Curricular Map To Post!

ORIGINAL CURRICULAR MAP

REVISED CURRICULAR MAP (9/28) Unit Texts Assessments Unit 1: Music Students will learn Poetry to brought in figurative language get the by students through the use of mind containing music. going… examples of figurative Students will compile language a poetry book in which they will: Select 1. Gather poems poems by of differing Langston types which Hughes, include some Maya type of Angelou, figurative Emily language and Dickinson, show why it is and select figurative Haikus language 2. Demonstrate Sonnets by their William understanding Shakespeare of the different poetry types through analysis 3. Write their own poetry following poetic conventions and using figurative language

Eng Goals Figurative Language

# of Wks 5 weeks

Expose students to poetry done in different forms Poetry writing

Michigan Standards for English Language Arts CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal, poem or digital story). CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres CE 1.5.4 Use technology tools to produce polished written and multimedia work CE 3.1.1 Interpret literary language while reading literary and expository works CE 3.2.2 Identify different types of poetry and explain how specific features influence meaning CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers

Unit Unit 2: The Art of Performance

Texts Hamlet by William Shakespeare Lysistrata A Raisin in the Sun by Lorraine Hansbury Video: Sidney Poitier’s A Raisin in the Sun Backup: Medea

Assessments Students will write a modern day adaptation of either Lysistrata OR Hamlet and will be asked to either prepare a video of the group acting it out or act it out live for the class.

Eng Goals Public Speaking

# of Wks 7 weeks

Group Work Drama and its forms Performance

Students will research an aspect of the Civil Rights Movement as it related to A Raisin in the Sun and write a 3-5 page paper on their findings.

Michigan Standards for English Language Arts CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal, poem or digital story). CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres CE 1.3.7 Participate collaboratively in groups…fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others CE 1.5.4 Use technology tools to produce polished written and multimedia work CE 3.2.3 Identify how elements of dramatic literature illuminate the meaning of the text CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers CE 3.4.2 Understand that media and popular texts are produced within and social context and have economic, political, social, and aesthetic purposes

Unit Unit 3: Debate and the real world

Texts Job Postings School Code of Conduct and School District Rules Pamphlet

Assessments Students will compose a professional resume which they can use for college or after school jobs.

Students will be assigned a debate City and topic relating to State and school policies or Federal Laws national or state laws, in which they Presidential will do research for Debate both sides. Students Video to will have one-on-one show debates and they will students be assigned the side format of a they will fight for the debate day of the debate.

Eng Goals Professional writing

# of Wks 6 Weeks

Research Debate/ Defending a position

Michigan Standards for English Language Arts CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal, poem or digital story). CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose while simultaneously considering the constraints and possibilities (e.g. structure, language, use of conventions of grammar, usage and mechanics) of the selected form or genre. CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing. CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research CE 2.1.2 Make supported inferences and draw conclusions based on informational print

Unit Unit 4: Defending Your Claims

Texts Various print and media sources

Assessments Students will use print and media sources to research a topic of their choice (approved by teacher, extensive list of topic ideas will be provided)

Eng Goals Technology as an English tool

# of Wks 6 Weeks

Research Defending your Position

Students will make an argument and defend through the medium of a formal essay, using facts from both primary and secondary sources Michigan Standards for English Language Arts CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts. CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal, poem or digital story). CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose while simultaneously considering the constraints and possibilities (e.g. structure, language, use of conventions of grammar, usage and mechanics) of the selected form or genre. CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing. CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research CE 1.5.4 Use technology tools to produce polished written and multimedia work CE 2.1.2 Make supported inferences and draw conclusions based on informational print

Unit Unit 5: Taking a Walk in Other People’s Shoes: Diversity in Literature

Texts Things Fall Apart by Chinua Achebe

Assessments In groups, students will choose one of the novels or the graphic novel and find similarities and American differences between Born the cultures Chinese by represented in the Gene Yang books and the cultures of the group Forgotten members. (Examples Fire by of questions to Adam explore: How can we Bagdasarian help to refute OR The stereotypes? How Absolutely are we alike and True Diary of different? How do a Part-Time the cultures of the Indian by two groups you Sherman read/listened to Alexie differ or how are they the same?) Audio: Students will keep a ‘Buffalo daily journal Solider’ Bob detailing the Marley discussion that their group has, their feelings, questions that arise out of discussion, etc.

Eng Goals Diversity in Literature

# of Wks 4 Weeks

Journaling Group Work Discussion Connections through between texts

Michigan Standards for English Language Arts CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres CE 1.3.7 Participate collaboratively in groups…fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others CE 2.1.2 Make supported inferences and draw conclusions based on informational print CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts. CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers CE 3.4.2 Understand that media and popular texts are produced within and social context and have economic, political, social, and aesthetic purposes

Unit Unit 6: Fantasy and Fairytale

Texts Dracula by Bram Stoker OR Frankenstein by Mary Shelley Backup: The Time Machine by H.G. Wells

Assessments For Frankenstein: students will prepare a 7-10 minute presentation on how the science at the time of the book relates and compares to the science of today

Eng Goals History as it relates to English

# of Wks 4 weeks

Science as it relates to English

For Dracula: Students will prepare a 7-10 minute presentation on why Dracula has become such a cultural icon looking through a historical and a cultural lens.

Michigan Standards for English Language Arts CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres CE 1.5.4 Use technology tools to produce polished written and multimedia work CE 3.4.2 Understand that media and popular texts are produced within and social context and have economic, political, social, and aesthetic purposes

Unit

Texts

Assessments

Eng Goals

# of Wks

Unit 7: Characters Like Me

We All Fall Down by Robert Cormier Chinese Handcuffs by Chris Crutcher Deliver Us from Evie by M.E. Kerr

Students will write short “yearbook” messages to the characters in the play. These messages should address: 1. Praise or criticism for how the character handled their problem(s) 2. Advice for the character 3. Is this a problem that other teens are going through? Was their problem realistic?

English as it fits in with their own lives

As an end of the year project, students will choose one book from this unit as well as one text/activity from another unit and write a final paper (3-5 pages) concerning the ways in which English relates to their lives and how they plan to use English in the future. Michigan Standards for English Language Arts CE 1.2.2 Write, speak and visually represent to develop self-awareness and insight CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres CE 1.5.4 Use technology tools to produce polished written and multimedia work CE 3.4.2 Understand that media and popular texts are produced within and social context and have economic, political, social, and aesthetic purposes

4 Weeks

ORIGINAL REFLECTION I have chosen to outline my curriculum in this way for many reasons. First of all, too many students believe that English is a subject that is only useful in the classroom, and with this specific curriculum, I hope to show students that English is something that they can use everyday and that is has severe consequences on their lives. While still putting an emphasis on “classic” English conventions, such as poetry, reading and writing, I have selected texts and activities that are practical and applicable to the students’ lives. Unit 1: Poetry to Get the Mind Going… I chose to start out with a poetry unit because I believe that it is important for students to see how the discipline of English is not something that is “easy” or something that one can “B.S.” Poetry has very strict conventions and I want students to see that English can be just as challenging as Calculus and Chemistry. I think that in showing students the frustrations and challenges of writing and finding appropriate poetry, they will have a newfound sense of respect for English as a discipline. I chose the specific poems that I chose to show the students the varying nature of poetry. I also chose to have students listen to music and give a lesson the poetic nature of song to show that something that they probably listen to everyday has to do with poetry and English. While keeping the content appropriate for the classroom, I hope to show the students to poetic nature of rap music, something that many students in the class really enjoy, to show them that it is not all about violence and drugs. I am choosing to have them compile their own poetry books because I feel that students will be challenged by this assignment because they will have to locate and write poems containing very specific poetic conventions. I think that all of these texts and activities will give the students the tools to analyze texts and show them that it is okay to dig deep. Unit 2: Drama I want to include a drama unit this year because I feel that it is important for students to get a sense of the history of what “English” is, by reading classical plays and more modern plays. I think that this unit will help them understand genres and help them to classify what they are reading into a genre. In writing a modern day adaptation of a play and presenting it to the class, students will not only be able to practice their speaking skills and build their confidence being in front of a group of people, but they will work to “translate” text into “today’s” English, which will hopefully build bridges between the past and the present. Unit 3: Reading and Research for the Real World I want to include this unit to show students that the concept of English expands beyond reading novels and encapsulates things that they read in their everyday lives; students use English all the time and they might not know it, so I want them to see how applicable it is to them. I want them to be exposed to texts in various forms as well; the newspaper, the internet and pamphlets are all ways to use English everyday. This is going to be a great use of technology and I hope to teach internet etiquette in this unit with various trips to the library for the students to do research. I think that the journal entries about newspaper

articles are important because not only will it force students to keep up on current events and become more knowledgeable about their world, it will force them to write and put their ideas and feelings on paper in a very non-formal, non-threatening way. The mock presidential election and college presentation allow for students to use various resources to do research and come to conclusions. Not only does this unit promote English as an everyday subject, it also teaches critical thinking and resource use. Unit 4: The Research Paper I want to include a research paper unit because I know that the school board is striving for more students to attend college, so I want to give the students practice in writing formal essays such as those that will be used in college entrance applications as well as in college classes. This unit will stress the importance of formal writing, but I also hope to teach them that there is a correct time and place for this type of writing and show them that it is not the only kind of writing out there. This unit will also force students to sift through material and find the material that they can use best; it is a test in time management and organization. Students will also, again, be exposed to many different forms of print such as the internet, magazines, newspapers, encyclopedias, pamphlets, court documents and interviews. Again, this is another great example of how one can show students that the study of English goes beyond novels. It is also an important lesson in making a claim and defending it; students need to assert their position on their topic and support it with points. This will not only make the students better writers but it will make them better debaters. Unit 5: Diversity in Literature Far too often, students only read novels by white men from the United States. In this unit, students will get a chance to learn about other cultures by reading novels and a graphic novel about people from other countries. This unit is designed to get students to look at other cultures and determine how people from other cultures are similar to we are. Hopefully, this unit will bridge gaps between cultures and promote a higher tolerance of things that are “different.” I have included a graphic novel in this unit to again show that English and books can take on many different types, hopefully to promote reading. Unit 6: Writing for the Real World While I have already stressed formal essay writing earlier in the year, I now want to show the students how they can take the formal writing they learned in unit 4 and apply it to real world situations. Chances are, after college, many students will never write a formal essay again, however, they will be forced to write other formal documents. In this unit, I want to give the students the tools that they will need to compose these formal documents. Students will write resumes, which will not only be a useful tool in the future, it will give them a chance to put their accomplishments on paper which will hopefully be a confidence booster to students and make them realize how much they have really done. Students will also be asked to interpret laws, which, even though they cannot vote yet, in the future they will need to do it in order to elect candidates who believe in what they want. I am having them petition for change in a law that they do not agree with, as well, (even though these letters will not be sent out) to show how they have the resources to make a difference.

Unit 7: Characters Like Me This unit deals with texts that deal with issues of being a teenager. The characters in these novels are going through very similar things that my students are going through at this age, and I feel that the students will be able to connect with the characters in these books very easily. Not only will they see how they can connect to characters in books, they will hopefully see, from these novels, that there are many ways of solving their teenage issues even though sometimes it feels like there are no options or very limited options. For their final paper, I want them to make connections across the curriculum and show how multiple characters from texts throughout the year are similar to them. Hopefully, this will make students see that they can, indeed, relate to English and hopefully make them want to continue their English education.

REVISED REFLECTION (9/28) I have chosen to outline my curriculum in this way for many reasons. First of all, too many students believe that English is a subject that is only useful in the classroom, and with this specific curriculum, I hope to show students that English is something that they can use everyday and that is has severe consequences on their lives. While still putting an emphasis on “classic” English conventions, such as poetry, reading and writing, I have selected texts and activities that showcase ways in which English can be useful outside of the classroom. The ways in which each unit fits in with the Michigan Standards for English language arts can be found underneath each unit on the curricular map.

Unit 1: Poetry to get the mind going… The reason why I am starting this year with a poetry unit is because I want to show students that in English, there are not necessarily right or wrong answers, and I want to show them that it is okay to take risks and be creative in this class. I am starting the unit

out with a lesson on figurative language because the language that poets, writers and speakers use is what gets the point across; I want students to learn to chose their words carefully and think about what meaning their words have. I am having students bring in music with examples of figurative language in it because I think that this will be a good way to give the students a lesson on respect and what is appropriate at the very beginning of the year; they will learn what is and what is not appropriate material for school, and while they can be creative, they have to keep their audience in mind. Also, I think that allowing students to find examples of figurative language in a form that most students enjoy will make them remember the ideas better. I am also choosing to have them compile their own poetry books because I feel that students will be challenged by this assignment because they will have to locate and write poems containing very specific poetic conventions. I think that all of these texts and activities will give the students the tools to analyze texts and show them that it is okay to dig deep.

Unit 2: The Art of Performance I have included a drama unit in this year’s curriculum. Students will read Hamlet and Lysistrata, and then form groups in which they will translate the plays into “today’s” language, which they will then either perform for the class or bring in a video tape of their performance that they have prepared outside of class and show it in class. I think that this is a great way to help students understand difficult texts, but it is also a great way to show students how diverse the English language is. While we want to promote standard English in school, I feel that students need to know that there is a time and a place for standard English, but other forms of English are not wrong. Students will be

able to experiment with different forms of the English language in their performances to best match who they have transformed their characters into. (For example, students may use AAVE in their performances if they wish.) I think that this assignment will also help give students practice in the art of public speaking. Many students feel anxious to speak in front of their peers, however, in taking on another character, they may feel more comfortable and perhaps show students that they are able to be a successful public speaker even if the student is shy. Students will also be researching a topic that has to do with the Civil Rights Movement as it related to A Raisin in the Sun. I feel that it is important for students to know about other cultures and how they have struggled in the past. This project will allow students to learn about the history of African American struggle, but do it through fictional and historical characters, being able to see similarities and differences. Unit 3: Debate and the Real World I have included this unit to show students that the realm of English expands beyond reading novels and writing essays but also includes things that they may read everyday; students use English all of the time but may not know it, so I want to show my students how applicable the field is to their everyday lives. Students will compose a job resume in this unit using a very standard form of English. I want to try to demonstrate to students again in this unit the difference between when to use standard English and when other forms may be acceptable. I also want to expose students to texts in different forms in this unit; students will read articles and texts on the internet, in newspapers and in pamphlets during this unit, and students will be taught to recognize these items as things that can be read and analyzed just like a piece of literature can be read and analyzed. Students will be

using the information that they acquire in their research of assigned topics in one-on-one debates. Students will be assigned a topic; however, they will be required to research both sides of the argument and will receive the side they will be arguing for at the beginning of the class period that they are debating. This way, students will not weigh their research to one side, but they will understand both sides of the argument, hopefully helping them to formulate their arguments better using information from the opposing side. Structured controversy in the classroom is something that is often overlooked, but students can learn so much if they have to argue for something. It also really helps them develop transformational thinking, which is what the Michigan Standards for English Language Arts grade 11 say is the overarching theme of this year. By researching and debating, students will begin to see that there is more than one side to many issues, and perhaps even change their own stance on issues. Much of the research for this unit will be done during class time so students who do not have access to the internet or newspapers at home will be able to do the assignment.

Unit 4: Defending Your Claims The reason that I have included a research paper is because I know that the school board is striving for more students to attend and be prepared for college. I want to give the students practice in writing a formal essay, and stress the fact that this is the kind of situation in which formal, standard English is the norm. I believe that the strategies and techniques that students learn in this unit will help them write college entrance essays and also help them when they are in college and assigned their first big paper. This unit will also help students build their skills of determining what is important; so many websites,

magazines and newspapers are riddled with unimportant things these days, this unit will help students be able to pick out what is important. Students will, again, be exposed to many different forms print, showcasing that the realm of English expands beyond the novel. The unit will also give students further practice in making a claim and defending it; in the previous unit they had to argue a claim aloud, however, they now have to argue it on paper. Students’ research papers will be graded on how well they make their argument and how well they defend it. This will not only make them better writers, but it will also make them better citizens who know how to synthesize information and who do not take everything at face value.

Unit 5: Taking a Walk in Other Peoples’ Shoes: Diversity in Literature Too often, secondary students are forced to only read novels written by white men. In this unit, students will read novels and a graphic novel written by and about people from other cultures. This unit is designed to show students that we are not the only ones in the world; students will look at the similarities and differences between their own culture and the cultures presented in the books, and also asked to think about ways in which we can refute stereotypes. Students will participate in small group discussions throughout this unit and discuss how the cultures represented in the books are similar and different from the cultures represented in the group. Groups will also discuss how stereotypes of the cultures represented in the books could be refuted. Students will keep a daily journal in which they will write what their group discussed, what questions arise from the discussions, their feelings about the book, discussion, culture, etc, or anything else that the students feel is important concerning the group discussion or the book. I feel that

journals are a great tool for students to assess their own learning and assess where they would like discussion to go. It allows students to have a space to write ideas and feelings without having to worry about typical writing conventions.

Unit 6: Fantasy and Fairytale English is about being creative and taking risks. In this unit, students will get to see the creative side of literature, but also how it has grounds in science, history, etc. The presentations for Frankenstein and Dracula will also allow students to research a topic that is outside of the realm of English; some students will research scientific methods and beliefs to show how the science at the time Frankenstein was written is different from the science of today and research if something like Frankenstein is possible with today’s technologies. Students who present on Dracula will take a look at history to determine how the character of Dracula became so popular, looking through a historical and cultural lens. This allows students with interests outside of English to showcase their talents but also see how other fields relate to English. Also, I feel that this unit can really cater to both males and females because these are “traditionally male topics” however, Frankenstein was written by a female, and perhaps this will be a way to get more females interested in the field of science as it relates to English.

Unit 7: Characters Like Me This unit deals with texts that deal with issues of being a teenager. The characters in these novels are going through very similar things that my students are going through at this age, and I feel that the students will be able to connect with the characters in these books

very easily. Not only will they see how they can connect to characters in books, they will hopefully see, from these novels, that there are many ways of solving their teenage issues even though sometimes it feels like there are no options or very limited options. The yearbook messages are intended for students to decide whether the teens in the book handled their situations well or not. Of course, everyone’s yearbook messages will be different because everyone will have different opinions. For the students that are comfortable sharing their messages, time will be available for them to share with their peers. I am doing this so students can understand that there is no one way to solve a difficult problem, and hopefully the teens in my class will get some ideas for their own lives by reading these novels and doing this activity. For their final paper, I want them to make connections across the curriculum and show how multiple characters from texts throughout the year are similar to them. Hopefully, this will make students see that they can, indeed, relate to English and hopefully make them want to continue their English education.