Great Expectations: Growing into a Hero: Informational Module

Transcription

1 Great Expectations: Growing into a Hero: Informational Module title: Module description (overview): Template task (include number, type, level): Teaching task: Grade/Level: Discipline: (e.g., ELA, science, history, other?) Course: Author: Information Sheet for Information/Explanation Module Great Expectations: Growing into a Hero: Informational Module Culminating activity on the novel comparing Pip to the Hero Journey as defined by Joseph Campbell. Task 11: After researching (informational texts) on (content), write a (report or substitute) that defines (term or concept) and explains (content). Support your discussion with evidence from your research. L2: What (conclusions or implications) can you draw? (Informational or Explanatory/Definition) After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research. 7th grade-gt ELA 7th grade language arts-gt Chad Peavler 1

2 TEACHING TASK Teaching task: Reading texts: Section 1: What Task? After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research. Great Expectations by Charles Dickens, The Hero Journey: A Guide to Literature and Life by Reg Harris and Susan Thompson, various website articles. Background to share with students: Extension (optional): The Hero Journey monomyth is a literary theory based on the work of Joseph Campbell (The Hero with a Thousand Faces, 2008) and others. It is based on the idea of archetypes (Carl Jung) and, in theory, facets of the Hero Journey can be found in any quest or human growth story. In place of an independent reading project, analyze the Hero Journey in one of the books you read this trimester. CONTENT STANDARDS FROM STATE OR DISTRICT Standards Kentucky Core Academic Standards source: NUMBER RL 8.9 CONTENT STANDARDS Analyze how a modern work of fiction draws on themes, patterns or events, or character types from myths, traditional stories, or religious works such as the Bible, including how the material is rendered new. COMMON CORE STATE STANDARDS NUMBER ANCHOR STANDARDS FOR READING 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 6 Assess how point of view or purpose shapes the content and style of a text. 10 Read and comprehend complex literary and informational texts independently and proficiently. NUMBER ANCHOR STANDARDS FOR WRITING 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience. 2

3 SCORING RUBRIC FOR INFORMATION/EXPLANATION TEMPLATE TASKS Scoring Elements Focus Controlling Idea Reading/ Research Development Organization Conventions Content Understanding Not Yet Approaches Expectations Meets Expectations Advanced Attempts to address prompt, but lacks focus or is off-task. Attempts to establish a controlling idea, but lacks a clear purpose. Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. Attempts to organize ideas, but lacks control of structure. Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Addresses prompt appropriately, but with a weak or uneven focus. Establishes a controlling idea with a general purpose. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Presents appropriate details to support the focus and controlling idea. Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Addresses prompt appropriately and maintains a clear, steady focus. Establishes a controlling idea with a clear purpose maintained throughout the response. Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. Presents appropriate and sufficient details to support the focus and controlling idea. Maintains an appropriate organizational structure to address the specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Addresses all aspects of prompt appropriately and maintains a strongly developed focus. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials Presents thorough and detailed information to strongly support the focus and controlling idea. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Demonstrates and maintains a welldeveloped command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

4 Section 2: What Skills? SKILL DEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task's prompt and rubric. SKILLS CLUSTER 2: READING PROCESS 1. Text selection Ability to identify appropriate texts. 2. Active reading Ability to identify the central point and main supporting elements of a text. 3. Analysis practice Ability to use central ideas of informational texts to practice analysis with short texts and film clips in preparation for writing. 4. Essential vocabulary Ability to identify and master terms essential to understanding a text. 5. Academic integrity Ability to use and credit sources appropriately. 6. Note-taking Ability to select important facts and passages for use in one's own writing. SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Ability to begin linking reading results to writing task. SKILLS CLUSTER 4: WRITING PROCESS 1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task. 2. Planning Ability to develop a line of thought and text structure appropriate to an information/explanation task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure. 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. 5. Editing Ability to proofread and format a piece to make it more effective. 6. Completion Ability to submit final piece that meets expectations.

5 Section 3: What Instruction? PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING (PRODUCT "MEETS EXPECTATIONS" IF IT ) SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 Day 1 1. Task engagement Quick-write Ability to connect the task and In a quick-write, write your first reaction to new content to existing the task prompt. What do you think about knowledge, skills, experiences, this assignment? What parts of it do you interests, and concerns. think you can answer now? 2. Task analysis Bullets Ability to understand and What do you need to know or be able to do explain the task's prompt and to get an A on this assignment? rubric. SKILLS CLUSTER 2: READING PROCESS Day 2 Days 2, 3, and 4 1. Text selection Ability to identify appropriate texts 2: Active reading Ability to identify the central point and main supporting elements of a text. Notes For each text (two selected by the teacher, one identified online by the student), create a bibliography and identify what makes this a credible source for this essay. Day 2: Numbered List Generate a list of the stages and steps of the Hero Journey. Day 3: Notes Generate explanatory notes about each stage and step of the Hero Journey. INSTRUCTIONAL STRATEGIES None Share responses from students. None Create a list of student ideas to post in the room and check them off as we complete them. Establish a time line for the essay's parts. Identifies author, title, publisher, date, and any other needed information (for example, the volume for a periodical or the editor for an anthology). Includes reasonable evidence that work is credible and/or worthy of study. Notes are thorough and complete. Provide citation guide and discuss why each element of citation is needed. Ask students to brainstorm what makes an author credible and/or worthy of study. Discuss "look-for's" to guide students in identifying their own source. Students brainstorm list of stages and steps with teacher facilitation. Teacher helps to explain the notes with references to a shared student text (Star Wars). Day 4: Notes As a class, fill in informational gaps in class notes.

6 Days 5-6 On-going Day 8 Days 9 and Analysis Practice Short response Ability to use central ideas of In your notes packet, analyze short film clips informational texts to practice for elements of the Hero Journey. Which analysis with short texts and parts of the texts helped you identify those film clips in preparation for elements? writing. 4. Essential vocabulary Ability to identify and master terms essential to understanding a text 5. Academic integrity Ability to use and credit sources appropriately. 6. Note-taking Ability to select important facts and passages for use in one's own writing. Vocabulary list In your notes packet, highlight words and phrases essential to understanding the Hero Journey. Add definitions for any word or concept you do not understand. Definition and strategies Define "plagiarism" and list ways to avoid it. Notes SKILLS CLUSTER 3: TRANSITION TO WRITING Day Bridging Ability to begin linking reading results to writing task From the novel, the Hero Journey texts, and the notes, make a list of the elements that look most important for answering the prompt. Use strategies to avoid plagiarism. Bullets In a quick-write, explain what you've learned 'about archetypes and the Hero Journey through your reading. Identifies accurate elements. Includes textual information to support analysis. Highlights appropriate words and phrases. Provides accurate definitions. Provides accurate definition. Lists several appropriate strategies. Identifies relevant elements. Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly). Day 5, complete the activity whole class with modeling from the teacher. Day 6, students complete independently followed by whole class discussion and review. Day 7, student complete independently and receive scoring and descriptive feedback from teacher. Recommended films Harry Potter or The Lord of the Rings Teacher modeling for the first few steps. Use formative vocabulary quizzes to help them identify words they may not know. Discuss respect for others' work to assemble evidence and create texts. Discuss academic penalties for stealing others thoughts and words. Provide a worksheet for note-taking. Create works cited page to aid in referencing. No scoring Discuss student answers. Refer to chart developed day 1.

7 SKILLS CLUSTER 4: WRITING PROCESS Day 11 Day 12 Days 13, 14, and Controlling idea Ability to establish a controlling idea and consolidate information relevant to task. 2. Planning Ability to develop a line of thought and text structure appropriate to an information/ explanation task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure. Days 16 and 4. Revision 17 Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. Day 18 Day Editing Ability to proofread and format a piece to make it more effective. 6. Completion Ability to submit final piece that meets expectations Opening paragraph Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition. Outline/organizer Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Initial draft Write a rough draft complete with opening, body, and closing; insert and parenthetically cite textual evidence. Multiple drafts Revise your draft with a partner. Make sure it makes sense, covers the prompt, uses textual evidence, and cites that evidence. Make sure the conclusion brings your thoughts to a close and either circles back to the opening or connects your essay to the world outside the novel. Use your partner's suggestions to create a better essay. Correct Draft Work with a partner to edit the spelling, punctuation, and grammar of your essay. Make sure it says what you mean and sounds like you are talking to your teacher. Final Piece Turn in your complete set of drafts, plus the final version of your piece. Writes a concise summary statement or draft opening. Provides direct answer to main prompt requirements. Establishes a controlling idea. Identifies key points that support development of argument. Creates an outline or organizer. Supports controlling idea. Uses evidence from texts read earlier. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Provides complete draft with all parts. Improves earlier edition. Provides draft free from distracting surface errors. Fits the "Meets Expectations" category in the rubric for the teaching task. Provide a worksheet to aid in writing and scoring. Provide a worksheet to aid in writing and scoring. Model parenthetical citation format. Partners use Post-it notes to make suggestions and point out weaknesses. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each other's texts a second time. MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS FOR STUDENTS

8 Harris, R., & Thompson, D. (1991). The Hero's Journey: A guide to literature Dickens, Charles. Great Expectations. Dover Publications; Unabridged edition, August 1, and life. Ariane Pub Et Dist Original publication: 1861 (in three volumes). Campbell, J. (2008, July 28). Hero with a Thousand Faces, 3rd ed. New World Library. Harris, Reg. "Hero Journey and the Essay" Section 4: What Results? STUDENT WORK SAMPLES Appendix The attached materials support teaching this module.