In this language arts unit, students study the concept of change by reading autobiographies of writers and by looking at change in selected lives. As they examine life stories and self portraits, they also study literature and examine works of art from various cultures. Selected stories were chosen for their probing of issues of identity. In order to help students gain insight into the development of talent, the lessons encourage them to explore their own identities as talented learners through discussions and reflective writing. Literature selections are drawn from multiple genres, including short stories, poetry, autobiographies of published authors and related pieces by these authors, and essays.
Reading and writing are key components of any language arts program.
Proficiency in both can be achieved in many ways, but the chance to apprentice
oneself to a master reader/writer or to become a student under such a master
would be an exceptionally fine way for a high-ability student to improve his or
her own skills. However, since this first-hand experience frequently is not
available to students, this unit attempts to simulate aspects of that experience
through various activities with particular writers' lives and
works.
This unit explores the process of writing through the study of
professional writers, who are also lovers of reading. It delves into the
characteristics of the craft of these writers while peering into the workings of
their minds and the influences of their surroundings. While autobiographies are
the primary source of information about these authors, their writings are also
explored. Language is emphasized as a part of the author's medium. Listening is
essential to the sharing and appreciation of a number of the selections
experienced in the unit. Experiences in interpretation of literature are gained
through various relevant selections as well as key works by the authors
studied.
Content Goals and Outcomes
GOAL 1: To develop analytical and interpretive skills in
literature.
Students will be able
to...
A. Describe what a selected
literary passage means.
B. Cite similarities and differences in meaning
among selected works of literature.
C. Make inferences based on
information in given passages.
D. Create a title for a reading
selection and provide a rationale to justify it
GOAL 2: To develop persuasive writing skills.
Students will be able to...
A. Develop a written persuasive essay (thesis
statement, supporting reasons, and conclusion), given a topic.
B. Complete
various pieces of writing using a three-phase revision process based on peer
review, teacher feedback, and self-evaluation.
GOAL 3: To develop linguistic competency.
Students will be able to...
A. Analyze the form and function of words in a given
context.
B. Develop vocabulary power commensurate with
reading.
C. Apply standard English usage in written and oral
contexts.
D. Evaluate the effective use of words, sentences, and
paragraphs in context.
GOAL 4: To develop listening/oral communication skills.
Students will be able to...
A. Discriminate between informative and persuasive
messages.
B. Organize oral presentations.
C. Evaluate an oral
presentation, given a rubric of specific criteria.
D. Develop skills of
argument formulation.
Process Goal and Outcomes
GOAL 5: To develop reasoning skills in the language arts.
Students will be able
to...
A. Apply aspects of the Paul reasoning model through
specific examples.
B. State a
purpose for all modes of communication, their own as well as those of others.
C. Define a problem, given
ill-structured, complex, or technical information.
D. Formulate
multiple perspectives (at least two) on a given issue.
E. State
assumptions behind a line of reasoning in oral or written form.
F.
Apply linguistic and literary concepts appropriately.
G. Provide
evidence and data to support a claim, issue, or thesis statement.
H.
Make inferences, based on evidence.
I. Identify
implications for policy development or enactment based on the available data.
Concept Goal and Outcomes
GOAL 6: To understand the concept of change in
the language arts.
Students will be able
to...
A. Understand that change is
pervasive.
B. Illustrate the variability of change based on
time.
C. Categorize types of change, given several
examples.
D. Interpret change as positive or negative in selected
works.
E. Identify elements of change in a piece of
literature.
F. Analyze social and individual change in a given piece of
literature.
Novels/Books
The Girl from Yamhill ; Beverly Cleary (Lessons
1,7,8,20)
Childtimes; Eloise Greenfield (Lessons 1,8,20)
How I Came to Be a Writer
; Phyllis Reynolds Naylor (Lessons 1,8,10,20)
A Day of
Pleasure ;
Isaac Bashevis Singer (Lessons 1,8,20)
The Invisible Thread ; Yoshiko Uchida
(Lessons 1,8,20)
The Lost Garden ; Laurence Yep (Lessons 1,8,2)
Poems
"Autobiographia Literaria"; Frank O'Hara (Lessons 1,4)
"'I Am
Cherry Alive,'the Little Girl Sang"; Delmore Schwartz (Lesson 3)
"Ode to My
Library"; Gary Soto (Lesson 16)
"Where the Rainbow Ends"; Richard Rive
(Lesson 24)
Short Stories, Book Chapters, Essays
"Ghost Cat"; Donna Hill (Lesson 4)
"Literary Lessons" from Little Women ; Louisa May Alcott (Lesson 9)
"Notes
of a Translator's Son"; Joseph Bruchac (Lesson 10)
"All Summer in a Day"; Ray
Bradbury (Lesson 14)
"Why I Am a Writer"; Pat Mora (Lesson 18)
"Charles";
Shirley Jackson (Lesson 21)
Additional Learning Center Readings
Speaking for Ourselves: Autobiographical Sketches by
Notable Authors of Books for Young Adults
; Donald
R. Gallo (Ed.) (Lesson 7)
Speaking for Ourselves, Too: More Autobiographical
Sketches by Notable Authors of Books for Young Adults
; Donald R. Gallo (Ed.)
(Lesson 7)
The Reading Teacher ; Various selections (Lesson 7)
Extensions
Maurice's
Room ; Paula Fox (Lesson 4)
Little Women ; Louisa
May Alcott (Lesson 9)
Keepers of the
Earth ; Michael Caduto and Joseph Bruchac
(Lesson 10)
Native American Stories ; Joseph Bruchac (Lesson 10)
A Fire in My Hands
; Gary Soto (Lesson 16)
Baseball in April and Other Stories; Gary
Soto (Lesson 16)
The pages which follow provide some introductory information about the unit lessons, including a discussion of the alignment of lessons with unit goals, lists of key vocabulary words, and a letter to send home to parents about the unit. The unit lesson plans themselves appear after the parent letter.
The list of words below contains suggested words for vocabulary study from each literature selection in the unit. The teaching model employed for vocabulary study is introduced in Lesson 4 and used throughout the unit; it is also described under "Teaching Models" in Section 3.
Unit Focus:
autobiography
from "The Platoon System":
alimentary
aloof
conformity
consternation
curriculum
deteriorated
eccentric
incandescent
innovation
intercepted
intimidated
perjure
plagiarism
relentless
resignation
surreal
from " All Summer in a Day":
apparatus
concussion
consequence
repercussions
resilient
tumultuous
from "Literary Lessons":
amiable
concatenation
concoction
digress
labyrinth
metaphysical
somber
Spartan
spinster
vortex
from "Ode to My Library":
devoured
machete
mural
ode
phonograph
from
"Charles":
elaborately
insolently
reformation
The following list contains a selection of literary terms which may be useful for students to understand in the discussion of literature in the unit.
Character: a person portrayed in an artistic piece, such as a drama or novel
Climax: the turning point in a plot or dramatic action; a moment of great or culminating intensity in a narrative or drama, especially at the conclusion of a crisis
Denouement: the final resolution or clarification of a dramatic or narrative plot; the events following the climax of a drama or novel in which such a resolution or clarification takes place
Motivation: an inducement or incentive to action; in a story, the psychological or social factors that drive character action
Plot: the plan of events or main story in a narrative or drama
Setting: the time, place, and circumstances in which a narrative, drama, or film takes place
Theme: an implicit or recurrent idea; a motif; a central idea that permeates
a poem, short story,
or novel
Dear Parents:
Your child is engaged in a special language arts unit called Autobiographies. It is organized around the concept of change and designed specifically to meet the needs of high-ability students. The goals of the unit are as follows:
In this language arts unit, we will study the concept of change by
looking at talent development through autobiographies of writers and by
considering ways to take responsibility for our own education and talent
development. We will use the language processes of reading, writing, speaking,
and listening as essential elements in harnessing talent. As we read literature
from various cultures, we will relate it to our lives and use it as a
springboard to learn about our own heritage and the heritages of our friends and
neighbors.
In class we will read and discuss short pieces of
literature—poems, short stories, and essays. As we read the literature, we
will respond to it and think critically about it by analyzing ideas, vocabulary,
and structure. We will seek to understand ourselves and to look at some of the
catalysts for developing talent—the things that influence it and ways to
nurture it. Everyone will keep a response journal to clarify thinking and to
help prepare for written and oral assignments.
This unit includes the following independent projects
which will require some work out of class and may need your support at home:
Although the independent projects will be completed outside of class, we will discuss them in class. There will be opportunities to work with the teacher and classmates on each project as the unit progresses. The time frame for these projects is summarized in the schedule below.
The unit will be assessed in several ways. First, a pre-assessment will
assess entering skills in the language arts areas of literature, writing, and
linguistic competency. Secondly, a writing portfolio will document progress in
writing. We will assess each project with a self assessment, a peer assessment,
and a teacher assessment. Post-assessments will be given to assess exit skills
in the language arts areas above. Finally, I welcome comments and feedback from
you as parents.
Good curriculum and instructional practice should
involve parents as well as teachers. The following ideas may be useful as your
child experiences this unit:
Thank you in advance for your interest in your child's curriculum. Please do not hesitate to contact me for further information as the unit progresses.
Sincerely