1st/2nd AP LANG/ENG 1101
**READINGS/TEXTS TO ANNOTATE FOR AN IMPORTANT IN-CLASS GRADED ASSIGNMENT FRI. 4/12:**HEY! HEADS UP, ALL: Now that we're changing gears for the FINAL PUSH THIS SEMESTER, talked/intro'ed this assignment somewhat on TUES. 4/9 (*and again THURS. 4/11) RE: IDENTITY/factors that shape who we are, and read Marianne Leek's local text "Travels With Doc" RE: her own identity, we're now headed for the end of the semester so in the realm of HOW ONE SHAPES THEIR PERSONAL IDENTITY.
-----> Over this NEXT THREE NIGHTS, PLEASE DO THE FOLLOWING:
1) READ and ANNOTATE (**HINTS/QUs TO GUIDE YOUR ANNOTATIONS FOLLOW EACH TEXT BELOW**) the following THREE texts (given HARD COPIES ALSO in class **TUES. 4/9; SUPPLEMENTAL SECTION OF BINDER):
2) Next, ON FRI. 4/12, BE PREPARED b/c WE'LL BE HAVING SMALL-GROUP AND WHOLE-GROUP GRADED DISCUSSIONS RE: ALL THREE OF THESE TEXTS
- How does Tan feel about her own IDENTITY at age 14? How to you know this? Find DETAILS/LANGUAGE in the story that support your claim.
- What influences/social constructs shape Tan's IDENTITY as a teenager? How do you think she feels about this looking back?
- What effect does the "looking back/reflection" quality of this essay have upon readers?
- What lesson does Tan's mother impart to her at the end of this personal sketch?
- Hurston gives great detail about how she was suddenly aware of her IDENTITY as a "little colored girl" after she moved--annotate details, language, and imagery that gives readers a clue about this realization.
- Explain in your OWN WORDS what you think the "I am too busy sharpening my oyster knife" metaphor means.
- Is Hurston apologetic about her formation of IDENTITY/who she is within this personal essay? Explain your answer with EVIDENCE FROM THE TEXT.
- Note ALL. THE. IMAGERY. Hurston uses to contrast herself and her white friend listening to jazz. What is she saying through this humorous yet truthful ANECDOTE?
- Yet another AMAZING METAPHOR: read the essay's last paragraph--what is she saying here about life, our choices, "The Great Stuffer of Bags," etc.
- FINALLY, MARK/HIGHLIGHT ONE OF YOUR FAVORITE LINES (or more than one) within Hurston's essay--WHY did you choose that line/those lines?
- Annotate details that give readers a sense of what type of family life/childhood Alexie experienced. Was it 'a bad childhood?'
- How does Alexie feel about education as a part of his IDENTITY--both as an adult/writer and looking back upon his childhood? LOCATE DETAILS/CLUES that point you to your conclusions.
- Alexi's central metaphor of learning to read with a Superman comic book gives readers a connection between the "Indian" and "non-Indian" world of IDENTITY as he tries to "save his life." Locate/annotate details that expand upon this metaphor.
- Note the instances of REPETITION of "I read..."; what type of TONE does this repetition/the entire paragraph of this repetition lend to the overall story?
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**PLEASE NOTE THAT YOUR ENTIRE INDIVIDUAL DISCUSSION GRADE will be based upon the following TWO FACTORS:
*FACTOR #1/50% of your grade: your FRI. 4/12 STUDENT-LED SMALL and WHOLE-GROUP CLASS DISCUSSION of these three texts concerning your evaluation of and about each one's (TAN/HURSTON/ALEXIE) formation of IDENTITY despite/IN RESPONSE TO being faced with SOCIAL CONSTRUCTS which may have built walls instead of bridges OR VICE VERSA (i.e, poverty, race/ethnicity, education, class distinctions, hardship, discrimination, stereotypes, gender, food/culinary culture, etc.);
*FACTOR #2/50% of your grade: your effort to ANNOTATE/MARK ALL THREE TEXTS (**GRADED--more info TBA) to help form your ideas for discussion (**I will be visually assessing your annotations as you discuss Friday!)
**MAJOR HINT: USE THE QUESTIONS ABOVE INCLUDED WITH EACH TEXT TO ANNOTATE/MAKE NOTES ON/HIGHLIGHT EACH TEXT IN ORDER TO BE 100% PREPARED FOR YOUR DISCUSSION**
**I will open up the discussion of each text with a starting point, and then EVERYONE will be expected to contribute to the in-class discussion, each of you using one another's points/responses as a 'springboard' for more comments
*FACTOR #1/50% of your grade: your FRI. 4/12 STUDENT-LED SMALL and WHOLE-GROUP CLASS DISCUSSION of these three texts concerning your evaluation of and about each one's (TAN/HURSTON/ALEXIE) formation of IDENTITY despite/IN RESPONSE TO being faced with SOCIAL CONSTRUCTS which may have built walls instead of bridges OR VICE VERSA (i.e, poverty, race/ethnicity, education, class distinctions, hardship, discrimination, stereotypes, gender, food/culinary culture, etc.);
*FACTOR #2/50% of your grade: your effort to ANNOTATE/MARK ALL THREE TEXTS (**GRADED--more info TBA) to help form your ideas for discussion (**I will be visually assessing your annotations as you discuss Friday!)
**MAJOR HINT: USE THE QUESTIONS ABOVE INCLUDED WITH EACH TEXT TO ANNOTATE/MAKE NOTES ON/HIGHLIGHT EACH TEXT IN ORDER TO BE 100% PREPARED FOR YOUR DISCUSSION**
**I will open up the discussion of each text with a starting point, and then EVERYONE will be expected to contribute to the in-class discussion, each of you using one another's points/responses as a 'springboard' for more comments
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**SO, TO SUMMARIZE, YOU MUST COME TO CLASS FRIDAY 4/12 WITH:
--DO NOT JUST MERELY COME TO THIS DISCUSSION WITH A SUMMARY OF THESE THREE TEXTS!!!!!!!
**SO, TO SUMMARIZE, YOU MUST COME TO CLASS FRIDAY 4/12 WITH:
- some valid "text-based" points RE: how identity is shaped for each author
- make comparisons WITHIN EACH OF THESE THREE TEXTS as well as to previous texts or themes
- use the REQUIRED ANNOTATIONS you make/mark for analysis/your personal viewpoint/clarification of points, etc.
--DO NOT JUST MERELY COME TO THIS DISCUSSION WITH A SUMMARY OF THESE THREE TEXTS!!!!!!!
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