| |
Book
Review
| Author: Catharine
Niuzzo Honaman |
|
|
| Time: |
2 – 3
classes |
| Preparation
Time: |
30
minutes to read the lesson and to make arrangements to use
the computer lab |
| Materials: |
Computer
lab in which to write the papers |
Abstract
Students will write a five paragraph
theme that explains how the novel which they read in
this unit effectively utilized various literary elements
to portray the impact of a disease on a population.
Each student will decide which three literary elements
to write about because these best explored the impact
of the disease on the time and culture examined in
his or her book. This is the apply lesson. Students
will write their five paragraph expository themes.
Objectives
Students will be able to:
1. Use correct grammar, spelling, and capitalization
in their writing;
2. Connect information learned in history and science
classes with the events described in the books that
were read;
3. Write a clear and informative paper explaining
how disease affected the community described in the
books that were read.
National English Education
Standards
Standard #1
Students read a wide range of print and non-print text to build an understanding
of texts, of themselves, and of the cultures of the United States and the world,
to acquire new information, to respond to the needs and demands of society and
the workplace, and also for personal fulfillment. Among these texts are fiction
and nonfiction, classic and contemporary works.
Arizona
State Standards
READING
Strand 2: Concept 1: Elements of Literature
PO
1. Analyze the author’s use of literary elements:
-
theme
- point of view
- characterization
- setting
- plot
Strand
2: Concept 2: Functional Text
PO
1. Describe the historical and cultural aspects found
in cross-cultural works
of literature.
WRITING
W-P3. Write an analysis of an author’s use of literary
elements such as character, setting, theme, plot, figurative
language, and point of view.
PO
1. Develop a thesis that states a position about the
author’s
use of literary elements.
PO 2. Support the thesis with relevant examples from
the selection.
PO 3. Analyze the author’s use of literary elements
(e.g., character, setting, theme)
PO 4. Organize the analysis with a clear beginning,
middle, and ending.
WRITING
W-P1. Use transitional devices; varied sentence structures;
the active voice; parallel structures; supporting
details, phrases and clauses; and correct spelling,
punctuation,
capitalization, grammar, and usage to sharpen the
focus and clarify the meaning
of their writings.
PO
1. Use transitions where appropriate.
PO 2. Vary sentence structure.
PO 3. Use active voice as appropriate to purpose.
PO 4. Use parallel structure appropriately.
PO 5. Sharpen the focus and clarify the meaning of
their writing through the appropriate use of:
- capitalization,
- standard grammar and usage,
- spelling (with the use of a dictionary/thesaurus),
- punctuation.
Teacher
Background
It
is important to know what is involved in writing a five paragraph
expository theme. In order to effectively assess these themes,
it is important to have an understanding of each of the books
that the students
are writing about.
Related
and Resource Websites
http://its.leesummit.k12.mo.us/writing.htm (A website with information about expository writing) |
|
Activity
1. In science class the students have
been examining the biological mechanisms that give rise
to disease. In history they have studied the human activities
that help the contagion to spread. In English the focus
has been on the emotional/spiritual cost to the human
being infected and his/her community. Ask the students
to think of the writer as a scientist of sorts who is
revealing the human psyche through the tools of literary
devices. These can dissect or magnify the human experience
as deftly as any scalpel or microscope does the body.
2.
The students will write a traditional five paragraph
expository theme about the books that they have read.
The purpose of the paper will be to show how the author
deftly used any three literary elements (character,
setting,
theme, plot, figurative language, or point of view)
to explore the impact of a disease on a culture, community,
city, etc. In the paper they will:
- Develop
a thesis that states a position about the author’s
use of literary elements.
- Support
the thesis with relevant examples from the selection.
- Analyze
the author’s use of literary elements (e.g.,
character, setting, theme)
- Organize
the analysis with a clear beginning, middle, and ending.
3.
Their papers should also demonstrate their ability to
use correct spelling, punctuation, capitalization,
grammar, and usage in writing as well as effective
transitions, varied sentence structure, parallel
structure, and active
voice.
4.
Take a few minutes with the students after they have
finished writing their papers to discuss which
literary
devices they wrote about. Did most students choose
the same ones? How does writing about a book force
us to
look at it with a more critical eye and discover
the cleverness of an author in creating his or
her story,
discover the uniqueness of the story or of a particular
passage that we might otherwise just read once
and gloss over? If analysis is done well can it be considered
a
part of the creative process, or even of an extension
of the book?
Homework
None. |
Embedded
Assessment
The
five paragraph paper can be assessed for the use of correct
grammar, spelling, punctuation, and usage as well as the proficient
use of effective transitions, varied sentence structure, parallel
structure, and active voice. In terms of subject matter, the
student should introduce his/her idea accurately in the first
paragraph, and thoroughly explain three different literary
devices. |
|
|
