How to Write a Literary Analysis Essay Lesson Plans Mascenic Regional School District Teacher Culliton Lesson Plan by htv91369

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									Mascenic Regional School District                  Teacher: Culliton
Lesson Plan Template                               Course/Subject: AP Li & Comp
Concepts/Content/What students will Learn
Learning Targets: Literary analyses of a major modern fictional work: John
Steinbeck's East of Eden


Understandings:                                    Essential Questions:
Students will understand that….                    How may the use of focused analysis help us
The novel may be approached using various          understand the novel?
critical approaches, including psychoanalytical,   How does using multiple approaches increase
historical, deconstructionist, mythological and    our understanding of modern fiction?
gender.




Students will be able to….                         Teacher Notes:
Understand a vareity of critical approaches (see   This unit will be interspersed with study of the
Bedford lit text pp. 2079-2102). Approach the      Glossary of Literary Terms found in the
novel from psychoanalytical, historical,           Bedford Introduction to Literature pp. 2079-
deconstructionist, mythological and gender         2102 and at
perspectives.                                      http://bcs.bedfordstmartins.com/litgloss/
Work cooperatively perform close analysis of a
fictional work.
Communicate meaning to the instructor and
other students orally, visually and in writing
Assessment(s) Evidence that students have learned the Concept
Performance Tasks:                                 Other Evidence:
Creation of a literary analysis paper, oral      Peer reviews of oral/visual presentations
presentation, and visual accompaniment to the
oral presentation. Students will be divided into
5 groups, one per critical strategy. Each group
will complete the performance tasks below for
Self Assessments                                   Other Evidence, Summarized:
Analyses of intra-group performaces.               Oral class participation; accountable talk
                                                   during group project work

Activities/Steps for Students
Learning Activities:
1. Read-through of text pp. 2079-2102
2. Informal application of strategies found on these pages to works students
were exposed to in grades 9-11
3. Assignment of topics for performance assessments
4. Quizzes on and discussions of East of Eden
5. Study of Glossary of Literary terms
4. Completion of performace task (work to be done both inside and outside
of class and then presented to the class as a whole




Mascenic Regional School District
Lesson Plan Template
Differentiating Instruction
Ability/Learning Style
Provide Multiple Examples: Students will work with various examples as an
introduction to literary criticism techniques. They will then experience the
analysis of one major text using the various critical techniques.

Highlight Critical Features:
Use of graphic organizer to delineate and exemplify critical strategies given in
the text on pp. 2079-2102. Emphasis during discussions.

Provide Feedback: Instructor will observe students as they work in class and give
verbal feedback on the interpretive choices. Students will evaluate peer
presentations of performance task. Instructor will evaluate (by rubric) student
essays and visual/oral presnetations.
Provide Multiple Media & Formats: Students will be required to teach their
classmates orally, in writing and visually. Various clips form the two film
versions of the novel will be analyzed.

Support Background Content: Bedford Introduction to Literature will be used to
provide background on literary criticism and its place in the study of literature.



Challenge
Offer Adjustable Levels of Challenge (may highlight student interest): This is an
advanced placement class and all students are expected to perfrom at an
advanced level.

Offer Choice of Tools: The visual portion of the performance task could be done
via PowerPoint, regular text projected on the board, large posters, etc.



Offer Advanced Performance Opportunities: This is already an advanced class.
Offer Advanced Performance Opportunities: This is already an advanced class.




Offer Choices of Learning Contexts: Students will rate the approaches on a scale
of 1-5, to indicate interest in working with that approach. An approach will be
assigned to each group by lottery, with the lowest number group getting their first
choice of approach first, and so on.
                                                                            AP Lit & Comp Assignment Schedule / Lesson plans

                                                  Ms. Culliton              f   878-4361 f        pculliton@comcast.net           f           www.jlc.net/~rwright/pages/

                                                                                   HW = Homework                               SG= Study Guide

                                    CW = Classwork. If ABSENT, contact your study partner BEFORE returning to class to see what you missed and get notes.


                                               Month beginning: 8/23/2010
               Monday                                      Tuesday                                  Wednesday                                 Thursday                                         Friday
              August 23                                   August 24                                  August 25                                August 26                                       August 27

                                                                                     CW/HW = Introduction to Critical           Apply approaches to literature found on CW = Questions on East of Eden Intro DUE. Discuss.
                                                                                     Strategies: Read Bedford text pp. 2079-   Bedford text pp. 2079-2102 to literature
                                                                                     2102                                      read in grades 9-11. HW = Read the
                                                                                                                               Introduction to East of Eden and
                                                                                                                               answer the questions on it.


               Monday                                      Tuesday                                  Wednesday                                 Thursday                                         Friday
              August 30                                   August 31                                September 01                             September 02                                    September 03

Bring laptops and flash drives to       CW = Review Critical Strategies and          Bring laptops and flash drives to class. CW = Quiz (2X) on East of Eden Parts Bring laptops and flash drives to class. CW/HW= Work
class. CW/HW = Begin Critical           application. HW = Review East of Eden        CW/HW= Work on Critical Strategies 1 and 2. Discuss. HW = Work on             on Critical Strategies Project & Study Glossary of
Strategies Project                      Parts 1 and 2                                Project / Review East of Eden Parts 1 Critical Strategies Project             Literary Terms entries A-E in Bedford (pp. 2173-2180 or
                                                                                     and 2                                                                         at http://bcs.bedfordstmartins.com/litgloss/) for TEST
                                                                                                                                                                   next Thursday!



               Monday                                      Tuesday                                  Wednesday                                 Thursday                                         Friday
            September 06                                 September 07                              September 08                             September 09                                    September 10
Labor Day. Review East of Eden          Bring laptops and flash drives to class.     CW = QUIZ (2X) on East of Eden       TEST (3X) on A-E Literary Terms A-E. Critical Strategies Project DUE (5X-- will include
Parts 3 and 4                           CW/HW = Work on Critical Strategies          Parts 3 and 4. Discuss. HW = Work on CW = Discuss East of Eden Part 2. HW evaluation of the presentation as well as PPT and essay);
                                        Project (last day of class time)             Critical Strategies Project          =Work on Critical Strategies Project hand in your essay and posters if applicable; email your
                                                                                                                                                               PPT if applicable to pculliton @mascenic.org. HW =
                                                                                                                                                               Study Glossary of Literary Terms entries F-K for TEST
                                                                                                                                                               next Friday. Begin Presentations of East Of Eden Critical
                                                                                                                                                               Strategies projects. Examine segments of film versions.



              Monday                                       Tuesday                                  Wednesday                                 Thursday                                         Friday
            September 13                                 September 14                              September 15                             September 16                                    September 17

Presentations of East Of Eden           Presentations of East Of Eden Critical       Presentations of East Of Eden Critical    Presentations of East Of Eden Critical TEST (3X) on Literary Terms F-K. HW = Study
Critical Strategies projects. Examine   Strategies projects. Examine segments of     Strategies projects. Examine segments     Strategies projects. Examine segments Glossary of Literary Terms entries P-S for TEST next
segments of film versions. HW =         film versions. HW = Read Hamlet Act I        of film versions. HW = Read Hamlet        of film versions. HW = Study Glossary Thursday!
Study Glossary of Literary Terms        and do SG questions.                         Act II and do SG questions.               of Literary Terms entries F-K for TEST
entries F-K for TEST Friday.                                                                                                   tomorrow.
                  Critical Strategies Project


                     AP Literature and Composition

Directions:


      § You may work alone, in a pair or in a trio.

      § Choose one type of Critical Strategy for Reading from pp. 2079-2102 of the Bedford Introductio




              o Each person, pair or trio will rate the thirteen strategies found on pp. 2084-2102 from 1st



              o A strategy will be assigned to each group by lottery, with the lowest number group/pair/p
              the presentations will focus on different sub-strategies (for example, three presentations/essa
              one cultural, one literary history). Barring this, each strategy cannot be chosen for more than



      § Write a 600-700-word essay in which you apply your strategy to the novel East of Eden.


              o You must also cite at least two outside sources of literary criticism relevant to your topic.




              o Your essay must use MLA-formatted internal citations and contain an MLA-formatted W
      § Prepare a visual and oral presentation to teach the class about the work you have done. The visu
      other sort of projected element or even a series of posters or if you prefer (but remember that the cl
      minutes.



      § Your essay will be evaluated according to the AP Scoring Model. The rubric for the oral and vis
The essay will count three times, the oral/visual presentation twice, for a total of 5X.
2102 of the Bedford Introduction to Literature. To avoid repetition/duplication of presentations, we will use the following




und on pp. 2084-2102 from 1st choice to last choice to indicate interest in working with that approach.



the lowest number group/pair/person getting the first choice of strategy, and so on. Each strategy may be chosen up to three time
xample, three presentations/essays could use the Historical Strategy, but they should do different critical approaches: one Marxist
cannot be chosen for more than projects.



the novel East of Eden.


criticism relevant to your topic.




d contain an MLA-formatted Works Cited page.
 work you have done. The visual portion should take the point of a PowerPoint presentation of 10-20 slides; or you may do some
prefer (but remember that the class has to be able to see your work clearly from their seats!). The presentation should take 10-15




. The rubric for the oral and visual presentation is on the back of this sheet.
otal of 5X.
we will use the following




oach.



may be chosen up to three times IF
ritical approaches: one Marxists,




0-20 slides; or you may do some
presentation should take 10-15
AP Scoring Model
Top Scores

9-8

100-90




Upper Scores

7-6

89-80




Middle Score

5

79-70



Lower Scores

4-3

69-60
Lowest Scores

2-1

50-59
These are well-written papers which
· respond fully to the question asked
· show a full understanding of the issues and
· support all their points with appropriate textual evidence and examples
Writers of these essays demonstrate stylistic maturity through
· effective command of sentence structure
· mature, lively and precise diction and word choice
· highly effective organization
· using a wide range of elements of effective writing
These essays
· respond correctly to the questions asked but do so less fully or less effectively
    than the essays in the top range
· contain less thorough and less specific discussion of the topic
· are well-written in an appropriate style but reveal less maturity than the top
    papers
· make use of textual evidence to support their points
Writers of these essays demonstrate stylistic competence through
· adequate command of sentence structure
· correct diction and word choice
· effective organization
· may contain some lapses in diction or syntax while still demonstrating sufficient
    control over the elements of composition to present the writer’s ideas clearly
These essays
· respond to the question, but the comments may be simplistic or imprecise
· may be overly generalized, vague, or inadequately supported
· are adequately written, but may demonstrate inconsistent control over the
    elements of composition
· show an attempt at organization, but it may not be fully realized or particularly
    effective
These essays
· attempt to deal with the question, but do so either inaccurately or without
    support or specific evidence
· may show some misunderstanding or omit pertinent analysis
· convey the writer’s ideas, but the writing reveals weak control over diction,
    syntax, and/or organization
· may contain excessive and distracting spelling and grammatical errors
· include statements are seldom supported with specific or persuasive evidence,
· may include inappropriately lengthy quotations instead of discussion and
    analysis
These essays
· fail to respond adequately to the question; the writer’s view has little
    clarity and only slight, if any, evidence in its support
· may reveal misunderstanding or may distort the interpretation
· compound the problems of the Lower Score papers
· are generally unacceptably brief or poorly written
· may make some attempts to answer the question
Oral/Visual Presentation Criteria                                   4


                                    Constantly looks at someone
Eye Contact                         or some groups at all times
                                    Demonstrates a strong
                                    interest in and enthusiasm for
Enthusiasm                          the topic during entire
                                    Clearly explains what the
Topic Announced                     report is covering

                                    Presentation falls within
                                    required time frame
Time frame
                                    Visual aid shows creativity
                                    and originality; enhances
                                    presentation, articulates all
                                    points and keeps audience
Visual Aid                          interest


                                    Thoroughly explains all
                                    points
Completeness of Content

                                    Presentation is organized and
                                    the interest level of the
                                    audience is maintained
Professionalism of Presentation
                           3                             2                                  1

Occasionally looks at          Focuses attention on only Does not attempt to look at
someone or some groups         one particular part of the audience at all, reads notes
during presentation            class, does not scan       the entire time
Demonstrates an interest
                               Shows some interest in        Shows absolutely no interest
in the topic throughout the
                               topic presented               in topic presented
presentation
                                                         Makes no mention of the
Vaguely tells audience         Mentions the topic of the
                                                         report’s topic before
what report is about           report
                                                         beginning presentation
Presentation is more than Presentation is less than          Presentation is far shorter
maximum time              minimum time                       than minimum time


Visual aid enhances the        Visual aid relates the        Visual aid is difficult to
presentation and               presentation and              read/view and does little to
articulates many points        articulates some points       enhance the presentation


Majority of points covered
                           Majority of points
in depth, some points                                        One or more points left out
                           glossed over
glossed over

                                                        Mumbles, audience has
Thoughts articulated           Thoughts don't flow, are
                                                        difficulty
clearly, though does not       not clear; presentation
                                                        hearing/understanding;
always engage audience         does not engage audience
                                                        presentation is confusing
Performance Rubric for Whole-class Discussion
The Student

Is prepared when called on

Participates spontaneously when appropriate yet not interrupt
others

Speaks

      1. clearly and distinctly
      2. with sufficient volume to be heard by everyone
      elseusing complete sentences
      3.
Responds not only to the teacher but to fellow students,
using such phrases as

      1.   I wonder why…
      2.   I have a question about…
      3.   
I agree with…
      4.   
I disagree with…

Makes connections between literature discussed and past
readings, life in general, or current events, using such
phrases as
· That reminds me of…
· I predict…
· That is similar to…
Expresses his/her own concerns, observations, and questions,
using such phrases as

· I don’t understand…
· 
I figured out…
· 
I liked/disliked….

while remaining respectful of others’ opinions, views and
interpretations
                 Performance Rubric for Pair / Small-group Discussi
The Student


Is prepared to participate


Faces his/her partner(s)


Participates actively and with focus by

·   building on the ideas of others
·   challenging others respectfully
·   asking questions to clarify others’ ideas
·   referring to the text, study guides and handouts


Does not interrupt others and respects others’ opinions and
interpretations



Actively listens to his her partner(s), using such indicators as

· nodding
· eye contact
· verbal acknowledgement


Omits conversation that is not relevant to the assigned topic
-class Discussion
      Often-Always   Sometimes   Rarely-Never
Pair / Small-group Discussions
      Often-Always   Sometimes   Rarely-Never

								
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