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Croatian Literature in English |
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Organization of the
Instructional Materials |
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The materials on this site have been
developed to present an organizational structure in which the Professor can
have maximum flexibility: A COURSE OVERVIEW shows
the sequence in which an entire semester course might be laid out. LESSON PLANS
are designed to be the road map for each 50 minute class.. DESCRIPTIONS
OF THE LITERATURE and SUMMARIES allow the Professor to review the
literature quickly in order to select the best literature to teach. An EXCEL DATA
SHEET lists 300 pieces of literature translated into English and gives
the publication information in addition to the Author, Title, Genre, Time
period in which it is written, and the Translator and where the literary work
is located: in hard copy or on e-reserve. PowerPoint
Presentations (PPT) are available for some lesson plans. They are listed
on their own page so they can be accessed without the lesson plan. Flexibility: The LESSON PLANS
are designed so that while they reference literature in other lesson plans,
they can stand independently allowing the Professor to choose whichever
lesson plans or pieces of literature s/he wishes to teach. All materials
needed for teaching these lessons are available electronically. All the
resource materials that have been developed for this project can be
downloaded and modified to meet the Professor’s needs. The versions or instructional materials presented
here do carry a copyright. Organization: the lesson plans use a fifty minute unit of
teaching time. The focus is on Croatian Literature in translation; however,
writing assignments are sometimes suggested. Techniques for teaching writing
are outside the range of this project, but can be found in any writing
handbook or prose model text. Likewise, while there is an assignment and a
suggested list of topics for writing a research paper, the lesson plans which
teach how to conduct research and to write a paper is not included. The Lesson Plans contain the following: Prerequisites – it is assumed that students reading this
Literature will already have a good background in high school literature.
Several introductory lesson plans are referenced in most of the other lesson
plans. Professor Resources: these are most often web pages which give
information about literary techniques or historical references used or
mentioned in the text. The web pages
listed should not be trusted to have completely accurate information;
Croatian history is especially vulnerable to erroneous information. Web pages
are used because of accessibility. Student Required Audio Visual Resources – Several of the Lesson Plans are
accompanied by a PowerPoint Presentation or other handouts to be used with
the lessons. The PowerPoint
Presentations are very large files (2+ megabits), so they take a long time to
load. These files can be modified only if they are downloaded into your
computer. Assignments – These refer to assignments other than
reading: papers, for example. Vocabulary - Vocabulary which appears in the literature and may
be unfamiliar to the students will be listed, but not defined The Lessons contains: OBJECTIVES
– the objectives are written as behavioral objectives according to the
principles of Robert Mager [1] TIME –
this refers to the length of time required to conduct each section of the
lesson plan. Obviously the time will vary according to teaching style. CONTENT –
This column of the lesson plan outlines the concepts which are to be dealt
within each section of the lesson plan. ACTIVITIES
– This column of the lesson plan suggests activities that were tried
successfully in the pilot. While many of the lessons consist of lecture and
questions plus discussion, some of the activities involve students in small
group discussions. Discussion questions are suggested and specifics which
were found to need clarification in the pilot are given. Underlined text
gives the reason for using a particular activity or pedagogical technique .
This section also explains references in the text which may not be clear to
the students. The SEQUENCE generally follows
Genge’s “Event’s of Instruction” [2] including: The
Introduction to Gain the Students’ interest Review of the
Instructional Objectives Establishing
or Recalling Background information – questions about what they learned
in high school or other classes will remind then of background information
which will help in understanding the current lesson. A QUIZ is given in many of the classes
for which students have a reading assignment. Students are not allowed to
make up these quizzes. The quiz therefore motivates the student to do the
reading and to show up for class. Analysis of the Literature – this section often involves questions or
small group discussions. It is helpful to have students attempt as much
analysis as possible on their own, with the Professor building their skills
by questioning and adding information they don’t understand. In this
section Gagne’s events of Learning provide learning guidance,
“Eliciting performance”, and “providing feedback about
performance correctness” as well as some enhancing of retention &
transfer are also achieved. Summary And Assignments - In this section the critical points of the
lesson are reviewed in order to assist retention, and the reading assignment
for the following class is explained. The literature as well as the teaching
strategies has been tested in classes of first year students at Rochester
Institute of Technology. The majority of these students were majoring in
engineering or technologies. The AUDIENCE
for this course consists of The literary works that the whole class
reads and are discussed in the lessons plans have an overview description.
Other literary works which would be appropriate for students to read
independently or which might be added to or substituted for the literature
selected here have short summaries. These summaries are written by students
who read the literature for an independent assignment, and vary greatly in
their quality. The DESCRIPTIONS contain: RATIONALE: why this particular piece was
selected; THEMES : this refers to the themes in the course which the literary
work addresses; HISTORICAL
CONTEXT : This information
points out historical events and eras which influence or are reflected in the
literature . ; GEOGRAPHIC
CONTEXT: Here the information is given about the relationship between the
setting and the historical and cultural themes. SUMMARIES: Students in my classes have
written summaries of some of the literature. They are also included on the
teacher site. The DATA about the literature can be
accessed by looking alphabetically under Author, Title, Genre, or Time Period
in which the literature was written or by accessing the EXCEL DATA SHEET: All
of the works of literature presented in the lesson plans are listed on the
excel sheet and they are available electronically. However, there are a
couple hundred pieces of literature which are not used in the lesson plans,
but are available electronically; they can be accessed though the links to
Author, Title, Time, Genre. Notes: The entries on the excel sheet are ALPHABETIZED
using A or The as the first letter. On the RIT reserve list. Some works of
Literature are alphabetized using “A” or “The” as the
first letter; others ignore the A or “the” for purpose of
alphabetizing [1] Mager, R.F. (1984)
“Instructional Objectives: retrieved December 14, 2004, www.coe.ecu.edu/lsit/colaric/KB/Mager.html [2] “The Nine Events of
Instruction” View By
Theory,” retrieved December 14, 2004 , ide.ed.psu.edu/idde/9events.htm
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