Learning Life s Lessons through Literature - ELA High School Unit Macomb ISD 11 th Grade Teaching Plan. Introduction

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1 Introduction The teaching plans that follow for High School Thematic Unit 11.1, Transformational Thinking Dealing with Change Using forward thinking to make better decisions were designed and written by Michigan educators to meet the English Language Arts High School Content Expectations. The plan is meant as a model or example of how teachers might help students meet the Michigan Merit Curriculum Course Credit Requirements for Grade 11. Coding in the left column of each page of the plan refers to the English Language Arts High School Content Expectations (4/06). The selections in this unit include: Lord of the Flies by William Golding (S) o Alan Cheuse reviews William Golding's Lord of the Flies, 50 years after its first publication; NPR March 29, 2004 (2:32) o Garrison Keillor on the occasion of Golding's birthday, September 19, 03; the Writer's Almanac (Real 0:56) Teacher Resources: o o o %20Sheet.htm o o o Symbolism Power Point: o Lord of the Flies Game: o Lord of the Flies Jeopardy: Jeopardy Who Moved My Cheese? by Spencer Johnson (S) o o on,cheese 9/11 Footage (A) o o T = One copy needed for teacher read aloud S = Provide a copy for each student A= In unit Appendix 1

2 A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students interests. The times given are suggestions, as is everything else in these lesson plans. In accordance with the Michigan Merit Curriculum, the educators who have contributed to these units have as their goal engaging and effective units of instruction which include: appropriate content expectations student goal setting and monitoring of progress a focus on big ideas that have great transfer value focus and essential questions that stimulate inquiry and connections valid and relevant skills and processes purposeful real-world applications relevant learning experiences varied and flexible instruction for diverse learners research-based instructional strategies explicit and systematic instruction adequate teacher modeling and guided practice review and application of new knowledge opportunities for revision of work based on feedback student evaluation of units culminating celebrations Instruction must be relevant to today s rapidly changing world and must spark student interest through engaging texts and activities, as well as, real-world learning experiences. The over-all goal of the units is: Students will develop effective communication and literacy skills through rigorous and relevant units of instruction and engaging learning experiences by focusing on four key dispositions: 2

3 o Inter-Relationships and Self-Reliance o Critical Response and Stance o Transformational Thinking o Leadership Qualities The Michigan Merit Curriculum features essential questions to accompany each of these four key dispositions. Each unit features some or all of the essential questions for the featured disposition as each essential question relates to the unit selections. The plan was developed to take advantage of what each unit text offers for meeting the Michigan English Language Arts High School Content Expectations, including opportunities for direct instruction of text characteristics and features, reading and writing strategies, and on-going literacy development including vocabulary and grammar. Permission is granted only to teachers in the district purchasing these documents to reproduce pages from this teaching plan and appendix for classroom use. 3

4 Day 1 Writing (55 minutes) CE , 1.2.1, 1.2.2, 1.2.3, 1.3.1, 4.1.1, 4.1.4, To introduce students to the premise of the unit, say something like, We are going to be talking, reading, and writing about the importance of understanding and adapting to change. In this unit, we re going to deal with issues like: Change Decision Making Loyalty We are going to read, view, and hear about changes and decisions that shape peoples lives. In the best situations, it is better to examine the consequences of a decision before you make it than to discover them afterward. CE2.2.2, Ask students to think about and discuss a difficult decision or choice that they had to make. Ask them what elements or skills they needed in order to make a good decision. When students have had substantial time to discuss the importance of adapting to change (and the teacher has recorded their ideas on the board or overhead), go over the following prompt and ask students to write to one of the topics from the prompt. Before students begin writing, remind them of the steps of the writing process using the notes following the prompt: (See Appendix #1) Directions Being able to adapt to change and making decisions that will support positive change are important in each of our lives. Sometimes, we need to risk failure for possible success. Forward thinking is an important component in adapting to change and making decisions. Think about a time or situation in which you or someone you know has made a change using forward thinking. Write about the theme: Change Do one of the following: Describe a situation in which you or someone you know has made a change using forward thinking. Give specific details and/or examples. OR Tell about a positive change and describe the process you or the person you know used to make that change. 4

5 OR Identify and explain the elements/traits/characteristics necessary for making a successful change. OR Write about the theme in your own way. Use examples from real life, from what you have read or watched, or from your imagination. Your writing will be read by interested adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it. You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the checklist and rubric to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) CE CE1.1.2 CE1.1.3, 1.1.4, 1.2.3, CE1.1.5, 1.1.6, 1.1.7, Remind students that when we write, we go through steps known as the writing process: Brainstorming Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: When have I made a change using forward thinking? Which incident or situation could I write about? What did I learn? What interesting details can I choose to tell about the situation or incident? How should I organize my writing? (outline, list, graphic organizer, and/or sequencing by chronology or by importance.) Drafting Drafting is getting ideas down on paper and trying to organize them. Drafting is asking questions like: How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to show my reader how I have changed using forward thinking? How shall I end my writing? Revising Revising is the real work of writing and begins when the writer makes sure that the writing has everything it should have, that it will appeal to the 5

6 reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader? CE1.1.8, Proofreading and Editing Proofreading and editing include making sure that the audience can read and understand the words and the point. Proofreading and editing involves asking questions like: Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it s neat and it invites my audience to read it? Publishing Publishing is putting writing in its final form for an audience. Publishing involves asking: Is my final copy just the way I want my audience to see it? As you guide students through each step of the writing process, remind them of the steps and the questions to ask. If time permits in this session and students have had enough brainstorming time, have students begin their drafts. Go over the writing prompt (See Appendix #1) emphasizing the introduction and emphasizing that after brainstorming, students should choose one part of the prompt to write to. Encourage students to make notes on the prompt page and circle or underline the part of the prompt they have chosen. Circulate and encourage students as they draft. 6

7 Day 2 Speaking/ Listening (20 minutes) CE1.1.7, Give students the opportunity to peer-edit their Change papers with a partner. Set this activity up by briefly modeling with a student a procedure for peerediting: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions (See Appendix #4.): Is the central idea or point of the writing clear? Is the central idea or point supported by important and relevant details, examples, and/or anecdotes? Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and conclude with an ending that summarizes the point? Is the writing interesting with engaging words and different sentence lengths and types? What do I as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer? Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student would read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time. Tell them they will have more time in the next session. Writing (35 minutes) CE1.1.5, 1.1.6, 1.1.7, 4.1.1, 1.1.8, 4.1.5, CE1.2.4, 1.1.5, 2.3.2, 2.3.5, 2.3.6, Students who have successfully finished peer-editing, should make revision changes to drafts and edit and proofread. Have students use the rubric (See Appendix #3.) and the checklist: Review of Writing: Publishing Final Copy. (See Appendix #2.) During this session students should make a final copy and proofread again using the Review of Writing Checklist. (See Appendix #2.) Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers, listeners and viewers, students should be encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning. Students should be encouraged to keep a log of what they read and view independently based on their own interests. Provide opportunities for students to participate and reflect on their participation in book talks, literature circles and film clubs. Also, have students start keeping a portfolio or collection of the writing they do during this unit by 7

8 including the writing to this prompt in their portfolio. They should keep all writing Quick Writes, answers to Focus Questions, Think-Write-Pair-Share notes. etc. so that they can periodically look over their writing to assess strengths, weaknesses and development as a writer. 8

9 Day 3 Speaking/ Listening/ Reading (55 minutes) CE2.1.1, 2.1.2, 2.1.4, CE3.1.8, Introduce the rest of the unit by saying something like, You have just written about experiencing change. We are going to be talking, reading, and writing about building a context of change in your life. We are going to pose some essential questions, like: (See Appendix 5) How does society provide a structure to deal with change/crisis? What happens when we lose that structure? How can forward thinking help me make better decisions? How do I build a context for change in my life? When is loyalty to myself more important that loyalty to a friend? How do I demonstrate that I am open-minded enough to learn from my experiences? How can I generate new ideas for solving problems? Which decisions I make today will affect me for my entire life? We will search texts and the media for the answers to these questions; we ll look through the eyes of newspaper writers, characters in novels and movies, nonfiction writers, and biographers NOTE TO TEACHERS: After students have reflected on and written from their own perspective about dealing with change, they will further explore the themes and essential questions of the unit through reading, discussing and reflecting on discrepant text. The goal of using discrepant text is to help students see the themes and essential questions of the unit from a totally different perspective. Before sharing with students the linking text, Who Moved My Cheese? by Spencer Johnson, you will want to discuss the literary elements of the text. You might use the following definition: CE3.2.1 The main function of expository text is to present the reader information about theories, predictions, persons, facts, dates, specifications, generalizations, limitations, and conclusions. (Michael F. Graves and Wayne H. Slater. Research on Expository Text: Implications for Teachers in Children s Comprehension of Text, K. Denise Muth, editor, IRA, 1989.) and elements: gives information, gives necessary explanations to understand the information, shows what is and is not important, and often uses narrative(story) elements to make it interesting. 9

10 CE2.1.1 In addition the following literary terms need to be defined and explained: o proverb o parable o parody (See Appendix # 7a c.) CE3.2.4, , 2.1.4, 2.1.2, 3.4.2, 2.1.5, 2.1.6, 2.2.1, 3.1.1, 2.1.3, 4.1.2, Focus for Reading/Listening: While reading, discussing and writing about Who Moved My Cheese, think about the essential questions we have just discussed. (See Appendix 5) Discuss the purpose of the book focusing on some or all of the following bulleted teaching points: (Before beginning the discussion, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus. See Appendix #8.) Author s purpose/thesis: He wrote this book in 2002 for people who go through changes in their lives. He hopes this book will help us learn how to benefit from change. Since change is something we can t avoid in life, the author also hopes that we will not fear it, but instead make change work for us so we can become the person we want to be. Structure: Parable: a brief story that illustrates a moral attitude or a religious principle. Both Jesus and the Buddha taught by parables. The bible s story of The Good Samaritan is a world-famous example. Read aloud: pages You might assign as homework the reading of pages (See Appendix #7d-e.). Remind students to think about the essential questions as they read. (See Appendix #5) 10

11 Day 4 Writing (10 minutes) CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, 3.2.1, Speaking/ Listening/ Reading (40 minutes) CE1.2.1, 1.2.3, , , , 2.1.3, 4.1.2, 3.1.4, 2.1.5, 4.2.2, 1.3.7, In a Quick Write (See Appendix # 9), have students briefly respond to one of the following questions: Who are you most like in A Gathering - Chris, Melanie, Peter, Kerry, Ana, Carl or Josh? Why? Or How did Hem and Haw act differently after they found the Cheese at Cheese Station C? Explain your answer. This will remind them of and help them focus on the text and will give you a short informal assessment to read and grade for content if appropriate. Before students share their assignments, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix #8) monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace and emphasis that indicate a new point is about to be made, and take notes to organize essential information. Writing (10 minutes) CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, Begin by having students briefly share their responses to the Quick Write and to the first 30 pages of the text. Then have students first Think-Pair-Share (See Appendix #10) their assignments and then share with the whole group. Students points might include: - Compare and contrast with other students the characters that they felt a connection with and note their motivations for that choice. You might assign as homework the reading of pages (See Appendix #11af.). Remind students to think about the essential questions as they read (See Appendix #5). In a Quick Write (See Appendix #9) or journal entry, have students reflect on the first 30 pages in light of one of the essential questions. (See Appendix #5) 11

12 Day 5 Writing (15 minutes) CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.3, CE3.2.4 Have students briefly journal or do a Quick Write (See Appendix #9) in response to two of the following questions: o Give an example of when you are active, when you really want to be productive. o Would you yell, It s not fair! if someone moved your cheese, or would you be like the mice, and immediately start to look for New Cheese? o Answer the question that Hem wrote on the wall (p. 48): What would you do if you weren t afraid? o Explain Hem s thoughts on p. 63: The fear you let build up in your mind is worse than the situation that actually exists. As time permits, have students share and discuss their writing. Reading/ Listening/ Speaking (35 minutes) CE2.1.10, , , 3.1.2, 3.1.3, Character Charting: Discuss with students what you know so far about the characters. Together with students, record their ideas about the characters in the appropriate boxes of the character charts. Do one of the boxes together, and then have students work with partners or individually to record what is known so far about the characters. Save time at the end of the session for sharing. (See Appendix 12.) You might include: Sniff o Sniffs out and anticipates change sooner than most teens. o Because he anticipates, Sniff is better prepared for change. o Is alert to small changes that may lead to larger changes. o Expects change to occur in life. o Can adapt and change. Scurry o Scurries into action quickly when change occurs, so he changes and wins sooner than most teens. o Easily changes direction, if needed. o Can adapt and change. 12

13 Hem o Gets hemmed in by his reluctance to change. o Wants to stay in comfortable surroundings. o Gets stuck in fear and discomfort. o Gets angry, blames others, gets depressed. o Cannot adapt and doesn t change, so he loses. Haw o At first he hems and haws, but is able to laugh at his fear of change (haw, haw!). o Is able to see the real situation. o Can adjust. o Is happy when he changes and finds something better. You might assign as homework the reading of pages (See Appendix #11e-f). Remind students to think about the essential questions as they read. (See Appendix #5). 13

14 Day 6 Writing (10 minutes) CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.3, CE3.2.4 Speaking/ Listening/ Reading (40 minutes) CE1.2.1, 1.2.3, , , , 2.1.3, 4.1.2, 3.1.4, 2.1.5, 4.2.2, 1.3.7, Have students briefly journal or do a Quick Write (See Appendix #9) in response to the question: Melanie says on p. 91 that, old cheese is like old stuff you do all the time and don t even think about like old behavior that you need to stop. What are some old behaviors (habits) or cheese that you want to stop doing? As time permits, have students share and discuss their writing. Divide the class into small groups of at least four students. Pass out the Change Events Recording Sheet (Appendix 14) and pass out the Change Events Cards (Appendix 13) (one per group), cut them apart, and give one set to each group. Instruct students to view one Change Event Card at a time and react in the role of their assigned character. Ask students to discuss whether each reaction was true to the character. The group needs to come to consensus on the reaction and may need to refer to the Character Chart completed on Day 5. On the Change Events Recording Sheet, students write down the reaction that each character has to a specific change event. Repeat until all of the change events have been discussed. Encourage students to discuss what their personal reactions would be to the change events. Before students share their assignments, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix #8) monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace and emphasis that indicate a new point is about to be made, and take notes to organize essential information. 14

15 Day 7 and 8 Writing (5 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, Listening/ Viewing (45 minutes) CE 2.1.1, 2.1.4, , , , 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, Have students briefly journal or do a Quick Write (See Appendix #9.) in response to the question: What is your assessment of the characters in Who Moved My Cheese? and explain how they react to change? How will you apply this to your own life? Now that students have understood and applied Who Moved My Cheese? for Teens by Spencer Johnson, M.D., a parable about life's lessons, they should have learned ways to react positively to inevitable change and gain insight into their personal decision-making processes regarding changes in their lives, now and in the future. To many students, this may seem like a very light-hearted parable. However, point out that dealing with change during a crisis often demonstrates powerful reactions and behaviors. Students will now reflect and write about one of the most influential historical changes that they have had to deal with in the 21 st century 9/11. Focus for Viewing: Think about the importance of change in our lives and the essential questions of the unit (See Appendix #5 ): How does society provide a structure to deal with change/crisis? What happens when we lose that structure? How can forward thinking help me make better decisions? How do I build a context for change in my life? When is loyalty to myself more important that loyalty to a friend? How do I demonstrate that I am open-minded enough to learn from my experiences? How can I generate new ideas for solving problems? Which decisions I make today will affect me for my entire life? Using the National Geographic Inside 9/11 Website, students will read and research real life situations from 9/11 and reflect upon how America dealt with this crisis: Model for students the navigation of the website. Demonstrate the different features and components of the website. 15

16 Put students in pairs of two and say the following: Today you will be researching first hand accounts of men and women who are sharing their stories and experiences with 9/11. You will be examining the following elements of their stories: - What caused them to change their behavior and values? - How did they problem-solve? - How did the decisions that they made that day affect their entire life? - What role did loyalty play in their decisions? - How did society provide a structure to deal with the crisis? - What happens when we lose that structure (sense of safety/security)? Model the story of Coleen Rowley (See Appendix #15.) 16

17 Day 9 Speaking/ Listening (25 minutes) CE1.2.1, 1.2.2, 3.2.4, 2.1.4, , , , 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, Writing (30 minutes) CE1.3.1, 1.3.2, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.6, 1.1.8, 1.2.1, 1.2.2, 1.2.3, CE2.3.8???? Discuss how 9/11 relates to the essential questions of the unit (See Appendix #5); if appropriate, use the following: How does society provide a structure to deal with change/crisis? What happens when we lose that structure? How can forward thinking help me make better decisions? How do I build a context for change in my life? When is loyalty to myself more important that loyalty to a friend? How do I demonstrate that I am open-minded enough to learn from my experiences? How can I generate new ideas for solving problems? Which decisions I make today will affect me for my entire life? Say to students they will now be interviewing their fellow classmates on the following topics: Personal experience -- how 9-11 changed their lives Impact of 9-11 on American society and culture Lessons learned since 9-11 Vulnerability of America Freedom in America Tolerance in America The importance of institutions -- government, military, religious, etc Effects of war on terrorism on American democracy? Are we winning the war on terrorism? During their interviews students should complete the Discussion Questions using note-taking strategies (Appendix 16a-b). For Homework have the students read: FOR YOUNGER AMERICANS, SEPT. 11 REMAINS DEFINING MOMENT. (Appendix 17a-c) Have students use the Newspaper Feature Article Bookmark. (Appendix 18) 17

18 Day 10 Writing (5 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, Reading/ Listening/ Speaking (40 minutes) CE 2.1.1, 2.1.4, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.3.1, Have students briefly journal or do a Quick Write in response to the question: (See Appendix #5) What is your assessment/impression of: FOR YOUNGER AMERICANS, SEPT. 11 REMAINS DEFINING MOMENT? Introduce Lord of the Flies by William Golding by saying something like, In this Unit, you have written the importance of understanding and adapting to change. You have watched, discussed and written about one of the most difficult changes/crisis that America has had to deal with in the 21 st Century. Now we will share a novel that deals with characters that face a similar crisis and change. As we share the novel, Lord of the Flies, we will be asking the same essential questions. How does society provide a structure to deal with change/crisis? What happens when we lose that structure? How can forward thinking help me make better decisions? How do I build a context for change in my life? When is loyalty to myself more important that loyalty to a friend? How do I demonstrate that I am open-minded enough to learn from my experiences? How can I generate new ideas for solving problems? Which decisions I make today will affect me for my entire life? Introduce the novel by listening to the NPR book review: Alan Cheuse reviews William Golding's Lord of the Flies, 50 years after its first publication; NPR March 29, 2004 (2:32) And the Writer s Almanac summary: Garrison Keillor on the occasion of Golding's birthday, September 19, 03; the Writer's Almanac (Real 0:56) From this background summary, we learn the who, when, where, and what of the novel. Lord of the Flies by William Golding is an example of realistic fiction. Review the genre, novel (See Appendix #19a-b) to record the characteristics of the novel 18

19 CE2.10, , as the read Lord of the Flies Students will complete Anticipation Guide prior to reading. (Appendix 19c) Teacher Reads aloud Pages Writing/ Viewing/ Representing (15 minutes) CE1.2.1, Ask students to visualize the setting described on pp (top). Have them describe in their own words or draw the setting. You might want to assign for homework the rest of Chapter 1 The Sound of the Shell (pages 7-32) 19

20 Day 11 Writing (10 minutes) CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, 3.2.1, Speaking (discussion), Listening, Viewing (30 Minutes) CE1.2.1-CE1.2.3, CE CE2.1.12, CE2.3.1-CE2.3.7, CE3.4.3, CE3.4.4, CE4.1.1, CE4.1.4 In a Quick Write (See Appendix #9), have students briefly write about why they feel Ralph was elected the leader of the group. This will remind them of and help them focus on the text and will give you a short informal assessment to read and grade for content if appropriate. Tell students they will be left alone in this classroom for about 25 minutes and asked to complete the following assignment as a class (See Appendix 20): 1. In preparation for our Literature Circle discussion, create five roughly equal groups. These will be the groups that we will use for our discussion. The groups have to be co-ed - that is, at least one male and one female in each group. 2. Write down the groups on a sheet of paper, with every student's name in class listed on the sheet. 3. The class will submit a written explanation of their choices. 4. Every student will sign their name on the back of the sheet, verifying that they agree with the groups selected. REMEMBER: EVERY STUDENT IN THE ROOM MUST AGREE ON THE LIT CIRCLES GROUPS SELECTED Tell students how they will be graded: How will you be graded? In two parts. First part: A passing grade will be earned by completing all three parts of the assignment correctly in the allotted time. This will be graded immediately, when I return to the room. Second part: A grade will be assigned at the end of the Lord of the Flies Literature Circles discussion based on how effective all your groups perform during class discussions. NOTE: EVERY STUDENT RECEIVES THE SAME GRADE FOR BOTH PARTS OF THE ASSIGNMENT 20

21 Once they have completed this activity, tell students to complete the Reflection Sheet (Appendix 21). Writing (15 minutes) CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, 3.2.1, You might want to assign form homework Chapter 2-3 Fire on the Mountain and Huts on Beach (pages 32-57) 21

22 Day 12 Reading/ Listening/ Speaking (50 minutes) CE2.1.10, , , 3.1.2, 3.1.3, CE3.1.2 Character Charting: Discuss with students what you know so far about the characters. Together with students, record their ideas about the characters in the appropriate boxes of the character charts. Discuss with students the way in which these characters are reacting to this situation of change. As they chart out their characters behaviors, instruct students to begin thinking about how they compare to the behaviors from the book Who Moved My Cheese? Do one of the boxes together, and then have students work with partners or individually to record what is known so far about the characters. Save time at the end of the session for sharing (See Appendix #22a-b.) You might include: Character Sketches Piggy Pigs are intelligent creatures that are hunted and killed on the island. This parallels the events surrounding Piggy. rational and intelligent, overweight and physically unfit wears thick glasses gets out of breath easily because he has asthma thinks logically and has a scientific way of looking at the world an outsider apprehensive of anything involving physical activity severe physical limitations Ralph Ralph s name is derived from the Anglo-Saxon language meaning counsel well-built, athletic displays leadership skills immediately eager to be rescued and believes desperately that adults will come to their rescue needs to be alone to think things out responsible and can organize tolerant and open-minded possesses moral courage although he admits to fear, he does not lack courage popular and admired believes in rules and fair play 22

23 Jack Jack s name is Hebrew in origin and means one who supplants leader of the choir and later the hunters charismatic, attractive and manipulative irritable and quick to anger has no time for weakness destructive nature wants to make up his own rules and is power hungry has primitive urges and feelings is happy and at home in the forest no qualities such as thought and reasoning rules his tribe by fear and violence used to power superficial maturity aggressive with violent reactions self-confident and arrogant irresponsible Roger His name which is Germanic in origin means spear. furtive, intense, secretive desire to hurt others sadistic and irresponsible ruthless and coldly violent enjoys the freedom of being out of control Simon Simon s name comes from the Hebrew word meaning listener. has fits and is ridiculed solitary and stammers has insight and is thoughtful about the situation has the faith that everything will be all right represents the spiritual, poetic point of view compassionate his oddness is the mark of an individual Maurice enthusiastic and easily swayed joins in with Jack s gang and doesn t consider the consequences the joker 23

24 Sam Eric s twin brother, younger than the others has dominant control over Eric and is the more dominant of the pair Eric Sam s twin brother, appears much younger than the rest follows his brother and accepts his choices CE2.1.3, Word Study Suggestion Use Vocabulary Strategy to develop the words from Chapters 1-2. (See Appendix 23a-c.) (Note there are strategies for all Chapters.) You might want to assign for homework Chapter 4 Painted Faces and Long Hair (pages 58-76) 24

25 Day 13 and 14 Writing/ Speaking/ Listening (80 minutes) CE1.3.1-CE1.3.9, CE1.5.1-CE1.5.5, CE2.1.8, CE2.1.12, CE3.2.4-CE3.2.5, CE4.1.1, CE4.1.3, CE4.1.4, CE4.2.2, CE4.2.4 Have students break into their Literature Circles which they formed on Day 11 and begin working on the Literature Circles Study Sheet for the first 4 Chapters of the novel. (See Appendix 24) Before students begin working together, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix 8.) monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace and emphasis that indicate a new point is about to be made, and take notes to organize essential information. On Day 13, you might want to assign Chapter 5 Beast from Water (pages 76-95) for homework. Word Study CE2.1.3, CE4.1.2 Word Study Suggestion Use Vocabulary Strategy in Appendix 23a-c to develop the words from Chapters 3-6. On Day 14, you might want to assign Chapter 6 Beast from Air (pages ) for Homework. 25

26 Day 15 Writing (5 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, Reading/ Listening/ Speaking (20 minutes) Have students briefly journal or do a Quick Write (See Appendix # 9) in response to the question: At this point in the text, what does the Beast represent to the boys on the island? Author s Craft - Symbolism and allegorical language: Review or introduce students to these terms by using the power point link below. (You may wish to use all or part of this power point as an introduction to symbolism and allegory). Tell students that since they are now half way into the novel it is important to reflect on the symbols they have noted in the novel. These symbols change in their meaning as the novel progresses. They have spent time in their literature circles charting out the various symbols and explaining their meaning (Chapters 1-4). Writing/ Speaking/ Listening (20 minutes) CE1.3.1-CE1.3.9, CE1.5.1-CE1.5.5, CE2.1.8, CE2.1.12, CE3.2.4-CE3.2.5, CE4.1.1, CE4.1.3, CE4.1.4, CE4.2.2, CE4.2.4 Have students break into their Literature Circles which they formed on Day 11 and begin working on the Literature Circles Study Sheet for the Chapters 5 and 6 of the novel. (See Appendix 24.) Before students begin working together, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix 8) monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace and emphasis that indicate a new point is about to be made, and take notes to organize essential information. You might want to assign Chapter 7 Shadows and Tall Trees (pages ) and Chapter 8 Gift for Darkness (pages ) for homework. 26

27 Day 16 Speaking (discussion), Listening, Viewing (55 Minutes) CE , , , 3.4.3, 3.4.4, 4.1.1, Tell students that today they will be viewing an episode of the Twilight Zone called "I Shot an Arrow Into the Air. Have them complete a think aloud on the following in small groups (See Appendix 25a b.): 1. Is it always best to follow the rules? If you think rules are inappropriate, what can you do? How do you feel when those who are in charge won't listen to your ideas? What are your alternatives when this happens? How does what you can do differ from what you should do? 2. Imagine a local disaster where you have a choice between (1) trying to help everyone survive at the risk of everyone perishing in any case, or (2) saving yourself at the expense of others. Talk about what the disaster might be, and what you would do. Which rules or laws wouldn't matter as much any more? Or, conversely, which of them might be more important than ever? Would your views change under different circumstances? For example, what if your entire class survived and had to choose its survival as a group over that of others? 3. Think of and share examples of situations or circumstances where you have experienced or observed teamwork at its best, and at its worst. Next have students view the episode I Shot an Arrow into the Air. While they view the film have them take notes using the graphic organizer. Source: You might want to assign Chapter 9 A View to a Death (pages ) and Chapter 10 The Shell and the Glasses (pages ) for homework. 27

28 Days 17 and 18 Writing/ Speaking/ Listening (80 minutes) CE , , 2.1.8, , , 4.1.1, 4.1.3, 4.1.4, 4.2.2, Have students break into their Literature Circles which they formed on Day 11 and begin working on the Literature Circles Study Sheet for Chapters (See Appendix 24) Before students begin working together, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix 8.) monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace and emphasis that indicate a new point is about to be made, and take notes to organize essential information. On Day 17, You might want to assign for Homework: Chapter 11 Castle Rock (pages ) and Chapter 12 Cry of the Hunters On Day 18, you might want to review the text as a whole by playing power point jeopardy of Lord of the Flies. Jeopardy or game: Word Study CE2.1.3, CE4.1.2 Word Study Suggestion Use Vocabulary Strategy in Appendix 23 to develop the words from Chapters

29 Day 19 Speaking/ Listening (30 minutes) CE3.2.4, , 2.1.4, 2.1.2, 3.4.2, 2.3.4, 3.1.5, 3.1.6, To bring some closure to the study of Lord of the Flies, review with students the Study Sheets they have been creating in their Literature Circles. You might have the class share their findings. As a way to review the novel quickly is that each group could review the chapter plot developments. Next, conclude by discussing the way in which these characters dealt with change/crisis. Which characters used forward thinking? Which characters were motivated by fear? Etc. CE1.2.4, 1.1.5, 2.3.2, Review the essential questions now the students have finished Lord of the Flies: How does society provide a structure to deal with change/crisis? What happens when we lose that structure? How can forward thinking help me make better decisions? How do I build a context for change in my life? When is loyalty to myself more important that loyalty to a friend? How do I demonstrate that I am open-minded enough to learn from my experiences? How can I generate new ideas for solving problems? Which decisions I make today will affect me for my entire life? Finally, review the characters from Who Moved My Cheese? using Appendix 22a-b; ask students to determine which characters in the novel best reflected Hem, Haw, Sniff and Scurry. They should use their graphic organizer for this part of the discussion. Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers, listeners and viewers, students have been encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning. Have students return to their reading/viewing logs to reflect on the variety and diversity of their reading and viewing habits. Have them answer the following question, What have I learned about myself from what I have chosen to read and view on my own during this unit? Also have students return to their portfolios or collections of writing prompt writing, Quick Writes, answers to Focus Questions, Think-Write-Pair- Share notes, Response to Literature, etc. to assess strengths, weaknesses and development as a writer. Have students reflect on two pieces of unit writing that represent best effort. 29

30 Review the persuasive essay using Appendix #26a-b. Writing (25 minutes) CE1.3.1, 1.3.2, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.6, 1.1.8, 1.2.1, 1.2.2, 1.2.3, Have students write a persuasive essay in response to the following question: Select a character for Lord of the Flies, and explain the thinking and motivation behind their behavior. Did they use forward thinking in their decision making? Were they loyal to their friends? Did they use problem solving skills to generate new ideas? Support your position with specific and relevant details and examples. CE2.3.8 You may wish to collect and score using the ACT writing rubric in Appendix #27a-b. 30

31 Days Writing/ Speaking/ Listening (80 minutes) CE , , 2.1.8, , , 4.1.1, 4.1.3, 4.1.4, 4.2.2, Research Activities CE , 2.3.1, C4.1.1 Tell students that as a culminating activity, they will be researching a current crisis or national disaster and evaluate the method in which key leaders responded. Using your experiences with Lord of the Flies, Who Moved my Cheese?, and the 9/11 Footage/Articles, create a power point which evaluates the steps in which these leaders took action. Evaluate the methods and decisions they made. Compare and contrast their choices with characters from the texts that we have used in class. They will need the following: Internet Access Power Point Library Access See Appendix for details of the project and rubric. 31

32 Day 23 Speaking (discussion), Listening, Viewing CE , , , 3.4.3, 3.4.4, 4.1.1, Present and share power points on Dealing with Change Using forward thinking to make better decisions. 32