The teacher reads with one small group, while other students read one or two other articles and answer the questions. The teacher divides the into three groups to read the three different articles and answer the questions. Lesson Closing: Discussion questions: What can someone’s choice of clothing ‘style’ reveal about a person, if anything? Can ‘style’ be risky? Who decides on style? How do students and school authorities in the articles view appropriateness of ‘style’ differently? Have groups report their answers and give textual evidence from the articles. Revisit the class’ definition of style and see if they want to revise the definition. Be sure to connect ‘style’ choices in fashion to ‘style’ choices in writing and come up with an agreed upon definition of style that includes the concept of choice. Tell students that in this unit they are going to analyze the choices the author David Macaulay makes in his book Cathedral and try to explain his style. Preview outcomes for the next lesson: Students will view a video and learn facts about how cathedrals were built in medieval times in preparation for reading the book, Cathedral. Formative assessment: Check for understanding on what ‘style’ is after the reading. Produce class definition on what style is and how it could apply to writing. What’s Your Style ? - A Survey Circle your answer and/or write short answer. What are your two favorite in clothes and fashion? ______________________________________________________________ What kind of shoes do you usually wear to school? (Examples: sneakers, sandals, boots …) ___________________________________________________________________________________________________________
Notes with possible answers from 16:11 – 26:36 of the video. Notes with possible answers from 26:36 – 34:18 of the video. Analyzing an Author’s Style Lessons 4-8: Reading about How Cathedrals Were Built Brief Overview of Lesson: Students read David Macaulay’s Cathedral and answer questions requiring them to cite evidence from the text for support for their answers. As you plan, consider the variability of learners in your class and make adaptations as necessary. Prior Knowledge Required: Knowledge of building a cathedral from viewing a video in Lessons 2 and 3 Estimated Time: five, fifty-minute periods Resources for Lesson, all at the end of the Lessons, except for the Macaulay book: Student set of individual copies:
Formative assessment: The teacher assesses students’ reading answers and participation in the graded oral discussion. Reading Cathedral will help students make preliminary determinations about Macaulay’s style which will help to complete the literary analysis essay of Macaulay’s style as evident in Cathedral in the Curriculum Embedded Performance Assessment. Analyzing an Author’s Style David Macaulay’s Cathedral: Close Reading Guide for Teachers Directions: For each of the following questions, answer in your own words and then find textual evidence to support your answer. Be sure to include the page number. Be prepared to share your answers in class. Lesson 4, Questions 1-4 Standards Questions Example of an Answer Textual Evidence CCSS. ELA-Literacy. RI.7.1 CCSS. ELA-Literacy. RI.7.3 What is the setting of the story? Why is this setting important? What ideas were important to the people? The story is set in France during the 1200s-1300s in a fictional town called Chutreaux. The setting is important because it was a peaceful and prosperous period, after a time of war (the Crusades). Virtually everyone in France and the rest of Europe believed in Christianity. Because the people had a common religion, they also had a common purpose to build a church to thank and glorify God. "In the thirteenth century God was good to the people of France and especially to the people of Chutreaux….For these blessings and to help insure that he would continue to favor them, the city of Chutreaux wished to thank God." (p.5) CCSS. ELA-Literacy. RI.7.1 CCSS. Provide at least two reasons – ideas or events - that influenced the people One reason was to thank God for their good fortune. "They had no wars to fight and the plague was gone. The weather was good ...there was plenty of food to eat and business was good..." ( 5)
ELA-Literacy. RI.7.3 of Chutreaux to build a new Cathedral. Another was to have a place to keep the remains of Saint Germain. "A new cathedral offer a worthy place for the sacred remains of Saint Germain." (5) The third reason was they wanted to have a better cathedral than surrounding towns (to keep up with the Joneses, so to speak). "The people of Chutreaux did not wish to be outdone, on earth or especially in heaven." (5) Lightning damaged the old Cathedral, so they had to a new one. "The final decision to build a new cathedral was made... after lighting struck and damaged the old cathedral." (5) CCSS. ELA-Literacy. RI.7.1 your knowledge of context clues, what does the word "relic" mean as it is used in paragraph 3 on page 5? The word "relic" means something valuable from the past, that is, an historical object. The context clue is "Such relics as these..." The pronoun "these" refers to the skull and forefinger of a knight from the First Crusades. "...whose skull and forefinger had later been sent back... Such relics as these were worshipped by people throughout Europe." (5) CCSS. ELA-Literacy. RI.7.1 CCSS. ELA-Literacy. RI.7.5 How does the picture on page 6 help the reader better understand the text on page 7? Use OPTIC analysis to read and understand the illustration. O Overview Conduct a brief tour of the image O= men, seen from above crowded in a corner of an elaborate building looking up P on the parts Read all the labels Notice important details P= Men sitting on chairs, pointed hats. Two men hold a chest; four hold money bags. The man in front holds a measuring tool. T Title Read/Create the title for a clear understanding of the image T= Money Men Make a Decision I Internal Relationships Does title help identify the main subject? I= Men in tiers, man at top in highest hat, man in front different clothes, church windows Conclusion Draw a conclusion about the image: Summarize the image C= A group of men in a church get money to build something. It shows who was in charge of whom and their occupations. The Bishop is at the top of the page, which helps to emphasize that he is the
Analyzing an Author’s CEPA Rubric: Macaulay Literary Analysis Essay 4 3 - 2 1 Ideas are original and focused, and demonstrate insightful analysis of Macaulay’s style in Cathedral. Ideas are on topic, but the analysis is obvious and not very insightful. Ideas are unfocused and /or analysis is weak. After reading it, the reader is left with many unanswered questions. Organization Organization is careful and subtle – There is an engaging introduction with a hook, bridge, and a clear thesis. Clear topic sentences with key words from the thesis Sufficient background information to introduce supporting textual evidence Specific and relevant supporting quotations In-text citations using MLA formatting Explanations of how evidence supports the thesis using key words from the quotation and the thesis Accurate use of transitions is a satisfying conclusion with a restatement of the thesis, a summary of main points and a final thought such as a link, prediction, insight or recommendation. There is organization but some of the following aspects are missing, making the essay harder for the reader to follow: Organization is careful and subtle – is an engaging introduction with a hook, bridge and a clear thesis. Clear topic sentences with key words from the thesis Sufficient background information to introduce supporting textual evidence Specific and relevant supporting quotations In-text citations using MLA formatting Explanations of how evidence supports the thesis using key words from the quotation and the thesis Accurate use of transitions There is a satisfying conclusion with a restatement of the thesis, a summary of main points and a final thought such as a link, prediction, insight or recommendation. There is little evidence of organization and too many of the following aspects are missing. Organization is careful and subtle – There is an engaging introduction with a hook, bridge and a clear thesis. Clear topic sentences with key words from the thesis Sufficient background information to introduce supporting textual evidence Specific and relevant supporting quotations In-text citations using MLA formatting Explanations of how evidence supports the thesis using key words from the quotation and the thesis Accurate use of transitions There is a satisfying conclusion with a restatement of the thesis, a summary of main points and a final thought such as a link, prediction, insight or recommendation. The writer’s voice is formal and informative. The writer’s is sometimes formal and informative. The writer’s voice is not formal or the writer does not come across as confident or an authority on the subject.