unit title/topic: grendal- novel study subject: accelerated...

Unit Title/Topic: Grendal- Novel StudySubject: Accelerated English 10Target Grade Level: 10

Lesson 1:Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.09 Identify various literary devices, including figurative language, imagery, allegory,

and symbolism; evaluate the significance of the devices; and explain their appeal. • EL.HS.LI.11 Explain how voice and the choice of a narrator affect characterization and the

tone, plot, and credibility of a text. • EL.HS.LI.01 Listen to text and read text to make connections and respond to historically or

culturally significant works of literature that enhance the study of other subjects.

Lesson Objectives:• Students will connect author’s history with his/her writing• Students will analyze how events in his/her life may have influenced his/her writing• Students will define literary devices and provide examples of how they are used in the text.

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. No other differentiation is need as this is an accelerated class. Assessment Plan:Points are for participation• Journal -5pts• Poster - 10pts• PP Notes - 5pts

Literacy Strategies:• Represent learning through writing and drawing• Reading aloud with a partner• Presenting knowledge to class• Note taking• Ask important questions

Materials:Power pointGrendel/FrankensteinProjectorComputerPen Paper

Anticipatory Set:10 min• Write this question on the board: “How would you expect a monster to think? How would an

intelligent monster see the human condition?”• Have students write about this in a journal entry• Discuss their ideas

Essay talk by Mr. Jones 15-20 minPretest - 10-20 minVocab due Wednesday - check it off in class - quiz Friday

Lesson Sequence: Grendel15 min• Power Point on John Gardner (shown below)

• Students should take notes20 min• Read Chapter One• Talk about Tone

15 min - will finish tomorrow• Create Posters

• Have students get into five groups• Give each group a card with one the following instructions on it:

• Tone: the author's attitude toward the material and/or readers. Tone may be playful, formal, intimate, angry, serious, ironic, outraged, baffled, tender, serene, depressed, etc. What is the tone of Grendel? Does the author seem to agree with the narrator? How are their perspectives similar or different? What messages might the author be trying to send with the tone of the novel? Does the tone make us believe the narrator as a reliable source of information? Why or why not? Please use at least three specific examples from the text.

• Voice: The dominating ethos or tone of a literary work. The voice existing in a literary work is not always identifiable with the actual views of the author. In this instance, the voice is Grendel’s. What is Grendel’s voice like? Does it seem as though the author agrees with Grendel? What is Grendel’s message? What is the author’s message? How is this different than the voice in Beowulf ? Use at least three specific examples from the text.

• Compare and Contrast Grendel and Beowulf using the information you have so far. Please list at least 10 things and use at least three specific examples from the text.

• Grendel and Society - How does Grendel view humans and/or human nature? How do they view him? How does their view of him influence him? What does he believe about day/night? Can you tell, yet if Grendel believes in God? If so, what does he believe about God? What does he think about death and killing? What other beliefs or thoughts does Grendel have concerning society or humans? Use at least three specific examples from the text.

•Have students begin making posters using these directions. They will finish the posters and share them with the class tomorrow. Explain that they need to write the what they are

http://courses.nus.edu.sg/course/ellibst/lsl01-tm.html#Tone


explaining in big letters, everything else can be smaller. Parts of it can be done with pictures, so long as they can explain the ideas thoroughly when they present. The definitions of the words should be read to the class. This should be as creative as possible.

Lesson Sequence: Frankenstein15 min• Power Point on author (see below)• Take notes30 min• Read Chapter One15 min (finish tomorrow)• Worksheet on tone, metafiction, voice, and comparing and contrasting Frankenstein and

Beowulf (see below)

Closure:1 minTwo people tell me one thing you learned today.

Homework:G - Read Ch. 2, 3_______________F- Read Ch. 2, 3

Supplementary Materials:Worksheet for Frankenstein

Name ________________________Date ____________

Literary Devices Worksheet - FrankensteinPlease work together to answer the following questions. You may either do all of the answers together, or split it up and share the answers. You must each turn in all of the answers to the questions, so make sure everyone has their own paper.

Tone: the author's attitude toward the material and/or readers. Tone may be playful, formal, intimate, angry, serious, ironic, outraged, baffled, tender, serene, depressed, etc.

What is the tone in Frankenstein? Does the author seem to agree with the narrator? How are their perspectives similar or different? What messages might the author be trying to send with the tone of the novel? Does the tone make us believe the narrator as a reliable source of information? Why or why not? Please use an example from the text.

.Voice: The dominating ethos or tone of a literary work. The voice existing in a literary work is not always identifiable with the actual views of the author.

In this instance, the voice is Frankenstein’s Monster. What is Frankenstein’s Monster’s voice like? Does it seem as though the author agrees with the monster? What is the monster’s message? What is the author’s message? How is this different than the voice in Beowulf ? Please cite an example from the text.



Compare and Contrast Frankenstein and Beowulf using the information you have so far. Please list at least 10 things and use at least three specific examples from the text.

Frankenstein and Society - How does Frankenstein’s monster view humans and/or human nature? How do they view him? How does their view of him influence him? What does he believe about day/night? Can you tell, yet if the monster believes in God? If so, what does he believe about God? What does he think about death and killing? What other beliefs or thoughts does Grendel have concerning society or humans? Use at least three specific examples from the text. This question may be too difficult to answer at this point in the unit, see what you can come up with and revisit the question about halfway through the book to see if you can add too it.

Author Power Points:Mary Shelley for Frankenstein

John Gardner for Grendel


Lesson 2 :Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.09 Identify various literary devices, including figurative language, imagery, allegory,




Lesson Objectives:• Students will define literary devices and provide examples of how they are used in the text• Students will analyze characters in the text• Students will connect ideas about world view to their own lives

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. Assessment Plan:Most of the in-class assessment points are for participation. Presentations - informal assessmentPosters - 10 pts__________Worksheet 10 pts

Literacy Strategies:• Presenting knowledge to class• Note taking• Ask important questions• Represent learning through writing and drawing

Materials:PostersPensBooks

Anticipatory Set:5-8 min

Watch this and see if you can recognize any of the impersonations:http://www.youtube.com/watch?v=1GNK83Ffqi4The characters I recognize are Kramer and Bill Cosby. How is it that we recognize them? What makes their personalities distinguishable? This is similar to what authors do in their stories. They write with a familiar “voice” that becomes distinguishable from other authors. This is probably pretty obvious, but how is John Gardner’s voice different from Mark Twain?

Lesson Sequence (Grendel):30 min• Students should finish working on Posters from yesterday 30 min• Present Posters

• Every student should have an opportunity to share something off of the poster

Lesson Sequence (Frankenstein):35 min• Worksheet (see below)20 min• Credo Worksheet15 min• Spend rest of class reading the Credo Worksheet

Closure:2 min• Introduce Credo Worksheet (see below)

• This is can be confidential if you would like it to be, I just need to see that you have completed it.

Homework:Read Ch. 3Credo Worksheet _________________Read Ch. 3-5Credo WorksheetFrankenstein worksheet due Friday

http://www.youtube.com/watch?v=1GNK83Ffqi4

http://www.youtube.com/watch?v=1GNK83Ffqi4

Supplementary Materials:

Credo Worksheet

Discover your own worldview. For each of the following questions, select or write in an answer that most nearly describes your own current understanding of the world—how you think about life. Then write a sentence explaining, qualifying, or expanding on your answer. You will receive full credit for completing this, and you may choose to keep your answers confidential.

1. The universe is:a. Governed by a rational force; what happens makes sense or happens for a reason.b. Random; whatever happens is a matter of pure chance, and no pattern of

understanding is reliable.c. Other (describe):Explanation:

2. The universe is ultimately:a. Moral; there is true good in the world, and what’s wrong for you is also wrong for

me.b. Amoral; good and evil are purely in our minds.c. Other (describe):Explanation:

3. There is:a. A person (God or gods or Someone) in charge of everything that happens.b. Nobody in charge of the universe; the world is impersonal, mechanical.c. Other (describe):Explanation:

4. Human life is:a. Sacred; every person has the right to live and the responsibility to live well.b. Meaningless; humans are actually just intelligent animals that live, die, and

decompose with no further meaning except to themselves and other humans.c. Other (describe):Explanation:

5. Human beings are:a. Essentially good; we naturally tend to do what is right.

b. Essentially evil; we naturally tend to do what is wrong.c. Essentially self-interested; we naturally tend to do whatever we think we want.d. Other (describe):Explanation:

6. Human beings are:a. All equal in value.b. Valuable depending on who they are—which family or nation they’re born into.c. Valuable depending on what they do—whether they act nobly or wickedly.d. Other (describe):Explanation:

7. Human beings are:a. Each unique; every one of us has something to offer that the world would miss if

we weren’t here.b. Essentially the same; we appear to vary, but really are the same on the inside or in

ways that matter most.c. Other (describe):Explanation:

8. Human effort:a. Can make all the difference between good and bad outcomes in a given situation.b. Is futile; we can’t change what nature, fate, or God causes to happen.c. Other (describe):Explanation:

9. Human history is:a. Linear; moving toward a purposeful end. Most events have ultimate meaning.b. An endless cycle of repetition. All events have happened before in some way and

will happen again. No event is unique or significant.c. Other (describe):Explanation:

10. Human prosperity is:a. Virtually unlimited; when we run out of one resource we discover new technology

that allows us to create new resources.b. Limited by the resources available. We must be careful to conserve and recycle

every resource or we will run out of materials to sustain human life.c. Other (describe):Explanation:


Lesson 3:Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.11 Explain how voice and the choice of a narrator affect characterization and the



Lesson Objectives:• Students will connect world view to the characters in the text• Students will gain historical perspective on world view

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. No other differentiation is need as this is an accelerated class. Assessment Plan:Journal 5ptsCredo 5ptsDiscussion

Literacy Strategies:• Note taking• Asking important questions• Discussion

Materials:ProjectorPens PaperComputer

Anticipatory Set:15 min• Journal Question: “How would the monster answer questions 1-3 on the Credo worksheet?”• Discussion - How would the monster answer question one? two? three? Think about this as we talk about world view today. See if you can determine your monster’s world view.

Lesson Sequence:20 min• World View Power Point (see below)• Please take notes15 min• At the bottom of your notes, answer the following questions:

• What periods sound closest to your own worldview? • Which are must unlike yours?• How does this text fit into the history of Western world views? • Where do you see hints of the influence of one or more periods in this history?• How would this text change if it belonged to a different period or movement?

Frankenstein students will participate with the rest of the class since it is a discussion and power point that is relevant to both books.

Closure:10 minLet’s think of a character in any book or movie and see if we can determine their world view. Everyone write down a character’s name. Call on different people to see who they wrote down. Have class discuss possible answers.

Homework:Read Ch. 5,6_____________Read Ch. 7-10

World View Power Point:


Lesson 4 :Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.11 Explain how voice and the choice of a narrator affect characterization and the


culturally significant works of literature that enhance the study of other subjects. • EL.HS.WR.11 Create an organizational structure that logically and effectively presents

information using transitional elements that unify paragraphs and the work as a whole.

Lesson Objectives:• Students will connect worldview to the characters in other texts

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. No other differentiation is need as this is an accelerated class. Assessment Plan:Creative Writing 20pts

Literacy Strategies:• Connecting reading concepts to familiar stories• Writing using new concepts they have learned

Materials:You-tube videoComputerProjectorPen Paper Books

Anticipatory Set:5-8 minYou tube Cinderellahttp://www.youtube.com/watch?v=tjIssqHQJ6o&feature=related

http://www.youtube.com/watch?v=tjIssqHQJ6o&feature=related

http://www.youtube.com/watch?v=tjIssqHQJ6o&feature=related

You are probably wondering why we are watching Cinderella in class today... What would you say Cinderella’s world view is? What do you think would happen if Cinderella was a nihilist? How would that influence the story? Well that is exactly what we are going to try to do today.Lesson Sequence:20 min• In-class Creative Writing Assignment:

• Choose one worldview statement from Credo Worksheet.• Think of a well-known story (3 pigs, Goldilocks, Cinderella, Beauty and the Beast, etc.).• Change the story to reflect the worldview statement.• Rewrite a scene in the story to reflect the characters new world view• What does it look like - as you have heard a million times by now: show don’t tell.

10 min• Have students share story with their neighbor• Students who want to share some of their story or their idea with the class can10 min• Introduce Socratic Meeting (see handouts below)• Example of Socratic Seminar if students need to see it: http://www.youtube.com/watch?v=QxZMGK6IdEs

Closure:Brief discussion about the scene at the end of page 7• There is a graphic scene at the end of Chapter 7 that I would understand if you did not want to read. I will assure you that it is easier to read if you understand that Grendel doesn’t go through with his brutal plan. It is not essential to the overall story except to understand that he has some very evil thoughts and chooses not to go through with most of them.

Homework:Socratic Meeting PrepRead Ch. 6,7_______________Book Group PrepRead Ch. 8-12

NEW:

Lesson Sequence:10 minLook at graph of Worldveiws and read the associated questions

10 minPass back papers and let students look at the comments and ask questions

30 minDo a group activity with thesisGive prompt - same prompt as testTalk about how a thesis needs to have an interesting angle, be debatable and supportable - but not crazy

http://www.youtube.com/watch?v=QxZMGK6IdEs


Have students come up with a thesis as a groupBring it up front, type it up, have class decide whether or not it meets the criteriaDo this with every group NO ONE is aloud to talk about glory and honorYou must be able to think about two supporting ideas (that are different and provable) to go with your thesis - you don’t have to have specific page numbers because you no longer have a book, but you need to have a clear idea of something that is in the text

20 min• Introduce Socratic Meeting (see handouts below)• Example of Socratic Seminar if students need to see it: http://www.youtube.com/watch?

v=QxZMGK6IdEs

Closure:Brief discussion about the scene at the end of page 7• There is a graphic scene at the end of Chapter 7 that I would understand if you did not want to read. I will assure you that it is easier to read if you understand that Grendel doesn’t go through with his brutal plan. It is not essential to the overall story except to understand that he has some very evil thoughts and choses not to go through with most of them.





Socratic Meeting Guidelines:Socratic Seminar GuidelinesThis information can be found at: http://www.studyguide.org/socratic_seminar.htm

Background

The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent.

Students are given opportunities to "examine" a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text, open-ended questions are posed.

Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate.

Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer."

Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the "eyes" and use each other names. This simple act of socialization reinforces appropriate behaviors and promotes team building.

Guidelines for Participants in a Socratic Seminar

1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text.

2. It's OK to "pass" when asked to contribute.

3. Do not participate if you are not prepared. A seminar should not be a bull session.

4. Do not stay confused; ask for clarification.

http://www.studyguide.org/socratic_seminar.htm

http://www.studyguide.org/socratic_seminar.htm

5. Stick to the point currently under discussion; make notes about ideas you want to come back to.

6. Don't raise hands; take turns speaking.

7. Listen carefully.

8. Speak up so that all can hear you.

9. Talk to each other, not just to the leader or teacher.

10. Discuss ideas rather than each other's opinions.

11. You are responsible for the seminar, even if you don't know it or admit it.

Expectations of Participants in a Socratic Seminar

When I am evaluating your Socratic Seminar participation, I ask the following questions about participants. Did they….

Speak loudly and clearly?Cite reasons and evidence for their statements?Use the text to find support?Listen to others respectfully?Stick with the subject?Talk to each other, not just to the leader?Paraphrase accurately?Ask for help to clear up confusion?Support each other?Avoid hostile exchanges?Question others in a civil manner?Seem prepared?

What is the difference between dialogue and debate?

Dialogue is collaborative: multiple sides work toward shared understanding. Debate is oppositional: two opposing sides try to prove each other wrong.

In dialogue, one listens to understand, to make meaning, and to find common ground. In debate, one listens to find flaws, to spot differences, and to counter arguments.

Dialogue enlarges and possibly changes a participant's point of view. Debate defends assumptions as truth.

Dialogue creates an open-minded attitude: an openness to being wrong and an openness to change. Debate creates a close-minded attitude, a determination to be right.

In dialogue, one submits one's best thinking, expecting that other people's reflections will help improve it rather than threaten it. In debate, one submits one's best thinking and defends it against challenge to show that it is right.

Dialogue calls for temporarily suspending one's beliefs. Debate calls for investing wholeheartedly

in one's beliefs. In dialogue, one searches for strengths in all positions. In debate, one searches for weaknesses in

the other position.

Dialogue respects all the other participants and seeks not to alienate or offend. Debate rebuts contrary positions and may belittle or deprecate other participants.

Dialogue assumes that many people have pieces of answers and that cooperation can lead to a greater understanding. Debate assumes a single right answer that somebody already has.

Dialogue remains open-ended. Debate demands a conclusion.

Dialogue is characterized by:

• suspending judgment • examining our own work without defensiveness • exposing our reasoning and looking for limits to it • communicating our underlying assumptions • exploring viewpoints more broadly and deeply • being open to conflicting data • approaching someone who sees a problem differently not as an adversary, but as a

colleague in common pursuit of better solution.

Socratic Seminar: Participant Rubric

“A” Level Participant

Participant offers enough solid analysis, without prompting, to move the conversation forward.

Participant, through her comments, demonstrates a deep knowledge of the text and the question.

Participant has come to the seminar prepared, with notes and a marked/annotated text.

Participant, through her comments, shows that she is actively listening to other participants.

Participant offers clarification and/or follow-up that extends the conversation.

Participant’s remarks often refer back to specific parts of the text.

“B” Level Participant

Participant offers solid analysis without prompting.

Through comments, participant demonstrates a good knowledge of the text and the question.

Participant has come to the seminar prepared, with notes and a marked/annotated text.

Participant shows that he/she is actively listening to others and offers clarification and/or

follow-up.

C Level Participant

Participant offers some analysis, but needs prompting from the seminar leader.

Through comments, participant demonstrates a general knowledge of the text and question.

Participant is less prepared, with few notes and no marked/annotated text.

Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments.

Participant relies more upon his or her opinion, and less on the text to drive her comments.

D or F Level Participant

Participant offers little commentary.

Participant comes to the seminar ill-prepared with little understanding of the text and question.

Participant does not listen to others, offers no commentary to further the discussion.

Participant distracts the group by interrupting other speakers or by offering off topic questions and comments.

Participant ignores the discussion and its participants

Pre-Seminar Question-Writing:Before you come to a Socratic Seminar class, please read the assigned text and write at least one question in each of the following categories:

WORLD CONNECTION QUESTION: Write a question connecting the text to the real world. Example: If you were given only 24 hours to pack your most precious belongings in a back pack and to get ready to leave your home town, what might you pack? (After reading the first 30 pages of NIGHT).

CLOSE-ENDED QUESTION: Write a question about the text that will help everyone in theclass come to an agreement about events or characters in the text. Thisquestion usually has a "correct" answer. Example: What happened to Hester Pyrnne's husband that she was left alone in Boston without family? (after the first 4 chapters of THE SCARLET LETTER).

OPEN-ENDED QUESTION: Write an insightful question about the text that will require proofand group discussion and "construction of logic" to discover or explore theanswer to the question. Example: Why did Gene hesitate to reveal the truth about the accident to Finny that first day in the infirmary? (after mid-point of A SEPARATE PEACE).

UNIVERSAL THEME/ CORE QUESTION: Write a question dealing with a theme(s) of the text that willencourage group discussion about the universality of the text. Example: After reading John Gardner's GRENDEL, can you pick out its existential elements?

LITERARY ANALYSIS QUESTION: Write a question dealing with HOW an authorchose to compose a literary piece. How did the author manipulate point ofview, characterization, poetic form, archetypal hero patterns, for example? Example: In MAMA FLORA'S FAMILY, why is it important that the story is told through flashback?

Name DateLit Circle Notes: Introduction

Group Members

1.

2.

3.

4.

5.

6.

DeadlineYou must finish this book and all related assignments by: Wednesday, June 6th.

AssessmentYou will be assessed according to:` • the quality of your contributions to your lit circle discussion` • the extent to which you keep up with your responsibilities to your group` • the quality of your ideas on your Lit Circle Notes` • the quality of your group’s discussion

AssignmentsYour group must:` • assign itself the reading for each night, pacing yourselves so you get it done by June 6th.` • hold each member accountable for work, contributions to discussion, and respectful participation` • rotate the assigned roles so that each night someone has a different responsibility; when you

complete one cycle through the group, begin again as you think appropriate, rotating jobs daily.

ScheduleHere is the schedule for each week:` • Monday` • LC (Lit Circles)` • Groups meet

` • Tuesday` • LC (Lit Circles)` • Read and roles

` • Wednesday` • LC (Lit Circles)` • Groups meet

` • Thursday` • LC (Lit Circles)` • Read and Roles

` • Friday` • LC (Lit Circles)` • Groups meet

Source: I must credit Harvey Daniels with the idea of Lit Circles. Though I have taken small libertieswith the ideas and roles, and created my own Lit Circle Notes pages, the core ideas andtechnique are his, not mine. To learn more, read Harvey Daniels’s book Literature Circles: Voiceand Choice in the Student-Centered Classroom (Stenhouse1994)

Lit Circle Notes: Overview of the Roles

Illuminator: You find passages your groupwould like to / should hear read aloud.These passages should be memorable,interesting, puzzling, funny, or important.Your notes should include the quotationsbut also why you chose them, and whatyou want to say about them. You can eitherread the passage aloud yourself or askmembers of your group to read roles.

Sample Questions What were you thinking about as you read? What did the text make you think about? What do you think this text / passage was about? How might other people (of different backgrounds) think about this text / passage? What one question would you ask the writer if you got the chance? Why? What are the most important ideas / moments in this text / section? What do you think will happen next---and why? What was the most important change in this section? How and why did it happen?

Illustrator: Your role is to draw what you read.This might mean drawing a scene as a cartoon-like sequence, or an important scene so readerscan better understand the action. You can drawmaps or organizational trees to show how oneperson, place, or event relates to the others.Use the notes area to explain how your drawingrelates to the text. Label your drawings so weknow who the characters are. Make yourdrawing on the back of this page or on aseparate sheet of paper.

Sample Questions Ask members of your group, “What do you think this picture means?” Why did you choose this scene to illustrate? How does this drawing relate to the story? Why did you choose to draw it the way you did? What do we see---i.e., who and / or what is in this picture? What, if anything, did drawing it help you see that you had not noticed before? What did this quotation / passage make you think about when you read it? What are you trying to accomplish through this drawing?

Connector: Your job is to connect whatyou are reading with what you are studyingor with the world outside of school. Youcan connect the story to events in you ownlife, news events, political events, orpopular trends. Another important sourceof connections is books you’ve alreadyread. The connections should be meaningfulto you and those in your group.

Sample Questions What connections can you make to your own life? What other places or people could you compare this story to? What other books or stories might you compare to this one? What other characters or authors might you compare to this one? What is the most interesting or important connection that comes to mind? How does this section relate to those that came before it?

Word Watcher: While reading theassigned section, you watch out for wordsworth knowing. These words might beinteresting, new, important, or used inunusual ways. It is important to indicate thespecific location of the words so the groupcan discuss these words in context.

Sample Questions Which words are used frequently? Which words are used in unusual ways? What words seem to have special meaning to the characters or author? What new words do you find in this section? What part of speech is this word? What is the connotative meaning of this word? What is the denotative meaning of this word?

Discussion Director: Your role demandsthat you identify the important aspects ofyour assigned text, and develop questionsyour group will want to discuss. Focus onthe major themes or “big ideas” in the textand your reaction to those ideas. Whatinterests you will most likely interest thosein your group. You are also responsible forfacilitating your group’s discussion.


Summarizer: Prepare a brief summary ofthe day’s reading. Use the questions to theright to help you decide what to include. Insome cases, you might ask yourself whatdetails, characters, or events are soimportant that they would be included onan exam. If it helps you to organize theinformation, consider making a numberedlist or a timeline.

Sample Questions What are the most important events in the section you read? What makes them so important? What effect to these events have on the plot or the other characters? What changes---in plot, character, or tone---did you notice when you read? What questions might appear on an exam about this section you read? What might be a good essay topic for this section of the story?

Lit Circle Notes: Examplars and Reminders

Down here you should review, retell, or reflect on what you read so far. (Use the back if necessary).

Illuminator“I was told by my father that I had nofree will, no control whatsoever overmy destiny, that each minute detailabout my life, my existence---beforenow and to come---were all containedin a big scroll made of my life, overwhich my ancestors pondered day andnight as they alternately tossed randomsituations into my life...” (p. 126, ¶4,from Kaffir Boy)

ResponseThis quote is important because it makes you think about your future.When I was reading this, I stopped for a second and thought aboutmy destiny. There is no way you can avoid the future. Every secondcounts. In a few seconds you can make a wrong decision. Sooner orlater those seconds turn into minutes, which turn into hours that turninto days... Your destiny is something you come up with by makingthose decisions. What if someone just scrambled a few obstaclestogether and then put them in our destiny book? We must learn tomake correct choices. They might just change some obstacles in thedestiny book. We might be able to overcome those challanges that wereput in the future. (Jessica Perez about Kaffir Boy)

ConnectorWhat other places can you comparethis to?

ResponseThis passage reminds me of Germany during the Holocaust. Thepolice in South Africa are just like the Nazis banging on theJewish doors and looking for the Jewish star or other requiredidentification papers; this is how they use the blacks’ passbooks inSouth Africa. (Jen Lescher about Kaffir Boy)

SummarizerWhat are the most important events?

Why is this important?

ResponseHe was being rude to the “shit men” and they made him get in

a bucket of night soil. Also they had to move out of their shack andinto another one and Alexandra will soon be torn down. Healmost died from the braziere being inside.

It taught him not to make fun of people, especially for theirjobs because they don’t want to do what they are doing. Movinginto another shack is important because it shows how poor they areand how they do whatever the whites say, including picking uptheir lives and leaving. They do what they say because they fearbeing arrested. (Jen Lescher about Kaffir Boy)

Discussion DirectorDid they depend on witchcraft andvodoo so they don’t have to takeownership of bad things that hap-pened?

ResponseYes, they depended very much on vodoo and witchcraft. They seemedto blame everything bad on the witches and evil ancestral spirits.They blamed no money, not being able to find a job, the police. Theywere all some sort of evil spirit. It was never the fault of the livingperson, but always the doing of a nonliving spirit. [They believedthis because... I also noticed that when x would happen, theybelieved...] (Jennifer Edl, about Kaffir Boy)

Johannes goes to the tribal land at this point in the book. He goes with his father and finds his witchdoctor.His family leaves to another part of the city because Alexandra got bulldozed. They move to another placewhere they are in poverty. Johannes turns to begging. Mother gets upset and talks with Johannes. He is nowparanoid about police raids and witches. (Jessica Perez, about Kaffir Boy)

Overview: Few people are developing their ideas; few are following the Cornell format; few are doing whatI would call complete work. Nearly all are running great discussions. Use these exemplars to help youimprove your notes this week. It’s the end of the year: I expect daily evidence of all you’ve learned to do.

© Jim Burke 2001. For more information on this and other such Tools for Thought visit www.englishcompanion.com

Name DateLit Circle Notes: Word Watcher


Word Watcher: While reading theassigned section, you watch out for wordsworth knowing. These words might beinteresting, new, important, or used inunusual ways. It is important to indicate thespecific location of the words so the groupcan discuss these words in context.

Sample Questions Which words are used frequently? Which words are used in unusual ways? What words seem to have special meaning to the characters or author? What new words do you find in this section? What part of speech is this word? What is the connotative meaning of this word? What is the denotative meaning of this word?

Assignment for Tomorrow: page _______ – page_______

Assignment for Today: page _______ – page_______

Topic to be carried over to tomorrow:

In this column, write the word, and thepage and paragraph numbers. Write thedefinition and any explanation aboutwhy you chose the words in the notessection to the right. >>>)

© Jim Burke 2001. For more information on this and other Tools for Thought visit www.englishcompanion.com

Name DateLit Circle Notes: Illustrator


Illustrator: Your role is to draw what you read.This might mean drawing a scene as a cartoon-like sequence, or an important scene so readerscan better understand the action. You can drawmaps or organizational trees to show how oneperson, place, or event relates to the others.Use the notes area to explain how your drawingrelates to the text. Label your drawings so weknow who the characters are. Make yourdrawing on the back of this page or on aseparate sheet of paper.

Sample Questions Ask members of your group, “What do you think this picture means?” Why did you choose this scene to illustrate? How does this drawing relate to the story? Why did you choose to draw it the way you did? What do we see---i.e., who and / or what is in this picture? What, if anything, did drawing it help you see that you had not noticed before? What did this quotation / passage make you think about when you read it? What are you trying to accomplish through this drawing?




Your drawing should be on the back oron a separate sheet of paper; your notesand explanation should be over here >>.)


Name DateLit Circle Notes: Illuminator


Illuminator: You find passages your groupwould like to / should hear read aloud.These passages should be memorable,interesting, puzzling, funny, or important.Your notes should include the quotationsbut also why you chose them, and whatyou want to say about them. You can eitherread the passage aloud yourself or askmembers of your group to read roles.

Sample Questions What is happening in this passage? Why did you choose this passage? What does this passage mean, or what is it discussing? How should you present this passage? Who is speaking or what is happening in this passage? What is the most unique aspect of this passage---and why is it unique? What did this quotation / passage make you think about when you read it? What makes this passage so confusing, important, or interesting?




Write the page and paragraph numberin this column. Unless the quote is reallylong, you should also write the quote inthis column; write your response to it inthe main note taking area to the right.)


Name DateLit Circle Notes: Summarizer


Summarizer: Prepare a brief summary ofthe day’s reading. Use the questions to theright to help you decide what to include. Insome cases, you might ask yourself whatdetails, characters, or events are soimportant that they would be included onan exam. If it helps you to organize theinformation, consider making a numberedlist or a timeline.

Sample Questions What are the most important events in the section you read? What makes them so important? What effect to these events have on the plot or the other characters? What changes---in plot, character, or tone---did you notice when you read? What questions might appear on an exam about this section you read? What might be a good essay topic for this section of the story?




Write your discussion questions in here;write your response to them in the mainnote taking area to the right >>>>)


Name DateLit Circle Notes: Connector


Connector: Your job is to connect what youread with what you study in this or otherclasses. You can also connect the story withevents in your own life or the world outsideschool as depicted in the news or othermedia. Another valuable source of connec-tions is books you’ve already read this year.Connections should be meaningful to youand those in your group.

Sample Questions What connections can you make between the text and your life? What other places or people could you compare this story to? What other books or stories might you compare to this one? What other characters or authors might you compare to this one? What current trends or events are related to this section of the book? What is the most interesting or important connection that comes to mind? What is the connection that no one else but you can discover? How does this section relate to those that came before it?






Name DateLit Circle Notes: Discussion Director


Discussion Director: Your role demandsthat you identify the important aspects ofyour assigned text, and develop questionsyour group will want to discuss. Focus onthe major themes or “big ideas” in the textand your reaction to those ideas. Whatinterests you will most likely interest thosein your group. You are also responsible forfacilitating your group’s discussion.






Power Point:


Lesson 5:Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence

from the text• EL.HS.LI.09 Identify various literary devices, including figurative language, imagery, allegory,




Lesson Objectives:• Students will discuss the concepts presented in the text• Students will think critically about the authors intentions

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. No other differentiation is need as this is an accelerated class. Assessment Plan:Points based on Rubric for Socratic Meeting____________Peer evaluations - 5ptsWorksheets - 10pts

Literacy Strategies:Discussing and Analyzing Literature as a group

Materials:BooksPaper Pen

Anticipatory Set:15 min

• Journal “How did you feel about the author’s choice to include this passage in the book? Would you have made the same choice? Why or why not?”

• Discuss journal prompt

Lesson Sequence:10-15 minVocab Quiz

35 min• Socratic Meeting (see handouts in previous lesson)_____________________________35 min•Literature circles

Closure:5 min• Three people share something you learned today from our discussion• On a scale of 1 - 3 rate the usefulness of this activity

Homework:Read Ch. 8_________________

Read Ch. 13-17


Lesson 5b (insert new lesson) :Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence





Lesson Objectives:• Students will connect the author to the characters in the text• Students will write a good thesis and support it with commentary and concrete details

• Students will analyze novel critique and it’s relation to the text

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things.

Assessment Plan:In-class writing - 30 points

Literacy Strategies:• Writing to think about concepts• Connecting text to the outside world - to the author and to it’s critics

Materials:PensPaperBooksPower Point

Anticipatory Set:

Lesson Sequence:15 minutes• Power Point on author (see lesson one - this is where the power point was to occur initially)

45 minutesIn-class writing assignment:Please take one of the following quotes and write a short essay that answers the questions associated with the quote. Write a strong thesis, and use cm’s and cd’s to support your ideas. This answer is your opinion supported by evidence from the text.

1. In the New York Times, Richard Locke explained how the uncivil behavior of "civilized" man contributed to Grendel's murderous career: "Though twice he attempts to shed his monsterhood, become human, join these other verbal creatures, . . . he's misunderstood on both occasions, and the rat-like humans attack him in fear. So, racked with resentment, pride and vengeful nihilism, outraged by mankind's perversity (for the noble values of the poet's songs are betrayed in a trice by the beery warlords), Grendel commences his cynical war."Do you agree or disagree with Richard Locke’s assertion that man is partially to blame for Grendel’s behavior? Why or why not?

2. "Art leads, it doesn't follow. Art doesn't imitate life, art makes people do things.... if we celebrate bad values in our arts, we're going to have a bad society; if we celebrate values which make you healthier, which make life better, we're going to have a better world. I really believe that."John GardnerHow does this quote either change or reaffirm your ideas about Grendel? Do you think Gardner has represented his values in Grendel? Why or why not? _______________________________Frankenstein students will review a power point in the library about Mary Shelley and then write using this prompt:

Please take the following quote and write a short essay that answers the questions associated with the quote. Write a strong thesis, and use cm’s and cd’s to support your ideas. This answer is your opinion supported by evidence from the text.

“The same energy of character which renders a man a daring villain would have rendered him useful in society, had that society been well organized.” Mary Shelley

Do you agree with Mary Shelley’s assertion? If so, how do you think society corrupted Frankenstein’s monster and prevented him from being a useful member of society? If not, what do you think is the cause of the monster’s corruption?

Homework:G- Read 8 and 9F- 18-22Both - Vocab Due Wednesday


Lesson 6 :Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence





Lesson Objectives:• Students will connect world view to the characters in the text• Students will present knowledge to class• Students will analyze the characters and their influence on one another

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things.

Assessment Plan:Poster - 10Presentation - 5Journal - 5

Literacy Strategies:• Writing to think about concepts• Representing learning with graphic organizers and presentations

Materials:PostersPensPaperBooks

Anticipatory Set:Introduce activity and pass out the supplies.30 min• Character Posters - show example below

• Break into groups of five• Chose either: Grendel, Beowulf, Hrathgar, The Dragon, Grendel’s mother, Wealhtheow,

Unferth, or The Shaper. • Draw the character in the center of the paper.• Write the character’s name in bold letters• In another color, write the character’s worldview - be prepared to defend yourself in your

presentation with evidence from the text• In another color, write a quote from this character or about this character that tells us

something about him/her - you will explain this in your presentation• In another color, how does this character relate to society?• In another color, what is the message the author is trying to send through this character.• What is this character’s biggest accomplishment? • What is this character’s biggest flaw?• You may use pictures or words, but you must be able to answer all of these questions when

you present.25 min

• Presentations __________________________ 55 min• Work together to make a collage of the characters in Frankenstein.

• Use at least three of the main characters• Draw each of them using the descriptions provided by the author as much as possible• Write the character’s names near them in bold• In a different color, write the character’s world view - with at least three bullets as to why

you think this• In another color, write a quote from the text that helps us understand your character better.

Write another sentence explaining why this is a useful quote.• In another color, write words around the character that describe him/her.• In another color, what is the message the author is trying to send through this character.• What is this character’s biggest accomplishment? • What is this character’s biggest flaw?• You may use pictures and words, but it must be clear to me that you have answered all of

these questions.If you finish early you may start on homework

Closure:2 minHow does this exercise help you to better understand the characters? Is it useful? Rate 1-3 - three being most useful.

Homework:Read 10 Socratic Meeting PrepVocab_______________

Read 22-ContinuationLit Circle PrepVocab

Lesson 6b:Estimated Time for Lesson: 70 minutesStandards:• EL.HS.LI.07 Infer the main idea when it is not explicitly stated, and support with evidence





Lesson Objectives:• Students will discuss the concepts presented in the text• Students will think critically about the authors intentions

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. Assessment Plan:Points based on Rubric for Socratic Meeting____________Peer evaluations - 5ptsWorksheets - 10pts

Literacy Strategies:Discussing and Analyzing Literature as a group

Materials:BooksPaper Pen

Anticipatory Set:15 min• Pass back in-class essays• Have students record their grades• Check to see that they completed their vocabulary• Take questions about the essay

Lesson Sequence:55 min• Socratic Meeting (see handouts in previous lesson)_____________________________55 min•Literature circles

Closure:5 min• Three people share something you learned today from our discussion• On a scale of 1 - 3 rate the usefulness of this activity

Homework:Read Ch. 10 & 11

Vocab Quiz_________________

Read Ch. 22- endVocab Quiz






culturally significant works of literature that enhance the study of other subjects. • EL.HS.WR.10 Establish a coherent and clearly supported thesis that engages the reader,

conveys a clear and distinctive perspective on the subject, maintains a consistent tone and focus throughout the piece of writing, and ends with a well supported conclusions.

• EL.HS.WR.11 Create an organizational structure that logically and effectively presents information using transitional elements that unify paragraphs and the work as a whole.

Lesson Objectives:• Students will connect world view to the characters in the text• Students will analyze literary devices and their relation to the text.• Students will present knowledge to class• Students will analyze the characters and their influence on one another• Students will construct a thesis that is debatable, supportable and focussed using the provided

prompts

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. No other differentiation is need as this is an accelerated class. Assessment Plan:Journal - 5

Notes - 5Literacy Strategies:• Note taking• Asking important questions• Discussion• Presenting concepts to each other• Writing a concise thesis statement that helps them focus their ideas

Materials:You-tube videoComputerProjectorPen Paper BooksPosters

Anticipatory Set:10 min• Journal “Refer back to chapter 6, how does the dragon influence Grendel? Contrast the

dragon’s message with the Shaper’s. Which vision of the world does Grendel seem to accept or prefer: the dragon’s or the Shaper’s?”

• Briefly discuss journal______________• Journal “How does Frankenstein’s lack of involvement in the monster’s life affect the monster?”

Lesson Sequence:10 minVocabulary Quiz25 min• Power Point review of terms for test25 min• Assign Thesis and hand out prompt (see below)

• Discuss elements of a good thesis• Debatable, supportable, focusses the paper - write on board to remind them

• Work on Thesis for remainder of class• Student’s must get thesis approved before they leave• Rough draft of paper must be done by Tuesday for peer editing• Time in class tomorrow to write or peer edit

Closure:Write down a question you still have about the novel.

Homework:Rough Draft

Any reading you have not completed

Power Point:

Essay Prompt:Essay Assignment: Grendel

Choose one of the following prompts and respond to it in a formal literary analysis essay.

• What gives meaning (a sense of purpose and value) to the lives of at least three the following characters: Hrothgar, Wealtheow, Unferth, The Dragon, The Shaper, Red Horse, Ork, Hrothulf, Beowulf ?

• Grendel is an outsider, but he does sometimes express or show a desire to be part of a community - even the human community. Describe some of these moments. What are the outcomes of his need to belong?

• Although Grendel in Beowulf represents all that is evil, Gardner seems to take a different, more complex approach. Identify some signs of potential goodness in Grendel. What prevents these "seeds" of goodness from developing?

• What exactly makes Grendel a monster? Consider not only his physical appearance but also his moral and spiritual understandings.

• Is Beowulf a hero or an anti-hero (or both)? Describe the ambiguities of his character, and decide whether positive or negative traits seem to predominate.

Remember what we’ve learned so far about essay writing:

• Clearly state a controversial thesis (one that could be reasonably disputed). • Deal with a universal theme that’s bigger than the characters and plot of this one novel. • Remember your audience (intelligent people who have read the novel in question). Avoid

re-telling the plot; instead, ‘zoom in’ on a few concrete details that support your thesis. • Keep quotations short and embed them in your own sentences. • Comment on each concrete detail: dissect it; read closely; and explain how it relates to a

specific part of your thesis. • Use as many body paragraphs and examples as your thesis requires. Don’t force this to be

a five-paragraph essay. • Avoid plagiarism! Review your English handbook and pages 3-4 of your syllabus.

Protocol:• MLA format• Approximately 1,000 words (3 full pages).• Works Cited page necessary if consulting any source beyond Beowulf and John Gardner’s

novel Grendel.• Original title. • Clear thesis statement supported with evidence from the text and explanations of each example.

Draft due: Tuesday, February 15 Final draft due: Monday, February 22

Some prompts come from http://www.brtom.org/gr/questions.html.

Essay Assignment: Monsters

Write a theme statement based on a topic addressed in the monster novel you read (John Gardner’s Grendel or Mary Shelley’s Frankenstein). Then consider what literary elements and devices the author employs to convey that theme. In other words, how does the novel explore this theme and bring it to the reader’s attention?

What does the novel’s author (not you) suggest distinguishes a human from a monster?

The following questions may help you think about the central question. You may use them to prompt your thinking, but you do not have to. Please do not attempt to answer all of them in your essay; the assignment is not to complete a worksheet, but to write a literary analysis essay. That is, clarify for your reader what the novel says and means.

• Are outward appearance and physical violence the key indicators of a monster? • Can a monster ever be more humane than humans? • Are monsters made monstrous by their interactions with humans? • Can a monster be redeemed (made less monstrous, or even fully human)? Can a

human become a monster? Remember what we’ve learned so far about essay writing:

• Clearly state a controversial thesis (one that could be reasonably disputed). • Deal with a universal theme that’s bigger than the characters and plot of this one novel. • Remember your audience (intelligent people who have read the novel in question). Avoid

re-telling the plot; instead, ‘zoom in’ on a few concrete details that support your thesis. • Keep quotations short and embed them in your own sentences. • Comment on each concrete detail: dissect it; read closely; and explain how it relates to a

specific part of your thesis. • Use as many body paragraphs and examples as your thesis requires. Don’t force this to be

a five-paragraph essay.

http://www.brtom.org/gr/questions.html

http://www.brtom.org/gr/questions.html

• Avoid plagiarism! Review your English handbook and pages 3-4 of your syllabus.

Protocol:• MLA format• Approximately 1,000 words (3 full pages).• Works Cited page necessary if consulting any source beyond Beowulf and John Gardner’s novel

Grendel.• Original title. • Clear thesis statement supported with evidence from the text and explanations of each example.

Draft due: Tuesday, February 15 Final draft due: Monday, February 22






culturally significant works of literature that enhance the study of other subjects. • EL.HS.WR.10 Establish a coherent and clearly supported thesis that engages the reader,



Lesson Objectives:• Students will demonstrate knowledge of overall unit• Students will construct a thesis that is debatable, supportable and focussed using the provided

prompts• Students will look critically at their own writing to see how they can improve• Students will assess each others writing and help each other to improve their writing• Students will conference with the teacher to see how they can improve their writing.

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so

that students are doing different things. No other differentiation is need as this is an accelerated class. Assessment Plan:Test - 50ptsPeer Editing - 20 pts

Literacy Strategies:Evaluating their own writing and a peers writingDiscussing their writing with a teacherLearning to identify and ask specific questions about their writing so that they can think critically about where they are struggling.

Materials:TestPen Paper Books

Anticipatory Set:Our time is limited so we will go directly into the test today.

Lesson Sequence:35 min

• Test

30 min • Draft One is due• On the back of their papers, students should answer the following:

• What is the best thing about your paper?• What is the thing you struggled the most with?• When your peers are looking at your paper, what is the thing you would most like them to

focus on?• Ask Ms. Turner a specific question about your paper so that she knows how she can help

you when you meet with her.• Peer Editing - Students will edit each other’s papers using the criteria listed in the handout

below.• Students will meet with me one on one

Closure:5 minDon’t forget to go over notes for the test. Second set of rough drafts are due tomorrow.

Homework:Rough Draft 2Final Test:

Name____________________________Date _____________

Grendel/Frankenstein Unit Test

Please define and provide an example (from either Grendel or Frankenstein) of each of the following (2 points each):

1. Tone is:a. The author's attitude toward the material and/or readersb. The thoughts and speech pattern of the first person narratorc. The author’s style of writingd. Both “b” and “c”

2. What is the tone of Grendel/Frankenstein?

3. Voice is: a. The thoughts and speech pattern of the first person narratorb. The author’s style of writingc. The author's attitude toward the material and/or readersd. Both “a” and “b”

4. Describe the voice in Grendel/Frankenstein?

5. Please define “hero” and provide and example from your text.

6. Please define “anti-hero” and provide an example from your text.

7. Point of View a. The perspective from which the author tells his or her storyb. The angle from which the author is showing a setting.c. The opinion of the narrator

8. What is the point of view in Grendel?

9. Please list and define three of the Worldviews in European History (3 points each):

a.

b.

c.

Short answer - Demonstrate your ability to think critically by answering one of these questions in 5-10 sentences. This does not have to be framed with a thesis, but your ideas should be clear and supported. You may use your book. (5 points)• Refer back to chapter 6, how does the dragon influence Grendel? Contrast the dragon’s

message with the Shaper’s. Which vision of the world does Grendel seem to accept or prefer: the dragon’s or the Shaper’s?

• How does Frankenstein’s lack of involvement in the monster’s life affect the monster?

Peer Editing Guidelines:Peer Editing Sheet:

Before you give another student your paper, please write the things you feel you need the most help with at the top of the paper. Then exchange papers.

Please read your peer’s papers twice.

The first time look for:1. Grammar, spelling and punctuation2. Word choice/ sentence flow3. Transitions4. Strong Lead and thesis

The second time look for:1. Flaws in the argument2. Places that need more evidence to support the idea3. Places that seem repetitive or don’t help the ideas move forward4. Places were the student seems to misunderstand the text

Write your suggestions in the margin. Use editing marks through out the paper.Write a quick response to their paper at the end.

When you get your papers back, understand that you are the writer of the paper and your peers are only trying to help you make your paper the best it can be. Ultimately, you make the decision as to what will go in your paper, so consider your peer’s edits suggestions.



from the text• EL.HS.LI.11 Explain how voice and the choice of a narrator affect characterization and the

tone, plot, and credibility of a text. • EL.HS.WR.10 Establish a coherent and clearly supported thesis that engages the reader,



Lesson Objectives:• Students will construct a thesis that is debatable, supportable and focussed using the provided

prompts• Students will look critically at their own writing to see how they can improve• Students will assess each others writing and help each other to improve their writing• Students will conference with the teacher to see how they can improve their writing.

Differentiation: Students who are concerned about the graphic nature of certain parts of Grendel have been given the opportunity to opt out and read Frankenstein instead. As a result, some of the lessons have been planned to accommodate both groups of students while other lessons have been planned so that students are doing different things. No other differentiation is need as this is an accelerated class. Assessment Plan:Peer Editing - 20 pts

Literacy Strategies:Evaluating their own writing and a peers writingDiscussing their writing with a teacherLearning to identify and ask specific questions about their writing so that they can think critically about where they are struggling.

Materials:Pen Paper Books

Anticipatory Set:Our time is limited again, because the period is shortened because of Career Day. We will go directly into the workshop time. (The first part of the Workshop could probably be considered an anticipatory set.)

Lesson Sequence:

30 min • Draft Two is due• On the back of their papers, students should answer the following:

• What is the best thing about your paper?• What is the thing you struggled the most with?• When your peers are looking at your paper, what is the thing you would most like them to

focus on?• Ask Ms. Turner a specific question about your paper so that she knows how she can help

you when you meet with her.

• Peer Editing - Students will edit each other’s papers using the criteria listed in the handout below.

• Students will meet with me one on one

Closure:5 minThe final draft is due Monday. Are there any questions about this? Tomorrow we will get our books for Hamlet.

Homework:Final Draft

Editing for Extra Credit

1. You must address every comment in the paper by either telling me how you changed it or why you did not. If you did not change it, you need to have a good reason.

2. You must highlight all of the changes on your new paper.

3. There are a lot of suggestions in the paper to give you ideas for improvement. You can use some of these suggestions, but you also need to demonstrate your own understanding of how to make the necessary changes.

4. Your word choice and sentence fluency should improve significantly. This means that some of you will need to add to your paper to help us understand precisely what you are meaning. Some of you will need to cut out some of your words to communicate precisely what you mean.

5. If your paper is not already set up so that every paragraph supports the thesis by explaining a different aspect of the thesis, it should be revised to do so.

6. There should be cds and cms to support every point. Make sure your cms clearly state the purpose of the cd.

7. You must turn in an explanation of the changes, the original draft and the edited version.

unit title/topic: grendal- novel study subject: accelerated...

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