HTRLLAP Analytical Reader

(Created with IBooks Author:

Grade/Age Level: 10th– 12th  grade

Subject Area: English (especially Advanced Placement/International Baccalaureate

Time allotted for the lesson: Two weeks, plus reinforcement

In this lesson, the learners will learn and use core concepts of literary analysis, but this time using Thomas Foster’s book How to Read Literature Like a Professor, a staple for AP English instructors thanks to the key points presented. Because these materials are used so much, an eBook has been created to share with students. After review, students will create their own eBook using two books  and one movie (or three books) they have read/viewed in the past one or two years highlighting concepts from the instructor’s eBook guidebook.

Common Core Curriculum Standards met in this lesson:

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-Literacy.RL.11-12.10  By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Instructional Objectives (SWBAT+ Student will be able to):

Learn the key analytical concepts of literature, from symbolism, allusion, Shakesperian and Biblical connections to irony, journeys and communion.

Connect some of these concepts to literature and/or approved movie review (building on prior knowledge and developing constructivist approaches).

Actively identify examples of these concepts during upcoming reading and personal reading and viewing.

Develop their own eBook using either ISSUU or YUDUfree.   Student may also elect to use creators such as Bookrix or, if one has an iPad, use Book Creator for iPad, but students should be warned some eBook creators do require payment.

Instructional Procedures

Techniques and Activities

Get a journal (Composition book or Moleskine type journal) to use with this example. Students may also develop a digital journal (Evernote or blog) approach to use with this. The completed work will be useful when studying for the AP exam or for analysis. Keeping a Reading Journal

Possess a copy of the HTRLLAP Quick Guide (students may elect to make a smaller copy and paste in their reading journals)

This is a great place for students to take notes in their reading journal (separate from the literary terms journal

Have access to a computer, tablet, or even a smart phone.

Relative advantage:  Previous work with these terms has shown that if students have a cursory knowledge of analytical and archetypal approaches, they become faster and more in-depth readers. However, as I add more project driven approaches and more differentiated learning, I feel that the students ability to personally connect to a book, such as this approach, would significantly enhance what they learn and also help some of my students struggling with reading analysis goals to be able to use visual approaches such as movies to practice what they have learned.

Grouping: Students will be involved in initial discussion as we go over these terms.

Lesson Schedule

Lesson 1: Download the eBook and read/review the book. There will be at least 48 hours given to complete this. They should bring any questions they have to class for the next lesson.issuu.com/caryl.tyler/docs/htrllap_book?e=6790174/5586655
Lesson 2: (Two days) Students will be broken into groups and discuss the first half of the list and discuss what they have learned and where they may have seen these points. (Twenty minutes)We will reconvene, discuss as a group, and then go back and look at the second half and discuss it.
Lesson 3: Notes and Background Students will find two books and one movie or three books and take notes on what elements from How to Read Literature Like a Professor student guide can be found in those pieces. They do not need direct page references, but general citation (first, middle, half, or chapter) are required. Students should also start looking for images to use.
Lesson 4: Review Creative Commons We will review Creative Commons and how to find photos and images that can be used openly without violating copyright laws.
Lesson 5: The eBook project: Using an eBook approach, students will create an eBook that represents at least two of the three books they researched the HTRLLAP assignment for. Students who are art and/or photo creative will be encouraged to illustrate and place their personal work into the eBook.The eBook should include factual information about your content theme. Use an online book tool. Students can use one of your own choice but it needs to be an online tool designed specifically for online book publishing. Your book should include both rich text and images, and be at least 8 pages in length.
RUBRIC
Wrote an eBook based on the concepts taught from HTRLLAP
50
Used an online eBook tool.
10
Included both text and images, and is at least 8 pages long.
15

Adaptations for special learners:

Students need to keep these handouts or make sure they maintain the link to these assignments. Students who are struggling with these assignments will be assigned student mentors and also will have opportunities for instructor tutoring.  Handouts can be copied into the Open Dyslexic font to assist those students with sight issues read the materials better.

Lesson Closure: The concepts from this lesson will come up for the remainder of the year.

Supplemental Activities: Pre-AP/AP students can also write their own eBook short story using the approaches discussed here.

Extension and remediation: Remediation will occur based on assignments.

Assessment/Evaluation :

Successful use of the terms in context during the course of other activities.

Satisfactory discussion and review of the Reader’s Journal

Completion of the eBook Project

Learner Products (What artifact(s) or products will result from the lesson?

A creative approach to learning as well as picking up critical eBook learning tools they can use in various situations and content areas.

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