Version 2 Of Curriculum Map

Unit

Texts

#1 : The Art of Storytelling and the Oral Tradition

PBS.org: Circle of Stories (Native American culture)

Assessments

Goal

# of weeks

Jesse McLean A collection of storytelling Native 56 9/29/08 across cultures and nations American/American usingStudents will learn literature TE 407 Curriculum Map version 2 about the art of storytelling and the oral tradition and Novel apply this novel by: Excerpts from Cultural The Joy Luck 1. writing thoughtful perspectives Club by Amy reflections on reactions to Tan PBS video. Writing/Speaking (Chinese culture) Skills 2. Journal and discussion “Paul Revere’s (small and large group) of Poetry Ride” by Henry thoughts/comments/reaction Wadsworth s to The Joy Luck Club1. NCTE Standards Longfellow literature Met: (American) 1, 2, 3, 4, 7, 8, 9, 3. Short research on “Paul 11, 12 NPR Story Revere’s Ride” and it’s role in (Russian history Nomadic Tribe) 4. Discussion and reaction to Video Story NPR piece, what emotions about name did it provoke? Meaningful? (newer age example of 5. Make their own video storytelling – story, like the example assignment) shown, where the students will explore the history of their name and explain it using the art of storytelling. 2. oral stories 3. video stories 4. poetry 5. historical references

#2: Every Action has a Reaction; The DecisionMaking Process

6 Collection of Quotes about decisions in life, revenge, actionreaction Hamlet, Shakespeare We All Fall Down, Robert Cormier Truth and Fact, old newspaper

1. Reflection on quotes and writing and revision of own quotes pertaining to life and decision-making (ex. Own Confucianism’s) A discussion and look at several different models/ideas of decisionmaking through: 2. Small and large group of texts.

Critical Thinking

3. Large comparison essay of classical text (Hamlet) and contemporary (We All Fall

Historical references through the use of Quotes

Comparison of Classical and Contemporary Literature Poetry Applicable life lessons

Resources: UNIT 1 Circle of Stories website: http://www.pbs.org/circleofstories/storytellers/index.html NPR Russian nomadic tribe story: http://www.npr.org/templates/player/mediaPlayer.html? action=1&t=1&islist=false&id=5551708&m=5551709 Paul Revere’s Ride: http://en.wikipedia.org/wiki/Paul_Revere's_Ride_(poem) , http://www.theotherpages.org/poems/longf01.html#1 Digital Video example from Michigan.gov: http://edweb3.educ.msu.edu/outreach/k12out/pdf/language06/Jennifer.mov UNIT 2 – Quotes: http://quotations.about.com/cs/inspirationquotes/a/DecisionMaki1.htm Lyrics: http://www.beatleslyricsarchive.com/viewSong.php?songID=109 News article: http://www.thisislocallondon.co.uk/news/topstories/3659620.MERTON__Teen_s_murde r_inspires_anti_knife_youth_project/ UNIT 3 – Washington Times Article: http://www.lexisnexis.com.proxy2.cl.msu.edu:2047/us/lnacademic/results/docview/docvi ew.do? docLinkInd=true&risb=21_T4524674420&format=GNBFI&sort=RELEVANCE&startD ocNo=1&resultsUrlKey=29_T4524674424&cisb=22_T4524674423&treeMax=true&tree Width=0&csi=8176&docNo=1 Advertising techniques: http://www.foothilltech.org/rgeib/english/media_literacy/advertising_techniques.htm http://adage.com/century/campaigns.html http://memory.loc.gov/ammem/ccmphtml/cccap.html Google Earth - http://earth.google.com/ UNIT 4 – Guidelines to writing a basic essay: http://members.tripod.com/~lklivingston/essay/ Morrie Video: http://video.google.com/videosearch?rlz=1C1CHMG_enUSUS291&sourceid=chrome&ie=UTF-8&q=Morrie%20on %20Nightline&um=1&sa=N&tab=wv# Book Review from CNN: http://www.cnn.com/books/reviews/9805/06/index.html How to Conduct an Interview: owl.english.purdue.edu/workshops/pp/interviewing.ppt A Lion in the House: http://www.pbs.org/independentlens/lioninthehouse/index.htm

(PBS Documentary of Kid’s with cancer) Times article about A Lion in the House: http://www.nytimes.com/2006/06/18/arts/television/18jens.html Creation of a Monument: http://www.eduplace.com/rdg/gen_act/arch/ancient3.html Unit 5 – I Hear America Singing: http://www.potw.org/archive/potw345.html I, Too: Langston Hughes: http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=1552 “Follow the Drinking Gourd”: http://www.pbs.org/independentlens/strangefruit/slavery.html Unit 6 – “Fishbowl”: http://distribution.asianamericanmedia.org/browse/film/?i=74 SKIN DEEP (film): http://www.irisfilms.org/SD/con1.html Cry Freedom lyrics: http://www.lyricsondemand.com/d/davematthewsbandlyrics/cryfreedomlyrics.html Dosomething.org: http://www.dosomething.org/whatsyourthing/Discrimination

EXPLANATION: Allow Although probably not fully complete, coherent or necessarily realistic, this first draft of my Curriculum Map is a true reflection of a lot of my ideas and hopes as an English teacher. I hope to be able to use a combination of all different kinds of mediums when I teach: classics and newer-age materials, songs, poems, websites, articles, videos, historical pieces, opinion, non-fiction, fiction, biographies, and the list goes on. By using a mixture of all different kinds of materials and ideas I hope to be able to touch all different sorts of learners and students, reaching out to even those stubborn or uninterested learners. One of the biggest problems I had in creating this Map was deciding where to start, what to use, what to leave out, what’s appropriate, and how to organize all of those things into units. After looking over several education websites, requirements and previous taught lesson plans I decided that I needed to take all of these things into consideration but also to make it my own. When selecting materials I wanted to use books that are universally taught but also one’s that I could see my self being passionate about and that could apply to 11th graders’ lives. I chose books that I’ve read and really enjoyed or at least thought useful but also books, films and poems that come highly recommended and fit into the themes of my units. As I said before I had such a hard time trying to figure out how to break things into units but even more so what those units should be. When looking at Michigan.gov it said that the goal for 11th graders was the idea of transformational thinking. Using that as a guideline, I wanted to have units that

allowed for different genres and mediums. I also wanted to be able to have units that were completely applicable to student’s at this age lives. So I broke the units down into: storytelling, decision-making, technology, life lessons, freedom and differences. Although these all could be really broad and somewhat not fluid, I hope that I used materials that all fit into these criteria, can be used for educational purposes and also really do flow together. When choosing the materials and texts in my map I do realize that some of them may be controversial and may face some opposition from authorities or parents. While recognizing this, I feel that I am the sort of person (and teacher) that wants to give student’s something they can relate to, that will make them think, and that they may not see in other classes or by other teachers. While I picked units that I think are applicable to student’s lives, they can also be touchy subjects. Because I am aware of this I think I will be sensitive and willing to work with anyone that has concerns, and also extremely open-minded and considerate when teaching this to young adults. In an ideal world I think teachers need to stop being so guarded and more willing to teach innovative, thought-provoking material. Through looking for this kind of material and putting together this map, I feel as though I’ve learned a lot. First and foremost I realized how difficult and time consuming it can be just to put a whole year’s worth of material together! I learned about all the different options and materials available to teachers (which was both encouraging but also overwhelming). It did provoke a lot of questions in my mind, such as: What are things to consider when formulating a unit? What

are the most essential things for these kids to learn? Is there a right or wrong? Is there some texts/materials that MUST be taught? And so on. Going into this methods class and doing this Map, I realized that I still have so much to learn. I think that I am most likely still very naïve in all the things I will and will not be able to do. I also don’t have barely any concept of how long things will take to teach, learn and formulate. I also want to get a better grip on what’s best for students and also what student’s want to learn. These are all things I think I need to strengthen and am looking forward to doing so.

9/28/08 Revision: After looking over my very first attempt at a Curriculum Map, I still have some doubts, but I wanted to try to stick with a lot of the same texts and common ideas that I originally had because I think it was a good mix of diverse voices. I had to completely start over with my “Assessment” section because I basically just was summarizing the material rather than showing how these would be assessed. I also added more to my goals sections and try to put in what Standards would be met from the Standards given by the National Council of English Teachers (there are 12 of them total). I tried to use ideas and assessments that would create a variety of interesting and effective ways to test their education. I also decided to try to mix the Unit lengths up because I think some of the units have far more material than others (although I still don’t have a complete concept of how this will work). I’m still trying to find ways in which I could try to make the flow between the Units better but I still don’t have the goal for my year summed up in just one sentence or question, maybe that’s something that will develop in time. Also, I think it will be a good idea if I have my students bring home their syllabus during the first week and have their parents review then sign it, as I talked about in my first Reflection there are some books/texts that may raise some concerns and I want everyone to be on the same page. I’m looking forward to trying to make this even better as time goes on!