Christina Brooks

LLED 420
Unit Plan

Coming of Age
10th Grade

Note: The following unit plan has been adapted in parts from Scott
Porter and Don Horacek’s “Coming of Age A Thematic Unit for 10th
Grade Literature” located at http://www.coe.uga.edu/
%7Esmago/VirtualLibrary/Porter_Horacek.pdf with consent given at
that website. It has also been adapted in large chunks from Jason
Whitney’s “Science Fiction and Social Commentary For Tenth Grade”
located on the ANGEL website with consent given by him.

Unit Rationale

The Coming of Age theme is beneficial for High School students

because they can relate to the topic. During adolescence, teens make

the transition between childhood and adulthood, which is the essence

of “Coming of Age”. By studying a novel in which the main character is

undergoing a Coming of Age experience, students will be able to relate

the material to their own lives. Because of its relevance to the

students, the theme will encourage student involvement in the

classroom and excitement about the topic. Since students can relate

to the theme, the students will become engaged in the novel and class.

Therefore, it will create a more positive environment for the teacher

and students.

The ability to discern differences and similarities between

characters in the Coming of Age theme in literature can be helpful for

the student to make decisions about their own Coming of Age

experiences. The ability to recognize the situations which constitute a

Coming of Age experience is also helpful in encouraging a student to

form opinions about his or her own experience. If a student at this age

is struggling to find their identity, then the exposure to literature that

illustrates this theme can help them form an opinion about identity and

character’s identity.

Why is it important to facilitate a connection between the student

and the text? The answer lies in how we as teachers see literature and

in our desire to have our students see it as a means of expression.

Writing has long been a form and forum for the expression of self.

Literature allows us to express ourselves by interacting with texts and

characters. If the goal of literature teachers is to encourage students to

find meaning in texts, then the use of a theme relevant to their own

experience can help them to find something valuable. They will then

in turn think about the literature as it pertains to their own lives.

This unit will begin by drawing in students as active learners and

make them understand that this is a unit about them. By relating their

experiences to the novel, they will connect with the novel on a deeper

level and think more about their own Coming of Age as well. The unit

is designed to have writing activities where students can reflect both

on the novel and on their own lives. One particular activity asks them

to choose a character in the novel that they relate to the most and

why. This allows them to see similarities and differences between

themselves and literary characters.

 The strategies employed in this unit are constructed with the hope

of causing the adolescent learner to interact with the characters and to

draw upon their own experiences in forming reactions and responses

to the texts. In addition to interacting with the various texts, the

students will have the benefit of learning from their peers'

perspectives. I hope that this will enable our students to understand

the complexities of Coming of Age.

Unit Objectives:
1. To produce a piece of analytical writing based on a novel.
2. To produce journal entries based on one's own personal experiences
with the related unit theme "Coming of Age."
3. To produce a piece of journal writing in response to the behaviors of
a character in a work of literature.
4. To develop an understanding of and a personal connection to the
theme of "Coming of Age."
5. To learn about early 20th century rural America in the context of the
novel.
6. To participate actively and responsibly in small-group work related
to literary response.
7. To respond regularly and thoughtfully to literary experience in large-
group discussions.
8. To relate themes and patterns (especially the theme of "Coming of
age) of literary works to one's own personal experiences.
9. To help students find a common understanding with their peers
through studying a topic that spans across racial and gender barriers.

Materials List:
“A Northern Light” by Jennifer Donnelly

Goals and Accompanying Rubrics

As stated in my rationale, the purpose of this Coming of Age unit

is to have the students connect with the text on a personal level.

Keeping in line with my purpose, the ultimate goal of the unit is to

have the students compare/contrast their own experiences with the

experiences of the characters in the novel. In accomplishing this task,

students will have learned one way in which they can examine Coming

of Age across time and place. In designing goals for this unit, I have

constructed ways of assessing students’ learning throughout the unit,

including a final goal that will assesses their ability to write an

analytical paper on their findings. The novel and our class discussions

should serve as scaffolding to prepare them to accomplish this final

goal.

Goal #1: Students take responsibility for reading at home for

homework. Since reading is assigned for students to complete as

homework, on five random days (random for the students), the

students will have a reading quiz at the beginning of the period.

Reading quizzes will be summary quizzes (see Smagorinsky, 2002, p.

184) as well as multiple choice and true/false in which students will be

asked to write a brief summary of the reading and also respond to

questions. This proves to me that the students prepared for class and

allows them to recall what they read. Quizzes will be graded on a

traditional percentage basis, and at the end of the unit, these reading

quiz grades will be averaged in with other short assignment grades as

30 points out of the 200 of the unit grade. Here is a generic template

for the reading quizzes, including the rubric students will receive when
they get the first quiz.

Reading Quiz (Title of reading goes here)

For the reading I assigned you as homework, I want you to write a

brief summary of the story that proves to me that you read it. The
following tips may help you generate a summary that provides
ample evidence of your reading:
• Who were the characters / people in the reading?
• What did they do?
• What was/were the setting(s)? Describe some key characteristics
of the setting.
• What else happened in the reading that may not have involved
the characters?
• What are some key details in the beginning, middle, and end of
the reading?

The other half of the quiz will be approximately 5 true/false or

multiple choice questions that relate directly to the reading.

Rubric for Reading Quizzes

You will receive a grade of pass (50% of the quiz grade) for your
reading quiz if it proves to me that you did the reading by providing
evidence of relevant details (characters, setting, plot) throughout the
entire reading (beginning, middle, end). Some details may be
sketchy or confused, but there is evidence that they were discovered
through reading.

You will receive a grade of fail (or zero) for your reading quiz if it is
returned to me blank, it has material that is clearly made up (i.e.
inventing a character that doesn’t exist), or it provides insufficient
evidence that you did the entire reading.

The written part of the quiz is 50% of the grade for the quiz.
Therefore, if you receive a zero for the written part, the most you can
get is a 50% on the quiz as a whole.

The 5 multiple choice questions will be worth 10% each. This adds
up to a possible 100%.

Goal #2: In-class writing. 50 points out of the final 200. Students will
keep a journal in which they store writings on free writes and other

topics. The writing can be exploratory in nature, it can be expressive

of their personal opinions, and it should also explore their own thinking

through unit topics, readings, and discussions. What students write

may be an impetus for working on other unit goals. The journals will

be collected at the end of the unit, with each “installment” being

graded by the accompanying rubric. The final grade for this goal will

be assessed by averaging the overall effort put into in-class writing

during the unit. This is the handout that will be passed out near the

beginning of the unit:

In-class Writing Journals

Throughout our unit on Coming of Age, you will keep a journal worth
fifty points in which you think through the ideas, opinions, and topics
that come up in our reading, in our class discussions, and in the
current issues we’ll be discussing. Your thoughts will mostly be in
response to prompts or questions from me, but occasionally there will
be open-ended freewrites where you are just asked to discuss your
feelings about the novel, theme, or characters in general. The
following tips will help you organize your journal. Also included are
some factors that will affect the way I grade it. Please read the
accompanying rubric! There’s no reason why everyone can’t earn an
A for this assignment!
• Your journal doesn’t have to follow conventional, textbook English—
neither
usage (grammar) nor mechanics. Make sure you write legibly.
• Your response may consist of personal opinions, related issues,
related
experiences, and criticism of the reading, and it can be drawn from
the reading
and from class discussion.
• I will be collecting your journals at the end of the unit.
• I will be reading your journals, not merely skimming them. Keep in
mind that I
am required to report any thoughts of or suggestions of violence,
suicide,
substance abuse, family abuse, or other harmful behavior with the
school
counselors.

Rubric for In-class writing

Please pay careful attention to the following requirements as you

write in your journal!

A journal earning a grade of “A” will:

•Consistently respond in a manner that is highly productive and that

uses class time effectively. Represent a thoughtful response to both
the text and the thematic issues we cover in class by showing ample
evidence of engagement with the
material (this evidence can include opinions, related issues or
experiences,
criticisms, or reflections from discussions, and it responds to most of
the readings
of the week).

A journal earning a grade of “B” will:

• Show that you were almost always consistently productive.

Represent a thoughtful response to both the text and the thematic
issues we cover in class by showing some evidence of engagement
with the material, though it only responds with less than the
excellence that might have been possible with one’s best effort.

A journal earning a grade of “C” will:

• Be less than fully legible.
• Represent a response to both the text and the thematic issues we
cover in class, but it struggles to demonstrate engagement with the
material.

A journal earning a grade of “D” will:

• Is illegible, sloppy, and/or is difficult or impossible to understand.
• Demonstrate no engagement with the material, or will only
demonstrate scant
engagement with either the text or thematic issues (but will fail to
engage with both).

A journal earning a grade of “F” will be one that isn’t turned in, or one
in which there are gaps because of class cuts representing more than
two days worth of in-class writing assignments.

Goal #3: Small Group work. (40 points out of final 200) Throughout

the unit, students will have to break up into pairs, into fours, and into a

writing workshop, peer-editing format. Sometimes the goal will be

writing, and sometimes feedback on writing, and other times the

groups will be for discussion purposes.

Small Group Work: Roles and Responsibilities

Whenever we get into small groups of any kind, even pairs, there are
certain behavioral expectations:
1. Everyone must be involved and actively listening. No copping
out or laying back.
2. Everyone must be allowed to participate and no one should
dominate and squelch others’ participation. No excluding any
member of a group for any length of time.
3. You must be proactive and not need prompting to begin or to
stay on task.
4. You must stay on topic – no discussions of outside matters,
chitty chat, socializing.
5. No interfering with other groups.
6. You must be considerate of others and their feelings and
needs
7. Be productive. Use the time well.

Rubric for small groups:

For all your group work in this unit, I have observed that overall your
group work fits the following descriptor:
A= Consistently follows the above expectations.
B= Very occasionally falls short on one or more of the criteria.
C= One of the criteria characterizes your involvement in group
activity.
D= Most of your involvement is violating an expectation
F= You were an antisocial presence or entirely unproductive

Goal #4: Final Culminating Paper. 80 points out of a final 200 By the
end of the unit, students should be ready to engage with the text and

the thematic issues in an analytical paper. There are several options

for students: students can compare themselves to a character,

respond to the historical context of the novel, explain their reactions

and feelings about Mattie’s choices, or provide a general response to

the text.

Final Project – Writing assignment

For your final project, you will write a 3-5 page paper about the novel
“A Northern Light”. You will choose a prompt and respond to it in the
form of an analytical paper. You are expected to show that you have
read the novel, but this is not supposed to be a summary of the novel.
I am more concerned with your reactions.
There are a few guidelines:
• It must relate to the novel and it can also relate to the Coming of
Age theme.
• You will write various stages of your proposals in class, but overall
you must make sure your paper relates to the text and responds to it
as well.
• Anything containing sexually explicit material or excessive profanity
will not be
accepted.
• I am required to report any thoughts of or suggestions of violence,
suicide,
substance abuse, family abuse, or other harmful behavior with the
school
counselors.

If you have an idea for a paper – Awesome! – just run it by me

whenever you want for approval, or bring it up when we talk about the
project in class. If you should need help, see me.

Rubric for Writing Assignment

A final project earning a grade of “A” will:

• Will have a response to the novel
• Contains ample evidence in support of the author’s argument,
response, or comparison.
• Contains references to the novel and the theme Coming of Age.
• Provide evidence of having been revised through each of the stages
including the rough draft that has been reviewed by peers
• Have a few minor grammatical errors that do not interfere with the
author’s
communication of ideas.

A final project earning a grade of “B” will:

• Will have a response to the novel but it might be less than fully
coherent in its presentation
• Contains ample evidence in support of the author’s argument,
response, or comparison. The argument may be less than perfectly
clear.
• Contains references to the novel and the theme Coming of Age.
• Provide evidence of having been revised through each of the stages
including the rough draft that has been reviewed by peers, or may be
shy of one of the stages.
• Identify a theme or value in the text and provide some evidence that
the theme /
value is important in the text.
• Have a few noticeable grammatical errors, some of which might
interfere slightly
with the author’s communication of ideas.

A final project earning a grade of “C” will:

• Introduce the purpose of writing the paper with a general thesis, but
the paper
neglects support this argument with clear examples and ideas.
• References the novel and the theme somewhat.
• Missing crucial steps in the writing process
• Have some significant grammatical errors that make the author’s
communication
of ideas difficult to understand.

A final project earning a grade of “D” will:

• Introduce the purpose of writing the paper, but there is no
recognizable thesis
and no arguments or reasons addressing the relevance of writing the
paper.
• Does not reference the novel or the unit theme enough.
• Provide evidence of peer review, but it appears that no attempt at
revision has
been made.
• Have several significant grammatical errors, some of which make
the author’s
communication of ideas impossible to understand, or be significantly
short of a thousand words, or provide no evidence of participating in
the process – an active avoidance of the project or a lot of missed
classes in general. Or the grade must be made from what little of the
process was completed.

A final project earning a grade of “F” will:

Show a disgustingly poor attendance record or lack of engagement in
all the days of the writing process as presented in class, or show
cheating or plagiarism.

Daily Lesson Plans

Homework:
The reading assignments vary in length. Most are about 25 pages:

For day 1: 1-25

For day 2: 26-57
For day 3: 58-83
For day 4: 84-104
For day 5: 105-133
For day 6: 134-159
For day 7: 160-184
For day 8: 185-205
For day 9: 206-233
For day 10: 234-256
For day 11: 257-275
For day 12: 276-303
For day 13: 304-327
For day 14: 328-353
For day 15: 354-380

It is important to note that I have planned this unit according to block

scheduling time constraints. Under the system for which I’m planning,
our class will meet every other day for about 40 minutes, with 30
minutes of homework each night. Students are encouraged to read
ahead if they would like. Each period counts as one day of class, and
there will fifteen days of class. I have planned this conceptual unit to
last for about three weeks. This means that I have fifteen 40 minute
periods for which to plan. All handouts that I have made for the unit
may be found on the next page from whichever daily plan requires
them (except for the unit goal assignments, which are contained in the
Goals section above). Class discussion is intended to be student led,
yet I have developed several open-ended questions for many of the
readings, to be used when student discussion falters or begins to get
off task.
Day One: (Detailed Lesson Plan #1)
Title: Coming of Age Unit, Lesson 1 of 15
Class: English 10

Objective: To introduce the unit; to introduce the texts we’ll be

reading; to introduce the Coming of Age theme; to clearly state
expectations; to inform students of how they will be assessed and
where they can find rubrics that guide that assessment; to introduce
the concept of freewriting; to access prior knowledge; to allow
students an opportunity to write; to offer a chance to picture what life
would be like in 1906; to learn to “publish’ one’s writing by reading it
aloud to a partner; to practice listening skills, to practice collecting
data from a partner to help answer a question; to analyze a work of
literature; to think critically about one’s own writing.

Rationale: This lesson is part of a larger unit on Coming of Age that is

designed to get students to think about the idea of Coming of Age in
different time periods, and to gain experience in reading and writing
texts that offer a social commentary. In part this lesson is designed to
give them practice in important learning skills such as reading novels,
writing responses to topics, listening to others, collaborating with
partners, analyzing texts, and writing analytical papers.

PA State Standards:
1.3.11 A. Read and understand essential content of informational texts
and documents
in all academic areas.
1.4.11 D. Maintain a written record of activities, course work,
experience, honors and interests.
1.5.11 B. Write using well-developed content appropriate for the topic.
1.5.11 G. Present and/or defend written work for publication when
appropriate.
1.6.11 A. Listen to others
1.6.11 B. Listen to selections of literature (fiction or nonfiction)
1.6.12 E. Participate in small and large group discussions and
presentations.
1.8.11 A. Select and refine a topic for research
1.8.11 B. Locate information using appropriate sources and
strategies.
1.8.11 C. Organize, summarize and present the main ideas from
research.

Materials:
- Unit plan handout

Activities/Procedures
1. Briefly introduce the unit as a whole. Mention the text we’ll be
covering for the next several weeks, and the goals I expect the
students to work on throughout the unit. Pass out the final project
assignment and explain it to the class, and emphasize how they
should really begin thinking about it now.

2. Explain the expectations of freewriting and responding to topics in

their journals. Explain how it works and how important it is, as this will
be one of the most important ways I’ll be gauging understanding and
engagement throughout the unit. Explain that they must write
continuously during the whole time they are asked to write.
3. Introductory activity
To help you get started thinking about the novel we’ll be reading for
the next few weeks, I want you to think about the past, specifically
1906. What do you think the world was like roughly 100 years ago?
Now, I know it’s impossible to talk about everything about the past in
just twelve minutes, so I want you to focus on just a few features of
the past. It can be government, medicine, transportation, education—
anything at all. This activity will count as the very first entry in the
journal you’ll be keeping throughout this unit.
4. I’d like for you to write about the above question for about twelve
minutes. Then, we’ll talk about what everyone wrote about as a class,
so don’t write about anything freaky that you would hate to talk about
with your classmates! Please write this on a fresh, clean sheet of
notebook paper. Don’t worry about mechanics, spelling, grammar, or
usage for this activity. Don’t worry about how logical it is or how it
flows, either. I just want you to write freely and get down some ideas
for now.
5. When time is up, read every word you wrote to your partner (don’t
just talk through it – read it) --
6. -- and then listen to your partner’s.
7. Then write for five minutes on one or more of the following topics
on the handout:

Handout:
• Is your vision of the past optimistic or pessimistic? How is it similar
or different from your partner’s?
• Would you want to come of age in 1906? How would your life be
similar or different if you grew up then?
8. Pair and share again with your partner.
9.Time permitting, have some share their writing with the class as a
whole.
10. Assign the first day of homework for A Northern Light.
Assessment: Their writing can be assessed from their journals, from
their participation in their small groups (pairs), from the texts that
they publish by reading aloud. Their small group work can be
assessed by observing their listening skills and their use of time in this
capacity.

Day 2: (Detailed Lesson Plan #2)

Title: Science Fiction and Social Commentary Unit, Lesson 2 of 15
Class: English 10

Objective: To introduce the unit; to introduce the texts we’ll be

reading; to introduce the Coming of Age theme; to clearly state
expectations; to inform students of how they will be assessed and
where they can find rubrics that guide that assessment; to introduce
the concept of freewriting; to access prior knowledge; to allow
students an opportunity to write; to offer a chance to picture what life
would be like in 1906; to learn to “publish’ one’s writing by reading it
aloud to a partner; to practice listening skills, to practice collecting
data from a partner to help answer a question; to analyze a work of
literature; to think critically about one’s own writing.

Rationale: This lesson is part of a larger unit on Coming of Age that is

designed to get students to think about the idea of Coming of Age in
different time periods. In part this lesson is designed to give them
practice in important learning skills such as reading novels, writing
responses to topics, listening to others, collaborating with partners,
analyzing texts, and writing analytical papers.

PA State Standards:
1.1.11 D. Identify, Describe, Evaluate, and synthesize the essential
ideas in text.
1.1.11 H. Demonstrate fluency and comprehension in reading.
1.3.11 A. Read and understand essential content of informational
texts and documents
in all academic areas.
1.3.11 A. Read and understand works of literature
1.4.11 D. Maintain a written record of activities, course work,
experience, honors and interests.
1.5.11 B. Write using well-developed content appropriate for the
topic.
1.5.11 G. Present and/or defend written work for publication when
appropriate.
1.6.11 A. Listen to others
1.6.11 B. Listen to selections of literature (fiction or nonfiction)
1.6.12 E. Participate in small and large group discussions and
presentations.

Materials:
-Journals

Activities/Procedures:
1. Pass out reading quizzes and have students fill them out.
3. Re-introduce the theme Coming of Age.
4. Five-minute freewrite. Respond to your reading. What do you think
about the novel so far? Do you think Mattie will ever be able to fulfill
her dreams?
5. Share in pairs.
6. Discuss the piece in the whole group format, trying to get some
kind of student generated discussion: Some possible topics: What do
you think about the novel so far? Can you relate to Mattie? Have
some of them read what they wrote to the whole group.

Assessment: The quiz will reveal whether they have done their
homework. The writing can be assessed using the journals and by
listening to their reading aloud as they publish their writing in pairs.
Their participation in small group work can be observed by watching
their listening and other behaviors in that format. Their
understanding of the text can be assessed by their contribution to
the whole group discussion.

Day 3: (Detailed Lesson Plan #3)

Title: Science Fiction and Social Commentary Unit, Lesson 2 of 15

Class: English 10

Objective: To introduce the unit; to introduce the texts we’ll be

reading; to discuss the theme of Coming of Age; to clearly state
expectations; to practice the concept of freewriting; to offer students
a point of comparison to the novel; to practice reading works of
fiction aloud; to use visualization and concept-mapping to illuminate
a major theme in the novel we are reading; to learn to “publish’ one’s
writing by reading it aloud to a partner; to practice listening skills; to
learn to participate in a discussion; to analyze a work of fiction.

Rationale: This lesson is part of a larger unit on Coming of Age. In

part this lesson is designed to give them practice in important
learning skills such as reading novels, writing responses to topics,
listening to others, collaborating with partners, analyzing texts, and
writing original works of fiction. Also, I am attempting, in the
parlance of Bloom’s Taxonomy, to help students practice upper-level
thinking skills, providing them opportunities to apply what they know
and to analyze and synthesize a diverse range of concepts.

PA State Standards:
1.3.11 A. Read and understand works of literature
1.4.11 D. Maintain a written record of activities, course work,
experience, honors and interests.
1.5.11 B. Write using well-developed content appropriate for the
topic.
1.5.11 G. Present and/or defend written work for publication when
appropriate.
1.6.11 A. Listen to others
1.6.12 E. Participate in small and large group discussions and
presentations.
Materials:
-Journals

Activities/Procedures:
1. Pass out reading quizzes.
2. Freewrite- compare your Coming of Age to Mattie’s experiences.
What is similar or different about your experiences? Share in your
small groups.
3. Whole group discussion.

Assessment:
Students reading and their responsibility in completing reading
homework assignment can be assessed by the reading quiz.
Students writing can be assessed by reading their journals, and by
seeing them publish what they have written to the members of their
small group. Their participation in small group work can be observed
by watching their listening and other behaviors. Their participation in
whole group discussion can be observed by noting their level of
engagement and the quality of the discussion they generate.

Day 4: (from this point forward, I sketch the main points of lessons 4-
15, just enough to act as a useful and practical guideline to proceed.)

Compare/ contrast features in the book to their present-day, real life

equivalent – use chart on blackboard

Ranking activities
Poorest-Richest
Worst traveled- best traveled
Best looking boy
Best looking girl by today’s standards
Best looking girl by future standards
More criteria produced by the class

Day 5:

Freewrite: Respond to Weaver’s actions at the train station. Why did

he act the way he did?

Freezeframes
In a group of four people, choose a scene form a part of the novel
we’ve read so far (pg 133, and arrange yourself so that you are acting
out a part of that scene, but you freeze and stay silent and still, and
then the audience will try to figure out what scene you are doing.

Day 6:

Mattie’s dictionary: Working in pairs, go through the novel and choose

five of Mattie’s dictionary words and create a short story using the
words. Read your story to the class.

Day Seven:

Reading Quiz at the beginning of the period.

Small group work with discussion about the novel at this point in the
reading.

Day Eight:

Freewrite at the beginning of class-which character do you identify

with the most and why?

Share freewrite with partner. Read every word out loud.

Culminating whole group discussion.

Day Nine:
Reading quiz at the beginning of the period.

Discussion of the novel in small groups.

Whole group discussion.

Day Ten:
Reading quiz at the beginning of the period.

Jigsaw:

Ten minutes at each station:

Topics:
Education
Love and Sex
Death
Poverty

Day Eleven
Writing day – here you will begin by telling your partner what you’re
going to write about for your analytical paper. Then sit down and start
writing your paper and see how far you can get – you must write for
twenty minutes. Make a mark to note how far you are up to now. Pair
share.

Have your partner tell you at least one thing that they liked and one
thing they would improve upon or change.

Finish writing for the remainder of the period.

Day Twelve: Begin by telling your partner what you will do in order to
finish the piece by the end of today. Write for twenty minutes. Read
what you have written since the last time you read.

Have your partner tell you at least one thing they liked, and have them
tell you what they want to know more about or change.

Finish the first draft by the end of the period.

Day Thirteen (computer lab or similar): Type out the second draft of
the paper, print it and save it.

Day Fourteen (computer lab or similar) Workshop the paper in groups

of four. Make one person the spellchecker and punctuation/ dialogue
checker. Make another person check for sentence fluency and tense
errors and to make sure that any unclear sentences make sense. The
two other people can suggest improvement of the content.

Final Drafts: Make changes/additions to the piece for twenty minutes.

Final drafts are due by tomorrow.

Day Fifteen:
Papers due at the beginning of class

Culminating discussion
40 minutes
Some questions from the Reader Chat Page of the novel: Why does
Mattie finally decide to leave all she knows for a new life in New York?
Do you think it’s possible for Mattie to pursue her love of books without
sacrificing the love of another person? Why does Mattie agree to
marry Royal?