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Freshman CPA English Unit Plan: Trevor Noah’s Born a CrimeUnit Summary: Students will engage in pre-reading, during reading, and post-reading assignments and activities associated with the novel Born a Crime by Trevor Noah. Students will learn about Apartheid, read the novel, and write an analytical essay on how an author’s tone can create mood.Unit Purpose: The purpose of this unit is for students to develop an understanding of apartheid and the history behind it, learn how to effectively utilize difficult SAT vocabulary, hone the MLA format, identify, critique, and understand how to use tone and mood and to effectively analyze theme/write appropriate theme statements.Essential Questions:What is oppression, and what are the root causes?What are the causes and consequences of prejudice and injustice, and how does an individual’s response to them reveal his/her true character?How can literature serve as a vehicle for social change?How does the author use humor to illustrate specific themes in a literary work?Why are there universal themes in literature—that is, themes that are of interest or concern to all cultures and societies?Pre-Reading Assignments & ActivitiesFormative AssessmentsTrevor Noah Short BiographyFor a homework grade, students will actively read Trevor Noah’s short biography using the I’s &/or C’s Method.History of Apartheid Power Point NotesFor a Class Participation/Classwork grade, students will take power point notes.Nelson Mandela Short BiographyFor a homework grade, students will actively read Nelson Mandela’s fight to end Apartheid using the I’s &/or C’s Method.Racial Classification Under Apartheid ArticleUpon taking power point notes on the History of Apartheid, students will read the accompanying article on Racial Classifications using the I’s &/or C’s Method Trevor Noah: Son of PatriciaStudents will view clips from Trevor Noah’s Netflix Special: Son of Patricia and complete an accompanying reflection in order to get a dose of Noah’s humor.During Reading Activities & AssignmentsFormative & Summative AssessmentsTheme Power Point NotesFor a class participation/classwork grade, students will take notes on theme via power pointTheme Activity IAfter taking notes via power point, students will receive a CP/CW grade on this theme activity. We will work on it as a classTheme Activity IIFor a quiz grade, students will read mini stories and write two theme words and a theme statement for each story. We will do the first one together as a class, the second one as a think/pair/share, and the last three students will complete on their own.During Reading QuestionsFor two homework grades, students will read Born a Crime and answer the during reading questions in complete sentencesMood & Movie Trailers Students will watch clips of various movie trailers and determine the mood present in them using the elements of filmmaking: cinematography, sound effects/music,Mood WorksheetStudents will be given various excerpts from different novels. They will determine the mood of each excerpt and back up their choices.Tone WorksheetStudents studied tone in a prior unit, so I will be looking to activate their knowledge on it by giving them a worksheet where they must identify various authors’ tones and back up their choices.Jay Smooth on Racism Class Blog PostStudents will watch one of the five videos by Jay Smooth on Systemic Racism and complete a blog post on our class website. They will take notes on the video and complete the blog post using the prescribed rubric. The link for the class website is: about Africa & their OriginWe will look at prompts and pictures culled from the media and talk about what a stereotype is, where they originate from, and how they can be limiting for peopleLogos, Pathos, Ethos Power Point NotesPrior to Watching Ngozi Adichie’s T.E.D. Talk and for a class participation/classwork grade, students will take notes on logos, pathos, ethos via power pointChimamanda N’gozi Adichie’s TED Talk: The Danger of a Single StoryAfter viewing Adichie’s TED Talk, students will discuss how stereotypes can be limiting using guided questions and a reflection sheetContent QuizzesQuizzes will be short answer and/or multiple choice questions that focus on novel analysis and contentPost Reading AssignmentsFormative & Summative AssessmentsUnit ExamUnit Exam will be graded as a summative assessment and focus on novel content and novel analysisAnalytical EssayStudents will write a five-paragraph essay analyzing how the mood in Born a Crime is conveyed through the author’s tone, figurative language, dialogue, &/or explicit narration. The analytical essay will be graded using a rubric that focuses on the assertions they make, the evidence they provide to back up their claims, and the quality of their argumentsBorn a Crime Core Work ReviewStudents will receive a class participation/classwork grade for completing this review of the novel for unit exam and state exam purposes.Vocabulary TestsStudents will complete three vocabulary tests comprised of three parts: Part I consists of matching, Part II consists of look at words from different angles, Part III consists of putting vocabulary words into self-made categories. Opener SamplesCloser SamplesPop quizzes: Define Apartheid, give examples of laws used during Apartheid to keep Blacks oppressed, etc.Summary of day’s lessonReactions to class materials through discussions and quick writesStatus reportsBHS Literacy ObjectivesReading: For content (both literal and inferential), to apply pre-reading, during reading, and post-reading strategies to all reading assignments, including determining purpose and pre-learning vocabulary, to research a topic, to gather information, to comprehend an argument, to determine the main idea of a passage, to understand a concept and construct meaning, and to expand one’s experienceWriting: To take notes, to explain one’s thinking, to argue a thesis and support ones thinking, to compare and contrast, to generate a response to what one has read, viewed, and heard, to convey one’s thinking in complete sentences, and to develop an expository essay with a formal structureSpeaking: To convey one’s thinking in complete sentences, to participate in class discussion and a public forum, to respond to what one has read, viewed, or heard, and to communicate in a manner that allows one to be both heard and understoodReasoning: To identify a pattern, explain a pattern and/or make a prediction based on a pattern, to explain the logic of an argument or solution, to use analogies and/or evidence to support one’s thinking, and to explain and/or interpret relationships of space and timeCommon Core StandardsCollege & Career Readiness Anchor Standards for ReadingKey Ideas & Details: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the textDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft & Structure:Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning.Assess how purpose shapes the content and style of a text.Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge & Ideas:Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Range of Reading & Level of Text Complexity:Read and comprehend complex literary and informational texts independently and proficiently.College & Career Readiness Anchor Standards for WritingText Types & Purposes:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production & Distribution of Writing:Produce clear and coherent writing in which the development, organization, and style are appropriate for the task, purpose, and audienceDevelop and strengthen writing as needed by planning.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge:Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Draw evidence from literary and informational texts to support analysis and reflection.Range of Writing:Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single siting or a day or two) for a range of tasks, purposes, and audiences.College & Career Readiness Anchor Standards for Speaking & Listening Comprehension & Collaboration:Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Integrate and evaluate information presented in diverse media and formats, including visually.Presentation of Knowledge and Ideas:Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.College & Career Readiness Anchor Standards for LanguageConventions of Standard English:Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Knowledge of Language:Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ................
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