UNIT PLAN:WRITING RESPONSES TO LITERATURE“Where Are You Going, Where Have You Been?”Joyce Carol OatesMary Elizabeth JurgensenSED 525ENDr. Kathleen RowlandsDecember 9, 20091TABLE OF CONTENTS1. Unit Introduction p. 32. Unit Planning Overview p. 73. Lesson Plan One: Day 1 p.124. Lesson Plan Two : Day 4 p.285. Lesson Plan Three: Day 5 p.376. Lesson Plan Four: Day 6 p.477. Lesson Plan Five: Day 9 p.528. Unit Assessment Plan and Tools p.569. Unit Planning Commentary p.59 2Unit Plan IntroductionCourse: 12th Grade Language Arts-Contemporary LiteratureUnit Topic: “Where Are You Going, Where Have You Been?” a short story by Joyce Carol OatesA. Overview: This unit is designed as part of a contemporary literature course. It is intended to be completed near the beginning of a semester, in order to introduce students to methods of critical reading which require them to identify motifs and themes in literature that reflect and also comment upon contemporary society. As they are required to study material which respondsto or influences the fiction under scrutiny, this unit also teaches them to appreciate the process bywhich an author finds inspiration for writing, and to study and evaluate the critical views of others regarding the literature being studied. They will be required to analyze and synthesize information and opinion from a variety of sources in order to produce a written critical essay responding to what they have read.. This unit develops skills and habits which will be useful as the course progresses into the study of longer and more complex short stories and novels. This unit also introduces students to reading and writing requirements they will need to meet in college. Lesson plans are designed for a 90-minute block period, which I have found through my work as a substitute teacher is typical for Language Arts coursework in the 12th grade. Prior to beginning this unit, students will have been given instruction and practice in using the various graphic organizers, how the text is to be highlighted and annotated, and provided with dictionaries and handbooks of literary terms and concepts for reference. They will have been given instruction and practice in the writing technique called “They Say, I Say” (Graff & Birkenstein). They will also have participated in a literature circle exercise using a poem, so theyare familiar with this activity. A unit notebook has been created, with sections for notes, journal entries, quickwrites, handouts and graphic organizers, homework, and drafts of the final essay. B.3ERWC Assignment Template Use: All instruction in this unit is framed within the ERWC process. Before reading of the primary text begins, students are introduced to key terminology and concepts using familiar texts and cultural references. Multiple readings of the primary and supporting texts occur through homework assignments, and in-class discussion and reading. Writing to learn occurs during homework, journal entries, quickwrites, and the completion of graphic organizers. Practice of academic writing takes place before the unit begins, but is reviewed through the study of the chosen texts during the unit and in class activities. Students will receive multiple instances of feedback on their writing, and have the opportunity to revise their writing before their final drafts are graded. Grading is done holistically, using the CSU English Placement rubric.C. Integration of English Language Arts (reading, writing, talking, listening): We will be reading the short story itself, several critical works which respond to or influenced Oates’s work, and texts which informed Oates’s choice of subject matter and motif. We will also be listening to music and reading poems by Bob Dylan, another source of inspiration for Oates’s short story. Students will orally articulate their thoughts, ideas, and questions through class discussion, groupwork, and short presentations. Writing to learn will occur through the use of quickwrites, journal entries, graphic organizers, reading logs, study and reflection questions assigned as homework, and a final written essay. Reading, writing, talking, and listening are components of all classroomactivities, ensuring that the cognitive skills of Bloom’s Taxonomy are addressed on a variety of levels.D. Media and technology: The technology this unit requires is an overhead projector, a television with a DVD player, and a notebook computer with portable speakers (my own). The overhead projector will be used to display artwork relevant to the themes in this unit, to display 4vocabulary and concept worksheets for completion and discussion, and to model and complete various graphic organizers and log sheets for the unit. We will be viewing the film “Smooth Talk,” the movie adaptation of Oates’s short story, and we will be listening to two Bob Dylan songs, which I’ve downloaded onto my computer from the Internet. E. Differentiation: Through the use of a variety of instructional methods, classroom activities, and modes of information delivery, the needs of different learners are addressed. Visual and auditory learners will benefit from viewing the film version of the short story and listening to music. Kinesthetic learners will have the opportunity to create graphic organizers and visual representations of concepts from the unit. Students who need to “think out loud” will be able to process new learning through group and pair work, class discussion, and verbal brainstorming.Vocabulary and important cultural and literary archetypes present within the story are introduced at the beginning of the unit, and expanded upon as the unit progresses. This is to ensure that all students, ELL students especially, have a foundation in the linguistic and social concepts necessary to gain critical understanding of the literature being studied. Handouts have words and phrases which may be unfamiliar to students in boldface type, to encourage looking them up in the dictionary to ensure understanding. Students with differing sets of social skills and confidence levels are accommodated through peer sharing, group work, and whole-class participation.F. Summative assessment: The final summative assessment for this unit is a critical essay, in which students develop a response to the story, and defend their claim with evidence from the text and supporting materials. In order for students to complete this assignment appropriately, they will need to have