Dealing with Tragedy and Loss

By Katelyn Jackson, Elizabeth DeWolfe, and Kathy Calella

Introduction:

  

     Our group selected the theme of “Tragedy and Loss.”  We decided to look at this topic in a very broad sense as there are many different types of tragedies and losses.  We wanted to focus on the types of tragedies and the types of loss that young people could connect with and relate to.  In order to do this we chose texts that deal with a multitude of issues from the loss of innocence, or growing up, to the loss of a friend whether the loss occurred from a shattered friendship or death.  We also chose topics that deal with abandonment, war, and illness.  Our main focus was on stories, fiction or non-fiction, that dealt with people overcoming loss or tragedy and the stories of how they were able to find the strength to persevere and ultimately thrive.  The film Murderball, for example, tells the story of multiple men who become disabled and despite all odds, become excellent athletes and inspire the people around them.  We chose texts like this specifically because they do more than just speak to the themes of tragedy and grief but also work to combat the stereotypes that often surround issues of disability and other sensitive subjects,  "Disability becomes synonymous with second-class citizenship when teachers and schools use such labels to exclude individuals with disabilities. The manner in which disabilities are constructed needs to be questioned (Danforth & Gabel, 4). Deconstructing able and disabled bodies is at the heart of offering adolescent literature a disabled reading," (Crandall, 73). Our audience is adolescents and the texts that we selected range from very young children who would read picture books, or have picture books read to them, all the way through 12^th grade.  It is important that students be given a chance to read stories like this so they are exposed to some of the hardships of life without being disheartened or if they have had to face one of these tragedies in the past, they are able to relate and know that they are not alone.  Overall, there are a wide range of texts and topic that should not only be engaging for the students to read but also great outlets for writing and discussion.

     Tragedy comes in many different forms and one way or another affects most children. This text set reflects the different kinds of tragedy that students may encounter. Themes such as death of a sibling or parent, abandonment, loss of friendship, dealing with a sudden disability, and war are all included within these texts. We have chosen to include a wide variety of texts that address these themes representing the many faces of tragedy. The texts for elementary children focus on dealing with the death of a loved one as well as the abandonment of a parent. The texts for middle school children focus more on the loss of friendship, dealing with genocide, and death. The high school texts are centered around dealing with a disability, grief, and dealing with the death of a loved one in the 9/11 terrorist attacks. The texts selected are suitable for students ranging from Kindergarten up through twelfth grade.  It is unfortunate that so many children have to deal with tragedy, but it is a reality that we have to face.  Because of this, it is important that students have the chance to read texts that they relate to because, “reader's bring to the experience their own perspectives, which may change or be enhanced through interactions with texts or illustrations (Giorgis & Johnson, 486). “ This heightens the in class discussion and creates a powerful and engaging classroom community. Students need to be aware of how to cope with these issues should they arise. This is a timely topic because we are seeing more and more tragedies occurring within society specifically ones that target children. The Newtown Massacre is just one of the many examples of recent tragedy that has impacted children. Hopefully, with the inclusion of text like these in classrooms students can become aware of what tragedy is and how to deal with tragedy.

     The new push in English and Literacy Education requires teachers to expose students to more genres of literature, informational and non-fiction texts in particular. Students should be exposed to a variety of genres in order to expand the way they read, write, and respond to texts. Our group chose ten texts that cover a range of genres as well as age groups. Our elementary choices include picture books, but they are not all typical picture books. They cover different levels of reading and even poetry. While these books are part of our elementary section, most of these books would work well as supplementary texts in middle and high school settings. For example, the poetry in What is Goodbye? would provide an interesting pair with our high school poem I measure every grief I meet by Emily Dickinson. We also chose a short novel for upper-elementary students, Because of Winn-Dixie. This novel was a New York Times best-seller and won a Newbury Honor. For middle school and high school, we wanted to address the fact that most students go through seventh to twelfth grade reading novel after novel with a few poems and short stories interspersed. While we did want to keep some novels and poems in, we also wanted to break this cycle and the canon. We kept to tradition, somewhat, by including texts like The Body (novella), Steel Magnolias (play), and Extremely Loud and Incredibly Close (novel). While these texts do not shatter the norm, Robot Dreams certainly does. As a wordless graphic novel, Robot Dreams allows students to hone in on visual interpretation and 'read' in a more creative way. As a wordless graphic novel, Robot Dreams allows students to hone in on visual interpretation and 'read' in a more creative way. Bringing in new and innovative texts like Robot Dreams is important because, "Graphic novels are visual, and our students love media. After all, they're immersed in it. By combining image and text, graphic novels bridge the gap between media we watch and media we read," (Yang, 187). This helps students to connect their lives of constant media and visuals to their in school experiences of being critical readers. In order to abide by new standards, we also thought it pertinent to include non-fiction pieces, such as We Are Witness: Five Diaries of Teenagers who Died in the Holocaust, a collection that would serve as a wonderful support or center text. Including a full-length, more contemporary novel was also significant. The inclusion of Extremely Loud and Incredibly Close allows students to read a mixed-media piece that also shows the credibility of current literature. Murderball, the film, was released in the last decade as well. This film allows students to expand their non-fiction reading to a different medium while viewing an Oscar nominated and multi-award winning documentary.  

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Elementary School (K-6):

DiCamillo, K. (2000). Because of winn-dixie. Somerville, MA: Candlewick Press. 

            Because of Winn Dixie is the story of a young girl named Opal and her search for a friend. After being abandon by her alcoholic mother, Opal is raised by her father, a preacher. At the beginning of the book Opal and her father have just moved to Naomi, Florida. Being the new girl in town is never easy and Opal is having trouble making new friends. However, when Winn Dixie comes charging into her life everything begins to change. She finds new friends in unexpected places and even grows closer to her father. The town itself is reawakened. Through this new friendship with Winn Dixie Opal begins to heal and let go of the sadness that she has felt since her mother left.

            One of the major themes in this book is abandonment. Abandonment by a parent is a tragedy that is especially difficult for a child to deal with. Children must then learn to cope with feelings of anger, hurt, and confusion. In this book Opal is still dealing with the loss of her mother years after she abandons the family. This text is relevant to younger children because many children have experienced abandonment. Students can identify with Opal in many situations such as when she feels like an outside, when she feels lonely, and when she misses her mother. This is an excellent book to use with children who have been left by a parent to show them that their emotions are normal and that it can take a long time to heal from this type of tragedy. However this book has many themes and characters that are very relatable and would be appropriate for all children.

            This text could be used in a variety of ways in an elementary classroom. Because of Winn-Dixie is an excellent book to be included in the classroom library since it incorporates a wide range of themes like friendship, being different, the tragedy of being abandon, and learning to heal. This is an excellent text to share with a student who might be going through a similar situation. This book also makes a great read aloud. The chapters are relatively short and it is a nice read for the whole class. Another option would be to include this chapter book in the classroom literature circles. Some editions of the book have excellent discussion question in the back of the book that could be incorporated into the literature circle as well. 

Learning Activity:

Since this book was turned into a movie there are reader’s theater scripts available. The book and the short screen play can be read one after another and students can then compare and contrast the differences in the two formats. Students can discuss the similarities and differences in how the authors dealt with the books theme in each different context. Following a class discussion students can participate in a quick write comparing and contrasting the story in each genre. This activity is supported by CCLS 6.RL.9 comparing and contrasting texts in different genres. CCLS 4.RL.7 making connections between the text of a story and a visual/oral presentation, also supports this activity. Because of Winn-Dixie is at a 4^th grade reading level, but depending on how the text is utilized it is appropriate for children in grades three through six. 

Other resources:

author interview https://www.youtube.com/watch?v=KjuCI5E5_K0

movie trailer https://www.youtube.com/watch?v=gJXkloPn0mc

book trailer http://www.scholastic.com/winndixie/kate_video.htm

Grimes, N. (2004). What is goodbye? New York, NY: Hyperion.

            What is Goodbye? Is the story of two children dealing with the death of their older brother Jaron. The book is written in verse and alternates between the viewpoints of the two younger siblings, Jerilyn and Jesse. Each has their own way of dealing with the death of Jaron and the poetry is written to reflect each child’s own style. Jesse begins to act out to express his grief while Jerilyn becomes more introverted. The book details the struggles that each child goes through in the effort to move on from this death. This text teaches readers that there is no one right way to grieve the loss of a loved one and that all emotions are acceptable.  At the close of the book, the whole family begins to move on and learn how to live their life again with one piece missing.

            Tragedy is a word that encompasses many different situations, but few think of tragedy without thinking of death. The death of a loved one can be an especially traumatic event for a child. This book speaks directly to those emotions children go through after they have lost a loved one. While tragedy can take many forms the death is one that many children experience. Children who have experienced death will be able to relate to What is Goodbye? This book is a good tool to use with children to help them deal with their grief.

            This text can be used in the classroom in a variety of different ways. One way to bring up the theme of tragedy could be within a poetry unit. Since this entire book is written in verse, students can get an idea of the many different ways poetry can be used. This can also be a mentor text for students creating their own poetry on a time when they were experiencing something difficult. This text can be used to address Common Core Standard 6.RL.4 in which students are determining the meaning of word and phrases, including figurative language, that is used in the text. CCLS 7.RL.5 can also be addressed with this text which has student analyzing the impact of a poems structure on its meaning.  What is Goodbye? can also be shared with the class to prompt discussion on death, tragedies, and the way that people deal with tragedy. Another option would be sharing this book with parents whose families are going through a similar situation. This text can then become a tool for families to help them discuss a death in the family. Unfortunately, it seems that more and more children are touched by death at an early age. Fifth grade is the approximate reading level for this book. However, it can be used with children from fifth through eighth grade due to the book’s theme.

Other resources:

interview with the author https://www.youtube.com/watch?v=tXWHBqtNzcA

 

Viorst, J. (1987). The tenth good thing about barney. New York, NY: Aladdin Paperbacks.

            The Tenth Good Thing About Barney is a picture book that Judith Viorst wrote for her son when he started asking questions about death. It provided a way for her to explain death to her child in a way that was not scary. The book tells the story of a little boy whose cat, named Barney, dies. The little boy is very sad so his mother and father decide to have a funeral for Barney the next day. When the mother tucks the little boy in for bed she tells him to think of ten good things about Barney to share at the funeral. The boy thinks of nine things, but cannot think of a tenth. It is not until the end of the day that the little boy comes up with the tenth good thing about Barney. This text introduces funerals, the ideas of heaven and explores death in an age appropriate manner for young children.

            This text is appropriate for young children because it deals with death in child friendly, delicate manner. The death of a pet can at times be just as traumatic for a child as the death of a person. This is also a topic that many students will be able to relate to even if they have not experienced the death of a loved one. It is also respectful of the idea of heaven, but does not say that heaven is where you go when you die. It leaves this aspect open to interpretation. Tragedy comes in many forms and the death of a pet is just one of the many forms.

            This text is excellent for the classroom library. There will be times in the classroom when a student has a pet that dies. When an occasion such as this arises this book can be shared with the class to discuss death, and other tragedies that occur. This text can also be used as a way to introduce students to the idea death, and teach children sympathy for a friend who is sad about a pet that has died. The Tenth Good Thing About Barney can be a jumping off point for discussion about how death affects people and how it makes us feel. These activities can be used to address CCLS K.RL.10 where students engage in group reading activities with purpose and understanding. Since everyone is touched by death at some point in their life, this book deals with this topic in a manner that is appropriate for young children.

Other resources:

author interview https://www.youtube.com/watch?v=fl1QyjLHKH8 (discusses this book at about 8 minutes)

Liturature guide

http://learningtogive.org/teachers/literature_guides/TenthGoodThing.asp

Middle School (7-9):

Boas, J. (2009). We are witnesses: five diaries of teenagers who died in the Holocaust. New York: Square Fish/Henry Holt and Co..

This collection, a compilation of 5 different teenagers’ diary entries, focus on their lives during the Holocaust.  Each teenager gives his or her perspective of the tragedy, terror, and loss that surrounds them.  The five teenagers whose writings appear in the book did not survive the war but Boas has reproduced them so that their stories may live on.  The five teenagers are: David Rubinowicz who struggles with his fears as his neighbors are being arrested left and right, Yitzhak Rudashevski who clings to his culture as a source of hope, Moshe Flinker who constantly looks to God for answers in times of his personal tragedy, Eva Heyman who shows that her hunger for life cannot be suppressed despite her circumstances, and Anne Frank whose belief in the human spirit has made her the voice of this generation of Jewish teenagers since the publication of her diary in full.

This selection of non-fiction excerpts connects to the overall theme of “Tragedy and Loss” because it gives students a first person account of the horrors of the Holocaust and the loss of innocence and of the lives of their families and neighbors.  These teenagers speak about how they feel and how they will face these atrocities.  The call on their faith in god or humanity to deal with their plight while sharing their firsthand experience with those who choose to read their stories.

This text is well balanced between male and female perspectives as well as the insight that these teenage authors present.   Each diary entry focuses on a different viewpoint and does a great job of offering at least one account that will appeal to any reader, whether they are more interested in culture, fear, or religion, many different approaches are taken to this historical event.  This text is also appealing because it highlights the writing of teens, not a retelling of the events years later, which will really appeal to students who will be of a similar age while they are reading the diary entries.   A lot of students’ interests will be served because it is such a wide range of viewpoints and because it as an engaging way to access non-fiction writing, especially about an event that is so well known and often studied in schools.  It can be used in conjunction with many other full length texts, including Night and The Diary of Anne Frank, as well as be read within the ELA classroom at the same time as it is being studied in the social studies classroom.   One activity that students could do after reading these texts is to analyze the viewpoints of each of the authors.  Students can determine how the teenage authors describe their similar experiences in different ways and how their perspectives shape the way they view the world around them.  This activity aligns with the following Common Core Standard: “CCSS.ELA-Literacy.RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.”

Other resources:

Goodreads Review and suggested supplemental reading: http://www.goodreads.com/book/show/391962.We_Are_Witnesses

Harling, R. (1988). Steel magnolias. New York, N.Y.: Dramatists Play Service.

            Steel Magnolias is a play set in Louisiana that tells the story of 6 women as they face the trials and tragedies that they face in their lives.  Through humor and heart Robert Harling tells the semi-autobiographical of Shelby and her mother M’Lynn as they face Shelby’s disease, marriage, pregnancy, and eventual death.  The play highlights how the other women rally behind M’Lynn and help her to accept her daughter’s death and help to raise her grandson with her widowed son in law.  The other women: Trudy, Annelle, Clairee, and Ouiser must also come to terms with their own mortality and in the meantime find their own inner strength and use their humor and love to support each other in the wake of an unimaginable heartbreak.

            This connects to the theme of “Tragedy and Loss” because it highlights the tragedy of the loss of a daughter and a friend.  It shows how people must rely on each other to make it through the most difficult of times and how strength can be found even when we are at our worst.  While many of the other texts deal with the loss of innocence or of a friend, this deals with death and that can be a very difficult topic to talk about.  However, the humor in this play helps to ease the tension and opens this topic up to the wider audience for discussion.

            While this play is comprised of only female characters, male students might be hesitant to read it.  However, it is written by a man, so that helps to even out the narrative and the voices.  The humor helps to make this text more accessible to male readers.  While males are excluded this play takes place in Louisiana so it gives student insight into a new location and a new culture that they may not often read about.  This change can be engaging and interesting to readers.  I think many students will also enjoy the format of this text as it can be read out loud in class or can be acted out.  Students can also easily read it on their own and even readers who struggle or find themselves less motivated with full novels will hopefully appreciate the format of the play and find it enjoyable to read. This play also provides multimedia avenues as there is a very popular film version of this play that was made in 1989 and well as a new African American version being filmed last year in Atlanta, GA.  Finally, a very interesting piece of history about this story is that the author Robert Harling wrote it after his sister passed away in a similar situation as Shelby.  He was struggling to deal with his grief and his friends suggested that he write his feelings down as a coping mechanism.  In the end he had created Steel Magnolias and was able to more fully accept his sister’s death.  This could be an interesting insight for students into how important writing can be and potentially an introduction into a number of writing activities.  Another great way to use this text would be to compare it with one of its film versions.  It is a great activity in discussing how differences in the portrayals affect the story.  This aligns with the following Common Core Standard: “CCSS.ELA-Literacy.RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.”

Other resources:

1989 Movie Trailer:  http://www.youtube.com/watch?v=QOBEkuJl2jg

2012 Movie Trailer:  http://www.youtube.com/watch?v=N1-8pG7fy7k

King, S. (1982). The body. Different seasons (pp. 294-436). New York: Signet.

            This novella tells the story of four young boys, Gordie, Chris, Vern, and Teddy growing up in a small town in Maine.  Gordie narrates the story years later, telling of how the four boys set out on an adventure to find the body of a boy there age who had gone missing days earlier and who was presumed dead.  The boys start out on their trek thinking of the publicity and fame that will come from discovering the missing boy’s body.  They think of themselves as heroes but as they continue through the rural New England woods they learn more about themselves and each other, and soon they don’t feel like heroes at all.  They fight, swear, and come at odds with each other as well as a gang of violent thugs.  In the end they learn exactly what it means to grown up and how being a good person isn’t always enough to save you from the evil and the hatred of the people around you.  In the end of the tale Gordie tells how each of his friends had prematurely died.  Two died at the hands of their own vices while the third, Chris, had died trying to break up a fight of two strangers.

            This short novel relates to the theme of “Tragedy and Loss” because it deals with the death of many characters: Ray Brauer (the missing boy), Denny (Gordie’s brother), as well as Chris, Teddy and Vern.  It also deals with the loss of innocence that they boys come to terms with during their journey.  They soon find that life is not always perfect or fair.  They deal with issues of abuse and mental illness, violence, hatred, and stereotypes.  They learn that not everyone is well intentioned or kind, and they learn that no matter how hard you work to be good that you cannot guarantee that you will live the life that you want. 

            This novella will appeal to many readers, especially boys, because the main characters are young boys.  They swear, they make jokes, and they go on adventures, all of which make this text exciting and accessible to all readers.  The body is truly a coming of age story that all students will be able to relate to.  Some of the other texts that have to do with loss that equates to death may not be so relatable to students.  However, the idea of growing up and the transitional period of becoming an adult can be very difficult for young people to deal with so this novella that deals not only with physical loss but emotional loss is also very important for students to read and have the opportunity to work through and discuss.  The reading of The Body lends itself to many writing activities.  For example, a lingering question throughout the novella is the mystery of what happened to Ray Brauer.  Students could complete a short sustained research study on another “great, American mystery” and write a research paper where they discuss multiple points of view as well as posit a conclusion based on their research.  This would align with the following Common Core Writing Standard: “CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.”

Other resources:

Stand By Me Trailer: http://www.youtube.com/watch?v=lnY_j85MidU

The Body Penguin Readers Teacher’s Guide: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDUQFjAA&url=http%3A%2F%2Fwww.penguinreaders.com%2Fpdf%2Fdownloads%2Fpr%2Fteachers-notes%2F9781405882378.pdf&ei=09FuUdjALrLE4APrnoDoAw&usg=AFQjCNFi2GNCB7hZE78C1VcStMZ82RtDQA&sig2=QwLxK2d1pu2bjWQqQOY3rg&bvm=bv.45368065,d.dmg

Varon, S. (2007). Robot dreams. New York: First Second.

Robot Dreams is a graphic novel that portrays the friendship between a dog and robot as falls apart as the two characters make choices that lead them down different paths.  Both characters’ lives are shown through only pictures and no words.  The graphic novel shows how hard it is to lose a friend, shows how the choices we make affect others, and teaches us how to move forward in times of hardship and loss.

            This text relates to “Tragedy and Loss” because it deals with two types of loss.  The first is the loss of friendship; this is, arguably, the first loss that children will every have to face and it is often a universally known occurrence.  Most children will be able to relate to this and will be able to understand the motivations of the characters despite the fact that there are no words to the graphic novel.

 This graphic novel, because of the innovative way that it is written, will lend itself to many activities in the classroom and many students will be attracted to it.  Many students who do not see themselves as “readers” may see this text as an opportunity or a reprieve.  They may also enjoy the fact that the characters are not people so there are many ways to envision and imagine the characters so the students will be able to be creative with the activities that are attached to this graphic novel.  This text also could lend itself to many writing activities that could also be translated into larger projects such as short videos or graphic novels that continue the story.  I think many students and educators will enjoy the freedom that comes with a text like Robot Dreams.

Learning Activity:

This activity will aim to address the following Common Core Learning Standard:

   8.W.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Mystery Pages Activity:

The students will be asked to select two concurrent pages within the graphic novel, Robot Dreams.  They will then be asked to write a narrative of what is happening in the story for those two pages.  They will be given complete creative control to tell the story however they wish based on their own interpretations of what is going on.  They may name the characters and create all the dialogue for what is going on. The goal will be to write the narrative with enough description and detail that their narrative can be read without the two pages being shown and then other members of the class are able to determine and identify the two “mystery” pages upon hearing or reading their peer’s narrative.  This activity is a fun and stress free way to practice expository writing while allowing the students to use their creativity and still develop their observation and critical reading skills.

Students will be broken up into groups of four and then given their assignment.  They will choose their mystery pages and keep them a secret from everyone in the class except for their group members.  This way, during the writing process students will be able to ask their group members question and bounce ideas off of them without the fear of shattering the mystery of their secret pages.  Then once the writing activity is done the will all be separated into different groups so that no one in any of the groups is aware of their peers’ chosen pages, then the students will be able to share their writing and have their group mates try to guess which pages they have selected.

It would be very important to model this process first for the students, so before breaking the students off into groups the teacher could have a pre-written narrative and read it aloud to the class.  This way the students are able to practice the activity and see what type of writing is expected of them.

The teacher will assess this activity in many ways.  For example the teacher should be monitoring the students during the writing time and seeing how the students are doing with the activity.  The students could also be assessed on how well their pages were guessed by their peers. And finally the students could be assessed, at the end, on the strength of their writing based on a pre-determined rubric that highlights what is expected to be included in their narratives.

Other Resources:

Author Sara Varon’s website: http://chickenopolis.com/

High School (10-12):

Rubin, H. A., & Shapiro, D. A. (Director). Bishop, J., Cavill, K., & Soares, J. (Actor). (2005).  Murderball [Motion picture]. United States: ThinkFilm.

            Murderball was nominated for Best Documentary at the Academy Awards, won 16 other film awards, mostly for Best Documentary. Murderball follows the United States quad rugby team as they prepare for the 2004 Paralympics. The film follows men who are quadriplegics for a number of reasons.  However, the film does not only focus on the brutal sport the men play, it focuses on different aspects of daily life (IMDb).

            The big appeal of Murderball is witnessing the epic rivalry between the United States and Canadian teams. The added bonus of the film is the interview footage with the American players. The men open up about how they feel in public, their sex lives, and their injuries/illnesses. The documentary opens up a new perspective on what it means to work with the hand you've been dealt, living life to the fullest, acceptance, and even forgiveness. This rated R documentary poses some problems as a text in school. The film includes candid discussion about sex, drinking, and many other 'unsavory' subjects. Parental permission would be required to teach this text.

            Murderball would best serve older students - 11^th and 12^th grade most likely. The film would serve as a great supplementary text in any unit with themes surrounding decision-making (drinking and driving), disability, or unlikely heroes. Murderball would provide students with a channel to deconstruct their perceptions about ability/disability and broaden their opinions on capability. A possible lesson to accompany this film would surround the idea of unlikely heroes. A mini-research project on a disabled individual who has accomplished 'greatness.' This project would serve as a bigger picture for the film, would focus on research skills, broaden students' ideas on ability, and ties to standards RI.9-10.7, RI.11-12.7, and W.10-11.8, among others. 

Other resources:

 http://www.youtube.com/watch?v=_kaT5dDiISw

Foers, J. S. (2005). Extremely Loud and Incredibly Close. New York, NY: Houghton Mifflin.

            Extremely Loud and Incredibly Close is a poignant novel following a young boy after the loss of his father in September 11^th. Oskar, the boy, finds a key in his father's study and is convinced that the key has something to do with him. Oskar sets out on an adventure around the city to find the meaning of the key. Oskar's story is intertwined with family letters, photographs, and drawings. This novel, written by Jonathan Safran Foer, still resonates with students today. Many high school students may not remember the 9/11 Attacks, but the world around them is still affected by them. The novel is often considered an 'easy read,' but the events and character complexity lend the novel to a high school audience. It would be interesting to pair the novel with a modern history class. Regardless of cross-curricular work, this novel needs the support of primary texts – newscasts, articles, testimonials, etc.

            Another interesting facet of Extremely Loud and Incredibly Close is the recent movie. In fact, there are many movies that have been released about 9/11. It would be interesting to pull some of these films in, along side primary texts, to see the different portrayals of what is still a very recent historical event. This unit may also end up lending itself to the discussion of time sensitivity – how soon is too soon to write about such an event? Are there different rules for movies and novels? Etc. Some may say this novel may lead to discussions that are 'too political,' but with time, that should ware away, and if it is still occurring, it could actually be a great teaching opportunity. 

            A potential activity to go along with this novel is a more creative project. Students would choose a recent historical tragedy and place themselves in the shoes of someone who was closely affected by it. They will be encouraged to imitate much of Foer's writing, like including images and even weblinks when appropriate. This project would allow students to practice different styles of writing, develop voice, and incorporate different mediums in a writing project (W.9-12.3-7). 

Other resources:  

Movie Trailer:  http://www.youtube.com/watch?v=Z_quK9SEGYE 

Author Biography: http://www.motherjones.com/media/2005/05/jonathan-safran-foer

Dickinson, E. (1951). The Poems of Emily Dickinson. Cambridge, MA: Harvard University Press.

           

            I measure every Grief I meet by Emily Dickinson  hails back to the canon. In this poem,  Dickinson describes her ideas about grief and questions how grief is felt. She acknowledges that grief is universal, but acknowledges how the meaning of grief may change from person to person. Most of our higher texts break the canon, but there are reasons why some works are still used. Emily Dickinson is a poet that students will need to be familiar with for testing situations and higher education. Her writing calls for a level of attention and dissecting that students should have by the time they leave high school. Dickinson's poem, I measure every Grief I meet deals with loss on a more abstract level. Grief is something that will always accompany loss and tragedy, and at some point, everyone will experience it. It is a universal theme. However, Dickinson's poem does a tremendous job of interrogating grief. What does it mean to be grief stricken? How does one grief compare to another? What causes grief? These questions apply directly to our theme. Every loss and every tragedy is not the same. Tragedy, loss, and grief are all very subjective ideas and this poem addresses that.

            Dickinson's poetry can be taught in many ways. Most often I've seen it taught as a collection in a poetry unit. However, I think this poem would best serve as a supplement to a longer, central text. It could be used as a supplement to any of the high school level texts we have selected, and many more, thanks to its broad ideas on grief. 

            

Learning Activity: 

Lesson/Activity for I measure every grief I meet by Emily Dickinson

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After large and small group work centered around mood and basic deconstruction of the poem, students will view a Youtube video of a modern art installation http://www.youtube.com/watch?v=GJIyPHI2Hc0 that borrows the Dickinson title. After discussion around students' first reactions, the video should be played again as someone read the poem aloud. How does the audio component change your perception of the installation? Students will center small group discussion around this question. Small groups will then have the opportunity to design their own installation that they think better matches the mood. Their project will be accompanied by a written reflection explaining their choices using textual evidence.

Other resources:

Poem text: http://www.poets.org/viewmedia.php/prmMID/15394