Alice Lesson Plan: Literature 1. Running head: ALICE WORLD LITERARY INTERPRETATION. Lesson Plan. Alice World Literary Interpretation.
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1 Alice Lesson Plan: Literature 1 Running head: ALICE WORLD LITERARY INTERPRETATION Lesson Plan Alice World Literary Interpretation Lesson Plan Devonne Brown Parsons July 18, 2008
2 Alice Lesson Plan: Literature 2 Abstract Alice World Literary Selection Students will use this lesson plan to interpret a work of literature using an Alice Programming World. Students will answer three questions about their literary work while creating an Alice World appropriate to a poem, short story, or novel.
3 Alice Lesson Plan: Literature 3 Alice World Literary Interpretation Literature Requirements Create an Alice World Literary Report Literary The study of literature, which includes print and non-print texts, is extremely important in the English Language Arts curriculum. Students should develop a deep appreciation for literature, understand its personal, cultural, and historical significance, and learn how to analyze its meaning and relevance. They should view reading and studying literature as enjoyable and interesting. Middle school students should read different authors and genres to learn the scope of what is available and to help define students' taste. They should read literature that is written for them as well as beyond them - literature from the traditional mainstream as well as from outside the mainstream (Wilhelm, 1997). Literary study should revolve around meaningful and significant conversations about the texts students are reading. Students should learn to participate in, not merely learn about, literary discussions (Applebee, 1996). Written and oral conversation provides students a way to explore, analyze, and develop ideas and concepts of literature. Through conversation, students gain control of their own interpretations, the language, and vocabulary of the discipline, and the concepts and conventions of literary study. Transitioning from the elementary school, literary study in the middle school helps students deepen and expand their understanding and experience. All four major genres (fiction, nonfiction, poetry, and drama)-both contemporary and traditional works-should be taught at each grade level. Students should be encouraged to read in class and outside of class. They should continue to refine strategies for dealing with unfamiliar text and should strengthen their understanding of literary conventions. Finally, the study of literature should involve the following: making connections between literature and personal experiences. making connections between features of different pieces of literature. connecting themes and ideas in literature. making connections between literature and historical and cultural significance. The goals and objectives of the 6-8 English Language Arts curriculum are written to include all the strands. For example, in producing narratives, students will need to have read and reflected on narratives written by published authors. Narratives can be oral as well as written; thus students should have opportunities to tell their stories orally as well as listen to others' stories. Teachers should build on the connections and overlapping areas of the curriculum, asking students to find insightful connections, revisit significant concepts, participate in meaningful conversations, and develop knowledge and skills. Thus, the middle school English Language
4 Alice Lesson Plan: Literature 4 Arts program is a spiraling program that is based on strong connections and interrelationships between: the strands of oral language, written language, and other media technology. the environments that include the study of expressive, informational, argumentative, critical, and literary communication. the study of language and the conventions of grammar-which both undergird and permeate the entire study of English Language Arts. Applebee, Arthur. Curriculum as Conversation: Transforming Traditions of Teaching and Learning: Chicago: University of Chicago Press, Wilhelm, Jeffrey. "You Gotta Be the Book": Teaching Engaged and Reflective Reading with Adolescents. New York, Teachers College Press, Columbia University, Goals and Objectives Competency Goal 1 The learner will use language to express individual perspectives drawn from personal or related experience Narrate an expressive account (e.g., fictional or autobiographical) which: uses a coherent organizing structure appropriate to purpose, audience, and context. tells a story or establishes the significance of an event or events. uses remembered feelings and specific details. uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions). Competency Goal 4 The learner will use critical thinking skills and create criteria to evaluate print and non-print materials Explore expressive materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. analyzing the characteristics of expressive works. determining the effect of literary devices and/or strategies on the reader/viewer/listener. making connections between works, self and related topics. comparing and/or contrasting information. drawing inferences and/or conclusions. determining the main idea and/or significance of events. generating a learning log or journal. creating an artistic interpretation that connects self to the work. discussing print and non-print expressive works formally and informally. constructing a critical response/review of a work/topic
5 Alice Lesson Plan: Literature Determine the purpose of the author or creator by: monitoring comprehension for understanding of what is read, heard and/or viewed. exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques. identifying and exploring the underlying assumptions of the author/creator. analyzing the effects of author's craft on the reader/viewer/listener Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by: using knowledge of language structure and literary or media techniques. drawing conclusions based on evidence, reasons, or relevant information. considering the implications, consequences, or impact of those conclusions Recognize and develop a stance of a critic by: considering alternative points of view or reasons. remaining fair-minded and open to other interpretations. Lesson Plan Students will create a simple Alice World to interpret a short story or poem. Students will have two weeks to complete this assignment. Students will answer three questions about a student-selected work. 1. Who is the main character/speaker and what does he or she want? 2. What gets in the way of the main character/speaker achieving that goal? 3. What does the main character/speaker learn from the experience? Previous Knowledge Students will call upon knowledge gained from practicing, and working with Alice programming language. The learner will apply interpretive visualization of a literary work to an Alice world. Students must demonstrate understanding of basic Alice World creation and methods as well as literary interpretation.
6 Alice Lesson Plan: Literature 6 Rubric: Alice World Literary Interpretation Student uses storyboard to organize Alice World. Student creates Alice World that reflects mood and place of short fiction or poetry. Student addresses each question of the assignment. Student uses at least three methods in the creations of the Alice World interpretation. Total points:
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