End of “Rip Van Winkle” Unit
Learning Targets
• Demonstrate understanding of foundational nineteenth-century literature.
• Write expository texts and demonstrate the writing process.
Language Targets
• 1. Proofread your final essay.
• 2. Turn in the final essay with the rough draft, revisions, and evaluation
checklist, placing the final draft on top and stapling the packet.
• 3. Reread or skim “Rip Van Winkle.”
• 4. Take “Rip Van Winkle” final.
The Red Badge of Courage by Stephen crane
Make Predictions – Journal Entry 1
Look at the book’s cover and skim the pages. Then answer the
questions that follow in your notebook.
• What will this book be about?
• What genre does it fit into?
• When was it written?
• What might happen?
Essential Question: What is a hero?
Anticipation Guide
Agree or disagree with the following statements and briefly explain two or three.
Record your answers in your notebook.
1. War is necessary.
2. Heroes are made, not born.
3. Cowards run in the face of danger.
4. It is honorable to be wounded or die in a war.
5. Enlisted men and women risk more than officers.
Also, answer the following questions in your notebook:
1. Do you know someone who is a war veteran? If so, who and how has it impacted them, as
far as you know?
2. How has war impacted you?
3. Have you seen any war movies or read any war novels? If so, which ones did you like best
and why?
Reading Calendar – The Red Badge of
Courage, Day 1
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December 11: Read ch. 1 and 2, I-II
December 15: Read chapters 3-5, III-V
December 17: Read chapters 6-8, VI-VIII
January 4: Read chapters 9-11, IX, XI
January 6: Read chapters 12-14, XII-XIV
January 8: Read chapters 15-18, XV-XVIII
January 12: Read chapters 19-21, XIX-XI
January 14: Read chapters 22-24, XXII-XXIV
January 19: Interview veterans
Reading Calendar – The Red Badge of
Courage, Day 2
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December 10: Read ch. 1 and 2, I-II
December 14: Read chapters 3-5, III-V
December 16: Read chapters 6-8, VI-VIII
December 18: Read chapters 9-11, IX, XI
January 5: Read chapters 12-14, XII-XIV
January 7: Read chapters 15-18, XV-XVIII
January 11: Read chapters 19-21, XIX-XI
January 13: Read chapters 22-24, XXII-XXIV
January 20: Interview veterans
Novel Assignments – Follow the reading calendar.
Take notes on your assigned literary element.
1.Foreshadowing
2.Plot – Who? What? Where?
3.Color Symbolism
4.Nature Imagery
5.Monster/Scary Imagery
6.Motif of oneness, many as one, army as “blue demonstration”
7.Hero motif
8.Characterization of Henry, or “the youth”
9.Machine Imagery
Teamwork!
REVIEW/CLARIFY
1. Assign a facilitator., recorder, gopher, and spokesperson.
2. Discuss the last night’s reading. Ask clarifying questions and questions of analysis.
3. The recorder writes down questions from the group and, with check marks, indicates which questions still need
answering.
4. The gopher turns in the questions to the teacher.
GIVE ONE/GET THREE
1. Next, read your notes that you were assigned to take for homework.
2. Discuss commentary and add to your notes as needed.
3. Each and every person shares orally.
4. Others contribute to the discussion by making additional comments of summary, clarification, interpretation, or analysis.
Questions can also be asked. Sp
5. Give one and get three or more. Share your notes orally and listen to others. Ask questions and make comments.
6. Write down at least one passage from each classmate, adding your own commentary for each. With your two and one
from each teammate, you should have a total that is at least one more than the total number of teammates (your 2 + 1
from each of your teammates). Note: Without everyone’s input, the whole team suffers!
MOVING ON!
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Begin reading the next section out loud.
Take turns. Make comments. Ask questions.
Take notes as you read according to your assigned element.
Repeat steps 1-3.
Novel Notes
Literary Elements
Color Symbolism Yellow
Concrete Details – Evidence of
literary elements, passages
and page numbers
Commentary – Explanation of
the concrete details, what they
suggest, your interpretation
Yellow is represented in the
following passage: “But his mother
had discouraged him. . . . She could
calmly seat herself and with no
apparent difficulty give him many
hundreds of reasons why he was of
vastly more importance on the farm
than on the field of battle. . . . At
last, however, he had made firm
rebellion against this yellow light
thrown upon the color of his
ambitions. The newspapers, the
gossip of the village, his own
picturings, had aroused him to an
uncheckable degree” (4).
This could represent Henry slowing
down to consider reason since
yellow typically indicates caution. In
this passage, Henry’s mother is
clearly against him going to war. She
wants him to think of his
responsibilities on the farm which he
does but then rejects. He wants to
be a hero and be part of a glorious
battle and these feelings are
“uncheckable” and his actions
impulsive. He does not listen to his
mother’s words of caution and
enlists.