Course Profile Studies in Literature (ETS4U), Grade 12, University Preparation, Catholic
Unit 3: Mythopoeic Criticism
Time: 20 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity
3.4 | Activity 3.5
Unit Description
This unit introduces
students to a variety of archetypes from various sources (e.g., myth, fable,
fairy tale, scripture). Students are encouraged to keep a journal of their
reactions and responses to text; journal entries should explore archetypal
representations in sources used. As a pre-reading activity, students discuss
familiar stories to recognize the role of archetypes within the novel. Essay
excerpts from Carl Jung and Northrop Frye will provide further preparation for
writing an analytical essay.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
2.5 hours |
RI2.01, RT1.01 |
Knowledge/
Understanding Application |
Students read and
discuss common stories found in fairy tale, fable and myth and present a
contemporary version of each. |
|
3.2 |
4 hours |
RIV.03, RTV.02,
RIV.02, RT2.02, RI3.04 |
Communication
Application |
The students
perform a guided reading of the scriptural story The Prodigal Son and create
tableaux depicting interpretations of rebellion, restoration, reconciliation,
return, and restitution. |
|
3.3 |
5 hours |
RIV.01, RI4.02,
RI1.03, RT1.02, RI1.04 |
Thinking/ Inquiry
Application |
With pre-reading
and pre-writing activities, students prepare a round table discussion that
highlights mythopoeic elements in the novel. In groups, students are assigned
archetypes applicable to: a) narrative design, b) character, and c) imagery. |
|
3.4 |
3 hours |
RIV.01, RTV.02,
RI1.03, RT1.03, RI3.02 |
Knowledge/
Understanding Communication Thinking/ Inquiry |
Given essays or
essay excerpts from Northrop Frye and Carl Jung, students write a précis and
propose a thesis for a formal essay. In a focus group discussion, students
will listen and contribute ideas to clarify and focus individual ideas and
theses. This activity culminates in a writer’s contract. |
|
3.5 |
5.5 hours |
RIV.02, RTV.01,
RI1.03, RT1.02, RI2.01, RI3.01, RI3.03, RI3.04, RI4.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students continue
research of the novel and mythopoeic elements on an individual basis. The
writing process in this activity includes planning, first drafts, revising,
redrafting, editing, and publishing. |
Time: 2.5 hours
Students read the
chosen novel a week prior to the commencement of this unit. Students then read
and discuss common stories found in fairy tale, fable or myth and present a
contemporary version of each. Suggested common stories include Beauty and the
Beast, The Ugly Duckling, The Tortoise and the Hare, The Boy Who Cried Wolf,
The Creation Myth, The Rough Faced Girl, Demeter and Persephone, Eurydice and
Orpheus.
Ontario Catholic
School Graduate Expectations
CGE5e - respects the
rights, responsibilities and contributions of self and others;
CGE5f - exercises
Christian leadership in the achievement of individual and group goals.
Strand(s): Reading and Interpreting Literary Texts, Responding to
Literary Texts
Specific
Expectations
RI2.01 - identify
elements of literary forms and evaluate their effectiveness in communicating
meaning and enhancing the impact of texts;
RT1.01 - explain
ideas, intuitions, and feelings evoked by literature.
Students should be
able to:
·
analyse how key
elements of literary forms, other than novels and poetry, are used to enhance
meaning;
·
organize ideas to
suit specific forms and purposes for writing;
·
communicate
orally in large and small group discussions;
·
use techniques of
oral presentation to communicate effectively.
·
Teachers provide
the students with a copy of the novel for independent reading one week before
this unit of study commences.
·
Teachers should
encourage students to bring to class myths, fables, and fairy tales from their
cultural background in preparation for the jigsaw activity.
·
Teachers are
reminded of the importance of being sensitive to cultural stories and
perspectives and should instruct the students accordingly.
·
Teachers should
compile a collection of myths, fairy tales, or fables that deal with a common
archetype (e.g., beauty, wisdom, wilderness, fate, greed etc.)
3.1:
Directed Reading: As a
whole-class activity, the teacher leads students through an analysis of a
specific “archetypal” text e.g., The Ugly Duckling, Beauty and the Beast, The
Tortoise and the Hare, The Boy Who Cried Wolf, Demeter and Persephone, Eurydice
and Orpheus. They analyse each for themes, message and relevance to the human
experience. Note: Archetypal texts refer to fables, fairy tales or myths
that communicate universal, cross-cultural experiences and values.
3.1.2:
Jigsaw: In expert groups,
students select an archetypal text from those pooled together (see planning
notes). Students then analyse the text for themes, messages, and relevance to
the human experience. The expert group members then return to their home groups
to relate the narrative, the values, and experiences associated with it. Home
group members then record on chart paper the universal themes, messages, and
relevance to human experience to be posted in the classroom for viewing
throughout the unit.
3.1.3 Reading of Literature: The students have received the novel for
independent reading and are now encouraged to seek out the archetypal elements
of narrative design, character, and imagery. Students record their impressions
in a response journal as they proceed through the novel.
Appendix 3A –
Formative evaluation of Archetypes Worksheet (To be applied in 3.3.1 The Novel
Study)
The teacher should:
·
provide
supplemental reading materials for gifted students. (e.g., have students focus
on works of one author);
·
consult student
IEPs for specific directions on accommodation.
The Rough Faced Girl. Aesop. Aesop’s
Fables. Dover Publications, Inc., 1994. ISBN 0486280209
Anderson,
Hans Christian. The Classic Treasury of
Hans Christian Anderson Fairy Tales. Running Press Book Publishers, 1997.
ISBN 0762401850
Doty,
William. Mythography: The study of myths
and rituals. University of Alabama Press, 1986.
Downing,
Christine, ed. The long journey home:
Re-visioning the myth of Demeter and Persephone for our time. Boston:
Shambhala, 1994.
Snider, Clifton.
The stuff that dreams are made on: A
Jungian interpretation of literature. Wilmette, Illinois: Chiron Publications, 1991.
Stevens,
Anthony. Archetypes: A natural history of
the self. New York: Quill, 1983. Von Franz, Marie-Louise. An Introduction to the Interpretation of
Fairytales. Dallas: Spring
Publications, 1970.
Refer to Appendix 3A
– Identification of Archetypes in the Novel
Time: 4 hours
The narrative design
of the Prodigal Son (Luke 15 11-32) represents another archetype common to
literature. The students are to apply the archetype of the Prodigal Son in a
contemporary manner, by creating tableaux depicting situations of rebellion,
reconciliation, restoration, return, and restitution.
Ontario Catholic
School Graduate Expectations
CGE1a - illustrates
a basic understanding of the saving story of our Christian faith;
CGE1c - actively
reflects on God’s word as communicated through the Hebrew and Christian scriptures;
CGE4b - demonstrates
flexibility and adaptability;
CGE4g - examines and
reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities;
CGE7f - respects and
affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Reading and Interpreting Literary Texts, Responding to
Literary Texts
Overall
Expectations
RIV.03 - demonstrate
an understanding of a range of critical interpretations of literary Texts;
RIV.02 - demonstrate
an understanding of how form, diction, syntax, voice, and style are used - to
communicate meaning and enhance the impact of literary texts;
RTV.02 - produce
creative responses to a range of literary texts and criticism.
Specific
Expectations
RI3.04 - analyse literary
texts by applying key literary concepts;
RT2.02 - adapt a
character, scene, or idea from a literary text for presentation in another form
or medium.
Students should be
able to use techniques of oral presentation to communicate effectively, with a
focus on clear organization, relevant examples, appropriate vocabulary and
style, repetition for emphasis, and the use of voice projection, pace, posture,
timing, body language, visual aids, and technology.
·
Refer to Appendix
3B for instructions for introducing tableau.
·
Teachers should
be sensitive to the personal nature of the experience and support students in
avoiding disclosure and discussion of sensitive issues.
·
Teachers should
obtain copies of The Prodigal Son for students (Luke 15 11-32).
·
Teachers are
advised to remind students about the suitability of the content for their
narrative designs.
3.2.1 Teacher-Directed Reading: Before reading the parable of The Prodigal
Son, the teacher requires the students to achieve consensus on a definition for
the following stages of the narrative: rebellion, reconciliation, restoration,
return and, restitution. After reading the story, the students are to identify
the stages of the narrative by retelling the part of the story in which the
stage occurs.
3.2.2 Tableau (See Appendix 3B – Strategies for the use of Tableau.): Students are to
create a tableau of the narrative design for The Prodigal Son.
3.2.3 Application of Archetype to a Modern
Parable: Student groups create
a modern parable in which they implement the narrative design of rebellion,
reconciliation, restoration, return, and restitution in a modern teenage
experience. This narrative design is an archetype, just as a character could be
an archetype. The students present their versions of the archetype through a
tableau. Note: students may choose to employ a narrative commentary to add
clarity to the tableaux.
Appendix 3B –
Strategies for Tableaux and Evaluation Checklist
The teacher
should:
·
select an
environment suitable for dramatizations (e.g., drama room, gymnasium) or make
provisions within individual classrooms;
·
provide
immediate, specific feedback on progress with tableaux whenever possible;
The New Catholic Study Bible, St. Jerome Edition. New York: Thomas Nelson Publishers, Inc. 1985.
Scult, Allen, McGee,
Michael Calvin, and Hunt, J. Kenneth. “Genesis and power: An analysis of the
Biblical story of creation.” Quarterly
Journal of Speech 72 (1986): 113-131.
Appendix 3B –
Strategies for Tableaux and Evaluation Checklist
Time: 5 hours
This unit focuses on
applying mythopoeic criticism to a novel study. Students undertake activities
such as pre-writing, directed reading, small group discussion, and sketching to
learn to identify and discuss archetypes in the novel.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of gospel values.
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3e - adopts a
holistic approach to life by integrating learning from various subject areas
and experience;
CGE5b - thinks
critically about the meaning and purpose of work;
CGE7f - respects and
affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Reading and Interpreting Literary Texts, Responding to
Literary Texts
Overall
Expectations
RIV.01 - read and
demonstrate an understanding of a range of literary texts from various periods
and countries.
Specific
Expectations
RT1.02 - produce
critical responses to ideas, themes, and issues presented in a range of
literary texts;
RI1.03 - select,
use, and adapt reading strategies to interpret challenging literary texts;
RI1.04 - analyse how
literary texts provide insight into diverse human experiences and perspectives.
The students should be able to:
·
select specific
and relevant evidence from texts and use it to support interpretations;
·
communicate
orally in group discussions applying such skills as preparing for discussion,
contributing relevant information, summarizing main ideas of the discussion,
and accepting group decisions;
·
select and use
vocabulary and figurative language to express themselves clearly.
·
As with a novel
study, the choices are too numerous to list. The novels listed in the resource
section are suggestions only.
·
Teachers should
post the work generated in the literature circles in the classroom for the
remainder of the unit to allow time for the students to examine and consider
the archetypes for their analytical essay.
·
If students wish
to limit their comments regarding the archetypes to an analytical nature rather
than a personal one, then that should be allowed.
3.3.1 Directed Reading: Students complete the worksheet of Appendix 3A
(made available to students in Activity 3.1.1) in which they are challenged to
identify archetypes related to character, narrative design, and imagery.
3.3.2 Journal Entry: Instruct the students to write a journal
reflection identifying archetypes or aspects of an archetype that they find
particularly interesting or compelling.
3.3.3 Sketching to Learn: Students are to include with their journal
entry a pictorial representation of the archetype. Encourage students to
refrain from drawing “typical” examples of heroes; rather, the exercise should
take the form of identifying aspects of abstract concepts such as heroism, the
scapegoat, the quest, paradise, etc.
3.3.4 Literature Circles: The preceding exercises constitute pre-writing
exercises for the literature circle. Students in small groups refer to these
writing exercises as they take turns revealing perceptions and clarifying ideas
related to archetypes in the novel. These perceptions are shared and recorded
on chart paper within the group so that each student has the opportunity to
record their interpretation. Students are invited to attach their sketches of
the archetype to the paper.
3.3.5: Round Table: The teacher encourages the students to delve
deeper into the layers of the novel by posing key questions that concentrate on
the symbolic aspects of the archetype(s) and their meaning.
As the round
table discussion occurs, the teacher should visit each group to determine if
the students understand the nature of archetype and are able to identify
archetypes in the novel of study. The opportunity exists for the teacher to ask
leading questions to elicit examples of archetype in the novel.
·
The teacher
should seek out opportunities to provide positive feedback to those students
who express themselves more successfully in pictorial/graphic form than they
would in writing.
·
Challenge gifted
students to draw comparisons with archetypes found in other novels, poetry,
short stories, and other media.
Atwood,
Margaret. The Robber Bride. Toronto:
McClelland And Stewart, 1993. ISBN 007100821X
Callaghan,
Morley. Such Is My Beloved. 1996.
ISBN 077109955X
More Joy
in Heaven. 1996. ISBN
0771099568
Conrad,
Joseph. Heart of Darkness. Dover
Publications, 2001. ISBN 0486419347
Davies,
Robertson. Fifth Business. Penguin
Books of Canada Ltd., 1996. ISBN 0140260498
Laurence,
Margaret. The Stone Angel. McClelland
& Stewart Inc., 1998. ISBN 077104707X
Findley,
Timothy. Not Wanted on the Voyage.
Markham: Penguin, 1985. ISBN 014007306X
Orwell,
George. 1984. Plume Books, 1989. ISBN
0452262933
Shelley,
Mary. Frankenstein. New York: Bantam
Books, 1991. ISBN 0553212478
* See
Resource List for Course Overview ETS4U
Appendix 3A –
Identification of Archetypes in the Novel
Time: 3 hours
From essays
pre-selected by the teacher, students examine ideas proposed by Carl Jung,
Northrop Frye, and their critics. Crucial to this activity is the students’
success in reading the text closely for information and understanding key
concepts and specialized terms in literary criticism.
Ontario Catholic
School Graduate Expectations
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE4e - sets
appropriate goals and priorities in school, work, and personal life;
CGE5b - thinks
creatively about the meaning and purpose of work.
Strand(s): Reading and Interpreting Literary Texts, Responding to
Literary Texts
Overall
Expectations
RIV.01 - read and
demonstrate an understanding of a range of literary texts from various periods
and countries;
RTV.02 - produce
creative responses to a range of literary texts and criticism.
Specific
Expectations
RI1.03 - select,
use, and adapt reading strategies to interpret challenging literary texts;
RI3.02 - demonstrate
an understanding of key concepts and specialized terms in literary criticism;
RT1.03 - produce
critical responses to interpretations of texts and theories of literary criticism.
The student should
be able to:
·
apply the format
for précis writing;
·
use critical
listening skills to understand, ask questions to confirm understanding, and to
write accurate messages.
The teacher is to
pre-select a variety of essays from Carl Jung and Northrop Frye that pertain to
myth and archetype in literature, or essays in criticism on the aforementioned
scholars.
3.4.1
Pre-writing (Individual Reading, Locating and Rereading Passages, Scanning
Text): The teacher is to
distribute the essays or essay excerpts to the students instructing them to: a)
complete an initial reading, b) highlight key concepts, c) write a précis.
3.4.2
Jung and Frye Focus Group: The
teacher is to organize students in heterogeneous groupings of essays on Jung,
Frye and respective critics, and proponents to discuss key ideas in each essay.
Students are to take notes while in the focus group to build on arguments,
clarify ideas and generate support for their analytical essay.
3.4.3
Journal Response: While in the
focus group discussion for analysis, the student is to generate a journal
response to a peer that responds to one or more ideas he or she proposed. This
provides an opportunity for the student to have written proof of collaboration
with another student on his or her essay.
Teachers could
provide formative or summative evaluation for the précis.
The teacher
should:
·
allow additional
time where necessary, for completion of reading activities;
Frye,
Northrop. The Great Code: The Bible and
Literature. New York: Harcourt Brace Jovanovich, 1982.
Frye,
Northrop. Anatomy of Criticism: Four
Essays. Princeton, New Jersey: Princeton University Press,
1990.
Frye,
Northrop. Words With Power: Being a Second Study of the Bible and Literature.
New York: Harcourt Brace Jovanovich, 1990.
Frye,
Northrop. The Educated Imagination.
Toronto: CBC Publications, 1963.
Jung, C.G. The Archetypes and the Collective
Unconscious. New Jersey: Princeton University Press,
1959.
Jung, Carl
G. The Portable Jung. Ed. J.
Campbell. New York: Viking, 1971.
Stevens,
Anthony. On Jung. New York: Penguin
Books, 1990.
Storr,
Anthony. The Essential Jung.
Princeton University Press, 1983.
Time: 5.5 hours
The students
complete the remainder of the writing process. Students draw connections
between their reading research and the novel of study, as well as provide
feedback to their peers on their ideas. The activity represents the culmination
of the unit of study: a formal analytical essay.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written material effectively;
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE4f - applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE5b - thinks
critically about the meaning and purpose of work;
CGE5g - achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others.
Strand(s): Reading and Interpreting Literary Texts, Responding to
Literary Texts
Overall
Expectations
RIV.02 - demonstrate
an understanding of how form, diction, syntax, voice, and style are used to
communicate meaning and enhance the impact of literary texts;
RTV.01 - produce
personal and critical responses to a range of literary texts and criticism.
Specific
Expectations
RI1.03 - select,
use, and adapt reading strategies to interpret challenging literary texts;
RI2.01 - identify
elements of literary forms and evaluate their effectiveness in communicating
meaning and enhancing the impact of texts;
RI3.01 - analyse and
assess their own and others’ responses to a range of literary texts;
RI3.03 - analyse and
assess critical interpretations of literary texts researched through the use of
print and electronic sources;
RI3.04 - analyse
literary texts by applying key literary concepts;
RI4.01 - analyse the
relationships between literary texts and the social, cultural, and political
contexts in which they were created;
RT1.02 - produce
critical responses to ideas, themes, and issues presented in a range of
literary texts.
Students are
to be able to:
·
employ knowledge
of the writing process;
·
use
critical-listening skills to understand, ask questions to confirm
understanding, and to write accurate messages;
·
select and use a
voice and style appropriate to academic writing;
·
use essay
structure and patterns such as induction, deduction, analogy, cause and effect,
and climactic order to organize information and ideas in essays;
·
revise drafts to
ensure an effective style and improve clarity of expression.
·
Students are
expected to submit with their process work, the journal response from their
peer in the previous activity.
·
The teacher makes
a number of sample essay topics available to the students to facilitate
selecting a topic that is viable, considering the amount of time allotted for
this activity.
3.5.1 Writer’s Contract: The students locate sources of information and
ask pertinent questions about the subject in order to draft a thesis for their
analytical essays. Once the research and brainstorming is complete, the
students submit a writer’s contract to the teacher. (Appendix 3D). After
conferencing with the students, the teacher may choose to approve the contract
or consult further with the student.
3.5.2 Student Essay Focus Group Discussion: After approval and consultation with the
teacher, students meet in small groups to discuss theses, arguments,
counter-arguments and resources. The students have the opportunity to build on
each other’s arguments, to clarify ideas, and support statements made. This
concludes with the student submitting an MLA format essay outline to the
teacher before commencing their rough draft of the essay.
3.5.3 Writing Process: The essay process continues with drafting,
editing, revising, and publishing. Attention should be paid to opportunities
for peer and teacher editing or conferencing.
Appendix 3C – Rubric for Analytical Essay
Appendix 3D –
Writer’s Contract
The teacher
should:
·
provide more time
for in-depth completion of writing;
·
where
appropriate, compact lessons regarding mechanics of writing and facilitate
learning of more advanced editing skills;
·
provide
opportunities for electronic collaboration, such as e-mail and collaborating
functions found in word-processing software.
Hacker,
Diana. A Canadian Writer’s Reference. Nelson Thomson Learning, 2001.
Corel Word Perfect
Suite 8 (e.g., highlight function, text bubble functions for editing)
Appendix 3C – Rubric
for Analytical Essay
Appendix 3D –
Writer’s Contract
Use this worksheet
to record impressions of the novel that you believe are archetypal in nature.
In the following sections, consider character, plot, and narrative design.
Part A: Character Archetypes
(e.g., The ugly
duckling, the evil dictator, the scapegoat, the hero/saviour, the wise old man,
the rebel, etc.)
Part B: Narrative Design Archetypes
(e.g., Death and
rebirth, the quest, recognizing true beauty, trials and tests for the hero, the
movement from innocence to experience, etc.)
Part C: Archetypal Imagery
(e.g., Paradise,
hell, nakedness, wilderness, light/wisdom, etc.)
Considerations for Tableau
1. Freeze 2.
Facial Expression 3.
Levels 4. Blocking
1. Freeze: The students maintain a “freeze”
position by relaxing all parts of the body and breathing slowly.
2. Facial Expression: Facial expression is
achieved by the student internalizing the character or inanimate object.
3. Levels: Physical levels (e.g., floor, waist,
shoulder, and above) create further interest in the tableau by making students aware
of height and dimension within the form created.
4. Blocking: Blocking is achieved when the
students know where to stand, sit, etc., within the tableau.
Directions
In groups of
five, the students create a tableau illustrating the narrative design of “The
Prodigal Son.” The groups create a tableau of rebellion. The teacher allows
approximately one minute for the tableau to be created and proceeds to
circulate and give positive criticism to the creations. It is important to
recognise the differences and similarities of the tableaux.
Continue
with the same process illustrating reconciliation, restoration, return and
restitution.
* Props are not used
to create tableaux. Students are to create objects with their bodies e.g.,
walls, doors and different environments. This allows for all group members to
participate.
Checklist
Evaluation
Teachers examine the
tableaux of student groups. Have they considered all aspects of tableaux to
effectively communicate meaning in the archetypal narrative design?
|
Narrative
Design |
Freeze |
Facial
Expression |
Levels |
Blocking |
|
Rebellion |
|
|
|
|
|
Reconciliation |
|
|
|
|
|
Restoration |
|
|
|
|
|
Return |
|
|
|
|
|
Restitution |
|
|
|
|
Teacher Comments
Description: Write an analytical essay based on research and a
mythopoeic/archetypal
analysis of the novel.
Student
Expectations:
1. Identify elements of literary forms and
evaluate their effectiveness in communicating meaning and enhancing the impact
of texts.
2. Analyse and assess critical interpretations
of literary texts researched through the use of print and electronic sources.
3. Analyse literary texts by applying key
literary concepts (e.g., explain the use of archetypes in a novel).
4. Produce critical responses to ideas, themes,
and issues presented in a range of literary texts.
5. Select, use, and adapt reading strategies to
interpret challenging literary texts.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Understanding of
information, ideas, concepts, or themes |
- demonstrates
limited understanding of information, ideas, concepts, or themes |
- demonstrates
some understanding of information, ideas, concepts, or themes |
- demonstrates
considerable understanding of information, ideas, concepts, or themes |
- demonstrates
thorough and insightful understanding of information, ideas, concepts, or
themes |
|
Thinking/Inquiry Critical and
creative thinking skills (e.g., reflecting, analyzing, hypothesizing) |
- uses critical
and creative thinking skills with limited effectiveness |
- uses critical
and creative thinking skills with some effectiveness |
- uses critical
and creative thinking skills with considerable effectiveness |
- uses critical
and creative thinking skills with a high degree of effectiveness |
|
Communication Communication of
information and ideas |
- communicates
information and ideas with limited clarity |
- communicates
information and ideas with some clarity |
- communicates
information and ideas with considerable clarity |
communicates information and ideas with a
high degree of clarity, and with confidence |
|
Application Application of key
concepts, reading strategies, proper MLA format and writing mechanics |
- uses these
concepts, skills, and strategies with limited competence |
- uses these
concepts, skills, and strategies with some competence |
- uses these
concepts, skills, and strategies with considerable competence |
- uses these
concepts, skills, and strategies with a high degree of competence |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Student Name:
_______________________________
Title of classroom
essay of Jung or Frye (provided by the teacher)
Main ideas:
Identify four or
five main ideas from the essay. List them as definitive statements.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Formulating
questions:
Devise two or three
pertinent questions related to the ideas presented in the classroom essay.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Thesis Statement:
Write a thesis
statement for your essay. Draw a connection between one or more of these
questions and definitive statements with the novel.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Additional
Research:
List additional
sources of information (books, reviews, Internet) useful in the production of
the analytical essay.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Teacher Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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