Short story Friday Black (lenses)

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's (online) classroom

Materials :

• Handout short story
• Mobile phone = Kahoot! & LessonUp
  
• Pen & notebook = notes + answers

Learning objectives :

• Students can use prior knowledge.
  
• Students can collaborate.
• Students can use reading strategies; looking for details.
• Students can form and express an opinion based on facts presented.
• Students can use different perspectives to analyse a text.
  

create.kahoot.it

Reading:

Classroom rules - discussions:

* raise your hand if you want to contribute. Don't just blurt out your remarks.

* listen to your classmates and comment on their input

Link this to:

* speaking lesson unit 2 = discussions in pairs

* review lesson 2; commenting on the extra exercises last week

Reading:

Why did you see different things in these pictures and photos?

Elicit answers like;

• different prior knowledge
• different interests
• different angles
• 
  

Reading:

Why would I use this activity for a reading/literature lesson?

Elicit answers like;

• different students read different thinkgs in texts / focus on different things
• author has underlying reasons / implies things not always pict up on by readers
• changing perspective  may lead to additional knowledge and insights.
• your summary or review should include different perspectives.
• method of analysing = helpful when analysing texts.
  

Reading:

Things My Mother Said

What do you remember about...
"Things My Mother Said"?

Elicit answers like:

* short story
* couple of weeks ago

* poor people

* US

* stealing hamburgers

* analysing characters = STEAL method

* house at the bottom of the hill

* loving & appreciating his mother

* teenager

* mobile phone

What do you remember about ...
STEAL?

S = speech

T = thought

E = effect on others

A = action

L = looks

Way to analyse characters.

Literature: 

STEAL grid mother + narrator (output last time)

What do you remember about ...
SETTING?

Elicit answers like:

* place

* time

* detailed/narrow/section

* broader (= including context (general knowledge) location, period & author)

TMMS:

* 2005 - 2013 (published 2014 & cellphone owned by teenager)

* daytime (+ nighttime)

* US & (small) home (poor neighbourhood = at the bottom of the hill).

Literature:  LITERARY LENSES

"Literary lenses provide different methods for the analysis of literature and allow for an adaptive study of literature that reveals layered and variable meanings.

Literary lenses have changed to keep pace with historical and cultural shifts." (Matus, 2017)

Definition literary lenses by Matus (2017).

Website Pen & Pad; https://penandthepad.com/types-literary-lenses-8632920.html

Question; Can you come up with a historical or cultural change/shift?

Elicit answers like:

* Environmental: Climate change

* Racism; Black Lives Matter, Zwarte Pieten discussie, Slavery

* Sexisme; gender neutrale communicatie, feminisme

Literature:  LITERARY LENSES

"A Literary Lens influences how you look at a work. As if putting on a pair of glasses, which are affecting how you view your surroundings. The lens you choose is a new way to focus on the work and is a great tool for analyzing from different viewpoints. There are four common ones." (Pellissippi Community College Libraries, s.d.)

Definition literary lenses by Pellissippi Community College Libraries (s.d.).

Website; https://lib.pstcc.edu/litcrit

Literature:  LITERARY LENSES

Social-economic lens (Marxist criticism)

Examines complications found within a capitalist system, including social structures, wealth disparities, and class hierarchies.

Definition literary lenses by Pellissippi Community College Libraries (s.d.).

Website; https://lib.pstcc.edu/litcrit

Questions to ask:

• What role does class play in the text?
• How does class affect the characters and the actions they choose?
• Maybe a character moves from one class to a new one, what are the implications?
• What characters have money? What characters are poor? What are the differences?
• Does money equate to power?
• Perhaps a rich character is a villainess and poor character is morally rich, why is this? What causes this?

Literature: SOCIAL LENS

Ron = his parents are portrayed as poor; old-fashioned and 2nd-hand clothes.

Hagrid = works as a gamekeeper

Draco = wealthy upper-class parents but still an heir

Sirius = wealthy upper-class/nobility parents, powerful wizard.

Literature:  LITERARY LENSES

Feminist/Gender lens

Examines how gender roles and/or sexuality are characterized in the work. This approach is not limited to issues involving women.

Definition literary lenses by Pellissippi Community College Libraries (s.d.).

Website; https://lib.pstcc.edu/litcrit

Questions to ask:
1.    Is the author male or female? How do they connect with the text?
2.    Are there traditional gender roles? Do characters follow these roles? How would they view a character that did not follow traditional roles?
3.    Are women minor characters in the text or do they take on a prominent role? What roles do they have? Does it relate back to the gender of the author?
4.    How does the author define gender roles?
5.    What role does society/culture play in gender roles/sexuality in the text?
6.    Would an LGBTQIA character be accepted in the text? Why or why not?

Literature:  LITERARY LENSES

Historical lens

Analyses a work in its historical context (i.e. Understanding the time period, author's background, and how the events of the time affect the author and possibly the characters of the text).

Definition literary lenses by Pellissippi Community College Libraries (s.d.).

Website; https://lib.pstcc.edu/litcrit

Questions to ask:

1.    What time period was the work written, and what time period is the literary work taking place in? Is there a connection?

2.    What is the background of the author? How does this affect their world-view? What role does this world-view have in the text?

3.    Were major historical events taking place? What were they? How does the text reflect this?

4.    Are the characters a product of their time?

5.    Are any of the characters a voice for change? What message is the author trying to convey through them?

Literature: HISTORICAL LENS

Racism; slavery the norm in 18th century => nowadays the depiction of 'Zwarte Piet' is cause for upheaval and demonstrations because it is seen as an expression of racism and should no longer be tollerated.

Colonialisation; in the 17th to early 20th century it was the norm for European countries.

Feminism; up until the mid 20th century women were not equal to men. In today's world women still get paid less than men in certain circumstances.

Can you name another topic upon views have changed over the years?

* mixed marriages; race, faith, class

* gay/lesbian/other type of love relations/preferences.

Literature:  LITERARY LENSES

Environmental/ecological lens

Analyses how the environment is portrayed in a work (i.e. flora, fauna, architecture, landscape, weather & climate).

Definition literary lenses by Pellissippi Community College Libraries (s.d.).

Website; https://lib.pstcc.edu/litcrit

Questions to ask:

• What role does class play in the text?
• How does class affect the characters and the actions they choose?
• Maybe a character moves from one class to a new one, what are the implications?
• What characters have money? What characters are poor? What are the differences?
• Does money equate to power?
• Perhaps a rich character is a villainess and poor character is morally rich, why is this? What causes this?

Reading:

Things My Mother Said

Teacher reads the short story aloud.

= benefitial for dyslectic students

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

THINK activity (handout p 4)

Jot down answers in your notebook/laptop

your teammates/teacher

10 minutes

input for SHARE activities

What things stand out in the text and what in your answers? Can you think of an explanation for this/these? Help teammates.

Teacher divides the class in 4 groups.

Each group is given 1 lens to present.

= collaborative learning

= scaffolding

Differentiation:

Select Mutism students work individually and need to assess the presentations using their notes and the speaking rubric.

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

in teams

PAIR activities (handout p. 4)

use individual notes to discuss, assign roles to team members and create/design the presentation

each other, teacher

15 minutes

Class check = presentation = input SHARE activity

Practice your presentation (make sure everybody has a task).

Discuss your answers with your teammates and try to come to a mutual agreement.
Then find a picture (or create a collage) that represents these findings, as your team has visualised them. Create your presentation which includes:
•    Answers to the questions
•    Picture/collage
•    Discussion

Differentiation:

Select Mutism students learn the speaking rubric and jot down key words per question per lens.

Literature:

Homework:

DO: finish your team's presentation & practice

STUDY: learn wordlist unit 3 pages 1 & 2

•    Then our house at the bottom of a hill lost all its life = personification
•    a dying box look like a home = simile ‘like’
•    Hunger colored those days = personification

What is the effect of these literary devices??

Personification; enhance the drama

Simile = like; comparing an ordinary loving and necessity which should portray a safe environment to a dramatic object related to death enhances the gravity of the situation and the severeness of the living conditions.

What mark would you give yourself with reference to your input during the PAIR activities?

What do you need in order to give a great team presentation?