State goal 1: read with understanding and fluency. State goal 2: read and understand literature representative of various societies, eras and ideas state goal 3: write to communicate for a variety of purposes



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WORLD LITERATURE CURRICULUM 2008-2009 (SENIOR ENGLISH)




STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY.

STATE GOAL 2: READ AND UNDERSTAND LITERATURE REPRESENTATIVE OF VARIOUS SOCIETIES, ERAS AND IDEAS

STATE GOAL 3: WRITE TO COMMUNICATE FOR A VARIETY OF PURPOSES
Unit 1 (Weeks 1-5):  Topic- Nuts and Bolts of Writing: Developing an Argument (Thesis Statements).

PRE- ACTIVITY


  • Developing College Personal Statement

    • Paragraph 1- Introduction: Introducing yourself through your career choice.

    • Paragraph 2-Your Past Experiences, Dreams

    • Paragraph 3 – Your Present Experiences… High school obstacles/challenges

    • Paragraph 4 – Your Future Goals



Initial Task: Methods of developing an argument (Making an analysis)


  • Learning to Propose an argument

    • Making a claim

    • Grounds

    • Warrant

    • Backing

    • Rebuttal

    • Use of qualifiers/Appeal mechanism

Second Task:


  • Making an analysis

    • Synthesizing

    • Process Mapping

    • Cause and Effect

    • Compare/Contrast

    • Making Judgments


Third Task Building a Thesis


  • Building Coherent three-point Thesis Statement

    • Developing three- points of an argument

    • Controlling their focus

    • Limiting their audience

    • Using a variety of examples



Grammar Exercises

- Developing and creating specific Sentences.



        • Creating Compound Sentences

        • Adjectives/Adverbs

        • The use of the Semi-colon

        • Conjunctions/ Conjunction Adverbs.


Writing Project (s) (Group Project)

* Individual Assignment(s)

- Students will create multiple Thesis statements.

* Group Assignment: TEXTUAL ANALYSIS: The purpose of the textual analysis is to increase awareness of the way that writers assemble texts in order to accomplish certain goals. Each writing group will present its analysis of an approved text. As an option, smaller groups or even single student presentations can be negotiated on an individual basis. (THE ARGUMENTIVE terminology WILL BE ENFORCED).



  • Each group will analyze the structure of the argument, and present the following concepts:

        • The argument’s claim.

        • The Warrant

        • Reason/Backing/Grounds

        • The use of qualifiers/The appeal mechanism


STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY.

STATE GOAL 2: READ AND UNDERSTAND LITERATURE REPRESENTATIVE OF VARIOUS SOCIETIES, ERAS AND IDEAS

STATE GOAL 5: USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS, AND COMMUNICATE INFORMATION
Unit 2 (Weeks 6-10): (Part One) Paragraph Formation: Writing Process/ Introduction to a variety of stylistic approaches in analytical and non-fiction writing.

Part One: Developing Paragraphs: Writing Process.

  • Generating Ideas

  • Read & Suspending Judgment

  • Looking for unresolved issues

  • Contextualize

  • Mapping the argument ( Outline/Survey)


PART TWO:
  • INTRODUCTORY PARAGRAPHS USING THESIS STATEMENTS


  • Sentence Structure-Appositive

        • Organizing Your Writing ( Main Ideas, Supporting Details, Chronological Order, Spatial Order, Order of Importance)

        • Elaboration ( Facts, Statistics, Sensory details, Incidents, Examples, Quotations)

        • Achieving Coherence ( Identifying Transitional Devices)

        • Achieving Unity.

  • Voice, Topic Sentence, Support Details

  • Transitional Sentences and Citation.  

  • Review of Grammar Exercise

        • Creating Compound Sentences

        • Adjectives/Adverbs

        • The use of the Semi-colon

        • Conjunctions/ Conjunction Adverbs

  • Literary Analysis-Tone, Foreshadowing, Characterization, Conflict, Theme, Irony.  


PART THREE

  • Creating Body paragraphs

  • Three-point thesis statement---Developing supporting details

  • Develop/Expand & support the thesis

  • The art of staying on Topic

  • Using effective Transitions

  • Creating a dynamic Conclusion

Writing Projects

INDIVIDUAL PROJECT

  • Practice drills on paragraph formation, including Thesis Statement

  • Creating Five paragraph Essay

GROUP PROJECT

- Peer editing and revising.

STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY.

STATE GOAL 2: READ AND UNDERSTAND LITERATURE REPRESENTATIVE OF VARIOUS SOCIETIES, ERAS AND IDEAS

STATE GOAL 5: USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS, AND COMMUNICATE INFORMATION

UNIT THREE (WEEKS 11-16) TOPIC: PERSUASIVE WRITING-RESEARCH BASED

WRITING FOCUS: COMPOSING AND FORMULATING AN ARGUMENT
RESEARCH PAPER

Each senior will complete one substantial paper on a topic of his or her choice. Topics may fall into any academic discipline, may combine or bridge two or more disciplines, or may extend beyond traditional department boundaries. As long as the project entails a well thought out thesis statement, the topic is likely to be approved. Successful completion of the research paper is a requirement for graduation.

All students are to compose an argumentative paper. Each student will select a pertinent issue of concern. The topic of your paper must be about a challenge, condition, or an experience Your paper should (1) identify a puzzle or research question; (2) make an explicit argument or hypothesis, preferably drawing on a particular theory. This is the students' opportunity to combine the different concepts and arguments that we have covered and that are most applicable

FORMAT LITERARY TERMS


  1. DEVELOPING TOPICS CLAIM, WARRANT, REASON

  2. COMPOSING THESIS QUESTION/STATEMENT BACKING, GROUNDS. QUALIFIERS

  3. NOTE CARDS/OUTLINES APPEAL MECHANISM,

  4. ROUGH DRAFT

  5. FINAL PAPER

(STUDENTS WILL PARTICIPATE IN PEER-EDITING)

WRITING (MANDATORY)

Writing= 6-7

FINAL ASSIGNMENT: (WILL BE IN WEEK 20 FOR FINAL EXAM FOR SEMESTER)


POWERPOINT PRESENTATION

(SHORT EXCERPT FROM RESEARCH PAPER WILL BE



PRESENTED IN POWERPOINT.)

STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY.

STATE GOAL 2: READ AND UNDERSTAND LITERATURE REPRESENTATIVE OF VARIOUS SOCIETIES, ERAS AND IDEAS

STATE GOAL 5: USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS, AND COMMUNICATE INFORMATION

STATE GOAL 3: WRITE TO COMMUNICATE FOR A VARIETY OF PURPOSES.

STATE GOAL 4: LISTEN AND SPEAK EFFECTIVELY IN A VARIETY OF SITUATIONS
Unit 4(Weeks 17-18):  Topic- Introduction to Realism
                                    

Thematic Question: How has the Quest for Self-Fulfillment Injured or Helped Society?
PART ONE WEEKS 17-18
REQUIRED READINGS: LITERARY TERMS:

DRAMATIC IRONY, DIALOGUE



  • “PO’SANDY” (ON-LINE) FOIL CHARACTER, SOLILOQUY,

  • “HOW MUCH LAND DOES A MAN NEED”, P.958 SETTING, CONFLICT, SYMBOL

  • “EDITHA” (ON-LINE). SUSPENSE, EXTENDED METAPHOR

  • “A PIECE OF STRING”, P.944 HYPERBOLE, SYMBOL

OPTIONAL: “A DOLL HOUSE”, P.1018 TONE, FORESHADOWING, DICTION
HONORS SOUND DEVICES

  • “THE YELLOW WALLPAPER” (ON-LINE).

WRITING (Mandatory)     

- Papers will be returned to students who fail to follow the

correct procedure of formulating thesis/intro.



UNIT PROJECT(S)

HISTORICAL OVERVIEW/STUDY OF GENRE



GRAMMAR:

VARYING SENTENCE BEGINNING /COHERENCE


WRITING:

ANALYTICAL ESSAY /4-5 ESSAYS (REGULAR) 5-6 ESSAYS (HONORS)

FINAL EXAM: BLUE BOOK STYLE

SPEECH:

DEBATE ON THEORIES



STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY.

STATE GOAL 2: READ AND UNDERSTAND LITERATURE REPRESENTATIVE OF VARIOUS SOCIETIES, ERAS AND IDEAS

STATE GOAL 5: USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS, AND COMMUNICATE INFORMATION

UNIT five (Weeks 19-22) TOPIC: Modernism: War & Conflict
Thematic Question:  How do social issues cause internal and external conflict?



Part One External Conflict—Weeks:   19-20
REQUIRED READINGS: LITERARY TERMS:

  • “THE WORLD WAS SILENT”, P. 1232 CAUSE AND EFFECT

  • “WAR” P. 1206 DENOTATION/CONNOTATION PARAPHRASE/MODERN

CHARACTERIZATION/SETTING

Part Two: Internal Conflict DICTION/AUDIENCE, OPINION

SPEECH, ANALOGY, SYMBOL



REQUIRED READINGS AUDIENCE, INTERNAL

  • "EVALINE" , P. 1166  POINT OF VIEW, SEQUENCE

  •  "THE JAY", P. 1174 MAIN IDEA, MEMOIR


Part Three Assignments--Weeks 20-22

Critical Readings:

  • DUBOIS THEORY “ Of Our Spiritual Strivings” ( On-Line)

  • "WILLIE LYNCH LETTER."  (On-Line)

  •  "CIVIL PEACE", P. 1286

  • " DEAD MAN’S PATH", P 1274

HONORS


  • “PROFESSIONS OF WOMEN”

  • “ALL’S QUIET ON THE WESTERN FRONT”

FILM CLIPS:  

SAN KOFA, HOTEL ROWANDA, BLOOD DIAMOND, LAST KING OF SCOTLAND

UNIT PROJECT(S)

FAMILY TREE P. 1181

HUMAN RIGHTS POSTER

GRAMMAR:

SUBJECT-VERB AGREEMENT


VERB TENSE

WRITING (MANDATORY):

(WRITING WILL BE BASED UPON REOCCURRING THEMES)

WRITER’S WORKSHOP P. 1190 (ANALYZING WAR AND CONFLICT)

3-4 PAGE ESSAYS (REGULAR).

4-5 PAGE ESSAYS (HONORS).

SPEECH

CLASS DISCUSSION/ORAL PRESENTATIONS


STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY.

STATE GOAL 2: READ AND UNDERSTAND LITERATURE REPRESENTATION OF VARIOUS SOCIETIES, ERAS AND IDEAS

STATE GOAL 5: USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS, AND COMMUNICATE INFORMATION
Unit 5 (Weeks 23-25) Topic: Post-Colonial Affects on Caribbean Traditions, Beliefs, and Experiences.

Thematic Question:  To what extent did colonization affect Caribbean society?

REQUIRED READINGS:


  • RE-EMPHASIS “THE WILLIE LYNCH LETTER,” & DUBOIS’ (ON-LINE)

  • “TO DA-DUH IN MEMORIAM (AFRO-LIT. BOOK)

LITERARY TERMS TONE, CONFLICT

  • “WE ARE UGLY” DANTICANT (ON-LINE) STREAM OF CONSCIOUS-

  • NOVEL: BREATH, EYES, MEMORY NESS, IRONY, THEME

SPEAKER, FORESHADOW

MANDATORY INFORMATION CHARACTERIZATION,

POINT OF VIEW, FLASH-



  • BACKGROUND STUDY OF HAITIAN CULTURE AND SOCIETY. BACK, DICTION.

  • SLAVE REBELLION OF 1791

  • PAPA DOC & BABY DOC REGIME IN HAITI

  • CIVIL WAR



WRITING:

  • STUDENTS WILL WRITE ANALYTICAL ESSAYS ON TONE & DICTION

  • COMPARATIVE ESSAY ON LITERATURE VS- CRITICAL STUDIES

  • REGULAR: 5-6/HONORS: 6-7



SPEECH:



  • COOPERATIVE GROUP STUDY ON BACK GROUND INFO

  • DEBATE TEAMS

  • GRIOT PERFORMANCE P. 641



GRAMMAR:

  • REVIEW OF PAST-TENSE VERBS.


STATE GOAL 3: WRITE TO COMMUNICATE FOR A VARIETY OF PURPOSES

STATE GOAL 4: LISTEN AND SPEAK EFFECTIVELY IN A VARITY OF SITUATIONS

STATE GOAL 5: USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS, AND COMMUNICATE INFORMATION
Unit 6 (Weeks 26-33) Topic: Contemporary American Literature
Thematic Question: To What Extent Does Society Affects s Person’s Self- Respect or Image of Oneself?
PART ONE: WEEK 26-29TH
REQUIRED READINGS: LITERARY TERMS:


  • RE-EMPHASIS ON DUBOIS/LETTER SHORT STORY, CAUSE/EFFECT

  • “EVERYDAY USE” (AFRO-LIT BOOK) DENOTATION, CONNOTATION

  • “CORA UNASHAMED” (ON-LINE) CHARACTERIZATION, SETTING

  • NOVEL STUDY: SULA REPETITION, IMAGERY, TONE,

SETTING, INTERNAL CONFLICT,

PART TWO: WEEKS 30-33 POINT OF VIEW

REQUIRED READINGS:

  • “SONNY’S BLUES” BALDWIN (ON-LINE)

  • NOVEL STUDY: LESSON BEFORE DYING

HONORS

“RACHAEL”


UNIT PROJECT(S)

HISTORICAL BACKGROUND: SLAVERY IN

AMERICAN/IDEOLOGY

GRAMMAR:

VARYING SENTENCE BEGINNINGS/COHERENCE

STRUCTURE OF A PARAGRAPH

WRITING;

  • MLA FORMAT


  • COMPARE/CONTRAST THE STRUGGLE OF AFRO-AMERICAN WOMEN VS- THE STRUGGLE OF AFRO-AMERICAN MALES.

4-5 PAGE ESSAYS (REGULAR)

5-6 PAGE ESSAY (HONORS)



THEME RELATED SULA

4-5 PAGE ESSAY (REGULAR)

5-6 PAGE ESSAY (HONORS)

SPEECH:

WORDS OF WISDOM P. 1165

REUNION DIALOGUE P.1181

DEBATE (ON THEORIES & TEXTS)



FILM CLIPS

- CORA UNASHAMED

- LESSON BEFORE DYING/ EVERYDAY USE

STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY.

STATE GOAL 2: READ AND UNDERSTAND LITERATURE REPRESENTATIVE OF VARIOUS SOCIETIES, ERAS AND IDEAS

STATE GOAL 3: WRITE TO COMMUNICATE FOR A VARIETY OF PURPOSES.

STATE GOAL 4: LISTEN AND SPEAK EFFECTIVELY IN A VARIETY OF PURPOSES

STATE GOAL 5: USE THE LANGUAGE ARTS TO ACQUIRE, ASSESS, AND COMMUNICATE INFORMATION
Unit 7 (Weeks 34-36) Topic: Literature of the Middle Ages/Renaissance.



Thematic: Does Literature exist as a portrait of the conditions of a society in which one lives?


REQUIRED READINGS: LITERARY TERMS:

AFRICAN AMERICAN LITERATURE BOOK MOOD, FLASHBACK, SYMBOL

PATRARCH/SHAKESPEAREAN SONNET WITH PLOT, UTOPIA, TONE,

HARLEM RENAISSANCE WRITERS: AUTHOR’S PURPOSE, PERSUASIVE

  • “FROM THE DARK TOWER” SETTING, CHARACTER, PLOT

  • “BAPTISM” “IF WE MUST DIE” INTERNAL CONFLICT, IMAGERY

  • MANDATORY: OTHELLO SIMILE, IRONY, TRAGEDY, SPEAKER

ROMANCE, TRAGIC HERO


HONORS



  • FEDERIGO’S FALCON

  • THE LAY OR THE WERE-WOLF


UNIT PROJECT(S)

COMPARING CONTRASTING THE TWO TIME PERIODS

HISTORICAL STUDY: SHAKESPEARE/MIDDLE AGES

GRAMMAR:

ACHIEVING SENTENCE VARIETY/AVOIDING STRINGY

SENTENCES/PUNCTUATION
WRITING:

- COMPARING/CONTRAST THE STRUGGLES OF MALE ETHNIC CHARACTERS.

4-5 ESSAY PAPER (REGULAR)

5-6 ESSAY PAPER (HONORS)



OTHELLO THEME RELATED

PAPER (LENGTH WILL BE SPECIFIED)



SPEECH

INDIVIDUAL WRITING POETRY PROJECT


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