Tech Int Plan

8/8/2019 Tech Int Plan

1/23

Fell, Technology Integration Plan

Technology Integration Plan

Meribeth Fell


2/23


Monday Tuesday Wednesday Thursday Friday

Week 5 Introduce Unit:

Universal Theme

VODcast*

Library: Timeline

Activity

Timeline Activity

Cont /

presentations

Read Trifles in

class

Read Trifles in

class

HW: read A&P

and When inDisgrace

Week 6 Universal Theme

Task 1

Form groups

Discuss Theme

HW: Blackboard

reading quizzes

Library research

day: find

connection

between themes

and local, national,

and world issues

HW: conduct more

research

Collaborate on

MLA works cited

group work

HW: complete

charts

Presentations of

individual charts

to class

HW: submit online

Venn Diagram

Activity

HW: complete

journals and

submit online

Week 7 Word Choice

Activity

Introduction /

VODcast*

Groups: explicate

assigned poem

Presentations of

group assigned

poem

Presentations

continued

Lecture:

Formalism

HW: submit WordChoice activity

online

Week 8 Unit Paper

VODcast*

Groups: identify

possible themes in

all three works

Bring working

thesis to class,

conference with

teacher and group,

revise in class

Compile evidence

for theme in each

work, conference

with teacher and

group

HW: submit online

Discussion for

peer review offer

feedback to others

Revise and

organize argument

for theme / outline

Conference with

teacher

Evening optional

wimba chat /

conference

Final peer review

in class

HW: submit final

draft online

Week 9 Scholarly ReviewVODcast

Select text

LibraryOrientation /

Galileo

HW: Select and

create citations for

three articles MLA

MLA citationreview /

corrections

Share sources

Library:Expanding your

research

Library cont.

Week 10 Scholarly Review

Continued

Annotations: draft

in class

Peer review and

teacher conference

for annotations

HW: submit final

annotations online

Scholarly Review:

VODcast

Review sample

Scholarly Reviews

Draft Due: peer

review in class /

teacher conference

Optional Wimba

conference at night

Final Scholarly

review due online

In class reflection

and self-

assessment

*VODcasts included in the Integrated Unit Plan for Applications of Instructional Technology


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Universal

Theme

See Intro VODcast Grade

Level

9th

grade LanguageArts/Literature

Stage 2Determine Acceptable Evidence

Content Standards:ELA9RL2 The student identifies, analyzes, and applies knowledge of theme in literary works

from various genres and provides evidence from the works to support understanding. Thestudent

a. Applies knowledge of the concept that the theme or meaning of a selection

represents a universal view or comment on life or society and provides support

from the text for the identified theme.

b. Evaluates how an authors choice of words advances the theme or purpose of awork.

c. Applies knowledge of the concept that a text can contain more than one theme.

d. Compares and contrasts the presentation of a theme or topic across genres and

explains how the selection of genre affects the delivery of universal ideas aboutlife and society.

Students will understand that:

Works of literature can have more than one theme. Different perspectives can make texts appear differently to others. Genre affects theme. Literature is a reflection of life. Everything is an argument.

Related Misconceptions:

Texts only have one theme and that is what the teacher says it is. Knowing What happened ina story, poem, or play is enough to understand the

text.

Literature, once read, is understood.Essential Questions

Overarching Questions:

What is literature?

Why does literature matter?

How can literature help us better understandourselves and others?

Topical Questions:

What role does diction play in determiningtheme?

How do the elements of literature guide

interpretations of theme in various genres ofliterature?

How do critical perspectives guide interpretations

of theme in various genres of literature?

How can relationships shape who we are and

how we relate to others?


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Stage 2 - EvidencePerformance Tasks

Universal ThemeGoal (ELA9RL2.a)Applies knowledge of the concept that the theme or meaning of a selection represents a universal view

or comment on life or society and provides support from the text for the identified theme.

At the end of this activity, students will be able to:

Explain the big picture of theme Interpret the significance of the elements in theme Apply their understanding of theme by listing and connecting themes to current events Accept various perspectives on theme and incorporate others ideas into their own view of theme Identify with at least one universal theme from the texts in this unit Reflect on their understanding of literary themes as universal and relevant to themselves and to

others.

RoleStudent as inside and outside observerStudents will identify and summarize one theme from aselected work and provide evidence of that theme. Students will make connections to personal, local,national, and world stories that exemplify the selected theme. Personal connections will be short

reflections of 500 words. Connections to local, national, and world stories will require locating,

reading, summarizing, connecting, and citing news articles from online or paper sources. Connections

should be recent (within last 10 years, if possible).

AudienceStudents should assume their audience is other students of literature.

SituationGroups of students will be given a text (each group gets a different textself-selected), work together

to identify a theme, and work individually to complete the activity. Students will be given some classtime and library time to complete this activity, but much of it will be completed at home.

PerformanceThe final product is a summary chart of evidence of universality of theme. All sources should be cited

using MLA format, and work should be submitted online.

Students will come to class prepared to discuss the different themes, the different personalconnections, and the local, national, and world connections to the themes.

Standards /Criteria

Each chart must adhere to MLA format and include cited examples. Students work will be peerjudged. Once all the assignments are submitted, the teacher will publish all of them, and students

should respond to at least three other students charts (all three must come from three different texts


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excluding the students own text). Respond specifically to the following: 1) agree or disagree with the

stated theme and support your ideas; 2) Comment on one of the news articles; 3) Ask a question

relating to one of the connections or one of the articles or the theme.

Word Choice (See .mp4 file)

Goals (ELA9FL2.b & c)

Students will evaluate how an authors choice of words advances the theme or purpose of awork.

Applies knowledge of the concept that a text can contain more than one theme.

At the end of this lesson, students will be able to:

Explain how word choice influences theme Interpret the significance word choice in advancing the theme or purpose of the work Apply their understanding of word choice by completing the word choice activity Accept different perspectives of the significance of word choice and incorporate others ideas into

their own view of diction and theme. Accept others response to connotative meanings of words as vital to the interpretation process Reflect and objectively self-assess their initial and ultimate definition of literature and the

importance of word choice in advancing theme or purpose

RoleStudent as reader of text students, with guidance and prompting from the teacher, will explicate ashort poem or short excerpt from at text, identify specific choices in diction that advance the given

theme of the text, and support their argument with evidence from the text (at least three).

AudienceStudents should assume their audience consists of other students of literature.

SituationStudents will all work with the same text, but with different excerpts and different themes.

Themes will be provided by the teacher, but excerpts must be identified by the students.

PerformanceStudents will complete the attached chart for the chosen excerpt and submit the explication as

an assignment online.

Standards /Criteria for Success:

Each chart must adhere to MLA format and include cited examples. Students work will be peerjudged. Once all the assignments are submitted, the teacher will publish all of the assignmentsso that students can see how differently the text can be approached and how many themes are

possible for one text. Students will then read and respond to at least three other student

explications with the following: 1) agree with something; 2) disagree with something; 3) ask

a question related to the explication. Students will then come to class prepared to discuss thedifferent themes.


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Unit Paper (see Unit Paper VODcast)

Goal (ELA9RL2.d)Compares and contrasts the presentation of a theme or topic across genres and explains how

the selection of genre affects the delivery of universal ideas about life and society.

RoleStudent as thematic proponent across genre;

AudienceStudents should assume their audience is other students of literature.

SituationStudents have been working on developing various themes for all of the texts in this unit and

will use that understanding to write a critical analysis of theme for all three texts.

Performance

Students will complete the following tasks:1. Identify a theme that applies to all three texts (story, poem, play)2. Submit a working thesis to the teacher (arguable)3. Explain the evidence for that theme in each work4. Submit a draft of these thematic evidence for peer review5. Revise and integrate an argument for significance of genre in advancing this theme6. Conference with the teacher to discuss argumentative techniques7. Revise and submit final draft

Standards /CriteriaCriteria Unacceptable Proficient MasteryThematic Focus The focus of the paper

is not theme at all. (0 or1 pt)

Thematic connections

are made, but focus islost; themes are

identified but

unconnected (2pts)

Sophisticated thematic

connections are madebetween texts; (3pts)

Organization Lacks organizational

topic sentences or

breaks in paragraphs

are illogical; no

paragraphs exist. (0 or

1 pt)

Proficient organization

but lacks some

organizational topic

sentences or breaks in

paragraphs are illogical

(2pts)

Exceptional

organization with

precise topic sentences

and logical breaks in

paragraphs (3pts)

Supporting Evidence Lacks supporting

evidence or no

connection is made

between cited evidenceand the focus of the

paper. (0 or 1 pt)

Supporting evidence

may not always

advance the thesis or

support the main ideas;often supporting

evidence is unclear

(2pts)

Insightful supporting

evidence from the text

advances the thesis and

appropriately supportsthe main ideas of the

essay (3pts)

Mechanics / Grammar Numerous errors in

style, diction, or

punctuation, spelling

and careless errors (0

or 1 pt)

Few errors in style,

diction, or punctuation;

no spelling or careless

errors (.5pts)

Polished, well-crafted

sentences with effective

style, diction, and

punctuation (1pt)


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Scholarly ReviewGoal (ELA9RL2.a, b, c, d)

The student identifies, analyzes, and applies knowledge of theme in literary works from

various genres and provides evidence from the works to support understanding. The studenta. Applies knowledge of the concept that the theme or meaning of a selectionrepresents a universal view or comment on life or society and provides support

from the text for the identified theme.b. Evaluates how an authors choice of words advances the theme or purpose of a

work.

c. Applies knowledge of the concept that a text can contain more than one theme.d. Compares and contrasts the presentation of a theme or topic across genres and

explains how the selection of genre affects the delivery of universal ideas about

life and society.

RoleThe students will investigate the critical perspectives related to their chosen topic in at least

three texts from the unit. This research encounter should expose students to the universalityof theme in literature and in life as well as highlight the value of diction, and other literary

elements in advancing the theme or purpose of the works. Students will also become aware of

the differing critical perspectives (literary theory) and evaluate the value of such criticism.

AudienceStudents should assume their audience consists of other students of literature and other

scholarly students interested in these works of literature.

SituationStudents must learn the art of research, but to do this, they must struggle a bit. Students will

become easily frustrated and so must receive numerous comments and feedback for each step,but they must also realize that research is a process that is rarely finished completely. They

must learn to appreciate the struggles of finding information, determining the accuracy of that

information, and incorporating that information into a working framework of understanding of

a concept or idea.

PerformanceSee the guidelines for performance as outlined in the following assignment.

Standards /Criteria

Scholarly reviews will be published for the entire class to review. Students will receive peerreviewed comments, but final evaluation will be by the teacher. Effective reviews will include

connected articles, focused on similar or related content, a variety of sources and adhere to the

minimum number of articles/pages (5/15). Sources will not all come from the same journal or

book, and the review obviously indicates a thorough review of the literature available on thetopic and not just the most immediate sources located through research.


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Criteria Unsatisfactory Proficient Mastery

Comprehensive Scope of research lacks

comprehensive

coverage; merely uses

the fast and easy

ideas (0-4 pts)

Scope of research is

somewhat

comprehensive but

lacks some perspective

or relevant insight (5-14pts)

Scope of research is

comprehensive and

provides a clear

overview of the

research available (15-20 pts)

Content Lacks connectionsbetween ideas and

provides little or no

insight into the big

picture(0-4 pts)

Somewhat relevant but

not insightful

connections between

article ideas; provides

some insight into the

big picture(5-14 pts)

Insightful and relevant

connections between

article ideas; clearly

demonstrates mastery

of the big picture(15-

20 pts)Organization Lacks organizational

topic sentences or

breaks in paragraphs

are illogical; few or no

paragraphs exist. (0 or

0-4 pts)

Proficient organization

but lacks some

organizational topic

sentences or breaks in

paragraphs are illogical

(5-14pts)

Exceptional

organization with

precise topic sentences

and logical breaks in

paragraphs (15-20pts)

Documentation Style Little or no similarityto MLA format; no

citations at all (0-4 pts)

Somewhat accurate;

few errors but adheres

most closely to MLA(5-

14 pts)-

Completely accurate;

all citations clearly

adhere to MLA format

(15-20 pts)Mechanics / Grammar Numerous errors in

style, diction, or

punctuation, spelling

and careless errors (0-4

pts)

Few errors in style,

diction, or punctuation;

no spelling or careless

errors (5-9pts)

Polished, well-crafted

sentences with effective

style, diction, and

punctuation (10pt)

Self-Awareness Demonstrates little orno skill in problem-

solving while

researching; onlyselects topics/articles

that are easily found;

would have difficulty

transferring research

skills to a new project

(0-4 pts)

Demonstrates some

skill in problem-solving

while researching, but

allows some obstacles tointerfere with learning;

might have some

difficulty transferring

research skills to a new

project (5-9 pts)

Demonstrates mastery

ability to problem-solve

while researching;

should have nodifficulty transferring

research skills to a new

project (10 pts)

Other Evidence

Define Literature (class definition)working definition to be revised throughout theunit. Students and teacher will perform a think aloud and will list likely criteria for

literature, probably sticking to literary classics, fiction, drama, and poetry, but an effortshould be made to include other forms of literature as well. End the class period with

a One Minute Paper (see below)

Timeline of Great Works of LiteratureTimelines are useful tools for helpingstudents understand the entirety of an event, a series of events, or the duration of

numerous events. But the creation of a literary history timeline will help students

interpret the value of literature, explain the importance of universal themes and therole universal themes play in solidifying literatures place in history, perceiveuniversal themes from various perspectives (cultural, gender, historical, religious,

etc.), and value the placement of each event on the Literature Timeline.


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One Minute Papers: This repetitive, information check for understanding activity(add-on to other assignments) is an alternative use of the typical one-minute paper

assignment which usually only asks: 1) what was the most important point made in

class today, 2) and what unanswered question do you still have? This assignment will

be used to monitor students understanding of a particular assignment, a particular

discussion, or just a class period. (Multiple submissions on variants of the followingquestions)

o What is literature?o Why does literature matter?o How can literature help us better understand ourselves and others?

Venn Diagram: Venn Diagrams are used to show relationships between things (forlack of a better universal term). For this activity, we will look at several texts andattempt to find connections between the themes of the texts.

Journals: Journals are individual responses to the text but are not literal recall. TheseAcademic Prompts were created using the six facets and require students to think

critically about the text and write their ideas in clear, concise paragraphs.Open-ended

questions or problems that require the student to think critically, not just recallknowledge, and to prepare a specific academic response, product, or performance

(142).

Quizzes: Quizzes will consist of simple, content-focused items that:o Assess for factual information, concepts, and discrete skillo Use selected-responseo Are convergent, typically having a single, best answero May be easily scored using an answer key or machine (or group grade) o Are typically secure (i.e., items are not known in advance) (142)

Other Informal Checks for Understanding may include observation of studentgroup and individual work, questioning, and review of student work in progress.

Students may be asked to indicate (raised hands, or other positive sign) when theyunderstand a concept, or raise a question mark-placard when they dont understandsomething.

Student Self-Assessment and Reflection

Student Self-Assessment and Reflection is included in the actual performance taskassignment sheets. At times, the self-assessment and reflection is done as a One-Minute

paper, and at other times, it is done as the conclusion to the activity.

1.

What did you learn about theme that you didnt know before this lesson/unit?2. How does your definition of literature differ now compared to the beginning of thelesson/unit/semester (see original one-minute paper)

3. How has your understanding of the significance of literature changed during thelesson/the unit? (Review your original one-minute paper).

Six Facet RubricThe Six Facet Rubric would be used to assess journal entries and other checks for


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understanding.

Concept Unacceptable Proficient Mastery

Explanation Provides inaccurate or

incoherent explanation of

the idea

Provides somewhat

accurate and coherent

explanation of the idea,but the explanation may

not be thorough

Provides accurate,

coherent, and thorough

explanation of the idea

Interpretation Does not make

meaningful connections

in the text beyond literal

understanding

Makes somewhat

meaningful connections

between ideas, but come

of their connections rely

merely on literal

understanding

Makes meaningful

connections between

ideas, revealing

significant understanding

of meaning deeper than

literal understanding

Application Does not make

connections with the

outside world or with

themselves

Attempts to make



themselves, but some

connections are merelysurface connections

Makes appropriate



themselves

Perspective Does not see or reveal

insights through changes

in perspective

Provides somewhat

credible revelations

through change in

perspective, but some of

the insights lack

substance or evidence

from the text

Provides insightful or

unusual revelations

through change in

perspective

Empathy Lacks sensitivity to

differences in others and

may even lack tack when

responding to differences

Somewhat demonstrates

sensitivity toward others

but seem resistant to

some differences

Demonstrates sensitivity

and are open to

differences in others

Self-Knowledge Seems unable to reflect

on their own

understandings or short-

comings.

Somewhat demonstrates

reflective insight, but

perhaps lack the self-

adjustment necessary to

really grow and learn

about themselves

Demonstrates reflective

and self-adjusting insight

into themselves


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Word ChoiceActivity

Theme:

Text (MLA format)

Excerpt:

Summary of excerpt:

Relationship of excerpt to

the entire text:

Evidence #1: select

Evidence #2:

Evidence #3:

Self-Assessment: Reflect on

your understanding of therole of word choice and

other elements in the

advancement of theme andpurpose in literature.


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Universal ThemeActivity

Text Cited MLA format:

Summary argument of theme

Evidence from text #1:



Personal connection to theme (reflection):

Local connection to theme (news article or

other hard sourcesummarize and cite):

National connection to theme (news articleor other hard sourcesummarize and cite):

World connection to theme (news article orother hard sourcesummarize and cite):

Self-Assessment: Reflect on yourunderstanding of literary themes as

universal and relevant to ourselves and to

others.


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Timeline ActivityStandard (ELA9RL2.d)

Compares and contrasts the presentation of a theme or topic across genres and explains how the

selection of genre affects the delivery of universal ideas about life and society.


Explain the big picture of literary history Interpret the significance of the big events on other events Apply their understanding of literary history by choosing their top 10 events Accept different perspectives of the significance of literary history and incorporate others

ideas into their own view of literary history.

Include major events in history that werent necessarily related to personal interests (i.e.include events from non-western literary history)

Reflect and objectively self-assess their initial and ultimate definition of literature and theimportance of literary history

Overview: Timelines are useful tools for helping students understand the entirety of an event, a

series of events, or the duration of numerous events. But the creation of a literary history timelinewill help students interpret the value of literature, explain the importance of universal themes and

the role universal themes play in solidifying literatures place in history, perceive universalthemes from various perspectives (cultural, gender, historical, religious, etc.), and value the

placement of each event on the Literature Timeline.

Assignment: Students will complete the following steps:

1. Students will write a one-minute paper reflecting on their understanding of the followingquestions:

What are some major works of literature? (What is literature?) Why are these works important? (Why does literature matter?) Why do we still read these works of literature today (if they are older) or why are theseworks popular (if written today)? (How can literature help us better understand ourselves

and others?)

2. Students will complete a WebSearch, searching for the beginning of literature. Using theclass definition of literature (does it include oral works, written down later, or does literary

history begin with the first written worksthis will vary from class to class, depending on

the working definition of literature at the time of the assignment. Place the beginning onthe timeline.

3. Students will select an ending point. Will the timeline include current literary events? Orwill the timeline end sometime earlier than today (nothing today is considered of value to that

timeline). Place this last event on the timeline.

4. Students will select eight other major events of significance in literary history. These eventsmay include publications of texts, inventions of technology that changed the literary world, orthe rise and fall of particular styles of writing.

5. The class will combine their events into one large class Timeline6. The class will revise the working definition of literature.7. Students will write a one-minute paper reflecting on their understanding of the following

questions:

What is literature? Why does literature matter? How can literature help us better understand ourselves and others?


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Venn Diagram Activity

Goal/Standard (ELA9RL2.a, c,d)

Applies knowledge of the concept that the theme or meaning of a selection represents auniversal view or comment on life or society and provides support from the text for the

identified theme.

Applies knowledge of the concept that a text can contain more than one theme. Compares and contrasts the presentation of a theme or topic across genres and explains

how the selection of genre affects the delivery of universal ideas about life and society.


Explain the big picture of theme Interpret the significance of the elements in theme Apply their understanding of theme by listing and connecting themes of multiple texts Accept various perspectives on theme and incorporate others ideas into their own view of

theme

Identify with at least one universal theme from the texts in this unit Reflect and objectively self-assess their initial and ultimate definition of literature and the

importance of theme in literature and in life

Overview

Venn Diagrams are used to show relationships between things (for lack of a betteruniversal term). For this activity, we will look at several texts and attempt to find

connections between the themes of the texts. Below, you will find a sample Venn

Diagram. Yes, it is simple, but it should demonstrate the point of this activity.

Compare similar characteristics between the following:

PIGCANDYBABY

(See the Venn Diagram example on the next page.)

Like the similarities between these three things, literature, too, has similarities. For thisunit, we have read a variety of literature, including short stories, poems, and plays, but

regardless of the genre, universal themes exist and are evident in all of the texts.

For this assignment students will work in groups,1. Groups discuss themes and examples/evidence from the text2. Groups will present themes to the class3. Groups will revise their themes based on class suggestions4. Class will unite to complete a Unit Venn Diagram (Smartboard or ELMO)5. Students will complete the class lesson with a One-Minute Paper that addresses the

following:

What is the most important thing you learned today? What do you wish you had learned? Discuss the following: what is literature, why does literature matter, and how does

literature help you understand yourself and others?


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(Venn Diagram is transparent on screen but prints solidsorry)

Pig Baby

Candy

SmellyMammal

cute

yummySticky

Messy

pink

Come in all sizes

Eats garbage Smell good

Variety of flavorsVariety of textures


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Trifles Quiz1. The setting for the play is

a. On a farmb. At a bus stationc. On a television showd. In a football stadium

2. What is Mrs. Wrights chief concern from jail?a. The dead bird might be seen as evidence of her guiltb. Her preserves might freezec. She left her house a wreckd. She forgot to feed the dog

3. Mr. Wright dies bya. A crushed skullb. A heart attackc. Strangulationd. Food poisoning

4. Mr. Hale wanted to talk to Mr. Wright about what?a. A falling fenceb. A wolf that was ravaging the cattlec. A party phoned. a business matter

5. Why do the men bring their wives to the house?a. To help them investigate the crimeb. To clean the housewomens workc. To babysit the childrend. To gather some items for Mrs. Wright


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A&P Quiz1. Where does Sammy work?

a. He is a lifeguard at the beachb. He is the manager of the local dinerc. He is a cashier at the grocery stored. He work as an electrician

2. Sammy argues with his boss becausea. His boss thinks he stole moneyb. His boss is rude to the girlsc. His boss tries to make him go home earlyd. His boss wants him to work more quickly

3. The girls are causing a scene becausea. They are wearing just their bathing suitsb. They are wearing spiked heels, lots of makeup, and big hairc. They are loud and saying vulgar wordsd. They are mad because they cant find the item they want

4. Where does Sammy live?a. In the college dormsb. At home with his parentsc. With Stoksied. Alone in a studio apartment

5. What does Sammy do after arguing with his boss?a. Punch him in the faceb. Walk the girls to the car and schedule a date with Queeniec. Quit his jobd. Throw something through the window


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Journal AssignmentsComplete each journal question by writing at least one paragraph and citing examples

from the text to support your ideas. Keep your journal questions ready for journal checks

in class. Not all journals will be collected at once, but may be collected at random.

A&P by John UpdikeElements of Fiction

A&P is confined to one setting (the inside of the store) and a briefperiod of time. How would theplotchange if it began with Sammywaking up at his house on the morning of the same day?

Explain

What caused Sammys change of heart? How do these events add up toSammys decision at the end of the story?

Interpret

What are the implications of Sammys choice? What does his actionreveal about his life?

Application In an interview, John Updike writes:

The pictorial and the verbal are similar in that they both take place

in two dimensions on paper or canvas. . . . Drawing was a part of

the gentlemans equipment, in fact, in the nineteenth century, just

like operating a camera is for a twentieth-century person. . . .Handwriting is itself a kind of drawing and the letters are in a way

visual objects. . . . I wanted to be a cartoonist but I fairly slowly

saw that there were others more gifted than I at drawing [, so] I

contented myself with being a writer in the theory that in a wayyou . . . draw with words when you write.

Updike is talking about the importance of making the reader see. Howdoes Updike help us to see the scene he was describing? Choose twoimages that you were able to see very clearly and analyze what Updike did

to help you see them.Perspective

Discuss the impact of Sammys attitude on the narrative. Point to placesin the text where Sammy interprets events rather than reports them

objectively. How might this situation be reported differently (or left out

altogether) if the story were told by Stokesie, or Queenie, or someone elsein the story?

Empathy

Whose values does the story seem to endorse? Whose values arecriticized? How do you know?

When, in disgrace with fortune and mens eyes by William Shakespeare Elements of Poetry

What are the characteristics of structure in this poem? Where do youdetect changes in thought or tone?


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How many sections do you perceive in the poem? How does the rhymescheme signal section breaks?

Explain

What caused the speaker to scorn to change [his] state with kings?Interpret

What does the final gg rhyme reveal about love?Application How might changing the rhyme scheme help us to see the importance of

form?Perspective

Notice the implicit pun between haply which means by accident and happily. How is haply different from happily in this poem?

What are the strength and weaknesses of the diction in this poem? Empathy

How might the speaker feel about changing his state with current leaders?With you?

Trifles by Susan GlaspellElements of Drama

What is the significance of setting the play during winter? What is the significance of the kitchen as a setting for this play?

Explain

What caused Mrs. Wrights unhappiness? How did her unhappiness affecther?

What might have happened if Mrs. Wright had joined the WomensSociety?

Interpret

What does the mens attitudes about womens trifles reveal about theirsociety?

What are the implications of these trifles?Application

How might Mrs. Wrights situation compare with the speaker inShakespeares sonnet or with Sammy from A&P?

Perspective

What does the play suggest about the relative merits of mens andwomens perspectives? How do these different perspectives advance thetheme of the play?

Empathy

Identify an exchange of dialogue that you found particularly powerful andexplain why. How would it feel to be one of the characters?


20/23


Scholarly ReviewAssignment (I use this assignment, but I tweaked it for this)

OverviewThepurposeof a Scholarly Review is to describe and evaluate important research on atopic. These reviews would be used by students or others who would like to see an

overview of the issues and available research on a particular topic. In writing a Scholarly

Review, your goal is to give an overview of the literature on a topic. You do that bydiscussing the literature that is most relevant to your topic and your purposes, providing

clear and accurate summaries of appropriate source material, and describing relationships

among facts and concepts.

Assignment 1: (10 pts)Choose a topic by selecting a theme that is relevant to three of the texts we

read for this unit. This topic selection is worth 10 points total, but your

topic must selected on time and remain mostly unchanged throughout the

duration of your research, so choose carefully. Points will be reduced by 1point per day for late selections, and each change in topic will reduce this

portion of your grade by 2 points.Write your topic and submit it.

Key Features of a Scholarly Review

Careful, thorough research. A scholarly review demands that you research all the

major literature on the topicor at least the major literature available to you, given the

time you have. For this project, we will use the Galileo Database Service and use thesearch criteria under Literature, Language, and Literary Criticism. Click on Literature

and Literary Criticism when given a choice. Use a KEYWORD search of your author

and title. Choose only full-text articles (articles are from academic journals), and see

what you can get. You will need five articles, each at least three pages long, but dontsettle for the first articles you find. Strive to find connections in your articles. Irrelevantor unrelated articles may not receive as many points as more related articles.

Accurate, objective summaries of the relevant material. Readers expect your

scholarly review to objectively summarize the main ideas or conclusions of the texts

reviewed.

Critical evaluation of the material. A scholarly review offers an objective review of

the most important, relevant, and useful sources of information on its topic, so you must

evaluate each source to decide whether it should be included and then determine how it

advances understanding of the topic.

A clear focus. Because a scholarly review provides an overview of your topics main

issues and explains the main concepts underlying your research, it must be carefullyorganized and clearly focused on your specific topic. If youre researching a topic with avast amount of material on it, you will need to narrow and define the topic to one you can

handle. In other words, if you chooseHamlet, you might consider only looking at articles

that deal with Hamlets indecision, or his morose behavior, or articles that deal with the


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psychoanalytical analysis of Hamlet. Reading five articles of unrelated material isnt

what were going for here. (You may not chooseHamletfor this assignment).

Assignment 2: (15 points)

Select three articles from your research and type them in MLA format.

Survey the materials. Begin by skimming the first articles you find. Try to decide what

is important and what people are talking about. Research is like an ongoing

conversation that takes place in writing over an extended period of time, so you arejoining the conversation late, and you need to catch up on the discussions taking place.

Once you are somewhat aware of the different threads of conversation, you might run a

new search, possibly trying new key terms that include ideas from your skimming. This

might help you have more focused reading. Remember, your five articles need to besomewhat related or connected. Think of a party with multiple conversations going on. I

want you to experience all the conversations but report more thoroughly on one

conversation.

Take notes as you read. I know that many of you read on screen very well, but for thisproject, I suggest you print the articles, mark them up with notes, and then create real

note cardsyes, the paper oneswith citations on the back, so you dont forget where

you got the information. Of course you could make notes in a Word document as well, ifyou are more comfortable with that.

Look for any patterns, trends, controversies, contradictions. How do these sourcesrelate to one another? to your topic? Part of your purpose in reviewing the literature is to

identify important trends and issues pertaining to your topicand to summarize such

patterns in your review. Look specifically at the different critical approaches to literature

(feminist, psychoanalytical, historical, reader-response, etc. look in your book on page formore details, or refer to your handout from last unit).

Assignment 3: (75 pts)

Type your final five articles in MLA format (see your book for more information on MLAformat) and write a brief annotation for each article. The following information should help

you write appropriate annotations:

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes

a summary and/or evaluation of each of the sources. For this assignment, your annotationshould include the following:

ExplanationWhat is the key idea in the article? What examples are used to support this idea?

InterpretationWhat are the implications of this argument in the larger context of your research?

What does this argument reveal about the authors purpose?


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Bibliography: Creating a Technology Integration Plan using Video Podcasting

Poetry Explications.Handouts and Links. The Writing Center, UNC, CH.

http://www.unc.edu/depts/wcweb/handouts/poetry-explication.html. 20 Apr 2010.

Poetry: Close Reading. Writing in Literature. Purdue Online Writing Lab.

http://owl.english.purdue.edu/owl/resource/751/1/. 20 April 2010.

Pike, David L. and Ana M. Acosta.Literature: A World of Writing. Boston Longman,

2011.

Pirie, Bruce. Unlocking Reading Processes.Reshaping High School English. Urbana,

IL: NCTE, 1997. 33-49.

Roberts, Edgar V. Writing About an Idea or Theme: The Meaning and the Messages in

Literature. Writing About Literature. 12 ed. Boston: Longman, 2010. 123-135.

Somers, Albert B. Teaching Poetry in High School. Urbana, IL: NCTE, 1999.
http://owl.english.purdue.edu/owl/resource/751/1/http://owl.english.purdue.edu/owl/resource/751/1/http://owl.english.purdue.edu/owl/resource/751/1/

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