Lesson 2: Why I Read
What’s on for today and why?
In this lesson students will look at one part of the chapter and analyze it in relation to themselves. They will discuss what that part means to them and the reasons why each of them read. We will take time to go over the packets from yesterday to clarify the assignment. They will also be introduced to critical lenses, first explaining Reader Response and then going through the definitions of the other ones as well.
This lesson is meant to bring the students and the text together and for the students to begin relating to a text that is not necessarily about the lives of 11th grade American students. By discussing this the teacher can segue into Critical Lens Theory by way of Reader Response so they can see how they were using Critical Lenses naturally already, making them feel more comfortable with the assignment. This packet is meant to be a guide for the students when they are analyzing the text at home and at school. It is a starting point for the students to purposefully apply a lens and determine what it means in the text. Also, this lesson is meant to continue from the first one, seeing how well the packets were explained and if it needs additional clarification now that they have started reading on their own.
What to do?
1.
Journal:
Have students open up to page 7 and read from the middle of the paragraph starting “He pulled a book from his backpack” and ending “sitting back as far as he could in the narrow seat.” Draw attention to the reasons Elvis gives the reader on why he reads. Write question on blackboard: “What are the reasons you read? Why?” Give them 5 minutes to write.
2.
Discuss Journals
Ask students to share their reasons. If students don’t volunteer, call on them.
3.
Explain Critical Lens Theory:
Hand out packet (attached) defining and explaining what critical lens theory is and an assortment of lenses that can be applied to Graceland. Not all lenses listed can be applied to Graceland, explain to students the array of lenses. Use page 22 to explain how Cultural Studies can be examined in Graceland.
4.
How is it going so far:
Give students the opportunity to share and discuss what they have found regarding their packets so far. What have they discovered about the characters? What themes have they noticed? Draw their attention to parts they missed. This is an opportunity to make sure students understand the assignment and that they are picking out good parts to analyze. This also gives the students to debrief with each other and share information. Mention to them that it would be helpful for them to form groups to go over these packets with because we will not be discussing them in class. These are “on your own” assignments.
5.
Homework:
Read Chapters 3&4
How’d it go?
If students wrote consistently in their journals, if they were eager to share their responses and if students lit up in understanding Reader Response you have effectively brought the reader and the text together. If students took ownership of and tried their hands at working with Cultural Studies, it shows that they are ready to analyze on their own. If they willingly shared information and understood most of the packets, the teacher needing to do little explanation, this is right at the students’ level, so it is time to begin to bring more content into the novel to analyze. This is the second part of the introduction, so participation in the class is the only thing taken into consideration.