Decision 1: Content Map of Unit LITERARY TERMS AND ... for Algernon Unit Plan.pdf · Decision 6:...

Decision 1: Content Map of Unit LITERARY TERMS AND PERSONAL NARRATIVE Key Learning(s): Unit Essential Questions(s): Optional Instructional Tools:

Necessary literary terms to read, write about, and discuss literature effectively.

How to write a personal narrative.

ELA8R1 a, c, f, g, h ELA8W2 a, c, f, h

What literary terms must I understand to effectively analyze literature orally or in writing?

How do authors develop characters?

How can I express my thoughts through personal narrative writing?

Why is it important to be able to express my thoughts and feelings in writing?

Student notes PowerPoint presentations Short stories to evaluate Necessary handouts DVD instructional program

Concept: Figurative language

Concept: Characterization

Concept: Literary terms for fiction

Concept: Types of fiction

Lesson Essential Questions: What is figurative language? (A) How can I identify and use examples of figurative language when I analyze literature? (E/R)

Lesson Essential Questions: How does an author develop characters? (A) How can I analyze the motives of a character’s actions? (E/R)

Lesson Essential Questions: What are the elements of a fictional work? (A) What information do I need to consider to evaluate the plot of a literary work? (E/R)

Lesson Essential Questions: What are the different types of fiction? (A)

Vocabulary: Imagery, metaphor, simile, irony, allegory, assonance, personification, onomatopoeia, pun, oxymoron, hyperbole, alliteration, symbol, allusion

Vocabulary: Characterization, round character, flat character, foil, dynamic character, static character, antagonist, protagonist

Vocabulary: Plot, exposition, conflict, complication, climax, resolution/denouement, setting, theme, mood, atmosphere, point of view, tone, foreshadowing, irony, falling action, rising action, dialogue, dialect, suspense

Vocabulary: Novel, short story, poem, prose, romance, novella, gothic fiction, detective fiction, science fiction/fantasy, fable, fairy tale, folk tale

Concept: Personal narrative Lesson Essential Questions: How can I express myself through narrative writing? Why is it important to be able to express my thoughts and feelings in writing?

Decision 2: The performance or product project that will be the culminating activity of the unit. Students’ Assignment Page for the Culminating Activity Essential Question of the Culminating Activity: How can I express myself through narrative writing? Why is it important to be able to express my thoughts and feelings in writing?

Paragraph Description of Culminating Activity:

Student will write a personal narrative of 1-2 pages in length relating a significant experience in his/her life?

Steps or Task Analysis of Culminating Activity (include Graphic Organizers): Students will be given the essay assignment and work will be completed outside of class. Time will be allowed in class for peer editing and revision.

Decision 3: Culminating Activity/Project Rubric Personal Narrative/Character Study Rubric

CATEGORY 4 3 2 1

Focus on Assigned Topic x4

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Introduction x3

First paragraph has a "grabber" or catchy beginning.

First paragraph has a weak "grabber".

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

Problem/Conflict x3

It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Solution/Resolution x3

The solution to the character's problem is easy to understand, and is logical. There are no loose ends.

The solution to the character's problem is easy to understand, and is somewhat logical.

The solution to the character's problem is a little hard to understand.

No solution is attempted or it is impossible to understand.

Organization x4

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Requirements x1

All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Creativity x2

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Writing Process x3

Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Mechanics x2

There are no errors in mechanics in the final draft.

There are five or less errors in mechanics in the final draft.

There are six to ten errors in mechanics in the final draft.

There are more than ten errors in mechanics in the final draft.

Total Score_______________/100

Decision 4: Decision 2: Student Assessments Plan for how students will indicate learning and understanding of the concepts in the unit. How will you assess learning? Possibilities / Options:

Short answer tests or quizzes Student logs or journals as informal writing Center / station / lab activities Formal writing assignments Design and/or construct model / museum/ exhibit Informal or formal student observations or interviews

Unit 1 Benchmark Assessment Students will take the Unit 1 Benchmark Assessment to guide teacher instruction and student activities. Quote Analysis Write a three paragraph essay explaining what Charlie means by the following statement and why you think people act this way. This assignment does not have to be typed but it may be typed if you wish. If you choose to hand write it, do write legibly in black or blue ink. Remember to head your paper with your name, class period, and date in the upper right hand corner. “How strange it is that people of honest feelings and sensibility, who would not take advantage of a man born without arms or legs or eyes – how such people think nothing of abusing a man born with low intelligence. It infuriated me to think that not too long ago, I, like this boy, had foolishly played the clown.” Charlie Gordon Favorite Quote Activity Choose one quote from the sheet provided. Make an 8.5 X 11 inch poster illustrating the meaning of the quote and how it is significant. The quote should also be located on the poster along with the author of the quote. You may illustrate this yourself, use pictures from magazines, clip art, etc. Be creative! Write a poem, minimum of 5 lines, incorporating the quote you have chosen and explain the significance of the quote in the short story “Flowers for Algernon.” It is not required that your poem rhyme. Character Comparison Chart Complete graphic organizer comparing Charlie Gordon pre and post surgery. Elements of a Short Story diagram Analyze the story “Flowers for Algernon: and complete the graphic organizer provided. Post Test (similar in format to Benchmark Assessment)

Decision 5: Launch Activities Develops student’s interest and links prior knowledge. Provides the content map and key vocabulary to students. What is figurative language and literary language anyway? Teacher will have students identify words on the word wall that they have heard before. Students will attempt to define the words they are familiar with. Students will attempt to define words they have never heard before. Teacher will review all necessary terms with a class discussion on topic of figurative language, fiction vs. nonfiction, and how types of fiction can differ from each other. Phineas Gage as a lead in to “Flowers for Algernon” Students will view a transparency of digital picture of the skull of Phineas Gage. After several minutes, students will be asked to discuss what they think the picture is of and how the skull was damaged. From this discussion, the teacher will explain what actually happened to Phineas Gage. From this launch activity, a lesson will be provided on intelligence quotients, mental impairment, mental illness, and learning styles.

Decision 6: Acquisition Lessons Plan the acquisition you need for you Learning Unit. You must have at least one lesson for each essential question in your Content Map. Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day Essential Question: What is figurative language?

Activating Strategies: (Learners Mentally Active)

Word splash

Acceleration/Previewing: (Key Vocabulary)

Content map will be provided for all students and upcoming expectations will be discussed.

Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers)

Teacher will present necessary terms in PowerPoint presentation. Student notes will be provided.

Summarizing Strategies: Learners Summarize & Answer Essential Question

Ticket out the door: list three types of figurative language.

Decision 6: Acquisition Lessons Plan the acquisition you need for you Learning Unit. You must have at least one lesson for each essential question in your Content Map. Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day Essential Question: How does an author develop characters?


Describe your favorite character on TV, in movies, or stories. (class discussion will ensue)


How did you come to know so much about your favorite character? (class discussion)


Teacher will present elements of characterization with PowerPoint presentation.


List four ways an author lets the reader know about a character. (Ticket out the door)

Decision 6: Acquisition Lessons Plan the acquisition you need for you Learning Unit. You must have at least one lesson for each essential question in your Content Map. Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day Essential Question: What are the elements of a fictional work?


How do you know fiction is fiction? Discuss in collaborative pairs and then in whole class discussion.


What is your favorite fairy tale? How do you know that it is fiction? (class discussion)


Teacher will present information on necessary terms with word wall and PowerPoint presentation.


How is conflict different from complications? (Ticket out the door)

Decision 6: Acquisition Lessons Plan the acquisition you need for you Learning Unit. You must have at least one lesson for each essential question in your Content Map. Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day Essential Question: What are the different types of fiction?


What types of fiction do you know about? Students will make list in collaborative pairs. Then one student from the pair will tell their examples and teacher will list them on the board.


Teacher will list various examples of fiction on the board: stories by E.A. Poe, Star Trek: The Movie, Gilmore Girls, House, The Three Musketeers, David Copperfield, etc. Students will identify stories they are familiar with and try to categorize them.


Teacher will discuss the various classifications of fiction as students take notes.


What is one type of fiction that I never knew existed before? (Ticket out the door)

Decision 6: Acquisition Lessons Plan the acquisition you need for you Learning Unit. You must have at least one lesson for each essential question in your Content Map. Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill --- Not for the Day Essential Question: What is actor’s English and how can I use it to be a better reader?


Teacher will speak in “radio voice” and ask students to identify what is different from his/her normal everyday speech?


What do actors do to fit a character? (class discussion)


Teacher will discuss “Actor’s English” with class and students will practice using it while reading passages aloud from the story. Teacher will model:

1. Speaking/reading in monotone 2. Speaking/reading too quickly 3. Reading while ignoring punctuation 4. Speaking/reading too softly 5. Speaking/reading too loudly 6. Speaking/reading with too much emphasis/emotion


What is “Actor’s English” and why/when do I need to use it? (Ticket out the door)

Extending Thinking Lesson Planning Form: Essential Question: 1. How can I identify and use examples of figurative language when I analyze

literature?

2. How can I analyze the motives of a character’s actions?

3. What information do I need to consider to evaluate the plot of a literary work?

Task: 1. Student will find examples of figurative language in the short story “Flowers for Algernon.” Student will identify the type of figurative language and explain why it adds meaning and emotion to the story.

2. Student will write a one paragraph essay describing why Charlie Gordon

wants to be smart.

3. Student will identify the theme and tone of the short story “Flowers for Algernon.” Work will be done in student journal. Students will share individual thoughts in class discussion.

Assignment: This activity will be completed with use of graphic organizer provided.

Activity will be completed for homework.

Assignment will be completed in class.

Decision 7: Extended Thinking Activities Have extending activities or lessons for most important concepts/skills Cause/Effect Compare/Contrast Constructing Support Justification Induction Deduction Error Analysis Abstracting Analyzing Perspectives Classifying Examples to Idea Idea to Example Evaluation Writing Prompts

How can I express myself though narrative writing? Mini-lessons in grammar, mechanics, and usage will be provided through the use of Barnaby Quip DVDs. Student will write a personal narrative relating a significant event in his/her life. One page minimum.

Why is it important to be able to express my thought and feelings in writing? Student will write a one page response to the following questions:

1. What did I learn from the short story “Flowers from Algernon”? OR

2. How has/will my behavior changed/change now that I have spent time with Charlie Gordon? Students will be provided with a detailed assignment sheet and rubric for grading essay.

Decision 8: Differentiating the Unit What accommodations will you make in order to meet the varied interests, learning styles and ability levels of all students?

1. Preferential seating will be provided as needed. 2. Students will be given hard copies of PowerPoint presentations. 3. Students will take some notes but copies of teacher notes will be provided for students who require such

assistance. 4. Students who need assistance with the writing process will receive individual instruction. 5. Students who do not need such assistance will be allowed to move on to the writing process. 6. Students may type or hand write essays.

Decision 9: Lesson/Activity Sequence and Timeline What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson Essential Questions, activities, and experiences in order. Day 1 Benchmark Assessment Unit 1 Day 2 and 3 Figurative language and literary language lesson Figurative language activity Day 4 Different types of fiction Elements of fictional work Day 5 Characterization Elements of Short Story Diagram Day 6 Actor’s English Day 7 Phineas Gage and IQ and begin reading “Flowers for Algernon” Quote Analysis (outside of class) Day 8 Read story orally in class after warm-up (Dailies Activity) Day 9 Read story orally in class Character comparison chart (homework) Favorite quote activity (project outside of class) Day 10 The Perfect Sentence DVD lesson Day 11 The Perfect Paragraph DVD lesson Day 12 Perfect Punctuation DVD lesson Day 13 Figurative language examples from “Flowers for Algernon” Character motivation analysis from “Flowers for Algernon” Day 14 Theme and tone of “Flowers for Algernon” Personal narrative (completed outside of class) Response to “Flowers for Algernon” (completed outside of class) Day 15 Peer editing and revision of personal narrative (in class activity)

Decision 10: Review and Revise How will you review this unit in order to improve it prior to using it again or sharing it? What criteria will you use to determine the need to make improvement? List when you will conduct distributed reflection. I will review this lesson as it progresses and when it is completed. I will make necessary adjustments as to time needed to complete activities and student interest. I will conduct student reflections at the end of the unit with the post test.

Decision 11: Resources and Materials for Learning Unit

1. Copies of short story “Flowers for Algernon” (in textbook) 2. Copies of PowerPoint presentations 3. Copies of PowerPoint notes 4. Copies of notes and activities to go with “Perfect” DVD lessons 5. Copies of needed graphic organizers 6. Copies of grading rubrics for students 7. Copies of assignment sheets and grading rubrics 8. Transparency or digital photo of Phineas Gage’s skull 9. Words for word wall 10. Benchmark Assessment 11. Post-test

Character Analysis of _______________________________ from ________________________________. 1. Is the character static _________ or dynamic ________. What makes you think so? 2. What type of person is the character? What parts of the story make you feel this way about the character? 3. In what ways has society or the environment created the character? 4. How is this character’s society different than yours? (Remember society is more than just one person.) 5 How does the character appear to other characters? (Be specific about which characters.)

Which Characters? Opinions they express about the chosen character.

6. Is the character aware of how he/she appears to others? Yes_____ No______ Explain. 7. How does the character view his/her own world?

8. Is this view realistic? Yes_____ No________ Explain.

9. Would a person behave in real life like the character does in the story? Yes____ No_____ Explain in detail. 10. What type of person is the author in your opinion, based upon the story or stories you have read? 11. What do you think led the author to write this way? 12. Is the character complex/round _______ or simple/flat _____? Explain.

“Flowers for Algernon” by Daniel Keyes

Please consider the following questions. Your responses should be at least three paragraphs long.

1. Is it a good idea to make everyone smart? Why or why not?

2. Choose one day from Charlie's life to look at from another point of view. Write a progress report about the events on that day from the point of view of Miss Kinnian or one of the doctors. Be sure to include the date and details that show how your report relates to Charlie's.

3. Summarize the results of Charlie's research.

Answer the following questions on notebook paper or you may type them.

1. Why is Charlie chosen for the operation?

2. Why does Charlie believe he failed the Rorschach test?

3. Define "pull a Charlie".

4. Does Charlie understand commas at first? How do you know?

5. Why is Miss Kinnian worried on April 15?

6. Is it better that Charlie doesn't know all that Miss Kinnian does on April 15? Why or why not?

7. Why is Charlie ashamed on April 20?

8. Did the man act differently when giving the second Rorschach test?

9. What is the conflict between the doctors on April 27?

10. What does Charlie think of Dr. Nemur and Dr. Strauss on May 15? Be specific.

11. Do you think we should pursue artificial intelligence as shown in the Algernon and Charlie experiment? Why or why not?

12. Was Charlie happier when he became smarter? Explain your answer.

13. Why might IQ tests be helpful?

14. Why might IQ tests be harmful?

Charlie Gordon in “Flowers for Algernon”

“How strange it is that people of honest feelings and sensibility, who would not take advantage of a man born without arms or legs or eyes – how such people think nothing of abusing a man born with low intelligence. It infuriated me to think that not too long ago, I, like this boy, had foolishly played the clown.”

Charlie Gordon

Write a three paragraph essay explaining what Charlie means by this statement and why you think people act this way. This assignment does not have to be typed but you may type it if you wish. If you choose to hand write it, do write legibly in black or blue ink. Remember to head your paper with your name, class period, and date in the upper right hand corner. “How strange it is that people of honest feelings and sensibility, who would not take advantage of a man born without arms or legs or eyes – how such people think nothing of abusing a man born with low intelligence. It infuriated me to think that not too long ago, I, like this boy, had foolishly played the clown.”

Charlie Gordon

Write a three paragraph essay explaining what Charlie means by this statement and why you think people act this way. This assignment does not have to be typed but you may type it if you wish. If you choose to hand write it, do write legibly in black or blue ink. Remember to head your paper with your name, class period, and date in the upper right hand corner.

Quotes by Charlie Gordon from “Flowers for Algernon” by Daniel Keyes “Before, they laughed at me and despised me for my ignorance and dullness; now, they hate me for my knowledge and understanding. What in God’s name do they want from me?” “He gave me a regular Coke but it tasted funny.” “I beat Algernon” “I dont care if it herts” P.P.S. Please if you get a chance put flowers on Algernons grave in the bak yard” “It hurts” “Only a short time ago, I learned that people laughed at me.” “He smiled when I told him I used to be a genius.” “He feels guilty. They all do. But I don’t blame anyone. I knew what might happen. But how it hurts.” “In a sense it’s the problem I’ve been concerned with all my life.” “This intelligence has driven a wedge between me and all the people I once knew and loved.” “All gone.” “Now I know what it means when they say ‘to pull a Charlie Gordon.’ I’m ashamed.” “Anyway that test made me feel worser than all the others because they did it over 10 times with difernt amazeds and Algernon won evry time.” “I told them I dint spill ink on the cards and I couldn’t see anything in the ink.” “He’s still a human being.” “People don’t talk to me much any more or kid around the way they used to. It makes the job kind of lonely.” “I hate that mouse.” “I guess I faled that test too” “I hope he gets a friend and not be lonely.” “Suddenly, time has become very important to me.” “She said for a person who god gave so little to you done more then a lot of people with brains they never even used” “If there is an answer, I’ll have to find it out for myself.”

“I cried.” “I want to be smart” “But how it hurts.” “Leave him alone you lousy cracker or I’ll break your neck!” Joe Carp “Charlie Gordon, you got guts.” Mr. Donnegan “Look how well he’s learned to read and write for his low mental age.” Dr. Strauss “He’s not so dumb. It’s easier to break ‘em than to wash ’em . . .” Unknown customer in diner

Favorite Quote Activity

Choose one quote from the sheet provided. Make an 8.5 x 11 inch poster illustrating the meaning of the quote and how why it is significant to the story. The quote should also be included on the poster along with the author of the quote. You may illustrate this yourself, use pictures from magazines, clip art, etc. Be creative! Write a poem, minimum of 5 lines, incorporating the quote you have chosen and explain the significance of the quote to the story. It is not required that your poem rhyme.

Favorite Quote Activity Choose one quote from the sheet provided. Make an 8.5 x 11 inch poster illustrating the meaning of the quote and how why it is significant to the story. The quote should also be included on the poster along with the author of the quote. You may illustrate this yourself, use pictures from magazines, clip art, etc. Be creative! Write a poem, minimum of 5 lines, incorporating the quote you have chosen and explain the significance of the quote to the story. It is not required that your poem rhyme.



Personal Narrative Assignment You will write a personal narrative about one of the following:

Put yourself in the story and react to a specific situation/conflict.

Create next chapter as main character reacting as you would in his or her shoes.

Write an original personal narrative showing how you reacted to a similar situation/conflict.

Remember, a personal narrative will be written in 1st person and can use 2nd person.

You will make use of the writing process as outlined in Language Network pages 424-431.

Requirements are as follows – 1 inch margins on all sides of your paper Header containing your name, class period, and the date justified to the right. Paper stapled together in the upper left hand corner No cover page Times New Roman 12 point font Double spacing between lines Your paper is to be 2-3 pages long

Your grade will be derived from the rubric printed on back of this page.

If you have any questions, please ask me.

You will have one class period to work on this paper.

The final product is to be completed outside of class and is

due ________________________.

You have 10+ days to work on this assignment.

So plan ahead. Don’t leave this assignment until the last minute. If you do, your printer will break, your computer will die, a meteor will hit

your house, etc. and you will have no paper to turn in and no justifiable excuse.

Remember Murphy ’s Law - if it can go wrong, it will!

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