Unit+of+Instruction

Title of Unit:Twilight; A TASTE of Literary Understanding
 __Author__: Ms. Julia Jones

__Primary Subject__: Secondary English Literature (AP)

__Grade Level__: 8

__Introduction__: How do you get an 8th grader to pick-up a book? Introduce them (if they've not been introduced) to __Twilight__. As you may know, many students (boys and girls alike) are far more into the Twilight Saga by Stephanie Meyer, than their Nintendo Wii's. With this in mind, (also knowing they may be reading these book anyway pre-movies) I have designed several lessons that work many of the skills and prescribed curricula into the reading. If you're unfamiliar, this book is fun, adventurous, full of imagination and goodness, so let's bit-in!

What is this unit about / what is the purpose of teaching it / what will students learn in general as a result of participating in this unit?

__Unit Objectives__: __Time Required__: 3 weeks (book 1 of the saga)
 * Student will understand basic concepts of human relationships and experience through fictional means/characters, and thusly how vampires are "humanized" in the novel through language. Is that what makes it feel real?
 * Student will be able to analyze the use of personification, symbols, figurative language, and "poetic features" in rhythm and dialogue, all while grasping thematic content and their own personal "likes/dislikes". Moreover, students will learn how authors use character, conflict, point of view, and tone to add to the emotion of the novel. Students will also learn the importance of foreshadowing and framing as a literary technique, and finally, students will note "genre specific" literature.... ummmm, maybe not in that order.
 * Lesson 1**

__Title of lesson__: Personification, similes, metaphors, symbols, figurative language, and other "poetic features". __Description of lesson:__ Aloud, I will first read a children's picture book, titled __Wave__ which is written and illustrated by Suzy Lee. This book exemplifies the mix of reality and imagination using "poetic features". To specify, the oceanic wave in the story, represents the world from a young girl's point of view, and her emotions as "the wave carries" her day and night. I will define "poetic features" and gives some examples from the book for each.
 * The kids will learn to be able to FIND "poetic features" in writing from this lesson, as we will later learn how to write/use them.

__Assignment__ : In class, students too will work as a class or in groups on a worksheet designed to find the points of personification, similes, metaphors, etc. in __Wave__. For homework (or to begin in class if finished with worksheet early), students will read the first 3 chapters of __Twilight,__ and find uses of "poetic features". Note: There are fine lines between right and wrong answers here. The goal is to allow the student to closely observe the language of the text, and to think about it.

__Resources/materials needed__: As the teacher, I'll need the one picture book to read (__Wave__), and each student will need the specifically designed worksheet, as well as their own copy of the book __Twilight__.

Lesson 2
__Title of lesson:__ Thematic qualities, genre, and characterization *Can these three literary attributes be jumbled together in reading? Of course, and jumbled well! Students will be able to recognize genre from specific language in the book, as well as THEMSELVES! Students will be able to note genre and theme through feeling and analyzation, and characterization through interaction.

__Description of lesson__: Students will understand what theme and characterization is and means. We will begin the class in "wake-up-mode", as I play music from the Twilight Soundtrack as students walk in and sit down. Once settled, I'll note and question the students on what they feel from the music they heard while walking in. What genre would the music fall under, and how is it related to the book (note: Author Stephanie Meyer had much to do with the song selection of the soundtrack)? I'll ask students if they too "felt" this kind of hard rock music when reading parts of the book as the author did. Further, what //characters// do students visualize most when reading/listening to the music? How? In what ways do the characters come to life?

__Assignment__: Small, 5 -question quiz on the read showing whether they've read at home. Each student is given a card with a "character from life" on it- the book, their own family, our president, etc. They will be asked to write down all they know about that person. From there, we will discuss characterization based on what they wrote (stubborn, quiet, clumsy, beautiful, suppressive, strong). From there, we will go into the theme their characters fit into (story or not) and then discuss the novel in the same manner.

//**Extra Credit WRITING assignment:**// Create your OWN character of Twilight, not written by Stephanie Meyer, not in the novel. List 10 characteristics about your character, and include your character's, name, age, vampire/human, and purpose or place in the story. You can do this! Stephanie Meyer wrote the saga from a dream she had. Use YOUR creative brain!

__Resource/Materials Needed__: Students will need their copy of __Twilight__ (as I plan to help guide them thoroughly), and I will provide the worksheets on characterization designed to list character traits, and where they fit into the //theme// of the story.

Lesson 3
__Title of lesson__: "Humanization" with the **INCLUSION** of Social Studies; our social world  *This is tough, but not impossible! I want the students to care about humanity and have empathy for those who suffer in our world. Why? Because these future people, will be running the world we live in, and if nothing else, care and concern for humanity should be at their core. They cannot learn this from one lesson, in one class, in one year, or even five years, but they can KNOW that caring for humanity is important, and can be learned from this novel.

__Description of Lesson__: Students will be able to stretch their abilities in critical thinking. In relation to the novel, what does it mean to be a monster/vampire? What does it mean to be a human? From these questions, we will then, as a class, begin to critically analyze what humanity is, both in the novel and in reality. What connections and disconnections can we make from the two definitions? We will look at the elements in the novel that are clearly laid-out for this study, such as historical events (what is truth?), and moral/virtuous concepts about the Cullen family diet, and personal past, and personal choice to coexist in peace with humans. Also, how is "humanization" related to personification, now that we know what personification is?

__Assignment__: This is a semi-broad expectation as a teacher, so the goal is, again, to allow students to critically think about humanity and the world at large. Students will be asked to "free write" in-class, about good vs. evil, right vs. wrong, good vs. bad, and human vs. monster in relation to both the novel and real life. Please know, that one of my goals as a teacher, is to instill this kind of empathy, or rather, compassion, concern, and care for humanity, and __Twilight__ is a great engine for this.

__Resource/Materials Needed__: Their self, and their novel

Lesson 4
__Title of lesson__**: Setting- tone, rhythm**  *Students will be able to find setting within a novel based on tone and rhythm when they read. __Description of lesson__: Students will be able to easily pick-out "poetic features". We will begin class with a reflection back to lesson 1, and our look at "poetic features". I will give various, specific examples from lesson 1 on the front room board, and also pass back their lesson 1 worksheets. From there, we will further the lesson to know about setting, tone, and rhythm.

__Assignment__: From chapters 6-10, students must find at least 6 descriptions of the setting (how the cool air of the night felt on Bella's face) and then further this find with how it is described in tone and rhythm. Are the descriptions "dark", "quick", "quiet", "sharp", "long, and descriptive"? Why and how so? I will provide examples of my own findings. There will of course be a perfectly designed worksheet that goes along with this assignment, and students will first work alone, in-class. If the assignment is not finished, it becomes homework.

__Resource/Materials Needed__: The worksheet that I will provide, their book, and their brains.

Lesson 5
__Title of lesson__: SCAVENGER HUNT! //Pro Vs. Poe: Think You're a Literary Guru?//
 * Students will be able to put their knowledge to good use, in this poetic game!

__Description of Lesson:__ Students will work in groups of 3's online, to come up with their answers using the [|ScavengerHunt-2.doc] First group to turn their scavenger hunt in (printed and completed thoroughly) wins a prize!

__Resource/Materials Needed:__ Internet access, a printer, pens/pencils.

Lesson 6
Title of Lesson: Web2.0- Enter, AUTHORS

Description of Lesson: As we read Twilight we should recognize, in ourselves, a sense of "choose your own adventure", or rather a sense of our own interpersonal authorship. As a class, we will begin to use our imaginations toward writing a novel in light of the theme of Twilight. In the novel, Edward feels very misunderstood. Is he the hero or the bad guy? The title of our class book will be "The Misunderstood Monster". Students will be able to use this website, and together we will fill the pages in plot format with and introduction, climax, and conclusion!

Website: [] Nickname: JPJ Password: Shakespeare


 * Go to "Bookshelf" and edit the pages!

Resource/Materials Needed: The internet, your IMAGINATION!!!!

Lesson 7
Title of Lesson: Web 2.0- Time to play... JEOPARDY!

Description of Lesson: Students will be quizzed and graded on their reading comprehension based on this online Jeopardy game! [|jeopardylabs.com/play/know-your3]

Resource/Materials Needed: The internet, your intelligence, and NO BOOKS ALLOWED!

Lesson 8
Title of lesson: Cast Away!

OSCAR WILDE once said, "At twilight, nature is not without loveliness, though perhaps its chief use is to illustrate quotations from the poets."

Description of lesson: With this lesson, students will be able to create their own podcast using the easy tool, Vacaroo. As we've been studying poetic features throughout this literature unit, I that the only TRUE way to understand poetry, is to feel poetry, and the only way to do that, is to read it... sometimes out loud. For this assignment, students must record their own piece of poetry (or the work of others if they prefer), reading, in their most eloquent manner, at least 5 stanzas that reflect at least 5 poetic features we've learned about. Students will be graded on the quality of their efforts, as well as the energy they exude when speaking. Here is the link, good luck! http://www.vocaroo.com/

Resources/Materials Needed: Multi-media headset/microphone set, and one piece of poetry to read.

Lesson 9:
Title of Lesson: **//POINT OF VIEW: Bella vs. Edward//**

Description of Lesson: As Stephanie Meyer re-writes Twilight from Edward's perspective in [|Midnight Sun](now posted online), we should consider WHY she has decided to do this? We, as a class, will compare and contrast the first chapter of Twilight to the first chapter of Midnight Sun. REMEMBER it is the SAME STORY, but a different perspective. Students will be able to note how the story changes, why the point of view is so important to the story and how we as readers are affected by the point of view. Even before reading each story, how does this video (images) make you feel about the point of view either Bella or Edward (from the Twilight movie).

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Resources/Materials Needed: The link above goes to the "work in progress"- Midnight Sun. Students will also need their Twilight Book, and their minds in understanding point of view.

Lesson 10:
Title of Lesson: Research Project; WORLDS COLLIDE

Description of Lesson: Students will use their knowledge of Compare/Contrast in a research project designed to help them know themselves. This is my main goal of this assignment. Each detail the student finds about another culture, nationality, race, religion, sport, etc., will be compared and contrasted to their own life, culture, nationality, race, religion, sport, etc. The paper allows them to follow APA format (English) standards, and as you'll note according to the rubric, students are awarded points for content such as vocabulary and quotes! Link to the [|tumblr project.]
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Resources/Materials Needed: Students will need multiple sources such as book, internet sources, movies, and more. Students will need a computer to type their final product, and also turn in any sources they got their information from.

Title of Lesson: The Sound of Music
Description of Lesson: As we worked on lesson 2, we noted the impact of music on genre, theme and more. This lesson is designed for students to explore the AFFECT of music in the genres of movie, movement, politics, commercial, and education. A movie scene has an impact for entertainment. A movement has an impact on those that want change. Politics affects most all people. A commercial may have a subconscious impact, and education may have a scholarly impact. What do you think? Students must watch all five videos selected in this YouTube player, and describe how each video, in addition to the music, allows him/her to feel more of than just the words of the message. From there, students will be given an activity to do individually or in groups. They must **find a piece of literature** (not found in my YouTube selection)- can be poetry, fiction, non-fiction, their own, or other, and come up with a YouTube idea including music, and visuals. They must describe why they picked the music and visuals to go along with their piece of literature (how it fits into a certain genre, etc) so to understand what impact it has, and how it affects a particular audience.

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Resources/Materials Needed: The internet to watch, a piece of paper for notes, a excerpt of literature of their choosing, and a specified worksheet that incorporates genre, theme, characters, and thusly why (in which ways) it has an impact on a specific audience.