u Table of Contents u

1. Students read a wide range of print and nonprint texts to build an understanding of texts, themselves, and of the cultures of the United States and the world.

2. Students read a wide range of literature from many periods and many genres.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

4. Students adjust their use of spoken, written, and visual language to communicate with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write.

6. Students apply knowledge of language structure, conventions, media techniques, figurative language and genre to create, critique and discuss texts.

7. Students conduct research on issues and interests.

8. Students use a variety of technological and informational resources.

9. Students develop an understanding of and respect for diversity.

11. Students participate in a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes.

English III Competencies (from NCSCOS)

1: Demonstrate increasing insight and reflection to print and nonprint text through personal expression.

2: Inform an audience by using a variety of media to research and explain insights into language and culture.

3: Demonstrate increasing sophistication in defining issues and using argument effectively.

4: Critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.

5: Interpret and evaluate representative texts to deepen understanding of literature of the United States.

6: Apply conventions of grammar and language usage.

Technology Competencies: (from NCDPI/ English 9-12)

3.1 Use word processing and/or desktop publishing for a variety of writing assignments/projects.

3.2 Use electronic resources for research

3.3 Select and use technological tools for class assignments, projects, and presentations.

3.4 Adhere to Fair Use and Multimedia Copyright Guidelines, citing sources of copyrighted materials in papers, projects, and presentations.

Music Competencies: (from NCDPI/ 9-12)

6: Listen to, analyze, and describe music.

7: Evaluate music and musical performances.

8: Understand relationships between music, other arts, and disciplines outside the arts.

9: Understand music in relation to history and culture.

Visual Arts Competencies: (from NCDPI/ 9-12)

1: Develop critical and creative thinking skills and perceptual awareness necessary for understanding and

producing art.

3: Organize the components of a work into a cohesive whole through knowledge or organizational principles of design and art elements.

5: Understand the visual arts in relation to history and cultures.

7: Perceive visual connections between visual arts and other disciplines.

Unit Goals:

1. Identify persuasive techniques, analyze their effectiveness, and apply to students’ own work.

2. Recognize cause/effect relationship of independence.

3. Utilize technology to research and prepare presentations.

4. Cooperate with others to create a group project, and to enhance an individual project.

5. Analyze cause/effect of artwork and music.

6. Relate studies in psychology to a piece of literature.

Literary Selections

Poetry

America - Claude McKay

Bell’s for John Whiteside’s Daughter - John Crowe Ransom

Each and All - Ralph Waldo Emerson

Home Burial - Robert Frost

Identity - Julio Noboa Polanco

I, Too - Langston Hughes

Miniver Cheevy - E.A. Robinson

Song of Myself - Walt Whitman

Stanzas on Freedom - Russell Lowell

Those Winter Sundays - Robert Hayden

To a Daughter Leaving Home - Linda Pastan

Unknown Citizen, The - W.H. Auden

Valdeen Deforest - Mel Glenn

We Wear the Mask - Paul Laurence Dunbar

Short Stories

Borders - Thomas King

Mystery of Heroism, A - Stephen Crane

Ordinary Woman, An - Bette Greene

Revolt of Mother, The - Mary E. Wilkins Freeman

Rockpile, The - James Baldwin

Story of an Hour, The - Kate Chopin

Novels & Plays

Catcher in the Rye - J.D. Salinger

Glass Menagerie, The - Tennessee Williams

In The Time of the Butterflies - Julia Alvarez

Raisin in the Sun, A - Lorraine Hansberry

Nonfiction

American Declaration of Independence - Thomas Jefferson

Iroquois Constitution, The - anonymous

Leaving Home: Understanding the Transition to Adulthood - Graber & Dubas

Self-Reliance - Ralph Waldo Emerson

Speech in the Virginia Convention - Patrick Henry

Why We Do What We Do - Edward Deci

General Activities

Personal Credo

Students write their own credo, or statement of belief, expressing their most strongly held opinions and values.

Petitions

Students form groups and draft petitions to redress something at the school. They present their petition to the student council and/or get it published in the school newspaper.

Persuasive Letter

Students write a letter to their parents trying to persuade them to do or not do something. Parents respond to students in a letter of their own.

Revolutionary Songs

Students choose a modern day song that speaks of revolution, something that needs to be changed or addressed. They write an essay explaining the song and it’s significance.

Revolutionary Paintings

Students examine several paintings of revolutionary moments. They compare and contrast the paintings, and relate one to a scene from a play we are reading.

Related Web Sites

Colonial & Revolutionary Philadelphia - www.ushistory.org

Scottish independence - www.freescotland.com

Service dogs for the mobility impaired - www.independencedogs.org

Quebec independence - www.nonline.com/procon/html/proQuebec.htm

Library of Congress - lcweb.loc.gov/exhibits/

Young Adults with learning disabilities - www.independencecenter.com

Puerto Rican independence - www.englishfirst.org/puerto.htm

Alaskan independence - www.akip.org/

The Revolutionary War - www.revwar.com

Colonial & Revolutionary America - www.earlyamerica.com

United States History - www.historyplace.com

The Declaration of Independence of the 13 Colonies - www.worldquest.com/law/declare.htm

The History Channel - Declaration of Independence - www.historychannel.com/exhibits/index.html

Hypertext version of Declaration - www.duke.edu/eng169s2/group1/lex3/firstpge.htm

B.2 PRO Documentation following the Completion of Your Project

Catcher in the Rye WebQuest Results

As a full-time graduate student, I do not have regular contact with a group of students. I was hesitant at first to impose on teens I knew personally, or to “pop-in” a strange class for a day. Finally, I enlisted the help of relatives, friends, and a former student to fulfill this requirement of the project. Without realizing it, I collected a group of students all in honors English classes. After initially contacting my “students”, I sent each a letter explaining what I needed them to do and a rubric for evaluating the Web Quest (see attached). I allowed them approximately three weeks to complete the activity, but had to remind them of my deadline. Eventually, they all responded.

Two of my participants informed me that they had not yet read Catcher in the Rye, but went ahead with the Quest. Their responses to the forum, therefore, were quite short and generic. They were also my youngest participants - in ninth & tenth grade.

The other three participants had read the novel, and their responses were lengthier and more personal. The former student expressed great enthusiasm over the links, and remarked that he wished I had developed this while he was in my class. He and the two older girls told me they had spent a lot of time exploring the Catcher links just because these sites were interesting.

Overall, I was pleased with how this assignment turned out. It was exciting to see students responding on the web forum, and I can see how that part of the project has great possibilities. Several participants forgot to print out their comment, though, and I had to go back and do that. The results from the rubrics were basically what I expected. High marks on content, and low marks on aesthetics and evaluation. I would like to learn more about designing web pages, so I can add graphics and “pizzazz” to this Web Quest. Attaching an evaluation rubric for students to download would also improve it. The rubric was a quick and easy way for my participants to evaluate the Web Quest, but I now wish I had asked open-ended questions, or for general comments, to get a better sense of what exactly they liked and disliked. Although it is unlikely they would have read Catcher in the Rye, it would also have been helpful to get feedback from an average or lower-level student.

I am very glad that I was introduced to Web Quests. They are a high-interest, high- motivation educational tool. I plan to develop more in the future.

Hello and thank-you for participating in my project!

I have created a WebQuest concerning censorship of The Catcher in the Rye and need some feedback in order to make improvements. That is where you come in!

Here is how you can help me:

1. Go to http://www.kn.pacbell.com/wired/fil/pages/webcatcheral.html

2. Read through the WebQuest, following any instructions.

3. After following the links, post a response to one of the on-line forums.

***Please print out your response for me!***

4. You will not be participating in the mock school board meeting, so don’t worry

about that part of the Quest.

5. Please complete the attached evaluation rubric about the WebQuest.

WebQuest Evaluation Rubric

Title of WebQuest: “What’s All The Fuss About?” Author of WebQuest: Alyssa Fountain

Evaluator Information:

Name : _________________________________________________ Date of Evaluation: ___________________

School: __________________________________________________ Grade Level: ________________________

Current English Course:___________________________________ Current English Grade: ______________

Directions: Score the WebQuest in each of the categories. Add up the individual scores to get the total. If it seems to fall between the points, feel free to score it with in-between points.

CATEGORY	0 - 1 point	2 - 3 points	4 - 5 points	SCORE
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources.)
Overall Visual Appeal	Background is gray. There are few or no graphic elements. No variation in layout or typography.	There are a few graphic elements. There is some variation in type, size, color, and layout.	Appealing graphic elements are included appropriately. Differences are used well.
Introduction
Motivational Effectiveness	Introduction is purely factual, with no appeal to relevance or social importance.	Introduction relates somewhat to the learner’s interests and/or describes a compelling question or problem.	Introduction draws the reader into the lesson by relating to his interests and/or engaging description.
Cognitive Effectiveness	Introduction doesn’t prepare the reader for what is to come.	Introduction makes references to learner’s prior knowledge and previews to some extent what the lesson is about.	Introduction builds on the learner’s prior knowledge by mentioning concepts or principles, and prepares the learner by foreshadowing new ones
Task (The task is the end result of student efforts, not the steps.)
Cognitive Level	Task requires simply comprehending web pages and answering questions.	Task requires analysis of information and/or putting together information from several sources.	Task requires synthesis of multiple sources of information, taking a position, or going beyond the data given.
Technical Sophistication	Task requires simple verbal or written response.	Task requires use of word processing or presentation software.	Task requires use of multimedia software, video, or conferencing.
Process (The process is the step-by-step description of how students accomplish the task.)
Clarity	Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	Some directions are given, but there is missing information. Students might get confused.	Every step is clearly stated. Most students would know exactly where they were in the process and what to do next.

CATEGORY	0 - 1 point	2 - 3 points	4 - 5 points	SCORE
Process con’t.
Richness	Few steps and no separate roles assigned.	Some separate roles or tasks assigned. More complex activities required.	Lots of variety in the activities performed. Different roles and perspectives are taken.
Resources (You should evaluate all resources linked to the page, and any off-line resources.)
Quantity	Few on-line resources used.	Moderate number of resources used.	Many resources provided, including off-line resources.
Quality	Links are boring. They lead to information that could be found in a classroom encyclopedia.	Some links carry information not ordinarily found in a classroom.	Links make excellent use of the Web’s timeliness and colorfulness.
Evaluation
Clarity of Criteria	Students have no idea on how they’ll be judged.	Criteria for success are at least partially described.	Criteria for success are clearly stated, and perhaps in the form of a rubric.

			TOTAL SCORE

based on a draft for evaluating WebQuests found at:

http://edweb.sdu.edu/webquest/webquestrubric.html

v Catcher in the Rye WebQuest v

After students have finished reading the novel, they will explore its past and present censorship. They will synthesize what they learn in a mock school board meeting.

NC DPI Goals & Objectives

English III - “The learner will”:

1. Demonstrate increasing insight & reflection to print texts through personal expression.

1.2. Reflect & respond so that the audience will discover multiple perspectives, investigate connections between life & literature, explore how student’s life experiences influence his or her response to the selection, recognize how the responses of others may be different, and consider cultural or historical significance.

2. Use a variety of media to research and explain insights into language & culture to an audience.

2.1. Locate facts and details for purposeful elaboration, organize information to create a structure for purpose, audience, and context, exclude extraneous information, provide accurate documentation.

2.2. Demonstrate proficiency in accessing and sending information electronically, using conventions appropriate to the audience.

2.3. Respond to informational texts by paraphrasing main ideas and supporting details, and explaining significant connections among the speaker’s purpose, tone, biases, and the message for the intended audience.

3. Demonstrate increasing sophistication in defining issues and using argument effectively.

3.1. Establish and defend a point of view, and respond respectfully to viewpoints and biases.

3.2. Take a stance on an issue by reflecting viewpoints of Americans of different times & places, showing sympathy for the culture represented, supporting the argument with specific reasons.

3.3. Use argumentation for interpreting researched information effectively, addressing concerns of the opposition, using logical strategies, developing a sense of completion.

4. Critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.

4.3. Articulate a personal response to the message of the author and evaluate the historical significance of the work.

Technology - “The learner will”:

1. Understand the important issues of a technology-based society and will exhibit ethical behavior.

1.1. Exhibit ethical behavior in using computer-based technology for class assignments.

2. Demonstrate knowledge & skills in the use of the computer and other technologies.

2.1. Practice & refine knowledge and skills in keyboarding/word processing/telecommunications in preparing classroom assignments.

2.2. Select and use appropriate technology tools to efficiently collect, analyze, and display data.

3. Use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

3.2. Use electronic resources for research.

3.3. Use technological tools for class assignments.

3.4. Adhere to Fair Use and Multimedia Copyright Guidelines.

Time Needed

60 - 90 minutes for research

45 minutes for role playing

Materials Needed

Computer access for students.

Prerequisite Skills

Students should be familiar with argumentation and propaganda. They should have a working understanding of Catcher in the Rye. Students should know the components of a WebQuest, and how to maneuver between web sites while participating in one.

Procedure

1. Review the purpose and parts of a WebQuest.

2. Take students to the WebQuest site at the following URL:

http://www.kn.pacbell.com/wired/fil/pages/webcatcheral.html

3. Students complete the WebQuest task.

4. Assign students different roles for the mock school board meeting.

5. Conduct a mock school board meeting while students role play.

6. Have students reflect on the experience in their journals.

Evaluation

1. Have students print out their response on censorship. Grade this based on the accuracy and strength of their supporting reasons.

2. Assign a participation grade for the role playing.

Alternate Activity

If there is not sufficient time to complete this entire WebQuest, students can complete a shorter task located at the following URL:

http://scrtec.org/wizard/HTML/2392.html

Anticipation Guide for

In The Time of the Butterflies

Many students have not heard of the Dominican Republic, and this activity is a way to introduce them to the country and the events of the novel.

NC DPI Goals & Objectives

English III - “The learner will”:

1. Demonstrate increasing insight & reflection to print texts through personal expression.

2. Use a variety of media to research and explain insights into language & culture to an audience.

2.2. Demonstrate proficiency in accessing and sending information electronically, using conventions appropriate to the audience.

Technology - “The learner will”:

1. Understand the important issues of a technology-based society and will exhibit ethical behavior.

1.1. Exhibit ethical behavior in using computer-based technology for class assignments.

2. Demonstrate knowledge & skills in the use of the computer and other technologies.

2.1. Practice & refine knowledge and skills in keyboarding/word processing/telecommunications in preparing classroom assignments.

2.2. Select and use appropriate technology tools to efficiently collect, analyze, and display data.

3. Use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

3.2. Use electronic resources for research.

3.3. Use technological tools for class assignments.

3.4. Adhere to Fair Use and Multimedia Copyright Guidelines.

Time Needed

30 - 45 minutes for research

45 minutes for presentations

Materials Needed

Computer access for students.

Prerequisite Skills

This is an anticipation guide, so students do not need any prerequisite skills pertaining to the novel. Students will be working together in groups, so they need basic cooperation skills. Additionally, they need to be comfortable with accessing links from a web page.

Procedure

1. Students complete the pre-reading worksheet and discuss responses.

2. Students choose one or two partners to “Find Out More!”

3. Take students to the web worksheet at the following URL:

http://scrtec.org/wizard/HTML/2554.html

4. Students work in groups to research their particular topic using the links provided.

5. Students prepare a presentation to introduce their topic to the rest of the class.

6. Conduct a presentation day - each group will have 5-8 minutes to present.

Evaluation

Grade the group presentations following a standard presentation rubric. Look for accuracy and depth of information.

: Teleresearch Project: Independence :

Working with a partner, students will use Internet resources to discover more about a recent or current independence movement. They will analyze the factors involved in the movement, and make either a prediction about the movement’s success, or a judgment about the movement’s validity. Students will present their findings