Unit+Plan

=** Unit Plan ** = = = = = = =
 * Unit Plan Guidelines **
 * I. Subject Area**: English 4
 * Grade level**: 12th Grade
 * Unit Title**: Living in Narnia – Creating a Survivor’s Guide to the World of Narnia


 * II. Estimated Time**: 2 Weeks (10 in-class days)


 * III. Student Population**: 28 Students, 12 Boys, 16 Girls (2 ELL without aide)

Stage 1 – Desired Results 1.1.11.C: Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing. 1.1.11.E: Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference. 1.1.11.F: Understand the meaning of and apply key vocabulary across the various subject areas. 1.3.11.E: Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. 1.4.11.B.5: Use primary and secondary sources. 1.5.11.B.1: Gather, determine validity and reliability of, analyze and organize information. 1.5.11.B.2: Employ the most effective format for purpose and audience.
 * **IV. Standards:** (PA Academic Standards 11th / 12th Grade English)

1.) //Big Ideas//: After reading C.S. Lewis’ __The Lion, the Witch and the Wardrobe__, students will create their own //Survivor’s Guide to Narnia//, complete with student-generated setting/place maps, detailed character profiles, and a Narnian Phrasebook.
 * V.** **Understanding(s):**

2.) //Specific Understandings//: Although it is intended specifically for an English class, [|many different intelligences] (from Howard Gardner) will be addressed in this Thematic Unit about C.S. Lewis’ __The Lion, the Witch and the Wardrobe__ (specifically the linguistic, visual, and interpersonal intelligences). Essentially, in small 2-3 person groups, students will be tasked with creating a //Survivor’s Guide to Narnia// which will serve as the overall final assessment for this unit. That being said, the //Survivor’s Guide to Narnia// contains three short, hands-on elements which must all be completed as part of the collective guide. They are: (I) A Narnian Phrasebook of 24 original Narnian phrases, which will require students to comprehend, investigate, and expand upon the original language and complex vocabulary which was created by Lewis for the Narnia Universe; (II) three Student-generated Maps of important places traversed or referenced within the novel which will require students to synthesize literary settings from the Novel into tangible, functioning maps; and (III) six Character Profiles which will require students to analyze and explore the inner-workings and overall literary functions of major characters met in the novel.

Imagine if you found a dresser or a closet in your house which, upon entering it, instantly transported you to the world of Narnia. Who would you speak to? Where would you go? Who would you meet? Most importantly, how would you survive?
 * VI. Essential Question(s):**

Students will learn how to successfully work with a partner or multiple group members towards a single, shared goal as well as turn abstract, fictional concepts into tangible, original creations. Students will no longer merely be observers of Lewis’ fantastic universe. Rather, students will become immersed in the world of Narnia as if they were one of the characters themselves, forced to survive in a strange and unfamiliar place!
 * VII. Attitude(s) and Value(s):**

// 1.)// // What skills related to acquiring, organizing//// and using information will students// // Develop?// Compare and contrast linguistic styles, explore English word etymologies, create unique/original words and phrases, utilize reference materials for research, create original images from written descriptions, analyze the literary aspects of a setting, explore the importance/role of setting in a story, utilize literary devices such as tone/mood/etc. to explain particular settings, investigate characters’ dialogues and demeanors to understand their role/function in a novel, investigate the cause and effects of a character’s actions on other characters as well as on the plot of the story, hypothesize why the author created specific characters, identify with specific characters from the story, observe and explain characters’ developments from the beginning of the novel to the end. //2.) What technological skills will students develop?// Internet-based research skills, word processing skills, publishing/proofreading skills, graphic design skills (for map creation).
 * VIII. Skill(s):**

//3.) What interpersonal skills will students develop?// Students will work in groups and, thus, must be able to function interpersonally with their assigned (or chosen) group members towards a single, academic goal. Students must learn how to divide up work equally and appropriately and utilize their personal strengths for the overall benefit of the group as a whole. Also, students must learn to sympathize with not only their group members and their busy lives outside of the classroom, but with the characters from the novel as well. ||

Stage 2 – Assessment Evidence There are three main authentic performance tasks in which students will demonstrate the desired understandings, attitudes, and/or skills: 1.) The creation of a //Narnian Phrasebook//, which will expand students’ English vocabulary and allow them to create at least 24 new words/phrases which follow the conventions and linguistic style of the Narnian phrases within the novel. 2.) The creation of 3 original //Narnian Maps//, which will deepen students’ understanding of the role of the setting in a Novel and will require students to carefully analyze and visually interpret selected settings from the Novel for their individual moods, spatial properties, and overall appearances. 3.) The creation of 6 //Character Profiles//, which will develop students’ ability to criticize and conceptualize characters met in the novel and will require students to analyze the overall quality and literary functions of particular characters from the novel from an objective point of view.
 * IX. **Performance Task(s):**

Each of the three project modules will have their own separate grading criteria which will be averaged together (along with the students’ self reflections) for a //final//, overall grade for the //Survivor’s Guide to Narnia// and the unit as a whole. 1.) //Narnian Phrasebook// – [|Phrasebook Rubric] 2.) //Narnian Maps// – [|Map Rubric] 3.) //Character Profiles// -[|Character Profiles Rubric] ||
 * Assessment Criteria:**

In addition to the 3 project modules included in the //Survivor’s Guide to Narnia//, students will be given daily journal questions (called DJQs) and daily homework assignments. Students’ daily participation will also be observed and recorded by the teacher. The homework assignments serve two primary functions: (1) to elaborate on and reinforce different concepts discussed in class, such as looking up real-life slang words for the purposes of comparing and contrasting between the Narnian language for the //Narnian Phrasebook// assignment; or to continue working on an activity which was started in class, such as creating additional original phrases to add to the //Narnian Phrasebook//. For the DJQs, students will be required to respond creatively and personally to the activities/lessons experienced within the classroom. The primary function of these activities is for students to become personally invested in the lesson/activity by being able to react directly to the teacher and “think outside of the box,” so to speak.
 * **Other Evidence:**

At the conclusion of the unit, students will be given the opportunity to write a short, one page prompt responding to the project as a whole and assess their learning and overall performance. In this prompt, students will “grade themselves,” giving themselves a numerical grade which represents how they believe they have performed. This number will be factored into the students’ cumulative grade on the //Survivor’s Guide to Narnia//. ||
 * Self-Reflection:**

Stage 3 – Learning Plan
 * X. Learning Activities

· **Day 1** – “Introduction,” 60 minutes, Objective: Students will be able to familiarize themselves with the //Survivor’s Guide to Narnia// project and thematic unit as a whole. Additionally, relevant excerpts from Max Brooks’ tongue-in-cheek //[|Zombie Survival Guide]// will be photocopied and issued to students to serve as a creative model for their own //Survivor’s Guide to Narnia.// While not at all meant to be read as a serious text, the lightheartedness of this supplemental text will set the tone of fun and creativity in which the students should approach their guides. At the conclusion of this section, students will also be given the opportunity to ask questions and relay any concerns to the teacher in real-time. __REQUIRED MATERIALS__: Max Brooks’ //Zombie Survival Guide// (to be photocopied)//,// copied handouts, teacher-generated rubrics, Unit Rubrics Link]
 * NOTE: Students have already read C.S. Lewis’ //The Lion, the Witch, and the Wardrobe// before entering this class.* For the first day, students will be given a rubric for each of the three learning models (linked above in section IX), along with a thematic schedule for the next 9 days (a truncated version of this schedule). The goals and academic objectives for each of the three modules will be reviewed by the teacher.

· **Day 2** – “Phrasebook Part 1,” 60 minutes, Objective: Students will be able to (first) analyze, deduce and inspect a collection of made-up Narnian words gathered from C.S. Lewis’ //The Chronicles of Narnia// and, (second) be able to synthesize and create their own Narnian phrasebook which fits within the dialect/canon which is used in the original novel. This module is intended to increase student vocabulary and knowledge of English word etymologies, which is useful for the SATs, ACTs, etc. [Click Here for the Full Lesson Plan] Students will be broken into 2-3 person groups and will be given a collection of selected passages from the novel which utilize unique Narnian phrases/words such as “cantrips,” “poltoonery,” hastilude,” and “skirling” on a single sheet of paper. One example, “cantrips” will be broken down into several possible English derivatives to show how each of these words can be mixed together to create an altogether unique new word. Moreover, students’ will ultimately find the etymological foundations overall meaning of these Narnian words by locating the various English words in which they are based. Then, using these found “base words” from the English language, students will be able to explain the meaning of each of the Narnian words as they are used in the text. Each group will be given a copy of the Oxford Dictionary to use for their research. As a homework assignment which relates to the next class, students will brainstorm some possible additions to the Narnian language via the same process of using English root words for the creation of their //Narnian// //Phrasebook//. __REQUIRED MATERIALS__: 15 copies of the Oxford Dictionary (or any collegiate-level dictionary), teacher-generated handouts [[|Link]]

· **Day 3 –** “Phrasebook Part 2,” 60 minutes, Objectives: Students will be able to utilize the methodology for creating the Narnian Language which was covered in the previous class and expand upon the fictional Narnian language which is used throughout the novel by making their own original Narnian words from existing English root-words. Students will also be able to utilize GoogleDocs for use in publishing and sharing their //Narnian Phrasebook// works-in-progress. Students will each be given access to a laptop, which will be “signed out” by the teacher prior to the day of the lesson. Using these laptops, students will first be given access to a class-wide GoogleDocs page (username and password will be provided by the teacher) for use in sharing appropriate documents and findings (though each group will hand in a hard-copy of their own //Survivor’s Guide to Narnia//). After all students are able to sign into and use GoogleDocs, the teacher will give a brief demonstration on how to create and attach documents for public viewing. The teacher will also show [|a short “how-to” via Google Video], which serves a primer to all of the different functions which GoogleDocs can provide. Overall, this will be a very simple process, as many students will have been already quite familiar with how to attach and send documents via e-mail (which is remarkably similar to how GoogleDocs works). After this, will be ready to begin their search of various online Dictionaries (such as the well-known Dictionary.com) and linguistic databases for appropriate English-based root-words. As per the previous night’s homework assignment, students should have already started to brainstorm some of the words they will ultimately want to include in the //Narnian Phrasebook//. As new words are created, students will publish them and their respective definitions on the class’ GoogleDocs page along with the definitions of the English words they used. Students will be urged to view their peers’ work as well when they are outside of class. By the end of the 10 day unit, 24 new Narnian words will have been created for each group’s //Narnian Phrasebook//. __REQUIRED MATERIALS__: 15 laptops, LCD projector, [|GoogleDocs "How-To" Video]

· **Day 4** – “Maps Part 1” 60 Minutes Teacher will lecture on what setting is and how setting influences the plot and mood of a story. Will also inform students that being able to recognize setting involves being able to recognize descriptive words and be able to understand the deeper meaning of those words. Teacher will use examples from the text that demonstrates setting and descriptive words. (Lucy enters the wardrobe.) Have students pick a setting they encounter daily (home, school, practice, neighborhood, anything) and write a journal entry describing this place. Instruct them to think of as many descriptive words as they can and try to describe the place to someone who has never been there. Examples would be sight, smell, sounds, touch; anything that the senses can pick up, students should write in their journal entry. After students finish their descriptions of personal places, have them peruse The Lion, The Witch, and the Wardrobe for instances of setting. They should pick two and then state why they chose them and why they think it is a description of setting. __REQUIRED MATERIALS__: - Teacher selected excerpts from //The Lion, The Witch, and The Wardrobe// (handout), markers, colored pencils, paint, rulers, drawing paper, computers, glue, construction paper, popsicle sticks, copy of //The Lion, The Witch, and The Wardrobe by C.S. Lewis.//, Dictionary

· **Day 5** – “Maps Part 2” 60 Minutes Day 2 will review setting with students and ask them to recall what it is and its function in a story. We will review how we have many different settings in our everyday world and that they all affect us in different ways. Appropriate setting is necessary in any story because the readers are not actually there (especially in a fictional world) and it is crucial to convey this in the medium of writing when constructing a novel. Have students revisit the settings they chose the day before from The Lion, The Witch, and The Wardrobe and choose two of their favorites. They will then draw their two chosen settings. This can be on two separate pieces of paper (ex: Cair Paravel and Beaver Home), or one big piece of paper depicting the relationship of two adjacent places (ex: wardrobe and lamp post). They will write the descriptors at the top of the page and then recreate those words on paper. Ask students to display their work to the class if they choose to do so and explain why they drew what they did. Ask them if they think they fully understand the atmosphere that Lewis was trying to convey. __REQUIRED MATERIALS__: - Teacher selected excerpts from //The Lion, The Witch, and The Wardrobe// (handout), markers, colored pencils, paint, rulers, drawing paper, computers, glue, construction paper, popsicle sticks, copy of //The Lion, The Witch, and The Wardrobe by C.S. Lewis.//, Dictionary

· **Day 6** – “Maps Part 3” 60 Minutes Inform students about the group project that they will be working on this day. They will divide into groups of 3-4 students. Teacher will assign excerpts from the text that demonstrate setting and will have each group member read over their particular setting. Some groups may have the same setting to depict, but this serves to demonstrate how individual perception influences what an author is trying to convey to readers. The groups will work as a team to construct their setting in any format they choose: Draw, Build, Paint, Powerpoint. When all settings are designed groups will present them to the class and explain why as a group they choose to depict their setting in the fashion that they did. Students should also explain how they think the setting impacts that particular part of the story. Ask students what they think about setting and its function in a novel. Ask them about what they learned and where they think it is useful in their own lives. Explain that we encounter different settings every day and that they all affect us in some way, just as the ones in a story do. __REQUIRED MATERIALS__: - Teacher selected excerpts from //The Lion, The Witch, and The Wardrobe// (handout), markers, colored pencils, paint, rulers, drawing paper, computers, glue, construction paper, popsicle sticks, copy of //The Lion, The Witch, and The Wardrobe by C.S. Lewis.//, Dictionary

· **Day 7** – “Character Profiles Part 1” 60 Minutes Students will respond to the following prompt in writing journals:"A close friend or family member is asked to describe you. List the character traits you think they would use." Teacher asks students to share traits with a partner. Next, teacher and students review the concept of character traits. The class brainstorms to make a list of characters from the novel on the board. The teacher explains that over the next three days, students will be creating 6 character profiles which will include character trait analysis, character development, and visual representations of characters in different mediums/medias. For today, students may use text and computer sources to list 4 character traits for each of the 6 characters they chooses from the novel. Each given trait must be supported with evidence from the text. Students will create profiles using a word processor which will later be turned into a power point presentation.[|Click here to access full lesson plan!] __REQUIRED MATERIALS__: Student copies of //The Lion, the Witch, and the Wardrobe//; student journals, lap top computers for students, teacher lap top with LCD projector restating the assignment.

· **Day 8** – “Character Profiles Part 2” 60 Minutes Students will respond to the following prompt in writing journals: "Which character from //The Lion, the Witch, and the Wardrobe// do you feel you identify with the most? Compare and contrast yourself and the character you choose." Teacher will select student volunteers to share their answers with the class. Today, students will assess the development of their 6 chosen characters. Students will use the following guidelines to complete the task: Students will add this information to the profiles created yesterday. __REQUIRED MATERIALS__: Student copies of //The Lion, the Witch, and the Wardrobe//; student journals, lap top computers for students, teacher lap top with LCD projector restating the assignment.
 * How did the character change from the beginning to the end of the story? Support your answer with evidence from the text.
 * Describe the character's relationship with other characters throughout the story. Support your answer with evidence from the text.
 * How does the character's personality and/or behaviors affect the plot?

· **Day 9** – “Character Profiles Part 3” 60 Minutes Students will respond to the following prompt in writing journals: " Make a quick sketch of two of your chosen characters. Be sure to include facial expressions, costumes, weapons/tools, and any additional details you feel are important for the reader/audience to see." Teacher asks students to describe their sketches to a partner. Teacher and class discuss how a character can appear different based on the perception of the author, the movie director/producer, the mind of the reader, etc Students will create 2 visual representations of characters based on the sketches in their writing journals. Students have the choice to create a sketch on paper using art supplies or create the character using photo shop, paint, or available computer program. Representations created on paper will be scanned onto the computer. Students will add the 2 visual representations to the appropriate character profiles. __REQUIRED MATERIALS__: Student copies of //The Lion, the Witch, and the Wardrobe//; student journals, lap top computers for students, teacher lap top with LCD projector restating the assignment, scanner, drawing paper, pencils, markers, crayons, colored pencils.

· **Day 10** – “Closure / Self-Assessment” Students will respond to the following prompt in writing journals: Now that your Narnia Guide Book is complete, please take a moment to reflect on your experiences, successes, and challenges throughout this unit. Teacher will collect writing journals, read responses, and meet with students individually for further discussion while students share their guidebooks and view a Chronicles of Narnia film (according to teacher's preference/discretion). __REQUIRED MATERIALS__: Student journals, LCD projector, projection screen, copy of a Chronicles of Narnia film. || XI. References:
 * What did you like about this unit?
 * What did you dislike?
 * Is there anything you would have changed?
 * When did you feel successful?
 * When did you feel challenged?
 * Did you complete all of the assigned tasks?
 * How do you feel about your completed Narnia Guide Book?
 * Teaching Narnia: Resources (From WikiSpaces Page)**

XII. Reflection:
 * [Not Applicable]**