TP sobre "Y por eso rompimos" 2º A y B, Cangallo

Trabajo práctico - 2º año A/B – Lengua y literatura – Año 2016

Profesora: Marcela Testadiferro

Tema:   Novela de educación sentimental: Y por eso rompimos, de Daniel Handler

Normas a cumplir:

• El trabajo deberá ser entregado en una carpeta rígida o semirrígida.
• El trabajo deberá ser tipeado en máquina  de escribir o con un procesador de texto. La tipografía deberá ser Times New Roman, tamaño 12, con interlineado sencillo.
• El trabajo podrá entregarse hasta el 27 de mayo
• Fecha de devolución: hasta el 6 de junio.

Consignas a realizar:

a)      Lean la siguiente reseña literaria y respondan las preguntas a continuación:

Daniel Handler’s Teenagers Out of Love

Published: December 16, 2011, The New York Times

Principio del formulario

Final del formulario

 “It’s not you, it’s me — you’re great.” “I’m so sorry, but this just isn’t working out.” “I think we should see other people.” Whether it was the boy who dumped you in the sandbox for that kid with the bright red fire truck or the girl who abruptly stopped answering your notes during algebra, no one makes it through life without exposure to that miserable condition known as the breakup. And now we have Daniel Handler (who also writes as Lemony Snicket) giving us the lowdown on the rise and fall of one dissolution in particular in “Why We Broke Up.”

WHY WE BROKE UP

By Daniel Handler. Illustrated by Maira Kalman

No spoiler here — the title says it all: Min Green, a high school junior, and Ed Slaterton, a senior, have broken up. All that remains is for Min to tell Ed why in one very long letter, explicating a collection of artifacts from their romance (as illustrated by Maira Kalman) that she has tossed into a box and is about to dump on his front porch. The first object: a couple of bitter-ale bottle caps from her friend Al’s Bitter Sixteen party where she and her arty group are enjoying bitter music, bitter food and, yes, bitter beer when Ed, a basketball star, and a few of his pals show up. “It was flushed, every room, too hot and too loud, and I ran up the stairs, knocked in case people were in Al’s bed already, picked up the cardigan, and then slipped outside for air and in case you were in the yard,” Min recalls breathlessly. “And you were, you were.” The sparks between Min and Ed are immediate, and so it begins.

A film aficionado, Min wants to be a director one day, and this brings us to the next artifact: a ticket stub from the vintage movie theater where the smitten and affable Ed joins her for their first date, to see the legendary film star Lottie Carson in “Greta in the Wild.” One of the book’s many charms is that Min can’t go long without resorting to a film reference, often a full synopsis of a beloved movie. Handler has made them all up, but so superbly you feel certain they must really exist. He does similar magic with music; I still want to hear the sounds of Hawk Davies, whose delightful jazz seems to flow through the book.

Their romance lasts only a few weeks, but the fullness and richness of the two falling madly in love and lust in that short time is beautifully rendered. As is Handler’s remarkable presentation of an adolescent girl’s point of view: at one moment, during a deadly-boring-to-her basketball game, Min wonders wryly just what is keeping her in the relationship, while at another, her responses to Ed’s amorous attentions make it very, very clear.

But it isn’t just sex, and Ed is no dumb stud. Not only is he a top-notch basketball player and a math whiz, he also easily matches wits with Min in conversation. Handler ably shows their developing feelings for each other while tearing holes in the fabric of the relationship. Take the moment when Ed, looking to write down a number for Min, carelessly rips off a corner of a poster she has just put up — a poster that her friends have worked hard on, that means a lot to them though it is meaningless to him. A similar act of arrogance at a local hangout with Min’s friends leaves them dumbfounded and him genially oblivious.

Handler captures the sweetness of Min and Ed’s courtship, their sincere feelings for each other, and their differences, partly — but not only — because they are from such contrasting social groups. Min and her friends are cerebral types, full of arch comments, esoteric references and extreme loyalties to one another. As for Ed, within his circle of jocks, the boys are baffled by his besottedness with Min, while the girls are alternately irritated and tolerant. As befits a book set tightly in the world of adolescence, adults barely register — the only one of note is Ed’s older sister, Joan, who is taking care of things while their mother is ill.

Kalman’s illustrations poignantly encapsulate the detritus of the romance, providing an emotional vernacular all their own. Like film stills in Min’s mind, they achieve a powerful impact as the book draws to a close. Filled with long, lovely riffs of language (some paragraphs of Min’s moody reflections go on for over a page), exquisite scenes of teenage life and the sad souvenirs of one high school relationship, “Why We Broke Up” is a silken, bittersweet tale of adolescent heartache.

Monica Edinger is a fourth-grade teacher at the Dalton School in New York City and blogs at Educating Alice.

1.       ¿Cuál es uno de los encantos de la novela, según la autora?

2.       ¿Qué nos revela sobre todas la música y las películas que se mencionan en el texto?

3.       ¿Qué ejemplos da la autora de cómo se van haciendo grietas a medida que la relación entre ellos se va desarrollando?

4.       La autora dice que Min y Ed pertenecen a grupos sociales contrastantes.  ¿Cómo describe a cada uno de esos grupos?

b)      Imagen otra receta del libro que Ed le compró a Min, inspirada en alguna película que conozcan y transcríbanla. (10 líneas al menos).

c)      Agreguen un objeto a la caja (dibújenlo) y un texto en 1º persona, como si fueran Min,    explicando la importancia tuvo el mismo. Indiquen la ubicación. Lo que agreguen debe ser coherente con el resto del texto (20 líneas como mínimo).

d)     Señalen al menos tres aprendizajes que Min hace sobre su educación sentimental.

      e)    Relacionen la teoría de G. Lukács sobre “la novela de educación sentimental” con la leída. 

     Esto es, qué cosas se cumplen y cuáles no. 

Ver: profetesta.blogspot.com.ar/2015/05/educacion-sentimental-2-y-b-cangallo.html