How do we establish our individuality within

11th Grade World Literature

By - Emily Clodfelter EDUC 463 October 10, 2011

the constraints of reality?

http://www.flickr.com/photos/statelibraryofnsw/3072281873/ State Library of New South Wales collection

Introduction
I want my students to be able to leave my classroom confident in whom they are as individuals and as contributors to society. However, this is a large task because the real world can seem so distant until we are forced to come face to face with our own realities. I am aiming to provide my students with the self-awareness and self-reliance it takes in order to be a proactive participant in their own lives, and distinct chosen paths. In order to do this, my class will consist of many real-life scenario based discussions, literature and works of art - that are not only thought provoking, but obvious works of activism. I do not wish to overwhelm my students with the bigger picture, but only to provide to the scope of realism that lies before them. I want my students to be prepared to enter the world after graduation with more knowledge of current events and historical movements than most. I want to give my students the best understanding of what it means to contribute to the world. I also do not want to coddle my students with the filtered lens that society is all too often presented. I want to be able to empower my students with the optimism to make a difference, while equipping them with the knowledge of the realistic obstacles that may impede them on their journeys. To ensure their readiness, I want to give my students the knowledge of how to properly conduct themselves as a participant of society, while maintaining the unique individual personalities that will lead them to a successful future. While establishing my motif to teach them what I have chosen to teach, I must also establish the fact that I will push my students with a challenging work load. I do not wish to expect the minimum from my students and therefore I provide them with every opportunity to show me the maximum of their capability.

Unit Summaries
Born this Way In this unit we will discuss the how the concept of individuality and how you define it. We will focus directly on the development of the personality and personal beliefs through the concept of nature versus nurture. This contributes to our overall question because we will be discussing how you establish your individuality. Man (woman) in the Mirror In this unit we will be facing our own realties and our perceptions of them. In order to understand where we are going we must know where we have been. In this unit we will focus on the reality of who we are and how that impacts our outlook on the world. We will also discuss how peoples perceptions of us differ from our own and how we can create the self image we want others to see in us.

Imagine In this unit we will be discusses an ideal world and we will explore the concept of idealism and fantasy. This will help students to see the limitless imaginations that each of them contain and will allow them to define what a perfect world would be to them. This contributes to the overall question because it requires students to put their own idea of a perfect world under the microscope before we really delve into the reality that surrounds each of us. Like a Rolling Stone We will use this unit to recap the first semester before winter break. This recap will allow time for me to touch base with my students and reassess where we are going from this point. It will also provide the very necessary closer to the first semester before we break. Be the change you wish to see in the world How have individuals through-out time made an impact on the world as we know it? How can you define yourself as an individual and find something you believe strong enough in to make the effort to change things around you? This unit will take place after semester and we will then begin to tackle the bigger question of what realities really lie around ourselves and how have individuals through time, taken a stance to change the reality they of which they must partake. Whats Going On In this unit we will take some time to prep for ACT/SAT and future employment opportunities. As I have recently stated in my teaching philosophy I firmly believe in providing students with the tools to succeed in whatever lies ahead of them. We will take this time out of class to fully prepare my students for whats to come - job interviews, college acceptance tests, college applications, etc. Revolution How have groups of activist changed society at one point in time? How do we use our best abilities to work together to build something better than what we have now? We will study works that involve the coming together of society to better the overall good. Here I go Again Taking a look back on where we have been, and moving towards where we want to be. We will recap where we started the semester and analyze where we have come. We will discuss their own ventures at this time and I will ask of them to create a portfolio that represents the individual journey they wish to take in their own realities - I will explain this further later on. I have ordered my units by first establishing oneself, then gradually moving into our impact on the world around us. First we will look at the individual, and then the world around us, then how other individuals have made influential impacts and then how groups have made changes to the world around them, and finally we will discuss what all this means to us. I also titled my units after songs that have a similar message as what I am trying to send to my students during that particular unit.

SMART BOARD/ PROJECT SCREEN

My Classroom Layout

Classroom Context As to get the most possible out of my yearlong plan, I have chosen to base my classroom off a typical urban public school demographic. I have selected to use an average 11th grade classroom from East High School in order to have realistic demographics. At East High School in Denver, Colorado last year (2010-2011), there were 2,199 students enrolled in October 2010; 753 of those students were receiving, free or reduced price lunch: making the percentage that receive free or reduce priced lunch 34%. Of this total population racial demographics were broken down into the following percentages; 22% Hispanic, 44% Caucasian, 26% African American, 2% Asian-Pacific Islander, .5% Native American and 6.5% other. (http://www.dpsk12.org/schoollist/School.aspx?id=451) My class will be 11th grade World Literature and will consist of 30 students that align with the school wide demographics. We will also meet once on Mondays for 50 minutes and then again on Wednesday and Friday for 80 minutes. The class runs for the entire year because we are a core requirement. There are 18 girls in my class and 13 boys. There are a few students repeating my class and therefore some age discrepancy occurs. In my class there are also 6 ELL students. These students all come a variety of backgrounds, making their experiences transitioning into an English speaking high school very unique. Because of the language barrier that does take place in my classroom, some students tend to stick with and work better with other specific students. I sometimes work this to my advantage by having students help each other with many of the assignments, coming to me when help is needed, and other times I still use this to my advantage by having students work with others from different backgrounds to give each other outside perspectives. I utilize the wide variety in my classroom to best acknowledge the multitude of experiences my students will have in their lives and how to teach them how to cohesively work with others around them. Within this year, we will be discussing major issues that none of them will be able to hide from and I want to create an environment that helps my students to work off of, and with one another to best understand the world around them and how they impact it. Similar to how I hope for my students to interact with one another I have modeled my classroom in the same community style fashion. I want each of my students to feel included in every discussion, whether they have something to contribute or whether they participate as an active listener. Therefore, I have organized my classroom in a semi-circle fashion for each student to be able to see every other student and me, whether I am at the front of the classroom or at my desk. I have also created a crashing corner. Here my students can browse my book collection and relax during reading time or study time if they like on the couch or armchair. In this corner I have also placed a lamp to give a better reading ambiance. Sometimes it is as simple as a change in lighting to create the necessary atmosphere to get some genuine reading accomplished. One of my walls is completely covered in windows for a similar reason. This will allow for me to create a different

lighting in my class to provide a more relaxing and less ridged environment. The other walls will be covered in inspirational posters, quotes and student work. I want my students to help create my classroom just as much as I create it, if not more. I want them to feel at home and comfortable in my room, in order to do this I will give the majority of control over how the classroom looks at the end of the day. I want to be able to have really engaging discussions with my students and I believe that have structured my classroom environment in the best manner in order to do this. They should feel safe, comfortable and engaged at any moment during the class period. Although I have chosen difficult statistics to work with, it will be apparent that I have not limited the rigor of my class. I firmly believe that with the proper amount of guidance and structure, students will be able to accomplish more in one year than they could have ever thought possible. My class will be hard for many students, but I promise to put in the time if they do. I will always be there as support and advice as we tackle the amount of reading we are about it. I believe that all too often, students become disinterested in school because no one has taken the initiative to actually challenge them and hold them accountable for their work. I do not mean to sound as though I will run my class with an iron fist by any means, all I want to awaken my students to the true possibilities that lie within each and every one of them. I will provide my students with the support they need to complete my class and will be there when times get tough.

Eleventh Grade Colorado Standards:

Standard 1: Oral Expression and Listening 1. Verbal and nonverbal cues impact the intent of communication - Students will do this when giving speeches at the end of unit 5. - They will also be practicing this skill through multiple Socratic seminars that we will conduct throughout the year. 2. Validity of message is determined by its accuracy and relevance - The validity of their I Have a Dream speech in unit 5 will be determined by the accuracy and relevance of their speech. - During class discussions, students will be required to support any claim they make with textual evidence. Standard 2: Reading for all Purposes 1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning - We will begin by practicing their ability to critically analyze a text by discussing the comparison of Cisneros and Beahs writing. 2. Ideas synthesized from informational texts serve a specific purpose - When the students collect different articles about the banning of The Catcher in the Rye they will be using this information to then discuss how society is kept in ignorance of the beauty around them at times. The ideas they synthesize from this material will serve to provide them a better perspective of the influence of the majority on society. 3. Knowledge or language, including syntax and grammar, influence the understanding of literary persuasive, and informational texts. - In unit 3, my students will be asked to analyze a song that they believed influences their generation. They will have to analysis; the grammatical structure of the song, the syntax, and use of language to defend their opinion.

Standard 3: Writing and Composition 1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience. - In unit 1, my students will have to create a narrative of some kind to exhibit their childhood. They will be required to write a reflection to me in order to explain why they used the method in which they did. 2. Elements of informational and persuasive texts can be refined to inform or influence an audience

Students will be using rhetorical writing in unit 5, unit 3, and unit 7. The essays they construct in these three units will require them to either inform or inform and influence their audience on a particular matter. They will go through multiple revisions before the final product. 3. Writing demands on going revisions and refinements for grammar, usage, mechanics, and clarity - When constructing their I Have a Dream speech in unit 5 they will workshop for about 2-3 weeks. In unit 7, students will have multiple opportunities to workshop with a group to refine their informative essays on a revolution of their choice. Standard 4: Research and Reasoning 1. Self-designed research provides insightful information, conclusions, and possible solutions - Within unit 7, students will be asked to choose a revolution in history that speaks to them, and then to conduct the research necessary to write an informative essay on the revolution and why it is so influential to them. 2. Complex situations require critical thinking across multiple disciplines - When the students are researching their different revolutions they will be required to think critically of both sides of the revolution. This will also tap into their prior social studies knowledge and will require them as well to use technology in order to find the necessary resources. 3. Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence - When my students are composing their speeches for unit 3, they will be forced to reach into their reasoning skills. This will require of them to speak to ethos and pathos reaching humility and empathy. After they have given speeches they will have built confidence. - Many of the projects we will partake in this year will require my students to appeal to human empathy. They will also present many of their pieces to the rest of class, where warm words will be providing as feedback, building their individual confidence.

Six Language Art Skills

Speaking

Writing

Listening

Viewing

Visually Representing

Reading

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

43- Standards Evidence Outcomes Table Units

Born this Way

Standard 1
1.1.a., 1.2.a. 1.2.a., 1.2.c.

Standard 2
2.1.a., 2.1.c., 2.1.d. 2.1.a., 2.1.c., 2.1.d.

Standard 3
3.1.a. 3.1.a.

Standard 4
4.2.a. 4.1.a., 4.1.b., 4.1.c., 4.2.a., 4.2.b., 4.2.c., 4.2.e., 4.3.a., 4.3.b., 4.3.c., 4.3.d. 4.2.a., 4.2.b., 4.3.b., 4.3.c., 4.3.d. 4.2.a., 4.3.c.

Man in the Mirror

Imagine Like a Rolling Semester Break Be the Change You Wish to See Stone/

3 4

1.1.d., 1.2.a., 1.2.c.

2.1.a., 2.1.b., 2.1.d. 2.1.d., 2.3.d

3.1.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d.

1.1.b., l.1.c., 1.1.d., 1.2.a., 1.2.c.

2.1.a., 2.1.b., 2.1.c., 2.1.d.

3.1.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d.

4.1.d., 4.1.f., 4.2.a., 4.3.c., 4.3.d.

Whats Going On Revolution Here I Go Again

2.1.c., 2.1.d.

3.1.a., 3.3.a., 3.3.b., 3.3.c., 3.3.d. 3.1.a., 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d., 3.3.e. 3.1.a.

4.2.a.

7 8

1.1.e., 1.2.c.

2.1.a., 2.1.b., 2.1.d.

1.2.a., 1.2.c.

2.1.a., 2.1.c., 2.1.d.

4.1.a., 4.1.b., 4.1.d., 4.1.e., 4.1.f., 4.2.a., 4.2.c., 4.2.d. 4.2.a., 4.2.e., 4.3.d.

UNIT OUTLINES
UNIT 1: BORN THIS WAY - 5 weeks Texts: A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah (Memoir) (Sierra Leone) House on Mango Street by Sandra Cisneros (Single Vignettes) (USA) Unit Assessment: I want them to analyze how they came to be the person they are and consider while doing so, the concept of nature versus nurture. They will then create for me a memoir of their life adolescence in any of the following forms; diary, journal, tape recording, short film. Week One: Looking back on our childhoods including; memories, favorite games, children books, and interest. -Journaling about childhood memories Pages 1-40 of, A Long Way Gone Week Two: -Analyzing the concept of nurture Pages 40-61 of, A Long Way Gone Week Three: Pages 61-120 of, A Long Way Gone -Analyzing the concept of nature Week Four: Pages 121-180 of, A Long Way Gone Cisneros vignettes from House on Mango Street; Hair & House on Mango Street & My Name - Comparing and contrasting Cisneros and Beahs narrative styles. - Developing our own narratives Week Five: Pages 180-240 of, A Long Way Gone - Narrative work shopping - Unit Assessment work time - Narratives due at the end of the week Standards Addressed: 2.1.d., 3.1.a.

Standards Addressed: 1.2.a., 2.1.a., 4.2.a., 4.2.e.

Standards Addressed: 1.2.a., 4.2.a., 4.2.e

Standards Addressed: 1.1.a, 1.2.a, 2.1.a., 2.1.c., 3.1.a., 4.2.a.

Standards Addressed: 2.1.d., 3.1.a., 4.2.a.

UNIT 2: MAN (WOMAN) IN THE MIRROR - 6 weeks Texts: Siddartha by Herman Hesse (Novel) (Indian) In the Name of Identity by Amin Maalouf (essay) (Lebanon) Assessment: I want them to imagine what they look like to others and depict that for me. They may create a painting, drawing, or a descriptive narrative about how they think people perceive them. Then I want them to follow this up by showing me who they see when they look at their self in a mirror. The project will be titled, In a mirror you would seebut if you really knew me. Week One: Standards Addressed: - Focus on transitioning into defining our own identity 1.2.a., 2.1.a., 2.1.c., 4.2.a., - Read, analyze, and have a Socratic discussion of, In the Name 4.2.b., 4.2.c., 4.2.e., 4.3.b. of Identity Week Two: - Begin Siddartha pages 1-30 - Informal gathering of opinions of peers in the school about what their identity means to them. Then they will write a quick Op-Ed about how they feel identity is established. Week Three: - Siddartha pages 30-60 - Discussing how others impact how we express our identity and how we either flaunt or hide our individuality because of this. - Much informal journaling will take place. Week Four: - Siddartha pages 60-90 - I will model how to complete their unit assessment In a mirror you would seebut if you really knew me. - Begin brainstorming projects (alone work time) Week Five: - Siddartha pages 90-110 - Multiple choice test over Siddartha - In class work time for unit assessment Week Six: - Work time for final unit assessment - Final day of unit students will present their projects in a fair style manner. While students circulate the projects, they will comment with warm words on at least 3 different project with sticky notes - providing informal feedback and creating community. Standards Addressed: 2.1.a., 3.1.a., 3.2.b., 4.1.a., 4.1.b., 4.1.c., 4.2.a., 4.2.c., 4.2.e., 4.3.a., 4.3.d. Standards Addressed: 2.1.d., 4.2.a., 4.2.c.

Standards Addressed: 2.1.d., 4.2.a., 4.2.c.

Standards Addressed: 2.1.d.

Standards Addressed: 1.2.c., 2.1.d., 4.2.a., 4.3.c.

UNIT 3: IMAGINE - 5 weeks Texts: 1984 by George Orwell (Dystopian Novel) (Europe) *We will also be discussing many songs that relate to revolution such as: Imagine by Bob Dylan, What a Wonderful World by Iz and Rollin in the Wind by Peter, Paul & Mary.* Assessment: After we have discussed the concept of a dystopian nation we will also discuss our perceptions of utopian worlds. They will be placed into groups in order to create a map and description of their Utopia. They will be required to have both a written piece and a creative piece. Their world must be diagramed and described for me and then they will explain to me the reason why they have built their world this way. Week One: - Song Analysis - Begin rhetorical argumentative essays 2-3 pages in length about the most influential song of their generation according to them. - 1984 pages 1 - 75 Week Two: - Workshop first draft of argumentative essays - 1984 pages 75 - 180 Standards Addressed: 2.1.a., 2.1.d., 3.2.a., 3.2.b. 4.2.a.

Standards Addressed: 2.1.b., 2.1.d., 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d., 4.2.a. Standards Addressed: 1.2.c., 2.1.a., 2.1.b., 2.1.d., 3.2.a., 3.2.b., 4.2.a., 4.2.b.

Week Three: - 1984 pages 180 - 255 - Use a Socratic seminar to discuss 1984 - Final argumentative essay due - Discuss the argumentative essays Week Four: - 1984 pages 255 - 320 - Introduction of final utopia assignment - Class time to work on final utopian project Week Five: - 1984 pages 320 - 368 - Work time in class - Group presentations of utopians - Reflect on classmates impressions of your Utopia, what did you notice was different in your group, compared to others?

Standards Addressed: 1.2.a., 2.1.d., 3.2.a., 3.1.a., 4.3.b., 4.3.d.

Standards Addressed: 1.1.d., 1.2.c., 2.1.d., 4.3.c.

UNIT 4: LIKE A ROLLING STONE - 2 weeks No required texts during this time we will be debriefing how far we have come at this time in the year and looking towards where we are heading. I want to be able to give my students a chance to absorb the lessons thus far and to finish any projects they may have struggled with. This will give me a chance to touch base with each student as we prepare to continue with the year and will give either struggling students or ELL students a chance to catch-up. Week One: - Assessing where we have come - Communicating with students who have missing assignments - Summing up discussions on nature vs. nurture, and identity. Week Two: - Summing up discussions on dystopias vs. utopias - Debate of whether the world we live in (as both a society and as an individual) leans more towards dystopia or utopia. - Brainstorming how others have tried to make the world a better place - this will transition into the coming semester. Standards Addressed: 2.1.d.

Standards Addressed: 2.3.d., 4.2.a., 4.3.c.

SEMESTER BREAK

UNIT 5: BE THE CHANGE YOU WISH TO SEE IN THE WORLD - 6 weeks Texts: I Have a Dream by Martin Luther King (Speech) (USA) Crash (Film) (USA) The Catcher in the Rye by J.D. Salinger (Novel) (USA) Assessment: I want my students to critically think of a controversial issue that they feel strongly about and write an I Have a Dream speech. They will be required to present their speech to the class either physically, through audio, or video. In their speech they must take a stance on a topic and defend their beliefs with statistics and reason. Week One: The Catcher in the Rye pages 1 - 60 : Reading Quiz - Discuss how the book has been known as very controversial - Research what has been said about this book and why is has been banned - bring in one article that you find that addresses the banning of, The Catcher in the Rye for homework. Week Two: The Catcher in the Rye pages 60 - 120 : Reading Quiz - Crash - discuss the societal stereotypes that took place - free write journaling will be a major focus this week Week Three: The Catcher in the Ryes pages 120 - 180 : Reading Quiz
- I have a Dream Audio recording and reading assignment

Standards Addressed: 1.2.a., 1.2.b., 1.2.c., 2.1.a., 2.1.c., 2.1.d., 4.1.a., 4.1.b., 4.1.c., 4.1.d., 4.1.f., 4.2.a.

Standards Addressed: 1.2.b., 1.2.c., 2.1.a., 2.1.b., 2.1.c., 2.1.d., 3.1.a., 4.2.a.

Standards Addressed: 1.2.b., 1.2.c., 2.1.a., 2.1.b., 2.1.c., 2.1.d.

Week Four: The Catcher in the Rye pages 180 - 240 : Reading Quiz
-Thinking back to their vision of a Utopia, what would they have to change to create the world they want to live in? What is their dream? -Begin drafting individual I Have a Dream speeches following a similar rhetorical format of the one that MLK used.

Standards Addressed: 1.2.c., 2.1.a., 2.1.d., 3.1.a., 3.2.a., 3.2.b, 3.3.a., 3.3.b., 3.3.c., 3.3.d.

Week Five: The Catcher in the Rye pages 240 - 288 : Reading Quiz -Workshop speeches -Begin speeches Week Six: -Finish speeches
-Reflect on how influential your speech was by your classmates feedback

Standards Addressed: 1.2.c., 2.1.a., 2.1.b., 2.1.d., 3.1.a., 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d. Standards Addressed: 1.1.b., 1.1.c., 1.1.d., 1.2.c., 4.3.c., 4.3.d.

UNIT 6: WHATS GOING ON - 2 weeks These two weeks will be highly devoted to ACT/SAT prep and college prep. I want to be sure I take the time to meet all students needs and not just those on the college path. I will take this time specifically to answer any real life questions or scenarios that concern my students. My main goal is to create a class that is ready and equipped to conquer the world no matter the path they choose and this is when I will dedicate my attention to those specific needs. Week One: -Analyzing sample essay questions Standards Addressed: 2.1.c., 4.2.a.

Week Two: -Practicing sample essay questions

Standards Addressed: 3.1.a., 3.3.a., 3.3.b., 3.3.c., 3.3.d.

UNIT 7: REVOLUTION - 5 weeks Texts: The Red Badge of Courage by Stephen Crane (Historical Fiction) (USA) Revolution by Jack London (Essay) (USA) The People of the Machine by Attiya Dawood (Poetry) (Shindhi) Assessment: My students will be asked to complete a four page paper about a particular revolution that appeals to them and why. The essay will be very formal with at least two different sources referenced. I will be assessing their ability to gather reliable information and to organize it in an organized and understandable matter. This will be a great assessment following our unit on ACT/SAT testing and will then allow me to assess the students that need extra help before the test. Week One: The Red Badge of Courage pages 1 50 -Discussions revolving around why people revolt Revolution by Jack London The People of the Machine by Dawood Week Two: The Red Badge of Courage pages 50 100 -Analyzing different revolutions throughout time -Give paper assignment -Defining what makes good research Week Three: The Red Badge of Courage pages 100 150 -In class/guided research Standards Addressed: 2.1.b., 2.1.c., 2.1.d., 4.2.a.

Standards Addressed: 1.2.b., 2.1.a., 2.1.b., 2.1.c., 2.1.d., 3.1.a., 4.1.a., 4.1.b., 4.1.c., 4.1.d., 4.2.d. Standards Addressed: 1.2.b., 2.1.b., 2.1.d., 3.1.a., 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d., 3.3.e., 4.1.a., 4.1.b., 4.1.c., 4.1.d., 4.2.a., 4.2.c. Standards Addressed: 1.1.e., 2.1.d., 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d., 3.3.e., 4.1.d., 4.2.a. Standards Addressed: 1.1.e., 2.1.d., 3.1.a., 3.2.a., 3.2.b., 3.3.a., 3.3.b., 3.3.c., 3.3.d., 3.3.e., 4.1.e, 4.1.f., 4.2.a.

Week Four: The Red Badge of Courage pages 150 200 -In class/guided research -First draft workshop Week Five: The Red Badge of Courage pages 200 240 -Second draft workshop -Final draft due at the end of the week

UNIT 8: A CHANGE IS GONNA COME - 5 weeks Texts: One book of choice and relevance from the list below: Things They Carried by Connor OBrien Grapes of Wrath by John Steinbeck The Adventures of Huckleberry Finn by Mark Twain Sophies Choice by William Styron I Know Why the Caged Bird Sings by Maya Angelou The Kite Runner by Khaled Hosseini

Assessment: They will be in groups according the book they choose and will be given different jobs to give the class a quick Book Trailer. This assessment will be lighter than other because at the same time they will be working on their yearlong project. For their yearlong projects, my students will reflect on the issues we discussed that interested them most and then they will demonstrate to me how they will fight for those issues. They may present their activism to me in any form they choose. This can be an art project, essay, journal or video. They must however, also present me with a 2-3 page reflection on the following topics; why they chose the issue they did, why those chose to represent their interest in the media they did, how has their interest or involvement in this issued changed during the year, and finally a simple statement about what they learned by doing this assignment. Week One: -Give book trailer examples of each novel -Assign book teams and job titles -Introduce culminating assessment Week Two: -Model what a proper group discussion of the novel should be -Book teams -In class work time for culminating assignment Week Three: -Book teams -In class work time for culminating assignment Week Four: -Book teams -Presentations of trailers -In class work time for culminating assignment Week Five: -Presentations of culminating assignment: Fair style, circulating the room while writing warm words on projects and class party Standards Addressed: 2.1.a., 2.1.d., 3.1.a.

Standards Addressed: 1.2.a., 2.1.a., 2.1.c., 2.1.d., 3.1.a. Standards Addressed: 1.2.a., 2.1.a., 2.1.c., 2.1.d., 3.1.a., 4.2.a., 4.2.e. Standards Addressed: 1.2.a., 2.1.a., 2.1.c., 2.1.d., 3.1.a., 4.2.a.

Standards Addressed: 1.2.a., 1.2.c., 3.1.a., 4.2.e., 4.3.d.

Culminating Assessment: For their final project I will provide my students with multiple pathways in which they may complete the assignment. They will all be creating a portfolio that represents the world as how they see it and what they are desired to change and what they cherish. Throughout the year we will discuss the process of defining our individuality and this project will exemplify individuality to the umpteenth. Assignment Introduction for Students: For your final project I want you to carefully assess the multiple restrictions of reality and the beauty of reality that we have previously discussed in class. I want you to feel free to express to me how you see the world around you in which ever method suits you best. Some options for how you can build your project include; scrapbook, journal logging, PowerPoint, video, collective essays, painting, a collection of poems, and other ideas will be considered. *Each project will require a written explanation.* Your objective will be to create a piece that properly represents how you see the world around you, and how you are an active citizen of the world. You have a lot of freedom with this assignment, but I want you to keep in mind those around you. The ways in which you chose to express yourself will define your character and will stick with you for time to come - so be cautious. I do not however, which to see you limit yourself or your creativity in any nature. I want you to express how you visualize the world not as a globe, but as the functioning heartbeat of culture, society and life. After you have created your vision of the world, I want you to demonstrate in some way, where you take place in all the chaos. Where do you as an individual fit into and contribute to society? You will be graded off of originality and effort. Time and materials will be provided for you in class, but a considerable amount of work outside of class should take place as well. The number of resources you use in your project such as, materials and quality of materials will not affect your final grade. The quality of your project however will affect your final grade so take your time and take the effort. Have fun with this assignment and we will work through it together. Each project will require a two-three page (at least) reflection. In your reflection I want you to address the following questions: 12345What was your initial thought process when I gave you this assignment? What different projects went through your mind? What was your first impression of how you wanted to create your world? Did you perspective change? After looking at the writing journal we have kept all year, do you see a change from the first entries to your final ones and then to the project?