Grade Level: 12
Subject: Language Arts/English IV (3005)/ Reading (3081)
Time Frame: 2 class periods

Summary

By researching critical articles on language and Faulkner, students will realize the importance of language in Faulkner’s works, particularly in terms of the effects of literary technique and style of the reading experience. They will orally share these revelations with the class.

Databases/Other Resources

Expanded Academic ASAP; Literature Resource Center

Procedures

After a class discussion on Faulkner's use of language, students will research Faulkner's literary style and use of literary techniques to gain a greater understanding of his works. Students will share their results in small groups and then with the class.

Steps

Steps for Teacher

• Before starting this activity, discuss how language makes a difference in some literary works and show students several examples from other authors’ works.

• Introduce or review relevant literary techniques, such as fragmentation, shifting and ambiguous narrative perspectives, and collage.

• Ask students how these various literary techniques affect their reading experience and how their reading experiences might relate to the work’s themes and content. (Ideally this activity will be done in conjunction with one or more readings of Faulkner’s work.)

• Particularly useful focus questions might be:

In what ways does Faulkner play and experiment with language? What specific literary techniques and devices does he employ? What effect does this use of language have on your reading experience? How does Faulkner’s literary style relate to the content of his work?

 

Steps for Librarian

None

Steps for Student

1. Access the Tennessee Electronic Library.
   
2. Access Expanded Academic ASAP or Literature Resource Center
3. In  Expanded Academic ASAP , perform a Keyword search on William Faulkner and Language. In Literature Resource Center, perform an Advanced Search using William Faulkner as Person By or About and language as Keyword.
4. Examine several articles.
   
5. Write down several examples of literary techniques and style used by Faulkner, as noted by the authors of these articles.  When reading these articles, consider how style affects reading experience and reflects a work's themes and content.  Also consider how the ideas expressed in these essays relate to your own experience of Faulkner's writing. 
6. Form small groups and share with one another your research findings. Develop a short, informal report on your individual and collaborative conclusions.
7. Share your findings with the class.

Related Activities

• Write a brief story using literary techniques and style similar to that employed by Faulkner.
• Watch a video production of a Faulkner work and compare the language in the video to that of the print version. Consider how your experiences of the filmed performance and the text relate and differ.

Content Standards

English/Language Arts: Content Reading Area (3081)

Standard:

The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text.

Learning Expectations/Grade Level Expectations

English/Language Arts: Content Reading Area (3081)

Learning Expectations:

Develop independent pre-reading strategies to facilitate comprehension.

a) Develop strategies to access prior knowledge and to make predictions.
b) Preview text for format and key elements.
c) Identify and define content specific vocabulary.

The student will use interactive strategies to derive meaning from text.

a) Use interactive strategies to access vocabulary by decoding words or identifying words in context.
b) Use interactive comprehension strategies to enhance understanding and to respond to text content.

The student will use appropriate strategies to respond to text.

a) Summarize content and filter relevant information in order to build a knowledge base.
b) Interact with text to connect to and form personal interpretations.
c) Interpret ideas, recognize logical relationships, and draw conclusions based on sufficient evidence.
d) Make connections to previous learning, other content areas, and personal experiences.

The student will evaluate and reflect upon learning strategies utilized to make meaning from text.

a) Discern reading strategies appropriate to text and the individual.
b) Apply the strategies and processes learned to a variety of texts and contents.

Performance Indicators State

N/A for Content Area Reading

Assessment

Students’ research results, in-class discussions and group presentations will provide a variety of assessment methods. Students’ oral and written comments may be evaluated particularly in terms of:

• Locating information sources appropriate to the search task. 
  
• Using those sources to extract, analyze, and articulate information relevant to the assignment.
• Applying critical thinking to synthesizing and analyzing both literature and related literary criticism.
• Articulating in oral and written form original ideas and those of others.

 

 

ISTE Computer Literacy and Usage Standards

3. Research and Information Fluency

Students apply digital tools to gather, evaluation, and use information. Students:

     a. plan strategies to guide inquiry.

     b. locate, organize, analyze, evaluation, synthesize, and ethically use information from a variety of media and formats.

     c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

     d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

     c. collect and analyze data to identify solutions and/or make informed decisions.

AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productively as members of our democratic society.

4. Pursue personal and aesthetic growth.