S+Martemucci,+Amanda

** E-mail: ** amanda.martemucci@maine.edu
 * Teacher:** Ms. Amanda Martemucci
 * Office:** Room 305
 * Office Phone:** 207- 294-1360
 * Office Hours:** MW: 2:00-4:00

=Summary of Unit= Welcome to our unit, //The Lovely Bones!// Throughout this unit you will discover the use of literary devices in a piece of literature as well as the use of textual evidence in writing. You will explore these concepts through reading and using //The Lovely Bones// by Alice Sebold. Through using the novel and creating several fun and creative projects, you will specifically deepen your knowledge about narration, point of view, and character conflicts as well as how they all affect one another. By the end of the unit, my hopes are that you will all have a better understanding of and realize how important these concepts are in literature and real life experiences.

=Establish Goals= Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //The Lovely Bones// 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.

= = =Students will understand that= •type of narration can lead to a certain point of view. •ideas on the text need to have evidence for support. •characters have external and internal conflicts.

= = =Essential Questions= •How might a change in a narrator effect the point of view of the reader? •How does text in the reading become evidence? •Why do characters face conflict?

= = =Students will know= •Vocabulary: Character (types), Grammar Terms, Literary Devices, Point of View (types), Narrator (types), Conflict (types), Evidence, Thesis •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, 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: Sentence Structure, Paragraph Structure, Grammar Usage, Ways to incorporate textual evidence, Forming a thesis

= = =Students will be able to= •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.

**Performance Task Overview** Congratulations! You and your fellow interns have been working hard at E! (Entertainment Television) and you now have the opportunity to gain a permanent position. The producers are looking for new ideas for the next E! Investigates episode. You and your fellow interns have been coming up with ideas for days and have finally stumbled upon a worthwhile story: the mysterious and shocking murder of 14-year old Susie Salmon in 1973. It's been ten years since her murder but her family and friends are still affected by it. You will create an episode that captures the emotions, conflicts, and points of view of Susie's family and friends from the day of her murder until now. Don't forget that you are trying to engage and impress the producers so evidence from the story is necessary. Your future job is in your hands. Work hard, but have fun!

=Expectations= __**Attendance/Absence Policy:**__ You are expected to come to class in order to fully grasp the goals of this course. If you happen to be absent, it is your responsibility for getting any notes or assignments from either a classmate or through emailing me. You can check what is happening in class that day through the Wikispace site for this class. I also recommended that you to come see me when you return from school, and we can schedule a time to go into more detail about what information you missed in class so that you can get caught up. If an assignment is due the day(s) you are absent, please find a way to get it to me that day as assignments need to be on time. If this is absolutely impossible for some reason, it is your responsibility to email me and we can figure something out together.


 * __Participation:__** This class requires a lot of creative thinking and discussions. Participation is necessary. This doesn't mean you need to speak up and say something every class. Although I would love to hear input from everyone of you, we all have those days where we just don't feel like talking much. This is fine. As long as you show me that you are here both physically and mentally to do your work and and get something out of the class period, that is fine.


 * __Assignment Requirements/Redoing Assignments:__** All assignments need to be turned in on the specified due date. If there is an issue causing you to not complete an assignment on time, it is your responsibility to come talk to me about it and we can work something out. If you do not do this, the assignment will need to be turned in during the next class period in order for it to receive full credit. Your grade will be docked 10 points every day it is late if it is not turned in the following class period.

For any written assignments, please use 12 point font, Times New Roman, double- spaced, and 1-inch margins. With final drafts, please make sure they are free of typographical, spelling and grammatical errors. You will be given opportunities to peer edit drafts in class before the final draft is due so no excuses!

If at anytime you recieve a grade you are not happy about, I am more than willing to discuss an opportunity for you to redo the work, however, it is your responsibility to contact me about redoing the work. With redo work, you will always need to give me the redone copy as well as the previous copy of the work.


 * __Plagiarism:__** All I'm going to say about this one is don't do it! How would you feel if someone took your idea and used it as their own? Probably not too great. The school has a Plagiarism policy that all students need to abide by. In this class there should be no reason for you to copy another person's work. I have set up this class so that you have as many opportunities to be creative as possible. Don't ruin this privilege and plagiarize.


 * __Respect:__** I am a stickler about this one. Please be respectful of your fellow classmates. We will be doing lots of discussions and presentations, and no one wants to be ignored or interrupted when they are sharing an idea or giving a presentation. Also keep in mind what you say about other students or their work both in and out of the classroom. We all have feelings in here. There will be times when criticism on other students' work is necessary, but do it in a way that is respectful. You are trying to help, not discourage them.

=Benchmarks= Below are the assignments that will be done over the course of this unit. Each assignment is given a point value and your grade will be based on the percent of points earned out of a **total of 900 points.**

__**Glogster:**__ **50 points** In this assignment you will have the chance to work in pairs! Each pair will be given a specific literary device (characterization/character, conflict, dialogue, mood, point of view, setting) to research and learn more about. To show your learning, you and your partner will create a poster using Glogster. You will present your Glogster to the class to teach your fellow classmates about the literary device you researched.

__**Fodey.com (Newspaper Clipping Image Generator):**__ **100 points** For this assignment you get to be a journalist! You will need to answer a "Dear Susie" question that is based around //The Lovely Bones// for the newspaper, //The Lovely Bones Sentinel.// You need to create your own argument towards the question and use evidence from the novel to support your ideas. When everyone's newspaper article is complete, we will have a Newspaper Publishing Day and everyone's articles will be posted around the room for you to read and learn about your classmate's opinions towards the question.

__**Digital Story:**__ **100 points** Here is a chance to really be creative! In this assignment you will write a short creative story about anything you wish. The catch is that you need to write the story in first-person narrative and then rewrite it in third-person. You will get to present these stories in a Digital Story form where you can add music, graphics, and audio recordings of the stories.

__**Comic Life:**__ **125 points** In this assignment, you and a partner will get to explore the point of view of another character in //The Lovely Bones// other than the narrator, Susie Salmon. You and your partner will choose and character and a scene from the novel. You will rewrite the scene in the point of view of your chosen character. You will create the scene using Comic Life to bring life to the scene with graphics, dialogue, and lots of creativity!

__**Garageband/Podcast:**__ **125 points** Every one has dealt with some kind of conflict or issue in their life. Characters in novels deal with conflicts as well! In this assignment, you and a partner will choose a character to interview to learn about his or her external and internal conflicts. The interview will be made using Garageband where you can add sound effects, music, and voice recordings. The finish product will be turned into a Podcast for your fellow classmates to listen to and find out what you learned about your characters conflicts.

__**Penzu Beta (Online Diary):**__ **150 points** In this assignment you will explore how the narrator, Susie Salmon's conflicts effect another character and cause the conflicts they are dealing with in the novel. You will pick a character and write online diary entries using Penzu Beta in the perspective of your chosen character. You will write a total of eight diary entries; one for every three chapters. Don't panic yet! These diary entries don't need to be long and overwhelming. The main goal is to make sure that your character expresses his or her conflicts or problems being faced in the chapters and why he or she has deal with these issues, or more specifically: how is Susie's conflicts affecting them.

__**iMovie:**__ **250 points** All of the above assignments help guide you towards "the BIG one." In groups of four or five you will complete the following:

Congratulations! You and your fellow interns have been working hard at E! (Entertainment Television) and you now have the opportunity to gain a permanent position. The producers are looking for new ideas for the next E! Investigates episode. You and your fellow interns have been coming up with ideas for days and have finally stumbled upon a worthwhile story: the mysterious and shocking murder of 14-year old Susie Salmon in 1973. It's been ten years since her murder but her family and friends are still affected by it. Using iMovie, create a 10 to 15 minute clip of the episode that captures the emotions, conflicts, and points of view of Susie's family and friends from the day of her murder till now. Don't forget that you are trying to engage and impress the producers so evidence from the story is necessary. Your future job is in your hands. Work hard, but have fun!

This project consists of both the iMovie presentation as well as an oral presentation directed towards the "producers," and you will be graded on both parts separately. This project is where I really want you to shine in creativity. Have as much fun with this one as possible!

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