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

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

1. To what extent do literary texts offer insight into another culture?
2. How does the meaning and impact of a literary text change over time? 
3. How do literary texts reflect, represent or form a part of cultural practices? 
4. How does language represent social distinctions and identities? 

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. 

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.

1. The breathing is gone; only the teeth are left.
2. She said you wouldn’t hurt me. 
3.  She hurt me. 
4. I will protect you.
5. I want her face.
6. Don’t love her too much. 
7. I am loving her too much. 
8. Watch out for her; she can give you dreams.
9. She chews and swallows.
10.  Don’t fall asleep when she braids your hair she is the laugh; I am the laughter.
11.  I watch the house; I watch the year.
12.  She left me.
13.  Daddy is coming for us.
14.  A hot thing.
15.  Beloved
16.  You are my sister
17.  You are my daughter
18.  You are my face; you are me
19.  I have found you again; you have come back to me
20.  You are my Beloved 
21.  You are mine
22.  You are mine
23.  You are mine
24.  I have your milk
25.  I have your smile
26.  I will take care of you
27.  You are my face; I am you. Why did you leave me who am
28.  you?
29.  I will never leave you again
30.  Don’t ever leave me again
31.  You will never leave me again
32.  You went in the water
33.  I drank your blood
34.  I brought your milk 
35.  You forgot to smile
36.  I loved you
37.  You hurt me
38.  You came back to me
39.  You left me
40.  I waited for you

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

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

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

• How traumatic events strip the life from an individual, prior to one’s physical death. (doubling)
• Finding relief and serenity in the seemingly mundane after experiencing tragedy.
• The ways tragedy accentuates the beauty of strength, resilience, and determination.
• The inability of outsiders to relate to and understand immense tragedies.
• Literature’s representation of humanity’s need to connect and empathize with victims of immense tragedies to begin the process of understanding.
• How literature presents knowledge as a tool to enlighten individuals and inspire empathy.
• How literature eliminates the barrier to understanding experiences of tragedy.

• I annotated and analyzed several poems by Carol Ann Duffy. I specifically looked for the usage of literary devices such as allusions, patterns, and enjambement.

• This assignment was a one-pager in which students picked the poems they were to create a 500-word one-pager. The paper was to explore the stylistic devices that Carol Ann Duffy employs and their purpose within the chosen poem.

• This guided literary analysis was with a cold reading of "Shooting Stars" by Carol Ann Duffy, and students were to analyze the literary devices that the author employed to describe the events of the Holocaust and the reaction of the world.

• This form was to structure thoughts regarding the comparison of "Before You Were Mine" and "Whoever She Was" for a class group discussion.

• This project required creativity and teamwork to analyze a poem and reform it into a video. The purpose of the video was to help other peers understand the devices and purpose of the poem.

• This graphic organizer is the collected notes from viewing videos made by peers. This allowed for a group understanding of many of Carol Ann Duffy's poems.

Guided Literary Analysis 2 (The boys have grown)

Pastiche

Graphic organizer preparing for motif presentation

Motif Presentation slides and Notes

End of Unit Discussion Notes

Revisit/Rewrite a line of inquiry you would find interesting to explore further using on of the seven course concepts.

Yes, I see myself writing about 1984 for Paper 2. I believe the metaphors and symbolisms for oppression and remembrance could be useful in connection to previous works I've studied. Furthermore, the quotes are profound and easy to remember because of that very reason.

Which works that have not already been used on your IO or HL Essay, so far, seem best to connect to 1984?

Chronicle of a Death Foretold

Both stories contain overseeing authorities which enforce and regulate social norms. 1984 has the Party and Ingsoc as its overarching rule which dictates the mannerisms and lives of the citizens of Ocieania. This authority also leads to the demise of free thought within Winston by the end of the Novel. Whereas CODAF subtly presents this authority through the influence of Christianity which dictates the morals of the town and their views of Marianmismo and Machismo. Both novels reflect figures of authority in societies that dictate the lives, thoughts, and morals of their people.

In correlation to the motif of chocolate representing the goodness of the past, this quote is significant as it conveys the importance of history in the perception of the present.

"The sexual act, successfully performed, was rebellion. Desire was thoughtcrime"(Orwell 87).

Presents the restriction of human desires often leads to vengeance and malice. Therefore, people indulge in these behaviors as an act of rebellion.

"No emotion was pure, because everything was mixed up with fear and hatred. Their embrace had been a battle, the climax a victory"(Orwell 159).

There is a lack of humanity in war. This quote presents the loss of human emotion and attachment which is replaced by feelings of hatred.

"War hysteria increases in intensity as one rises in the social scale"(Orwell 271).

This as an analogy for "Doublethink" extends the meaning and purpose of the motif. The idea is that those who are ignorant are the ones with the least likelihood of endangerment.

Hamlet would be a good way in cases where one would compare two formats of literary works, perhaps a play and a book.

In what ways can you compare/contrast Shakespeare's play with two other works that you have not already used for your IO and HL Essay?

I can see similarities between CODAF and the works of Carol Ann Duffy. There is a heavy emphasis on the implications of sins and religious morality in both CODAF and Hamlet. Both Hamlet and some of Carol Ann Duffy's poems share a theme of losing one's self in their familial duties

This Socratic Seminar compared and contrasted the short stories "Barn Burning" and "Second Bakery Attack". Diving into the meaning and relevance of these short stories by Murakami while also attempting to make connections to other short stories and pieces of literature we have studied.

• Paper 1 Practice

  Paper 1 Practice was to test our skills in creating an essay from scratch with a cold read. This established the need for an essay map and helped evaluate what skills I could improve and/or utilize during test day.

• SCASI Organizer

  The SCASI Organizer was added on to after each reading of Murakami's works. This helped with reading comprehension and retention, since Murakami's works tend to be abstract or difficult to follow logically.

I appreciated the deeper dive into the author's life and interviews with the author. Understanding the author's way of writing and purpose helped in relating to and understanding his works. I enjoyed the extra context as it also made the short stories more enjoyable to read without having to analyze every single choice Murakami makes.

• Do you see yourself writing about Murakami's short stories for Paper 2? Why or why not?

I do see myself writing about Murakmi's short stories since there is an array of messages and ideas to choose from. They cover a larger range of topics and the abstract nature of his writing makes them easier to remember.

• Which work(s) that have not already been used on your IO or HL Essay, so far, seems best to connect to Murakami's short stories?

  • On what topics or themes? Explain.

Hamlet relates to Murakami's short stories in the sense of curses, intimacy, and psychological dealings. For example, Hamlet discusses guilt and madness, as well as, the duties one has to their loved ones. These themes and ideas could also be found in Murakami's Second Bakery Attack, Barn Burning, and Sleep.

Murakami may also be compared to Carol Ann Duffy, as in both authors write their perceptions of the world around them. Furthermore, they both write about love and a mother-child dynamic. Both have stories which can describe how a mother either loses themself or has some disdain for their offspring.