Curricular Map

Sandi Stupica Professor Merritt TE 407 Unit Texts Unit 1: Books that support Teaching the students’ the research and helps Persuasion them prove their Paper in ideals Junior Englih Unit 2: Voices of the George W. Bush Era

In His Father’s Shadow: The Transformations of George W. Bush by Stanley A. Renshon 100 People Who Are Screwing Up America by Bernard Goldberg An Inconvenient Truth (movie) by Al Gore

Unit 3: Science Fiction of yesterday, predicts today

The Coldness of Email by Destiny Ward Harrison Bergeron by Ray Bradbury 1984 by George Orwell The Time Machine by H.G. Wells The Day the Earth Stood Still (movie) The Matrix (movie)

Unit 4: Gothic Era Relating to Today

The Castle of Otranto by Horace Walpole

Assessments An essay that reflects 1. Political awareness. 2. Writing techniques such the use of paraphrasing, summarizing, quotations, and cited sources. A Collection of journals and one persuasion essay that reflects: 1. How their actions, as well as prominent officials, affect society’s immediate future. There are consequences to their actions. 2. Diverse voices: pros and cons.

Eng Goals Critical Perspectives

# of Weeks 5 weeks

Analysis Comprehension Current Events Clear, well reasoned arguments

7 weeks

Organized Political Awareness Novels Media

A quiz that reflects: 1. Their understanding of the texts. Students will complete newspaper articles with fictional interviews of characters, a film comparison, and descriptive observations that reflect: 1. Their awareness as viewers within their own social contexts. 2. To see a text beyond it’s surface meaning A Timeline, comparison on author’s historical approach to the gothic era, and a book-movie comparison that reflects:

Political Awareness

7 weeks

Critical Thinking Interest in Social Values Novels Media Textual Interpretation Novels

7 weeks

Sandi Stupica Professor Merritt TE 407 Jane Eyre (book and movie) by Charlotte Bronte Wieland by Charles Brockden Brown The Yellow Wallpaper by Charlotte Perkins Gilman Unit 5: Music composition Romantic by Chopin and Era Relating Beethoven to Today The Necessity of Atheism by Percey Shelley Poetry by Alfred Tennyson, George Gordon Byron, and John Keats

Victorian A Christmas Carol Era Relating by Charles Dickens to Today Sonnets from the Portuguese by Elizabeth Barrett Browning Gulliver’s Travels by Jonathan Swift On the Origin of Species by Charles Darwin

1. an understanding of how the Enlightenment effected the style. 2. an appreciation of differences. How and why America is better today for the era. Students will write poems/song lyrics similar to the ones written during the romanticism era and a double-entry log that reflects: 1. An understanding the meaning conveyed by the writers. Many authors wrote to rebel against the uprising of the aristocracy. 2. textual interpretation 3. the ability to observe the controversy that results from social classes and power. A persuasion paper on the topic church v. state, timeline, and journals that describe the author’s approach to the Victorian era compared to the other era. Overall this should reflect: 1. an understanding of social mobility. 2. an understanding of the various arguments of church v. state.

Media Comparison of characters over the ages.

Textual Interpretation

3 weeks

Poetry

Textual interpretation Poetry Novel Comparison of characters over the ages

7 weeks

Sandi Stupica Professor Merritt TE 407 To Whom It May Concern: It is pertinent for Cool High School to incorporate an English curriculum that allows students to relate literature to their day-to-day lives. Even though the school population consists of a variety of ethnic and cultural backgrounds, socio-economic backgrounds, ability levels, and aspirations for the future, there is a role that literature plays in each of their lives. Messages, morals, and themes delivered in texts focus on the realities of life. No mater the era written, it can help students be inspired by our past or predict trends described for our future. From the classics to recent literature, something will ignite students’ interest as they become engaged and realize the significance of the texts. To allow students’ to convey their ideas and interpretations of text, the first few weeks will be dedicated to writing instruction. Throughout the semester, they will debate and write a variety of essays. To produce a logical and clear point, it is necessary for students to learn the major aspects of writing; such as topic sentences, a thesis statement, and etc. Most of what they write will not be graded because most of it is considered “practice.” Their first assignment will be to persuade their audience on a topic that affects their lives. Group work, research in the library, teacher conferences, discussion of possible formats of the paper, and peer editing will be the stepping stones used towards a successful persuasion essay. Not only will this help students communicate their argument, but will also help them improve their scores in high-stake tests. After students gain practice with writing, students will engulf themselves in a unit that is titled “Voices of the George W. Bush Era.” It is my goal to guide them toward a larger understanding of what images in these texts might suggest and allow them to locate themselves as viewers in their own social context. With this goal in mind, it is important to begin the year with contemporary texts so students can easily relate classic literature, which will be read in later

Sandi Stupica Professor Merritt TE 407 units, to issues of today. The first text, Stanley A. Renshon’s The Transformations of George W. Bush, will emphasize the importance of literature for addressing political decisions, and how it constructs the world around us. Students will write in journals and will answer questions such as, “How did the president’s past formulate his future?” and “How did Sept. 11 play a role in constructing today’s present?” As they answer these questions, they will begin to form welleducated opinions about how their actions, as well as prominent officials, affect society’s immediate future. Other texts that will be used during this unit are Bernard Goldberg’s book 100 People Who Are Screwing Up America, Al Gore’s movie “An Inconvenient Truth,” and Destiny Ward’s short essay “The Coldness of E-mail.” Students will also write journal entries and take quizzes for these texts. The next unit will build upon the idea that students play active roles within society, but to also see a text beyond its surface meaning. They will learn to critique the texts. By asking questions about what the intentions of the author or the movie director are, students should have practice with critiquing all forms of texts and their environment. The next unit, “Science fiction of yesterday, predicts today,” reveals the changing trends in literacy and what it means for future communication. Society has adopted the use of e-mail and cell phones to function in their personal and professional worlds. People are drawn to computers, rather than books, for their information. What does this trend mean for the future? Students will read George Orwell’s 1984, H.G. Wells’ Time Machine, Ray Bradbury’s short story “Harrison Bergeron,” and watch the two movies, “The Day the Earth Stood Still” and “The Matrix.” The following units will require students to research historical backgrounds of the gothic, romantic, and Victorian eras to discover a textual meaning that relates to today. These eras are not only interesting but are also incredibly different styles of writing that effected society

Sandi Stupica Professor Merritt TE 407 dramatically. For instance, Charles Dickens’ A Christmas Carol was written during the Victorian era to reflect his views on the socio-economic hierarchy of London. Students can relate to the topic because most feel they are affected by some sort of power structure, whether it is their parents or government officials (which they will be well educated on due to the second unit). When students can relate to a topic, they will be motivated to draw on their rich store of linguistic resources to find language to say what they mean. As a result, students can compare power structures to discover how it is operated or gained. Students will complete timelines and compare the author’s historical approach from the Victorian era to that of today. Similar activities will be conducted with the romantic and gothic eras. Overall, students will be more inclined to learn when the subject material is relatable. It is easier for students to draw upon their linguistic knowledge when they are knowledgeable and interested in the topic, no matter their background. From the approach of multiple views and understandings; from classic literature to the use of internet - this curriculum is designed to suit the needs and understanding of any student. While most come from generally stable families and go on to college, it is astonishing that some can make it to school and focus on a lesson. Since students’ home life affects them tremendously, it is impossible for their academic experience to be unaffected. Due to this struggle, relatable lessons can make it that much easier for these students and remedy some of their problems – and even achieve higher test scores.