<p>This collection has two components: </p> <p>1. Artists from the Italian Renaissance period are featured, providing an opportunity to introduce students to some of the artists mentioned in the novel and featured in an area of the museum where Claudia and Jamie are hiding out. </p> <p>2. "Angels" as portrayed by a number of artists are featured, to encourage a discussion regarding how we are drawn to the subject, inspired to create works with Angels as a focal point; this an opportunity to discuss Claudia's attraction to "Angel" the statue the children believe may have been created by Michelangelo.</p> <p>#SAAMteach</p>

<p><strong>Some “artistic” food for thought...</strong><br /></p> <p>“There can be different, competing, and contradictory interpretations of the same artwork. An artwork is not necessarily about what the artist wanted it to be about.” – Terry Barrett, <em>Criticizing Art: Understanding the Contemporary</em></p> <p>“Our interest in the painting grows only when we forget its title and take an interest in the things that it does not mention…” – Françoise Barbe-Gall, <em>How to Look at a Painting</em></p> <p>Directions: </p> <p>Please see attached Google Doc for complete assignment directions.</p> <p> #SAAMteach</p>

<p>Images to use as a discussion launch before each selected poem, addressing elements related to the creation of mood, atmosphere, and sensory imagery (among other topics). #SAAMteach</p>

<p>The following paintings will be used to preview a variety of selections within a "Great American Short Stories" collection. The first painting is used as a warm up activity and an introduction to the See/ Think/ Wonder strategy. We will begin as an entire class tackling this painting. Next, students will be divided into small groups, provided with a printed version of the painting, but no title, etc. They will together, create a "See/Think/Wonder." Each painting will then be shown  on the smart board, as the students share their discussion points. The class as a whole will then weigh in on the question/prediction: How do you think this painting represents a number of the ideas, story lines, themes, etc. featured in the stories you read over the summer? This is not intended to be a thorough review of the stories, but rather, prompt discussions to preview the larger unit.  As we conclude the discussion, the categories of <strong> Place, Identity</strong>, and <strong>Conflict</strong> will be introduced - - noting how these paintings embody such topics in a variety of ways. This discussion then will also serve as an introduction to the entire course - identified for students as "Conflict and Conscience in American Literature."</p> <p>For your additional information, the first eight stories featured in our collection include:<br></p> <p>Rip Van Winkle (Washington Irving)</p> <p>Young Goodman Brown (Nathaniel Hawthorne)</p> <p>Tell Tale Heart (Edgar Allan Poe)</p> <p>Ghost in the Mill (Harriet Beecher Stowe)<br></p> <p>Cannibalism in the Cars (Samuel Clemens/Mark Twain)</p> <p>A White Heron (Sarah Orne Jewett)</p> <p>An Occurrence at Owl Creek Bridge (Ambrose Bierce)</p> <p>Hills Like White Elephants (Ernest Hemingway)</p> <p>There are a wide variety of additional stories the students will study following these initial eight - highlighting the breadth and diversity of American literature across race, culture, geography, background, and socio-economic differences. </p> <p>#SAAMteach<br></p>

<p>While this lesson revolves around Henrik Ibsen's "A Doll's House," it can be used in conjunction with any work of literature featuring strong characters - the type who generate potentially negative reactions among students, such as: "I hate him... There's nothing good about ______....he's the villain... she's the hero, etc." The lesson is designed to push students out of their comfort zone, give themselves permission to speculate and entertain a variety of viewpoints, and as a means to step away from the literature they just read, then step back in with perhaps a more open-minded approach.</p> <p>This is a discussion-heavy lesson, requiring some patience on the part of the teacher not to jump in and fill in the gaps. But after completing it the first, second, and then third time, I could definitely sense the students were now more apt to be "risk takers" and more "open minded" with their interpretations and insight.</p> <p>Step by step instructions follow in the "Notes to Other Users" section. #SAAMTeach</p>