E X P E R I E N C E
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Name of Project:
Pride, Purpose, and Perseverance
Subject/Course:
English III AP
Other Subject Areas:
Social Studies, Sociology, Social Work
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Through the study of literature, students will evaluate their unique position in society and explore the ways in
which authors utilize literature to expose race, gender, health, and age discrimination. This process will
encourage authentic self-exploration by requiring students to analyze their own cultural values, articulate their
roles in society, and acknowledge their responsibility in the quest for social equality.
Enduring
Understanding(s)
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Essential Question(s)
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Duration:
Teacher(s): Shundra Brown
8 Weeks
Grade Level: 11
English
Authors use literary techniques and elements to heighten interest, appeal to an audience, and effectively
communicate their message.
Readers make connections in order to better understand themselves and the world around them by
reading a variety of texts and genres.
Authors use a repertoire of strategies that enable them to vary form, style, and structure in order to
write for different purposes, audiences and contexts.
Authors use literature to express their views on the human condition.
Sociology
Social status, race, gender, age, and overall health sometimes determine the ways people are treated and
perceived.
Wealth, socio-economic status, access to resources, political influence, and level of education directly
correlate to the level of power one has in American society.
The definition of the “American Dream” varies from person to person. While it is attainable for all
individuals, some people have to overcome unique obstacles to achieve their goals.
Identifying and exposing social inequality is the only way to eliminate it.
Understanding one’s purpose and committing to positive community service and leadership will
ultimately improve our communities, close the achievement gap, and eliminate social inequality.
English
How do authors use literary techniques and elements to heighten interest, appeal to an audience, and
effectively communicate their message?
How can readers make connections in order to better understand themselves and the world around
them?
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

Which skills assist authors with writing for different purposes, audiences and contexts?
How do writers use literature to represent their views of the human condition?
Sociology
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Are people always treated fairly in our society?

What distinguishes how people are treated?

What creates power in our society?

Which factors determine who has power, and who does not?

Is the “American Dream” attainable for all individuals?

How can individuals positively impact the world around them?
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those
targeted for depth.
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19 B Make complex inferences (e.g. inductive and deductive) about text and use textual evidence to
support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)
2C Relate the main ideas found in a literary work to primary source documents from its historical and
cultural setting.
Supporting Standard
2A Analyze the way in which the theme or meaning of a selection represents a view or comment on the
human condition.
5A Evaluate how different literary elements (e.g., figurative language, point of view) shape the author’s
portrayal of the plot and setting in works of fiction.
5B Analyze the internal and external development of characters through a range of literary devices
5C Analyze the impact of narration when the narrator’s point of view shifts from one character to
another.
5D Demonstrate familiarity with works by authors in American fiction from each major literary period.
7A Analyze the meaning of classical, mythological, and biblical allusion in words, phrases, passages, and
literary works.
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12A Evaluate how messages presented in media reflect social and cultural views in ways different from
traditional texts.
12 D Evaluate changes in formality and tone across various media for different audiences and purposes
13 A Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising,
editing, and publishing) to compose text.
3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw
conclusions about the structure and elements of poetry and provide evidence from text to support their
understanding.
4 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw
conclusions about the structure and elements of drama and provide evidence from text to support their
understanding.
Other Required
Standards to be taught
and assessed: (i.e.
CCRS, Graduate
Expectations, Local
Objectives, etc.)
Authentic Learning
Elements to be
integrated:
Check all that is
targeted in this unit.
21st Century
Skills/NETS to be
taught and assessed:
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E/LAS I. Writing – A – Compose a variety of texts that demonstrate clear focus, the logical development of
ideas in well-organized
paragraphs, and the use of appropriate language that advances the author’s purpose.
CDS II. Foundational Skills – B – Writing across the curriculum.
E/LAS.II.D.1: Describe insights gained about oneself, others, or the world from reading specific texts.
E/LAS.III.B.1: Participate actively and effectively in one-on-one oral communication situations.
E/LAS.III.B.2: Participate actively and effectively in group discussions.
E/LAS.III.B.3: Plan and deliver focused and coherent presentations that convey clear and distinct
perspectives and demonstrate solid reasoning.
E/LAS.V.B.1: Gather relevant sources.
E/LAS.V.B.2: Evaluate the validity and reliability of sources
Provide authentic context that X Provide multiple roles and
X Promote articulation
X
E/LAS.II.C.1: Read a wide variety of texts from American, European, and world literatures.
reflects the way the knowledge
perspectives
E/LAS.II.C.2: Analyze themes, structures, and elements of myths, traditional narratives, and classical
will be used in real-life
and
contemporary
literature.
Provide
authentic
activities
X Support collaborative
X Provide coaching and scaffolding X
E/LAS.II.C.3: Analyze works of literature
for what
they suggest about the historical period and cultural
construction
of knowledge
contexts in
Provide
access
to expert
X Promote reflection
X Provide for authentic assessment X
which they
were
written.
performances
and
the
modeling
of from
learning
within of
theworld
tasks
E/LAS.II.C.4: Analyze and compare the use of language in literary works
a variety
of
processes
cultures.
Creativity and Innovation (NETS 1)
X Information, Media, or ICT Literacy (NETS 3) X
Communication and Collaboration (NETS 2)
X
Life and Career Skills
.
E/LAS.V.B.3: Synthesize and organize informationAeffectively.
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E/LAS.V.B.4: Use source material ethically.
X
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Critical Thinking/Problem Solving (NETS 4)
X
A S S E S S M E N T
Entry Event to
launch inquiry,
engage students:
Digital Citizenship, Technology Operations
and Concepts (NETS 5and 6)
(STAGE 2)
X
page 2
Students will view the following video and post in our wiggio online forum in response to the following questions:
http://www.nytimes.com/video/2009/05/07/us/1194840031120/defining-the-american-dream.html

Are people always treated fairly in our society?

What distinguishes how people are treated?

What creates power in our society?

Which factors determine who has power, and who does not?

Is the “American Dream” attainable for all individuals?
Teacher will instruct students to complete a journal entry to define their “American Dream” and students will discuss
their responses as a group. After sharing, students will read the poem, “A Dream Deferred” by Langston Hughes. The
class will analyze the poem and contemplate the following: What happens to dreams when they are not achieved?
Assessments
Which
factors influence
the ability
to achieve
dreams? What
I do
to be sure
my dreamsCharolotte
become reality?
How can I
Summative
Students
will read
the following
texts:can
“The
Yellow
Wallpaper”by
Perkins
Assessments:
Gilman,
excerpt from “The Bluest Eye” by Toni Morrison, “The Battle Royale” by Ralph
help
others realize their
dreams?
Major Products Ellison, “Story of an Hour” by Kate Chopin, “Luciella Louise Turner” by Gloria Naylor, “A
and/or
Worn Path” by Eudora Welty and “A Raisin in the Sun” by Lorraine Hansberry.
Performances While studying each story, students will analyze the text; respond to critical thinking open
ended response questions, and present specific elements of the text. See attached
assignment sheets for specific roles. Products include videos, artistic posters, investigative
reports, mini-research papers, and formal presentations.
Formative
Students will lead inner/circle outer circle discussions of texts. Teacher will conduct
Assessments
Socratic Seminars to assess understanding and encourage high-level critical thinking.
(During Learning) Additionally students will produce videos, artistic posters, investigative reports, miniresearch papers, formal presentations and portfolios.
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Resources
Needed
Reflection
Methods
Materials:
Computers, Internet Access, Copies of project instructions for each text, copies of each text.
Resources:
Community connections and support.
(Individual,
Group, and/or
Whole Class)
Individuals will create portfolios that include their essays, powerpoints, and pictures of their
unique learning experiences for this unit. Students will be required to write a self-reflection that
analyzes their future goals and chronicles their individual growth.
L E A R N I N G
E X P E R I E N C E S ( S T A G E 3 )
Week 1:
Teacher will distribute the “Get Hired” project to students. Students will use the prose analysis sheet and begin the process of analyzing
the excerpt from “The Bluest Eye” by Toni Morrison. Through guided literary analysis and discussion, students will arrive at the thematic
statement and the tone of the work. Students will complete the “Get Hired” project, pitch their presentations, and the teacher will grade
the products using the rubric.
GET HIRED.docx
After presentations, students will complete the following timed analytical essay:
Analytical Essay
Prompt 1.docx
Week 2:
Teacher will distribute “The Yellow Wallpaper” by Charlotte Perkins Gilman to students. Students will analyze the text and complete the
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following online quiz to assess reading comprehension:
http://www.wwnorton.com/college/english/naal7/exercises/questions.asp?id=C_Gilman
The Yellow Wall
Paper (Autosaved).docx
After mastering comprehension, students will have an inner/circle outer circle discussion of text using the protocols outlined in the
following document:
The View Discussion
Protocols.docx
After a thorough discussion of the text, students will complete the following assignment in collaborative groups:
English III Literature
Project.docx
Week 3:
Teacher will distribute “The Women of Brewster Place” by Gloria Naylor to students. Students will analyze the text and complete the
following assignment to assess understanding and synthesize thematic connections:
Luciella Louise
Turner.docx
After presentations, teacher will conduct a Socratic Seminar to extend critical thinking opportunities and deepen understanding.
Week 4:
Teacher will distribute “The Battle Royale” by Ralph Ellison to students. Students will analyze the text and complete the following online
quiz to assess reading comprehension: http://www.wwnorton.com/college/english/naal7/exercises/questions.asp?id=E_Ellison
Battle Royale.docx
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After analysis, students will complete “The View” inner/circle outer circle discussion activity.
Week 5
Teacher will distribute “A Worn Path” by Eudora Welty to students. Students will watch the following video on the elderly poor:
http://www.nytimes.com/interactive/2007/11/21/us/20071124_MAINE_FEATURE.html
After watching the following video, students will create a journal entry to reflect on the following questions:
• Are people always treated fairly in our society?
• What distinguishes how people are treated?
• What creates power in our society?
• Which factors determine who has power, and who does not?
• Is the “American Dream” attainable for all individuals?
Students will read the following article:
http://www.nytimes.com/2009/01/09/arts/design/09welt.html?_r=2&
After reading, students will have an online discussion to reflect on the following question:
Analyze the ways in which Welty's early interest in photography impacted her writing style.
After reflecting, teacher will conduct Socratic Seminar to encourage critical thinking and foster a deeper understanding of the text.
Week 6
Students will complete on a culminating analytical essay to connect the ideas explored in this unit. Specific instructions are outlined in the
following document:
LDC UNIT 1
Task.docx
Week 7
After identifying and analyzing the impact of social marginalization on individuals, students will write a journal entry to reflect upon their
unique skills and talents. After they have identified their talents, they will then identify their purpose in life. After identifying their unique
talents and purpose, they will decide how they will serve their community to eliminate social injustice. After reflecting, students will sign
up for and complete a volunteer activity to help empower their community.
Week 8
Students will compile a portfolio that consists of essays, journal entries, poetry, pictures, and videos that chronicle their unique
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experiences. They will complete a final reflection to think metacognitively about their personal growth, their community contributions,
and their personal commitment to servant leadership.
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Week 1 Authentic Task “Get Hired” Video Examples:
http://cedarhillcollegiate.tx.chh.schoolinsites.com/?PageName=TeacherPage&Page=16&StaffID=120238
GET HIRED!
You have been contacted by an award winning author to produce and direct a music video that embodies his/her piece of literature. Use
the prose analysis sheet to analyze the literary excerpt for diction, tone, syntax, style, figurative language and thematic statement. After
your analysis, use Animoto or Photo Story to create a 1-3 minute music video for the text. Write a paragraph (7-8 sentences) that
justifies your choices, and prepare to pitch your video to producers. Please note: Several directors are competing for this contract; the
director who most accurately portrays the piece will be hired.
Video must include the following:

Text from the excerpt.

Appropriate Music (no profanity )

Images
Paragraph is persuasive in nature and must consist of:

An explanation of how the images, music, and words selected support the tone of your piece.
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Textual Evidence to support those choices.
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Thorough discussion of the reasoning behind choices.
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Storyboard- multimedia : GET HIRED
Teacher Name: Shundra Brown
Student Name: ________________________________________
25
20
15
0
Content
All of the music,
images, and text
selected unify to
exemplify an
accurate tone of the
passage.
Much of the music,
images, and text
selected unify to
exemplify an
accurate tone of the
passage.
Much of the music,
images, and text
selected unify to
exemplify a
subjectively
debatable tone of the
passage.
Less than half of the
music, images, and
text selected unify to
exemplify a
subjectively
debatable tone of the
passage.
Required
Elements
Storyboard included
all required elements
as well as a few
additional elements.
Storyboard included Storyboard included
all required elements all required
and one additional
elements.
element.
Persuasive
Paragraph
Claim, evidence and
reasoning effectively
persuade intended
audience to hire
director.
Claim, evidence and Claims, evidence
Claims, evidence
reasoning is valid,
and reasoning is not and reasoning is not
but is not persuasive valid.
present.
in nature.
Spelling &
Grammar
No spelling or
grammatical
mistakes on video or
paragraph.
One spelling or
grammatical
mistakes on or
paragraph.
CATEGORY
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Two spelling or
grammatical errors
on the video or in
paragraph.
One or more
required elements
was missing from the
storyboard.
Several spelling
and/or grammatical
errors on the video
or in paragraph.
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Week 1: Assessment Analytical Essay
Think carefully about how Morrison uses diction, imagery, details, figurative language and syntactical structure to
reveal Cholly’s character.
Write an essay analyzing how Morrison uses literary devices to communicate the tone of this literary excerpt.
Be sure to —
• clearly state your thesis
• organize and develop your ideas effectively
• provide relevant and specific evidence from the text
• choose your words carefully
• edit your writing for grammar, mechanics, and spelling
Students may use transitions and templates from the They/Say I Say book for writing assistance.
Literary Device
Diction:
Impact on Tone
Implications about Character
Textual Example:
Diction:
Textual Example:
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Syntax:
Textual Example:
Syntax:
Textual Example:
Details:
Textual Example:
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Week 2 Authentic Tasks
The Yellow Wall Paper Discussion Questions
BIG QUESTIONS

Are people always treated fairly in our society?

What distinguishes how people are treated?

What creates power in our society?

Which factors determine who has power, and who does not?

Is the “American Dream” attainable for all individuals?
• If the gothic explores what we might call the "dark side" of American life, what cultural fears and anxieties do we find expressed here?
How does the form of this literature (especially narrative voice and point of view) help convey these anxieties?
2. Comprehension/Character: Describe the narrator of "The Yellow Wall-paper" as precisely as you can. Why does she spend
all of her time in the nursery? What is "wrong" with her? To what extent does she change over the course of the story?
3. Comprehension Setting/Symbol: Describe the Wall-paper. Why is the narrator both fascinated and repulsed by it? Given
the cultural context of the story, what does the wallpaper symbolize?
4. Comprehension Theme: By the end of the story, the narrator seems to believe she has achieved a victory: " 'I've got out at
last,' said I, 'in spite of you and Jane! And I've pulled off most of the paper, so you can't put me back!' " Do you agree that she has
emerged victorious? If so, in what sense?
5. Context/ Author’s Purpose: How does the narrator's husband, John, treat her? She notes, "He says that with my imaginative
power and habit of story-making, a nervous weakness like mine is sure to lead to all manner of excited fancies, and that I ought to
use my will and good sense to check the tendency." Why does he emphasize her "imaginative power," and to what extent do you
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think Gilman wants us to agree with John's opinion? Think about this in terms of both nineteenth-century anxieties about the
supposed promises of science and the ideals of the cult of true womanhood.
6. Point of View: How might the narrator’s perspective affect the way the reader interprets the story? What details might be
different if the narrator were Omniscient? How would the story change if John were telling it?
Non Fiction Pairing
http://www.library.csi.cuny.edu/dept/history/lavender/whyyw.html
Weekend Quiz Questions: As you read the story, be sure to annotate so that you may construct answers to the following questions.
Once you have written your answers, visit my teacher page, click the Weekend Quiz Link, take the quiz, and email your results to:
shundramonik@aol.com
1.
The narrator first describes the view from her attic room as follows: “I get a lovely view of the bay and a little private wharf
belonging to the estate. There is a beautiful shaded lane that runs down there from the house. I always fancy I see people walking
in these numerous paths and arbors, but John has cautioned me not to give way to fancy in the least. He says that with my
imaginative power and habit of story-making, a nervous weakness like mine is sure to lead to all manner of excited fancies, and
that I ought to use my will and good sense to check the tendency” (810-11 [full ed.] 1686 [shorter ed.]). Consider where her
“imaginative power” leads the narrator by the end of the story, and then explain how passages such as this one contribute to
Gilman’s indictment of the rest cure.
2.
“John says if I don’t pick up faster he shall send me to Weir Mitchell in the fall. But I don’t want to go there at all. I had a friend
who was in his hands once, and she says he is just like John and my brother, only more so!” (812 [full ed.] 1688 [shorter ed.]).
Since she knows that John’s treatment is modeled off of Weir Mitchell’s, what do you think she means by “only more so”?
3.
The first time the narrator contemplates the wall-paper, she describes it as “one of those sprawling flamboyant patterns
committing every artistic sin. It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and
provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide—plunge off at
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outrageous angles, destroy themselves in unheard of contradictions” (809-10 [full ed.] 1685 [shorter ed.]). Remember that this is
from the narrator’s first entry, and then explain how this description foreshadows events that come later in the story. Consider as
well whether this description might also apply to the narrative style of the story: can it be at once “sprawling,” “flamboyant,”
“dull,” and “lame”?
4.
Near the end of the story, the narrator describes how “This bedstead is fairly gnawed!” and speculates that the children that used
to live in the room “did tear about here!” and damaged it (818 [full ed.]1694 [shorter ed.]). Eight paragraphs later she reveals that
in trying to push the nailed-down bed, “I got so angry I bit off a little piece at one corner¾but it hurt my teeth” (819 [full ed.]).
Relate this example of delayed or unreliable narration to other moments in the story in which she contradicts an earlier entry or
denies her own actions.
5.
Account for the story’s final lines: “He stopped short by the door. ‘What is the matter?’ he cried. ‘For God’s sake, what are you
doing!’ I kept on creeping just the same, but I looked at him over my shoulder. ‘I’ve got out at last,’ said I, ‘in spite of you and
Jane! And I’ve pulled off most of the paper, so you can’t put me back!’ Now why should that man have fainted? But he did, and
right across my path by the wall, so that I had to creep over him every time!” (819 [full ed.] 1695 [shorter ed.]). What do you think
has happened? Who is Jane?
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Week 2 “The Yellow Wallpaper” Assessment Tasks
Please note that all powerpoint/ prezi presentations must be creative, neat, and visually attractive!
Exploring
Characters & Point of View




Create a powerpoint/prezi
presentation that describes each
character in the story.
Explain whether each character is
dynamic, static, flat or round. Use
textual evidence to support your
answer.
Decide which factors motivate each
character. Use textual evidence to
support your answer.
What type of conflict does the
protagonist face? Internal or
external?
Choose one paragraph from the story
and rewrite it from third person point
Exploring
Diction & Tone
Create a powerpoint/prezi that will
highlight one of the tone words from the
list provided. Powerpoint must include:
1. The tone word you have slected.
2. A definition of the word that does
not include the word itself in the
definition.
3. At least 10 words from the story
with connotations that exemplify
the tone.
4. At least 3 pictures that reflect the
tone.
5. At least 3 direct quotes from the
story that mirror the tone.
6. Be sure that all illustrations, colors,
letterings etc. accurately display the
tone.
of view. Take the same paragraph and
rewrite it from another character’s
point of view. Justify the changes made
in each draft.
Exploring
Setting & Cultural Context
Exploring
Syntax & Style
You are the doctor. Diagnose the narrator’s
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medical condition. Find and print three
articles that support your diagnosis.
(These must be turned in the day prior to
your presentation.) Create a presentation
in which you present your findings to the
class.
Complete the Syntax Analysis Chart.
Identify the types of sentences the author
uses and make inferences about how those
sentence types contribute to the tone of the
text. Create a multimedia presentation to
present 5 of the most powerful sentences
to the class.
Exploring
Characters & Point of View
My notes from this section:
Exploring
Setting & Cultural Context
My notes from this section:
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Exploring
Diction & Tone
My notes from this section:
Exploring
Syntax & Style
My notes from this section:
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Characters & Point of View
Student Assignment Completion Checklist
Diction & Tone
Story Title:_______________________
Story Title:_______________________
Date Complete: ____________________
Date Complete: ____________________
Grade:__________________________
Grade:__________________________
TeaCher Comments:
TeaCher Comments:
Setting & Cultural Context
Syntax & Style
Story Title:_______________________
Story Title:_______________________
Date Complete: ____________________
Date Complete: ____________________
Grade:__________________________
Grade:__________________________
TeaCher Comments:
TeaCher Comments:
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Oral Presentation Rubric : English III Literary Analysis
Presentation
20
15
10
5
Content
Shows a full
understanding of the
literary concept
explored, uses
relevant examples,
and meets all
expectations
designated in
assignment.
Powerpoint is
exceptionally
attractive and
creative.
Shows a good
understanding the
literary concept
explored, uses
relevant examples,
and meets most
expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Shows a good
understanding of
parts of the literary
concept explored,
uses relevant
examples, but still
meets expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Does not seem to
understand the the
literary concept
explored, uses
inaccurate
examples, but
attempts to meet
expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Comprehension
Student is able to
accurately answer all
questions posed by
classmates about
the topic.
Student is able to
accurately answer
most questions
posed by classmates
about the topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Student is unable to
accurately answer
questions posed by
classmates about
the topic.
Vocabulary
Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words
that might be new to
most of the
audience.
Uses vocabulary
appropriate for the
audience. Includes
1-2 words that might
be new to most of
the audience, but
does not define
them.
Uses vocabulary
appropriate for the
audience. Does not
include any
vocabulary that
might be new to the
audience.
Uses several (5 or
more) words or
phrases that are not
understood by the
audience.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the room
during the
presentation.
Stands up straight
and establishes eye
contact with
everyone in the room
during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
CATEGORY
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Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 9485%) of the time.
Mispronounces no
more than one word.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.
Week 2 “The View” Authentic Task
The View Discussion Protocols
Show Hosts ( 6 maximum Inner Circle)
Time Maximums- no one person may speak more than two minutes at a time. In written and oral communication, it is important to
be clear, concise, and effective when responding to questions and comments.
Substantial Input- all input must be valid and relevant to the proposed topic. Off topic discussions will not receive points. Promoting
miscellaneous discussions will result in point deductions.
Supported Opinions- all opinions must be supported by textual evidence. Comments that can not be backed with textual evidence
will not receive points. Persistent unsupported banter will result in point deductions.
Respectful Exchanges-scholarly discussions must remain professional in nature. You may disagree with a person’s opinions without
personally attacking the individual. NO PROFANITY.
Adherence to Questions- Discussions are based on literary analysis that will be guided by discussion questions. Stick to the script!
Show Guests (Outer Circle)
 Annotate text while discussion is in progress.
 Refine answers to discussion questions.
 Tweet audience input to class twitter page. **Twitter usage is at teacher discretion.
 Pay close attention to inner circle discussions.
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Oral Presentation Rubric : The View
Teacher Name: Shundra Brown
Student Name: ________________________________________
5
4
3
2
Time-Limit
Adheres to set time
limits 100% of the
time.
Adheres to set time
limits 80% of the
time.
Adheres to set time
limits 70% of the
time.
Does not adhere to
time limits.
Comprehension
Student is able to
accurately answer
almost all questions
posed by classmates
about the topic.
Student is able to
accurately answer
most questions
posed by classmates
about the topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Student is unable to
accurately answer
questions posed by
classmates about
the topic.
Stays on Topic
Stays on topic all
(100%) of the time.
Stays on topic most Stays on topic some It was hard to tell
(99-90%) of the time. (89%-75%) of the
what the topic was.
time.
Uses Complete
Sentences
Always (99-100% of
time) speaks in
complete sentences.
All claims were
supported by textual
evidence.
Mostly (80-98%)
speaks in complete
sentences. Most
claims were
supported by textual
evidence.
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Sometimes (70-80%) Rarely speaks in
speaks in complete complete sentences.
sentences.
Rarely refers to text.
Occassionally refers
to the text.
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Content
Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
Does not seem to
understand the topic
very well.
Listens to Other
Presentations
Listens intently.
Does not make
distracting noises or
movements.
Listens intently but
has one distracting
noise or movement.
Sometimes does not
appear to be
listening but is not
distracting.
Sometimes does not
appear to be
listening and has
distracting noises or
movements.
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared but
might have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the room
during the
presentation.
Stands up straight
and establishes eye
contact with
everyone in the room
during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Substantial Input
at least three
responses that are
valid and relevant to
the proposed topic.
at least two
responses that are
valid and relevant to
the proposed topic.
at least two
at least two
responses that are
responses.
valid and relevant to
the proposed topic.
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Slouches and/or
does not look at
people during the
presentation.
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Week 3 Authentic Assessment Tasks
Please note that all powerpoint/ prezi presentations must be creative, neat, and visually attractive!
Exploring
Characters & Point of View




Create a powerpoint/prezi
presentation that describes each
character in the story.
Explain whether each character is
dynamic, static, flat or round. Use
textual evidence to support your
answer.
Decide which factors motivate each
character. Use textual evidence to
support your answer.
What type of conflict does the
protagonist face? Internal or
external?
Exploring
IRONY
Research and define the types of Irony
used in literature. Identify the types of
irony used in this passage and create a
multimedia presentation that includes.
7. A definition of all types of irony
used in the story.
8. The type of irony presented in the
passage.
9. Textual evidence to support your
irony selection.
10. A thorough explanation of how the
usage of irony impacts the reader’s
emotions.
In a “Letter to Mommy” or a “Letter to
Daddy” rewrite an account of the
story’s conclusion from Serena’s point
of view. Be sure to use diction, syntax,
images, details and language that
reflect her age while creating an
appropriate tone.
Exploring
Setting & Cultural Context
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Thematic statement
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You are an investigative reporter. Research
Write a thematic statement to express the
and explore the social factors that cause
themes explored in “Luciella Louise
poverty. Print one credible article that
Turner.” Create a poster collage that
explores this topic and then write an
includes pictures, newspaper clippings,
investigative report (One page MLA
and excerpt from the text to support your
FORMAT) that explains how poverty
thematic statement. PLEASE NOTE: This
contributed to Luciella’s actions. You may
story comes from a book entitled “The
record yourself delivering the investigative
Women of Brewster Place” by Gloria
report to the class.
Naylor. Researching the book will be
helpful in determining the theme.
Exploring
Characters & Point of View
My notes from this section:
Exploring
Setting & Cultural Context
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Exploring
Diction & Tone
My notes from this section:
Exploring
Syntax & Style
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My notes from this section:
Characters & Point of View
My notes from this section:
Student Assignment Completion Checklist
Diction & Tone
Story Title:_______________________
Story Title:_______________________
Date Complete: ____________________
Date Complete: ____________________
Grade:__________________________
Grade:__________________________
TeaCher Comments:
TeaCher Comments:
Setting & Cultural Context
Syntax & Style
Story Title:_______________________
Story Title:_______________________
Date Complete: ____________________
Date Complete: ____________________
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Grade:__________________________
Grade:__________________________
TeaCher Comments:
TeaCher Comments:
Oral Presentation Rubric : English III Literary Analysis
Presentation
20
15
10
5
Content
Shows a full
understanding of the
literary concept
explored, uses
relevant examples,
and meets all
expectations
designated in
assignment.
Powerpoint is
exceptionally
attractive and
creative.
Shows a good
understanding the
literary concept
explored, uses
relevant examples,
and meets most
expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Shows a good
understanding of
parts of the literary
concept explored,
uses relevant
examples, but still
meets expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Does not seem to
understand the the
literary concept
explored, uses
inaccurate
examples, but
attempts to meet
expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Comprehension
Student is able to
accurately answer all
questions posed by
classmates about
the topic.
Student is able to
accurately answer
most questions
posed by classmates
about the topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Student is unable to
accurately answer
questions posed by
classmates about
the topic.
Vocabulary
Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words
that might be new to
most of the
audience.
Uses vocabulary
appropriate for the
audience. Includes
1-2 words that might
be new to most of
the audience, but
does not define
them.
Uses vocabulary
appropriate for the
audience. Does not
include any
vocabulary that
might be new to the
audience.
Uses several (5 or
more) words or
phrases that are not
understood by the
audience.
CATEGORY
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Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the room
during the
presentation.
Stands up straight
and establishes eye
contact with
everyone in the room
during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 9485%) of the time.
Mispronounces no
more than one word.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.
Luciella louise turner Discussion Questions
BIG QUESTIONS

Are people always treated fairly in our society?

What distinguishes how people are treated?

What creates power in our society?

Which factors determine who has power, and who does not?

Is the “American Dream” attainable for all individuals?
Weekend Quiz Questions
1. How did Ciel resolve the issue of the new baby? Respond using claim, evidence, and reasoning.
2. The author reveals that Ciel became “terribly possessive of Serena” as the story approached its turning point. What
motivated her sudden protective nature? How does this information foreshadow future events? Respond using claim,
evidence, and reasoning.
3. Mattie suggests that Ciel teach Serena “[her] name” because she will “…use it more…” What does this indicate about
Eugene’s character? What does this imply about Mattie’s perspective of Ciel’s current situation?
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4. Describe precisely what happened to Serena. Respond using claim, evidence, and reasoning.
5. Authors often embed symbols in literature. Which symbols are present in “Luciella Louise Turner”? Give a thorough
explanation of the symbol, what it represents, and how it impacts the overall theme of the text. Respond using claim,
evidence and reasoning.
Week 4 “The Battle Royale”
Please note that all powerpoint/ prezi presentations must be creative, neat, and visually attractive!
Exploring
Characters & Point of View




Create a powerpoint/prezi
presentation that describes each
character in the story.
Explain whether each character is
dynamic, static, flat or round. Use
textual evidence to support your
answer.
Decide which factors motivate each
character. Use textual evidence to
support your answer.
What type of conflict does the
protagonist face? Internal or
external?
Exploring
IRONY
Research and define the types of Irony
used in literature. Identify the types of
irony used in this passage and create a
multimedia presentation that includes.
11. A definition of all types of irony
used in the story.
12. The type of irony presented in the
passage.
13. Textual evidence to support your
irony selection.
14. A thorough explanation of how the
usage of irony impacts the reader’s
emotions.
In a “Letter to Mommy” or a “Letter to
Daddy” rewrite an account of the
story’s conclusion from Serena’s point
of view. Be sure to use diction, syntax,
images, details and language that
reflect her age while creating an
appropriate tone.
Exploring
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Thematic statement
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Setting & Cultural Context
Write a thematic statement to express the
themes explored in “Luciella Louise
Turner.” Create a poster collage that
includes pictures, newspaper clippings,
and excerpt from the text to support your
thematic statement. PLEASE NOTE: This
story comes from a book entitled “The
Women of Brewster Place” by Gloria
Naylor. Researching the book will be
helpful in determining the theme.
Exploring
Characters & Point of View
My notes from this section:
Exploring
Setting & Cultural Context
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Exploring
Diction & Tone
My notes from this section:
Exploring
Syntax & Style
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My notes from this section:
Characters & Point of View
My notes from this section:
Student Assignment Completion Checklist
Diction & Tone
Story Title:_______________________
Story Title:_______________________
Date Complete: ____________________
Date Complete: ____________________
Grade:__________________________
Grade:__________________________
TeaCher Comments:
TeaCher Comments:
Setting & Cultural Context
Syntax & Style
Story Title:_______________________
Story Title:_______________________
Date Complete: ____________________
Date Complete: ____________________
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Grade:__________________________
Grade:__________________________
TeaCher Comments:
TeaCher Comments:
Oral Presentation Rubric : English III Literary Analysis
Presentation
20
15
10
5
Content
Shows a full
understanding of the
literary concept
explored, uses
relevant examples,
and meets all
expectations
designated in
assignment.
Powerpoint is
exceptionally
attractive and
creative.
Shows a good
understanding the
literary concept
explored, uses
relevant examples,
and meets most
expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Shows a good
understanding of
parts of the literary
concept explored,
uses relevant
examples, but still
meets expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Does not seem to
understand the the
literary concept
explored, uses
inaccurate
examples, but
attempts to meet
expectations
designated in
assignment.
Powerpoint is neat
and attractive.
Comprehension
Student is able to
accurately answer all
questions posed by
classmates about
the topic.
Student is able to
accurately answer
most questions
posed by classmates
about the topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Student is unable to
accurately answer
questions posed by
classmates about
the topic.
Vocabulary
Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words
that might be new to
most of the
audience.
Uses vocabulary
appropriate for the
audience. Includes
1-2 words that might
be new to most of
the audience, but
does not define
them.
Uses vocabulary
appropriate for the
audience. Does not
include any
vocabulary that
might be new to the
audience.
Uses several (5 or
more) words or
phrases that are not
understood by the
audience.
CATEGORY
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Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the room
during the
presentation.
Stands up straight
and establishes eye
contact with
everyone in the room
during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 9485%) of the time.
Mispronounces no
more than one word.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.
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Battle royale Discussion Questions
BIG QUESTIONS

Are people always treated fairly in our society?

What distinguishes how people are treated?

What creates power in our society?

Which factors determine who has power, and who does not?

Is the “American Dream” attainable for all individuals?
Discussion Questions (Due in class on Wednesday)
6. The narrator is looking back twenty years on the events of the story. What effect does that fact have on the narrator and on
the reader? Use claim, evidence, and reasoning.
7. What does the scene with the naked woman tell us about the white men in the city? About the young African-American
men? Use claim, evidence, and reasoning.
8. How is the Battle Royale a metaphor for U.S. racial relations at the time? Use claim, evidence, and reasoning.
9. How does the narrator want us to view his prize of the scholarship? Use claim, evidence, and reasoning.
10. What message does the narrator finally learn from his grandfather? Use claim, evidence, and reasoning.
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PLEASE NOTE: THE LINK TO THE WEEKEND QUIZ CAN BE FOUND ON WIGGIO. THE WEEKEND QUIZ IS
ONLINE. Submit it to: shundramonik@aol.com
http://www.wwnorton.com/college/english/naal7/exercises/questions.asp?id=E_Ellison
1.
Here are the last words of the protagonist’s grandfather, which afterwards he comes to regard as a curse: “Son, after I’m gone I
want you to keep up the good fight. I never told you, but our life is a war and I have been a traitor all my born days, a spy in the
enemy’s country ever since I give up my gun back in the Reconstruction. Live with your head in the lion’s mouth. I want you to
overcome ‘em with yeses, undermine ‘em with grins, agree ‘em to death and destruction, let ‘em swoller you till they vomit or
bust wide open” (2305 [full ed.] 2430 [shorter ed.]). Paraphrase what his grandfather is telling him to do, and why it is so
shocking to his family.
2.
Before the battle royal, the leading white citizens of the town present the fighters with a naked white woman who dances in front
of them: “The hair was yellow like that of a circus kewpie doll, the face heavily powdered and rouged, as though to form an
abstract mask, the eyes hollow and smeared a cool blue, the color of a baboon’s butt. I felt a desire to spit upon her as my eyes
brushed slowly over her body. Her breasts were firm and round as the domes of East Indian temples, and I stood so close as to
see the fine skin texture and beads of pearly perspiration glistening like dew around the pink and erected buds of her nipples. I
wanted at one and the same time to run from the room, to sink through the floor, or go to her and cover her from the eyes of the
others with my body; to feel the soft thighs, to caress her and destroy her, to lover her and murder her, to hide from her, and yet
to stroke where below the small American flag tattooed upon her belly her thighs formed a capital V” (2307 [full ed.] 2432
[shorter ed.]). Consider the horribly public nature of this description: the protagonist is gazing on the dancer while drunken
whites leer at his gazing. Then interpret the language of this passage: why does he feel so many conflicting emotions? Why do
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both “East Indian” and “American” appear in the passage? What do the leading white citizens hope will happen as a result of
taunting the fighters with this dancer?
3.
After the battle royal, the protagonist and the other fighters are made to scramble for coins on an electrified rug. At one point he
grabs hold of a chair leg on which a white he recognizes is seated: “It was Mr. Colcord, who owned a chain of movie houses and
‘entertainment palaces.’ Each time he grabbed me [to throw him on the rug] I slipped out of his hands. It became a real struggle.
I feared the rug more than I did the drunk, so I held on, surprising myself for a moment by trying to topple him upon the rug. It
was such an enormous idea that I found myself actually carrying it out” (2311-12 [full ed.] 2437 [shorter ed.]). This is only one of
a number of “accidental” actions that he takes during the chapter. Using what you know of those other actions, interpret what he
means by “enormous” in this passage, and what these accidents have to do with his grandfather’s dying words.
4.
“That night I dreamed I was at a circus with him and that he refused to laugh at the clowns no matter what they did. Then later
he told me to open my briefcase and read what was inside and I did, finding an official envelope stamped with the state seal; and
inside the envelope I found another and another, endlessly, and I thought I would fall of weariness. ‘Them’s years,’ he said. ‘Now
open that one.’ And I did and in it I found an engraved document containing a short message in letters of gold. ‘Read it,’ my
grandfather said. ‘Out loud!’ ‘To Whom It May Concern,’ I intoned. ‘Keep This Nigger-Boy Running.’ I awoke with the old man’s
laughter ringing in my ears” (2314 [full ed.] 2440 [shorter ed.]). Provide an explanation for each element of the protagonist’s
dream: clowns, envelopes, document, message. Why does his grandfather want him to read the message “Out loud!”?
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Week 6: Research/Analytical Essay
How do writers use literature to represent their views of the human condition? After reading and analyzing
various works of American literature, write an analytical essay in which you define social marginalization and
explain how authors use literature to make a comment on the human condition. Support your discussion with
evidence from the text(s). What conclusions can you draw about the impact of social marginalization on
American Literature?
Each student must complete the following:
Research: Students must find and print two credible articles on Social Marginalization.
Planning Sheet: Each student must complete a graphic organizer that represents the way the analytical essay will be organized. Graphic
organizer is due in class on Monday October 15, 2012. (One Homework Grade)
Outline: Each student must turn in a typed outline of their analytical essay. Typed outline is due in class on Monday October 15, 2012.
(One Homework Grade)
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Rough Draft: Each student must complete a rough draft of their essay. This draft is due in class on Friday October 19, 2012. (One Quiz
Grade)
Final Draft: Due in class Wednesday October 24, 2012. (Three Quiz Grades)
Please remember:

All papers must be in MLA Format. Google MLA Format to be sure that your paper is formatted correctly. Also note that MLA Format
requires you to CITE all works from other authors. YOU MUST INCLUDE A WORKS CITED PAGE FOR THIS ASSIGNMENT.
http://owl.english.purdue.edu/owl/resource/747/01/

Any type of plagiarism will result in a 0 for all parts of this assignment.

You are highly encouraged to use your open ended responses from this unit to craft your paper.

You must use key academic vocabulary terms: examples- protagonist, dynamic character, thematic statement, cultural context, setting
etc.

Use your They/Say I Say books for help with transitions and academic writing strategies.

You will be graded using the STAAR Analytical Essay Rubric. You have a copy of it in your binder.
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OUTLINE
1) Introduction. (Includes your thesis) Be sure to address the following question: How do writers use literature to represent their views of
the human condition? Your introduction should also define social marginalization and explain how it is illustrated in the texts we have
read thus far.
i) TEXT A- What view of the human condition is expressed in the text?
(a) Claim: How is that view illustrated in the text?
(b) Evidence: Textual Evidence to support the claim.
(c) Reasoning: How are these views evidence of social marginalization in America?
ii) TEXT B- What view of the human condition is expressed in the text?
(a) Claim: How is that view illustrated in the text?
(b) Evidence: Textual Evidence to support the claim.
(c) Reasoning: How are these views evidence of social marginalization in America?
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iii) TEXT C- What view of the human condition is expressed in the text?
(a) Claim: How is that view illustrated in the text?
(b) Evidence: Textual Evidence to support the claim.
(c) Reasoning: How are these views evidence of social marginalization in America?
2) Conclusion: What conclusions can you draw about the impact of social marginalization on American literature?
Composing the Essay

Depending how complex it is, there are several different ways to present your argument. Often the best first step is to develop an outline
and examine it to ensure that the ideas are structured in a clear and consistent way.

Develop a clear, focused thesis statement and keep this focus in each paragraph.

Each paragraph should contribute to the development of your argument.

Present your ideas in a natural order. The ideas should be clear, coherent and flow in a logical order.

Use evidence or examples from the text in each paragraph.

Ensure that your analysis is thorough. Did you consider all opposing arguments? Are you making inferences that are questionable?

Essays must be five paragraphs. No more, no less. A paragraph is at least 5 sentences.

You must use transitions that are appropriate for this writing task.

The tone of your essay must be appropriate for an academic audience.
Videos of activities in action:
Socratic Seminar
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http://www.youtube.com/watch?v=FOG6SndYOOs
WeWEE
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