LESSON FOUR: Text Elements—Vampires
LESSON DESCRIPTION
Students evaluate author’s style and use of literary techniques.
GRADE-LEVEL EXPECTATIONS
R2C Analyze character, plot, setting, point of view and development of theme; evaluate proposed solutions; analyze the development of a theme across genres; evaluate the effect of author’s style and complex literary techniques.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Overhead projector, whiteboard
o Copy of The Vampyre by John Stagg for each student
o Copy of script War of the Worlds by H.G. Wells for each student
§ Handouts provided
§ Words to know
o analyze
o evaluate
o genre
o plot
o point of view
o setting
o theme
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students choose one example of descriptive language and tell why it is effective.
LEARNING ACTIVITIES
1. Students think of their favorite horror author. Students may refer to their journal entry in Lesson One. In a think aloud discussion, students describe the author’s style and tone in an informal discussion.
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Questions for Students
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How can we identify style? How does intended audience affect style? How does purpose affect style? What is the style of your favorite author? How can we identify tone? How does the audience affect tone? How does the subject affect tone? What is the tone used by your favorite author in one of his/her pieces? |
2. Read The Vampyre by John Stagg. In a think aloud discussion, students identify tone and style of the author, using details and/or examples from the poem as support.
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Questions for Students
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What characteristics determine Stagg’s style? What are some examples within the selection? Is Stagg’s style effective for his audience and purpose? Why/why not? What is the tone of the selection? What two words describe Stagg’s style? |
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Idea
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John Stagg’s poem is available at http://www.litgothic.com/Texts/vampyre.html
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3. Students write three different paragraphs using the topic of “A time I was really afraid.” The audience of the first paragraph is a peer; the audience of the second paragraph is a parent, and the audience of the third paragraph is a school counselor. Students share completed paragraphs with classmates and discuss how audience affects tone and style among the three paragraphs.
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Questions for Students
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How does sentence structure change as the audience changes? How does word choice change among the three paragraphs? Where is the author’s voice most evident in each of the three paragraphs? |
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Idea |
As students work with paragraphs, monitor their progress and provide assistance as needed. |