S+Fitzpatrick,+Amanda

** E-mail: ** amanda.fitzpatrick1@maine.edu
 * Teacher:** Ms. Fitzpatrick
 * Office:** Room 215
 * Office Phone:** 207-314-2133
 * Office Hours:** Monday- Friday 2:50-4:00

=Summary of Unit= This unit will cover literary devices and the structural features of a work of fiction. The class will be using the novel //Unwind// by Neal Shusterman to explore how the use of literary terms can effect how one reads a novel and how the novel is analyzed. By uncovering the different concepts of the novel (characters, climax, theme, etc.) the student will not only better understand the novel but they will also be able to write with this structure with more ease and at a better understanding. Students will also compare the themes of the novel to happenings in their own life to create deeper understanding and empathy.

=Establish Goals= Maine Learning Results: Language Arts 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.

= = =Students will understand that= •applying text to today can help comprehension. •literary devices are prevalent to fiction. •structural features of the text help to define work

= = =Essential Questions= •Why is interpreting the text helpful in understanding? •How are literary devices used in the text? •How are structural features used in the text?

= = =Students will know= •Terminology: character, climax, 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.

= = =Students will be able to= •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.

**Performance Task Overview** You are a 22nd century author in a world of hate and constant warfare. The president has picked you to go back in time--to 2010-- to try to resolve the issue (of your choice) before it turns into complete disaster! You will make a fictional yet persuasive narrative that reaches the "future" of America- citizens aged 13 to 19. Your end result will be a podcast announcing your (now digital) story. Your completed podcast will be posted to the website PodBean where the internet will hopefully take your story and make it viral. If you are successful your story will touch the hearts of many, sparking them to alter their ways and thus alter your home in the 22nd century! Hope for the best and good luck!

=Expectations= //In order to ensure your success in this class a few guidelines must be followed://


 * __Respect__**: This class will have a lot of discussions. In order for everyone to get the most out of the discussions in class it is important that everyone respect and accept the view points and ideas of others. If this students in this class simply cannot get along, a meeting will be set up with the appropriate officials and myself in order to get the conflict resolved so we can continue with our class. On the flip-side however, racial, sexual, or offensive comments will not be tolerated in my classroom as it is always harmful in any environment. Finally, treat and speak others as you expect others to treat and speak to you--plain and simple.

__**Attendance/Participation:**__ As we will be discussing through a majority of the lessons, as well as developing projects and group work one must always be present physically and mentally. Missing classes without a school credited reason will result in a loss of participation for the day--you simply were not here. On the participation side, if you come to class but refuse to actively engage in your learning your participation grade will be negatively affected. (However this does not mean you have to be a chatterbox to get all of your participation points--one can participate to group and project work without always being in the discussion--however that would be great!)

__**Plagiarism**__: //Picture this: You come up with a great invention, something that will obviously make you a billionaire. After you have created the template someone comes along and makes a copy of it, and then takes all the credit! In a matter of minutes someone has taken your original idea and stolen it, and put their name on it; which means that **they** get all of the money for something// //**you** came up with!// What we have just witnessed is a form of plagiarism. Too many times students only see plagiarism as something they do, not something that could be done to them as well. As soon as you come up with an idea and put it to paper--whether it be a photograph, a poem, or an idea for an invention, that work is copyrighted. This means that if anyone uses your work without your permission they have plagiarized your work. It works both ways, however. Do not take someone's work without asking--(and/) or giving them credit for what they have accomplished. Plagiarism in my classroom with 100% not be tolerated. (Please review the school's Academic Code of you have any questions regarding plagiarism, or please see me.)

//Any other items that the class feels should be a part of this expectations section should be submitted to me. All submissions will be voted on by the class. If submission passes class vote it will either be vetoed or passed by me. (Sound familiar?) If you wish to amend any exceptions already in existence, the same protocol must be followed. Remember, expectations can be set for teachers and student alike!//

Benchmarks
Below is the point value for each assessment and your grade will be based on the percent of points earned from the **total points of 650**.


 * Create a Wikispace**: You will take a literary term that you have been assigned in class and make your own wikispace web page about your word. This page will include an in-depth explanation and definition on your word along with examples that you have found (make sure you cite!) or have made up that truly define the word. While reading the book, classmates will have to comment on at least two other classmate's wikipages and write examples that are in the book. **Worth 50 points.**


 * Character Blog**: In groups of three, you will assume the role of one lead character from the novel //Unwind//. This character will be one that you follow in-depth through-out the remainder of the novel. As the character, after each reading assignment you will write a blog entry as your character and how you have reacted during the time frame from the assigned reading. Feel free to make up your own ideas on how the character truly felt on the inside as they faced their adventures (just make sure it goes along with what you have read...) **Worth 100 points.

Comic Life** : As we study foreshadowing in the novel, you will create a comic book depicting how they feel the novel will end. You will use clues that they have found throughout the novel thus far to back up their ideas. **Worth 75 points.

iMovie**: As a team of four, you will create an iMovie interview with the three main characters of the novel. Questions regarding what they faced in the novel will be expected along with other questions on their lives now. Through the interviewer, students will compare how their life is different to those in the Post- Heartland War era. **Worth 125 points.

Inspiration**: Individually, you will use the software Inspiration to create a concept map that follows the timeline of the novel. You will be asked to plot the events that they felt were significant to the characters, along with their own opinions of the happenings in the novel. You will be asked various questions in the course of this assignment that will make you really think and question why you believed different events were considered important. Make sure you explain your reasoning in the map. **Worth 50 points.**


 * Garageband**: If you have been keeping track you know that this is the "big one." During this assignment you will take on the role of an author from the future to create a heartfelt story of your troubled homeland. By writing a fictional story that will touch the heats of the citizens of the past, you will hope that your homeland could somehow be altered. In the year 2010 those ancient devices called iPods were all the rage. In order to reach your target audience, convert your story to a podcast that you will post on the PodBeam website--that one that you studied in history class that reached not only the citizens of America but the entire world! **Completion of both paper story and podcast will be worth 250 points.**

=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)