Time: 1 hour 30 minutes
Materials: Paper, pen or pencil, The Story And Its Writer book
Objective: By the end of this lesson, students will know what an explication is and be able to write a 2-3 page paper on a story of their choice. I will be teaching the students how to depict a passage by thoroughly reading it and having a class discussion. Class discussions are better because I don’t want to put any one student on the spot. Students feel more comfortable when they hear others speaking and then they will start to engage in the conversation.
Procedure
1. (10:00- 10:03)
Ask students what an explication is. Then write the definition on the board. Explication is an analysis or interpretation, especially of a literary passage or work or philosophical doctrine. I am asking the students to see if any of them know what an explication is. Teach them what one is because it is important in the literary world to be able to depict a passage.
2. (10:03- 10:25)
Ask students to get out The Story And Its Writer to find the short story “Desiree’s Baby” by Kate Chopin. This starts on page 177. Have the students read the short story. I want the students to read the story by themselves because reading out loud, students get confused and students focus better when the room is quiet to read in. Since many students don’t know how to pronounce French words correctly, I will write acronyms on the board for each of the French words in order for the students to be able to read, “Desiree’s Baby” on their own. Make sure to tell student that at the end of the pages in “Desiree’s Baby”, there are definitions of what each French word means.
3. (10:25- 10:30)
After students have finished reading, have a class discussion and summarize the book. I want to have a class discussion on the story to make sure they understood the story because you can’t do an explication unless you thoroughly understand everything in the story.
4. (10:30- 10:40)
Now the students know about the story, have them pick out a passage and write why it’s important to the story. I want to see if they can try to pick out a good passage and be able to explain why they chose it.
5. (10:40- 10:50)
Hear what the students have written and discuss why the passage would work to write an explication about or why it wouldn’t work. This will see how well the students understand what an explication is without me having to show them.
6.(10:50- 11:00)
Now show the students the passage I picked on page 180. Have the students read it a couple times in order to understand the one passage. Students will have to try to depict this passage and say why I picked this passage. Why is it important to the story?
“But, above all,” she wrote, “night and day, I thank the good God for having so arranged our lives that out dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery.”
7. (11:00-11:20)
This will be time for people to share why the passage is important and how it relates to the story. I also want them to tell me why they think I picked this passage. I want to have the students think deeper and outside the box in what they normally like to do. It makes them a better reader if they can put themselves in someone else’s shoes.
8. (11:20-11:27)
Tell the students on why I picked the passage and why it’s important to the story. I picked this passage because the story is about a man not loving his wife because of the kid that they had together. The kid was a mixed child and that was not okay in the society. In the society in the story, African Americans were slaves, while the Caucasians owed them.
9. (11:27- 11:30)
Tell the students about their homework. Now that students know what an explication is and know how to write one, I want them to pick a story out of The Story And Its Writer. I want the students to read the story at least three times and pick out a passage of their choice and write a 2-3 page explication of it. This will show me if the students understood the lesson plan and see if they can be able to depict a passage on their own.
Critical Reflection
I chose to do a lesson plan because I am a person who loves planning things while it’s something new and interesting to do. I chose the story “Desiree’s Baby” by Kate Chopin because when I read it, I feel like I really understood the story. In order to be able to write an explication, you have to be able to understand the story and be able to depict a part or passage in the story itself. I choose the passage where Chopin says, ““But, above all,” she wrote, “night and day, I thank the good God for having so arranged our lives that out dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery (182).” This passage tells what the story is about and summarizes the story and why everything happened. I thought the passage would be a good example to show the students, because I want them to be able to understand what an explication is. Also this story is one of the easier stories to understand. I chose to do a lot of group discussions, so students would feel more comfortable talking rather than me picking out students to speak.
A couple other passages that I want to show the students are the about little details that show Armand knew that he was the cause of the baby being half African American. On page 179 in “Desiree’s Baby” it says, “Presently her husband entered the room, and without noticing her, went to a table and began to search among papers which covered it.” Then on the same page further down Armand says, “It means, he answered lightly, that the child is not white; which means you are not white.” After reading these passages repeatedly, it seems like Armand knew that he was the one who was the carrier of the African American gene. Armand is looking for that letter but doesn’t want to say anything until he knows that the truth is out. So it’ easy for him to take his anger and blame it on his wife. When people get angry, they lash out of others which is exactly what Armand did. Then when Armand tells Desiree what the problem is, he lashes out in a soft voice because I feel like he feels bad that he has to put the blame on his wife but won’t take blame until he finds evidence. So in the scene he never finds the evidence so he blames his wife for the baby, even though his wife has lighter skin, hair is brown, and her eyes are gray. Desiree even makes a point that is she lighter tone of skin color than Armand (179).
An explication really helps and challenges a student rather than just summarizing the story. Summarizing the story is good to be able to make sure the students understand what they are reading. Explications really help readers focus more in depth on one thing rather than just focusing on the whole story. You can figure out a story by just depicting part of it. That makes people better readers and overall better at understanding things. It makes people think outside the box, which we don’t do too much anymore.
Overall, I think the lesson plan is really going to help high school students understand what an explication is and become a better reader and writer. In doing so, this will help them become ready for the college level because professors want students to be able to depict parts of the story rather than just reading it.
Chopin, Kate. “Desiree’s Baby.” The Story and Its Writer. Compact 9th ed. Ed. Ann Charters. Boston: Bedford/St. Martin’s, 177-82. Print.