Big 8 Literary Device Tutorial- Optional meeting Wednesday

 BIG 8 LITERARY DEVICES: 

1. Plot- The sequence of events in a poem, play, novel, or short story. 

Analysis starting points: Why does the author order the events in this manner? What is the effect of the events in this order? What is the impact of an event in context to another event? 

2. Characterization- The manner in which the author creates the character. (Characters are vehicles for the author's purpose)

Analysis starting points: How do elements of direct characterization and indirect characterization work to create the character? How is this character being used in this text? Why does the author create the character in this manner? How do we learn more about the tone, theme, historical context through this character? 

3. Setting- The location, time or period, and general environment of the work. 

Analysis starting points: What further information does the setting provide to support the meaning of the text? How does the setting impact the mood of the text or scene? How does the events of the plot interact with the setting? Supportive? Paradoxical? 

4. Theme- The central idea or ideas that the writer explores through a text. (The thematic issue is the central concept. The thematic STATEMENT is the message that the author makes about that issue)

Analysis starting points: What makes this issue universal? How is it developed in this text in contrast to other texts? How do motifs, tone, characterization, plot, symbolism, etc. all work to support and promote this thematic statement by the author? 

5. Tone- The writers attitude toward the subject. 

Analysis starting points: How does the author use diction, syntax, rhythm, repetition to develop or support a tone. How does the tone change in specific places and what is the goal of the author? How does tone support the thematic statement? 

6. Conflict- The struggle that grows out of interplay between two opposing forces. (Conflict- internal or external. This is how an author often 'shows, not tells' their message of their text. 

Analysis starting points: How does the conflict enhance the ultimate learning or message that a text is supplying? How does internal conflict often manifest itself? What can we learn from this? How does it contribute to other devices such as setting, characterization, tone, mood? How does external conflict supply information about internal matters? 

7. Point-of-View- The way that the story is narrated. (All of the 1st, 3rd- L and O) 

Analysis starting points: What is significant about the way that the author chooses to tell this story? How is the POV supportive of the story told? How would the story be different if it was from a different POV. Are the narrator(s) reliable or unreliable? Why? What does this tell us? How does the POV impact characterization (direct and indirect)? 

8. Style- the individual way in which a writer has used language to express his/her ideas. 

Analysis starting points: What is the impact of the diction choices? How would we describe the author's artistic choices and how do they work to support the purpose of the text? How can you tell that this is ______ (insert author). What is their signature style? How is it effective? 

Tuesday, September 29th

FYI- WE WILL NOT MEET ON THURSDAY or FRIDAY. Material will be posted on class website.

 1. Discussion- Jamboard LIT HIIT and 7 Concepts

* Characteristics of a literary claim. ✔Identification of a literary device ✔Analysis of its usage ✔ Significance/impact of this device on the text  (What. How. Why)

* Making sure that the evidence is truly in support of the claim. Are you able to explain the evidence back to the argument. Not generally... Directly link evidence. 

2. Writing literary analysis- small-scale exercise (Submit to Schoology)

FIRST- Select ONE of the literary claims from the Jamboard LIT HIIT collaboration. This will be the first sentence of your writing (or the "P"). We are then going to be carefully working on writing analytically with integrating evidence correctly/effectively/smoothly. 

SECOND- You will need to integrate a minimum of THREE direct quotes as support for your point. Consider the I.C.E. method to blend in here. Introduce. Cite. Explain. Make sure they are integrated correctly: 

• What to Quote and How Link
  
• 4 ways to integrate a quote
  
• Introducing Evidence Phrases
  

THIRD- Link phrases/transitions- You can use the ones below in the green boxes.. except the ones with first person. "I know" "I chose". 

• Transition Words

FOURTH- Add a concluding statement to wrap up what was discussed. 

Submit to Schoology by class time on Friday, October 2nd. 

UPCOMING- Read up through chapter 5 by next Tuesday.

Friday, September 24th

 1. IB 7 Concepts Presentation 

2. LIT HITT- Gatsby/ 7 Concepts edition

#1 Identity: 

Fitzgerald first develops the characterization of West and East Egg before the primary figures in The Great Gatsby because the characters derive much of their identity from the locale in which they reside. 

#2 Culture: 

The aggressive intrusion of Tom's language addressing race in America is indicative of the cultural environment of class and race division that the carefree jollity of the Roaring 20s could not mask. 

#3 Creativity: 

In Chapter 1, Fitzgerald utilizes a style of diction that works to emphasize Daisy's femininity in contrast to the masculine exchanges of Nick and Tom. 

#4 Communication: 

By beginning the novel, The Great Gatsby, with illumination into the life of Nick Caraway, Fitzgerald aligns Nick's perspective and point of view with the reader resulting in creating Gatsby as an enigma for both narrator and reader. 

#5 Perspective: 

With passing references to domestic violence and racism in Chapter 1 in association with the antagonist position of Tom leads one to question if Fitzgerald is entering into the discussion on these topics, or simply utilizing these grievous issues as characterization tools. 

#6 Transformation: 

Though a reader may start by aligning with Nick Caraway at the start of The Great Gatsby, Fitzgerald lures the reader, just as Nick is lured, into the escape of fantastical living and the promise of Gatsby.  

#7 Representation: 

With the creation of the East Egg scene in Chapter 1, Fitzgerald represents a fantastical environment that is purposefully fostered and maintained as refuge from the reality of life. 

 3. For Tuesday: 

* Review the PROSE Literary Devices: LSW IB Literary Devices. We need to be pretty comfortable and apt to apply the BIG 8 at this point... if you are not, I will do a training review next Wednesday at 10:00 AM.  The more devices you are comfortable with.. recognize.. and apply... the more you will have to say about the text. 

* Have read Chapter 2 by Tuesday... (but I would not stop there.. the next few weeks are going to go quickly). 

* HOMEWORK ASSIGNMENT: With your "7 Concepts" Group, you will need to select 3 Concepts that are not the one you prepared for discussion today. You will work kind of on your own.. kind of collaboratively. 

- You will be gathering evidence to support the claim for this concept. . if applicable you may pull from both Chapters 1 and 2. .  just adjust the claim wording.  

- With the evidence you pull you will need to CITE it, and explain how the evidence works to support the claim. THIS IS HOW YOU CITE: (Fitzgerald 9). 

JAMBOARD LINK: 7 Concepts Lit HIIT Jamboard

Tuesday, September 22nd

 1. LIT HIIT- 

The Great Gatsby- 

Literary Claim: Fitzgerald's characterization of Nick Caraway in the opening pages of The Great Gatsby as ______________ is done in order to _____________________. 

Complete the above claim focusing on the identification of a device... its result...  its significance. You may adjust words around as necessary.  As soon as you have completed the claim, start gathering evidence for this claim. 

2. IB Seven Concepts- Presentation *We will present on Friday

3. Mrs. Dabalos- IB Coordinator video and acknowledgement form- Schoology- Due by Friday, September 25th. 

4. Gatsby Learner's Portfolio and note-taking expectations. LP Gatsby Notes Handout

5. For Friday: 

A. Watch the following historical perspective: The Roaring 20s Video

B.  Recreate a chart like this 1920s Comparison Chart in your notes. Use this as a guide to take notes while watching. 

The Great Gatsby Reading Schedule: 

September 29th- Chapter 2

October 6th- Chapter 5

October 9th- Chapter 7 

October 13th- Finish the book 

Friday, September 18th

1. LIT HIIT- 

Considering Popova's review of Gaiman.... 

Literary Claim: 

Both Maria Popova's review of Neil Gaiman's writing, “Why Our Future Depends on Libraries, Reading and Daydreaming” and Gaiman's piece, itself, emphasize the significance of being well-read by referencing a variety of authors in order to punctuate the argument. 

Find as many specific quotes from the review to support Mrs. Schulenberg-Cole's literary claim. As you start pulling evidence, keep considering how it connects back to the argument. 

2. Learner's Portfolio-  3 Components  

A. Individual notes:  As you read assigned texts, take notes in your  Learner Portfolio.  Sometimes, I will tell you what literary features to trace in your notes. Other times, you will choose what to document.  Remember that you can never go wrong by writing about themes, writer’s choices that create those themes (literary techniques), and memorable quotations.  

B. Class notes:  Every day you should write down the date and some notes from that day’s class.  It could be we do an activity I ask you to include in your portfolio; it could be you have a partner discussion and write down some of your classmate’s comments.  LIT HIIT's are to be included in the LP. If you are absent, consult the class website. complete the day’s activities.  If you are absent, I will check those pages in your notebooks to ensure you have completed this required make-up work.

C. Beyond notes:  These pages will make your Learner Portfolio personally meaningful.  Do you want to illustrate a key scene?  Include and comment upon a news article that connects a text to world events?  Rewrite a scene from a novel from a different character’s perspective?  For each text, you should have “beyond” notes that show you are personalizing your relationship with the text.

** Organized your LP into 8 units (tab up, rock stars). See handout for 8 sections. 

3. Work with the IB 7 Concepts- Break out rooms

IB 7 Concepts

Slide Creation- 7 Concepts Group Slide Show

Each group will be assigned one of the IB 7 Concepts. Discuss the following points, and, together, design a slide that will be helpful to all members of this course in understanding and applying the 7 Concepts. You will present these to the rest of the class on Tuesday, September 22nd. If you need more than one slide, just add it after the original slide. 

• You are to read through your assigned concept as a small group. 
• Discuss the meaning of the concept and how your group thinks it applies to this course.
• Discuss how the readings we have done so far have addressed this concept. 
• In the future, how does your group consider how this concept might manifest itself in the literature we read? 
• How can students in this course purposefully apply this concept as they read? 

UPCOMING Due Dates:

Sunday, September 20th- Plagiarism quiz, watch and reply to 3 literary device Flipgrids. 

Tuesday, September 22nd- Gatsby- Chapter 1. 

Tuesday, September 15th

 TODAY WE MEET IN SCHOOLOGY CONFERENCES. 

1. LIT HIIT: 

Considering David Foster Wallace's "This is Water" speech . . . 

Literary Claim: 

In his "This is Water" speech, David Foster Wallace emphasizes the imagery of the overwhelming mundane elements of life in order to magnify his claim of the importance of being able to recognize meaning in the variety of texts that surround us. 

Find as many specific quotes that support Mrs. Schulenberg-Cole's literary claim. Write these in your notes. Be ready to discuss and connect back to claim. 

2. Questions about Learner's Portfolios? 

3. Discussion- "This is Water" speech. 

• What is the true value of education according to Wallace?
• What is the difference between ‘teaching you how to think’ and ‘learning what to think about’?
• How can de-centerizing ourselves help us in the study of literature? 
• What is our default setting when studying literature? Is it fixed? Open? How might it help/hinder us?
• What do you notice about the structure of the writing of this speech? 
• Any devices stand out? Their effects? 

4. For Friday, read and annotate:  Neil Gaiman on Why We Study Literature 

5.  Post-Class Reflection- Schoology

6. BEFORE next TUESDAY, September 22nd- 

• FIRST- WATCH and RESPOND to 3 Literary Device Flipgrids. Select a device that is beyond your familiarity. 
• SECOND- Have chapter 1 of Gatsby read. 
• THIRD- You need to go through the LMC's tutorial on plagiarism- Linked here: LMC Plagiarism Tutorial Slides
• You will then take the quiz on SCHOOLOGY. You must pass this quiz with 100%. You can take it as many times as necessary. You will receive either a 9 or 0 on this quiz. This needs to be done by class time on Tuesday of next week. 

Friday, September 11th

 1. LIT HIIT (High Intensity Interval Training) 

Each class period we are going to start with high intensity literary analysis training. We will be doing this to, first, give you an idea of what you will be doing in the near future, as I model the process of literary analysis. Secondly, this is going to be repeated practice of applying devices and pulling supportive primary examples. 

LITERARY CLAIM: 

In the opening chapter of Circe, Michelle Miller effectively depicts an environment of hedonistic opulence that will serve as juxtaposition to the introspective and unobtrusive characterization of Circe. 

Read the first 4 pages of Circe. Find as many specific quotes that support Mrs. Schulenberg-Cole's literary claim. Write these in your notes. Be ready to discuss and connect back to claim. 

Circe Excerpt 

2. IB Learner Portfolio- IB Required Learner Portfolio

Learner Portfolio Exercise- From class on Tuesday, work on literary device presentation, and today's LIT HIIT jot down some findings.. conclusions...  

3. Read and annotate "This is Water" by David Foster Wallace.  Answer the 5 questions IN YOUR NOTES (not formal responses). Then, choose ONE question to respond to for Schoology Discussion Board... linked here: Schoology Discussion Board

You will need to post your initial response by Monday, September 14th by 3:00 PM. Please respond to ONE classmate's post by 8:00 AM on Tuesday, September 15th. 

READING FOUND HERE: "This is Water" David Foster Wallace

3. POST-CLASS REFLECTION- Schoology. Complete directly after class ends. Found in Schoology week folder. 

4. Start reading The Great Gatsby. Chapter 1 due by Tuesday, September 21st. 

Wednesday, September 9th

Wednesdays are virtual work days for students. If you need help with assignments, have questions about the class, or need some extra help, I would be happy to meet with you! Just send me an email, and we can schedule a time for a Google Meet! It is just like walking into my room during Titan Time! 

I will see you all Friday, September 11th at 10:30 AM. 

First day of SCHOOL! YAY! Tuesday, September 8th

Our first meeting will take place at 10:30 AM. 

The link for the meeting will be sent via email. 

LSW First Day Schedule

1.  Introductions. 

2. What does it mean to "be educated?" (Class quick response and discussion)

3. Syllabus information. Syllabus Link

4.  Schoology- IB 11 Schoology Page

5.  "Teaching Me" assignment. Teaching Me... Teaching Others Handout 

      Flipgrid Class Link: IB 11 Class Flipgrid 

      Response is due by: Sunday, September 6th. 

4. Questions..  announcements. 

Reminder: Wednesday is a work day for all students. No direct class schedule. 

Our next Google meeting will be (B Day) Friday, September 11th at 10:30 AM.