Read Like a Freak Lessons from Thomas Foster’s - PowerPoint Presentation

Slide1

Read Like a Freak

Lessons from Thomas Foster’s

How To read Literature Like a ProfessorSlide2

Fiction

How to read literatureSlide3

1. If it’s weird, it’s important!

Look for patterns or repetition. If something keeps getting mentioned,

that’s weird

!

Look for discrepancies (especially irony). If something is the opposite of what you expected,

that’s weird

!

If something is confusing,

that’s weird

! Or if you don’t know a word,

that’s weird

too! Annotate your questions and try to answer them later).

Identify literary or rhetorical techniques (first you have to learn them). Literary devices are often

weird

. Often times, the stranger they are, the more important they are.

If you take note of the

weird

things, analyzing and discovering purpose often becomes much easier. Slide4

2. Everything happens for a reason

Remember this golden rule of reading literature:

“Everything happens for a reason.”

Trust me. If a character dies, there is a reason for this. If it’s a sunny day, there is a reason for this. Our job as critical readers is to figure

out

these reasons. Here are some other rules for reading

literature (most are from

How to read literature like a professor

).

Quests

: Every

trip is a quest. Every quest is about self-discovery.

Heroes

: Anyone

can be a hero, not just people with cool costumes.

In fact, Christ figures are everywhere.

Rebirth and growth

: characters are constantly being reborn (see water) and reimagined (see rituals)

Eating

: Eating

is always important. It means something.

Setting

: Weather

matters. So does geography. And seasons.

Flying

: Flying

matters. So does crashing.

Boo-boos

: Pay

attention to people with disabilities, diseases, or deformities.

You

should always be looking for symbolic and secondary meanings. Slide5

3. Bring

your

sunglasses

The critical acclaim of a piece of literature is strongly correlated with the multiple lens in which the story can be approached and understood. For example, lord of the flies is a story about children trapped on an island in a literal sense. However, it also speaks to Freud's theory of consciousness (Psychoanalysis), sheds light on realities of capitalism (Marxism), and, of course, opens up discussions on the notable absence of females in this dystopia (feminists theory).

There are many literary lens to become familiar with, but here are five for this year:

Marxist Lens

: Focuses on relationships between classes.

Feminists Lens

: Focuses on the relationship between genders.

Psychoanalytical Lens

: Focuses on the psychology of a character or the author.

Historical lens

: Focuses on the historical context of the piece of literature.

Archetypal Lens

: Focuses on the families patterns that connects

p

iece with other pieces.Slide6

4. Connections

are

everywhere

Often times, finding these connections can help us discover some hidden meanings behind our story. These connection, then, are like clues. There are two types of connections that you should know about.

Archetypes

– characters, plots, symbols that appear in literature across time and across cultures. Archetypes represent the shared conscious of all humans.

Allusions

– These are direct (or less direct) references to past pieces of literature (or art or famous people). Allusions are more purposeful than archetypes. Archetypes are in literature because we are humans; allusions are in literature because the author is trying to make a point. The most common allusions in our culture come from these three places.

Greek Mythology (see Romeo and Juliet)

Shakespeare (see Westside Story)

Bible (see The Grapes of Wrath

)Slide7

Reading roles: A Garden Party

If it’s weird, it’s important (everyone)

Everything happens for a reason (2 per rule = 14 (they can do less if they need to)

Bring your sunglasses (3 per rule = 12; don’t do archetypal yet)

Connections are everywhere (archetypes = 3; allusions = 3)

32 students totalSlide8

Read!

“The Garden Party” is due by Monday. Your text should be annotated thoroughly in relation to your reading rules.

Be ready to present your annotations and ideas to the class. And always be ready to be assessed on your reading. Slide9

Think – Pair – Share (10)

Get into pairs

Discuss your specific reading role and the story at large.

Be prepared to share what you discovered. Don’t just tell us what you see; form opinions and ideas about what it might mean, especially as it relates to author’s larger purpose (this is literary analysis).

Be prepared to share One “weird” thing as well. Also share the essential question that accompanies it.

Each pair will share. Slide10

Poetry

How to read poetry like a professorSlide11

Before we begin…

All fiction rules apply to poetry interpretation…

If it’s weird, it’s important!

Everything happens for a reason

Bring your sunglasses

Connections are

everywhere

In addition, there are two more rules to consider…Slide12

1. First, Read for meaning

Try to understand what the poem is about in the most literal sense before you begin to interpret its many layers, meanings, and feelings.

To help with this task…

Read from end punctuation to end punctuation; not from line to line

Consider the title (it often helps)

Put on your historical lens before reading – learn about the author and the timeSlide13

2. Think of poetry as a new language in which every word matters significantly more than normal

To become fluent in this new language, you have to learn to pay attention to every. Single. word.

The sounds of word matter (Alliteration, assonance, rhyme scheme,

etc

…)

The connotation of words matters (Feelings, ideas attached to words).

The arrangement of words matters (enjambment, sentence structure,

etc

…)

Remember

: Every word plays a significant role in the poet’s purpose. They were selected and arranged with much care and consideration. Slide14

Assignment

Each group will be assigned a poem.

Each group will read the poem, annotate it, analyze it, and present it to the class.

Each presentation must include…

A brief reading of the poem (30 second excerpt)

A brief summary of the poem

Author, summary, text features

Application of 3-4 reading rules

What is the rule?

What is the passage that applies the rule?

How does the understanding of the rule lead to a better understanding of the author’s purpose? Slide15

Some Things to consider

You can use anything in the textbook and your phone to help you decipher and interpret the poem. Do lots of research!

Your presentation should be quick, thorough, and engaging. Be prepared.

Rely on your teammates to help you.

You will be graded.

10/10 all expectations met.

9/10 one part not met

8/10

etc

…Slide16

Poem Selections

Ode to my socks (Chile) – Page 1250

Sea Grapes (Caribbean) – 1254

A Song on the end of the world (Lithuania) – 1304

The diameter of the bomb (Germany) – 1342

Civilian and Soldier (Nigeria) – 1363

August River (Korea) – 1426

Thoughts of Hanoi (Vietnam) – 1436

Answer (China) – 1440 Slide17

Presentations

Presenters – Go fast! Each group has five minutes max.

Excerpt Reading (30 Seconds)

Summary: Author, summary, Text Feature (30 seconds)

Individual Analysis (1 minute each)

Identify specific rule

Identify textual evidence

Connect to poet’s purpose

Audience – Take notes! You will have a short quiz next class

You must be able to identify and explain at least one rule in each poem

You may use notes on quizSlide18

Poetry Quiz

There are four poem titles on your quiz. Choose three.

For each one…

write a

specific

reading rule that applies to it.

Provide textual evidence for that rule.

Explain how the textual evidence/rule lends itself to the author’s purpose. Try to be specific about purpose in order to get a 10/10.

You have 10 minutes, so work fast. Slide19

Final AssignmentFranz Kafka’s metamorphosisSlide20

Introduction to KafkaSlide21

Understanding SymbolismSlide22

Symbolism and Metamorphosis

Symbolism is the use of

objects or images to

signify ideas and

qualities

by giving them symbolic meanings that are different from their literal sense

. It is a type of figurative language (

If It’s Weird, It’s Important

).

Kafka is famous for his use of symbolism in his stories. Therefore, we must pay attention to objects that seem to get special or extra attention. These objects probably mean something more than just their literal definition. It’s up to you to figure out what they might mean. If you can do this, you will start to unlock the meaning of the story.

The Bug = ?

The Photo = ?

The Apples = ?Slide23

Symbolism Trivia: Journal 3

Draw a symbol in your notebook. It could be a very popular symbol or something that is not well known.

Be ready to share your symbol with the class and see if they can guess what it means. The person who guesses the most wins.Slide24

Mr. Macleod’s SymbolSlide25

Journal 4: Symbolism

Think about all the complexities of being an American. What are some things that come to mind? Think of an object (it can be a common symbol or something you create) that best represents your thoughts on “Americanism.” Write about it in your journal. Describe the object in great detail and explain how it relates to your ideas of “Americanism.” Be ready to share with the class.

In order to get full credit, you must write at least a ½ page.Slide26

It’s Book Time!

Bring Your Book To Me!Slide27

Homework



Metamorphosis

Students should read chapter 1 from

metamorphosis

for next class.

Reading Roles:

Every student will read the novel with

rule # 1

in mind: If it’s weird, it’s important. Look for repetition, patterns, irony, and figurative language (e.g. symbolism).

Additionally, The class will be divided into three large groups. Each group will be assigned one of the three remaining rules to also focus on. These rules will rotate for each chapter. Below are the roles for chapter 1.

Group 1 (the section that sits closest to the door) –

Rule # 2:

Everything happens for a reason.

Group 2 (the section that sits in the middle of the classroom) –

Rule # 3:

Bring

your

lenses.

Group 3 (the section that sits closest to the window) –

Rule # 4:

Connections are

everywhere. Slide28

Fishbowl Discussion (Talking Day 2)

Each group will take turns (20 minutes) being in the center of the “Fishbowl.” Groups in the center will be responsible for answering questions, driving discussion, and teaching their classmates.

Students on the outside of the “fishbowl” are responsible for learning from their classmates, asking good questions (when the time comes), and taking notes. Notes can be used for the writing assignment at the end of the book. Each student must take at least one page of notes. Slide29

Grading Consideration

5 talking points

– talk five times

 answer questions (when inside the fishbowl), ask leading questions (when outside), foster discussion of the novella (always).

5 notes points

– Take at least one page of notes. Slide30

Fishbowl



Group 2

Teacher Questions

(there will be three for each group):

What do we need to know about the historical context of the story and how does it add to the meaning of the text in chapter 1?

Gregor’s

job plays a major role in chapter 1. How does the Marxist lens interpret

gregor’s

relationship to his job and the “office manager”?

Look at the outward description of the “

vermon

.” How is this representative of

gregor’s

inward psyche?

Student Questions:

If/When time permits, the inner circle takes questions from the outer circle. The outer circle, therefore, should be thinking about what things they don’t understand as it relates to this groups rule (i.e. bring your sunglasses). You can ask anything as it relates to the text and/or the rule. Assume that Group 2 are the experts. Plus, you get points for asking good questions. Slide31

Fishbowl

 Group 3

Teacher questions:

You should have researched quite a bit about archetypes. Tell us, what did you learn that might be helpful for others to know? You can answer this specifically about the novella, or you can answer it in a more general sense about archetypes in literature.

What biblical allusions might we draw from the story? In particular, how does

gregor

sacrifice for his family?

What other connections can we see between

kafka’s

story and other stories throughout history?

Student Questions:Slide32

Fishbowl



Group 1

Teacher Questions:

The book begins with a rebirth of sorts. What does this drastic change mean?

Gregor

seems like a typical “everyman” (before the metamorphosis, of course). However, he cannot go on his journey. What might this mean?

Out of all the bugs Kafka could have made

gregor

turn into, he made him one that couldn’t fly. Why?

Student Questions:Slide33

Class discussion – Get weird!

Talk about the weird things you found. Make sure you have a theory or idea to go along with each weird thing or else…no point!Slide34

Homework

Students must 

read Chapter 2

 of Metamorphosis by October

9/10

.

Every

student will read the entire novella with 

Rule # 1

 in mind: 

If it’s weird, it’s important

.

Additionally

, The class will be divided into three large groups. Each group will be assigned a different rule to also focus on. These rules will rotate for each chapter. 

Below are the secondary roles for Chapter 2 of the novella. 

​  

Group 1 – 

Rule # 4

  Group 2 - 

Rule # 2

  Group 3 – 

Rule # 3Slide35

Chapter 3 Homework

Due

:

Tuesday!

Task: Read chapter 3 with two rules in mind.

Everyone should read with Rule # 1 in mind.

Read with your assigned rule in mind:

Group 1 – Rule # 3

Group 2 – Rule # 4

Group 3 – Rule # 2Slide36

Chapter 2 – “The most important thing…”

As we continue to practice our rules, it’s important that we spend as much time as possible in discussion. This will help us remember and understand them better. Today, we will give everyone the opportunity to talk. Here is how it will work…

Get into reading groups to discuss chapter 2. Come up with a list of

the most important things

that the class should know about your rule (or rule 1) as it relates to chapter 2.

You should have as many “important things” as you have people in the group.

Each person in the group will be assigned one important thing to share with the class. They should prepare a mini-lesson (less than 1 minute) on their “important thing.” They should include: 1) specific rule, 2) textual evidence, and 3) explanation/ theory/ idea/ question. Each student must start their mini-lesson with these 8 words:

“The most important thing about chapter 2 is…”

Each group/student

will spend 20 minutes preparing

their mini lesson. Use each other as resources.Slide37

Chapter 3 Review – Oral SPEPEs.

The book is over and the critical reading has been done. Next up, it’s time to critically think.

Get into new groups of 3-4. All three groups (from the reading assignments) must be represented in your group.

Answer this question: What

one rule

helps show Kafka’s purpose best? Answer the question in

SPEPES

format.

Statement

– Identify specific rule and connect it to Kafka’s

specific purpose

.

Each student

will give

Proof and Explanation

for that one rule as it relates to the purpose.

Synthesis

– Summarize ideas and connect book to our own lives.

Students will record their ideas on a class wide Google Presentation.Slide38

Student Roles

1

st

Student – Statement + Synthesis page

2

nd

Student – P1 and E1

3

rd

Student – P2 and E2

4

th

Student (if applicable) – P3 and E3

Be sure that each student invites themselves to the google presentation. Be sure that each student puts their name on the bottom of the page they create.Slide39

SPEPES 2 - Metamorphosis

Reminders…

You have 30 minutes. Do not start until I say “GO.”

You can use notes, the book, rubrics, and any other paper aid. You cannot use electronic devices or other people.

I cannot answer questions once the writing begins. Any questions?

Keep your response to one page. Slide40

SPEPES 2 – Period 2B

Prompt:

Use one

specific

reading rule to analyze

kafka’s

purpose for writing

metamorphosis

. Remember, purpose most often refers to a lesson the author is trying to teach the audience or some commentary the author has about society or human nature in general.

Period 2B Reading Rule must come from “

Bring Your sunglasses.”Slide41

SPEPES 2 – Period 1A

Prompt:

Use one

specific

reading rule to analyze

kafka’s

purpose for writing

metamorphosis

. Remember, purpose most often refers to a lesson the author is trying to teach the audience or some commentary the author has about society or human nature in general.

Period 1A Reading Rule must come from “

Connections are everywhere

.”Slide42

SPEPES 2 – Period 2A

Prompt:

Use one

specific

reading rule to analyze

kafka’s

purpose for writing

metamorphosis

. Remember, purpose most often refers to a lesson the author is trying to teach the audience or some commentary the author has about society or human nature in general.

Period 1A Reading Rule must come from “

Everything happens for a reason

.”Slide43

SPEPES 2 – Period 1B

Prompt:

Use one

specific

reading rule to analyze

kafka’s

purpose for writing

metamorphosis

. Remember, purpose most often refers to a lesson the author is trying to teach the audience or some commentary the author has about society or human nature in general.

Period 1B Reading Rule must come from “

Connections are everywhere

.”Slide44

Non Fiction

How to Read Non Fiction like a professor Slide45

1. Source?

An argument is only as good as its source.

Demand sources from all arguments.

Consider R.A.V.E.N.

Reputation – What is the author’s reputation?

Ability to Observe – Did the author observe the topic or is it all secondhand information?

Vested Interest – Does the author have a personal stake or particular interest in the topic?

Expertise – Does the author have specialized knowledge of the topic?

Neutrality – Does the author show any bias? (Hint: probably)Slide46

2. It’s all about the rhetorical triangle

Audience

Topic

Speaker

Tone

Format

Purpose

Ethos

 Appeal to author

Logos

 Appeal to logic (line of reasoning)

Pathos

 Appeal to audience

This approach is similar to AP Lang and Comp’s

SOAPSTone

method.Slide47

3. There are two sides to every argument

Assume that what you’re reading is wrong Or flawed (even if you agree).

If annotating is having a conversation with what you’re reading, make your conversation an argument when you read non-fiction.

Disagree; question; prod; probe; analyze; research; disprove; look up; doubt

; whatever it takes!Slide48

4. Read more; write better (SPES)

Look for S.P.E.S. when you are reading non-Fiction.

Label it. See how other authors use it. Take their ideas (not their words). Slide49

5. logical fallacies

Logical fallacies occur when author’s use a faulty line of reasoning. There are dozens of logical fallacies. For this class, let’s just learn a handful.

Ad Hominem

– Just because someone is flawed; it doesn’t mean their argument is

False Dichotomy/false dilemma

– There are never just two sides to an argument

Hasty Generalization

– don’t jump to conclusions with a small sample size.

Post Hoc/False Cause

– Correlation does not mean causation

Straw Man

– When someone misrepresents someone’s argument because it is easier to defeat that way.