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EN 350 Module 2: Luna by Julieanne Peters

Instructors:
Vicky Chase Christopher Berndt
VChase@nmu.edu cberndt@nmu.edu

Course Description: Students will be reading Julie Anne Peters novel Luna. Along with
reading this novel, students will be viewing poetry on topics that can relate to the novel. Students
will learn the importance of voice and point of view while reading this novel, and use poetry to
express their voice.

Required Materials:
- Luna By Julieanne Peters
- 50 Myths & Lies That Threaten Americas Public Schools: The Real Crisis in Education
by David C. Berliner and Gene V. Glass
- Access to Section Discussion on VoiceThread
- Access to Module 2 on EduCat Page
Extra Materials:
- https://www.youtube.com/watch?v=JQgz2AhHaQg
- https://www.youtube.com/watch?v=w0gxTYuMBCY
-
http://mediasite.nmu.edu/NMUMediasite/Play/4a2d67b9aa4d4c8ba6cf67acd2983ee41d?catalog=
114182a9-7e81-4c66-8723-3cbf46cca41e
Overview:
Students will be reading Luna by Julieanne Peters. Although this novel is fictional, it touches on
subjects that are important to understand for young readers. These topics include how one
persons choice affects those around them, Along with the importance of looking at situations
through different points of view. Poetry is one way that people have found to express their true
selves. The character Luna has had to suppress her true self for many years. By incorporating
poetry into the unit, students can express themselves and their ideas on topics given.
Course Objectives:
- Students will understand the importance of point of view, and how it effects works of
literature
- Students will express their ideas on the book and make inferences to times in their lives
they can connect to the selected readings
- Students will create poem of their own while applying their knowledge learned on point
of view.
- Students will then analyze the poem they create and explain why they chose the point of
view, literary elements,
Evaluation:
Students will create poem of their own while applying their knowledge learned on point of view.
Students will then analyze the poem they create and explain why they chose the point of view
and literary elements they chose along with a short self-evaluation on what they took away from
the class.
Common Core English Language Arts Standards
- CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
- CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
Assignments/Projects:
Discussions: Students will be required to partake in 3 online discussions where they will discuss
their ideas, and theories on the book. Sections written in white are general questions the students
may answer if they so feel like it. These are questions to help expand the students thinking
throughout the novel. Sections written in green are required to be discussed. The student MUST
include the green written text topic in their discussion. Students will also be required to expand
on the idea of at least two other classmates.

Discussion 1: To start the unit off, students will be required to watch a short video of poet T.C
Tolbert reciting his own poetry. From there the students will read the first chapter of Luna by
Julie Anne Peters. Comparing the information they received from both the video and the novel,
students will then record their ideas, and thoughts they had throughout the experience. What
information did they have on the subject beforehand, and how they think the novel will progress.

Discussion 2: Students will take the information they received from watching both spoken word
videos, from the selected reading in Luna and in Myths and apply it to their discussion. They will
be required to talk about information regarding the 50 Myths & Lies That Threaten Americas
Public Schools book.

Discussion 3: Instead of supplying the students with poetry for this discussion, students will find
their own poetry that they think relates well to the themes, and properties of Luna. These poems
will be available for all students to use in their final project as supporting evidence. The students
will also discuss the poem they found, why they chose it, and how it ties into the novel.
Final Project:
After listening to poetry, and researching their own poetry, students will write their own poem
about a either a change that happened in their life, or a change that happened because of a choice
they made. They can write it through any lens they choose. (themselves, their peers etc.)
Students will then write an 800-1000 word analysis on their poem. They are required to bring in
evidence to support their claims on their literary choices from both Luna, and 50 Myths & Lies
That Threaten Americas Public Schools, and from the collection of poems they and their
classmates found for Section 3.
Evaluation:
After the completion of the final project, students will write a quick reflection on their
experience in the course. This will include what they liked about the course, what could have
been done different, and any take-aways they may have from the course.
Schedule
Week 1

Monday Watch Selection of T.C Tolbert Poetry, Read Ch. 1


Participate in Online Discussion

Tuesday SECTION 1 DISCUSSION CLOSES

Wednesday Assign: Watch Sara Kay and Javon Johnson videos, Read to chapter 9, and parts
1-3 of Myths
Participate in Online Discussion

Thursday

Friday Introduce Final Project and Evaluation: Get the gears turning

Saturday SECTION 2 DISCUSSION CLOSES

Sunday Assign: Read to chapter 17, Find poetry they think can be linked to the novel
Participate in Online Discussion

Week 2

Monday

Tuesday SECTION 3 DISCUSSION CLOSES

Wednesday Assign: Finish Book


Continue to work on Final Project

Thursday

Friday

Saturday FINAL PROJECT DUE

Sunday Self- Evaluation


Rubric For Final Project
CATEGORY 4 3 2 1
Adding The writer seems to be The writer seems to be The writer relates The writer has not
writing from knowledge or drawing on knowledge or some of his own tried to transform the
Personality experience. The author experience, but there is knowledge or information in a
(Voice) has taken the ideas and some lack of ownership experience, but it personal way. The
made them \"his own.\" of the topic. adds nothing to the ideas and the way
discussion of the they are expressed
topic. seem to belong to
someone else.

Commitment The writer successfully The writer successfully The writer attempts The writer made no
uses several uses one or two to make the reader attempt to make the
(Voice) reasons/appeals to try to reasons/appeals to try to care about the topic, reader care about the
show why the reader show why the reader but is not really topic.
should care or want to should care or want to successful.
know more about the know more about the
topic. topic.

Support for Relevant, telling, quality Supporting details and Supporting details Supporting details
details give the reader information are relevant, and information are and information are
Topic important information that but one key issue or relevant, but several typically unclear or
(Content) goes beyond the obvious portion of the storyline is key issues or not related to the
or predictable. unsupported. portions of the topic.
storyline are
unsupported.

Sources All sources used for All sources used for Most sources used Many sources used
quotes and facts are quotes and facts are for quotes and facts for quotes and facts
(Content) credible and cited credible and most are are credible and are less than credible
correctly. cited correctly. cited correctly. (suspect) and/or are
not cited correctly.