tech int plan
TRANSCRIPT
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Technology Integration Plan
Meribeth Fell
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Monday Tuesday Wednesday Thursday Friday
Week 5 Introduce Unit:
Universal Theme
VODcast*
Library: Timeline
Activity
Timeline Activity
Cont /
presentations
Read Trifles in
class
Read Trifles in
class
HW: read A&P
and When inDisgrace
Week 6 Universal Theme
Task 1
Form groups
Discuss Theme
HW: Blackboard
reading quizzes
Library research
day: find
connection
between themes
and local, national,
and world issues
HW: conduct more
research
Collaborate on
MLA works cited
group work
HW: complete
charts
Presentations of
individual charts
to class
HW: submit online
Venn Diagram
Activity
HW: complete
journals and
submit online
Week 7 Word Choice
Activity
Introduction /
VODcast*
Groups: explicate
assigned poem
Presentations of
group assigned
poem
Presentations
continued
Lecture:
Formalism
HW: submit WordChoice activity
online
Week 8 Unit Paper
VODcast*
Groups: identify
possible themes in
all three works
Bring working
thesis to class,
conference with
teacher and group,
revise in class
Compile evidence
for theme in each
work, conference
with teacher and
group
HW: submit online
Discussion for
peer review offer
feedback to others
Revise and
organize argument
for theme / outline
Conference with
teacher
Evening optional
wimba chat /
conference
Final peer review
in class
HW: submit final
draft online
Week 9 Scholarly ReviewVODcast
Select text
LibraryOrientation /
Galileo
HW: Select and
create citations for
three articles MLA
MLA citationreview /
corrections
Share sources
Library:Expanding your
research
Library cont.
Week 10 Scholarly Review
Continued
Annotations: draft
in class
Peer review and
teacher conference
for annotations
HW: submit final
annotations online
Scholarly Review:
VODcast
Review sample
Scholarly Reviews
Draft Due: peer
review in class /
teacher conference
Optional Wimba
conference at night
Final Scholarly
review due online
In class reflection
and self-
assessment
*VODcasts included in the Integrated Unit Plan for Applications of Instructional Technology
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Universal
Theme
See Intro VODcast Grade
Level
9th
grade LanguageArts/Literature
Stage 2Determine Acceptable Evidence
Content Standards:ELA9RL2 The student identifies, analyzes, and applies knowledge of theme in literary works
from various genres and provides evidence from the works to support understanding. Thestudent
a. Applies knowledge of the concept that the theme or meaning of a selection
represents a universal view or comment on life or society and provides support
from the text for the identified theme.
b. Evaluates how an authors choice of words advances the theme or purpose of awork.
c. Applies knowledge of the concept that a text can contain more than one theme.
d. Compares and contrasts the presentation of a theme or topic across genres and
explains how the selection of genre affects the delivery of universal ideas aboutlife and society.
Students will understand that:
Works of literature can have more than one theme. Different perspectives can make texts appear differently to others. Genre affects theme. Literature is a reflection of life. Everything is an argument.
Related Misconceptions:
Texts only have one theme and that is what the teacher says it is. Knowing What happened ina story, poem, or play is enough to understand the
text.
Literature, once read, is understood.Essential Questions
Overarching Questions:
What is literature?
Why does literature matter?
How can literature help us better understandourselves and others?
Topical Questions:
What role does diction play in determiningtheme?
How do the elements of literature guide
interpretations of theme in various genres ofliterature?
How do critical perspectives guide interpretations
of theme in various genres of literature?
How can relationships shape who we are and
how we relate to others?
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Stage 2 - EvidencePerformance Tasks
Universal ThemeGoal (ELA9RL2.a)Applies knowledge of the concept that the theme or meaning of a selection represents a universal view
or comment on life or society and provides support from the text for the identified theme.
At the end of this activity, students will be able to:
Explain the big picture of theme Interpret the significance of the elements in theme Apply their understanding of theme by listing and connecting themes to current events Accept various perspectives on theme and incorporate others ideas into their own view of theme Identify with at least one universal theme from the texts in this unit Reflect on their understanding of literary themes as universal and relevant to themselves and to
others.
RoleStudent as inside and outside observerStudents will identify and summarize one theme from aselected work and provide evidence of that theme. Students will make connections to personal, local,national, and world stories that exemplify the selected theme. Personal connections will be short
reflections of 500 words. Connections to local, national, and world stories will require locating,
reading, summarizing, connecting, and citing news articles from online or paper sources. Connections
should be recent (within last 10 years, if possible).
AudienceStudents should assume their audience is other students of literature.
SituationGroups of students will be given a text (each group gets a different textself-selected), work together
to identify a theme, and work individually to complete the activity. Students will be given some classtime and library time to complete this activity, but much of it will be completed at home.
PerformanceThe final product is a summary chart of evidence of universality of theme. All sources should be cited
using MLA format, and work should be submitted online.
Students will come to class prepared to discuss the different themes, the different personalconnections, and the local, national, and world connections to the themes.
Standards /Criteria
Each chart must adhere to MLA format and include cited examples. Students work will be peerjudged. Once all the assignments are submitted, the teacher will publish all of them, and students
should respond to at least three other students charts (all three must come from three different texts
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excluding the students own text). Respond specifically to the following: 1) agree or disagree with the
stated theme and support your ideas; 2) Comment on one of the news articles; 3) Ask a question
relating to one of the connections or one of the articles or the theme.
Word Choice (See .mp4 file)
Goals (ELA9FL2.b & c)
Students will evaluate how an authors choice of words advances the theme or purpose of awork.
Applies knowledge of the concept that a text can contain more than one theme.
At the end of this lesson, students will be able to:
Explain how word choice influences theme Interpret the significance word choice in advancing the theme or purpose of the work Apply their understanding of word choice by completing the word choice activity Accept different perspectives of the significance of word choice and incorporate others ideas into
their own view of diction and theme. Accept others response to connotative meanings of words as vital to the interpretation process Reflect and objectively self-assess their initial and ultimate definition of literature and the
importance of word choice in advancing theme or purpose
RoleStudent as reader of text students, with guidance and prompting from the teacher, will explicate ashort poem or short excerpt from at text, identify specific choices in diction that advance the given
theme of the text, and support their argument with evidence from the text (at least three).
AudienceStudents should assume their audience consists of other students of literature.
SituationStudents will all work with the same text, but with different excerpts and different themes.
Themes will be provided by the teacher, but excerpts must be identified by the students.
PerformanceStudents will complete the attached chart for the chosen excerpt and submit the explication as
an assignment online.
Standards /Criteria for Success:
Each chart must adhere to MLA format and include cited examples. Students work will be peerjudged. Once all the assignments are submitted, the teacher will publish all of the assignmentsso that students can see how differently the text can be approached and how many themes are
possible for one text. Students will then read and respond to at least three other student
explications with the following: 1) agree with something; 2) disagree with something; 3) ask
a question related to the explication. Students will then come to class prepared to discuss thedifferent themes.
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Unit Paper (see Unit Paper VODcast)
Goal (ELA9RL2.d)Compares and contrasts the presentation of a theme or topic across genres and explains how
the selection of genre affects the delivery of universal ideas about life and society.
RoleStudent as thematic proponent across genre;
AudienceStudents should assume their audience is other students of literature.
SituationStudents have been working on developing various themes for all of the texts in this unit and
will use that understanding to write a critical analysis of theme for all three texts.
Performance
Students will complete the following tasks:1. Identify a theme that applies to all three texts (story, poem, play)2. Submit a working thesis to the teacher (arguable)3. Explain the evidence for that theme in each work4. Submit a draft of these thematic evidence for peer review5. Revise and integrate an argument for significance of genre in advancing this theme6. Conference with the teacher to discuss argumentative techniques7. Revise and submit final draft
Standards /CriteriaCriteria Unacceptable Proficient MasteryThematic Focus The focus of the paper
is not theme at all. (0 or1 pt)
Thematic connections
are made, but focus islost; themes are
identified but
unconnected (2pts)
Sophisticated thematic
connections are madebetween texts; (3pts)
Organization Lacks organizational
topic sentences or
breaks in paragraphs
are illogical; no
paragraphs exist. (0 or
1 pt)
Proficient organization
but lacks some
organizational topic
sentences or breaks in
paragraphs are illogical
(2pts)
Exceptional
organization with
precise topic sentences
and logical breaks in
paragraphs (3pts)
Supporting Evidence Lacks supporting
evidence or no
connection is made
between cited evidenceand the focus of the
paper. (0 or 1 pt)
Supporting evidence
may not always
advance the thesis or
support the main ideas;often supporting
evidence is unclear
(2pts)
Insightful supporting
evidence from the text
advances the thesis and
appropriately supportsthe main ideas of the
essay (3pts)
Mechanics / Grammar Numerous errors in
style, diction, or
punctuation, spelling
and careless errors (0
or 1 pt)
Few errors in style,
diction, or punctuation;
no spelling or careless
errors (.5pts)
Polished, well-crafted
sentences with effective
style, diction, and
punctuation (1pt)
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Scholarly ReviewGoal (ELA9RL2.a, b, c, d)
The student identifies, analyzes, and applies knowledge of theme in literary works from
various genres and provides evidence from the works to support understanding. The studenta. Applies knowledge of the concept that the theme or meaning of a selectionrepresents a universal view or comment on life or society and provides support
from the text for the identified theme.b. Evaluates how an authors choice of words advances the theme or purpose of a
work.
c. Applies knowledge of the concept that a text can contain more than one theme.d. Compares and contrasts the presentation of a theme or topic across genres and
explains how the selection of genre affects the delivery of universal ideas about
life and society.
RoleThe students will investigate the critical perspectives related to their chosen topic in at least
three texts from the unit. This research encounter should expose students to the universalityof theme in literature and in life as well as highlight the value of diction, and other literary
elements in advancing the theme or purpose of the works. Students will also become aware of
the differing critical perspectives (literary theory) and evaluate the value of such criticism.
AudienceStudents should assume their audience consists of other students of literature and other
scholarly students interested in these works of literature.
SituationStudents must learn the art of research, but to do this, they must struggle a bit. Students will
become easily frustrated and so must receive numerous comments and feedback for each step,but they must also realize that research is a process that is rarely finished completely. They
must learn to appreciate the struggles of finding information, determining the accuracy of that
information, and incorporating that information into a working framework of understanding of
a concept or idea.
PerformanceSee the guidelines for performance as outlined in the following assignment.
Standards /Criteria
Scholarly reviews will be published for the entire class to review. Students will receive peerreviewed comments, but final evaluation will be by the teacher. Effective reviews will include
connected articles, focused on similar or related content, a variety of sources and adhere to the
minimum number of articles/pages (5/15). Sources will not all come from the same journal or
book, and the review obviously indicates a thorough review of the literature available on thetopic and not just the most immediate sources located through research.
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Criteria Unsatisfactory Proficient Mastery
Comprehensive Scope of research lacks
comprehensive
coverage; merely uses
the fast and easy
ideas (0-4 pts)
Scope of research is
somewhat
comprehensive but
lacks some perspective
or relevant insight (5-14pts)
Scope of research is
comprehensive and
provides a clear
overview of the
research available (15-20 pts)
Content Lacks connectionsbetween ideas and
provides little or no
insight into the big
picture(0-4 pts)
Somewhat relevant but
not insightful
connections between
article ideas; provides
some insight into the
big picture(5-14 pts)
Insightful and relevant
connections between
article ideas; clearly
demonstrates mastery
of the big picture(15-
20 pts)Organization Lacks organizational
topic sentences or
breaks in paragraphs
are illogical; few or no
paragraphs exist. (0 or
0-4 pts)
Proficient organization
but lacks some
organizational topic
sentences or breaks in
paragraphs are illogical
(5-14pts)
Exceptional
organization with
precise topic sentences
and logical breaks in
paragraphs (15-20pts)
Documentation Style Little or no similarityto MLA format; no
citations at all (0-4 pts)
Somewhat accurate;
few errors but adheres
most closely to MLA(5-
14 pts)-
Completely accurate;
all citations clearly
adhere to MLA format
(15-20 pts)Mechanics / Grammar Numerous errors in
style, diction, or
punctuation, spelling
and careless errors (0-4
pts)
Few errors in style,
diction, or punctuation;
no spelling or careless
errors (5-9pts)
Polished, well-crafted
sentences with effective
style, diction, and
punctuation (10pt)
Self-Awareness Demonstrates little orno skill in problem-
solving while
researching; onlyselects topics/articles
that are easily found;
would have difficulty
transferring research
skills to a new project
(0-4 pts)
Demonstrates some
skill in problem-solving
while researching, but
allows some obstacles tointerfere with learning;
might have some
difficulty transferring
research skills to a new
project (5-9 pts)
Demonstrates mastery
ability to problem-solve
while researching;
should have nodifficulty transferring
research skills to a new
project (10 pts)
Other Evidence
Define Literature (class definition)working definition to be revised throughout theunit. Students and teacher will perform a think aloud and will list likely criteria for
literature, probably sticking to literary classics, fiction, drama, and poetry, but an effortshould be made to include other forms of literature as well. End the class period with
a One Minute Paper (see below)
Timeline of Great Works of LiteratureTimelines are useful tools for helpingstudents understand the entirety of an event, a series of events, or the duration of
numerous events. But the creation of a literary history timeline will help students
interpret the value of literature, explain the importance of universal themes and therole universal themes play in solidifying literatures place in history, perceiveuniversal themes from various perspectives (cultural, gender, historical, religious,
etc.), and value the placement of each event on the Literature Timeline.
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One Minute Papers: This repetitive, information check for understanding activity(add-on to other assignments) is an alternative use of the typical one-minute paper
assignment which usually only asks: 1) what was the most important point made in
class today, 2) and what unanswered question do you still have? This assignment will
be used to monitor students understanding of a particular assignment, a particular
discussion, or just a class period. (Multiple submissions on variants of the followingquestions)
o What is literature?o Why does literature matter?o How can literature help us better understand ourselves and others?
Venn Diagram: Venn Diagrams are used to show relationships between things (forlack of a better universal term). For this activity, we will look at several texts andattempt to find connections between the themes of the texts.
Journals: Journals are individual responses to the text but are not literal recall. TheseAcademic Prompts were created using the six facets and require students to think
critically about the text and write their ideas in clear, concise paragraphs.Open-ended
questions or problems that require the student to think critically, not just recallknowledge, and to prepare a specific academic response, product, or performance
(142).
Quizzes: Quizzes will consist of simple, content-focused items that:o Assess for factual information, concepts, and discrete skillo Use selected-responseo Are convergent, typically having a single, best answero May be easily scored using an answer key or machine (or group grade) o Are typically secure (i.e., items are not known in advance) (142)
Other Informal Checks for Understanding may include observation of studentgroup and individual work, questioning, and review of student work in progress.
Students may be asked to indicate (raised hands, or other positive sign) when theyunderstand a concept, or raise a question mark-placard when they dont understandsomething.
Student Self-Assessment and Reflection
Student Self-Assessment and Reflection is included in the actual performance taskassignment sheets. At times, the self-assessment and reflection is done as a One-Minute
paper, and at other times, it is done as the conclusion to the activity.
1.
What did you learn about theme that you didnt know before this lesson/unit?2. How does your definition of literature differ now compared to the beginning of thelesson/unit/semester (see original one-minute paper)
3. How has your understanding of the significance of literature changed during thelesson/the unit? (Review your original one-minute paper).
Six Facet RubricThe Six Facet Rubric would be used to assess journal entries and other checks for
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understanding.
Concept Unacceptable Proficient Mastery
Explanation Provides inaccurate or
incoherent explanation of
the idea
Provides somewhat
accurate and coherent
explanation of the idea,but the explanation may
not be thorough
Provides accurate,
coherent, and thorough
explanation of the idea
Interpretation Does not make
meaningful connections
in the text beyond literal
understanding
Makes somewhat
meaningful connections
between ideas, but come
of their connections rely
merely on literal
understanding
Makes meaningful
connections between
ideas, revealing
significant understanding
of meaning deeper than
literal understanding
Application Does not make
connections with the
outside world or with
themselves
Attempts to make
connections with the
outside world or with
themselves, but some
connections are merelysurface connections
Makes appropriate
connections with the
outside world or with
themselves
Perspective Does not see or reveal
insights through changes
in perspective
Provides somewhat
credible revelations
through change in
perspective, but some of
the insights lack
substance or evidence
from the text
Provides insightful or
unusual revelations
through change in
perspective
Empathy Lacks sensitivity to
differences in others and
may even lack tack when
responding to differences
Somewhat demonstrates
sensitivity toward others
but seem resistant to
some differences
Demonstrates sensitivity
and are open to
differences in others
Self-Knowledge Seems unable to reflect
on their own
understandings or short-
comings.
Somewhat demonstrates
reflective insight, but
perhaps lack the self-
adjustment necessary to
really grow and learn
about themselves
Demonstrates reflective
and self-adjusting insight
into themselves
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Word ChoiceActivity
Theme:
Text (MLA format)
Excerpt:
Summary of excerpt:
Relationship of excerpt to
the entire text:
Evidence #1: select
Evidence #2:
Evidence #3:
Self-Assessment: Reflect on
your understanding of therole of word choice and
other elements in the
advancement of theme andpurpose in literature.
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Universal ThemeActivity
Text Cited MLA format:
Summary argument of theme
Evidence from text #1:
Evidence from text #2:
Evidence from text #3:
Personal connection to theme (reflection):
Local connection to theme (news article or
other hard sourcesummarize and cite):
National connection to theme (news articleor other hard sourcesummarize and cite):
World connection to theme (news article orother hard sourcesummarize and cite):
Self-Assessment: Reflect on yourunderstanding of literary themes as
universal and relevant to ourselves and to
others.
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Timeline ActivityStandard (ELA9RL2.d)
Compares and contrasts the presentation of a theme or topic across genres and explains how the
selection of genre affects the delivery of universal ideas about life and society.
At the end of this lesson, students will be able to:
Explain the big picture of literary history Interpret the significance of the big events on other events Apply their understanding of literary history by choosing their top 10 events Accept different perspectives of the significance of literary history and incorporate others
ideas into their own view of literary history.
Include major events in history that werent necessarily related to personal interests (i.e.include events from non-western literary history)
Reflect and objectively self-assess their initial and ultimate definition of literature and theimportance of literary history
Overview: Timelines are useful tools for helping students understand the entirety of an event, a
series of events, or the duration of numerous events. But the creation of a literary history timelinewill help students interpret the value of literature, explain the importance of universal themes and
the role universal themes play in solidifying literatures place in history, perceive universalthemes from various perspectives (cultural, gender, historical, religious, etc.), and value the
placement of each event on the Literature Timeline.
Assignment: Students will complete the following steps:
1. Students will write a one-minute paper reflecting on their understanding of the followingquestions:
What are some major works of literature? (What is literature?) Why are these works important? (Why does literature matter?) Why do we still read these works of literature today (if they are older) or why are theseworks popular (if written today)? (How can literature help us better understand ourselves
and others?)
2. Students will complete a WebSearch, searching for the beginning of literature. Using theclass definition of literature (does it include oral works, written down later, or does literary
history begin with the first written worksthis will vary from class to class, depending on
the working definition of literature at the time of the assignment. Place the beginning onthe timeline.
3. Students will select an ending point. Will the timeline include current literary events? Orwill the timeline end sometime earlier than today (nothing today is considered of value to that
timeline). Place this last event on the timeline.
4. Students will select eight other major events of significance in literary history. These eventsmay include publications of texts, inventions of technology that changed the literary world, orthe rise and fall of particular styles of writing.
5. The class will combine their events into one large class Timeline6. The class will revise the working definition of literature.7. Students will write a one-minute paper reflecting on their understanding of the following
questions:
What is literature? Why does literature matter? How can literature help us better understand ourselves and others?
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Venn Diagram Activity
Goal/Standard (ELA9RL2.a, c,d)
Applies knowledge of the concept that the theme or meaning of a selection represents auniversal view or comment on life or society and provides support from the text for the
identified theme.
Applies knowledge of the concept that a text can contain more than one theme. Compares and contrasts the presentation of a theme or topic across genres and explains
how the selection of genre affects the delivery of universal ideas about life and society.
At the end of this lesson, students will be able to:
Explain the big picture of theme Interpret the significance of the elements in theme Apply their understanding of theme by listing and connecting themes of multiple texts Accept various perspectives on theme and incorporate others ideas into their own view of
theme
Identify with at least one universal theme from the texts in this unit Reflect and objectively self-assess their initial and ultimate definition of literature and the
importance of theme in literature and in life
Overview
Venn Diagrams are used to show relationships between things (for lack of a betteruniversal term). For this activity, we will look at several texts and attempt to find
connections between the themes of the texts. Below, you will find a sample Venn
Diagram. Yes, it is simple, but it should demonstrate the point of this activity.
Compare similar characteristics between the following:
PIGCANDYBABY
(See the Venn Diagram example on the next page.)
Like the similarities between these three things, literature, too, has similarities. For thisunit, we have read a variety of literature, including short stories, poems, and plays, but
regardless of the genre, universal themes exist and are evident in all of the texts.
For this assignment students will work in groups,1. Groups discuss themes and examples/evidence from the text2. Groups will present themes to the class3. Groups will revise their themes based on class suggestions4. Class will unite to complete a Unit Venn Diagram (Smartboard or ELMO)5. Students will complete the class lesson with a One-Minute Paper that addresses the
following:
What is the most important thing you learned today? What do you wish you had learned? Discuss the following: what is literature, why does literature matter, and how does
literature help you understand yourself and others?
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(Venn Diagram is transparent on screen but prints solidsorry)
Pig Baby
Candy
SmellyMammal
cute
yummySticky
Messy
pink
Come in all sizes
Eats garbage Smell good
Variety of flavorsVariety of textures
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Trifles Quiz1. The setting for the play is
a. On a farmb. At a bus stationc. On a television showd. In a football stadium
2. What is Mrs. Wrights chief concern from jail?a. The dead bird might be seen as evidence of her guiltb. Her preserves might freezec. She left her house a wreckd. She forgot to feed the dog
3. Mr. Wright dies bya. A crushed skullb. A heart attackc. Strangulationd. Food poisoning
4. Mr. Hale wanted to talk to Mr. Wright about what?a. A falling fenceb. A wolf that was ravaging the cattlec. A party phoned. a business matter
5. Why do the men bring their wives to the house?a. To help them investigate the crimeb. To clean the housewomens workc. To babysit the childrend. To gather some items for Mrs. Wright
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A&P Quiz1. Where does Sammy work?
a. He is a lifeguard at the beachb. He is the manager of the local dinerc. He is a cashier at the grocery stored. He work as an electrician
2. Sammy argues with his boss becausea. His boss thinks he stole moneyb. His boss is rude to the girlsc. His boss tries to make him go home earlyd. His boss wants him to work more quickly
3. The girls are causing a scene becausea. They are wearing just their bathing suitsb. They are wearing spiked heels, lots of makeup, and big hairc. They are loud and saying vulgar wordsd. They are mad because they cant find the item they want
4. Where does Sammy live?a. In the college dormsb. At home with his parentsc. With Stoksied. Alone in a studio apartment
5. What does Sammy do after arguing with his boss?a. Punch him in the faceb. Walk the girls to the car and schedule a date with Queeniec. Quit his jobd. Throw something through the window
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Journal AssignmentsComplete each journal question by writing at least one paragraph and citing examples
from the text to support your ideas. Keep your journal questions ready for journal checks
in class. Not all journals will be collected at once, but may be collected at random.
A&P by John UpdikeElements of Fiction
A&P is confined to one setting (the inside of the store) and a briefperiod of time. How would theplotchange if it began with Sammywaking up at his house on the morning of the same day?
Explain
What caused Sammys change of heart? How do these events add up toSammys decision at the end of the story?
Interpret
What are the implications of Sammys choice? What does his actionreveal about his life?
Application In an interview, John Updike writes:
The pictorial and the verbal are similar in that they both take place
in two dimensions on paper or canvas. . . . Drawing was a part of
the gentlemans equipment, in fact, in the nineteenth century, just
like operating a camera is for a twentieth-century person. . . .Handwriting is itself a kind of drawing and the letters are in a way
visual objects. . . . I wanted to be a cartoonist but I fairly slowly
saw that there were others more gifted than I at drawing [, so] I
contented myself with being a writer in the theory that in a wayyou . . . draw with words when you write.
Updike is talking about the importance of making the reader see. Howdoes Updike help us to see the scene he was describing? Choose twoimages that you were able to see very clearly and analyze what Updike did
to help you see them.Perspective
Discuss the impact of Sammys attitude on the narrative. Point to placesin the text where Sammy interprets events rather than reports them
objectively. How might this situation be reported differently (or left out
altogether) if the story were told by Stokesie, or Queenie, or someone elsein the story?
Empathy
Whose values does the story seem to endorse? Whose values arecriticized? How do you know?
When, in disgrace with fortune and mens eyes by William Shakespeare Elements of Poetry
What are the characteristics of structure in this poem? Where do youdetect changes in thought or tone?
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How many sections do you perceive in the poem? How does the rhymescheme signal section breaks?
Explain
What caused the speaker to scorn to change [his] state with kings?Interpret
What does the final gg rhyme reveal about love?Application How might changing the rhyme scheme help us to see the importance of
form?Perspective
Notice the implicit pun between haply which means by accident and happily. How is haply different from happily in this poem?
What are the strength and weaknesses of the diction in this poem? Empathy
How might the speaker feel about changing his state with current leaders?With you?
Trifles by Susan GlaspellElements of Drama
What is the significance of setting the play during winter? What is the significance of the kitchen as a setting for this play?
Explain
What caused Mrs. Wrights unhappiness? How did her unhappiness affecther?
What might have happened if Mrs. Wright had joined the WomensSociety?
Interpret
What does the mens attitudes about womens trifles reveal about theirsociety?
What are the implications of these trifles?Application
How might Mrs. Wrights situation compare with the speaker inShakespeares sonnet or with Sammy from A&P?
Perspective
What does the play suggest about the relative merits of mens andwomens perspectives? How do these different perspectives advance thetheme of the play?
Empathy
Identify an exchange of dialogue that you found particularly powerful andexplain why. How would it feel to be one of the characters?
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Scholarly ReviewAssignment (I use this assignment, but I tweaked it for this)
OverviewThepurposeof a Scholarly Review is to describe and evaluate important research on atopic. These reviews would be used by students or others who would like to see an
overview of the issues and available research on a particular topic. In writing a Scholarly
Review, your goal is to give an overview of the literature on a topic. You do that bydiscussing the literature that is most relevant to your topic and your purposes, providing
clear and accurate summaries of appropriate source material, and describing relationships
among facts and concepts.
Assignment 1: (10 pts)Choose a topic by selecting a theme that is relevant to three of the texts we
read for this unit. This topic selection is worth 10 points total, but your
topic must selected on time and remain mostly unchanged throughout the
duration of your research, so choose carefully. Points will be reduced by 1point per day for late selections, and each change in topic will reduce this
portion of your grade by 2 points.Write your topic and submit it.
Key Features of a Scholarly Review
Careful, thorough research. A scholarly review demands that you research all the
major literature on the topicor at least the major literature available to you, given the
time you have. For this project, we will use the Galileo Database Service and use thesearch criteria under Literature, Language, and Literary Criticism. Click on Literature
and Literary Criticism when given a choice. Use a KEYWORD search of your author
and title. Choose only full-text articles (articles are from academic journals), and see
what you can get. You will need five articles, each at least three pages long, but dontsettle for the first articles you find. Strive to find connections in your articles. Irrelevantor unrelated articles may not receive as many points as more related articles.
Accurate, objective summaries of the relevant material. Readers expect your
scholarly review to objectively summarize the main ideas or conclusions of the texts
reviewed.
Critical evaluation of the material. A scholarly review offers an objective review of
the most important, relevant, and useful sources of information on its topic, so you must
evaluate each source to decide whether it should be included and then determine how it
advances understanding of the topic.
A clear focus. Because a scholarly review provides an overview of your topics main
issues and explains the main concepts underlying your research, it must be carefullyorganized and clearly focused on your specific topic. If youre researching a topic with avast amount of material on it, you will need to narrow and define the topic to one you can
handle. In other words, if you chooseHamlet, you might consider only looking at articles
that deal with Hamlets indecision, or his morose behavior, or articles that deal with the
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psychoanalytical analysis of Hamlet. Reading five articles of unrelated material isnt
what were going for here. (You may not chooseHamletfor this assignment).
Assignment 2: (15 points)
Select three articles from your research and type them in MLA format.
Survey the materials. Begin by skimming the first articles you find. Try to decide what
is important and what people are talking about. Research is like an ongoing
conversation that takes place in writing over an extended period of time, so you arejoining the conversation late, and you need to catch up on the discussions taking place.
Once you are somewhat aware of the different threads of conversation, you might run a
new search, possibly trying new key terms that include ideas from your skimming. This
might help you have more focused reading. Remember, your five articles need to besomewhat related or connected. Think of a party with multiple conversations going on. I
want you to experience all the conversations but report more thoroughly on one
conversation.
Take notes as you read. I know that many of you read on screen very well, but for thisproject, I suggest you print the articles, mark them up with notes, and then create real
note cardsyes, the paper oneswith citations on the back, so you dont forget where
you got the information. Of course you could make notes in a Word document as well, ifyou are more comfortable with that.
Look for any patterns, trends, controversies, contradictions. How do these sourcesrelate to one another? to your topic? Part of your purpose in reviewing the literature is to
identify important trends and issues pertaining to your topicand to summarize such
patterns in your review. Look specifically at the different critical approaches to literature
(feminist, psychoanalytical, historical, reader-response, etc. look in your book on page formore details, or refer to your handout from last unit).
Assignment 3: (75 pts)
Type your final five articles in MLA format (see your book for more information on MLAformat) and write a brief annotation for each article. The following information should help
you write appropriate annotations:
An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes
a summary and/or evaluation of each of the sources. For this assignment, your annotationshould include the following:
ExplanationWhat is the key idea in the article? What examples are used to support this idea?
InterpretationWhat are the implications of this argument in the larger context of your research?
What does this argument reveal about the authors purpose?
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Bibliography: Creating a Technology Integration Plan using Video Podcasting
Poetry Explications.Handouts and Links. The Writing Center, UNC, CH.
http://www.unc.edu/depts/wcweb/handouts/poetry-explication.html. 20 Apr 2010.
Poetry: Close Reading. Writing in Literature. Purdue Online Writing Lab.
http://owl.english.purdue.edu/owl/resource/751/1/. 20 April 2010.
Pike, David L. and Ana M. Acosta.Literature: A World of Writing. Boston Longman,
2011.
Pirie, Bruce. Unlocking Reading Processes.Reshaping High School English. Urbana,
IL: NCTE, 1997. 33-49.
Roberts, Edgar V. Writing About an Idea or Theme: The Meaning and the Messages in
Literature. Writing About Literature. 12 ed. Boston: Longman, 2010. 123-135.
Somers, Albert B. Teaching Poetry in High School. Urbana, IL: NCTE, 1999.
http://owl.english.purdue.edu/owl/resource/751/1/http://owl.english.purdue.edu/owl/resource/751/1/http://owl.english.purdue.edu/owl/resource/751/1/