! Symbolism in The Frequency of Souls

Transcription

1 Common Core Standards Concept: Deciphering author s intentions through symbolism Primary Subject Area: English Secondary Subject Areas: n/a Common Core Standards Addressed: Grades 9-10 Grades Key Ideas and Details Key Ideas and Details o 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. o Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme. o Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed, etc.). Craft and Structure o Analyze how an author s choices concerning how to structure parts of a text contribute to its overall structure and meaning as well as aesthetic impact. : Common Core Standards 1

2 Lesson Plan Overview: This class will discuss Zuravleff s intentions for the main character through symbolism in a specific passage. Objectives: Materials: The Frequency of Souls Pen Paper Students will be able to: Discuss the main character s personality through the author s use of symbolism. Understand what symbols are and how to use them effectively. Discuss the author s intentions for the characters progress throughout the book through her use of symbolism. Warm-Up Activity: Ask students to write down a list of popular or everyday symbols. Ask them to also define what those symbols mean in today s society. After 5-10 minutes, ask for volunteers to share 1 or 2 of their examples with the class and list their examples on the board. Let them discuss if any of those symbols have multiple meanings. Short Lecture & Partner Activities: Discuss what symbolism and metaphors means: o Symbolismistheuseofsymbolstorepresentqualitiesorideasand attributethemtonaturalobjectsorfacts. o Metaphor somethingused,orregardedasbeingused,torepresent somethingelse;emblem;symbol. Havestudentsidentifyimportantsymbolsinthetext: o Oneimportantsymbolistherefrigerator.Zuravleffsaysthatshe got prettyexcitedbythe possibilitiesofrefrigerationaswellasthenotion oftherefrigeratorasthefamily sgatheringplace,theirfireinthecave aswellastheirbulletinboard. Discuss George s character: o WhyistherefrigeratoranimportantsymbolforGeorge scharacter?is hehappyinhishomelife?doesheconstantlyhavetobetheonein control? o WhyistherefrigeratoranimportantsymbolforGeorge scareer?ishe happywithit?doesheseemtobemovingupwardinhiscareer? o Isheforward? OneexampleofametaphorinthisnovelisGeorge sonebigaccomplishmentin refrigerationdesign:hisinventionoftheicemaker. : Lesson Plan 2

3 Lesson Plan o Askstudentstodiscusswhattheythinkthismeans. o Doesitmeanthatheisstuckwhereheisinbothhispersonaland professionallife? o Doesitmeanthathehasapassivepersonalityandwillletpeopletake chargeandhavetheiraccomplishmentsoverhisown? In groups of 3 or 4, have students pick out a passage from the book that symbolizes: o WhetherornotGeorgeishappywithhiscareerandhispersonallife. o WhetherornotGeorgeispassiveineveryaspectofhislife. o WhatsymbolizesthechangeinGeorge? WhenheisinitiallyintroducedtoNiagara? Whenhe(attempts)tobreakNiagara swoodenfrequency radio? Whenheiswatchingandhelpinghissonpresenthissciencefair project? Havestudentsrecordtheirfindings. Iftimeallows,havestudentssharetheirfindingswiththeclass.Iftimedoesnot permit,havestudentshandintheirwork. Discussion Wrap-Up: Askstudentstodiscusstheideathatcharactersthemselvescanbecomesymbols. ZuravleffdescribesGeorgeas selfoconsciousinniagara spresence. (p.4) o WhatdoesNiagara sintroductionandeverogrowingpresenceingeorge slife representforgeorge? o Issheabigchangeinhislife?Whyorwhynot? Writing Activities/Evaluations: Analytical: Symbolism does not necessarily mean that the symbols represent qualities or changes in simply the main character; symbols can represent qualities in minor characters as well. In a short paragraph, find a passage from that we did not use in class and discuss what it represents for a minor character. Keep in mind that the minor character you choose may also be a symbol him- or herself. Creative: Write a short story (3-4 pages double spaced). Create a character, and using at least one symbol a color, a song, etc. to represent some aspect of the character s life or personality, create a story arc. Keep in mind that the symbol does not necessarily have to be crucial to how the character changes from the beginning to the climax to the end. : Lesson Plan 3

4 Discussion & Comprehension Questions Do you think George is happy with his current situation, both personally and professionally? Why or why not? What does Niagara s introduction to George mean for him and his current situation? Compare and contrast Niagara and George s wife Judy. Why do you think they are both special and attractive to George? Cite examples. George decides on multiple occasions to leave his family for Niagara. Why does he constantly change his mind? What ultimately makes him decide? At the end of the novel, George s son Harris is presenting his science fair project with George s help. What do you think George s decision to include music means? Is there any symbolic meaning to the actual song he chooses? Although he starts coming out of his shell, many people see George as passive. Discuss whether he is or isn t. Cite examples from the text. : Discussion & Comprehension Questions 4

5 Key Vocabulary Word: Symbolism Definition: The use of symbols to represent a quality or idea and attributing it to an object or fact. Metaphysical frequencies The frequencies of vibrations. : Key Vocabulary 5

6 Text References (Page 7) Their lives seems scrawny, lean to an unadmirable degree, and Niagara lingered in George s thoughts as a meaty veal flank for his subconscious to gnaw on. (Page 10) Four decades in the same cinder-block building, and all they amounted to were a few posters of fighter planes, textbooks on refrigeration repair, a photograph of his wife and son that was taken around the time of the moon landing, and enough office supplies to open his own firm. (Page 14-15) George saw a flash of lightning on his way to the staff room, and he instinctively counted the seconds until the matching thunderclap. George had passed the hub of the building and turned right down the southeast hallway; now, he tacked left. When the rumble sounded, he estimated the storm at about seven miles south. From what he d heard, it was coming their way. (Page 18) You make such a good paperweight, George. You seem so happy with your limited intelligence and ambition. He wished she had met him in his icemaker days, when he had been at the top of his form. (Page 19) George thought about the clinical term Judy had coined for him. When she was angriest about his inability to express or even recognize his needs, she called him a textbook passive-passive someone who does nothing in the cause of self-interest and holds it against no one when he is ignored Today he could see that if you leave a car parked long enough, the tires go flat and the battery won t hold a charge. (Page 106) You ve always adored your job. What makes you think that? George asked. Well, honey, you ve never said that you didn t. (Page 106) George would never have given her a thought if she hadn t landed next to him, and that was one of the things that was annoying him so. What else was he missing in his life? Symbolism and Metaphors : Text References 6

7 Symbolism and Metaphors in : Supplementary Materials Chart Category of Resource YouTube Video YouTube Video Description of Resource A quick podcast about symbolism specifically designed for high schoolers. A short video describing symbolism and how different countries and societies use them. Potential Educational Uses of Resource The video delves even deeper into what symbolism is and how to use it effectively. Because it is designed for high schoolers, it will be much easier for students to understand. Students will be able understand more about symbols and symbolic meaning. They will also be able to see that symbolism is not just used in literature, but also in the daily lives of many people, including their own. Link to Resource