Introduction to the NOVEL

“…the plot, being an imitation of an action, must imitate one action and that a whole, the structural union of the parts being such that, if any one of them is displaced or removed, the whole will be disjointed and disturbed. For a thing whose presence or absence make no visible difference, is not an organic part of the whole” (Aristotle).

STANDARDS-BASED INSTRUCTIONAL TARGETS TEKS 1 (C) Organize ideas in Emphasis: Components of the Novel writing to ensure . Plot (Be able to recognize and interpret foreshadowing by listing examples of foreshadowing and making a logical argument why the coherence, logical author chose to use foreshadowing) progression, and support . Plot (Be able to recognize the conflicts in the story and explain their significance to the story) for ideas . Character (Be able to compare the character’s inner thoughts and feelings to outward actions and give examples) . Theme (Be able to state the theme and cite two examples illustrating that theme) . Setting (Be able to give two reasons for the significance of the setting) . Tone (Be able to identify irony and satire and what makes the example ironic or satirical) . Style (Be able to recognize symbols and know what they represent and what they contribute to the story.) 1 (A) Write in a variety of forms using effective word Emphasis: Responding to the Novel – Engaging the Text through Writing and Speaking choice, structure, and sentence forms with . (Be able to explain the end of the novel and give at two reasons for believing that the ending is or is not credible or artistically justified) emphasis on organizing . (Be able to identify literary elements and evaluate how well the author used that element) logical arguments with . Prepare a 30 minute news program based upon events in the novel including the weather report, the anchor person and lead story, news clearly related definitions, analyst, reporters, etc. theses and evidence; write . Students prepare the investigation of a crime scene from the novel, including the completion of case/crime reports, preparing interviews persuasively of characters in the story, diagramming the crime scene, and presenting statements from each of the characters. Students may pattern their reports on actual police reports or form their own. Character Maps - Step One: Create a student-based character map of special events and what was learned from those events. Step Two: Create a character map for one of the characters in a story, adding what the character learned from the experience. Events should be chronological and can be depicted on a timeline, like a map, decorated with drawings, photos, pictures cut from magazines, or objects. . Students use the contents of a paper bag or purse to describe the character of the person to whom it belongs. Next, they view a collection of bags (gym bag, jeweled evening bag, child’s purse, bike bag, back pack) and then students decide what kind of person would carry each bag and why. Then students select a character in a novel to match with one of the bags, selecting items from the story to group with or into the bag, telling why those items are selected. This is a fine prewriting activity prior to writing a character sketch. A table drawn on the board with the characters, their qualities, and the contents of the bag provide students with details for the paper.

STANDARDS-BASED INSTRUCTIONAL TARGETS TEKS 4(D)compile information Emphasis: Media and the Arts from primary and secondary . What are the differences between the novel and the film and the impact of the alterations? sources in systematic ways . Critical analysis, reviewing, writing, convincing and presenting using available technology . What artistic mode is used to capture the essence of the novel? . Students choose popular song lyrics to go with a scene, a characterization or the conflict of a story and explain their compatibility. . Students prepare a school-wide media blitz on a theme related to an upcoming holiday with connections to what they are reading. Using quotations from original poetry, Bartlett’s Familiar Quotations, or song lyrics, students are to express their viewpoint by using the following criteria: 1. the specific message is clear to the viewer 2. the viewpoint is specific (not general) (F)link related information 3. words are used economically and ideas from a variety of 4. images and words work effectively in tandem sources 5. the message makes the viewer stop and think about the theme (H)use writing as a tool for 6. it must have visual impact or visual appeal reflection, exploration, 7. sources of quotations are identified learning, problem solving, . Students choose paintings or sculpture to capture the essence of a series of quotes from a novel. These pairings should illustrate theme, setting, and personal growth. or character and should be presented with an introduction and a chance for the students to discuss the choices made, new insights, and specific details from the artwork which identify them as appropriate choices.

5(B)analyze and discuss Emphasis: The Novel and the World published pieces as writing . Students begin with identifying the characteristics of the world of an author ( the inventions, the philosophers, the art, the politics, the crises of models and apply criteria the times). Then the students map these people and events, adding to the web as the story progresses. developed by self and others . Students are asked to answer a questionnaire about the ethical issues of a novel and discuss their views before they begin to read. Questions to evaluate writing. could be about capital punishment, expulsion, adultery, and “suffering in silence” prior to reading The Scarlet Letter or about their views on the use of drugs, fertilization, politics and interracial marriage prior to reading Brave New World. . Compare the Bill of Rights to character rights in various novels and discuss the consequences if a character demanded due process. . Students self-select a novel and then do research on a related topic; such as, Fahrenheit 451 and censorship, I Am the Cheese and the witness protection program, Of Mice and Men and retardation. Students will prepare an oral presentation with visual or audio aids which may include charts, maps, original book jackets, movie posters, polls, costumes, songs, to produce a presentation of 9-12 minutes. 6(B)draw upon his/her own Emphasis: British Novels background to provide . Create a newspaper for the novel including reports of historical activity during the time period, articles on clothing, manners, word games, and connection to texts other appropriate inserts, advertisements, and special sections.

STANDARDS-BASED INSTRUCTIONAL TARGETS TEKS 6(F)discriminate between th connotative and denotative Emphasis: 19 Century and Modern American Novels meanings and interpret the connotative power of words. . Students keep a journal in which they note the following 1. significance of the title, colors, allusions and other symbolic references 2. how historical facts are used in the novel 3. lists of adjectives, verbs and nouns with notations as to patterns or motifs 4. evidence as to the use of naturalism, realism, romanticism, impressionism, or another philosophical influence 5. comparisons to other novels, poetry, or short stories 6. literary devices, figurative language 7(G)Draw inferences such as Emphasis: The Not-So-Obvious conclusions, generalizations, . Students focus on a secondary character and document references, take notes, and draw conclusions about why the character is included in the and predictions and support text, how the author develops that character by omission, and how the text would change with the character’s omission in the text. The same can them with text evidence and be done with seemingly obscure references, scenes or conversations. experience . Images, dreams, relationships, references, hobbies, artwork are often referred to in text but seemingly in passing. What are their implications in the text? . Humor, the sophistication of the humor (crass, clown-like, crude, sarcastic, clever, subtle, double entendre) How is humor used for characterization, mood, tone? . Juxtaposition: the pairing of opposites . Choose one or two words used repeatedly in the novel and document how the meaning of the words change in complexity as the novel progresses. .

Standards Consensus Series: Teaching Literature in High School. NCTE Chapter VIII. 4, in S. H. Butcher, Aristotle’s Theory of Poetry and Fine Art, 4th ed. (New York: Dover Publications, Inc., 1951), p.35. TEKS Activity Resources Assessment Introduction (9 th and 10 th )  Use timeline to discuss possible topics (Timeline in Appendices) SAT “Students read extensively in multiple for stories based upon discovery McDLTest Generator Critical Reading: measure genres from world literature such as… (inventions)and conflict (war). the ability to read and think novels originally written in English or  Use KWL chart (What you know, What McDL Language of carefully about several translated to English from oriental, you want to know, What you have Literature Links different reading passages classical Greek European, African, learned) about different countries at the http://www.mcdougallittell.c from 400-800 words long South American, and North American same period of history and compare the om/lit/direct/htm containing a shared issue or cultures” themes from several novels, or a novel theme. (7)(D)construct images such as graphic and personal selections from other TAKS organizers based on text descriptions genres from the same period. The student will and text structures.  Create a chart of literary periods based Literature Connections demonstrate a basic (7)(FG) Identify main ideas and upon historical events. Sourcebook for each novel at understanding of culturally supporting details. Summarize texts.  Analyze themes such as conflict, each grade level diverse texts and (7)(B)Draw upon his/her own survival, environment, cycles. demonstrate an background to provide connection to  Analyze philosophical thought prevalent understanding of the effects texts in the era of the novel selected and the of literary elements and (7)(J)Read silently with comprehension influence of thought on the Encyclopedia techniques in culturally for a sustained period of time. structure/plot/theme. diverse written texts. (8)(C)Read American and other world  Compare American literature themes to McDL Language of ACT literature, including classic and world events. Literature Links Use critical thinking skills contemporary works (11th )  Identify archetypes in American http://www.mcdougallittell.c to evaluate written literature common to world literature. om/lit/direct/htm material. (8)(C)Read British and other world  Identify elements in British literature McDL Language of SAT literature, including classic and driven by myth and historical events. Literature Links Measure knowledge of the contemporary works (12th )  Trace the development of English http://www.mcdougallittell.c meanings of words, the (6)(D)Research word origins as an aid to language by designing a word map. om/lit/direct/htm ability to see a relationship understanding meanings, derivations,  Keep a journal of prefixes, suffixes, and McDL Unit Resource Book, in a pair of words, and the and spellings as well as influences on roots as a vocabulary builder, adding Skills Transparencies and ability to recognize a the English language.(Anglo-Saxon, words as new versions are encountered. Copymasters, similar or parallel Latin, Greek) Net Activities relationship. (6)(C)Apply meanings of prefixes, roots, and suffixes in order to The Mother Tongue: English comprehend. and How It Got That Way by Bill Bryson Dictionary Thesaurus TEKS Activity Resources Assessment (8)(C)Read British and other world literature,  Describe aspects of surrealism in The Golden Bough: A Study of SAT including classic and contemporary works Medieval British Magic and Religion by James Reading passages may ask (12th ) literature.Explain how this fresh George Frazer, Jr. to identify cause (7)(A)Establish a purpose for reading such as way of looking at the world and effect, the to discover, interpret and enjoy enables an author to convey a McDL Language of Literature relationships (7)(E)Analyze text structures such as compare message. Links passages have to and contrast, cause and effect, and  Compare themes from world http://www.mcdougallittell.co one another, or to chronological ordering for how they influence myths by researching the m/lit/direct/htm the whole, understanding. Internet and other sources. recognize Literature in Performance  Compare the attributes of myth inferences and Video and surrealism (ex: work of implications, follow Gabriel Garcia Marquez) logic of an argument or recognize inconsistencies of an argument. (4)(A)Use writing to formulate questions, refine Keep a dialectic journal Selected novels Criterion referenced test topics, and clarify ideas  to formulate questions during the using Test Generator or (4)(B)use writing to discover, organize, and course of the reading McDL Language of Literature rubrics from Unit Resource support what is known and what needs to be  to identify figurative language Links Book. learned about a topic  to summarize http://www.mcdougallittell.co TASP (4)(C)compile information from primary and  to compile written ideas m/lit/direct/htm 300-600 words on an secondary sources in systematic ways using  to organize notes McDL Test Generator assigned topic. Students’ available technology  to link related information McDL Unit Resource Book writing samples are scored (4)(D)represent information in a variety of ways on the basis of how  as a tool for reflection, as a study such as graphics, conceptual maps, and learning McDL LaserLinks videodisc effectively they communicate tool logs McDL Audio Library (audio a whole message to a  as a graphic organizer (4)(E)use writing as a study tool to clarify and CD and cassette) specified audience for a remember information  to draw conclusions stated purpose. Scored on the (4)(F)compile written ideas and representations  in infer, predict McDLWriting Coach ability to express, organize, into reports, summaries or other formats and Write about literature: technology (CDROM) and support opinions and draw conclusions  likes and dislikes ideas, rather than on the (4)(F)(12th ) Link related information and ideas  character study McDL Writing Workshop at position they express. from a variety of sources  setting the end of each Language of (4)(G)Compile written ideas and  plot and structure Literature Unit representations into reports, summaries, or  point of view other formats and draw conclusions.  idea or theme (4)(H)use writing as a tool for reflection,  imagery, metaphor and simile exploration, learning, problem solving, and  symbolism and allegory personal growth.  comparison and contrast Questions for students to consider during the reading of a novel:

 Describe each character through the eyes of the other characters. Find quotes that characterize the protagonist, antagonist, foil, and villain.

 What images and diction in the passages create mood?

 From what point of view is the story told? Is the storyteller reliable? (Does he/she look at life realistically or are they trying to fool themselves?)

 Describe why you would you like (or would not like) to have this character as a friend?

 Is this a story of self-knowledge, initiation, overcoming of obstacles, new frontiers, or some other theme?

 Is the author’s attitude towards the plot different than the characters’ attitude? Find quotes from the text that illustrate this difference.

 What symbols does the author use in the story?

 Is there a motif?

 What would the character say about life at the end of the story?

 How does reading this story change your view of life? TEKS Activity Resources Assessment (4)(G)Analyze strategies that writers in different fields use to  Reader’s Theatre (written script, Criterion compose encoding every facet of the time, place referenced (4)(F)Compile written ideas and representations into reports, and movement) Students then use text test using summaries or other formats and draw conclusions (11th) for dramatic interpretation. Test (5)(B)Respond productively to peer review of his/her own work.  Pantomime (convey story meaning Novel selections Generator (11)(D)Identify basic conflicts. through facial and body language) from McDL or rubrics (11)(F)Recognize and interpret important symbols.  Reenactment (impromptu recreation of from Unit important events) Resource  Redesign into a different genre, or Book format. (7)(C)Monitor reading strategies and modify them when Drama Across Curriculum (dramatization of understanding breaks sown such as rereading, using resources, and inventions, folklore, discoveries, Communications questioning experiences by stopping in the middle of TAKS (10)(A)respond to informational and aesthetic elements in texts such reading a text and extemporaneously Transparencies as discussions, journals, oral interpretations, and dramatizations (and dramatizing the moment with students as enactments) participants) (6)(B)Rely on context to determine meanings of words and phrases Oral Interpretation (preparing a formal such as figurative language, idioms, multiple meaning words, and reading with props, engaging delivery and McDL Audio technical vocabulary expertise) Library (audio (11)(E)Analyze the melodies of literary language, including its use of CD and cassette) evocative words and rhythm. (6)(A)Expand vocabulary through wide reading, listening, and Book Talk (“grand conversations” or lively McDL discussing and natural exchanges about a book, Performance in (10)(B)Use elements of text to defend his/her own response and negotiating, defending, proposing, Literature videos interpretations becoming aware of and accepting multiple (9)(C)Recognize and discuss themes and connections that cross interpretations) Unit Resource cultures(12th) Book (13)(A)Generate relevant, interesting, and researchable questions (7)(G)Draw inferences such as conclusions, generalizations, and Improvisation (extrapolate from the story to predictions and support them with text evidence and experience enact an original scene, using prediction, (10)(D)Evaluate text through critical analysis. stereotypes, inference) Unit Resource (13)(D)Adapt researched material for presentation to different Book audiences and for different purposes, and cite sources completely. (4)(D)Represent information in a variety of ways such as graphics, Illustrations (preparing a visual Listening and (10B)The conceptual maps and learning logs. interpretation such as a book jacket, a Speaking Student (10)(A)Respond to informational and aesthetic poster, cartoon, a board game, a web site, a and Viewing and expresses elements in texts such as… graphic displays (11th,12th ) billboard, a book page, etc.) Representing and (13)©Organize and convert information into different forms such as rubrics supports charts, graphs, and drawings. responses to various types of texts and expected to use elements of text to defend his/her own responses and interpretat ions

TAKS (12A)Analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice.

TEKS Activity Resource Assessment (13)(E)Draw conclusions from Discuss the visual structure of the novel. TAKS information gathered.  Create a design that accurately Story maps. The student will, within a given context, incorporates structure, terms, and produce an effective composition for a (13)(F)produce research character attributes (use a web, specific purpose and produce a piece of projects and reports in varying graphics, or other creative aids) which writing that demonstrates a command of forms for audiences (10th, 11th, will serve as a frame for the study Look at examples of board the conventions of spelling, 12th) guide. Add information pertinent to the game graphics. capitalization, punctuation, grammar, story to the design as examples. usage, and sentence structure. (13)(G)Draw relevant  Create a physical map of the story’s ACT questions from further study setting Use park maps as examples, Avoiding ambiguity, indicating from the research findings or  Design a travel package to the various or other maps that include appositives, agreement, antecedents, conclusions (12th) locations in the novel. Write an graphics of special features, modifiers, verb formation, case, introductory letter for the recipient of travel brochures and area comparative and superlative, idioms, (19)(B)Analyze relationships, this travel information (perhaps data sheets and brochures relationships between clauses, placement ideas, and cultures as someone considering moving to the area provided by the Chamber of of modifiers, shifts in construction. represented in various media at a later date) describing the attributes Commerce sent out in AP of the area based upon facts in the story. response to inquiries about Students should have experience writing  Write an autobiography or biography of the area. in all forms including journals, poetry, one of the characters in the story. stories plays, personal essays, letters, and  Write a news feature story for the biographies to give them insight into a newspaper like PARADE, or a work of literature or to record some television magazine like TODAY, insight into human behavior which the 20/20, 60 Minutes, or DATELINE. work illustrates. (13)(E)Draw conclusions from Synthesize information from the novel and School, city or college Criterion referenced test using information gathered. produce a written paper on the novel library Test Generator or rubrics which includes a researched topic and Internet from Unit Resource Book (13)(F)produce research defends, supports or negates the Encyclopedia projects and reports in varying a) scientific concepts History, sociology, AP forms for audiences (10th, 11th, b) historical references psychology, and science Students are expected to justify their 12th) c) accuracy texts interpretations by reference to details and d) conclusions drawn patterns found in the text, to compare (13)(G)Draw relevant e) psychological profile of a character Author Profiles in their interpretations with those proposed questions from further study f) social or political situation Language of Literature by others (teachers, classmates, and from the research findings or presented in the novel published literary scholars) and to be conclusions (12th) (Part of the research for this paper may be McDLWriting Coach prepared to modify their interpretations from interviewing teachers/professors from technology (CDROM) as they learn more and think more. other disciplines.) McDL Writing Workshop at the end of each Language of Literature Unit TEKS Activity Resource Assessment (20)(E) Recognize genres such as Write for listening, speaking, Taped radio or television Criterion referenced test nightly news, newsmagazines, viewing and representing: soap opera segment. using Test Generator and documentaries and identify  View a few moments of a soap or rubrics from Unit the unique properties of each opera segment. Make notes Resource Book 9th Grade about the speech patterns, (21)(D)Create media products to filming strategies, lighting, etc. McDL LaserLinks videodisc Student designed rubrics include a billboard, cereal box,  Write a radio or television script using examples from short editorial, and a three-minute from the story that is serialized the Appendices or the documentary or print ad to engage McDL Audio Library (audio like a soap opera and have Unit Resource Book specific audiences different student groups CD and cassette) 10th Grade periodically present episodes to AP (21)(D)Create media products to McDL Writing Workshop at the class as the story is read. Students discover meaning in include a five-to-six -minute the end of each Language of (Use irony, satire, allegory, literature by being attentive to documentary, print ad, an Literature Unit elegy, etc. Allow students to language, image, character, action, editorial, a flier, a movie critique, teach these terms as part of the argument, and the various or an illustrated children’s book McDL Performance in presentation when appropriate) techniques and strategies authors to engage specific audiences Literature videos  Focus writing on the use of puns, use to evoke emotional response 11th Grade analogies, use of figurative from readers. (21)(D)Create media products to language, or some other device. McDLWriting Coach include seven-to ten-minute technology (CDROM)  Create a Jeopardy segment TAKS documentary, ad campaigns, based upon the facts and details The student is expected to write in political campaigns, or video of the story. a voice and a style appropriate to adaptations of literary texts to Encomium- see Greek  Write a eulogy (or encomium) audience and purpose. engage specific audiences for a character in the story. literature, Olympic Games, 12th Grade (Simonides of Ceos, Pindar)  Write horoscopes for each of the TASP (21)(D)Create media products to Odes by Donne, Milton, characters in the story. Unity and focus: The clarity with include a ten to fifteen-minute Dryden, Gray, Wordsworth,  Write a series of horoscopes for which the student states and investigative documentary, ad and Auden. one of the characters for each maintains a main idea or point of campaigns, political campaigns, episode of the story view. or parodies to engage specific Newspaper horoscopes audiences