NYS Common Core ELA & Literacy Curriculum Grade 10 Module 1 Unit 3 Lesson 12

Transcription

1 Lessn 12 Intrductin In this lessn, students read pages f Dreaming f Heres (frm There were sme kids wh came ut f Odessa t At least fr as lng as the seasn lasted ), in which Bissinger develps the relatinship between Dn Billingsley and his father, Charlie. Students explre hw Bissinger s descriptin f this relatinship develps the central ideas f expectatins and identity. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Bissinger s descriptin f the relatinship between Dn and Charlie develp a central idea f the text? Fr hmewrk, students cntinue t read their Accuntable Independent Reading (AIR) texts thrugh the lens f fcus standard RL r RI and prepare fr a 3 5 minute discussin f their texts based n that standard. Additinally, students read pages f Dreaming f Heres frm Friday Night Lights and use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text. Additinally, students bx unfamiliar wrds and lk up their definitins. Standards Assessed Standard(s) RI Addressed Standard(s) RI Determine a central idea f a text and analyze its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text. L a L Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. a. Use a semicln (and perhaps a cnjunctive adverb) t link tw r mre clsely related independent clauses. Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. 1

2 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 des Bissinger s descriptin f the relatinship between Dn and Charlie develp a central idea f the text? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea f the text (e.g., identity, expectatins, traditin). Analyze hw Bissinger s descriptin f the relatinship between Dn and Charlie develps this central idea (e.g., Bissinger s descriptin f the relatinship between Dn and Charlie develps the central idea f expectatins by emphasizing hw Charlie s expectatins fr Dn are cnnected t Charlie s wn past successes and failures. Bissinger s emphasis n hw Charlie s life was never quite the same after high schl (p. 81) suggests that Charlie is invested in Dn s success partly because f his desire t reestablish his wn past glry as a Permian Panther. When Charlie was in high schl, his status as a ftball star gave him a sense f imprtance and belnging because he was cnsidered a her (p. 81). Hwever, nce he graduates frm high schl, Charlie learns that yu were a whle lt mre expendable in cllege, a her ne day and a brken-dwn nbdy the next (p. 81). N lnger a high schl ftball star, Charlie is left struggling t find his place in the wrld, still casting arund fr the prper fit twenty years ut f high schl, still trying t find the way hme" (p. 81). Charlie s reflectin, I gt [Dn] t live thrugh (p. 84), reinfrces the idea that his investment in Dn s success n the ftball field reflects his desire t regain his wn past glry.). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) rnery (adj.) ugly and unpleasant in dispsitin r temper parable (n.) shrt allegrical stry designed t illustrate r teach sme truth, religius principle, r mral lessn explits (n.) striking r ntable deeds; feats; spirited r heric acts regaled (v.) entertained lavishly r agreeably; delighted insuciant (adj.) free frm cncern, wrry, r anxiety; carefree; nnchalant tacit (adj.) understd withut being penly expressed, implied 2

3 Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) David and Gliath a Biblical stry abut David, a child wh defeats Gliath, a giant frm an enemy tribe, in battle twnies (n.) residents f a twn, especially nnstudent residents f a cllege twn lineman (n.) in American ftball, ne f the players in the line, as a center, guard, tackle, r end hair trigger (n.) trigger that allws the firing mechanism f a firearm t be perated by very slight pressure mach (adj.) having r characterized by qualities cnsidered manly, especially when manifested in an assertive, self-cnscius, r dminating way Lessn Agenda/Overview Student-Facing Agenda Standards & Text: % f Lessn Standards: RI , RI , L a, L Text: Dreaming f Heres frm Friday Night Lights by H. G. Bissinger, pages Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Quick Write 6. Clsing 1. 15% 2. 10% 3. 15% 4. 45% 5. 10% 6. 5% Materials Student cpies f the 10.1 Cmmn Cre Learning Standards Tl (refer t Lessn 1) Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Student Cpies f the Central Ideas Tracking Tl (refer t Lessn 10) students may need additinal blank cpies 3

4 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. 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 15% Begin by reviewing the agenda and the assessed standard fr this lessn: RI In this lessn, students cnsider hw Bissinger describes the relatinships between Dn and Charlie Billingsley, and analyze hw this descriptin develps central ideas in the text. Students lk at the agenda. Instruct students t take ut their cpies f the 10.1 Cmmn Cre Learning Standards Tl. Infrm students that in this lessn they begin t wrk with tw new standards: RI and L a. Instruct students t individually read the standards n their tls and assess their familiarity with and mastery f them. Students read and assess their familiarity with standards RI and L a. Instruct students t talk in pairs abut what they think RI means. Lead a brief discussin abut the standard. Student respnses may include: Students use qutes frm the text t explain what the text means. Students determine what the text says bth directly and indirectly by reading between the lines. Students identify where things are unexplained r unclear in the text. Instruct students t talk in pairs abut what they think L a means. Lead a brief discussin abut the standard. Student respnses may include: This standard fcuses n grammar. 4

5 Link independent clauses with a semicln. Explain t students that semiclns are punctuatin that serves t link tw clsely related independent clauses. It may als be necessary t review the definitin f an independent clause as a clause that can stand alne as a sentence, cntaining a subject and a predicate with a finite verb. This means that an independent clause cmmunicates a cmplete thught and is usually a simple sentence. If students need additinal supprt, cnsider a mini-lessn n the prper use f semiclns in writing (refer t Lessn 7 fr mdel instructin). If students wuld benefit frm a review f clns and semiclns, cnsider distributing cpies f the Cln and Semicln Handut (refer t Lessn 7). Call students attentin t Bissinger s use f a semicln by displaying r distributing the fllwing sentence frm Dreaming f Heres : Right befre his sphmre year, he infrmed his mther that he wasn t cming back t Blanchard; he was ging t stay with his father in Odessa s he culd play fr Permian, even thugh he had little chance f starting there until his senir year (p. 82). Pst r prject the fllwing questins fr a whle class discussin: What functin des the semicln serve in this sentence? The semicln links tw phrases that can stand alne as sentences: Right befre his sphmre year, he infrmed his mther that he wasn t cming back t Blanchard and he was ging t stay with his father in Odessa s he culd play fr Permian, even thugh he had little chance f starting there until his senir year (p. 82). What is the effect f the semicln? The semicln suggests that the tw independent ideas are clsely related. In this case, the secnd sentence explains the first. What might change if the sentence was revised t remve the semicln? If the sentence were revised t remve the semicln, then it wuld have t be rewritten as tw separate sentences. Fr example, Right befre his sphmre year, he infrmed his mther that he wasn t cming back t Blanchard. He was ging t stay with his father in Odessa s he culd play fr Permian, even thugh he had little chance f starting there until his senir year. 5

6 Activity 2: Hmewrk Accuntability 10% Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Cmplete the Pht Activity Tl and cme t the next lessn prepared t discuss yur respnses.) Instruct students t talk in pairs abut their respnses. Students discuss the analysis n their Pht Activity Tls in their pairs. See Mdel Pht Activity Tl fr sample student respnses. Instruct student pairs t discuss their respnses t the secnd part f the previus lessn s hmewrk. (Read pages f Dreaming f Heres frm Friday Night Lights, and use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text.) See Mdel Central Ideas Tracking Tl fr sample student respnses. Lead a brief whle-class discussin f student respnses. Instruct student pairs t share and discuss the vcabulary wrds they identified in the previus lessn s hmewrk. Students may identify the fllwing wrds: rnery, parable, explits, regaled, insuciant, and tacit. Differentiatin Cnsideratin: Students may als identify the fllwing wrds: David and Gliath, twnies, lineman, hair trigger, and mach. Definitins are prvided in the Vcabulary bx in this lessn. Activity 3: Masterful Reading 15% Have students listen t a masterful reading f pages f Dreaming f Heres (frm There were sme kids wh came ut f Odessa t At least fr as lng as the seasn lasted ). Cnsider pausing several times during the masterful reading t allw students time t write dwn initial reactins and questins. Students fllw alng, reading silently. Remind students that the authr uses the wrd nigger in the text. Students may use the authr s language when reading r citing textual evidence, but they shuld avid using this wrd in 6

7 discussin when they are nt quting frm the text, as the term is a racial slur. Refer t the Mdule Overview fr mre infrmatin abut hw t address the wrd nigger in the classrm. Issues f hmphbia, racism, and classism are prevalent thrughut this text, and must be dealt with in a thughtful, critical, and cllabrative envirnment. It may be necessary t spend sme time addressing Bissinger s reference t a little bashing at the lcal gay bar (p. 79) in this excerpt, as well as Charlie Billingsley s statement thse inbred Okies, they didn t take kindly t the prs frm Dver (p. 81). Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: What cnnectin des Bissinger establish between Dn and Charlie Billingsley s relatinship and Permian ftball? Activity 4: Reading and Discussin 45% Instruct students t frm grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t anntate fr central ideas as they read and discuss, using the cde CI. Instruct student grups t read pages (frm There were sme kids wh came ut f Odessa t like a tire buncing alng the highway ) and answer the fllwing questin befre sharing ut with the class. Cnsider reminding students that each time they cite evidence in writing r discussin, they are applying RI What relatinship des Bissinger establish between ftball and the circumstances f life in Odessa? Bissinger establishes a cnnectin between the hardships the kids face and their desire t play ftball. The rnery kids want t play a cntact sprt because the rpe that cnfines them makes them mean, irritable, and vilent (p. 79). The vilence f their lives, the cnstant buck[ing] (p. 79) ff f painful cnstraints, has left them fearless[] (p. 80) and eager t take n big and strng ppnents t prve they have nt been beaten, and that they remain unafraid. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: What des Bissinger s use f figurative language in this passage suggest abut life in Odessa? Bissinger cmpares sme kids in Odessa t rde bull[s] with a rpe wrapped tight arund [their] balls wh g thrugh life perpetually trying t buck smene ff their backs (p. 79). 7

8 This descriptin suggests that life in Odessa is painful and difficult fr sme kids because they feel as if frces utside their cntrl weighed them dwn. Fr these kids, life in Odessa is defined by a cnstant vilent struggle t be free frm these cnstraints. Lead a brief whle-class discussin f student respnses. Instruct student grups t read pages (frm Charlie Billingsley may nt have been t entered his life: his sn Dn ) and answer the fllwing questins befre sharing ut with the class. Why was Charlie's life never quite the same after high schl (p. 81)? Charlie s life was different after high schl because nce he left the high schl ftball, he learned that yu were a whle lt mre expendable in cllege, a her ne day and a brkendwn nbdy the next (p. 81). Withut his identity as a high schl ftball star, Charlie desn t knw wh he is anymre. Bissinger explains that Charlie is still casting arund fr the prper fit twenty years ut f high schl, still trying t find the way hme (p. 81). It seems that Charlie is unsuccessfully searching fr a lst sense f belnging and pride. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questins: Hw des Bissinger s descriptin f Charlie Billingsley cnnect t his earlier descriptin f rnery kids (p. 79)? Student respnses may include: Charlie is ne f the rnery kids Bissinger describes (p. 79). Bissinger describes Charlie as nt the meanest kid ever at Permian, but he was smewhere near the tp, mirrring his earlier descriptin f lean and mean kids (p. 80). Bissinger als writes that Charlie lved t fight, demnstrated by his eagerness t put up his fists right there, the fact that he wn a lt [f fights] and lst a few, and Bissinger s statement, The minute the seasn was ver, he gt int a fight (p. 80). These details cnnect Charlie t Bissinger s descriptin f the kids wh thught a gd time was t lk fr fights with twnies (p. 79). What relatinship des Bissinger establish between Charlie and the Permian Panthers n page 80? Despite Charlie s bad behavir, his numbers in ftball keep him ut f truble (p. 80). He is a talented ftball player and helps his team t succeed. Despite being a hell-raiser, he is a valuable and valued member f the cmmunity because f his success in ftball (p. 80). Hw did being a Permian Panther influence Charlie s sense f self? 8

9 Charlie s feelings f lss, cnfusin, and discntentment after leaving the Permian Panthers suggest that in high schl, being a Permian Panther gave Charlie a sense f purpse and imprtance and prvided him with a cmmunity that made him feel like he belnged. Hwever, nce Charlie leaves high schl, it appears that his frmer success has left him with expectatins fr his life that he is unable t achieve. Therefre, as an adult, Charlie feels lst, as thugh his great days (p. 81) are behind him. Lead a brief whle-class discussin f student respnses. Instruct student grups t read pages (frm Whether he knew it r nt t At least fr as lng as the seasn lasted ) and answer the fllwing questins befre sharing ut with the class. Hw des Bissinger s descriptin f Dn as Charlie Billingsley rebrn seventeen years later (p. 83) develp a central idea in the text? Bissinger s descriptin f Dn as Charlie Billingsley rebrn seventeen years later (p. 83) develps the central idea f identity because it suggests that Dn has been prfundly shaped by his father, and is headed dwn the same path, gd r bad, that Charlie tk in life. Hw des the way in which the residents f Odessa remember Charlie cmpare t the prtrait Bissinger ffers? What d the residents frget in rder t keep [d]reaming f [h]eres (p. 73)? Student respnses shuld include: The twn f Odessa remembers Charlie fr his success in ftball in high schl, where he was the mst valuable ffensive player in the district (p. 84). They remember him as a her, nt a brken-dwn nbdy (p. 81), even thugh he has grwn up t be a drunk with n jb. The residents f Odessa frget all f Charlie s current failures and remember nly his past triumphs in rder t keep dreaming f heres. What might the status Charlie retains in Odessa suggest abut the expectatins placed n Dn? Student respnses may include: Because Dn and Charlie are regarded as the same, as is suggested by Bissinger s descriptins that Dn is the spitting image f Charlie and [l]ike his father (p. 83), the twn might expect Dn t be as much f a her as his father was (p. 81) and t have the same skills and success in ftball. Because Dn is the spitting image f Charlie, peple may als expect Dn t mirrr Charlie s decline nce he leaves high schl. 9

10 Hw might yur understanding f the relatinship between Charlie and Dn be different if the wrd thrugh was replaced with fr in the last sentence f paragraph three (p. 84)? If Charlie Billingsley had said f his sn, I gt him t live fr, rather than I gt him t live thrugh (p. 84), this father/sn relatinship might appear t be mre like the relatinship between Mike and Billy. Charlie lives thrugh Dn s achievements, indicating that he sees Dn as an extensin f himself and his wn desire t regain a sense f belnging and being special. If Charlie had said that he lived fr his sn, this wuld indicate a pride centered n his sn s accmplishments, rather than an attempt t relive his wn past glry thrugh Dn s success. Cnsider drawing students attentin t their applicatin f L thrugh the prcess f analyzing the nuances in wrd meanings. Lead a brief whle-class discussin f student respnses. Activity 5: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des Bissinger s descriptin f the relatinship between Dn and Charlie develp a central idea f the text? 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. Activity 6: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t cntinue t read their AIR texts thrugh the lens f fcus standard RL r RI and prepare fr a 3 5-minute discussin f their texts based n that standard. Additinally, instruct students t read pages f Dreaming f Heres frm Friday Night Lights (frm With all thse eyes fcused n him t t carry the ball ). Direct students use the Central Ideas 10

11 Tracking Tl t trace the develpment f central ideas in the text. Direct students t bx any unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. Students fllw alng. Hmewrk Cntinue reading yur Accuntable Independent Reading (AIR) text thrugh the lens f fcus standard RL r RI and prepare fr a 3 5-minute discussin f yur text based n that standard. Additinally, read pages f Dreaming f Heres frm Friday Night Lights (frm With all thse eyes fcused n him t t carry the ball ) and use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text. Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. 11

12 Mdel Pht Activity Tl Name: Class: Date: Directins: Read the beginning f the Preface n page xi and the List f Illustratins n page 368 (frm Maybe it was a suddenly acute awareness t I knew I had t g there ) befre answering the questins belw. Wh are the peple in these phts? Hw d yu knw? The List f Illustratins identifies the yung man in the pht facing page 76 as Mike Winchell and the yung man in the pht facing page 77 as Dn Billingsley. Why might Bissinger chse t include these phts here? Student respnses may include: These phts further the reader s understanding f Mike and Dn Mike s expressin is sad, while Dn s is mre cnfident. Bissinger includes these phts t establish and reinfrce that these figures are real yung men, rather than fictinal characters. Hw des the presence f these phts infrm yur understanding f Bissinger s relatinship t the residents f Odessa? These phts illustrate a separatin r distance between Bissinger and the residents f Odessa. These phts reinfrce the reader s understanding f Bissinger s rle as an bserver by clarifying Bissinger s rle as a jurnalist. 12

13 Mdel Central Ideas Tracking Tl Name: Class: Date: Directins: Identify the central ideas that yu encunter thrughut the texts in this unit. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the texts. Cite textual evidence t supprt yur wrk. Text: Dreaming f Heres frm Friday Night Lights by H. G. Bissinger Page # Central Ideas Ntes and Cnnectins Page 79 Identity Bissinger s descriptins as sme kids wh came ut f Odessa as rnery in the same way a bull perpetually trying t back smene ff their backs suggests circumstances have a strng influence n the identities f sme f the kids living in Odessa. Page 81 Identity Charlie s feelings f lss, cnfusin, and discntentment after leaving the Permian Panthers suggests that in high schl, being a Permian Panther gave Charlie an identity by giving him a sense f purpse and imprtance, and prvided him with a cmmunity that made him feel like he belnged. Hwever, nce Charlie leaves high schl, it appears that his frmer success as left him with expectatins fr his life that he is unable t achieve. Therefre, as an adult, Charlie feels lst and like his great days are behind him. Page 82 Traditin Dn s decisin t mve in with Charlie is shaped by his desire t participate in the traditin f Permian High Schl ftball. He says the decisin had nthing t d with lving ne parent mre than the ther, it just had t d with playing ftball fr Permian High Schl. Dn s mther understands his decisin because she herself had been a Permian Pepette during Charlie s senir year, s she understands the significance f the ftball traditin in Odessa. Page 83 Identity Bissinger s descriptin f Dn as Charlie Billingsley rebrn seventeen years later (p. 83) develps the central idea f identity because it suggests that Dn has been prfundly shaped by his father, because he 13

14 is headed dwn the same path, gd r bad, that Charlie tk in life. Page 83 Expectatins Bissinger s descriptin f the status Charlie retains in Odessa develps the central idea f expectatins. Because Dn and Charlie are regarded as the same, as is suggested by Bissinger s descriptins that Dn is the spitting image f Charlie and like his father (p. 83), the twn might expect Dn t be as much f a her as his father was (p. 81) and t have the same skills and success in ftball. Alternately, peple may als expect Dn t mirrr Charlie s decline nce he leaves high schl. Pages Traditin/histry Bissinger develps the central idea f traditin and histry by explring the strng legacy f ftball heres frm the past in Odessa. Fr example, the twn f Odessa remembers Charlie fr his success in ftball in high schl, where he was the mst valuable ffensive player in the district (p. 84). They remember him as a her, nt a brken-dwn nbdy (p. 81), even thugh he has grwn up t be a drunk with n jb. Page 84 Expectatins Charlie s statement that he live[s] thrugh Dn s achievements develps the central idea f expectatins, because it indicates that he sees Dn as an extensin f himself, and his wn desire t regain a sense f belnging and being special. If Charlie had said that he lived fr his sn, this wuld indicate a pride centered n his sn s accmplishments, rather than an attempt t reestablish his wn past glry thrugh Dn s success. This suggests that Charlie s expectatins fr Dn s success are related t his failure t live up t his expectatins fr himself. 14