8-28-12 (scheduled)
9-04-12 (actual)
As we begin, please respond (in writing) to the
following question:
What does it mean to “read” a text?
Consider: Did you “read” Woods Runner? How well did you
read it? What were your purposes for reading? What did you
“get” from reading? What strategies did you use for this novel
that were different from reading, say, a textbook or newspaper?
Major classroom question: How can you tell whether (or how well) someone
has “read” a particular text, such as an assigned novel?
Book Talks
•No more than 2 per person per week
•No more than 2 minutes long
•Tell us the topic, but minimal plot summary
•Goal is to generate interest
(You’ll give us details in the review.)
What does it mean to “read” a text?
•Did you read Woods Runner?
•How well did you read Woods Runner?
•How can I tell whether or how well you read
Woods Runner?
•What makes for a good quiz?
•How could/should I modify my plans if you
have NOT read it (or have not read it well)?
Last time, I asked, “Why do we teach literature
to middle-school and high-school students?”
Here’s what you said:
to educate young minds
about a variety of subjects
to expose them to
different cultures
so they’ll know how to read
to help them become
better writers
to teach them
about themselves
to entertain them
because it’s in the curriculum
to give them
problemsolving skills
because it’s just
what teachers do
to foster a love of reading
to give them experiences
beyond their own community
to improve vocabulary
to help them
understand
life lessons
to teach
them how to
analyze and
comprehend
because we find truth
through fiction
Standard E4-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.
Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and
drama. In the category of fiction, they read the following specific types of texts: adventure stories,
historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues.
In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and
biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical
poems, humorous poems, free verse, odes, songs/ballads, and epics.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicators
E4-1.1
Compare/contrast ideas within and across literary texts to make inferences.
E4-1.2
Evaluate the impact of point of view on literary texts.
E4-1.3
Evaluate devices of figurative language (including extended metaphor, oxymoron, pun,
and paradox).
E4-1.4
Evaluate the relationship among character, plot, conflict, and theme in a given literary text.
E4-1.5
Analyze the effect of the author’s craft (including tone and the use of imagery, flashback,
foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.
E4-1.6
Create responses to literary texts through a variety of methods, (for example, written works,
oral and auditory presentations, discussions, media productions, and the visual and performing
arts).
E4-1.7
Evaluate an author’s use of genre to convey theme.
E4-1.8
Read independently for extended periods of time for pleasure.
Common Core State Standards for ELA, Reading
Common Core State Standards for ELA, Reading
Differentiated instruction (also known as differentiated learning or, in education,
simply, differentiation) involves providing students with different avenues to acquiring
content; to processing, constructing, or making sense of ideas; and to developing
teaching materials so that all students within a classroom can learn effectively,
regardless of differences in ability.
(http://en.wikipedia.org/wiki/Differentiated_instruction)
Differentiated instruction is based upon the belief that students learn best when they
make connections between the curriculum and their diverse interests and experiences,
and that the greatest learning occurs when students are pushed slightly beyond the
point where they can work without assistance. This point differs for students who are
working below grade level and for those who are gifted in a given area.
Rather than simply "teaching to the middle" by providing a single avenue for learning
for all students in a class, teachers using differentiated instruction match tasks,
activities, and assessments with their students' interests, abilities, and learning
preferences.
(http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml)
Which goals seem particularly
well suited to canonical texts?
Which goals seem particularly
well suited to YA texts?
Which goals seem appropriate
for either kind of text?
What, then, is an appropriate relationship
between canonical texts and YA texts?
Premise: Teachers can use YA Lit along with
canonical literary texts and a variety of
informational texts to teach ELA standards.
So let’s start with a vocabulary for talking about literature…
A shared
vocabulary
for talking
about
books
Literary
Terms
CONFLICT
•vs. God (or Society)
•vs. Nature
•vs. Another Person
•vs. Self
Climax
Falling Action
Rising Action
Denouement
Initiating
Incident
PLOT
Possible points of view (of the narrator):
1. First person (“I”)
2. Second person (“You”)
3. Third person (“He,” “She”)
-omniscient
-limited omniscient
-observer
Some More Terms for Discussing Literature
Allusion
Assonance
Character
Climax
Conflict
Connotation
Denotation
Denouement
Didacticism
Dissonance
Dynamic character
Euphemism
Exaggeration
Falling action
Figurative language
Flashback
Flat character
Foreshadowing
Hyperbole
Imagery
In media res
Irony
Motif
Narrative hook
Omniscient
Oxymoron
Paradox
Personification
Plot
Point of view
Protagonist
Pun
Rhythm
Rising action
Round character
Setting
Simile
Static character
Symbol
Theme
Tone
Possible way to “evaluate” YA books…
…Standard Literary Qualities
Plot
Characters
Setting
Theme
Point of View
Style
…Use of Literary Elements
metaphor
simile
flashback
foreshadowing
allusion
humor
imagery
personification
symbolism
hyperbole
effective beginnings
main character as writer
…Choice/Handling of Topic
appropriateness of topic for audience
accuracy/depth of content
balance of various perspectives
… Audience Appeal
BREAK
If you would like to “claim” two more books
(from the library cart of from anywhere else),
this would be a good time to do so.
Remember, checking out a book from the class cart
is NOT the same as “claiming” it for class;
you need to sign the “claimed” list to “claim” a book.
Learning History through Historical Fiction
Using your book as necessary, list 10 facts about the
Revolutionary War (or that time period in the US) that you
didn’t know before reading the book.
Exchange lists with someone; then, with your partner, find
another set of partners (i.e., a group of 4) and exchange lists
again, so that you read three other people’s lists.
As a group, divide your information into categories: “weapons,”
“fighting,” “prisoners,” etc. Be ready to share your categories
with the rest of the class.
US History is typically taught in 11th grade. How do you think 11th graders would
respond to this book and this activity?
In groups, brainstorm some other ways to use this book and others to teach about the
Revolutionary War or the late 1700’s? (Consider: Chains / Forge series; Fever, 1793)
Let’s start looking at some ways to USE these books
(rather than KILL them)…
What’s the point of view?
What’s the verb tense, and
what effect does it have?
What does the last sentence of
the first paragraph do to us?
Considering that the speaker’s
mother is “not so beatendown,” what can we infer
about her life?
What does the author tell
us about the speaker?
What do we know (or what
can we infer) about the
speaker? How do we know?
Break
(then move to 9/4/12 notes)