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7th/8th Grade Exploratory Humanities – Studies Curriculum Document

Amended - Fall, 2009 Educational Services - Curriculum

Course Description – Humanities Literature Studies This course provides students with the opportunity to read, discuss, compare and analyze high quality literature.

Learning Objectives:

1. The students will apply a variety of reading strategies for comprehending, interpreting and evaluating a selection of literary texts.

2. The students will explore the differences betwe en literature and informational text.

3. The students will explore different genres of literature.

4. The students will read literature and discuss the ideas, principles, and insights of the authors.

5. The students will investigate a variety of authors.

6. The students will describe, analyze, compare, contrast, and evaluate literary elements in a variety of literary

texts.

Arizona State Standards :

Standard 1 – Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 1: (Grades 7 & 8) Analyze development to determine how conflicts are resolved. PO 2: (Grade 7) Recognize multiple themes in works of prose, and PO 2: (Grade 8) Compare & contrast themes across works of prose, poetry, and drama PO 3: (Grades 7 & 8) Describe a , based upon thoughts, words, and actions of the character, the narrator’s descripti on, and other characters PO 4: (Grades 7 & 8) Contrast points of view in literary text PO 5: (Grade 7) Analyze the influence of on the problem and resolution PO 5: (Grade 8) Analyze the relevance of the setting to the and of the text PO 6: (Grades 7 & 8) Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice PO 7: (Grade 7) Identify the characteristics and structural elements of poetry in a given selection PO 7: (Grade 8) Analyze the characteristics and structural elements of a variety of poetic forms PO 8: (Grade 7) Identify various genres of based upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature PO 1: (Grades 7 & 8) Describe the historical and cultural aspec ts found in cross -cultural works of literature. PO 2: (Grades 7 & 8) Identify common structures and stylistic elements in literature, , and from a variety of cultures.

Units of Study and Areas of Focus

1. Classic Literature Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 1: (Grades 7 & 8) Analyze plot development to determine how conflicts are resolved. PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

2. Short Stories Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 3: (Grades 7 & 8) Describe a character, based upon thoughts, words, and actions of the character, the narrator’s description, and other characters PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

3. Historical Literature Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 5: (Grade 7) Analyze the influence of setting on the problem and resolution PO 5: (Grade 8) Analyze the relevance of the setting to the mood and tone of the text PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

4. Poetry Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 6: (Grades 7 & 8) Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice PO 7: (Grade 7) Identify the characteristics and structural elements of poetry in a given selection PO 7: (Grade 8) Analyze the characteristics and structural elements of a variety of poetic forms PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

5. / Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

6. Folklore / Myths Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 4: (Grades 7 & 8) Contrast points of view in literary text Concept 2: Historical and Cultural Aspects of Literature PO 1: (Grades 7 & 8) Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2: (Grades 7 & 8) Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures.

7. Young Adult Literature Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 2: (Grade 7) Recognize multiple themes in works of prose, poetry and drama PO 2: (Grade 8) Compare & contrast themes across works of prose, poetry, and drama PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Suggested Pacing / Sequence Guides

9 Week Course Option A – Choose one author to study for the entire 9 weeks. Consider an author of a Classic, , or Science Fiction. Read, discuss, and compare several works by a single author. Research the author. Analyze plot, characters, setting, of each work. Suggestions: John Steinbeck, Mark Twain, Jane Austen, Edgar Allen Poe

Option B – 3 week unit of study using a work of Classic Literature to become familiar with plot analysis, character analysis, setting analysis, and theme analysis. 3 week unit of study focusing on Short Stories and character analysis. 3 week unit of study focusing on Poetry and the structural elements of poetry.

18 Week Course Option A - Choose one author to study for 9 weeks. Consider an author of a Classic, Historical Fiction, or Science Fiction. Read, discuss, and compare several works by a single author. Research the author. Analyze plot, characters, setting, theme of each work. Suggestions: John Steinbeck, Mark Twain, Jane Austen, Edgar Allen Poe During the second 9 weeks allow students to form book study groups reading various Young Adult Fiction titles. Allow students to select from a list of titles. Focus on determining themes of YA Fiction.

Option B – Spend 10 – 14 days on each of the seven units of study.

Option C - Choose one author to study for 9 weeks. Consider an author of a Classic, Historical Fiction, or Science Fiction. Read, discuss, and compare several works by a single author. Research the author. Analyze plot, characters, setting, theme of each work. Suggestions: John Steinbeck, Mark Twain, Jane Austen, Edgar Allen Poe 3 week unit of study using a work of Classic Literature to become familiar with plot analysis, character analysis, setting analysis, and theme analysis. 3 week unit of study focusing on Short Stories and character analysis. 3 week unit of study focusing on Poetry and the structural elements of poetry.

Pacing / Sequence Guide for 9 wks / 18 wks

Classic Lit – all literary elements – stress plot Standard 1 – Strand 2: Comprehending Literary Text Concept 1: Elements of Literature PO 1: (Grades 7 & 8) Analyze plot development to determine how conflicts are resolved. PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Short Stories – characters PO 3: (Grades 7 & 8) Describe a character, based upon thoughts, words, and actions of the character, the narrator’s description, and other characters PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Historical Lit – setting PO 5: (Grade 7) Analyze the influence of setting on the problem and resolution PO 5: (Grade 8) Analyze the relevance of the setting to the mood and tone of the text PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Poetry – Language and poetic devices PO 6: (Grades 7 & 8) Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice PO 7: (Grade 7) Identify the characteristics and structural elements of poetry in a given selection PO 7: (Grade 8) Analyze the characteristics and structural elements of a variety of poetic forms PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Science Fiction / Fantasy – identifying a genre by its characteristics PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Folklore – Point of View & Historical / Cultural aspects of Literature PO 4: (Grades 7 & 8) Contrast points of view in literary text Concept 2: Historical and Cultural Aspects of Literature PO 1: (Grades 7 & 8) Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2: (Grades 7 & 8) Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures. PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Young Adult – Theme PO 2: (Grade 7) Recognize multiple themes in works of prose, poetry and drama PO 2: (Grade 8) Compare & contrast themes across works of prose, poetry, and drama PO 8: (Grade 7) Identify various genres of fiction based upon their characteristics.

Deer Valley Unified School District Exploratory Curricular Guide Humanities - Literature Studies Key Concepts Related Vocabulary

When studying classic literature, a : The introductory Classic Literature general knowledge of the basic material which gives the setting, elements of literature will help the creates the tone, presents the reader to appreciate each classic characters, and presents other facts work. necessary to understanding the story. Resources Suggested Titles : The use of hints or The basic elements of literature http://www.ylpl.lib.ca.us/ya/ya_clas Pride and Prejudice, Jane Austen clues to suggest what will happen include: theme, , sics.php List and brief descriptions of Jane Eyre, by Charlotte Bronte later in the story. setting, plot, point of view, language classic literature. David Copperfield, by Charles and style. Dickens http://www.literacyrules.com/pdf/pl The Old Man and the Sea, by Inciting Force: The event or ot32.pdf a graphic organizers for Ernest Hemingway character that triggers the . While there is not a common set of diagramming plot To Kill a Mockingbird, Harper Lee criteria for declaring a book ‘classic http://www.readwritethink.org/lesso Of Mice and Men, John Steinbeck Conflict:. The conflicts we encounter literature’, it is commonly accepted ns/lesson_view.asp?id=904 lesson The Jungle, Upton Sinclair can usually be identified as one of as literature that has stood the test of plans re: literary elements Catcher in the Rye, J.D. Salinger four kinds. (Man versus…Man, time and is recognized as superior by Nature, Society, or Self) more than one generation of readers. Instructional Activities Rising : A series of events that Single Author Study: Analysis of Plot: builds from the conflict. It begins Identify several authors who have written several classic . (ex: John Classic literature is a great with the inciting force and ends with Steinbeck, Mark Twain, Jane Austen). Allow students to form groups opportunity to identify the various the . based upon the author they are interested in reading. During the length of stages of plot development. Use a the unit of study (possibly 9 weeks) the students will read several works by Flow Map to identify as many of the Crisis: The conflict reaches a turning the same author. The students will meet regularly to discuss and compare following stages as possible as the point. At this point the opposing plot lines, characters, settings, and use of various literary techniques in the plot develops: exposition, forces in the story meet and the books. In addition, the group should research the author and the political, foreshadowing, inciting force, conflict becomes most intense. The social, and cultural climate of the time period during which the author conflict, rising action, crisis, falling crisis occurs before or at the same wrote in order to understand the influence these may have had on the action, resolution. time as the climax. author. The group should work together to prepare / present a presentation regarding the author and his/her works. Falling Action - The events after the climax which close the story. : Determine a movie that all students are familiar with. Point out the main plot and any subplots that were in the film. Many classic novels become classics because they engage the reader through the use of interesting subplots. Resolution (Denouement) - Rounds Encourage the students to notice the author’s use of subplots as they read classic books of their choosing. out and concludes the action.

Deer Valley Unified School District Exploratory Curricular Guide Humanities - Literature Studies Key Concepts Related Vocabulary

Works of Young-Adult fiction Theme is the central idea or message Young Adult Fiction portray an adolescent as the in a literary work. It is not the . The subject matter and subject of the work. It is usually a story lines are typically tales of perception about human life.

“coming of age”, but beyond that Resources Suggested Titles

YA stories span the entire spectrum Man vs. self conflict - The internal of fiction genres. http://scholar.lib.vt.edu/ejournals/ Classic YA Titles: conflict of an individual to ALAN/spring96/bleeker.html The Swiss Family Robinson understand himself or herself. Young Adult fiction includes sub- suggestions for responding to The Adventures of Tom Sawyer genres such as e-books, graphic works of fiction through poetry. Little Women Man vs. nature conflict – An Anne of Green Gables individual’s relationship with nature novels, light novels and manga. http://www.teenreads.com/features The Outsiders or the natural world. /ultimate-reading-list.asp Recent YA Authors: brief reviews of YA fiction Themes related to coming of age, Stephanie Myers Man vs. man conflict - Conflict that dating, fitting in, friendships, sex, http://librarybooklists.org/fiction/y Walter Dean Myers pits one person against another. drugs, self esteem, school, and a/yaindex.htm young adult book Gary Paulsen relationships with parents and lists by theme Meg Cabot Man vs. society conflict – Conflict siblings are common to YA fiction. between an individual and the values and customs of others. Instructional Activities

Book Talks : Several students select Analyzing Theme: Book Club: Sponsor a Book Understanding Theme: the same book to read. As they read As students read individual YA Club for youth interested in Read The Tortoise and the Hare aloud independently, they place post-it notes novels and identify the theme of sharing and discussing YA to the class. Ask students to to mark passages that interest them, the , have them create Tree fiction. Keep in mind here that brainstorm what the story was about. confuse or amuse them, or that remind Maps with the theme at the top and the goal is to have fun reading. Answers such as ‘a race’ should be them of a personal experience or identified as the subject of the tale. the branches labeled ‘characters’, something they read in another book. ‘setting’, and ‘action’. Under the Book Reviews: Submit brief Lead students to answers that suggest ‘persistence pays’. Point out the When the group comes together to talk branches, list examples of how the book reviews to the school difference between a subject and about the book, they use these post-it author developed the theme of the newspaper or as a link on the theme. notes to guide their conversations. story. school website. Challenge students to think of fairy During the book talks students are able tales with themes of “Good wins out to share their own impressions and Blogs: Students maintain blogs over evil”, “ You can’t buy happiness”, thoughts as well as listening to the regarding YA literature. Cross- or “Honesty is the best policy. “ opinions of their classmates. school possibilities!

Deer Valley Unified School District Exploratory Curricular Guide Humanities - Literature Studies Key Concepts Related Vocabulary

In historical fiction, setting is the Historical fiction is a sub-genre of Historical Fiction most important literary element. fiction that often portrays fictional Because the writer is writing about a accounts or dramatization of particular time in history, the historical figures or events. information about the time period must be accurate and authentic. Resources Suggested Titles Setting is the time and place where Authors of historical fiction must the story takes place. It can be http://www.readwritethink.org/less Time Enough for Drums, Anne research the time period thoroughly specific or ambiguous. in order to know how people lived, on_images/lesson107/SettingHand Rinaldi what they ate, what kinds of homes out.pdf Johnny Tremain, Esther Forbes The Watsons Go to When an author portrays history they had, and what artifacts were http://www.eduref.org/Virtual/Less Birmingham, C P Curtis significantly different form the actual common to their lives. ons/Language_Arts/Writing/WCP0 A Tale of Two Cities, Charles events the story may fall into the 222e.pdf Historical fiction books may have Dickens genre of . characters who are either imaginary both sites contain graphic Across Five Aprils, Irene Hunt or who actually lived during the time organizers that could be used for The Runaway Quilt, Jennifer When an author portrays historical period. Settings also may be real or recording the elements of setting. Chiaverini events that defy the laws of physics, imaginary. The plot events may be historical fiction becomes historical documented historical events or they fantasy. may be fictional. Instructional Activities

Identifying Setting: Understanding Setting: The genre of Historical Fiction Collect picture books from the school library. Have students Read the children’s story Roxaboxen by Barbara brings history to life by work in pairs to determine when and where the author has set Cooney with the setting removed. reconstructing characters, events, the story. Place post-it notes on text and pictures that help the http://www.lessonplanspage.com/LAReadingSettin movements, ways of life, and the read er to know when and where the story is taking place. g23.htm spirit of a bygone day. Suggested Titles of Picture Books with Strong Settings: Ask students to describe Roxaboxen, where is it, Pink and Say, Patricia Polacco what do the shops and houses look like? Ask The setting is the background Cloudy with a Chance of Meatballs, Judi Barrett students if they can describe the war. against which the action takes place. For You Are a Kenyan Child, Kelly Cunnane Next, read the actual Roxaboxen. Ask the students Three basic elements of setting Thunder Cake, Patricia Polacco to describe Roxaboxen, where is it, what do the include place (city, country, castle, Canoe Day, Gary Paulsen shops and houses look like, describe the war. playground, ship), time (clock time, The Relatives Came, Cynthia Rylant afternoon, future, date), and Dakota Dugout, Ann Warren Turner Lead a discussion about the role that setting played environment (weather, noise level Covered Wagons, Bumpy Trails, Kay Verla in this book. What was different between the first darkness). Uptown, Bryan Collier and second reading of Roxaboxen?

Deer Valley Unified School District Exploratory Curricular Guide Humanities - Literature Studies Key Concepts Related Vocabulary

Science fiction is a genre of fiction Technology elements of science Science Fiction / Fantasy in which the stories often tell about fiction and fantasy includes things science and technology of the future. such as – robots, spaceships, laser

The principles of science are evident guns, time travel. in science fiction but the laws and Resources Suggested Authors Fantastical elements of science theories of science may be partially fiction and fantasy includes things true and partially fictitious. http://www.umich.edu/~umfandsf/ H G Wells such as dragons, magic wands, (Univ. of Michigan Fantasy and Jules Verne cursed items, Science fiction texts are often set in Science Fiction Site – includes a George Orwell the future, in space, in a different dictionary of frequently Anne McCaffrey Metaphysical elements of science world, universe, or dimension. used in these genres) Ayn Rand fiction and fantasy include things http://www.cynthialeitichsmith.co Isaac Asimov such as time running backwards, Fantasy is often mistakenly included m/lit_resources/favorites/by_genre Tamora Pierce effects not following causes. in the genre of science fiction. /fantasy.html (summaries of young Ray Bradbury Fantasy is a separate genre that has adult fantasy books) Robert Heinlein Supernatural – Something that Roald Dahl cannot be explained by laws of magic, secondary worlds, mythical http://www.readwritethink.org/less Madeleine L’Engle nature. Many events and characters creatures, quests, and great battles between good and evil in most of the ons/lesson_view.asp?id=927 JK Rowling in science fiction and fantasy are (lesson plan suggestions for paired books. Common elements in the JRR Tolkein said to be supernatural. genre are dragons, wizards, elves, readings of science fiction and nonfiction trolls and other imaginary characters. Instructional Activities

Fantasy is one of the oldest genres of Is it Sci Fi or is it Fantasy: Comparing SciFi and Fantasy: literature and may even include Introduce these genres of literature by showing video clips of movies such Create a Double Bubble Map myths. Homer’s The Iliad and The as Harry Potter, Transformers, Lord of the Rings, X-Men, Wizard of Oz, comparing how the genres of SciFi and Odyssey are early examples of Men in Black, Willie Wonka and the Chocolate Factory, Star Trek, Fantasy are alike and different. fantasy while Tolkein’s Lord of the Fantastic Four, It’s A Wonderful Life, Edward Scissorhands, Clash of the Ring series and Rowling’s Harry Titans. (Screened clips only – not entire movies!!!! Trailers of these Potter series are examples of very movies are available on websites of the movie. Google the name of the recent successful fantasy stories. movie and look for trailers.)

While science fiction and fantasy Students should analyze what makes each movie science fiction or After reading samples of SciFi and fantasy. are two separate genres, they do Fantasy create additional Double Bubble maps comparing and occasionally overlap as in the Reading Journals - Construct a T-chart with the term ‘Realistic’ on one case of the Wrinkle in Time contrasting settings or other literary side of the T-chart and ‘Imaginary’ on the other side. As students read elements. Series by Madeleine L’Engle. their selections, record examples of events, objects, beings, etc of each. Deer Valley Unified School District Exploratory Curricular Guide Humanities - Literature Studies Key Concepts Related Vocabulary

The modern began in the Short Story – A fictional narrative. Short Stories 1800’s. Washington Irving is recognized as the “Father of the Protagonist – the hero or central American Short Story”. character of a literary work. Resources Suggested Authors There is not a specific page count - The opposer of the main that differentiates a short story and a http://www.classicshorts.com/ Edgar Allen Poe character (protagonist). The novelette. (printable short stories organized Arthur Conan Doyle antagonist may be a human, an by title as well as by author O Henry animal, or even nature or an of

The study of short stories presents a http://www.classicreader.com/bro Nathaniel Hawthorne nature. great opportunity to analyze the wse/6/ (short stories appropriate Washington Iring literary element- characterization. for adolescent readers William Wymark Jacobs Deuteragonist – The protagonist’s Lucy Maud Montgomery ‘side-kick’. Similar to a supporting http://www.americanliterature.com Short stories use few characters. One Rudyard Kipling actor or actress. character is clearly central to the /ss/ssindx.html (classic short Henry Lawson story with all major events having stories by American authors) Jack London – A character with opposing some importance to this character. http://www.kimskorner4teachertal Beatrix Potter traits to another character. The k.com/readingliterature/literary_el Mark Twain author uses a foil to emphasize In order for a story to seem real to ements_devices/characterization.ht Ernest Hemingway another character’s traits. the reader its characters must seem m (great ideas for teaching real. Characters are convincing if characterization) Instructional Activities they are: consistent, motivated, and life-like (resemble real people) Characterization: Role Playing:

An author may choose to create a The author may a character in several ways: After the class has read several short a) his/her physical appearance stories, ask students to ‘become’ the character that is: b) what he/she says, thinks, feels and dreams main character of each short story. *Round - this character has many sides and is complex, unique and c) what he/she does or does not do d) what others say about him/her and how others react to him/her Other students in the class will then ask interesting them questions that may or may not be Create a Tree Map with the name of the main character in the short story *Dynamic – this character may related to the events in the story. change for the better or for the worse at the top of the map. Each branch of the tree will be labeled with one of as the story develops. the four ways that the reader learns about the character. Analyze the story Example: Detective Holmes, what do *Static – this character is very for examples of each characterization strategy. you think should be done to stop illegal stereotypical, the author focuses on immigration in the United States. one or two characteristics that never change. (e.g., a brilliant detective, a Staying in character, respond to the cruel stepmother, a drunk) questions.

Deer Valley Unified School District Exploratory Curricular Guide Humanities - Literature Studies Key Concepts Related Vocabulary

Traditional poetry follows standard rules Poetry – There are as many of grammar and syntax with a regular Poetry definitions of poetry as there are rhythm and rhyme scheme. poets. Modern poetry is more likely to avoid rhyme and standard grammatical Resources Suggested Authors/Titles – the ability to form mental organization and seeks new ways of expression. images of things or events as well as http://www.poemofquotes.com/article Poems, by Emily Dickinson actions and ideas. s/analyzing-poetry-tips.php guiding

The analysis of poetry includes a close questions for analyzing poetry. The United States of Poetry, by examination of not only the content and Joshua Blum Form – refers to the structural language of the poem but also the poet’s http://library.thinkquest.org/C005319/ How Does a Poem Mean, by John characteristics of poetry. Forms of use of imagery, form, and syntax. analyze.htm suggestions for reading Ciardi and Miller Williams poetry include ballads, haiku, free and analyzing poetry verse, and many more

A poem should be read several times in Reflections on a Gift of http://www.readwritethink.org/lessons order to "hear" it and feel its emotions. Watermelon Pickle…and Other /lesson_view.asp?id=354 8 lessons Syntax - The way in which linguistic The more times you read the poem, the Modern Verse by Stephen Dunning related to analysis of poetry elements (words and phrases) are more you can analyze and understand and others. arranged to form grammatical subtle shades of meaning in a poem. structure. Instructional Activities

Content: How does the tone of the Language: How does the language and Imagery: How does Form: How does the form of Syntax: How do the poet’s speaker and the context of the work rhythm contribute to the meaning, the imagery construct the poem correspond to syntactical choices change or change your understanding of the poem? purpose or emotional force of the poem? the poem’s theme, theme and main idea of the expand the ideas in the poem? 1) Speaker: How is the speaker involved 1) Word Choice: How would you tone, and purpose? work? 1) Verbs: Are verbs active or in the poem? Does the speaker refer to characterize the poet’s word choice? Is it 1) Visuals and 1) Structure: Does the poem passive? What tense does the poet himself/ herself in the 1st person? Is the formal, conversational? Sensory: Are the follow a formal poetic use? Is it consistent? speaker from an identifiable time period? 2) Meaning: What are the connotations images literal or structure such as a sonnet, 2) Sentence Structure: Does the 2) Tone: How is the tone of the poem and denotations of particular words? Are figurative, abstract or haiku, sestina, ode, blues poet use complete sentences, developed through the language used to certain words repeated? Are they concrete? What poem, etc.? If so, what are fragments, or a combination of create imagery? How does abstract? Concrete? Literal? sensory experiences the characteristics of that both? influence the understanding of the tone? Metaphorical? are evoked? form? 3) Punctuation: How is Does the tone change as the poem 3) Rhythm: Does the poem have an 2) : Does 2) Stanza and Lines: Are punctuation used or not used? progresses? Is it consistent at the identifiable rhythm arranged in the meter the poet use stanzas and lines consistently What effect does the punctuation beginning and ending of the poem? (iambs, spondees, trochees, dactyls, etc)? to make comparisons the same length? Do they create on how the poem is read? 3) Context: When was the poem written? How many syllables are in each line? and express images or follow a particular pattern? How does it affect the speed? What were the historical, political, Does it follow a pattern? What syllables abstract ideas? 3) Rhyme Scheme: Does the Where are the pauses? Does the philosophical, and social issues of that are stressed and unstressed? How does 3) Symbolism: Are poem follow an identifiable poet use italics, bold fonts, dashes, time? Does that change your alliteration, assonance, or consonance certain objects or rhyme scheme corresponding or any other uncommon fonts or understanding of the poem’s theme? enhance the poem? actions developed in to a specific poetic form? punctuation devices? If so, why?

Deer Valley Unified School District Exploratory Curricular Guide Humanities - Literature Studies Key Concepts Related Vocabulary

Both folklore and folk tales pass Folk tales – a story, , , or Folk Tales / Myths along the stories and of a that may be oral or written people from generation to down and is passed down through a generation., Folklore is passed along family or people. orally, while folk tales can be passed along orally or in print. Resources Suggested Titles Myths - a legendary or traditional story, usually one concerning a http://teacher.scholastic.com/write Johnny Appleseed superhuman being and dealing with Myths It usually attempts to explain wit/mff/myths.htm Myths from Babe the Blue Ox events that have no natural a phenomenon or strange occurrence around the world. Blackbeards’ Ghost explanation. http://mythicjourneys.org/bigmyth/ without regard to fact or common Pecos Bill sense and appeals to the emotions myths from various cultures that Brer Rabbit Legend - tradition or story handed rather than reason explain creation John Henry down from earlier times and http://www.americanfolklore.net/ Paul Bunyan popularly accepted as true but American folk tales, myths, actually a mix of fact and fiction. Point of view refers to the Legend of Sleep Hollow legends, and tall tales including perspective from which a story is state specific tales. Davy Crockett told. Fable - a short, simple story, usually with animals as characters, Instructional Activities designed to teach a truth. In literature the first person point of view (“I”) is not uncommon. In Rewrite a folktale: The Legend of Sleepy Hollow: Tall tales - A tall tale is a special folktales and myths this would not kind of hero story because the heroes be a common occurrence. Ask students to choose a Read the Washington Irving’s folktale from the American Legend of Sleepy Hollow aloud to of tall tales are 'larger than life'. They folklore website and rewrite the class or listen to an audio are bigger or stronger than real The omniscient narrator knows the tale from a different point recording, asking students to allow people, even when the tall tale is based on a real person. everything, may reveal the of view. pictures to form in their minds as motivations, thoughts and feelings of they listen. After reading the legend, the characters, and gives the reader Motifs: Folktales from around the http://academic.brooklyn.cuny. have students locate several different information. edu/english/melani/pv.html artists renderings of scenes from The world use familiar elements such as: -Youngest or smallest sibling is successful after provides an example of the Legend of Sleepy Hollow and others fail -animals talk The objective point of view presents Sleeping Beauty told identify the one that most closely -wishes are granted -magic objects the action and the characters' speech, from the objective point of matches what they imagined. Ask -the number 3 is significant -use of trickery view, 1st person point of view, students to share why they picked a -a poor person becomes rich -use of tools without comment or emotion. The reader has to interpret them and omniscient and several limited particular illustration. Compare Create a class chart, indentifying motifs from uncover their meaning. omniscient points of view. several depictions. folktales that various students read.