road was so quiet they thought they were too late.”(Morrison, 173)- Biblical Allusion
This is a biblical allusion to the four horsemen that accompany the Apocalypse. This gives rise to the killing of Beloved which gives trauma to Beloved and Sethe. It also gives trauma to Denver with how she was forced to drink the blood of her sister and go to prison with her mom. It additionally gives trauma to the boys which eventually leads them to leave the house.
Here is a contradiction where as Sethe “began telling about the earrings, she found herself wanting to, liking it. Perhaps it was Beloved's distance…in any case, it was an unexpected pleasure.”(Morrison, 69)- Contradiction
This use of a contradiction symbolizes how the relationship between Beloved and Sethe will grow. With the sharing of trauma with stories, they come closer together making their relationship stronger.
After a question by Nelson Lord, Denver broke “The thing that leaped up had been coiled in just such a place: a darkness, a stone, and some other thing that moved by itself.”(Morrison, 123)- Personification
This personification is the anger, sadness, and fear that Denver had. And how Denver, after holding in the trauma of Beloved’s death and her and Sethe going to jail, came out with her wanting to be with them.
The motif of hunger is developed when “Luckily for Denver, looking was food enough to last. But to be looked at in turn was beyond appetite; it was breaking through her own skin to a place where hunger hadn't been discovered.”(Morrison,139)-Motif
This motif is repeated multiple times to represent how individuals grow from sharing of stories and absorbing them, to feeling closely about one another.
When Paul D comes and is talking to Sethe about Sweet Home, Sethe reveals that “Nobody knew that but I and nobody had her milk but me.”(Morrison, 19)- Motif
This is a trauma that Sethe has to handle alone, she has the guilt of not being with Beloved.

# data[].attributes.body
What were some global issues you explored in Hughes' poetry?
The impact of racism on the social life of individuals and relationships.

# data[].attributes.body
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.

# data[].attributes.body
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.
It connects to Beloved with the loss of family and tragedy which was an extremely important part of Days and Memory.
How does D&M connect to our world today?
It connects to the world with the influence that these events had on the world as it is today.

# data[].attributes.body
https://docs.google.com/document/d/1hRlZjlbwCgkZWtrcuSdxfmiHVcqOkvyNi2CQpDFISM0/edit?usp=sharing

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Attach your Google Slide and notes for your Hexagonal Harkness here.

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

# data[].attributes.body
Reflection
How did you do during the Harkness discussions? What feedback did you receive?
I did well with expressing some of my ideas. I should have spoken louder so that others could have heard me better.
Notes
Ideas discussed in Harkness I want to remember:

# data[].attributes.body
Reflection
How did you do during the Harkness discussions?

Attach your Harkness Prep Sheets Here.
"OTRR" Prep Sheet- https://docs.google.com/document/d/1FapMFz45_2HL9h45BbKTHN-RsMnjy2gvel8ileFqhaM/edit?usp=sharing
"TTTC" Prep Sheet- https://docs.google.com/document/d/19sk3h5ZzgSZjCYpNCMetfGvhLtvZYcaIoGZkhPkdK4s/edit?usp=sharing
"HTTATWS" Prep Sheet- https://docs.google.com/document/d/19sk3h5ZzgSZjCYpNCMetfGvhLtvZYcaIoGZkhPkdK4s/edit?usp=sharing
"Sweetheart" Prep Sheet- https://docs.google.com/document/d/1aNK54R4XzG-FWJB_9ueeimR1OJ_oOLxpTdkE4DUOVu4/edit?usp=sharing

# data[].attributes.body
Attach any of your Jamboard Harkness notes here.

Arrivals and Departures

# data[].attributes.body
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.
It connects TTTC with the aspect of war and the trauma that war gives to people even around the world and time.
How does Persepolis connect to our world today?
It connects to us with the way that people look at Muslims and how people are different and that people have to learn about this, as the purpose of Persepolis by Marji.

# data[].attributes.body
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.
The connection to Beloved with death is justified by the expectation of servitude in society.
The blind eye of society to death and hardship.
Honor that soldiers have to keep even though they do not believe in the war.
How does Chronicle connect to our world today?
It shows the justifications for why different cultures have gender roles for society and how family is very important.

# data[].attributes.body
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.
It connects with Days and Memory with the loss of family and death and the tragedies through love. And the influence of family on TTTC.
How does Beloved connect to our world today?
It connects to our world today by showing us the effect that slavery had on people.

# data[].attributes.body
What connections can you make between some of Hughes' poems?
Connections of the influence of family on his poems. Connections of peace and non-violence with African Americans.
How does Hughes' poems connect to other works we've read?
It connects to other works with the use of family as an important part of life.
How does Hughes' poetry connect to our world today?
It connects to the world today with how the world is affected by the ideas of the works.

# data[].attributes.body
How does TTTC connect to other works we've read?
Affect of trauma on individuals.
How does TTTC connect to our world today?
It connects with how people look at the Vietnam War.

# data[].attributes.body
One-pager (Link Here)

"Warsaw" Writing (Link Here)

Final Mock IO Flipgrid (Link Here)

# data[].attributes.body
Group IO PPT (Link Here)

Best Quick Write (Link Here)

Artistic One-Pager (Link Here) (Optional)

Final IO Flipgrid (Link Here)

# data[].attributes.body
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)

# data[].attributes.body
Hughes Writing Portfolio Week 1 Freedom's Plow or Theme for English B-
https://kami.app/Ps3-XYR-nUv-TUF

Hughes Writing Portfolio Week 2 Bitter River-
https://kami.app/Ps3-XYR-nUv-TUF

IO Graphic Organizer-
https://docs.google.com/document/d/1_bEy2c49WdXtlVOnR5ilVBKimhzNb2R_mD4q9uNw0h4/edit?usp=sharing

IO Rehearsal Flipgrid Link (Stro's Class Only)-
https://flip.com/2bd3d93b

IO Hughes Practice Flipgrid Link-
https://flip.com/75d7fd4a

IO Listening and Reflection Sheet-
https://docs.google.com/document/d/1jtgEI-BOfuaxof3Vq5yEGrFEDY-8UNXXw8nuIqu2nMk/edit?usp=sharing

# data[].attributes.body
Summer Assignment- https://docs.google.com/presentation/d/1arjuHzNXzMqMtpm6RvKvh474REJkZJZAGGVI_VsnTv8/edit?usp=sharing

"On the Rainy River" Paragraph- https://docs.google.com/document/d/1ibw0QOElgRXJ3Klpxqv6bXV2IcY5BZHyvM0eQuHck-8/edit?usp=sharing

"How To Tell A True War Story" Paragraph- https://docs.google.com/document/d/1c7B90e7mH-4p6Nwm4BFAVtgwR3_Ukvu7fkl5AxX-7sk/edit?usp=sharing

TTTC Pastiche- https://docs.google.com/document/d/15rwaEufzeWaVGH-udpm8Ig7L5whYRRUeBQHEBKlSO5U/edit?usp=sharing

# data[].attributes.body
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)?
The structure emphasizes the impact of trauma and how relationships are made.

# data[].attributes.body
What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?
It gave the impact of how some in the community were wanting freedom and want to get it without patience.
How does art reflect the community from which it comes?
Art reflects the community with how art comes from the experiences of individuals from their community.

# data[].attributes.body
Intertextuality
How valid is the notion of a "classic" literary text? What makes Persepolis "literary" even though it is a graphic novel?
Persepolis is made a literary text because it is contrasted with other graphic novels by having an overall message that is shown throughout the work with the Iranian war.
Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution?
It gave an important insight into life in Iran by showing the tragedies and atrocities that led to the Revolution and what happened after the Revolution and the establishment of the Islamic Regime.

# data[].attributes.body
Sketchnotes II- In this assignment we took down notes about the second part of the Stranger. We had to artistically show a motif that was assigned. I did the motif of sound.
Infographic- We had to create a line of inquiry and use the quotes and content from the two parts of the book to answer the inquiry.

# data[].attributes.body
What motifs/themes does Camus explore that you find interesting?
Camus explores the motif of the sun and light as an excuse for Meursault's ignorance of society. I also liked how Camus uses the motif of sound to show how Meursault is isolated from society and has an interest in his background rather than individuals that he can connect with.
Write a line of inquiry you would find interesting to explore further using one of the seven course concepts.
How does Camus illustrate the cultural and social lenses that society views others throughout the Stranger?

# data[].attributes.body
- “Fired four more times at the motionless body”(Camus, 59)
This was during the killing of the Arab and shows the dehumanization of the Arab with being fired at despite already being dead.
- "The sky split open from one end to the other to rain down fire”(Camus 59).

This shows the world and surroundings "forcing" him to commit the murder
- “all I wanted was to get it over with and get back to my cell and sleep” (Camus, 105)
This is during his trial showing his nonchalant attitude and his wanting to be isolated.
- “I would listen to my heartbeat”(Camus, 112)
Conveys how Meursault is reflecting on his life as he has time in prison

# data[].attributes.body
- One-Pager- I was interested in the choices used in "War Photographer" and how Duffy uses the character's experiences.
- "Shooting Stars" Analysis- I was extremely interested in this poem because Duffy takes a point of view that is normally not explored with the Holocaust, specifically just looking at the experiences of women.
- Socratic Form- In the Socratic, we talked about the comparisons and contrasts of "Before You Were Mine" and "Whoever She Was."
- Poetry video- We "Moments of Grace" and we emphasized the surreal tones of the poem throughout the video, matching imagery to the pictures.
- Statement of Intent- This was a reflection of the video and explained the choices we did.
- Duffy Graphic Organizer- this was an organizer to take notes on all the other poem videos that was presented.

# data[].attributes.body
What motifs/themes does Duffy explore that you find interesting?
Duffy has an emphasis on social roles. Especially with the roles that women have and their experiences overall. She also emphasizes the social divide between the rich and the poor as an effect of this. Additionally, she looks into the concept of love and longing throughout her poems on a deeper level, its light and its darkness.
Write a line of inquiry you would find interesting to explore further using one of the seven-course concepts.
How does Duffy explore the concept of love and how does this interpretation affect the readers?

# data[].attributes.body
- Guided Literacy Analysis- Tornado: In this, we had to write a literacy analysis on a tornado chapter of Dillard's book where a tornado hits her town and many parts of it are destroyed. We had a guiding question to focus our analysis on.

- Guided Literacy Analysis- Boys: In this, we had to write a literacy analysis on the growth of the boys chapter of Dillard's book where Dillard describes how the boys have gotten older and more mature compared to the girls. We had a guiding question to focus our analysis on.

- Pastiche: In this, we had to mimic the style that Dillard writes in to develop our understanding. We had to mimic the specific styles and techniques that Dillard uses with a topic and focus of our own.

-Graphic Organizer- Motif Presentations: We had to analyze a motif in a group, the motif I chose was the motif of sound and music. We had to analyze the purpose of Dillard in using these motifs throughout her book.

- End of Unit Discussions: We had a Harkness of the whole of the book and specifically focused on guided questions of the book and how they are important.

# data[].attributes.body
What motif/ themes does Dillard explore that you find interesting?

A motif that I focused on was the motif of sound and music. This motif signifies a nostalgic tone of Dillard used in the book. There were not many examples of it throughout the book, however, the examples that were found had a meaning and a connection to the nostalgic tone conveyed.

Line of Inquiry:

How does Dillard reflect on the nostalgic tone through the use of memoir and the point of view as a child?

# data[].attributes.body
- Hot Socratic Prep: In this assignment we got into Socratic groups and talk about different parts of 1984, where how the Party controls individuals in the society through things like newspeak, the irony of the different ministries, and the motifs of different objects like the glass paper weight or the telescreens.

- Guided Literary Analysis 1: We had to analyze an excerpt of Winston at work where he had to create a new individual, Comrade Ogilvy, for the benefit of the party and Big Brother. This was an in class writing assignment.

- Guided Literary Analysis 2: We had to analyze an excerpt of Winston in prison where he witnesses a fellow prisoner being taken to "Room 101." This was an in class writing assignment to analyze the effect of dialogue on the characters.

- Close Reads: We had 6 different close read passages, I linked my best work, the fifth close read passage. In this excerpt, we are given the scene where the Ministry of love soldiers break into Winston's apartment to catch him acting against the Party, led by Mr. Charrington who was a Thought Police. We had to annotate on the tension that Orwell creates in the excerpt.

- Common Theme: We had to get into groups of four people to create a common theme project. We made the common theme statement of "The effects of freedom as a result of manipulation" with the 4 works; 1984, Days and Memory, Persepolis, and Duffy Poetry.

# data[].attributes.body
If you are going to write about 1984 for Paper 2, which one other work, so far, seems best to connect to it? On what topic or theme?

I think the best work that connects with 1984 is Persepolis with the lack of freedom and the control of governmental figures. Both are very similar to Big Brother in 1984 and Ayatollah Khomeini in Persepolis. Big Brother censors and changes events in the world, as well as Khomeini in censoring and controlling the individuals.

Quotes:

"WAR IS PEACE

FREEDOM IS SLAVERY

IGNORANCE IS STRENGTH”(4)- Slogan of the party

"Who controls the past controls the future"(248)- the idea of who controls power will control the memory of the people

"Power is in tearing human minds to pieces"(266)- A main idea of the party in controlling and destroying the people.

# data[].attributes.body
- Hamlet Anticipation Guide and Philosophical Chairs Reflection- In this, we discussed about key elements and views developed in Hamlet. Then, we had to agree with these statements or not and give evidence as to what I thought.

-Hamlet 2.2 Socratic Prep and Reflection- In this, we discussed Act 2 Scene 2 of Hamlet with small groups. In this scene, Hamlet develops a play where he deduces that he can catch guilt within Claudius for killing Hamlet's father. We discussed the implications and significance of Hamlet's soliloquy in the scene.

-Close Reading Analysis- For this, I chose to represent my growth through this close read. In this scene that we analyzed, Laertes discovered the death of his father and the status of mind of his sister. This was graded, therefore, it gave a good representation of any improvements that I should make to my work.

-Hamlet 3.1 Guided Literary Analysis with Reflection- This was a guided literary analysis of the scene in which Hamlet goes against Ophelia and sees her as an enemy. We had to show a change in Hamlet's view of women throughout the excerpt that was given of the scene.

-Hamlet Small Group Motif Presentation- This was a group project where we had to present a motif that we had to pick and how that motif changed and grew throughout the play. For our motif, we chose thoughts vs actions, and predominantly used the soliloquies of Hamlet throughout the play where he overthinks and explains every detail.

# data[].attributes.body
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 could use Hamlet to write about the effect of events on the adverse actions of people. This is an example for Hamlet as he is affected greatly by his father's death and how his mother married his father's brother, a key part of the play.

I think I can relate Hamlet to The Stranger where Meursault is the opposite of Hamlet as Hamlet is more emotional while Meursault is seen as emotionless. There is a connection with how Mersault overthinks everything being observant of details while Hamlet blurts out his ideas. Another work could be with Annie Dillard and the point of view of Dillard in her book and how she documented her experiences throughout her life.

# data[].attributes.body
- Socratic Seminar Prep & Reflection-

- Paper 1 Practice-

- SCASI Organizer-