Teaching symbolism is a challenge. Teaching allegory using the stories provided in the literature textbook is nearly impossible. Teenagers today are not likely to identify with stories about two small towns in China with allegorical references to the Cold War. This would not be much of an issue if the planning and scheduling timeline for English I coincided with the planning and scheduling timeline for world history. However, by the time the English curriculum reaches allegory, the world history curriculum has not even touched the Cold War. Before even teaching allegory and reading the story, students need a history lesson that the English curriculum does not provide time for.

Students are adept at recognizing visual symbols, but when it comes to interpreting textual symbols they struggle. The difficulties in teaching symbolism and allegory are compounded with the use of texts that students cannot relate with. This unit will look at symbolism and allegory using materials students are more familiar with. The lessons will address public symbols, well-known fables, and a novel to teach symbolism and allegory.

I have noticed that my students have not been engaged in most of the readings assigned by the curriculum. They have a difficult time relating to people in a foreign, rural setting especially considering that many of them have never been out of state or even out of the city. What all of my students are able to relate to and become interested in is the struggle against conformity and violence. As teenagers, my students push boundaries and limits on a daily basis. Whether they are wearing jeans and sweatshirts to school instead of their uniforms or breaking curfew, teenagers from all over the world understand what it is like to try to be just a little different from their peers. Students in high-needs urban schools are frequently exposed to violence in their neighborhoods and schools. Even without personal experience, many teenagers are becoming more aware of events in the news and how negatively inner city youth are portrayed. My students are then intrigued with stories of death, betrayal, and destruction. I decided to use children’s literature, in particular The Giver and Aesop’s Fables, for this unit because of the very serious social and emotional issues that my students are working through. One of the benefits of using The Giver is that “it helps adolescents deal with complex social issues” (ALAN Review 15). Angela Johnson and her colleagues found The Giver to be full of teachable moments that helped the readers cope with the aftermath of the September 11th attacks. After the attacks, Johnson’s students were exposed to the “atrocities occurring on a daily basis outside the country’s borders” (ALAN Review 16). Similarly, Jonas is exposed to horrors previously unknown to him when he receives memories from the Giver. By writing about The Giver, Johnson and her students were able to deal with their new knowledge and emotions in a healthy manner. I am hopeful that my students will see similarities between the pain and confusion that Jonas experiences and their personal issues, and use those similarities to help them deal in a healthy way.

Because of observations of my students’ interests, I chose to incorporate teaching symbolism and allegory using Aesop’s fables and The Giver. Many of Aesop’s fables have violent undertones and my students are already familiar with the stories. To teach symbolism using Aesop’s fables would require little background information, if any. The use of public symbols that carries from ancient Greece through today’s American culture eliminates the need for extended background lessons. For instance, the lion, which is the king of the jungle, tends to represent royalty or bravery. My students are already aware of symbols like the lion. Starting the unit with these public symbols will help improve my students’ confidence in identifying symbolism. Not having to stop teaching English to teach a history lesson will help me keep on track with the Planning and Scheduling Timeline. It is imperative that my English class keeps up with the Planning and Scheduling Timeline because the skills taught are directly tested on the benchmark examinations.

The Giver is riddled with symbolism and is an example of allegory in itself. Again, I need to take no time away from the curriculum because the symbolism is not referring to any specific event in history. The Giver is a seemingly utopian society in the future literally without color. My school’s population is mainly composed of African and African American students. Students will be able to relate to Jonas and the other characters. I realize that when my students make inferences, they will most likely imagine the Giver as a Caucasian man because of the picture on the front cover of the novel. I plan to challenge this assumption by pointing out that the cover is in black and white and that everyone is supposed to be the same. Jonas even receives a memory of war in which there are dark-skinned and light-skinned men (Lowry 100). While there is very little violence in The Giver, the entire story is devoted to challenging norms and authority. Students can relate to a world with excessive rules just with their experience in school. There is a rule for everything, and some schools even have an element of sameness. Not only do some schools require students to wear uniforms, but some also require teachers to wear uniforms. Even in high school, every class is supposed to have the same format: introductory activity, direct instruction, guided practice, independent practice, review activity, and homework.

While the reader may consider the community of The Giver to be a utopia at first, it is quickly revealed to be the opposite. The Giver has all of the elements of a utopia: developmental narrative, strong political organization, strictly planned society, control over reproduction, and prioritizing the well-being of the whole rather than the individual (Hintz 254). In the beginning of the novel, it would seem that Jonas has a wonderful future ahead of him. He is about to become a man in the ceremony of the twelves, and he is trying to find his place in the community as an adult (Hintz 255). Jonas’s path into adulthood has been decided by the elders, as has every other adult in the community, and he is experiencing the stirrings, or sexual urges. Almost all teenagers are going through puberty by the time they reach ninth grade and their futures are set by their parents, friends, or society. While their futures may not actually be set, most teenagers feel that they are locked in to a specific track based on the expectations of the adults in their lives.

The purpose of using the utopian or dystopian society is to “help adolescent readers cope with difficult political and social ideas within a context they can understand: their own narrative of development” (Hintz 263). The purpose of this curriculum unit is to improve how students relate with stories used to teach the skills in the core curriculum. When students relate with the material, they activate prior knowledge and comprehension improves dramatically. This allows students to focus on the new skills and vocabulary that I am teaching instead of struggling to understand what is happening in the story. We should be teaching our students in this manner throughout the year. They need to learn how to apply skills and strategies they learn to textual analysis in school and in life. In order to help students master these skills and strategies, we should be using texts that do not introduce massive amounts of new information. When a student cannot relate with a text, their focus shifts back to comprehension and the new skills and strategies are not practiced or absorbed as they should be.

This unit is intended for students in grade 9 English; however, the curriculum can be adjusted for grades 7 through 12. Most of the standards for these grades overlap and the activities would need to be adjusted minimally. The students spend their day rotating through different classrooms and learning in 48-minute blocks. The objective is to teach the core curriculum skills and strategies using texts that students can relate with. Aesop’s fables will help introduce the new material and The Giver will provide a way for students to practice and apply the new skills and strategies. They do not have access to computers or the library on a regular basis. My students may not have individual copies of the novel to take home to read, but it is my goal to have a copy for each student by the time I begin teaching this unit. I wrote this unit assuming that every student has a copy of The Giver. The entire unit is intended to last three weeks, not including the culminating project; however, there is enough material for the unit to be expanded to four weeks, including the culminating project. The following is a list of suggested objectives, topics, and time frames:

The objectives of the unit will include the following:

• Define new vocabulary words
• Assess public symbols
• Make inferences
• Use context clues for defining unfamiliar words
• Compare and contrast symbolism
• Collaborate in groups
• Assess symbolism and allegory in children’s literature
• Cite textual evidence to support opinions/theories

My objectives for the unit will include the following:

• Increase homework completion with high-interest assignments
• Increase student comprehension with class-wide immersion project
• Increase student participation with class-wide immersion project

The topics for the unit will include the following:

• Part 1 – Comparing and Contrasting Symbolism in Aesop’s Fables (Two days)
• Part 2 – Analyzing Symbolism and Allegory in The Giver (Thirteen days)

For this curriculum unit, I will be implementing several different strategies. My lessons will all make use of an interactive white board, laptop, and projector. Students will have the opportunity to use the smart technology for projects. I will have a Do Now and Exit Pass every day. For homework assignments, students will have to keep reading journals in which they take notes, make inferences, and question the text. I will be using graphic organizers to check for understanding. Students will work individually and collaborate in groups on class projects and a culminating project.

The class will also collaborate in groups on a mock trial. The trial will be to determine whether individuality is good or bad with students participating as characters from The Giver. This trial will be identified to students as a form of censorship. We will precede the mock trial with a lesson on censorship. I will provide the top 25 reasons that books may be challenged or banned and students will argue why The Giver should or should not be banned in a persuasive letter to the school board (Winkler 49).

Do Now/Exit Pass

As most teachers do today, I have an opening and closing activity for every class, every day. These activities are frequently reviews and checks for understanding. I check every one for correctness and students are given a daily class work grade for completeness. These assignments make up a majority of my students’ class work assignments and a good percentage of their overall grades. Do Nows and Exit Passes are also times for students to settle into class or collect their thoughts and belongings before departing for their next class.

Reading Journal

For each chapter in the novel, students will keep a journal of the setting, characters, important events, reader opinions/reactions (see formatting below), figurative language, and vocabulary, all with the corresponding page numbers. Journals should be bulleted and thorough because students will need them for quizzes and writing assignments. I will also supply reading questions and writing prompts to be answered in the journal. The questions will track student reading at home, while the prompts will require students to assess and/or reflect on the reading assignment. I will periodically administer pop reading quizzes that are based only on the reading questions. Students will be allowed to use their reading journals on the pop quizzes to encourage reading at home.

Students will record their opinions and reactions to the reading assignments in their journals using text rendering. I will model and review the following symbols with students prior to beginning a reading assignment: ?, $, and *. Students will use a question mark (?) to note where they need clarification, a dollar sign ($) where they are noting something they think is “money” or important, and a star (*) where they are excited or surprised.

Jigsaw

For my introductory assignments, I will be using jigsaw activities in conjunction with collaborative groups to help students better understand the material. Each group will receive a different text or portion of a text to analyze. The groups will develop a presentation in which every member has to speak. The groups will take turns teaching the rest of the class what they have learned. The students will become teachers during their presentations, deepening their understanding of their texts and topics.

Vocabulary Four-Square

One of the best ways that I have seen students learn vocabulary is by using four-squares. The idea is to appeal to different styles of learning to aid with memory. A vocabulary four-square can be made and distributed to students, or you can give them a sample and have them draw their own. In the center of the graphic organizer, the student writes the vocabulary word. Behind the word, the paper is divided into four quadrants, each with its own task or purpose. One quadrant asks for the vocabulary word’s denotation and a definition written in the student’s own words. Another quadrant asks the student to write a sentence using the vocabulary word. A third quadrant has the student draw a picture (stick figures are acceptable and encouraged) demonstrating the meaning of the word. And the final quadrant requests three synonyms and one antonym for the vocabulary word. Not every student will be able to complete all of the quadrants for every word, but they are generally able to complete the one quadrant that they learn best with. The completed four-squares can become flash cards if the vocabulary word is written on the back of the paper.

Collaborative Groups

I will use teacher-assigned collaborative groups for the mock trial project. The groups will be formed based on data from assessments and standardized tests. My goal is to have a mix of students in each group. Ideally, there would be one high achieving student, two mid-level students, and one low achieving student in each group. The group size will be adjusted based on the number of groups needed and the number of students in each class. Each group member will have a task in addition to completing the assignment. There will be one timer to alert group members to deadlines, one scribe to record ideas, one mediator to be sure that everyone’s voice is heard, and one task manager to make sure everyone is completing the assignment. If there are more than four members in a group, the additional members will be researchers. At the end of the assignment, group members will have to assess their own performance, as well as the performance of the rest of their group members.

Peer-Editing

One of my goals for the year is to turn my students into critical readers. In order to achieve this goal, I introduce basic proofreading symbols at the beginning of the year. I then ask them to proof their own papers using the symbols. This is the foundation of peer-editing in my class. Once I have found that my students are capable of correctly using the proofreading symbols, I begin having them exchange small assignments and check each other’s work for something specific, like proper use of periods. This teaches them objectivity. They are merely reading for correctness. They are not allowed to ask questions or make comments about their partner’s writing. When we finally reach a larger writing assignment, I ask my students to put their objective skills to use. This time, instead of reading for correctness, I have them read for content. They are still not permitted to make negative or unconstructive criticisms. Instead, I have them focus on the good and question the text as the audience would. Each student is given the same tasks: underline the topic sentence, circle transition words, put a star next to something you think the author did well, and ask questions (by writing them on the paper) if you do not understand something or think that the author could clarify a point. They also proof the text if there is time. If I notice that students are still focusing on what a paper is lacking, I will add other tasks, such as pointing out what the author did well and recommending they use it to fix a clarity issue. Generally, making students express their concerns more eloquently than “this is stupid” forces them to recognize that they do not understand what the author is saying and it is an issue in clarity, not stupidity.

Plan #1: Symbolism, Public Symbols, and Fables

Objectives:

Students will be able to analyze public symbols, collaborate in groups, teach a group of peers, analyze the use of symbolism in literature, and define the following vocabulary words: symbol, public symbol, and allegory.

Materials:

For this plan, I will have a class set of dictionaries, poster paper, markers, newspapers, and magazines available for students to complete class work and homework. I will make six to eight lists of different public symbols to distribute to collaborative groups. I will also have a variety of Aesop’s fables, approximately 10 different fables, for students to analyze. One fable will be distributed to all students for homework, while the remainder of the fables will be divided amongst groups for a jigsaw activity.

Learning Plan (2-3 day lesson):

Day 1

Individually, students will use dictionaries to define the words symbol and allegory. As a class, we will review what these two words mean and discuss the meaning of public symbol. I will distribute sets of public symbols to each collaborative group. In their groups, they will determine what each public symbol stands for and present their findings to the class. Each group will have poster paper and markers to create visual aids for their presentations. For homework, students will find a public symbol in a newspaper or magazine article and write two to three sentences describing what the symbol is and how the symbol is being used in the article.

Day 2

As part of the homework assignment, students will present the public symbols they found to the class. Then, I will distribute several different Aesop’s fables to each collaborative group. In their groups, students will analyze the stories to determine the symbols used, what the symbols mean, and what the lesson or moral of the story is. They will have poster paper and markers to create visual aids and present the findings to the rest of the class. Presentations will include a brief summary of the fable in case others have never heard the story before. For homework, students will all have another fable to analyze for symbols used, what the symbols mean, and what the lesson or moral of the story is.

Plan #2: Symbolism and Allegory

Objectives: Students will be able to make inferences, use context clues to define vocabulary words, analyze symbolism, and analyze allegory.

Materials: For this plan, I will distribute student copies of The Giver and reading questions.

Learning Plan (2-3 day lesson):

Day 1

We will review the homework as a class. Students will make inferences as to what the story will be about based on the title and picture on the cover of the book. They will theorize on what the giver is giving and who or what the giver is. We will review the reading journal format and begin reading and taking notes in class. For homework, students will finish reading chapter one, take notes in their reading journals, and answer the chapter one questions.

Day 2

We will review chapter one as a class noting if our inferences have been confirmed and noting new inferences. Students will describe a story they know that has an apple as a symbol and explain how the symbol is used. We will review the vocabulary four-square format and review the vocabulary words for The Giver. For homework, students will read chapters two through four, take notes in their reading journals, answer the corresponding chapter questions, and complete vocabulary four-squares for the words they have read so far.

Day 3

We will review the homework as a class noting if our inferences have been confirmed and noting new inferences. We will discuss symbolism in The Giver by reviewing the symbol worksheet (Rindfleisch) as a class. Students will work on the symbolism assignment, which is to be completed while reading. We will review the vocabulary foursquares completed so far. For homework, students will read chapters five through seven, take notes in their reading journals, answer the corresponding chapter questions, and complete vocabulary four-squares for the words they have read so far.

Plan #3: Persuasive Writing, MLA Format, Vocabulary

Objectives:

Students will be able to make and evaluate inferences, identify and analyze symbolism/allegory, use proper parenthetical citations, write a properly formatted Works Cited, write a properly formatted persuasive essay, and define vocabulary words.

Materials:

For this plan, I will provide students with MLA format worksheets and Vocabulary Bingo sheets. I will also create a vocabulary quiz.

Learning Plan (2-3 day lesson):

Day 1

We will review the homework as a class noting if our inferences have been confirmed and noting new inferences and symbolism/allegory. We will discuss proper citation and works cited/bibliography format using the MLA format worksheet. Students will write a short persuasive reading response essay describing why we should or should not have a school dress code supported with properly cited textual evidence from The Giver. We will play vocabulary bingo to review for the first vocabulary quiz. For homework, students will read chapters eight through ten, take notes in their reading journals, answer the corresponding chapter questions, and complete vocabulary four-squares for the words they have read so far.

Day 2

We will review the homework as a class noting if our inferences have been confirmed and noting new inferences and symbolism/allegory. Students will take Vocabulary Quiz #1. After the vocabulary quiz, students will exchange their persuasive response papers with members of their collaborative groups for peer-editing. For homework, students will read chapters eleven through thirteen, take notes in their reading journals, answer the corresponding chapter questions, and complete vocabulary four-squares for the words they have read so far. Complete final copy of the persuasive response essay.

Plan #4: Symbolism/Allegory, Mock Trial

Objectives:

Students will be able to make and evaluate inferences, identify and analyze symbolism/allegory, research a piece of literature, work in collaborative groups, support opinions with research, present research in a dramatic presentation, and write a properly formatted persuasive letter.

Materials:

For this plan, I will create a quiz on the first half of The Giver and on proper citation format. I will also have mock trial worksheets and the top 25 reasons that a book may be challenged or banned for each collaborative group. I will provide worksheets on culminating project options and requirements. The vocabulary #2 quiz will be incorporated as part of the novel test.

Learning Plan (5-6 day lesson):

Day 1

We will review the homework as a class noting if our inferences have been confirmed and noting new inferences and symbolism/allegory. Students will complete mid-novel quiz. The class will put individualism on trial. There will be four groups (two groups of “witnesses” or “experts,” one group for the defense, and one group for the prosecution) and the teacher is the judge and jury. This trial will be identified to students as a form of censorship. I will provide the top 25 reasons that books may be challenged or banned. Groups will begin building their cases or researching their testimonies. For homework, students will read chapters fourteen through sixteen, take notes in their reading journals, answer the corresponding chapter questions, and complete vocabulary four-squares for the words they have read so far.

Day 2

We will review the homework as a class noting if our inferences have been confirmed and noting new inferences and symbolism/allegory. The class will put individualism on trial. Groups will complete their research and plan how to present their cases or testimonies in the trial. Written cases and testimonies with proper citations will be turned in for an assessment grade. We will review proper citation format for the citation quiz tomorrow. For homework, students will read chapters seventeen through nineteen, take notes in their reading journals, and answer the corresponding chapter questions.

Day 3

We will review the homework as a class noting if our inferences have been confirmed and noting new inferences and symbolism/allegory. Students will complete a citation quiz. Groups will present their cases and testimonies for the individualism trial. The teacher will deliver a verdict. Students will argue why The Giver should or should not be banned in a persuasive letter to the school board. The teacher will have students draw character assignments out of a hat (Rindfleisch). Students will review their assignments for a role-play tomorrow that demonstrates differences even in seeming Sameness. For homework, students will read chapters twenty through twenty-three, take notes in their reading journals, answer the corresponding chapter questions, and complete vocabulary four-squares for the words they have read so far.

Day 4

We will review the homework as a class noting if our inferences have been confirmed and noting new inferences and symbolism/allegory. Students will participate in a roleplay using the assignments given during the previous lesson. The teacher will act as the Chief Elder asking each student how s/he feels they can better the community. Students will respond in character and are encouraged to comment on other students’ answers (while remaining in character). The teacher will demonstrate how assignment status can limit or excel the validity of students’ answers. For homework, students will read the culminating project assignments sheet and review for novel test (including vocabulary list #2).

Day 5

Students will take novel test. We will discuss the culminating project choices as a class. Students will pick their project and obtain supplementary materials, if any, from the teacher. Culminating project is due in three days. Conferences will be scheduled with the teacher prior to the final project due dates to discuss questions, concerns, and overall progress. For homework, students will begin researching their projects.

Reading List

Lowry, Lois. The Giver. New York: Bantam Doubleday, 1993. Print. This is a story of a pre-teen boy, Jonas, in a seemingly utopian society. Jonas discovers that his community is actually a dystopia when he receives the memory of the world from the Giver. Jonas and the Giver conspire to return memory to the community members in an act of ultimate defiance.

Aesop’s Fables – Online Collection – 656 Fables -. Web. 13 Feb. 2011. <http://aesopfables.com/>. This is an electronic list of fables attributed to Aesop.

Teacher Resources

Hintz, Carrie. “Monica Hughes, Lois Lowry, and Young Adult Dystopias.” The Lion and the Unicorn 26.2 (2002): 254-64. Print.

Johnson, Angela B., Jeffrey W. Kleismit, and Antje J. Williams. “Grief, Thought, & Appreciation: Re-examining Our Values Amid Terrorism Through The Giver.” ALAN Review Spring/Summer 29.3 (2002): 15-19. Print.

Rindfleisch, Brad, Christine Murphy, and Diana Sturtevant. “The Giver Lesson Plans Page.”NEIU.edu. Northeastern Illinois University, 2003. Web. 12 June 2011. <http://www.neiu.edu/~barindfl/thegiverlessonplanspage.html>.

Winkler, Lisa K. “Celebrate Democracy! Teach about Censorship.” The English Journal 94.5 (2005): 48-51. Print.

Student Resources

http://www.plotbot.com andhttp://www.plotbot.com/screenplays/aesops_allegory/screenplay

Plotbot is a free, online screenplay-writing program. Students can use the program to complete the play or movie script project. The second link is to a sample screenplay. This is very basic and only an example of how the screenplay should look using this program.

http://www.press-release-writing.com/press-release-template/ and http://www.press-release-writing.com/press-release-writing-tips-sample-press-release/

This is a template that students can use to complete the public relations campaign project. The second link is a sample press release.