Coleman, Stacy

Coleman, Stacy TE 407 Sec. 1

Unit Texts Assessments Eng Goals # of Wks Unit 1: Incidents in the Life of a -presentation of the themes of slavery Slave Narrative/ Biography 6 weeks Silenced Slavery Girl by Harriet and abolition (PowerPoint, essay, Voices during Jacobs 3.3.4 diagram, etc. students choice approved American Literature 3.3.1 the era of by teacher) 1.5.4, 1.2.1,1.3.6, 1.3.9 slavery Uncle Tom’s Cabin by Harriet Beecher Stowe -compare voices during this era that Poetry 3.2.2. were often ignored (African Americans, “The Task” by William women, and abolitionists) 2.1.5, Critical Cooper Perspectives 3.1.6, 3.1.7 -analyze recognized works of world “On the Flogging of literature from a variety of authors Creating Connections (slaves and women) Women” by Charlotte 3.1.8 Elizabeth Figurative Language 3.1.1 -Participate in discussion about slavery “The Slaves Address to and its effects 1.3.6 First Person Point of View 3.3.3 British Women” by Susannah Watts Two side Journal (including key quotes, themes, symbolism, etc.) 1.1.2,1.2.2, 2.1.12 Coleman, Stacy TE 407 Sec. 1 Coleman, Stacy TE 407 Sec. 1 Coleman, Stacy TE 407 Sec. 1

Unit Texts Assessments Eng Goals # of Wks

Unit 2: The American Dream by Edward Albee Create own playwright/scene that Plays 3 weeks American involves conflict and resolution based 4 weeks Dream A Raisin in the Sun by Lorraine upon real life situations 1.5.3, 1.5.2 Drama Uncovered Hansberry 3.3.1, 3.3.4 Note Taking skills 2.1.8, 2.1.12 Conflict Resolution “A Raisin in the Sun” by Langston Hughes Making connections among literature, Literary Elements students lives, and or real world (Characterization, setting, plot, Movie/play “A Raisin in the sun" issues 2.1.5 POV, and structure) 3.1.2, 3.1.3

Literary Terms and analysis (theme, symbolism, and tone

Play Analysis Coleman, Stacy TE 407 Sec. 1

Unit Texts Assessments Eng Goals # of Strand 4: Language Wks Merriam-Webster Dictionary and 4 weeks Unit 5: Thesaurus Goal/life purpose outline presentation Personal narrative What’s the (powerpoint, presentation, collage) Purpose? “I have a Dream Speech” by MLK 1.3.6, 1.5.4, 2.2.6 Authentic voice (Modes of Jr. 2.1.10 Discourse/wri Create a life map/timeline Grammar skills ting “…ask not” by JKF workshop) Write narrative autobiography Figurative Language “Bullet or the Ballot” by Malcolm X 1.5.4,1.2.3 Vocabulary Various store applications Create/present persuasive speech about controversial topic 1.1.3, Oratorical skills 4.1.3, 4.1.4 Magazines 1.1.8 /Newspapers(Newsweek, Time, Strategies of effective persuasion and USA Today) Correctly fill out job application College Applications Sample 2.3.3 Sentence structure Resume Fill out college application with Understand different topics and its personal statements 2.3.3 relation to student’s life.

Create resume that highlights abilities Coleman, Stacy TE 407 Sec. 1

Unit Texts Assessments Eng Goals # of Strand 3: Literature and Wks Culture Unit 4: 6 weeks The World in The things they carried by Tim O’ Reflective note taking journal Synthesize information from Turmoil; Brien different sources struggles of Persuasive letter to president WWII Exerpts form TV show American Roosevelt 1.5.4, 1.1.3 Compare and contrast 2.1.5 dreams 3.3.4 Expository essay 1.1.7, 1.1.6, Develop key ideas Exerpts from Black Like Me by 1.1.5, 1.1.8, 1.4.4, 1.4.6, 1.5.4 John Howard Griffin Historical research

Passages from Diary of Anne Citation Frank Critical perspectives 3.3.3 Farewell to Manzanar by by Jeanne Creating connections Wakatsuki 3.3.4 Coleman, Stacy TE 407 Sec. 1

Unit Texts Assessments Eng Goals # of Strand 2: Reading, Listening, Wks and Viewing Unit 3: American Literature 3.3.2 6 weeks Poverty Movie Grapes of Wrath directed Analyze film using film guide Lurking by John Ford techniques and visual treatments American Film during the 2.1.8, 3.1.9 Great Native Son by Richard Wright Connecting Depression Answer prewritten questions Feeling the Supplemental reading Great Critical Perspectives effects of Gatsby by F. Scott Fitzgerald Engage in meaningful discussion about 3.3.3 the Great social and racial issues 1.3.6 Depression Discussion Create movie advertisement 1.5.4 African American Literature 3.3.2 Multiple choice (3-4) essay test Literary elements/terms Vocabulary quizzes 2.1.3 2.2.1

Vocabulary

Novel Coleman, Stacy TE 407 Sec. 1

Unit Texts Assessments Eng Goals # of Wks 6 weeks Unit 6: The Fahrenheit 451 Two sided journal Science Fiction Individual and by Ray Bradbury Society Access similarities of 1984 and current society Controversial issue 1984 by George project Orwell Classic American Discussion about rights relating to own lives Literature Scarlett Letter 2.1.11, 1.3.7 by Nathaniel Analyze characters Hawthorne Research laws and policies that directly affect them 1.4.4, Critical and logical thinking Explore themes of book and create presentation comparing/contrasting two novels 2.3.4 Literary elements/terms Coleman, Stacy TE 407 Sec. 1

Unit Texts Assessments Eng Goals # of Strand 1: Writing, Speaking, and Wks Expressing 5 weeks Unit 7: Pop Poems by Tupac Shakur Create self reflective journals online filled with Research Culture in diary entries, pictures, poems, youtube videos, internet the New Freedom Writers Diary by The etc. 1.2.2, 1.2.3 Millenium Freedom Writers Vocabulary Analysis of favorite popular song 3.2.2, 3.3.4 It’s the new The Movie Freedom writers directed Connections millennium, by Richard LaGravenese 3.4 Diversity discussion 1.3.7, 2.1.11 between texts the emergence of Monster by Walter Dean Myers 3.3.4 Establish a way to combat stereotypes and Literary pop culture prejudice Elements/ter Lyrics of Nas, Common, and India Arie ms songs Present own culture or ethnicity to class supplemental activity: genealogy project Creativity

Note taking Contemporary Novel

Poetry Coleman, Stacy TE 407 Sec. 1

Curriculum Guide Reflection

The creation of my curricular map was an awesome journey that allowed me to reflect back to various classes, books, tutoring sessions, and summer programs. Through my different experiences I was able to see a variety of techniques and exercises that proved to be vital and intriguing, while also taking note of the uninteresting or dry lessons. I was then able to manifest all of my different ideas and beliefs about teaching English into my curricular map. My curricular map is directly related to what I view as important English tools, while using profound texts to adequately convey these to a diverse population of students.

When I began to create my curricular map I instantly thought of important historical events to align my units with. By aligning my units with historical events I believe that my students will be able to create connections, setting the tone for more meaningful learning. Thus, I begin in the era of slavery, choosing to present an enslaved African

American women’s narrative, a white female abolitionists book, and other anti slavery voices so that my students can understand the horrors of slavery while also understanding the importance of tone and the meanings it can convey. My curriculum then continues in historical order using diverse authors and viewpoints. The texts that I use are equally as diverse, using the principle that no two students are alike. By having a varied set of genres such as drama, autobiography, and poetry I am able to appeal to all students and allow them to experience something new or different from what they usually read, watch, or listen to. Coleman, Stacy TE 407 Sec. 1

In addition to my units based around historical events, I decided to incorporate a writing workshop so that students can see the different purposes one writes for, while also conveying different tones so that one can get what they want. This is an 11th grade class, and I feel that students need to become exposed to real world situations early so that they know what to expect and will feel prepared. With that I am having my students become accustomed to filling out job and college applications, and begin to create an outstanding resume that highlights their achievements.

Establishing what to include in my curriculum, and what not to proved a lot more difficult than I originally thought. Thinking of my units, I began with a couple books, but then recalled others that I envisioned being more insightful and worthwhile, so then I had to choose. However, in the end I decided upon texts that had a better connection to the overall unit, while also exercising my personal preferences. Using my personal preferences I decided not to include anything Shakespearean, knowing how I find it very uninteresting and unimportant. One will also see that I did not include many classics texts, which I intentionally did in an attempt to stray from standard curriculums, and expose my students a variety of literature that they can more closely identify with.

All in all the creation of a curriculum map was very helpful to me in a variety of ways in that in showed me that were is a wealth of different types of texts out there and to not be afraid to bring these into my classroom. With that, I do need to be aware of my personal preferences and try to keep these to a minimum so that I can appeal to all of my students and allow them to get a diverse learning experience. However, I feel that this assignment will help to create a bigger more detailed map when it comes time for me to make one for my own classroom. Coleman, Stacy TE 407 Sec. 1

Using the Michigan Department of Education Standards, I was able to go through and find what guidelines I was achieving. At first I was very overwhelmed by all the various categories, but then I realized that I had unconsciously put guidelines into my curriculum guide. To use the standards was very easy and that one activity can cover many different standards, so there was a lot of overlap. Along with including the

Michigan Educational Standards I took out the novel The Scarlett Letter in the Society vs. the Individual unit. After contemplating it, I thought that the unit would be too long, and that the other two books were better placed than the Scarlett Letter. Thinking about timing issues, I extended the American Dream unit to four weeks to allow more time for students to create a playwright or scene. (September 28, 2008) Coleman, Stacy TE 407 Sec. 1