Youngstown City Schools Curriculum Project

Youngstown City Schools Curriculum Project

ENGLISH / LANGUAGE ARTS - - Grade 9

Unit #7: THE POST WORLD WAR I (6 weeks) 2013-14

SYNOPSIS: In this unit, students will discover through fiction, non-fiction, and multi-media the spirit of America during the era following World War I. They will consider the various post-War tensions, including the Women’s Suffrage Movement, Prohibition, and organized crime. This age also saw the collapse of Wall Street, leading to The Great Depression. Students will follow characters through fictional text - - watching them grow, interact others, and impact the plots. Students will analyze the arguments in non-fiction, identifying the authors’ claims and supporting evidence. Students will also work with peers to review and revise their own writings. By the end of the Unit, students will apply their mastery of these standards to new passages of fiction and non-fiction. In addition, students will create an original Narrative, applying the conventions of fictional writing set forth in the standards.

This Unit Wraps Around Spring Break - - e.g., 2 weeks / 4 weeks

STANDARDS

RL 9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL 9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RI 9.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

RI 9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W 9.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W 9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W 9.6 Use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W 9.10 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 audiences.

SL 9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

[ cont’d ]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

L 9.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Materials

FICTION / POETRY / DRAMA / VIDEO / AUDIO / NON-FICTION
“The Scarlet Ibis,” James Hurst; text, pp. 315-323 / N/A / N/A / “Chariot’s of Fire”
snippets / “A Woman’s Right to Vote” speech; Susan B. Anthony
“Woman’s Suffrage” speech; Frederick Douglass
Bio info on Eric Liddell and Harold Abrahams (“Chariot’s of Fire”)

Key Terms

General Vocabulary / Literary Skills / Writing Skills / Speaking /Listening and Language Skills
abolitionist
women’s suffrage
gender
social status
the roaring 20s
Harlem Renaissance / analysis
interpretation (multiple)
evaluation
text evidence
inference
character interactions
point of view
figurative language / paraphrase
summarize
reflect
revise
task
purpose
audience
narrative writing conventions
setting / plot events
details
sequence
multiple plot lines
characters
narrator
point(s) of view
dialogue
pacing
description
reflection
conclusion / collaborative discussions
working to consensus
present alternate views
listening, questioning and responding
nuances of language
MOTIVATION / TEACHER NOTES
1. Teacher introduces the Roaring Twenties by showing selected video snippets from You Tube and using Google to find political cartoons about the era, 1915-1929. This era was one of much change - - the Women’s Vote, Prohibition, ending of World War I. More information about the 1920s is available at http://webtech.kennesaw.edu/jcheek3/roaring_twenties.htm.
Use http://apus-b.wikispaces.com/20s-political+cartoons or search Political Cartoons of the 1920s, The Stock Market Crash, flappers, etc.
2. Students work in groups to access information from the internet about notable happenings for this time period such as
notorious gangsters
men and women’s clothing / post-WWI industrialization
bootlegging / women’s rights
the mood of the country
Students present their findings to the whole class and record the information in their Journals.
3. Teacher previews the Unit, class work, traditional assessments and authentic assessment.
4. Students develop one academic and one personal goal which will be monitored as the Unit progresses.
TEACHING-LEARNING ACTIVITIES / TEACHER NOTES /
NONFICTION
[“A Woman’s Right to Vote Speech” by Susan B. Anthony]
5. Teacher asks students what they know about Susan B. Anthony and the “Woman’s Suffrage” movement. Teacher records students’ responses.
6. Teacher gives students the meaning of three terms included in the speech: “Bill of Attainder, ex post facto law, and oligarchy.” Teacher reads the speech (Attachment #1) asking the students to follow along noting (a) the argument, (b) the specific claims, (c) reason for the argument, and (d) whether there is sufficient evidence to support the argument. Students take notes during the reading, jotting down short phrases in their journals. (RI 9.8) NOTE: teacher may need to practice with a simpler piece - - e.g., Attachment #2.
7. Following the reading, teacher directs students to Attachment #3. Students complete the Vocabulary portion of the form. The teacher then initiates a whole-class discussion using the points from Task #6 (argument, claims, reasons, and sufficiency of evidence) noting student responses on the board while students complete the Reading for Meaning section on Attachment #3.
8. Each student assumes the role of a woman in 1915 who writes a letter to the President Wilson asking for his intervention with Congress on the plight of women’s right to vote. The letter should be
(a) 3-5 paragraphs in length
(b) state the argument
(c) support the argument with details
(d) state the action requested of the President of the United States (W 9.4) (RI 9.8)
9. In groups, students read one another’s draft letters and make suggestions to improve the writing and the content. Each student word processes the draft into a final copy and submits to the teacher.
(SL 9.1a) (W 9.6) (W 9.10)
TEACHING-LEARNING ACTIVITIES / TEACHER NOTES
[“Woman’s Suffrage” speech by Frederick Douglass]
. NOTE TO TEACHERS: While this speech was delivered in 1888, it is important from a historical perspective of a one-time slave and vocal abolitionist. Frederick Douglass clearly supported the woman’s search for equality just as he had for the slaves. (In both speeches, the use of “woman” versus “women” is the standard.)
10. Teacher introduces Douglass as the famous abolitionist who now has taken on the fight for “woman’s rights.” Teacher begins by reading the speech (Paragraphs 1-3 and 12 – see the boldfaced text) (Attachment #4). Teacher instructs students to continue reading the speech - - first silently, then aloud to a partner. Students note in their journals: (a) the audience (b) Douglass’ purpose and beliefs; (c) his and (c) his major claims. As the reading proceeds, the teacher asks students to
Teachers may want to assign the students to groups assigned to read specific paragraphs.
Teacher Reads paragraphs 1, 2 and 3
Group 1 Reads paragraphs 4 and 5
Group 2 Reads paragraphs 6 and 7
Group 3 Reads paragraph 8
Group 4 Reads paragraphs 9, 10 and 11
Teacher Reads paragraph 12
As they read, each group highlights the main ideas of their section. (RI 9.8)
11. Students compare the speech as it is read silently with how it plays when read aloud. Teacher helps students hear the meaning communicated by intonation, pauses, inflections. (RI 9.7)
12. Teacher brings the whole class together to share the views stated by Douglass in the speech; groups report out the highlights of their reading; students take notes in their journals. (Teacher should list these main points on the board during the discussion. (SL 9.1a)
13. Students work in pairs to debate the views/points raised in Douglass’ speech. Teacher and students identify the process to be followed in these paired debates. Teacher writes this process on the board step-by-step. (SL 9.1b-d)
[Chariots of Fire]
Biographies of Eric Liddell and Harold Abrahams
14. Teacher provides background for 1924 England as the backdrop for the film “Chariots of Fire.” Several scenes may be shown from the movie which depicts the personal and physical challenges facing the real-life athletes, Eric Liddell and Harold Abrahams. (These 3 selections from the film would be good to use in the unit.
(a) Abrahams and Liddell - http://www.youtube.com/watch?v=ZvL164
(b) The Film Finale - http://youtube.com/watch?v=GPB7rOUpNIE
(c) A Tribute to Eric Liddell http://www.youtube.com/watch?v=feP54aMCRDo
15. Students read the biographical sketches for Eric Liddell and Harold Abrahams (Attachment #5) and compare the print with the video. Students work in 2s to user a Venn diagram to compare and contrast the two men? Highlight the similarities and differences between the two men. In groups or pairs, students share their responses. (RI 9.7) (W 9.4) (SL 9.1a-d)
TEACHING-LEARNING ACTIVITIES / TEACHER NOTES
FICTION
[“The Scarlet Ibis”] pp. 315-323 in textbook
15. Teacher introduces the time period of this short story - - 1918-1930. World War I had just ended; Women were able to vote; Prohibition was passed into law etc. There still existed a wide chasm between the Democrats and the Republicans even though it had been years since the end of the Civil War. The South remained fiercely Democrat while the North was solidly Republican. It was not for another 20 years or so before the Democrats made an inroad into the Northern states.
16. Teacher and students read the short story using a variety of reading strategies; e.g., whole class, in groups, in pairs etc. Students record notes in their journals about the main characters, the narrator and his brother, Doodle. Attention should be given to (a) the character’s development throughout the story; (b) how the characters impact one another; and (c) how the character’s behavior and dialogue move the plot. (RL 9.3)
17. After completing the reading, the teacher and students discuss the setting, plot, and character development in the short story. Students should add new information to their notes from the reading.
18. Students select one of the characters - - either the narrator or Doodle - - and write a 1-2 paragraph letter to the other following Doodle’s death. What would they say to one another? Upon completion of the letters, students should pair up (narrator and Doodle) and read their letters to one another. (WH 9.4)
19. Before leaving “The Scarlet Ibis,” the teacher reviews with students the elements of effective fiction; i.e., story line; characters; setting; author’s style and tone; important images and language. Prompt students to see how an author “plans” good fiction ahead of writing. Use “The Scarlet Ibis” to illustrate each element. NOTE: focus on how character develops (action, dialogue, thoughts, interactions with other characters) and how the elements tend to influence each other. (W 9.3 a – e)
THE NARRATIVE
20. Teacher uses the “attributes” or elements of fiction illustrated by “The Scarlet Ibis” as a springboard. Teacher then asks each student to get out a piece of scrap paper to diagram his and her own narrative.
Plot Line - - what’s it all about ? (think beginning, middle, end)
Setting - - where and when?
Characters - - who will be involved - - will there be a good guy and a bad guy?
- - will their relationships be a sub-plot ?
21. Teacher helps each student complete his and her diagram.
22. Teacher models each step of the development of the rough draft. Actually, the teacher models creating an original Narrative - - either totally first and then students follow, or one step at a time.
It depends on the students and how they best respond to modeling.
23. At some point, teacher shares Attachment #6 with students to anticipate how their Narrative will be evaluated.
TRADITIONAL ASSESSMENT / TEACHER NOTES
Unit Test ( NOTE: be sure to include RI 9.7)
Teacher-developed content tests or quizzes
Journals
AUTHENITC OR PERFORMANCE ASSESSMENT / TEACHER NOTES
Each student will - -
1. Analyze a passage from a NEW (not read during the Unit) FICTION text. From this analysis, the student will
a. describe how characters developed over the course of the story/text.
b. determine how characters advanced the plot or action in the text.
c. explain how characters interacted with one another. (RL 9.3)
2. Analyze a passage from a NEW (not read during the Unit) NON-FICTION text. The student will
a. identify the argument and specific claims
b. determine if the reasoning is valid and evidence is relevant through text examples.
c. identify false statements or reasoning using text examples. (RI 9.8)
3. Create an original Narrative.
4. Evaluate progress on their Unit Goals.

AUTHENTIC ASSESSMENT - - TEXTS