Lesson 1:
Introduction to the Text
What’s on for today and why?
In this lesson, we will explain what the students will be doing for the next month. This will including explaining journal assignments, handing out and explaining the “Character Description” and “Theme” packets, and the portfolio assignment. We will also issue all students a copy of Graceland and analyze the cover. This will get students thinking about the book and what it could be about.
The disturbing quality of the image can grab the attention of the viewer, getting the students involved in what it could possibly mean. This is also meant to get students to think critically about all aspects of the novel. This will train them to critically interpret this novel as well as other novels, paintings, television shows, etc.
What to do?
1. Cover Analysis:
To grab the attention of the class, as soon as they sit down silence them and begin handing out the book, instructing them they that are not allowed to touch the book (no flipping it over or opening it). The students are instructed to just look at the cover and write for 5 minutes on what they believe the book it about and what the cover could possibly mean. Once time is up, this is collected.
2. Journal Introduction:
Explain the two journals that the students will be keeping throughout the duration of the novel.
Home Journal (to be done on
students’ blog):
-While reading assigned chapters jot down anything that comes to mind.
-For each chapter record a specific line, phrase, sentence, paragraph, or section that sticks out to you. Write any insight on why you think it is important to you or the text.
-Students will be assigned a short journal to get them to start thinking about the topics for the day and to start getting them to critically analyze the text.
3.
Packets:
Character Description Packet: (Attached)
As the students come upon new names or information about characters they are to write it in the appropriate sections. They will do this throughout reading the novel, but stress the need to work on this on day s where they will be coming upon important/significant names.
Theme Packet: (Attached)
The handout will have two themes (Loss of Innocence and Death) already filled in for them. Through these themes you can explain what to look for and how to take note of themes and record them in the packet.
4.
Final Portfolio Assignment:
Explain that over the course of the month all the work they are doing is going into a Final Portfolio rather than having a Unit Test. The portfolio will have both on-line and written components consisting of the following:
in-class journal, cover analysis, all essays, final Webquest project, found poetry, sketches, film treatment, completed critical lens packet, theme packet, “significance of a name” packet, home journal (blog), etc
A list of the above items necessary for the Portfolio with the weight of each component will be distributed and a brief explanation of each is given. Mention that as we go on, the students will gain further clarification of each assignment. Stress the need to do continuous work on the portfolio and to not leave it all for the end.
5. Homework:
Assign chapters 1 & 2 to read for homework and tell students to start the packets tonight as well as their home journals, that we will be discussing them and answering any questions about them the following day.
How’d it go?
If students
wrote continuously and were curious by the book we know they are intrigued by
the book. If students’ writing had
elaborate ideas and interpretations we know they have already begun to
critically think about what this novel is about, sparking their curiosity and
making them more apt to read it.
The cover analysis is graded for critical thinking on a scale of 1-10. 1= little effort/critical thinking, just explaining what the cover is. 10 = student interpreted and analyzed cover in an understandable way, backing up his/her thoughts.