Unit 1.pdf - Southwest High School

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Activity 1.9 continued Another Perspective on the World Grammar & Usage A b o u t t h e A u t h o r Good writing includes variety in sentence length. A series of sentences of more or less the same length becomes monotonous and boring. Such sentences may also lack clarity, failing to show relationships and the progression from one idea to the next. Notice the difference in length between the last two sentences in the Prologue to Invisible Man. Consider also the way Ellison conveys relationships among the ideas within the longer sentence (a compoundcomplex sentence) as well as between the two sentences. Though Ralph Ellison’s (1914–1994) novelistic output was small, its influence was huge. Ellison is best known for his novel Invisible Man (1952). In his masterpiece, an unnamed narrator struggles against racism and urban alienation to find an identity. Ellison employs an all-embracing style—combining elements of African- American folklore, Native American mythology, and classical allusions—which he likened to a jazz musician’s improvisation on traditional themes. Though Ellison detested being labeled a black writer, he accepted the label minority writer, because, as he put it, “the individual is a minority.” Sketch Images: Review the sketches you made to capture the images and/or ideas in Ellison’s Prologue. Refine and arrange them to capture the essence of Ellison’s Prologue in the space below or on separate paper.
Activity 1.9 continued Using the following model of the structure of Ellison’s Prologue, describe your perception of yourself. I am . No, I am not ; nor am I . I am , and –and I might even be said to . Quickwrite: Elaborate on the self-perception you presented above, explaining it to your readers.
Page 1 and 2: Unit 1 Perception Is Everything E
Page 3 and 4: Learning Focus: Perspective and Cul
Page 5 and 6: Previewing the Unit Activity 1.1 SU
Page 7 and 8: Importance of Perspective Activity
Page 9 and 10: Different Ways of Seeing the World
Page 11 and 12: Different Ways of Reading the Text
Page 13 and 14: Activity 1.6 continued In the Readi
Page 15 and 16: Applying Reader Response Criticism
Page 17 and 18: P o e t r y Activity 1.7 continued
Page 19 and 20: Seeing the World from My Perspectiv
Page 21 and 22: Activity 1.8 continued Analyzing Ev
Page 23: Another Perspective on the World Ac
Page 27 and 28: Activity 1.9 continued SYNTAX: the
Page 29 and 30: A Symbolic Perception of Self Activ
Page 31 and 32: Exploring Perspectives in Visual Ar
Page 33 and 34: Activity 1.11 continued Working in
Page 35 and 36: Activity Digging for Deeper Meaning
Page 37 and 38: Activity 1.13 continued © 2011 Col
Page 39 and 40: Creating a Photo Essay SUGGESTED Le
Page 41 and 42: Embedded Assessment 1 continued Pla
Page 43 and 44: Embedded Assessment 1 continued Sco
Page 45 and 46: What Is Cultural Criticism Activity
Page 47 and 48: Activity 1.14 continued One time, M
Page 49 and 50: Activity 1.15 continued In order to
Page 51 and 52: P o e t r y Activity 1.15 continued
Page 53 and 54: Activity 1.15 continued Questions f
Page 55 and 56: S o n g Activity 1.16 continued by
Page 57 and 58: Reading with a Cultural Criticism L
Page 65 and 66: Being a Stranger Activity 1.18 SUGG
Page 67 and 68: N o v e l Activity 1.19 continued b
Page 69 and 70: Understanding the Stranger’s Perc
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Activity 1.20 continued © 2011 Col
Page 77 and 78:
Activity 1.20 continued © 2011 Col
Page 79 and 80:
Activity 1.20 continued generally s
Page 81 and 82:
Embedded Assessment 2 continued 8.
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Embedded Assessment 2 continued Sco
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Unit 1.pdf - Southwest High School

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