Say/do #9

Say/Do #9

Writing Multiple Genre

Romano, T. (2000). Blending genre, altering style: Writing multigenre papers. Portsmouth, NJ: Heinemann.

Styslinger, M. Multigenre-Multigendered research papers.

Biltz, S. Teaching literature through the multigenre paper: An alternative to the analytical essay

“Say”

            Romano really demonstrates how using taking a multigenre approach can improve student comprehension and engagement. As Mary Rice pointed out in “Using Graphic Texts…”, the use of images can help underachieving students to understand text, as well as enrich text for all students. Expanding this idea beyond visual literacy to include songs, performance, and technology seems like a sound choice. Biltz points out that she has seen in her students a greater synthesis of classroom material, more “reading like a writer”, and an increased sense of ownership in work. As a digression, I felt that Biltz’s suggested activities were too anchored in a particular text. I feel that a broad theme is more appropriate for a multigenre project. Romano’s examples of multigenre work are powerful. I can see that allowing students to express themselves in many modes is advantageous.

            In chapter 8 (“Create Flow”), the author points out that, due to the implicitly loose prompts of multigenre projects, teachers should not merely pick up projects and return a grade. Students should interact, discussing the content and organization of their work. Biltz also notes that students should reflect and evaluate their own work .They can collaboratively work to link genres and create flow.

As Dr. Styslinger points out in “Multigenre-Multigendered Research Papers”, organizing content into “focuses”, or “themes” is effective. This is opposed to organizing content by genre. Obviously, it is impossible to use a multigenre approach to teaching while organizing content by genre. Having students critically think about preconceived notions is an excellent idea. Gender is a key topic to discuss in class. Many adolescents base a large part of their personalities and lifestyle on gender roles. These preconceptions can cause individuals to enter abusive relationships, take risks, and hold prejudices against different groups of people.

“Do”

            My “Do” is a bit perfunctory, but it does focus on having students respond to prompts in different ways. The questions for each chapter are not meant to serve as a “got ya” quiz, but to guide students towards key scenes of each chapter.

Lesson Plan

Instructor And Room #: Mr. Nuzum A5	Date & Length:  11/1 45 minutes	Subject and Block/Period: English IV	Topic: Frankenstein – Review Through Chapter 21
Student Objectives:        Students will -          Recall the characters and their relationships in Frankenstein. -          Collaboratively select a key scene in Frankenstein, then illustrate the scene. -          They will present their work.			Common Core -          RL.11-12.1 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. -          SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. -          W. 11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Items to Display as Agenda:  -          Character maps -          Key Scenes Activity
Purpose: -          Student comprehension of the past few chapters seems shaky. This activity will refresh students on key scenes in several ways: through rereading, collaboration, interpretation, and through presentations of other scenes. Roles are emphasized in group work, in order to encourage each student to participate.
Lesson Procedures: -          I will pass out copies of the character maps for students who did not print them at home. This is a supplementary material which may help during group discussions. -          Students will be formed into groups of 4 members each. Half of the class will be assigned to chapter 20, and half will be assigned to chapter 21. -          For project details, see handout. -          This will, in all likelihood, take two class periods to finish. If students work more quickly than I anticipate, we can begin presentations today. Students will take notes on other group presentations.
Assessments and Assignment: -          I will take notes on student presentations, as well as grade turned-in materials.

_____________________________________________

Name ______________________________                            Date ___________________

Key Scenes Activity

In this activity, you will illustrate a key scene of the chapter you are assigned. Skim through the chapter with your group and discuss with your group what you consider to be the most important scene in the chapter. Please let me know when you have selected a scene, so that I can approve of it.

Select a scene which you consider the most important. Discuss the conflict or tension in this scene with your group. Who are the key characters that you should include in your illustration?

What sort of symbolism, or imagery do you think is important?  Use these symbols and images in your illustration!

Depending on which chapter you are assigned, answer the questions below on a separate sheet of paper. Ch. 20 1. Why does Victor change his mind about creating the female? Who watches him as he destroys the female? 2. What happens shortly after Victor destroys the female? How is this similar to what happened after Victor created the Creature? 3. What happens when the Creature visits Victor? What does the Creature promise to do? What does Victor understand that promise to mean? 4. What happens when Victor goes out in a boat to dispose of the female creature's remains? Where does he end up? What happens when he lands?

Ch 21 1. Who is Mr. Kirwin and how does he treat Victor? What has happened to cause Victor's arrest? What happens to Victor after his arrest? 2. What happens when Victor wakes up? Who is there? 3. What happens at Victor's trial? 4. How does Victor feel as they leave Ireland and go to France? Ch. 22 1. Why doesn’t Victor go home quickly? 2. What does Elizabeth say in her letter?  How does Victor respond to her? 3. What are the marriage plans?  How does Victor prepare for what he fears might happen? 4. How do Victor and Elizabeth get to Evian and why do they stop there?

Group Roles

Write down the name of each group member in the box with their role.

Scribe
Illustrator	Spokesperson

There are three roles in a group.

-          The Scribe writes down answers to the discussion questions on the previous page. They also

help to organize the project layout.

-          The Illustrator plans out the project with the group, then draws most of the illustration.

-          The Spokesperson introduces the project to the class and describes the choices that the

group made. They should prepare notes for the presentation; do not present “off-the-cuff”.

Regardless of your role, you should participate in group discussion. Every member should help select the key scene that your group will present. You should not begin planning your poster layout before you select a key scene. You should not begin drawing before you know which symbols and imagery you will use.

Here is what you will be turning in, when you complete your poster:

1.      Answers to discussion questions on previous page

2.      Spokesperson’s presentation notes

3.      Finished poster

Make sure that all group member names are on each item