Synthesis Project

Start working on your synthesis project and continue reading The Bean Trees

The Bean Trees – Synthesis Presentation

                                                                                                                                       

Task:  To portray your understanding of Kingsolver’s novel The Bean Trees in an original way, through a presentation to the class.

Requirements:

• This is an open project.  Be creative and have fun!  Select a medium of presentation that will highlight your unique insights about some aspect of the novel.
• The more creative the presentation, the better!
• Your presentation should take no more that 10 minutes and MUST include your visual aid (video, photographs, PowerPoint, 3-D Objects, etc.)
• You will only turn in the visual – no other work will be collected!
• You may choose to work alone, or with a maximum of three other students.

Grading:

• Your presentation will be scored according to the effectiveness of the following:
• Use of time (10 minutes) and the oral presentation of your material
• Visual Aid
• Effort and Polish
• Originality and creativity
• Insights, depth of understanding, and grasp of the novel.

Ideas/Suggestions/Hints:

The ideas below are just suggestions!  Please feel free to select a method of presentation that excites you.  The assignment was designed to offer you the freedom of choice – it’s a student-driven presentation – HAVE FUN!

·         ABC’s of Parenting – Friendship Handbook

• A how-to handbook for parents and/or friends based upon you own advice.  You may also incorporate the advice of the protagonists in the novel.  Maybe incorporate quotations, create “pictures” from the novel, advice from your parents, grandparents.  Create your own handbook.

·         A Symbolic Travel Brochure

• Show Taylor’s metaphoric journey (development) from the time that she leaves Kentucky to the end of the novel.  Do as a storyboard with symbolic visual.  Possibly a shoebox with items that reflect her growth.  Show her transformation and include quotations.

·         A Character Journal or Memory Book

• Select a character and include artifacts, memories, pictures, photographs, quotations, anecdotes to reflect the character’s “life” in the book.  For example, what would Lou Ann or Taylor put in their memory book?

·         A CD of Songs/DVD/PowerPoint

• Put some pictures to music that correspond to the themes, characters, action, allusions to the novel.  Which songs best reflect the meaning of the novel?

·         A Children’s Book

• Create your own picture book for children based upon the ideas, character, and events in the novel.

·         A Puppet Theatre/Skit/Video/Interview:

• Re-create a scene and/or show characters in a skit or interview them to reflect their personalities, motives, development, etc.  Use lines from the novel, etc.

·         A Photographic/Picture Essay

• Create a book of photos, pictures with one quotation form each chapter, centered on a single theme to read to the class.  Include and introduction and a conclusion with a picture.  The quotations “comment” on the picture, and vice-versa.

·         A 3-D Symbolic representation or model:

• Include quotation, pictures, artifacts, etc. to highlight a big idea/concern in the novel.

·         A Controversial Issue Speech/Research Speech/Create a Debate Scenario:

• Make a speech presenting your point of view and research on one of the major controversial issues that were introduced in the novel.  (adoption, teen pregnancy, immigration laws, single parenting, Indian reservation, feminism, hardships of being disabled, homelessness, child abuse, etc.)

·         A Stunning Mural:

• Create a mural that wows the audience with its impact!  Include poetry, quotations, pictures, images, symbols, characters, illustration, etc. that reveal your phenomenal insight about the novel.

·         The impact of Advertising/Propaganda:

• Show the impact of advertising on society by including pictures (make a movie?) to show the effects of advertising and slogans.  How are people manipulated by signs/commercial, etc?  Connect those in our society to the advertising in the novel.  Why are we so susceptible to propaganda?

·         Mini Newspaper/Magazine:

• Write articles, advice columns, etc. to share with the class, incorporate the ideas, events, action from the novel.  Editorials?  Ads?  Feature Article?  Investigative Report?

·         Dictionary of Idioms/Slang/Literary Terms:

• Create a dictionary – the ABC’s of Taylor’s world?  Included pictures, quotations, etc. to show the language (regional) of the novel and idiosyncrasies.  Feel free to include the allusions that Kingsolver used throughout the novel.

These are only suggestions, what ideas have you come up with?


CONTESTS:

Poets-to-poets Project at poets. org 

Young Arts 2015 contest applications:  http://www.youngarts.org/apply

Bean Trees Ch. 7

Bean Trees Resources

http://www.atlantic.edu/library/TheBeanTreesResources.htm

Chapter Seven: “How They Eat In Heaven”

New Characters

• Esperanza, Hope
• Estevan, Steven
• Edna Poppy
• Mrs. Virgie Mae Parsons

Discussion Questions

1. What is the significance of the group going to Lou Ann's "special" place in the desert?
2. Why didn't Lou Ann and Angel get married there?
3. Why is Esperanza obsessed with Turtle?
4. What is wrong with Esperanza? How is she like Turtle and Snowboots?
5. Can you think of symbolic meanings for…the quails?...Turtle's first sound? Her first word?… Ann's hair cutting?
6. What do we learn about Lou Ann's self-esteem?
7. What signs do we have of Lou Ann and Taylor's friendship growing?
8. What's weird about Edna Poppy?
9. What is Mrs. Parsons like?
10. What is Estevan like?
11. Why is Mattie on TV?
12. Why do you think Mattie's words are partially talked over?
13. What is the story Estevan tells? How is it significant?

Cultural and Historical Allusions

• People Magazine
• tom boy
• Tube top
• Sherman tank
• Guatemalan embroidery
• Russian Matryoshka dolls
• Mohawk haircut
• Navy-Bean soup
• Hungarian goulash
• "Blue Bayou"
• Star Trek
• Captain Kirk
• shingled hair cut
• Dorothy Hamill hair cut
• wok
• cheongsam, qipao, or banner dress

Bean Trees/Poetry

AGENDA:

Respond to the following questions about Ch. 1-3 with a blog post.  Work with a partner or small group.  Be sure to put all your names on the post.


Study Guide for The Bean Trees, Barbara Kingsolver
1. Describe the “voice” or tone of the narrator.
2. How does Alice Greer compare to/contrast with Mr. Hardbine or Mr. Shanks in terms of parenting skills?
3. Why does Taylor leave Kentucky?
4. Describe Taylor’s reaction to the Cherokee Nation.
5. What is a “home”? How does Taylor’s definition of “home” change in Chapter One? (Think in terms of the comment she made in the letter to her mother about taking her “head rights” with her.)
6. How are women (or girls) treated in Chapter One?
7. Describe the shift in narration in Chapter Two. Who is telling the story now?
8. Why is it relevant that Lou Ann came from Kentucky?
9. How is Lou Ann different from Taylor?
10. Describe Angel.
11. How did Taylor react to Arizona? What made her decide to stay there?
12. Why does Taylor find “Jesus Is Lord Used Tires” and “1-800-THE-LORD” so humorous?

Look up the following vocabulary words and write a sentence using each:

1. presume
2. ornery
3. indelible
4. repulse
5. transient

HMWK: Rd. Ch. 4 for Friday   QUIZ
Poetry packets due Fri.

Poetry/ Bean Trees

Today in Class, work on your 5 poems for "The Poetry Project"

1. Sestina
2. Villanelle
3. Ode
4. Haiku/Tanka
5. Dramatic Monologue: http://www.poets.org/viewmedia.php/prmMID/5776
6. Free verse


HMWK:  Rd. Ch. 1-3 in Bean Trees for Wednesday!


Study Guide for The Bean Trees, Barbara Kingsolver
1. Describe the “voice” or tone of the narrator.
2. How does Alice Greer compare to/contrast with Mr. Hardbine or Mr. Shanks in terms of parenting skills?
3. Why does Taylor leave Kentucky?
4. Describe Taylor’s reaction to the Cherokee Nation.
5. What is a “home”? How does Taylor’s definition of “home” change in Chapter One? (Think in terms of the comment she made in the letter to her mother about taking her “head rights” with her.)
6. How are women (or girls) treated in Chapter One?
7. Describe the shift in narration in Chapter Two. Who is telling the story now?
8. Why is it relevant that Lou Ann came from Kentucky?
9. How is Lou Ann different from Taylor?
10. Describe Angel.
11. How did Taylor react to Arizona? What made her decide to stay there?
12. Why does Taylor find “Jesus Is Lord Used Tires” and “1-800-THE-LORD” so humorous?
13. Compare/contrast Mattie’s garden to the Garden of Eden.
14. What is Lou Ann’s conflict in Chapter Four? How does she resolve it? What does this say about her character?
15. What does Chapter Four say about the bonds between women?
16. What does the Tug Fork water symbolize?
17. Describe Fei, La-Isha, and Timothy. How are they different from Lou Ann? Why does Taylor choose to live with Lou Ann instead of the others?
18. What does the description of Mattie’s garden in Chapter Six suggest?
19. Describe the attitude toward men on the part of the characters and author in Chapter Six.
20. How is Estevan different from the other male characters we’ve seen?
21. What does Mattie do for people like Estevan and Esperanza? What clues earlier in the story hinted at her activities?
22. What does the “Miracle of Dog Doo Park” refer to?
23. What does Taylor learn about Estevan and Esperanza’s past? How does this affect Taylor?
24. How does Taylor feel about Estevan?
25. How does Lou Ann demonstrate more confidence in herself in Chapters Ten and Eleven?
26. What does the snake symbolize in Chapter Twelve? Think about what is going on at home with Turtle…
27. What does the trapped bird symbolize?
28. What does Taylor learn about Turtle from the doctor?
29. What does the bird outside the window represent?
30. How does Taylor respond to the news that she has no legal claim over Turtle? How does Lou Ann respond? What perspective does Mattie bring to Taylor about parenting?
31. What does the Night-Blooming Cereus symbolize?
32. Describe what happens at the routine immigration check in Chapter Fourteen.
33. What changes have taken place at the Broken Arrow Motor Lodge?
34. What does Taylor discover about the Cherokee Nation in Chapter Fifteen that changes her impression of the area?
35. Why does Turtle bury her doll?
36. Describe what happens in Chapter Sixteen. What does this moment represent for Esperanza? What does Taylor mean when she says all of them buried someone they loved in Oklahoma?
37. Why does Taylor decide to call 1-800-THE-LORD? How does she feel about the conversation she has?
38. What does Taylor discover about wisteria? How is this discovery related to the theme of the novel?
39. What is a “family”? How does this novel ask you to question your definition of “family”?
40. How is “home” defined in terms of geography? How is it defined in terms of people?
Themes are the fundamental and often universal ideas explored in a literary work.
1. The Shared Burden of Womanhood
2. The Plight of Illegal Immigrants
3. Respect for the Environment
Motifs we will discuss:
Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.
1. Rebirth
2. Motherhood
 
Symbols we will be discussing:

Symbols are objects, characters, figures, or colors used to represent abstract ideas or concepts.
1. Beans and Bean Trees
2. Ismene
3. Birds

 
Vocabulary:
1. presume
2. ornery
3. indelible
4. repulse
5. transient
6. conniption
7. ascendant
8. reticent
9. apoplectic
10. meager
11. dilapidated
12. reverence
13. aptitude
14. pandemonium
15. picayune
16. invocation
17. perturbed
18. prudish
19. compulsion
20. gumption
21. deprivation
22. incarnate
23. dormant
24. pungent
25. noncommittal
26. befuddled
27. cantankerous
28. meandering
29. catharsis
30. rigamarole

Villanelles

http://www.wikihow.com/Write-a-Villanelle

http://www.poets.org/viewmedia.php/prmMID/5796 


A villanelle is a seven stanza poem, that works with rhyme, meter and repeated lines.  There are two lines that repeat through the poem;  they also rhyme with each other.  For notation purposes, I call the first repeated line “A1″ (like the steak sauce) and the second repeated line “A2″ (not to be confused with the Pakistani mountain).   (Under rules of poetic notation, these are both referred to as “A” lines because they rhyme with each other, the “A” rhyme.)
Other lines which rhyme with A1 and A2, but which are not the repeated lines, are denoted below as just plain “A”.
The remaining lines of the poem, which do not rhyme with the A lines, but which rhyme with each other, are denoted as “B”.
Here’s the basic form:
A1
B
A2
A
B
A1
A
B
A2
A
B
A1
A
B
A2
A
B
A1
A2
An “easy” way to remember the form is that the all the stanzas. except the last one, have three lines.  The first one begins with your A1 line and ends with your A2 line;  the next four stanzas are in a kind of order with the first ending with A1, the second A2, the next A1, the next A2 again.  (It’s sort of like shampooing your hair—”wash, rinse, repeat.”)  The B lines intersect each stanza (sort of like a basting stitch.)
The last stanza has four lines, ending with a couplet made up of A1 and A2.