COVER PAG COVER PAGE 1. Board Agenda Date: May 4, 2016 2. Course Title: 6. District Graduation Credit: 9. University of California (UC) Reading Appreciation Subject Area Credit: English 3. Course Number: a. History/Social Science 07513 World History United States History b. English 4. Course Abbreviation: Civics or Economics c. Mathematics Mathematics d. Laboratory Science 5. Author Name or UC Program Status Title Biological Science e. Language other than Teacher/Author Name: David Rivas English (LOTE) School: Highland High School Physical Science Phone: (661) 538-0304 Physical Education f. Visual & Performing Arts Extension: 105 Intro E-mail: [email protected] A VAP Foreign Language Advanced . UC Program Status Name: Healthful Living X g. College Prep Elective Check the appropriate box California State University (CSU) Early X Elective h. Does Not Apply Assessment Program (EAP) College Board Advanced Placement (AP) Program 7. High School Credits: 10. Seeking UC “Honors” Distinction: International Baccalaureate (IB) Program Semester – 5 Credits PASS Program S YE Project Lead the Way (PLTW) X Year – 10 Credits University of California Curriculum X NO Integration (UCCI) Institute 8. Seeking District “Honors”: Other – UC Program Status Course S YE X NO E Reading Appreciation Highland High School (052541) Submitted: Feb 22, 2016 Decision: Feb 26, 2016 APPROVED Basic Course Information Title: Reading Appreciation Transcript abbreviations: ENGL RA / TBD, Reading Appreciation / TBD Length of course: Full Year Subject area: College-Preparatory Elective ("g") / English Integrated (Academics / CTE)? No Grade levels: 9th, 10th, 11th, 12th UC honors designation? No Course learning environment: Classroom Based 1 Reading Appreciation ADOPTION – May 4, 2016 Course Description Course overview: Reading Appreciation exists primarily to support the Common Core State Standards for English Language Arts, but also to provide students with as much opportunity to rediscover the pleasure of reading, as the course title implies. Rather than being limited to only a short reading list that requires all students to read the same book, Reading Appreciation will also give students a great variety of books that fit their interests and reading level over the course of a year, as they will continue to develop and refine essential skills in reading, writing, speaking, and listening. Aligned with the Common Core Standards, the curriculum will consist of thematic units featuring books of specific genres, consisting of a classical text read either in its entirety or near-entirety by the class as a whole, where students complete a number of assignments aligned with both 21st century learning skills (collaboration, communication, critical thinking, and creativity) and Common Core Standards for English and Language Arts. After the whole class reading, students are encouraged to select books of the same genre that fit their particular reading interests. Although students will be asked to read across a wide variety of genres traditionally thought of as reading done for the pleasure of reading, 21st century skills are emphasized. Furthermore, all the books studied from a particular genre will share common thematic elements. Prerequisites: None Co-requisites: No 2 Reading Appreciation ADOPTION – May 4, 2016 Course content: Unit 1: Fantasy “There’s a Whole Other World Out There!” As a whole class, students will read and analyze through group discussions, brief lecture and literature circle activities excerpts from The Epic of Gilgamesh and Lewis Carrol's Alice in Wonderland, and J.R.R. Tolkien's The Hobbit. Then, students will choose a similar book to read independently (see Independent Reading Options below). After analyzing how the fantasy genre acts as a mirror to the real world, often revealing details about ourselves and our world -- some that we may not appreciate-- students will explain how their chosen independent reading work extols and/or criticizes the world we live in. Students will be taught through modeling (using the whole class works studied) and exemplars to compose an Informative/Explanatory essay before crafting an essay in which they will examine and convey ideas about how works of fantasy critique the world around us through the effective selection, organization, and analysis of content with evidence from the book that they have selected to read independently. Students will edit, proofread, and publish these essays into a portfolio. Independent reading options may include: Tolkien, J. R. R. The Lord of the Rings (any book from the trilogy) Martin, George R. R. A Song of Ice and Fire LeGuin, Ursula K. A Wizard of Earthsea Rowling, J.K. any two books in the Harry Potter series Lewis, C.S. The Lion, the Witch, and the Wardrobe and any one other book in the Chronicles of Narnia Series 3 Reading Appreciation ADOPTION – May 4, 2016 Unit 2: Graphic Novels “Beyond Tights and Capes” As a whole class, students will explore the Cultural Revolution in Iran in the 1970s via research, documentaries, and brief lectures to provide a historical context for reading Marjane Satrapi’s semi- autobiographical graphic novel Persepolis. To build background knowledge about reading the genre, students will read excerpts from Scott McCloud’s Understanding Comics. Students will compose a personal narrative in the form of a memoir combining Marjane Satrapi’s style and their own. Since the graphic novel genre lends itself to literature circle discussions, students will be provided the opportunity for oral discussion and formal presentations, using multimedia resources. Students will also study visual imagery, analyzing how visual media such as advertisements and propaganda influence consumers’ decision making. Students will create their own ad campaign and use rhetoric to create an argument in a number of contexts. Methods of argumentation will be emphasized. Students will edit, proofread, and publish this memoir and ad campaign in a portfolio. Independent reading options may include: Kelly, Joe. I Kill Giants Moore, Allan. V for Vendetta Moore, Allan. Watchmen Yang, Gene L. American Born Chinese Millar, Frank. The Dark Knight Returns Spiegelman, Art. Maus I: A Survivor’s Tale: My father bleeds history Spiegelman, Art. Maus II: A survivor’s tale: And here my troubles began Satrapi, Marjane. Persepolis II: The story of return Willingham, Bill. Fables, Volume I: Legends in Exile 4 Reading Appreciation ADOPTION – May 4, 2016 Unit 3: Young Adult Novels “Growth, Initiation, and Coming of Age” As a whole class, student will read excerpts from Mark Twain’s The Adventures of Huckleberry Finn and Doris Lessing’s entire short story “Through the Tunnel” to introduce the themes of growth, initiation and travelling through a rite of passage to come of age that are commonly found in young adult fiction. To build background knowledge, students will explore and reflect on the rites of passage from various cultures such as Jewish bar and bat mitzvahs, Hispanic quinceañeras, Amish Rumspringa, and their own experiences. This unit is designed to help students appreciate other cultures and find the universality of initiation into adulthood. Students will then read Laurie Halse Anderson’s Speak as a whole class and trace the protagonist's overcoming physical, emotional, and social obstacles as she comes of age. Students will analyze the symbolic meanings behind the rites as well. Students will write an informational/explanatory paper comparing and contrasting the rites of passage of characters within the young adult fiction unit. Students will study several rites of passages from many different cultures to compare and contrast them with the young adult novel’s concern with rites of passages. The intent is to give students the opportunity to examine characters for change and or growth. Comparing ourselves and contrasting ourselves will teach students to think carefully about their own place in the universe and also how others may view them. Point-by- point and block style essay methods will be taught prior to comparing and contrasting this essay, which students will edit, proofread and publish into a portfolio. Independent reading options include: Green, John. The Fault in Our Stars Suzak, Markus. The Book Thief Collins, Suzanne. The Hunger Games Spinelli, Jerry. Stargirl Condie, Ally. Matched Golding, William. Lord of the Flies Salinger, J.D. Catcher in the Rye Angelou, Maya. I Know Why the Caged Bird SingsPlath, Sylvia. The Bell Jar 5 Reading Appreciation ADOPTION – May 4, 2016 Unit 4: Science Fiction “In Search of a Better World” Students will explore significance of both the utopic and dystopic backdrops of science fiction works. As a whole class, student will read Isaac Asimov’s short story “...That Thou are Mindful of Him” as well as key excerpts from Mary Shelley’s Frankenstein. As both works may be seen as cautionary tales, students will consider what each work is warning against considering each work’s historical and cultural context. Students will compose a research paper that explores the historical context of, or the scientific basis of a chosen science fiction novel, while analyzing the metaphorical significance and symbolic meaning behind their chosen book. The basic elements of academic research will be taught in preparation for this essay assignment. Students will compose, edit, proofread, and publish their research paper into a portfolio. Independent reading options may include: Dick, Philip K. Do Androids Dream of Electric Sheep Asimov, Isaac. I, Robot Bradbury, Ray. Fahrenheit