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Hinton, S. E. (2006). The Outsiders. Penguin Group.

Genre: Literary Fiction (coming-of-age/canonical)

Lexile Level: 750L

Grade Level: 9th Grade

Summary: S.E. Hinton’s novel The Outsiders follows the coming of age story of Ponyboy, his two older brothers, and the Greasers, who make up Ponyboy’s inner circle of friends. Ponyboy navigates life dealing with the Socs, a rival gang composed of the rich and the upper class, a troubled family dynamic, and all the turmoil that comes with coming of age and figuring out one’s identity. After Ponyboy’s friend, Johnny, the youngest of the group, kills a member of the Socs in self defense, saving both his and Ponyboy’s life, they go on the run to hide in a church. After Johnny decides that he has to turn himself in, he and Ponyboy notice that the church is on fire, and schoolchildren from a class trip are stuck in the building. Risking their lives, Ponyboy and Johnny rescue the children but suffer burns and injuries. The Greasers and Socs start to become disillusioned with the ongoing violence, and Jonny passes away due to his injuries. Once Ponyboy returns to school, in order to make up for his dwindling grades, his teacher gives him a theme writing prompt. After reading Johnny’s final letter, Ponyboy decides to write about his experiences, making the novel come full circle as it starts and ends with the same two iconic sentences.

Big Ideas: Coming-of-age, Identity, Self-perception, Changes in the perception of others

Objectives:

1. After a discussion, students will use writing strategies to create two paragraphs about how the reader’s perspective on characters is shaped through Ponyboy’s point of view, attaining a minimum score of 3 out of 5 on a teacher created rubric (9-10. RL. 6).

2. After reading a chapter, students will create a graphic organizer where they will write down at least 5 examples, from the text, of the literary devices specified on the worksheet, and will write one to two sentences explaining their choices and the effects of the literary devices on the reader (9. L. 5a).

3. After a discussion, students will create a flipgrid video, that is at least 90 seconds long, speaking from the perspective of a Greaser or a Soc after Randy tells Ponyboy that the endless violence needs to stop, detailing their reaction to the interaction and their unique perspective on the world around them. (9-10. RL. 2, 9-10 SL. 5).

4. After watching the film adaptation of the novel, students will use writing strategies to create a 3 page essay analyzing the tone, direction, focus, and style of the film and how it is similar to, or contrasts from, the source novel (9-10. RL. 7, 9-10. W. 2, 9-10. W. 5).

5. After watching the film adaptation of the novel and participating in a classroom discussion, students will analyze the similarities and differences in characterization in the film and in the novel, respectively, and create a presentation about their analyses including clips from the film, pictures, and evidence from the source text (9-10. RL. 1, 9-10. RL. 2, 9-10. SL. 5).

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Shakespeare, W. (2013). The Tragedy of Macbeth. Simon & Schuster Paperbacks.

Genre: Fiction (classic/canonical)

Lexile Level: 1350L

Grade Level: 9th grade

Summary: The play Macbeth by William Shakespeare is a tragedy that centers on the titular Macbeth, his ascent to the throne of the king, and his eventual downfall. The play takes place in Scotland and follows Macbeth, initially a brave and renowned warrior, who gradually begins his descent after he is told three prophecies, including that he will become king, by three witches when Macbeth is returning through the forest from a battle. The prophecies go to his head, and his ambitions lead him and his wife to murder the king, taking them both down a path of paranoia and guilt. Macbeth’s actions become irrational and violent as he desperately attempts to hold onto the crown, fearful of the full ramifications of the Witches’ prophecies. After much war, betrayal, and bloodshed, Macbeth is slain by Macduff, who defies the Witches’ prophecy that Macbeth will be slain by no man born of woman as he was delivered via C-section.

Big Ideas: Tragedy, Guilt, Hero, Protagonist, Structure, Tone

Objectives:

1. After a discussion, students will use writing strategies to create two paragraphs analyzing the motif of guilt in Macbeth, utilizing evidence from the text, attaining a minimum score of 2 out of 4 on a teacher-created rubric (9-10. RL. 2).

2. After finishing the play and participating in a classroom discussion, students will use writing strategies to research a self-generated question based on Macbeth as a tragic figure and the role he plays throughout the play and to create a 3 page research paper, attaining a minimum score of 80% out of 100% on a teacher-created rubric (9-10. W. 6).

3. After finishing the play and participating in a classroom discussion, students will use writing strategies to create a 4 paragraph essay arguing for or against the claim that Macbeth is a sympathetic character, including a paragraph where they respond to a counterargument, attaining a minimum score of 3 out of 5 on a teacher-created rubric (9-10. W. 1, 9-10. W. 1a).

4. After a classroom discussion on cause and effect, students will create flash cards for at least 3 causes and 3 corresponding effects throughout the play, respectively, and paste them onto a poster board, which they will present to the class. (9-10. RL. 3, 9-10. SL. 5).

5. After a discussion on connotations and word webs, students will create concept of definition maps for at least 5 terms used in the text that they did not initially understand and will write one new sentence including each term. (9-10. L. 5, 9-10. L. 5b).

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Anaya, Rudolfo (1992). Bless Me, Ultima. Warner Books.

Genre: Literary Fiction (canonical/magical realism)

Lexile Level: 840L

Grade Level: 9th Grade

Summary: Rudolfo Anaya’s novel Bless Me, Ultima follows Tony and his reflections on his childhood experiences growing up in New Mexico. Tony's family decide to house Ultima, a curandera (a healer/conjurer), who is wise beyond her years, and demonstrates to Tony a fundamental understanding of the connectedness of life. Tony struggles with his connection to religion on his mother’s side, and the looser viewpoints of his father's side, as he witnesses deaths, violence, and illnesses that seem to sharply contrast with, if not outright rebuke, his perception of Roman Catholicism. This struggle is happening alongside a fight between good, Ultima, and evil, Tenorio, a barber and saloon owner who, along with his three daughters, curse and nearly kill Tony’s uncle. After Tenorio chases Tony back to his home he shoots Ultima’s owl, effectively killing Ultima herself. Tony reflects on the teachings of Ultima and his own experiences as he attempts to build a new understanding of himself and his beliefs, effectively pulling from both sides of the family instead of staying strictly by one.

Big Ideas: Self-reflection, Religion, Identity, Family, Good, Evil

Objectives:

1. After reading an article on imagery and symbolism and participating in a classroom discussion, students will use speaking and listening skills to create a presentation on a scene that utilizes imagery and/or symbolism, analyzing its purpose and effect on the reader, students will also include a picture or clip from the film adaptation depicting the scene, attaining a minimum score of 2 out of 4 on a teacher-created rubric (9-10. SL. 2, 9-10. SL. 4, 9-10. SL. 5).

2. After a think-pair-share on the wisdom that Ultima imparted onto Tony, students will use writing strategies to create an extension to the end of the novel, where they will write from the perspective of Tony in his childhood reflecting on his relationship to Ultima, his relationship with family, his identity and beliefs, and his future plans, attaining a minimum of 2 out of 4 on a teacher-created rubric (9-10. W. 4).

3. After a discussion on theme, students will create at least 3 semantic maps on themes from the novel, ranging from religion to identity, and will write a two to three sentence rationalization on its importance to the novel (9-10. RL. 1, 9-10. RL. 2).

4. After finishing the novel and participating in a classroom discussion, students will create a graphic organizer comparing Ultima and Tenorio and will list at least 1 similarity, at least 3 differences, and will write one paragraph explaining what the two characters represent in terms of theme, intent, and characterization (9-10. RL. 1, 9-10. RL. 2).

5. After finishing the novel and participating in a classroom discussion, students will use writing strategies to create a 2 to 3 paragraph analysis on how the author utilizes point of view in the text and the significance of having a framing device where Tony is reflecting on his childhood memories as an adult, attaining a minimum score of 3 out 5 on a teacher-created rubric (9-10. RL. 6).

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Bradbury, R. (2013). Fahrenheit 451. Simon & Schuster Paperbacks.

Genre: Literary Fiction (canonical/dystopian)

Lexile Level: 890L

Grade Level: 11th Grade

Summary: Ray Bradbury’s dystopian novel Fahrenheit 451 follows firemen Guy Montag whose job is to burn books. The appearance of Clarice, a new neighbor who doesn’t abide by the strict social codes and attitudes enforced by her school, her neighboring families, and the government, completely changes the course of Montag’s life. Montag becomes more questioning and more inquisitive of his surroundings and the ramifications of his job. After a series of startling events, such as his wife’s overdose, the mysterious disappearance and apparent death of Clarice, and a woman self-immolating to protest to the demands of the firemen, Montag begins to dissent from the norm. He takes and hides a book at his home, much to the dismay of his wife, who, along with her friend, eventually sells him out to the firemen. The firemen, punishing Montag, make him burn down his own house. Afterwards, Montag attacks the firemen and runs away to a group of intellectuals who were well-read before books were made illegal. As war breaks out, and bombs are dropped on the city, nearly killing everyone, the once exiled group decides to rebuild with what little they have left.

Big Ideas: Dystopia, Choice, Systems, Knowledge, Meaning and Interpretation

Objectives:

1. After a discussion, students will use writing strategies to create a sequel to the story, outlining how Montag and the exiled intellectuals are successful in rebuilding society and how the society is run, attaining a minimum score of 2 out of 4 on a teacher-created rubric (11-12. W. 4).

2. After a think-pair-share on the characterization of Clarice and the nature of her interactions with Montag, students will use writing strategies to create two paragraphs detailing how Montag’s character changes after the disappearance of Clarice and his resulting actions, citing evidence from the text, that illustrates how he’s changed, attaining a minimum score of 70% out of 100% on a teacher-created rubric (11-12. RL. 3, 11-12. W. 5).

3. After reading a chapter and participating in a classroom discussion, students will use speaking and listening strategies to create and deliver a presentation on how the setting and tone of the novel clarifies and enhance its themes and connects to the readers, citing evidence from the text and using at least 1 3-5 minute video essay supporting their argument(s), attaining a minimum score of 4 out of 6 on a teacher-created rubric (11-12. SL. 2, 11-12. SL. 4).

4. After a classroom discussion, students will use writing strategies to create a paragraph from the perspective of Clarice, after her initial encounter with Montag, as she writes down in a diary her reactions to Montag, her school life, and her general experiences, attaining a minimum of 3 out of 5 on a teacher-created rubric (11-12. W. 3, 11-12. W. 3d).

5. After a think-pair-share on how literary devices further connect readers to text, students will create a graphic organizer outlining at least 5 different literary devices, 1 example of their use in the text, the meanings that they convey to the reader in those particular instances (11-12. L. 5, 11-12. L5a).

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Thomas, A. (2017). The Hate U Give. Balzer + Bray.

Genre: Young Adult Fiction

Lexile Level: HL950L

Grade Level: 10th Grade

Summary: The novel The Hate U Give by Angie Thomas follows Starr Carter, a 16 year-old, and her family as they navigate life and the systemic issues that disproportionately affect them and their neighborhood. Starr and her family live in a poor community that is predominantly black, though Starr goes to a prep school in a community that is predominantly white. At the beginning of the novel, Starr reunites with Khalil, a childhood friend, at a party. After the party, when Khalil is driving Starr to her home, they are pulled over by a police officer. While Khalil is out of the vehicle, as instructed by the police officer, he looks back in the window to check in on Starr. The policeman reacts by shooting and killing Khalil. Starr, hoping to bring justice to Khalil, works, at first, with the police to identify the officer that killed him. Starr eventually realizes the police have no intention of actually helping her and that they are trying to twist her testimony, and use Khalil's past, to cover up for the officer. Starr then goes to an advocacy group to protest police brutality and the systems that uphold it. The officer is eventually found not guilty of murder, despite his actions, in court, leading to a town-wide riot. The events happen concurrently with the racism, casual and overt, Starr experiences at her school and the disconnect she starts to feel with her boyfriend, who is white. At the end of the novel, King, an abuser and drug dealer that has terrorized the town for years, is arrested by the police after the community decides to speak up about his actions.

Big Ideas: Casual and Overt Racism, Self-perception, Code Switching, Status Quo, Judicial Systems

Objectives:

1. After reading the first chapter and participating in a classroom discussion, students will analyze the point of view and characterization of Starr in the first chapter and create an idea web listing at least 5 ideas, feelings, responses, or analyses to or of the text (9-10. RL. 2, 9-10. RL. 6).

2. After finishing the novel, students will use writing strategies to create an epilogue to the story, expanding upon and clarifying Starr’s relationships with her family, her boyfriend, her friends, and the changes in her neighborhood after the arrest of King, attaining a minimum score of 70% out 100% on a teacher-created rubric (9-10. W. 3, 9-10. W. 3a, 9-10. W. 3b, 9-10. W. 3c).

3. After finishing the novel and participating in a classroom discussion, students will use speaking and listening strategies to create a presentation on Starr‘s development as a character throughout the novel, with each student choosing a specific point in the story to analyze and present, such as Starr and her conflict with Haley or Starr's relationship with Chris, with multimedia integration, attaining a minimum score of 2 out of 4 on a teacher-created rubric (9-10. SL. 5, 9-10. RL. 3, 9-10. W. 1f).

4. After watching the film adaptation of the novel, students will create a comparison chart noting at least 8 differences between the film and the source material in terms of additions, absences, differences in presentation, and tone, with a one to two sentence rationalization of why the changes were made and what the differences indicate about the overall tone and intent of the respective texts (9-10. RL. 7).

5. After reading 2 sample poems and participating in a classroom discussion, students will use writing strategies to create a poem from the perspective of Starr before the court hearing occurs, depicting what she believes and what she hopes from the judicial system and the sentencing of the police officer, attaining a minimum score of out 3 out 5 on a teacher-created rubric (9-10. W. 4).

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Simon vs. The Homo Sapiens Agenda (Young Adult Novel #2)

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Simon vs. The Homo Sapiens Agenda (Young Adult Novel #2)

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Albertalli, B. (2016). Simon vs. the Homo Sapiens Agenda. Balzer + Bray/Harperteen.

Genre: Young Adult Fiction

Lexile Level: 640L

Grade Level: 8th Grade

Summary: Becky Albertalli’s novel Simon vs. the Homo Sapiens Agenda follows the titular Simon, a closeted, gay, teen, in the suburbs of Atlanta. Simon, in secret, has been emailing another guy who goes by the online nickname of Blue. However, Simon’s orientation and email are threatened to be revealed and leaked publicly by another student in school, Martin, unless Simon can convince Martin’s crush to go out on a date with him. Simon has to juggle Martin’s requests while keeping his identity safe from both his peers and parents. Simon’s sexual orientation is eventually revealed, however, leading him to Blue in person. Blue is revealed to be Bram, a peer who always sat near Simon’s lunch table.

Big Ideas: Self-Acceptance, Identity, Coming-of-age, Support Systems

Objectives:

1. After reading the first chapter and participating in a classroom discussion, students will create concept of definition maps for at least 4 words that they did not understand, utilizing a dictionary and/or thesaurus to search for the definitions (8. L. 4, 8. L. 4c)

2. After finishing the novel, students will use writing strategies to create an extension to the story following Simon and Blue’s relationship, and their respective lives, after they have graduated high school, utilizing well-constructed details and logical sequencing of events, attaining a minimum score of 2 out of 4 on a teacher-created rubric (8. W. 4).

3. After a classroom discussion on characterization and dialogue, students will create a graphic organizer listing at least 3 instances of dialogue that reveals a character of their choice's motivations or identity and at least 3 instances of dialogue and/or description that propels the plot of the novel forward (8. RL. 3).

4. After participating in a classroom discussion, students will create and present a poster board containing at least 3 characters from the novel, including at least 2 adjectives that describe their character and at least 1 example from the text that showcases their characteristics (8. RL. 1, 8. SL. 5).

5. After watching the film adaptation of the novel and participating in a classroom discussion, students will create a one to two paragraph response analyzing the changes between the texts and how the changes made may better fit their respective mediums, attaining a minimum score of 70% out of 100% on a teacher-created rubric (8. RL. 7).

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I'll Give You The Sun (Young Adult Novel #3)

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I'll Give You The Sun (Young Adult Novel #3)

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Nelson, J. (2019). I'll Give You The Sun. Dial Books.

Genre: Young Adult Fiction

Lexile Level: HL740L

Grade Level: 11th Grade

Summary: The young adult novel I’ll Give You the Sun by Jandy Nelson follows siblings Noah and Jude throughout their teen and young adult years. The first part of the novel follows Noah’s perspective in his teen years when he was hiding his sexual orientation and was determined to make it into a prestigious, competitive art school. However, Noah finds himself in a series of difficult and traumatic events, as his mom, Dianna, catches him with Brian, a boy from their neighborhood, disintegrating their respective relationships. The tension between Dianna and Noah furthers when he discovers that Dianna has been seeing Guillermo, a local sculptor, and plans on divorcing Noah's father to be with him. On her way to propose to Guillermo, Dianna unexpectedly dies in a car accident, changing the courses of Noah’s, Jude’s, and Guillermo’s lives completely. The second part of the novel follows Jude’s perspective after, due to the grief from her mother’s death, she has been unable to continue her artistic endeavors. Jude looks to Guillermo to mentor her. Through sculpting, Jude finds catharsis and clarity and realizes that she needs to tell Noah about what she did. Jude and Oscar, Jude’s eventual boyfriend, stop Noah just in time before he makes a reckless decision, influenced by guilt, to tell him her past actions and feelings. Through this new revelations, the twins forge a new bond, and, with newfound clarity attempt to pick up the pieces of their lives and begin to rebuild, starting with a re-entry into art school and the building of relationships both old and new.

Big Ideas: Self-Acceptance, Self-Expression, Grief, Sexuality, Inner Turmoil, Strength, Sibling Rivalry, Companionship, Identity

Objectives:

1. After a think-pair-share on the use of contrast in literature, students will create a graphic organizer noting at least 4 uses of contrast between Noah, Jude, Guillermo, and Dianna, utilizing interactions, plot developments, and literary devices, and will write one to two sentences rationalizing their choices (11-12. RL. 1, 11-12. RL. 2).

2. After a discussion, students will analyze the author’s choice to include and emphasize art and the creation of art throughout the novel and will write a one to two paragraph response, citing evidence from the text, detailing how this motif is implemented into novel and seen through characterization, plot development, and themes, attaining a minimum score of 2 out of 4 on a teacher-created rubric (11-12. RL. 1, 11-12. RL. 3).

3. After finishing the novel and participating in a classroom discussion, students will use writing strategies to create a three paragraph sequel to the story chronicling the lives of Noah, Jude, and Guillermo after the book, crafting a logical sequence of events and utilizing point of view and perspective shifts akin to the structure of the novel, attaining a minimum score of 3 out of 5 on a teacher-created rubric (11-12. W. 3, 11-12. W. 4).

4. After finishing the novel and participating in a classroom discussion, students will use speaking and listening skills to create presentation on a film treatment for a potential film adaptation of the novel, noting absences, additions, or changes necessary to translate the novel into cinematic form, attaining a minimum score of 3 out of 5 on a teacher-created rubric (9-10. SL. 4, 9-10. SL. 5)

5. After finishing the novel, students will use writing strategies to create a three paragraph analysis on how and why the novel switches perspectives and uses time jumps between characters, respectively, attaining a minimum score of 80 % out of 100% on a teacher-created rubric (11-12. RL. 1, 11-12. RL. 6, 11-12. W. 2.).

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Letter From Birmingham Jail (Nonfiction #1)

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Letter From Birmingham Jail (Nonfiction #1)

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King, M. L., Jr. (2018). Letter From Birmingham Jail. Penguin Books.

Genre: Nonfiction

Lexile Level: 1200L

Grade Level: 9th Grade

Summary: Martin Luther King’s “Letter from Birmingham Jail” describes the purpose behind the Civil Rights protests, and the systemic nature in which they have been rebuffed or ignored. Martin Luther King makes the distinction between overt racism, which is obvious and easier to point out, against that of the moderate, who will agree with sentiments but will criticize any action or noise. Furthermore, a moderate promise for change won’t be acted upon, keeping up the status quo and the systemic benefits many moderate thrive off of. King also responds to local clergymen who decried the timing and the nature of the protests while praising the response of the Birmingham Police. King argued that the point of the riots was to create tension, so that all of America can racism and violence capture directly on camera and film.

Big Ideas: Justice, Racism, Status Quo, Ignorance, Safety, Protests, Power Dynamics

Objectives:

1. After reading the letter and participating in a classroom discussion, students will analyze Martin Luther King Jr.’s point of view and his use of argumentative devices, then create and deliver a presentation to the class on their analysis, citing evidence from the text, attaining a minimum score of 2 out of 4 on a teacher-created rubric. (9-10. SL. 3)

2. After a discussion on themes, students will use writing strategies to create a paragraph analyzing the core message of the letter and the examples King uses to support his argument(s), attaining a minimum score of 2 out of 4 on a teacher-created rubric. (9-10. RL. 2)

3. After a discussion on creating an outline for an argumentative essay, students will use reading strategies to fill out a graphic organizer where they chart the sequencing of text, including the introduction, conclusion, and any claims, arguments, and counterarguments that demonstrate the themes of the text, attaining a minimum score of 3 out of 5 on a teacher-created rubric. (9-10. RL. 3)

4. After reading the letter and participating in a classroom discussion, students will create a graphic organizer outlining at least 4 sequential aspects of King's arguments, with each step having an example from the text and a one to two sentence explanation on what affect each sequence has on the reader (9-10. RL. 5)

5. After a discussion, students will answer 5 short response questions in a worksheet focusing on King’s use of rhetorical devices, argumentation, point of view, and persuasion to amplify his message and connect to his intended audience, citing evidence from the text, attaining a minimum score of 3 out of 5. (9-10. RL. 6)

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Persepolis: The Story of a Childhood (Nonfiction #2)

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Persepolis: The Story of a Childhood (Nonfiction #2)

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Satrapi, M. (2005). Persepolis: The Story of a Childhood. Pantheon Books.

Genre: Nonfiction (graphic novel/autobiography)

Lexile Level: GN380L

Grade Level: 11th Grade

Big Ideas: Trauma, Power of Reading, Individualization, Effects of War, Social Systems, Power and Gender Dynamics

Summary: The graphic novel Persepolis: The Story of a Childhood by Marjane Satrapi is an autobiographical depiction of Satrapi’s childhood growing up in Iran during a tumultuous time of clashing ideologies and the threat of war. Marji, through her education and her family’s resources, is able to read from a variety of  American and European perspectives. This, alongside the ongoing Cultural Revolution, heavily informs her political and social beliefs. However, after the end of the Shah’s leadership, Marji notices a rise in extreme, strict, religious beliefs in Iran. The increased restriction regarding the freedom of women in Iranian society continues to anger Marji, and an interaction with her uncle Anoosh strengthens her convictions. Not long after the interaction, Anoosh is arrested and executed under the guise of him being a potential spy. After Iran and Iraq go to war, Marji and her family continue their resistance and rebellion against social restrictions. Marji’s family begin to worry for safety and send her to study in Austria after a missile hits their street causing death and destruction that further traumatizes and angers her.

Objectives:

1. After reading the first two chapters and participating in a classroom discussion, students will analyze the author’s choice of using a graphic novel format to present autobiographical information and will write a one paragraph response detailing what effect the formatting and structure of the text has on its readers, attaining a minimum of 3 out of 4 on a teacher- created rubric (11-12. RL. 1)

2. After a discussion on color schemes and imagery in graphic novels, students will analyze the text's use of black and white imagery, creating a one to two paragraph response, citing evidence from the text, on how it influences the mood and tone of the story, attaining a minimum score of 2 out of 4 on a teacher-created rubric (11-12. RL. 1, 11-12. RL. 3).

3. After reading the chapters titled “The Veil” and “The Bicycle” and participating in a classroom discussion, students will analyze Marji’s characterization and her development throughout the novel and will create a graphic organizer composed of two examples from the text, for each chapter, of dialogue, plot, or characterization that tracks Marji's growth and one to two sentence explanation for each example (11-12. RL. 1, 11-12. RL. 2, 11-12. RL. 3).

4. After writing an essay on the impact of American and European authors and pop culture on Marji’s childhood, students will create a presentation on the subject that is at least five minutes long, utilizing clips from the film adaptation and two to three sentence rationalizations, attaining a minimum score of 80% out of 100% on a teacher-created rubric (11-12. SL. 4, 11-12. SL. 5).

5. After finishing the graphic novel, students will use writing strategies to write a 2 to 3 page essay on how pop culture, literature, and other forms of media influenced their childhood and their identity formation and whether or not they conformed or rebelled to social or familial values while connecting their experiences to that of Marji, attaining a minimum score of 3 out of 5 on a teacher-created rubric (11-12. W. 4).

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Walls, J. (2005). The Glass Castle. Scribner.

Genre: Nonfiction (memoir)

Lexile Level: 1010L

Grade Level: 11th Grade

Big Ideas: Poverty, Environments, Self-Determination, Familial Bonds, Abuse

Summary: The memoir The Glass Castle by Jeannette Walls is about her off-kilter upbringing and her experiences with poverty. The situation for Jeannette and her family gradually becomes less stable as the dad, Rex, loses his job at a mining company. Throughout Jeannette’s childhood the family would move house to house, all of which started in good shape and gradually deteriorated due to a lack of care, fixes, and financial support. After their dad’s struggles with alcohol, and a series of troubling and traumatizing interactions with their grandma, the family moves to another home and Jeannette and her sister Lori plan on moving away to New York. Years later, Jeannette gets a call from her dad to tell her he’s dying, which occurs just a few weeks later. The family, years later, on Thanksgiving, join together in remembrance of Rex.

Objectives:

1. After reading Part 1 and participating in a classroom discussion, students will create a graphic organizer noting at least 5 different instances of imagery and description in the text, and writing one to two sentences explaining the effect the literary device has on the reader (11-12. RL. 4).

2. After a discussion, students will create a comparison chart listing at least 4 examples of literary devices throughout the text based around Jeannette's self-perception, living conditions, and her understanding of her parents in relation to their actions and certain environments (11-12. RL. 1, 11-12 RL. 3).

3. After reading Part 4 of the text, students will analyze the hopes of Jeannette and Lori and the motives driving them and will create a one paragraph response, citing evidence from the text, as to why Jeannette and Lori want to go to New York and what New York means to them specifically, attaining a minimum score of 2 out of 4 on a teacher-created rubric (11-12. RL. 1, 11-12. RL. 2).

4. After finishing the memoir, students will use writing strategies to write a 2 to 3 page essay analyzing how Jeannette perceives her parents’ actions and the lessons she learned in coming-of-age, either because of or in spite of them, attaining a minimum score of 80% out of 100% (11-12. W. 2).

5. After watching the film adaptation and participating in a classroom discussion, students will analyze the characterization in the film and the novel, respectively, and will create a presentation analyzing differences and similarities in the portrayals and actions of the characters, attaining a minimum score of 3 out of 4 on a teacher-created rubric (11-12. SL. 4).