Zach adam course_design final pp


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Power Point Presentation: A cross discipline Standards Based Course outline for English/American Literature and American / World History: Who Dreams the American Dream: Race, Politics and Culture in American Literature

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Zach adam course_design final pp

  1. 1. Who Dreams the American Dream? Race, Politics, and Expression in American Literature<br />Essential Questions<br /><ul><li>What is the American Dream and is the attainment of it possible for every member of society?
  2. 2. Why are some members of society more susceptible to alienation than others?</li></li></ul><li>Introduction to the American Dream<br />What is the American Dream? What does it look like? Is it different for different people? If so, how does it differ? How is it attained? <br />Readings<br />A Tree Grows in Brooklyn<br />The Great Gatsby<br />Declaration of Independence (excerpts)<br />Assessment<br />Write: Self Reflection Essay: What does the phrase “Life, Liberty and the Pursuit of Happiness mean to you? What does it mean to be an American? What does success look like?<br />
  3. 3. The American Dream has Growing Pains<br />How does the growing and diversifying of the American public change the definition of the American Dream? What role does social class and gender have on the definition? <br />Readings<br />The Grapes of Wrath<br />No No Boy<br />Assessment<br />Compare a character from each novel, how does the American Dream differ for each and why?<br />
  4. 4. Civil Rights and the Harlem Renaissance<br />How did the Harlem Renaissance and Civil Rights Movement influence African Americans view of the American Dream? Did it change the nature of the dream? Did it actualize it? <br />Readings<br />Selected works of Maya Angelou <br />Selected works of Langston Hughes<br />Speeches by Martin Luther King, Jr.<br />Assessment<br />Compare Shirley Jackson’s “After You, My Dear Alphonse” with Langston Hughes’ “Let America be America Again” and “I, Too.” <br />
  5. 5. The Current State of the American Dream<br />In light of the mortgage crisis and the current state of the economy, is the American Dream dead? If so, can it be revived? How is America viewed by her citizens today?<br />Readings<br />Current Events (news stories)<br />President Obama: “These miners lived and died in the pursuit of the American Dream.”<br />Student Interview transcripts<br />Selected works by Hunter S. Thompson Research project and reflection: Generate interview questions: What does the American Dream mean to you and to your family? Interview someone in your family about what the American Dream means to them. <br />
  6. 6. MLR Standards<br /><ul><li>A1 Interconnected Elements:  Comprehension, Vocabulary, Alphabetics, Fluency
  7. 7. 9-Diploma Performance Indicators & Descriptors
  8. 8. Students read and evaluate texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. 
  9. 9.  
  10. 10. Use a flexible range of before, during, and after readingstrategies to deepen understanding of the author’s message.
  11. 11. Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.
  12. 12. Determine the meaning of unknown words by analyzing the context in which they are used, using reference sources, and applying knowledge of wordparts and their meanings.
  13. 13. Pronounce and recognize foreign words, tier 3 words across all content areas, and specific literary terms to enhance comprehension of complex texts.
  14. 14. Fluently and accurately read text using appropriate pacing, phrasing, intonation, and expression.
  15. 15. Demonstrate comprehension by evaluating texts using established criteria.</li></li></ul><li>MLR Standards<br /><ul><li>A2 Literary Texts
  16. 16. 9-Diploma Performance Indicators & Descriptors
  17. 17. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.
  18. 18.  
  19. 19. Analyze the characters’ external and internal conflicts.
  20. 20. Analyze the difference between first-person and third-person narration and the effect of point of view on a reader’s interpretation of a text.
  21. 21. Determine the effects of common literary devices on the style and tone of a text.
  22. 22. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
  23. 23. Identify, compare, and analyze recurring themes across works.
  24. 24. Analyze how meaning is conveyed in poetry through diction, figurativelanguage, repetition, and rhyme.
  25. 25. Compare types of poetry.
  26. 26. Evaluate the effective use of a genre of literature related to its intended purpose and audience.</li></li></ul><li>MLR Standards<br /><ul><li>A4 Persuasive Texts
  27. 27. 9-Diploma Performance Indicators & Descriptors
  28. 28. Students evaluate the validity, truthfulness, and usefulness of ideas presented in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented. 
  29. 29.  
  30. 30. Evaluate the logic of persuasive texts, noting instances of unsupported inferences and fallacious reasoning.
  31. 31. Recognize and explain the use and misuse of forms of nuance such as ambiguity, contradiction, irony, and over-or-understatement in persuasive texts.
  32. 32. Identify and describe the effect of figurative language and other rhetorical devices; explain why they do or do not contribute to the overall effectiveness of the argument.
  33. 33. Analyze the purpose(s) of a persuasive text; describe the intended audience, and assess the overall effectiveness of text.</li></li></ul><li>MLR Standards<br /><ul><li>B1 Interconnected Elements
  34. 34. Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.
  35. 35.  
  36. 36. Locate, summarize, and synthesize information from primary and secondarysources, as necessary.
  37. 37. Apply aspects of various genres for rhetorical effect, strong diction, and distinctive voice.
  38. 38. Revise drafts to improve synthesis of information from sources, ensuring that the organizational structure, perspective, and style are effective for the targeted audience and purpose.
  39. 39. Edit for correct grammar, usage, and mechanics.
  40. 40. Create legible final drafts.</li></li></ul><li>MLR Standards<br />Narrative<br />Students embed narrative writing in a written text when appropriate to the audience and purpose.<br />Use diction, syntax, imagery, and tone to create a distinctive voice.<br />Organize ideas in a logical sequence with effective transitions.<br />
  41. 41. MLR Standards<br />D1 Grammar and Usage<br />Students apply rhetorical skills when reading, writing, and speaking through their understanding of Standard American English. <br /> <br />Use appropriate diction, syntax, and figurativelanguage to suit purpose, context, and audience.<br />Use handbooks, style guides or other writing sources to confirm accuracy of Standard American English.<br />
  42. 42. MLR Standards<br /><ul><li>E2 Speaking
  43. 43. Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.
  44. 44. Choose and present appropriate information logically and ethically.
  45. 45. Apply conventions of Standard American English to suit audience and purpose.
  46. 46. Analyze feedback and revise delivery to improve effectiveness of communication.
  47. 47. Select appropriate media, relevant to audience and purpose, to extend and support oral, written, and visual communication. </li></li></ul><li>MLR Standards<br /><ul><li>F1 Analysis of Media
  48. 48. Students analyze the effectiveness of auditory, visual, and written information used to communicate in different forms of media.
  49. 49. Explain how visual and sound effects influence messages in various media.
  50. 50. Explain the similarities and differences between the messages conveyed by print and non-print sources.
  51. 51. Compare the role of print andnon-print sources, including advertising, in shaping public opinion and noting instances of unsupported inferences, or fallacious reasoning.
  52. 52. Select appropriate media, relevant to audience and purpose that extend and support oral, written, and visual communication.</li>