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November 14
I. Opening & Announcements
Go- Around:
  1. What are you thinking so far as a topic, theme, or approach for your final project? (It's fine to say you don't know yet OR have many ideas you are still thinking about)
  2. What book did you read?  Why did you pick that one? 
  3. Any announcements, info?

General Stuff:
  • More Q&A for final project (Click here for the PDF guidelines)
  • Main sections and subpages are all done now and hidden in navigation (go to pages to find your section).  Please remember to change the title of your main page and subpages (whenever you you are ready)
II. Review: November 28 Assignment (no class next week-- follow Friday schedule)
In this week, make a 1-minute (minimum) video trailer that highlights any one novel from this unit.   The final video must be made public before we get to class. This is RR#11.  You can load the video onto your main page or bio page of the website.  Or,  come with a device so that you can share your work. You have many options here (examples are below):
  1. keep it simple with a google slide presentation w/ animations on each slide and transitions between each slide
  2. do a word collage video
  3. work with moving images on imovie and/or windows.

BASIC Examples (how it looks embedded on a website)

Adesh's (an undergraduate) slides defining intersectionality using google slides
Carmen's undergraduate students defining their digital storytelling practices (a PPT set to music then iMovie)

More Complex Examples
These are the kinds of projects that young people are doing across the country with novels--- creating a book trailer (creative writers often now have book trailers also)--- using kizoa and other online programs.
III. Presentation by Sakina Laksimi-Morrow
IV. Wrapping Up this Unit

​PART A: take a moment to write down some notes as a kind of closing to this unit
  1.  Why are "established" Black women authors more deeply focused on Black girlhood than ever before?  What is at stake?
  2. How do these categories of YAL, USF, or "literary fiction" overlap with and/or depart from one another?  What does each illuminate and/or complicate for black girls?
  3. To borrow from da Silva, how are these writers trying to "emancipate the Category of Blackness from [racialist] scientific and historical ways of knowing" as a kind of "Black Feminist worksite"?

PART B: Small group or whole class discussions
How do Black women represent Black girlhood and adolescence--- in terms of sexuality, culture, social beauty codes, language, politics, community--- in fiction? Why? 
 
What do fiction (counter) narratives of Black girlhood build and create? What does this fiction signify for literacies--- in school and out?   
 OR. . . .
What does this fiction signify for pedagogies, schools, and publics?