Download English 9 Modules Lesson Plan Info: “Helen on 86th Street” by

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“Helen on 86th Street” by Wendi Kaufman
Dreaming an Ancient Dream: “Helen on Eighty-Sixth Street”
Erin Munley [email protected]
Kathleen Trumble [email protected]
English Language Arts
Grade 9
9 days (based on 50 minute periods)
What connections can be made between ancient and modern cultures? How do they intersect
and what can be said about these overlaps in culture?
In this unit, students will be reading “Helen on Eighty-Sixth Street” by Wendi Kaufman,
focusing in on mythological allusions and vocabulary development. Students will also be
completing a short, sustained research project to develop knowledge of Greek Mythology that
can be connected to other readings approved for 9th grade, namely The Odyssey by Homer.
Content
Standards and ELA.9.R.C1.2
Objectives:
determine a theme or central idea of a literary text and analyze in detail its
development over the course of the literary text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
literary text.
analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a literary text, interact with other
characters and advance the plot or develop the theme.
determine the meaning of words and phrases as they are used in the literary
text, including figurative and connotative meanings; analyze the
ELA.9.R.C2.1
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal or
informal tone).
use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
ELA.9.R.C10.3
capacity to link to other information and to display information flexibly
and dynamically.
21C.O.9-12.1.LS.1
Student recognizes information needed for problem solving, can
efficiently browse, search and navigate online to access relevant
information, evaluates information based on credibility, social,
economic, political and/or ethical issues, and presents findings
clearly and persuasively using a range of technology tools and
media.
21C.O.9-12.1.TT.2
Student routinely applies keyboarding skills, keyboard shortcut
techniques, and mouse skills with facility, speed and accuracy.
21C.O.9-12.1.TT.10
Student implements various Internet search techniques (e.g.,
Boolean searches, meta-searches, web bots) to gather information;
student evaluates the information for validity, appropriateness,
content, bias, currency, and usefulness.
21C.O.9-12.3.TT.2
Student works collaboratively to acquire information from electronic
resources, conducts online research, and evaluates information as to
validity, appropriateness, usefulness, comprehensiveness and bias.
Teacher will provide assistance in gaining background knowledge relating to the Olympian
gods and the Trojan War. Individual findings in the form of a Wanted poster will be displayed
in the room as an instructional reference throughout the reading.
ELA.9.R.C1.3
21st Century
Learning
Skills and
Technology
Tools:
Teacher
Facilitation
for Student
Acquisition
of
Introduce the literary term “allusion” and “allusive puns” and provide examples for the students
Background
Knowledge:
Anchor Texts
& Questions
for Close
Reading:
Vocabulary
Development
:
Managing the
Lesson:
struggling to grasp the concept.
Identify students without prior knowledge and read “A Closer Look”
“Helen on Eighty-Sixth Street” by Wendi Kaufman
Students will have to recall the vocabulary words and definitions in order to complete the
vocabulary category of the questions.
Words from textbook: embodies, odyssey, litany, incantation, stifled, scourge, polytheism,
ramparts, supplication, enunciate
Day 1: Vocabulary
Students will create flashcards that contain each vocabulary word, it’s part of speech, and its
definition along with any visual cues that may assist in the student’s memory recall.
Accommodation: Pair struggling students with more accomplished students to complete the
flashcards together.
Day 2-3: Wanted Poster
In order to prepare for the connections to Greek mythology, the students will complete a short
research project on figures relevant to the Fall of Troy. Individuals (or groups) will research
one of the following Greek figures: Zeus, Athena, Hera, Ares, Aphrodite, Agamemnon,
Menelaus, Achilles, Odysseus, Ajax, Hector, Paris, and Helen. They will need to find the
following information about the assigned figure: other names he/she goes by, any powers or
weapons he/she has, residence or local hang-out, and any known gods/heroes that the figure
associates with. The research can be completed with books or the internet. This information
will then be used to create a wanted poster for their figure. Final poster can be produced on the
computer using the template that follows or by hand. The posters can be hung around the room
as a reference for the students throughout the short story.
Accommodation: Additional teacher assistance if needed. Pairing struggling students with
more accomplished students for assistance.
Day 4: Perspective
Instructor should present the 3 types of perspective to the students: first-person, third-person
limited, and third-person omniscient. After explaining and taking notes on the 3 types, students
will be asked to compose 3-100 word narratives (personal or fictional). The first narrative must
be written in first-person perspective. The second must be written in third-person limited. The
third must be written in third-person omniscient. The narratives can be retellings of the same
story in 3 different perspectives or 3 related stories that utilize each of the perspectives.
Accommodation: Struggling students may utilize a graphic organizer to help them organize
their thoughts and set up the framework for their narratives.
Day 5-6: Reading “Helen on Eighty-Sixth Street”
Students will read through the story individually and complete a graphic organizer of allusions
present in the story. After completing the reading, students will discuss their answers in groups
and findings will be discussed as a class.
Accommodation: Complete the reading with an audio book or through reading aloud. Pause
briefly after a page to check for understanding and to review allusions present.
Day 7: Non-fiction writing and vocabulary development
Complete the “Impossible dream” prompt at the end of the story: “Vita’s dream of playing
Helen in the school production comes true. Write about an ambition, hope, or dream of your
own. Describe the dream, and explain how you tried to make it a reality. Did you succeed? Is it
still too early to tell? Has your old dream been replaced by a more achievable one?”
When completed, students will complete the Vocabulary Development at the end of the story.
Accommodation: Struggling students can be prompted with examples of dreams and
experiences in order to come up with their own. Students can also be paired with more
proficient readers to complete the vocabulary assignment.
Day 8: Review
Students will work in teams to play a quiz style game. One student can act as score keeper and
one student in each group will record the collective answer on a dry erase board. Questions will
be presented at the board (digital template linked in supplies section or can be done verbally);
all questions should be directly geared toward critical and assessed information. Students will
discuss a common answer and present it to the instructor on a dry erase board. Points will be
awarded for correct answers and the group with the most points at the end of the review will
win.
Accommodation: Struggling students will be paired with more accomplished students in order
to increase understanding and comprehension.
Day 9: Assessment
Students will complete a formal assessment that covers key elements and information covered
during preliminary activities and/or the reading of the short story. The instructor may use the
test that accompanies the textbook or create an assessment of his/her own.
Accommodation: Provide oral testing and clarification of directions to struggling readers.
Active
Students will complete organizers as they read and participate in active discussion with relation
Literacy:
to the reading.
Post Literacy: Students will continue to make connections between Ancient Greek mythology in “Helen on
Eighty-Sixth Street” through allusion discussion. Connections can also be made with other
readings in the text book and other novels.
Product/Perfo Students will create posters related to Ancient Greek mythology that can be hung around the
rmance:
room and used as a reference throughout the reading and beyond.
Reflection:
Instructor can draw attention to allusions and perspective within the story to assist struggling
readers.
Materials &
Textbook for vocabulary definitions
Resources:
(Elements of Literature, Third Course)
General Greek mythology books
Internet access (and device)
Colored pencils, crayons, and/or markers
Quiz game template (http://office.microsoft.com/en-us/templates/quiz-show-TC010176929.aspx)
Dry erase boards and markers
Essay organizer
(http://www.google.com/imgres?sa=X&biw=1366&bih=643&tbm=isch&tbnid=ofP8bNhRZXbh
uM:&imgrefurl=http://notebookingfairy.com/2012/04/graphic-organizers-
prewriting/&docid=tVk2MFaNUmmGjM&imgurl=http://notebookingfairy.com/wpcontent/uploads/2012/03/essay-prewriting-graphicorganizer2.jpg&w=614&h=475&ei=t3mlUYraIOH4APio4DYDg&zoom=1&ved=1t:3588,r:29,s:0,i:207&iact=rc&dur=353&page=2&tbnh=184&tbn
w=238&start=21&ndsp=27&tx=111&ty=54)
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Listed with materials
Reading strategies: word association for memory recall, reading from a textbook for a
profession
Narrative writing: storytelling and communication skills that can be used as a connecting point
in the workplace
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April 24, 2013
May 28, 2013
Helen on Eight-sixth Street, vocabulary, narrative writing, non-fiction writing
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“Helen on 86th Street” by Wendi Kaufman
Allusions to Mythology
Definition of Allusion:
Allusion (Quotes)
Connection to Mythology