Dancing+on+the+Edge


 * Unit Rational: What is Reality and What is Fantasy?: What is the Point of Students Fiction Such as //__Dancing on The Edge__//? **

It is a reasonable question to ask why we make high schools read about people and events that do not exist. We can deal with the same issues by reading about things that really happened. This would help develop a realistic world view in students. Authors and literature teachers will tell us that literature brings out essential truths, even if the stories themselves are not true. __Dancing on the Edge__ helps to point out the falseness of fiction by having playing with the idea of reality. __Dancing on the Edge__ repeatedly forces the reader into a world they know does not seem to conform to the rules of the real world. We are frequently asked to believe we can talk to the dead, that a person can melt, that a baby can be born to from a dead woman, and the auras exist and can be changed based on the colors you are wearing. Though it becomes gradually clear that these things don’t all conform to the reality of the book, it is not always immediately clear which of these miracles the book holds as true. The book does this not by having the narrator tell us lies, but by surrounding the narrator by characters who hold things back, or truly believe them. This is the narrator is not unreliable just unable to state what the truth is because nobody tells her. It is not always clear, even by the end of the book, what the book holds as true. Is it possible to contact the dead? __Dancing on the Edge__ leaves me confused on that point, by having a Ouija board tell us that one of the main character was gone when no who is touching the Ouija board knows he is leaving. Is it possible for a baby to be born from a woman who has recently died? According to __Dancing on the Edge__?—yes, it is true. Can a human being melt without a trace of human remains? These are all things the narrator and almost everyone around her seems to believe, but don’t ring true. Some of them turn out to be the books reality some of them do not. Why this book is good for students is it forces them to think critically about the reality of the book. It forces students to try to come up with explanations for things that are not quite explained. But it does this without the typical unreliable narrator. The main character tells us everything the way the events happen, but everyone else around her is coming to strange conclusion about the events, holding things the main character should know back or lying to her. In this unit we will explore suicide. Suicide is the third leading cause of death for 12 -19 year olds in the United States. We will be comparing texts about suicide; one fiction and one memoir. The goal is to determine which seems more real, and which seems more useful in the prevention of suicide.And to answer questions such as why people commit or do not commit suicide. This unit will focus on how to write a five paragraph essay:
 * To make a thesis.
 * How make supporting arguments.
 * Textual support
 * Outline
 * Proofreading
 * Peer review
 * Revising,

informational print and multimedia features… and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences.
 * CE 2.1.2 **Make supported inferences and draw conclusions based on

structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose.
 * CE 2.1.4 **Identify and evaluate the primary focus, logical argument,

character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.
 * CE 3.1.2 **Demonstrate an understanding of literary characterization,

<span style="font-family: Verdana,sans-serif; font-size: 8pt;">within a story, rising action, foreshadowing, flashbacks, cause-and-effect <span style="font-family: Verdana,sans-serif; font-size: 8pt;">relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works. <span style="font-family: Verdana,sans-serif; font-size: 8pt;">authors convey ideas and readers make meaning (e.g., imagery, irony, <span style="font-family: Verdana,sans-serif; font-size: 8pt;">satire, parody, propaganda, overstatement/understatement, omission, <span style="font-family: Verdana,sans-serif; font-size: 8pt;">and multiple points of view).
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 3.1.3 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Recognize a variety of plot structures and elements (e.g., story
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 2.2.1 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Recognize literary and persuasive strategies as ways by which

<span style="font-family: Verdana,sans-serif; font-size: 8pt;">experience affect the understanding of written, spoken, or multimedia <span style="font-family: Verdana,sans-serif; font-size: 8pt;">text. <span style="font-family: Verdana,sans-serif; font-size: 8pt;">comparing how and why similar themes are treated differently, by <span style="font-family: Verdana,sans-serif; font-size: 8pt;">different authors, in different types of text, in different historical periods, <span style="font-family: Verdana,sans-serif; font-size: 8pt;">and/or from different cultural perspectives.
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 2.2.2 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Examine the ways in which prior knowledge and personal
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 3.1.5 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Comparatively analyze two or more literary or expository texts,

<span style="font-family: Verdana,sans-serif; font-size: 8pt;">themes, and issues in literature and other texts reflect human experience. <span style="font-family: Verdana,sans-serif; font-size: 8pt;">analyze works of literature (e.g., religious, biographical, feminist, <span style="font-family: Verdana,sans-serif; font-size: 8pt;">multicultural, political). <span style="font-family: Verdana,sans-serif; font-size: 8pt;">value, quality of writing, literary merit, social significance) and questions <span style="font-family: Verdana,sans-serif; font-size: 8pt;">regarding the inclusion and/or exclusion of literary works in the <span style="font-family: Verdana,sans-serif; font-size: 8pt;">curriculum (e.g., canon formation, “classic” vs. “popular” texts, traditional <span style="font-family: Verdana,sans-serif; font-size: 8pt;">vs. non-traditional literature, the place of literature by women and/or <span style="font-family: Verdana,sans-serif; font-size: 8pt;">minority writers). <span style="font-family: Verdana,sans-serif; font-size: 8pt;">while monitoring comprehension and using a variety of strategies to <span style="font-family: Verdana,sans-serif; font-size: 8pt;">overcome difficulties when constructing and conveying meaning.
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 3.1.9 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Analyze how the tensions among characters, communities,
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 3.3.3 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Draw on a variety of critical perspectives to respond to and
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 3.3.6 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Critically examine standards of literary judgment (e.g., aesthetic
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 2.3.5 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Engage in self-assessment as a reader, listener, and viewer,

<span style="font-family: Verdana,sans-serif; font-size: 8pt;">evaluate own and others’ oral, written, and visual texts <span style="font-family: Verdana,sans-serif; font-size: 8pt;">powerful, creative and critical messages. <span style="font-family: Verdana,sans-serif; font-size: 8pt;">multimedia presentations (e.g., clarify and defend ideas, expand on a <span style="font-family: Verdana,sans-serif; font-size: 8pt;">topic, use logical arguments, modify organization, evaluate effectiveness <span style="font-family: Verdana,sans-serif; font-size: 8pt;">of images, set goals for future presentations).
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 2.3.8 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Develop and apply personal, shared, and academic criteria to
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 1.5.1 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Use writing, speaking, and visual expression to develop
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 1.5.5 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Respond to and use feedback to strengthen written and

<span style="font-family: Verdana,sans-serif; font-size: 8pt;">will be explored and supported by analyzing different perspectives, <span style="font-family: Verdana,sans-serif; font-size: 8pt;">resolving inconsistencies, and writing about those differences in a <span style="font-family: Verdana,sans-serif; font-size: 8pt;">structure appropriate for the audience (e.g., argumentative essay that <span style="font-family: Verdana,sans-serif; font-size: 8pt;">avoids inconsistencies in logic and develops a single thesis; exploratory <span style="font-family: Verdana,sans-serif; font-size: 8pt;">essay that explains differences and similarities and raises additional <span style="font-family: Verdana,sans-serif; font-size: 8pt;">questions).
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 1.4.3 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Develop and refine a position, claim, thesis, or hypothesis that

<span style="font-family: Verdana,sans-serif; font-size: 8pt;">focus, and organize ideas (e.g., free writing, clustering/mapping, talking <span style="font-family: Verdana,sans-serif; font-size: 8pt;">with others, brainstorming, outlining, developing graphic organizers, <span style="font-family: Verdana,sans-serif; font-size: 8pt;">taking notes, summarizing, paraphrasing).
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 1.1.2 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Know and use a variety of prewriting strategies to generate,

<span style="font-family: Verdana,sans-serif; font-size: 8pt;">drawing on response from others, self-reflection, and reading one’s own <span style="font-family: Verdana,sans-serif; font-size: 8pt;">work with the eye of a reader; then refine the text — deleting and/or <span style="font-family: Verdana,sans-serif; font-size: 8pt;">reorganizing ideas, and addressing potential readers’ questions.
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">CE 1.1.5 **<span style="font-family: Verdana,sans-serif; font-size: 8pt;">Revise drafts to more fully and/or precisely convey meaning—

Group discussion || What is real? What is family? ||  || What do they do to Miracle? What have they done to Dane? || Family Tree || Talk about imagery, and metaphor. || Exploring the protagonist. Investigate passages in text. || Picture of Miracle. || Loneliness ridicule and personal development. Self-abuse. ||  || Read about seat belts. || Color~ aura~ Metaphor. || Predict what is going to happen in the rest of the book || Fantasy reality. ||  || Censorship. || Tell Students they are beautiful || What they like || Themes. || In class time line for second half of book. || Thesis Argument Evidence Argumentative essay. Peer review. Revision. ||  ||   || Impromptu group presentation || Is Brent a reliable narrator? || Comparing multiple texts || Investigation of the truthiness of fiction ||
 * Big Idea: Fantasy vs Reality. ||
 * Dancing on the edge || Writing || Speaking || Investigations || Misc ||
 * Chapter 1 ||  || Reading out loud
 * Chapter 2-3 ||  || Telling who the charters are. || Who are the characters?
 * Chapter 4 ||  || Talk about protagonist.
 * Chapter 5-6 ||  || Discuss events, characters, ideas, and destructive behavior. || Try to figure out what the purpose of the book.
 * Chapters 7-8 || Write prediction with textual evidence. || Discuss imagery
 * Chapters 9-12 || Share writing with group ||  || Foreshadowing Predicting the future.
 * Chapter 13-14 ||  || * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Erasing name
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">ballerina/fantasy vacation
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Gigi in Greece
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">practicing melting
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">love spells || Theme, foreshowing || Impromptu group presentation ||
 * Chapters 15-17 ||  || Why do thing happen, find supporting evidence ||   || Quiz for reading comprehension ||
 * Burn Dairies ||  || Reading out loud. || Fiction vs Memoir.
 * Emily Dickinson ||  || Why is Emily Dickinson so important to Miracle || The lonely life of Emily Dickenson ||   ||
 * Part 2 ||  || Student summary of Part two.
 * Part 2 || Outline
 * Part 2 ||  ||   || Unreliable Narrator. ||   ||
 * Burn Journals ||  ||   || Suicide and self-delusion.
 * Reality ||  ||   ||   || Scientific investigation of things we think may not work in real life.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Day one

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Pass out books and start reading out loud with the whole group. Stop after page seven to ask about experiences with Ouija boards. Do­­­­­­­­­ they think it is good for Miracle to be trying to get through to her mother with a Ouija board. Continue reading. Stop after page nine to talk about leaving Aunt Casey out of the family. Discuss trying to include a dead mother into the family but not including a living Aunt. Continue reading. Stop at the end of chapter to consider the fate of Dane and whether Ouija boards work in this book. Tell them to read chapter 2-3 and while they do this build a family tree for Miracle’s family.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day two

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Have students bring out Miracles family tree, and have the students put their versions up on the board.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Ask what do you think of the members of Miracles family so far? Talk about the smallness and fragmentedness of it. Ask what might have happened to Dane. Talk about which characters are likely to believe he melted. Talk about moving and how it affects people. Tell students to read chapter 4, and to draw a picture of Miracle and bring it in next class.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day three

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Have students take out their pictures of Miracle. Ask to students to describe Miracle. Why do kids pick on Miracle? Why is she screwed up? Read passage on page 44 about kids ridiculing Miracle. What is the book telling us about only existing in a small isolated group? Talk about page 50 and the giant eraser.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Bring up imagery and metaphor. What are some other examples of metaphor or imagery in Dancing on the Edge? Have students red 5 and 6 and tell them to think up three possible points the book may be trying to make

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day four

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Have students put points up on the board. Discuss them and have students support their points from the various chapters. Then start discussing what loneliness and ridicule in the story and what affect it is having on Miracle. Discuss Miracle’s talks with the now disappeared Dane, relationship with her bicycle and ballet class bruise. Have students come up with themes for each of these ideas and come up with other examples of these themes within Dancing on the Edge. Have them read chapters 7 and 8.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day five

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Discuss imagery in the book. Show them passages regarding colors and talk about auras. Read the passage about the Blank seat belt, and ask what the blank seat belt means or represents. Ask for them to think of other images in the book. Read the end of chapter eight and ask them to predict what is going to happen? (I assume there is a weekend here so read 9 to 12 and write two paragraphs predicting where they think the book is going and why they think that)

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day six

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Discuss Black holes, miracle headlines, basement shrine, amazing grace dance, and Miracles sense of reality. Have students share their “where they think the book is going” paragraphs, use this to talk about foreshadowing. How well do they think Aunt Casey will work out? Have students read chapters 13 and 14

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day seven

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Have the students divide up into five groups to discuss the following subjects and passages that relate or lead up to them. Choose one of the following subjects for each group:
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Erasing name
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">ballerina/fantasy vacation
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Gigi in Greece
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">practicing melting
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">love spells

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Give students ten minutes to talk about their topic and find passages that relate to each issue, than ask them to tell the whole group what they came up with. Use this to talk about theme and foreshadowing

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Read chapters 15-17 tell them we are having a quiz on part one tomorrow.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day Eight

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Give quiz

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Did the spells work? Did they help Miracle gain friends, why not? What led to Miracle not going to school? What led to Miracle no longer being believed? What happened to Miracle the end of the chapter? Tell them to start trying to finish the book there will another quiz on Monday

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day Nine

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Read the first chapter of the burn diaries in class and talk about Brent’s experience being burned, how is it that miracle couldn’t feel being burned? Have class talk about Suicide. How do Brents’s and Miracle experiences relate? How are they different? Tell students they are all beautiful and they should never attempt suicide.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day ten

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Read the following poems in class
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">112

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I was a phebe, nothing more,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> A phebe, nothing less;

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The little note that others dropped

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I fitted into place.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I dwelt too low that any seek,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Too shy that any blame;

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> A phebe make a little print

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Upon the floors of fame. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">201

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> How happy I was if I could forget

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> To remember how sad I am

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> would be an easy adversary,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> But the recollecting of bloom

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Keeps making November difficult

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Till I, who was almost bold,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Lose my way like a little child

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> And parish of the cold || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">409

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Purple is fashionable twice –

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> This season of the year

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> And when a soul perceives itself To be an emperor ||

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Finish book over the weekend

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day eleven

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Quiz over the whole book with emphasis on part two

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Then have them make a time line of the second half of the book while they wait for everyone to be done with the quiz.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> After the test have students tell what happens in second half of the book

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Ask them what they liked. Ask them what the themes are?

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day twelve

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Teacher outlines a paper with the class. Ask class can anyone come up with an argument about what the book is trying to say, or an argument about life based on the book? Take one of the answers. Can we find any place in the book that supports that idea? Go through their answer and make up an outline if nothing comes to mind pick from the following theme and evidence table
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Being blank || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">This family too many secrets 164

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I left the answers blank 168

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> “your relatives know surprisingly little about you”172

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> If you don’t express yourself you give the power to others 179

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I’m nobody who are you 180

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The fire I did not feel it 183

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Do you have a face? 194

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> They [I] were dead 195

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Never born 196

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> We didn’t tell her anything did we Miracle 198

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The big eraser would come after me 211

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> So many blank pages 220

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Waiting for her to tell me what to do next 224

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The truth made me real 234

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I don’t want to be a miracle. I just want to be normal 235

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I hadn’t wanted to leave236 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Needed community || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Scars inside you 160

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Discover you not alone 161

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> “I imagined every time someone touched my they were giving back a piece of me”170-171

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> “your relatives know surprisingly little about you”172

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I don’t even know what kind of sandwiches you like 187

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Are you surprised to find out your mother was a dancer? 211

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Guilt = secrecy 219

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> She didn’t leave 223

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Stopped believing in her the moment Juleen Presque had called Gigi a fake 229

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I wanted to prove that Gigis world was real 229

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> She was pleading with me to stay in her fantasy world 233

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I needed someone to talk to who would understand and listen 235

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I don’t want to be a miracle. I just want to be normal 235

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I hadn’t wanted to leave236 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Fantasy vs reality || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">I couldn’t figure out what color the couch was 168

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Seven is a miraculous number 170

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The fire I did not feel it 183

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Yellow intellectual pursuits, red the color of rage 188

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Afraid to sit in the sofa when I didn’t know what color it is 191

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> All the colors 192

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The wig head wouldn’t leave her alone 194

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Do you have a face? 194

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> They [I] were dead 195

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Never born 196

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> “of course it was an accident 197

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> We didn’t tell her anything did we Miracle 198

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Everything is still here 210

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The big eraser would come after me 211

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> You know the difference between fact and fantasy 225

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Stopped believing in her the moment Juleen Presque had called Gigi a fake 229

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I wanted to prove that Gigis world was real 229

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> He melted remember 232

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> People don’t melt they burn 232

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> She was pleading with me to stay in her fantasy world 233

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> She wasn’t lying to me. She believed what she told me 234

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Dane left us he ran away 234

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The truth made me real 234 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Mental illness and health || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">When I dance everything comes out 208

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Afraid to sit in the sofa when I didn’t know what color it is 191

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Scars inside you 160

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> “I imagined every time someone touched my they were giving back a piece of me”170-171

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Everything is still here 210

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Waiting for her to tell me what to do next 224

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> You know the difference between fact and fantasy 225

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I wanted to prove that Gigis world was real 229

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> He melted remember 232

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> She was pleading with me to stay in her fantasy world 233

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> I don’t want to be a miracle. I just want to be normal 235 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The dangers of secrecy || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">I didn’t tell you she was pregnant with Miracle at the time 196

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> They made us walk back ward so we could see where we’ve been 210

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> “I knew about mama always knew” 217

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> “of course it was an accident 197

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> We didn’t tell her anything did we Miracle 198

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The big eraser would come after me 211

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Guilt = secrecy 219

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> She wasn’t lying to me. She believed what she told me 234

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Dane left us he ran away 234

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The truth made me real 234 ||

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day thirteen

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Split the class into five groups and give them each a bag full of the quotes from the table above. Have them construct a conclusive statement or thesis based on at least three quotations. Have each group present their thesis to the class and try as a class to divide the evidence into an outline to a five paragraph essay.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day fourteen

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Pass out Essay assignment. Give students entire class period to work on the Essay. Every student runs a thesis by me for their essay, by the end of the hour. If I don’t understand, their thesis I will ask them about what they plan on using for their sub thesis and support. Tell them to bring an outline to class the next day.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day fifteen

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Get in groups and of four and read over outlines. Students must fill out a questionnaire for each outline. Does the outline make sense? Does the each paragraph support the thesis? Does the evidence support the thesis? Is the evidence strong enough? Once they have done this the reminder of time should be spent working on the paper. Each student should bring four copies of their paper in on Monday.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day sixteen

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Bring back paper split into groups of four. Give each student three peer review sheets. Each student should read their papers aloud to the other three students. Have students tell the reader what they think the paper said, and what they thought worked about the paper. Students should take their papers home for revising. A quarter of the grade for each paper will be the average of the grades for each of the papers in your peer review group.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day seventeen

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Write unreliable narrator on the board. Ask students does this apply to Dance on the Edge? Ask them for examples. Does this apply to the Burn Journals? Ask why does Brent try to kill himself? Does everyone lie to themselves? Give students burn journals pages 277-281, 287-290, 303-305 317 -325. Does suicide require self-delusion? Be prepared to defend you answer.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day eighteen

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Treatment – Burn Journals

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> How Miracle and Brent’s recovers similar? How are they different? How do they each tell the story? How successful are their recoveries?

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> I didn’t almost die 290

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Is the ending hopeful?

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Does suicide require self-delusion?

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day nineteen

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Bring back paper split into the same groups of four. Have student exchange and read each other’s papers. Have students tell the writer whether the paper is read to be turned in. If paper is not ready and a student advises it to be turned in it will count against in the quarter of the grade based on their group’s papers. If the paper is ready and it is advised not to be turned in, then it will not help them in the quarter of the grade based on the group’s papers.

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Day twenty

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Turn in papers. Test some question of reality brought up within the text, such as ease of setting yourself on fire with a bath robe and a room full of candles, or Ouija board. Discuss the difference between fictionally reality and reality. Ask why do we study fiction?

Formative assessments
 * Group discussion.
 * Family Tree.
 * Picture of Miracle
 * Predict what is going to happen in the rest of the book at the end of week one.
 * Predict what is going to happen in the rest of the book at the end of week two.
 * Impromptu group presentation end of week one.
 * Impromptu group presentation middle of week three.
 * Outlining exercises
 * Peer review groups

Summative assessments
 * Quiz (ten points)
 * In class time line (twenty points)
 * Essay (seventy points)

Time Line Rubric.
 * 10point || 12 points || 14 points || 16 points || 18 points || 20 points ||
 * Less than this. || Two things that did not happen || Got no more than five answers in the wrong place and no more than one thing that didn’t happen. || Is able to identify everything that did not happen and got no more five wrong. || Is able to Identify everything that didn’t happen and got no more five of the events out of place. And nothing more than three spaces off. || Able to put everything in the correct order and identify the events that did not happen. ||

Essay Rubric

Textual evidence (30 points)

Well Supported Thesis (20)

At least Three Supporting Points (20)

Quiz one (chater 1-17)

Where’s Dane? a) Living with Grandpa Opal. b) Dead c) In his bath robe d) The book doesn’t tell us

Who doesn’t want Miracle to dance? a) Grandpa Opal b) Miracle’s Mother c) Gigi d) Miracle

At the end of part one, who has Miracle lived with? a) Dane, Grandpa Opal, Uncle Toole, Aunt Casey, and Gigi b) Dane, Grandpa Opal, Uncle Toole, Aunt Casey, Her mother, and Gigi c) Dane, Her mother, Grandpa Opal, and Gigi d) Dane, Grandpa Opal, and Gigi

What sentence best describes Gigi’s opinion of Miracle’s haircut. a) “Gigi will kill the both of us” b) “It’s very stylish and chic” c) “Your just like a pixie girl” d) “It reminds me of your mother”

What does Grandpa Opal Sell? a) Refurbished Bicycles b) Books c) Custom painted seat belts d) Televisions

Why do the popular girls talk to Miracle in High school? a) Because she keeps erasing her name from the black board. b) Because she performs love spells. c) Because she dyes girls hair purple. d) Because she is a good dancer. In Which order did these things happen? a) Dane disappears, Miracle gets a bike, Tornado, and Miracle sets herself on fire. b) Dane disappears, Tornado, Gigi gets married, and Dane Returns. c) Dane disappears, Tornado, Miracle gets a bike, and Dane Returns d) Miracle gets a bike, Gigi gets married, Tornado, and Grandpa Opal has a heart attack.

How did Miracle’s mom die? a) She doesn’t die. b) She is hit by an ambulance. c) She commits suicide. d) She has a heart attack.

What does uncle Opal look for after the Tornado?

a) Dane’s Bathrobe b) Dane’s manuscripts c) Miracle’s bike d) Miracle’s bathrobe

Why does Gigi want Miracle to where purple? a) Purple means you possess spiritual and psychic powers. b) Purple is the color of intellectual learning. c) Purple is the color of five and rage. d) Purple is the color of deceit and envy.

End of Dancing on the Edge Quiz Fifteen of the following things happened in Dancing on the Edge five did not. Put the fifteen that happened in the order they happened. code Miracle explains why she dislikes the couch and the significance of colors to Dr. DeAngles code ||
 * Gigi and Aunt Casey argue about taking Miracle from the hospital ||
 * Miracle realizes the truth about Dan’s disappearance ||
 * Miracle eats popcorn with a stranger ||
 * Miracle tries to run away from the hospital ||
 * Miracle talks to Granddaddy Opal ||
 * Aunt Casey brings Miracle a sandwich and tells her how Uncle Tootle left her ||
 * Miracle leaves the hospital with Gigi ||
 * “I’m Nobody Who Are You”. ||
 * Aunt Casey tells Miracle the truth about her mother’s death. ||
 * Miracle draws a picture for Dr. DeAnglers. ||
 * Miracle wakes up to find that her legs are burned. ||
 * Miracle writes a poem about love. ||
 * Miracle learns her mother was a dancer. ||
 * Miracle remembers how her legs got burned. ||
 * Aunt Casey and Miracle play the game “I recall” with Dr. DeAnglers ||
 * Grandaddy Opal argues with Gigi about taking Miracle out of the Hospital ||
 * Gigi leaves Miracle at the train Station ||
 * Dane visits Miracle in the hospital ||
 * Dr. DeArgels hypnotizes Miracle to help her learn about her burns ||