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Tacoma-Nantes Literary connections

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Tacoma-Nantes Literary connections

  1. 1. TACOMA-NANTES LITERARY CONNECTIONS Let’s share about lit! Lily Cui & M.-H. Fasquel.
  2. 2. The Tempest project  Each class (Tacoma 10th graders and Nelson Mandela 11th graders) will analyze The Tempest collaboratively and post all their findings and responses on their blog.  They will write poetry responses to characters and discuss their work. They will share their work on this Google Doc.  They will do a scene-staging activity and share it on You Tube and engage with each other.  They will write reviews of each other’s stagings.  They will make a podcast about The Tempest and will add the links on this Padlet. For instance on Podbean.
  3. 3. The ARC project  The Academic Research for College (ARC) is a trimester-long project in which students research and analyze the life and work of one American author.  Students begin by exploring a wide range of American authors. They analyze and respond to twenty poems, short stories, and essays in a grazing journal.  From this wide range of texts, students choose their Top Five authors and write a “love letter” to each explaining why they want to study their work. Each student is assigned one author from their Top Five list. Every student has a different author; they are their ambassador!  Students then read at least ten works by their author and write a journal entry on each text.  Students write two analytical essays on two texts and one “World of the Author” essay on the author’s life and influences. Finally, they synthesize these essays into one thesis.  The project concludes with creative presentations on their authors to the class.
  4. 4. The ARC project – Student testimonies  “The ARC taught me not only to examine literary nuances but also to discover and establish my literary voice. It really enabled me to focus on an illustrious American author and to create an overarching connection between a variety of themes in my author’s works. I often think of Kate Chopin, my author! It’s a very worthwhile project.” – Kiana Taghavi, Seattle, WA  “For a developing writer and analytical reader, the process of spending time reading a single author’s work and forming your own opinions and theses regarding what they’ve done is very valuable and provides opportunities for learning at each step, allowing you to gain a better understanding of the author, and develop your abilities. Also, it’s a lot of work.” – Logan Walker, Seattle, WA  “Among the foremost skills that ARC taught me is how to compose a 15-page paper with reasonable ease. I learned methods of gathering information from a broad range of sources, dividing the essay into manageable pieces, and synthesizing these pieces into an organized essay. These are critical skills for both university level writing and later career work. Lastly, I greatly enjoyed delving into my author’s world and making meaningful connections between the formative aspects of his life and his work.” – Margo Samuelson, Seattle, WA
  5. 5. The ARC project – works Poetry:  Emily Dickinson  Langston Hughes  Rita Dove Non-fiction:  Stranger in the Village by James Baldwin  Letter from Birmingham Jail by Martin Luther King Collection of short stories:  Interpreter of Maladies by Jhumpa Lahiri  Francis Scott Fitzgerald.
  6. 6. The ARC project  Sharing: Students will study the same works and exchange ideas about them on the blog.  Storytelling: They will compose and present a detailed synopsis of a text of their choosing.  Connecting: They will discuss connections between these texts and the world we live in – our communities and countries, and across the globe. They will connect the themes of these works with Sustainable Development Goals if relevant.

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