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Croatian Literature in English

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Professor Resources: these are most often web pages which give information about literary techniques or historical references used or mentioned in the text.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 Reading and other Assignments This is a list of pieces of literature or other readings that students were required to prepare for homework. It also list writing assignments which are to be handed in with this lesson plan.

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 Lower Division College students or High School Honors or AP students. These lessons assume that students have already had extensive exposure to literature, literary terminology and criticism in High School. The students upon whom the literature and teaching methods were piloted come from a large variety of high schools across the US , but predominately in the north east. A New York State High School English teacher was also consulted concerning the works of literature which dominate the high school curriculum.

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,

[2] “The Nine Events of Instruction” View By Theory,” retrieved December 14, 2004 ,


Professors may download, use and modify the materials for their use. These materials may not be used in another work or sold without the permission of the author.

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