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Elizabeth A. Balfour Lesson Plan

How We Experience Texts

RATIONALE??? AND EXPLANATION OF THE SEQUENCE? TITLE SO GENERAL IT'S IMPOSSIBLE TO TELL WHAT YOU ARE TEACHING?

I was under the impression you were doing a sequence on the Hunger Games phenomenon?
**Topic: Intertextuality and its Influence on texts.** How much can we control how we experience texts. ** (this is a huge topic--narrow first--then develop your sequence) **

Grade: 11


 * Rationale:** We live in a world where someone is always trying to sell us something or make us believe their way is the right way. We need English Language Arts skills to decipher what is right and what promotes democracy and opportunity. We need to know how we see the world through texts, how they influence our way of thinking. If I've read and heard through my place of worship that it is wrong to take a human life under any circumstances, how will that shape my belief in capital punishment? Once students understand that their previous exposure to texts shapes the way they see the world they will be able to read critically and feel power using their voices. They will understand how ideology is built. Our government upheld and enforced unjust laws until a grassroots organization forced change. Students, religious leaders, and other citizens affected change through the use of language, step by step.


 * Established Goals**:


 * To recognize how different texts influence and shape meanings in other texts enriching audience experience. To enhance students' creativity with intertextuality as a tool in their creation of texts.
 * To begin to recognize author intent in texts.
 * To understand why I need to question author intent.
 * To recognize and identify how previous experience with texts connect us to meaning in texts.
 * To begin to recognize socially constructed meaning in texts.


 * Students will understand:**


 * Their relationship with texts through experience with other texts.
 * How to look for author intent in a text; subversive/subliminal, or overt intent.
 * How creators of texts utilize other texts to shape meaning.
 * How intertextuality is used for humor, subversive messages and communication.


 * Essential Questions**:


 * What is intertextuality?
 * What is parody?
 * What is allusion?
 * How, when and why is intertextuality used?
 * When do I experience intertextuality?
 * What patterns appear to show author’s intent?
 * What are reliable sources? What are their limits?
 * Why do I need to question author intent?
 * What is a Social Text?
 * How does my own life experience shape meaning in what I read and create meaning in what I write?


 * Students will know**...


 * Students will be able to recognize a wide variety of texts which are not limited only to print and literature. Be able to define intertextuality, parody, allusion.
 * How to identify intertextuality in a popular film, print work of non-fiction and fiction and advertising.
 * What does intertextuality do to the meaning of a particular text? (? NOT CLEAR TO ME?)
 * Students will recognize intertextuality and its influence on how it affects their relationship to a (specific example) text due to their experience with other texts.
 * Student will recognize how authors use intertextuality in text to create meaning by referencing, borrowing, alluding to other previously experienced texts.


 * Students will be able to** …


 * Create an example of Apply intertextuality between two texts to understand how to make meaning and impart a message. ( THIS IS A PERFORMANCE TASK )
 * They will recognized how they relate to a specific text through their experience with other texts.
 * Begin to detect allusion and patterns in a text and relate these devices to author meaning and intent.


 * Performance Tasks:**


 * Find and identify and explain instances of intertextuality between??? ( AMONG? ) texts.
 * Create an example of intertextuality between two texts to make meaning and impart a message in a blog.
 * Identify instances of intertextuality and discuss how it affects the way we read** what it is doing to?? (meaning breaks down for me here )** a piece of literature, film, news report, political speech, advertisement.
 * Identify instances of intertextuality and discuss how it influences the meaning of a text.
 * Note the different
 * Differentiate between overt and covert author meaning.


 * Culminating Activity**:


 * In groups of 3 or 4, create an example of a consumer product ad/promotion, short film, skit, print text of fiction or non-fiction, poem, speech which employs intertextuality to make meaning.
 * Include an overtly clear theme or message along with an underlying sub-theme or subliminal message.
 * After experiencing each group’s text the presenters will lead a class discussion to appraise, assess and interpret the author intent.
 * **WRITING????**
 * Students read assigned texts, explore topics for short research papers about issues of interest inspired by fulcrum texts.
 * As students create their example of a consumer product message, they will keep a draft notebook documenting their progress and work. This will help students keep track of their creative process, aid in management and organizational skills, and allow students more control by self assessment.

**Common Core Standards Addressed in Unit**

College and Career Readiness Anchor Standards


 * //Key Ideas and Details//**


 * //1.//** //Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.//


 * //2.//** //Determine central ideas or themes of a text and analyze their development; summarize the key//

//supporting details and ideas.//


 * //3.//** //Analyze how and why individuals, events, and ideas develop and interact over the course of a text.//


 * //Craft and Structure//**


 * //4.//** //Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.//


 * //6.//** //Assess how point of view or purpose shapes the content and style of a text.//


 * //Integration of Knowledge and Ideas//**


 * //7.//** //Integrate and evaluate content presented in diverse formats and media, including visually and//

//quantitatively, as well as in words.//


 * //9.//** //Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.//


 * Texts:**

Context: > is an example of allusion and parody that students have experience with and understand. Viewing and discussing examples of parody and allusion in the video will hook students and get them to focus. > > Fulcrum: ** (rationale for these texts?) ** >
 * 1) "The Count Censored." //Youtube//. N.p., n.d. Web. 14 Apr. 2012. . A humorous Sesame Street film clip which can be used to introduce allusion, intertextuality, previous experience and frame of reference. An example of an intertextual experience in the person.
 * 2) Pink’s “So What” You-tube music video, [],
 * 1) Katie Makkai, “Pretty”. Makkai is performing her slam poem which uses examples of allusion that are clear enough for novices to allusions and complex enough for experienced readers. []
 * 2) Helen of Troy 
 * 1) Poe, Edgar Allan. “To Helen”.
 * 2) H.D. “Helen” : //Collected Poems, 1912-1944.// Copyright © 1982 by the Estate of Hilda Doolittle. Reprinted by permission of New Dirctions Publishing Corp. U.S. Use text 1 and 2 together performing a close reading. Students will experience how intertextualality influences their experience between Poe and H.D.
 * 3) Douglas, Fredrick. //Narrative of the Life of Fredrick Douglas an American Slave//, 1845. Anti-Slavery Office, No. 25 Cornhill, Boston. Taken from //The Classic Slave Narratives//, 1987, Henry Louis Gates, Jr, Ed., Signet Classics, NYC. Print. Students reading the narrative will gain background knowledge and experience a close reading of a text written in the mid 19th Century that still has weight today.
 * 4) King, Jr., Martin Luther. //Why We Can't Wait//. New York: Harper and Row, 1964. Print. Students will read excerpts from King's book. "A Letter From a Birmingham Jail" or "Bull Connor's Birmingham". Both excerpts provide an example of reading a difficult text with many opportunities to interpret words or phrases. They serve as inspiration for further research.

Texture:
 * 1) OED //Oxford English Dictionary,// Third edition, June 2005; online version March 2012
 * 2) Current Global Studies Textbook
 * 3) Loewen, James w. //Lies My Teacher Told Me; Everything Your American History Textbook Got Wrong//. 2007th ed. New York: Touchstone, Div. of Simon & Schuster, Inc., 1995. 135-71. Print. Excerpts provide a way to compare and analyze how a school textbook is written while promoting reading for information. Promotes interesting reading for information in school.
 * 4) H.D. poet image. .
 * 5) Edgar Allan Poe image. 
 * 6) "Fredrick Douglass", by Robert Hayden. 
 * 7) "Gone With The Wind" DVD
 * 8) Fugitive Slave Act of 1850, Spartacus Educational, 

Lesson Plan Schedule Lesson Plan Schedule Day 1 > is an example of allusion and parody that students have experience with and understand. Puts a label of ELA terms on their experience.
 * What are allusion, parody?
 * allusion, //n.//**
 * A covert, implied, or indirect reference; a passing or incidental reference (cf.** [|**allude v. 5**]**). Also //attrib.// in allusion book, a collection of references to a writer or his works.** (Oxford English Dictionary).
 * Parody, //n//**
 * A literary composition modelled on and imitating another work, //esp.// a composition in which the characteristic style and themes of a particular author or genre are satirized by being applied to inappropriate or unlikely subjects, or are otherwise exaggerated for comic effect. In later use extended to similar imitations in other artistic fields, as music, painting, film, etc.** (OED).
 * Show Pink’s “So What” You-tube music video, Context text #2. [],
 * Discuss allusion and parody and how students relate to the video clip. Ask for specific examples drawn from video alluding to other celebrities, cultural references, why we think this is funny, what in our background do we reference to make this funny. Would someone unfamiliar (like mom or dad) with pop-culture understand this? Why or why not.
 * Two hand-outs: Poe’s “To Helen” and H.D. “Helen”. Perform 3 readings. Ask for student volunteers to read the 2nd and 3rd times. Expert reading by teacher first time.
 * Provide poems’ and authors’ backgrounds. Pull up images of poets, Texture Texts #’s 4 & 6.
 * Homework, come up with an analysis to share out in class tomorrow, with examples of how the two poems influence each other after you read them.

Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 “Fredrick Douglas”, by Robert Heyden. Texture text # 6. Perform a close reading, annotate. How does the //Narrative// affect your reading of the poem? Day 8 Day 9
 * What is intertextuality?
 * intertextuality, //n.//**
 * The need for one text to be read in the light of its allusions to and differences from the content or structure of other texts; the (allusive) relationship between esp. literary texts.** (OED).
 * Give background on Helen of Troy, Context text #4.
 * Read Helen poems aloud, ask for student volunteer. Discuss how the new information on Helen shapes the students’ readings of the poems.
 * How do the 2 Helen poems relate?
 * Homework; post examples of allusions between the two Helen poems. They may include an outside research source. Citations included.
 * Class discussion on posts, answer any questions and make corrections or clarifications. Assess students on their application of allusion, and use of intertextuality between the 2 poems.
 * Introduce Fredrick Douglas.
 * //Narrative of the Life of Fredrick Douglas an American Slave//, 1845
 * Homework, read Preface & Chapters, I – IV.
 * In library computer area.
 * Summarize content of //Narrative//.
 * Online research, library database to clarify Mass Anti-Slavery Act (328), Mr. Wm. Lloyd Garrison, Wendell Phillips, history of Negro Spirituals, plantation, laws (or lack thereof) regarding punishment for slaves, murder.
 * Homework, read V – X.
 * Meet in library
 * Discuss content read as HW
 * Continue research, answer questions that came up, topics to research into further.
 * HW read XI to end.
 * Discuss content and work on rough drafts of short research papers in class.
 * Fugitive Slave Act, Texture Text #8.
 * Rough draft due tomorrow.
 * Discussion:
 * Collect rough drafts
 * Assign reading in Loewen’s //Lies My Teacher Told Me.//
 * Hand-out discussion questions on Loewen’s //Lies My Teacher Told Me,// reading due tomorrow.
 * //Lies My Teacher Told Me// discussion. Students get into groups of 4 and are assigned a topic from the hand-out on Loewen’s Chapter.
 * I am circulating and guiding, adding information or clarifying content, offering more information to enhance students’ critical literacy topics.
 * Student groups present their finding, questions and conclusions.
 * Introduce the Spartacus website on the “Fugitive Slave Law”.

Day 10 Day 11 Day 12,13,14
 * Hand back rough drafts. Students will have conferences with me during class.
 * Assign readings from the Spartacus website, “Fugitive Slave Law” to build background knowledge and to read critically. These men were educated, worked in menial jobs, were married with children, yet treated as property. Experience the language and style of their writings.
 * Final drafts due in 3 class days.
 * View excerpts of //Gone With the Wind// of the character Mammy.
 * Assign hand-out for a short research paper (3 pages, double spaced) on the word “Mammy”. Final paper due in 4 days. Rough draft tomorrow.
 * Offer websites on Blackboard as a guide but encourage students to find scholarly websites on their own. Tomorrow, bring bibliography in with rough draft.
 * Research days in library
 * Presentations Day 15


 * || **Title:** ||  ||

Their relationship with texts through experience with other texts. How creators of texts utilize other texts to shape meaning. How intertextuality is used for humor, subversive messages and communication. || **Essential Questions**: What is intertextuality? What is parody? What is allusion? How, when and why is intertextuality used? When do I experience intertextuality? || How to recognize intertextuality in a popular film, print work of non-fiction and fiction and advertising. What does intertextuality do to the meaning of a particular text? || **Students will be able to** … Create an example of intertextuality between two texts to make meaning and impart a message. || Find and identify instances of intertextuality between film and the book(s) it’s based upon. Identify instances of intertextuality and what it is doing to a piece of literature, film, news report, political speech, advertisement. || **Culminating Activity**: In groups of 2, create an example of a consumer product, short film, skit, print text of fiction or non-fiction, poem, political speech which employs intertextuality to make meaning. ||
 * **Topic:** Intertextuality || **Grade:** 10 || **Designer(s):** E. Balfour ||  ||
 * **Stage 1- Desired Results** ||
 * **Established Goals**: To recognize how different texts influence and shape meanings in other texts enriching audience experience. To enhance student's creativity with intertextuality as a tool in their writing. ||
 * **Students will understand:**
 * **Students will understand:**
 * **Students will know**…
 * **Stage 2- Assessment Evidence** ||
 * **Performance Tasks**:
 * **Stage 3- Learning Plan** ||