The traditional autobiography writing project is given a twist as students write alphabiographies - recording an event, person, object, or feeling associated with each letter of the alphabet.
This lesson is meant to play with the genre of autobiography. It introduces two types of autobiography (reflective and factual) and asks the students to compare and contrast them. Students prepare to write their own autobiography, in the style they prefer. This is a modification of a lesson plan originally created for an intermediate-level Spanish course by Frances Matos Schulz, Jun Takahira, Yoko Hama, Camille Braun, and Olga Salazar Pozos.
What is a "life" when it's written down? How does memory inform the present? Why are memoirs so popular? This course will address these questions and others, considering the relationship between biography, autobiography, and memoir and between personal and social themes. We will closely examine some recent memoirs: Tobias Wolff's This Boy's Life, Barack Obama's Dreams From My Father, Edwidge Danticat's Brother, I'm Dying, Ayaan Hirsi Ali's Infidel, and Alison Bechdel's Fun Home. Students will write two brief papers: a critical essay and an experiment in memoir.As a "Sampling," this class offers 6 units, with a strong emphasis on close reading, group discussion, focused writing, and research and presentation skills.
Subject focused on forms of exposition, including narration, critique, argument, and persuasion. Frequent writing assignments, regular revisions, and short oral presentations are required. Readings and specific writing assignments vary by section. See subject's URL for enhanced section descriptions. Emphasis is on developing students' ability to write clear and effective prose. Students can expect to write frequently, to give and receive response to work in progress, to improve their writing by revising, to read the work of accomplished writers, and to participate actively in class discussions and workshops. Focus: What can we believe when we read an autobiography? How do writers recall, select, shape, and present their lives to construct life stories? Readings that ground these questions include selections from Incidents in the Life of a Slave Girl by Linda Brent (pseudonym for Harriet Jacobs), "A Sketch of the Past" by Virginia Woolf, Notes of A Native Son by James Baldwin, "The Achievement of Desire" by Richard Rodriguez, The Woman Warrior by Maxine Hong Kingston, and "Our Secret" by Susan Griffin. Discussion, papers, and brief oral presentations will focus on the content of the life stories as well as the forms and techniques authors use to shape autobiography. We will identify masks and stances used to achieve various goals, sources and interrelationships of technical and thematic concerns, and "fictions" of autobiographical writing. Assignments will allow students to consider texts in terms of their implicit theories of autobiography, of theories we read, and of students' experiences; assignments also allow some autobiographical writing.
Complementary to 21L.001. A broad survey of texts; literary, philosophical, sociological; studied to trace the growth of secular humanism, the loss of a supernatural perspective upon human events, and changing conceptions of individual, social, and communal purpose. Stresses appreciation and analysis of texts that came to represent the common cultural possession of our time.
This multiple day lesson focuses on Booker T. Washington’s life as a slave and as a free man trying to receive an education. Students will read chapters 1-4 of the text to gain an understanding of the obstacles that Booker T. Washington encountered and what motivated him to pursue his education. Students will identify the central ideas in the text and participate in a discussion which will inform their routine writing. Image source: "Bookert T Washington" by Harris & Ewing from the Prints & Photographs Online Catalog, Library of Congress.
This collection uses primary sources to explore Incidents in the Life of a Slave Girl by Harriet Jacobs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Original text written by Leonor López de Córdoba (c.1362-1430)
Spanish modernized by María-Milagros Rivera Garretas
Guided-reading edition prepared by Christopher C. Oechler
The students will create a woven scrapbook exploring and weaving different genres: poetry, narrative, expository/informative and argumentative/persuasive. In preparation for the book students will need to address literacy, rights and self advocacy. This lesson will pull into current events in the local community and make connections to global scale. As an extension teachers can digitize pieces from the individual books and tie into a longer documentary piece.
This course explores the forms, contents, and context of world traditions in dance that played a crucial role in shaping American concert dance. For example, we will identify dances from an African American vernacular tradition that were transferred from the social space to the concert stage we will explore the artistic lives of such American dance artists as Katherine Dunham, Pearl Primus and Alvin Ailey along with Isadora Duncan, Martha Graham, George Balanchine, and Merce Cunningham as American dance innovators. Of particular importance to our investigation will be the construction of gender and autobiography that lie at the heart of concert dance practice, and the ways in which these qualities have been choreographed by American artists.
This collection uses primary sources to explore Maxine Hong Kingston's The Woman Warrior. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.