S1+LaRose+Rebecca

=Stage 1 Identify Desired Results= A2 Literary Texts Grades 9-Diploma: The Color Purple Students read text within a grade appropriate span of text complexity and present analyses of fiction using excerpts from the text to defend their assertations. f. Demonstrate comprehension by evaluating texts using established criteria ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts A. Reading

//What understandings are desired?//
•The themes in the book are constant and are key elements in the book. •Analysis of the book will be used to develop and prove a thesis ||
 * //Students will understand that:// **(U)** ||
 * •Characters are interconnected and have attitudes that stem from traumatic events

//What essential questions will be considered?//
•What themes has the author developed and how do they further the story? •Which excerpts will prove a thesis story and how are they properly cited? ||
 * **Essential Questions:** **(Q)** ||
 * •How are character related through past actions and events?

//What key knowledge and skills will students acquire as a result of this unit?//
•Vocabulary: theme, motif, symbols, narrative, voice, racism, sexism, •Important events and People: sale of Celie, arrival of Shug, Fighting at the bar || •f. Demonstrate comprehension by evaluating texts using established criteria •Make sense of the thoughts of the author through his/her use of literary devices •Use quotes from the book to compare the novel to the times of slavery •Contrast the actions in the book to how the events would unfold today •Consider the personal history of 3 main characters and interpret how the events have changed the individuals •Reflect on which things in the novel made you uncomfortable and why ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Critical Details: plot, relevance to history, relationship of characters

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//