Grade 11 English Syntax, Diction, and Central Ideas: Using textual support for multiple interpretations of literature Objectives:

Given an example (albeit satirical) of a textual analysis of Rebecca Black's "Friday," students will analyze the syntax and diction of the Seamus Heaney's poem "Blackberry Picking" using textual evidence. Given "Blackberry Picking" by Seamus Heaney, students will express opinions about the tone of the piece and defend their opinions using textual evidence. Given an evaluation of the tone of "Blackberry Picking," students will determine the central idea of the poem and support their conclusions with textual evidence. Once students have identified a tone, a central idea, and supporting evidence, students will then create a cohesive analysis that has a strong theme, specific details, and cites evidence of the text. Materials "Blackberry Picking" My Papas Waltz Friday Lyrics Analyzed with Rebecca Black video

Key Vocabulary Cite. To quote (a passage, book, or author) as evidence for or justification of an argument or statement. Objective. (As opposed to subjective) Not influenced by personal feelings or opinions. Textual evidence. Words taken DIRECTLY out of a piece of literature. Diction. The choice or use of words in a piece of literature. Syntax. The choice or use of punctuation and word arrangement in a piece of literature.

Anticipatory Set Have students write down the definitions of textual evidence, diction, and syntax. Instruct students to look for textual evidence, diction, and syntax in the video. Write them down. Play the video "Friday Lyrics Play the video Friday Lyrics Analyzed with Rebecca Black, in which the si nger explains that her song isnt really about partying on the weekend, but actually about consumerism, war, Full House (sitcom), and the economic climate. Ask students to give examples of what they found. How many topics did Black say that her song was really about? Illustrate how many there are with a bubble chart. Lead into a short discussion of the need for a theme or thread to make a cohesive analysis and remind students to limit the scope of their analysis. Lesson Procedure Post the text of "Blackberry Picking" on the SMARTBoard or Overhead and instruct students to look at the poem included in their Weekly Packet. Play the poem's NPR recording, which is inherently positive, with flute music and everything. Once it is finished, ask students to move to the left side of the room if they think the poem is positive; move to the right side of the room if they think the poem is negative, and move to the middle if they are unsure. Ask students to read the poem silently to themselves. Ask them to circle words that sound especially positive and underline words that sound especially negative. No talking during this part.

After they finish reading, ask students to move if this changed their opinion. Ask students to write down at the top of the page what they think the central idea or theme is: what is this poem talking about? What statement is it making about the main idea? Put students into groups: One Positive with One Negative. IF the groups of positive and negative students are unequal, THEN ask students who are still unsure to argue positive or negative or ask students to switch sides. Approach this like an SAT essay question: if it asked you "why is the poem negative?" you have to answer it, even if you're not sure you agree.

Once students are in pairs, give the student with the positive viewpoint 2 3 minutes to use (point to the list) textual evidence, specific details, support from the entire text, etc. to convince their partner that their argument has merit. The negative viewpoint student is NOT allowed to speak during this step.

Allow students to discuss the strengths and weaknesses of the argument. Emphasize that saying, Well, it didnt sound happy to me or Thats stupid, why would you think that? is not a valid point. Students have to be specific and stay focused on the list you made. The focus should be on the argument for a positive theme of the poem, only on the argument made to support that opinion. Also make sure to have students point out the things done right in the argument.

Give the student with the negative viewpoint 23 minutes to use (point to the list) textual evidence, specific details, support from the entire text, etc. to convince their partner that their argument has merit. The positive viewpoint student is NOT allowed to speak during this step.

Allow students to discuss the strengths and weaknesses of the argument. Emphasize that saying, Well, it didnt sound happy to me or Thats stupid, why would you think that? is not a valid point. Students have to be specific and stay focused on the list you made. The focus should be on the argument for a positive theme of the poem, only on the argument made to support that opinion. Also make sure to have students point out the things done right in the argument.

Stop the groups discussions and bring them together as a class. Ask students "Whose partner had a really good argument for their opinion?" and spend the rest of the class sharing arguments.

Homework Analyze the poem "My Papa's Waltz" Choose two pen colors that will not blend into the copy of the poem or each other (e.g., green and red) With one color (e.g., green) note words, phrases, lines, punctuation, and figurative language that supports one interpretation of the poem. With the other color (e.g., red) note words, phrases, lines, punctuation, and figurative language that supports another, different interpretation of the poem. Write a few sentences on the back or side of the poem about one of the interpretations (e.g., the interpretation you noted in red) and the central idea/meaning you found and what textual evidence you found to support it. Write in the same color pen, so that I know which idea you're referring to. Related Standards/Course Objectives:
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. RL.11-12.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors).

RL.11-12.6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.11-12.7 - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) W.11-12.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.1d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.11-12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are W.11-12.1-3.) W.11-12.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 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. SL.11-12.1b - Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. L.11-12.5b - Analyze nuances in the meaning of words with similar denotations. L.11-12.6 - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.