True Confessions of Charlotte Doyle - Ms. Cochren: …€¦  · Web viewTrue Confessions of Charlotte Doyle . Word Analysis and Development Standards . ... For my part I intend to

1

Novel Unit: True Confessions of Charlotte Doyle

Language Arts 7 The True Confessions of Charlotte Doyle, published in 1990, is an adventure novel set in1832. When the novel begins, Charlotte Doyle is a sheltered schoolgirl who knows only the wealthy world of her family. She is about to embark on a journey that will take her from her school in England to her family’s home in Providence, Rhode Island.

From the moment she steps aboard the Seahawk, Charlotte Doyle has unsettling experiences. In the earliest days of her voyage, these experiences strengthen Charlotte’s feeling that she should not be traveling across the Atlantic Ocean by herself on a ship full of strangers. The voyage cannot end soon enough for her. Charlotte has no idea that her time aboard the Seahawk will change her life forever.

Fans of novelist Avi know that his goal was to create stories that are exciting and fun as well as thoughtful and well written. He has attracted a loyal audience of young readers, teachers, and critics and has earned numerous awards and honors. The thirty books Avi has written include tales of mystery, history, adventure, comedy, and fantasy. He says, "I take a great deal of satisfaction in using popular forms—the adventure, the mystery, the thriller—so as to hold my reader with the sheer pleasure of a good story."

Avi Wortis was born in New York City, on December 23, 1937, and he grew up in the borough of Brooklyn. His father was a psychiatrist and his mother was a social worker. His parents held strong political views and fought actively against racism and for women’s rights. Avi remembers that his home was always filled with lively discussions.

Despite the author’s love of reading and learning, school was a constant struggle for him. Later in his life, he realized that he had a learning disorder that affected his ability to spell and form letters. Because at that time people did not understand learning disorders, Avi was criticized at school and told that he would never be a good student or a writer. Avi, however, would not be discouraged. With the encouragement of his family and a helpful tutor, and because of his love of books and his own stubbornness, he kept writing.

While still in high school, he decided that he wanted to have a career as a writer. Avi based the experiences of many of his later fictional characters on his own experience of feeling like an outsider. Before his death in 1994, Avi wrote full time and traveled around the country to give talks in schools. He liked to share his story of success with students, particularly students with learning disorders. Avi believed that being in touch with his readers helped him keep his stories realistic.

2

Charlotte Doyle: Points of FocusThe goals of our novel versus independent reading are quite different. We will be reading our novel aloud in class together. This will allow us to address standards in listening and speaking, reading, writing, and literary response and analysis.

Reading: Word Analysis, Fluency, Systematic Vocabulary Development1.0 Use knowledge of word relationships as well as historical and literary context clues to determine

meaning of specialized vocabulary and precise meaning.1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry1.2 Clarify word meanings through the use of example, restatement, and contrast.

Reading: Comprehension2.0 Describe and connect the essential ideas, arguments, and perspectives of the text by using knowledge

of text structure, organization, and purpose. 2.3 Analyze text that uses the cause-and-effect organizational pattern. 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in a text. 2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and

assertions, noting instances of bias and stereotyping.

Reading: Literary Response and Analysis3.0 Students read and response to historically or culturally significant works of literature that reflect and

enhance their studies of history and social science. 3.1 Articulate the expressed purposes and characteristics of different forms of prose. 3.2 Identify events that advance the plot and determine how each event explains past or present action(s)

or foreshadows future action(s). 3.3 Analyze characterization as delineated through character’s thoughts, words, and actions of other

characters. 3.4 Identify and analyze recurring themes across works. 3.5 Contrast points of view in narrative text and explain how they affect the overall theme of the work.

Writing: Strategies, Organization, Research, Technology, Revision 1.1 Create an organizational structure that balances all aspects of the composition.1.2 Support statements and claims with anecdotes, descriptions, facts, and examples. 1.3 Use strategies of note-taking and summarization to impose structure on drafts.1.5 Give credit for quoted information by using a consistent and sanctioned format and methodology for

citations. 1.6 Create documents by using word processing skills. 1.7 Revise writing to improve organization and word choice.

Writing: Applications2.2 Write responses to literature that develop interpretations exhibiting careful reading, understanding, and

insight. Organize interpretations around several clear ideas, premises, or images from a literary work. Justify interpretations through sustained use of examples and textual evidence.

2.5 Write summaries of reading materials and most significant details. Use the student’s own words, except for quotations. Reflect underlying meaning, not just the superficial details.

Listening and Speaking2.1 Deliver narrative presentations which establish a standard plot line and point of view, describe complex

major and minor characters and a definite setting, and use a range of appropriate strategies including dialogue, suspense, and narrative action.

3

2.2 Deliver oral summaries which include main ideas and most significant details. Use one’s own words except for material quoted from sources. Convey a comprehensive understanding of sources, not just superficial details.

2.3 Deliver persuasive presentations which state a clear position or perspective of support or an argument and describe points of support and employ well-articulated evidence.

True Confessions of Charlotte DoyleStudent Smart Goals

In-Class Reading:

1. Locate your classroom book by number to use each day. We want to be SMART and earth friendly, so please do not write inside of the classroom books.

2. Follow along on the proper page as we read together in class. We are working on many standards other than reading comprehension, so focus on the daily standards and direction is important in order to earn daily participation points.

3. Challenge yourself in identifying the numerous literary devices or quotations which express character traits. This is an area of differentiated activity, and your effort and participation will showcase your ability.

Outside Reading:

1. If you feel like you might need additional time using a novel to complete location of literary devices or with writing the requested assignments, you may check out your own copy of the novel from the library at any time.

2. If absent, complete the make-up reading and assignments in the library before school, during break or lunch, or after school.

Learning Outcomes:

1. Note the plot parts (exposition, complications, climax, and resolution) and events that move the plot forward..

2. Record instances of indirect characterization for the characters of Charlotte, Zachariah, and Captain Jaggery.

3. Recognize figurative language such as similes, metaphors, idioms, personification, and onomatopoeia.

4. Use MLA format and parenthetical citation in recording exact words as textual support or literary elements identified.

5. Effectively summarize sections of fiction text.

6. Effectively write a response to literature.

7. Identify type of narration and effect on perspective in text.

4

8. Explain themes and author’s purpose in a fiction work.

Defining Characterization

Characterization is the process by which the writer reveals the personality of a character.

Characterization is revealed through direct characterization and indirect characterization.

Direct Characterization tells the audience what the personality of the character is.

Indirect Characterization shows things that reveal the personality of a character. Memorizing the acronym "STEAL" can help! There are five different methods of indirect characterization:

Speech What does the character say and how does he/she say it?

Thoughts What is revealed through the character's private thoughts/feelings?

Effect on others What is the character's effect on the other characters? How do others respond to or feel or behave in response to him/her?

Actions What does the character do? How does he/she behave? And, what do the gestures, expressions, and movement show about the character?

LooksWhat does the character look like? How does he/she dress?

An author’s craft of developing a believable character is an art.

Readers must challenge themselves to make inferences about the characters by careful examination of indirect characterization clues.

Watch for the author’s use of narrative action: movements, gestures, and expressions (these bring characters to life).

5

True Confessions of Charlotte Doyle Prologue: answer in complete sentences.

1. Who is the narrator of the story?

2. What is a flashback?

3. What shocking news does Charlotte share with the reader in the prologue?

4. What warning does Charlotte give to the reader?

6

True Confessions of Charlotte DoyleChapter 1: answer in complete sentences.

SPEECH: What does Charlotte say and how does she say it?

THOUGHTS: What are Charlotte's private thoughts and feelings?

EFFECT: How do other characters respond to Charlotte? How do they feel and behave as an effect of Charlotte's words and actions?

ACTIONS: What do Charlotte's gestures, expressions, and movement say about her? What does she do?

LOOKS: What does Charlotte look like? How old is she? How does she dress?

7

True Confessions of Charlotte Doyle Chapter 1: answer in complete sentences.

After reviewing your indirect characterization notes on Charlotte, create a list of 10 adjectives describing her appearance, personality, and effect on others.

Describe the Seahawk including the figure head.

Describe Charlotte's internal conflict.

Avi used several instances of FORESHADOWING. List two examples.

8

True Confessions of Charlotte DoyleChapter 2: answer in complete sentences.

SPEECH: What does Zachariah say and how does he say it?

THOUGHTS: What are Charlotte's private thoughts and feelings about Zachariah?

EFFECT: How does Charlotte respond to Zachariah? What effects do Zachariah's actions have on Charlotte at this point of the novel?

ACTIONS: What do Zachariah's gestures, expressions, and movement say about him? What does he do?

LOOKS: What does Zachariah look like? How old is he? How does he dress?

9

True Confessions of Charlotte Doyle Chapter 2: answer in complete

sentences. 1. What does Barlow relate to Charlotte?

.

2. What do Barlow's words and actions show about him?

3. What are Charlotte's thoughts about her room?

4. How does Charlotte respond to Zachariah's offer of friendship? Why does she respond this way?

5. What does Zachariah give Charlotte? Why?

6. What is revealed by Keetch's words at the end of the chapter? To whom might he be speaking? To whom might he be referring to at "them"?

10

True Confessions of Charlotte DoyleChapter 3: answer in complete sentences.

SPEECH: What does Captain Jaggery say? How does he say it?

THOUGHTS: What are Charlotte's private thoughts and feelings about the captain?

EFFECT: How does the crew respond to Captain Jaggery? What effects do Jaggery's actions have on Charlotte at this point of the novel?

ACTIONS: What do Captain Jaggery's gestures, expressions, and movement say about him? What deliberate actions does he take in this chapter? Why?

LOOKS: What does Captain Jaggery look like? How old is he? How does he dress?

11

True Confessions of Charlotte Doyle Chapter 3: answer in complete sentences.

1. Choose an exact quote to describe the crew.

2. What warning does Captain Jaggery give the crew?

3. How does Charlotte feel about the captain? Why?

4. What do you notice about the first interaction between Charlotte and the captain?

5. What influence does the captain say that Charlotte will have on the crew?

6. Describe an incident in which the author may be using foreshadowing in this chapter.

12

True Confessions of Charlotte Doyle Word Analysis and Development Standards

Assignment: Record a list of figurative language. Record a minimum of two examples per chapter as a minimum requirement. As a means of differentiation, identifying metaphors, idioms, and personification are more difficult than similes and onomatopoeia! Beginning with chapter 5, you are to create a very precise and thoughtful list of exact quotations showing identified figurative language using MLA parenthetical citation. This requires exact words listed inside of quotation marks with page number alone inside of parentheses. A period follows the last parenthesis. Use the examples below for format. Underline words which exemplify the figurative language.

Simile: A comparison of two unlike things using "like" or "as"

S= “Her sails looked like leaves on a new fallen snow” (12).

S= “I was struck by the notion that this figure looked more like an angry, avenging angel than a docile bird” (13).

S= “But gradually—like a telescope being focused—I began to realize that I was looking at something clinging to one of the mooring rope’s on a ship’s stern” (13).

S= “Like a massive tree rising out of the floor and up through the ceiling was the main mast” (18).

S= “Alas! He had gone, and shut the door behind him like a spring to a trap” (19).

Metaphor: A comparison of two unlike things without using "like" or "as"

M= “His eyes might have been those of a dead fish” (7). M= "I might have been a bale of cotton" (17).

Metaphors are harder to find and a way for differentiated challenge in your learning!

13

M= "Indeed. I was a baby" (34).

Personification: use of words to give human or living traits (qualities, feelings, emotions, actions) to non-living objects or items

P= “Nausea choked me” (28).

P= “My head pounded” (28).

P= “My rusty cabin door swinging back and forth, rusty hinges rasping” (25).

Idiom: a figure of speech that is figurative. The meaning of the phrase is different than the words actually imply.

I= “My legs had become rubbery” (27).

I= “I had been placed in a coffin. My coffin" (21).

I= "If there has to be only one, she's the trump" (26).

I= “At last, I truly awoke” (34).

Onomatopoeia: naming of a thing by vocalization of the sound associated with it; use of words whose sounds suggest its sense. Examples: buzzed, hissed, cuckooed, rang, slapped, trilled, pitter-pattered, fluttered, plopped, purred, dripped, sizzled, etc.

O= “The Seahawk, tossed by the ceaseless swell, heaved and groaned like a sleeper beset with evil dreams” (26). (onomatopoeia, personification, simile)

O= “The Seahawk heaved and rolled, creaked and groaned” (35).

There are over 25,000 idioms in the English language, but these are very tricky to identify. The meaning is not literal! Challenge yourself to find these!

14

Textual Quotations: Figurative Language

One of the best ways to provide support is to choose excerpts of narration or dialogue from a short story or novel. In MLA style, referring to the works of others in your text is done by using what is known as parenthetical citation. This method involves placing relevant source information in parentheses after a quote. Or, if asked to give specific examples of literary elements, in order to quote exact text, follow the short citation model.

Short Quotations1. To indicate short quotations (fewer than four typed lines) in your text, enclose the quotation

within double quotation marks within your paragraph. 2. Do not place punctuation inside the end quotation mark. 3. Provide the specific page citation in parentheses following the text. Do not use any words!4. A period should appear after the parenthetical citation.

Example of narration:

“When I was awakened that time—to the sound of four bells—I had no idea whether I had slept one day or seven. I knew only that I was hungry. I sensed my own filthiness too. And I had an almost desperate desire for fresh air” (35).

Dialogue:“But when a ship is upon the sea, there’s but one who rules. As God is to his people, as king is to his nation, as father is to his family, so is captain to all his crew. Sheriff. Judge and jury. He is all” (38).

Dialogue and narration: (notice single and double quotation marks for dialogue versus text). “ ‘ Quite all right, Mr. Keetch. If there has to be only one, she’s the trump. With her as a witness, they’ll not dare to move. I’m well satisfied.’ ‘Thank you, sir.’ The voices trailed away. For a while I tried to grasp what I’d heard, but I gave it up as incomprehensible” (26).

Adding or Omitting Words in QuotationsIf you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text. If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:

Pow! Bam! Splat!

15

“Not every thirteen year old girl is accused of murder, brought to trial, and found guilty. But I was such a girl…For my part I intend to tell the truth as I lived it [said Charlotte Doyle]” (1).

True Confessions of Charlotte Doyle: ThemeWhat are themes?

the underlying meaning or insight of a work of literature

the wisdom the authors wishes to convey about the subject--the writer's view of the world or a revelation about human nature

a life lesson, discovery of truth, wisdom, hidden meaning, revelation of life that the reader can infer as a result of watching the character manage his/her conflict

is the author’s message that a reader can apply to his or her own life

One way to begin your discovery of a theme is to use the "Most Important Word Strategy".

This strategy helps a reader to identify concepts within a literary work. Concepts cannot be experienced with your senses; they are idea words!

Although theme cannot be expressed in one word, these words will get a reader started in exploring what the character has learned about the concepts.

Be able to find examples to prove your inference of theme. Story examples or specific quotations of text or dialogue are excellent supportive proof.

After identifying your most important words and support, develop three to five thoughtful sentences explaining the theme(s). Avoid use of pronouns “I” and “you” and select word choice of the author, the reader, the audience, people.

Feel free to borrow some of these starting statements in expressing a theme:

The story explores the life lesson of …

The author wants to share the wisdom of …

The discovery of truth that a reader can apply to his or her own life is…

To differentiate learning, students can definitely challenge themselves in theme identification and connection to application of the theme in real life. Themes are recurring, so use of a quotation from another source is a smart way to show one’s understanding of insight. Use

16

the internet to locate a meaningful quote about adversity, success, determination, ambition, perseverance, change, integrity, etc. Connect the quotation to the thesis and to the character in your conclusion!

Common, Recurring Theme Word Starters

Acceptance Friendship Perseverance

Adversity Generosity Respect

Ambition Greed Resourcefulness

Betrayal Grief Responsibility

Bravery Guilty Revenge

Change Honesty Sacrifice

Challenge Hope Satisfaction

Charity Independence Self-Confidence

Choices Individuality Self-Identity

Citizenship Injustice Self-Respect

Commitment Integrity Self-Worth

Compromise Jealousy Success

Courage Judgment Survival

Determination Justice Truth

Discipline Kindness Trust

Discrimination Leadership Trustworthiness

Disillusionment Loneliness Uniqueness

Displacement Loyalty Unity

Doubt Malice Unwillingness

Empathy Manipulation Remember, these are justsome common themes. Authors

Empowerment Maturity write to share stories, but they also share a message about what theirEvil Obedience have learned as a result of the

conflict. We all learn life lessons!Expectations Obsession What free advice is the author conveying through his or her Failure Peace story?

17

Fear Perseverance

Freedom Pride

Sample Character Traitsactive adventurous affectionate afraid alert ambitious angry annoyed anxious apologetic arrogant attentive average bad blue bold bored bossy brainy brave bright brilliant busy calm careful careless cautious charming cheerful childish clever clumsy coarse concerned confident confused considerate cooperative courageous cowardly cross cruel curious dangerous

daring dark decisive demanding dependable depressed determined discouraged dishonest disrespectful doubtful dull dutiful eager easygoing efficient embarrassed encouraging energetic evil excited expert fair faithful fearless fierce foolish fortunate foul fresh friendly frustrated funny gentle giving glamorous gloomy good graceful grateful greedy grouchy grumpy guilty

happy harsh hateful healthy helpful honest hopeful hopeless humorous ignorant imaginative impatient impolite inconsiderate independent industrious innocent intelligent jealous kindly lazy leader lively lonely loving loyal lucky mature mean messy miserable mysterious naughty nervous nice noisy obedient obnoxious old peaceful picky pleasant polite poor

popular positive precise proper proud quick quiet rational reliable religious responsible restless rich rough rowdy sad safe satisfied scared secretive selfish serious sharp short shy silly skillful sly smart sneaky sorry spoiled stingy strange strict stubborn sweet talented tall thankful thoughtful thoughtless tired tolerant

18

touchy trusting trustworthy unfriendly unhappy

upset useful warm weak wicked

wise worried wrong young

SummarizationIn writing a summary, the writer should include the most important plot details in his or her own words. Decide which parts of the story are the most important and determine what information you will need to include depending upon the length guidelines given by your teacher.

1. Remember, your summary needs to give key story details from beginning, middle, to the end of the portion you are asked to read. Imagine the person reading your summary has never read the story.

2. Trace the plot of the story taking careful notes of each of the plot parts: basic situation, complications, climax, and resolution. In a longer work, each chapter may present complications to add to the conflict.

3. Prior to writing your summary, write a quick “Somebody wanted but so”. This will be a way for you to pre-write and brainstorm.

4. Begin your introduction using TAGS (title, author, genre, and setting). This can be written in a couple of sentences.

5. Expand upon the “SWBS” and include the needed details to meet the length requirement. The basic situation is very important and typically takes the most time to write in a summary. Vary the information presented in the complications and climax depending upon the length. End with a resolution showing how the characters have changed and/or what the characters have learned.

6. Finish with a few sentences of insight about the author’s message. Think about the theme using “Most Important Word” strategy. What does the author want the reader to discover or understand? What life lesson can readers apply to their own lives?

19

7. Reread what you have written. Proofread for capitalization, punctuation, and clarity.

True Confessions of Charlotte DoyleResponse to Literature Essay

View the Sample Character Traits handout. Highlight words that you believe represent Charlotte's traits of strength and personality. Then, brainstorm facts and quotations from the story that represent evidence of those traits.

Introduction: Paragraph 1a) Title, Author, Genre, Setting (TAGS)

b) Summary Statement (somebody wanted but so): Make sure to give a brief preview of main character, setting, and conflict. Think of it as a visual movie preview so that your audience has an introduction of the )

c) Thesis: Charlotte Doyle possesses many character traits which help her to become a stronger individual during her journey from England to Rhode Island.

Body: Paragraphs 2, 3, 4 a) Strong topic sentence identifying the trait which makes her stronger.

b) One to two examples from the story of the trait.

c) Exact quotation and page number of support

d) Commentary explaining and linking example(s) and quotation to trait and thesis

Conclusion: Paragraph 5a) Restatement of thesis and traits

b) Explanation of Charlotte’s change from beginning, middle, to end

c) Optional quotation(s) from text and/or additional source connected to theme and insight

20

d) Author’s message to the audience

True Confessions of Charlotte Doyle: Prewriting

I. Introduction: paragraph 1

A. TAGS

B. Summary Statement

C. Thesis: Charlotte Doyle possesses many traits that help her to become a stronger individual on her journey from England to Rhode Island.

II. Body: paragraph 2 A. Trait: One trait that Charlotte has that helps her to become a stronger individual is…

B. Example 1:

C. Example 2:

D. Quotation:

21

E. Commentary:

III. Body: paragraph 3 A. Trait: Another trait which enables Charlotte to become a better person is…

B. Example 1:

C. Example 2:

D. Quotation:

E. Commentary:

IV. Body: paragraph 4

A. Trait: The most important trait which Charlotte exemplifies in making her a stronger individual is…

B. Example 1:

C. Example 2:

D. Quotation:

22

E. Commentary

V. Conclusion: paragraph 5

A. Restatement of thesis and traits: Charlotte Doyle shows the traits of _______________,____________________, and _________________ which helped her become a stronger individual while on her journey on the Seahawk.

B. Change of Charlotte (beginning, middle, end)

C. Optional quotation of theme and commentary

D. Message of author to readers (3-5 sentences): Avi’s message to the readers is…

23

Figurative Devices and MLA Citation

Assignment: Record a list of figurative language. Record a minimum of two examples per chapter as a minimum requirement. As a means of differentiation, identifying metaphors, idioms, and personification are more difficult than similes and onomatopoeia! Beginning with chapter 5, you are to create a very precise and thoughtful list of exact quotations showing identified figurative language using MLA parenthetical citation. This requires exact words listed inside of quotation marks with page number alone inside of parentheses. A period follows the last parenthesis. Use the examples below for format. Underline words which exemplify the figurative language. Additional examples are available on instructional pages 12-14.

S= simile M=metaphor O=onomatopoeia I=idiomP=personification

Example: I = “At last, I truly awoke” (34). Example: P = “Nausea choked me” (28). Device “Exact Phrase or Sentence of Device (underline device)” (#).

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

24

____________________________________________________________________________________________________________________________________________________________

Device “Exact Phrase or Sentence of Device (underline device)” (#).

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

25

___________________________________________________________________________________________________________________________________________________________________________________________________

Figurative Devices and MLA Citation

Assignment: Record a list of figurative language. Record a minimum of two examples per chapter as a minimum requirement. As a means of differentiation, identifying metaphors, idioms, and personification are more difficult than similes and onomatopoeia! Beginning with chapter 5, you are to create a very precise and thoughtful list of exact quotations showing identified figurative language using MLA parenthetical citation. This requires exact words listed inside of quotation marks with page number alone inside of parentheses. A period follows the last parenthesis. Use the examples below for format. Underline words which exemplify the figurative language. Additional examples are available on instructional pages 12-14.

S= simile M=metaphor O=onomatopoeia I=idiomP=personification

Example: I = “At last, I truly awoke” (34). Example: P = “Nausea choked me” (28). Device “Exact Phrase or Sentence of Device (underline device)” (#).

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

26

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Device “Exact Phrase or Sentence of Device (underline device)” (#).

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

27

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________