Introduction to Purple Hibiscus

https://prezi.com/rhtkuzpsrsci/purple-hibiscus/

 

  • What does Adichie mean when she says that having a single story is “dangerous”?
  • What single story do you think many people have about the continent of Africa? Why? What makes this “dangerous”?
  • How did the author convey her idea? Which technique did you find most effective or compelling? Why?
  • What is the message of Kipling’s poem? How do you know? How would Adichie react to this poem? How do you know?

Teacher Don’t Teach Me Nonsense

Teacher, teacher-o na the lecturer be your nameTeacher, teacher-o na the lecture be the sameMake-ee no teach-ee me again ohAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die it
Me and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u category
Na the same category-oNa the same category-oNa the same category-o
Teacher, teacher-o na the lecturer be your nameTeacher, teacher-o na the lecture be the sameMake-ee no teach-ee me again ohAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die it
Me and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u category
Na the same category-oNa the same category-oNa the same category-o
Let’s get down, to the underground spiritual gameWe all sing together, play music together in happinessAll you have to do is sing what I play on my hornNow let’s go down
La la la la la laLa la la la la la la laLa la la la la la la laLa la la la la la laLa la la la la la la laLa la la la la la laLa la la la la laLa la la la la la la laLa la la la la laLa la la la la la la laLa la la la la la la laLa la la la la la la
A kujuba, a kujuba (Ye-ehhh)A kujuba, a kujuba (Ye-ehhh)A kujuba, a kujuba (Ye-ehhh)A kujuba, a kujuba (Ye-ehhh)A kujuba, a kujuba (Ye-ehhh)A kujuba, a kujuba (Ye-ehhh)A kujuba, a kujuba (Ye-ehhh)Yehhhhhh-Ey!
Ke-re-Ke, Ke-re-Ke, Ke-re-Ke, Ke-re-Ke, Ke-re-ke, Ke-re-Ji-Ke-Ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaa!)Ke-re-ke
All the wahala, all the problemsAll the things, all the things they go doFor this world go startWhen the teacher, schoolboy and schoolgirl jam togetherWho be teacher?I go let you knowWho be teacher?I go let you knowWho be teacher?I go let you know
When we be pikin(FATHA MAMA BE TEACHER)When we dey for school(TEACHER BE TEACHER)Now dey University(LECTURER BE TEACHER)When we start to work(GOVERNMENT BE TEACHER)Who be government teacher?(CU-ULTURE AND TRADITION)Who be government teacher?(CU-ULTURE AND TRADITION)Cu-ulture and tradition(CU-ULTURE AND TRADITION)Cu-ulture and tradition(CU-ULTURE AND TRADITION)
Now the problem side, of a teaching student-eeI go sing aboutI don pass pikin, I don pass school, university, se-fa passAs I don start to work, na government I must se-fa passDa go for France (Yes sir)Engi-land (Yes ma’am)Italy (Yes sir)Germany (Yes ma’am)Na dem culture (Yes sir)For der (Yes ma’am) be teacher (Yes sir)For dem (Yes ma’am) to go China (Yes sir)Russia (Yes ma’am)Korea (Yes sir)Viet Nam (Yes ma’am)Na dem culture (Yes sir)For der (Yes ma’am) be teacher (Yes sir)For dem (Yes ma’am) to go Syria (Yes sir)Jordan (Yes ma’am)Iran (Yes sir)Iraq (Yes ma’am)Na dem culture (Yes sir)For der (Yes ma’am) be teacher (Yes sir)For dem (Yes ma’am)
Let us face ourselves for AfrikaNa de matter of AfrikaThis part-ee of my songNa all the problems of this worldIn we dey carry, for Afrika
Wey no go ask-ee me (Which one?)Wey no go ask-ee me (Which one?)Wey no go ask-ee me (Which one?)Wey no go ask-ee me (Which one?)Problems of inflation (Which one?)Problems of corruption (Which one?)Of mismanagement (Which one?)Stealing by government (Which one?)Nothing we dey carry (Which one?)All over Afrika (Which one?)Na de latest one (Which one?)Na him dey make me laugh (Which one?)
Austeri (Austerity)Austeri (Austerity)Na him dey latest one (Austerity)Na him dey make me laugh (Austerity)Why I dey laugh? (Austerity)Man no fit cry? (Austerity)
Who be our teacher na Oyinbo?Who be our teacher na Oyinbo?A na false, the first electionAnd the second election held in NigeriaNa the second election na it was pass
Boba la nonsense (Boba la nonsense)Boba la nonsense (Boba la nonsense)He pass redeem (Boba la nonsense)He pass corruption (Boba la nonsense)Which kind election be dis? (Boba la nonsense)People na go vote (Boba la nonsense)Dem come get big big numbers (Boba la nonsense)Thousands to thousands (Boba la nonsense)Millions to billions (Boba la nonsense)Which kind election be dis? (Boba la nonsense)Boba la nonsense (Boba la nonsense)
Na dem-o-cr-azy be the dealNa dem-o-cr-azy be the dealWho don teach us ee dem-o-cr-azy?Bo-ptch! Oyinbo teach-ee usYuh-ngh! Oyinbo for Europe-ohOyinbo teach us many many things-eeMany of dem things I don sing about-eeMe I no gin copy Oyinbo styleLet us think say, Oyinbo no pass meWhen Shagari finish him electionsWey dem no tell am, say him make mistake-eeSay this yo, no be democracyOyinbo dem no tell army selfNa for England-ee, I me no fit take overI come think about this demo-crazy
Demo-crazy (Demo-crazy)Crazy demo (Demo-crazy)Demonstration of craze (Demo-crazy)Crazy demonstration (Demo-crazy)If it no be craze (Demo-crazy)Why for Afrika? (Demo-crazy)As time dey go (Demo-crazy)Things just dey bad (Demo-crazy)They bad more and more (Demo-crazy)Poor man dey cry (Demo-crazy)Rich man dey mess (Demo-crazy)Demo-crazy (Demo-crazy)Crazy demo (Demo-crazy)Demonstration of craze (Demo-crazy)Crazy demonstration (Demo-crazy)
If good-u teacher teach-ee somethingAnd student make mistakeTeacher must talk-ee soBut Oyinbo no talk-ee soI suffer dem, Dey suffer demDem dey say da teaching get meaningDifferent different meaningDifferent different kinds of meaningThat is why I sayThat is the reason of my songThat is the concludeThe conclud-ee of my songI say, I sing, I beg everyone to join my songI say, I sing, I beg everyone to join my songI say, I sing, I beg everyone to join my song
Teacher, teacher-o na the lecturer be your nameTeacher, teacher-o na the lecture be the sameMake-ee no teach-ee me again ohAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die
Me and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u categoryNa the same category-o (Category)Na the same category-o (Category)Na the same category-o (Category)Na the same category-o (Category)Na the same category-o (Category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-o (Not the same category)Na the same category-oNa the same category-oNa the same category-oNa the same category-ooo
Ke-re-Ke, Ke-re-Ke, Ke-re-Ke, Ke-re-Ke, Ke-re-ke, Ke-re-Ji-Ke-Ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaa!)Ke-re-ke Ji Ke-ke (Yaa!)Ke Ji Ke-ke (Yaa!)Ke-re-ke-Ke Ji Ke-ke (Yaaaa!)
Teacher, teacher-o na the lecturer be your nameTeacher, teacher-o na the lecture be the sameMake-ee no teach-ee me again ohAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die it dey-oAs soon teaching finish yes, da thing-ee it gon die it
Me and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u categoryMe and you no dey for the same-u category
Na the same category-oNa the same category-oNa the same category-oNa the same category-ooo

Poetry Review Presentation (group work)

Kahoot: https://create.kahoot.it/share/poems/07dbd774-b3f3-419f-a401-b200ff3f947c

Love in a Life by Robert Browning

Poet: Robert browning

Theme: love, death, sadness

Main devices: 

Personification: “trouble behind her” “couch’s perfume”

Imagery: “couch’s perfume” “fresh in fortune” 

Numbered stanzas: “I” “II”

Thesis statement: In robert browning’s poem “love in a life” browning portrays mystery and suspense by using personification, metaphor and imagery.

 

Waterfall by Lauris Edmond

Themes: life, time, carpe diem, nature of life

Main devices: 

Metaphor: “time’s irreversible river” “the dark pool”

1st person: “i” “we”

Personification: “jeweled arc of the waterfall” “water holds our reflections”

Oxymoron: “astringent sweetness” “jauntiness sinewed”

Alliteration: “fast, fast falling” “you, young” “falls fast”

Thesis statement: In lauris edmond’s poem “waterfall”, edmond illustrates the path of life through metaphors, personifications and alliteration.

 

Verses Written on her Death-bed at Bath to her Husband in London by

Mary Monck (‘Marinda’) 

Themes:

Power of love

Manipulation

Acceptance of death –  “and die, as I have lived, thy faithful wife”

Main devices:

Personnification

Imagery – “He promises a lasting rest from pain” & “The eternal sciences of Heaven he sets in view” 

Thesis statement: in the poem ”Verses written on her Death-bed at Bath to her Husband in London” Mary Monck uses Personification and Imagery to represent the character’s struggle with her transition into the after world and her last words to her loved ones.  

 

Stanzas Written in Dejection, near Naples by Percy Bysshe Shelley

Themes: 

Life

Death

Main devices:

Alliteration – “winds and waters”

Metaphor – monotony

Punctuation – ;

Thesis statement:

Percy Bysshe Shelley’s poem Stanzas Written in Dejection, near Naples uses an extended metaphor along with alliteration and punctuation to express the poet’s journey and challenges he faces with his life’s decisions. 

 

Nearing Forty by Derek Walcott 

Themes:

Life mirrors 

How you view it ( life )

Existential crisis 

Main devices:

Metaphor / extended metaphor – “vision thickening

To a frosted pane”

Diction of common household objects – “kettle”

Diction of broken objects – “dented kettle”

Punctuation – “-“

Repitition – “bleaching bedsheet”

Personification – “life bled”

Thesis statement:

Derek Walcott’s poem uses metaphors, personnification and diction of broken objects to represent the transition from youth to adulthood.

 

A Leave-Taking by Algernon Charles Swinburne

Themes: unrequited love 

Main devices:

Repetition – “let us”,

Diction of sea –  “seaward,great winds, foam, sand” 

Metaphors – “All is reaped now;no grass is left to mow”

Personification – “we gave love”,

Thesis statement: In this poem Charles uses many repetition of words and plenty of anaphores, personification and metaphors to expose his sorrow feelings after being rejected by his true love.  

 

I Hear an Army by James Joyce

Themes: 

Lost love

Nightmare

What it feels like to lose someone that you love

Betrayed by war/abandoned

Main devices:

Assonance – “reins”

Onomatopoeia- “clanging, clanging”

Simile – “as”

Alliteration – “shouting by the shore”

Consonance – “army charging”

Imagery 

Thesis statement:

In James Joyce’s poem, “I hear an army”, he uses aggressive diction, imagery and repetition to express the speaker’s true emotions of lamentation after a heartbreak. 

 

After by Philip Bourke Marston

Themes: Ephemeral nature of life and love, melancholy

Main Devices: 

Shifts

Repetition – “A little time for laughter, A little time to sing” 

4 Shifts between paragraphs 

Thesis statement: In this poem, Martson uses shifts, repetition, and sensory imagery to convey his message that you only live once. 

 

An Essay on Criticism by Alexander Pope

Themes: obstacles created by knowledge                 

Main device:

 alliteration, paradox – “ a little learning is a dangerous thing ”, paradox-metaphor “ drinking largely sobers is again “ 

Thesis Statement:

In Alexander Pope’s poem “From an Essay on Criticism “ Alexander Pope tells us how the poetry is a large thing and how a little learning can be dangerous.

 

Rooms by Charlotte Mew

Themes

Confinement

Disappointment 

Sadness

Feminism

Main devices:

Sibilance/alliteration – “steady slowing” “shall somewhere” “remember rooms”

Metaphor – “the room in paris, the room at geneva” “in the other quieter, dustier bed”

Repetition – “died […] dead” “room in paris, room at geneva”

Paradox – “Out there in the sun- in the rain”

Thesis statement: In Charlotte mew’s poem “Rooms” Charlotte Mew describes the life of a woman before by including examples of metaphor, paradox and imagery.

 

Rhyme of the Dead Self– A.R.D Theme:

Murder (who represent the new beginning) 

Transition to adulthood

Main devices:

Diction of violence – “strangle” “choked” “catching” 

Child word – “Holus bolus” “folly”, Symbol – “lily-white”

Paradox “chuckling I dragged out his foolish brains”

Allusion – “shall not rise on the third day or any other day”

Thesis statement:

The poem speak about the speaker who murder his young self to give up his child mentality and to transit to his adulthood

 

The Character of a Happy Life by Henry Wotton

Themes:

Happiness

Joys of living

Religion

Self reflection as the secret to happiness

Importance of being independent from society

Main devices:

Diction of servitude – “serveth, freed”

Diction of religion – “God, religious book”

Thesis statement:

In Henry Wotton’s poem ”The Character of a Happy Life” Henry Wotton uses diction of servitude and diction of religion to depict the fundamental values of a good life and what men should avoid at all costs. 

 

The Forsaken wife by Elizabeth Thomas 

Themes: 

Love 

Anger 

Feminism 

Contrast men v women 

Main devices: 

Anaphores – one pitying look, one parting word.”

Diction of hate – “Cruel” “infidelity” 

Thesis Statement:

In Elizbath thomas’ poem “The forsaken wife” she uses pronouns diction of anger, and parallel structure to show the suffering of infidelity.

“Young men of his class never do anything for themselves that they can get other people to do for them, and it is the infatuation, the devotion, the superstition of others that keeps them going.” p. 70

This quotation exemplifies the Doctor’s view of Morris and ….

 

The girl was at this time in her twenty-first year, and Mrs Almond’s party was the beginning of something very important.” p. 15

This quotation is a useful example of

 

She doesn’t take many impressions; but when she takes one, she keeps it. She is like a copper kettle that receives a dent; you may polish up the kettle, but you can’t efface the mark.” p. 102

Mrs Almond explains to Dr Sloper how steadfast Catherine is, and the image of the copper kettle is a reminder of

Washington Square Review Quotes

Washington Square: Top Ten Quotations
  1. “In her younger years she was a good deal of a romp, and, though it is an awkward confession to make about one’s heroine, I must add that she was something of a glutton.”  p. 11 The narrator’s insertion concerning Catherine’s gluttony is an indicator of the way Catherine is depicted in mainly negative, although also occasionally humorous, terms.
  2. “The girl was at this time in her twenty-first year, and Mrs Almond’s party was the beginning of something very important.” p. 15 This quotation is a useful example of a foreshadowing of events. This ‘something very important’ is a reference to Catherine’s first meeting with Morris Townsend.
  3.  “And yet Mr Townsend was not like an actor; he seemed so sincere, so natural.” p. 20 Catherine is deceived by her attraction for her soon to be lover as she notices he talks as though he is in a novel or a play but unfortunately she also thinks he is being sincere. If one steps back from the narrative, this view of Morris resembling a character in a work of fiction is an adept use of irony on the part of the author.
  4.  “Young men of his class never do anything for themselves that they can get other people to do for them, and it is the infatuation, the devotion, the superstition of others that keeps them going.” p. 70 This quotation exemplifies the Doctor’s view of Morris and also demonstrates his manner of dividing people into categories and types. This desire to quantify and measure is elemental to his profession as well as his personality which thrives on maintaining power.
  5.  “She was really too modest for consistent pathos.” p. 95 In this instance, Catherine once more fails to respond to the romantic preferences of Mrs Penniman as she is unable to be melodramatic in the face of adversity. Catherine’s inability to be as romantic as her aunt wants her to be may also be read as coded criticism of those romantic tales that use a stereotypically attractive but forlorn heroine.
  6. “She doesn’t take many impressions; but when she takes one, she keeps it. She is like a copper kettle that receives a dent; you may polish up the kettle, but you can’t efface the mark.” p. 102 Mrs Almond explains to Dr Sloper how steadfast Catherine is, and the image of the copper kettle is a reminder of her strength and durability.  The Doctor extends the metaphor by saying he will take Catherine to Europe to ‘polish her up’.
  7. “The natural way to work it out was by marrying Catherine; but in mathematics there are no short cuts, and Morris was not without a hope that he should yet discover one.” p. 106 This reference alludes to Morris as he tries to wriggle out of his engagement to Catherine. His reluctance to marry her and his attempt to avoid any further emotional entanglement are captured in the references to mathematics and, therefore, to suggestions of rationality.
  8. “It became for him a club with a single member.” p. 113 This point highlights how Morris enjoys the pleasures of the house at Washington Square while the Doctor and Catherine travel around Europe. This also typifies the view of Morris as a man who is willing to take advantage of a generosity.
  9. “If Morris had been her son, she would certainly have sacrificed Catherine to a superior conception of his future; and to be ready to do so, as the case stood, was therefore even a finer degree of devotion.” p. 135 Mrs Penniman’s potential treachery to Catherine is illuminated here as it is explained that she has grown to prefer Morris to her niece. This demonstrates the extent of Mrs Penniman’s attachment to the illusion of romance.
  10. “There was something dead in her life, and her duty was to try and fill the void. Catherine recognized this duty to the utmost; she had a great disapproval of brooding and moping.” p. 160 As the novel draws to a close, Catherine is eventually depicted with sympathy and some praise. The narrative voice has moved beyond the irony her father deploys to look at Catherine with more fairness. It is also of interest that Catherine draws on a premise associated with Puritanism as she chooses to take up her duty rather than the romantic dream that Mrs Penniman has urged on her.

Key Quotes The Crucible

Act 1 Quotes

‘A child’s spirit is like a child, you can never catch it by running after it; you must stand still. And, for love, it will soon itself come back.’ (Rebecca) Act 1

‘You think it God’s work you should never lose a child, nor grandchild either, and I bury all but one?’ (Goody Putnam is envious of Goody Nurse’s prospering family) Act 1

‘ In these books the Devil stands stripped of all his brute disguises…have no fear now’ (Hale upon arriving at Salem) Act 1

‘Abby, I may think of you softly from time to time. But I will cut of my hand before I’ll ever reach for you again.’ (Proctor to Abigail) Act 1

‘They will howl me out of Salem for such corruption in my house.’ (Parris) Act 1

a witch-hunt was not, however, a mere repression. It was also, and as importantly, a long overdue opportunity for everyone so inclined to express publicly his guilt and sins, under cover of accusations against the victims. (Stage notes from Miller) Act 1

Act 2 Quotes

‘My wife is the very brick and mortar of the church, Mr Hale…’ (Francis defending his wife when she is arrested) Act 2

‘she means to take my place, John.’ (Elizabeth believes Abigail has ulterior motives for accusing her) Act 2

‘Theology, sir, is a fortress; no crack in a fortress may be accounted small.’ (Hale when he is visiting the Proctor household) Act 2

‘I am doubted … though I come into a court when I come into this house!’ (Proctor to Elizabeth) Act 2

‘… I will be your only wife, or no wife at all! She [Abigail] has an arrow in you yet, John Proctor, and you know it well!’ (Elizabeth to Proctor) Act 2

Act 3 Quotes

‘This man [Putnam] is killing his neighbours for their land!’ (Giles Corey accuses Putnam for his evil plots) Act 3

‘I will give you no name. I mentioned my wife’s name once and I’ll burn in hell long enough for that. I stand mute.’ (Corey in court) Act 3

‘In her [Elizabeth’s] life, sir, she have never lied. There are them that cannot sing, and them that cannot weep – my wife cannot lie. ’ (Proctor to the court) Act 3

Act 4 Quotes

‘I am not that man. My honesty is broke, Elizabeth. I am no good man. Nothing’s spoiled by giving them this lie that were not rotten long before.’ (Proctor just before he considers confessing) Act 4

‘There is blood on my head! Can you not see the blood on my head!!’ (Hale just before Proctor hangs) Act 4

‘I should hang ten thousand that dared to rise against the law…’ (Danforth) Act 4

‘Hang them high over the town! Who weeps for these, weeps for corruption!’ (Danforth) Act 4