Literature IV Language Arts - trenton.k12.nj.us Curriculum... · Literature IV Language Arts...
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TRENTON PUBLIC SCHOOLS Literature IV Language Arts Curriculum Framework CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3 rd Floor ~ Room 301 Dr. Fredrick H. McDowell, Jr., Superintendent of Schools Elizabeth DeJesus, Chief Academic Officer Leslie Septor, Humanities Supervisor Adopted August 28, 2017 Mission Statement All students will graduate with a vision for their future, motivated to learn continually and prepared to succeed in their choice of college or career. ATTACHMENT 1-QQ
Transcript of Literature IV Language Arts - trenton.k12.nj.us Curriculum... · Literature IV Language Arts...
TRENTON PUBLIC SCHOOLS
Literature IV Language Arts
Curriculum Framework
CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3rd Floor ~ Room 301
Dr. Fredrick H. McDowell, Jr., Superintendent of Schools Elizabeth DeJesus, Chief Academic Officer
Leslie Septor, Humanities Supervisor
Adopted August 28, 2017
Mission Statement
All students will graduate with a vision for their future, motivated to learn continually and prepared to succeed in their choice of college or career.
ATTACHMENT 1-QQ
Literature IV Unit 1: Introduction to Literary Criticism: Historical Perspectives/Feminism/ A Doll’s House
Grade Level: 12 Timeframe: 15 -20 days
Unit Overview: As readers, we come to understand that authors aim to give their audience his or her perspective—or spin—on the world in the form of literature. By reading literature with a critical eye, one can begin to go beyond simply expressing a like or dislike of a particular text, delving deeper into the particular view of the world that an author wants to convey. Literary criticism enables students and critics to develop an informed opinion about the meaning of a literary work. Although literary theory and criticism have existed from classical through contemporary times, a feature of modern and postmodern literary criticism is the division of criticism into various schools. In this unit, students will learn about the historical and feminist critical movements. Learning the characteristics of these criticisms leads to analysis of textual, thematic connections and allows for effective writing modes that involve drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.
Enduring Understandings/ Essential Questions
• A variety of lenses/perspectives are used to analyze information and convey meaning. Applying these lenses can change the meaning of a text/issue.
• As engaged citizens, we must evaluate the purpose and message conveyed to us—are we being influenced by a specific perspective or philosophy?
• The meaning of literature from across the world can be compared/contrasted by applying a variety of critical perspectives.
• The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.
• Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.
• Close reading of text allows for more effective comprehension and analysis.
• Collaborative discussions build on other’s ideas and allow for democratic self-expression. How is our reality influenced by personal beliefs, theories, values, prejudices and attitudes? What literary criticisms or perspectives can we use to analyze a variety of texts and life issues? How can I develop a deep understanding of a world issue through literature and informational texts studied over a period of time? How does the structure of a text and use of language contribute to understanding literature? How do focus and organization contribute to writing an effective essay? How can different rhetorical effects be achieved through various storytelling techniques? How can learning the characteristics of literary criticism lead to analysis of textual, thematic connections? How do you determine authorial intent and style?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): RL/RI.12.1. Cite strong and thorough textual evidence and make relevant connections 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. RL/RI.12.2. 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, and provide an objective summary of the text. RL/RI 12.3. 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). RL/RI.12.4. 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. (e.g., Shakespeare as well as other authors.)
RL.12.6. 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). RI.12.6. 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. W.12.2.A-F 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. W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.12.7. (Choice) 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. SL.12.1.A-D Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with peers on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.12.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to the task, purpose, and audience. L.12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L. 12.4.A-D 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. 21st Century Skills Standard and Progress Indicators: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability, Productivity, and Ethics
Unit 1 Academic Vocabulary and Terminology Literary criticism, Genderism, Feminism, Historical perspective, antihero, caste systems, decadence, foreshadowing, framed narrative, gender, social satire,
symbol, Victorian, Edwardian, worldview, moral imperative, narrative devices, unreliable narrator
Application in Classroom Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideas/responses/findings in classroom notebook to complete close reading for meaning. Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT: Comprehend key ideas and details of literary criticisms (Feminism, Historical Perspectives) Reflect on key ideas and details in a text as evidence to support understanding of the text. Reference evidence from texts and research to support comments and ideas.
Identify and demonstrate effective classroom behaviors/habits Establish and practice guidelines for organization, structure, procedures, and behaviors during small group and independent learning. Review of Technological Requirements and Student Need for Training and/or Remediation Writing Fundamentals Differentiation/Modifications as necessary
Active Listening Discussion Consolidating Thought: Summarizing, Synthesizing, Inferring, Discussion Web Interest-Based Options/Student Process/Product Choice Close reading of text: Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Required Text:
A Doll’s House Henrik Ibsen
Supporting Nonfiction and
informational texts to be
determined by teacher.
Suggested Works:
Kate Chopin The Story of an Hour
Charlotte Gilman The Yellow
Wallpaper
Katherine Mansfield A Cup of Tea
Virginia Woolf In Search of a
Room of One’s Own
Betty Friedan from The Feminine
Mystique: The Problem That Has
No Name
Hettie Jones from How I Became
Hettie Jones
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself, answer, and consider as part of a self-reflection about your teaching. Each question also has sub-questions to help refine thinking, ideas, and practices. These are also good questions for shared reflection and group discussion. They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals, teach in different ways, assess more effectively, customize learning, and make instructional improvements during the school year. 1. What am I trying to accomplish with my students? What’s the core? What are my short-term goals versus long-term goals? Why are these goals important? Where do these goals come from? Are they helpful to someone living in a 21st century world? What critical skills am I trying to develop? Attitudes? Understandings? Behaviors? Are these goals specific enough to suggest what they will look like in practice? Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them?
Interpret how the text supports key ideas with specific details. Gather and evaluate relevant information from multiple authoritative print and digital resources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Suggested Open Educational Resources Reading
• A Guide to Close Reading at the AP and College Level
• ACT: Reading Between the Lines (on reading)
• Multiple Perspectives on Theme
• Rhetorical Devices
• DIDLS guide for rhetorical analysis
• Comparing multiple interpretations of a text
• Analyzing language structure, choices and conventions
• Reading Your Textbooks Effectively and Efficiently
• Distinguishing types of satire; distinguishing author’s purpose
• Analyzing stylistic choices in political cartoons
2. What are my beliefs about how students learn? How “up-to-date” are my beliefs? How much are they based on research or on my own opinions and ideas? How do my beliefs influence the way I teach? 3. How do I create a positive climate for learning? How do I build strong, positive relationships with my students? Engage and motivate all my students to learn? Inspire my students to learn and to continue their learning after they leave me? 4. What “essential” questions do I want my students to explore? Instead of thinking about my teaching in terms of goals and objectives, how can I design core, essential to promote inquiry among my students? What questions should be the starting points for my teaching during the year?
Recognize strong and thorough textual evidence. Conduct steps for short as well as sustained research projects to answer a question. Gather relevant information from multiple authoritative print and digital resources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Anticipation Guides Consolidating Thought: Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP: Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Writing/Language
• Writing Argumentative Essays
• Analyzing, evaluating and synthesizing multiple sources
• Improving Student Writing Through Critical Thinking
• Evaluating a source: survey
• Analyzing style: formal and informal language
• The Passion of Punctuation
• Developing Persuasive Arguments Through Ethical Inquiry: Two Pre-Writing Strategies
• Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative
• PARCC Scoring Rubric for Prose Constructed Response Items Purdue Online Writing Lab
5. What are the primary, core types of instructional strategies that I use regularly? Are these effective? Are they “powerful”? Engaging? Why do I use these? Do they work? Why or why not? 6. How do I know when my students have accomplished my goals? What are the best ways for me to determine whether my students have accomplished my goals? What types of student work will best demonstrate success? Student performances? Behaviors? Use and application of skills? Attitudes? 7. How do I get feedback from my students on how well they are doing? How do I use feedback to improve student learning? What types of student work demonstrates progress on the part of my students? How can I provide constructive feedback so that students improve on what they do over time?
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.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Socratic Seminar Dialectical Journal Double Entry Journal/Learning Log LINK: List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Speaking & Listening
• Taking Lecture and Class Notes
• Conver-Stations: A Discussion Strategy
• Using Debate to Develop Thinking and Speaking
• Developing Core Proficiencies from Engage New York
• Lessons to Use with Popular Stories
• Lessons to Use with Anthologies
• English Language Arts Methods: Grades 9-12 Model Lessons
• For Arguments Sake: Playing “Devil’s Advocate” with Non Fiction Texts
• The Pros and Cons of Discussion
• PVLEGS: A Public Speaking Acronym that Transforms Students
8. How do I customize and individualize learning for my students? What can I do to help every student achieve my goals? What can I do better to make this happen? 9. What’s special and unique about my teaching? What makes my individual style of teaching unique and special? What makes it work for me? Why do I do what I do? 10.How will I work on my teaching in order to improve what I do? What opportunities are there for improvement? Who and what helps me to improve? What resources do I use? How do I collaborate with others? http://edge.ascd.org/blogpost/exercise-ten-teacher-questions-for-self-reflection
Critical Thinking
• College Board: SAT Critical Thinking
• Critical Thinking: A Path to College and Career
• Critical thinking through whole class dialogue
• Developing Critical and Analytical Thinking about Literary Characters
• Teaching Channel Presents: Inquiry-Based Teaching
• Inquiry Graphic Organizer
• Assessing Cultural Relevance: Exploring Personal Connections to a Text
• How to Encourage Higher Order Thinking
• Handbook of Critical Thinking Resources
• How to Mark a Book
Summative Written Assessments
Unit 1 Reading: Extended Text: A Doll’s House ; 5-7 short texts Portfolio Writing: Analysis/explanatory writing; Routine writing
Summative Performance Assessment
Unit 1 Informative/Explanatory Writing
Literature IV Unit 2: Things Fall Apart/ Cultural Perspective
Grade Level: 12 Timeframe: 15 -20 days
Unit Overview: Although it was published in the 1950s, Things Fall Apart is still one of the most widely read books portraying African Culture. The novel dramatizes the colonization of Igbo Society. It may be hard for students to connect to the novel at first. Before you dive into any reading or review of criticism, you may want to create a web based scavenger hunt about Igbo society and provide some visuals of the area before Western Culture invaded. There are some ideas in the supplemental documents. If you are going to present literary criticism you could identify many: Archetypal, Historical/Cultural, Gender/Feminist, and Postcolonial perspectives would all work within the
Enduring Understandings/ Essential Questions
• A variety of lenses/perspectives are used to analyze information and convey meaning. Applying these lenses can change the meaning of a text/issue.
• As engaged citizens, we must evaluate the purpose and message conveyed to us—are we being influenced by a specific perspective or philosophy?
• The meaning of literature from across the world can be compared/contrasted by applying a variety of critical perspectives.
• The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an author’s intent.
• Effective writing involves drafting, refining, and understanding the various elements of persuasive, expository, and narrative styles.
• Close reading of text allows for more effective comprehension and analysis.
• Collaborative discussions build on other’s ideas and allow for democratic self-expression. How is our reality influenced by personal beliefs, theories, values, prejudices and attitudes? What literary criticisms or perspectives can we use to analyze a variety of texts and life issues? How can I develop a deep understanding of a world issue through literature and informational texts studied over a period of time? How does the structure of a text and use of language contribute to understanding literature? How do focus and organization contribute to writing an effective essay? How can different rhetorical effects be achieved through various storytelling techniques? How can learning the characteristics of literary criticism lead to analysis of textual, thematic connections? How do you determine authorial intent and style?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed): RL/RI.12.1. Cite strong and thorough textual evidence and make relevant connections 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. RL/RI.12.2. 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, and provide an objective summary of the text. RL/RI 12.3. 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). RL/RI.12.4. 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. (e.g., Shakespeare as well as other authors.)
RL.12.6. 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). RI.12.6. 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. W.12.2.A-F 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. W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.12.7. (Choice) 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. SL.12.1.A-D Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with peers on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.12.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to the task, purpose, and audience. L.12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L. 12.4.A-D 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. 21st Century Skills Standard and Progress Indicators: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability, Productivity, and Ethics
Unit 1 Academic Vocabulary and Terminology Literary criticism, Genderism, Feminism, Historical perspective, antihero,
Application in Classroom Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideas/responses/findings in classroom notebook to complete close reading for meaning. Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Instructional Plan Reflection
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT: Comprehend key ideas and details of literary criticisms Reflect on key ideas and details in a text as evidence to support understanding of the text. Reference evidence from texts and research to support comments and ideas.
Identify and demonstrate effective classroom behaviors/habits Establish and practice guidelines for organization, structure, procedures, and behaviors during small group and independent learning. Review of Technological Requirements and Student Need for Training and/or Remediation Writing Fundamentals Differentiation/Modifications as necessary
Active Listening Discussion Consolidating Thought: Summarizing, Synthesizing, Inferring, Discussion Web Interest-Based Options/Student Process/Product Choice Close reading of text: Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Required Text:
Things Fall Apart by Chinua
Achebe
Supplemental and helpful
resources:
The Danger of One Story: Ted Talk
Colonization in Africa
Pictures of Igbo
Igbo Guide
*Uploaded in the folder is also
Jane Shaffer’s Unit on TFA.
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself, answer, and consider as part of a self-reflection about your teaching. Each question also has sub-questions to help refine thinking, ideas, and practices. These are also good questions for shared reflection and group discussion. They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals, teach in different ways, assess more effectively, customize learning, and make instructional improvements during the school year. 1. What am I trying to accomplish with my students? What’s the core? What are my short-term goals versus long-term goals? Why are these goals important? Where do these goals come from? Are they helpful to someone living in a 21st century world? What critical skills am I trying to develop? Attitudes? Understandings? Behaviors? Are these goals specific enough to suggest what they will look like in practice? Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them?
Interpret how the text supports key ideas with specific details. Gather and evaluate relevant information from multiple authoritative print and digital resources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Suggested Open Educational Resources Reading
• A Guide to Close Reading at the AP and College Level
• ACT: Reading Between the Lines (on reading)
• Multiple Perspectives on Theme
• Rhetorical Devices
• DIDLS guide for rhetorical analysis
• Comparing multiple interpretations of a text
• Analyzing language structure, choices and conventions
• Reading Your Textbooks Effectively and Efficiently
• Distinguishing types of satire; distinguishing author’s purpose
• Analyzing stylistic choices in political cartoons
2. What are my beliefs about how students learn? How “up-to-date” are my beliefs? How much are they based on research or on my own opinions and ideas? How do my beliefs influence the way I teach? 3. How do I create a positive climate for learning? How do I build strong, positive relationships with my students? Engage and motivate all my students to learn? Inspire my students to learn and to continue their learning after they leave me? 4. What “essential” questions do I want my students to explore? Instead of thinking about my teaching in terms of goals and objectives, how can I design core, essential to promote inquiry among my students? What questions should be the starting points for my teaching during the year?
Recognize strong and thorough textual evidence. Conduct steps for short as well as sustained research projects to answer a question. Gather relevant information from multiple authoritative print and digital resources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Anticipation Guides Consolidating Thought: Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP: Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Writing/Language
• Writing Argumentative Essays
• Analyzing, evaluating and synthesizing multiple sources
• Improving Student Writing Through Critical Thinking
• Evaluating a source: survey
• Analyzing style: formal and informal language
• The Passion of Punctuation
• Developing Persuasive Arguments Through Ethical Inquiry: Two Pre-Writing Strategies
• Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative
• PARCC Scoring Rubric for Prose Constructed Response Items Purdue Online Writing Lab
5. What are the primary, core types of instructional strategies that I use regularly? Are these effective? Are they “powerful”? Engaging? Why do I use these? Do they work? Why or why not? 6. How do I know when my students have accomplished my goals? What are the best ways for me to determine whether my students have accomplished my goals? What types of student work will best demonstrate success? Student performances? Behaviors? Use and application of skills? Attitudes? 7. How do I get feedback from my students on how well they are doing? How do I use feedback to improve student learning? What types of student work demonstrates progress on the part of my students? How can I provide constructive feedback so that students improve on what they do over time?
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.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Socratic Seminar Dialectical Journal Double Entry Journal/Learning Log LINK: List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Speaking & Listening
• Taking Lecture and Class Notes
• Conver-Stations: A Discussion Strategy
• Using Debate to Develop Thinking and Speaking
• Developing Core Proficiencies from Engage New York
• Lessons to Use with Popular Stories
• Lessons to Use with Anthologies
• English Language Arts Methods: Grades 9-12 Model Lessons
• For Arguments Sake: Playing “Devil’s Advocate” with Non Fiction Texts
• The Pros and Cons of Discussion
• PVLEGS: A Public Speaking Acronym that Transforms Students
8. How do I customize and individualize learning for my students? What can I do to help every student achieve my goals? What can I do better to make this happen? 9. What’s special and unique about my teaching? What makes my individual style of teaching unique and special? What makes it work for me? Why do I do what I do? 10.How will I work on my teaching in order to improve what I do? What opportunities are there for improvement? Who and what helps me to improve? What resources do I use? How do I collaborate with others? http://edge.ascd.org/blogpost/exercise-ten-teacher-questions-for-self-reflection
Critical Thinking
• College Board: SAT Critical Thinking
• Critical Thinking: A Path to College and Career
• Critical thinking through whole class dialogue
• Developing Critical and Analytical Thinking about Literary Characters
• Teaching Channel Presents: Inquiry-Based Teaching
• Inquiry Graphic Organizer
• Assessing Cultural Relevance: Exploring Personal Connections to a Text
• How to Encourage Higher Order Thinking
• Handbook of Critical Thinking Resources
• How to Mark a Book
Summative Written Assessments
Things Fall Apart: Suggested writing is to create at least 1 RST for this novel. Some suggested pieces would be to compare the description of Africa in HEART OF DARKNESS (chapter 2) with Achebe’s description of Africa. There are also many suggestions on CommonLit: https://www.commonlit.org/book-pairings/things-fall-apart
Summative Performance Assessment
Unit 2: Research Analysis Tasks.
Literature IV Unit 3:
Grade Level: 12 Timeframe: 20 -30 days
Unit Overview: In this unit, students will apply a psychoanalytical perspective to either Othello or Hamlet, both by William Shakespeare. They will develop an
understanding of the ideas of Jung and Freud and be able to apply those ideas to a specific literary work. Students will also discover and apply the
characteristics of a tragedy and a tragic hero to the play. Finally, resources relating to cultural perspectives have also been included to spark discussions
about race and identity in Othello.
Enduring Understandings/ Essential Questions
• Pieces of literature stand the test of time because of their universal themes.
• Literature can provide a window into the human condition and the human experience.
• The playwright trusts his theme to be revealed by the unity of all the dramatic structures.
• The tragic character must come to realize that he has caused his own fate.
• Theater has been an important aspect of all cultures throughout history.
What stock character types can we identify in literature? What do these same characters look like in the real world in reality? What constitutes a tragedy?
What is psychoanalysis? How does the form of a text (drama, play, novel) impact the message being delivered? How is our identity impacted and shaped by
how others view us?
Common Core Standards
RL/RI.11-12.1. Cite strong and thorough textual evidence and make relevant connections 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. RL/RI.11-12.2. 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, and provide an objective summary of the text. RL/RI. 11-12.3. 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). RL/RI.11-12.4. 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. (e.g., Shakespeare as well as other authors.) RL.11-12.6. 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). RI.11-12.6. 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. W.11-12.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.3.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.11-12.1.A-D Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with peers on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to the task, purpose, and audience. L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 21st Century Skills Standard and Progress Indicators: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability, Productivity, and Ethics
Unit 3 Academic Vocabulary and Terminology Characteristics of a Tragic Hero, Elements of Drama (Soliloquy, Aside, Monologue, Dialogue), Dynamic Character, Imagery, Symbolism, Mood, Ego, Id,
Superego
Application in Classroom Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideas/responses/findings in classroom notebook to complete close reading for meaning. Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT: Comprehend key ideas and details of Macbeth. Reflect on key ideas and details in a text as evidence to support understanding of the text. Reference evidence from texts and research to support comments and ideas.
Identify and demonstrate effective classroom behaviors/habits Establish and practice guidelines for organization, structure, procedures, and behaviors during small group and independent learning. Review of Technological Requirements and Student Need for Training and/or Remediation Writing Fundamentals Differentiation/Modifications as necessary
Active Listening Discussion Consolidating Thought: Summarizing, Synthesizing, Inferring, Discussion Web Interest-Based Options/Student Process/Product Choice Close reading of text: Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Required Text: Othello or Hamlet by William Shakespeare The Tragic Hero Poetics, Aristotle (comedy and tragedy excerpts, IV to XIX) http://www.gutenberg.org/files/1974/1974-h/1974-h.htm Psychoanalytical Criticism Resources Overview: http://www.readwritethink.org/files/resources/lesson_images/lesson800/psychoanalysis.pdf Purdue OWL Resource: https://owl.english.purdue.edu/owl/resource/722/04/ Cultural Criticism Resources* Excerpts from The Souls of Black
Folk by W.E.B. Dubois
http://sites.middlebury.edu/soan
105tiger/files/2014/08/Du-Bois-
The-Souls-of-Black-Folks.pdf
(refer to pgs. 1-2)
Brent Staples “Black Men and
Public Space”
http://www.wsfcs.k12.nc.us/cms/
lib/NC01001395/Centricity/Domai
n/10659/Black%20Men%20in%20
Public%20Space.pdf
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself, answer, and consider as part of a self-reflection about your teaching. Each question also has sub-questions to help refine thinking, ideas, and practices. These are also good questions for shared reflection and group discussion. They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals, teach in different ways, assess more effectively, customize learning, and make instructional improvements during the school year. 1. What am I trying to accomplish with my students? What’s the core? What are my short-term goals versus long-term goals? Why are these goals important? Where do these goals come from? Are they helpful to someone living in a 21st century world? What critical skills am I trying to develop? Attitudes? Understandings? Behaviors? Are these goals specific enough to suggest what they will look like in practice? Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them?
“Race and Ethnicity in Othello”
http://englishteachingresources.t
ypepad.com/english_teaching_res
ource/files/race_and_ethnicity_in
_othello.pdf
Interpret how the text supports key ideas with specific details. Gather and evaluate relevant information from multiple authoritative print and digital resources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Additional Shakespeare Resources The New York Times: https://learning.blogs.nytimes.com/2010/08/02/teaching-shakespeare-with-the-new-york-times/?_r=0#othello Penguin Books Othello Teacher’s Guide http://www.penguin.com/static/pdf/teachersguides/othello.pdf Othello Teacher Notes http://penguinreaders.com/pdf/downloads/pr/teachers-notes/9781405885478.pdf Hamlet Teacher’s Guide http://www.penguin.com/static/pdf/teachersguides/hamlet.pdf Hamlet Teacher Notes http://penguinreaders.com/pdf/downloads/pr/teachers-notes/9781405879071.pdf Suggested Open Educational Resources Reading
• Mining Literature for Deeper Meaning
• Close Reading: "A Reason to Read"
• Multiple Perspectives on Theme
• Rhetorical Devices
2. What are my beliefs about how students learn? How “up-to-date” are my beliefs? How much are they based on research or on my own opinions and ideas? How do my beliefs influence the way I teach? 3. How do I create a positive climate for learning? How do I build strong, positive relationships with my students? Engage and motivate all my students to learn? Inspire my students to learn and to continue their learning after they leave me? 4. What “essential” questions do I want my students to explore? Instead of thinking about my teaching in terms of goals and objectives, how can I design core, essential to promote inquiry among my students? What questions should be the starting points for my teaching during the year?
• DIDLS guide for rhetorical analysis
• Comparing multiple interpretations of a text
• Analyzing speeches as arguments
• Sample Close Reading: from Walden
• Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence. Conduct steps for short as well as sustained research projects to answer a question. Gather relevant information from multiple authoritative print and digital resources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Anticipation Guides Consolidating Thought: Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP: Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Writing/Language
• Improving Student Writing Through Critical Thinking
• Evaluating a source: survey
• Analyzing style: formal and informal language
• The Passion of Punctuation
• Developing Core Proficiencies from Engage New York
• Writing an Argumentative Essay About the First Chapter of "Up From Slavery"
• Developing Persuasive Arguments Through Ethical Inquiry: Two Pre-Writing Strategies
• Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative
• PARCC Scoring Rubric for Prose Constructed Response Items
• Purdue Online Writing Lab
5. What are the primary, core types of instructional strategies that I use regularly? Are these effective? Are they “powerful”? Engaging? Why do I use these? Do they work? Why or why not? 6. How do I know when my students have accomplished my goals? What are the best ways for me to determine whether my students have accomplished my goals? What types of student work will best demonstrate success? Student performances? Behaviors? Use and application of skills? Attitudes? 7. How do I get feedback from my students on how well they are doing? How do I use feedback to improve student learning? What types of student work demonstrates progress on the part of my students? How can I provide constructive feedback so that students improve on what they do over time?
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Socratic Seminar Dialectical Journal Double Entry Journal/Learning Log LINK: List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Speaking & Listening
• Taking Lecture and Class Notes
• Conver-Stations: A Discussion Strategy
• Using Debate to Develop Thinking and Speaking
• Developing Core Proficiencies from Engage New York
• Lessons to Use with Popular Stories
• Lessons to Use with Anthologies
• English Language Arts Methods: Grades 9-12 Model Lessons
• For Arguments Sake: Playing “Devil’s Advocate” with Non Fiction Texts
• The Pros and Cons of Discussion
• PVLEGS: A Public Speaking Acronym that Transforms Students
8. How do I customize and individualize learning for my students? What can I do to help every student achieve my goals? What can I do better to make this happen? 9. What’s special and unique about my teaching? What makes my individual style of teaching unique and special? What makes it work for me? Why do I do what I do? 10.How will I work on my teaching in order to improve what I do? What opportunities are there for improvement? Who and what helps me to improve? What resources do I use? How do I collaborate with others? http://edge.ascd.org/blogpost/exercise-ten-teacher-questions-for-self-reflection
Critical Thinking
• College Board: SAT Critical Thinking
• Critical Thinking: A Path to College and Career
• Critical thinking through whole class dialogue
• Developing Critical and Analytical Thinking about Literary Characters
• Teaching Channel Presents: Inquiry-Based Teaching
• Inquiry Graphic Organizer
• Assessing Cultural Relevance: Exploring Personal Connections to a Text
• How to Encourage Higher Order Thinking
• Handbook of Critical Thinking Resources
• How to Mark a Book
Summative Written Assessments
Narrative Options:
• Write a journal entry from the point-of-view of one of the major characters.
• Write a new ending to the play.
Literary Analysis Option: Apply a psychoanalytical or cultural perspective to the text in at least five paragraphs.
Literature IV Unit 4:
Grade Level: 12 Timeframe: 20 -30 days
Unit Overview: In this unit, students will utilize higher level thinking skills to apply Feminist, Marxist, Cultural, Historical and Archetypal perspectives to
decipher, decode and give meaning to everyday issues that impact local and global community. Students will discuss themes that cross culture and identify
various uses of propaganda to influence thought.
Enduring Understandings/ Essential Questions
• Feminism, Marxism, Culturalism, Historical and Archetypal perspectives are used to decipher, decode and give meaning to everyday issues that impact local and global communities.
• It is important to discuss underlying themes across cultures in various texts.
• They must use higher level thinking skills to identify the use of propaganda techniques within their reference sources.
• A concise research paper will identify, describe, analyze, evaluate and synthesize information related to a specific topic.
• Our literary heritage is marked by distinct literary movements and is part of a global literary tradition.
• Works of a given period reflect historical and social events and conditions.
• Messages are representations of social reality and vary by historic time periods and parts of the world. How can I use these perspectives to evaluate my own thinking on world issues? What skills acquired through interpreting literature clarify my thinking on world issues? How do I analyze and critique various readings from a variety of genres in or to determine what is relevant to my research topic? How do I distinguish between essential and nonessential information or representations? How do I respond to audience questions, provide clarification, define unfamiliar issues, and elaborate?
Common Core Standards
RL/RI.11-12.1. Cite strong and thorough textual evidence and make relevant connections 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. RL/RI.11-12.2. 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, and provide an objective summary of the text. RL/RI. 11-12.3. 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). RL/RI.11-12.4. 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. (e.g., Shakespeare as well as other authors.) RL./RI. 11-12.5. 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.
RL.11-12.6. 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). RI.11-12.6. 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. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. RL.11-12.10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 12–CCR text complexity band independently and proficiently RI.11-12.10. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 12–CCR text complexity band independently and proficiently. W.12.2.A-F 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. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, or consulting a style manual (such as MLA or APA Style),focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W.11-12.7. (*Choice) 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. W.11-12.8. (*Choice) 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 (MLA or APA Style Manuals). W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.10. 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. SL.11-12.1.A-D Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with peers on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, qualitatively, 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. SL.11-12.3. 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. SL.11-12.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to the task, purpose, and audience. SL.11-12.5. 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. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.3. 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.
L.11-12.4 A- D. 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. L.11-12.5 A- B Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11-12.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 21st Century Skills Standard and Progress Indicators: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability, Productivity, and Ethics
Unit 4 Academic Vocabulary and Terminology Allusion Anecdote Diction Flashback Foreshadowing Imagery Myth Parable Point of View Simile Vignette
Application in Classroom Reading-Students read subject-matter appropriate, informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideas/responses/findings in classroom notebook to complete close reading for meaning. Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Technology—Students utilize technology to research course subject matter, process and publish their writing as well as to create multimedia presentations.
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
How to analyze characteristics, structures, tone, and features of language of selected genres and apply this knowledge to their own writing. That they must use primary and secondary sources to provide evidence, justification, or to extend a position and cite sources, such as periodicals, interviews, discourse, and electronic media. How to use subordination coordination apposition and other devices effectively to indicate relationships between ideas. How to compare and evaluate the relationship between past literary traditions and
Identify and demonstrate effective classroom behaviors/habits Establish and practice guidelines for organization, structure, procedures, and behaviors during small group and independent learning. Review of Technological Requirements and Student Need for Training and/or Remediation Writing Fundamentals Differentiation/Modifications as necessary
Active Listening Discussion Consolidating Thought: Summarizing, Synthesizing, Inferring, Discussion Web Interest-Based Options/Student Process/Product Choice Close reading of text: Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Required Text: The Joy Luck Club by Amy Tan Introduction of Literary Criticism Introduction to Theory and Practice
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself, answer, and consider as part of a self-reflection about your teaching. Each question also has sub-questions to help refine thinking, ideas, and practices. These are also good questions for shared reflection and group discussion. They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals, teach in different ways, assess more effectively, customize learning, and make instructional improvements during the school year. 1. What am I trying to accomplish with my students? What’s the core? What are my short-term goals versus long-term goals? Why are these goals important? Where do these goals come from? Are they helpful to someone living in a 21st century world? What critical skills am I trying to develop? Attitudes? Understandings? Behaviors? Are these goals specific enough to suggest what they will look like in practice? Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them?
contemporary writing. How to compare and analyze several authors’ perspectives of a character personality topic setting or event. It is imperative to modulate tone and clarify thoughts through ones tone and word choice. To use notes or other visual aides to structure a presentation. How to maintain audience interest during formal presentations
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Additional Resources Joy Luck Club Teacher’s Guide http://www.neabigread.org/books/joyluckclub/teachers-guide/ How to teach The Joy Luck Club https://www.prestwickhouse.com/press-articles/press-articles-blog/2016/05/how-to-teach-the-joy-luck-club Guide to the Chinese in California Virtual Collection An introduction to San Francisco's Chinatown on the Online Archive of California. Becoming American: The Chinese Experience A Bill Moyers special PBS documentary. Includes a time line and a comprehensive list of weblinks.
The Chinese Historical Society of America Museum and Learning Center This website includes photos, videos and more.
The Chinese Culture Center of San Francisco Helpful information on the Chinese calendar and zodiac.
Chinese Immigrants and the Building of the Transcontinental Railroad
2. What are my beliefs about how students learn? How “up-to-date” are my beliefs? How much are they based on research or on my own opinions and ideas? How do my beliefs influence the way I teach? 3. How do I create a positive climate for learning? How do I build strong, positive relationships with my students? Engage and motivate all my students to learn? Inspire my students to learn and to continue their learning after they leave me? 4. What “essential” questions do I want my students to explore? Instead of thinking about my teaching in terms of goals and objectives, how can I design core, essential to promote inquiry among my students? What questions should be the starting points for my teaching during the year?
Tells the story of building the transcontinental railroad.
Non Fiction
Louise Hung “The Model Minority and the Asian-American Hero: Can American Media Resolve the Two?”
“Your mother is in your bones” New York Times http://www.nytimes.com/books/01/02/18/specials/tan-joy.html Grace Ji- Sun Kim “Making Asian Women Visible The Joy Luck Club” Suggested Open Educational Resources Reading
• Mining Literature for Deeper Meaning
• Close Reading: "A Reason to Read"
• Multiple Perspectives on Theme
• Rhetorical Devices
• DIDLS guide for rhetorical analysis
• Comparing multiple interpretations of a text
• Analyzing speeches as arguments
• Sample Close Reading: from Walden
• Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
E notes Unit PLan
Recognize strong and thorough textual evidence. Conduct steps for short as well as sustained research projects to answer a question. Gather relevant information from multiple authoritative print and digital resources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Anticipation Guides Consolidating Thought: Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP: Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Writing/Language
• Improving Student Writing Through Critical Thinking
• Evaluating a source: survey
• Analyzing style: formal and informal language
• The Passion of Punctuation
• Developing Core Proficiencies from Engage New York
• Writing an Argumentative Essay About the First Chapter of "Up From Slavery"
• Developing Persuasive Arguments Through Ethical Inquiry: Two Pre-Writing Strategies
• Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative
• PARCC Scoring Rubric for Prose Constructed Response Items
• Purdue Online Writing Lab
5. What are the primary, core types of instructional strategies that I use regularly? Are these effective? Are they “powerful”? Engaging? Why do I use these? Do they work? Why or why not? 6. How do I know when my students have accomplished my goals? What are the best ways for me to determine whether my students have accomplished my goals? What types of student work will best demonstrate success? Student performances? Behaviors? Use and application of skills? Attitudes? 7. How do I get feedback from my students on how well they are doing? How do I use feedback to improve student learning? What types of student work demonstrates progress on the part of my students? How can I provide constructive feedback so that students improve on what they do over time?
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Do Now Anticipatory Set Direct Instruction Modeling Guided/Independent Practice Homework
Socratic Seminar Dialectical Journal Double Entry Journal/Learning Log LINK: List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection http://www.uvm.edu/ ᷈dewey/reflection_manual/ starting.html
Speaking & Listening
• Effectively participate in one-on-one, group, and teacher-led discussions
• Prepare for discussions
• Read and research materials beforehand
• Articulate ideas clearly and persuasively in a discussion
• Refer to evidence from texts and other research
• Draw from and build on the ideas of others in a discussion
• Clarify, verify, or challenge ideas and conclusions in a discussion or collaborative activity
• Set guidelines for class discussions
• Establish goals and roles for group members and adhere to assigned roles
• Participate in polite and democratic discussions and decision-making activities.
• Self monitor the work and assign specific tasks as needed
• Respect and promote diverse perspectives in a discussion or collaborative activity
• Encourage others to participate in a discussion or collaborative activity
8. How do I customize and individualize learning for my students? What can I do to help every student achieve my goals? What can I do better to make this happen? 9. What’s special and unique about my teaching? What makes my individual style of teaching unique and special? What makes it work for me? Why do I do what I do? 10.How will I work on my teaching in order to improve what I do? What opportunities are there for improvement? Who and what helps me to improve? What resources do I use? How do I collaborate with others? http://edge.ascd.org/blogpost/exercise-ten-teacher-questions-for-self-reflection
• discuss and question the argument and evidence
• Make certain that a variety of possible arguments have been heard
• Respond thoughtfully
• Summarize where others agree and disagree with ideas and perspectives
• Continue to propel conversations by posing and responding to questions that connect to broader ideas as well as through reflection and evaluation of others’ comments
• Incorporate new synthesized ideas into discussion
Critical Thinking
• College Board: SAT Critical Thinking
• Critical Thinking: A Path to College and Career
• Critical thinking through whole class dialogue
• Developing Critical and Analytical Thinking about Literary Characters
• Teaching Channel Presents: Inquiry-Based Teaching
• Inquiry Graphic Organizer
• Assessing Cultural Relevance: Exploring Personal Connections to a Text
• How to Encourage Higher Order Thinking
• Handbook of Critical Thinking Resources
• How to Mark a Book
Summative Written Assessments
Informative/ Explanatory Options:
• . Drawing evidence from informational text, evaluate the perspectives of two immigrant cultures, using the primary culture in the text as one.
• Write an essay in which you analyze the challenges that community newcomer’s experience when faced with the challenges of cultural difference.
Literary Analysis Option: Apply a feminist or cultural perspective to the text in at least five paragraphs.
