Coming of Age Novels

Creator Name: Suitable for: Subject Area: ee!s: Chelsea K. Nilsson Grades 7 8 Reading " Narrative Description: In this unit, we delve into characterization and theme while also examining two other key reading strategies: asking uestions and making inferences! "tudents will continue to work in literature circles! "election of literature circle novels: Curtis, Christopher #aul: The Watsons Go to Birmingham $%, &'''() Angelou, *aya: I Know Why the Caged Bird Sings $&'+'() "mith, ,etty: A Tree Grows in Brooklyn $-&'() "pinelli, .erry: Stargirl $/, 01'() and Love, Stargirl ,lume, .udy: Forever and Are Yo There, God! It"s #e, #argaret $2, 01'() "pinelli, .erry: Crash $/, 03'() Cushman, 4aren: The #idwi$e"s A%%renti&e $5, &67'() 8leischman, "id: The Whi%%ing Boy $9, 0+'() 8leischman, #aul: Whirligig $:, +3'() *eyer, "tephanie: Twilight $+6'() *eyer, "tephanie: 'ew #oon *eyer, "tephanie: (&li%se *eyer, "tephanie: Breaking )awn Draper, "haron: *omiette and + lio $3&'() #icoult, .odi: The ,a&t $-6'()

;sta<lished =oals: New .ersey Core Curriculum Content "tandard >!&!;!&: *onitor reading for understanding <y automatically setting a purpose for reading, making and ad?usting predictions, asking essential uestions, and relating new learning to <ackground experiences! New .ersey Core Curriculum Content "tandard >!&!=!7: (ocate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot!

'ote to the Instr &tor- Yo will want to & stomi.e these goals a&&ording to ha/its o$ mind, dis%ositions and0or state standards yo wish to address in yo r nit1

"tage @ne: Desired 9esults

#nduring $nderstandings
"tudents will understand thatA Asking uestions helps us on our ?ourney to <ecome thoughtful critics, Benvelope pushers,C and challengers of the statusD uo! Drawing conclusions a<out the character or characters in our novels will help us to <etter ?udge the character of real people in our lives! A novelEs theme is the message an author gives us a<out life or the human condition! :hen we infer, we are com<ining our prior knowledge with what the author tells us so that we can come to our own conclusion a<out an aspect of the text!

%Kno&ledge' Students &ill !no&(

Inference 2heme Characterization

%S!ills' Students &ill be able to(

Ask uestions that deepen our understanding of the text Code text with a BFC and ?ot down the uestions we ask as we read ;xplain why asking uestions is an effective and important reading strategy ;xplore characterization through use of a graphic organizer Ask uestions pertaining to characterization that deepen our understanding of the text *ake inferences a<out the text with the aid of a graphic organizer ;xplain why it is important to us as readers to <e a<le to make inferences Code text with an BIC and ?ot down the inferences we made while we read Code the text to show comments, confusion, uestions, inferences, predictions, connections and important information Define theme Identify indicators of themes Identify evidence of a given theme using a graphic organizer ;xplain why readers should work to uncover themes Identify additional themes in literature circle <ooks and record evidence of those themes

#ssential )uestions:
:hat turning points determine our individual pathways to adulthoodG How can we learn a<out ourselves <y studying the lives of othersG

"tage 2wo: Assessment

=raphic @rganizers: Completing graphic organizers will help students to scaffold strategies like uestioning and making inferences and support them as they <egin to identify theme! Coding the 2ext: "tudents will code the text with a BFC and explain their uestionsI they will code the text with an BIC and explain their inferencesI and they will code the text with B2hC where they think they see evidence of an emergent theme! ;xit "lips: "tudents will fre uently complete exit slips to demonstrate their understanding of the daily o<?ectives! %nit Assessment: "tudents will demonstrate mastery of all unit o<?ectives! 9eflectionJ"elfDAssessment: "tudents will explain the effects of asking uestions, making inferences and identifying themes on their understanding of what they read!

Stage ": *esson +lanning

,-N.A/
*iniD(esson &: =ood readers ask uestions! $"tandards) o Ask uestions that deepen our understanding of the text $"tandards) Strategy- Asking 2 estions

0$#S.A/
*iniD(esson 6: =ood readers ask uestions! $"tandards) o Ask uestions that deepen our understanding of the text $"tandards) o ;xplain why asking uestions is an effective and important reading strategy $"tandards) Strategy- Asking 2 estions

#.N#S.A/
*iniD(esson >: =ood readers code uestions! $"tandards) o Ask uestions that deepen our understanding of the text $"tandards) o Code the text with a BFC and ?ot down the uestions we ask as we read $"tandards) Strategy- Asking 2 estions

01$RS.A/
*iniD(esson 7: =ood readers notice characterization! $"tandards) o ;xplore aspects of characterization through use of a graphic organizer $"tandards) Con&e%t- Chara&teri.ation

2R3.A/
*iniD(esson 0: =ood readers notice characterization! $"tandards) o Ask uestions pertaining to characterization that deepen our understanding of the text $"tandards) o Code the text with a BFC and ?ot down the uestions we ask as we read $"tandards) Con&e%t- Chara&teri.ation Strategy- Asking 2 estions

,-N.A/
*iniD(esson 3: =ood readers make inferences! $"tandards) o *ake inferences a<out the text with the aid of a graphic organizer $"tandards) Strategy- #aking in$eren&es

0$#S.A/
*iniD(esson +: =ood readers make inferences! $"tandards) o *ake inferences a<out the text with the aid of a graphic organizer $"tandards) o ;xplain why it is important to us as readers to <e a<le to make inferences $"tandards) Strategy- #aking in$eren&es

#.N#S.A/
*iniD(esson -: =ood readers make inferences! $"tandards) o *ake inferences a<out the text with the aid of a graphic organizer $"tandards) Strategy- #aking in$eren&es

01$RS.A/
*iniD(esson 1: =ood readers code inferences! $"tandards) o o *ake inferences as they read $"tandards) Code the text with an BIC and ?ot down the inferences they make as they read $"tandards)

2R3.A/
*iniD(esson &': =ood readers practice all of their strategies as they read! $"tandards) o Code the text to show comments, confusion, uestions, inferences, predictions, connections and important information $"tandards) 'ote to the Instr &tor- Yo will want to & stomi.e today"s o/3e&tive to re$le&t the ways yo r st dents know to &ode the te4t1

Strategy- #aking in$eren&es

*iniD(esson &&: =ood readers notice themes! $"tandards) o Identify evidence of a given theme using a graphic organizer $"tandards) Con&e%ts- Theme

*iniD(esson &6: =ood readers notice themes! $"tandards) o Identify evidence of a given theme using a graphic organizer $"tandards) Con&e%t- Theme

*iniD(esson &>: =ood readers notice themes! $"tandards) o Identify evidence of a given theme using a graphic organizer $"tandards) Con&e%t- Theme

*iniD(esson &7: =ood readers code themes! $"tandards) o Code the text with B2hC and ?ot down ideas a<out emergent themes as they read! Con&e%t- Theme

$nit Assessment "tudy: Coding the text, especially coding uestions and inferences, and themes $"tandards) Characterization $"tandards) 2heme $"tandards)