Extremely Loud and Incredibly Close Unit Plan Final

ExtremelyLoud&IncrediblyClose
UnitPlan
DouglasBriggs,KathyBroqn,MatthewBuntain,TripLewis,MikeNicholson,TomOConnell
St.ThomasUniversity
Dr.HeatherRichmond/EDUC5813
October14,2008
ExtremelyLoud&IncrediblyClose:UnitPlan
Thefollowingisa20classunitplanforthebookExtremelyLoud&IncrediblyClosebyJonathanS.Foer.
The unit is divided into four sections, each representing a section of the novel and each having a
dominantthemeorapproachtothenovel.
SectionOnefocusesonpages184ofthenovelandintroducesstudentstoIntertextualityinliterature,
9/11andtheeffectsithashadonthepsycheoftheWest,andframesaclosereadingofthetext.As
with the succeeding sections in our Unit, we close this section with Plot Summarization up to and
includingpage84.
SectionTwocoverspages86173ofthenovelanddealswithmorethematicelementsofthenovel,such
as the quest motif, death, and the human condition. Again, we will end this section with a Plot
Summarization.
SectionThreedealswithCharacterdevelopmentinthenovel,uptopage259.Here,westudentswill
carry out Character analyses of Oskar, his mother, his grandmother, and his grandfather (Thomas
Schell).Aswiththeothersections,wewillendthissectionwithaPlotSummarization.
Finally,inSectionFourstudentswillbeengagedinvariousStorypathactivitiesthatwill,ineffect,bring
theirjourneywithOskartoaclose.
Throughouttheunit,studentswillbeengagedinactivitiesthatchallengethemtonotonlylookatOskar
andhisjourneythroughthefiveboroughsofNewYork,butalsoattheirownlivesandjourneys.
Resources
AuthorInterviews(specifictoEL&IC):
http://www.motherjones.com/arts/qa/2005/05/Safran_Foer.html
http://www.guernicamag.com/interviews/73/the_distance_between_us/
http://books.guardian.co.uk/print/0,,519717599930,00.html
http://www.nytimes.com/2005/02/27/magazine/27FOER.html?position=&ei=5090&en=adbd05d8d596
4ba3&ex=1267246800&partner=rssuserland&pagewanted=print&position=(NewYorkTimearticle/
interview)
http://audio.search.yahoo.com/search/audio/view?back=http%3A%2F%2Faudio.search.yahoo.com%2Fs
earch%2Faudio%3Fei%3DUTF8%26sngid%3D681ddc1432fedbc9%26p%3DBoston%2BCollege%253A%2B
Jonathan%2BSafran%2BFoer&p=Boston+College%3A+Jonathan+Safran+Foer&rurl=http%3A%2F%2Ffron
trow.bc.edu%2Fprogram%2Ffoer&name=fr20050407foer
au.rm?mode=compact&dur=65:00&rate=&no=1&tt=170minuteintervieww/Foer
http://live.kusp.org:9000/ramgen/fp_04_25_05.rm
26minuteintervieww/Foer
Resources:
http://en.wikipedia.org/wiki/Extremely_Loud_and_Incredibly_Close
http://en.wikipedia.org/wiki/Jonathan_Safran_Foer
Discussion Questions
http://www.bakaitis.com/bookgroups/extremelyloudincrediblyclosediscussiontopics/
http://www.npr.org/templates/story/story.php?storyId=4564451NPRReview
http://www.npr.org/templates/story/story.php?storyId=4573304NPRReview(2)
1.1
IntertextualityInLiterature
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
Acquireinformationfromavarietyofsources,recognizingtherelationships,concepts,and
ideasthatcanbeutilizedtogeneratestudenttext(pg.28ofCurriculum)
Thepurposeofthisactivityisforstudentstounderstandandbecomefamiliarwithideaof
differentmediumscreatingasimilarthemeatechniqueusedbyFoerinExtremelyLoudand
IncrediblyClose.
Inpreparationfortheclass,putpackagestogether.Anexamplepackage,withthethemeof
the objectification of women, could include pictures from magazines, excerpts from
Shakespeares Sister by Virginia Wolfs A Room of Ones Own, the poem My Last
Duchess by Robert Browning, and sexist 1950s advertisements. This exercise is done in
groups.Otherthemesincludelove,loss,death,redemptionandcomingofage.
In groups, give out packagesof short stories, poems, photographs,paintings and excerpts
fromnovelsthatshareasimilartheme.Donottellthegroupswhattheirthemeis.Havethe
groups construct a poster that includes the material and have them decide what the
commonthreadbetweeneverythingontheposteris.Havegroupswriteaonepagepaper
discussing what they think is their theme and how each items fits into it. Present their
posterstotheclass.
Following this activity, introduce the photo journal idea. Like Oskar, have students take a
photograph a day for the remainder of the unit. Have disposable cameras available for
studentswhoneedthem.
Various magazine clippings, photocopied excerpts from poetry anthologies, paintings,

advertisements,photographs,quotesandshortstories;largepaper,glue,markers,scissors
anddisposablecameras.
Students will be marked on their posters and the papers to be passed with them. The
posterswillbeevaluatedforgettingthecorrectthemeandcreativelyincludingallormost
of the material provided in the package. The papers will be marked for organization and
supportingtheroleofeachitemontheposterandhowitsupportstheoveralltheme.
1.2
Discussionof9/11
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
Toarticulate,advocate,andjustifypositionsonanissueortextinaconvincingmanner,
showinganunderstandingofarangeofviewpoints.
Tolistencriticallytoanalyseandevaluateconcepts,ideas,andinformation.
Tomakeinformedpersonalresponsestoincreasinglychallengingprintandmediatexts
andreflectontheirresponses.
1Theteacherwillshowthevideo,TheFallingMan.
2The teacherwill provide an overview of the events of9/11 and display thephotoessay,
Shattered.
3Studentswillbeaskedtoconsiderthefollowingquestionsforageneralclassdiscussion:
Whatdoyouknowabout9/11?
Whatdoyourememberabout9/11?
Whatdiditmeantoyou?
4In groups of 5, the students will consider a number of quotations from Why Us? The
students will determine which quotation they would choose as most
appropriate/accurate and least appropriate/accurate for why 9/11 took place. The
groupswillreporttheirselectionsbacktotheclass.
5Afterthediscussion,thestudentswillbeaskedtowriteajournalentryfocusingononeof
thegeneraldiscussionquestions.
TheFallingMan
TimeMagazine:Shattered
"WhyUs"quotations(www.911ashistory.org)
Ratherthanfollowingthegroupdiscussionrubricforthenovel,studentswillbegiven
participationmarksformakingacomment,andrespondingwithcourtesytoothers
comments.
Journalentrieswillbemarkedfordemonstrationofthoughtfulconsiderationofthe
question(s)posedandforthearticulationoftheirresponses.
1.3
ClassReadAloudLessonOne
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
Studentswilldeveloptheiroralreadingskills.
Students will experience a community interaction with, and response to the text as a
foundationforexploringthemaincharacter(s)andthemesofthenovel.
Students will collectively examine anddiscuss the voice of thenarrator and the style of
thewritingasitrelatestothefirstchapterofthenovel.
Prereading activities: Students will fill in the Anticipation Guide(see Appendix)prior to

theoralreading.
Studentswillbegivenspecificvocabularywordsandmeaningstoguidetheirunderstanding
ofthetext.
MainActivity:
Studentswillvolunteertoreadpages17ofthetext.
Closing activity: Students will individually develop a list of questions that they want to
discussaboutthisportionofthechapter.Instructthestudentsbytellingthemthatusually
thebestdiscussionquestionscomefromtheirownthoughts,feelingsandconcernsasthey
read.
Samplequestions:
1. Whatwasgoingthroughyourmindaswereadthissection?
2. Howdidyoufeelwhilereadingthissection?
3. Didanythinginthissectionsurpriseyou?Confuseyou?
4. Whatdoyouthinkismostimportanttothenarratoratthispointinthechapter?
AnticipationGuide
Using studentgenerated list of questions (see above), teacher will assess students
involvementandunderstandingofthetext.
1.4
ClassReadAloudLessonTwo
Objectives
Methods/
Strategies
Resources
Studentswilldeveloptheiroralreadingskills.
Students will experience a community interaction with, and response to the text as a
foundationforexploringthemaincharacter(s)andthemesofthenovel.
Students will collectively examine anddiscuss the voice of thenarrator and the style of
thewritingasitrelatestothefirstchapterofthenovel.
PrereadingActivity:
Classwillreviewthequestionstheyformedbasedonthepreviousdaysreading.
MainActivity:
Studentswillvolunteertoreadpages816ofthetext.
ClosingActivity:
Individually, and in paragraph form, the students will review their Anticipation Guide and
comparetheiropinionsonthosestatementswiththeauthorsimpliedorstatedmessages.
Thismaybepassedinnextclass.
AnticipationGuide
Closingactivity
Assessment
Strategies/Criteria
1.5
PlotSummaryChart&MappingActivity
Objectives
Methods/
Strategies
Resources
Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,and
reflectontheirthoughts,ideas,feelings,andexperiences.
Studentswillbeexpectedtointerpret,select,andcombineinformation,using
avarietyofstrategies,resources,andtechnologies.
Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearlyandtorespondpersonallyandcritically.
PlotSummary
Teacherfacilitatesclassdiscussionaboutthe1stsectionofthenovel.Classcreates10point
outlineoftheplottodate,selectingonlythemostrelevantpoints,whicharerecordedon
thewhiteboard.Alongwiththeoutlinewillappearalistofthecharactersintroducedinthe
section (names and roles only.) The completed outline is recorded on chart paper and
placedonasectionofclassroomwalldedicatedtothenovel(PlotSummaryWall.
MappingActivity
AfteraquickoverviewofthegeographyandlayoutofNewYorkCity,classwillbreakinto
pairs.UsingGoogleMapsandGoogleEarth,eachgroupwillplotOskarsjourneythrough
thefiveboroughsofthecity.
(IfusingGoogleMaps,studentswillsaveOskarsjourneyasaMap.IfusingGoogleEarth,
studentswillsavehisjourneyasaPath.)AteachstoponOskarsjourney,studentswilluse
Google Maps Street View to view images of the area and answer questions and make
commentsabouteachpartofthecity.(SeeMappingAppendix)
PlotSummaryTeacherssummarynotesfornovelsection.
Listofquestionsintendedtofacilitateclassdiscussionandsummarizing.
chartpaperandwallspace
MappingActivity
GoogleEarthandInternetaccess(GoogleMaps)
Assessment
Strategies/Criteria
ClassDiscussions
Theteachershouldmakecarefulnoteofparticipationandcontributionofstudentsduring
discussion.Theteachershouldmoderatethemoreenthusiasticcontributorsandfacilitate
thecontributionofmorereluctantstudentsinordertoobtaininputfromallstudents.
Discussionrubric
Students are informed thattheir participation duringthe plot summary conversations will
beassessedwiththeDiscussionRubric.Theywillbegiventherubricinadvance,andtold
thattheywillbeaskedtodoaselfevaluationbasedontheircontributionstothediscussion.
The Teacher will also make notes about student participation to form the basis of later
evaluation.
TeachermustrecordthePlotSummaryinelectronicdocument.
1.6
OscarSchellandHisQuest:TheHeroMyth
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
To familiarize students with the notions of quest and the hero myth, as examined by
JosephCampbell,andbasedonastudyofpopcultureexamples.
Thepurposeofthisactivityistodrawcomparisonandcontrastbetweentheconceptofthe
heroquestmotifinliteratureandthenovel.
Toanalysethematicconnectionsamongtextsandarticulateanunderstandingofthe
universalityofmanythemes(12.6)
MoststudentsshouldbefamiliarwiththeplotofStarWars(IV)asktheclassifanyoneis
not familiar with the movies. Either as a good synopsis, or just for fun, play Star Wars
Accordingtoa3YearOld.Graphicallymaptheplotofthemovie.Whoistheheroofthe
movie? What is Luke searching for? Who helps Luke on his journey? Does he ever find
whatheissearchingfor?
IntroduceJosephCampbellandhistreatmentoftheheromyth.ExamineillustrationofThe
Adventure(Campbell,pg.245)HowdoesStarWarsfitCampbellsstructure?WhatisLukes
Call to Adventure? Who is/are his helpers? What is the internal struggle that he faces?
Whatdoeshebringonhisreturn?
Ask class if they can think of other examples of the hero quest from popular culture.
Examples could include: LOTR, The Matrix, Alice in Wonderland, etc. Watch The Hero's
JourneyinFilm
As we progress through the novel, think about Oskars quest and the questions that we
haveaskedaboutotherexamplesandhowthey/iftheyapplytothenovel
StarWarsAccordingtoa3YearOld
JoesphCampbellTheHeroWithAThousandFaces
DiagramandWorksheet:TheAdventure(copiestoeachstudent)
TheHero'sJourneyinFilm
QuestWorksheet
Using worksheet, students will individually brainstorm for examples of the quest motif in
film,literature,music,etc.andthecriticalpointsineachofthesequests.
1.7
OscarSchellandHisQuest:TheHeroMyth(part2)andHeresMyCard
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
To familiarize students with the notions of quest and the hero myth, as examined by
JosephCampbell,andbasedonastudyofpopcultureexamples.
Thepurposeofthisactivityistodrawcomparisonandcontrastbetweentheconceptofthe
heroquestmotifinliteratureandthenovel.
Toanalysethematicconnectionsamongtextsandarticulateanunderstandingofthe
universalityofmanythemes(12.6)
UsingQuestWorksheets,askstudentstosharetheirexamples.
IntroducetheByronicHero,withcharacteristics.Canyouthinkofanyexamples?Batman,
TheTerminator?,Wolverine,TheCrow,Zena,KurtCobain?,TravisBickle(TaxiDriver),
WilliamFoster(FallingDown)
DoesOskarfitthemoldoftheByronichero?Whyorwhynot?Givespecificexamples.
HeresMyCardActivity
ThestudentswilllookatthepictureofOscarscardonpage99.Thewillanswerthe
question,Whydopeopleputthethingsthattheydoontheircards?
Fortwentyminutesstudentswillcreateandlaminatetheircards.
AfterallofthestudentshavemadeacardtheywillreceiveHandout10HeresMyCard.
TheHandoutisalistofthestudentsintheclassandablankline.Everystudentmust
Interviewtenotherstudentsintheclassandwritedownintheblankthreefeaturesabout
thecardoftheirpeer.
Theclasswillthenspendtheremainderoftheclasstalkingabouteachotherscards,what
theysaid,andtheywillanswerthequestion,Doyoufeelthatyourcardreallyrepresented
you?Theclasswilltalkaboutwhichcardswereourfavorites.
N/A
ClassDiscussions
1.8
Slings,Arrows,LasersandJetPlanes
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
Students will understand and have a working knowledge of theme as it relates to the
human condition and death in Extremely Loud and Incredibly Close and other works of
literatureandmedia.
Studentswilldemonstrateaworkingknowledgeofpersonificationasafigureofspeechas
theyuseittofleshoutthethemeofdeathinaspecificpassagefromthenovel.
HaveToBeorNotToBequotationfromthebeginningofHamletssoliloquy,ontheboard
asstudentsentertheclassroom.Instructstudentstotakeacoupleofminutestolisttheir
ownraisonsdtrealaOskar.
Before students watch Star Wars Rare Original Death of Emperor scene, have them
consider in what specific ways they see Oscar is suffering the many slings and arrows of
deathinthenovelthisfar?Recordresponsesonboard.
Explainthethemesofthehumanconditionanddeathasspecificthemesinliterature/life.
MakereferencetoHamlet(ifpossible,HamlethasbeentaughtbeforeFoersnovel).Explain
how these themes are timeless and universal. Set up the Star Wars clip by instructing
students to pay close attention to the Emperor, as the personification of death. After
watchingtheclip,elicitfeedback.
Provide students copies of the pages 168170, written out in the form of a dramatic
dialogue. Have them read the scene silently and imagine themselves as one of the
characters. Tell them that there will be an opportunity to assume the role of one of the
charactersduringnextclass.
ClosetheclassbyreferringbacktothewaysOskarissufferingthearrowsofdeathrecorded
ontheboard.Seeifthestudentshaveanyadditionalideas.
StarWarsRareOriginalDeathofEmperor
HamletsSoliloquyAct3,Scene1
ExtremelyLoudandIncrediblyClosepages168170inscriptform.
Forhomework,havestudentsskimthroughthefirsthalfofthenovelandfindthreeof
Oskarsraisondtre.Havethemaddthesetothelistoftheirown,andsubmitthemon
thefollowingclass.
1.9
Slings,Arrows,LasersandJetPlanes(part2)
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
Students will explore the themes death and the human condition through the genre of
drama.
AsawarmuptothelessonplayAct3Scene4fromHamlet(HamletconfrontsOphelia)
Haveafewstudentstaketurnsactingoutportionsofthedramaticdialoguefrompages
168170.Informtheactorsthattheclasswillbejottingdowndirectorssuggestionsfora
possiblefuturedramatizationofthescene,soencouragethemtobeasexpressiveand
passionateaspossible.
Pairandshare:Havestudentsdivideintopairs.Togethertheywilladdathirdcharacterto
thedialoguethecharacterofDeath.Aspacewillbeavailabledownthesideofthepage
toaddthemaniacalmusingsofdeathinrelationtoOskarand,iftheychoose,hismother.
Oncetheycometotheendofthescene,havethemdecideifdeathhasbeenvictorious
here.Ifnot,whathasbeenOskarsdefense(s);hisweapon(s)againsttheforceofdeath?
Studentsareencouragedtothinkbackanddrawexamplesfromtheportionofthenovel
theyhavereadthisfar.
Stillintheirpairs,havestudentsreadtherestofthechapter.Whatvisibleandinvisiblescars
doesOskarbearduetohisfathersdeath?
Prediction:Againinpairs,createafinalscenescenarioofdeathspositionatthecloseofthe
novel.Communicateyourprediction(s)usinganillustration,apoem,asong,orawritingof
thefinalpage(s)ofthenovel.Yourchoiceofpoetryorsongmaybeoriginal,butnot
necessarily.Thisactivitymaybecompletedforhomework.
HamletAct3,Scene4
Pages168170inscriptform
Charttoguidedirectorsnotes(voice,positiononstage,movementetc.)
Feedbackonactorsparticipation
Assessmentofdirectorsfeedbackcharts
Reviseddialogue
Responsestoquestions
Predictionhomework
1.10
Objectives
Methods/
Strategies
PlotSummary
Teacherformstheclassintogroupsof5students.Theyaregiventwentyminutestodiscuss
the 2nd novel section and make a ten point outline. Each group briefly presents their
summarytotheclass.Choosingthecommonpointsthatappearinmultiplepresentations,
theclassconstructsa10pointoutlinetogether.Alongwiththeoutlinewillappearalistof
thecharacters introduced in the section (names and roles only.) Thecompleted outline is
recordedonchartpaperandplacedonasectionofclassroomwalldedicatedtothenovel
(PlotSummaryWall.)
MappingActivity
ContinueplottingofOskarsjourneyusingGoogleMapsandGoogleEarth.Ateachstopon
Oskarsjourney,studentswilluseGoogleMapsStreetViewtoviewimagesofthearea
andanswerquestionsandmakecommentsabouteachpartofthecity.
Resources
PlotSummary
Teacherssummarynotesfornovelsection.
Chartpaperandwallspace
MappingActivity:
Assessment
Strategies/Criteria
GroupworkRubric
EachgroupmemberassessesoneothergroupmemberusingtheGroupworkrubric.
Completedrubricsaregiventotheteacherattheendoftheclass.Therubricsare
completedanonymously.
Theteachershouldcloselyobservetheprogressofeachgroup,andthedynamicsbetween
thestudents.Observationalnotesaboutstudentsperformancecanlaterbeusedtoform
thebasisofgroupworkevaluationforeachstudent.
1.11
CharacterAnalysisofOskar
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
Demonstratecontroloftheconventionsofwrittenlanguageinfinalproducts.(Curriculum
page33)
Almost like a midunit test, but requires no studying. If students have read the text, that
shouldbesufficienttocreateananswerin35minutes.
Forbiographycardactivity,havestudentspasssheetstothepersontotheirleft.Theycan
dothisactivitywhileremainingattheirdesks.
Presenttheclasswiththefollowingquestions,andallowthemtochooseone:Whatmakes
Oskar an unique character?; How is Extremely Loud and Incredible Close different from
other novels you have read in school? Have the students write, in class, a 5paragraph
essayansweringthequestion,withinformationtheyhavegatheredsofar(Theyvereadup
topage142atleast).Insurethatstudentsknowtosupporttheirargumentswithexamples
fromthetext.Allowstudentstousetheirtextsasreference.
After35minutes,stopthestudents.Iftheyhavenotfinished,allowthemtopasstheirsinat
thebeginningofthenextclass.IntroduceBiographyCardactivity.Everystudenthasasheet
ofpaperwithhis/hernameatthetop.LikeMr.BlackinthechaptertitledHeavierBoots,
students passtheir sheets aroundtheclass, andtheir classmates must write one word to
describetheownerofthatsheet.UnlikeMr.Black,thatwordmustbepositive.Attheend
studentswillcollecttheirsheets.
Eachstudentmusthaveacopyofthenovelinordertowritetheirpaper,sohaveextras
available.Useoverheadstopresentthequestionstotheclass.Alsohavesheetsoflooseleaf
withstudentsnamesalreadywrittenatthetop.
Papersareevaluatedfororganization,clarityofthought,grammar,spelling,andsupportof
argumentusingthetext.Thebiographycardactivityislessaboutassessmentandmore
aboutcreatingapositivelearningenvironment.
1.12
CharacterAnalysisofOskarsMother
Objectives
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
Demonstrateawillingnesstoexploremultipleperspectivesontext.(Curriculum,page29)
Beginbydiscussingthevariousnarratorswevehadsofar,andaskwhichmajorcharacter
dowehearnothingfrom.Theanswerwillbethemother.Asaclass,brainstormdifferent
characteristicsofthemother.Wheneverastudentmakesasuggestion,makesuretheyroot
theirobservationwithanexample.Leaddiscussionintoactivity,wherestudentsmustwrite
adiaryentryofOskarsmothersdiary.
Thetext
Studentswillbeevaluatedontheircreativity,organization,grammar,spellingandrelevance
ofcontenttothetext.
1.13
CharacterAnalysis:GrandmaSchell
Objectives
Methods/
Strategies
Resources
Toconsistentlydemonstrateactivelisteningandconcernfortheneeds,rights,andfeelings
ofothers(12.3)
Torespondtoawiderangeofcomplexquestionsanddirections.(12.2)
Tomakeconnectionsbetweentheirownvalues,beliefs,andculturesandthosereflected
inliteraryandmediatexts.(12.6)
1Havetheclassbrainstormalistofwords/phrasesdescribingGrandmaSchell.
2In groups of five have the students consider the following general questions and write
responsesinpointform:
doesGrandmaresentherhusbandforleavingher?
wassheeverinlovewithhim?
Isshepleasedbyhisreturn?
3Asaclasscomparegroupresponses.
4focusonthechaptersentitledMyFeelingsandhavestudentsrespondindividuallyto
thesequestions:
whenthegrandmotherwritestoOscarthatwhileshewasyoungshefelt,Ihavenoneed
forthepast,Ithought,likeachild.Ididnotconsiderthatthepastmighthaveaneedfor
me(p.78),issheinsinuatingthatOskarthinkslikeachild?
WhatdoesGrandmameanwhenshewritesIdidnotneedtoknowifhecouldloveme.
Ineededtoknowifhecouldneedme(p.84)?
GrandmaasksmanytimesWhydoesanyoneevermakelove?(p.8484);isthisrhetorical
andwhatcoulditmean?
What does the grandmother mean when she writes to Oskar I missed you even when I
waswithyou.Thatsmyproblem.ImisswhatIalreadyhave,andIsurroundmyselfwith
thingsthataremissing(p.174)?
doesshemeanitwhenshewritesThereisnothingwrongwithcompromising.Evenifyou
compromisealmosteverything(p.175)?
Grandma writes I moved my hand to touchyour hand (p.227) andI slid closer to him
until our sides touchedI wanted as much of us to touch as possible(p.306)why is it so
importantforGrandmatotouchpeople?
Homework: Students will write a onetwo page response for submission for the following
question,doesGrandmameanitwhenshesaystoOskar,Ihopeyouneverloveanything
asmuchasIloveyou?Whyorwhynot?
Assessment
Strategies/Criteria
Class participation marks will be allotted for evidence of thoughtful participation in

brainstormingandgroupactivity(yes/nocheckmark).
Studentswillreceivemarksforhavingcompletedtheinclassquestions(yes/nocheckmark
for each question; students who wish, will be given the opportunity to complete the
questionsforhomework).
Studentswillbeevaluatedforthoughtfulconsiderationandarticulationforthehomework
assignment(outofapossible5marks).
1.14
CharacterAnalysis:ThomasSchell
Objectives
To ask discriminating questions to acquire, interpret, analyse, and evaluate ideas and
information
To articulate, advocate, and justify positions on an issue or text in a convincing manner,
showinganunderstandingofarangeofviewpoints
To demonstrate a willingness to explore diverse perspectives to develop or modify their
pointsof view.(12.6)
Methods/
Strategies
Resources
Assessment
Strategies/Criteria
1Ingroupsof5havethestudentscreateacharactersketchofThomasSchellSr.,Oskars
grandfather,tobesubmitted.
2HavetheclasscompileaseriesofquestionsabouttheGrandfather,eachstudentposing
onesubstantialquestionwithoutaspecificanswerfromthetext
(ie.whydidthegrandfatherlosehisabilitytospeak?
whydidheonlywriteonephraseperpageinhisnotebooks?
whydidhemarryAnnassister?
whydidheestablishtheruleofnochildren?
washisleavingmoreunderstandablewhenhefoundoutthathewouldhaveachild?
whydidhemailemptyenvelopeswhenhewroteletterstohisson?
whydidhereturn?)
3After each student has announced his question, have the students determine the six
questionswhichtheythinkneedthemostconsideration,andassignonequestionforeach
grouptoaddress.
4After the students have had ample time to deliberate and formulate a response, each
group will present their question/ response to the class and a discussion will follow each
andstudentswillhavetheopportunitytoaddanyfurtherpointsforconsideration.
Studentswillbemarkedwithacheck(yes/no)forprovidingaquality,thoughtfulquestion.
each group will be marked out of 5 for their character sketches, which should include
thoughtfulanalysisofthecharacterincludinghismotivations.
GroupworkRubric:EachgroupmemberassessesoneothergroupmemberusingtheGroup
workrubric.Completedrubricsaregiventotheteacherattheendoftheclass.Therubrics
arecompletedanonymously.
1.15
Objectives
Methods/
Strategies
PlotSummary
Teacherformstheclassintogroupsof5students.Theyaregiventwentyminutestodiscuss
the 2nd novel section and make a ten point outline. Each group briefly presents their
summarytotheclass.Choosingthecommonpointsthatappearinmultiplepresentations,
theclassconstructsa10pointoutlinetogether.Alongwiththeoutlinewillappearalistof
thecharacters introduced in the section (names and roles only.) Thecompleted outline is
recordedonchartpaperandplacedonasectionofclassroomwalldedicatedtothenovel
(plotSummaryWall).
MappingActivity
ContinueplottingofOskarsjourneyusingGoogleMapsandGoogleEarth.Ateachstopon
Oskarsjourney,studentswilluseGoogleMapsStreetViewtoviewimagesofthearea
andanswerquestionsandmakecommentsabouteachpartofthecity.
Resources
PlotSummaryTeacherssummarynotesfornovelsection.
MappingActivity:
Assessment
Strategies/Criteria
GroupworkRubric
EachgroupmemberassessesoneothergroupmemberusingtheGroupworkrubric.
Completedrubricsaregiventotheteacherattheendoftheclass.Therubricsare
completedanonymously.
1.161.18
StorypathProject&Reading
Objectives
Methods/
Strategies
Studentswillbeexpectedtousewritingandotherwaysofrepresentingtoexplore,clarify,
andreflectontheirthoughts,feelings,experiences,andlearning;andtousetheir
imagination.
(Page36ofNBEnglishLanguageArtsCurriculumGuide)
Studentscangainsomesenseofownershipoverthematerialbychoosingfromarangeof
optionshowtopersonallyrespondandcreativelytothetext.(NB34)
StorypathProject
Dividestudentsintogroupswhichcanthenchoosefromthefollowinglistofsuggested
activitiesorgenerateoneoftheirown:
ArtProject:Draw,paint,orbuildOskarsinventions.
DramaProject:StagethescenefromHamletthatOskarstarsin.
TambourineConcert:Createorcoverasongusingonlytambourines.
FlipBook:Createaflipbook,liketheoneattheendofthenovel,whichexpressesyour
feelingsaboutthisstory.
MorseCodeBracelet:MakeMorseCodebraceletswithmessageyouwouldliketoshare
withtheclass.
StuffthatHappenedtoMeBook:Createabookwithphotos,words,orfoundmateriallike
theoneOskarcreates.
Reading
Studentsreadsection3ofthenovelathomeorduringanyclasstimethattheirgroup
decidesisavailable
Resources
Supplies
ArtsuppliesGlue
PropsConstructionpaper
TambourinesBraceletthread
MorseCodeChartDisposablecameras
Models
Exampleofadrawingofabirdseedshirt(Appendix)
ExampleofaTambourineSolo
Examplesofwaystopresentflipbookswithvideo
Assessment
Strategies/Criteria
TeacherQuestions
ForthisstageoftheStorypathproject,themostimportantqualityofthestudentsworkwill
beeffectivetimemanagement.Questionsthatshouldbeaskedofeachgroupandthat
shouldbeencouragedamongthegroupsthemselvesare:
Havethetasksbeendividedupfairly?
Isthescopeoftheprojectachievablebytheendoftheweek?
Havethetasksbeendividedupbyclasstomakethemmoremanageable?
Whatisthefinalproductthatshouldbeshowntotheclass?
Howmuchtimewillthefinalperformancetake?
Haveyouscheduledenoughtimetofinishtheactualreadingofthenovel?
1.19
StorypathPerformance&StudentFeedback
Objectives
Methods/
Strategies
Resources
Studentswillbeexpectedtointeractwithsensitivityandrespect,consideringthe situation,
audience,andpurpose.(NB31)
Studentswillbeexpectedtoselect,read,andviewwithunderstandinga
rangeofliterature,information,media,andvisualtexts.(NB32)
avarietyofstrategies,resources,andtechnologies.(NB32)
StorypathPerformance
Studentswillpresenttheircreativeprojectstotheirpeers.Activelisteningshouldbe
encouraged.Howtheprojectreflectsthestudentsownpersonalreactionstothenovel
shouldbeexplained.
StudentFeedback
Studentsshouldsharewithpresentershowtheirpresentationenrichedtheirunderstanding
ofthenovel.Allfeedbackshouldbeframedintermsofrespectand/orconstructive
criticism.
PerformanceMaterials
Computer
InternetConnection
Projector
CDplayer
Tambourines
Performancespace
FeedbackMaterials
Blanksheetsofpaperforstudentstowritecommentsfortheirpeers.
Assessment
Strategies/Criteria
TeacherEvaluation:
Studentsshouldbetoldbeforehandthattheywillbeevaluatedonthequalityoftheir
participationandengagementwiththeproject,notontheirartisticabilities.Questions
(givenoutinadvance)thatshouldbeconsideredwhenevaluatingstudentperformanceare:
Whatrationalewasgivenfortheproject?
Howdiditconnecttothenovelandtothestudentspersonally?
Wastheperformancecompletedwithinthetimelimit?
Wasthemediumthegroupchosefullyexploited?
Didallgroupmembershavearoleintheperformance?
1.20
PlotSummaryChart,ChronologyExercise,andMappingActivity
Objectives
Methods/
Strategies
PlotSummary
Teacherfacilitatesclassdiscussionaboutthe1stsectionofthenovel.Classcreates10point
outlineoftheplottodate,selectingonlythemostrelevantpoints.Alongwiththeoutline
will appear a list of the characters introduced in the section (names and roles only.) The
completed outline is recorded on chart paper and placed on a section of classroom wall
dedicatedtothenovel(PlotSummaryWall.)
GoogleMap
StudentsaddplotinformationtotheirGooglemap,trackingthecharactersjourneythrough
thefiveboroughsofnewYork.
PlotChronologyExercise
The class is divided into groups of 5. Thegroups use the informationfrom thecompleted
PlotSummaryWalltorearrangethenovelsplotintochronologicalorder.Eachgrouppasses
inthecompletedexercisetotheteacherattheendoftheclass.
Resources
PlotSummary
Teacherssummarynotesfornovelsection.
MappingActivity
Assessment
Strategies/Criteria
ClassDiscussions
Discussionrubric:Studentsareinformedthattheirparticipationduringtheplotsummary
conversationswillbeassessedwiththeDiscussionRubric.Theywillbegiventherubricin
advance,andtoldthattheywillbeaskedtodoaselfevaluationbasedontheir
contributionstothediscussion.
TheTeacherwillalsomakenotesaboutstudentparticipationtoformthebasisoflater
evaluation.
CompletedPlotSummary,containingfortypointsfortheentirenovel,isgiventoeach
student.
APPENDIX
MappingActivity
To begin this activity, the teacher will give a brief overview of New York City, specifically on the
subdivisionofthecityintothefiveboroughs(also,whataboroughis,etc.)
Throughouttheunit,studentswillbemappingOskarsjourneythroughthefiveboroughs.Thismapping
willbedonebyusingGoogleMapsand/orGoogleEarth.Iftimeallows,theteachershouldgiveabrief
overview of each, pointing out the strengths, weaknesses, and features of each, as well as the
compatibilitybetweenthetwo.
WEEK1
Afterbeingintroducedtotheactivity,studentswillbeplacedinpairstoplotinGoogleMapspointsof
interestinthefirstsectionofthebookreadinWeek1.Thesepointsofinterestinclude(butarenot
limitedto):
OscarsApartment
FrazerandSons(Locksmith)
Drugstore
ArtSupplyStore
Whenstudentsfindallofthepointsandplacemarkthem,theywillgobacktoeachandexplorethe
StreetViewoptionateachplacemark.
Basedonwhatyousee(buildings,shops,cars,etc.)whatkindofneighborhooddoyouthink
Oskarlivesin?

WEEK2
Usingdescriptionsinthenovel,studentswillplotOskarsjourney.
AteachpointthatOskarmentions,studentsshouldstopandexploretheareausingStreetView.
Whatdoyounoticeaboutthearea?WhatdoyouthinkOscarwasthinkingwhenhewaswalking
throughthearea?Whatwoulditsoundlike?Howcouldthisneighborhood/areabecomparedto
Oskars?DoyoureallythinkthatOscarcouldhavewalkedthisfar?
Lesson1.4
AnticipationGuide
Name:
Title:
Directions:Onthecontinuumofeachofthenumbers,placeanxthatindicateswhere
youstandinregardtothestatementthatfollows.Bepreparedtodefendandsupport
youropinionswithspecificexamples.Afterwehavereadthetext,youwillcompare
youropinionsonthosestatementswiththeauthorsimpliedand/orstatedmessages.
StronglyAgreeStronglyDisagree
|________________________________| 1.Itisplausiblethatanineyearoldthinks
aboutthemeaningoflife.
|________________________________| 2.Itisplausiblethatanineyearoldthinks
aboutandformsopinionsontheexistence
ofGodandlifeafterdeath.
|________________________________| 3.Apersonhastoconfrontdeathinorder
to
understandlifesmeaning.
|________________________________| 4.Itisnaturalforpeopletowantto
construct
meaningoutofchaos.
|________________________________| 5.Thereisalwaysawayout,ameansof
escape.
|________________________________| 6.Sharingacommonlanguagemakes
communicationeasy.
|________________________________| 7.Peoplearefragile.
|________________________________| 8.Attheageofnine,weareprimarily
influencedbyourparents.
|________________________________| 9.Ultimately,everythinginlifehas
meaning.
Lesson1.6
QuestWorksheet
Activity
Inclass,weexaminedStarWarsasanexampleofthequestmotifinfilmandliterature.Usingother
exampleswecoveredinclassorexamplesofyourown,reflectonotherquestsinliterature,film,music,
art,etc.andgiveexamplesofeachpartofthequestinthetablebelow.
Example
Separation/
CallToAdventure
Whatisitthat
launchestheheroon
hisorherjourney?
Helpers
Thefriendsand
helpersthathelpor
educatetheheroon
hisorherjourney
Tests/Trials
Thetrials,tribulations,
andteststhatthehero
mustgetthroughto
continuehisorher
journey
TheReturn
Thepointatwhichthe
heroreturnsfromthe
journeyorquest
FreedomtoLive
Whattheherobrings
backfromthejourney
tosharewithothersin
hisorherworld

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Various magazine clippings, photocopied excerpts from poetry anthologies, paintings,

Prereading activities: Students will fill in the Anticipation Guide(see Appendix)prior to

Class participation marks will be allotted for evidence of thoughtful participation in

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