Module Attachments Grade 9, Q3, 3-5 Weeks Innocence and Experience
Module Instructional Resource 1. Anticipatory set Anticipation Guide
Philosophical Chairs 2. Thematic Theme definition practice development Dialectical Journal sample
I-chart 5. Comparisons in Double-bubble comparisons map innocence and experience 7. Stand for what is Three reads technique right, even if there is risk “10 revolutionary acts of courage by ordinary people” by Robyn Johnson http://matadornetwork.com/bnt/10-revolutionary-acts- of-courage-by-ordinary-people/
“The Mind of a Hero” by Stephanie Newman, Ph.D. https://www.psychologytoday.com/blog/apologies-freud/201111/the-mind- hero
“Why Don’t We Help? Less is More, at Least When It Comes to Bystanders” by Melissa Burkely, Ph.D. https://www.psychologytoday.com/blog/the-social-thinker/200911/why-don-t-we-help-less-is-more-least-when-it-comes- bystanders 8. The time has Socratic seminar http://pms.pasco.k12.fl.us/wp-content/uploads/pms/2014/08/Socratic-Seminar.pdf come 10. Novel analysis SchoolCity assessment: ELA.9.Swilband.Q3.1 summative
ELA, Office of Curriculum Development © 5/2016 Page 1 of 10 Module 1 Anticipation Guide: How the Garcia Girls Lost Their Accents Mark whether you agree or disagree with the statement. Give two reasons for why you agree or disagree. Agree: Disagree: Statement: Reason 1: Reason 2: Words can hurt.
Living a traditional lifestyle is important in immigrant families. Being like everyone else is important to most teenagers, no matter where they come from. In large families, usually one of the children gets neglected.
Wealth is strongly connected to happiness.
Saying a person’s name correctly is important, even if it’s hard to pronounce. In many countries, females face more challenges than males.
Knowing one’s heritage is unimportant today.
Gender roles and customs are the same in every culture.
The American Dream is impossible to achieve.
Created for A Hero with a Thousand Faces by Joseph Campbell and other resources on The Hero’s Journey Philosophical Chairs: AVID strategy Divide the room in half, and then designate one side for “agree” and the other for “disagree”. Students must stand and choose a side and take a stand for each topic. Students then take part in a discussion for each topic, sharing reasons and debating. Students can change sides if their opinions are swayed. Students may be required to write a reflection at the end (whether they changed their minds, who shared the best points, etc.).
Module 2 Theme definition practice: Story events/ Quote BIG IDEA Theme character development SE: Pig builds house “The first little pig Planning Poor planning leads to out of bad materials decided to build his disastrous results. house out of straw.” CD: Juliet starts out “Be but sworn my Innocence The loss of innocence obedient to her love and I’ll no longer in teens results in parents, but then falls be a Capulet” rebellion. in love and defies them
Start with a well-known very short story. Example given: The Three Little Pigs. Practice with short stories multiple times to reinforce the ways themes develop.
Dialectical Journal Sample I saw: I thought: (quote) (What theme is seen here? How is it developed?) I-chart 1. Topic sentence: the subject + assertion (from prompt) (from brain)
2. Lead-in + evidence: the speaker/author + the situation (title of author, source)+ the verb + the evidence
3. Inference: meaning? What does this mean?
4. Inference: supports? This shows/proves/explains that... How does this support your assertion?
5. Concluding sentence: *must have transition word to signal to reader (finally, overall, in the end, since, hence, therefore, consequently) How does this connect/link to your next point? So what?
Created for A Hero with a Thousand Faces by Joseph Campbell and other resources on The Hero’s Journey Module 5 Double-bubble comparisons map
Module 7: Three Reads Technique: 1st read- pencil marking. First, number each paragraph all together. This way, there is no confusion when you reference something later. Then, read aloud as students follow silently, circling any unknown words. Pause after each paragraph, allow for students to circle unknown words. Share words, define them for students so that ALL students know what those words mean, they write the quick definition down near the word. 2nd read- pen marking. Students read through a second time alone. As they read, ask them to add questions, comments, or connections (text to self, text to world, text to text); one thought per paragraph. 3rd read- colored pencil marking. Students are introduced to the prompt; Students search for and [bracket] evidence supporting their response to the prompt. 3 writes technique: 1st read- pencil marking. First, create and complete an I-chart. 2nd read- red pen marking. Students give the chart to a peer to advise, ask questions, or edit. 3rd read- blue or black ink (pen or type). Students make a “final draft” with edits, advice, or responses to questions in mind.
Module 8 AVID strategy: Socratic Seminar http://pms.pasco.k12.fl.us/wp-content/uploads/pms/2014/08/Socratic-Seminar.pdf Module 10
Summative Assessments:
1. In an argumentative essay, analyze how an author’s choices in text structure, ordering events, and manipulation of time create such effects as mystery, tension, suspense, or surprise. Cite textual evidence to support your thinking.
Grading rubric: Use the AZMerit writing score guide
2. School City 15 question summative ELA.9.Swilband.Q3.1
1) What is a theme?
a. Universal message about life, human nature, or society
b. General topic of a song or story; what it is about
c. Reoccurring idea in a work as seen in symbols
d. What happens in the work and where it happens
2) How can a reader determine what a theme is in a text? Choose all that apply.
a. Identifying reoccurring ideas
b. Looking at how the situation ends up
c. Identifying figurative language
d. Examining character motivations
e. Identifying the main character
f. Identifying the exposition Created for A Hero with a Thousand Faces by Joseph Campbell and other resources on The Hero’s Journey g. Examining the tone
3) What is the difference between a complex character and a stock archetypal character?
a. Complex characters are the characters that are seen over and over again in literature
b. Archetypal characters are the characters that have multiple or conflicting motivations
c. Complex characters are the characters that are round characters
d. Complex characters are the characters that always learn something in the end
4) What are internal motivations?
a. Short answer responses may vary but should include: internal motivations come from the psyche (in your head), such as desires, fears, guilt, love, etc.
5) What are external motivations?
a. Short answer responses may vary but should include: external motivations come from outside of the physical body, can be other people, prizes/rewards, physical comfort, etc.
6) What is Sofia’s external motivation for throwing the party for her father in “The Kiss”?
a. Gaining her father’s acknowledgment
b. Feeling happy c. Making her sisters happy
d. Getting her father to like her husband
7) What should you look at in order to determine what a character’s traits are? Choose all that apply.
a. Hair g. Setting
b. Clothes h. Tone
c. Dialogue i. Diction
d. How much money they have j. Other character’s judgments
e. Internal thoughts k. Actions
f. Motivations
8) How does a character advance plot?
a. Short answer may vary; should explain that actions the character takes affect how the conflict evolves and resolves
9) How does the mother’s storytelling in the novel, How the Garcia Girls Lost Their Accents advance the plot of the story?
a. Short answer may vary; should include the idea that the mother telling stories fills in information about why the daughters are what they are now, and why they behave the ways that they do. The audience sees where the conflicts lie.
10) How does a character develop theme?
a. Short answer may vary; should include that character actions and conflicts show what the theme might be.
Created for A Hero with a Thousand Faces by Joseph Campbell and other resources on The Hero’s Journey 11) In the story “Antojos,” what does Yolanda’s decision to return to the Dominican Republic show about the theme?
a. Going back to a person’s roots is important to get resolution.
b. Home is where the heart is.
c. The way back is not the way forward, you must retreat.
d. Hide from things that are painful.
12) In the story “Joe,” what does Yolanda’s conflict with being able to understand language and her allergy to certain words in “Joe” show the theme to be?
a. Love.
b. Communication is an important part of love.
c. If you lose your ability to understand a person, you can end up losing that connection.
d. Insanity is the only result of miscommunication.
13) Which of the following quotes from the text best supports that theme from Question 12? Choose all that apply.
a. “But Yolanda was afraid. Once they got started on words, there was no telling what they could say.” (70)
b. “Joe-lan-dah?” He quibbled, “What rhymes with Joe-lan-dah?” (71)
c. “They were clean, bright sounds, but they meant nothing to her.” (77)
d. “What are you trying to say?” she kept asking. He spoke kindly, but in a language she had never heard before. (77) e. “She stoppered his mouth with her hand.” (76)
f. “Oh, Joe,” he consoles, “we constantly have to redefine the things that are important to us. It’s okay not to know.” (82)
g. “She holds out her hand to befriend the dark bird.” (83)
h. “Yo bangs on the screen. The man looks up, trying to guess a window.” (84)
14) In “A Regular Revolution”, what seems to be Papi’s internal motivation to move permanently to the United States?
a. The minor revolution in the Dominican Republic c. Safety for himself and his family
b. To defend the Constitution d. Coming from riches to poverty
e.
15) What theme emerges with Mami and Papi’s conflict regarding worrying about losing their girls to America?
a. People tend to adapt to their surroundings easily. c. Family is important, no matter where they are.
b. Losing one’s sense of roots leads to disaster. d. Hidden agendas tend not to work out very well.
e. . f.
Created for A Hero with a Thousand Faces by Joseph Campbell and other resources on The Hero’s Journey