Objective Students will be able to analyze how similar themes are treated within the same genre, as well as across genres. Integration of Knowledge and Ideas

Flip Slips Practice STEPS TO Skill or Problem How can a theme be treated differently in the same genre? STEP PREP Procedures Skill Language & Vocab Breakdown Prior Knowledge Textual Evidence Anticipation (1 Practice Problem Before Procedures )

Skill Focus The skill for this week is Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Skill Focus In other words, Be able to analyze how a topic from a piece of literature is treated in both the same genre, as well as in varying genres.

Copy the following words: Analyze Compare Contrast Genre Theme Topic Vocabulary

Vocabulary Strategy: Word Analysis Under “My Definition,” write the definition for each word. Next, use the word in a sentence. Below “My Definition” under “Synonym” write two words that are similar to the vocabulary word. Finally, under “Antonym” write two words that are opposite.

Vocabulary Analyze: breaking down information with supporting evidence. Compare: to examine in order to discover likenesses. Contrast: to examine in order to discover differences.

Vocabulary Genre: a category of artistic composition, as in literature, characterized by similarities in form, style, or subject matter. Theme: the main idea of a text, expressed directly or indirectly. Topic: the subject of a piece of writing.

Vocabulary Medium: a means by which something is communicated or expressed. Interpretation: a stylistic representation of a creative work or dramatic role. Subject: the person or thing that is being discussed.

Prior Knowledge What is your favorite genre? Are all of the pieces in this genre all the same? Think of a piece you have read that was not in this genre. What made it enjoyable?

Review the following three passages. Which two are of the same genre? How do you know? What is the genre of the remaining passage? What common topic do they all share? Anticipatory Set

“I Heard a Fly Buzz” Emily Dickinson I heard a Fly buzz – when I died – The Stillness in the Room Was like the Stillness in the Air – Between the Heaves of Storm – The Eyes around – had wrung them dry – And Breaths were gathering firm For that last Onset – when the King Be witnessed – in the Room – Anticipatory Set

I willed my Keepsakes – Signed away What portions of me be Assignable – and then it was There interposed a Fly – With Blue – uncertain stumbling Buzz – Between the light – and me – And then the Windows failed – and then I could not see to see – Anticipatory Set

FROM DEATH TAKES THE TRAIN by D. M. Larson (A train car is empty. Groups of people shuffle in and settle in to seats to the right. People are talking about their trips and their destinations and how tired or hungry they are. Then after a pause, the Grim Reaper walks on to the train and sits alone at the left side of the train car.) Anticipatory Set

MITCH: Why is Death taking the train? Maybe he's not in a hurry anymore. Modern medicine is keeping people alive longer. Now Death can take his time and enjoy the ride. Maybe he's being very environmentally aware. Trains burn much less energy than planes and cars. Death is doing his part to help the Earth. (Stares at Death a long moment) Anticipatory Set

I wonder where Death takes people? I'd like to think there is a heaven. Just the fact that I see Death sitting over there gives me hope that there is something more beyond life. I wonder if he would talk to me? I'd love to ask him about all this. Life after death... good vs. evil... (He gets up excited and then stops, scared) Anticipatory Set

Wait. What if Death is here for me? If he is, maybe I shouldn't rush things. (He sits and ponders. Stares at Death. Then he gets a determined look on his face) MITCH: Or maybe I should face Death head on without fear. (Mitch stands and the others huddle in fear. Mitch takes a few steps toward Death but then slows as he gets closer. He starts to choke and stumble. Anticipatory Set

Mitch manages to crawl away and when he gets far enough, he can breathe again.) MITCH: Note to self. Don't do that again. Anticipatory Set

Do Not Stand By My Grave And Weep By Mary Elizabeth Frye Do not stand at my grave and weep I am not there; I do not sleep. I am a thousand winds that blow, I am the diamond glints on snow, I am the sun on ripened grain, I am the gentle autumn rain. When you awaken in the morning's hush I am the swift uplifting rush Anticipatory Set

Of quiet birds in circled flight. I am the soft stars that shine at night. Do not stand at my grave and cry, I am not there; I did not die. Anticipatory Set

Step 1: Read the first assigned passage. Step 2: What is the theme of the first passage? Step 3: Provide evidence from the text to support your analysis. Steps

Step 4: What is the genre of the first passage? Step 5: Provide evidence from the text to support your analysis. Steps

Step 6: Read the second assigned passage. Step 7: What is the theme of the second passage? Step 8: Provide evidence from the text to support your analysis. Steps

Step 9: What is the genre of the second passage? Step 10: Provide evidence from the text to support your analysis. Steps

Step 11: Read the third assigned passage. Step 12: What is the theme of the third passage? Step 13: Provide evidence from the text to support your analysis. Steps

Step 14: What is the genre of the third passage? Step 15: Provide evidence from the text to support your analysis. Steps

Step 16: Create a triple bubble or a triple Venn diagram to compare and contrast the three passages Step 17: Write a paragraph explaining the similarities and differences. Steps

Review the following three passages. Which two are of the same genre? How do you know? What is the genre of the remaining passage? What common topic do they all share? Textual Evidence

“I Heard a Fly Buzz” Emily Dickinson I heard a Fly buzz – when I died – The Stillness in the Room Was like the Stillness in the Air – Between the Heaves of Storm – The Eyes around – had wrung them dry – And Breaths were gathering firm For that last Onset – when the King Be witnessed – in the Room – Textual Evidence

I willed my Keepsakes – Signed away What portions of me be Assignable – and then it was There interposed a Fly – With Blue – uncertain stumbling Buzz – Between the light – and me – And then the Windows failed – and then I could not see to see – Textual Evidence

FROM DEATH TAKES THE TRAIN by D. M. Larson (A train car is empty. Groups of people shuffle in and settle in to seats to the right. People are talking about their trips and their destinations and how tired or hungry they are. Then after a pause, the Grim Reaper walks on to the train and sits alone at the left side of the train car.) Textual Evidence

MITCH: Why is Death taking the train? Maybe he's not in a hurry anymore. Modern medicine is keeping people alive longer. Now Death can take his time and enjoy the ride. Maybe he's being very environmentally aware. Trains burn much less energy than planes and cars. Death is doing his part to help the Earth. (Stares at Death a long moment) Textual Evidence

I wonder where Death takes people? I'd like to think there is a heaven. Just the fact that I see Death sitting over there gives me hope that there is something more beyond life. I wonder if he would talk to me? I'd love to ask him about all this. Life after death... good vs. evil... (He gets up excited and then stops, scared) Textual Evidence

Wait. What if Death is here for me? If he is, maybe I shouldn't rush things. (He sits and ponders. Stares at Death. Then he gets a determined look on his face) MITCH: Or maybe I should face Death head on without fear. (Mitch stands and the others huddle in fear. Mitch takes a few steps toward Death but then slows as he gets closer. He starts to choke and stumble. Textual Evidence

Mitch manages to crawl away and when he gets far enough, he can breathe again.) MITCH: Note to self. Don't do that again. Textual Evidence

Do Not Stand By My Grave And Weep By Mary Elizabeth Frye Do not stand at my grave and weep I am not there; I do not sleep. I am a thousand winds that blow, I am the diamond glints on snow, I am the sun on ripened grain, I am the gentle autumn rain. When you awaken in the morning's hush I am the swift uplifting rush Textual Evidence

Of quiet birds in circled flight. I am the soft stars that shine at night. Do not stand at my grave and cry, I am not there; I did not die. Textual Evidence

Review the following three passages. Which two are of the same genre? How do you know? What is the genre of the remaining passage? What common topic do they all share? The first and the third passages are both poems. The structure has them broken up into stanza. The second passage is a play, it has narration, directions, and character dialogue. All three pieces are about death. Textual Evidence

Flip Slip: What do you Remember? Remember : Rewrite this week’s skill in your own words. In your own words, define the vocabulary words from this week.

Flip Slip: What do you understand? Understand: Write the steps in chronological order. 1.What is the theme of the third passage? 2.Create a triple bubble or triple Venn diagram to compare and contrast the three passages. 3.What is the genre of the second passage? 4.Write a paragraph explaining the similarities and differences. 5.Read the first assigned passage.

Apply Follow steps 1-15, using the provided passages.