Literary Analysis
Literary Analysis Monthly Assignment:
for each month turn in:
One page of novel analysis questions, each answered in 2-5 sentences (15 points)
for each month turn in:
One page of novel analysis questions, each answered in 2-5 sentences (15 points)
Developing literary analysis skills through literature:
Students develop literary analysis skills by learning to look beyond the surface of the text. The analysis activities are designed to move student to a depth of knowledge where they can connect, synthesize, and apply their learning. Their thinking, discussion, annotating and writing allows them to access the deeper meanings that the text develops and communicates. There are many methods that help with this process. We utilize the four approaches below:
1. Access commentaries, analysis and study guides
We encourage parents, students and teachers to use the wealth of analysis materials available online to assist them in their understanding of the text, but never as a replacement for reading the text.
Guides are available at:
2. Participate in Socratic Discussions
Participate in Socratic discussions using Socratic questions. Socrates taught by asking questions, helping draw out his student's understanding, articulate it and deepen it. The process is designed to help students clarify the accuracy and completeness of their thinking, This process works well with any piece of literature and works as well between two people as it does in a group setting. A nice compilation of Socratic questions is available online:
3. Read Actively by Annotating the Text
Have students annotate the text as they read, using sticky notes. When a reader engages with a book, s/he is learning directly from a wonderful teacher: the author. Annotation is the process of having a conversation with the teacher: making comments, asking questions, even arguing to clarify. It extends the reader's understanding and allows him/her to keep track of evidence. This is helpful when there is a requirement of a paper or discussion where they must demonstrate their learning of the material. This is not necessary when reading for pleasure where the goal is to relax and enjoy. Unless students own the book, annotations should be made with sticky notes. Instructions below.
Students develop literary analysis skills by learning to look beyond the surface of the text. The analysis activities are designed to move student to a depth of knowledge where they can connect, synthesize, and apply their learning. Their thinking, discussion, annotating and writing allows them to access the deeper meanings that the text develops and communicates. There are many methods that help with this process. We utilize the four approaches below:
1. Access commentaries, analysis and study guides
We encourage parents, students and teachers to use the wealth of analysis materials available online to assist them in their understanding of the text, but never as a replacement for reading the text.
Guides are available at:
2. Participate in Socratic Discussions
Participate in Socratic discussions using Socratic questions. Socrates taught by asking questions, helping draw out his student's understanding, articulate it and deepen it. The process is designed to help students clarify the accuracy and completeness of their thinking, This process works well with any piece of literature and works as well between two people as it does in a group setting. A nice compilation of Socratic questions is available online:
3. Read Actively by Annotating the Text
Have students annotate the text as they read, using sticky notes. When a reader engages with a book, s/he is learning directly from a wonderful teacher: the author. Annotation is the process of having a conversation with the teacher: making comments, asking questions, even arguing to clarify. It extends the reader's understanding and allows him/her to keep track of evidence. This is helpful when there is a requirement of a paper or discussion where they must demonstrate their learning of the material. This is not necessary when reading for pleasure where the goal is to relax and enjoy. Unless students own the book, annotations should be made with sticky notes. Instructions below.
book-annotating-1.doc |
4. Complete one page of Novel Analysis Questions
When students read with a purpose, they read more deeply. We encourage students to read the analysis questions before they begin the book, and keep the questions handy while reading. Annotations will help here too. The "Year 1 and 2 Analysis Questions" document is generally used in 9th and 10th grade, but is sometimes used for advanced middle school students. Students who have not worked on novel analysis before 10th or 11th grade might use the year 1 and 2 questions for the first year, and the year 3 and 4 questions for the following year(s). The year 3 and 4 questions are typically used in 11th and 12th grade. Students who are planning to attend Running Start in their 11th and 12th grade years generally complete each set for one year.
When students read with a purpose, they read more deeply. We encourage students to read the analysis questions before they begin the book, and keep the questions handy while reading. Annotations will help here too. The "Year 1 and 2 Analysis Questions" document is generally used in 9th and 10th grade, but is sometimes used for advanced middle school students. Students who have not worked on novel analysis before 10th or 11th grade might use the year 1 and 2 questions for the first year, and the year 3 and 4 questions for the following year(s). The year 3 and 4 questions are typically used in 11th and 12th grade. Students who are planning to attend Running Start in their 11th and 12th grade years generally complete each set for one year.
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