How does the Ibo culture, and Okonkwo specifically, divide up qualities based on gender, especially strength vs. weakness?

Novel Discussion

Select TWO questions to answer. You will write TWO separate original posts. Your original post/answer will take the form a paragraph that directly answers the question, using examples from the text. You are required to include one quote from the text (with an MLA in-text citation) in each original post, to use as evidence of your analysis. MLA in-text citations include the author’s last name and page number if there is one, for example: (Alexie 99). You will post your paragraph when complete, and then repeat the same for the second question you chose to answer. Each paragraph should be a minimum of 150 words long.

According to the novel, how does the Ibo culture, and Okonkwo specifically, divide up qualities based on gender, especially strength vs weakness? Analyze a specific example from the novel to show how gender is applied to concepts other than a person’s biological sex.

Look up the word hubris. What does it mean and how does it apply to Okonkwo? Explain the significance of hubris in this novel.

Do you know what locusts usually represent in literature? If not, look it up. Now, relate the significance of locusts to this novel. In what way are the locusts in the novel foreshadowing and perhaps ironic. What is their significance?

How does the last paragraph in the novel change our entire understanding of the whole story? In effect, what does that paragraph, like colonialism, do to the Ibo people?

Discuss how authors of children’s literature use symbols in their writing to promote hidden political, social, environmental, and/or cultural issues through the literature they write.

Symbolism in Children’s Literature

This essay is for my Children’s Literature class.Was supposed to read this small article, Why Study Children’s Literature?and reflect on what learned in the class about symbolism.

There were three options to choose from and this is the one you chose to write about:

Joseph states that,reading often represents a child’s first opportunity to reflect in a focused way on the means by which symbols are created, how symbolic thought is culturally effectuated and directed.When we study children’s literature, regardless of the discipline in which we are situated, we grasp the many complex avenues through which society reflects on the operations of symbolic thought, and thus perhaps on the origins of being human.Write an essay discussing HOW authors of children’s literature use symbols in their writing to promote hidden political, social, environmental, and/or cultural issues through the literature they write.

Discuss the characters and the themes that they represent.Why are these characters chosen?

Create a ten-minute presentation for the class by incorporating answers to the following questions:
Give a brief synopsis (1 slide maximum) of the movie/cartoon and identify the major elements in the plot structure.
Identify the conflict(s) in the plot.
Discuss the characters and the themes that they represent.Why are these characters chosen?
How is the setting (time/place/atmosphere) significant to the development of the plot?
Does this cartoon include elements of older stories/fairy tales/legends? Explain.
Discuss the moral lessons/messages present in the cartoon/movie.
How can these moral lessons be applied in real life?

Your ten-minute presentation must also include a brief class activity to ensure that your audience has retained the presented material.

Explain how the character’s values changed throughout the books Why did they change? if they remained the same, why?

Book the prince and the paper mark

(Be sure to review the included chart titled “Analyzing Values” for a comprehensive list of possible values.)

Piper can be typed or handwritien. Use a proper heading Your name, Ms.
Budayk, ELA, Date), The title can be the title of your book.Essay will be four
paragraphs in length. Be sure to indent each paragraph.
Introduce your book and the main character. State the title of the book
and the author. Include the setting of the book and a few sentences about the story and the main character’s involvement. (Do not summarize the cntire book.)
Name two values that the character had i t t_niteige inning of the book. Be
sum to support your claim (claim = values you picked) with evidence from the book.Give at least two specific events in t 4- book that support the value you are claiming (two values, each value having two supporting examples).
a Always start with a topic sentence.
In the beginning ((the novel, the two soot:gest values for ‘luck Finn
Marne your chamfer) were friendship 12nd h4ving fun. (After that talk
about each value and include your supporting evidence)
Name WO values that the main character had t or neSbcea4 of the
book. Be sure to include a topic sentence Wrong with supporting evidence from the book for each value (two supporting events for each value).Explain how the character’s values changed throughout the books Why did they change? if they remained the same, why?

Compare/contrast three of the selections and specifically look at how the characters handle the problems and challenges associated with their identities and situations.

Every story and essay in this section of the class deals with the conflict between the real and the ideal. Compare/contrast three of the selections and specifically look at how the characters handle the problems and challenges associated with their identities and situations.
Many of these stories and essays are focused on the way American society welcomes or excludes the various ethnicity that make up our country. Choose three of them and discuss how their characters handle these difficulties.From our laws to our social/moral code, it can be argued that America is obsessed with both the notions of exceptionalism and equality. Discuss the costs and benefits associated with these ideas using two or more selections.This essay must be 1500 words. You are also required to use one outside source to provide additional support for your argument. Remember that you must include all sources in your works cited page as well as parenthetically cite them where they appear in your paper.

Does the overall rating reflect the bilingual EL student’s abilities in the larger academic context? How well do ratings in the individual language ability areas reflect the overall assessment?

Final projects will consist of 4 discrete sections:

Introduction

A brief overview of your work with your student. Describe your student’s academic and linguistic background and include any interesting features of your time spent together. (Maximum: 3/4 page)

Linguistic Analysis

An analysis of your student’s linguistic development as represented in the language sample:

Phonological development

Morphological development

Syntactic development

Semantic development

Pragmatic competence (e.g., discourse routines, social conventions)

Free choice: anything else that strikes you as important. Analysis of additional features not listed but studied this semester are welcome in this section.

Recommended Classroom Practices

Describe 2-3 recommended instructional strategies for working with your bilingual EL student.

Strategies should target improving content area development and comprehension based on your work together.

SOLOM Results and Discussion

Analyze the how and why of your participant’s SOLOM results.

How (well) does the SOLOM measure a learner’s use of: syntax, semantics, morphology, phonology, language use/usage? Which features of the bilingual EL student’s oral language prompted the rater to place him/her at each level in each domain? Does the overall rating reflect the bilingual EL student’s abilities in the larger academic context? How well do ratings in the individual language ability areas reflect the overall assessment?

What questions did the SOLOM answer for you as a teacher? Were any areas left unaddressed?

Explain how the authors convey cultural duality or cultural identity in their writing.

Cultural Analysis Response Essay

Directions: Examine and discuss two of the four following texts that you read this week: “Two Ways,” “Fish Cheeks,” “Come, Japanese,” and “Sweet, Sour, and Resentful,” to explain how the authors convey cultural duality or cultural identity in their writing.

Discuss similarities (compare) and differences (contrast) among the texts. Use a balance of quote, summary, and paraphrase to discuss your points. Give specific examples (evidence) from the texts. Some of your examples from the text may focus on:

Cultural duality

Identity

The theme of fitting in with the dominant culture

Pursuit of the “American Dream”

 

 

Compare and contrast the three authors’ works—discuss similarities and differences between them.

THE ASSIGNMENT:

The four “movements” in the arts we have (or will have) covered are listed below. Select one author from each of three different lists to write on: your exam should concern just three persons. Compare and contrast the three authors’ works—discuss similarities and differences between them.

ROMANTICISM MODERNISM AVANT-GARDE POSTMODERNISM

Wordsworth Baudelaire Brecht Borges
Eliot Breton Calvino*
Woolf Huelsenbeck Garcia Marquez
Yeats Loy Gun
Marinetti

will include Calvino in discussing postmodernism if you want to read ahead; the excerpt in the anthology is less than six pages.