Honors English 10: Who Are We?
10 Honors Unit III: Who Are We?
Suggested Pacing: 10 Weeks/25 Blocks
Overarching Questions (to be addressed throughout the year):
- Why should we study literature from other cultures?
- What is the significance of the patterns readers find in the themes, characters, and plots from various cultures and time periods?
- What makes good writing?
Overview: This thematic unit moves from an egocentric to an exocentric perspective. The students’ focus broadens to include familial, cultural, and global concerns. By examining these concerns, the students will discover the interconnectedness of all peoples throughout time.
Essential Questions
- How do an individual’s family, community, and culture influence his interaction in the world?
- How does literature affect culture? How does culture affect literature?
- How can writers influence the reader with the choices they make?
Know / Understand / Do
- Figurative language
- The role of internal and external conflict
- Characterization (traits, feelings, motives, protagonist, antagonist, static, dynamic)
- Symbols
- Reliable sources of information
- MLA documentation
- the individual is shaped by a variety of forces beyond the self.
- literature is often a response to larger issues beyond the individual.
- writershave the power to influence individuals and cultures through the choices they make in their writing.
- Discuss the conflicts found in literature.
- Examine how writers use figurative language to convey meaning.
- Analyze character development.
- Identify and analyze symbols in literary selections.
- Examine the impact of the written word on culture.
- Examine culture as a factor in literature.
- Use the writing process: prewriting, writing, revising, editing, reflecting, and publishing.
- Review guidelines for research and documentation.
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Honors English 10: Who Are We?
OBJECTIVES10.1The student will participate in, collaborate in, and report on small-group learning activities. (SOL 10.1)
10.4The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 10.4)
10.4.1Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. (SOL 10.3a)
10.4.2Use context, structure, and connotations to determine meanings of words and phrases. (SOL 10.3b)
10.4.3Identify and analyze literary and classical allusions and figurative language in text. (SOL 10.3e)
10.5The student will read, comprehend, and analyze literary texts of different cultures and eras. (SOL 10.4)
Comprehension Strategies
10.5.1Use reading strategies to monitor comprehension throughout the reading process. (SOL 10.4m)
10.5.2Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. (SOL 10.4b)
10.5.3Develop close reading through techniques for text annotation, such as annotation, highlighting, questioning the text, taking notes, and creating graphic organizers.
Skills for Analyzing and Critiquing Text
10.5.4Identify main and supporting ideas. (SOL 10.4a)
10.5.5Identify universal themes prevalent in the literature of different cultures and explain how they are applicable to life today. (SOL 10.4e)
10.5.6Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose. (SOL 10.4h)
10.5.7Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. (SOL 10.4k)
10.5.8Analyze an author's use of figurative language.
10.5.9Compare and contrast character development in a play to characterization in other literary forms. (SOL 10.4l)
10.5.10Describe cultural archetypes in short stories, novels, poems, and plays across several cultures.
10.5.11Explain the influence of historical context on the form, style, and point of view of a literary text. (SOL 10.4g)
10.5.12Analyze the cultural or social function of literature. (SOL 10.4d)
Understanding World Literature
10.5.13Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. (SOL 10.4c)
10.5.14Compare and contrast literature from different cultures and eras. (SOL 10.4i)
10.7The student will develop narrative, expository, and persuasive writings for a variety of audiences and purposes. (SOL 10.6)
10.7.2Develop expository essay though example.
10.7.6Compose extended responses to literature, including a theme analysis.
10.8The student will apply general essay structures to convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (SOL 10.6)
10.8.1Make choices regarding structure and style through knowledge of purpose, intended audience, and platform for publishing (i.e., letter, blog, academic essay).
10.8.2Compose effective introductions that communicate a clear purpose for writing and include a thesis statement, as appropriate.
10.8.3Compose effective conclusions that include a closing summary and restate the thesis in new language.
10.8.4Apply knowledge and skills of paragraphing techniques to construct both effective paragraphs and multi-paragraph responses.
10.8.5Compose effective topic sentences that illustrate a generalized idea to support the thesis.
10.8.6Synthesize information to support for ideas through the inclusion of relevant examples, illustrations, and details. (SOL 10.6b)
10.8.7Arrange ideas and paragraphs into a logical progression. (SOL 10.6e)
10.8.8Use transitions to link ideas within and across paragraphs.
10.8.9Write clear, varied sentences using specific vocabulary and information. (SOL 10.6d)
10.8.10Employ effective word choice based on accuracy, specificity, connotation, and desired effect. (SOL 10.6c)
10.8.11Elaborate ideas clearly through word choice and vivid description. (SOL 10.6c)
10.9The student will apply knowledge of the writing process to develop and strengthen writing and to reflect upon growth as writer.
10.9.1Use prewriting techniques to generate ideas and support for writing. (SOL 10.6a)
10.9.2Select and use graphic organizers appropriately to plan for and organize writing. (SOL 10.6a)
10.9.4Select an organizational pattern appropriate to the purpose and audience. (SOL 10.6b)
10.9.4Revise writing for clarity and for relevancy, accuracy, and depth of content. (SOL 10.6f)
10.9.5Proofread and edit final product for intended audience and purpose. (SOL 10.7h)
10.9.6Analyze the writing of others by describing how the author accomplishes the intended purpose and by suggesting how writing might be improved. (SOL 10.7e; SOL 10.7f; SOL 10.7g)
10.9.7Use a Works in Progress (WIP) folder to compose and strengthen writing in various stages of development.
10.9.8Use reflection as a tool to document growth as a writer and to self-evaluate process and product.
10.9.10Use technology to compose and reshape written communication, as appropriate. (SOL 10.6g)
10.10The student will use specific grammatical structures to develop cohesive writing, to improve sentence variety and to clarify the relationships among complex ideas and concepts.
10.10.1Use appropriate grammatical structures accurately to form and punctuate compound, complex, and compound-complex sentences.
10.10.2Embed prepositional and verbal phrases into writing to improve sentence variety, to enhance descriptive language, and to emphasize certain details.
10.11The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 10.7)
10.11.1Use commas and semi-colons accurately with introductory phrases, appositives, compound sentences, and complex sentences. (SOL 9.7d)
10.11.2Edit sentence structure to avoid fragments and fused (run-on) sentences.
MATERIALSHolt’s World Literature
African Proverbs, p.514
from The Pillow Book, p. 456
“A Problem,” p. 815
“The Hunger Artist,” p. 870
from Genesis “In the Beginning,” p. 53
Zen Parables, p. 465
from the Analects, p. 409
from The Book of Ruth, p. 68
from the Apology from the “Dialogues,” p. 192
“The Piece of String,” p. 797
“Dead Man’s Path,” p. 997
“The Norwegian Rat,” p. 1031
“Love Must Not Be Forgotten,” p. 1062
“The Censors,” p. 965
“The Long Exile,” p. 804
World Drama
A Doll’s House
Supplementary Materials
Things Fall ApartJulius Caesar
The Joy Luck ClubNo Longer at Ease
All Quiet on the Western FrontLord of the Flies
MANDATORY ASSESSMENT
Literary Assessment: Many of the works included in this unit provide us with an opportunity to learn about a particular culture and/or a particular time period and how people were influenced by unfolding events of that time period. For example, All Quiet on the Western Front provides insight into events and people surrounding World War I in Europe; The Joy Luck Clubconveys aspects of Chinese culture; Things Fall Apart offers a view of African culture and colonial literature. While the task may take the form of an essay, students should explore alternative media for presentation.
In conjunction with the study of one of these works, have the students
- select a research topic related to a selected novel,
- develop a research question that explores the treatment of topic, and
- analyze how the individual is shaped by the forces.
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Honors English 10: Who Are We?
Suggested Rubric for Analytic Writing
Exemplary / Average / WeakOverall Understanding / An insightful response to literature; presents a thoroughly supported thesis; illustrates a thoughtful, comprehensive understanding of the text and the literary features. / Presents a clear thesis that is supported by details and examples; a comprehensive understanding of the text / Presents a thesis but it not sufficiently supported; shows very little understanding of text
Opening and Closing / The introduction engages the readers’ attention an anecdote, question, or interesting statement. The conclusion makes connections between the topic and life in general. / The introduction attempts to capture the audiences’ attention but may be vague or general. The conclusion makes a loose connection between the topic and life in general. / An introduction and conclusion exist; however, they may be general or formulaic and do not capture the interest of the audience.
Organization / Clearly communicates the central idea. The order of information draws the reader effortlessly through the text. Transitions carefully connect ideas and cue the reader to specific relationship between ideas. / Reasonably strong organizational pattern; enables the reader to move continually forward without undue confusion. Transitions may be fuzzy, showing unclear connections between ideas. / Ideas, details, or events appear to be pieced together as a string of items without any internal structure. Ideas are connected with confusing or formulaic transitions
Textual Evidence / Quotations, paraphrases, and summaries form text and evidence from secondary sources support major points. / Details from text and some evidence from secondary sources support most major points. / A few details from a text or secondary support some major points.
Works Cited / All sources in Works Cited list are accurately documented. / Most sources in Works Cited list are accurately documented, but some identifying information is missing. / A few of the sources used are documented, or major identifying information is missing or inaccurate.
Tone / Expressive and engaging; clear awareness of audience and purpose. / Uses neutral language and a slightly flat tone. / Inconsistent; flat; if present, inappropriate for intended audience
Voice / The reader is aware of a real person behind the text; if appropriate, the writer takes risk in revealing a personal dimension through the piece. / The writer offers obvious generalities instead of person insights. In only a few instances is the reader captivated or moved. / The writer seems to speak in a monotone, using a voice that suppresses all excitement about the message. The writing is mechanical and ordinary.
Medium selected is engaging and appropriate for the presentation.
(Optional depending on selected format) / Medium selected showcase the presentation in the best possible way. / Medium selected is appropriate and somewhat engaging. / Medium selected does not showcase the presentation in the best possible way.
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Honors English 10: Who Are We?
Suggestions for Other Assessment Evidence
- Have the students design a presentation in answer to the question “Who Are We?” Refer to Resources: Who Are We? An Examination of the Iceberg of Culturefor a PowerPoint presentation.
- Have the students explore their family heritage by interviewing a variety of family members and develop a scrapbook of their stories or a “historical” overview of the family.
- Have the students analyze text for character development, specifically the influence of conflict and culture on character motivation. Suggestions include:
Have the students assume the perspective of one of the characters in The Joy Luck Club and develop a family scrapbook from this character’s perspective.
Have the students examine All Quiet on the Western Front from a creative perspective by composing a series of letters that one of the characters might have written. Then, have the students reflect on the choices they made in the letters, citing specific textual evidence for the choices.
- Have the student, using The Pillow Book as a model, develop their own “pillow book.” Have the students write an essay in which they support, defend, or qualify this claim: Okonkwo’s tragedy in Things Fall Apart could have been avoided.
- Have the students participate in a seminar. Refer toResources: Differentiation Toolkit andAssessments: Individual Participation in a Planned Discussion Rubric for directions and scoring criteria.
- Have the students read several critical reviews of a reading and determine which critic has provided the best textual support for his or her case. (NOTE: There is a great deal of criticism written about TheJoy Luck Club.)
- Have the students choose a short story or a portion of a work and discuss how it might be staged. Have them analyze what decisions the director would have to make to translate this work to film and/or stage.
- Have the students analyze a published essay not read in this unit by asking them to identify the work as formal or informal and explain their reasons to support their response. In addition, they should analyze the essay for focus, content, style, and organization. (NOTE: Because there are so few essays included in the World Literature text, the following sources might be helpful in locating essays: Time, The New Yorker(essay on final page), or a newspaper commentary section).
- Have the students write a multi-paragraph essay taking a stand on the following issue and support this stand with literary evidence:
-Given the facts presented in "A Problem," what should be done with Sasha?
- Have the students complete a problem/solution research paper on an issue of concern to all people such as global warming, over-fishing of the sea, or problems associated with technology. Have the student use available technology.
- Have the students organize into groups to complete an informal collaborative research project on an event that has shaped their generation. (See Activities Section.) Have the students participate in group oral presentations. Then, have them complete an evaluation of their individual roles in the preparation and delivery of the report and the effectiveness of their group in this process. In addition, have the students provide documentation that group responsibilities were divided equitably among participants. Have the students create criteria for logical, effective group presentations and apply the criteria to analyze their reports.
- Have the students select two to three selections included in the unit that reflect a wide variety of cultures and eras and analyze in an essay how these works are connected by their reflection of the theme “Who Are We?” The essays should be submitted for evaluation and placed in the Works in Progress folders.
- Have the students analyze several poets’ use of imagery, figurative language, form, and word choice. The Chinese poetry selections and several of the collection “Skills Review” sections offer excellent resources and questions.
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Honors English 10: Who Are We?
STAGE 3: SUGGESTIONS FOR DESIGNING THE LEARNING PLAN
NOTE TO THE TEACHER:
The following sections contain activities that may be used to evaluate, introduce, teach, and conclude the unit. There are far more activities listed than can be used in the allotted time for this unit. After the teacher has selected the evaluation component to assess the students’ learning, he or she should choose the activities that will lead the students to mastery of the objectives and success on the chosen evaluation component.
PORTFOLIO EXPECTATIONS
- Have the students choose a piece of writing from this unit that is filed in their Works in Progress folders and revise it highlighting areas of improvement to show how their use of vocabulary, sentence structure, and punctuation has become more sophisticated during this unit. After the students have completed this, ask them to reflect upon the changes and place in their portfolios. (E 10.5.1, E 10.5.2, E 10.11.1, E 10.11.2, E 10.11.7, E 10.11.8, E 10.11.13)
- Have the students write a reflective letter on one of the essays previously written which addresses the theme “Who Are We?” The emphasis should be on the sentence styles and kinds of sentences used. (E 10.11.7)
CHOICES FOR INTRODUCING THE UNIT
- Archetypes to be stressed in this unit:
The Beginnings of Life
The Outcast
The Nurturing Mother
The Dutiful Child
Eden
The Prodigal
- Have the students consider the universal question “Who Are We?” Have the students discuss and identify and list elements which contribute to our identity as a people. Guide discussion through familial, cultural, and global issues. (E 10.7.5)
CHOICES FOR TEACHING THE UNIT
- Have the students participate in mini-lessons for grammar, usage, and mechanics. In this unit students should work closely with the following grammatical skills.
- Demonstrate verb tense consistency. (E 10.13.1)
- Demonstrate basic skills: writing in complete sentences; punctuating compound, complex, compound-complex sentences, and introductory elements correctly.
(E 10.13.2) - Distinguish between active and passive voice. (E 10.13.9)
from the Apology from the Dialogues, p. 192, EOL
- Have the students conduct brief research on the philosophies of Plato and Socrates. The research should include comparison/contrasting of their philosophies. (E 10.17.1, E 10.17.2, E 10.17.4, E 10.17.5)
- Have the students respond in writing to Extending and Evaluating on p. 197 Or Literary Critics mom p. 197. (E 10.11.1, E 10.11.2, E 10.11.3, E 10.11.4)
“The Piece of String,” p. 797, EOL
- Have the students read “The Piece of String,” p. 797 and respond to Analyzing a Literary Element on p. 802. As a part of their response, have the students compare the society in the story to one with which they are familiar or have read about. (E 10.7.2, E 10.7.3, E 10.7.5,
E 10.7.5)
“Dead Man’s Path,” p. 997, EOL