Atlas - Narrative Reading

Actions

Wayne RESA

Unit PlannerEnglish 11

OS/MAISA / Grade 11 / English Language Arts / English 11 / Week 10 - Week 13

All

Common Core Initiative

...

Overarching Questions and Enduring Understandings

Overarching Questions

What distinguishes one narrative genre from another? What is a satire?

Which literary devices are most commonly used, and most effective, in a satire?

How does the context (historical, cultural, literary) of the satire play an important role?

Enduring Understandings

Readers use their knowledge of a genre to understand a text.

Readers consider the context of the text to aid in comprehension.

Readers use a multi-draft reading strategy to comprehend a complex text.

Readers use strategies to collect important lines to comprehend a complex text and understand an author’s purpose.

...

Graphic Organizer

...

Unit Abstract

Students read multiple texts in the same genre to understand what sets it apart from other genres, including identifying which writers' crafts are most commonly used in that genre. For this unit, we use satire as the genre for our model; however other genres could easily be used. Students work to improve their reading skills, enhance their identities as readers, and to develop their understanding of a genre. After reading multiple examples of satire to discover what the genre of satire consists of, students then read informational texts on a chosen current event and write and perform a skit that identifies and criticizes a current social problem.

...

Expectations/Standards

MI: English Language Arts 6-12

MI: Grades 11-12

Reading: Literature

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

6. Assess how point of view or purpose shapes the content and style of a text.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

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

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W.11-12.3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.11-12.5. 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.

Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Range of Writing
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.

W.11-12.10. 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

Speaking & Listening

Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Unit Level Standards

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

UDL
Universal Design for Learning

...

Essential Questions

Essential/Focus Questions

What distinguishes one narrative genre from another? What is a satire?
Which literary devices are most commonly used, and most effective, in a satire?
How does the context (historical, cultural, literary) of the satire play an important role?

Content (Key Concepts)

historical context

hyperbole

inference

irony

point of view

sarcasm

understatement

...

Unit Assessment Tasks

Pre-Unit Assessment Task:

Students take a survey that asks them to quantify their abilities in three areas:

Developing strategies for close reading: key ideas and details
Analyzing genre: craft and structure
Applying context: integration of knowledge and ideas

Mid-Unit Formative Assessment Task:

Good satire comes from anger. It comes from a sense of injustice, that there are wrongs in the world that need to be fixed. And what better place to get that well of venom and outrage boiling than a newsroom, because you're on the front lines.

-Carl Hiaasen

Part One:

What current event or issue provokes your sense of injustice?

How would satire be an effective way to elicit change?

After reading informational texts about a current event, write and perform a satirical skit that identifies a social problem. Be sure to use the satirical devices that you have learned in this unit in your skit.

See rubric for assessment.

Part Two:

Complete a written reflection/analysis that identifies the devices you used and analyzes the effectiveness of your skit. Reflect upon what you have learned in this unit and how you applied it to the writing of your skit. Use the Reading Survey you took at the beginning of the unit as a guide to help you reflect upon and write about your learning. In which categories would you now score your answers differently?

See rubric for assessment.

Post-Unit Assessment Task:

Students turn in completed reading log entries/collecting text bookmarks that have prepared them for the writing unit that follows this unit. They are evaluated to determine whether students are able to:

Identify key lines
Identify devices important to the genre studied (satire)
Analyze the author’s use of the device to determine author’s purpose

Skills (Intellectual Processes)

Analyzing authors' decisions of multiple texts in the same genre (satire)

Analyzing authors' decisions and the impact of those decisions on meaning

Annotating the text

Categorizing the key details after reading

Connecting and synthesizing craft and structure between texts

Reading in stages

Identifying key lines

...

Lesson Plan Sequence

Lesson Plans (Sequence)

Narrative Reading Lesson Packet

Resources

Print Resources

Bartel, Julie and Holley, Pam. Annotated Book Lists for Every Teen Reader: The Best from the Experts at YALSA-BK. New York, New York: Neal-Schuman Publishers, Inc., 2011. Print.

Daniels, Harvey, and Steineke, Nancy. Mini-Lessons for Literature Circles. Heinneman: Portsmouth, NH, 2004.

Fredricksen, James, Wilhelm Jeffrey D, and Smith, Michael. So, What’s the Story?: Teaching Narrative to Understand Ourselves, Others, and the World. Heinemann: Portsmouth, NH, 2012.

Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4—12. Stenhouse Publishers: Portsmouth, NH 2004. Print.

Wilhelm, Jeffrey D. You Gotta Be the Book: Teaching Engaged and Reflective Reading with Adolescents. New York, New York: Teachers College, 1997.

Wilhelm, Jeffery, Baker, Tanya, and Hackett, Julie Dube. Strategic Reading: Getting Students to Lifelong Literacy 6-12. Boynton/Cook: Portsmouth, NH, 2001.

Wormeli, Rick. Summarization in any Subject: 50 Techniques to Improve Student Learning. Association for Alexandria, VA: Association for Supervision and Curriculum Development, 2005. Print.

Zemelman, Steven, Daniels, Harvey “Smokey”, Hyde, Arthur. Best Practice, Fourth Edition: Bringing Standards to Life in America’s Classrooms. Heinemann: Portsmouth, NH, 2012.

American Satire

Miller, Arthur. The Crucible

Melville, Herman. The Confidence Man: His Masquerade

Twain, Mark. Huck Finn, A Connecticut Yankee in King Arthur’s Court

Cooper, James Fenemore. The American Democrat, Homeward Bound, Home as Found

Ellison, Ralph. Invisible Man

Lewis, Sinclair. Babbit

Goldman, William. The Princess Bride

Anonymous. Primary Colors

Irving, Washington. History of New York

Lowell, James Russell. The Biglow Papers

Bradbury, Ray. Fahrenheit 451