Unit Title: Miracle Boy and Other Stories Grade Levels: 9-12 Topic/Subject Areas: English, Narrative (Structure

& History), Writing, Critical Analysis. Designed By: Kyle Bjorem Time: 3 Weeks Summary: This unit is structured around three stories from contemporary literary fiction author Pinckney Benedict and contains within it ample opportunity for improving deep analysis skills, writing performance, personal reflection, and critique of culturally important themes. It begins with a broad conceptual understanding of the importance of narrative/storytelling in the history of human civilization and today and then moves into the essential its essential elements. Students will consistently be writing and responding in their unit journals which will be continually monitored and responded to by myself. Several Core Curriculum standards are used as guideposts, as listed below. What students will produce (outside of their journals and participation in discussion) is a short narrative applying the concepts/techniques/structures learned, while their narrative will also be inspired in some way by the themes in the Benedict stories (and hopefully connected to their own lives/local community in some way). This will be done in groups. Students will perform their narrative in Readers Theater style for classmates. Individually, students will select one performance from a group they were not in to write a critical analysis of (requiring an outline, rough draft to be peer edited, and final draft).

Goals I. W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. II. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. III. RL.11-12.5. Analyze how an authors choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. IV. RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. V. RL.11-12.3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Understandings A. Narratives and Mythology serve several important roles for human civilization, historically and contemporaneously. (Perspective, Explanation) B. Close reading and critical analysis are essential in getting to the true nature of a narrative, as well as all texts and media. Techniques for doing so need initial guidance and practice. (Application, Interpretation) C. Organizational and metacognition processes such as note taking, concept mapping, outlining, and the drafting process are essential for building effective and coherent responses to texts and communication in general. (Application, Self-Knowledge) D. Narratives have many different methods of structure, aesthetic technique, and many other elements that can be used to affect a desired reaction. (Explanation, Application) E. A close examination of dominant themes in narratives can lead to a greater understanding of these themes in the students own lives and the world at large. The themes involved in the stories we share will themselves be a spark for discussion. Dominant themes in the three stories in this unit include regret, ethical behavior, violence, fear, compassion, and taking ownership of your life. (Interpretation, Self-Knowledge) F. The process of entering a subjective point of view through reading fiction is a unique and valuable tool that is not as intimately possible in other art forms and aids one in becoming less egocentric, less apt to dismiss other points of view, as well as view events and social phenomena through other viewpoints. (Empathy, SelfKnowledge, Perspective)

Essential Questions What is Narrative/Myth and why is it import to human civilization historically/currently? What is the connection between narrative and the real world. What is critical analysis? Why is it important? What is the value of reading (fiction in particular, but widely, in general) to us as individuals and to the culture as a whole? What is the connection between art and the real world / my life? Is violence ever justifiable? What causes bullying? Why is it something that must be overcome? What can be done about guilt/regret and fear? Why do they occur? What is the value of compassion and what is it, really? What is language? Why does it work? Can we really know how it works? Why is it important? (Foundational stuff, not a linguistics lecture or something. Attempt to get them interested and curious, engage in discussion/speculation about language. Would not test/quiz on any of this material.)

Students will know What style/setting/plot/structure/tone/symbol/metaphor/POV/character are. Why they work. How they apply to the real world. How one can synthesize fiction into personal lived experience and prior knowledge. The elements of narrative and an abbreviated history of storytelling as well as its importance to human civilization. How to generate original thoughts, organize them coherently, and communicate them effectively. Cues and techniques for critically analyzing a text and responding to what you find. How the drafting process works and why it is important. How to create an effective summary and reaction to a narrative/text. The basic fundaments of language (symbolic, arbitrary, something we drape over the world. Most importantly: A tool that must be mastered).

Students will be able to Utilize the drafting process effectively (including note taking and concept mapping) to create a summary of what they have learned and how it applies to one of the stories. Closely read and critically analyze texts appropriate to their grade level. Work collaboratively to create an original narrative (Readers Theatre style) that involves concepts, techniques, and structured learned, as well as themes we have discussed. Discuss the elements of narrative and an abbreviated history of storytelling and its importance to human civilization. Engage in open-ended discussion on culturally/personally important themes and how they affect us collectively/personally. Be able to counter their own arguments by seeing how others could view it differently.

Authentic Performance Task Goals: In groups, write a summary outline of an original one act play, a working script of an original short one act play, and (individually) a review of one other groups play (must include brainstorm and a rough draft that are reviewed by me and one peer). Roles: You are writers, actors, and critics. Audience: The target audience is your classmates and myself, possibly other students and faculty, as well as parents. Situation: You have been asked to produce an original one act drama in some way inspired by the three stories read in class, as well as write a review of your classmates productions. Product, Performance, and Purpose: A summary outline with that must include several keywords. An original script. A performance of the script. A written review of one of the other plays performed in class. Standards and Criteria for Success: Outline is concise and conforms to rubric provided, includes all key words. Original script is without major grammatical errors, creative, inspired in some way by one/several of the stories read in class (at least in theme, setting, POV, structure, etc). The review has an introduction, two body paragraphs, and a conclusion. Also, covers the areas that need to be discussed as indicated by the rubric. Other Evidence: Prompted journal entries collected at the end of each week. Engaging and open-ended class dialogues in which I am the leading participant. Class notes/journals will be reviewed by me (in class) at the end of each week. A couple short written answer quizzes will be peppered in and reviewed by myself. An outline and a rough draft of their final review paper will be required and will be critiqued by myself and a peer before moving on to final draft. Student Self-Assessment and Reflection: Prompted journal entries that cue reflection and analyses of class material and their own thought processes. First aspect of assignment is a critical analysis of their creative work. Final aspect of assignment analyzes other groups plays and how they relate to their own and will be edited by at least one peer. Quizzes will contain an element of self-assessment such as What aspect of what we have learned and read so far do you find most difficult? How do you think you could go about getting a better grasp on it? Drafting process requires repeated self-assessment (with the aid of peer and teacher review).

Authentic Performance Task Blueprint Goals: I. W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. II. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. III. RL.11-12.5. Analyze how an authors choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. IV. RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

V. RL.11-12.3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Understandings: A. Narratives and Mythology serve several important roles for human civilization, historically and contemporaneously. (Perspective, Explanation) B. Close reading and critical analysis are essential in getting to the true nature of a narrative, as well as all texts and media. Techniques for doing so need initial guidance and practice. (Application, Interpretation) C. Organizational and metacognition processes such as note taking, concept mapping, outlining, and the drafting process are essential for building effective and coherent responses to texts and communication in general. (Application, Self-Knowledge) D. Narratives have many different methods of structure, aesthetic technique, and many other elements that can be used to affect a desired reaction. (Explanation, Application) E. A close examination of dominant themes in narratives can lead to a greater understanding of these themes in the students own lives and the world at large. The themes involved in the stories we share will themselves be a spark for discussion. Dominant themes in the three stories in this unit include regret, ethical behavior, violence, fear, compassion, and taking ownership of your life. (Interpretation, Self-Knowledge) F. The process of entering a subjective point of view through reading fiction is a unique and valuable tool that is not as intimately possible in other art forms and aids one in becoming less egocentric, less apt to dismiss other points of view, as well as view events and social phenomena through other viewpoints. (Empathy, SelfKnowledge, Perspective) Implied Criteria: Understand the elements of narrative fiction and be able to interpret them and utilize them in an original composition. Write in an appropriate style, taking into consideration task and audience, while utilizing the tools we work on in class including aspects of the drafting process and critical thinking skills. Use work of narrative fiction to spark open-ended dialogue on important, complex, and culturally/personally relevant concepts and issues. Be able to summarize and critique the technical aspects of an authors work and be able to have those constructions influence your own writing and communication for the better. Qualities: Journal entries show evidence of reflection and critical analysis of texts and discussions from class. Summary outline contains explanation of all key concepts and elements as covered in class. Readers Theatre script implements key concepts and elements and lasts at least seven minutes. Review of one other groups play is organized, coherent, engaging, and technically proficient grammatically and structurally. Also must contain an introduction, two to three body paragraphs, and a conclusion as well as show changes/improvement from the rough draft.

Description of APT: Your task is to, in groups, write a one-act play that is inspired by one of the stories read in the unit, while also producing a summary outline that draws attention to the techniques, structures, terms, and concepts that you are putting to work as we have learned in class. Following this, your group is to perform your play in front of the class. Individually, you will write a one page review of one other groups play with focus on your interpretation of the play, focusing on the same elements that your summary outline did. You must produce a brainstorm and a rough draft that will be reviewed/edited by me and one peer before moving on to a final draft. Performances: Readers theatre play. Engaging, in-depth, open-ended class discussion. Products: Quizzes, journal entries, outline summary of play, script of play, brainstorm / rough draft / final draft of critical review of another groups play. Criteria for Performances: Must be present and contributing in a meaningful way. Play must be at least seven minutes in length, with everyone involved, be inspired in some way by the stories read in class, and use concepts and techniques covered in class. Criteria for Products: Summary outline must be concise and explain how concepts and techniques discussed in class have been used. Readers theatre script must be inspired in some way by stories read in class and involve all members of the group. Review must follow correct I/B/B/C structure, show evidence of critical analysis, contain improvement over the rough draft, be technically proficient, and be written in an appropriate style (taking into consideration task and audience).

"Miracle Boy" Rubric (24 Points Possible) 4 Journal Responses x1

Writing is clear and coherent and the development, organization, and style are appropriate to task, purpose, and audience. Shows much evidence of reflection and critical analysis of material covered in class, as well as many appropriate and in-depth responses to the cue questions (Common Core: W.11-12.4). Writing is clear and coherent and the development, organization, and style are appropriate to task, purpose, and audience (Common Core: W.11-12.4). Many concepts, techniques and terms and how they are used in your script are present. Utilizes effective technique, well-chosen details, and wellstructured event sequences. (Common Core: W.11-12.3). Includes roles for all group members. Is inspired in some way by one of the Miracle Boy stories. Contains no grammatical or punctuation errors. Analyzes many concepts, techniques, and terms as covered and class and provided on your handout. Is school appropriate. All group members participate. Is school appropriate. Is at least 7 minutes long. Analyzes a group's Reader's Theater performance in terms of overall structure and meaning. Determines two or more themes or central ideas of the performance. Analyzes two or more aspects of the impact of the group's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) (Common Core: RL.11-12.5, RL.11-12.2 and RL.11-12.3). Focuses in on concepts, techniques, and terms as covered and class and provided on your handout. Has a proper introduction and conclusion. Cites at least 5 specific examples from the performance / script. A brainstorm page and a rough draft that has been peer edited and signed is included with your final draft.

3
Writing is clear and coherent and the development, organization, and style are appropriate to task, purpose, and audience. Shows some evidence of reflection and critical analysis of material covered in class, as well as some appropriate and in-depth responses to the cue questions.

2
Writing is somewhat muddled and disorganized and is only somewhat appropriate to task, purpose, and audience. Shows little evidence of reflection and critical analysis of material covered in class, and a few appropriate and indepth responses to the cue questions. Writing is somewhat muddled and disorganized and is only somewhat appropriate to task, purpose, and audience. Few concepts, techniques and terms and how they are used in your script are present. Utilizes some effective technique, well-chosen details, and well-structured event sequences. Includes roles for all group members. Is inspired in some way by one of the Miracle Boy stories. Contains multiple grammatical or punctuation errors. Analyzes some concepts, techniques, and terms as covered and class and provided on your handout. Is school appropriate. Most group members participate. Is school appropriate. Is at least 5 minutes long. Analyzes a group's Reader's Theater performance in terms of overall structure or meaning. Determines one theme or central idea of the performance. Analyzes one aspect of the impact of the group's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Very seldomly focuses in on concepts, techniques, and terms as covered and class and provided on your handout. Introduction and conclusion have technical or aesthetic problems. Cites 1-3 specific examples from the performance / script. At least a rough draft that has been peer edited and signed is included with your final draft.

1
Writing is muddled and disorganized and not appropriate to task, purpose, and audience. Shows little to no evidence of reflection and critical analysis of material covered in class, as well as few to no appropriate and in-depth responses to the cue questions. Writing is clear and coherent and the development, organization, and style are appropriate to task, purpose, and audience. Very no concepts, techniques and terms and how they are used in your script are present. Utilizes few to no technique, well-chosen details, and wellstructured event sequences. Includes roles for some group members. Is not inspired in some way by one of the Miracle Boy stories. Contains many grammatical or punctuation errors. Utilizes few to no concepts and vocabulary as covered and class and provided on your handout. Is school appropriate. Most group members participate. Is school appropriate. Is at least 3 minutes long. Does not analyze a group's Reader's Theater performance in terms of overall structure or meaning or aesthetic impact. Determines no themes or central ideas of the performance. Analyzes no aspects of the impact of the group's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Does not focus in on concepts, techniques, and terms as covered and class and provided on your handout. Does not have a proper introduction and conclusion. Does not cite specific examples from the performance / script. A brainstorm page and a rough draft that has been peer edited and signed is not included with your final draft.

Summary/Ou tline

x1

Writing is clear and coherent and the development, organization, and style are appropriate to task, purpose, and audience. Some concepts, techniques and terms and how they are used in your script are present. Utilizes some effective technique, well-chosen details, and well-structured event sequences. Includes roles for all group members. Is inspired in some way by one of the Miracle Boy stories. Contains few grammatical or punctuation errors. Analyzes several concepts, techniques, and terms as covered and class and provided on your handout. Is school appropriate. All group members participate. Is school appropriate. Is at least 5 minutes long. Analyzes a group's Reader's Theater performance in terms of overall structure or meaning. Determines two or more themes or central ideas of the performance. Analyzes two or more aspects of the impact of the group's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Sometimes focuses in on concepts, techniques, and terms as covered and class and provided on your handout. Has a proper introduction and conclusion. Cites 3-4 specific examples from the performance / script. A brainstorm page and a rough draft that has been peer edited and signed is included with your final draft.

Reader's Theater Script

x1

Reader's Theater Performance Reader's Theater Review Essay

x1

x2

Monday 1. Explain the unit and where it is going / what is expected (W) 2. Broad dialogue on narrative and mythology. Early examples of narrative and what purposes it has served to civilization. How it is relevant today, how our entire lives are defined by the stories we tell. (H) 3. Students begin their unit journal, are asked to remember a story they were told or read when they were very young and what purpose they think that stories served in its telling. (H, T) 15. Journaling an initial reaction to "Bridge of Sighs" concentrating on how it resonated with them personally, if at all, and it what way. (E, R) 16. Class dialogue on "Bridge of Sighs" in broad strokes and thematic elements. (E)

Learning Sequence Tuesday Wednesday 4. Examples are shared with 7. Discussion and journal class. (T) 5. Begin broad writing covering the discussion of themes in elements of narrative: POV, Pinckney Benedict's "Miracle theme, character, setting, Boy and Other Stories" (the plot, style, structure, three of them we will be empathy, conflict, climax, reading) including prompted denouement, exposition, journal responses (E). 6. metaphor, symbol, etc. (E) Assign reading of "Miracle Boy" to be done by Thursday.

Thursday 8. General broad discussion of "Miracle Boy" (H, E). 9. Continuation of day before, with focused attention on applying concepts to "Miracle Boy". (E) 10. Note taking and reading strategies are covered and practiced (summary, questioning, important passages, mapping). (R)

Friday 11. Further discussion and journaling on "Miracle Boy", more precise investigation this time into structure and technique and how it affects the reading experience. (E) 12. Cued writing assignment: Write a summary of the story from the point of view of one of the characters or a visual representation (any).(E,R,T) 13. Assign "Bridge of Sighs" for next Monday. 14. Collect journals for commenting / assessment of understanding. (R, E2)

17. More technical discussion / journaling of "Bridge of Sighs" using vocabulary and concepts learned previously. (E) 16. Reading / taking / mapping techniques applied to "Bridge of Sighs". (E) 18. Assign "The World, The Flesh, and The Devil" for Thursday.

19. Allow reading time in class for "The World, The Flesh, and The Devil". 20. Break class into groups to begin brainstorming ideas for their own short narrative "Reader's Theater" performance. (H, E, R, T)

21. Discussion and Journaling of The World, The Flesh, and The Devil" and the ways in which all three stories are interrelated. (E) 22. Discussion of possible ideas for their groups projects. (E, R, T)

26. Outline is turned in and class time is given to writing the script (which only needs to be 5 - 7 minutes when performed). (E,R, E2) 27. When script is complete, students can practice performance. (R, T)

28. Continuation of previous day (H,R,T,E2). 29. Groups that are done will perform at the end of class. Students are to get copies of other groups skits and take notes during the performance. (H,T)

30. Continue performances. 32. Class time to work on (H,T) 31. Begin work on "Review" essay. (R) "Review" essay, analyzing one other group's play using concepts and vocabulary learned. (R)

23. Groups continue their brainstorm of a narrative that is modeled / connected to the Benedict stories in some way. (E, R, T, E2) 24. Due by Monday is the outline of their story and the beginnings of an actual script. 25. Collect journals for commenting / assessment of understanding.(E2, T) 33. Peer Edit of "Review" essay. (R, E2) 34. Final draft will be due on the following Monday, giving ample time for a polished product. (Must have initial brainstorm/outline, rough draft, final draft).