Survival: Transformations and Journeys

Overall Goals and Objectives: In this unit, we will read the major texts and related shorter texts in order to accomplish the following:

□  To better understand the human condition by examining the subjects of survival and journeys-both physical and psychological/emotional in novels and short fiction like “Recitatif” (9/21-9/23)

□  Analyze the major events and characters in the novels to examine how people change over time.

□  Organize and support written explanation with examples and quotes from the text.

□  Identify the major issues in Speak and relate them to personal experience, current societal events, other texts, and to the text itself.

□  Apply the lessons of the stories to our lives through personal and analytical writing and discussion

□  Edit and revise written work and suggest changes according to peer and teacher review.

Vocabulary: In addition word lists from the vocabulary textbook, practice exercises will be given in advance of quizzes to aid students in studying and should be completed prior to the quiz dates; opportunities for review will be provided prior to the administration of each quiz. Quizzes will require that students be able to use the word in context, demonstrating the student’s understanding of the meaning of the word.

Thursday------9/16------Practice (List 1) ------Friday------9/17------Quiz 1 (List 1)

Thursday------9/23------Practice (List 2) ------Friday ------9/24------Quiz 2 (List 2)

Writing Assignments: After concluding the summer reading common assessment (see handout) in which you discuss the journeys of the characters in the summer reading books, you will reflect on your own journey from freshman to sophomore by writing a definition essay for “freshman,” taking inspiration from the guidelines and example definition essay “Tortillas,” as well as Melinda’s insights (like the “Ten Lies”). A definition essay defines a word, term, or concept in depth by providing a personal commentary on what the specific subject means, explaining how it “works,” and by illustrating how that term can be applied; therefore, you might want to think about the “stages” of being a freshman, define the mistakes freshmen make, describe the typical characteristics of a freshman, etc. While I am looking for a thorough definition with ample detail, I will be paying more attention to your unique approach to the topic (voice, word choice, etc.) and how you organize and develop your ideas. (Rubric will follow with guidelines.)

Monday 9/13 Final Summer Reading Essay Completed in Writing Lab

Friday 9/17 Definition Essay Draft (for Conferencing)

Tuesday 9/21 Final Definition Essay Due

Speak Reading & RTL Assignments

Speak is told within the context of several frames, the most apparent of which is the organization of the book into “Marking Periods”, culminating in Melinda’s personal report cards. Interestingly enough, the fourth, and final marking period of the book does not end with a report card. While the author certainly had her reasons for ending the book differently, it is interesting to speculate as to what Melinda’s final report card would look like given the events that happen and the changes she undergoes.

tFinal Assessment—------Due Tuesday 9/28

THEREFORE, your task upon finishing the novel will be to write a final “report card” for Melinda that reflects her status and progress at the end of the novel, complete with any elements you deem most appropriate (progress notes, new courses, etc.). This means that you may include some of her school subjects while focusing more on less traditional subjects (consider how she earned a C in “Clothes” in the 1st Marking Period and a D in “Attitude” in the 2nd Marking Period). You must include with your report card an attached explanation of the choices you made in Melinda’s subjects and grades; the explanation should provide reasons for your choices and a discussion of how these grades have changed from her previous report cards based on specific evidence.

You can accomplish this task by following these steps:

1)  Choose the criteria by which you will judge Melinda—include the most relevant school subjects and other ‘untraditional’ subjects. You will need a minimum of three subjects.

2)  Consider how Melinda ‘scores’ in these areas by the end of the novel. How has she succeeded/failed? How has she shown progress? Then, decide on how this translates into grades (A-F, Pass/Fail).

3)  Prepare an explanation for each grade and subject; each explanation should not only contain reasons for the selection, but should refer to specific evidence from the novel (quotes, anecdotes, etc.) in support of those reasons, discussing her struggles and her progress. Each explanation will be a bare minimum of a paragraph in length and should show your understanding of the events of the novel and the character of Melinda.

Criteria / Exceeds Standard
A / Meets Standard
B / Approaching Standard
C / Below Standard
D-F
Quality of Interpretation and Choices
___/40 / The choice of subjects and grades is creative and revealing. The student’s understanding, feelings, and thoughts about the text are explained and related to the choices in a way that deepens the reader's understanding of the work. The response reveals how the student arrived at his/her understanding. / The choice of subjects and grades is appropriate and informative. The writing offers some degree of new insight into the work.
The response may demonstrate how the student arrived at his/her understanding. / The choice of subjects and grades is generally appropriate and shows a general understanding of the text, but the writing does little to deepen the reader's understanding of the work. / The choice of subjects and grades do not make sense in the context of the novel. The writing demonstrates a mere surface level understanding of parts of the text and does not deepen the reader's understanding of the work.
Use of Support
___/40 / Each reason is supported by clear examples, using quotes or paraphrases (with page numbers). Examples are appropriate, clearly explained in the context of the novel, and are related back to the interpretation. The response summarizes the work only as needed to clarify main points. / Enough information about the story is given to understand the choices made. Each response is supported by examples, possibly including quotes. Examples are generally appropriate, explained, and connected to the interpretation. / Most responses are supported by examples, which are generally appropriate and connected to the explanation. The response may fail to give enough information about the story to understand the context OR may unnecessarily retell the parts of the story. / The response unnecessarily retells the work—summarizing instead of explaining—or fails to summarize when necessary. Most responses are not supported by examples; if included, examples are inappropriate or poorly explained in relation to subject.
Organization and Clarity of Explanation and Support
___/20 / Each response begins with a clear topic sentence that states the grade and its basis. The body of the explanation explores the student’s interpretation and response to the story through expressing thoughts and feelings, by giving reasons, and by supporting points with examples from the work. The explanation leaves the reader with a final sense of justification. / Each response begins with a topic sentence that states the grade and alludes to its basis. The body explores the response through expressing thoughts and feelings. Some reasons are explored and supporting examples given. The response has a satisfactory closing. / Each response begins with a topic sentence that states the grade, but the sentence may not preview the reasoning for that choice. The body explores the students’ thoughts and feelings, but reasons and specific examples from the work are needed to lend those thoughts credibility. / Most responses do not begin a topic sentence and are unstated, unclear, or unsupported. No organizational plan is evident or responses are missing.
Melinda’s Final Report Card Rubric Total

tReading and Class/Small Group Discussions

In order to participate in class discussions and activities (Group Discussion Notes, First Amendment/Poem, etc.) related to the novel, you must complete the reading and response journal (and bring them in) for the following dates:

1st Marking Period---- Tuesday 9/14 2nd/3rd Marking Period---- Monday 9/20 4th Marking Period---- Friday 9/24

tResponse Journal

Reactions: In your notebook, keep a response journal as you read Speak. As you read, record your thoughts, questions, observations, reactions and connections to the story. To do this journal properly, you must have it with you as you read and be willing to stop to write; if you wish, you may use sticky notes on the pages themselves as you read to more quickly write your REACTIONS and mark seemingly important, memorable, or relatable passages; be sure to include the page # on the note a) in case it falls out of the book and b) so you can transfer these notes onto pages in your notebook and for use in your final report card. While there is no limit to the number of reactions you record, you should have a minimum of five for each marking period, including connections and passages of note (SEE BELOW). Notes will be checked on discussion days.

*Connections: As you read, reflect on your experiences, AND THEN connect an experience to what Melinda goes through (by comparing and contrasting). You will write at least one detailed connection per marking period.

You will need to make a specific connection supported by details from the novel; in other words, you can’t just say, “I had a tough first day just like Melinda!”—this doesn’t point to any specific similarities. Rather, pick a specific situation/example (or two) from the book and explain how it was similar to or different from your experience (or perhaps your friend’s experience). Refer to page numbers and words, phrases, or sentences in the novel to show what provoked this connection.

Some Possible Topics: First day of school, Cliques and fitting in, Humiliations/embarrassments, Favorite classes, Teachers, Parents, Holidays, Free Speech, Moments of crisis, Report cards, School spirit (mascots!), Lies they tell you in high school

*Passages of Note: Words can paint pictures, inspire thinking, intrigue, or motivate. Powerful words and phrases convey images that appeal to the senses, the mind, and to the heart; powerful passages work literally and metaphorically. As you read, you will find memorable passages (of a sentence or more) from Speak, at least one for each marking period.

For each passage, clearly and thoroughly explain why you found it so appealing and/or noteworthy: does it reveal a theme or character? Set the tone? Explain a symbol? Remember to discuss specific parts of the passage, those well-chosen words or outstanding phrases that help make clear what the author is trying to get across to the reader. For example:

Passage (Page #) /

Explanation of Appeal

“My room belongs to an alien. It is a postcard of who I was in fifth grade. I went through a demented phase when I thought that roses should cover everything and pink was a great color. It was all Rachel’s fault. She begged her mom to let her do her room over, so we all ended up with new rooms…My room was stuck in the middle, a bit stolen from everyone else.” (15-16) / I loved the metaphors the author used (see underline). I really liked how these metaphors helped show who Melinda is by describing her room, making it a symbol for her. The room is her: “stuck in the middle,” dwelling on the past, and not conforming to expectations. I think the author included this to show another side of her: it gives some insight into what Melinda’s relationship was like with her friends before, since what one of them did, “all” of them did.

Speak Response Journal Examples

Reaction: “I am Outcast” (4). Why is she “outcast”? Why doesn’t she have any friends? What did she do? And why just “outcast” instead of an outcast—is she the only one? Is it her own group? Is this how she defines herself? Has she given herself a new name?

Connection: When I read, “Homework is not an option. My bed is sending out serious nap rays. I can’t help myself. The fluffy pillows and warm comforter are more powerful than I am. I have no choice but to snuggle under the covers” (?), I couldn’t help but relate to her. The “nap rays”? Who hasn’t had that happen when faced with homework you don’t want to do?

When I was a freshman, “studying for math” on a Sunday was the code word for nap-taking. Like Melinda, I couldn’t help myself; warm blankets are far more inviting than geometry that I couldn’t really understand. Mom caught on pretty fast that “studying for math” actually meant taking a nap for several hours. Unlike Melinda’s mom and dad, my mom was pretty on-top-of-it when it came to “reminding” me that I had homework to do. I was a BIG procrastinator—especially when it came to math class. To my credit, assignments did always get done on time most of the time, and my math teacher was a lot like her English teacher, always willing to give me extra help.

Passage: “The bus picks up students in groups of four or five. As the walk down the aisle, people who were my middle-school lab partners or gym buddies glare at me. I close my eyes. This is what I’ve been dreading. As we leave the last stop, I am the only person sitting alone” (3).