lesson plan: unit 6 analyzing literature -...

Grade Level: 10 Subject: Eng II Days of:

Essential QuestionsWhere do writers get their ideas? What makes a good narrative more exciting and interesting than a simple piece of expository writing?

Education Standards Addressed6.12.3 Revise writing to improve word choice, organization, and point of view6.12.5 Edit for use of standard English7.12.1 Apply the rules of usage/grammar; recognize correct verb, pronoun and modifier forms and usage; maintain grammatical agreement; recognize idiomatic usage.

Learning ObjectivesSWBAT Analyze a short story for its major elements and write a one paragraph literary analysis using the Jane Schaffer formulaic writing system

Materials NeededUnit presentationDigital projectorPrinter paperColored pencils and markers

VocabularySetting, tone, mood, character, conflict, theme

Assessment (s)Written analysis of one aspect of a short story

Other Resources(e.g. Web, books, etc.)

Lesson Summary (details on each slide)Read “A Celebration of Grandfathers”Introduce PRCRead “By the Waters of Babylon”Assign “The Pit and the Pendulum”Discuss dialectical journaling and specific requirements for this lessonRead “A Case of Cruelty” and complete DJ on one aspectWrite one-paragraph analysis of one aspect of “A Case of Cruelty”

Homework“The Pit and the Pendulum” questions and PRCComplete two DJs and two paragraphs on a story selected from a list

Additional Notes

Lesson Plan: UNIT 6 Analyzing Literature

“A Celebration of Grandfathers”By Rudolfo Anaya

"There are so many dreams to be fulfilled, but . . . a man's destiny must unfold itself like a flower, with only the sun and the earth and water making it blossom, and no one else meddling in it." - from Bless Me, Ultima

Page 457

STEP 1: Read the Story

“A Celebration of Grandfathers”By Rudolfo Anaya Page 457

STEP 2: Set up a sheet of paper according to course standards for two column notes. Divide the paper equally down the middle.Title it:

Dialectical Journal: “A Celebration of Grandfathers”

STEP 3: Go back quietly and write down at least five passages on the left side that stand out to you. Remember to put quotes around them and cite them.


57

STEP 4: in the right column across from each passage, write down your own thoughts about the passage: Why did you choose that passage? What made it special or interesting?


Page 457

STEP 5: Below your last paired quote/commentary entry, create this legend:

1.Character2.Setting3.Conflict4.Tone5.Mood


Page 457

STEP 6: To the left of each entry, boldly write the number from the legend corresponds to the aspects of literature the entry illuminates.

That is, does the quote show us something about the character? Does it help us understand the setting better? Do we get a better feel for the conflict as a result of the excerpt you selected? Do we get a feeling for Anaya’s attitude toward his subject? Does it help establish the emotional atmosphere?

“By the Waters of Babylon”By Stephen Vincent Benet

“Books are not men and yet they stay alive.”

Page 43

STEP 1: Read the Story


Page 43

STEP 2: Set up a sheet of paper according to course standards for two column notes. Divide the paper equally down the middle.Title it:

Dialectical Journal: “By the Waters of Babylon”

STEP 3: In the left column, create this legend:

1.Character2.Setting3.Conflict4.Tone5.Mood


Page 43

STEP 4: Make one entry for each element in the legend. On the left side, below the legend, write an excerpt from the text that clearly shows something about:

1.A character in the story2.A setting in the story3.A conflict in the story4.The writer’s attitude toward a subject in the story5.An emotional impact generated by the story

Number each entry, put quotes around it, and cite each entry correctly.


Page 43STEP 5: To the right of each piece of quoted text, write a short explanation of why that excerpt illuminates the aspect.

Here are some good examples:The character’s decision to kill his sister’s dog after he was told he could not go hunting with the older boys indicates that he might be a sociopath.

This passage describing the number of horses in the pasture and the long walk to the barn places this part of the story in a rural, farming area.

The protagonist’s internal dialog before asking the girl out, indicates his man vs. self conflict.

The writer’s describing the candidate's promises as “useless” and “empty” tell us he had a negative attitude toward the character and possibly toward politicians in general.

The writer’s use of the words “glimmer,” “shiny” and “glowing” make the mood exuberant and happy.

Analyzing

While you are hanging out in the quad, you see a boy pointing and laughing loudly at a girl who walks with a cane. She appears to have cerebral palsy.

Your friend’s binder has different colored tabs. Her graded and returned assignments are in chronological order and she color-codes highlights each upcoming test and homework assignment in her planner.

Your friend always forgets his swimming trunks when he goes over to houses with pools and politely declines whenver he is offered a loaner. He says he doesn’t like the beach and isn’t interested in going to Lake Mead.

triumphant, angry, petulant, remorseful, pitiful, destitute, defiant, lonely, annoying, vain, wealthy, athletic, suspicious, coy, dramatic, liberal, ambitious, happy, gregarious, amicable, forlorn, carefree, self-absorbed, egotistical, generous, kind, overbearing, intelligent, vicious, unintelligent, educated, uneducated, skittish, well-organized, shy, self-conscious, hydrophobic, agoraphobic . . . Need more? Check the walls.

• Set up a sheet of paper according to course standards

• Do not prepare it for two-column notes.

• Title it:Analyzing Literature Remediation Exercise

• This assignment is worth 50 points and is an assessment grade

• The percentage grade you receive on this assessment will also replace the grade you received on the Dialectical Journal: “By the Waters of Babylon” assessment unless your score on this assessment is lower than your score on the “Waters of Babylon” assessment.

• Thus, if you receive a 40/50 on this assessment, you will receive a replacement grade of 20/25 on the “Waters of Babylon” assessment unless your original score was 21/25 or higher.

INSTRUCTIONS:

For each slide that follows:

1.Write the number and title of the slide

2.Below the number and title, transcribe the cited passage

3.Below the passage, transcribe the first question

4.Below the question, write your answer(s) to that question

5.Mark the text as required

6.Below your answer(s) to the first question, make and support an

assertion by writing and filling in the sentence as indicated.

“Sylvia always came to 5th period late and always told Ms. Collins some story about how the line was too long at the cafeteria or some fat guy wouldn’t get out of her way or how her mom called with urgent news and she just had to take the call. Once she sat down, she ignored the posted assignment, took out her make-up case and arrayed its contents in front of her, all the while her lips never ceased to slap together except for a momentary pause to accept occasional dabs of lipstick , her voice rising and falling as she recounted the day’s latest perceived indignity. Sylvia’s mascara brush, eyeliner pencil, and blush sponge were likewise never still: she reminded me of that Indian god with all the arms. Those in the desks next to her nodded politely and tried to ignore her as they pulled out their notebooks, glancing at Ms. Collins to see if today was the day Sylvia would get on her last nerve” (Rice 1).

What adjectives could you use to describe Sylvia?

EXAMPLE SLIDE A: CHARACTER

triumphant, angry, petulant, remorseful, pitiful, destitute, defiant, lonely, annoying, vain, wealthy, athletic, suspicious, coy, dramatic, liberal, ambitious, happy, gregarious, amicable, forlorn, carefree, self-absorbed, egotistical, generous, kind, overbearing, intelligent, vicious, unintelligent, educated, uneducated,

How do you know? Circle the key pieces of text that best show the adjectives you selected.

Write the following sentence:Sylvia is __________________. The writer shows this when ________________________________________________________.

What adjectives could you use to describe Sylvia?self-absorbed, vain, annoying, uneducated


Sylvia is self-absorbed. The writer shows this when Sylvia “ignored the posted assignment” and focused on her make-up (Rice 1). Her assumption that her needs come first is also reinforced by her repeated tardiness (Rice 1). Furthermore, she is oblivious to the irritation her self-centered actions are having on her classmates who “tried to ignore her” (Rice 1). While everyone else is able to get to class on time, do their work, and avoid annoying other students, Sylvia’s self-absorbed nature makes her oblivious to all this.

What adjectives could you use to describe Sylvia?self-absorbed, vain, annoying, uneducated


Sylvia is uneducated.The writer shows this when Sylvia “ignored the posted assignment” and focused on her make-up (Rice 1). Although she may have some education, it is clear she prioritizes he looks over her education.

“Dawn looked across the cafeteria and noticed the boy by himself again. She had seen him around before, avoiding eye contact, head down, body hunched as if to hide. He never walked or sat with anyone and always wore the same worn corduroy pants, scuffed thin in several places, legs a little too short, rising above his sprung elastic socks, and the same winter coat leaking stuffing through several holes” (Rice 1).

SLIDE 1: CHARACTER

What adjectives could you use to describe the person Dawn sees?

MARK THE TEXT: How do you know? Circle the key pieces of text that best show the adjectives you selected.

ASSERT & SUPPORT: Write and complete the following sentence:

The boy is __________________. The writer shows this when ________________________________________________________.

Continue the assessment using your instructions and notes while I take roll. You have 12 minutes to complete this slide.

Before we go on to the next slide, here a refresher on analyzing setting.

Setting is the time, place, and conditions of the story.

Time can be inferred by what the characters are doing, how they are dressed, what technology they are using, and many other clues to when a story is taking place. Stories can be set in modern times, during summer, over the Christmas holiday, in prehistoric times, in Medieval times, during the Rennaissance, during the late 19th

century, immediately after World War I, in the Golden Age of Piracy (late 17th to early 18th centuries), during the Elizabethan Era, on September 11th, 2001, last Friday morning . . .

Place can be inferred by what the characters see. Stories can be set in urban, suburban, or rural areas. They can be set in the wild North Sea, off the Alaskan coast, in the ghettos of Warsaw. They can be set in the ruins of a post-apocalypic Chicago, or the sewers under Los Angeles. They can take place in rifts between universes that tear cosmos asunder or in the rabbit warrens of Watership Down.

Conditions can be inferred by what the characters are saying about the environment. The conditions can be hot, sticky, muggy, freezing, dusty, rank, chilly, wet, stormy, or calm. They can desiccate the body or leave victims frozen to death on their way from the house to the car. They can burn a space probe that gets too close to the star’s corona in the vacuum of outer space.

“Gail had to get up before sunrise every morning. It was her job to milk the cows, collect the eggs, and bring in fresh water for Momma. She dreaded going outside; the night had sent snow and now it piled over the fence posts and across the broad yard, forcing Gail to climb the drifts just to get to the barn. Pa had gotten up earlier though, which was a blessing, since he had lit the iron stove in the kitchen and filled and lit the oil lanterns too. Gail grabbed a lantern and headed outside. First stop, the outhouse” (Rice 1).

SLIDE 2: SETTING

What words could you use to describe the TIME and PLACE and CONDITIONS of this passage?How do you know? Circle the key pieces of text that best show the descriptive words you chose for each aspect of setting. Label each annotation with time, place, or conditions.

ASSERT & SUPPORT: Write and complete the following sentences:(TIME) The events are most probably taking place __________________. The writer shows this when _________________________.(PLACE) The events are most probably taking place __________________. The writer shows this when _________________________.(CONDITIONS) The events are most probably taking place ________________. The writer shows this when _________________________.

Before we go on to the next slide, here a refresher on analyzing conflict.

First identify who is fighting whom or what.

Is the hunter facing off against the angry bear?

Does the British naval commander find himself face to face on a blood-slippery deck with the most infamous of pirate captains?

Is the Occupy Wall Street protestor screaming against the corporations?

Is the alcoholic staring at the amber liquid in the bottle and forcing himself not to pick it up?

Then characterize the conflict using the appropriate term:

Man vs. manMan vs. selfMan vs. societyMan vs. nature

“There was no way Drake was going to let the school win. He took the Dean’s office referral from his teacher, glared at her and headed out the door. He took a left at the corridor entrance and rolled out to the parking lot, balling up the referral slip and tossing it under a blooming sage. Next stop, McDonald’s” (Rice 1).

SLIDE 3: CONFLICT

What conflict type that we have studied seems to be the strongest in this passage?

How do you know? Circle the key pieces of text that best show the conflict you selected.


Drake is embroiled in __________________ conflict. The writer shows this when _________________________.

Before we go on to the next slide, here a refresher on analyzing tone.

First identify the subject

What is the main point, person, or idea being written about? Look with what or whom the character interacts.

What attitude does the character take toward the subject? What words does the writer use to describe the subject? Are the words negative, positive, or neutral?

Angry, angsty, disturbed teenagers.

Bright, enthusiastic, spontaneous teenagers.

Transitioning teenage demographic.

“The cop got out of his unmarked car, left it idling at the curb, and slipped into Hank’s Deli. He glanced quickly either way, making sure he hadn’t been made. Like most of his kind, he was always up for a shakedown, bribe, or whatever form of grifting could get extra booze money in his pocket” (Rice 1).

What is the subject of this passage? Is the writer’s attitude negative, neutral, or positive toward that subject?

SLIDE 4: TONE

How do you know? Circle the key pieces of text that best show the tone you selected.


The writer has a _________________ tone toward ______________________. The writer shows this when _________________________.

Before we go on to the next slide, here a refresher on analyzing mood.

First read the passage

What is going on in the passage? Is there action? Is it quiet? Is it romantic?

Look for adjectives to describe what the write is trying to get the reader to feel.

•The breeze ruffled the very tops of the trees and Rob fell asleep in the warm morning sun.

•Julia slowly cocked her revolver and sneaked along the darkened hallway, listening for the click of the key in the lock.

•The earth shook, and shook again. From the helicopter, Josh watched Los Angeles sway, skyscrapers torquing under the waves of pressure. Just off the coast, a great, shadowy form broke the surface and a whirring like the sound of a thousand plagues of locusts swelled across the dying city.

“The bass pounded loud up the street. People mingled in the yard and on the porch, laughing and greeting each newcomer with a glass and an invitation to grab some food inside. An impromptu dance floor had been set up out back, and the DJ was getting more requests than she could handle” (Rice 1).

What adjectives could you use to describe the emotion this passage is attempting to invoke?

SLIDE 5: MOOD

How do you know? Circle the key pieces of text that best show the adjectives you selected.


The mood of this passage is_________________. The writer shows this when _________________________.

“Dawn looked across the cafeteria and noticed the boy sitting alone. She had seen him around before, never walking or sitting with anyone else and always wearing the same corduroy pants, worn thin in several places and a little too short, and winter coat with a hole leaking filling” (Rice 1).

“Gail had to get up before sunrise every morning. It was her job to milk the cows, collect the eggs, and bring in fresh water for Momma. She dreaded going outside; the night had sent snow and now it piled over the fence posts and across the broad yard, forcing Gail to climb the drifts just to get to the barn. Pa had gotten up earlier though, which was a blessing, since he had lit the iron stove in the kitchen and filled and lit the oil lanterns too. Gail grabbed a lantern and headed outside. First stop, the outhouse” (Rice 1).

“There was no way Drake was going to let the school win. He took the Dean’s office referral from his teacher, glared at her and headed out the door. He took a left at the corridor entrance and rolled out to the parking lot, balling up the referral slip and tossing it under a blooming sage. Next stop, McDonald’s” (Rice 1).

“The cop got out of his unmarked car, left it idling at the curb, and slipped into Hank’s Deli. He glanced quickly either way, making sure he hadn’t been made. Like most of his kind, he was also up for a shakedown, bribe, or whatever form of grifting could get extra booze money in his pocket” (Rice 1).

“The bass pounded loud up the street. People mingled in the yard and on the porch, laughing and greeting each newcomer with a bottle and invitation to grab some food inside. An impromptu dance floor had been set up out back, and the DJ was getting more requests than she could handle” (Rice 1).

Tone is particularly difficult to find. To do so, look for instances when the writer uses generalities to make a statement about the human condition or human nature. It’s there in Benet’s story just as it is in Anaya’s.

Dana ScullyMr. RiceEnglish II P. #23 November 2011

Scully 1

Here the writer shows not only how much he loved his grandfather, but also reveals his attitude toward all of the old ones. He didn’t just speak about his grandfather, but use the indefinite, indicative pronoun “these” to indicate a broader group. He clearly thinks we should appreciate the impression the elders have left on all of us.

“I am glad I knew my grandfather, I am glad there are still times when I see him in my dreams, hear him in my reverie. Sometimes I think I catch a whiff of the earthy aroma that was his smell. Then I smile. How strong these people were to leave such a lasting impression” (Anaya 459).

Purposeful reading.

Finding the secrets of the writer’s craft is to discover they are no different than you; they have simply discovered ways to say all those things we all feel.

After long journeys outside themselves, they have uncovered and unlocked the treasure that was always there, within themselves and within each of us.

We can do this as well as they, given time and understanding.

Prepare a sheet of paper according to course standards.

Do not prepare it for two column note taking.

Title it:PRC: “The Pit and the Pendulum”

Two lines below the title, write the MLA formatted work cited entry for the story:

For each step on the PRC, transcribe the title and question(s), then write your reponses below each question.

Remember, specificity is the key to success. For STEP 2a, for instance, you would not simply write, “this reminds of video games.” Rather, you would tell the reader which videgame and why it reminded you of that specific video game.

Remember, each question is step three requires an assertion stated as a topic sentence, quoted and cited evidence from the text, and commentary showing how the evidence proves your topic sentence

“The Pit and the Pendulum”

page 560

Poe, Edgar A. "The Pit and the Pendulum." The Language of Literature. Evanston, IL: McDougal Littell, 2002. Print.

Impia tortorum longos hic turba furores sanguinis innocui, non satiata, aluit.Sospite nunc patria, fracto nunc funeris antro, Mors ubi dira fuit vita salusque patent.

Here the wicked crowd of tormentors, not satisfied, Fed their age-old desire for the blood of innocent people.Now that our homeland is safe, now that the tomb is broken, life and health have taken the place of dread death.

“The Pit and the Pendulum”By Edgar Allan Poe

“All that we see or seem is but a dream within a dream.”

http://www.thepitandthependulumshortfilm.com/

Page 559

http://www.thepitandthependulumshortfilm.com/

PLOT

The plot is organized __________________. Key points in the plot are:

1.The exposition is _______________________________________________.2.An inciting incident is_________________________________.3.The rising action is ______________________________.4.The climax is ____________________________________.5.The falling action is ____________________________________.6.The resolution is____________________________________________.

For sentences 1-6, make a general statement about events, then follow each sentence bring in evidence from the text and explain why that evidence proves your assertion

EXAMPLE: 1. The exposition is when the protagonist receives his sentence of death and is transported to the dungeon. Poe has the protagonist explain that “the dread sentence of death – was the last distinct accentuation that reached my ears” (Poe 562). This shows the character getting set up for the torture that follows later in the story.

POINT OF VIEW

Poe tells “The Pit and the Pendulum” from the __________________ point of view.

This is shown when _____________________________” (Poe [#]). The use of the

_____________ person pronoun _______________ clearly demonstrates the

_______________________ point of view.

SETTING:

(TIME) The events are most probably taking place __________________. The writer

shows this when _________________________.

(PLACE) The events are most probably taking place __________________. The

writer shows this when _________________________.

(CONDITIONS) The events are most probably taking place ________________.

The writer shows this when _________________________.

CHARACTER:

The protagonist is __________________. The writer shows this when

________________________________________________________.

Use the Literary Analysis Remediation Exercise to help you format a response.

Each response needs to have:•An one sentence assertion•A sentence that includes a piece of the text that supports that assertion•A sentence that comments on why the piece of text supports the assertion

You have 12 minutes to complete this slide

CONFLICT:

The protagonist is embroiled in __________________ conflict. The writer shows

this when _________________________.




MOOD:

The mood of this passage is_________________. The writer shows this when

_________________________.




TONE:

Poe has a _________________ tone toward ______________________. Poe

shows this when _________________________.




Prepare a sheet of paper according to course standards.

Title it:

One-Paragraph Literary Analysis: “The Pit and the Pendulum”

You have the rest of the period to convert one of your following PRC entries into a single-paragraph, Jane Schaffer-formatted analysis essay:

•Setting •Characters•Conflict•Mood•Tone

Concrete Detail

Commentary

Topic Sentence

Concluding Sentence

Commentary

One Paragraph Literary Analysis

Concrete Detail

Commentary

Commentary

Here is the template. Notice that you already built the first three sentences when you did your PRC entry. That is, you already have a Topic Sentence, the first Concrete Detail, and one Commentary sentence. To build the rest of the paragraph, you just need to find one more Chunk (CD, CM, CM) that supports your topic sentence and write a concluding sentence .

Literary Analysis 4-Day Exam –This assessment does not require you to learn any new skills, simply demonstrate that you can read and analyze the basic aspects of a short story and clearly articulate your analysis in writing. You’ve done all of this before. Use your notes and completed exercises. Your scores on this assessment, if higher than what you achieved on your Pit and the Pendulum exercise, will replace your Pit and the Pendulum scores.

01/04 DAY 1: Read any one of the following stories in your text book:

• “Harrison Bergeron” page 20• “A Sound of Thunder” page 71• “The Californian’s Tale” page 303• “Everyday Use” page 503• “A White Heron” page 822

01/05 DAY 2: Create a dialectical journal just like the one you created for “By the Waters of Babylon.” Make one complete entry for each of the following aspects just like you did for “By the Waters of Babylon:”

1.Character 2. Setting3. Conflict4. Tone5. Mood

01/06 DAY 3: Complete a PRC just like the one you completed for “Pit and the Pendulum.” Omit theme in Step 3 and all of Step 4 just like you did for “Pit and the Pendulum.”

01/09 – 20 Common Errors Exam

01/10 DAY 4: Write a two-chunk Jane Schaffer paragraph for ANY ONE of literary aspects listed in Day 2.

When you are finished with the assignment, you will have ONEDIALECTICAL JOURNAL, ONE PRC and ONE 8-sentence Jane Schaffer paragraph.

Name:___________________ Pd:____

I elected to read and analyze:“___________________________________________”

CHECKLIST

Dialectical Journal (use “By the Waters of Bablyon” as template)Heading and titleCharacter entry – excerpt - commentarySetting entry – excerpt - commentaryConflict entry – excerpt - commentaryTone entry – excerpt - commentaryMood entry – excerpt - commentary

PRC (use “Pit and Pendulum” as template)Heading and titleMLA formatted work cited entry (use exactly the same entry as “Pit and

the Pendulum,” changing only the author and title info)Step 1aStep 2aStep 2bStep 3 Plot – organized – exposition – inciting incident – rising action –

climax – falling action - resolutionStep 3 Point of ViewStep 3 Setting – Time – Place - ConditionsStep 3 CharacterStep 3 ConflictStep 3 Mood Step 3 Tone

Essay (use “Pit and Pendulum” as template)TS - assertion that must be provedCD1 - excerpt from text that provides evidence to prove the TSCM - explanation of how CD 1proves the TSCM - further explanation of how CD 1proves the TSCD2 - different excerpt from text that provides evidence to prove the TSCM - explanation of how CD 2 proves the TSCM - further explanation of how CD2 proves the TSCS - restate TS and briefly paraphrase evidence

See MyCCSD.net for full text copies of each story if you fall behind schedule or are absent.

lesson plan: unit 6 analyzing literature -...

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