Gisi 1
Angela T. Gisi
Dr. Cope
ENGL 7701
26 July 2004
When I think of the seventh grade middle school children at Lost Mountain
Middle, I envision young people who have average to above average abilities. Children who live in homes where parents are supportive and education is valued. However, I also see students who are faced with enormous amounts of peer pressure, young people who feel that bad and unfortunate things only happen to them, and young people who simply just want to fit in and be accepted. Unfortunately, they often feel isolated and alienated.
As a result of these issues, they are constantly faced with internal and external conflicts, which require them to make decisions as to how to deal with these situations; they either rise to the occasion or crumble under the pressure.
Therefore, I have planned a literature study with a central theme of “out here on my own.” Sub-themes for the unit include freedom, isolation, alienation, and choice. In each literature selection, a type of isolation or alienation is experienced; the reasons range from nature, ability, society, culture, conscience, and actual imprisonment. In each case, characters are faced with conflicts, which require them to make choices.
During the literature study, the assigned thematic novels are read at home in segments to be determined by me. Daily literature circles provide for student focused, active reading of the novel. The roles to be completed vary from week to week and the students rotate jobs within the group each day. I have personally participated in literature

Gisi 2 circles in Dr. Copes English 7701 and found that literature circles provide for active reading, enhanced understanding, and valuable feedback through group discussions.
All other required reading takes place within the classroom. We read short stories and the other supplemental literature as a group in class so I can model active reading strategies, observe students participating in the reading, and provide guidance as needed.
The text is read aloud by me but any student wishing to volunteer may also read.
According to Linda Reif (51), students need to hear the teacher reading, need to hear good reading, and need to see the teacher as a reader.
Throughout the unit, students read independently in areas of interest during silent sustained reading. Being allowed to read in areas of interest nurtures desire and motivation to read (Worthy, 486). To provide for reflection of independent reading, students are required to maintain a reading journal. The daily entries may include reflecting on the text, freewriting, response entries, or literature circle based type entries.
Using a rotating schedule, I conference with individual students regarding their journal entries. The use of journals promotes personal connection to the text and enhances insight and interaction (English Studies, 13). Students may use these journals during the
“student share” time.
Time for silent sustained reading is allowed each day except Friday. During
Friday’s class “student share” time is provided. During this share time, students share outside examples of material they believe connects and relates to the thematic unit.
These can include but are not limited to magazine and newspaper articles, cards, pictures and advertisements, or entries from their reflective journals. So as to ensure that all

Gisi 3 students have an opportunity and actually do share, students are divided into groups and assigned a Friday for sharing.
The goal of the first day’s lesson is to initiate thinking about feelings of isolation, lack of freedom, and choice. I start by reading a children’s book Thank You, Mr. Falker to the class .
I chose a children’s book because it provides for an inviting format; it is simple in its presentation, which allows the powerful theme of the story to be the focus instead of difficult content. According to Janelle Mathis (127), “The design of children’s books creates experiences for the reader that evokes feelings and conveys messages in unique ways.” A young girl feels inadequate and picked on while at school. She is faced with how to deal with this situation and as a result of choices made, either fails or succeeds. Also on the first day, I incorporate a metaphorical expression lesson through the poem The Caged Bird , which is based on the novel I Know Why the Caged Bird Sings written by Mayo Angelou. The objective of these introductory pieces is to help students understand that even during isolation and imprisonment, certain freedoms still stand if one simply chooses to pursue them. The format of the discussion is large group; the goal is to encourage reflection and thought about the themes of the unit. Students are allowed time to reflect and respond in journals. Both selections are non-fiction and based on situations experienced by the authors.
The second day of class I introduce the first novel The Outsiders . This book deals with youths who feel isolated and imprisoned in their “own world” due to not fitting in socially, academically, or behaviorally; they are faced with choices. This is a very popular novel with students; it is set in modern times and students can relate to the characters and their conflicts so well. As mentioned earlier, the sections of the novel are

Gisi 4 read each night and students will participate in literature circles each day. The evaluation for the novel is in the form of alternate book reports to be presented during the third week of the unit. Through this type evaluation, students are provided a choice in how to respond to the novel. Choice in reporting allows students to make better meaning of transactions with the text (Rosenblatt, 34).
To supplement the first novel, three short stories Bargain, Three Skeleton Key , and Let Me Hear You Whisper are studied. While reading these selections, questioning strategies like those highlighted in the text Tell Me: Children Reading and Talking by
Aidan Chambers are included. As quoted by Jan Maxwell (91) in this text, “these questions make the whole book discussion much more open-ended and give far greater scope for the development and expression of children’s own ideas and feelings.”
The first short story, Bargain, is read aloud in class. The focus of the reading is character analysis; the protagonist is being taken advantage of by the antagonist; he feels alone and isolated due to the society in which they live; he makes a choice and takes the law into his own hands. Assessment involves students preparing a persuasive paper in which they utilize personal knowledge and textual references to support opinions.
The second story Three Skeleton Key has descriptive elements as a literary focus.
Isolation, as a result of setting, forces the characters to make life saving and/or threatening decisions. While reading, the students are instructed to use sticky notes to mark the numerous areas where the author incorporates descriptive language to not only create an image of the setting but also appeal to the senses of the reader through sight, sound, touch, smell. Students use these marked passages to prepare a PowerPoint presentation of the descriptive language used throughout the story.

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Students finish the novel The Outsiders during the third week and present their individual alternate book reports to the class. Also during this week the class reads Let
Me Hear You Whisper , which deals with isolation as a result of a young lady’s conscience. When faced with knowing that a dolphin is about to be sacrificed in the name of research, she has decisions to make which impact her job and the dolphin. During a class debate, students assume a character role, for an opinion, and take a stand on animal research. For example, they may be a sick patient needing medicine created as a result of research, a veterinarian, a politician, an animal lover, etc. They have to consider a point of view other than their own. Students then select products from home that they use on a daily basis (shampoo, makeup, toothpaste, etc.) and write letters to the manufacturers inquiring about their use of animals for testing and research.
The second novel Lyddie , is a historical novel involving a young lady dealing with feelings of isolation due to society, prejudice, and the fact that she literally is on her own in attempting to keep the children of the family together and save the family farm.
She is continually faced with decisions; her choices impact her life, her siblings, and the state of the family farm. This novel while similar to the previous in terms of theme is different in many ways: the main character is a female and it is historically based.
Students again participate in literature circles as they complete the novel; alternate book reports will be due the final week of the unit.
The first of several short stories to be read during the final phase of the thematic unit is Homesick . A young girl deals with isolation due to living in a foreign land. When faced with being forced to participate in things that are not a part of her heritage, she has to make decisions. To help students relate to the isolation felt by foreigners entering

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American soil, students create metaphorical visuals of how they view America in terms of dealing with people from foreign countries.
The fifth week is filled with many variations of a famous fairytale Cinderella .
The German, Indian, and Chinese version is read aloud with the teacher modeling active reading strategies; the Nigerian, French, and Chilean versions are viewed on video. As everyone knows, Cinderella is faced with isolation, alienation, and imprisonment; she eventually makes decisions that change her life forever. The class study focuses on the similarities and the differences of each version as a result of culture. During the reading, students use sticky notes to mark these areas and during the video, notes are taken in regard to similarities and differences. All students complete a Venn diagram using categories determined by me. Similarities and differences noted serve as a means to assess this unit.
Two simple, yet powerful pieces that pull together the entire thematic unit are introduced the final week. Ultimately, I hope to convey to students through this unit of study that we all deal with different forms of isolation, alienation, and lack of freedom at some point and in some way during our lives. But one thing remains true…we always have a choice as to how to deal with each situation.
In the poem The Rider a young man uses the speed of his bicycle to try and escape his feelings of loneliness. That was his choice and the speed gave him satisfaction and a feeling relief from his loneliness. The short story Justin Lebo highlights the gifts of bikes provided to young men in a residential facility as a result of emotional and behavioral problems. Both stories provide multiple opportunities for self to text, self, and world connections. As a result, students use sticky note techniques as outlined by Stephie

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Harvey and Anne Goudvis (4) to mark sections of the text with which they can make personal connections. Harvey and Goudvis (21) states, “when students have had an experience similar to that of a character in a story, they are more likely to understand the character’s motives, thoughts, and feelings.”
The final, culminating activity represents students’ understanding of the themes and sub-themes covered during the entire thematic unit. Students reflect upon talents, hobbies, and/or strengths that enable and empower them to deal with feeling “on their own.” For example, the final poem related how the young man’s talent of fast riding helped him conquer feelings of loneliness. This project can be completed as a visual, model, in writing, or through demonstration. These projects are shared with the class for two reasons. First, students are able to practice their speaking and listening skills through the use of presentations, and second, they are made aware of the fact that everyone faces these same feelings and everyone has a means of dealing with it.
According to Rosenblatt (2) “If we can do justice to the potentialities inherent in literature itself, we can make social contribution…gain a heightened sensitivity to the needs and problems of other human beings.” That is what I have attempted to do with these selections. Provide literature relevant to the needs of middle school children and promote and model methods for dealing with these needs.
I believe in the power of literature to be read for pleasure and used as a tool for teaching and learning. I also believe when given the power of choice to work in areas of interest, students are more inclined to read. Children, however, have to be taught how to read effectively and actively so as to be able to appreciate all the literature has to offer.
Therefore, I believe teachers should read for and with students; they should model

Gisi 8 effective reading strategies for students. Based on these beliefs, I developed this thematic unit, which provides for choice of reading during silent sustained reading, modeling of active reading by the teacher, and potential for personal engagement while reading novels and participating in literature circle discussions.

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1.
The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by the Grade Seven reading list. b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.
 Students will form an opinion based on a characters’ actions and write a persuasive essay which is supported by personal knowledge and references to the text.

Students will form an opinion based on characters’ actions and participate in a character role debate. Personal knowledge and references to the text will support debate content. c. Relates a literary work to information about its setting or historical moment.

Students will compare and contrast various cultural versions of Cinderella.
Setting and historical moment focus will be part of the analysis.

Students will prepare metaphorical visuals, which depict how America deals with people of foreign countries. (Ex. American is a melting pot)
d. Analyzes recurring and similar themes across a variety of selections, distinguishing
theme from topic.

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
All stories, poems, novels are based on a central theme. The students will complete a final project in which they demonstrate their understanding of “out here on my own” as well as choices they have as a result of these feelings.

Students will share entries from their journals or materials brought from outside sources which connect to the common theme of the unit; student share time will be held every Friday.

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Thematic Unit Calendar
Central Theme - Out Here On My Own
Sub-themes - freedom, isolation, alienation, and choice
Tuesday Wednesday Thursday Monday Friday
The Caged Bird by
Angelou
Thank you, Mr.
Falker by Polacco
Intro: The Outsider’s
Silent Sustained
Reading
The Outsiders cont.
Literature Circles
Bargain-Writing
SSR
The Outsiders cont.
Literature Circles
Three Skeleton Key cont.-PowerPoint presentations
SSR
Into: Lyddie by
Katherine Paterson
Let Me Hear You
Whisper cont .-Letter
Writing
SSR
Lyddie cont.
Literature Circles
Intro: Cinderella Unit
Aschenputtel by
Grimm
Brothers(German)
SSR
Lyddie cont.
Literature Circles
Intro: Justin Lebo by
Phillip Hoose
SSR
The Outsiders by
Hinton
Literature Circles
Intro: Bargain by
A. B. Guthrie
SSR
The Outsiders cont. Literature
Circles
Intro: Three
Skeleton Key
SSR
The Outsiders cont.
Literature Circles
Intro: Let Me Hear
You Whisper
SSR
Lyddie cont.
Literature Circles
Let Me Hear You
Whisper cont.-
Letter Writing
SSR
Lyddie cont.
Literature Circles
Algonquin
Cinderella by M.
R. Cox (Indian)
SSR
Lyddie cont.
Literature Circles
Intro poem: The
Rider
SSR
The Outsiders cont.
Literature Circles
Bargain Cont.
SSR
The Outsiders cont. Literature
Circles
Three Skeleton Key cont.
SSR
The Outsiders
Lyddie
SSR
cont.
Literature Circles
Intro: Homesick by
Jean Fritz
Lyddie cont.
Literature Circles
Yeh-Shen by A.
Louie (Chinese)
SSR
Lyddie Alternate
Book Reports
Final Projectspoems, collages, models, and/or reader response
SSR
-
Alternate Book
Reports
Let Me Hear You
Whisper cont.
SSR
The Outsiders cont.
Roles
SSR
The Outsiders
Lyddi
SSR
Lyddie Alternate
Book Reports
Final Projectspoems, collages, models, and/or reader response
SSR e cont.
Literature Circles
Video Versions:
Chilean, Nigerian, and French
-
Alternate Book
Reports
Let Me Hear You
Whisper cont.-
Character Roles and products
SSR
Literature Circles
Bargain -Character
The Outsiders cont.
Literature Circles
Three Skeleton Key cont.-image palettes
SSR
Lyddie
SSR
cont.
Literature Circles
Homesick cont.
The Outs iders cont.
Literature Circles
Bargain -
Character Roles &
Writing
Student Share
Time
The Outsiders cont.
Literature Circles
Three Skeleton Key cont.-PowerPoint preparation
Student Share
Time
The Outsiders -
Alternate Book
Reports
Let Me Hear You
Whisper cont.-
Character Roles and products
Student Share
Time
Lyddi e cont.
Literature Circles
Homesick cont.-
Metaphors and
Similes
Student Share
Time
Lyddie cont.
Literature Circles
Cinderella unit cont.- Compare and/or contrast
Student Share
Time
Lyddie Alternate
Book Reports
Final Projects
Presented-poems, collages, models, and/or reader response

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Works Cited
Chambers, Aidan. Tell Me: Children Reading and Talking. Thimble Press, 1993.
Cox, M. R. “The Algonquin Cinderella.” Elements of Literature. Austin, Texas: Harcourt
Brace & Company, 1997. 609-611.
Farrell, Edmund J. and James R. Squire, eds. (1990) Transactions with Literature: A
Fifty-Year Perspective. Urbana: NCTE.
Fritz, Jean. “Homesick.” Elements of Literature. Austin, Texas: Harcourt Brace &
Company, 1997. 105-116.
Fulwiler, Toby and Stephany, William, A. English Studies: Reading, Writing, and
Interpreting Texts. Boston: McGraw Hill, 2002.
Grimm, Jakob and Wilhelm. “Aschenputtel.” Elements of Literature. Austin, Texas:
Harcourt Brace & Company, 1997. 593-599.
Guthrie, A. B. “Bargain.” Elements of Literature. Austin, Texas: Harcourt Brace &
Company, 1997. 231-240.
Harvey, Stephanie and Goudvis, Anne. Strategies that Work. York: Stenhouse Publishers,
2000.
Hinton, S. E. The Outsiders. New York: Puffin Books, 1967
Hoose, Phillip. “Justin Lebo.” Prentice Hall Literature. Glenview, Illinois: Prentice Hall,
2002. 300-305.
Louie, Ai-Ling. “Yeh-Shen.” Elements of Literature. Austin, Texas: Harcourt Brace &
Company, 1997. 613-618.

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Mathis, Janelle B. “Picture Books Text Sets: A Novel Approach to Understanding
Theme.” Clearing House 75.3 (2002): 127-132. Academic Search Premier
EBSCO. Kennesaw State Univ. Lib., Kennesaw, GA 10 July 2004 http://ejournals.ebsco.com/
Maya Angelou-Caged Bird. July 2004 http://www.vasudevaserver.com/home/sites/poetseers.org/html/comtempoypoets/ maya/caged
Nye, Naomi Shihab. “The Rider.” Prentice Hall Literature. Glenview, Illinois: Prentice
Hall, 2002. 306.
Patterson, Katherine, Lyddie. New York: Dutton, 1991
Polacco, Patricia. Thank You, Mr. Falker. New York: Philomel Books, 1998.
Rief, Linda. Seeking Diversity. Portsmouth: Heinemann, 1992.
Toudouze, George G. “Three Skeleton Key.” Elements of Literature. Austin, Texas:
Harcourt Brace & Company, 1997. 65-76.
Worthy, Jo. “Removing Barriers to Voluntary Reading for Reluctant Readers: The Role of School and Classroom Libraries” Language Arts 73.7 (1996): 483-492.
Research Library Galileo Edition. ProQuest. Kennesaw State Univ. Lib.,
Kennesaw, GA 30 June 2004 <http://www.il.proquest.com/proquest/>
Zindel, Paul. “Let Me Hear You Whisper.” Prentice Hall Literature. Englewood Cliffs,
New Jersey: Prentice Hall.