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Journal Exchange Stuart Dent Dr. Sherry Young Adult Literature Grade Level: 9th grade

Rationale: The approach I want to take with my 9th grade students is to try and foster

discussion on the differences between young adults in different time periods and societies. The books I have chosen to use are Freaky Green Eyes by Joyce Carol Oates and The Odyssey by Homer. These two books convey a different view of adolescence in two separate time periods. They also have appeal to the target audience of the instruction. While one is considered to be a classic piece of literature the other is a work of fiction that is not on too difficult of a level for the students to understand. I used surveys to collect data on the types of readings that this group of students enjoys the most. I asked questions such as: 1. What kinds of things do you read a. In School? b. Out of School? 2. What is the last book you read a. In School? b. Out of School? I also asked questions about the students hobbies and what career goals they may have. These questions help me to find out not only the types of things they enjoy reading but also about them personally which can help in finding a suitable book. Out of the seven girls and four boys the consensus was that mystery and adventure books were most liked by the entire group. In choosing my books to develop lessons on I kept in mind this type of genre. The novel Freaky Green Eyes fit well into this mystery genre. The story of a young girl whose parents separate and
Comment [2]: AUDIENCE J Comment [1]: PURPOSE J

then when her mother disappears her alter ego freaky green eyes must help her see the truth. I also made the observation that many of the students have read The Odyssey. It became evident to me that there were mixed responses to this epic some of the students enjoyed it while others did not. I found the reasons for such mixed responses to this classic work of literature may be some students had trouble relating to the text. This epic could be used to relate to what it means to be considered a young adult and compare different societies view of adolescents. In using these two novels I could help to demonstrate the differences in societies of modern day America and Ancient Greece and the views of young adults in each. These two very different novels can be used to help discuss what it means to be a young adult. I will assess my students on their comprehension of these two novels with a group discussion project that tests the students comprehension of the novels and how the cultures relate or differ and the roles of young adults in each. By connecting this classic piece of literature that many students may not understand to a more modern interesting piece of literature it could become more accessible and relatable to the students.
Comment [4]: ENGAGEMENT Why this focus and assessment? How does this relate to your beliefs about English Language Arts? Comment [3]: AUDIENCE/PURPOSE J

Youre Just A Kid Big Question: What does it mean to be a young adult? What does it mean to be a part of a culture? Goals: 1) Draw parallels between the two texts and situations of the young adult characters. 2) Students will identify the views of each culture of young adults and the roles they play in each society. 3) Students will be able to compare and contrast the two cultures of Ancient Greece and modern day America. Lesson 1: Grade Level: 9th grade Objectives: The student will be able to 1) After reading the first four books of The Odyssey students will be able to list elements of Greek culture. 2) After reading the first four books of The Odyssey students will be able to explain the role of young adults in Greek society. 3) After discussion of The Odyssey students will be able to identify elements of epic poetry. Time: 5 classes 45 min each Materials: - - - - The Odyssey Journals Pencil or Pen Bodies and Voices
Comment [7]: Its OK to have objectives like this that dont relate directly to your BQ, though I could see this being turned toward the idea of a hero as part of what it meant to be an adult in Ancient Greece. Comment [5]: GENRE J Like the open-endedness of this question and its potential to engage your audience J Comment [6]: GENRE J Like how these relate to and break down the BQ J

Activities and Procedures: 1) Opening journal activity: Write for 5 minutes. Focused free writes focused toward the lesson. Prompts such as (one prompt a day for students to respond to):

a. What are some things you know about Greek society (list at least 5 things)? b. What does it mean to be a young adult in this book? How do you know? Give at least 2 examples and relate it to your own experience in todays society. c. How do the roles of young adults differ between now and then? d. Or simply a free write of opinions on the book or thoughts relating to subject matter. 2) Discuss journal prompt compile a list of information relating to Greece. To build prior knowledge before beginning discussion of the text. 3) Introduce literature circles at the beginning of first day of lesson use videos online as examples of good lit circles. 4) Introduce The Odyssey, Telemachus as the focus character. Books 1 through 4 as his journey and role as a young adult. 5) Lead into the discussion of what it is to be considered a young adult. What role do young adults hold in society? 6) Students will have read one book each night for homework over the course of the lesson. Allow for time in class to break students into literature circle groups (change groups each day). Have them discuss the book read the night before with each other and give ideas about key topics to each other. Provide questions on the board or use journal questions to structure discussion. Circulate the room make sure students are on topic and observe discussions. 7) Bring class back together and give lesson on Greek culture and The Odyssey talk about Telemachus and his journey within the epic. Give points about people idolized in the time period. Examples using movies such as Troy, Gladiator, and Spartacus. Talk about honor and family. Assessment: - Daily journal entries should assess students prior knowledge of ancient Greece and the values of that society as well as the knowledge of what it

Comment [8]: AUDIENCE J Like that you begin with what students know J

Comment [9]: To me, this is a focused free-write: students are free to write what they want, as long as it relates to the text.

Comment [10]: Like how this would foster community J Theres also a rationale for keeping the same groups to encourage more comfort and openness within groups.

Comment [11]: PURPOSE J

is to be a young adult in modern society drawing on their own life experiences. - Class participation should show students understanding of culture and the role young adults have using their own experiences to draw differences. - - End classes by asking a few questions to the class about things they have learned. Give quiz at the end of the lesson to assess comprehension of the epic. Should show knowledge of epic content, elements of epic, cultural icons and ideals, roles of the young adult in Ancient Greece.
Comment [12]: Like how you specify not only what youll use to assess, but how it will show you whether students have met your objectives J

Lesson 2: Grade Level: 9th Grade Objectives: 1) After reading Freaky Green Eyes students will be able to identify cultural norms in American society. 2) During the reading of Freaky Green Eyes students will be able to define cultural icon and identify some in our society. 3) Students will be able to identify the view of young adults in modern society and what roles they hold. Time: 4 classes 45 min. each Materials: - - - - - - Freaky Green Eyes Journals Pens or Pencils Bodies and Voices Posters Magazines
Comment [13]: GENRE J How might you relate these first two objectives more specifically to your BQ?

Activities and Procedures: 1) Opening Journal activity: Give students 5-7 minutes to free write, use similar prompts as used in the previous lesson or: a. Pick out elements of modern American culture related to this text and your own experience. (list at least 5 examples) b. Write a journal entry as if you were Franky Pierson. What is going through your head? What would you do in her situation? (use toward middle of the book) 2) Take time to discuss journal writing 3) Introduce Freaky Green Eyes collect prior knowledge of students relating to cultural practices of our society. Use discussion from journal entries and examples of students own experiences to relate to the text. 4) One day have the students split into groups of 4 or 5 and make collage posters of cultural icons and cultural ideals. Make one side dedicated to
Comment [14]: Like that you maintain this consistency to allow for comparison and scaffolding J

Modern America and one for Ancient Greece remind students of Greek ideals. Expect from students to give examples of professional athletes, entertainers, or other famous people. Relate it to the status of Reid Pierson in the novel. 5) Allow students time in class to split into lit circle groups for discussion (change these day to day) of the novel and its themes. 6) Bring class discussion together with talks about how Franky and her sister are viewed in the novel have students giving examples about being a young adult in todays society. Relate it to passages allow for out loud readings in class. Base on interactions with other characters in the book. Assessment: - - - - Posters so the students will understand the difference between what each culture idolizes. Journal writing will show the students understanding of young adult roles comparatively in each society. Class participation in discussion to show clear understanding of the novels content Quiz at the end of the lesson to assess comprehension of novel and objectives.
Comment [17]: Can you specify? What would let you know this had taken place? Comment [18]: See previous Comment [15]: Like this mini-assessment and the way it draws on visual/spatial intelligence and comparison J Comment [16]: Like that you use this routine consistenly to allow for comparison and scaffolding J

Lesson 3: Grade Level: 9th grade Objectives: 1) Students will be able to compare and contrast the views and roles of young adults in the two separate cultures discussed. 2) Students will be able to draw parallels between the two young adult characters. 3) Students will be able to identify differences in cultural norms and what each culture idealizes (cultural icons). Time: 45 min. Materials: - - - - Freaky Green Eyes The Odyssey Journal Bodies and Voices

Activities and Procedures: 1) Opening Journal activity: 5-7 minutes of free writing about students opinion of the novel and listing things that they learned that they did not know before. 2) Break students into groups each group gets a different key concept to focus on. Have some discuss the differences of cultural icons and views between the books. Have some discuss the similarities of the characters and their journeys or situations. Then have others discuss the different roles and views of young adults in each culture. 3) Then rearrange the groups so they are all mixed up, jigsaw one member from each group forms a new group, and have each of the different members share their findings they must provide evidence to support. 4) Finally bring the class back together to compile all the information into a chart on the board by having students present their ideas in their original groups providing specific examples to back up their claims. This will serve as a good compare and contrast.
Comment [19]: GENRE J Love how these lessons not only relate to your BQ but also build on each other J Comment [20]: J

5) End on what the students ideas of being a young adult is ask if it has changed at all from experiencing each character/ culture/ novel. Assessment: - Journal writings will provide evidence that the students will have learned about the different cultures by providing examples and relating it to their own life. - Observing group discussions and class participation shows students understanding of each novel and concept of the role of young adult has changed throughout time. - Final Essay: students will write an essay on one of the key concepts covered throughout the unit such as cultural icons for example they will have to use evidence from both novels and back it up with experiences they have within contemporary society. This will show students ability to breakdown the big question and apply their knowledge to their own life. Criterion Purpose Thoroughly and clearly interprets research into final product Audience Uses research to design a product suited to young adults Genre Uses techniques and conventions of the genre suited to the task Engagement demonstrates self-awareness and willingness to take risks Grade: 4.0 4.0 X X X X 3.0 2.0 1.0
Comment [22]: Zach. I like how youve imagined a sequence of lessons that uses YA to complement a classic, and which builds toward a deep understanding of your relateable Big Question J What makes this focus important in terms of the discipline of ELA? What does this work mean to you (ENGAGEMENT)? Thanks for your good workI look forward to hearing how this goes in practice! J Comment [21]: Perhaps begin with this in first lesson so as to be able to compare here?