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This unit is designed to meet Language Arts and Reading Standards related to students abilities to read, analyze and write about a piece of literature. Examples of applicable standards include these taken from the State of Oregon Standards:
- Recognize how figurative language, e.g., colloquial expressions, idioms, metaphors, expresses implied meanings.
- Use information in illustrations, graphs, charts, diagrams, and tables to help understand a reading passage.
- Examine implicit relationships such as cause and effect, sequence-time relationships, comparisons, classifications, and generalizations
- Infer an author's unstated intention(s) or meaning by drawing conclusions from images, patterns, or symbols
- Make connections between the selection and the reader’s experiences and background knowledge of other texts, movies, television programs, or music.
- Identify themes in literary works and provide support for interpretations
- Explain the ways in which a writer may have been influenced by life experiences or by historical, social, and cultural issues or events.
- Use multi-step writing process (e.g., identify audience and purpose, generate ideas, plan, draft, confer, revise, and publish) to express ideas.
Step 1: Select an appropriate story, chapter, essay or other text for analysis. Step 2: Familiarize yourself with the text by reading some or all of it. Step 3: Collect examples of conflict from the text. For each provide the location in the text, a short description, a list of the participants, and an appropriate quote illustrating events or outcomes. Step 4: Consider, discuss, compare, consult and other wise examine your examples of conflict and those of other students. Step 5: Group your examples into categories. Compare your categories with those of others. Reconsider your examples and/or reorganize your categories as necessary. Step 6: Given your categories, reexamine your text for more examples of conflict. Reorganize your categories as necessary. Step 7: Write an essay about the nature of conflict using your examples and categories as supporting evidence.
1998 Center for Electronic Studying, University of Oregon.