The focus of this unit is to teach my students how to analyze fictional and non–fictional texts before writing a page of literary criticism or a personal statement. I want my students to apply their artistic talents as a vehicle to understand difficult literary passages and make sense of complex and ambiguous narrators or characters. Every lesson plan has specific objectives to show the skills I am going to touch upon in order to measure the students' learning, reflect on the outcome of the lesson, and plan the follow up accordingly – differentiated instruction. These daily objectives are stated according to the Bloom's taxonomy so I can easily equilibrate the activity from the lowest to the highest intellective skills. The Bloom taxonomy includes six levels of intellectual behavior connected to learning: knowledge (recall data or information), comprehension (understand the meaning), application (use a concept in a new area), analyze (break down concepts into components), evaluate (make judgments), and create (create a new product or point of view).
Taking into account the long term goals, I will specifically implement the following objectives for the daily lesson plans:
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1.
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read and understand, interpret, analyze and discuss excerpts from the biography of Roger Fry by Virginia Woolf, her own spoof on biography Orlando, visual texts, and the short story
Kew Gardens
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2.
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understand the concepts of specific rhetorical and literary devices like point of view or narrative perspective, diction, allusions, figurative language, tone, syntax, and structure;
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3.
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analyze, discuss, and write how setting, point of view or narrative perspective, diction, allusions, figurative language, tone, syntax, and structure reveal meaning;
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4.
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determine the purpose(s) and audience of each visual and non–visual document/text;
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5.
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write the close analysis of both the written and visual documents;
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6.
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discuss the close analysis of the written and visual documents with peers;
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7.
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compare and contrast the various written and visual documents, and draw the appropriate conclusions;
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8.
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write an analytical essay, or a documented essay;
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9.
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write the personal statement for college application;
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10.
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choose a theme or topic, create a visual text, and write one page analysis or more.
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