Read this interview with Ellison and compose a response discussing how the article's content address issues in Chapter One of the text.
http://www.nytimes.com/books/99/06/20/specials/ellison-conversation.html
Tuesday, April 15, 2014
Chapter One Questions for Invisible Man
Chapter One Questions
for Invisible Man.
1.
What has been going on for all of Ellison’s
life?
2.
What was he looking for?
3.
What was the first thing Ellison had to
discover?
4.
What makes Ellison ashamed?
5.
What does Ellison’s grandfather tell say as he
lays on his deathbed?
6.
How does the family respond to the grandfather’s
words? Why?
7.
What was a “triumph for our whole community”?
“Battle Royal”
1.
What does the narrator think of himself compared
to the other participants in “Battle Royal”?
2.
What were the narrator’s expectations for the
town’s leading citizens as he enters the hotel? Why might he have been alarmed
by the school superintendent’s behavior?
3.
What does the dancer represent? How does the
American flag tattoo on her belly serve as a symbol? Why are the boys so
frightened of seeing her white
nakedness?
4.
What does the Battle Royal represent? How does
the fight represent a “divide and conquer” mentality (as in “Wright’s
Five-Dollar Fight” story)? How does paying the fighters provide the townsmen an
opportunity to humilitate the boys?
5.
How eager were the attendees to hear the
narrator’s speech? Why did they become anxious when he said “social equality”
for “social responsibility”? Why would they consider “socially equality” so
threatening?
6.
How do the narrator and his family feel about
his receiving the scholarship? Does the scholarship, to a certain extent, excuse
the townsmen’s behavior toward the narrator and the other black boys? Or does
it represent another gesture of humiliation and oppression? If so, why would
they want to educate the narrator? Consider the superintendent’s words:
“…someday he’ll lead his people in the
proper paths…Keep developing as you are and someday [this brief case] will be
filled with important papers that will help shape the destiny of your people.”
Do you think they have plans to use the
narrator for their own purposes after this graduation? What do you think the
superintendent means by “proper paths”?
7.
The narrator does not understand his dream that
night. He will in time. How do you interpret it? What does the message in the
envelope mean, “Keep This Nigger-boy Running”?
Monday, April 14, 2014
4th Block!!!
I need to see the following students ASAP!!!
1. Vernon
2. Joi
3. Shenelle
4. Emoni
5. Alvin
6. Taaj
7. Marisol
8. Kennedy
1. Vernon
2. Joi
3. Shenelle
4. Emoni
5. Alvin
6. Taaj
7. Marisol
8. Kennedy
3rd Block!!!
The following students need to see me ASAP!!!!
1. Nykeria
2. Ayo
3. Khariff
4. Darontez
5. Joseph
6. Jai
7. Breanna
8. Bridgette
9. Chavious
10. Andrew
11. Ashley
12. Jide
13. Melissa
14. Deion
1. Nykeria
2. Ayo
3. Khariff
4. Darontez
5. Joseph
6. Jai
7. Breanna
8. Bridgette
9. Chavious
10. Andrew
11. Ashley
12. Jide
13. Melissa
14. Deion
Monday, April 7, 2014
INSPIRATION
http://thefiiix.com/2014/04/07/oakland-teenager-akintunde-ahmad-has-5-0-gpa-2100-sat-score-and-on-his-way-to-ivy-league/
Wednesday, March 26, 2014
Body Paragraph from 3rd Block!
Prompt: The
significance of a title such as The Adventures of Huckleberry Finn is easy to
discover. However, in other works (for example, Measure for Measure) the full
significance of the title becomes apparent to the reader only gradually.
Choose two works and show how the significance of their
respective titles is developed through the authors’ use of devices such as
contrast, repetition, and point of view.
4th Block:
The
character named in the title, Solomon, is a symbol of freedom and throughout
the story Milkman is attempting to free himself materially. Yet like Solomon,
he experiences a more spiritual flight. The mysterious Solomon, “cut across the
sky and gone home.” He was one of the flying Africans who escaped slavery by
magically taking off on his own accord. Milkman, however, on a quest for
financial independence, goes on a journey to find his pot of gold. He is told
by his father that if he finds gold, half of it would be his. Yet, the gold
that he finds mirrors the freedom experienced by Solomon. In the novel Solomon’s
flight symbolized freedom for all of the men. His flight symbolized freedom
from social repression in order to seek a higher purpose.
Invisible Man Quiestions for the Remainder of the Prologue (Questions #1 Continued...)
1. Using context clues, if needed,
define the word fallacious.
2. What is it incorrect to assume? What
is the irony in this?
3. What are the two darkest spots in New
York and why is that ironic?
4. Why does the Ellison use the metaphor
of a boomerang?
5. What does Ellison mean when he says, “I
have been boomeranged across my head so much that I now can see the darkness of
lightness”? (pg. 6)
6. How does Ellison feel about the light?
7. What does light do for Ellison?
8. When does Ellison admit to actually
living, or becoming alive?
9. Using context clues, if needed,
define the word bilious.
10. How many lights does Ellison have in
his basement apartment?
11. How does Ellison describe the junk
man? What does the description tell us about Ellison’s character?
12. What is a tinker?
13. What is a radio-phonograph?
14. What is Ellison describing when he
speaks of an “acoustical deadness”?
15. What does Ellison want from music?
16. What images and symbolism come to
mind when you read the following lines:
“I pour the red liquid over the white mound, watching it glisten and the vapor
rising as Louis bends that military instrument into a beam of lyrical sound.”
17. What does invisibility give to
Ellison?
18. What are nodes?
19. What is a yokel?
20. How does the yokel win the fight?
21. What does Ellison see as he goes
further into the “cave” of his imagination?
22. What is the topic of the preacher’s
sermon?
23. How does the old lady describe the
feelings she had for her master?
24. What does Ellison mean when he says, “I
too have become acquainted with ambivalence?”
25. What did the woman love more than her
master?
26. How did the old woman handle her
issues with her master and why?
27. What happens to the women when she is
asked about freedom?
28. Why does Ellison decide to stop
smoking marijuana and just listen to music?
29. What does Ellison mean when he says, “A
hibernation is a covert preparation for a more overt action”?
30. Who does Ellison say is, “one of the most
irresponsible beings that ever lived”?
31. How does the story of the white man
Ellison almost kill connect to the idea of responsibility?
Monday, March 24, 2014
Questions #1 Invisible Man
ALL INVISIBLE MAN QUESTIONS ARE DUE ON MAY 5, 2014 IN CLASS. THEY MUST BE HANDWRITTEN AND IN A BLACK OR RED THREE PRONG FOLDER!!!!
Feed upon that carcase. . .
T. S. Eliot, Family Reunion
Directions: Everyone is to answer the questions below. I will inform you when there is a change.
Not me you are
grinning at, not me your confidential looks
Incriminate, but
that other person, if person,
You thought I was:
let your necrophilyFeed upon that carcase. . .
T. S. Eliot, Family Reunion
1. What is the quote above saying to
the reader?
2. Why is the speaker invisible?
3. What do people see when they look
at the speaker?
4. What are the cons to being
invisible?
5. Describe the incident the speaker
has with the white man on the street.
6. Why did the speaker decide
against killing the man?
7. Why does the speaker become
amused?
8. If the speaker is invisible, who
are the sleepers?
9. Describe the fight the speaker is
having with the light and power company.
10. Describe the speaker’s living
conditions. How is he “getting over”?
4th Block Introduction
There is a time
when the thin line begins to blur, when sanity and insanity begin to merge and
good and evil have no clear definition. In
Songs of Solomon by Toni
Morrison, the reader is introduced to Guitar Bains, a young man whose dark past
makes him ethically vague. In this
bildungsroman Guitar’s own persona highlights the differences between himself
and the protagonist, Milkman, in order for the reader to clearly experience
Milkman’s coming of age. Guitar’s ambiguity causes a whirlwind of emotions within
the reader as they grapple with his intentions and mental stability.
3rd Block Introduction
Is there really
anyone who isn’t morally ambiguous? In the novel, Song of Solomon by Toni Morrison, the author
introduces the reader to various characters who struggle with maintaining and
identifying what it means to be a moral individual. In this bildungsroman, our
main character, Milkman Dead, encounters adversities in his quest towards
self-discovery and freedom. As the protagonist embarks on his journey, he is
contrast by his childhood friend, Guitar Bains. In the novel, Guitar Bains is a
morally ambiguous character due to his convoluted acts of
Song of Solomon Project Directions
DUE APRIL 14, 2014
a. Create a movie poster that includes your choices to play the following characters: Milkman, Macon Jr., Pilate, Ruth, Hagar, Corinthians, and Guitar
b. Create a map of the town. Include all of the following: Mercy Hospital, Dr. Foster's House, Pilate's House, Guitar's rooming house, Mary's, Sonny’s Shop, Tommy's Barbershop, Feather's Pool Hall, the mall and beauty salon where Hagar went, and the church where she was eulogized.
c. Create an epilogue or a Chapter 16. This must be at least two and a half pages typed using 12 pt font, Times New Roman, and double spaced. Try to keep the voice and style of Morrison. Let the audience know what happens to the following people: Sweet, Guitar and Milkman, Reba, Macon Jr., Ruth, Corinthians, Porter, and Magdalene called Lena. You can include any other characters from the novel if you would like, but make certain to address the aforementioned. Have fun, be creative, but stick to the feel of the novel.
d. Answer the following prompts using the text:
Requirements:
1. The project must be in a red or black three prong
folder with pockets
2. You must include dividers for each section of the
assignment
3. All essays and epilogues must be in MLA format
using Times New Roman
4. All pictorials and the map must be in color
5. Include a title page that has the following
information: Name, Date, Teacher's Name, Class Block, Assignment Title
6. All elements of the project must be included
in order to receive a grade.
Project Components:a. Create a movie poster that includes your choices to play the following characters: Milkman, Macon Jr., Pilate, Ruth, Hagar, Corinthians, and Guitar
b. Create a map of the town. Include all of the following: Mercy Hospital, Dr. Foster's House, Pilate's House, Guitar's rooming house, Mary's, Sonny’s Shop, Tommy's Barbershop, Feather's Pool Hall, the mall and beauty salon where Hagar went, and the church where she was eulogized.
c. Create an epilogue or a Chapter 16. This must be at least two and a half pages typed using 12 pt font, Times New Roman, and double spaced. Try to keep the voice and style of Morrison. Let the audience know what happens to the following people: Sweet, Guitar and Milkman, Reba, Macon Jr., Ruth, Corinthians, Porter, and Magdalene called Lena. You can include any other characters from the novel if you would like, but make certain to address the aforementioned. Have fun, be creative, but stick to the feel of the novel.
d. Answer the following prompts using the text:
1.
Writers often highlight the values of a culture or a society by using characters
who are alienated from that culture or society because of their gender, race,
class, or creed.
Choose a novel or play of
literary merit and write an essay in which you show how such a character
functions in the work. You may wish to discuss how the character affects
action, theme, or the development of the other characters. Avoid plot summary.
2.
The British novelist Fay Weldon offers this observation about happy endings:
"The
writers, I do believe, who get the best and most lasting response from readers
are the writers who offer a happy ending through moral development. By a happy
ending, I do not mean mere fortunate events--a marriage or a lasting minute
rescue from death--but some kind of spiritual reassessment or moral
reconciliation, even with the self, even at death.
Choose a novel or play that has
the kind of ending Weldon describes. In a well-written essay, identify the
"spiritual reassessment or moral reconciliation" evident in the
ending and explain its significance in the work as a whole. You must select a
work of literary merit.
3. The
eighteenth-century British novelist Laurence Sterne wrote, "No body, but
he who has felt it, can conceive what a plaguing thing it is to have a man's
mind torn asunder by two projects of equal strength, both obstinately pulling
in a contrary direction at the same time."
From a novel or play choose a
character (not necessarily the protagonist) whose mind is pulled in conflicting
directions by two compelling desires, ambitions, obligations, or influences.
Then, in a well-organized essay, identify each of the two conflicting forces
and explain how this conflict within one character illuminates the meaning of the
work as a whole.
Wednesday, March 5, 2014
"Mother to Son' Analysis
The poem "Mother to Son" by Langston Hughes is a metaphorical poem or a conceit about the struggles a mother has had to endure and her quest to keep going. She discusses these with her son in order to help him be a better individual. It can also be consider a monologue because the voice of th e poem is that of the mother speaking to her son. Therefore it is written om secpmd [erspm [pomt pf view. The poem is also filled with rich imagery. Langston allows the reader to see the contrast between the beautiful clear crystal stair and the dinginess of the broken down wooden one. As a result the reader is able to make a comparrison of her life the one she hasn't been able to experience. The "splinters" show the obstacles she has faced.
Monday, March 3, 2014
Check out the link
http://www.buzzfeed.com/alisonvingiano/21-black-harvard-students-share-their-experiences-through-a
Sunday, February 9, 2014
2/10/2014 Assignment
I will be out today, Monday Feb. 10, 2014. Please complete the following assignment. It is due at the end of class. Also, keep up with your poetry blogs! Lastly, 4th block, turn in your questions!!!!
3rd, and 4th Blocks:
1. Choose a short story from any of the Multicultural Literature textbooks in the class: Latino Literature, African American Literature, A Multicultural Reader, etc..., and choose a short story to read.
2. When you have completed your reading, get with a partner, a group of four or less, or work by yourself in order to complete the following for your story:
a. Find examples of, or elaborate on the following: Point of View, Symbolism, Seven examples of Figurative Language, Theme, and Tone. Put this information in chart form.
b. Create a visual or poetic representation of your story
c. Research your author on your smartphone and compose a short bio. Also, discuss how their life experiences may have influenced the story. (At least 2 paragraphs)
d. Create a word splash of the themes that emerge from your story. For example, for "I want to be Miss America," in the Multicultural Reader, I might have words like: Culture, Assimilation, Stereotypes, Puerto Rican, etc...
This work is due at the end of class today 2/10/2014!!!
3rd, and 4th Blocks:
1. Choose a short story from any of the Multicultural Literature textbooks in the class: Latino Literature, African American Literature, A Multicultural Reader, etc..., and choose a short story to read.
2. When you have completed your reading, get with a partner, a group of four or less, or work by yourself in order to complete the following for your story:
a. Find examples of, or elaborate on the following: Point of View, Symbolism, Seven examples of Figurative Language, Theme, and Tone. Put this information in chart form.
b. Create a visual or poetic representation of your story
c. Research your author on your smartphone and compose a short bio. Also, discuss how their life experiences may have influenced the story. (At least 2 paragraphs)
d. Create a word splash of the themes that emerge from your story. For example, for "I want to be Miss America," in the Multicultural Reader, I might have words like: Culture, Assimilation, Stereotypes, Puerto Rican, etc...
This work is due at the end of class today 2/10/2014!!!
Thursday, February 6, 2014
Song of Solomon Questions for 4B Chapter 9
Questions for Chapter 9 of Song of Solomon
1. What is an amanuensis?
2. What was Corinthian's true occupation?
3. Where did Corinthian's spend her junior year of college?
4. Why did the men Corinthians met not choose her or women like her?
5. When Corinthians decided to do something with her life, what job did she initially try to get?
6. How did Corinthians appearance differ from the other maids?
7. Who is Michael-Mary Graham?
8. Why does Ms. Graham decide to hire Corinthians despite her initial objections?
9. How did Corinthians respond to working for Ms. Graham? Why?
10. What does the man who sat next to Corinthians eventually give her?
11. Who is the man?
12. Why can we conclude, does Porter want to be discrete in regards to his relationship with Corinthians?
13. What reason does Corinthians give for not going home with Porter?
14. How does Corinthians describe the "grown-up" women on the bus? How do they differ from her?
15. After being dropped off, what does Corinthians do? Why?
16. Dr. Foster had been the second man in the city to own what?
17. Why was Corinthians embarassed by her mother?
18. Why did Mr.Smith seem doll-like when he died?
19. What was on number 3 Fifteenth Street?
20. What did Corinthians see on the walls of Porter's room? Why do you suppose he had them there?
21. What is Porter's reason for having his walls decorated as such?
22. When Corinthian's comes home who does she fine in the kitchen?
23. What are the two people in the kitchen discussing?
24. How do Milkman and Guitar get out of jail time? Describe the role Pilate plays in keeping them out of jail.
25. What is in the bag?
26. Describe the conversation Milkman has with Lena. Why is she mad? What threat does she give to her brother?
1. What is an amanuensis?
2. What was Corinthian's true occupation?
3. Where did Corinthian's spend her junior year of college?
4. Why did the men Corinthians met not choose her or women like her?
5. When Corinthians decided to do something with her life, what job did she initially try to get?
6. How did Corinthians appearance differ from the other maids?
7. Who is Michael-Mary Graham?
8. Why does Ms. Graham decide to hire Corinthians despite her initial objections?
9. How did Corinthians respond to working for Ms. Graham? Why?
10. What does the man who sat next to Corinthians eventually give her?
11. Who is the man?
12. Why can we conclude, does Porter want to be discrete in regards to his relationship with Corinthians?
13. What reason does Corinthians give for not going home with Porter?
14. How does Corinthians describe the "grown-up" women on the bus? How do they differ from her?
15. After being dropped off, what does Corinthians do? Why?
16. Dr. Foster had been the second man in the city to own what?
17. Why was Corinthians embarassed by her mother?
18. Why did Mr.Smith seem doll-like when he died?
19. What was on number 3 Fifteenth Street?
20. What did Corinthians see on the walls of Porter's room? Why do you suppose he had them there?
21. What is Porter's reason for having his walls decorated as such?
22. When Corinthian's comes home who does she fine in the kitchen?
23. What are the two people in the kitchen discussing?
24. How do Milkman and Guitar get out of jail time? Describe the role Pilate plays in keeping them out of jail.
25. What is in the bag?
26. Describe the conversation Milkman has with Lena. Why is she mad? What threat does she give to her brother?
Wednesday, February 5, 2014
Signing Day!!! 2/5/2014
Congratulations Guys!!!
Joseph Ellison – Morehouse College
Chavious Burns- Clark Atlanta University (Why am I just finding this out?)
Monday, February 3, 2014
Sad Face...
AP Lit,
I am very disappointed. I did not get many blog addresses over the break, nor did I have anyone stop and inquire about poets. This is unacceptable!
Mrs. Moore-Webb
I am very disappointed. I did not get many blog addresses over the break, nor did I have anyone stop and inquire about poets. This is unacceptable!
Mrs. Moore-Webb
Friday, January 31, 2014
Poetry Blog Information
Good Afternoon Students,
I know you all are enjoying your break! I spoke with Akilah and I am glad to hear that despite the break, you all are still working. Now, she informed me that you had questions. I am going to attempt to answer them below.
(1) Email me your blog addresses by Sunday at 12 pm. (NOON) moorea5@fultonschools.org
(2) It was your job to record your poets. I can't really say more than that. If you don't remember, well... (You are AP level seniors. I expect the best from you)
(3) You can create on any blog site or template as long as it allows you to add commentary, others can respond to your post, and you can add videos and photos.
I think that is about it! I look forward to seeing what you have done!
Peace and Blessings,
Mrs. Moore-Webb
I know you all are enjoying your break! I spoke with Akilah and I am glad to hear that despite the break, you all are still working. Now, she informed me that you had questions. I am going to attempt to answer them below.
(1) Email me your blog addresses by Sunday at 12 pm. (NOON) moorea5@fultonschools.org
(2) It was your job to record your poets. I can't really say more than that. If you don't remember, well... (You are AP level seniors. I expect the best from you)
(3) You can create on any blog site or template as long as it allows you to add commentary, others can respond to your post, and you can add videos and photos.
I think that is about it! I look forward to seeing what you have done!
Peace and Blessings,
Mrs. Moore-Webb
Sunday, January 26, 2014
FYI
Guys and Dolls,
I hope you have had a chance to view the videos I have placed on our blog. They are both really informative and inspirational. If I get enough views, that could be a possible Motivational. Also, work on your Poetry Project. I want to have all blog addresses by Friday!!! This coming Friday!!!
Peace and Blessings,
Mrs. Moore
I hope you have had a chance to view the videos I have placed on our blog. They are both really informative and inspirational. If I get enough views, that could be a possible Motivational. Also, work on your Poetry Project. I want to have all blog addresses by Friday!!! This coming Friday!!!
Peace and Blessings,
Mrs. Moore
Friday, January 17, 2014
AP Literature and Composition Poetry Project
|
·
·
Begin by reading the poets in Perrine's Literature: Structure, Sound, and Sense. You have a wonderful choice of poems to start with
there. Take time to read books by at least five poets before you make your
decision. I also have a list as well.
· Create an index card for each poet you have investigated.
·
For the project you will complete a Poetry Blog discussing at least 20
poems (Ten from each poet) and following these directions:
o Create your own Blog page for
the poems.
o You will have a posting for each
poem.
o With each poem, include your
commentary. The length of your commentary should be 300 - 500 words for each
poem. Use your Perrine’s Literature:
Structure, Sound, and Sense text as a resource.
o Include a link on your post for
a visual 01' auditory image that relates to
your poem. Also include images that relate to your poem.
o Your commentary should be
informal, in a conversational style, and may include personal reaction or
response to the poetry. However, you must include observations about
stylistic elements that can be developed later in the formal, analytical
paper you will write in the future. You want to address the following information:
A. The poet's name and the title B. A general description of the themes you noticed, C. The type of figurative language or imagery used (abstract or concrete/ subject matter), D. The structure (regular or irregular rhyme and meter), and tone Submit your first Blog post by Friday January 31, 2014, at 4:00 pm. Each subsequent post should be up every other day. All students must visit at least three other blogs and comment. |
| You
will have to show proof that you have responded to all of your classmates.
o The
second step of our project is to complete a poetry analysis.
After you have received a grade and feedback on your
post, write a formal analysis of one of the poems you have explicated
on your Blog post. Examine the stylistic elements of the poem and explain how
these elements convey a particular theme or tone. You will present one of
these critical essays to our class. For the essay, you are to use either
biographical information or literary criticism you have found on your poet
from another source. Submit your papers to me on February 27, 2014. A Works Cited page will be required.
Extra credit: Letter to your poet:
o Email your author or find a mailing address
through one of the
following sources:
·
Current
Biography
·
Contemporary
Authors
·
Call the 800
number for the publisher. Be assertive and patient as you negotiate your way
through the corporate maze to find what you want
·
If your
author works at a university or is affiliated with a college, call the academic
department and ask someone how you can write to the author.
Letters should be mailed or emailed before our last class, May 2. Turn in a copy of your letter
or email to me so that I can read it before it is mailed.
|
Suggested contemporary poets
|
My former
students have found their work with these poets particularly rewarding. The
poet you choose must be living, and you should be able to find both
biographical and critical material about him or her. c
|
Kim Addonizio
|
Lawrence Ferlinghetti
|
Carolyn Kizer
|
Sherman Alexie
|
Carolyn Forche
|
Maxine Kumin
|
Julia Alvarez
|
Dana Gioia
|
Stanley Kunitz
|
Margaret Atwood
|
Nikki Giovanni
|
Thomas Lux
|
Amiri Baraka
|
Albert Goldbarth
|
Paul McCartney
|
Marvin Bell
|
Jorie Graham
|
David Mason
|
Wendell Berry
|
R. S. Gwynn
|
Heather McHugh
|
Robert Bly
|
Rachel Hadas
|
W.S. Merwin
|
Eavan Boland
|
Robert Hass
|
Joni Mitchell
|
David Bottoms
|
Seamus Heaney
|
Paul Muldoon
|
E. K. Braithwaite
|
Anthony Hecht
|
Naomi Shihab Nye
|
Fred Chappell
|
Jane Hirschfield
|
Sharon Olds
|
Judith Ortiz Cofer
|
Andrew Hudgins
|
Mary Oliver
|
Leonard Cohen
|
Mark Jarman
|
Robert Pack
|
Billy Collins
|
Jay-Z
|
Linda Pastan
|
Annie Dillard
|
X. J. Kennedy
|
Marge Piercy
|
Diane diPrima
|
Carolyn Kizer
|
Robert Pinsky
|
Rita Dove
|
Yusef Komunyakaa
|
Adrienne Rich
|
Bob Dylan
|
Ted Kooser
|
Kay Ryan
|
Martin Espada
|
Galway Kinnell
|
Charles Simic
|
Poetry
Project resources for contemporary poetry
|
Paul Simon
|
Timothy Steele
|
Anne Waldman
|
Stephen Sondheim
|
Mark Strand
|
Alice Walker
|
Dave Smith
|
James Tate
|
Richard Wilbur
|
Gary Snyder
|
Diane Thiel
|
C. D. Wright
|
Cathy Song
|
Natasha Trethewey
|
Kevin Young
|
Gary Soto
|
Quincy Troupe
|
Al Young
|
A. E. Stallings
|
Derek Walcott
|
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