Teacher(s)

Travis, Henderson

Subject group and discipline

English 10 - Updated June 2016

Unit title

Image is Everything

MYP year

5

Unit duration (hrs)

Jan-Feb (7 weeks)

Key concept

Related concept(s)

Global context

Communication

Context

Style

Personal and Cultural Expression

Exploration: social constructions of reality

Statement of inquiry

Revised: A story’s context and stylistic elements help authors communicate social constructions of reality that aid readers’ understandings of a text.

Inquiry questions

Factual—What stylistic elements aid the author in conveying his message?

Conceptual—How do these stylistic elements impact his message?

Debatable—How does culture and context impact how the author expresses his message?

Objectives - MYP Objectives

Summative assessment

A1- Identify and comment upon significant aspects of texts

A3- justify opinions and ideas using examples, explanations, and terminology

B2- Organize opinions and ideas in a logical manner

B3- use referencing and formatting tools to create a presentation style suitable to the context and intention

C3- select relevant details and examples to develop ideas

D3- use correct grammar, syntax, and punctuation

Outline of summative assessment task(s) including assessment criteria:

Students will construct and evaluation of the most significant symbol in the novel and will support ideas using cited examples from the text.

Rubric based on A1, A3, B2, B3, C3, and D3

Relationship between summative assessment task(s) and statement of inquiry:

G- Your goal is to understand that context and stylistic elements help authors communicate social constructions of reality that aid readers’ understandings of a text.

R- You are a literary critic for The Atlantic responsible for conveying your point of view regarding the literary elements present in the novel The Great Gatsby.

A- Your audience, literatis, will be prepared to attack your argument if it is not cohesive and concise.

S- You find yourself concerned with making sure you clearly communicate your ideas effectively.

P- Now produce an article (600-900 words) that analyzes how literary elements employed by the author in the novel aid your understanding of the social constructs of the time.

S-

Approaches to learning (ATL)

Communication: Communication Skills: Collaborate with peers and experts using a variety of environments and media; Read critically and for comprehension; Take effective notes in class; Paraphrase accurately and concisely; Help others to succeed

Self -Management: Organizational Skills: Plan short and long-term assignments and meet deadlines; Keep an organized and logical system of information files/notebooks; Select and use technology effectively and productively

Content - State Standards (Frameworks)

Learning process

L.10.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

a.interpret figures of speech in context and           analyse their role in the text—especially allusion

b. analyse nuances in the meaning of words with similar denotation

RL.10.2- Determine the theme or central idea of a text and analyse in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

RL.10.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the cumulative impact of specific word choices on meaning and tone

W.10.1a- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.10.1b- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.10.1c- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.10.1d- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.10.1e- Provide a concluding statement or section that follows from and supports the argument presented.

 W.10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.10.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

Learning experiences and teaching strategies:

Direct instruction on symbolism—anchor chart

Examine symbolism in literature—anchor chart

Use graphic organizer to trace the different symbols and their meaning development throughout the story

Discuss the different tones words used in various circumstances to supplement or reinforce the symbolism

Discuss how tone words affect how we feel about a character and their actions

Discuss how character actions are justified in our minds based on how we perceive them through their words and the symbolism the author uses to convey certain characteristics about a character

Graphic organizer to write an argument

Direct instruction on writing a justification that includes appropriate formatting, transitions, evidence, precise language, and objective tone.

Revise

Peer edit

Formative assessment:

Symbolism—knowledge, application, and analysis

Students will copy some of Nick Carraway’s comments about Jay Gatsby dialectical journals for periodic checks for accuracy of quotation

Exit slip—symbolism in The Great Gatsby

Peer edit assignment

Elements of literature quiz- knowledge, application

Differentiation:

Choice of question in summative assessment

Follow 504s, IEPs, ESLs 

ESL students may read summaries

GT students do literary research and have a citation

Resources

The Great Gatsby

Video of The Great Gatsby

NEA’s The Big Read

Gatsby Google Drive Folder

Prior to teaching the unit

During teaching

After teaching the unit

To be more closely aligned with ACT Aspire

How will this impact student interaction?

Will students see the connection between characters in the book and their own lives?

Will students learn how to properly communicate using precise language; and will students learn how to effectively express themselves with the right word?