S1+Audy+Melissa

=Stage 1 Identify Desired Results= A 2 Literary Texts** of fiction using excerpts from the text to defend their assertions.** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. ||
 * **Establish Goals:** **(G)** ||
 * **//Maine Learning Results: English Language Arts -// A Reading
 * Grade 9 - Diploma,** //Weetzie Bat//
 * Students read text, within a grade appropriate span of text complexity, and present analyses

//What understandings are desired?//
•The style and tone of //Weetzie Bat// gives the story a unique voice that helps readers cope with the intensity of the plot. •Character development and conflict can help convey a theme within a literary text. Weetzie's dream of finding "happily-ever-after" is a vehicle within the writing. ||
 * //Students will understand that:// **(U)** ||
 * •Literary devices can alter the tone and style of a piece, evoking various responses in the readers.

//What essential questions will be considered?//
•How did the author, Francesca Lia Block's, unique style and tone affect the way in which the story was told? •How did the main character, Weetzie's, conflicts and goals affect the themes of the story? ||
 * **Essential Questions:** **(Q)** ||
 * •Why did the author use so many literary devices within the text?

//What key knowledge and skills will students acquire as a result of this unit?//
•The definition and purpose of several basic literary devices. •What literary themes and are, and how they are conveyed through conflict and other means. || •Demonstrate an understanding of several basic literary devices. •d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. •Decide how the perspective of a literary text (first-person/ third-person) affects the way a story is told. •Analyze the way in which style and tone affect the general presentation of the story. •Consider how the main character's ongoing conflicts shape the plot of the story. •c. Recognize the effects of common literary devices on the style and tone of a text. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •How literary devices, perspective, and other components affect the style and tone of a literary text.

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