Unit 2 Writing about the Total Effect : How does an author use literary elements to develop  a Central Idea of his/her story?

Enduring Understanding

Essential Questions:

  1. How does a reader analyze literary elements to understand the central idea/theme? 
  2. How does an author create meaning in a text? 
  3. How do good readers “read between the lines” to achieve a deeper and more pleasurable reading experience?
  4. How can I “read” characters in a book the same way I “read” the real people in my life?
  5. How do writers bring stories and characters to life on the page?
  6. How can I analyze life and literature more deeply by digging beneath the surface?

Pacing Calendar for Unit 2: Theme Analysis through Setting, Characterization and Conflict

03/7/2011 What is the Central Idea | 03/08 The Setting and the Central Idea | 03/09-03/10 (Writing) 2 Paragraph to describe the Setting |03/11 KIM Vocabulary and Polish up the Paragraph(s) on Setting| 03/14 How does the change of setting affect a story?|03/15 Characterization (Physical Traits)| 03/16-03/17 Characterization (Character Traits and Infer) and the Central Idea | |03/18 Vocabulary and Close-Reading of a Character(assessment)| 03/21 External Conflict #1 ( introduction to the letter assignment)| 03/22 External Conflict#2| 03/23 Internal Conflict and the Central Idea | 03/24 Writing about the Conflict| 03/25 Assessment: Letter about a Character( setting, characterization and conflict) | 03/28 Conflict - Internal (Man vs. Self )| 03/29 Vocabulary and Polish up Paragraph | 3/30 (Writing) Conflict - Internal | 03/31 How to use characters to illustrate the theme | 04/01 (Writing) Using characters to illustrate the theme | 04/02 How to write about a theme through conflict.|

Week 7 3/21/2011 Lesson: Plot – Conflict: External

Objective: Students will know how to identify and analyze a conflict in a story and understand the its connections to the theme( total effect).

Aim: What role does a conflict play in a story?

Skill/Concept: Conflict - External

Materials: Mentor TextThe Hunger Game by Suzanne Collins, Letter Worksheet, Character Map

Agenda

Do Now:

1. In your journal describe a conflict (between so and so) in the book that you are reading? What is the cause of the conflict?
2. Author's Chair Day- Students share their 30 seconds to a minute reading of the book selected from their reading during the weekend. The reading passage needs to relate to the skill taught from the previous week.

Acquisition – External Conflict

Mini Lesson: A character is anyone in a story. The main characters are the most important characters in the story. The setting is the time and place of a story. Settings can change throughout a story. 

A conflict is the overarching problem the characters face in a story.

Conflict: a struggle between opposing forces in a narrative. This struggle creates suspense and tension in the story. A conflict may be within a character, between two or more characters, or between a character and an outside force, such as nature or society.

1.External Conflict: a struggle between a character and an outside force. The outside force could be another character, a social force or practice, or a force of nature.
There are four types of conflicts (external):

  1. Another Character (Man vs. Man)
  2. Society (Man vs. Society)
  3. Force of Nature (Man vs. Nature)

Mentor Text:  Chapter 2 of Hunger Games by Suzan Collins

Here is the response I wrote using the four questions below -

Sampler Response-

The story is set in Panem, part of what used to be North America until an epic disaster rent civilization asunder into a chaotic tailspin. Rising from the ashes is the Capitol, a nightmarish totalitarian state, and 12 Districts kept under the painful thumb of the central Capitol government. The Capitol rules ferociously after an attempt at uprising several years earlier that resulted in the obliteration of a 13th District. To keep the remaining districts in line, the Capitol devised "The Hunger Games," a brutal competition for which each district must supply two "players" (known as tributes) between the ages of 12 and 18. The 24 tributes fight to the last person standing in a wasteland-like arena where they compete for basic survival supplies while every moment is mandatory televised viewing for all citizens.
When her younger sister is randomly chosen to represent their district, Katniss Everdeen volunteers to take her place. Katniss’ reaction reveals how much she loves her sister and how deadly the tribute games truly are.

Meaning Making:

1. Read for 15 minutes and take notes using the following guiding questions:

Level 1 Question:What is the issue(conflict) the main character experiences in your book? An issue with himself? Others? Neighborhood?
Level 2 Question: How does the character deal with the conflict? What does his reaction reveal?
Level 3 Question: Why does the conflict exit? How did it come into being? Why or why not could it have been avoided?
Level 4 Question: a.Why does the author create such a conflict? Is his/her purpose clear? Expain. b. If you were the character, would the conflict intensify or be avoided? Explain.

2. Introduction to this week's assessment-( final letter due Friday 03/25/2011). Start thinking about the assignement.

You have two options (A & B )for writing a letter:( the letter is due on Friday as this week's assessment). See a #SampleStudentLetter.

A:

If you want to write a letter from the point of view of a character and write to another character, use the format below-

Student Name:_________________________Period:___________Date:____________

Book Title:___________________________Author:____________________________

Character Name:________________Description:________________________________

________________________________________________________________________

Setting: _________________________________________________________________

Personality Traits:_________________________________________________________

Conflict:________________________________________________________________

 

Dear _________________

 

My name is______________________   ______________________________________

________________________________________________________________________

________________________________________________________________________

What is most important to you (the character)?__________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

 

What are your feelings about any issue/conflict you are dealing with?________________

_______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

 

What would you want someone else to do or think about this issue/conflict?___________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

 

Sincerely,

_____________________________________

B. If you would write a letter from your own( as a reader's) point of view to your teacher, please use the following letter format:

Book________________________ by Author______________________ Page #________

Task: Writing a letter about a character

Voice:______________________(Reader, the main character,a supporting character in the book)

Audience__________________( another character, or your friend)

Purpose:_______________( to help your character deal with the conflict; introduce your main character in depth to your friend; share your opinions about the character with your friend)

Dear _____________________,

___________________________________________________________________

_____________________________________________________________________

___________________________________________________________________

____________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Sincerely,( or any other closing you want to use, respectfully, cordially, friendly)

_________________

 

Transfer: How does reading help you deal with real life issues?

HW#9: Read for 30 minutes. Write your reader's response with external conflict in your mind. ( prepare for the letter due on Friday).

03/22/2011 Lesson: External Conflict (Man vs. Society) and the Central Idea

Objective: Students will be able to identify three types of external conflict in literature: man vs. man, man vs. nature, and man vs. society. 

Aim: Why do all stories involve some type of conflict?For what specific purpose?

Skill/Concept: External Conflict, Plot, Central Idea

Materials: Mentor Text – The Hunger Games by Suzanne Collins

Agenda

Do Now: 
1. 
Reader's Response Day- Students select their best response they have written and share with the class (30 seconds to a minute). Name the skill of your focus.
2. In your notebook, describe: What type of issues/conflict (man vs. man) does your character deal with in the book?(clash of ideas or opinions)

Acquisition – Conflict (Man vs. Man)

Mini Lesson: Review 
External Conflicts: Man vs. Man

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Image: http://i52.tinypic.com/15x9zcm.jpg

  1. This is mostly seen in the form of two characters against each other.
  2. It can also be represented by a group of people.
  3. It does not have to be a physical confrontation; it can be a battle between two ideas.

Man vs. Man Examples

  1. Rainsford vs. General Zaroff
  2. Fortunato vs. Montrosser
  3. Frank and Patricia vs. The Nuns

Remember!! Conflicts are the problems or struggles that move our novels forward.

Mentor Text: Chapter 5 of The Hunger Games

After reading, here is the response I wrote using the four questions below -

Sampler Response-Katniss and Peeta are taken to the Capitol, where they must prepare for the televised ceremonies and Games. Even though Katniss and Peeta are both from district 12, they are not a team. However, Haymitch working as a mentor for the teens orders them to do everything he and their stylists, Cinna and Portia say. The pre-Game ceremonies and training begins and none of the other 22 tributes are working as a team. But, Katniss and Peeta enter the ceremony dress alike and train together at the training center. Katniss is uncomfortable with Haymitch and Cinna’s plan, and does not know if she can trust Peeta. She believes his caring, kind and open personality is a ploy that will eventually prove dangerous when the Game begins, “A kind Peeta Mellark is far more dangerous to me than an unkind one.” Katniss a skilled hunter does not like to kill, nevertheless, she will in order to survive. Keeping her distance from Peeta and playing along is the only thing she can do. There can only be one winner and she may have to kill Peeta when the Games begin.

The author’s purpose is very clear in The Hunger Game, is an indictment of our culture of manufactured “reality” entertainment; of how we seem to simply accept and devour it rather than question.

 Meaning Making:

1. Read for 15 minutes and take notes using the following guiding questions

Level 1 Question:What is the issue(conflict) the main character experiences in your book? An issue with himself? Others? Neighborhood?
Level 2 Question: How does the character deal with the conflict? What does his reaction reveal?
Level 3 Question: Why does the conflict exist? How did it come into being? Why or why not could it have been avoided?
Level 4 Question: a.Why does the author create such a conflict? Is his/her purpose clear? Expain. b. If you were the character, would the conflict intensify or be avoided? Explain.

2. Now organize your notes into a paragraph discussing external conflict( any of the three types) your character is dealing with in your book.

Transfer: Should every conflict we experience in life result in an argument/disagreement? When should we just walk away?

HW#10: Read for 30 minutes. Continue writing your paragraph on conflict ( man vs man).

3/23/2011
Lesson: Conflict - Internal (Man vs. Self)

Objective: Students will understand how to identify and analyze internal conflict in a story and its significance on a theme.
Aim: How do I know when my character is dealing with an internal conflict?
Skill/Concept: Conflict - Internal
Materials: Mentor Text – The Hunger Game by Suzanne Collins

Agenda

Do Now: 
Acquisition – Conflict – Internal (Man vs. Self)
Mini Lesson:

Internal Conflict: A struggle that take place in a character’s mind.

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image: http://i55.tinypic.com/15rnr47.jpg

Internal conflict is…

  1. not a visual or tangible opposition
  2. a character dealing with his or her own mixed feelings or emotions

Examples of Internal Conflict:

  1. A character may have to decide between right and wrong
  2. A character may have to decide between two solutions to a problem.

Man vs. Himself: Internal conflict is often referred to as man vs. himself, since the struggle is inside one’s head.


image: http://i56.tinypic.com/2i6jt7c.jpg

Mentor Text: Chapter 10  of The Hunger Games

Here is the response I wrote using several of the questions below -

Sampler Response- Peeta admits to Caeser Flickerman (the host) during the televised pre-game interviews his love for Katniss. Most of Panem including Katniss is shocked by Peeta’s declaration of love. Katniss is conflicted, still not sure whether she can trust Peeta, and is convinced his confession is part of a weird strategy planned by their mentor Haymitch. Both angry and intrigued by Peeta’s affections, Katniss realizes what a liability it would be, if she allowed herself to give in to her gut feelings. Killing Peeta during the Hunger Games may be an unavoidable reality in order to survive and in the end win the Game.
The conflict is necessary to the story, because, it keeps Katniss from initially killing Peeta, when the games begin. In addition, ultimately it sets the stage for the audience rule changes, which is announced midway through the games. Katniss and Peeta are cast on the televised “reality” Hunger Game as “star-crossed lovers.” The two tributes from district 12 are allowed to win the Hunger Game as a pair.
 Meaning Making:

  1. Read for 30 minutes. Take notes and take notes using the following guiding questions:

Level 1 Question:What is the issue(conflict) the main character experiences in your book? An issue with himself? Others? Neighborhood? 
Level 2 Question: How does the character deal with the conflict? What does his reaction or resolution reveal? 
Level 3 Question: What causes the conflict ( social, psychological, emotional reasons)? Why or why not could it have been avoided? 
Level 4 Question: a.Why does the author create such an internal conflict? Is his/her purpose clear? Expain. b. If you were the character, would you experience the similar conflict in the similar situation? Why or why not? c. What advice would you like to offer to the character to deal with the internal conflict?

2. Now organize your notes into a paragraph discussing internal conflict your character is experiencing in the book?

Transfer: How would you feel if a storeowner did not want you to shop in his store because of your race? (Racism)

HW#11: Read for 30 minutes. Continue writing your paragraph on conflict.(man vs. self)

03/24/2011 Lesson: (Writing) Conflict – External and Internal -Focus for your letter ( reviewof your the setting, characterization and conflict)

03/24/2011 Lesson: (Writing) Conflict – External and Internal -Focus for your letter ( review of your the setting, characterization and conflict)
Objective: Students will understand the connection among the setting, characterization, conflict and the theme.
Aim: How do setting, characterization and conflict contribute to a theme or author's purpose?
Skill/Concept: Conflict – External and Internal, Theme
Materials: Mentor Text – The Hunger Game by Suzanne Collins, Character Map, Sample Student Letter.

Agenda

Do Now:
1. My Favorite Quotation Day- Copy your favorite line from your book in your notebook. Explain why you chose this sentence and how it gives audience the insight into the book you are reading.

2. In your notebook, explain why an author focuses on conflict in his/her story.

Acquisition: Conflict – External and Internal and the author's purpose
Mini Lesson: How does an author use conflict, setting and characterization to deliver his purpose?

For example,

a. Setting- Wealthy capitol city of Panem, which is surrounded by 12 impoverished districts, under the thumb of a nightmarish totalitarian central Capitol government. Panem is described as a beautiful city, glistening buildings in a rainbow of hues that tower into the air. The citizens of the Capitol mirror their buildings, with unusual colored hair and skin. Katniss describes them rich and frivolous delighting in the ultimate form of entertainment, the Hunger Games.

b. Connection to the theme: The Capitol and citizens of the city provide an example of the extravagance, over indulgent and abusive central government. The city is the very thing that everyone hates and need to destroy.

c. Characterization : Katniss is aggressive, but likable; defiant, courageous, definitely a survivor. She takes care of her family, since her father’s death. A skilled hunter, provides daily food for her family of three, and barters with storeowner in district 12 to provide her family with other necessities.

d. Its Connection to the theme: Consistent with the theme of how far would go in order to survive. In addition, personal independence and self-preservation; however, we should be careful that in trying to survive, we don’t lose our humanity and turn into the very thing that we hate or want to destroy

e: Conflict - The brutal reality show, The Hunger Game, a forced annual competition used as punishment for a rebellion against the Capitol. Trust, love and friendship.

g: Connection to the theme: Consistent with theme of survival, personal independence and self-preservation. In addition, how far we can go (government, individual) before the justified end is just as disagreeable as the beginning. (Don’t lose your humanity and turn into the very thing that we hate or want to destroy)

We see how Katniss and Peeta during the game do not turn into monster. They try not directly murder anyone; however, they both understand their actions may result in the eventual death of their competition.

Meaning Making - In your letter, try to include the setting, your insight into your character and his/her involvement in conflict to show your in-depth understanding of the theme of your book:

Sample Student Letter: Number The Stars by Lois Lowry

To Whom It May Concern:

My name is Annemarie Johannsen, and I am a twelve-year-old girl( character traits) who lives in Copenhagen, Denmark( setting)n . Today the war ended, and the Nazis have been defeated. All over Denmark people are celebrating and bells are ringing. Finally, we are free!

In the last two years( setting) I have learned so much. Encountering the Nazi soldiers( external conflict) and their dogs taught me that real courage means facing your fears and moving through them to do what your heart tells you is right and just. Because the Danish people followed their hearts, we saved thousands of lives by hiding and transporting our Jewish friends to safety.
            I’ve also learned how devastating and hideous war is. My heart ripped apart( internal conflict) when a Nazi military car ran over my sister Lise. My friends as well as my family suffered grievously. My best friend Ellen Rosen and her parents has to leave their home and country just because they were Jewish. The Nazis were killing the Jews by the thousands, so we had to protect our friends by helping them escape( external conflict) . The Lise’s fiancé Peter, who saved hundreds of Jews’ lives, was captured and executed in the public square at Ryvangen. I wept for days and woke up screaming from nightmares in which I relived Peter and Lise’s tragic deaths. I pray for an end to man’s inhumanity to man.

            But even in the face of the evil and horror that surrounded us, love and goodness prevailed because we acted with justice, compassion, courage, and conviction( personality traits-inferences). Each of us listened to that still, small voice within us that guides us toward the light, and today the light conquered the darkness.

            If you find this letter, read it to your friend and family. Pass it from house to house. Let people hear my message and create a world where peace, justice and human kindness prevail.(personality traits-inferences)

Love,
Annemarie Johansen

 Meaning Making:

1. Read for 30 minutes. Take notes on the following guiding questions:

2. Do one of the following with your partner -

A. Share with your partner what you will include In the Character Letter ( the more details you include, the more persuasive it will sound)-

B. Use the character map to guide your discussion with your partner-

  1. Setting

    What does the character look 
    like?

    (Physical Traits)

     

    Personality Traits( based on your inferences)

    How does the character act?
    (Use an adjective to describe the character)
    How do other characters in the story react to this character?

    4. Conflict and his/her Reaction

     

     

     

     

     

     

     

     

     

     

2. Start editing the 1st draft of your letter. Use the Character Map and notes to help you generate ideas and include more details to your letter.

Transfer: How do you see graphic organizers as efective ways to organize our ideas for writing?

HW#12:

  1. Read for 30 minutes. Make sure to take notes using the guiding questions
  2. Write your character letter on conflict.
  3. Complete the KIM Vocabulary Chart using one of the new voc words of your book.
  4. Study for Vocabulary Quiz tomorrow.

03/25 Assessment ( The letter about a Character is due today)

 Lesson: Writing a powerful letter as the main character of the book you are reading.

Objectives: This lesson builds on students’ understanding of how literature reflects real people, real conflicts, and universal themes. Students will:

  1. analyze the development of character in a story.
  2. analyze how the conflict between characters advances plot.
  3. understand the relationships among character, plot, and theme.

Aim: How does interaction with text provoke thinking and response?
Skill/Concept: Characterization, Setting, Plot – Conflict, Theme
Materials: Sample Character Letter, Letter Outlines
Agenda-
Do Now: Vocabulary Quiz
Acqusition:
Writing a powerful and persuasive character letter-
____1. Character introduction
____2. Details about the conflict/issue
_____3. Examples.
_____4. Make sure you identify the setting
_____5. All details and examples are related to the conflict that the character is experiencing.
_____6. Inferred personality/character traits are clear in the letter.
_____7. There is a clear focus.

Character Letter
Mrs. D’Amato/Ms. Scurdy
Student Name:__________________________ Period:___________________________Date:_________________________

 

CATEGORY

A (90-100) 

B (80-90) 

C (65-79) 

F (64 and below) 

Sentences & Paragraphs

Sentences and paragraphs are complete, well-constructed and of varied structure.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well-constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Salutation and Closing

Salutation and closing have no errors in capitalization and punctuation.

Salutation and closing have 1-2 errors in capitalization and punctuation.

Salutation and closing have 3 or more errors in capitalization and punctuation.

Salutation and/or closing are missing.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Character's Conflict/Focus

Conflict and focus is expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

Conflict and focus is expressed in a pretty clear manner, but the organization could have been better.

Conflict and focus is somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Content Accuracy

The letter contains at least 5 accurate facts about the topic.

The letter contains 3-4 accurate facts about the topic.

The letter contains 1-2 accurate facts about the topic.

The letter contains no accurate facts about the topic.

Setting/Characterization/Conflict/Theme

The setting of the story is clearly  described. There is a clear connection between the setting, characterization, conflict and the theme.

The setting of the story is pretty much described. There is a connection between the setting, characterization, conflict and the theme.

The setting is somewhat described. There is a vague connection between the setting, characterization, conflict and the theme.

The setting is not mentioned. There is no clear connection between the setting, characterization, conflict and the theme.

Characterization

The character is named and clearly described in the letter. Inferred personality traits are consistent with the tone of the letter

The character is named and described. Inferred personality traits are pretty much consistent with the tone of the letter

The character is named. Inferred personality traits are not exactly consistent with the tone of the letter.

The character is named; however, the letter very superficial and does not give the reader a clear understanding of the character’s personality.


Meaning Making-

  1. Finish writing your letter  -
    1. Read edit the 2nd draft you have written
    2. Add more details and examples about the conflict
    3. Infer about the character based on the examples and details
  2. Share with your pair partner
  3. Share in class

Transfer:

HW# 13: :Due on Monday

1. Read for 30 minutes and continue writing your character letter by adding more details about the conflict your character is facing in the novel.

2. Prepare for KIM Vocabulary chart using one of the words below-

2. Be prepared for the Author's Chair.