English Language Arts Grade 11-12
Reading: Informational Text Standard 1
English Language Arts Grade 11-12
Reading: Informational Text Standard 5
English Language Arts Grade 11-12
Reading: Informational Text Standard 6
English Language Arts Grade 11-12
Reading: Informational Text Standard 9
English Language Arts Grade 11-12
Writing Standard 1
English Language Arts Grade 11-12
Writing Standard 9 b.
English Language Arts Grade 11-12
Speaking and Listening Standard 1 a.
English Language Arts Grade 11-12
Speaking and Listening Standard 1 b.
English Language Arts Grade 11-12
Speaking and Listening Standard 1 c.
English Language Arts Grade 11-12
Speaking and Listening Standard 1 d.
Pairs
This set of lessons extends over a few days. Students read and annotate Ernie Pyle's "A Long Thin Line of Anguish." Students complete a SAYS/DOES graphic organizer, working on summarizing the text, noticing the choices the author makes about use of details, and describing the choices the author makes regarding the structure of the article.
Students complete a SOAPStone handout, identifying subject, occasion, author, purpose, speaker and tone (SOAPStone is a pre-AP/AP strategy). Students develop claims about why Ernie Pyle makes the writing choices he makes. Students write an informal, free-response style assessment about the impact of Pyle's choices.
Student copies of an excerpt from Ernie Pyle's "A Long Thin Line of Personal Anguish."
I use an excerpt which begins with the line "NORMANDY BEACHHEAD, June 17, 1944 -- In the preceding column we told about the D-day wreckage among our machines of war that were expended in taking one of the Normandy beaches" and ends with the line "He barks appealingly to every soldier who approaches, trots eagerly along with him for a few feet, and then, sensing himself unwanted in all this haste, runs back to wait in vain for his own people at his own empty boat." I have attached the website I use as a source.
Students need a basic knowledge of World War II, D-day, and Normandy beach invasions.
Students will cite textual evidence from "A Long Thin Line of Personal Anguish" and will summarize what the text says. Students will determine Ernie Pyle's point of view and purpose in the article, analyzing how style and content contribute to the power, persuasiveness, or beauty of the work. Students will analyze and evaluate the effectiveness of the structure Ernie Pyle uses in "A Long Thin Line of Personal Anguish." Students will determine whether the structure makes points clear, convincing, and engaging.
PART ONE
DIRECTIONS:
Information about assessing the lesson is included in the instructional procedures section of this lesson.