LA Remix

Mind Map

http://www.mindmeister.com/148779450

LA #2- Animal Farm

1. This novel begins with farm animals wanting to revolt against human control.  This rebelliousness is started by a boar named Old Major that gives a speech to all the farm animals.  They devise a plan to overtake the farm and gain control of it.   Their plan works, they drove away all human contorl, and all is well for a while on the farm.  However, a particular pig Napoleon becomes power hungry, and suddenly his whole objective is to have complete power over the other animals.  He succeeds in brainwashing the animals, and becomes a tyrant, keeping a few pigs in his circle to justify and carry out his every ideal.  The rest of the animals are neglected by him, being overworked with little food.  As time passes by, the animals start to become more and more human like.  By the end of the novel, when the animals see Napoleon and his minions dining with his human neighbor, they cannot tell the difference between the humans and animals.
2. The theme of this novel is the corruption of power.  While the pigs may have had good intention in the beginning, their desires soon changed.  When someone is given total power, it never ends well.  Napoleon become ignorant to anyone else, only doing things that benefitted himself, and that would keep him in power.
3. The author's tone is pessimistic.  This is demonstrated throughout the novel with the constant misfortunes in the novel.  Examples include when Old Major dies, when the animals become extrememly unhappy and devalued, and when Napoleon kills anyone that defies him.
4.        ~Imagery
- "It was given out that the animals there practiced cannibalism, tortured one another with red-hot horseshoes, and had their females in common."
- "Mr. Jones, of the Manor Farm, had locked the hen-houses for the night, but was too drunk to remember to shut the pop-holes. With the ring of light from his lantern dancing from side to side, he lurched across the yard, kicked off his boots at the back door, drew himself a last glass of beer from the barrel in the scullery, and made his way up to bed, where Mrs. Jones was already snoring."
- "The tale of confessions and executions went on, until there was a pile of corpses lying before Napoleon's feet and the air was heavy with the smell of blood, which had been unknown there since the expulsion of Jones."
      ~Diction
- easy to understand, not too formal:
- descriptive: "red- hot horseshoes"
- action words: " tortured"
       ~Allegory
- Napoloen represented Stalin
- Old Major represented Lenin
- Spuealer represented Russian propaganda
       ~Symbols
- the windmill: how overworked the animals were
- the barn: the center/beginning
      ~Repetition
- "Napoleon is always right."
- "I will work harder."
- the seven commandments

Socratic Seminar Notes

• Mistakes
- children need to make mistakes
- example: even though the child might spill the orange juice, the parent needs to let them learn how to do it. Or they will never learn.
- A person must learn through experience, not just by being told
•Instruction
- if kids are always being told what to do, they will suffer creatively, emotionally, and socially
- free play helps us use our learned ideas
•How do you remix ideas to make them relevant to your life?
-People in school are being taught how to take tests, not how to actually use that information to help them in the real world.
- Makd ideas into something that will interest you, then you won't have to be forced into it.

1a. These concepts can enhance my learning when grades no longer matter because I understand I need to keep growing, stretching, and challenging my mind in order to continue to develop my skills. Just like young children must develop creativity, older people must as well. Perhaps that's why people say adults have no imagination; they no longer had "free time."
1b. These concepts can enhance my ability to master content for the AP exam by seeing the exam as something enjoyable. Rather than having a negative attitude about it, I can choose to enjoy it. Which will make spending time with the material and mastering it much more easy.
1c. I can use these concepts to collaborate an inspire others by doing both previous techniques. Instead of posting an article, I could post a video so it would be enjoyable and then others would be more willing to spend time with it. Also, by sharing ideas we will be developing our creativity together, instead of keeping the information and experiences to ourselves.

"The Serious Need for Play" and "Table For Free Voices" video notes

Video
1. Choices = happiness
-Changing the world begins with choosing to ask questions
-Everyone should have a chance to express their ideas
2. Convention
- topics discussed were reinventing economics, understanding power, global frontier, perceiving eye, cOnscious recognition, politics of violence, the human footprint, innovation acceleration
- celebrating diversity... Multiplicity of viewpoints
- Magnitizes voices not normally given much attention to
3. Internet
-Internet should be used to learn about other societies, religions, and beliefs
-Site developed offers inclusiveness, sustainability, copy left, public ownership, transparency, and independence

Article
1. Rules
- Too many rules can ce a bad thing for children
2. Making mistakes
- making mistakes is important in a child's development because they learn and grow through them
3. Free play
- free play is a vital part for a child
-Allows them to think on their own and develop creativity

Poetry Analysis Remix

This song is an example of my poetry analysis remix because it is talking about beauty. Which was one of the themes of the poem.

Remix the Textbook (I)

Sonnet 18

Francesco Petrarch

                                                  Translated by Noti

1. The dramatic situation is that the speaker cannot convey how beautiful a woman is and how much she means to him through ryhme.  Her beauty cannot be conveyed through mere words.

2. Structure in the poem includes quatrains, and couplets.  There is alos many commas and semi-colons, which is when one thought switches to the next.

3. The theme is beauty.  He is so enthralled in her beauty that he believes it is indescribable. "But no fit polish can my verse attain."

4. Grammar is long, lenghty thoughts. They all are connected to eachother, however.

5. There is much imagery in the poem.  He uses good action verbs which help readers visualize the situation.

6. The diction is romantic, formal language.  There are no colloquilisms.

7. The tone is admiring. He is constantly complimenting the woman.

8. There is a rhetorical question in the poem. "But say what muse can dare so bold a flight?"

9. The procity is a well flowing poem.  The commas and semi- colons help emphasize at the right times.

 

 

Sonnet 69

Pablo Neruda

Translated by Stephan Tapscott

1.  The speaker is a young male, speaking about a young female.  The poem takes place in olden times.  The speaker is confessing his undying love, stating that he is nothing without her.

2.  The sonnet is written in two complete sentences.  It is a romantic sonnet about love, so all of the pieces flow together quite nicely.

3.  The theme is undoubtedly love.  The speaker notes at the end, "and through love I will be, you will be, we'll be."  It is about two people that cannot live without the presence of the other.

4.  The meaning behind the grammar of the sonnet is meant to invoke feelings of romanticism.  There is a part that reads, "…without the light you carry in your hand, golden, which maybe others will not see."  The meaning behind these two lines is to show that they are soul-mates for one another.

5.  The sonnet begins with the line, "maybe nothingness is to be without your presence."  This figure of speech likens how the speaker would feel without the presence of his love.

6.  The diction is related to words associated with love.  For example, when I think of a red rose (as talked about in the second stanza), I automatically associate that item with love.

7.  The tone verges on desperation.  The speaker continually mentions that he has to have this person in his life, stating that he would be nothing without her.

8.  Imagery and similes are the two literary devices predominantly used.  The second half of the first stanza reads, "like a blue flower, without you walking later through the fog and the cobbles.

9.  Although the structure fits together nicely, the prosidy is rushed, making me think that this sonnet was written as an apology.  I think that the speaker is worried that he will not be able to get his love back, and so is pleading for her forgiveness by quickly stating how much she truly means to him.

Sonnet 28
Francesco Petrarch
Anonymous Translator

1.      Dramatic Situation: It is through a female perspective of how to deal with the loss of a lover; first person.  She wants to shut herself from the rest of the world and hide away with her woes for the rest of her life.
2.      Structure:  Sonnet; ABBA rhyming scheme; broken up with commas and semi-colons.
3.      Theme:  The effects of losing a loved one.  She is so depressed she cannot not go on with life; with the end of her love’s life, her life ended as well.
4.      Grammar:  Uses correct grammar, punctuation such as commas and semi-colon to separate the end of a sentence or end of a paragraph.
5.      Imagery:  There us a lot of usage of metaphors, similes and symbolism.  She describes losing her love as “alone, and lost in thought, the desert glade…”
6.      Diction:  She uses depressing and sorrowful words such as lingering, shun, anxious, dreary.  They are powerful words that make the reader feel empathy for the woman in the poem.
7.      Tone: Sad and depressing; she has just lost the love of her life and so she expresses such loss through a disheartening tone.
8.      Rhetorical Devices: Pathos and ethos is something that the reader will feel when reading the woman’s loss.
9.      Procidy: All the words flow with one another, and there is a complete start and finish to the poem’s story.

Remix of Poetry Analysis

1. Drinking (dramatic situation)
2. Sour (structure)
3. Things (theme)
4. Got (grammar)
5. Ilene (imagery)
6. Definitely (diction)
7. To (tone)
8. Regain (rhetorical devices)
9. Personality (procity)

Creating a mnemonic phrase will help me remember these elements.

Open Essay

Q:  Although literary critics have tended to praise the unique in literary
characterization, many authors have employed the stereotyped character
successfully.  Select a work of acknowledged literary merit and, in a
well-written essay, show how the conventional or stereotyped character or
characters function to achieve the author's purpose.

In Of Mice and Men, by John Steinbeck, the author presents the characters in a stereotypical manner.  Many of the characters such as Lenny, Curley's wife, and the Boss, are characterized in a well-known, cliche fashion.  However, this technique facilitates the reader's ability to understand the novel.  The purpose of the novel was demonstrated and made evident through Steinbeck's conventional approach.

Literature Analysis- Of Mice and Men

1. This novel is centered around two men named George and Lenny. The duo had known each other since they were young boys. Their relationship consists of George looking after Lenny, who always manages to get himself into trouble. George and Lenny are foils to each other. George is a smart, quick witted man, while Lenny comes off as partially mentally challenged. Both men share a dream of one day owning their own piece of land and farming it. In order to raise money, they get a job at a farm. However, this job wasn't the right decision. Lenny quickly gets himself into trouble by accidentally breaking a man's wife's neck on the farm. Knowing he will get in trouble, the two flee the farm. Sadly, the angry farmers find them, with the intention of lynching Lenny. George knows this, so he chooses to shoot Lenny instead of Lenny having to face embarrassment and suffering.

2. The theme of this novel is friendship. Throughout the novel, George shows his devotion to Lenny. Even though Lenny can get hard to handle at times, George never gives up on him. He cared enough for Lenny to live with the guilt of shooting him because he didn't want Lenny to suffer. He would rather have himself suffer.

3. The tone of the book is sentimental.  Examples of this include when George and Lenny share a dream together, when George constantly sacrifices to take care of Lenny, and when George chose to take Lenny's life instead of Lenny being lynched and humiliated.

4. Symbols
- the dream: represents George and Lenny's hope
- Lenny's puppy: represents new beginnings
- Curley's boots: represent harshness and no mercy

Foreshadowing
- when Candy's old dog was killed
- Lenny's previous bad luck on farms
- when George constantly complained his life would be easier without Lenny

Imagery
- "Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders."
- "Evening of a hot day started the little wind to moving among the leaves. The shade climbed up the hills toward the top. On the sand banks the rabbits sat as quietly as little gray, sculptured stones."
- "Slowly, like a terrier who doesn't want to bring a ball to its master, Lennie approached, drew back, approached again."

Diction
- unformal
- "Well, we ain't got any."
-  shortens words: 'em, an'

Characterization
- direct
- "He walked heavily, dragging his feet a little, way a bear drags his paws. His arms did not swing at his sides, but hung loosely."
- "Curley's like a lot of little guys. He hates big guys. He's alla time picking scraps with big guys. Kind of like he's mad at 'em because he ain't a big guy."