12B OFFLINES
1. Autobiographies, Interp., Allegories in Lit
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2. Interpretive Presentations
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3. How to Write Summaries of Text
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4. Understanding Idioms
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5. 7 Habits of Teens #2
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6. Notes Turned In
yes/no
Final course grade__________%
All off-lines must be completed and notes must be turned in
before a grade can be assigned.
Myers ‘13
Autobiographies, Interpretations, and Allegories in Lit.
12 B
Objective: For this activity, you will read Art Spiegelman’s Maus (grey book located on top of the paper bin).
It is your job to identify which part of Spiegelman’s narrative is Biographical and which is
Autobiographical.*NOTE* the book is broken into two volumes. CHOOSE ONE TO READ. Volume 1: pg 1161. Volume 2: pg 165-296.
Autobiographical is someone telling their own story (Ex.: You writing about yourself).
Biographical is someone telling someone else’s story (Ex.: You writing about a family
member).
A narrative tells a story through someone else’s eyes about their personal experience.
The story is usually rooted in history/culture and shaped by human personality. A narrative
is told by the narrator (Autobiography). The narrator may be the author, a fictional
character created by the author, or it could possibly be that the author, character, and
narrator are the same.
An autobiography or biography is classified as fictional when the story is either completely
or partially based on something that is untrue. An autobiography or biography that is
partially fictional is one in which the author has changed names and locations, and in
which events are recreated to make them more dramatic. However, the story still closely
resembles the author’s or subject’s life experiences. Fictional autobiographies and
biographies are known as autobiographic novels and biographic novels. A novel is a story
that is classified as fiction.
Art Spiegelman’s graphic novel Maus is both a biographical and an autobiographical
narrative. Answer the questions below after you read Volume 1 or Volume 2.
1. Which character’s perspective would be considered biographical? Why?
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2. Which character’s perspective would be considered autobiographical? Why?
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Your Interpretation of Literature
For this activity, you will answer questions pertaining to your interpretation of Art
Spiegelman’s Maus. Your interpretations will be based on your own opinion of the text,
supported by accurate and detailed references to the text.
1. What is the theme (a broad idea in a story or a message conveyed by a work) of Maus.
Is there more than one theme present? Explain.
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Myers ‘13
2. Spiegelman uses imagery in his graphic novels (the use of vivid or figurative language
to represent object, actions, or ideas) in Maus? Explain with examples from the text.
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3. Consider the use of language (formal, figurative, abstract, literal) in Maus. Is language
used in any odd or unique ways? If so, what effect does the use of language have on the
work?
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4. Why do you think Spiegleman chose to use both biography and autobiography in this
volume? Does it add anything special?
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Allegory in Literature
An allegory is an extended story that can be read on at least two levels. Beneath the
surface narrative, a second meaning can be perceived. For example, George Orwell’s
novel Animal Farm is an allegory. On one level, it tells the story of the animals on a farm
revolting against and overthrowing their cruel human masters. On another level, it tells the
story of the Russian people revolting against and overthrowing the czar, their ruler. Animal
Farm is also classified as a fable and a parable, and it uses symbolism for
representation of actual people and events.
1. Use a dictionary to look up the definitions of the following words:
allegory___________________________________________________________
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fable______________________________________________________________
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parable____________________________________________________________
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symbolism_________________________________________________________
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2. Explain why Art Spiegelman’s Maus is considered an allegory, fable, and/or a parable.
Myers ‘13
Interpretive Presentation
12 B
Objective: For this activity, you will read “My Last Duchess” and work on poetic interpretations.
Links:
Robert Browning’s “My Last Duchess”
http://www.gutenberg.org/files/4253/4253-h/4253-h.htm#2H_4_0005
SparkNotes interpretation of “My Last Duchess”
http://www.sparknotes.com/poetry/browning/section3.rhtml
Activities:
For this lesson you will be working on interpretations of a poem. Locate Robert Browning’s
poem “My Last Duchess.” Read the poem twice before answering the questions.
1. What do you think the poem is about?
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2. How do you think the speaker in the poem felt about his “last duchess?” Explain.
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3. Now you are going to begin the process of interpreting and rewriting the poem in your
own words with modern language and context. Read the interpretation of “My Last
Duchess” from SparkNotes to clarify the poem’s meaning. In the space below, note the key
events the Duke (the speaker of the poem) relays in the poem.
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Myers ‘13
How to Write Summaries of Text
12 B
Objective: For this activity, you will practice synthesis and summarization using expository text.
Links:
Dickens: A Brief Biography
Http://redirect.platoweb.com/64041
Chicago Sun Times- “’Crash’ Owes a Stylistic Debt to Dickens”
http://redirect.platoweb.com/339420
Activities
1. For this lesson, you will be exploring types of expository texts. An expository text
is a piece of writing that is nonfiction and meant to inform; it is verified as being true.
Expository texts can have various structures: compare/contrast, cause/effect,
problem/solution, sequence of events, etc. Types of expository texts include:
autobiographies, biographies, essays, government reports, interviews, journals,
newspapers, research papers, and speeches.
Visit “’Crash’ Owes a Stylistic Debt to Dickens”. Read the article and summarize in your
own words what the article is about:
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2. Now that you have read the article, you need to verify and clarify the facts that are
given by the author. Roger Ebert gives a brief synopsis (or outline) of Charles
Dickens’ life. Next, read Dickens: A Brief Biography. As you read the biography,
compare what Ebert wrote in the first articles with what the biography says.
After reading Dickens’ biography, what are some things that Ebert stretched or skewed
about Dickens’ life to better fit his article? Pick out as many embellished facts as you can.
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Taking into account the information that you have gathered from the biography, write a few
sentences to compare/contrast the difference between Dickens’ biography and the
biographical information found in “’Crash’ Owes a Stylistic Debt to Dickens”.
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Myers ‘13
Do you think that Ebert’s article would benefit the truths you found about Dickens’ life?
Would these truths clarify and/or make the article more interesting? Explain.
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3. In this activity you will utilize a graphic organizer (Spider Map) to act as a visual aid
for the information that you have read. A graphic organizer is an instructional tool
used to illustrate knowledge about a topic or section of a text. Fill in the Spider Map
by first labeling the main topic or point of Ebert’s article, “’Crash’ Owes a Stylistic
Debt to Dickens”. Then identify four main ideas in the article, followed by two details
for each main idea.
Myers ‘13
Understanding Idioms
12 B
Objective: For this activity, work with understanding idioms. You should be able to interpret common idioms
and then work to analyze why idioms are important to the English language.
Links:
Idiom Site
http://redirect.platoweb.com/339407
ESL Idiom Page
http://redirect.platoweb.com/339408
Activities:
1. Writers often use idioms in their works. An idiom is a phrase or an expression
which has a meaning that cannot be understood just by looking at it. The actual
meaning of the phrase or word is very different from the literal meaning. Look at
these examples:
 All bark and no bite- this idiom refers to a person who appears to be a
threat but then doesn’t follow through with any action
 Picking your brain- this idiom refers to getting ideas from another
person
English-language learners often take idioms literally because they are unfamiliar with
expressions commonly used in English language. Sometimes a reader encounters an
idiom with which he or she is not familiar. The idiom may have fallen out of usage or it
might have a regional meaning. In these cases, there are idiom dictionaries that have
them listed. Some idiom dictionaries you might find in your library include:
Using either an idiom dictionary from your library or by visiting Idioms Site or ESL Idiom
Page, locate the definition for each of the following idioms in the chart below. Next, use
each idiom in a sentence.
Idiom
Definition
Created sentence
At the 11th hour
High on the
hog
Pay the piper
Tight-fisted
In the bag
Make no bones
about it
Myers ‘13
Next, think of six additional idioms of your own. You may use the provided sites to get
ideas. Then, in your own words and without consulting a dictionary, write a definition for
each one in the chart. Then, consult a dictionary to check your answers and write each
idiom’s real definition below.
Idiom
My definition (What I think this
phrase could mean)
Dictionary definition
Myers ‘13
7 Habits of Highly Effective Teens
12 B
Objective: For this activity, you will read another chapter from 7 Habits of Highly Effective Teens.
Sean Covey is an internationally known author of thinking and self-help books; his
work has changed the lives of millions of people. For this assignment, Read Pages 206241 of “Sharpening the Saw”, and answer the questions below.
Logistics: a paragraph is 6 sentences or more. Please make sure your thoughts are clear and well-written.
A typed paper is preferred in Times New Roman or Arial, Size 12 font, 1” margins
Section 1:
(1 Paragraph)
According to Covey, what does it mean to “sharpen the saw”? Describe
some ways in which the saw becomes dull/un-useful.
Section 2:
(4 Paragraphs total)
a. Describe the Body (1 paragraph)- Ways we abuse our body, how Covey
suggests to take care of it
b. Describe the Heart (1 paragraph)- - Ways we abuse our heart, how Covey
suggests to take care of it
c. Describe the Mind (1 paragraph)- - Ways we abuse our mind, how Covey
suggests to take care of it
d. Describe the Soul (1 paragraph)- - Ways we abuse our soul, how Covey
suggests to take care of it
Section 3:
(1 paragraphs)
Choose to discuss ONE of the following: The Body, The Heart, The Mind, or The
Soul. Describe how you have misused it in the past and how you plan to treat it
better.
Section 4: (1 paragraph)
Describe what you learned about yourself from reading these sections. How has
this changed your attitude/mind towards yourself and how you act?
Myers ‘13