Hook, Housekeeping
& Homework
Wednesday
Are you ready for Porch Talk #3?
We start in 5 minutes…
Have out the book, your notes, and your assignment.
Returns while you prepare.
Past, Present, Future
Wednesday
• Research – historical/cultural context for choice novel
• Porch Talk #3
• Finish TEWWG
• Finalize research tasks on choice novel
Activity: Develop
Wednesday
Purpose: to practice our oral communication and listening skills and come to a collaborative understanding
of the novel
Tasks:
Chapter Questions- Inner Circle (20 points)
• Listen to & participate in discussion
• Turn in completed questions by the end of the period
“Porch talk” Discussion – Inner Circle (20 points)
• Chapter Questions (novel)
• Plot Structure,
•
setting, characters, rising action, and conflicts
• Author’s use of Literary Devices/Craft Tools(writing style)
• Emerging themes and symbols
•
•
Author’s Background & Style
Historical Time Period
• Setting
• Written/Published
Written Analysis - Outer Circle (40 points)
• Listen and record notes
• Write 300-500 response (see model of length)
• Turn it in the day after the discussion
Outcome/DOL: Turn in your…
• Discussion Self-Evaluation OR
• Answers to Chapter Questions (staple to question sheet) OR
• Discussion Response stapled to the assignment rubric (tomorrow)
TEWWG Rotation 3 Chapters 13-18
Group 1- Rotation 3
Chapter Question Responses
Group 2 -Rotation 3
“Porch Talk” Discussion
Group 3 – Rotation 3
Written Response to Discussion
Caesar A
James CJ
Emani G
Madelien H
Ryan J
Tim M
Marten R
Sam S
Rachel W
Austin A
Bayliegh D
Bobby G
Travis H
Tiffany K
Manuel M
Dylan R
Alex S
Kiel W
Tonas CP
Gilbert F
Noah G
Zacc J
Cody L
Aaron P
Julia S
Sky S
Jordan Y
Jonas A
Lanina D
Jack F
Alisha H
Trevas MK
Aiden R
Anna SS
Jake W
Vincent B
Conner D
Delphy GM
James H
Donovan M
Eddie R
Brycen S
Joe C
Alyssa D
Renae H
Dan H
Mariah O
Alphonsine S
Megan T
Joe A
Anwar B
Chance E
Gabe G
Alena M
Ijah P
Tarik S
(24)
Christian B
Manny CR
Domonic E
Sophia G
Matt M
Dylan S
Jacaob T
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
(23)
FYI
Wednesday
• If you have missed any porch talk rotations, your last
opportunity to make-up for partial credit is next Wednesday in
class with other students (absent or ones you’ve arranged to
help you)
• There are assignment sheets for chapters 19 & 20 for this
make-up rotation.
• See me by Monday!
Instruction: Obtain
Wednesday
Have out your Verbal Visual Summative Assessment Assignment Sheet
Task #3: Research the historical context of novel (time period it was written/published and/or setting
of novel) and consider how this influences any aspects of the novel, including the theme
• Last week you were supposed to do research on…
• Cultural and historical contexts give birth to the dilemmas and themes at the center of the novel.
• Studying these contexts and appreciating intricate details of the time and place help readers
understand the motivations of the characters.
Inquiry Questions:
• When was your novel written and published?
• What is the setting (time & place) of your novel?
• What does this text reveal about it’s the cultural context (shared behaviours, ideas, beliefs of an
age, ethnic, or social group – including language, values, norms, & customs) in which it was
written?
• In what literary period was your novel written? How does this work reflect this literary period?
I will be checking this off on Friday! It should already be done!
Many of you were absent last week and have not shown me
any author research; these are zeroes in Q. See me after class
of later today with these notes!
Chapter 19
The Novel
Wednesday
Standards
1. Oral Expression and Listening
1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness
2. Effective collaborative groups accomplish goals
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing style, and historical
context.
Key Concepts
• Character (representation of persons in narrative)
• Context (social, historical, cultural setting in which text is produced)
• Point of View (particular perspective brought)
• Setting (the time and place in which the book happens & mood, atmosphere thereof)
• Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect)
• Theme (the central idea(s) the creator explores through a text)
Relevance
Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?)
As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and culture. The knowledge and
experiences from which a writer draws enables us, as readers, to make connections among text, creator, and audience, and allow us to explore our
unique identities.
Inquiry Questions:
• Who are the characters? What are the like? What is the setting? What is the main conflict? How is it resolved?
• What is the style and structure of this text? What craft tools does the author employ?
• What do you know about the author? How does the author’s life or experiences contribute to this text?
• In what literary period was it written? How does this work reflect this literary period?
• What do you know about the time period in which it was written? What does this text reveal about its historical or cultural context?
• What does this work reveal about what it means to be a human being in this world? What are the big ideas of this work of literature? How are they
expressed through characters, point of view setting, setting and style?
• How can readers identify with this author or with this text? Is this work relevant today? How and why? Who should read this and why?
Hook, Housekeeping
& Homework
Friday
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes.
Discussion Reponses – Turn in your response for Porch Talk #3 to
front desk. Make sure to staple the rubric to the top of it!
Returns
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
• If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room!
Homework:
You should be done reading your novel by next Tuesday!
Past, Present, Future
Friday
• TEWWG Porch Talk #3
• Chapter 19
• Lab Daedalus
• Show me last week’s research on your Historical Context Research
• Last day to show any research is next Wednesday (see next slides)
• Chapter 20
• Last day to make-up any Porch Talks (must do Chapters 19 & 20
Wednesday) – see next slide
• Design Behind the Story & Theme (handouts)
FYI
• If you have missed any porch talk rotations, your last
opportunity to make-up for partial credit is next Wednesday in
class with other students (absent or ones you’ve arranged to
help you)
• There are assignment sheets for chapters 19 & 20 for this
make-up rotation.
• See me by Monday!
The Novel
Friday
Standards
2. Reading for All Purposes
4. Research and Reasoning
Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing
style, and historical context.
Key Concepts
• Character (representation of persons in narrative)
• Context (social, historical, cultural setting in which text is produced)
• Point of View (particular perspective brought)
• Setting (the time and place in which the book happens & mood, atmosphere thereof)
• Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect)
• Theme (the central idea(s) the creator explores through a text)
Relevance
Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?)
As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and
culture. The knowledge and experiences from which a writer draws enables us, as readers, to make connections among text,
creator, and audience, and allow us to explore our unique identities.
Inquiry Questions:
• When was your novel written and published?
• What is the setting (time & place) of your novel?
• What does this text reveal about it’s the cultural context (shared behaviours, ideas, beliefs of an age, ethnic, or social group
– including language, values, norms, & customs) in which it was written?
• In what literary period was your novel written? How does this work reflect this literary period?
Activity: Develop
Friday
Purpose: to research and note any final ideas for your Verbal
Visual essay
Tasks: Author’ Writing Style = how he/she writes (structure,
craft tools & literary devices)
• TEWWG: Frame story, narrative shifts
• may include reviews, criticisms, & other influences on the
author
• TEWWG: Wright and Locke criticized Hurston for her use of
language representing them as uneducated
• may include information on literary time period
• TEWWG: Harlem Renaissance
• See model (next slides)


Ernest Hemingway
minimalist



straight forward
little punctuation, etc.
literally happening vs. how it's written

fragments
futility, pessimism, instability,
collapse of morality, lost sense of self -with a futuristic


Reflects nature of a post apocalyptic world where
everyone left is an animal.

No names, no grammar rules = reflection of story

Nihilism, i.e the complete annihilation of
society.
the degeneration of his language alludes to the
degeneration of society.
 language becomes obsolete in the novel, people
forget colors, names of birds etc.

The clocks stopped at 1:17. A
long shear of light and then a series
of low concussions. He got up and
went to the window. What was it?
she said. He didn’t answer. He went
into the bathroom and threw the
lightswitch but the power was
already gone. A dull rose glow in the
windowglass. He dropped to one
knee and raised the lever to stop the
tub and then turned on both taps as
far as they would go. She was
standing in the doorway in her
nightwear, clutching the jamb,
cradling her belly in one hand. What
is it? she said. What is happening?
I don’t know.
Why are you taking a bath?
I’m not.
The clocks stopped at 1:17.
There was a long shear of light and
then a series of low concussions. He
got up and went to the window.
“What was it?” she said.
He didn’t answer. He went
into the bathroom and threw the
light switch, but the power was
already gone. A dull rose glow
appeared in the window glass. He
dropped to one knee and raised the
lever to stop the tub and then
turned on both taps as far as they
would go. She was standing in the
doorway in her nightwear,
clutching the jamb, cradling her
belly in one hand.
“What is it?” she said.
“What is happening?”
“I don’t know.”
“Why are you taking a
bath?”
“I’m not.”
Why do they have to do that?
I dont know.
Are they going to eat them?
I dont know.
They’re going to eat them, arent they?
Yes.
And we couldnt help them because then they’d eat us
too.
Yes.
And that’s why we couldnt help them.
Yes.
Okay.
Tasks
Friday
• Research the author’s life/background and writing style and
consider how this influences any aspects of the novel,
including the theme (consider any literary reviews or
criticisms, also)
Coming Soon
• Identify and write a relevant statement of theme for the work
• Identify the major plot elements that support this theme
• Select and record 3 - 4 direct quotes (each 1-3 sentences in
length) from the novel that explain and demonstrate your
understanding of the plot and theme

Cormac McCarthy’s novel The Road speak to us
about our human nature--the fire of human
compassion can be all too easily extinguished
when we encounter adversity.
Gather information from
reputable sources!(Handout)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use key words to search. For example, use the title of your novel (e.g.The Great Gatsby) followed by words like analysis,
criticism, theme, motifs, symbolism. Or use the author’s name (e.g. Franz Kafka) followed by words like biography,
criticism, reviews. Look for .edu and .org sites; click on “About Us” to find out who/what they are; use school databases
Postmodern Fiction Timeline http://www.wwnorton.com/college/english/pmafim/timeline.htm
EbscoHost – Palmer Web site http://palmer.d11.org/pages/librarymedia.aspx
EBSCO host Web – Academic Search Premier, MAS Ultra – School edition, Topicsearch
Good Reads - general Information, including author background http://www.goodreads.com/
PAL: Perspectives in American Literature - A Research and Reference Guide© Paul P. Reuben Ph.D.Professor
http://www.csustan.edu/english/reuben/pal/alpha.HTML
Literary Criticism Collection
Many author biographies are listed in this IPL collection. You can browse by your author's last name.
http://www.ipl.org/div/litcrit/
The Big Read, National Endowment for the Arts - about 36 books with author information, historical context additional
resources, etc.http://www.neabigread.org/books.php
Yahoo’s Literary Authors Listing - A large listing of sites about particular authors.
http://dir.yahoo.com/Arts/Humanities/Literature/Authors/Literary_Fiction/
American Masters – The American Novel – PBS http://www.pbs.org/wnet/americannovel/timeline/
History.com - author and time period information - You’ll need to dig around and use “search.” http://www.history.com/
Gale Group - Pikes Peak Public Library. There are also hundreds of other books which have similar collections of author
biographies. Ask your librarian to help you find one that includes your author.
http://gdc.gale.com/gale-literature-collections/literature-criticism-online/
Contemporary Authors - Dictionary of Literary Biography -. Discovering Authors
Biographies =- http://www.biography.com/#!/
“American Literature” http://en.wikipedia.org/wiki/American_literature
PDF]American Literature Timeline (Cobb county school district)
http://www.cobbk12.org/pope/Academics/EOCT%20Review/EOCT%20American%20Lit%20timeline%20study%20guide.pdf
LITERARY PERIODS AND THEIR CHARACTERISTICS http://teachers.sduhsd.net/mcunningham/gatsby%20homewrok%20323_files/LITERARY%20PERIODS%20AND%20THEIR%20CHARACTERISTICS.doc.pdf
Works Cited
Stone, Dan. The Big Read: Their Eyes Were Watching God. The National
Endowment for the Arts, 2006. Web. 1 April 2015.
Coming Soon….
Next week
Monday 27 (skip day?)
• TEWWG Chpt 19 & 20
• Design Behind the Story: plot, quotes, and theme
• In-class work-time
Tuesday 28
• ACT Testing
Wednesday 29
• TEWWG Ch 20
• Lab 257 - Last day to show any late research – Works Cited Due Friday
• TEWWG Porch Talk make-up 1—3 (w/Chapters 19 & 20)
•
Thursday 30
• Final Discussion Response Make-up Due (19 & 20)
• Outline Presentation
• Sign-up for presentation day & time
• Lab 257 – Works Cited Due Friday
Friday 1
• Works Cited Due
• Lab Daedalus
• Outline Presentation due Monday
• Last day to sign-up for presentation day
Tasks
1.
Read at least one complex work of fiction in its entirety
2. Research the author’s life/background and writing style and
consider how this influences any aspects of the novel,
including the theme (consider any literary reviews or
criticisms, also)
3.
Research the historical context of novel (time period it was
written/published and/or setting of novel) and consider how this
influences any aspects of the novel, including the theme
4. Identify and write a relevant statement of theme for the
work; this should be a complete, meaningful sentence.
5. Identify the major plot elements that support this theme
6. Select and record 3 - 4 direct quotes (each 1-3 sentences in
length) from the novel that explain and demonstrate your
understanding of the plot and theme
• Purpose: to analyze the design behind your novel and how it
supports a theme.
• Tasks:
Writer’s Style
Design Behind Story: Point of View
• The narrator tells the story with a specific perspective informed by his or her beliefs and
experiences. Narrators can be major or minor characters, or exist outside the story altogether. The
narrator weaves her or his point of view, including ignorance and bias, into telling the tale.
• A first-person narrator participates in the events of the novel, using “I.”
• A distanced narrator, often not a character, is removed from the action of the story and uses the
third person (he, she, and they).
• The distanced narrator may be omniscient, able to read the minds of all the characters,
• or limited, describing only certain characters’ thoughts and feelings.
• Ultimately, the type of narrator determines the point of view from which the story is told.
Their Eyes Were Watching God opens with an unidentified third-person narrator who remains outside
the story. This anonymous, omniscient narrator immediately creates interest by declaring: “So the
beginning of this was a woman and she had come back from burying the dead.” The first page also
contains one of several allusions to the book’s title: “the sudden dead, their eyes flung wide open in
judgment”; however, the narration changes when Janie tells her story to her best friend, Pheoby
Watson.
From what point of view is your novel told?
How does it effect the telling of the story and the ideas presented?
For example, with TEWWG, consider…
•
How can an omniscient narrator tell the story at the same time that the novel’s heroine, Janie, also tells her story? Do these voices reflect different parts of Janie, or
does the omniscient narrator reveal another force in Janie’s universe?
•
Janie is judged throughout the novel. In the first chapter, who judges her, and why? How does Janie respond?
•
Why does Janie choose to tell her story only to her best friend Pheoby? How does our audience (especially friends) affect what we reveal or conceal?
Writer’s Style
Design
Behind
Story:
Characters
• The central character in a work of literature is called the protagonist.
• The protagonist usually initiates the main action of the story and often overcomes
a flaw, such as weakness or ignorance, to achieve a new understanding by the
work’s end.
• A protagonist who acts with great honor or courage may be called a hero.
• An antihero is a protagonist lacking these qualities.
• Instead of being dignified, brave, idealistic, or purposeful, the antihero may be
cowardly, self-interested, or weak.
• The protagonist’s journey is enriched by encounters with characters who hold
differing beliefs.
• One such character type, a foil, has traits that contrast with the protagonist’s and
highlight important features of the main character’s personality.
• The most important foil, the antagonist, opposes the protagonist, barring or
complicating his or her success.
What are the character types in your novel?
What importance do they play?
For example, with TEWWG, consider…
• How do Logan and Joe reveal different sides of Janie? What are their motivations?
• To what extent does Janie acquire her own voice and the ability to shape her own life? How are the two
attributes related?
Writer’s Style - Design Behind Story:
Figurative Language
• Writers use figurative language such as imagery, similes, and metaphors to help the reader visualize
and experience events and emotions in a story.
• Imagery—a word or phrase that refers to sensory experience (sight, sound, smell, touch, or taste)—
helps create a physical experience for the reader and adds immediacy to literary language.
• Some figurative language asks us to stretch our imaginations, finding the likeness in seemingly
unrelated things.
•
•
Simile is a comparison of two things that initially seem quite different but are shown to have significant
resemblance. Similes employ connective words, usually “like,” “as,” “than,” or a verb such as “resembles.”
A metaphor is a statement that one thing is something else that, in a literal sense, it is not. By asserting
that a thing is something else, a metaphor creates a close association that underscores an important
similarity between these two things.
• In Their Eyes Were Watching God, Janie reads natural phenomena as indicators of her internal
landscape. As a result, Hurston’s writing is thick with language that draws us beyond the literal
descriptions of people, places, and events. Janie uses simile to describe her life “like a great tree in leaf
with the things suffered, things enjoyed, things done and undone.”
Does your author write using much imagery or figurative language? What are some examples?
What is the purpose and effect of these detailed descriptions and comparisons?
For example, with TEWWG, consider…
• How are these descriptions used figuratively: the road, ships, trees, the sun, eyes, time, God, dreams, judgment, speech,
silence, and mules?
• What other specific types of figurative language, such as simile, metaphor, or personification, does Hurston use? Where
and why?
Writer’s Style
Design Behind Story: Symbolism
• Symbols are persons, places, or things in a narrative that have significance beyond a literal
understanding.
• The craft of storytelling depends on symbols to present ideas and point toward new meanings.
• Most frequently, a specific object will be used to refer to (or symbolize) a more abstract concept.
• The repeated appearance of an object suggests a non-literal, or figurative, meaning attached to the
object.
• Symbols are often found in the book’s title, at the beginning and end of the story, within a profound
action, or in the name or personality of a character.
• The life of a novel is perpetuated by generations of readers interpreting and reinterpreting the main
symbols (archetypes!). By identifying and understanding symbols, readers can reveal new
interpretations of the novel.
Are there any symbols (concrete object representing abstract ideas) in your novel?
Consider your lists of various of archetypes (plot, situational, characters, objects, colors, etc.) that exist?
For example, with TEWWG, consider…
• Outline the literal elements of the pear tree, the street lamp, or the mule before they discuss possible symbolic meanings.
• The Pear Tree
• What was Carla Kaplan’s and Azar Nafisi’s interpretations of this symbol in the NEW Audio Study Guide?
• Janie journeys through two unsatisfying marriages; notice when she does (or does not) remember the pear tree. For what is she searching?
Does she find it or do you think she will find it?
• The Street Lamp
• What does the street lamp in Chapter 5 communicate about the ideals of the Eatonville townspeople? Does it exemplify a control over nature
that empowers the community? Why does Mrs. Bogle sing “Jesus, the light of the world” when the lamp is lit? What does Joe mean when he
says: “And when Ah touch de match tuh dat lamp–wick let de light penetrate inside of yuh, and let it shine, let it shine, let it shine”?
• The Mule
• In Chapter 6, Bonner’s yellow mule stimulates the Eatonville men to “mule–talk.” How does this deepen the meaning of the mule, both literally
and symbolically? How does Hurston capture the musical, imaginative talk of the townspeople in this scene?
Writer’s Style - Design Behind Story:
Characterization & Plot Development
• Novels trace the development of characters who encounter a series of
challenges.
• Most characters contain a complex balance of virtues and vices.
• Internal and external forces require characters to question themselves,
overcome fears, or reconsider dreams.
• The protagonist may undergo profound change. A close study of character
development maps, in each character, the evolution of motivation, personality,
and belief.
• The tension between a character’s strengths and weaknesses keeps the reader
guessing about what might happen next and the protagonist’s eventual success
or failure.
• Many readers consider Their Eyes Were Watching God a bildungsroman, or
coming-of-age novel. As Janie’s external journey takes her through southern
Florida and her three marriages, she finds her voice and learns to use it.
For example, with TEWWG, consider…
• Map Janie’s development from the young woman under the pear tree to her life as Mrs. Killicks, Mrs. Starks, and
Mrs. Woods. How has she changed? How has she remained the same?
Writer’s Style - Design Behind
Story: Theme
• Identify and write a relevant statement of theme for the work
• Identify the major plot elements that support this theme
• Select and record 3 - 4 direct quotes (each 1-3 sentences in
length) from the novel that explain and demonstrate your
understanding of the plot and theme
Characteristics of a Theme
Statement
Characteristics of a Good Theme Statement
• must be general enough to capture the overall meaning of the work
• but specific enough so that it conveys your unique interpretation.
• In a sense, every literary work makes a statement or has a point.
• The theme statement should be a complete sentence.
• "Love and death" (for example) is not a theme statement. It's just an announcement of the topic of the work. What in
particular is the author saying about love and death?
• A sentence like "The theme of the poem is love and death" is grammatically speaking a complete sentence, but if you
remove the beginning of the sentence ("The theme of the poem is"), then you don't have a complete sentence, just a
wordy announcement of the topic.
• The theme statement should describe the general meaning of the work, not the specific events, actions, or characters.
• The statement "Luke defeats Darth Vader" is not a theme statement but a plot summary. Instead of describing what the
characters do, discuss what they represent ("Good defeats evil").
• Often the theme statement takes the form of a moral or a judgement ("We cannot defeat an external evil until we
acknowledge our own dark side"). Of course this overall theme results from what the characters do (or from the literal
meaning of words in a poem), and in supporting your general interpretation, you should cite some of these specific details.
• The theme statement should reflect the values of the entire work, not just one or two episodes or lines. In particular, look
at the end of the work to make sure that the story's outcome matches what you think its general meaning is.
Pop quiz: Which of the following would be the best theme statement according to the above guidelines?
1.
The true meaning of love.
2.
Mrs. Farquar learns that British people can't dance.
3.
Because the main character commits suicide, the theme is that we should all commit suicide.
4.
It is better to have loved and lost than never to have lost at all.
•
Thanks: http://facstaff.gpc.edu/~shale/humanities/composition/handouts/theme.html
“Nobody wants to be here and nobody wants to
leave.”
― Cormac McCarthy, The Road
So… what can we understand
about ourselves and the world
in which we live?
Conclusion…
• Cormac McCarthy’s novel The Road speak to us about our
human nature--the fire of human compassion can be all too
easily extinguished when we encounter adversity.
Tasks
• Read at least one complex work of fiction in its entirety
• Research the author’s life/background and writing style and consider how this influences
any aspects of the novel, including the theme (consider any literary reviews or criticisms,
also)
• Research the historical context of novel (time period it was written/published and/or
setting of novel) and consider how this influences any aspects of the novel, including the
theme
• Identify and write a relevant statement of theme for the work
• Identify the major plot elements that support this theme
• Select and record 3 - 4 direct quotes (each 1-3 sentences in length) from the novel that
explain and demonstrate your understanding of the plot and theme
• Create a formal MLA Works Cited page: minimum 3 sources about your author, novel (e.g.
literary review or criticism), and/or historical context; don’t forget to cite you novel as a
source, too! Due Friday, May 1st
• Find, create, and combine relevant images to complement and enhance the quotes
• Produce a final Verbal Visual Essay that enhances the audiences’ understanding of the
novel (its theme) and author (see Outcome). The visuals may be two-dimensional, threedimensional or a multimedia format.
• Practice your 8 minute presentation
• Sign up for a presentation day time slot
Works Cited
Stone, Dan. The Big Read: Their Eyes Were Watching God. The National
Endowment for the Arts, 2006. Web. 1 April 2015.
Works Cited
Stone, Dan. The Big Read: Their Eyes Were Watching God. The National
Endowment for the Arts, 2006. Web. 1 April 2015.
• Create a formal MLA Works Cited page: minimum 3 sources
about your author, novel (e.g. literary review or criticism),
and/or historical context; don’t forget to cite you novel as a
source, too! Due Friday, May 1st
• Find, create, and combine relevant images to complement
and enhance the quotes
• Produce a final Verbal Visual Essay that enhances the
audiences’ understanding of the novel (its theme) and author
(see Outcome). The visuals may be two-dimensional, threedimensional or a multimedia format.
• Practice your 8 minute presentation
• Sign up for a presentation day time slot
Activities
“Truth is stranger than fiction,
but it is because Fiction is obliged
to stick to possibilities;
Truth isn't.”
– Mark Twain
What piece of fiction did you bring with you? Have you started
reading?
Academic Standards
1. Oral Expression and Listening
1. Effective speaking in formal and informal settings requires appropriate use of methods and
audience awareness
2. Effective collaborative groups accomplish goals
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
2. Interpreting and evaluating complex informational texts require the understanding of rhetoric,
critical reading, and analysis skills
3. Writing and Composition
1. Style, detail, expressive language, and genre create a well-crafted statement directed at an
intended audience and purpose
2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular
audiences and specific purposes
3. Standard English conventions effectively communicate to targeted audiences and purposes
4. Research and Reasoning
1. Independent research designs articulate and defend information, conclusions, and solutions that
address specific contexts and purposes
2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment