The Struggle for Identity: Making Mistakes and
Overcoming Adversity
Week 1
Mon
Tue
Wed
Thu
Fri
Intro to the Course
Intro to Ourselves
Intro to Unit
Tea Party: Peaches
Hole in My Life
-Personal introductions: 3
Truths and 1 Lie, first in
groups then as a class
-Journal Prompt: Write
about a time you’ve made
a huge mistake – what it
was, the consequences,
how you rectified it, what
you learned, etc.
-Read Aloud: First chapter
(one page) of Elizabeth
Scott’s Stealing Heaven
-Journal Prompt: What
do you think of Hole in
My Life so far?
-Review the elements of
fiction. Ask for examples
from books read in middle
school or over the
summer, or even from
movies/TV shows.
-Intro to Reader
Response lens and
Reader Response
Discussion on novel:
Encourage students to
share their thoughts
even if (especially if)
negative.
-Shoes Monologue
-Students write about
what just happened
regarding monologue
-Instructor will read
some of the responses
aloud as taking
attendance
-Students’ Discussion:
Expectations in an
English class
-Instructor’s Discussion:
What we’ll be doing in
our class overview
-Pass out syllabus and
go over details as
needed; answer
questions and concerns
-Fill out personal note
cards with contact info
and interests
-Pass out and complete
Reader Profiles in class
-Discuss Reader Profiles
in groups; find
similarities of books read
when younger, fave
books/movies/genres,
reading habits, etc.
-Briefly share journal
responses in pairs or
groups of three
-Turn in Reader Profiles
to instructor
-Discuss Anticipation Guide
responses as a class
-Preview of what is to
come in class tomorrow
-Read Aloud: Chapter One
of Hole in My Life
-Anticipation Guide: Jack
Gantos’s Hole in My Life
Homework: Begin reading
Hole in My Life. Should
have read through Chap 3
(through page 38) by
Friday.
-Tea Party Activity for the
first chapter of Peaches by
Jodi Lynn Anderson.
-Write predictions in
journal from Tea Party
-Discussion on predictions
-Silently read the selection
from Peaches in class
Homework: Reminder to
read through Ch. 3 (pg
38) of Hole in My Life for
tomorrow’s class.
-Pass out sheet from
Beers’ When Kids Can’t
Read… about terms to
be used during
discussion: “Literary
Discussion Cheat Sheet.”
-Students will write
predictions about what
might happen, based on
what already happened,
and turn them in.
HW: Read Ch. 4 (pg. 54)
of Gantos by Mon.
Week 2
Formalist Lens and
Autobiographies
Most Impt. Word –
Hole in My Life Pt. 1
Identity and Say
Something Activity
-Journal Prompt: How
do you feel about your
workload so far this
semester? Are you
overwhelmed, stressed,
calm, in denial, etc.?
Self-assess your own
study skills and level of
academic commitment.
What can you do to
improve them?
-Read aloud: the poem
“Losing Face” by Janet S.
Wong
-Journal Prompt: What do
your Myers-Brigg results
say about you? Are they
correct, incorrect, or
mixture? What do you
think about the test itself?
-Briefly discuss journal
entries in groups.
-Intro to Formalist Lens.
How is diff from Reader
Response?
-Go over basic structure
and themes in memoirs
and autobiographies.
How is diff from reading
fiction? Can we still use
elements of fiction to
discuss memoirs (in
other words, can we still
use Formalist lens?)?
-Ask students to pull out
literary terms “cheat
sheet” from Friday and
conduct brief Formalist
discussion on Gantos
HW: Reading catch-up.
-“Most Important Word”
Activity via Beers’s When
Kids Can’t Read… What
do you think the most
important word of Part 1
of Hole in My Life is?
Work individually on
activity sheets.
-Class Discussion: What
are everyone’s most
important words? Will
write words on board
and tally up number of
repeats. Students may
argue and provide
textual and logical
evidence to why their
words are the most
important. Turn in “Most
Important Word” activity
sheets.
-Journal Prompt: Did you
change your mind about
the most impt. word? If
so, what evidence or
argument made you
change? If not, why not?
HW: Take Myers-Brigg
Personality Inventory
-Get into groups based on
Myers-Briggs results.
Discuss pros and cons of
test and results.
-Give each group different
results now, have them go
through and figure out
accuracy of new results.
-Class Discussion: How do
you feel about being
pegged into one category?
What if any affect does the
test have on your identity?
-Say Something for Chap 1
in Part 2 (pg. 57-71).
Students will take turn
reading aloud and making
comments about what is
being read in pairs or
groups of three.
HW: Read pages 72-82 for
homework.
Mistakes and
Redemption: Gaiman
Plot the Action:
Thru Ship’s Log Ch.
-Video clip: from Lord of
-Journal Prompt: Reader
Response. What do you
think of Gantos as an
adolescent? Do you
identify with him? Does
he annoy you? Why do
you like/dislike him? Etc.
the Rings: Fellowship of
the Ring – Gollum’s story
at beginning
-Thoughts on the movie
clip and how it might
relate to Hole in My Life
-Pass out broken up bits
of the short story “Other
People” by Neil Gaiman in
chronological order. After
each section, students will
predict what they think is
going to happen next in
groups, then have
opportunity to comment
to everyone if they want.
-Silent Reading Time:
Students should read
ahead silently in Jack
Gantos’s Hole in My Life.
While they are reading, I
expect them to take notes
to be turned in at the end
of the period. They
should note any words
they have difficulty with,
or any questions they
have. If don’t have any,
their thoughts on the text.
HW: Continue reading.
Try to get thru pg. 118.
-Plot the Action: What
series of events led Jack
to set sail for New York
with a cargo of drugs?
Pick the pivotal plot
points. Work alone at
first, then collaborate in
pairs or groups of three.
-Group Discussion on
Plot the Action: Class’s
pivotal events on board
so students can compare
their thoughts with their
classmates’. Then, will
extend the line further
to include ship’s log so
students can supply new
info as well as what is
on their sheets. What
about when Jack was
actually on the ship –
what are the main plot
points there?
-Read pages 120-140 for
Monday.
Week 3
Personal Logo and
“Party Time”
Logo Piece Writing
Assignment
Writing Workshop and
Read Aloud of Gantos
The Construction of
Identity and YA Lit
Feather Circle: Logo
Piece
-Journal Prompt:
Personal Logo. If you
had to draw a logo to
represent you, what
would it be? Roughly
sketch out three our
four different logos.
Then pick one and write
a few sentences about
why it best captures
your identity and what
each part means.
Students will have time
to share at a later date.
-Jack Gantos Logo: The
instructor will present the
logo she made to
represent Jack Gantos.
She will then read the
accompanying story
aloud to the class. The
instructor will then pass
around the Logo and
story so that students
can better look at it and
read it as they are
writing their journals.
-Reading Check: What has
happened so far in Part 3?
Write a summary of what
you think has happened so
far. You may refer to your
book if necessary. Only
ten minutes to write,
content is the only part
that will be graded.
-Read Aloud: Chapter One
of Twisted by Laurie Halse
Anderson
-Students will engage in
a Feather Circle where
they present their Logo
pieces to their
classmates and the
instructor
-Writing Workshop: Logo
Pieces. Explain the point
of the writing workshop
and ask students to form
workshop groups of three
or four people. Then they
will workshop their Logo
pieces.
-Instructor will read the
“My Yellow Cell” chapter of
Gantos aloud to students.
-How do we construct our
identities? Look at the
Gantos text as well as
other texts we’ve read
during the unit. Divide
students into groups.
Each group will get a
different thing we’ve read
or seen during the unit.
They will discuss the idea
of the struggle for identity
in each of these works.
HW: Continue reading
Gantos. Also continue
polishing your Logo piece,
taking into consideration
what your Workshop
groups said about it today.
-Class Discussion on
Findings: What similarities
can we draw? We will
also discuss our own
identities via Myers-Brigg
and personal experience.
-Probable Passage
Activity for “Party Time”
from Whirligig by Paul
Fleishman.
-Class Discussion on
Probable Passage: What
are some of the
predictions?
-Say Something Activity
for “Party Time” in pairs
or in groups of three
-HW: Re-draw your
logo, this time in color if
desired. Bring to class
tomorrow. Also catch
up on reading if
necessary (thru pg 140)
-Writing Prompt: Look at
your logo and start
writing a rough draft
about what your logo
means to you and how it
represents you. You
should write something
short enough to
eventually fit on your
Logo page but long
enough to accurately
explain who you are.
-Pass out Logo Writing
Assignment, discuss and
show other examples.
-Silent Reading of Gantos
HW: Polish drafts, and
must read thru pg 153
for tomorrow’s class.
-I will then briefly lecture
on the dilemmas in young
adult fiction, particularly
identity and the homeaway-home motif.
-Briefly discuss Feather
Circle expectations for
tomorrow.
-Finish final drafts of Logo
pieces. Continue reading.
HW: Write “Thank You”
notes to three students
who are not in your
workshop group whose
Logo pieces you
especially enjoyed. Also
finish up Gantos over
the weekend.
Week 4
Effective Writing
and Final Gantos
Discussion
-Pass out and read
“Thank You” notes
-Look at examples of
effective writing from
our Logo pieces on the
docucam. Discuss what
in these pieces was
effective and why.
-Pass back Logo pieces.
Discuss differences
between process grades
and final grades.
-Final Gantos
Discussion: So, what
happened, and what
does it mean? Reader
response to the end of
Gantos.
-Discuss Timed Writings
on Wednesday. What
will occur, how they will
be assessed. Pass out
an example question
(one that won’t be on
there but gives an idea)
and how a basic rubric
to how they will be
graded.
HW: Reading catch-up
(finish!) if necessary.
Introduction to The
Think Aloud for
“Indian Education”
and Silent Reading
-Students will have a
choice of writing on one
of three topics for their
timed writings. One will
involve the theme of
Identity; the other will be
about mistakes and
redemption; the other
will be to use the formal
elements of literature to
discuss the novel.
-Journal Prompt: What do
you think about keeping a
journal so far? Have you
kept a personal journal or
blog outside of class?
What is your opinion of
doing it?
-Think Aloud for “Indian
Education.” I will model
the Think Aloud strategy
for Alexie’s short story.
Students will follow along
with the story as I read. I
will call on other students
to also Think Aloud and
reflect as we read. I will
also ask some other
students to read out loud
with me as we go.
No homework!
-Value Line and
Accompanying Discussion:
Native America, education,
loss, alcoholism, etc.
Timed Writing for
Hole in My Life
Absolutely True
Diary… by Alexie
-Background of Sherman
Alexie and controversy
surrounding the novel
-Read aloud the first two
chapters of The Absolutely
True Diary… Through page
14. Show art on docucam.
-Brief discussion: thoughts
on the novel so far?
Reader response.
HW: Begin reading the
novel. Should read thru
page 66 for Friday.
-Introduce the
characteristics of humor.
Discuss how Alexie uses
these characteristics in his
novel. Point out examples
in both writing and in art.
Tell students to especially
focus on the art as they
read for tomorrow.
HW: Make sure to have
read thru pg 66 for
tomorrow’s class.
Ellen Forney’s Art in
the Novel
-Journal Prompt: Reader
Response for Alexie.
-Activity: Ellen Forney’s
Art in the Novel – What
does it add to the text?
Use example of parents
(12), Mary (27),
grandma (69), and
Junior himself on book
flap. What do the
images tell the reader
about these characters?
How do the words
beside the images also
tell a story? The class
will be divided into five
groups, one for each
artistic representation of
character (Junior, mom,
dad, Mary, and
grandma). Each group
will analyze their
particular drawing in
terms of character traits.
-Groups will present
their findings on
character to class.
Students should take
notes as other groups
present.
Homework: Read thru
page 103 for Monday.
Week 5
Forney’s Art in the
Novel (cont.) and
New Writing Piece
Pine Ridge
Reservation and
Silent Reading
-Finish activity from
yesterday. Any groups
that didn’t present
yesterday will present
today. Ultimately, what
do we know about
Junior himself from ALL
of these pictures, since
he is the “artist” of
these drawings?
Answer question as a
class.
Read aloud: The poem
“The Snowman” by
Wallace Stevens
-Get into workshop groups
and workshop the “Where
I Come From” pieces
-More lecture and
discussion on Archetypal
Literary Theory
-Journal Prompt: Write a
short response to the
poem. Relate it to your
life as and Junior’s life.
-Pass back the Timed
Writings on Hole in My Life
from the previous week.
-Discuss Junior as a hero:
how could we read the
text using the archetypal
lens? Basic discussion
and then ask the class to
cite textual evidence in
groups before moving
back to group discussion.
-Journal Prompt: Draw
yourself in your journal.
Use Forney’s art as a
guide. You should use
humor in your drawing
if possible. How does
what you’ve drawn tell
you about where you
come from? Now add
text to your drawing.
-Distribute composition
assignment: Where I
Come From piece.
Discuss assignment and
show examples.
Homework: Read thru
page 132 for tomorrow.
-Discussion: What issues
do Native Americans face
today? Watch slideshow
on Oprah’s website about
the Pine Ridge
Reservation and their
hardships (poverty,
housing, alcohol, health,
unemployment, conflicts
with the U.S. gov’t,
environmental concerns,
identity, premature
death, etc.). Then relate
to The Absolutely True
Diary… Which of these
issues does Junior
personally have to deal
with? How does he
handle them?
-Silent Reading of The
Absolutely True Diary…
HW: Write rough draft of
the “Where I Come
From” piece.
Workshop Day and
Intro to Archetypal
Lens
-Using student examples
of Timed Writings from
other classes (and with
student names removed),
the class will review
student examples. Then I
will break everyone up to
into groups, and they will
receive four different
Timed Writings that they
should read and review.
Then they will rank the
essays, and we will discuss
the rankings as a class, as
well as discuss how the
lower ranked ones could
be improved.
-Introduction to Archetypal
Literary Theory (to be
continued tomorrow)
HW: Read thru pg 178 for
tomorrow.
Archetypal Lens and
“In Like a Lion”
Chapter of Alexie
-Read Aloud: “In Like a
Lion” chapter of The
Absolutely True Diary…
HW: Finish final drafts of
Where I Come From
pieces for Feather Circle
tomorrow.
Feather Circle:
Where I Come From
Piece
-Students will engage in
a Feather Circle where
they present their Where
I Come From pieces to
their classmates and the
instructor.
HW: Write “Thank You”
notes to three students
who are not in your
workshop group whose
Logo pieces you
especially enjoyed. Also
finish up Alexie over the
weekend.
Week 6
“Red” vs. “White”
Alexie Timed Writing
-Pass out “Thank You”
notes
-Students will work on a
Timed Writing. They will
have three options. The
first has to do with the
Alexie’s use of humor
and art in the story. The
second will have to do
with Junior as a hero,
following the hero’s
quest. The third will ask
the students to look at
the story as a coming-ofage, identity-carving
story, and to look at
Alexie’s novel alongside
Gantos’s memoir to
discuss the theme.
-Activity: How do
Junior’s friends on the
reservation treat him?
Compare/contrast in
groups how they treat
him before he starts
attending the school off
the rez and then after
using a Venn Diagram.
Then, use another Venn
to discuss the white
students in Junior’s new
school: how he was
treated at beginning vs.
how he’s treated now.
-Discuss, then move to
analysis and synthesis:
why did Junior’s friends
on the rez resent his
move to the mostly
white school? What
events changed the
minds of the white
students? How does
each group view the
other? How does
Junior’s concept of
identity change as the
novel progresses? Is
Junior really a hero?
HW: Be ready for Timed
Writing tomorrow!
Our Dystopian Future: These Are the
Worlds of Tomorrow?
Mon
Week 6
Tue
Wed
Thu
Fri
Intro to Unit 2
Appositive Phrases
The Time Machine
-Journal Prompt: How do
you think you did on the
Timed Writing assessment
yesterday? What do you
still need help with? What
did you need help with
previously that you found
easy on this one?
-H.G. Wells’s The Time
Machine: Introduction.
Background of Wells,
historical context, science
fiction as a genre in the
19th Century.
-Difficulties of reading
older material: Discussion
of reading strategies for
making sense out of
difficult texts.
-Read Aloud: Chapter one
of The Time Machine.
HW: Read through chapter
3 in The Time Machine
(thru page 28)
-Return previous Feather
Circle pieces.
-Show five examples that
worked well on the
overhead and why they
worked, specifically in
terms of appositive
phrases. Define
appositives beforehand.
-Appositive Phrases in
Writing: Briefly show the
class some examples in
last night’s reading.
-Then, have the class
silently read Chapter 4 of
The Time Machine. They
will find examples of
appositive phrases. Then
they will compare what
they found in pairs or
groups of three.
HW: Read through
chapter 5, page 64.
-Journal Prompt: Reader
Response – What do you
think of the novel so far?
Is it different than you
expected? If you’ve
seen the movie, what
are differences you
notice so far?
-Discussion of journal
responses in groups
-Narration in the novel:
discuss the voice of the
narrator. Is he reliable?
Can you trust him? Look
for examples in the text
with journal group. As a
class discuss findings.
-Pass out “Narration”
chapter of Francine
Proses’s Reading Like a
Writer. Work in pairs or
groups of three to read
as far as possible.
HW: Read through
chapter 9, page 99.
Week 7
Narration in The
Time Machine
-Finish reading
“Narration” chapter in
pairs/groups.
-Then, challenge
students to find more
examples of successful
narration based in what
they read in the
“Narration” chapter of
Prose. They should find
five examples from
chapters 6-9 of The
Time Machine and write
them in their journals.
They will find the
examples individually.
-Discussion on Prose’s
“Narration” chapter and
what they found in The
Time Machine as
evidence of effective or
ineffective narration.
-Allow students time to
catch up on reading.
Tell them they must
have the novel finished
by tomorrow because of
what we will be talking
about. Stress this
multiple times.
HW: Finish The Time
Machine (thru pg 120)
Marxist Literary Lens
-Reading quiz on The
Time Machine.
-Introduction to Marxist
Lens: Lecture on the
differences between
traditional Marxism and
Marxist Literary Theory.
Provide examples of
works where Marxist
Lens is especially
applicable. Then
postulate a Marxist
reading of The Absolutely
True Diary… by Alexie.
-Ask students to think
about the Marxist
implications of The Time
Machine. Then have a
class discussion on the
novel from a Marxist
point of view, specifically
in terms of the Morlocks.
Write responses on the
board, whether they are
valid Marxist responses
or not. Then go through
and mark whether the
responses are Reader
Response, Formalist, or
Marxist.
HW: Think about the text
using the Archetypal
Lens for tomorrow.
Archetypes and Good
Timed Writing Ex.
Value Line: “Harrison
Bergeron”
-Extended Journal Prompt:
Trace the narrator’s
journey in The Time
Machine using The Hero’s
Quest and Archetypal
theory. Students can use
their notes and can draw
the graphic organizer of
the Hero’s quest, then
label it. Then they should
write about the other
characters and what
archetypes they might be.
Students will have half of
class to complete this
extended prompt.
-Value Line for Kurt
Vonnegut’s “Harrison
Bergeron.”
-Students will then turn in
their journals so that I can
check them.
-Pass back Timed Writings.
Then pass out copies of
good examples of Timed
Writings. Each student will
get one of five essays.
Have students read these
and then get into groups
of others with their same
essays, then articulate why
they’re good examples to
their group members.
-Go over what students
should expect on Friday’s
assessment.
-Define Egalitarianism and
lecture on the historical
context of “Harrison
Bergeron” and Kurt
Vonnegut’s background
and other works.
-Read “Harrison Bergeron”
(8 pages) silently and
individually.
-Discussion on “Harrison
Bergeron” – what lens is
most appropriate when
reading this story and
why? Be prepared to
defend your answer.
HW: Prepare for The Time
Machine assessment
tomorrow.
The Time Machine
Assessment
-Students will take the
assessment for The
Time Machine. There
will be twenty multiple
choice questions, worth
3 questions each, and
then they will work on
an extended short
answer question, where
they will have to analyze
the novel from the four
literary lenses we’ve
learned so far: Reader
Response, Formalist,
Archetypal, and Marxist.
Each one is worth 10
points. There will be a
chart from them to fill
out for each lens.
Week 8
New Comp
Assignment and
Intro to Dystopias
Dystopias(cont.) and
Intro to The Last
Book in the Universe
-Return journals to
students.
-Finish lecture on
Dystopian literature
-Journal Prompt:
Memory map. Draw a
sketch of your
neighborhood at ten
years old, and label 1015 occurrences on map.
-Tea Party for The Last
-Distribute new comp
assignment: “I
Remember” piece.
-Discuss Logographic
vocabulary definitions
and show examples.
Pass out Logographic
assignment and give
each student a term from
the novel. When
students encounter the
term in their readings,
they will draw their
Logographic and bring it
in. It will be due the day
we discuss the reading
that contains the first
instance of their assigned
word.
-Go over assignment,
answer student
questions, and show
examples of effective “I
Remember” pieces from
my 3310 class. Tell the
class to focus on
narration and voice.
-Begin lecture on
Dystopian literature.
Use “Harrison Bergeron”
as an example, as well
as pop culture films.
-HW: Write a rough
draft of “I Remember”
piece.
Book in the Universe
-Write predictions in
journal and then discuss
predictions as a class
-Read Aloud: First two
chapters (thru pg 16) of
The Last Book in the
Universe.
HW: Read through
chapter 7 (pg 46).
Logographic Terms,
Formalist Lens, and
Writing Workshop
-Logographic Definition
Presentations: Students
will present their
Logographic Definitions
and then hang them on
the wall for the future
reference of students.
-Discuss the test through a
Formalist Lens – what is
the setting, who are the
characters, what is plot so
far, etc.? Use terms from
Literary Discussion terms
worksheet from beginning
of the semester. I will also
point of parts of the text
that demonstrate key
literary elements like
foreshadowing, irony,
allusion, etc.
-Writing Workshop for “I
Remember” piece: focus
on narrative voice, use of
appositives, and not using
too many forms of the “to
be” verb.
HW: Read thru Chapter 12
(pg. 84). Work on
composition revisions.
Logographic Terms
(cont.) and The Last
Book… as a Dystopia
-Logographic Definition
Presentations (cont.)
-Activity: How is The Last
Book in the Universe a
dystopia? Work on
graphic organizer with a
partner or individually.
-Discuss the novel as
dystopian literature.
-Silent Reading: Catch up
or get ahead on reading
of The Last Book in the
Universe.
HW: Read thru Chapter 17
(pg 123). If your
logographic term is in this
round of reading, you will
present on Monday, not
tomorrow. Also finish
final drafts of “I
Remember” piece.
Feather Circle: “I
Remember” Pieces
-Students will participate
in a Feather Circle for
their “I Remember”
compositions.
-Write “Thank You”
notes to three of your
classmates. Read thru
chapter 26 for Monday
(pg. 177). I will
emphasize and reiterate
that they should be
caught up on reading by
Monday.
Week 9
The Last Book in
the Universe:
Marxist Reading
-Pass out “Thank You”
Notes
-Journal Prompt: Do
you feel any better
about Feather Circles
now that you’ve gone
through three of them?
Why or why not? What
aspects of your own
writing do you think
needs improvement?
Are you comfortable
w/public reading yet?
-Reading Quiz on The
Last Book in the
Universe
-Group Discussion: How
might we read The Last
Book in the Universe
using a Marxist lens?
Groups will write their
ideas, and then we’ll
briefly discuss together.
Composition
Improvement Day:
Participle Phrases
-Read Aloud: “Fragments
for the Gates of Times
Square: The Fear of
Neon,” the Dystopian
poem by Philena Pugh
-Pass out copies of the
poem and discuss images
in it. What is working
here and why?
-Underline the participle
phrases and discuss their
purpose.
-Pass back students’ “I
Remember” pieces.
-Have students underline
participle phrases in their
own pieces.
The Time Machine
-Students will brainstorm
ways they could improve
their compositions,
specifically by adding
participle phrases. Put
some student examples
on the docucam.
HW: Read thru Chapter
29 (page 207)
HW: Finish the novel
(thru page 223). Also,
find 2 or 3 examples of
participle phrases in the
reading.
-Return and go over
assessments; answer
any questions students
may have.
Plot the Action for
The Last Book in the
Universe
The Last Book in the
Universe Assessment
-Read Aloud: “The Day the
Saucers Came,” the poem
by Neil Gaiman
-Students will take the
assessment for The Last
Book in the Universe. The
assessment contains
matching, multiple choice,
short answer, and essay.
See attached assessment
pages to view the test in
its entirety.
-Distribute copies of the
poem and four crayons to
teach table. Underline the
appositive phrases with
blue crayon and the
participle phrases in green
crayon. Underline nouns
in orange and verbs in red.
Go over it as a class.
-Plot the Action Activity:
Students will work on
plotting the action of The
Last Book in the Universe.
They will work on the
graphic organizers on their
own and then collaborate
in pairs or groups of three
to fill in the gaps.
-Assessment Discussion:
What should students
expect? What can
students do to study,
especially if they were
unsuccessful on the last
assessment?
HW: Be prepared for The
Last Book in the Universe
Assessment tomorrow.
“The Roads Must
Roll” Silent Reading
and Reading Log
-Probable Passage for
“The Roads Must Roll”
by Robert A. Heinlein.
-Discussion of reading
logs: pass out reading
log sheets.
-Silent Reading of “The
Roads Must Roll.” (44
pages)
-Students will work on
their reading logs for the
story. They probably
won’t get finished in
class but should follow
the prompts on the
activity sheets and
answer the questions at
various points during the
selection.
HW: Finish reading “The
Roads Must Roll” and
the accompanying
reading log.
Week 10
“The Roads Must
Roll” Discussion
Introduction to
Westerfield’s Uglies
Monologue and
Uglies: In-Class Work
and Reading Day
-Journal Prompt: Is
“The Roads Must Roll”
an example of
dystopian literature?
Why or why not?
-Anticipation Guide: Scott
Westerfield’s Uglies
-Show examples of
monologues on docucam.
-Anticipation Guide Class
Discussion
-Discuss journal entries
as a class.
-Introduce Concept
Circles for vocabulary.
Have students relate
them to other words in
the text as well as similar
words/ideas/themes in
-Work on monologues in
class: brainstorming and
begin writing rough draft.
Can work in workshop
groups or individually.
-Lecture on Heinlein,
the context of the story,
and the themes within.
Also provide definition
and other examples of
Functionalism and its
connection to Heinlein.
-Reader Response:
What did you think of
“The Roads Must Roll?”
Do you think that it’s
possible for us to ever
have a similar system of
transportation? What
are the pros and cons of
rolling roads? Who
would control them if
they were created in
the U.s.? Who should
control them?
-Turn in Reading Logs.
The Last Book in the
Universe. They should
do at least ten Concept
Circles as they read
Uglies. They will be due
on the day of the Uglies
Assessment.
-Read Aloud: Chapter
One (through page 10)
of Uglies
-Pass out Monologue
Comp Assignments: have
students read it and ask
questions. They will be
shown examples on Wed.
HW: Think about
monologue topics and
characters. Read thru pg
52 in Uglies.
-Silent reading of Uglies
OR continue to work on
monologues silently and
individually.
HW: Look over more
examples of monologues
for homework. Finish
rough draft of Monologue.
Continue reading Uglies.
You should read thru pg
110 by Friday.
Monologue Workshop
Day and Uglies
Reader Response
-Writing Workshop:
workshop monologues
with your group members.
-Reader Response for
Uglies: Class discussion on
what everyone thinks of
the book so far. How is
similar/different from The
Last Book in the Universe?
What similarities do you
see to our own beautyobsessed culture?
-Pass back The Last Book
in the Universe
Assessments
-Go over assessments and
answer questions.
HW: Final draft of
monologues for Feather
Circle tomorrow.
Feather Circle:
Monologues
-Students will participate
in a Feather Circle for
their monologue
compositions.
-Write “Thank You”
notes to three of your
classmates. Read thru
pg 171 for Monday.
Week 11
Wikipedia Editing
Assignment
-Pass out “Thank You”
Notes
-Read Aloud: Kurt
Vonnegut’s “EPICAC.”
Students will also have
copies of the piece to
follow along with as the
instructor reads it.
-Reaction Discussion:
What did you think
about the selection?
-Distribute the
Wikipedia editing
assignment. Allow
students to read over it,
and then answer
questions. See
attached assessments
to view this assignment
in its entirety.
-Pull up the internet and
show students how to
navigate Wikipedia. Pull
up guidelines, tutorial,
and sample articles,
including the “EPICAC”
article I did in 3241.
HW: Catch up on
reading. Do the
Wikipedia Tutorial.
Uglies: Beauty in the
World of Tally
-Journal Prompt: What
do you think of Tally’s
world? Would you want
to live there? Why or
why not? What role do
you think you would
have if you did live
there?
-Discuss journal entries
in groups.
-Class Discussion: Beauty
in Tally’s world. How do
different characters
define beauty? How
does our society define
beauty? How do we as
individuals define
beauty? Is beauty more
than skin deep? Are
beauty standards
different for men and
women?
-Pass back Monologue
assignments from
previous week’s feather
circle. Students who are
comfortable will put their
monologues on the
docucam for class praise
and critique.
HW: Read thru page 211
for tomorrow.
Uglies: Goodness,
Truth, and Beauty
Wikipedia Assignment
Work Day
-Extended Journal Prompt:
How would Tally define
goodness in her world?
What about David?
Pretties? Special
Circumstances? Who in
Tally’s world is good in
your eyes? Who defines
truth in Tally’s world?
Who defines beauty?
-Students will work in the
computer lab with their
Wikipedia Editing
Assignment partners or
group members.
-Class Discussion on
journal entries, and then
relate to our own world.
Who defines goodness,
truth, and beauty in our
world? Do we as
individuals buy these
definitions? What are our
own definitions, and do
they differ from society’s
definitions?
HW: Read thru pg 284 by
Friday. Make sure to stress
to the class that they
definitely need to be
through part II (pg. 284)
by Friday.
HW: Continue reading
thru pg 284 for tomorrow.
Reiterate the extreme
need to be finished with
Part II tomorrow.
Predictions: Uglies,
Part III
-Reading Quiz: Uglies
Parts 1 and 2 (thru pg
284).
-Journal Prompt:
Prediction activity. Write
what you think will
happen in Part III. Use
literary terms as per the
sheet I handed out
during the beginning of
the semester.
-Discuss predictions in
groups.
-Briefly discuss
predictions as a class.
-Silent reading of Uglies
for the rest of class.
HW: Read thru pg 366
by Monday.
Week 12
Introduction to the
Feminist Lens
-Journal Prompt: How is
the Wikipedia editing
project going? What
have you done? What
still needs to be done?
How do you plan to
accomplish your goals?
-Lecture on Feminist
Lens. Compare/contrast
with Marxist Lens.
-Pass out poem
“Women” by May
Swenson. Have
students attempt to
analyze it from a
Feminist point of view in
small groups or pairs.
-Class Discussion of our
findings from “Women.”
-The class discussion
should then move to
Uglies. How could we
view it from a Feminist
lens? What about a
Marxist lens? How are
these two lenses
similar, especially in
regards to our textual
interpretations?
HW: Read thru pg 398.
Concept Circles and
Wikipedia Editing
Work
Story Structure for
Uglies
Uglies Assessment
-Journal Prompt: How did
your reading of Uglies
change after you learned
about the feminist lens, if
at all? Did you read last
night’s selection from a
Feminist perspective?
Provide an example.
-Students will work on a
“Story Structure” graphic
organizer for Uglies in
order to use the Formalist
Lens to analyze the novel.
They can work on this
either individually or in
small groups.
-Students will complete
the Uglies Assessment.
The assessment will
contain matching, multiple
choice, and an essay
question that accounts for
40% of the test.
-Turn in Journals for
instructor evaluation.
-Play clip from youtube:
“Dove Beauty” commercial.
-Concept Circles: Put up
everyone’s Concept
Circles for Uglies on walls
of classroom. Students
will walk around and look
at them all. Students
should write in their
journals one circle they
didn’t think of but wish
they had and one that
they are confused about.
-Class Discussion: What
are you thoughts on the
clip? How would you
“read” the clip using the
Feminist Lens? How would
you compare/contrast this
clip to Uglies?
-Tell students what to
expect on the Uglies
Assessment on Thursday.
HW: Finish Uglies.
-Wikipedia Assignment:
Pull up internet and
answer any questions
students may have.
HW: Prepare for Uglies
Assessment tomorrow.
Introduction to
Orwell’s 1984
-Wikipedia Editing
Assignment is due.
-Give One, Get One for
1984: Students will write
down what they know
about the novel 1984
and George Orwell.
Then they will go around
the class and give one
fact to each classmate
they meet with and take
one fact from each too.
-Lecture on the historical
context of 1984, George
Orwell as a person and
author, the characters of
the novel that make it
dystopian, and basic
themes in the novel.
-Read Aloud: Section I,
Chapter One, of 1984.
HW: thru Section V of
Chapter One (pg. 63) for
Monday.
Week 13
Create Your Own
Dystopia
-Pass back journals.
-Extended Journal
Prompt: What do you
think is the most
pressing scientific or
technological issue in
today’s society? How
might this have
negative implications in
the future, and what
might these negative
consequences be? How
would that society
function, i.e. how would
it be different from our
own society? What
would be the potential
problems with it?
Sci-Fi Story Rankings
and 1984 Reader
Response
HW: Read thru pg 104
(rest of Chapter One)
by Wednesday.
1984
-Hand out examples of
science fiction stories.
Have students get into
groups to read them and
then “grade” them based
on five different areas.
Each area can get a 1-5,
5 being the best, with 25
as the highest possible
total for each. Each
piece will get rated four
times for a possible score
of 100. Similar to how
Cobb Co. School District
rates its Writing Contest
Participants.
-Youtube clip: Mac
Advertisement from the
80s, and anti-Hillary
Clinton/pro-Obama
political ad from the 2008
election.
-Journal Prompt: What
do you think of the novel
so far?
-Divide class into three
groups. Each group will
tackle one of the phrases
at the end of Chapter One:
War is Peace, Freedom is
Slavery, and Ignorance is
Strength. They will
examine the ideas and
their implications and
briefly present their
findings to the class.
-Discussion of journals.
-Pass out Science
Fiction Story Comp
Assignment. Go over
the assignment, and
answer questions.
Advertisements,
Political Ads, and
-Class discussion: Reader
Response.
HW: Continue reading;
read thru Chapter One
for tomorrow.
-Class Discussion of
youtube clip: What do you
think of the ads? How
does the Mac ad use 1984
to sell computers? What
about the anti-Clinton ad:
what are the makers
suggesting about Clinton?
About Obama?
HW: Continue reading:
Should get thru Chapter
Two by Monday (pg 224).
Truth and Different
Literary Lenses to
Interpret 1984
-Journal Prompt: What is
truth and who controls it
in 1984? What is truth to
Winston? What is truth to
the Proles?
-Class Discussion of
journals.
-Four Corners Activity.
Everyone will stand up. I
will read an interpretation
of the novel. Students will
then go to one of the four
corners of the room. Each
corner will have signs that
say the following:
Formalist, Archetypal,
Marxist, and Feminist.
Each time I read an
interpretation, students
will go to the corner of the
room that they think most
identifies each reading.
HW: Continue reading; try
to approach pg 224.
Writing Workshop:
Sci-Fi Stories
-Workshop science
fiction stories. This will
take a relatively long
time because the pieces
are longer. Should be 35 pages doubled spaced,
where most pieces they
do outside of class must
fit on one sheet of
paper.
-Work on revising
Science Fiction stories.
-Pass back and go over
Uglies Assessments.
HW: Make sure to have
read thru pg. 224 by
Monday. Make certain
to stress this to students
multiple times.
Week 14
Predictions about
and Say Something
Activity for 1984
-Reading Quiz over
Chapter Two in 1984.
-Journal Prompt:
Students should write
their predictions for the
rest of the novel.
-Class Discussion on
Predictions: Write
predictions on the white
board as students come
up with them. Put
checkmarks by the ones
that multiple students
have predicted.
-Group Read Aloud/Say
Something Activity:
Students will take turns
reading and saying
something about the
novel as they read.
They will get as far as
they can before the end
of class.
HW: Read thru pg 282.
Work on final drafts of
science fiction stories.
Final Major1984
Discussion
Plot the Action for
1984
1984 Assessment
Dystopian End-ofUnit Timed Writing
-Journal Prompt: What in
1984 has come true in
our society? What
probably will come true
in the near or far future?
-Plot the Action Activity:
Students will work on Plot
the Action graphic
organizers in pairs or small
groups.
-1984 Assessment. The
assessment will contain 25
multiple choice questions
worth 2 points each and
10 short answer questions
worth five points a piece.
-Dystopian Unit
Assessment: Monologue
in the voice of Spaz or
Tally. See attached
Assessment sheets for
more details.
-Class Discussion on
1984’s connections to our
own society, present and
future.
-Work on science fiction
stories in groups OR look
over notes for assessment
tomorrow.
HW: Bring all four novels
to class for end-of-unit
Timed Writing tomorrow.
-What should students
expect on the
assessment on Thursday
as well as the final unit
assessment on Friday?
Provide basics and
answer any questions.
HW: Study for assessment
tomorrow.
HW: Finish science
fiction stories. Post
them on your blogs
before class on Monday.
-Pass back Wikipedia
Editing Assignment
grades.
HW: Finish the novel
(thru pg 312).
Ahoy There, Maties: Adventure, Mystery, and
Tragedy at Sea
Mon
Week 15
Intro to Unit: “The
Open Boat”
-Tea Party Activity for
Stephen Crane’s “The
Open Boat”
-Write down predictions
in journal.
-Discuss predictions as
a class.
-Read “The Open Boat”
silently and individually
HW: Finish reading “The
Open Boat” if you
haven’t already.
Tue
Wed
Thu
Fri
Intro to The True
Nautical Terms and
Word Photos
Assignment
Reader Response and
Writing Workshop
Feather Circle:
Word Photos
Confessions of
Charlotte Doyle
-Journal Prompt: Do you
believe in fate? If so,
why? If not, why not?
Give examples.
-Discuss determinism,
naturalism, and realism
in the context of Crane’s
“The Open Boat”
-Lecture on historical
fiction – characteristics,
examples, etc.
-Introduce Avi’s The True
Confessions of Charlotte
Doyle. Discuss Avi’s
background and
contributions to YA Lit
-Read Chapter One of
The True Confessions…
aloud.
HW: Read Chaps 2-4
(thru pg 49) of Avi
-Journal Prompt; What do
you already know about
boats?
-Journal Prompt: Reader
Response. What do you
think of the novel so far?
-Students will participate
in a feather circle for
their Word Photos.
-Give One, Get One
Activity: Nautical Terms
-Class Discussion on
journal entries: encourage
students to use nautical
terms during discussion.
HW: Write 3 “Thank
You” notes to
classmates. Make sure
to read through page
167 (thru Chap 14) in
the Avi novel.
-In workshop groups,
students will label the
parts of a ship. We will
hang up the drawings on
the wall. Each group will
have diff parts/views of
the ship.
-Pass out Word Photos
assignment. Go over
examples.
HW: Write rough draft of
your Word Photo.
Continue reading Avi.
Should read thru Chapter
14 (pg 167) by Monday.
-Writing Workshop: Word
Photos.
-Pass back and go over
1984 assessments.
HW: Final copy of Word
Photo for tomorrow’s
feather circle. Continue
reading Avi.
Week 16
The True
Confessions… and
the Feminist Lens
-Journal Prompt: Have
you personally ever
experienced
discrimination? Write
about your own
experiences with
racism, sexism, classism, and the like.
-Using the Feminist
Lens Activity: Students
will be divided into
small groups. Each
group will attempt a
Feminist reading of The
True Confessions…
using specific examples
from the text.
Class Discussion: What
are the pros and cons of
using the Feminist lens?
What is your personal
opinion of it? Use The
True Confessions… as a
basis, but bring in other
texts as well to support
your argument.
HW: Read Chaps 15-17
(thru pg 202).
Loss/Metaphor
Assignment and
Silent Reading
-Pass back Word Photos.
Put exceptional Word
Photos on the docucam
to analyze as a class.
-Journal Prompt: Make a
list of losses in your life.
Then pick one in
particular to focus on.
-Pass out Loss/Metaphor
Assignment. Show some
examples.
-Silent reading of Avi OR
work on your Loss/
Metaphor comps.
HW: Read Chaps 18-20
(thru pg 240). Study for
Nautical Terms quiz
tomorrow.
Formalist and
Archetypal Lenses in
Avi
-Quiz on Nautical Terms
-Work Individually on
Literary Analysis: Students
will analyze The True
Confessions in terms of
both literary elements
(foreshadowing, suspense,
characterization, etc.) and
the Hero’s Quest. They
will do this by completing
two graphic organizers.
-Class Discussion: How are
the journeys of Charlotte
Doyle and Jack Gantos
similar? Use evidence
from graphic organizers to
contribute to the
discussion.
-Pass back science fiction
story grades from previous
unit.
HW: Finish the novel.
Finish the rough draft of
Loss/Metaphor piece.
Writing Workshop
and Distribute Avi
Assignment
-Writing Workshop for
Loss/Metaphor Piece
-Distribute the assessment
for The True Confessions:
Historical Fiction paper.
Students will write a short
historical fiction story
based on research about
their chosen era. They
should use Avi’s novel as
an example. The story
should contain footnotes
(APA or Chicago Style).
The paper should be 5-7
pages, not including the
bibliography page.
-Begin brainstorming for
the assessment.
HW: Final draft of
Loss/Metaphor piece for
tomorrow’s feather circle.
Feather Circle:
Loss/Metaphor
Piece
-Students will participate
in a feather circle to
share their Loss/
Metaphor pieces.
HW: Write 3 “Thank
You” notes to
classmates. Begin doing
research for historical
fiction paper.
Week 17
Intro to Treasure
Island
-Hand out “Thank You”
notes
-K/W/L Chart: Pirates.
Fill out K and W as a
class.
-Intro to Robert
Stevenson’s Treasure
Island. Lecture on
adventure/Romanticism
in the 19th Century, the
historical context of the
novel, and Stevenson’s
background.
Research Day:
Historical Fiction
Paper
-Media Center Day:
Students will spend the
class period in the media
center working on their
historical fiction papers.
They can either continue
t heir research or begin
writing their rough
drafts.
HW: Read Part II (thru
pg 55) of the novel.
Treasure Island
Reader Response and
Hist. Fiction Work Day
-Journal Prompt: What is
your chosen era for the
historical fiction paper?
What do you still need to
know? How far along are
you in your rough draft?
-Turn in journals.
-Pass back Loss/Metaphor
compositions. Go over
exceptional pieces on the
docucam.
-Read Chapter One
aloud.
-Reader Response: What
do you think of the novel
so far? Discuss in small
groups.
HW: Finish Part I (thru
pg 33) of the novel.
-Work on rough drafts of
historical fiction paper.
HW: Read Part 3 (thru pg
84). Continue to work on
rough drafts of historical
fiction paper.
Myths, Legends, and
Misconceptions about
Pirates
-Read Aloud: Pirate Song
“A Pirate’s Life for Me.”
-Lecture: The myths,
legends, and
misconceptions about
pirates.
-Pass out Presentation
Assignment: In pairs or
groups of three, students
will read one of 12
assigned chapters of
David Cordingly’s Life
Among the Pirates. They
will present their assigned
chapters next week on
Tues, Weds., and Thurs.
Each presentation should
be between 5-10 minutes.
Students should creatively
and engagingly present
the material. Technology
use is encouraged though
not required.
-Pick groups and chapters,
and pass out assigned
readings.
-Begin reading assigned
chapters.
HW: Finish reading your
Cordingly chapters.
In-Class Work Day
-Collaborate with
pairs/groups on assigned
chapters. How should
the chapters be best
presented? Who should
do what? Etc.
-In-Class Work Day:
Finish rough drafts of
historical fiction paper.
If finished, students can
read Treasure Island
silently.
HW: Read Part 4 (thru
pg 113) for Monday.
Week 18
Pirate Presentations
and Pirate Morality
Pirate Presentations
and Workshopping
Hist. Fiction Papers
Pirate Presentations
and Finish K/W/L on
Pirates
Final Treasure Island
Discussion
-Pirate Presentations:
Chapters 1-5.
-Pirate Presentations:
Chapters 6-8.
-Pirate Presentations:
Chapters 9-12.
-Turn in historical fiction
papers.
-Peer Evaluations: While
groups are presenting,
students should
evaluate their
presentations and
performances.
-Peer evaluations during
the presentations.
-Peer evaluations during
the presentations.
-Writing Workshop:
Rough drafts of historical
fiction papers.
-Class Discussion:
Pirates in Treasure
Island: Good or Bad?
HW: Read Part 5 (thru pg
146).
-K/W/L for Pirates:
complete the “L” section
based on what we’ve
learned during the
presentations and in
Treasure Island.
-Final Treasure Island
Discussion: How was the
novel different from what
you expected? Did you
like it overall? What
specific aspects did/didn’t
you like? What do you
think a 19th Century
audience would think
about it and why? What
about a 22nd Century
audience?
-Pass back journals.
HW: Finish rough drafts
of historical fiction
papers.
HW: Finish historical fiction
composition revisions (final
copies). Finish the novel
(thru pg 187).
-Let students know what
to expect on the Final
Exam tomorrow.
-Study for Final. Look
over notes for this unit
and refresh yourselves on
the older units.
HW: Continue studying for
the Final Exam.
Final Exam
-Final Exam: Students
will take the final
assessment. It will
primarily focus on the
Ahoy There Maties Unit
but will also consist of
questions about themes
and content from other
units, writing and
grammar concepts, and
the different types of
literary lenses. The test
will be completely on
Scantron, as mandated
by the department. It
will be 100 mostly
multiple choice (and a
few matching, probably
15 or so) questions.