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Don't Read Shakespeare Under a Ladder:
Looking at Superstition in Literature
This lesson acts as a closing
activity for the Julius Caesar unit. Reinforcement of
theme, tone, imagery, language, and stylistic devices is
achieved through several different activities leading to
the analysis and critique of these items. Lesson
activities are designed to maximize student interest and
response.
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Nevada
Objective(s):
Students will develop an understanding of
tone, theme, imagery, language, and stylistic devices by going
through several individual, small group, and whole group
activities. Students will demonstrate this understanding by
using these items to analyze a piece of literature in a formal
multi-paragraph essay to be written in standard English.
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Subjects:
English/Language Arts, English/Languages Arts
Learning Level: High School
Author(s): Sindy Eisen, Las Vegas
Academy; Jeff Jensen, Moapa Valley High School; Susan
Marshall, Las Vegas Academy; Sue Trombley, Clark High
School
Submitted by: Carolyn Breaz
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The activities vary from
individual process, small group tasks, and whole class
discussions.
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Day 1:
1. (Theme) Journal topic:
Superstitions guide the lives of men.
2. Class
discussion. Suggested Questions:
a. How do students
feel about people who are superstitious?
b. What are
the most outrageous superstitions the students have ever
heard?
c. How many students read their horoscope
daily/monthly?
d. What kinds of superstitions guide
everyday life?
e. Have students ever known a
superstition to come true?
f. How do superstitions come
about?
3. As a class create a new classroom
superstition. Remember that it must have a
consequence.
4. Read "The Tradition" by Algernon
Blackwood and "Superstitious" by Shel Silverstein.
Day
2:
1. (Language) To prepare for this activity the teacher
should compile modern teenage scenarios (sample list attached)
in a hat or bucket and several pieces of paper with
"Shakespeare," "Blackwood." "Silverstein," and "Modern"
written on them in another hat/bucket. Each student is
assigned the letter A of the letter B. Call up teams of one A
and one B. The team will pick a scenario and a language style.
The students are to act out the scene using the language of
the author they have drawn.
2. (Imagery) Given a
Sensory Chart (like the one attached) students are to work in
teams. Each small group is assigned one of the literature
pieces. They are to fill out the chart citing examples of
sensory words/phrases used in the piece they are assigned.
Teams will share their finding with the rest of the class on
an overhead projector or using Power Point. If you have a
class that is resistant to performing, you may want to
substitute with a storyboard activity.
Day 3:
1.
(Tone) Have students listen to three pieces of music. The
recommended pieces are listed in the resource section.
Students are to listen to all three pieces and decide which
piece of music matches the tone of each piece of
literature.
2. (Stylistic Devices) Give the students a
list of some stylistic devices used in the three pieces of
literature. Have the students, individually or in pairs,
define the device, identify the title of the text in which the
device is found, the text in which the device is found, and
list a direct quote from the text that shows how the device is
used. A sample worksheet is attached.
3. (Writing
Process) Students will use the writing process to demonstrate
their understanding of literary analysis. Essay topic: In a
four-paragraph essay evaluate the author's treatment of theme
in Julius Caesar, "the Tradition," or "Superstitious" by using
two (2) of the following: imagery, tone, language, or
stylistic devices. Students must use direct evidence from the
selection to support their assertions. |
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Participation in daily activities and
multi-paragraph essay will be used to assess student
progress. |
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Poem: "Superstitious" Shel Silverstein
Short
Story: "The Tradition" Algernon Blackwood
Improvisation
Prompts
Literary glossary or handbook |
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Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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