S1+Fitzpatrick,+Amanda

=Stage 1 - Identify Desired Results= A. Reading A2. Literary Texts 8th Grade //Unwind// by Neal Shusterman Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and common literary devices help shape the readers response. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Language Arts

//What understandings are desired?//
•literary devices are prevalent to fiction. •structural features of the text help to define work. ||
 * **//Students will understand that://** **(U)** ||
 * •applying text to today can help comprehension.

//What essential questions will be considered?//
•How are literary devices used in the text? •How are structural features used in the text? ||
 * **Essential Questions:** **(Q)** ||
 * •Why is interpreting the text helpful in understanding?

//What key knowledge and skills will students acquire as a result of this unit?//
conflict, context, metaphor, mood, motif, setting, theme, tone, tragic flaw, euphemism. • Vocabulary: Pro-life, pro-choice, unwind, boiled, kicking-AWOL, Juvey-cops, acrid, Chop Shop, StaHo, tithe, Clappers, Bill of Life, boeuf, storked. •Key Factual Information/ Timeline: Used to track the abortion moments; 1821-Illegal to abort a child after the 4th month in CT, 1900- Most abortions in US outlawed, 1965- All fifty states ban abortion 1973- //Roe v. Wade// case, 1984- Christmas day bombings of abortion clinics, ????- Second Civil War or "Heartland War" begins ????- Bill of Life passes, "Heartland War" ends. || •predict what will occur in the text. •critique the structure of the text. •use literary devices to explain text. •compare the story to today's world. •assume to role of a main character. •recognize various structures in the text. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Terminology: character, climax,


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