Pedagogical and Theoretical Approach
This four week unit has been designed for a Grade 12, University Preparation, Studies in Literature course. As outlined in the Ministry documents, this course is designed for students with a special interest in literature. It is our role as teachers, therefore, to continue to foster that special interest through engaging and critical lessons that relate the course material to student’s own lives, while also providing them with the skills they need to be successful at their next step: university. We have selected the novel A Thousand Splendid Suns (ATSS) by Khaled Hosseini because it provides rich opportunities for analysis (themes, motifs, symbols, language strategies, connections to social justice issues etc.), and because it is a text that will challenge our students. Discussions, activities, assignments, and collaborative work throughout this unit focus on ideas of gender, social class, education, and other social justice issues, as they relate to the novel.
Throughout this unit, students will also engage with a variety of texts to support their analysis of the novel. These include, but are not limited to, critical theory, literary criticism, poetry, United Nations documents, newspaper articles, video clips, photographs, and advertisements. The definition of literacy continues to expand, and it is no longer sufficient for students to merely be able to read and write – in a traditional sense of what it means to “read” a “text”. Media literacy and visual literacy skills, therefore, are woven throughout this unit. “Developing visual literacy invites students to reflect on and critique the productions of a range of visual texts in their everyday lives such as websites, advertisements,…political advertisements, public service announcements,…film promos, paperback novel covers, and television shows” (Rowsell, McLean, & Hamilton 446). The wide variety of texts used in this unit reflects this commitment to media literacy and visual literacy in our teaching practice. A crucial focus in this course, as mandated by the Ontario Ministry of Education, is critical literacy. “[C]ritical literacy involves ‘four dimensions: 1) disrupting the commonplace, 2) interrogating multiple viewpoints, 3) focusing on sociopolitical issues, and 4) taking action and promoting social justice’” (Glazier 377). ATSS provides rich opportunities to engage with all four of these dimensions of critical literacy, and our lessons highlight this.
Our pedagogical approach in this unit is rooted in a transactional philosophy of learning. We recognize that “The paradigm [of teaching] has moved toward a ‘transactional’ model of learning, a whole language philosophy of instruction in which learners actively engage with their teachers, their classmates, and their environment” (Strickland 7). Engaging our students as active learners, therefore, is central to each of our lessons in this unit. Assignments in this unit such as the Book Trailer provide students with the opportunity to engage with the text in creative ways that promote student voice, and collaboration. Analyzing the text and making meaning, therefore, is not teacher focused, but rather student focused in this unit. William Broz cautions educators: “Don’t make literature a right-answer game by assigning comprehension quizzes and tests or lecturing and testing over “received interpretations,” which students must parrot back to receive credit” (Broz 19). We strongly support Broz’s assertion, and the evaluation plan of this unit reflects that.
We also recognize that “teaching cannot be neutral and that teaching literacy – the texts we select to work with, the ways in which we work with them, and the contexts in which we use them – is a political practice” (Simpson 119). ATSS is a politically charged novel, and we do not attempt to hide that in this unit; instead, we draw on the politics and contextualize it for our students own understanding and analysis. Jessica Singer and Ruth Shagoury, in “Stirring Up Justice”, argue that “‘reading and writing are ultimately political acts’” (318) and that “When the relevance of reading and writing is demystified for students, they begin to understand its power in their lives” (318 ). In an interview (used in lesson 2 of this unit), Hosseini notes that one of his aims in writing ATSS was to provoke empathy in his readers. As educators who teach for social justice, therefore, this text provides an avenue for powerful classroom discussions that critically explore human nature, fosters social, cultural, and political awareness, and promotes personal and social change – all of which are mandated by the Ontario curriculum for ETS4U.
This particular unit is ideally placed near the middle to end of the course. Previous units in the course have specifically addressed essay writing skills, techniques, and standards, and students are well versed at essay writing at this stage of their learning. Previous units have also incorporated literary criticism, and students are well versed on many literary concepts and terms.
Throughout this unit, students will also engage with a variety of texts to support their analysis of the novel. These include, but are not limited to, critical theory, literary criticism, poetry, United Nations documents, newspaper articles, video clips, photographs, and advertisements. The definition of literacy continues to expand, and it is no longer sufficient for students to merely be able to read and write – in a traditional sense of what it means to “read” a “text”. Media literacy and visual literacy skills, therefore, are woven throughout this unit. “Developing visual literacy invites students to reflect on and critique the productions of a range of visual texts in their everyday lives such as websites, advertisements,…political advertisements, public service announcements,…film promos, paperback novel covers, and television shows” (Rowsell, McLean, & Hamilton 446). The wide variety of texts used in this unit reflects this commitment to media literacy and visual literacy in our teaching practice. A crucial focus in this course, as mandated by the Ontario Ministry of Education, is critical literacy. “[C]ritical literacy involves ‘four dimensions: 1) disrupting the commonplace, 2) interrogating multiple viewpoints, 3) focusing on sociopolitical issues, and 4) taking action and promoting social justice’” (Glazier 377). ATSS provides rich opportunities to engage with all four of these dimensions of critical literacy, and our lessons highlight this.
Our pedagogical approach in this unit is rooted in a transactional philosophy of learning. We recognize that “The paradigm [of teaching] has moved toward a ‘transactional’ model of learning, a whole language philosophy of instruction in which learners actively engage with their teachers, their classmates, and their environment” (Strickland 7). Engaging our students as active learners, therefore, is central to each of our lessons in this unit. Assignments in this unit such as the Book Trailer provide students with the opportunity to engage with the text in creative ways that promote student voice, and collaboration. Analyzing the text and making meaning, therefore, is not teacher focused, but rather student focused in this unit. William Broz cautions educators: “Don’t make literature a right-answer game by assigning comprehension quizzes and tests or lecturing and testing over “received interpretations,” which students must parrot back to receive credit” (Broz 19). We strongly support Broz’s assertion, and the evaluation plan of this unit reflects that.
We also recognize that “teaching cannot be neutral and that teaching literacy – the texts we select to work with, the ways in which we work with them, and the contexts in which we use them – is a political practice” (Simpson 119). ATSS is a politically charged novel, and we do not attempt to hide that in this unit; instead, we draw on the politics and contextualize it for our students own understanding and analysis. Jessica Singer and Ruth Shagoury, in “Stirring Up Justice”, argue that “‘reading and writing are ultimately political acts’” (318) and that “When the relevance of reading and writing is demystified for students, they begin to understand its power in their lives” (318 ). In an interview (used in lesson 2 of this unit), Hosseini notes that one of his aims in writing ATSS was to provoke empathy in his readers. As educators who teach for social justice, therefore, this text provides an avenue for powerful classroom discussions that critically explore human nature, fosters social, cultural, and political awareness, and promotes personal and social change – all of which are mandated by the Ontario curriculum for ETS4U.
This particular unit is ideally placed near the middle to end of the course. Previous units in the course have specifically addressed essay writing skills, techniques, and standards, and students are well versed at essay writing at this stage of their learning. Previous units have also incorporated literary criticism, and students are well versed on many literary concepts and terms.
Curricular Connections
Overall Expectations
The expectations for ETS4U (Studies in Literature, Grade 12, University Preparation), according to the Ontario Ministry of Education, are organized into a single strand.
Studies in Literature
1. Understanding Texts: read and demonstrate an understanding of a variety of literary texts from different countries, cultures, and historical periods;
2.Analysing Texts: respond to and analyse literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness;
3.Critical Literacy: demonstrate an understanding that the perspective of the author, the reader, and the text all influence the reading experience;
4.Literary Criticism: use literary criticism to enhance their understanding of literature;
5.The Role of Literature in Society: assess the importance of literature as a social and cultural force.
Specific Expectations
1. Understanding Texts
1.1 Variety of Texts: read a variety of types of literary texts by authors from a variety of backgrounds, cultures, and time periods
Eg. The lessons in this unit include critical theory, literary criticism, poetry, United Nations documents, newspaper articles, video clips, photographs, and advertisements etc.
1.3 Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies, select those that are most appropriate for specific reading purposes and tasks, and use them before, during, and after reading to enhance their understanding of texts
Eg. Key questioning (in multiple lessons)
2. Analysing Texts
2.1 Responding to Texts: respond to texts in a variety of ways before, during, and after reading to extend their understanding of the ideas, themes, language, and issues in the texts
Eg. Journal writing before reading to engage with a specific theme or social justice issue (in multiple lessons)
2.2 Exploring Background Information: use information from secondary sources to understand how historical, political, and cultural contexts influence the presentation of ideas, issues, and themes in texts
Eg. Lesson 1 is entirely focused on history and context of the novel
2.3 Analysing texts: analyse texts in terms of the information, ideas, issues, and themes they explore, providing evidence from the texts to support their analysis
Eg. Lesson 4 includes a passage analysis exercise
2.4 Text Form: explain how the characteristics of different text forms help communicate meaning in a variety of literary texts
Eg. Lesson 12 focuses on transitions throughout the novel between different chapters (transitions in perspective etc.)
2.5 Elements of Style: identify various elements of style used in texts and explain how they help communicate meaning and enhance the effectiveness of the text
Eg. Lesson 3 focuses on Hosseini’s use of language in the novel
3. Critical Literacy
3.1 Author’s Perspective: demonstrate an understanding of how an author’s writing has been influenced by factors such as gender, time period, cultural background, and social and political conditions and events
Eg. Lesson 2 focuses on Hosseini’s influences in writing the novel
3.2 Audience Perspective: analyse texts in terms of how social, cultural, and political contexts and different readers’ personal perspectives may influence readers’ interpretations of the text
Eg. Lesson 2 also focuses on empathy vs. sympathy as a response to the text
3.3 Perspectives in the Text: analyse texts to identify particular perspectives presented in them and the stylistic and/or structural means used to communicate those perspectives
Eg. Lesson 16 focuses on voice
4 Literary Criticism
4.2 Applying Concepts: use key concepts or approaches of literary criticism to help them analyse and interpret literary texts
Eg. Lesson 16 draws specifically on Feminist theory (Spivak’s “Can the Subaltern Speak”)
4.3 Researching and Evaluating Critical Interpretations: assess critical interpretations found in print and electronic sources and use those that seem most appropriate, helpful, or convincing to extend their understanding of specific works in the course
Eg. In lesson 14 students assess a critical review of the novel
5 The Role of Literature in Society
5.1 Fostering Social, Cultural, and Political Awareness: explain how literary texts raise awareness about a range of topics, issues, ideas, cultures, events, and people
Eg. Lesson 6 focuses on access to education (students look at United Nations documents etc.)
5.2 Engaging the Intellect and Imagination: identify ways in which literary texts can promote readers’ intellectual and imaginative growth
Eg. Lesson 13 focuses on definitions/ understandings of "home" - what does it mean in the novel? - what does it mean to students in relation to their own lives? - how has their understanding of "home" changed through their reading of the novel?
5.3 Promoting Personal and Social Change: identify ways in which literary texts might promote social and personal change
Eg. Lesson 7 focuses on disability to encourage students to re-think what "disability" means
5.4 Exploring Human Nature: explain how the study of literature has contributed to their understanding of human nature
Eg. Lesson 6 focuses on access to education
5.5 Developing Personal Awareness: explain how their study of literature has enhanced their understanding of themselves as readers and as individuals
Eg. Lesson 20 asks students to reflect on how their reading of the novel has altered their perspective of Afghanistan
The expectations for ETS4U (Studies in Literature, Grade 12, University Preparation), according to the Ontario Ministry of Education, are organized into a single strand.
Studies in Literature
1. Understanding Texts: read and demonstrate an understanding of a variety of literary texts from different countries, cultures, and historical periods;
2.Analysing Texts: respond to and analyse literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness;
3.Critical Literacy: demonstrate an understanding that the perspective of the author, the reader, and the text all influence the reading experience;
4.Literary Criticism: use literary criticism to enhance their understanding of literature;
5.The Role of Literature in Society: assess the importance of literature as a social and cultural force.
Specific Expectations
1. Understanding Texts
1.1 Variety of Texts: read a variety of types of literary texts by authors from a variety of backgrounds, cultures, and time periods
Eg. The lessons in this unit include critical theory, literary criticism, poetry, United Nations documents, newspaper articles, video clips, photographs, and advertisements etc.
1.3 Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies, select those that are most appropriate for specific reading purposes and tasks, and use them before, during, and after reading to enhance their understanding of texts
Eg. Key questioning (in multiple lessons)
2. Analysing Texts
2.1 Responding to Texts: respond to texts in a variety of ways before, during, and after reading to extend their understanding of the ideas, themes, language, and issues in the texts
Eg. Journal writing before reading to engage with a specific theme or social justice issue (in multiple lessons)
2.2 Exploring Background Information: use information from secondary sources to understand how historical, political, and cultural contexts influence the presentation of ideas, issues, and themes in texts
Eg. Lesson 1 is entirely focused on history and context of the novel
2.3 Analysing texts: analyse texts in terms of the information, ideas, issues, and themes they explore, providing evidence from the texts to support their analysis
Eg. Lesson 4 includes a passage analysis exercise
2.4 Text Form: explain how the characteristics of different text forms help communicate meaning in a variety of literary texts
Eg. Lesson 12 focuses on transitions throughout the novel between different chapters (transitions in perspective etc.)
2.5 Elements of Style: identify various elements of style used in texts and explain how they help communicate meaning and enhance the effectiveness of the text
Eg. Lesson 3 focuses on Hosseini’s use of language in the novel
3. Critical Literacy
3.1 Author’s Perspective: demonstrate an understanding of how an author’s writing has been influenced by factors such as gender, time period, cultural background, and social and political conditions and events
Eg. Lesson 2 focuses on Hosseini’s influences in writing the novel
3.2 Audience Perspective: analyse texts in terms of how social, cultural, and political contexts and different readers’ personal perspectives may influence readers’ interpretations of the text
Eg. Lesson 2 also focuses on empathy vs. sympathy as a response to the text
3.3 Perspectives in the Text: analyse texts to identify particular perspectives presented in them and the stylistic and/or structural means used to communicate those perspectives
Eg. Lesson 16 focuses on voice
4 Literary Criticism
4.2 Applying Concepts: use key concepts or approaches of literary criticism to help them analyse and interpret literary texts
Eg. Lesson 16 draws specifically on Feminist theory (Spivak’s “Can the Subaltern Speak”)
4.3 Researching and Evaluating Critical Interpretations: assess critical interpretations found in print and electronic sources and use those that seem most appropriate, helpful, or convincing to extend their understanding of specific works in the course
Eg. In lesson 14 students assess a critical review of the novel
5 The Role of Literature in Society
5.1 Fostering Social, Cultural, and Political Awareness: explain how literary texts raise awareness about a range of topics, issues, ideas, cultures, events, and people
Eg. Lesson 6 focuses on access to education (students look at United Nations documents etc.)
5.2 Engaging the Intellect and Imagination: identify ways in which literary texts can promote readers’ intellectual and imaginative growth
Eg. Lesson 13 focuses on definitions/ understandings of "home" - what does it mean in the novel? - what does it mean to students in relation to their own lives? - how has their understanding of "home" changed through their reading of the novel?
5.3 Promoting Personal and Social Change: identify ways in which literary texts might promote social and personal change
Eg. Lesson 7 focuses on disability to encourage students to re-think what "disability" means
5.4 Exploring Human Nature: explain how the study of literature has contributed to their understanding of human nature
Eg. Lesson 6 focuses on access to education
5.5 Developing Personal Awareness: explain how their study of literature has enhanced their understanding of themselves as readers and as individuals
Eg. Lesson 20 asks students to reflect on how their reading of the novel has altered their perspective of Afghanistan