Get into the following groups:
Group 1: Addie, Monica, Alex, Brianna, Justice, Jerry, Marissa
Group 2: Zach, Nautica, Victoria, Alaina, Khari, Whitney, Wade
Group 3: Tashae, Shayla, Valerie, Aubrey, Lawrence, Jenee, Kennethea
Today, spend some time discussing the book. What parts did you like, not like? What would you have done differently if you were the author? What did you think about the characters, the theme, the plot, the setting? Would this story work in a different genre or style or point of view? Defend your answers.
Also, discuss the bildungsroman form and the self discovery archetype. How does Bobby become an adult through this book?
When you are finished discussing with your group, finish writing your Penfield Poetry poems. Turn in your poetry drafts by the end of class today.
4th period, we will meet to continue reading "Love that Dog" next door in room a240.
There will be a quiz on this novel next class. You should know the bildungsroman archetype as it applies to the plot; you should be familiar with major characters and events in the novel as well.
Monday, April 13, 2009
Wednesday, April 8, 2009
Poetry Continued
Again, check out the prompts from the previous class and create a new draft of a poem. Turn this poem in as well today.
Please read The First Part Last over the break. You should finish it by next week when we return to class. There will be a quiz on the book.
During 4th period, we will be taking a look at another text and discussing poetry. Log out at the end of 3rd period, move to room a240.
Please read The First Part Last over the break. You should finish it by next week when we return to class. There will be a quiz on the book.
During 4th period, we will be taking a look at another text and discussing poetry. Log out at the end of 3rd period, move to room a240.
Monday, April 6, 2009
Poetry Exercises
Today, write a poem draft. The Penfield poetry contest is coming up. You may wish to use your new poem in this contest.
1. David Lehman wrote a poem called “The Difference Between Pepsi and Coke.” Pick a similarly everyday pair – butter and margarine, hotdogs and hamburgers, peanut butter & jelly, etc. Write a poem about the pair.
2. In the poem “Words”, Dana Gioia writes: “The world does not need words. It articulates itself/ in sunlight, leaves, and shadows.” Think of other things that don’t speak, and write a poem about how these things express themselves. How does an apple, or a spoon, or a house communicate, etc?
3. Write a poem where every line of the poem begins with the same word or the same letter.
4. Think of a time you tried to explain something but just couldn’t put what you wanted to say into words. Try to put your feelings into words, this time in a poem. You may wish to start the poem with the line: “What I wanted to say was…”
5. Write a poem about disliking a chore or job that you have to do. Imagine yourself as an older person still having to do this chore or job.
6. Write a poem in which you ask a question of an older person. The first part of the poem should focus on describing the question. Remember to use a few metaphors or figurative language. In the second part of the poem write about the answer the older person gives you.
7. Write an ode: a poem praising or celebrating an object, event, or person. Feel free to use hyperbole (exaggeration) and metaphors in your poem.
8. Take one of your older poems and rewrite it. Add a refrain, metaphor, simile, use alliteration, or other poetic devices.
1. David Lehman wrote a poem called “The Difference Between Pepsi and Coke.” Pick a similarly everyday pair – butter and margarine, hotdogs and hamburgers, peanut butter & jelly, etc. Write a poem about the pair.
2. In the poem “Words”, Dana Gioia writes: “The world does not need words. It articulates itself/ in sunlight, leaves, and shadows.” Think of other things that don’t speak, and write a poem about how these things express themselves. How does an apple, or a spoon, or a house communicate, etc?
3. Write a poem where every line of the poem begins with the same word or the same letter.
4. Think of a time you tried to explain something but just couldn’t put what you wanted to say into words. Try to put your feelings into words, this time in a poem. You may wish to start the poem with the line: “What I wanted to say was…”
5. Write a poem about disliking a chore or job that you have to do. Imagine yourself as an older person still having to do this chore or job.
6. Write a poem in which you ask a question of an older person. The first part of the poem should focus on describing the question. Remember to use a few metaphors or figurative language. In the second part of the poem write about the answer the older person gives you.
7. Write an ode: a poem praising or celebrating an object, event, or person. Feel free to use hyperbole (exaggeration) and metaphors in your poem.
8. Take one of your older poems and rewrite it. Add a refrain, metaphor, simile, use alliteration, or other poetic devices.
Thursday, April 2, 2009
Work Due - Really, this time!
Yes. Due. Today. Your bildungsroman draft. Those of you who do not finish at the end of 3rd period, must complete the work over the weekend on your own time. We're moving on.
Also, please turn in "The Lesson" homework. You were to read "The Lesson" by Toni Cade Bambara and identify the elements that make it a bildungsroman story.
4th period we will be completing "Effect of Gamma Rays...Marigolds" and possibly picking up another coming of age short novel: First Part Last by Angela Johnson. You may begin reading this book. Attempt to finish it by the end of next week. More information to follow.
Also, please turn in "The Lesson" homework. You were to read "The Lesson" by Toni Cade Bambara and identify the elements that make it a bildungsroman story.
4th period we will be completing "Effect of Gamma Rays...Marigolds" and possibly picking up another coming of age short novel: First Part Last by Angela Johnson. You may begin reading this book. Attempt to finish it by the end of next week. More information to follow.
Tuesday, March 31, 2009
Bildungsroman draft due
Please complete the Bildungsroman draft (2-3 pages) today.
As a sample model of a Bildungsroman, please read the short story "The Lesson" by Toni Cade Bambara (from Gorilla, My Love). To turn in for homework: please indicate and explain how this story follows the Bildungsroman archetypical plot. Use specific references to the story. This is due next class.
4th period we will complete our reading of Effect of Gamma Rays...Marigolds.
As a sample model of a Bildungsroman, please read the short story "The Lesson" by Toni Cade Bambara (from Gorilla, My Love). To turn in for homework: please indicate and explain how this story follows the Bildungsroman archetypical plot. Use specific references to the story. This is due next class.
4th period we will complete our reading of Effect of Gamma Rays...Marigolds.
Friday, March 27, 2009
The Effect of Gamma Rays on Man-in-the-moon Marigolds
The best laid plans of mice and men often go astray -- Robert Burns (by the way, he also coined the phrase that Salinger uses for his title: A Catcher in the Rye)
Yes. Plans go astray. Where is Gorilla, My Love? Who knows. We are missing this book from our library. So, we are reading the Effect of Gamma Rays...Marigolds. Yep. It's a bildungsroman, too.
I'll copy a story or two for you from the collection: Gorilla, My Love for next class. Peace out!
Yes. Plans go astray. Where is Gorilla, My Love? Who knows. We are missing this book from our library. So, we are reading the Effect of Gamma Rays...Marigolds. Yep. It's a bildungsroman, too.
I'll copy a story or two for you from the collection: Gorilla, My Love for next class. Peace out!
Wednesday, March 25, 2009
Gorilla My Love - & the Bildungsroman
Ah. Short stories. Today I'd like you to write a quick short story (2-3 pages only) using the archetype of the bildungsroman. See below for the bildungsroman pattern.
At the end of 3rd period, we are going to check out Toni Cade Bambara's short story collection: Gorilla My Love. We will begin reading this 4th period in room a240.
At the end of 3rd period, we are going to check out Toni Cade Bambara's short story collection: Gorilla My Love. We will begin reading this 4th period in room a240.
Sunday, March 15, 2009
Roald Dahl's advice to writers
Please visit Roald Dahl's website and under Roald Dahl listen to his interview about writing. After which, please post a comment below about how you (as a young writer) may be able to use or respond to this advice. Please leave your name after your response. This material will be used on the test next class.
Roald Dahl and the Bildungsroman
Many writers of young adult fiction use a certain archetypical pattern for their plots. Archetype, or "original pattern", is a model from which other characters or stories are based. Archetype is as old as human storytelling and continues throughout contemporary literature (just that you don't always notice it as archetype).
When an author uses archetype, he is patterning his character(s) or plot after other types of that kind. For example: character archetype might include: 1. The hero 2. the protective mother 3. the prostitute with a heart of gold 4. the trickster or 5. the evil or cruel master. Plot archetype might include: 1. the Rags to Riches plot 2. the Quest 3. Transformation or 4. traditional love story: boy meets girl, boy loses girl, boy gets girl back.
There are many, many more. And yes, archetype used too often, can create stereotype.
Plots, too, can be archetypical. One such archetypical plot is: The Bildungsroman.
The Bildungsroman is a type of story that focuses on the psychological, moral, and social formation of the protagonist (usually a young person) as he or she grows to adulthood.
This type of story was made popular during the period of the German Enlightenment, or during the seventeenth century through the eighteenth (usually ending at the Napoleonic Wars or early nineteenth century). It is still with us today, as most children's literature writers use the pattern somewhere within their stories.
The pattern is as follows:
1. The protagonist grows from child to adult.
Note: this does not always mean growing to legal or mature age--it refers mostly to the psychological state of the child (whose world centers around him/herself) to that of the mature adult (whose world centers around others). Of course, not everyone reaches this state of being just by growing older.
2. The protagonist must have a reason to embark upon his or her "journey of self discovery." A loss or discontent must, at an early stage, jar him or her away from their home or family setting. In literature, we usually call this the INCITING INCIDENT. It is the event that gets the plot moving along.
3. The process of maturation is long, arduous and usually gradual, involving repeated clashes between the hero's needs and desires and the views and judgments enforced by an unbending social order. Note: this is similar to Sigmund Freud's concept of the pleasure principle versus the reality principle- meaning that a character wants what is desired immediately or will give the greatest satisfaction, but must deal with the concept that "you don't always get what you want." Wise words for any growing or maturing person today.
4. Eventually, the spirit and values of the social order become manifest in the protagonist, who is ultimately accommodated into the society. In other words, the character grows up to become a model character -- one accepted into a specific culture or society.
5. The novel or story ends with the protagonist's self discovery or awareness of his/her growth and understanding his/her new place or role in society. In other words, there is a realization by the character that he/she has grown up.
An example of the bildungsroman archetype would be:
Holden in A Catcher in the Rye
Harry Potter in the Harry Potter and the ... series
clare in Shadow Baby
Leo in Stargirl
David in Montana 1948
Harvey in The Thief of Always
Jim in Treasure Island
Huckleberry Finn in Huckleberry Finn
Ponyboy in the Outsiders
and, of course Charlie Bucket in Charlie and the Chocolate Factory
There are, of course, thousands of other characters you may be familiar with in books and movies you have read or seen. In your journal make a list of other books you have read that may have been bildungsroman novels.
When an author uses archetype, he is patterning his character(s) or plot after other types of that kind. For example: character archetype might include: 1. The hero 2. the protective mother 3. the prostitute with a heart of gold 4. the trickster or 5. the evil or cruel master. Plot archetype might include: 1. the Rags to Riches plot 2. the Quest 3. Transformation or 4. traditional love story: boy meets girl, boy loses girl, boy gets girl back.
There are many, many more. And yes, archetype used too often, can create stereotype.
Plots, too, can be archetypical. One such archetypical plot is: The Bildungsroman.
The Bildungsroman is a type of story that focuses on the psychological, moral, and social formation of the protagonist (usually a young person) as he or she grows to adulthood.
This type of story was made popular during the period of the German Enlightenment, or during the seventeenth century through the eighteenth (usually ending at the Napoleonic Wars or early nineteenth century). It is still with us today, as most children's literature writers use the pattern somewhere within their stories.
The pattern is as follows:
1. The protagonist grows from child to adult.
Note: this does not always mean growing to legal or mature age--it refers mostly to the psychological state of the child (whose world centers around him/herself) to that of the mature adult (whose world centers around others). Of course, not everyone reaches this state of being just by growing older.
2. The protagonist must have a reason to embark upon his or her "journey of self discovery." A loss or discontent must, at an early stage, jar him or her away from their home or family setting. In literature, we usually call this the INCITING INCIDENT. It is the event that gets the plot moving along.
3. The process of maturation is long, arduous and usually gradual, involving repeated clashes between the hero's needs and desires and the views and judgments enforced by an unbending social order. Note: this is similar to Sigmund Freud's concept of the pleasure principle versus the reality principle- meaning that a character wants what is desired immediately or will give the greatest satisfaction, but must deal with the concept that "you don't always get what you want." Wise words for any growing or maturing person today.
4. Eventually, the spirit and values of the social order become manifest in the protagonist, who is ultimately accommodated into the society. In other words, the character grows up to become a model character -- one accepted into a specific culture or society.
5. The novel or story ends with the protagonist's self discovery or awareness of his/her growth and understanding his/her new place or role in society. In other words, there is a realization by the character that he/she has grown up.
An example of the bildungsroman archetype would be:
Holden in A Catcher in the Rye
Harry Potter in the Harry Potter and the ... series
clare in Shadow Baby
Leo in Stargirl
David in Montana 1948
Harvey in The Thief of Always
Jim in Treasure Island
Huckleberry Finn in Huckleberry Finn
Ponyboy in the Outsiders
and, of course Charlie Bucket in Charlie and the Chocolate Factory
There are, of course, thousands of other characters you may be familiar with in books and movies you have read or seen. In your journal make a list of other books you have read that may have been bildungsroman novels.
Thursday, March 12, 2009
Children's Book - The Witches/James & the Giant Peach
Complete your children's book today. If you finish early or need a break, please continue or finish reading The Witches or James and the Giant Peach. There will be a quiz on one of these books next week, so finish over the weekend, if you have not yet done so.
Information on Roald Dahl can be found on the link page. Please take a look!
Information on Roald Dahl can be found on the link page. Please take a look!
Friday, March 6, 2009
Rhyming Dictionary
A good tool for you to use for this project (and beyond!)
Click on the link page and have fun!
Click on the link page and have fun!
Subscribe to:
Posts (Atom)