Secret Life of Bees Unit. English 1-2 Curriculum Guide

Transcription

1 Secret Life of Bees Unit English 1-2 Curriculum Guide Version 1.0: September 2009

2 Table of Contents: Secret Life of Bees Unit Activity Page # Introduction to Unit 3 Unit Template with Learning Plan 4 Student Progress Monitoring 6 Academic Vocabulary 8 Pre-assessment 9 Character silhouettes 12 Literary Postcard 13 Letter Written but Not Sent 15 Revised Writing Prompts 16 Revision and Editing Strategies 17 Found Poem 18 Culminating Assessment: A Literary Scrapbook 19 Scoring Guide 22 Differentiation 23 Resources 24 2

3 Introduction The Secret Life of Bees text and its accompanying curricular unit have been used and enjoyed considerably by ninth grade teachers and students in Portland Public Schools. At over seventy-five pages long, the curriculum packet s breadth is also its shortcoming as teachers tried to glean and navigate through the diverse and appealing strategies. With this mind, a portion of the unit has been enhanced, or magnified, to focus on the unit s literary scrapbook and connect the literary merits of the project to the 9 th grade priority standards. So, the pages found here are not expected to replace the novel s earlier materials; they should be used in tandem with these. In fact, these materials pick up only once students have become familiar with the novel. This special focus on the literary scrapbook was further articulated through the creative lens of Grant Wiggins and Jay McTighe s, text, Understanding by Design, an innovative set of learning ideas whose main premise, backwards design, is illustrated by the template created at the beginning of this unit. The culminating assessment or final project is focused on the literary scrapbook that probes the students understanding of characters and themes in this 1960 s coming of age story about a young woman coming to terms with her family, home, and civil rights. Consistent with the Backwards by Design model the larger goals are explored, followed by the specific learning practices that allow the student to create and make connections to the text, all, with an organized and punctual format in mind. Strategies are specified to allow the student to reflect on the text and review some of the ideas that have been already presented in the classroom. The Revised Writing prompt, literary postcards, and the found poem are examples of the review and reflective format. A Revision and Editing handout has been added to enrich the writing practice required in the scrapbook. Connections have been made to the 9 th Grade Write Source to provide easier access to this powerful novel that Portland Public School has adopted Thank you to all those who worked on the original Bees materials and to all of those teachers who used and refined them over the years. Revised by: Alex Gordin, Cleveland 3

4 Secret Life of Bees Unit Template Stage 1: Desired Outcomes Priority Standards: Infer an author s unstated ideas, analyzing evidence that supports those unstated ideas and make reasonable generalizations about text Describe the function and effect upon a literary work of common literary devices Analyze characterization Analyze how dramatic elements are used to develop characters/mood through dialogue, soliloquies, asides, character foils, stage directions Support interpretations of literature through the use of textual references Understandings: Essential Questions: Students will understand that Who are the main characters that connect authors create characters through a variety and compel you to discover and create? of means and tools, including dialogue, setting, and conflicts. people s lives are affected by the social and cultural forces that surround us How are the characters developed through thought, feeling, dialogue, action, reactions from others, and the narrator s descriptions? How does race and culture affect how we see others? Ourselves? How will you extend the understanding of character(s) and themes through multigenre creative pieces? Students will know: the characterization and thematic elements of the novel. The tools that authors use to develop theme and tone Students will be able to: write topic sentences and thesis statements about characterization explain how the choices authors make affect an audience. Stage 2: Assessment Evidence Culminating Assessment (learning task) Students will create a scrapbook that demonstrates their understanding of the text. The project will include coverage of two of the characters in the novel and demonstrate an understanding of the topics that had been covered in the novel including: civil rights, family and its determination, spirituality, social issues, race, and sense of place. Other Evidence 1. Character silhouettes 2. Literary Postcards 3. Responses to prompts 4

5 Stage 3: Learning Plan Note that some of the activities refer to pages numbers in the original curriculum materials for The Secret Life of Bees. Activity Title Priority Standards This Guide Pre-Assessment 9 Historical and Character Tea Parties Character silhouettes Visual Clues Book Overview Draw conclusions about the author s purpose Analyze characterization Support interpretations of literature through the use of textual references Predict future outcomes supported by the text, using contextual clues Analyze characterization Analyze characterization Support interpretations of literature through the use of textual references Predict future outcomes supported by the text, using contextual clues Support interpretations of literature through the use of textual references 12 Original Guide Literary Postcard Letter Written but not sent Revised Writing Prompts Found Poem Culminating Assessment: A Literary Scrapbook Analyze characterization Describe the function and effect upon a literary work of common literary devices Infer an author s unstated ideas, analyzing evidence that supports those unstated ideas and make reasonable generalizations about text Analyze characterization Support interpretations of literature through the use of textual references Develop a thesis, providing connections and insights Provide details/examples to support ideas developed into separate paragraphs Support interpretations of literature through the use of textual references Analyze characterization Define how tone or meaning is conveyed in poetry through word choice, figurative language, Draw conclusions about the author s purpose Analyze characterization Use variety of facts/descriptive words to paint an image in the mind of reader Support interpretations of literature through the use of textual references

6 Student Progress Monitoring: Secret Life of Bees Unit Student Draw conclusions about the author s purpose Analyze characterization Use variety of facts/descriptive words to paint an image in the mind of reader Support interpretations of literature through the use of textual references E M D n/e E M D n/e E M D n/e E M D n/e E M D n/e 6

7 Student Draw conclusions about the author s purpose Analyze characterization Use variety of facts/descriptive words to paint an image in the mind of reader Support interpretations of literature through the use of textual references E M D n/e E M D n/e E M D n/e E M D n/e E M D n/e 7

8 Academic Vocabulary The vocabulary used extensively in this unit: Audience Characterization Dialogue Direct Quotation Editing Flashback Multi-Genre Narration Plot Point of view Revision Setting Theme Voice Writing process 8

9 Pre-assessment for Secret Life of Bees Unit This short assessment will give you a sense of where your students are in terms of their understanding of the novel s characters and themes. Students should already have some familiarity with the novel by the time they begin this pre-assessment, probably after they are halfway completed. The information it will give you will help you to direct your time and resources as students prepare their literary scrapbooks. Time: 50 minutes Materials: prompts on following page, copies of novel, paper, and scoring guide. Note: be sure that students have a chance to reflect on their own pre-assessment, both before submitting and afterward, so that they are aware of their own proficiencies at this point. 9

10 Pre-assessment for Secret Life of Bees Unit 1. List characters from the novel, The Secret Life of Bees and then choose two that you feel that you know well. Write a response (1-2 paragraphs) about each character identifying their key features and explaining why the author uses these elements to create her characters. Be sure to use evidence from the novel to support your response. 2. In a similar manner as above, list the major themes from the novel so far. In other words, what is the reader expected to learn from the novel? Focus on one theme and compose a free-write of 2-3 paragraphs in which you explain the theme. Be sure to use evidence from the novel to support your response. 10

11 Scoring Guide for Secret Life of Bees Unit Pre-Assessment Priority Standard Draw conclusions about the author s purpose. 6-5 Exceeds The writer makes an insightful inference of the author s purpose based on a detailed analysis of the evidence from the story. 4-3 Meets The writer makes reasonable inference of the author s purpose based on a some analysis of the evidence from the story. 2-1 Does not yet meet At this point, the writer does not make an inference about the author s purpose or the inference cannot be supported with the evidence Analyze characterization Through analysis and evidence, the writer demonstrates a sophisticated knowledge of the elements of characterization. Writer demonstrates an awareness that authors develop characters through various devices, though the analysis and evidence at this point may be somewhat limited. While the writer may be able to describe the main character, at this point, he or she has not demonstrated an awareness of the craft that authors use to develop characters Support interpretations of literature through the use of textual references Even in this short response there are several effective examples offered to support the interpretation. The examples are fully explained. The response includes appropriate, if somewhat limited, examples from the text. The examples may not be fully explained at this point. At this point, the response does not include any specific examples from the text to support the interpretation. 11

12 Character Silhouettes (Adapted from the Reading and Writing Strategies Guide) Objective: The objective is for students to respond to characters in the story and reinforce the character s point of view. Students will use passages and descriptors from The Secret Life of Bees by the character and about the character to describe and illuminate them in the novel. These character silhouettes will be featured in the literary scrapbook. Time: 2 class periods Materials: Novel, journal, butcher paper and writing instrument. Activity: Students will read the story and select meaningful lines and interpret these ideas and make connections on characters from the text. Review pages in the 9th Grade Write Source for additional ideas on characterization. Steps: Students divide into groups and focus on a single character. If students have been following a single character throughout the text, students will divide into groups of four or five, combining with students who have the same character. If students did not trace a single character through the novel, students divide into groups of four or five. The teacher assigns the character for each group, or groups volunteer for characters. Students pick up a piece of butcher paper and markers for the group. Instructions to the group: Review the text, and previous assignments on the text. Identify key character traits (how you d describe the character). Find important quotations said by the character that provides traits, goals, or values. Identify key influences on the character (other characters, past experiences, that are either personal or historical). Find important passages within the text about the character. These can be quotes stated directly by other characters. They can also be passages from the text that reveal information about the character. Draw a silhouette or an outline of a person on the butcher paper. Leave enough room outside the outline so that you can write there. Discuss and collaborate your findings within the group. Write inside the silhouette of the character the key traits and quotes by your character. Write outside the body the major influences, quotes by other characters, and passages from the text about your character. At the conclusion of the activity, groups tape the silhouettes on the walls and each group presents to the class. Students should take notes because two smaller versions of character silhouettes will be included in their literary scrapbooks. 12

13 Literary Postcard Time: 2 class periods Student Learning: The Secret Life of Bees is a very visual novel. This assignment helps students to understand and appreciate the novel s imagery. The Secret Life of Bees also has wonderful, colorful characters. Writing in the voice of different characters will enable students to comprehend the characters more fully and practice their own creative writing skills. For students talented in art, this is another way for students to connect with literature. Two literary postcards will be included in the literary scrapbook. Materials Needed: Text 5x 7 file cards colored pencils, markers Steps in the Assignment: Students will review the text, responses to writing prompts, and even look over their pre-assessment and choose characters and story possibilities to create their literary postcards. See following page for directions on using this reading strategy. 13

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15 Letter Written But Not Sent Time: 90 minutes Student Learning: On page 161, in The Secret Life of Bees Lily writes about her feelings toward her father, T-Ray, but does not actually intend to mail the letter. The writing becomes a therapeutic and self-preserving literacy strategy. In the spirit of the text, students should list people, past or present that they have wanted to write and communicate with but haven t had the opportunity to do so. In the event that this is too personal, students may write to a character in the novel. The letter will go trough the writing process: pre-writing, drafts, revision, and editing. Materials: Text Pen, computers Steps in the Assignment: Students will read Lily s Letter Written But Not Sent on page 161, and discuss the merits and inferences of her actions. Students brainstorm about people, from their lives or from the text, about something that they wanted to express but didn t have the opportunity or courage to do so. Students draft a free-write, where they write to get their ideas down on paper. Students may pair-share and then the teacher offers writing suggestions about where to revise to make the content more detailed and relevant. Students compose a polished draft and integrate the changes into the piece. Students then work on editing the writing. This step will include corrections on spelling, paragraphing, punctuation, grammar, and sentence fluency. Students publish the writing in the literary scrapbook. 15

16 A Revised Writing Prompt Refer to the writing prompts in The Secret Life of Bees PPS Curricular Unit Time: 2 class periods Student Learning: Students review and reflect on the writing prompts that they composed in their response journal. Students choose one of the writings that intellectually or emotively connect with them and rewrite the piece with the idea of adding detail and more specificity to the writing. Materials: Text Pen, computers Steps in the Assignment: Students will review the writing pieces that they have composed that have been based on The Secret Life of Bees prompts. With the writing prompt response selected, students review the writing and decide on how to enhance and strengthen the response. They should look over the text, and ideas on how to revise the writing for content. They may add a line from the text with pagination, more literary interpretation, and specific word choice. Students compose a polished draft, where they write to revise their ideas on the chosen prompt. Students may pair-share and then the teacher offers writing suggestions about where to revise to make the content more detailed and relevant. Students compose a polished draft and integrate the changes into the piece. Students then work on editing the writing. This step will include corrections on spelling, paragraphing, punctuation, grammar, and sentence fluency. Students publish the writing in the literary scrapbook. 16

17 Revision Strategies As you review your draft(s) consider the following possibilities to improve and strengthen your writing: Add dialogue. Add quotation marks and indent each time a new speaker is introduced. Add details such as names, types, brands, and specifics. Delete text that you tell rather than show. Begin in the middle, in media res. Use imagery that evokes the senses-taste, touch, color, feel, smell, and sound. Use similes and metaphors to convey description. Use unusual and descriptive words. Change simple verbs to more vivid ones. Use the active voice. A simple example is, I hit the ball, rather than The ball was hit by me. Add a creative title to the writing, something to entice and invite the reader to the writing. Review revising tips in the 9 th Grade Write Source pages 107, 163, 217, 273, and 385. Editing Strategies Go over your writing and use a spell and grammar check. Even read your writing softly aloud to hear the sound of the writing and to check for sentence fluency and for omitted words. Does each sentence have ending punctuation? Is dialogue correctly punctuated? Have you used correct word usage? Common mistakes include the usage of to, two, and too, lose and loose, their, there, they re, and accept and except. Have you used punctuation correctly? First letters of sentences are capitalized, proper names, and places as well. Do your subjects and verbs agree in number? For example, He is and They are. Do you use apostrophes to indicate possessive case and for contractions. Review comma use especially for items in a series and appositives. Review editing tips in the 9 th Grade Write Source pages

18 Found Poem Time: 90 minutes Student Learning: Students will create and compose a 15 lined poem based on words, phrases, and ideas from the text. The found poem will reflect one of the themes from The Secret Life of Bees. These themes include civil rights, family and its determination, spirituality, social issues, race, and sense of place. Materials: Text Pen, computers Steps in the Assignment: As you read The Secret Life of Bees select words or phrases that stand out to you. They could be sensory words (taste, touch, smell, sound, sight) or they could be words that catch your eye ( dazzling, grumbling, deadly, gossamer, humming, etc.). Write a list that expresses one of the following themes from the novel: From the list students arrange the words, phrases, or lines from the text in a spatial order. Students compose a draft, where they write to get their ideas down on paper. Students may pair-share and then the teacher offers writing suggestions about where to revise to make the found poem more detailed and relevant to theme. Students compose a polished draft and integrate the changes into the piece. Students then work on editing the writing. This step will include corrections on spelling, paragraphing, punctuation, grammar, and sentence fluency. Students publish the found poem in the literary scrapbook. 18

19 Culminating Assessment Culminating Activity: Students will create a scrapbook that that demonstrates their understanding of the text. The project will focus on one of the characters in the novel and demonstrate an understanding of some of the topics that had been covered in the novel including: civil rights, family and its determination, spirituality, social issues, race, and sense of place. A scrapbook is a multi-genre expression of the main character s thoughts, feelings, experiences, conflicts, settings, themes, time periods. All included pieces should be in the first-person s point of view, as if the character him/herself was producing this scrapbook of his/her life. They should be the character s collections, not YOURS, as a student in an English class. The scrapbook can contain any of the following, though you are not limited to: a. diary entries b. pictures: drawings or photographs c. poems d. real or mock newspaper/magazine clippings e. significant ticket stubs, matchbook covers, or similar souvenirs f. letters sent to others or received from others g. just about anything else that is relevant to the novel and its themes and conflicts Your scrapbook can be a notebook, paper stapled together, a photo album, or whatever form works for you. Try to get as much variety of items (not all journal entries, for example) and plan on including between ten and fifteen different items. Be sure to consider the best layout and organization for your character/novel. Steps in the Assignment: 1. Look back through the writing assignments from this unit as a way to help you get at your character s voice. 2. Complete the prewriting questions to help you focus your thinking. 3. Begin writing, creating, and/or locating pieces for your scrapbook. 4. Begin assembling your items into your scrapbook in a meaningful order. You might want to arrange the items chronologically or by theme/topic. 5. For all items, be sure to write caption (in the voice of the character) that identifies and explains the significance of each piece. 6. Write your Letter to the Reader in which you write as your character background information and context to help the reader understand the scrapbook. 7. Finalize your assembling and create a cover that is engaging and appealing.. 19

20 Scrapbook Prewriting Form: The Secret Life of Bees Complete the following on separate paper 1. Describe the main action of the novel. Focus on the important details that could play a role in your scrapbook. 2. Describe the character that you have selected for this project. Focus on age, physical characteristics, emotions, appearance, etc. 3. What are THREE objects that your character would think are very important to him or her? What significance do these objects have? 4. Practice writing in the voice of your character. Write a diary entry about one, single event that occurred in the novel. Be sure to use I and try to sound just like the character when you write. 5. Who might write a letter to your character? Why? What might they say to your character? How might the character respond? 6. What other items might your character put into his/her scrapbook? Why these? 7. What might the cover of your scrapbook look like? Why? 8. What do you think will be the greatest difficulties that you will have with this project? Why? How will you overcome them? [do not say doing it or not enough time ] 20

21 Scrapbook: Captions and Letter to Reader The captions and the letter to the reader must be in the voice of your character. These are written at the time that the character has decided to create this scrapbook. The captions should 1. Clearly identify the item ( Letter from Ms. Jones Cigarette butt from ) 2. Explain the significance of this item to you (as the character). Why is this something that you have held on to and is worthy of inclusion here? Remember, these are written several years after the events in the novel and must use I. Practice writing captions for one visual element and one written piece: The letter to the reader should: 1. Be in the voice of the character several years after the events of the novel. 2. Be written to someone who knows nothing about you and the events of your life. 3. Provide all relevant background information needed to understand the rest of the scrapbook: a. Biographical information: name, age, family information, occupation, etc. b. Significant events from the story: summarize the plot, characters, etc. c. Significant and relevant events that have happened after the events of the story. Write some notes about what you will include in your letter to the reader: 21

22 Culminating Assessment: The Secret Life of Bees Priority Standard Draw conclusions about the author s purpose. 6-5 Exceeds The scrapbook makes an insightful inference of the author s purpose based on a detailed analysis of the evidence from the story. 4-3 Meets The scrapbook makes reasonable inference of the author s purpose based on a some analysis of the evidence from the story. 2-1 Does not yet meet At this point, the scrapbook does not demonstrate a clear understanding of the novels theme, or is not supported with the evidence Analyze characterization Through the choices in captions, letter to reader, and in the texts/objects created the scrapbook demonstrates a sophisticated knowledge of the elements of characterization and demonstrates a thorough knowledge of the chosen character. Writer demonstrates an awareness that authors develop characters through various devices, though the evidence at this point may be somewhat limited in a few of the pieces and captions. There is a clear sense that the scrapbook represents the character accurately and fully. While the scrapbook may be able to reflect aspects of the main character, at this point, the writer has not demonstrated an awareness of the craft that authors use to develop characters. The knowledge of the character may be limited Use variety of facts and descriptive words to paint an image in the mind of reader Support interpretations of literature through the use of textual references The words and phrases used throughout the scrapbook are extremely effective at capturing the essence of the character and the text as a whole. Throughout the scrapbook there are several effective examples offered to support the interpretation of theme and characterization. The examples are carefully integrated in the pieces created and in the captions. The words and phrases are appropriate and effective for the character and the time period. The scrapbook includes appropriate, if somewhat limited, examples from the text. The examples may be limited to particular sections of the text and/or are not fully integrated in the texts and in the captions. In places, the scrapbook contains words and phrases that are inappropriate or distracting to the reader. At this point, the response does not include any specific examples from the text to support the interpretation. 22

23 Differentiation Strategies There are a number of differentiated strategies that could be integrated into this unit. These strategies include informal groupings that include the formats of pair-share, small group, and large groups as the students progress and scaffold their ideas into the literary scrapbook. Also, additional time could be allowed for the reading or writing pieces; students who may be on an IEP or 504 Learning Plan may benefit from this extension. In addition, Talented and Gifted students may want to add additional components to the scrapbook or develop the pieces in greater depth- a kind of curricular composting. Lastly, as the project develops student or teacher models may demonstrate greater understanding of the learning process. 23

24 Resources This unit was designed to be an extension of the previously created Secret Life of Bees curricular unit. In addition to that unit here are some additional resources that will enhance and supplement the literary ideas. PPS Resources The Secret Life of Bees Curricular Guide Office of Teaching and Learning Resource page. PPS Reading and Writing Strategies Classroom Texts Holt Elements of Literature Third Course 9 th Grade Write Source Both texts have references to characterization and themes in the texts. 24