Title: A Separate Peace: Coming-of-Age Struggles in Literature, Our Lives, and History
Curriculum: English Language Arts / Social Studies
Grade Level : Grade 10
Content Objectives and Reading/Language Arts Objectives:
 Students will be able to form initial reactions to both fiction and nonfiction text.
(CAPT Response to Literature skill 1: Initial Understanding)

Students will engage in active reading strategies, technology-based learning, and
collaborative learning activities to deepen understandings, develop interpretations and
take a critical stance in relation to unit readings.
(CAPT RTL skills 2 and 4: Developing an Interpretation and Critical Stance)

Students will support their initial reactions, interpretations and critical stances with
textual evidence.
(CAPT RTL skills 2 and 4: Developing an Interpretation and Critical Stance)

Students will be able to connect literature to life by analyzing what A Separate Peace
suggests about human nature, and how literary elements such as characterization, conflict
and theme relate to current-day issues and WWII (in connection with the sophomore
social studies curriculum).
(CAPT RTL skill 3: Connection)

Students will form written and oral initial reactions to the essential questions of the unit,
then think critically and ultimately draw conclusions in response to these essential
questions within the context of unit readings.
Essential Questions Addressed in the Unit:
The following essential questions for the unit represent a focus for the study of A Separate Peace
in English class and the study of World War II in social studies class.

What conditions characterize war and peace?

How do humans strive for peace in times of conflict?

What is the human response to war?

What causes war in society? How are human beings impacted by war?
The following additional essential questions relate primarily to the study of the novel in English
class.

What characterizes a coming-of-age experience?

Is competition healthy or unhealthy?

How do people choose between honesty and dishonesty? What are the consequences?
The following WHS Language Arts Enduring Understandings provide the rationale for this
unit:
1. Successful readers comprehend texts by reading fluently, strategically, accurately and
critically.
2. Accomplished readers read from a wide range of literature/text, constructing meaning in
personal, interpretive and critical ways.
3. Reading is a way to explore personal interests, answer important questions, satisfy one’s
need for information, and build understanding of the many dimensions of human
experience.
4. Everyone is entitled to his/her opinion about what a text means, but some opinions are
more supportable by text than others.
5. Literature can reflect or clarify the time, ideas, and culture it depicts.
6. Technology and creative writing can motivate students and enhance learning when
objectives are clear and activities support meaningful learning objectives.
The following WHS Social Studies Enduring Understanding provides the rationale for this
unit:
1. People resolve conflicts by choosing among various responses including aggression,
compromise, and cooperation, each of which has immediate and long-term consequences.
LEARNING/TEACHING
ACTIVITIES
Listed in Sequential
Order
NCTE/IRA
Standards
Student
Performance
Indicators
1. Students read
1. Anticipation Guide
Before Reading (Thinka wide range
Pair-Share Prereading
of print and
and Activating Prior
non-print
Knowledge)
texts to build
an
Incorporates writing and
understandin
speaking
a. For this assignment,
g of texts, of
students will write
themselves,
IRA Teacher
Competencies
(Program
Portfolio
Subcategory
Addressed)
Frameworks
Standards
1.4 Demonstrate
knowledge of the
major components
of reading
(phonemic
awareness, word
identification and
phonics,
vocabulary and
2. Local, United
States and
World History
Students will use
historical thinking
skills to develop
an understanding
of the major
historical periods,
Social Studies
Frameworks
whether they agree or
and of the
disagree with the given
cultures of
statements by marking
the United
“Agree” or “Disagree” in
States and the
the columns next to
world; to
statements that address
acquire new
thematic issues in A
information;
Separate Peace by John
to respond to
Knowles (For example:
the needs and
“Emotional conflicts can
demands of
be more devastating than
society and
physical conflicts,” “Life
the
is simple, fun and
workplace;
carefree during high
and for
school,” “Honesty is
personal
always best in a
fulfillment.
friendship,” or “External
Among these
pressures may impact a
texts are
person’s decision making
fiction and
about his or her future.”).
nonfiction,
Students will write a few
classic and
comments in the
contemporary
“Comment” column to
works.
defend their opinion.
2. Students read
After writing their
a wide range
opinions, students will
of literature
share their opinions with
from many
a partner. Finally,
periods in
students will share their
many genres
beliefs supported by their
to build an
own observations and
understandin
life experiences with the
g of the many
entire class.
dimensions
b. The teacher will tell
(e.g.,
students that they will
philosophical
reflect on these issues
, ethical,
during their study of the
aesthetic) of
unit. At the end of the
human
novel, students will be
experience.
placed in groups of three 3. Students
to return to the
apply a wide
anticipation guide. Each
range of
group will choose one
strategies to
main character from A
comprehend,
Separate Peace.
interpret,
Students will decide
evaluate, and
background
knowledge,
fluency,
comprehension
strategies, and
motivation) and
how they are
integrated in
fluent reading.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
issues and trends
in United States
history, world
history, and
Connecticut and
local history.
3. Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came to
be the way it is.
4. Applying
History Students
will recognize the
continuing
importance of
historical thinking
and historical
knowledge in
their own lives
and in the world
in which they
live.
whether the main
character would agree or
disagree with each
statement, and provide
textual evidence to
support their opinion.
Students will share their
findings in small groups,
with each group
discussing a particular
main character. Students
may add to or revise their
written ideas on their
anticipation guide charts.
Finally, students will
choose one of the
anticipation guide
statements and decide
whether or not they still
personally agree or
disagree with the
statement.
c. Independently, students
will write their position
and defend their position
with both their own life
experiences and their
observations of a
character in the novel.
2. Response Journals
Completed throughout the
unit
Incorporates reading and
writing
Students will write response
journals after completing
assigned chapters throughout the
unit. Response journal entries
will be kept in students’ reading
journals. Each entry must
include the following (Teacher
will provide models): initial
reactions to the reading;
questions about the reading; at
least one connection between the
reading and other texts, self, or
appreciate
texts. They
draw on their
prior
experience,
their
interactions
with other
readers and
writers, their
knowledge of
word
meaning and
of other texts,
their word
identification
strategies,
and their
understandin
g of textual
features (e.g.,
sound-letter
corresponden
ce, sentence
structure,
context,
graphics).
2. Students read a
wide range of
literature from
many periods in
many genres to
build an
understanding of
the many
dimensions (e.g.,
philosophical,
ethical, aesthetic)
of human
experience.
3. Students apply
a wide range of
strategies to
comprehend,
1.4 Demonstrate
knowledge of the
major components
of reading
(phonemic
awareness, word
identification and
phonics,
vocabulary and
background
knowledge,
fluency,
comprehension
strategies, and
motivation) and
how they are
integrated in
2. Local, United
States and
World History
Students will use
historical thinking
skills to develop
an understanding
of the major
historical periods,
issues and trends
in United States
history, world
history, and
Connecticut and
local history.
3. Historical
the world; and at least one
prediction about the upcoming
chapters. Students must include
one direct quotation from the
reading. Response journal
entries will often be used to start
class discussion, for students to
share in partnered conversation
with each other at the beginning
of class to focus the class
discussion based on students’
observations and questions, and
for whole class sharing and
discussion. Students will be
provided with a rubric to explain
how they will be graded on
response journals.
Link to Rubric
3.Socratic Discussion Circle
(Fishbowls) with Chapter 4
Incorporates inquiry, speaking,
listening, reading and writing
Teacher will provide students
with guidelines and models of
how to prepare for Socratic
Discussion Circles as well as the
interpret,
evaluate, and
appreciate texts.
They draw on
their prior
experience, their
interactions with
other readers and
writers, their
knowledge of
word meaning
and of other
texts, their word
identification
strategies, and
their
understanding of
textual features
(e.g., sound-letter
correspondence,
sentence
structure,
context,
graphics).
4. Students adjust
their use of
spoken, written,
and visual
language (e.g.,
conventions,
style,
vocabulary) to
communicate
effectively with a
variety of
audiences and for
different
purposes.
3. Students apply
a wide range of
strategies to
comprehend,
interpret,
evaluate, and
appreciate texts.
They draw on
fluent reading.
4.3 Model reading
and writing
enthusiastically as
valued lifelong
activities.
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came to
be the way it is.
4).Applying
History Students
will recognize the
continuing
importance of
historical thinking
and historical
knowledge in
their own lives
and in the world
in which they
live.
2.1 Use
instructional
grouping options
(individual, smallgroup, wholeclass, and
computer based)
as appropriate for
3. Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
rubric for the grading of
preparation and participation.
Link to Discussion Circle
Rubric
The day prior to the discussion
circle, students will complete the
assigned reading of Chapter 4
(after Gene, who believes he is
in a “deadly rivalry” with Finny
and jounces the tree limb,
causing Finny to fall and injure
himself), and write three
meaningful questions for class
discussion based on the
guidelines given (Questions
must be open-ended, lead to
discovery, be open to varying
interpretations, address key
elements of the reading, and lead
to deepening understandings).
Students must also prepare a few
follow-up questions as well as
jot down their own ideas in
response to their questions to
stimulate discussion. The
following day, students will be
divided into two concentric
circular groups (fishbowls). The
inside group will start the
discussion, referring to specific
aspects of the text as they raise
and respond to questions, while
students in the outside circle
takes notes on the discussion and
jot down their own thoughts in
response to discussion questions.
After twenty to thirty minutes,
students switch roles and
perform the opposite task. At
the end of the student-generated
discussion, the teacher highlights
key understandings, clarifies
additional questions and directs
students to write a reflection on
the activity. At the end of the
class period, the teacher will
their prior
experience, their
interactions with
other readers and
writers, their
knowledge of
word meaning
and of other
texts, their word
identification
strategies, and
their
understanding of
textual features
(e.g., sound-letter
correspondence,
sentence
structure,
context,
graphics).
4. Students
adjust their use
of spoken,
written, and
visual language
(e.g.,
conventions,
style,
vocabulary) to
communicate
effectively with a
variety of
audiences and for
different
purposes.
7. Students
conduct research
on issues and
interests by
generating ideas
and questions,
and by posing
problems. They
gather, evaluate,
and synthesize
data from a
accomplishing
given purposes.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came to
be the way it is.
collect students’ prepared
questions, note-taking during
discussion, and reflection
writing.
4. Cyberlesson
Incorporates critical literacy,
inquiry, listening, reading,
writing, and viewing
“What is the Human Response
to War? A Separate Peace
Cyberlesson”
Link to Cyberlesson with
Rubric
This cyberlesson contains
before, during, after, and beyond
reading activities with links to
graphic organizers and websites
to lead students to consider the
variety of sources
(e.g., print and
non-print texts,
artifacts, people)
to communicate
their discoveries
in ways that suit
their purpose and
audience.
11. Students
participate as
knowledgeable,
reflective,
creative, and
critical members
of a variety of
literacy
communities.
12. Students use
spoken, written,
and visual
language to
accomplish their
own purposes
(e.g., for
learning,
enjoyment,
persuasion, and
the exchange of
information).
1. Students read
a wide range of
print and nonprint texts to
build an
understanding of
texts, of
themselves, and
of the cultures of
the United States
and the world; to
acquire new
information; to
respond to the
needs and
demands of
2. Use a wide
range of
instructional
practices,
approaches, and
methods,
including
technology-based
practices for
learners at
differing stages of
development and
from differing
cultural and
linguistic
backgrounds.
1. Historical
Thinking
Students will
develop historical
thinking skills,
including
chronological
thinking and
recognizing
change over time;
contextualizing,
comprehending
and analyzing
historical
literature;
researching
human response to war in the
novel and in life, particularly in
light of Leper’s escape from war
and emotional breakdown in
Chapter 7. This cyberlesson also
includes listening to the audio
book version of the novel.
Students create and present a
two-voice poem as a Beyond
Reading culminating activity.
society and the
workplace; and
for personal
fulfillment.
Among these
texts are fiction
and nonfiction,
classic and
contemporary
works.
7. Students
conduct research
on issues and
interests by
generating ideas
and questions,
and by posing
problems. They
gather, evaluate,
and synthesize
data from a
variety of sources
(e.g., print and
non-print texts,
artifacts, people)
to communicate
their discoveries
in ways that suit
their purpose and
audience.
8. Students use a
variety of
technological and
information
resources (e.g.,
libraries,
databases,
computer
networks, video)
to gather and
synthesize
information and
to create and
communicate
knowledge.
2.3 Use a wide
range of
curriculum
materials in
effective reading
instruction for
learners at
different stages of
reading and
writing
development and
from different
cultural and
linguistic
backgrounds.
3.1 Use a wide
range of
assessment tools
and practices that
range from
individual and
group
standardized tests
to individual and
group informal
classroom
assessment
strategies,
including
technology-based
assessment tools.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
4.2 Use a large
supply of books,
technology-based
information, and
non-print
materials
representing
multiple levels,
historical sources;
understanding the
concept of
historical
causation;
understanding
competing
narratives and
interpretation;
and constructing
narratives and
interpretation.
2. Local, United
States and
World History
Students will use
historical thinking
skills to develop
an understanding
of the major
historical periods,
issues and trends
in United States
history, world
history, and
Connecticut and
local history.
3. Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
broad interests,
and cultural and
linguistic
backgrounds
order to
understand how
the world came to
be the way it is.
4. Applying
History Students
will recognize the
continuing
importance of
historical thinking
and historical
knowledge in
their own lives
and in the world
in which they
live.
6. Rights and
Responsibilities
Students will
demonstrate
knowledge of the
rights and
responsibilities of
citizens to
participate in and
shape public
policy, and
contribute to the
maintenance of
our
democratic way
of life.
12. Human and
Environmental
Interaction
Students will use
geographic tools
and technology to
explain the
interactions of
humans and the
larger
environment, and
the evolving
consequences of
those interactions.
3.Students apply
a wide range of
strategies to
comprehend,
interpret,
evaluate, and
The teacher will post
appreciate texts.
approximately six different
They draw on
statements relating to key issues their prior
in A Separate Peace on large
experience, their
pieces of post-it chart paper
interactions with
posted around the classroom.
other readers and
(For example, “Each person can writers, their
maintain his or her own internal knowledge of
peace and happiness amidst
word meaning
chaos and confusion in the
and of other
outside world,” which relates to texts, their word
the passage on page 155;
identification
“Everything has to evolve or
strategies, and
else it perishes,” from page 117; their
“We should reinstate the draft;” understanding of
or “Not enlisting in war shows a textual features
lack of patriotism.”) The teacher (e.g., sound-letter
will divide students into small
correspondence,
groups and gives each student a
sentence
colored marker. Student groups structure,
are each assigned to one chart
context,
paper area. Students must “have graphics).
a silent conversation” in which
5. Students
they write their ideas in response employ a wide
to each statement and in
range of
response to others’ statements.
strategies as they
After about seven minutes, the
write and use
teacher asks each group to rotate different writing
to the next chart paper and
process elements
statement. Students again
appropriately to
proceed to write their responses communicate
to the statement written by the
with different
teacher as well as other students’ audiences for a
responses. By the end of the
variety of
activity, all students have
purposes.
responded to all of the teacher11. Students
posted statements as well as
participate as
their peers’ ideas. At the end of knowledgeable,
5. Chalk Talk Activity
Student Groups
(After Chapter 9)
Incorporates reading
and writing
2.1 Use
instructional
grouping options
(individual, smallgroup, wholeclass, and
computer based)
as appropriate for
accomplishing
given purposes.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
2. Local, United
States and
World History
Students will use
historical thinking
skills to develop
an understanding
of the major
historical periods,
issues and trends
in United States
history, world
history, and
Connecticut and
local history.
3. Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came to
be the way it is.
4. Applying
History Students
will recognize the
continuing
importance of
historical thinking
the activity, the teacher (or
student volunteers) read the
“conversation” that has evolved
from the activity, reflecting
students deepening
understandings after considering
others’ ideas and insights.
6. Library Exploration
Incorporates Critical
Inquiry, Visual Arts,
Viewing, Reading and
Writing
After reading Chapter 10,
students will return to the
essential questions of the unit
(What conditions characterize
war and peace? How do humans
strive for peace in times of
conflict? What causes war in
society? How are human beings
impacted by war? What is the
human response to war?)
Students will reflect on these
questions and determine one or
two more specific questions
related to these essential
questions in the context of
WWII. For example, students
might investigate student
protests during WWII, the role
of women on the home front, or
the draft. In the library, students
will investigate their questions
by reading nonfiction texts (See
annotated bibliography) set up
by the teacher and librarian.
These texts contain photos,
propaganda posters, political
cartoons, journal entries, news
clippings, and nonfiction writing
about WWII. Students will
record their new findings and
use these findings to create a
poster to share their learning.
The research activity and poster
will be evaluated with a rubric.
reflective,
creative, and
critical members
of a variety of
literacy
communities.
7. Students apply
knowledge of
language
structure,
language
conventions (e.g.,
spelling and
punctuation),
media
techniques,
figurative
language, and
genre to create,
critique, and
discuss print and
non-print texts.
8. Students use a
variety of
technological and
information
resources (e.g.,
libraries,
databases,
computer
networks, video)
to gather and
synthesize
information and
to create and
communicate
knowledge.
11. Students
participate as
knowledgeable,
reflective,
creative, and
critical members
of a variety of
literacy
and historical
knowledge in
their own lives
and in the world
in which they
live.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
4.2 Use a large
supply of books,
technology-based
information, and
non-print
materials
representing
multiple levels,
broad interests,
and cultural and
linguistic
backgrounds
2. Local, United
States and
World History
Students will use
historical thinking
skills to develop
an understanding
of the major
historical periods,
issues and trends
in United States
history, world
history, and
Connecticut and
local history.
3. Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came to
be the way it is.
4. Applying
Link to Library
Exploration/Poster Project
Rubric
7. Double-Entry Diaries
After reading Chapters 8 and
13
Incorporates reading and
writing
While reading Chapter 8 and
13, students will complete a
double-entry diary graphic
organizer with one column
for recording “Key
Quotation from the Novel”
and the other column for
recording “How this relates
to the significance of the
title.” At the end of the
activity, students will share
their ideas with a partner and
with the whole class. By the
end of the novel, students’
comments on the
significance of the title
should reflect deepened
understanding beyond the
initial reactions noted in
Chapter 8.
communities.
12. Students use
spoken, written,
and visual
language to
accomplish their
own purposes
(e.g., for
learning,
enjoyment,
persuasion, and
the exchange of
information).
3.Students apply
a wide range of
strategies to
comprehend,
interpret,
evaluate, and
appreciate texts.
They draw on
their prior
experience, their
interactions with
other readers and
writers, their
knowledge of
word meaning
and of other
texts, their word
identification
strategies, and
their
understanding of
textual features
(e.g., sound-letter
correspondence,
sentence
structure,
context,
graphics).
6. Students apply
knowledge of
language
structure,
History Students
will recognize the
continuing
importance of
historical thinking
and historical
knowledge in
their own lives
and in the world
in which they
live.
1.4 Demonstrate
knowledge of the
major components
of reading
(phonemic
awareness, word
identification and
phonics,
vocabulary and
background
knowledge,
fluency,
comprehension
strategies, and
motivation) and
how they are
integrated in
fluent reading.
2. Local, United
States and
World History
Students will use
historical thinking
skills to develop
an understanding
of the major
historical periods,
issues and trends
in United States
history, world
history, and
Connecticut and
local history.
3. Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
language
conventions (e.g.,
spelling and
punctuation),
media
techniques,
figurative
language, and
genre to create,
critique, and
discuss print and
non-print texts.
3.Students adjust
their use of
spoken, written,
and visual
language (e.g.,
conventions,
style,
vocabulary) to
communicate
effectively with a
variety of
audiences and for
different
purposes.
7. Students apply
knowledge of
language
Students will divide into groups structure,
of three. Each group will read
language
either “The Artilleryman’s
conventions (e.g.,
Vision” by Walt Whitman, “look spelling and
at this)” by E.E. Cummings
punctuation),
(both poems are in McDougall
media
Littell’s Grade 10 InterActive
techniques,
Reader), or “The Hand of a
figurative
Solider,” by an anonymous
language, and
teenage poet published in Teen
genre to create,
Ink (Copy will be provided by
critique, and
8. Poetry Jigsaw Activity
(Making Intertextual
Connections)
Student Groups
Incorporates reading, writing,
speaking, and listening
The three poems being read all
express personal responses to
war, and offer different
perspectives that appropriately
follow students’ cyberlesson
thinking, research, and
conclusions about the human
response to war in Chapter 7
and throughout the novel.
(See annotated bibliography.)
technology in
order to
understand how
the world came to
be the way it is.
4. Applying
History Students
will recognize the
continuing
importance of
historical thinking
and historical
knowledge in
their own lives
and in the world
in which they
live.
2.1 Use
instructional
grouping options
(individual, smallgroup, wholeclass, and
computer based)
as appropriate for
accomplishing
given purposes.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
4.3 Model reading
and writing
enthusiastically as
valued lifelong
activities.
3. Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came to
be the way it is.
4.Applying
History
Students will
recognize the
continuing
importance of
historical thinking
the teacher). In each group,
students will do the following:
(Activities a-d were presented by
Sheridan Blau at the 2008 Fall
Connecticut Writing Project
conference held at Central
Connecticut State University.
See credits.)
a. Each student in the group
will read the poem
silently.
b. One student will read the
poem out loud, and all
students will mark
portions of the poem that
strike them because they
are powerful or
interesting.
c. Students will take turns
speaking the powerful
lines they marked in
succession to emphasize
the portions of the poem
that “speak” to them, and
to lead students to reread
and observe components
of the poem with
deepened understanding.
d. Students will then
discuss their personal
reactions to the poems.
e. Finally, students will
discuss how the poem
relates to A Separate
Peace. All students will
record their thinking
from parts d. and e. in
their journals.
f. After this fifteen-twenty
minute activity, students
will regroup with new
students in a jigsaw
format to share the poem
(rereading the poem out
loud), their first group’s
response to the poem,
discuss print and
non-print texts.
11. Students
participate as
knowledgeable,
reflective,
creative, and
critical members
of a variety of
literacy
communities.
and historical
knowledge in
their own lives
and in the world
in which they
live.
and their ideas about how
the poem connects to A
Separate Peace. Each
newly formed group will
consist of three students
who have each read a
different poem in the first
part of the activity.
9. Song of War
Incorporates listening,
reading, writing and
speaking
At the beginning of class,
play the audio recording of
the song, “For What It’s
Worth,” by Buffalo
Springfield (See annotated
bibliography). Give students
a copy of the lyrics to the
words, and play the song
again while the students read
the lyrics. Have students
write a 7-minute response to
the song, including how they
think the song relates to the
novel and the unit focus,
“What is the human response
to war?” Have students share
their responses with a
partner, and then discuss
reactions as a whole class.
10.Culminating Project of
Choice
Incorporates reading,
6. Students apply
knowledge of
language
structure,
language
conventions (e.g.,
spelling and
punctuation),
media
techniques,
figurative
language, and
genre to create,
critique, and
discuss print and
non-print texts.
8.Students use a
variety of
technological and
information
resources (e.g.,
libraries,
databases,
computer
networks, video)
to gather and
synthesize
information and
to create and
communicate
knowledge.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
4.2 Use a large
supply of books,
technology-based
information, and
non-print
materials
representing
multiple levels,
broad interests,
and cultural and
linguistic
backgrounds
3.Students adjust 2.2 Use a wide
their use of
range of
spoken, written,
instructional
2. Local, United
States and World
History Students
will use historical
thinking skills to
develop an
understanding of
the major historical
periods, issues and
trends in United
States history,
world history, and
Connecticut and
local history.
3.Historical
Themes Students
will apply their
understanding of
historical periods,
issues and trends
to examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came to
be the way it is.
2. Local, United
States and
World History
and visual
language (e.g.,
conventions,
Some options allow for
style,
student grouping in groups
vocabulary) to
of up to 3. Each student
communicate
must submit evidence of
effectively with a
individual contribution to the variety of
project as well as an
audiences and for
individual reflection, as
different
outlined in the written
purposes.
assignment handout.
6. Students apply
knowledge of
Projects will be graded
language
individually for each student structure,
by the project rubric.
language
conventions (e.g.,
spelling and
Link to Project Rubric
punctuation),
Options:
media
techniques,
 Conduct a mock trial
(dramatization) in which figurative
language, and
Gene is put on trial by
the other boys at the end genre to create,
critique, and
of the novel for injuring
discuss print and
Finny. Add your own
interpretation of how that non-print texts.
8. Students use a
scene would unfold.
variety of
 Create a journal with at
technological and
least four one to twoinformation
page letters written by
one of the characters to a resources (e.g.,
family member reflecting libraries,
databases,
the character’s response
computer
to the conflicts and
networks, video)
events that unfold at
to gather and
Devon Prep and off
synthesize
campus as WWII
information and
continues.(Writing)
to create and
 Write and perform a
communicate
graduation speech that
knowledge.
summarizes the boys’
11. Students
experiences at Devon
participate as
Prep as well as a vision
knowledgeable,
for their future. Decide
who will give the speech. reflective,
writing, visual arts, viewing,
listening and speaking
practices,
approaches, and
methods,
including
technology-based
practices for
learners at
differing stages of
development and
from differing
cultural and
linguistic
backgrounds.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for
the reading and
writing program.
3.3 Use
assessment
information to
plan, evaluate, and
revise effective
instruction that
meets the needs of
all students,
including those at
different
developmental
stages and those
from different
cultural and
linguistic
backgrounds.
Students will use
historical thinking
skills to develop
an understanding
of the major
historical periods,
issues and trends
in United States
history, world
history, and
Connecticut and
local history.
3. Historical
Themes Students
will apply their
understanding of
Historical
periods, issues
and trends to
examine such
historical themes
as ideals, beliefs
and institutions;
conflict and
conflict
resolution; human
movement and
interaction; and
science and
technology in
order to
understand how
the world came
to be the way it is.
4. Applying
History Students
will recognize the
continuing
importance of
historical thinking
and historical
knowledge in
their own lives
and in the world




(Writing and
Dramatization)
Create a Devon Prep
class theme song, with
music and lyrics, that
reflects key elements of
the novel. Be prepared
to play the song and
explain why it is fitting.
Also create a visual
representing the cover of
the CD on which the
song will be included.
(Musical Performance)
Write and enact a
meeting between two
characters in the novel
ten years after the story
is told during the Devon
Prep ten-year class
reunion. Include how or
if the characters have
changed, what they have
done over the past ten
years, and their feelings
and reflections on what
happened in the novel.
(Dramatization)
Conduct a talk show
featuring one or more of
the characters from the
novel. Write the script
for the talk show, and
present it to the class.
Create a modern film
version of one portion of
the novel which includes
two characters who
encounter a similar
conflict as that of Gene
and Finny, but in the
context of Wethersfield
High School. Write the
script and present the
film you create on DVD.
creative, and
critical members
of a variety of
literacy
communities.
12. Students use
spoken, written,
and visual
language to
accomplish their
own purposes
(e.g., for
learning,
enjoyment,
persuasion, and
the exchange of
information).
in which they
live.
TOOLS AND RESOURCES:
Materials
 A Separate Peace by John Knowles (novel)
(audio book version with reader Scott Snively)
 Audio cassette player or DVD player for audio book in cyberlesson activity #4
 CD player or computer play the song “For What It’s Worth,” by Buffalo
Springfield” for song activity #9
 InterActive Reader (McDougall Littell, Grade 10) or printed copies of poems
“look at this)” and “The Artilleryman’s Vision” (See annotated bibliography) for
poetry jigsaw activity #8
 Inspiration Software for cyberlesson activity #4
 Internet Access for Cyberlesson activity #4
 Response Journals for activities #2, 4, and 8
 Large Post-It Chart Paper for chalk talk activity #5
Annotated Bibliography of Nonfiction Texts, Poems and Music Integrated Into the
Unit
Campbell, J. (1989) The Experience of WWII. New York. Oxford University Press.
This comprehensive book offers a variety of brief, informative sections accompanied by
photographs that address the theaters of war, the fighting services, the mobilization of
people, the frontline civilians, the aftermath of war, and special features on warships,
aircraft, weapons, and the impact of war on other nations. This book offers a variety of
information that may answer student-created research questions that pertain to both
WWII and issues addressed in A Separate Peace. This book will be used with activity
#6, “Library Exploration,” which is described under Learning Activities above.
Cummings, E.E. (1926) “look at this).” from Complete Poems 1904-1962
Cummings, who volunteered to serve in the Ambulance Corps in France during World
War I, writes a poem expressing the contrast between expectations and tragic realities of
war through the narrative voice of a soldier reflecting on a war comrade returning home
in a coffin to his mother. This focus on the contrast between the expectations and
realities of war will elicit students’ personal and critical responses to the poem as they
make connections to characterization, conflict and theme in A Separate Peace during
Poetry Jigsaw Activity #8.
Krull, K. (1995) V is for Victory. Alfred A. Knopf, Inc. New York.
This book focusing on various aspects of World War II, including causes, the home front,
soldiers, the Holocaust, Japanese-American internment camps, weapons, the end of the
war, and lasting effects is presented through bright, colorful text pages, photographs,
pictures of artifacts and cartoons in a collage-like format accompanied by text. This
bright and appealing layout will interest students, and the variety of information
presented about World War II both relates to A Separate Peace and will provide a
multitude of new information about the war that may likely answer students’ questions.
The section “In Uniform” provides photographs, postcards and letters of young soldiers
as they prepare to go to war, experience war, and return from war, like Leper in the
novel. Information is presented in brief paragraphs that are appropriate for high school
level reading. This book will be used with activity #6, “Library Exploration.”
Minear, Richard H. (1999) Dr. Seuss Goes to War. New Press. New York.
This collection of World War II editorial cartoons is divided into thematic sections
prefaced by introductory sections discussing “The Home Front,” “Hitler and Nazi
Germany,” “The Rest of the World,” and “Winning the War.” Students will apply
background knowledge and critical literacy skills to interpret various perspectives of the
war. Students may consider how these perspectives reflect characters’ perspectives in A
Separate Peace. This book will be used with activity #6, “Library Exploration.”
New Grolier Encyclopedia of World War II: Behind the Fighting. (1995) Grolier
Educational Corporation. Danbury, Connecticut.
This reference book includes large text appropriate for high school reading levels as well
as engaging photographs that offer informative synopses of the various components that
contributed to fighting World War II. Sections address the advance of technology,
intelligence, war reporting, photography, art, entertainment, prisoners of war, and the end
of the war. These issues may provide answers to student-created research questions.
This book will be used with activity #6, “Library Exploration.”
New Grolier Encyclopedia of World War II: The Home Front. (1995) Grolier
Educational Corporation. Danbury, Connecticut.
This reference book includes large text appropriate for high school reading levels as well
as engaging photographs that offer informative synopses of how the war impacted
Americans on the home front, as well as how Americans responded to war. The section
entitled “Life Under Occupation” might be particularly interesting to students. This book
will be used with activity #6, “Library Exploration.”
Springfield, Buffalo. (1967) “For What It’s Worth. Buffalo Springfield.
The lyrics of this song, although originally written to describe youth protests of antiloitering laws, also communicate realistic human emotions and responses to war. The
emotions such as confusion, paranoia, fear, and inner turmoil mirror many of the
emotions felt by various characters in A Separate Peace, some of whom embrace the war
effort by enlisting, others of whom resist the effort to enlist, and others of whom feel
overwhelmed and confused about how their world is changing as they move toward
adulthood and graduation. Students will share their responses to this song in Activity #9,
Song of War.
Taylor, R. (1992) New England Homefront: World War II. Yankee Books. Camden,
Maine.
This book is a collection of photographs of Americans’ war efforts on the home front.
The photographs are accompanied by written introductions to thematic sections such as
“Incredible Production Feats,” “The Great Scavenger Hunt,” and “Victory.” Captions
describe how students, women, and men supported the troops from manufacturing to
farming to collecting supplies. This text contains numerous photographs of students
aiding the war effort on the home front, which is particularly relevant to A Separate
Peace. This text will be used with activity #6, “Library Exploration.”
Wetall, R. (1985) Children of the Blitz: Memories of Wartime Childhood. Penguin.
Middlesex, England.
This book relates both to students and key elements of A Separate Peace because it offers
insight into children’s and adolescents’ perspectives of WWII from the American home
front and from other countries. The format is a collection of letters and journal entries
written by children and adolescents during war. These first-person accounts from young
people during war address many of the concerns and views shared by characters in A
Separate Peace, including a section on “The Phoney War,” a phrase and perception
expressed by Finny in the novel. This book will be used with activity #6, “Library
Exploration.”
Whitman, Walt. (1860) “The Artilleryman’s Vision.”
This poem draws on the experience of the poet, Whitman, whose brother was wounded in
the Civil War. Whitman traveled to the war front in Virginia to work as a volunteer nurse
during the Civil War. This poem contains vivid imagery and diction to capture the
images and emotions of those who experience war. The poem contrasts and emphasizes
the separate yet connected state of those who are not in the battlefield but who think
about and feel connected to the war from the distance of a more peaceful setting far from
the battlefields. This poem connects to the themes of A Separate Peace, which also
focuses on how the images and realities of war disturb the separate peace the boys try to
maintain on the campus of Devon Prep. Students will share personal responses to the
poem and make connections to A Separate Peace in Poetry Jigsaw Activity #8.
ASSESSMENT
Please note that links to rubrics are provided alongside the description of each unit
activity, and that each rubric is included as a Word document file in the Integrated
Language Arts Unit folder on the submitted CD.
Rubrics with links (Links to each rubric are also attached within the descriptions of
Learning Activities in the Unit):
 Socratic Discussion Circle (See link in description of Activity #3.)
 Cyberlesson Rubric (See link in description of Activity #4)
 Response Journals (See link in description of Activity #2.)
 Library Exploration (See link in description of Activity #6.)
 Project Choice (See link in description of Activity #10.)
CREDITS
Blau, Sheridan. Featured speaker at CT Writing Project Fall 2008 Conference held at
Central Connecticut State University. “What’s Worth Saying About a Literary Work?”
Blau modeled the “jump-in reading,” “pointing,” and “reflection” used in poetry jigsaw
activity #8.
Brozo, W. & Flynt, E. (Oct. 2007). Content literacy: fundamental toolkit elements. The
Reading Teacher (61) 2, 192-195.
Cumming-Potvin, W. (Oct. 2007). Scaffolding, mulitliteracies, and reading circles.
Canadian Journal of Education (30) 2, 483-503.
Elbow, Peter. Writing first! Association for Supervision and Curriculum Development,
9-13.
Foulger, T. & Jimenez-Silva, M. (2007). Enhancing the writing development of English
language learners: teacher perceptions of common technology in project-based
learning. Journal of Research in Childhood Education (22) 2, 109-124.
Glenn, W. (2007, September). Real writers as aware readers: Writing creatively as a
means to develop reading skills. Journal of Adolescent and Adult Literacy (51) 1,
10-18.
Lacina, J. & Watson, P. (Spring 2008). Focus on literacy: effective content teachers for
the middle grades. Childhood Education (84) 3, 159-163.
Tancock, S. and Segedy, J. A comparison of young children’s technology-enhanced and
traditional responses to texts: an action research project. Journal of Research in
Childhood Education (19) 1, 58-64.
Unit Reflection:
Overview of Unit
This unit on A Separate Peace by John Knowles is designed for Sophomore
English classes at Wethersfield High School. This unit is designed for level 1, collegebound students who possess a variety of learning styles and abilities. Although the high
school curriculum has an honors level Humanities course in which the English teacher
and social studies teacher work together to intertwine literacy skills, literature, and
history, no such course exists in the level 1 class. Consequently, this unit is designed to
tie in with the study of World War II in the sophomore social studies curriculum, since
the novel addresses characters’ variety of concerns and responses to enlistment and the
experience of adolescents’ coming-of-age during WWII. In A Separate Peace, a group
of teenage boys find that WWII begins to disrupt their carefree, peaceful existence as
upperclassmen at Devon Prep School in New Hampshire. They must make decisions
about enlistment, how to accept the reality of war, and how to engage in the war effort on
the home front, while also confronting their own social and internal conflicts as they
come of age and move toward adulthood. Issues such as enlistment, American aid of the
war effort on the home front, and Americans’ personal responses to war overseas connect
to the social studies curriculum. Additionally, the unit’s focus on themes of coming-ofage, friendship, rivalry, competition, and honesty are critical aspects of human nature that
will engage tenth graders, who can relate to and offer insights on these themes before,
during, and after reading as they develop their critical thinking, reading and writing skills
in meaningful ways.
How Unit Fits Into Curriculum and to Intended Audience
As outlined in the beginning of the unit, the unit is aligned with the curriculum
objectives and enduring understandings of the Wethersfield High School English and
Social Studies Departments. This unit will incorporate technology to enhance the
attainment of unit objectives and facilitate instruction that acknowledges the
reading/writing connection, the value of cooperative learning, and awareness of diverse
learning styles and abilities. Since sophomores take the Connecticut Academic
Performance Test (CAPT) in the spring, this unit will incorporate active reading
strategies and purposeful learning objectives that reflect an alignment with CAPT reading
and writing competencies.
The study of A Separate Peace supports Language Arts Standard 1, which deals
with reading and responding. Students will explore the guiding question, How do we
understand what we read? Students will apply before reading strategies by responding to
an anticipatory set of questions that focus on key themes in the novel. They will develop
initial reactions during reading by writing in response journals and double-entry diaries.
After reading, students will deepen their understanding; evaluate conflicts, themes, and
characters; and take critical stances about human nature and characters’ actions as they
share ideas in Socratic Discussion literature circles and “chalk talk” collaborative writing
activities. They will support their thinking with textual evidence as they communicate
their interpretations to others in class and consider others’ responses to literature. The
unit will also address Language Arts Standard 2 because students will explore multiple
responses to literature as they consider the novel within the historical context of World
War II and the social context of being adolescents reading about adolescent characters
who are coming-of-age.
When students analyze nonfiction texts through the unit’s cyberlesson and library
research activity, they will be working towards Social Studies Standard 3, “Historical
Themes,” in which students will apply their understanding of the historical circumstances
of WWII, particularly enlistment, American aid on the home front, and American views
on the war to “examine such historical themes as ideals, beliefs and institutions; conflict
and conflict resolution; [and] human movement and interaction.” Students will respond
to how Gene and Finny’s friendship is impacted by the conflicts Gene both imagines and
creates in the novel alongside the internal struggles many of the boys are experiencing as
they try to determine their roles and make decisions about enlisting in WWII. This unit
also supports Social Studies Content standard 4, “Applying History,” because as students
study the universal themes of war, peace, conflict, and honesty in the novel, they will be
doing so in the context of their understanding of these issues during World War II, thus
“recognize[ing] the importance of historical knowledge in their own lives and in the
world in which they live.”
Anticipated Benefits and Challenges
Benefits
I believe that this integrated unit will provide all students an opportunity to
deepen their understanding about key elements of the novel, World War II, and themes of
conflict, war and peace. Students will also be led to reflect on their own lives,
experiences, and knowledge of the world. Together, these deepened understandings will
enable students to better understand and participate in their community and greater world
as thoughtful, literate, inquisitive citizens. The activities in the unit provide students of
varying abilities, learning styles, and interests to demonstrate their strengths and grow as
learners through meaningful literacy activities that engage students through technology,
the incorporation of various learning modes, student-driven inquiry and choice. The
unit’s multicultural component, which includes opportunities for students to investigate
non-American perspectives on war through research about Japanese-American
internment camps, the Holocaust, Europeans’ participation in WWII, the plight of
innocent victims of war abroad, and letters written by children and adolescents from both
the Axis and Ally countries, reminds students that A Separate Peace addresses American
boys’ concerns about and responses to war while encouraging students to seek out
alternate perspectives and view points, many of which are provided through primary
source texts in the Library Exploration Activity (#6), and the cyberlesson web quest
component. I believe that the variety of activities incorporating reading, writing,
listening, speaking, viewing, dramatizing, musically performing, and visually
representing engage students in meaningful ways as they consider not only how the
adolescent characters in A Separate Peace and Americans during World War II respond
to and are impacted by conflict and war that shatters a peaceful existence, but also to
consider how the way people deal with interpersonal and external conflict provides
insights into the coming-of-age experiences to which high school students can relate.
Most importantly, because this unit integrates reading, English, social studies,
technology, and various approaches to learning, this unit reinforces to students that
learning occurs across a variety of content areas and is enhanced when the student takes
initiative to question; consider others’ views; interpret; reflect, revise, and reshape
understandings; draw conclusions and make connections to their own world.
Challenges
As with many engaging and interactive learning activities alongside the reading of
a novel, the activities outlined will take significant amounts of time to be implemented
successfully in addition to the students’ reading of the novel. Therefore, the teacher may
decide to incorporate only some of the abovementioned learning activities in order to be
able to teach other portions of the curriculum. With ten activities listed and some of the
activities involving student presentations, the entire unit could easily span over one
month. The cyberlesson itself would realistically take about three days, as outlined under
“Teacher Tips” in the cyberlesson. Also, computer lab availability and technology
resource availability will impact a teacher’s ability to successfully implement the
cyberlesson, audio book whole-class read aloud, and song response activities.
As mentioned in my peer evaluation rubric reflection, a teacher must be sensitive
to the potential for some students to have parents, siblings, or other family members
currently enlisted in war, or who are veterans returned home from war. Students will
come from households that espouse support of past and current wars, opposition to these
wars, or who have experienced tragedy and violence because of war, particularly students
who are refugees from Eastern European countries. For these reasons, the teacher must
be careful to provide students with balanced perspectives on war and treat the discussion
of post traumatic stress syndrome and enlistment delicately so as not to upset or offend
students.
Discovery (Ah-ha’s) in the Development of the Unit
Creating this unit has led me to learn how to create a cyberlesson, which to me is
one of the most valuable skills I have developed over the course of this project. Now that
I am more comfortable with creating interactive PowerPoint learning activities by
creating hyperlinks and framing activities within the structure of before, during, after and
beyond reading activities, I am eager to continue to create additional cyberlessons for my
students. I know my students will be highly engaged with the technological, visual,
audio and interactive components, and since I just received a SmartBoard in my
classroom, I will even be able to implement components of a cyberlesson in my
classroom without having to sign out the school’s computer lab, which is often times hard
to reserve because of high demand.
Creating this project also encourages me to continue to collaborate with
colleagues across content-specific disciplines to create meaningful lessons for students.
Discussing the social studies curriculum, objectives, frameworks, and instructional
approaches with my colleagues in the social studies department enabled me to align my
unit with another content to enhance students’ learning, make connections to their
learning, and lead them to build stronger skills and awareness of the interconnect nature
of learning and the world. I also enjoyed collaborating with my graduate colleagues, who
offered me valuable feedback and helpful suggestions based on their own teaching
experiences.
Following the unit’s rubric guidelines reminded me of the value of incorporating a
variety of print and nonprint resources into a unit, and of integrating listening, speaking,
viewing and visually representing in addition to the more traditional focus on reading and
writing in the English classroom.
Finally, creating the annotated bibliography of nonfiction resources about World
War II as part of Activity #6, Library Exploration, opened my eyes to the wonderful
nonfiction texts available our school’s library. I was surprised to find that our library
held more than the information-dense, non-visual nonfiction text I was accustomed to
finding in high school libraries of years past. Instead I found many high interest, high
school reading level-appropriate, visually engaging texts that were organized in small
chunks that were not overwhelming to read, and that provided creative presentations of
information as well as selections of primary documents. Not only am I looking forward
to having students discover the engaging and informative texts related to A Separate
Peace in our school library, I now plan on investigating additional available texts that
relate to other literature units. Working in my school’s library for this unit also reminded
me what a valuable resource the school librarian can be. I plan to work with the librarian
in the future to set up learning centers for students, similar to the one I will create for this
unit during the Library Exploration, during other units of study. The librarian also
appreciated my sharing my annotated bibliography from the unit with her to help her
support my instruction.
Consequently, developing this unit has been a worthwhile experience because of
the meaningful, engaging unit I created as well as the new learning I have gained and will
apply to my future teaching and professional development.