UBD: Identity Unit Language Arts II 2005-2006 Literature: Novels: Catcher in the Rye, Whirligig, A Separate Peace, The Things They Carried Poetry: Fresh Beginnings, Goodbye Grandma, Carmel Point, Deer Hunt, Watermelon Pickle, How To Kill, No Heroes Film: Dead Poets Society, Gallipoli Music: Art: Identify Desired Results What overarching understandings are What are the overarching “essential” desired? questions? Human beings have always used literature What are some universal elements of the and writing—“[to make] sense of life,” “to feel passage to adulthood? How does literature, at home in the universe” and to make a both the reading and writing of it, as well as difference in their world. other forms of artistic communication, reflect and bring meaning to this process? This “collected wisdom” creates echoes and resonance between past and present and What are some of the inexplicable elements of enriches both the reading and writing of all our existence? How does literature, both the subsequent literature. reading and writing of it, as well as other forms of artistic communication, help us to In particular, the language arts can help to reconcile these elements as we proceed on make sense of the passage into adulthood the universal journey toward adulthood and and to make sense of the inexplicable in life wisdom? (death, the existence of evil, conflict, etc) Communication takes many forms and being a literate “reader of the world” can help in the process of self-discovery and connection making, enriching our lives and preparing us to be better “participants in life.” What will students understand as a result What “essential” and “unit” questions will of this unit? focus this unit? Artists tell stories, in prose, in poetry, in film, What are the issues of “coming of age” faced in art, in music to show a young person’s by teens as exemplified by the protagonists’ coming of age—trying to make sense of experience? society and the demands it makes of him. What contradictions or paradoxes of character “Coming of age” means accepting emerge in the protagonists, how are they ambiguity—that there are no clear cut typical of all human beings, and how do answers of character or of situation. individuals learn to accept these contradictions and ambiguities as they Artists use skills and tools specific to their mature? medium to communicate with their audiences. How does artistic expression (literature, art, music, film) help to “give voice” to this passage of life and bring meaning and insight to the process? Determine Acceptable Evidence What evidence will show that students understand: point of view and perspective. Performance Tasks, Projects: Anticipation Guide: to introduce the major issues of the novels and aid in personal response to those issues. Literature Journals: to respond to text from a range of stances—personal, interpretive, critical—and to support the response appropriately and effectively Literature Circles/Listserv Posts: to work collaboratively with text—small group discussions of guide questions, culminating in email posts to class listserv Coming of age poem: creative response/application Writer’s Workshop/Writing Journal Assessment: writing process papers Documentary video: the world in 2K5 from a personal perspective; issues of friendship (interviews), issues of identity (interviews), metaphors from the larger world for coming of age Quizzes, Tests, Academic Prompts: Essay—compare and contrast the experiences of Gene and Holden and determine which, in your opinion, had the most impact on you. Which character seemed more authentic, based on your experiences and opinions? Other Evidence: Student Self Assessment Informal observations/discussions during Self-assess comparison-contrast essay project work and small group discussion on Self-assess on standards for project literature circles & listserv posts Plan Learning Experiences and Instruction Students will need to know: Students will need to be able to: Key terms: first person point of view, round Select significant passages from text to which character, voice, irony to respond in dialectical journal. Elements of fiction: character, setting, plot, Respond to constructed response prompts, conflict, theme supporting responses from text. Video production process—how to convey Craft a coherent, well-supported comparison- point of view or perspective visually; the art of contrast of elements of the novels studied the interview—how to listen for and edit down Explore the themes and issues of the novels to the most effective sound bites through a documentary or creative video What teaching and learning experiences will equip students to demonstrate the targeted understandings? 1. Students respond to anticipation guide initially and part way through the novel 2. Students compile dialectical journals 3. Students respond to constructed response prompts. Through which facets will students develop and reveal their understandings? Explanation— Explain how elements of literature contribute to the overall effect of the novel Interpretation—Interpret characterization in the novel in relation to initial issues & underlying themes Application— Apply literary techniques to comparison contrast essay discussing their relative effectiveness in two novels in conveying character and theme Perspective— Consider cultural contexts and universal themes—do the “truths” of these th novels, written in the mid 20 century, apply to today’s young people and society? Empathy—Articulate the universal issues and conflicts that arise in the novel and relate them to personal experience Self-Knowledge— Reflect on the role of literature in making sense of life. Reflect on the connection between literature and identity. Unit Design Considerations (WHERE) Where & why? (Purpose and goals): Standards portfolio work; reading and literature standards Hook: Students respond to anticipation guide and discuss issues in relation to their own experience Engagement: Students compile and share dialectical journals, documenting their response to the novel Students collaborate, in small groups and online, to respond to the novel through various stances—personal, interpretive, critical Students analyze different fictional approaches in a comparison contrast essay Reflection: Students reflect on the universality of the issues of youth and identity, friendship and betrayal, irrespective of time, place, culture Exhibition & Self-evaluation: Students design and craft their own exploration of the themes of identity and self-discovery, through the medium of video War Unit (Illuminating Texts) pp. 84-85 Questions on Text (Illuminating Texts, p. 86) What is this story made of? How does this text work? How does this text and its author want me to read it? How is this text related to those we have read before—and those to come? How do these elements interact to create in the reader an experience of certain emotions or truths? Why did this author choose this genre, this form, and how does that contribute to the final impact of the literary text?