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Beyond the Box
Quick Rant:Think about your experience in education and/or sports. Choose the mascot you remember most vividly. If you had to explain the meaning of this mascot to others, what would you say?
What is Text?
Rochelle Ramay, NCWP
“If it contains meaning it counts as text”
Implications
Anything with meaning can be “read”
Anything that can be read requires “writing”
© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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Example #1:
Image Retrieved from: http://www.bambootrading.com/proddetail.asp?prod=1385© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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T.A.P.S.
Topic: What is the topic of the text?
Audience: To whom is the message directed?
Purpose: What is the writer’s goal?
Speaker: What can be inferred about the speaker’s attitude toward the topic or the audience?
© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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Example #2
Animoto.com is a web application that creates MTV-style videos with the click of a button.
Users simply choose a song and images. Animoto then automatically generates a unique video for them. No two videos are ever the same.
Many of the post-production techniques that the founders used while working as producers for MTV, Comedy Central & ABC are used in Animoto's patent-pending Cinematic Artificial Intelligence developed to think like an actual editor and director. The resulting video is produced in a widescreen format, containing the visual energy of a music video and the emotional impact of a movie trailer.
Animoto Productions is based in New York City with an office in San Francisco.
Example #3
Powell, Alphonso. Personal Interview. Feb. 2009
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http://animoto.com
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Example #4
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© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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Kim, Derek. "Hurdles." Lowbright. 2004. webcomicsnation.com. 21 Mar 2007 <http://www.lowbright.com/Comics/Hurdles/Hurdles.htm>.
Example #5
mwesch. “Machine Is Us/ing Us”. 17 Apr 2009. You Tube 8 Mar. 2007 <http://www.youtube.com/watch?v=NLlGopyXT_g>.
"Web 2.0" in just under 5 minutes. http://mediatedcultures.net This is a slightly revised and cleaned up version of the video that was featured on YouTube in February 2007.
Example #6
Foster, B. “Visuals Matter.” Aug 2010 Calaxy Aug 2010. <http://www.k12hsn.org/calaxy/media/gallery.php/videos/visuals-mattergeneric>
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© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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Beyond the BoxName: Bilbrey/ FosterDate: ELA 11Period:
Harlem Renaissance Project:Focus on Twoness, Validity, and Bias
Purpose- The state of California has set specific curriculum standards for students in English Language Arts classes. ELA 11 focuses on American Literature which allows a deeper connection to historical issues which arise in their United States History class. This quarter students will investigate the Harlem Renaissance through literature, music, art and various non-fiction texts. The end goal is two fold.
Project One: Students will craft an analytical essay using W.E.B. Du Bois’ ideas on “twoness”.
Project Two: Students will look at a single event during the Harlem Renaissance from three perspectives with the idea of validity and bias to present a multimedia speech project to the class.
Note: In both projects, students will continue to develop their ability to think deeply, form opinions, and apply these opinions to the world around them through supportive evidence.
The following packet includes information needed to understand the rationale and requirements of both projects. All due dates provided in class are final. Without proof of a valid emergency, students are expected to adhere to all due dates. This may mean having a friend or relative drop off work for a student if a valid emergency has not occurred.
Project OneTwoness Paper
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Objective: Using texts provided during class which will focus on “twoness” in the Harlem Renaissance and text/evidence researched by the student in modern times, an MLA cited analytical paper based on the provided prompt will be completed. Assignments both inside and outside of class will lead up to the successful creation of this paper. The final project grade will be determined by the quality of the finished product using the enclosed rubric.
California State Content Standards Addressed:Word Analysis, Fluency, and Systematic Vocabulary Development-
1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Reading Comprehension-2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.2.4 Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
Literary Response and Analysis-3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. 3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.3.3 Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions.
Writing Strategies-1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
Writing Applications-2.2 Write responses to literature:
a. Demonstrate a comprehensive understanding of the significant ideas in works or passages.b. Analyze the use of imagery, language, universal themes, and unique aspects of the text.c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works.d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created.e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
2.4 Write historical investigation reports:a. Use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition.e. Include a formal bibliography.
Written and Oral English Language Conventions-1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.1.2 Produce legible work that shows accurate spelling and correct punctuation and capitalization.1.3 Reflect appropriate manuscript requirements in writing.
Writing Prompt:
This quarter you have read many texts which deal with W.E.B. Du Bois’ idea of “twoness.” Define this “twoness” and provide examples from texts you have read in class which support this opinion. Is the issue of “twoness” one which is limited to Black and White relations of the Harlem Renaissance era or is it a struggle that still exists today? Formulate a research paper response in which you use direct references © Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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Beyond the Boxto texts explored in class, in relation to modern society to support your opinion. For your references to modern society you may use personal experiences, observations of others, or references to any other books, articles, stories, movies, or plays you may know.Harlem Renaissance Traditional Texts with “Twoness”-
o “I, Too”-Langston Hughes, pg. 925 McDougal Littell Textbook, pg. 283 Interactive Reader
o “Harlem”-Langston Hughes, pg. 926 McDougal Littell Textbook, pg. 285 Interactive Reader
o “Weary Blues”- Langston Hughes, pg. 927 McDougal Littell Textbook, pg. 286 Interactive Reader
o “How It Feels to Be Colored Me”- Zora Neale Hurston, pg. 951 McDougal Littell Textbook, pg. 290 Interactive Reader
o “We Wear the Mask”- Paul Laurence Dunbar, pg. 836 McDougal Littell Textbook, pg. 275 Interactive Reader
o “Sympathy”-Paul Laurence Dunbar, pg. 837 McDougal Littell Textbook, pg. 277 Interactive Reader
o “Of Our Spiritual Strivings”- W.E.B. Du Bois, etext provided through The Project Gutenberg
o “Returning Soldiers- W.E.B. Du Bois, pg. 52 Harlem Renaissance Next Text
o “If We Must Die”- Claude McKay, pg. 56 Harlem Renaissance Next Text, pg. 946 McDougal Littell Textbook
o “Strong Men”- Sterling A. Brown, pg. 58 Harlem Renaissance Next Text
o “A Black Man Talks of Reaping”- Arna Bontemps, pg. 64 Harlem Renaissance Next Text, pg. 947 McDougal Littell Textbook
o “Drenched in Light”- Zora Neale Hurston, pg.102 Harlem Renaissance Next Text
o “The Negro Speaks of Rivers”- Langston Hughes, pg.127 Harlem Renaissance Next Text
o “Heritage”- Gwendolyn Bennett, pg. 130 Harlem Renaissance Next Text
o “Heritage”- Countee Cullen, pg. 131 Harlem Renaissance Next Text
o “The Renaissance Reexamined”- Warring Hudlin, pg. 165 Harlem Renaissance Next Text
o “Yet Do I Marvel”-Countee Cullen, pg. 6 Harlem Renaissance Next Text
o “Tableau”- Countee Cullen, pg. 157 English Teacher's Portfolio of Multicultural Activities
o “November Cotton Flower”- Jean Toomer, pg. 127 Poetry Outloud
ELA 11 Traditional Modern Texts “Twoness”-o “We Real Cool”- Gwendolyn Brooks, pg. 87 African American Writers Next Text
o “To Be Young Gifted and Black”- Lorraine Hansberry, pg. 90 English Teacher's Portfolio of Multicultural Activities
o “Sadie and Maud”- Gwendolyn Brooks, pg. 12 Poetry Outloud
o “Life for My Child is Simple”- Gwendolyn Brooks, pg. 968 McDougal Littell Textbook
o “Primer for Blacks”- Gwendolyn Brooks, pg. 969 McDougal Littell Textbook
o “A Day with My Father”- Danzy Senna, pg. 174 African American Writers Next Text
© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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Contributors:
© Foster, Belinda. Area 3 Writing Project. April 2008. For Educational Purposes Only.
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Brooke NicollsTiffany Shepherd
Area 3 Writing Project
Jayne MarlinkCalifornia Writing Project
Rochelle RamayNorthern California
Writing Project
Marlene CarterUCLA Writing Project