Rationales for Spring 2008
This is just the place holder for where we'll post our rationales. They're due the 26 now, same date as your virtual booktalks, but I've not decided whether I want to see them in paper copy first or ask you to post them directly to the blog.
I do suggest, however, that you do a search for "rationales" by using the search feature of this blog, the one over there in the upper left corner. That should lead you to some links to sample rationales and format ideas from NCTE and from former students in this class. Just make sure your work is always your work, of course.
posted by Bucky C. @ 11:30 AM
17 comments
17 Comments:
Bucky-
I looked up Amy Graves' rationale, and I really liked it. Would it be okay to use her format? All of the information is my own, but I want to organize it like hers. I just don't want to risk plagiarism. Thanks!
Tiffany Lane
ENG 418
Dr. Carter
March 24, 2008
Rationale for To Kill a Mockingbird
Book: To Kill a Mockingbird by Harper Lee
Intended Audience: In our thematic unit on Acceptance, students in tenth grade English will be reading Harper Lee’s To Kill a Mockingbird . This Pulitzer Prize winning young adult literature novel is accepted as a national classic and has been translated into over forty languages. This text is intended for grades five through twelve.
Plot Summary: The back cover of the novel reads, “Harper Lee’s classic novel of a lawyer in the deep south defending a black man charged with the rape of a white girl.” To Kill a Mockingbird follows three years in the life of Scout, an endearing little girl who doesn’t quite understand the adult world around her. As her father represents a black man accused of raping a white girl, she learns not only about who she is and what she stands for, but also learns a hard lesson about accepting people as they are.
Opinions about the Text: “That rare literary phenomenon, a Southern novel with no mildew on its magnolia leaves. Funny, happy, and written with unspectacular
Precision.” –Vogue. “A first novel of such rare excellence that it will no doubt make a great many readers slow down to relish more fully its simple distinction… A novel of strong contemporary significance.” –Chicago Tribune. “Novelist Lee’s prose has an edge that cuts through can’t, and she teaches the reader an astonishing number of useful truths about little girls and their Southern life.” –Time
My Reflection: Upon the completion of this book, I sat in contemplation for several moments. Growing up in Mississippi, I understand very well the issues of racial prejudice in the South, and I was touched by the intellectual and social awakening experienced by Scout. Lee’s use of the Southern dialect is remarkable and her attention to detail is crucial to the deep rooted issues within this text. Students will be able to relate to this text because of its themes relevant to young adults. Not only is Scout learning about the racial divide in her country, but she is also learning how to accept others who are different from her. More personally, the reader can recognize and relate to the fact that like the African American people and Boo Radley, Scout too is misunderstood because of her differences. Understanding and appreciating diversity is very important in the development of young adults, and this book helps to facilitate that learning experience.
Possible Objections:
Vulgar Language- Throughout the text, vulgar language is used. This book attempts to realistically recreate a time period and its culture, which includes common everyday language.
Racial Slurs- In order to accurately represent the horrid treatment of African American people during this time period, characters in the novel refer to this minority group using the racial slurs common during the period. Within the context of this novel, this type of language is necessary to represent the attitudes of this time period.
Violence – In this text, there are several aspects of violence involved. Issues such as rape, fights among children, child abuse, and threats of violence are all found within this novel. Not only do these scenes help to further the plot of the story, but they also depict the tense social emotions that were rampant during the time period.
Objectives for Reading the Text: This text will be used within the thematic unit about Acceptance. After being introduced to historical as well as other literary supplementary material, the students will read the text and then participate in a Paideia Seminar. After reading and studying this text students will be able to:
• Understand and Recognize literary devices such as character, plot, setting, conflict, theme, point of view, and imagery.
• Analyze word choice and diction to determine the author’s purpose
• Analyze author’s figurative language such as: metaphor, simile, personification, and hyperbole
• Make text to self and text to world connections
• Analyze stereotypes and prejudices in our culture
After the completion of this text within our thematic unit, not only will students be able to master the set objectives, but they will also gain an understanding of the stereotypes within the novel and their place in our historical context.
Amy, I'm glad you found Amy G's template useful. Certainly using the format was/is acceptable. She just pulled from the NCTE links, I'm fairly certain, but that allowed her to do a very thorough and well-crafted rationale.
~~~
It's also nice to see some of you getting a headstart on posting these. However, I instructed last week that you need to turn in a paper copy first. I'll give feedback on that, then let you post.
So, if you've already posted, that's cool. You'll still need to bring a printed copy to turn in on Wednesday along with your journals, though, and if you decide you want to make changes based on the feedback I give on your paper copies, you may do so. Just keep me informed as to whether I'll need to delete any old posts, etc.
Oops! Sorry about that! Thanks for letting me know. : )
Joseph Tenney
March 25, 2008
Dr. Bucky Carter
YA Literature
Rationale for Beasts of No Nation
Book: Beasts of No Nation by Uzodinma Iweala
Class: Mr. Tenney’s 11th grade English class will be reading Beasts of No Nation by Uzodinma Iweala as part of the multi-ethnic thematic block that will extend from March 26th to April 9th. This book is considered multi-ethnic, multi-cultural, young adult/adolescent literature and it is at an advanced 10-12 grade reading level. Students will be expected to read the text in pieces as homework and to come to class prepared for discussion of the text. In class, the text will be reread in parts, discussed as a class and in groups, and the students will be tested through random quizzes to ensure that the required readings are done. There will also be a final response piece at the end of the assignment.
Plot Summary: Agu, a young child in West Africa during a time of conflict and strife, loses his family to the war and is forced to join a military group or be killed. Agu goes through many hardships and tribulations as he attempts to cope with the difficult times and the things that he is forced to do as a soldier of war. Agu makes some friends but is overwhelmed with the amount of cruelty that comes with the times and the innate harshness of soldier life.
Opinions on the text: “Iweala has forged a powerfully rhythmic, entirely new but instantly comprehensible language...lyrical, brief but remarkably weighty.”– Francine Prose, O, THE OPRAH MAGAZINE. “Haunting...Iweala’s acute imagining of Agu’s perspective allows him to depict the war as a mesh of bestial pleasures and pain...A startling debut.”– THE NEW YORKER. “The hypnotic present tense, first-person narration draws the reader deep into the child soldier’s shattered psyche.”– WASHINGTON POST.
My opinion on the text: Iweala uses language in this book to set the mood for the characters. The narration is broken and simple which allows the reader to better understand the characters’ innocence. The harshness of the depictions accurately represents the reality that is children engaged in warfare. Although a bit difficult to decode at times, the book not only does an amazing job of representing child soldiers in Africa, but it also uses language in a way that is simply beautiful to read.
Possible Objections: Violence – The book takes place in West Africa during times of war and conflict. There are vivid depictions of cruelty and death by and to the group of soldiers that the story follows. Strong Language – There are a very small number of times where Agu, the main character, uses some words that may be described as vulgar. These words are few and far between and they are not the most severe of vulgar words. Drug Use – There is one occurrence in the novel where Agu makes a reference to some form of substance abuse. Sexual References – There is an instance in the novel where Agu is forced to perform a sexual favor for his commander. This is relatively vague and not terribly graphic. Religious References – Agu is very openly Christian, as is his family and many soldiers in his group. The only other religious reference in the novel is a African tribal “coming of age” tradtion. It is not technically religious, but since it is a tribal custom it does have some roots in religion.
Objectives: Through discussion and reflection the class will develop a deeper understanding of what multi-cultural/multi-ethnic literature entails. We will also address some of the controversial issues that the novel raises such as children as soldiers. The actual reading of the text will give students the skills that they need for more difficult decoding and comprehension. The response piece will allow the students to express their individual opinions on a more personal level and will be great practice for the composure of essays to later texts.
Q&A: Q – Why would you want to expose students to a piece of literature with so much controversial material in it? A – Most of the students have already had some experience with violence and sex and drug abuse etc... in the media. The difference is that the media doesn’t always allow the students to discuss the morality of these topics. In a controlled classroom environment I, as the teacher, will be able to discuss with the students the reality and dangers of such controversial topics. The more that the students know about these dangerous topics, the less likely they are to be susceptible to them. Q – Isn’t there a less graphic and controversial piece of multi-cultural/multi-ethnic literature that might be a better alternative? A – There are tons and tons of examples of multi-cultural/multi-ethnic literature out there that do wonderful jobs portraying other cultures and their writing styles. However, I have never found a piece of multi-cultural literature that does exactly what Beasts of No Nationsi does. Iweala not only portrays the African culture very vividly, but he also uses language as another character in the novel to set a unique mood. His representation of the life of a child soldier is like no other and to substitute this novel with another piece of multi-ethnic literature would be denying the students the challenge of decoding and understanding a distinct text unlike any other. Q – Won’t this novel make the students want to pick up a gun and be a soldier, just like Agu? A– Absolutely Not! The novels depiction of what the life of a soldier entails is very far from appealing. If anything, the novel will show the students that war and conflict are nothing to admire. They only lead to suffering. Q – If this novel is such a literary masterpiece then why haven’t I heard of it before? A – Beasts of No Nation was first published in 2005, so it’s not at all surprising if many people have not heard of it before. Being a relatively new book means that it is going to be subjected to all sorts of criticism pertaining to its content as well as its literary value. That being said, it has already been deemed a “Best Book of the Year” by Time magazine, People magazine, Slate Entertainment Weekly, and New York Magazine; not to mention the great reviews it got by the aforementioned publications above. It’s true that this is a relatively new book by comparison to other books of its genre, but that is no reason to give it any less attention. If we never gave any new books a chance how would we ever discover new classics? The classics were new at one point or another.
Thank you for your time and if there are any questions about the text or otherwise feel free to contact me at any time.
Sincerely, Joseph Tenney.
Lord of the Flies
By William Golding
Rationale by Amanda Kinnison
Grade Levels and Audience
Recommended for grades 9-12, and for courses in Young Adult Literature and English Literature.
Plot Summary
Lord of the Flies by William Golding is an important novel to learn more about at any young adult age. Published in 1954, Lord of the Flies is an allegory or adventure story of a group of young boys trying to survive on an island after their plane is shot down over a deserted island. The boys gather together after the crash and quickly appoint a “leader” for the group. Through many failed attempts to be rescued, the boys begin to sit back and enjoy life without supervision of adults, swimming and playing around on the beaches. Later on a little brawl surfaces after the group of boys responsible for maintaining a burning fire let the fire go out, allowing a nearby ship to pass them by. The brawl soon ends when one of the hunting boys brings back his first kill.
The group of boys soon becomes distinguished as the older and younger ones. The younger ones have been having nightmares since the plane crash and fear a supposed monster living in the waters near the island. After a parachuting man from a military engagement nearby dies and lands near the island, the boys assume he died from the monster in the waters and organize a hunting team to kill it. After a leader dispute between Jack and Ralph, Jack who is one of the hunters takes off down the beach followed by the other members of his hunting group. There are now two feuding groups of men inhabiting the island.
The hunting boys kill a sow in honor of the occasion and decapitate its head. One of the boys has a hallucination that the sow’s head speaks to him, coming from the Lord of the Flies. He tells the boy, Simon, that he will never escape him since he lives in all men. This very much frightens young Simon and he faints. After waking up, Simon alerts the others that the monster does not live outside but inside the boys. He is then killed by mistake by his feuding group of young men.
The death of Simon causes even more dismay between the two sides, and the battle worsens between the two. In an ending battle, one of the leaders is chased to the beaches of the island where he awaits to be killed by his pursuers. Ralph closes his eyes and awakens to the sight of a naval soldier over him. The other boys arrive and they all are so glad to find that help has arrived to save them. After realizing all the chaos that has happened on the island, the boys begin to weep.
Strengths of the Work
This novel has many important issues which need to be addressed as well as an ensuing theme. The progress of the novel allow for the reader to learn a moral through the poor actions of the young men and their irresponsible and selfish choices. The novel is very thought-provoking and encourages the reader to think for him or herself.
Lord of the Flies can be referred to as a coming of age novel in one aspect. The boys are left alone on an island and learn to fend for themselves which means they must quickly turn from acting like children to being more responsible and taking action as adults. They boys learn that they must make decisions on their own, and those decisions have consequences as is found out in the ending.
The theme of the novel is one also that many young adults can relate to. It is not one of only coming of age but also losing innocence. Another important theme follows the sin within oneself and how the characters react to the sin inside them. The sin is referred to in the novel as the “beast” which destroys the boys in the end. I believe that no other novel during this time addresses the issue of survival and loss of innocence as well as this novel does. It is very detailed in description and explains the consequences of the actions taken by the young men as well as their movement forward from boys to men.
Possible Objections
As in most novels, there are a few objections that surface in this one. The issue of violence is the major issue that arises from this novel. Although the novel is graphic in some areas of the text, the scenes reflect the importance of making right choices verses wrong ones and the consequences which follow. The violence presented in the novel has a dramatic impact on the characters and changes them completely in the end of the novel. The characters hunger for death in the novel, which is obvious in the text, but a valuable lesson is learned from the poor choices and actions.
Alternate Works
Although there a few alternate novels which resemble a “coming of age” or “loss of innocence” theme in them, I believe that none does it better than this novel. Other novels that can be considered are the following: A Separate Peace or To Kill a Mockinbird. These other two novels are excellent books; however, they do not focus as well on the results of the choices made when coming of age or even the importance associated with the loss of innocence and its effect on an individual emotionally and physically.
Awards
1983 Nobel Prize in Literature
Amy Dozier
Rationale: Ellen Foster
Citation: Gibbons, Kaye. Ellen Foster. Vintage Books: New York, 1987.
Intended Audience: Students in the ninth grade English class will be reading Kaye Gibbon’s Ellen Foster. All students will be reading this book as it deals with important topics in the thematic unit on determination. Ellen Foster is a young adult novel and is suitable for a ninth grade reading level.
Plot Summary: Ellen is a young girl who lives with a depressed mother and father who is both an alcoholic and abusive. She takes care of both of her parents for a while until things get so bad she is forced to live somewhere else. The first person who keeps her is her art teacher. She is not there long before the courts order her to live with her grandmother, who detests even the sight of Ellen. Ellen works for her keep and must intend church in order to be able to eat at the table on Sunday. Her grandmother constantly tells Ellen how much she reminds her of her father. This is the ultimate put down to Ellen. After her grandmother dies, Ellen is passed to a couple of aunts and her situation does not improve one bit, but Ellen is strong and determined to strive despite adversity. Along the way Ellen meets Starletta, who becomes her best friend. At this time in the south, there is integration but not everyone is accepting of this fact so Ellen is engrained to believe it is okay to speak to Starletta but not eat at her house. Ellen notices a woman at church with lots of children of all different races. Someone mentions to her that they are the “foster” family. In the end, the “foster” family is who she ends of living with and her new mama treats her like gold. She excels in school and always has plenty to eat. She and Starletta remain friends and she proves to her she no longer has any prejudiced thoughts.
Opinions About the Text: “A captivating, often hilarious mix of Victorian fairy tale and fresh American lingo, told by an eleven-year-old orphan driven to desperation by the wickedest relatives in literature since King Lear. She enchants the reader in a style primitive, saucy, and exhilarating.”- Alfred Kazin. “Eleven-year-old Ellen Foster easily takes the place as one of the great child characters of American Literature. “- Seattle Post-Intelligencer. “Ellen Foster’s simple narrative voice is deceptively rich and complex, reminiscent at times of Faulkner, and beautifully crafted to the end. A moving and very often hilarious story of self-reliance at a very early age, [Ellen Foster] is a literary gem.”- Dallas Morning News.
My Reflection: This story is amazing. It is narrated by the title character Ellen. Gibbons does a great job of beautifully crafting the character of Ellen. You can laugh with her, cry with her, and feel sorry for her all at the same time. She is young but has gone through many hardships in life already. As most people know, life is not always perfect. Ellen makes the best out of what she is given in order to become the inspiring heroine of the story. This young girl is faced with grown up problems right from the start. I believe that this story is relatable. Showing a strong child character makes a world of difference if it is a child that is reading the story. One is able to relate to it more and, in turn, apply the solutions to his/her own life. The story is also funny and does a wonderful job of holding the attention of a young adult. My students should read this book for its charm, heroism, and brilliant outlook on life from a determined young girl.
Possible Objections:
Racism- This has potential to case a problem but it is also recognized as a problem in the novel. Racism is present in the novel because of the time and setting of the story. In the end, Ellen realizes that racism is wrong and changes her ways.
Family struggles- Ellen’s father is an alcoholic and her mother is depressed. The novel deals with these problems through the eyes of an eleven year old and does not in any way recognize the drinking as a positive action or the depression as an unserious disease. Both are taking seriously.
Child abuse- Because Ellen’s father drinks he is abusive, both physically and psychologically. There are no graphic details, and, once again, the novel alludes to the fact that both types of abuse are wrong and harmful.
Death- There is various references to death, like for instance, the first line of the books is, “When I was little I would think of ways to kill my daddy” (1). Her father was wrong to her and it is only right that she have hard feeling towards him. Her mother, because of depression, commits suicide by taking prescription pills. Since it is Ellen telling the story of all this to us, we see it from her perspective and experience how awful this particular death is to her.
Vulgar Language- There is mild profanity. It fits with Ellen character. She is not the most refined person in the world and the cussing happens around her daily.
Objectives for Reading the Text: Reading this text helps one relate to all of the other books in the thematic unit. Creating a connection makes learning easier. The book contains topics that are able to promote discussion about serious life issues and create an environment where the student’s voices can be heard. After reading this novel, students should be able to:
•Examine the theme of success despite adversity
•Understand literary terms such as metaphor and simile
•Discuss why Gibbon’s does not use quotation marks and how we know who is speaking
- Eric Foster
Rationale: “Master Harold”…and the boys
CitationFugard, Athol. “Master Harold”…and the boys. Penguin Plays: New York, 1982.
Intended Audience: In our upcoming unit on oppression and compassion, eleventh grade English students will have the option of participating in a small classroom production of Athol Fugard’s short play, “Master Harold”…and the boys. This thought-provoking play has been performed at both the Yale Repertory Theatre and on Broadway, just to name a few.
Plot Summary: This short, one-act play takes place in a small Port Elizabeth diner, revolving dialogue between the characters of Willie and Sam, the colorful but friendly black diner workers, and Hally, the easily agitated white schoolboy son of the diner’s owner. Throughout the play Willie, Sam, and Hally discuss everything from old times together, to the upcoming dance competition, to religion, to great men of history. All seems completely normal until Sam relays the message from Hally’s mother that she may be bringing her aged and disabled husband, Hally’s father, home from the hospital. Hally is sure that this information is false, as his father is in rather poor condition, until the message is relayed to him directly. In the dialogue that follows, racial tensions are ignited amongst these close friends as Hally vents angrily about the situation of having to face his disabled and alcoholic father at home.
Opinions About the Text: “In ‘Master Harold’…and the boys the author has journeyed so deep into the psychosis of racism that all national boundaries quickly fall away, that no one is left unimplicated by his vision…Mr. Fugard has forced us to face, point-blank, our capacity for hate...but we’re also left with exultant hope that we may yet practice compassion without stumbling…The choice, of course, is ours. Mr. Fugard’s wrenching play, which insists that we make it, is beyond beauty.” – Frank Rich, The New York Times. “Athol Fugard is one of the best playwrights of the late twentieth century, and “Master Harold”…and the boys is commonly regarded as something of a classic.” – Jenny Sandman, Curtain Up.
My Reflection: Throughout the play, I marveled to behold how well Fugard developed his three characters and their relationships with each other using only dialogue and stage cues. I was pleasantly surprised at how readily the scene presents itself to the mind’s eye. Indeed, it takes very little imagination at all to picture the scenes of the past that Sam and Hally call to mind during their reminiscing of days gone by. Furthermore, Fugard attributes beautifully written dialogue to his characters; one particular instance that comes to mind is Sam’s proclamation that dancing is “like living in a dream about a world in which accidents don’t happen.” (45) Furthermore, the fact that the play takes place in one setting with only three principle characters makes it easily adaptable to a small classroom production. However, my primary motivations for using this text lie within its message. The play deals with themes of oppression and opinions of racial supremacy, add to this the fact that the events of the play occur in 1950, and we might fully expect it to take place in Mississippi. Indeed, so many works have succeeded in portraying negative stereotypes of us as southern people, regardless of ethnicity, that it is refreshing to find that this work takes place in Port Elizabeth, South Africa. I am certainly not attempting to deny events of the past, our students should realize that racial oppression is an important part of our history, albeit a tragic and senseless one, but they should also realize that the capacity for hate and misunderstanding is an unfortunately strong part of the overall human condition and not at all exclusive to our experience. However, I hope that studying this work will also highlight for our students the equally strong human potential for compassion.
Possible Objections:
- Vulgar Language- Though it is not excessive, Hally, Sam, and Willie do occasionally use vulgar language. This serves to lend a certain aspect of realism and intensity to the more serious scenes of the play.
- Alcoholism- At one point in the play Hally recounts a past experience of carrying his passed out father, who is an alcoholic, back home through a crowded city street. This scene is certainly not a pretty one but it serves to justify and explain some of the hard feelings that Hally feels toward his father.
- Violence- Although no violence is actually portrayed or described in this play, Willie does admit hitting his girlfriend, presumably for cheating on him. Willie’s actions are in no way glorified in the text. Throughout the story Willie experiences the negative consequences of his violence and is eventually so beset with grief and remorse that he promises never to repeat his actions.
- Insensitive remarks and racial slurs- At one point in the play Hally makes an anti-religious statement. This statement is not overtly offensive and serves to express Hally’s disillusioned character. Hally also makes some insensitive remarks regarding handicapped people, aimed at his disabled father. Again, this serves to develop Hally’s character and feelings toward his father. Finally, racial tensions are ignited on both sides toward the end of the play and some racial slurs are made; unfortunately, this ugly exchange is necessary to express the tone and theme of the play. Hally’s words are anything but rewarded, by the end of the play he feels so ashamed that he can barely speak.
Objectives for Reading the Text: Aside from my earlier mentioned hopes of exposing our students to the all encompassing human potential to express both hate and compassion, I hope to aid the class in discussing the complex motivations behind the actions and opinions of the characters in the play, thus encouraging them to think analytically and go beyond recognizing simple objective fact. Furthermore, I look forward to introducing our students to what may be their first experience with performance drama. By hearing the text read aloud and seeing the events acted out, students will be able to easily understand and recognize the use of tone and mood in prose writing. The essential skills that I intend to teach through this modest yet fun and exiting exercise will serve our students well in the remainder of this class and beyond.
Thank you, Eric Foster
My Re-post:
Amy Barnes
March 24, 2008
Dr. Carter
YA Literature
Rationale for The Outsiders
Book: The Outsiders by S. E. Hinton
Class: As a part of continuing our thematic unit on family ties, Ms. Barnes’ eighth grade Reading class will be reading The Outsiders from Monday, March 24, through Friday, April 4. This book is widely considered a classic of young adult literature, and it is on a reading level of grades seven through ten. We will not only analyze the literature, but also work on reading expression and fluency. Students will read together in class as well as for homework, and we will discuss the book via Paideia Seminar later in the second week.
Plot Summary: The back cover of The Outsiders begins by describing the main character, saying, “Ponyboy is fourteen, tough, and confused, yet sensitive behind his bold front. Since his parents’ death, his loyalties have been to his brothers and his gang, the rough, swinging, long-haired boys from the wrong side of the tracks. When his best friend, Johnny, kills a member of a rival gang, a nightmare of violence begins and swiftly envelops Ponyboy in a turbulent chain of events.” As suggested by this summary, The Outsiders is the tale of a young hoodlum who is more than meets the eye. Ponyboy often
finds himself in situations he doesn’t understand, and he learns to rely on family and friends to cope with loss.
Opinions: The National Observer says, “What it’s like to live lonely and unwanted and cornered by circumstance…There is rawness and violence here, but honest hope, too.” The Horn Book says, “This remarkable novel gives a moving, credible view of the outsiders from the inside- their loyalty to each other, their sensitivity under tough crusts, their understanding of self and society.”
My Opinion: I believe that this book is one of the best young adult novels out there today. Susan E. Hinton wrote The Outsiders when she was only sixteen years old, so readers automatically gain a young adult’s point of view. Since the main character, Ponyboy, is only barely fourteen, I think my students will easily identify with him. Not only does Ponyboy struggle with his environment, he also deals with everyday teenage concerns, making him accessible to young adult readers. Though there is some possibly objectionable material, I believe that because The Outsiders teaches literary principles, vocabulary words, the importance of family ties, and the value of education, the literary and social value of The Outsiders outweighs such objections.
Possible Objections:
---Violence: The plot of The Outsiders is largely driven by Ponyboy’s reactions to the violence he is surrounded with. There is a ‘rumble,’ or fight, between the gangs, and Ponyboy and his friends receive several injuries. One of the main characters is physically abused by a drunk father, Ponyboy is beaten by several rival gang-members, and Johnny stabs and kills the gang-member responsible. Johnny, Ponyboy, and Dallas are all hurt in a fire, and one of the main characters is shot by the police after running from a robbery.
---Strong Language: Though there are no actual curse words in The Outsiders, cursing is often alluded to, and the protagonist and his gang are proud of their vocabularies. The gang often refers to policemen as ‘the fuzz’ and women as ‘broads’ or ‘dames.’
---Cigarette and Alcohol Use: Most of the characters recreationally use alcohol, and there are many references to ‘getting drunk, hammered, wasted, etc.’ Almost all of the characters smoke cigarettes, and Ponyboy often longs for a cigarette to calm his nerves.
---Sexual References: There are no overtly or explicitly sexual scenes or dialogues, but there is a vague allusion to teen pregnancy, and Ponyboy recounts how Dallas, a fellow gang-member, ‘talks dirty’ at a movie to embarrass some girls.
Objectives: By working together in a group setting via Paideia Seminar, students will be able to engage in the literature and learn to communicate and critique effectively and constructively. Specific objective for reading The Outsiders include:
-recognizing and exploring figurative language terms such as metaphor, simile, symbol, and allusion
-recognizing and exploring elements of fiction such as setting, characterization, motivation, plot, tone, rising action, climax, and denouement
-learning the meaning of many new vocabulary words
-identifying the conflict between the two gangs and understanding their differences and similarities.
By the end of our two-week unit on The Outsiders, students will meet the specific objectives and gain an understanding of stereotypes represented in this novel. They will also be able to identify familial and pseudo-familial relationships in The Outsiders and compare and contrast them to familial relationships in other works of literature we have studied.
Citations:
Hinton, Susan E. The Outsiders. New York: Dell, 1967.
Nyka Barganier
Rationale on Feed and Speak
Dear Parent or Guardian,
During the 2007-2008 school year I am excited and proud to present Young Adult Literature into our English classroom. The contemporary young adult series became popular during the 1950’s and 1960’s and is more popular than ever today. This genre provides young readers with novels that entertain and provide story lines that are relatable to them. These novels are written from the viewpoint of young authors, fast-paced, include multiple ethnic and cultural groups, and deal with strong emotion. Although there are many great aspects of the young adult literature genre the are some censorship issues that may concern most parents. Like life, young adult novels sometime expose issues that children may face while growing up in our world today. I have chosen 4 young adult novels to supplement our primary reading requirements to expand the mind of the students while increasing the likeness of reading for pleasure. Two of the novels that were chosen for the classroom this year may entail some inappropriate subject matter for some parents. Although at times certain areas of the novels may seem unnecessary or distasteful, both novels teach valuable lessons.
Plot Summary/Book 1
M.T. Anderson’s Feed is the first young adult novel we will be reading. This novel tells an animated but interesting story of children that are eternally equipped with a computer Internet brain system. Although it will raise awareness of technology dependence there are censorship issues.
Possible Objections
In the novel, the children partake in small make out sessions and speak mildly about intimate relationships. The students also discuss going into mal (being influenced by internet based drugs) and other peer pressuring factors that young adult children face. The novel teaches a valuable lesson in the end when one of the character’s feed failure.
Plot Summary/Book 2
Novel number two is Speak by Laurie Halse Anderson. The main character of this novel Melinda Sordino is headed down a depressing downward spiral. A once happy and successful student is hoarding the terrible that she has been raped. This tragic incident slowly begins to affect her emotional well-being.
Possible Objections
The subject matter that may be offensive to you as parents is the fact that Melinda Sordino mingles with underage drinking and is date raped in the novel. Although this is a terrible situation, addressing it may be an informative mechanism for prevention. Also, by illuminating the harsh affects of rape victims, students may be alert to change in behavior such as alienation or personality change of a friend or family member.
Strengths of Feed and Speak
I will be using both of these novels to teach the students about problems that some young students may experience. Through Feed and Speak, our thematic unit on relationships will illuminated with diverse situations and people. The young adult novels tell stories from young perspectives and views. Young adult novels like Speak and Feed offer the thoughts and outcomes of young adult life so the readers of the works won’t feel alone in the teenage world. Most of the characters in the novel are very relatable and expose their true feelings about issues they are dealing with. I want the students to reach out to someone if they are ever plagued with an issue or stand up for someone they know attempting to withstand a problem by themselves. I plan to thoroughly discuss both of these novels with my students in small group, journal, and book talk forums. I encourage all parents to explain the seriousness of the censorship issues so that we can maturely discuss these novels. I think the censorship issues that are being debated in these novels are significant and properly exhibit realistic views in each novel’s situation. I want to thank all parents ahead of time for first allowing this into our classroom. All opinions and thoughts can be expressed at our school PTA meeting or personal meeting with me. I will be able to answer all questions about the two novels, and hopefully gain support from you with this important decision. Scholar Dr. Bucky Carter will also be speaking about the young adult novel genre and the positive affects of children reading these relatable topics. There will be an open forum for questions and answers from Carter about the young adult novel craze that is becoming more and more popular all over the world today.
Thank You,
Nyka Barganier
Rationale for Harry Potter and the Sorcerer’s Stone
Rowling, J.K. Harry Potter and the Sorcerer’s Stone. Scholastic Press: New York, 1997.
Intended Audience:
The novel will be read by my tenth grade students during our unit on finding identity. Classified as a fantasy book, this piece of young adult literature has made several appearances on bestseller lists. Although the protagonist of the novel will be a few years younger than my students, the slight age difference will not inhibit their empathy of him.
Plot Summary:
As the first chapter indicates, young Harry Potter is “the boy who lived.” Following a mysterious death of his parents, Harry is raised by his aunt and uncle who view him as anything but normal. He discovers on his eleventh birthday that he is indeed not normal but actually a warlock and his parents, a powerful witch and warlock. After being whisked away to Hogwarts Academy for training in magic, he encounters several obstacles along the way. Harry must discover not only who his friends and enemies are in his battle against the evil Voldemort but also who he is as he uncovers more about his murdered parents.
Opinions on the Text:
• “A wonderful first novel. Much like Roald Dahl, J.K. Rowling has a gift for keeping the emotions, fears, and triumphs of her characters on a human scale, even while the
supernatural is popping out all over.” –The New York Times Book Review
• “A charming, imaginative, magical confection of a novel...a glorious debut, a book of wonderful comic pleasures and dizzying imaginative flights.” –The Boston Sunday Globe
• “You don't have to be a wizard or a kid to appreciate the spell cast by Harry Potter.” –USA Today
• “Readers are in for a delightful romp with this award-winning debut from a British author who dances in the footsteps of P. L. Travers and Roald Dahl.” –Publishers Weekly
Personal Reflection:
My first impression of Harry Potter and the Sorcerer’s Stone before reading it leaned toward viewing it as simply a kid’s book about magic. Because of the overwhelming popularity, I avoided it. But after reading it, I now realize that this book is about more than just magic. Like other young adult novels, it is about growing up and finding acceptance. Rowling’s tale also carries themes of bullying, the school experience, friendship, the importance of family, and more. The magic component of the novel allows the reader to have fun with the words and the worlds of Harry Potter. It places that “what if?” inside the reader’s mind. After reading one chapter, anticipation for what will follow leads the reader to reading the next.
Possible Objections:
• Witchcraft: An often debated issue is that of witchcraft within the novel. Some believe that because the story focuses on witches and spells it advocates the study of witchcraft and may cause the younger readers of the book to develop interests in the same. The magic, however, merely creates the setting for the action.
Objectives Met by Using Text:
In the course of reading this novel, the students will learn to:
• Draw lines of comparison and contrast between two items (by examining the Wizard world alongside the Muggle world)
• Recognize such literary and stylistic elements as suspense, tone, and diction
• Describe characters in a text based on the information presented
• Draw connections between multiple texts
• Examine aspects of reaching adolescence and finding identity
During this unit on identity, the class will be exposed to various texts, like Harry Potter and the Sorcerer’s Stone, that approach the theme from different perspectives. This particular text may be used in conjunction with Lorraine Hansberry’s play A Raisin in the Sun. While both focus on accepting one’s identity, the play examines it from a racial or cultural perspective rather from that of an adolescent. By bringing in a variety of texts—novels, plays, songs, poems, photos—the students will be able to develop their own understanding of what identity is. Because of the many real-world themes this book discusses, its use in my classroom during this unit will allow the students to realize that identity is often difficult to construct and varies from person to person.
Brittney Penton Penton 1
26 March 2008
English 418
Dr. Carter
Rationale # 1
Book: Percepolis I and II by Marjane Satrapi
Audience: We will be reading the graphic novels Percepolis I and II, which are subtitled The Story of Childhood and The story of a return, respectively. I realize for most of you, that you have not read a graphic or perhaps even heard of one. I hope you as parents approve of the literature, and that your children will enjoy our unit on Ethnic Minorities.
Plot/Summary: These books are based upon the life of Marjane Satrapi. “Marjane recalls throughout the book one of her life growing up in Iran during the Islamic Revolution. Marjane in book one, tells the story of her life from age six to fourteen. She witnessed the overthrow of the Shah’s regime, the triumph of the Islamic Revolution and the devastation effects of war with Iraq” (As written on the Book Cover).
In book two, Marjane flees fundamentalism and the war to attend high school in Vienna, where she faces the trials of adolescence far from her family and friends. After Marjane graduates she returns to Iran where she confronts the many ways she and her country has changed. She also reflects on her failure in Austria. Marjane soon finds friends and love and begins studying art at the University, until the repression and state sanctioned chauvinism lead her to question whether she can have a future in Iran.
My Opinion: Both book one and two are full of life lessons that young adults can relate to. Such as, relationships, sex, death, violence, war, drugs, alcohol and basically dealing
Penton 2
with the struggles of becoming a teenager and then becoming an adult. This book is vital part of our unit study on ethnic minorities. It plays a major role , and must be read for the students, your children, to understand how minorities in war stricken countries deal with the same issues that they might also be dealing with. These books are also a different type of literature, they are Graphic Novels. They do contain pictures, but that does not mean they are to be less valued than a normal novel.
Other Opinions: “Wildly Charming.. Like a letter from a friend, in this case, a wonderful friend; honest, strong-willed, funny, tender, impulsive and self aware” - Luc Sante, The New York Times Book Review
“The most original coming of age story from the Middle East Yet” - People
“A brilliant and unusual graphic memoir.” - Time
“ A superb piece of work.” - Phillip Pullman
Possible Objection:
Sexual Content: These works of art contain scenes with sexual content, language and also graphic pictures that contain sexual content as well. There is not a graphic picture of the actual act taking place, but it is suggested. For example on page 32, the chapter is titled, “The Pill”, one of Marjane’s friends is in a relationship with an older man, and they are in the bedroom together, and Marjane goes to find her friend. When she gets to the bedroom door, it is closed and she hears noises coming from the room, and they are, “Oh Oh Oh! Ah Ah Ah! Oh, Yes! Oh! Yes!” There are no pictures of the action taking place, but it is obvious what is going on. Then the picture shows Marjane’s friends walking from the room wrapped in a towel and her boyfriend is in his underwear.
Penton 3
Drug and Alcohol Content: Some of the characters par take in drugs, alcohol and the smoking of cigarettes. For example in the chapter titled, “The Vegetable”, Marjane smokes weed with her friends. They show a picture of a boy rolling a joint and then Marjane going to smoke it (pg 38).
Lewd Acts: There is a point in the story where a character urinates on another character.
Violence: There are acts of violence and the mentioning of death due to war.
Objective for Reading in Class: These books will enlighten the students as to what was taking place in Iran and Iraq. For instance, the families were being bombed and were fearful for their lives, that is why Marjane left. It will also give the students some more insight on why our country went to war with Iraq. These books will also give the students an opportunity to see how people of different ethnicity might deal with situations that they might also have to deal with, meaning, drugs, alcohol, sex, violence and even war. Also this type of literature is different from what the students are use to, it will allow the students to broaden their minds on literature and the themes throughout the books. We as a class will discuss the themes aloud.
Parents: If you have any questions, comments or concerns with the material your child will be reading, please, feel free to contact me with any concerns. I want you involved in your child’s reading and class work. I feel your children will grow, not only as readers but as young adults after reading the text we will read this Spring.
Thanks, Mrs. Brittney M. Penton
Ashlee McFarland
Dr. Carter
ENG 418
26 March 2008
Rational for Speak
Speak by Laurie Halse Anderson
Intended Audience: Speak is a young adult fiction novel for students that are currently in the eighth or ninth grade reading level. This National Book Award Finalist young adult literature novel is accepted as an emotional struggle within a young girl’s life.
Plot Summary: The novel is written in first person from the point of view of Melinda Sordino. Melinda is a character who chooses not to speak. She has just entered high school, but she finds herself as an outcast with the rest of the students. She isolates herself from the rest of the students and her parents. Melinda is ashamed for some odd reason which no one knows about. She decides to hide from the students in an old janitor’s closet. In her mind she feels that the janitor’s closet is where she is most comfortable. Melinda has been disturbed by the issue of rape but no one knows that she has been raped because she does not confine with anyone. She does not feel comfortable in discussing it with her parents. Melinda does not speak to anyone except a girl name Heather, who moves to Melinda’s school. Heather does not know what the issue is with Melinda but she knows something is not right with her. At the end of the novel, Melinda finds a sense of comfort within the art teacher. She finds courage to express herself with him. She allows her art teacher to enter her mind and thoughts. Speak focuses on the aspect that many young adults females experience sexual assaults and are embarrassed to talk about.
Opinions about the text: “Speak allows you to read without wanting to put it down, and it flows straight to ending. Laurie Halse Anderson has written a book that will be around for a long time” Amazon review. “Speak is an unique resource book for the teacher candidate who is seeking state ornational certification. It is also a very good resource for the professionally young educator” Education book review “Speak is a novel that will speak to anyone who is a teenager or was one” Teenreads.com
My Reflection: After reading Speak my perspective about sexual harassment has totally change. Sexual harassment happens every day and many people don’t have the courage to speak up about. But now I have a different knowledge about the topic .The subject of harassment is hard for a young adult to talk about. They may feel that no one will understand or they will be seen as an outcast like Melinda Sordino in the novel. After reading the novel, I made a connection with myself and to the world. Anderson relieves the difficulties that many experience when expressing their feelings about sexual harassment.
Possible Objections:
Physical sexual harassment-At the end of the novel, Melinda gives a brief history of how she was sexual harassment by an older boy. The book attempts to recreate Melinda’s experience to the readers.
Verbal Harassment- Throughout the novel, Melinda has to encounter the horrible actions from her classmates.
Visual Harassment-The visual harassment in the book relates to the student’s reaction to Melinda. She is viewed as an outcast.
Objections for Reading the text: This text will be used within the thematic unit of identity. The text will allow students to identity with their selves.After reading the text, the students will then form literature circles to discuss the following:
Analyze the verbal, visual, and physical sexual harassment
Explain the background theory behind sexual harassment
Explain the plot, theme, and point of view
Analyze the author’s use of metaphors (tree)
Make the text connect with self and the world
Analyze the stereotypes within the novel
Mary Gruenberg March 21, 2008
Rationale: Azu Manga Daioh - The Manga
Citation: Azuma, Kiyohiko. Azu Manga Daioh - The Manga. ADV Manga, 2000.
Intended Audience: This graphic novel is intended for use with grades 8-12. This book would be well placed within a thematic unit involving Japan, friendship, graduation, or high school survival, as it gives a look at the lives of students attending high school in Japan. A 4 part series, the books can be used together, or separate, and each book is a different year in the students’ lives, covering freshman year, all the way to graduation.
Plot Summary: To quote the summary on Anime News Network’s website, “Azumanga Daioh is about high school life through the eyes of six girls with unusual personalities: Chiyo (the 10-year-old genius), Osaka (the resident airhead), Sakaki (the shy one prone to cat bites), Tomo (the loose cannon), Yomi (the short-tempered one) and Kagura (the resident jock).”
My Reflection: Being a fan of manga and anime myself, it was only natural for me to gravitate to the shelves in the library devoted to the graphic novels. I had never read the series before that point, and didn’t even know if it would be something I’d like, but I tried it anyway. After reading the first book, I knew I had to read the other three. While there is no overbearing plot, or evil trying to destroy the earth, the serene realistic views of this book are captured quite well. It is drawn in four panel strips, and loosely follows the misadventures of a high school class through the four years they are together. It is told through the events occurring in the lives of the six students, as well as the two teachers that mentor them. Honestly, I can read this book several times, and I notice something different each time. Its like getting back together with old friends. You never get bored with them. I would teach it in the classroom, because its several merits include easy to understand language, humor, has a good study on character traits, and is something the kids would want to read.
Possible Objections:
Mild Bad Language - There is hardly any in it at all, and I can’t think of any instances in the first book where a bad word is said, but with the introduction of the perverted male teacher, certain slight innuendo is made, but its mostly tame.
Bloodless Violence - As with any comedy, violence is sometimes used as a point of hilarity, such as bonking someone on the head, or as is the case with one character, getting their hand bitten by every cat they see. Again, this is tame and nothing really to worry with.
Objectives for Reading the Text:
This novel works well with NCTE standards 1, 3, and 9. The text is in graphic novel format, which fits into the contemporary works category. A thematic unit is at the heart of standard 3, because many sources are brought in to evaluate one text. The 9th standard fits perfectly here, because students are gaining a knowledge of a culture not their own.
After reading this graphic novel, students should be able to:
Better define character traits
Be able to express small events into written or visual form
Have a better understanding of the Japanese culture
It is my hope that students will be able to better understand cultural differences between themselves and others after reading this book. Furthermore, they should have a better understanding of characterization, and be able to discuss events in their life easier than before.
Rationale for “I Am the Cheese”
Intended Audience:
Thirteen to eighteen years old
Book:
“I Am the Cheese” by Robert Cormier
Class:
As an introductory to a thematic unit of identity and self-discovery, Ms. Renot’s 9th grade English and Language Arts class will be reading Robert Cormier’s “I Am the Cheese” from January 14, 2008 through February 4, 2008. The class will be discussing “I Am the Cheese” in Literature Circle Format February 4, 2008 to February 8, 2008. Since it’s publication in 1977, “I Am the Cheese” has become a celebrated classic of young adult literature, and it is Ms Renot’s pleasure to be introducing the book to the class.
Plot Summery:
Adam Farmer is a young teenager, who is on his way to Rutterburg, Vermont from Monument, Massachusetts. His only source of transportation is a bike. As Adam rides from town to town he remembers conversations with Mr. Brint, a psychiatrist. Mr. Brint is bringing him back to his childhood. Slowly Adam unravels the mystery of his childhood. He begins to realize his family is built on one big lie. Adam is really Paul Delmonte, and his family is under protection of the Federal Witness Program. This book has a surprising ending. Adam or Paul is really in a mental institution. His bike trip to Rutterburg, Vermont is really a bike ride around the institution’s facilities. Every time Adam learns of his parents’ death, the same sad cycle of Adam forgetting and remembering happens. What the reader finds out, is that the Federal Witness Program terminated his family, and they are the same people who take care of Adam in the institution.
Opinions:
“This is an absorbing, even brilliant job. The book is assembled in mosaic fashion: a tiny chip here, a tiny chip there, until suddenly the outline of a face dimly begins to take shape. Everything is related to something else; everything builds and builds to a fearsome climax…Cormier has the knack of making horror out of ordinary, as the masters of suspense know how to do,” says the New York Times Book Review. The Starred Booklist says, “The suspense builds relentlessly to an ending that, although shocking, is entirely plausible. Cormier’s theme of one person against over-whelming odds is developed here with stunning force.”
Reflection:
I initially read the book, because I repeatedly read referrals to the book, Robert Cormier, “I Am the Cheese”. “I Am the Cheese” is not what I expected it to be at all. I believed at first the dialogue between Adam and the “psychiatrist” was a flashback of Adam’s life. I admit I did not like the ending of the story when I first read it. Maybe I simply wanted a happy and more hopeful ending, not one that argued logically that this intelligent young man was doomed to a vicious cycle that starts with him leaving to Rutterburg, Vermont everyday. There are four stages of grief, with Adam stuck in denial. These were initial questions I myself asked after reading ‘I Am the Cheese:’ Is he stuck in denial because he has suffered severe brain damage? Is he in denial because of a mental breakdown? Are the people taking care of Adam legitimate? But after a quick rereading the answers came. I do love the suspense, and I do believe this is a great book to introduce to young adults.
Possible Objections:
1. Vandalism: Adam and his best friend, Amy, perform “numbers” which are small acts of mischief and vandalism. For example, Amy and Adam fills up grocery carts with food and leaves the carts in the store.
2. Violence: Adam has a fight with Junior Varney to get his bike back.
3. Sexual Reference: There are no direct sexual references in the book, but there is one scene where Adam is trying to find his bike, and the guy who tells him where to find it gives Adam an uneasy feeling.
4. Mental Disturbance: Adam makes references throughout the book about not taking “the pills they gave him.”
5. Death: In the end of the book, both of Adam’s parents are ran into by a car. There is a clear indication of murder.
Objectives for Reading:
In a theme of entrapment, “I Am the Cheese,” will also be paired with Frank Kafka’s “The Metamorphosis.” Students, as adolescents, will be able to identify with Adam of “I Am the Cheese,” and Gregor of “The Metamorphosis.” The two protagonists are struggling with entrapment.
1. Students will be working of groups of five to six in a Literature Circle. Literature Circles teach independence of a literature discussion and, build responsibility for individual students to work separately, but in the end come together.
2. “I Am the Cheese” is written in first person narration. This is a literary device that the students will be introduced to.
3. The book is full of foreshadowing and symbolism. This is a literary device that the students will be introduced to and able to recognize.
Citations:
Cormier, Robert. I Am the Cheese. New York: Alfred A. Knopf, 1977.
Shayla Graves
Eng 418
Dr. Carter
26 March 2008
Rationale on The Adventures of Huckleberry Finn
The Adventures of Huckleberry Finn by Mark Twain
Rationale by Shayla Graves
Dear Parents: Throughout the entirety of this up coming school year the students in the Senior Accelerated English Literature class will be discussing the topic of friendship and how it applies to the real world in terms of peer pressure. Since this is a twelth grade group of students who are preparing in one way or another for the world outside of high school, it is important for the students to be aware of situations pertaining to the issues of friendship. One of the books that has been chosen for the thematic unit on friendship is The Adventures of Huckleberry Finn. Young adult novels such as this one may expose one to certain issues that may be controversial or an uncomfortable subject matter; however, this novel has been brought into the classroom with the intent to show a valuable lesson aside from our normal course of readings.
Intended Audience: While focusing on the thematic unit on friendships, Mrs. Graves’ Senior English Literature class will be reading and discussing The Adventures of Huckleberry Finn. This novel has been considered controversial by many however; it is now considered to be one of the most popular American classics in American Literature. This text is intended for students grades seven through twelve.
Plot Summary: This novel is about a young boy who is in search of freedom and religion. He doesn’t really have any biological family besides his father, Pap, who is a drunk. His father believes that Huck has money put away in which he wants for his own selfish reasons. Huck has been taken in by one of the women in the community. This novel deals with issues pertaining to race, culture, politics, morality, and among those the issue in which we plan to tackle, friendship. Huck has become acquainted with Jim, a black slave, owned by Mrs. Watson. It was extremely out of the ordinary for a young white boy to develop a relationship or rather a friendship with an older negro slave but this is what essentially happens in the novel.
My reflections: I was essentially moved after each reading of this novel. I grew up in the South and I have been made aware of many different aspects of race, slavery, and prejudice. As I grew older I was able to research some of the things that I was taught about these issues to discover that there is more than one aspect of these issues at hand. Although many feel that this novel is a racist novel, I believe that it is important for student to explore the idea of race within the novel. One must keep in mind the time period in which this novel was written. Many of the issues at hand within this novel are the types of issues that both black and white people were dealing with. Race was a major issue in the south in the 17th and 18th century. The way that Twain uses idiolect and dialect shows the historical connection to race in the South. I think this text provides a sufficient amount of historical background to life in the South, Mississippi , in particular. I think that readers will be able to recognize how misunderstood the South is as a whole rather than as a race.
My Opinions about the text: I can easily identify with why one may believe this novel to be controversial pertaining to race. I personally loved this book because not only does it focus on some major important and historical issues dealing with the South , it keeps the attention of the reader throughout the novel. Although this novel still remains controversial in some areas of the world, it can be interpreted from many aspects as relating to friendship. I think that it is important to teach a novel with such strong historical issues because it expands the minds of young adolescent readers.
Possible Objections:
Racial Slurs: In an attempt to accurately portray the South there are words used in reference to African American slaves during this time period. The N-word is used in this text over 200 times. However it is necessary in depicting an accurate account historical events and the way in which slaves were referred.
Obscene Language: Throughout this text obscene and vulgar language is being used. This is merely idiolect for certain individuals during this time period and not every character in this novel feel the need to use such language.
Violence: Violence is displayed in this novel from the killing of a pig, to the finding of Huck’s dead father, as well as the abuse both Huck and Jim suffer. This is necessary in the novel to help develop certain issues pertaining to stability emotionally, physically, and mentally for both the characters and the readers.
Objectives: This novel has been brought into the classroom to assist with the thematic unit of friendship which is visibly displayed among Jim and Huck. Once the students have read this novel they will assemble and form literary circles in which they will discuss the novel in groups with each student being assigned a specific function within the circle to contribute necessary literary information in regards to the text. By the end of this thematic unit on friendship students will be able to recognize how to establish friendships, what it means to have a friendship, and they will be able to apply this to the real world.
Trista Haynes
April 14, 2008
Dr. James Carter
Rationale on The Watsons Go to Birmingham: 1963
Parents: This semester my 9th grade class will be reading a novel entitled, The Watsons Go to Birmingham: 1963. It is written by Christopher Paul Curtis and is considered Young Adult Literature. The students will form literature circles where they will discuss the novel chapter by chapter. They will be assigned different roles in the group to ensure each child has a part of the discussion. The novel focuses on real issues such as sibling rivalry, loneliness and racism. The students will be able to relate to the issues presented in this novel. I feel my students are mature enough to handle the text and elaborate on how they feel after reading the novel. This novel teaches students how ignorant the aspects of racism are. The students will understand how hate can destroy lives and families. It will give them a better understanding of how life was in the sixties. This experience will teach the students how to love one another and not become a victim of prejudice. The students will learn about theme, setting, literary qualities, and point of view. The students will be able to describe these literary definitions throughout the novel. Discussions about the novel with the entire class will be held throughout reading the novel. There may be a few concerns about the novel that I will gladly address throughout this document.
Plot summary:
The Watsons are an African American family living in Flint, Michigan in the early 1960s. The family consists of Daddy, Mamma, Byron, Kenny, and Joetta. Kenny, the narrator, is constantly ridiculed by his big brother Byron and his friend. He has no friends but befriends the new kid in school, Rufus. Rufus is Southern and is ridiculed because of his Southern accent and his poverty. Byron defies his parents throughout the entire novel. He believes he is grown and wants to go by his own rules. His parents finally feel they cannot handle his behavior so they head to Alabama to the grandmother's where Byron will remain for the summer. While visiting Birmingham, a church is bombed which has a negative effect on Kenny, the narrator. The family believed Joetta was involved in the bombing but later finds out she was not harmed. The family leaves Alabama with their own thoughts and opinions of what happened. Kenny begins to isolate himself from the rest of the family because he believed he handled the situation in a cowardly way. Byron steps in and reassures Kenny there was nothing he could or should have done differently. The brother’s eyes were opened to things they never imagined were happening. Byron begins to make positive improvements in his life for himself as well as his family.
My reflection:
After reading the novel, I thought it would be a wonderful choice for my class. I admired how much the parents loved each other and their family by playing games and making jokes. The family seemed so close and loving. This family would be described as, The All American Family. Many emotions could be felt by reading this novel such as humor, sympathy, and sadness. I felt horrible for what happened to the young girls in the novel. I was sympathetic for them and their families. I was angry because of the fact that these four innocent children were murdered because of stupidity. The historical events which took place would be a learning experience for the class. The students may be feeling some type of hatred from someone and may be able to better relate to the novel. There may be different characters the students can relate to. They may relate to Kenny because he feels like an outcast and is always bullied. They may relate to Byron because they enjoy making people feel small so they can feel inferior. They may be trying to find who they are and after reading this novel they realize they don’t like their behavior. This novel can bring about change because of the different behaviors of the characters.
Objections:
Possible objectives would include the aspects of racism, hatred, and death. Because the setting takes place in the 1960s, the treatment of African Americans will be discussed. Hatred and death will be addressed when talking about the bombing of the church. The students will be questioning why people would do these things to other people.
Language:
Vulgar language is used a few times throughout the novel. The novel uses the language to show how offensive Byron's behavior was.
Racial Remarks:
During the time period, these remarks were used and are only used in the novel as a reference to the time period. It states how people referred to each other in that particular time period.
Objectives:
Reading this novel will help the entire class come to understand racism in a new and different way. They will be able to openly discuss racism in the classroom in a mature and appropriate way without offending fellow classmates.
Teacher's thoughts to Parents:
I have written this document to inform parents of the information their children will absorb while in my class. The books I choose for the students will teach them about history and the different cultures in the world. It is a way of keeping the parents involved with the lessons I plan. I want the parent to be aware that the child has to be exposed to different novels. I want every parent to feel they are as much a part of the class as I am. There may be concerns about the book that can be addressed with me after reviewing it. I don't want to leave any rock unturned.
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