Glen Ridge Public Schools –Language Arts Literacy Curriculum Course Title: English 12 CP Subject: Language Arts Literacy Grade Level: 12 Duration: 1 year Prerequisite: English 11 CP or English 11 Honors Elective or Required: Required Language Arts Literacy Mission Statement: The Glen Ridge Language Arts Program establishes a foundation for lifelong learning and effective communication. Through a sequential and challenging curriculum, our students will become proficient readers, effective writers, active listeners and articulate speakers. Students learn to respect various points of view while displaying creative, collaborative, and critical thinking skills. The Language Arts Program enables our students to participate effectively in a technological, complex and ever­changing world. Course Description​
: English 12 College Preparatory is a survey course in World Literature. The study of World Literature spans the globe and the centuries in its representative authors and poets.​
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It is organized thematically covering four major themes over the course of the year. During the first semester students will explore the search for self, and the internal struggle. In the second semester students will explore the nature of the individual and community and the human condition and its impact on relationships. Through the analysis of the writings of various cultures, students will understand connections among literary works. Expression of analysis will be through expository and comparative writing, as well as scholarly creative projects. Authors​
: Stephanie Pollak and Jody Hackmeyer Date Submitted​
: Summer 2015 English 12 C.P. Topic/Unit: Search for Self Approximate # Of Weeks: 9 Essential Question ● How do I define myself and tell the story of me? Objectives Upon completion of this unit students will be able to: ● 11­12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ● 11­12.RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text ● 11­12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. ● 11­12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text ● 11­12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging ● 11­12.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ● 11­12.RI.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. ● 11­12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ● 11­12.RL.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ● 11­12.RL.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ● 11­12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ● 11­12.W.8 Gather relevant information from multiple authoritative print and digital ●
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sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over­reliance on any one source and following a standard format for citation. 11­12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 11­12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 11­12.L.4 Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. 11­12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11­12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. 11­12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11­12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 11­12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Interdisciplinary Standards (njcccs.org) ● 6.2 World History, Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. ● 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Sample Activities ● Discuss ​
The White Tiger ​
and how the main character is both antagonist and protagonist. Students will work in groups to defend a position on whether they felt sympathy for the main character. (11­12.RL.3, 11­12.RL.6) ● Seminar: Students will examine Sammy’s character in “A & P” and answer the questions: Is Sammy’s action heroic? Whether heroic or not, is his action offensive or belittling to women? (11­12.RL.1) ● Seminar: ●
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Working with a partner, choose a work in this unit with a character facing a difficult choice. Write and perform a dialogue with each character defending a particular option. (11­12.SL.1) Students will utilize laptops to access the College Board website to evaluate sample college essays (11­12.W.8) Compare/Contrast: Students will compare portrayals of the father/child relationship as developed in “Arm Wrestling With My Father” and “Shooting Dad.” (11­12.RI.1, 11­12.RI.2, 11­12.RI.3, 11­12.RI.4, 11­12.RI.5) Read and annotate segmented version of “I am a cripple” and discuss how the author uses style and voice to convey her narrative message. (11­12.RI.1, 11­12.RI.4, 11­12.RI.5, 11­12.RI.10) Discussion: Listen to “Takedown Day” story from The Moth Radio Hour and discuss narrative elements that make it a great story. (21st Century Tech) (11­12.SL.1, 11­12.RI.5, 11­12.RL.3) Writing Assignments ● Annotation of the text (11­12.L.3; 11­12.L.4) ● Write an epistolary to a figure of authority to enlighten him or her about a particular area of interest or expertise. ● Short essay: Compare and contrast the narrators of “A & P” and “Eleven”, both young people struggling to define themselves. (11­12.W.2; 11­12.W.4; 11­12.W.5; 11­12.W.6) ● In preparation for writing their own college essay, students will respond to the following writing prompts (11­12.W.3): 1. Write a personal narrative about your internal struggle to make some important decision in your life. Lead up to and then focus sharply on the moment of clarity when your mind was made up and you suddenly knew what your were going to do or say or be. 2. Write a narrative about an infatuation you’ve had with a particular person or lifestyle—or perhaps a person who represented a lifestyle. Tell what you did to act on your infatuation—and/or how you got over it. 3. Using the Molson ad as a template, students will fill in the blanks with personal assessment and then use the material to write a narrative. 4. Using social media sites such as Snap Chat, students will turn a visual narrative into a written narrative. ● Students will write a personal essay useful for both the college application process and as a reaction to the varied identity ideas explored in the readings (11­12.W.3; 11­12.L.1) ● After reading the story by David Sedaris, students will write a narrative in which they tell of a difficult experience they’ve been through and how it has made them somehow stronger.(11­12.L.1, 11­12.L.3, 11­12.W.1, 11­12.W.2, 11­12.W.3, 11­12.W.) ● (Use after listening to “Takedown Day”)Narrative Essay Topic: It isn’t always easy to do what is right, and sometimes it can even be dangerous. Describe a time when you put yourself at risk (physically, socially, emotionally, or professionally) to do what you thought was right. (11­12.W.3; 11­12.L.1) Enrichment Activities ● Show pyramid of caste system of India and connect with Balram’s quest in ​
White Tiger​
. http://ngm.nationalgeographic.com/ngm/0306/feature1/ ●
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Show clips from movie, ​
Slumdog Millionaire Show pictures of various Hindu gods and discuss their relevance to Balram’s tale. http://www.sanatansociety.org/hindu_gods_and_goddesses.htm#.VZqRDvlViko Read another work from any of the authors featured in this unit. Methods of Assessments/Evaluation ● Essay Writing ● Annotation ● College Essay ● Discussion Participation ● Unit Test Resources: Text, Literature (RL), Informational (RI) ● The White Tiger​
by Aravind Adiga (RL) ● Short stories, including, “Eleven” and “Barbie Q” by Sandra Cisneros; “Araby” by James Joyce; “A & P” by John Updike;“The Story of an Hour” by Kate Chopin (RL) ● “I am a Cripple” and “Disability” by Nancy Mairs (RI) ● “Graduation” or “Champion of the World” by Maya Angelou (RI) ● “Fish Cheeks” by Amy Tan (RI) ● “Arm Wrestling With My Father” by Brad Manning (RI) ● “Shooting Dad” by Sarah Vowell (RI) ● “Remembering My Childhood on the Continent of Africa” by David Sedaris (RI) ● “The Chase” by Annie Dillard (RL) ● Sample essays from ​
College Essays That Made a Difference a
​nd other sample college essays (RI) ● The Bedford Reader​
, Eleventh Edition, selections on Critical Reading,.The Writing Process, Narration ● “Who’s Irish” by Gish Jen (RL) ● Selected Poetry ­ “Digging” by Seamus Heaney ­ “Homage to My Hips” by Lucille Clifton ● Voice Lessons​
, by Nancy Dean Online Resources ● Teacher webpage ● Google Apps for Education (GAFE) ● Common Application Essay Prompts http://blog.commonapp.org/2015/03/31/2015­2016­essay­prompts/ ● The White Tiger​
, PDF: https://libcom.org/files/Aravind_Adiga_The_White_Tiger__2008.pdf ● “Araby” by James Joyce PDF http://www.dpcdsb.org/NR/rdonlyres/F6177888­9FFF­429A­A76B­E3D50A131CAC/1234
75/Araby.pdf ● “A&P” by John Updike ​
http://brainstorm­services.com/wcu­2004/A&P.pdf ● “Barbie Q” by Sandra Cisneros http://popcultureandamericanchildhood.com/wp­content/uploads/2012/02/CisnerosBarbi
eQ.pdf ● “Eleven” ​
by Sandra Cisneros ●
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http://learning.hccs.edu/faculty/nathanael.lee/engl1302/Critical%20Analysis%20of%20Fi
ction/sandra­cisneros­eleven/view “Who’s Irish” by Gish Jen msmoorewss.weebly.com/uploads/3/1/5/2/31520979/​
jen​
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irish​
.doc The Moth Radio Hour: ​
http://themoth.org/ “Takedown Day” from The Moth Radio Hour: http://themoth.org/posts/stories/takedown­day Narrative Writing Rubric (p. 102) http://education.depaul.edu/student­resources/academic­success­center/Documents/501
writingprompts.pdf 2015­2016 Essay Prompts Posted on 03.31.2015 in ​
Admissions and Access​
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Essay Prompts We are pleased to share the 2015­2016 Essay Prompts with you. New language appears in italics: 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. ​
If this sounds like you, then please share your story. 2. The lessons we take from failure can be fundamental to later success.​
Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again? (with “A&P”, “Champion of the World”) 4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma­anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. 5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family. English 12 C.P. Topic/Unit: Internal Struggle Approximate # Of Weeks: 9 weeks Essential Questions: ● How do individuals determine a course of action when faced with an internal conflict? ● What do people need to be happy? Does one’s environment support those needs, or work against them? ● What makes humans feel powerless? ● Why do people sometimes feel at odds with members of their own families? Upon completion of this unit students will be able to: ● 11­12.RI.2 ​
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ● 11­12.RI.3 ​
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. ● 11­12.RL.1 ​
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ● 11­12.RL.4 ​
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ● 11­12.RL.5 ​
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. ● 11­12.RL.7 ​
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) ● 11­12.W.1 ​
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ● 11­12.W.2 ​
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ● 11­12.W.4 ​
Produce clear and coherent writing in which the development, organization, ●
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and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.) 11­12.W.5 ​
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.) 11­12.W.7 ​
Conduct short as well as more sustained research projects to answer a question (including a self­generated 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. 11­12.W.8 ​
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over­reliance on any one source and following a standard format for citation. 11­12.W.9 ​
Draw evidence from literary or informational texts to support analysis, reflection, and research. 11­12.L.5 ​
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 11­12.L.6 ​
Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 11­12.SL.3 ​
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 11­12.SL.4 ​
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 11­12.SL.5 ​
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 11­12.SL.6 ​
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) Interdisciplinary Standards (njcccs.org) ● 8.1 Computer and Information Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. ● 9.1 21st Century Life and Career Skills​
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All students will demonstrate the creative, critical thinking, collaboration, and problem­solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Activities – include 21st Century Technologies: ● Listen to audio clips of the play ● Listen to the NPR piece of ​
Hamlet​
in prison http://www.thisamericanlife.org/radio­archives/episode/218/act­v?act=1#play(11­12.SL.3
)​
Form small groups, assign each group a scene and have them act it out. ● View a film version of the ​
Hamlet​
(11­12.RL.7) ● Seminar: What makes Hamlet a tragic figure? To what extent is he responsible for the tragic events of the play? (11­12.RI.2, 11­12.RI.3) ● How is Gregor Samsa’s transformation in ​
The Metamorphosis ​
a metaphor for the existential experience? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11­12.4,SL.11­12.4 W.11­12.5, W.11­12.7, W.11­12.8, L.11­12.6) ● Seminar: students will identify and analyze symbols in “Metamorphosis” including the different breakfast habits of Gregor and his father, the implication of Gregor’s view of a hospital, and the apple lodged in his back. (11­12.L.5) ● Group Activity: groups of students will trace a given theme throughout our study of Hamlet and create a Fever Chart that presents their findings to the class. (11­12.RL.1, 11­12.RL.2, 11­12.RL.5, 11­12.L.5, 11­12.SL.4, 11­12.SL.5) Writing Assignments: ● Relate the action or situation of ​
Hamlet​
to your own experience. Explain how the play is relevant to your situation,and comment on how reading and thinking about it may have helped you see your own life and experience more clearly. (11­12.W.4, 11­12.W.5) ● Read ​
Hamlet​
. With special consideration to his soliloquies, is Prince Hamlet influenced by his sense of logic or sense of emotion? Use specific textual evidence to support an original, concise thesis statement and write a formal essay following formal MLA guidelines. (W.11­12.5, W.11­12.7) ● Working individually or in pairs, think of a symbol that represents a big idea. After you think of a symbol, incorporate it into a piece of writing up to two pages long. The piece could be an essay on what the symbol means, a piece of fiction, a poem describing the symbol's meaning, or some other creative masterpiece. (11­12.W.2) ● In one of his most famous lines, Shakespeare’s Hamlet says, “I must be cruel, only to be kind.” Describe a time when you, too, had to be cruel to be kind. Enrichment Activities​
: ● Listening to “Once in a Lifetime” by the Talking Heads and “Ants Marching” by Dave Matthews; discuss relevance to ​
The Metamorphosis ● Read “Hamlet” by Sherman Alexie and “Hamlet” by Boris Pasternak and “Hamlet” by Wole Soyinka ● Visual representation of Kafka’s Metamorphosis ●
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http://www.randomhouse.com/crown/metamorphosis/ View a local production of ​
Hamlet Students record themselves reciting excerpts from ​
Hamlet​
, inspired by this piece in the New York Times: http://www.nytimes.com/2013/12/20/theater/hamlet­student­instagram­videos.html?_r=0 Read ​
The Story of Edgar Sawtelle Continue listening to the NPR ​
Hamlet​
as performed by prison inmates http://www.thisamericanlife.org/radio­archives/episode/218/act­v?act=1#play Methods of Assessments/Evaluation: ● Text annotation ● Creative writing utilizing symbolism ● Essay test on ​
Metamorphosis ● Take­home essay on ​
Hamlet Resources: Text, Literature (RL), Informational (RI) ●
Hamlet​
by William Shakespeare (RL) ●
“Metamorphosis” (RL) ●
Poetry Selections ­ “Indian Boarding School: The Runaways” by Louise Erdrich ­ “A Study of Reading Habits” by Philip Larkin ­ “Sign for My Father, Who Stressed the Bunt” by David Bottoms ­ “The Street” by Octavio Paz Online Resources: ● Teacher webpage ● Google Apps for Education (GAFE) ● Hamlet​
by William Shakespeare, online text: ​
http://shakespeare.mit.edu/hamlet/full.html ● Metamorphosis​
by Franz Kafka, online text: https://www.gutenberg.org/files/5200/5200­h/5200­h.htm ● 60 Second Shakepeare http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/themes_hamlet.shtml ● Shakespeare Resource Center ​
http://www.bardweb.net/index.html English 12 C.P. Topic/Unit: Individual and Community Approximate # Of Weeks: 9 weeks Essential Questions: How does one maintain or cultivate individuality within the confines of a restrictive society? Upon completion of this unit students will be able to: ● 11­12.RI.6 ​
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ● 11­12.RI.7 ​
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. ● 11­12.RL.2​
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ● 11­12.RL.3 ​
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ● 11­12.RL.4 ​
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ● 11­12.RL.5 ​
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. ● 11­12.L.2 ​
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● 11­12.L.3 ​
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ● 11­12.L.6 ​
Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ● 11­12.W.1 ​
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ● 11­12.W.2 ​
Write informative/explanatory texts to examine and convey complex ideas, ●
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concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11­12.W.3 ​
Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. 11­12.W.6 ​
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11­12.SL.2 ​
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Interdisciplinary Standards (njcccs.org) ● 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. ● 8.2 Technology Education All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Activities – include 21st Century Technologies: ● Read and discuss various process analysis essays and evaluate approach, style and content. (11­12.RI.6) ● Seminar: compare and contrast the internal (household) and external (Mexican government) revolutions portrayed in ​
Like Water for Chocolate.​
Support this comparison with both visuals (images to bring meaning and support to each point) and textual evidence. (11­12.RL.6) ● Students will examine significant passages from ​
Like Water for Chocolate ​
in terms of Magical Realism. Interpret each passage in terms of use of language, elements of magical realism and overall meaning. (11­12.L.3) ● Analysis: As a class, watch an episode of a popular sitcom (How I Met Your Mother, New Girl, Off the Boat, Modern Family, etc.) and discuss the show through the literary lenses. (11­12.RL.2, 11­12.RL.5, 11­12.SL.2) ● Seminar: Students will read various articles about Wearing the Veil and current issues facing Afghani society (list on website) and discuss their views on an essential question. (11­12.RI.6, 11­12.RI.7) ● Group Activity: students will trace a particular theme throughout our reading of ​
The Kite Runner​
and collect direct evidence in their envelopes to be used for the final essay. (11­12.RL.2, 11­12.RL.5, 11­12.L.2, 11­12.L.6) ● Read and Discuss: Read process essay selections from the ​
Norton Sampler. (11­12.RI.5, 11­12.RI.6) Writing Assignments: ● Create a class cookbook. Each student will include a personal narrative about a family tradition revolving around food and a process analysis essay about how to complete the recipe. (11­12.RI.1, 11­12.RI.10) ● Assign each student to watch a sitcom of their choosing and write a one page analysis of it through the literary lenses. (11­12.RL.2, 11­12.SL.2) ● Essay: Write a literary essay responding to various themes in ​
The Kite Runner. (11­12.W.2) ​
Enrichment Activities​
: ● View the film version of “Like Water for Chocolate” and compare to the novel. ● Students will use the Internet for preliminary research on ​
the Mexican Revolution​
. ● Generate a list of gender biased activities. Have students try an activity on the list not for their sex and write about the experience. ● Learn the tarantella and perform it. ​
http://www.virtualitalia.com/articles/tarantella.shtml http://www.streetswing.com/histmain/z3tartla.htm ● Students will examine details of “A Very Old Man With Enormous Wings” in terms of Magical Realism. Identify elements of Magical Realism and how they reflect the larger themes of the story. ● Read an interview with Khaled Hosseini http://www.theatlantic.com/international/archive/2013/05/kite­runner­author­on­writing­af
ghanistan­and­his­new­book/275736/ Methods of Assessments/Evaluation: ● Process Analysis/Narrative Essay on family tradition ● Text annotation ● Literary analysis essay on ​
The Kite Runner ● Reading check quizzes ● Unit Test Resources: Text, Literature (RL), Informational (RI) ● Like Water for Chocolate ​
(RL) ● “A Very Old Man With Enormous Wings” (RL) ● “Indian Education” by Sherman Alexie (p.482) (compare with Cisneros stories?) (RL) ● The Kite Runner ​
(RL) ● “The Joy of Cooking” by Elaine Magarrel (RL) ● “Food for Love” by Carolyn Kizer (RL) ● Various Process Analysis essays and instruction from ​
The Bedford Reader,​
including: ­ “Corn’s Conquest” by Michael Pollen (RI) ­ “Sweet, Sour, and Resentful” by Firoozeh Dumas (RI) ● News articles giving background to Afghanistan: (RI) ○ http://www.cnn.com/2015/07/04/asia/afghanistan­schoolgirls­acid­attack/index.ht
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ml ○ http://topics.nytimes.com/top/news/international/countriesandterritories/afghanist
an/index.html ○ http://www.afghanistan­culture.com/ Selections on Process Analysis (​
Norton Sampler​
, 7th edition) ­”How to Solve Sudoku” by Will Shortz ­”How Boys Become Men” Jon Katz ­”So, You Want to Be a Writer? Here’s How.” by Allegra Goodman ­”The Spider and the Wasp” by Alexander Petrunkevitch ­”How to Get Out of a Locked Trunk” by Philip Weiss Online Resources: ● Teacher webpage ● Google Apps for Education (GAFE) ● The Kite Runner,​
online text: http://www.thehazeleyacademy.com/wp­content/uploads/2014/07/IB­English­The­Kite­R
unner­Full­Text.pdf ● Tehran Information Center: ​
http://tehran.stanford.edu/ ● Like Water for Chocolate​
, online text: https://d3jc3ahdjad7x7.cloudfront.net/GrVYaffz2SBkjQjrteg6KNGZ9ReLHecEnEistj9467
ou9osH.pdf English 12 C.P. Topic/Unit: Human Condition and Relationships Approximate # Of Weeks: 9 weeks Essential Questions: How does a sense of the unknown help us find our place in the world? How does understanding others help us understand ourselves? How do writers and speakers persuade audiences, both in written and visual mode? Upon completion of this unit students will be able to: ● 11­12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ● 11­12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ● 11­12.RL.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ● 11­12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ● 11­12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ● 11­12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ● 11­12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ● 11­12.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ● 11­12.RI.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. ●
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11­12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11­12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11­12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 11­12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 11­12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11­12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self­generated 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. 11­12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11­12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Interdisciplinary Standards (njcccs.org) ● 9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. Activities: ● Students will gather background information on Iran prior to reading ​
Persepolis http://www.lonelyplanet.com/worldguide/destinations/middle­east/iraq/;​
Webquest on Iran for background to ​
Persepolis http://www.readwritethink.org/classroom­resources/lesson­plans/gaining­background­gra
phic­novel­1063.html​
(11­12.RI.7) ● Students will research and define the following terms as background to ​
Persepolis​
: Muslim, Fundamentalism, Shah, Ayatollah, Shador, Taliban (11­12.RL.4, 11­12.L.6) ● Seminar: What was the greatest challenge Marjane’s parents encountered? What was the greatest challenge Marjane encountered? (11­12.RL.3, 11­12.RL.5) ● Seminar: Predict what will happen when Marjane is reunited with her parents.(11­12.RI.6) ●
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View movie adaptation of “Persepolis” and compare to the graphic novel. (11­12.SL.2) Group activity: write an argument using only Ethos, Logos or Pathos; then write an argument that incorporates all three. (11­12.RI.1, 11­12.RI.5, 11­12.RI.6) Close Reading/Annotation of several relevant arguments, identifying Ethos, Logos, Pathos and aspects of rhetoric. (11­12.RI.1, 11­12.RI.5, 11­12.RI.6) Activity: write valentines that mix up elements of the rhetorical triangle and note how changing the purpose, audience and speaker (11­12.RI.1, 11­12.RI.5, 11­12.RI.9) Visual Argument: View a visual and then discuss and explain the argument made by the piece and describe the audience the text/graphic is designed to address or invoke. Each group will briefly present their findings to the class. (11­12.RI.1, 11­12.RI.5, 11­12.RI.6) Graphic Organizer: Using the SOAPSTone method or the Bicycle Argument guidelines, analyse various texts. (11­12.RI.1, 11­12.RI.5, 11­12.RI.6) Viewing Activity: view excerpts from Monty Python that help explain Logical Fallacy, and identify the aspects of Logical Fallacy in the arguments presented. (11­12.W.8, 11­12.L.3) Writing Assignments: ● Write an argument condemning (or justifying) the use of torture when dealing with terrorists. Consider applying one or more schools of philosophy outlined by White and Arp (Norton) ­­ or any you choose ­­ to make your argument. (11­12.W.1) ● Research a current social topic of interest and write an argumentative essay that clearly portrays your view in a formal and persuasive manner. (11­12.W.1, 11­12.W.7, 11­12.W.10) ● Write and present a Graduation speech inspired by David Foster Wallace and other sample graduation speeches. (11­12.SL.4, 11­12.SL.5) ● Complete a Senior memory book (11­12.RI.10) Enrichment Activities​
: ● Read ​
Persepolis​
part II ● View the film version of ​
The Complete Persepolis ● Study the background of Persepolis and ancient Iran: ​
http://whc.unesco.org/en/list/114 ● Listen to Serial Podcast and complete a position paper based on the guilt or innocence of the subject.​
http://serialpodcast.org/ ● Complete “Room for Debate” argument questions and submit to the ​
New York Times http://learning.blogs.nytimes.com/2012/02/13/constructing­arguments­room­for­debate­a
nd­the­common­core­standards/?_r=0 Methods of Assessments/Evaluation: ● Graphic novel ● Novel Test ● Personal memory book ● Text annotation ● Argumentative essay ●
Persuasive speech Resources: Text, Literature (RL), Informational (RI) ● Persepolis ​
(RI) ● Selections from ​
The Bedford Reader​
, Eleventh Edition, including: “This is Water” by David Foster Wallace (RI) ● Selections and lessons on Argument and Persuasion in ​
The Bedford Reader,​
11th edition and ​
The Norton Reader,​
7th edition (RI) ● Steroids in Sports “Angry Cleveland Indians Fans Demand Team Take Steroids” by Andy Borowitz ● Education ● Immigration ● Student­chosen Memoirs: ​
Losing My Cool,​
​
Just Kids​
, ​
Running with Scissors, e
​tc. (RI) Online Resources: ● Teacher webpage ● Google Apps for Education (GAFE) ● Visual background to Persepolis: ​
http://prezi.com/vfsuxdko­tii/marjis­world ● Persepolis​
, complete: http://www.grgafication.com/wohum­2014­2015/the­complete­persepolis­by.pdf