Embedded Files
"The past is never dead. It's not even past"
William Faulkner
From the very beginning of the year - with their first Group Work on the Anglo-Saxons through their study of Queen Elizabeth, I have emphasized the idea that knowing the historical background of the literature that we are studying - is NOT that important. In fact, it can be distracting and misleading. Now, they will get a completely different perspective (something that I love doing as a teacher). The critical school of New Historicism proposes that it is completely necessary to understand the historical context of a text - and without that knowledge, you may end up with a invalid interpretation of that work. As per usual with this unit, the students have two readings for the Lesson. The first is a summary of just what New Historicism is (including a wonderful explanation by the incomparable Rex Gibson). Next, is an article by Karin Coddon - "Slander in an allow'd fool" which asks the reader to reevaluate Shakespeare's Twelfth Night based on new insights gained by examining historical facts from that era (specifically an inventory for a Twelfth Night Party). Here is a quote from that article: "My suggestion, then, is that Twelfth Night pointedly reinforces neither aristocratic nor anticourt values; rather, by exploding the kinds of social classifications propounded by contemporary theorists into a multiplicity of slippery, contingent positions, the play subversively confounds holiday and history, festive "license" and contestation."
They will take a quiz on the reading, do the Group Work, and get started on their Solo Work. Everything we do in each day of this Unit, builds on what has come before - the students use each other's knowledge and one lesson is a scaffold for what is to come. In that way, they are able to learn, discuss, and digest much more than they ever could otherwise.
Lesson Overview - Literary Criticism Day 3 - New Historicism - Party Likes it 1599
Lesson Overview - Literary Criticism Day 3 - New Historicism - Party Likes it 1599
The Readings for today (students have read these FOR today on their own time)
The Readings for today (students have read these FOR today on their own time)
The readings for today are two-fold and may be found below. The order that the students read them actually makes a huge difference. As with everything in this unit (I hope) one part builds upon what has done previously - and that is especially true in the readings. The first reading gives a background of just what New Historicism (or New Historical Theory) is exactly. The second article is by Jennifer Clement, "The Postfeminist Mystique: Feminism and Shakespearean Adaption in 10 things I Hate About You and She's the Man. This article (abridged) does a great job of relating Twelfth Night to a movie that most of my students were very familiar with.
What's Done in Class
What's Done in Class
The Quiz
The Quiz
As soon as the students arrive I hand them a quiz so that they can get started on it right away - and then get into their groups. After the first day students start arriving very early to get the quiz done - to maximize the time they have in class to work on the lesson. These quizzes are particularly hard to write (especially when we get to Deconstructionism). See my page on quizzes. Because I don't want to ask "understanding" questions - and because Literary Criticism is so intellectually challenging - it presents a special difficulty in asking questions that thread the needle between having done the reading - and understanding what it means. As soon as students turn in the quiz - you'll want to start grading.
Students who did NOT do the reading should not get into a group - but should instead do the reading now - during class - and do the Group Work part of the project for homework (without penalty for that part). Starting with Day 2 - the teacher will also come around to the Groups and quickly glance through the students' Literary Criticism Binders to make sure they are complete up to that day's work. If they aren't - it is the same as not having done the reading: They can use classtime to get caught up and do today's work for homework (in addition to what else is due for the next day).
Group Work (see the actual Group Work for those questions)
Group Work (see the actual Group Work for those questions)
Students who have done the reading (and they should know who they are - by this time of year it is rare to have to pull a student out of the group after seeing a failing quiz) are then allowed to get into a group. Because this unit is so intense - I have seen students change out of their normal group and find one (especially after the first few days) that is intense and focused. They want to get the Group Work done - done well - and have time to start on their Solo Work. Unlike my usual Group Work - this time everyone writes. They will be putting all of this in a binder which the teacher will check and give a grade to (with Group Work being one part of that grade). The silver-lining in this is that for once (Group Work wise) the students do not have to agree to their answers for the Group Work - they can discuss the question then put down whatever they believe to correct - and completely in their own words.
What's Done at Home
What's Done at Home
If they have any time left after the Group Work, they may get started on the homework segment of this lesson (beginning with the Solo Work).
Solo Work (see the actual Solo Work for those questions)
Solo Work (see the actual Solo Work for those questions)
After finishing the Group Work - or at home, they need to do the Solo Work. Far fewer questions (and less in depth) - these questions are designed to build upon what they did as a group - only by themselves - giving the students confidence and a deeper (and different understanding) of this school of Literary Criticism.
Questions for Today
Questions for Today
(labelled as Questions for Tomorrow in their binders as it is the very first entry in the next day's Literary Criticism Entry). See the actual Questions for Today for that content.
Two or three very short questions, that should be done BEFORE the next day's reading - to give them some ideas to be perculating in their brain - based on what we've already done in class this year - that will pertain to their reading for the next day.
The Next Day's Reading
The Next Day's Reading
Their final homework is to do the reading for the next day. By now (this time in the school year) they should be proficient note-takers. This is especially important with something as challenging as Literary Criticism where note taking is, for most students (and myself for that matter) the only possible path to having understanding of the reading.
Reading for Day 5 (this is a shorter reading than usual): 1) Author Intentionality Background 2) an excerpt from The Education of Little Tree 3) some reviews of that book taken from Amazon
Today's Reading - Literary Criticism Day 3 - New Historicism
Today's Reading - Literary Criticism Day 3 - New Historicism
REMEMBER - THE ORDER THAT THESE READINGS ARE DONE IN - IS VERY IMPORTANT
Literary Criticism Day 3 Handout: New Historicism Critical Theory
Literary Criticism Day 3 Handout: New Historicism Critical Theory
See the description above - this is a two-sided handout with the Group Work, Solo Work, and that are related to today's school of Literary Criticism and the Questions for Today that are related to the next day's school of Literary Criticism. There are also informational boxes interspersed on the handout to give them help and clarification when needed.
REMEMBER: When the students get started on the Group Work make sure that they've 1) passed their quizzes and 2) done all the work up to what is due today.
The Most Recent Quiz
The Most Recent Quiz
See above for more on the how and why (and difficulty of writing quizzes related to Literary Criticism). IMPORTANT: I skim through the quizzes to spot students who didn't pass - so they don't get into (or stay) in a group. HOWEVER, if they didn't pass BUT can show me the copious notes they took while reading - I'll let them stay in a group.
Though the readings are long - the quizzes only count for 100 points - for two reasons. One - if they don't pass the quiz they aren't allowed to get into a group - that is incentive enough to read. More points is given to their notes on the reading and all the writing that they are doing about what they've read than the quizzes - and I continually stress to the students that getting a bad quiz grade will not sink their Literary Criticism grade.
Remote Teaching
Remote Teaching
I did not do Literary Criticism the year we were remote - but really there is no reason not to - with the greatest challenge is having students work in online groups - but by this time of year, they should be accustomed to it.
Today's reading includes an excerpt from the incredible, late Rex Gibson. If you don't have this book - I urge you to purchase it. It is invaluable in the classroom. Here is the description of the book it's from from Amazon: "Teaching Shakespeare has been a major contribution to the knowledge and expertise of all teachers of Shakespeare from primary upwards for two decades.... Teaching Shakespeare makes explicit the 'Active Shakespeare' principles which underpin Cambridge School Shakespeare and includes activities and advice to help teachers develop their existing good practice, making the learning of Shakespeare valuable and enjoyable for all involved."
Students are instructed to put this rubric on the first page of their Literary Criticism Binders. There are two check-ins - two grades for this unit - both of them unannounced - so students should be up to date at all times. In addition to being a rubric - it breaks down in great detail - exactly what is expected of them - including how many questions (or readings) there are for each part of each day's entries: Readings for that Day (notes are graded), Questions for Today, Group Work Questions, and Solo Work.
Because you don't want to deprive students of their Journals during this unit - I usually do the first check-in (Grading) while they are watching the first part of Exit Through the Gift Shop - I will only collect as many as I can get graded during that time - and will grade the rest the next day - during the class period - asking them to take out the work and readings that they need for that class. The second check-in is not so rushed and I usually collect the binders after the Final Exam to grade them.
NOTE: I always gave students a chance to revise their binders (journals) if they did it BEFORE the final. I told them that I would change the grade they got for Check-In #1 (the only checkin that I offered this) to an average of their original grade with what they would have gotten with the revised journal. In other words, if they got a 50 on the first check-in - and then they revised it, gave it to me (before the final on Literary Criticism) - and the new assessment of their Journal lands them what would have been a 90 - I will change the recorded grade for that check-in to a 70.
Having the students watch half of this movie - at this point in the Unit serves two main purposes. One, it gives them a breather in the intense work - yes, there are movie questions but those are due after their Journals have been turned in. The second reason for showing this film (Part 1) now, is to give them some very real and practical uses for their new found literary analysis skills. Though they won't be answering the questions - they will be reading them and seeing how some of the ideas they've talked about - humanism, feminism, new historicism - come into play - and this movie will definitely prepare them for what is to come down the road (in this Unit).
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
It bears repeating that the teacher must first quickly glance through the quizzes, making sure that the students have passed and quickly walk around to the groups and do a quick check of the journals - making sure anyone in a group has everything done up to today's "Questions for Today". If they haven't done both of those things (the reading and the writing), they shouldn't be in a group - not as punishment, but because these ideas are so intricately interwoven - they have no chance of understanding if they skip a part of it.
Page updated
Google Sites
Report abuse