11th Grade American Literature, College Prep



Michelle Goodsite

Topics in Literature

Final Project

11th Grade American Literature, College Prep

Year-long Theme: The American Dream

Unit Themes: Struggles and Identities

Teaching Thinking and Writing through Literature

Overview

Through struggles and hardships we find our identities. Because of the difficulties facing teenagers today, I have chosen to explore how struggles help define our identities. I want students to discover through literature their own struggles and hardships can be recognized and identities can be found. Teaching thematically allows this connection to be made for students. Probst (1990) said of Louise Rosenblatt, “The reader performs with the text.” (29) Rosenblatt also encouraged the process of connections to be made through prior knowledge and personal experiences enriching the connection. This is my first approach to teaching thematically and I think this method will be much more affective and more enjoyable for the students and for me to teach. Maxwell and Meiser (1997) emphasized teaching thematically to enhance student understanding and personal connections. Through the theme of struggles to identities, literature will be connected from all areas of English Language Arts; reading, writing, speaking, listening and viewing.

Literature reading will occur several ways; independent reading, large group reading, small group reading and teacher/student read-alouds. While the majority of reading will take place in the classroom some will be assigned for homework. To work on developing reading comprehension, several reading strategies will be introduced to students. These strategies will come from Stephanie Harvey and Anne Goudvis’ Strategies That Work; connecting, questioning, visualizing, predicting, inferring and synthesizing. I will model strategies to students in the beginning weeks of the unit so that by the end of the unit students will begin to use the strategies independently. Students will be encouraged to use the sticky note method described in Strategies That Work. (4) To teach literary elements I will first use picture books for concept identification and then move to the more difficult texts within the framework of the unit. This will be done in mini-lesson format. According to Lott (2001), children’s picture books can be used in a variety of ways to enhance the reading practices of older students. For large group discussion of the literature, I will use the framework of the “tell-me” questions described in Aiden Chambers “Tell Me: Children Reading and Talk.” By using this framework of questioning, students will be able to make meaning out of their reading. They will be led through the questioning process rather than expected to give a correct yes or no answer. Smaller group opportunities will be available through literature circles. While modeling of literature circles will occur early in the unit by the teacher, students will be expected to take specific roles within the circles later. Reading of text may also occur within the literature circle before completing each member’s assignment for homework the following day. Through their reading students will be encouraged to identify difficult vocabulary. Allen (1999) says that vocabulary must be taught in context rather than in isolation. Students in my classroom will develop a vocabulary log entering words from daily reading. They will be responsible for finding, in addition to the familiar list for the class, an independent list from their individual reading. Vocabulary instruction will include several of the activities suggested by Burke (2003) from his chapter on vocabulary instruction. In making the connection between vocabulary and writing Fulwiler (1942) encourages readers to read as a writer. Students will be encouraged to read as writer in thinking about the writing they will then do in response to the literature.

I want students to write to think. In moving from large group to small group and then to independent learning/reflecting on the text, students will be required to write in a reader response journal for selected literature. Students will not necessarily write a response for every selection because they may do the writing for a literature circle in place of the journal. However, the literature circle writings will be placed in the reader response journal so that all selections will have a response of some type. In the beginning the reader responses will be formal and teacher directed with the hope that some journal entries will move to a more independent method much later in the semester. Fulwiler (1942) says that the best advice on keeping a journal is to “write a little bit about everything you read.” (15) His suggestions for journal writing have given more focus to how I want the reader response journal to function in the classroom. To further my thinking on reader response Beach (1990) summarizes the way teachers can enhance the quality of classroom responses:

• Employing informal oral or writing that encourages a tentative, exploratory stance.

• Eliciting engagement responses.

• Helping students relate prior texts to current texts.

• Relating students’ attitudes to their reading.

• Recognizing students’ “story-driven” orientation.

• Encouraging sharing of responses to build a sense of community. (74-75)

While reader-response journals are one way students will be writing about the literature, they will have more formal opportunities to write in connection to the literature through formal paper assignments and speeches they will give at the conclusion of the identities unit. Assessment of the units will be done through formal writing assignments, ABRs and final project/speeches presented to the class. Students will have several choices in these assessments as I believe in giving student choice. Several writing options will be given and Dr. Jim Cope’s list of ABR prompts will be used. Students will also have a choice in the direction of their final project. Before getting to the formal writing assignments, mini-lessons on grammar will be introduced to students. Noden’s (1999) brushstroke method will be used as well as Burke’s (2003) list of reminders for teaching grammar. Burke says, “We use grammar to understand how to read and write better and to think with greater clarity.” (132) Grammar instruction will take place within the writing instruction not as a stand-alone unit. Zinsser’s (1976) ideas on audience and clutter will be used in writing instruction as well. Specifically, his ideas on clutter will be used in teaching students how to edit and proofread.

Because students need to have multiple opportunities to engage verbally with and in front of their peers, students will be expected to give a final speech as part of their final projects. Students need to make the school to work connection and developing speaking skills is imperative to preparing for the world of work. With my background in Broadcast Communications and Speech, I will utilize my resources and experiences to aid in the teaching of speaking and listening. Mini-lessons and modeling will be used to prepare students for their speeches. They will continually work during the course of the unit to prepare. Burke’s (2003) chapter on teaching speaking and listening will aid in my approach to the format of the mini-lessons. Students will also be expected to develop listening skills throughout the semester. I will encourage this through mini-lessons and modeling. Students will be expected to respond to students’ speeches and project presentations so they will be held accountable for listening to each individual. Rubrics and response sheets will be given to each student to respond to a minimum of seven student speeches/presentations. They will be expected to take notes and respond in a formal manner.

To enhance the literature within the thematic unit opportunities for students to view a film and several clips are available. By viewing the film and clips students get the opportunity to develop listening and viewing skills necessary to become critical thinkers in our society. Developing a critical eye for understanding film is crucial to aid our reading and writing of literature. Burke (2003) makes this clear in his discussion of viewing messages in film and writing about film. The film clips I chose, the Peter Jennings reflection on American history and Martin Luther King’s I Have A Dream Speech, model for students the speaking skills necessary to get a message across to the audience. The Amistad clip helps students get a historical context for the literature and the Dead Poet’s Society film and clips from The Joy Luck Club serve to deepen the understanding of developing an identity as well as make connections back to the literature. The use of film in the English classroom has been abused. It is essential to use film as an enhancement of theme and literature and not just as a “fix” for an empty space in the lesson/unit or as a way to send students off to holiday.

While my reasons for choosing the film and clips above have been justified, I felt the necessity to consider my decisions on the literature used for this particular unit. Consideration was first made for the types of literature to be included; poetry, short stories, non-fiction, speeches, essays and novels. I wanted many genres to be represented and feel that I covered all bases except for drama; something I may work on in the future. I wanted students to hear multiple voices of struggle and identity in all genre settings. Exposure to many types of literature was important in the selection, as well. I also wanted to look outside the classroom textbook and looked to other textbooks and resources for rich literature. The selections were also chosen on the thinking of reader as writer. I wanted students to read good examples of writing so that they in turn could look to those writers as models to follow. While I believe what I have in this unit is rich and covers all aspects of the English Language Arts areas; reading writing, speaking, listening and viewing, I also believe there are some places of manipulation depending on classroom environment and behavior. With research-based practice implemented I have the confidence to encourage student abilities and understanding of English Language Arts.

Independent Reading

The final lesson of each day will conclude with WEIRD (We Enjoy Independent Reading Daily) time. Students will read silently 15-20 minutes at the end of class daily. Choice will be a part of the WEIRD time so that students have some independence in their reading selections. Students will be encouraged to read material appropriate for their age group and for the high school classroom. I will make available to the students a variety of reading texts including young adult novels, newspapers, Reader’s Digest and other materials to enhance student reading. Students will be responsible for keeping a reading log throughout the semester and will evaluate the log at semesters end through a writing assignment. I want to foster a safe atmosphere for students to explore reading that may spur their desire to read outside the classroom. Because I believe in modeling, I will be reading at the same time as the students as was modeled to me by Dr. Jim Cope. This modeling justifies and validates for the students the importance of the activity. Reading is the basis for all we do in life and I want students to understand the importance of reading in their life. I hope that this will be instilled in them through their WEIRD time.

Georgia Performance Standards

Reading and American Literature

Focusing on a study of American literature, the student develops an understanding of chronological context and the relevance of period structures in American literature. The student develops an understanding of the ways the period of a work of American literature affects its structure and how the chronology of a work of literature affects its meaning.

ELAARL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the American Literature reading lists.

• Mini-lessons using children’s picture books

• Strategies from Strategies That Work

• Strategies from Reader as Writer

• Tell-me questioning strategies

• Literature Circles

• Reader-response journal

ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding.

• Strategies from Strategies That Work

• Tell-me questioning strategies

• Literature Circles

• Reader-response journal

• Thematic approach

ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

• Classroom posted time line

• Literature Circles

• Reader-response journal

ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents.

• Strategies from On Writing Well

• Strategies from Reader as Writer

• Formal writing assignments as assessment

• ABRs

ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.

• Vocabulary logs and activities

• Strategies from Words, Words, Words

11th Grade American Literature, College Prep

Year–long Theme: The American Dream

Unit Themes: Struggles and Identities

Teaching Thinking and Writing through Literature

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Year-long Intro |I Have A Dream clip; I Hear |Struggles Intro |Amistad clip; from The |Cont slave narratives; listen |

|P. Jennings Clip; What Is |American Singing, Whitman; The |Let American Be America |Interesting…Equiano, Equiano;|to Negro Spirituals; Swing Low |

|An American, Crevecoeur; I,|Declaration of Independence, |Again, Hughes; |sections from Incidents…Salve|Sweet Chariot, Follow the |

|Too, Hughes; America, |Jefferson; |WEIRD time |Girl, Brent; |Drinking Gourd & Go Down Moses;|

|McKay; WEIRD time |WEIRD time | |WEIRD time |WEIRD time |

|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |

|From House…Mango, Those Who|Section from Black Boy, Wright;|The Battle with Mr. Covey, |Listen to Blues music; |Heart! We Will forget him!, The|

|Don’t, Cisneros; Ain’t I A|Intro to Children of the River;|Douglass; Children of River |Heritage, Tableau & Incident,|soul selects her own Society, |

|Woman, Truth; |Crew; |cont; |Cullen; Of De Witt Williams |Much madness is divinest Sense,|

|WEIRD time |WEIRD time |WEIRD time |on his way to Lincoln |Dickinson; Children of River |

| | | |Cemetary, Brooks; Children of|cont; |

| | | |River cont; |WEIRD time |

| | | |WEIRD time | |

|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |

|Success is counted |The Minister’s Black Veil, |Winter Dreams, Fitzgerald; |Sections from Of Beetles and |Children of the River concludes|

|sweetest, Because I could |Hawthorne; Children of River |Children of River cont; |Angels, Asgedom; Children of |WEIRD time |

|not stop for Death, |cont; |WEIRD time |River cont; | |

|Dickinson; Children of |WEIRD time | |WEIRD time | |

|River cont; | | | | |

|WEIRD time | | | | |

|Day 16 |Day 17 |Day 18 |Day 19 |Day 20 |

|ABRs |ABRs |ABRs |Identities Intro; A Psalm of |Mending Wall, Frost; Chicana, |

|Children of the River |Children of the River |Children of the River |Life, Longfellow; from Song |Serrano; |

|WEIRD time |WEIRD time |WEIRD time |of Myself 10 & One’s-Self I |WEIRD time |

| | | |Sing, Whitmam; | |

| | | |WEIRD time | |

|Day 21 |Day 22 |Day 23 |Day 24 |Day 25 |

|from I Know …Bird, Angelou;|Joy Luck Club clip; Intro to |from I Am An American: A True|More from I Am An American: A|Tell all the Truth but tell it |

|from House…Mango, The Rice |Fifth Chinese Daughter; Wong; |Story of Japanese Internment,|True Story of Japanese |Slant & “Hope” Is the Thing |

|Sandwhich, Cisneros; |WEIRD time |Stanley; 5th Daughter cont; |Internment, Stanley; 5th |with Feathers, Dickinson; 5th |

|WEIRD time | |WEIRD time |Daughter cont; |Daughter cont; |

| | | |WEIRD time |WEIRD time |

|Day 26 |Day 27 |Day 28 |Day 29 |Day 30 |

|The Yellow Wallpaper, |Cont The Yellow Wallpaper; 5th |Prologue to Invisible Man, |What the Indian Means to |from Speech in the Virginia |

|Gillman; 5th Daughter cont;|Daughter cont; |Ellison; 5th Daughter cont; |America, Standing Bear; |Convention, Henry; The |

|WEIRD time |WEIRD time |WEIRD time |5th Daughter cont; |Gettysburg Address, Lincoln; |

| | | |WEIRD time |5th Daughter cont; |

| | | | |WEIRD time |

|Day 31 |Day 32 |Day 33 |Day 34 |Day 35 |

|Inaugural Address, Kennedy;|Fifth Chinese Daughter |from Nature, Emerson; 5th |Emerson’s Aphorisms; from |from Walden, or Life in the |

|5th Daughter cont; |concludes |Daughter cont; |Self-Reliance, Emerson; 5th |Woods, Thoreau; |

|WEIRD time | |WEIRD time |Daughter cont; |WEIRD time |

| | | |WEIRD time | |

|Day 36 |Day 37 |Day 38 |Day 39 |Day 40 |

|Oh Captain, My Captain, |Cont Dead Poets Society; |Cont Dead Poets Society, work|Work on Unit projects; |Work on Unit projects; |

|Whitman; |WEIRD time |on Unit projects; |WEIRD time |Unit Project Presentations; |

|Begin Dead Poets Society; | |WEIRD time | |WEIRD time |

|WEIRD time | | | | |

|Day 41 |Day 42 | | | |

|Unit Project Presentations;|Unit Project Presentations; | | | |

| |WEIRD time | | | |

|WEIRD time | | | | |

References

Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12.

Portland: Stenhouse.

Anderson, R., Brinnin, J.M., Irvin, J.L., Leggett, J., & Probst, R. (1997). Elements

of literature: Literature of the United States. Austin: Holt, Rinehart and

Winston.

Asgedom, Mawi. (2001). Of beetles and angels. Chicago: Megadee Books.

Beach, R. (1990). New directions in research on response to literature. In E.J.

Farrell & J. R. Squire (Eds.), Transactions with literature: A fifty year

Perspective (pp. 65-77). Urbana: National Council of Teachers of English.

Bernstein, B. (1992). Literature and language: American literature. New York:

McDougal, Littell & Company.

Brent, L. (1973). Incidents in the life of a slave girl. New York: Harcourt Brace.

Burke, J. (2003). The English teacher’s companion: A complete guide to

classroom, curriculum, and the profession (2nd ed.). Portsmouth:

Heinemann.

Chambers, A. (1993). The framework of ‘tell-me’ questions: Basic, general and

special. In Tell me: Children reading and talk (pp.83-91). Thimble Press.

Cisneros, S. (1989). A rice sandwich. In The house on mango street. (pp.43-

45). New York: Vintage Books.

Cisneros, S. (1989). Those who don’t. In The house on mango street. (p.28).

New York: Vintage Books.

Crew, L. (1989). Children of the river. New York: Bantam.

Fulwiler, T. (1942). Exploring with journals. In T. Fulwiler & W. A. Stephany

(Eds.). English studies: Reading, writing and interpreting text (pp.13-20).

Boston: McGraw Hill.

Fulwiler, T. (1942). Reading as a writer. In T. Fulwiler & W. A. Stephany (Eds.)

English studies: Reading, writing and interpreting text (pp. 7-11).

Boston: McGraw Hill.

Gillman, C. P. (1996). The yellow wallpaper. In C. Ward Great short stories by

American women. New York: Dover Publications.

Harvey, S. & Goudvis, A. (2000). Strategic reading. In S. Harvey & A. Goudvis

Strategies that work: Teaching comprehension to enhance

understanding (pp. 15-26). Portland: Stenhouse.

Harvey, S. & Goudvis, A. (2000). Strategic thinking. In S. Harvey & A. Goudvis

Strategies that work: Teaching comprehension to enhance

understanding (pp.3-14). Portland: Stenhouse.

Lott, C. (2001). Picture books in the high school English classroom. In B. O.

Ericson Teaching reading in high school English classes (pp. 139-154).

Urbana: National Council of Teachers of English.

Maxwell, R. J. & Meiser, M. J. Teaching English in middle and secondary

schools (2nd ed.). Upper Saddle River: Merrill.

Moser,J., Watters, A. (2002). Creating America: Reading and writing arguments

(3rd ed.). Upper Saddle River, New Jersey: Prentice Hall.

Noden, H. R. (1999). The writer as artist: Basic brush strokes. In H. R. Noden

Image Grammar (pp. 1-24). Portsmouth: Heinemann.

Probst, R. E. ( 1990). “Literature as exploration” and the classroom. In E. J.

Farrell & J. R. Squire Transactions with literature: A fifty year

perspective (pp.27-37). Urbana: National Council of Teachers of English.

Stanley, J. (1996). I am an American: A true story of Japanese internment.

New York: Crown Books.

Whitman, W. (1983). Leaves of grass. New York: Bantam Books.

Wong, J.S. (1989). Fifth Chinese daughter. Seattle: University of Washington

Press.

Zinsser, W. (1976). Clutter, style and audience. In W. Zinsser On writing well:

The classic guide to writing nonfiction (pp. 13-32). New York: Harper

Collins.

Lists of Texts from Textbooks by Author

Elements of Literature: Literature of the United States:

Brooks, Gwedolyn – of De Witt Williams on his way to Lincoln Cemetery, 741

Cullen, Countee – Incident, 748

Tableau, 747

Dickinson, Emily – Because I could not stop for Death, 391

Heart! We will forget him!, 374

Much Madness is divinest Sense, 383

The Soul selects her own Society, 378

Success is counted sweetest, 388

Tell all the Truth but tell it slant, 386

Douglass, Frederick – The Battle with Mr. Covey, 426-430

Emerson, Ralph Waldo – from Nature, 219-221

Self-Reliance, 225

Equiano, Olaudah – from The Interesting Narrative of the Life of Olaudah

Equiano, 57-65

Fitzgerald, F. Scott – Winter Dreams, 587-602

Hawthorne, Nathaniel – The Minister’s Balck Veil, 299-307

Hughes, Langston – I, Too, 733

McKay, Claude – America, 744

Thoreau, Henry David – from Walden, or Life in the Woods, 233-244

Whitman, Walt – I Hear America Singing, 352

Song of Myself, 353

Wright, Richard – from Black Boy, 1015-1024

Literature and Language: American Literature:

Angelou, Maya – from I Know Why the Caged Bird Sings, 807-814

Chopin, Kate – Story of an Hour, 696-698

Crevecoeur, Michel-Guillaume Jean De – What Is an American?, 67-68

Cullen, Countee – Heritage, 82

Dickinson, Emily – “Hope” Is the Thing with Feathers, 280

Frost, Robert – Mending Wall, 454-455

Jefferson, Thomas – The Declaration of Independence, 153-157

Lincoln Abraham – The Gettysburg Address, 315

Longfellow, Henry Wadsworth – A Psalm of Life, 832

Truth, Sojourner – Ain’t I a Woman?, 322-323

Whitman, Walt – One’s Self I Sing, 274

Creating America: Reading and Writing Arguments:

Ellison, Ralph – Prologue to Invisible Man, 122-125

Kennedy, John F. – Inaugural Address, 126-128

Serrano, Martha – Chicana, 148-149

Standing Bear, Luther – What the Indian Means to America, 116-121

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download