District Grade Level English Curriculum Map Grade 10 Unit ...
English Language Arts / HEALTH OCCUPATIONS Grade 12 Unit DISPOSITION / Leadership Qualities DATE / February 7, 2007
TEXT / Tuesdays with Morrie AUTHOR / Mitch Albom
| |Dispositions |Literary Genre Focus/ Anchor Texts |Linking Texts |Genre Study and Literary Analysis |Reading, Listening/Viewing |Writing, Speaking, Expressing |On-Going Literacy Development |
| |Big Ideas/Themes | | | |Strategies and Activities |Strategies and Activities | |
| |Essential Questions | | | | | | |
| | | |Narrative Text |Informational Text | | | | |Unit
Plan
(CTE Content)
|Disposition
Leadership
Big Ideas
Ethics
Code of Ethics
Social Responsibility
Medical Research
Socio-economic Issues
Altruism (Integrity, Empathy,
Service)
Health Care for All
Leadership Qualities
Theme
Health professionals abide by a code of ethics
Ethical dilemmas create challenges for health care leaders
Socially responsible leaders advocate technological advances and research development in health care
The availability of medical care reflects the quality of a culture / civilization
A government of the people must provide health care for all the people
Altruism defines humanity
Focus Questions
To what degree does our ability to sustain life through technology conflict with quality of life and/or overshadow compassion?
What values must we identify in leaders to guide us in ethical decisions?
What is the role of lobbyists in impacting heath care legislation?
How do we select leaders who will represent the values and needs of their constituents?
How can we assure that our elected officials represent our opinions and views?
How do we hold our elected leaders responsible to our values?
What needs to happen to our health care system to provide care for all citizens?
What is the level of responsibility that each individual has to his fellow man?
What is the cost of caring for the terminally ill?
Essential Questions
What rules or principles do I use for how I treat others?
What responsibility do I have to society?
Why should I provide time, money, and effort to care for others?
How can I identify and challenge non-ethical healthcare practice?
How do I resolve my
responsibilities to myself with
those to my family members, my school, community, and world?
Who is in a position to help me affect change?
What can I do to avoid repeating mistakes made in history?
What leadership skills have I
developed?
What leadership qualities will I need to take with me from high school?
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 for others?
Quotation(s)
Important Quotations from Tuesdays with Morrie
“You have to be strong enough to say if the culture doesn’t work, don’t buy it. Create your own.”
“The last class of my old
professor’s life took place once a week, in his home, by a window in his study where he could watch a small hibiscus plant shed its pink flowers. The class met on Tuesdays. No books were required.
The subject was the meaning
of life. It was taught from experience. The teaching goes on.” (p. 192)
“Death ends a life, not
a relationship.” (p. 174)
“It is unconscionable that we ration health care by the ability to pay.... your heart breaks. Health care should be a given.”
[Kathryn Anastos (b. 1950), U.S. physician. As quoted in New York Magazine, p. 90 (December 21-28, 1992).
“New York or New Yorker?”
Anastos was at this time serving as medical director of an ambulatory-care unit of HIV primary-care services at Bronx-Lebanon Hospital in New York City. A feminist and social reformer, she was an advocate of health care for women and the poor.
“Many of the most important issues in medical ethics today –
from genetic testing and stem cell research to the humane treatment of prisoners of war –
are directly affected by the experiences of medicine leading up to and during the Holocaust. Physicians need to explore these issues without getting caught up in political agendas or the results can be something we never intended and cause great harm.”
Alan Wells, Professor of Pathology, University of Pittsburgh
“We have to ask ourselves whether medicine is to remain a humanitarian and respected profession or a new but depersonalized science in the service of prolonging life rather than diminishing human suffering.”
Elisabeth Kubler-Ross Quote from “The Gettysburg Address”(Of the people, by the people, for the people…)
Emily Dickinson Poem
“The distance that the dead have gone does not at first appear; their coming back seems possible for many an ardent year.
Emily Dickinson, Part Four: Time and Eternity, XCIII
And then, that we have followed them, we more than half suspect, so intimate have we become with their dear retrospect.”
“Altruism is unselfish concern for the welfare of others. It is a traditional virtue in many cultures, and central to many religious traditions. In English, this idea was often described as the Golden rule of ethics. In Buddhism it is considered a fundamental property of human nature.” Wikipedia definition
|Nonfiction Autobiographic Documentary
Tuesdays with Morrie
Mitch Albom
Informational Text
“A New Story for America”
The Nation, Jan. 22, 2007
p.11-17
“Close Encounter of the Human Kind,” by Abraham Verghese, M.D.
New York Times Sept. 18, 2005
“America’s Best Leaders”
Donald Berwick: Seeding A Simple Dream: Do No Harm
Created the Institute for Healthcare Improvement which changed the inner workings of thousands of hospitals, saved 122,000 lives in 18 months with plans he implemented
“Tuesdays with Morrie vs. Stephen Hawking: Living or Dying with ALS”
Literature and the Arts in Medical Education
Altruism definition
Wikipedia
|Media
Clips from
John Q.
Denzel Washington
The Rainmaker
Grisham
Night line. Conversations with Morrie Schwartz: Lessons on Living. ABC News:
Reference #S961101, November 1, 1996.
Stem Cells: Science, Ethics and Politics at the Crossroads Part 3: Politics and Economics
“The future of human embryonic stem cell research: Addressing ethical conflict with responsible scientific research,” by David M. Gilbert
“The Communication of Medical & Health Care: The Moral Consequences of Paradigm Shift from a Professional to a Market Ethic,” by Edmund D. Pelligrino The Journal of Medicine & Philosophy. Volume 24, Number 3 June 1999.
“Future Health, Future Choices,.” by Kathleen Fackelmann
Textbooks
Diversified Health Occupations
-Code of Ethics chapter
-APA Guidelines
Texts
“Gettysburg Address”
“Frist Breaks with Bush on Stem Cell Research” by Ceci Connolly
Washington Post Staff Writer
Saturday, July 30, 2005; A01
Nursing Code of Ethics
“American Nursing Association Code of Ethics”
Codes of Ethics for each discipline
“The Kevorkian Verdict”
Death Interviews by Thomas Hyde (ALS patient)
Frontline
“Night Flying Woman”
Ojibway narrative on dying
cultural values of life and death
Current articles addressing medical ethics
Essays
Huttmann, Barbara. "A Crime of Compassion." The Brief Bedford Reader. Boston New York: Bedford, St. Martin, 2003. 106-10.
Ascher, Barbara L. “On Compassion." The Brief Bedford Reader. Boston New York: Bedford, St. Martin, 2003. 163-167.
“Illness as Metaphor” by
Susan Sontag
“With a Little Help from Your Mom” by Carol Jago
(College application)
Poetry
Interview and Poem
“Fundamental Project of Technology” by Galway Kinnell
The Courtland Review
Issue 17, August 2001
“The distance that the dead have gone” by Emily Dickinson
Art and Poetry
“The Seven Ages of Man”
As You Like It, Act II, Scene 7
William Shakespeare
The Poetry Society
“Four Things”
“In Memoriam”
“A Cancer Cell Speaks:Send No Money Now”
http:.uk/content/archives/healthcare/resourcelist/
Teacher Resources
“Theme Analysis: Compare-Contrast Paper Shakespeare and Albom”
Other suggested topics to consider:
Inefficiencies in health care system
|Genre Study
Characteristics of
-biography
-autobiographical documentary
-poetry
Literary Elements
Voice
Tone
Plot structure
Setting
Theme
Literary Devices
Extended metaphor
Foreshadowing
Flashback
Symbolism
Imagery
Historical/Cultural
Do the main points of “The Gettysburg Address” still apply today?
Critical Perspectives
Discuss moral/ethical issues in three texts read
Discuss social and technological issues related to ALS and other terminal issues.
Visit web sites to explore critical perspectives on issues related to the themes.
Critical/Journal Perspective:
|Genre Study
Scientific essay
Magazine special report
Medical article review
Expository Elements
Thesis
Facts and opinions
Writer’s tone
Genre
Statistical evidence
Chronology
Organizational Patterns
Organization of formal report
Steps for presentation
Compare and contrast
cause/effect
Problem/solution
Process analysis
Definition
Features
Introduction
Methods
Thesis
Results or evidence
Discussion
Reflection
Criticism
Abstract
Citations
Graphs,charts,figures
Bold face, italics and parenthesis
Photographs and drawings
Headings and subheadings
Document signatures
Media conventions and special effects
Text Criteria
ACT characteristics of complex text
|Reading
Activate prior knowledge
Note taking
Comprehension strategies
-clarify
-question
-make inferences
-monitor comprehension
Strategies for reading online texts, article reviews
Read the US News Special Report and the Moyers article; identify leadership qualities you value and want to develop in your life; post them on a data wall.
Read Tuesdays with Morrie. Compare Morrie’s values with those of people you know. Think about lessons we can all learn from Morrie and from Mitch.
Read articles on ethical issues in healthcare; think about the role of government and healthcare leaders in making these decisions. What should our role be as informed and active citizens?
Listening/Viewing
Critique student lesson presentations using rubric
Read Abraham Verghese’s “Close Encounters of the Human Kind.” Think about the power of listening as a form of altruism. Conduct interviews with other students to hear the story of their illness, problem, or issue. Use “Eliciting a Narrative” from Narrative Based Medicine
|Writing to Access Prior Knowledge
Think about the power of storytelling. How much of what you have learned about family values, ethics, and morals has been learned through family stories?
Write a personal narrative about the power of the story to help us better understand our families, ourselves, and our values.
Writing to Learn
Quick writes
Annotate text
Quotation notebook
Journal Entries
Interactive journaling/notebooks
-collecting examples of leadership qualities, acts of altruism and ethical issues.
Respond to focus questions
Reflect on
-lessons learned from articles read and videos viewed
Respond to the role of the government in providing quality health care. (John Q & The Rainmaker)
-work-based learning experiences initiative, attitude, responsibility
Reflect on ethical issues as they relate to the code of ethics
How does Morrie explain aging as a growth process and not a form of decay? Is this a common belief?
How would a serious long-term illness like Morrie’s affect family life? Consider financial, emotional, psychological effects.
How is the grieving process as noted in Dickinson’s poem represented in Albom’s story of Morrie?
How have you “learned” the compassion described by Ascher in the essay “On Compassion?”
Record instances in Tuesdays with Morrie and in the informational articles and essays in which leadership is displayed. Use your notes for a reflective (descriptive and comparative) essay in which you summarize your findings.
Writing to Demonstrate Learning
Quick writes, type I and II writing in response to focus questions
Essay Options
Descriptive Essay
After reading the excerpt from Sontag’s “Illness as Metaphor,” write an essay discussing her perspective on how illness changes our behavior toward those who are suffering from terminal illness. Where possible, use specific examples to illustrate.
Compare/Contrast Essay
Write an essay in which you compare Morrie’s perspective on aging and dying with that of the speaker in one other text read (Shakespeare’s “Seven Ages of Man,” the Ojibway narratives, the Kevorkian article, or other)
Persuasive Essay
After reading Huttman’s “A Crime of Compassion”, write an essay in which you agree or disagree with her decision. Discuss her qualities as a leader in the field of medical ethics.
Consider Kinnell’s statement in the “Fundamental Project of Technology” Write a research paper that addresses the need for effective leadership in formulating policies for the use of nuclear technology in one area of its many applications.
Reflective Essay
After reading Dickinson’s poem, write an essay of your own process of coming to terms with a loss.
Write an essay in which you reflect on the texts read in this unit, identify and then compare the leadership exhibited by three or more main characters. Use your journal entries as a resource.
Write an essay in which you identify what you can/will do as an active and socially repsonsible citizen to make a difference in one area studied in this unit.
Personal Narratives
Write narratives based on the students’ interviews of other students
Research Options
APA Format Paper: Research
-opportunities to make a difference in healthcare policies, or
-ethical issues in medicine
After reading Kinnell’s “Fundamental project of Technolog’y, research the use of nuclear weapons in WW II. Examine the current status of nuclear weapons.
Interview students about health care issues. Record interview in preparation for organizing and sharing information in discussion groups, in written and recorded personal narratives.
Interviewing strategies
Authentic Writing (Communication)
College/career application essay
Evaluate own strengths for leadership potential
Write college application essay based on self-evaluation of leadership potential
Using “Guidelines for Letters of Recommendation” Jim Burke (chart), organize information and request letters of recommendation
Speaking
Report research findings
Discuss interviews
In literature circle discussion groups, summarize issues related to caring for terminal patients (in assigned section from nursing book).
Expressing
Use technology in presentations
Include handouts or take-home products
Create Podcasts of student interviews of other students on health issues and/or read narratives created from the interviews
|Student Goal Setting and Self-Evaluation Strategies
▪ Maintain writing portfolio
▪ Reflect on selected journal entry
▪ Reflect on two pieces of unit writing that represent best effort
▪ Monitor growth using literacy indicators
- language fluency
- reading complexity
- modes of discourse
▪ Evaluate tendency toward dispositions and their appropriate application
Daily Language Fluency
Reading
▪ HSTW/ACT recommendations of 8-10 books per year in ELA class; 25 books per year across the curriculum
Reading Portfolio Recording reading with three levels of support
1. Texts/literature studied in class (challenging text in zone of proximal development – text students couldn’t read without the help of the teacher); anchor, linking texts, 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 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
3. Independent reading of student-selected text; reading for pleasure outside of class (at comfort level); students write annotated bibliographies
Reading Strategies
▪ Skim text for essential information
▪ Think, write, pair, share new texts
▪ Time reading to determine time commitment for each text
Vocabulary Development
▪ Words from selections
▪ Academic vocabulary
▪ Technical/specialized vocabulary
▪ Word etymology and variation
▪ Find current uses in Google News
Writing
Writing Strategies
▪ Process writing
▪ Language appropriate for purpose and audience
▪ Revise own writing using proofreading checklist
▪ Critique own writing for sophisticated sentence structure
▪ Cite sources using MLA/APA conventions
▪ Evaluate own writing
(review, revise, edit)
▪ Note taking
Grammar Skills
▪ Grammar and rhetoric mini lessons
▪ Practice skills for ACT/SAT success
Grammar Instruction to:
▪ Enrich writing: add detail, style, voice
▪ Create organizational coherence and flow
▪ Make writing conventional
Additional MDE Grammar Resource - “Power of Language” Module
(ELA Companion Document)
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)
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