Unit Schedule – Under the Persimmon TreeDay 1: 2/4

Introduction of Unit

Group MembersPreliminary

Research Jobs

Day 2Tues. 2/8

Group research presentations

Day 3Wed. 2/9

Introduction of UnitDiscussion Questions

Personal Success Plan

Day 4Thurs 2/10Workshop: Focus on reading & annotating

Day 5Fri. 2/11

Workshop:Finish reading & annotating

Day 6Mon. 2/14Workshop:

Role / poetry group support

Day 7: Tues 2/15Workshop:

Role / poetry group support

Day 8: Wed 2/16Chapters 1-6 due

Lit Circle #1 & Role Sharing –

Due Today:Role& Poem

Day 9Thurs 2/17

Socratic Circle &

Workshop

Day 10Fri. 2/18

Workshop: Focus on reading & annotating

Day 11Mon. 2/28 Workshop:

Role / poetry group support

Day 12: Tues 3/1

ORQ: Chapter 7

Day 13Wed. 3/2

Workshop:Role / poetry group

support

Day 14Thurs 3/3

Chapters 7-12 due

Lit Circle #2 & Role Sharing –

Due Today:Role & Poem 2

Day 15 Fri 3/4

Socratic Circle &

Workshop

Day 16Mon. 3/7

Workshop: Focus on reading & annotating

Day 17: Tues. 3/8

Workshop:Finish reading &

annotating

Day 18Wed. 3/9

ORQ: Ch. 13

Day 19Thur. 3/10Workshop:

Role / poetry group support

Day 20Fri. 3/11

Workshop:Role / poetry

group support

Day 21Mon. 3/14

Chapters 13-18 due

Lit Circle #3 & Role Sharing –

Due Today:Role & Poem 3

Day 22: Tues. 3/15

Socratic Circle &Workshop

Day 23Wed. 3/16Workshop:

Focus on reading & annotating

Day 24Thurs. 3/17Workshop:

Finish reading & annotating

Day 25Fri. 3/18

Workshop:Role / poetry

group support

Day 26 Mon. 3/20Workshop:

Role / poetry group support

Day 27 Tues 3/21

Chapters 19-23 dueLit Circle #3 & Role Sharing –

Due Today:Role & Poem 4

Day 28Wed 3/22

Final Socratic CircleGroup Portfolio

Assembly

Day 29Thurs. 3/23

Group Portfolio

Museum Walk

Day 30Fri. 3/24

Essay Work Begins

Character Development Unit Overview

Overview: For this unit, we will be exploring how characters are affected by the world and events around them. During this six- week unit (four weeks of reading, followed by one week of project design and then essay preparation), you will work in literature circles to read and analyze Under the Persimmon Tree, which focuses on this central issue. In other words, your book presents a character who is shaped and changed by the setting and conflicts. So, as you read, you will be tracking this character’s traits, and watching for the catalysts that provoke change.

To help you focus on these central issues, your literature circle will have 4 distinct roles, each of which delves into key aspects of your novel. These roles are explained on the attached sheet; they are: Cultural Attaché, Conflict Identifier, Nonfiction Navigator, and Symbol Seeker. Each role has a required product that must be presented on the discussion day at the end of the week and filed in the group’s work folder. Please note that your role will change at the end of each week, giving you a chance to experience several different ways to explore the novel. Regardless of which role you are fulfilling, you will be focusing on some aspect of these key questions: How is a character affected by the world around her? How does the world shape a story?

Also, you will each create poems that focus on central issues of the novel, while helping you stretch your ability to express yourself through the written word. Each week, someone from your group will share one of the group’s poems with the class.

Your work each week, during class and at home, will be driven by the literature circle discussion question you have to complete for the upcoming literature circle day and your group roles. During the literature circle day, group members will take turns sharing their work. You will individually annotate while reading in order to complete your role and poem. During workshop days, you will complete the tasks you have set for yourself and meet with both your group members and class members who are working on the same role or poem type as you. In addition, I will be available to meet with groups during each week.

Assessments Open response questions annotations / sticky notes Poems & Roles Major assessment: analytic essay

Key Understandings In novels and in life, who we are is - in part - a product of the world in which we live. There are catalysts that affect changes in people. Symbols can help a reader understand a novel’s deeper messages.

You will be able to Identify events that provoke change in a character’s traits and behaviors Express literary understanding through poetry Support any ideas with textual evidence and analysis. Write a solid analytical essay applying the format we’ve been using this year.

Under The Persimmon Tree ~ Group Roles

Instructions: Roles one through four will rotate each week—you will get a turn to do each role. For each role, you will complete one of the two role options described on the next sheet. Beyond this, everyone will do role five each week. The work that you do on these roles will lead to a major culminating project that you will complete as a group.

1. Cultural Attaché — This role examines the role of culture and setting in the novel. a. As you read, annotate with sticky notes any cultural references you encounter. b. After you finish reading the section, select the most important cultural references to include on the

graphic organizer. c. On your final product, focus on your best 2 examples. Use specific evidence from the text, then

explain how and why that reference is important to the novel and the conflict, and – finally – write a personal response – how do you react to each of these details?

2. Conflict Identifier -This role examines the role of conflict in the novel, as well as its impact on the individual characters and on larger groups of people.

a. As you read, annotate with sticky notes any conflicts that you encounter. b. After you finish reading the section, select the most important conflicts to include on the graphic

organizer. c. On your final product, focus on your best 2 examples. Use specific evidence from the text, identify

the type of conflict (man vs. man, vs. self, or vs. society), and then explain how and why the conflict impacts the characters and larger groups of people.

3. Symbol Seeker - Symbolism is an important literary device that author’s use to convey important ideas, messages and themes. In Under The Persimmon Tree, Staples frequently uses the symbols of stars and trees (the persimmon).

a. As you read, annotate with sticky notes any references to stars and trees that you encounter. b. After you finish reading the section, select the most significant symbols from the section to include

on the graphic organizer. c. On your final product, focus on your best 2 examples. Use specific evidence from the text, and then

explain what the symbol represents and why Staples included it in the text.

4. Non-Fiction Navigator —This novel is a fictional account of a young girl’s experiences in war-torn Afghanistan. As the researcher, you will find and read a non-fiction article that connects to the section of the novel you are reading.

a. You may choose a topic from the suggested list of topics in this packet, or find a topic that strikes you while you read.

b. As you read, annotate with sticky notes the topic that you are researching so that you can easily make connections to the novel.

c. Find an article about the topic – you may use the school databases, links on the 8 Gold webpage, a print article, or any other reputable source. Don’t spend too long looking for one, though!

d. Take notes on the article - You will have to identify and explain the author’s purpose, as well as make connections to the novel – in other words, what does the article teach you about the reality behind the novel, and how does it affect you?

e. Write up your response in a couple paragraphs, and include an MLA citation of your article.

(See other side for role 5, to be completed by everyone, each week)

To Be Completed by Everyone, Each Week:

5. Personal Poet - Every week, each group member will explore the feelings and experiences of either Najmah or Nusrat through poetry. See the attached sheet for five different types of poems. Each week, you will select a different style of poetry, and create a poem that focuses on the topic / prompt for that section of the book. Along with the poem, please include a one paragraph explanation of your poem which explains how it answers the prompt. Be sure to explain your word choice, and use & cite direct evidence from the book.

Each week, you will complete your role and poem in time to submit them to your group folder. During these Lit circle days, each group will select one poem to share with the class.

At the end of the final section, you and your group will create a final presentation portfolio to submit for a museum walk and for assessment. You will review your group packet, to find the best examples of each role, and 4 poem types. These will be put together into your group’s portfolio. Your portfolio must contain:

o An example of each role – one per each section of the booko A poem from each section of the book. These must be four different TYPES of poems.o Each group member must submit one role and one poem. These can be from any section.o The group, together, must decide who submits what – if two people want to submit the same role

or a poem for the same section of the book, the majority in the group will make the decision.o If a group member does not turn in all parts on time, they lose their voice in the voting process!

Make sure you turn in each part on time, so you can help decide which of your items gets submitted for a grade.

o If a group cannot make a decision, I will make the decision for you.

Non-Fiction Navigator: Suggested Topics

As the Non-fiction Navigator, your job is to find, read, and analyze one magazine article that connects with your particular section of the novel. While you are welcome (and encouraged) to choose your own topic, based on details that have interested you in your section, here are some ideas which you are welcome to use.

Remember, you are to use the online databases (Infotrac) to find an article, and you need to create an accurate bibliographic entry for the article you use.

Section 1 (chapters 1-6) Sharia and the treatment of women under the Taliban The use and wearing of the burqua Hospitals in war regions – Doctors without Borders, etc. American operations in Afghanistan – specifically, bombing raids and their impacts The US invasion of Afghanistan, after September 11, 2001

Section 2 (chapters 7-12) Religious conversion Connections between Christianity and Islam Internally displaced people – refugee stories Life / travelling in Afghanistan’s mountains UN involvement in Afghanistan Peshawar region

Section 3 (chapters 13-18) Mullahs and their importance The dangers of land mines / unexploded ordinances Sharia and the treatment of women Refugee camps – life within one Children in refugee camps

Section 4 (chapters 19-23) Resettlement of refugees Hamid Karzai Ka’aba – pilgrimage and the Black Stone Current conditions in Afghanistan and the war

Personal Poet Instructions

Instructions: For each section of the book, focus on the prompt below. Use it to guide your brainstorming / annotating as you read. Then, select a poem form from the list below. Be sure to use the online links, the discussion board, and the samples in the classroom to guide your work – remember, you need to do FOUR of these by the end of the book, so you won’t create examples of all 5.

Prompts to guide your thoughts: Below are some questions to get you thinking in each section. Remember, these are guidelines. If, when you read a section, you find another topic which really strikes you, you may see me to discuss it – the goal here is to show you understand the character(s), while exploring some creative poetry; your own inspiration and ideas are always welcome!

Entry Najmah Nusrat1 Who are you? Focus on who you are at this point,

or a key moment that has a major impact on you.Who are you? Focus on who you are at this point, or a key moment that has a major impact on you (such

as 9-11).2 How are you changing due to the new experiences

you encounter as you travel through the mountains?How did meeting Faiz affect your life? What do you

think of when you think about him?3 How do you feel about Nusrat? How is she

affecting you?How do you feel about Najmah? How is she

affecting you?4 Focus on change – how are you different? What

choices can you make now, that you couldn’t before? Reflect on your journey, and how far

you’ve come – or where you’re going.

Focus on change – what have you learned? What decisions have you made, and why? Reflect on your journey, and how far you’ve come – or where you’re

going.

Poetry Options: Each week, select a different form from the list. See the examples of each type, and please come in with any questions! **Challenge / 4 option: include and explain at least 1 type of figurative language in your poem, and label the rhyme scheme**

1. Found Poem: For this, you will use the actual text to create a poem. Find a key passage / chapter, and write down key words and phrases that are in it. Use these to create a poem which focuses on the major importance / impact in the scene – your poem should highlight how the character feels at that point in the novel. Be sure to cite the pages on which you based your found poem in your brief explanation / analysis.

2. Acrostic: An acrostic poem uses the letters in a topic word to start each line of the poem. Every line connects back to this topic word. To start, focus on the prompt for your section. What words come to mind when you answer that prompt? For example, it may be an emotion – like ‘shocked’ or ‘hopeless’ or perhaps an object / place / event that has great importance to a character (like ‘Taliban’, or ‘persimmon’). Now, write a brainstorm of ways this word connects with / affects your character. Use this list to create an acrostic poem that focuses on your character at this point in the novel. **use the web tool to help you create this!** make sure to cite the pages on which you based your poem, in your brief analysis.

3. “I am” Poem: This is a first-person poem, which explores a character’s feelings, outlook, and personality. Each line begins with some form of a personal statement (I am… I feel… I think…). Based on this point in the novel, write a 3-stanza “I am” poem. You may incorporate some direct quotes in the poem, and should reference specific events / scenes as well. If you use direct quotes, cite the page numbers in your brief analysis.

4. Shape (or Pattern) Poem: A shape poem is a poem whose shape refers to the subject. In other words, the poem itself is written into or around a shape (so, a poem about a tree may be written along the edge of a tree shape, or the lines may form the silhouette of a tree). Start by finding an image that holds meaning for the character in this section – it can be literal, like a truck, or tree, or mountain, or something more abstract / symbolic, like a tear drop, a star, or a sunrise… Now, brainstorm ways that this image connects with the character. From this brainstorm, you will craft a poem that will be written in the shape of the image (see the examples)

5. Diamante Poem: A diamante is a diamond-shaped, 7 line poem. It uses nouns, adjectives, and gerunds in a set pattern to explore a topic… these poems are great for showing change – a poem can start out focusing on say, being with someone and – at the end – switch over to focusing on being alone. In sections of the book where your character has gone through a major change, this poem form may be a great way to show it.

6. Poetry of Rock: In this option, you’re not actually writing a poem. Rather, you’re doing what we do each week, with the song “This is me.” You will find a song that you feel connects with your character’s development at this phase of the novel (please, make sure the lyrics are appropriate and ask me if you are not certain). Print out a copy of the song lyrics and ANALYZE them. Specifically,

a. Note specific connections between the lyrics and your character – are there lines, words, images in the song which relate to this section of the book? Mark it up like we do for Socratic prep, only use complete sentences and good grammar.

b. If there are any examples of figurative language in the lyrics, mark them (simile / metaphor / personification).

c. If there is a rhyme scheme, note it (label the lines AABB etc.)d. In your analysis, sum up why you selected this song – what is the main connection you see between

it and your character at this point in her journey?

Examples of PoetryFound Poem: (from Readwritethink.org)

Original Text (from Sachar, Louis. Holes.) Found Poem

There was a change in the weather. For the worse. The air became unbearably humid. Stanley was drenched in sweat. Beads of moisture ran down the handle of his shovel. It was almost as if the temperature had gotten so hot that the air itself was sweating. A loud book of thunder echoed across the empty lake. A storm was way off to the west, beyond the mountains. Stanley could count more than thirty seconds between The flash of lightning and the clap of thunder. That was how far away the storm was. Sound travels a great distance across a barren wasteland

There was a change For the worse. The air became humid Beads of moisture ran down The handle of his shovel It was almost as if The air itself was sweating Thunder echoed across the empty lake A storm beyond the mountains. Thirty seconds between the flash And the thunder Sound travels a great distance Across a barren wasteland

Acrostic:“A Peace Sign” By Paul McCann

People need love care and friendship . [A]Every word that we let slip. [A]All the prayers that come from our heart [B]Could be the sign for peace to start [B]Everyone must play their part . [B]

I am poem (from http://smithenglish9.blogspot.com/2007/02/i-am-poem.html)

I am uniqueI wonder what the world has come toI hear the music to my ears I am unique

I pretend that I can do anything I imagineI feel the need to helpI touch hearts of manyI worry about the end of my storyI am unique

I understand the role of faith and friendshipI say we are all united I dream every night about what is to comeI try my best at every given taskI hope to succeed I am unique

Personification: having the air sweat emphasizes how humid it is.

Metaphor – poems don’t literally come from the heart; this means they are deeply felt.

Rhyme scheme

Metaphors:*She doesn’t literally touch someone’s heart – it means she makes an emotional connection.*“end of my story” is a metaphor for death.

Note the use of repetition – the main focus of the poem is “I am unique.”

Shape / Pattern Poem

Diamante PoemLine No. Poem Title: “Seasons” Parts of Speech:

 

1: Winter = 1 noun. The topic or theme of the poem (and, the opposite of line 7).

2: Rainy, cold = 2 adjectives. They describe the noun in line 1.

3: Skiing, skating, sledding = 3 gerunds (verb + ing). They describe the noun in line 1.

4: Mountains, wind, breeze, ocean = 4 nouns: two nouns related to line 1 and two nouns related to line 7.

5: Swimming, surfing, scuba diving = 3 gerunds (verb + ing). They describe the noun in line 7.

6: Sunny, hot = 2 adjectives. They describe the noun in line 7.

7: Summer = 1 noun. This is an antonym (opposite) for the noun in line 1.

This poem uses the lines to fill the shape – a candle – and each line focuses on the importance of this object.

Metaphor – the light doesn’t literally take the person far away – they’re speaking of memories.

Personification – the shadows aren’t literally dancing, but this captures how they move, and how memories are dancing in the poet’s head.

This poem shapes the lines around the central object – a tree.The tree is

personified as an old man.

Persimmon Tree: Final Weekly Products

Cultural Attaché / Conflict Identifier / Symbol Seeker:For each of these roles, you have two options:

1. Standard paragraph write-up: Choose your BEST TWO examples for your topic, and analyze them in 1-2 paragraphs. Be sure to incorporate all 3 columns from your graphic organizer (for example, for Cultural Attaché, you would quote a cultural reference, then analyze why it is important, and then reflect on your personal connections to it).

2. Topical Scrapbook: For this option, you will choose your BEST TWO examples of your topic, and – for each one - do the following:

a. Find / create an image to represent itb. Include a caption beneath the image – this MUST include a quote and page

numberc. Include text boxes where you analyze / reflect on the particular example.

Again, you must incorporate each column from your graphic organizer.Example layout for a scrapbook:

In this box, you should have: In this box, you should have:For Culture: Analysis of why the reference is important – how does it affect the book?

For Culture: Personal connections – your reactions to this detail

For Conflict: Explain the conflict, identify the TYPE and PROVE it is that type!

For Conflict: Analyze the conflict – how and why does it impact the characters? Include a quote.

For Symbol: Explain the scene where the symbol is used – what’s going on?

For Symbol: Analyze what the symbol means, and how you know this (a quote will help this)

Non-Fiction Navigator: This requires a write-up in standard paragraph form:First Paragraph: Introduce the article, and explain the author’s purpose. Give textual support. Second Paragraph: Explain and analyze the article’s connections to the text – key question: what does this article teach you about the real world which this novel is based on?Name:_________________________ Per:_____

“Text quote” (52).

Role Rubric (for all except the Research Role)

Standards: 4 3 2 1Choice of Quotations

Reads and comprehends a variety of grade level texts

Textual evidence in paragraph provides excellent support for your journal entry. Textual evidence is comprehensive and highly relevant.

Textual evidence included in paragraph provides adequate support for your journal entry. Possibly better quotations available, or not completely comprehensive to the novel.

Textual evidence included in paragraph does not always support your journal entry.

Textual evidence may not be focused on your main idea.

Textual evidence included in paragraph does not support your journal entry, or there isn’t enough evidence to evaluate.

Character Development

Analyzes the elements of literature to demonstrate comprehension

Entry demonstrates strong, insightful understanding of the character. Entry insightfully and coherently articulates the character’s thoughts and feelings based on the events of the novel.

Entry demonstrates clear understanding of the character. Entry thoroughly and fully articulates the character’s thoughts and feelings based on the events of the novel.

Entry demonstrates some understanding of the character. Entry somewhat articulates the character’s thoughts and feelings based on the events of the novel.

Entry demonstrates very little understanding of the character. Entry does not clearly articulate the character’s thoughts and feelings based on the events of the novel.

Grammar, Usage, and Mechanics

Uses standard English conventions in writing, revising, and editing.

Varied sentence beginnings, all words spelled correctly, correct use of punctuation and capitalization rules. Perfect use of page citations.

Sentences are of varying length, most words spelled correctly, no incorrect usage of punctuation and capitalization. Careful use of page citations.

Errors in sentence structure, spelling or incorrect usage of punctuation and capitalization are distracting to the reader. Many errors in page citations.

Errors in sentence structure, spelling, punctuation or grammar make your writing difficult to understand. No page citations.

Key Focus Area Yes No Teacher commendations / suggestions“Cited pages at end of sentence”(45).Connected analysis back to topicClearly proofread out loud

Teacher Recommendations:

Name:________________________ Poem Type:_________________________ Per:______

Week:____

Poem Rubric

4 3 2 1Poem

Writes with focus, organization and supporting detail

Poem is highly thoughtful/creative and the lines all build on a central theme / idea. Contains figurative language or a rhyme scheme which enhance the meaning.

Poem lines/ vocabulary words chosen mostly connect to a big idea. Poem follows the format guidelines.

Poem is a good attempt, but did not fit the format guidelines, or lacks any central connection to the story. Reason for specific word choices / details are unclear, or contains an inaccuracy.

Poem is incomplete, or does not meet the basic format. Contains no real connections to text, or is inaccurate.

Explanation

Reads and comprehends a variety of grade level texts

Explanatory paragraph clearly and accurately draws connections between the poem and the text, using specific textual details. Shows excellent insight into the novel & the prompt.

Explanatory paragraph provides adequate connections between poem and text. Possibly better quotations available to connect to the big idea of the poem.

Paragraph’s analysis is weak – lacks specific insights into the text, and may not provide any direct evidence. Overall, paragraph is vague and does not demonstrate a clear grasp of the material

Paragraph is too brief / vague to show any real understanding, or contains multiple inaccuracies

Grammar, Usage, and Mechanics

Uses standard English conventions in writing, revising, and editing.

Excellent spelling in poem and paragraph.Uses correct grammar (including poem word choice) throughout.Paragraph is well written, with varied sentences.Perfect use of page citations.

Poem / paragraph may have 1-2 minor errors in grammar or spelling.Paragraph is in complete sentences.Careful use of page citations.

Errors in sentence structure, spelling or incorrect usage of punctuation and capitalization are distracting to the reader. May have several grammar errors in the poem (wrong word type). Some errors in page citations.

Errors in sentence structure, spelling, punctuation or grammar make your writing difficult to understand. No page citations.

Key Focus Area Yes No Teacher commendations / suggestions“Cited pages at end of sentence”(45).Connected analysis back to topicClearly proofread out loud

Name:________________________ Topic:_________________________ Per:______

Nonfiction Navigator Rubric

Evidence and analysisReads and Comprehends a Variety of Grade Level Texts

Has a clear statement about article’s connection to text. Uses direct evidence (quotations) from both UTPT and the article to support the statement. Analysis makes insightful connections between the article and the story – well supported and analyzed.

Contains a good statement connecting the article to the text. Has a mix of direct quotation and paraphrase in support. Analysis accurately connects the article to the story.

Response is not entirely clear. May lack a central statement. May not contain any direct evidence, or offers evidence with no analysis.

Incomplete, or response is too inaccurate / brief to demonstrate understanding.

Author’s Intent

Analyzes the elements of literature to demonstrate comprehension

Statement of authorial intent is accurate and insightful, and analysis of evidence is thorough. You clearly articulate how your textual evidence proves your main point.

Statement of authorial intent is accurate and, and analysis of evidence provides good explanation of how your textual evidence supports your main point.

Statement of authorial intent may have some inaccuracies or is vague. Analysis of evidence provides some explanation of how your textual evidence supports your main point.

Statement of authorial intent is unclear. There is little to no analysis. There is no explanation of how your textual evidence supports your main point.

DocumentationUnderstands and applies research skills

Bibliography is documented using MLA format with no errors. Excellent.

Bibliography may have one minor error in formatting, but is accurate overall.

Bibliography has errors that detract from accuracy of entry.

Bibliography is not formatted according to MLA.

Grammar, UsageMechanicsUses standard English conventions

Varied sentence beginnings and varied sentence lengths. All words spelled correctly, correct use of punctuation and capitalization rules.

Sentences are of varying length, most words spelled correctly, good punctuation & capitalization. Basic transitions.

Errors in sentence structure, spelling and/ or incorrect usage of punctuation & capitalization are distracting to the reader.

Errors in sentence structure, spelling, punctuation or grammar make writing difficult to understand.

Personal Success Planning Sheet

Days _______________ My Role This Week_______________________

Date In Class Goals At Home Goals

Group Meeting Sign-up – WEEK 4Your group is required to meet with me one time this week – sometime between Wednesday and Friday. Discuss this with your group and then sign up for an available slot on this sheet. Put your name (the name of one member of your group) in ONE BOX for your period, on the day you wish to meet with me. Only ONE group can sign up in EACH box. Once you do so, make sure you have written down your meeting time in your planner!

Day Per G Per O Per L Per DTuesday

10/27

Friday 10/30

Wednesday11/4