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Final LTAP Literature Teaching Application Group Members: Lauren Jones Carsyn Rodriguez Nick Lewis Gender: Female

Authors: 5 Male Authors: 5 Genres: Novel, Novella, Short Story, Free Verse, Free Verse Quintain Teaching Applications: Pre reading activity, class discussion, generate list, annotate poem, one page response, quick write, journal prompt, write poem or short story, visual drawing and description activity Which teaching application requires students to produce expository prose? The application for Shooting an Elephant requires students to write expository prose. They can pick one of three prompts to write, and each prompt requires the students to either identify, compare/contrast, or explain. List teaching applications that require students to use intelligences other than linguistic intelligence Harry Potter acting out scenes with and without dialogue: Kinesthetic and spatial/visual intelligence If Youve Seen a Mount of Sea Foam drawing and description activity: Spatial/Visual intelligence Of Mice and Men, How to Tell a True War Story, Crumbs, and The Giver activities all include writing that uses introspective intelligence Harry Potter, and If Youve Seen a Mount of Sea Foam, use interpersonal intelligences Lois Lowry, The Giver Teaching Application, identify memories and compare and contrast George Orwell, Shooting an Elephant, identifying, compare and contrast, explaining 1) Historical American Literature a) Steinbeck, George. 1937. Of Mice and Men. New York: Covivi Friede publishers b) Novella c) George Steinbeck was one of the most famous American writers of the 20 century. He was born to German and Irish American parents and had three sisters, two older, one younger. He attended Stanford University in 1919, but dropped out and moved to New York City to work various jobs and try to make it as a freelance writer, however he couldnt find a publisher and moved back to California. He continued his writing there and after his first five books he started to become more successful at writing. He won a Pulitzer Prize for his 1939 novel, The Grapes of Wrath and he also won the Nobel Prize for literature in 1962. He has written a total of 35 books and 17 of these have been adapted to film. Steinbeck writes in a naturalist/realist style, and he often writes about the poor/working class people. His two most
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famous books, The Grapes of Wrath and Of Mice and Men, both focus on peoples lives during the Great Depression. d) Male e) 1902 to 1968 f) United States g) 1) pre-reading activity, one page response 2) The students will do a pre-reading survey (found below) to introduce the topic of morality and how they would react to certain situations. Then after reading the book, students will write a one-page response reflecting on the ending scene of the book. They will respond to the questions: Why did George kill Lenny? Do you think it was justified?

Pre-Reading Survey Of Mice and Men If your kid brother asks you for the last cookie that you had your eye on, would you give it to them? Circle: YES NO If you forgot to do your math homework and your friend offers you his to copy, would you? Circle: YES NO If your parents are going out of town for the weekend and you are supposed to babysit your kid brother all weekend, would you have any friends over? Would you throw a party? Circle: YES NO If your group of friends is making fun of a kid that everyone at school picks on and it comes to your turn to say something, would you make fun of him? Circle: YES NO If you find a wallet on the street with $200 and an ID inside, would you turn it into the police? Circle: YES NO If your house is on fire and your dog is still inside, would you go back inside to save it and risk getting seriously burned or killed? Circle: YES NO

2) Contemporary American Literature a) OBrien, Tim. 1990. How to Tell a True War Story. The Things They Carried. Boston. Harcourt. b) Short Story c) Tim OBrien is an American author best known for writing short stories about war. After graduating from Macalester College with a degree in political science, OBrien went on to serve in the Vietnam War, which is the inspiration for the majority of his writing throughout his career. He began his writing career after attending graduate school at Harvard by publishing a war memoir titled, If I Die in a Combat Zone, Box Me Up and Ship Me Back Home. One unique element of OBriens writing is his distinction between what he called story-truth and happening-truth and many of his short stories blur the lines between fact and reality.

d) Male e) 1946 to Present f) United States g) 1) Class discussion, creative writing, short story, poetry 2) After students have read this short story they will engage in a discussion about the concept of truth. From this they will generate a piece of creative writing to deepen their meaning of the story and solidify their opinions and stances on the subject of truth. Write a poem or short story that includes the theme of truth in your writing. Be as vague or as explicit as you want with including this theme. 3) Historical British Literature a) Orwell, George. 1936. Shooting an Elephant. New Writing. London. BBC Home Service. b) Short Story c) Widely known for his dystopian novel 1984, George Orwell set himself apart as one of the most unique and influential British authors of the 20th century. The inspiration for perhaps his most famous short story was from the time he spent working as a police officer in Burma. To this day it is argued whether or not the story of the narrator actually shooting the elephant is actually true and therefore no one has ever been able to decipher this story as fact or fiction. d) Male e) 1903 to 1950 f) India g) 1) Journal Response, Expository Writing 2) After reading this short story, students will have the chance to write on one of three journal prompts related to the reading. Each of the prompts contain expository writing that will require students to explain, identify, or compare and contrast the themes and ideas in the story. Journals should be about one page double space or about 2 pages in their writers notebooks. The three prompts are as follows:

This story was written during a time of British imperialism. Based on the events in the story, how do you think Orwell feels about this? Identify specific moments that show us his feelings. Is there symbolism in the elephant? What about the gun?

The narrator goes through an internal struggle in which he is forced to make an important decision. Think about a time in which you were forced to make a big decision and compare your inner struggle with that of the narrator.

Think about the idea of authority and power within the story. The narrator is given power over the Burmese people but he has to answer to the British government. Explain what do you think would have happened had he decided against shooting the elephant?

4) Contemporary British Literature a) Rowling, J.K. 1997. Harry Potter and the Sorcerers Stone. London. Boomsbury. b) Novel c) Born in Yate, England, on July 31, 1965, J.K. Rowling experienced humble economic means. She graduated from Exeter University and moved to Portugal in 1990 to teach English. She married Portuguese journalist Jorge Arantes. The couples daughter, Jessica was born in 1993. And after her marriage ended with divorce she struggled to support herself and her daughter on Welfare. In 1999, as a single mother in Edinburgh, Scotland, Rowling became an international literary sensation with Harry Potter and the Sorcerers. The first three installments of her Harry Potter childrens book series took over the top three slots of the New York Times best-seller list after achieving similar success in her native United Kingdom. These first three books earned her approximately $480 million in three years, with over 35 million copies printed in 35 languages. She continued her success with the fifth, sixth, and seventh installments of the series. In 2001, she married anesthetist Dr. Neil Murray at the couples home in Scotland. They had two children together. d) Female e) 1965 to Present f) Great Britain g) 1) Group interaction, acting out scene, writing dialogue 2) Students are split into large groups, five to six students. Each group is given a handout of Harry Potter scene, some with dialogue, some without. Students are then instructed work as a group to act out their scene, afterwards, we will discuss as a class the differences between the groups with dialogue and the groups without dialogue. We will further our discussion by discussing the uses of dialogue. Why is dialogue important? How is it used? How does it compare to scenes without dialogue? Then, to practice, students are instructed to write their own short scene, one paragraph of any Harry Potter interaction they can remember with their own dialogue. For example, when Harry meets Ron. 5) Historical Work of Non Western Literature a) Mart, Jos. 1985. If Youve Seen a Mountain of Sea Foam. (Originally Si Ves Un Monte De Espumas.) In Poesa Completa. Buenos Aires: Alianza. b) Poem c) Jos Mart was born in Havana, Cuba in 1853. He began to be a published writer at the age of 16, with his poems and editorials published in local newspapers. When he was only 16 his writing in support of the rebels in Cuba, who fought to gain independence from Spain and free Cuban slaves, got him in trouble and he was exiled to Spain. While there, he received a degree in law with a specialization in civil rights. In 1987, he finally returned to Cuba, married, and had a kid, however when he was suspected of conspiring with people to overthrow Spain he was exiled to Spain a second time. In 1894, Mart and a few other exiles started a small revolution in Cuba against Spain, however in one of the first insurrections, Mart was killed. Mart is known as a national, patriotic hero in Cuba for extreme passion and fight for a democracy without slavery in Cuba. He fought for freedom with his passionate words in his poetry. Some of his verses have even been put to music in the world famous song Guantanamera. d) Male e) 1953 to 1895 f) Cuba

g) 1) class discussion, writing and drawing activity, end discussion 2) After reading and discussing the poem and the authors belief in the power of words, the teacher will have one student start out with a piece of paper and have them draw some figure or animal. The student will then pass that paper to the next person who writes a description of that drawing. They pass the description to the next person who draws a picture based on the description. This goes on until everyone has had a chance to draw or describe the picture. At the end the class will look at all the drawings and see how they are different or similar and same with the descriptions. The class will discuss the power of words and descriptions and how the writer controls what the reader sees or imagines in their minds. 6) Contemporary Non Western Literature a) Salafranca, Arja. 2010. Crumbs. In Breaking the Silence: Journeys to Recovery. Johannesburg: Jacana Media. b) Short Story c) Arja Salafranca was born in Mlaga, Spain to a Spanish father and South African mother, however she has lived in South Africa since the age of 5. She attended the University and earned a degree in African Literature and Psychology. Her first poetry collection, A Life Stripped of Illusions, won the 1994 Sanlam Award for poetry. Her short story, Couple on the Beach, won the same award for short fiction in 1999. Her poetry, short fiction, and essays have also been published in several anthologies and journals. Currently she edits the Life supplement of a Johannesburg-based newspaper, The Sunday Independent. d) Female e) 1971 to Present f) South Africa g) 1) discussion, quickwrites, post-quickwrite discussion 2) After reading the short story, the class will discuss how their reactions to the story. (What sort of emotions does it evoke? What aspects about the story and the language make you feel a certain way?) After discussing, the teacher provide the class with a few different writing prompts that are meant to evoke certain emotions out of them. After they write for each one for about 5 minutes, they will come back together as a class discuss what changed about their writing to portray a certain emotion. (Was it content, diction, syntax? etc.)

3 Prompts

Think about a close relative, friend, or even pet in your life who passed away. Describe that person/pet and explain why they meant so much to you. Think about one of your biggest pet peeves that people do. What is it? What about it irritates you? What do you do when someone is doing this pet peeve in front of you? Ellen Degeneres just called and told you she is paying for you to go on your dream vacation. Describe this vacation. Where would you go? What would you do? Who would you take with you?

7) Young Adult 7 to 9 a) Lowry, Lois. 1993. The Giver. New York: Bantam Doubleday Dell Publishing Group, Inc. b) Novel c) Lois Lowry has written more than 20 books for young readers. He has received Newbury Medals for his novel, Number the Stars and The Giver. Lowry was born in Hawaii and has lived in New York, Pennsylvania, and Tokyo Japan before settling in New York for high school. She attended Brown University but dropped out to get married and start a family. As a mother of four, she completed her education in Maine and worked as a writer and photographer. Since the 1970s she published novels known for expressing realistic life experiences. She lives in Cambridge, Massachusetts. d) Female e) 1937 to Present f) United States g) 1) List and categorize, discussion, essay analysis response 2) Begin by having students list and categorize any five memories, first listing the memory, then listing the emotion associated with this memory. We will follow with a class discussion on whether or not we would choose to forget certain memories and why, volunteers will share memories. Students will then write a short analysis where they will describe a memory, describe how life would be different is one memory is erased, and then move to a character, how would their life be different with or without memories, ultimately, why are memories important 8) Young Adult Literature 10 to 12 a) Crutcher, Chris. 1991. Telephone Man. Athletic Shorts: Six Short Stories. New York. Greenwillow Books. b) Short Story c) Chris Crutcher is both an American author and a family therapist from Dayton, Ohio. While he has received the Edwards Award from the American Library Association for his contributions in young adult literature, he has also been on their lists as one of the most challenged books with his collections of short stories that have been banned in many school libraries around the country. Crutchers use of wit and humor in his writing are what shine the most and he has been quoted saying that he is proud that he grossed out three generations with his work. d) Male e) 1946 to Present f) United States g) 1) Short answer worksheet, class discussion, conflict, perspective 2) As a class we will discuss what novels students have read in the past that had to deal with race. We will point out specific struggles and conflicts in those stories and decide if they are internal or external. After the students have read they will have a 5 question worksheet and each answer should consist of 4-6 sentences on average.

1. Describe one internal conflict in the short story. Give details and write about if the conflict was or will be resolved.

2. Describe one external conflict in the short story. Give details and write about if the conflict was or will be resolved.

3. Why do you think Jack has no negative feelings for Willie? Even though Willies condition makes him completely different from Jack there is no hatred? What does this say about racism?

4. Why did the author decide to tell the story though the eyes of Jack? Describe how the story would have changed or stayed the same if it was told through the perspective of a different character than Jack.

5. Recall this scene from the story:

When he gets about halfway back up, he turns and says, Hey Telephone Man, and I look up there and he gets a big grin and says, You a kick. An you right. Don be lettin nobody get that telephone shit off you. Thas you one big thing.

What does Hawk mean by Jacks one big thing? Why do you think Crutcher chose to add the telephone thing to the story? What deeper meaning could it have? 9) Literary Theory a) Feminism b) Plath, Sylvia. 1962. Daddy, In Collected Poems. HarperCollins Publishers c) Essentially, feminism is a literary theory that is focused on the inequality of women and the promotion of womens interests. The first wave of feminism occurred in the late 1700searly 1900s. Writers, like Mary Wollstonecraft, focused on the inequalities between man and women, while activists such as Susan B. Anthony fought for political issues like womens suffrage. The second wave of feminism occured in the 1960s-1970s, and writers and activists here focused on issues such as equal working conditions. This movement also connected and worked with the Civil Rights Movement going on at this time. The third wave has been happening from the 1990s through today, and this wave has been more concerned with eliminating the essentialist stereotypes about women that came out of the second wave, that they are just white, heterosexual, middle-class women fighting for equality. This wave is characterized by post-structural ideals that works to identify with women of all race, class, and sexuality. Famous feminist authors include Virginia Woolf, Margaret Fuller, George Eliot, and more recent authors like Margaret Atwood. Common themes in the feminist literary works include: female inequality, oppression, stereotyping, patriarchy and sexism. d) Description of potential lesson plan involving feminist themes of Daddy: Have students write down, in a sentence of two, what they believe feminism to be. Followed by short class discussion, sharing their different perspectives and ideas. Students will then read Daddy, choosing a trending theme throughout the poem that is related to feminism.

After reading, students will be instructed to write a response identifying their chosen theme, showing how it is related to feminism with proof from the poem. We will then end with a second class discussion, sharing our different themes and ideas.

10) Literary Criticism a) Dickie, Margaret. 1979. Sylvia Plath and Ted Hughes. Chicago. University of Illinois Press. Retrieve from: http://www.english.illinois.edu/maps/poets/m_r/plath/daddy.htm b) In this literary critique Margaret Dickie breaks down many of the images and symbols used in Plaths poem and analyzes these symbols are employed in her writing. Dickie separates the author from the speaker of the poem in order to look at different possible meanings for different parts of the poem. This literary critique of Daddy examines the tones and feelings created by the poem in a deep and unique way. c) Using this literary critique in a high school classroom could be very beneficial in creating meaningful discussion and writing with students. This critique would have to be used in a pretty advanced class because some of the language is difficult to comprehend at times. In order to better understand Plaths writings, it is often necessary to separate the narrator from the author and this critique does a great job of explaining this separation. Assuming that the students already have some knowledge on the life of Sylvia Plath they might see this poem too literally on their first read through and this critique should help them take a step back and analyze the metaphorical language used in a more structured manner. Many students will likely see the the nazi and holocaust symbols first and want to focus on what those symbols might mean. Having this critique will hopefully shift the focus a little bit to have a broader focus on both symbols and writing techniques. The theory of feminism can be looked at more closely if all of the parts are analyzed separately and pieced together. This commentary provides a good look at a vast amount of writing styles and techniques that could help students have a better understanding and so it would be helpful to use this as a teaching aid when discussing the poem.