S1+Martemucci,+Amanda

=Stage 1 - Identify Desired Results= A2 Literary Texts Grades 9-Diploma //The Lovely Bones// by Alice Sebold Students read text within a grade appropriate span of text complexity and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: English Language Arts- A. Reading

//What understandings are desired?//
•ideas on the text need to have evidence for support. •characters have external and internal conflicts. ||
 * **//Students will understand that://** **(U)** ||
 * •type of narration can lead to a certain point of view.

//What essential questions will be considered?//
•How does text in the reading become evidence? •Why do characters face conflict? ||
 * **Essential Questions:** **(Q)** ||
 * •How might a change in a narrator effect the point of view of the reader?

//What key knowledge and skills will students acquire as a result of this unit?//
•Important Events and People: Rape and Murder of Susie, Abigail's infidelity, Life of Susie's love interest after her death, Jack's pursuit of murderer, Ruth's obsession with the dead, Ruth's relationship with Susie, Susie Salmon, Jack Salmon, Abigail Salmon, George Harvey, Lindsey Salmon, Buckley Salmon, Len Fenerman, Ray Singh, Ruth Connors, Ruana Singh, Samuel Heckler •Structures of Writing: Ways to incorporate textual evidence, Forming a thesis |||| •describe the difference between first person and third-person narrative. •evaluate the effects of common literary devices on the style and tone of a text. •create ideas with supporting evidence from text. •analyze the character's external and internal conflicts. •consider how the point of view is effected by narration. •self-assess how a character's conflicts effect another. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocabulary: Character, Setting, Theme, Dialogue, Point of View (types), Narrator (types), Conflict (types), Evidence, Thesis


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**