curricular map to post!

8/14/2019 Curricular Map to Post!

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ORIGINAL CURRICULAR MAP


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REVISED CURRICULAR MAP (9/28)

Unit Texts Assessments Eng Goals # of Wks

Unit 1:

Poetry toget the

mindgoing

Music

brought inby students

containingexamples offigurative

language

Select

poems byLangston

Hughes,Maya

Angelou,EmilyDickinson,

and selectHaikus

Sonnets byWilliam

Shakespeare

Students will learn

figurative languagethrough the use of

music.

Students will compile

a poetry book inwhich they will:

1. Gather poems

of differingtypes which

include sometype of

figurativelanguage andshow why it is

figurativelanguage

2. Demonstrate

theirunderstanding

of the differentpoetry types

through

analysis3. Write their

own poetryfollowing

poeticconventions

and using

figurativelanguage

Figurative

Language

Exposestudents topoetry done

in differentforms

Poetrywriting

5 weeks

Michigan Standards for English Language ArtsCE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the

purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal,

poem or digital story).

CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres

CE 1.5.4 Use technology tools to produce polished written and multimedia work

CE 3.1.1 Interpret literary language while reading literary and expository works

CE 3.2.2 Identify different types of poetry and explain how specific features influence meaning

CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers


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Unit 2:

The Art ofPerform-

ance

Hamlet by

WilliamShakespeare

Lysistrata

A Raisin inthe Sun by

Lorraine

Hansbury

Video:Sidney

Poitiers ARaisin in theSun

Backup:

Medea

Students will write a

modern dayadaptation of either

Lysistrata OR Hamletand will be asked toeither prepare a

video of the groupacting it out or act it

out live for the class.

Students will

research an aspectof the Civil Rights

Movement as itrelated to A Raisin inthe Sun and write a

3-5 page paper ontheir findings.

Public

Speaking

Group Work

Drama and

its forms

Performance

7 weeks

Michigan Standards for English Language Arts

CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the




CE 1.3.7 Participate collaboratively in groupsfulfilling roles and responsibilities, posing relevant

questions, giving and following instructions, acknowledging and building on ideas and contributions ofothers

CE 1.5.4 Use technology tools to produce polished written and multimedia workCE 3.2.3 Identify how elements of dramatic literature illuminate the meaning of the text

CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers

CE 3.4.2 Understand that media and popular texts are produced within and social context and have

economic, political, social, and aesthetic purposes


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Unit 3:

Debateand thereal world

Job Postings

School Codeof Conduct

and School

DistrictRules

Pamphlet

City and

State andFederal Laws

Presidential

Debate

Video toshow

studentsformat of a

debate

Students will

compose aprofessional resumewhich they can use

for college or after

school jobs.

Students will beassigned a debate

topic relating to

school policies ornational or state

laws, in which theywill do research for

both sides. Students

will have one-on-onedebates and they will

be assigned the sidethey will fight for the

day of the debate.

Professional

writing

Research

Debate/Defending a

position

6 Weeks


CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the



CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position,

explore a topic, tell a story, or serve another purpose while simultaneously considering the constraints and

possibilities (e.g. structure, language, use of conventions of grammar, usage and mechanics) of the selected

form or genre.

CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genresCE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing

perspectives and employing a structure that effectively conveys the ideas in writing.

CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research

CE 2.1.2 Make supported inferences and draw conclusions based on informational print


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Unit 4:

Defending

YourClaims

Various print

and media

sources

Students will use

print and media

sources to researcha topic of theirchoice (approved by

teacher, extensive

list of topic ideas willbe provided)

Students will make

an argument anddefend through the

medium of a formal

essay, using factsfrom both primary

and secondarysources

Technology

as an

English tool

Research

Defendingyour Position

6 Weeks


CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting,

revising, and editing complex texts.CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the

purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal,poem or digital story).

CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position,

explore a topic, tell a story, or serve another purpose while simultaneously considering the constraints and

possibilities (e.g. structure, language, use of conventions of grammar, usage and mechanics) of the selected

form or genre.


CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing

perspectives and employing a structure that effectively conveys the ideas in writing.CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research




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Unit 5:Taking a

Walk inOther

PeoplesShoes:Diversity

inLiterature

Things FallApartby

ChinuaAchebe

AmericanBorn

Chinese byGene Yang

ForgottenFire by

AdamBagdasarian

OR TheAbsolutely

True Diary of

a Part-TimeIndian by

ShermanAlexie

Audio:Buffalo

Solider Bob

Marley

In groups, studentswill choose one of

the novels or thegraphic novel and

find similarities anddifferences betweenthe cultures

represented in thebooks and the

cultures of the group

members. (Examplesof questions to

explore: How can wehelp to refute

stereotypes? Howare we alike and

different? How do

the cultures of thetwo groups you

read/listened todiffer or how are

they the same?)

Students will keep adaily journal

detailing the

discussion that theirgroup has, their

feelings, questionsthat arise out of

discussion, etc.

Diversity inLiterature

Journaling

Group Work

Discussion

Connections

throughbetween

texts

4 Weeks

Michigan Standards for English Language ArtsCE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres

CE 1.3.7 Participate collaboratively in groupsfulfilling roles and responsibilities, posing relevant

questions, giving and following instructions, acknowledging and building on ideas and contributions of

others


CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other

texts.CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writersCE 3.4.2 Understand that media and popular texts are produced within and social context and have



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Unit 6:Fantasy

andFairytale

Dracula byBram Stoker

ORFrankenstein

by MaryShelley

Backup:The Time

Machine by

H.G. Wells

For Frankenstein:students will prepare

a 7-10 minutepresentation on how

the science at thetime of the bookrelates and

compares to thescience of today

For Dracula:Students will prepare

a 7-10 minutepresentation on why

Dracula has becomesuch a cultural icon

looking through a

historical and acultural lens.

History as itrelates to

English

Science as itrelates toEnglish

4 weeks

Michigan Standards for English Language ArtsCE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres






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Unit 7:

Characters

Like Me

We All Fall

Down by

RobertCormier

ChineseHandcuffsby Chris

Crutcher

Deliver Us

from Evie byM.E. Kerr

Students will write

short yearbook

messages to thecharacters in the

play. These

messages shouldaddress:

1. Praise or

criticism for

how thecharacter

handled theirproblem(s)

2. Advice for the

character

3. Is this aproblem thatother teens are

going through?

Was theirproblem

realistic?

As an end of the

year project,students will choose

one book from thisunit as well as one

text/activity fromanother unit and

write a final paper

(3-5 pages)concerning the ways

in which Englishrelates to their lives

and how they plan to

use English in thefuture.

English as it

fits in with

their ownlives

4 Weeks


CE 1.2.2 Write, speak and visually represent to develop self-awareness and insight






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ORIGINAL REFLECTION

I have chosen to outline my curriculum in this way for many reasons. First of all, too

many students believe that English is a subject that is only useful in the classroom, and

with this specific curriculum, I hope to show students that English is something that theycan use everyday and that is has severe consequences on their lives. While still putting an

emphasis on classic English conventions, such as poetry, reading and writing, I have

selected texts and activities that are practical and applicable to the students lives.

Unit 1: Poetry to Get the Mind Going

I chose to start out with a poetry unit because I believe that it is important for students to

see how the discipline of English is not something that is easy or something that onecan B.S. Poetry has very strict conventions and I want students to see that English can

be just as challenging as Calculus and Chemistry. I think that in showing students the

frustrations and challenges of writing and finding appropriate poetry, they will have a

newfound sense of respect for English as a discipline. I chose the specific poems that Ichose to show the students the varying nature of poetry. I also chose to have students

listen to music and give a lesson the poetic nature of song to show that something thatthey probably listen to everyday has to do with poetry and English. While keeping the

content appropriate for the classroom, I hope to show the students to poetic nature of rap

music, something that many students in the class really enjoy, to show them that it is not

all about violence and drugs. I am choosing to have them compile their own poetry booksbecause I feel that students will be challenged by this assignment because they will have

to locate and write poems containing very specific poetic conventions. I think that all of

these texts and activities will give the students the tools to analyze texts and show themthat it is okay to dig deep.

Unit 2: Drama

I want to include a drama unit this year because I feel that it is important for students to

get a sense of the history of what English is, by reading classical plays and more

modern plays. I think that this unit will help them understand genres and help them toclassify what they are reading into a genre. In writing a modern day adaptation of a play

and presenting it to the class, students will not only be able to practice their speaking

skills and build their confidence being in front of a group of people, but they will work to

translate text into todays English, which will hopefully build bridges between thepast and the present.

Unit 3: Reading and Research for the Real World

I want to include this unit to show students that the concept of English expands beyond

reading novels and encapsulates things that they read in their everyday lives; students use

English all the time and they might not know it, so I want them to see how applicable it isto them. I want them to be exposed to texts in various forms as well; the newspaper, the

internet and pamphlets are all ways to use English everyday. This is going to be a great

use of technology and I hope to teach internet etiquette in this unit with various trips to

the library for the students to do research. I think that the journal entries about newspaper


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articles are important because not only will it force students to keep up on current events

and become more knowledgeable about their world, it will force them to write and put

their ideas and feelings on paper in a very non-formal, non-threatening way. The mockpresidential election and college presentation allow for students to use various resources

to do research and come to conclusions. Not only does this unit promote English as an

everyday subject, it also teaches critical thinking and resource use.

Unit 4: The Research Paper

I want to include a research paper unit because I know that the school board is strivingfor more students to attend college, so I want to give the students practice in writing

formal essays such as those that will be used in college entrance applications as well as in

college classes. This unit will stress the importance of formal writing, but I also hope to

teach them that there is a correct time and place for this type of writing and show themthat it is not the only kind of writing out there. This unit will also force students to sift

through material and find the material that they can use best; it is a test in time

management and organization. Students will also, again, be exposed to many different

forms of print such as the internet, magazines, newspapers, encyclopedias, pamphlets,court documents and interviews. Again, this is another great example of how one can

show students that the study of English goes beyond novels. It is also an important lessonin making a claim and defending it; students need to assert their position on their topic

and support it with points. This will not only make the students better writers but it will

make them better debaters.

Unit 5: Diversity in Literature

Far too often, students only read novels by white men from the United States. In this unit,

students will get a chance to learn about other cultures by reading novels and a graphicnovel about people from other countries. This unit is designed to get students to look at

other cultures and determine how people from other cultures are similar to we are.

Hopefully, this unit will bridge gaps between cultures and promote a higher tolerance ofthings that are different. I have included a graphic novel in this unit to again show that

English and books can take on many different types, hopefully to promote reading.

Unit 6: Writing for the Real World

While I have already stressed formal essay writing earlier in the year, I now want to show

the students how they can take the formal writing they learned in unit 4 and apply it to

real world situations. Chances are, after college, many students will never write a formalessay again, however, they will be forced to write other formal documents. In this unit, I

want to give the students the tools that they will need to compose these formal

documents. Students will write resumes, which will not only be a useful tool in the future,it will give them a chance to put their accomplishments on paper which will hopefully be

a confidence booster to students and make them realize how much they have really done.

Students will also be asked to interpret laws, which, even though they cannot vote yet, inthe future they will need to do it in order to elect candidates who believe in what they

want. I am having them petition for change in a law that they do not agree with, as well,

(even though these letters will not be sent out) to show how they have the resources to

make a difference.


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Unit 7: Characters Like Me

This unit deals with texts that deal with issues of being a teenager. The characters in thesenovels are going through very similar things that my students are going through at this

age, and I feel that the students will be able to connect with the characters in these books

very easily. Not only will they see how they can connect to characters in books, they willhopefully see, from these novels, that there are many ways of solving their teenage issues

even though sometimes it feels like there are no options or very limited options. For their

final paper, I want them to make connections across the curriculum and show howmultiple characters from texts throughout the year are similar to them. Hopefully, this

will make students see that they can, indeed, relate to English and hopefully make them

want to continue their English education.

REVISED REFLECTION (9/28)

I have chosen to outline my curriculum in this way for many reasons. First of all,

too many students believe that English is a subject that is only useful in the classroom,

and with this specific curriculum, I hope to show students that English is something that

they can use everyday and that is has severe consequences on their lives. While still

putting an emphasis on classic English conventions, such as poetry, reading and

writing, I have selected texts and activities that showcase ways in which English can be

useful outside of the classroom. The ways in which each unit fits in with the Michigan

Standards for English language arts can be found underneath each unit on the curricular

map.

Unit 1: Poetry to get the mind going

The reason why I am starting this year with a poetry unit is because I want to show

students that in English, there are not necessarily right or wrong answers, and I want to

show them that it is okay to take risks and be creative in this class. I am starting the unit


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out with a lesson on figurative language because the language that poets, writers and

speakers use is what gets the point across; I want students to learn to chose their words

carefully and think about what meaning their words have. I am having students bring in

music with examples of figurative language in it because I think that this will be a good

way to give the students a lesson on respect and what is appropriate at the very beginning

of the year; they will learn what is and what is not appropriate material for school, and

while they can be creative, they have to keep their audience in mind. Also, I think that

allowing students to find examples of figurative language in a form that most students

enjoy will make them remember the ideas better. I am also choosing to have them

compile their own poetry books because I feel that students will be challenged by this

assignment because they will have to locate and write poems containing very specific

poetic conventions. I think that all of these texts and activities will give the students the

tools to analyze texts and show them that it is okay to dig deep.

Unit 2: The Art of Performance

I have included a drama unit in this years curriculum. Students will read Hamlet and

Lysistrata, and then form groups in which they will translate the plays into todays

language, which they will then either perform for the class or bring in a video tape of

their performance that they have prepared outside of class and show it in class. I think

that this is a great way to help students understand difficult texts, but it is also a great way

to show students how diverse the English language is. While we want to promote

standard English in school, I feel that students need to know that there is a time and a

place for standard English, but other forms of English are not wrong. Students will be


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able to experiment with different forms of the English language in their performances to

best match who they have transformed their characters into. (For example, students may

use AAVE in their performances if they wish.) I think that this assignment will also help

give students practice in the art of public speaking. Many students feel anxious to speak

in front of their peers, however, in taking on another character, they may feel more

comfortable and perhaps show students that they are able to be a successful public

speaker even if the student is shy. Students will also be researching a topic that has to do

with the Civil Rights Movement as it related to A Raisin in the Sun. I feel that it is

important for students to know about other cultures and how they have struggled in the

past. This project will allow students to learn about the history of African American

struggle, but do it through fictional and historical characters, being able to see similarities

and differences.

Unit 3: Debate and the Real World

I have included this unit to show students that the realm of English expands beyond

reading novels and writing essays but also includes things that they may read everyday;

students use English all of the time but may not know it, so I want to show my students

how applicable the field is to their everyday lives. Students will compose a job resume in

this unit using a very standard form of English. I want to try to demonstrate to students

again in this unit the difference between when to use standard English and when other

forms may be acceptable. I also want to expose students to texts in different forms in this

unit; students will read articles and texts on the internet, in newspapers and in pamphlets

during this unit, and students will be taught to recognize these items as things that can be

read and analyzed just like a piece of literature can be read and analyzed. Students will be


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using the information that they acquire in their research of assigned topics in one-on-one

debates. Students will be assigned a topic; however, they will be required to research both

sides of the argument and will receive the side they will be arguing for at the beginning of

the class period that they are debating. This way, students will not weigh their research to

one side, but they will understand both sides of the argument, hopefully helping them to

formulate their arguments better using information from the opposing side. Structured

controversy in the classroom is something that is often overlooked, but students can learn

so much if they have to argue for something. It also really helps them develop

transformational thinking, which is what the Michigan Standards for English Language

Arts grade 11 say is the overarching theme of this year. By researching and debating,

students will begin to see that there is more than one side to many issues, and perhaps

even change their own stance on issues. Much of the research for this unit will be done

during class time so students who do not have access to the internet or newspapers at

home will be able to do the assignment.

Unit 4: Defending Your Claims

The reason that I have included a research paper is because I know that the school board

is striving for more students to attend and be prepared for college. I want to give the

students practice in writing a formal essay, and stress the fact that this is the kind of

situation in which formal, standard English is the norm. I believe that the strategies and

techniques that students learn in this unit will help them write college entrance essays and

also help them when they are in college and assigned their first big paper. This unit will

also help students build their skills of determining what is important; so many websites,


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magazines and newspapers are riddled with unimportant things these days, this unit will

help students be able to pick out what is important. Students will, again, be exposed to

many different forms print, showcasing that the realm of English expands beyond the

novel. The unit will also give students further practice in making a claim and defending

it; in the previous unit they had to argue a claim aloud, however, they now have to argue

it on paper. Students research papers will be graded on how well they make their

argument and how well they defend it. This will not only make them better writers, but it

will also make them better citizens who know how to synthesize information and who do

not take everything at face value.

Unit 5: Taking a Walk in Other Peoples Shoes: Diversity in Literature

Too often, secondary students are forced to only read novels written by white men. In this

unit, students will read novels and a graphic novel written by and about people from other

cultures. This unit is designed to show students that we are not the only ones in the world;

students will look at the similarities and differences between their own culture and the

cultures presented in the books, and also asked to think about ways in which we can

refute stereotypes. Students will participate in small group discussions throughout this

unit and discuss how the cultures represented in the books are similar and different from

the cultures represented in the group. Groups will also discuss how stereotypes of the

cultures represented in the books could be refuted. Students will keep a daily journal in

which they will write what their group discussed, what questions arise from the

discussions, their feelings about the book, discussion, culture, etc, or anything else that

the students feel is important concerning the group discussion or the book. I feel that


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journals are a great tool for students to assess their own learning and assess where they

would like discussion to go. It allows students to have a space to write ideas and feelings

without having to worry about typical writing conventions.

Unit 6: Fantasy and Fairytale

English is about being creative and taking risks. In this unit, students will get to see the

creative side of literature, but also how it has grounds in science, history, etc. The

presentations for Frankenstein and Dracula will also allow students to research a topic

that is outside of the realm of English; some students will research scientific methods and

beliefs to show how the science at the time Frankenstein was written is different from the

science of today and research if something like Frankenstein is possible with todays

technologies. Students who present on Dracula will take a look at history to determine

how the character of Dracula became so popular, looking through a historical and cultural

lens. This allows students with interests outside of English to showcase their talents but

also see how other fields relate to English. Also, I feel that this unit can really cater to

both males and females because these are traditionally male topics however,

Frankenstein was written by a female, and perhaps this will be a way to get more females

interested in the field of science as it relates to English.

Unit 7: Characters Like Me

This unit deals with texts that deal with issues of being a teenager. The characters in these

novels are going through very similar things that my students are going through at this

age, and I feel that the students will be able to connect with the characters in these books


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very easily. Not only will they see how they can connect to characters in books, they will

hopefully see, from these novels, that there are many ways of solving their teenage issues

even though sometimes it feels like there are no options or very limited options. The

yearbook messages are intended for students to decide whether the teens in the book

handled their situations well or not. Of course, everyones yearbook messages will be

different because everyone will have different opinions. For the students that are

comfortable sharing their messages, time will be available for them to share with their

peers. I am doing this so students can understand that there is no one way to solve a

difficult problem, and hopefully the teens in my class will get some ideas for their own

lives by reading these novels and doing this activity. For their final paper, I want them to

make connections across the curriculum and show how multiple characters from texts

throughout the year are similar to them. Hopefully, this will make students see that they

can, indeed, relate to English and hopefully make them want to continue their English

education.

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