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
English as a Global LanguageAround the world, the English langua
Zach adam course_design final pp
1.
2.
3. The American Dream has Growing Pains 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? Readings The Grapes of Wrath No No Boy Assessment Compare a character from each novel, how does the American Dream differ for each and why?
4. Civil Rights and the Harlem Renaissance 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? Readings Selected works of Maya Angelou Selected works of Langston Hughes Speeches by Martin Luther King, Jr. Assessment Compare Shirley Jackson’s “After You, My Dear Alphonse” with Langston Hughes’ “Let America be America Again” and “I, Too.”
5. The Current State of the American Dream 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? Readings Current Events (news stories) President Obama: “These miners lived and died in the pursuit of the American Dream.” Student Interview transcripts 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.
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.
10. Use a flexible range of before, during, and after readingstrategies to deepen understanding of the author’s message.
11. Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.
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. Pronounce and recognize foreign words, tier 3 words across all content areas, and specific literary terms to enhance comprehension of complex texts.
14. Fluently and accurately read text using appropriate pacing, phrasing, intonation, and expression.
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.
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.
30. Evaluate the logic of persuasive texts, noting instances of unsupported inferences and fallacious reasoning.
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. 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.
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.
36. Locate, summarize, and synthesize information from primary and secondarysources, as necessary.
37. Apply aspects of various genres for rhetorical effect, strong diction, and distinctive voice.
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.
41. MLR Standards D1 Grammar and Usage Students apply rhetorical skills when reading, writing, and speaking through their understanding of Standard American English. Use appropriate diction, syntax, and figurativelanguage to suit purpose, context, and audience. Use handbooks, style guides or other writing sources to confirm accuracy of Standard American English.
42.
43. Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.
48. Students analyze the effectiveness of auditory, visual, and written information used to communicate in different forms of media.
49. Explain how visual and sound effects influence messages in various media.
50. Explain the similarities and differences between the messages conveyed by print and non-print sources.
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. Select appropriate media, relevant to audience and purpose that extend and support oral, written, and visual communication.
![Who Dreams the American Dream? Race, Politics, and Expression in American Literature Essential Questions ,[object Object]](https://image.slidesharecdn.com/zachadamcoursedesignfinalpp-100510195906-phpapp02/85/Zach-adam-course_design-final-pp-1-320.jpg)
![Why are some members of society more susceptible to alienation than others?,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)