Symbolism in The Color of Water Joseph Wilk Candidate for English Teacher, 2017-18 Pittsburgh Public Schools

Context: Unit Objectives Overarching question: “Why are stories about families impactful?” Reading FOCUS: “Students will analyze the impact of the McBride’s choices regarding how to develop and relate elements of a story or drama, particularly in regards to how he develops tone, theme, and character.” Writing FOCUS: “Students use the writing process to write their own memoir, based on a vivid memory. Students write their narrative with an eye to the conventions of literary non- fiction, deciding where to embellish and when to stick to the facts Furthermore, the students will demonstrate command of standard English grammar, usage, capitalization, punctuation and spelling.” Source: PPS Curriculum, English 3, Unit 8 Overview

Context: Prior Unit Assessment Students assessed in the ability to identify, explain, interpret, describe, and/or analyze the effects of symbolism in previous unit. [Keystone anchor L.F.2.5.1] assessed in areas of novel (The Great Gatsby) and poetry (“Nothing Gold Can Stay”). Chance to offer fresh perspective and re-assess through non-fiction/memoir.

Context: Classroom Layout Legend: at grade level above grade level below grade level X front of room

The Lesson: Goals Students will be able to… analyze how symbols communicate characteristics of race, class, emotion, and interpersonal relationships through close reading evaluate James McBride’s technique in developing symbols to create meaning within a memoir construct and deliver arguments about the role and meaning of symbols, in written and oral forms

The Lesson: Warm-Up What is an object you own or habit you have that says something about your personality? What does it say about you? Please answer in 2-3 full sentences. Rationale: provides cultural relevance allows for relationship-building activates multiple literacies builds schema

The Lesson: Defining Symbolism Ask students to revisit their definition the word “symbolism” from their studies of The Great Gatsby. Rationale: activates prior knowledge builds connections between units

The Lesson: Read-Aloud Solicit two students to read the second and third paragraphs of the excerpt out loud. Read the first paragraph (1 sentence) to model fluent reading before students read the remainder. Rationale: gives below grade-level readers opportunity to hear text before close- reading and analysis

The Lesson: Close Reading Re-read and underline places in the text where your topic is mentioned or implied. Afterward, in your reading/writing notebook, answer the following question for your topic in 2-3 full sentences: What does the bicycle tell you about Ruth? How do you know? Topics: 1) race 2) emotional state 3) relationships (family, friends, etc.) 4) social class Differentiations: modeling peer-supported reading sentence starter: The bicycle tells us that Ruth… Rationale: utilizes active reading strategy that helps developing readers with comprehension/analysis allows students to isolate textual evidence as they re-read presents students with salient topics

The Lesson: Pair-Share Have students pair-share their responses before engaging in a brief class discussion about each topic, while you chart student answers in a projected document for students to record in their reading/writing notebooks. Rationale: gives students opportunity to access different literacies (i.e., verbal) gives students opportunity to “speak to learn” provides for shared learning

The Lesson: Exit Quickwrite Do you think that James McBride’s use of symbolism is effective in this passage? Explain your answer with evidence in at least 3-4 full sentences. Rationale: scaffolds students into higher-order thinking based on their analysis provides them with the evaluative framework by which to assess the writing they will do in the following lesson Differentiations: sentence starters James McBride’s use of symbolism is effective because we see how the blue bicycle… James McBride’s use of symbolism is not effective because the blue bicycle is unable to…

The Lesson: 21st Century Adaptations digital notebook Microsoft OneNote Class Notebook digital photo collage or ”meme”

Common Core State Standards CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.