DParrillo

Daniel M. Parrillo Dr. Julie Coiro EDC 448 Annotated Bibliography of a Diverse Text Set Abstract The assigned schedule of texts offers a diverse learning experience for twelfth grade English/Literature students listed at the average reading level. Each text has been carefully chosen in order to provide the students with an enriched experience in studying the classic poem, “If,” by Rudyard Kipling. The texts are deliberated to encourage students to think critically and to motivate students to extend their readability on similar topics in order to acquire further understanding based on prior knowledge of the content area. Throughout the lesson the students will be encouraged to ask questions and share independent ideas based on their learning comprehension. This lesson will also provide an opportunity for the students to better understand the value of life and death, and the importance of individuality.

Text #1: § Citation: Kipling, Rudyard. (1994). //Collected poems of rudyard kipling//. London: Wordsworth Edition Lt. § Text Summary: The poem, “If,” by Rudyard Kipling serves as an inspirational poem of vice and virtue. Kipling intends to arouse the values of the human spirit in order to connect his readers to their destiny through trial and tribulation. Kipling hopes to awaken our individualism by recognizing our strengths as well as our weakness’ so that we may inherit what is our own. § Rationale: This text is the focal point of the lesson plan and serves as the key for opening the subsequent texts to follow. I selected this text mainly for its readability and its “net gain” for noteworthy human qualities; its broad audience that can relate to its content at many different levels; its high surface level explanation, as well as its more abstract ideas and values. § Use of Text: There is a number of ways in which this text can be used, specifically; this text will be read on several occasions throughout the entire lesson so that students can become familiar with its message. Each student will have their own copy of the poem and each student will become masters of its vocabulary in order to understand its content at its fullest. This text will hold major significance while studying other texts that will be incorporated within this lesson. § Attachment: attachment available, #1, Rudyard Kipling’s “If”-1page
 * 1) **Print Resources**

Text #2: § Citation: Mullaney, C.M. (2009). //The unforgiving minute: A soldier’s education.// New York: The Penguin Group. § Text Summary: The story of a local Rhode Island boy’s education through high school, West Point Military Academy, Oxford-Rhodes Scholar, and Army Ranger School that initially prepared him to lead others to battle in Afghanistan but also to conquer personal conquests that form his very character. § Rationale: This particular text was chosen because its title, //The Unforgiving Minute: A Soldier’s Education// is an important line form the fourth stanza of Kipling’s poem. In this book the author, Mullaney, shares his “unforgiving minute” during a battle against the Taliban in Afghanistan where his platoon suffered the loss of a young soldier, Eric O’neill. § Use of Text: The use of this text is critical in identifying for the students what Kipling means by the “unforgiving minute” by reading an actual account of another’s experience. The students will be given a copy of the specific chapter, 29 pages 279-292, for reading in the classroom for discussion and relevance. § Attachment unavailable for handout, but available upon request (full length book, excerpted chapter 29, pages 279-292) #2, The Unforgiving Minute, Mullaney.

Text #3: § Citation: Carroll, A., & Torricelli, R. (Eds.). (1999). //Dr. martin luther king jr.// // electrifies a nation with his call for an end to segregation and racial // // discrimination. In our own words: Extraordinary speeches of the // //american century.// (pp. 234-237). New York: First Washington Square Press. § Text Summary: This text is verbatim of Dr. Martin Luther King Jr.’s speech on August 28, 1963, where-as he spoke to an estimated quarter of a million blacks and whites in front of the Lincoln Memorial. The basis of his words that day was non-violent in context as he expressed his famous “I have a dream” that one day all me will be equal. His words were extemporaneously delivered as one of the most “soul-stirring orations of the twentieth century.” § Rationale: The American Nation was in the midst of severe racial tensions and the fear of an all-out race war was not unfounded in the summer of 1963. I chose this text to share with students the importance of standing-up for one’s own beliefs in a time when these beliefs are worthy of mention. Dr. King believed that all men were created equal and in a time of injustice one man stood above the rest. § Use of Text: Students will familiarize themselves with the words of this great orator in a time when his words carried most significant value. The student will be able to speak several lines from this text including several of the most famous words spoken that day and lock these lines into memory with the results pertaining to the value of sharing their own dreams and desires. § Attachment available, see #3, MLK speech, pp.234-37.

Text #4: § Citation: //The holy bible, king james version, containing the new and old// //testaments// (2000). The book of job 1-42. New York: American Bible Society. § Text Summary: The Book of Job describes a man “upright” in every sense of the word; hardworking, has a large family with many children, and maintains a huge farm that feeds and employs many, and has great friends and a wonderful wife. He is a God-fearing man whose faith is unquestionable. One day he loses everything and suffers great and tragic loss that tests his unfathomable love for God. The Book of Job is a story of unlimited loss, sorrow, suffrage, and pain that is overcome by the love and faith of an individual’s beliefs. § Rationale: I selected this particular text to use an example of exemplary human virtue. The Book of Job is not only timeless it is a story of humble defeat, tragic human loss of life’s physicality’s and virtues of upmost human value; but most of all, Job demonstrates the true definition of what it is to be human. § Use of Text: Because this story is so long (besides the fact it is religious in nature) the student will not be responsible for reading the text but will be a great discussion piece that can be objective in the nature of human beings. Students will gain a certain understanding of the importance of remembering oneself in certain times of desperation. § No attachment available, see the King James Version of the Bible, The Book of Job

Text #5: § Citation: Davis, T., (1979). //Vision quest//. New York: Random House. § Text Summary: Louden Swain, high school wrestler, embarks on a physical and mental journey, to outwit and out-wrestle, rival opponent and three-time state champ. A story of setting goals and overcoming the near-impossible at the same time learning the valuable lessons of love and becoming a man. § Rationale: Vision Quest makes for great out-of-classroom reading where student can enjoy the value of setting goals and the uphill struggle in the pages of a book about determination and motivation. I chose this book because of its relevance of high school athletes striving for excellence in their own sport not just wrestling; but also accomplishing these goals for a taste of independent glory and personal satisfaction in the development of character. § Use of Text: Students will be required to read and report on this out of class reading assignment for in-class discussion. It is my hope that the student, both male and female, will extract the value of being goal oriented and accomplished. § No attachment available due to the length of this novel (256pp.)

Text #6: [Video file]. Retrieved October 21, 2009 from YouTube.com at []. Text #7: //england manager// [Film/video file]. UK: Independent. Retrieved from []. Text #8: § Citation: Spielberg, S. (Director & Producer). (1998). //Saving private ryan//. [Motion picture]. USA: Amblin Entertainment. § Text Summary: Spielberg’s controversial film starring Tom Hanks was filmed to give viewers a detailed account of the battle of Normandy while the first scene lasting about twenty-minutes gives the audience a first-person look at what the storming of Omaha Beach may have looked like. § Rationale: I selected this movie because the main character played by Tom Hanks is put in a similar life/death decision-making moment similar to that of our author Craig Mullaney’s, in his chapter 29, recalling of events during battle. This film would intensify the reading and allow the student to hear and see the battle. § Use of Text: Students would be presented with footage from Spielberg’s film so that the students could conceptualize the events written about in the text, //The Unforgiving Minute//. Students would then compare the two stories and begin developing a sense of virtuosity. § Attachment: no attachment available.
 * 1) ** Media Resources **
 * 1) Citation: //UCTV.// (2009, April 09). //The unforgiving minute with craig mullaney.//
 * 1) Text Summary: This podcast from the University of California was posted on you tube containing a 55-minute segment (may be edited for time) of author Craig M. Mullaney’s personal account of his most recent book //The Unforgiving Minute: A Soldier’s Education.// Mullaney retells his personal vignettes of his time at West Point and as a Rhodes Scholar at Oxford, to his deployment as an infantry platoon leader in Afghanistan as a Ranger. Mullaney includes his personal account of his own unforgiving minute and shares it with his audience.
 * 2) Rationale: I selected this Podcast lecture in order for the student to hear the true story of one man’s own unforgiving minute in a time of battle; a time that required all of one man’s capacity, of everything he is, to this one moment that could mean life or death.
 * 3) Use of Text: The students will observe this lecture during class time as an integral part of studying Rudyard Kipling’s, “If.” Student’s will then be able to connect the person to the book, and then connect the book to the poem determining which human qualities are imperative to the construct of individual character.
 * 4) No attachment available, please follow link for viewing capabilities
 * 1) Citation: Baron, S. (Director & Producer). (2001, December 20). //Mike bassett://
 * 1) Text Summary: Mike Bassett, English football manager, recites Rudyard Kipling’s poem “if” when times are tough as manager.
 * 2) Rationale: I thought it would do the students well to hear a recitation of the classic poem “If” especially at an appropriate moment in the life of Mike Bassett.
 * 3) Use of Text: The purpose for viewing this movie excerpt would be so that the students could grasp the poem while it was being recited to them. Also the actor recites the poem during a moment of adversity and so the student can make inferences regarding the deeper level of meaning with the context of the poem and visualize a moment of chaos that requires a certain development of one’s character to overcome.
 * 4) No attachment available, please follow link for viewing capabilities.

Text #9: § Citation: Clockwatchers, inc. (2003). //Crossword puzzle games//. Retrieved October 21, 2009 at []. § Text Summary: This online resource is an interactive website for teachers and students who intend to design their own crossword puzzles. § Rationale: I selected this text in order for students to apply their vocabulary comprehension to design the strategy of a crossword puzzle. Each student will have full access to this website and will become familiar with its puzzle generator for application purposes. § Use of Text: The student will be asked to design their own crossword puzzle using the crossword puzzle generator. Each student will first devise a list of 10-15 vocabulary words obtained from their reading; using valid resources for proper definitions the student will then apply these words to their creation for a classmate to complete. § Attachment: see attachment #8 for an example of a generated crossword puzzle
 * 1) ** Online Interactive Resources **

Text #10: § Citation: International reading association. (2009). //Interacvtive timeline.// Retrieved October 21, 2009 at []. § Text Summary: This interactive website is designed to guide students through designing a well organized and thorough timeline of events, dates, person or place, as well as any additional information that may be necessary. § Rationale: I selected this website in order to motivate the student to use technology to support their learning process. With this web site the student can design an informational timeline with the assistance of the interface template to organize, plan and visualize their design. § Use of Text: The student will be responsible for gathering important information about a given literary figure, or another person, and placing these chronological series of events appropriately on the timeline. The template allows the student ample space to include a brief statement about the specific date. Students will be asked to complete their own timeline as part of the lesson and plan. § Attachment: No attachment, for an example please visit the website provided.

Text #11: § Citation: Muhammad ali center lesson plan. (2009). “If” by Rudyard kipling: Creative writing and sharing. Retrieved October 21, 2009 from []. § Text Summary: This particular lesson plan is designed to guide the teacher as the teacher guides her students in learning how to write poetry in a fun and interactive way. § Rationale: I selected this particular lesson plan because it uses the poem “If” that we are studying in class and this design supported both the instructor as well as the student in writing poetry, working with the Tier 1, 2, and 3 words found in the poem, and guides the students through a process of interpretation and discussion. § Use of Text: The teacher will use this text as a guide in order to thoroughly plan and administer a well devised lesson plan of his/her own. § Attachment: see #10 for an example of the lesson plan Using these texts together in the classroom: ** The texts in this set are all interrelated and combine to develop a unique and versatile lesson plan that is devoted to motivating the student and encouraging the student to perform to the best of their ability. The themes of this lesson plan are moral character and individualism; attributing to the existence or lack of virtues such as integrity, self-control, courage, fortitude, and honesty and many others. To begin the lesson students will be responsible for reading outside of class Davis’ //Vision Quest// and will be responsible for anything related to the book as offered in class. By studying the poem by Rudyard Kipling the student will be able to determine through discussion and analysis the important aspects the poem as to offer. It is imperative at this time that the students begin saving the poem to their memory banks for later recitation. Moving on to Capt. Mullaney’s text, //The Unforgiving Minute//, a title borrowed from a line of the poem “If,” the students will read, understand and interpret the author’s experience given the chapter identified. The students will connect the two texts together whether in group discussion or in teams to identify those connections. Students will get an opportunity to see all or parts of //Saving Private Ryan// in order to heighten their understanding of their reading. Included in the lesson plan is a recitation of Kipling’s poem read by a British actor, so that the students could also hear the poem being read aloud. Students will become familiar with the individual MLK Jr. and study his most famous “I have a dream” speech. Students will then relate the person to the poem identifying several characteristics of said person. The student will also watch a brief film where author Craig Mullaney offers a personalization of his book and experience. We will recite several lines and phrases from the Book of Job so that we may become familiar with him and his tribulations. We will answer questions and discuss Job as a person and what makes him important. Mingled within this lesson plan are a couple interactive activities for the students that they will be encouraged to use as a learning guide as we cover all this material. These activities are designed for learning content related vocabulary, and for handing in a project related to the at least one of the texts. The students would not be responsible for the reading of all the texts, in some cases just excerpts from each.
 * 1) ** Instructional Resources **

NCTE (National Council of Teachers of English) Standard #1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students will be able to: (objectives) -read, discuss, summarize, and analyze several texts both of literature and non-literature types -identify certain qualities in persons of different culture in and relating to a particular theme -understand the meaning of virtuosity, identify in themselves virtuous qualities, and apply these qualities to their own lives
 * Learning Objectives: **

GLE: R-12-5 Analyze and interpret literary text within or across text, citing evidence where appropriate by. . . (5.1) explaining and supporting logical predictions or logical outcomes (e.g. drawing conclusions based on interactions between characters or evolving plot). (5.2) examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time; (5.3) Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text(s) (e.g., describing the interaction among plot/subplots, theme/setting, symbolism/characterization). 5.4 Explaining how the narrator’s point of view, or author’s style, __or tone__ is evident and affects the reader’s interpretation or __is supported throughout the text(s)__ 5.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade), message or theme (which may include universal themes) is supported within the text(s). Students will be able to: (objectives) -make connections between similar texts by drawing on their prior knowledge, making inferences and asking questions in order to understand the content -interpret text by through the recognition of basic literary techniques (e.g.-conflict, characterization, rising and falling actions, theme, setting, plot, symbolism, etc.)

First of all, I have to say that this text set was extremely well written; the language you chose was very sophisticated. I found it very easy to follow your ideas and think the students will find whichever text you choose helpful in their understanding of "IF". - I think that using MLK Jr. speech is a great idea as everyone is familiar with it and goes along well with the individuality and human strengths Rudyard wants to invoke in his readers. - Using the movie //Saving Private Ryan// is a great way for students to visualize the book //The Unforgiving Minute.// I know for me I always learn better when I can see what is going on, and I feel that a lot of students learn similarly. - Using a crossword puzzle is a great way for students to learn tough vocabulary and it is a fun way to do so without studying from index cards. -Lastly, I saw that you used the readwritethink.org site, and I used it for my diverse text set and find that it is a GREAT resource for teachers! I think you did an awesome job!!
 * D**ANIEL:

Jenna =)

Dan- I great use of many different texts. You really went out of your way to account for different types of learners and it really shows. Your ideas were clearly stated and your texts clearly justified. I liked how you included the movie Saving private Ryan. Although this is one of my favortie movies already, I think that it fits perfectly with you lesson and the rest of your texts. I also like how you had that recording of the author talking about his book. I thought that would give the text a more personal touch and make it more relatbale to your students, The crossword puzzle is always a good idea as it promotes a different kind of thinking while going over the same material. This would help make your lesson effective for several different kinds of learenrs. Finally, your learning objectives were to the point and worked well with your standards. All in all a great collection of texts. Good job

Mike Kerrigan

Daniel,

You're text set collection was very interesting to me as a Biology major. When I was in high school I literally never read textbooks and novels (thanks to sparknotes.com :/ ), but I feel that if my teacher used media and interactive resources that you exemplified I definitely would have applied myself more. Sometimes it is hard to get students interested in reading something outside their comfort level and the material you are presenting does not seem like a walk in the park; this is not a bad thing. It is absolutely so important to challenge studnets' higher level thinking and I think you're text set will do that! Great job! - Jess