The American Dream
- A little before diving into the book, we learned of the basic concepts of writing essays and interpreting novels through DIDLS. Through Diction, Imagery, Details, Language, and Syntax, we were enabled to become more involved with the works we dealt with while also having a more in depth understanding and grasp on the concepts dealt in the pieces.
- After the introduction of DIDLS, our class began our first read of Albee's play. Through The American Dream, we learned about the idea of the "Theatre of the Absurd" and how Albee's unique creation of a plot contributed greatly towards the play.
- Many discussions were held about the play afterwards, and many debates were sparked concerning the role of the actual "American Dream" and how it affected the lives of those who lived during that time period. We also placed a strong emphasis on how consumerism played a large part behind the way Mommy and Daddy acted.
- Following the first read, we began the annotations of the play. Through this, we were able to go even more in depth perspective of the reading and marking the book really helped provoke some more topics for debate and to reflect upon.
I like the way you split these up. At first I was a little worried when I saw that each of your course material posts were going off of one text each. T thought that meant you'd ignored all other material, but now that I see that you have included everything, I think that this was a well organized way to go over the material. That said, as far as I can tell you also included all of the things we learned in class. Very good job!
ReplyDeleteYour review of the course material was very comprehensive and went into the specifics of the material we covered. You could add more stuff about activities unrelated to the books we read if you wanted to, stuff like the vocab and the closed prompt writing.
ReplyDeleteI agree with Cody--I think some important things are getting left out. But I also agree with Reina in that I think this is an interesting organizational strategy.
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