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(1) Banned book assessment: Students will read one of the eleven most popular banned books in the United States and complete a brown bag exam. Students will read books during book club time with other students who have chosen the same text. Since teens benefit from working in groups, or a community, I feel this is a great option for book clubs (146). Students will create a reading schedule and discuss themes, characterization, word choice, symbolism, and other literary elements. This will help "capitalize on teens' desire to talk with one another about important issues" (146). The book clubs also encourage students to keep reading. It holds them accountability.

(2) Using their knowledge of grammar, mechanics, usage, word choice, and formatting, students will write the next two pages of Burned, starting where Hopkins left off. Criteria includes:
(1). Two full pages
(2). Mirror Hopkins tone and voice, paying close attention to word choice from the main character and narrator.
(3). Successful formatting that supports the feeling of the text written.
(4). The use of at least two of the four phrases discussed (labeled).
(5). Use of powerful words.
(6). Mirror Hopkins use of rhyme (formal and interior)
(7). Seperately parse one segment from the writing correctly.
(8). Print and publish in a unique way.

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UNIT DURATION: 17 full class days starting the week of "Banned Book Week".

OBJECTIVES: Students will discuss censorship and propaganda, as well as read non-fiction articles pertaining to our anchor text, a variety of discussion techniques, a choice book, and a large amount of grammar lessons over novels in verse. Students will be able to write formally and informally on a variety of topics, as well as practice their speaking and listening skills during class discussions.

ASSESSMENTS: Close reading analysis with focus on author's craft, denotative and connotative language, discussion, informal and formal reading assessments, grammar practice, and a choice project with their choice book. In addition, there will be grammar and discussion assignments throughout the 17 day unit.

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Banned Books Week is the annual celebration of the freedom to read. The event is sponsored by a coalition of organizations dedicated to free expression, including American Booksellers Association; American Library Association; American Society of Journalists and Authors; Association of University Presses; Authors Guild; Comic Book Legal Defense Fund; Foundation for Individual Rights in Education (FIRE); Freedom to Read Foundation; Index on Censorship; National Coalition Against Censorship; National Council of Teachers of English; PEN America; People For the American Way Foundation; and Project Censored.

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(1) Literary analysis is vital in English classes. Although literary analysis can be daunting, author Jennifer Buehler gives many examples of how analysis can be interesting and valuable to the student. I chose to use close reading analysis within my unit, specifically when identifying grammar, structural diction, and nonfiction texts. Close reading can be daunting, but it helps students tremendously (93).
(2) Preparing for a novel is very important. I chose to introduced Burned in a unique way started with Banned Book Week. Connecting Banned Book Week to our choice book assignment, as well as introducing important themes and information from Burned was very valuable. The study of origin from the novel helps students with engagement (93). I like this arrangement because teens benefit from having a YA lit guide. It is great when teens can have teachers to promote books of interest to them (146).
(3) Discussion is very important in the classroom and in life. That is why I decided to center my curriculum around engaging debates and discussion using a variety of techniques (93).
(4) Having choice is very valuable for students. I chose to allow students to pick their own banned book for our book clubs for this unit (114). In addition, teens really value working and reading in communities. "In the real world, readers seek the company of other readers" (146). When teens can discuss and be a community, the reading and understanding is more authentic.
(5) I decided to use a themed reading list for this unit because I felt it would coincide with our book from Ellen Hopkins and solidify the lessons about censorship. Since themed reading lists asks students to focus their attention on self-selected topics, students enjoyed the freedom (114). Due to themed reading lists, teens are given "honest stories" to read. When there are honest stories, there are honest discussions (147). Likewise, the discussions that can be hard, especially about themes such as coping with abuse, trauma, or self-destructive behaviors help teens with their decision-making (147).
(6) I chose to use the brown bag exam as an assessment piece for both mid-way reading assessments, but also a culminating assessment as well with their choice book. Although I put a different twist on the brown bag exam, I feel it will be very successful and unique for students (118). This type of assessment contains many forms complexity. This complexity deepens the reader's understanding. "Through YA pedagogy, we guide students in an ongoing process of making complexity as they read these books with their peers and on their own" (148).

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Lesson I: Day I-- Censorship and Propaganda 

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Lesson I: Day I-- Censorship and Propaganda 

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Anticipatory set: Reflection and Rotating journals (shared journals among English II classes)

MINI-LESSON: What is censorship? What is propaganda? (see video below)

CONNECTION TO AUTHOR: Ellen Hopkins video on censorship and banned books and the issue she faced in Texas in 2010 (see video)

INDEPENDENT READING: Students will be given the Time Magazine article entitled “Texas: If You Can’t Ban Books, Ban Authors”

INFORMAL ASSESSMENT: Post-It assessment over censorship and propaganda

FORMAL ASSESSMENT: Jigsaw discussion preparation for the next day. Students will be divided into three groups. Each group will focus on one analysis portion of the article above.

JIGSAW ACTIVITY PREP:
Group I: STANCE: The banning of author Ellen Hopkins at Humble Independent School District in Texas is a clear example of censorship.
Group II: STANCE: Author Phil Bildner’s “Texas: If You Can’t Ban Books, Ban Authors” is the perfect example of a one-sided argument in support of author Ellen Hopkins.
Group III: STANCE: Parents play a pivotal role in the censorship of literature, leading to the destruction of free speech.

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Anticipatory set: Reflection and Rotating journals (shared journals among English II classes)

GROUP PRE-WORK:  Students will get 15 minutes to debrief and decide how they would like to present their (1) Summary, (2) Discussion points, (3) Personal opinion. This information will be posted on the SmartBoard.

JIGSAW DISCUSSION: Jigsaw discussion requires that one group of students teach to another group. On the outside, this discussion technique is fairly typical, but I like to have students listen, take notes, and then respond as other groups present their information. All desks are situated in a large circle. Group are not expected to stand, but they must all have a part in the discussion and presentation process.

REFLECTIVE WRITING PIECE: Students will be expected to write formally using our proper English rules (no contractions but personal pronouns are allowed). Students will tackle the following prompt. (1) What surprised you during discussion? (2) What did someone say that you thought, “YEP!”? (3) What did someone say that you thought, “NOPE!”? (4) How did this discussion affect your overall opinion of banned literature? There is no length requirement on this piece, but students know the more indepth and organized they are, they better their assessment grade will be.

AT-HOME READING: Students will get a copy of Ellen Hopkins’s response “Manifesto”. For tonight, students will read and closely annotate the poem. Their main focus will be on the author’s theme and connotative language used. Students will be expected to highlight powerful words and phrases, as well as come up with one powerful theme statement.

CLOSURE: Students will have time at the end of class to watch Ellen Hopkins read her “Manifesto” aloud. This will be a powerful way to end the class period and entice students to dig deeply into the piece. *It is important to note that we will probably not get through the entire manifesto, which is my plan. I prefer to end class on a cliffhanger, pushing students to crave the end of the poem.

Assessment:

FORMAL ASSESSMENT: Writing assessment of discussion

FORMAL ASSESSMENT: Discussion grade:  (1) adding commentary, (2) speaking formally, (3) using appropriate tone, and (4) actively listening.

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Anticipatory set: Students will enter the room. On my board will be there second brown bag reading assessment. This time a babydoll will be sitting on the ledge. Students will have 5 minutes to describe its significance to their reading last night. Once done, students will turn in their explanation and get out their close reading activity and reflection.

SMALL GROUP DISCUSSION: Students will get into groups of four and discuss the close reading from yesterday. Each group will have one main goal. Each group must describe how the side effects of the nuclear testing has affected generations after the testing occurred. One group member will be the scribe for this task, while another group member will be the speaker when sharing time comes.

MINI-LESSON: Today students will have a mini-lesson refresher over parts of speech. Students will be expected to identify nouns, verbs, pronouns, adjectives, adverbs, conjunctions, interjections, prepositions, and article adjectives. I will use humorous mentor sentences for guided practice.

PARSING ASSESSMENT:  Students will re-read pages 230 and 231 and then be divided into five groups. Each group will be given a posterboard with their assigned "segment" from the pages read. Students will be expected to identify any phrases in their assigned segment, as well as any literary techniques. Once done, students will share and discuss their segments.Segments:

(1) "We went inside to our separate rooms, where the walls formed boxes around us. And I wondered what Aunt J was doing, along in her own private cubicle" (230).

(2) "Was she crying over Kevin? Cursing Dad? Had she tucked it all back away into that terrible space to run from her nightmares" (230)?

(3) "Closed in by plaster, question after question infiltrated my aching head. What about Sara? Hadn't Aunt J loved him at least a little" (230)?

(4) "How could the sheriff, who we trusted, swear to uphold the law when his allegiance lay elsewhere? How could Grandpa Paul send Dad on an armed mission" (230)?

(5) "Would Dad really have pulled the trigger, killed his sister and Kevin, because they were in love? To win? The obvious answer kept me awake half he night" (231).

CORE READING #6: Once done with parsing, students will move on to core reading #6, pages 263-300, paying close attention to the essential questions below. Essential Questions:

How does Ellen Hopkins’s use of dialogue show character development within Pattyn?

In what ways does Ellen Hopkins use foreshadowing within the verses of Burned?

In what ways has the structural diction changed over the course of the novel?

Closure: READING: There will be no official closure today outside of giving students a “track your thoughts” assessment. Students will be required to complete the “track your thinking” to help students identify key elements of the reading.

Assessment:

INFORMAL ASSESSMENT: Students will be formally assessed while interacting in their small-group discussion. The assessment will include the following grade categories: (1) contribution to the discussion, (2) delineation of jobs (3) actively listening and (4) share-out.  (15 pts)

FORMAL ASSESSMENT: Students will also be assessed according to their close reading and reflection from the article “Building the Atomic Bomb” by Laurence Topham, Alok Jha and Will Franklin. The assessment includes the (1) close reading and annotation and (2) the two-paragraph reflection (30 pts)

FORMAL ASSESSMENT: Students will be assessed on their collaboration and parsing abilities as a group during our parsing assignment. Although students may have some errors, the discussion during parsing and during share-out will be very valuable. (20 pts--collaboration and accuracy)

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Lesson VI: Day VI--Core Reading 2 (Theme and character development)

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Lesson VI: Day VI--Core Reading 2 (Theme and character development)

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Anticipatory set: Reflection and Rotating journals (shared journals among English II classes)

CORE READING #2: Essential Questions

How does Ellen Hopkins reveal the theme of love in Pattyn’s story?

In what ways does forbidden love taste sweeter according to Pattyn?

In what ways does Ellen Hopkins develop Pattyn as a character according to her decisions?

LEARNING ACTIVITY: ONE QUESTION / ONE COMMENT: Students will retrieve their one comment / one question assignment from last night. Students will choose one person to discuss their assignment with before we start today’s reading. I will ask if anyone was confused about last night’s reading. There will be no reading check today.

MINI-LESSON: Students will have a refresher on theme by watching a short YouTube video. Once done, students will be introduced to their first theme: love. CORE READING #2: Essential Questions: How does Ellen Hopkins reveal the theme of love in Pattyn’s story? In what ways does forbidden love taste sweeter according to Pattyn?In what ways does Ellen Hopkins develop Pattyn as a character according to her decisions?

WHOLE-CLASS READING: After discussing the essential questions, we will begin reading pages 116-146  today in class. I will continue to model the structural understanding of Hopkins’s work.TAYLOR SWIFT v. PATTYN VAN STRATTEN: We will stop reading at page 134 today, right before Pattyn realizes her friends were spies for her parents. I will then give each student a copy of Taylor Swift’s song “Love Story”.  Students will be expected to listen and watch the music video for “Love Story” once through without annotating or labeling anything. The second time through, students will be asked to identify areas in the song and book where forbidden love was demonstrated as a theme. Highlighters will be used for the song lyrics, while sticky-tabs will be used for the novel.

CLOSURE: THEY SAY / I SAY: Students will complete a “they say / I say” writing exercise tonight for homework. Using their own graphic organizer, students will divide the paper into two equal parts. On one side of the paper the student will list everything the parents or anti-supporters said about Pattyn and Taylor’s love stories. On the other side of the paper, students will list everything Pattyn and Taylor have said about their love story. Pages numbers and line numbers are expected, following MLA format. Students will be asked to read the rest of pages 116-146 for homework tonight. Students should be prepared for an assessment tomorrow when they come to class.

Assessment:

INFORMAL ASSESSMENT: Students will be assessed on their discussion with a peer over their one question / one comment assignment. The assessment will be fairly informal. If students are participating and have their notecard completed, they will receive full points. (5 pts)

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Lesson V: Day V--Core Reading 1 (Structure)

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Lesson V: Day V--Core Reading 1 (Structure)

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Prior Academic Learning and Prerequisite Skills:

Students will have some prior knowledge in regards to craft and structure. Students would have used several mentor texts to mimic an author’s writing and purpose. Some examples include “This is 45: The Eye of Life’s Storm” by Emily Mendell, George W. Bush’s speech after 9/11 "A Great People Has Been Moved to Defend a Great Nation" and Franklin Roosevelt’s speech to Congress after Pearl Harbor.

Anticipatory set: Reflection and Rotating journals (shared journals among English II classes).

POETRY ELEMENTS ACTIVITY: Students will get into groups of four and discuss the poetry elements in “Aunt Jennifer’s Tigers” By Adrienne Rich. Students should debate any inaccuracies in one another’s labeling. Once done discussing, students will receive a clean copy of Adienne Rich’s poem. Each group will be expected to label the poem together, paying close attention to the poetry elements discussed in class and using their notes. After this, any misconceptions or confusion will be discussed as an entire group.

WHOLE-CLASS DISCUSSION: Students will be introduced to Ellen Hopkins’s book, Burned. They will also be introduced to how we will read and interact with the text. Essentially, there will be 10 “core” days of reading with our anchor text. Each day a new set of essential questions will be tackled. Students will be expected to complete a variety of activities during the reading, including a “track your thinking” assignment, analysis questions, a brown bag mini-exams, and a nonfiction article to close read.

MINI-LESSON: Students will be introduced to items such as rhetorical questioning, structural diction, the forming of concrete verse, and denotation/connotation

CORE READING #1: Essential Questions:

How does Ellen Hopkins reveal the theme by making the reader think about the subject matter shown through these rhetorical techniques?

In ways does Ellen Hopkins introduce structural diction into her novel, and how does structural diction demonstrate the powerful nature of the chapter?

How does Ellen Hopkins use freestyle verses to tell a full story?

In what structural ways does Ellen Hopkins use dialogue? How does this structure add to the storytelling process and verse expectation?

WHOLE-CLASS READING: After discussing the set-up of reading, as well as the essential questions, we will begin reading pages 1-115 today in class. I will model many of the essential question answers in the reading today, labeling the use of rhetorical questions, structural diction, freestyle verse, and dialogue usages.

Closure: POST-IT: Students will be given a Post-It note and asked one quiz question. The question is the following: Look back through the pages we have read so far in Burned. Identify one of the following poetry elements. Write the page number, the actual piece from the poem, and what element it is. Elements include verses, stanzas, rhyme scheme, meter and repetition. Students will be asked to read the rest of pages 1-115 for homework tonight. They will also be required to bring in one comment and one question on a notecard for tomorrow.

Assessment:

FORMAL ASSESSMENT: Students will be assessed on how well they labeled and identified Adrienne Rich’s poem “Aunt Jennifer’s Tigers”. This includes the poetry elements, as well as their discussion points in class. As always, students will be assessed on their (1) ability to collaborate effectively, (2) adding commentary, (3) speaking formally, (4) using appropriate tone, and (5) actively listening. (20 pts)

FORMAL ASSESSMENT: Students will be assessed over their understanding of poetry elements. This formal assessment will be in the form of a Post-It note quiz. Students will be expected to identify one poetry element from Ellen Hopkins’s Burned. Write the page number, the actual piece from the poem, and what element it is. Elements include verses, stanzas, rhyme scheme, meter and repetition. (6 pts)

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LESSON IV: Day IV: Choice Books and Mini-Lesson- Why some poets buck the grammar system, and others use it to their advantage. 

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LESSON IV: Day IV: Choice Books and Mini-Lesson- Why some poets buck the grammar system, and others use it to their advantage. 

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INTRODUCTION: On the SmartBoard all 11 books will be posted. Students should spend about 5 minutes during the anticipatory set discussing their choices with their direction partners. (Direction partners--North, South, East, and West--were picked at the beginning of the year by students).

CHOICE BOOK DISCUSSION: Students will get out their choice book selection options. Around the room will be the names of the 11 books at 11 different stations. Students will be introduced to the brown bag assessment for their choice book. Since this book is a themed reading, and a small group of students will share their book choice, students will be expected to meet weekly during class for a round-table discussion of the book. Students will be expected to create a reading calendar together to determine where stopping points will be during their reading. Once students know the expectations for the choice book, they will move around the room and read a little more about each book choice. Students will have 10-15 minutes to chose their book and sit at the appropriate station.

MINI-LESSON: Students will take short notes and discuss the different elements of poems.

MENTOR TEXT ACTIVITY: Students will share different poems they have read throughout school. Different authors and varieties will also be discussed. I will share names of some of the most famous American poets, including E.E. Cummings, Walt Whitman, Robert Frost, and even Ellen Hopkins. We will then discuss how some poets pay close attention to the grammar and mechanics of proper English. They place periods and commas in their correct spots and give respect to proper capitalization and punctuation. I will use Adrienne Rich’s poem “Aunt Jennifer’s Tigers” as the example text for appropriate usage of grammar in poetry. I will then show how other poets do not always follow the rules. They are rebels who challenge the rules, specifically spelling and punctuation. It takes a great grammarian to buck the grammar rules but still create flow and meaning for the reader. I will use  E.E. Cummings’s poem “anyone lived in a pretty how town” as an example.

PARTNER ACTIVITY: Students will get with their North partner. Using capitalization and spelling rules of standard English grammar, students will be expected to correct E.E. Cummings poem. Once done, students will read the poem again. As an entire group, we will discuss how the usage of formal grammar changed the poem. Students will be expected to pay close attention to tone, voice, and form.

CLOSURE: Students will be encouraged to look over their poetry notes tonight. Tomorrow, students will be given 15 minutes to close read and identify the elements of a poem using Adrienne Rich’s poem “Aunt Jennifer’s Tigers”.
**Students will be reminded that their choice book calendar will be due in 5 days. Students will be given time during class to complete this calendar.

Assessment:

FORMAL ASSESSMENT: Students will be assessed on how well they correct and annotate E.E. Cummings’s poem. This includes mechanics and grammar corrections, as well as their discussion points in class. As always, students will be assessed on their (1) ability to collaborate effectively, (2) adding commentary, (3) speaking formally, (4) using appropriate tone, and (5) actively listening. (20 pts)

MENTOR TEXTS:
Aunt Jennifer’s Tigers
By Adrienne Rich

Aunt Jennifer’s tigers prance across a screen,
Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.

Aunt Jennifer’s finger fluttering through her wool
Find even the ivory needle hard to pull.
The massive weight of Uncle’s wedding band
Sits heavily upon Aunt Jennifer’s hand.

When Aunt is dead, her terrified hands will lie
Still ringed with ordeals she was mastered by.
The tigers in the panel that she made
Will go on prancing, proud and unafraid.

*Other poets do not always follow the rules. They are rebels who challenge the rules, specifically spelling and punctuation. It takes a great grammarian to buck the grammar rules but still create flow and meaning for the reader. Take E.E. Cummings for example:

anyone lived in a pretty how town
By ee cummings

anyone lived in a pretty how town
(with up so floating many bells down)
spring summer autumn winter
he sang his didn’t he danced his did.

Women and men (both little and small)
cared for anyone not at all
they sowed their isn’t they reaped their same
sun moon stars rain

children guessed (but only a few
and down they forgot as up they grew
autumn winter spring summer)
that noone loved him more by more

when by now and tree by leaf
she laughed his joy she cried his grief
bird by snow and stir by still
anyone’s any was all to her

someones married their everyones
laughed their cryings and did their dance
(sleep wake hope and then)they
said their nevers they slept their dream

stars rain sun moon
(and only the snow can begin to explain
how children are apt to forget to remember
with up so floating many bells down)

one day anyone died i guess
(and noone stooped to kiss his face)
busy folk buried them side by side
little by little and was by was

all by all and deep by deep
and more by more they dream their sleep
noone and anyone earth by april
with by spirit and if by yes.

Women and men (both dong and ding)
summer autumn winter spring
reaped their sowing and went their came
sun moon stars rain

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Anticipatory set: Visual interpretation of quote: "The pen is mightier than the sword".

ANALYSIS OF “MANIFESTO”: Students will get out their analysis of “Manifesto”. We will begin a discussion using two large pieces of butcher paper. One paper will have the words “POWERFUL VOCABULARY” at the top, while the other paper will have the words “THEME STATEMENT” at the top. Students will be divided into two groups. One side of the room will spend time brainstorming the most powerful vocabulary in the poem. They will fill the paper with these words. The other group will begin discussing their theme statements and putting them on the assigned butcher paper. Students will be given between 10-15 minutes to complete this task. When done, students will share their thoughts aloud. The other group will discuss any vocabulary or theme statements the group may have missed. There will be an extensive conversation about Hopkins’s use of words. We will discuss how the words could be changed and how that may change the entire piece. Examples include bigots, zealots, perversion, mutli-gendered identities, Darwin, Magdalene, and incombustible.

LISTEN AND DISCUSS: I will play Ellen Hopkins’s reading of “Manifesto” (see below). Now that students have read the piece and have extensive background knowledge as to why Hopkins wrote this piece, they will be able to better analyze its importance and meaning in today’s society. I will then pose these questions to the classroom: What is the real unlawfulness within this poem? What is the worst crime of all? Who is committing it?

BOOK TALK: I will then present Burned to the students. They will each be given a copy of the book. I will do a book talk about the book, shedding light on the overall story (background of the Mormon faith, the setting of Nevada, and our dear Pattyn), as well as its structure. We will not start the book today, but it will get students excited about the story.

CHOICE BOOK DISCUSSION: Along with reading Burned by Ellen Hopkins, students will be expected to read one of the top 11 banned books in America. They will be expected to research the 11 books tonight using the banned book website. They will need to come to class tomorrow with two choices from the list. There is only one rule with these choice books. It must be a book the student has never read. Book projects for choice books will be discussed tomorrow.

Closure: POST-IT: Students will examine the two pieces of butcher paper and pick one theme statement they believe is the most accurate and powerful. They will put it on their Post-It and explain why they picked this statement with evidence from the poem. Post-Its must be left on my door before they leave the classroom.

Assessment:

FORMAL ASSESSMENT: Students were expected to closely read and annotate Ellen Hopkins’s poem “Manifesto”. Students will be assessed on their ability to complete the major components of this assignment. This includes closely reading the text (adding thoughts, connections, and analysis on the side), identifying strong word choice, and create an appropriate theme statement

INFORMAL ASSESSMENT: Students will be assessed on their collaboration and discussion skills during our group work with butcher paper and whole-class discussion. As always, students will be assessed on their (1) ability to collaborate effectively, (2) adding commentary, (3) speaking formally, (4) using appropriate tone, and (5) actively listening.

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Ellen Hopkins: "Burn every word - ideas are incombustable!"

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Lesson IX: Day IX--Non-fiction connection to reading 

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Lesson IX: Day IX--Non-fiction connection to reading 

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Anticipatory set:  Students will come into class and see looping videos of nuclear bombs detonated on the SmartBoard. Students will grab their reflecting and rotating notebooks and have 3 minutes to brainstorm everything they know about nuclear bombs.
Once done brainstorming for 3 minutes, we will see which students have the most and best bits of information on their list.

INSIDE CIRCLE / OUTSIDE CIRCLE: Six students will be selected to sit in the inside circle. The rest of the class will be expected to sit in the outside circle. The inside circle will be discussing what was expected from them last night during homework. Essentially, students should identify examples from the following theme statement: Forever love is a myth individuals tell themselves to excuse inappropriate actions. Only the inside circle is allowed to talk. The outside circle is expected to listen and take notes. At the end of discussion, the outside circle will have time to share their thoughts. This is when they will use their notes to show understanding and listening skills.

MINI-LESSON: Today students will be introduced to a period of US History that most students do not learn about. I will be introducing students the US government’s role nuclear testing in the state of Nevada in the 1950s. My introduction will include three videos (Atomic Tests in Nevada video, Original Color Film, and A Look Back at US Nuclear Tests). Students will be expected to take notes during the videos and come up with any questions they may have about the testing.

CLOSE READING: Students will then be introduced to the non-fiction article they will use to read about the nuclear testing. The article ( “Building the Atomic Bomb” by Laurence Topham, Alok Jha and Will Franklin) will be in paper form, but they will also need to go online to access exclusive pictures and videos from The Guardian. In addition to close reading the article, students will be expected to write a two paragraph reflection (summary and analysis) using Dave Stuart Jr.’s informational template.

INDEPENDENT READING: Students will need to complete pages 234-262 tonight for homework, as well as complete their close reading assignment. Students should pay close attention to the Essential Questions posted for core reading #5.

CORE READING #5: Essential Questions:

How does Ellen Hopkins use structural diction to show separation, anger, and physical freedom?

In what ways does Ellen Hopkins use foreshadowing within the verses of Burned?

How does the informational article about Nevada nuclear testing demonstrate accuracies and inaccuracies in Burned (pages 257-260)

Closure: POST-IT: Students will complete a “I Once Was Lost, but Now I’m Found” notecard today before leaving class. This is when a student describes what they have been taught about a specific subject (such as nuclear testing), and what they now know.

Assessment:

FORMAL ASSESSMENT: Students will be formally assessed today based on their participation during the inside/outside circle discussion. Regardless of which circle students are in, they will be assessed on (1) contribution to the discussion, (2) notes--either before discussion or during, and (3) actively listening.  (15 pts)

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Building the atom bomb: the full story of the Nevada Test Site

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The Nevada Test Site was established a few years after the end of the second world war, against the fear of an all-out nuclear attack from the Soviet Union.

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Lesson VIII: Day VIII--Banned Book Club and Structural Diction 

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Lesson VIII: Day VIII--Banned Book Club and Structural Diction 

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Anticipatory set: Students will arrive in class. Around my room will be 6 colored dots on the floor. Students will be expected to go and stand next to the color that they “feel” the most like today. (red, pink, black, white, blue, and green). Each color will also have a piece of butcher paper. On the butcher paper students will need to put the emotion they currently feel as it connects to the color they are standing by. Students will then share-out their thoughts on color symbolism.

MINI-LESSON: Today students will have a refresher over color symbolism. These refresher notes, as well as the video of symbolism in The Great Gatsby, will help students connect to their mission for class tonight. Since students have already had a great deal of experience with Gatsby and symbolism, this will be a nice way to show symbolism with a familiar text before the release of responsibility tonight for homework.

BANNED BOOK CLUB: Students will then have time to meet with their banned book clubs to hammer out their book club reading calendar. This should take between 20-25 minutes.

INDEPENDENT READING: Once done with this, students will be asked to pick up the symbolism assignment for the day and begin reading core reading #4 (pages 192-232). The essential questions will be on the SmartBoard to ensure students understand their goal for the night’s reading and that they are prepared for it.

CORE READING #4: Essential Questions:

How does Ellen Hopkins use structural diction to show separation, anger, and physical freedom?

In what ways does Ellen Hopkins use foreshadowing within the verses of Burned?

How does Ellen Hopkins use literary techniques, such as alliteration, in this portion of the reading?

CLOSURE: POST-IT: Students will be asked to express any concern they may have about their upcoming banned book reading assignment. All concerns will be read and addressed privately or as a whole-group depending upon the issue.

Assessment:

FORMAL ASSESSMENT: Students will complete a symbolism / structural diction sheet. Students will be evaluated on their ability to identify strong connotative language, symbolism, and structural diction.  (10 pts)

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Lesson VII: Day VII--Character development and theme (abandonment)

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Lesson VII: Day VII--Character development and theme (abandonment)

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Anticipatory set: Reflection and Rotating journals (shared journals among English II classes)

DISCUSSION--TAYLOR SWIFT v. PATTYN VAN STRATTEN: Students will get out their “they say / I say” activity from last night. On large pieces of butcher paper, students will get into partners of their own choosing and write one of their “they say / I say” on the paper. Once done, we will discuss the writings. We will have an overall discussion over the theme of “forbidden fruit” and love lost.

MINI-LESSON: Students will take short review notes over direct and indirect characterization today in class. In the subsequent readings, students will see great character development in regards to Pattyn, her father, her aunt, as well as the flat character of Bishop Crandall.

CORE READING #2: --Essential Questions:

In what ways does Ellen Hopkins develop Pattyn as a character according to her decisions?

How does Ellen Hopkins use structural diction in pages 162-165 to promote character development?

In what ways does Ellen Hopkins develop the setting of Burned in her writing?

In what ways does Ellen Hopkins use foreshadowing within the verses of Burned

WHOLE-CLASS READING: After discussing the essential questions, we will begin reading pages 147-193  today in class. I will continue to model the structural understanding of Hopkins’s work.

Closure: TRACK YOUR THINKING: Students will complete a “track your thinking” sheet tonight for homework while reading today’s assignment. Track your thinking is a thought log. Although students already know what they know, the thought log helps with classroom discussion and develops preparedness in under-prepared students.

Assessment:

INFORMAL ASSESSMENT: Students will be assessed on their discussion during the “they say / I say” activity. Assessment includes how well students collaborate and share-out during the discussion portion of the day.