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Shifting to Unit 2

Shifting to Unit 2. 10.2.2013 Kingsley. Unit 1 Reflection. Rate your skill set (1-4): (A) Read and critically evaluate college-level material from a variety of literature and literary criticism . (B) Performing close readings (C) Inquiry (asking questions)

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Shifting to Unit 2

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  1. Shifting to Unit 2 10.2.2013 Kingsley

  2. Unit 1 Reflection • Rate your skill set (1-4): • (A) Read and critically evaluate college-level material from a variety of literature and literary criticism. • (B) Performing close readings • (C) Inquiry (asking questions) • (D) Making connections across diverse texts RATING RUBRIC • (1) I have a poor grasp of the skill • (2) I have somewhat of a grasp but lacking in many parts • (3) I have a fair grasp of the skill • (4) I understand and can apply the skill well • (5) I have an excellent understanding and ability to utilize this skill • WHAT strategies or skills in writing/critical analysis do you think you have learned thus far? • WHAT strategies or skills in writing/critical analysis do you want to work on?

  3. Conferences • Before we have our two classes “online” (responses, videos, and writing feedback); we will have individual conferences to check in on coursework (grade, etc.) • During the conference, we will discuss your work thus far, answer any questions/concerns, and chat about your reflection of your work. • Sign up for a time available to meet. If you cannot meet in person (and you feel comfortable using Skype/Google Hangout) we can also “meet” virtually.

  4. Unit 2 • How to locate the conversation: • Langston Hughes is an iconic figure in the Harlem Renaissance. Throughout this unit, you will be reading a large breadth of Hughes’ poems as well as finding and navigating the critical conversation around Hughes. You will continue to practice the art of asking good questions (that you are curious about) and locating where conversations on Langston Hughes take place in our present culture across scholarly journals as well as online communities (twitter, etc.)

  5. Introduction to Langston Hughes (1901-1967) • One of the most well known poets and figures of the Harlem Renaissance • Celebrated for his verses about African American culture, class, political justice, and lyric beauty • Criticized for simplicity and “radicalism” • Grew up in Kansas but lived a very cosmopolitan lifestyle (traveled extensively New York, Paris, Spain, Cuba, etc.) • Poetically inspired by Walt Whitman (& the American Tradition—regional, working, everyday life) • Major events—reconstruction, Harlem Renaissance, Great Depression, Spanish Civil War, Soviet Russia, World War II, rise of Jazz & Blues Culture

  6. Poetry for Hughes • “What is poetry?” Langston Hughes asked near his death. • “It is the human soul entire, squeezed like a lemon or a lime, drop by drop, into atomic words”(5) • “Each human being must live within his time, with and for his people, and within the boundaries of his country”(5) • “Hang yourself, poet, in your own words, Otherwise, you are dead”(5) --1964

  7. Thinking through poetry • Alliteration: repetition of initial sounds • the snake slithered along the sunny slope • Allusion: reference to literature, history, religion, or mythology • Archetype: Image or symbol important to culture • Blank Verse: lines of unrhymed iambic pentameter in no particular stanzaic form • Free Verse: no specific rhythm or pattern • Metaphor: concise form of comparison equating two things that may seem at first dissimilar • Simile: comparison of two seemingly unlike things using the words like or as • You will belookingatthefollowingsetofbasicpoetryterms • http://www.kristisiegel.com/poetry.htm

  8. The Negro Speaks of Rivers • Take 5 minutes to read through the poem once. • Notice—what stands out? What resonates with you? What do you observe? • Mark—what is most important or stunning or confusing? • Annotate—what are you seeing happening in the poem (in your own words) • Look back at the poem • What basic poetry terms can we apply to our reading of this poem?

  9. The Negro Speaks of Rivers • Mini summaries • Divide the poem into 3 parts. What happens in those three parts? How would you translate this to someone else? • Example (Part 1): In the first stanza, the speaker suggests that he/she knows things older than humanity. This brings to mind the idea of having knowledge that is organic, natural, or of the earth as opposed to human minds. • Leader phrases: • This verse illuminates… • This verse depicts/shows/portrays… • This gives the reader an image of… • The language here conveys... Good Verbs Doc on Calendar & Unit 2

  10. Putting it all together • (In text) What takes place in this poem? What can we “take away”? What seems important or useful? • (Connection to other texts) What resonates with other things that we have read or discussed? Any particular themes or ideas? • (Connection to you) What do you think? How do you react? What do you take away?

  11. Weary Blues • Same process • Read once • Notice—what stands out? What resonates with you? What do you observe? • Mark—what is most important or stunning or confusing? • Annotate—what are you seeing happening in the poem (in your own words) • Look back at the poem • What basic poetry terms can we apply to our reading of this poem?

  12. Weary Blues • Archival Footage:http://www.youtube.com/watch?v=uM7HSOwJw20 • Mini summaries • Divide the poem into 3 parts. What happens in those three parts? How would you translate this to someone else?

  13. Weary Blues • Putting it all together • (In text) What takes place in this poem? What can we “take away”? What seems important or useful? • (Connection to other texts) What resonates with other things that we have read or discussed? Any particular themes or ideas? • (Connection to you) What do you think? How do you react? What do you take away?

  14. Process • Read once • Notice—what stands out? What resonates with you? What do you observe? • Mark—what is most important or stunning or confusing? • Annotate—what are you seeing happening in the poem (in your own words) • Look back at the poem/Read Again • What basic poetry terms can we apply to our reading of this poem? • Mini summaries (Summarize & Write) • Divide the poem into 3 parts. What happens in those three parts? How would you translate this to someone else? • Putting it All Together • (In text, Connect to other texts, Connect to you)

  15. Homework—Online Response • Read the first set of poems (SEE ONLINE DOC for poem list) • For this homework response, we will be posting to our COURSE BLOG (bringmeallofyourdreams.wordpress.com) • You will become an author on the course blog • You will post your response (By Monday 5 PM) • Intro to your reading of Hughes thus far • Close reading of a particular poem (using the process discussed in class) • And you comment on one(1) other persons response (“leave a reply”) (By Wednesday’s class) • Address what the writer has discussed • Respond/react to their discussion and contribute your own thoughts (paragraph) THINK CONVERSATION WITH YOUR PEERS

  16. Becoming an “author” on the course blog • You will receive an invitation to the course blog • Press “accept” • Go to left hand side, “new” “post” (To RESPOND) • Read responses and click “Leave a reply” or “Comment” to leave your comment (COMMENT)

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