Introduction
I
Students will begin the Steinbeck unit by first reading the poem, "Hold Fast to Dreams" by Langston Hughes. Discussion of the poem reveals the importance of dreams to give purpose, meaning or "flight" to one's life. This will be a thematic focus throughout the novel, one which the students will examine for each character and use to evaluate the the overall message of the novel. In addition to the thematic study, students will examine the structure of the novel and apply literary terms in their analysis and evaluation of the nove.
Subject English 9
Topic: Literary Response and Analysis
Grade Level: 9
Student Lesson name and URL: Holding Fast to Dreams
http://ctap295.ctaponline.org/~sbrown2/students
Standards
Addressed
List the California State Standards your lesson addresses. For example:
Ninth Grade English
3.0 Literary Response and analysis:
Structrual
Features of Lilterature:
3.1 Articulate the relationship
between the expressed purposes and the characteristics of different forms
of dramatic literature(e.g. comedy, tragedy, drama)
3.2
Compare and contrast the presentation of a similar theme or topic across
genres to explain how the selection of genre shapes the theme or topic.
Narrative analysis
of Grade-Level-Appropriate Text
3.3 Analyze interactions between
main and subordinate characters in a literary text (e.g. internal and external
conflicts, motivations relationships, influences) and explain the way those
interactions affect the plot.
3.4 Determine character's
traits by what the characters say about themselves in narration, dialogue,
dramatic monologue, and soliloquy.
3.5 Compare works that express
a universal theme and provide evidence to support the ideas expressed in
each work.
3.7 Recognize and understand
the significance of various literary devices, including figurative language,
imagery, allegory, and symbolism, and explain their appeal.
Literary Criticism
3.11Evaluate the aesthetic
qualitites of style, including the impact of diction and figurative language
on tone, mood, and theme, using the terminology of literary criticism.
(Aesthetic approach)
3.12 Analyze the way in
which a work of literature is related to the themes and issues of its historical
period. (Historical approach)
back to top
Instructional
Objectives
Insert your learning objectives here. For example:
1. Students will read, paraphrase, and discuss Langston Hughes' poem, "Hold Fast to Dreams."
2. Students will examine figurative elements of poem
3. Students will come to consenus as to the definition of the word, "dreams" and to Hughes's intent in his use of imagery and figurative language.
4. Students will write an informal paper examining their own perceptions of the place dreams play in a person's life in response to Hughes's poem.
5.Through a guided reading lesson of the initial chapter in Of Mice and Men students will note the geographical setting and speculate the approximate historical setting.
6. Students will demonstrate knowledge of methods of characterization by identifying and citing components from the text that characterize one of the central characters.
Student
Activities
Insert brief summaries of your introductory,
Students will read, consider, and discuss their response to "Hold Fast to Dreams," a poem by Langston Hughes. From this discussion students will examine the importance of dreams in making life purposefull or meaningful before they begin reading John Steinbeck's novel, Of Mice and Men.
enabling, and culminating activities. Insert links to online resources in your text and insert links to activities on your student lesson web site.
Introductory Activity
A Poem by Langston Hughes:
"Hold Fast to Dreams"
A brief history
of Langston Hughes
text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text Culminating Activity
text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text
Assessment
Insert your grading rubric for the culminating activity or a link to your rubric or test document file.
Results
After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.
Web
Resources & Supplementary Materials
http://www.escape.com/~paulg53/politics/great_depression.shtml.
Introductory Activity
IntroductoryActivity
List and link the web resources
for this activity here. Also link supplementary materials such as PDF files
and /or document files.
Enabling Activity
Quia
List and link the web resources for your learning activity(ies) here. Also link supplementary materials such as PDF files and /or document files.
Culminating Activity
List and link the web resources
for your culminating activity here. Also link supplementary materials such
as PDF files and /or document files. back
to top
School Name:Oroville
High School
School
Location: 1535 Bridge Street Oroville, CA 95969
Your Name
and e-mail address: Steve Brown @sbrown@bcoe.k12.ca.us
Last Revised:
06/30/2000 (insert and update last revision date every time you
work on this page.)