World literature course curriculum Regular and Honors Level Curriculum Primary Text: Prentice Hall Literature: World Masterpieces Big Questions: What is the relationship between literature, philosophy, religion, place and time? In what ways do author’s express their ideas? In what ways does literature reflect society? In what ways can literature be used to shape a culture and societal beliefs and values, and in what ways can a culture and society shape literature? Semester 1 – Quarter 1 Unit 1: Post-Secondary Preparation (2 Weeks) Unit Overview This unit is designed to introduce students to the college application process and begin a reflection and critique of their educational experiences and their hopes and goals of education at the college level. The unit is designed to offer a thorough discussion on the topic of education and how it relates to the students’ individual experience and to provide a step-by-step guide to the college application process. Students will learn the techniques of writing a strong college essay and also strengthen their skills synthesizing non-fiction textual evidence to support their claims on various issues. By the end of the unit, students will have completed a college essay they can use during the application process, a senior info sheet on the Naviance application, the summer reading packet, and a synthesis essay regarding their view on a serious issue in the world of education. Unit Goals Essential Questions: To what extent do our schools serve the goals of a true education? What is the purpose of education in your view? Should schools impart values as well as knowledge? Is government too involved in education at the local level? Where is the future of the American education system heading? Learning Objectives: Students will be able to… Write a strong college essay that includes real or imagined experiences using effective essay writing techniques and well structured event sequences (W.3) Read a variety of thematic non-fiction articles and discover the main idea or theme, examining how the author introduces and treats this idea or theme as the text unfolds (R.L.2) Write informative/explanatory responses to non-fiction articles using textual evidence and valid reasoning (R.L.1,) Synthesize multiple non-fiction articles to write and strong claim-based responses to questions using textual evidence from multiple sources (W9, RL1, RL 2) Common Core Standards: *CC.11-12.R.I.1 Key Ideas and Details: 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. *CC.11-12.R.I.2 Key Ideas and Details: 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. *R.I.10 Range of Reading and Level of Text Complexity: 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. *W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. *W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Literary/Rhetorical Terms Diction Syntax Theme Synthesis Inference Annotation Ethos Pathos Logos Writing Skills and Terms Skills Focus: Using Textual Evidence to support a claim or thesis / Writing informative/explan atory texts to examine and convey complex ideas/ Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Required Texts (Regular and Honors) Literary Terms applicable to all articles From Education by Ralph Waldo Emerson “A Talk to Teachers” by James Baldwin “School” by Kyoko Mori Writing Requirements Short responses to additional non-fiction essays (See Assessments for example prompts) Synthesis Essay: Non-fiction articles (See Assessments for example prompts) See Assessments for further suggested writing assignments Vocabulary Individualization by teacher based on class needs and literary choices “I Know Why the Caged Bird Cannot Read” By Francis Prose “Best in Class” by Margaret Talbot “Superman and Me” by Sherman Alexie (non-fiction article) “Me Talk Pretty One Day” By David Sedaris (non-fiction article) “This is Water” By David Foster Wallace Optional Texts for further study (Honors) Longer Non-Fiction Works There Are No Children Here By Alex Kotlowitz (a powerful account of two boys struggling to survive in a Chicago housing project). Summerhill By A.S. Neill (the story of the school he founded in 1921 based on a progressive philosophy that includes making “lessons” optional). Reading Lolita in Tehran: A Memoir in Books by Azar Nafisi (Book addresses censorship and the experience of teaching Western classics such as The Great Gatsby in Iran) The Future of the Race By Henry Louis Gates Jr. and Cornel West (authors analyze the classic essay “The Talented Tenth” by W. E. B. Du Bois and consider its implications for African Americans today). Autobiographical or Memoir The Autobiography of Malcolm X The Color of Water (James McBride’s memoir about his mother raising twelve children to embody and take full advantage of the opportunities of higher education). Black Ice By Lorene Carey (relates her experiences as an African American scholarship student from Philadelphia attending the elite St. Paul’s Preparatory School). Lives on the Boundary (university professor and writer Mike Rose questions the practice of tracking as he recounts his own experience of being mistakenly placed on a remedial track.) Iron and Silk By Mark Salzman (author describes his perceptions and cultural encounters as an American Teaching in China during the 1980s). Fiction No Longer at Ease by Chinua Achebe (Nigeria) The Schoolmaster by Earl Lovelace (Trinidad) Balzac and the Little Chinese Seamstress by Daj Sijie (Chinese) Second-Class Citizen by Buchi Emecheta (Nigeria) Film The Prime of Miss Jean Brodie (1969), a novel by Muriel Spark The Water Is Wide (2006), an autobiographical novel by Pat Conroy To Sir with Love (1967), a novel by E. R. Braithwaite Goodbye, Mr. Chips Not One Less (1999), a Chinese film in Mandarin directed by Zhang Yimou Freedom Writers (2007), a memoir by Zlata Filipovic Dead Poets Society (1989) Documentaries The Boys of Baraka (2005) R (a coming-of- age story about a group of at-risk boys from inner-city Baltimore who are transported to the Baraka School in Kenya.) Spellbound (2002), named Best Documentary Film in 2002, is the story of eight competitors in a spelling bee; it raises issues of competition, family involvement, class and economics, and the American Dream. Suggested Learning Activities: Unit Introduction – Teacher will outline the unit of study and go over the Big Ideas, essential questions, and learning objectives in the unit. Teacher will also provide students an overview of the college application process and deadlines students need to be aware of. -Suggested Activities Fishbowl discussion of completed summer reading packet (RI2,RI10) *In small groups, students can go over their responses to the articles in their summer reading packet. Groups can then share their discussion or answers to the entire class. Teachers could extend this activity for five days using an article each day. Role play activity (RI1, RI2, W9, W3) *Summary: Ask students to respond to questions in the voice of the writers they are reading. Students could respond to individual article questions with this technique or the essential questions outlined in the unit. Education Reform Group Project (RI10, W1) *Summary: Students will create new education legislation to take the place of No Child Left Behind and Common Core. In their new model, students will decide what policies work, if any, and what policies need reform. Students will address national education concerns/topics such as standardized testing (new PARCC exam), Common Core Standards in their new model. Short answer Synthesis Assignment (RI1, RI2, W9, W3) *Summary: This assignment asks students to respond to questions (make a claim) and use textual evidence from multiple articles for support. Sample Questions: In what ways does Emerson’s essay, written a century before, align with educational problems addressed in Baldwin’s essay? How would Francine Prose respond to Emerson’s article? Kyoko Mori’s article discusses the difference between the American and Japanese school systems; according to her article, does the Japanese education system align with any of the values and ideals of the authors of any other article(s)? College Website Scavenger Hunt/search (RI10) *Example: Students could participate in a scavenger hunt asking them to find pertinent information on college websites. This activity can help familiarize students with the college application process and where they go to find information about the colleges of their choice? Review College Essays (W3) *Teacher should provide strong examples of successful college essays and have a class discussion as to why the essays work. Teachers should provide feedback of students’ rough draft of college essay or students can participate in a peer review to help revise their essay. Close reading and annotations: (RI10, RI 2) *Model annotations, and facilitate class discussions by based on student annotations Write your own “Talk to Teachers” RI1, RI2, W9, W3 *Example: addressing either their teachers or teachers in general, students should write their own talk to teachers influenced by Baldwin’s objectives, structure and style. Suggested Assessments: Formative: Fishbowl Discussion of completed summer reading packet (RI1, RI2, W9, W3) In small groups, students can go over some of their responses to the articles in their summer reading packet. Groups can then share their discussion or answer to the entire class. Teachers could extend this activity for five days using an article each day. Class discussion guided by student annotation (RI10, RI 2) Summary: Model annotations, and facilitate class discussions by based on student annotations. Short answer synthesis assignment (RI1, RI2, W9, W3) Summary: This assignment asks students to respond to questions (make a claim) and use textual evidence from multiple articles for support. Sample Questions: In what ways does Emerson’s essay, written a century before, align with educational problems addressed in Baldwin’s essay? How would Francine Prose respond to Emerson’s article? Kyoko Mori’s article discusses the difference between the American and Japanese school systems; according to her article, does the Japanese education system align with any of the values and ideals of the authors of any other Summative: Synthesis Essay of non-fiction articles (RI1, W1, W9) (See sample Rubric at end of unit plans) Example prompt 1) Using theses texts, as well as your own insights into high school, identify two serious problems with the educational system and propose recommendations for addressing them. Cite at least four sources from the essays in your response. * Rubric aligned with this essay option College Essay (W3) (See sample Rubric at end of unit plans) 1) Compose an essay that responds to a prompt from the college of your choice. Be sure to read the question fully and answer all parts of the question. article(s)? College Website Scavenger hunt (RI10) Example questions: What is the in state vs. out-of-state tuition this year at the University of Illinois? What is the college essay prompt this year for DePaul university? What was last year’s freshman class enrollment at Southern Illinois University? College Essay (W3) After instruction, feedback and peer review, students should revise their college essay. Role play discussion (RI1, RI2, W9, W3) Example questions: What would Francis Prose say to a friend if she just left the speech given by James Baldwin? What would David Foster Wallace say about the integration of the new Common Core Standards? Education Reform project/presentation (RI10, W9, W3) Example: Students can design their own Education policy and present it to the class. Teachers can elaborate this project as much as they feel. Some topics for students to consider in their planned reform: School funding (state vs. government), Common Standards, Standardized testing, school curriculums, school administration, teacher salary/evaluation, class sizes, low income/underperforming schools, charter schools, private schools, selective enrollment schools. Write your own “A Talk to Teachers” RI1, RI2, W9, W3 Example: addressing either their teachers or teachers in general, students should write their own talk to teachers influenced by Baldwin’s objectives, structure and style.