Final Project: First Love
Chongsik Lee & Thiranpaka Tipbunlue
LT 528 Teaching Culture and Literature in the Language
Classroom
November 23, 2011
Introduction
This paper is about the analysis and application of literature in the language classroom. The
literature was chosen by the theme: the first love. And the literature consists of three materials from
different genres. One is a poem, one is the extracts from a novel, and one the transcripts of a movie
based on the novel. The theme was decided on the basis of the interests of students who are 16 years
old in the public high schools. At the age of 16, students wonder what love is and some of them
might have experienced their first love. This paper consists of the explanation of the course and
students, the analysis of materials on the basis of culture, language and literary aspects, and the
applications of them in the language classroom.
1. Type of course

Level of students/ Proficiency level:

Students' reasons for learning English: Ultimately, they learn English to be fluent English
High beginning or low intermediate
speakers by building English speaking and reading skills. But in reality, they learn English to
get good grades in the university entrance exam.

Kind of English required for the course: General English

How intensive is the course? : Three times a week

Is there a syllabus? Yes

Is it flexible? Yes, English teachers can change some parts of the unit.

Is literature included? Yes.

Can you include literary texts for this course? : Yes.

What kinds of texts will be most suitable? : By consideration of my students’ level of English,
I think I have to use some extracts from novels and some poems. And a part of movie
transcripts will be good for my students. Visual materials are preferred.

English background: My Korean students have been learning English for 7 years.

Motivation level for learning English: Some students have low level and some students have
high level of motivation.

Skills focus: Reading, writing, speaking, listening skills

General overall objectives for the course: To be able to appreciate literature about the first
love by developing reading, listening, speaking and writing skills.
2. Type of students

Age of students: 16 years old (10th grade)

Interests/hobbies of students: playing computer/smart phone games, watching movies,
listening to music

Cultural or ethnic background/nationality of students: Korean

Students' previous experience of reading literacy texts: They have been reading easy and
short English essays and stories, but not familiar with English poems or transcripts.
Analysis I
Title: First Love
Author: John Clare
Genre: Poetry
Source information/ accessibility: Website < http://www.poetryfoundation.org/poem/180606>
Reasons for choice:
This poem was written in the 1810s, but it is still popular because it expresses the feeling of the first
love so well. And it is short and it does not have many difficult words.
 Purpose and reason why this particular material serves the pedagogical purpose:
-
The poem will motivate my students because they will sympathize with the author who
expressed very passionately the feeling of love. (e.g. ‘with love so sudden and so sweet’,
‘and stole my heart away complete’, ‘and blood burnt round my heart’ )
-
It will help students learn a form of English poetry.
-
It will help students to learn meta-language like metaphor in the poem.
-
It will help visual learners clarify the poem by using a video clip with lyrics
 What difficulty will the students have with this material?
- The poem has metaphorical expressions (e.g. ‘my heart has left its dwelling-place and can
return no more.)
- It also has reorganized sentences ( e.g.‘her face it bloomed like a sweet flower’, ‘so sweet a
face’)
 Is this material appropriate for the students?
- Yes, I think so. The students are in high school, so they can understand the poetry.
1. Analysis on Culture
 What is the C2 usefulness and challenge of this material for students?

There might be no strong challenges in this material for my students because love in
Korea, Thailand, or the US are the same. It might occur in different situations but the
development of feelings is the same, such as excited, passionate, happy, sad, or
heartbroken. And the feeling of love is the same throughout time and place. So I think
my students could fully understand the feeling in the poem and they could use this
poem as a proposal to their loves.
 What cultural background will be needed for comprehension?

Knowing the poem’s background can help students get clearer meaning of the poem.
The poem is about John Clare’s first love, Mary Joyce, “she was the daughter of a
wealthy
farmer
who
forbade
his
daughter
from
meeting
with
Clare.”
<http://www.thedatingadvisor.com/love-poem-first-love.html>
 What language-related cultural context or reference will need to be taught?

‘My life and all seemed turned to clay.’ My students might ask me ‘why clay?’
Maybe in Korea, we would say, ‘my life and all seemed turned to old tree trunk.’
2. Analysis on Language.
 Analyze the language in the text.

The poem is written in the 1810s, so the language is a little different from modern
English. (e.g. ne’er as never) And because it is a poem, the syntax is reorganized. (e.g.
‘stole my heart away complete’, ‘Not love’s appeals to know’, ‘I never saw so sweet
a face’) However, the words used in the poem are not very difficult to understand.
 What terms/vocabulary are your students likely to know?

Some are basic (e.g. hour, sudden, stole, sweet, flower, face, heart, eyesight. Some
are challenging (e.g. pale, complete, refused, chords, dwelling, appeal, deadly)
 What language items will need to be taught?

Vocabulary, passive, past tense, reorganized sentences, metaphorical expressions
 What language aim(s) would you focus on with this material?

I would focus on the metaphorical expressions and vocabulary related with feelings.
 What language skills might be the focus of this activity, e.g. specific reading skills, specific
writing skills, etc.
-
Reading skills: understanding metaphorical expressions and implied meanings
-
Writing skills: Guided writing- writing a short love poem.
 Is there language that might be difficult for you, as the instructor?

Yes, interpreting metaphorical expressions might be difficult. (e.g. ‘She seemed to
hear my silent voice, not love’s appeals to know’- the meaning is not clear to me.)
 What additional material might be needed to enhance comprehension?

A video clip with music and illustration the poem could enhance the comprehension.
So I am going to use http://www.youtube.com/watch?NR=1&v=SmqefCSc_Jk
3. Literary aspects
 Analyze the text in terms of literary features or “story” (setting, time frame/line), characters,
tone, author’s point of view, role of narrator, etc.

Setting: the UK

Time: the 1810s

characters: John Clare and Mary Joyce (his true first love)

author's point of view: agony, passionate
 Does this material represent “literary language?” If so, to what extent?

Yes. Because it is a poem, it has rhymes. The poem consists of three stanzas with the
rhyme of a-b-a-b-c-d-c-d. And there are metaphor, similie, and personification.
 What “deviant” language forms, if any, are in the material?

It is a poem, so there are some deviant languages in it. (e.g. Her face it bloomed like a
sweet flower, stole my heart away complete, I never saw so sweet a face)
 Which ones will need to be covered in class?

Some difficult words and different forms of poetry as compared with stories or novels,
and meta-language like metaphors.
 What meta-language or literary concepts might be used with this material?

Metaphor (clay, flower, snow, heart, blood), simile (like a sweet flower, as deadly
pale, seemed midnight), personification (her face it bloomed, words from my eyes
did not start, my legs refused to walk away), rhythm and rhyme (hour/flower,
choice/voice/face/place)
Ideas for classroom activities
1. Pre-reading activities
 Presentation of the theme: the feeling when you fall in the first love
 Reading aloud the poem – focusing on the rhythm and rhymes
2. While-reading activities
 Close analysis of the poem
 Finding metaphorical expressions and the implied meanings
 Discussion of personal reactions to the poem (pair work)
3. Post-reading activities
 Illustration of the poem (group work)
 Guided writing- a short love poem
Analysis 2
Title: Flipped (novel extracts)
Author: Wendelin Van Draanen
Genre: Novel
Source information/ accessibility: Bookstore
Reasons for choice:
This novel expresses the feeling of falling in the first love with the format of “he-said” and “shesaid”. It is interesting to see how differently the boy and the girl interpreted the same events. It is right
for my students’ level in terms of language and the feeling of love.
 Purpose and reason why this particular material serves the pedagogical purpose:
-
The novel extracts will motivate my students because it has a unique narration style. It
started from the boy’s perspective, but it ends with the girl’s perspective. Students will be
amused how differently the boy and the girl understand the same events between them.
-
It will help students get the meaning of informal English words.
-
It will help students understand the development of the plot.
-
It will help students understand the different perspectives of the characters.
 What difficulty will the students have with this material?
- There are some informal English words. (e.g. goo-goo eyes, back to square one)
-
There are loosely structured stentences because of its storytelling form (e.g. And since
we’re now about done with the eighth grade, that, my friend, makes more than half a
decade of strategic avoidance and social discomfort.)
 Is this material appropriate for the students?
- Yes, I think so. Even though the main characters were younger than my high school
students, it will not matter for them.
1. Analysis on Culture.
 What cultural information is in the text?

A girl had a crush on a boy who hated her. Children at school teased him with saying
“K-I-S-S-I-N-G”. Using someone to get rid of the admirer, the girl.
 What is the C2 usefulness and challenge of this material for students?

In Korea, boys are the ones who usually pursue the girls they like, but in this material
the girl fell hard for the boy and she expressed her feelings directly, which made the
boy uncomfortable. This could be a challenge to my students.
 What cultural background will be needed for comprehension?

Holding hands are okay, but imagining kissing needs to be explained. In the novel,
the girl was just 7 years old to think of her first kiss. This is too early for my Korean
students.
 What language-related cultural context or reference will need to be taught?

Some informal English like back off, take-’em-down tackle.
2. Analysis on Language.
 Analyze the language in the text.

Conversational styles, some informal English, storytelling styles.
 What terms/vocabulary are your students likely to know?
- In the BRYCE part: strategic avoidance, barged, yanked, a dead meat, branded for life,
jeered, disaster, catfight, jerk, goo-goo eyes, sniffing

In the JULIANNA’s part: flipped, lunatic, dazzling, breathtaking, caught up to,
floating, embarrassed, curiosity, whinny
 What language items will need to be taught?

Past tense, informal words, storytelling styles, role of narrator.
 What pragmatic focus might be possible with this material? [Pragmatic in Kramsch’s sense]
-
Because it is a novel, it has many contextualization cues (e.g. verbal-he, she, nonverbaltone of voice, facial expressions, paraverbal-gestures), and situated inferences (e.g. I was,
holding the mud monkey’s hand!)
 What language skills might be the focus of this activity, e.g. specific reading skills, specific
writing skills, etc.
-
Reading skills: scanning for specific information, understanding plot and characters
-
Writing skills: guided writing for summary
-
Speaking skills: discussion about the protagonists and story
3. Literary aspects
 Analyze the text in terms of literary features or “story” (setting, time frame/line), characters,
tone, author’s point of view, role of narrator, etc.

Setting: in the United States

Time: the 1960s

Characters: Bryce, Julianna, Bryce's family, Julianna's family, friends, Shelly

Tone: boy felt annoyed but girl felt excited and lovely

Author's point of view: she wants to show us this first love had two sides. In one
situation, a boy thought one way but a girl thought another way.

Role of narrator: one part is he-said, the other part is she-said. It shows different
thoughts about the same events.
 What “deviant” language forms, if any, are in the material?

Some storytelling styles (e.g. she always has, though it bears me why)
Ideas for classroom activities
BRYCE Part 1
1. Pre-reading activities
 Creating student interest in the story
-
Why are the title ‘flipped’ and Bryce’s part ‘diving under’?
-
Predict how the story will be developed by reading the first paragraph only.
2. While-reading activities
 Helping students to understand the plot by summarizing
-
First meeting with Julia, holding her hands accidently, and hiding behind his mom
 Helping students to understand the characters
-
From Bryce’s perspective: what does he think of Juli?
 Helping students with language and word forms
3. Post-reading activities
 Discussion
-
What if you were Bryce, what would you say?
 Guided writing
-
Writing a review of the story
BRYCE Part 2
1. Pre-reading activities
 Review the Bryce Part 1
 Creating student interest in the story
-
Why is the reason of ‘unavoidably, dangerous, it turned out’?
-
Bryce hatched a plan. What would it be?
2. While-reading activities
 Helping students to understand the plot by summarizing
-
Juli’s hug, children tease, Bryce’s plan, the result of the plan
-
Finding ‘cause & effect’ in the story
 Helping students with difficult vocabulary
-
Providing multiple choice questions to encourage the guessing of the meaning from
the context.
3. Post-reading activities
 Interpretation of the main events of the story
-
Mind-mapping of the story development
JULIANNA Part 1
1. Pre-reading activities
 Creating student interest in the story
-
Why is the title of Julianna’s part ‘flipped’?
-
Predict about the story based on reading the first paragraph only.
-
Guess how the story will develop with the same events in the Bryce Part I, but this
time from Juli’s perspective.
2. While-reading activities
 Helping students to understand the plot by summarizing
-
First meeting with Bryce, holding his hands accidently, and imaging first kiss,
chasing Bryce.
 Helping students to understand the characters
-
From Juli’s perspective: what did she think of Bryce?
3. Post-reading activities
 Discussion
-
What if you were Juli, what would you do?
 Guided writing
-
Writing a review of the story
JULIANNA Part 2
1. Pre-reading activities
 Review the Julianna Part 1
 Creating student interest in the story
-
Who is Shelly Stalls?
-
How did Juli solve the problem?
2. While-reading activities
 Helping students to understand the plot by summarizing
-
Shelly Stall with Bryce, Catfight with Shelly, Sitting next to Bryce
 Helping students with difficult vocabulary
-
Providing definitions for certain words in the text- students match word to definition.
3. Post-reading activities
 Discussion 1
-
Do you think Bryce needed Juli’s help when he saw her as he walked along with
Shelly Stalls?
 Discussion 2
-
After reading Bryce’s Part and Julianna’s part, how differently the two people
interpret the same events?
Analysis 3
Title: Flipped (transcripts)
Author: Rob Reiner & Andrew Scheinman
Genre: Transcripts
Source information/ accessibility: Website <http://cafe.naver.com/trailer?20111119034411>
Reasons for choice:
After reading the novel extracts, students will be motivated by watching the real movie. Students can
see how the novel has changed into the movie screen, and they can find how their reading of the
novel has changed into the movie transcripts.
 Purpose and reason why this particular material serves the pedagogical purpose:
-
The transcripts will motivate my students because it shows how the novel changed into
the transcripts. It has fewer words than the novel and it is shorter than the novel. So
students feel less pressure than when they read the novel. It also has visual aspects that
will motivate the students a lot.
-
It will help students understand the difference of a novel and transcripts.
-
It will help students develop students’ speaking skills.
-
It will help students visualize the story and the characters.
 What difficulty will the students have with this material?
- There are some informal English words. (e.g. turncoat)
-
There are loosely structured stentences (e.g. want you run own home)
 Is this material appropriate for the students?
- Yes, I think so. Words are not very difficult and sentences are short.
1. Analysis on Culture.
This part is almost the same as the novel part. So I want to go right to the analysis on Language
part.
2. Analysis on Language.
 Analyze the language in the text.

Conversational styles.(dialogues)
Some informal English.(e.g. wanna, hoops)
 What terms/vocabulary are your students likely to know?
- In the BRYCE part: valuable, mess, available, sanctuary, hatched, hoops, smashed,
the turncoat, consolation, be over.

In the JULIANNA’s part: trapped, completely, opportunity, gossipy, backstabbing,
solution, caliber, conniver, at recess, clutches.
 What language items will need to be taught?

Conversational styles, vocabulary, past tense, present tense
 What language aim(s) would you focus on with this material?

I will focus on the conversational styles. (dialogues)
 What pragmatic focus might be possible with this material? [Pragmatic in Kramsch’s sense]
-
Structure of expectations and situated inferences. For example, in the following scripts,
Bryce’s father, Steven, gives Juli some hints that he does not need her help and asks Bryce
to go to his mom to distract her.
STEVEN: Hey, hey, what are you doing?
JULl: Don't you want some help?
STEVEN: No. There're some valuable things in there.
JULl: How about this one?
STEVEN: No, no, no. Want you run own home. Your mother's probably wondering where
you are.
JULl: Oh, no, my mom knows where I am. She said it's fine.
BRYCE(N): It didn't take long to realize this girl could not take a hint.
STEVEN: It's crowded in here with three people.
JULl: I don't mind.
BRYCE(N): Of any kind.
JULl: You wanna push this one together?
STEVEN: Bryce, isn't it time for you to go help your mother?
BRYCE: Huh? Oh, yeah.
 What language skills might be the focus of this activity, e.g. specific reading skills, specific
writing skills, etc.

Focus on speaking skills (role-play or acting out)
 Is there language that might be difficult for you, as the instructor?

Some informal words and expressions. (e.g. hoops, turncoat, she didn’t take it well.)
3. Literary aspects
It is the almost the same as the literary aspects of the novel in the analysis 2.
Ideas for classroom activities
1. Pre-reading activities
 Creating student interest in the story
-
Predicting how the transcripts will be different from the novel extracts.
2. While-reading activities
 Have students read aloud the transcripts in pairs.
 Helping students with language and styles.
3. Post-reading activities
 Speaking activity
-
Acting out the transcripts with the group members.
 Watching the movie.