“I Am What I Am”
By: Marya Altaf
I am a child of the Asia’s.
I am an immigrant of the Americas.
I am a Pakistani Muslim and an American citizen.
Two different cultural groups
in my life make me feel like a diverse person.
There are 7 different continents of the world, and
I only belong to three of them.
My identity is like my only true identity,
that I am a Pakistani Muslim American Citizen.
I am North America and I am South America,
I am 100% Pakistani and I am part of Asia.
I grew in the states, the cities, the towns, the
homes, the soil, the trees, the lakes, the rivers, the clear sky
where the stars accompany me at night, and the fresh smell
of the flowers blooming in the beautiful meadows of my
native country.
Now I see not the meadows, the lakes and
the rivers, but instead I see buildings, bridges and tunnels,
and it seems as if the stars have solemnly departed and left
me alone in solitude.
Tuesday, February 26, 2008
Letter To Tim O' Brien about "Ambush"
Marya Altaf 103-02
Cupcake Avenue Maspeth N.Y. 11378
February 14, 2008
Dear Speaker, I have read about your experience in the short story “Ambush.” This story is incredibly captivating. You use many literary elements to inspire the reader. The imagery that you use in your writing is also very attractive. In this short story you are mainly trying to tell the reader that you still live with regret about killing the soldier unexpectedly.
In “Ambush” you speak about how difficult it was to tell your daughter about why you write war stories. Will you ever tell your daughter the truth? In “Ambush” you mention about how “there was no real peril” at the moment between you and the soldier. If you figured that there was no real danger, then why were you so afraid of the soldier when you first glanced at him? The way you use vision imagery is very imaginative, for example when you write “he wore black clothing and rubber sandals and a gray ammunition belt.” The reader can visualize the soldier as exactly how he’s being described.
In our society today soldiers are considered as our hero’s. My main question to you is that after this experience in the Vietnam War, do you still feel like a hero to the society, or even to your daughter? In “Ambush” you write of about how you hope your daughter will ask again of about “why you write war stories.” Why do you hope so? The true reason of why you always write war stories is that you have faced war experience in life. Do you ever wish to go back in time and change everything so that you don’t have to feel guilty about killing the soldier all your life?
It is very creative how you can describe how you exactly felt that day. I really like the fact that you used simile by writing “which tasted like lemonade, something fruity and sour.” The reader is able to visualize how you really felt at that moment of your lifetime. After this lifetime experience during a war, you seem to not forget about the exact things that happened to you on that day. If you know that the experience you faced was an accident than why do you still feel the guilt inside you about killing the soldier? I would definitely recommend your literature to other readers because it has inspired me in many ways.
Sincerely,
Marya Altaf
Cupcake Avenue Maspeth N.Y. 11378
February 14, 2008
Dear Speaker, I have read about your experience in the short story “Ambush.” This story is incredibly captivating. You use many literary elements to inspire the reader. The imagery that you use in your writing is also very attractive. In this short story you are mainly trying to tell the reader that you still live with regret about killing the soldier unexpectedly.
In “Ambush” you speak about how difficult it was to tell your daughter about why you write war stories. Will you ever tell your daughter the truth? In “Ambush” you mention about how “there was no real peril” at the moment between you and the soldier. If you figured that there was no real danger, then why were you so afraid of the soldier when you first glanced at him? The way you use vision imagery is very imaginative, for example when you write “he wore black clothing and rubber sandals and a gray ammunition belt.” The reader can visualize the soldier as exactly how he’s being described.
In our society today soldiers are considered as our hero’s. My main question to you is that after this experience in the Vietnam War, do you still feel like a hero to the society, or even to your daughter? In “Ambush” you write of about how you hope your daughter will ask again of about “why you write war stories.” Why do you hope so? The true reason of why you always write war stories is that you have faced war experience in life. Do you ever wish to go back in time and change everything so that you don’t have to feel guilty about killing the soldier all your life?
It is very creative how you can describe how you exactly felt that day. I really like the fact that you used simile by writing “which tasted like lemonade, something fruity and sour.” The reader is able to visualize how you really felt at that moment of your lifetime. After this lifetime experience during a war, you seem to not forget about the exact things that happened to you on that day. If you know that the experience you faced was an accident than why do you still feel the guilt inside you about killing the soldier? I would definitely recommend your literature to other readers because it has inspired me in many ways.
Sincerely,
Marya Altaf
February 15,2008 Do Now
Aim: What is rhetoric and how important is it in protest?
Do Now: Select one of the literary works discussed and analyzed in class and give reasons why this work can be considered the best work that represents protest literature.
Equaino's narrative is a protest literature because it protests against slavery. He talks about slaves and ho their slavery punished and not fed food. He writes about his opposition on slavery.
Do Now: Select one of the literary works discussed and analyzed in class and give reasons why this work can be considered the best work that represents protest literature.
Equaino's narrative is a protest literature because it protests against slavery. He talks about slaves and ho their slavery punished and not fed food. He writes about his opposition on slavery.
February 14,2008 Do Now
Do Now: Review the handout (10 mins). Then students will exchange their first drafts with another student. Each student must proof read and peer edit two letters
February 12, 2008 Do Now
Aim on Thematic focus: How can we compare protest literature?
Do Now Vocabulary (Recall and Language Learning):
Do Now Vocabulary (Recall and Language Learning):
Febreuary 11,2008 Do Now
Aim: How can we use a Graphic Organizer to better identify and compare Equiano’s similarities and differences to Harper’s and Whitfield’s poems?
Do Now: Compare One of the poems to Equiano’s narrative.
When I was reading I noticed in the poem "Bury me in a free land" paragraph 3 line 3, "and the mother's shriek." This line also compares with Equaino's narrative, because according to the text it say's "the shrieks of the woman." This compare to "bury me in a free land" because they talk about the same thing.
Do Now: Compare One of the poems to Equiano’s narrative.
When I was reading I noticed in the poem "Bury me in a free land" paragraph 3 line 3, "and the mother's shriek." This line also compares with Equaino's narrative, because according to the text it say's "the shrieks of the woman." This compare to "bury me in a free land" because they talk about the same thing.
Monday, February 25, 2008
February 7, 2008 Donow
Literary focus: Slave Narrative
Aim: What is a slave Narrative?
Do Now: Explain in one paragraph what you’ve been taught about Slavery in Social Studies.
Slavery was mainly held in South America. Colored People were forced to work for the whites. Slaves were treated bad by the slave owners.
How can slave narratives be a form of protest literature?
Slave narratives show protests against slavery. They show their own based opinions about slavery and why they are agiant it.
Aim: What is a slave Narrative?
Do Now: Explain in one paragraph what you’ve been taught about Slavery in Social Studies.
Slavery was mainly held in South America. Colored People were forced to work for the whites. Slaves were treated bad by the slave owners.
How can slave narratives be a form of protest literature?
Slave narratives show protests against slavery. They show their own based opinions about slavery and why they are agiant it.
February 5-6- 2008 Donow
Aim: How can we integrate technology in this English course?
Do Now: Write a paragraph on how you think technology should be integrated in an English class. What things would you like to do using technology?
In our class technology should be integrated for us students by taking better notes. Laptops are a great advantage for us students. We can research information more efficiently. By using technology I would work on my blog and update it. I could get things done faster in class.
Do Now: Write a paragraph on how you think technology should be integrated in an English class. What things would you like to do using technology?
In our class technology should be integrated for us students by taking better notes. Laptops are a great advantage for us students. We can research information more efficiently. By using technology I would work on my blog and update it. I could get things done faster in class.
February 4- 2008 Donow
Aim: How prepared are you for college?
I think that I am not that well of prepared for College. That's because in my junior year I am now beginning to take the steps toward college. My teachers are well preparing me for college level classes. I also took college classes at other colleges.
I think that I am not that well of prepared for College. That's because in my junior year I am now beginning to take the steps toward college. My teachers are well preparing me for college level classes. I also took college classes at other colleges.
February 1, 2008 Do Now
Aim: Introduction to Course, Classroom policy, Attendance, Contact/Index Cards (name, address, parent(s)/guardian, phone, email). This will be done electronically.
Donow: Quotes.
Donow: Quotes.
Saturday, February 9, 2008
Wik-elements- Equiano’s narrative
1- Genre- of or pertaining to a distinctive literary type.
- Autobiographical Text is the genre for Equiano’s narrative.
2- Symbolism- An object or an idea that represents somrthing larger than itself.
- According to Equiano’s narrative, "slaves" symbolize segregation and no freedom.
3- Imagery- figurative description or illustration; rhetorical images collectively.
- One imagery from the text I can describe is when the slaves are begging for food and being whipped.
4- Plot: sequence of events- storyline. the plan, scheme, or main story of a literary or dramatic work, as a play, novel, or short story.
- The plot is that the slaves are not treated well and are suffering on the ship.
5- Characters- A description of a person's attributes, traits, or abilities.
- The main character is Equiano, than it's the slaves and the slave owners.
6- Setting- the locale or period in which the action of a novel, play, film, etc., takes place
- The setting of this story is mainly held on a ship.
7- Opposition between characters or forces in a work of drama or fiction, especially opposition that motivates or shapes the action of the plot.
- The internal conflict of Equiano’s narrative is when the slaves jump out of the ship because they'ed rather die than suffering from hunger. The external conflict is when the slaves aren't being fed food even if they beg and that certain diseases are being spread among them because they are not being taken care of from the slave owners.
8- Point of View- an opinion, attitude, or judgment.
- The point of view from Equiano’s narrative is that the slaves are suffering from the horrible treatment of the slave owners.
- Autobiographical Text is the genre for Equiano’s narrative.
2- Symbolism- An object or an idea that represents somrthing larger than itself.
- According to Equiano’s narrative, "slaves" symbolize segregation and no freedom.
3- Imagery- figurative description or illustration; rhetorical images collectively.
- One imagery from the text I can describe is when the slaves are begging for food and being whipped.
4- Plot: sequence of events- storyline. the plan, scheme, or main story of a literary or dramatic work, as a play, novel, or short story.
- The plot is that the slaves are not treated well and are suffering on the ship.
5- Characters- A description of a person's attributes, traits, or abilities.
- The main character is Equiano, than it's the slaves and the slave owners.
6- Setting- the locale or period in which the action of a novel, play, film, etc., takes place
- The setting of this story is mainly held on a ship.
7- Opposition between characters or forces in a work of drama or fiction, especially opposition that motivates or shapes the action of the plot.
- The internal conflict of Equiano’s narrative is when the slaves jump out of the ship because they'ed rather die than suffering from hunger. The external conflict is when the slaves aren't being fed food even if they beg and that certain diseases are being spread among them because they are not being taken care of from the slave owners.
8- Point of View- an opinion, attitude, or judgment.
- The point of view from Equiano’s narrative is that the slaves are suffering from the horrible treatment of the slave owners.
Thursday, February 7, 2008
Wiki-cabulary- Olaudah Equiano
1- pestilential- producing or tending to produce pestilence.
2- avarice- insatiable greed for riches; inordinate, miserly desire to gain
and hoard wealth.
3- inhabitants- One that inhabits a place, especially as a permanent resident.
4- apprehension- a view, opinion, or idea on any subject.
5- clamour- a loud uproar, as from a crowd of people.
2- avarice- insatiable greed for riches; inordinate, miserly desire to gain
and hoard wealth.
3- inhabitants- One that inhabits a place, especially as a permanent resident.
4- apprehension- a view, opinion, or idea on any subject.
5- clamour- a loud uproar, as from a crowd of people.
Olaudah Equiano
Comprehension Check Questions:
1- For what crimes were slaves punished? And what was the punishment?
The slaves were mainly punished because they took the opportunity to steel fish when the slave owners weren't looking. Once the slaves were discovered they were severely whipped.
Critical Thinking Questions:Interpret:
1- Why does Equiano blame the illness aboard the ship on the “improvident avarice” of the traders?
Equaino blames the illness aboard the ship on the "improvident avacrice" because many slaves were dying of disease and the slave owners didn't take care of them.
Support from the text:
1- How can you tell that Equiano has a great zest for life despite his assertion that he wanted to die?
Equiano really liked horses. When he saw the white men riding them he was shocked.
Infer: What does this passage reveal about the author?
This passage reveals that the author is talking about himself. this passage is an autobiographical text. The author probably faces slavery in his lifetime.
Draw conclusion: Explain what a variety of languages indicates about the slave trade.
The slave trade is described as segregation corruption and no freedom.
1- For what crimes were slaves punished? And what was the punishment?
The slaves were mainly punished because they took the opportunity to steel fish when the slave owners weren't looking. Once the slaves were discovered they were severely whipped.
Critical Thinking Questions:Interpret:
1- Why does Equiano blame the illness aboard the ship on the “improvident avarice” of the traders?
Equaino blames the illness aboard the ship on the "improvident avacrice" because many slaves were dying of disease and the slave owners didn't take care of them.
Support from the text:
1- How can you tell that Equiano has a great zest for life despite his assertion that he wanted to die?
Equiano really liked horses. When he saw the white men riding them he was shocked.
Infer: What does this passage reveal about the author?
This passage reveals that the author is talking about himself. this passage is an autobiographical text. The author probably faces slavery in his lifetime.
Draw conclusion: Explain what a variety of languages indicates about the slave trade.
The slave trade is described as segregation corruption and no freedom.
Tuesday, February 5, 2008
Emily Dickinson and D.H. Lawrence's quote
" I am nobody Who are you?"
by Emily Dickinson
I am a young girl with big dreams. I look ahead of me so I can controll my future. I want to be something in life, maybe a doctor. College is my next step. I want to be capable of doing many things in life. I am someone who want's to do good in school so that my future can be easy. I am a young girl with big dreams.
“I never saw a wild thing sorry for itself. A small bird will drop dead from a bough. Without ever having felt sorry for itself.”
by D.H. Lawrence
D.H. Lawrence's quote states that “I never saw a wild thing sorry for itself. A small bird will drop dead from a bough. Without ever having felt sorry for itself.” This quote means that wild things are free. They can do anything with this freedom. Wild things will never feel sorry for themselves because they have nothing to worry about. I disagree with this quote because wild things also have emotions.
by Emily Dickinson
I am a young girl with big dreams. I look ahead of me so I can controll my future. I want to be something in life, maybe a doctor. College is my next step. I want to be capable of doing many things in life. I am someone who want's to do good in school so that my future can be easy. I am a young girl with big dreams.
“I never saw a wild thing sorry for itself. A small bird will drop dead from a bough. Without ever having felt sorry for itself.”
by D.H. Lawrence
D.H. Lawrence's quote states that “I never saw a wild thing sorry for itself. A small bird will drop dead from a bough. Without ever having felt sorry for itself.” This quote means that wild things are free. They can do anything with this freedom. Wild things will never feel sorry for themselves because they have nothing to worry about. I disagree with this quote because wild things also have emotions.
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