Elizabeth Barlett

Dr. Cope

Thematic Lesson Plan: Narrative

April 29, 2003

The main theme explored in my unit is “Reaching for the Stars,” this unit is designed for eighth graders. I chose this topic

because I think it is very important for students to understand the importance of setting goals and achieving those goals. I selected a

variety of literature; this unit includes short stories, poems, two novels, and one drama. I tried to very hard to find stories and poems

that would appeal to every student. I chose stories that would appeal to the boys and some that would appeal to the girls. I was

determined to teach literature a different way each day; this teaching method I suspect, will prevent boredom. On some days I would

ask a student to read aloud, on another day I would ask them to read silently, and on other days I would read to them. I decided that

the majority of the time I would allow the students to learn together in small groups. I believe that small group work allows students

to feel at ease with one another, but in a larger group where they have to talk in front of the whole class, they might shy away from

class discussions. Throughout my unit I incorporated teacher-based instruction and literature circles. I believe that when certain

material is presented in a variety of ways the learning process becomes exciting.

I chose to incorporate independent reading into my lesson plans everyday. Students will read a novel of their choice for ten to

fifteen minutes everyday at the end of the period. I believe that students need as much encouragement as they can get when it comes

to reading. I believe by incorporating it in to my daily lesson plans it allows students to explore books like never before. Independent

reading is a big part in my “Reaching for the Stars” unit.

According to Lukens, “Literature supplies vicarious experience for readers” (4). I honestly believe that literature allows young

adults to escape the harsh realities of life and it also allows them to experience things they might never get to explore. I organized my

unit around this theory; most of the short stories, poems, and novels I chose will allow my students to explore different cultures, as

well as, experience various kinds of literature.

According to Frank Smith, “thought flows in terms of stories - stories about events, stories about people, and stories about

intentions and achievements. The best teachers are the best storytellers. We learn in the form of stories”

(http://www.ntlf.com/html/lib/quotes.htm). I believe that students learn through stories; students can learn valuable lessons through

literature; they can learn how to deal with peer pressure, racism, growing up, and they can learn how to deal with relationships; they

primarily learn from what they see, hear, or read. I want them to know everything there is to know, and if they are unsure how to

express their feelings, maybe literature can help them do that.

According to John Roueche, “teachers who cannot keep students involved and excited for several hours in the classroom

should not be there” (http://www.ntlf.com/html/lib/quotes.htm). I strongly agree with John Roueche, in my unit plan I decided to

keep everything moving at a very fast pace, so there would be no time for boredom. If students have the time to sit and think about

how much something is boring them, then the teacher is not doing a very good job of keeping the students interested. In my lesson

plans I planned enough activities so there was never any down time, not only does this help with classroom management, but students

are always wondering what is coming next.

I believe this assignment really opened my eyes on the amount of planning it takes to develop a good unit plan; I never really

knew how much work it really was. I believe this to be a good experience and I think there are some things that I would change, but

for the most part I am very satisfied with my lesson plan.

Quality Core Curriculum

Recognize various literary forms; short stories, novels, epics, poems, dramas, essays, and myths (8.21). 1. After the completion of “Reaching for the Stars” unit students will be able to differentiate between a short story, poem, drama, essays, and myths. 2. Students will be asked to read “Women” by Alice Walker, this will help identify the characteristics of a poem. Interpret elements of poetry such as rhyme, rhythm, stanza, personification, simile, metaphor, and alliteration (8.24). 1. Students will be asked to identify any metaphor throughout a “Dream Deferred.” 2. Students will be asked to identify personification throughout “Women.” Interpret literal and nonliteral meanings of words and phrases (8.35) 1. Students will identify any unfamiliar words found throughout “Women.” 2. Students will identify any unfamiliar words found throughout “I Have a Dream” speech. Describe the influences of human experiences on literary works (8.28). 1. Students will read “I Have a Dream.” 2. Students will read “Let Me Be a Free Man.”

Interpret written instructions (8.38). 1. Students will be able to understand written directions on handouts given in class. 2. Students will listen to verbal directions given in class. Make comparisons, predictions, and generalizations, and draws conclusions (8.40). 1. Students will make predictions and draw conclusions regarding the civil rights movement and the “I Have a Dream” speech. 2. Students will make a prediction about what happens at the end of Roughing It, by Mark Twain. Use context clues to determine meanings of unknown words (8.34). 1. Students will use previous knowledge to infer about words they are unsure of. 2. Students will read “Women” and use context clues to determine the meanings of unknown words. Describe cultures and values represented in literature (8.27). 1. Students will read Martin Luther King, JR’s “I Have a Dream” speech. 2. Students will read “Let Me Be a Free Man” Chief Joseph. Respond creatively to literature (drama, art, and multimedia projects (8.29). 1. Students will complete creative writing assignment that pertains to MLK “I Have a Dream” speech. 2. Students will use their imagination to complete a thinking activity for “All That Glitters.” Recognize explicit and implicit main ideas, details, sequence of events, and cause-effect relationships (8.39). 1. Students will be able to understand the sequence of events in “All That Glitters.” 2. Students will be able to understand to effects of the “I Have a Dream” speech. Answers literal, inferential, and critical questions about literature (8.22). 1. The teacher will distribute worksheets that provoke critical thinking. 2. Students will be put into small work groups and are required to discuss critical questions about “Let Me Be a Free Man.”

Uses literary elements and techniques such as plot, setting, theme, character, characterization, conflict, figurative language, and point of view to analyze literature (8.23). 1. Students will be asked to read “Dream Deferred” Langston Hughes and answer questions regarding theme, setting, etc. 2. Students will be asked to read “Let me Be a Free Man” and decide what the conflict is throughout the story. Analyze the difference between fiction and nonfiction (8.26). 1. Students will read and decide if the “I Have a Dream” speech by MLK JR is non-fiction or fiction. 2. Students will read and decide if “Let Me Be a Free Man” by Chief Joseph is non-fiction or fiction.

Works Cited

Applebee, Arthur, et al. McDougal and Littell, Literature and Language: Annotated

Teacher’s Edition, Red Level. New York: McDougal Littell Company, 1994.

Applebee, Arthur, et al. McDougal and Littell, Literature and Language: Annotated

Teacher’s Edition, Green Level. New York: McDougal Littell Company, 1994.

Baumann, James, et al. Worlds Beyond: Teacher Edition. Atlanta: Silver Burdett

Ginn, 1993.

Baumann, James, et al. Worlds Beyond: Teacher Edition, Reading Behavior Checklist.

Atlanta: Silver Burdett Ginn, 1993.

Bergtraum, Murry. Lesson plan: Writing Lyric Poetry. 15 April 2003

<www.schoollink.org/csd/pages/engl/lyricpoe.html>.

California Gold Rush. California’s Natural Resources. 15 April 2003

<http://ceres.ca.gov/ceres/calweb/geology/goldrush.html>.

Darion, Joe. Man of La Mancha: Impossible Dream. 27 April 2003

<http://www.continentallocating.com/World.Literature/Links/ImpossibleDream.html>.

I Have A Dream. Lesson Plans and Teacher Tools. Stanford University 6 April 2003

<http://ldt.stanford.edu/2011/projects/mlk/teacher/mlksite/ihdlesson.htm>.

I Have a Dream. Stanford Univeristy. 6 April 2003

<www.lessonplanpage.com/SSMartinLutherKing5.htm>.

Lukens, Rebecca., and Ruth Cline. Critical Handbook of Literature for Young Adults.

New York: Longman, 1995.

Momaday, Scott. New Perspectives on the West. PBS. 24 April 2003

<www.pbs.org/weta/thewest/program/episodes/eight/thegift.htm>.

National Endowment for The Humanities. EdSitement: Marco Polo. Dr. King’s Dream.

14 April 2003 <http://edsitement.neh.gov/view_lesson_plan.asp?ID=332>.

Prosim, Bonovibre. Phat African American Poetry Book. 15 April 2003

<http://www.math.buffalo.edu/~sww/poetry/walker_alice.html#gray>

Quotes from Chief Joseph. 14 April 2003

<www.angelfire.com/ny4/HOMEPAGE/writings/chiefjoseph.html>.

Roueche, John. Quotations on Teaching, Learning, and Education. NTLF. 17 April 2003

< http://www.ntlf.com/html/lib/quotes.htm>.

Smith, Frank. Quotations on Teaching, Learning, and Education. NTLF. 17 April 2003

<http://www.ntlf.com/html/lib/quotes.htm>.

Spirit, Brenda. Poetry Written by Native American, New and Old. 22 April 2003

<www.theoldwestwebride.com/txt7/inpoetry.html#anchor119789>.

The Nemesis of Love. New York University. 15 April 2003

<www.tqnyc.org/NYC00055?Individual2.htm>.

Voices of the World: The Dream Deferred. 15 April 2003

<http://www.ivow.net/vow/files/lessons/dreamlesson.html>.

May 2003 Unit Theme: Reaching for the Stars Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

Student Holiday Teacher Workday

2

Student Holiday Teacher Workday

3

4 5 Unit Intro: “Eleanor Roosevelt” Jacobs; Intro to Of Mice and Men Steinbeck; Independent Reading

6 “Harriet Tubman: “A Conductor on the Underground Railroad” Petry; and Of Mice and Men; Steinbeck

7 “A Cap for Steve” Callaghan; Of Mice and Men Steinbeck

8 “Dreams” Hughes; Of Mice and Men Steinbeck; and Independent Reading

9 Moco Limping ”Monreal; Of Mice and Men Steinbeck; Independent Reading

11 12 “A Million Pound Bank Note” Twain; and Finish: Of Mice and Men Steinbeck; Independent Reading

13 “The Women’s 400 Meters” Morrison; and “To James” Horne; Independent Reading

14 “Old Sly Eye” Carter; “Dreamkeeper” Hughes; and Independent Reading

15 “Pole Vault” Murano; “400-Meter Freestyle” Kumin; and Of Mice and Men Steinbeck;

16 “The Boy and the Piano Tuner” Fontes; and “Water Music” Creely; Independent Reading

17

18 19 Read excerpts from: “I Have Lived a Thousand Years: Growing Up in the Holocaust” Bitton; ABR’s Intro, Diary of Anne Frank

20 ABR’s, Diary of Anne Frank, Frank; and Independent Reading

21 ABR’s, Diary of Anne Frank, Frank; and Independent Reading

22 ABR’s, Diary of Anne Frank, Frank; and Independent Reading

23 ABR’s, Diary of Anne Frank; Frank; and Independent Reading

24

25 26 Diary of Anne Frank, Frank; Independent Reading

27 Finish: Diary of Anne Frank, Frank; Independent Reading

28 “Rikki-tikki-tavi” Kipling and “Let Me Be a Free Man” Chief Joseph; Independent Reading

29 “Holding On” Cather; and “All That Glitters” Twain; Independent Reading

30 “It’s Not The Great Wall, But It Will Last Forever” Bunting; Independent Reading

31

June 2003 Unit Theme: Reaching for the Stars Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 “The Confidence Game” Carr and “The Rookie Arrives” Dygard; Independent Reading

3 “The Smallest Dragonboy” Mcaffey and “Wishes” Johnson; Independent Reading

4 “For Malcolm, A Year After” Knight; Independent Reading

5 “Holding On” Cather; Independent Reading

6 “Tigua Elder” Mora and “The Way to Rainy Mountain” Momaday; Independent Reading

7

8 9 “Dream Deferred” Hughes and Independent Reading

*

10 “I Have a Dream” MLK; Independent Reading

*

11 “Women” Walker; Independent Reading

*

12 “Let me be a Free Man” Chief Joseph; Independent Reading

*

13 “Sarah Bishop” O’Dell; Independent Reading

*

14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

Day: June 9, 2003 Teacher: Ms. Barlett Grade: 8 Subject: Language Arts QCC’s: 8.21, 8.24, 8.35

General Objectives: The Students will:

- Develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures. - Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. - Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. - Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and the cultures of the

United States and the world. - Use spoken, written, and visual language to accomplish their own learning enjoyment, persuasion, and the exchange of

information. Introduction:

- I will introduce today’s lesson with a few discussion questions; what is a dream (goal), what are some of your dreams/goals, do you daydream? These questions allow students to speak freely about their aspirations and at the same time it allows them to relax and get to know one another. After the class discussion we will begin reading Langston Hughes’ “Dream Deferred.” I will preview the poem by connecting it with Friday’s lesson on “Tigua Elder.” I will ask the class to refresh my memory about the old man in “Tigua Elder,” I will ask my students what the old man dreamed of doing. The answer to my questions will then lead them to understand that people of different cultures have dreams too, and they will begin to realize importance of reaching for the stars.

Specific Objectives: The Student will:

- Recognize various literary forms; short stories, novels, epics, poems, dramas, essays, and myths (8.21). - Interpret elements of poetry such as rhyme, rhythm, stanza, personification, simile, metaphor, and alliteration (8.24). - Interpret literal and nonliteral meanings of words and phrases (8.35).

Procedures: The Teacher will:

- Write the daily objectives on the board. - Lead class discussion on the topic; “What are your dreams?” - Explain what is expected during the class period, discussion, questions, participation, etc. - Distribute “My Daydreams” handout. - Choose a student to read “Dream Deferred” aloud. - Lead class discussion on the meaning of the poem, as well as, clarify any unfamiliar words, discuss the title of the

poem, what does it suggest, discuss theme. - Re-read the poem aloud to the class, and then discuss any questions the students’ may have. - Ask the students to discuss with a partner the answer to the following question: Do they have their own “impossible

dream” or “dream deferred”? Ask students to share with the class. - Give instructions for the creative writing assignment: Write a page about a time when someone made fun of your

dreams/goals? If no one has ever made fun of you, write about what you would say if they did. - Handout to half of the class documents from 1963-1968, including “I Have a Dream” speech, Declaration of

Independence, and The Emanciapation Proclamation. The rest of the class will receive documents from the past decade pertaining to the civil rights movement and Martin Luther King, Jr.

- Inform the students that they must read these handouts before coming to class tomorrow and they need to highlight any points of interest.

http://ldt.stanford.edu/2001/projects/mlk/teacher/mlksite/ihdlesson.htm Closing:

- I will ask students if they have any further questions, preview them for tomorrow’s reading assignment “I Have a Dream,” tell them to be thinking about it, and suggest that they read ahead.

Evaluation:

- See attached sheet: Pop Quiz: “Dream Deferred” (Source Literature and Language page 270). This will be graded for correctness and will count for thirty points.

Materials:

- Textbook - Pen

- Paper - Handouts

Assignments:

- Must complete homework worksheet and bring it to class tomorrow. - Read in your independent reading book for at least 20 minutes.

Extenders/Back-Up Activities:

- Pass out words to The Impossible Dream. Ask students what they think of this kind of dream. Is it too foolish or idealistic? Is it inspiring? How do they think this musical would play to audiences in their countries? Why? www.onestopenglish.com

Teacher Notes:

- 1. What are you left thinking about at the end of this poem? - 2. What does the phrase “dream deferred mean to you? - 3. What is the theme of the poem?

In Lines 1-8, think about the comparisons that are made throughout the poem and the emphasis that is given to the last line.

- 4. What does the speaker suggest might happen to a dream deferred? It might “dry up” (2); it might “fester like a sore” (4); it might stink like rotten meat”(6); it might “crust and sugar over.” (8)

- 5. What do you think when a dream explodes? People may become violent; the dreamer is left without hope; lives may be damaged or destroyed.

- 6. What makes dreaming an easy thing to do? You need no special permission, no money, no preparation.

- 7. What brings a dream to an end? “a blow on the soul”

http://ldt.stanford.edu/2001/projects/mlk/teacher/mlksite/ihdlesson.htm

Day: June 10, 2003 Teacher: Ms. Barlett Subject: Language Arts Grade: 8 QCC’s: 8.21. 8.28, 8.38, 8.40 General Objectives: The Students will:

- Develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures. - Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. - Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. - Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and the cultures of the

United States and the world. - Use spoken, written, and visual language to accomplish their own learning enjoyment, persuasion, and the exchange of

information. Introduction:

- I will begin class with a recap of Langston Hughes’ “Dream Deferred,” we will briefly discuss the most important theme found throughout the poem; then I will start the lesson for the day: Martin Luther King, Jr’s “I Have a Dream” speech.

- I will have an audio clip of Martin Luther King’s speech playing in the background, after the students are settled down I will show them a short video clip of Martin Luther King, Jr. delivering his speech to America. I believe these clips will provoke an intense discussion about what exactly it was that Martin Luther King, Jr. wanted to accomplish in his lifetime.

Specific Objectives: The Student will:

- Recognize various literary forms (short stories, novels, epics, poem, dramas, essays, and myths) (8.21). - Describe the influences of human experiences on literary works (8.28). - Interpret written instructions (8.38). - Make comparisons, predictions, and generalizations, and draws conclusions (8.40).

Procedures: The teacher will:

- Write Daily Objectives on the board.

- Choose a student to read “I have a Dream” speech aloud.

- Explain what will be expected of the class during the lesson.

- Lead Class Discussion on the “I Have A Dream,” speech, discuss the theme of the speech, mood, tone, and the impact the speech on mankind.

- Use the documents given to the students the day before, assuming that they have read these documents, the students will closely examine the documents and answer the following questions:

Questions for Group 1 regarding documents from1963-1968:

1. What was MLK's dream in 1968? - students will critically read the speech and relevant documents.

2. What are the larger issues that relate to MLK's dream? - Students will expand upon the literal references in the speech and look beyond the race issues. Was MLK just talking about racial equality? What other forms of equality are related to this?

3. How does MLK's dream relate to you? - Students will examine their own lives and the impact of MLK's dream on their own lives.

Questions for Group 2 regarding documents from the last decade:

1. How does MLK's dream relate to you? - Students will examine their own lives and the impact of MLK's dream on their own lives.

2. What might your life be like now, if the world had not known MLK? - Students will examine the impact of MLK's dream on their communities and the modern world.

3. How and to what extent has the dream been realized today? How do you know? What events, documents, etc. indicate this? How has MLK's dream affected today's society? Who are the people who have facilitated change? What are the characteristics of such people? - Students will research current events and evaluate the state of society today in terms of racial equality and social justice.

Groups should spend about 20 minutes discussing their answers.

After 20 minutes, students from each group will pair up and share their findings.

http://ldt.stanford.edu/2001/projects/mlk/teacher/mlktsite/ihdlesson.htm

- Groups of four will spend about 15 minutes to discuss and answer the following questions. These questions are intended to help them brainstorm ways to enable change in today's society.

1. Who was MLK and what qualities or characteristics did he possess that enabled him to inspire and motivate change during his time? Who and what influenced him and his beliefs? - Students will learn about MLK as a person and reflect upon the personal characteristics that contributed to his ability to enable changes during his time.

2. What still needs to happen in order to realize the dream? - Students will research and examine the ways that change happens in society.

3. What can be done to further realize the dream? What can you do as an individual? What can you do as a part of a group within your school? What can you do as a part of your community? - Students will research and examine ways that they can enable change in their society.

Students will examine all of the groups' ideas, making notes on common themes, ideas, and actions.

Groups will share their ideas and the whole class will formulate a plan of action to help realize the dream.

http://ldt.stanford.edu/2001/projects/mlk/teacher/mlktsite/ihdlesson.htm Closing: - Remind students of some of the other people who worked to extend the American dream to all Americans (Frederick Douglass, Harriet Tubman, Mary McLeod Bethune, W.E.B. DuBois, Booker T. Washington, Jackie Robinson, Malcolm X). Students may already have some knowledge of these historical figures from previous units of study. Briefly discuss each of these figures' contributions to the battle for civil rights, pointing out that Dr. King's work was part of a lengthy struggle that continues to this day (http://edsitement.neh.gov/view_lesson_plan.asp?ID=332). I will then ask if anyone has any questions, and answer them accordingly. I will suggest that they read “Women” by Alice Walker for tomorrow’s class. Evaluation:

- In class participation: see attached class roll. - Students will turn in all group work that was completed in class.

Material:

- Paper - Pen - Handouts - Textbook

Assignments: - The class could have an ongoing assignment to bring to class any current news articles that relate to MLK, social

justice, and social change. The class could discuss similar issues around the world and compare and contrast them to the struggles that people faced during MLK's time as well as the ones that we face today.

Extenders/Back-Up Activities:

- Allow students enough time to really think about King's “I Have a Dream” speech, then have them consider their own dreams. Write on the board the four sentences below and ask if anyone would like to share their dreams.

I have a dream for myself…. For my family…. For my community…. For the world…. http://www.lessonplanspage.com/SSMartinLutherKing5.htm Teacher Notes:

- What mood does the “I Have a Dream” speech create? What words create the mood? The speech makes people feel thoughtful, excited, and hopeful; clue words, “I have a dream,” “This is our hope,” “an oasis of freedom and justice,” “We will be free one day,” “Let freedom ring.” (pages 357-358)

- How does the conclusion of the speech reinforce Dr. King’s message? By concluding his speech with the words of a famous spiritual, Dr. King ends his plea for civil rights on an emotional note, thus reinforcing his message. (page 360).

- What do we mean by the term "civil rights? - Who was Martin Luther King, Jr., and how did he fight for civil rights? - What can we learn from the words of Dr. King's "I Have a Dream" speech? - What parts of Dr. King's dream have or have not been realized in the

present day? Source: Worlds Beyond (page 621).

Day: June 11, 2003 Teacher: Ms. Barlett Grade: 8

Subject: Language Arts QCC’s: 8.21, 8.24, 8.34 General Objectives: The Students will:

- Develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures. - Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. - Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. - Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and the cultures of the

United States and the world. - Use spoken, written, and visual language to accomplish their own learning enjoyment, persuasion, and the exchange of

information. Introduction:

- I will begin class with a brief recap of the Martin Luther King, Jr’s Speech, “I Have a Dream.” I will ask for a brief summary of his speech and then begin the lesson for the day. - I will introduce today’s lesson with a short poem by Alice Walker.

- This poem will provoke an in class discussion about women. Gray

I have a friend who is turning gray, not just her hair, and I do not know why this is so.

Is it a lack of vitamin E pantothenic acid, or B-12? Or is it from being frantic and alone?

'How long does it take you to love someone?' I ask her. 'A hot second,' she replies. 'And how long do you love them?' 'Oh, anywhere up to several months.' 'And how long does it take you to get over loving them?' 'Three weeks,' she said, 'tops.'

Did I mention I am also turning gray? It is because I adore this woman who thinks of love in this way.

Specific Objectives:

The Students will: - Recognize various literary forms (short stories, novels, epics, poems, dramas, essays, and myths (8.21). - Interpret elements of poetry such as rhyme, rhythm, stanza, personification, simile, metaphor, and alliteration (8.24). - Use context clues to determine meanings of unknown words (8.34).

Procedures: The Teacher will:

- Write the daily objectives on the board. - Explain what is expected during the class period: discussion, questions, participation, etc. - Ask the question: What characteristics make a strong woman? - Call on students to share some characteristics that they believe make a strong woman; maybe their grandmother, aunt,

mother, or cousin have some great characteristics they would like to share. - Choose a student to read “Women.” - Lead a class discussion on the meaning of the poem. - Re-read the poem aloud to the class. - Discuss the imagery and irony found throughout the poem.

- Distribute Alice Walker biography handout and have students write a page summarizing her accomplishments, her life, and any of her literary works mentioned in the handout.

- Refer to teacher notes.

Closing:

- I will ask students if they have any further questions, preview them for tomorrow’s reading assignment, “Let Me Be a Free Man” and tell them to be thinking about it and suggest that they read ahead.

Evaluation: - Class Participation: See attached class roll. Materials:

- Pen - Paper - Textbook - Handout

Assignments:

- Distribute handout for homework. (See attached sheet). - Research two of the following:

Emily Dickinson Langston Hughes Anne McCaffey Ana Maria Iza Georgia Douglas Johnson Russell Gordon Carter Lillian Morrison Frank Horne

Rudyard Kipling Robert Frost Allan Burns

- Write a paragraph about each, include famous literary works, life accomplishments, etc. Extenders/Back-Up Activities:

- I will begin reading aloud The Captive by Joyce Hansen. -

Teacher Notes: - From what generation do the woman of the poem come? - What physical characteristics are given the woman in the first 6 lines? - Find three activities of these women. What three things did they discover? - What words and images in the poem shoe the strength of the women? - Explain the last line of the poem. Why do you think the poet italicized the word "must"?

- What improvements does the poem imply have taken place from one generation to the next? What has been lost? - Explain how sacrifice and hardship can be positive experience. http://www.schoollink.org/csd/pages/engl/lyricpoe.html -The poem "Women" by Alice Walker is about the struggle of women in history. "Women" explains what females had

to go through in terms discrimination. By displaying the trials and tribulations of females in history, Alice Walker creates the strong argument that females of today should remember their past, focus on their future, and take advantage of today because it will have a huge impact on tomorrow’s generation. -The description of women given in the first six lines of the poem is that of strong characteristics, "...Husky voice – Stout of Step with fists". These characteristics are generally associated with males. Men are often refereed to as the stronger sex. Without looking at the title of the poem, and just reading those six lines, it is implicit that Walker is referring to a man. Therefore, the direct link is made to strong women and men, which further shows the strength of women in history.

-Walker then continues to describe the many tasks of women in history. These were jobs that most people would not want to do, but some women had to. "...Battered down doors, Led Armies, Starched White shirts". These jobs took a lot of energy and strength, represented their ability to do things of the unordinary; things unexpected of a woman.

-The last five lines of he poem is Walker’s main purpose in writing the poem. "[They did all of these tasks] to discover books desks a place for us how they knew that we must know without knowing a page of it themselves. In other words, the women of the past did what they did, and went through what they went through not knowing that it will help women of the future, but just because they had to. They did constructive and good things. Walker is sending a message to the women of today, and today’s society is general that although we many think that our lives are useless, we must use life to our greatest advantage because everything that we do today is going to affect tomorrow’s generation. We must stop taking life for granted because even though we may not see our purpose right away, we can make history and set a standard for the future, if we do the right thing.

http://www.tqnyc.org/NYC00055/Individual2.htm - How is imagery used throughout “Women”? One technique used to reveal the meaning of the poem is imagery, which means is using vivid descriptions in writing or

speaking. One imagery technique used is "How the battered down doors". This doesn't really mean doors were battered down it just means women ran the house and was strong about it. Another imagery used is "How they led armies". They didn't really lead armies, they were just very strong for their family and had to really take care of them, like if women were as strong as an army.

- Is “Women” ironic in any way? A second technique used to describe the meaning of the poem would be irony, which the opposite of what is expected to take place. One line that is ironic is "How they knew what we must know without knowing a page of it themselves". This was very ironic and this sentence proves women were smart even if they have never been schooled. http://www.tqnyc.org/NYC00055/Individual2.htm

Day: June 12, 2003 Teacher: Ms. Barlett Grade: 8 Subject: Language Arts QCC’s: 8.21, 8.27, 8.28, 8.29, 8.39 General Objectives: The Students will:

- Develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures. - Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. - Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. - Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and the cultures of the

United States and the world. - Use spoken, written, and visual language to accomplish their own learning enjoyment, persuasion, and the exchange of

information. Introduction:

- I will begin class with a recap of what we studied yesterday; Alice Walker’s “Women.” I will ask for a summary of the poem and then begin the lesson for today.

- I will then read a quote out loud from Chief Joseph: “If the white man wants to live in peace with the Indian...we can live in peace. There need be no trouble. Treat all men alike....

give them all the same law. Give them all an even chance to live and grow. You might as well expect the rivers to run backward as that any man who is born a free man should be contented when penned up and denied liberty to go where he pleases. We only ask an even chance to live as other men live. We ask to be recognized as men. Let me be a free man...free to travel... free to stop...free to

work...free to choose my own teachers...free to follow the religion of my Fathers...free to think and talk and act for myself." Chief Joseph

http://www.angelfire.com/ny4/HOMEPAGE/writings/chiefjoseph.html - I will ask for students opinion on this quote; do they agree/disagree with Chief Joseph’s point of view; this will lead

into our reading of “Let me be a Free Man.”

Specific Objectives: The Students will: - Recognize various literary forms (short stories, novels, epics, poems, dramas, essays, and myths) (8.21). - Describe cultures and values represented in literature (8.27). - Describe the influences of human experiences on literary works (8.28). - Respond creatively to literature (drama, art, and multimedia projects (8.29). - Recognize explicit and implicit main ideas, details, sequence of events, and cause-effect relationships (8.39).

Procedures: The Teacher will:

- Write the daily objectives on the board. - Explain what is expected during the class period: discussion participation, questions, participation as a whole, etc. - Lead a class discussion on the definition of freedom. - Call on students to give me their definition of freedom. What makes a person free? - Instruct students to silently read “Let me be a Free Man.” - Begin a class discussion on the meaning of the Chief Joseph’s speech and answer any questions they may have. - Distribute poem by Brenda Eagle Spirit. (see attached sheet) - Discuss Brenda Eagle Spirit’s poem. http://www.theoldwestwebride.com/txt7/inpoetry.html#anchor119789

Closing: - I will ask the class to share any experiences they may have had when friend or someone they trusted took advantage of

them or made them feel inferior. - I will ask if anyone has any questions, and answer them accordingly. I will suggest that they read ahead for

tomorrow’s reading assignment: “All That Glitters” from, Roughing It by Mark Twain. Evaluation:

- In class participation: see attached class roll. Materials:

- Pen - Paper - Textbook - Handouts

Assignments:

- Students are to look up the word freedom in the dictionary, type it, and hand it in to me on June 13. - Reminder: Due on June 19: Collage of “Freedom Words” - Write a summary of Scott Momaday’s quote, Due June 13. See attached sheet http://www.pbs.org/weta/thewest/program/episodes/eight/thegift.htm - EXTRA CREDIT: Find out what Chief Joseph’s name in the Native American language means: In-mut-too-yah-lat-

lat. Answer: Thunder coming up over the land from the water. http://www.powersource.com/gallery/people/joseph.html

Extenders/Back-Up Activities:

- Handout to students’ the Chief Joseph fact and quote sheet and discuss what contributions he made to the Native American culture.

- Read aloud The Captive by Joyce Hansen.

Teacher Notes:

- In this speech, Chief Joseph expresses a strong point of view and supports it with arguments and examples. In one sentence how might you best summarize his point of view?

The government should respect the Native Americans’ right to live freely on their own lands. Settlers have treated Native Americans unfairly by taking their lands through illegal means. Native Americans deserve better treatment because of their patient, reasonable behavior, and their inherent rights to their land.

- Chief Joseph offered many examples of past injustices done to Native Americans. What were some of those examples? Prospectors tried to take their land to mine for gold; the government tried to force them to sign treaties; treaties they made were not properly enforced; treaties were made with other tribes and then applied to those who did not sign.

- How did this poem make you feel? - What are some valuable lessons you learned from reading “Let me be a Free Man”? - Do you look at the Native American culture differently after reading Chief Joseph’s speech? - Do you feel sorry for the Native Americans? Why/Why not? - How did Brenda Eagle Spirit’s poem make you feel? - Do you agree/disagree with her? - How was this poem written?

Day: June 13, 2003 Teacher: Ms. Barlett Grade: 8 Subject: Language Arts QCC’s: 8.21, 8.22, 8.23, 8.26, 8.34, 8.39 General Objectives:

The Students will: - Develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures. - Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. - Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. - Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and the cultures of the

United States and the world. - Use spoken, written, and visual language to accomplish their own learning enjoyment, persuasion, and the exchange of

information. Introduction:

- I will begin class by asking students for a recap of Chief Joseph’s speech “Let Me Be a Free Man.” I will ask for a summary of the speech and begin the lesson of today.

- I will then write ten words on the board: these ten words represent characteristics of author’s styles (World’s Beyond, page 245). Realistic Fanciful Humorous Serious Hard Vocabulary Easy Vocabulary Slang No Slang Dialogue No Dialogue

- I will instruct students take out a sheet of paper and list the characteristics they think represent Mark Twain’s style, using the words on the board.

- Distribute California gold rush fact sheet, and inform them that the next story we will be reading is about the so-called “discovery of gold”; we will discuss important dates and answer any questions. http://ceres.ca.gov/ceres/calweb/geology/goldrush.html

- This will provide a smooth transition into the reading of “All that Glitters” by Mark Twain. Specific Objectives:

Students will: - Recognize various literary forms (short stories, novels, epics, folk tales, poems, dramas, essays, and myths) (8.21). - Answers literal, inferential, and critical questions about literature (8.22). - Uses literary elements and techniques such as plot, setting, theme, character, characterization, conflict, figurative

language, and point of view to analyze literature (8.23). - Analyze the difference between fiction and nonfiction (8.26). - Use context clues to determine meanings of unknown words (8.34). - Recognize explicit and implicit main ideas, details, sequence of events, and cause-effect relationships (8.39).

Procedures: The Teacher will:

- Write the daily objectives on the board. - Explain what is expected during the class period: discussion participation, questions, participation as a whole, etc. - Lead Class discussion on the effects of the California gold rush and refer to fact sheet if necessary. - Choose students to read “All that Glitters” out loud. - Discuss important points in the story; refer to teacher notes. - Distribute “All That Glitters” and “Prospecting For a Rich Vein of Humor” handout. - Go over both worksheets and answer questions accordingly. - End with Reading Behavior Checklist.

Closing:

- Close the unit with a Reading Behavior Checklist: this checklist will record evidence of individual growth during the unit. It lists important aspects of reading, as well as the key strategies for the unit.

- See attached Reading Behavior Checklist. (Worlds Beyond, page T206) - I will have students fill out the behavior reading checklist according to how they feel about their progress in my

literature class; then they will analyze their answers and focus on the areas that need improvement. - After I have reviewed the student’s checklists I will fill one out for each student and record specific areas of progress. - Answer any questions accordingly. - Inform the students that we will start the “Defining Yourself” unit on Monday.

Evaluation:

- Quiz 10 points: “All That Glitters” (see attached sheet)

Materials: - Pen

- Paper - Textbook - Handouts

Assignments: - No homework

- Reminder: Due on June 19, 2003: Collage of “Freedom” Words. Extenders/Back-Up Activities:

- Group Activity: Mark Twain has just asked you to travel around the country with him and do stand-up comedy. Think about humorous stories you might tell people.

- Form groups of four and discuss your experiences with Mark Twain. (Worlds Beyond page 246)

Teacher Notes:

- The California Gold Rush: Fact Sheet In January of 1848, James Marshall had a work crew camped on the American River at Coloma near Sacramento. The crew was building a sawmill for John Sutter. On the cold, clear morning of January 24, Marshall found a few tiny gold nuggets. Thus began one of the largest

human migrations in history as a half-million people from around the world descended upon California in search of instant wealth. The first printed notice of the discovery was in the March 15 issue of "The Californian" in San Francisco. Shortly after Marshall's

discovery, General John Bidwell discovered gold in the Feather River and Major Pearson B. Reading found gold in the Trinity River. The Gold Rush was soon in full sway.

In 1849, quartz mining began at the Mariposa mine in Mariposa County. Gold deposits were often found inside quartz veins. In 1850, California became a state. Also that year, gold-bearing quartz was found at Gold Hill in Grass Valley. This led to the development of the great underground mines in that district and a major industry the continued for more than 100 years.

In 1851, Gold was discovered in Greenhorn Creek, Kern County. This discovery led to the rush to the upper Kern River region. By 1852, California's annual gold production reached a then all-time high of $81 million. Other important dates and discoveries:

-In 1852, hydraulic mining began at American Hill just north of Nevada City and a Yankee Jims in Placer County. -In 1853, the first extensive underground mining of buried river channels commenced in the Forest Hill District, Placer County. -Also in 1853, the placers at Columbia, Tuolomne County, began to yield vast amounts of gold. This continued until the early 1860s. At that time, Columbia was one of the largest cities in the state. -A partial exodus of miners took place in 1853 when gold was discovered on the Fraser River in British Columbia. -In 1854, a 195-pound mass of gold, the largest known to have been discovered in California, was found at Carson Hill in Calaveras County. -By 1855, the rich surface placers were largely exhausted, and river mining accounted for much of the state's output until the early 1860s. -In 1859, the famous 54-pound Willard nugget was found at Magalia in Butte County. -By 1864, California's gold rush had ended. The rich surface and river placers were largely exhausted; hydraulic mines were the chief sources of gold for the next 20 years. “All that Glitters” Questions:

-What adventure did the four men embark upon and what was their reason for the adventure? The four men went prospecting for silver in Nevada in the hopes of finding a fortune. RECALL

-What did the narrator actually find and what did he learn? The narrator actually found granite rubbish and mica, and he learned that gold in its natural state is dull and unornamental. RECALL

-Describe Mr. Ballou. What is his one striking peculiarity? Descriptions may vary. He loves to use big words for their own sake and puts them in sentences without regard to their meanings. ANALYZE

-Why do you think the narrator described his experience of searching for silver as almost one of ecstasy? He began to believe that he had discovered nuggets of silver and gold; it supported his earlier belief that masses of wealth were readily available. INFER

-What does the narrator mean when he says, “All that glitters is not gold”? The narrator learns that gold in its native state is dull and ornamental, or things are not always as they seem. SYNTHESIZE

-Describe the part of the story that you found most humorous, and explain why you felt it was funny. The situation was greatly exaggerated; the tone was very serious but the situation was not. EVALUATE (Worlds Beyond page T164).

-Did you like this story? Why/Why not?