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 * Title: Power; People plus the Written Word**


 * Grade: 10**


 * Topic**: The students have read the fulcrum text; //The Help//, by Kathryn Stockett. The power of the written word gives voice to oppressed people in Stockett’s novel. Tools of literary analysis will be used to explore the power of literacy in the plot of //The Help// using texts introduced during our unit, The Power of the Written Word//.//


 * Rationale**: By reading //The Help// as a fulcrum text, students will experience a view of history they may feel familiar with; the Civil Rights Movement. Through the use of English Language Arts skills and analysis techniques, students will gain a deeper knowledge of the intricate challenges people faced. Through Stockett's well developed characters, students will begin to understand the ways literature enhances the exploration of the human experience. Reading a novel like //The Help// will provide insight and humanize the history of racialization and oppression in our not-too-distant past. Students will experience how literature places a "face" on the facts. The texts accompanying //The Help// will teach students how intertextuality provides important background to increase expert knowledge of literature and world view.


 * Objective:** Students will begin to understand ways literature enhances their knowledge of the human experience.

//Reading//: Students will demonstrate progress in their ability to actively read with a New Historic lens. Students will begin to understand how intertextuality provides important background to increase expert knowledge in literature and world view.

//Writing//: Through research, students will apply factual evidence to demonstrate a connection to //The Help// and the challenges people faced during the Civil Rights era//.//


 * Common Core Standards**:


 * Reading:**

RL 10 - 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings: analyze the cumulative impact of specific word choices on meaning and tone.

RI 10 - 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).


 * Language:**

L 10 - 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.


 * Speaking and Listening:**

SL 10 - 4. Present information, finding, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


 * Writing:**

W 10 - 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W 10 **-** 7. Conduct short as well as more sustained research project to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Students will understand**:**
 * Understanding:** Students will understand that historical literary fiction deepens our knowledge of the complexity of the past and allows us to experience empathy for human side of history by:
 * understanding the benefits of performing a close reading
 * understanding the benefits cross-textual references from other genres in the layering of background knowledge
 * understanding how a symbiotic relationship between literature and informational texts exits and broadens our knowledge base, enhances factual knowledge and deepens our understanding of the world.
 * The power that literacy holds to affect social change.
 * Their relationship with texts through experience with other texts.
 * How to look for author intent in a text; subversive/subliminal, or overt intent.
 * How creators of texts utilize other texts to shape meaning.
 * How intertextuality is used for humor, subversive messages and communication.


 * Established Goals**:
 * To recognize how different texts influence and shape meanings in other texts enriching audience experience. To enhance students' creativity with intertextuality as a tool in their creation of texts.
 * To begin to recognize author intent in texts.
 * To understand why I need to question author intent.
 * To recognize and identify how previous experience with texts connect us to meaning in texts.


 * Essential Questions**:


 * What is intertextuality?
 * What is parody?
 * What is allusion?
 * How, when and why is intertextuality used?
 * When do I experience intertextuality?
 * What patterns appear to show author’s intent?
 * What are reliable sources? What are their limits?
 * Why do I need to question author intent?
 * How does my own life experience shape meaning in what I read and create meaning in what I write?
 * How does literacy give me power?


 * Students will be able to:**
 * Recognize intertextuality, parody, allusion.
 * Recognize a wide variety of texts which are not limited only to print and literature.
 * Identify intertextuality in print work of non-fiction and fiction.
 * Students will recognize intertextuality and its influence on how it affects their relationship to a (specific example) text due to their experience with other texts.
 * Student will recognize how authors use intertextuality in text to create meaning by referencing, borrowing, alluding to other previously experienced texts.
 * The value of researching secondary sources to enhance meaning in literature.
 * Students will know**...
 * And recognize intertextuality, parody, allusion.
 * Students will be able to recognize a wide variety of texts which are not limited only to print and literature.
 * How to identify intertextuality in a popular film, print work of non-fiction and fiction and advertising.
 * Students will recognize intertextuality and its influence on how it affects their relationship to a (specific example) text due to their experience with other texts.
 * Student will recognize how authors use intertextuality in text to create meaning by referencing, borrowing, alluding to other previously experienced texts.
 * The value of researching secondary sources to enhance meaning in literature.

As students create their research paper they will keep a draft notebook documenting their progress and work. This will help students keep track of their creative process, aid in management and organizational skills, and allow students more control by self assessment.
 * Performance Tasks:**
 * Find and identify and explain instances of intertextuality between //The Help//, examples of Jim Crow Laws, and non-fiction sources such as Martin Luther King and Fredrick Douglass.
 * Create an example of intertextuality between two texts to make meaning and impart a message in a blog and by posting and responding to classmate’s blogs.
 * Identify instances of intertextuality and discuss how it affects or changes the meaning of a text using textual evidence.
 * Differentiate between overt and covert author meaning.
 * Activities**:
 * Short paper research project utilizing intertextuality in a persuasive essay.
 * Create a blog with an overtly clear theme or message along with an underlying sub-theme or subliminal message using humor, sarcasm or other device of their choice.
 * After experiencing each group’s text the presenters will lead a class discussion to appraise, assess and interpret the author intent.
 * Students read assigned texts, explore topics for short research papers about issues of interest inspired by any of the unit’s texts.


 * Texts**

Context: > is an example of allusion and parody that students have experience with and understand. Viewing and discussing examples of parody and allusion in the video will hook students and get them to focus. Fulcrum: //The Help//, by Kathryn Stockett. Students have just finished this book and we refer to Stockett’s novel during class. We are applying the following texts to provide intertextual evidence:
 * 1) "The Count Censored." //Youtube//. N.p., n.d. Web. 14 Apr. 2012. <[]>. A humorous Sesame Street film clip which can be used to introduce allusion, intertextuality, previous experience and frame of reference. An example of an intertextual experience in the person.
 * 2) Pink’s “So What” You-tube music video, [],
 * 1) Katie Makkai, “Pretty”. Makkai is performing her slam poem which uses examples of allusion that are clear enough for novices to allusions and complex enough for experienced readers. []
 * 2) Helen of Troy <[]>
 * 1) Poe, Edgar Allan. “To Helen”.
 * 2) H.D. “Helen” : //Collected Poems, 1912-1944.// Copyright © 1982 by the Estate of Hilda Doolittle. Reprinted by permission of New Dirctions Publishing Corp. U.S. Use text 1 and 2 together performing a close reading. Students will experience how intertextualality influences their experience between Poe and H.D.
 * 3) Hoose, Phillip: //Claudette Colvin: Twice Toward Justice//, New York: Farrar Straus Giroux, 2009. Print. Biography of Ms. Colvin, a hero with her humanistic side exposed. The text also provides a non-fiction layer to //The Help.// Phillip’s work also has an excellent bibliography to inspire student short research paper.
 * 4) Douglass, Frederick. //Narrative of the Life of Frederick Douglas an American Slave//, 1845. Anti-Slavery Office, No. 25 Cornhill, Boston. Taken from //The Classic Slave Narratives//, 1987, Henry Louis Gates, Jr, Ed., Signet Classics, NYC. Print. Students reading the narrative will gain background knowledge and experience a close reading of a text written in the mid 19th Century that still has weight today.
 * 5) King, Jr., Martin Luther. //Why We Can't Wait//. New York: Harper and Row, 1964. Print. Students will read excerpts from King's book. "A Letter From a Birmingham Jail" or "Bull Connor's Birmingham". Both excerpts provide an example of reading a difficult text with many opportunities to interpret words or phrases. They serve as inspiration for further research.
 * 6) Nelson, Marilyn: //A Wreath for Emmett Till//. New York: Houghton Mifflin Co., 2005. Print. A beautifully written and illustrated poem honoring Emmett Till’s life and family juxtaposed against the horror of his lynching. Nelson’s language offers students an example of beautifully written language communicating a painful part of our history.

Texture: Lesson Plan Schedule
 * 1) OED //Oxford English Dictionary,// Third edition, June 2005; online version March 2012
 * 2) Current Global Studies Textbook
 * 3) Loewen, James w. //Lies My Teacher Told Me; Everything Your American History Textbook Got Wrong//. 2007th ed. New York: Touchstone, Div. of Simon & Schuster, Inc., 1995. 135-71. Print. Excerpts provide a way to compare and analyze how a school textbook is written while promoting reading for information. Promotes interesting reading for information in school.
 * 4) H.D. poet image. <[]>.
 * 5) Edgar Allan Poe image. <[]>
 * 6) "Fredrick Douglass", by Robert Hayden. <[]>. Website.
 * 7) "Gone With The Wind" DVD
 * 8) Fugitive Slave Act of 1850, Spartacus Educational, <[]>. Website.
 * 9) Randall, Vernellia, R., Web Editor, University of Dayton,”Examples of Jim Crow Laws”, 2001. <[]>, . Website.
 * Emmett Till image. <[]>. Website. Photo of Emmett Till taken by his mother about 8 months before his murder.

What are allusion, parody?
 * Day 1**
 * “allusion, //n.//**


 * A covert, implied, or indirect reference; a passing or incidental reference (cf.**[|**allude v. 5**]**). Also //attrib.// in allusion book, a collection of references to a writer or his works.** (Oxford English Dictionary).


 * Parody, //n//**

> is an example of allusion and parody that students have experience with and understand. What is intertextuality?
 * A literary composition modelled on and imitating another work, //esp.// a composition in which the characteristic style and themes of a particular author or genre are satirized by being applied to inappropriate or unlikely subjects, or are otherwise exaggerated for comic effect. In later use extended to similar imitations in other artistic fields, as music, painting, film, etc.”** (OED).
 * Show Pink’s “So What” You-tube music video, Context text #2. [],
 * Discuss allusion and parody and how students relate them to the video clip. Ask for specific examples drawn from video the alluding to other celebrities, cultural references, why we think this is funny, what in our background do we reference to make this funny. Would someone unfamiliar (like mom or dad) with pop-culture understand this? Why or why not. Use ELA terms they are familiar with; like symbol, metaphor, tone, simile.
 * Two hand-outs: Poe’s “To Helen” and H.D. “Helen”. Perform 3 readings. Ask for student volunteers to read the 2nd and 3rd times. Expert reading by teacher first time.
 * Provide poems’ and authors’ backgrounds. Pull up images of poets; links located in Texture Texts #’s 4 & 6.
 * intertextuality, //n.//**

Day 6 Day 7
 * The need for one text to be read in the light of its allusions to and differences from the content or structure of other texts; the (allusive) relationship between esp. literary texts.** (OED).
 * Give background on Helen of Troy, Context text #4.
 * Read Helen poems aloud, ask for student volunteer. Discuss how the new information on Helen shapes the students’ readings of the poems.
 * How do the 2 Helen poems relate?
 * Using KnightCite, go over proper MLA citations.
 * Homework; post examples of allusions between the two Helen poems. They may include an outside research source. Citations included.
 * Day 2**
 * Class discussion on posts, answer any questions and make corrections or clarifications. Assess students on their application of allusion, and use of intertextuality between the 2 poems.
 * Introduce Fredrick Douglas.
 * On the Smart board, display text Fugitive Slave Act of 1850. Assign each section two separate groups of 3 and each groups reads through their assigned texts. Encourage students to explore further using the English department’s laptops. Each group summarizes their findings on the classroom Blackboard blog.
 * Assign, //Narrative of the Life of Fredrick Douglas an American Slave//, 1845 for homework; read Preface & Chapters, I – IV.
 * Day 3**
 * Equipment needed: English Department Laptops.
 * Online research, library database to clarify Mass Anti-Slavery Act (328), Mr. Wm. Lloyd Garrison, Wendell Phillips, history of Negro Spirituals, plantation, laws (or lack thereof) regarding punishment for slaves, murder.
 * Summarize content of //Narrative// and allow groups to present their findings and group blog posts. How does Mr. Douglas sound? What are his word choices and tone? Why might Mr. Douglas intimidate anti-abolitionists with his word choices? Literacy levels of the white, male population would be an interesting topic to explore (for the short paper). Ask students to brainstorm research topics.
 * Homework, read “Examples of Jim Crow Laws”, texture text #9, by Randall. Brainstorm topics to research from //The Help//, and bring in a bibliography of research texts and topic. No Wikipedia as a source, but can use Wikipedia pages to inspire scholarly sources.
 * Day 5**
 * Discuss content of text #9. Apply examples to Stockett’s, //The Help.// Where did we see examples and references to Jim Crow Laws?
 * How are the lifestyles similar or different during Douglass’ life and the experiences of Stockett’s characters? What evidence can students produce to back up their claims and where did they find it? Display KnightCite, the online MLA citation machine.
 * Introduce //A Wreath for Emmett Till.// Perform an expert reading. Divide into groups of 3, read and annotate. Present each group’s findings before class is over.
 * Homework; research paper rough draft due Day 7. Bring in websites (or print) sources to share tomorrow in class. Hand-out contains topics for research. Students may add their own.
 * Display image of smiling Emmett Till. Allow students to finish presenting their group’s work on the poem.
 * Discuss content and annotations of assigned reading and hand-out. What is lynching? Did anyone see the famous photo of Till’s lynched body lying in repose? How and when does Nelson’s poem refer to Douglass and the texts assigned with Douglass’ writing, the Jim Crow Laws. Review proper citation.
 * Display “Fugitive Slave Act”, Texture Text #8. Take turns reading the content. Apply examples from Douglass to the Fugitive Slave Act legislation.
 * Homework; Rough Draft.
 * Rough draft due tomorrow with MLA works cited.
 * Discussion:“Fredrick Douglas”, by Robert Heyden. Texture text # 6. Perform a close reading, annotate. How does the //Narrative// affect your reading of the poem?
 * Homework, rough draft.

Day 8 Day 9
 * Collect rough drafts
 * Assign reading in Loewen’s //Lies My Teacher Told Me.// Allow students to read assigned sections in class.
 * Hand-out discussion questions on Loewen’s //Lies My Teacher Told Me,// reading due tomorrow.
 * //Lies My Teacher Told Me// discussion. Students get into groups of 3 and are assigned a topic from the hand-out on Loewen’s Chapter.
 * I am circulating and guiding, adding information or clarifying content, offering more information to enhance students’ critical literacy topics.
 * Student groups present their finding, questions and conclusions.
 * Introduce the Spartacus website on the “Fugitive Slave Law”.

Day 10 Day 11 Day 12,13, Day 14, Final Draft due. Day 15
 * Hand back rough drafts. Students will have conferences with me during class.
 * Assign readings from the Spartacus website, “Fugitive Slave Law” to build background knowledge and to read critically. These men were educated, worked in menial jobs, were married with children, yet treated as property. Experience the language and style of their writings.
 * Final drafts due in 3 class days.
 * View excerpts of //Gone With the Wind// of the character Mammy.
 * Assign hand-out for a short research paper (4 pages, double spaced) on the word “Mammy”. Final paper due in 4 days. 2nd Rough draft tomorrow.
 * Offer websites on Blackboard as a guide but encourage students to find scholarly websites on their own.
 * Research days in library
 * Presentations both days.

Assessment for Unit: Student papers will be graded for proper conventions, proofreading, proper citations, cross-textual references, using at least 3 non-fiction sources and 1 literary source. Their research topics are inspired by //The Help.// They will find a topic from Stockett’s novel that interests them and inspires them to dig for more information. Where there towns that really had homes with separate bathrooms for black maids? Did anyone ever get caught writing an anonymous piece of literature exposing the relationships between whites in power and the black people working for them? How unusual was it to be a single, white female in the late ‘50’s, early 60’s. Why or why isn’t Skeeter’s relationship with //The Help// believable? Find some examples of lynching victims and report. What was jail like for African-Americans in the 1960’s? Connect your research to //The Help// and communicate how your research enhanced your literary experience. How did both texts influence each other? Do you see the power of literacy? Why or why not?



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