Writing Unit - UMSL



Writing Unit

English II, 10th grade

Carl Wood

Fall ‘08

Rationale: Learning to read works of literature analytically and conceptually is an essential skill for all high school students to develop. Drawing conclusions from complex writing is but one of the many forms of literary analysis. Students will demonstrate their understanding of themes and symbolism found in two short stories through various writing exercises which will culminate with a formal comparison/contrast essay.

The purpose of this unit is to teach my students to analyze the themes of given literary works, to draw conclusions about a work’s theme by recognizing and then synthesizing key details, and to draw conclusions about the meaning of symbols found in literature by identifying related textual details. These goals will be accomplished through extensive writing exercises supported by individual and classroom discussion and reflection. Furthermore, students will be encouraged to make connections between the two short stories in this unit and their own lives, stories read earlier in the semester, modern culture, and other subjects (specifically history and geography) through reflection, discussion, and writing. This unit will culminate with a literary analysis in the form of a comparison/contrast essay which will encompass all stages of the writing process, as well as the revision process.

Objectives: Students will be able to:

1. Apply post-reading skills to comprehend and interpret text, question to clarify, reflect, analyze, draw conclusions, summarize, and paraphrase

2. Compare, contrast, analyze and evaluate connections between information and relationships in two fictional works

3. Use details from text to analyze development of theme and symbolism

4. Follow a writing process to independently create appropriate graphic organizers as needed and apply writing process to write effectively in various forms and types of writing

Materials:

Teacher-provided: graphic organizers, daily informal writing prompts, video version of “The Masque of the Red Death”, handouts

Student-provided: journals

School-provided: computer lab, written copies of “How Much Land Does a Man Need?” and “The Masque of the Red Death”

Length of Time: four weeks

Assessment: Classroom participation (both literary circles and classroom discussion), short classroom writing activities, journals, peer editing, and final comparison/contrast essay

Moffett’s Levels of Writing:

1. Inner verbalization: application of critical thinking to the events of the story, reflection on writing prompts and classroom discussion

2. Outer vocalization: whole classroom discussion, small group discussion

3. Correspondence: creation of graphic organizers, daily in-class free-writes and journal entries, preparatory writing assignments

4. Formal writing: thorough and extensive development of comparison/contrast piece

Lesson #1: Drawing thematic conclusions with Leo Tolstoy

Teacher: Carl Wood

Grade: 10th

Subject: English II

Unit: Drawing conclusions, Tolstoy/Poe, Comparison/Contrast Unit

Duration: One 55 minute period

Materials needed: journals, writing implements, copy of text, chalkboard

Rationale: I want to continually integrate current vocabulary and grammar exercises into current literature being studied. Since the students have already read the Tolstoy short story, “How Much Land Does a Man Need?”, we will proceed to delve into the theme of the story through post-reading strategies, with students working in groups using supporting details to identify the social theme of the story.

Objectives:

1. Apply post-reading skills to comprehend and interpret text

2. Use details from text to analyze development of theme

3. Listen for information, for directions, and critically to summarize and evaluate communications that inform, persuade and entertain

Warm-up (ten minutes): Students will be asked to combine new vocabulary from yesterday’s Vocabulary Knowledge Rating Guide for “How Much Land Does a Man Need?” with current grammar lesson. For homework last night, students were asked to create five original compound sentences employing compound conjunctions and including one or more new vocabulary words (used properly within the context of the sentence) in each sentence. Today, I will call randomly on five students to share with the class one original sentence of their choice by writing it on the board. We will discuss each of the five sentences and correct if necessary. Praise will be given to each of the five students. At the conclusion of our discussion, homework will be collected and checked for completion.

Establish set (ten minutes): Students will be asked to write in their journals about what they believe the theme of Tolstoy’s story to be.

Group work (fifteen minutes): Students will work in their literary circle groups on the completion of teacher-supplied flow charts. Groups will be expected to discuss and analyze Tolstoy’s text, agree upon the theme of the story, search out supporting details to support this belief, and fill in the flow charts appropriately.

Classroom discussion (fifteen minutes):

Teacher will employ the following discussion prompts in order to facilitate classroom discussion of Tolstoy’s short story:

-What conclusions regarding theme did your groups come to?

-What details did you find to support this conclusion?

-What do these details suggest about Pahom’s motives suggest about his “need” for land?

-What affect does the acquisition of land have among the peasants? What key details support this?

-How does Pahom’s standing in the community change with the acquisition of more land? What does this suggest about the desire for more land?

-What common idea comes across in each of the episodes in which Pahom acquires land?

-What conclusion can you draw regarding the Bashkirs’ values based on their attitude toward land?

-How does Tolstoy’s depiction of the tribe contribute to his overall theme?

Extended Practice: In literature circles, briefly discuss whether or not Tolstoy’s theme for this short story remains applicable to modern life (5 minutes). For remainder of class, students will work individually on short essay detailing their own opinion regarding the modern-day validity of Tolstoy’s theme. Whatever is not finished in class will be considered homework. Essays should be turned in at beginning of period on the next day of class.

Assessment: Students will be given points for completing the previous evening’s sentence-writing homework, and participation points will be given for participating in free-write exercise, literature circle discussion, and whole-class discussion.

Homework: 5 points

Free-write: 2 points

Literature circle discussion/Flow chart 2 points

Classroom discussion 2 points

Lesson Plan #2: The Masque of the Red Death

Duration: Two 55 minute class periods

Materials: Journals, text, vocabulary guide handout, bookmark handout, PQP handout, paper, writing utensils

Rationale: Prior to reading “The Masque of the Red Death”, my students will apply pre-reading strategies (including prediction, vocabulary guide, and higher level reading questioning bookmark) to prepare themselves for this short story.

Objectives:

1. Apply pre-reading strategies to aid comprehension through preview, prediction, and setting purpose for reading

2. During reading, utilize strategies to self-question and correct, infer, visualize , predict and check

3. Analyze and evaluate author’s use of figurative language and imagery

4. Use details from text to evaluate the effect of author’s style and complex literary techniques (including tone)

Day One:

Warm-up/Establish set (12 minutes): I will begin by announcing to the class that we will be reading Edgar Allen Poe’s “The Masque of the Red Death”. I will clarify what the word “masque” means. I will then ask them to write for ten minutes in their journals; they will predict in writing a short summary of what the story will be about based on inferences drawn from the title.

Pre-reading (18 minutes): I will pass out vocabulary knowledge rating guide for “Masque”. Students will have five minutes to fill out the guide, checking columns pertaining to their familiarity level with the vocabulary of this story. If they believe they know a given word, then they will be required to give a brief definition on the guide of that word. Also prior to reading, I will pass out higher level reading questioning bookmarks.

Also prior to reading, I will give a brief synopsis to the class regarding Edgar Allan Poe’s writing style, as well as a historical background on The Black Death. Furthermore, we will discuss symbolism as a literary tool, and we will define allegory. We will connect the prior discussion of drawing conclusions to symbolism through pattern identification (symbol+detail=symbol’s meaning).

Reading (remainder of class): We will read aloud a portion of the short story; the students will read the remainder as homework.

Day Two:

Symbolism Writing Exercise (35 minutes): Students’ will be asked to: suppose a short story is being written about your life or an event of your life. Take a few moments to consider what might symbolize you or the key event being written about as it pertains to you. The key here is to relate the symbol to you. Take five minutes to brainstorm possible symbols in your journals. There are no limits on the number or types of symbols you may use. Use the following steps to connect the symbol(s) to what it (they) stand for in a short narrative paper:

-Use vivid adjectives to suggest the qualities it symbolizes

-Provide information about its location and actions

-Link it to important events

You will be given approximately half of the class to complete a short, rough draft or overview of a short narrative. Don’t worry much about grammar and spelling, these are things we will revise later. Focus on creativity; focus on connecting your symbols.

Peer-Editing (20 minutes): Within your literature circles, pair off (groups of three are acceptable if necessary). You will exchange papers. Read your partners paper carefully. On a separate piece of paper (PQP format sheet, provided by teacher), write down any symbols you come across. Then write down what you think they signify. Finally, write down any suggestions you might have to make your partner’s story tighter, more concise, more clear to a reader. Follow the PQP format: praise, question, polish. Remember, we’re not editing for grammar and spelling, but for content. At the end of class, return all papers, along with the PQP sheet, to your partners. You will use this information to “clean up” your essay. We will continue to work on this essay later this week.

Assessment: Students will be given credit for participating in journal writing, pre-reading activities, completion of symbolism narrative rough draft, and participation in peer-editing.

Journal……………………………………………………………………………….2 points

Vocabulary Guide……………………………………………………………………2 points

Bookmark…………………………………………………………………………….4 points

Rough draft………………………………………………………………………….10 points

PQP sheet……………………………………………………………………………..7 points

|Sunday |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday |

[pic]

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Literary Analysis: Comparison/Contrast Essay!!!

Mr. Wood

Spring, 2008

That special time grows near!

That’s right, the time that you’ve all breathlessly been waiting for:

Time to write an essay!!![pic]

Over the past few weeks, we’ve been thinking about, talking about, and writing about two fantastic short stories: Tolstoy’s “How Much Land Does a Man Need?” and Poe’s “The Masque of the Red Death”. Now is your chance to demonstrate for me to what conclusions you’ve arrived! And here’s how it’s going to work:

1. Next Tuesday, the 24th, we begin work on the rough draft in the writing lab!

2. We’ll also work in the writing lab Wednesday and Thursday! Whooo!!

3. On Friday, we’ll begin the peer-editing process. We begin with an exciting bout of PQP, followed by some additional time to refine your craft!

4. Refine some more over the weekend!!!!!!!!!

5. Monday- Continue peer-editing with the mysterious ratiocination…

6. Tuesday- back to the writing lab for some elegance and refinement

7. FINAL DRAFT IS DUE THE FOLLOWING MONDAY, THE 6th!!! LOOKOUT!

And now, for some options for this masterpiece of literature:

Remember: this is a comparison/contrast piece!

1. Compare and contrast the writers’ use of symbolism and key textual details to establish themes (ho-hum)[pic]

Ex: Do you really need an example of this?

2. Compare and contrast the themes of the two stories with parallel modern-day, real-life issues (whoa!)[pic]

Ex: Compare/contrast Pahom’s tragic story of greed with modern-day version (Martha Stewart?)

3. Compare and contrast the impact of the settings of the two stories with the potential impact of alternative settings of your choice (wow!)[pic]

Ex: What if the Masque took place inside the White House? The mall? Northwest High School?

[pic] + [pic] = RUBRIC

| |Score 10 |Score 7 |Score 4 |Score 1 |

|Audience and Purpose |Presents a clear opinion that|Presents an opinion that is |Presents a somewhat vague |Presents a vague opinion |

| |is strongly supported by |supported by somewhat |opinion with weak persuasive|that is not supported by |

| |convincing and persuasive |convincing and persuasive |techniques that are not well|persuasive techniques |

| |techniques suited to the |techniques suited to the |suited to the audience |[pic] |

| |audience |audience |[pic] | |

| |[pic] |[pic] | | |

|Organization |Structures ideas and |Structures ideas and |Structures ideas and |Fails to structure ideas and|

| |arguments in a sustained, |arguments in a sustained and|arguments in a somewhat |arguments in a persuasive |

| |persuasive, and sophisticated|persuasive way |persuasive way |way |

| |way |[pic] |[pic] |[pic] |

| |[pic] | | | |

|Elaboration |Supports ideas and arguments |Supports ideas and arguments|Supports ideas and arguments|Does not support ideas and |

| |with precise, convincing, and|with convincing and relevant|with some relevant examples;|arguments with reasonable or|

| |relevant examples; provides |examples; provides some |provides one or two specific|relevant examples; provides |

| |many specific, |specific reasons |reasons |no specific reasons |

| |well-elaborated reasons |[pic] |[pic] |[pic] |

| |[pic] | | | |

|Use of Language |Does not include any empty or|Includes a few empty or |Includes a noticeable number|Includes many empty or |

| |hedging words; introduces |hedging words; introduces a |of empty or hedging words; |hedging words; introduces |

| |few, if any, mechanical and |few mechanical and |introduces some mechanical |many mechanical and |

| |grammatical errors |grammatical errors |and grammatical errors |grammatical errors |

| |[pic] |[pic] |[pic] |[pic] |

|Formatting |Precisely follows MLA |Closely follows MLA |Some semblance of margins, |No semblance of standardized|

| |formatting; one inch margins,|formatting; no more than one|indentation, etc.; more than|formatting |

| |five-space indent, etc. |mistake |one mistake |[pic] |

| |[pic] |[pic] |[pic] | |

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Theme

Story Detail

Story Detail

Story Detail

Story Detail

Story Detail

Symbol

Details

Symbol’s Meaning

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