This course covers works by major American novelists, beginning with the late 18th century and concluding with a contemporary novelist. The class places major emphasis on reading novels as literary texts, but attention is paid to historical, intellectual, and political contexts as well. The syllabus varies from term to term, but many of the following writers are represented: Rowson, Hawthorne, Melville, Twain, Wharton, James, and Toni Morrison. Previously taught topics include The American Revolution and Makeovers (i.e. adaptations and reinterpretation of novels traditionally considered as American "Classics"). May be repeated for credit with instructor's permission so long as the content differs.
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Ms. Berkowitz and Coleytown Middle School students prepare for a class discussion comparing the tone/theme of two different poems by systematically breaking down the individual poems using the SIFT method (symbolism, imagery, figurative language, tone/theme). Working independently, students identify examples of the first three components before making decisions about the overall tone and theme of the work. In small groups, students then discuss their findings and compare elements of the two poems. Ms. Berkowitz transitions to a larger class discussion by focusing on the differing tone and theme found in the poems and sharing how literary elements contribute to understanding the tone/theme.
Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous BoschŐs early Renaissance painting "Death and the Miser".
Ms. Schaefer leads her 12th grade ELA students through a critical analysis of Atul Gawandes 'The Case of the Red Leg' through careful sequencing of questions.Initial questions ask students to react to the content of the text, forming and justifying their own opinions or perspective. This allows a maximum number of students to access the content and increases participation in the discussion. Questions then address the broader meaning of the text, using students understanding of the content to develop meaning and consider alternative points of view. Finally, questions focus on the style of writing and how stylistic elements contribute to the meaning found in the text.Structuring questions systematically gives students a tool for analyzing literature apart from the classroom so that their analysis is not dependent on teacher facilitation. Explicitly teaching students how to question is just as important as the analysis.
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.
In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.
Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?
History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).
In this lesson, students will present their projects to the class. They will reflect on their own project and those of the other groups in the class.
In the final lesson in this episode, and as a warm-up for the final essay and project, students will discuss the organization of the student sample essay “The Search for Knowledge.”
This unit is designed to appeal to adolescents with its non-print text base, the movie "Groundhog Day". The pre-viewing activities prepare students for the allusions in the movie and include cultural literacy. The teacher can pick and choose from the activities to apply the concept of personal growth. The teacher may select from activities for science, workplace ethics, music, computer competency, and English language arts. The teacher may modify any of the attachments to suit the students' needs and interests. Students will: demonstrate accurate analysis of audience through appropriate choices in diction, motive support, point support, and non-print textual support; demonstrate knowledge of the concept of character qualities and reflect positive values. The content of the presentation must be persuasive and make connections between literary elements (plot development and dynamic characterization) and another discipline (psychology, science, vocational arts, or music).
- Arts and Humanities
- Material Type:
- Lesson Plan
- University of North Carolina at Chapel Hill School of Education
- Provider Set:
- LEARN NC Lesson Plans
- Julia Millush
- Date Added:
Sheila Kosoff joins fellow teachers, Adam Grumbach, Avram Barlowe and Terry Weber to reflect upon class discussion around a given text and how questioning facilitates a rigorous discussion. Avram talks about the importance of asking open-ended questions that invite multiple interpretations. Terry adds that effective questions sometimes allow students to explore the meaning of different words and notes that Sheila's comments encourage students to consider these multiple meanings. The group discusses how they determine whether or not they let students discover things themselves or draw their attention to specific ideas and consider how effective questioning helps students develop papers because they are better able to engage with the text. Out of this discussion, three components of effective questions are identified: askiing open-ended questions, inviting different interpretations and using questions to focus the debate.
Sheila Kosoff, an Urban Academy Literature teacher, facilitates a discussion with her students about the main character in Nabokov's Lolita. Using an inquiry-based approach, Sheila asks students to consider the psychology of the main character, Humbert, as the novel progresses and as their perception of him changes. Students are encouraged to share their ideas and the discussion is shaped by students' responses and ideas. Sheila reflects on her preparation for the discussion and notes that she must over-prepare for class, reading and underlining the text so that she is ready for the discussion to take many different paths. She uses textual evidence to challenge student thinking, though it may not change their ideas or perspectives.
Students at Urban Academy High School share how they feel respected and valued at school. Sheila Kosoff, English teacher, talks about how she uses the inquiry approach to foster this culture of respect in which student voice is valued. Students are shown discussing Nabokay's Lolita. Sheila asks her class questions using specific passages from the text and guides the discussion by inviting student responses, making connections, and respecting different voices. Sheila says that teachers need to over-prepare when using the inquiry approach and be patient when soliciting responses from their students. As the discussion progresses, students cite evidence from the text, building arguments and expressing their opinions on the text. Sheila has students read passages from the text, reread, bring up questions, and form opinions. Sheila then talks about how she uses discussions to help prepare her students for writing.
High school History teacher Avram Barlowe leads his class in a discussion of treason. Avram explains how students' comments and responses drive the content of his lessons and how he wants students to respond to texts both personally and analytically. Fellow teacher, Adam Grumbach points out how Avram poses questions to his students, taking one student comment and formulating two questions that differentiate and allow students to respond both personally and analytically. Throughout the video, we see Avram make conscious decisions during discussions that allow the students to determine the content of his class discussions.
In an effort to promote deeper analysis and understanding of multiple viewpoints, Urban Academy teachers discuss the conscious decisions they make to promote this type of discussion. The group reflects on how they structure discussions to highlight different perspectives and also rephrase and restate student comments to heighten differences in opinions and to draw out additional responses. In reacting and responding to these differences, students participate in a deeper analysis.
Using an inquiry based approach has a profound effect on the depth and complexity of classroom discussions. In this video, students share how this is different than what they've previously experienced and we see teacher, Avram Barlowe, use primary source documents to drive discussions about freedom as it existed during Reconstruction following the Civil War. Recognizing that these documents describe both daily life and larger political and social ideas, Avram expects that the discussion will focus on both elements but will be largely driven by student comments and reactions to each text. In preparation for this inquiry based approach, Avram shares how he develops many questions that may never be used and must be ready to use students' comments and questions to facilitate the resulting discussion. Even though he knows ahead of time that there are specific issues that should be explored, he does not come into the discussion with specific answers or outcome for these issues. Avram sees the text as a vehicle in which the students can explore ideas that interest them and requires that students use multiple documents to challenge their thinking and extend their understanding of differing perspectives. In this way, students are prepared to not only discuss these ideas in this informal setting but are also prepared to read analytically and write about these ideas, considering multiple perspectives.
Introduces prose narrative, both short stories and the novel. Examines the construction of narrative and the analysis of literary response. This course investigates the uses and boundaries of fiction in a range of novels and narrative styles--traditional and innovative, western and nonwestern--and raises questions about the pleasures and meanings of verbal texts in different cultures, times, and forms. Toward the end of the term, we will be particularly concerned with the relationship between art and war in a diverse selection of works.
Ms. Patterson and Ms. Denis, high school ELA teachers at the East Bronx Academy for the Future, find a creative way to engage students and deepen their understanding as they study Edgar Allan Poes ŇThe BellsÓ. After reading the poem, student groups work to identify the literary devices used by the author and to identify elements such as mood and theme.Students look for inspiration from Poes written words and design a series of movements that will express the poem in the form of dance.
12th Grade ELA Teacher Daniel Wallace teaches a lesson on how a single idea in a text develops over time as the story unfolds. He explains that this is a concept with which students often struggle so he uses Interactive Stations to provide scaffolding. Working in small groups, students rotate through interactive stations such as the Wall of Silence in which they have a Ňwritten conversationÓ and the Power Tableau in which they experience a given idea both physically and emotionally.Each station takes approximately 5 minutes and provides a balance of written, verbal, physical, and emotional activities.
In this resource, students will be asked to use a graphic organizer in order to identify and track the development of theme and character in a literary text. Students will use evidence from the text to construct an evidence based response.
Noted critics, authors, scholars, and actors enliven this exploration of literature and literary analysis. Dramatizations, readings, and discussions build skills in critical thinking and writing. Illuminating excerpts of short fiction, poetry, plays, and essays Ń both classic and contemporary Ń highlight standard literary forms and devices including plot, myth, setting, and character. This series can also be used as a resource for teacher professional development. A video instructional series on literary analysis for college and high school classrooms and adult learners; 24 half-hour video programs and coordinated books
California Poet Laureate Al Young has created a profound and enduring body of work that represents our time. Young's numerous publications in poetry, fiction, nonfiction, and for the stage and screen explore the American, human condition through the lens of the individual voice. Tune in as he reads a selection of his Poems before a live audience at UC Berkeley. (28 minutes)
Revolutionary poet, playwright, and activist Amiri Baraka is recognized as the founder of the Black Arts Movement, a literary period that began in Harlem in the 1960s and forever changed the look, sound, and feel of American poetry. 26 minutes)
Arthur Sze is an internationally known writer and celebrated translator. A recipient of a Guggenheim Fellowship and two grants from the National Endowment for the Arts, Sze teaches at the Institute of American Indian Arts, and is the first poet laureate of Santa Fe, where he resides. (29 minutes)
Barbara Guest has published over ten volumes of poetry. One of the original members of the New York School of Poets, Guest reinvents herself with every book. Her recent titles include Miniatures and Other Poems, Rocks on a Platter, and Selected Poems. Charles Bernstein writes that Guest's works "have become an integral part of the fabric of contemporary American poetry." A graduate of UC Berkeley, Guest has been honored with the Frost Medal for Distinguished Lifetime Achievement by the Poetry Society of America. She resides in Berkeley. (28 minutes)
Poet Brenda Hillman writes of the realms where the division between the sensual and spiritual dissolve. In her passionate reading, Hillman uses language to explore the edges of human consciousness. (28 minutes)
Clayton Eshleman, American poet, translator, and editor, reads from his recently released translation "Solar Throat Slashed," by Aim Csaire, co-translated with A. James Arnold. Csaire, a strong anticolonialist, was born in the Caribbean and wrote his Poems and plays in French. (57 minutes)
Charismatic poet Cornelius Eady uses deft paradoxes to meet the world's absurdities head-on. In a powerful reading of his own work, Eady recites like a jazz singer croons, emphasizing his poetry's hard-hitting content. (28 minutes)
Dan Bellm has published three books of poetry, including Practice, winner of a 2009 California Book Award and named one of the Top Ten Poetry Books of 2008 by the Virginia Quarterly Review. His first collection, One Hand on the Wheel, launched the California Poetry Series and his second, Buried Treasure, won the Poetry Society of AmericaŐs Alice Fay DiCastagnola Award. (29 minutes)
David St. John was widely praised and was a National Book Award finalist for Study for the World's Body. Recent books are The Red Leaves of Night from HarperPerennial and Prism from Arctos Press, and his newest, The Face , a book-length Poems. His image-rich work muses on both ecstasy and loss. (51 minutes)
World-renowned poet Diane di Prima, one of the preeminent writers to emerge from the Beat generation, wrote in Manhattan for many years before relocating to San Francisco, where she has been for nearly four decades. Her 43 books of poetry and prose have been translated into over twenty languages. (29 minutes)
Iraqi poet Dunya Mikhail immigrated to the United States in 1996 after increasing harassment over her poetry, which confronts war and exile with subversive depictions of suffering. In 2001 she was awarded the UN Human Rights Award for Freedom of Writing. (28 minutes)
Born in Dublin, Ireland, Eavan Boland is one of the foremost voices in Irish literature. Her ten volumes of poetry include Against Love Poetry, which was a New York Times notable book, and New Collected Poems. She is also a noted editor and translator. Her awards include a Lannan Foundation Award and an American Ireland Fund Literary Award. She is a professor of English and Creative Writing at Stanford University. (27 minutes)
Born in St. Petersburg, Russia but raised in New York City, Eugene Ostashevsky is a poet, scholar and reckless metaphysician. A book of his poetry, The Off-Centaur, was published by Germ Folios, and his volume The Compleat Unraveller will be published in 2005 by Ugly Duckling Press. He is editor and co-translator of the forthcoming anthology, OBERIU and the Chinars: Russian Absurdism, 1927-1941. Ostashevsky won the 2003 Wytter Bynner Poetry Translation Fellowship for his translations from Russian. He teaches at NYU. (45 minutes)
"Seductive, edgy, gothic and sublime, these Poems haunt the body as much as the soul," wrote Beckian Fritz Goldberg of Frank Paino's second book, Out of Eden. Lynda Hull has said of his first book, The Rapture of Matter, "These fearless Poems go where they must with a visionary fervor, guiding the reader through the darkest passages of experience and reminding us of the best, most redemptive qualities of the human". Frank Paino was born in Cleveland in 1960 and lives in Berea, Ohio. He formerly published under the name Frankie Paino before changing genders. (29 minutes)
Born in San Francisco in 1930, world-renowned poet, essayist, and environmentalist Gary Snyder has published sixteen books of poetry and prose, and received the Pulitzer Prize in 1974 for Turtle Island. Snyder has traveled widely and lived for extended periods of time in Japan, where he studied and practiced Rinzai Zen. He is currently a professor at University of California, Davis. (29 minutes)
Geoffrey G. OŐBrien is the author of ŇGreen and GrayÓ and ŇThe Guns and Flags Project,Ó and co-author of Ň2A.Ó His third collection, ŇMetropole,Ó is forthcoming from The University of California Press in 2011. (28 minutes)
This reading celebrates the publication of "ascension," the first book of Poems by giovanni singleton, coordinator of Lunch Poems. She has recently been selected by the Poetry Society of America for its biennial New American Poets series. singleton is a recipient of a New Langton Bay Area Award Show for Literature and has been a fellow at Squaw Valley Community of Writers, Cave Canem: A Workshop for African-American Poets, and the Napa Valley WritersŐ Conference. She is founding editor of "nocturnes (re)view," a critically acclaimed journal dedicated to artists and writers of the African Diaspora and other contested spaces. (29 minutes)
Knoxville, Tennessee native Graham Foust is the author of four books of poetry: As in Every Deafness, Leave the Room to Itself, Necessary Stranger, and A Mouth in California. David Olsen says FoustŐs ŇPoems are carefully contained so that we can find a place in them.Ó He directs the MFA Program in Creative Writing at Saint Mary's College in Moraga, CA.