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Overview
Description
NOTE: This module is "Exemplary" pending the addition of scored student work in "Section 4: What Results?".
In this module middle school students analyze Daniel Keyes' short story, "Flowers for Algernon", focusing on RL.8.3 and W.8.2. This module acts as a springboard into literary analysis by having students study how an author reveals a character's persona over the course of the text. Further, it provides an opportunity for students to reflect on how their interactions with text impact their assertions, written responses, and explicit and implicit understanding of the text.
Section 1: What Task?
Teaching Task
Task Template IE3 - Informational or Explanatory
How does Keyes use Charlie's reflections to expose his persona? After reading the short story, "Flowers for Algernon" by Daniel Keyes, write an essay in which you explain how Keyes reveals aspects of Charlie's character over the course of the text through pivotal lines of your choosing. Support your discussion with evidence from the texts.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Texts
Background for Students
In a world of knowledge at the tips of your fingers, pop-culture films often depict a clamoring for rapid increase of intelligence. Take a pill and watch the whole world open to your eyes. Connect a computer to your brain, hit download, and become a kung fu master. The quest for supreme intelligence is not necessarily new and often leads to undesired and unintended outcomes. In 1958, Daniel Keyes wrote about Charlie and experimental attempts to grow his intelligence. As you read the short story, consider how Keyes develops Charlie's character through reflective diary entries and challenges your thinking as a witness to his evolving persona.
Extension
Consider asking students to reflect on the progression of their writing from their work early in the module (dialectical journal entries, micro essay, etc.) to their final piece. In a sense, the students are tracking the awareness of their writing ability in much the same way Charlie did as he progressed. Ask students to consider the strengths gained or developed from their module experience and which strategies impacted their growth.
Sections 2 & 3: What Skills & Instruction?
Instructional Ladder: Skills List and Mini-Tasks
Preparing for the Task
Check out this quote from Ralph Waldo Emerson!
"The revelation of thought takes men out of servitude into freedom."
Definitions:
reveal: v. make (previously unknown or secret information) known to others
revelation: n. a surprising and previously unknown fact, especially one that is made known in a dramatic way
In a quick write, describe what is the importance of revelation to Emerson. Do you agree or disagree?
Reading Process
As you are reading, "Flowers for Algernon," keep a record of important passages, as well as your reactions and questions you may have in response to these passages, in a journal. Be sure to consider the following as you are reading:
- What does the passage reveal to you? What do you begin to recognize?
- What does the passage reveal to Charlie? What does he begin to recognize?
The first section will focus on progris riport 1 to the end of Progress Report-6.
As you read the next assigned section from Progress Report 8 to April 27, you will demonstrate your comprehension of events within the story so far by answering and discussing a series of text dependent questions provided for you. Be sure to answer each question in depth and provide the necessary textual evidence to support your responses.
(B) Write a paragraph reflection about your current speaking and listening abilities and try to (1) describe one strength and (2) describe one area for improvement.
As you are reading, "Flowers for Algernon," keep a record of important passages, as well as your reactions and questions you may have in response to these passages, in a journal. Be sure to consider the following as you are reading:
- What does the passage reveal to you? What do you begin to recognize?
- What does the passage reveal to Charlie? What does he begin to recognize?
- How might this passage change things for Charlie?
The third section will move from April 27 to the end of May 20.
As you read the next assigned section (from May 23 to the end of June 21), you will demonstrate your comprehension of events within th story so far by answering and discussing a series of text dependent questions provided for you. Be sure to answer each question in depth and provide the necessary textual evidence to support your responses.
After reading and interacting with the previous four sections, you will now read the last section (from June 22 to the end of June 28) focusing on whether or not Charlie has changed throughout the text. Utilizing your notations from previous readings (dialectical journal and text dependent question responses), develop a graphic representation of Charlie's shifting intelligence levels throughout the story and consider the following questions:
Is Charlie a dynamic (changing) character? Or is he a static character? What statement might the author be making through your findings? Support your assertions with evidence from the text.
- Write a diary (1-2 paragraphs) entry based upon what has happened in your lives either the night before or during the day today. Here's the caveat. Use any punctuation you want anywhere you want.
- Choose two of the punctuational choices you've made and write a description of why you placed the mark where you did.
Sort notes made on post-its during a close reading of a text based on an essential question. The question has been framed so that you can to take a position (either/or, yes/no, etc.), however, you must collect textual evidence that supports both sides of the question.