-ICHIGAN -ERIT #URRICULUM -ICHIGAN -ERIT #URRICULUM Course/Credit Requirements -ICHIGAN -ERIT #URRICULUM
ENGLISH LANGUAGE ARTS • GRADE 12
1 Credit Michigan State Board of Education Kathleen N. Straus, President Bloomfield Township John C. Austin, Vice President Ann Arbor Carolyn L. Curtin, Secretary Evart Marianne Yared McGuire, Treasurer Detroit Nancy Danhof, NASBE Delegate East Lansing Elizabeth W. Bauer Birmingham Reginald M. Turner Detroit Casandra E. Ulbrich Rochester Hills Governor Jennifer M. Granholm Ex Officio Michael P. Flanagan, Chairman Superintendent of Public Instruction Ex Officio
MDE Staff Jeremy M. Hughes, Ph.D. Deputy Superintendent/Chief Academic Officer
Dr. Yvonne Caamal Canul, Director Office of School Improvement Welcome This guide was developed to assist teachers in successfully implementing the Michigan Merit Curriculum. The identified content expectations and guidelines provide a useful framework for designing curriculum, assessments and relevant learning experiences for students. Through the collaborative efforts of Governor Jennifer M. Granholm, the State Board of Education, and the State Legislature, these landmark state graduation requirements are being implemented to give Michigan students the knowledge and skills to succeed in the 21st Century and drive Michigan’s economic success in the global economy. Working together, teachers can explore varied pathways to help students demonstrate proficiency in meeting the content expectations and guidelines. This guide should be used in conjunction with the High School Content Expectations document for the discipline.
Curriculum Unit Design One of the ultimate goals of teaching is for students to acquire transferable knowledge. To accomplish this, learning needs to result in a deep understanding of content and mastery level of skills. As educational designers, teachers must use both the art and the science of teaching. In planning coherent, rigorous instructional units of study, it is best to begin with the end in mind. Engaging and effective units include • appropriate content expectations • students setting goals and monitoring own progress • a focus on big ideas that have great transfer value • focus and essential questions that stimulate inquiry and connections • identified valid and relevant skills and processes • purposeful real-world applications • relevant and worthy learning experiences • varied flexible instruction for diverse learners • research-based instructional strategies • explicit and systematic instruction • adequate teacher modeling and guided practice • substantial time to review or apply new knowledge • opportunities for revision of work based on feedback • student evaluation of the unit • culminating celebrations
MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 1
Relevance Instruction that is clearly relevant to today’s rapidly changing world is at the forefront of unit design. Content knowledge cannot by itself lead all students to academic achievement. Classes and projects that spark student interest and provide a rationale for why the content is worth learning enable students to make connections between what they read and learn in school, their lives, and their futures. An engaging and effective curriculum provides opportunities for exploration and exposure to new ideas. Real-world learning experiences provide students with opportunities to transfer and apply knowledge in new, diverse situations.
Student Assessment The assessment process can be a powerful tool for learning when students are actively involved in the process. Both assessment of learning and assessment for learning are essential. Reliable formative and summative assessments provide teachers with information they need to make informed instructional decisions that are more responsive to students’ needs. Engagement empowers students to take ownership of their learning and builds confidence over time. Sound assessments • align with learning goals • vary in type and format • use authentic performance tasks • use criteria scoring tools such as rubrics or exemplars • allow teachers and students to track growth over time • validate the acquisition of transferable knowledge • give insight into students’ thinking processes • cause students to use higher level thinking skills • address guiding questions and identified skills and processes • provide informative feedback for teachers and students • ask students to reflect on their learning
2 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Introduction to English Language Arts The English Language Arts Standards are built upon the expectation that students will engage in broad reading and writing experiences to encompass literary texts, nonfiction literary texts, and other informational texts. The High School Content Expectations incorporate a new emphasis on informational text comprehension and workplace reading and writing skills. They are organized into four strands, 14 standards, and 91 expectations. The skills and content addressed in these expectations will, in practice, be woven together into a coherent, integrated English language arts curriculum. The language arts processes are recursive* and reinforcing; students learn by engaging in and reflecting on these processes at increasingly complex levels over time. Students will develop effective communication and literacy skills through rigorous and relevant units of instruction and engaging learning experiences by focusing on four key dispositions: • Inter-Relationships and Self-Reliance • Critical Response and Stance • Transformational Thinking • Leadership Qualities
English Language Arts Grade 12 Goal Statement The goal for English Language Arts 12 is to refine, apply, and extend the solid foundation of knowledge, skills, and strategies developed in English Language Arts 9 through 11. Using the lens of leadership skills, English Language Arts 12 students will develop a world perspective by analyzing classic and contemporary texts in a variety of genre, including post-colonial literature. Twelfth graders will synthesize information, ideas, and themes to understand the past, the present, and to think innovatively about the future. They will identify and apply their own leadership skills and prepare for responsible action as American citizens in the context of a global world.
* Recursive is used in the context of the ELA HSCE as describing language arts processes as being addressed repeatedly and at increasingly complex levels throughout the units and lessons from grade 9 to grade 12.
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High School Content Expectation Codes To allow for ease in referencing expectations, each English Language Arts expectation has been coded by strand, standard, and expectation. For example: CE2: Reading, Listening, and Viewing strand CE2.1.6 CE2.1: Standard 1 of the Reading, Listening, and Viewing strand CE2.1.6: 6th expectation of Standard CE2.1
STRAND 1 STRAND 2 Writing, Speaking, Reading, Listening, and Expressing and Viewing STANDARDS (and number of core expectations in each standard)
STRAND 3 STRAND 4 Literature and Culture Language
STANDARDS (and number of core expectations in each standard)
4 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Content STANDARDS for ENGLISH LANGUAGE ARTS
1.1 Understand and practice writing as a recursive process. 1.2 Use writing, speaking, and visual expression for personal understanding and growth. 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose. 1.4 Develop and use the tools and practices of inquiry and research — generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report. 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work. 2.1 Develop critical reading, listening, and viewing strategies. 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level. 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading. 3.1 Develop the skills of close and contextual literary reading. 3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genre representing many time periods and authors. 3.3 Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts. 3.4 Examine mass media, film, series fiction, and other texts from popular culture. 4.1 Understand and use the English language effectively in a variety of contexts and settings. 4.2 Understand how language variety reflects and shapes experience.
See the ELA HSCE document for the 91 ELA Content Expectations
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High School ENGLISH LANGUAGE ARTS Unit FRAMEWORK for GRADES 9-12
Michigan teachers designed the thematic units of instruction described in this booklet. Together the newly developed units meet all of the English Language Arts High School Content Expectations. They exemplify the high standards of rigor and relevance required for post secondary success. Using the framework of common features and the models as guides, teachers will develop their own thematic units of instruction. The units use complex anchor and linking texts to teach the content expectations and to make connections that lead to the dispositions: Inter-Relationships and Self-Reliance, Critical Response and Stance, Transformational Thinking, and Leadership Qualities. The units are designed to take advantage of what each text offers for meeting the expectations, including opportunities for direct instruction of text characteristics and features, reading and writing strategies, critical thinking, building of historical background knowledge, and On-Going Literacy Development including vocabulary and grammar. The framework includes • Themes, Big Ideas, Dispositions, and Essential Questions • Literary Genre Focus, Anchor Texts, and Linking Texts • Literary Analysis and Genre Study • Reading, Listening, Viewing Strategies and Activities • Writing, Speaking, Expressing Strategies and Activities • On-Going Literacy Development
6 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Unit Framework Alignment with ELA Expectations The chart below indicates where each of the 91 expectations is addressed in section(s) of the unit framework.
SECTIONS EXPECTATIONS
Dispositions, Big Ideas 2.2.2, 2.3.4-2.3.7, 3.1.9, 3.1.10, 3.2.4, and Essential Questions 3.2.5, 3.3.2
Literary Genre 2.1.6, 2.3.1, 2.3.2, 2.3.3, 3.2.1 - 3.2.3, Focus/Anchor Text 3.3, 3.4.1 - 3.4.4
Linking Texts 3.1.5, 3.1.6, 3.4.2
Genre Study 2.1.2, 2.1.4 - 2.1.6, 2.1.8 - 2.1.19, and Literary Analysis 3.1.1 - 3.1.10, 3.2.1 - 3.2.3, 3.3.1 - 3.3.6, 3.4.1, 3.4.2, 3.4.4, 4.2.1 - 4.2.5
Reading , Listening, 2.1.1 - 2.1.10, 2.2.1 - 2.2.3, 2.3.7, and Viewing 2.3.8, 3.4.1, 3.4.2, 3.4.4, 4.2.1 - 4.2.5
Writing, Speaking, 1.1.1-1.1.8, 1.2.1- 1.2.3, 1.3.1-1.3.9, and Expressing 1.4.1-1.4.7, 1.5.1-1.5.5, 2.1.7, 2.1.11, 2.1.12, 2.3.5-2.3.8, 3.2.4, 3.2.5, 3.4.3, 4.1.1, 4.1.3, 4.1.4, 4.2.2, 4.2.4
Ongoing Literacy 1.1.7, 1.2.2, 1.2.4, 2.1.3, 2.2.2, 2.3.5, Development 2.3.6, 2.3.8, 4.1.1, 4.1.2, 4.1.5
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Dispositions and • How do I handle others’ Essential Questions points of view? • What role does empathy 9th Grade Focus play in how I treat others? Inter-Relationships • What power do I have as an & Self-Reliance individual to make positive • Who am I? change? • How do my skills and talents • How do I respond to help to define me? improper use of power? • How do I relate to my family, • How do I determine when my community, and society? taking social action is • How do I build networks of appropriate? people to support me? • What voice do I use to • How am I a reflection of be heard? my relationships? 11th Grade Focus • How do my relationships within and across groups Transformational Thinking affect others? • How can forward thinking help • What influence do class, me make better decisions? religion, language, and culture • How do I develop a realistic have on my relationships and plan for the future? my decisions? • What evidence do I have that • What can I contribute as an I am committed to learning? individual? • How do I build a context for • What is my responsibility change in my life? to society? • When is loyalty to myself more • How do I see my beliefs important than loyalty to a reflected in government friend? policies and by politicians? • How will I know when to risk 10th Grade Focus failure for possible success? Critical Response and Stance • How do I demonstrate that I • How can I discover the truth am open-minded enough to about others? learn from my experiences? • What sacrifices will I make • How can I generate new ideas for the truth? for solving problems? • What criteria do I use to • How can I invent new judge my values? opportunities? • How will I stand up for what • What are the tradeoffs for I value? technological advances? • What can I do to realize my • Which decisions I make today dreams or visions for the will affect me for my entire life? future? • Where will I find wisdom?
8 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 12th Grade Focus Informational/Expository Leadership Qualities Text (IT) • How do I know if I am • Historical documents, essays, developing the academic skills literary analyses, speeches, research/technical reports, that I will need in my future life? textbooks, technical manuals, • What rules or principles do I use letters, proposals, memos, for how I treat others? presentations, legal documents, • What responsibility do I have to Internet sources, newspapers, society? magazines propaganda, articles, • How do I resolve my reference tools responsibilities to myself with those to my family members, my Media school, community, and world? • Movie clips, multimedia • How can I effectively articulate presentations, blogs, webpages, my opinions and perspectives? music, works of art, digital stories, advertisements, • Who is in a position to help me multimedia genre, video affect change? streaming • What can I do to avoid repeating mistakes made in history? • What leadership skills have I Characteristics of developed? Complex Text as defined by ACT: • What leadership qualities will I need to take with me from high Relationships: Interactions school? among ideas or characters in the text are subtle, involved, • What qualities define a good or deeply embedded. world citizen? Richness: The text possesses • How can I create the world I a sizable amount of highly want to live in? sophisticated information • How can I use my talents to conveyed through data or create new opportunities for literary devices. myself and for others? Structure: The text is organized in ways that are Literary Genre elaborate and sometimes Focus/Anchor Texts unconventional. Narrative Text/Fiction (NT) Style: The author’s tone and use • Novels, short stories, drama, of language are often intricate. poetry, (allegory, satire, parody) Vocabulary: The author’s choice of words is demanding Literary Nonfiction (LNF) and highly context dependent. • Essays, memoirs, biographies, commentaries, advertising, Purpose: The author’s intent in letters writing the text is implicit and sometimes ambiguous.
MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 9
Linking Texts • Knowledge of world literature Linking text should reflect one • Context in which literary or more of these characteristics works were produced and lead to the identified • Significance of work today disposition: and when written • Discrepant text that results Critical perspectives in seeing the big idea from a • Potential for bias totally different perspective • Critical perspectives within • Different genre or medium and across text that mirrors the theme or • Critical stance and response big idea of the anchor text in another form • Literary judgment • Supporting text that extends Informational Text or embellishes the big ideas Organizational patterns or themes in the anchor text - Compare/contrast • Text connected to the anchor text at an abstract level - Cause/effect - Problem/solution Genre Study and - Fact/opinion Literary Analysis - Theory/evidence Narrative Text Features Characteristics • Information in sidebars (tables, graphs, statistical evidence) • Literary elements defined related to text in detail and modeled in the context of the literature • Outline of thesis and supporting details using • Literary analysis: titles, headings, - Literal (What does the subheadings, and sidebars text say?) • Selected format (e.g., - Figurative (How does it say it?) brochure, blogs) to - Interpretation (What does influence the message it mean?) Media Features - Allusion/Wisdom • Camera and lighting (Why does it matter?) • Color and special effects • Literary devices • Music • Literary forms: allegory, satire, parody Historical/Cultural Considerations • Literary movements and periods (American and British) • Knowledge of American minority literature 10 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Reading, Listening/ Informational/Expository Text Viewing Strategies • Find the potential theses and and Activities supporting details • Determine level(s) of relevance Comprehension Strategies • access prior knowledge • Assess statements and arguments • determine importance • Consider potential for bias • make connections • Look for evidence to support assumptions and beliefs • make inferences • monitor comprehension • Find validity of facts in source material • annotate • ask questions • Discover and transfer abstract • clarify • compare themes and big ideas into new • critique • predict situations • reflect • summarize Vocabulary Strategies • synthesize • visualize • Define in context unfamiliar words, Comprehension Activities specialized vocabulary, figurative • Explicit instruction on language, and technical terms comprehension strategy use • Identify how common phrases • Focus questions for use in instruction (e.g., oxymoron, hyperbole) • Graphic organizers to identify change meaning structures, audience, and content • Recognize and use roots, affixes, • Advance organizers and word origins • Opportunities for students to • Restate definition or example in make thematic and real-life own words connections • Create a graphic representation of terms Critical Reading, Listening and Viewing Strategies • Compare/classify terms Literary Text Response to Reading, • Consider themes, different points Listening, and Viewing of view, and characterization Activities within and across text • cross-text comparison writing • Describe the impact of setting and or speaking characters on plot and themes • critical response journals • Consider the political assumptions • quotation notebooks underlying the text and the impact • critique of speech, presentation, of the work on society or performance • Analyze literal meaning, author’s craft, and interpretation • note taking/study guide • Discover and transfer abstract themes and big ideas to new situations
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Writing, Speaking, Media and Expressing • blog Writing and Speaking • digital story telling Modes of Communication • multi-media presentation • webpage Narrative Text/Fiction (NT) • poetry Speaking Activities • drama • response groups • creative fiction • work teams Literary Nonfiction (LNF) • discussion groups • creative nonfiction • committee participation • autobiography/biography/memoir • book talks • critical/analytical response • literature circles to literature • formal presentations • diary and journal • multi-media presentations • goal setting • letter to the editor Writing, Speaking, and • personal narrative Expressing Strategies • reflective essay and Activities • speech • summary Writing Process Strategies • writing portfolio reflection • Utilize the writing process • Peer edit with questions Informational Expository (IT) • Revise using checklist and scoring rubric • argumentative essay • business letter • Revise grammar in context • comparative essay • Revise to the assigned standard • descriptive essay • Use exemplars as models for • exploratory essay/research brief finished products • feature news article • Analyze writing using protocols: holistic, analytic, and trait-scoring • literary analysis essay • magazine article Writing Activities • multi-genre report • writing to learn • persuasive essay • writing to demonstrate learning • proposal • authentic writing • research report • resume • work-related text • summary/note taking • constructed response • other informational writing
12 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Research and Inquiry On-Going Literacy Process Activities Development • Use research to solve Student Goal Setting and problems, provide criteria, Self Evaluation Strategies and generate new knowledge • Assume ownership of • Engage in ethical, credible, academic literacy progress and reliable research • Use criteria and standards • Develop a research plan and to analyze work carry it out • Monitor growth using literacy • Generate topics, seeking indicators information from multiple perspectives and sources • Evaluate tendency toward dispositions • Analyze information for • Respond to constructive relevance, quality, and feedback reliability • Set new literacy goals • Connect the information to present a coherent structure Daily Language Fluency- and argument Unit Components • Select modes of presentation Reading • Recognize the contribution to • HSTW/ACT collective knowledge recommendations • reading portfolio Speaking, Listening, - texts studied in class Viewing Strategies - book club texts • Lead and participate in discussions - independent reading • Apply presentation skills and • reading strategies protocols • vocabulary development • Plan based on audience and Writing purpose • writing portfolio • Share, acknowledge, and build on - writing to learn one another’s ideas - writing to demonstrate • Consolidate and refine thinking learning • Evaluate the quality and - authentic writing relevance of the message Grammar Instruction • Use feedback to improve • to enrich writing effectiveness • to create organizational • Advocate for ideas coherence and flow • Listen with empathy • to make writing conventional • Use techniques and media Differentiated Skill Instruction to enhance and enrich your • Plan focused skill lessons message • Practice until mastery • Apply in context
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Quantity, variety and ACT College Readiness frequency of materials Standards to be read, written English about, and discussed Analyze text for by students • Topic Development in Terms of Purpose and Focus The following are • Organization, Unity, and recommendations from High Coherence Schools That Work and ACT’s • Word Choice in Terms of Style, “On Course for Success.” Tone, Clarity, and Economy All students should complete • Sentence Structure and Formation a rigorous English language • Conventions of Usage arts curriculum in which they • Conventions of Punctuation • Read 8–10 books and Reading demonstrate understanding Analyze text for • Write short papers (1-3 pages) • Main Ideas and Author’s Approach weekly that are scored with • Supporting Details a rubric • Sequential, Comparative, and • Write 4 formal essays per Cause-Effect Relationships quarter • Meanings of Words • Write a major research paper • Generalizations and Conclusions annually • Speak or present 3 to 5 times Writing per year Write text that • Discuss or debate topics • Expresses Judgments monthly • Focuses on the Topic • Take and organize notes weekly • Develops a Position • Maintain a portfolio of personal • Organizes Ideas reading and writing • Uses Language Effectively - conventions (grammar, usage, mechanics) - vocabulary (precise, varied) - sentence structure variety (vary pace, support meaning) Literature selections included in the model units represent recommendations, not requirements. Decisions regarding required literature are left to individual school districts.
14 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Model Unit Outline for Grade 12 ELA Disposition: Leadership qualities Focus: Diverse Perspectives Model Unit 12.1: The Power of Story: Inspiring Passion, Purpose, and leadership Potential (p. 16 - 29) Focus/Big Ideas Genre/Period power of story; discovering purpose, folklore, poetry, historical fiction, passion, and leadership potential; informational report, college dignity, integrity, self-respect; power application essay, Harlem through conviction; responsibility; Renaissance, Modernism, innovation Postcolonial World Literature Model Unit 12.2: SHared Leadership: The Responsibility of the Electorate (Pages 30 - 41) Focus/Big Ideas Genre/Period power of the people, rights and satire, allegory, fable, dystopian responsibilities of the electorate; fiction, informational article, use and abuse of power; need for Internet posting vigilance; shared leadership; valuing leaders and followers Model Unit 12.3: Balance of Power: Leadership for the american Dream (Pages 42 - 59) Focus/Big Ideas Genre/Period social mobility, influence of class, social protest, biography, poetry, the art of argumentation and documentary, political essay, negotiation, learning from leaders journalistic reports in history, building an American Literature of the Jazz Age, the Dream for the future Great Depression, the Dust Bowl Model Unit 12.4: Maintaining balance and integrity: The responsibility of the individual (Pages 60 -71) Focus/Big Ideas Genre/Period vigilance, balance, integrity, classic Greek tragedy, protest conviction, civil vs. moral law, literature, letter, film study, conscience vs. authority, civic historical account responsibility, civil disobedience, leadership Model Unit 12.5: Social responsibility: Redefining the American Dream in a World Context (Pages 72 -81) Culminating Senior Project Genre/Period Focus/Big Ideas Culminating Senior Project personal responsibility, plural research and social action based on citizenship, vision, hope, wisdom, the ELA unit framework, modeling innovation, the conceptual age, leadership, meeting the standards making a difference, youth activism
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Unit 12.1: The Power of Story: Inspiring Passion, Purpose, and Leadership potential
Anchor Text Diverse Perspectives Their Eyes Were Watching God and Literary Things Fall Apart Authors Zora Neale Hurston, Grade 12 Disposition Chinua Achebe Leadership Qualities Robert Hayden, William Ernest Henley, Langston Hughes, Jamaica Big Ideas Kincaid, Naomi Madgett, Bill • power of story Moyers, Tom Peters, Mark • discovering purpose, passion, Sanborn, Carl Sandburg, Alfred and leadership potential Lloyd Tennyson, Mark Turner, • dignity, integrity, self-respect Alice Walker, Paulette White, Walt Whitman, William Butler Yeats • determination • power through conviction Movements • responsibility Harlem Renaissance; Modernism • innovation 1937 – Hurston wrote Their Eyes Themes Were Watching God • Story is a basic principle of the Postcolonial World Literature; mind. One story helps make Postmodernism sense of another. 1959 – Achebe wrote Things Fall • The stories we hear and the Apart stories we tell shape who we are and who we become. Political, Historical, • The power of stories and Cultural, and Critical poetry is lost if we don’t listen. • finding passion, purpose, and • The power of leadership can come leadership potential through from within – not from what we stories do, but from who we are. • finding one’s own story • Literature inspires. • defining the function of Language leads. leadership • Leadership can be a magnet or a beacon rather than a bullhorn • analyzing the power of story or an organizational hierarchy. • analyzing stories to identify • Effective leaders share similar values and qualities of leadership qualities. • evaluating leadership potential • Out of adversity comes strength of character. • Character counts.
16 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Focus and Essential Stories are the “red meat” that Questions and animates our “reasoning processes.” Quotations Stories give us “permission” to act. Focus Questions Stories are photographs of who we What qualities do effective aspire to be. leaders share? Stoires cause emotional responses. How do you live a life that will Stories connect. inspire others? Stories are us.” How can you lead through Tom Peters relationships with people as Re-imagine! Business Excellence in a opposed to leading through Disruptive Age, p. 215 control over people? “Story is a basic principle of mind. How do ordinary people Most of our experience, our transform into extraordinary knowledge, and our thinking is individuals? organized as stories. The mental What factors influence the scope of story is magnified by development of leadership projection – one story helps us make qualities? sense of another. The projection of Essential Questions one story into another is parable, a basic cognitive principle that shows What leadership skills have I up everywhere, from simple actions developed? like telling time to complex literary What leadership qualities will I creations like Proust’s A la rechereche need to take with me from high du temps perdu.” school? Mark Turner What qualities define a good The Literary Mind: The Origins of world citizen? Thought and Language How can I create the world I want to live in? “Stories amuse; facts illuminate. Stories divert; facts reveal. Stories How can I use my talents to are for cover; facts are for real… create new opportunities for Stories capture the context and myself and for others? the emotions. Stories are important How do I know if I am cognitive events, for they developing the academic skills encapsulate, into one compact that I will need in my future life? package, information, knowledge, context, and emotion.” Quotations Don Norman “As I see it, an effective leader Things That Make Us Smart making the rounds asks one – and only one – question: GOT ANY GOOD STORIES?
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“We don’t know one-tenth of the people is the loss of their dignity stories knocking about. But if you and self-respect. The writer’s duty want to understand a people’s is to help them regain it.” experience, life and society, you Chinua Achebe must turn to their stories. I am constantly looking for that “Literature, whether handed down moment when an old story by word of mouth or in print, suddenly reveals a new meaning.” gives us a second handle on Chinua Achebe reality… [It enables] us to encounter in the safe, manageable “...only the story...can continue dimensions of make-believe the beyond the war and the warrior. very same threats to integrity that It is the story that outlives the may assail the psyche in real life.” sound of war-drums and the Chinua Achebe exploits of brave fighters. “In choosing to quote Irish poet It is the story...that saves our William Butler Yeats’ poem “The progeny from blundering like blind Second Coming,” Achebe implies beggars into the spikes of the that the process of cultural cactus fence. breakdown is not limited to Ibo The story is our escort; without it, society but is – to use a word we are blind. Does the blind man Achebe dislikes – universal. For own his escort? No, neither do the society as a whole, the process we the story; rather it is the story of falling apart is never final.” that owns us and directs us.” Novel Study Guide, HBJ Chinua Achebe, Anthills of the Savannah (1987) “Americans have their vision; we have ours. We do not claim that Chinua Achebe on the ours is superior; we only ask to fundamental theme that challenges keep it.” African writers: Chinua Achebe “This theme – put quite simply – is that African people did not hear of “Fiction is like a spider’s web, culture for the first time from attached ever so slightly perhaps, Europeans; that their societies but still attached to life at all four were not mindless, but frequently corners.” had a philosophy of great depth Virginia Woolf and beauty, that they had poetry, and above all, they had dignity. It is It matters not how straight this dignity that many African the gate, people all but lost during the How charged with punishments colonial period and it is this that the scroll, they must now regain. The worst I am the master of my fate, thing that can happen to any I am the captain of my soul. “Invictus” Henley
18 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS There was a child went forth “Our fathers gave us many laws, every day; which they had learned from their And the first object he look’d fathers. Those laws were good. upon, that object he became; They told us to treat all men as And that object became part of they treated us, that we should him for the day, or a certain never be the first to break a part of the day, or for many bargain, that it was a disgrace to years, or stretching cycles of tell a lie, that we should only speak years. the truth…” “There Was a Child Went Forth” Chief Joseph (Nez Perce), 1879. from Leaves of Grass “An Indian’s View of Indian Affairs” Walt Whitman North America Review 127, (April 1879) I am a part of all that I have met; Yet all experience is an arch Literary Genre wherethro’ Focus/Anchor Texts Gleams that untravell’d world Narrative Text whose margin fades Their Eyes Were Watching God For ever and forever when I move. Zora Neale Hurston “Ulysses” A.L. Tennyson Things Fall Apart Chinua Achebe “It is only rarely remembered that the definition of democracy Informational Text immortalized by Lincoln in the Leadership Gettysburg Address had been inspired by Theodore Parker, the “America’s Best Leaders” abolitionist prophet…We have a U.S. News & World Report story of equal power. It is that the print edition promise of America leaves no on October 30, 2006 out. Go now, and tell it on the online edition mountains. From the rooftops, tell http://www.usnews.com/usnews/ it. From your laptops, tell it. On news/leaders/ campus and at the mall, tell it. Tell (purpose, passion, solid values, lead it at the synagogue, sanctuary, and with hearts and heads, connected mosque. Tell it where you can, relationships, self discipline) when you can and while you can – to every candidate for office, to “A New Story for America” every talk-show host and pundit, Bill Moyers to corporate executives and The Nation, Jan. 22, 2007 schoolchildren. Tell it – for p.11-17 America’s sake.” adaptation of Dec 12, 2006 speech http://www.thenation.com/ Bill Moyers doc/20070122/moyers “For America’s Sake”
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Excerpt from You Don’t Need a “Ulysses” Title to Be a Leader: How Anyone Alfred Lloyd Tennyson Anywhere Can Make a Positive http://www.love-poems.me.uk/ Difference. tennyson_ulysses.htm Mark Sanborn http://www.leadershipnow.com/ NPR Story Corps (Listen to leadershop/0385517475excerpt.html stories) http://www.storycorps.net
Linking Texts/Media NPR This I Believe Leadership Within Families http://thisibelieve.org Poetry Their Eyes Were Watching God “Mother to Son” Langston Hughes Media Clips from “Those Winter Sundays” Their Eyes Were Watching God Robert Hayden Bob Edwards’ Interview of Alice “Father and Son” Walker Carl Sandburg 4-26-04 (NPR) “He Lives in Me” (on works of Zora Hurston) Naomi Long Madgett http://www.highbeam.com/doc/1P1- 93852840.html (Can print using “Momma” free trial membership) Paulette Childress White 8-04-05 Morning Edition Excerpt from chapter ������“Girl” “NPR Intersections: Crafting a Jamaica Kincaid Voice for Black Culture” (voice and tone – leadership) 5-03-04 interview Life Influences – Who Am I? Vertamae Grosvenor http://www.npr.org/templates/ “There Was a Child Went Forth” story/story.php?storyId=1849395 Walt Whitman http://www.bartleby.com/142/103. Alice Walker on Zora Hurston’s html �������������������������������(influences in students’ lives) ‘Spiritual Food’ http://www.npr.org/templates/ “One’s Self I Sing” story/story.php?storyId=1849395 Walt Whitman http://www.bartleby.com/142/1. “Zora Neale Hurston, Through html Family Eyes”Liane Hansen’s interview of Lucy Ann Hurston “Invictus” Weekend Edition Sunday 1-14-04 William Ernest Henley http://www.npr.org/templates/ http://www.bartleby.com/103/7. story/story.php?storyId=4169435 html
20 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS “The Sound of 1930s Florida Folk Life” “The Second Coming” Blues Songs, Rural Life Focus of William Butler Yeats Library of Congress Web Archive (wr. 1919, pub. 1921) http://www.npr.org/programs/atc/ Things Fall Apart title derives from features/2002/feb/wpa_ poem; florida/020228.wpa_florida.html see related quotation
Text Heart of Darkness Joseph Conrad “Janie Crawford” (as a contrasting view of Africa and Alice Walker (from Good Night, African culture; Achebe wrote Willie Lee; also printed in Alice Things Fall Apart in response to Walker in the Classroom, Carol Jago) Conrad’s novella) “Looking for Zora” Alice Walker 1975 College Application “Helping Students Write College Foreword to Every Tongue Got to Application Essays” Confess: Negro Folk-tales from the Jim Burke Gulf States http://www.englishcompanion.com/ John Edgar Wideman room82/college/writecollegeessays. (on Hurston’s use of language) html
Things Fall Apart “Guidelines for Letters of Recommendation” Jim Burke Media (chart) http://www. Fiddler on the Roof englishcompanion.com/room82/ Joseph Stein, play college/recletterform.html Sholom Aleichem, book “With a Little Help from Your Mom” Text Carol Jago “Marriage is a Private Affair” http://www.englishcompanion.com/ Chinua Achebe room82/college/jagocolumn.html
The Role of the Writer in a New Teacher Resources Nation” How to Read Literature Like a Chinua Achebe Professor (fundamental theme that challenges Thomas C. Foster African writers) Literary Criticism Resource Bill Moyers’ interview of Chinua Literature: Reading Fiction, Poetry, and Achebe Drama A World of Ideas, 1989, p. 333-344. Robert DiYanni
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Approaches to Teaching Achebe’s Poetry Things Fall Apart • imagery Edited by Bernth Lindfors • figurative language • free verse Media • metaphor Finding Oprah’s Roots: Finding Your • simile Own • rhythm Henry Louis Gates, Jr. • speaker Purchase DVD or book at Shop • attitude toward subject (tone) PBS site • repetition http://www.shoppbs.org/sm-pbs- finding-oprahs-roots-finding-your- English Bildungsroman own-dvd--pi-2589151.html Novels • education, growth and Internet Links to Resources development of a protagonist Narrative Profundity Scale both in the world and within http://www.readinglady.com/ • autobiographical form where mosaic/tools/Profundity%20Scale- fact mingles with fiction Narrative%20from%20Jeff.pdf • sense of reality • ancestry of main character • leaves home to search for Genre Study and own identity Literary Analysis • life experiences shape who Narrative Text character becomes Genre Study Postcolonial Literature Characteristics of http://en.wikipedia.org/wiki/ • bildungsroman novels Postcolonial_literature#Other_ • folklore important_authors_in_ _ • poetry postcolonial theory • Postcolonial literature http://www.usp.nus.edu.sg/post/ • historical fiction Author Study Their Eyes Were Watching • Chinua Achebe God • Zora Neale Hurston • frame story • change in points of view Literary Elements first/third person/voice • setting • tone/attitude/effect • characterization • language manipulation • plot structure (antagonist/protagonist) • syntax • theme • allusion • point of view
22 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Diction Informational Text • slang, jargon, dialect Genre Study • colloquial expressions Characteristics of • concrete; abstract • informational reports • denotation; connotation����������� • college application essay Things Fall Apart Expository Elements • figurative language (Moyers) - metaphor • subtleties of sarcasm - simile • tone - proverb • understatement • Achebe uses proverb to • overstatement - underline theme • hyperbole - foreshadow events • allusion - comment on character • anecdote - articulate Ibo values • syntax • sentence structure Historical/Cultural • repetition Perspectives Organizational Patterns • Discuss moral/ethical issues in texts read (Special Reports) • Discuss literal, historical, and • reorganization of printed political perspectives material for web publication Critical Perspectives Text Criteria • ACT Characteristics of Literary Criticism Complex Text • Analyze one text from multiple perspectives Reading, Listening/ OR Viewing Strategies • Analyze more than one text and Activities from a single perspective Reading - Formalist Narrative Text - Biographical • Read through all quotations for - Historical the purpose of understanding the - Psychological significance of story in our lives. - Sociological • Anticipation activity: In small - Marxist groups, generate a list of - Feminist leadership qualities. Literary Criticism Resource • Read Their Eyes Were Watching Literature: Reading Fiction, Poetry, God and Things Fall Apart, to and Drama illustrate how the stories we read Robert DiYanni shape who we are and who we become. MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 23
Close Reading • In a jigsaw activity, analyze the Reading Strategies collections of poetry for the voices of leadership and for http://www.greece.k12.ny.us/ the elements and devices used instruction/ela/6-12/Reading/ to tell a story in a concise Reading%20Strategies/reading%20s way. Record the analysis as a trategies%20index.htm chart. • Use thinking notes and think- aloud strategies. • Read narrative and informational text for • Analyze for syntax and tone. evidence of leadership • Evaluate author’s style in qualities. informational text. Listening/Viewing • Annotate text. • View Their Eyes Were Watching • Take notes (Cornell Notes God movie segments for the and Double Entry Journals). significance of Janie’s language. http://www.clt.cornell.edu/ • Listen to “The Sounds of campus/learn/LSC%20Resources/ 1930s Florida Folk Life” and cornellsystem.pdf read the Foreword to Every Tongue Got to Confess as an Critical Reading introduction to the language • Critical Reading Questions of Hurston’s novel. What does the text say? • Use/View “Do You Speak (literal) American?” (viewers’ guide) How does it say it? http://www.pbs.org/speak/about/ (figurative) guide/ (PBS-DVD) What does it mean? (interpretive) http://www.shoppbs.org/product/ index.jsp?productId=1920125 Why does it matter? (wisdom/allusion/ Discuss how “the language we use connections/relevance) can define us, unite us, or separate • Read U.S. News “America’s us.” Best Leaders.” Jigsaw the article. Compare lists. • View teacher-selected clips Continue ongoing discussion from Fiddler on the Roof and through blogs, dialogue Their Eyes Were Watching God boards, interactive for examples of strong family notebooks, posters. or personal leadership. Critique one or both using resources • Use the focus questions to provided. guide purposeful reading toward the theme. http://www.readwritethink.org/ lessons/lesson_view.asp?id=863
24 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Writing, Speaking, • Using a character analysis Expressing Strategies chart, analyze Hurston’s and Activities character development of Janie and the minor characters in Writing to Access Prior Their Eyes Were Watching God. Knowledge Note the function of the major • Think about the power of and minor characters, storytelling. How much of what character development, you have learned about family motives and causes for action, values, ethics, and morals has and describe the function of been learned through family the moral dilemmas in the stories? Write a personal novel. narrative essay about the power • Identify Okonkwo’s dominant of story in your life; reflect on character flaw and discuss how the role stories play in your it contributes to his downfall; understanding of your family, identify Okonkwo’s dominant yourself, and your values. strength and discuss how it contributes to his success; Writing to Learn evaluate his leadership qualities. Journal Entries • As you prepare to ask teachers • Respond to focus questions. for letters of recommendation for college or career programs, • Quotation notebooks think about your strengths, • Write about leadership your leadership potential, and qualities you observe in your story. Identify the school, church, club, or information you will share with sports leaders those you ask to recommend • Identify examples of literary you. Use Jim Burke’s elements in narrative and “Guidelines for Letters of informational texts. Recommendation” as a - Discuss the frame in which resource. Their Eyes Were Watching God is written. • Analyze the plot structure of Their Eyes Were Watching God. - Discuss Hurston’s purpose Record Janie’s progression in using first and third toward independence and self- person points of view. discovery at each stage of the • Record examples of plot. Hurston’s use of language to suggest power, leadership, or • Discuss the psychological social class. and/or social pressures on Janie • Analyze Janie and Okonkwo and Okonkwo. using the Narrative Profundity • Describe the world in which the Scale http://www.readinglady. Janies of the world could live com/mosaic/tools/ without compromising their Profundity%20Scale- personal integrity. Narrative%20from%20Jeff.pdf
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Data Walls Comparison Essay • Record random acts of • Review the leadership qualities leadership within your school. you identified in this unit and in • Continue to post examples your family stories. Compare of leadership and leadership your initial thinking about qualities on classroom data leadership and values with your walls. current thinking about leadership characteristics. Writing to Demonstrate How does your understanding Learning of the role of story influence the function of leadership? Essay Options Literary Analysis Research • Given the theme of • Read about Achebe and leadership, examine the Hurston. Identify basic beliefs, cultural/historical significance perspectives and philosophical of Their Eyes Were Watching assumptions underlying the God and Things Fall Apart. authors’ works. Why did Hurston choose to tell Janie’s • In his title Things Fall Apart, story? Why did Achebe Chinua Achebe alludes to choose to tell Okonkwo’s William Butler Yeats’ poem story? What are the “The Second Coming.” Four philosophical assumptions lines of the poem are printed underlying the authors’ as an epigraph at the front of works? What bigger story is the text. Read the book; each telling? discuss how the plot and characterization express ideas Authentic Writing of these lines. Write a critical College Application Essay essay answering these questions: What are the • Think about the theme “Story things? And how do they fall is a basic principle of the apart? mind. One story helps make sense of another.” Think • Write an essay in which you about the stories you have discuss Okonkwo as a tragic read and heard in this unit. hero in fiction. Identify one story that helped Reflective Essay you make sense of another for your own life. • Write an essay reflecting on the lessons learned from Janie • Evaluate own strengths for leadership potential. Write a and Okonkwo that you will college application essay apply in college or in life after based on a self-evaluation of high school. your leadership potential in which you tell your story. Use essential questions as resources for your draft. 26 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Speaking book for one of the novels • Recite a poem, speech, or read in this unit; focus on one excerpt from a speech or theme or topic; share scrap essay from this unit. book with class; defend • Analyze poetry using Think- choice of entries based on Pair-Share. importance in understanding the topic. Use the Read- • Discuss in class/group Write-Think Resource. sessions the power of the story or the poem to inform http://www.readwritethink.org/ thinking and change lives. lessons/lesson_view.asp?id=787 Culminating Senior Expressing Project – Unit 12.5 • After reading the quotations Social Responsibility on the power of story and the selected texts, remember Review plans for unit study for five stories from your life that grade 12. Begin thinking and tell what’s most important planning for possible individual, about you (your character, group, class, or community projects your motivation, your that will fulfill the senior project compassion, your passions, requirement for Unit 12.5. Each your humor, your friendships, unit will provide opportunities and etc.). Share one or more with examples. your classmates. How will you use these stories in the On-Going Literacy future? Development • Read “There Was a Child Went Forth.” Make a class Student Goal Setting “Child Went Forth” collage and Self-Evaluation depicting objects that have Strategies become part of you. • Maintain writing portfolio • Evaluate own strengths for • Reflect on selected journal leadership potential. Review entry the leadership characteristics identified in the articles and • Reflect on two pieces of unit the leadership qualities you writing that represent best have identified in the effort characters of the novels. • Monitor growth using Create a three-column chart literacy indicators that lists the leadership - language fluency qualities you currently - reading complexity possess, those you plan to - modes of discourse develop, and your action plan. • Evaluate tendency toward • Create a literary online scrap dispositions and their appropriate application Daily Language Fluency MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 27
Reading Vocabulary Development • HSTW/ACT • words from selections recommendations of 8-10 • academic vocabulary books per year in ELA class; 25 books per year across the • technical/specialized curriculum vocabulary • word etymology and variation Reading Portfolio • find current uses in Google recording reading with three levels News of support Writing 1. texts/literature studied in class (challenging text in zone Writing Strategies of proximal development – • process writing text students couldn’t read • language appropriate for without the help of the purpose and audience teacher); anchor, linking texts, • revise own writing using and author/poet study proofreading checklist 2. book club groups reading • critique own writing for same text from teacher- sophisticated sentence selected list (somewhat above structure comfort level); students • cite sources using MLA choose from list of 5-6 titles conventions that support the unit theme; • evaluate own writing they read the book outside of (review, revise, edit) class, participate in book club discussions, and write • note taking annotated bibliographies and Grammar Skills literary response essays • grammar and rhetoric mini 3. independent reading of lessons student-selected text; reading • practice skills for ACT/SAT for pleasure outside of class success (at comfort level); students write annotated bibliographies Grammar Instruction to: Reading Strategies • enrich writing: add detail, style, voice • Skim text for essential information • create organizational coherence and flow • Think, write, pair, share new texts • make writing conventional • Time reading to determine Additional MDE Grammar time commitment for each Resource text “Power of Language” Module (ELA Companion Document)
28 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ACT College Readiness Writing Standards Write text that English • Expresses Judgments Analyze text for • Focuses on the Topic • Topic Development in Terms • Develops a Position of Purpose and Focus • Organizes Ideas • Organization, Unity, and • Uses Language Effectively Coherence - conventions (grammar, • Word Choice in Terms of usage, mechanics) Style, Tone, Clarity, and Economy - vocabulary (precise, varied) • Sentence Structure and Formation - sentence structure variety (vary pace, support • Conventions of Usage meaning) • Conventions of Punctuation Reading Analyze text for • Main Ideas and Author’s Approach • Supporting Details • Sequential, Comparative, and Cause-Effect Relationships • Meanings of Words • Generalizations and Conclusions
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Unit 12.2 Shared Leadership: The Responsibility of the Electorate Anchor Text Diverse Perspectives 1984, Animal Farm Literary George Orwell Authors George Orwell
Grade 12 Disposition Walter Dellinger, Lou Dobbs, The Leadership Qualities Iroquois Nation, Sue Johnston, John C. Maxwell, Bill Moyers, Dudley Big Ideas Randall • leadership • power of the people Movements • governance Dystopian (Anti-utopian) Literature • rights and responsibilities of the people 1944 – Orwell wrote Animal Farm (published 1946) • warning • economic, political, social 1949 – Orwell wrote 1984 indicators that predict inequity • active participation • use and abuse of power Political, Historical, Cultural, and Critical Themes • comparing governments in • The quality of leadership is Orwell’s novels with today’s determined by the governments involvement of the electorate. • identifying the responsibilities • Leadership is a reflection of of the electorate the majority of the electorate. • evaluating need for a vigilant • Today’s world demands an electorate informed, involved, and engaged • analyzing Iroquois constitution electorate to maintain a as precursor to the U. S. government of the people, for Constitution the people, and by the people. • understanding shared • Leadership is a shared leadership responsibility of the leaders and of those being led. • valuing leaders and followers • A component of responsible citizenship is knowing which leader to follow. • Freedom is not license, but responsibility. With freedom comes responsibility.
30 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Focus and Essential Quotations Questions and “During times of universal deceit, Quotations telling the truth becomes a revolutionary act.” Focus Questions George Orwell What are the responsibilities of the people to maintain a government “Each of us influences 10,000 other that is of the people, by the people, people during our lifetime.” and for the people? Maxwell, 2002
What are the indicators that our “…that this nation, under God, elected leaders are no longer shall have a new birth of freedom— upholding our constitutional rights? and that government of the people, What are the warning signs? How by the people, for the people, shall do we heed them? What are not perish from the earth.” appropriate actions? Abraham Lincoln
What are the reciprocal “All animals are equal, but some responsibilities of the elected and animals are more equal than the electorate? others.” Animal Farm, p. 133 “Big Brother is watching.” 1984, p. 2 Essential Questions What responsibility do I have to “What above all is needed is to let society? the meaning choose the word, and not the other way around.” What can I do to avoid repeating George Orwell, mistakes made in history? Politics and the English Language
What kind of world do I want to “There’s a hole in the American live in? system where the leadership used What must I do to create the to be… The most effective answer world in which I want to live? to this leadership vacuum would be a new era of political activism by What makes a good leader? ordinary citizens.” Bob Herbert
What leadership skills have I “Politics ought to be the part-time developed? profession of every citizen who would protect the rights and Under what circumstances will I be privileges of free people and who a leader or a follower? would preserve what is good and fruitful in our national heritage.” How will I use my influence and Dwight Eisenhower, quoted in Bob leadership to create the world in Herber Op Ed article which I want to live?
MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 31
“Democracy works when people “The problem of power is how to claim it as their own.” achieve its responsible use rather Bill Moyers than its irresponsible and indulgent use – of how to get men of power “As learners of freedom, we might to live for the public rather than off come to understand that the price the public.” of liberty is eternal vigilance.” Robert Kennedy The Gospel According to America David Dark Literary Genre “If we are to preserve the Focus/Anchor Texts American Dream for future Narrative Text generations, … We must begin Animal Farm, George Orwell with ourselves as individuals. A 1984, George Orwell good starting point for each of us is to read the two most important Informational Text documents that govern our lives as “America’s Best Leaders” individuals and as a nation.” U.S. News & World Report Lou Dobbs, War on the Middle Class, print edition, October 30, 2006 p. 197. online edition “Few will have the greatness to http://www.usnews.com/usnews/ bend history itself; but each of us news/leaders/ can work to change a small portion “A New Story for America” of events, and in the total; of all Bill Moyers those acts will be written the The Nation, Jan. 22, 2007, p.11-17 history of this generation.” adaptation of Dec 12, 2006 speech Robert Kennedy http://www.thenation.com/ “And so, my fellow Americans: ask doc/20070122/moyers not what your country can do for you—ask what you can do for your Essays /Editorials country. “Read the Fine Print” New York Times editorial writer My fellow citizens of the world: ask July 25, 2006 not what America will do for you, http://www.iht.com/bin/print_ipub. but what together we can do for php?file=/articles/2006/07/25/ the freedom of man.” opinion/edbush.php John Kennedy
“There are those who look at things the way they are, and ask why... I dream of things that never were, and ask why not?” Robert Kennedy
32 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS “A Slip of the Pen” Music Lyrics Walter Dellinger “Beasts of England,” (Animal Farm, New York Times July 31, 2006 pp. 33-32) http://www.nytimes. com/2006/07/31/opinion/ “The Eve of Destruction” 31Dellinger.html?ei=5090&en=f70 P. F. Sloan ccdbfec5bce8d&ex=1311998400& partner=rssuserland&emc=rs&pa Poetry gewanted=print “Ballad of Birmingham” Dudley Randall http://webinstituteforteachers.org/ Linking Texts ~vfjohnson/ballbham.html Media “Booker T. and W.E.B” Animal Farm, Dudley Randall George Orwell http://www.huarchivesnet.howard. Animated Movie, ����1999 edu/9908huarnet/randall.htm 1984 George Orwell Blackstone Audiobooks, 1991 Additional Linking Texts “How and Why Active Followers Text Matter in Leadership” “Something to Honk About” Edwin P. Hollander Sue Johnston http://www.academy.umd.edu/ _ http://itsunderstood.typepad.com/ publications/klspdocs/eholl p1.htm _ _ my weblog/leadership “The Leader-Follower Partnership: communication/index.html It’s a New Day” Excerpts from David Lassiter War on the Middle Class http://www.leadershipadvantage. Lou Dobbs com/leaderFollowerPartnershipp. Chapter 12, p.197-212 shtml
Excerpts from “Traits of a Good Leader” Leadership 101 Santa Clara University and the Tom John C. Maxwell Peters Group http://www.nwlink.com/~donclark/ “Constitution of the Iroquois leader/leadchr.html Nations: The Great Binding Law, Gayanashagowa” “Seven Personal Qualities Found in http://www.constitution.org/cons/ a Good Leader” Barbara White iroquois.htm http://ezinearticles.com/?Seven- Personal-Characteristics-Of-A- Good-Leader&id=59305
MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 33
Excerpts from And Still We Rise: The Literature/Culture Trials and Triumphs of Twelve Gifted Characteristics Inner City Students Miles Corwin Narrative Text Review by Mark Welch Genre Study http://www.markwelch.com/ Characteristics of perspective/andstillwerise.htm • satire “The Censors” • allegory Luisa Valenzuela • fable http://southerncrossreview.org/3/ • cautionary tale censorseng.html • dystopian fiction “The Voter” Author Study Chinua Achebe • George Orwell
Excerpts from Literary Elements No Longer at Ease • novella (political Chinua Achebe commentary) • protagonist “Long on Rhetoric, Short of • antagonist Sorrow” • anonymous narration Bob Herbert • point of view OP-Ed Column, New York Times, • tone January 25, 2007 http://mparent7777.blog-city.com/ Literary Devices long_on_rhetoric_short_on_ • symbolism sorrow_bob_herbert__theres_a_ • irony hole_.htm • foreshadowing • maxim/motto/watchword U.S. Historical Documents motifs of songs and rituals “Declaration of Independence” • imagery • satire “The Constitution of the United • propaganda States of America” Allegory “Bill of Rights” • extended metaphor “The Pledge of Allegiance” • objects, persons, and actions have symbolic meanings “The Gettysburg Address” • personifications of abstract ideas • literal vs. symbolic meaning
34 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Features of Film • Analyze Animal Farm and 1984 • setting (geographical, from the sociological historical, social milieu) (Marxist) perspective; evaluate the use and abuse of • atmosphere (mood) power. • cinematography (camera placement and movement, Informational Text lighting, color, focus, frame) Genre Study • composition Characteristics of • lighting (realistic, romantic, • articles expressive, “dark,” “surreal”) • Google and Internet postings • décor/clothing Expository Elements • pace (fast-paced, slow-paced, (Moyers) “meditative,” “poetic”) • subtleties of sarcasm • suspense • tone • sound (realistic, expressive, • understatement simple vs. multi-layered) • overstatement • music (soundtrack vs. source) • litotes • hyperbole • editing (cutting for continuity, • allusion cutting within a scene, cross- cutting, parallel editing, • anecdote metaphorical/symbolic cutting) Features • character (complexity, • Literary devices thesis, development, believability) supporting ideas, statistical • acting (professional/non- evidence professional, realistic, Historical/Cultural stylized/symbolic) Perspectives • plot (story, subplots, drama) • Historical and contemporary Historical/Cultural perspective Perspectives Critical Perspectives • Historical, political and • Connect to self – own cultural themes and perspective on issues of perspectives leadership and propaganda Critical Perspectives • facts and opinions • Quotable lines • writer’s tone, (e.g., bias) • How would this situation be • logic viewed today? • authenticity • Connect to self – own perspective on issues of propaganda and leadership MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 35
Reading, Listening/ Critical Reading Viewing Strategies • Critical Reading Questions and Activities What does the text say? (literal) Reading How does it say it? (figurative) • Read through all quotations for the purpose of understanding What does it mean? shared leadership and the (interpretive) responsibility of the electorate. Why does it matter? (wisdom/ allusion/ connections/relevance) Close Reading Reading Strategies • Read Animal Farm and 1984 from the perspective of the http://www.greece.k12.ny.us/ citizens; think about what instruction/ela/6-12/Reading/ action they could have taken Reading%20Strategies/reading%20s to change the system. trategies%20index.htm • Analyze how language is used to control citizens. • Analyze for persuasion in speeches and in propaganda. • Analyze two or more literary • Use thinking notes and think- or expository texts and tell aloud strategies. how the theme is treated • Analyze for syntax and tone. differently. • Evaluate author’s style in • Analyze how the tensions informational text. among characters, • Annotate text. communities, themes, and • Experiment with note-taking issues in literature and in other while reading Animal Farm and texts reflect human 1984. experience. - Double Entry Journal • Do a close reading of the first - Talking to the Text (thinking three paragraphs of the aloud) “Declaration of Independence;” annotate the text; identify the - Cornell Note-Taking guidelines for ensuring http://www.clt.cornell.edu/campus/ protection of the rights of the learn/LSC%20Resources/ people. cornellsystem.pdf • Read the editorials “Slip of the Write a quick write reflecting on Pen” and “Read the Fine Print;” the method that works best. research “Signing Statements;” determine how this practice • Recognize a variety of plot has changed laws. Follow the structures and elements and research with a debate on the describe their impact on the potential for privileging the reader in specific literary executive branch and tipping works. the balance power.
36 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 37 Dialogue Board Activity Practice Listening Skills • David Dark said, “As learners • Monitor message for clarity of freedom, we might come to and understanding. understand that the price of • Ask relevant questions. liberty is eternal vigilance.” • Provide verbal and nonverbal Read Chapter 12 of Lou feedback. Dobbs’ War on the Middle Class, the “Declaration of • Notice cues such as change of Independence,” and other pace and emphasis that sources to qualify “eternal indicate a new point is about vigilance.” Post examples. to be made. • Read the “Constitution of the • Take notes to organize Iroquois Nations” for essential information. elements of shared leadership.
Listening/Viewing
Listening Comprehension
• Listen to “The Eve of Destruction;” identify satirical elements; discuss how protest songs play a role in keeping the electorate vigilant. • View the animated version of Animal Farm; compare it with the book asking the question, “Does the movie send the same message as the book?” Analyze the movie using the “Motion Picture Analysis Worksheet” and features of film. http://www.archives.gov/ education/lessons/ worksheets/motion_picture_ analysis_worksheet.pdf
• Listen to the audio version of 1984; chart actions of characters and events in the novel.
36 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 37
Writing, Speaking, • What kind of leadership will Expressing Strategies your generation have to and Activities provide to protect our democracy? Writing to Access Prior Knowledge Data Walls • All citizens of the United • How do the governments in States have responsibilities to 1984 and Animal Farm ensure that the government compare with today’s represents and protects the American government? Is Big people. What is your role as a Brother watching? Discuss citizen? How will you exercise differences and tendencies your responsibilities as a toward similarities. Record voter? instances on a data wall. Roles of Leaders and Followers Writing to Learn • Use a two-circle thinking map Journal Entries or a Frayer model to show • Respond to focus questions. how the roles of leaders and • Quotation notebooks followers are alike and how they differ. Embellish with • As you read Animal Farm and examples and non-examples. 1984, analyze how language is used to control citizens. In Writing to Demonstrate Animal Farm, find examples of Learning the animals being controlled through lack of education, Essay Options propaganda, and surreptitious Literary Analysis changing of the commandments. • How did Orwell use moral In 1984, find examples of how dilemmas to develop Winston the control of the language of and Napoleon as characters Newspeak is used to control whose actions and motives thought. impact the understanding of • Note examples of literary Orwell’s message? devices (symbolism, irony, Expository Essay satire, propaganda, motifs). • “People are too well informed • How does “Something to to adhere to a set of rules or Honk About” demonstrate to simply follow a leader over shared leadership? How a distant hill. They want to be would this model work in a inspired by a greater real world situation? purpose.” Ann Fudge and Sir • Describe your ideal future Francis Bacon observed that world. What will your “knowledge is power” and generation have to do to John Maxwell adds that create that world? knowledge empowers. Write
38 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS an expository essay describing attributes or characteristics how these two statements of effective followers/citizens/ contribute to the necessary electorate. Research Orwell’s attributes of a responsible life for examples of these electorate. characteristics. What caused Comparative Essay him to feel responsible to warn others? Why did he • Draw parallels between send his warning in the form events in Animal Farm and of a story? today’s government. Provide examples of government • Review school and community policies that erode the rights presentation workshops at of the electorate. the National Archives site for possible ideas for culminating • Draw parallels between the senior project. world of 1984 and the world http://www.archives.gov of today. Personal/Persuasive Essay Authentic Writing Reflective Response • Discuss your responsibilities as part of the electorate to • Use John Kennedy’s maintain a government of the quotation, “Ask not…” along people, for the people, and by with Bobby Kennedy’s the people. quotation on leadership to form a new statement that • Identify the two or three informs members of the most important actions that electorate of their could/should have been taken responsibilities as leaders and to balance the power in 1984 followers. or to avoid the outcome in Animal Farm. Speaking/Expressing Reflective Essay • Perform a choral reading of “Booker T and W.E.B.” or • Consider how language was other poetry or excerpt from used in 1984 and Animal Farm. unit. Write an essay in which you identify language used by • After reading articles on leaders today to control or signing statements, debate influence the electorate? their potential for privileging What is Newspeak today? the executive branch and How can you avoid being tipping the balance power. controlled or limit the Provide suggestions for influence? keeping the balance of power with the people. Research • Read articles on the role followers play in the quality of leadership. Identify five or six
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Culminating Senior Reading Portfolio recording Project – Unit 12.5 reading with three levels of support Social Responsibility 1. texts/literature studied in Review plans for unit study for class (challenging text in zone grade 12. Begin thinking and of proximal development – planning for possible individual, text students couldn’t read group, class, or community projects without the help of the that will fulfill the senior project teacher); anchor, linking texts, requirement for Unit 12.5. Each and author/poet study unit will provide opportunities and 2. book club groups reading examples. same text from teacher- selected list (somewhat On-Going Literacy above comfort level); students choose from list of 5-6 titles Development that support the unit theme; Student Goal Setting they read the book outside of and Self-Evaluation class, participate in book club Strategies discussions, and write • Maintain writing portfolio annotated bibliographies and literary response essays • Reflect on selected journal entry 3. independent reading of student-selected text; reading • Reflect on two pieces of unit for pleasure outside of class writing that represent best (at comfort level); students effort write annotated bibliographies • Monitor growth using literacy indicators Reading Strategies • Skim text for essential - language fluency information - reading complexity • Think, write, pair, share new - modes of discourse texts • Evaluate tendency toward • Time reading to determine dispositions and their time commitment for each appropriate application text Daily Fluency Reading • HSTW/ACT recommendations of 8-10 books per year in ELA class; 25 books per year across the curriculum
40 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Vocabulary Additional MDE Grammar Resource Development “Power of Language” Module Animal Farm and 1984: (ELA Companion Document) • language of 1940’s England - ACT College Readiness formal Standards • words related to and from selections (Orwellian, English Newspeak, unperson, Analyze text for doublethink, thoughtcrime) • Topic Development in Terms • academic vocabulary of Purpose and Focus • technical/specialized vocabulary • Organization, Unity, and • word etymology and variation Coherence • find current uses in Google • Word Choice in Terms of News Style, Tone, Clarity, and Writing Economy • Sentence Structure and Writing Strategies Formation • process writing • Conventions of Usage • language appropriate for • Conventions of Punctuation purpose and audience Reading • revise own writing using proofreading checklist Analyze text for • critique own writing for • Main Ideas and Author’s sophisticated sentence structure Approach • cite sources using MLA • Supporting Details conventions • Sequential, Comparative, and • evaluate own writing Cause-Effect Relationships (review, revise, edit) • Meanings of Words • note taking • Generalizations and Grammar Skills Conclusions • grammar and rhetoric mini Writing lessons Write text that • practice skills for ACT/SAT success • Expresses Judgments • Elements of dialogue • Focuses on the Topic • Develops a Position • Parts of speech • Organizes Ideas Grammar Instruction to • Uses Language Effectively • enrich writing: add detail, style, - conventions (grammar, voice usage, mechanics) • create organizational coherence - vocabulary (precise, varied) and flow - sentence structure variety • make writing conventional (vary pace, support meaning) MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 41
Unit 12.3 Balance of Power: Leadership for the American dream
Anchor Text Diverse Perspectives The Grapes of Wrath Literary The Great Gatsby Authors John Steinbeck, F. Scott Grade 12 Disposition Fitzgerald Leadership Qualities Lou Dobbs, Barbara Ehrenreich, Big Ideas Essex Hemphill, Langston Hughes, • balancing opportunities for all Maurice Kenney, Paul Krugman, David Leohardt, Jeff Madrick, Ruby • social mobility K. Payne, Janny Scott, E. B. White, • influence of class Walt Whitman • art of argumentation and Movements negotiation • social protest Literature of The Jazz Age and the Great Depression • The American Dream Themes 1924 – Fitzgerald wrote The Great Gatsby (published 1925) • The qualities of leadership transcend class. Literature of the Depression and the • The promise of America Dust Bowl leaves no one out. 1938 – Steinbeck wrote The Grapes • Upward mobility within of Wrath (published 1939) America’s class structure depends on access to educational and economic Political, Historical, opportunities. Cultural, and Critical • Money should not be the only • learning from leaders in history index of class distinctions. and those from today • Great leaders can emerge • understanding class and hidden from adversity. rules that govern upward mobility • Character counts. • identifying problems from past time periods that still exist today • building an American Dream for the future
42 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Focus and Essential Quotations Questions and “I had always hoped that this Quotations land might become a safe and agreeable Asylum to the virtuous Focus Questions and persecuted part of mankind, to How can we resolve the class whatever nation they might imbalance that exists today? belong.” What role does class play in limiting George Washington the American Dream? “It’s basically against the American What is necessary to achieve The principal to belong to a class. So, American Dream in today’s society? naturally, Americans have a really When does the class of a leader hard time talking about the class matter? system, because they really don’t want to admit that the class system How do we define class beyond just exists.” economic status? R. Couri Hay, society columnist What is the relationship between power and economic influence? “That was always my experience — a poor boy in a rich town; a poor What can we do to keep class from boy in a rich boy’s school; a poor becoming caste? boy in a rich man’s club at Princeton… However, I have never Essential Questions been able to forgive the rich for What rules or principles do I use being rich, and it has colored my for how I treat others? entire life and works.” What leadership qualities will I F. Scott Fitzgerald, A Life in Letters need to take with me from high school? “An imbalance between rich and poor is the oldest and most fatal What can I do to avoid repeating ailment of all republics” mistakes made in history? Plutarch Who is in a position to help me affect change? “[The top] 1% of U.S. households have more wealth than the bottom How do I resolve my 90% combined.” responsibilities to myself with those Bill Moyers to my family members, my school, community, and world? “The beauty of America is that I don’t have to deny my past to What responsibility do I have to affirm my present. No one does.” society? Mario Cuomo How can I create the world I want “Achieving the American Dream” to live in?
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“Being American once meant being Less than a week after The ‘upwardly mobile:’using energy and Kalamazoo Promise was unveiled, talent to improve our lot in life… the scholarship program appears to For the first time Americans aren’t be shifting the culture at Kalamazoo dreaming of a better life for their Public Schools’ three high schools. children – they’re desperately With the pledge of a four-year hoping that their children won’t be college scholarship for every forced into a lower standard of graduate of Kalamazoo Public living and a lower quality of life.” Schools, schools and students are Lou Dobbs, p. 17 now feeling positive pressure to rise to the challenge, principals “We have a story of equal power. It say… “So many of our kids have is that the promise of America received varying messages about leaves no one out. Go now, and tell what society holds for them, and it on the mountains… Tell it where now they’re being told: “You can be you can, when you can and while a part of this. ... You have the you can – to every candidate for chance, you are included, you are office, to every talk-show host and being thought of, you are being pundit, to corporate executives and supported.” “ schoolchildren. Tell it – for The Kalamazoo Gazette, Schools, America’s sake.” students now driven to achieve Bill Moyers 11/16/2005 “For America’s Sake” The American Dream is “that “Thomas Piketty… warns that dream of a land in which life should current policies will eventually be better and richer and fuller for create ‘a class of rentiers in the U.S., everyone, with opportunity for whereby a small group of wealthy each according to ability or but untalented children controls vast achievement… It is not a dream of segments of the U.S. economy and motor cars and high wages merely, penniless, talented children simply but a dream of social order in can’t compete.’ If he’s right – and I which each man and each woman fear that he is – we will end up shall be able to attain to the fullest suffering not only from injustice, but stature of which they are innately from a vast waste of human capable, and be recognized by potential. others for what they are, regardless Goodbye, Horatio Alger. And of the fortuitous circumstances of goodbye, American Dream.” birth or position.” Paul Krugman James Truslow Adams The Epic of America, “Today the United States is two na- p. 214-215 tions, but not so much divided be- tween rich and poor… as between the well-educated and the rest.” Jeff Madrick
44 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 45 Literary Genre Focus/ http://www.pbs.org/history/ Anchor Texts history_biographies.html Narrative Text http://www.homeworkspot.com/ features/famouspeople.htm The Grapes of Wrath John Steinbeck http://www.pbs.org/wnet/aalives/ Literary Nonfiction profiles.html Biographical information about Informational Text leaders for Expert Group Activity http://wneo.org/24hours/ “America’s Best Leaders” expertgroup2.htm U.S. News & World Report. print edition, October 30, 2006 Examples of Leaders Who Rose online edition From Poverty http://www.usnews.com/usnews/ news/leaders/ Warren Buffet (purpose, passion, solid values, lead Cesar Chavez with hearts and heads, connected Bill Clinton relationships, self discipline) Frederick Douglass Olaudah Equiano “A New Story for America” Bill Moyers Benjamin Franklin The Nation, Jan. 22, 2007, p.11-17 Abraham Lincoln adaptation of Dec 12, 2006 speech Harriet Tubman http://www.thenation.com/ Oprah Winfrey doc/20070122/moyers Excerpts from Examples of Leaders Who Lived or A Framework for Understanding Supported the American Dream Poverty Susan B. Anthony Ruby K. Payne Chapter 3: “Hidden Rules Among George Washington Carver Classes” p. 37-45. Bill Gates Alexander Hamilton Hidden Rules of Class at Work Joe Hill Ruby K. Payne Steve Jobs Chapter 1: “The Golden Keys of Economic Realities,” p. 14-22. Lyndon B. Johnson Eleanor Roosevelt “Class Matters: Social Class in the Franklin D. Roosevelt United States” Malcolm X http://www.nytimes.com/pages/ national/class/
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Linking Texts “Ballad of Tom Joad” Woody Guthrie The Great Gatsby NPR - The Grapes of Wrath Media http://www.npr.org/programs/ Clips from morning/features/patc/ The Great Gatsby grapesofwrath/ F. Scott Fitzgerald Songs and Resources for The Grapes of Wrath/American Dreamers Text http://www.teachnlearn.org/ The Great Gatsby TeachersMainPage.htm Scott Fitzgerald Electronic Text “Bound for Glory: A tribute to http://etext.library.adelaide.edu.au/ Woody Guthrie” f/fitzgerald/f_scott/gatsby/ http://www.themomi.org/museum/ Guthrie/index_800.html F. Scott Fitzgerald Career Timeline http://www.pbs.org/wnet/ Social Class americanmasters/database/ fitzgerald_f_timeline_flash.html Media Documentaries PBS Documentary The Grapes of Wrath “People Like Us: Social Class in America” Text So What Class Are You? Migrant camp interactive site and activities http:/weedpatchcamp.com http://www.pbs.org/peoplelikeus/ Steinbeck’s Harvest Gypsies Articles index.html http://newdeal.feri.org/nchs/ Teacher resource – Social Strata docs02.htm http://www.pbs.org/peoplelikeus/ resources/guide3.html Media “Voices from the Dustbowl” NPR Documentary http://memory.loc.gov/ammem/ “The Haves and Have-Nots” afctshtml/tshome.html Part 1: The View from the Top Part2: Ivy Tower, Blue Collar “Surviving the Dust Bowl” Jim Zarroli http://www.pbs.org/wgbh/amex/ All Things Considered dustbowl/ http://www.npr.org/templates/ story/story.php?storyId=7221483 Music Lyrics Frontline: Is Wal-Mart Good for “Ghost of Tom Joad” America (video) Bruce Springsteen http://www.pbs.org/wgbh/pages/ Rage Against the Machine frontline/shows/walmart/view/
46 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ABC 20/20 “We’re All American” “Waiting on the World to Change” E. B. White essay Diane Sawyer New York Times, March 6, 1954 http://abcnews.go.com/2020/ in Writings from the New Yorker, story?id=2819991&page=1 p. 65 “Living on Minimum Wage” “Maslow’s Hierarchy of Needs” (Morgan Spurlock) http://changingminds.org/ http://www.bargaineering.com/ explanations/needs/maslow.htm articles/morgan-spurlocks-30-days- living-on-minimum-wage.html Poetry “Reading Poems in Public” Elizabeth Warren interview with Maurice Kenny Bill Moyer Mohawk poet (Harvard Law Professor and from On Second Thought, 1995 author) http://www.hanksville.org/ http://www.pbs.org/now/news/ storytellers/kenny/poems/inpublic. index.html html Texts “American Hero” Excerpt from Essex Hemphill War on the Middle Class http://www.nexuslearning.net/ Lou Dobbs books/Holt_ElementsofLit-3/ Chapter 1, p.13-22, Addendum Collection%2010/ american%20hero.htm Excerpts from Nickel and Dimed The American Dream Barbara Ehrenreich “American Dreams Through the http://www.nickelanddimed.net/ Decades” WebQuest “Goodbye, Horatio Alger: Moving Library of Congress Up Economically is Now Impossible http://memory.loc.gov/ammem/ for Many, if not Most, Americans” ndlpedu/lessons/97/dream/ Jeff Madrick “What is the American Dream?” The Nation, article posted January http://memory.loc.gov/ammem/ 21, 2007 (February 5, 2007 issue) ndlpedu/lessons/97/dream/ http://www.thenation.com/ thedream.html doc/20070205/madrick “The Death of Horatio Alger” Poetry Paul Krugman http://www.teachnlearn.org/ The Nation pmedley.html article posted December 18, 2003 (January 5, 2004 issue) “I Hear America Singing” http://www.thenation.com/ Walt Whitman doc/20040105/krugman http://www.readwritethink.org/ lessons/lesson_view.asp?id=989 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 47
“Let America Be America Again,” “Writing About Poetry” “I, Too” http://owl.english.purdue.edu/ “Harlem” (“Dream Deferred”) handouts/print/general/gl_poetry. Langston Hughes html
Teacher Resources “Responding to Paintings with Poetry” “Resources for Students & http://www.ncte.org/pubs/journals/ Teachers of English” cnp/highlights/119986.htm http://www.teachnlearn.org/index. htm “Novel News” (Reader’s Theater) http://www.readwritethink.org/ “How to Write a Literary Critique” lessons/lesson_view.asp?id=199 http://chci.wrdsb.on.ca/library/ 4eng3uic.htm
“Writing a Review” http://readwritethink.org/lessons/ lesson_view.asp?id=876
“Guidelines for Academic Review of Documentary” (Adapt for high school use) http://www.angelfire.com/or/ sociologyshop/docreview.html from A Paradigm for the Study of Social Strata James S. Coleman, 1965/6 http://www.pbs.org/peoplelikeus/ resources/guide3.html
Lesson Plans http://www.pbs.org/peoplelikeus/ resources/lessonplans/media.html http://www.pbs.org/peoplelikeus/ resources/lessonplans/ marketinglesson.html
“Better Teaching We Have Done: A Unit on Argument” p. 128-144; Going with the Flow: How to Engage Boys and Girls in Their Literacy Learnings, Michael Smith and Jeff Wilhelm
48 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Genre Study and The Grapes of Wrath Literary Analysis • point of view: third person limited Narrative Text • tone – Steinbeck’s emerging Genre Study anger Characteristics of • language • social protest novels • Biblical allusion • biography • foreshadowing • poetry Argumentative Essay Author Study Elements • F. Scott Fitzgerald • claim • John Steinbeck • data Literary Elements • warrant • structure – Steinbeck’s use of • rebuttals, qualifiers, and intercalary chapters; Fitzgerald’s responses use of episodic structure Social Protest Novels “Argumentation/Persuasion: Logic • commentary on social in Argumentative Writing” institutions http://owl.english.purdue.edu/ • use characters to handouts/general/gl_argpers.html communicate a message for social change “Writing a Research Paper: A • purpose is to evoke social Possible Outline Template for an change Argumentative Paper” http://owl.english.purdue.edu/ Poetry/Lyrics workshops/hypertext/ResearchW/ • theme argutemplate.html • genre • versification From The AP Vertical Teams Guide for • figures of speech English “Rhetoric,” p.123-162 • cultural content Elements of Argumentation, p.123-4 Literary Devices The Great Gatsby • Purpose • point of view: Nick – first - Support a cause person detached narrator - Promote a change becomes first person engaged - Refute a theory narrator • flashback - Stimulate interest • tone – from non-judgmental - Win agreement to critical - Arouse sympathy • color connotation • imagery - Provoke anger • language • Audience MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 49
• Appeals Critical Perspectives - Logic Appeals (logos) • Analyze The Grapes of Wrath or The Great Gatsby from the - Emotional Appeals (pathos) sociological, political, and - Ethical Appeals (ethos) historical perspectives • Logical Fallacies (errors in • Quotable lines reasoning) • Connect to self – own - Do not claim too much perspectives on issues of - Do not oversimplify class, leadership, and value complex issues systems in our society - Support your argument Informational Text with concrete evidence and specific proposals Genre Study Characteristics of • Modes of Discourse • informational reports - Description • journalism (muckraking vs. - Narration investigative) - Exposition • political essays - Argumentation/Persuasion • documentary Rhetorical Analysis, p.129 Expository Elements • Introduction • irony - Issues and Image • sarcasm - Background Information • denotation - Definition of Terms • connotation • Claim – Thesis statement • complex symbolism • Reason and Evidence • extended metaphor and • Emotional Appeals analogy • Opposing Viewpoints • paradox • Conclusion • contradictions and incongruities Historical/Cultural • ambiguity Perspectives • Jazz Age • Great Depression and Dust Bowl • Historical, political and cultural themes and perspectives
50 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Types of Exposition Reading, Listening/ • using illustration Viewing Strategies • using definition and Activities • using identification Reading • using classification and • Read through all quotations division to better understanding the • using comparison and changing American Dream. contrast Pre-Reading Activity • using process analysis • Read one of the Harvest • analyzing cause and effect Articles in book club to predict relationships what themes, issues, and events will appear in The • using analogy as an expository Grapes of Wrath. device • explaining aided by Close Reading description/evidence Reading Strategies • explaining aided by narration http://www.greece.k12.ny.us/ instruction/ela/6-12/Reading/ • reasoning by the use of induction and deduction Reading%20Strategies/reading%20s using reflection trategies%20index.htm • Use thinking notes and think- Features of Documentaries aloud strategies. • present in-depth analysis of • Analyze for syntax and tone. events from real world • Evaluate author’s style in • focus strictly on facts of informational text. events as known • Annotate text. • avoid overt commentary • Take notes (Cornell Notes • avoid authorial editorializing and Double Entry Journals). http://www.clt.cornell.edu/campus/ • avoid creator’s own point of view or belief learn/LSC%20Resources/ cornellsystem.pdf • use literary and narrative techniques Critical Reading • Critical Reading Questions Text Criteria • ACT Characteristics of What does the text say? Complex Text (literal) How does it say it? (figurative) What does it mean? (interpretive) Why does it matter? (wisdom/ allusion/ connections/ relevance)
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• Read the article entitled • Select a character in The Great “America’s Best Leaders” Gatsby or in The Grapes of comparing the leadership Wrath and show how the qualities with a class- author represents his/her generated list. class. What literary devices • Create an Expert Group does the author use to define activity in which each group class? investigates two leaders and • Read The Great Gatsby; visit presents biographical the MyBestSegments.com sketches to generate interest. site; determine in which Individuals then choose four community each category fits leaders, research and record (East Egg, West Egg, Valley of what each person did to climb the Ashes). out of poverty or to create http://www.claritas.com/ opportunities for others to MyBestSegments/Default.jsp do so; document leadership • Analyze one or more qualities. chapters in Lou Dobbs’ War • Analyze informational texts on the Middle Class using the (essays, editorials, opinion rhetorical analysis guidelines articles); identify types of for elements of an exposition within each; argumentative essay. synthesize information from • Analyze the philosophical the multiple sources by assumptions underlying identifying the complexities Fitzgerald’s and Steinbeck’s and inconsistencies in the works. information. Record in interactive notebooks or on • Use information at the data walls. “American Dream through the Decades” site to contrast • Read excerpts from Payne’s the American Dream of today Framework (Introduction Key with that of the Depression Points and Chapter 3: or of the Dust Bowl time “Hidden Rules Among period. Classes”); take quizzes and identify the hidden rules of the class with which you identify most. Play the PBS “So What Class are You?” game and compare the results. • Discuss the purpose and importance of Steinbeck’s inclusion of intercalary chapters. Identify comprehension strategies to use when reading them.
52 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Listening/Viewing Writing, Speaking, • View PBS and media segments Expressing Strategies on social class for information, and Activities perspectives, and possibilities; generate new questions. Writing to Access Prior • Review a documentary from Knowledge this unit that you found • Create a classroom “Wall of especially thought-provoking. Dreams” which represents What scene or segment will your concept of the American you remember one month Dream as it exists today, and from now? Use the guidelines the Dream as it existed 200 for reviewing a documentary years ago, and the Dream as to identify how the creator you want it to be in your incorporated the elements of lifetime. Add new items and a documentary. quotations as you learn more http://www.angelfire.com/or/ about the past, the present, sociologyshop/docreview.html and what you want for the • View the photography of future. Use the collage to Dorothea Lange. Note photos inspire your vision for that you want to return to. America. Find one that inspires you the • In small groups, generate the most. most important qualities a In journal leader should possess. Contribute to class list; - Record details, feelings or support why each should be mood it evokes. included. - Invent a life for the people in the photograph. Writing to Learn - Connect the photo to the • Read Walt Whitman’s “I Hear world today. America Singing” and create your own free verse poem - Imagine yourself in the which expresses the voices scene of the photograph; and songs of today. brainstorm language to describe the scene; use all • As you read The Grapes of your senses. Wrath, track the Joad’s progression on “Maslow’s http://www.museumca.org/global/ Hierarchy of Needs.” Record art/collections_dorothea_lange. limitations and potential based html on class and level. • Use Steinbeck’s intercalary http://xroads.virginia.edu/~ug97/ chapters as mentor texts for fsa/welcome.html descriptive writing. http://mwp.cla.umn.edu/resources/ demos/2006demos/winn.pdf
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Journal Entries Writing to Demonstrate • Respond to focus questions. Learning • Create a symbolism notebook Essay Options of social classes. Find, draw, Comparative Essay and create your own symbols of class. • Define and compare the social classes that exist today based • Keep a quotation notebook of on what you have read and quotes that exemplify viewed. Use the determinants tensions about wealth and listed below in your status, and “hidden rules” of comparison. Integrate class. quotations and citations from • Note examples of literary text read. devices (color imagery, tone, Determinants of Social Class Biblical allusion). (Adapted from: A Paradigm for the • Ma Joad says, “When somepin Study of Social Strata, Cole, James S. happens that I got to do 1965/6) somepin, I’ll do it.” From the reading, discuss examples of • Personal Performance Ma “doin somepin” which - Education demonstrate her leadership - Occupation qualities, her strength, and - Income her love. What inspires you to do “somepin?” - Awards and Achievements • Wealth • After reading and performing The Grapes of Wrath Chapter - Amount 5 using the “Novel News” - Source activity, select one sentence • Social Orientation that stands out for you and - Interactions explain why. - Class Consciousness • Read and React: Post and - Value Orientation classify student-generated • Variables of Social Class questions involving issues of (based on Max Weber model) class. - Power • Analyze poetry and song - Wealth lyrics; take annotated notes based on the OWL “Writing - Prestige About Poetry” resource in • Compare the life of Fitzgerald preparation for writing and the characters in The Great poetry, lyrics, or Gatsby. From what perspective argumentative essay. did he write the novel? How does this compare with the current story in “The Haves and Have Nots?”
54 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Reflective Essay What has to be in “the • Both Steinbeck and Fitzgerald village” to make a difference? believe in the American Appeal to community leaders Dream as it existed in their using deductive and inductive time. Read the informational reasoning. texts which suggest that many Rhetorical Analysis Essay Americans no longer have • Select one informational text access to the American author; analyze and describe Dream as described by these the author’s use of various authors. Reflect on what can types of exposition. How be done to increase access to does author’s style lead upward mobility and the readers into a certain way of American Dream. thinking. • In Chapter 19, Steinbeck • In Chapter 14, Steinbeck describes the dispossessed: introduces the ‘from “I” to “We ain’t foreign. Seven “we” argument.’ “If you could generations back Americans, separate causes from results, and beyond that Irish, Scotch, if you could know that Paine, English, German. One of our Marx, Jefferson, Lenin, were folks in the Revolution, an’ results, not causes, you might they was lots of our folks in survive.” To whom is the Civil War – both sides. Steinbeck speaking? In what Americans.” Read E.B. ways were the leaders White’s essay “We’re All mentioned results? Choose Americans” regarding the one leader; discuss the sand pile vs. the melting pot situation that made his actions analogy of the American city. “results” rather than “causes.” Reflect on Steinbeck’s Why does Steinbeck believe description in light of White’s his audience cannot essay. understand this concept? • Reflect on the biographies; Literary Criticism answer this question in a reflective essay: Is one born • Critique either novel from a to the qualities and skills of political, historical, and social leadership or are the qualities perspective. Incorporate and skills instilled through life elements of a literary critique. experiences and events? • With a partner, use different Include specific examples. perspectives to write Persuasive Essay/Speech conflicting reviews of a selection in “Class Matters” • We live in a country with or “The Haves and Have- great economic disparity Nots.” between classes. How can we make an America where class does not limit potential?
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Argumentative Essay Expressing • Critically examine the • Use the Library of Congress argumentation and American Dreams WebQuest conclusions of multiple and the “What is the informational texts regarding American Dream” site to social class (Lou Dobbs, Jeff learn more about the Madrick, Paul Krugman, Ruby American Dreams of our past Payne, Bill Moyers); write an and our present; review the argumentative essay in which dreams other students posted you make a claim, support on the “Wall of Dreams;” with evidence and data, look for ideas to help you agreeing with or rebutting the build your American Dream texts analyzed, and come to for the future. Update your your own conclusions. classroom “Wall of Dreams” Research Options with new ideas and quotations for each time period. • Research the times in which individuals in the biographies http://memory.loc.gov/ammem/ lived and show how their ndlpedu/lessons/97/dream/ characteristics and leadership overview.html skills were influenced by the era in which they lived. What • What insights have you kind of leaders are needed learned about issues of class, today based on our society? leadership, and value systems in our society? How has this Authentic Writing unit impacted you personally? • Using an authentic newspaper Based on your new format, create a newspaper knowledge, express your own based on The Grapes of Wrath. vision of America using the Write on meaningful American Dream collage to information mainly from the inspire you. text and the Depression Era. http://www.teachnlearn.org/ Include feature articles and amvispm.html story, political essay/cartoons, editorials advocating social reform and leadership, and photographs from Doretha Lange. Use Steinbeck as a mentor author. http://www.pbs.org/peoplelikeus/ resources/lessonplans/media.html
56 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Speaking On-Going Literacy • Read Chapter 5 of The Grapes Development of Wrath, identify the speakers, and perform it using Student Goal Setting “Novel News.” and Self-Evaluation http://www.readwritethink.org/ Strategies lessons/lesson_view.asp?id=199 • Maintain writing portfolio • Represent the case of a • Reflect on selected journal contemporary Joad family in entry your community. Discuss the • Reflect on two pieces of unit resources that might be writing that represent best available to help them effort (employment, housing, • Monitor growth using schooling, financial support). literacy indicators • Discuss the connection - language fluency between what is happening to - reading complexity “dispossessed” people - modes of discourse throughout the world (in the • Evaluate tendency toward U. S. and in other countries) dispositions and their and incidents in The Grapes of appropriate application Wrath. Daily Language Fluency • Write and present in class a persuasive speech in response Reading to ABC’s “Waiting on the • HSTW/ACT World to Change,” as though recommendations of 8-10 the audience is a group of books per year in ELA class; community leaders. Collect 25 books per year across the peer feedback using a class curriculum generated rubric. Reading Portfolio • Work in discussion groups to respond to the issues recording reading with three levels surrounding class mobility of support raised by the “Horatio Alger” 1. texts/literature studied in articles. Evaluate the class (challenging text in zone statement “The promise of of proximal development – America leaves no one out.” text students couldn’t read Analyze all sides of the issue, without the help of the form a consensus, and present teacher); anchor, linking texts, to the class. and author/poet study 2. book club groups reading same text from teacher- selected list (somewhat above comfort level); students choose from list of 5-6 titles MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 57
that support the unit theme; • evaluate own writing (review, they read the book outside of revise, edit) class, participate in book club • note taking discussions, and write annotated bibliographies and Grammar Skills literary response essays • grammar and rhetoric mini 3. independent reading of lessons student-selected text; reading • practice skills for ACT/SAT for pleasure outside of class success (at comfort level); students write annotated bibliographies Grammar Instruction to: • enrich writing: add detail, Reading Strategies style, voice • Skim text for essential • create organizational information coherence and flow • Think, write, pair, share new • make writing conventional texts Additional MDE Grammar • Time reading to determine Resource time commitment for each “Power of Language” Module text (ELA Companion Document)
Vocabulary Development ACT College Readiness • words from selections Standards • academic vocabulary English • technical/specialized Analyze text for vocabulary • Topic Development in Terms • word etymology and variation of Purpose and Focus • find current uses in Google • Organization, Unity, and News Coherence Writing • Word Choice in Terms of Style, Tone, Clarity, and Writing Strategies Economy • process writing • Sentence Structure and • language appropriate for Formation purpose and audience • Conventions of Usage • revise own writing using • Conventions of Punctuation proofreading checklist • critique own writing for sophisticated sentence structure • cite sources using MLA conventions 58 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Reading Analyze text for • Main Ideas and Author’s Approach • Supporting Details • Sequential, Comparative, and Cause-Effect Relationships • Meanings of Words • Generalizations and Conclusions Writing Write text that • Expresses Judgments • Focuses on the Topic • Develops a Position • Organizes Ideas • Uses Language Effectively - conventions (grammar, usage, mechanics) - vocabulary (precise, varied) - sentence structure variety (vary pace, support meaning)
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Unit 12.4 MAINTAINING Balance AND INTEGRITY: THE RESPONSIBILITY Of the individual Anchor Text Diverse Perspectives Antigone Literary “Letter from Birmingham Jail” Authors Sophocles, Grade 12 Disposition Martin Luther King, Jr. Leadership Qualities Ray Bradbury, Joan Didion, Mohandas K. Gandhi, Rodolfo Big Ideas Gonzalez, Mathias Klang, Berl Lang, • vigilance Jerome Lawrence, Robert E. Lee, Bill • balance Moyers, Tim O’Brien, Peter Suber, • integrity Henry David Thoreau, Luisa • conviction Valenzuela, Lewis Van Dusen, Jr., • civil vs. moral law Margaret Walker • responsibility Movements • conscience vs. authority Classic Greek Tragedy • negotiation 442 B.C. Sophocles wrote Antigone • justice 1939 Dudley Fitts and Robert • unjust laws Fitzgerald translated Antigone • protest Protest Literature • non-violent action 1847 Thoreau wrote “Resistance to • civil disobedience Civil Government” • effective writing and speaking 1916 Gandhi wrote a speech later abilities named “On Civil Disobedience” • innovation 1963 Martin Luther King, Jr. • individualism wrote”Letter from Birmingham Jail” Themes Political, Historical, • Exercising our civic Cultural, and Critical responsibilities provides • analyzing values and action balance in our participatory based on conscience vs. democracy. authority • Civil Disobedience is often a • understanding individual rights result of the loss of balance. and responsibilities • Vigilance on the part of the • analyzing civic responsibility as electorate reduces the likelihood of civil a balance for civil disobedience disobedience. • analyzing nonviolent protest as • America’s class structure a form of leadership depends on access to • shedding light on injustice educational and economic • building an American Dream opportunities. for the future leadership
60 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 61 Focus and Essential Quotations Questions and “Balance - In the metaphysical or Quotations conceptual sense, balance is used to Focus Questions mean a point between two What dictates acceptable behavior opposite forces that is desirable in society? over purely one state or the other, What damage do we do to society such as a balance between the when we use language that metaphysical Law and Chaos — law distances us from our government? by itself being overly controlling, When can you accept the motto chaos being overly unmanageable, “that government is best which balance being the point that govern least?” minimizes the negatives of both How do the laws of balance apply Balance (metaphysics)” to you? - From Wikipedia, the free encyclopedia Essential Questions How do I know if I am developing The Chinese character for Yin the academic skills that I will need translates literally as the “dark side in my future life? of the mountain” and represents How can I use my talents to create such qualities as cold, stillness, new opportunities for myself and passiveness, darkness, within, and for others? potential. The Chinese character How can I create the world I want for Yang translates literally as the to live in? “bright side of the mountain” and What qualities define a good world represents such qualities as heat, citizen? activity, light, outside and What leadership qualities will I expression. The interdependence need to take with me from high of Yin and Yang points to the school? dynamic interaction between the What can I do to avoid repeating two. Change is at the root of all mistakes made in history? things, and it manifests itself as Yang Who is in a position to help me transforming into Yin and vice affect change? versa. If the Yin and Yang aspects How can I effectively articulate my are prevented from achieving opinions and perspectives? balance through this mutual What power do I have as an transformation process, the individual to make positive change? consequences may be catastrophic How do I respond to improper use since, ultimately, balance will be of power? forcibly achieved. How do I determine when taking http://www.acupuncture4everyone. social action is appropriate? com/YIN-YANG.htm What voice do I use to be heard? What responsibility do I have to society? 60 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 61
“That government is best which John F. Kennedy governs least.” “When we think of him, he is Thoreau without a hat, standing in the wind “Civil Disobedience” and the weather. He was impatient of topcoats and hats, preferring to “The chiefs of the League of Five be exposed, and he was young Nations shall be the mentors of the enough and tough enough to people for all time. The thickness confront and to enjoy the cold and of their skin shall be seven spans the wind of these times, whether (tsiataniiorionkarake), which is to the winds of nature or the winds of say that they shall be proof against political circumstances and national anger, offensive action, and danger. He died of exposure, but in criticism. Their hearts shall be full a way that he would have settled of peace and good will, and their for — in the line of duty, and with minds filled with a yearning for the his friends and enemies all around, welfare of the people of the League. supporting him and shooting at him. With endless patience, they shall It can be said of him, as of few men carry out their duty. Their in a like position, that he did not firmness shall be tempered, with a fear the weather, and did not trim tenderness for the people. Neither his sails, but instead challenged the anger nor fury shall find lodging in wind itself, to improve its direction their minds, and all their actions and to cause it to blow more softly shall be marked by clam and more kindly over the world and deliberation.” its people.” The Law of the Great Peace, E. B. White of John F. Kennedy a revision of The Constitution of the Iroquois Nations: THE GREAT “Civil disobedience is the inherent BINDING LAW, GAYANASHAGOWA right of a citizen to be civil, implies discipline, thought, care, attention “We’re a nation desperate for and sacrifice”. Mahatma Gandhi leadership in our communities, cities, states, and Washington. We “In any nonviolent campaign there need leaders capable of fostering are four basic steps: 1) collection of the energy and public commitment the facts to determine whether to not only overcome our injustices are alive; 2) negotiation; problems, but to restore to 3) self-purification; and 4) direct primacy our national values of action. We have gone through all of equality, liberty, and individual these steps in Birmingham.” responsibility.” Martin Luther King, Jr. Lou Dobbs, War on the Middle Class, p. 212.
62 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 63 Literary Genre Focus/ Linking Texts Anchor Texts Literary Nonfiction Narrative Text Excerpts from
Classic Drama “Civil Disobedience” Antigone Sophocles Originally published as “Resistance to Civil Government” Literary Nonfiction Henry David Thoreau “Letter from Birmingham Jail” http://www.vcu.edu/engweb/ Martin Luther King, Jr. transcendentalism/authors/ http://www.stanford.edu/group/ thoreau/civil/ King/popular_requests/ frequentdocs/birmingham.pdf “On Civil Disobedience” Excerpts Mohandas K. Gandhi http://teachingamericanhistory.org/ (Excerpt from 1916 speech) library/indexasp?documentprint=100 http://www.anc.org.za/ancdocs/ history/people/gandhi/gandhisa. html Informational Text “America’s Best Leaders” Modern Drama U.S. News & World Report. “The Night Thoreau Spent in Jail” print edition, October 30, 2006 Jerome Lawrence and Robert E. online edition Lee. http://www.usnews.com/usnews/ http://www.holtzbrinckpublishers. news/leaders/ com/images/Books/TeachersGuides/ “A New Story for America” 0809012235TG.pdf Bill Moyers The Nation, Jan. 22, 2007, Media p.11-17 adaptation of Dec 12, 2006 Star Wars, Video speech George Lucas http://news.yahoo.com/s/ thenation/20070105/cm_thenation/ An Inconvenient Truth 20070122moyers Al Gore http://www.climatecrisis.net/ “Yin & Yang The Law of the Unity of Opposites” “Thoreau, Civil Disobedience, and http://wwwchinesemedicinesampler. the Underground Railroad com/theoryyy1.html http://www.calliope.org/thoreau/ thurro/thurro1.html
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Short Stories Poetry “The Censors” Native Wisdom Luisa Valenzuela ed., Joseph Bruchac Harper San Francisco, 1995. “On the Rainy River” Tim O’Brien “Sit-Ins” Margaret WalkerGreensborough, “The Pedestrian” North Carolina, 1960 Ray Bradbury “Old Song” traditional oral poetry Essays from West Africa (balance) “Civil Disobedience” Excerpt from Peter Suber, et. al. “I Am Joaquin” (moral arguments for and against Rodolfo Gonzalez its use in a democracy) http://www.earlham.edu/~peters/ Political Cartoons writing/civ-dis.htm “Herblock’s History: Political Cartoons from the Crash to the “Civil Disobedience and Millenium” Nonviolence: A Distinction with a http://www.loc.gov/rr/print/swann/ Difference” herblock/animal.html Berel Lang Ethics, Vol. 80, No. 2 (Jan., 1970), “Analyzing the Stylistic Choices of pp. 156-159 Political Cartoonists” http://readwritethink.org/lessons/ “Civil Disobedience Online” lesson_view.asp?id=923 Mathias Klang http://www.ituniv.se/~klang/web/ Excerpts from Larger Works pub/klang_ices_disobedience.pdf Excerpts from Gandhi An Autobiography: The Story of “Marrying Absurd” My Experiments with Truth Joan Didion Mohandas K. Gandhi http://dl.ccc.cccd.edu/classes/ internet/english100kn/ Teacher Resources MarryingAbsurd.pdf http://www.readwritethink.org/ “Civil Disobedience: Destroyer of lessons/lesson_view.asp?id=979 Democracy” “The Night Thoreau Spent in Jail” Lewis H. Van Dusen, Jr. Jerome Lawrence and Robert E. Lee. http://www.enotes.com/night- Historical Documents thoreau/ “Constitution of the Iroquois http://www.holtzbrinckpublishers. Nations: The Great Binding Law, com/images/Books/TeachersGuides/ GAYANASHAGOWA” 0809012235TG.pdf http://www.constitution.org/cons/ References listed in “Civil iroquois.htm Disobedience” Peter Suber
64 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 65 Genre Study and • editing (cutting for continuity, Literary Analysis cutting within a scene, cross- cutting, parallel editing, Narrative Text metaphorical/symbolic cutting) Genre Study • character (complexity, • classical Greek tragedy development, believability) • acting (professional/non- • letter professional, realistic, • film study stylized/symbolic) Literary Elements • plot (story, subplots, drama) • structure of Greek drama Elements of Political • role of actors and chorus Cartoons • protagonist • Text • antagonist - balloons - captions • point of view - enemata • tone - labels Literary Devices - signs • irony - narrative blocks • allusions • Design and layout • symbolism - border - gutter • imagery - panels (open, splash) • foreshadowing • Angles Features of Film - bleed • setting (geographical, - close-up historical, social milieu) - longshot • atmosphere (mood) - reverse • cinematography (camera Historical/Cultural placement and movement, Perspectives lighting, color, focus, frame) Historical Examples of Civil • composition Disobedience • lighting (realistic, romantic, expressive, “dark,” “surreal”) • American Revolution • décor/clothing • Utopia/Dystopia • pace (fast-paced, slow-paced, • Civil Rights Movement “meditative,” “poetic”) • South Africa • suspense • Anti-Vietnam War Protests • sound (realistic, expressive, Current Examples of Civil simple vs. multi-layered) Disobedience • music (soundtrack vs. source) • War protests • Nuclear arms protests 64 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 65
Informational Text Reading, Listening/ Genre Study Viewing Strategies • protest essay and Activities • manifesto Reading • historical account • Read through all quotations Organizational Patterns for the purpose of understanding our civic Yin-Yang responsibilities in providing • chart balance in our participatory • categories democracy. • examples • definitions Close Reading Reading Strategies “Civil Disobedience” http://www.greece.k12.ny.us/ • division into parts instruction/ela/6-12/Reading/ Features Reading%20Strategies/reading%20st rategies%20index.htm • literary devices • thesis • Analyze for persuasion in • supporting ideas speeches and in propaganda. • statistical evidence • Use thinking notes and think- Historical/Cultural aloud strategies. Perspectives • Analyze for syntax and tone. • Historical and contemporary • Evaluate author’s style in perspective informational text. • Annotate text. Critical Perspectives • Take notes (Cornell Notes • Connect to self – own and Double Entry Journals). perspective on issues of leadership and propaganda http://www.clt.cornell.edu/campus/ • facts and opinions learn/LSC%20Resources/ cornellsystem.pdf • writer’s tone, e.g., bias • logic Critical Reading • authenticity • Critical Reading Questions • Critically analyze Thoreau’s “Civil Disobedience” for What does the text say? (literal) elements of argumentation How does it say it? (figurative) and historical significance. What does it mean? (interpretive) Text Criteria Why does it matter? (wisdom/ • ACT Characteristics of allusion/connections/relevance) Complex Text http://www.criticalreading.com
66 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 67 Reading/Viewing/ Critically analyze “Civil Listening Disobedience” Assess the power, validity, and Antigone truthfulness in the logic of • Visualize the play. arguments given in public and • What is the role of the political documents by: Chorus? the minor characters? • identifying the intent and message of the author or • What motivated the artist. characters? • recognizing how the • What caused the conflict? author addresses opposing Read Antigone and view the movie viewpoints. Star Wars and respond to the • articulating a personal following prompts: response to the message and method of the author • Discuss the dilemma of the or artist. dictates of the state versus • evaluating the historical the dictates of conscience. significance of the work. • Discuss just conflict— Reading Resources for Civil whether that conflict takes the form of a war or of civil Disobedience disobedience. http://www.learnnc.org/lessons/ • What is the basis for the FrancisBryant3262003601 state’s authority? (Social • Using the “Constitution of the contract?) Iroquois Nations,” identify • Compare Luke Skywalker’s how the balance of power is motives/dilemma with that of built into the constitution. Antigone and compare the How did this document outcomes/consequences of influence our constitution? their respective actions. Draw parallels between the • Can you account for these two documents. differences? Consider the • Read/view political cartoons tradition/prescriptions of in preparation for possible use Greek tragedy versus Lucas’ in culminating senior project. work within the arena of the Identify elements and stylistic popular media. choices used to highlight message.
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Writing, Speaking, Record instances of each Expressing Strategies showing leadership; think and Activities about the role of the Chorus and its leader, the Choragus. Writing to Access Prior Knowledge Writing to Demonstrate • Reflect upon a time in which Learning you or someone you know Essay Options felt wrongfully controlled. Persuasive Essay Describe your experience and explain how you resolved the • Suppose you believe that a situation. teacher is treating a friend unfairly. You want to voice • Are there times when it is your opinion in her favor but necessary to stand by our there is a very real probability convictions – what we know that your own evaluation will to be right and just – even be influenced by doing so. when it means disobeying a What would you do? What law or rule or choosing factors would you have to between contradictory take into consideration either principles? Write about such way? What further a time either from your information would you need knowledge of history or from to make a decision? Explain your knowledge of a current your position. injustice. Argumentative Essay Writing to Learn • In “Letter from Birmingham Consider the five points to the law Jail,” Martin Luther Kind, Jr., of yin and yang (opposition, defines the four basic steps of interdependence, mutual a nonviolent campaign. consumption and support, inter- “In any nonviolent campaign transformation, infinite there are four basic steps: 1) subdivisibilty) and the examples collection of the facts to given in the article. How can or do determine whether injustices are alive; 2) negotiation; 3) we keep a balance in government? self-purification; and 4) direct Think about the three branches of action. We have not made a our government. single gain in civil rights Journal Entries without legal and nonviolent pressure.” • Respond to focus questions. Write an essay in which you • Quotation notebooks analyze the Montgomery • Record examples of civil Boycott or other nonviolent disobedience in Antigone. protest action for the four necessary steps. Why is each • Was Creon a good leader? necessary? Was Antigone a good leader? 68 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS • Who is the tragic hero in the Authentic Writing play Antigone? Is it Antigone • Write a Op-Ed article or Creon? Write a position responding to an action of paper in which you use text nonviolent protest or to bring citations and your definition attention to an unjust law, of tragic hero to support your policy, or situation. position; identify the tragic flaw(s) in the hero(es). Extended Metaphor Using Expository Essay Mentor Text • Trace origins of our • Using sections of Civil responsibilities as citizens. Disobedience as a mentor Include a review of “The text write����������������������� your own extended Constitution of the United metaphors. (see������������ example States of America” and the below): “Constitution of the Iroquois “It is not worth the while to snivel Nations.” about it. I am not responsible for - What is the outcome of the successful working of the the constitution? machinery of society. I am not the - What functions of the U.S. son of the engineer.” Constitution ensure that Teacher Resource: Writing about we honor the past, the Writing: An Extended Metaphor present, and prepare for Assignment http://www. the future? readwritethink.org/lessons/lesson_ - What provides the balance view.asp?id=905 in our decision making? Speaking Research • Recite a poem, speech, or • Research a country and excerpt from a speech or evaluate its government and essay from this unit political ideals. Use the yin and yang model as a • Perform a dramatic reading of foundation for your research. “The Night Thoreau Spent in Based upon your research, Jail.” what changes could the country make to create a better balance in its government? • Research political cartoons and their use in sending political messages about the need for balance.
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On-Going Literacy they read the book outside of Development class, participate in book club discussions, and write Student Goal Setting annotated bibliographies and and Self-Evaluation literary response essays Strategies 3. independent reading of • Maintain writing portfolio student-selected text; reading • Reflect on selected journal for pleasure outside of class entry (at comfort level); students • Reflect on two pieces of unit write annotated bibliographies writing that represent best effort Reading Strategies • Monitor growth using • Skim text for essential literacy indicators information - language fluency • Think, write, pair, share new - reading complexity texts - modes of discourse • Time reading to determine • Evaluate tendency toward time commitment for each dispositions and their text appropriate application Vocabulary Development Daily Language Fluency • words from selections Reading • academic vocabulary • HSTW/ACT • technical/specialized recommendations of 8-10 vocabulary books per year in ELA class; • word etymology and variation 25 books per year across the • find current uses in Google curriculum News Reading Portfolio Writing recording reading with three levels Writing Strategies of support • process writing 1. texts/literature studied in • language appropriate for class (challenging text in zone purpose and audience of proximal development – • revise own writing using text students couldn’t read proofreading checklist without the help of the • critique own writing for teacher); anchor, linking texts, sophisticated sentence and author/poet study structure 2. book club groups reading • cite sources using MLA same text from teacher- conventions selected list (somewhat • evaluate own writing (review, above comfort level); students revise, edit) choose from list of 5-6 titles • note taking that support the unit theme; 70 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 71 Grammar Skills • Sequential, Comparative, and • grammar and rhetoric mini Cause-Effect Relationships lessons • Meanings of Words • practice skills for ACT/SAT • Generalizations and success Conclusions Grammar Instruction to: Writing • enrich writing: add detail, Write text that style, voice • Expresses Judgments • create organizational coherence and flow • Focuses on the Topic • make writing conventional • Develops a Position • Organizes Ideas Additional MDE Grammar Resource • Uses Language Effectively “Power of Language” Module - conventions (grammar, (ELA Companion Document) usage, mechanics) - vocabulary (precise, ACT College Readiness varied) Standards - sentence structure variety English (vary pace, support Analyze text for meaning) • Topic Development in Terms of Purpose and Focus • Organization, Unity, and Coherence • Word Choice in Terms of Style, Tone, Clarity, and Economy • Sentence Structure and Formation • Conventions of Usage • Conventions of Punctuation Reading Analyze text for • Main Ideas and Author’s Approach • Supporting Details
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Unit 12.5 Social Responsibility: Redefining the American dream in a World Context Culminating Senior Project Overview Complete a final project that shows evidence of your leadership skills in taking social action on an issue. Provide documentation that in the creation of the project, you have met all of the 12th Grade HSCE standards. The project, along with the artifacts of the development of the project, will be used to determine your grade.
Grade 12 Disposition Themes Leadership Qualities • Citizens show responsibility by taking social action. Big Ideas • Leadership takes many forms. • innovation • There is a time to be a leader • civic and personal and a time to be a follower. responsibility • Taking a stand takes courage. • plural citizenship • Leadership begins with • negotiation knowing what you stand for and believe in. • integrity • One person or group can • micro/macro fluency make a difference. • vision, hope, wisdom • Citizens of America have • values responsibilities to be part of • social action the world community. • understanding the • Getting to know people from conceptual age other countries, religions, and races is a first step in breaking down barriers that divide. • Knowledge is of the past, wisdom is of the future. Essential Questions • What responsibilities do I have to society? • How can I effectively articulate my opinions and perspectives? • What leadership qualities have I developed? • What qualities define a good world citizen? • How can I create the world I want to live in? • How can I use my talents to create new opportunities for myself and others? • How can I make an important contribution to the world?
72 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 73 Setting the Stage A Whole New Mind: Moving from the Information Age to the The following resources provide Conceptual Age ideas for setting the stage for the Daniel H. Pink culminating senior project. Complementing L-Directed These resources are not intended reasoning by mastering six to limit students’ options, but to essential R-Directed aptitudes introduce ideas, possibilities, and (intrinsic motivators) – design, opportunities. symphony, story, empathy, play, and meaning Just Cause: Today’s Activism http://www.education-world. MTV Youth Activism Research com/a_tech/columnists/johnson/ Results johnson006.shtml http://www.research.mtv.com (Summary of research on youth Quotations to Inspire activism; interest and involvement in social causes; issues, categories, “Never believe that a few caring how to take action, background people can’t change the world – for knowledge) indeed, that’s all who ever have.” Selections from Margaret Mead The Audacity of Hope Barack Obama “These days people seek Chapter 1 knowledge, not wisdom. (Social responsibility, back to Knowledge is of the past; wisdom is values, work above politics, work of the future.” for what’s right) Vernon Cooper (Lumbee) “Schwarzenegger On Centrism” Wisdom Keepers Schwarzenegger, R. Calif, discusses importance of being a “If we are to preserve the centrist and focusing on citizens, American Dream for future instead of partisan politics, when generations, … We must begin it comes to governing. with ourselves as individuals... http://www.cbsnews.com/ We must all acknowledge that we stories/2007/02/25/ftn/ are first and foremost, Americans main2511519.shtml committed to the values embodied Excerpts from in the Declaration of Independence War on the Middle Class and our Constitution. And that we Lou Dobbs are foremost neither Republican Chapter 12, p.197-212 nor Democrat, conservative nor “America’s Best Leaders” liberal, but American.” U.S. News & World Report Lou Dobbs print edition War on the Middle Class October 30, 2006 online edition http://www.usnews.com/usnews/ news/leaders/
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Procedures • Informational Text: textbooks, articles, journals, Use the ELA Unit Framework magazines, commentaries, (Course/Credit Requirements historical documents, p. 6-14) as a resource. research/technical reports Step 1: Decide on one big idea, • Media: film, webpages, blogs, theme, topic, or issue on which to movies, video clips, focus your research. Consider big advertisements, digital stories, ideas listed here as well as those works of art introduced in the four preceding • Music: lyrics, melodies, units of study. (See Research and recordings Inquiry Process Activity, CCE Unit Framework, p. 13.) Step 3: Critically read and review selected texts. (See CCE Unit Step 2: Select texts to use to Framework p. 11.) Decide how you shape your thinking. Glean will use the materials to give you information from multiple sources. the foundation for creating your project. Anchor Text: A piece of literature that will inspire or inform your • Theme – the statement that thinking the text seems to be making about the subject Linking Text: Texts that reflect • Focus and Essential one or more of these Questions – doorways into characteristics and lead to the focused discussions, inquiry, identified disposition. and research • Discrepant text that results in seeing the big idea from a Step 4: Develop your project totally different perspective while meeting the ELA standards. Record your thinking. Reflect • Different genre or medium on what is most important. that mirrors the theme or big Document the process used in idea of the anchor text in planning, researching, and another form producing your final product. • Supporting text that extends Think about the Core or embellishes the big ideas in Democratic Values your project the anchor text will address. Use checklist as a • Text connected to the anchor guide. text at an abstract level Kinds of Linking Text: • Literature (any or all types): novels, plays, drama, biogra- phies, autobiographies, poetry, essays, memoirs, letters 74 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 75 Step 5: Consider your own leadership skills. Use resources from previous Grade 12 units. Explain how the presentation of your final project demonstrates your leadership skills.
Step 6: Create a rubric for use by your audience (students and teachers) in providing feedback on and evaluation of your presentation and finished product. Anticipate audience questions. Rubric design resource:http:// school.discovery.com/ schrockguide/assess.html Designing a rubric: http://pblmm. k12.ca.us/PBLGuide/Activities/ DesignRubric.html
Step 7: Reflect on your project. Review the responses on the evaluation rubric and use your own reflection to answer these questions: • Was the project successful? What is my evidence? • Was I an effective leader or follower? What is my evidence? • What had I not considered (planned for) that turned out to be very important? • What have I learned about social action? Record reflections in journal, then use them in class or small group discussion of projects. Summarize your reflections in a reflective essay.
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Meeting the ELA Standards
1.1 Use the writing process. Show evidence that the final product is a result of the writing process. Document with artifacts including prewriting activities, drafts, revisions, edits and final work.
1.2 Use writing, speaking, and visual expression for personal understanding and growth. Document with artifacts including writing to learn (journals, notetaking, annotating, etc.), speaking (talking it over with someone, organizing a discussion group or literature circle) and visuals (films, videos, images, photos, charts, graphs). 1.3 Communicate using content, form, voice, and style, appropriate to the audience and purpose. In essay or chart form, analyze appropriateness of choice of content, voice, form, and style for the audience and purpose of the product. 1.4 Use the tools and practices of inquiry and research. Document research process using list of sources, notes, questions, interviews, and other forms of evidence. 1.5 Develop powerful, creative, and critical messages in multi-genre works. Consider language, form, style, and visual representation in selecting genre. Describe three other ways the final product could have been produced using other modes of communication (writing, speaking, visual expression), different genre (poem, play, song, video, digital story, etc.), or different language (formal vs. informal). Share how the changes would have altered the message. (Descriptive Essay) 2.1 Use reading, listening, and viewing strategies to construct meaning from written, aural, visual, and multimodal texts. Synthesize information to generate new thinking. Include annotated bibliography of sources –literature, informational text, media, music. In annotations, document how the selected texts facilitate thinking about the topic in a new way. Describe how the analysis and synthesis of the texts support the big idea, themes, and issues.
76 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 77 2.2 Show evidence of close reading and critical analysis of the texts used to create the final product. Consider the influence of author’s craft; prior knowledge and experience; and cultural, theoretical and critical perspectives or the author and the reader. Describe how close reading and critical analysis of the texts support the big ideas, themes, and issues of the project. How have the texts influenced understanding of the topic? 2.3 Develop as a reader, listener, viewer for multiple purposes. Explain how this project experience has facilitated your development as a reader, listener, and viewer. Evaluate project and learning using rubric. Write and share reflections on experience in peer debriefing. (Reflective Essay and Group Discussion) 3.1 Develop the skills of close and contextual literary reading. Explain how knowledge of and from literature has influenced the content and presentation style of your final product. (Journal Entry or Group Discussion) 3.2 Read and respond to texts from a variety of literary genre. Explain how your knowledge of the various genre, time periods, and authors influenced the creation of your final product. (Journal Entry or Group Discussion) 3.3 What type of analysis (literary criticism) would be most appropriate for finding the multiple meanings in your final product? How would the project be viewed differently from another perspective? Think about any unintended hidden messages that might be uncovered in a critical analysis. (Group Sharing and Discussion) 3.4 Examine, interpret, and evaluate the use and misuse of texts from popular culture. Justify the choice of the media used in creating or presenting your final product. (Persuasive Essay) 4.1 Understand and use the English language effectively. Provide evidence that the choice of language for your final product was intentional, based on the content, purpose and audience of your final product. (Reflective Essay or Journal Entry) 4.2 Understand how choice of language reflects and shapes experience. Provide evidence that the variety of language you have chosen for your final product reflects and shapes the intended experience. (Reflective Essay or Journal Entry)
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Project Ideas Additional Products – Artifacts and Documentation Example 1 • Research plan, annotated Main Product bibliography, essays, • Group or individual journals, lists, discussion documentary showcasing an records, logs issue and suggesting solutions or next steps Example 3 • Photos or images that sparked Main Product your thinking • Group or individual digital • Suggested plan for continued story showcasing individuals focus on this issue who have exhibited social responsibility • Display at a school/ community exhibit of senior • Videos and music clips and projects (aired on school quotations television station) • Display at a school, community, or shopping mall Additional Products – exhibit of senior projects Artifacts and Documentation • Research plan, annotated Additional Products – bibliography, essays, Artifacts and Documentation journals, lists, discussion • Research plan, annotated records, logs bibliography, essays, journals, lists, discussion Example 2 records, logs Main Product • Group photo gallery of Example 4 images showcasing an issue Main Product • Poetry to support • Group or individual photography (poetry by each promotional video highlighting student in group and by other opportunities for poets) volunteerism and youth activism in the community • Recorded interviews of persons affected by issue • Video clips of students and community members making • Recorded interviews of a difference by volunteering persons in positions to make decisions about the issue • Interviews of students involved in service learning • Display at a school/ projects community exhibit of senior projects • Links and contact information for additional information
78 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 79 Additional Products – Example 7 Artifacts and Documentation Main Product • Research plan, annotated • Design an interactive video bibliography, essays, game in which participants journals, lists, discussion make and evaluate choices records, logs based on their positive or negative impact on society. Example 5 Incorporate specific facts or Main Product world events from your area • Political or editorial cartoons of research. showcasing an issue and Additional Products – suggesting solutions or next Artifacts and Documentation steps • Research plan, annotated • Explanation or analysis of bibliography, essays, journals, products. lists, discussion records, logs • Publish in school or community newspaper. Additional Products – Artifacts and Documentation • Research plan, annotated bibliography, essays, journals, lists, discussion records, logs Example 6 Main Product • Group or individual story corp collection of family leadership stories. • Share as pod cast or create and maintain a blog. Additional Products – Artifacts and Documentation • Research plan, annotated bibliography, essays, journals, lists, discussion records, logs
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Resources “JFK Inauguration Speech,” The following resources provide January 1961 http://www.historyplace.com/ • examples of activism speeches/jfk-inaug.htm • methods for organizing and presenting information as Youth Activism Project finished products. http://www.youthactivism.com/ Home/php The resources are not intended to limit students’ options, but to 2006 Nobel Peace Prize introduce ideas, possibilities, and Acceptance Speech opportunities. Muhammad Yunus http://nobelprize.org/nobel_ American Dream in a World prizes/peace/laureates/2006/ Context yunus-lecture-en.html American Dream Web Quest information Supporting Learning for All “American Dreams Through the “The Kalamazoo Promise” Decades” WebQuest Eye To Eye: Janice Brown, Library of Congress Superintendent http://memory.loc.gov/ammem/ http://www.cbsnews.com/ ndlpedu/lessons/97/dream/ sections/i_video/main500251. shtml?id=2437017n Making a Difference CBS News Online “Young Student’s Documentary Leaving Audiences Stunned” Watch Clips from (re-ignited a powerful debate Freedom Writers over race) Richard LaGravenese (screenplay) Kari Davis http://dailydose.cinematical. http://www.komotv.com/home/ com/2007/01/06/interview- video/5001856.html?video=YH freedom-writers-erin-gruwell- jason-finn-and-maria-r/ “Prize To Save the Planet” http://www.cbsnews.com/ http://www.abcnewsstore.com/ sections/i_video/main500251. store/index. cfm?fuseaction shtml?id= 2452406n =customer.product&product_ CBS News Online code=P980415%2002
“Building a Dream: The Oprah Embracing Diversity Winfrey Leadership Academy” Global Nomads Group NEA Report Website http://www.nea.org/reviews/ www.gng.org building07.html Telling Your Story The Power of One NPR Story Corps (Write stories) (Video clip) http://www.storycorps.net www.caringstrangers.com/ powerofone.htm
80 3.07 ELA • 12 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 81 Capturing the Stories of Ordinary “A Class Divided” Documentary People: Albert Maysles and Direct Teacher Guide Cinema http://www.pbs.org/wgbh/pages/ http://www.pbs.org/now/ frontline/teach/divided/ classroom/maysles.html postviewing.html
Making a Documentary Create a Blog “Reel Works Teen Filmmaking” http://www.blogger.com/start http://www.reelworks.org/ Photography/Visual Literacy “Reel Works in the News” North Carolina http://www.reelworks.org/press. http://www.frankwbaker.com/ php elahandouts.htm
Social Responsibility “It’s My Life” http://pbskids.org/itsmylife/video/ index.html
Students make own documentary or blog http://www.apple.com/education/ documentary/index.html
Sample Documentaries NOW documentaries http://www.pbs.org/now/ classroom/katrina. html#background Other NOW documentaries http://www.pbs.org/now/php/ topicsearch.php?health=Y&sci_ tech=Y&submit=Search
Student and Teacher Resources http://www.apple.com/education/ documentary/index2.html The three items above can also be purchased as a Documentary Resource Kit for $29 (part number M9620LL/A).
“A Class Divided” Documentary http://www.pbs.org/wgbh/pages/ frontline/shows/divided/etc/view. html
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Michigan Department of Education Office of School Improvement Dr. Yvonne Caamal Canul, Director (517) 241-3147 www.michigan.gov/mde