Recognizing How Art and Literature Reflect and Shape a Nation

 Essential Questions:  How does art tell a story?  How do words paint a picture?  How does our country define itself through its art forms?  How will my generation reflect the world that we are shaping?  How do artists create meaning through visual texts?  How do writers create meaning through written texts?  How does annotating help me find deeper meaning in a text?  How do I support my analysis through textual support?  How can creating my own images (visual and written) help me better understand the artistic process for both painters and poets?  What is a close reading of a text and how does it aide comprehension?  How does sharing my ideas and listening to others’ ideas help me create a better argument?

 ELACCL11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.   ELACCL11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

 ELACCL11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).  ELACCL11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

 ELACCL11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  ELACCL11-12W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 ELACCL11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 ELACCL11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.  ELACCL11-12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

 Brainstorm in small groups:  Choose a writer for your group.  Write everything that is mentioned, even if it sounds strange.  This isn’t about being right; it’s about addressing our pre-existing knowledge, right or wrong.  Each group will share their list.

 How is Westward Expansion portrayed differently in these images?  How does each image offer its own message about Westward Expansion?

 What can we surmise from the differences in the images we just viewed?  How do the words contribute to the effect of these images?

 In English classes we analyze for implied meaning, so our annotations must be focused on what we think the creator of the work is trying to show us through words.  In art, the same concept applies. We look at images and we speculate what the author might be trying to tell us through his or her visual. Annotating aides in a close textual reading of a work; once students annotate, their depth of analysis increases.

 Subject  Occasion  Author/Artist  Purpose  Subject  Tone

 Identify any literary devices you notice.  Chunk the poem into sections.  Address each of the SOAPStone elements  Identify Whitman’s intended tone and message.

 What images here are most vivid to you?  Describe how you see them in your mind.  Find the words from the poem that offered you these details.  Make a quick sketch of the most dominate mental image for you.

 You made a claim.  You elaborated on that claim.  You chose evidence from the text to support the claim.  “Claim, Data, Because...” Construct these steps into a well-written paragraph.  Share for feedback.

 In small groups, decide on ten ideas, beliefs, objects or ideologies that define present-day America.  Choose a symbol to represent each of these. (Ex: Environmentalism=Earth)

 Attach your own judgment to the one of these that you as an individual feel most passionately about. (ex: We need to be more aware of our damage to the environment)

 Now think of the greater effects of your choice.  For example, if you chose technology, list the many ways this changes our world, good or bad.  Share ideas

 Lyrics provided. Please read along.

 How might this song be stated in a statement of theme?  What is the stance of the speaker?  What is the speaker’s message?

 Use Claim, Data, Because skills to make a statement about this painting.  Share.  (How can this skill help our students to organize ideas and support their ideas?)

 What is the difference? (How can we best explain this to students?)  How does a painter create them?  How does a writer create them?

 What is the story? What is the mood? (ex: he’s just returned home and he’s nervous)  What words “show” that emotion?  Use these words to create your narrative.

 What is the true goal for our learners?  How can these (and any) works of art help our students to embrace language, culture and communication?  What are some ways the activities today could be adapted for various grade levels?  Do you see opportunities for differentation?

 How does non-fiction fit into literature?  How does non-fiction fit into our world in general?

 What kind of documents do you suspect make up the majority of non-fiction during Westward Expansion?

 How does a speech portray the viewpoints of the speaker?

 How might the American settlers have used the written word to their advantage during “Manifest Destiny”

 How do written documents differ today when compared to 200 years ago?  Why is it necessary to have the skills needed to effectively read official documents?  What is the new frontier for present-day American? What do our documents attempt to achieve?

 ELACCL11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.   ELACCL11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

 ELACCL11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant  ELACCL11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.