Friday, September 13, 2019

Due Tuesday, September 17th - "Sonny's Blues" by James Baldwin

OverviewI would like you to explore the work of James Baldwin.  He is an important writer.  Period. Toni Morrison wrote of his influence on her work as an author, and we need his voice today more than ever.  He cut through the "single story" and examined what Margaret Atwood called "the how and why."  He spoke publicly, wrote essays, and got to the heart of American racism through literature.

Directions:  1) Read "Sonny's Blues" by James Baldwin.
2)  Next, compose a thoughtful blog post using evidence from the text and anything from the documentary I am Not Your Negro (2017) in an attempt to explore one of the complex issues Baldwin examined in his discussion of race in America.  Be okay with feeling uncomfortable.  Ask questions.  Look for feedback.  Also, practice kindness.  We can discuss these matters with passion AND civility.
3)  Also, peruse the additional materials, including the musicians referenced in the short story:  Charlie Parker and Louis Armstrong, along with a list of influential artists I love from the past and present.  Comment on one that resonated with you in your blog post.

I Am Not Your Negro (2017) 

We will begin viewing the documentary. In 1979, James Baldwin wrote a letter to his literary agent describing his next project, "Remember This House." The book was to be a revolutionary, personal account of the lives and assassinations of three of his close friends: Medgar Evers, Malcolm X and Martin Luther King, Jr. At the time of Baldwin's death in 1987, he left behind only 30 completed pages of this manuscript. Filmmaker Raoul Peck envisions the book James Baldwin never finished.  How can Baldwin's ideas be used to inform us today?  Can you cite instances in the documentary that opened your eyes, and show us how you see this drama playing out in 2018?




The first-person narrator of "Sonny's Blues" tells the story of his relationship with his younger brother, Sonny. The story begins with narrator, saddened by his brother's choices, reflecting back on their childhood, wondering what caused his brother to become an addict.  How does Baldwin use jazz as a means of discussing the complex emotions of his characters?  This is the most anthologized of Baldwin's stories.  However, how would this story end up perpetuating "the danger of the single story?"


Article:  “Sonny’s Blues” by James Baldwin —“The most famous jazz short story ever written”
December 6th, 2013, from Jerry Jazz Musician 


In the introduction to The Jazz Fiction Anthology, editors Sascha Feinstein and David Rife cite James Baldwin’s short story “Sonny’s Blues” as “the most famous jazz short story ever written,” and is pointed to by Baldwin biographer David Leeming as “the prologue to a dominant fictional motif in the overall Baldwin story, the relationship between two brothers that takes much of its energy from the close relationship between James and [brother] David Baldwin.” The story, originally published in Partisan Review in 1957, centers on the narrator’s need to, in Leeming’s words, “save his brother [Sonny] from the precariousness of his life as an artist.” Sonny, in turn, finds his voice by playing bebop in the Village, which results, according to Leeming, in the narrator seeing “that the artist, especially the black artist, is a prophet of freedom, not only of freedom for his own race but of freedom for all those suffocating under the repressive blanket of emotional safety and innocence.”





















Wednesday, September 11, 2019

Meditative Journal: "A Barred Owl" and "How I Discovered Poetry"

Directions:  Please carefully read the two poems, and comment on them in this blog space.  Think about form, theme, dramatic situation, diction, syntax.  Be mindful of how you approach a poem.  Also, do you see anything that links these two poems together?

"A Barred Owl"
by Richard Wilbur

The warping night air having brought the boom
Of an owl’s voice into her darkened room,
We tell the wakened child that all she heard
Was an odd question from a forest bird,
Asking of us, if rightly listened to,
“Who cooks for you?” and then “Who cooks for you?”

Words, which can make our terrors bravely clear,
Can also thus domesticate a fear,
And send a small child back to sleep at night
Not listening for the sound of stealthy flight
Or dreaming of some small thing in a claw
Borne up to some dark branch and eaten raw.


"How I Discovered Poetry"
by Marilyn Nelson

It was like soul-kissing, the way the words
filled my mouth as Mrs. Purdy read from her desk.
All the other kids zoned an hour ahead to 3:15,
but Mrs. Purdy and I wandered lonely as clouds borne
by a breeze off Mount Parnassus. She must have seen
the darkest eyes in the room brim: The next day
she gave me a poem she’d chosen especially for me
to read to the all except for me white class.
She smiled when she told me to read it, smiled harder,
said oh yes I could. She smiled harder and harder
until I stood and opened my mouth to banjo playing
darkies, pickaninnies, disses and dats. When I finished
my classmates stared at the floor. We walked silent
to the buses, awed by the power of words.

Monday, September 9, 2019

Due Friday, September 13th - "Recitatif" by Toni Morrison




Directions:  Please read the short story, "Recitatif" by Toni Morrison.  Read slowly and try to visualize the characters. As you read, think about how you view Twyla? Roberta? Most importantly, explain why. If major changes occur, please take immediate note of the direct quotation(s) that shifted your thinking? How does our discussion of "The Danger of the Single Story" impact your reading of this story?  Also, the ending is rather abrupt.  What role does Maggie play in the story?

Compose an argument to be posted in this blog space using one of the following prompts. Use 2-3 direct quotations, and your notes in your response.

Prompts from Past Exams

1985. A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude. Select a literary work that produces this "healthy confusion." Write an essay in which you explain the sources of the "pleasure and disquietude" experienced by the readers of the work.

1986. Some works of literature use the element of time in a distinct way. The chronological sequence of events may be altered, or time may be suspended or accelerated. Choose a novel, an epic, or a play of recognized literary merit and show how the author's manipulation of time contributes to the effectiveness of the work as a whole. Do not merely summarize the plot.

1987. Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the reader's or audience's views. Avoid plot summary.

1988. Choose a distinguished novel or play in which some of the most significant events are mental or psychological; for example, awakenings, discoveries, changes in consciousness. In a well-organized essay, describe how the author manages to give these internal events the sense of excitement, suspense, and climax usually associated with external action. Do not merely summarize the plot.

Thursday, September 5, 2019

Due Tuesday, September 10th - "The Danger of the Single Story" and the Importance of Becoming Global Citizens

Overview:  Every story is just a piece of the larger story of our lives.  Yet, we tend to judge people's lives on moments.  We do the same with literature.

Directions:  Please view "The Danger of a Single Story" by Chimamanda Ngozi Adichie and comment in this blog space on the ways in which we judge others/authors/characters by a single story.  Think about people that you have judged by one moment. How do you define them?  Now, think about novels.  How have you judged authors/characters by a single reading?  Have you had any experiences where your opinion changed for people and authors?

Next, peruse my global website.  Feel free to comment on something you found interesting and would like to ask me for more information.  You may also share the site o social media if you find something that touches you.  I appreciate the feedback.


"The Danger of a Single Story"
by Chimamanda Ngozi Adichie

Culture. The word originated with the definition"to cultivate land," and evolved into a "cultivation of the mind." Today the word is ambiguous, referring to our attachment to a place, traditions, and beliefs. It also has ominously been used to discuss an "otherness" through stereotypes.

Chimamanda Ngozi Adichie shares her experiences with the notion of culture in "The Danger of a Single Story" in an important TED Talk that will explain the importance of global intelligence.






"Mr. P. Goes Global"
by Eric Pellerin






Tuesday, September 3, 2019

Due Thursday, September 5th - Telling a Story

"Introduction to Poetry"
by Billy Collins

I ask them to take a poem
and hold it up to the light
like a color slide

or press an ear against its hive.
I say drop a mouse into a poem
and watch him probe his way out,

or walk inside the poem's room
and feel the walls for a light switch.

I want them to waterski
across the surface of a poem
waving at the author's name on the shore.

But all they want to do
is tie the poem to a chair with rope
and torture a confession out of it.

They begin beating it with a hose
to find out what it really means.


Overview:  In "The Zebra Storyteller," Spenser Holst states that the purpose of stories is to prepare us for the unexpected. Though the storyteller thinks he is just spinning stories out of his own imagination, in order to amuse, his stories prove to be practical. 


Other storytellers make the function of fiction less extraordinary. According to them, fiction enables readers to avoid projecting false hopes and fears and shows them what they can actually expect in their everyday lives, so that they can prepare themselves.  

What else do you see in this symbolic piece of meta-fiction?

In "Happy Endings," Margaret Atwood (author of The Handmaid's Tale) addresses our need for closure as we read fiction.  What makes for an appropriate ending to a work of fiction?  What are we looking for?  What should we be looking for? Atwood suggests how and why.  

What does she mean by that?



Directions:  Please read and study the following pieces of short fiction. Next, in this blog space, please discuss an idea from Holst and an idea from Atwood using one of the summer reading selections.  Engage with each other.  Use the text.  Be genuine and authentic.  Think about the value of words by being concise.  Think about your audience.  Also, revisit the blog.  Read and respond to your fellow classmates.  Get a dialogue going.  Challenge each other.  Be bold.  Be brilliant.



"The Zebra Storyteller"
by Spencer Holst

Once upon a time there was a Siamese cat who pretended to be a lion and spoke inappropriate Zebraic.

That language is whinnied by the race of striped horses in Africa.

Here now: An innocent zebra is walking in a jungle and approaching from another direction is the little cat; they meet.

"Hello there!" says the Siamese cat in perfectly pronounced Zebraic. "It certainly is a pleasant day, isn't it? The sun is shining, the birds are singing, isn't the world a lovely place to live today!"

The zebra is so astonished at hearing a Siamese cat speaking like a zebra, why-he's just fit to be tied.
So the little cat quickly ties him up, kills him, and drags the better parts of the carcass back to his den.
The cat successfullyhunted zebras manymonths in this manner, dining on filet mignon of zebra everynight, and from the better hides he made bow neckties and wide belts after the fashion of the decadent princes of the Old Siamese court.

He began boasting to his friends he was a lion, and he gave them as proof the fact that he hunted zebras.

The delicate noses of the zebras told them there was really no lion in the neighborhood. The zebra deaths caused many to avoid the region. Superstitious, they decided the woods were haunted by the ghost of a lion.

One day the storyteller of the zebras was ambling, and through his mind ran plots for stories to amuse the other zebras, when suddenly his eyes brightened, and he said, "That's it! I'll tell a story about a Siamese cat who learns to speak our language! What an idea! that'll make 'em laugh!"

Just then the Siamese cat appeared before him, and said, "Hello there! Pleasant day today, isn't it!"
The zebra storyteller wasn't fit to be tied at bearing a cat speaking his language, because he'd been thinking about that veryt hing.

He took a good look at the cat, and he didn't know why, but there was something about his looks be didn't like, so he kicked him with a hoof and killed him.

That is the function of the storyteller.


"Happy Endings" 
by Margaret Atwood

John and Mary meet. What happens next? If you want a happy ending, try A. 

A. 
John and Mary fall in love and get married. They both have worthwhile and remunerative jobs which they find stimulating and challenging. They buy a charming house. Real estate values go up. Eventually, when they can afford live-in help, they have two children, to whom they are devoted. The children turn out well. John and Mary have a stimulating and challenging sex life and worthwhile friends. They go on fun vacations together. They retire. They both have hobbies which they find stimulating and challenging. Eventually they die. This is the end of the story. 

B. 
Mary falls in love with John but John doesn't fall in love with Mary. He merely uses her body for selfish pleasure and ego gratification of a tepid kind. He comes to her apartment twice a week and she cooks him dinner, you'll notice that he doesn't even consider her worth the price of a dinner out, and after he's eaten dinner he fucks her and after that he falls asleep, while she does the dishes so he won't think she's untidy, having all those dirty dishes lying around, and puts on fresh lipstick so she'll look good when he wakes up, but when he wakes up he doesn't even notice, he puts on his socks and his shorts and his pants and his shirt and his tie and his shoes, the reverse order from the one in which he took them off. He doesn't take off Mary's clothes, she takes them off herself, she acts as if she's dying for it every time, not because she likes sex exactly, she doesn't, but she wants John to think she does because if they do it often enough surely he'll get used to her, he'll come to depend on her and they will get married, but John goes out the door with hardly so much as a good-night and three days later he turns up at six o'clock and they do the whole thing over again. Mary gets run-down. Crying is bad for your face, everyone knows that and so does Mary but she can't stop. People at work notice. Her friends tell her John is a rat, a pig, a dog, he isn't good enough for her, but she can't believe it. Inside John, she thinks, is another John, who is much nicer. This other John will emerge like a butterfly from a cocoon, a Jack from a box, a pit from a prune, if the first John is only squeezed enough. One evening John complains about the food. He has never complained about her food before. Mary is hurt. Her friends tell her they've seen him in a restaurant with another woman, whose name is Madge. It's not even Madge that finally gets to Mary: it's the restaurant. John has never taken Mary to a restaurant. Mary collects all the sleeping pills and aspirins she can find, and takes them and a half a bottle of sherry. You can see what kind of a woman she is by the fact that it's not even whiskey. She leaves a note for John. She hopes he'll discover her and get her to the hospital in time and repent and then they can get married, but this fails to happen and she dies. John marries Madge and everything continues as in A. 

C. 
John, who is an older man, falls in love with Mary, and Mary, who is only twenty-two, feels sorry for him because he's worried about his hair falling out. She sleeps with him even though she's not in love with him. She met him at work. She's in love with someone called James, who is twenty-two also and not yet ready to settle down. John on the contrary settled down long ago: this is what is bothering him. John has a steady, respectable job and is getting ahead in his field, but Mary isn't impressed by him, she's impressed by James, who has a motorcycle and a fabulous record collection. But James is often away on his motorcycle, being free. Freedom isn't the same for girls, so in the meantime Mary spends Thursday evenings with John. Thursdays are the only days John can get away. John is married to a woman called Madge and they have two children, a charming house which they bought just before the real estate values went up, and hobbies which they find stimulating and challenging, when they have the time. John tells Mary how important she is to him, but of course he can't leave his wife because a commitment is a commitment. He goes on about this more than is necessary and Mary finds it boring, but older men can keep it up longer so on the whole she has a fairly good time. One day James breezes in on his motorcycle with some top-grade California hybrid and James and Mary get higher than you'd believe possible and they climb into bed. Everything becomes very underwater, but along comes John, who has a key to Mary's apartment. He finds them stoned and entwined. He's hardly in any position to be jealous, considering Madge, but nevertheless he's overcome with despair. Finally he's middle-aged, in two years he'll be as bald as an egg and he can't stand it. He purchases a handgun, saying he needs it for target practice-this is the thin part of the plot, but it can be dealt with later--and shoots the two of them and himself. Madge, after a suitable period of mourning, marries an understanding man called Fred and everything continues as in A, but under different names. 

D. 
Fred and Madge have no problems. They get along exceptionally well and are good at working out any little difficulties that may arise. But their charming house is by the seashore and one day a giant tidal wave approaches. Real estate values go down. The rest of the story is about what caused the tidal wave and how they escape from it. They do, though thousands drown, but Fred and Madge are virtuous and grateful, and continue as in A. 

E.
Yes, but Fred has a bad heart. The rest of the story is about how kind and understanding they both are until Fred dies. Then Madge devotes herself to charity work until the end of A. If you like, it can be "Madge," "cancer," "guilty and confused," and "bird watching." 

F. 
If you think this is all too bourgeois, make John a revolutionary and Mary a counterespionage agent and see how far that gets you. Remember, this is Canada. You'll still end up with A, though in between you may get a lustful brawling saga of passionate involvement, a chronicle of our times, sort of. 

You'll have to face it, the endings are the same however you slice it. Don't be deluded by any other endings, they're all fake, either deliberately fake, with malicious intent to deceive, or just motivated by excessive optimism if not by downright sentimentality. The only authentic ending is the one provided here: 

John and Mary die. John and Mary die. John and Mary die. 

So much for endings. Beginnings are always more fun. True connoisseurs, however, are known to favor the stretch in between, since it's the hardest to do anything with. That's about all that can be said for plots, which anyway are just one thing after another, a what and a what and a what. 

Now try How and Why.


The "Art" of Fiction


















Wednesday, August 14, 2019

Welcome to A.P.E. Literature & Composition

Mission and Philosophy

We will be creating a literary community through reading, writing, and blogging; discovering classic literature from the past and present through voices from around the world. I want you to learn how literature makes us know that we are not alone; we are spiritually connected and can feel safe.

How will we do this?

Advanced Placement English Literature & Composition has traditionally been a preparatory course, culminating in an exam to be taken in the spring for college credit. However, to those of us who teach language arts, this course is more about teaching students to read and write with greater insight, as well as a chance to help students develop a genuine sense of empathy through literature.

This course hopes to re-examine the entire idea of “A.P.” by implementing global citizenship into every aspect of the curriculum, making it a richer experience and creating a model for curriculum at Andover High School. Each section of the unit will have three components:

1) Global Citizenship
2) Well-chosen literary selections which connect to the former and an element of fiction
3) Experiences where students find connections in literature to themselves and the world.

The framework of the course will consist of a series of existential questions from Dr. William Gaudelli’s research. Each question, piece of literature, and overall learning experience will build on the next. Toward the end of term two, students will be having experiences where they combine all these elements and have direct contact with students from another country, students from an adjoining city, and share their work in a public forum.

Further, the A.P.E. Literature & Composition exam has changed its format for the coming year.  I engaged in professional development and prepared for the changes to ensure you all have a smooth transition.

In addition, I reworked “grading” last year and students found it highly rewarding. My grading system focuses on the big picture, student personal growth, enthusiasm, participation, authenticity, and passion for the ideas we discuss.

I hope you enjoy the course, and I look forward to sharing in this journey with all of you!


Short Fiction Unit:  The Legacy of American Slavery
  • “The Danger of the Single Story” by Chimamanda Adichie
  • “Happy Endings” by Margaret Atwood
  • "Unaccustomed Earth" by Jhumpa Lahiri
  • “Sonny’s Blues” by James Baldwin
  • Selections from 13th (2016)
  • “Going to Meet the Man” by James Baldwin
  • I Am Not Your Negro (2016)
  • “Recitatif” by Toni Morrison
  • "Nobel Lecture on December 7, 1993" by Toni Morrison

Poetry Unit:  Poetic Form Past & Present
  • “Introduction to Poetry” Billy Collins
  • “Poetry” by Marianne Moore
  • "Sonnet 292" from the Canzoniere by Francesco Petrarch, translated by Anthony Mortimer
  • “Sonnet 116” by William Shakespeare
  • “Holy Sonnet X: Death be not proud” by John Donne
  • "George Gray" by Edgar Lee Masters
  • “How I Discovered Poetry” by Rita Dove
  • "The B Network" by Haki Madhubuti
  • "A Barred Owl” by Richard Wilbur
  • “The History Teacher” by Billy Collins
  • “First Hour” by Sharon Olds
  • “It’s a Woman’s World” by Eavan Boland

Novel Unit:  Mrs. Dalloway by Virginia Woolf
  • “The Story of an Hour” by Kate Chopin
  • “Death of a Moth” by Virginia Woolf
  • Selections from The Writing Life by Annie Dillard
  • The Hours by Michael Cunningham
  • The Hours (2002)
  • Mrs. Dalloway by Virginia Woolf

Short Fiction Unit:  My Two Lives & the Immigrant Experience
  • “Don’t Ask Me Where I’m From, Ask me Where I’m Local?” by Taiye Selasi
  • “The House of Kronenstrasse” by Shira Nayman
  • “Gogol” by Jhumpa Lahiri
  • “The Overcoat” by Nikolai Gogol
  • The Namesake (2006)
  • “My Two Lives” by Jhumpa Lahiri
  • “A Hunger Artist” by Franz Kafka
  • “Hell-Heaven” by Jhumpa Lahiri

Poetry Unit:  I Wandered Lonely as a Cloud
  • “Barbie’s Ferrari” by Lynne McMahon
  • “Dover Beach” by Matthew Arnold
  • “Unholy Sonnets” by Mark Jarman
  • “I Wandered Lonely as a Cloud” by William Wordsworth
  • “Mid-term Break” by Seamus Heaney
  • “The Space Heater” by Sharon Olds
  • “The Love Song of J. Alfred Prufrock” by T.S, Eliot
  • “Church Going” by Philip Levine
  • "Hawk Roosting” by Ted Hughes
  • “Golden Retrievals” by Mark Doty
  • “My Papa’s Waltz” by Theodore Roethke
  • “Not Bad Dad, Not Bad” by Jan Heller Levi

Drama Unit:  Comedy, Tragedy & Modern Drama
  • The Importance of Being Earnest by Oscar Wilde
  • A Doll House by Henrik Ibsen
  • Wit by Margaret Edson
  • Hamlet by William Shakespeare

Assessments

Class Participation, Blogs, Daily Meditation Journal, and Homework 70%
Every night you will read a selection from the works above and compose a blog response. If you are absent, please view the blog and respond when you are able. Criteria and rubrics for the above will be made available.  At the beginning of every class, I will read a piece of literature to bring you in the present followed by a five minute free write to be composed in your meditative journal.  I will check these at the end of the term.

Writing & Major Assignments 30%
This category includes all major writing assignments, in-class essays, and final projects. Criteria and rubrics for the above will be made available.


Turnitin.com

Class ID: 22103826
Enrollment Key: jhumpalahiri


A.P. College Board

View Video: My AP Student Experience
Join Class: Your AP Class Section 
Join Code: 432NYK


Aspen

Grades and progress reports will be consistently posted on Aspen. It is your responsibility to track your progress.


Classroom Behavior

Students must adhere to the rules of conduct outlined in the Andover High School Student Handbook 2018-2019 edition. If you act like an authentic adult, you will be treated in kind.

No cell phones, ever.  I do not want to see them.