The Autobiography of Martin Luther King, Jr. - PowerPoint Presentation

Slide1

The Autobiography of Martin Luther King, Jr.

Genre StudySlide2

Agenda, Thursday 2/18

Paper 2 Practice

The Role of the Narrator

The Art of Rhetoric and Rhetorical Analysis

Letter from a Birmingham Jail - Analysis

IOC scores next week on Friday - after the Fishbowl.

Update - The secondary character fishbowl discussion will take place on Friday 2/26. I will also be giving you some time on 2/22 to do some research and prepare. You will also be completing your My Plan Essay that day. Slide3

Exam Prep (Paper 2)

“Literature speaks powerfully to what the individual has the potential to become.”

Comment on this in the context of your study.

This is what a prompt might look like, so...Slide4

Exam Prep - 10 Minutes to discuss w/partner, group

“

Literature speaks powerfully about what the individual has the power to become.

Does this text speak powerfully about what the individual has the potential to become?

If yes, how so?

If no, why not? And then, what DOES it speak to?

Other aspects to consider in your response:

Consider the challenges faced

Consider what King “becomes”

Consider how the genre of autobiography attempts to speak to what an individual can becomeSlide5

Written Response - Include Text Evidence

Literature speaks powerfully about what the individual has the power to become.

To what extent is this statement relevant to the opening chapters?

How to get into this:

Introduce the text.

State that it speaks powerfully (or not) to what an individual can become.

Method statement – how does it do this (structurally, stylistically)

Point, Evidence, AnalysisSlide6

Why would King (yeah, yeah Carson) write this text?

What’s the purpose? Slide7

Author’s purpose: Why Write Non-Fiction?

To remove confusion, ambiguity

To unite in solidarity

To persuade the reader to believe as you doSlide8

Role of narrator: The Writer Hero?

Fights with ideas and words

Presents an argument

PersuadesSlide9

Argumentation (Rhetoric)

What do you know about argumentation?

Aristotle postulated three argumentative appeals:

Logos: Logical (clear claims, strong evidence: facts, statistics, personal experience, authority, anecdotes)

Pathos: Emotional (diction, imagery, connects to emotions: pity, humor, nostalgia, guilt)

Ethos: Ethical (establish credibility, connects to audience perspective, trustworthy, humane)

See handout Three Appeals of ArgumentSlide10

Chunking the Text

“The Letter from Birmingham Jail”

Group 1: Part 1 – paragraphs 1 -14 (Clancy, Madi, John)

Group 2: Part 2 – paragraphs 15 – 27 (Christina, Alex, Meg)

Group 3: Part 3 – paragraphs 28 – 37 (Kennedy, Hannah, Ophelia)

Group 4: Part 4 – paragraphs 38 - 52 (Kyle, Harper, Sydney)Slide11

Chunking the Text

“The Letter from Birmingham Jail”

Group 1: Part 1 – paragraphs 1 -14 (Elise, Paige)

Group 2: Part 2 – paragraphs 15 – 27 (Violet and co.)

Group 3: Part 3 – paragraphs 28 – 37 (Julia and co.)

Group 4: Part 4 – paragraphs 38 - 52 (Ben and co.)Slide12

First, on your own...

Re-read the letter (your part and on your own)

What are “the moves” of the non-fiction writer? Keep a running list (or post-it when you see them) of ways that he asserts his vision.Slide13

Then, with your group...

Make a list of the rhetorical moves you see in “The Letter from Birmingham Jail”

Try to label them together. How does King appeal to ethos, pathos, and logos?

Label the appeal

Note how it works: credibility and effectiveness

Be prepared to share out and teach the rest of us what you see King using and the effect. Slide14

Paper 2 Exam Practice Response

What does this letter reveal about how we write effectively in the genre of non-fiction?

What does the “The Letter of Birmingham Jail” reveal about the value of non-fiction texts?Slide15

Homework

We will start with presentations and another Exam Paper prompt response next class (related to an overall analysis of LBHJ)

Continue your Secondary Character Research for Friday, 2/26.

As you read Chapter 20:

March on Washington

and “I have a Dream” - keep track of imagery and sensory details. Slide16

I have a dreamSlide17

Agenda Wednesday, 2/24

Essential Question: How does the genre utilize imagery or sensory details?

Review last class

Langston Hughes poem “Dreams”

What makes a great talk?

I have a Dream

Imagery

Exam Prep

** Progress reports on Tuesday. Be sure that I have all your practice responses and that you are here on Friday. The fishbowl discussion will be the bulk of your progress report grade. **Slide18

Review

Talk with a partner about last class:

What do you know about Rhetorical Strategies/Devices (Ethos, Pathos, Logos)?

How are these used in non-fiction texts, such as an autobiography? Slide19

Paper 1 Practice - Discuss with a partner

Dreams by Langston Hughes

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That cannot fly.

Hold fast to dreams

For when dreams go

Life is a barren field

Frozen with snow.

What is Hughes saying about ‘dreams’? What literary devices is the poet using? To what effect?

What is the impact of imagery on the audience/reader?

**Keep these ideas in mind. King not only uses rhetorical strategies but literary features (like imagery) to move and connect with his audience (these are examples of pathos)**Slide20

What makes a great talk?

View Duarte’s “

The Secret Structure of Great Talks

”

Take notes that allow you to answer the question:

What does Duarte identify as the secret structure of Great Talks?

Create a list

After viewing - Be prepared to share your findingsSlide21

What makes a great talk?

Ideas has to be spread to be effective

Story - most effective way to communicate

Great talks create a contrast between “what is” and “what could be”

The gap between the two should be vast!

Must make the status quo seem unappealing

Because others will resist - you must keep going between “what is” and “what could be” to reinforce the appeal of “What is”

Conclude with “New Bliss” - how fantastic the world will be once your audience adopts your ideas as their own.

Includes imagery, allusions, storytelling pieces - points of connection with your audience. Slide22

“I have a Dream”

Working alone or in pairs...

Find an italicized portion of the autobiography (this is the speech).

Identify and note (at least) 2-3 places where King moves between “What is” and “What could be”

Identify how he establishes “What is”

Identify how he presents “What could be”

3. Identify and note the use of imagery in those 2-3 places where King highlights what is and what could be. What is the impact?

4. Written response: Analyze why and how this is effective (think back to our notes/conversations about Rhetorical Strategies, what you know about imagery, as well as what Duarte has to offer). Slide23

Group Discussion

How does the genre utilize rhetorical strategies, imagery or sensory details? To what effect?

Feel free to include anything previously discussed/read and certainly “I have a dream.”Slide24

Paper 2 - Exam Practice #3

In your journal, respond to the following:

How does the genre utilize imagery or sensory details?

Reference this text as an example of how the genre does this. Remember though - in the future, you will want to compare how two or more texts do this. Slide25

Agenda Friday, 2/26

Malcolm X (ch. 25)

Fishbowls - Secondary Character Study

Period 2 - Turn in “I have a dream” workSlide26

Malcolm X

Silently re-read Chapter 25.

Answer the following in your journal:

How does King speak of Malcolm X? Look closely at word choice.

How does King characterize the differences between himself and Malcolm X? What about similarities?

What purpose does this chapter serve in the text? Slide27

In light of your re-read of Ch.25…

How do these quotes speak to both King and Malcolm X? How would each man have responded?

“Daily the Negro is coming more and more to look upon law and justice, not as protecting safeguards, but as sources of humiliation and oppression. The laws are made by men who have little interest in him; they are executed by men who have absolutely no motive for treating the black people with courtesy or consideration; and, finally, the accused law-breaker is tried, not by his peers, but too often by men who would rather punish ten innocent Negroes than let one guilty one escape.”

--W.E.B. Dubois,

The Souls of Black Folk

*********************************************************************************************************************

“A system cannot fail those it was never built to protect.”

--Twitter user post-Ferguson acquittal of the officer who shot Michael Brown (often attributed to W.E.B. Dubois)Slide28

Fishbowl

Your group will come to the center. Your group will discuss the following:

What is the role and purpose of Secondary Characters in the genre?

On the outside, we will take notes and evaluate the contributions of the participants. Then, we will switch.

Each group will have about 15 minutes.Slide29

Exam Paper Practice #4

Choose one of the following to address:

Discuss the ways in which the writer of the genre you have studied has sought to undermine or interfere with the “voices” of their characters in order to persuade, manipulate or instruct their audience.

OR

Discuss the part played by apparently minor characters in the genre you have studied, indicating what you think are the effects of their presence.

**Be sure to include references. You may consider Rosa Parks, Malcolm X, your researched character and information relayed via the fishbowl.** Slide30

Agenda Tuesday, 3/1

IOC Scores

Art & Propaganda

Paper 2 Practice ResponseSlide31

IOC Scores

I wrote both your IB Score and the conversion score for me on your rubric.

For IB Scores - This is a general approximation - it changes year to year depending on the scores of that years candidates.

1 = 0-5

2 = 6-10

3 = 11-13

4 = 14-17

5 = 18-21

6 = 22-25

7 = 26-30

Class Conversion

30-25 = 4-3.5

24-21 = 3-2.5 (no 2s)

20-14 = 2.5 Slide32

Agree or Disagree?

A writer cannot put literature and politics on equal footing without failing as a writer.Slide33

Respond to the quote in your journal

A writer cannot put literature and politics on equal footing without failing as a writer.

What does this mean? Do you agree or disagree? What about in relation to this text? Slide34

Art & Propaganda

How do you define Art?

How do you define Propaganda? Slide35

Art & Propaganda

How do you define ART?

the quality, production, expression, or realm, according to aesthetic principles, of what is beautiful, appealing, or of more than ordinary significance.

How do you define Propaganda?

information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.

the particular doctrines or principles propagated by an organization or movement.

How are these two similar and different?Slide36

Watch the short bio:

W.E.B Du Bois

1868 – 1963

Scholar--activist

Harvard (1890s)

Fought for the Social and political rights of African Americans

“The Souls of Black Folk”Slide37

From “The Crisis”

Address to the NAACP given 1926

At the height of struggle, he emphasizes the importance of art.

Slide38

“All art is propaganda and ever must be, despite the wailings of the purists. I stand in utter shamelessness and say that whatever art I have for writing has been used always for propaganda for gaining the right of black folk to love and enjoy. I do not care a damn for any art that is not used for propaganda. But I do care when propaganda is confined to one side while the other is stripped silent.” Slide39

Toni Morrison on Art and Politics

“All of that art-for-art’s-sake stuff is BS,” she declares. “What are these people talking about? Are you really telling me that Shakespeare and Aeschylus weren’t writing about kings? All good art is political! There is none that isn’t. And the ones that try hard not to be political are political by saying, ‘We love the status quo.’ We’ve just dirtied the word ‘politics,’ made it sound like it’s unpatriotic or something.” Morrison laughs derisively. “That all started in the period of state art, when you had the communists and fascists running around doing this poster stuff, and the reaction was ‘No, no, no; there’s only aesthetics.’ My point is that is has to be both: beautiful and political at the same time. I’m not interested in art that is not in the world. And it’s not just the narrative, it’s not just the story; it’s the language and the structure and what’s going on behind it. Anybody can make up a story.”

Ai Wei Wei on Art and Politics

“If somebody questions reality, truth, facts; [it] always becomes a political act.” Slide40

Go back to MLK - Create a list or chart

How is this text propaganda? (Think about rhetorical strategies and devices)

How is this text art? (Think of literary features and elements of literature)

(Consider looking at Chapter 30)Slide41

With a partner, discuss:

Is this text more art than propaganda?Slide42

Paper 2 Practice Response

“Art is on the side of the oppressed.” Evaluate the means by which

The Autobiography of Martin Luther King, Jr.

either confirms or raises questions about the validity of this assertion.

You can either:

Agree

Disagree

Bend (except when or in some cases or it’s actually more like...)

Augment (add to this: yes, and…)

**Be sure you use the l

anguage of the prompt

in crafting your

thesis/claim

in your introduction. Be sure to use

text evidence

to support your thinking and analysis. ** Slide43

Agenda Thursday, 3/3

I’ve been to the Mountaintop

Discussion - Is this the story of the leader of a movement or the story of a man?

Check out

Running in the Family

Read

The Acknowledgement (in the back)

and

Asian Rumors (1-27)

for NEXT Wednesday

.

Flag for items on the bookmark. Slide44

To what extent do you agree or disagree with the sentiment in this:

“A man who hasn’t found something he is willing to die for is not fit to live.”Slide45

I’ve been to the mountain top

Full SpeechSlide46

A Drum Major for Righteousness

Turn to page 365 “A Drum Major for Righteousness”

Read around—each reader takes one paragraph.

We’re going to read it twice.

After reading, comment on the impact of these concluding remarks.

Jot down in your journal your ideas on the following:

To what extent is this culminating portrayal of King’s character aligned (or not) with the character we’ve followed throughout?Slide47

Discussion

To what extent is this culminating portrayal of King’s character aligned (or not) with the character we’ve followed throughout?

Is this the story of a man or the story of a movement? Slide48

Written Response

Consider how we have come to know Martin Luther King, Jr. Use evidence from the text to support your understanding of King. What do we know about him:

Personally

Morally

Ethically

Spiritually

Religiously

Intellectually

How have the modes used to construct the autobiographical account contributed to our understanding of Martin Luther King, Jr.?

(Letters, sermons, speeches, journals, memoir)Slide49

Next Class: MLK Final Essay

Bring all of your notes, journal and text to class next week for the Final Paper on MLK. Slide50

Book CheckoutSlide51

Agenda, Monday 3/7

MLK Paper 2 Response Essay.

Choose one of your practice prompts. Take this through to a full and complete draft.

Be sure to address the prompt in your thesis/claim.

Use specific textual evidence to support your analysis

Demonstrate your knowledge of both the text and literary techniques used by the author and explain how the techniques impact the meaning/understanding

Go back to the ‘conventions of the genre’ to consider what you might want to include or address