https://padlet.com/delcalvo/glv8waivo24ivl6y How do you want students to read/ respond to literary texts? How do these approaches differ from your expectations for reading historical texts? Do these differences matter? Why?" en-us 2023-02-13 00:52:56 UTC 2023-02-15 22:44:03 UTC hello@padlet.com https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484183747 1. Not sure.
2. Similarities: Contextualization
Differences: Discussion of grammar, Syntax, Diction, and Figurative Language
3. Yes. I think if you were analyzing a literary text from a historical lens it would not matter. But if you were analyzing a historical text from a literary lens you may miss some things.]]> 2023-02-15 22:34:04 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484183747 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484184558 Ultimately, literature provides a historical framework or references historical events/themes/ideas that are important for students even if it is not always spelled out. You would students not to focus on a specific example to see if it actually happened but more the larger things it is trying to transmit about the time period, event, life, etc.

Fun fact, in earlier times, historians looked at literature as a form of history, a way of transmitting history to the audience]]> 2023-02-15 22:34:57 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484184558 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484184608 Really not sure here. Historical fiction is my arch-nemesis. Except for the American Girl Doll books I suppose....... 

1) I think you could use similar sourcing skills / perspectives. 

2) dont know. i am going to have to be really sold here on the worthiness of the inclusion]]> 2023-02-15 22:35:03 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484184608 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484184719 I have no idea honestly. Maybe ask them what  message the author is trying to send? I dont know]]> 2023-02-15 22:35:14 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484184719 jpugsley1 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185287 Not sure about what context I would do this in. Maybe historical fiction? In that case, corroboration would be a skill I'd want them to use.]]> 2023-02-15 22:36:04 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185287 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185574 I want them to read literary texts with many of the same reading strategies as I want them to approach historical texts. I still want to emphasize sourcing, tone, close reading, and corroboration. A difference in how I want them to approach this type of reading as compared to primary sources would be that I want them to question why the author chose to fictionalize this account. I also want them to closely read for what they think is an accurate and inaccurate depiction of history.]]> 2023-02-15 22:36:26 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185574 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185883 Well, I suppose most literary texts are introduced with the author first. Say for instance there's a poem by Langston Hughes or Claude McKay - both of whom I've brought into my class - it's framed around the context of who the person was and what perspective they're bringing forth in their writing, akin to any other nonfiction account from a primary source author. For works of literary prose, I couldn't tell you, but probably framed similarly

I think it's not completely different than 'historical' texts at all. So many historical texts are newspaper opinion pieces or private letters - in effect what difference does that make? One just has allegory and characters, but in a history class the symbolism of those features should typically be apparent and straightforward.]]> 2023-02-15 22:36:55 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185883 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185990 My hope would be for two key things. First, I want my students to respond to literary texts in ways that convey comprehension of the text. Second, I would also want to them to take a thoughtful/analytical approach with their commentary. 

In terms of differences, I think about CRS levels of analysis and consideration, and I associate these more and more within my Social Studies teaching approaches. CRS interpretations can, absolutely, be used toward literary text analysis, but I'm just not as familiar with what that feels like because a lot of the methods/instructional decisions I have made throughout the year are rooted through Social Studies strategies. ]]> 2023-02-15 22:37:03 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484185990 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484186372 I want students to read literary texts with an eye for 2 things: 1) why the author chose to write in this form 2) how the literary form helps us understand history in a different way from other forms (textbooks, research articles, primary sources, etc.) 

With a historical secondary source the argument is usually laid out pretty clearly, but in a literary text the argument may be hidden in the story, and will probably be much more debatable. 

I think one interesting thing is that with literary texts in an ELA setting we usually don't place as much importance on authorial intent but historical texts we place a ton of importance on this so when the two meet it creates an interesting question of how much the author's intent matters]]> 2023-02-15 22:37:23 UTC https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484186372 cyang83 https://padlet.com/delcalvo/glv8waivo24ivl6y/wish/2484190554 students might respond similarly to historical and literary texts by looking at perspective and rhetoric. but it would be different because contextualization and background knowledge are huge for understanding historical texts.

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