LA 7 (included in Core 7) a prereq for Core 100 LA? [3.10.08]
There is great detail in Core 100 that will allow a student with no literary analysis background to come into Core 100 without having completed LA 7. Each piece of literature has setting, characters, point of view, conflict, and theme identified in the study guide.
Lit Analysis in Core 100 7.8.10
- it is very similar to Core 200's literature. Each book discusses Setting, Characters, Point of View, Conflict, Theme. There is a literary analysis appendix that you go through at the beginning of the year. Actually, I think it is more thorough than the Core 200 one (maybe in Core 200 they expect that you already did Core 100, so don't need as much info?).
- I think there were more comprehension questions than "thinking" questions. I was reading the books in alphabetical order, not in the order they appear throughout the year, so I couldn't get a good feel for the progression. I did see some books with questions that went beyond comprehension. Not as indepth as Core 200, but that's to be expected. This Core is probably considered more of an introduction to literary analysis.
- Writing assignments are similar to Core 200, but there were some that were not as deep (how to write a hook). It looks to me like a transition year in writing skills.
- Forgot to mention that both Cores have SAT writing prep assignments.
Lit Analysis in Core 200 (2010 edition) 7.8.10
- There is a literary analysis appendix that explains the basics of literary analysis. It is assigned to be read at the beginning of the year.
- Almost every book will discuss the Setting, Characters (round, flat, static, dynamic, protagonist, antagonist.....not all of these in every book, but all are covered), Point of View, Conflict, Theme. By the end of the year, you should have a handle on all of these.
- Questions on the book~in the beginning, these are mostly comprehension questions. As the year progresses, I see more and more "thinking" questions. Eventually, the vast majority of questions are "thinking" ones, with just a few comprehension questions thrown in. I noticed that books that are not so much literary "heavies" stick with mostly comprehension questions, even toward the end of the year.
- A LOT of literary terms are introduced throughout the year, and writing assignments will have you analyze literature based on that. Writer's Inc is referenced a few times to explain literary terms.
- A lot of the writing assignments are based on literary analysis. I remember doing many of this type of assignments when I was in AP English in high school.
- One of the Shakespeare plays takes its questions and writing assignments out of the book (Shakespeare Made Easy). This, btw, is what I did with oldest ds for his literary analysis. We did not do a lot of the literature from Core 300, but I had him do a Shakespeare unit, and we used these books and the questions that were at the end.
- The literary analysis is not intense on every book. There were maybe 3-4 books where they got VERY indepth, most of the others were moderate, and a few were very light. Not a bad idea, as indepth analysis on EVERY one of these books would have been an extremely heavy load.
- Has SAT writing prep assignments
- I've done a Progeny Press guide. It was overkill. However, it is probably similar to what we did with AP English. If that is what people are wanting, then no, SL doesn't fit it. I did like that in Core 200 there were about 4 books that they went much more indepth on the analysis. Imho, that is enough for one year. I think it is good to point out literary devices in books, but mostly enjoy them. But it is also good that they take a few books throughout the year and really examine them. I feel like that is a good balance
Literary Analysis 10.26.06
Prior to 2005, there was no teaching of literary analysis in any level except British Literature. Level 100 and up occasionally mentioned literary terms, but it was more a peripheral item, not direct teaching of the terms.
In 2006 the Literature Guide for level 200 has a concentrated focus on teaching literary analysis, focusing on setting, characters, point of view, conflict, and theme. Where there used to be dictation, etc., the schedule pages now just include the basic schedule for those items recommended for use in level 200. All creative expression assignments have been moved to the literature guide.
For the majority of the books there will be a descriptive section at the beginning of the notes for that book focusing on the 5 areas, providing questions the student should be looking to answer, etc. Then there are the comprehension questions and vocabulary (as in previous years). At the end of the section for that book there is a review section again focusing on the literary terms. Next follows the creative expression assignments, with the majority focusing on a literary theme. They also tried to make the assignments more creative in nature (i.e. an option in place of doing the research report is to create a radio program, etc.).
There is also a 4 or 5 page literary analysis overview that provides the initial instruction of the literary terms, defining them and providing brief examples.
The 2006 level 7 IG does include some literary introduction, defining a lot of the terms and briefly introducing them.
The 2006 level 100 IG has been revised to fully integrate literary analysis instruction and composition with the Reading program. There is no longer a separate LA 140 IG; all is included in the Core 100 IG. Due to this revision Sonlight chose to remove a number of books to allow time for the student to more fully focus on the literary analysis of the remaining selections.
The literature study guide in Levels 100 and 200 were written to the student in the belief that this age students are capable of working more independently. There are separate student pages and answer keys.