As I Lay Dying - PowerPoint Presentation

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As I Lay Dying

Starting a new novel by William Faulkner:

https://www.youtube.com/watch?v=m_gACelB6qs

Preview for AILD with James Franco (YouTube)Slide2

Dorothy Lange grew up in a comfortable middle-class family in New Jersey. She studied photography at Columba University, and took notice when the great depression hit with labor strikes and bread lines.

She and Paul Taylor traveled documenting rural hardships for the U.S. Agriculture Department. She became famous for her portraits of displaced farmers and families—wanted to promote social change for the injustices she captured.

Background/Context:

Great Depression; 1920’s & 30’sSlide3
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COLOR

to make more realistic looking…Slide6
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Images from William Faulkner’s

As I Lay Dying:

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Story of Bundren

family’s journey—before, during, and after the death of their mother, Addie. Slide9
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1. Dying is a wonderful experience. 2. Being pregnant is exciting.

3. Social class determines who you feel you are (your sense of “self”). 4. All people are equal.5. Words don’t truly hurt people. 6. Seeing is important step in leading to believing.

7. Anyone can be a hero.

8. Parents always want what is best for their children.

9. Mothers are the center of families.

10. Love, not money, binds a family together.

PRE-READING ANTICIPATION GUIDE: Slide12

SURVIVAL

/SACRIFICE WORK / DUTY POVERTY / SUFFERING FAITH / RELIGIONPERCEPTION / REALITY

HEROES

SANITY / INSANITY WOMEN’S ROLES

MORTALITY

/ DEATH

COMEDY

/

TRAGEDY

COMMUNICATION LANGUAGE / ACTION FAMILY RELATIONSHIPS IDENTITY

THEMES:Slide13

*** Why should we QUESTION

things? ***What are some TYPES of questions?

1.

Factual

Questions

:

“What did Fred say to his sister?”

2.

Inductive Questions

:

“

Why

did he say that?”

3.

Analytical

Questions

:

“

How did Fred use his illness to manipulate his sister?”

CULMINATING QUESTIONSSlide14

*Coming up with QUESTIONS to GUIDE YOUR READING

*Choose a THEME you’re interested in and come up with at least ONE QUESTION you’d like to focus on and explore as you read the text. Make sure it is analytical or inductive, not just factual. We will work in groups to come up with good questions, then discuss them as a class.

*We will eventually base a Multi-Genre Writing Project on these.

*You can change and revise your question (and/or theme) as you read and research. Slide15

There is no “correct” theme or interpretation…varying themes, ideas or images will speak to each of you…

Your reading should be an

EXPERIENCE, so choose the theme of your question according to

your interests

.Slide16

SURVIVAL

/SACRIFICE WORK / DUTY POVERTY / SUFFERING FAITH / RELIGIONPERCEPTION / REALITY

HEROES

SANITY / INSANITY WOMEN’S ROLES

MORTALITY

/ DEATH

COMEDY

/

TRAGEDY

COMMUNICATION LANGUAGE / ACTION FAMILY RELATIONSHIPS IDENTITY

THEMES for QUESTIONS:Slide17

As a group, come up with 2-4 open-ended questions for your topic.

Choose one to use to guide your reading (and writing projects for the unit), and write it on your own paper.

As a group decide on one question you’d like to share with the class (choose someone to read/share it).

We will discuss these questions and talk about ways to revise them, and which ones lead to critical thinking.

You will have a chance to revise your question (make sure your name is on your paper). This is an opportunity ask any other questions you have about this project/focus for me before turning them in.

COOPERATIVE GROUP LEARNING: Slide18

Returning your “culminating questions,” hold on to them and refer to them often (can change/add).

What characters were you introduced to?What did you learn about the characters and overall situation/plot?What questions do you have about what you read or what’s to come?What did you notice about

VOICE

?

Dramatic Reading of Faulkner (help us

hear

voice):

https://www.youtube.com/watch?v=kqiTMMGMXXo

Last night’s reading: Plot DiscussionSlide19

Dialect

Narrative Style/Point of ViewVoiceModes of Communication

Setting

Imagery & Symbolism

Pay Attention to various

LITERARY TECHNIQUES Faulkner uses:Slide20

Vocabulary—may possibly see words that are new to you:

Ubiquity Penurious Cessation Travail

Inertness Uninferant

Uncurried

Rutting

Flotsam Plaintive Conical

Cubistic

Victuals Ascetic Skummed

Facade Circumscribe

Vocabulary from AILD

:Slide21

Ubiquity: being everywhere all the time

Penurious: extremely poor, poverty stricken Cessation: process of ending or stopping

Uninferant: unable to be inferred

Flotsam: goods floating on water or something discarded

Plaintive: mournful, expressing sorrow

Some words are just made up, or sound like their meaning: Uncurried

, Rutting, Skummed,

Cubistic

Secret among English teachers:

WE DON’T KNOW WHAT EVERY WORD MEANS! Slide22

DIALECT:

“reckon” “sho” “durn” “ain’t” “make out” “ et”

Some of these words are new to us, some of them remind us of the term “accent” (southern).

Are there any examples you can think of from your own experiences or background?

Faulkner’s Word Use

:Slide23

With the text in mind, write a first-person narrative with instances of “dialect” use.

Can borrow examples from Faulkner, or draw from your own knowledge of a similar or different dialect.The point of view can shift from person to person, or only have one person’s thoughts/actions/words.Try to focus on the theme

of your personal

“culminating question

.”

Write continuously for

10 minutes!

Freewrite: Slide24

Characterization Graphic Organizer:

Start writing down characteristics, quotes, or thoughts you have relating to a character you’re interested in (can change the character you focus on at any point).Will eventually write a letter through this character’s perspective (to their dead mother, Addie).

Pay Attention to CharactersSlide25

Darl:

“Before us the thick dark current runs. It talks up to us in a murmur become ceaseless and myriad, the yellow surface dimpled monstrously into fading swirls travelling along the surface for an instant, silent, impermanent and profoundly significant, as though just beneath the surface something huge and alive waked for a moment of lazy alertness out of and into light slumber again. It clucks and murmurs among the spokes and about the mules’ knees, yellow, skummed with flotsam and with thick soiled gouts of foam as though it had sweat, lathering, like a driven horse” (Faulkner 82).

Literary Technique: Rich Imagery

Faulkner’s “GLIMPSES”Slide26

Give a GLIMPSE, with descriptive words/images, whether

your perspective, or another person’sUse a first person narrator just as Faulkner does.Center your writing around your culminating question if possible.

Can be about the characters in AILD, you, or anyone you’ve been thinking about lately.

Use rich descriptions to take your reader to your setting or situation.

Write for

10 minutes

(continuous, no stopping).

Freewrite:Slide27

“Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment or the smallest act of caring, all of which have the potential to turn a life around.” –Leo Buscaglia

“You don’t develop courage by being happy in your relationships everyday. You develop it by surviving the difficult times and challenging yourself.” –Epicurus

RelationshipsSlide28

Choose one of the quotes to use as a “prompt” for a

freewrite. Thinking of the quote in terms of your theme/question/focus, write…just write. Any point of view, any situation/plot/characters…just write!Write your thoughts relating your “culminating question” (&/or your chosen character if you’ve decided) to “relationships” & the quote.

Write continuously for

10 minutes!

FREE WRITE

: How does the theme of relationships correlate with your question

?Slide29

Conducting interviews (in groups of two) with an assigned partner about their theme or topic.

Come up with questions to ask (questions to help you, but also to help them think deeper about their chosen theme or topic and question). No “yes” or “no” questions!For example: “What does your culminating question or theme have to do with relationships?” “Why is this theme important to you personally?” “What does the quote or Faulkner’s book teach you about this theme?”

Class discussion: how did this interview help your understanding? (in both ways: them interviewing you and you interviewing them).

Interviews…Slide30

Share quotes and ideas from your graphic organizers, refer to the book as a group to come up with additional evidence to shape your understanding of the character.

Discuss possible events from the plot to frame the letter around (Addie’s death, crossing the river,..).As a group, come up with one culminating statement or question (from the point of view and in the words of your character) to direct toward Addie to share with the class. Choose someone to share it.

Collaborative Groups based on Character Choice:Slide31

Write a letter to Addie in the voice of your chosen character (using notes from character graphic organizer about character’s personality and viewpoints).

Pay attention to the character’s voice in the text, and use similar speech and techniques when constructing your letter.

Frame your letter around a specific incident or scene (for example, when the character realizes Addie is dead, or when they find that Anse has remarried).

Writing a Letter to Addie

:Slide32

What is stream of conscious writing?How does Faulkner employ this?

Can you find examples of this from the text?Freewrite on your chosen character for 10 minutes, nonstop.Can begin by listing feelings you see your character having, but make sure you employ “continuous stream of conscious” as you write.

Pay attention to “voice” when writing.

Freewrite: Slip into your Character’s Shoes and LifeSlide33

Share your writing with your partner (can read aloud one at a time, or switch journals and read silently to yourselves)

Discuss how each of you used “stream of consciousness,” and its affect on your writing.Suggest any changes or additions your partner could make (“if this were my paper I would try…”)Return to individual work and make any changes you’d like to.

Peers As Resources

:Slide34

“Diversity is the one true thing we all have in common. Celebrate it every day.” –Anonymous

Consider your experiences with group activities in this class; how have others’ perspectives helped you?Consider an experience meeting a new, intriguing person or hearing a “crazy awesome” story. Why are we drawn to things that are new to our every day life?

Why is diversity important? Is it possible to ignore those who are different? Why should we be open to new ideas and relationships?

The Value of Differing PerspectivesSlide35
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Using the text (AILD), your characterization chart, and any additional notes, begin writing a “rough draft” of your letter to Addie.

If you prefer to list ideas or phrases that is fine, this is an exercise in getting your thoughts and ideas written on paper.Write continuously for 10 minutes!

Beginning Rough Draft for LetterSlide38

Rubric/Guidelines

One page, single spaced, no more than two pages.Tie it into your culminating question and theme (this is going to be part of a larger multi-genre portfolio).Pay attention to “voice” when writing (consider their experiences and attitude, and any other observations you’ve made while reading our text). Try to create

“glimpses”

or use other literary techniques we have discussed in this unit.

Frame the letter around a

specific incidence

from the text (e.g. Vardaman drilling holes in Addie)

Letter to AddieSlide39

Remember, be kind and respectful! “Do unto others”

What is your overall response to the piece? Do you hear the character’s voice? When/how?

Flow/Style: does the letter seem organized logically and flow coherently?

Is it based on one of the events from the novel?

Is there anything that seemed confusing?

What would you do if this were your letter to Addie?

Discuss/share. Be a resource for your peers!

Peer Review of Letters (drafts)

:Slide40

What do you consider “literature?”Who decides what is and what isn’t?

What is “literature?”Slide41

A multi-genre project

is a chance for you to use your IMAGINATION! We will still research and use your knowledge of literary devices, but you decide what types of genres you add to your letter to Addie.End with a portfolio of

FIVE different genres

of writing (including your letter to Addie & an Reflective Introductive piece, so three in addition to those). Each piece should stand alone as a text, but all should connect to the theme of your CULMINATING QUESTION. You may use your own voice in each piece, or use many voices among them—be creative and HAVE FUN! Remember, every career requires some kind of writing, so let’s become better writers and enjoy doing it!

MULTI-GENRE WRITING PROJECT

:Slide42

Personal LetterGreeting Card

Schedule/Things to Do ListInner Monologue Representing Internal ConflictsClassified or Personal AdsPersonal Essay or Philosophical QuestionsTop Ten List/Glossary or Dictionary

Poetry

Song Lyrics

Autobiographical Essay

Contest Entry Application

Multi-genre Writing Ideas:Slide43

Local News ReportPop-Up book

Review and Poster for a Movie, Book, or TV ProgramRestaurant Description and MenuTravel Brochure DescriptionHow-To or Directions

Booklet

Comic Strip or Graphic Novel excerpt

Informational Video

Web Site

Future News Story

Letter to the Editor

Newspaper or Magazine Feature/Human Interest Story

Map with Explanation and

AnalysisSlide44

Ghost Story

Myth, Tall Tale, or Fairy TaleTalk Show Interview or PanelRecipe and Description of Traditional Holiday EventsClassroom DiscussionCharacter Analysis or Case Study

Comedy Routine or Parody

Liner NotesPicture book

Chart or Diagram with Explanation and Analysis

Brochure or Newsletter

Short Scene from a Play

or Movie

Dialogue

of a Conversation among Two or More People

Short Story Slide45

Lyrics to "Timshel” by Mumford & Sons:

https://www.youtube.com/watch?v=jOHV7ZJZkTw

Cold

is the water

It freezes your already cold mind

Already cold, cold mind

And death is at your doorstep

And it will steal your innocence

But it will not steal your substanceSlide46

But you are not alone in this

And you are not alone in thisAs brothers we will stand and we'll hold your handHold your hand

And you are the mother

The mother of your baby child

The one to whom you gave life

And you have your choices

And these are what make man great

His ladder to the starsSlide47

But you are not alone in this

And you are not alone in thisAs brothers we will stand and we'll hold your handHold your hand

And I will tell the night

Whisper, "Lose your sight"

But I can't move the mountains for youSlide48

Discuss and list ideas for genres of writing you are interested in, and ways you can relate them to your question and the text (AILD).

As a group decide on 2-3 genre types to share with the class, and write 1-2 sentences describing how the genre can relate to AILD and various themes/questions.

Collaborative Group Activity:Slide49

Try your hand writing within one of your chosen genres in your journal.

Even if you’re just listing characteristics of the genre or how you think you could tackle writing, just WRITE!Write continuously for 10 minutes!

Freewrite: Try Out Your Genre!Slide50

GREETING CARD:

-What are the general conventions?-Fold a plain sheet of paper in half or three ways (words or picture on the front)

-Decide on who (which character) it is from and who it will be addressed to (both do not necessarily need to be from the story itself)

-What type of card is it? (occasion—birthday, sympathy, etc.)

Let’s write a genre together as a class…Slide51

The last addition to portfolio: Introduction

Overview of portfolio contents.Should guide readers, giving any added information they may need to understand the portfolio contents.Reflects: tell the reader how this experience (putting this portfolio together) has affected you.Identify your favorite piece, and why.

Identify your least favorite experience (or you’re the genre you feel the weakest in writing).

“Introduction” piece for Multi-Genre Portfolio (Reflective Piece):