Download Contemporary Literary Texts: Memoir

Contemporary Literary Texts: Memoir
Farmington Public Schools
Grade 12
English
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
1
Table of Contents
Unit Summary
………………….….…………..page(3)
Stage One: Standards
Stage One identifies the desired results of the unit including the broad
understandings, the unit outcome statement and essential questions
that focus the unit, and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
…………………………….... page(4-7)
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the
understandings, knowledge and skills identified in Stage One.
……………………………… page(8)
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning experiences and instruction that
aligns with Stage One and enables students to be successful in Stage two.
Planning and lesson options are given, however teachers are encouraged to
customize this stage to their own students, maintaining alignment with Stages
One and Two.
………………..……………… page(9-11)
Appendices
….....………………………. supplemental pages
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
2
Unit Summary
Contemporary Literary Texts students will read, study and explore memoir through a
choice of one of the following novels: Angela’s Ashes, by Frank McCourt, Having Our
Say by Sarah and Elizabeth Delany, If I Die in a Combat Zone by Tim O’Brien, or
Tuesdays with Morrie by Mitch Albom. All students will also employ reading strategies
to develop high level independent reading and thinking skills while reading and
examining The Things They Carried by Tim O’Brien, as well as letters, photographs,
poetry, music, editorials and film clips. The lessons in the unit will also prepare students
to complete a personal narrative/college essay.
The length of the unit will be approximately four to five weeks and will be the first unit
of study in a year-long course.
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad
understandings, the unit outcome statement and essential questions that focus the
unit, and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
Essential Understandings and Content Standards
Writing Essential Understanding #1
Students will understand that a deliberate process—prewriting, revising, editing, and
publishing—is essential to effective writing.
Content Standards:
Students will be able to:
• Use one or more effective prewriting strategies in planning and drafting written
work.
• Seek critical feedback to achieve personal writing goals.
• Make judgments about the merit of revision suggestions and incorporate them
into writing.
Writing Essential Understanding #2
Students will understand that to communicate effectively writers use a wide range of
forms.
Content Standards
Students will be able to:
• Incorporate the specific characteristics of each form of writing into a written work
• Select a form according to audience and purpose
• Use models to develop students’ own writing
Writing Essential Understanding #3
Students will understand that effective writing has a clear purpose and is focused,
organized, elaborate, and fluent, and requires appropriate conventions.
Content Standards:
Students will be able to:
• Use trait specific vocabulary in discussing and analyzing strengths/weaknesses
of written works, both their own and professional writers
• Use a sophisticated variety of sentence structures.
• Meet expectations for conventions as defined by grade level criteria.
• Adjust tone and voice to fit audience and purpose.
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
4
Reading Essential Understanding #1
Students will understand that successful readers comprehend texts by reading fluently,
strategically, and accurately.
Content Standards:
Students will be able to:
• Use a variety of comprehension strategies before, during, and after reading
• Communicate understanding orally and in writing
• Read and comprehend increasingly sophisticated literature
Reading Essential Understanding #2
Students will understand that accomplished readers read a wide range of literature and
respond in personal, interpretive, and critical ways.
Content Standards:
Students will be able to:
• Form an initial understanding by identifying or inferring relationships among
characters, setting, events, and conflicts
• Develop interpretations by examining text evidence, predicting events, inferring
characters’ motives, and generalizing beyond the text
• Explain how the theme reflects human nature and/or addresses universal ideas
• Critique the elements of literary style
• Respond to the unique characteristics of a variety of literary forms
• Evaluate literary merit of selected text
• Demonstrate how literary works reflect the culture that shapes them
Reading Essential Understanding #3
Students will understand that accomplished readers make effective decisions, explain
complex issues, draw conclusions and solve problems by strategically reading
informational texts.
Content Standards:
Students will be able to:
• Make effective decisions using explicit and implicit information from text
• Solve problems by connecting background knowledge with new information
from the text
• Evaluate the information in the text to draw logical conclusions
• Explain complex issues by determining the central ideas and relationships within
texts
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
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Unit Outcome Statement
As a result of this unit on memoir, students will understand that universal experiences can
be expressed through personal memoirs/narrative. Students will understand how an
author uses literary techniques to create a more effective memoir. Students will use this
knowledge to complete their own personal narrative.
Students will:
• Identify, examine, and utilize literary techniques
• Identify universal human experiences
• Examine the self-reflective nature of memoir
Essential Questions
How do authors use literary devices and themes to create a memoir?
How are universal human experiences exhibited in contemporary literature?
Why does memoir enhance self reflection?
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
6
Knowledge and Skills
The Knowledge and Skills section includes the key facts, concepts, principles, skills, and
processes called for by the content standards and needed by students to reach desired
understandings.
The Understanding by Design Handbook, 1999
Knowledge
• Definition of literal, inferential, analytical, and evaluative levels of reading,
thinking, and responding to text(s)
• Definition of memoir, metaphor, imagery, diction, repetition and syntax
• Vietnam War chronology and terminology
Skills/Processes
• Identify main ideas and details in sections of a text
• Ask and answer questions before, during, and after reading
• Demonstrate comprehension orally and in writing
• Recognize and critique the author’s use of literary devices including symbolism,
imagery, irony, satire, figurative language, diction, dialogue, allusion
• Select significant quotes that show evidence of understanding of text
• Use a variety of comprehension skills during reading to monitor for
understanding (visualizing, retelling, clarifying, predicting)
• Use text evidence to support inferential thinking
• Use text features to support understanding
• Use text structure (time order sequence, cause-effect, main idea/detail,
compare/contrast) to enhance understanding
• Develop inferences using background knowledge and evidence from a text
• Develop and support a thematic idea through accurate interpretation and
reflective thinking throughout the text
Thinking Skills
• Demonstrate empathy for characters
• Make text-based predictions using title, headings, pictures and introductory
information, and confirm/adjust predictions while reading
•Make judgments about the quality of the text and/or reliability of the author
• Generalize enduring themes to contemporary life and times
• Define and explain the concept of human nature (universal traits such as love,
kindness, greed, envy etc.) as it relates to the text
• Use strategies to expand comprehension during and after reading (inferring,
summarizing, synthesizing) (inferring, analyzing, critiquing/evaluating)
• Articulate the author’s purpose
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
7
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the understandings,
knowledge and skills identified in Stage One.
Authentic Performance Task
Students will write a personal narrative in which they employ literary devices examined
in memoir, such as imagery, metaphor, diction, repetition, and syntax. Students will
participate in multi-layered process that includes brainstorming, drafting, peer revision,
teacher conferral, and producing a final product to submit as a college essay.
Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding
• Summer Reading Assessment: Students will write a critical response to: What new and
challenging perspective did you get from the memoir that you read? Cite the event,
experience, or insight that moved you and explain why and how it did so.
• Things They Carried reading quizzes: Students will take quizzes that assess reading
comprehension and multi-level thinking.
• Journal Responses: Students will write journal responses to the reading, videos, and
music in the unit.
• Text Responses: Students will write response to photographs in Requiem and to clips
from Letters Home from Vietnam. Teachers will assess how well students read a text for
meaning and for an understanding of “author/photographer/director’s purpose.
• Literary Device Practice: Students will identify literary devices, specifically, metaphor,
imagery, repetition, diction, syntax within The Things They Carried, and then students
will practice constructing their own metaphors, images, etc.
• Reading Strategies: Students will practice collaborative and independent reading
strategies for The Things They Carried in order to move from literal understandings to
inferential, analytical and evaluative levels of thinking.
• Reading/Thinking Guides: Students will complete close reading guides designed to
move students through multiple layers of thinking.
• Discussion: Students will partake in whole class, peer group, and partner discussions.
• Final Test: Students will complete a test on The Things They Carried that includes
assessment of recognition of literary devices, characters, and significant moments in the
text. Students will articulate which themes are prominent in specified passages, and
attempt to explain the universality of the text issues.
Projects, Reports, Etc.
• Music Project: After teachers use Bob Dylan’s Masters of War and/or Fur Elise to
model how to analyze lyrics and sound, student will find and analyze music and lyrics
that they feel represents a perspective or theme seen in The Things They Carried.
Students will continue to find and evaluate the writer’s use of literary devices.
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
8
Stage Three: Learning Experiences and Instruction
Stage Three helps teachers plan learning experiences and instruction that align
with Stage One and enables students to be successful in Stage Two.
Lesson
Topic
Guiding Questions
Suggested Sequence of Teaching
and Learning Activities
Memoir
How does writing intensify different
perspectives of the same event?
•Staged Interruption of teacher’s
lesson.
•After interruption, students write,
share, and discuss the different
perspectives of the incident.
Memoir
What is a memoir?
•Students create own definition of
memoir and combine individual
definitions to whole class product.
•Teacher leads read-aloud of War
and Memory.
•Students revise and refine their
understanding of memoir.
Assess
Summer
Reading
• What new and challenging
perspective did you get from the
memoir that you read? Cite the
event, experience, or insight that
moved you and explain why and
how it did so
• Teacher will review rubric/criteria.
• Students will write an in class
response to the question.
• Students will complete a self
assessment before submitting to
teacher.
Memory
How do different media tell the
story of memory?
• Present/discuss brief chronology of
the Vietnam War
• Read poem Look at This and
examine use of literary devices.
• Read poem Humping the Boonies
and examine/discuss literary device
usage.
• Listen to anti-war/pro-war songs
and examine images that carry
purpose.
• Student select songs/lyrics that
represent characters/themes in The
Things They Carried.
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
9
Perspective
and
Memory
• Students recall prior knowledge of
How do significant experiences
transform perspective and memory? War and Memory in response to this
question.
• Students read and respond to What
is a Vietnam Veteran?
• Students read, mark text, discuss
Combat Star Now Suffering and on
the Run.
Things
People
Carry
What kinds of things do we carry
with us every day?
How do they impact our actions,
identities, and memory?
• Students complete a personal
response worksheet re: DQs.
• Class discussion on why we carry
certain things and how they impact
our selves.
• Begin the story The Things They
Carried, differentiating characters
by significant items humped.
Characters:
Jimmy Cross
Kiowa
Martha
Tim O’Brien
What are the methods of
characterization?
What is the relationship between
character development and
conflict?
Why does O’Brien use a narrator?
• Continue examination of characters
and conflict in TTTC using graphic
organizer.
• Students begin identifying main
ideas of text.
• Students read Love and explain
Jimmy’s “relationship” with Martha.
Identifying
O’Brien’s
Literary
Devices
How are literary devices used to
enhance characters and main
ideas?
• Teacher will facilitate discussion of
literary devices, referring to prior
lessons in poetic analysis, and
leading into TTTC.
• Students will work in groups to
identify literary devices in story.
• Students will discuss results and
evaluate effective writing methods.
Making
Inferences
How do students move beyond
literal understanding of a text?
• Teacher activates prior knowledge
about terminology for levels of
thinking/reading using Church and
assessing student work models.
• Students complete independent
reading/thinking of Stockings.
• Students self/peer assess.
Characteriz How does Tim O’Brien create
effective memoirs?
ation,
Theme,
Style
Maureen Curis and Jamahl Hines
June 2004
• Students read How to Tell a True
War Story, and respond to
discussion questions.
• Students complete Exit Ticket, so
teacher may immediately assess
student understanding.
Farmington Public Schools
10
Inferences
And
Analysis
How do students question a text?
How do student move beyond literal
and inferential understandings of a
text?
• Teacher models read aloud by
beginning the story On a Rainy
River.
• Students independently read, ask
questions of, and respond to teacher
questions about On a Rainy River.
Effective
Questions
How do students take ownership for
their learning?
What are examples of effective
questions?
How do you create questions that
expand analysis?
• Students work with peer to review
and evaluate worksheet
• Students write questions on board
under headings:
Literal/Inferential/Analytical
• Teacher facilitates evaluative
discussion of effective questions.
• Students respond to questions and
write Exit Ticket about knowledge
gained in lesson.
Universal
Human
Experience
(U.H.E.)
How do friendships evolve?
What universal human experiences
are expressed through the
relationships seen in TTTC so far?
• Students write response: Who is
one of your best friends? How did
that relationship evolve/devolve?
Explain what makes your friendship
so unique?
• Students share responses or
participate in whip-reading of
responses.
• Teacher initiates discussion of
various friendships in TTTC.
•Students read Enemies and Friends
for homework.
What is an individual’s
(U.H.E.)
Qualities of responsibility to a friend?
Friendship
(U.H.E.)
Personal
Responsibil
ity/Coping
How does the narrator retain
responsibility for killing the man?
How does an individual cope with
traumatic events?
Maureen Curis and Jamahl Hines
June 2004
• Teacher leads discussion of
Enemies and Friends. How are
boundaries Jensen and Strunk’s
friendship established?
• Lead into The Man I Killed by
recapping relationship between
Kiowa and Jimmy Cross.
• Students read Man I Killed and
Ambush for homework.
• Students complete in-class
assessment of reading.
• Teacher collects/assesses work.
• Whole class discussion of
questions and stories.
• Students begin Speaking of
Courage and finish for homework.
Farmington Public Schools
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Analysis
How do you elaborate on a
quotation’s significance?
Why is it important to select and
analyze quotations?
• Students will write an analysis of
quotations from Speaking of
Courage.
• For homework, students will read
Notes and choose a significant quote
to strengthen their response.
(U.H.E.)
Transformation,
Symbolism
How are the physical details an
author chooses symbolic?
What are the consequences of
drastic transformation?
• Students will examine the physical
description of Mary Anne in the
beginning and end of The
Sweatheart of the Song Tra Bong.
• Teacher will lead close reading of
select passages to focus students on
O’Brien’s descriptions and their
symbolic implications.
• For homework, students will find
another symbol that O’Brien uses in
the memoir and write out the
passage in which it appears and
elaborate on its significance.
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
12
Appendices
Complete set of Essential understandings for your discipline
Any student work sheets
List of resources including texts, videos, field trips, web sites, etc.
Maureen Curis and Jamahl Hines
June 2004
Farmington Public Schools
13