For homework, students reflect on their understanding of personal narrative essays, and how White achieves beauty and meaning in this essay.

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn Lessn 4 Intrductin In this lessn, students cmplete their reading and analysis f E. B. White s Death f a Pig. Students cnsider the cumulative impact f wrds and phrases n meaning and tne in the final sectin f the essay (frm He died twenty-fur hurs later, r it might have been frty-eight t n flagless memrial days f ur wn chsing ) in which the pig dies and is buried analyzing differences in tne between tw key paragraphs. Student learning is assessed via a Quick Write at the end f the lessn: Hw d White's specific wrd chices in sectin 4 refine the tne f "Death f a Pig"? Fr hmewrk, students reflect n their understanding f persnal narrative essays, and hw White achieves beauty and meaning in this essay. Standards Assessed Standard(s) RI Addressed Standard(s) L a L a Determine the meaning f wrds and phrases as they are used in a text, including figurative, cnntative, and technical meanings; analyze the cumulative impact f specific wrd chices n meaning and tne (e.g., hw the language f a curt pinin differs frm that f a newspaper). Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., euphemism, xymrn) in cntext and analyze their rle in the text. File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw d White's specific wrd chices in sectin 4 refine the tne f "Death f a Pig"? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify the tne f sectin 4 (e.g., sectin 4 f Death f a Pig has a tragic tne). Identify specific wrd chices that refine that tne (e.g., White s chices t describe his wn state as being ne f penitence and grief (sectin 4, paragraph 6) refines the murnful tne by shwing that the authr feels bth respnsible and very sad abut what happened t the pig). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) dispatch (v.) t dispse f a task rapidly r efficiently bereavement (n.) the state f being sad because a family member r friend has recently died pst mrtem (n.) an examinatin f a dead bdy t find ut the cause f death; autpsy ghul (n.) a legendary evil being that rbs graves and eats dead bdies feigning (v.) giving false appearance f; pretending t feel smething unerringly (adv.) making n errrs Vcabulary t teach (may include direct wrd wrk and/r questins) imminence (n.) quality r state f happening very sn penitence (n.) a feeling f deep sadness because yu have dne smething wrng Additinal vcabulary t supprt English Language Learners (t prvide directly) furrw (n.) a lng and narrw cut in the grund* thicket (n.) a grup f bushes r small trees that grw clse tgether* earthwrm (n.) a lng, thin animal that has a sft bdy with n legs r bnes and that ften lives in the grund* bedfellw (n.) a persn r thing that is assciated r cnnected with anther File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 garnish (n.) smething (such as small pieces f fruit, herbs, etc.) that is put n fd as decratin undertaker (n.) a persn whse jb is t arrange and manage funerals wreath (n.) an arrangement f leaves r flwers in the shape f a circle that is used fr decratin* pallbearer (n.) a persn wh helps t carry the cffin at a funeral* memrial days (n.) natinal hlidays hnring members f armed frces wh died in wars *Cnsider prviding students with visual aid t supprt understanding f these definitins. Lessn Agenda/Overview Student-Facing Agenda Standards & Text: % f Lessn Standards: RI , L a, L a Text: Death f a Pig by E. B. White, sectin 4 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Quick Write 5. Clsing 1. 5% 2. 10% 3. 65% 4. 15% 5. 5% Materials Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RI In this lessn, students cmplete their reading and analysis f Death f a Pig cnsidering the cumulative impact f wrds and phrases n meaning and tne in the final sectin f the essay. Students lk at the agenda. Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut their answers t the hmewrk questin prmpts. What is the classic utline f the tragedy accrding t E. B. White? Accrding t White the classic utline f the tragedy is where a pig is bught, raised, and slaughtered accrding t an antique pattern in a familiar scheme (sectin 1, paragraph 2). The death f the pig is the tragedy, but it is a familiar and knwn tragedy. What is the classic utline f tragedy in literature? Cnduct a brief search int the definitin and descriptin f tragedy in literature. A tragedy in literature bradly refers t a sad r unfrtunate stry in which a series f terrible events lead t the dwnfall f the (tragic) her. Tragedies ften take the frm f drama, but may als take the frm f petry r prse. Students will cntinue t build their understanding f tragedy in the fllwing unit f this mdule as they read and analyze Shakespeare s Macbeth. Activity 3: Reading and Discussin 65% Instruct students t frm pairs t read sectin 4 f Death f a Pig (frm He died twenty-fur hurs later, r it might have been frty-eight thrugh n flagless memrial days f ur wn chsing ). Pst r prject the fllwing questins belw fr student pairs t discuss. File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 Students have listened t a masterful reading f the full text. Hwever, if necessary t supprt cmprehensin and fluency, cnsider having students listen t a masterful reading f the excerpt fr the lessn. Instruct student pairs t reread sectin 4, paragraphs 1 and 2 f Death f a Pig (frm He died twentyfur hurs later, r it might have been frty-eight thrugh s I ate breakfast slwly ) and answer the fllwing questins befre sharing ut with the class. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitin: furrw means a lng and narrw cut in the grund. Students write their definitin f furrw n their cpy f the text r in a vcabulary jurnal. What wrds and phrases des White use t describe the passage f time in sectin 4, paragraph 1? The authr says that time is like a blur, that it culd have been twenty-fur hurs later, r it might have been frty-eight, that he might have lst r picked up a day in his retelling f this stry. What is the cumulative effect f these wrds and phrases? The cumulative effect is ne f uncertainty. The authr des nt knw if he might have lst r picked up a day, and he is nt sure if it was ne day r tw days befre the pig died. The authr is uncertain f exactly hw much time has passed, and therefre s is the reader. Hw d these descriptins f the passage f time refine yur understanding f a central idea f the text? These descriptins reinfrce the grief f the authr, as well as the uncertainty and insecurity he is feeling abut life. The central idea f mrtality, r the cntemplatin f mrtality, is supprted by White s manipulatin f time in the essay, and his seeming inability t remember hw much time has passed. What wrds and phrases des White use t describe the pig s death? Student respnses may include: he lay indrs half buried in sawdust (sectin 4, paragraph 1) he lacked the strength (sectin 4, paragraph 1) his face had a mild lk (sectin 4, paragraph 2) I think he had suffered a gd deal (sectin 4, paragraph 2) What might the descriptin f the pig s death reveal abut White? File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 Student respnses may include: White describes the pig s death as a struggle. The pig lacked the strength (sectin 4, paragraph 1) t d even simple things, and drank very little water. The pig s expressin at his death was nt ne f deep peace nr f deep suffering (sectin 4, paragraph 2), but White still thinks that the pig suffered a gd deal (sectin 4, paragraph 2). This reveals White s wn internal struggle, since there is n way t knw if the pig did suffer as much as White believes that he did. Hw des White cnnect the idea f cry[ing] internally (sectin 4, paragraph 2) t the vet s diagnsis f deep hemrrhagic infarcts (sectin 3, paragraph 9)? What is the effect f this cnnectin? White cnnects the idea back t the sickness that killed the pig he calls the crying deep hemrrhagic intears (sectin 4, paragraph 2), which recalls the name f the sickness that repeated in sectin 3 deep hemrrhagic infarcts (sectin 3, paragraph 9). This reference recalls the cnnectin that has frmed between the authr and the pig thrugh this essay. Cnsider drawing students attentin t the applicatin f L a thrugh the prcess f understanding wrd relatinships in cntext. Lead a brief whle-class discussin f student respnses. Instruct student pairs t reread sectin 4, paragraphs 3 and 4 f Death f a Pig (frm It was a Saturday mrning. The thicket in which I fund the gravediggers thrugh resting squarely n the cause f his wn unding ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: dispatch means t dispse f a task rapidly r efficiently ; bereavement means the state f being sad because a family member r friend has recently died ; and pst mrtem means an examinatin f a dead bdy t find ut the cause f death; autpsy. Students write the definitins fr dispatch, bereavement, and pst mrtem n their cpy f the text r in their vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: thicket means a grup f bushes r small trees that grw clse tgether ; earthwrm means a lng, thin animal with n legs r bnes that ften lives in the grund ; bedfellw means a persn r thing that is assciated r cnnected with anther ; garnish means smething (such as small pieces f fruit, herbs, etc.) that is put n fd as decratin ; undertaker means a persn whse jb is t arrange and manage funerals ; wreath means an arrangement f leaves r flwers in the shape f File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 a circle that is used fr decratin ; and pallbearer means a persn wh helps t carry the cffin at a funeral. Students write the definitins f thicket, earthwrm, bedfellw, garnish, undertaker, wreath, and pallbearer n their cpy f the text r in a vcabulary jurnal. Hw des White s descriptin f the last scene in paragraph 3 help yu t make meaning f dismal and imminence? The wrd imminence is being used t describe the likelihd that it is ging t rain the authr describes the weather as being dismal, and the sky vercast. It seems like it is ging t rain n the day White is describing, therefre imminence must be a way t describe smething that is ging t happen very sn. Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f using cntext t make meaning f a wrd. In what ways is the pig s burial verwritten? Student respnses may include: The pig s burial is verwritten because it is verly dramatic and verly symblic. Each detail in the scene symblizes r reflects an idea the authr has develped thrughut the essay. The details f the dismal sky, the shabby wds, the imminence f rain (sectin 4, paragraph 3) reflect the sadness White has felt ver the lss f the pig and his failure t raise it. The detail f the wrm (legendary bedfellw f the dead) (sectin 4, paragraph 3) reflects the idea f mrtality and White s reflectins n death. The detail f the apple (cnventinal garnish f a pig) (sectin 4, paragraph 3) reminds the reader and White that he failed t raise the pig fr fd. Hw des White s descriptin f the pig s burial as verwritten (sectin 4, paragraph 3) develp the tne f this sectin? Student respnses may include: The negative adjectives lnelier, dismal, shabby develp the murnful tne f this sectin. They reflect the sadness White is feeling at his lss and failure. The verwritten pig s burial als develps White s humrus tne. Althugh White is sad, he is als pking fun at his sadness by shwing hw verdne, verly dramatic the scene is and he is fr nticing it all. The apple that falls int the grave is particularly funny because File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 an apple is traditinally what peple put int a pig s muth after they rast it. The apple as decratin fr the grave is t perfect, t ver the tp, and therefre tragically funny. Differentiatin Cnsideratin: Cnsider prviding students with a list f synnyms fr verwritten t scaffld t this understanding. Synnyms include exaggerated, t much, verwrked, etc. What is the cumulative effect f the list that ends sectin 4, paragraph 3? The cumulative effect f the list is t emphasize the tragedy f the pig s death. All the things in the list are described earlier in this paragraph, and they are all cnnected with death r dying an apple in a dead pig s muth, a wrm that will eat the pig s bdy after it is buried, the bad weather, and shabby wds all cmbine t create a sad r tragic effect. Differentiatin Cnsideratin: Cnsider prviding students a visual t supprt their understanding f the reference White makes t a pig with an apple in its muth. Hw des the tne f sectin 4, paragraph 3 cmpare t the tne f sectin 4, paragraph 4? Sectin 4, paragraph 3 is mre petic and tragic verwritten the rain lms verhead, an apple falls int the grave, the authr feels terrible. Sectin 4, paragraph 4 is mre businesslike and things happen swiftly with a directness that is nt present in the previus paragraph. Lead a brief whle-class discussin f student respnses. Instruct student pairs t reread sectin 4, paragraphs 5 and 6 f Death f a Pig (frm I threw in the first shvelful, and then we wrked rapidly t n flagless memrial days f ur wn chsing ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: ghul means a legendary evil being that rbs graves and eats dead bdies ; feigning means giving false appearance f; pretending t feel smething ; and unerringly means making n errrs. Students write the definitins f ghul, feigning, and unerringly n their cpy f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitin: memrial days means natinal hlidays hnring members f armed frces wh died in wars. Students write the definitin f memrial days n their cpy f the text r in a vcabulary jurnal. File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 What cmparisn des White make between Fred and the pig? Hw might this cmparisn refine the tne f this sectin? Student respnses may include: Fred is harder t drag (sectin 4, paragraph 5) than the pig was, even thugh he weighed far less (sectin 4, paragraph 5), because Fred is alive and the pig is dead. This highlights the difference between the dg and the pig. This descriptin further develps bth the tne f tragedy (thrugh the recllectin f the pig) and the tne f humr (thrugh the humrus descriptin f the dg wh is feigning unusual stiffness upn being carried away because he wants t g back t the grave. Hw d the phrases in grief, a man wh failed t raise his pig, and my deviatin (sectin 4, paragraph 6) help make meaning f penitence in this cntext? The phrases in grief, a man wh failed t raise his pig, and my deviatin reveal that penitence is referring t sme kind f persnal respnsibility the authr feels terrible abut, therefre penitence must mean sme kind f srrw fr ding smething wrng r badly. Differentiatin Cnsideratin: If students struggle t make meaning f penitence cnsider instructing them t return t sectin 2, paragraph 1 in which White refers t persnal failure. Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f using cntext t make meaning f a wrd. What wrds and phrases develp the tne f the final paragraph f Death f a Pig? Student respnses may include: The tne f the final paragraph is ne f grief r murning: expressins f sympathy, premature expiratin f a pig, a srrw, in penitence and in grief, the murner, in seasns f despair all develp a grieving tne. The tne is als reflective, as the authr lks back ver these events: I have written this accunt in penitence, I knw he and I shall ften revisit it, in seasns f reflectin develp a reflective tne. The tne f this final paragraph has a small amunt f the humr that has been develped thrughut the essay, since the authr references Fred, the dg, as being the guide that can shw visitrs where the pig s grave is lcated. Differentiatin Cnsideratin: It may be helpful fr students t anntate fr wrds and phrases that develp the tne. File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 Hw des the tne at the end f the essay refine yur understanding f a central idea f the text? Student respnses may include: Since the clsing tne f the essay is reflective, it refines the central idea f imbalance r disrder. The authr specifically refers t himself as a man wh failed t raise his pig he has deviat[ed] frm the nrmal way things are suppsed t g, and his reflectins n these events serve t underscre the imbalance and uncertainty the authr feels abut what happened. The murnful tne als refines the idea f the relatinship between man and nature expanding frm the relatinship between ne man t the pig t include the whle cmmunity a srrw in which [the cmmunity] feels fully invlved, White has felt this grief thrughut the essay, and the final murnful tne expands this idea ut int the entire cmmunity. It may be helpful fr students t reference the chart paper frm , Lessns 2 and 3 n which they recrded central ideas, evidence, and textual details that shaped and refined thse central ideas. Activity 4: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw d White's specific wrd chices in sectin 4 refine the tne f "Death f a Pig"? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 4 Activity 5: Clsing 5% Ask students t recall the characteristics and cmpnents f a persnal narrative essay as discussed in Lessn 1. Student respnses may include: usually autbigraphical tells a stry (usually has the cmpnents f a plt: rising actin, cnflict, reslutin, etc.) ften includes characters, dialgue, and descriptin usually fcuses n a small mment f great imprtance in the authr s life Display and distribute the hmewrk assignment. Fr hmewrk, students shuld respnd briefly in writing t the fllwing questins: What characteristics and cmpnents f a persnal essay are present in White s Death f a Pig? Hw des White achieve beauty and meaning in the cntext f this persnal narrative? Ask students t use this unit s vcabulary wherever pssible in their written respnses. Students fllw alng. Hmewrk Respnd briefly in writing t the fllwing prmpts, in the cntext f yur understanding f a persnal narrative essay: What characteristics and cmpnents f a persnal essay are present in White s Death f a Pig? Hw des White achieve beauty and meaning in the cntext f this persnal narrative? Use this unit s vcabulary wherever pssible in yur written respnses. File: Lessn 4 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11