S1+Trundy+Monique

=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. c: Determine the effects of common literary devices on style and tone of a text. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts A. Reading

//What understandings are desired?//
• there are multiple themes in the novel that effect one another. • literary devices used by the author effect the style and tone of the novel. ||
 * //Students will understand that:// **(U)** ||
 * • the internal and external conflicts of every character has an effect on the novel.

//What essential questions will be considered?//
•How many themes can be found in Grapes of Wrath? How do they affect one another and the novel as a whole? •Why are literary devices useful? How does the authors use of literary devices effect the style and tone of the novel? ||
 * **Essential Questions:** **(Q)** ||
 * •How do the external and/or internal conflicts in a single character effect the novels outcome?

//What key knowledge and skills will students acquire as a result of this unit?//
•Definitions; How to identify commonly used literary devices witin texts as well as provide definitions for each device. •Critical Details; How to identify and analyze critical details within the novel and provide close readings. || • explain how themes present themselves in the novel and how they effect one another. • critique a single character within the novel, explain what drives them and what internal/external conflicts they face. • use knowledge of literary devices to identify devices in the authors writing. • (c) analyze the effects of literary devices, tone and style in the novel. • consider the narration type and point of view, and how both effect the novel. • recognize reoccurring themes in the novel. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary; Allegory, Alliteration, Metaphor, Simile, Irony, Paradox, Tone.

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