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Table of Contents

Narrative overview of the Unit 1

Rationale of Unit Choice 2

Calendar for Unit 3

Week One Overview 4

Lesson Plan 1: Emily Dickenson/ Literary Elements 5

Emily Dickenson Poem 6

Questions about the Poem 7

Literary element handout 8

Poem and literary element power-point 9

Lesson Plan 2: Awakening Character Analysis 10

Character Overview 11

Character chart 12

Lesson Plan 3: Awakening Character Journals 13

Warm Up Game 14

Character Journal Guidelines 15

Maya Angelou Poem

TEKS

Narrative Overview of Unit

The Awakening: Overcoming Oppression And Solitude Due To Gender Roles is a six-week unit

plan for a secondary junior English class. The Awakening by Kate Chopin was written 1899 and

hold themes that are still prevalent to today’s society. The novel handles themes of overcoming

gender dominance, self-discovery, and questioning hegemonic ideals. Students will be able to

relate to anyone of these themes, and develop their understanding the novel’s main ideas through

activities that build character development, vocabulary, and cognitive writing.

The main character of the novel is Edna Pontellier struggles with self-identity due to the era and

societal position she is in. The novel is told through the point of view of Edna, this will help

students understand character development and give them a first hand example of reflective

writing. Students will also be introduced to a different culture’s vocabulary, in which students

can gain perspective outside of their normal dialect that surrounds them. Students will keep a

journal as one of the characters in the novel and write as if that character was reflecting on what

has happened in each chapter. Writing as one of the novel’s characters will also give students a

way to apply the vocabulary displayed in the book to their own writing.

To further analyze the unit’s major theme students will also read the young adult novel titled

Speak by Laurie Halse Anderson. The novel tells the story of a teen who has gone through the

traumatic experience of rape, and chooses to become mute after the incident. As the book

progresses the main character over comes this experience and develops a powerful individuality

with the help of a few friends and confidence in herself. This young adult novel will help

students connect the themes of oppression, and self-discovery in today’s society to that of the

setting in The Awakening. Students will complete a compare/contrast map for both The

Awakening and Speak.

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Throughout reading the two novels students will also read poems by Emily Dickenson, Maya

Angelo, an news paper article and short stories by Kate Chopin in class. These small readings

will help students see the change of hegemonic ideals through out time, and relate the emotions

expressed in the short readings in the two novels. The connections found will language use,

structure of writing, and the absurd societal ideals of what is considered correct in gender roles.

Overall students should understand the meaning oppression by society and what is expected due

to stereotypical gender roles. Since The Awakening’s lexile level is in the 900s students can

improve their reading ability, and they will gain understanding of themes in both novels with the

help of Speak, which has a lexile level of 690. Also students can draw connection on their own

identity.

Rationale

Unifying Questions/Concepts/Themes

The themes in The Awakening mirror those of themes in our students lives, they

may just not be aware of it yet. Major themes that are found in the novel is search for

individuality and identity, the pressure that come with ones social class, and overcoming

repression. This novel can provide students with a inner look of themselves and how

these themes are ratable across different cultures and age groups. Edna Pontellier is the

protagonist that put into motion all these themes. She is a character searching for her own

identity, and not the one that was thrust upon her by her marriage or social status. The

Awakening will be the major work of this unit, and will be used through out the six

weeks. This novel displays a surfeit of diverse characters in which students can dissect

and develop understanding of each character’s inner workings.

Students can keep a reflective journal as a character in the novel. The student will

write and entry through the eyes of a character of they’re choosing and reflect on what

has happened in each chapter after reading. In they’re reading and writing about each

character the student will come across new vocabulary. Students then have a chance to

define and use that vocabulary while keeping character journals.

Reading materials

Dorothy Parker’s “A Certain Lady” is the opening literary work to this unit.

Students will be broken up into groups and asked to read this poem. Each group will be

given a few questions and asked to answer each question as a group. The questions will

focus on the emotions expressed in the poem and ideas that lead to the theme of self-

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identity.

The entire class will then come back together and go over each question and

develop the overall themes of the poem. Once the theme is determined I will connect this

theme into introducing The Awakening. Students will read The Awakening over the first

four weeks, during this six weeks students will also read two poems in class, these poems

will be Emily Dickenson’s poem “My Life Stood A Loaded Gun” and Maya Angelou’s

“I Know What The Caged Bird Sings.” Then during the last two weeks students will be

reading the young adult novel Speak and read Kate Chopin’s short story “Story of An

Hour”. Students will create connections between the themes of the poems, short story,

and the novels by utilizing group discussions and analyzing worksheets. By the end of the

six week students will understand the major theme that connects all works studied,

created their own form of reflections and character analysis, and utilized learned

vocabulary though reading and writing.

Methods of Instruction and Assessment

Throughout reading the novel students will have a daily warm up that asks

questions about the vocabulary and characters in the novel, and on Fridays the students

will take a short quiz over them. This will help students understand the purpose of each

character and allow them to connect each character culture to the vocabulary in the book.

These Friday quizzes will asses how well students understand the vocabulary and how it

relates to each character in the book, the tests will also encourage students to keep up

with their reading. Each day students will be given activities that will either be done

individually or with a group that will reinforce the understanding of the novel and it’s

major themes. During the first four weeks students will also be asked to keep up with

their character journal. By the end of the four weeks the students will turn in their

journals for a test grade. The journals will be graded over the amount of content and work

put into the entries and whether or not the student grasped full comprehension of the

character and their importance in the novel. During the last two weeks students will

complete in class assignments and quizzes over the novel Speak and the short story.

During this time focus will be spent on sensory language used in each text and how it

relates to The Awakening and the major themes. During the last week of class students

will be work shopping an essay over a chosen topic, topics will be issued by the teacher,

which relates back to one of the texts that the students have read over the six weeks. The

category of topics students will pick from will have been discussed in class over the

entire six weeks. This essay is a way for students to improve their writing while showing

that they have comprehended and analyzed themes of a literary text.

Details of Week One:

MON: I will introduce the Unit with a warm up that will ask the students to write a journal entry over this prompt: “Have you ever felt powerless in your life? And how did you over come this feeling? Did becoming apart of an activity to do so? Examples of this would be getting involved in a school play, playing music, or painting.” After students write in their journals for five minutes, I will put students into groups of four and give them a copy of the Emily Dickenson poem “My Life Stood A Loaded Gun”. Students will also be given a few questions to answer about the poem and it’s tone, and after fifteen minutes in-group the class will come back together and we will discuss the poem’s meaning and how it relates to the warm up. I will then give a brief overview of the units theme.

TUES: At the beginning of the Class the students will be given a warm up that asks: “People in America have various backgrounds in culture, please talk about your families culture and where your ancestors are from” after five minutes of writing I will go over The Awakening in a power-point- this will introduce setting, characters, and themes of the novel. Students will also be handed a “Know It All Book Sheet” which will give kids the information that was presented in the power point. Then students will begin reading chapter one in class and assigned chapters 1 and 2 for homework.

WED: At the beginning students will be given the warm up to answer: “The Awakening is written through the prospective of Edna a depressed house wife in the late 1800s. Why do you think the book is written through the eyes of this character, and not another character? Remember some of the themes we went over yesterday” Then the class will go over the characters introduced so far in the first two chapters with the teacher. The teacher will then pass out character charts that students will complete individually and the class will meet at the end to discuss how they student filled out the chart. Chapters 3 and 4 are assigned for homework.

THURS: The warm up will be a quick connect the literary elements to the definition game which will take five minutes to complete and will be done in warm up journals. I will facilitate a discussion with the students on which characters in the novel they relate to the most. I will then handout the rules and rubric for the students’ character journals and go over each part of the major assignment step-by-step. For the project students are to choose a character in the novel and write in a journal as that character. The students will need to

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write a entry for every chapter in the book, and the entries need to be developed in a way that expresses the content of that chapter and the students understanding of the character. The students and teacher will then have a question and answer time about the project or book so far, and then students will begin to read chapter 5 of the book. Chapter 5 and 6 are assigned for homework.

FRI: The students will complete a short five-minute quiz over the warm ups. Then the teacher will go over the literary elements that can be found in the novel over power point. Then students will be broken up onto groups to complete a literary element activity. The student will also be provided with an element chart to look over. Students will then begin to read 7 in class and be assigned 8 for homework.

Teacher: Makayla Price

Date: 11/30/12 (first day of Unit)

District:

DISD School:

High School

Subject area:

English Grade Level:

11 Unit Title

The Awakening…

Lesson Title:

Emily Dickenson Poem

Purpose and Lesson

Standard(s): Understanding goals(s):

Essential Question(s):

TEKS Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading: Subchapter C. High School

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.

Students will understand…

Students analyze, make inferences and draw conclusions about elements of poetry and provide evidence from the text to support their understanding.

Students understand, make inferences and draw conclusions about how an language creates tone through connotations in poems. Students provide evidence from text to support their understanding.

Leading questions, questions that address the heart of the discipline, questions that provoke interest and thought…

(1) What is the major theme

of the poem?

(2) How does the warm up

activity relate to the

themes found in the

poem?

(3) Do you relate to the

theme or images in the

poem?

(4) Which character in the

poem do you side with?

The gun or the man?

Student Objectives:

Assessment of Objectives:

Lesson Steps/Activities including Timeline & Grouping

Students will be able to…

(1)

(2) (1) Student will be

able to listen to

how poetry is read

through the teacher

and groups

(3) (2) Read and

Analyze with other

students the major

elements of a poem

(4) (3) Recount what

images are used

this poem and other

poems read in the

past

(5) (4) Understand the

theme and tone of a

poem

(6)

(7)

How will you know if students have met the objectives (formal/informal)?

(1) Students

will listen and

participate in

teachers

lecture/power-

point

(2) Students

will

understand

connections

between the

poem and the

warm up

question; this

will instill the

units theme in

their minds.

(3) Students

will be able to

analyze the

poem through

completing

the group

work.

I will inb Beginning Activities (five minutes): Warm up journal entry over this prompt: “Have you ever felt powerless in your life? And how did you over come this feeling? Did becoming apart of an activity to do so? Examples of this would be getting involved in a school play, playing music, or painting.”

Lecture Time: (10 minutes) I will Introduce the themes that the class will be looking at over the Units duration, and some literary elements that will be found in the poems that will be read.

Middle Activities (15 minutes) I will put students into groups of four and give groups a copy of the Emily Dickenson poem “My Life Stood A Loaded Gun.” Students will also be given a question sheet, which will ask about the images and meaning of the poem.

Closing Activities (20 minutes) The class will come back together and we will discuss the poem’s meaning and how it relates to the warm up and the themes discussed in lecture. I will then give a brief overview of the units theme.

Language Modifications

Special Needs Modifications

Materials & Resources:

Technology:

If students need to

have the poem read

out loud or printed

in a printed in a

The teacher will

be handing out

information that

was covered in

(1) Overhead with a

copy of the

power point.

(2) Copy of a poem

for each group

(1) Overhead (2) Computer (3) Pens and paper

different language

the teacher will

provide this for

ELL students.

the power point

for students who

need to recall

the lesson later

on, or need a

written visual of

the lesson.

(3) Copy of

questions each

group will

answer

(4) Copy of literary

elements and

their definitions

covered in the

power point.

ReflectionRationale Rationale Rationale Choice of activity: The power-point provided a visual for ELL’s and the poem will be a short introduction to the theme, elements and setting that students will be covering over the entire unit. Group work helped students understand lesson with oral language and gain different perspectives from other students. Students can also use the element handout to review and reflect on during other lessons.

Implementations decisions for activity: The power point helps keep teacher on task and helps with time management. The use of groups would also save time in allowing student to use what they have learned. Oral language used in groups will provide students to recall past lessons that relate to this lesson.

Group’s thinking about larger lesson:The handout about element will be used understanding other literary works and how/why they are structured the way they are through the unit. This lesson helps teach students how to break down literature to analyze it. The poem chosen will also allow for students to mentally prepare for themes of oppression, depression, and finding individuality.

Emily Dickenson (1830-1886)

My Life had stood - a Loaded Gun -

In Corners - till a Day

The Owner passed - identified -

And carried Me away -

And now We roam in Sovereign Woods -And now We hunt the

Doe -And every time I speak for Him -The Mountains straight

reply -

And do I smile, such cordial lightUpon the Valley glow -It is as a

Vesuvian faceHad let its pleasure through -

And when at Night - Our good Day done -I guard My Master's

Head -'Tis better than the Eider-Duck'sDeep Pillow - to have

shared -

To foe of His - I'm deadly foe -None stir the second time -On

whom I lay a Yellow Eye -Or an emphatic Thumb -

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Though I than He - may longer liveHe longer must - than I -For I

have but the power to kill, Without--the power to die—

Questions over “My Life Had Stood A Loaded Gun”

Who is the speaker in the poem?

If the speaker is an object then what literary element would

this be? (look at your literary handout)

Do you think the theme of the poem is repression, struggle

for individuality, or both?

Why if the speaker was a person would they be male or

female? Why?

What are some words that draw out powerful imagery for

you? Why?

Does the imagery tell you more about the theme?

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Literary Elements To Remember

(Each element has a spot for you to fill out examples of the elements found

throughout the unit’s reading, we as a class will fill this out as we complete each text)

Allegory -(AL-eh-GOR-ee): a narrative that serves as an extended

metaphor. Allegories are written in the form of fables, parables, poems,

stories, and almost any other style or genre.

Examples in Poems:

Examples Novels:

Example in short story:

Allusion -(a-LOO-zhuhn): a reference in a literary work to a person,

place, or thing in history or another work of literature. Allusions are often

indirect or brief references to well-known characters or events.

Examples in Poems:

Examples Novels:


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Character -(KARE-ec-ter): a person who is responsible for the thoughts

and actions within a story, poem, or other literature. Characters are

extremely important because they are the medium through which a reader

interacts with a piece of literature.

Examples in Poems:

Examples Novels:


Connotation - (KAH-nuh-TAE-shun): an association that comes along

with a particular word. Connotations relate not to a word's actual

meaning, but rather to the ideas or qualities that are implied by that word.

Examples in Poems:

Examples Novels:


Figurative language - (fig-YOOR-a-tive LAN-gwije): a type of language

that does not mean exactly what it says, but instead forces the reader to

make an imaginative leap in order to comprehend an author's point.

Examples in Poems:

Examples Novels:


Imagery – (m-AH-JUR-ee): words used in a text that paints a picture in

the reader’s mind. These images will help the reader determine the theme

of the text.

Examples in Poems:

Examples Novels:


Irony - (i-RAH-nee): a literary term referring to how a person, situation,

statement, or circumstance is not as it would actually seem. Many times it

is the exact opposite of what it appears to be. There are many types of

irony, the three most common being verbal irony, dramatic irony, and

cosmic irony.

Examples in Poems:

Examples Novels:


Metaphor - (met-AH-for) a type of figurative language in which a

statement is made that says that one thing is something else but, literally,

it is not. In connecting one object, event, or place, to another, a metaphor

can uncover new qualities of the original thing that we may not normally

notice or even consider important. Metaphoric language is used in order

to realize a new and different meaning.

Examples in Poems:

Examples Novels:


personification - {PER-son-E-fih-ka-shEn): A figure of speech where

animals, ideas or inorganic objects are given human characteristics.

Examples in Poems:

Examples Novels:


point of view - (point ov veww): a way the events of a story are conveyed

to the reader, it is the “vantage point” from which the narrative is passed

from author to the reader.

Examples in Poems:

Examples Novels:


Symbolism - a symbol is a word or object that stands for another word or

object. The object or word can be seen with the eye or not visible.

Examples in Poems:

Examples Novels:


Words and definitions were found at:

http://www.uncp.edu/home/canada/work/allam/general/glossary.htm9

Teacher: MakaylaPrice

Date: 11/32/12 (Third day of Unit)

District:

DISD School:

High School

Subject area:


11 Unit Title

The Awakening…

Lesson Title:

Awakening character analysis

Purpose and LessonStandard(s): Understanding

goals(s):Essential Question(s):


(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(B) Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;


Students analyze, how characters relate to the theme in a text.

Students compare characters in a text to real life individuals, and students will make inferences and draw conclusions about the role the characters will play in a plot line of the text. Students will provide evidence from text to support their understanding.


(1) Who is this character in

the book?

(2) What archetype is this

character?

(3) Do you relate to this

character and in what

way?

(4) Is this character a strong

role model, why or why

not?

Student Objectives:

Assessment of Objectives:


Students will be able to…

(1)

(2) (1) Student will be

able to analyze

characters in the text

(3) (2) Read and


(1) Students

I will inb Beginning Activities (five minutes): At the beginning students will be given the warm up to answer: “The Awakening is written through the prospective of Edna a depressed house wife in the late 1800s. Why do you think the book is written through the eyes of this character, and not another character? Remember some of the themes we went over yesterday”.

10

The Awakening Character Over View

Edna PontellierThe protagonist (main character) of the novel. Edna questions emotional, intellectual, and sexual relationships after a summer with her young admirer, Robert Lebrun. She in search of herself through other characters and her own actions.

Leónce PontellierAs Edna's husband, Leónce is very business oriented. He is obsessed with making money and with acquiring expensive possessions for his home, but does not seem to care for his family. Later in the novel he show a mild and gentle side.

Raoul and Etienne PontellierEdna and Leónce's toddler children. Raoul and Etienne are very self-sufficient.

The ColonelEdna's father. The Colonel fought in the Confederate army, he is a retired old man. Many years ago he gambled away the family farm in Kentucky, and he was domineering and severe to his wife.

Robert LebrunA young flirt, Robert attaches himself to Edna Pontellier during the summer and unexpectedly grows quite attached to her. He tries to distance himself from her by going to Vera Cruz, and he tries to be honorable by not always reciprocating Edna's advances.

Madame LebrunRobert's mother. Madame Lebrun owns the cottages in Grand Isle that the New Orleans city folk like to rent out for the summer.

Victor Lebrun

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Robert's younger brother. Madame Lebrun's favorite son, Victor is spoiled and obnoxious, but very good-looking. He likes to flirt with Mrs. Pontellier and sometimes reminds her of Robert.

Alcée ArobinAlcée Arobin is a fashionable young man and has the reputation of being a philanderer. He attaches himself to Edna, and they have an affair.

Madame RatignolleMadame Rationale is the epitome of motherhood and femininity, with many children, innate maternal instincts, and a voluptuous appearance. She is currently pregnant and makes her friend Edna promise to be there when she goes into labor. Madame Ratignolle is sympathetic to Edna and frequently gives her unsolicited advice.

Mademoiselle ReiszA pianist, Mademoiselle Reisz is very eccentric, ugly, and irritable, and she lives alone. Edna frequently goes to visit her to listen to her play and to read the letters that her friend receives from Robert. Mademoiselle Reisz has an artistic temperament.

http://www.katechopin.org/the-awakening.shtml

Character ChartChoose a character from The Awakening and answer the following questions about that character. Make sure to give evidence from the book.

What is the name of character?

The character was born where?

Relationship to the main character?

What archetype is this character?

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Is this character related to anyone else in the book?

What is the character do for a living?

What languages do the character speaks?

What are the character’s hobbies/talents?

Do you think this character is going to be important to the story? How so?

If the character were alive today what would be there favorite song? Why?

What would be the character’s favorite television show? Why?

Who would play this character in a movie?

Teacher: Makayla Price

Date: 11/33/12 (fourth day of Unit)

District:

DISD School:

High School

Subject area:


11 Unit Title

The Awakening…

Lesson Title:

Awakening Character journals

Purpose and LessonStandard(s): Understanding

goals(s):Essential Question(s):

13


(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:(C) Write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.


Students create, a self-reflection through characters point of view and then relate to the plot line in a text.

Students analyze characters in a text, and students will understand the reason for characters and how they relate to theme.


(5) What did you learn

about the character’s

personality?

(6) Is this character

developing through

the book or do they

stay the same?

(7) Is this character

developed to guide

main character

through her journey of

self-discovery or

hinder the main

character?

(8) Did writing as the

character enhance

your self-expression in

writing?

Student Objectives: Assessment of Objectives:


Students will be able to…(8)

(9) (1) Student will be able to

analyze characters by

writing as the characters.

(10) (2) Read and reflect on

each chapter by writing in


(1) Students

will have

Beginning activities: (15 minutes) The warm up will be a quick connect the literary elements to the definition, this will be done as a jeopardy type game. Then the teacher and the class will go over the warm up together. Middle activities: (30 minutes) I will then ask students to pull out their character charts that they completed last class. I will then pass out a handout the rules and rubric for the students’ character journals and go over each part of the

the character journal.

(11) (3) Learn perspective of

the writer and reader

(12) (4) Understand the

importance of each

character to the novel and

its theme

(13)

(14)

written a

reflection for

each chapter

through the

point of view

of a character

in the text.

Students will

turn in a

journal with

39 entries.

major assignment step-by-step. I will provide an example of a journal entry for students to look at. For the project students are to choose a character in the novel and write in a journal as that character. The students will need to write a entry for every chapter in the book, and the entries need to be developed in a way that expresses the content of that chapter and the students understanding of the character. Ending activities: (10 minutes) The students and teacher will then have a question and answer time about the project or book so far, and then students will begin to read chapter 5 of the book. Chapter 5 and 6 are assigned for homework.

Language Modifications

Special Needs Modifications

Materials & Resources:

Technology:

Provide dictionaries for

vocabulary needs, and

provide journal

instructions in student’s

native language If

needed. I will also

provide visual examples

of project.

The teacher

will be handing

out rubric and

instructions for

each student.

(5) Over head with

warm up on it

(6) Copy of

instructions

(7) Copy of rubric

(8) Sample journal

entry

(4) Overhead (5) Computer (6) Pens and paper

ReflectionRationale Rationale Choice of activity: This activity will provide students with better understanding of point of view and character traits. Students will also have a chance to connect to a character which will allow to become more involved in the text and overall lesson.

Implementations decisions for activity: The warm up will provide a recap of the last lesson. Spending a day explaining character journals will help provide students with a clear understanding of the project that is worth a major grade.

Warm up

Jeopardy game with Literary Elements

Match the definition to the word the best you can.

Allegory Irony Imagery

Words used in a text that paints a picture in the reader’s mind.

A narrative that serves as an extended metaphor.

A type of figurative language in which a statement is made that says that one thing is something else but, literally, it is not.

Character Metaphor Allusion

A word or object that stands for another word or object. The object or word can be seen with the eye or not visible.

A person who is responsible for the thoughts and actions within a story.

A literary term referring to how a person, situation, statement, or circumstance is not as it would actually seem.

Symbolism Personification Point of view

A way the events of a story are conveyed to the reader.

A figure of speech where animals, ideas or inorganic objects are given human characteristic.

A reference in a literary work to a person, place, or thing in history or another work of literature.

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Character Journals Guidelines

You are to choose a character and write a journal entry addressing the chapter(s) covered that day

from the point of view of that character. You must have completed 39 journal entries by

December 10th.

For each chapter entry the student needs to provide examples from the text to show that the student

had read the chapters.

For example:

In Chapter 3 Edna might write, "Dear Diary, last night at the party I could not help but feel

entranced by the music that was playing. I found myself not listening to any of the conversations

that were happening around me, I felt I had an outer-body experience..."

The entries need to be more than a plot summary, you need to take on the point of view of the

character, and develop that character beyond what is written in the book. This is a chance for you to

dig into a character. You will not only learn how the author portrays characters in the novel, but you

will become the author yourself.

Each entry should be a page long on 8 X10 paper (the size of regular notebook paper). The entries

can be written in by blog; however, each entry should them be 250 word long. Each student must

turn in a final copy to me, if you are completing the journal via blog then please give me a sheet of

paper with the blog’s address.

Remember this is a major Grade!

15

Character Journal Rubric Student:

Standards:5= Significantly exceeds minimum standards4 = Sometimes exceeds minimum standards3 = Meets minimum standards2 = Meets part of minimum standards1= Does not meet any standards

Complete Entries 1 2 3 4 5 Presence of 39 entries Each entry is page length (8x10) or 250 words

Meaningful Entries 1 2 3 4 5 Each entry is well though out

From the character’s point of view

Provide textual evidence to show student has read each chapter

Clarity 1 2 3 4 5

Each entry is legible

Each entry uses proper grammar and punctuation

Each entry uses some vocabulary from the text

Point Total: __________________ Total of 15 points = 100

Total of 12 points = 80




I Know Why The Caged Bird Sings

The free bird leapson the back of the windand floats downstreamtill the current endsand dips his wingsin the orange sun raysand dares to claim the sky.But a bird that stalksdown his narrow cagecan seldom see throughhis bars of ragehis wings are clipped andhis feet are tiedso he opens his throat to sing.The caged bird singswith fearful trillof the things unknownbut longed for stilland is tune is heardon the distant hillfor the caged birdsings of freedomThe free bird thinks of another breezean the trade winds soft through the sighing treesand the fat worms waiting on a dawn-bright lawnand he names the sky his own.But a caged bird stands on the grave of dreamshis shadow shouts on a nightmare screamhis wings are clipped and his feet are tiedso he opens his throat to singThe caged bird singswith a fearful trillof things unknownbut longed for stilland his tune is heardon the distant hillfor the caged birdsings of freedom.

Maya Angelou

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and ReadingSubchapter C. High School

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §§7.102(c)(4), 28.002, and 28.025, unless otherwise noted.

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make

inferences and draw conclusions about the structure and elements of poetry and provide

evidence from text to support their understanding. Students are expected to analyze the

effects of diction and imagery (e.g., controlling images, figurative language,

understatement, overstatement, irony, paradox) in poetry.

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.

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