Course Profile   Studies in Literature (ETS4U), Grade 12, University Preparation, Public

 

Unit 5:  Being Outside Looking In, Being Inside Looking Out

Time:  20 hours

 

Activity 5.1 | Activity 5.2 | Activity 5.3 | Activity 5.4

 

Unit Description

Students read a variety of materials and engage in a discussion of marginalized voices. Students explore texts using questions that are generated from the application of both formalism and marginalized voices theory. Students write an opinion piece supporting a particular literary work for inclusion in this course. While developing problem-solving skills, students engage in a forum wherein they argue either for the retention or for the removal of pieces of literature from the curriculum. After the forum, students assess the strengths and weaknesses of their peers’ performances as well as their own.

Unit Synopsis Chart

Activity

Learning Expectations

Assessment Categories

Tasks

5.1
Marginalized Voices

 

6 hours

RIV.01, RIV.02, RIV.03, RTV.01, RI1.03, RI2.02, RI2.03, RI3.01, RI3.02, RT1.01

Knowledge/ Understanding Thinking/ Inquiry

1.   Brainstorming and completion of Past Literature Studied Chart

2.   Discussion of Literary Canon

3.   Analysis of two texts using literary conventions

4.   Question-and-answer period

5.   Discussion of texts as examples of new voices

6.   Discussion of marginalized voices

5.2
Establishing Identities

 

5 hours

RIV.01, RIV.02, RIV.03, RTV.01, RI1.01, RI1.03, RI1.04, RI2.02, RI2.03, RI3.01, RI3.02, RI3.03, RI3.05, RT1.01, RT1.02, RT1.03

Knowledge/ Understanding Communication Thinking/ Inquiry Application

1.   Response to a poem about home

2.   Discussion of home and identity

3.   Reading of myth, fable, or allegory

4.   Discussion of colonization

5.   Discussion of post-colonial and race theory perspectives

6.   Discussion

7.   Reading and class analysis using one short text

8.   Reading and analysis of four short texts and submission of one analysis

5.3
Silenced Identities

 

5 hours

RIV.01, RIV.02, RIV.03, RIV.04, RI1.01, RI1.03, RI1.04, RI2.02, RI2.03, RI3.01, RI3.02, RI3.04, R14.02, RT1.01, RT1.02

Knowledge/ Understanding Thinking/ Inquiry Communication Application

1.   Viewing of visual text

2.   Reading of poems

3.   Analysis of poems and brief presentation

4.   Discussion

5.   Reading of three short stories

6.   Group analysis and discussion

7.   Question exchange

8.   Group Work: What should we keep?

9.   Individual writing – position paper

5.4
Forum

 

4 hours

RIV.01, RIV.02, RIV.03, RIV.04, RTV.01, RTV.02, RI1.04, RI2.01, RI3.01, RI3.02, RI3.04, RI3.05, RI4.01, RI4.02, RT1.01, RT1.02, RT2.01, RT2.03

Knowledge/ Understanding Thinking/ Inquiry Application Communication

1.   Preparation of and rehearsal for forum

2.   Two-day forum

3.   Self-assessment

 

Activity 5.1:  Marginalized Voices

Time:  6 hours

Description

Students brainstorm texts studied in their secondary school English courses and complete the Past Literature Studied Chart. The class discusses the patterns made evident in the chart and discusses the literary canon. Students read two short stories and one piece of non-fiction. Students individually answer questions based on formalist literary conventions. The class participates in a question-and-answer period concerning the texts. Students briefly explore theoretical perspectives on marginalized voices.

Strand(s) & Learning Expectations

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;

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;

RIV.03 - demonstrate an understanding of a range of critical interpretations 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;

RI2.02 - describe the diction and syntax used in literary texts and evaluate how effectively they help communicate meaning and enhance impact;

RI2.03 - describe the voice and style used in literary texts and evaluate how effectively they help communicate meaning and enhance impact;

RI3.01 - analyse and assess their own and others’ responses to a range of literary texts;

RI3.02 - demonstrate an understanding of key concepts and specialized terms in literary criticism;

RT1.01 - explain ideas, intuitions, and feelings evoked by literature.

Prior Knowledge & Skills

·         Note-taking and revision skills;

·         Ability to think critically and express thoughts logically;

·         Ability to apply literary conventions: plot/content, form, syntax/diction, tone, mood, context/setting, style, literary devices, and theme;

·         Ability to show sensitivity to the thoughts and opinions of peers and thoughts and opinions in texts.

Planning Notes

·         Create an environment that is conducive to exploring literature and encourages freedom of expression.

·         Remind students of the discussion about power relationships (Unit 4) and the formalist approach to literature (Unit 2).

·         Prepare to help students complete the Past Literature Studied Chart.

·         Prepare to discuss the established canon of literature and to explain the choices for inclusion and exclusion from the canon. (The teacher may wish to explore the re-examination of canonical choices.)

·         Locate two short stories (or non-fiction pieces) either written by or about marginalized groups.

Teaching/Learning Strategies

5.1.1    Creation of Past Literature Studied Chart

As a class, with the direction of the teacher, students brainstorm the major works of literature studied from Grade 9 to the present. Using the generated list, students complete a chart outlining the gender, race, country of origin, and class of the protagonist and the author. This task is completed for each major work studied. Students supply chart information, to the best of their ability, and the teacher supplies remaining information, if available. Leaving cells in the chart blank is acceptable.

Past Literature Studied Chart (sample)

Text

Protagonist and Author

Gender

Race

Country of Origin

Class/Socio-Economic Status

Romeo and Juliet

Romeo

Male

Caucasian

Italy

Upper

W. Shakespeare

Male

Caucasian

England

Upper/Middle

To Kill A

Mockingbird

Scout Finch

Female

Caucasian

USA

Upper/Middle

Harper Lee

Female

Caucasian

USA

Upper/Middle

5.1.2    Discussion Regarding the Past Literature Studied Chart and the Literary Canon

Based on the completed chart, the class evaluates the diversity of the school’s reading list. The teacher and students examine the chart and note patterns regarding each of the columns. The teacher leads a discussion about the literary canon and how it has evolved, noting voices that are included and voices that are excluded. Direct reference to the chart aids the discussion. Questions to consider are:

·         Why might some voices have been included?

·         Why might some voices have been excluded?

·         How does ‘being heard’ affect an individual? a community? a culture? a minority?

·         How does ‘being heard’ in literature connect to being valued as a member of society?

·         Is it important to hear many kinds of voices? Why or why not?

·         What might happen if you hear only one or two dominant voices throughout your career as a reader?

·         What might happen if you’ve read about women only through male authors’ perspectives? Or people through white writers’ perspectives? Or teens from adult writers?

·         Is it important to hear about different groups in society from the groups themselves? Why or
why not? (Reference to short pieces studied, especially in newer anthologies, may be useful.)

5.1.3    Textual Reading and Analysis

The teacher distributes two short stories. Students read the material with no introduction to lead their opinions or to guide their initial thinking and interpretation. Students complete notes for each text, including supporting evidence from the text, on the following literary conventions: plot/content, form, syntax/diction, tone, mood, context/setting, style, literary devices, and theme. For non-fiction articles, students also state the thesis and main arguments. Students may need to re-read sections of the material to locate information and improve understanding.

5.1.4    Question and Answer

The teacher leads a question-and-answer session on the literary conventions to clarify information as students self-correct their notes.

5.1.5    Discussion of the Two Texts as New Voices

The teacher generates a discussion on the texts using prompt questions, such as: Was the text challenging for you to read and why? Whose voice was present in the writing? Whose voice was absent? How was someone from a marginalized group portrayed? In your opinion, explain whether it was a positive or negative portrayal of a marginalized person? Were any words or concepts hard for you to understand? Why might that be? Were strategies employed by the author to compensate or assist in your understanding? How do these texts fit into the Past Literature Studied Chart?

5.1.6    Discussion of Marginalized Voices

In small groups, students brainstorm answers to the following questions.

·         Do you believe teen voices are heard in mainstream society? Why or why not? Give examples to support your ideas.

·         What other voices are not heard?

·         Where do you (or others) go to hear those unheard voices?

·         Should we take time to listen to these voices? Why or why not?

·         How would you define ‘marginalized group’?

·         What are the challenges facing any marginalized group?

·         What are dominant (or mainstream) cultures and voices?

Using reports from groups, the teacher introduces the concept of marginalized voices and provides background on theoretical approaches used with respect to marginalized voices.

Assessment & Evaluation of Student Achievement

Formative

Question-and-answer period

Self-assessment

Knowledge/Understanding

Thinking/Inquiry

Accommodations

·         Students may discuss the texts in pairs if necessary.

·         Provide a scribe or copies of notes.

·         Provide an organizer for group discussion.

Resources

Print

Johnston, B. “Cowboys and Indians.” First People, First Voices. P. Petrone, ed. Toronto: University of Toronto Press, 1984. ISBN 0802065627 (also in New, W.H., ed. Canadian Short Fiction: From Myth to Modern. Prentice Hall of Canada Ltd., Toronto, 1986. ISBN 0131138200)

Mistry, Rohinton. “Squatter.” Tales from Firozsha Baag. Toronto: Penguin, 1987, pp. 145-169.

Mukherjee, B. “The Lady From Lucknow.” The Short Story In English. N. Besner and D. Staines, eds. Toronto: Oxford University Press, 1991, pp. 793-798. ISBN 0-19-540683-4

Munro, A. “Dance of the Happy Shades.” Selected Stories. Toronto: McClelland & Stewart, Inc., 1996, pp. 16-25. ISBN 0-7710-6670-8

Websites

Basil Johnston – www.ipl.org/cgi/ref/native/browse.pl/A41

The Literary Canon – http://educ.queensu.ca/~qbell/update/tint/postmodernism/canon1.html

Literature and Social Studies: Reading the Hyphenated Spaces of Canadian Identity
– www.quasar.ualberta.ca/css/CSS_35_1/literature_and_social_studies.htm
(essay using literature as the basis for discussing marginalized voices)

Some Feminist Theories – www.brocku.ca/english/courses/2F55/some_theories.html

TEACHING ASSISTANTS’ Teaching for Inclusivity/Diversity
– www.yorku.ca/human/TA/TeachingResources/TeachInclusDivers/Index.html
(links to discussions on the canon, teaching approaches, inclusion of all perspectives)

 

Activity 5.2:  Establishing Identities

Time:  5 hours

Description

Students explore the concept of home through a poem and then discuss stories they are familiar with. Next, students are introduced to literary text that generates a discussion about culture and voices. Students read a short text and apply formalist, post-colonial, and race perspectives to it. Students use these interpretations as models for their own writing. Independently, students read two short texts and complete an analysis of each one using formalist literary conventions, as well as post-colonial and/or race theoretical perspectives.

Strand(s) & Learning Expectations

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;

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;

RIV.03 - demonstrate an understanding of a range of critical interpretations of literary texts;

RTV.01 - produce personal and critical responses to a range of literary texts and criticisms.

Specific Expectations

RI1.01 - analyse a range of literary works, with an emphasis on in-depth study of particular genres, authors, themes, time periods, or countries;

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;

RI2.02 - describe the diction and syntax used in literary texts and evaluate how effectively they help communicate meaning and enhance impact;

RI2.03 - describe the voice and style used in literary texts and evaluate how effectively they help communicate meaning and enhance impact;

RI3.01 - analyse and assess their own and others’ responses to a range of literary texts;

RI3.02 - demonstrate an understanding of key concepts and specialized terms in literary criticism;

RI3.03 - analyse and assess critical interpretations of literary texts researched through the use of print and electronic sources;

RI3.05 - analyse how social, cultural, and political contexts and the perspectives of various readers influence the interpretation of literary texts;

RT1.01 - explain ideas, intuitions, and feelings evoked by literature;

RT1.02 - produce critical responses to ideas, themes, and issues presented in a range of literary texts;

RT1.03 - produce critical responses to interpretations of texts and theories of literary criticism.

Prior Knowledge & Skills

·         Note-taking and revision skills;

·         Ability to think critically and express thoughts logically;

·         Ability to apply literary conventions: plot/content, form, syntax/diction, tone, mood, context/setting, style, literary devices, and theme;

·         Ability to show sensitivity to the thoughts and opinions of peers.

Planning Notes

·         Select a literary text that lends itself to questions about the representation of Aboriginal peoples, post-colonial experience, or non-white experience. The literary text could be old or new.

·         Consider using a short film clip that deals with slavery, the colonization of North America, or racial inequality to provide a context for this activity.

·         Review the concepts and origins of post-colonial and race theories.

·         Review Native peoples’ history for discussion of post-colonial theory in a Canadian context. The teacher may include comparisons with the indigenous populations in America, Australia, and
New Zealand.

·         The teacher needs to know basic information about patterns of immigration in Canada.

·         When discussing home, the teacher needs to be aware of the sensitive nature of this issue; some students may not wish to share personal information in this discussion. Note: Teachers should be sensitive to the personal nature of the experience, and support students in avoiding disclosure and discussion of sensitive issues in the classroom context.

Teaching/Learning Strategies

5.2.1    Poem

Students listen and respond to a poem about home. Students discuss the stories they remember from childhood, including bed-time stories and family stories. Students can explore what home means to them.

5.2.2    Discussion

Students reflect on these questions and generate examples, first individually, then in pairs and small groups.

·         How do stories shape us in terms of our values, beliefs, and ethics?

·         How do stories shape our sense of our own identity, our family’s identity, our community’s identity?

·         How do stories reflect both specific individual experiences and universal experiences? (This is a highly debatable question.)

·         Is it important to see your home reflected in the stories or articles you read at school? Why or
why not?

5.2.3    Story

The teacher reads aloud a literary text. Students share their initial impressions of the text. Possible questions include: What does this text make you think of? Why? Does it remind you of other things that you have seen or heard? What morals or values does it teach?

5.2.4    Discussion

Students brainstorm answers to the following:

·         What is immigration? What might it feel like to immigrate to a new place? Why do people immigrate?

·         In terms of Canadian history, what are some patterns of immigration?

·         What is colonization? Why do nations create colonies? What might it feel like to be colonized?
To be a colonizer?

·         What is our colonial history?

·         How might Canada be considered post-colonial?

·         How do you define culture, ethnicity, and race?

5.2.5    Developing Perspective

To develop understanding of the post-colonial perspective, students read sections of an article or book excerpt on post-colonialism, make notes, and then summarize it for their group.

5.2.6    Discussion

In a class discussion, students revisit their previous interpretations of the literary text by considering questions that demonstrate a post-colonial or race theory approach to literary analysis:

·         Whose voices do we hear in this text?

·         How are characters of different races portrayed?

·         What situations can you, as a reader, relate to? Not relate to? Why?

·         How is this perspective different from your own? How is it similar?

·         How is this perspective different from the dominant or mainstream culture?

·         Why might these voices have been excluded in the past?

·         What advantages and/or disadvantages might be achieved by hearing and listening to these traditionally marginalized and silenced voices?

5.2.7    Text Reading and Analysis

Students read one short text (see Resources) and complete a two-step interpretation of it. For the first step, students use formalist literary conventions, e.g., plot/content, form, syntax/diction, tone, mood, context/setting, style, literary devices, theme. For the second step, students analyse the text, using post-colonial or race theories, by discussing the political, social, and/or cultural voices within the work and considering the questions in 5.2.6. Students create point-form notes and share their information with the class. The teacher helps extend students’ analyses.

5.2.8    Reading of Four Texts and Written Analysis

Students individually read four more texts (both fiction and non-fiction) and write notes and a paragraph on each text, following the guidelines in Appendix 5.2.1 – Analysis of a Literary Text Assignment Sheet. Students re-read sections of the texts to improve their understanding. Students submit their notes and paragraph on one of the four texts to the teacher for assessment.

Assessment & Evaluation of Student Achievement

Formative

Interpretation of short text

Self-assessment

Knowledge/Understanding, Thinking/Inquiry

Application

Formative

Written analysis: interpretation of a short text

Anecdotal and checklist

Knowledge/Understanding, Thinking/Inquiry,

Communication,

Application

Resources

Professional Resources for Teachers

Print

Abrams. M.H. Glossary of Literary Terms, 3rd ed. Holt, Rinehart, and Winston, 1997. ISBN 0030765854

Ashcroft, B., G. Griffiths, and H. Tiffin, eds. The Post-Colonial Studies Reader. New York: Routledge, 1995. ISBN 0-415-09622-7

Ashcroft, B., G. Griffiths, and H. Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. New York: Routledge, 1989. ISBN 0-415-01209-0

Coelho, E., B. Costiniuk, and C. Newton. Antiracism Education. Getting Started; A Practical Guide. Toronto: OSSTF, 1995. ISBN 0920930700

Moraga, Cherrie and Gloria Anzaldua, eds. This Bridge Called My Back: Writings by Radical Women of Colour. New York: Kitchen Table Press, 1983. ISBN 0 913175-03-X

Razack, Sherene H. Looking White People in the Eye: Gender, Race, and Culture in Courtrooms and Classrooms. University of Toronto Press, 1998.  ISBN 080200928X

Weis, L. and M. Fine, eds. Beyond Silenced Voices: Class, Race, and Gender in United States Schools. Albany: NYU Press, 1993. ISBN 07914128 65

Websites

Postcolonial Studies – www.emory.edu/ENGLISH/Bahri/Intro.html (contains links to many postcolonial authors and theorists, including Rohinton Mistry, Michael Ondaatje, Roddy Doyle, as well as a good summary of post-colonialism)

www.wwnorton.com/nael/nto/20thC/postcolonial/posttopfrm.htm

Fiction and Non-Fiction for Use in Classroom

Achebe, Chinua. Anthills of the Savannah. London: Heinemann Educational Books, 1987.
ISBN 0-435-90538-4 (select an excerpt)

Angelou, M. “The Peckerwood Dentist and Momma’s Incredible Powers.” I Know Why the Caged Bird Sings. New York: Signal Hill, 1989. ISBN 0929631048 (short text)

Angelou, M. All God’s Children Need Travelling Shoes. Toronto: Random House, 1986.
ISBN 0-679-73404-X (select an excerpt)

Anzaldua, G. Borderlands, La Frontera. The New Mestiza. San Francisco: Spinster/Aunt Lute Press,
pp. 194-195. (poem)

Bambara, T.C. The Salt Eaters. New York: Random House, 1992. ISBN 0-679-74076-7 (select an excerpt)

Bannerji, H. “The Other Family.” English Literature and Media 9. Toronto: Nelson, 1998. pp. 99-104. (short text)

Brand, D. At the full and change of the moon. Toronto: Alfred A. Knopf Canada, 1999.
ISBN 0-676-97101-6 (select an excerpt)

Brand, D. In Another Place, Not Here. Toronto: Vintage, 1997. ISBN 0-394-28179-9 (select an excerpt)

Brodber, E. Myal. London: New Beacon Books, 1988. ISBN 0901241-86-5 (select an excerpt)

Callwood, J. National Treasures. Toronto: Stoddart Publishing Co. Limited, 1994. ISBN 0-7737-5687-6 (see Buffy Sainte-Marie interview)

Carr, E. Pause: a sketchbook. Toronto: Stoddart Publishing Co. Limited, 1995. ISBN 07737-2875-9 (short stories and sketches)

Carter, A. The Bloody Chamber. Toronto: Penguin, 1979. ISBN 0-14-012837-9 (select an excerpt)

Cary, J. Mister Johnson. Toronto: Penguin, 1939. ISBN 0-14-013933-8 (select an excerpt)

Christensen, L. “Teaching Standard English: Whose Standard?” English Journal (Feb 1990), pp. 36 –40. (non-fiction text)

Clarke, G.E. Whylah Falls. Vancouver: Polestar Press Ltd, 1994. ISBN 0-919591-57-4 (poems)

Culleton, B. In Search of April Raintree. Winnipeg: Peguis Publishers, 1992. ISBN 1-895411-46-7 (select an excerpt)

Espinet, R. The Princess of Spadina. Toronto: LP ClnBook, 1993. ISBN 0920813666 (children’s story)

Finding Forrester. G. Van Sant, dir. Columbia Pictures, 2000. (Rated PG) (select a film clip)

Gordimer, N. Burger’s Daughter. Toronto: Penguin, 1979. ISBN 0-14-005593-2 (select an excerpt)

Gzowski, Peter. Canadian Living. Toronto: McClelland & Stewart, 1993. ISBN 0-7710-3729-5 (select an article)

Gzowski, Peter. The Fourth Morningside Papers. Toronto: McClelland & Stewart, 1991.
ISBN 0-7710-3731-7 (select an article)

Highway, T. Dry Lips Oughta Move to Kapuskasing. Saskatoon: Fifth House Publishers, 1989.
ISBN 0-920079-55-5 (select a scene from this play)

Hurston, ZN. Their Eyes Were Watching God. New York: Harper and Row, 1990. ISBN 0-06-091650-8 (select an excerpt)

Jeroski, S. Tapestries: Short Stories from the Asian Pacific Rim. Toronto: Nelson, 1991.
ISBN 0-17-603098-0

Kogawa, J. Obasan. Toronto: Doubleday, 1994. ISBN 0385468865 (select an excerpt)

Lee, S. Disappearing Moon Café. Toronto: Douglas and McIntyre, 1991. ISBN 0-88894-721-6
(select an excerpt)

Marshall, P. Brown Girl, Brownstones. New York: The Feminist Press, 1981. ISBN 0-912670-96-7 (select an excerpt)

Morrison, T. Song of Solomon. Toronto: Penguin Books, 1977. ISBN 0-452-26011-6 (select an excerpt)

Mistry, R. A Fine Balance. Toronto: McClelland and Stewart, 1995. ISBN 0771060521
(select an excerpt)

Mistry, R. Such a Long Journey. Toronto: McClelland and Stewart, 1993. ISBN 0771098979
(select an excerpt)

Mukherjee, B. “Jasmine.” The Short Story in English. N. Besner and D. Staines, eds. Toronto: Oxford University Press, 1991, pp. 799-807. ISBN 0-19-540683-4

Naipaul, V.S. A Bend in the River. New York: Vintage Books, 1989. ISBN 0679722025
(select an excerpt)

Naipaul, V.S. The Mimic Men. Toronto: Penguin, 1969. ISBN 0-14-002940-0 (select an excerpt)

Ondaatje, M. Running in the Family. Toronto: General Publishing Co. Limited, 1984.
ISBN 0-7736-7063-7 (select an excerpt)

Rushdie, S. East, West: Stories. Toronto: Knopf, 1994. ISBN 0394280938

Rushdie, S. Imaginary Homelands: Essays and Criticism 1981-1991. London: Granta, 1991.
ISBN 014014224X

Rushdie, S. The Ground Beneath Her Feet. Toronto: Knopf, 1999. ISBN 0676970621 (select an excerpt)

Ryga, G. The Ecstasy of Rita Joe and Other Plays. Toronto: New Press, 1971. ISBN 0887700721
(select an excerpt)

Sapphire. Push. New York: Random House, 1997. ISBN 0-679-76675-8 (select an excerpt)

Selvadurai, S. Cinnamon Gardens. Toronto: McClelland and Stewart, 1998. ISBN 0771079559
(select an excerpt)

Selvadurai, S. Funny Boy: A Novel in Six Stories. Toronto: McClelland and Stewart, 1994.
ISBN 0771079508 (select an excerpt)

Simon, P. “Homeward Bound.” Parsley, Sage, Rosemary and Thyme. 1965. (song lyrics)

Tan, A. The Joy Luck Club. New York: Ballantine, 1990. ISBN 0804106304 (select an excerpt)

Tan, A. The Kitchen God’s Wife. New York: Ballantine, 1991. ISBN 080410753 (select an excerpt)

Vassanji, M.G. The Book of Secrets. Toronto: McClelland and Stewart, 1997. ISBN 0771087217
(select an excerpt)

Verdelle, A.J. The Good Negress. New York: HarperPerennial, 1996. ISBN 0-06-097683-7
(select an excerpt)

Walker, A. The Color Purple. New York: Pocket Books, 1982. ISBN 0671019074 (select an excerpt)

Wong, J. Red China: My Long March from Mao to Now. Toronto: Doubleday, 1996. ISBN 0385254903 (select an excerpt)

 

Activity 5.3:  Silenced Identities

Time:  5 hours

Description

Students discuss the portrayal of a silenced group in a movie, TV show, or other media form. Students read a poem about a person who feels silenced. Then, students read a selection of poetry and short stories and generate questions to reflect both formalist and marginalized voices approaches. In small groups, students take on the persona of a teacher and decide which text to keep in this activity. Individually, students write short position papers defending their choices.

Strand(s) & Learning Expectations

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;

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;

RIV.03 - demonstrate an understanding of a range of critical interpretations of literary texts;

RIV.04 - assess the function and significance of literature in society.

Specific Expectations

RI1.01 - analyse a range of literary works, with an emphasis on in-depth study of particular genres, authors, themes, time periods, or countries;

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;

RI2.02 - describe the diction and syntax used in literary texts and evaluate how effectively they help communicate meaning and enhance impact;

RI2.03 - describe the voice and style used in literary texts and evaluate how effectively they help communicate meaning and enhance impact;

RI3.01 - analyse and assess their own and others’ responses to a range of literary texts;

RI3.02 - demonstrate an understanding of key concepts and specialized terms in literary criticism;

RI3.04 - analyse literary texts by applying key literary concepts;

RI4.02 - analyse and assess the social functions of literary texts;

RT1.01 - explain ideas, intuitions, and feelings evoked by literature;

RT1.02 - produce critical responses to ideas, themes, and issues presented in a range of literary texts.

Prior Knowledge & Skills

·         Ability to keep notes and records for their own use.

Planning Notes

·         Be aware of the sensitivity around emotional issues and respect students who do not wish to participate in the class discussions. As well, students must be cautioned to be respectful of each other during all discussions.

·         To build on the discussion started in Activities 5.1 and 5.2, locate texts that focus on the lives of the silenced people in Canadian society.

·         Prepare to make connections with the concepts of silencing and power that were explored in Unit 4.

·         Consider the use of non-fiction in addition to or as a substitute for the poetry or short stories. Alternately, the teacher may study a short novella that reflects a silenced or marginalized voice, omit the small group ‘what do we keep’ activity, and move directly to the forum (Activity 5.4).

·         Students may write personal reflections if they would rather not speak during class time.

Teaching/Learning Strategies

5.3.1    Viewing of Visual Text

1.   Brief Brainstorming and Discussion: Students complete an idea web (drawing on discussions from Unit 4), to define silencing, name people or groups that have been or are silenced, and explore the emotions a silenced person feels. Students share responses and generate a definition of silencing.

2.   Analysis: Students complete a chart based on a movie, TV show, magazine advertisement, or newspaper article that depicts a person (or group) that has been silenced.

 

Visual Example

Character’s Name and Gender

 

Character’s Clothing and Hair

 

Character’s Voice and Speaking Style

 

Three Main Personality Traits of Character (use examples)

 

Character’s Job

 

Character’s Apparent Social Power

 

**It may not be possible to fill in all boxes.

3.   Discussion: The class assesses to what extent this portrayal of a silenced person seems stereotypical or realistic. Students discuss the position of power or powerlessness given to the character and the extent to which she/he has been silenced.

5.3.2    Reading of Two Poems

1.   In pairs, students read a poem that deals with a person who feels silenced. Pairs respond to the poem, discussing their answers to the following:

·         How might you feel if you were in this position?

·         What would you do if you were in this position?

·         What choices would you have in life?

·         What are the effects of ‘silencing’ on a person? On a community?

2.   Discussion: The class discusses their responses to the poem.

3.   Pair Analysis: Student pairs analyse the poem in terms of how content, shape, syntax, lineation, diction, symbolism, imagery, tone, mood, setting, and literary devices contribute to the theme of silencing. Students are then encouraged to look for other themes or ideas in the poem.

4.   Brief Presentation: Student pairs briefly present their findings to class, e.g., one pair could present content, while another presents symbolism.

5.   Students analyse a second poem using the questions from #1 and #3 and present their answers.

6.   The teacher uses a Venn diagram (or other graphic organizer) to lead brainstorming and discussion on the similarities and differences of the two poems in terms of how they present issues of silencing and marginalization.

5.3.3    Reading of Three Short Stories

1.   Students read three short stories.

2.   Group Work: In small groups, students are assigned a few of the literary conventions (plot, setting, conflict, climax, resolution, theme, language, imagery, symbolism) and write notes that analyse both stories. Each group informally presents their findings orally to the class as peers take notes.

3.   The teacher leads a discussion on how to ask questions of marginalization and silencing in a text. The teacher focuses on the fact that the question you ask determines the response you get; it is essential to open up discussion on a text by asking new, challenging questions.

4.   In their same small groups, students compose questions that reflect marginalized voices theory and issues of silencing in relation to the stories.

5.   Question Exchange: Students exchange questions with another group, answer them together, and then the questions (with answers) are returned to their original owners. The owners reflect on the questions and try to add one idea. Then, they present the questions and answers aloud for a whole-class discussion.

6.   The teacher looks at students’ notes for completion and reminds students that they need the notes for the next part of the activity.

5.3.4    Group Discussion and Position Paper

1.   Discussion: As a whole class, students brainstorm the social functions of literary texts. The teacher could stimulate discussion with the following questions:

·         How do the texts we’ve just studied demonstrate how it might feel to be silenced?

·         How do the texts help to define how it feels to be different from the norm?

·         Is this representation a positive and empowering one? Or is this portrayal a negative and depressing one? Explain.

·         Should a piece of literature make someone feel good about who he/she is? Why or why not?

·         How does one of these texts reinforce or challenge a stereotype?

·         Should literature aim to change people’s attitudes? Why or why not?

·         In your mind, what are the social functions of literature?

2.   In small groups, students take on the role of English teachers in a secondary school department who must come to a consensus on a ‘situation.’ The situation is that there is not enough time to study all texts in this activity; they only have enough time to study one. The group must present their decision to the class and provide a rationale for their choice. Their rationale must include a comment on the social function of the literary text and explain how the text will help students understand diverse human experience. Students are told of the curriculum expectations being addressed and must aim to address at least two of them with only one text.

3.   Individual Writing: Each student writes a position paper outlining their personal choice, which need not reflect the group’s decision. The paper must explain how this text will help students understand diverse human experience (see Appendix 5.3.1 – Position Paper: Which Text to Keep?).

4.   The teacher evaluates the position paper using the checklist provided (Appendix 5.3.1).

Assessment & Evaluation of Student Achievement

Formative

Taking and adding to notes

Self-assessment

Knowledge/Understanding Thinking/Inquiry

Summative

Position paper

Checklist

Knowledge/Understanding

Thinking/Inquiry

Communication

Application

Accommodations

·         During class discussions, allow students to have ‘no comment’ on sensitive issues.

·         Consider having students look into youth poetry and ‘zines.’ (As an extension, students can create their own zine to let their voices be heard.) Another extension would be to encourage students to give voice to the silenced people in their community. For example, the teacher could arrange a trip to a local nursing home, and students could interview people and write brief biographies for a class newspaper. Teachers must follow board and school policy related to out of school activities. Students must be instructed to accept “no comment” as a valid answer to any questions, and to respect that people may choose not to respond at all.

Resources

Websites

Deferred Dreams: The Voice of African American Women's Poetry since the 1970s
– www.americansc.org.uk/samuel.htm (includes theoretical discussion and samples of poetry)

Diverse Canadian Voices – www.sasked.gov.sk.ca/docs/ela102030/unitobja30.html

Print

Armstrong, S. and C. Corbeil. A Corner in Each Life: Contemporary Canadian Stories. Toronto: Nelson, 1994. ISBN 0-17-603978-3

Barry, J. and J. Griffin. The Storyteller: Short Stories from Around the World. Toronto: Nelson, 1992. ISBN 0-17-603868-X

Barry, J. Themes on the Journey: Reflections in Poetry. Toronto: Nelson, 1989. ISBN 0-17-603089-1

Coupland, D. Polaroids from the Dead. Toronto: HarperCollins Publishers Ltd., 1996.
ISBN 0-00-255435-6

Findley, T. Dust to Dust. Toronto: HarperCollins Publishers Ltd., 1997. ISBN 0-00-224409-8

Findley, T. You Went Away: A Novella. Toronto: HarperCollins Publishers Ltd., 1996.
ISBN 0-00-224385-7

Gilbert, S. and S. Gubar, eds. The Norton Anthology of Literature by Women. New York: W.W. Norton & Company Inc., 1985. ISBN 0-393-95391-2

Marlatt, D. Ana Historic. Toronto: Coach House Press, 1988. ISBN 0-88910-364-X

McClymont, C. Viewpoints: Reflections in Non-Fiction. Toronto: Nelson, 1990. ISBN 0-17-603097-2

Munro, A. “Red Dress-1946.” Literary Experiences: Volume One. Scarborough: Prentice-Hall, 1989,
pp. 8-19. ISBN 0-13-537762-5

Rich, A. On Lies, Secrets, and Silence: Selected Prose 1966-1978. New York: W.W. Norton & Company, 1979. ISBN 0-393-00942-4

Weis, L. and M. Fine, eds. Beyond Silenced Voices: Class, Race, and Gender in United States Schools. Albany: NYU Press, 1993. ISBN 0791412865

 

Activity 5.4:  Forum

Time:  4 hours

Description

Students use their notes and position paper to prepare for a forum. The forum is divided into two days; one day examines the use of the poems and non-fiction and one day concerns the use of stories and visual texts. Students assume a role and argue either for or against the inclusion of one set of texts. Students must demonstrate a thorough knowledge of the texts to construct a defensible argument.

Strand(s) & Learning Expectations

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;

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;

RIV.03 - demonstrate an understanding of a range of critical interpretations of literary texts;

RIV.04 - assess the function and significance of literature in society;

RTV.01 - produce personal and critical responses to a range of literary texts and criticism;

RTV.02 - produce creative responses to a range of literary texts and criticism.

Specific Expectations

RI1.04 - analyse how literary texts provide insight into diverse human experiences and perspectives;

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;

RI3.02 - demonstrate an understanding of key concepts and specialized terms in literary criticism;

RI3.04 - analyse literary texts by applying key literary concepts;

RI3.05 - analyse how social, cultural, and political contexts and the perspectives of various readers influence the interpretation of literary texts;

RI4.01 - analyse the relationship between literary texts and the social, cultural, and political contexts in which they were created;

RI4.02 - analyse and assess the social functions of literary texts;

RT1.01 - explain ideas, intuitions, and feelings evoked by literature;

RT1.02 - produce critical responses to ideas, themes, and issues presented in a range of literary texts;

RT1.03 - produce critical responses to interpretations of texts and theories of literary criticism;

RT2.01 - design and create, individually or collaboratively, literary or media works in response to literary texts;

RT2.03 - assess the extent to which their created or adapted works expand the understanding of ideas, themes, and issues in the original literary texts.

Prior Knowledge & Skills

·         Ability to plan, organize, and deliver oral presentations with an awareness of purpose and audience.

Planning Notes

·         Bring in a professional speaker for tips on presenting convincing arguments and using rhetoric.

·         Check the policy and guidelines for selection of learning resources in your board.

·         Props and costumes may give students the freedom to take on a persona. Students may find putting on a role freeing, so it should be encouraged by the teacher.

·         Ensure a balance between students speaking for the texts and students speaking against the texts, so that the forum is lively and thought-provoking. Ensure that each side has strong presenters.

·         To deal with several texts, ask each presenter to deal with the texts in the same order, e.g., always mention the poems in this order, and then the non-fiction. The teacher may have the first half of the forum focus on poems and the second half on non-fiction.

·         During the forum, ensure that each student speaks for three to four minutes so that all students participate equally.

·         Remind students that there is no right or wrong side, there is no pre-determined outcome, and the student’s final decision does not impact the teacher’s evaluation of an individual performance.

·         Consider whether to assign students to a specific day.

Teaching/Learning Strategies

5.4.1

Students choose the day they would like to participate (poetry/non-fiction day or short story/visual texts day). Half the class participates on each day, while the other half peer assesses the presentations using a rubric. Students also choose the roles they would like to have and the teacher ensures that the roles are balanced (see Appendix 5.4.1 – Forum Assignment Sheet). Students do not need to agree with the opinions of their role; they need to imagine how someone in this role would feel and think about the texts.

5.4.2

Students brainstorm the issues (pros and cons) that may be raised about the texts (see Appendix 5.4.1). Issues could include: literary merit; potential effects on readers; moral values; portrayal of people based on race, culture, ethnicity, gender, socio-economic status, ability, etc.

5.4.3

The teacher outlines rhetorical devices and the class brainstorms oral presentation skills.

5.4.4

The teacher hands out the rubric and students ask clarifying questions (see Appendix 5.4.2 – Forum Evaluation Rubric).

5.4.5

In small groups, students prepare their positions and rehearse for the forum. The teacher could use a creative controversy format to help students prepare their ideas (see Resources).

5.4.6

Students participate in role for one day of the forum. At the end of the forum, students must hand in their speeches to demonstrate that they were prepared for the forum.

5.4.7

Students are paired up with a partner in a similar role; as an audience member, students peer assess their partner using the rubric, e.g., concerned parent against the texts from Day 1 assesses concerned parent against the texts from Day 2.

5.4.8

Students fill out Appendix 5.4.3 – Self-Assessment Form and reflect on their own skills and experiences.

Assessment & Evaluation of Student Achievement

Formative

Self-and Peer Assessment

Checklist Forum Rubric

Forum rubric

Knowledge/Understanding

Thinking/Inquiry

Communication

Application

Summative

Teacher

Forum Rubric

Knowledge/Understanding

Thinking/Inquiry

Communication

Application

Accommodations

·         Students who have difficulty making persuasive arguments orally need time to rehearse and receive teacher feedback before they present. Consider giving shy or uncomfortable students roles that require less emotion during the debate.

Resources

Information on Oral Presentations

Adams, J., C. Costello, and S. Naylor. Reading and Writing for Success Senior. Toronto: Harcourt, 2001, pp. 216-219 and 328-333. ISBN 0-7747-1490-5

Barclay, S., J. Coghill, and P. Weeks. Canadian Students’ Guide to Language, Literature, and Media. Toronto: Oxford University Press, 2001, pp. 126-127 and 130-133. ISBN 0-19-541675-9

Dawe, R. and P. Malott. Reference Points. Toronto: Prentice Hall, 2001, pp. 216-221.
ISBN 0-13-019871-4

Saliani, D. Communicate! Toronto: Nelson Thompson Learning, 2001,
pp. 253-264. ISBN 0-17-619718-4

Information on Creative Controversy

www.clcrc.com/pages/decision.html (original source for creative controversy techniques)

www.school.net.ca/greatquestions/e/tools.html (creative controversy and other critical reading skills)

 

Appendix 5.2.1

Analysis of a Literary Text Assignment Sheet

 

Student’s Name:

Title of Text:

Author:

 

1.   Using the short text, make point-form notes about the following literary conventions:

·         plot/content:

·         form:

·         syntax/diction:

·         tone:

·         mood:

·         context/setting:

·         style:

·         literary devices:

·         theme:

 

2.   Make point-form notes based on the types of questions used in post-colonial and race theory analysis.

 

3.   Develop an outline for a written analysis of the text, including your personal response to it and incorporating information from your notes in #1.

 

4.   For one of the texts, use the outline to complete a written analysis for submission, along with your point-form notes and outline.

 

Evaluation Checklist

Circle one comment for each of the criteria:  No / Needs Improvement (NI) / Yes

Is the diversity of human experience explored?

No

NI

Yes

Is the author’s diction and/or syntax addressed? 

No

NI

Yes

Is an understanding of post-colonial or race theory demonstrated in the answering of one of the questions?

No

NI

Yes

Is the political, social, and/or cultural voice of the work explored?

No

NI

Yes

Does the student explain ideas, intuitions, or feelings evoked by the literature?

No

NI

Yes

Is the analysis composed clearly and logically?

No

NI

Yes

Is the analysis written in a convincing manner and well supported by textual evidence?

No

NI

Yes

Are proper grammar, punctuation, and spelling techniques used?

No

NI

Yes

 

Comments:

Appendix 5.3.1

Position Paper: Which Text to Keep?

 

Imagine that you are a member of your secondary school’s English department. There is not enough time to study all of the texts in this activity; therefore you must choose only one to study. Which one would you choose and why? Explain your feelings and opinions on one of the texts. Also, as a teacher, you must address at least two learning expectations for this course with only one text. In your position paper, you need not reflect the group’s decision; however, your decision must take into account the social functions of the text and explain how this text will help students understand diverse human experience.

 

Evaluation Checklist for the Position Paper

 

Circle one comment for each of the criteria:  No / Needs Improvement (NI) / Yes

Does the paper clearly explain the two learning expectations that would be met and how?

No

NI

Yes

Does the paper explain at least two social functions that would be met by using this short text in the class?

No

NI

Yes

Does the paper explain how this text provides insight into diverse human experiences and perspectives?

No

NI

Yes

Is the political, social, and/or cultural voice of the text itself explored?

No

NI

Yes

Does the student explain ideas, intuitions, or feelings evoked by the literature?

No

NI

Yes

Was the paper composed clearly and logically?

No

NI

Yes

Is the paper written in a convincing manner and well supported by textual evidence?

No

NI

Yes

Were proper grammar, punctuation, and spelling techniques used?

No

NI

Yes

Was the paper organized into coherent paragraphs?

No

NI

Yes

 

Comments:

 

Appendix 5.4.1

Forum Assignment Sheet

 

Situation

The English Department in your school is preparing to make decisions about what texts to include for study in next year’s Studies in Literature course. As students currently taking the course, you have asked for an opportunity to share your views with the Department–in particular with regard to particular poetry and non-fiction texts included in your course this year. The Department Head/teachers have agreed to convene a forum after school so that your opinions can be taken into account.

Organization

The forum is divided into two days; one day examines the use of the poems and non-fiction and one day concerns the use of the stories and visual texts. Participants speak in order; however, at the end of each speech, the floor is open and any participant may ask a question of the speaker.

 

Your Task

After choosing a role, you prepare a 3- to 4-minute speech outlining your opinion. Your speech must include at least four arguments with a clear rationale for each one (i.e., include quotations and paraphrased moments from the texts). You must be able to discuss and debate your position throughout the forum. Therefore, you should prepare back-up arguments and examples, as well as anticipate the opposing side’s arguments. Also, you need to ask at least two questions of others throughout the forum.

 

Roles

1.   Chair of the forum (one person)

Must chair meeting, outline procedures, and goals, set agenda, introduce members, and give a three-minute ‘statement of my personal bias’ speech to the teacher before the forum begins. The chair is expected to listen as impartially as possible to both sides of the forum, ask questions, and then state the final decision after consulting with the teachers in the department; the Chair does not make the final decision speech; the Head of the English Department and teachers do.

 

2.   Students (three against the texts/two for the texts)

Must clearly and articulately express their positions, in the following order:

·         first student against the texts;

·         first student for the texts (with any additional remarks responding to first student against);

·         second student against the texts (with any additional responses to the first student for);

·         second student for the texts (with any additional responses to the second student against);

·         third student against the texts (with any additional responses to the second student for).

Appendix 5.4.1  (Continued)

 

3.   Teacher and literary critic (two for the texts)

·         The teacher must support the texts and discuss the educational value of these texts.

·         The literary critic supports the teacher’s position and includes support from a critical perspective for the study of these texts.

 

4.   The teacher and literary critic (two against the texts)

 

5.   ENG3U Student Delegation *(one for the texts/one against the texts)

Must express diverse student opinion with a clear rationale.

 

6.   Authors of texts**(one for the texts)

Must defend their texts, as artist, author, and instrument of social change.

 

7.   Members of the English Department***(two impartial)

 

In a one-minute speech, each member must explain criteria for text selection (research local school board’s policy). During the forum, they must ask additional questions of all parties, take notes to make a decision with Department Head, and deliver a one- to two-minute decision speech with an explanation based on the strongest evidence presented. Members prepare two speeches each (one for each decision or a combination) and then include information given by the participants during the forum.

 

Remember:

·         Students do NOT need to agree with the opinions of their chosen roles.

·         Speech should be logical and organized. Students may use cue cards or memory devices.

·         Students must use costumes, props, and voices to get into character and convince us of their opinions.

·         Students, in role, should be prepared to ask two questions of another member of the forum and be ready to spontaneously and persuasively respond to any question asked.

·         *If more roles are needed, include more student delegates.

·         **The author could represent all the writers studied, e.g., the author could be Alice Munro,
Willa Cather, and Basil Johnston on the ‘short story’ day and speak for one minute as each person.

·         This sheet is photocopied so that students can sign up for Day 1 or Day 2 roles.

 

Appendix 5.4.2

Forum Evaluation Rubric

 

Name:

 

Date of Forum:

 

Category/ Criteria

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge / Understanding

- knowledge of literary elements in text
(RI2.01)

 

 

- demonstrates limited knowledge of literary elements

 

 

- demonstrates some knowledge of literary elements

 

 

- demonstrates considerable knowledge of literary elements

 

 

- demonstrates comprehensive and insightful knowledge of literary elements

Thinking/Inquiry

- analysis of whether texts provide insight into human experiences
(RI1.04)

 

 

- the social function of the texts (RI4.02)

 

 

- responses to literary text (RI3.01)

 

- demonstrates limited ability to analyse whether texts provide insight into human experiences

 

- makes limited connections to the social function of the texts

 

- demonstrates limited ability to respond to text consistent with role

 

- demonstrates some ability to analyse whether texts provide insight into human experiences

 

- makes some connections to the social function of the texts

 

- demonstrates some ability to respond to text consistent with role

 

- demonstrates a solid ability to analyse whether texts provide insight into human experiences

 

- makes good connections to the social function of the texts

 

- demonstrates considerable ability to respond to text consistent with role

 

- demonstrates a superior ability to analyse whether texts provide insight into human experiences

 

 

- makes thorough connections to the social function of the texts

 

- demonstrates high degree of ability to respond to text consistent with role

Communication

- use of ideas and feelings evoked by texts to persuade others
(RT1.01)

 

- use of language appropriate to the audience for responding to ideas, themes, and issues (RT1.02)

 

- demonstrates a limited ability to use ideas and feelings to persuade others

 

- uses limited word choice and  awkward or repetitive sentences with many filler words

 

- demonstrates some ability to use ideas and feelings to persuade others

 

- uses adequate word choice and some awkward or repetitive sentences with some filler words

 

- demonstrates a solid ability to use ideas and feelings to persuade others

 

 

- uses strong word choice and few awkward or repetitive sentences with few filler words

 

- demonstrates a superior ability to use ideas and feelings to persuade others

 

- uses excellent word choice and sentences to engage audience with few or no filler words

Appendix 5.4.2  (Continued)

 

Category/ Criteria

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Application

- application of oral communication techniques to respond to literary texts
(RT2.01)

 

- demonstrates limited emotion, volume, and energy in voice; uses eye contact and body language with limited effectiveness

 

- demonstrates some emotion, volume, and energy in voice; uses some eye contact and  effective body language

 

- demonstrates effective emotion, volume, and energy in voice; uses body language and eye contact effectively

 

- demonstrates effective emotion, volume, and energy to enhance presentation; uses body language and eye contact to enhance presentation

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

 

 

 

Appendix 5.4.3

Self-Assessment Form

 

Name:

 

1.   How has this unit helped you to ‘see’ or ‘hear’ silenced voices in texts?

2.   a)   Had you considered the role of literature in society before this unit? Why or why not?

b)   How do you see the role of literature in society now? To what extent has your opinion changed?

3.   How did this unit challenge or re-affirm ideas you had about a marginalized community? State the community and one of your ideas that was challenged or re-affirmed.

4.   State two ideas about the texts you had not thought of before you either listened to or participated in this forum:

a)

b)

5.   Did the forum expand your understanding of the themes or issues in the texts? Give a reason for your answer.

6.   Analyse to what extent you agreed with the ideas your ‘role’ presented. Then, explain why a person in your ‘role’ would feel the way he/she does and give an example.

7.   a)   What is one thing you wish you had said or done during the forum that you didn’t?

b)   Why do you feel that way?

8.   What was your greatest strength during the forum?

9.   What is one thinking skill (look on the rubric) that you think you need to improve upon to prepare yourself for Unit 6?

 

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