L2+Buys,+John

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Mr. Buys **** **__Date of Lesson__: 3 Days for lesson 1**
 * __Grade Level __****: 10 ** **__Topic__: Introduction to Regionalism**
 * __Objectives __**
 * Student will understand that ****complex characters interact with other characters and develop as the plot advance developing theme, motivation and complexity. **
 * Student will know definitions and examples of literary devices such as theme, characters, plot, etc. **
 * Student will be able to do demonstrate culture's influence in character, complexity, plot, and theme. **
 * Product: Wiki page organizing the characters, themes, plot summaries, etc. for the short stories. **

Common Core State Standards <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Reading <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: Grades 9-10 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: Literature <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clusters: 3,6,7
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core State Standards Alignment __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: This lesson will prepare students to recognize what major factors such as characters, plot, themes, and literary devices exist in literature through graphic organizers and cooperative learning of the short stories and how to recognize their significance which they will organize and demonstrate on their wiki. **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre- and Post-Survey that analyzes student's understanding of cultural influence in literature and deployment of these experiences
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction: Ticket to Ride which gauge students individual understanding after they are finished in their pairs then they can begin work on their wikis <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using checklists students will revise their work and peer-review each other's wikis as well. This checklist is also the core checklist the teacher will assess the wiki with. Graphic organizers will also serve as ungraded formative assessments.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This page will generate discussion and responses about characters, plot, and themes to gauge understanding. Students will keep a comprehensive wiki page for all the short stories read in class. Students will be responsible for updating them for each of the short stories. Students are also required to comment at least twice for each new story on someone else's wiki in order to generate conversation.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning) **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Displaying music videos for the hook, Literature Wiki, Coursekit to organize graphic organizers and online research for cooperative learning exercise will require students to react and work with technology.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Other Content Areas: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Reading comprehension: through identification of literary elements. Analytic writing: through creation of wikispace. Music appreciation: comparing and contrasting different music video.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction: Story Map 1 will clarify characters and themes and plot devices for students to organize their thoughts on paper preparing them for displaying relevant information on their wiki individually but will eventually compare with a partner. Team-Pair-Solo will help students analyze the info they will post on the wiki in larger groups narrowing until they are comfortable on their own. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product: Teams from "Team-Pair-Solo" will involve four students. Each student is assigned on section to focus in on (Characters, Theme, Plot, Literary Device). As they become experts, they share with each other until they are comfortable to share in pairs beginning their Wikispaces together. Eventually, they are required to work on their comprehensive wiki space alone. However, the discussions and comments will require students to interact at least twice with anyone from the class.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linguistic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have the opportunity to discuss characters, themes, plot, and literary devices for their wikis in groups.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will categorize and classify content from lecture in characters, themes, plot, and literary device and for wiki on their graphic organizer.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The graphic organizer allows students to organize their thoughts and notes on characters, themes, plots, and literary devices through visual methodology.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teams will have to go to specified locations for their team discussion and then from pairs until they are ready to organize thoughts solo. Students can also organize their wikis in journal or role play from the perspective of characters. Using Inspiration to organize literary themes will help kinesthetic learning.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music videos as a hook will involve students**.**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discussion short stories' devices of in groups as team and pair formats.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Solo time and ticket to ride allow students to personalize their thoughts and reactions to short stories literary elements.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Include setting: locations/physical/weather as a motif in literature to explain what students are looking for.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: Graphic organizers and other paper work will be saved in a file. Students who are absent will be able to have access to my lecture notes and access to other student's wikispaces to understand the desired goal. Time for it to be turned in with full credit will match the number of days absent. Students are recommended to discuss what preliminary steps and follow up to go through.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: Comprehensive wikispaces for students to organize information and generate discussion about comparable and contrasting elements.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: The wiki could require original analysis of the literary text further than summary elements. They could also be required to integrate images, graphics, etc. to the wiki in order to demonstrate further understanding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Graphic Organizers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-assessment <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook E-Graph <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Story Map 2 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hand-outs for literary devices <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cultural ABC’s <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops with internet access <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Copies of short stories <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Checklist <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Projector <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music Videos <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Ticket to Ride
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.billboard.com/charts/hot-100#/charts/hot-100]: A website detailing the current top 100 songs <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: WSU’s web page detailing descriptions of Local Color or Regionalism <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: A generic definition of culture <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: A-Z of cultural ABC’s <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.uncp.edu/home/canada/work/allam/general/glossary.htm#s]: A glossary of literary terms. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Checking for Understanding Strategies.pdf: Checks for Understanding Ideas <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]: Cooperative learning ideas. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Graphic Organizer Examples and Templates. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">"A Rose for Emily" William Faulkner <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Wiki tutorial. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Coursekit.com
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: Through careful logistic explanation and different graphic organizers all activities will be structured. Students will understand the logic of the process and clear expectations.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: Cooperative learning encourages discovery learning. Explorations into literary devices, themes, and relevant cultural information will make this lesson particularly appealing to the Microscope learner.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: The peer reviewed checklist and feedback will be opportunities for positive feedback and encouragement. Similarly, all students will feel comfortable to participate in discussion even if they are not masters of the content through personal reflection on culture.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: The wiki and music video hook involve personal choice and freedom of expression. The group work involves plenty of spontaneity in deciding group partners. The variety of graphic organizers, cooperative learning, and other MI skills makes this lesson appropriate for the Beach Ball learner.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Content Knowledge: Understanding literary devices and cultural influence reflects high-order understanding and comprehension of a text's purpose as well as the contextually relevant information.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">CCSS: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Key Ideas and Details: Literary Device <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Craft and Structure: Literary Devices and Cultural Influence <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration of Knowledge and Ideas: Music videos and culture

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: Students will be able to explain the usage of literary devices and how cultural influences are present in literature and provide context to understand literature.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using the Common Core Standards to structure content around while developing students' ability to explain literature through devices and cultural influences makes it contextually appropriate.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linguistic: Students will have the opportunity to discuss content for their wikis in groups. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: Students will categorize and classify content from content and for wiki on their graphic organizer. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: The graphic organizer allows students to organize their thoughts and content through visual methodology. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: Teams will have to to go to specified locations for their team discussion and then from pairs until they are ready to organize thoughts solo. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: Music videos as a hook will involve students. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Discussion of content in groups as team and pair formats. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: Solo time and ticket to ride allow students to personalize their thoughts and reactions to content. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Include setting: locations/physical/weather as a motif in literature to explain what students are looking for.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type Two Technology: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wikispace for organizing literary devices and Coursekit.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Through the variety of instructional strategies based on Multiple Intelligence theory to scaffold for the Wikispace.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre- and Post-Survey that analyzes student's understanding of cultural influence in literature and deployment of these experiences
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rational: //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction: Ticket to Ride which gauge students individual understanding after they are finished in their pairs then they can begin work on their wikis <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using checklists students will revise their work and peer-review each other's wikis as well. This checklist is also the core checklist the teacher will assess the wiki with. Graphic organizers will also serve as ungraded formative assessments.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This page will generate discussion and responses about characters, plot, and themes to gauge understanding. Students will keep a comprehensive wiki page for all the short stories read in class. Students will be responsible for updating them for each of the short stories. Students are also required to comment at least twice for each new story on someone else's wiki in order to generate conversation.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: The classroom will be arranged in cluster formations of four to organize the team-pair-solo work. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day One: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introductions (10) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-assessment (25) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook (15) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cultural ABC’s Discussion (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assign "A Rose for Emily" Fill out Story Map 2 and find own ABC’sof Culture <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Two: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Share Cultural Understanding (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discuss "A Rose for Emily" (25) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Literary Devices Sheet (10) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Team Pair Solo Discussion of Content (15) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction to Wikispace (10) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Three: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Work and finish Wikispace (70) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Peer Assess Wikispace (10)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that complex characters interact with other characters and develop as the plot advance developing theme, motivation and complexity. We are all complex characters that are products and reactions to culture such as favorite artists. Key Ideas and Details and Craft and Structure.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using music videos of current popular artists (Students will pick 3 songs from top 100 from [|http://www.billboard.com/charts/hot-100#/charts/hot-100]), students will reflect on what we can understand about our own culture from popular music videos. After students have watched videos, they will ponder and write key details on their e-chart graphic organizer which will require them to organize those details and then write the social or cultural value presented on the extended line after discussing in small groups of their choice what cultural influences and references are present in the videos. The teacher will make a list on the board acknowledging the responses. This prepares the students to understand how culture can present itself in artworks. Student will understand culture better by familiarizing with the ABC’s of culture. The end of class time and homework if incomplete will be finding examples of the ABC’s of culture for the United States or for gifted students from another culture. All graphic organizers and PDF’s will be posted on the website to encourage organization, technology integration, and environmental concers.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, Tailors: Musical, Linguistic, Interpersonal, Intrapersonal, Spatial, and Logical-Mathematical **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know definitions and examples of literary devices such as theme, characters, plot, etc. (See CONTENT NOTES) Students will have been assigned to read "A Rose for Emily" and fill out Story Map 2 graphic organizer to reflect on their learning. After students have warmed up by sharing some of their cultural ABC’s with each other and then volunteers if any willing, students will discuss what they have read. They will then be encouraged to individually or collaboratively investigate definitions, personal examples, and examples from “A Rose for Emily” on the usage of literary elements from the teacher, web sources, and either filling out the handout or producing their own Inspiration document. These elements will be presented on a handout to organize examples from the text. Meanwhile, students can use the Story Map 2 assigned the night before which will clarify characters and themes and plot devices from a close reading examples for students to organize their thoughts on paper preparing them for displaying relevant information on their wiki. They will have filled the graphic organizers out partially but fill in other information as the discussion progresses. Students will then break into Team-Pair-Solo. This cooperative learning exercise will help students analyze the info they will post on the wiki in larger groups narrowing until they are comfortable on their own. These groups will have to find examples from other read texts. Throughout class, Ticket to Ride will check for understanding which gauge students' individual understanding after they are finished in their pairs then they can begin work on their wikis
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore Rethink, Revise Tailors: Visual, Logical-Mathematical, Interpersonal, Intrapersonal, and Linguistic **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to demonstrate culture's influence in character, complexity, plot, and theme. The Wiki created in class will be able to organize characters, themes, and literature by stories. The wiki be reflective of the student's organizational technique to process the literary elements surrounding "A Rose for Emily" and future short stories. Creating this wiki will force students not only to organize thoughts but also expostulate the different literary elements further. Using a variety of multimedia and personal writing (formal or informal such as journal entries or bullet points), would allow students to make the wiki their own page especially with a personalized homepage. As students will have individually established some understanding through discussion and story map graphic organizer, the Team-Pair-Solo will be their chance to hone their understanding and begin coming up with ways to organize their components to their wikis. Students will have the opportunity to reflect on each other's wikis through a peer checklist. After ample time with peers, students then can restructure their wikis based on feedback.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Spatial, Logical-Mathematical, Interpersonal, Intrapersonal, and Kinesthetic **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will review their own wikispaces after the peer-review process with the checklist that will be used for future grading. Once students have time to revise their wiki, the teacher can assess the different wikis using that checklist. The checklist can then be handed back with the appropriate feedback on it. This wiki will be periodically updated for all the short stories students will read.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: Interpersonal, Intrapersonal, Linguistic, and Spatial **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction to Regionalism: __ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Regionalism is a literary movement that is characterized by plots, characters, themes, language, customs, history and settings as depicted from the perspective of particular geographic location reflective of that area’s culture. Also, referred to as Local Color it is associated with literature of the late nineteenth and the early twentieth century, particularly after the Civil War in 1865 until 1895. However, regionalist or local color authors continued into the late 1930’s and can even be found in some modern literature as well. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Regionalism often falls as a subcategory of Realism focused on presenting objective reality in reaction to Romanticism. Regionalism is not defined to just the narrow focus of Realism as demonstrated in Faulkner’s “A Rose for Emily” which although authentically realistic is also a Southern Gothic which is a subcategory of Romanticism. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Regionalism holds a special category in the American Literature cannon for depicting the struggles of minorities in American History. For example, The Adventures of Huckleberry Finn by Mark Twain reveals issues surround slavery and post-civil war slaves. Kate Chopin’s masterpiece The Awakening and Willa Cather’s Oh Pioneers reveal the struggles of women’s suffrage from social economic status’s limitations for upper-class women all the way down the clandestine ladder to immigrant women. Regionalist writing is often associated with Feminist and New Historicism as a result. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Regionalist literary devices have their own standards which are described by Donna Campbell as follows:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Setting: The emphasis is frequently on nature and the limitations it imposes; settings are frequently remote and inaccessible. The setting is integral to the story and may sometimes become a character in itself.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Characters: Local color stories tend to be concerned with the character of the district or region rather than with the individual: characters may become character types, sometimes quaint or stereotypical. The characters are marked by their adherence to the old ways, by dialect, and by particular personality traits central to the region. In women's local color fiction, the heroines are often unmarried women or young girls.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Narrator: The narrator is typically an educated observer from the world beyond who learns something from the characters while preserving a sometimes sympathetic, sometimes ironic distance from them. The narrator serves as mediator between the rural folk of the tale and the urban audience to whom the tale is directed.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plots: It has been said that "nothing happens" in local color stories by women authors, and often very little does happen. Stories may include lots of storytelling and revolve around the community and its rituals.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Themes: Many local color stories share an antipathy to change and a certain degree of nostalgia for an always-past golden age. A celebration of community and acceptance in the face of adversity characterizes women's local color fiction. Thematic tension or conflict between urban ways and old-fashioned rural values is often symbolized by the intrusion of an outsider or interloper who seeks something from the community.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Campbell, Donna M. "Regionalism and Local Color Fiction, 1865-1895." Literary Movements. Dept. of English, Washington State University. 9-8-2011. Web. 2-25-2012

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction to Culture: __ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formal Definition by dicitionary.com: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1.the quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2.that which is excellent in the arts, manners, etc. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3.a particular form or stage of civilization, as that of a certain nation or period: Greek culture. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4.development or improvement of the mind by education or training. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5.the behaviors and beliefs characteristic of a particular social, ethnic, or age group: the youth culture; the drug culture.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Everyday culture bombards people attempting to influence perceptions and understanding. Identifying one’s own cultural influence is pertinent to self-understanding and participating in global citizenry. Cultural aspects include:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Art - Buildings - Communication - Dress - Economy - Family - Government History - Icon - Jobs - Knowledge - Language - Movement & Migration - National pride - Organizations - Population - Quality of life - Religion -Status - Taboos - Urban or Rural - Vacation & Recreation - Ways of everyday life - X marks the spot - Yum – Ztuff or zoology ([]).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Identify some of these cultural items that students are familiar with. __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction to Literary Devices: __

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">All definitions from: http://www.uncp.edu/home/canada/work/allam/general/glossary.htm <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">setting (set-ting): the time, place, physical details, and circumstances in which a situation occurs. Settings include the background, atmosphere or environment in which characters live and move, and usually include physical characteristics of the surroundings. Settings enables the reader to better envision how a story unfolds by relating necessary physical details of a piece of literature. A setting may be simple or elaborate, used to create ambiance, lend credibility or realism, emphasize or accentuate, organize, or even distract the reader. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">character (KARE-ec-ter): a person who is responsible for the thoughts and actions within a story, poem, or other literature. Characters are extremely important because they are the medium through which a reader interacts with a piece of literature. Every character has his or her own personality, which a creative author uses to assist in forming the plot of a story or creating a mood. The different attitudes, mannerisms, and even appearances of characters can greatly influence the other major elements in a literary work, such as theme, setting, and tone. With this understanding of the character, a reader can become more aware of other aspects of literature, such as symbolism, giving the reader a more complete understanding of the work. The character is one of the most important tools available to the author. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">theme (theem): a common thread or repeated idea that is incorporated throughout a literary work. A theme is a thought or idea the author presents to the reader that may be deep, difficult to understand, or even moralistic. Generally, a theme has to be extracted as the reader explores the passages of a work. The author utilizes the characters, plot, and other literary devices to assist the reader in this endeavor. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">narrator (nar-RAY-ter): one who tells a story, the speaker or the “voice” of an oral or written work. Although it can be, the narrator is not usually the same person as the author. The narrator is one of three types of characters in a given work, (1) participant protagonist or participant in any action that may take place in the story), (2) observer (someone who is indirectly involved in the action of a story), or (3) non participant (one who is not at all involved in any action of the story). The narrator is the direct window into a piece of work. Depending on the part of the character of the narrator plays in the story, the narrator may demonstrate bias when presenting a piece of work. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">motif (moh-TEEF): a recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements in a work, such as good and evil <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">metaphor (met-AH-for) [from the Gk. carrying one place to another]: a type of figurative language in which a statement is made that says that one thing is something else but, literally, it is not. In connecting one object, event, or place, to another, a metaphor can uncover new and intriguing qualities of the original thing that we may not normally notice or even consider important. Metaphoric language is used in order to realize a new and different meaning. As an effect, a metaphor functions primarily to increase stylistic colorfulness and variety. Metaphor is a great contributor to poetry when the reader understands a likeness between two essentially different things. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plot or narrative (na-RAH-tiv): a collection of events that tells a story, which may be true or not, placed in a particular order and recounted through either telling or writing.

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction to “A Rose for Emily” by William Faulkner: __ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Character List: Emily Grierson is the main character and represents the faded glory and tradition of the old south after the Civil War. The story open with Emily's attention to tradition by not paying her taxes based on the benevolence of a passed mayor (120). Her representation of the South’s former glory is evident when she loses her income the narrator remarks, "Being left along and pauper she had become humanized" (123). The shrinking social class as a result from Reconstruction is present in the shrinking social elitism of the southern gentry and lower class present in the narrators comment on the stink from the house saying, "It was another link between the gross teeming world and the high and mighty Giersons" (122). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homer Barron: Is the Yankee construction worker who Emily falls in love with. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Judge Steven and the Alderman: Representative of the community and their sense of order.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">"A Rose for Emily" uses a pluralized first person omniscient narrator to present the short story from the shared sense of community of southerners. This is clear when the narrator comments on Emily's unchanging role saying, "Now and then we would see her in one of the downstairs windows--(...) lookingor not looking at us, we could never tell which" (128). The story is also written in Nonlinear narrative jumping back and forth in time creating and adding to the suspense of the Southern Gothic.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Southern Houses: Plantation Style: Miss Emily's house similarly represents the persistence and struggle of the Old South remaining past what Reconstruction tried to eradicate evident from "garages and cotton gins that had encroached and obliterated even the august names of the neighborhood; only s Miss Emily's house was left, lifting its stubborn and coquettish decay above the cotton wagons and gasoline pumps--an eye sore among eyesores" (119).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Death as Theme: “A Rose for Emily" uses the theme of death for the three main characters to as Ferguson describes it, "striking back, seeking vengeance, and trying to redress the balance" (74). Although, this motif is a woman against men, the parallel of the South and North is evident. Just like Emily murdering Homer Barron. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lost Love: Emily's lost, and stigmatized love for a Yankee Homer Barron is a direct contradiction of social customs for the "noblesse oblige" (124). Just as the symbolic clothing and silver toilette decay with murdered Homer Barron. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Story Map 2, Hand Out on Major Literary Devices, Copies of Short Stories, Checklists, Ticket to Ride, Pre-assessment, E-Chart

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