ENGLISH 12·©2009MCPS English

12.2 Unit 12.2: Joining the Conversation Enduring Understandings

 Effective reading, writing, speaking, listening, and viewing are essential for literate individuals.  Effective communicators consider the words and ideas of others as they develop their own ideas.  Language allows us to make sense of the world and bring about change.  Literate individuals recognize the ethical use of language and have a responsibility to use language ethically. Essential Questions

 Why does my voice matter?  How do I join the conversation?  How does language reflect an understanding of the world?  How do texts inform thinking and change understanding?  How do writers and speakers ensure their voices are heard?

Common Tasks Students should engage in a variety of tasks that demonstrate and deepen their learning. Teachers should provide specific instruction on strategies during each stage of the writing process for at least one of the common tasks. For other common tasks, teachers may focus instruction on one stage or may implement the tasks as homework, timed writings, presentations, or structured discussions.  Compare fiction film clips that present the same event or plotline from two different cultural perspectives or time periods.  Analyze the methods an author uses in a literary work to contribute  to the discourse on a topic of importance to society.  Rewrite a short text, altering the tone or voice to change the effect “The real problems of of the discourse. society don’t have solutions. What they  In a group, research the discourse on a global issue confronting have are ways of young adults. Present your findings to the class. being understood and  Using your own knowledge and at least three sources, write an worked on” (Richard argument defining a central issue facing young adults. Propose at Miller). Students hear least one way society could begin to address this issue. and express multiple perspectives; they are  Write a poem in two voices that presents two distinct perspectives. encouraged to withhold judgment until after they have engaged in discourse with others who have a range of views.

Unit 12.2: Joining the Conversation Recommended Tasks

 Complete a series of quick-writes about how artists create meaning in visual texts.  Participate in a jigsaw study using articles about the dangers of online discussion.  Rewrite a passage of dialogue as text messages, an email exchange,  or an online discussion and then analyze the effect on the tone or Students have meaning of the dialogue. opportunities to  Have students work in groups to analyze and annotate how tone and engage in inquiry voice are conveyed in a text. together and  Participate in a carousel brainstorm, listing world issues that confront experiment with graduating seniors. ways to join public discourse. They The Writing Process synthesize others’ Unit 2 focuses on effective ways of engaging in inquiry and discourse ideas with their own with others prior to drafting. Students are encouraged to find more and consider whether authentic alternatives to artificial formats such as the five-paragraph others’ perspectives essay. They examine writings which blend methods of development and and knowledge convey a strong, clear voice to achieve a purpose. They learn to reshape their own appreciate that most of society’s conversations revolve around topics thinking. where ambiguity, rather than clarity, is the order of the day. They synthesize sources skillfully and credit sources responsibly to show depth of thought about the complex issues that face their world. Grammar, Usage, and Sentence Composing Teachers should ensure that students revise during the writing process rather than after their papers have been graded. Students work on individual skills listed in their portfolios throughout the year. In addition, certain skills will be explicitly taught and integrated into writing instruction during Unit 2. Students will  avoid incorrect use of commonly confused and misused words.  recognize correct parallel structure and use it as a rhetorical device in their writing and speaking.  use subordination and coordination to lend sentence variety to their writing.  analyze and imitate the sentence style of professional writers.

Unit 12.2 Focus Indicators Standard 1: The student will comprehend and 3.2.3— Revise and edit texts for clarity,  interpret a variety of print, non-print and completeness, and effectiveness. electronic texts, and other media. 3.2.4— Use general and specialized resources to 1.1.2— Monitor understanding while reading, correct or confirm revisions and/or viewing, and/or listening to a text. editorial choices. 1.1.3— Confirm understanding after reading, 3.2.5— Prepare the final product for presentation viewing, and/or listening to a text. or publication. 1.1.4— Apply knowledge of a word meaning, 3.3.1— Narrow a research topic and generate a context, structure, and origin to define guiding research question, thesis, or unfamiliar words. controlling argument. 1.2.2— Determine the critical or central idea(s) 3.3.2— Assess the appropriateness of sources of of a text. information on a self-selected and/or 1.2.3— Determine the relationship among given topic. format, structure, and meaning of 3.3.3— Evaluate the appropriateness of informational texts. information to accomplish a purpose. 3.3.4— Use a systematic process for recording Standard 2: The student will analyze and  and documenting information.  evaluate a variety of print, non-print and electronic texts, and other media. Standard 4: The student will control language by  applying Standard English in writing and 2.1.1— Analyze organization, structure, and speaking and making effective language syntax that reveal an author’s purpose. choices. 2.1.2— Analyze stylistic elements in a text or across texts that communicate an 4.1.2— Apply Standard English grammar, author’s purpose. punctuation, capitalization, and spelling 2.1.3— Analyze connections between and among in speaking and/or writing. themes, ideas, and/or styles of two or 4.1.3— Apply knowledge of the history and more texts. development of the English language in 2.1.4— Analyze and evaluate the purpose and order to analyze and explain its dynamic effect of non-print texts, including structure. visual, aural, and electronic media. Standard 5: The student will communicate orally 2.1.5— Analyze and evaluate evidence and in a variety of situations, for different audiences  determine the credibility of information and purposes, and in different formats. in a text. 5.1.2— Participate in and contribute to large- and Standard 3: The student will compose in a small-group collaboration for a variety of  variety of modes by developing content, assigned and self-selected purposes. employing specific forms, and selecting 5.2.1— Apply effective rhetorical structures. language appropriate for a particular audience Standard 6: The student will listen effectively in and purpose.  a variety of situations and for a variety of 3.1.2— Compose effective persuasive essays and purposes. arguments. 3.1.4— Compose effective research essays that 6.1.1— Apply skills and strategies to gather and support, modify, or refute a thesis; use a interpret verbal messages. logical structure; provide relevant and 6.1.2— Demonstrate understanding of complete evidence; and cite and information and ideas communicated document sources accurately. orally.

3.2.1— Prepare for writing by generating and ICON KEY developing ideas. Reading 3.2.2— Select and organize ideas for specific Viewing audiences and purposes.  Listening Writing Speaking

Unit 12.2 Course Terms

Annotation Narrative devices Six Traits of Writing Argument o Plot o Ideas o Characterization o Organization Assertion o Point of view o Voice Audience o Setting o Syntax or Sentence Citation o Conflict Fluency o Mood o Diction or Word Choice Civil discourse o Tone o Conventions Close reading o Epiphany (moment of Source Connotation insight) o Primary source o Denouement o Secondary source Credible source o Theme Speaker Credibility Online dialogue Style Deduction Patterns of development nthesis of sources Denotation o Cause and effect Sy Comparison and contrast Tone Documentation o o Definition Visual text Entering the conversation o Division and classification Induction o Exemplification Works cited o Narrative Writing process Fiction film o Problem and solution o Inquiry Global conversation Personal voice o Pre-writing Moving image o Drafting Perspective Revision or deep revision o Portfolio o Editing or surface revision

Rhetoric o Presentation or publishing

Research

Research paper

Unit 12.2: Texts Joining the Conversation

While certain titles are recommended for each unit, teachers may use the Unit 1 and 2 texts interchangeably as appropriate. Throughout the year, teachers should combine classic literature with contemporary works and choose a diverse group of writers who represent the richness of the world’s cultures and traditions.

Texts Angela’s Ashes Frank McCourt Bread Givers Anya Yezierska Cat’s Eye Margaret Atwood Chronicle of a Death Foretold Gabriel Garcia Marquez  Dubliners James Joyce The texts in Unit 2 Interpreter of Maladies Jhumpa Lahiri represent a variety of Kite Runner Khaled Hosseini perspectives from A Long Way Gone Ishmael Beah contemporary world Monkey Bridge Lan Cao authors. Students The Namesake Jhumpa Lahiri have an opportunity One Day in the Life of Ivan Denisovich Alexander Solzhenitsyn to compare attitudes The Things They Carried Tim O’Brien from different Poems in Two Voices cultural perspectives or across time “The Clod and the Pebble” William Blake periods. “Father and Son” (song) Cat Stevens “Father and Son” Delmore Schwartz “In the Moonlight” Thomas Hardy “Is My Team Plowing” A. E. Housman “When in Rome” Mari Evans

Unit 12.2: Texts Joining the Conversation

Fiction Film Clips In preparation for the first common task, teachers should pair film clips that approach the same subject or event from differing perspectives. These are only a few ideas for such pairs. Teachers should be careful to choose subject matter that is appropriate for seniors, and while they should choose clips that provoke thought, teachers should avoid objectionable content.

Bend It Like Beckham and The Kite Runner Bridge on the River Kwai and Pearl Harbor The Day the Earth Stood Still and Independence Day Dead Poets Society and The Class Hamlet, Branagh version, 1996, and Laurence Olivier, 1948  Ladri di Biciclette and Roma, Città Aperta (The Bicycle Thief and Open City, Italian with subtitles) While no common Little Women (Hepburn, 1933) and Mean Girls tasks in this unit Not One Less and To Sir with Love require the speaking (Yi ge dou bu neng shao, Chinese with subtitles) process, texts and Up the Down Staircase and Not One Less research allow many Note: Flags of Our Fathers and Letters from Iwo Jima have been opportunities for submitted to the E & S Committee for a waiver, but they will only be lively discussions able to be used if a waiver is granted. about how cultural perspectives vary. Teacher Resources Students also study Deeper Reading Kelly Gallagher how the medium Image Grammar Harry R. Noden chosen for Reading in the Dark John Golden communication Reading in the Reel World John Golden affects the discourse. Teaching Adolescent Writers Kelly Gallagher Writing at the Threshold Larry Weinstein http://www.hulu.com (Free films online that should be used judiciously) http://www.snagfilms.com/ (Free films online that should be used judiciously) http://www.youtube.com/movies (Free films online that should be used judiciously) Vocabulary and Language Skills Language study focuses on how word choice creates tone and voice. Students will:  continue to use Latin and Greek roots to comprehend unfamiliar words.  identify unfamiliar words in texts and employ strategies to understand meanings in context.  examine how connotations and denotations of words contribute to tone and voice in a text.  explore how the medium chosen for communication affects the messages conveyed.  know and use course terms for Unit 2.