9th Grade Literature and Composition

Cognitive “Models”  We all have bets and expectations of ourselves and the world  A mental “model” of the real world, by which we steer  “Borrowed” from the culture around us  As we grow, these models change  How does this happen?  What inhibits growth?  What encourages growth?  What are the consequences?  What does our culture say?

Maps: a Core Metaphor  The re-presentation of information in an analogy or code  We create “Maps” to orient ourselves in the world  Our Cognitive Model of the world is a kind of Map: how do we draw more accurate/helpful maps?  The Writing Process (Mapping it out)  Literature as “a Map”

The Writing Process  Understand  Generate  Order  Draft  Edit  Revise  Proof  Publish  Descriptive and Narrative Writing  Précis and Summary Writing  Expository Writing  Critical Essays (Writing about Literature; mapping concepts onto a text)

Literature: a Map to the “Real World”  Winterdance  Myth  Odyssey  Rime of the Ancient Mariner  Oedipus Rex  Antigone  Things Fall Apart  Lord of the Flies  Midsummer Night’s Dream

The Binder: A “Map” to the Course/a Cognitive Tool  Orientation  Maps (Syllabus and Homework Log) –Key Concepts –H.O.T.S.  Overview Materials  Literature  Writing Process  Grammar and Syntax  Vocabulary  Loose Leaf Paper  What category?  How does this relate to what I already know?  Quick recall to make connections

Rooted in Relationships  Not just a set of Abstractions  The paradox of literature as self expression  The paradox of finding one’s own voice through others  The experience of an Other as one’s own: Compassion  Our Common Concern  Growth  Complementary Expertise  Because of this Child…

Common Concern  Our common concern as a teacher and as a parent is the growth of your child;  good, clear lines of communication  bringing our respective expertise to this common endeavor.  address here at school:  (ext. 7510).