personal quotewadsworthbrownd/fall_2010/levinson_web.pdf · it’s up to you, you can go do what...

Bio: Howdy! Daniel was born in St. Louis, MO and lived here until heading off to college at the University of Missouri in Columbia. He then spent his mid-twenties soaking up sunshine and smog in beautiful Southern California. This wondering son then returned home to be closer to his family and those beautiful red bricks of south city, and to embark upon new educational experiences that will lead him to a career in teaching. He enjoys writing and loves to read – be it a story, an article, an essay, an e-mail from a friend, or even a well-written plaque on the origins of an historic landmark. Daniel has relished every opportunity he has had to get in front of a classroom and work with students, and he hopes to spend the rest of his life there doing just that. Personal Quote: It’s up to you, you can go do what you want, live the life you really want to live, or you can stay here and enjoy another day in paradise, lost. - to Terrence Brand, on a career change Professional Quote: But it is better to fail in originality, than to succeed in imitation. He who has never failed somewhere, that man can not be great. - Herman Melville, from “ Hawthorne and his Mosses”

Unit 2-Writing Exploring Mark Twain Daniel Levinson Rationale At the end of this unit, students will be able to respond to literary writing using summary, reflection and analysis. They will also be able to discuss their own writing with their peers, offer suggestions and revise their own work based on the suggestions of others. This lesson is modified from an idea found in the NY Times Learning Network. It exposes the students to the work of Mark Twain, while using his writing as a gateway to open up their own. Mark Twain is an important figure in American letters, and his writing provides a goldmine for opening up conversations about important topics, morals and emotions as well as writing in general. While his longer works are landmarks in American fiction, his shorter works, as well as his nonfiction, can often be marginalized in the English classroom. The themes found in Twain’s work raise questions of morality, pessimism, community and self-interest. By writing about these themes, and examining their own thoughts and beliefs on them, the students will learn how good writing can both organize and explore their own thoughts and expression. Summary Since the focus of this unit is writing, the class will begin their examination of Mark Twain by interpreting and responding to several of his famous quotations. After this exercise enters the students into conversation with Twain, we will turn to his short essays to further our response to the author. The class will end by reading Twain’s short story “The Celebrated Jumping Frog of Calaveras County” and applying the knowledge and opinions they have developed during the previous writing exercises to write a persuasive essay on a topic related to the story. Quotes – write about what you think, what you feel about the quotes (relate to self), use the quote to paint a real-world situation (outer world) Essays – Summarize the essay, agree or disagree with it, respond with your own argument Stories – Suppose you were in a similar situation, what would you do; return to our previous unit and write about an aspect of fiction Vocabulary – Each Friday will focus on related vocabulary Objectives GRADE LEVEL EXPECTATIONS RE2: Develop vocabulary through text using: Roots and affixes, context clues, glossary, dictionary and thesaurus St: 2, 3, 1.5, 1.6 WA3: Compose a variety of texts; Including summary, literary analysis, and reflective writing St: 4, 1.8, 2.1, 2.6, 4.8 WB3: Compose text with: Strong controlling idea, relevant specific details, complex ideas, freshness of thought St: 4, 2.1 WC4: Compose text with:

effective beginning, middle and end; a logical order; effective paragraphing; cohesive devices; varied sentence structure; clarity of expression; active voice

St.: 4, 2.1 Length 3 week Unit, five 45-50 minute class periods per week. Materials and resources - Copies of literature, from teacher/school copy paper - Individually printed copies made of each story, totally of around 10. - Writing journals Means of Assessment - Formative assessment: Journal entries, checked for effort, responded to by teacher. - Summative Assessment: Student project, lengthy essay with subject to be determined by student, details/rubric TBD, paper to be graded based on rubric points.

Lesson 1

Lesson Plan Title:

Mark Twain Quotes, part 1

Concept / Topic To Teach:

Organizing thought and interpreting literature through writing.

Standards Addressed:

MoStep Standard 4: Writing formally and informally

General Goal(s): Students will be able to apply their own thoughts to famous quotes,

proverbs or words-of-wisdom. Elaborate on the meaning of a quote and apply that meaning to their own lives. Students will be able to organize their thoughts around a single idea and use writing to present those thoughts.

Specific Objectives:

Compose text with strong controlling idea, relevant specific details, complex ideas and freshness of thought.

Required Materials:

-Mark Twain Quotes -Writing journal

Anticipatory Set (Lead-In):

Example quote and discussion on how to summarize meaning, agree or disagree and apply to an example.

Step-By-Step Procedures:

Step 1: Students chose their favorite quote from a list of several Mark Twain quotes Step 2: Students write a paragraph summarizing what the quote means. Step 3: Students decide whether or not they agree or disagree with it, and explain why in another paragraph. Step 4: Students think of a time in their life that this quote can apply to and they write another paragraph or two explaining how and why.

Plan For Independent Practice:

Following a guided example with the class, the students will write on their own.

Closure (Reflect Anticipatory Set):

Students willing to share will read their papers aloud in class and the class will discuss.

Assessment Based On Objectives:

Students’ journals will be checked for comprehension and participation. Teacher will write a response in the journal that the students will see the next day. Full point will be given to all students writing each of the three paragraphs.

Lesson 2 Lesson Plan Title:



Organizing thought and interpreting literature through writing.


MoStep Standard 4: Writing formally and informally

General Goal(s): Students will be able to apply their own thoughts to famous quotes,

proverbs or words-of-wisdom. Elaborate on the meaning of a quote and apply that meaning to their own lives. Students will be able to organize their thoughts around a single idea and use writing to present those thoughts.


Compose text with effective beginning, middle and end; a logical order; effective paragraphing; cohesive devices; varied sentence structure; clarity of expression; active voice

Required Materials:

-Mark Twain Quotes -Writing journal


Return to previous day’s lesson and show how we can apply imaginative thought to prior thinking.


Step 1: Students reread the quote they chose the day before, as well as their previous writing and the teacher’s response Step 2: Students write a short imaginative narrative demonstrating the meaning behind the quote they chose. Step 2.1: Students who do not want to write a creative narrative can use the quotes to create a longer paper using their quote as a prompt for A) a personal essay, or B) an essay on current events. Step 3: Students who are willing to share their work may do so at the end of class, followed by discussion and a Q&A.


Following a guided example with the class, the students will write on their own.

Closure (Reflect Students willing to share will read their papers aloud in class and the

Anticipatory Set):

class will discuss. Students unable to finish in the class period will be able to return to this exercise tomorrow.


Students’ journals will be checked for comprehension and participation. Teacher will write a response in the journal that the students will see the next day. Full point will be given to all students who demonstrated participation in the exercise.


Mark Twain’s Autobiography, first 2 chapters


Responding to questions, searching for answers, understanding the relationship between the reader and the text, QAR


MoStep Standard 4: Reading and evaluating nonfiction works

General Goal(s): Students will respond to a section of nonfiction writing by answering

questions, some found directly in the text, others indirectly, and others through thinking about the text. The answers and their searches will apply to the next day’s writing journal as well.


Responding to nonfiction texts for both accuracy and to understand question/answer relationship

Required Materials:

-Mark Twain Autobiography printout -Questions -Writing journal


The students have already been introduced to Mark Twain through both his quotes and a brief lecture. They will use what they already know about the writer to anticipate his life story and how he will tell it.


Step 1: Read the first 2 chapters of Mark Twain’s Autobiography as a class. Step 2: Answer 2 sets of questions following the reading; one set of set of questions that covers the reading and another set that addresses the nature of the questions. Step 3: Discuss the assignment as a class by sharing answers and discussing how they were found.


Students will work on answering the questions on their own.


Class will briefly discuss the differences between the lecture about Mark Twain’s life and the way he wrote his autobiography.

Assessment Teacher will award points for every correct answer and respond to

Based On Objectives:

students’ answers about where they found the answers.


Vocabulary, Mark Twain part 2


Learning new words, from both context and dictionaries, and using the new words by writing their own sentences.


MoStep Standard 1: Speaking and writing standard English

General Goal(s): Students will revisit new or difficult words from the previous week’s

readings. They will also be exposed to a few unfamiliar words that will be found in next week’s reading.


Students will learn to understand and use new and unfamiliar words in context, using both context clues as well as help from a dictionary.

Required Materials:

-Word list (Student prepared) -Word list (teacher prepared) -Writing journal


The students have read the work from which their words are derived and they should be words that the students themselves have struggled with and want to better understand


Step 1: Read the first 2 chapters of Mark Twain’s Autobiography as a class, and the first 2 chapters of Life on the Mississippi. Step 2: Students choose 8 words from the prior week’s reading that require better understanding. Step 3: Students write down each word along with a definition as they understand the word in the context of the reading. Step 4: Students turn to the dictionary to capture a dictionary definition. Step 5: Students create a new sentence using each word correctly. Step 6: Class will discuss 2 new words that will appear in the next week’s readings. Students will try to guess what they mean using limited context clues.

Plan For Independent

Students will work on their own to understand and use unfamiliar words that they chose on their own from prior reading.

Practice: Closure (Reflect Anticipatory Set):

Students will share at least 1 word, along with its definition and sentence, with the class.


Teacher will read each definition and sentence and grade according to accuracy and effort. Any inaccurate definitions/sentences will be returned to the students for correction.


Mark Twain’s Summative Assessment


Organizing thought and interpreting literature through writing and creative analysis.


MoStep Standard 4: Writing formally and informally MoStep Standard 5: Comprehending and evaluating the content and artistic aspects of visual presentation

General Goal(s): Students will return to the quote they chose at the beginning of the unit

and apply it to one of the fiction readings of this week, either “The Celebrated Jumping Frog of Calaveras County” or the excerpt from Huck Finn. Their final project can be an short essay, or an artistic project (but the project must include some writing, such as a paragraph or two of explanation). The final project must display both comprehension/analysis of the fiction and an application of the quote.


Compose text with strong controlling idea, relevant specific details, complex ideas and freshness of thought. Compose text showing an awareness of audience and choosing a form and point-of-view appropriate to purpose and audience.

Required Materials:

-Mark Twain quote -“The Celebrated Jumping Frog of Calaveras County” -Excerpt from Huck Finn -Writing journal


The students have already put a good deal of thought into their quote, and we have discussed the fiction in class as well. This is their opportunity to synthesize different areas of knowledge to create a unified thesis. Essential Question: How does this quote, and everything you’ve already written about it, relate to Mark Twain’s other writing?


Step 1: Choose which fiction you will address Step 2: Outline specific ways in which your previously selected quote applies to the story using Graphic Organizer Step 3: Write a brief essay (5 paragraphs) introducing and supporting your application of the Mark Twain quote to the story. Include an introduction and a conclusion, and relate back to the previous journals

written about the quote. Step 3a: Create an art project that shows how the quote relates to the story. Write a paragraph or two explaining how the quote and story are displayed in the project.


Students will work on their essays/projects independently. They will also return to their previously written journals to strengthen their own arguments.


Students who wish to share their essays or projects with the class will do so before our ensuing vocabulary lesson.


Teacher will grade students’ work based on their synthesis of the quote and the fiction.

Name: _________________________________________ Date: _________________________________________ Quote:

Story:

Connection 1:

Connection 2:

Connection 3:

Thoughts:

Mark Twain (aka Samuel Clemens) 11/30/1835 – 5/21/1910

It is noble to teach oneself, but still nobler to teach others--and less trouble. - Doctor Van Dyke speech, 1906

Mark Twain died 100 years ago. He witnessed the civil war, westward expansion and our nation’s movement toward industrialization. He had something to say about everything that happened in our country during his lifetime. The prolific writer managed to spout out some of the best known and oft quoted maxims, sayings and opinions on society, people and life along the way. His works are considered required reading, often controversial, and remain relevant to our lives today.

During the next few weeks, we will approach the words and writings of Mark Twain and reflect upon what they mean to modern life. We will begin by examining a single quotation, chosen by you as one that’s especially meaningful. We will then branch out to other works of his, fiction and nonfiction alike, and look for ways that his words apply to, or don’t apply to, the lives we lead today. Ultimately, you will be asked to connect all your thinking about the works of Mark Twain into a single statement (essay or art project) that expresses your own perspective on the ramblings of one famous old man.

Life does not consist mainly -- or even largely -- of facts and happenings. It consists mainly of the storm of thoughts that is forever blowing through one's head. - Mark Twain's Autobiography

Summative Assignment Rubric:

Voice Thinking Organization Content Quote Mechanics

5 Development of a distinct perspective and voice through word choice, sentence fluency and unique style.

Original ideas, compelling thesis, utilizes complex concepts and keen insight.

Writer’s theme and thesis are well presented and followed by strong, creative evidence.

Choice of argument and evidence shows depth and are used in sophisticated manner.

Creative, thoughtful application of quote with a unique and precise interpretation

Writing contains very few mechanical errors. Any traditional rules are broken artfully.

4 Clear attempts to create a unique perspective; writing shows some grasp of voice.

Some original thinking, clear thesis, correctly utilizes concepts and insight.

Writer shows clear focus and argument is presented logically.

Meaningful argument and evidence, effective details used.

Thoughtful use of quote, elaborate interpretation

Writing contains few errors, none of which lead to confusion.

3 Writing shows occasional attempts at creating a unique style.

Thesis present but not clear, some original thought, but not well formulated.

Writer is generally focused, but argument is not entirely clear.

Information provided is correct and sufficient, but lacks some detail to support focus.

Quote explained and used correctly

Writing is generally correct with some noticeable errors.

2 Some individual style present, but few attempts to personalize writing.

Follows general guidelines but no thesis present, no evidence of original thinking.

Writer’s focus is too limited or too broad, argument is not presented logically.

Insufficient information, some is used incorrectly, important details absent.

Quote not fully explained or properly applied

Writing contains several errors, some of which impact the meaning.

1 Writing does not show any personal style.

Writer shows little to no understanding of purpose.

Essay lacks focus, logic and is missing vital information.

Insufficient or incorrect evidence and information

Misunderstanding of quote and failure to apply

Several errors present that impact the meaning.

Teacher Calendar Mon Tue Wed Thu Fri Mark Twain Quotes, part 1


Introduction to Mark Twain


Vocabulary

Non-fic: Autobio, ch 1&2

Non-fic Non-fic Life on the MS, Ch. 4&5

Non-fic Vocab

Short Story Huck Finn excerpt?

Use their quote to respond

Vocab

Student Calendar

Mon Tue Wed Thu Fri Mark Twain quotes and introduction

Vocabulary

Mark Twain Autobiography and Life on the Mississippi

Vocabulary

Mark Twain Short Fiction

Final Project Vocabulary/Project Due!!

personal quotewadsworthbrownd/fall_2010/levinson_web.pdf · it’s up to you, you can go do what...

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