10Th Grade English: Unit 1 What Does It Mean to Be Human?

10th Grade English: Unit 1 – What Does It Mean to Be Human?

Duration: 6-7 Weeks

Rationale: A central theme in both classic and modern literature is the idea of “humanity.” What does it mean to be human? What happens when one’s humanity is “lost,” either by circumstance or by choice? In this unit, we will delve into the human psyche and explore the nature of humanity. We will continue to discuss how race and gender affect one’s self-image and connection to others. We will also use textual examples to discuss the basic nature of humanity; are we naturally civilized, with an innately noble nature, or are we savage and primitive at heart?

Theme, CCSS Demonstration Targeted Targeted Resources Concepts, & of Student Standards- Standards-Based Essential Understanding Based Strategies Questions Essential Skills

Theme: RL.10.1-Give Formative Reading: Reading: Anchor Text(s): What Does It textual evidence Assessments: Literary - SQ3R The Diary of a Young Girl by Anne Frank to support what Mean to Be - Quick Writes terms: - annotation text says Night by Elie Wiesel Human? RL.10.2- - Exit tickets Archetypes, - 3-2-1 summary determine theme, - Constructed analogy, - close reading “A Rose for Emily” by William Faulkner Enduring analyze its response synecdoche, - QAR development, questions Understanding elegy, - GIST Supplemental Texts: give specific - RAFT writing s: details rhetoric, - vocabulary context Understanding RL.10.3-Analyze -Diary Entries pathos, logos, clues Beauty and the Beast of how one how complex ethos, - graphic organizers group of people characters epiphany, “What Does It Mean to Be Human?” can haphazardly develop, interact, Summative paradox, Writing: by Joanna Bourke and advance the Assessment: judge another plot of theme idiom, tragic - summarizing and “ group of people RL.10.4- Argumentative flaw paraphrasing Elements of a Tragedy” by Aristotle as inferior Determine Essay symbolism, informational text meanings of motif, - outlining, drafting, Articles on Genocide One’s sense of words/phrases- Research project connotation, editing, revising analyze their on Modern Background on Buckenwald’s self can be impact on denotation, essays Concentration Camp defined by his or meaning/tone Genocide allegory, her relationships RL.10.5-Analyze -Armenian autobiograph Speaking: Background on Holocaust with others. author’s choices -Rwanda y, - group protocols how to structure -Cambodia documentary, Articles on Hitler text -Bosnia (Websites: Society and the RL.10.6-Analyze prose, Listening: http://www.teacheroz.com/holocaust.htm) environment can point-of-view memoirs, - group protocols influence the from work dynamic Articles on WW II person that one outside US character, Language: RL.10.7-Analyze Scientific Article: becomes. representation of flat Grammar: character, - DOLs Freud a subject in Power/Knowledge- Humans have different artistic pun, - peer editing Foucault both noble and mediums archetype, - passage editing savage aspects RL.10.8- internal Argument Primary Sources: to their RL.10.9- conflict, Technology: Nuremberg Laws personalities. Comparison on external - Quizlet (online texts conflict, flash cards and Supplemental Sources: Essential RL.10.10-Read narrative, review games)  Sound Clip: “A God Who Questions: and comprehend expository, - SAS Curriculum complex text Remembers” This I Believe by What does it persuasive, Pathways Writing Elie Wiesel on NPR mean to be RI.10.1-Give foreshadowin Reviser human? textual evidence g, point-of- - wordnik.com  Excerpt from Number the to support what view (limited text says Stars How does one RI.10.2- 3rd person, lose his or her determine theme, 3rd person  Excerpt from Diary of Anne humanity? analyze its omniscient), Frank development, inference, What does it give specific symbols, details  Video Clip: The Boy in the mean to be a RI.10.3-Analyze motifs, Striped Pajamas “monster?” how author juxtaposition, unfolds analysis allusion How does our or series of  Trail of Tears society and events or ideas Parts of RI.10.4- environment Determine Story:  Inheritance Video Clips: define our meanings of exposition, http://www.pbslearningmedi humanity? words/phrases- rising action, a.org/resource/3894fc5a- analyze their climax, 4a38-4948-91b7- Are humans impact on falling action, meaning/tone fdfdc9123289/3894fc5a- inherently noble RI.10.5-Analyze resolution 4a38-4948-91b7- or are they how author’s fdfdc9123289/ inherently ideas or claims Poetry: savage? are developed - sonnet  Sweat Factories RI.10.6-Analyze point-of-view or - couple purpose - octave  Articles on Euthanasia RI.10.7-Analyze - limerick various accounts - haiku  Nazi Book Burning: of a subject in - ballad different http://www.ushmm.org/mus mediums - epic eum/exhibit/focus/nazi- RI.10.8-Evaluate book-burning/ Argument with sufficient Writing:  Excerpt from Fahrenheit 451: evidence Continue the RI.10.9-Analyze The Hearth and Salamander US documents in writing relation to themes process:  Movie: Documentary: Paper and concepts - prewriting Clips RI.10.10-Read - outlining and comprehend complex text - drafting  Article on Paper Clip: April 7, - editing 2001—Dita Smith- W.10.1-Write - revising Washington Post Arguments - publishing W.10.3-Write narratives  Current in News: Paula Deen W.10.4-Produce Argumentati in the News for using the N- clear, coherent ve writing: word writing - claims W.10.5-Plan, - thesis Revise, Edit - evidence W.10.6-Use  Articles on Utopia technology -refutation W.10.7-Conduct - voice research W.10.8-Gather Speaking:  Articles on Dystopia and synthesize - information W.10.9-Draw participating evidence from in whole class sources and small W.10.10-Write group routinely discussions SL.10.1- - formal Academic presentations discourse SL.10.3-Point-of- Listening: view SL.10.4-Present - whole findings class / small SL.10.5-Use group / media partner discussions L.10.3-Style, effective - note-taking language choices skills (Cornell L.10.4- Notes) Vocabulary strategies L.10.5-Figurative Language: language, word Vocabulary: relationships - continue L.10.6- morphology – Academic, continue to domain-specific vocabulary introduce Latin and Greek roots - vocabulary in context

Grammar: - parallelism - gerunds - infinitives - participles

Technology: - online research sites - online research evaluation tools - online citation tools

Research Project: Cultural Awareness: (Students are given a research pre-assessment) • Comparison to slavery in the US •The students will research the different colors and symbols used to symbolize the Nazi party's list of • Research on Armenian, Bosnian, Rwandan, Cambodian undesirable people. The students will gain an understanding of how other people can arbitrarily • Research Norwegian culture and importance in Holocaust judge other people as inferior.

•Research project on Modern Genocide: Armenian, Rwanda, Cambodia, Bosnia Real Life/Real World Connection: Constructed Response (From Oprah’s Book Club):

Students develop a program for •How does Eliezer's relationship with his faith and with God change as staff/students/possibly PTA to present the book progresses? Monologues: The Voices of the Oppressed •What literal and symbolic meanings does "night" have in the book?

•Who are the bystanders? Who are the perpetrators? Who are the victims in Night? Do these roles sometimes overlap?

•At the end of Night, Wiesel writes: "From the depths of the mirror, a corpse was contemplating me. The look in his eyes as he gazed at me has never left me" (p. 115). What parts of Eliezer died during his captivity? What was born in their place? Essential Questions for Night: Activities:

•How is memory important to the author’s •This I Believe Essay development of this novel? •Research Paper •Are You Judgmental Activity •How was it possible for the narrator to survive •Discussion Board on Linoit.com on the treatment of Jews this great atrocity? •Students create a Glogster.com to present an evaluation of the treatment of Indians during the Trail of Tears •What are the circumstances that give rise to •Students participate in a Scavenger Hunt by visiting multiple sources to genocide? gather information prior to reading the text •Philosophical Chairs: Comparison of Euthanasia and Genocide •Why do people treat each other unequally? •Close Reading of Fahrenheit 451 and comparison of The Nazi Book Burning (after reviewing Video Clip), Linoit class discussion •If there is a higher power, and if we think that higher power is essentially good, then why is there •Reflect on how African-Americans were not allowed to learn to read, in evil in the world? relation to Fahrenheit 451, The Nazi Book Burning, and the African- Americans being forbidden to read, how does this exemplify the power of reading? • Should a person obey authority or stand up for what they believe in? • Monologues of the Oppressed Voice • Relate Paper Clips to your own neighborhood and experience. •What might be the reasons for the townspeople's How are you like the characters in the documentary? How can this widespread denial of the evidence facing them? inspire you to do more? • Write letters • Self-Reflection Journaling (Debriefing): What scenes from Night do you remember most vividly? Have they made you look at the world or your family differently? (Oprah’s Book Club) • Self-Reflection Journaling: In his 1986 Nobel Peace Prize acceptance speech, Wiesel says: "[O]ne person of integrity can make a difference, a difference of life and death. As long as one dissident is in prison, our freedom will not be true. As long as one child is hungry, our life will be filled with anguish and shame. What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs" (p. 120). How has Elie Wiesel fulfilled this purpose with this book? How does this statement make you feel about your place in the world? • Essay: Why is Elie Wiesel's book Night relevant today? (Oprah gave this prompt and 50 students were recognized for their responses) • Dialogue journals: throughout the book, students find 5 captivating quotes that provoked any strong emotion. Students must provide an analysis of the quote and an explanation of the emotion provoked. • Comparison of Dystopia and Utopia.