What is the Purpose of Story Telling? {English -Grade 11} [A 4-6 week unit in which students explore the purpose of storytelling and ways author’s craft reveals perspective.]
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Table of Contents Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3 Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p. Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p. Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p. Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p. Lesson 3 ………………………………………………………………………………………………………………………………………………….… p. Lesson 3 Resources …………………………………………………………………………………………………………………………………… p. CEPA Overview…………………………………………………………………………………………………………………………..……………… p. CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p. CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p. CEPA Rubric …………………………………………………………………………………………………………………………………………...… p. CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
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Stage 1 Desired Results ESTABLISHED GOALS G -Assess how point of view or purpose shapes the content and style of a text (RIT.6) -Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (RIT.9) -Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (W.1) - MA.3.A. Write fiction, personal reflections, poetry, and scripts that demonstrate awareness of literary concepts and genre. (W.3)
Transfer Students will be able to independently use their learning to… Write for different purposes and audiences. Compare and contrast the author’s attitude/ perspective with their own. Evaluate the author’s craft and how craft enables the author to attain his or her purpose.T Meaning UNDERSTANDINGS U ESSENTIAL QUESTIONS Q 1) Writers use the art of storytelling to share 1.) What is the purpose of storytelling? their ideas about the world. 2.) How does fictionalizing fact influence student 2) Our environment helps shape our perspective response? of the world and the decisions we make. 3.) How are our choices impacted by our 3) The repercussions associated with violence. environment? 4.) How does our perspective guide our
understanding of truth? 5.) Is there any value to war? Acquisition Students will know… K Students will be skilled at… S 1) Comparing how a particular theme is developed 1) Students will know literary terms across two or more texts. including fiction, meta-fiction, 2) Evaluating author’s purpose. verisimilitude and point-of view. 3) Analyzing how an author uses different details and 2) Students will know the distinction structures to reveal characters’ connections to the between opinion and claim in an theme. argumentative writing. 4) Assuming a historical perspective and making 3) Students will know how to distinguish relevant arguments. between 1st and 3rd person narration. 5) Writing for different purposes and audiences (write 4) Students will knowthe historical, “factual truths” truths and “fictional” truths, ala Tim cultural and social aspects of the O’Brien). Vietnam experience. 6) Using valid reasoning and relevant evidence to 5) Students will knowthe relationship support their oral and written argument on a topic. between author’s purpose, point of view, and audience.
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Stage 2 – Evidence Evaluative Criteria Narrative Writing/True War Story: • Historically Accurate • Textually Consistent • Well Crafted • Thoughtful and Imaginative
Assessment Evidence CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
Dialectical Journals (DJs)/Character Analysis: • Quotations & Critical Thinking related to Character • Depth of Interpretations • Analysis of Literary Elements and Style • Depth of Question and Connections Student run discussion:
Role: Your task is to assume a character’s perspective and evaluate the impact of war, from that character’s point of view.
PT
Goal: You will write a “True War Story” based on Tim O’Brien’s definition. You will need to incorporate textual evidence and outside sources, to construct a 4-5 page narrative consistent with O’Brien’s criteria for a true war story.
Audience: The target audience is Tim O’Brien’s publisher.
Situation: The context you find yourself in is assuming the persona of a character in a prequel or sequel story to The Things TheyCarried. Product, Performance, and Purpose:
You will create a prequel or sequel to the story in order to evaluate the impact of war. Standards and Criteria for Success: Your story needs to adhere to the structural elements of a short story: 1) Exposition 2) Rising Action 3) Climax 4) Falling Action Massachusetts Department of Elementary and Secondary Education Page 4 of 10
5) Denouement
( A PowerPoint presentation will be used to review the structural elements of a short story.)
Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. 2004.
DJs that perform character analysis and development on their chosen character. Student-run discussions on character development and how authors address the same theme across different texts.
Textually Consistent Thoughtful and Imaginative Informative and Detailed
OTHER EVIDENCE: •
Common Open Response Questions on Style, Craft, Purpose, Theme.
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Midterm or Quarterly assessment
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Annotation of texts for literary elements related to author’s purpose
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Character group work analyzing their character.
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SRD-What is the author’s purpose?
Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Pre-assessment, preview & introduction, including initial answers to essential questions
Lesson #1: Precursory writing assignment based on the essential questions Massachusetts Department of Elementary and Secondary Education Page 5 of 10
Lesson# 2: Students will explain what they carry on a daily basis both physically and emotionally as an initiating activity. Lesson #3: Identify what each soldier carries with him literally and figuratively after reading chapter one. Lesson #4:Students will define unfamiliar words or terms and use them in context. Lesson #5: Debate causes of War / Why was the United States involved in the war? Lesson #6 and Lesson #7: Rhetorical analysis of political speeches ( Lyndon B. Johnson, Mohammed Ali , Richard Nixon, Jane Fonda, Gloria Steinem) Lesson #8:I SEE / IT MEANS/ Purpose: Evaluate 5 war images Lesson #9: Small group work /Jigsaw: War texts/ Poetry Lesson# 10: Small Group Work: Using three column notes, identify the elements of a True War according to Tim O’Brien after reading the chapter entitled “How to Tell a True War Story.” Lesson #11: Open Response on Author’s style/ craft Lesson #12: Students will watch and analyze a fifteen minute clip of the film, Platoon. They will then draw parallels between the film and The Things They Carried.They will relate Oliver Stone’s purpose to Tim O’Brien’s. Lesson #13: Student- run Discussion: What is the author’s purpose? Lesson#14: Final assessments: Introduce the creative writing assignment. Students will write “True War Story” based on Tim O’Brien’s definition. They will need to incorporate textual evidence and outside sources, to construct a 4-5 page narrative. Lesson #15: “True War Story “sentence frames will be distributed and modeled for students. Lesson #16: Students will practice writing and sharing their own examples of each sentence frame. Lesson #17: I will share myexample of a “True War Story” and use the Think Aloud strategy to demonstrate my thought process in writing my story. Lesson #18: Small Group Work: Peer response opportunities will be provided to enable students to write an effective daft of a “True War Story.” Lesson #19: Laptop Use: Students will complete their final drafts in class, continuing to receive my feedback and student feedback. Lesson#20: Students will write a one page reflection on the thought process behind their story (metacognition).
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012
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Name: Date: Period:
Telling a True War Story Essential Questions : 1. What is the purpose of storytelling? 2. What are the implications of fictionalizing fact and how does it affect reader response? 3. How are our choices impacted by our environment? Objectives: -Students will be able to assume a character’s perspective and evaluate the impact of war, from that character’s point of view. -Students will write a “True War Story” based on Tim O’Brien’s definition.
Students will write a 4-5 page “true war story” according to Tim O’Brien’s definition .Be sure to review the chapter from The Things They Carried entitled “How to Tell a True War Story”. Your story must comply the criteria set forth in this chapter of the text. Your story must also contain the structural elements of a short story. Your story needs to have a clear narrator and your narrator should be the character that you have been tracing throughout the course of your dialectical journal entries .
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Be sure to also write a reflection of your story explaining how your story addresses the elements of a true war story.
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The story can be either a prequel or sequel to The Things They Carried Be sure to imitate not copy Tim O'Brien writing style You need to include dialogue and description; your story should be a minimum of 4-5 pages long. It will be graded on the Short Story Rubric.
Malden High School Rubric for Short Stories 4 (95%)
NAME:
3(85%)
2(75%)
1(65%)
0(50% or below)
Writer competently uses the plot structure of the short story, including exposition, characterization, rising action, climax and denouement.
Writer attempts to use the plot structure of the short story, including exposition, characterization, rising action, climax and denouement.
Writer is missing some elements of the short story.
Writer lacks formal structure.
Writer includes some references to the source material; citation may be incomplete or inconsistent
Writer includes few references to the source material; citations may be limited
Writer includes little to no reference to the source material.
Writer uses a narrative voice that may not meet the assignment parameters; employs some variety of vocabulary and sentence structures.
Writer uses a narrative voice that may not meet the assignment parameters; employs little variety of vocabulary and sentence structures.
Criteria â–ŞWriter effectively and imaginatively uses the plot Use of Short structure of the short story, including exposition, Story characterization, rising action, Structure climax and denouement.
Writer includes frequent, Writer includes frequent imaginative references to the references to the source source material, cited as needed. material, cited as needed. Use of Source Material
Style
Writer uses an effective narrative Writer uses a consistent voice that meets the assignment narrative voice that meets the parameters; employs a wide assignment parameters; variety of vocabulary and employs a variety of sentence structures, as well as vocabulary, sentence effective dialogue. structures, as well as dialogue.
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Writer has control of Conventions conventions. (Grammar, spelling, etc.)
Writer may have some problems with conventions.
Writer may have some Writer may have some problems with conventions. problems with conventions.
Score:
Comments:
Assignment:
Sentence Frames for your True War Story: In many cases a true war story _________________If you believe it________________. It's a question of credibility. Often the__________andthe_______________stuff isn't, because ______________.
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In a true war story, if___________________, it's like _________________. You can't __________________. You can't____________ without _________________ deeper meaning. In the end, really, there's nothing much ."to say______________________.
It happened, to me, nearly______________________, and I still ____________________________. I remember ________________. I ___________________.
remember remember
The truths ________________. It can be argued, _____________________. But in truth war is ________________. For all its horror, __________________. ____________.
To generalize about war is ____________. Almost ___________.Almost ___________. At its core, perhaps, war is ___________. After a ______, there is always _________aliveness.
A true war story is_____________. It does not________. If a story seems _________________. If at ________________ you feel ___________, or if you feel _________________, then you have been made_________________.
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