Week of april_12th


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English 10 Honors

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Week of april_12th

  1. 1. Week of April 12 th English 10 Honors Mrs. Navejar
  2. 2. English Class Room 375 Mrs. Navejar <ul><li>Pick up a handout at the front of the room </li></ul><ul><li>Take a seat </li></ul><ul><li>Review the syllabus while you wait </li></ul>
  3. 3. Introductions <ul><li>Who am I? </li></ul><ul><ul><li>Regina Navejar </li></ul></ul><ul><ul><li>Born in Tampico, Mexico </li></ul></ul><ul><ul><li>Raised on the East and South Side </li></ul></ul><ul><ul><li>B.A. English/History Middle/Secondary Education at Mount Mary </li></ul></ul><ul><ul><li>M.S. Educational Psychology at UW-Madison </li></ul></ul><ul><ul><li>Working on Ph.D. at UW-Milwaukee </li></ul></ul><ul><li>I’ve been teaching for 10 years </li></ul><ul><ul><li>10 years at Pulaski </li></ul></ul><ul><ul><li>This is my first year at Hamilton </li></ul></ul>
  4. 4. Family-Married with 5 kids <ul><li>Christina- 21 </li></ul><ul><li>Rebecca- 19 </li></ul><ul><li>Anthony- 16 </li></ul><ul><li>Serg-15 </li></ul><ul><li>Danny-2 months old </li></ul>
  5. 5. Overview <ul><li>Syllabus </li></ul><ul><li>Class Rules </li></ul><ul><li>Course Overview (What You’ll Learn) </li></ul><ul><li>Get To Know You Activity </li></ul>
  6. 6. Syllabus <ul><li>Course Description </li></ul><ul><li>Course Objectives </li></ul><ul><li>Course Requirements- Rules and Regulations </li></ul><ul><li>Attendance </li></ul><ul><li>Supplies </li></ul><ul><li>Evaluations and Assessment </li></ul><ul><li>Reading Targets </li></ul><ul><li>Wisconsin State Standards </li></ul><ul><li>Student-Parent-Teacher Contract </li></ul>
  7. 7. “ Non-Negotiables” <ul><li>Cell Phones- don’t use them </li></ul><ul><li>Sleeping- don’t do it. </li></ul><ul><li>Moving around the classroom- don’t do it. </li></ul><ul><li>Tardiness </li></ul><ul><ul><li>1 st bell at 7 min - warning bell for students to get to class </li></ul></ul><ul><ul><li>2 nd at 8 min - students should be in class at this time </li></ul></ul><ul><ul><li>3 rd at 10 min - students will be accepted until this bell rings, students will be marked as tardy to class by classroom teachers between the 8 and 10 minute bell. </li></ul></ul><ul><ul><li>STUDENTS WHO ARE LATE MORE THAN 3 TIMES WILL- </li></ul></ul><ul><ul><ul><li>Not be eligible for an exemption </li></ul></ul></ul><ul><ul><ul><li>Lose participation points which may adversely affect their grade </li></ul></ul></ul><ul><ul><ul><li>Will receive a phone call home </li></ul></ul></ul><ul><li>Students will not walk around the classroom without permission. </li></ul><ul><ul><li>When you enter the class, you will sit in your seat. </li></ul></ul><ul><ul><li>Raise your hand if you need to get up FOR ANY REASON. </li></ul></ul>
  8. 8. “ Non-Negotiables” <ul><li>Students will respect themselves and others. This includes, but is not limited to the following: </li></ul><ul><ul><li>Students will not ridicule (make fun) of other students. </li></ul></ul><ul><ul><li>Students will not disrupt the learning environment- yell out, swear, throw items, scream at people at the door, or interrupt the learning and flow of the class in any way. </li></ul></ul>Students will recognize that they are here to learn and do their best.
  9. 9. What Happens When Things don’t go right… If the above mentioned rules aren’t followed, one or all of the following will happen- 1. warning 2. phone call home 3. refer to guidance 4. refer to social worker 5. refer to administrator I Document Everything . Any student who exhibits a problem, I write everything you do from the moment you walk into the room. I enter it into esis so that other teachers, administrators and your parents can read.
  10. 10. What we discussed today <ul><li>Syllabus </li></ul><ul><li>Class Rules </li></ul><ul><li>Course Overview (What You’ll Learn) </li></ul><ul><li>Get To Know You Activity </li></ul>
  11. 11. Term 4 Overview <ul><li>Structure of the class </li></ul><ul><li>Take out needed materials </li></ul><ul><ul><li>Class Book </li></ul></ul><ul><ul><li>Notebook , (.50 in bookstore) paper, pen or pencil, folder </li></ul></ul><ul><li>Read and Write down our daily objective </li></ul><ul><li>Focused Learning </li></ul><ul><ul><li>Reading Strategy </li></ul></ul><ul><ul><li>Writing, Grammar, Oral, Technology, Research </li></ul></ul>
  12. 12. Focused Learning <ul><li>Reading Strategy </li></ul><ul><ul><li>Prior/Background knowledge </li></ul></ul><ul><ul><li>Self-monitoring </li></ul></ul><ul><ul><li>Questioning </li></ul></ul><ul><ul><li>Visualizing </li></ul></ul><ul><ul><li>Determining Importance/Main Idea </li></ul></ul><ul><ul><li>Making Connections </li></ul></ul><ul><ul><li>Inferring </li></ul></ul><ul><ul><li>Synthesizing </li></ul></ul><ul><li>Writing </li></ul><ul><ul><li>Descriptive- Describe a memorable experience </li></ul></ul><ul><ul><li>Narrative- Compose a play or a script </li></ul></ul><ul><ul><li>Expository- Write a news article </li></ul></ul><ul><ul><li>Persuasive- Write an advice column </li></ul></ul><ul><li>Grammar </li></ul><ul><li>Oral </li></ul><ul><li>Discussion skills </li></ul><ul><li>Listening Skills </li></ul><ul><li>Technology </li></ul><ul><li>Research </li></ul>
  13. 13. Objectives – Summarize in your note book <ul><li>Academic Standard : What you need to learn and show evidence that you learned the material. (State Standard) </li></ul><ul><li>Content Standard : What you should know and be able to do. </li></ul><ul><li>Performance Standard : How you will demonstrate that they are meeting a standard. </li></ul><ul><li>I’m learning: ________ </li></ul><ul><li>I will know I learned because I can: ___ </li></ul><ul><li>I want to know: _____ </li></ul><ul><li>I want to know more about: _____ </li></ul>
  14. 14. Objectives – Summarize in your note book <ul><li>Academic Standard : </li></ul><ul><ul><li>A.12.2- Read, interpret, and critically analyze literature. </li></ul></ul><ul><ul><li>B.12.2- Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain . </li></ul></ul><ul><li>Content Standard : Explain the structure of selected classical and contemporary works of literature, in whole and in part, from various cultures and historical periods , and illustrate ways in which authors use syntax, imagery , figures of speech , allusions, symbols , irony, and other devices in context of history , culture, and style . </li></ul><ul><li>Performance Standard : </li></ul><ul><ul><li>Can you explain the structure of literature of the frontier time period? </li></ul></ul><ul><ul><li>Can you distinguish the features of the frontier time period? </li></ul></ul><ul><ul><li>Can you ( psychological & feminist ) analyze the literature and write about the time period’s distinguishing features? </li></ul></ul><ul><li>I’m learning: Academic and Content standard </li></ul><ul><li>I will know I learned because I can: Performance Standard </li></ul><ul><li>I want to know: _____ </li></ul><ul><li>I want to know more about: _____ </li></ul>
  15. 15. Learning Strategies <ul><li>When I don’t understand something I should: ________ </li></ul><ul><li>I don’t understand the terms or language used in class. I should: ____ </li></ul><ul><li>I feel like I’m falling behind. I should: ___ </li></ul><ul><li>I’m distracted. I should: _____ </li></ul><ul><li>I’m bored. I should: ___ </li></ul><ul><li>I’m sleepy. I should: _____ </li></ul>
  16. 16. Community of Learners <ul><li>We respect each other because… </li></ul><ul><ul><li>It’s not fun being laughed at. </li></ul></ul><ul><ul><li>It’s not fun being ignored when I’m/you’re talking. </li></ul></ul><ul><ul><li>We’re here to learn, grow, and interact with our peers. It’s not fun sitting in class for over an hour when someone is acting foolish. </li></ul></ul><ul><li>Non-negotiables </li></ul><ul><ul><li>No sleeping or resting your head </li></ul></ul><ul><ul><li>No moving around the class without permission </li></ul></ul><ul><ul><li>Don’t arrive late. Other people might hang out in the hallways, but you can and will not . </li></ul></ul><ul><ul><li>Don’t stand by the door waiting for the bell to ring. </li></ul></ul><ul><ul><li>No swearing. </li></ul></ul>
  17. 17. Lessons and Terms <ul><li>Reader’s Log </li></ul><ul><ul><li>Mark Twain </li></ul></ul><ul><ul><ul><li>Luck </li></ul></ul></ul><ul><ul><ul><ul><li>Characters </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Static </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Dynamic </li></ul></ul></ul></ul></ul><ul><ul><ul><li>Adventures of Huckleberry Finn </li></ul></ul></ul><ul><ul><li>Stephan Crane </li></ul></ul><ul><ul><ul><li>Irony </li></ul></ul></ul><ul><ul><ul><li>Simile </li></ul></ul></ul><ul><ul><ul><li>Metaphor </li></ul></ul></ul><ul><ul><ul><li>Tone </li></ul></ul></ul><ul><ul><ul><li>Story structure </li></ul></ul></ul><ul><ul><ul><li>Conventions of Westerns </li></ul></ul></ul><ul><ul><li>Kate Chopin </li></ul></ul><ul><ul><ul><li>Feminist literature </li></ul></ul></ul><ul><ul><ul><li>Psychological study of a character </li></ul></ul></ul>
  18. 18. Reader’s Log <ul><li>Take out your notebook or a piece of paper </li></ul><ul><li>Take out a pen or pencil </li></ul><ul><li>Open your books to page 894 </li></ul>
  19. 19. Reader’s Log <ul><li>Connect (write and underline): Have you ever “judged a book by its cover”? </li></ul><ul><li>Background (write and underline): Read the paragraph and write down the most important sentence to you. </li></ul><ul><li>Literary Analysis (write and underline): Write down the two literary terms and definitions- </li></ul><ul><ul><li>Characters </li></ul></ul><ul><ul><li>Static </li></ul></ul><ul><ul><li>Dynamic </li></ul></ul><ul><li>Reading Strategy (write and underline): </li></ul><ul><ul><li>Drawing inferences </li></ul></ul><ul><li>Immersed in Words Chart </li></ul>
  20. 20. Immersed in Words Chart Zenith (noun) Vestibule (noun) Rheumatic (adj) Taciturn (adj) Picture representing word Definition What it is/What it isn’t Experience Word (POS)
  21. 21. Huck Finn <ul><li>The structure of Huck Finn. It is episodic, with the plot moving along with Huck and Jim as they cruise down the river and encounter various characters and places. </li></ul><ul><li>Interpret the plot as a journey motif, like that of The Odyssey , or of Conrad’s Heart of Darkness . </li></ul><ul><li>The river passage gives continuity to the events, and each stop and each town provides an episode. </li></ul><ul><li>Consider Huck Finn as a specimen of regionalism. Regionalism is literature that emphasizes local settings, people, mores, customs, and speech, sometimes for entertainment, sometimes for social commentary. </li></ul>
  22. 22. Huck Finn <ul><li>Consider Huck Finn as a moral conflict, the central one being in Huck’s mind. That is, should he help a slave escape, or should he turn him in? Note the crucial scene when Huck declares that he will rescue Jim and accept “going to hell.” </li></ul>
  23. 23. Huck Finn <ul><li>In following the Mississippi from Illinois to the Deep South, Huck and Jim grant readers a broad panorama of American culture and society. </li></ul><ul><li>As readers, we’re supposed to tabulate how many “good” and “bad” people we come across as Huck goes down the river. </li></ul>
  24. 24. Huck Finn <ul><li>T.S. Eliot once spoke of Huck as one of the most solitary of fictional characters. </li></ul><ul><li>Note that in the midst of con men, drunks, slave masters, fortune hunters, feuding families, and other figures, he often remains quiet , uncared-for (except by Jim), and he longs for the calm solitude of the raft on the river. </li></ul><ul><li>Remember his final impulse to “light out for the territory.” Examine the loneliness that lies beneath the humor and adventure. </li></ul><ul><li>As the central figure, what/who does he represent? Think of the time period . </li></ul>
  25. 25. Groups- Huck Finn Brendan, Jada, Jazmin, Valerie, Felicia Gina, Yashira, Jerry, Vintinita Santiago, Enrique, Gabriel, Miguel, Isabel, Itxel, Jacob, Luka, Natasa, Goran, Diana, Ryan Eric, Kathy, Victor, Mike Caitlin, Yovana, Mercedez, Ashlea, Pedro Group Members Huck is having internal conflicts. The rattleskin superstition is causing “problems” 25 Pink Group Ch 16 Fabulous Divas Ch 15 Orange group ch 14 Super Team Ch 13 The A-Team Ch 12 The Jiebers Ch 11 Group Name Jim had a dream n told it to Huck. 25 Huck and Jim have a discussion about why Jim did and didn’t want to save “her”. Huck read to Jim because he doesn’t know how to read and argue their point of view 25 -Running away from gang. (Huck and Jim) -Jim and Huck split up. -Huck goes to village and tries to get the other gang caught. -Huck and Jim reunite outside of village. -Went to an island. -Hid raft and fell asleep like “dead people” to hide. 25 Huck and Jim start their journey on the raft. They were navigating slowly and lived off of crops they found. A mysterious steam boat was near them with more problems. 25 Huck met a lady and were talking about Huck’s death and she found out he wasn’t really a girl. She made him tell her everything and promised not to tell. 25 Summary
  26. 26. Groups Brendan, Jada, Jazmin, Valerie, Felicia Gina, Yashira, Jerry, Vintinita Santiago, Enrique, Gabriel, Miguel, Isabel, Itxel, Jacob, Luka, Natasha, Goran, Diana, Ryan Eric, Kathy, Victor, Mike Caitlin, Yovana, Mercedez, Ashlea, Pedro Group Members 25 Pink Group Ch 16 Fabulous Divas Ch 15 Orange group ch 14 Super Team Ch 13 The A-Team Ch 12 The Jiebers Ch 11 Group Name 25 25 25 25 25 Summary Group Points
  27. 27. Regionalism Notes <ul><li>Chapter 11 </li></ul><ul><ul><li>The woman learned that Huck was a girl </li></ul></ul><ul><ul><li>The woman tested Huck’s knowledge of living in the country. </li></ul></ul><ul><ul><ul><li>&quot;If fifteen cows is browsing on a hillside, how many of them eats with their heads pointed the same direction?&quot; </li></ul></ul></ul><ul><ul><ul><li>   &quot;The whole fifteen, mum.&quot; </li></ul></ul></ul><ul><ul><ul><li>   &quot;Well, I reckon you have lived in the country </li></ul></ul></ul><ul><ul><li>The woman advises Huck to throw “like a girl” and to thread a needle like a girl as well. </li></ul></ul>
  28. 28. Regionalism Notes <ul><li>Chapter 12 </li></ul><ul><li>Twain uses imagery to paint a picture of what the location looks like: </li></ul><ul><ul><li>We had mountains on the Missouri shore and heavy timber on the Illinois side, and the channel was down the Missouri shore at that place, so we warn't afraid of anybody running across us. </li></ul></ul><ul><li>Morals- </li></ul><ul><ul><li>Pap always said it warn't no harm to borrow things if you was meaning to pay them back some time; but the widow said it warn't anything but a soft name for stealing, and no decent body would do it. </li></ul></ul>
  29. 29. Regionalism Notes <ul><li>Chapter 13 </li></ul><ul><li>Dialect - She was a-visiting there at Booth's Landing </li></ul><ul><li>Mode of travel- the steam boat on the river </li></ul><ul><li>Strangers- people are willing to stop and listen to other people’s stories. </li></ul>
  30. 30. Regionalism Notes* Orange <ul><li>Chapter 14 </li></ul><ul><li>Religious education of slaves: </li></ul><ul><li>Jim’s sense of justice: </li></ul><ul><li>Huck had to read to Jim because Jim couldn’t read. It was illegal to teach slaves to read. </li></ul>
  31. 31. Regionalism Notes *FAB <ul><li>Chapter 15 </li></ul><ul><li>Jim cares for Huck : Lemme look at you chile, lemme feel o' you. No, you ain' dead! </li></ul><ul><li>Huck played a joke on Jim: </li></ul><ul><ul><li>It made me feel so mean I could almost kissed his foot to get him to take it back. </li></ul></ul><ul><ul><li>    It was fifteen minutes before I could work myself up to go and humble myself to a nigger; but I done it, and I warn't ever sorry for it afterwards , neither. </li></ul></ul><ul><ul><li>I didn't do him no more mean tricks, and I wouldn't done that one if I'd a knowed it would make him feel that way. </li></ul></ul><ul><li>How is this typical/not typical of the 1800’s- white boy considering the feelings of a slave? </li></ul>
  32. 32. Regionalism Notes *Pink <ul><li>Chapter 16 </li></ul><ul><li>Huck struggles with his conscience: </li></ul><ul><li>begun to get it through my head that he was most free -- and who was to blame for it? Why, me . I couldn't get that out of my conscience , no how nor no way. It got to troubling me so I couldn't rest; I couldn't stay still in one place. It hadn't ever come home to me before, what this thing was that I was doing. But now it did; and it stayed with me, and scorched me more and more. I tried to make out to myself that I warn't to blame, because I didn't run Jim off from his rightful owner; but it warn't no use, conscience up and says, every time, &quot;But you knowed he was running for his freedom, and you could a paddled ashore and told somebody.&quot; That was so -- I couldn't get around that noway. That was where it pinched. Conscience says to me, &quot;What had poor Miss Watson done to you that you could see her nigger go off right under your eyes… </li></ul><ul><li>How is this struggle of conscience a reflection of the time period? Do you think individuals/ the nation struggled with the idea of slavery? How is Huck a representative of this notion? </li></ul>
  33. 33. Huck Finn <ul><li>Belief system : Miss Watson is concerned for Huck’s soul. </li></ul><ul><li>African-Americans - “By and by they fetched the N” </li></ul><ul><li>Smoking and snuffing is ok. </li></ul><ul><li>Superstitious : Jim always kept that five-center piece round his neck with a string, and said it was a charm the devil give to him with his own hands, and told him he could cure anybody with it and fetch witches whenever he wanted to just by saying something to it </li></ul><ul><ul><li>He said he druther see the new moon over his left shoulder as much as a thousand times than take up </li></ul></ul><ul><li>Dialect : “But I dasn't scratch it” </li></ul><ul><li>Family : Huck has no mother and a father who is missing. </li></ul><ul><li>Entertainment : In the mid 1800s, what would you do? They used their imaaaaginnnaaation and READ. “Kill the women? No; nobody ever saw anything in the books like that.” Fishing . </li></ul><ul><li>Customs with the dead : “he said a man that warn't buried was more likely to go a-ha'nting around than one that was planted” </li></ul><ul><li>Friendships: </li></ul><ul><li>Parent-Child relationships: </li></ul>
  34. 34. Wednesday, April 14 th <ul><li>Review Objectives </li></ul><ul><li>Review our notes from yesterday </li></ul><ul><li>Small group </li></ul><ul><ul><li>6 groups of 5 </li></ul></ul><ul><ul><li>Read your assigned chapter </li></ul></ul><ul><ul><li>Report your findings </li></ul></ul><ul><li>Large group </li></ul><ul><ul><li>Discuss individual chapters as a whole </li></ul></ul>
  35. 35. Thursday, April 15 th <ul><li>Review our objectives </li></ul><ul><ul><li>Regionalism </li></ul></ul><ul><li>Review what we discussed yesterday </li></ul><ul><li>Finish group work </li></ul><ul><li>Discuss Literary Criticism </li></ul><ul><li>Psychological approach to literary criticism </li></ul><ul><li>Kate Chopin- Lecture Notes </li></ul>
  36. 36. LITERARY CRITICISM The paradigms and the possibilities… www.glenforestlibrary.com/pdf-files/ literarycriticism . ppt
  37. 37. DEFINITION … <ul><li>Literary criticism is the study, discussion, evaluation, and interpretation of literature. </li></ul><ul><li>Wow … </li></ul><ul><li>thanks a lot … </li></ul><ul><li>now everything is crystal clear … </li></ul><ul><li>Wikipedia rocks :) </li></ul>
  38. 38. Let's try again … <ul><li>&quot;Literary criticism is the evaluation of literary works. This includes the classification by genre, analysis of structure, and judgement of value.&quot; </li></ul><ul><li>Beckson & Ganz </li></ul><ul><li>Ok, that's a bit better … </li></ul>
  39. 39. And again … <ul><li>&quot;Literary criticism asks what literature is, what it does, and what it is worth.&quot; </li></ul><ul><li>Encyclopedia Britannica </li></ul><ul><li>Nice … </li></ul>
  40. 40. In my own words … <ul><li>Literary criticism is the method used to interpret any given work of literature. The different schools of literary criticism provide us with lenses which ultimately reveal important aspects of the literary work. </li></ul>
  41. 41. Why do we have to analyze everything ???? <ul><li>Talking about experiences enhances our enjoyment of them </li></ul><ul><li>Talking about experiences involves the search for meaning which increases our understanding of them </li></ul><ul><li>Because Socrates said so: &quot;The life which is unexamined is not worth living.&quot; </li></ul>
  42. 42. To further explain … <ul><ul><li>Literary criticism helps us to understand what is important about the text </li></ul></ul><ul><ul><li>its structure </li></ul></ul><ul><ul><li>its context: social, economic, historical </li></ul></ul><ul><ul><li>what is written </li></ul></ul><ul><ul><li>how the text manipulates the reader </li></ul></ul>
  43. 43. And there's more … <ul><li>Literary criticism helps us to understand the relationship between authors, readers, and texts </li></ul><ul><li>The act of literary criticism ultimately enhances the enjoyment of our reading of the literary work </li></ul>
  44. 44. YOU'RE GOING TO STUDY EIGHT PARADIGMS … <ul><li>Formalism </li></ul><ul><li>Marxism </li></ul><ul><li>Feminism </li></ul><ul><li>Psychoanalytic </li></ul><ul><li>Cultural Criticism </li></ul><ul><li>Structuralism </li></ul><ul><li>Post-structuralism </li></ul><ul><li>Archetypal </li></ul>
  45. 45. But there are many more … <ul><li>Author intention </li></ul><ul><li>Reader Response </li></ul><ul><li>Biological </li></ul><ul><li>Cognitive scientific </li></ul><ul><li>Moralist </li></ul><ul><li>Gay </li></ul><ul><li>Socio-political </li></ul><ul><li>Sociological </li></ul><ul><li>And so many more … </li></ul>
  46. 46. Literary Criticism Map <ul><li>Where do the theories fall? </li></ul>
  47. 47. Understanding the Map <ul><li>The work itself is placed in the center because all approaches must deal, to some extent or another, with the text itself. </li></ul><ul><li>Formalism and deconstruction are placed here also because they deal primarily with the text and not with any of the outside considerations such as author, the real world, audience, or other literature. Meaning, formalists argue, is inherent in the text. Because meaning is determinant, all other considerations are irrelevant. </li></ul><ul><li>Deconstructionists also subject texts to careful, formal analysis; however, they reach an opposite conclusion: there is no meaning in language. </li></ul>
  48. 48. Cont'd … <ul><li>A historical approach relies heavily on the author and his world. In the historical view, it is important to understand the author and his world in order to understand his intent and to make sense of his work. In this view, the work is informed by the author's beliefs, prejudices, time, and history, and to fully understand the work, we must understand the author and his age. </li></ul><ul><li>An intertextual approach is concerned with comparing the work in question to other literature, to get a broader picture. </li></ul><ul><li>Reader-Response is concerned with how the work is viewed by the audience. In this approach, the reader creates meaning, not the author or the work. </li></ul>
  49. 49. Cont'd … <ul><li>Mimetic criticism seeks to see how well a work accords with the real world (is it accurate? correct? moral? ).  </li></ul><ul><li>Then, beyond the real world are approaches dealing with the spiritual and the symbolic - -the images connecting people throughout time and cultures ( archetypes ). This is mimetic in a sense too, but the congruency looked for is not so much with the real world as with something beyond the real world--something tying in all the worlds/times/cultures inhabited by humans. </li></ul>
  50. 50. Cont'd … <ul><li>The Psychological approach is placed outside these poles because it can fit in many places, depending how it is applied: (1) Historical if diagnosing the author himself (2) Mimetic if considering if characters are acting by &quot;real world&quot; standards and with recognizable psychological motivations (3) Archetypal when the idea of the Jungian collective unconscious is included (4) Reader-Response when the psychology of the reader--why he sees what he sees in the text--is examined. </li></ul>
  51. 51. Cont'd … <ul><li>Likewise, Feminist, Minority, Marxist , and other such approaches may fit in: (1) Historical if the author's attitudes are being examined in relation to his times (i.e. was Shakespeare a feminist for his times, though he might not be considered so today?) (2) Mimetic- -when asking how well characters accord with the real world. Does a black character act like a black person would, or is he a stereotype? Are women being portrayed accurately? Does the work show a realistic economic picture of the world? </li></ul>
  52. 52. There are so many possible answers … <ul><li>What does this literary work mean? </li></ul><ul><li>Different approaches or lenses help us to discover rich and deeper meaning </li></ul><ul><li>Each lens has its strengths and weaknesses </li></ul><ul><li>Each lens is valuable </li></ul><ul><li>Try to become a pluralist rather than an inflexible supporter of one </li></ul>
  53. 53. YOUR TASK <ul><li>Learn your theory like your life depends on it </li></ul><ul><li>Teach your theory to the class through application </li></ul><ul><li>Interpret a selection of genres using your theory </li></ul><ul><li>Present your findings </li></ul>
  54. 54. FOLLOW THIS PROCESS <ul><li>Know & present the following information : </li></ul><ul><li>Key person(s) who influenced the theory </li></ul><ul><li>Background information about the theory </li></ul><ul><li>Tenets (main points) about the theory accompanied by compelling facts </li></ul><ul><li>Key words associated with the theory & definitions </li></ul><ul><li>Strengths of the theory </li></ul><ul><li>Weaknesses of the theory </li></ul><ul><li>Create a one-page handout highlighting the key components </li></ul><ul><li>TACK : T the explanation of the theory; A the interpretation of the selection of literature; C the presentation of the creative component; K the demonstration of each student that he/she has grasped the information/ </li></ul>
  55. 55. WHERE DO I BEGIN? <ul><li>Reference books & books in general collection </li></ul><ul><li>Databases </li></ul><ul><li>Internet using Advanced Search </li></ul><ul><li>Library folders </li></ul><ul><li>NOT Wikipedia </li></ul>
  56. 56. What should you avoid? <ul><li>Wikipedia </li></ul><ul><li>Wikipedia </li></ul><ul><li>Wikipedia </li></ul><ul><li>Coles notes </li></ul><ul><li>Plagiarism </li></ul><ul><li>Attempting to present your theory before you truly understand the content </li></ul>
  57. 57. Psychological Study of a character <ul><li>An overview of Psychological Criticism </li></ul><ul><li>Handout </li></ul><ul><ul><li>Study of the author </li></ul></ul><ul><ul><li>Study of the character </li></ul></ul><ul><ul><ul><li>Motivation </li></ul></ul></ul><ul><ul><ul><li>Actions </li></ul></ul></ul><ul><ul><ul><li>Imaginative life </li></ul></ul></ul><ul><ul><ul><li>ego </li></ul></ul></ul>
  58. 58. Group Work <ul><li>Get into your groups </li></ul><ul><li>Read the selection </li></ul><ul><li>As you read: </li></ul><ul><ul><li>Pay attention to the character’s motives </li></ul></ul><ul><ul><li>Actions/ reactions/ words </li></ul></ul><ul><li>What do these actions/words say about the character? </li></ul><ul><li>Try a different lit crit approach for fun! </li></ul>
  59. 59. Story of an Hour , Kate Chopin <ul><li>Psychological analysis </li></ul>We can see that Mrs. Mallard was relieved that her husband died and her being began to feel a sense of freedom. She felt something trying to possess her- take over her being. The character is looking at the open blue skies which represent freedom to her. She looked out the window to see the “blue skies.” She isolated herself in order to keep the others from seeing her true emotions or be surrounded by sadness. She readily accepted the news. She went to her room to process her emotions. Relieved? She cried instantly instead of questioning the news of her husbands death. Analysis Action, Words, Reaction
  60. 60. Story of an Hour , Kate Chopin <ul><li>Psychological analysis </li></ul>Archetypes- the blue skies = freedom Intellectualization Denial ? Isolation? Repression Analysis Action, Words, Reaction
  61. 61. Groups Brendan, Jada, Jazmin, Valerie, Felicia Gina, Yashira, Jerry, Vintinita Santiago, Enrique, Gabriel, Miguel, Isabel, Itxel, Jacob, Luka, Natasha, Goran, Diana, Ryan Eric, Kathy, Victor, Mike Caitlin, Yovana, Mercedez, Ashlea, Pedro Group Members 25 Pink Group Ch 16 Fabulous Divas Ch 15 Orange group ch 14 Super Team Ch 13 The A-Team Ch 12 The Jiebers Ch 11 Group Name 25 25 25 25 25 Summary Group Points
  62. 62. Model
  63. 63. Guided Practice
  64. 64. Assessment
  65. 65. Independent Practice
  66. 66. Differentiated Instruction for grade, skill and language differences
  67. 67. Reflect on what you learned <ul><li>Review the learning objective. </li></ul><ul><li>Did you meet the objective? Yes or no. </li></ul><ul><li>If yes, how do you know you met the objective? </li></ul><ul><li>If no, how do you know you did not meet the objective? </li></ul><ul><li>What do you want to learn more about this subject? </li></ul><ul><li>What can Mrs. Navejar do to make this lesson more interesting? </li></ul>
  68. 68. Writing Assessment- 10 Grade <ul><li>Writing Prompt- “The district would like to implement a dress code policy across the district. Write a 4 paragraph essay arguing for or against this policy.” </li></ul><ul><li>You will be evaluated on the following- </li></ul><ul><li>Sentence Structure </li></ul><ul><li>Paragraph structure </li></ul><ul><li>Punctuation </li></ul><ul><li>Grammar </li></ul><ul><li>Presentation of argument </li></ul>
  69. 69. Listening skills <ul><li>The U.S. Department of Labor wrote the following about good listening skills in the work place. </li></ul><ul><ul><li>Why You Need Good Listening Skills </li></ul></ul><ul><ul><li>better understand assignments and what is expected of you; </li></ul></ul><ul><ul><li>build rapport with co-workers, bosses, and clients; </li></ul></ul><ul><ul><li>show support; </li></ul></ul><ul><ul><li>work better in a team-based environment; </li></ul></ul><ul><ul><li>resolve problems with customers, co-workers, and bosses; </li></ul></ul><ul><ul><li>answer questions; and </li></ul></ul><ul><ul><li>find underlying meanings in what others say. </li></ul></ul>
  70. 70. How to show you are listening <ul><li>maintain eye contact; </li></ul><ul><li>don't interrupt the speaker; </li></ul><ul><li>sit still; </li></ul><ul><li>nod your head; </li></ul><ul><li>lean toward the speaker; </li></ul><ul><li>repeat instructions and ask appropriate questions when the speaker has finished. </li></ul><ul><li>*this works well in relationships as well* </li></ul>