Division of School Improvement-Model Curriculum Units

Students listen to the radio play War of the Worlds and use it as the foundation for mastery of the unit objectives. Other reading selections are used to enhance the mastery of the objectives. The stimuli for this unit includes: two radio plays, War of the Worlds and Dracula; Johns Stagg’s the Vampyre: Edgar Allen Poe’s The Cast of Amontillado; Emily Dickinson’s XXIV (A narrow fellow in the grass); Williams Butler Yeat’s Oil and Blood; Goldilocks and the Three Bears; the Scream Edvard Munch; The New York Time’s article Radio Listeners in Panic, Taking War Drama as Fact; materials about the year 1938; Vlad the Impaler; assorted web sites; and assorted newspapers. The summative assessment is based on the radio play Dracula so “cold assessment” of the objectives occur. As part of the summative assessment students also write their own modern day radio plays.

This unit consists of a series of sequenced lessons. Each lesson begins with a listing of specific information including sources of literature, handouts, words to know, and formative assessments. Each lesson contains sequenced learning activities designed to provide scaffold instruction (building in previous knowledge) and practices to develop student mastery of skills.

TARGETED LEARNING for this unit represents the specific Grad-Level Expectations that are taught and assessed in this unit. Mastery of these skills is expected mastery of students at this grade level. Previous learning indicates students’ probable beginning skill level. Future Learning provides the “next step” for instruction or student application of Communication Arts.

PREVIOUS LEARNING	TARGETED LEARNING	FUTURE LEARNING
Compare, contrast, analyze, and evaluate connections between information and relationships in various fiction and nonfiction works; text ideas, and own experiences, and text ideas and the world by analyzing the relationship between literature and its historical period and culture.	R1I Compare, contrast, analyze, and evaluate connections between information and relationships in various fiction and nonfiction works; text ideas and own experiences, and text ideas and the world by analyzing the relationship between literature and its historical period and culture.	Making connections in literature and life are imperative for success in future endeavors.
Locate, interpret and apply information in title, table of contents and glossary; and recognize the text features of fiction, poetry and drama in grade level text.	R2A Locate, interpret and apply information in title, table of contents and glossary; and recognize the text features of fiction, poetry and drama in grade level text.	Successfully navigating and interpreting fiction text is an important life skill and useful in postsecondary education.
Use details from text to analyze point of view, mood and theme; interpret actions behaviors and motives of characters; evaluate problem-solving processes of characters, consequences of character’s actions and effectiveness of solutions.	R2C Use details from text to analyze character, plot, setting, point of view and development of theme; evaluate proposed solutions; and analyze development of theme across genres; evaluate the effect of author’s style and complex literary techniques (including tone).	Comprehending, analyzing, and evaluating fiction, poetry and drama lead to appreciation of literature in higher educational settings and in the adult world.
In discussions and presentations, use appropriate body language; incorporate media or technology; respond to questions.	L2A In discussions and presentations, create concise presentations on a variety of topics; incorporate appropriate media or technology; respond to feedback; defend ideas; demonstrate poise and self-control.	Workplace and academic success are enhanced by mastery of presentation skills.
Follow a writing process to create a variety of appropriate graphic organizers; apply writing process to write effectively in various forms and types of writing.	W1A Follow the writing process to independently create appropriate graphic organizers as needed; apply writing process to write effectively in various forms and types of writing.	To be successful in the workplace, college and life, students must be able to follow a multi-step process to organize and defend an idea.
Use details from text to evaluate adequacy of evidence presented by author; determine author’s purpose based on text analysis; analyze the text for word choice and connotation, selection of details, organizational effectiveness, accuracy of information; analyze multiple texts, compare and contrast, determine importance of information, analyze authors’ viewpoints; identify problem solving processes and explain the effectiveness of solutions.	R3C Use details from text to analyze and evaluate the logic, reasonableness, and audience appeal of arguments in texts; identify and analyze faulty reasoning and unfounded inferences; evaluate for accuracy and adequacy of evidence; analyze and evaluate the author’s use of information and logic to express his or her ideas through word choice, comprehensiveness of detail selection, organizational patterns; evaluate proposed solutions.	Analysis and evaluation of information and logic are important skills for the workplace and higher education.

Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze, and apply information and ideas.

1.4 use technological tools and other resources to locate, select, and organize information

1.6 discover and evaluate patterns and relationships in information, ideas, and structures

Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom

2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences

Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems

3.5 reason inductively from a set of specific facts and deductively from general premises

Goal 4 Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society

Lesson One	Students make text-to-self connections. § Literature: Students analyze fear and its presence in their lives. § Supplies: Whiteboard or overhead projector, copy of The Scream by Edvard Munch, downloaded MIDI file of War of the Worlds by H. G. Wells on computer with speakers § Handouts: What are you afraid of? § Formative Assessment:
Lesson Two	Students research the year 1938 and make individual connections to the radio play War of the Worlds by H.G. Wells. § Literature: War of the Worlds by H. G. Wells § Handouts: Making connections § Formative Assessment:
Lesson Three	Students analyze text elements, problems/solution and author’s style. § Literature: War of the Worlds by H. G. Wells, The Cask of Amontillado by Edgar Allen Poe § Supplies: Interactive whiteboard or overhead projector, transparencies, markers, chalk, copy of The Cask of Amontillado by Edgar Allen Poe, War of the Worlds script § Handouts: Plot diagram § Formative Assessment: provided
Lesson Four	Students analyze author’s style and use of literary techniques. § Literature: § Supplies: Overhead projector, copy of Vampyre by John Stagg, Copy of script War of the Worlds by H.G. Wells § Handouts: What’s your style? § Formative Assessment: provided
Lesson Five	Students look at horror selections and analyze theme across genres. § Literature: War of the Worlds by H. G. Wells § Supplies: Pens/pencils § Handouts: Copies of lesson assessment for each student: Hidden Messages § Formative Assessment: provided
Lesson Six	Students create a nonfiction scene to add to the War of the Worlds radio play and perform § Literature: Goldilocks and the Three Bears § Supplies: Overhead transparency § Handouts: Stage fright § Formative Assessment: provided
Lesson Seven	Students write a script and perform Literature: Supplies: Overhead projector, transparencies, computer lab, device for sound effects Handouts: Bet you can’t scare me Formative Assessment: provided