Learning Targets
Reading: I can support conclusions and inferences drawn from literary texts with evidence.
Reading: I can identify and analyze themes and claims in in literary texts.
Reading: I can identify and analyze literary devices and connotative language.
Reading: I can identify and analyze tone and shifts in tone.
Speaking and Listening: In discussions, I can propel conversations forward by posing and responding to questions that make connections or relate the topics to broader themes or larger ideas.
We will begin re-learning the skill of reading by answering these questions: What is a text? Who is the author of a text? Then, once we have explored these topics, we will read and discuss Nabokov's Lecture, "Good Readers, Good Writers." Once we have learned the fundamentals of reading and thinking about our reading (meta-reading), we will journey into the Dystopian Fiction Unit.
We will start with two of our favorite short stories featuring alternative futures: "The Ones Who Walk from Omelas" and "2BR02B." We will answer the questions and discuss both short stories--applying all our neural powers to understand the complexities of these texts. Using the B.E.D., we will have two lessons: Tone and Motif & Symbols. These are the warm up for Bradbury's masterpiece, Fahrenheit 451. Sample OPE and Tone Analysis for Omelas
Learning Targets:
Reading: I can support conclusions and inferences drawn from literary texts with evidence.
Reading: I can identify and analyze themes and claims in in literary texts.
Reading: I can identify and analyze literary devices and connotative language.
Reading: I can identify and analyze tone and shifts in tone.
Speaking and Listening: In discussions, I can propel conversations forward by posing and responding to questions that make connections or relate the topics to broader themes or larger ideas.
We will read and discuss the novel throughout the next three to four weeks. Each week, students will be introduced to a new analysis skill from the B.E.D.: literary devices, allusion, and motif/symbol. These skills along with theme and tone will be practiced and honed over the next four years. Think of it is adding to their reader's toolbox. In order to practice these skills, students will complete a series of reading journals in the F451 packet. Please see the calendar for due dates. Link to CLEW Rubric.
Learning Targets:
Reading: I can support conclusions and inferences drawn from literary texts with evidence.
Reading: I can identify and analyze themes and claims in in literary texts.
Reading: I can identify and analyze literary devices and connotative language.
Writing: Use paragraphs and transitions purposefully in writing to show a logical progression of ideas.
Writing: Choose grammar, language, and syntax in writing that is vivid, precise, and appropriate for the intended audience.
We have read and analyzed the text as fully as possible. Now what?
Now we make our first foray into the world of writing a literary analysis essay. Link to Assignment. Link to Rubric.
In an effort to make this process easier, I started thinking about how I would go about starting this paper. To that end, I have once again created a document to help you if you choose to use it. Once again, it is longer than the actual paper you are going to write...oh well! I do want everyone to do the Quote Organization Activity Document that is in this packet! But otherwise, it is up to you. Link to How to Write a Literary Analysis Essay Document. If you want an electronic copy that you can type in, go to File and select "make a copy." I hope this helps!