Course Profile Studies in Literature (ETS4C), Grade 12, College Preparation, Catholic
Unit 2: The Writer, The Reader, The Owner
Time: 25 hours
Activity 2.1 | Activity
2.2 | Activity 2.3 | Activity 2.4 | Activity 2.5
| Activity 2.6
Unit Description
This unit defines
Formalism, Reader Response and Deconstructionism through student research and
interpretation. The students work in independent or group settings toward their
culminating activity, as they select and develop one of these schools of
thought to present their interpretation and their rationale. Expectations are
grouped to allow the students the opportunity to display their expertise from
other subject areas.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks/Focus |
|
2.1 |
1.25 hours |
RI2.03, RI3.04 |
Knowledge/
Understanding |
Chapter analysis –
a single viewpoint. Entire class examines an issue using a single common
spiritual lens: as a response according to Catholic values. |
|
2.2 |
3.75 hours |
RI2.01, RI3.01 |
Communication |
Chapter analysis –
multiple viewpoints. Students, in specific literary lens groups, participate
in a round table discussion of a chapter from the novel. |
|
2.3 |
6 hours |
RI1.01, RI4.01 |
Knowledge/
Understanding |
Apply information
from one of the schools of thought to the novel and explain its viewpoint in
an analytical essay. |
|
2.4 |
4 hours |
RI1.02, RL1.01 |
Thinking/ Inquiry
Communication |
Students examine a
media production of the novel and through class discussion discover the
perspective employed by the media and how it differs from the student essay
interpretations. |
|
2.5 |
6 hours |
RI1.04, RI3.03,
RL1.01 |
Thinking/ Inquiry
Communication |
Students are to
design an application to represent the essence of the novel from one of the
literary perspectives. In this activity they brainstorm ideas and create an
arts based or multi-media product. |
|
2.6 |
4 hours |
RL1.01, RL2.01,
RL2.02, RL2.03 |
Thinking/ Inquiry
Communication |
Students are to
present their product to a committee, accompanied by a prepared rationale for
the decisions they made in its creation. Students will complete a response
journal. |
Time: 1.25
hours
Prior to this unit,
students read a novel in its entirety. The students then analyse a specific
chapter from the novel through the common lens of spiritualism. This activity
strives to develop the critical and analytical skills of the students as they
are introduced to the concept of literary criticism as a lens or viewpoint in
textual interpretation.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written material effectively.
Strand(s): Reading and interpreting literary texts
Overall
Expectations
RIV.02 - demonstrate
an understanding of how form, language, voice, and style are used to
communicate meaning and enhance the impact of literary text.
Specific
Expectations
RI2.03 - describe
the voice and style used in literary texts and assess how effectively they help
communicate meaning and enhance impact;
RI3.04 - explain how
historical context and the perspectives of various readers influence the
interpretation of literary texts.
Students
should bring to this activity:
· the ability to interpret and assess explicit and implicit ideas;
· the ability to select and use a range of effective reading strategies;
· the ability to recall knowledge about a topic or theme from personal and other reading experiences;
· prior experience to compare their own ideas, values, and perspectives with those expressed or implied in a text.
· Teachers should be sensitive to the various cultural perspectives of the values examined in this activity.
· Teachers should consult the document Creating Catholic Curriculum 2001 Draft Copy for specific definitions of values, church teachings, and additional foundation concepts that could be related to the novel.
· The specific reading skills practised in this activity will be evaluated summatively in the culminating activity of this unit.
· As with a novel study, there are many options. The resources identified below are merely suggestions.
· Students read the novel in its entirety one to two weeks prior to the commencement of this unit.
· The teacher selects various excerpts from the beginning, middle and end of the novel as this activity progresses.
The teacher introduces students to skills related to reading and interpreting literary texts. Skills include scanning texts, rereading closely for specific information, and adopting a perspective that influences the interpretation of the text.
2.1.1 Note making: The teacher presents voice and style and challenges students to consider how these and other devices enhance meaning in the initial chapter(s) of the novel.
As the teacher delivers the lecture on voice and style, the students take notes or copy notes as directed into their notebooks.
2.1.2 Issue-based Analysis: The teacher also introduces in the context of scripture and class discussion, Catholic issues and values, such as stewardship, human dignity, common good, empowerment, and justice. The teacher’s role is to choose one or more of these values that bears a strong relation to an excerpt from the novel, and to provide to students a scriptural foundation of the Catholic perspective.
2.1.3 Reflective
Journal: In the performance
task, students perform a close reading of one of the latter excerpts from the
novel to compare the perspective of the novel regarding these values with the
Catholic perspective. In the final reflection for this activity, students can
reflect on how the perspectives of various readers can influence the
interpretation of the text.
The journal entry assignments should be evaluated formatively with a focus on communication, and application/making connections.
Refer to Reflective Journal Worksheet Appendix 2.1.1.
Creating Catholic Curriculum. Eastern Ontario Catholic Curriculum Cooperative, September 18, 2001. Draft.
Stewardship - Luke 13: 6-9 The Fig Tree, Luke 12: 48 Demands.
Human dignity - 1 Thessalonians 5:12-15 Seek to do Good, Genesis 1: 27
Creation, Mark 9: 33-37, Who is the greatest?
Common good - Galatians 6: 1-3 Burdens, Corinthians 12: 1-11 Spiritual
Gifts, John 15:1-16, The Vine and the Branches.
Empowerment - Luke 4:16-21, Romans 8: 24-25, Mark 10:13-16 Jesus Blesses the Children.
Justice - 2 Corinthians 8: 8-15 Abundance, Mark 12: 42-44 The poor widow,
John 15:1-16, The Vine and the Branches.
The New
Catholic Study Bible. St. Jerome Edition. Thomas Nelson Inc., 1985.
Suggested
novels of study for this unit are:
Callaghan,
Morley. Such is My Beloved. 1996. ISBN 077109955X
Callaghan,
Morley. More Joy In Heaven. 1996. ISBN 0771099586
Davies,
Robertson. Fifth Business. Penguin Books of Canada, Ltd., 1996. ISBN
0140260498
Golding,
William. Lord of the Flies. UK: Faber, 1958. ISBN 0571084834
Richler, Mordechai. The
Apprenticeship of Duddy Kravitz. McClelland & Stewart, 1999.
ISBN 077109972X
Appendix 2.1.1 – Reflective Journal Worksheet
Time: 3.75
hours
This activity will
focus on the variety of perspectives the three literary lenses can bring to a
text. This variety of perspectives connects with expectations requiring
students to find meaning in text and evaluate their own and other’s responses
to literary texts. The round table discussions in the first session and the
whole class discussion in the second challenge students to contribute ideas and
build on those contributed by others.
Ontario Catholic
School Graduate Expectations
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE5e - respects the
rights, responsibilities, and contributions of self and others.
Strand(s): Reading and interpreting literary texts
Overall
Expectations
RIV.02 - demonstrate
an understanding of how form, language, voice, and style are used to
communicate meaning and enhance the impact of literary text;
RIV.03 - demonstrate
an understanding of a variety of interpretations of literary texts.
Specific
Expectations
RI2.01 - identify
elements of literary forms, and assess their effectiveness in communicating
meaning and enhancing the impact of literary texts;
RI3.01 - analyse
their own and others’ responses to a variety of literary texts.
Students
should bring to this activity:
· Adjusting the pace of reading to the complexity of the text;
· Selecting specific and relevant evidence from the text.
· Teachers are reminded to select a series of prose excerpts at the appropriate reading level for formalism, reader response, and deconstructionism, as they are necessary for the round table discussion in this unit.
· The teacher provides sufficient materials required to facilitate the activity e.g., chart paper, markers.
· The research students conduct for their essay may prove helpful for the culminating activity of this unit.
2.2.1 Round Table The teacher divides the class into small groups and provides each with a reading selection dealing with one of the following schools of criticism: Formalism, Reader Response, and Deconstructionism. Independently, students prepare for a small group discussion by highlighting and preparing notes of important information. Additional student writing that makes connections between the school of thought and the novel will be needed for the literature circle.
2.2.2 Discussion, Literature Circles Collaboration Students bring their prepared notes to discuss the reading selection in a small group setting. With a large sheet of paper, each student in turn explains an idea restricted to the reading selection and records it on the sheet before passing it to the next student. After all ideas from the reading selection have been exhausted, then students continue this process, now using ideas and notes they prepared that draw connections between the reading selection and the novel. Collaboration occurs as students comment on and build from each others’ ideas in the small group setting.
2.2.3
Facilitation The teacher may
find it necessary to facilitate this process by asking a small group, leading
questions related to the school of thought they have been assigned.
2.2.4 Short,
informal presentations Student
groups present to the class five definitive statements drawn from Strategy
2.2.2 - three from the reading selection and two that establish connections
with the novel.
Similar to Activity
2.1, this activity gives students the opportunity to practise their reading and
oral skills that are assessed more formally in Activities 2.3 and 2.6.
Barnet,
Sylvan & Gilbert Reid. A Short Guide About Literature. Don Mills:
Addison Wesley Publishers, 1997.
Eagleton,
Terry. Literary Theory, An Introduction. Oxford: Basil Blackwell Ltd.,
1989.
Selden, Raman, Peter
Widdowson and Peter Brooker. A Reader’s Guide to Contemporary Literary
Theory, 4th ed. New York: Prentice-Hall, 1997.
Time: 6 hours
Students select one of the three schools of thought studied and write a
short analytical essay that shows how the novel studied upholds the view of the
particular school of literary thought. The assignment allows students to
demonstrate an understanding of how form, language, voice, and style are used
to communicate the school of thought to enhance the impact of the literary
text. The opportunity arises for development of critical-thinking skills
through writing drafts, peer editing, and revision.
Ontario Catholic School Graduate Expectations
CGE1c - actively
reflects on God’s word as communicated through the Hebrew and Christian
scriptures.
Strand(s): Reading and interpreting literary texts
Overall
Expectations
RIV.02 - demonstrate
an understanding of how form, language, voice, and style are used to
communicate meaning and enhance the impact of literary text;
RLV.01 - produce
personal and critical responses to a variety of literary texts and critical
articles.
Specific Expectations
RI1.01 - interpret a
variety of literary works with an emphasis on in-depth study of particular
genres, themes, time periods, or countries;
RI4.01 - explain the
connections between literary texts and the social and cultural contexts in
which they were created.
Students come
to this activity with the following attributes:
· ability to select specific and relevant evidence from texts and use it to support interpretations and arguments;
· experience with a variety of print and electronic sources;
· ability to revise written work independently and collaboratively;
· knowledge of essay structure and its organization;
· ability to cite research information using recognized style such as the Modern Language Association (MLA).
· Teachers provide a short list of essay topics for each of the three schools of literary thought.
· A performance evaluation tool for the analytical essay is to be handed to the students prior to their topic selection.
· The teacher should make available a computer lab with Internet access to reliable academic sites.
· Teachers are encouraged to remind students about assessing Internet sources according to school and board policies.
2.31 Reading Response Students choose one of the three schools of thought studied in this unit and draft a thesis statement from a pre-selected list of topics provided by the teacher.
By responding to their reading, students can articulate links to personal experience and form generalizations from the text to create meaning and understanding.
2.3.2 Writing
Process With the thesis
completed, students commence writing a short analytical essay that employs all
stages of the writing process and cites sources according to the MLA format.
Attention should be paid to opportunities for peer and teacher editing or
conferencing.
Refer to Appendix
2.3.1 – Performance Scale for Short Analytical Essay
The teacher
should:
· Provide additional conferences after research reading to enhance the level of comprehension;
· allow additional time, where necessary, for completion of reading activities;
Barnet,
Sylvan & Gilbert Reid. A Short Guide About Literature. Don Mills:
Addison Wesley Publishers, 1997.
Eagleton,
Terry. Literary Theory, An Introduction. Oxford: Basil Blackwell Ltd.,
1989.
Selden, Raman, Peter
Widdowson and Peter Brooker. A Reader’s Guide to Contemporary Literary
Theory, 4th ed. New York: Prentice-Hall, 1997.
Appendix 2.3.1 – Performance Scale for Short Analytical Essay
Time: 4 hours
The focus now turns to analysing the
perspective provided by a media production. The expectations of this activity
include an examination of the text in performance or recorded on film or tape,
and students describing their own thoughts and feelings. The challenge to
learners in this activity is to decode the performance or recording to reveal
the intentions and interpretations of the producer.
Ontario Catholic
Graduate School Expectations
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Reading and
interpreting literary texts, Responding to literary texts
Overall
Expectations
RIV.04 - analyse the
functions and significance of literature in society.
Specific
Expectations
RI1.02 - interpret
literary texts in performance or recorded on film or tape;
RL1.01 - describe
thoughts and feelings evoked by literary texts.
· Students should come to this activity with an understanding that elements of a variety of literary forms other than novels and opinion pieces are used to enhance meaning.
· A film version of the novel or a film on similar topics or themes may suffice.
· Teachers are encouraged to provide a performance viewing sheet or similar worksheet that focuses on media techniques as a supplement while the students view the film.
· Teachers need to consult their board policies regarding use of any copyrighted materials. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor and that the subject matter meets board policy guidelines.
2.4.1 Oral Explanation The student articulates a number of themes encountered in the novel in preparation for viewing a film version of the novel or one of similar subject matter.
2.4.2 Guided Viewing Students view the film, paying special attention to how the themes are presented (i.e., colour, texture, sound, costume, camera angles, lighting, sound, special effects, setting).
2.4.3 Media Analysis Students are to communicate their observations in a short oral question and answer session.
2.4.4 Inquiry Process Students consider several observations they made and speculate on the rationale behind the decisions the producers have made.
2.4.5 Guided Writing In a response journal students record their observations and speculations to demonstrate ways of creating, describing, recording, explaining, and organizing their information.
2.4.6 Questioning
Process When the journals are
complete, the teacher asks the class a variety of questions to stimulate
discussion and explore ideas in the film. The questions will help the students
to probe for deeper understanding and meaning.
· Teachers read individual student journal responses and evaluate them formatively in preparation for collaborative work in the next activity.
· Appendix 2.4.1 – Rating Scale Assessment for Journal Response: The Global Issue.
The teacher
should:
· ensure a pass around microphone is placed in proximity to the speaker for hearing impaired students or use the close captioning function on the television monitor;
· give preferential seating for both hearing and visually impaired students;
Callaghan, Morley. Such is My Beloved.1996. ISBN 077109955X
Callaghan, Morley. More Joy In
Heaven. 1996. ISBN
0771099586
Davies, Robertson. Fifth Business. Penguin Books of Canada, Ltd., 1996. ISBN 0140260498
Golding, William. Lord of the Flies. UK: Faber, 1958. ISBN 0571084834
Richler, Mordechai. The
Apprenticeship of Duddy Kravitz. McClelland & Stewart, 1999.
ISBN 077109972X
Appendix 2.4.1 –
Rating Scale Assessment for Journal Response The Global Issue.
Time: 6 hours
The students select
group members based on their preference for a school of thought studied in the
unit. Students then demonstrate the school of thought studied through a medium
that they feel most competent with, or one that pertains to their intended
field of study in their postsecondary pursuits. The student responses will be
varied and diverse as reflections of the human experience, while summarizing
key concepts from the literary text studied.
Ontario Catholic
Graduate School Expectations
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems.
Strand(s): Reading and
interpreting literary text, Responding to literary texts
Overall
Expectations
RIV.03 - demonstrate
an understanding of a variety of interpretations of literary texts;
RLV.02 - produce
creative responses to a variety of literary texts and critical articles.
Specific
Expectations
RI1.04 - explain how
literary texts provide insight into diverse human experiences and perspectives;
RI3.03 - summarize
key concepts in critical interpretations of literary texts researched through
print and electronic sources;
RL1.01 - describe
thoughts and feelings evoked by literary texts.
Students are
to bring to this activity:
· the skill to investigate potential topics and develop research plans to acquire information and ideas;
· the skill to communicate orally in group discussions, applying such skills as:
· describing and fulfilling roles as required;
· preparing for discussion;
· contributing additional and relevant information;
· asking questions for clarification;
· completing assigned tasks for the group;
· summarizing the main ideas of the discussion;
· working towards consensus;
· accepting group decisions when appropriate.
· Students should group themselves according to areas of their expertise.
· Teachers are encouraged to allow the students to take leadership in their areas of skill (e.g., graphic design, visual arts, drama).
· The teacher should provide an environment within the classroom that allows for acceptance of all creative mediums and ideas.
· Teachers should remind students that this activity is a simulation only; however, the potential exists for a permanent display/performance depending on the suitability of the final product.
· The teacher is advised to design and implement a self- or peer assessment instrument focusing on contributions of thoughts and feelings, connections made between the text and other human experiences and creative responses to and interpretations of the text. This instrument should be designed in collaboration with the students in order to articulate clearly the predetermined criteria outlined by the teacher, to be contained within each area of student expertise.
·
Access to computer lab and appropriate
computer software. (e.g., Microsoft Powerpoint, Corel Presentations)
· Teachers may wish to consult with teachers of technology/ art/ computer studies/ and drama where available.
The high school is seeking submissions from student groups for a mural or multi-media presentation illustrating the novel. Each group selects one of the unit’s schools of thought and designs media work they feel represents the essence of the novel.
2.5.1 Brainstorming/Collaboration In their groups students share and record whatever ideas come to mind without making any judgments about the material being generated.
2.5.2 Concept Clarification/Collaboration The students are to focus on a school of thought and a theme, identifying attributes of each, considering elements that will make their way into the final product.
2.5.3 Sketching to Learn One aspect of the media work requires students to visually represent the concepts they read about in pictorial, graphic form.
2.5.4 Research Process/Collaboration Using the information compiled from prior activities, the student is to combine this material with the research gathered on the medium they have selected to create an arts based or multi-media based project (e.g., multimedia presentation techniques, script writing, graphic arts applications, visual arts applications).
2.5.5
Facilitation The teacher may
find it necessary to facilitate this process by asking individual groups,
leading questions related to the school of thought and the medium they have
chosen.
Further assessment
and evaluation takes place in the rubric for Activity 2.6.
“Meetings and Presentations” [online]
available – http://tcpd.org/burmark/handouts/plugplay.html
“Strategies for
Successful Presentations” [online] available
– http://www.tcpd.org/burmark/handouts/presentations.pdf.
Time: 4 hours
The focus turns to
presenting the arts-based or multimedia-based product. In presenting their
product to a selection committee, the students are encouraged to utilize the
appropriate problem-solving skills. The rationale for the decisions the group
made and the final response journal require students to explain how their
adapted works demonstrate key aspects of the literary text.
Ontario Catholic
Graduate School Expectations
CGE5d - finds
meaning, dignity, fulfillment, and vocation in work which contributes to the
common good;
CGE7i - respects the
environment and uses resources wisely.
Strand(s): Responding to literary texts
Overall
Expectations
RIV.03 - demonstrate
an understanding of a variety of interpretations of literary texts;
RLV.01 - produce
personal and critical responses to a variety of literary texts and critical
articles;
RLV.02 - produce
creative responses to a variety of literary texts and critical articles.
Specific
Expectations
RL1.01 - describe
thoughts and feelings evoked by literary texts;
RL2.01 - design and
create, individually or collaboratively, literary or media works in response to
literary texts;
RL2.02 - adapt a
character, scene, or idea from a literary text for presentation in another form
or medium;
RL2.03 - explain how
the works created or adapted demonstrate an understanding of key aspects of
literary texts.
Students are
to bring to this activity:
·
the ability to
plan and prepare clear presentations by organizing material, rehearsing, and
revising;
·
the ability to
use critical-thinking skills to analyse the content and techniques of oral
presentations.
·
Inform school
administration and other teachers about the panel discussion well in advance.
·
The teacher
should arrange for and allow time for the set up of equipment necessary for the
presentations.
·
The teacher
should invite panel participants two weeks in advance of the designated date.
2.6.1 Simulation Students are to present the media work to an assembled panel of judges and provide a rationale for the choices made in its creation.
2.6.2 Multimedia Applications Student submissions are going to vary with the resources available and include exhibits, dramatic presentations, photography, murals etc. Some of those submissions may be multimedia applications: computer software programmes that integrate a variety of elements such as sound, graphics, animation and text.
2.6.3 Panel Discussion A panel assembled from various interests in the school (e.g., administration, chaplain, students’ council, peers, parent volunteer, other teachers, etc.), will entertain submissions from each group and seek out opportunities to acknowledge the success of their work.
2.6.4 Conference The teacher may choose to ask clarifying
questions about the concepts illustrated in the presentation. The opportunity
for constructive criticism now arises as discourse ensues between the teacher
and the group. After the teacher evaluates each students’ contribution, the
students can write a reflection on their experience based on the panel
discussion, the conference, and their evaluation.
Summative
Multimedia work –
Teacher-designed rubric
Presentation to the
Panel – Teacher-designed rubric
· Preferential seating for the visually impaired, hearing impaired.
Adapted from Creating Catholic Curriculum, Eastern Ontario Catholic Curriculum Cooperative, September 18, 2001
Part A: Select and define two of the following values:
stewardship human dignity common good empowerment justice
Part B: Basis in Scripture
Elaborate on two passages of scripture and the messages they communicate regarding these values.
Part C: Connections to an excerpt of the novel
Look in the novel
for assumptions, implications, or connections to the value messages in
scripture.
(Do they validate these messages? Expand upon them? Refute them?)
· Identify two values that, in your opinion, play a part in the excerpt of the text.
· What messages does the excerpt of the text communicate regarding each of these values? Write a sentence or more for each.
· How do these messages compare with the ones presented in scripture? (Do they agree with them, disagree with them, expand upon them, limit them, etc) Explain in well-written paragraphs.
Part D: Interpretation of the Text
How does this
activity demonstrate how the perspective of the reader can influence the
interpretation of the text? How does a focus on Catholic values influence your
reading of the text?
Performance Task: Select one of the three schools of thought
studied and write a short analytical essay that shows how the novel studied
upholds the view of the particular school of literary thought.
|
Category |
Performance Rating |
|||
|
Knowledge and
Understanding: Shows a thorough
understanding of relationships among a school of thought in literary criticism,
the novel, and the social, political, and cultural context in which it was
created. |
1 |
2 |
3 |
4 |
|
Thinking and
Inquiry: Uses critical
thinking skills, such as gathering and assessing information, drawing
conclusions, and interpreting literary works with a high degree of
effectiveness. |
1 |
2 |
3 |
4 |
|
Application: Applies the
writing process (e.g., organization revision, use of resources) with a high
degree of competence. |
1 |
2 |
3 |
4 |
|
Uses the required
language conventions (e.g., Grammar, spelling, usage, punctuation, MLA
guidelines) all or almost all of the time. |
1 |
2 |
3 |
4 |
Teacher Comments:
(strengths,
weaknesses, next step)
Total Marks: /16
Student Name:
__________________________
Performance Task:
Examine the text in performance or recorded film or tape, and describe thoughts
and feelings it evokes. Remember the challenge in this activity is to decode
the performance or recording to reveal the intentions and interpretations of
the producer.
|
Criteria |
Performance
Rating |
|||
|
Knowledge Demonstrates Thorough and insightful knowledge of factual information (e.g., Defines symbols, identifies cinematic devices, etc.) |
1 |
2 |
3 |
4 |
|
Thinking/Inquiry Uses critical and creative thinking skills to interpret meaning in the performance of the text with a high degree of effectiveness. |
1 |
2 |
3 |
4 |
|
Communication Communicates thoughts and feelings evoked by the performance with a high degree of clarity, and with confidence. |
1 |
2 |
3 |
4 |
|
Application Responses are formulated and well-considered, making connections between English and other subjects with a high degree of effectiveness. |
1 |
2 |
3 |
4 |
Teacher Comments:
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