Title The Graphic Novel Type Individual Document Map Authors Marc Cicchino, Eric Schmidt Subject Language Arts Literacy Course - LANGUAGE ARTS- Grade(s) None Selected Location Curriculum Writing History Notes Attachments
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September October November December January February March April May June 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
September/Week 1 - September/Week 2 The Vocabulary of Comics: An Introduction
September/Week 3 - September/Week 4 Yellow Journalism and the Kid: The Guilded Age of Comics
October/Week 5 - October/Week 6 Winsor McCay: Master of the Medium
October/Week 7 - October/Week 8 Herriman's Krazy Kat and the Modernist Movement
November/Week 9 - November/Week 10 Comic "Books" and the Golden Age of Superheroes
November/Week 11 - November/Week 12 EC Comics and the Seduction of the Innocent
December/Week 13 - December/Week 14 The 1960's and the Silver Age of Superheroes
December/Week 15 - December/Week 16 Meanwhile Underground...
January/Week 17 - January/Week 18 Watchmen and the Graphic Novel
January/Week 19 - January/Week 20 Art Spiegelman and the Future of Comics
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Duration: September/Week 1 - September/Week 2 UNIT NAME: The Vocabulary of Comics: An Introduction Enduring Understandings Essential Questions Knowledge Skills Standards • Though historians trace the • What are comics? Each definition can be debated SWBAT RL.11–12.1-Cite strong and origins of the modern comic • What is the difference and discussed. The following thorough textual evidence to to 1900, comics have between a comic, definitions will be used in this Define: support analysis of what the text existed for thousands of comic strip, a comic book, class. says explicitly as well as years. and a graphic novel? • Literature inferences drawn from the text, • Comics are sequential art. • What are the different panel Comics: A definition of the • Comics including determining where the • The Graphic Novel is rooted transitions? "Comics" genre has been • Narrative text leaves matters uncertain. in a rich history of comic art. universally debated. The most • Symbol (11, 12)[State:Common Core practical definition for this style • Icon State Standards (CCSS)] of art is "sequential art." • Panel RL.11–12.4-Determine the meaning of words and phrases Literature: 1. Imaginative or Identify: as they are used in the text, creative writing, especially of including figurative and recognized artistic value. 2. • Comics connotative meanings; analyze Printed material. • Six different panel the impact of specific word transitions choices on meaning and tone, Narrative: A spoken or written including words with multiple account of connected events, a meanings or language that is story particularly fresh, engaging, or beautiful. (Include Shakespeare Symbol:Images used to as well as other authors.) (11, represent concepts, ideas, and 12)[State:Common Core State philosophies Standards (CCSS)] RL.11–12.5-Analyze how an Icon: Any image used to author’s choices concerning represent a person, place, thing how to structure specific parts of or idea a text (e.g., the choice of where to begin or end a story, the Panel: choice to provide a comedic or tragic resolution) contribute to Panel Transitions = its overall structure and 1. Moment to Moment meaning as well as its aesthetic 2. Action to Action impact. (11, 12)[State:Common 3. Subject to Subject Core State Standards (CCSS)] 4. Scene to Scene RL.11–12.7-Analyze multiple 5. Aspect to Aspect interpretations of a story, 6. Non-Sequitur drama, or poem (e.g., recorded or live production of a play or
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recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11, 12) [State:Common Core State Standards (CCSS)] RI.11–12.2-Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (11, 12)[State:Common Core State Standards (CCSS)] RI.11–12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (11, 12) [State:Common Core State Standards (CCSS)] RI.11–12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.1.c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons
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and evidence, and between claim(s) and counterclaims. (11, 12)[State:Common Core State Standards (CCSS)] W.11–12.1.d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11, 12)[State:Common Core State Standards (CCSS)] 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. (11, 12)[State:Common Core State Standards (CCSS)] L.11–12.4-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. (11, 12) [State:Common Core State Standards (CCSS)] L.11–12.4.a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (11, 12)[State:Common Core State Standards (CCSS)] L.11–12.4.c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
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pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (11, 12)[State:Common Core State Standards (CCSS)] L.11–12.4.d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (11, 12) [State:Common Core State Standards (CCSS)] L.11–12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (11, 12)[State:Common Core State Standards (CCSS)] L.11–12.5.a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. (11, 12) [State:Common Core State Standards (CCSS)] L.11–12.5.b-Analyze nuances in the meaning of words with similar denotations. (11, 12) [State:Common Core State Standards (CCSS)] Plans:
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Duration: September/Week 3 - September/Week 4 UNIT NAME: Yellow Journalism and the Kid: The Guilded Age of Comics Enduring Understandings Essential Questions Knowledge Skills Standards Guilded Age literature and How do comics become Students will know Joseph SWBAT RL.11–12.3-Analyze the impact comics promoted the growth of popular? Pulitzer, William Randolph of the author’s choices regionalism and local color How is comics an effective Hearst, and Thomas Nast's Define: regarding how to develop and writing medium for journalism? influence on modern comics. relate elements of a story or How does photography affect • Yellow Journalism drama (e.g., where a story is Photography was having an journalism and comics? Research the impact of • Ashcan School of Art set, how the action is ordered, impact on the mass media. How does the Gilded Age journalism on New York City how the characters are Because people were shape the time and comics? and the Society for the introduced and developed). (11, increasingly interested in facts How does class and race factor Prevention of Cruelty to Children Identify: 12)[State:Common Core State and in realistic portrayals of into Outcault's strips of New Standards (CCSS)] events, they turned to the York life? Comics: • Ashcan influence in the RL.11–12.9-Demonstrate newspaper industry and realistic work of R.F. Outcault knowledge of eighteenth-, representations of life. • R.F. Outcault's The Yellow nineteenth- and early-twentieth- Kid strips century foundational works of American literature, including Additional Texts: how two or more texts from the same period treat similar • Jacob A. Riis' "The Street themes or topics. (11, 12) Arab" [State:Common Core State • Bill Blackbeard's R.F. Standards (CCSS)] Outcault's The Yellow Kid: RI.11–12.6-Determine an A Centennial Celebration of author’s point of view or the Kid Who Started the purpose in a text in which the Comics rhetoric is particularly effective, • "American Landscapes" (P. analyzing how style and content 730-733) Holt McDougal contribute to the power, American Literature persuasiveness or beauty of the text. (11, 12)[State:Common Literature: Core State Standards (CCSS)] Selections from Mark Twain's RI.11–12.9-Analyze Life on the Mississippi seventeenth-, eighteenth-, and nineteenth-century foundational Art: U.S. documents of historical George Luks' "Allen St." and literary significance (including The Declaration of Website: Independence, the Preamble to The Yellow Kid on the Paper the Constitution, the Bill of Stage http://xroads.virginia.edu/ Rights, and Lincoln’s Second
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~ma04/wood/ykid/intro.htm Inaugural Address) for their themes, purposes, and rhetorical features. (11, 12) [State:Common Core State Standards (CCSS)] Plans:
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Duration: October/Week 5 - October/Week 6 UNIT NAME: Winsor McCay: Master of the Medium Enduring Understandings Essential Questions Knowledge Skills Standards Newly familiar with Sigmund • What sets Winsor McCay Comics: SWBAT RL.11–12.9-Demonstrate Freud's groundbreaking work in appart from his knowledge of eighteenth-, human psychology, American contemporaries? • McCay's Little Nemo in Define: nineteenth- and early-twentieth- writers and artists began to • What were popular McCay Slumberland century foundational works of examine the unconscious subject matters? • McCay's Dreams of the • Vaudeville American literature, including motivations that affect human • How is the comic medium Rarebit Fiend • Art Noveau how two or more texts from the behavior. appropriate for McCay's • Assorted McCay comics • Surrealism same period treat similar work? • Id, Ego, and Superego themes or topics. (11, 12) RL9; RI9 • How does McCay exemplify Films: • Jingoism [State:Common Core State Art Noveau? Standards (CCSS)] • How does Vaudeville affect • McCay's Little Nemo Identify: RI.11–12.9-Analyze McCay's work? • McCay's Gertie the seventeenth-, eighteenth-, and • How do dreams, class, Dinosaur • Identify Art Noveau in the nineteenth-century foundational race, technology, values, • McCay's Sinking of the works of Winsor McCay U.S. documents of historical jingoism, and gender factor Lusitania and literary significance into McCay's work? Apply Freudian criticism to (including The Declaration of • How does Freud relate to McCay's strips of dreams Independence, the Preamble to McCay's dream works? the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.1.a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.1.b-Develop claim(s) and counterclaims fairly and
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thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11, 12)[State:Common Core State Standards (CCSS)] W.11–12.1.c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (11, 12)[State:Common Core State Standards (CCSS)] W.11–12.1.d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11, 12)[State:Common Core State Standards (CCSS)] W.11–12.1.e-Provide a concluding statement or section that follows from and supports the argument presented. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
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persuasively. (11, 12) [State:Common Core State Standards (CCSS)] Plans:
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Duration: October/Week 7 - October/Week 8 UNIT NAME: Herriman's Krazy Kat and the Modernist Movement Enduring Understandings Essential Questions Knowledge Skills Standards Americans in the first half of the • What is modern? The 1913 Armory Show SWBAT RL.11–12.2-Determine two or 20th century consciously moved • How does Herriman's work introduces the world to more themes or central ideas of away from the traditions of their reflect the art and literature abstraction and modern art with Define: a text and analyze their past and embraced all things of the time? Marcel Duchamp's Nude development over the course of modern. • How does war affect Descending a Staircase. • Modernism the text, including how they modern art and comics? • Avante Garde interact and build on one Many American writers and Comics: • Dada another to produce a complex artists began to see the world George Herriman's Krazy Kat • Cubism account; provide an objective with a new cynicism following strips • Abstract summary of the text. (11, 12) World War I and the Great George Herriman's "Tiger Tea" [State:Common Core State Depression. Gasoline Alley Differentiate between different Standards (CCSS)] styles of art and literature RL.11–12.5-Analyze how an A developing mass culture and Additonal Text: author’s choices concerning ideas that challenged traditional E.E. Cummings' "Introduction" how to structure specific parts of thought provided fodder for Bill Blackbeard's "Introduction" a text (e.g., the choice of where writers and artists of the time. to begin or end a story, the Poetry: choice to provide a comedic or E.E. Cummings tragic resolution) contribute to its overall structure and meaning as well as its aesthetic Music: impact. (11, 12)[State:Common Duke Ellington's "Take the A Core State Standards (CCSS)] Train" RL.11–12.9-Demonstrate Count Basie's "One O'Clock knowledge of eighteenth-, Jump" nineteenth- and early-twentieth- century foundational works of Art: American literature, including Duchamp's Nude Descending a how two or more texts from the Staircase, No. 2 same period treat similar Picasso's Les Demoiselles themes or topics. (11, 12) d'Avignon [State:Common Core State Dai's The Persistence of Standards (CCSS)] Memory RI.11–12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (11, 12)
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[State:Common Core State Standards (CCSS)] RI.11–12.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (11, 12)[State:Common Core State Standards (CCSS)] 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. (11, 12)[State:Common Core State Standards (CCSS)] Plans:
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Duration: November/Week 9 - November/Week 10 UNIT NAME: Comic "Books" and the Golden Age of Superheroes Enduring Understandings Essential Questions Knowledge Skills Standards Heroes reflect the values of a • Why do we create heroes? Comics: SWBAT RL.11–12.9-Demonstrate culture. • How has Superman knowledge of eighteenth-, affected comics? • Action Comics #1 Define: nineteenth- and early-twentieth- Stories of heroes occur across • How has pulp fiction • Detective Comics #27 century foundational works of culture and time. affected comics? • Myth American literature, including • How does the commerce • Hero how two or more texts from the and consumption of comics • Comic Book same period treat similar affect the comic books of Additional Text: • Pulp Fiction themes or topics. (11, 12) the 1930's and 40's? • Hard-boiled Fiction [State:Common Core State • Umberto Eco's "Myth of • Film Noir Standards (CCSS)] Superman" RL.11–12.7-Analyze multiple • Ian Gordon's "The Comic interpretations of a story, Book: Comics as an drama, or poem (e.g., recorded Independent Commodity, or live production of a play or 1939-1945" from Comic recorded novel or poetry), Strips and Consumer evaluating how each version Culture interprets the source text. • Dashielle Hammett's "The (Include at least one play by Scorched Face" Shakespeare and one play by an American dramatist.) (11, 12) [State:Common Core State Standards (CCSS)] RI.11–12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11, 12)[State:Common Core State Standards (CCSS)] RI.11–12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (11, 12) [State:Common Core State
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Standards (CCSS)] RI.11–12.9-Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.2.a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.2.b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.2.c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
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complex ideas and concepts. (11, 12)[State:Common Core State Standards (CCSS)] W.11–12.2.d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.2.e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11, 12)[State:Common Core State Standards (CCSS)] W.11–12.2.f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (11, 12) [State:Common Core State Standards (CCSS)] Plans:
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Duration: November/Week 11 - November/Week 12 UNIT NAME: EC Comics and the Seduction of the Innocent Enduring Understandings Essential Questions Knowledge Skills Standards McCarthyism and the Comics What is McCarthyism and how The terms Juvenile Delinquency SWBAT RL.11–12.9-Demonstrate Code censor a medium. does it affect America? and Teenager emerge during knowledge of eighteenth-, What is the Comics Code? the 1940's and 50's. Define: nineteenth- and early-twentieth- What affect does the Comics Comics were the center of a century foundational works of Code have on the medium? U.S. Senate hearing on Juvenile • Juvenile Delinquency American literature, including What affect does Mad Delinquency. • McCarthyism how two or more texts from the magazine have on comics? On Studies conducted by Frederick • Grotesque same period treat similar Modern humor? Wertham found that reading • Science Fiction themes or topics. (11, 12) comics would cause teenagers • Satire [State:Common Core State to become violent, immoral, and Standards (CCSS)] blind. Participate in a Socratic Circle RI.11–12.7-Integrate and connecting thematic content of evaluate multiple sources of Comics: the 1950's film Invasion of the information presented in Body Snatchers with comics different media or formats (e.g., • EC Horror Comic Books and culture of the time. visually, quantitatively) as well • "Murder, Morphine, and Me" as in words in order to address • Gaines' "The Whipping" a question or solve a problem. • Kurtzman's Mad Magazine (11, 12)[State:Common Core and "Howdy Dooit" State Standards (CCSS)] RI.11–12.8-Delineate and Additional Texts: evaluate the reasoning in seminal U.S. texts, including the • Nyberg's "Comics, Critics, application of constitutional and Children's Culture" principles and use of legal • Wertham's Seduction of the reasoning (e.g., in U.S. Innocent Supreme Court majority opinions and dissents) and the Films: premises, purposes, and arguments in works of public • Invasion of the Body advocacy (e.g., The Federalist, Snatchers presidential addresses). (11, 12) • Blackboard Jungle [State:Common Core State • The Twilight Zone Standards (CCSS)] RI.11–12.9-Analyze Songs: seventeenth-, eighteenth-, and nineteenth-century foundational • Bill Haley and the Comets' U.S. documents of historical "Rock Around the Clock" and literary significance
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• Frankie Lymon's "I'm Not a (including The Declaration of Juvenile Delinquent" Independence, the Preamble to • Bob Dylan's "Talkin' John the Constitution, the Bill of Birch Paranoid Blues" Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, 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. (11, 12)[State:Common Core State Standards (CCSS)] 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. (11, 12)[State:Common Core State Standards (CCSS)]
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SL.11–12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11, 12) [State:Common Core State Standards (CCSS)] 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. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.6-Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (11, 12) [State:Common Core State Standards (CCSS)] Plans:
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Duration: December/Week 13 - December/Week 14 UNIT NAME: The 1960's and the Silver Age of Superheroes Enduring Understandings Essential Questions Knowledge Skills Standards Heroes reflect the values of a • How has the hero comic College students who grew up SWBAT RL.11–12.2-Determine two or culture. changed since the 1930's reading DC Comics are now more themes or central ideas of and 40's? buying Marvel Comics. Define: a text and analyze their • Why would people forego development over the course of DC for Marvel? Comics: • Realism the text, including how they • Why would comic heroes • Pop Art interact and build on one reemerge in the 1960's? • The Amazing Spiderman #1 • Ben-Day Dots another to produce a complex • What is Pop Art? • Uncanny X-Men #1 account; provide an objective • What does Pop Art ask • Jack Kirby's "Street Code" summary of the text. (11, 12) viewers to consider? [State:Common Core State • How do comics fit into Pop Standards (CCSS)] Art culture? Art: RL.11–12.6-Analyze a case in which grasping a point of view • Andy Warhol's "Campbell's requires distinguishing what is Soup" directly stated in a text from • Roy Lichtenstein's what is really meant (e.g., "Drowning Girl" satire, sarcasm, irony, or • Roy Lichtenstein's "Whaam" understatement). (11, 12) • Roy Lichtenstein's "Image [State:Common Core State Duplicator" Standards (CCSS)] RL.11–12.7-Analyze multiple Music: interpretations of a story, drama, or poem (e.g., recorded • "That Doggie in the or live production of a play or Window?" recorded novel or poetry), • Bob Dylan's "Blowin' in the evaluating how each version Wind" interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11, 12) [State:Common Core State Standards (CCSS)] 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
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same period treat similar themes or topics. (11, 12) [State:Common Core State Standards (CCSS)] RI.11–12.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (11, 12)[State:Common Core State Standards (CCSS)] SL.11–12.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.1.a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. (11, 12)[State:Common Core State Standards (CCSS)] SL.11–12.1.b-Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. (11,
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12)[State:Common Core State Standards (CCSS)] SL.11–12.1.c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.1.d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, 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. (11, 12)[State:Common Core State Standards (CCSS)] Plans:
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Duration: December/Week 15 - December/Week 16 UNIT NAME: Meanwhile Underground... Enduring Understandings Essential Questions Knowledge Skills Standards Both Marvel and Underground • What are Underground Underground Comix were SWBAT RL.11–12.2-Determine two or Comics reject the traditional Comix? developed as a counter culture more themes or central ideas of corporate comic model. • What do Marvel Comics reaction to the traditional comic Define: a text and analyze their and Underground Comix model. Many of these comics development over the course of Writers have both record and have in common? dealt with previously taboo • Underground Comix the text, including how they reflected upon the civil rights • What do Crumb and Kirby subject matter: sex, drugs, and • Psychedelic interact and build on one movement of the 1950s and have in common? excessive violence. Because of • Catharsis another to produce a complex 1960s. • How are Crumb and Kirby this movement's subject matter • Confessional Poetry account; provide an objective different? comics representing the time • Hyper Realism summary of the text. (11, 12) • What do Underground must be carefully chosen. [State:Common Core State Comix have in common Standards (CCSS)] with confessional poets of Comics: RL.11–12.3-Analyze the impact the late 50's early 60's? R. Crumb's "A Short History of of the author’s choices America" regarding how to develop and R. Crumb's "Treasure Island" relate elements of a story or R. Crumb's "Footsy" drama (e.g., where a story is Harvey Pekar's "Cleveland" set, how the action is ordered, how the characters are Poetry: introduced and developed). (11, A Brief Introduction to 12)[State:Common Core State Confessional Poetry Standards (CCSS)] Silvia Plath's "Daddy" RL.11–12.4-Determine the John Berryman's "Dream Song meaning of words and phrases 1" 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. (Include Shakespeare as well as other authors.) (11, 12)[State:Common Core State Standards (CCSS)] RL.11–12.5-Analyze how an author’s choices concerning how to structure specific parts of
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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. (11, 12)[State:Common Core State Standards (CCSS)] RL.11–12.6-Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (11, 12) [State:Common Core State Standards (CCSS)] RL.11–12.7-Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11, 12) [State:Common Core State Standards (CCSS)] 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. (11, 12) [State:Common Core State Standards (CCSS)] Plans:
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Duration: January/Week 17 - January/Week 18 UNIT NAME: Watchmen and the Graphic Novel Enduring Understandings Essential Questions Knowledge Skills Standards The modern novel overturns • What is a Graphic Novel? Alan Moore's choice of SWBAT RL.11–12.1-Cite strong and many traditional story elements • Can the success of character and plot is influenced thorough textual evidence to and adds norms to provide a Watchmen be attributed to by DC. Define: support analysis of what the text more authentic and engaging the author or the artist? says explicitly as well as narrative. • Does the graphic novel Rorschach's character is • Graphic Novel inferences drawn from the text, require different reading inspired by hard-boiled fiction • Realism including determining where the Literature of the modern age skills than those required to and film noir. • Hard-boiled Fiction text leaves matters uncertain. reflects the uncertainty and read a traditional novel? • Film Noir (11, 12)[State:Common Core anxiety brought on by the Elements of Realism enters State Standards (CCSS)] realities of war. comics, specifically super-hero Identify: RL.11–12.2-Determine two or comics in the 1980's. more themes or central ideas of • The Doomsday Clock a text and analyze their The Doomsday clock is a • The Gordian Knot development over the course of symbolic clock face that the text, including how they estimates global disaster. interact and build on one another to produce a complex The Gordian Knot is a account; provide an objective metaphor for an intricate summary of the text. (11, 12) problem associated with [State:Common Core State Alexander the Great. Standards (CCSS)] RL.11–12.3-Analyze the impact Watchmen is a Dystopian of the author’s choices depiction of the world. 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). (11, 12)[State:Common Core State Standards (CCSS)] RL.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
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meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (11, 12)[State:Common Core State Standards (CCSS)] RL.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. (11, 12)[State:Common Core State Standards (CCSS)] RL.11–12.6-Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (11, 12) [State:Common Core State Standards (CCSS)] RL.11–12.7-Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11, 12) [State:Common Core State Standards (CCSS)] RL.11–12.8-(Not applicable to literature) (11, 12) [State:Common Core State Standards (CCSS)]
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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. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.1.a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (11, 12) [State:Common Core State Standards (CCSS)] W.11–12.1.b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11, 12)[State:Common Core State Standards (CCSS)] W.11–12.1.c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (11,
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12)[State:Common Core State Standards (CCSS)] W.11–12.1.d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (11, 12)[State:Common Core State Standards (CCSS)] Plans:
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Duration: January/Week 19 - January/Week 20 UNIT NAME: Art Spiegelman and the Future of Comics Enduring Understandings Essential Questions Knowledge Skills Standards The years between World War II How does Raw magazine Comics: SWBAT RL.11–12-Reading Standards and the present brought revolutionize the comic for Literature (11, 12) dramatic changes in the industry? • Raw Magazine Define: [State:Common Core State subjects and forms of literature, • Art Spiegelman's Maus Standards (CCSS)] as well as a wider variety of How does Spiegelman's Maus • Art Spiegelman's In the • Metaphor Key Ideas and Details (11, 12) authors represented. relate to literature of the Shadow of No Towers • Fiction [State:Common Core State present? • Chris Ware's Jimmy • Nonfiction Standards (CCSS)] Corrigan: The Smartest Kid • Biography W.11–12.7-Conduct short as How do the comics of Joe on Earth • Autobiography well as more sustained research Sacco relate to the origins of the • Joe Sacco's Palestine projects to answer a question medium? • Marjane Satrapi's Persepolis Participate in a Socratic Circle (including a self-generated analyzing Spiegleman's Maus question) or solve a problem; narrow or broaden the inquiry Use Comics Language when appropriate; synthesize established from McCloud's multiple sources on the subject, Understanding Comics to demonstrating understanding of analyze and interpret the subject under investigation. Spiegleman's Maus (11, 12)[State:Common Core State Standards (CCSS)] SL.11–12.1.b-Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. (11, 12)[State:Common Core State Standards (CCSS)] SL.11–12.1.c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (11, 12) [State:Common Core State
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Standards (CCSS)] SL.11–12.1.d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (11, 12) [State:Common Core State Standards (CCSS)] SL.11–12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, 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. (11, 12)[State:Common Core State Standards (CCSS)] 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. (11, 12)[State:Common Core State Standards (CCSS)] SL.11–12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
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addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11, 12) [State:Common Core State Standards (CCSS)] 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. (11, 12) [State:Common Core State Standards (CCSS)] Plans:
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