Day 18: Comrades

Question: In what ways is the title of the short story ironic and how does that irony manifest in the short story itself?

Please be sure that you identify why the title is ironic and also make sure you address its greater significance (think about some of the contrasts present in the story).

Tweet-Essay in 6 slides:

Rules ... you get 6 slides. Each slide can contain no more than 140 characters (spaces count), that doesn't include text evidence. But it DOES include claim and analysis. Pictures are encouraged as long as they're appropriate. Text/twitter speak is ok, too. Again, just be appropriate. No usage of abbreviations that imply profanity.

Slide 1: Intro/Thesis

Slide 2: Argument #1

Slide 3: Argument #2

Slide 4: Argument #3

Slide 5: Conclusion/Big Picture connection

Slide 6: bonus side ... can be used at any point in the presentation

45 minutes to prepare ... then we present

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Discussion

1. What happens on a literal level in Comrades?
2. Find words or specific passages that convey the irony in the text.
3. What is the point of view—what are the effects of that?
4. In what way is the woman, Hattie, conflicted?
5. What does she understand about the young men and why?
6. What does she NOT understand about the young men and why?  What does this suggest to us about the sympathizers in Apartheid SA?
7. What are the greatest differences between them that separate them?
8. What is the significance of the title?

Day 17: Magona's "I'm Not Talking About That Now"

Inquiry What does this short story tell us about the divisive nature of apartheid South Africa?

Pairs
Cover the basics --> plot, character, conflict

Discuss these questions, spending the most time on the italics/underlined ones.

Who is Mamvulane? 

What is her greatest concern? 

What is the consumer boycott about? 

Her shopping trip: how does she prepare, and what happens to her?

Who is Mdlangathi? 

What is he angry about at the beginning of the story?

How does Mamvulane react to her husband’s story?

What does this incident make Mdlangathi think about young people?

Who is Mtetelli?

Why is his father angry with him?

What happens at the very end of the story?

Triads

Please record your answers and refer to at least one specific example from the text to support your ideas.

1. What do you think is the significance of the stories Mdlangathi brings home to Mamvulane?

2. What does Mamvulane’s trip to the store suggest about her, and why?

3. What are Mteteli and his father really arguing about at the end of the story?

4. Dramatic irony occurs when the audience knows something that the character does not know; thus, the words and actions of a character suggest a different meaning to the audience than to the other characters in the story.  Where do you see irony used in this story?

5. Given the story’s ending, and the author’s use of irony, what do you think this author’s purpose may be in writing this story?

Solo time and then large group

1. What did you learn about how apartheid functions – specifically, about how it affects families and communities?

2. What makes the ending so tragic, and what does this tragic ending suggest to us about life in South African townships?  What does it suggest to about the fight for freedom?

3. In what way is this story about what Adiche calls “the danger of a single story?”

Day 15: Titles, Intros, Conclusions AND Quoting

Let's review a bit: Titles, Intros & Conclusions

Let's review how to use evidence: Quoting Fugard

Workshopping your outlines

Day 12: MC! MA! ... the end

Review monologues from previous class. Discuss.

Inquiry
With what character do you identify the most? And why?

Discussion
1. Identify your character's conflict on each level. (use text evidence to support ideas)

Self vs self (psychological)
Self vs other people (interpersonal)
Self vs society

2. How was the ending a resolution for each character? (use text evidence to support ideas)
3. How satisfying were the resolutions for each character?

Review Essay

Day 11: MC! MA! up to 56

Inquiry
What does it mean to be an ally across race, class or age? How might you have been an ally across one of those lines?

Discussion

• Review packet re Fugard, glossary and South Africa

• Scene 4 vs Scene 6 (Mr M & Thami) (in four groups)

You and your group members are going to re-read your assigned soliloquy and re-write it, being sure to answer the following questions. You can be playful with your writing, but you must capture the basic elements listed below. The goal is to really understand your character, where he's coming from, and where he's going.

Who he is? (the facts)
What inspires him? (the events)
What frustrates him? (the circumstances)
What does he want? (the ideas)
What tone does he use? (how does he share his information)
What has he experienced in South Africa? (be specific)
How have those experiences shaped his view of the world?
How will he survive?

• Review the poems
• Look at scene 5 (tension/how staged?)

Day 10: MC! MA! up to 31

Inquiry: How does the set act as a metaphor?

Discuss inquiry

Brief context for play ....

• South Africa in 1985 --> Apartheid ended in 1985, Soweto Uprising in 1976, Mandela incarcerated for 27 years (until 1990), 19 million blacks/4.5 million whites
• Bantu education ... limited, under-funded, over-populated, Avg teacher: student = 1:60.
• Motifs --> order vs disorder; animals vs humans

Group Work (in small groups, in larger groups, teach to class)

ALL IDEAS MUST BE SUPPORTED WITH TEXT!

Character A

1. Mr M // 2. Thami // 3. Isabel

• Best moment that shows who your character is. Why?
• Moment that shows your character's conflict. What's the root of the conflict?

Character B

1. Mr M // 2. Thami // 3. Isabel

• What does your character value?
• What single story influences your character? What's the root of the story?

Steps

1. Work with partners with same letter/number combo. (all A1, A2, A3, B1, B2, B3 together)

2. Join with the other letter but same number (AB1, AB2, AB3 together) (share information)

3. Teach to entire class