Lorca journal 2 and 3

So sorry this is late.

Read  Act 2
1.  Identify five lines of the play that intrigue you.  They do not need to connect to each other, but each should start you thinking or illicit an emotional response- think cool factor.  Write all five quotations down and then choose three quotations to look closely at and discuss (annotate, connect to other moments, connect to themes, question, etc.).


Read Act 3
1.  Examine Lorca's treatment of honor, guilt and/or silence.  How does Lorca address these issues?  What happens to the characters who embrace or reject the concepts?

2. In Act 3 Lorca creates dream like elements.  To do this he uses mythical elements.  Consider how the staging, characterization and lines create mythical elements and examine their effect Lorca.


3.  What elements of tragedy does the play embrace and reject?

Lorca Journal 1

Read act 1
Reading: Act 1 Tab patterns that you notice

Journal:1
Consider how the author uses the natural world in the play.  Are there any oppositions to the natural world?  Are there different landscapes?  How and why?

The introduction states, “For Lorca, tragedy entails certain formal elements (the chorus, for example), but above all it involves creating an illusion of fate or destiny, of ‘necessariness’: the suggestion that men and women are at the mercy of elemental forces which shape their lives in ways they barely comprehend”.  Find the patterns concerning fate: who is fated, how is the character fated, what causes the character to feel fated, are any characters facing similar circumstances?  Using your findings of fate, what comment does Lorca make about life in Andalusia, Spain?

IBSEN

Antigone

Weekend HW: Interactive Oral – Reflection RD 300-400 words.  This is your final journal, which I will collect on Monday.

Class Monday we will be completing the in-class writing.  Take some time this weekend and prepare – review your journals and notes and come prepared to write.

Ibsen:
Journals for Ibsen will be a little different.  We’ll focus on six areas for each journal.   Our goal is to track the topics through the play as opposed to jump around to different topics for the reading.  I’m expecting you to tab and think about all six topics, but you need only write on one topic each night.  You may choose a different topic each night or you may choose to discuss the same topic and examine how Ibsen’s develops an argument.

 Topics:

1.  Social structures:  What rules or structures of society does Ibsen introduce?  Consider who feels compelled to conform and who is unaffected by them?  How does Ibsen create the structures?  What are the benefits of the structures? What are the consequences to them?

2.  Environment: Darwin’s theories influenced many writers of the late 1800’s.  Part of Darwin’s theory suggested that one’s environment influenced his/her actions.   Consider the environments of the characters, both present environment and what is hinted about the past.  Does Ibsen seem to embrace or reject Darwin’s theories? 

Besides examining the environment to understand a character’s actions, please also consider the Norwegian culture’s link with nature.  Norwegian’s culture suggests that removing yourself from buzz of civilization is essential for the spiritual well-being of a person.  How does Ibsen use the natural and manmade landscape of the play?

 
3.  Family:  What type of relationships do we see? 

4.  Motif/Techniques: Does Ibsen use doubling or oppositions?  Where, how and to what effect?

5.  Theme:  Which characters are honest and which are dishonest?  How do characters create illusions?  Who assists in the illusions: how and why?  Who tries to break the illusions: how and why?  Consider how Ibsen discusses shame and guilt. Where do you see it and how do the characters cope with it?  Do you notice any patterns that Ibsen creates?

6.  "Realism and Naturalism are terms used to describe fiction that aims at minute fidelity to actual existence.  Realism connotes an attempt to give the illusion of the ordinary life, in which unexceptional people undergo everyday experiences"(Norton Anthology of English Literature Volume 2)  Identify ways in which Ibsen portrays the common man and the common experience.
 

Reading Due: Act 1 Monday, Act 2 Tuesday, Act 3 Wednesday, Act 4 Thursday, Act 5 Friday.

second to last day for antigone

Tomorrow we'll have a graded discussion on the social structures, staging: silence, waiting , and examine the last page closely - come ready with opinions.  The Interactive oral will be on friday and in class writing Monday.  We'll start reading The Wild Duck Friday in class if anyone wants to get ahead.

Antigone Journals take 2

Reading:  End of scene one with Antigone’s exit.   Due Monday

Journal 1:  Part A: Choose one of the five quotations you liked and discuss why it struck you as interesting.  Part B:  Discuss how Antigone’s interaction with Ismene and the nurse shape your opinion of her?  How does Antigone view her role as a woman as compared to Ismene?  How do the women view Hameon and Creon?

Thursday:  Reading through Chorus’ definition of tragedy (29)

Journal 2: Complete the reading from Antigone and both tragedy articles.   Identify the qualities that Anouilh claims make a tragedy.  In the journal compare/contrast the two author's definitions of tragedy.  The play’s title suggests that it is a tragedy, examine how Anouilh embraces and/or reject the definitions.

Tomorrow's discussion:  We left off discussing time in the play and the insignificance of Antigone's motivations.  We'll continue this discussion of time by talking about the affects of nostalgia.  Then we'll proceed to grouping characters and how Anouilh uses them and the concepts of tragedy.


Friday: Reading to Pause on 39
Discussion:  We’re going to start by discussing Anouilh’s portrayal of Creon, especially after Poly was buried and in your reading.

Journal 4:  Choose three key lines.  Analyze and discuss the significance of the lines.  Where you take the lines is up to you: characterization, plot, theme, conflict, tension, motif, stylistic device, staging… you can connect the quotation to the scene or the play as a whole.  

 RE:  IOP assignment

Monday:  Read to Antigone’s departure (44)   IOP Book Choice and direction due
Journal 5:  Part I) There are a variety of contrasting issues in the play that create tension such as silence and noise:  Make a list of the issues you are aware of and choose 2 to discuss along with silence and noise for a total of three.  Consider how Anouilh portrays each side, how do the sides interact, what is the tension or discussion that Anouilh puts forth?  Part II) What are Creon and Antigone arguing about?  What conclusion does Antigone come to at the end of the play and why?

Tuesday:  Finish the play

Journal 6:  Part I) After reading the entire play, consider the purpose of the guards, nurse and the dog?  Part II) In some ways, a play is about movement.  In what way are the characters devoid of movement in the play?  Why?  Part III)  How effective is the conclusion of the play?

Anouilh's Antigone

Welcome to your final quarter of IB junior English.

It has been awhile since we wrote journals, so here is a reminder of what to do:  discuss the topic, provide quotations, and analyze the quotations.  The structure you use doesn't matter, practicing the skills does.  For those of you working on analysis, you might want to place the quotations at the top of the page, color code and directly analyze without worrying about forming sentences.  Then write a paragraph discussing an effect or connections you noticed.  For those of you working on organization, you might want to attempt to write a strong paragraph with a clear topic sentence and points for the argument.  Or, the discussion of the topic might develop more questions than it provides answers, but it should show that you are independently thinking about specific lines.

 

Reading:  End of scene one with Antigone’s exit.   Due Monday

Journal 1:  Part A: Choose one of the five quotations you liked and discuss why it struck you as interesting.  Part B:  Discuss how Antigone’s interaction with Ismene and the nurse shape your opinion of her?  How does Antigone view her role as a woman as compared to Ismene?  How do the women view Hameon and Creon?  Who seems strong and in

Reading:  Through Chorus’ definition of tragedy (29)Due Tuesday

Journal 2: Complete the reading from Antigone and identify the qualities that Anouilh claims make a tragedy.  In the journal compare/contrast the two author's definitions of tragedy.  The play’s title suggests that it is a tragedy, examine how Anouilh embraces and/or reject the definitions.

Reading: To Pause on 39  Due Wednesday

Reminder:  We’re going to start by discussing Anouilh’s portrayal of Creon, especially after Poly was buried and in your reading.

Journal 4:  Choose three key lines.  Analyze and discuss the significance of the lines.  Where you take the lines is up to you: characterization, plot, theme, conflict, tension, motif, stylistic device, staging… you can connect the quotation to the scene or the play as a whole. 

Reading:  To Antigone’s departure (44)  Due Thursday

Journal 5:  Part I) There are a variety of contrasting issues in the play that create tension:  Make a list of the issues you are aware of and choose 2 to discuss thoroughly (how is each side portrayed, how do the sides interact, what is the tension or discussion that Anouilh puts forth?  Part II) What are Creon and Antigone arguing about?  What conclusion does Antigone come to at the end of the play and why?

Reading:  Finish the play

Journal 6:  Consider the purpose of the guards, nurse and the dog? In some ways, a play is about movement.  In what way are the characters devoid of movement in the play?  Why?  Also consider how he uses silence and time.

Stranger turnin.com

Please turn in your essay to Turnitin.com by Friday at midnight unless you've spoken to me.  Here is the info to join the class.

Class ID:  7845009
Class Password:  Tiresias

Stranger Journals

Reading for Monday:  Finish part 1
Journal 3:  Discuss Meursault's routines/habits and changes in habits, values, and work ethic.  What type of responses do we have when and where?

You will also return to your groups to discuss your quotations and develop your assertion.  Try to move beyond acknowledging that a pattern is present to asserting an opinion about the pattern and connecting the pattern to other ideas.

Ex:  Pointing out the pattern (which is a great starting place):  Hurston depicts the porch sitters as grotesque.  Asserting an opinion:  Depicting the porch sitters' laughter as grotesque develops a disapproving tone for the porch sitters' attempts to acquire Janie's attention.   The attempts are superficial and less about Janie than developing the porch sitters own since of importance.   Hurston further critiques characters attempts to out do each other when the men discuss their cruel actions toward women, starting with slaps and ending in hyperbole's.  Although Hurston critiques both genders' attempts to assert their dominance, she suggests the genders acquire their since of importance from different directions: women preferring to be approved of by others and men wanting subservience of others.








Reading for Tuesday:  Chapters 1 and 2 of Part 2


Journal 4: Pre-interactive oral cultural reflection:  Write a short paragraph for each:  What do you think about the trial?  What do you think about the Arabs?  What do you think about Meursault?  What do you think about Camus view of life, death, religion.

Interactive Oral in class

No Reading for Wednesday:  Journal 4 continued: Finish the RD of the cultural reflection: 250-300 words
Journal 5:  Prepare the following topics for discussion: Religion, Morality, Authority, Arabs

Reading for Thursday: Chapters 3 and 4
Journal 6: Change: How does Meursault change?  How do you know?  What causes the change?  What is Meursault's response to change?  Structure:  Identify structural elements of the text and discuss their effect.  Hint:  Where are the part 1 scenes similar to part 2 scenes?  How do chapters start and end?  We already mentioned the deaths -definitely think about them, but don't stop there.  Consider some of the repeating lines we've seen.

Reading for Friday: Chapter 5
Journal 7:  What conclusions does Meursault come to at the end of the novel?  Also, see what you can find in the following sentence - how can you use different parts of this quotation to develop different themes?

"It was then that I noticed a row of faces in front of me.  They were all looking at me: I realized that they were the jury.  But I can't say what distinguished one from another.  I had just one impression: I was sitting across from a row of seats on a streetcar and all these anonymous passengers were looking over the new arrival to see if they could find something funny about him.  I knew it was sill idea since it wasn't anything funny they were after but a crime.  There isn't much difference, though - in any case that was the idea that came to me" (83).

Weekend reading: Existentialism articles and translations
Journal 7:  Annotate the articles:  what are the existential tenets? what are the connections to The Stranger?  Examine the excerpts what are the effects of their differences?  Also consider the following titles for the book:  The Outsider, The Stranger and The Foreigner.  Which do you find is the most apt title?  Why?

Stranger Journal 2

Read chapters 3 and 4

Journal:
Meursault:  Examine places where Meursault avoids what he should be doing.  Does he choose to avoid things or do things distract him?  What types of things does he avoid?   Do try to connect all of the points together, but what sort of ideas do your observations spark?

Others: Identify the minor characters.  Who are they?  What characteristics can you put to them?  What do you associate with them?

Choose 3 lines that you find interesting and analyze.  What patterns are emerging from the interesting quotations?

Stranger Journal 1

Read chapters 1 and 2 for Friday

Journal 1
Has three components that shouldn't take you longer than about a page.
Take note of Meursault, identifying the qualities that make up his routine. Track one pattern and discuss Camus' use.  Finally, choose three quotations that strike your interest and analyze them.

Final Eyes Journals

I hope you are enjoying your three day weekend.

Here is an overview for next week. 
Monday - study for the test on Tuesday.  The best way to study for this test is to practice finding the stylistic devices in passages.

Tuesday- Vocab Test (it will probably take the entire period)

Wednesday- Reading: through 17 for today - 40 pages get started early.  
Journal 8:  Jealousy and silence.  Both Janie and Tea Cake become jealous in these chapters, but they respond differently.  Why does the jealousy happen; how does each respond; and what are the consequences?  What is the effect of not hearing from Janie's point of view, but hearing from the people on the Muck?

Also, you'll have 30-45 minutes to discuss your commentary passage in class.  To join the discussion, your passage must be annotated - stylistic devices identified and notes concerning how Hurston uses the devices.  Identify any questions you have to pose to the group. 

Thursday: Writing instruction: Moving from outline to essay.  Commentary Outline due

Friday: The novel should be finished: final discussion of the novel  Journal 9: In preparation for the discussion, consider how Hurston portrays the racist characters and situations in the text, does she create any pity, how does she offer any justification, does she offer any critique.  Examine the actions and language closely in the following scenes:  Nanny's description of rape, Leafy's rape, Mrs. Turner, burial of dead, and the trial. 

Journal 10: Part A. Consider the references to the title in chapters 18 and 19 and that Janie states, “God would do less than He had in His heart" (178).  What do the references along with the flood suggest about the relationship the characters have with God?  

Part B. Examine the last paragraph of the novel closely.  What are the effects of Hurston's stylistic decisions?  Does she offer a satisfactory ending to the novel?  How does the ending compliment or conflict with what you've experienced so far?

Monday: Rough Draft Due

Wednesday: Final Draft Due

Journal 7

Read Chapters 10 -13

Journal
A.  Janie frequently recollects past events, memories, experiences or advice.  How does Hurston describe these moments and what roll do they play in the text?

B.  Have you noticed the motif of body parts?  If not, pay close attention in this reading.  What aspects of the body does Hurston describe?  How does she describe the body and for what effect?

Eyes Journal 5 and 6

Good class discussion today. 

Please read through chapter 9 tonight.

In lieu of our conversation about Joe's motivation today, consider how Hurston characterizes Joe in the last vignette in chapter 6.  What does Hurston suggest about Mrs. Tony Robbins?  How does Mrs. Tony Robbins compare to Janie?  What about Joe and Tony?  How should we perceive the men on the porch? What do the men seem to be concerned with?  Does Hurston accuse the men or excuse them or something else?

Also,  I won't be in class tomorrow, but Ms. Hutanu will.  She knows the text, so don't be afraid to ask questions.
Please be prepared to discuss the journal, and examine Hurston's personification of abstract nouns. 

Journal 6 for Thursday due Friday
Part A:  Using the passage and notes from class, identify two to four techniques with which to create a thesis. 
What - technique + how - how Hurston uses the technique = effect - what do we learn from this


 Create topic sentences that support the thesis by specifying your argument.

Part B:
Also, write a pastiche of Hurston's style of the personification of death passage.  A pastiche is an artistic work that imitates another work or artist.  For your pastiche, you will be using the paragraph in chapter 7 that starts with, "So Janie began to think of Death [...]" (84).  Please make note of Hurston's stylistic choices (techniques, sentence structure, dialect...) as you read and then write a pastiche of the entire paragraph.  It needn't be perfect, but your reader should hear an echo of Hurston's style from your creative passage.  I find it easiest to go sentence by sentence for this.  To get started, consider the the sentence structure of the first sentence -will you keep the conjunction?  Change the character and choose an abstract noun to personify.  You will also need to give your character a dialect later in the paragraph.

 Example:

So Lydia started to consider Jealousy.  Jealousy, that small creature with the sharpened nails who danced in the shadows of each man's heart.  The deceptive one who spied on dark thoughts like an opera attender without monocles, and without a seat.  Why would Jealousy want to sit, and what secret thought wouldn't reach her?  She peers through the facades that everyone creates.  Peers directly and intimately never resting with her nails clicking, searching for the first crack to let her in. 

Abstract nouns you could consider using:

Revenge, giggles, time, escapism, lust, morale, pride, or any other that strikes your interest.


Have fun with the creative writing.

Journal 5

Read to page 67 when the women walk onto the porch (this is 1/2 of chapter 6). 

As you read takes some notes on the vignettes, a short scene: topic, characters, order, opening and closing...

For the journal write about what the vignettes suggest about the relationship between men and women, men and each other, humans and God - be careful with this one, consider what Hurston states, not what you believe, work, community and time.

These questions will be the starting place for our discussion tomorrow.

Good luck

Journal 3 Continued

Today we discussed what a commentary does.  Here is a little more detail and an example from a poetry commentary.  Keep trying.  Remember the journal itself isn't worth a lot of points.  You'll receive feedback on them, but the journal is to help us experiment and attempt to figure out how to write a commentary before we have to write the first paper.  The more you struggle through with the process now, the less you'll struggle later.

PS.  Make certain you go to bed at a decent hour.  Townzen

1. Topic sentence: "Patterns lead to exertions"

- identify a pattern and then identify the effect of that pattern.  Typically, the topic sentence will either embrace a broad stylistic topic like structure for the entire passage or the exertion will embrace how a couple of techniques work together within a paragraph or a portion of the passage(1 to 2 sentence)

 2.  Clarify the first point you will make.  This can be the first way that the author uses the technique or it can be the first technique you will discuss.

3. Quotation

-this may be one word or several words from different lines or an entire line or two

4. Clarify the pattern

- if you said there was a simile, reveal exactly what two things are being compared (this can be included in the sentence with your quote or at the start of your analysis but probably won't be more than 1 sentence)

5. Analysis (probably 2 to 5 sentences)

I. Pablo Neruda uses parallel structure in "XV" to convey a sense of security that exists in consistency and predictability. In a poem that deals with the inconsistency of relationships, this security and consistency offers the speaker a controlled point from which to describe the uncontrollable relationship around him.  
A. The parallel structure in stanza four characterizes the speaker as controlled and deliberate.
1."bright as a lamp, simple as a ring" (14).  
2. Repeating both the structure of the sentence as a simile and, in an even more controlled and deliberate way, he repeats the parts of speech perfectly with the phrase "as a", suggests a limit to the speaker's understanding of the woman.   The clear parameters the speaker creates to define the woman does not allow for any unknowns within the relationship.
B. The repetition of requesting stillness from her unites the text and suggests the speaker's desire for the certainty of inaction.
1. "I like for you to be still" at the start of three of the five stanzas.  
2. These repeated phrases that occur throughout the poem create a parallel structure that unites the whole of the text.  
3.  By using parallel structure, both with repeated sentence structures as well as lines that repeat through the poem, Neruda shows absolute control over his language.  Although the speaker addresses a woman who has made decisions outside of his control,  the strict language patterns and controlled structure makes our speaker appear to be in more control than he actually is.  Neruda influences our perception of the speaker, creating the perception that the speaker desperately needs control in the relationship, artificially creating structure to gain a feeling of security.

Eyes Journal 3 and 4 due Monday

FYI -Both Journal 3 and 4 will be turned in for feedback on Monday.

Today, Friday, we moved from color coding to annotating the passage - discussing how Hurston's stylistic decision effect how we interpret the passage. 

Journal 3:  Your job this weekend is to write an outline for a commentary.  The outline should be formal and must include the following: thesis, topic sentence, paragraph points, quotation(s) to support the point, analysis, and concluding sentence.


On, Friday we also discussed prolific African American Stereotypes of the 20's -30's, discussed a "Jody" and how cultural information can alter or add to our understanding of a text. 

Read Chapter 5: 
Journal 4: After reading chapter 4, write a 200-300 word cultural reflection discussing how learning about the Harlem Renaissance and the African American Stereotypes influenced your understanding of the text. 
Start with what you thought about a specific aspect, write about what you learned, then discuss how the information altered your understanding and how the culture of the time period would have interpreted that aspect.

Example (Annotation in progress)

"Folkses, de sun is goin' down.  De Sun-maker brings it up in de mornin', and de Sun-maker sends it tuh bed at night. Us poor weak humans can't do nothin' tuh hurry it up nor to slow it down.  All we can do, if we want any light after de settin' or befo' de risin' , is tuh make some light ourselves.  So dat's how come lamps was made.  Dis evenin' we'se all assembled heah tuh light uh lamp.  Dis occasion is something for us all tuh remember tuh our dyin' day.  De first street lamp in uh colored town.  Lift yo' eyes and gaze on it.  And when Ah touch de match tuh dat lamp-wick let de light penetrate inside of yuh, and let it shine, let it shine, let it shine[...]" (45)

Euphemism: for God and God's power to create and end life

Analysis: creates a clear link between God and nature- Connection to life cycle? The euphemism creates a distance between character and God, but it isn't formal or fatherly.  Seems to connect to time and suggests a fated element - something out of control of the character.

Allusion:  "This Little Light of Mine" is a gospel children's song written by Harry Dixon Loes
Analysis:  The repetition of "let it shine" establishes Jody's simple hope that the progress and the prosperity of the town will continue.  However the allusion to the gospel song directly connects Jody's actions to God's power.  The correlation shows Jody's attempts to control the "fated" (not the right word, I'll need to change this- but going in the right direction) aspects of his life.
 Symbol: Street lamp symbolizes the economic progress of the town,  Lamp also suggest no longer relying on God, but a personal step forward.
Time:  This could also be about the beginnings and endings.  The passage moves quickly.

Tone:  Sermonizing
Personification: Penetrating light... Is Jody trying to change the internal belief of the town?
Diction: Note the pronoun use - quite a few you and we's.  This is a communal speech.  He's not focusing on himself... 

  

Eyes Journal 2

Read Chapter 4

Journal 2:
Part A: Keep marking your pattern - choose two quotations, one for each pattern, and analyze how Hurston uses your pattern.

Part B: Color code the passage that introduces Jody.  Mark the passage for stylistic techniques.

1st:  summarize the passage
2nd: look for stylistic devices
Consider:
Figurative Language:  Motif, imagery, symbol, simile, metaphor, personification...
Allusions
Sound devices
Syntax: sentence structure
Diction: find the pattern of words that influences how we interpret the passage
Mood
Tone
Structure
Repetition

Welcome Spring IB 11 Class

Wednesday night's reading:   Read chapters 1-3

Good job with the discussion today in class.  The objective for the journal is to get your brain used to finding stylistic devices and grappling with them.

Journal 1:
Part A:  Choose 2 different stylistic patterns that are found on the first page of the text and tab for those.  Choose a favorite quote for each stylistic pattern and analyze each quotation.

Part B:  Characterization and stereotypes
As you read, you look for lines or phrases that develop the minor characters.  From your interesting lines, try to find language or patterns that you didn't notice the first time you read.  Discuss one or two minor characters and how the characters relate to stereotypes, supporting your ideas with quotations and analysis.  

Minor character example:

Hurston describes the porch sitters as insolent when Pearl Stone "opened her mouth and laughed real hard" and Mrs. Sumpkins "snorted violently" as Janie walks by (2-3).  These characters also appear uncouth as Pearl laughs because "she didn't know what else to do" and as Sumpkins "snorted" and "sucked her teeth"(2-3).  Through her depiction, Hurston implies that people who never move past their "porch" will remain ignorant and appear ridiculous, especially as they fall over each other without cause.  In contrast, Janie appears strong as her hair is a "great rope" suggesting flexibility and strength.  As the hair"unravels in the wind," Hurston compares it to a "a plume" (2).  Thus, the hair becomes a symbol for Janie's honor and respect.  Her return to Eatonville with her hair as the item of respect suggests that the events since her exodus created her self-acceptance.

The plume simile is interesting to me.  Usually the plume is associated with militaristic conquests -  I wonder if there are more words surrounding the military?  Also, what about the bodily noises?  Sucking teeth and snorting - rather grotesque.  Why does Hurston create the porch sitters as a foil to Janie as natural vs unnatural?  Does this connect to the stereotypes of the 1920's?  Did the white audience see black characters like Janie or the porch sitters regularly?  Did other black authors portray their characters like this?

Note:  Yours can appear more clearly organized than mine and a lot less like an essay.  Consider listing the quotations of interest, asking questions, and then analyzing the quotations.

Lorca Journal 3

Read Act 3
1.  Examine Lorca's treatment of honor, guilt and/or silence.  How does Lorca address these issues?  What happens to the characters who embrace or reject the concepts?

2. In Act 3 Lorca creates dream like elements.  To do this he uses mythical elements.  Consider how the staging, characterization and lines create mythical elements and examine their effect Lorca.


3.  What elements of tragedy does the play embrace and reject?

Lorca Journal 1 and 2

Write your reflection and be prepared to turn in you Ibsen journals tomorrow.

Reading: Act 1 Tab patterns that you notice

Journal:  There are quite a few opposing images/patterns in the play.  You might find it useful to brainstorm a few.   However, I would like you to write about misery.  How does the author portray misery for the different characters and what is the effect?

Tonight's reading: Act 2
Journal 2

1.   The introduction states, “For Lorca, tragedy entails certain formal elements (the chorus, for example), but above all it involves creating an illusion of fate or destiny, of ‘necessariness’: the suggestion that men and women are at the mercy of elemental forces which shape their lives in ways they barely comprehend”.  How does Lorca create illusions of fate in Act II?  How do the characters struggle with the illusions?  What are the consequences of the illusions?

 2.   There are a variety of youths in the second act, why?  How does Lorca use the youths to affect the themes of the play?

3.  How do the songs connect with the events in Act II?  What topics does Lorca expose and discuss?