Wintergirls+Group+1+Matrix

=**__ Unit Plan __** : //Wintergirls// =

__**Big Idea**__: Society and Solitude
**__ Day One: __** - Reading : "Spring and Autumn" by Nicole Williams - Speaking / Investigation / Language Study : As a class, we will read the poem all the way through and discuss what this poem is about on a literal level. Students will point out observations or questions that they might have about the poem. Then, we will read the poem all the way through a second time and discuss the figurative meaning of the poem. We will look at such things as tone, metaphor, simile, language, etc. Finally, we will read the poem all the way through a third time and discuss the big picture/overall meaning of the poem. - Writing : Students will read the synopsis on the back cover of //Wintergirls//. In their journals, students will respond to the following questions: What do you think the term "wintergirl" means? What connotations does "winter" have and how will those play into the story? -Homework ( Reading ﻿) Read pages 1-43 of Wintergirls for the next class

**__ Day Two: __**  - Speaking : Students will be provided with the following questions to discuss first with a partner and then with the rest of the class:  -Writing :I  n their daily journals, students will choose three quotes from the homework reading that struck them as important or startling. They will be asked to write about their emotions surrounding the quotes. -Homework ( Reading ): Read pages 44-102 of //Wintergirls//
 * Lia repeats the phrase “When I was a real girl . . . “ If she’s not real now, what is she? When did she stop being real? Will she ever be real again?
 * Describe Lia’s relationships with her mother, father, Jennifer, and Emma in this part of the novel. How is Lia different with each of them? What do they each contribute to her situation? How do they each influence her?
 * In the newspaper article about Cassie’s death, the superintendent of schools says, “Most teens today struggle with something.” Do you agree? Explain your opinion.

**__ Day Three: __**  - Reading : <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : At the beginning of class, students will have a chance to share their journal entries from the night before with a partner. Then, in small groups, they will answer the following questions: <span style="font-family: Verdana,Geneva,sans-serif;"> - Writing :  Students will be asked to explore their perceived importance of Emma as a character in 1-2 pages, double spaced. Do they think Emma will be a positive, negative, or neutral influence on Lia and her story? <span style="font-family: Verdana,Geneva,sans-serif;"> - Homework ( Reading) : Pages 103-145 of //Wintergirls.//
 * <span style="font-family: Verdana,Geneva,sans-serif;">What do the crossed-out words and phrases reveal about Lia? Why can’t she allow herself to say or think some things? What is she afraid will happen if she does?
 * <span style="font-family: Verdana,Geneva,sans-serif;">Describe Lia’s relationships with her mother, father, Jennifer, and Emma in this part of the novel. How is Lia different with each of them? What do they each contribute to her situation? How do they each influence her?
 * <span style="font-family: Verdana,Geneva,sans-serif;">Does Lia want to lose weight so she will look thin and pretty? What does her thinness mean to her? How does she think it gives her power?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Four: __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : As a class, students will discuss the character Cassie, both the living girl and the ghost, by answering the following questions: <span style="font-family: Verdana,Geneva,sans-serif;"> - Writing :  In their daily journals, students will be asked to discuss three quotes from their Reading s. They will be asked to discuss their emotions surrounding these quotes. <span style="font-family: Verdana,Geneva,sans-serif;"> - Homework ( Reading) : Pages 103-145 of //Wintergirls.//
 * <span style="font-family: Verdana,Geneva,sans-serif;">What do we learn from Cassie’s ghost?
 * <span style="font-family: Verdana,Geneva,sans-serif;">The night Cassie dies, why does she call Lia? Would it have made a difference if Lia had answered? Why or why not?
 * <span style="font-family: Verdana,Geneva,sans-serif;">Does Cassie’s death trigger Lia’s restrictive eating patterns to reemerge? Why or why not?
 * <span style="font-family: Verdana,Geneva,sans-serif;">What is friendship? Describe the important elements of Lia and Cassie’s relationship. Were they really friends?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Five __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : At the beginning of class, students will have time to share their journal entries from the previous night with a partner. The students will explore the idea of isolation from mainstream society, yet seeking comfort from a sub-society as Lia does with her Pro-Ana websites. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Viewing / Experience : As a class, we will explore a selection of Pro-Ana sites and analyze the messages sent from the sites. Students will be asked to discuss their perception of these sites and how they relate to what Lia thinks and feels throughout the novel. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : In their daily journals, students will be asked to discuss three quotes from their Reading s. They will be asked to discuss their emotions surrounding these quotes. <span style="font-family: Verdana,Geneva,sans-serif;">-Homework ( Reading) : Pages 145-190 of //Wintergirls//

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Six __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking: At the beginning of class, students will have time to share their journal entries from the previous night with a partner. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Language Study : Students will be asked to look closely at Anderson’s writing style, most notably her repeated phrases, and discuss their importance through the book. What are the meaning of the repeated phrases? Are they effective or ineffective? <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : Students will be asked to choose one of Anderson’s repeated phrases and in 1-2 pages, double spaced, they should explore the significance of the quote to the novel as a whole.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Seven __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Reading : Pages 191-238 of Wintergirls <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : class discussion to allow students to voice any questions, comments, or observations about pages 145-190. Then, ask the students what literary device Anderson employs most in this section of the book. Have them discuss their thoughts with the rest of the class before sharing them with the rest of the class. Then, divide the students into small groups and have each group answer the following questions: <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">After the groups have had time to discuss, bring everyone back together for a class discussion. Allow each group to share their responses with the rest of the class. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : In their journals, students will choose three quotes from the reading. They will write about their feelings and thoughts surrounding each quote in approximately one page.
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">What does Lia think makes her strong? What do you think of as Lia’s strengths? Would Lia agree with you?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">According to Lia, asking “why” Cassie died is the wrong question. She says to ask “why not.” What do you think she means by this? Which do you think is the right question to ask? Is there an answer to either?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Why do you think Lia and Cassie took their eighth grade New Year’s resolutions so seriously? How do these promises play into the rest of the story?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Eight __** : <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : At the beginning of class have the following questions already written on the board. Students will have time to respond to the questions in their journal. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : Students will share their responses to the following questions first with a partner, and then the discussion will be opened up to the rest of the class. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : Write the scene where Emma finds Lia in the bathroom from Emma’s point of view. What are her thoughts and feelings? Be sure to give Emma an opinion on Lia’s behavior preceding the bathroom incident.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Describe Lia’s relationships with her mother, father, Jennifer, and Emma. How is Lia different with each of them? What do they each contribute to her situation? How do they each influence her?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">What is Lia using her thinness to communicate to her parents? What is her body saying that her voice cannot?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Lia’s dad says to her: “I wish I understood what goes on inside you . . . why you’re so afraid“ Is fear part of Lia’s problem? What is she afraid of?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Nine __** : ====<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">- Writing : In their journals at the beginning of class, students will answer these questions: What is character? How do we recognize character traits? How do we accurately infer information that is not offered in the text? ==== <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : After 5-10 minutes, have the students share their answers to the journal questions with a partner. Once students have had a chance to share, ask for volunteers to share their answers. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Investigation / Language Study : After volunteers have had a chance to share, provide students with the definition of an unreliable narrator (a narrator whose ability to recalls facts or events is compromised due to psychological instability, personal biases, etc.). Put students in small groups to question Lia’s reliability as a narrator: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Reading : pages 239-278 <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : In their journals, students will choose three quotes from the reading. They will write about their feelings and thoughts surrounding each quote in approximately one page.
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Is she reliable or unreliable? Why? What scenes in the text support your assertion?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Why does that author make the narrator unreliable? What does it accomplish thematically? Does it underscore a greater thematic issue in the work?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Ten __** : <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : At the beginning of class, conduct a class discussion to allow students to voice any questions, comments, or observations about pages 239-278. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Investigation : Divide the students into small groups and assign each group one of the following questions to answer: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : After the groups have had time to discuss, bring everyone back together for a class discussion. Allow each group to share their responses with the rest of the class.
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Why do you think Lia finally opens up to Dr. Parker? What do you think of what she chooses to tell her? How does the conversation change Lia’s situation?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Dr. Parker tells Lia: “In one aspect, yes, I believe in ghosts, but we create them.” Do you agree with her? How much of what happens to Lia is a result of her own doing? How much of it is caused by others?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">What does the “see–glass” mean to Lia? What does she think she needs it for? Does this end up being true?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">What ultimately changes for Lia by the end of the story? Why does she survive when Cassie didn’t?
 * <span style="font-family: Verdana,Geneva,sans-serif;">What is Elijah able to give Lia that the other people in her life cannot? What do you think about the way their relationship ends?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Eleven __** : <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Reading : "Spring and Autumn" poem by Nicole Williams <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : Continue the class discussion from yesterday if it was not finished. Then, have the class read the poem "Spring and Autumn". Students will then participate in a class discussion to answer the following questions: <span style="font-family: Verdana,Geneva,sans-serif;">- Writing : Have students look back on their journal entries from the first day. In a new journal entry, have the student write about whether their idea/definition of a "wintergirl" changed? Would they change how they thought the theme of winter would play into the story? Does winter have more connotations than they previously thought?
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px; line-height: 17px;">Do we read this poem and its message differently after having read //Wintergirls// than before we read it?
 * <span style="font-family: Verdana,Geneva,sans-serif;">How are Lia and the speaker of the poem similar? How are they different?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Twelve __** : <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Reading : Class reading of Ralph Waldo Emerson’s “Society and Solitude" <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : Periodic class discussions to check that students are understanding throughout the reading . Class discussion of overall thoughts and observations once the reading is complete.  <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : For homework, have students write what they think is the meaning behind the quote: "Solitude is impracticable, and society fatal. We must keep our head in the one and our hands in the other. The conditions are met, if we keep our independence, yet do not lose our sympathy. These wonderful horses need to be driven by fine hands."

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Thirteen __** : <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Reading : Ralph Waldo Emerson's "Society and Solitude" <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : At the beginning of class, students will share their journal entries from the previous night with a partner. Then, the partners will pair up with another set of partners to form a small group, and they will share their thoughts/interpretations. Once they have all had a chance to share, everyone will be brought together for a class discussion. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : For homework, have students answer this question in their journals: Define “wintergirl.” In what ways are Lia and Cassie frozen? Discuss the symbolism of winter and cold found throughout the story and the role it plays in building the main themes of the novel.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Fourteen __** : <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : At the beginning of class, have students share their journal entries from the previous night with a partner. Then, have each set of partners share what they thought their definition of “wintergirl” was and what they believe the main themes of the book were. List the themes on the board as the students give them. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Investigation : Once they have had a chance to share, have students organize their own small groups to discuss the answers the following questions: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : Once the groups have had a chance to discuss, have each group share their findings with the rest of the class in a large group discussion
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Read the two epigraphs printed at the front of the book. How do you think each relates to Lia and her situation?
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">How does the Emerson quote apply to Lia’s life? Is she helped or harmed by her solitude? By the society in which she lives? Explain.
 * <span style="color: black; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Does our culture value society or solitude? Give examples.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Fifteen: __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : Introduce the Summative Assessment (Group Project). Students will form assessment groups of 3-4 <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Investigation : group brainstorm of assessment topics. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : Students will form an assessment project proposal and turn it into the teacher for approval.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Sixteen: __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : Topic approval. Students will have their proposals returned, and the floor will be opened up for any questions about their topic and/or the project in general. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Investigation : Groups will meet and begin to brainstorm their project and presentations. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Writing : Groups will decide on group member roles and responsibilities and create a group contract based on those. They will each sign the contract and turn the contract into the teacher before leaving.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Seventeen: __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Reading : Self-selections pertinent to the research of their respective topics. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : We will discuss as a class the importance of the group contracts. Contracts will be returned to the groups to be turned in again later as a part of the final project. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Investigation : Students will participate in a Library/Media Center day so that they may continue their research.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Eighteen __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Reading : Self-selections pertinent to the research of their respective topics. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking : Students will have get together in a group and finalize their projects/presentations. They will discuss any last minute research items that need to be taken care of. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Investigation : Students will participate in a Library/Media Center day so that they may finish their research and finalize their projects.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Nineteen __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Viewing : Students will view projects and presentations done by other groups <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Speaking / Experience : Students will present their projects with their groups to the rest of the class.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**__ Day Twenty __** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;"> - Viewing : Students will view projects and presentations done by other groups. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">- Speaking / Experience : Students will present their projects with their groups to the rest of the class.

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 90%;">This unit has excellent, character-based questions that get at reliability and motivation: key analytical skills for reading. The trick is to use character analysis early in the unit ( from the second day) and employ it toward recognizing theme. For example, why does Lia isolate herself from the helpers in her life: her father, sister, mother, psychiatrist, the motel guy (forgot his name). The answer is different in each case, but it points out her isolation from society. Then: what are the support structures society offers? Discuss Lia's friends, her parents, her psychiatrist as social supports and why they fail. Are some people impossible to help?By the time you reach Day 11, these issues should be ripe enough to relate to the themes. Your final research project is not clear yet, but remember that summative assessment should extract thematic material from the book, not leave it behind. For example, you could analyze the help of the psychiatrist in connection with what the research says about eating disorders. You could identify Lia's coping mechanisms in relation to what research says about eating disorders. You could study some blogs or web sites as they relate to the writing Lia did in the novel. Keep connected to the novel.