S+Bernhardt,+Jennifer

** E-mail: ** jennifer.bernhardt@maine.edu
 * Teacher:** Ms. Jennifer Bernhardt
 * Office:** Room 008
 * Office Phone:** 207-649-4680
 * Office Hours:** 7:30-8:30 MW 2:00-4:00 TTHF

=Summary of Unit= In this unit students will be able to identify recurring conflicts and themes in a novel and how they are important to a characters development. The novel we will use is //A Story Like the Wind// by Laurens Van der Post. Students will discuss the different conflicts and learn to make connections to themselves. They will also discuss themes, motifs, and symbols and how they can relate to the real world. They will support their assertions using evidence from the text. By the end of the unit they will learn how to analyze the text and site proper textual evidence. The unit will finish with an iMovie presentation that will show their knowledge and understanding of conflicts, themes, and character development.

=Establish Goals= Maine Learning Results: English Language Arts - A.Reading A2 Literary Texts Grades 9-Diploma //A Story Like the Wind// Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions. A. Analyze the characters' external and internal conflicts

= = =Students will understand that= • Literary texts contain internal and external conflicts that can be related to real life • Literary text has themes that are universal, but show different perspectives and can be implicit and explicit. • People and things can be depicted and interpreted in many different ways.

= = =Essential Questions= • How are the different conflicts portrayed in the novel, and how do they connect with you? • Why are these themes important to the novel? • How does Laurens Van der Post develop his characters?

= = =Students will know= • Vocabulary: Four types of Conflict, Themes, implicit, explicit, Narrative Arc Characterization, Motifs, Symbolism, Dynamic, Static, Protagonist, Antagonist, Foil • Important Events and People: Apartheid • Definitions: Conflict, Theme, Implicit, Explicit, External, Internal, Stereotype, Characterize, Characterization, Motifs, Symbolism, Dynamic, Static, Protagonist, Antagonist, Foil

= = =Students will be able to= • Prove a recurring conflict in the book by using text references. •Make meaning of the theme or themes. • Adapt a theme from the book to the real world (now). • Analyze characters internal and external conflict. • Consider conflicts of the characters and make connections. • Recognize conflict and theme and how they are important to the development of characters

**Performance Task Overview** Disney has finally decided to create the novel "A Story like the Wind" to precede the sequel "A Far off Place"! Robert A. Iger has decided that they are going to choose the Production team who produces the best trailer for the movie and shows the most understanding of the novel (because for once they want to make the movie go along with the book!). The team needs to prove they know about one of the conflicts and themes. Disney also wants the team to choose two actors/actress who will portray two of the characters in the novel and why they would be best.

=Expectations=

__**Plagiarism**__ As authors and creators we want to be given credit for the work we do, the hard work and time that we put into a piece of writing, a drawing, a movie etc. . When using someone's work please give credit where credit is due, cite your sources. We will have a brief mini lesson going over how to correctly cite sources.

__**Attendance****/Participation**__ I understand that there will be days that you may be unable to come to class due to illness, appointments etc. However, it is important that when you do attend you participate in the activities and discussion in class. If you unable to attend class, you will need to make up the work and read the chapters, so please come to me before the next class. This way you will not fall behind in class.

__**Class Participation****/Respect**__ It is important to participate in the class discussions and activities. Everyone's opinions and ideas are important to the learning of the entire class. Everyone should feel comfortable and respected in the class.

__**Homework/Assignments/Readings**__ It is important for you to complete all homework since they will lead into the next class topic. The assignments will give you a greater understanding of the topic discussed and will be great resources for your end-of-unit project (points for assignments are under Benchmarks). Homework itself will not be graded, but you will receive points for doing it, instead it will be used to create a base for you for the next class. The homework you do need to turn in will only receive feedback from me, but it **MUST** be turned in. The novel should be finished by the end of the unit, before you begin your unit project. This way you have all the information and knowledge of the book that you need. It is best to read the chapters when they are assigned, that way you are not rushing to complete the book. If issues arise that cause you to be unable to complete an assignment, homework, or the readings by the date specified, please speak with me **ASAP**! This way other arrangements can be made.

=Benchmarks= Here is a breakdown of the point system we will be using this unit. Students will want to accumulate as many points as they can by completing the below assignments in a timely fashion and by showing understanding of each assignment. Students will have the opportunity to receive **630 points** by the end of the unit.

__**Homework**__ 20 points All homework should be finished in a timely fashion and passed in on the dates due. I may or may not ask for it, but it must be placed on my desk by the end of the class (you may need to homework during class, but you should hand it in when you are finished with it).

__**Pre-Assessment**__ 25 points Students will be given a pre-assessment that will assess their knowledge of conflict, themes, and character development.

__**Discussions**__ 50 points Students will have regular class discussions over each lesson. They may be in groups, pairs, or the entire class. Questions and prompts will be given over the different aspects of the novel such as themes, conflict, and character development that students must look further into and discuss with their peers.

__**iMovie**__ 60 points Students will learn to use iMovie to show their understanding of conflict. They will create a short video, a minimum of four minutes and a maximum of ten minutes, that will recreate a scene of conflict from the novel or they will take a type of conflict found in the novel and change the scenario.

__**Blogging**__ 25 points Students will sign up and create their own blog. After each chapter students will blog about a specific character or a variety of characters, whichever they choose, and comment on their development throughout the novel and how their personality is revealed. When using direct quotes from the book they must correctly cite the quotes.

__**Comic Life**__ 60 points Students will learn to use comic life to show their understanding of themes. They will choose a theme from the novel and create a comic that presents this theme in a real world scenario. They can add music and words using garageband. All photos used must be correctly cited.

__**GarageBand**__ 60 points Students will use Garageband to show more understanding of conflicts in the novel. They will choose a song that can represent a specific conflict in the novel and explain why they chose it and how it relates to the conflict. Students should present this information in a creative manner.

__**Wikis**__ 60 points Students will sign up to wikispaces and create their own wikispace. Students will use this wiki to show a further understanding of themes. Students will pick one or two themes from the novel, find its meaning and how it is presented with motifs and symbolism. In the wiki they will explain in detail these themes. A separate page must be dedicated to each theme.

__**Glogster**__ 60 points Students will become familiar with Globster. They will use this program to create a series of posters that will present how conflict and themes are important to and help the development of the character. They will pick one theme and conflict and give examples of how it shows or changes one of the characters personality. Students can connect the theme and conflict or they can be separate from each other. They will present their posters to the class.

__**Formative Assessments**__ 60 points After each assignment students will be asked to either write in a journal to reflect over their learning or complete a KWL chart. These assessments are to show understanding of the topics and to give me feedback on how you are learning and if there are certain aspects of the lessons I need to change.

__**Unit Project**__ 150 points Students will complete a project at the end of the unit to show their understanding of the entire unit.

__Task__ Disney has finally decided to create the novel "A Story like the Wind" to precede the sequel "A Far off Place"! Robert A. Iger has decided that they are going to choose the Production team who produces the best trailer for the movie and shows the most understanding of the novel (because for once they want to make the movie go along with the book!). The team needs to prove they know about one of the conflicts and themes. Disney also wants the team to choose two actors/actress who will portray two of the characters in the novel and why they would be best. The team must show that they understand the characters in the novel and that they will be able to choose appropriate actors/actresses if they are chosen to produce the whole film. The team will use iMovie to create their trailer.

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59)