Unit I: Lesson 6

Agenda: (A) 8/17 (B) 8/20 Bell Ringer Visual Analysis Practice Preview of unit skills Exit Slip: Song Analysis Assign Homework By the end of class, I will identify essential elements (characters, plot, setting, theme, etc.) of a work and effectively use evidence from the text as support. Homework: Please have your signed syllabus out on your desk for me to collect as soon as class begins.

Bell Ringer: Flashback Think back to the rules and procedures discussed last class and in your course syllabus. Answer the following in complete sentences. What is the break down for grades in this class? How much are daily assignments, tests, and the final worth? When is the best way to get make up or missing work? Describe at least three things a student should NOT wear to school?

Visual Analysis Allow students to answer Part I BEFORE providing information about the painting.

Landscape with the Fall of Icarus by Pieter Bruegel the Elder c. 1558 Royal Museum of Fine Arts, Brussels

Pieter Bruegel Pieter Bruegel the Elder, nicknamed “Peasant Bruegel” was probably the most significant and exciting painter in Northern Europe during the middle part of the 16th century. His nickname indicates his primary subjects: peasant life, proverbs, genre scenes, and the New Testament – topics set among common folks of contemporary Flanders.

Who was Icarus? Icarus was the Son of Daedalus who dared to fly too near the sun on wings of feathers and wax. His father, Daedalus had been imprisoned by King Minos of Crete within the walls of his own invention, the Labyrinth. However, being the genius craftsman that he was, Daedualus made two pairs of wings by adhering feathers to a wooden frame with wax. Giving one pair to his son, he cautioned him that flying too near the sun would cause the wax to melt. But Icarus became ecstatic with the ability to fly and forgot his father's warning. The feathers came loose and Icarus plunged to his death in the sea. Hopefully students have heard the story of Icarus. Ask anyone to share if they are familiar with the myth.

Now, have them complete Part II after learning the context of the painting. See if they can find Icarus!

TPCASTT: Visual Analysis Title Point of Interest Color Align (left to right) (top to bottom) Shift Theme Use this if the students are having trouble analyzing important visuals in the painting.

Part Three: Write a brief description of the scene depicted in the painting. Consider the following: Who? What? When/Where? Why? Invite students to share. Record their responses to the questions above.

Part Four: Each group will be assigned a sensory detail (a detail that appeals to one of the FIVE senses). Using specific details from the painting, write as many images/actions in the painting that appeal to that specific sense. Sound Taste Sight Smell Touch I recommend doing one with the class before assigning groups (taste is usually the most difficult). Or if group work is a problem for your class, you could do the entire worksheet together. You can have students either jigsaw to share answers, or have a group member present and share answers by writing on the board or filling out their section using the document camera.

Part Five: Use your observations and opinions to respond to the following questions: 8. While Icarus is drowning, the others in the painting are… 9. How does that make you feel? 10. What do you think was Bruegel’s reason for painting this scene? What was he trying to say about humanity or mankind? Invite students to share reponses.

Did you know? While gathering observations and making inferences for today’s visual, you identified several of the essential elements when analyzing a specific work (text, visual, song, etc.) Let’s start with Part Five… Question 8 asked for your emotions regarding the action taking place in the painting. What is the term associated with the way the reader/viewer feels toward the text/visual?

Analyzing Mood One of the important things you did today was analyze the MOOD of a visual based on sensory details and analysis of different images within a painting. Take a minute to enter the MOOD of the paining in the center of your organizer. Include a short justification to support your choice. You may have to help students with mood words if this is something they did not study in middle school.

Essential Elements In addition to MOOD, there were several other essential elements analyzed in today’s lesson. Let’s see if you can remember the names of the terms! Observation Term Who is in the painting? Where and when does it take place? Why was the painting created? Question 10 - Why did Bruegel paint this scene? Who? – characters (protagonist, antagonist) Where/when? – setting (time of day, place, season, etc.) Why? – purpose Question 10 – theme

Elements of a Short Story During this unit, we will study various short stories. Activities will ask you to do the very same thing that you did today; however, you will use a text rather than a visual. Just to review, here are some of the terms once again and a few additional that we will study throughout the unit.

Notes: Elements of Fiction

Characters Protagonist The main character in fiction or drama. The person who sets the plot in motion. The protagonist is often but not always the hero and usually experiences an important change by the end of the story. We may hear from this character’s point of view.

Characters, cont. Antagonist The character or force that blocks the protagonist; often but not always the villain. Others: minor characters appearing in the story

Setting - the time and place of a story Specific location City Country Time Season Year/Era/Period Time of day

Point of View – The vantage point from which a writer tells a story 1st Person Uses the pronoun “I”. We only know what this character knows and decides to tell us. Is this point of view reliable?

Point of View, cont. 3rd Person Limited The narrator plays no part in the story—zooms in on the thoughts and feelings of just one character. We observe the action through the eyes and with the feelings of this one character. What we know is based on what we see this character do. Example: He gripped the dollar bill tightly. “You can’t have it,” he told her. Secretly, he feared that she would attempt to grab it from him the moment he let down his guard.

Point of View, cont. 3rd Person Omniscient The “all-knowing” narrator knows everything there is to know about the characters and their problems. The narrator is not in the story at all. Example: He gripped the dollar bill tightly. “You can’t have it,” he told her. Secretly, he feared that she would attempt to grab it from him the moment he let down his guard. Little did Richard know, but Sally already had a plan of her own to get the money she so rightfully deserved.

Theme The central idea of a work of literature. Theme is usually expressed in a phrase or sentence. The idea the writer wishes to reveal about the subject. Romeo and Juliet: “Love is more powerful than hatred.” The Giver? The Hunger Games?

Plot Diagram

Exposition Characters and conflict are introduced Setting introduced Point of view established Narrative hook

Rising Action The main character takes action, but is met with problems or complications.

Climax The tense or exciting moment when our emotional involvement is greatest . . . And, things cannot get worse for the characters! This photo doesn’t reveal the climax. Have them tell you what it is!

Falling Action The main character takes action to resolve the conflict . . . Or the conflict starts to resolve itself.

Resolution The struggles are over and we know what is going to happen to the characters.

Types of Conflict External Person vs. person Person vs. society Person vs. fate Person vs. nature

Types of Conflict Internal: within a character’s heart/mind/soul Person vs. self 

Exit Slip

“The Night the Lights Went Out in Georgia” – Reba Mcentire

QUESTIONS: Who is the speaker/ narrator in the story? What happened to the brother’s wife? What happened to the brother? Who is the guilty party? What is a clue that is given? Are there any others? Is there anyone else who is guilty? Who is protagonist? Who is the antagonist? What is the point in the story with the most tension? What is Andy Wolo like as a person? What is your evidence? In the second verse, who is the HE that got mad and saw red? What is your evidence? Give a quote from the song to support your answer. Do the sheriff and the judge know each other? What is your evidence? Give specific quotes from the song.

Homework: For homework, please read and annotate the short story, “Flowers” by Alice Walker and identify the following elements of a short story: Main and Minor Characters Elements of a plot (exposition, rising action, climax, falling action, resolution) Point of View Setting Conflict - internal or external? - types? Theme/Central Idea