STATE OF MICHIGAN DEPARTMENT OF EDUCATION MICH~~ LANSING Education

MICHAEL P. FLANAGAN JENNIFER M. GRANHOLM SUPERINTENDENT DF GOVERNOR PUBLIC INSTRUCTION

MEMORANDUM

TO: State Board of Education

FROM: Michael P. Flanagan,Chairman

DATE: February 26, 2007

SUBJECT: Report on English Language Arts High School Course/Credit Content Expectations, the Power of Language Module and the Career and Technical Education ELA Units of Instruction for the Michigan Merit Curriculum

The Michigan Department of Education's Office of School Improvement developed high school content expectations and course credit requirements for English LanguageArts (ELA). The content expectations were approved by the State Board of Education in April 2006. Information on the course credit requirements for Grades 9 and 10 were provided to the State Board of Education in.July 2006. All of the English LanguageArts content expectations are taught every year with increasing levels of complexity for each grade level.

On behalf of the Michigan Department of Education, I am pleased to share information on the Course/Credit Content Expectations for English LanguageArts Grades 11 & 12 and the Power of Language Module. The Course/Credit Content Expectationsfor English LanguageArts are organized into model units of instruction that address all of the content expectations every year. The Power of Language Module is a companion document that provides a better understanding of the structure and function of the English language to suPPQrtthe English LanguageArts standards, expectations and units of instruction. These documents are available via the MDEwebsite: www.mighigan.govfhighschool, or on CD upon request.

Additionally, the Michigan Department of Education's Office of School Improvement worked with the Department of Labor and EconomicGrowth's Office of Career and Technical Education (CTE) to develop similar ELA units of instruction aligned with so.meof the CTEclasses - Business, Marketing, Criminal Justice and Health.

STATE BOARD OF EDUCATION KATHLEEN N. STRAUS - PRESIDENT. JOHN C. AUSTIN - VICE PRESIDENT CAROLYN L. CURTIN - SECRETARY. MARIANNE YARED MCGUIRE - TREASURER NANCY DANHOF - NASBE DELEGATE. ELIZABETH W. BAUER REGINALD M. TURNER. CASANDRA E. ULBRICH 608 WEST ALLEGAN STREET. P.O. BOX 30008 . LANSING, MICHIGAN 48909 www.michigan.gov/mde. (517) 373-3324 -ICHIGAN-ERIT#URRICULUM -ICHIGAN-ERIT#URRICULUM Course/Credit Requirements -ICHIGAN-ERIT#URRICULUM

ENGLISH LANGUAGE ARTS • Grade 11

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 Eileen Lappin Weiser Ann Arbor 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 • 11 11.06 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 11.06 ELA • 11 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 11 Goal Statement The goal for English Language Arts 11 is to continue to build a solid foundation of knowledge, skills, and strategies that will be refined, applied, and extended as students engage in more complex ideas, texts, and tasks. In English Language Arts 11, students will add to the list of various genre of classic and contemporary narrative and informational texts that will be read and analyzed throughout high school with a special focus on British and World literature and ACT success. Eleventh graders will connect with and respond to texts through transformational thinking. They will learn to use forward thinking to help make better decisions, to generate new ideas for solving problems, and to find wisdom. They will build a context for change in their lives and develop realistic plans for the future.

* 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.

MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 11 11.06 3

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

Organizational Sructure

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 11.06 ELA • 11 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

MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 11 11.06 5

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 11.06 ELA • 11 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 11.06 ELA • 11 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 • 11 11.06 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 11.06 ELA • 11 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 Critical Reading, Listening of terms 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 11.06 ELA • 11 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 and academic literacy progress 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 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Model Unit Outline for Grade 11 ELA Disposition: TRANSFORMATIONAL THINKING Focus: BRITISH AND WORLD LITERATURE

Model Unit 11.1: The Power of Language to Transform Lives (Pages 16-26) Genre/Period Focus/Big Ideas Anglo-Saxon and Medieval oral tradition/story telling, power literature, the epic, digital story, of language, heroic codes, universal magazine feature article, science truths of human nature, article, poetry transformation Model Unit 11.2: Informed Decision-Making (Pages 27-35) Genre/Period Focus/Big Ideas Elizabethan drama, Shakespearean decision-making process, sonnet, English Renaissance consequences, forward thinking, literature, decision-making model, decision/indecision, action/inaction, college/career planning guide, vision, decisions in the course of magazine article, newsclip history

M odel Unit 11.3: Technology: Potential for Enhancing Human Life (Pages 36-47) Genre/Period Focus/Big Ideas Gothic Romance, literature from role of technology in society, the Restoration, 18th Century, and unintended consequences, Romantic Periods, Science Fiction, potential for enhancing human scientific journal article, science life, mystery, horror news article, report, policy statement, ACT writing rubric

Model Unit 11.4: Understanding Human Nature: Coping with Crisis, Chaos, and Change (Pages 48-56) Genre/Period Focus/Big Ideas Contemporary (20th century) human nature, chaos, civilization realistic fiction, science fiction, vs. savagery, understanding the allegory, newspaper and magazine power of fear, dealing with articles, interview, review, poetry change, civilization as structure

Model Unit 11.5: The DNA of Survival (Pages 57-65) Genre/Period Focus/Big Ideas Contemporary World literature, survival, resourcefulness, loss, memoir, biography, poetry, connectedness, adaptation graphic novel, speech, interview, critique

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Unit 11.1: The Power of Language to Transform Lives –Anglo-Saxon (Old English) and Medieval (Middle English) Periods

Anchor Text Historical Perspective Beowulf and The Canterbury Tales The Anglo-Saxon (Old English) and Medieval (Middle English) Grade 11 Disposition Periods Transformational Thinking 597: Augustine of Canterbury Big Ideas reintroduces Christianity to • oral tradition/ storytelling England • the power of language to 1066: Battle of Hastings transform lives The Norman French warriors crossed the English Channel • the journey and defeated the Anglo-Saxons. • honor William the Conqueror becomes the King of England. • truth 1215: Magna Carta (The • heroic codes document that takes important • value systems steps toward constitutional • use of language government.) • transformation/ 1347: “Black Death” ravages transformational thinking Europe (the plague) 1372: Bible is first translated Themes into English • In the transformation from oral language to the written word, 1476: Printing Press universal truths of human 1485: Henry VII wins the nature were formalized. throne; stability begins. • The evolution of language Literary Works impacts life. and Authors • Sometimes the journey itself Anglo-Saxon Literature, is more important than the Laments, Epics, Arthurian destination. Legends, Boccaccio, Chaucer, Homer, Malory

16 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Focus and Essential “Whan that Aprill with his shoures Questions and soote Quotations The droghte of March hath perced to the roote, Focus Questions And bathed every veyne in swich licour • How does the interpretation Of which vertu engendred is the flour; of language impact decision Whan Zephirus eek with his sweete making? breeth • How can studying the past Inspired hath in every holt and heeth lead to new opportunities The tendre croppes, and the yonge for the future? sonne • How do the heroes who are Hath in the Ram his halve cours immortalized in literature yronne, reflect the cultural values And smale foweles maken melodye, of the time? That slepen al the nyght with open eye (So priketh hem Nature in hir corages), • How have modern-day icons Thanne longen folk to goon on used language to transform pilgrimages” our thinking? (The Canterbury Tales, General Essential Questions Prologue, . 1–12) • What evidence do I have that “When in April the sweet showers fall I am committed to learning? And pierce the drought of March to • Where will I find wisdom? the root, and all • When is loyalty to myself The veins are bathed in liquor of such more important than loyalty power to a friend? As brings about the engendering of the flower, • How do I demonstrate that When also Zephyrus with his sweet I am open-minded enough to breath learn from my experiences? Exhales an air in every grove and • How do the heroes of literature heath reflect the values of the time? Upon the tender shoots, and the • What journey will I take young sun to become my own hero? His half-course in the sign of the Ram has run, Quotations And the small fowl are making melody “They said that of all the kings That sleep away the night with open eye upon the earth he was the man (So nature picks them and their heart most gracious and fair-minded, engages) kindest to his people and Then people long to go on pilgrimages” keenest to win fame.” (The Canterbury Tales, (Beowulf . 3180-82) General Prologue, . 1–12)�����

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“Of sundry persons who had Literary Nonfiction chanced to fall Time 100 “The Most Important In fellowship, and pilgrims were People of the Century” Heroes they all & Icons http://www.time.com/ That toward Canterbury town time/time100/index_2000_ would ride.” time100.html (The Canterbury Tales Prologue, . 25-27�����) Informational Text Taskforce Report “And thus I preach against the very “Preserving Research Collections: vice A Collaboration between I make my living out of—avarice. Librarians and Scholars” And yet however guilty of that sin http://www.arl.org/preserv/prc. Myself, with others I have power html to win Them from it, I can bring them to Metamorphosis repent; “Inside the Chrysalis” But that is not my principal intent. L. Brower Covetousness is both the root http://www.learner.org/jnorth/tm/ and stuff monarch/ChrysalisDevelopmentLPB. Of all I preach. That ought to html be enough.” (The Canterbury Tales, Linking Texts/Media “The Pardoner’s Prologue, . 23-30) Media “Language is the most perfect Model of Digital Storytelling work of art in the world. The http://ed-web3.educ.msu.edu/ chisel of a thousand years outreach/k12out/pdf/ retouches it.” language06/Jennifer.mov Henry David Thoreau Model of Digital Storytelling and The Canterbury Tales- Literary Genre “The Beggar” Focus/Anchor Texts http://edcommunity.apple.com/ ali/story.php?itemID=151 Narrative Text Excerpts from Media Clips Beowulf Beowulf and Grendel (2005) Excerpts from Pop Culture The Canterbury Tales Clip from Annie Hall in which including “The Prologue” she says: “Just don’t take any and “The Pardoner’s Tale,” course where they make you Chaucer read Beowulf.”

18 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Texts Music Lyrics Arthurian Legends “Wild, Wild, West,” Will Smith Sir Gawain and the Green Knight Lesson Plan 75: Selected excerpts from Historians with Style Beowulf: A New Translation, (Immortalizing a Hero) Seamus Heaney, 2000 http://www.rockhall.com/ programs/plans.asp Grendel, John Gardner http://www.quehubo.com/eng/ (Modern Retelling) lyrics/index.php?%26page=1082 “The Hero’s Journey” &page=70 (transformation) http://www.yourheroicjourney. Works of Art com/Journey.shtml Original pictures/prints of the text of Beowulf and The Universal Truths Canterbury Tales of Human Nature http://www.bl.uk/onlinegallery/ Nobel Banquet Speech, 1949 themes/englishlit/beowulf.html William Faulkner http://nobelprize.org/nobel_ http://www.bl.uk/onlinegallery/ prizes/literature/laureates/1949/ themes/englishlit/geoffchaucer.html faulkner-speech.html Poetry, Legends, and (love, honor, pity, pride, other Works and Authors compassion, and sacrifice) from the Time Period Poetry Anglo-Saxon Riddles, Laments, Anglo-Saxon Riddles Epics, Arthurian Legends, http://www2.kenyon.edu/ Boccaccio, Chaucer, Homer, AngloSaxonRiddles/texts.htm Malory

Excerpts from the Exeter Book Teacher/District Resources “The Wife’s Lament” Historical context of Beowulf and The Canterbury Tales “The Husband’s Message” http://www.library.unr.edu/ “The Seafarer” subjects/guides/beowulf.html The Earliest English Poets http://www.courses.fas.harvard. M. Alexander, translator edu/%7Echaucer/ To connect to the primary Famous Quotations document, order CDs at: http://www.famousquotes.me. http://www.uky.edu/~kiernan/ uk/famouspeoplequotes.htm eBeowulf/guide.htm http://www.tpub.com/Quotes/

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“Scholarly Digital Editions” The Canterbury Tales http://www.sd-editions.com/ • frame tale AnaAdditional/HengwrtEx/ • fabliaux images/hgopen.html • beast-fable Burke, Jim. 2003. Writing Reminders: • sermon Tools, Tips, and Techniques, Portsmouth, NH: Heinemann. • parable • satire Burke, Jim and Carol Ann Parker. • irony 2000. I’ll Grant You That: A Step- by-Step Guide to Finding Funds, • melodrama Designing Winning Projects, and Writing Powerful Grant Proposals, Literary Devices Portsmouth, NH: Heinemann. • allusion • allegory Genre Study and • symbolism Literary Analysis • imagery Narrative Text • metaphor Genre Study Characteristics of • simile • the epic • personification • Anglo-Saxon literature • use of repetition and rhyme • Medieval literature • oral tradition Historical/Cultural Literary Elements • milestones for the developing English language • characterization • setting • Prologue–view of life and • conflict cultural values in medieval • theme England • mood Language Variety and Use • tone • evolution from Old English Beowulf to Middle English to Standard • legend English to Standard American • epic verse English • folk epic Critical Perspectives • kennings • contradictions in the role • alliteration of religion • appositive phrases • riddles • epic hero

20 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Informational Text Text Criteria Genre Study • ACT Characteristics of Complex Text Characteristics of • digital story Elements of a Proposal • purpose and significance • magazine feature articles • previous exploration of • task force report the topic • informational text(s) • methods for conducting providing historical the study or project perspective • budget • scientific article • concise (one page) Expository Elements • appropriate format/layout • purpose and focus Digital Story Elements • organization, unity, • point of view coherence • dramatic question • word choice (style, tone, • emotional content economy, clarity) • your voice • explanation • sound track • procedures • economy of language • pacing • facts and details http://t3.k12.hi.us/t302-03/ • organizational text structures tutorials/digstory/elements.htm • author’s perspective Historical/Cultural Perspective • opinions and examples • history of the Anglo-Saxons • causes and consequences • invasion of the Normans in • statements and arguments 1066 AD • judgments • history of Middle Ages • warfare • comparisons • feasting and boasting • text features/graphics • role of religion • leads for sequence or chronology • technical/specialized vocabulary

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Reading, Listening/ Listening/Viewing Viewing Strategies • Explore authentic local and Activities community book clubs as a model for year-long book Reading clubs for each unit; listen to Narrative Text and view members discussing • Identify the use of the frame a book they are currently tale technique in a story reading; analyze interaction identifying protocols used • Complete graphic organizers charting characters, setting, • Class/group discussion using conflict, theme, mood, and tone protocols • Respond to the anchor texts • Critique peers’ digital read by recognizing/observing storytelling presentation using the authors’ use of Old and class-generated rubric Middle English • Listen to excerpts of Beowulf, • Analyze Beowulf using the Anglo-Saxon Riddles, and planes of the profundity scale The Canterbury Tales in Old www.readinglady.com/mosaic/ English, Middle English, and tools/Profundity%20Scale- arrative%20from%20Jeff.pdf Modern prose translation • Compare and Contrast Beowulf, http://www.bl.uk/learning/langlit/ “Wild Wild West,” and changlang/activities/lang/beowulf/ Gardner’s Grendel in terms of beowulfpage1.html - plot http://www.bl.uk/learning/langlit/ - hero changlang/activities/lang/chaucer/ chaucerpage1.html - heroic feats - villains/monsters faced Word Study/Vocabulary Activities - setting • Examine various translations - cultural values of Beowulf and The Canterbury - figurative language Tales charting their similarities and differences, impact on - value and use of rhythm syntax, and their placement Informational Text within context. Assess which • Use critical reading strategies author’s style is more appealing to find the inferred meaning • Use roots, prefixes, suffixes, of the chrysalis metaphor and context to examine the • Read the “Preserving Research dynamic nature of language Collections” report taking a critical stance; identify and Teacher Resource summarize key issues and the “From Beowulf to Buzzwords” persuasive elements. http://www.bl.uk/learning/langlit/ changlang/language.html

22 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Writing, Speaking, Comparative Essay Expressing Strategies • Metaphorically connect and Activities transformation in the stages of the chrysalis to the stages Writing to Learn of transformation through the • Annotate text Middle Ages. • Quotation notebook • Compare the Medieval • Respond to reading of anchor mentality as portrayed in and linking texts with journal excerpts from the Exeter entries recording: Book with that in The Canterbury Tales. - the role of storytelling - the importance of community Descriptive Essay - author’s use of religious • Select one of Chaucer’s tales symbolism and write an essay analyzing how he uses these tales to - examples of journeys leading critique human behavior. to moral or life lesson - attributes of personal heroes Riddles - ���������������������examples of narrative • Write modern day riddles that model those of the characteristics (allusion, Anglo-Saxon period. allegory, symbolism, imagery, figurative language, kenning) Authentic Writing • Take two-sided notes • �����������������������������Write a Proposal to purchase documenting and explaining books for classroom book symbolism and allegory in clubs (literature circles) the text throughout the year. “Write a Proposal” Writing to Writing Reminders, p. 360 Demonstrate Learning J. Burke Essay • Petition the community Persuasive Essay library to sponsor a • Using support from texts read, community reading of agree or disagree with the a selected text. following statement: Sometimes “Write a Proposal” the journey is more important Writing Reminders, p. 360 than the destination. J. Burke • Argue for or against a person’s appearance on the Time 100 list or in support of a person who was omitted.

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Digital Storytelling - ����������������������the difference between • Create an original pilgrim preserving language, using and a corresponding language, and plagiarizing “digiTale,” a digital movie - ���������������������preservation vs. cost based on a character. • Create a digital movie in On-Going Literacy which you portray yourself as a hero using the stages Development of “A Hero’s Journey.” Student Goal Setting and Teacher Resources Self-Evaluation Strategies http://t3.k12.hi.us/t302-03/ • Maintain writing portfolio tutorials/digstory/elements.htm • Reflect on selected journal http://www.digitales.us/ entry • Reflect on two pieces of unit http://www.storycenter.org/ memvoice/pages/tutorial_1.html writing that represent best effort Speaking • Monitor growth using • Class/group discussion of literacy indicators importance of story telling, - language fluency family, religion, and a value system (in Medieval and - reading complexity Anglo-Saxon periods and - modes of discourse today) • Evaluate tendency toward • Digital story/movie dispositions and their presentation appropriate application • Class/group discussion Daily Language Fluency of task force report - ������������������������evaluate findings of the Reading preservation task force • High Schools That Work/ACT - �����������������consider bias and recommendations of 8-10 perspective books per year in ELA class; 25 books per year across the - c���������������������onsider technological and economic investment curriculum requirements of recommendations • �������Debate - what is meant by preservation - ���������������������������the history of preservation (oral, print, digital, blogging)

24 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Reading Portfolio Vocabulary Development Recording reading with three • Understand how languages levels of support and dialects are used to communicate effectively in 1. texts/literature studied in different roles and different class (challenging text in zone circumstances of proximal development – • Understand the appropriate text students couldn’t read uses and implications of without the help of the casual or informal language vs. professional language teacher); anchor, linking texts, and author/poet study • Recognize language bias - diction 2. book club groups reading - voice same text from teacher- selected list (somewhat above • words from selections comfort level); students • academic vocabulary choose from list of 5-6 titles • technical vocabulary that support the unit theme; Greek and Latin Root they read the book outside of Words/Prefixes/Suffixes class, participate in book club auto = self discussions, and write pater = father annotated bibliographies and mater = mother literary response essays frater = brother 3. independent reading of spect = to see student-selected text; reading magna = large, great for pleasure outside of class (at micro = small comfort level); students write macro = large annotated bibliographies time commitment for each text mal = bad, evil bene = good Reading Strategies nym = name, noun • Skim text for essential pseudo = false information sub = under • Think, write, pair, share new retro = back texts thesis = idea • Time reading to determine per = through time commitment for each text mono = one bi = two tri = three kilo = thousand semi = half

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Writing ACT College Readiness Standards Writing Strategies • process writing English • language appropriate for Analyze text for purpose and audience • Topic Development in • revise own writing using Terms of Purpose and Focus proofreading checklist/rubric • Organization, Unity, and Coherence • critique own writing for sophisticated sentence • Word Choice in Terms structure of Style, Tone, Clarity, and Economy • cite sources using MLA • Sentence Structure and conventions Formation • evaluate own writing • Conventions of Usage Grammar Skills • Conventions of Punctuation • grammar and rhetoric mini- Reading lessons Analyze text for • practice skills for PSAT/PLAN • Main Ideas and Author’s success Approach Grammar Instruction to • Supporting Details • enrich writing: add detail, • Sequential, Comparative, and style, voice Cause-Effect Relationships • create organizational • Meanings of Words coherence and flow • Generalizations and Conclusions • make writing conventional Additional MDE Grammar Writing Resource Write text that “Power of Language” Module • Expresses Judgments (ELA Companion Document) • 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)

26 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Unit 11.2 Informed decision-making The Renaissance Anchor Text Historical Perspective The Tragedy of Hamlet, 1485: Henry VII wins the throne Prince of Denmark 1509: Henry VIII becomes King (breaks away from the Grade 11 Disposition Catholic Church) Transformational Thinking 1534: The Church of England is established Big Ideas 1558: Elizabeth I becomes • decision/indecision queen (balances growing • action/inaction religious tensions) • consequences/forward thinking 1588: The English navy defeats • vision the Spanish Armada • decision-making process 1590: Shakespeare emerges as (chess, buying a car, deciding England’s playwright on college, job selection, how 1599: The Globe Theater is built to use free time) 1603-1660: Religious and • decisions in the course of Political unrest; King���������������� James I and history Charles I—The Cavaliers fought to maintain their power while the Themes Puritans wanted religious and • Bias skews all decisions, government reform. actions, and thoughts 1642-1660: Civil War— The Puritans won and • Decisions, based on data, established a commonwealth are filtered by our beliefs Literary Movements: • Appearance vs. reality Elizabethan, Cavalier, • Loyalty vs. betrayal Metaphysical, and Puritan • Decisions determine destiny Literary Authors: • Flawed data (appearances, Shakespeare, C. Marlowe, Edmund Spenser, Ben Jonson, propaganda) leads to Robert Herrick, Richard inappropriate decisions Lovelace, Andrew Marvell, Thomas More, Thomas Wyatt, Walter Raleigh, John Donne, Francis Bacon, John Milton 1660: Charles II becomes king and the Monarchy is restored beginning the Restoration Period.

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Focus and Essential Essential Questions Questions and • Which decisions I make today Quotations will affect me for my entire life? • How do I develop a realistic Focus Questions plan for the future? • What kinds of information • How can I invent new do I need to make an opportunities? informed decision? • How will knowing how • How do I evaluate the decisions are made help me information? plan for my life? • Why is it important to weigh • When is loyalty to myself, options before making and my own values, more decisions? important than loyalty to • How can forward thinking a friend? help me make better • Can one (apparently) have decisions? all the right information and • How can a person see beyond make the wrong decision? appearances to discover the Quotation(s) hidden truths about others? “To be or not to be, that is • What does it take to reverse the question.” decisions? “Neither a borrower nor a • Are there decisions that lender be; for loan oft loses require so much forward both itself and a friend.” thinking that humans need the memory support of “This above all: to thine own self technology? be true, And it must follow, as the night the day, Thou canst • Even with all the available not then be false to any man.” data, how do I know when I’ve made the right decision? “There is nothing either good or bad, but thinking makes it so.” • What are the filters through which I evaluate decisions? “What a piece of work is a man! • When does language reflect how noble in reason! How or construct reality? infinite in faculty! in form and moving how express and • How does imagery make admirable.” things more real, or make a particular version of reality “Thus conscience does make more convincing? cowards of us all; And thus the native hue of resolution is sicklied o’er with the pale cast of thought.”

28 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS “O, woe is me, to have seen what Knights of the South Bronx I have seen, see what I see!” A&E, Ted Danson “Lord, we know what we are, but Excerpts from And the Band know not what we may be.” Played On: Politics, People, and the “The rest is silence.” AIDS Epidemic “Now cracks a noble heart. Good- Review http://en.wikipedia.org/ night sweet prince, And flights of wiki/And_the_Band_Played_On angels sing thee to thy rest!” Excerpts from A Bridge Too Far, “To thine own self be true.” 1997 DVD From The Tragedy of Hamlet, Prince of Denmark Texts Forrest, J., “The Space Shuttle Literary Genre Challenger Disaster: A failure Focus/ Anchor Texts in decision support system and human factors management” Narrative Text http://frontpage.hypermall.com/ The Tragedy of Hamlet, jforrest/challenger/challenger_sts.htm Prince of Denmark William Shakespeare http://history.nasa.gov/sts51l.html Informational Text Excerpts from Shakespeare in Charge: The Bard’s Guide to “7-Step Decision Making Model” Leading and Succeeding on the http://www.unf.edu/dept/cdc/ Business Stage services/decisio.htm N. Augustine and K. Adelman “Why Offer Chess in Schools?” “Prologue” (xi-xviii) Chessmaster Jerry Meyers “Act V Crisis Management” http://chess.about.com/library/ (167-207) Clausius’ crisis weekly/aa05a08a.htm management skills—ten lessons on how to act in a crisis Linking Texts “Epilogue” (209-219) Media Excerpts from Mel Gibson’s Hamlet Profiles in Audacity: Great Decisions and How They Were Made Rosencrantz and Guildenstern Alan Axelrod Are Dead Searching for Bobby Fischer (clip Poetry from the end of the film where Shakespearian Sonnets chess player sees the next series of moves before they happen) Metaphysical Poetry

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College/Work Application Process Internet Links to Resources “Who Needs Harvard?” Decision Making Gibbs, N. and Thornburgh, N. “Steps to Decision Making” Time 21 Aug 2006: 37-45. The Wall Street Journal:Classroom “With a Little Help from Your Edition. 25 June 2006. Mom” Carol Jago http://info.wsj.com/classroom/ worksheet/wsjce.decision.grid.pdf http://www.englishcompanion. com/room82/college/ “Steps to Effective Decision jagocolumn.html Making Worksheet” The Wall Street Journal: Classroom Edition. “Guidelines for Letters of 27 June 2006. Recommendation” Jim Burke http://wsjclassroom.com/pdfs/ (chart) wkst_decision.pdf http://www.englishcompanion. Motivation and Goal Setting com/room82/college/ http://www.coun.uvic.ca/learn/ recletterform.html program/hndouts/goals.html CareerForward Course College/Career Planning My Dream Explorer http://www.collegecountdownkit. accessible through Michigan com/goalsetting.htm LearnPort http://www.mydreamexplorer.org http://www.employmentspot.com/ features/choosecareer.htm College application timeline http://www.firn.edu/doe/ (SAT I and/or ACT) programs/cd_lesson.htm http://www.wilsonhs.org/ admin/guidancebook/12- Self-Inventory collegeapplicationtline.htm http://www.ncwiseowl.org/kscope/ techknowpark/Secret/Welcome.html ACT College Planning http://www.actstudent.org/ Chess college/index.html Curriculum for Scholastic Chess David MacEnulty ACT Career Planning http://www.schoolchess.com/ http://www.actstudent.org/ download/school%20chess%20cur wwm/index.html riculum%20guide.pdf ACT College/VocTech Poetry, Legends, and Other Search Tool Works and Authors from http://www.act.org/college_ the Time Period search/fset_col_search.html Shakespeare, C. Marlowe, E. Spenser, ACT print and electronic review B. Jonson, R. Herrick, R. Lovelace, materials A. Marvell, T. More, T. Wyatt, W. Raleigh, J. Donne, F. Bacon, J. Milton

30 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Genre Study and Literary Devices Literary Analysis • imagery Narrative Text • repetition of music • analogies Genre Study Characteristics of • allusion • Elizabethan drama • metaphor (tragedies, comedies) • conceit (extended metaphor) • Shakespearean sonnets • coded language • English Renaissance literature Historical/Cultural • revenge tragedy • decisions based on time period Literary Elements • influence of other revenge • Freytag’s Pyramid tragedies on the writing of • soliloquy Hamlet; history of revenge • comic relief tragedy • tragic hero Critical Perspectives • frame within a frame • religious perception/ • external conflict contradictions • archetypes • literary critical perspectives • decision - moral • iambic pentameter - �������������psychological • other metric structures - ������������sociological • use of dialogue • organization, unity, coherence - �����������formalistic • word choice, style, tone, - ����������archetypal clarity, economy using various lenses • themes (gender, class) - appearance vs. reality • Gertrude and Ophelia from - theater vs. life a feminist perspective - relationships of parents Informational Text and children - relationship of thought Genre Study to action Characteristics of - revenge • magazine articles - loyalty vs. betrayal • news clips - nature of leadership • college planning charts/guides - conscience • college application essays - hypocrisy • decisions-making models

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Expository Elements • Identify themes • structure • Identify images of disease and • purpose corruption repeated • focus throughout Hamlet and what they reveal about the reality Organizational Patterns of the time period • organization • Identify human themes and • unity sorrows in “To Be or Not • coherence To Be” soliloquy • procedural • Analyze Hamlet using the Features profundity scale www. • charts/tables/graphs readinglady.com/mosaic/ tools/Profundity%20Scale- Text Criteria arrative%20from%20Jeff.pdf • ACT Charecteristics • Read the “chess” article to of Complex Text identify skills important for Historical/Cultural becoming a good decision-maker • decisions that changed • Read modern revenge the world tragedies; compare plot scenarios with that of Hamlet Reading, Listening/ Viewing Strategies Listening/Viewing and Activities • View various video clips to find and connect decisions Reading from history with those • Compare important decisions of Hamlet made within Hamlet, with those made in previously read • Find intersections between core texts visual images and verbal • Annotate Hamlet in the text communication or in a journal • Listen for information that • Use think-aloud strategy to could have resulted in a better describe important facts and decision; take notes while events in each episode of Hamlet viewing • At stages of decision/ • View Hamlet and evaluate indecision in Hamlet, make it as a representation and/or connections to historical interpretation of the text. decisions in which information Which version highlights was available but not used Hamlet’s decision-making (examples identified in linking inabilities? texts - AIDs, NASA, history) • Identify instances in which Hamlet’s decisions allude to events in the contemporary world

32 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Writing, Speaking, Writing to Expressing Strategies Demonstrate Learning • Written response to focus and Activities questions using text support Writing to Access Prior • Summarize a scene from the play Knowledge Essay Options • Personal Essay – Write about Reflective Essay important decisions for your • Cite examples from world and future U.S. history of those who failed to recognize the consequences Writing to Learn of their actions. • Annotating text • Recount situations in which (explicit instruction) leaders understood the consequences of their actions • Quotation notebooks but were powerless to alter their destiny. Journal Entries • What personal lessons do you Recording take from the play Hamlet? • decisions in Hamlet and in life • Discuss how your life reflects your beliefs; explain conflicts. • examples of literary devices Comparative Essay (imagery, metaphor, allusion, • Answer the question: When analogies) does a decision that applies to • examples of the play’s major me not have to apply to all? themes echoed in the “play How is the decision-making process different if the decision within a the play” literary frame affects more than just self? • Shakespeare’s conclusions • Compare Shakespeare’s about humankind conclusions about humankind (as depicted in Hamlet) with the conclusions of other authors studied in HS (H. Lee, • the process used to make an A. Miller, M. Twain, J. Steinbeck, important decision about the L. Hansberry). future; using the self inventory Literary Analysis Essay website and the “7-Step • Discuss the ironies of Hamlet’s Decision Making Model,” death and the symbolism of record your thinking at each Fortinbras’ coming reign. step in the process (in Persuasive Essay preparation for reflective essay) • Select the critical perspective (moral, psychological, sociological, formalistic, or archetypal) most appropriate for analyzing Hamlet; support with examples from the text and from knowledge of what the criticism will reveal about the work.

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Research Options On-Going Literacy • Research a contemporary Development figure whose decisions are analogous to Hamlet’s Student Goal Setting and decision/indecision on Self-Evaluation Strategies important issues and resulted • Maintain writing portfolio in negative consequences • Reflect on selected journal entry (Colin Powell, Princess Diana, • Reflect on two pieces of unit John McCain, Hillary Clinton, writing that represent best effort President G. W. Bush, or • Monitor growth using literacy other); post findings in a class indicators display or in a photo essay. - language fluency - reading complexity Authentic Writing - modes of discourse • Reflect on the decision-making • Evaluate tendency toward process you used in making an dispositions and their important decision in your life; appropriate application include progress you’ve made toward the decision and Daily Language Fluency identify next steps in your Reading process. • High Schools That Work/ACT • Journal entries detailing college recommendations of 8-10 selection and application books per year in ELA class; activities/progress/plans 25 books per year across the curriculum Speaking Reading Portfolio • Class discussions about Recording reading with three levels decisions and decision-making of support • Recite soliloquy/selected 1. texts/literature studied in class scenes with attention to (challenging text in zone of performance details to achieve proximal development—text clarity, force, aesthetic effect students couldn’t read without the help of the teacher); anchor, linking Expressing texts, and author/poet study 2. book club groups reading same • Record your decision-making text from teacher-selected list process on poster paper; (somewhat above comfort use symbols or drawings level); students choose from list to emphasize the points you of 5-6 titles that support the are making unit theme; they read the book • Display the posters in outside of class, participate in preparation for a gallery book club discussions, and write walk; review and support annotated bibliographies and literary response essays the important decisions peers are making 3. independent reading of student- selected text; reading for • Post findings of contemporary pleasure outside of class research figure on a class (at comfort level); students display or in a photo essay write annotated biographies

34 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Reading Strategies ACT College Readiness • Skim text for essential information Standards • Think, write, pair, share new texts • Time reading to determine English time commitment for each text Analyze text for Vocabulary Development • Topic Development in Terms • words from selection of Purpose and Focus • academic vocabulary • Organization, Unity, and • technical/specialized vocabulary • word etymology and variation Coherence • find current uses in Google News • Word Choice in Terms of Style, Writing Tone, Clarity, and Economy Writing Strategies • Sentence Structure and • process writing Formation • language appropriate for purpose and audience • Conventions of Usage • revising own writing using • Conventions of Punctuation proofreading checklist/rubric • critique own writing for Reading sophisticated sentence structure Analyze text for • cite sources using MLA conventions • Main Ideas and Author’s • evaluate own writing Approach • note taking • Supporting Details Grammar Skills • Sequential, Comparative, and • identify and eliminate shifts Cause-Effect Relationships in point of view, tense, etc. • practice skills for ACT/SAT • Meanings of Words success • Generalizations and • techniques for achieving Conclusions spelling accuracy • comparative and superlative Writing modifiers Write text that • parentheses and dashes • brackets • Expresses Judgments • ellipses • Focuses on the Topic • practice correct use of punctuation and capitalization • Develops a Position conventions • Organizes Ideas Grammar Instruction to • Uses Language Effectively • enrich writing: add detail, style, voice - conventions (grammar, • create organizational usage, mechanics) coherence and flow - vocabulary (precise, varied) • make writing conventional - sentence structure variety “Power of Language” Module (vary pace, support meaning) MDE Grammar Resource

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Unit 11.3 Technology: Potential for enhancing human life –The Neoclassical and Romantic Periods

Anchor Text Literary Authors Frankenstein Daniel Defoe, Thomas Gray, Thomas Hobbes, Samuel Grade 11 Disposition Johnson, John Locke, John Transformational Thinking Milton, Alexander Pope, Big Ideas Jonathan Swift, Voltaire, Mary Wolstonecraft • mystery, horror 1733: Alexander Pope writes • supernatural “An Essay on Man” • role of technology Toward the end of the 18th • genetic engineering Century writers rebelled • cloning against the Enlightenment • unintended consequences moving into the Romantic Period. • appreciating human life Themes The Romantic Period • Technology has the potential to 1783: England recognizes enhance and extend human life. America’s independence • Man’s fascination with creation 1789: The French revolution is reflected in fact and fiction. begins • Scientific exploration has the 1799: Napoleon seizes power potential to improve human life. in France • Altering human traits has 1815: The British defeat unexplored consequences. Napoleon at the Battle of Historical Perspective Waterloo The Restoration and the 18th 1818: Mary Shelley writes Century Neoclassical Periods Frankenstein 1660: Charles II restores the 1837: The Romantic Period Monarchy ends with Victoria becoming 1666: The Great Fire destroys Queen of England most of London Romantic Authors 1700’s: The Age of Enlightenment Jane Austen, William Blake, Literary Movements Robert Burns, Lord Byron, Rationalism (humans should Samuel Coleridge, John Keats, depend on reason) Mary Shelley, Percy Shelley, William Wordsworth

36 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 37 Focus and Essential Quotations Questions and “Keep us human. If we’re truly Quotations smart, we’ll refuse to foolishly Focus Questions tamper with our DNA.” Bill McKibben • What issues are involved in (dangers of genetic engineering) creating, lengthening, and bettering life? “I busied myself to think of a story • What is technology’s role – a story to rival those which had in society? excited us to this task. One which would speak to the mysterious • When do technological solutions fears of our nature and awaken become new problems? thrilling horror – one to make the • Is there a point (percentage reader dread to look around, to of replacement parts) when curdle the blood, and quicken the a human being is no longer beatings of the heart.” considered human? Mary Shelley, Frankenstein • How have humans been (Introduction, 1831 edition) redefined by technological “How dangerous is the advances? acquirement of knowledge.” Essential Questions Victor Frankenstein • What role will I play in future Frankenstein technology? Will I question it, “Did I request thee, Maker, consume it, or help to create it? from my clay • What price am I willing to pay To mould me man? Did I solicit thee for immortality? From darkness to promote me?” John Milton, Paradise Lost • What are the tradeoffs for (on cover page of Frankenstein) technological advances? • What moral limitations do we “Reality is that which, when you stop put on the use of technology? believing in it, does not go away.” Philip K. Dick Do Androids Dream of Electric Sheep? “The man who writes about himself and his own time is the only man who writes about all people and all time.” George Bernard Shaw

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Literary Genre Linking Texts/Media Focus/ Anchor Texts Media Narrative Text Frankenstein (film) Frankenstein Mary Shelley Mary Shelley http://www.pbs.org/saf/1209/ video/watchonline.htm I�����������������nformational Text PBS: Body Building “Revising Humans: U.S. “How to Make a Nose–Tissue Constitution Provides Framework engineers build a nose, heart for Debate on Genetic muscle, and even a retina from Engineering of Human Beings” the ground up. (Updated from Jane Sanders earlier broadcasts) http://gtresearchnews.gatech.edu/ http://www.pbs.org/saf/1209/ newsrelease/constitution.htm video/watchonline.htm “How to Read a Scientific Article” “Body on a Bench–A tiny, living Purugganan and Hewitt liver is the first step towards a http://www.owlnet.rice.edu/ lab version of the human body. ~cainproj/courses/sci_article.doc http://www.pbs.org/saf/1209/ Owl At Purdue Online Writing Lab video/watchonline.html Writing a Research Report The Search for the Perfect Heart http://owl.english.purdue.edu/ Science continues the quest to workshops/hypertext/reportW/ replace our most critical organ. Research Report Writing http://www.pbs.org/saf/1209/ Section in Writing Handbook video/watchonline.htm used in district “Frankenstein: Mary Shelley’s Dream” Live multimedia exhibit Biographical information on Mary Shelley; history and science of Frankenstein The Bakken Library and Museum http://www.thebakken.org/ frankenstein/intro.htm

38 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Texts Pros, Cons, and General Information About Genetic Reading Scientific Articles Engineering Research report (model) “A Beginner’s Guide to Genetic “Popular vs. Scholarly Periodicals” Engineering” Criteria Guide http://www.ifgene.org/beginner.htm http://guides.lib.msu.edu/page. phtml?page_id=32 “Biotechnology: A Case for Constraints” “How to Read a Scientific Paper” Timothy Lenoir’s review of Little and Parker Enough: Staying Human in an http://www.biochem.arizona. edu/classes/bioc568/papers.htm Engineered Age Bill McKibben “How to Read a Scientific http://www.sciencemag.org/cgi/ Research Paper” McNeal content/full/302/5648/1155 http://hampshire.edu/~apmNS/ design/RESOURCES/HOW_ “Replacement Parts” READ.html Cowley, Geoffrey Research Report Newsweek 27 Jan.1997:66 Rubric http://web.lexis-nexis.com/ _ http://www.uwstout.edu/soe/ universe/document? m=f5e63e91e1 profdev/rubrics.shtml c2cbd3939594cd21e275f5&_ docnum=1&wchp=dGLbVtb- “The Research Report at a Glance” “Big6 Overview for Research zSkVb&_md5=f3b1d46fb1f701144fe Projects” a130ad3a00ab3 Burke, Jim. 2003. Writing “Is Genetic Engineering Ethically Reminders. Portsmouth, NH: Correct?” Heinemann, pp.288-297. J. Hamilton Transplantation and Student Review Biotechnology http://www.msu.edu/~hamil199/atl/ American Medical Association review4.html Code of Ethics regarding Patient Medical History and allocation of limited medical Consent Form resources http://www.ama-assn.org/ama/ http://www.health.state.ok.us/bt/ pub/category/8388.html history-consent-form.pdf#search=’ heart%20transplant%20medical%20 AMA Transplantation Scenarios consent%20form “Life and Death in the War Zone: You Be the Judge” http://www.pbs.org/wgbh/nova/ teachers/activities/3106_ combatdo.html

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Frankenstein Resources Frankenstein Mary Shelley Literary Nonfiction from Adapted by Larry Weinberg “The Introduction to Frankenstein” Hampton-Brown Mary Shelley Shelley’s inspiration for Excerpts from The Monsters: Mary Shelley and the Curse of Frankenstein Frankenstein Dorothy and Thomas Hoobler “Do Androids Dream of Being (literary and historical Human?” background for Shelley’s Hans Persson Frankenstein) http://www.lysator.liu.se/lsff/ mb-nr27/Do_Androids_Dream_ Works of Art of_Being_Human.html “The Nightmare” exploration and critique of Johann Fussli Detroit Institute of Art Frankenstein and Do Androids http://www.artchive.com/artchive/ Dream of Electric Sheep? f/fussli/fuseli_nightmare.jpg.html Hans Pearson looks at the inherent difference between Poetry, Essays, and Other artificially created men and Works and Authors from real human beings; looks at the Time Period Frankenstein as the first science “An Essay on Man” A. Pope fiction novel (putting man in context)

Do Androids Dream of Electric Paradise Lost J. Milton Sheep? “A Modest Proposal” Philip K. Dick Jonathan Swift (satire) Basis for film Blade Runner http://www.philipkdick.com/ “The Rime of the Ancient works_novels_androids.html Mariner” S. Coleridge “Frankenstein: The Modern Excerpt from Prometheus” “A Defense of Poetry” influences on Shelley’s story Percy Bysshe Shelley http://www.nlm.nih.gov/hmd/ persuasive essay and critical frankenstein/frank_modern_1.html commentary

Biographical information on J. Austen, W. Blake, R. Burns, Lord Byron, S. Coleridge, D. Mary Shelley and genre resource Defoe, T. Gray, T. Hobbes, S. “My Hideous Progeny: Johnson, J. Keats, J. Locke, J. Mary Shelley’s Frankenstein” Milton, A. Pope, M. Shelley, P. B. http://home-1.worldonline.nl/ Shelley, J. Swift, Voltaire, M. ~hamberg/ Wolstonecraft, W. Wordsworth

40 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Internet Links to Elements of Gothic Literature Resources • use of intense emotion Frankenstein Resources • using weather to depict a http://www.glencoe.com/sec/ character’s mood literature/litlibrary/frankenstein. • giving nature the power to destroy html • innovation http://www.pbs.org/wgbh/nova/ teachers/activities/3106_ • written in an age where people combatdo.html thought of new beginnings and higher possibilities http://unitedstreaming.com • idealization of nature MIT Inventor of the Week • evokes terror http://web.mit.edu/invent/i- • satanic hero main.html Elements of Science Fiction Genre Study and • explores the marvels of discovery Literary Analysis and achievement that may result Narrative Text from science and technology Genre Study • is usually speculative in nature Characteristics of • assumes change as a given • Gothic Romance • projects a story-line into the • Science Fiction future or into an alternative reality or history • Restoration and 18th century literature • explores a problem in technology, • Literature from the Romantic culture, or philosophy beyond its Period current state • Rationalism • presents an atmosphere of Author study of scientific credibility regardless of the reality • poet from time period • Mary Shelley (based on Elements of Frankenstein G. B. Shaw’s quotation) • use of letter writing to develop characters (epistolary novel) Literary Elements • frame story (3 stories deep) Elements of Romantic Literature • a passion for human emotion • elements of mystery, horror, the supernatural • the belief that all humans are innately good • complex human dilemmas • the advocacy of free thought • compelling disconcerting characters • an opposition to political • greed and gain as motivators authority and social convention in scientific advances • a strong sense of human • point of view individuality • tone • a belief in the supernatural • the use of the morbid and grotesque

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Literary Devices • statements and arguments • story within a story plotline • text features/graphics • flashbacks • leads for sequence or • syntax chronology • diction • technical /specialized vocabulary • imagery Text Criteria Science Article Features • ACT Characteristics of • introduction Complex Text • hypothesis or thesis Historical/Cultural • methods • issues in Frankenstein that • results or evidence are relevant today • discussion • historical background on • reflection Romanticism • criticism Critical Perspectives • abstract • Examine moral dilemmas raised in anchor and linking texts • graphs, charts, figures • Shelley’s internal thoughts • citations in assessment of her work Research Report Elements Informational Text • Title Page • Abstract Genre Study Characteristics of • Table of Contents • scientific journal articles • Introduction • science news articles • Body • policy statements • Recommendations/ • legal consent forms Conclusion • essays • References/Sources/ • ACT writing rubric Works Cited • research report rubric • Appendices • mentor research report AMA Scenarios Expository Elements • positions on issues • explanation • AMA criteria for recipient • procedures selection • multiple concepts Historical/Cultural • organizational text structures • Legal and moral dilemmas • author’s perspective caused by technological advancements • facts and details • opinions and examples • causes and consequences

42 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Reading, Listening/ Scientific Articles Viewing Strategies Read selected science articles; and Activities follow the steps in “How to Read a Scientific Article” Reading • skim and identify structure Comprehension Strategies • distinguish main points • Use “Think Aloud” strategies • generate questions and • Compare the voice of the monitor understanding letter writer and the voice • draw inferences of the narrator. How are they • take notes as you read different? Comprehension questions • Sort fact from theory and conjecture • ���������������������������What is the purpose of the abstract? • Analyze graphic or tabular material • ���������������������������Why does the author choose to include specific charts and • Determine meaning of graphs to support conclusions? scientific terminology and • ����������������������������What strategies can be used technical terms from context to glean information about and definitions provided the purpose and conclusions • Decipher pertinent of a scientific article before information in research actually reading through all summaries the information presented? • Assess validity of hypotheses, Consider author’s perspective, premises, and conclusions intended audience, and purpose • Identify perspective of the author and perspectives that Listening/Viewing are not represented • View PBS and AMA media (marginalized) segments for information, • Apply SQ3R strategies perspectives, and possibilities; generate new questions • Use interactive notes • Discussion: Debate legal and • Use summary notes moral issues around the theme. Critical Reading • View segments of Frankenstein Frankenstein for historical perspectives • Who is the monster? • Engage in book clubs/literature circles choosing among five • What constitutes a monster? to six teacher-selected texts • In what way is the creator (science fiction, gothic novels, (Victor) the monster? or scientific articles) that support the unit focus

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• Critique Frankenstein using Graphic Organizers “Lights, Camera, Action, • Create a pro and con graphic Music: Critiquing Films Using organizer to determine the Sight and Sound” support for and against http://www.readwritethink. enhancing and extending life org/lessons/lesson_view. with technology asp?id=863 • Use a decision tree organizer to analyze AMA scenario Writing, Speaking, decisions Expressing Strategies and Activities Rubric Writing • Score persuasive essays with Writing to Learn the ACT writing rubric (with • Annotate text teacher modeling). Use the • Quotation notebooks traits to revise writing Prompted writing to establish theme: Writing to Demonstrate Learning • ������������������������What possibilities does technology present for Essay Options enhancing or extending Comparative Essay human life? • Draw parallels between Mary Journal Entries Shelley’s Frankenstein and • Reflect on the texts (novel, modern scientific and medical informational text, and breakthroughs. media) through a series Creative Writing of reflective writings • Use letter or journal writing to • Note examples of literary tell a story. devices (imagery, metaphor, Persuasive Essay allusion, analogies) • Respond to the focus questions • Lobby for or against manipulation of human bodies Data Walls for sustaining or enhancing life, • displaying seven comprehension or for or against the use of strategies; students record and genetically engineered products. post strategy use as they read Frankenstein. Letter Writing • Create a series of letters that together tell a story

44 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 45 Research Options Authentic Writing Formal/Major Research Report • ������������������������������Write an essay detailing what (Options) Refer to HSCE you have personally learned Standard 1.4. from reading Frankenstein. Use rubric and handbook as guide for report. • �����������������������������Write an essay reflecting on (Major project begins in 3rd the changes that Pope might unit with completion in unit have made if he wrote “An 4 or 5) Essay on Man” after reading • �������������������������Research the legal/moral Frankenstein. issues of organ transplantation, • Prepare a proposal requesting medical decisions, and donor financial support for purchasing choices. school book club texts. • �������������������������Research a technological Burke, Jim advancement. Writing Reminders, p.360 • �������������������������Trace the background and history of a significant Speaking medical or technological • �������������������������Compare the voice of the advancement. film maker with the voice Research Overview of the author; use “Lights, • Select topic, subject, style, Camera, Action, Music: approach Critiquing Films Using Sight • Determine purpose and and Sound” audience http://www.readwritethink. • Generate, explore, refine org/lessons/lesson_view. questions asp?id=863 • Create hypothesis or thesis • Evaluate information search • ������������������������Debate pros and cons of strategies proposed uses of technology • Access resources • Extract relevant information • Gather and study evidence • Take notes • Organize, synthesize, and evaluate information • Document sources • Format for publication • Use “Writing a Research Report” or other online resource http://owl.english.purdue. edu/workshops/hypertext/ reportW/

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On-Going Literacy 2. book club groups reading Development same text from teacher- selected list (somewhat above Student Goal Setting and comfort level); students choose Self-Evaluation Strategies from list of 5-6 titles that • Maintain writing portfolio support the unit theme; they • Reflect on selected journal entry read the book outside of class, participate in book club • Reflect on two pieces of unit discussions, and write writing that represent best annotated bibliographies and effort literary response essays • Monitor growth using 3. independent reading of literacy indicators student-selected text; reading - language fluency for pleasure outside of class - reading complexity (at comfort level); students - modes of discourse write annotated bibliographies • Evaluate tendency toward Reading Strategies dispositions and their • Skim text for essential appropriate application information Daily Language Fluency • Think, write, pair, share new texts Reading • Time reading to determine • High Schools That Work/ACT time commitment for each text recommendations of 8-10 books per year in ELA class; Vocabulary Development 25 books per year across the • words from selections curriculum • academic vocabulary Reading Portfolio • technical/specialized Recording reading with levels vocabulary of support • word etymology and 1. texts/literature studied in class variation (challenging text in zone of • find current uses in Google proximal development—text News students couldn’t read without the help of the teacher); anchor, linking texts, and author/poet study

46 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Writing ACT College Readiness Standards Writing Strategies • process writing English • language appropriate for Analyze text for purpose and audience • Topic Development in Terms • revise own writing using of Purpose and Focus proofreading checklist • Organization, Unity, and • critique own writing for Coherence sophisticated sentence • Word Choice in Terms of Style, structure Tone, Clarity, and Economy • cite sources using MLA • Sentence Structure and conventions Formation • evaluate own writing • Conventions of Usage (review, revise, edit) • Conventions of Punctuation • note taking Reading Grammar Skills Analyze text for • grammar and rhetoric mini- • Main Ideas and Author’s lessons Approach • practice skills for ACT/SAT • Supporting Details success • Sequential, Comparative, and Grammar Instruction to Cause-Effect Relationships • enrich writing: add detail, • Meanings of Words style, voice • Generalizations and • create organizational Conclusions coherence and flow Writing • make writing conventional Write text that Additional MDE Grammar Resource • Expresses Judgments “Power of Language” Module • Focuses on the Topic (ELA Companion Document) • 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 11.4 Understanding human nature: coping with crisis, chaos, and change The Victorian Period and contemporary british literature in the 20th century

Anchor Text 1847: Emily Bronte’s Lord of the Flies Wuthering Heights, Charlotte Bronte’s Jane Eyre Grade 11 Disposition 1859: Darwin’s Origin Transformational Thinking of Species; Dickens’ A Tale Big Ideas of Two Cities • coping with crisis, chaos, 1882: British forces invade and and change occupy Egypt and the Sudan; • civilization as structure Stevenson’s Treasure Island • understanding the power Literary Movements of fear Realism, Naturalism • human nature Literary Authors • choices Matthew Arnold, Charlotte • loss of innocence Bronte, Emily Bronte, Elizabeth • civilization vs. savagery Barrett Browning, Robert Themes Browning, Lewis Carroll, Joseph Conrad, Charles Darwin, Charles • Understanding human nature facilitates coping with crisis, Dickens, Sir Arthur Conan Doyle, chaos, and change. A.E. Houseman, Alfred Lord Tennyson, Oscar Wilde • Crisis creates vulnerability. • To solve problems, order Contemporary British must be dynamic and self- Literature—The 20th Century organizing. 1914–1918: World War I • Knowing the power of fear 1944: Allied troops cross can empower you to make English Channel; invade France better decisions. 1945: World War II ends • Whenever groups of people in Europe coexist, there will be a struggle for power. Literary Movements • It is better to examine the Stream of Consciousness consequences of a decision before it is made, than to Literary Authors discover them afterwards. William Golding, James Joyce, Frank O’Conner, George Historical Perspectives Orwell, George Bernard Shaw, 1837–1901: Victoria rules Derek Walcott, H. G. Wells, as Queen of England Virginia Woolf

48 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Focus and Essential “The reasonable man adapts Questions and himself to the world; the Quotations unreasonable one persists in trying to adapt the world to himself. Focus Questions Therefore, all progress depends • How does peer pressure on the unreasonable man.” effect change? George Bernard Shaw • When is rebellion justified? • Why do we need rules? “Of the four,” he writes, “Fear • Why does fear make one act is the most potent. In a skilled in irrational ways? surgeon’s hands, Fear cuts • How does personality dictate through the layers of fat around reactions? a reader’s brain, jabbing and • How did I benefit (or not needling until, trembling with benefit) from major or minor the unquenchable desire built on changes in my life? frustration, the recipient of your • What role does society play in Fear message grabs his pen or structuring our ideals, values, his phone to soothe his fever.” and sense of right and wrong? Herschell Gordon Lewis • How do emotions skew decision making? William Faulkner’s advice to writers: “He must teach himself Essential Questions that the basest of all things is to • When does society provide a be afraid; and, teaching himself structure for dealing with that, forget it forever, leaving change/crisis? no room in his workshop for • What happens when we lose anything but the old verities that structure? and truths of the heart, the old • How can forward thinking help universal truths lacking which me make better decisions? any story is ephemeral and • How will I know when to risk doomed - love and honor and failure for possible success? pity and pride and compassion Quotations and sacrifice… The poet’s, the “The real real world demands writer’s, duty is to write about that we learn to cope with chaos, these things. It is his privilege that we understand what to help man endure by lifting his motivates humans, that we adopt heart, by reminding him of the strategies and behaviors that lead courage and honor and hope to order, not more chaos… and pride and compassion and When chaos erupts, it not only destroys the current structure, pity and sacrifice which have it also creates the conditions for been the glory of his past.” new order to emerge.” William Faulkner Margaret Wheatley Nobel Banquet Speech, 1949

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“The chief obstacle to the Linking Texts progress of the human race is the human race.” Media Don Marquis Interactive Interview Archive of 9/11 http://www9.nationalgeographic. com/channel/inside911/index.html Literary Genre Focus/ Anchor Texts Lord of the Flies (film) Narrative Text “I Shot An Arrow Into the Air” Lord of the Flies The Twilight Zone William Golding (download video $1.99) http://video.google.com/videoplay?do Informational Text cid=1415679119464858876&q=twil “Leadership Lessons for the ight+zone+and+I+shot+an+arrow Real World” Leader to Leader Magazine (text resource) Margaret Wheatley http://www.scifi.com/ http://www.margaretwheatley.com/ cableintheclassroom/twilightzone/ articles/leadershiplessons.html tz.1025.html “Putting Chaos in Order” Alan Cheuse reviews William Andrei Codrescu Golding’s Lord of the Flies, 50 Downtown Express 18.39 (2006) years after its first publication; http://www.downtownexpress. NPR March 29, 2004 (2:32) com/de_144/thepennypost.html (audio) www.npr.org/templates/story/ “New Orleans After Katrina – What Urban Myths Say about U.S.” story.php?storyId=1800369 R. Granfield Music Lyrics Social commentary “Lord of the Flies” http://www.newswise.com/ Iron Maiden, X Factor, 1995 articles/view/515573/ http://www.darklyrics.com/lyrics/ Response to Hurricane Katrina ironmaiden/thexfactor.html#2 “After the Chaos” http://www.businessweek.com/ magazine/content/05_38/ b3951422.htm

50 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Texts Genre Study and “Want More Response? Literary Analysis Get All Emotional” http://aherncomm.com/free/ Narrative Text enews/v02_n12.htm Genre Study Characteristics of Magnetic Selling, Chapter 2 “Words and Phrases That Get • realistic fiction People to Want to Do Business • science fiction with You” • literary movements Herschell Gordon Lewis - Realism - Naturalism Speeches/Essays - Stream of Consciousness “Components of an Effective - Emerging Modernism Presentation or Speech” Jim Burke Author study of http://www.englishcompanion. • poet from time period com/pdfDocs/introspeeches.pdf Literary Elements • character study Poetry, Essays, and Other Works and Authors from • function of major/minor the Time Period characters M. Arnold, C. Bronte, E. Bronte, • symbolism (universal vs. E. B. Browning, R. Browning, contextual) L. Carroll, J. Conrad, C. Darwin, • situational irony C. Dickens, A. C. Doyle, • conflicts (internal and external) W. Golding, A.E. Houseman, • parody (The Choral Island) J. Joyce, F. O’Connor, G. Orwell, • allegory (moral, social, G. B. Shaw, A. L. Tennyson, religious) D. Walcott, H. G. Wells, Literary Devices O. Wilde, V. Woolf • flashbacks Teacher Resources • figurative language, imagery • metaphor, simile, and allusion Reporters’ Notes • foreshadowing Tools for Thought Graphic Organizers for your Classroom • point of view Burke, Jim (2002) • diction Historical/Cultural Websites for Think Alouds http://www.greece.k12.ny.us/ • What do our actions say instruction/ela/6-12/Reading/ about our nature? Reading%20Strategies/ • What is the role of society in thinkaloud.htm Lord of the Flies and today? Critical Perspectives http://school.discovery.com/ lessonplans/programs/flies/ • moral dilemma • social hierarchies

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Informational Text Reading, Listening/ Genre Study Viewing Strategies Characteristics of and Activities • news articles Reading • interviews Narrative Text • reviews • Analyze Lord of the Flies Elements of a News Article considering Margaret • short separated, telegraphic Wheatley’s article; discuss sentences the conditions that would • immediately establishes have existed for the “boys” subject and purpose in Lord of the Flies to realize • uses language appropriate a new order from the chaos to audience and subject created by their crisis • uses quotations where Informational Text appropriate • minimal use of jargon • Read the three informational • clear purpose to the anchor texts together to information understand the conditions of • includes only essential vulnerability created by crisis. information Relate this phenomenon to • effective page layout for real world situations clarity Listening/Viewing Elements of a Review • Participate in Think Alouds for • focuses on performance, narrative and informational text person, product • In The Twilight Zone segment, • compares key aspects of the subject with others examine the role fear plays in decision-making during a crisis • establishes reviewer’s authority • Listen to interviews from 9/11; • maintains objective tone identify creative decisions that throughout helped them survive and • identifies and applies criteria decisions that caused others • clarifies purpose of the to perish unnecessarily review (perform, persuade) • Actively participate in small • limited in scope; includes and large group discussions of only essential aspects literature studied in class and • includes telling examples that in book club reading groups support opinion • Listen to and discuss Alan • offers balanced treatment Cheus’ review of Lord of the • anticipates questions and Flies; listen for and identify the needs of audience elements of a review; use it as Text Criteria a model for writing your own • ACT Charecteristics of review of a novel (book club Complex Text or anchor text) and/or movie

52 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS • Read and discuss literary Persuasive Essay criticism of Lord of the Flies • Consider the following • Engage in book clubs/literature quote… “When chaos circles choosing among five to erupts, it not only destroys six teacher-selected texts that the current structure, it also support the unit focus creates the conditions for new order to emerge.” Writing, Speaking, Margaret Wheatley Expressing Strategies and Activities Write how this quotation applies to Lord of the Flies, Writing to Learn real situations like Katrina, • Annotate text or a situation in your own life. • Quotation notebook • Take two-sided notes Descriptive Essay documenting and explaining • Describe the human instinct to symbolism and allegory in the text survive (characters’ actions) by • Journal entries citing examples citing examples from the of people demonstrating anchor and linking texts. strengths and having the capacity to find solutions in a Exploratory Essay time of crisis. • Consider how self organizing Dialogue Journals or Data Walls evokes creativity and results • Respond to focus questions in new solutions and a new • Collect the language of world order. emotions associated with crisis • How does this idea account Personal Narrative for unusual heroes and support systems in a time of • Identify a time when you, another person you know, or crisis. Use anchor and linking someone you have read about text for examples. demonstrated resilience News Article or News Story Writing to Demonstrate • Write a news article or story Learning about the boys’ rescue and Essay Options return to England. Comparative Essay • Use Reporters’ Notes; conduct • Describe a time in your life mock interviews with the boys when there was chaos because and with people providing a leader or teacher was not different perspectives. with the group or class for a period of time. Contrast your • Include mock statements experiences to those of the made by the interviewees. boys in Lord of the Flies.

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Research Activity On-Going Literacy • Research news articles about Development a current crisis or national Student Goal Setting and disaster and evaluate the Self-Evaluation Strategies method in which key leaders • Maintain writing portfolio responded; analyze the articles • Reflect on selected journal to identify the key elements entry • Analyze the current crisis • Reflect on two pieces of unit writing that represent best in light of Lord of the Flies, effort “Putting Chaos in Order,” • Monitor growth using “New Orleans After literacy indicators Katrina,” and “Leadership - language fluency Lessons for the Real World” - reading complexity • Report your findings in news - modes of discourse article format • Evaluate tendency toward dispositions and their Formal Research Report appropriate application • Complete formal research Daily Language Fluency report begun in Unit 11.3 Reading Authentic Writing • High Schools That Work/ • Write a review of Lord of the ACT recommendations of Flies; generate questions, 8-10 books per year in ELA class; 25 books per year establish criteria, incorporate across the curriculum elements of a review; share in class book club format Reading Portfolio Recording reading with three levels • Critique reviews using class- of support generated rubric; share data 1. texts/literature studied in class on data wall (challenging text in zone of proximal development – text Speaking students couldn’t read without • Recite poetry from time the help of the teacher); anchor, period linking texts, and author/poet study Expressing 2. book club groups reading same • Interpret parts of the novel text from teacher-selected list (somewhat above comfort in a dramatic performance, level); students choose from list music video, dance, or art of 5-6 titles that support the unit theme; they read the book outside of class, participate in book club discussions, and write annotated bibliographies and literary response essays

54 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS 3. independent reading of Writing student-selected text; reading Writing Strategies for pleasure outside of class (at comfort level); students • process writing write annotated bibliographies • language appropriate for purpose and audience Reading Strategies • revise own writing using • Skim text for essential proofreading checklist information • critique own writing for • Think, write, pair, share new texts sophisticated sentence • Time reading to determine time structure commitment for each text • cite sources using MLA Vocabulary Development conventions • Understand how languages • evaluate own writing and dialects are used to (review, revise, edit) communicate effectively in • note taking different roles and different circumstances Grammar Skills • practice skills for ACT success - �������������������������The boys’ use of language before and after they arrive • grammar mini-lessons on the island. With so much Grammar Instruction to time spent trying to survive, they no longer have the • enrich writing: add detail, style, energy to keep up the normal voice conventions of society • create organizational coherence • Understand the implications and flow and potential consequences of language use • make writing conventional - ������������������������As communication between Additional MDE Grammar the boys begins to break Resource down, tensions escalate “Power of Language” Module • Understand the appropriate (ELA Companion Document) uses and implications of casual or informal language vs. professional language • Recognize language bias - diction - voice • words from selection • academic vocabulary • technical/specialized vocabulary • word etymology and variation • find current uses in Google News

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ACT College Readiness Standards English Analyze text for • 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 • 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)

56 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Unit 11.5 The dna of survival -Contemporary World Literature –The 20th Century

Anchor Text 1940: Winston Churchill Night and excerpts from Hiroshima becomes England’s Prime Minister Grade 11 Disposition 1941: U.S. enters World War II Transformational Thinking 1944: Allied troops cross Big Ideas English Channel to invade France • survival 1945: World War II ends • resourcefulness in Europe • loss 1945: George Orwell, • connectedness Animal Farm Themes 1948: Alan Paton (South Africa), • Survivors adapt to cope with Cry, the Beloved Country unforeseen circumstances and events. Literary Movements Emerging Modernism • Knowing the atrocities of the past should be a caution for Literary Authors the future. Winston Churchill, Joseph Historical Perspectives Conrad, T.S. Eliot, Aldous Contemporary World Huxley, Ezra Pound, George Literature–The 20th Century Bernard Shaw, Dylan Thomas, Elie Wiesel, William Butler Yeats 1902: Joseph Conrad, Heart of Darkness Literary Movements 1912: George Bernard Shaw, Stream of Consciousnes Pygmalion 1914-1918: World War I Literary Authors 1920: First post-war Olympics E. M. Forster, William Golding, held in Belgium James Joyce, Frank O’Conner, George Orwell, Dylan Thomas, 1922: T.S. Eliot, The Waste Land Derek Walcott, H. G. Wells, 1927: Virginia Woolf, Virginia Woolf To the Lighthouse 1939: Britain declares war on Germany

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Focus and Essential “While some reviews were critical Questions and of the writing style, others praised Quotations the slim volume for its ability to Focus Questions take an event that most people had simply read about in the What is the DNA of Survival? newspapers and put it into the What are the critical context of individual lives. The characteristics of survival in human mind had trouble imagining people, business, and nations? statistics such as the hundreds What role does adaptation play of thousands of people who were in survival? immediately killed by the atomic What qualities do survivors exhibit? bomb, but it could understand the effect of the event on the lives of Essential Questions the survivors in John��������� Hersey’s What patterns and elements writing.” promote survival? Hiroshima, “Introduction,” What can we learn from the Cliffsnotes oldest survivors: living things, http://www.cliffsnotes.com/ organizations, nations? WileyCDA/LitNote/id- How do I build a context for 14,pageNum-3.html change in my life? “So never be afraid. Never be How do I demonstrate that I am afraid to raise your voice for open-minded enough to learn honesty and truth and from my experiences and from compassion, against injustice and the experiences of others? lying and greed. If you… will do What do I need to know to avoid this…you will change the earth.” repeating mistakes of the past? William Faulkner Quotation(s) “Address to the Graduating “Businesses that have managed to Class” 28 May, 1951 last for a century have adapted to big changes in the world around them—from the Great Depression Literary Genre Focus/ of the 1930s to wars, technological Anchor Texts changes, and population shifts.” “The Great Quake…” Informational Text Ilana DeBare Night, Elie Wiesel “The beloved objects that we had carried with us from place to place Excerpts from Hiroshima were now left behind John Hersey, Chapters 1 and 2 in the wagon and, with them, (p. 1– 43) finally, our illusions. Night, Wiesel (29, 2006) “Maslow’s Hierarchy of Needs” http://changingminds.org/ “Teach students to explore human explanations/needs/maslow.htm suffering… Teach the stories… Teach them the art of questioning.” E. Wiesel, 2006 NCTE Address to English Teachers 58 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Small Business Survival Informational Interviewing “THE GREAT QUAKE Techniques 1906-2006 Businesses Weather owl.english.purdue.edu/ a Century: The Small workshops/pp/interviewing.ppt Companies that Survive Adapt www.roguecom.com/interview/ but Stay True to Their Roots” modules.html Ilana DeBare, Chronicle Staff Writer Sunday, April 2, 2006 http://www.managementhelp. http://www.sfgate.com/cgi-bin/ org/evaluatn/intrview.htm article.cgi?f=/c/a/2006/04/02/ Texts BUGOTI0QAI1.DTL Graphic Novel Maus A Survivor’s Tale: Linking Texts My Father Bleeds History Maus II A Survivor’s Tale: Media And Here My Troubles Begin Interviews Art Spiegelman Visualizing Cultures website on Graphic Novel Resourses Hiroshima http://www.informationgoddess. (survivor interviews) ca/Comics&GraphicNovels/ http://ocw.mit.edu/ans7870/21f/ forstudents.htm 21f.027j/menu/ http://artbomb.net/comics/ Ground Zero 1945 introgn.jsp Oprah Winfrey’s interview http://www.informationgoddess. ca/Comics&GraphicNovels/ of Elie Wiesel index.htm www.oprah.com http://www.oprah.com/tows/ Literary Criticism pastshows/200605/tows_past_ Literary Critique of Hiroshima 20060524.jhtml http://www.cliffsnotes.com/ http://www.oprah.com/ WileyCDA/LitNote/id- omagazine/200011/omag_ 14,pageNum-3.html 200011_elie.jhtml Critical Essay Events Surrounding the First “How is Hiroshima Remembered Atomic Bombs in America?” Aug 6, 2005 http://www.cliffsnotes.com/ Replay: Remembering Hiroshima WileyCDA/LitNote/id- http://www.npr.org/templates/ 14,pageNum-29.html story/story. php?storyId= “How to Write a Literary 4787714 Critique” http://chci.wrdsb.on.ca/library/ 4eng3uic.htm

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“Helping Students Write All But My Life College �������������������Application Essays” Survivor married US Soldier Jim Burke who liberates her from camp http://www.englishcompanion. “There Will Come Soft Rains” com/room82/college/ Ray Bradbury short story writecollegeessays.html Sara Teasdale poem Speeches “Grass” Carl Sandburg Nobel Peace Prize Acceptance Speech Poetry, Essays, and Other Elie Wiesel Works and Authors from http://www.eliewieselfoundation. the Time Period org/ElieWiesel/speech.html Churchill, Conrad, Eliot, “Address to the Graduating Forster, Golding, Huxley, Class” University High School Joyce, O’Conner, Orwell, Oxford, MS, May 28, 1951 Paton, Pound, Shaw, Thomas, William Faulkner Walcott, Wells, Woolf, Yeats Meriwether, J.B., ed. 2004. Works of Art Essays, Speeches, and Public Pictures by Hiroshima Survivors Letters. New York: Random House http://ocw.mit.edu/ans7870/21f/ 21f.027j/groundzero1945/gz_ “Components of an Effective core_home.html Presentation or Speech” Jim Burke http://www.englishcompanion. com/pdfDocs/introspeeches.pdf

Other Suggested Texts Excerpts from One Day in the Life of Ivan Denisovich Alexander Solzhenitsyn Hegemony or Survival Noam Chomsky Hitler Youth Growing Up In Hitler’s Shadow Susan Campbell Bartoletti

60 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Genre Study and Literary Devices Literary Analysis • symbolism Narrative Text • alliteration • repetition Genre Study • foreshadowing Characteristics of • flashbacks • poetry • tone • graphic novels • graphic characterization • allegory • text framing • literary memoir Historical/Cultural Author study of • history of survival • poet from time period • culture of World War II as Elements of Memoir depicted in Night, Hiroshima, • a memory; a description of an and Maus event from the past Critical Perspectives • written in first person • characteristics that promote • based on truth survival and adaptation • reveals author’s feelings Informational Text before and after event • includes lessons learned Genre Study • focused on an experience at Characteristics of one point in author’s life • autobiography Features of Graphic Novels • authoritative sources • thought balloon/bubble • speeches • images used in a sequence • interview • images delineated by lines • critique (panel borders) to depict • primary sources actions • secondary sources • splash panel/page Expository Elements • panel frame • examples • gutter space • metaphors • narrative box/voiceover • testimonials • borderless panel • elements of critiques • bleeds (image runs off page) • elements of effective speeches • told in images

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Organizational Patterns • Read Hersey’s Hiroshima • problem/solution secondary source interviews. • pyramid outlines What would we gain from reading the primary sources Historical/Cultural of the interviews (prosody, • survivors’ perspectives emphasis, tone) through interviews • Compare recorded live • historical perspective on small interviews (primary) with business survival Hersey’s (secondary) interviews Reading, Listening/ • ������������������Read critiques of Night, Maus, Viewing Strategies Hiroshima and Activities Analyze elements of literary critiques in preparation for Reading writing a critique • Use the stages of motivation in “Maslow’s Hierarchy” to Listening/Viewing reflect on the plight of Elie • Listen to and view media clips Weisel and his family. How did and interviews; compare their place on their hierarchy Weisel’s perspective from the of needs keep them from time of writing Night to the escaping? time of the interviews and media clips Critical Reading • Discuss how reflection allows • Reflect onNight and Hiroshima for new insights - What did each say? • Analyze characteristics of the (summary of each) interviewer that lead to an - How did the author say it? interesting and revealing (dialogue, literary genre, interview elements and devices, • Discuss the importance of perspective) sharing stories and the - What does it mean? benefits to the teller and to (inferences and connections) the listeners/readers - Why does it matter? • Engage in book clubs/literature (implications) circles choosing among five to six teacher-selected texts that support the unit focus

62 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Writing, Speaking, Literary Critique Expressing Strategies • Write a literary critique of and Activities Night based on the model studied. Writing to Learn Research • Annotate text • �����������������������������Complete and present ongoing • Quotation notebook formal research report. Journal Entries Authentic Writing • Respond to focus questions Memoir Night • Write a memoir based on an • Record regression on interesting life event; produce as Maslow’s Hierarchy, noting a written account, a digital story, actions and conversations a multi-media presentation, or a • Discuss discord between photo essay; product should characters at different level on reflect elements of memoir. the hierarchy College/Career Planning • Note examples of narrative • Revisit College Application characteristics (alliteration, Timeline (Unit 11.2). repetition, symbolism) • Make plans for summer Hiroshima college/career options. • Record strategies each College Application Essay character employed to survive (explicit instruction) Data Walls “Helping Students Write College • Collect resources for each Application Essays” Jim Burke component of the college http://www.englishcompanion. application essay com/room82/college/ writecollegeessays.html Writing to Demonstrate Most students will begin this Learning process over the summer. It will Persuasive Essay appear again in Unit 1 of 12th • Define the characteristics grade. Timeline suggests Sept/ most critical to survival. Refer Oct of senior year. to texts read. Speaking/Interviewing • Wiesel, a survivor, worried • Interview a survivor (of war, about showing disrespect for cancer, natural disaster, or the dead if he put his accident) using an interview memories of the Nazi model; work within groups concentration camp into (interviewed like survivors) words. Write a persuasive essay supporting his decision to further define the DNA to tell his story. of survival. http://www.tcomschool.ohiou. Comparative Essay edu/cdtm/conducti.htm • Compare Faulkner’s advice to • Write and deliver a speech students with that of Wiesel. using Faulkner’s speech as Do they agree? a model.

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On-Going Literacy 2. collaborative meaning building Development groups reading same text from teacher-selected list • Maintain writing portfolio (somewhat above comfort • Reflect on selected journal level); students choose from entry list of 5-6 titles that support the unit theme; they read the • Reflect on two pieces of unit book outside of class, writing that represent best participate in book club effort discussions, and write annotated bibliographies and • Monitor growth using literary response essays literacy indicators 3. independent reading of - language fluency student-selected text; reading - reading complexity for pleasure outside of class (at comfort level); students - modes of discourse will annotate bibliographies • Evaluate tendency toward Reading Strategies dispositions and their • Skim text for essential appropriate application information Daily Language Fluency • Think, write, pair, share new texts Reading • Time reading to determine • High Schools That Work/ACT time commitment for each recommendations of 8-10 text books per year in ELA class; 25 books per year across the Vocabulary Development curriculum • Yiddish and Russian terms • Understand how languages Reading Portfolio and dialects are used to Recording reading with three communicate effectively in levels of support different roles and different circumstances 1. texts/literature studied in class (challenging text in zone • words from selections of proximal development – • academic vocabulary text students couldn’t read • technical/specialized without the help of the vocabulary teacher); anchor, linking texts, • word etymology and variation and author/poet study • find current uses in Google News

64 11.06 ELA • 11 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS Writing ACT College Readiness Standards Writing Strategies • process writing English Analyze text for • language appropriate for purpose and audience • Topic Development in Terms of Purpose and Focus • revise own writing using • Organization, Unity, proofreading checklist and Coherence • critique own writing for • Word Choice in Terms sophisticated sentence of Style, Tone, Clarity, structure and Economy • cite sources using MLA • Sentence Structure and conventions Formation • evaluate own writing • Conventions of Usage • note taking • Conventions of Punctuation Grammar Skills Reading • grammar and rhetoric mini Analyze text for lessons • Main Ideas and Author’s Approach • practice skills for ACT/SAT success • Supporting Details • Sequential, Comparative, and Grammar Instruction to: Cause-Effect Relationships • enrich writing: add detail, • Meanings of Words style, voice • Generalizations and • create organizational Conclusions coherence and flow Writing • make writing conventional Write text that Additional MDE Grammar Resource • Expresses Judgments “Power of Language” Module • Focuses on the Topic (ELA Companion Document) • 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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Michigan Department of Education Office of School Improvement Dr. Yvonne Caamal Canul, Director (517) 241-3147 www.michigan.gov/mde -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

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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

MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 11

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

MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 21

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?

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“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

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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)

76 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 77

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

78 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 79

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

80 MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS ELA • 12 3.07 81

Michigan Department of Education Office of School Improvement Dr. Yvonne Caamal Canul, Director (517) 241-3147 www.michigan.gov/mde High School English Language Arts Companion Document

Power of Language Module

Part 1: ACT English (Grammar and Rhetoric)

Power of Language Module: Part 1 2-07 Power of Language Module Included in this document is a chart identifying the ACT English (Mechanics, Usage, and Rhetoric) An ELA HSCE Companion Document standards linked to examples of how they are assessed on the ACT, what students need to know, and both web link and professional text resources. These same resources provide support for infusing grammar instruction throughout instructional units. Specific examples for each of the ACT As educators use Michigan’s English Language Arts standards and expectations to develop standards are included here. Part one of the module is being released to meet the needs of teachers rigorous, relevant units of instruction and powerful, engaging learning activities, they will see an and students as they prepare for the 2007 MME/ACT assessment. Other components of the module emphasis on effective communication including learning writing as a recursive process. will be available at a later date.

The purpose of this module is to provide guidance for teachers as they infuse grammar into their daily writing instruction. Effective writers use conventions to guide readers through text, supporting the reader in making meaning, creating images, and interacting with the text. Contents: ACT College Readiness Standards -- English Page # Linking grammar and mechanics with craft lessons makes learning experiences valuable and Topic Development in Terms of Purpose and Focus ……………….. 3-5 relevant for students. Research has shown that good writing is not produced by studying grammar in Organization, Unity, and Coherence ………………………………... 6-9 isolation. Anchor and linking mentor texts provide powerful examples for students to study Word Choice in Terms of Style, Tone, Clarity, and Economy………. 10-12 language patterns. By experimenting with, imitating, and editing language, students discover how Sentence Structure and Formation …………………………………... 13-16 using the elements and patterns of language expands their options and empowers them as writers. Conventions of Usage ……………………………………………….. 17-20 Language is an evolving tool with powerful personal, cultural, economic, and political implications. Conventions of Punctuation …………………………………………. 21-24 Knowledge of the structures of language is essential for the effective use of language for varying purposes: a job or college application, poem, letter to a state representative, e-mail, resume, or “Grammar and mechanics are not rules to be mastered as much as tools to serve a writer in persuasive essay. creating a text readers will understand.” — Jeff Anderson, Mechanically Inclined

The Power of Language Module has an overarching goal of providing teachers and students with “…if students aren’t regularly held accountable for their correctness, it just won’t seem important instructional resources and learning activities that will lead to a better understanding of the to them. Imagine a math class where it “doesn’t matter if you get it right.” structure, function, and history of the English language, and will instill in students a desire to — Jim Burke, The English Teacher’s Companion become better communicators. “Grammar is the soul of humankind . . . the secret muse of all expression, the portrait painter of When complete, the module will include life’s emotions. . . . When students come to share this vision, grammar bridges the world of living to • Anchor and linking texts used to study the English language and its power to affect and the world of writing, reading, and speaking.” transform lives. (Being developed) — Harry Noden, Image Grammar • Print and web resources for infusing direct grammar and rhetorical skill instruction into writing instruction. (Included here as general resource lists) "All native speakers of a language have more grammar in their heads than any grammar book will • Print and web resources for vocabulary development. (Being developed) ever contain." Our job as teachers is to help our students discover this knowledge.” • Print and web resources for grammar and rhetoric skill review organized by ACT College Readiness Standard, including how the standards are assessed and what students need to know “Good writing is not produced by grammar study in isolation from writing, as research has shown to meet the standards. (Included here) again and again… If improving writing is our primary goal, then it is time for a major change in • Information and resources for meeting other national standards requirements and for how we teach grammar.” — Constance Weaver preparation for other assessments.(SAT/NAEP/AP English). (Being developed)

V.1.07 2 Power of Language Module: Part 1 2-07 General Web Resources Used Throughout the Grammar Unit: ACT English Assessment Overview

The Bluebook of Grammar and Punctuation Usage and Mechanics Rhetorical Skills http://www.grammarbook.com/ Conventions of Punctuation 13% Strategy 16% Commas Effective transitions Guide to Grammar and Writing Semicolon Effective opening and closing sentences http://grammar.ccc.commnet.edu/grammar/ Colon Identify shifts in ideas denoting new paragraph Hyphen Words appropriate to audience and purpose Sentence Sense: A Writer’s Guide Apostrophe http://www.ccc.commnet.edu/sensen/ Dash Organization 15% Question marks Make decisions about order, coherence, and unity The Owl at Purdue Exclamation point Logical connections between ideas, sentences, paragraphs http://owl.english.purdue.edu/handouts/interact/index.html Quotation marks Determine need for connectors Parentheses Rearrange, reorder, add, or delete sentences Professional Texts Conventions of Usage 16% Style (and Word Choice) 16% The Grammar Plan Book: A Guide to Smart Teaching Subject-verb agreement Choose appropriate words and phrases to match style and tone Weaver, Constance. The Grammar Plan Book: A Guide to Smart Teaching. Portsmouth: Principal parts of verbs Avoid wordiness, redundancy, clichés, ambiguous references Heinemann, 2007. Verb forms and verbals Diction Pronouns Wordiness Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop Omissions Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Sentence Structure and Formation 24% Workshop. Portland: Stenhouse, 2005. Sentence fragments Run-on sentences Image Grammar: Using Grammatical Structures to Teach Writing Connectives Noden, Harry. Image Grammar: Using Grammatical Structures to Teach Writing. Portsmouth: Modifiers Heinemann-Boynton/Cook, 1999. Consistency and tense Parallelism Image Grammar Activity Book Transitional words and phrases Noden, Harry. Image Grammar Activity Book. Logan: Perfection Learning, 2007. “Whenever my students aren’t successful, I ask myself these questions: Write for College: A Student Handbook. • What have I done to teach this grammar or mechanics pattern? Sebranek, Patrick, Verne Meyer, and Dave Kemper. Write for College: A Student Handbook. • Have I immersed students in correct models? Visually and orally? • Did I post an example (through a wall chart or insert pasted in their writer’s notebooks)? Wilmington: Great Source, 1997. • Have I modeled correcting this type of error in focused edits? • Have I given students ample practice in editing this particular type of error? Writing Reminders • Is the item on the class’s editor’s checklist? Burke, Jim. Writing Reminders. Portsmouth: Heinemann, 2003. • Have I directed the students to edit their own writing for this type of error on multiple occasions? • Is this mechanical error important enough to warrant doing all of the aforementioned work to teach it?” -- Jeff Anderson, Mechanically Inclined

V.1.07 3 Power of Language Module: Part 1 2-07 Topic Development in Terms of ACT How ACT Assesses * What Students Need Web Resources Print Resources Purpose and Focus Score (or might assess) to Know Range Identify the basic purpose or role 16-19 Question: “Which of the following -Identify a phrase. Strategies for Improving Sentence Clarity: Write for College of the specified phrase or most effectively summarizes the -Identify a sentence. http://owl.english.purdue.edu/handouts/print/general/PD 823-828 sentence. essay?” -Understand the Fs/gl_sentclar.pdf relationship between Correct answer: “Thoreau rhapsodized components of the about the natural world.” (Explanation: sentence. The basic purpose of this sentence is to -Know that summarize the essay.) placement of a sentence component affects meaning.

Delete a clause or sentence 16-19 Question: “Suppose at this point the -Identify a clause. Irrelevant Details: Write for College because it is obviously irrelevant writer decided to add more information -Identify a sentence. http://grammar.ccc.commnet.edu/grammar/paragraphs.h 081-086, 819-822 in the essay about the police department in this -Discern the meaning tm town. Would this addition be an of the sentence. appropriate one?” -Understand core components of the Correct answer: “no addition would be sentence and how appropriate. This is a very lean they affect meaning. summary of the case; additional detail is not required.”

Identify the central idea or main 20-23 Question: “Readers are likely to regard -Identify author’s Developing a Definition: Write for College topic of a straightforward piece of the passage as best described by which purpose. http://grammar.ccc.commnet.edu/grammar/composition/ 024 writing of the following terms?” -Identify writing definition.htm genres. Writing Reminders Correct answer: “Persuasive” p. 120-124

Question: “This passage is probably written for readers who…:”

(Correct answer:) “need summary details about this case for a subsequent discussion or determination.”

V.1.07 4 Power of Language Module: Part 1 2-07 Determine the relevancy when 20-23 Question: “Is the use of the gold -Identify a sentence. Writing Topic Sentences: Write for College presented with a variety of bracelet and necklace effective in this -Identify the role of http://www.ccc.commnet.edu/sensen/part3/sixteen/techn 074-079 sentence-level details paragraph?” different sentence iques_topic.html components. Correct answer: Yes, because the whole passage is about an actual trial and is reporting facts.”

Identify the focus of a simple 24-27 Question: “A quick scanning of this -Identify types of Writing with a Sense of Purpose: Image Grammar essay, applying that knowledge to passage shows it to be a terse summary essays. http://grammar.ccc.commnet.edu/grammar/composition/ Checklist, p. 189 add a sentence that sharpens that argument in favor of more nursing -Determine author’s purpose.htm focus or to determine if an essay facilities for nurses. In view of this purpose. Write for College has met a specified goal fact, what kinds of arguments would be -Determine 010-013 appropriate?” congruence between the type of essay and Correct answer: “Short, one-line the example essay. summary arguments.” -Revise essay to clarify. Delete material primarily because 24-27 It would be appropriate to delete the -Identify a paragraph. Revision – The Editing and Rewriting Process: Image Grammar it disturbs the flow and sentence, “Peggy, by the way, is an -Identify the author’s http://owl.english.purdue.edu/workshops/hypertext/Rese p. 64-65 development of the paragraph extremely attractive woman.” from a intent. archW/revise.html description of a burglary. -Understand what Write for College disrupts sentence 099, 100-109 fluency. Add a sentence to accomplish a 24-27 Question: “The writer could most -Determine author’s Adding Emphasis: Image Grammar fairly straightforward purpose effectively strengthen this passage at purpose. http://owl.english.purdue.edu/handouts/print/general/PD Painting with Five Brush Strokes, such as illustrating a given this point by adding which of the -Edit to enhance Fs/gl_emphasis.pdf p. 4-12 statement following?” clarity. Write for College Correct answer: “A few examples to 100 illustrate the general points being made.” Apply an awareness of the focus 28-32 Question: “In Paragraph 1, should the -Identify intent of Abstract, Concrete, General, and Specific Terms: Write for College and purpose of a fairly involved final sentence be kept or eliminated?” essay. http://grammar.ccc.commnet.edu/grammar/composition/ 010-016, 024 essay to determine the rhetorical -Edit to support intent abstract.htm effect and suitability of an Correct answer: “Eliminated, because it of essay. existing phrase or sentence, or to is irrelevant to the topic.” determine the need to delete plausible but irrelevant material

V.1.07 5 Power of Language Module: Part 1 2-07 Add a sentence to accomplish a 28-32 Question: “Suppose this passage were -Identify intent of Giving Examples and Explanations: Image Grammar subtle rhetorical purpose such as written for an audience that was essay. http://www.ccc.commnet.edu/sensen/part3/sixteen/techn Painting with Five Brush Strokes, to emphasize, to add supporting familiar with Small Claims Court and -Edit to support intent iques_givingA.html p. 4-12 detail, or to express meaning our legal system. Which of the of essay. Write for College through connotation following additions would be most 010-016, 024, 031 relevant to the passage as a whole?” 074-079, 119

Correct answer: “Discussions of the fine points of law that have made some decisions very difficult to determine.” Determine whether a complex 33-36 Question: “Suppose the editor of a -Identify types of Discovering Standards: What is Good Writing? Write for College essay has accomplished a specific news magazine has assigned the writer essays. http://www.ccc.commnet.edu/sensen/part3/sixteen/techn 113, 121 purpose to describe the historical development -Identify intent of iques_fun.html of capitalism and democracy up to the essay. present day. Does the essay -Establish whether successfully fulfill this assignment?” congruence exists between essay type Correct answer: “No, the essay is and essay example. concerned with various changes in the recent past, and not with democracy and capitalism throughout history. This essay does not cover that assignment’s scope or breadth.” Add a phrase or sentence to 33-36 Question: “The first paragraph suggests -Identify types of From Personal to Public Writing – A Controversial Write for College accomplish a complex purpose, that it is representing both sides of an essays. Stand: 100-109, 112 often expressed in terms of the ‘argument.’ How could the argument -Identify intent of http://www.ccc.commnet.edu/sensen/part3/seventeen/co main focus of the essay be more fair or even-handed?” essay. ntroversial.html -Edit to augment Correct answer: “Bolster the position complex purpose in that nurses are really in good supply by essay. presenting numbers of nurses now available and of nursing students soon to be graduated.”

* Examples for “How ACT Assesses” section taken from • Barron's ACT 2007, 2006, Barron's Educational Series, pp. 21-31.

• ACT Practice Test #1 at http.//www.mel.org/ double click on yellow box at top of page entitled "ACT...Practice Tests..."

V.1.07 6 Power of Language Module: Part 1 2-07 Organization, Unity, and ACT How ACT Assesses * What Students Need Web Resources Print Resources Coherence Score (or might assess) to Know Range Use conjunctive adverbs or 13-15 “Whenever there comes a time that you -Identify conjunctive Conjunctive Adverbs: Grammar Plan Book phrases to show time strike something, notice how the adverbs and http://grammar.ccc.commnet.edu/grammar/transitions.ht B6 Modifying functions, p. 109 relationships in simple narrative shovel’s point communicates with you conjunctive adverb m#transitions B6-b Adverbial, p. 110 essays (e.g. then, this time) immediately by sending a shock wave phrases. up through the handle with its message -Identify narrative Mechanically Inclined ‘Hey, I’ve just hit something!” essay. Adverb Clauses, p. 138-139 Conjunctive Adverbs, p. 140-14 Select the most logical place to 16-19 “At the time, I told myself and my -Recognize Logical Vocabulary: Grammar Plan Book add a sentence in a paragraph or family that hunting squirrels was okay paragraph structure. http://owl.english.purdue.edu/handouts/print/general/PD A1 Adverbials, p. 75 place a word or a phrase in a because I was bringing home food to eat -Analyze paragraph Fs/gl_proof.pdf A2 Adjectival that are “bound” sentence – and we did eat them – although they for meaning. modifiers, p. 78 never tasted very good.” (To make -Use revision http://owl.english.purdue.edu/handouts/print/general/PD A3 Prepositional phrases: adjectival sense the phrase is correctly placed.) Fs/gl_logicEX1.pdf and adverbial, p. 80 strategies. A4 Adjectivals that are “free” modifiers, p. 81 Image Grammar Painting with the Five Brush Strokes, pp. 4-12 Use conjunctive adverbs or 20-23 Perhaps (not Although) this is because -Identify conjunctive Transitional Devices: Grammar Plan Book phrases to express straightforward wood comes from living trees, which adverbs, adverb http://owl.english.purdue.edu/handouts/print/general/PD B6 Modifying functions, p. 109 logical relationships (e.g. first, give food and shelter to birds, whereas phrases, and Fs/gl_conciseEX1.pdf B6-b Adverbial, p. 110 afterward, in response) plastic comes from a lifeless chemical transitional phrases. Mechanically Inclined soup.” (Perhaps is a qualifying -Know sequential Adverb Clauses, p. 138-139 connector.) text organizational Conjunctive Adverbs, p. 140-141 patterns. Decide the most logical place to 20-23 Question: “Suppose the writer wished -Recognize text Drawing Logical Conclusions: Grammar Plan Book add a sentence in an essay to add the following sentence to the organizational http://owl.english.purdue.edu/handouts/print/general/PD A1 Adverbials, p. 75 essay: It is important to know patterns. Fs/gl_logicon.pdf A2 Adjectival that are “bound” beforehand if you are likely to run -Apply revision modifiers, p. 78 http://owl.english.purdue.edu/handouts/print/general/PD A3 Prepositional phrases: adjectival across these kinds of dangers when you strategies. dig. In which paragraph would this new Fs/gl_logiconEX1.pdf and adverbial, p. 80 sentence most likely fit?” A4 Adjectivals that are “free” modifiers, p. 81 Correct answer: “It is in Paragraph 2 that buried dangers are discussed. This sentence is best placed there.”

V.1.07 7 Power of Language Module: Part 1 2-07 Add a sentence that introduces a 20-23 “The humble job of digging teaches -Recognize Sentence Variety: Mechanically Inclined simple paragraph many deep lessons.” (This is a general paragraph structure. http://owl.english.purdue.edu/handouts/print/general/PD Using Mentor Sentences, p. 19-26 sentence introducing a paragraph -Draft possibilities Fs/gl_sentvar.pdf specifying what lessons one might learn for introductions. from digging.) Determine the need for 24-27 Question: “For the sake of unity and -Identify conjunctive Sentence Construction: Grammar Plan Book conjunctive adverbs or phrases to coherence, where should Sentence 3 in adverbs and http://owl.english.purdue.edu/handouts/print/index.html B6 Modifying functions, p. 109 create subtle logical connections the above paragraph be placed?” conjunctive adverb B6-b Adverbial, p. 110 between sentences (e.g. therefore, phrases. http://owl.english.purdue.edu/handouts/print/grammar/P however, in addition) Correct answer: “where it is now” - -Recognize text DFs/g_sentpr.pdf Mechanically Inclined see below: organizational Adverb Clauses, p. 138-139 “[2] He points out how important the patterns. Conjunctive Adverbs, p. 140-141 surrounding environment is to a -Build transitional person’s perceptions. [3] Here, vocabulary. (conjunctive adverb) he makes the most profound observations of his essay. [4] And it is here that he is at his most eloquent, using beautiful language…” (Explanation: Sentence 3 with the conjunctive adverb, Here, makes a good transition between sentences 2 and 4.) Rearrange the sentences in a 24-27 Question: “Which of the following -Recognize Giving and Receiving Peer Responses: fairly uncomplicated paragraph or choices best describes the sequence of paragraph structure. http://www.ccc.commnet.edu/sensen/part3/sixteen/techn essay for the sake of logic development of the essay?” -Revise for iques_peer.html sentence fluency Correct answer: “Introduction to the and meaning. subject; discussion of one aspect of subject; discussion of second aspect of subject; discussion of third aspect of subject; conclusion” Add a sentence to introduce or 24-27 “Most people who are trying to lose -Recognize essay Transition Between Ideas: Mechanically Inclined conclude the essay or to provide a weight are doing so mainly for social structure. http://grammar.ccc.commnet.edu/grammar/transitions.ht Using Mentor Sentences, p. 19-26 transition between paragraphs reasons.” (Students are asked to -Recognize m when the essay is fairly identify the correct sequence for paragraph structure. straightforward paragraphs that are not sequenced -Know transitional correctly. The best way to do this is to vocabulary. find the paragraph with the general introductory statement.) -Draft possibilities for introductions and conclusions. V.1.07 8 Power of Language Module: Part 1 2-07 Make sophisticated distinctions 28-32 After one paragraph on squirrels taking -Identify Making Paragraph Breaks: concerning the logical use of food from a birdfeeder, the next conjunctive adverbs http://www.ccc.commnet.edu/sensen/part3/sixteen/techn conjunctive adverbs or phrases, paragraph shows that the author feels and conjunctive iques_makingA.html particularly when signaling a shift guilty about hunting squirrels in his adverb phrases. between paragraphs youth. The following sentence signals -Know transitional the shift between the paragraphs: vocabulary. “Another (transitional word) reason I tolerate squirrels is that, in my youth, I -Recognize text hunted them every chance I got.” organizational patterns. -Apply revision strategies.

Rearrange sentences or add a 28-32 Question: “If this essay were revised to -Recognize Paragraphing: paragraph to improve the logic include a paragraph discussing social paragraph structure. http://owl.english.purdue.edu/handouts/print/general/PD and coherence of a complex justice, it would most logically follow -Revise for Fs/gl_pgrph.pdf paragraph or essay Paragraph ? paragraph meaning

and fluency. Making Paragraph Breaks: Correct answer: “A paragraph on http://www.ccc.commnet.edu/sensen/part3/sixteen/techn social justice would logically be placed iques_making.html after the three changes are discussed, but before the conclusion, because it would introduce the concluding statement.”

Add a sentence to introduce or 28-32 Question: “Which of the following -Recognize Writing Conclusions for Paragraphs and Essays: conclude a fairly complex sentences best links the discussion of paragraph structure. http://www.ccc.commnet.edu/sensen/part3/sixteen/techn paragraph the author’s memory of his first camera -Draft possibilities iques_conclusions.html with the ideas expressed in the for introductions concluding paragraph?” and conclusions.

Correct answer: “Memories of that first camera enrich my life as a photographer today.” (Explanation: This choice best expresses the correct idea that the author’s childhood experience of taking pictures opened his eyes to many things in life.)

V.1.07 9 Power of Language Module: Part 1 2-07 Consider the need for 33-36 Question: “Which of the following -Recognize Using Transitional Expressions: Image Grammar introductory sentences or would be the most effective paragraph structure. http://www.ccc.commnet.edu/sensen/part3/sixteen/techn Writing Introductory Leads, transitions, basing decisions on a introductory sentence for Paragraph 4?” -Recognize essay iques_transitional.html p. 164-169 thorough understanding of both structure. the logic and rhetorical effect of Correct answer: “No change – “The -Identify essay the paragraph and essay third fundamental way the world has purpose. changed is with the development of the Internet.” (This sentence is most -Draft possibilities effective because it introduces the third, for introductions and final, way the world has changed, and conclusions. as stated in the introduction.) -Apply revision strategies.

* Examples for “How ACT Assesses” section taken from • Barron's ACT 2007, 2006, Barron's Educational Series, pp. 21-31.

• ACT Practice Test #1 at http.//www.mel.org/ double click on yellow box at top of page entitled "ACT...Practice Tests..."

V.1.07 10 Power of Language Module: Part 1 2-07 Word Choice in Term of Style, ACT How ACT Assesses * What Students Need Web Resources Print Resources Tone, Clarity, and Economy Score (or might assess) to Know Range Revise sentences to correct 13-15 “The other, my favorite, I like nature, is -Identify sentence Sentence Punctuation Errors: Grammar Plan Book awkward and confusing made out of redwood with maple elements http://owl.english.purdue.edu/handouts/print/grammar/P The Sentence: Structure, Organization, arrangements of sentence dowels for perches.” Delete “I like -Identify effective DFs/g_sentp.pdf Punctuation – and More, Section B, p. 95- elements nature,” to eliminate the awkwardness. and ineffective 113 sentence structures Image Grammar Image confusion, p. 187 Write for College, 833-836 Revise vague nouns and pronouns 13-15 “Camera technology has come a long -Identify nouns and Nouns and Pronouns as Subjects: Grammar Plan Book that create obvious logic way since then. Today, I can take pronouns http://www.ccc.commnet.edu/sensen/part1/three/pronou C2 Pronoun uses, p. 115 problems properly exposed pictures -Ensure specificity in ns.html C2-f Unclear pronoun reference, p. 120 automatically. But this won’t help take noun and pronoun C2-g Vague reference with it, this, that, which, p. 120 properly composed pictures.” The usage for clarity

reference of the word “this” (pronoun) Mechanically Inclined is not clear. Revise as follows: Vague Pronoun Reference, p. 104- “Camera technology has come a long 106 way since then. Today, I can take

properly exposed pictures Image Grammar automatically. But this technology Image Confusion, p. 187 won’t help take properly composed pictures.” Write for College, 761-777 Delete obviously synonymous 16-19 “It is a special kind of feeder, if you -Recognize Conciseness – Methods for Eliminating Wordiness: Grammar Plan Book and wordy material in a sentence will, with narrow slots so only small wordiness and http://owl.english.purdue.edu/handouts/print/general/PD C7 Eliminating redundancy and birds such as finches can get at the unnecessary Fs/gl_concise.pdf wordiness, p. 127 thistle seeds inside.” Delete “if you information will,” to eliminate the wordiness.

Revise expressions that deviate 16-19 “One day I realized that I didn’t like -Identify the style of Lesson – Style: Defining and Exploring an Author’s Write for College, 117-120 from the style of an essay killing things, certainly not for leisure an essay Stylistic Choices time activities and recreation.” -Ensure consistency http://www.readwritethink.org/lessons/lesson_view.asp? Substitute sport for leisure time of style throughout id=209 activities and recreation to better fit the essay style of the essay. Lesson - Style: Translating Stylistic Choices from Hawthorne to Hemingway and Back Again http://www.readwritethink.org/lessons/lesson_view.asp? id=210

V.1.07 11 Power of Language Module: Part 1 2-07 Delete redundant material when 20-23 “Typical diseases associated with -Identify parts of Exercises for Eliminating Wordiness: Write for College, 833-836 information is repeated in overweight people are hypertension, or speech http://owl.english.purdue.edu/handouts/print/general/PD different parts of speech (e.g. high blood pressure, atherosclerosis, or -Recognize repetition Fs/gl_conciseEX1.pdf “alarmingly startled”) fatty deposits in the blood vessels, and overuse of parts which consequently for those reasons of speech restrict the flow of blood, and coronary heart disease.” Delete consequently for those reasons to eliminate redundant information. Use the word or phrase most 20-23 “For me, hunting was sport pretending -Identify the style and From Personal to Public Writing: Write for College, 051-057 consistent with the style and tone as necessity.” Substitute masquerading tone of an essay http://www.ccc.commnet.edu/sensen/part3/seventeen/re of a fairly straightforward essay for pretending as it fits better with the -Ensure word choice ports.html meaning, style and tone of the essay. is consistent with style and tone Determine the clearest and most 20-23 “Thoreau begins by discussing -Identify Independent and Dependent Clauses: Grammar Plan Book logical conjunction to link clauses cultivated apple trees, (add but as the conjunctions http://owl.english.purdue.edu/handouts/print/grammar/P B5-a Joining and separating independent logical conjunction) he soon makes it -Identify clauses DFs/g_clause.pdf clauses, p. 105 clear that he is fonder of wild apple -Use conjunctions to A1-a List of subordinating conjunctions, trees, comparing them to hardy support clarity p. 76 B5-a List of conjunctive adverbs, p. 106 backwoodsmen, who, ‘though descended from cultivated stocks, plant Write for College, 801, 819-822 themselves in distant fields and forests where the soil is favorable to them.’” Revise a phrase that is redundant 24-27 “Undeterred, they weren’t discouraged, -Identify phrases Eliminating Wordiness: Grammar Plan Book in terms of the meaning and logic they always returned.” Delete “they -Eliminate redundant http://grammar.ccc.commnet.edu/grammar/quizzes/nova C7 Eliminating redundancy and of the entire sentences weren’t discouraged,” as it is redundant. phrases in context of /nova8.htm wordiness, p. 127 the sentence Write for College, 809-818 Identify and correct ambiguous 24-27 Revise the following ambiguous -Identify pronouns Using Pronouns Clearly: Grammar Plan Book pronoun references sentence, ““The employment and career and their references http://owl.english.purdue.edu/handouts/print/grammar/P C2 Pronoun uses, p. 115 opportunities are greater than other -Apply specificity DFs/g_pronuse.pdf C2-f Unclear pronoun reference, p. 120 community college programs.” to “The with pronouns and C2-g Vague reference with it, this, that, which, p. 120 employment and career opportunities their references http://owl.english.purdue.edu/handouts/print/grammar/P are greater than those in other DFs/g_proncase.pdf community college programs.” Use the word or phrase most 24-27 “Once you start digging, the work will -Identify the tone of Techniques for Writing – Using Specific Language: appropriate in terms of the become as pleasant as (not more the essay http://www.ccc.commnet.edu/sensen/part3/sixteen/techn content of the sentence and tone pleasant as nor very pleasing as) -Align words/phrases iques_using.html of the essay playing a sport.” in sentences with the tone of the essay V.1.07 12 Power of Language Module: Part 1 2-07 Correct redundant materials that 28-32 “Thoreau begins by discussing -Identify Rewriting Bloated Sentences: Grammar Plan Book involves sophisticated vocabulary cultivated apple trees, but he soon sophisticated and http://grammar.ccc.commnet.edu/grammar/quizzes/nova C7 Eliminating redundancy and and sounds acceptable as makes it clear that he is fonder of wild conversational /nova11.htm wordiness, p. 127 conversational English (e.g. apple trees, comparing them to hardy vocabulary “aesthetic viewpoint” versus “the backwoodsmen, a rough and tough -Avoid wordiness and Image Grammar outlook of an aesthetic bunch, who, ‘though descended from unnecessary Checklist, p. 189 viewpoint”) cultivated stocks, plant themselves in repetition distant fields and forests where the soil is favorable to them.” Delete a rough and tough bunch, as it is redundant. Correct vague and wordy or 28-32 “It was with no minor irritation that -Identify effective Editing and Proofreading Strategies: Image Grammar clumsy and confusing writing Detective Pilsner belabored his earlier and ineffective use of http://owl.english.purdue.edu/handouts/print/general/PD Checklist, p. 189 containing sophisticated language version because the front door could not vocabulary Fs/gl_edit.pdf have been opened without a key.” To Write for College, 053-054 correct the wordy and confusing writing above, substitute the following for the words in italics: “This time, Pilsner told Goode he did not believe his earlier version because the front door could not have been opened without a key.” Delete redundant material that 33-36 Question: “In Paragraph 1, should the -Identify effective Proofreading Strategies: Grammar Plan Book involves subtle concepts or that is final sentence be kept or eliminated?” and ineffective idea http://owl.english.purdue.edu/handouts/print/general/PD C7 Eliminating redundancy and redundant in terms of the development within a Fs/gl_proof.pdf wordiness, p. 127 paragraph as a whole Correct answer: “Eliminated, because it paragraph is irrelevant to the topic.” (Explanation: The sentence, Of course, plastic cameras are much lighter than ones made out of metal, is not relevant to the topic of getting one’s first camera.)

* Examples for “How ACT Assesses” section taken from • Barron's ACT 2007, 2006, Barron's Educational Series, pp. 21-31.

• ACT Practice Test #1 at http.//www.mel.org/ double click on yellow box at top of page entitled "ACT...Practice Tests..."

V.1.07 13 Power of Language Module: Part 1 2-07 Sentence Structure and ACT How ACT Assesses * What Students Need Web Resources Print Resources Formation Score (or might assess) to Know Range Use conjunctions or punctuation 13-15 “Today, it is possible for one person to -Identify Conjunctions: Grammar Plan Book to join simple clauses send and receive information from conjunctions. http://grammar.ccc.commnet.edu/grammar/conjunctions B5 Independent clauses, p.105 millions of people instantly, which -Identify simple .htm B5-a Joining and separating means the individual’s potential ability clauses. independent clauses, p.105 to influence world events is greatly -Know options to join Avoiding Primer Language: Mechanically Inclined enhanced.” simple clauses. http://grammar.ccc.commnet.edu/grammar/primer.htm Run-On Sentences, p. 68-70

Revise shifts in verb tenses 13-15 “For one thing, being overweight is -Identify verbs and Consistency of Tense and Pronoun Reference: Grammar Plan Book between simple clauses in a embarrassing, and even being only verb tenses. http://grammar.ccc.commnet.edu/grammar/consistency. C1 Verbs: consistency of tense, p.114 sentence or between simple slightly overweight can damage self- -Identify simple htm Mechanically Inclined adjoining sentences esteem, because having a good self- clauses. Agreement, p.117-129 image is (not has been) important to Online Quiz – Verb Tense Consistency: Subject-Verb Agreement, p. 118-20 emotional well-being.” http://grammar.ccc.commnet.edu/grammar/quizzes/chut Dropped Inflectional Endings, e.htm p. 121-23 Agreement Errors, p. 124-126 http://grammar.ccc.commnet.edu/grammar/cgi- Inconsistent Tense, p. 127-129 shl/quiz.pl/consistency_quiz.htm Verbs, p. 173-78

Determine the need for 16-19 “No power equipment is allowed, it is -Identify Rules for Comma Usage: Grammar Plan Book punctuation and conjunctions to just you, your shovel, and the earth in conjunctions. http://grammar.ccc.commnet.edu/grammar/commas.htm B5-b Avoiding run-on or comma-splice avoid awkward-sounding direct contact.” (Correct this awkward -Identify sentence sentences and ineffective fragments, sentence fragments and fused fused sentence by using two sentences, fragments. Conjunctions: p.107 sentences placing a period after allowed and -Identify fused http://grammar.ccc.commnet.edu/grammar/conjunctions Mechanically Inclined capitalizing It.) sentences. .htm#correlative_conjunctions Fragments, p. 64-67 -Know punctuation Sentence Fragment, p. 184 options for improving Conjunctions, p. 184 sentence flow Run-On Sentences, p. 68-70 Connectors, p.184 Decide that appropriate verb 16-19 “Perhaps this is because wood comes -Identify verb tense, Lesson - Choosing the Best Verb: An Active and Passive Grammar Plan Book tenses and voice by considering from living trees, which give (not are identify verb voice in Voice Mini-Lesson C1 Verbs: consistency of tense, p.114 the meaning of the entire sentence given) food and shelter to birds, context of the http://www.readwritethink.org/lessons/lesson_view.asp? Mechanically Inclined whereas plastic comes from a lifeless sentence id=280 Past to Present, p.119-126 chemical soup.” (are given would be Verb Tense, p. 127-29 incorrect tense and voice: passive) The Passive Voice: Verbs, p. 173-78, 186 http://grammar.ccc.commnet.edu/grammar/passive.htm

V.1.07 14 Power of Language Module: Part 1 2-07 Online Quiz – Revising Passive Construction: http://grammar.ccc.commnet.edu/grammar/quizzes/passi ve_quiz.htm

Recognize and correct marked 20-23 “Second, the unprecedented mobility of -Identify correct Which vs. That: Grammar Plan Book disturbances of sentence flow and capital that (not which – incorrect sentence structure http://grammar.ccc.commnet.edu/grammar/notorious/tha A4-c Present participial phrases, p.84 structure (e.g. participial phrase relative pronoun) modern technology and organization, t.htm B5-b Avoiding ineffective fragments, fragments, missing or incorrect make possible has changed the -Identify misuse of p.107 relative pronouns, dangling or economic fabric of the world.” parts of speech and Sentence Variety: C2 Pronoun uses, p.115 misplaced modifiers) sentence components, http://grammar.ccc.commnet.edu/grammar/sentences.ht C2-b1 Inside the adjective clause, Not: “The president made some -Ensure sentence m p.116 vigorous remarks about signing fluency. C2-b2 Inside the noun clause, p.117 statements rising from his desk during A6 Dangling modifiers, p.86 the news conference.” Instead: “Rising from his desk during Mechanically Inclined the news conference, the president Mentor Sentences, p. 19-26 made some vigorous remarks about The Sentence, p. 63-81 signing statements.” Crafting Sentences with Commas, p. 83-101 Pronouns, p.103-16, 170-72

Revise to avoid faulty placement 24-27 “Also, the country’s economy should be -Identify phrases and Clauses: The Essential Building Block: Grammar Plan Book of phrases and faulty coordination relatively stable. Thus enabling more clauses. http://grammar.ccc.commnet.edu/grammar/clauses.htm B5-b Avoiding run-on or comma-splice and subordination of clauses in predictable rates of return.” (Correct -Ensure correct sentences and ineffective fragments, sentences with subtle structural the structural problems and faulty placement of phrases Run-On Sentences/Comma Splices: p. 107 problems coordination and subordination between and clauses. http://grammar.ccc.commnet.edu/grammar/runons.htm# B6 Modifying functions: adjectival and this sentence and fragment by splice adverbial, p.109 eliminating the period after stable and B8 Beyond the simple: subordinate the capitol T in thus.) clauses and the complex sentence, p.113 Mechanically Inclined Dependent Vs. Independent, p. 69-70 Dangling Modifiers, p. 71-73 Adjective Clauses, p. 135-37 Adverb Clauses, p. 138-39 Crafting Sentences with Commas, p. 84-98

V.1.07 15 Power of Language Module: Part 1 2-07 Maintain consistent verb tense 24-27 “For one thing, being overweight is -Identify verb and The Verb to Be: Grammar Plan Book and pronoun person on the basis embarrassing, and even being only verb tense. http://grammar.ccc.commnet.edu/grammar/to_be.htm C1 Verbs: consistency of tense, p.114 of the preceding clause or slightly overweight can damage self- -Identify pronoun C2 Pronoun uses, p.115 sentence esteem, because having a good self- person. Verb Tenses: image is (not has been) important to -Ensure consistency http://grammar.ccc.commnet.edu/grammar/tenses/tense_ Mechanically Inclined emotional well-being.” in context of sentence frames.htm Agreement, p. 117-129 or paragraph. Subject-Verb Agreement, p. 118-20 Pronoun Consistency: Dropped Inflectional Endings, p.121-23 http://grammar.ccc.commnet.edu/grammar/consistency. Agreement Errors, p. 124-126 htm Inconsistent Tense, p. 127-129 Verbs, p. 173-78 Pronouns, p.103-16, 170-72 Use sentence-combining 28-32 “No power equipment is allowed, it is -Identify compound Sentence Combining Skills: Grammar Plan Book techniques, effectively avoiding just you, your shovel, and the earth in subjects and verbs. http://grammar.ccc.commnet.edu/grammar/combining_s B5 Independent clause, p. 105 problematic comma splices, run- direct contact.” (Correct this comma -Combine sentences. kills.htm B5-a Joining and separating on sentences, and sentences spliced sentence by substituting the -Identify comma independent clauses (simple sentences), fragments, especially in sentences comma after allowed with a semi- splice. Online Quizzes – Sentence Combining: p. 105 containing compound subjects colon.) -Identify run-on http://grammar.ccc.commnet.edu/grammar/quizzes/com B5-b Avoiding run-on or comma-splice and verbs “The humble job of digging teaches sentences. bining_quiz2.htm sentences and ineffective fragments, p. many deep lessons digging can teach -Identify sentence 107 you to pay attention.” (Correct this run- fragment. http://grammar.ccc.commnet.edu/grammar/quizzes/com on sentence by using a semi-colon after bining_quiz1.htm Mechanically Inclined lessons with the transition words for Combining Simple Sentences, p. 85-86 example followed by a comma.) http://grammar.ccc.commnet.edu/grammar/quizzes/prim er_quiz.htm

Maintain a consistent and logical 28-32 “The wooden feeder, filled with -Identify verb and Grammar Plan Book use of verb tense and pronoun sunflower seeds, drew a different kind verb tense. C1 Verbs: consistency of tense, p.114 person on the basis of information of customer. (drew must match present -Identify pronoun C2 Pronoun uses, p.115 in the paragraph or essay as a tense of the rest of the verbs in the person whole paragraph: visit, call, belong, do) -Ensure consistency Mechanically Inclined in context of Agreement, p. 117-129 paragraph or essay Subject-Verb Agreement, p. 118-20 Dropped Inflectional Endings, p.121-23 Agreement Errors, p. 124-126 Inconsistent Tense, p. 127-129 Verbs, p. 173-78 Pronouns, p.103-16, 170-72

V.1.07 16 Power of Language Module: Part 1 2-07 Work comfortably with long 33-36 “For one thing, being overweight is -Identify and work Coherence: Transitions between Ideas: Grammar Plan Book sentences and complex clausal embarrassing, and even being only with long sentences http://grammar.ccc.commnet.edu/grammar/transitions.ht B5 Independent clause, p.105 relationships within sentences, slightly overweight can damage self- -Identify complex m B6 Modifying functions, p. 109 avoiding weak conjunctions esteem (being overweight must be and independent B8 Beyond the simple: subordinate between independent clauses and parallel to being only slightly clauses clauses and the complex sentence, maintaining parallel structure overweight) -Identify p. 113 between clauses conjunctions A7 Parallelism, p. 87 Identify parallel structure. Mechanically Inclined Complex Sentence Patterns, p.92, 95,98,167 Adverb, p. 141 Collecting, p. 40-41 Dashes, p. 155-56 Functions, p. 19-21 Complex Sentence, p. 184

* Examples for “How ACT Assesses” section taken from • Barron's ACT 2007, 2006, Barron's Educational Series, pp. 21-31.

• ACT Practice Test #1 at http.//www.mel.org/ double click on yellow box at top of page entitled "ACT...Practice Tests..."

V.1.07 17 Power of Language Module: Part 1 2-07 Conventions of Usage ACT How ACT Assesses * What Students Need Web Resources Print Resources Score (or might assess) to Know Range Solve such basic grammatical 13-15 “A work of Henry David Thoreau -Identify irregular The Garden of Phrases: Grammar Plan Book problems as how to form the past would make fine reading on such an verbs. (Present, past http://grammar.ccc.commnet.edu/grammar/phrases.htm# B3-a Verb, p. 100 and past participle of irregular but occasion. The best (not good or better) and past participle of participial C5-a Comparative and superlative commonly used verbs and how to choice would be his essay entitled irregular verbs (listed forms, p. 124 form comparative and superlative “Wild Apples.” in the above order): Recognizing the Function of Phrases: adjectives choose, chose, http://grammar.ccc.commnet.edu/grammar/quizzes/phra Mechanically Inclined chosen; do, did, se_quiz.htm Agreement, p. 117-29, 173-78 done; go, went, gone) -Form past and past Verbs and Verbals: Write for College, participle of irregular http://grammar.ccc.commnet.edu/grammar/verbs.htm#p 790, 794 verbs. articiple -Identify comparative and superlative Online Quizzes - Irregular Verbs: adjectives. (Positive, http://grammar.ccc.commnet.edu/grammar/quizzes/irreg comparative and ular_verbs.htm superlative adjectives (listed in the above http://grammar.ccc.commnet.edu/grammar/quizzes/irreg order): big, bigger, ular_verbsII.htm biggest; good better, best) http://grammar.ccc.commnet.edu/grammar/cgi- -Form comparative shl/par2_quiz.pl/irregular_quiz.htm and superlative adjectives. Irregular Verb Crosswords: http://grammar.ccc.commnet.edu/grammar/quizzes/cross /verbs.htm

Lesson – Adjectives: http://grammar.ccc.commnet.edu/grammar/quizzes/adje ctives_quiz2.htm

Solve such grammatical problems 16-19 “…fat is no longer a symbol of good Identify adjectives Online Quiz – Adjectives and Adverbs: Grammar Plan Book as whether to use an adverb or health and prosperity, as it once was…” and adverbs. http://www.grammarbook.com/grammar/exercises/adj_a C5-b Adjective and adverb forms, p. adjective form, how to ensure (pronoun-antecedent agreement) -Usage of adjectives dv1.asp 124 straightforward subject-verb and “…it also keeps a person from doing his and adverbs. B4 Subject-verb agreement, p. 102 pronoun-antecedent agreement, or her best…” (pronoun-antecedent -Identify subject and http://www.grammarbook.com/grammar/exercises/adj_a C2-c Agreement in number, p. 118 and which preposition to use in agreement) verb. dv2.asp A3 Prepositional phrases, p. 80 simple contexts. “… other reasons are…” (subject-verb -Identify pronoun and Mechanically Inclined V.1.07 18 Power of Language Module: Part 1 2-07 agreement) antecedent. Subject Verb Agreement: Pronoun, p. 104-12, 170-72 -Ensure agreement of http://grammar.ccc.commnet.edu/grammar/sv_agr.htm Subject Verb Agreement, subject and verb. p. 118-20,173-78 -Ensure agreement of Pronoun-Antecedent Agreement: Wrong or Missing Preposition, pronoun and http://grammar.ccc.commnet.edu/grammar/pronouns.ht p. 74-76,163 antecedent. m Write for College, 795-798, 837-848 Recognize and use the 16-19 There (a place) or their (possession) -Identify frequently Notorious Confusables: Grammar Plan Book appropriate word in frequently confused pairs. http://grammar.ccc.commnet.edu/grammar/notorious.ht C6 Homophones commonly confused pairs such as there and Passed (verb: “I passed the test), past -Ensure correct usage m confused, p. 125 their, past and passed, and led (noun: “in the past,” adjective: “past of frequently and lead events,” or preposition: “I went past confused pairs. Write for College, 669-757 your house.”

Led (verb past tense: “He led the parade.), lead (verb present tense, to go first), or lead (a heavy metal) Use idiomatically appropriate 20-23 “ranging from automobile insurance to -Identify Prepositions - Locators in Time and Place: Grammar Plan Book prepositions especially in mandatory AIDS testing of prisoners” prepositions. http://grammar.ccc.commnet.edu/grammar/prepositions. A3 Prepositional phrases, p. 80 combination with verbs (e.g., -Ensure correct usage htm#superfluous long for, appeal to) of idiomatically Mechanically Inclined appropriate Wrong or Missing Preposition, prepositions. p. 74-76,163

Write for College, 799-800 Ensure that a verb agrees with its 20-23 “…it (fat) also keeps a person from -Identify subject and Lesson - What’s My Subject? A Subject-Verb Agreement Grammar Plan Book subject when there is some text doing his or her best, as does (not do), verb. Mini Lesson: B4 Subject-verb agreement, p. 102 between the two incidentally, being under weight.…” -Ensure agreement http://www.readwritethink.org/lessons/lesson_view.asp? between subject and id=950 Mechanically Inclined verb. Subject-Verb Agreement, p. 118-20,173-78

Write for College, 837-848 Ensure that a pronoun agrees with 24-27 “The employment and career -Identify pronoun and Pronoun and Antecedent Agreement: Grammar Plan Book its antecedent when the two occur opportunities are greater than those in antecedent. http://grammar.ccc.commnet.edu/grammar/pronouns.ht C2-c Agreement in number, p. 118 in separate clauses or sentences other community college programs.” -Identify clauses. m -Ensure agreement Mechanically Inclined between pronoun and Pronoun-Antecedent Agreement, antecedent. p. 107-09,172 Write for College, 849-851 V.1.07 19 Power of Language Module: Part 1 2-07 Identify the correct past and past 24-27 Present, past, past participle, and -Identify irregular Verbs and Verbals: Grammar Plan Book participle forms of irregular and present-perfect (have been doing) of and infrequently used http://grammar.ccc.commnet.edu/grammar/verbs.htm#te B3 Verbal infrequently used verbs and form irregular verbs (listed in the above verbs. nse B3-b Main verb, auxiliary verb, and present-perfect verbs by using order): bear, bore, have borne, have -Form past and past verb phrase, p. 100 have rather than of been bearing or have borne; flee, fled, participle and have fled, have been fleeing or have fled present-perfect of Mechanically Inclined – should have not should of with present irregular and 25 Irregular Verbs to Know, p.174 perfect infrequently used verbs. Write for College, 790,794

Correctly use reflexive pronouns, 28-32 Reflexive pronouns (myself, yourself, -Identify reflexive, Pronouns: Grammar Plan Book the possessive pronouns its and himself, herself, itself, ourselves, possessive and http://grammar.ccc.commnet.edu/grammar/pronouns1.ht C4 Possessive personal pronouns, p. your, and the relative pronouns yourselves, themselves) should be used relative pronouns. m 122 who and whom only to refer to another word in the -Ensure correct usage C2 Pronoun uses, p. 115 sentence (I hurt myself.) or to emphasize of reflexive, Case of Nouns and Pronouns: C2-b1 Pronouns inside adjective another word in the sentence (He told possessive and http://grammar.ccc.commnet.edu/grammar/cases.htm clause, p. 116 me the whole story himself.) relative pronouns. C2-b2 Pronouns inside the noun clause, p. 117 “Second, the unprecedented mobility of capital that (not which – incorrect Mechanically Inclined relative pronoun) modern technology Pronoun Case Error, make possible has changed the p.110-12,170,172 economic fabric of the world.” Possessive Apostrophe, p. 113-115 (Relative pronouns: who as subject (Who did you say is running the dance?) Write for College, 24, 772 and whom as object (Whom did you contact about the dance?)

Ensure that a verb agrees with its 28-32 Examples: Everyone is, both are, few -Identify subject and Power Point – Subject/Verb Agreement: Grammar Plan Book subject in unusual situations (e.g., are, each is, none are, no one is, some verb. http://grammar.ccc.commnet.edu/grammar/ppt/svagr.pp C2-c Agreement in number, p. 118 when the subject-verb order is are, somebody is -Ensure agreement s#2 C2-d Pronoun-pronoun agreement, inverted or when the subject is an between subject and p. 118 indefinite pronoun) verb. Mechanically Inclined Indefinite Pronoun, p. 107, 170 Subject-Verb Agreement, 118-120

Write for College, 849-851

V.1.07 20 Power of Language Module: Part 1 2-07 Provide idiomatically and 33-36 Examples: -Identify Prepositions - Locators in Time and Place: Grammar Plan Book contextually appropriate • accompanied with (associated prepositions. http://grammar.ccc.commnet.edu/grammar/prepositions. B7 The predicate expanded, p.111 prepositions following verbs in with): He accompanied his -Identify verbs. htm#superfluous situations involving sophisticated demands with threats. -Ensure correct usage Mechanically Inclined language or ideas • accompanied by (to be in the of prepositions Wrong or Missing Preposition, company of): The boys were following verbs. p. 74-76,163 accompanied by a guide. • compare to (one thing is like Write for College, 799-800 another): She compared you to a squalling baby, compare with (two things considered together and their qualities compared) The critics compared his earlier novels with his latest one. Ensure that a verb agrees with its 33-36 “Everything but the eggs was in the -Identify subject and Consistency of Tense and Pronoun Reference: Grammar Plan Book subject when a phrase or clause same box.” verb. http://grammar.ccc.commnet.edu/grammar/consistency. B4 Subject-verb agreement, p.102 between the two suggests a “Poe’s stories of mystery and -Identify phrase. htm B4-a Compound subjects, p.103 different number for the verb imagination appeal most to me.” -Identify clause. B4-b Subject and verb separated by -Ensure agreement Online Quiz – Verb Tense Consistency: prepositional phrase, p.103 between subject and http://grammar.ccc.commnet.edu/grammar/quizzes/chut B4-c Inverted subject and verb, p.104 verb when a phrase or e.htm B4-d Indefinite pronoun as subject, clause separates p.104 subject and verb. http://grammar.ccc.commnet.edu/grammar/cgi- shl/quiz.pl/consistency_quiz.htm Mechanically Inclined Subject-Verb Agreement, p. 118-120

Write for College, 849-851 Use correlative conjunctions 33-36 “Neither plaintiffs nor defendants…” -Identify correlative Conjunctions: Mechanically Inclined correctly conjunctions. http://grammar.ccc.commnet.edu/grammar/conjunctions Conjunction Defined, p.184 -Ensure correct .htm#correlative_conjunctions Coordinating Conjunctions Defined, usage. p.184 Subordinating Conjunctions Defined, p.184 FANBOYS Defined, p.184 * Example for “How ACT Assesses” section taken from • Barron's ACT 2007, 2006, Barron's Educational Series, pp. 21-31.

• ACT Practice Test #1 at http.//www.mel.org/ double click on yellow box at top of page entitled "ACT...Practice Tests..."

V.1.07 21 Power of Language Module: Part 1 2-07 Conventions of Punctuation ACT How ACT Assesses * What Students Need Web Resources Print Resources Score (or might assess) to Know Range Delete commas that create basic 13-15 “Few taxpayers received, the much - Parts of Power Point – Diagramming Sentences: Mechanically Inclined sense problems (e.g., between talked about rebate.” speech http://grammar.ccc.commnet.edu/grammar/ppt/diagrams Crafting Sentences with Commas, verb and direct object) (The comma should be deleted.) - Parts of a .pps p. 83-101 sentence - Comma usage Lesson - Manipulating Sentences to Reinforce Grammar Skills: http://www.readwritethink.org/lessons/lesson_view.asp? id=248 Provide appropriate punctuation 16-19 Power Point - The English House of Commas: The Grammar Plan Book in straightforward situations http://grammar.ccc.commnet.edu/grammar/ppt/commas. A8-d series separator, p.92 • items in a series: “ethnic minorities, men, and older - Punctuation, pps A8-b interrupter, p.90 students…” commas for items in “they address more than one subject, a series 12 Rules for Commas: Mechanically Inclined they intrude upon the domain of the http://grammar.ccc.commnet.edu/grammar/commas.htm Commas in a series, p. 99-101

legislature, or they bear too colorful a Online Quiz – Quiz on Commas: title.” Commas, p.180-81 http://grammar.ccc.commnet.edu/grammar/quizzes/com

• clauses with coordinate ma_quiz.htm conjunctions: “Some slightly overweight people never - Identify clause seem to notice their obesity, and they - Identify Online Quiz – What Happened to the News?: Comma Splice, p.87-89 even look attractive to others.” coordinating http://grammar.ccc.commnet.edu/grammar/quizzes/com conjunction mas_fillin.htm

• punctuation in quotations: Peggy screamed, “Police!” Online Quiz – - Punctuation in Using Commas with Coordinating Conjunctions: quotations http://grammar.ccc.commnet.edu/grammar/quizzes/nova Dialogue Rules, p. 53-57 • hyphenate a compound /nova1.htm “surface-mine reclamation” adjective that comes before Quotation Marks: the noun it modifies - Identify compound adjective, http://grammar.ccc.commnet.edu/grammar/marks/quotat - Punctuation usage ion.htm

Online Quiz – Quiz on Using Quotation Marks: Hyphen, p. 157-59, 182 http://grammar.ccc.commnet.edu/grammar/quizzes/quot es_quiz.htm

The Hyphen: http://grammar.ccc.commnet.edu/grammar/marks/hyphe n.htm V.1.07 22 Power of Language Module: Part 1 2-07 Delete commas that disturb the 16-19 “…the long-awaited, conclusive, - Appropriate comma General Websites for Comma Help: The Grammar Plan Book sentence flow (e.g., between highpoint…” (The comma after usage for sentence http://www.grammarbook.com/default.asp A8-a opener, p.89 modifier and modified element) “conclusive” should be deleted.) flow A8-c closer, p.91 http://grammar.ccc.commnet.edu/grammar/index.htm D3-d commas, p.136

http://ace.acadiau.ca/english/grammar/intro.htm Mechanically Inclined Introductory, p. 90-92 Additions, p. 96-98 Use commas to set off simple 20-23 “The weight of the car, of course, - Identify parenthe- Mechanically Inclined parenthetical phrases determines the cost of the license.” tical phrases Nonrestrictive Element, - Comma usage p. 93-95

Delete unnecessary commas when 20-23 “Few taxpayers received, the much - Appropriate comma The Grammar Plan Book an incorrect reading of the talked about rebate.” usage for sentence D3-d commas, p.136 sentence suggests a pause that (The comma should be deleted.) flow should be punctuated (e.g., Mechanically Inclined between verb and direct object Commas, p. 83-87 clause)

Use punctuation to set off 24-27 “…and, according to the American - Identify The Grammar Plan Book complex parenthetical phrases Medical Association,” parenthetical phrases A8-b interrupter, p.90 “This textbook, unlike the one I had - Comma usage before, is written in a style I can Mechanically Inclined understand.” Nonrestrictive Element, p.93-95

Recognize and delete unnecessary 24-27 “The author must present a protagonist, - Appropriate comma commas based on a careful and an antagonist, and he must also give usage and sentence reading of a complicated sentence them a cause worth arguing over.” (The flow in complicated (e.g., between the elements of a comma after “protagonist” should be sentences compound subject or verb joined deleted.) by and) Use apostrophes to indicate 24-27 “suing party’s claim” - Identify apostrophe Power Point – The Mighty Apostrophe: The Grammar Plan Book simple possessive nouns - Identify possessive http://grammar.ccc.commnet.edu/grammar/ppt/apostrop C3 nouns: use of the apostrophe in noun he.pps possessives, p.121

Mechanically Inclined Possessive Apostrophe, p.47-49, 113-115, 181

V.1.07 23 Power of Language Module: Part 1 2-07 Recognize inappropriate uses of 24-27 “After five minutes of silence, the actor - Identify colon and Power Point – The Colon: A Sentence Gateway The Grammar Plan Book colons and semicolons uttered those famous words: “To be or semicolon and their http://grammar.ccc.commnet.edu/grammar/ppt/colons.p D3-b colons, p. 134 not to be; that is the question.” (The usage ps#8 D3-c semicolons, p. 135 colon and semicolon are correct.) Power Point – Our Friend The Semi-Colon: Mechanically Inclined http://grammar.ccc.commnet.edu/grammar/ppt/semi2.pp Colons, p.152-53 s Semicolons, p.150-151

The Semi-Colon: http://grammar.ccc.commnet.edu/grammar/marks/semic olon.htm

The Colon: http://grammar.ccc.commnet.edu/grammar/marks/colon. htm

Online Quiz – Using Colons Effectively: http://grammar.ccc.commnet.edu/grammar/quizzes/nova /nova5.htm Use commas to set off a 28-32 “There it sat, behind thick glass in a - Identify Power Point - Identify Sentence Fragments: The Grammar Plan Book nonessential/nonrestrictive large wooden display case, waiting” nonessential/ http://grammar.ccc.commnet.edu/grammar/ppt/fragment A1 adverbials, p. 75 appositive or clause or phrase “They set aside certain days and times nonrestrictive s.pps#4 A1-a adverbial clauses, p. 76 to hold small claims court which may be appositive A1-b moveable adverbials, p. 77 different for each county.” (restrictive - Identify Online Quiz - clause – no commas) nonessential/ Using Commas with Introductory Phrases: Mechanically Inclined nonrestrictive clause http://grammar.ccc.commnet.edu/grammar/quizzes/nova Nonrestrictive Element, or phrase /nova2.htm p. 93-95

Deal with multiple punctuation 28-32 “Others are deciding such mixed-up - Identify compound Power Point – Avoiding Run-on Sentences: Mechanically Inclined problems (e.g.. compound issues as personal property taxes, sentences http://grammar.ccc.commnet.edu/grammar/ppt/run- Comma in compound sentence, p. sentences containing unnecessary cigarette and beer taxes, mandatory - Identify ons.pps#8 84-86 commas and phrases that may or health insurance, tuition tax credits, parenthetical phrases may not be parenthetical) state park expansion, farm animal - Comma usage Lesson - Run-on Sentences, Comma Splices: abuse, safety inspections, funding of http://grammar.ccc.commnet.edu/grammar/runons.htm# abortions, homeless shelters, gambling, splice seat belt laws, official language laws, and school financing.” (The conjunction Online Quiz – Repairing Run-On sentences: and at the end of this long series needs http://grammar.ccc.commnet.edu/grammar/quizzes/runo V.1.07 24 Power of Language Module: Part 1 2-07 to be set off with a comma.) ns_quiz.htm

Online Quiz – Run-ons and Fragments: http://grammar.ccc.commnet.edu/grammar/cgi- shl/quiz.pl/fragments_quiz.htm

Use an apostrophe to show 28-32 “…Frobushes’ home.” - Identify apostrophe Online Quiz – The Grammar Plan Book possession, especially with - Identify irregular Catastrophes of Apostrophic Proportions: C3 nouns: use of the apostrophe in irregular plural nouns plural nouns http://grammar.ccc.commnet.edu/grammar/quizzes/apos possessives, p.121 trophe_quiz2.htm Mechanically Inclined Possessive Apostrophe, p.47-49, 113-115, 181 Use a semicolon to indicate a 28-32 “Life is hard work; life can be a - Use of colons Lesson – Using Semi-Colons: The Grammar Plan Book relationship between closely pleasure.” - Identify semicolon http://www.grammarbook.com/punctuation/semicolons. D3-c semicolons, p. 135 related independent clauses - Identify asp independent clauses Mechanically Inclined Semicolons, p.150-151 Use a colon to introduce an 33-36 “After five minutes of silence, the actor - Use of colons Lesson – Using Colons: The Grammar Plan Book example or an elaboration uttered those famous words: “To be or http://www.grammarbook.com/punctuation/colons.asp D3-b colons, p. 134 not to be; that is the question.” Mechanically Inclined Colons, p. 152-53

* Examples for “How ACT Assesses” section taken from • Barron's ACT 2007, 2006, Barron's Educational Series, pp. 21-31.

• ACT Practice Test #1 at http.//www.mel.org/ double click on yellow box at top of page entitled "ACT...Practice Tests..."

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