Mrs. Johnson’s 12th grade World Literature 2013-2014 SPRING semester
Unit Outline for Community, Controversy, and Social Awareness Unit with nonfiction selections Half
the Sky and Outcasts United, as well as the graphic novel Persepolis
Essential Questions: How do different authors from different cultural backgrounds express
similar human themes and ideas? How do authors use different techniques to create their art? How
do different authors approach topics of social awareness and change through different genres,
mediums, and styles? How can awareness affect change? What creates a community? How do
assimilation and superdiversity impact disparate cultural groups How is the graphic novel an
effective way to express abstract concepts? How is the graphic novel medium effective for expression
and preservation of ideas and history? How can I make a difference in the world?
You need your text in class every day
*Note that agenda is subject to change*
In Class
Day/ Date
Monday
1/13/14
Tuesday
1/14/14
Wednesday
1/15/14
Thursday
1/16/14
Friday
1/17/14
Monday
1/20/14
Tuesday
1/21/14
Wednesday
1/22/14
Media center Work on Insight and the World essay
Media center Work on Insight and the World essay
Pre-writing sheet/ proofread for linking verbs
Media center Work on Insight and the World essay
Peer Edit and Self Edit
Turn in Insight and the World essays
Explain – writing conferences – print out a second copy
Beginning of semester pre-assessment reflection
Begin new unit:
Preview circles on Half the Sky, Outcasts United, & Persepolis
Assign Reading Groups and book assignment
Issue Half the Sky and Outcasts United (only check out book
you are assigned to read sections of first)
Issue Group A and Group B packets with journal prompts and
assessment descriptions for Half the Sky and Outcasts United
Begin reading and discussing with your reading groups
Exit slip: Initial reaction/ response to reading
Homework
Ongoing – work on essay
– write/ revise
MLK Day
Review group assignments/ packets with journal assignments
and assessment descriptions/ calendar/ initial impressions of
reading
Note: Reader’s Companion for Half the Sky is available online
for help and reference, and I have study guide questions
available for Outcasts United – see me if you need help
Writing Workshops on Insight and the World Essays
Reading Group check-in
15-minute reading time
Discussion
Brainstorm possible themes (remember: complete thought)
Journal #1 due
Read “Dead Men’s Path” by Chinua Achebe
Lit Circles and assigned roles
Ongoing: read in assigned
books and work on
journals and unit
assessments
Thursday
1/23/14
Friday
1/24/14
Monday
1/27/14
Tuesday
1/28/14
Wednesday
1/29/14
Thursday
1/30/14
Friday
1/31/14
Monday
2/3/14
Writing Workshops on Insight and the World Essays
Reading Group check-in
15-minute reading time
Discussion
Journal #2 due
Writing Workshops on Insight and the World Essays
Reading Groups
Journal #3 due
Text switch date
10-minute documentary clip
Reading Quiz 1—Theme Concept Map
Issue Persepolis – begin reading
Documentary Clip 2
Outcasts United terms
Journal #4 due
Outcasts United Clip
Class discussion
Group discussion and rhetoric analysis
Background on graphic novels and visual literacy
Begin Persepolis; Read Introduction together
Hand out Persepolis Study Guide Questions
Reading Groups
Journal #5 due
Socratic Seminar
Computer Lab D-105
Journal #6 due
Reading Quiz #2
Text return date
Begin working on Call to Arms Project with Reading Groups
You will be working on summative assessment: Call to
Arms Project all week – schedule time with your
reading group as needed outside of class
Persepolis Questions – begin pages 1-3 (covers p. 1-46 of
Persepolis)
Tuesday
2/4/14
Computer Lab D-105
First, watch Ted.com: Chimamanda Adichie’s “The Danger of a
Single Story” http://www.ted.com/talks/lang/en/chimamanda_adichie
_the_danger_of_a_single_story.html
Then, work with your reading group on your Call to Arms
project
Hand out Fishbowl Discussion questions - you will need to
answer three during our graded discussion on Friday (make-up
is an essay)
Read & Discuss Persepolis
Persepolis Questions – begin pages 4- 5 (covers p. 46-102)
Ongoing: read Persepolis
and answer study guide
questions
Wednesday
2/5/14
Computer Lab D-105
First, Persepolis Unfamiliar Terms
Then, work with your reading group on your Call to Arms
project
Hand out Persepolis film permission slip – get signed
Read & Discuss Persepolis
Persepolis Questions – page 6-7 (covers p. 103-153)
Finish Persepolis reading
and questions over the
rest of this week; Get
Persepolis film
permission slip signed
Thursday
2/6/14
Persepolis Slide Analysis in small groups – select most
important slide from chapters your group is assigned and write
a perfect paragraph explaining why it is most important and
representative of those chapters.
Groups present slide analysis to class.
Prepare for graded
discussion
Friday
2/7/14
Fishbowl Discussion of Persepolis - Graded Discussion
If you are absent, see me for topic of essay make-up
Finish Call to Arms
Project
Monday
2/10/14
Summative Assessment Call to Arms Project due – turn in
essays
Teacher Observation: Presentations
Finish Persepolis study
guide; Study for test
Tuesday
2/11/14
Persepolis Mini-Test
Persepolis Questions due and turn in any checked out books
Wednesday
2/12/14
Thursday
2/13/14
Persepolis film
Friday
2/14/14
Teacher/ Student Holiday
Monday
2/17/14
Tuesday
2/18/14
Wednesday
2/19/14
Thursday
2/20/14
Friday
2/21/14
President’s Day
Persepolis film & discussion
3-2-1 Exit Slip (3 differences text to film; 2 similarities; 1 thing
you liked and got out of the film)
Begin new unit: Origins and Adaptations
Common Core Standards that we will emphasize, learn, and practice throughout this unit:
ELACC11-12RI1: 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.
ELACC11-12RL1: 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.
ELACC11-12RI2: 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.
ELACC11-12RI3: 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.
ELACC11-12RI4: 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
ELACC11-12RI5: 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.
ELACC11-12RI6: 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.
ELACC11-12RI7: Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
By the end of grade 12, read and comprehend literary nonfiction in the grades 11-CCR text complexity band independently and
proficiently.
ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
ELACC11-12W2: 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.
ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
ELACC11-12W5: 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.
ELACC11-12W6: 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.
ELACC11-12W7: 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.
ELACC11-12W8: 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.
ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELACC11-12W10: 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.
ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, 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.
ELACC11-12SL4: 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 or formal and informal tasks.
ELACC11-12SL5: 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.
ELACC11-12SL6: 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 for specific expectations.)
ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELACC11-12L3: 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.
ELACC11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12
reading and content, choosing flexibly from a range of strategies.
ELACC11-12L6: Acquire and use accurately general academic and domain-specific 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.