algernon revelations: flowers for text analysis and character · 2017. 5. 10. · revelations:...

Text Analysis and CharacterRevelations: Flowers for

Algernon TASK LADDER

by Ryan J. Coe, Jennifer Carr, Joseph M. Bushong, Anita Hatch, and Rithy Som

NOTE: This module is "Exemplary" pending the addition of scored student work in "Section 4: WhatResults?".

In this module middle school students analyze Daniel Keyes' short story, "Flowers for Algernon", focusing onRL.8.3 and W.8.2. This module acts as a springboard into literary analysis by having students study how anauthor reveals a character's persona over the course of the text. Further, it provides an opportunity forstudents to reflect on how their interactions with text impact their assertions, written responses, and explicitand implicit understanding of the text.

GRADES

7 - 8DISCIPLINE

ELACOURSE

AnyPACING

N/A

Text Analysis and Character Revelations: Flowers for Algernon

Literacy Design Collaborative 1 of 25 https://s.ldc.org/u/d3hs439o6psr2pa6zcolmaejg

Section 1: What Task?Section 1: What Task?

Teaching Task

Task Template IE3 - Informational or Explanatory

How does Keyes use Charlie's reflections to expose his persona? After reading the short story, "Flowers forAlgernon" by Daniel Keyes, write an essay in which you explain how Keyes reveals aspects of Charlie'scharacter over the course of the text through pivotal lines of your choosing. Support your discussion withevidence from the texts.

Standards

Common Core State Standards for English Language Arts & Literacy in History/Social Studies,Science, and Technical Subjects

L.8.1Demonstrate command of the conventions of standard English grammar and usage when writing orspeaking.

L.8.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

RL.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well asinferences drawn from the text.

RL.8.2Determine a theme or central idea of a text and analyze its development over the course of the text, includingits relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3 Focus

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of acharacter, or provoke a decision.

RL.8.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotativemeanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusionsto other texts.

RL.8.6Analyze how differences in the points of view of the characters and the audience or reader (e.g., createdthrough the use of dramatic irony) create such effects as suspense or humor.

RL.8.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high



Texts

Flowers for Algernon by Daniel KeyesMcDougal Little Language of Literature

end of grades 6—8 text complexity band independently and proficiently.

SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) withdiverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their ownclearly.

W.8.2 Focus

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information throughthe selection, organization, and analysis of relevant content

W.8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience.

W.8.5With some guidance and support from peers and adults, develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audiencehave been addressed.

W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.8.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



Student Work Rubric - Informational or Explanatory Task - Grades 6-8

Emerging

1

ApproachesExpectations

2

Meets Expectations

3

Advanced

4

ControllingIdea

Presents an unclear orunfocused controlling idea.

Presents a general controllingidea that addresses theprompt, with an unevenfocus.

Presents and maintains aclear controlling idea thataddresses all aspects of theprompt.

Presents and maintains a clearand specific controlling ideathat addresses all aspects ofthe prompt and takes intoaccount the complexity ofthe topic.

Selection &Citation ofEvidence

Includes minimal details fromsources.Sources are used withoutcitation.

Includes details, examples,and/or quotations from sourcesthat arerelevant to thecontrolling idea.Inconsistently cites sources.

Includes details, examples,and/or quotations from sourcesthat are relevant to thecontrolling and supportingideas.

Consistently cites sourceswith minor formatting errors.

Includes well-chosen details,examples, and/or quotationsfrom sources that support thecontrolling and supportingideas.Consistently cites sourcesusing appropriate format.

Development /Explanation of

Sources

Explanation of ideas andsource material is irrelevant,incomplete, or inaccurate.

Explanation of ideas andsource material is minimal orcontains minor errors .

Accurately explains ideas andsource material and how theysupport the controlling idea.

Thoroughly and accuratelyexplains ideas and sourcematerial, using reasoning tosupport and develop thecontrolling idea.

Organization

Lacks an evident structure.Makes unclear connectionsamong ideas, concepts, andinformation.

Groups ideas and uses sometransitions to connect ideas,with some lapses incoherence or organization.

Groups and sequences ideasto develop the controllingidea. Uses transitions to clarifythe relationships amongideas, concepts, andinformation.

Groups and sequences ideaslogically to develop thecontrolling idea and createcohesion. Uses variedtransitions to clarify therelationships among ideas,concepts, and information.

Conventions

Major errors in standardEnglish conventions interferewith the clarity of the writing.Language or tone isinappropriate.

Errors in standard Englishconventions sometimesinterfere with the clarity of thewriting.Uses language and tone thatare sometimes inappropriateto the audience and purpose.

Consistently applies standardEnglish conventions; minorerrors, while noticeable, donot interfere with the clarity ofthe writing.Uses language and toneappropriate to the audienceand purpose.

Consistently applies standardEnglish conventions, with fewerrors. Demonstrates variedsyntax and precise wordchoice.

Consistently uses languageand tone appropriate to theaudience and purpose.

ContentUnderstanding

(Generic)

Attempts to include disciplinarycontent in explanation orargument but understanding ofcontent is weak; content isirrelevant, inappropriate, orinaccurate.

Briefly notes disciplinarycontent relevant to the prompt;shows basic or unevenunderstanding of content; minorerrors in explanation.

Accurately presents disciplinarycontent relevant to the promptwith sufficient explanations thatdemonstrate understanding.

Integrates relevant andaccurate disciplinary contentwith thorough explanations thatdemonstrate in-depthunderstanding.



Background for Students

In a world of knowledge at the tips of your fingers, pop-culture films often depict a clamoring for rapid increaseof intelligence. Take a pill and watch the whole world open to your eyes. Connect a computer to your brain, hitdownload, and become a kung fu master. The quest for supreme intelligence is not necessarily new and oftenleads to undesired and unintended outcomes. In 1958, Daniel Keyes wrote about Charlie and experimentalattempts to grow his intelligence. As you read the short story, consider how Keyes develops Charlie's characterthrough reflective diary entries and challenges your thinking as a witness to his evolving persona.

Extension

Consider asking students to reflect on the progression of their writing from their work early in the module(dialectical journal entries, micro essay, etc.) to their final piece. In a sense, the students are tracking theawareness of their writing ability in much the same way Charlie did as he progressed. Ask students to considerthe strengths gained or developed from their module experience and which strategies impacted their growth.



Section 2: What Skills?Section 2: What Skills?

Preparing for the TaskBRIDGING CONVERSATION > ACTIVATING PRIOR KNOWLEDGE: Opportunities students have tomake inferences and have revelations

TASK AND RUBRIC ANALYSIS > TASK ANALYSIS: Ability to understand and explain the task'sprompt and rubric.

BRIDGING CONVERSATION > TASK ENGAGEMENT: Ability to connect the task and new content toexisting knowledge, skills, experiences, interests, and concerns.

Reading ProcessACTIVE READING > NOTE-TAKING: Ability to select important facts and passages for use in one's ownwriting.

ACTIVE READING > CLOSE READING: Ability to analyze layers of meaning in text

POST-READING > ENHANCING COMPREHENSION: Ability to identify the central point and mainsupporting elements of a text.

POST-READING > CITING EVIDENCE: Ability to support inferences with textual evidence

POST-READING > CLOSE READ: Ability to analyze layers of meaning in text

Transition to WritingBRIDGING CONVERSATION > IDENTIFYING SIGNIFICANT ELEMENTS: Ability to begin linkingreading results to writing task.

Writing ProcessPLANNING > PLANNING THE WRITING: Ability to develop a line of thought and text structureappropriate to an informational/explanatory task.

DEVELOPMENT > INTRODUCTORY PARAGRAPH: Ability to establish a controlling idea, consolidateinformation relevant to task, and engage a reader.

DEVELOPMENT > BODY PARAGRAPHS: Ability to construct an initial draft with an emerging line ofthought and structure.

REVISION, EDITING, AND COMPLETION > REVISION: Ability to refine text, including line of thought,language usage, and tone as appropriate to audience and purpose.

REVISION, EDITING, AND COMPLETION > EDITING: Ability to proofread and format a piece to makeit more effective.

REVISION, EDITING, AND COMPLETION > FINAL DRAFT: Ability to submit final piece that meetsexpectations.



Section 3: What Instruction?Section 3: What Instruction?

PACING SKILL AND DEFINITIONPRODUCT AND

PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES

Preparing for the Task

15 mins BRIDGINGCONVERSATION >ACTIVATING PRIORKNOWLEDGE: Opportunities studentshave to make inferencesand have revelations

SHORT RESPONSEWITH BULLETSCheck out this quote fromRalph Waldo Emerson!

"The revelation ofthought takes men out ofservitude into freedom."

Definitions:

reveal: v. make(previously unknown orsecret information) knownto others

revelation: n. a surprisingand previously unknownfact, especially one that ismade known in adramatic way

In a quick write, describewhat is the importance ofrevelation to Emerson. Do you agree ordisagree?

Score 2:

Student takes astance

Student referencesthe quote

Student describes theimportance ofrevelation to Emerson

Score 1:

Student describesimportance ofrevelation to Emerson,but does notindicate/explainwhether he/sheagrees or disagrees

Discuss student responses.Consider adding discussion of wherestudents have revelations or things that maybe seen as hidden to some are revealed tothem.Ex. Secret entry in a video game, rack ofclothes with the perfect outfit pulled together,the true motives of a friend or family, inkblottest, tree that could not flourish without itsrootsUse ink blot test to have students share theirrevelations of what they see. Consider whyour revelations can be different.

Standards:

RI.8.2 : Determine a central idea of a text and analyze its development over the course of the text, including its relationship tosupporting ideas; provide an objective summary of the text.

Additional Attachments:

The Ink Blot Test

15 mins TASK AND RUBRICANALYSIS > TASKANALYSIS: Ability tounderstand and explainthe task's prompt andrubric.

BULLETSIn your own words, whatare the important featuresof a good response to thisprompt?

Score 2:

Student’s bulletsinclude the tasks fromthe prompt (i.e.student writes“describes Charlie’scharacter” instead of“aspects ofcharacter’s…”)

Student paraphrasesthe task in own words

Identify or invite students to identify keyfeatures of examples.Pair students to share and improve theirindividual bullets.Create a classroom list: Choose one studentto share a few ideas on the board, and askothers to add to it.



http://theinkblot.com

Score 1:

Student’s bullets doesnot written in ownwords

Student copies phrasesdirectly from the task

20 mins BRIDGINGCONVERSATION >TASK ENGAGEMENT: Ability to connect thetask and new content toexisting knowledge,skills, experiences,interests, and concerns.

TEXT TO TEXTCOMPARISONConsider followingquestions:

Which of the two textsis more difficult? Why?Which of the texts waswritten by someonewho is moreintelligent? Why?

Question 1:

Score 2:

Student identifies oneof the two texts to bethe most difficult

Student providesreasons tosupport the conclusion

Student’s reasonincludes evidencefrom the text

Score 1:

Student identifieswhich of the two textsis more difficult, butdoes not explain thereasoning

Question 2:

Score 2:

Student identifieswhich of the two textsis written by someonemore intelligent

Student providesreasons to supporttheir conclusion

Student’s reason/sincludes evidencefrom the text

Score 1:

Student identifieswhich of the two text iswritten by someonemore intelligent, butdoes not providereasoning

Students juxtapose "progris riport 1" and"Progress Report 12" utilizing the promptquestions.Students partner share responses and cometo a consensus on the definition of "difficult". Ex. Is text more difficult if it is basic andpunctuated incorrectly? Or is it more difficultif the language is written at higher levels?Be sure to ask students to refer to examplesfrom the text when responding.Conclude by asking students if they'd besurprised to hear that both texts were writtenby the same character. Over the next week,we're going to find out how that's possible.

Standards:

RL.8.1 : Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawnfrom the text.




progris to progress

Reading Process

50 mins ACTIVE READING >NOTE-TAKING: Abilityto select important factsand passages for use inone's own writing.

DIALECTICALJOURNAL SECTION 1As you are reading,"Flowers for Algernon,"keep a record ofimportant passages, aswell as your reactions andquestions you may havein response to thesepassages, in a journal. Besure to consider thefollowing as you arereading:

What does thepassage reveal toyou? What do youbegin to recognize?What does thepassage reveal toCharlie? What doeshe begin to recognize?

The first section will focuson progris riport 1 to theend of Progress Report-6.

Score 2

evidence is pulledfrom the textdemonstrates bothexplicit and implicitunderstanding of thetext

Score 1

evidence may not beconnected to textexplanation mayreflect only explicitunderstanding of thetext

(In loading: Note and Notice's Reading SignPosts - Contrasts and Contradictions

When a character does something that contrasts

with what you’d expect or contradicts his earlier

acts or statements, STOP and ask, “Why is the

character doing that?”)

1. Introduce students to the concept of adialectical journal and how it is a way forthem to interact and have a conversation withwhat they are reading. (If students alreadyhave experience with this process, allowthem to lead the discussion.)

2. Explain to students that there are two sidesto a dialectical journal and that each sidehas its own set of expectations.

3. On the left side of the journal, students are torecord contrasts and contradictions that theynotice from the assigned reading (progrisriport 1 to end of Progress Report 6).

4. After they have selected their passages andrecorded them on the left side of the page,students will record their reactions on theright side of the page making sure to answerthe questions below

What does the passage reveal to you? Whatdo you begin to recognize?What does the passage reveal to Charlie?What does he begin to recognize?Why would the character act or feel thisway? Why is the character doing that?

5. If necessary, the teacher can model oneexample. Students should have a minimum ofthree entries.

Standards:


RL.8.3 : Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, orprovoke a decision.


Dialectical Journal "Contrasts and Contradictions" focus


TEXT DEPENDENTQUESTIONS SECTION 2As you read the nextassigned section fromProgress Report 8 to April

Score 2

Student is able to identifyevidence that adequatelysupports the claim

Students collaborate in response to textdependent questions.This process can be modeled through a readaloud/think aloud process if necessary. But



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27, you will demonstrateyour comprehension ofevents within the story sofar by answering anddiscussing a series of textdependent questionsprovided for you. Be sureto answer each questionin depth and provide thenecessary textualevidence to support yourresponses.

Student is able to explainsignificance of evidencein relationship to theclaim

Score 1

Student is able to identifyevidence, but it may notadequately support theclaim

Student does not explainhow evidence supportsthe claim

(Attached text dependentrubric is more explicit)

it's important to allow students to wrestle withthe text first. Have students highlightevidence to support a text dependentquestion response. One way to engage students is to have onepartner read a section of the text aloud whileanother considers the evidence within thetext. The second partner shares evidenceand asks, "What does this evidence mean orshow?" The first partner then responds andthe partners switch. With a partner, students share and explaintheir evidence based upon the question(different questions may require differentlevels of response).Together, students generate responsesbased upon the evidence selected.This provides an opportunity for teachers togather and respond to formative assessmentto see where students are in terms ofgathering evidence and responding todifferent types of questions. Teachers mayrespond by creating a mini task for studentsto analyze, respond to, and write questions atmultiple levels. *A sample text dependentresponse rubric has been provided inconsideration of this response.

Standards:




text dependent rubric

Text Dependent Questions 1

1 hr and30 mins

ACTIVE READING >NOTE-TAKING: Abilityto select important factsand passages for use inone's own writing.

COLLABORATIVEDISCUSSIONS (PAIRROLE-PLAY &REFLECTION)(A) Role-play a pairconversation by (1)asking questions andtaking notes on thereflector?s responses, (2)answering focusquestions in a clearmanner.(B) Write a paragraphreflection about yourcurrent speaking andlistening abilities and tryto (1) describe onestrength and (2) describeone area forimprovement.

Follow up questionsand notes from thepair conversation arewritten down.Paragraph reflectionabout speaking andlistening skills includesone strength and onearea for improvement.

**Student work should bestored in studentnotebook/portfolio. Thistask should be repeatedat least 2-3 timesthroughout the year.

WARM UP:

1. Ask students to turn and talk with anotherstudent: What do strong listening and speakingskills look like? What do they NOT look like? (Ifstudents are having a hard time, ask them tothink of someone they consider to be a ?strong?or ?weak? listener and explain why).

2. Call on student pairs for responses. Takenotes and make two t-charts (Strong ListeningSkills/Weak Listening Skills AND StrongSpeaking Skills/Weak Speaking Skills) using aprojector, chart paper, or white/chalk board.

3. Ask a student to read aloud the skilldefinition/objective for the day (it should bewritten on the board). Explain that this activityhelps students to recognize what is involved inspeaking and listening and to start to assesstheir own abilities.



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MODELING:

1. Ask two students to perform the sample scriptto model a paired discussion. (SEEATTACHMENTS)

2. Ask the class to take notes while they listen tothe sample (2 Strengths/ 2 Weaknesses/2Questions).

3. Ask students to turn and talk with anotherstudent. Pairs should share their notes.

4. Come together as a whole class. What type ofnotes did you record? What follow up questionsdid the Introspector ask? What type of bodylanguage was used by the Reflector and theIntrospector? How does what you saw relateback to our t-charts?

5. Read aloud the sample reflection. Explain thatthis is a routine students will practice throughoutthe year.

6. Ask students to reread the sample reflectionin pairs and underline one strength and one areafor improvement in the paragraph.

7. Share out as a whole class. Why is itimportant to identify strengths and areas forimprovement about our own speaking andlistening skills?

STUDENT PRACTICE:

1. Give students the handout and the discussionnutshell and assign partners.(SEEATTACHMENTS)

2. Divide up the Text Dependent Questions fromthe last mini-task.

3. Ask students to follow the same PairDiscussion Routine in their pairs as waspracticed utilizing their selected question fromthe last mini-task. However, this time havestudents meet in groups of three--with onestudent recorder "capturing" the conversation inthe "Discussion Nutshell".

4. Be sure one student in the group capturesresponses in the "Discussion Nutshell" andcaptures if key questions have led to turningpoints in the group's thinking.

5. Have students debrief the conversation in thegroup with the recorder sharing evidence of thediscussion and guiding the reflection.

6. Come together as a whole class. What wentwell during this activity? What was challenging?

7. Students complete reflections independently.

CLOSING:

1. Ask students to share either a strength orarea for improvement from their reflection with a



partner.

2. Share out with the entire class. Teacherrecords responses on the board.

3. Have students review the AcademicDiscussion Rubric. Have them reflect upon thecriteria and determine if anything must beremoved or added.

4. As students converse throughout the rest ofthe unit, use the rubric as a formativeassessment tool for providing students feedbackon their discussions providing students time forreflection when needed.

Standards:

CCR.SL.1 : Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building onothers' ideas and expressing their own clearly and persuasively.

CCR.SL.4 : Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and theorganization, development, and style are appropriate to task, purpose, and audience.

CCR.SL.6 : Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English whenindicated or appropriate.


Modified Paideia Discussion Protocol

Capturing Discussion Nutshell

Academic Discussion Rubric

Collaborative Discussion - Instructional Plan.doc

Collaborative Discussion - Student Handout.doc


DIALECTICALJOURNAL SECTION 3As you are reading,"Flowers for Algernon,"keep a record ofimportant passages, aswell as your reactions andquestions you may havein response to thesepassages, in a journal. Besure to consider thefollowing as you arereading:

What does thepassage reveal toyou? What do youbegin to recognize?What does thepassage reveal toCharlie? What doeshe begin to recognize?How might thispassage changethings for Charlie?

The third section will

Not Provided (In loading: Note and Notice's Reading SignPosts - Aha Moments

When a character realizes, understands, orfinally

figures out something, STOP and ask yourself,

“How might this change things?”

1. Remind students that they are still keepinga dialectical journal and how it is a way forthem to interact and have a conversation withwhat they are reading.

2. Explain to students that there are two sidesto a dialectical journal and that each sidehas its own set of expectations.

3. On the left side of the journal, students are torecord contrasts and contradictions that theynotice from the assigned reading.

4. After they have selected their passages andrecorded them on the left side of the page,students will record their reactions on theright side of the page making sure to answerthe questions below

What does the passage reveal to you? Whatdo you begin to recognize?



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move from April 27 to theend of May 20.

What does the passage reveal to Charlie?What does he begin to recognize?Does this passage change anything forCharlie?

5. If necessary, the teacher can model oneexample. Students should have a minimum ofthree entries.

Standards:




Dialectical Journal "Aha Moments" focus


TEXT DEPENDENTQUESTIONS SECTION 4As you read the nextassigned section (fromMay 23 to the end of June21), you will demonstrateyour comprehension ofevents within th story sofar by answering anddiscussing a series of textdependent questionsprovided for you. Be sureto answer each questionin depth and provide thenecessary textualevidence to support yourresponses.

Score 2

Student is able to identifyevidence that adequatelysupports the claim

Student is able to explainsignificance of evidencein relationship to theclaim

Score 1

Student is able to identifyevidence, but it may notadequately support theclaim

Student does not explainhow evidence supportsthe claim

Students collaborate in response to textdependent questions.This process can be modeled through a readaloud/think aloud process if necessary. Butit's important to allow students to wrestle withthe text first. Have students highlightevidence to support a text dependentquestion response.One way to engage students is to have onepartner read a section of the text aloud whileanother considers the evidence within thetext. The second partner shares evidenceand asks, "What does this evidence mean orshow?" The first partner then responds andthe partners switch.With a partner, students share and explaintheir evidence based upon the question(different questions may require differentlevels of response).Together, students generate responsesbased upon the evidence selected.This provides an opportunity for teachers togather and respond to formative assessmentto see where students are in terms ofgathering evidence and responding todifferent types of questions. Teachers mayrespond by creating a mini task for studentsto analyze, respond to, and write questions atmultiple levels.

Standards:






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text dependent rubric

Text Dependent Questions 2


TRACING CHARLIE'SINTELLIGENCESECTION 5After reading andinteracting with theprevious four sections,you will now read the lastsection (from June 22 tothe end of June28) focusing on whetheror not Charlie haschanged throughout thetext. Utilizing yournotations from previousreadings (dialecticaljournal and textdependent questionresponses), develop agraphic representation ofCharlie's shiftingintelligence levelsthroughout the story andconsider the followingquestions:

Is Charlie a dynamic(changing) character? Oris he a static character? What statement mightthe author be makingthrough your findings? Support your assertionswith evidence from thetext.

Not Provided Students work in groups or pairs to developtheir charts to reflect their findings from thestory.The processing of this can be done inmultiple ways depending on desiredoutcomes of student learning. The followingare two:Micro Essay-A micro essay is an opportunityto focus on a particular component of writingin order allow for strategic formativeassessment and to provide targetedfeedback to students as they progress to amore formal piece of writing. For example, ifstudents struggle with writing claims, theteacher could conduct a mini-lesson andtarget this aspect of the students writing inresponse to the questions above. Microessays work extremely well for targetingstudents explanation of their evidence. Students could select one piece of evidencethey feel best supports their thinking, developquestions on multiple levels that inquireabout the literal, inferential, and intentionalmeaning of the piece of evidence. The rubriccan be the element of the module rubric tiedto analysis of evidence.Socratic Seminar or modified seminardiscussion (example with organizers andrubrics provided in attached link)

Standards:



W.8.2 : Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,organization, and analysis of relevant content

W.8.2.B : Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information andexamples.

W.8.2.E : Establish and maintain a formal style.

W.8.2.C : Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W.8.2.D : Use precise language and domain-specific vocabulary to inform about or explain the topic.


Teaching Channel Socratic Seminar Video and Resources

30 mins ACTIVE READING >CLOSE READING:

CLOSE READ OFSECTION 1

See attached academicdiscussion rubric.

Based upon "progris ript 5-Mar 10" and"Progress Report 6-Mar 15"



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https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom

Ability to analyze layersof meaning in text

What are the big ideaspresent in this section?

Explain to students that texts often havemultiple levels or layers of meaning. Whilereading, many ideas can surface that mayhelp us to understand the characters' or theauthors' intentions more intimately.Students read text in their groups anddetermine possible big ideas of the section. (Multiple ways of reading possible-independently, aloud to a partner, grouptaking turns. This process could also bemodeled first if necessary.)Students share big ideas they've found. Ex.Self awareness, Innocence, Desire forIntelligence, Progress Made, Operations toChangeStudents come to a consensus about bigideas from the section while teacher capturesthe thinking.Utilize discussion protocol (students supportthinking with evidence, etc.)Encourage students to utilize the thinkinggained from earlier reads of the text.Possible reflection question: Have studentsrate their level of understanding after eachclose read on a scale of 1-10 with a briefexplanation as to why the reasoning behindtheir scores. Students can reflect on how theprocess improves comprehension over time.

Standards:

RL.8.2 : Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationshipto the characters, setting, and plot; provide an objective summary of the text.



30 mins ACTIVE READING >CLOSE READING: Ability to analyze layersof meaning in text

CLOSE READ: SECONDREAD OF SECTION 1What would the authorsay about these ideasbased upon the text?

Potential use ofdiscussion rubric. Or useof two point rubricmeasuring students' useof textual evidence tosupport their thinking.

Students read, highlight key lines from thetext that support their thinking regarding thequestion, and respond in their dialecticaljournals (Process may be modeled ifneeded).Students read a portion of the text and pauseat their selected key lines, asking a partner,"What would the author say about this?"Partner responds. Student agrees ordisagrees and shares reasoning. Twostudents switch.Consider timing the process of each partnersharing if needed.Encourage students to utilize the thinkinggained from earlier reads of the text.Possible reflection question: Have studentsrate their level of understanding after eachclose read on a scale of 1-10 with a briefexplanation as to why the reasoning behindtheir scores. Students can reflect on how theprocess improves comprehension over time.



https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/010/068/original/Discussion_Rubric20140804-2-vwrpvs20140812-2-r0i8xu.docx?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1579018849&Signature=0O2IgL7MXJyLLM0JOHOfh51EmwA%3D&response-content-type=application%2Fvnd.openxmlformats-officedocument.wordprocessingml.document

Standards:

SL.8.1 : Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ongrade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.


Notprovided

ACTIVE READING >CLOSE READING: Ability to analyze layersof meaning in text

CLOSE READ: SHORTCONSTRUCTEDRESPONSEFocusing on particularlines from the section,determine what theselines reveal about Charlie(characterization), howthey propel the action ofthe story, or how theyprovoke a decision(character motives)?

Rubric part of attachedorganizer

Students utilize organizer to respond tospecific lines from text (First could bemodeled, discussed with partners, ordeveloped individually).Recommendation: Allow students to wrestlewith their thinking regarding the specific linesfirst to allow for formative assessmentopportunities. Perhaps students showproficiency with describing how action ispropelled forward, but struggle with what thelines reveal about the characters. This couldopen the door for a more focused lessontargeting Charlie's seemingly changingpersona.Encourage students to utilize the thinkinggained from earlier reads of the text. Possible reflection question: Have studentsrate their level of understanding after eachclose read on a scale of 1-10 with a briefexplanation as to why the reasoning behindtheir scores. Students can reflect on how theprocess improves comprehension over time.

Standards:




Flowers Analysis

30 mins POST-READING >ENHANCINGCOMPREHENSION: Ability to identify thecentral point and mainsupporting elements of atext.

DIARY ENTRY1. Write a diary (1-2

paragraphs) entrybased upon what hashappened in your liveseither the night beforeor during the daytoday. Here's thecaveat. Use anypunctuation youwant anywhereyou want.

2. Choose two of thepunctuational choicesyou've made and writea description of whyyou placed the markwhere you did.

Not Provided Essential Questions: What is the purpose ofpunctuation? Why would author'sintentionally misuse punctuation?Brainstorm or share as many punctuationmarks as students can surface and displaythem visually. Leave room to write next toeach one later.Ask students to write briefly write their diaries. Explain where they place punctuation iscompletely up to them. There are no rulesexcept one: Students must have a reasonfor why they're placing their marks wherethey choose. In fact, they write anexplanation for two of their marks in themargin of their diaries. Have students exchange pieces of writing. Have each student write why they think astudent made the punctuational choice



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he/she did for two of the marks made. Students could engage in a brief dialogue todiscern whether their reasons were accuratewith the author. Have students share some of theirreasonings for different punctuationalchoices. Next to the different marks postedfrom the brainstorm, write the reasoning forstudents to see.Pose the essential questions to the studentsand share responses.Have them consider the importance of ashared language in regards to punctuation. Punctuation allows for commoncommunication. When author's makemistakes, they are trying to reveal somethingto the reader.


Punctuation Diary Page

30 mins POST-READING >ENHANCINGCOMPREHENSION: Ability to identify thecentral point and mainsupporting elements of atext.

SHORT REFLECTIVEENTRY FOR EACHTEXTWhat is the author tryingto accomplish? Whichparts of the text show youthat?

Answers questionswith credibleresponse.

Have students read and highlight key lines--especially punctuational choices betweenthe April 16th and April 18th diary entries.Invite students to brainstorm ways to figureout any author’s intent.Invite students to share and discuss theiranswers for each text.After the discussion, allow them to add totheir entries.

Standards:


Notprovided

POST-READING >ENHANCINGCOMPREHENSION: Ability to identify thecentral point and mainsupporting elements of atext.

SHORT CONSTRUCTEDRESPONSEFocusing on particularlines from the section,determine what theselines reveal about Charlie(characterization), howthey propel the action ofthe story, or how theyprovoke a decision(character motives)?


Students utilize organizer to respond tospecific lines from text (First could bemodeled, discussed with partners, ordeveloped individually).Recommendation: Allow students to wrestlewith their thinking regarding the specific linesfirst to allow for formative assessmentopportunities. Perhaps students showproficiency with describing how action ispropelled forward, but struggle with what thelines reveal about the characters. This couldopen the door for a more focused lessontargeting Charlie's seemingly changingpersona.Encourage students to utilize the thinkinggained from earlier reads of the text.Formative assessment opportunity: Considerany misconceptions which have arisen fromstudents' awareness of punctuation anddevelop mini-lessons to addressmisconceptions. Many of the earlier entriesof this text provide an opportunity for



https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/010/047/original/diarypunctuationtask20140812-2-1qzxnn2.docx?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1579018849&Signature=Jb8w8gZmKQBWxYsYn1gsKhDWAxg%3D&response-content-type=application%2Fvnd.openxmlformats-officedocument.wordprocessingml.document

students to edit, manipulate, and combineclauses to form different types of sentences. Sentences in the later entries are oftencomplex in nature allowing for a contrastiveanalysis.

Standards:





Flowers Analysis RL.8.3

1 hr and30 mins

POST-READING >CITING EVIDENCE: Ability to supportinferences with textualevidence

TEXTUAL EVIDENCESWAP MEETSort notes made on post-its during a close readingof a text based on anessential question. Thequestion has been framedso that you can to take aposition (either/or, yes/no,etc.), however, you mustcollect textual evidencethat supports both sidesof the question.

Product meetsexpectations if...

-Notes are groupedlogically with clearconnections to the claim(position)

-Notes are sufficient tosupport position

-Notes are selected fromacross the span of thetext rather than a limitedportion

-Notes are arranged withstrongest first

* The mini-task was designed with a specificquestion in mind for Daniel Keyes, "Flowers forAlgernon" and based upon the May 20 diaryentry: "Is Charlie more angry with the peoplemaking fun of the dishwasher or himself?" However, it is applicable to any text thatstudents have read in which they have a centralquestion that they are answering.

BEFORE THIS MINI TASK...

1. Before reading a text, students should knowthe central question they are answering.

2. Provide students with sticky notes, and invitethem to mark and copy quotations they feel arerelevant to the central question. Ask them toinclude their reasons for selection.

TODAY...

1. Explain that today students will be organizingtheir notes and choosing which quotes they willuse for their argument essays.

2. Students will individually read through notesand decide on a position on the central question.

4. Students will arrange the notes that supporttheir positions by grouping those that arerelated.

5. Students will then order their groups of notesfrom strongest to weakest.

6. Students will meet with a peer who took anopposite position and together they will examineeach other’s points. Students will also swapnotes they didn’t use. This allows students to"share" evidence.

7. Each student will then rearrange post-its as inSteps 4 and 5 to support claim.



https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/009/963/original/Flowers_Analysis20140811-2-1jouq9h.docx?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1579018849&Signature=uGj4T2Sfrifyic4kEhu8Q%2Bsy7ws%3D&response-content-type=application%2Fvnd.openxmlformats-officedocument.wordprocessingml.document

Standards:

SL.8.1.A : Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation byreferring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.



Notprovided

POST-READING >CITING EVIDENCE: Ability to supportinferences with textualevidence

SHORT CONSTRUCTEDRESPONSEFocusing on particularlines from the section,determine what theselines reveal about Charlie(characterization), howthey propel the action ofthe story, or how theyprovoke a decision(character motives)?


Students utilize organizer to respond tospecific lines from text (First could bemodeled, discussed with partners, ordeveloped individually).Recommendation: Allow students to wrestlewith their thinking regarding the specific linesfirst to allow for formative assessmentopportunities. Perhaps students showproficiency with describing how action ispropelled forward, but struggle with what thelines reveal about the characters. This couldopen the door for a more focused lessontargeting Charlie's seemingly changingpersona.Encourage students to utilize the thinkinggained from earlier reads of the text.

Standards:





30 mins POST-READING >CLOSE READ: Ability toanalyze layers ofmeaning in text

CLOSE READ: 1STREADWhat are the big ideaspresent in this section?

Discussion rubric used Based on June 5th Diary EntryExplain to students that texts often havemultiple levels or layers of meaning. Whilereading, many ideas can surface that mayhelp us to understand the characters' or theauthors' intentions more intimately.Students read text in their groups anddetermine possible big ideas of the section.(Multiple ways of reading possible-independently, aloud to a partner, grouptaking turns. This process could also bemodeled first if necessary.)Students share big ideas they've found. Ex.Self awareness, Innocence, Desire forIntelligence, Progress Made, Operations toChange Students come to a consensusabout big ideas from the section whileteacher captures the thinking.Utilize discussion protocol (students supportthinking with evidence, etc.)Encourage students to utilize the thinkinggained from earlier reads of the text.



https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/009/964/original/Flowers_Analysis20140811-2-17vu78v.docx?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1579018849&Signature=RyXFF2luh6lKuFQfYnWDr2IFHGk%3D&response-content-type=application%2Fvnd.openxmlformats-officedocument.wordprocessingml.document

Possible reflection question: Have studentsrate their level of understanding after eachclose read on a scale of 1-10 with a briefexplanation as to why the reasoning behindtheir scores. Students can reflect on how theprocess improves comprehension over time.

Standards:



30 mins POST-READING >CLOSE READ: Ability toanalyze layers ofmeaning in text

CLOSE READ: 2NDREADWhat would the authorsay about these ideasbased upon the text?

Use Discussion Rubric Students read, highlight key lines from thetext that support their thinking regarding thequestion, and respond in their dialecticaljournals (Process may be modeled ifneeded).Students read a portion of the text and pauseat their selected key lines, asking a partner,"What would the author say about this?"Partner responds. Student agrees ordisagrees and shares reasoning. Twostudents switch. Consider timing the processof each partner sharing if needed.Encourage students to utilize the thinkinggained from earlier reads of the text.Possible reflection question: Have studentsrate their level of understanding after eachclose read on a scale of 1-10 with a briefexplanation as to why the reasoning behindtheir scores. Students can reflect on how theprocess improves comprehension over time.

Standards:



SL.8.1.C : Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevantevidence, observations, and ideas.



Notprovided

POST-READING >CLOSE READ: Ability toanalyze layers ofmeaning in text

SHORT CONSTRUCTEDRESPONSESee attached organizer

See attached organizer Students utilize organizer to respond tospecific lines from text (First could bemodeled, discussed with partners, ordeveloped individually).Recommendation: Allow students to wrestlewith their thinking regarding the specific linesfirst to allow for formative assessmentopportunities. Perhaps students showproficiency with describing how action ispropelled forward, but struggle with what thelines reveal about the characters. This could



https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/010/071/original/Discussion_Rubric20140804-2-vwrpvs20140812-2-1t3jpz4.docx?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1579018849&Signature=BAgFNtqpKM83OFZIguMcIsSp5Bo%3D&response-content-type=application%2Fvnd.openxmlformats-officedocument.wordprocessingml.document

open the door for a more focused lessontargeting Charlie's seemingly changingpersona.Encourage students to utilize the thinkinggained from earlier reads of the text.Possible reflection question: Have studentsrate their level of understanding after eachclose read on a scale of 1-10 with a briefexplanation as to why the reasoning behindtheir scores. Students can reflect on how theprocess improves comprehension over time.

Standards:





Transition to Writing

1 hr and30 mins

BRIDGINGCONVERSATION >IDENTIFYINGSIGNIFICANTELEMENTS: Ability tobegin linking readingresults to writing task.

THE SEARCH FORLINES OF DEPTHSocratic Seminardiscussion question: IsCharlie a character whochanges (dynamic) or ishe one that remains thesame (static)?

Use of Socratic SeminarRubric found with linkprovided

Begin with a brief discussion of Charlie'scharacter. Is he a character who changes(dynamic) or is he one that remains the same(static)?Discussion-based strategies, such assocratic seminar (link provided with notes,video example, organizers and rubric)After discussion, students consider thefollowing question for guidance: Which linesreveal Charlie's persona?Students utilize previous notes and work inpartners or teams to select lines of what theybelieve to be the greatest depth. Asstudents, partners, or groups choose lines,they must defend why they've selected them.

Standards:

RI.8.3 : Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., throughcomparisons, analogies, or categories).

RI.8.1 : Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawnfrom the text.

RI.8.4 : Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technicalmeanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.


SL.8.1.B : Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and defineindividual roles as needed.

SL.8.1.C : Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevantevidence, observations, and ideas.

SL.8.1.D : Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of theevidence presented.



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Socratic Seminar

Writing Process

50 mins PLANNING >PLANNING THEWRITING: Ability todevelop a line of thoughtand text structureappropriate to aninformational/explanatorytask.

OUTLINE/ORGANIZERCreate an outline basedon your notes and readingin which you state yourcontrolling idea,sequence your points,and note your supportingevidence.

Creates an outline ororganizer.Supports controllingidea.Uses evidence fromtexts read earlier.

Provide and teach one or more examples ofoutlines or organizers.Invite students to generate questions in pairsabout how the format works, and then takeand answer questions.

Standards:

W.8.2.A : Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories;include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

50 mins DEVELOPMENT >INTRODUCTORYPARAGRAPH: Ability toestablish a controllingidea, consolidateinformation relevant totask, and engage areader.

INTRODUCTIONPARAGRAPHDevelop an effective andengaging introductionparagraph for your essayincorporating a hook,explanation, and thesis.

Meets expectations if:

Hook is engaging andrelevantExplanationsucessfuly bridgeshook and argument.Thesis is specific, wellarticulated, and theactual topic of thepaper.

*This tool should be used with students whoalready know their thesis, not as a tool todevelop one.

1. Using the handout, do a think aloud in whichyou walk through the steps to develop anintroduction paragraph. Think about severalhooks, and chose the best one (emphasizing thatthe first idea isnt always the best).

2. Allow students to complete the handoutindependently.

3. Finish with a share, either class wide orbetween partners.

Standards:

CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.

CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


Introduction Tool

50 mins DEVELOPMENT >BODY PARAGRAPHS: Ability to construct aninitial draft with anemerging line of thoughtand structure.

INITIAL DRAFTWrite an initial draftcomplete with opening,development, and closing;insert and cite textualevidence.

Provides completedraft with all parts.Supports the openingin the later sectionswith evidence andcitations.

Encourage students to re-read promptpartway through writing, to check that theyare on track.

Standards:

W.8.2.B : Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information andexamples.



https://www.teachingchannel.org/videos/socratic-seminar-exploring-the-theme-of-anne-frank-fusd

https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/009/975/original/Introduction_Examples20140811-2-q0z1tk.doc?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1579018849&Signature=GqyVqmXt1jVOlmPlFe6kn4Rjuj8%3D&response-content-type=application%2Fmsword

50 mins REVISION, EDITING,AND COMPLETION >REVISION: Ability torefine text, including lineof thought, languageusage, and tone asappropriate to audienceand purpose.

WRITING REVEALED!Refine composition’sanalysis, logic, andorganization ofideas/points. Use textualevidence carefully, withaccurate citations. Decidewhat to include and whatnot to include.

Provides completedraft with all parts.Supports the openingin the later sectionswith evidence andcitations.Improves earlieredition.

Have students start by examining the lengthof their sentences. Often ideas may run onor be organized in a series of short,redundantly written sentences. This strategyhelps students to visually understand thecomposition of their writing.Provide students with wax paper roughly thesize of their papers. Have them place thewax paper over the piece of writing and tracktheir sentence length by drawing a line fromsentence to sentence. At each period, havethe students stop the line and clearly mark aperiod on their wax papers. Once finished, ask students to hold their waxpapers up to the light to expose the flow oftheir writing. Is there a repetition of shortsentences (sometimes reflecting simplesentence structure), or is there an overalllack of punctuation (sometimes reflectingrun-on)? Have students reflect on the use oftheir sentences.Use this opportunity as formativeassessment and respond to meet students'needs based upon their work and reflections. For example, if many students struggle withexpanding sentences, possibly respond byusing samples of sentences to combine ideasand maintain their logic utilizing subordinatingconjunctions.As students are developing their sentences,have them consider the accuracy of theirevidence and thoroughness of explanation.Model useful feedback that balances supportfor strengths and clarity about weaknesses.Assign students to provide each other withfeedback on those issues.

Standards:

W.8.2 : Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,organization, and analysis of relevant content

50 mins REVISION, EDITING,AND COMPLETION >EDITING: Ability toproofread and format apiece to make it moreeffective.

CORRECT DRAFTRevise draft to havesound spelling,capitalization,punctuation, andgrammar. Adjustformatting as needed toprovide clear, appealingtext.

Provides draft freefrom distractingsurface errors.Uses format thatsupports purpose.

Briefly review selected skills that manystudents need to improve.Teach a short list of proofreading marks.Assign students to proofread each other’stexts a second time.

Standards:

L.8.2 : Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Notprovided

REVISION, EDITING,AND COMPLETION >FINAL DRAFT: Ability tosubmit final piece that

FINAL PIECETurn in your complete setof drafts, plus the finalversion of your piece.

Fits the “MeetsExpectations”category in the rubricfor the teaching task.

None



meets expectations.

Instructional Resources

No resources specified



Section 4: What Results?Section 4: What Results?

Student Work Samples

No resources specified

Teacher Reflection

Not provided



algernon revelations: flowers for text analysis and character · 2017. 5. 10. · revelations:...

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