Magical Realism and Academic Discussions

As we move forward in our unit on stories, we’ll look at the genre of writing known as Magical Realism.

magic-realism-paintings-rob-gonsalves-1001Magical Realism is a type of fiction – when a story that takes place in a realistic setting that is recognizable as our past or present world (this excludes futuristic space colonies, lost ancient cities), incorporating impossible or supernatural elements (ghosts, spirits, miracles, powers, prophecies, etc.) where these extraordinary things are viewed as not just normal but also unremarkable, and thus, nobody bothers to explain why they exist or happen. Or, where fantasy and reality are smashed together and everyone acts like its normal! Please see the video below for an overview of magical realism:

The Four Elements of Magical Realism are:

  • -Hybrid/Hybridization – this mixing of the real and unreal
  • -Irony
  • -Authorial Reticence – the author not clarifying details, but letting the reader decide for themselves
  • -Supernatural + Natural

Click here to access the story by Gabriel Garcia Marquez, “Light is Like Water”.

As we discuss this story you will be asked to focus on one of the following aspects: Characters, Plot, Figurative Language, Elements of Magical Realism and Theme. In small groups you will discuss your analysis of the story, and then prepare to lead a small discussion for the class. We’ll be focusing on the speaking and listening standards during class discussion from now on, so be sure to work towards being able to do the following things during discussion:

 

  1. Be able to clearly answer the question being asked. No um’s, or looking around, or acting confused. Be prepared.
  2. Be able to reference exactly where you got your answer from, or be able to point out an illustration of your answer.
  3. Engage others by asking them questions, or being able to add to their answers without interrupting them.
10th Grade Literature Spring 2019

Conducting Research – Determining the Reliability of Sources

As we finish up our unit on poetry, you will be examining and researching a poem or work of art of your choice. The goal of this activity is for you to learn how to find reliable sources for research, as well as demonstrate you ability to analyze poetry and connect themes in a poem to multiple works.

You will be able to choose from the options below for this activity:

Option One: Find a poem of your choice, determine the theme, and analyze five poetic devices that support or reinforce that theme. Then, research a work of art that you believe has the same theme. Be able to explain the connection between the two pieces. You may also create a work of art that illustrates the same theme.

Option Two: Find a work of art of your choice, determine the theme, and analyze five artistic devices that support or reinforce that theme. Then, research a poem that you believe has the same theme. Be able to explain the connection between the two pieces. You may also write a poem that illustrates the same theme.

Option Three: Research a poet or artist that not only created written works, but visual works of art to accompany them. Find a poem and piece of art by this person that you believe compliment each other. Identify the theme, and analyze five poetic or artistic devices used.

Option Four: Complete option one or two, but with the pre-selected poem and WWI paintings provided below.

For each option you will have to include a works cited page with at least five sources. See the sample below, or click here for a full sample.

Once you  have determined which poem or painting you will be analyzing, , you will need to make sure you use only RELIABLE SOURCES!

Remember, reliable sources are those that can be trusted to provide unbiased, factual information. Reliable sources include .org, .gov or .edu websites, books, news organizations, educational journals or publications.

Unreliable sources cannot be trusted for accuracy or for an unbiased perspective. Unreliable sources include Wikipedia, Yahoo Answers, any .net or .com website, blogs, editorials from newspapers, or forums.

Click here to view the worksheet from class on reliable vs unreliable sources.

Remember, if you have a hard time determine if a source is reliable or not, you can always ask us to check it with you!

You will need to gather information from reliable sources to answer the questions you’ve selected from above, and be sure to paste the information in your GoogleDocs. You will need to use this information throughout the week to write an extended essay response, so please save your research!

How you present this project is up to you. You may create a powerpoint, a prezi, write an essay, make a poster board, or come up with another creative option. You will be assessed on the following elements: Did you accurately and adequately analyze the poem or painting that you selected (including identifying the theme and five devices)? Did you explain how the poem/painting you picked to pair with it is related? Did you use reliable sources to back up your research into these poems or works of art? Did you share your reliable sources on a properly formatted works cited page? As long as you accomplish these elements, how you choose to present the project is your choice completely.

Click here for the grading rubric for this project.

Click here for a powerpoint sample project.

Click here for a PDF sample of this project. 

 

 

Option Four Sources:

For those of you that would like to work with a pre-selected poem and work of art, a WWI poem and painting are available for you to use. The poem is Dulce Es Decorum Est by Wilfred Owen, and the painting is one of the following:

“GAS! GAS!” by Otto Dix

10th Grade Literature Spring 2019

Conducting Research – Determining the Reliability of Sources

As we being our unit on World Literature, you will be deciding which culture you would like to research and explore in your groups. You will also need to brainstorm six questions about this culture or literature you would like to find the answers to.

Once you have decided which culture’s literature you’re focusing on, and have determine which set of questions you want to research the answers to, you will need to make sure you use only RELIABLE SOURCES!

Remember, reliable sources are those that can be trusted to provide unbiased, factual information. Reliable sources include .org, .gov or .edu websites, books, news organizations, educational journals or publications.

Unreliable sources cannot be trusted for accuracy or for an unbiased perspective. Unreliable sources include Wikipedia, Yahoo Answers, any .net or .com website, blogs, editorials from newspapers, or forums.

Click here to view the worksheet from class on reliable vs unreliable sources.

Remember, if you have a hard time determine if a source is reliable or not, you can always ask us to check it with you!

You will need to gather information from reliable sources to answer the questions you’ve selected from above, and be sure to paste the information in your GoogleDocs. You will need to use this information throughout the week to write an extended essay response, so please save your research!

10th Grade Literature Spring 2018

Translating the Poetry of Sappho

For the past two days we have been examining the lyric poetry of Ancient Greece, and are focusing our attention on one poem in particular by the female poet Sappho. We discussed literary devices you should be looking for in poetry (see the Unit 1 Vocabulary post for the list) and now you are ready to begin analyzing poetry!

In class we looked at an original version of the poem in Greek script, in Roman script and Greek Language, and then two translations of the poem into English. The first translation is from the 1870’s, which means the diction you will find in it is a little ‘old fashioned’. The final translations of the poem is in a modern version, which should be much easier to read!

Click here to read the four versions of the Sappho Love Poem

Remember, you should be identifying the devices listed below for each poem, and explaining the elements in Part 2 on a separate piece of paper. Everything you needs for this analysis should be in your notes over Ancient Greek Poets and vocabulary.

IMG_20150820_151427163

Over the next few days you will read and analyze these poems in class and on your own, before writing your own translation of Sappho’s poem!

Click here for the assignment sheet over ‘Writing Your Own Sapphic Poem’.

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10th Grade Literature Spring 2018

R.A.C.E. Method,Constructed Response, and Citing Textual Evidence

Today in class we reviewed how to answer constructed response questions – a skill you started building last year in 9th grade. As you work on answering the constructed response questions over Cupid and Psyche’ the next two days, be sure to refer to the notes from class and the helpful rubrics and worksheets you were given.

RACE thumbnail

 

You can also refer to the example we did in class below – this is the answer to question one from your assignment: “Why is Venus so jealous of Psyche? Does it make sense for the goddess of love and beauty to be jealous? Why or why not?”

IMG_20150817_141010481

 

Remember, I will be using the same rubric that will be used on your 11th Grade EOC Test next year to grade your constructed responses – Its never too early to start preparing!

Click here to access the constructed response rubric I will be using to grade these assignments with.

Click here to access the constructed response questions over Cupid and Psyche if you lost your sheet from class.

Remember, when citing textual evidence you have three steps to follow.

  • First, be sure to include a signal phrase. This is a phrase, in your own words, that will lead into the quote. For example:  Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Next, you need to quote directly from the text, and put quotation marks around the text. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Finally, you need to list the authors last name and the page number in parenthesis after the quote, and then end with a period. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223). 

Follow these steps and you’ll have citing textual evidence down perfectly!

10th Grade Literature Spring 2018

R.A.C.E. Method,Constructed Response, and Citing Textual Evidence

Today in class we reviewed how to answer constructed response questions – a skill you started building last year in 9th grade. As you work on answering the constructed response questions over Cupid and Psyche’ the next two days, be sure to refer to the notes from class and the helpful rubrics and worksheets you were given.

RACE thumbnail

 

You can also refer to the example we did in class below – this is the answer to question one from your assignment: “Why is Venus so jealous of Psyche? Does it make sense for the goddess of love and beauty to be jealous? Why or why not?”

IMG_20150817_141010481

 

Remember, I will be using the same rubric that will be used on your 11th Grade EOC Test next year to grade your constructed responses – Its never too early to start preparing!

Click here to access the constructed response rubric I will be using to grade these assignments with.

Click here to access the constructed response questions over Cupid and Psyche if you lost your sheet from class.

Remember, when citing textual evidence you have three steps to follow.

  • First, be sure to include a signal phrase. This is a phrase, in your own words, that will lead into the quote. For example:  Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Next, you need to quote directly from the text, and put quotation marks around the text. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223).
  • Finally, you need to list the authors last name and the page number in parenthesis after the quote, and then end with a period. For example: Cupid refused to let Psyche see his face, saying “I would rather you love me as I am that as a god” (Coolidge 223). 

Follow these steps and you’ll have citing textual evidence down perfectly!

10th Grade Literature Spring 2016

A Very Old Man With Enormous Wings – Project

As we wrap up our reading of Marquez’s short story and work towards a deeper understand of the characters and theme of this story, you will be working individually and in groups on a project.

For this project you will be in groups of 4 or 5 in class, and each of you will choose one of the characters from below:

  • The Old Man/Angel
  • The Spider Lady/Circus
  • The Townspeople
  • Peylao/Elisenda

For your characters you will need to create a visual aid, and provide the answers to the following questions in detailed, complete sentences.

  1. Did Márquez want the reader to like this character? What emotions did he want us to feel in response to their actions or their treatment?
  2. What were their relationships and interactions like with the other characters? Describe their relationships or the impact they had on at least one other specific character.
  3. What is one way that this character is representative of magical realism?
  4. What greater significance do you think this character might have? In other words, what do you think Márquez was using them to represent, beyond the story, in the real world?

Then, as a group, you will need to:

  • Reflect on these character studies and the roles each character played. Write down one theme
    statement (either your own, or one from class) that you think these characters are clearly used to convey.
  • Explain what connections can we draw between these characters and this theme? Specifically, how do these
    characters help portray the theme you chose?

You will present your individual character project and your group theme in class Wednesday, October 21st.

Click here for the project assignment sheet.

Remember, this is a chance to be creative with your visual aid! Some students are doing a movie or play poster, some are creating a powerpoint-  others are dressing up as their character, while others are making a shoebox diorama, and still others are making puppets or 3D models. Remember – BE CREATIVE! See images below of some creative ideas you can use…

Puppets of Pelayo and Elisenda:

Puppets of Pelayo and Elisenda:

Puppet of Elisenda:

Puppet of Elisenda:

wings2

A drawing of the Spider Lady at the carnival.

Como-hacer-un-circo-en-diorama-con-cartulina-7

Construction paper circus tent for the spider lady…this fits over an open show box, and the spider lady is inside.

Blowoff-Spider-Girl-12z

Student dressed up as the spider lady – poster board with a web and spider body drawn on it, and a hole cut in the middle for her to fit her head through.

4 Spidora - vintage photo 3

Box with a web and spider set up in it – a photograph of a girl’s face taped to the spider’s body.

WingsFinal

Drawing of a towns person visiting the angel in the chickencoop.

very-old-man

Poster for a play, featuring the Angel.

watermark_elegantmen

Collage from magazine clippings of the angel in the chicken cage.

wings2

Drawing of the spider lady.

10th Grade Literature Fall 2015 Fall 2015