I. Curricular Framework

Concept:

Perspective

Essential Question:

Bridge:

Families

Content:

"Rich in Love" by Josephine Humphreys

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will examine their own value systems.

Activity: Using Strategy #1 in the Values Clarification book, students are to make a list of 20 things, small or large, they love to do. Using the left hand margin of the paper, students are to code their responses in the following manner: $: anything that costs more than $5-7 (amount may vary) every time it is done; The letter A placed next to items the students prefer to do alone; The letter P next to those items the student prefers to do with people, and A-P next to those items for which he has no preference (alone or with people); The letters PL are to be placed next to items which require planning; The code N-5 is to be placed next to those items which would not have been listed 5 years ago; The numbers 1-5 are to be placed beside the five most important items in descending order of preference. (5 least favorite, and so on) Students share results in groups. For homework, students are to give the activity to one or more family members to fill out, and they are to bring in the results for homework.

Assessment: Completion of task.

2. Attend: Attending to the Connection

Objective: To encourage students to make inferences about themselves and others in their families.

Activity: Students share individual charts with group members, noting similarities and differences. Students are asked to speculate on whether differences in group are based on varying likes or dislikes or real differences in values systems. Students then make a few inferences based on the information listed on their own charts and the charts of their families. Students write a 2-page essay on one of those inferences for homework.

Assessment: Degree of participation, strength of writing.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To explore the similarity and differences in students' individual and family values systems.

Activity: Create a visual of your family showing how the information from yours and your family members' charts differ or intertwine. You may use representational or non-representational images to communicate your ideas.

Assessment: Thoroughness, ability to visualize a values system.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To identify Lucille's values and how they differ from those of her family and peers.

Activity: Read the first 6 chapters and keep a reading journal which keeps track of Lucille's "philosophy" on things. Locate similes and metaphors which relate to her philosophies. Finish the novel.

Assessment: Completion of reading and journal assignments.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To appreciate the novel for its figurative and thematic power. To encourage students to see figurative language as a means of recognizing a character's voice.

Activity: Quizzes, figurative language/quote tests, visual metaphors for characters in the novel, new epilogue for the end.

Assessment: Varies according to activity.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: As Lucille realizes that she is "rich in love," students will realize that they, too, are "rich" in a quality maybe unbeknownst to them.

Activity: Students are to take the short essay written in 1L, and expand it, and examine it for thematic potential. They are to determine what about themselves is "rich" (in laughter, recklessness, curiosity, etc.) and write three chapters from their own lives that illustrate this idea. Students are to include figurative language in their writing in the way that Humphreys employs it in the first person with Lucille.

Assessment: Quality of writing, ability to see common themes developing.

7. Refine: Refining the Extension

Objective: Students will celebrate similarities and differences among their "books" and provide support through peer editing.

Activity: Students read each others "books," and regroup according to similar themes. Students peer-edit each others' work. Students pick the single best effort from the individual groups.

Assessment: Level of group involvement.

8. Perform: Creative Manifestation of Material Learned

Objective: For students to celebrate themselves and their work.

Activity: Having chosen five of the best examples, authors "hire" publishers to print copies, illustrators, promotional people and organizers to present a "coffee house reading" in the classroom in which the public may be invited. Books are displayed in classroom/library after reading.

Assessment: Smoothness of each part of preparation/presentation.

Assessment, Phase Five,Performance, Creative Use of Material Learned: