Analyze+and+Interpret

=**Ch. 6: Analyze and Interpret**=


 * Assessment**

**Definition(s):**

 * "If we want our students to be able to analyze and interpret-- that is, to gain a better understanding of a person, place, phenomenon, or thing-- then we have to teach them to really //look//. This, of course, will necessitate moving them past first-draft thinking and into deeper levels of cognition." (142-143)**


 * "... asking questions is essential if they are to have any chance of moving beyond shallow interpretation. What was going on in the poet's life at the time he wrote this? What is the historical context? Societal context? Political context? Religious context?" (148)**


 * "Teaching students how to analyze and interpret literature should be seen as a //starting point//. If we are really going to develop our students' ability to think, we need to move them beyond the literature and give them ample opportunities to analyze and interpret the real world. In providing them with these opportunities, it is imperative that we move our students beyond simple "What?" questions. The more our students wrestle with "How?" and "Why?" questions, the deeper thinkers they will become." (172-173)**

==**In this chapter, Gallagher is introducing students to the process of thinking deeply and analyzing "texts". In his first examples (Original interpretations of nursery rhymes, p. 138; Looking at paintings, p. 143-144/144-145; Poetry analysis, p. 148),**== ==**he encourages taking a second and third look at the pieces (literally with the paintings). Students are meant to look at the text, observe, look again, ask questions, look again, ask questions, and draw conclusions. A large chunk of chapter six is devoted to directing students towards //analyzing//, which is the process of really looking-- again and again, and looking beyond face value. Students then move into //interpreting// with their writing (Aphorisms, p. 156-157; On Second Thought, p.163-164; Jumping the Shark, p. 167-168; Interpreting Song Lyrics, p. 171-172). Interpreting is the step where students must draw conclusions and explain the "How?" and "Why?" questions that arise after thinking deeply about the "What?" of the piece. A major point of practice in this genre is the amount of prewriting that it takes-- students must understand that a lot of the deep thinking (analyzing) will be done in the prewriting stages, and the interpretation will come out when they actually begin writing. **==

"Three Essential Elements of analyzing and interpreting... (1) it helps the reader gain a better understanding of a person, place, phenomenon, or thing... (2) it takes a subject apart and closely examines how it trends; and (3) considers the societal context involved" (139).

- Rick Reilly Pg. 247-8 ||  ||   ||   ||   || - Jaslenn Pg. 164 ||  ||   ||   ||   || - Herb Bowie Pg. 171-2 ||  ||   ||   ||   ||
 * Inquiry:**
 * Chapter Six:
 * Analyze and Interpret ** || Focus || Purpose || Tone || Form ||
 * “A Tale of Two Little Leaguers”
 * “Bless Me Ultima”
 * “Reason to Rock”

=Writing exercises:=

**Interpret the meaning of the following song using real-life examples.**
Bright Eyes - Arienette Lyrics

Song: **Arienette Lyrics**
The fragile keep secrets, gathered in pockets, And they'll sell them for nothing a cheap watch or locket That kind of gold washes off. And the sad act like lepers, they stick to the shadows And long to ring bells of warning to tell of their coming So that the pure can shut their doors. And the angry are animals senseless and savage. They act without order in logical lapses, They stain their mouths with blood. So take my hand, this barren land is alive tonight. The corn has grown stalks that form a wall too high. But the wind carries sounds that I can't see from beyond that line. Then the stalks begin to sway Oh stay with me Arienette until the wolves are away. Yeah Well the wicked are vultures, and they bake in the canyons. They circle in sunlight and wait for their victims To collapse and call to them. And the desperate are water. They will run down forever As they soak into silence mend up together, In a dark and distant, dark and distant place. So don't leave me here with only mirrors watching me. This house it holds nothing but the memories. And the moon it leaves silver but never sleep. And then the silver turns to gray Oh stay with me Arienette until the wolves are away.

-Stephen Hawking
[|www.aphorismsgalore.com]

**Connect the Dots (p. 164-165):**
====**Starting with an important stage in your current life, work backwards to connect the dots to the beginning or the "first seed." Discuss these in your group. Create an example of how you could use this in your classroom.**====