Grade Level/Course Title: English 12 A Unit: 2 Extremely Loud and Incredibly Close Time Line of Study: Week 7 Week

ek 12 (of 12 weeks in the trimester) Theme for the Unit: Searching/Journey

Theme & Essential Questions

CCSS + Essential Skill

Vocab

Assessment

Teaching Strategies/Best Practice

Instructional Resources

Searching/Journey Power of Words Love/Family Loss/Death/Fear How do we overcome (or make sense of) tragedy? How do we help each other heal? What can we learn from the past? What is the true cost of war?

Reading Literature 11-12 1, 2, 3, 4, 5, 9, 10 Writing 11-12 2, 3, 4, 5, 9, 10

Textual evidence Analyze Inference Explicit Theme Central idea Complex account Summary Objective Figurative language Literal language Denotative meaning Connotative meaning Text structure Aesthetic Foundational works Reading strategy Comprehension Organizational structure Formatting structure Domain-specific vocabulary Syntax Narrative Point of view Coherent Writing style Task Purpose Audience Revision strategy Edit Purpose Audience Reflection Research Writing format Writing style

Summative Literary Analysis Formative Chapter Choice Questions Formative quizzes Formative Quick Writes

Group discussions Pair Share Quick writes Student choice in assignments Student choice in paper topics Poems Personal Narrative Compare and Contrast Argumentative paper

Extremely Loud and Incredibly Close Excerpts from The Reason I Jump Articles about Hiroshima and Dresden Extremely Loud and Incredibly Close Packet Interview with Jonathan Safran Foer Extremely Loud and Incredibly Close movie

Task

Reading Literature 11-12

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11CCR text complexity band independently and proficiently. Writing 11-12 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequence. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grades 1112 on page 54.) 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

I Can Statements RL.11-12.1 I can cite strong and thorough textual evidence that supports my inferences and analysis of the text.

I can determine where a text leaves matters uncertain. RL.11-12.2 I can determine two or more themes of a text. I can analyze the development of the theme throughout a text, including how they interact or build upon each other. I can give an objective summary of a text. RL.11-12.3 I can analyze the impact of the authors choice on how he/she develops and relates elements of the story (plot, characters, setting, etc.). RL.11-12.4 I can determine the figurative and connotative meaning of words and phrases based on how they are used in a text. I can analyze the impact word choice on the meaning or tone of a text. RL.11-12.5 I can analyze how an authors choices about the structure of specific parts of a text relate to the overall structure and meaning. RL.11-12.9 I can demonstrate knowledge of 18th, 19th, and 20th century American literature by comparing how two or more texts from the same period treat similar themes/topics. RL.11-12.10 I can read and comprehend literature at the eleven-twelve grade span; reading literature appropriate to my grade level and skill. W.11-12.2 - Informational I can write an informative piece, which examines and presents complex ideas/information through organization and analysis. I can introduce a topic, organize complex ideas to make connections. I can include formatting, graphics, and multimedia when useful. I can use relevant facts, definitions, and quotations, or other examples to develop the topic. I can use appropriate transitions and syntax to create cohesion and clarify relationships between ideas. I can use precise language and vocabulary (metaphor, simile, analogy) to discuss the topic. I can establish and maintain a formal style and objective tone thats appropriate for informative writing. I can provide a concluding statement or section that supports the information presented. W.11-12.3- Narrative I can write a narrative to develop real or imagined events, using effective technique, details, and good structure. I can set out a problem or situation, establish point of view, introduce a narrator and/or characters, and create a smooth progression of events, I can use dialogue, descriptions, pacing, reflection, and multiple plot lines to develop events, experiences, and characters, I can build events on one another, create a coherent whole and build toward a particular tone and outcome. I can use sensory details and language to present a picture of experiences, events, settings, or characters. I can provide a conclusion that follows the form and reflects on the narrated events. W.11-12.4 I can produce clear, coherent writing in which the development, organization, and style are appropriate for eleventh and twelfth grade tasks, purposes, and audiences. W.11-12.5 I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches. I can focus on addressing the most specific needs for a purpose and audience. W.11-12.9

I can follow a standard format for citation in my work. I can use evidence from literature to support analysis, reflection, and research in my writing. I can use evidence from informational text to support analysis, reflection, and research in my writing. W.11-12.10 I can write for a range of time, tasks, purposes, and audiences.

Assessment Examples Personal Narrative:

Personal Narrative Project For your final project for Extremely Loud and Incredibly Close, you must write a creative story about something that happened to you based on a quote from the book. The requirements are pretty open. It must be at least one page long if you have a lot of text on the page, however it must be longer if you have a lot of empty space or pictures. Your story must be focused on one moment, event, or day of your life (you want to write a lot about a little, not a little about a lot) It must represent one of the quotes below. You must include 2 of the format options below that represent the way the book was written. Along with your story, I need you to explain how you interpreted the quote that you chose as well as which of the 2 format options you chose below (on a separate paper than your story) Format options: One word/one sentence lines (not the whole thing!) Words make a picture or shape Overlapping words Cross out words Colors Pictures List Dialogue Quote options: Our situation is the following. We are standing in front of a closed box which we cannot open (305). Being with him made my brain quiet. I didnt have to invent a thing. [12] The meaning of my thoughts started to float away from me, like leaves that fall from a tree into a river. I was the tree, the world was the river. [16] If Id been someone else in a different world Id've done something different, but I was myself and the world was the world, so I was silent. [30] The end of suffering does not justify the suffering, and so there is no end to suffering, what a mess I am, I thought, what a fool, how foolish and narrow, how worthless, how pinched and pathetic, how helpless. [33] I shook my tambourine the whole time, because it helped me remember that even though I was going through different neighborhoods, I was still me. [88] So many people enter and leave your life! Hundreds of thousands of people! You have to keep the door open so they can come in! But it also means you have to let them go! [153] Its the tragedy of loving, you cant love anything more than something you miss. [208]

Feeling pain is still better than not feeling, isnt it? [245] Everything thats born has to die, which means our lives are like skyscrapers. The smoke rises at different speeds, but theyre all on fire, and were all trapped. [245]

Personal Narrative Rubric

CRITERIA
25 The narrative has a clear and engaging beginning, middle, and end. It is focused on one moment that relates to one of the quotes from the list. 20 The narrative is almost completely focused on a moment with a beginning, middle, and end. 15 The narrative is almost focused on a moment, but is lacking either a beginning, middle, or end. 0-10 The narrative is not focused on a specific moment and lacks the format of beginning, middle, and end. Basically, it is not a story.

Story

Description

Use of Formats

30 The story is focused on describing the one moment, including using adjectives and 3 of the 5 senses. Description is used throughout the paper. 20 The story uses at least 2 of the formats from the novel a few times throughout the story.

Creativity

Explanation of Quote

15 The story is written creatively and does not read as an essay. The author captures the readers interest. 10 The quote chosen is typed on a separate page with an explanation of what it

24 The story is focused on describing one moment, but only uses 2 of the 5 senses. Description is used throughout the paper. 16 The story uses at least 2 of the formats from the novel, but does not use them enough throughout the story. 12 The story is written creatively, but lacks some details and interest. 7 The quote chosen is either not typed on a separate page or the explanation is not

18 The story lacks good description and only focuses on one of the five senses. Description is only used in part of the paper. 12 The story only uses one of the formats from the novel.

12 The story completely lacks good description.

8 The story does not use any of the formats from the novel.

9 The story lacks some creativity and interest.

7 Creativity was not a priority-lacks a story format.

4 The quote chosen is not explained well as well as missing the 2 format choices.

0 No quote explanation or explanation of format choices.

means, along with stating what the 2 chosen formats were.

clear. The 2 format choices are also stated.

Total: _________/100 Assessment Examples These are some sample questions that students will answer while reading the book. They have a choice between which questions they answer and the questions are focused less on knowledge of the plot, and more on creating and applying ideas and demonstrating knowledge of textual evidence.

Choice Assignments for Extremely Loud and Incredibly Close

For our reading of Jonathan Safran Foers Extremely Loud and Incredibly Close, you will be given several options to choose from for each chapter. You must choose to complete ONE of the assignments provided for each chapter. They will be collected on the day that your reading is due. Important: They will be graded for completeness and understanding.

What The? - Chapter One

A. Oskar has many hobbies and interests. They make him an interesting character. Pretend you are Oskar and write a journal entry describing an average day in his life. What kind of things does Oskar do (use specific examples from the book)? to 1 page. A. Oskar is a tambourinist, an inventor, a Francophile (he enjoys French culture and language), and amateur scientist, a Beatles enthusiast, a pacifist, a scavenger hunter, and many other things. What hobbies and interests do you enjoy and can you compete with everything that Oskar does? Why do you think he does so much? to 1 page.

Why Im Not Where You Are 5/21/63 - Chapter Two

A. The narrator of this chapter clearly is not Oskar. Who do you think they are and who are they writing to? What clues lead you to your conclusion? Use specific examples from the chapter. to 1 page.

A. The narrator claims to be losing words. What does he mean by this and why do you think it is happening? What could make someone lose their words? Use specific examples from the chapter. to 1 page. A. Research the word surreal. How does this word apply to chapter two and the idea of someone losing words? Is this true reality? to 1 page.

Googolplex - Chapter Three

A. Oskar feels his search for his father causes him to feel farther from his mother. Pretend you are Oskars mother and write a letter to Oskar telling him how you feel about him. Use specific evidence and examples from the book (you can refer to earlier chapters as well). to 1 page. A. From what you have read so far, think of Oskars character, his interests, fears, experiences, and family, and draw a symbol to represent him. Explain the symbol using specific examples from the book. to 1 page. C. Choose an important scene in chapter one. Draw (in color) this scene in detail. Then, explain why you chose this scene and how it impacts the overall chapter. to 1 page

My Feelings - Chapter Four

A. Choose an important scene in chapter Four. Draw (in color) this scene in detail. Then, explain why you chose this scene and how it impacts the overall chapter. to 1 page. A. Research the Bombing of Dresden online (Wikipedia will do). Oskars grandmother and grandfather lived in Dresden when they were young. Describe the bombing and the effect you think it has had on them (use specific examples from the book)? to 1 page. A. Oskars grandmothers description of meeting his grandfather differs from Oskars grandfathers description. Explain the difference between the two descriptions of their meeting and give possible reasons why they do not match up (use specific examples from the book). to 1 page.