Tag Archives: literacy

TALONS Hunger Games

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Part II | Part III | Part IV | Part V

Imagine a life where possibilities are opening at a speed that veers unpredictably between exhilarating and terrifying. The familiar, precisely because it’s familiar and safe, still tugs at you, but even so, you want out because your old life constricts as much as it comforts. Besides, your social milieu, which often feels like an endless struggle to achieve, or resist being slotted into some arbitrary niche—pretty, ugly, smart, dumb, athlete, klutz—is changing fast. You feel driven—by inner need and outside pressure—to make choices. Meanwhile, the manipulative, often harsh, powers that be, who created the larger world they’re busy shoving you into, have clearly not done a bang-up job of it, either in their personal lives or as part of society. And they want you to get out there and fix their mistakes—just at a moment when worry over the imminent demise of their entire socio-economic structure is never far from the surface. It can be cruel and scary out there. Dystopian, even. Chances are, anyone not imagining this life, but actually living it, is a teenager.

Macleans

In some ways, I guess it is natural that the TALONS class would incorporate into its evolving storytelling and myth-making the influences of dystopian literature, fan fiction, and the classic zombie film. In the background of the class’ study of novels, history, and current events, math and science, the approaching Adventure Trip (constituting the class’ Leadership 11 Final Exam), the class blog has become the setting for unfolding video, and literary riffs on the classroom setting, as well as TALONS characters enacting both a five part series of zombie films and an epic, multi-authored fan fiction bringing the Hunger Games to the afternoon corhort.

There is no avoiding the violent nature of the Hunger Games, and each post begins with a variation of the following caveat:

(Warning: The following post depicts scenes of violence, using fictionalized examples of real people. Please do not read if you might find any of this offensive  / disturbing. This narrative is for educational purposes only. Any references and ideas taken from the Hunger Games trilogy are the strict property of the brilliant Suzanne Collins).

But what I find remarkable about the TALONS versions of each story – and perhaps what constitute each genre’s appeal with today’s young people – is an awareness and an articulation of the human qualities that perpetuate our survival in desperate times, whether in real life, a zombie movie, or young adult fan-fiction. Each are excellent examples of using an existing structure of genre or plot-line to tell a story that is uniquely personal.

Check them out (and don’t miss the informative ‘Legend‘ to help see into the intricacies of the class dynamic at work in the story):

“Welcome to the First Annual TALONS Hunger Games!” Part I

The platforms stilled, each tribute squinting in the sudden light, trying to adjust to their surroundings. They were standing in the middle of a field of grass, an enormous ancient stone city before them, practically crumbling before their eyes. Behind them was a forest, thick with every kind of tree, green and lush with life. The tributes looked around, dazed by the beauty of their surroundings. For a moment, all thoughts of death and murder disappeared out of their heads, but seconds later, the gong sounded and each tribute shot off their platform, scattering in all directions.

“There are no friends in the Hunger Games.” Part II

Morning came and Bronwyn wasn’t prepared. She had hardly slept that night after yet another cannon had roared, causing her to wonder who had died this time. She exhaled softly and packed up quickly, sliding down the tree ready for day 2. The moment she hit the ground, she heard the sound of feet running. She ran and leapt behind a bush, peering through and seeing, to her surprise, Leanne. She was standing in the middle of a clearing, holding a badminton racquet. Bronwyn frowned. A badminton racquet? What kind of a cruel trick was that? But suddenly, the small hole Bronwyn had been staring through darkened as someone stood in front of it.

“What was that?” Part III

Chelsea climbed up the tree, searching for a place to stay. Sean climbed close behind, trying not to look down. He didn’t know why he had saved Chelsea, but he had. Shaking his head, Sean called up to Chelsea that he had found a branch. Swinging sideways, Sean landed on the branch and pressed himself against the trunk, closing his eyes and listening for any noises. Instead, the anthem played and Sean blinked and looked up at the darkened sky.

“I got her with a tree branch. Hell-o, irony.” Part IV

About half an hour later, Alisha was happily roasting several chunks of meat over a spit. She leaned forward and studied them carefully, inspecting them and making sure they were cooked thoroughly. Then, with quick and precise hands, she whipped out a handful of Japanese Yew berries and stuffed them into the meat.

Humming to herself, Zoe loaded up Jonny’s crossbow, and crouched down, lying on her belly and began to aim. Alisha had been right. Only one could win.

Novel Study Blog Post Topics

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Prayers for the Dead - Dennis VannattaAs the TALONS class sets out on a novel study that will see them reading a range of five different novels in small groups, much of their “work” in flushing out the themes, symbols and technical aspects of the stories will be happening on their blogs, a process I am not alone in harbouring excitement to begin. In a class of voracious readers, with several leaders in not only the study and criticism of literature, but also the appreciation, and honouring of it, I mentioned on Twitter yesterday that I felt a little like Santa Clause yesterday handing out copies of the novels the class had chosen from the predetermined short list. And today, on a sunny afternoon, late into the first week of local Olympic hysteria, as we sat down to begin an hour of Sustained Silent Reading – or Writing, but more on that in a minute – the group quickly fell into rapt meditation over their selected books; a few put finishing touches on blog posts introducing their stories, but for the most part, all was quiet, as the enjoyment of literature is meant to be.

To read a book, one must be still. To watch a concert, a play, a movie, to look at a painting, one must be still. Religion, too, makes use of stillness, notably with prayer and meditation. Just gazing upon a still lake, upon a quiet winter scene—doesn’t that lull us into contemplation? Life, it seems, favours moments of stillness to appear on the edges of our perception and whisper to us, “Here I am. What do you think?” Then we become busy and the stillness vanishes, yet we hardly notice because we fall so easily for the delusion of busyness, whereby what keeps us busy must be important, and the busier we are with it, the more important it must be. And so we work, work, work, rush, rush, rush. On occasion we say to ourselves, panting, “Gosh, life is racing by.” But that’s not it at all, it’s the contrary: life is still. It is we who are racing by. Yann Martel What is Stephen Harper Reading?

stillnessDuring class for the next few weeks, we will be using our study of literature in the form of novels to cultivate this stillness so difficult to attain in our modern surroundings. As someone who spent my most illuminating college years locked in dorm, apartment or rented rooms with books, blank pages and music, but who has since succumbed to becoming the doting father of both a laptop and iPhone which are all but constant appendages in my working life, I know that at least some of my job as an instructor and mentor of English literature and writing – indeed, the reflection upon the very aspects of life which demand stillness to be appreciated – depends on creating opportunities for my modern students to enjoy silence, stillness, and the sounds and creations of their imaginations.

To this end, the class will set aside ample time – an hour and ten minutes this afternoon – wherein the class will be silent, still. As a means of progressing in their novel studies, students are asked to work quietly, and individually, toward a better understanding of their selected novel, whether in silent reading or writing as reflection or creative product. A novel is a personal experience, and with the following reflective writing prompts, I hope to share in my students’ struggle and enjoyment of reading over the next few weeks.The home office

I am asking that students blog regularly, trying to bear in mind Wesley Fryer’s recent advice (as well as this superb resource composed of Steve Dembo’s 30 Days to Become a Better Blogger posts), and help to foster depth and discussion of their peers’ novels through avid commenting and discussion online, and during classes set aside for oral dissections and Book Talks with their peers (though stillness is one of my aims, I hope to not sacrifice the fervor and glee that accompanies the traditional TALONS literary arguments and informal debates). To this end I have proposed the following possible prompts for blog posts:

  • My Choice is… - Which novel have you chosen? Why? How do you hope for its reading to affect your study of English? See Andrea, Katie, Julie, or Donya’s examples.  
  • Passage Reflection – Take a passage from the text and supply as block quotation at the top of a post. Outline and explain the significance of the quote in terms of its relation to elements of the novel’s character, plot or theme development, as well as your personal connection to the piece. Clare asks a great question in hers (and shares a wonderful passage from another book here), and I particularly appreciate this lengthy passage very clearly articulated by Andrew.
  • Theme Synopsis – In developing your personal response to the novel’s theme, formulating ‘guesses’ at the author’s intended themes, symbols and underlying messages is an effective way to construct your own interpretation. Beginning this process early in your reading can be an effective means of noticing, and interpreting subtle details throughout the novel. Outline and support one (or many) theme statement(s) with your own personal reasoning supported by details and contextual evidence from the story. Nick, Andrew, and Katie have great theme posts already.
  • Character, Setting, Plot, Conflict or Point of View Analysis – Reflect upon one (or more) of these technical aspects of the author’s craft by utilizing the terminology applied to each of these major elements to summarize the unique choices and presentation used by the author. Check out Justin’s look at Atticus Finch, Louise’s description of Ishmael, or Jenna’s description of Little Brother’s Marcus.
  • Reflection on the Author’s Style Prose Language – There are as many ways to write as there are people using a given language, and as we delve into the works of traditional and contemporary masters of the written voice, I will be curious to hear your reactions and responses to the use and manipulation of language employed by your author. Veronica starts things off with a look at some of the NewSpeak in Cory Doctorow’s Little Brother.
  • Connection to Other Readers, Bloggers – Within and beyond our class are many various opinions, reviews and interpretations of the books we are reading, reading in general, or the craft of the novel and technical aspects of each story’s composition. Use this post as an opportunity to write a response, critique, or continuation of someone else’s thinking, and be sure to link back to their work!