Unit Concept or Theme: The Grapes of Wrath Grade level: Senior Advanced English Length of unit: 3.

5 Weeks Stage 1 Desired Results Meaning Enduring Understandings/Generalizations: Take life one step at a time A new perspective challenges the mind. We are all part of something bigger than ourselves. Essential Questions: How do the Joads take life one step at a time? What qualities are necessary in order to take life one step at a time? What is it important to keep moving forward? How can a new perspective change a situation? In what ways are the Joads part of something bigger? How does Steinbeck present this understanding in his narrative?

Knowledge & Skills Acquisition Learning Goals: (e.g., Iowa/Common core standards.)

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 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.

 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). IA.1. Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. IA.2. Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension. RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11-12.5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high

end of the range. W.11-12.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range of strategies. L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases,

sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) inorder to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11-12.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Students will know

Great Depression The Dust Bowl Oakies Other: Perspective Complex Character

Students will be able to

Identify themes within Grapes of Wrath Analyze literary techniques used throughout narrative. Compare and contrast characters and viewpoints described in narrative

Complete literary analysis essay, which supports a favored thesis.

Resources/Materials: Copies of narrative, related article copies, notebooks, pencils, whiteboards, computer with Internet access, access to mobile lab for writing,

Stage 2 Evidence (Assessment) Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs, dramatization) Pre-assessment: Students will discuss Grapes of Wrath in group disccusion, answering questions like: What do we know already? What would we like to know? Then students will jigsaw three specific topics: The Dust Bowl, Oakie, and The Great Depression Formative Assessment: Students will write quick writes, pair shares, admit slips and exit slips throughout the unit to show me what they are learning. We will have in-class literature circles and group discussions in order to provide their insights and knowledge on the narrative. There will be occasional quizzes for reading checks.

Summative Assessment: Students will write a literary analysis paper on a choice topic from The Grapes of Wrath. Students may choose to write an analysis on a character, theme, symbol, etc. Students must create a pre-writing activity in addition to their paper for a total score of 100 points.

Stage 3 Learning Plan