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Thinking%20Through%20Literature

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Thinking Through Literature ... he became a high school English teacher. ... a. recognize literary devices and terms in prose and poetry. b. – PowerPoint PPT presentation

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Title: Thinking%20Through%20Literature


1
Thinking Through Literature
  • Learning HOTS
  • and
  • Enjoying Literature
  • Maida Nechushtan Judy Henn

2
  • At the end of this presentation, you will
  • 1. feel excited about teaching literature to
    your pupils.
  • 2. agree that literature can be accessible to
    your pupils.

3
  • 3. see the connection between
    analyzing literature and
  • promoting HIGHER ORDER
  • THINKING SKILLS HOTS.
  • 4. teach literature more effectively
  • when given suitable material.

4
  • 5. leave here saying, I can do
  • this.
  • 6. will take steps to include
  • literature in your syllabus.

5
  • Countee Cullen (1903-1946) was a leading poet in
    the Harlem Renaissance, a movement of
    African-American writers in the 1920s in New York
    City. A brilliant student, he became a high
    school English teacher.
  • NOTE TO PUPILS Nigger is the most insulting
    and offensive word one can call an
    African-American person.

6
Incident Baltimore Countee Cullen
  • Once riding in old Baltimore,
  • Heart-filled, head-filled with glee,
  • I saw a Baltimorean
  • Keep looking straight at me.
  • Now I was eight and very small,
  • And he was no whit bigger,
  • And so I smiled, but he poked
  • His tongue, and called me, "Nigger."
  • I saw the whole of Baltimore
  • From May until December
  • Of all the things that happened there
  • That's all that I remember.

7
  • 1. Who is the speaker?
  • An African American.

8
  • 2. How old was the speaker when the 'incident'
    happened?
  • Eight years old.

9
  • 3. Which words tell us how the speaker feels at
    the beginning of the bus ride?
  • "Heart-filled, head-filled with glee,"

10
  • 4.Three things happen to the speaker on the bus.
    What are they?

11
  • a. The white boy stares at the speaker.
  • b. The white boy pokes/sticks out his tongue
    at the speaker.
  • c. The white boy calls the speaker "Nigger".

12
  • 5. For how long was the speaker in Baltimore?
  • From May to December, seven months

13
  • 6. What does the speaker remember from the visit
    to Baltimore?
  • That a white boy on the bus stared at him/her,
    stuck out his tongue and called him/her "Nigger".

14
  • By answering these questions, pupils have shown -
  • the ability to retrieve essential facts about
    the poem.
  • These questions are LOTS
  • LOWER ORDER THINKING SKILLS, the essential
    foundation for HOTS

15
  • 1. How did the speaker feel after the white boy
    stuck his tongue out at him/her?
  • The speaker was shocked and insulted.

16
  • 2. Why is this incident the only thing that the
    speaker tells us about the visit to Baltimore?
  • This incident had such a
  • powerful effect on the speaker that he/she could
    not remember anything else from the long visit.

17
  • 3. The incident referred to in the title of the
    poem is made up of two gestures and one word.
    What are they?

18
  • a. staring "keep looking straight at me
  • b. poking/sticking out the tongue
  • c. calling the speaker "Nigger

19
  • 4. Which kind of behavior do you think had the
    most powerful effect on the speaker? Justify
    your answer.
  • The most powerful effect was hearing the word
    "Nigger.

20
  • 5. If, in the future, the speaker has a similar
    experience, how do you think he/she can overcome
    this obstacle?

21
Conflicts
  • CONFLICT the struggle or fight between opposite
    forces.

22
  • a. between two people
  • b. between a person and society

23
  • c. between a person and the environment (nature,
    supernatural powers)
  • d. between a person and his inner feelings the
    inability to decide

24
  • Decide what type of conflict there is in the
    following examples
  • 1. the speaker of "Incident Baltimore" and the
    white child on the bus ______
  • 2. the speaker of "Incident Baltimore" and the
    white racist society in the American south_____

25
(No Transcript)
26
Rationale
  • Literature demands of the reader active
    engagement in order to experience pleasure and
    involvement it needs to be thought through.

27
  • through a study of literature,
  • readers master
  • HIGHER ORDER THINKING SKILLS
  • HOTS

28
  • A systematic program of learning literature
    equips pupils with
  • essential skills in cognitive development
  • transferable skills to non-literary prose
  • ability to carry out tasks appearing on national
    standardized exams

29
  • Pupils who study literature
  • through LOTS and HOTS
  • will be able to

30
  • a. recognize literary devices and terms in prose
    and poetry.
  • b. compare and contrast between works which have
    similar components.
  • c. organize understandings into semantic maps.

31
  • d. relate to the cultural, historical and
    sociological background of the authors and their
    works.
  • e. integrate existing knowledge with newly
    acquired insights.

32
  • f. make connections with their own lives.
  • g. examine their feelings in relation to themes
    and ideas from the works.

33
  • h. create works of their own in the arts, related
    to themes found in the reading choices.
  • i. formulate alternative endings for works.
  • j. judge the value of issues presented in the
    works.

34
  • In "Incident Baltimore" a young child
    experiences prejudice for the first time and it
    has a powerful effect on him/her. Unfortunately,
    the world is filled with such situations. Give
    an example of an act of prejudice in the world
    today. What could be done to change the
    situation?

35
  • Write a letter to a friend as if you were the
    speaker in "Incident Baltimore" and tell what
    happened during the bus ride and how you now
    feel.
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