CURRICULUM PLANNING SHEET

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!1. Students
that words and images can !
! transport uswillintounderstand
different worlds and minds.!
! !2. Students will understand that Voice is the key
! element to first person narration.
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STUDENTS WILL KNOW!
!1. Students will know the difference between author and
! narrator.!
! !
! 2. Students will know the fundamental characteristics of
! autism.!
! !3. Students will understand the elements of a literary
! voice.!
! !
! 4.point-of-view.
Students will know the characteristics of first person
!
!
UNDERSTANDING(S)!

PERFORMANCE TASKS!

ESSENTIAL QUESTION(S)/THEMES!

!1. What does the world look like through someone elses eyes?!
!2. How can we see the world through others eyes?!
!3. What is Voice?
STUDENTS WILL BE ABLE TO!

!1. Students will be able to write using showing-not-telling.!

!2. Students will be able to develop a first person literary voice for a fictional
character.!
!3. Students will be able to demonstrate an increased respect and empathy for
others, both in literature and in the classroom.!

! !1. Choose a literary medium in which you explore and

! demonstrate your knowledge of first person point-of-view,
! showing-not-telling, and the literary voice you developed during
the course.

OTHER EVIDENCE OF STUDENT LEARNING!

!1. Writers Journal!

!2. Circle discussion!
!3. Exit tickets

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CURRICULUM PLANNING SHEET

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TEACHING AND LEARNING ACTIVITIES!

!Opening Day Activity: Students will engage in a written/oral response to our presentation of various artists voices and interpretations of the
same theme/subject (music, literature, visual art).!
Course closure: Small group peer editing for final print anthology; Writers Journals: Students will reflect on the last paragraph of Haddons The
Curious Incident of the Dog in the Night-Time!

!I: Showing-not-telling!

1. How much do I really notice? Writers Journals: Students will reflect upon Christophers claim that, The world is full of obvious things which
nobody by any chance ever observes (Haddon 73). Model this on passage about clouds in book; follow-up with passage written by Van Gogh!
2. Noticing details/Leaf activity: Students will collect and write about a leaffocusing on detailin their Writers Journals. !
3. Skill building: Students will write short pieces in which they focus on (1) saying more with verbs (2) writing without nouns, adjectives, or
adverbs signifying emotion.!
4. Drawing (literalizing) metaphors: Write down the sentence. Draw a picture illustrating literal meaning. Explain the figurative meaning.!

!II: Fundamental Characteristics of Autism:!

1. K-W-L about Autism: Human graph!
!III: Community Building:!
1. Interviews about students names; Open-hand Identity Visual; Crossing the line!
!IV: Elements of a Literary Voice:!

1. Writers Journals: Over the course of BSHS, students will write short pieces in which they develop different aspects of a literary voice for their
fictional character!
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a. Writing Style: Figurative language (metaphor and simile); sentence complexity (direct and indirect communication); !
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word choice; description (showing-not-telling).!
!
b. Identity: Education, mood, geography/nationality, age, experience, personality (world view, values, etc.), gender, !
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economic level, race. The race, age, and gender of the character will be determined by the randomly selected photograph.!
2. Open-hand activity: Fictional Character development!
3. Pick You Character: Students choose the image of a persona (out of a hat, at random) for which they will develop a literary voice!
4. How does an author construct an authentic voice?:Students will read excerpts of fiction and memoir for discussion and journal writing.!

!V: First person point-of-view!

1. Skill building activities