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Gabi, A Girl in Pieces by Isabel Quintero

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Gabi, A Girl in Pieces by Isabel Quintero

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o	Lexile Level : 820L
o	Grade Level : 9-12
o	Big Ideas: Race/Heritage, Coming of Age, Sexuality/Sex, Body Image, Pregnancy, Addiction/Overdose, Coming Out, Expectations
o	Summary: “Gabi, A Girl in Pieces” by Isabel Quintero follows the diary of Gabriela Hernandez as she takes on the challenges of her life during her senior year of high school. Some of the challenges faced over the course of the text are finding out that her best friend, Cindy, is pregnant, her best friend, Sebastian, is being kicked out of his home after coming out as gay to his parents, her father’s addiction to meth, and her mother’s pregnancy. Other issues weighing on Gabi’s mind throughout the course of the text are boys, her weight, and college. She is constantly battling feeling unworthy of the boys she pursues because of her weight and is conflicted about applying to colleges because it goes against her role as the perfect Mexican-American woman who is expected to remain home and contribute to her family, especially upon hearing of her mother’s pregnancy. As the story progresses both Cindy and Gabi’s mother have their babies, Gabi’s father dies from an overdose, and Gabi finds out that Cindy’s child was a product of rape. The flurry of emotions she feels sends her reeling in her grief and anger. She then attacks Cindy’s baby’s father, German, causing her to be suspended from school and barred from graduation. Ultimately, the story comes full circle as Gabi realizes that not everything in the world is bad, and that no matter what happens, everything will be okay in the end. 
o	Objectives: 
	After completing the text, students will explore the at least two themes of the text with a partner, citing textual evidence for each example. (11-12R2)
	After a class discussion, students will complete a graphic organizer on three characters of their choice and how they changed or remained the same throughout the text, citing specific examples from the text, receiving at least a 3 out of 5 on a teacher created rubric. (9-10R3)
	After each chapter, students will complete the designated sections of their graphic organizer with important notes on characters, plot points, figurative language, and themes, with at least one example in each column. (11-12SL1c)
	After completing the text, students will engage in a three step interview to explore the themes of the text and how they relate to everyday life, completing the exit ticket at the end of the period on their own thoughts and the thoughts of their partner. (9-10SL1)
	After having researched the author, students will write a response about what they learned and how it relates to the text, earning at least a 3 out of 5 according to the teacher created rubric. (9-10R6)

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The Secret Side of Empty by Marie E. Andreu

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The Secret Side of Empty by Marie E. Andreu

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o	Lexile Level: 610L
o	Grade Level: 9-12
o	Big Ideas: Immigration. Love, Friendship, Coming of Age, 
o	Summary: M.T. (Monserrat Thalia) is a high school senior facing all the struggles that come along with the age – but she has a secret that is threatening her future and way of life. With pressure in all directions to get her driver’s license, plan the National Honor Society’s trip abroad, and apply to college, M.T. fears that her secret status as an illegal immigrant is going to be uncovered by her classmates, her community, and the very people who want to get her deported. The story follows M.T. on her journey towards a future that seems empty to a teen who feels her life is unraveling before her very eyes. This realistic fiction text speaks to the impact that the secrets we keep have on us while exploring the life of an undocumented teen in America. 
o	Objectives: 
	After reading the first half of the text, students will write two journal entries from the point of view of M.T. at some point thus far in the text, earning at least a 4 out of 5 according to a teacher created rubric. (9-10W3)
	After reading the novel, students will engage in a full class discussion on M.T.’s situation and how it may be similar to struggles faced by themselves or other students. (9-10SL1)
	After completion of the novel, students will engage in a think-pair-share activity to analyze the author’s choice to write this text in the way she did and why it worked or didn’t in an extended response answer, earning at least 3 out of 5 according to a teacher created rubric. (11-12R3)
	After completing the assigned chapters for homework, students will complete a ten-question quiz on the reading, answering at least 7 out of 10 questions correctly. (11-12SL1)
	After having completed the novel, students will each find an example of a current event that relates to a theme explored in the text, writing a two-paragraph response to the current event and how it relates to the text, earning at least a 2 out of 4 according to the teacher created rubric. (11-12R7)
	After having complete the text, students will complete a create activity in which they create a response or depiction of a certain character or theme within the text, receiving at least a 70% out of 100% according to the teacher created rubric. (9-10W4)

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o   Lexile Level : 750L

o   Grade Level : 9-12

o   Big Ideas : Life and Death, Fate, Love, Friendship

o   Summary: The Donna Hosie story follows the recently deceased, 17-year-old, Mitchell Johnson who is paying his dues in Hell’s accounting office. While at work, he overhears stories of a time travel device that he just has to get his hands on so he wasn’t hit by the bus that sent him here. But his plans to steal the device and get his ticket back to the land of the living don’t quite go as desired when his friends want to go back too.

o   Objectives:

§  After reading the text, students will find at least 10 examples of figurative language and explain why they believe the author chose to include them, getting at least a 7 out of 10 according to a teacher created rubric. (9-10L5)

§  After completing the text, students will compare the hell presented in the text to that of others they have seen (books, tv, movies, etc) to come up with a depiction of their own personal vision of hell, earning at least a 2 out of 3 according to a teacher created rubric. (9-10W5, 9-10W6, 9-10R7)

§  After completing Hosie’s book, students will discuss the themes of Life and Death in the text and how they are explored, answering whether they see them to be fitting and accurate with their extended response earning at least a 3 out of 5 according to a teacher created rubric. (9-10R2)

§  After reading portions of the text, students will be asked to analyze the characters in the text and their decisions through the completion of a graphic organizer, with at least two examples per character. (9-10R3)

§  After finishing the novel, students will retell the story from the point of view of another character, remaining as true to the text as possible and earning at least 75% out of 100% according to a teacher created rubric. (9-10W3)

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o	Lexile Level : 790L
o	Grade Level : 9-12
o	Big Ideas: Loss of Innocence, Growing Up, Phoniness, Religion, Inaction/Isolation
o	Summary: J.D. Salinger’s novel follows 16-year-old Holden Caulfield as he reflects on the days between being kicked out of his fourth school, Pencey Prep, at the end of the fall semester and when he is set to return home to his family for Christmas during his stint in a sanatorium. Holden, seeking company, calls up everyone from his sister to old girlfriends and classmates to academic advisors and teachers, and even a prostitute. However, each meeting and conversation goes poorly and results in Holden becoming displeased and leaving or being left. Ultimately, Holden reveals that he is being treated but does not care to discuss how he inevitably went home and got “sick” but that he does plan to attend yet another school in the fall with cautious optimism. 
o	Objectives:
	After having complete the text, students will write a biopoem on a character from the text, earning at least 75% out of 100% according to a teacher created rubric. (11-12W4)
	After each chapter, students will be asked to take note of unfamiliar vocabulary on their graphic organizer and try to determine the meaning of the words through context clues, then verification through finding the dictionary definition. Students will then be asked to use the word correctly in a new sentence. (11-12L4)
	After completing J.D. Salinger’s novel, students will compare the phony people with the authentic and explain Holden’s reasonings behind these classifications and whether or not they agree with him, following the criteria to earn at least 7 out of 10 on a teacher created rubric. (11-12R6)
	After completing the novel and discussing it as a class, students will be asked to complete a journaling activity on where they think the ducks in Central Park go, earning a four out of five on a teacher created rubric. (9-10W3)
	After reading Salinger’s novel, students will explore what Holden meant by “Catcher in the Rye” in comparison to what was actually said in the poem he references, writing a thorough explanation that earns at least 2 out of 3 according to the teacher created rubric. (11-12R4)

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o   Lexile Level : NP

o   Grade Level : 9-11

o   Big Ideas: Love and Hate, Death, Sacrifice

o   Summary: Follow along in a family feud between the Montagues and Capulets that is tearing fair Verona in two. When the Montague boys crash the Capulet’s masquerade ball in search of a new love for Romeo, there is an instant connection between he and Juliet, a Capulet who is set to be betrothed to another. Despite the warring nature of their families, the two cannot stay apart and exchange vows of love before Father Lawrence agrees to marrying the young lovers in secret with the hopes of ending the feud between their families. When this is unsuccessful and loved ones of both Romeo and Juliet are killed in the crosshairs, Romeo is banished from Verona and Juliet’s wedding to Paris is being planned. Juliet, along with Friar Lawrence, concoct a plan to fake her death so she can run away to live happily ever after with Romeo. With the plan well in action, a supposedly dead Juliet is laid to rest in the tomb of her family but the news of the rouse doesn’t reach Romeo before the news of her death. Distraught with grief, Romeo decides that he would rather die than live without out so he goes to her tomb to kill himself. Moments after Romeo dies, Juliet awakens to his lifeless body and kills herself as well. Although the star-crossed lovers are both found to have perished, the families agree to end the long-standing feud in honor of their children.

o   Objectives:

§  After reading each scene, students will note unknown vocabulary and phrases, consulting the glossary, foot notes, the internet, etc. to determine meaning that cannot be found through context clues, with at least one example from each scene. (9-10L4d, 9-10L5)

§  After having read the play, students will analyze Romeo and Juliet’s choice of death and evaluate their decision according to teacher created criteria, determining whether or not it was an understandable choice based upon their textual evidence and argument, earning at least a 4 out of 5 on the teacher created rubric. (9-10SL3)

§  After having read the play, students will watch the film adaptation and compare the two for major differences, citing at least eight in a graphic organizer. (9-10R7)

§  After having read and discussed the play, students will write an alternate ending from the point of view of Romeo or Juliet, meeting the criteria presented in the teacher created rubric and earning at least 7 out of 10. (9-10W3)

§  After having read Act 1, students will evaluate specific scenes, exploring the theme of love, students will create a text conversation between Romeo and Juliet, portraying their thoughts and emotions in 180 characters of less, earning at least a 4 out of 5 on a teacher created rubric.

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o   Lexile Level : 770L

o   Grade Level : 9-10

o   Big Ideas: Nature of Evil, Savagery, Man vs. Nature

o   Summary: While being evacuated during wartime, a group of British schoolboys’ plane was shot down over an uninhabited tropical island. The story follows along as the boys, elect a leader, receive roles, and attempt to maintain order despite differing views. When the semblance of structure shatters, two factions emerge along with the idea that there is a beast among them on the island. The boys, turning on one another, even kill two of their own before burning the forest which attracts the attention of a naval ship. The now savage children are saved by the naval officers and brought home to live with what they did.

o   Objectives:

§  After reading “Lord of the Flies”, students will engage in small group debates on the themes of good vs. evil and how they relate to humanity with their peers serving as moderators and jury according to teacher established criteria and guidelines. (9-10SL1)

§  After completing the novel, students will rewrite a scene from a specific character’s point of view, remaining as accurate to the text as possible, earning at least a 75% out of 100% on a teacher created rubric.  (9-10W3)

§  After reading each chapter of the text, students will complete a graphic organizer to track the progression of characters and themes, completing each category with textual evidence. (9-10R2, 9-10R3)

§  After having read the novel, students will classify each character as static or dynamic with textual evidence to support their claim, earning atleast 70% out of 100% on a teacher created rubric. (9-10R3)

§  After having read the text "Lord of the Flies" and viewed the film adaptation, students will analyze the two, listing the details that are emphasized, altered, or absent on their graphic organizer, listing at least one significant detail that is emphasized, altered, or absent in each category. (9-10R7)

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o   Lexile Level : 790L

o   Grade Level : 7-10

o   Big Ideas: Race Relations, Social Inequality, Prejudice

o   Summary: Take a trip back in time to the fictional town of Maycomb, Alabama during the Great Depression in this novel by Harper Lee. “To Kill A Mockingbird” follows Jean Louise Finch, better known as Scout, as she, her brother, Jem, and their neighbor, Dill grow and learn about the social issues in the rural south. Throughout the novel, the children find fascination originally in a town recluse that they have been trying to get to leave his house, and later, amidst a court case that will make turn the town upside down when Mayella Ewell, who is known as “white trash” in town, accuses Tom Robinson, a black farmhand, of rape and Atticus is assigned to Tom’s defensive team.

o   Objectives:

§  After having read Harper Lee’s “To Kill A Mockingbird”, students will discuss some of the themes of the text that are still relevant today. After engaging in discussions, students will be asked to fill out a graphic organizer discussing the differences that may have been shared between their own lives in comparison to their classmates with that of the books characters. For homework, the students will be asked to write a reflection on what was learned in class today, relating it back to “To Kill a Mockingbird” and citing textual evidence to support their statements. (9-10R3) (9-10W1) (9-10SL1)

§  After having viewed both mediums of Harper Lee’s “To Kill A Mockingbird” and conducting a 3-step interview to convey the learners’ thoughts on the two, students will be able to compare and contrast the original text of the novel with the movie adaptation on the “Making Comparisons Graphic Organizer” Worksheet, completing at least 3 of 5 categories correctly. (8R7)

§  After having read Harper Lee’s “To Kill A Mockingbird”, students will create a piece of artwork in the medium of their choice to portray a scene, theme, or character within the text, including an explanation of their portrayal and a direct quote from the novel, receiving at least a 2 out of 3 according to a teacher created rubric. (9-10W4)

§  After having read the text, students will rewrite a scene from Boo Radley’s perspective, including details from the text, his feelings, and the inclusion of at least one other character, earning at least 3 out of 5 on a teacher created rubric.  (9-10W3)

§  After reading chapters of “To Kill A Mockingbird”, students will create a list of unknown words, completing a graphic organizer on assumed definition due to context in text, and actual dictionary definition, noting whether or not their assumption was correct, including a minimum of three words per chapter with each category filled. (8L4a)

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The Current, from Minnesota Public Radio, Great Music Lives Here

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Letter from Birmingham Jail by Dr. Martin Luther King, Jr.

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Letter from Birmingham Jail by Dr. Martin Luther King, Jr.

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o	Lexile Level : 1200L
o	Genre : Nonfiction
o	Grade Level : 9-12
o	Big Ideas: (In)Justice, Racism, Civil Disobedience/Unrest, Humanity
o	Summary : King responds to eight clergymen’s criticism of him and his organization’s actions in Birmingham, outlining their nonviolent resistance and presence in Alabama. Over the course of the text, King acknowledges their claims and argues against their eagerness to denounce his movement but not the social and racial issues that caused them, or how he and his organization are criminals but only because the laws are unjust. King argues in favor of his movement to the ignorant individuals that will not accept it or the reasons why it is necessary in the first place. 
o	Objectives: 
	After completing the reading, students will come to class prepared to discuss the relevance of this text and how it applies to the world today. (11-12R2)
	After completing the text, students will be asked to create a summary presentation of the text utilizing multimedia in the presentation, earning at least 3 out of 5 according to a teacher created rubric. (11-12W2b)
	After completing the text, students will be asked to discuss the themes of the text with peers before writing a reflection paragraph for an exit ticket. (11-12 SL1)
	After reading the text, students will analyze the argumentative devices utilized and whether or not they were successful, citing textual evidence to support their claim and earning at least an 8 out of 10 according to teacher created standards. (9-10SL3)
	After completing the text and exploring the argumentative devices used, students will create argumentative essay of their own, mimicking the style used by King and meeting at least 4 out of 5 of the teacher created criteria. (9-10 W2)

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Some Assembly Required: The Not-So-Secret Life of a Transgender Teen by Arin Andrews

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Some Assembly Required: The Not-So-Secret Life of a Transgender Teen by Arin Andrews

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o   Lexile Level : 970L

o   Grade Level : 9-12

o   Big Ideas: Coming of Age, Sexuality, Transformation, Friendship, Self-Acceptance,

o   Summary: “Some Assembly Required” follows the author, Arin Andrews, through the story of his early life to his transition and gender reassignment from female to male during his junior year of high school. In this memoir, Andrews shares the nitty gritty details of the challenges faced as a boy in a girl’s body, the anger and humiliation that came with getting kicked out of his private school, and all the physical and mental challenges that he had to face as he transitioned. Andrews also takes the time to discuss finding love and breaking up as a transgender youth. He finds and loses love through Katie Hill, another transgender teen who can understand the struggles he had to go through. “Some Assembly Required” is a true coming of age story that teens everywhere can learn from to face and take down obstacles, the importance of family, friendship, and first love. But the main takeaway from this story is that regardless of gender, sexuality, religion, etc., growing up and self-acceptance does not come with an instruction manual or perfectly constructed – there will always be some assembly required.

o   Objectives:

§  After having read “Some Assembly Required”, students will reflect on Arin’s story and perspective in a journaling activity, citing at least one quote that elicited an emotional response. (9-10R6)

§  After having read “Some Assembly Required”, students will engage in a think-pair-share to analyze the text for figurative language and implicit and explicit messages within the text, at least 3 out of 5 questions correctly on the short answer questions. (9-10L5)

§  After having read excerpts from the text, students will be asked to find another example of a character who undergoes a difficult change in their life and discuss how they went about it in comparison to Arin, students will then complete the extended response question, earning at least a 7 out of 10 according to a teacher created rubric. (9-10R3)

§  After completing the novel, students will engage in partner discussions to choose at least one theme in the text and analyze its development before presenting it to the class, meeting at least 3 out of 5 on the teacher created rubric. (9-10R2)

§  After completing the novel, students will write a review of the novel, complete with a rating, developing their own criteria and rubric by which they evaluated the text, students will receive a minimum of 75% out of 100% on their project according to the teacher created rubric. (9-10R9)

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o	Lexile Level: between 1150L and 1220L
o	Grade Level : 9-12
o	Big Ideas: Women and Society, Gender Roles, Financial/Intellectual Freedom
o	Summary: “A Room of One’s Own” is an extended essay written by Virginia Woold based on two lectures she delivered to women’s constituent colleges at the University of Cambridge. This text argues for both a literal and figurative space for female writers in a male dominated field. Woolf uses metaphors to comment on the social role and expectations of women and their lack of freedom at the time. This groundbreaking feminist text offers political commentary on the role and fate of women in society in comparison to their male counterparts and argues for a necessary change to occur. 
o	Objectives:
	After having read “A Room of One’s Own”, students will analyze the use of metaphors throughout the text, creating a presentation explaining the use of one of the metaphors and its meaning, utilizing multimedia, and earning at least a 2 out of 4 on a teacher created rubric. (9-10R4)
	After having read the argumentative works by bothe Woolf and King, students will draw a comparison between the argumentative style used and their efficacy, with their response earning at least a 3 out of 5 according to a teacher created rubric. (11-12R9)
	After having read “A Room of One’s Own”, students will be paired up to conduct a research project of another female writer who wrote about similar topics to be presented to the class in a medium of their choice, earning at least 80% out of 100% on the teacher created rubric. (9-10SL4)
	After having read Woolf’s essay, students will create a concept map, displaying their thoughts and ideas on the work and how it connects to their personal prior knowledge, receiving at least a 2 out of 4 according to a teacher created rubric. (11-12R5)
	After doing research on the author and the time period, students will complete a project of other important feminists of the time, meeting the specifies criteria presented in the teacher created rubric. (11-12W2)