Grade 9

Fahrenheit 451

Teacher Tool Kit, Part 1

Unit Plan and Pacing Guide

Information about Unit Texts

Unit Title / Fahrenheit 451
Unit Focus / Censorship
Text Title/Author / Text Type / Textbook
Pages / Teacher’s Supplemental Texts / Notes
# of Pages / # Needed
Fahrenheit 451/ Ray Bradbury / Novel / N/A / The district is providing a class set.
“Burning a Book”/ William Stafford / Poem / N/A / 1 / Class set / Online/copy in student text packet
“Barter”/ Sara Teasdale / Poem / N/A / 1 / Class set / Online/copy in student text packet
“Learning to Read and Write”/ Frederick Douglass / Informational Text / N/A / 4 / Class set / Online/copy in student text packet
“Superman and Me”/ Sherman Alexie / Informational Text / N/A / 2 / Class set / Online/copy in student text packet
“The Great Imagination Heist”/ Reynolds Price / Informational Text / N/A / 2 / Class set / Online/copy in student text packet
“You Have Insulted Me: A Letter”/ Kurt Vonnegut / Informational Text / N/A / 3 / Class set / Online/copy in student text packet
“Reading Books is Fundamental”/ from The New York Times/ Charles M. Blow / Informational Text / N/A / 3 / Class set / Online/copy in student text packet
“The Country that Stopped Reading”/ from The New York Times/ David Toscana / Informational Text / N/A / 2 / Class set / Online/copy in student text packet
“The Science of Storytelling: Why Telling a Story Is The Most Powerful Way to Activate Our Brains”/ Leo Widrich / Informational Text / N/A / 4 / Class set / Online/copy in student text packet
“Video Games and the Future of Storytelling” from Big Think/ Salman Rushdie / Informational Text / N/A / 2 / Class set / Online/copy in student text packet
NONPRINT TEXTS (Fiction or Nonfiction) (e.g., Media, Video, Film, Music, Art, Graphics)
Title / Type / Notes
Original Cover Art from Fahrenheit 451/ Joseph Mugnaini / Art /

UNIT:FAHRENHEIT451

ANCHORTEXT
Fahrenheit 451, Ray Bradbury (Literary)
RELATED TEXTS
LiteraryTexts (Fiction)
  • “Burninga Book,”WilliamStafford (Poem)
  • “Barter,”Sara Teasdale(Poem)
InformationalTexts (Nonfiction)
  • “Learningto Readand Write,”FrederickDouglass
  • “SupermanandMe,”Sherman Alexie
  • “The GreatImagination Heist,”ReynoldsPrice
  • “YouHave Insulted Me: A Letter,”KurtVonnegut
  • “ReadingBooksIs Fundamental”fromTheNewYorkTimes, CharlesM.Blow
  • “TheCountry ThatStoppedReading”fromThe NewYorkTimes,David Toscana
  • “TheScienceof Storytelling:WhyTellingaStory Is theMostPowerful Way toActivate Our Brains,”LeoWidrich
  • “Video Gamesandthe Future of Storytelling”from
BigThink,Salman Rushdie
NonprintTexts (Fiction orNonfiction)(e.g.,Media, Video,Film, Music, Art,Graphics)
  • Original CoverArtfromFahrenheit451, JosephMugnaini
/ UNIT FOCUS
Studentsexplorethepower of written languagetoeducateand influenceothers.Theyread variousargumentativeessaysand engagein virtualcollaboration todevelop theirown arguments.They also research aself-generatedquestion related to issues ofcensorship, creativity,and theevolution ofliteracy.Studentswillcome tounderstand theimportance of reading,writing, books,and stories.
Text Use:Themedevelopment,significanceof literary devices,and author’sstyleandpurposeconveyed through language,tone,andrhetoric
Reading:RL.9-10.1,RL.9-10.2,RL.9-10.3,RL.9-10.4,RL.9-10.5,RL.9-10.7,RL.9-10.9,RL.9-
10.10,RI.9-10.1,RI.9-10.2,RI.9-10.3,RI.9-10.4,RI.9-10.5,RI.9-10.6,RI.9-10.8,RI.9-10.9,RI.9-10.10
Writing:W.9-10.1a-e,W.9-10.2a-b,W.9-10.3a-e,W.9-10.4,W.9-10.5,W.9-10.6,W.9-10.7,W.9-10.8,W.9-10.9a-b,W.9-10.10
Speakingand Listening:SL.9-10.1a-d,SL.9-10.2,SL.9-10.3,SL.9-10.4,SL.9-10.5,SL.9-10.6
Language:L.9-10.1a-b,L.9-10.2a-c,L.9-10.3a,L.9-10.4a-d,L.9-10.5a-b,L.9-10.6
CONTENTS
Page 35:TextSetand UnitFocus
Page 36:Fahrenheit451 UnitOverview
Pages 37-40: Summative UnitAssessments: CulminatingWriting Task, Cold-Read Task,and ExtensionTask
Page 41:InstructionalFramework
Pages42-55:TextSequenceand Sample Whole-Class Tasks

Fahrenheit451UnitOverview

UnitFocus

  • Topic:Theinfluenceofliterature
  • Themes: Thevalueofreadingand theability oftextstoinfluencepeople
  • TextUse:Themedevelopment,significanceofliterarydevices,and author’sstyleand purposeconveyed through language,tone,and rhetoric

Summative UnitAssessments

Aculminating writingtask:

  • Determineatheme
  • Analyzehowliterary elementsanddevicesdevelop thetheme

Acold-readtask:

  • Read and understand grade-leveltexts
  • Writeinresponsetoatext

Anextensiontask:

  • Conductresearch
  • Applystylisticwriting techniques
  • Presentinformation

DailyTasks

Daily instruction helps studentsreadand understandtextandexpress that understanding.

  • Lesson 1:“Learning toRead and Write”(sampletaskincluded)
  • Lesson 2:“Superman andMe”(sampletaskincluded)
  • Lesson 3:“TheHearthandtheSalamander,”from

Fahrenheit451,and“Barter”(sampletaskincluded)

  • Lesson 4:“TheGreatImagination Heist” and theremainderof“TheHearthand theSalamander,”fromFahrenheit451
  • Lesson 5:“TheSieveandtheSand,”fromFahrenheit451,and“You HaveInsulted Me:ALetter”
  • Lesson 6:“Burning a Book”
  • Lesson 7:“Burning Bright,” fromFahrenheit451,andOriginalCoverArtfrom Fahrenheit451(sampletaskincluded)
  • Lesson 8:Fahrenheit451(culminating writingtask)
  • Lesson 9:“Reading BooksIsFundamental,”fromTheNewYorkTimes(cold-readtask)
  • Lesson 10: “TheCountryThatStoppedReading,” fromTheNewYorkTimes; “TheScienceof Storytelling: WhyTelling a Story IstheMostPowerfulWay toActivateOurBrains”; and “Video Gamesand theFutureofStorytelling,” from Big Think(extension task)

SUMMATIVEUNITASSESSMENTS

CULMINATINGWRITINGTASK1

Determineand analyzeathemeofFahrenheit451.(RL.9-10.2)Selecttheliterary element(e.g.,characters,setting,conflicts,etc.)or device(e.g.,figurativelanguage,symbolism,imagery,etc.)you think moststronglyconveysthe theme.(RL.9-10.3,L.9-10.5a-b)Howisthethemeshaped bytheelementordeviceyouselected? Writeamulti-paragraph analyticalessaythatexamineshowa specificelementor deviceconveys athemeof Fahrenheit451. (W.9-10.1a-e,W.9-10.4, W.9-10.5,W.9-10.9a,W.9-10.10)Usepropergrammar,conventions,spelling,and grade-appropriatewordsand phrases.Citeseveralpiecesoftextualevidencetosupporttheanalysis,including directquotationsand pagenumbers.(RL.9-10.1; L.9-10.1a-b,L.9-10.2a,c;L.9-10.3a;L.9-10.6)

UNITFOCUS / UNIT ASSESSMENT / DAILYTASKS
Whatshould studentslearn fromthe texts? / Whatshowsstudentshave learned it? / Which taskshelpstudentslearn it?
  • Topic:Theinfluenceofliterature
  • Themes: Thevalueofreading and theabilityof textsto influencepeople
  • TextUse:Themedevelopment,significanceofliterarydevices,andauthor’sstyleand purposeconveyedthrough language,tone,and rhetoric
/ Thistaskassesses:
  • Determining atheme
  • Analyzing howliteraryelementsanddevicesdevelop theme
/ Read and understand text:
  • Lesson 3(sampletaskincluded)
  • Lesson 4
  • Lesson 5
  • Lesson 6
Expressunderstandingoftext:
  • Lesson 7(sampletaskincluded)
  • Lesson 8(usethistask)

1CulminatingWritingTask: Studentsexpresstheirfinalunderstandingoftheanchortextanddemonstratemeetingthe expectations ofthestandardsthroughawrittenessay.

COLD-READTASK2

Read “Reading Books IsFundamental”by Charles M.Blowindependently and answer acombinationofmultiple-choiceand constructed-responsequestions3aboutthetext,usingevidenceforallanswers.Samplequestions:

1.SummarizethepointsBlowmakesandtheorderthosein which thosepointsaremade.Whatconnectionsdoeshedrawbetweeneachof thepointshemakes? (RI.9-10.1,RI.9-10.2,RI.9-10.3)

2.Determineacentralideaoftheessay.Selectthreepiecesof evidencetheauthorusestosupportthatcentralideaand explain howeach pieceofevidencedevelopsor refinesthecentralidea.(RI.9-10.1,RI.9-10.2,RI.9-10.5,W.9-10.9b,W.9-10.10)

3.Interpretandexplain thefollowing quotein thecontextof theessay: “Butreading textsisnotthesameasreading a text.” Whatisthesignificanceof thisquotetoa centralideaoftheessay? (RI.9-10.1,RI.9-10.5)

4.Whatis atoneof theessay?HowdoesBlowconveyhispointofview? (RI.9-10.4,RI.9-10.6,W.9-10.9b,W.9-10.10)

5.Selecta characteror literaryfigurefromanothertextwe’veread in thisunit.CompareandcontrasthowBlowviewsreading and writing with howanothercharacteror literaryfigureviewsreading andwriting.Citetextualevidencetosupportyour response.(RI.9-10.1,RI.9-10.6,RI.9-10.9,W.9- 10.9b,W.9-10.10)

UNITFOCUS / UNIT ASSESSMENT / DAILYTASKS
Whatshould studentslearn fromthe texts? / Whatshowsstudentshave learned it? / Which taskshelpstudentslearn it?
  • Topic:Theinfluenceofliterature
  • Themes: Thevalueofreading and theabilityof textsto influencepeople
  • TextUse:Themedevelopment,significanceofliterarydevices,andauthor’sstyleand purposeconveyedthrough language,tone,and rhetoric
/ Thistaskfocuseson:
  • Reading and understanding grade-leveltexts
  • Writing in responsetoa text
/ Read and understand text:
  • Lesson 1(sampletaskincluded)
  • Lesson 2(sampletaskincluded)
Expressunderstandingoftext:
  • Lesson 9(usethistask)

2Cold-ReadTask:Studentsreada textortextsindependentlyandansweraseriesofmultiple-choiceandconstructed-responsequestions.Whilethetext(s)relateto theunitfocus,thetext(s)havenotbeentaughtduringtheunit.Additionalassessmentguidanceisavailableat assessments.

3Ensurethatstudents haveaccessto thecompletetextsastheyaretesting.

EXTENSIONTASK4

1.Engagein a groupjigsaw5toexamine“TheCountry ThatStopped Reading”by David Toscana,“The ScienceofStorytelling:WhyTellinga StoryIsthe MostPowerfulWayto Activate Our Brains”by Leo Widrich,and “Video GamesandtheFuture ofStorytelling”bySalman Rushdie.Foreach text,havegroups:

  • Useathree-column graphicorganizerto summarizeeachtextand (1)identify each claim orpointmadein theorderitis made; (2)describehoweach claim or pointisdeveloped and refined byparticularphrases,sentences,paragraphs, or sections; and (3)identifytheconnectionsmadebetween claims.(RI.9-10.1,RI.9-10.3,RI.9-10.5)
  • Rereadthetextand highlightorcirclewordsand phrasesthatrevealtheauthor’sattitudetoward thesubjectofthetext.(RI.9-10.4)
  • Determineacentralideaofthetextand assesswhethertheauthor’sreasoning isvalid and theevidencesufficientlysupportstheauthor’sclaims.(RI.9-10.2,RI.9-10.8)
  • Determineand explain theauthor’spurposebasedontheevaluation oftheauthor’stone,claims,and evidence.(RI.9-10.6)
  • Presentthesummary,tone,centralidea,and author’spurpose,citing evidencefrom thetexttosupporttheiranalysisofthetext.(SL.9-10.1a-b,

SL.9-10.4,SL.9-10.6)

2.Conduct a Socratic seminar6in which studentsassessthevalueofreading storiesand booksbasedonthetextsanalyzed in thejigsaw and using thefollowing prompting questions:

  • According tothevariousauthorsand pointsofviewspresentedin the textswe’veread in thisunit,whatisthevalueofreading?
  • Doweneed booksand stories?Aretheyimportant? Why? Whatarewedeniedwhen wearedenied accesstobooks?
  • Hasthevalueof reading changed overtime?Howand whyhasit?
  • Has our society learned fromFahrenheit451?
  • Whatissuesraisedin Fahrenheit451remain criticalto our societytoday? (RL.9-10.1,RL.9-10.2,RI.9-10.1,RI.9-10.2,W.9-10.7,SL.9-10.1a,c-d, SL.9-10.4,SL.9-10.6)

3.Askstudentstosharetheirfinalthoughtsand reflectionsfromtheseminaronthe virtualcommunity. (W.9-10.6)Usethediscussion as abrainstormingexerciseforstudentstodevelopa researchquestion.

4ExtensionTask:Studentsconnectandextendtheirknowledgelearnedthroughtextsinthe unitto engageinresearchorwriting.Theresearchextensiontaskextendstheconceptsstudiedin thesetso studentscangainmoreinformationaboutconceptsortopicsthatinterestthem.Thewriting extensiontaskeitherconnectsseveralofthetextstogetherorisa narrativetaskrelatedto theunitfocus.

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4.Havestudentsto selectanissueaddressed in two ormoretextsread intheunit(e.g.,censorship,creativity,evolution ofliteracy,illiteracy)and promptthem todevelop a self-generated questionrelated to theselected topictoresearch,e.g.,“Whatisthehistoryofcensorship?” “Howare companiesandinstitutionschanging as a resultof e-readers?” or “Whataretheconsequencesof illiteracy?”(W.9-10.7,W.9-10.8,SL.9-10.2)Finally,askstudentstoposttheirquestion(s)onthevirtualcommunity,offerfeedbacktopeers,and refinetheirinitialquestionsthrough multipleposting.(W.9-10.6,W.9-10.7)

5.Gatherrelevantinformation from multiplesources,narrowingor broadening theinquirywhen appropriate.(W.9-10.7,W.9-10.8)

6.Followingresearch,haveeach studentdevelop aclaim7based on hisor herresearch,e.g.,“Censorship violatesour constitutionalrights” or“Despiteincreasesintheuse of digitaltexts,thereisstill aneedfor libraries.” (W.9-10.1a)

7.Havestudentswriteand publisha multi-paragraph research-based argumentativeessayusing a formatandstylesimilartotheessays they’veanalyzedthroughouttheunit,incorporating evidenceand quotationsfrom multipletextsand avoiding plagiarism.(W.9-10.1a-e;W.9-10.2a-b;W.9-10.4;W.9- 10.5;W.9-10.6; W.9-10.8; W.9-10.9a-b;W.9-10.10; L.9-10.1a-b;L.9-10.2a,c;L.9-10.6)

8.Havestudentsdevelop atwo-to three-minutepersuasivespeechbasedon theessay and deliverthespeechto theclass.Promptthemtoincludeevidence(descriptions,facts,details,examples)andvisualdisplaysto clarify claimsandemphasizekeypoints.(SL.9-10.4,SL.9-10.5,SL.9-10.6)

9.Finally,during each speech,havestudentstakenotes,integratinginformation and developing an understanding of thepresented issues.(SL.9-10.2) Havethemusea class-generatedrubric8toevaluateeach speaker’scontent,presentation style,and pointofview,including evaluatingthecredibility and accuracy oftheinformation and identifying any fallaciousreasoningor distorted evidence.(SL.9-10.3)Then,following each speech,promptstudentstoaskquestionsand engagein discussionaboutthevariousissues.(SL.9-10.1c-d,SL.9-10.6)

Teacher Note: Thespeechesshould usegrade-appropriatewordsandphrasesandformalstyle,propergrammarandusage,punctuation,andspelling.(L.9- 10.1a-b;L.9-10.2a,c;L.9-10.6)

UNITFOCUS / UNIT ASSESSMENT / DAILYTASKS
Whatshould studentslearn fromthe texts? / Whatshowsstudentshave learned it? / Which taskshelpstudentslearn it?
  • Topic:Theinfluenceofliterature
  • Themes: Thevalueofreading and theabilityof textsto influencepeople
  • TextUse:Themedevelopment,significanceofliterarydevices,andauthor’sstyleand purposeconveyedthrough language,tone,and rhetoric
/ Thistaskfocuseson:
  • Conducting research
  • Applyingstylisticwriting techniques
  • Presenting information
/ Read and understand text:
  • Lesson 1(sampletaskincluded)
  • Lesson 2(sampletaskincluded)
  • Lesson 4
Expressunderstandingoftext:
  • Lesson 10(usethistask)

7Resourcesfordevelopingthesisstatements:or

8Sample:

INSTRUCTIONALFRAMEWORK

In English languagearts (ELA),students mustlearnto read,understand,andwriteand speakabout grade-level textsindependently.To do this,teachers must selectappropriatetexts and usethosetexts so students meet thestandards,as demonstrated through ongoing assessments.To supportstudents in developing independencewith reading andcommunicating about complextexts,teachers should incorporatethefollowing interconnectedcomponentsinto theirinstruction.

Click here9to locateadditionalinformation about this interactiveframework.

Whole-ClassInstruction

This timeis forgrade-level instruction. Regardless ofa student’s reading level,exposureto grade-leveltexts supports languageandcomprehension development necessaryforcontinualreading growth. Thisplan presents samplewhole-classtasks torepresenthow standards mightbemet at this gradelevel.

Small-GroupReading

This timeis forsupporting student needs that cannot bemet during whole-class instruction.Teachersmight provide:

1.intervention forstudents belowgradelevel using texts attheirreading level;

2.instruction fordifferent learners using grade-level texts to support whole-class instruction;

3.extension foradvanced readers using challenging texts.

Small-GroupWriting

Most writing instruction is likelyto occurduringwhole-class time. This timeis forsupportingstudentneeds that cannot bemetduring whole-class instruction. Teachers might provide:

1.intervention forstudents belowgradelevel;

2.instruction fordifferent learners to support whole-class instruction and meet grade-levelwritingstandards;

3.extension foradvancedwriters.

IndependentReading

This timeis forincreasing thevolumeandrangeof reading that cannot beachieved through otherinstruction butis necessaryforstudent growth. Teachers can:

1.support growing reading abilitybyallowing students to read books at theirreading level;

2.encouragereadingenjoyment and build reading staminaand perseverancebyallowing students to select theirown texts in addition to teacher-selected texts.

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TEXTSEQUENCEANDSAMPLEWHOLE-CLASSTASKS
TEXTSEQUENCE / TEXTUSE
LESSON 1:10
Lesson Pacing: 2-3 days
Reading Texts:
  • “Learningto Read andWrite,”FrederickDouglass
Additional Materials:
  • Chart the Evidence: “Learning to Read and Write” (Posted in Unit Plan Resources on Blackboard)
Assessment:
  • Chart the Evidence
  • Fishbowl discussion
  • Essay
/ TEXTDESCRIPTION:Thisexcerptfrom Douglass’s autobiographyexplains howhelearnedtoread andwriteandhowthefreedom of thoughtspurred hisdesiretoseekphysicalfreedom fromslavery.
TEXTFOCUS: “Learning to ReadandWrite”sharessimilarideaswith theanchortext,asboth piecesoutlinehowcensorship and narrowing accessto education limitspeopleboth physically andmentally.Douglassassociatesreadingand writing withfreedom.(RI.9-10.2,RI.9-10.9)Studentsevaluatehisargumentand claims,focusing onhowhiswordchoice,structure,and use of rhetoricreveal acentralideaand hispointofview.(RI.9-10.4,RI.9-10.6)
MODELTASKS
LESSONOVERVIEW:Studentsread thetextand definekeyvocabulary.Studentsanalyzethe languageand structureofessay.Studentsdiscusstheclaimsandmain ideasoftheessay.Studentscompletea writing promptanalyzingDouglass’sessay.
READANDUNDERSTANDTHETEXT:
  • Havestudentsread“Learning toRead and Write” witha partner.
  • Whilereading,havestudentsselect threeorfourwordsand definethem in context(e.g.,stratagems,ceased,compliance,depravity,indispensable,brute,sustained,mere,chattel,injurious,pious,divest,disposition,precepts,apt,incompatible,bestow,prudence,unpardonable,unabated,lashed,utterance,denunciation,vindication, utter,abhor,discontentment,unutterable,writhed,roused,treacherous,tedious).(L.9-10.4a)Havestudents sortthewordsaccording totheiraffixes.11
  • Havepairsdividethetextintofoursections,whereeach section introducesa newidea.Promptthem torereadthetextandsummarizeeach section.(RI.9-10.2,RI.9-10.10)Whilesummarizing each section,askstudentstoparaphrasespecificphraseswith unknownwords,figurativemeanings, orformal or antiquated structures.(L.9- 10.5a,L.9-10.6)Forexample:
o“Sheatfirstlackedthedepravity indispensableto shutting meup inmentaldarkness.”

10Note:Onelessondoes notequaloneday.Teachersshoulddeterminehow longto takeonagivenlesson.Thiswilldependoneach uniqueclass.

11Forexample:indispensable,injurious, andincompatible;depravityanddenunciation;unpardonableandunutterable;dispensableanddisposition;injurious,pious, andtedious;indispensable,unpardonable,andunutterable;disposition, denunciation,vindication,andabolition;complianceandutterance

TEXTSEQUENCE / TEXTUSE
  • “Itwasatleastnecessaryforherto havesometraining intheexerciseof irresponsiblepower,to makeherequal to thetaskoftreating measthough I wereabrute.”
  • “Slaveryproved asinjurious to herasitdidto me.”
  • “Shewasan aptwoman;anda littleexperiencesoondemonstrated,tohersatisfaction,that education andslaverywereincompatiblewith each other.”
  • “From thistimeIwasmostnarrowlywatched.”
  • “Mistress,in teaching methealphabet,had givenmetheinch and noprecautioncould preventmefromtaking theell.”
  • “Thisbread I usedto bestowupon thehungrylittleurchins,who,in return,would givemethatmorevaluablebreadofknowledge.”
  • “Thesewerechoicedocumentsto me.”
  • “Theygavetonguetointeresting thoughts ofmyownsoul,whichhad frequentlylashed throughmy mind,and died away forwantofutterance.”
  • “Thesilvertrumpof freedomhad rousedmysoultoeternalwakefulness.”
  • “The lightbrokein upon mebydegrees.”
  • “As I read and contemplated thesubject,behold!thatverydiscontentmentwhichMasterHugh hadpredictedwould followmylearning toreadhad alreadycome,to tormentand sting mysoulto unutterableanguish.”
  • “Itopenedmyeyestothehorriblepit,buttono ladderuponwhich togetout.”
  • Aftersummarizing each section,askstudentsto completethefollowing activity with theirpartner,priortosharing theirworkwiththeclass.(SL.9-10.1a)
  • Using a three-column chart, (1)identify themainclaim or pointmadeineach section;(2)identify specificphrases,sentences,or paragraphsthatdevelop and refinetheclaim ofeach section;and (3)identify theconnectionsmadebetween theclaimsofeach section.(RI.9-10.1,RI.9-10.3,RI.9-10.5)
  • Havestudentsrereadthetextand highlightwordsand phrasesthatrevealDouglass’sattitudetoward hismistress,slavery,reading,and writing.Usea differentcolorhighlighterforeach subject(e.g.,green formistress,yellowforslavery,pinkforreading,andorangeforwriting).(RI.9-10.4)

TEXTSEQUENCE / TEXTUSE
oDetermineacentralideaof“Learning toRead and Write” and assesswhetherDouglass’sevidenceisrelevantand sufficientlysupportshisclaim.(RI.9-10.2,RI.9-10.8)
  • In pairs,havestudentstakea sentencefromthetextthatcontainsphrasesorclauses(e.g., “As Iwrithed underit, I would attimesfeelthatlearning toread had beena curseratherthan a blessing.”)Writeeach phraseorclauseona separatepieceof paperand placeeach punctuationmark onaseparatepieceof paperas well.12Selectseven studentseachtohold a sectionof thesentence andrearrangethemselvesinto differentorders.13For each newsentenceformed,ask theclasstodotheactivitiesand answerthe questionsthatfollow:
  • Placethepunctuation intheproperplace. Should anypunctuationor conjunctionsbechangedor added?(L.9-10.2a)
  • Discussthemeaningof the rearranged sentence.Doesitmakesense? Doesthemeaningbecomemoreclearor doesitchange?
  • Examinethestructureof thesentencebasedon theplacementofthephrases and clauses.Doesthestructurereflectan accuratemeaning? Doesthesentenceuseparallelstructurewhen appropriate? (L.9- 10.1a)
  • Howdoestheplacementofphrasesaffecttheirmeaning?
  • Howdoestheplacementofphrasesor clausesaffectthestyle or effectoftherearrangedsentence? (L.9- 10.1b)
  • Istherearranged sentencemoreor lessaccurateoreffectivethantheoriginalsentence? Why?
  • Thenhavestudentsselecttwo orthreemoresentences14fromthetextand rearrangethemusing a similarprocesstotheclassmodel.

12Fortheexample sentence,you wouldhavethefollowingstrips:AsIwrithedunderit/Iwouldfeel/attimes/thatlearningto readhadbeenacurse/ratherthana blessing/,/./

13Possiblerearrangedsentences:“Iwouldfeelthatlearningto read, asIwrithed underitattimes,hadbeenacurseratherthana blessing.”Or“Attimes,asIwrithedunder it,Iwouldfeelthatlearningtoreadhadbeena curserather thana blessing.”Or“Ratherthanablessing, Iwouldfeelthatlearningtoreadhadbeena curse, asI writhedunderitattimes.”

14Possibleadditional sentencesforrearranging:

(1)“Inenteringuponthedutiesofaslaveholder, she did notseemto perceivethatIsustainedto hertherelationofamerechattel,andthatforhertotreatmeasa humanbeingwasnotonlywrong,butdangerouslyso.”

(2)“Shewasanaptwoman;andalittleexperiencesoondemonstrated,to hersatisfaction,thateducationandslaverywereincompatiblewitheachother.”

(3)“Mistress,inteachingmethe alphabet,hadgivenme theinchandnoprecautioncouldprevent mefrom takingtheell.”

TEXTSEQUENCE / TEXTUSE
  • Lastly, havestudentswritetheirown sentenceimitatingasentence15or a rearranged sentencefrom “LearningtoRead andWrite”and usetheirown sentenceintheirwriting underExpressUnderstanding below.
EXPRESS UNDERSTANDING:
  • Conduct aseries offishbowldiscussions16based onthefollowingquestions:
  • HowdoesDouglasslearn toreadand write? Do youconsiderhisactionsdangerous?Whyorwhynot?(RI.9-10.3,RI.9-10.9)
  • HowdothelanguageDouglassusesthroughoutthetext,theexamplesheprovides,and thewayhestructuresthetextconveya centralidea? (RI.9-10.2)
  • Selecta “character” from Douglass’saccount.Howdoesthisperson(orgroup)influenceand affectDouglass? WhatisDouglass’sopinion ofthisperson(orgroup)?Howdoesherevealhisopinion?(RI.9- 10.4,RI.9-10.6)
  • WhatdoesDouglassvalue? Howdo youknow? DetermineandexplainDouglass’spointofviewbasedonan evaluationof histone,claims,andevidence.What isDouglass’spurposeinwriting thistext? (RI.9-10.6)
Form two circles(oneperson from each pairisin theinnercircle,and onepersonfromeach pairisintheoutercircle).Provideeach pairsufficienttime todeviseanswersto thediscussion questionsand locatespecificevidence,using thechart and annotationsasa starting point.Then havetheinnercircle (madeupofonestudentfrom each pair)discusstheiranswerstothequestionsforeightminutesusing accountable talk,17providing evidencefortheirideas,and activelyincorporatingothersinto thediscussion.(SL.9-10.1a-b,SL.9- 10.4)Whiletheinnercirclediscusses,studentsin theoutercirclewillserveastheirpartner’s “wingman,”noting theclaimsmadeduring thediscussion,locatingevidencethatsupportsorcontradictsthoseclaims,anddeveloping additionalpoints to beshared in discussion.Aftertheeight-minutediscussion,havethepairsconsulteachothertoreviseand refinetheirclaimsand evidence.Thenhavetheinnercirclecontinuethediscussion forfivemoreminutes,making suretosummarizepointsof agreementand disagreement.Followingthediscussion,havetheclassreflecton thediscussionbyindicating howtheir thoughtswerejustifiedor

(4)“AsIreadandcontemplatedthesubject,behold!thatverydiscontentmentwhichMasterHugh hadpredictedwouldfollowmylearningto readhadalreadycome,totormentandstingmysoultounutterableanguish.”

(5)“Iheardnothingwithouthearingit, andfeltnothingwithoutfeelingit.”

(6)“Itlookedfromeverystar,itsmiledineverycalm,breathedin everywind,andmovedin everystorm.”

15

16

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TEXTSEQUENCE / TEXTUSE
qualified based onthereasoning orevidenceofothersin thediscussion and howtheycould improvefuturediscussions(e.g.,incorporating othersintothediscussion,askingmorequestions,ormakingmoreconnectionsbetween ideas).(SL.9-10.1c-d,SL.9-10.6)
  • Lastly,havestudentswritea responseto thefollowing prompt:Summarizeparagraph7, inwhich Douglassindicateshowhelearnedtheword abolitionist.(RI.9-10.2)Explainthesignificanceof both thiswordand theprocessheused tolearnit.(RI.9-10.4,RI.9-10.5,RI.9-10.9,L.9-10.4b,L.9-10.6)Citethoroughtextualevidencetosupporttheresponse, including directquotations.(RI.9-10.1,W.9-10.9b,W.9-10.10)Useasentencewithintheresponsethatismodeled from oneofthesentencesfrom “Learning toReadand Write.”(L.9-10.1a-b)Havea peerevaluatethewrittenresponseandofferfeedbackbasedontheuseofevidenceand incorporationofquotations.(W.9-10.5)
SAMPLETASK: Accessadditionalquestions and a sample writing task18for“Learning toRead and Write.”
LESSON2:
Lesson Pacing: 2-3 days
Reading Texts:
  • “Superman andMe,”Sherman Alexie
Additional Materials:
  • Chart the Evidence: “Superman and Me”(Posted in Unit Plan Resources on Blackboard)
Assessment:
  • Chart the Evidence
  • Fishbowl discussion
  • Timed Analysis(Directions posted in Unit Plan Resources on Blackboard)
/ TEXTDESCRIPTION:Similarto“LearningtoRead and Write”byDouglass,Sherman Alexie’sessaydetailshisexperiencesin learning to read and thesignificanceofreading and writing in hislifeas achild and asan adult.(RI.9- 10.9)
TEXTFOCUS: Thisessayisfilled withhumorand powerful languagethatresonatewiththereader.Therhetoricof theessay isparticularlystrong.Studentscananalyzehowthelanguageand structureofthetextdevelopthepointofviewand centralideaoftheessay.(RI.9-10.2,RI.9-10.4,RI.9-10.6)
MODELTASKS
LESSONOVERVIEW:Studentsread and summarize thetextindependently.Studentsinterpretkey phasesofthetext.Studentsanalyzekeysections ofthetext,making connectionstotheoverallclaim.Studentsdiscussas aclasstheirunderstanding of thetextand completethelessonbyresponding toatimed writing promptanalyzing thetext.
READANDUNDERSTANDTHETEXT:
  • Havestudentsread“Superman andMe”independently.(RI.9-10.10)
  • Havestudentsworkindependentlytocompletethefollowing:

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  • Using a three-column chart, (1)identify themainclaimsmadethroughouttheessayand theorderin whichtheyappear; (2)identify specificphrases,sentences,orparagraphsthatdevelop theclaimofeachsection;and (3) identifytheconnectionsmadebetweentheclaimsofeach section.(RI.9-10.1,RI.9-10.3,RI.9-10.5)
  • Havestudentsrereadthetextand highlightwordsand phrasesthatrevealAlexie’sattitudetoward lifeonthereservation,treatmentof AmericanIndians,and reading and writing.Usea differentcolorhighlighterfor each subject(e.g.,greenfor reservation life,yellowfortreatmentof American Indians,pinkfor readingand writing).(RI.9-10.4)
  • Determineacentralideaof“Superman andMe”and assesswhetherAlexie’sevidenceisrelevantandsufficientlysupportshisclaim.(RI.9-10.2,RI.9-10.8)
  • In pairs,promptstudentstoreread,paraphrase,and interpretdifferentphrasesand sentenceswith figurativemeanings.Then considertheeffectof thosesentencesand howtheyareused inthetextto developa centralidea.(RI.9-10.2,L.9-10.5a-b,L.9-10.6)Samplephrases to analyzeinclude:
  • “Wewerepoorbymoststandards,butoneofmyparentsusuallymanagedto find someminimum-wagejob oranother,whichmadeusmiddle-classbyreservation standards.”
  • “Welived ona combination of irregularpaychecks,hope,fear,and governmentsurplusfood.”
  • “Myfatherloved books, and sinceI lovedmyfatherwith an aching devotion, I decidedto lovebooksaswell.”
  • “I didn’thavethe vocabularytosay‘paragraph,’butIrealized thata paragraph was a fencethatheldwords.”
  • “Now,using thislogic, Icanseemychanged familyasan essay ofseven paragraphs:mother,father,olderbrother,thedeceased sister,myyoungertwin sistersand our adopted littlebrother.”
  • “A smartIndian isa dangerousperson,widely fearedand ridiculed byIndiansand non-Indiansalike.”
  • “Theylookatmewith brighteyesand arrogantwonder.Theyaretrying to savetheirlives.”
  • “Thentherearethesullenand alreadydefeated Indian kidswhositin thebackrowsand ignoremewiththeatricalprecision.”
  • “‘Books,’ Isayto them.‘Books,’I say. I throwmyweightagainsttheirlocked doors.Thedoorholds. I amsmart. Iamarrogant. I amlucky. I am trying tosaveourlives.”

TEXTSEQUENCE / TEXTUSE
  • Projectparagraph 7and read italoud.Then highlight with a differentcolorthedifferentsentencetypes(simple,compound,complex,compound-complex)used in theparagraph.Askstudentstoidentifyanypatternstheynoticein the paragraph.Thisshould promptthem toidentifytherepetitionof“read.”Underlineeach time“read”appearsin theparagraph.Discusswith studentstherhetoricaleffectof thesentencepatternsand repetition.Sampleprompting questions:
  • WhatdoesAlexieclaim in thisparagraph?Howdoesheestablish and supportthatclaim? (RI.9-10.1,RI.9- 10.8)
  • Howdotheclaimand structureofthisparagraphbuilda centralideaoftheentiretext? (RI.9-10.5)
  • Howdoesthisparagraph addtothe overall effectoftheessay? (RI.9-10.6)
Havestudentsworkwith apartnertoanalyzethestructureof anotherparagraphin thetextin a similarway(e.g.,paragraph 3,4,6,or8). Havethepairspresenttheirthoughtsto theclassand conductabriefdiscussionbased on questionssimilarto thoseabove.Focuson Alexie’swritingstyleand itseffectonthemasreaders.
  • Projectthefirstsentencesof paragraph 7 (“Irefused tofail. Iwassmart. I wasarrogant. I waslucky.”)or thelastsentencesoftheessay(“I throwmyweightagainsttheirlocked doors.Thedoorshold. I am smart. I amarrogant. I amlucky. Iam trying to saveour lives.”).Havestudentscombinethesesentencestocreate varioustypesof phrasesand clauses.19(L.9-10.1a-b,L.9-10.2a)Substitutethecombined sentencesinto theoriginalparagraphsand read therevised paragraph aloud.Havestudentsdiscussthedifferencesinmeaning,interest,and effect.(RI.9-10.6)
EXPRESS UNDERSTANDING:
  • Conduct aseries offishbowldiscussions20based onthesequestions:
  • HowdoesAlexielearnto read? Whatisthesignificanceof thetextheused tolearnto read and hisprocess?(RI.9-10.2,RI.9-10.3,RI.9-10.5)
  • Whatistheimportanceofthetitleand theimageof“Superman”?(RI.9-10.2,RI.9-10.5)
  • HowdothelanguageAlexieusesthroughoutthetext,theexamplesheprovides,and thewayhestructuresthetextconveya centralidea?(RI.9-10.2,L.9-10.5a-b)

19Possiblecombinedsentences:“I refusedto failbecauseIwassmart,arrogant,andlucky.”Or“Iam smart,lucky,andarrogant, andeventhoughI throw myweightagainsttheirlocked doorstosaveourlives,thedoorshold.”

TEXTSEQUENCE / TEXTUSE
oWhatdoesAlexievalue?Howdoyouknow? Determineand explainAlexie’spointofviewbasedontheevaluationof histone,claims,andevidence.WhatisAlexie’spurposein writingthistext? (RI.9-10.6)
Form two circles.Providesufficienttime forstudentstodeviseanswersto thediscussion questionsand locatespecificevidence,using the completed notechartsand annotationsasa startingpoint.Then havetheinnercirclediscusstheiranswersto thequestionsforeightminutesusingaccountabletalk,21providingevidencefortheirideas,and activelyincorporatingothersintothe discussion.(SL.9-10.1a-b,SL.9-10.4)Whiletheinnercirclediscusses,studentsintheoutercircleevaluatethepointofview,reasoning,and useof evidenceof astudentin theinnercircle.(SL.9-10.3)Havestudentsin theoutercirclerecord theirthoughtsusing a platformlikeToday’sMeet.22(W.9-10.6)Aftertheeight-minutediscussion,swap theinnerand outercirclesand repeattheprocess.Following thediscussion,havetheclassreviewtherecordedthoughtsand reflectonthediscussion by indicating howtheirthoughtswerejustified or qualified basedon thereasoning orevidenceofothersin thediscussionand howthey could improvefuturediscussions(e.g.,incorporating othersintothediscussion,asking morequestions,ormakingmoreconnectionsbetween ideas).(SL.9-10.1c-d,SL.9-10.6)
  • Finally,askstudentsto selectoneof thefollowing quotes:
  • “I refused tofail. Iwassmart. I wasarrogant. I waslucky.”
  • “I readwithequalpartsjoy and desperation.”
  • ”Despiteallthebooks Iread, I am stillsurprised I becamea writer.”
  • “I throwmyweightagainsttheirlocked doors.Thedoorshold. I amsmart. Iam arrogant. I amlucky. Iamtryingtosaveour lives.”
Ina brieftimed analysis,23havestudentsinterpretandexplaintheimpact of thechosen quoteinthecontext of theessay.(RI.9-10.5)Studentsshould analyzehowthequotedevelopsor refinesAlexie’sclaimsandcontributestodevelopmentofhispurposeand thecentralideaof thetext.(RI.9-10.2,RI.9-10.4,RI.9-10.6, W.9-10.1a-e,W.9-10.10)Citestrong and thorough textualevidence,including directquotations.(RI.9-10.1, W.9-10.9b,L.9-10.2b)Use grade-appropriatewordsand phrases,grammar,punctuation,andspelling,andincorporatesentencesusing phrasesor clausessimilarto thetextsreadso farin theunit.(W.9-10.4; L.9-10.1a- b;L.9-10.2a,c;L.9-10.6)