Short story Friday Black (lenses)

Welcome to Mrs Everstijn's (online) classroom
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Slide 1: Tekstslide
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In deze les zitten 27 slides, met interactieve quizzen, tekstslides en 1 video.

Onderdelen in deze les

Welcome to Mrs Everstijn's (online) classroom

Slide 1 - Tekstslide

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Materials :

  • Handout short story
  • Mobile phone = Kahoot! & LessonUp
  • Pen & notebook = notes + answers

Slide 2 - Tekstslide

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Learning objectives :

  • Students can use prior knowledge.
  • Students can collaborate.
  • Students can use reading strategies; looking for details.
  • Students can form and express an opinion based on facts presented.
  • Students can use different perspectives to analyse a text.

    Slide 3 - Tekstslide

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    Slide 4 - Link

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    Reading:
    Classroom rules - discussions:

    * raise your hand if you want to contribute. Don't just blurt out your remarks.

    * listen to your classmates and comment on their input

    Slide 5 - Tekstslide

    Link this to:
    * speaking lesson unit 2 = discussions in pairs
    * review lesson 2; commenting on the extra exercises last week
    Reading:
    Why did you see different things in these pictures and photos?

    Slide 6 - Tekstslide

    Elicit answers like;
    • different prior knowledge
    • different interests
    • different angles



    Reading:
    Why would I use this activity for a reading/literature lesson?

    Slide 7 - Tekstslide

    Elicit answers like;
    • different students read different thinkgs in texts / focus on different things
    • author has underlying reasons / implies things not always pict up on by readers
    • changing perspective  may lead to additional knowledge and insights.
    • your summary or review should include different perspectives.
    • method of analysing = helpful when analysing texts.


    Reading:
    Things My Mother Said

    Slide 8 - Tekstslide

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    What do you remember about...
    "Things My Mother Said"?

    Slide 9 - Woordweb

    Elicit answers like:
    * short story
    * couple of weeks ago
    * poor people
    * US
    * stealing hamburgers
    * analysing characters = STEAL method
    * house at the bottom of the hill
    * loving & appreciating his mother
    * teenager
    * mobile phone
    What do you remember about ...
    STEAL?

    Slide 10 - Woordweb

    S = speech
    T = thought
    E = effect on others
    A = action
    L = looks

    Way to analyse characters.
    Literature: 

    Slide 11 - Tekstslide

    STEAL grid mother + narrator (output last time)
    What do you remember about ...
    SETTING?

    Slide 12 - Woordweb

    Elicit answers like:
    * place
    * time
    * detailed/narrow/section
    * broader (= including context (general knowledge) location, period & author)

    TMMS:
    * 2005 - 2013 (published 2014 & cellphone owned by teenager)
    * daytime (+ nighttime)
    * US & (small) home (poor neighbourhood = at the bottom of the hill).
    Literature:  LITERARY LENSES
    "Literary lenses provide different methods for the analysis of literature and allow for an adaptive study of literature that reveals layered and variable meanings.

    Literary lenses have changed to keep pace with historical and cultural shifts." (Matus, 2017)

    Slide 13 - Tekstslide

    Definition literary lenses by Matus (2017).

    Question; Can you come up with a historical or cultural change/shift?

    Elicit answers like:
    * Environmental: Climate change
    * Racism; Black Lives Matter, Zwarte Pieten discussie, Slavery
    * Sexisme; gender neutrale communicatie, feminisme

    Literature:  LITERARY LENSES
    "A Literary Lens influences how you look at a work. As if putting on a pair of glasses, which are affecting how you view your surroundings. The lens you choose is a new way to focus on the work and is a great tool for analyzing from different viewpoints. There are four common ones." (Pellissippi Community College Libraries, s.d.)

    Slide 14 - Tekstslide

    Definition literary lenses by Pellissippi Community College Libraries (s.d.).


    Literature:  LITERARY LENSES
    Social-economic lens (Marxist criticism)
    Examines complications found within a capitalist system, including social structures, wealth disparities, and class hierarchies.

    Slide 15 - Tekstslide

    Definition literary lenses by Pellissippi Community College Libraries (s.d.).

    Questions to ask:
    • What role does class play in the text?
    • How does class affect the characters and the actions they choose?
    • Maybe a character moves from one class to a new one, what are the implications?
    • What characters have money? What characters are poor? What are the differences?
    • Does money equate to power?
    • Perhaps a rich character is a villainess and poor character is morally rich, why is this? What causes this?
    Literature: SOCIAL LENS

    Slide 16 - Tekstslide

    Ron = his parents are portrayed as poor; old-fashioned and 2nd-hand clothes.

    Hagrid = works as a gamekeeper

    Draco = wealthy upper-class parents but still an heir

    Sirius = wealthy upper-class/nobility parents, powerful wizard.
    Literature:  LITERARY LENSES
    Feminist/Gender lens
    Examines how gender roles and/or sexuality are characterized in the work. This approach is not limited to issues involving women.

    Slide 17 - Tekstslide

    Definition literary lenses by Pellissippi Community College Libraries (s.d.).

    Questions to ask:
    1.    Is the author male or female? How do they connect with the text?
    2.    Are there traditional gender roles? Do characters follow these roles? How would they view a character that did not follow traditional roles?
    3.    Are women minor characters in the text or do they take on a prominent role? What roles do they have? Does it relate back to the gender of the author?
    4.    How does the author define gender roles?
    5.    What role does society/culture play in gender roles/sexuality in the text?
    6.    Would an LGBTQIA character be accepted in the text? Why or why not?

    Literature:  LITERARY LENSES
    Historical lens
    Analyses a work in its historical context (i.e. Understanding the time period, author's background, and how the events of the time affect the author and possibly the characters of the text).

    Slide 18 - Tekstslide

    Definition literary lenses by Pellissippi Community College Libraries (s.d.).

    Questions to ask:
    1.    What time period was the work written, and what time period is the literary work taking place in? Is there a connection?
    2.    What is the background of the author? How does this affect their world-view? What role does this world-view have in the text?
    3.    Were major historical events taking place? What were they? How does the text reflect this?
    4.    Are the characters a product of their time?
    5.    Are any of the characters a voice for change? What message is the author trying to convey through them?

    Literature: HISTORICAL LENS

    Slide 19 - Tekstslide

    Racism; slavery the norm in 18th century => nowadays the depiction of 'Zwarte Piet' is cause for upheaval and demonstrations because it is seen as an expression of racism and should no longer be tollerated.

    Colonialisation; in the 17th to early 20th century it was the norm for European countries.

    Feminism; up until the mid 20th century women were not equal to men. In today's world women still get paid less than men in certain circumstances.

    Can you name another topic upon views have changed over the years?
    * mixed marriages; race, faith, class
    * gay/lesbian/other type of love relations/preferences.

    Literature:  LITERARY LENSES
    Environmental/ecological lens
    Analyses how the environment is portrayed in a work (i.e. flora, fauna, architecture, landscape, weather & climate).

    Slide 20 - Tekstslide

    Definition literary lenses by Pellissippi Community College Libraries (s.d.).

    Questions to ask:
    • What role does class play in the text?
    • How does class affect the characters and the actions they choose?
    • Maybe a character moves from one class to a new one, what are the implications?
    • What characters have money? What characters are poor? What are the differences?
    • Does money equate to power?
    • Perhaps a rich character is a villainess and poor character is morally rich, why is this? What causes this?
    Reading:
    Things My Mother Said

    Slide 21 - Tekstslide

    Teacher reads the short story aloud.
    = benefitial for dyslectic students
    Who:  
    What
    How:  
    Help:  
    Time
    Result:
    Done:  

    individual
    THINK activity (handout p 4)
    Jot down answers in your notebook/laptop
    your teammates/teacher
    10 minutes
    input for SHARE activities
    What things stand out in the text and what in your answers? Can you think of an explanation for this/these? Help teammates.

    timer
    10:00

    Slide 22 - Tekstslide

    Teacher divides the class in 4 groups.
    Each group is given 1 lens to present.

    = collaborative learning
    = scaffolding

    Differentiation:
    Select Mutism students work individually and need to assess the presentations using their notes and the speaking rubric.

    Who:  
    What
    How:  

    Help:  
    Time
    Result:
    Done:  

    in teams
    PAIR activities (handout p. 4)
    use individual notes to discuss, assign roles to team members and create/design the presentation
    each other, teacher
    15 minutes
    Class check = presentation = input SHARE activity
    Practice your presentation (make sure everybody has a task).
    timer
    15:00

    Slide 23 - Tekstslide

    Discuss your answers with your teammates and try to come to a mutual agreement.
    Then find a picture (or create a collage) that represents these findings, as your team has visualised them. Create your presentation which includes:
    •    Answers to the questions
    •    Picture/collage
    •    Discussion

    Differentiation:
    Select Mutism students learn the speaking rubric and jot down key words per question per lens.

    Literature:
    Homework:

    DO: finish your team's presentation & practice
    STUDY: learn wordlist unit 3 pages 1 & 2

    Slide 24 - Tekstslide

    •    Then our house at the bottom of a hill lost all its life = personification
    •    a dying box look like a home = simile ‘like’
    •    Hunger colored those days = personification


    What is the effect of these literary devices??
    Personification; enhance the drama
    Simile = like; comparing an ordinary loving and necessity which should portray a safe environment to a dramatic object related to death enhances the gravity of the situation and the severeness of the living conditions.

    What mark would you give yourself with reference to your input during the PAIR activities?

    Slide 25 - Open vraag

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    What do you need in order to give a great team presentation?

    Slide 26 - Open vraag

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    Slide 27 - Video

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