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Primary Educational Resource for Humanities, Foundations I Honors, Creative Drama, and Theater Workshop

Lolita Parsing Oral Presentations Dr. Patti Lee-Muratori

                                    

Common Core State Standards:


CC.11-12.R.L.1  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

CC.11-12.R.L.3  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).

CC.11-12.R.L.4  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)


The Assignment:   

      As students come to me with a diverse parsing/quote analysis background, we will practice this skill all year in relation to works of literature in our curriculum.  Please refer to my Parsing pages on my website for background information.  If you don’t understand the skill, come for extra help; however, do NOT come for extra help until you have read both “How to Parse I” and “Parsing II.”  You need to work independently whenever possible as we prepare ourselves for college. The following activity is typical of how we will practice the skill of parsing in class. It is then expected that you demonstrate your understanding of how to use quotes effectively in your writing assignments. 


Directions:  You are to choose a motif, trace it through the novel (NOT just chapters 1 and 2), pick 3-5 quotes in which the motif is most significantly featured, and analyze (through parsing) the relation of these quotes to a theme within Lolita.  Parsing may include etymological background, traditional dictionary definitions (when they offer something new or inventive about the use of the word), connotative echoes in the word, allusion (biblical, mythological, political, fairy tale or other), or other research/analysis of interest to you on any subject relating to the theme you isolate (An example of this might be chess strategy knowledge as it applies to Nabokov’s use of “black and white” motif.)  Hint:  Pick something that interests you!

Weight:  Double Quiz Grade


                                   Oral Presentation Rubric:


____  /20 Points             Ability to engage the audience as is demonstrated by an interesting hook, eye contact, engaged class participation, and grounded, poised body language.  

             There is an absence of “um’s,” “uh’s,” “like’s,” or other distracting speech patterns that take away from the importance of what you are communicating.


_____/20 Points           Students chose significant quotes (rich figurative language or other diction to analyze thoroughly)  for the analysis of the motif. 

                                     There is a typed handout for all members of the class, which show the quotes you will be focusing on.


___  /40 Points              Students show painstaking work through the etymological, connotative/denotative, allusion research, and/or other research to analyze their chosen quotes in a significant way (=clearly ties to a theme in the novel or thesis you are trying to prove).


___  20 Points               Students are articulate, logical, and audible to audience.  There is individual growth since the last oral presentation on parsing,either through depth of analysis or oral                                                      presentation skills or both



Total Points:     ____/100