Lisa Napell Dicksteen
Methods 1
UNIT PLAN: 10 LESSONS ON TEACHING LITERARY CRITICISM
The school-supplied materials needed for this unit include books,
photocopied texts, overhead projector and transparencies, computers with
internet access, tape/CD player with tape recording function and microphone,
and video or DVD player. Students are required to bring their own pens,
pencils, highlighters, and notebooks.
This series of lessons is designed for a ninth grade class. By this age
students have done a significant amount of reading and most have the
sophistication to begin to look beyond the plot to other aspects of a text.
At the end of this unit students will have:
·
an
understanding that there is not “one right way” to read or interpret a piece of
literature (as many English students seem to believe) but many valid
interpretations based on many different factors and approaches
·
the
ability to read a text closely enough to spot more than the plot, to notice and
speculate lucidly (in writing) on the author’s larger intent, and to bolster
those speculations with specific references from the text itself
·
an
understanding of some of the different ways to approach a literary text, and
the ways in which they themselves can be filters for interacting with any type
of text
·
an
understanding of the basics of the major theories of literary criticism and
what each one brings to the reading experience
·
the
ability to reflect intelligently in writing on the different understandings
readers with different critical lenses will take away from the same text
·
an awareness
of the assumptions that are embedded in literature – the world-views that are
supported or attacked under the surface of plot and story and how to dig them
out
·
the
ability to reflect intelligently in writing on an author’s development of
character traits and differences
·
the
ability to move past the jargon of literary criticism and into the meaning the
author is trying to convey
By using a very accessible text and poking fun at some of the extremes
of interpretation and pomposity in the critiques, I hope to remove some of the
intimidation factor surrounding the reading of both literature itself and
literature about literature.
Lesson #1:
Introduction
Full-class discussion
to ascertain prior knowledge
15 minutes
· Ask students about levels of familiarity with critics in general (movies, music, electronic games most likely examples) and literary criticism in particular.
· Discuss personal experiences with reviews that matched or didn’t match their experience with item being reviewed.
· Differences found if they read review before or after experiencing thing being reviewed.
· What should be in a critique? Why? What should not be in a critique? Why?
Individual writing
5 minutes
· Think about a book or story you’ve read, a movie you saw recently, and write a brief criticism of it including what you liked best, disliked most and why.
· Include reasons for your opinions and as many details as you can remember from the thing being reviewed.
10 minutes
· Swap papers with neighbor.
· Read and write back. If you are familiar with what’s being reviewed, include your own opinions and reasoning. If you’re not familiar with it, include your inclination to experience it as a result of what you’ve just read and why.
· Return to author, who can read it.
Discussion
10 minutes
· How did it feel to be the person in charge of stating an opinion or even deciding how someone else might feel about something?
· What was hard about it? Easy? Fun?
· How did it feel to read someone else’s comments on something you had experience with?
· Something you were unfamiliar with?
· Did their comments make you think something different/new?
Lesson #2: Reading
Closely
Do Now
25 minutes
· Read short story on your desks (We Are Introduced to Winnie-the-Pooh and Some Bees and the Stories Begin --First Chapter of Winnie-the-Pooh, set up with blank space on left half of each page and text on right)
· Take notes on the following in the space provided on the left of each page:
o Characters:
§ who are they?
§ what do they look like?
§ what else do you know about them?
§ how do you know that?
o Setting:
§ where are we?
§ how do you know?
o Plot:
§ what happens?
o Anything else you notice that might be important
Full-class discussion
to compare notes
15 minutes
· Ask students to contribute their collected information on each topic verbally
· Discuss differences between observations by different students
· Several volunteers to keep class notes on overhead transparencies for later use
Lesson #3:
Class to be held in computer lab today to facilitate
internet access
Full-class Discussion
15 minutes
· Ask students to choose their favorite character
· Break into groups based on character choices (allow one group for not-sure (N-S))
· All but N-S group begin talking about character amongst themselves, comparing individual member’s observations, while N-S group talks about different characters and makes decisions to join other groups
· At end of discussion, all students will be in a character-based group and all group members will have same list of character traits
Internet activity
15 minutes
· Go to http://www.half-asleep.com/pooh/interact/quiz and take “The 100-Acre Personality Quiz,” which uses answers to multiple choice questions to return an observation on which Winnie-the-Pooh character you most resemble.
Reflective writing
10 minutes
Write until the end of class on how you feel about the
results of the quiz. Were they accurate, somewhat accurate, totally
ridiculous – why?
Homework:
· Imagine that the character you chose is the opposite gender. Write about how that might alter the character’s interaction with the other characters and his or her place in the story.
Lesson #4: What is literary criticism?
Full-class discussion
10 minutes
· What is important information to include in a literary critique?
· Does that include a summary of the plot or revealing the ending?
Individual writing
10 minutes
· Write a “review” of the story we read in class yesterday. Consider what you think is important, other than the plot.
· Explain summary and remind students that this is not what they are doing.
· Include your own opinion, but not without accompanying explanation.
Full-class discussion
20 minutes
· Types of literary criticism
· Discuss general explanation of literary criticism from handout (without handing it out yet)
· Show brief definitions on transparency, reveal one at a time and elicit conversation about student’s immediate reactions/perceptions (give out “definitions” handout at end)
Homework
Review the handout explaining different types of lit crit, choose the one that interests you most. Write a brief (500 words) reflection on why you find that approach intriguing.
Lesson #5:
Obfuscation as Art
Do Now:
25 minutes
· Read the material on your desks and write a summary or paraphrase of what you think the author is trying to say and what type of literary criticism he or she is using. Use the most simplistic language you can.
·
Material will be essays from The Pooh Perplex or Postmodern Pooh by Frederick Crews – one per student, but several
different essays distributed randomly throughout the class.
15 minutes
· Swap papers with the person next to you.
· Read that person’s summary/explanation and, without referring back to the original text, write a summary or explanation of what your partner has said.
· Return the papers to their authors – read your partner’s comments
Homework
· Write about
o What my reader saw in my writing that I did not put there
o What my reader missed that I thought was clearly stated
o Anything else you notice about the comments your partner made
Lesson #6: The Uses
& Misuses of Jargon
Full-class discussion
15 minutes
· What kind of critic were you reading yesterday?
· What did you think the critic was saying?
· Why didn’t they just say it – what’s the point of all that jargon
o What is jargon?
o When is it useful, counterproductive?
· Did the critic’s basic theory make sense to you in terms of your knowledge of Winnie-the-Pooh?
· Was there any specific conclusion you agreed with/disagreed with? Why?
Individual work
25 minutes
· Choose a style of criticism from the list of definitions you received in class.
· Read the next chapter of Winnie-the-Pooh (hand out story printed as before) and make notes as though you were a critic working in that style.
· Write a critique of the chapter you just read as though you were a new literary critic working in the style you have chosen presenting his or her first paper to a group of like-minded critics.
Homework
· Finish presentation begun in class today. Prepare to “deliver” tomorrow.
Lesson #7: Another
View of Pooh
Presentations
15 minutes
· Some volunteers, some teacher-selected presentations to class.
·
Listeners encouraged to ask questions based on
theory being presented as though they were experts themselves.
Prepare for movie
3 minutes
· Notify students that they are seeing a movie of some of the text they have been reading, and that they are expected to take notes as they did while reading the story.
o Notes are to be in two main areas (plus anything else they think of):
§ The information needed by a reader of the critical style in which they did last night’s homework
§
Observations on the depiction of their
“favorite” character
Screening
12 minutes
·
View opening and first “chapter” of movie
version of Winnie-the-Pooh
Group discussion
10 minutes
· Form into character-based groups
· Discuss differences between depiction of character in text and on screen
· Create group list of licenses taken by cartoonists
Homework
·
Using notes from last night’s homework and
today’s viewing and discussion, write a critical character analysis of your
favorite character in terms of the literary theory you’ve been working with.
Lesson #8:
Full-class discussion
10 minutes
· What did you think of last night’s homework?
· Would your results have been different if you had chosen a different critical lens? How?
Peer review
20 minutes
· Swap homework with someone who worked on the same character.
· Read your partner’s essay quietly, making notes of things you agree with, disagree with, don’t understand, anything else interesting.
· Be sure to watch for “validity in terms of style” and “provability through textual reference.”
· Return papers to authors.
Discussion
10 minutes
· What was it like to read this essay as opposed to the ones we did on the first or second day of the unit?
Homework
·
Reflect (in writing or on tape) on the responses
you received to your essay.
Lesson #9: Who
Decides?
Discussion
10 minutes
· Divide into groups based on critical styles selected earlier, then pair off based on favorite character (as much as possible)
· Each pair to talk about how the character they like is portrayed or used by the critical style they have been working with and whether they agree with that portrayal – take notes!
Individual writing
project
20 minutes
· Write a letter to the critic you have been studying AS the character you have been studying
· Make sure to clarify any misunderstandings you think the critic has about you.
· Tell the critic how you feel about his or her pronouncements
· Include your opinions on how he or she has portrayed your friends as well
Full-class discussion
10 minutes
· Encourage students to talk about what they have just written and to look for similarities and differences in their approaches.
· Talk about how to get “into” their character’s heads (close reading of text, read aloud)
Dramatization
10 minutes
· Have volunteers act out a scene from the story
o Come to front of classroom
o Read “in character”
o Whatever body movements seem appropriate
Homework
Write a second draft of the letter to the critic you did in class today. Make sure this version is clear and well thought out, and that the language you are using is appropriate for the character as whom you are writing. This will require a review of the stories, as the different characters speak differently. It will also require some alteration of the way in which you might write to the critic in your own voice – try to capture the personality of your character in your writing as much as possible.
Lesson #10: ---
Oral Presentations/Full-class
discussion
30 minutes
· Ask for volunteers (and choose as necessary) to read their “in-character” letters to the class, remind to use voice and body language appropriate for character.
· Topics for discussion between readings:
o similarities in letters from the “same” character
o differences in letters from the “same” character
o similarities in letters to same author/critic
o differences in letters to same author/critic
Wrap up
10 minutes
· Brief talk/discussion about what we’ve covered and why, including how it can be helpful outside of English class.
Homework
· Reflective essay on differences between reading for entertainment and reading for analysis and critique. Include details on
o different types of critical lenses/theories we’ve covered
o which one(s) you most “agree” with, or find most accessible and why
o which one(s) you most “disagree” with, or find least accessible and why
The standards addressed in this unit include:
NYS Learning Standards for ELA
·
Students will read, write, listen, and speak for
literary response and expression. (2)
Students will read, write, listen, and speak for critical analysis and
evaluation. (3)
NCTE Standards
·
Students apply a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts. (3)
·
Students adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes. (4)
·
Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
(6)
·
Students participate as knowledgeable, reflective, creative, and
critical members of a variety of literacy communities (11)
INTASC
Dispositions
·
The teacher
understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students. (1)
·
The teacher realizes that subject matter knowledge is not a fixed
body of facts but is complex and ever-evolving. S/he seeks to keep abreast of
new ideas and understandings in the field. (1)
·
The teacher appreciates multiple perspectives and conveys to
learners how knowledge is developed from the vantage point of the knower. (1)
·
The teacher
understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
skills. (4)
·
The teacher values the development of students' critical thinking,
independent problem solving, and performance capabilities. (4)
·
The teacher values flexibility and reciprocity in the teaching
process as necessary for adapting instruction to student responses, ideas, and
needs. (4)
·
The teacher takes responsibility for establishing a positive
climate in the classroom and participates in maintaining such a climate in the
school as whole. (5)
·
The teacher understands how participation supports commitment, and
is committed to the expression and use of democratic values in the classroom.
(5)
·
The teacher values the role of students in promoting each other's
learning and recognizes the importance of peer relationships in establishing a
climate of learning. (5)
·
The teacher recognizes the value of intrinsic motivation to
students' life-long growth and learning. (5)
·
The teacher
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals. (7)
·
The teacher values both long term and short term planning. (7)
·
The teacher believes that plans must always be open to adjustment
and revision based on student needs and changing circumstances. (7)
·
The teacher
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and
physical development of the learner. (8)
·
The teacher values ongoing assessment as essential to the
instructional process and recognizes that many different assessment strategies,
accurately and systematically used, are necessary for monitoring and promoting
student learning. (8)
·
The teacher is committed to using assessment to identify student
strengths and promote student growth rather than to deny students access to
learning opportunities. (8)