Academy for Conservation and the Environment 9th Grade English: Jill Pierce Unit: Lady in the Tower

and the Reformation Established Goals and Content Standards: 1. To compare modern struggles (compare and contrast them) to struggles faced in the 16th century (Eleanors familial struggles in Lady in the Tower. 2. To use primary-source informational texts to research an essay question and develop support for both claim and counterclaim (to achieve PBA standards). To work in a cross-curricular manner with social studies to read and understand documents related to the Reformation time period. 3. To respond in essay form to the following question: Was life more difficult for teenagers in the 16th century than it is in the 21st century? If students choose to develop their own essay question, be sure that the essay question is controversial. 4. To build reading comprehension and an understanding of vocabulary that is somewhat archaic. 5. To track and analyze dynamic characters and choose traits and beliefs that reveal dynamic characters. Standards: RL 1: Strong and thorough textual evidence / inferences RL 2: Theme and its development / objective summary RL 3: Complex characters develop / advance theme or plot RL 4: Determine meaning of words / impact on tone RL 6: Point of view / cultural experience outside US RL 7: Subject in two different artistic mediums RL 10: Text complexity 9-10 band proficiently RI 1: Strong and thorough textual evidence / inferences RI 2: Theme and its development / objective summary RI 4: Determine meaning of words / impact on tone RI 7: Accounts told in different mediums / details emphasized in each RI 8: Evaluate the argument, claims / reasoning valid or fallacious RI 10: Text complexity 9-10 band proficiently W1a. (Arguments) Claim(s) and counterclaims W1b. (Arguments) Evidence for claims and counterclaims W1c. (Arguments) Organize with cohesion / words showing relationships b/w ideas W1d. (Arguments) Style, tone, conventions W1e. (Arguments) Conclusion W4. Clear, coherent writing: devel., org. and style for the task, purpose, audience W5. Plan, revise, editing, rewrite to address what is significant for purpose and audience W7. Short or sustained research projects: inquiry synthesizing multiple sources. W8. Use and evaluate print and digital sources, avoid plagiarism, use standard citation. W10. Write routinely, extended and shorter times, for range of tasks, purposes, audiences SL 1a. Come to discussions prepared, use evidence from texts, thoughtful exc. ideas. SL 1b. Co-create rules for collegial discussions, decision-making, goals, deadlines, roles. SL 1c. Create and answer questions / relate to broad themes / include others SL 1d. Respond thoughtfully / summarize (dis)agreements / justify or add to own views SL 2. Multiple sources of information from diverse media or formats / credibile sources SL 3. Evaluate speakers point of view, reasoning, evidence, rhetoric, identify fallacious SL 4. Present evidence clearly, concisely, logically / org., dev., style, subst. appropriate

Enduring Understandings: Our struggles have much in common with the struggles that other teenagers faced in history. However, historical conditions make our struggles distinct. Characters changes over the course of a text can be observed through dialogue, actions, plot, tone, other characters reactions, etc. Careful notetaking systems are required to follow these changes.

Essential Questions: How are we similar to teenagers throughout history? How do we track characters changes over the course of a text?

Students will know and be able to: - Know the historical context of text set in 1540. - Make interdisciplinary connections to social studies and read primary and secondary sources about life in the 16th century and life for teenagers now. Compare and contrast the two time periods. - Understand vocabulary that is somewhat archaic. Utilize knowledge of prefixes, suffixes, roots work. - Analyze parental relationships and make personal/world connections. - Track and analyze dynamic characters. - Compare students own struggles (compare and contrast them) to Eleanors familial struggles. - Choose traits and beliefs that reveal dynamic characters. - Develop a claim to an essay question and counterclaim through prewriting steps. Provide evidence for their claim and counterclaim from fictional and non-fiction texts read. - Create goals for jigsaw groups and develop questions that lead to juicy, level 3 discussions. - In jigsaw group discussions, summarize discussions on exit slips that explain the territory covered in each discussion. - Note-taking: devising ways of keeping track of plot, themes, dynamic characters growth, authors choices, etc. in preparation for jigsaw presentation to the class on a chapter of the book. Assessments: Performance tasks and other evidence of learning: 1. Performance Based Assessment-type Essay 2. Notes and vocabulary on Lady in the Tower and informational texts about the Reformation. 3. Independent reading project analyzing a dynamic character. Activities: Week 1: April 30 May 3-4 Starting Lady in the Tower. Vocabulary system introduction. Comparing and contrasting our struggles to Eleanors. Week 2: May 7-11 Reading Lady in the Tower and PBA informational texts on the Reformation: whole class. Week 3: May 14-18 Reading Lady in the Tower: jigsaw groups, searching for evidence about life in that time period. Week 4: May 21-25 Finishing PBA informational texts on the Reformation, planning and writing essay. Week 5: May 29-June 1 Dynamic character project Week 6: June 4-8 / June 11 and 12 Dynamic character projects and presentations.

Tasks and Resources Utilized 1. Lady in the Tower (not to be used as informational text, but can be referenced as supplemental source in essay). 2. Excerpts from Daily Life During the Reformation by James M. Anderson 3. http://www.lepg.org/religion.htm 4. http://www.bbc.co.uk/history/british/tudors/human_reformation_01.shtml 5. Information adapted from http://en.wikipedia.org/wiki/Women_during_the_Reformation 6. http://history-world.org/reformation_and_counter_reformat.htm 7. http://www.dartfordarchive.org.uk/early_modern/religion.shtml 8. Women: http://philobiblon.co.uk/?p=2481 9. Overview of reformation http://www.youtube.com/watch?v=h025a8GFlyI 10. Better in terms of engagement about Martin Luther as a Reluctant Revolutionary http://www.youtube.com/watch?v=ni1gupkGAW0&feature=related