Reader Response Theory Dr. Faughey Oyster Bay High School 10-24-17

With a partner, discuss… What are you reading? Where do you read most often? Why do you read? Are your personal responses to a text affected by where and why you are reading? Be prepared to share your partner’s responses.

Checking in… What are we doing? Why are we doing it? Where are we going? We are learning about Reader Response Theory. We are using Reader Response Theory to analyze a poem. We are learning about theory in order to develop our awareness of different perspectives and interpretations of literature. You will be using one of the theories we learn about when you analyze your independent reading books for your own analysis paper. We will continue using Reader Response Theory tomorrow when we use it to analyze three poems.

Reader Response Theory Meaning Reading situation Reader Text Reader Response Theory Circumstances surrounding the reading. Person engaged in reading What is being read.

What factors are influential on the reader, the situation, and the text? Scenario 1 A senior is assigned to read a chapter from the book he is studying in English class. The senior has tickets to see a show that night but knows that there will be a quiz on the chapter the next day. He is a strong reader but has not enjoyed the book the class is studying. How would these factors impact the student’s ability to make meaning of that chapter?

How did the reader, situation, and text impact the ability to make meaning? Scenario 2 A senior is part of a group of four students preparing a presentation about optical illusions. She volunteered to do Internet research to find information to bring back to the rest of the group. She is a computer whiz and is fascinated by the topic. She spends several hours on the Internet finding examples of optical illusions but hasn’t done much real reading or investigating of the information about optical illusions. The next day in class the group is expecting some material to read, but the senior brings a collection of optical illusions to show them instead.

The elements of Reader Response Criticism Annotate and share out lines that are essential to understanding the meaning of RRT. Explain.

“My Papa’s Waltz,” by Theodore Roethke After studying the poem, free write to explore your perception or your initial interpretation of what is happening. Mark the text to identify words and phrases that support your interpretation. Share your perspective on the poem.

Write a summary Discuss Reader Response Criticism with a partner, and create a comprehensive summary statement for each part: the Reader, the Reading Situation, and the Text.

Using Reader Response Theory to analyze poetry Dr. Faughey Oyster Bay High School 10-25-17

Write a short written response “What a poem means is the outcome of a dialogue between the words on the page and the person who happens to be reading it; that is to say, its meaning varies from person to person.” – W. H. Auden 3 minutes

Checking in… What are we doing? Why are we doing it? Where are we going? We are using Reader Response Theory to analyze a poem. We are sharing our responses and considering our different interpretations. We are learning about theory in order to develop our awareness of different perspectives and interpretations of literature. You will be using one of the theories we learn about when you analyze your independent reading books for your own analysis paper. We will continue using Reader Response Theory tomorrow when we use it to analyze three poems.

Annotation Review annotation skills for reading a poem. (*) to make a comment Underline to show like/dislike (?) to signal confusion or question (!) to make a connection

Reader Response Theory Meaning Reading situation Reader Text Reader Response Theory Circumstances surrounding the reading. Person engaged in reading What is being read.

Three poems “in just,” by E.E. Cummings “The Last Word,” by Peter Davison “Mushrooms,” by Sylvia Plath. 5 minutes Share with a group of people who read different poems. Each member: Read poem out loud & share what your group thought of it. 5 minutes Share with partners who read the same poem. Develop a common understanding of the meaning. 5 minutes First, read and annotate the poem.

Closing question What did you notice about how your classmates interpreted the poem? How did it compare to your own reading?

Different Ways of Seeing the World Dr. Faughey Oyster Bay High School 10-26-17

Checking in What are we doing? Why are we doing it? Where is it going? Analyzing a photograph using the OPTIC strategy. Interpreting the composition of a photograph. We are investigating the personal experiences we bring to any text – written texts and visual texts. We are creating photo essays that help to show how we see their world through our own lenses.

Understanding photographic images Frame Subject Cropping Lighting Image Composition Space Have you heard of these words being used to explain how photographic images are created? Share your level of familiarity with a friend.

Mise en Scène Mise en Scène is a French term used to describe the composition of an image. Use the OPTIC strategy to analyze the image provided.

“Migrant Mother,” by Dorothea Lange 5-7 minutes

Dr. Faughey Oyster Bay High School 10-27-17 Independent Reading Dr. Faughey Oyster Bay High School 10-27-17

Checking in What are we doing? Why are we doing it? Where is it going? Analyzing a photograph using the OPTIC strategy. Interpreting the composition of a photograph. We are investigating the personal experiences we bring to any text – written texts and visual texts. We are creating photo essays that help to show how we see their world through our own lenses.