For block days this week, our warm up was a little different. I asked you to choose your favorite or most important line from each vignette you read for homework (lines from "Gil's Furniture Bought and Sold," "Meme Ortiz,", "Louie, His Cousin & His Other Cousin," "Marin," "Those Who Don't, and "There Was an Old Woman..."). We then shared these lines aloud and discussed their significance. Then, you got into groups of three and began an exercise that practiced writing paragraphs of literary analysis. You all worked together to create persuasive paragraphs that back up a claim about one of the the stories we've read so far. After filling out the graphic organizer, you created a cohesive, well-written paragraph that analyzes the story and turned them in. Make sure you each have a copy of these paragraphs in your notebook. We will be returning to this exercise again, and when it comes time to write your literary critiques, you will have some ready-made paragraphs to refer to. View the assignment by clicking the link below. The rest of the time in class was spent discussing some of the key elements of Sandra Cisneros' style and Esperanza's voice. What are some of the patterns you notice? What literary devices does she use? How does Cisneros capture the essence of a young girl? After we listed some of these characteristics on the board, we wrote our own vignettes (imitating Cisneros' style) to add to our name collages, which we will finish working on next week. For homework, please finish your vignette (and type it) if you didn't complete it in class, and turn in on Monday. Also, please read pages 31-45 by Friday (there might be a quiz). As you read, pay attention to the subtle statements Esperanza makes about racism, racial discrimination, and gender. Pick out some quotes that might convey these ideas. What do these things say about the world she lives in, and how does it affect her sense of self? Delve-In Response Graphic Organizer for Literary Analysis
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