S1+Barton+Lindsey

=Stage 1 Identify Desired Results= A2: Literary Text Grades 9-Diploma: The Grapes of Wrath Students read text within a grade appropriate span or text complexity, and present analysis of fiction using excerpts from the text to defend their assertions. a. Identify and describe settings and characters. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts A. Reading

//What understandings are desired?//
• literary devices are used to emphasis the drastic circumstances faced by the family (imagery, symbolism, etc). • desperation hinders the family's dignity as they are forced to make life or death choices. ||
 * //Students will understand that:// **(U)** ||
 * • setting plays a large role in "The Grapes of Wrath". Setting determines the characters behavior as well as the mood of the text.

//What essential questions will be considered?//
• How do literary devices depict a sense of hope or despair within the novel? • How is the dignity of the characters tested with each challenge they are faced with? ||
 * **Essential Questions:** **(Q)** ||
 * • Why does setting influence the behavior of characters as well as the mood of the text? Why does setting have such a large impact?

//What key knowledge and skills will students acquire as a result of this unit?//
• Important People: Ma and Pa Joad, Tom, Al and Noah Joad, Grampa and Grandma Joad, Rose of Sharon, Connie and Jim Casey • Critical Details: Symbolism: The turtle, pregnancy, death of the family dog, rotting fruit. || • identify and describe settings and characters. • retell the sequence of events and include essential details. • use a flexible range of before, during, and after reading strategies to deepen understanding of the author's meaning. • answer questions about information found directly in the text. • consider the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions. • recognize the effects of common literary devices including imagery, symbolism, or metaphors. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Vocabulary: allegory, irony, paradox, and tone.

2004 ASCD and Grant Wiggins and Jay McTighe