Classroom Activities
Objectives
This unit will focus on the nature and the power of language. Specifically, Florida Sunshine State Standards regarding Language and Literature. In the lesson plans that follow, the standards will be listed and there is an annotated list of Standards at the end of this unit. Even though I am going to do this through the examination of animate objects, I will use those things to help the student understand and recognize literary devices which are so crucial to comprehension. This unit will go beyond the most basic level of comprehension, the fundamental events in a story or a film. It will seek to understand the relationships between literary elements and how the author's style, tone, and background contribute to richness or lack thereof in the piece. The progression of our Native American things, connected to the short stories and poetry will help the student explain the elements of literature that prompt a personal response. It is that personal response, the ability to recognize, and recreate these literary devices that will determine the unit's success.
Enduring Understandings
Enduring Understandings are the big ideas of the unit taken directly from the Duval County Public Schools English I Curriculum. This unit was created with these understandings in mind to reach the objectives in the culminating writing event.
- Reading influences life; it is an interactive and individual activity between reader and text.
- Vocabulary affects comprehension.
- Fluency affects comprehension.
- Writing is a process that influences life.
- Listeners recognize the viewpoints of others.
- Literature provokes a response.
- Literary works reflect the culture that shaped them.
Essential Questions
The Essential Questions, again taken directly from the DCPS English I Curriculum, are designed to help the student uncover and internalize the Enduring Understandings. These questions will surface repeatedly in this unit's classroom activities. I believe these understandings and questions are the crucial foundation of a unit. If we can get the student to embrace them through innovative units and content, the student will not only increase a standardize test score but may very well become a life-long learner. Instilling the love of learning for the unmotivated student must happen first before test scores will budge.
- How does the reader interact with the short story?
- How does knowledge of literary elements promote comprehension and retention?
- How does the reader evaluate the effective use of literary elements?
- What varying techniques and strategies might a reader choose to utilize while engaged in reading short stories?
- How does an effective writer use the writing process to produce or respond to a short story?
- What is the importance of examining recurring themes across texts?
- What is the relationship between the author of a piece of literature and his/her personal experiences?
- How does intensive study of a genre or author deepen one's understanding of and appreciation for that particular genre or author?
Lesson 1: What Things Do I Have?
Standards
The Sunshine State Standards that will begin this lesson are LA.E.1.4.1, LA.E.1.4.3, and LA.E.1.4.5. See the Appendix for the complete listing and description.
Materials
- Construction paper, several sheets in 5 different colors.
- Letter to parent/guardian.
- Large index cards.
- Glue sticks.
Procedures
Using guided questioning and the things already in the classroom, involve the students in categorizing the things around them and on them. Guide to end up with a category of tools/utilitarian and the four Townsend categories discussed at length in the Rationale of this unit. Focus on what it is specifically about the thing that makes it one category or another. Assign each category a color and post it prominently in the classroom. Distribute the letter to the parent/guardian asking for their participation and the 2 large index cards each. Parent/guardian and student will choose an item from their home, either draw it or glue a picture of it on one card and on the lined side of the other card, describe it. What is it? Describe it as if we could not see it. Into which category does it belong? Why?
Close
Students (and the parent/guardian if they wish) will present the item to the class, mount their cards on the appropriate colored construction paper and place on the wall in the proper category. During this close, the teacher will be able to introduce simple literary elements in the student's description of their item. In addition, the teacher will examine with the students how they wrote supporting detail. The teacher will introduce the rubric for short and extended response including focus, organization, supporting detail, and conventions.
Assessment
Based on the rubric, students will peer grade the item descriptions for supporting detail only.
Lesson 2: Look at the Art and Tell the Story
Standards
In addition to the standards addressed in Lesson 1 and LA.D.2.4.5, LA.A. 2.4.1, and LA.A.2.4.2, this lesson will cross disciplines into the Visual Arts standards VA.B.1.4.2, VA.B.1.4.3, VA.B.1.4.4, VA.D.1.4.1, VA.D.1.4.2, VA.D.1.4.3, VA.C.1.4.1, VA.C.1.4.2.
Materials
- LCD projector and screen
- Emanuel Leutze's Westward the Course of Empire Takes its Way 1861
- John Gast's Amerian Progress 1872
- Robert Lindeneux's Trail of Tears 1942
- Outline and number characters in painting.
- Flip chart and markers
Procedures
The teacher will help the students analyze the painting using four basic art concepts; color, setting, sense of movement, and balance. In the course of that discussion, the theme of the painting will emerge as well as the painter's point of view and purpose. The students will then create a script of dialogue for the characters in the painting. The teacher will ask the students one by one who they think their character is and what might they be thinking or saying at this particular moment. As the teacher writes the script on the flip chart, the students will write it on their own paper. Then, the students will physically assume the positions of each of the characters in the painting then read the script. This may take more than one day because it will be important to do this exercise with two paintings one of which must be the "Trail of Tears."
Close
The teacher will connect the previous writing about things to the supporting detail expressed after viewing the painting. The closing will introduce artist's point of view, purpose, and the culture surrounding both.
Assessment
This is an informal assessment based the student's ability to match dialogue with the evidence of events in the painting.
Lesson 3: The Ancient Things
Standards
In addition to the standards in the previous lessons LA.C.1.4.1, LA.C.1.4.3, LA.A.2.4.3, LA.A.2.4.7, and LA.A.2.4.8 are added to the unit at this point.
Materials
- LCD projector and screen.
- Internet access and quality speakers.
- Slides from a variety of sources (see Teacher Resources for suggestions).
- Printed photos of ancient artifacts laminated.
- Construction paper in the same 5 colors as the thing-categories developed at the beginning.
- "Wasn't that a party? No, a glitzy funeral." By Desiree Cooper, Detroit Free Press
Procedures
Part I of this lesson will be a slide show and discussion of some of these ancient artifacts. The class will practice with the teacher analyzing the artifacts, making inferences and drawing conclusions about what they are and for what they were used. Most of these artifacts will have to do with death, burial ceremonies and beliefs and status within the ancient community. Then the students will each or in a small group receive a laminated photo to determine what it is. Students will describe the artifact; categorize it and using supporting detail write a paragraph about how it was used and what it meant. These will be discussed as a class and upon consensus, placed on the wall in the proper category of thing.
Part II of this lesson involves a commentary written by a columnist for the Detroit Free Press which also aired on National Public Radio (see Teacher Resources for the link to obtain a copy and hear the story on NPR). After reading the article, either as a class or individually, students will discuss the content in a Socratic circle. Questions to focus on are reliability, similarities to the ancient artifacts viewed and personal opinion regarding these current-day funerals.
Next, the students will listen to the reporter's commentary on her story through National Public Radio. Here we will discuss and identify the author's point of view, and discuss the student's opinions after reading and listening to determine how the spoken word and written word may produce different perceptions on behalf of the reader/listener.
Close
What have the students done so far? First, they have used evidence from pictures to make a statement or an opinion with valid supporting detail. They have described things that are either personal to them using basic literary devices such as simile. They have discovered metaphor through the ancient artifacts and have connected those metaphors to their own things. They have moved into listening and reading non-fiction for comparisons, point of view, opinion, and audience. Next, we will take these things and read a story.
Assessment
Two formal assessments will be counted here; first the individual or group description of the artifact utilizing the short and extended response rubric including focus, organization, supporting detail, and conventions. The second assessment will ask the student to write their opinion of the gang funerals in Detroit using supporting detail from the text, the commentary, and any connection to their own lives.
Lesson 4: "Because My Father Always Said He was the only Indian who saw Jimi Hendrix Play 'The Star Spangled Banner' at Woodstock"
Standards
In addition to the standards in all previous lessons, LA.A.1.4.1, LA.A.1.4.2, LA.A.1.4.4, LA.D.2.4.2, LA.E.1.4.1, LA.E.1.4.3, LA.E.1.4.5, LA.E.2.4.1, LA.E.2.4.2, and LA.E.2.4.6 are included to begin the reading process.
Materials
- The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie.
- Hair VHS or DVD.
- "American Indian History or Non-Indian Perceptions of American Indian History?" article by Angela Wilson, American Indian Quarterly
- High resolution images of Woodstock in slide form.
- John Lee Hooker, Robert Johnson, and Jimi Hendrix music.
- LCD projector and screen.
- CD player with quality speakers.
- Graphic organizers for pre-reading, reading, and post-reading strategies.
- Graphic organizers for identifying literary devices.
Procedures
Part I on Lesson 5 discusses current thoughts and opinions of the American Indian. Once again utilizing the Socratic circle, students will read the Wilson article and discuss the author's point of view, cultural background, our own beliefs, stereotypes, and possible misconceptions.
Part II will introduce the students to the '60's and Woodstock. The teacher will show just the opening scene from Hair to introduce the styles of the '60's. It is important for the students to make the connection between the hair and dress of the '60's with our beliefs of what it means to be an American Indian. The teacher will show a slide show of Woodstock images with music from the concert including, Jimi Hendrix.
Part III will be the reading of "Because my father always said he was the only Indian to see Jimi Hendrix play the 'Star Spangled Banner' at Woodstock." Up to this point, our literary devices have been rather basic. It is through this short story that students will be introduced to Irony. With the help of graphic organizers, we will identify irony and the students will be able to do so with the background they now have on not only the brief overview of Woodstock, but the culture of American Indians that we know from the things they left behind.
Close
Gather all the literary devices identified thus far and put them in a "tool box" for the students to keep in their notebook to refer to at any time.
Assessment
Explain irony. What purpose does this device serve? How does it work for Sherman Alexie? Is it effective? Can you find an example of irony in another written work?
Lesson 5: "This is what it Means to Say Phoenix, Arizona"
Standards
The standards in this lesson are identical to those in Lesson 4.
Materials
- The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie.
Procedures
Read for the sheer pleasure of reading and the students will identify literary devices as we go along. Focus on the manner in which Victor's father's remains were handled. Compare that to the funerals in Detroit and to the burial grounds of the Moundbuilders.
Close
How do an author's culture, background, and experience influence his/her writing? What similarities are there between Alexie's stories and our own lives? Can you think of a metaphor for Victor and for Thomas?
Assessment
Draw a picture, use magazine clippings, or anything else you like to create a metaphorical picture of Victor and Thomas based on how Alexie describes them. What animal might they be? A shell? An earthly element? What would they be like if they were female? In one paragraph describe the metaphor using supporting detail from the text.
Lesson 6: Field Trip to Ft. George Island/Huguenot Park
Procedures
Field trip procedures vary from district to district. However, the purpose is for the students to get hands on connection with American Indians and in our case that opportunity is very close by. Many of the ancient things we looked at were made from shells, beads, and other items in our own area. We will collect things for them to make a thing that symbolizes them so that we can create a story around it.
Lesson 7: Smoke Signals
Standards
In addition to all of the standards in the previous lessons LA.E.1.4.4 is added for drama as well as TH.C.1.4.1 and TH.E.1.4.3.
Materials
- Why We Play Basketball a poem by Sherman Alexie
- Forgiving our Fathers a poem by Dick Lourie
- Smoke Signals VHS or DVD
- Soundtrack CD Smoke Signals
- LCD projector and screen with quality sound.
- Active viewing guide.
Procedures
First, the students will apply their knowledge of literary devices to two poems, Why We Play Basketball by Sherman Alexie and Forgiving our Fathers by Dick Lourie. Students will read and analyze the meaning of the poetry, the use of literary devices, what devices are used, and if those devices are effective.
Second, the students will use an Active viewing guide customized to the literary devices and elements of plot and character that have been introduced through the short story readings while viewing the film Smoke Signals. While I think it is best at this point to interrupt the viewing as little as possible, some pauses may be necessary to ensure that all students are grasping the concepts and connections.
Close
Review the things owned by Arnold and Victor Joseph and Thomas Builds-the-fire. Why do you think the basketball played such prominent role in the film? What stereotypes do you see perpetuated? What stereotypes are destroyed? How are the characters different and similar to the characters in the short stories? Review the metaphor you created for Victor and Thomas. Would you change that metaphor now? Which character portrayal do you prefer? Does Thomas have special powers? How did the music in the film contribute to the characters?
Assessment
Students will complete the active viewing guide.
Lesson 8: Make Your Thing and Write Your Story
Standards
In addition to all of the previous lesson's standards LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, and LA.B.2.4.3 are included to complete this unit.
Materials
- All the materials students collected on their field trip.
- Glue, markers, glitter, assorted foils.
- Lined, non-spiral, notebook paper.
- Blue or Black ink pen and a pencil.
Procedures
In part I of this lesson, students will create their thing. The only rule is that it must be made from things collected on our field trip and/or things found in nature. The student will give it a meaning, a use, and ultimately a story.
Part II will begin the writing process. The students will write their own story around the thing they created. We will begin with pre-writing strategies such as brainstorming, word webs, and outlines. Students will then begin their first draft which will be edited then revised. Students may revise as many times as necessary within the time frame. It is the goal for each student to complete a full narrative essay using literary devices, correct conventions, with organization and focus.
Culminating Event and Assessment
The students' creations and final narrative will be displayed in the classroom for parents/guardians, family, and friends to come in and view. The evening will be styled as a museum exhibit.
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