Riham El Nahas Riham El Nahas

Features of a memo
Upper Intermediate level

Description

In this lesson students will be exploring the features of a memoir through the practice of reading a number of chapters from Eat Pray Love (2006) by Elizabeth Gilbert. The students will also discuss the techniques used by the author to write her memoir.

Materials

Abc book
Abc Flash cards
Abc pictures

Main Aims

  • By the end of this lesson ss will have developed a deep understanding of the features of a memoir through the practice of reading the novel under discussion. By the end of this session ss will also be able to identify the main characteristics of of a memoir and analyze how authors use them in writing a memoir.

Subsidiary Aims

  • 1. to develop critical thinking skills through the practice pf analyzing the text.
  • 2. to improve students' ability to identify literary techniques such as theme, characterization, narrative structure.
  • 3. to foster a deeper appreciation for the value of memoirs in female literature.
  • 4. to enhance students' abilities to write effectively by practicing the creation of their own memo.
  • 5. to improve students' ability to engage in group discussions.

Procedure

Warmer/Lead-in (5-5 minutes) • To set lesson context and engage students

Divide ss into 3 groups. Show each group a quote from the text under discussion. Then ask ss to guess what the quote means. Then ask ss to guess the general mood of the three quotes, how the author feels, what the author is trying to do. In then end, ask ss to guess if the author is a male or a female and mention why they think so.

Pre-Reading (10-10 minutes) • To prepare students for the text and make it accessible

Let the ss watch the trailer of a movie adapted from the text book. Before doing so they need to read the discussion questions. After they watch the trailer ss discuss the questions with their teacher to figure out the main theme of the movie and the text as well. Then ss are asked to find some flash cards on the walls of the classroom that explain the features of both the autobiography and the memoir. The ss are asked to move around the room take the flash cards and attach them to the genre they belong to. The teacher demonstrates the first one for them. Then in one big group discussion, ss understand the features of a memoir.

While-Reading (15-15 minutes) • To provide students with less challenging gist and specific information reading tasks

ss are to be divided into pairs and are asked to read the text under analysis. Then in pairs they discuss the questions they have at hand/ on the board to find out and analyze the features of the memoir used in this text. Then each pair present their ideas to the rest of the class.

Post-Reading (15-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

ask ss to write their own memoir on a significant change or transformation they undewent. This could be a physical, emotional, or spiritual change, or a change in their beliefs, values, or priorities. ss must reflect on the circumstances that led to this transformation, the challenges they faced, and the lessons they learned.

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