3
Goodsite
Michelle Goodsite
Topics in Literature
Final Project
11th Grade American Literature, College Prep
Year-long Theme: The American Dream
Unit Themes: Struggles and Identities
Teaching Thinking and Writing through Literature
Overview
Through struggles and hardships we find our identities. Because of the difficulties facing teenagers today, I have chosen to explore how struggles help define our identities. I want students to discover through literature their own struggles and hardships can be recognized and identities can be found. Teaching thematically allows this connection to be made for students. Probst (1990) said of Louise Rosenblatt, “The reader performs with the text.” (29) Rosenblatt also encouraged the process of connections to be made through prior knowledge and personal experiences enriching the connection. This is my first approach to teaching thematically and I think this method will be much more affective and more enjoyable for the students and for me to teach. Maxwell and Meiser (1997) emphasized teaching thematically to enhance student understanding and personal connections. Through the theme of struggles to identities, literature will be connected from all areas of English Language Arts; reading, writing, speaking, listening and viewing.
Literature reading will occur several ways; independent reading, large group reading, small group reading and teacher/student read-alouds. While the majority of reading will take place in the classroom some will be assigned for homework. To work on developing reading comprehension, several reading strategies will be introduced to students. These strategies will come from Stephanie Harvey and Anne Goudvis’ Strategies That Work; connecting, questioning, visualizing, predicting, inferring and synthesizing. I will model strategies to students in the beginning weeks of the unit so that by the end of the unit students will begin to use the strategies independently. Students will be encouraged to use the sticky note method described in Strategies That Work. (4) To teach literary elements I will first use picture books for concept identification and then move to the more difficult texts within the framework of the unit. This will be done in mini-lesson format. According to Lott (2001), children’s picture books can be used in a variety of ways to enhance the reading practices of older students. For large group discussion of the literature, I will use the framework of the “tell-me” questions described in Aiden Chambers “Tell Me: Children Reading and Talk.” By using this framework of questioning, students will be able to make meaning out of their reading. They will be led through the questioning process rather than expected to give a correct yes or no answer. Smaller group opportunities will be available through literature circles. While modeling of literature circles will occur early in the unit by the teacher, students will be expected to take specific roles within the circles later. Reading of text may also occur within the literature circle before completing each member’s assignment for homework the following day. Through their reading students will be encouraged to identify difficult vocabulary. Allen (1999) says that vocabulary must be taught in context rather than in isolation. Students in my classroom will develop a vocabulary log entering words from daily reading. They will be responsible for finding, in addition to the familiar list for the class, an independent list from their individual reading. Vocabulary instruction will include several of the activities suggested by Burke (2003) from his chapter on vocabulary instruction. In making the connection between vocabulary and writing Fulwiler (1942) encourages readers to read as a writer. Students will be encouraged to read as writer in thinking about the writing they will then do in response to the literature.
I want students to write to think. In moving from large group to small group and then to independent learning/reflecting on the text, students will be required to write in a reader response journal for selected literature. Students will not necessarily write a response for every selection because they may do the writing for a literature circle in place of the journal. However, the literature circle writings will be placed in the reader response journal so that all selections will have a response of some type. In the beginning the reader responses will be formal and teacher directed with the hope that some journal entries will move to a more independent method much later in the semester. Fulwiler (1942) says that the best advice on keeping a journal is to “write a little bit about everything you read.” (15) His suggestions for journal writing have given more focus to how I want the reader response journal to function in the classroom. To further my thinking on reader response Beach (1990) summarizes the way teachers can enhance the quality of classroom responses:
· Employing informal oral or writing that encourages a tentative, exploratory stance.
· Eliciting engagement responses.
· Helping students relate prior texts to current texts.
· Relating students’ attitudes to their reading.
· Recognizing students’ “story-driven” orientation.
· Encouraging sharing of responses to build a sense of community. (74-75)
While reader-response journals are one way students will be writing about the literature, they will have more formal opportunities to write in connection to the literature through formal paper assignments and speeches they will give at the conclusion of the identities unit. Assessment of the units will be done through formal writing assignments, ABRs and final project/speeches presented to the class. Students will have several choices in these assessments as I believe in giving student choice. Several writing options will be given and Dr. Jim Cope’s list of ABR prompts will be used. Students will also have a choice in the direction of their final project. Before getting to the formal writing assignments, mini-lessons on grammar will be introduced to students. Noden’s (1999) brushstroke method will be used as well as Burke’s (2003) list of reminders for teaching grammar. Burke says, “We use grammar to understand how to read and write better and to think with greater clarity.” (132) Grammar instruction will take place within the writing instruction not as a stand-alone unit. Zinsser’s (1976) ideas on audience and clutter will be used in writing instruction as well. Specifically, his ideas on clutter will be used in teaching students how to edit and proofread.
Because students need to have multiple opportunities to engage verbally with and in front of their peers, students will be expected to give a final speech as part of their final projects. Students need to make the school to work connection and developing speaking skills is imperative to preparing for the world of work. With my background in Broadcast Communications and Speech, I will utilize my resources and experiences to aid in the teaching of speaking and listening. Mini-lessons and modeling will be used to prepare students for their speeches. They will continually work during the course of the unit to prepare. Burke’s (2003) chapter on teaching speaking and listening will aid in my approach to the format of the mini-lessons. Students will also be expected to develop listening skills throughout the semester. I will encourage this through mini-lessons and modeling. Students will be expected to respond to students’ speeches and project presentations so they will be held accountable for listening to each individual. Rubrics and response sheets will be given to each student to respond to a minimum of seven student speeches/presentations. They will be expected to take notes and respond in a formal manner.
To enhance the literature within the thematic unit opportunities for students to view a film and several clips are available. By viewing the film and clips students get the opportunity to develop listening and viewing skills necessary to become critical thinkers in our society. Developing a critical eye for understanding film is crucial to aid our reading and writing of literature. Burke (2003) makes this clear in his discussion of viewing messages in film and writing about film. The film clips I chose, the Peter Jennings reflection on American history and Martin Luther King’s I Have A Dream Speech, model for students the speaking skills necessary to get a message across to the audience. The Amistad clip helps students get a historical context for the literature and the Dead Poet’s Society film and clips from The Joy Luck Club serve to deepen the understanding of developing an identity as well as make connections back to the literature. The use of film in the English classroom has been abused. It is essential to use film as an enhancement of theme and literature and not just as a “fix” for an empty space in the lesson/unit or as a way to send students off to holiday.
While my reasons for choosing the film and clips above have been justified, I felt the necessity to consider my decisions on the literature used for this particular unit. Consideration was first made for the types of literature to be included; poetry, short stories, non-fiction, speeches, essays and novels. I wanted many genres to be represented and feel that I covered all bases except for drama; something I may work on in the future. I wanted students to hear multiple voices of struggle and identity in all genre settings. Exposure to many types of literature was important in the selection, as well. I also wanted to look outside the classroom textbook and looked to other textbooks and resources for rich literature. The selections were also chosen on the thinking of reader as writer. I wanted students to read good examples of writing so that they in turn could look to those writers as models to follow. While I believe what I have in this unit is rich and covers all aspects of the English Language Arts areas; reading writing, speaking, listening and viewing, I also believe there are some places of manipulation depending on classroom environment and behavior. With research-based practice implemented I have the confidence to encourage student abilities and understanding of English Language Arts.
Independent Reading
The final lesson of each day will conclude with WEIRD (We Enjoy Independent Reading Daily) time. Students will read silently 15-20 minutes at the end of class daily. Choice will be a part of the WEIRD time so that students have some independence in their reading selections. Students will be encouraged to read material appropriate for their age group and for the high school classroom. I will make available to the students a variety of reading texts including young adult novels, newspapers, Reader’s Digest and other materials to enhance student reading. Students will be responsible for keeping a reading log throughout the semester and will evaluate the log at semesters end through a writing assignment. I want to foster a safe atmosphere for students to explore reading that may spur their desire to read outside the classroom. Because I believe in modeling, I will be reading at the same time as the students as was modeled to me by Dr. Jim Cope. This modeling justifies and validates for the students the importance of the activity. Reading is the basis for all we do in life and I want students to understand the importance of reading in their life. I hope that this will be instilled in them through their WEIRD time.
Georgia Performance Standards
Reading and American Literature
Focusing on a study of American literature, the student develops an understanding of chronological context and the relevance of period structures in American literature. The student develops an understanding of the ways the period of a work of American literature affects its structure and how the chronology of a work of literature affects its meaning.
ELAARL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the American Literature reading lists.
· Mini-lessons using children’s picture books
· Strategies from Strategies That Work
· Strategies from Reader as Writer
· Tell-me questioning strategies
· Literature Circles
· Reader-response journal
ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding.
· Strategies from Strategies That Work
· Tell-me questioning strategies
· Literature Circles
· Reader-response journal
· Thematic approach
ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.
· Classroom posted time line
· Literature Circles
· Reader-response journal
ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents.
· Strategies from On Writing Well
· Strategies from Reader as Writer
· Formal writing assignments as assessment
· ABRs
ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
· Vocabulary logs and activities
· Strategies from Words, Words, Words
11th Grade American Literature, College Prep
Year–long Theme: The American Dream
Unit Themes: Struggles and Identities
Teaching Thinking and Writing through Literature
Day 1Year-long Intro
P. Jennings Clip; What Is An American, Crevecoeur; I, Too, Hughes; America, McKay; WEIRD time / Day 2
I Have A Dream clip; I Hear American Singing, Whitman; The Declaration of Independence, Jefferson;
WEIRD time / Day 3
Struggles Intro
Let American Be America Again, Hughes;
WEIRD time / Day 4
Amistad clip; from The Interesting…Equiano, Equiano; sections from Incidents…Salve Girl, Brent;
WEIRD time / Day 5
Cont slave narratives; listen to Negro Spirituals; Swing Low Sweet Chariot, Follow the Drinking Gourd & Go Down Moses;
WEIRD time
Day 6
From House…Mango, Those Who Don’t, Cisneros; Ain’t I A Woman, Truth;
WEIRD time / Day 7
Section from Black Boy, Wright; Intro to Children of the River; Crew;
WEIRD time / Day 8
The Battle with Mr. Covey, Douglass; Children of River cont;
WEIRD time / Day 9
Listen to Blues music; Heritage, Tableau & Incident, Cullen; Of De Witt Williams on his way to Lincoln Cemetary, Brooks; Children of River cont;
WEIRD time / Day 10
Heart! We Will forget him!, The soul selects her own Society, Much madness is divinest Sense, Dickinson; Children of River cont;
WEIRD time
Day 11
Success is counted sweetest, Because I could not stop for Death, Dickinson; Children of River cont;
WEIRD time / Day 12
The Minister’s Black Veil, Hawthorne; Children of River cont;
WEIRD time / Day 13
Winter Dreams, Fitzgerald; Children of River cont;
WEIRD time / Day 14
Sections from Of Beetles and Angels, Asgedom; Children of River cont;
WEIRD time / Day 15
Children of the River concludes
WEIRD time
Day 16
ABRs
Children of the River
WEIRD time / Day 17ABRs
Children of the River
WEIRD time / Day 18ABRs
Children of the River
WEIRD time / Day 19Identities Intro; A Psalm of Life, Longfellow; from Song of Myself 10 & One’s-Self I Sing, Whitmam;
WEIRD time / Day 20
Mending Wall, Frost; Chicana, Serrano;
WEIRD time
Day 21
from I Know …Bird, Angelou; from House…Mango, The Rice Sandwhich, Cisneros;
WEIRD time / Day 22
Joy Luck Club clip; Intro to Fifth Chinese Daughter; Wong;
WEIRD time / Day 23
from I Am An American: A True Story of Japanese Internment, Stanley; 5th Daughter cont;
WEIRD time / Day 24
More from I Am An American: A True Story of Japanese Internment, Stanley; 5th Daughter cont;
WEIRD time / Day 25
Tell all the Truth but tell it Slant “Hope” Is the Thing with Feathers, Dickinson; 5th Daughter cont;
WEIRD time
Day 26
The Yellow Wallpaper, Gillman; 5th Daughter cont;
WEIRD time / Day 27
Cont The Yellow Wallpaper; 5th Daughter cont;
WEIRD time / Day 28
Prologue to Invisible Man, Ellison; 5th Daughter cont;
WEIRD time / Day 29
What the Indian Means to America, Standing Bear;
5th Daughter cont;
WEIRD time / Day 30
from Speech in the Virginia Convention, Henry; The Gettysburg Address, Lincoln; 5th Daughter cont;
WEIRD time
Day 31
Inaugural Address, Kennedy; 5th Daughter cont;
WEIRD time / Day 32
Fifth Chinese Daughter concludes / Day 33
from Nature, Emerson; 5th Daughter cont;
WEIRD time / Day 34
Emerson’s Aphorisms; from Self-Reliance, Emerson; 5th Daughter cont;
WEIRD time / Day 35
from Walden, or Life in the Woods, Thoreau;
WEIRD time
Day 36
Oh Captain, My Captain, Whitman;
Begin Dead Poets Society;
WEIRD time / Day 37
Cont Dead Poets Society;
WEIRD time / Day 38
Cont Dead Poets Society, work on Unit projects;
WEIRD time / Day 39
Work on Unit projects;
WEIRD time / Day 40
Work on Unit projects;
Unit Project Presentations;
WEIRD time
Day 41
Unit Project Presentations;
WEIRD time / Day 42
Unit Project Presentations;
WEIRD time
References