Jen+B.+Stage+1

=Stage 1 Identify Desired Results= A2 Literary Texts - "Civil Disobedience" (Thoreau), "The Lottery" (Jackson) Grades 9-Diploma Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts - A. Reading

Maine Learning Results: Social Studies - B. Civics and Government B2 Rights, Duties, Responsibilities, and Citizen Participation in Government Grades 9-Diploma Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world. ||

//What understandings are desired?//

 * //Students will understand that:// **(U)** ||
 * ENGLISH
 * 1) The underlying meaning of fiction (including "The Lottery"), or its theme, is open to interpretation.
 * 2) Although meaning is not definitive, some theories of theme are better than others; we must defend our interpretation with evidence from the text (literary components) and/or context (what the author was experiencing at the time of writing).
 * 3) The universal themes of "civil disobedience" and "promoting change" appear in both the essay "Civil Disobedience" and the fictional short story "The Lottery" ; the different texts just go about explaining their similar meaning to different readers in different ways (across genres).
 * 4) Fiction uses symbolism to express deep meaning (which is inspired by the author's life experience) rather than stating it outright.

SOCIAL STUDIES
 * 1) An essential right of American citizens is provided through the 1st Amendment to the Constitution: freedom of speech.
 * 2) Freedom of speech subsumes the right of the individual to speak up against practice with which they disagree and for change of prevailing practices and laws.
 * 3) Change or influence can take many forms: action and/or mind of group and/or individual. ||

//What essential questions will be considered?//

 * **Essential Questions:** **(Q)** ||
 * ENGLISH
 * 1) What does a particular piece of literature mean and how can it have more than one meaning?
 * 2) How can I prove my interpretation of meaning or theme is reasonable?
 * 3) How can different pieces of writing and even genres of literature have similar themes?
 * 4) How does fiction express real-life themes?

SOCIAL STUDIES
 * 1) What rights and responsibilities does the 1st Amendment provide U.S. citizens?
 * 2) What general kinds of change can “speaking up” create in our society?
 * 3) What kinds of issues should American citizens speak up about? ||

//What key knowledge and skills will students acquire as a result of this unit?//
•Critical details: •Important events and people: •Make sense of a fictional story in terms of real-world experiences of author (historical lens) and symbolism (new criticism). (E2, E4) •Apply their understanding of the rights and responsibilities of US citizens to identify and express significant issues in our own worlds that may require change. (E3, E4, SS2, SS3) •Compare two genres of text (fiction and non-fiction) in terms of theme. (E3, E4) •Be open to others' understandings of theme, as long as they are supported with evidence from author's life/world or text. (E1, E2) •Reflect on how their thinking about literature's meaning and the role of self-expression have changed throughout the unit. (E3, SS2) ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary:
 * 1) theme
 * 2) symbolism
 * 3) historical lens
 * 4) new criticism
 * 5) 1st Amendment
 * 6) civil disobedience
 * 1) In "The Lottery," fear of change and adherence to tradition is the downfall of a community; the lottery itself may symbolize scapegoating others to save oneself.
 * 2) Levels of change include awareness, internal change, and action.
 * 3) "Civil Disobedience" inspired MLK Jr. and other activists, "The Lottery" was intended to create internal change in its readers (based on Jackson's own statements).
 * 4) Historical Lens involves researching the author's life and world events at the time of writing a piece; it believes that these considerations must be taken into account when developing a theory of theme.
 * 5) Symbolism and historical information together may provide a deeper understanding as to the theme of a text.
 * 1) Henry David Thoreau was jailed for refusing to pay a tax with which he did not agree.
 * 2) Shirley Jackson wrote her story just after WWII; WWII involved people discriminating against and even killing each other based on orders from others (Nazi party) and not speaking up for what they believed in. || •Demonstrate their understanding of the construction of theme for a given fictional text. (E2)


 * 2004 ASCD and Grant Wiggins and Jay McTighe**