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UTL 640 E Josephine Icaro/Hyde Park Baptist Date: March 24, 2014 Class period/Time: 2nd period/ 8:55-9:45am

Hannah Mullen English III: Am. Lit./Grade 11 Teach: #7 Lesson: #7

UTL 640 E Lesson 7: Allegory & Symbolic Analysis


Enduring Understanding:
In order to ensure a robust understanding of nuances within a given text, effective readers engage in symbolic analysis to better understand the references and themes present in the piece.

Essential Questions:
What is nuance in literature? What are symbols? What is symbolism in literature? How can literature use objects to symbolize other objects? How can literature use ideas to symbolize other ideas? Should readers interpret symbols the same way?

Lesson Objective(s): After reading The Turtle from The Grapes of Wrath, pairs of students will complete a
graphic organizer, identifying and categorizing at least 3 details in the chapter, to determine the turtles symbolic meaning and then students will independently assert its symbolic meaning in writing in order to demonstrate understanding of symbolic analysis.

Resources/Materials:
To-do the day before the lesson: Prepare a PowerPoint addresses: o The background of the author John Steinbeck o The context of The Grapes of Wrath o Allegory o Symbolic analysis Prepare the skeleton of a graphic organizer Needed for the lesson itself: PowerPoint previously mentioned Graphic organizer handouts

TEKS/SEs Addressed in the Lesson:


(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction; (B) analyze the internal and external development of characters through a range of literary devices;

UTL 640 E Josephine Icaro/Hyde Park Baptist Date: March 24, 2014 Class period/Time: 2nd period/ 8:55-9:45am

Hannah Mullen English III: Am. Lit./Grade 11 Teach: #7 Lesson: #7

(C) analyze the impact of narration when the narrator's point of view shifts from one character to another; and (D) demonstrate familiarity with works by authors in American fiction from each major literary period

Steps in Lesson:
Engagement (9 mins.) Students will watch The Grapes of Wrath Turtle Chapter animated short video (3 mins.) o Students will be asked to consider questions about the video concerning plot followed by questions concerning interpretation (3 mins.) o Some of these notions will be shared verbally with the class (2 mins.) Stated Objective 1-2 mins. The following stated objective is present on the PowerPoint: Today we will o Learn about the author John Steinbeck o Review the literary devices allegory and symbolism o Read The Turtle (an excerpt from The Grapes of Wrath) o Complete a symbolic analysis of the excerpt Active Learning (37 mins.) Conduct a mini-lesson (accompanied with PowerPoint) which: (6-8 mins.) o Provides a brief background of John Steinbeck o Introduces the context behind The Grapes of Wrath o Reviews allegory o Reviews symbolism Students will silently read The Turtle excerpt from their textbooks (6 mins.) Students will be asked to think-pair-share to solidify the plotline (2 mins.) o Some of these notions will be shared with the class (2 mins.) Using a graphic organizer handout, students will be asked to identify objects in the excerpt and to uncover their symbolic meaning (8-10 mins.) o We will debrief as a class (2-4 mins.) Individually, students will then answer the question of allegory in the story on their graphic organizer handout: Knowing that this story is an excerpt from The Grapes of Wrath, which captures the harsh realities of The Great Depression, how might The Turtle serve as an allegory? Be specific in your answer, and be sure to give examples. (5 mins.) Closure (2 mins.) I will ask students to share their answer to the question of allegory after the papers have been turned in

UTL 640 E Josephine Icaro/Hyde Park Baptist Date: March 24, 2014 Class period/Time: 2nd period/ 8:55-9:45am

Hannah Mullen English III: Am. Lit./Grade 11 Teach: #7 Lesson: #7

Modifications/Differentiation Strategies:
Follow any IEPs

Evaluation Strategies:
Informal: checking for understanding during class discussion, observing group discussion, using produced graphic organizers

Notes/Recommendations for Next Time:


The engagement video was received well by the kids; they were sufficiently curious and it allowed us time to talk about the kind of plot they would see in the excerpt The students caught onto this concept pretty quickly, but I would have liked to have more time to identify symbolism using a piece more relevant to their livesperhaps a song or rap