Please enable JavaScript.

Coggle requires JavaScript to display documents.

Afroza's Literature Log for Secondary School (Poetry_1400x1400 ('…

- - - - Structure of the poem :
        
        Shift between past and present tense
        
        Short clauses to establish the setting- long clauses to explain the event- shift to short clauses again.
        
        Punctuation :
    - - Simile (Like old beggars/ coughing like hags/floundering like a man in fire or lime/Like a devil's sick of sin)
      - Metaphor (Drunk with fatigue/ Green Sea)
      - Casura (Men Marched Asleep.)
      - Oxymoron (Ecstasy of fumbling/ innocent tongue/ desperate glory/ froth
      - Irony (in all my dreams before my helpless sight/ distant rest/ like a devil's sick of sin)
      - Allusion (WW1, Horace)
    - - The speaker of the poem who was a soldier at WW1 portrays the horrific gas dropping incident which was a common thing during the war. At the beginning of the poem he tells us what happened and when it happened. He quickly comes back to present time and explain how the memory of that very night keeps haunting him. In the last stanza, he clarifies who he is talking to. This is an allusion to the popular Journalist Pope as well as the people at home who rally around the youth of England, and urge them to fight for personal glory and national honor. He wonders how they can continue to call for war. If they could only witness the physical agony war creates – or even experience the emotional trauma that the speaker's going through then– the speaker thinks they might change their views. In the speaker's mind, there's nothing glorious or honorable about death, or, for that matter, war itself.
      - Understand war:
        This poem is full of imagery which can form students understanding of the horrific situation of any war.
      - Sparking a debate:
        This poem can be used as a starting point of a debate where students will analyse WW1
      - This poem is full of figurative language. This poem can be used to revise previously studied language feature.
      - Two sides to each story:
        Media, politicians, government and even authority uses media to manipulate information in order to have people on their favor. This poem can be taught to year 10 and 11 in order to show them two sides of each story. This poem can help them be critical thinker as it portrays the true picture if a war even though media and propaganda may try to over glorify war and shame young people who do not take part in it. This poem can also help in encouraging them to take in account of how media today uses language that can manipulate information
    - - The speaker of the poem who was a soldier at WW1 portrays the horrific gas dropping incident which was a common thing during the war. At the beginning of the poem he tells us what happened and when it happened. He quickly comes back to present time and explain how the memory of that very night keeps haunting him. In the last stanza, he clarifies who he is talking to. This is an allusion to the popular Journalist Pope as well as the people at home who rally around the youth of England, and urge them to fight for personal glory and national honor. He wonders how they can continue to call for war. If they could only witness the physical agony war creates – or even experience the emotional trauma that the speaker's going through then– the speaker thinks they might change their views. In the speaker's mind, there's nothing glorious or honorable about death, or, for that matter, war itself.
- - - - Literary aspects
        
        Symbols
        
        Trains
        Other than walking, trains are the sole mode of transportation within and beyond the city. They act almost like an independent organism, running at all hours of the day and night, seemingly in every direction and without any operators to control them. Early in the book, Tris longingly watches the Dauntless jump off the train outside school, foreshadowing that she’ll soon leave Abnegation to join the more reckless faction. The trains’ loud noise and constant movement contrast sharply with Abnegation’s quiet atmosphere. They represent Tris’s desire to seek out new, exciting experiences rather than spend her life in Abnegation, where she must ignore her own desires and patiently serve others.
        
        Bird
        Tris gets a tattoo of three birds, one for each member of her family, on her collarbone, as if they’re flying toward her heart. The birds remind Tris of her home faction and help her feel as though her family is still with her. They also symbolize the rush of freedom Tris feels when she does things that resemble flight, like jumping onto trains, leaping into the Pit, and zip lining off of the Hancock building. On the other hand, Tris’s first fear simulation involves a huge, angry flock of crows pecking her to death. The crows’ blackness mirrors the black clothing worn by the Dauntless, suggesting that the birds represent Dauntless as a collective and hinting that the faction poses a threat to Tris’s life.
        
        Clothing and tattoos
        When Tris leaves Abnegation to join Dauntless, she begins to experiment with her appearance, reflecting the fact that she has the freedom to explore her individual style for the first time. The members of Abnegation wear gray, loose-fitting clothing and simple hairstyles so they don’t stand out from each other. Dauntless has no such restrictions, and after Peter calls Tris “Stiff” on the roof of the Pit, she removes her gray outer shirt and throws it at him. This is one of Tris’s first steps toward rejecting her old faction and developing her Dauntless identity.
        At first Tris wears her Abnegation clothes to bed, but because the Dauntless dress mostly in black, Tris gradually starts wearing black clothing, too. After the first day of training, Christina picks out a slim-fitting dress for her to wear and does her makeup, showing that she can look striking, if not exactly pretty. For the first time in her life, she’s allowed to want to be attractive. She begins dressing to flatter her body and is happy when Tobias tells her she looks good. The Dauntless are also tattooed, some heavily. Soon after joining, Tris gets three birds tattooed on her collarbone, and she adds the Abnegation and Dauntless symbols during a later stage of initiation. The tattoos make her feel unique, but they also help her fit in and feel closer to her friends in Dauntless.
        
        Theme
        
        Society
        
        Power
        
        Identity
        
        Fear
        
        Family
        
        Friendship
        
        Guilt and blame
        
        Competition
        
        Choices
        
        Secret
        
        Selflessness and bravery
        
        Language
        Stream of Consciousness
        
        Foreshadowing · The aptitude test and Dauntless training involve mysterious serums that induce hallucinations; Marcus and Four both have dark blue eyes; Erudite publishes reports accusing Abnegation of evil behavior; Tori tells Tris the Dauntless killed her brother for being Divergent and warns Tris to be careful; Four tells Tris she’s being watched when she criticizes Dauntless; Tris escapes her most difficult fear simulation by offering to sacrifice herself
      - Potential of connecting young people and their experience and developing their language skill
        
        ‘Divergent’ is a novel by a very young writer name Veronica Roth who published this book in 2012 at the age of 22. It will be inspiring for students to learn about the author and her great creation the ‘Divergent’. Year 10 students will be able to enjoy this novel not only because of the adventure that this novel portrays but also because of the life lessons that it teaches. These life lessons will be particularly valued by year 10 students, as they will be able to find similarities between their life and ‘Divergent’. They will learn that bravery and vulnerability can coexist and recognizing one’s own flaw makes them stronger. At this significant age students try to form identity. This text can be used to guide student in this process.
        Students with diverse literacy level can enjoy reading ‘Divergent’ because of the easy, yet thought provoking, language used by the writer. However this novel is enriched with symbolism and imagery. Both this novel and the movie can be used in lessons to help student gain sound understanding of these symbolisms and imageries. This novel can also be used to teach students about ‘stream of consciousness’ and how they can use this to shape their writing.
        
        Young people can relate to the characters especially the protagonist's character. She does not have any super hero power but is a combination of humility, bravery and intelligence . It is a good novel to be explored in year 10 as they can relate to the identity issue that the main character went through.
        
        Life lesson: This novel portrays that bravery and vulnerability can coexist. Unlike super hero movies or stories this novel is more realist in terms of showing this in Trix's narrative.
        
        Fractions: It seems that every popular young adult fiction series has some kind of way to categorize its fans, whether it be by houses or districts, and the Divergent trilogy is no exception. The citizens of the Divergent world are separated into five factions founded on certain values (they even have fancy names): Abnegation (selflessness), Amity (kindness), Candor (honesty), Erudite (intelligence) and Dauntless (bravery). Students will be appealed to relate this fraction system in their life as class system is still prevalent in our society. This novel can help student to critically analyse how students form groups and become friend.
        
        Identifying value: Divergent‘s readers are forced to ask themselves what value to they see most in themselves, or more pressingly, what they deem to be the most important. One of the most important themes of the series is the nature of choice. After all, you are ultimately free to choose your faction regardless of aptitude test results. It’s easy to side with the factions of the heroes and to make enemies of the factions of the villains. However, Tris, along with the reader, comes to learn that ignoring others’ values in an attempt to praise your own is a mistake, and that a willingness to learn from others and recognize your own flaws will ultimately make you stronger.
      - Summary
        
        Divergent is set in the future, in a dystopian version of Chicago that has been divided into five factions: Abnegation, Candor, Amity, Dauntless, and Erudite. The protagonist and narrator is a young girl from Abnegation named Beatrice Prior. When she turns sixteen she takes the test that determines which fraction she should choose. In the test she was found to be divergent which means that she is a combination of all the fractions together. Apparently the Erudite was in quest to getting rid of divergent because they thought they (divergent) were a threat to the society as they did not know what divergent were actually capable of. Beatrice changes her name to Trix when she chooses to be part of dauntless. Tris figures out that the erudite faction wants to overthrow the Abnegation government and that they're going to do so by mind-controlling the Dauntless army. But Tris doesn't get brainwashed (because she's Divergent). She destroys the villain's plan, and rescues everyone except for her mom and dad, who die to help her. Even though Trix was able to kill the villain the whole city come down to chaos. Trix and her friends escapes the boarder leaving the audience wondering what is going to happen to them next. The second and third book explores some of the questions raised by the first book.
      - Divergent is the debut novel of American novelist Veronica Roth, published by Harper Collins Children's Books in 2011. The novel is the first of the Divergent trilogy, a series of young adult dystopian novels set in the Divergent Universe
      - Interesting aspect
        
        This novel can easily be used as part of inter-textual study along with Divergent film as well as other dystopian novels such as 'The Giver'/ 'The hunger Game'
- - - - Bend it Like Beckham is a film about challenging social conventions. Jess Bhamra, the protagonist, joins local soccer team to follow her passion which was not accepted by her traditional Indian family. Being brought up in England but in a traditional family, she faced many dilemmas to follow her dream to be a professional soccer player. This films also portrays friendship between Jess and Jules Paxton, who despite belonging to a British family had to face similar pressure to Jess because of her choice to play soccer. The title of the film cues the viewer in to the tension between the Bhamra and Paxton family and these two girls because of how they “bend” established cultural and gender roles.
    - - Race, sex, religion and beliefs should not stop you getting a job; or achieving what you want in life.
      - Society has placed certain ideals on appropriate behavior in regards to gender roles. In the film, gender roles play an important part in the lives of the characters. Society’s expectations and rules are very different for men and women. Gender roles are defined as “the culturally defined behaviors deemed appropriate for a man or a woman”
      - learn how to overcome challenge
      - Familial expectation
      - Students can analyse this film to develop understanding of different perspectives.
        
        For ex. Even though Mrs Bhamra and Mrs Paxton has been portrayed to be too bound by tradition, there is an underlying fact why they might have such strong beliefs and desire to follow societal rules and expectations. Students can argue whether they were right to want to teach their girls what they had learnt from their mothers perhaps.
      - Language analysis: How translation works!
        
        Language: Being a great hit in 2002, this movie was dubbed in various languages. It is interesting how even in English speaking countries the title of this film was altered to help the audience connect with this film more. In America, title was decided to be ‘Move it Like Mia’, however, they kept the original title at the end. In Germany the film was released as "Kick It Like Beckham." The Hindi title, translated, is "Football -- Shootball Hai Rabba." This aspects can be considered how translations are bound by context and culture to convey meaning.
    - - Coming of age fiction
      - Comedy
      - Family movie
      - Sports
    - - This film also emphasises on potentiality and opportunity. Though being a good soccer player Jess was not aware of the great future that she might have before meeting Jules.
      - This film underlines the similarities in culture and how gender stereotypes are built.
      - This film was full of easy humor, an impeccable sense of milieu that is the result of knowing the culture intimately enough to poke fun at it while understanding its underlying integrity.
      - The film also address the issue of homosexuality through the character Tony, who being an Indian could not experess his sexuality due to the fear of being punished by the Indian community. Though western culture is more widely accepting towards controversial issues yet people are still quick to make assumptions as reflected by Jules’ mother who thought that she and Jess had a romantic relationship going on because they always hung around one another and played soccer.
    - - comic misunderstanding: Students can form their understanding on how misunderstanding and overhearing of conversation adds to the comedy.
      - Metaphor (Bend it like bachkgam is a metaphor for bending the rules)
      - Theme
        
        Friendship
        
        Challenging/Bending rules
        
        Feminism
        
        Gender stereotyping
        
        Confusion over identity and sexuality
        
        Culture and religion
        
        Sport
        
        Sexism
        
        Migration
        
        Racism
        
        Cultural clash
      - Straw Man Fallacy
        
        This literary aspect is evident in every arguments of Mrs Bhamra and Mrs Paxton where they tried to imposed their beliefs.
      - Ironic use of music which helped establish the fact that this movie itself challenged the traditional conventions.
        
        Ex. When the girls were playing soccer in the field, the song 'She is a lady' was playing in the background.
      - Portrayal of culture through food
        
        The mothers of both Jess and Jules often appear with food, which becomes associated with their opposition to their daughters’ unfeminine behavior.
        
        2.Mrs. Bhamra is an excellent example of ideal Indian femininity because she is almost always shown preparing, serving, or eating food. The preparation of these meals is a symbol of continuity of culture, as are her attempts to teach her daughters.
        
        3.Mrs. Bhamra expresses worry about the only future she can perceive for her daughter: “What family will want a daughter-in-law who can run around kicking football all day but can’t make round chapattis?”
        
        Mrs Paxton attempts to use food as a way to associate herself with what she perceives as the Indian ideal of the female cook/preserver of tradition, and to cover up the fact that she has so little in common with her daughter. In this sense, food is a way to add authenticity.
        
        Mrs. Paxton brings up a tray of tea and cheese to entertain Jess when she visits them.
        
        Mrs Bhamra can be proud that she has taught her daughter how to cook a “full Punjabi dinner, meat and vegetarian,” (Bend It Like Beckham, Scene 8 “No More Football.”) symbolizing the rest of her Indian heritage, and is slightly more comfortable in sending her out into the world.
- - - - In this picture book, the readers see and experience a life of an immigrant who moves to a new country leaving his wife and daughter home. The reader enters a strange new world, participating in the main character's isolation and ultimately his joy.
    - - Theme
        
        Displacement
        
        Isolation
        
        Belonging
        
        Novelty
        
        Cultural differences
        
        The issue and challenges around migration
        
        Friendship
      - Symbolism
        
        Birds (Dove) in this picture book symbolizes hope.
      - Artistic Style
        
        Tan used pencil and shading to create the images in the book which adds to readers experience of the time frame.
        
        The book is very monochromatic which provides a strong sense of visual cohesion and helps support communication objectives through the use of connotative color.
        
        A different colour pallet is used to depict the stories of the people the protagonist meets, highlighting the difference between the current story and flashbacks.
        
        Tan wanted each double page spread to show a connecting story.
        
        Tan wanted the book to look like an old photo album, giving snapshots of the journey the protagonist takes and the people he meets along the way.
        As the story is set in the 19th century, the sepia colour tone is fitting for the time period, and also adds to the alien nature of the setting.
      - Metaphor
        
        Tan used imageries in this picture book as a metaphor for growth and hope.
    - - Students will be able to form empathy for immigrant who move to different country in hope of a better future.
      - Though there is not written language in this book, the visual language conveys message that everyone can easily understand and connect with.
      - Tan is fully aware of the power of the silent narrative, not only in removing the distraction of words, but slowing down the reader so that they might meditate on each small object and action, as well as reflect in many different ways on the story as a whole
      - In order to best convey what it is like to travel to a new country, Tan created a fictional place equally unfamiliar to readers of any age or background.
        Tan presented entirely new breeds of plants and animals, strange weather patterns and bizarre forms of transport to connect readers emotions to that of the immigrants.
    - - Students do not have to belong to a migrant family to understand the concepts of this picture book.
      - Visual language can be as effective as written language to evoke emotions and convey meaningful message.
- - - - Murtin Luther King addressed the issue of slavery prevalent in America for a century till 1776 in his speech “I have a dream”. He described a vision of racial unity between descendants of slaves and slave-owners—a revolution of tolerance. King’s eloquent plea for justice and freedom in this speech was one of the decade’s shining moments; however, it also served as a powerful reminder that much still needed to be done.
    - - Language features used in I have a dream
        
        Anaphora
        
        I have a dream...I have a dream...I have a dream...I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.
        
        Personification
        
        Ex. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check that has come back marked "insufficient funds."
        
        Simile
        
        Ex. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.
        
        Allusion
        
        Ex. five score years ago
        
        Extended metaphor
        
        Ex. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
        Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.
        
        Parallelism
        
        Ex. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.
        
        Alliteration
        
        Ex. We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no
        
        Assonance
        
        Ex. We must forever conduct our struggle on the high plane of dignity and discipline.
        
        Metonymy
        
        Ex. But not only that; let freedom ring from Stone Mountain of Georgia!
        Let freedom ring from Lookout Mountain of Tennessee!
        Let freedom ring from every hill and molehill of Mississippi
        
        Hyperbole
        
        Ex. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing.
        
        Synecdoche
        
        Ex. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities.
        I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.
      - The speech, I have a dream, can be used to analyse different kinds of language and their use for difference purpose;
        
        Inclusive language
        
        Emotive language
        
        Persuasive language
        
        Formal language
        
        Informal langugae
        
        Figurative language
      - Imagery
        
        Ex. ...lips dripping with the words of "...interposition" and "nullification..."
    - - This remarkable speech can help students understand the impact of well written and delivered speeches. Students can analyse how various language features were used in this speech to make it stand out.
      - This speech can also help students to understand and enable them to write a purposeful speech
      - Students will be able to identify the influence of context in any speech and how to include the knowledge of the context to move audience emotionally in order to encourage then to take action.
      - This speech is a good example of how King encourages people to take peaceful action even though everyone was aware of the heart breaking treatment of African American. This is important for students to understand so that as future leaders of the country they can resort to peace but not war.
    - - Martin Luther King's oratory skills added to the impact of this speech. Through this speech he was able to move the audience as he was able to portray his passion for equality in America. His voice contained amazing amount of anger, power, sadness and hope
      - Murtin Luther King in his speech not only talks about his dream and how horrible it was at the time this speech was delivered, he also emphasized on what it would look like if his dream came true. This is an interesting point to focus on as it encouraged people to be hopeful and not be succumbed by the inequality that persisted. One of the common purposes of any speech is to call for action by outlining the issues, but Murtin Luther King aimed at preaching peace and hope through this speech.