 |
Language Arts Reading Standard 3 |
|
|
|
Language Arts Reading Standard 3 |
|
LITERARY RESPONSE AND ANALYSIS.
|
|
|
|
|
3.1 Pg. 739 What is a Tragic Hero 3.2, 3.5 Page 580-585 3.3, 3.4 Page 110-11 3.6 A Separate Peace, by John Knowles 3.7 Antigone, by Sophocles pg. 692-737 and pg. 506-506 Figurative Language. and pg. 508 Mother to Son, by Langston Hughes. 3.8 Julius Caesar pg. 775 3.9 N/A 3.10 Pg. 798 Soliloquy of Brutus lines 10-35 3.11 Pg. 548-549 Imagery: Seeing With Our Minds 3.12 pg. 196 - 207, Where Have You Gone, Charming Billy? Elements of Literature video disc for information on the Vietnam war. |
3.1 Read aloud to class What is a Tragic Hero. List on the board Aristotle's requirements for a tragic hero. Discuss how Creon from Antigone is a classic tragic hero. Have students work in groups to support this with quotes from the text. Have students then write an essay using these notes about Creon as a tragic hero. 3.2, 3.5 Students will write an essay comparing and contrasting two texts. The texts can be poems, stories, or essays or a mixture of those forms. 3.3, 3.4 After reading aloud Character: The actors in a story have students work in groups of four to create a character. First, they should write statements about the character that illustrate each of the methods. The group should then list the traits they want their character to have. Next, they should write character statements like those given in the textbook about Esmeralda. 3.6 Read Chapter one of A Separate Peace, by John Knowles and discuss the narrator's use of flashback focusing on the tree as both flash back and a device for foreshadowing. Have students keep a chronology of events as the flashback unfolds then go back to chapter one and discuss what was really revealed by the author. (ie, why, now that you know the story, is the tree so important?) 3.7 After reading Antigone, by Sophocles, read out loud to the class pg. 506-507 asking for examples of simile, metaphor and personification. Read the poem Mother to Son, by Langston Hughes and discuss his use of metaphor. Break students up into groups of 5 or 6. Give each group a large piece of butcher paper and access to art supplies. Assign each group one character Antigone, Creon, Haimon, and Ismene. Each group must create a poster centered around a poem describing their character. The poem must tell who they are, what their conflict is, and what finally happened to them. Each poem must contain 2 simile, 2 metaphor and 2 personification. 3.8 Teach concepts as students study Julius Caesar: ambiguities, subtleties, contradictions, ironies, incongruities. Have students create a chart that lists examples of each as they read the play. 3.9 Voice: An authors distinctive way of combining words, rhythm and diction that makes his writing unique. Persona: The second self created by the author in telling the story. Narrator: The person telling the story. 1. Have students retell a story ending from another characters point of view in another narrative point of view. 2. Students read what they feel is their best section of their story. 3.10 Have students read and analyze Brutes soliloquy answering the following questions. How does Brutus begin to justify joining the conspiracy against Caesar in these opening lines of his soliloquy? How does Brutus think Caesar may act if crowned king? What is Brutus final analysis of the situation? Have students speculate on why Shakespeare uses the soliloquy. Make comparisons to thinking through a problem inwardly and discuss this use of thinking out loud for dramatic purposes. 3.11 After discussing the way poets sculpt images with words, have the students sketch an image from each of the poems (Moons by John Haines and The Moon Was but a Chin of Gold by Emily Dickinson). See Mini-Lesson: Imagery pg. 548 ATE. 3.12 After reading Where Have You Gone, Charming Billy? and The Friendship Only Lasted a Few Seconds students will reflect and write about why war is a common theme in many novels, poems and stories. See Choices on pg. 207. |
3.1 Peer and self review. Use writing rubric 3.2, 3.5 Rubric in Portfolio Management System, pg. 146. 3.3, 3.4 Have students share their characters with the class and include peer review. 3.6 Essay using district rubric to determine students understanding of flashback and foreshadowing as used by this author. 3.7 Have students present their poster to the class reading their poem aloud. Have students identify each metaphor, simile and personification to validate understanding. 3.8 N/A 3.9 N/A 3.10 Pg. 144 question 8 Test booklet Elements of Literature four. 3.11 See assessment tools pg. 549 ATE 3.12 pg. 89 in Portfolio Management System |