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1、HexagonalWritingALiteraryAnalysisHeuristicSetHowwillIbeginthelessontofocusand“hook”studentstowardthelessonobjective?Whatconnectionstopriorknowledge,skills,andattitudeswillImakeforthestudents?Askstudentstorememberthedifferentkindsofconnectionswecanmakewithtexts(texttoself,te
2、xttotext,texttoworld)andsomeofthedifferenttermswe’veusedwhentalkingaboutliterature(theme,evaluation,allusions,literarydevices).Next,askstudentstothinkbacktotimeswhentheyhaveeatenJell-o.WhatkindsofJell-odidtheyeat?BrainstormtypesofJell-otheyhaveeatenandlistonachart.TellObjec
3、tiveHowwillIcommunicatethelessonobjectivetothestudents?TodaywearegoingtobereadingapieceofliteraturefromTexasMonthlymagazine.ThearticleisAnneDingus’reflectionsongrowingupandeatinglotsofdifferentJell-osalads.Wearealsogoingtodosomewritingaboutthearticleafterwefinishreadingit,a
4、ndthenusedourwritingtodiscusswhatwethought.PurposeHowwillIcommunicatetheimportanceoftheobjectivetoeverystudent?HowwillIcommunicatehowallstudentswillusethelearningstatedintheobjective?Whyisitimportantthatwebeabletoreadapieceoftext,writeaboutit,anddiscussit?(that’swhatliterat
5、epeopledo,that’swhatwehavetodoontests,ifwewriteaboutsomethingwelearnmoreaboutit,canaskbetterquestions,canproveourpointoropinion,etc.)Byreadingthispieceoftextandwritingaboutit,itwillenableyoutodeepenyourunderstandingoftheDingus’writingandwewillbeabletodiscussitintelligentlyw
6、ithotherpeopleintheclass,anditmightevenbesomethingwecouldwriteaboutlaterinourjournals!InputWhatisnecessaryinformation(taskanalysis)thestudentmusthavetobesuccessfulwiththelessonobjective?Whatstrategy/strategieswillIusetodeliverthenecessaryinformation?Studentswillneedtoknowth
7、emeaningofplotsummary(retellingthestory),personalallusion(whatthearticleremindsyouoffromyourownlife/experience),theme(theauthor’soverallmessage),literarydevices(personification,alliteration,metaphor,etc.),literaryallusions(whatothertexts,movies,poems,etc.doesthearticleremin
8、dyouof),andevaluation(thereader’sopinionofthearticle).Afterwereadthearticle,wewill
