Unit One - Ms. McClure

Report
Unit Six
Exploring the Big Question
“A goal is a dream that has an
ending.”
~ Duke Ellington
What are worthwhile goals?
Quotes
for
Small Group Facilitated Discussions
“The vision must be followed by the
venture. It is not enough to stare up
the steps—we must step up the
stairs.”
~ Vance Havner
“It is for us to pray not for tasks
equal to our powers, but for
powers equal to our tasks, to go
forward with a great desire forever
beating at the door of our hearts as
we travel toward our distant goal.”
~ Helen Keller
“If you want to be happy, set a goal
that commands your thoughts,
liberates your energy and inspires
your hopes.”
~ Andrew Carnegie
“All personal achievement starts in
the mind of the individual. Your
personal achievement starts in
your mind. The first step is to know
exactly what your problem, goal, or
desire is.”
~ W. Clement Stone
“A man without a goal is like a ship
without a rudder.”
~ Thomas Carlyle
“You are capable of more than you
know. Choose a goal that seems right
for you and strive to be the best,
however hard the path. Aim high.
Behave honorably. Prepare to be alone
at times, and to endure failure. Persist!
The world needs all you can give.”
~ E. O. Wilson
“You have to set goals that are almost
out of reach. If you set a goal that is
attainable without much work or
thought, you are stuck with something
below your true talent and potential.”
~ Steve Garvey
“Success is the progressive realization
of worthwhile, predetermined,
personal goals.”
~ Paul J. Meyer
“Glory lies in the attempt to reach
one's goal and not in reaching it.”
~ Mahatma Gandhi
“Twenty years from now you will be
more disappointed by the things that
you didn’t do than by the ones you
did do. So throw off the bowlines.
Sail away from the safe harbor. Catch
the trade winds in your sails. Explore.
Dream. Discover.”
~ Mark Twain
Derek Redmond and the Olympic/Human Spirit
A Short Love Story
Dan Jansen: Olympic Heartbreak and Triumph
Think Different
Reflect: Expository Critique applied to video
2.6 Determine the adequacy and appropriateness of the evidence for an author’s
conclusions.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and
propaganda in text.
A Further Exploration of
Worthwhile Goals
As a class, we will read, analyze, and discuss the following
pieces in the reading textbook:
“Madam C. J. Walker” by Jim Haskins on p. 724
“Damon and Pythias” by Fan Kissen p. 734
“Brighton Beach Memoirs” excerpt from Neil Simon on
p. 762
“TIME: The Best of Buddies” by Kevin Gray and Cindy
Dampier on p. 772
Peruse the following selections in your reading
textbook, and choose three selections you would
be interested in reading and discussing in class:
“The Bracelet” by Yoshiko Uchido on p. 746
“Executive Order No. 9066 from I Am an American by Jerry Stanley
on p. 757
“The Phantom Tollbooth, Act One” by Susan Nanus on p. 775
“The Golden Touch” by Mary Pope Osborne on p. 808
As you read, you will be thinking about how these stories might relate to the
themes of worthwhile goals, what brings out the best in you, fairness, what makes
you who you are, why you read, and what makes a hero.
Comparing and Contrasting:
What Are Worthwhile Goals
and Authors’ Techniques
A Time to Talk
Robert Frost
When a friend calls to me from the road
And slows his horse to a meaning walk,
I don't stand still and look around
On all the hills I haven't hoed,
And shout from where I am, What is it?
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up and five feet tall,
And plod: I go up to the stone wall
For a friendly visit.
Silence
Paul Laurence Dunbar
'T is better to sit here beside the sea,
Here on the spray-kissed beach,
In silence, that between such friends as we
Is full of deepest speech.
Comparing and Contrasting:
Worthwhile Goals and
Authors’ Techniques
As a class, we will read, analyze, and discuss the
following pieces in the reading textbook:
 “Zlateh the Goat” by Isaac Bashevis Singer on p. 815
 “The Boy Who Lived with the Bears” by Joseph
Bruchac on p. 824
Reflecting on the Big Questions:






What Makes a Hero?
Why Read?
What Makes You Who You Are?
What’s Fair and What’s Not?
What Makes You Who You Are?
What Are Worthwhile Goals?
Celebrating Humanity
Celebrating Humanity Again
Courage
Strength is measured in pounds.
Speed is measured in seconds.
Courage...
You can't measure courage.
Bronze
Just a reminder:
At the Olympic Games
You don't have to come in first
To win.
Giant
To be a giant.
This has forever been our passion,
this desire to be a giant.
Not to stand on one's shoulders or have one for a friend,
Though these may be fortunate things,
But to be one.
Giants step over barriers that seem never-ending.
They conquer mountains that appear insurmountable.
Giants rise above fear,
Triumph over pain,
Push themselves and inspire others
To be a Giant,
To do Giant things,
To take Giant steps,
To move the world forward.
Silver
Someone once said,
"You don't win the silver,
You lose the gold."
Obviously...
They never won the silver.
Rhymes
They gather together, thousands and thousands and thousands still more
For sixteen straight days the stadiums roar
They line all the fields, they polish the courts
A rainbow of colors together for sport
They sprint, they jostle, they jump, they shout
They sometimes get hostile but they work it all out
They smile, they laugh, they learn life's lessons
They respect one another regardless of weapons
The big and the small together seem awkward
but amazingly enough they push the world forward
And when it's all over it's as good as it gets
A lifetime of memories with zero regrets
Then they pack up the balls and roll up the mats
Put on their best suits and the finest of hats
They all wave goodbye, they hug and they kiss
And you think, that maybe, just maybe, it could all be like this.
Smile
When you smile, I smile, that's the deal.
I'll not walk past you, and not look you in the eyes, and not
acknowledge you.
Instead we'll pass each other and say hello.
Not with our words--they're not the same--but with our faces.
I meet you and see there is good in your eyes.
There's passion in your heart and there's a friendly hello in your smile,
And for the first time we can relate and appreciate each other.
That's all it takes.
That's where it starts.
Because I know that you will smile and I will smile
And all the rest is easy.
Adversary
You are my adversary, but you are not my enemy.
For your resistance gives me strength,
Your will gives me courage,
Your spirit ennobles me.
And though I aim to defeat you, should I succeed, I will not
humiliate you.
Instead, I will honor you.
For without you, I am a lesser man.
The Human Potential
Assessments:
Words of Week weekly vocabulary test
Accelerated Reader reading, vocabulary, and literary
analysis test
Treasures Unit 6 Assessment on pp. 846
Discussion of what are worthwhile goals and
reflections on individual goals and the implications for
one’s own life
Optional if needed: Treasures individual story
assessments and Treasures formative assessments to
define differentiation
Standards Embedded:
1.0 Word Analysis, Fluency , and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as
historical and literary context clues, to determine the meaning of specialized
vocabulary and to understand the precise meaning of grade-level-appropriate
words.
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and words with multiple meanings.
1.3 Recognize the origins and meanings of frequently used foreign words in
English and use these words accurately in speaking and writing.
1.4 Monitor expository text for unknown words or words with novel meanings by
using word, sentence, and paragraph clues to determine meaning.
1.5 Understand and explain “shades of meaning” in related words (e.g., softly and
quietly).
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and
connect the essential ideas, arguments, and perspectives of the text by using their
knowledge of text structure, organization, and purpose. In addition, by grade eight,
students read one million words annually on their own.
Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g., newspapers, magazines,
online information) and use the features to obtain information.
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships to other sources
and related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or
reports.
2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library
card, bank savings account, sports club, league membership).
Expository Critique
2.6 Determine the adequacy and appropriateness of the evidence for an author’s
conclusions.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and
propaganda in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of
literature that reflect and enhance their studies of history and social science.
They clarify the ideas and connect them to other literary works.
Structural Features of Literature
3.1 Identify the forms of fiction and describe the major characteristics of each
form.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the character (e.g., courage or
cowardice, ambition or laziness) on the plot and the resolution of the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
3.5 Identify the speaker and recognize the difference between first- and thirdperson narration (e.g., autobiography compared with biography).
3.6 Identify and analyze features of themes conveyed through characters, actions,
and images.
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery,
metaphor) in a variety of fictional and nonfictional texts.
3.8 Critique the credibility of characterization and the degree to which a plot is
contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).
Additional Standard Embedded in Poem of the Day:
3.4 Define how tone or meaning is conveyed in poetry through word choice,
figurative language, sentence structure, line length, punctuation, rhythm,
repetition, and rhyme.
Expository Critique
2.7 Make reasonable assertions about a text through accurate, supporting
citations.

similar documents