English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 9.1 Introduction to High School Reading (Textbooks, Short Stories)
/ DispositionsBig Ideas/Themes
Focus/Essential Questions / Literary Genre Focus/
Anchor Texts / Linking Texts
Media
Instructional Resources / Narrative Text / Informational Text / Reading, Listening/Viewing
Strategies and Activities / Writing, Speaking, Expressing
Strategies and Activities / On-Going Literacy Development /
Unit
Plan / Grade 9 Disposition
Inter-Relationships and
Self-Reliance
Big Ideas
· discovery
· perseverance
· self-determination
· reflection
· introspection
· exponential personal growth
Themes
· Critical thinking makes what we read our own.
· Building meaning from text requires new strategies.
· Story is the basic principle of mind. One story helps us make sense of another.
· People are motivated by seven emotions (flattery, fear, greed, anger, guilt, exclusivity, and salvation).
Focus Questions
· How do I read to gain skills, knowledge and wisdom?
· How do my emotions and wants/needs make me vulnerable?
· How do I learn best?
· How can reading help me come to a deeper understanding of myself and the world around me?
· How can learning the characteristics of different genre facilitate my analysis of texts for deeper meaning and appreciation?
· What questions should I be asking as I approach unfamiliar text?
· What does it mean to read with a critical stance?
· What are the common strategies and techniques used by good readers across genre?
· What strategies, techniques, and terms are unique to specific genre?
· How will having conversations with my peers, teachers, and society enhance my learning and encourage me to read more thoughtfully?
Focus Questions (continued)
· What generalizations or principles have I discovered about my own reading?
· What purposes does reading serve in the real world?
Essential Questions
· Who am I?
· How do my skills and talents help define me?
· What do I need to learn in high school to prepare me for college or the work place?
· What evidence do I have that I am committed to learning?
· How do I demonstrate that I am open-minded enough to learn from my experiences?
· Which decisions I make today will affect me for my entire life?
Quotations
I “MORAL, BY The CAT:
You can find in a text whatever you bring, if you will stand between it and the mirror of your imagination. You may not see your ears, but they will be there.”
Mark Twain, “A Fable”
II “Literature gives order to human experience.
Literature explores cultural values.
Literature demands an emotional response from the reader.
Like a great journey, literature can show you things you have never seen before and will never forget.”
Annenburg Media
http://www.learner.org/interactives/literature/
III “Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.”
John Locke
IV “Reading is to the mind what exercise is to the body.”
Richard Steele
Quotations (continued)
V “T'is the good reader that makes the good book.”
Ralph Waldo Emerson
VI “We read to know that we are not alone.”
C.S. Lewis
VII “When we make room for the essential conversations in our disciplines, when we invite students to enter into those discussions, we create opportunities for deep learning and thoughtful reading.”
Jim Burke
VIII “The story – from Rumplestilksen to War and Peace – is one of the basic tools invented by the human mind for the purpose of understanding. There have been great societies that did not use the wheel, but there have been no societies that did not tell stories.”
Ursula K. LeGuin
IX “We are our stories. We compress years of experience, thought, and emotion into a few compact narratives that we convey to others and tell to ourselves. That has always been true. But personal narrative has become more prevalent, and perhaps more urgent, in a time of abundance when many of us are free to seek a deeper understanding of ourselves and our purpose. … We must listen to each others’ stories… We are each authors of our own lives.”
A Whole New Mind
Daniel Pink
X “The value of great fiction, we begin to suspect, is not that it entertains us or distracts us from our troubles, not just that it broadens our knowledge of people and places, but also that it helps us to know what we believe, reinforces the qualities that are noblest in us, leads us to feel uneasy about our failures and limitations.”
John Gardner
Quotations (continued)
XI I“I have often reflected upon the new vistas that reading opened to me. I knew right there in prison that reading had changed forever the course of my life. As I see it today, the ability to read awoke in me some long dormant craving to be mentally alive.”
Malcolm X
XII “How many men’s lives have been changed by a single book?”
Henry David Thoreau / Narrative Text
Short Stories
“A Fable”
Mark Twain
http://www.mtwain.com/A_Fable/0.html
“The Most Dangerous Game”
Richard Connell
http://pages.prodigy.net/krtq73aa/danger.htm
“The Gift of the Magi”
O. Henry
Audio
http://content.loudlit.org/audio/magi/pages/01_01_magi.htm
Text
http://www.kingkong.demon.co.uk/gsr/giftmagi.htm
“The Necklace”
Guy de Maupassant
http://www.bartleby.com/195/20.html
Informational/Expository Text
Method Marketing
Excerpts from
Method Marketing: How to Make a Fortune by Getting Inside the Heads of Your Customers
Denny Hatch
Book Review of Method Marketing (Hatch), including reference to the seven motivating human emotions
Michael C. Gray
http://www.profitadvisors.com/method.shtml
Study: Emotions Rule the Brain’s Decisions
http://www.usatoday.com/tech/science/discoveries/2006-08-06-brain-study_x.htm
Marketing to Teens –
Advertising Strategies
http://www.media-awareness.ca/english/resources/educational/handouts/advertising_marketing/mtt_advertising_strategies.cfm
Student Opinion Article
“Teens and Advertising”
http://www.snn-rdr.ca/snn/2002nov/advertising.html
Informational/Expository Text
Method Marketing (continued)
Better Business Idea
“Tell me a story!”
Michael C. Gray
http://www.profitadvisors.com/tell.shtml
Content Area Textbooks
Selections from 9th grade
English language arts, science, social studies, and mathematics textbooks / Media
Short Story Videos
“The Necklace”
“The Most Dangerous Game”
“Gift of the Magi”
Narrative Text
Short Stories
“Thank You M’am” Langston Hughes
http://www.geocities.com/cyber_explorer99/hughesthankyou.html
Classic Short Stories Site
http://www.classicshorts.com/
“Conversation Piece”
Ned Guymon’s
Ellery Queen Mystery Magazine,1950
(Activity 4 page 6)
Boosting Reading Achievement through Effective Instruction in Comprehension
http://www.pattan.k12.pa.us/files/Reading/Reading042406.pdf
Six Word Stories
· We kissed. She melted. Mop please!
James Patrick Kelly
· Epitaph: He shouldn’t have fed it. Richard K. Morgan
· Failed SAT. Lost scholarship. Invented rocket. William Shatner
· We went solar; sun went nova. Ken MacLeod
· Automobile warranty expires. So does engine. Stan Lee
· Wasted day. Wasted life. Dessert, please.
Steven Meretzky
· TIME MACHINE REACHES FUTURE!!! nobody there …
Harry Harrison
· Dinosaurs return. Want their oil back. David Brin
· He read his obituary with confusion. Steven Meretzky
· Three to Iraq. One came back. Graeme Gibson
“Six Word Stories Can Say Lots” Daniel Pink
http://www.danpink.com/archives/2008/05/six-word-stories-can-say-lots
Poetry
“How do I Love Thee”
Elizabeth Barrett Browning
Sonnet 43 and biography
http://www.poets.org/poet.php/prmPID/152
Informational Text
Essay
“I Want to Be Miss America”
Julia Alvarez
Art
Teen Advertisements
http://images.google.com/images?gbv=2&hl=en&q=Teen+advertisements&btnG=Search+Images
Teacher Instructional Resources
“The Importance of Collaboration”, Chapter 6
Deeper Reading, Kelly Gallagher
Literature Circles
http://www.englishcompanion.com/pdfDocs/litcirclepacket.pdf
Literary Analysis/Response
Writing Reminders
Jim Burke
Chapter 45, p. 211-247
Reading a Movie Literature Circle Roles
Hard Rock English-Media Literacy, Jeana Rock
http://158.91.55.1/~jeanar/rock_files/viewing.htm
Vocabulary Squares
http://www.englishcompanion.com/pdfDocs/vocabsquares.pdf
Anticipation Guides Reading Strategy
University of North Texas
http://www.cte.unt.edu/home/Prof_devl/it/AntGuide_best_pract_041508.pdf
http://www.cte.unt.edu/home/Grant_2_PD.html
MAX Teaching
Anticipation Guides
http://www.maxteaching.com/materials.html
Teacher Instructional Resources (continued)
English Language Arts
Anticipation Guide to
“A Fable “(by Mark Twain)
http://www.maxteaching.com/id7.html
Poetry
How to Read a Poem
http://www.englishcompanion.com/pdfDocs/howtoreadpoem.pdf
Short Stories
“Conversation Piece”
Extended Reading Activity
http://cal.olatheschools.com/gwextranet/scp.dll/nbfile?user=&format=&mid=48F5BE66.Donnar.Mjolnir.100.1386C74.1.B51B.1&folder=Calendar&altcolor=cccccc&template=olathe&caldays=1&startday=&file=Conversation%20Piece.doc
How to Read a Short Story http://www.englishcompanion.com/pdfDocs/howtoreadastory.pdf
“Understand Narrative Design” Chapter 88
Reading Reminders, Jim Burke
How to Read Narrative Text
http://www.englishcompanion.com/room82/readnarrative.html
What Makes a Good Short Story? ”Jury of Her Peers”
Susan Glaspell
http://www.learner.org/interactives/literature/
Teaching the Short Story
http://www.ket.org/education/guides/pd/teachingtheshortstory.pdf
Narrative Profundity Scale
http://www.readinglady.com/mosaic/tools/Profundity%20Scale-Narrative%20from%20Jeff.pdf
Teacher Instructional Resources (continued)
Plot Development (Freytag’s)
http://www.readwritethink.org/lessons/lesson_view.asp?id=401
Teaching Plot Structure Through Short Stories
http://www.readwritethink.org/lessons/lesson_view.asp?id=401
With link to PPT presentation
http://www.readwritethink.org/lesson_images/lesson401/PlotStructure.pps
Double Entry Journal
http://www.turningpts.org/pdf/Double_Entry_Journal.doc
Reader’s Sketchbook
http://www.englishcompanion.com/pdfDocs/readersketchbook2.pdf
Background information on “Very Short Story” authors
http://www.wired.com/wired/archive/14.11/sixwords_pr.html
Paraphrase-Write it in Your Own Words
http://owl.english.purdue.edu/owl/resource/619/01/
Writing a Summary
“Summarize and Paraphrase,” Ch. 84, p. 262-266
Reading Reminders
Jim Burke
“Summarize,” Lesson 22
50 Essential Lessons
Jim Burke
Summary Notes
http://www.englishcompanion.com/pdfDocs/summarynotesbl.pdf
“Seven Steps to Writing a Summary”
http://cwl.oregonstate.edu/h-sum.html`
Teacher Instructional Resources (continued)
Expository Text
Reading for Truth
“Know the Difference Between Fact and Opinion”,
Reading Reminders, Chapter 87, Jim Burke
Ways of Seeing: Art to Advertisements: How We Interpret Our World
http://www.englishcompanion.com/assignments/projects/advertisingproject.html
Reading the World
Propaganda Advertising Techniques p. 177-179
Deeper Reading
Kelly Gallagher
Reading Expository Text
http://www.englishcompanion.com/room82/readexpository.html
SQ4R
http://forpd.ucf.edu/strategies/stratsq4r.html
Double Entry Journal
http://web.grps.k12.mi.us/academics/5E/doubleentryjournal.html
Double-Entry Journals Plus
Deeper Reading, Kelly Gallagher
p. 116
Q Notes (SQ3R + Cornell)
http://www.englishcompanion.com/pdfDocs/q-notes.pdf
Outline Notes
(Thesis/Evidence)
http://www.englishcompanion.com/pdfDocs/outlinenotes.pdf
Cornell Notes
Tools/Note Taking for Analyzing Text
http://www.englishcompanion.com/Tools/notemaking.html
Teacher Instructional Resources (continued)
Textbook
Jim Burke’s Illuminating
Text Chapter 3
How to Read a Textbook
http://www.englishcompanion.com/room82/readtextbooks.html
How to Read a Textbook Chapter
http://www.dvc.edu/english/Learning_Resources/how_to_read_textbook_chapter.htm
How to Read a Textbook Page
http://www.englishcompanion.com/pdfDocs/toolannotatedtextbook.pdf
Textbook Evaluation
http://www.englishcompanion.com/pdfDocs/tooltextbookeval.pdf
Textbook Feature Analysis
http://www.englishcompanion.com/pdfDocs/textbookanalysis.pdf / Genre Study
Characteristics of
· short story
Narrative Elements
· plot (exposition, rising action, climax, falling action, resolution)
· form
· setting
· conflict (internal/external)
· theme
· character development
· mood, tone, style
· author’s purpose
· narration/point of view
Literary Devices
· figurative language, imagery, simile, metaphor, personification
· symbolism
· foreshadowing
· irony/sarcasm
· implied meanings
· onomatopoeia
· suspense
Historical/Cultural Perspectives
· understanding human nature
Critical Perspectives
· different time period
· connect to self—own perspective on coming of age / Genre Study
Characteristics of
· textbooks
· expository text
· literary analysis
Expository Elements
· thesis
· supporting ideas
· supporting statistical information
· supporting expert’s opinion/quotations
· writer’s tone (attitude)
· academic vocabulary
Organizational Patterns
· categorization
· cause/effect
· problem/solution
· comparison
· definition
· description
· enumeration/process
· sequence
Media Features
· lighting
· color
· framing
· motion and speed
· transition
· special effects
· motifs
· camera angle
Textbook/Expository Features
· table of contents
· titles, subtitles, headings
· pullout quotations, sidebars
· graphic content
· bullets and symbols
· captions, footnotes
· index
· glossary
· bibliography/references
· appendices
Introduction to Literary Analysis
· Introduction (title, author, and genre)
· Thesis supports writer’s perspective
· Interpretation of literary work (elements)
· Includes a summary of work
· Literary terms used in discussion points
· Thesis supported by evidence from text
Introduction to Literary Analysis (continued)
Adapted from OWL
http://owl.english.purdue.edu/owl/resource/618/01/
Writing Critical Essays Outline
http://depts.gallaudet.edu/englishworks/writing/art.html
Informational Critical Perspectives
· Examine how prior knowledge and personal experience affect understanding.
· Use close and critical reading strategies to identify perspectives/bias / Reading
Comprehension Strategies
· Identify purpose.
· Preview text.
· Understand then analyze.
· Identify thesis, evidence, structure, style, organization.
· Summarize.
· Ask questions, visualize, make connections, predict, determine importance, infer, synthesize, and monitor comprehension.
· Skim for pertinent information.
Close and Critical Reading Strategies
· Use graphic organizers before, during and after reading as a visual means of explaining and organizing information and ideas.
· Use marginalia to describe the craft the author used.
· Use thinking notes and think aloud strategies.
· Annotate text.
· Take and organize notes (Cornell Notes and Double Entry Journals).
· Determine relevance/importance.
· Consider potential for bias.
· Consider perspectives not represented to avoid controversy.
· Look for evidence to support assumptions and beliefs.
· Evaluate depth of information.
· Evaluate validity of facts.
· Recognize influence of political/social climate when text was written.
Critical Reading Questions
· What does the text say?
(literal)
· How does it say it?
(figurative)
· What does it mean?
(interpretive)
· Why does it matter? (wisdom/allusion/ connections/relevance)
Reading Goals
· Learn to read like a writer.
· Recognize the narrative structure and characteristics of anchor genre through reading mentor text.
· Construct a clear definition of each genre answering these questions:
Reading Goals (continued)
- What elements must it contain?
- Why would an author choose this genre?
- What makes it unique from other genre?
- What writing styles are appropriate?
- What is its structure?
Create Reading Portfolio
Purposes
· builds on student’s strengths
· provides a record of what genre a student has read
· provides an opportunity for self reflection
· allows students to become evaluators
· allows students to revisit goals and monitor progress
· provides vocabulary for talking with students about reading
· creates opportunities for parent involvement
Format
· Table of Contents
· Cover Letter
· Class Long- and Short-term Goals
· Reflective Essays on Progress
Contents May Include
· pre- and post- reading survey
· classification and comparison of academic vocabulary (literary elements features, and devices)
· annotated bibliography
· project summaries
· journal entries
· traits of an effective reader
· personal long- and short- term reading goals
· personal plan for achieving goals
· book club/literature circle norms and participation guidelines
· measurements of personal progress (work samples, assessments)
· examples of reading strategies
Adapted from
Reading Reminders
Ch 35-36, p. 108-117, Jim Burke
Graphic Organizers
· comparison matrix
· Freytag’s Pyramid
· KWL
· story board
· story structure
· time line
· Venn diagram
Short Story Book Clubs
Create a student/teacher generated rubric of guidelines for group discussions.
Join one of the following book clubs:
· Participate in lesson on “Jury of Her Peers” at interactive web site.
· Visit the Classic Short Story web site, and through group consensus, select one or more short stories. Analyze using Reader’s Sketch Book Activity and map plot. Include 7 emotions.
· Read “Very Short Stories” and learn about the authors. Write your own Very Short Story or 6-Word Story and post on a classroom Blog.
Narrative Text Activities
· In preparation for reading the unit short stories learn to use an anticipation guide to deepen your critical reading skills using Mark Twain’s “A Fable”. Follow the five steps outlined in the University of North Texas Guide.
Poetry
· Complete an anticipatory guide on the poem “How Do I Love Thee” and the short story “The Necklace”. Use the “How to Read a Poem” activity to read “How do I Love Thee.” Then read “The Necklace.” Annotate with comments, connections, and insights about unconditional love. Participate in a Think-Pair- Share with a classmate.
· Investigate the story behind the poem by reading the Browning biographical sketch. Share how it influenced your understanding of the poem.