English Language Arts 20
Module 1: Recollection
Lesson 2: Innocence and Experience
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Lesson 2
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Lesson 2
Objectives
In Lesson Two students will have the opportunity to:

recognize author’s purpose, form, and techniques.

respond personally, critically, and creatively.

recognize and explain allusions, symbols, and stylistic
devices in a literary text.

identify rhyme.

state and evaluate author’s theme, tone, and
viewpoint.

note the variety of patterns that speakers and writers
use to organize their thoughts.

summarize information: write a précis.

recognize and correct sentence errors (sentence
fragment, run-on sentence).

recognize that talk is an important tool for
communicating, thinking, and learning.

speak to communicate, think, and learn.

choose a research essay topic.
REQUIRED RESOURCES:
Anthology of poems regarding childhood memories of a mother’s love.
Article or Essay about discrimination or prejudice and feeling different.
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Lesson 2
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Lesson 2
Introduction
Literature selections in Lesson Two will focus on memories of childhood. What
events from your childhood have become your fondest memories? Would your
parents or other family members view these events in the same favorable light? Do
you view past events in the same light as you did as a child?
Language is the vehicle by which a child learns to navigate in his world. Many
factors affect what a person ultimately comprehends any message to be. Clarity of
language is as important to communication as good tires are to a car: one can get
nowhere without them. Communicators can choose their message, just as a driver
would choose his destination. Using language is very much like driving - the voyage
is as important as the arrival. Can you extend this metaphor? What part of a vehicle
or the road would punctuation be?
In Lesson Two you will use language in a variety of ways. As a student, you will also
choose the content of your own message by selecting a topic to research.
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Lesson 2
Purpose and Form in Language
There are many different ways to express information. The method of expression
often varies according to the sender’s purpose, the type of information to be
expressed and the kind of audience. For example, directions on how to assemble
stereo equipment are usually written in clear, concise language (prose) that is easily
understandable to the greatest number of people possible. Diagrams are often
included. The same information on how to assemble stereo equipment would not be
expressed in the form of a poem. Poems convey images and feelings well; they do
not convey directions well.
Sender’s Information + Type of Information + Kind of Audience = Overall Product
Find the “Communication Strategies” section in your English
Language Arts Ready Reference. Read “Prewriting.”
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Lesson 2
Comprehension Check
What are the seven different kinds of purposes for
writing listed in the “Prewriting” section of your English
Language Arts Ready Reference?
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
6. ________________________________________
7. ________________________________________
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Lesson 2
The very form of a message itself can influence our reactions to the ideas within it.
For example, would you prefer to read a poem or a short story? How do you react to
reading different types of information? Do you react the same way when reading
each of the following?



the user manual for a new car
love sonnets
a horror novel
There are three major genres of writing: fiction, nonfiction, and poetry. Furthermore,
literature can also be divided by form. For example, nonfiction writing includes the
forms of autobiography, memoir, editorial, research report, and so on.
Genre: Broadly speaking there are three major types or genres of writing
and literature: fiction, nonfiction, and poetry. Each genre has its own
characteristics.
There are many different forms of writing within each genre. The following
illustration shows how some genres are classified.
Fiction
Nonfiction
short stories
novels
plays
essays
news articles
instructions
biographies
research reports
Poetry
sonnets
free verse
Haiku
ballads
Comprehension Check
Three major genres of writing are:
1. _______________________________________
2. _______________________________________
3. _______________________________________
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Lesson 2
A person’s attitude and background knowledge can also influence how a message is
perceived. For example, a party-loving teenager and a policeman would view a
video of a group of teenagers drinking and talking while leaning against a car in
entirely different ways. Who would see that scenario as fun? As dangerous? As
irresponsible? Why?
Poetry is a type of writing that conveys experiences, ideas, or emotions
through condensed language chosen for its sound and suggestive power
and by the use of literary techniques such as metre, verse, metaphor, and
rhyme. Poetry is organized in stanzas rather than in paragraphs as is
prose.
In Activity A, you will be asked to record your reactions to poetry on your
blank audio tape. Before you begin Activity A, label your blank tape with
your name, your course title (ELA 20), and the assignment number. Also
record your name, your course title and the assignment number on your
audio tape. Your voice must be audible at all times. The sound must be
clear, with no background noise. Rewind your tape to the beginning of the
section you want your teacher to listen to every time you submit your tape.
Listen to your teacher’s comments when your tape is returned to you.
Follow these steps every time you submit your audio tape with an
assignment.
Activity A
(5)
Your reactions to poetry in general will influence what
message you carry with you after reading a poem. You can
become more aware of what your attitude to poetry is
through the following exercise. Your recorded answers to the
following questions must be audible and will be marked for
content as indicated below.
0
no real attempt
made
2-3
4-5
short or inadequate
explanations
a good effort to express your thoughts
and/or feelings
(continued)
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Lesson 2
Complete the following statements and record them on your audio tape.
1.
Poetry reminds me of …
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2.
My earliest memory of poetry is …
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3.
The best thing about poetry is …
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4.
The worst thing about poetry is …
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5.
I have/have not written poetry myself because …
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Lesson 2
“Childhood”
Every poem, essay, short story, or novel contains an overall idea or truth
about life in general. This idea is called a theme.
(Teachers have students read a poem
about childhood. Use the poem you
have selected to teach, theme, first
reactions and symbols. Insert it here.)
Read along in the following script as you listen to our virtual
students’ reactions to “Childhood” on your English Language
Arts 20 audio tape.
Virtual Students’ First Reactions
Mrs. Tenshun closes her copy of PoemsRUs
and looks expectantly at her students.
MRS. TENSHUN: Well? Who would like to
share his reaction first?
No one meets her eyes for several seconds.
Finally Adrian speaks, coloring a bit at his
bravery.
ADRIAN: It reminds me of when my brother had
to go away to the hospital. In my mind’s eye I
can see a little kid off in another room listening
to his mom cook in the kitchen. Then, in the
second stanza, the child goes away. I’m not
sure why, but the mother forgives him. Finally, the mother welcomes him home
again with typical symbols of motherly love: milk and home-made bread. There’s a
lot of white in the poem. That’s a color that usually symbolizes innocence or cold.
JENNY: (nodding)Yes, it does. “Childhood” makes me think of T.V. shows like Little
House on the Prairies because the kids there are all innocent and sweet. It bothers
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Lesson 2
me that the poem isn’t clear about why the child has gone away-because he grew up
or because he passed away. In either case, the mother calls to the child to come
home, using a glass of milk as kind of a lamp. Its light clears away the shadows, or
the sadness, from her face when she holds it up. I think the child died and the
mother puts out milk and bread as part of some strange ritual.
Jenny nods at Mrs. Tenshun. Mel makes a face at Jenny and begins to speak.
MEL: Well, this poem makes me feel warm and cuddly. You know, that’s how any
kid feels after her mom has forgiven her for some stupid maneuver, even if it takes
until the kid grows up. I wish my mother could bake.
Mel blows a bubble and plops down ungracefully in her desk, with her feet pushed
out in front of her. Frank stirs uncomfortably and, very quietly, contributes to the
discussion.
FRANK: When I heard Mrs. Tenshun read this poem, all I could think about was how
my mother will feel when I move away from home next year. I can just see her
putting out milk and cookies for me every night. I’m glad the mother in the poem
forgave her child for leaving.
MRS. TENSHUN: Thanks, kids. You have expressed some very thoughtful first
reactions. Now, let’s move on to discuss the poem …
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Lesson 2
Take a moment to write down your first reaction to the poem you just read.
Symbols were used to convey particular ideas in the poem you just read.
A symbol is a specific thing that may stand for ideas, values, persons or
ways of life. For example, a dove is often used to symbolize peace while a
crown symbolizes royalty and a sword symbolizes a soldier.
Match the following symbols to the group of people each represents.
1.
2.
3.
4.
painter
soccer player
disabled person
skater
As you can see from the examples above, we use symbols on a regular basis.
A personal symbol, one that might describe you, would be an object or animal with
which you share at least one inherent quality. For example, if you are easily
frightened, you might choose a deer as a personal symbol.
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Lesson 2
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Lesson 2
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Lesson 2
(Teacher locate a poem that deals with childhood and childhood memories.
Try to select something that contains allusion, end rhyme and that can be
easily summarized. May want to review how to write a summary with your
students.)
Childhood can be remembered in different ways. Take a minute now to jot down:
your own most happy childhood memory and
__________________________________________________________________________
__________________________________________________________________________
your own most sad childhood memory.
__________________________________________________________________________
__________________________________________________________________________
Now that you are older than when these events occurred, do you view the events in
the same way? (e.g. What seemed to be the world’s most exciting water slide to
you as a child may seem a bit lame now that you are a teenager.)
As you read ***

note the organization of the stanzas,

circle the words you think might be symbols, and

on the line beside each stanza, write the poet’s
main idea or feeling about childhood in that stanza.
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Lesson 2
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Lesson 2
How many stanzas did you note in the poem? Do they all begin with two long lines?
Are there any other similarities between the stanzas? Do you feel the same way
about childhood as this poet?
Scan the “Poetry” section in your English Language Arts
Ready Reference for information necessary to complete the
following comprehension activity.
Comprehension Check
Circle the word or phrase which best completes each statement.
1. End rhyme occurs at the (beginnings / ends) of lines.
2. Rhyme schemes are the patterns of (sentences / rhymes) in
a stanza or a poem.
3. (Alternate rhyme / Rhyming couplets) occur when two
consecutive lines of poetry rhyme.
4. Poetic (metre / composition) is the rhythmical pattern
resulting from the arrangement of stressed and unstressed
syllables in a poem.
5. (Scansion / Syllabication) is the process of analyzing the
rhythm in a poem.
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Lesson 2
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Lesson 2
Activity C
(1)
1.
Scan the poem you read about childhood memories. Do the words at the
ends of lines rhyme? If not, a poem that does not contain End Rhyme is called a Free Verse
poem.
___________________________________________________________________
An allusion is a passing reference to some person, place, or event that has
literary, historical, or geographical significance. For example, if one young
climber is paying a compliment to another climber by saying, “Jack couldn’t
have climbed his beanstalk better than you climbed that cliff,” the speaker is
alluding to the well known children’s story of Jack and the Beanstalk.
Many people use allusions in their day-to-day speech.
(2)
2.
To what/whom is the author alluding in the poem you read about childhood
memories.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Lesson 2
(5)
4.
Refer to the notes you made about the poem you read about childhood
memories in order to write a one paragraph summary about it. Be sure to
use complete sentences your one paragraph summary.
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Lesson 2
Essays
Childhood is a theme which occurs not only in poetry, but in prose as well. Many
people organize their ideas about various subjects into a form of writing called the
essay.
An essay is generally short composition that discusses an idea, expresses
a point of view or argues a thesis. An essay may be organized in several
ways including order of importance, order of time, space order, logical order
and so on. Review Lesson One for the characteristics of the formal and
informal essay. Write them in the lined spaces below.
Formal essay
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___________________________________________________________________________
Informal essay
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(Teacher select an essay about childhood, differences and prejudice as described
in the paragraph below.)
Children seldom remark upon differences between themselves and others until they
are made aware of these differences by adults. Being different from other people
can be both positive and negative. Can you remember a childhood incident when
you realized that you were different from the people around you? How did knowing
this make you feel?
Refer to “Reading Strategies” in the “Communication Strategies”
section of your English Language Arts Ready Reference.
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Lesson 2
Read ***. How would you feel if you were the subject of prejudice?
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Lesson 2
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Lesson 2
Activity D
This activity gives you the chance to respond to the essay you just
read about childhood and differences.
(3)
1.
On your audio tape, record your first reaction comments
in response to ***. The purpose is to give you an opportunity to freely
express your thoughts and/or feelings after listening to or reading a
selection. The content of your first reaction comment is what is
important, rather than the grammatical structure of your wording or the
perfection of your delivery. You will receive full marks for a good effort,
as shown below.
0
no comments
1
2-3
very short or inadequate
comments
a good effort, several sentences long,
to express your first reaction to what
you have just read
You may already know what to say. If not, following are some possible starters. Only use
one starter.




Many out-dated stereotypes still exist. For example, …
Like the main character, my past has affected me. It has caused me to become …
because …
I, too, was a subject of prejudice when …
I feel uncomfortable about excluding … when …
(continued)
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Lesson 2
(8)
2.
Think of two objects/things which can be used as symbols to represent you.
Draw or paste a picture of each of these items below. Then, explain how you
and each object share particular qualities or characteristics.
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
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Lesson 2
Activity E
Record your answers to the following questions about *** in complete
sentences on your audio tape.
(1)
1.
The main character recounts an incident where he/she was regarded with
prejudice. In one sentence, tell what happened.
(1)
3.
How has being the subject of prejudice changed the person?
(1)
4.
How would it/has it change(d) you?
The Précis
Writing a précis is a useful way to summarize the main ideas of a longer composition
in a clear, concise and orderly way. A précis is usually one-third to one-quarter the
length of the original piece of writing. A paraphrase and a précis are not the same.
You may refresh your memory about the paraphrase by referring to Lesson 1. There
are several important differences between the paraphrase and the précis.
Quality
Paraphrase
Précis
form
restatement
summary
content
entire thought of the original
only main thoughts of the
original (exclude examples)
length
approximately the same as the
original
1/3 –1/4 the length of the
original
point of view
same point of view as the
original
third person point of view
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Lesson 2
Read “The Précis” in the “Special Forms of Writing” section of your
English Language Arts Ready Reference. Check your
comprehension with the help of the following questions.
Comprehension Check
Circle the word/phrase which most accurately completes
each statement.
1.
The (paraphrase / précis) is used to summarize
the essential ideas of a longer composition.
2.
A précis (omits / includes) figures of speech,
repetition, examples, interjections or words
inserted for emphasis.
3.
A précis (does / does not) change direct speech,
or material that is in quotation marks, into indirect
speech.
4.
A précis (does / does not) keep the same tone as
the original.
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Lesson 2
Reread the following paragraph from “I Didn’t Know I Was Different” and review how
Jenny, one of our virtual students, has developed a précis for it.
Nothing more was said, but a few days later or perhaps the next day the kids
main idea
started teasing us, calling us Indians and half-breeds! This went on for some
main idea
time. I couldn’t understand why the teacher did not stop them, although the
main idea
teasing occurred at lunch time and recess. One lunch hour, all the kids
Remove
examples.
General
statement:
We were
even
excluded
from some
school
events.
stayed inside the school while my brother and I were outside alone.
Then one day, because we were Catholic, my brother and I were let out
of school half an hour early when the Anglican missionaries came to the
school to give a service. We walked and ran the two miles home as fast
as we could to get home before the other kids. Our parents were
surprised to see us home in thirty minutes. I had a sore throat that night,
was in bed with a chest cold the next day, and missed school for two
main idea
weeks. We must have told our parents about the teasing then. When I
main idea
went back to school, the teasing had stopped. I assume my parents had
main idea
intervened. My brother skipped school a lot that year and eventually
main idea
dropped out. He was fourteen years old.
main idea
(196 words)
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Lesson 2
The completed précis follows. Note that the original was written in the first person
point of view, and our virtual student has changed the point of view in her précis to
third person point of view.
Soon afterwards, the other kids started teasing Jenine and her brother, and the teacher
didn’t stop them. They were even excluded from some school events. Jenine assumed her
parents intervened because the teasing stopped when she went back to school after a two week
illness. At fourteen, Jenine’s brother began to skip school and dropped out.
(56 words)
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Lesson 2
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Lesson 2
Activity F
Use the process for creating a précis modeled by our virtual student, Jenny, to create your
own précis of the last paragraph of “I Didn’t Know I Was Different.” Refer to the chart that
follows Activity E for a list of the elements of a précis.
(4)
1.
Underline the main ideas below.
I think the prejudice I was exposed to as a child affects the way I interact with people
as I am not an open person and do not make friends easily. When I compare myself
to my sisters, who did not suffer the same prejudices I did, I find them to be much
more open and congenial. I would like to think there is less prejudice in the world,
but is there? I have a ten-year-old son writing a story about an Indian Chief who
killed a white-man’s wife and then this white man relentlessly hunts down the
Indian. The story is supposed to take place one hundred years ago. I guess the
stereotypes are still there. Where else would this ten year old get his ideas?
(131 words)
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Lesson 2
(5)
2.
Include the main ideas you indicated above in a précis. Be sure to avoid
sentence fragments and run-on sentences. Refer to the chart that follows
Activity E for a list of the elements of a précis.
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Lesson 2
The Sentence Fragment
One common problem many writers encounter is the sentence fragment.
A sentence fragment is a group of words which is intended to function as
a sentence but which lacks some important part. Often, sentence
fragments are only phrases or clauses, rather than complete sentences.
In order to avoid sentence fragments, check that your sentences are complete in two
ways.

Every complete sentence needs a subject and a verb.
Wrong: Running madly down the street.
no subject, incomplete verb
Right: Jenny ran madly down the street.
subject verb

A complete sentence must be able to stand alone. It cannot begin with a
subordinate conjunction.
Wrong: Although Adrian smiled
subordinate conjunction
Right: Adrian smiled.
no subordinate conjunction
You can correct a sentence fragment either by joining it to a complete sentence or
by rewriting it to make it a complete sentence. Some kinds of fragments are best
corrected by joining. Other kinds can be best corrected by rewriting.
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Lesson 2
The Run-on Sentence
Some textbooks call the run-on sentence a run-together sentence, a comma splice,
or a comma fault.
The run-on sentence occurs when a writer either tries to make a comma
work in the wrong way or omits a semicolon or a period altogether. Two or
more complete sentences should not be joined with a comma.
There are several ways to correct a run-on sentence.

Use a period to make the two independent clauses into two sentences.
Wrong: New Wave Books has a sale today, I’m going to help.
Right: New Wave Books has a sale today. I’m going to help.

Use a semicolon to join the two sentences.
Wrong: Jenny did her homework efficiently, Adrian gazed dreamily out the
window.
Right:

Jenny did her homework efficiently; Adrian gazed dreamily out the
window.
Use a semicolon, a connecting word (also called a conjunctive adverb) and a
comma if there seems to be a pause between the word and the rest of the
sentence. Some conjunctive adverbs are:
also
finally
then
thus
besides
still
consequently
furthermore
nevertheless
otherwise
however
likewise
moreover
therefore (as a result)
Wrong: Girls soccer is a fast-growing sport, it is more fun to watch at the field
than on TV.
Right:

Girls soccer is a fast-growing sport; however, it is more fun to watch at
the field than on TV.
Use a comma and a coordinating conjunction to separate two independent
clauses which have run together. The coordinating conjunctions are:
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Lesson 2
so
yet
nor
or
for
but
and
Wrong: I don’t want to go to school over the summer I think I should.
Right:
I don’t want to go to school over the summer, but I think I should.
For extra information about clauses and sentence errors, refer to your English
Language Arts Ready Reference.
Planning a Research Essay
There are many topics related to the idea of childhood and youth. As you read the
following material about the research essay, be aware that you will be required to
choose a research essay topic in Lesson Two.
A research essay is a piece of expository writing organized into an
introduction, a body, and a conclusion which explores the facts related to a
particular topic and which provides adequate documentation of those facts.
Research essays vary greatly in length and content; however, the tone of a
research essay should be formal, factual, and avoid argument.
A research essay might be a big job, but it doesn’t need to be overwhelming!
Dividing the job into manageable tasks will help separate a big project into several
smaller projects. For example, the process that you will follow in writing your
research essay is the following:
Process
Lesson
Step 1
Select a topic.
Prepare research questions.
Identify resources.
Call your Technology Supported Learning teacher.
2
2
2
2
Step 2
Read and evaluate research material.
Make research notes.
4
4
Step 3
Organize material.
Write an outline for the research essay.
List problems and questions.
4
4
4
Step 4
Write the first draft.
8
Step 5
Peer edit the first draft.
8
Step 6
Revise the essay.
8
Step 7
Present the final copy of the essay.
8
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Lesson 2
Choose one of the following questions as a basis for your own research
essay.

What are the individual, provincial, and national effects of rising university costs?

Is IQ an adequate indicator of a child’s success in later life?

Do video games promote violence?

Is capital punishment a deterrent to crime?

What effect would subsidizing Saskatchewan farmers have on individual farmers,
residents of Saskatchewan, and Canada’s International trading partners?

How does global warming affect the weather?

How can pollution be stopped/reduced on a personal, a national and an
international basis?

How is my favorite hobby or sport performed, organized within the province and
the country, and viewed by the general public?
Write the question you have chosen here.
___________________________________________________________________________
___________________________________________________________________________
In your research essay, you may present information which supports a particular
view on your topic; however, all your findings must be supported with documented
facts.
Refer to your English Language Arts Ready Reference’s section
on “Documentation” for help in completing the following
statements.
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Lesson 2
Comprehension Check
Circle the word or phrase which best completes each statement.
1. (Documentation / Recitation) tells your reader from where you took
the quotation or facts used in the body of your writing.
2. Use quotations (continually / sparingly).
3. When writing an essay, you (must / must not) acknowledge your
source when material is quoted word for word and when material is
only slightly reworded.
4. Sources must be (acknowledged / ignored) when ideas and
opinions are definitely borrowed and statements or figures are used
which may be questioned.
5. Sources (are /are not) to be noted in abbreviated form in the body
of the essay.
6. A (scriptography / bibliography) is an alphabetical list of all the
sources actually used for your paper.
7. There (are / are not) particular methods of documenting information
found on the Internet.
Now you are ready to find resources directly related to your topic. Remember to
keep track of the sources of your information as you collect it.
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Lesson 2
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Lesson 2
Activity G
(5)
1.
(1)
2.
Idea Web: Part of the first step in writing your research essay is to generate
ideas about the topic (see p. 100). Write the question you chose as the
subject of your essay in the centre box of the idea web below. On the left
side of the page write down five pieces of information you know about your
research question. Think in terms of details, examples, results, reasons, and
definitions. On the right side of the page write down five things you want to
know about your research essay question. Ask what, who, why and how
about ideas which are related to your research question.
Refer to the section on “Reference Books” in your English Language Arts
What I know
What I want to know
My research
essay question is:
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Lesson 2
Ready Reference. Then, identify four sources of information you will use as
resources for your essay.
____________________________
____________________________
____________________________
____________________________
Activity H
(3)
Calling Your Technology Supported Learning Teacher
Now that you have identified some of the strengths and weaknesses in
your preparation, call your Technology Supported Learning teacher to
confer and to get help in adjusting your research essay plan if necessary.
The toll free telephone number for Technology Supported Learning is: 1800-667-7166.
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Lesson 2
Your Copy of Activity G
1.
Make and keep this copy of your work for Activity G to use as a basis for
writing the outline of your essay in Lesson Four. Part of the first step in
writing your research essay is to generate ideas about the topic (see p. 100).
Write the question you chose as the subject of your essay in the centre box
of the idea web below. On the left side of the page write down five pieces of
information you know about your research question. Think in terms of
details, examples, results, reasons, and definitions. On the right side of the
page write down five things you want to know about your research essay
question. Ask what, who, why and how about ideas which are related to
your research question.
What I know
What I want to know
My research
essay question is:
English Language Arts 20
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Lesson 2
2.
Refer to the section on “Reference Books” in your English Language Arts
Ready Reference. Then, identify four sources of information you will use as
resources for your essay.
____________________________
____________________________
____________________________
____________________________
English Language Arts 20
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Lesson 2