Larry Jarocki English Teacher El Diamante High School 2016 Class An Extended Unit Containing Multiple Readings and Writings for Cannery Row Designed for the First Semester of AP English Language and Composition This unit comprises a few months of reading and writing around Steinbeck’ and Ricketts’ ideas about ecosystems. It includes a close reading of the Cannery Row itself, as well as selections from Patterns for College Writing by Kirszner and Mandell. On the writing side, students will be doing both timed and process papers, including practice writes for the AP English Language and Composition test. The readings, writing assignments, and associated AP prompts are arranged by mode, and these modes are collected into groups related to Ricketts’ four approaches to analyzing an ecosystem. The overarching idea here is that students will be looking at how authors use various modes to convey ideas and, using Steinbeck and other writers as models, employ these modes in documenting themselves and their own place within their ecosystem. Level One work—Describing the thing itself (Modes: description, narration) Readings Narrative “Thirty-Eight Who Saw Murder Didn’t Call the Police” by Martin Gansberg “Shooting an Elephant” by George Orwell “My Mother Never Worked” by Bonnie Smith-Yackel Description “Ground Zero” by Suzanne Berne “Goodbye to My Twinkie Days” by Bich Minh Nguyen “Once More to the Lake” by E. B. White AP Prompts (note: these are done on a three-week cycle—1) an extended whole-class discussion of a prompt, (2) a peer-graded write, and (3) a write. This cuts down on my grading but still allows students regular writing opportunities and feedback) Whole-class: Indian lands (Momaday and Brown, 1986) Peer-graded: Mountain Lion (Edward Abbey, Q1, 2002) Teacher-Graded: Owls (Mary Oliver, Q2, 2001) Process Papers “65 Things about me” (Description) “Using complete sentences in a numbered list, tell me sixty-five different things about you (what you do, who you are, what you like, what you've done, etc.).” These should not be shared with the class. If students know that only the teacher is reading the lists, they’ll be more comfortable opening up in what they write. (thanks for the idea, Tasha) “This I Believe” (Description/Narration)
“In this assignment, you are to determine some fundamental belief you hold that helps inform your actions on a regular basis. Then write an essay of no more than 600 words in which you discuss the roots of this belief and its effect on your life. Use the sample essays I’ve provided as a guide for form and content.” Sample “This I Believe” texts for analysis (easily found on NPR.org) “That Old Piece of Cloth” by Frank Miller “Do What Your Love” by Tony Hawk “Always Go to the Funeral” by Deirdre Sullivan “Leaving Identity Issues to Other Folks” by Phyllis Allen “A Grown-Up Barbie” by Jane Hamill “Be Cool to the Pizza Dude” by Sarah Adams Level Two work—Describing the thing in its environment (Modes: description, narration) Description of an Ecosystem “Using Chapter One of Cannery Row as a model for both form and style, describe a place in which you spend much time, portraying two different times of day.” The best ones I’ve gotten from students have dealt with their block before and after husbands leave for work, their school during the day and during after-school activities, and their homes before and during gatherings of extended families. Level Three work—Describing the thing over its life cycle (Modes: Compare/Contrast, Cause/Effect) Readings Compare/Contrast “Grant and Lee: A study in Contrasts” by Bruce Catton “Sex, Lies, and Conversation” by Deborah Tannen “Why Chinese Mothers are Superior” by Amy Chua Cause/Effect “Who Killed Benny Peret” by Norman Cousins “The ‘Black Table’ is Still There” by Lawrence Otis Graham “A Peaceful Woman Explains Why She Carries a Gun” by Linda M. Hasselstrom AP Prompts Whole-class: “Silent Spring” (Rachel Carson, Q1, 2004) Peer-graded: Birds (Audobon and Dillard, Q3, 2003) Teacher-Graded: Okefenokee Swamp (Q1, 1999) Process Paper “Write an essay in which you compare and/or contrast yourself with you at a younger age. Be sure to include an explanation for the change (cause/effect).” Level Four work—Describing the niche the thing occupies in its environment (Modes: Classification/Division, Definition) Readings Classification/Division “Mother Tongue” by Amy Tan