Youngstown City Schools Curriculum Project
ENGLISH / LANGUAGE ARTS - - Grade 10
Unit #4 CHARACTER COUNTS (4.5 weeks) 2013-14
SYNOPSIS: In this Unit, students will examine the importance of character - - its attributes, how it is portrayed in literature, and how it impacts students’ lives. Students will read fiction, non-fiction, and poetry that showcases various character traits and provides students an opportunity for reflection. A special selection is Julius Caesar by William Shakespeare. Students will use the Internet to locate information about an intriguing image or idea or character from Julius Caesar.STANDARDS
RL 10.3 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 10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
RL 10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
RI 10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI 10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
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W 10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
W 10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W 10.6 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 10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
L 10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L 10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L 10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
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Materials
FICTION / DRAMA / FILM / POETRY / NON-FICTION“After 20 Years,” O’Henry / Julius Caesar, William Shakespeare / PT 109 / “Tell Me,” Shel Silverstein
“Talking,” Khalil Gibran
“A Character,” Robert Service / PT 109 essay by John Hersey from an interview with JFK
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Key Terms
General Vocabulary / Literary Skills / Writing Skills / Speaking /Listening Skillsattributes
character
level I, II, and III
questions / character
irony
* dramatic irony = actor thinks one thing, audience knows another (Othello told by Iago [falsely] that Desdemona has deceived him; but Othello believes him and kills her)
* verbal irony = saying the very opposite of what is really meant (This is as clear as mud!)
*situational irony = disparity between the result and the intent (Tin man went all the way to Oz for a heart, when already had one)
summarize
plot design
author’s structural techniques to develop ideas; e.g.,
flashback
foreshadowing
parallel plots
sub-plots
first, third person
sentence length and language
figurative language (to form tone)
connotative language (to form tone)
author’s use of source material (e.g., mythology, Shakespeare, the Bible, etc. ) / organization
development
task
audience
purpose
summary
use technology to publish
merge data with text
conventions of Standard English (e.g., )
parallel structure
various types of phrases
grammar, spelling, punctuation
editing skills to improve the quality of a piece
MOTIVATION / TEACHER NOTES
1. Teacher shows picture books that illustrate “character.” Teacher asks students to define the term “character” - - not the people in a story or movie, but the attribute of character, the inside quality.
2. Teacher asks students why character - - good or bad - - make so much difference. Teacher may need to prompt with literature read in prior Units or a personal story.
3. Students work in 2s or 3s to identify the attributes of character (e.g., responsibility, concern for others; loyalty; trustworthiness; risk-taking; courageous on someone else’s behalf; teacher records responses for continued use.
[ cont’d ]
MOTIVATION / TEACHER NOTES
4. Students respond with a Journal entry: “______is a person of good character in my life who has greatly influenced me.” - - Must include (a) definition of character; (b) at least three attributes of character; and (c) specific examples of what the person has done that has impacted the writer.
5. Teacher previews the Unit, clarifying performance expectations.
7. Teacher helps students identify personal and academic goals.
TEACHING-LEARNING ACTIVITIES / TEACHER NOTES /
1. Teacher explains - - and models, as needed - - that students will be writing brief but complete responses to the literature in this Unit. This will include technology (W10.6); drawing evidence from the text - - both fiction and non-fiction (W 10.9 a. and b.); and working with peers to edit and strengthen students’ original text (W 10.5)
Teacher may need to review (using modeling and samples) - -
(W 10.4) re: clarity, coherence, development - - and style appropriate to task, audience, and purpose
teacher models the correct way and then the incorrect way, with students correcting the latter
(W10.9) re: draw from text how points are made, organized, developed to create the message
teacher models how to examine a text for structure - - how the author develops his/her ideas to create the overall message
(L 10.1) re: conventions of standard English . . . (a) parallel structure and (b) various types of phrases
teacher models parallel structure and the use of various types of phrases; students need to practice this several times
(L 10.2) re: grammar . . . spelling . . . punctuation . . . (a) semi-colon; (b) colon; (c) spelling
teacher models the correct and incorrect use of the semi-colon and colon, making sure students can distinguish between the two and - - most importantly - - make the appropriate corrections.
“After 20 Years” (Attachment #1)
1. Teacher asks students about “characters” in a story - - how they interact to move the plot along; e.g., Drumline, The Blind Side, etc. Teacher may want to let students know that the author of the story “After Twenty Years” - - O’Henry - - was in a Columbus jail when he wrote the story. Teacher may need to give students additional background on O’Henry. (RL 10.3)
2. Teacher and students read “After Twenty Years,” the teacher having divided the piece into chunks, and using various strategies for variety and to check for understanding; it is suggested that teacher mix-and-match between the reading options and the checking for understanding options:
[ reading ]
a. teacher read-aloud (particularly effective for the first chunk to set the stage and pique interest)
b. individual student volunteer read-aloud
c. students read to each other in pairs
d. students read silently
[ checking for understanding ] (RL 10.3)
a. teacher asks students comprehension questions orally (or in writing) to check for understanding
b. students work in 2s or 4s to generate Level I, II, and III questions (then switch with other groups to answer)
c. students devise bullets to summarize a chunk
3. Students write an analysis of “After 20 Years” highlighting the “irony” of the ending, and citing hints that O’Henry provided along the way.
[ cont’d ]
TEACHING-LEARNING ACTIVITIES / TEACHER NOTES
NOTE to TEACHERS
a. if needed, additional worksheets for “After 20 Years” are available at
http://www.alvinphillips.com/hlperson/7/lit/7lit6.pdf
b. if needed, audio recording of “After 20 Years” is at
http://www.youtube.com/watch?NR=1&v=W5P-vf0PpnQ&feature=endscreen
4. Teacher walks through the “structure” of O’Henry’s text . . . including the “irony” of a surprise ending.
£
then £
£ £ £ £
or, whatever structure is used, including a. – f. below, and how their combinations create the effect of mystery, humor, etc.
a. flashback ( add <- - - - back arrow)
b. foreshadowing ( add - - - - -> forward arrow)
c. parallel plots ( rather than one sequence of boxes, two or three sets to reflect parallel plots )
[ e.g., in a murder mystery, catching the murderer is one plot, the detective and the maid developing a relationship is a parallel plot, and the gardener’s growing resentment over the years is another plot ]
d. sub-plots ( side-plots stemming off main plot )
[ e.g., in the murder mystery, the man who was killed was a wealthy oil man but loved to bet on horses as a hobby; this is a sub-plot of the main plot. ]
e. first, third person
f. sentence length and language (RL 10.5)
POETRY [ teacher intersperses as chooses ] Attachment #2
6. Students will be writing brief but complete responses to poetry. This will include technology (W10.6); drawing evidence from the text - - both fiction and non-fiction (W 10.9 a. and b.); and working with peers to edit and strengthen students’ original text (W 10.5)
[ “Tell Me” ]
7. Teacher asks students to read “Tell Me” by Shel Silverstein - - first silently, then aloud (perhaps in a choral read-aloud? ). Together, they discuss the character implications of the attributes presented. (RI 10.3)
8. Students write an answer to the poet, reflecting character traits, and imagining the poet to be themselves. Make sure they use a tone consistent with the poet and account for the paradox of “tell me I’m perfect, but tell me the truth.” (RI 10.3; W 10.4; W 10.9; L 10.1; L 10.2)
[ “Talking” ]
9. Teacher reads “Talking” by Khalil Gibran aloud to students, as students follow along. The students read in pairs (or 3s), one reading to the other lines 1-5, then switch for lines 6-10, then switch again for lines 11-15. The listening students underline key details.
10. Teacher leads class back through an analysis of the structure of the poem - - how Gibran unfolds his thoughts about thinking versus speaking and including the shift from what seems his total disapproval of all speaking to his suggestions that as we meet a friend, allow the spirit to determine what we say. Teacher focuses on figurative language and connotation and their impact on tone. (RI 10.3; RI 10.4)
11. Students write a response to Gibran, articulating their reaction to the poem (like or dislike, and why) and include a personal reaction (including an example from one’s own life ) of AT LEAST one of the following lines: ¡ lines 3 and 4 ¡ line 5 ¡ line 6 ¡ lines 7-9 ¡ lines 10, 11 ¡ lines 14, 15
(RI 10.3; W 10.4; W 10.9; L 10.1; L 10.2)
[ cont’d ]
TEACHING-LEARNING ACTIVITIES / TEACHER NOTES
[ “A Character” ]
12. Teacher asks students to volunteer to read the poem aloud (e.g., by the verse, or 4 lines at a time); teacher asks students how this poem differs from the other two (i.e., rhyme scheme, regular meter, direct message, etc.). Class walks through the poem, interpreting what Service means by each couplet.
13. Students write a “promissory note” to themselves as to HOW they will work on becoming a “character” in the sense that Mr. Service means. The promise should allude to at least two lines in each verse and how the student intends to accomplish those traits. (RI 10.3; RI 10.4; W 10.4; W 10.9; L 10.1; L 10.2)
NON-FICTION “PT 109” [ Attachment #3 ]