modes of connection lesson

8/3/2019 Modes of Connection Lesson

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Jason Peterson

2/15/12

Modes of Connection: A Lesson in Literature

Time: One50-minute period class

Setting: Senior elective: Literature from Around the World. 25 students: 10 White, 8 African

American, 6 Latino/a, 1 Asian. Gender: 10 male, 15 female. Five of the Latino/a students speak

Spanish but they are bilingual and are not classified as English Language Learners. One studenthas ADHD. All students are of varied ability, but as this is an elective, students are in this class

because they want to be and are genuinely interested in the content. It is a class designed for a

college track student.

Theory Into Practice Background: I feel the scope of our unitthe impact of literature on our

perception of historical eventsis supported by Jim Burke, as he argues for teachers to confront

morality in the classroom (410-411). However, even though he offers specific ways to approach

moral questions, the goal of this lesson is primarily to prepare our students with the necessaryknowledge to begin asking how literature can impact social change. For this lesson, the structure

was roughly inspired by Judith Langers approach to literary instructioncombining separatedand integrated learning (Fisher and Frey 202). My students will need some brief out-of-context

instruction to understand the concepts. But to really process and internalize them, they need to

practice using the concepts in context.

For my students to succeed in this lesson they will have to have a basic understanding of how

perspective shapes writing. Our Amazon review lesson laid the foundation for this

understanding. However, we also discussed this idea periodically throughout our readings.Students would also have to have kept up with the readings to this point to make connections

between the concepts and the text. Most of our readings our done in class, so this should not be aproblem. Lastly, students would have to be able to perform proper Internet research to engage inthe activity effectively, which was covered in a previous unit. The lesson connects to the rest of

the unit by providing a frameworkRushdies modes of connection that will help our students

understand the various ways Rushdie connects Saleem and India and how he uses them to shapeour views of Indias post-colonial history.

Objectives:

-Students will demonstrate an understanding of how Rushdie uses modes of connection to

allegorically connect Saleem to India-post-Independence.

-Students will articulate logical and creative opinions on the effect of allegory in

Midnights Children through their written explanations of their specific mode of

connection and its effect.

Materials:

-Midnights Children


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-Indian History texts

-Computers (in the computer lab)

-Notebooks (For students to write their responses)

Preparations: The most important preparation is reserving the computer lab for this class period.

Because I split up the week with reading days and activity days, it is important that the activitydays are engaging for our students. Students were taught how to effectively research and cite

from online sources during a previous unit. I also need to have the quote from page 242

earmarked and a marker on page 273. Lastly, I need to remind students during the previous days

class to bring their book and notebook to class, which they should do every day anyway.

Procedures:

-Class meets in computer lab. Remind the class of the opening weeks activity in whichthey analyzed the difference of opinions expressed in various Amazon reviews of the

same historical text. Remind them of how perspective complicates lines between fictionand non-fiction. (5 minutes)

-Remind the class of the passage from the chapter At the Pioneer Caf, which you write

on the board: Memorys truth, because memory has its own special kind. It selects,eliminates, alters, exaggerates, minimizes, glorifies, and vilifies also; but in the end it

creates its own reality, its heterogeneous but usually coherent version of the events; and

no sane human being ever trusts someone elses version more than his own (242).Discuss with the class how this quote pertains not to Saleems narration but to Rushdies

novel as a whole? Does Rushdie do this in telling the history of India post-independence

in Midnights Children? Is it equally valid as history? What can Rushdie accomplish withhis novel that a history cannot? (10 minutes)

-Tell the class were going to examine how Rushdie uses allegory to characterize andgive body to the history of India in Midnights Children and direct them in their books to

page 273. Discuss briefly Saleems four modes of connection: active-literal, passive-

metaphorical, passive-literal, and active-metaphorical and explain how they fall under the

category of allegory. Using the examples from the book and, if necessary, a dictionary,make sure that the class has a basic understanding of each mode of connection. Include

an explanation of how Saleem is a loosely allegorical representation of India. (5-10

minutes)

-Split the class up into jigsaw groups (five per group) and assign each group one of the

modes of connection (two groups will have to cover the same mode). Have themfollow these steps: Briefly research online and in your historical texts the event connected

to Saleems life from the example Rushdie offers for your mode of connection. Then

revisit Rushdies account of the event in Midnights Children and of Saleems connection

to it. Discuss with your group whether or your mode of connection and Saleems


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allegorical representation of Indias within that event shapes your perspective of it more

than the straightforward accounts offered online and in your historical texts. If so, how?

If not, why not? (20-25 minutes)

-After discussing it in groups, have each student briefly free write on their own opinions

to these questions and turn their free write in at the end of class. Dismiss class. (5minutes)

Discussion Ideas:

- How does Saleems quote about memory pertain not to his own narration but to

Rushdies novel as a whole?

-Is Midnights Children an equally valid account of Indian history asA Brief History of

India or any of the other historical texts we have read?

-What can Rushdie accomplish with Midnights Children that a straight-forward historycannot?

Bilingual/ESL Accommodations: Even though our bilingual students are not classified as ELL

students, they are still at a disadvantage to their classmates who speak English as a native tongue.

By having the students do the activity in groups, I allowed the bilingual students in the class to

actively participate and learn in a socially integrated environmentboth recommended forimmigrants and ELL students by Faltis and Coulter (37-38). Active participation allows these

students to practice their English in a real context and socially integrated environments allow

them to observe the scaffolded language use of their classmates (37). Also, understanding theterms in this lessonallegory, active-metaphorical, passive-literal, passive-metaphorical, and

active-literalwould be more difficult for a student with less experience with the English

language than it is for the native speakers in the class. However, by putting the terms in context,through the group research, the material will be more accessible to our bilingual students (44).

Lastly, I will not be grading my students free writes. Instead, my assessment will be instruction-

based (just comments), which is the best form of assessment for fostering growth in Englishlearners (148). If our bilingual students want miscue analysis and other language instructive

comments on their free writes, I will do that for them.

Special Education Accommodations: I have two systems in place to help our student with ADHDstay on task and minimize disruptions. The first is positive reinforcementencouraging desired

behaviors rather than discouraging negative behaviors (punishments). Aided by a gamut of

research, John Maag argues that this behavioral management technique has been empiricallyvalidated for years (2). While at a certain point punishments are necessarypreferably brief,

direct commands (Rosenberg, Westling, and McLeskey (245)my first step is positive

reinforcement. My small reinforcers are paying more attention to his good behaviors than his badbehaviors, making eye contact, smiling, kind words, and social interaction (Maag 10). However,

if he exemplifies positive behaviors during class, I let him help me with odd jobs at the end of

class, which he enjoys. The other system I have in place is self-regulation strategies, which has

been proven effective for students with ADHD (Rosenberg, Westling, and McLEskey246). I


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made a list for him with his target behaviors on it. At the end of each class he has to rate himself

on a scale of 1-5 on how well he exhibited that behavior. I meet with him after school at the end

of the week to discuss his self-evaluations as well as my own evaluations. As for this lesson, thecomputer lab presents a new setting that should be exciting for him. Furthermore, using

computers is engaging for him and keeps him much more focused than classroom instruction. As

for the group work, I will place him in a group with students who I know will be patient withhim. This is because research shows that students with ADHD interact with students more

negatively than other students do (239).

Assessment: My primary assessment for both learning objectives will be the students written

responses. In them, the students will show their understanding of Rushdies modes of

connection through their application of the terms to other events from the book and will show

understanding of the effect of allegory by describing the how Saleems allegorical representationof India shapes their perception of India and the historical event in question. I want to

differentiate my assessment for my students; however, this is a very important lesson, so I

wanted a clear way of assessing each students understanding of Rushdies modes of

connection. Since writing is a proven method for facilitating learning (Fisher and Frey 171), Ialso wanted the students to free write in order for them to better process their thoughts. As such,

I decided to use free writes to assess their achievement of learning objectives in this lesson. I willmake sure that I use different forms of assessments throughout my other lessons. I will also be

able to assess the classs general understanding of the concepts through our discussion.

Extension Ideas: This lesson is critical in our study ofMidnights Children. We will largely use

Rushdies modes of connection framework to analyze the novel throughout the rest of the unit.

Thus, it is very important they grasp the concepts. I will utilize these concepts in more depth andin a more authentic context throughout next week. We will evaluate Rushdies use of literary

techniques to offer opinions on events and issues in later lessons.

Source of Activity: I consulted a number of sources to shape this lesson (see: resources and

references). However, The activity idea was my own.

Resources and References:

Burke, Jim. The English Teachers Companion. Portsmouth, NH: Heinemann, 2008.

Faltis, Christian and Coulter, Cathy. Teaching English Learners and Immigrant Students in

Secondary Schools. Upper Saddle River, NJ: Pearson Education, Inc., 2008.

Fisher, Douglas and Frey, Nancy.Improving Adolescent Literacy: Content Area Strategies at

Work. Saddle River, NJ: Pearson Education, Inc., 2008.

Maag, John. Rewarded By Punishment: Reflections on the Disuse of Positive Reinforcement in

Schools.Exceptional Children 67.2 (2001): 173-186

Rosenberg, Westling, and Mcleskey. Special Education For Teachers: An Introduction. Upper


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Saddle River, NJ: Pearson Education, Inc., 2008.

Rushdie, Salmon. Midnights Children. New York: Random House Trade Paperbacks, 2006.

Content Standards:

-2.A.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative

language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and

contemporary literature representing a variety of forms and media

-2.A.5c: Analyze the development of form (e.g., short stories, essays, speeches, poetry,

plays, novels) and purpose in American literature and literature of other countries.

-2.B.5b: Apply knowledge gained from literature as a means of understanding

contemporary and historical economic, social and political issues and perspectives.

modes of connection lesson

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