curriculum management system...note: the teacher can choose stories from both categories to...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Language Arts IV:

Monsters in Literature Grade: 12

For adoption by all regular education programs Board Approved: October 2013 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3

Mission, Vision, Beliefs, and Goals Page 4

Core Curriculum Content Standards Page 5

Scope and Sequence Pages 6-7

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 8-36

Pages 39-40

Quarterly Benchmark Assessment Pages 37-38

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ira Tessler, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Louis C. Masters Mr. Doug Poye

Mr. Anthony Prezioso

Jamesburg Representative Mr. Robert Czarneski

WRITER’S NAME

Robert Byrnes

CURRICULUM SUPERVISOR Dr. Kelly F. Roselle

mailto:[email protected]



Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

Scope and Sequence

Quarter 1

Unit Topics(s)

I. Poetic Incarnations An exploration of poetic devices and their use in the depiction of various levels of monstrosity. (chosen from the following) A. “Horror Movie” – Howard Moss B. “Frankenstein” – Edward Field C. “Curse of the Cat Woman” – Edward Field D. “The Hag” – Robert Herrick E. “Metamorphosis of a Vampire” – Charles Baudelaire, translated by Edna St. Vincent Millay F. “Jabberwocky” from Through the Looking Glass – Lewis Carroll G. “War Is Kind” – Stephen Crane H. “’pity this busy monster, manunkind” – e. e. cummings I. “The Whipping” – Robert Hayden II. Playing God An exploration how authors utilize various techniques to explore the ramifications of unbridled scientific experimentation. (chosen from the following) A. Frankenstein – Mary Shelley B. The Island of Dr. Moreau – H. G. Wells

III. Without and Within An exploration of short works of fiction that examine, through the use of various rhetorical techniques, monsters that manifest themselves both externally and internally.

(chosen from the following) The Outer Horror

A. “The Little Girl and the Wolf” – James Thurber B. “The Werewolf” – Angela Carter C. “The Monster and the Maiden” – Roger Zelazny D. “The Bride of Frankenstein” – Mike Resnick E. “To Serve Man” – Damon Knight F. “The Tale of a Computer That Fought a Dragon” – Stanislaw Lem G. “Cassandra” – C. J. Cherryh H. “The Pear-Shaped Man” – George R. R. Martin

The Inner Horror

I. “Rappaccini’s Daughter” – Nathaniel Hawthorne J. “Hop-Frog” – Edgar Allan Poe K. “A Good Man Is Hard To Find” – Flannery O’Connor L. “Where Are You Going, Where Have You Been?” – Joyce Carol Oates M. “Kiss Me Again, Stranger” – Daphne du Maurier N. “Old MacDonald Had a Farm” – Mike Resnick O. “The Vigilant Rabbit” – David Sedaris P. “Who Shall Dwell” – H. C. Neal

Note: The teacher can choose stories from both categories to construct one unit, or each category can be taught as a separate unit. In the latter case, one unit will be taught during the second quarter. If desired, stories can be taught in conjunction with major works.

Scope and Sequence

Quarter 2

Unit Topics(s)

I. The Aberrant Mind An exploration of various ways in which authors examine the diseased mind and its insidious effects on the innocent and unwary. (chosen from the following) A. In Cold Blood – Truman Capote B. Strangers on a Train – Patricia Highsmith II. Sanctuary An exploration of the physical and psychological ramifications of cruelty and an unstable environment on individuals, focusing on the use of narrative techniques and literary devices. (chosen from the following) A. The Kite Runner – Khaled Hosseini B. A Long Way Gone – Ishmael Beah

Quarter I – Unit 1 Poetic Incarnations

Stage 1 Desired Results ESTABLISHED GOALS Reading

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,

Transfer Students will be able to independently use their learning to… • Analyze how the use of poetic devices contributes to the expression of central ideas and

themes. • Define and explore the characteristics of monsters and monstrous behavior in literature as well

as real-life situations. • Ascertain a writer’s perspective in both written and oral forms, using supporting details as

evidence. • Recognize and appreciate the role of irony in texts and other forms of media.

, Meaning

UNDERSTANDINGS Students will understand that… • Monsters pose not only physical threats, but

psychological, as well. • A poet’s choice of words and use of literary

devices enables him to express his ideas in a distinctive manner.

• A poet’s perspective is verified through the use of evidence culled from the text.

• By discovering and reflecting on instances of monstrous behavior displayed in literature, students can make connections with contemporary experiences.

• A thesis is developed through credible, textual evidence.

ESSENTIAL QUESTIONS • What are the characteristics of a monster? • Why do authors choose to write in various

forms, such as poetry? • How do poetic devices aid poets in the

expression of their perspectives?

Acquisition Students will know… • Poetic devices (e.g., alliteration, imagery,

metaphor). • The role of structure (e.g., stanzas) in

poetry.

Students will be skilled at… • Identifying and analyzing the use of poetic

devices to develop themes. • Identifying and discussing the point of view

developed in poems.

and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.6 Use technology including the internet, to produce, publish, and update individual or shard writing products in response to ongoing feedback, including new arguments or information.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. L.9-12. 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking/Listening

SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.) SL.11.12.2 Integrate multiple sources of information presented in diverse formats and

• The meaning and use of irony. • Ways by which points of view are

presented. • Vocabulary utilized in poems. • The difference between denotation and

connotation. • How to form and develop a thesis.

• Noting how poems develop ideas that reflect the times in which they were written, as well as timeless concepts.

• Supporting interpretations in both writing and speaking through textual evidence.

• Defining vocabulary and applying it to new contexts.

media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL 11-12.4 Present information, findings, and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Quarter 1 – Unit 1 Stage 2 Evidence

Evaluative Criteria Assessment Evidence • Concise identification and analysis of the

use of poetic devices • Quality of contributions to class discussions • Development of thesis • Use of supporting details • Identification and discussion of themes • Rubrics

PERFORMANCE TASK(S): • Students read the Howard Moss poem “Horror Movie,” identifying specific aspects of the poem

representative of the horror movie genre. Students reflect on how aspects of the poem portray the typical Hollywood monster. The discussion extends into Moss’ use of poetic devices, particularly imagery and alliteration, to color his portraits of the various monsters. The final couplet of the poem (“Make the blood flow, make the motive muddy. / There’s a little death in every body.”) is discussed at length. The lesson culminates in a written assignment, wherein students analyze Moss’ use of poetic devices to create a portrait of one of the monsters.

• Denotation and connotation are explored through Lewis Carroll’s “Jabberwocky.” First, have students watch a dramatic reading of the poem on their iPads (http://www.youtube.com/watch?v=ZpKcqraRdfs) and discuss the tone and mood of the reading. After a study of the poem, students create their own versions of the poem, creating a logical monster tale by substituting real words for Carroll’s nonsense words. Finally, students watch the Muppets’ tongue-in-cheek rendering of the poem (http://www.youtube.com/watch?v=nm9o6DH_uzE) and comment on the comedic interpretation.

• The concept of irony is explored through the study of Stephen Crane’s “War Is Kind.” Students address the ironic aspects of the poem in written form, using supporting details to substantiate their thesis.

• Unit test on monster poetry, through which students display ability to analyze the use of poetic

http://www.youtube.com/watch?v=ZpKcqraRdfs

http://www.youtube.com/watch?v=nm9o6DH_uzE

language.

• Quality of research • Contributions to seminars • Attentiveness • Application of skills • Creativity and originality • Depth of reflective writing • Concise and accurate thesis • Use of textual evidence

OTHER EVIDENCE: • Pre-Test on poetic devices • Worksheets on poetic devices • Formative assessments in the form of quizzes on selected poems. Quizzes are open-ended and

focus on ways by which the poets develop their central ideas. • iPad and app research • Socratic seminar on a poem by Herrick, Baudelaire, and/or Field. Students engage in

conversations centering on the effectiveness of the poet’s use of poetic devices to build his perspectives. Students complete a reflective writing at the end.

• Group work and reports, using texts, the internet, and apps. • Class discussions on the development of thematic ideas in selected poems through the use of

poetic devices. • Essay writing on selected poems. Students effectively form a thesis and develop it, using

supporting evidence from the text. • Creation of an imitative poem based on Carroll’s “Jabberwocky.” • Post-test on poetic devices t

Quarter 1 – Unit 1 Stage 3 Learning Plan

Summary of Key Learning Events and Instruction • Pre-assessment of students’ knowledge of poetic devices. The pre-test consists of four passages that effectively utilize alliteration, personification,

a metaphor, or imagery. Students, in small groups, identify the dominant device used in each passage and how it aids in the development of meaning. Each group discusses their findings with the class.

• Students complete and discuss worksheets on identifying poetic devices (http://www.ereadingworksheets.com/...ces-answers.html). Students study and discuss the definitions of various devices, then complete selected worksheets, sharing their conclusions with the class. Responses focus on how the devices function in the examples to build meaning.

• Discussion and analysis of Howard Moss’ “Horror Movie.” • Students are divided into groups. Using their iPads, they research Frankenstein’s monster, both as Mary Shelley created him in her novel and how

he was portrayed in the 1931 movie. Using this information, students individually read Edward Field’s “Frankenstein.” As a quiz, students cite one similarity and one difference between the novel and movie, using supporting evidence from Field’s poem.

• Students study the devices used to portray monsters in poems by Robert Herrick, Charles Baudelaire, and/or Edward Field. Socratic seminars are utilized for any or all of the poems. After a study of one or all of the poems, students can use the Apple “Monster Tales” app on their iPads to create a representation of one of the monsters.

• Study of Lewis Carroll’s “Jabberwocky” and creation of an imitative poem. • Reading and analysis of e. e. Cummings “’pity this busy monster, manunkind.” Focus is on cummings’ unorthodox use of spelling, word placement,

http://www.ereadingworksheets.com/

and combinations of words. Students debate the efficacy of cummings’ style of writing. • Construction of an essay on the use of irony in Stephen Crane’s “War Is Kind.” • After reading Robert Hayden’s “The Whipping,” students explore the psychological ramifications of child abuse through discussions focusing on

Hayden’s portrait of the child and mother. In small groups, they focus on how Hayden uses details to convey the multi-layered despair in the poem. Each group reports its findings to the class, followed by a general discussion.

• Unit test on poetry, focusing on poetic devices and development of perspective and themes. • Post-assessment on poetic devices. Students construct an essay in which they analyze how poetic devices serve to build meaning in a poem.

Students are given a choice of poems (that were studied in class) and devices. Students’ success is gauged by their ability to substantiate their contentions with evidence from the text.

Suggested Learning Resources: • Handouts of poems (a few can be found online) • Internet sites • iPads • Apple apps: “Figurative Language,” “Monster Tales”

Quarter 1 – Unit 2 Playing God



RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (recorded live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.


Transfer Students will be able to independently use their learning to… • Examine the advances of science and technology from a moral perspective. • Assess the wisdom of the motives and actions of characters in literature. • Analyze rhetorical techniques used to develop themes in literature. • Recognize dystopian aspects of society.

Meaning UNDERSTANDINGS Students will understand that… • So-called intelligent people often commit

unwise acts because of personal zeal. • Tragedy often ensues when there is a lack

of moral and ethical behavior. • The identification of a monster is often a

matter of perspective. • A skillful piece of literature demonstrates

writing techniques that extend far beyond plot development.

ESSENTIAL QUESTIONS • Should there be limitations to scientific

inquiry and experimentation? • What role should morals and ethics play in

the scientific community and society? • What is the value of an individual life?

Acquisition Students will know… • Background information on the life and

literature of Mary Shelley or H. G. Wells. • Plot elements. • Methods of characterization. • Narrative techniques (e.g., point of view,

dialogue, foreshadowing). • Literary devices (e.g., imagery, symbolism). • Scientific terms (e.g., cloning, vivisection). • Utopias and dystopias. • Uses of irony. • Vocabulary used in novels.

Students will be skilled at… • Recognizing thematic concerns in works. • Interpreting literary devices. • Evaluating the motives and actions of

characters. • Defining vocabulary in context. • Creating and developing a thesis. • Using supporting details in a precise and

effective manner. • Analyzing the ramifications of monstrous

behavior in literature and life.

RI9-12.10 Read and comprehend literary nonfiction in grades 9-12. Writing

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.6 Use technology including the internet, to produce, publish, and update individual or shard writing products in response to ongoing feedback, including new arguments or information.

W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

L.11-12.1 Demonstrate command of the conventions of English grammar and usage

when writing or speaking.


SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.) SL.11.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL11-12.4 Present information, findings, and supporting evidence conveying a clear and

distinct perspective such that listeners can follow the line of reasoning, alternative opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal tasks.


Evaluative Criteria Assessment Evidence • Concise analysis of the significance of

events and the development of key ideas • Quality of contributions to seminar • Development of thesis • Use of supporting details • Writing style • Rubrics

PERFORMANCE TASK(S): • Quizzes on successive chapters of the novel, formatted as open-ended questions. Students are

assessed on the accuracy of their answers as well as the quality of their writing. • Socratic seminar that considers the statement “Knowledge is power.” Students consider the

statement in connection with the novel, considering how Victor or Moreau utilizes his knowledge and power. The discussion extends into the realm of morality and ethics, as students either support or condemn the scientists’ actions, using supporting evidence from the novel.

• Essay assignments: Students analyze Victor or Moreau as the real monsters in their respective novels. Students form a thesis from the prompt and develop the thesis using supporting evidence from the novel.

• Unit test on novel: Students reveal their understanding of the development of themes and use of literary devices to build meaning.

• Quality of research • Contributions to class discussions • Attentiveness • Application of skills • Creativity and authenticity • Rubrics

OTHER EVIDENCE: • Students read and discuss articles dealing with cloning or vivisection on their iPads: “A

Warning as Science Catches Up On Cloning” – New York Times (http://www.nytimes.com/...-catches-up-on-cloning.html) or “Animal Research: Groupthink in Both Camps” (http://chronicle.com/...esearch-Groupthink-in/125238). Students annotate the article, identifying five salient points that they share with the class.

• Completion of study guide questions, through which students reveal their level of reading comprehension.

• Students complete story maps, plotting the important events in the novel. Maps focus on setting, characters, events, and conflicts

• Think-pair-share assignments: Students are given a thematic topic developed in the novel (e.g., society, temptation). Each group discusses how the topic is developed and illustrated in the novel, serving to convey the author’s perspective on the topic. The same format can be used to consider the author’s use of irony in the novel.

http://www.nytimes.com/...-catches-up-on-cloning.html

http://www.nytimes.com/...-catches-up-on-cloning.html

http://chronicle.com/...esearch-Groupthink-in/125238

• Using their iPads, students research and present real-life instances of the disastrous effects of toying with nature, using written and media resources.

• Mock trial of Victor or Moreau: For Frankenstein, the monster sues Victor for malpractice and emotional and physical distress. For The Island of Dr. Moreau, one of the Beast Men sues Moreau for the same reasons. Students are selected to play various characters (both living and dead) from the novel. Other roles required: A judge, bailiff, lawyers, and jurors. Students can familiarize themselves with their roles and legal terms by visiting any number of sites, among them http://www.nolo.com/dictionary and the Apple app “Law Guide.” Students are given time to prepare their roles, which involves reviewing the events in the novel. Eventually, the trail ensues and a verdict is reached. Students’ performances are evaluated on the strength and accuracy of their portrayals, using a rubric.

Quarter 1 – Unit 2

Stage 3 Learning Plan Summary of Key Learning Events and Instruction

• Pre-assessment of students’ knowledge of cloning (for Frankenstein) or vivisection (for The Island of Dr. Moreau). Students reveal the extent of their knowledge of the controversial scientific techniques in an informal writing.

• Students read, annotate, and discuss articles dealing with cloning or vivisection, using their iPads. • Background discussion of the life and career of Mary Shelley or H. G. Wells, particularly in regard to the science fiction genre. • Guided and independent reading of the novel: In-class oral reading and independent home reading. • Completion of study guide questions. • Completion of story maps. • Formative assessments in the form of quizzes and short writing assignments to assess reading comprehension. • Think-pair-share assignments: Students address thematic elements within the novel (e.g., society, temptation) and share their findings with the

class. • Socratic seminar on “Knowledge is power.” • Discussion of utopias and dystopias, extending into the worlds of Frankenstein or Moreau as dystopias. • Essay on Victor or Moreau as the monster in the novel. • Group research using iPads: The disastrous effects of toying with nature in the modern world. • Mock trial of Victor or Moreau. • Unit test on novel, which serves as a post-assessment.

Suggested Learning Resources: • Frankenstein – Mary Shelley • The Island of Dr. Moreau – H. G. Wells • Internet sites • iPads • Apple apps: “Literature Encyclopedia,” “ Law Guide,” “Science Dictionary+,” “Science Research”

http://www.nolo.com/dictionary

Quarter 1 – Unit 3 Without and Within




RL.11-12.6 Determine the author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.


RI9-12.10 Read and comprehend literary nonfiction in grades 9-12.

Transfer Students will be able to independently use their learning to… • Interpret the personalities and actions of characters from a moral and ethical standpoint. • Determine how perspective colors the interpretation of a literary work. • View the motives of both characters and people with a more sophisticated eye. • Consider the differences between themselves and others more sympathetically. • Gain practical ideas for a more examined, mindful approach to life.

Meaning UNDERSTANDINGS Students will understand that… • Evil in the world is not limited to the

supernatural or unfamiliar. • Forces of nature and society can be

benevolent or violent, often dependent upon circumstances.

• Power can be a monstrous weapon. • The failure to recognize the humanity of

others leads to heinous behavior. • Often, monstrous behavior is a matter of

perspective. • Satire seeks to remedy societal concerns.

ESSENTIAL QUESTIONS • How does an author’s use of point of view

affect the reader’s perception of characters and events?

• How is literature utilized to express concerns about life and humanity?

• Why are cautionary tales important and relevant?

Acquisition Students will know… • Plot elements. • Methods of characterization. • Details of setting. • Point of view and perspective. • Tools of satire. • Literary devices previously studied. • Vocabulary in stories. • How to locate quality supplemental

material. • Allusions.

Students will be skilled at… • Expressing philosophical views fostered by

the study of works of literature. • Determining a writer’s or speaker’s point of

view as well as its importance to a work. • Recognizing satirical elements in literature

and other forms of communication. • Supporting their contentions with verifiable

evidence. • Using technology and media to effectively

present information.

Writing

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.6 Use technology including the internet, to produce, publish, and update individual or shard writing products in response to ongoing feedback, including new arguments or information.


L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.

L.9-12. 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking/Listening

SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.) SL.11.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL 11-12.4 Present information, findings, and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal tasks.


Evaluative Criteria Assessment Evidence • Quality of annotations • Insightfulness of reading/analysis • Formation of thesis • Selection of detail as supporting evidence • Structure of ideas • Strength of oral arguments • Comprehension of facts • Rubrics

PERFORMANCE TASK(S): • Students read and annotate Zelazny’s “The Monster and the Maiden” in class. Students

complete a short writing in which they assert who they think is the monster in the story, using details from the story to support their contentions. A class discussion follows, focusing on how the author builds his story on the reader’s assumptions, then, disproves them through point of view.

• Quizzes on selected stories (e.g., Hawthorne’s “Rappaccini’s Daughter,” Poe’s “Hop-Frog,” du Maurier’s ”Kiss Me Again, Stranger”), formatted as open-ended questions. Quizzes focus on writing techniques (e.g., characterization, structure, selection of detail) as well as plot. Students are assessed on the accuracy and depth of their answers as well as the quality of their writing.

• Have students write a short essay in which they analyze how the author of either “The Monster and the Maiden” or “The Bride of Frankenstein” uses point of view to affect the reader’s perception of the “monster” in the story. The essay should deliver a strong thesis that is supported by convincing evidence from the story. This assignment serves as a post-test.

• After reading Resnick’s “Old MacDonald Had a Farm,” conduct a philosophical chairs session in which students sit in sections determined by whether they agree, disagree, or are uncertain about a philosophical viewpoint considered in the story. Sample statements for discussion and debate are “The end justifies the means” and “Sacrifices must be made for the greater good.”

• Attention to detail • Quality of contributions to class discussions

and group work • Development of thesis • Use of supporting details • Graphic organizer • Use of vocabulary • Quality of research • Rubrics

OTHER EVIDENCE: • Pre-assessment on point of view: Students are posed with the question “How does point of view

affect a story?” In a short, informal writing, they respond, using examples from literature they have read to support their contentions.

• After the study of Thurber’s updating of the Little Red Riding Hood story (“The Little Girl and the Wolf”), students form small groups. Each group selects a fairy tale that depicts a monster or villain of some sort. Students locate the original tales on their iPads using any number of sites, including http://www.eastoftheweb.com/...ections/ClassFair.shtml and Apple Fairy Tales apps. The group creates a new version of the story, altering the ending and providing a moral. Students present their fables to the class, acting out the various parts.

• After studying Knight’s “To Serve Man,” students form small groups and construct a news article generated by the ending of the story. Articles can focus on a variety of topics: the Kanamits themselves, the United Nations reaction, plans for reprisals, etc. Students fashion a front page banner and story, using available using technology to enhance their presentations.

• After reading Lem’s “The Tale of a Computer That Fought a Dragon,” have students debate the benefits of technology. Students form small groups. Each group conducts research on their

http://www.eastoftheweb.com/...ections/ClassFair.shtml

iPads, finding articles that either support or condemn unlimited technological freedom. Each group presents its finding to the class.

• Discussion of the genre of satire – its aim and tools. Students, using either Hawthorne’s “Rappaccini’s Daughter” or Sedaris’ “The Vigilant Rabbit,” construct a graphic organizer that identifies and analyzes the elements of the story that contribute to the development of the author’s satirical target. Using the organizer, students construct a paragraph in which they identify the theme of the story, which is supported by evidence.

• After studying Oates’ “Where Are You Going, Where Have you Been?”, students research aspects of the real-life event that inspired Oates, using their iPads. There are several sites that detail the murders of Charles Schmid, including http://murderpedia.org/...s/schmid-charles-howrad.htm and http://www.trutv.com/.../predators/schmid/sand_1.html. Students discuss the information gathered and compare it to Oates’ rendering of the event. Students complete a reflection sheet at the conclusion of the discussion, detailing their reactions to Oates’ treatment of the story. The lesson can be extended into a discussion of how the Bob Dylan song “It’s All Over Now, Baby Blue” served as an inspiration for the story and how it is reflected in the story.

• Students read and analyze Cherryh’s “Cassandra,” focusing on the allusion to Greek mythology and the power/curse that confronts the protagonist. Have students ruminate on a power that, if acquired, would give them great power, but also be a curse. Students share responses with the class.

• Unit test on stories: Students reveal their understanding of the development of thematic perspectives and use of literary devices and techniques to build meaning.



• Pre-Assessment: Students complete a short writing on how authors utilize point of view in stories. • Discussion of how writers convey their perspectives on important ideas and issues through the use of point of view. • Reading and analysis of the fairy tale “Little Red Riding Hood,” the fable “The Little Girl and the Wolf,” and the story “The Werewolf.” • Creation and presentation of an updated fairy tale. • Reading and analysis, focusing on perspective, of Zelazny’s “The Monster and the Maiden.” • Post-Assessment: Essay on the use of point of view in either “The Monster and the Maiden” or ‘The Bride of Frankenstein.” • Open-ended quizzes on selected stories. • Construction of a news article based on the events in Knight’s “To Serve Man.” • Following the study of Lem’s “The Tale of a Computer That Fought a Dragon,” students debate the benefits of technology. • Short writing on use of satirical elements to develop theme in Hawthorne’s “Rappaccini’s Daughter” or Sedaris’ “The Vigilant Rabbit,” • Research, discussion, and reflection sheet on Oates’ “Where Are You Going, Where Have You Been?” • Discussion of the use of allusions in literature. Research on Cassandra in Greek mythology (Apple app “Myths – Greek”

or http://www.pantheon.org/articles/c/cassandra.html) and application to Cherryh’s story. Discussion of and writing about power as a curse.

http://murderpedia.org/...s/schmid-charles-howrad.htm

http://murderpedia.org/...s/schmid-charles-howrad.htm

http://www.trutv.com/.../predators/schmid/sand_1.html

http://www.pantheon.org/articles/c/cassandra.html

• Quiz on Resnick’s “Old MacDonald Had a Farm,” followed by a philosophical chairs session debating animal rights. • Discussion of the cautionary tale. Examination of selected stories (e.g., Neal’s “Who Shall Dwell,” Lem’s “The Tale of a Computer That Fought a

Dragon”) as warnings to mankind. • Short story unit test.

Suggested Learning Resources: • Handouts of stories (some are available online) • iPads • Internet sites • Apple apps: “Fairy Tales – Grimm Brothers,” “Fairy Tales – Hans Christian Anderson,” “Myths – Greek,” “Myth Quiz” • Music – “It’s All Over Now, Baby Blue”

Quarter 2 – Unit 1 The Aberrant Mind

Stage 1 Desired Results ESTABLISHED GOALS Reading RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.9 Demonstrate knowledge of 18th, 19th, 20th century foundational works of American literature including how to or more texts from the same period treat similar themes or topics.

Transfer Students will be able to independently use their learning to… • Analyze the personalities and actions of fictional characters, striving to uncover psychological

reasons for their behavior. • Analyze how entrenched beliefs affect human behavior, both positively and negatively. • Recognize and evaluate aspects of the human condition in diverse forms of literature. • Reflect upon their own beliefs and how they impact upon others. • Identify and discuss the characteristics of particular genres of literature. • Recognize how familiarity with violence leads to insensitivity and callousness.

Meaning UNDERSTANDINGS Students will understand that… • Monsters in society often possess complex,

multifaceted personalities. • Feelings of alienation often lead to

senseless human behavior. • Psychopaths display an indifference to the

world. • Fiction explores and, often, mirrors societal

problems and concerns. • Good writers probe the psyches of their

characters.

ESSENTIAL QUESTIONS • What are the chief characteristics of a

psychopath? • How do skewed belief systems and codes of

conduct produce abnormal behavior? • What is the effect of continued exposure to

violence on the individual and society?

Acquisition Students will know… • Characteristics of psychopathic behavior. • Terms related to psychopathy. • Plot and significant events. • Methods of characterization. • Point of view, including shifts. • Significant use of setting. • Literary devices, such as imagery. • Characteristics of the non-fiction novel or

the noir novel.

Students will be skilled at… • Identifying and discussing aberrant

behavior in characters. • Speculating on the psychological impetus

for aberrant behavior, offering textual evidence as support.

• Discussing the possible ramifications of an obsession with dreams or fantasies.

• Identifying and exploring aspects of the novel’s genre.


RI9-12.10 Read and comprehend literary nonfiction in grades 9-12. Writing W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.6 Use technology including the internet, to produce, publish, and update individual or shard writing products in response to ongoing feedback, including new arguments or information.


W.9-12.9 Draw evidence from literary or informational texts to support analysis,

• Developing a thesis. • Discussing the development of thematic

ideas in texts. • Understanding what works of literature

convey about the human condition. • Recognizing and evaluating sensationalism

in the media.

reflection, and research.

L.9-12. 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking/Listening

SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.) SL.11.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL 11-12.4 Present information, findings, and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal tasks.


Evaluative Criteria Assessment Evidence • Reading comprehension • Insightfulness of responses • Quality of jigsaw charts and discussion • Reflection sheets • Well-focused thesis • Use of supporting evidence • Contributions to Socratic seminar • Presentation of facts • Rubrics

PERFORMANCE TASK(S): • Quizzes on successive chapters of the novel, formatted as open-ended questions. Students are

assessed on the accuracy of their answers as well as the quality of their writing. • Jigsaw exercise: Students are divided into groups of four. Each member of the group researches

instances in the novel that illustrate Dick’s or Bruno’s psychotic behavior, focusing on: a. lack of true insight, b. poverty of emotions, c. need for stimulation, and d. lack of empathy. Students follow the normal cycle of documentation and sharing. While in their “expert” groups, students should create charts to share with members of their original groups. After students have shared their findings within their groups, an individual assessment will be administered to ascertain the extent of the insight each student gained.

• Students write a compare/contrast essay analyzing the characters of Dick and Perry or Bruno and Guy. Students focus on at least two ways in which the characters act or think similarly and two ways in which they act or think differently. Students tie their contentions to a thematic element of the novel.

• Unit test on the novel: Students reveal their understanding of the development of characters, themes, and use of literary devices to build meaning.

• Socratic seminar on justice: Patricia Highsmith stated, “I find the public passion for justice quite boring, for neither life nor nature cares whether justice is done or not.” Students debate the question, backing up their assertions with evidence from the novel as well as real life. Students complete a reflective writing at the end.

• Annotations • Quality of group work • Depth of journal entries • Creativity • Effective use of technology • Contributions to class discussion • Attentiveness • Effective use of technology for projects • Effective use of research • Rubrics

OTHER EVIDENCE: • Students, using their iPads, read and annotate the article “The List of Psychopathy Symptoms”

by Cleckley and Hare (http://psychopathyawareness.wordpress.com/...ymptoms/). After reading the article, the class breaks up into small groups to discuss the symptoms at length. Each group chooses a spokesperson who reports on which symptoms the students find to be a. most recognizable, b. most potentially dangerous, and c. least dangerous when not combined with a number of other symptoms. Students defend their answers, using knowledge or experiences.

• As students read and analyze the novel being studied, they keep a journal in which they record examples of psychopathy manifested in the behavior of Dick (In Cold Blood) or Bruno (Strangers on a Train). Journal entries are periodically read in class and assessed by the teacher.

• Think-pair-share assignments: Students are given a thematic topic developed in the novel (e.g., the outsider, indifference to the world). Each group discusses how the topic is developed and illustrated in the novel, serving to convey the aberrant psyche of Dick or Bruno.

http://psychopathyawareness.wordpress.com/...ymptoms/

• Class discussion of the portrayal of minor characters in the novel and how their portrayals contribute to the meaning of the work as a whole.

• Viewing of the movie adaptation of the novel. Students watch the movie and take notes on how the film adaptation differs from the original text. Using two or three concrete examples from the film, students construct a written argument, in the form of a movie review, which favors or opposes the film alterations. Students’ arguments should be based on the novelist’s artistic vision. For example, do the changes in the movie expand upon or detract from the novelist’s exploration of characters and themes? Students can consult any number of movie reviews on the Internet as models.

• Students, in small groups, design a new book jacket for the novel, utilizing personal skills or technology. Students present their book jackets to the class, explaining their rationale for the jacket’s design.

• Students, using their iPads, read and annotate Joe Goebel’s article “Media and Violence” (http://www.ppu.org.uk/...media_violence_survey-c.html). The class debates the strengths of Goebel’s findings. Students independently research the public’s and media’s fascination with violence, locating similar articles as well as actual media reports that seem to glorify violence. Using the evidence they found, students write an essay in which they illustrate the desensitizing effects of sensationalized violence on individuals and society.



• Pre-Assessment: Students are asked to list what they feel are five characteristics of psychopaths. Student’ lists are shared and discussed with the class.

• Independent reading and group work on “The List of Psychopathy Symptoms.” • The pertinent literary genre of the novel being studied is discussed. Characteristics of the non-fiction novel (In Cold Blood) and the noir novel

(Strangers on a Train) are explicated and discussed at length. A chart of the salient characteristics is created on the board. • Guided and independent reading of the novel: In-class oral reading and independent home reading. • Completion of study guide questions. • Class discussion of the setting of the novel and its relevance to the author’s purpose. • Open-ended and multiple choice quizzes on chapters of the novel. • Discussion of dreams and fantasies as non-psychopathic symptoms and their role in the life of either Dick or Bruno. • Analysis of the writer’s use of imagery to enhance the atmosphere of the novel. • Think-Pair-Share activity involving a thematic aspect of the novel. • Discussion of the use of point of view in the novel. • Jigsaw exercise in which students explore the psychopathy of Dick or Bruno. • Compare/Contrast essay exploring the two main characters in the novel. • Class discussion of the portrayal of minor characters in the novel.

http://www.ppu.org.uk/...media_violence_survey-c.html

• Unit test on the novel (serves as post-assessment). • Viewing of the film adaptation of the novel and construction of a movie review. • Group work involving the designing of a new book jacket for the novel. • Socratic seminar on justice. • Students, using their iPads, read and discuss the article “Are All Presidents Psychopaths?” (http://www.dailymail.co.uk/...-fearless-dominant.html).

Students discuss how traits of psychopaths enable leaders to be successful. This can be extended into the personalities of CEOs and bosses. • Reading and discussion of the media and violence, followed by research and an essay on the topic.

Suggested Learning Resources: • In Cold Blood – Truman Capote • Strangers on a Train – Patricia Highsmith • handouts • iPads • Internet sites • DVDs: In Cold Blood (1967), Strangers on a Train (1951) • Apple apps: “Literature Encyclopedia,” “Mental Health (iGuide)”

http://www.dailymail.co.uk/...-fearless-dominant.html


Sanctuary Stage 1 Desired Results

ESTABLISHED GOALS Reading



RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where a story is set, how the action is ordered, how the characters are introduced and developed).


Transfer Students will be able to independently use their learning to… • Examine the repercussions of cruelty on individuals in texts and real life. • Determine how a lack of personal safety affects a person’s view of himself as well as the

development of his character. • Recognize works of literature as records of human experience. • Assess the importance of psychological settings in fiction and non-fiction. • Interpret symbols in literary works.

Meaning UNDERSTANDINGS Students will understand that… • The lack of a stable environment exerts

profound effects on individuals. • In a world of chaos and change, the only

sanctuary may be in oneself. • History illustrates mankind’s unfortunate

penchant for cruelty. • Symbols serve to illuminate the meaning in

texts. • An author’s presentation of ideas

contributes to the novel’s overall aesthetic impact.

ESSENTIAL QUESTIONS • How are individuals affected by a lack of

sanctuary? • What role does environment play in the

development of a person’s character? • What occurs when the normal restraints on

human cruelty are removed?

Acquisition Students will know… • Pertinent historical data. • Plot and significant events. • Methods of characterization, both direct

and indirect. • Important components of the settings. • Significance of details. • Symbols and their use in the text. • Vocabulary used in the novel.

Students will be skilled at… • Recognizing and discussing the

ramifications of inhumane behavior. • Analyzing the impact of disorder on the

lives of individuals. • Noting the various ways, both directly and

indirectly, that characters are developed in texts.

• Identifying and discussing past and current


RI9-12.10 Read and comprehend literary nonfiction in grades 9-12. Writing

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.6 Use technology including the internet, to produce, publish, and update individual or shard writing products in response to ongoing feedback, including new arguments or information.

W.11-12.8 Gather relevant information from multiple authoritative print and digital sources,

• The meaning and use of literary devices previously studied.

• Rules of debate.

societal problems. • Recognizing and interpreting symbols. • Analyzing the development of themes in

literature. • Annotating texts. • Evaluating their own evidence when

interpreting portions of texts. • Developing and supporting a thesis. • Locating and utilizing Internet sources as

supplemental material.

using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

L.11-12.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.


SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grades 9-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.) SL.11.12.2 Integrate multiple sources of

information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL11-12.4 Present information, findings, and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL11-12.5 Make strategic use of digital media in presentation (e.g., textual, graphical, audio, visual, and interactive elements) to enhance understanding of findings, reasoning, and evidence and to add interest.


Evaluative Criteria Assessment Evidence • Reading comprehension • Insightfulness of responses • Presentation of facts • Level of analysis • Organizational skills • Well-focused thesis • Use of supporting evidence • Contributions to think-pair-share

assignment • Communication of ideas • Evidence of critical thinking skills • Rubrics

PERFORMANCE TASK(S): • Group Consensus Discussions: Students are divided into small groups. A significant event from

the novel is referenced and discussed. The event involves a character who makes a dramatic decision that affects him and/or others. Each group discusses the decision as a value judgment, arriving at a consensus regarding the wisdom, foolishness, or necessity of the decision, as well as what the decision reveals about the character. For instance, in The Kite Runner, Amir’s silence after Hassan’s beating and rape could be addressed. A spokesperson from each group will deliver the group’s consensus, elaborating on the reasons for the group’s point of view.

• Quizzes on successive chapters or sections of the novel, formatted as a combination of multiple choice and open-ended questions. Students are assessed on the accuracy of their answers as well as their use of supporting details.

• The teacher leads the class in a discussion of methods of characterization, discussing indirect as

well as direct characterization. As they read the novel, students complete graphic organizers on selected characters, revealing their awareness of how authors build characters through various means, such as the character’s thoughts and what other characters say about the character.

• Think-pair-share assignment: Students discuss the concept of symbolism, how it differs from signs, and how it is used to develop and give dimension to characters, events, and themes in literature. Each group is assigned a symbol in the novel (e.g., the pomegranate tree in The Kite Runner, hip-hop music in A Long Way Gone). Each group discusses how the symbol is utilized in the novel in regard to the protagonist.

• Students construct an essay on a major theme developed in the novel (e.g., betrayal, redemption). Students explore ways in which the theme is developed and illustrated in the novel, using supporting evidence to substantiate their contentions. Students are given a choice of themes to consider.

• Unit test on the novel: Students reveal their understanding of the development of characters, themes, and use of literary devices to build meaning. The test serves as a post-assessment.

• Contributions to group work • Insightfulness of analysis • Creativity • Use of vocabulary • Effective use of technology • Contributions to class discussion • Attentiveness • Effective use of voice in oral presentations • Debating techniques • Effective use of technology for projects • Effective incorporation of research • Rubrics

OTHER EVIDENCE: • Before the study of the novel The Kite Runner or A Long Way Gone, students will familiarize

themselves with the political and social situations in Afghanistan and Sierra Leone, respectively. For The Kite Runner, students will read an article on the Taliban and its effect on the lives of the Afghans (http://www.infoplease.com/spot/taliban.html), while students studying A Long Way Gone will read an article detailing the effects of terrorism on the people of Sierra Leone (http://www.vanityfair.com/...res/2000/08/junger200008). Break students down into small groups. Each group selects the five facts from the article that it feels would impact the most on an ordinary person’s daily life. A spokesperson from each group presents the group’s facts to the class, elaborating on the reasons for the group’s selection of the facts. After all groups have contributed their ideas, a class discussion of the article takes place.

• Completion of study guide questions, through which students reveal their level of reading comprehension.

• Context Clues Challenge: Students are divided into groups of 4-5 students. A list of 8-10 words is put on the board, accompanied by the page numbers on which they appear in the novel. Without the use of dictionaries or any other reference works, each group speculates on the meanings of the words, based upon their contextual use. Teams compare and defend answers. Each group can be assigned a grade based upon the accuracy of their answers and their use of textual clues, or a less stringent method for grading can be devised. This assignment can be utilized at different points during the reading or at the end of the novel (or both).

• Visualization Exercise: A passage of the novel is read. Students are asked to create a visual rendering that depicts the scene or event in the passage. For example, students can create a drawing, poster, or depiction using resources on their computer or iPad. Students on assessed

http://www.infoplease.com/spot/taliban.html

http://www.vanityfair.com/...res/2000/08/junger200008

on creativity, aesthetic qualities, and how well the picture captures the subject matter. • Debate on the importance of status symbols in American culture. Students, first, analyze how

status serves as a motivating force for several characters in the studied novel. Students form debate teams that research current status symbols in America, using articles on the internet such as “Class Matters – Social Class and Status Makers in the United States” (http://www.nytimes.com/...N-FINAL.html?pageswanted=all) and “9 Must Have Status Symbols That Say ‘I’m Rich’” (http://www.thefiscaltimes.com/...ols-that-Say-Im-Rich). Students select a status symbol (e.g., clothing or vintage wine) and research its importance in American culture. Students are given ample time to research and prepare their cases. One side defends their subject as valuable in some way, while the other side attacks the subject. Each side must present evidence based upon their research. The debate follows the usual format of opening presentations, audience questions, team exchanges, final remarks, and audience voting. Students can consult the Apple app “Debate Champ” on their iPads for debate strategies. Students can use electronic aids, including the classroom’s Elmo, if they wish. Students are assessed using a rubric.

Quarter 2 – Unit 2 Stage 3 Learning Plan

Summary of Key Learning Events and Instruction • Pre-Assessment: Each student compiles a list of four facts about Afghanistan or Sierra Leone. • Reading and analysis of articles detailing life in Afghanistan or Sierra Leone: Small group and class discussion. • Discussion of psychological settings in literature: The term is explicated and discussed and students, based on their discussion of life in

Afghanistan or Sierra Leone, speculate on how the psychological setting could affect a person living in such an unstable environment. As the novel is read and analyzed, the effects of the psychological setting(s) are addressed.

• Discussion of the term “sanctuary” and the importance of sanctuary in the students’ lives. • Guided and independent reading of the novel: In-class oral reading and independent home reading. • Completion of study guide questions. • Open-ended and multiple choice quizzes on chapters of the novel. • Discussion of methods of characterization and completion of graphic organizers dealing with how selected characters are developed in the novel. • Progressive discussion of the use of literary devices, such as foreshadowing, flashbacks, and imagery, to develop ideas and perspective in the novel. • Group consensus discussion dealing with a value judgment made by a character in the novel. • Visualization exercise, in which students create a visual interpretation of an event in the novel. • Discussion of symbolism and how symbols develop characters in literature. Think-Pair-Share assignment based on a symbol in the novel. • Discussion of thematic concerns in the novel, followed by the construction of an essay in which students analyze the development of a theme. • Unit test on the novel. • Debate on the importance of status symbols in American culture.

http://www.nytimes.com/...N-FINAL.html?pageswanted=all

http://www.thefiscaltimes.com/...ols-that-Say-Im-Rich

Suggested Learning Resources:

• The Kite Runner – Khaled Hosseini • A Long Way Gone – Ishmael Beah • iPads • Internet sites • Apple apps: “Debate Champ,” “Afghan Villager,” “Geography Encyclopedia”

Benchmark Assessment Quarter 1

1. Students will demonstrate ability to analyze the ways in which various literary devices are utilized in texts to build perspective and meaning. 2. Students will be able to ascertain how authors use and combine various narrative elements to develop their central ideas. 3. Students will be able to evaluate the causes and ramifications of inhumane behavior in texts and real life. 4. Students will successfully construct written and oral arguments in which a thesis is formed and supported by textual evidence.. 5. Students will be able to use electronic sources to gather and utilize information as supplements to the study of texts.

Benchmark Assessment Quarter 2

1. Students will demonstrate ability to analyze the role of environment, both physical and psychological, in the development of individuals. 2. Students will be able to recognize and discuss the consequences of aberrant behavior in literature and real life. 3. Students will be able to research and develop stances on contemporary issues, using a wide range of sources as substantiating evidence. 4. Students will successfully apply historical and scientific information and data to the study and appreciation of texts. 5. Students will be able to use the contexts of words to determine their meaning and usage.

Suggested Titles

Novels

Beah, Ishmael – A Long Way Gone

Capote, Truman – In Cold Blood

Highsmith, Patricia – Strangers on a Train

Hosseini, Khaled – The Kite Runner

Shelley, Mary – Frankenstein

Wells, H. G. – The Island of Dr. Moreau

Short Stories

Carter, Angela – “The Werewolf”

Cherryh, C. J. – “Cassandra”

du Maurier, Daphne – “Kiss Me Again, Stranger”

Hawthorne, Nathaniel – “Rappaccini’s Daughter”

Knight, Damon – “To Serve Man”

Lem, Stanislaw – “The Tale of the Computer That Fought a Dragon”

Martin, George R. R. – “The Pear-Shaped Man”

Neal, H. C. – “Who Shall Dwell”

Oates, Joyce Carol – “Where Are You Going, Where Have You Been?”

O’Connor, Flannery – “A Good Man Is Hard To Find”

Poe, Edgar Allan – “Hop-Frog”

Resnick, Mike – “The Bride of Frankenstein”

“Old MacDonald Had a Farm”

Sedaris, David – “The Vigilant Rabbit”

Thurber, James – “The Little Girl and the Wolf”

Zelazny, Roger – “The Monster and the Maiden”

Poetry

Baudelaire, Charles – “Metamorphosis of the Vampire”

Carroll, Lewis – “Jabberwocky”

Crane, Stephen – “War Is Kind”

cummings, e. e. – “’pity this busy monster, manunkind”

Field, Edward – “Curse of the Cat Woman”

“Frankenstein”

Hayden, Robert – “The Whipping”

Herrick, Robert – “The Hag”

Moss, Howard – “Horror Movie”

curriculum management system...note: the teacher can choose stories from both categories to...

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