NCDPI AIG Instructional Resource: Background Information s13

NCDPI -- AIG Instructional Resource: Background Information

Date Submitted: October 16, 2012 Resource Title: Wealth is in the Eye of the Beholder Subject Area/Grade Level (s): Time Frame about 3 class periods to read and analyze the short stories, about 1 ELA 7 week for students to independently complete the essay assignment. Common Core/Essential Standard Addressed: RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). W.7. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Additional Standards Addressed: (integration across topics, within or across disciplines)

Brief Description of Lesson/Task/Activity: (include how this lesson/task/activity fits with a larger context) Students will read two short stories with complex characters and analyze in detail how the settings and conflicts are similar. Through whole class seminar and small group discussion, students will analyze how setting and conflict shape each main character’s development. Students will compare and contrast the themes of the short stories. For assessment, students will use notes from whole class and small group discussions to independently construct an explanatory/informative essay in which they support their analysis of the theme and characterization. Type of Differentiation for AIGs (include all that apply)

 Enrichment X Extension X Acceleration

Adaptations for AIGs

X Content  Process X Product

Explanation of How Resource is Appropriate for AIGs AIGs will be required to synthesize information from whole group and small group discussion to independently create an explanatory/informative essay. The students will be required to consider how the characters develop over the course of the text to develop the theme of each short story. The level of complexity of the writing prompt is the crux of the appropriateness of the lesson for AIGs. Needed Resources/Materials Copies of the two short stories “The Gift of the Magi” by O’Henry and “The Necklace” by Guy deMaupassant STEAL worksheet- provided Students will need to take notes to plot the elements of the short story in a notebook or on a technology device with a word processing program. Sources (all sources must be cited)

TEACHER NOTES The texts for “The Necklace” and “The Gift of the Magi” are both readily available online if the resources are not available as hardcopies. NCDPI AIG Curriculum Resource Outline Describe processes, steps, and materials needed at each stage of the lesson/activity. STAGE ONE: Engage  Hook  Prior knowledge  Instructional input  Modeling

Description: 1. Review the basic elements of plot in a short story: exposition, conflict, climax, falling action, and denouement. 2. Review the ways authors present characters within a short story: direct characterization and indirect characterization. Make sure students understand direct characterization involves the author telling the reader about the character’s personality. Indirect characterization is often explored using the mnemonic device “STEAL”: Speech: What does the character say and how does he say it? Thoughts: What are the character’s private thoughts and feelings? Effect on others toward the character: What do you learn through the character’s effect on others? Actions: What does the character do? How does he behave? Looks: What does the character look like? Does the character’s outward appearance speak to his/her character? Is there anything notable about his/her body language? 3. Share with the students the characterization handout for documenting ways that the main characters, Della and Mathilda, in the stories being explored are presented to the reader.

STAGE TWO: ELABORATE  Guided and independent practice  Guiding questions

Description: 4. Students will read “The Necklace” by Guy deMaupaussant. The teacher may choose to have students read together, independently, or in reading groups. As students read, they should take independent notes on the elements of the short story with careful attention to the setting and various conflicts within the story.

5. After completing the short story, the class should compare notes about the details of the plot to ensure accuracy of understanding. The teacher should then guide students through the process of citing examples of direct and indirect characterization of Mathilde using the STEAL worksheet.

6. Repeat procedures 4 and 5 for the reading of “The Gift of the Magi” by O’Henry. However, this time students should need considerably less direct instruction. The teacher should be able to act as a facilitator and assist students or groups as needs arise while completing the elements of plot and the STEAL worksheet.

7. In class discussion or small-group discussion, students should use the STEAL worksheet to carefully analyze the differences between how each author develops Mathilde’s and Della’s characters. Students should consider how the development of these protagonists affects the theme of each story.

Possible discussion questions for AIG learners: ~Elaborate on the cause of Mathilde’s ill-mannered response to Loisel’s news about the invitation. Make up a new response that would be more considerate of Jim’s feelings. ~Elaborate on Jim’s first reaction to Della’s haircut. Make up a response by Della that expresses what she thinks Jim feels. ~Imagine what it would have been like if Della and Mathilde switched places – how would Della’s reaction to the invitation be different from Mathilde’s? ~Imagine if the settings were different for both short-stories. How would changing the time period to 2012 change the characters’ situations? ~How does each main character determine the price of happiness for a loved one? ~ What criteria do Mathilde and Della use to rate love? What criteria do you think their husbands used?

STAGE THREE: EVALUATE

 Assessment

Description:

1. Students should be instructed to gather all of their notes and worksheets containing notes and citations from the short stories.

Students should be given the following writing prompt:

“Write an essay that compares the ways each author used direct and indirect characterization to develop the protagonists. Consider how the authors developed the plot; what about the time and place made the characters’ lives alike and/or different? Also, consider how each author portrayed relationships among the major and minor characters to reveal Mathilde’s and Della’s personal wants and values.” 2. The teacher should review with students the elements of a well-written explanatory/informative essay. This may be achieved by using the standards. Students may find a chart helpful to organize their notes for writing the essay. This chart could also serve as a rubric.

The Standards / The Criteria: Ideas to use from my notes about the stories / notes from the teacher about writing -Introduce a topic clearly, previewing what is to follow; -organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; -include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. -Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the information or explanation presented. TEACHER NOTES: