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Our World, One Story at a Time designs literary fiction and nonfiction to present high-interest reading for secondary students. “The Bohemian Legend of Golem” is folklore written for students in ninth-through-tenth grades.
· anticipatory set
· embedded SAT and additional vocabulary with parts of speech and definitions
· reading assignment with comprehension quiz (key included)
· PowerPoint presentation: Literary Analysis
· teacher script for PowerPoint presentation
· four vocabulary review strategies and activities
· vocabulary quiz (key included)
· writing assignment based on Bloom’s Taxonomy (rubric included)
Resource Theme: Intolerance
This series of lessons and activities provides students with an opportunity to develop skills essential for future academic success. It also provides an awareness of a critical issue of our times-intolerance or prejudice toward those who are different from us. It achieves these goals through carefully selected word choices, subtle descriptions, age-appropriate content, and a story format that is both informative and entertaining. The intolerance upon which the story centers is a form of anti-Semitism prevalent throughout Europe during the Middle Ages. A retelling of medieval folklore, this tale, written in the third person point of view, describes one of the earliest anthropomorphic characters from oral literature, a monster created from the mud of Bohemia’s Vltava River in the ancient city of Prague. Written in lyrical prose, this legend allows students to develop an understanding of the dangers that occur when discrimination and intolerance are unrestrained in a society.
PowerPoint Presentation: Literary Analysis
This PowerPoint presentation contains twenty-seven slides with vibrant photos. Its focus is that of assisting students in developing an understanding of literary analysis. Students become aware of the process of breaking down the components of writing, examining each closely, and evaluating the overall effectiveness. The literary elements examined include genre, structure, point of view, inference, theme, tone, symbolism, imagery, and alliteration
Rich in maps, historical detail, examples, and primary source quotations, the presentation is accompanied by a teacher script designed to enhance each slide. Although a script is unnecessary, these notes will provide students with a deeper understanding of the strategies available for use in writing.
Common Core Alignment
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
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.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
This language arts product is designed to be taught over a seven-day period. The time suggested for teaching each component varies from fifteen minutes to one hour. None of the lessons require the instructor to have advanced knowledge of the topic, and all are easy to teach. However, it is advisable to look through the lessons before presenting them to students so that if questions arise, you will be prepared to answer them. This series of lessons provides an excellent opportunity for assigning additional research projects and/or creative writing assignments.
Once again, he submerged his hands into the earth. There they remained, working diligently until sunrise. Just before the rooster crowed, the rabbi lay his head down to rest. At his feet was a grotesque imitation of a man. Its chest heaved. The creature was exhausted at the labor required to enter a world in which it could never be more than an outcast. Then, the old priest awakened, pulling the beast to its feet.
Now, when twilight falls in the land of the Czechs and when the mist creeps silently beneath Charles Bridge, the Jewish children sit spellbound. They listen to stories told in Yiddish, the Hebrew language. “Avadim, ha-a-yinu, Atah, Atah, b’nei chorin, b’nei chorin.” These words mean, "We were slaves. Now we are free."
Still, things of this world are seldom as they appear. As the years pass by, on the banks of the Vltava, the fog will continue to conceal the snapping turtles slumbering beneath the partially-submerged logs. It will cloak the harbor lights with eerie shadows, reminding one of spirits from a dimension unseen by human eyes but, nevertheless, much too compelling to ignore.
Note: If your students find this series of lessons effective, please check out the additional resources in Our World, One Story at a Time.