In this lesson, students will continue their analytical essays with a focus on the writing process. They will use the writing group protocol to bring structure to their peer editing groups.
In this lesson, students will explore dialogue and speech. They'll work with each other to understand the significance of the language and diction we use and consider how we are judged by the way we speak.
In this lesson, students will think deeply about personas in “The Wife of His Youth.” They'll have an opportunity to reflect in writing about the role personas might play in their own lives.
In this lesson, you will explore identity and race in “The Wife of His Youth.” You'll also conduct a small research project and present information to the class about race relations in America after the Civil War.
In this lesson, students will submit their essays and Independent Reading Journals and present their ideas to the class. They will also write about what they have learned.
In this lesson, students will work in small writing groups to improve their literary analysis essay.
In this lesson, students will define terms related to plot and will “map” the plots of familiar stories. Using “The Tell-Tale Heart” again, they will discuss how writers build and develop plot in their stories.
In this lesson, students will be introduced to Edgar Allan Poe's theory on the “single effect” of the short story. They will read a passage from Poe as well as his short story “The Tell-Tale Heart.”
In this lesson, students will focus on the use of point of view in the short story. They will re-examine first-person narration in “The Tell-Tale Heart” and also consider third-person narration in Kate Chopin's “Regret.”
In this lesson, students will begin to learn about the American short story. They will have an opportunity to practice close reading, and they'll explore the qualities of the short story genre through Quick Writes and discussion.
In this lesson, students will examine Cheever's use of symbol and motif in his story. They will also expand their ideas through writing and share their understanding of the story.
In this lesson, students will revisit the American Dream in Unit 1. In pairs, they will find images and slogans to use as the basis for a collage that represents their view of the American Dream.
In this lesson, students will begin the short story “The Swimmer.” As an introduction to the story, they will also read the myth “Echo and Narcissus,” considering Narcissus as a way to view the protagonist of “The Swimmer.”
In this lesson, students will continue to read, annotate, write about, and discuss “The Things They Carried.”
In this lesson, students will begin reading, writing about, and discussing the short story “The Things They Carried.”
In this lesson, to help students understand the next short story, they will learn about the Vietnam War. Students will watch videos about the Vietnam War, conduct some research, and make a short presentation.
Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?
ACCOMPLISHMENTS
Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?
In this lesson, students will write about how their Independent Reading book addresses the unit’s Guiding Questions, and they’ll share their responses with a partner. Students will begin writing a narrative about a time when they were afraid. They’ll also discuss xenophobia.
In this lesson, after being introduced to the unit, students will begin reading act 1 of The Tempest with the goal of understanding who the characters are and what happens. They’ll begin to chart the characters and find useful vocabulary.
In this lesson, students will begin by reviewing the play so far and then meet again in groups to read act 4. They’ll do a close reading of Prospero’s lines and take on the perspectives of different characters to comment on his meaning. For homework, students will continue planning their essays.