Where Are You Going, Where Have You Been?

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“Where Are You Going, Where Have You Been?”

Joyce Carol Oates

Mary Elizabeth Jurgensen

Dr. Kathleen Rowlands

December 9, 2009


1. Unit Introduction p. 3

2. Unit Planning Overview p. 7

3. Lesson Plan One: Day 1 p.12

4. Lesson Plan Two : Day 4 p.28

5. Lesson Plan Three: Day 5 p.37

6. Lesson Plan Four: Day 6 p.47

7. Lesson Plan Five: Day 9 p.52

8. Unit Assessment Plan and Tools p.56 9. Unit Planning Commentary p.59

Unit Plan Introduction
Course: 12th Grade Language Arts-Contemporary Literature
Unit Topic: “Where Are You Going, Where Have You Been?”

a short story by Joyce Carol Oates

A. Overview: This unit is designed as part of a contemporary literature course. It is intended to be completed near the beginning of a semester, in order to introduce students to methods of critical reading which require them to identify motifs and themes in literature that reflect and also comment upon contemporary society. As they are required to study material which responds to or influences the fiction under scrutiny, this unit also teaches them to appreciate the process by which an author finds inspiration for writing, and to study and evaluate the critical views of others regarding the literature being studied. They will be required to analyze and synthesize information and opinion from a variety of sources in order to produce a written critical essay responding to what they have read.. This unit develops skills and habits which will be useful as the course progresses into the study of longer and more complex short stories and novels. This unit also introduces students to reading and writing requirements they will need to meet in college. Lesson plans are designed for a 90-minute block period, which I have found through my work as a substitute teacher is typical for Language Arts coursework in the 12th grade. Prior to beginning this unit, students will have been given instruction and practice in using the various graphic organizers, how the text is to be highlighted and annotated, and provided with dictionaries and handbooks of literary terms and concepts for reference. They will have been given instruction and practice in the writing technique called “They Say, I Say” (Graff & Birkenstein). They will also have participated in a literature circle exercise using a poem, so they are familiar with this activity. A unit notebook has been created, with sections for notes, journal entries, quickwrites, handouts and graphic organizers, homework, and drafts of the final essay. B. ERWC Assignment Template Use: All instruction in this unit is framed within the ERWC process. Before reading of the primary text begins, students are introduced to key terminology and concepts using familiar texts and cultural references. Multiple readings of the primary and supporting texts occur through homework assignments, and in-class discussion and reading. Writing to learn occurs during homework, journal entries, quickwrites, and the completion of graphic organizers. Practice of academic writing takes place before the unit begins, but is reviewed through the study of the chosen texts during the unit and in class activities. Students will receive multiple instances of feedback on their writing, and have the opportunity to revise their writing before their final drafts are graded. Grading is done holistically, using the CSU English Placement rubric.

C. Integration of English Language Arts (reading, writing, talking, listening): We will be reading the short story itself, several critical works which respond to or influenced Oates’s work, and texts which informed Oates’s choice of subject matter and motif. We will also be listening to music and reading poems by Bob Dylan, another source of inspiration for Oates’s short story. Students will orally articulate their thoughts, ideas, and questions through class discussion, group work, and short presentations. Writing to learn will occur through the use of quickwrites, journal entries, graphic organizers, reading logs, study and reflection questions assigned as homework, and a final written essay. Reading, writing, talking, and listening are components of all classroom activities, ensuring that the cognitive skills of Bloom’s Taxonomy are addressed on a variety of levels.

D. Media and technology: The technology this unit requires is an overhead projector, a television with a DVD player, and a notebook computer with portable speakers (my own). The overhead projector will be used to display artwork relevant to the themes in this unit, to display vocabulary and concept worksheets for completion and discussion, and to model and complete various graphic organizers and log sheets for the unit. We will be viewing the film “Smooth Talk,” the movie adaptation of Oates’s short story, and we will be listening to two Bob Dylan songs, which I’ve downloaded onto my computer from the Internet.

E. Differentiation: Through the use of a variety of instructional methods, classroom activities, and modes of information delivery, the needs of different learners are addressed. Visual and auditory learners will benefit from viewing the film version of the short story and listening to music. Kinesthetic learners will have the opportunity to create graphic organizers and visual representations of concepts from the unit. Students who need to “think out loud” will be able to process new learning through group and pair work, class discussion, and verbal brainstorming.

Vocabulary and important cultural and literary archetypes present within the story are introduced at the beginning of the unit, and expanded upon as the unit progresses. This is to ensure that all students, ELL students especially, have a foundation in the linguistic and social concepts necessary to gain critical understanding of the literature being studied. Handouts have words and phrases which may be unfamiliar to students in boldface type, to encourage looking them up in the dictionary to ensure understanding. Students with differing sets of social skills and confidence levels are accommodated through peer sharing, group work, and whole-class participation.

F. Summative assessment: The final summative assessment for this unit is a critical essay, in which students develop a response to the story, and defend their claim with evidence from the text and supporting materials. In order for students to complete this assignment appropriately, they will need to have learned how literature can be inspired, how cultural themes and concepts are expressed in literature, and how literature reflects and informs our thinking and daily lives. These are all higher cognitive skills contained within Bloom’s taxonomy. A final essay is the most appropriate tool for students to demonstrate an understanding and interpretation of the primary and supporting texts, and to demonstrate the ability to use relevant sources to support their own viewpoint and thesis on a given topic.

Name: Mary Elizabeth Jurgensen
Unit Overview
Unit Topic: “Where Are You Going, Where Have You Been?” by Joyce Carol Oates

Course: 12th Grade Language Arts – Contemporary Literature

Text: Literature: Reading, Reacting, Writing by Kirszner & Mandell,

Thompson and Wadsworth, Boston (2007)

Standards addressed:

  • Reading 2.4: Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations

  • Literary Response and Analysis 3.1: Analyze characteristics of subgenres that are used in short stories and essays

  • Literary Response and Analysis 3.2: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support a claim

  • Literary Response and Analysis 3.6: Analyze the way in which authors use archetypes from myth and tradition in literature and film

  • Writing 1.3: Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples

  • Writing 2.2: Support important ideas and viewpoints through accurate and detailed references to the text and to other works

  • Speaking Applications: Deliver oral responses to literature

Day 1

Day 2

Day 3

Day 4

Day 5


SWBAT to define and discuss allegory, motif, archetype, myth, fairy tale, folklore, and legend. SWBAT identify examples of key terms & concepts in 3 fairy tales & myths presented in class SWBAT to recognize & articulate how the themes & archetypes present in fairy tales shape social and individual thinking

SWBAT summarize plot of short story. SWBAT recognize and identify archetypes in both film and text versions of the story “Where Are You Going, Where Have You Been?”

SWBAT compare and contrast film and text versions of short story

SWBAT identify & articulate author’s intent and inspiration for the story

SWBAT cite examples in text which support theme, archetype, and character traits.

SWBAT recognize & articulate claims made in Schultz essay

SWBAT cite examples in Schultz which support authors’ claims

SWBAT evaluate & critique the opinions of the authors and how they contribute to interpretation of the short story

SWBAT integrate & apply prior knowledge from unit thus far to construct thoughtful, plausible written & oral responses to questions

SWBAT interpret & articulate their response to a given poem and piece of music

SWBAT orally articulate & defend their POV on a given topic

Summary of Student Activities

1) Quickwrite:

What was/is your favorite fairly tale? Why? What does this tale teach or reflect?

2) Fill in definitions of key terms and concepts on graphic organizer

3) Read in groups Little Red Riding Hood and The Pied Piper of Hamelin

4) Groups present staged reading/act out themes and archetypes in each story; class responds

5) Share quickwrites in class

6) Begin 2nd reading of short story “Where Are You Going, Where Have You Been? by Joyce Carol Oates, highlighting & annotating text

7) Homework: Finish 2nd reading of short story, add notes to reading log

1) Class discussion and agreement on plot summary & archetypes present in text

2) View first half of movie “Smooth Talk”

3) Brief discussion on reactions to movie thus far

4) begin class reading of Oates’s essay

5) begin quotation log for Oates’s essay

6) Homework: Finish reading Oates’s essay

1) Finish viewing film

2) Quick write: How did film compare to text? Which did you like better? Why?

3) Pair share to identify parts of film where motif and archetypes are shown visually

5) Class discussion:

compare & contrast film and text versions of story: motif and archetypes in film vs. text, success of film and texts in conveying the author’s intent, & how film and text reflect real people in society

6) Individual work: begin to complete organizers for character traits, themes and archetypes – list them only

7) Homework: Finish listing character traits. Themes & archetypes on graphic organizers

1) Group work: complete graphic organizers on theme & archetypes and character traits

2) Class discussion and sharing of group work

3) class reading and discussion of Schultz essay

4) Complete quotation log for Schulz as a class

5) Homework: Study and reflection questions from text book

1) Group discussion: one homework question per group

2) Guided class discussion of homework questions: shares by each group, followed by whole class participation

3) Listen to Dylan songs & reading of poems “Mr. Tambourine Man” and “It’s All Over, Baby Blue” 3x, marking text in different colors & writing sentences which describe experience of poem to share with class

4) Homework: Literature circle role prep; read Moser article and do reading & quote logs


Graphic Organizers will be checked for completion & accuracy

Informal assessment of class participation & attention to movie

Read quickwrites. Informal assessment of progress as students work on graphic organizers

Read over completed organizers & quotation logs for understanding of concepts

Homework will be turned in and graded for points.

Day 6

Day 7

Day 8

Day 9

Day 10


SWBAT synthesize prior knowledge from unit & apply to a role in a literature circle

SWBAT summarize & evaluate a news story in relation to their own POV

SWBAT evaluate & explain claims made in Tierce essay

SWBAT cite examples in the text which support authors’ claims

SWBAT critique authors’ claims in relation to interpreting the short story

SWBAT generate & evaluate topic ideas for writing

SWBAT formulate a thesis/

claim for a critical essay

SWBAT cite examples in a variety of texts which support their claim

SWBAT evaluate and critique work written by a peer

SWBAT integrate critical feedback into their own writing

SWBAT evaluate and critique peer -written work

SWBAT integrate critical feedback into their own writing

Summary of Student Activities

1) Literature circles on short story

2) Class discussion of lit circle findings

3) Pair share: Moser article quote logs

4) Guided Class discussion of Moser article & teen POV of world

4) Individual work: begin reading Tierce essay

5) Homework: finish Tierce essay & reading & quote logs

1) Pair share: Tierce quote logs

2) Class discussion: Tierce essay

3) Group work: brainstorm ideas for 2 essay topics & fill out 2 Venn diagrams

4) Class discussion: groups present topics. Class votes on several topics to choose from for final essay.

5) Homework: Journal Entry on topic chosen for essay-why chosen? What would you like to say/explore?

1) Form groups according to essay topic chosen & share journal entries

2) Group work: fill out quote log graphic organizer with citations from short story and critical essays to support thesis/ claims

3) Class Review: “They Say, I Say” writing technique

5) Class review of proper citation in writing

4) Individual work: Begin first draft of essay

5) homework: finish first draft of essay

1) Peer review of first draft – 2 readers each who complete feedback rubric

2) as a class, reconvene and ask questions regarding draft

3) Begin revision of first draft

4) Homework: finish revision of first draft

1) Peer review of revised draft – 2 readers each who complete feedback rubric

2) Begin revision of second draft

3) Complete final draft of essay


Lit Circle forms will be collected & reviewed for understanding of key elements & concepts from the unit thus far

Venn diagrams will be collected and checked for accuracy, then photocopied to distribute to class

Informal assessment of learning by monitoring group work and guiding class review

Review as many drafts & peer comments as possible with each student while class is writing

While class is writing, review drafts and peer comments with remaining students. Final essay is turned in at the beginning of the next class period for grading

Unit Evaluation Tool: Rubric – Holistic Scoring Guide based on the English Placement Test Criteria
Teacher’s Name: Elizabeth Jurgensen

Class/Period: 12th Grade-Contemporary Literature

Unit: “Where Are You Going, Where Have You Been?” – Day 1 Date: 09/20/09

Agenda: 1) Quickwrite 2) Complete graphic organizers 3) Group reading and presentation of assigned fairy tales 5) Class discussion

California Content Standards:

* Literary Response and Analysis 3.1: Analyze characteristics of subgenres that are used in short stories and essays

* Literary Response and Analysis 3.6: Analyze the way in which authors use archetypes from myth and tradition in literature

* Literary Response and Analysis 3.2: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support a claim

* Speaking Applications: Deliver oral responses to literature

ELD Standards Addressed:

* Early Advanced/Advanced Reading Comprehension: Apply knowledge of language to achieve comprehension of literary texts

* Early Advanced Literary Response and Analysis: Identify the characteristics of subgenres that are used in various genres

Objectives: When…SWBAT

When asked about allegory, motif, archetype, myth, fairy tale, folklore and legend, SWBAT to define and describe each term and concept

When prompted, SWBAT identify these elements within Little Red Riding Hood and The Pied Piper of Hamelin

Materials Needed:

1.Children’s Books from Library: Little Red Riding Hood, The Pied Piper of Hamelin -3 copies of each (they do not have to be the exact same copy or edition)

2. Overhead Projector

3. Overheads: Art work of Little Red Riding Hood, Pied Piper, and Death and the Maiden

and Blank Template of graphic organizer

4. Handouts: Key Terms and Concepts graphic organizer

5. Reference Books: Dictionary and Handbook of literary terms and concepts

6. Student journals

7. Marker for overheads, pen or pencil

8. Copy of short story “Where Are You Going, Where Have You Been? & reading log

Prior Homework: Students were given copies of the short story “Where Are You Going, Where Have You Been?” to read and highlight. Students have been trained to highlight text which they find significant (to comment on in class, adds to meaning of text, striking language, etc.) in yellow. Text which they find especially confusing or difficult to comprehend is to be highlighted in blue, to remind them to ask questions in class. As study of the text progresses, students go over blue highlights with yellow once they have cleared up their confusion; the new highlight becomes green. This is an easy way for students and the teacher to assess comprehension and progression of understanding. As part of this homework, students have also begun a reading log of quotations/notes on the short story – 2- 3 should already be included in their logs by the first day of the unit.



Teacher Procedures

Student Responsibilities

5 min.

30 min

15 min

20 min

10 min

10 min

While students write, circulate through classroom and glance at highlighted text of short story and reading logs to informally assess if students read it, and by color, how well they grasped it.
Using overhead projector and a blank template of the graphic organizer, guide class to look up key terms and concepts in reference books. Complete the organizer on the overhead as students give definitions orally and complete their own. Lecture and guide class discussion to briefly explain and discuss each term and concept.
Place students in 6 groups, each assigned one of the children’s books. Give instructions for groups to read the story and create a staged reading/reenactment of the story to present to the class
Call students back to order. Instruct groups to present their readings/reenactments (3 min each) to the class. Ask audience after each performance to quickly name the archetypes and motif in each story
Ask for volunteers (number will depend on time available) to read their quickwrites. Prompt class to discuss the place of fairy tales in society, and how they teach us and shape our thinking
Collect graphic organizers and assign homework

Complete Quickwrite (assignment written on board):What is/was your favorite fairy tale? Why? What does this tale teach or reflect about society?

Use dictionary and handbook to look up and copy definitions onto graphic organizer. When called on, read answers. Ask questions, answer questions when prompted, and participate in discussion.

Get into assigned groups. Work with peers to read story and design a presentation for the class.

When called upon, perform with group. Watch attentively and respond as other groups present. When prompted, identify archetypes and motifs present in each story

Volunteer to share quickwrite in class. Participate in class discussion with thoughtful responses to teacher prompts.

Hand in graphic organizer; begin to re-read short story


Finish second reading of short story, add new quotes to reading log

How Student Learning is Assessed and Analyzed:

  1. Informal Assessment: By glancing at student’s highlighting of the story and their reading logs during the quickwrite, I will get a sense of how much of the story they grasped. Their performances/readings of the short stories and responses during class discussion will also inform me of how well they understand key terms and concepts, and if they can identify those elements within the fairy tales and Oates’s short story.

  2. Formal assessment: Graphic organizers will be checked and given credit/no credit for completeness and accuracy

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