Literature, The Penguin Edition Grade 10 ©2007 MU_10_LVdG - … · CORRELATED TO Michigan Merit...

C O R R E L A T E D T O

Michigan Merit Curriculum Model Unit StandardsGrade 10

Prentice HallLiterature, The Penguin Edition Grade 10 ©2007

G r a d e 1 0

Literature, The Penguin Edition, Grade 10 © 2007 Correlated to:

Michigan Merit Curriculum Model Unit Standards (Grades 10)

Model Unit Outline, Grade 10 Penguin Literature Grade 10 ©2007 coverage of Model Unit content and skills

MODEL UNIT 10.1: AMERICAN POST WORLD WAR II DRAMA Big Ideas/Themes Essential Questions Big Ideas • powers of the individual, individual vs. government or religious authority, individuals as members of a community, willingness to make sacrifices for the truth, dealing with powerful accusers, Puritanism, resentment, hysteria, hypocrisy

Please note that these themes—individual vs. government, willingness to make sacrifices for the truth, dealing with powerful accusers—which are central to Arthur Miller’s “The Crucible” can also be found in the grade 10 dramas in Penguin Literature (“The Crucible” itself can found in the grade 11 text, “The American Experience”). Comparing Works of Literature: Themes of Individual vs. Society, 798, 807 Also see: Ancient Greek Theater, 746–747 Greek Tragedy, 748, 768 Tragic Character, 910, 924 Comparing Works of Literature: Characterization in Drama, 932, 937

Themes • Literature can be used to strengthen the individual and regain power from those who would use it for their own purposes.

“Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 “The American Idea” Theodore H. White, 527 Comparing Works of Literature: Themes of Individual vs. Society, 798, 807

• Truth has no meaning when men believe only what they want to believe.

Tragic Character, 910, 924 Comparing Works of Literature: Characterization in Drama, 932, 937

Essential Questions • What is the importance of individuality? Comparing Works of Literature: Themes of

Individual vs. Society, 798, 807

• How can people use their power to make a difference in their lives and the lives of others? • What are the risks and rewards of using the power of the individual?

“Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 “The American Idea” Theodore H. White, 527

1




Quotations “The closer a man approaches tragedy the more intense is his concentration of emotion upon the fixed point of his commitment, which is to say the closer he approaches what in life we call fanaticism.” –Arthur Miller “Whatever hysteria exists is inflamed by mystery, suspicion and secrecy. Hard and exact facts will cool it.” –Elia Kazan “I am not sure what The Crucible is telling people now, but I know that its paranoid center is still pumping out the same darkly attractive warning that it did in the fifties.” –Arthur Miller

Please note that “The Crucible” is a central text of the grade 11 Penguin Literature program, “The American Experience.” In the grade 10 anthology, Lorraine Hansberry’s “A Raisin in the Sun” represents related social issues. Where “The Crucible” took on the McCarthy-era Communist “witch hunts” however, “A Raisin in the Sun” explored issues of racial identity, economic class, and segregation in post-war America. Here a quote from Lorraine Hansberry outlines some of the political and social issues represented in her play: “Both of my parents were strong-minded, civic-minded, exceptionally race-minded people who made enormous sacrifices on behalf of the struggle for civil rights throughout their lifetimes.” “A Raisin the Sun” Lorraine Hansberry, 935–937

Literary Genre Focus/Anchor Texts Narrative Text Drama The Crucible, Arthur Miller Please note that “The Crucible” is a central text

of the grade 11 Penguin Literature program, “The American Experience.” In the grade 10 anthology, an excerpt from Lorraine Hansberry’s “A Raisin in the Sun” represents related post-war issues in American drama. “A Raisin the Sun” Lorraine Hansberry, 935–937

Informational Text Essay “The Dying Girl That No One Helped,” Loudon Wainright

Opportunities to address this standard may be found on the following pages: “The American Idea” Theodore H. White, 527

Persuasive Essay “Civil Disobedience” Henry David Thoreau Evaluating Persuasive Appeals, 496

“Keep Memory Alive” Elie Wiesel, p. 500

Media Movie Power of One www.caringstrangers.com/powerofone.htm

Research and Technology: Scene proposal for movie, 43, 53

2




Linking Texts/Media Media Goodnight and Good Luck “I am only one person; I don’t matter very much.” “We will not walk in fear of one another.” Hotel Rwanda video Valentina’s Nightmare www.pbs.org/wgbh/pages/frontline/shows/Rwanda A&E documentary: A Son’s Confession excerpts from The Crucible, Hinter, director, Day-Lewis, Allen, Ryder

Opportunities to address this standard may be found on the following pages: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158 See the “Go On-Line” Author Link for Lorraine Hansberry referred to on pages 933 and 937.

Texts “Why I Wrote The Crucible: An Artist’s Answer to Politics” by Arthur Miller www.newyorker.com/printables/archive/020422fr_archive02 Timebends: A Life Arthur Miller Autobiography Informational Text on Joseph McCarthy such as: “Twentieth-Century Witch-Hunter: Joseph R. McCarthy” “Reply to McCarthy” Owen Lattimore “Miller Reacts to a Witch-Hunt”

Opportunities to address this standard may be found on the following pages: From the Author’s Desk: Introduction to Selection, Vreeland, Susan on “Magdalena Looking,” 6, Vreeland, Susan on “Artful Research,” 18, Cherryh, C. J. on “The Threads of Time,” 204, Weihenmayer, Erik on Touch the Top of the World, 410, Eady, Cornelius on “The Empty Dance Shoes,” 582, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, Hwang, David Henry on Tibet Through the Red Box, 730, Santos, John Phillip on Places Left Unfinished at the Time of Creation, 966 From the Author’s Desk: Insights into Selection, Vreeland, Susan on “Magdalena Looking,” 9, 15, 16, 17, Vreeland, Susan on “Artful Research,” 20, 25, Cherryh, C. J. on “The Threads of Time,” 205, 207, 211, 212, 213, Weihenmayer, Erik on Touch the Top of the World, 415, 417, 419, 421, Eady, Cornelius on “The Empty Dance Shoes,” 585, 587, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 584, 587, Hwang, David Henry on Tibet Through the Red Box, 733, 738, 741, Santos, John Phillip on Places Left Unfinished at the Time of Creation, 968, 970, 971, 972, 973, 975

Poetry “The Road Not Taken” Robert Frost “Mowing” Robert Frost, p. 616 (“The Road Not

Taken” is in the 9th grade program)

Poetry of Taylor, Bradstreet, Bryant, Longfellow, Poe

Opportunities to address this standard may be found on the following pages: “The Kraken” Alfred, Lord Tennyson, p. 689 “Meeting at Night” Robert Browing, p. 690

3




Speeches/Essays “On Civil Disobedience” Mohandis Ghandi (excerpts)

From “Nobel Lecture” Alexander Solzhenitsyn, p. 505

“The American Scholar” essays by Emerson (excerpts) “Self-Reliance” by Emerson

Opportunities to address this standard may be found on the following pages: “The Marginal World” Rachel Carson, p. 155 “Flood” Annie Dillard, p. 396

Music Lyrics “Outside a Small Circle of Friends” Phil Ochs Opportunities to address this standard may be

found on the following pages: “Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956 Cornelius Eady on Writing Poetry About Music, 715

Genre Study and Literary Analysis Narrative Text Genre Study Characteristics of • Historical Drama “The Tragedy of Julius Caesar” William

Shakespeare, pp. 818–925

• American Colonial Poetry • American Renaissance Poetry and Essays

Full coverage of these important literary and social moments in American history can be found in the grade 11 Penguin Literature text, “The American Experience.” The following selections from later American writers trace continuing themes and literary traditions in American literature: “A Toast to the Older Inhabitant…” Mark Twain, p. 476 “The Wind…” & “Tell all…” Emily Dickinson, pp. 669, 675 “The Weary Blues” Langston Hughes, p. 682 “The Marginal World” Rachel Carson, p. 155 “Flood” Annie Dillard, p. 396

4




• Post World War II Drama Please note that “The Crucible” is a central text of the grade 11 Penguin Literature program, “The American Experience.” In the grade 10 anthology, Lorraine Hansberry’s “A Raisin in the Sun” represents related social issues. Where “The Crucible” took on the McCarthy-era Communist “witch hunts” however, “A Raisin in the Sun” explored issues of racial identity, economic class, and segregation in post-war America. “A Raisin the Sun” Lorraine Hansberry, 935–937

• Political Allegory Opportunities to address this standard may be found on the following pages: From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Literary Elements • elements of a drama Drama, 726–730

Ancient Greek Theater, 746–747 Greek Tragedy, 748, 768 Shakespeare’s Tragedies, 822, 844

- dialogue - stage directions

Dramatic Speeches, 868, 890 Tragic Character, 910, 924 Comparing Works of Literature: Characterization in Drama, 932, 937

- essential background information Ancient Greek Theater, 746–747 Greek Tragedy, 748, 768 Shakespeare’s Tragedies, 822, 844 Reading Shakespearean Drama, 816–817

- exposition - rising action - conflict (internal/external) - climax - falling action - resolution/denouement

Using Diagrams to Summarize the Action, 770, 790 Internal and External Conflict, 892, 908

- theme Universal Tragic Themes, 770, 790 Comparing Works of Literature: Themes of Individual vs. Society, 798, 807

• character traits Tragic Character, 910, 924 Comparing Works of Literature: Characterization in Drama, 932, 937

5




• connections between plot, setting, theme, and selected literary devices

Universal Tragic Themes, 770, 790 Comparing Works of Literature: Themes of Individual vs. Society, 798, 807 Dramatic Speeches & Analyzing the Imagery, 868, 890 Internal and External Conflict, 892, 908 Comparing Works of Literature: Characterization in Drama, 932, 937

• chronology Using Diagrams to Summarize the Action, 770, 790 Internal and External Conflict, 892, 908

• influence of syntax and diction Dramatic Speeches, 868, 890 Blank Verse, 846, 866

Literary Devices • allusion Allusion, 594

• paradox Paradox, 370, 373, 375, 377, 378, 380, 381

• allegory Allegory, 337, 348, 362

• irony (dramatic, situational, verbal) Irony, 127, 139, 274, 295, 370, 373, 375, 377,

378, 380, 381

• conceit (extended metaphor) Metaphor, 580, 664

• propaganda Opportunities to address this standard may be found on the following pages: Making inferences: evaluating credibility of sources for, 270 Communications Workshop: Identify Purpose, Assess Arguments, Think About Logic/Accuracy, Viewing and Evaluating a Speech, 394; Delivering a Persuasive Speech, 566; Evaluate Purpose, Background, Facts/Opinions, 1158 Distinguishing between fact/opinion, 496, 518, 524, 528, 530

6




Historical/Cultural • Puritanism/theocracy • historical and political significance of play • McCarthyism and prejudice • gender inequality • hysteria caused by “religious” people

In the grade 10 anthology, Lorraine Hansberry’s “A Raisin in the Sun” represents related social issues. Where “The Crucible” took on the McCarthy-era Communist “witch hunts” however, “A Raisin in the Sun” explored issues of racial identity, economic class, and segregation in post-war America. Here a quote from Lorraine Hansberry outlines some of the political and social issues represented in her play: “Both of my parents were strong-minded, civic-minded, exceptionally race-minded people who made enormous sacrifices on behalf of the struggle for civil rights throughout their lifetimes.” “A Raisin the Sun” Lorraine Hansberry, 935–937 Also see: Ancient Greek Theater, 746–747 Greek Tragedy, 748, 768 Shakespeare’s Tragedies, 822, 844 Reading Shakespearean Drama, 816–817

Critical Perspective • characteristics of literary critique Reading Informational Materials (Reading Skill):

Evaluate the Critic’s Judgments, 366, Evaluate a Critic’s Summaries and Responses, 794

• quotations from the text to illustrate themes, motives, or author’s purpose

Timed Writing Applications: persuasive essay on quotation, 81, persuasive essay on quotation, 447 Writing Workshops: Response to literature, analytic, 712–719 Providing elaboration: using examples, facts, quotations, 1152

Informational Text Genre Study Characteristics of • magazine article Prewriting: Choosing topic by, scanning

newspapers/ magazines, 187, reviewing newspapers/magazines, 943 Reading Informational Materials: Feature Articles, 696–698

7




• media clip Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158 Writing Workshops: Response to literature, analytic, 712–719

• biography and autobiography Biography, 3 Autobiographical essay, 407 Writing Workshops: Autobiographical narrative, 100–104

• persuasive essay Persuasive writing, 409, 498, 501, 502, 506, 510

Writing Workshops: Persuasive writing, persuasive essay, 558–565

• literary critique Reading Informational Materials: Literary Reviews, 366–368, Drama Reviews, 794–796

Expository Elements • thesis Thesis, 18, 142, 152, 162

Shaping writing: writing thesis statement, 714, refining thesis statement, 945, , using thesis statement/purpose, 1152 Narrowing topic: developing working thesis statement, 943, using keywords to focus thesis, 1054

• supporting ideas Analyzing main idea/supporting details, 424, 426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488

• statistical evidence Providing elaboration: providing facts, statistics, anecdotes, 560

• chronology Shaping writing: choosing logical organization (order of events), 188, making plot diagram, 299, organizing essay, 560, choosing logical organization (order of events), 811

8




Persuasive Elements • appeals - logical (begging the question, either/or thinking, the domino theory, equivocation, false analogy, false cause) - emotional (to fear, pity, hasty generalization, personal attack, special pleading) - ethical (to authority) - strategies to persuade (analogies, anecdotes, illustrations)

Making inferences: evaluating credibility of sources for, 270 Communications Workshop: Identify Purpose, Assess Arguments, Think About Logic/Accuracy, Viewing and Evaluating a Speech, 394; Delivering a Persuasive Speech, 566; Evaluate Purpose, Background, Facts/Opinions, 1158 Distinguishing between fact/opinion, 496, 518, 524, 528, 530

• style (diction, figurative language, imagery) Style, 86, 89, 90, 93, 94, 96, 97, 408, 420 Diction, 86, 172 Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676 Imagery, 580, 664, 729

• elevated language Dramatic Speeches, 868, 890

• rhetorical questions Rhetorical device/question, 498, 502, 510

• repetition Repetition in poetry, 498, 586

Organizational Patterns • fact/opinion Distinguishing between fact/opinion, 496, 518,

524, 528, 530 Communications Workshop: Evaluate Purpose, Background, Facts/Opinions, 1158

• cause/effect Analyzing cause and effect, 106, 112, 113, 114, 116, 118, 120, 123, 126, 131, 134, 137, 138, 144, 147, 149, 152, 159, 160, 162, 165, 171, 182 Writing Workshops: Cause–and–effect essay (article), 186–193

• theory/evidence • compare/contrast Comparing and contrasting, assessment for,

1095, 1125, 1131, 1146 Writing Workshops: Comparison–and–contrast essay, 1150–1157

9




Features • media conventions and special effects Communications Workshop: Analyzing Media

Presentations, 194, Delivering a Multimedia Presentation of a Research Report, 954, Comparing Media Coverage, 1158

• headings, subheadings, graphics, boldface, italics, parenthesis

Reading Informational Materials (Reading Skill): Use Charts and Diagrams, Analyze Causes and Effects, 166, Preview the Text, 448, Identify Purpose/Structure, 622, Use Text Format, 928

• personal vs. business letter formats Writing Workshops: Letter to the editor, 490–494 Writing Business Letters: R29 Also see: Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451 Writing (Apply the Skills): business letter, 435, 444, letter to the editor, 891

Historical/Cultural • McCarthyism and prejudice • gender inequality • hysteria caused by politicians

In the grade 10 anthology, Lorraine Hansberry’s “A Raisin in the Sun” represents related social issues. Where “The Crucible” took on the McCarthy-era Communist “witch hunts” however, “A Raisin in the Sun” explored issues of racial identity, economic class, and segregation in post-war America. Here a quote from Lorraine Hansberry outlines some of the political and social issues represented in her play: “Both of my parents were strong-minded, civic-minded, exceptionally race-minded people who made enormous sacrifices on behalf of the struggle for civil rights throughout their lifetimes.” “A Raisin the Sun” Lorraine Hansberry, 935–937 Context, theme in cultural, 973

10




Critical Perspective • knowledge vs. prejudice Opportunities to address this standard may be

found on the following pages: From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

• media: critical viewing, camera focus Communications Workshop: Analyzing Media Presentations, 194, Delivering a Multimedia Presentation of a Research Report, 954, Comparing Media Coverage, 1158

Reading, Listening/Viewing Strategies and Activities Reading Reading Activities • Reading portions of the play aloud • Readers’ Theatre

Listening and Speaking: oral reading, 257, 267, interpretation, oral, 607, 619, poetry reading discussion, 635, poetry listening, 687, 693, interpretation, oral, 720, dramatic reading, 845, debate, 867, dramatic reading, 891

• Viewing films with a critical focus on purpose Listening and Speaking, group screen of filmed production, 925

• Analyzing characters Tragic Character, 910, 924 Comparing Works of Literature: Characterization in Drama, 932, 937

• Making connections between films and text Listening and Speaking, group screen of filmed production, 925

• Making predictions Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141

• Building vocabulary Vocabulary Builder (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 488, 518, 592, 607, 628–629, 664, 680, 748, 822, 980, 1004, 1062, 1096 Vocabulary Builder (Apply the Skills), 43, 53, 71, 86, 127, 139, 153, 163, 172, 231, 241, 257, 267, 274, 325, 335, 349, 363, 370, 435, 445, 461, 471, 474, 503, 511, 525, 531, 534, 607, 619, 635, 643, 646, 671, 677, 687, 693, 700, 791, 798, 845, 867, 891, 909, 925, 932, 989, 1017, 1027, 1034, 1075, 1093, 1111, 1123, 1132

• Activating prior knowledge Making predictions, by using prior knowledge, 28, 30, 36, 39, 50

11




• Utilize research strategies Writing Workshops: Research Report, 942–953 Research and Technology (Apply the Skills), 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123

• Use character chart or web Opportunities to address this standard may be found on the following pages: Tragic Character, 910, 924 Comparing Works of Literature: Characterization in Drama, 932, 937

• Critical reading: Describe the meaning of The Crucible at the surface (literal) and allegorical levels

Opportunities to address this standard may be found on the following pages: Allegory, 337, 348, 362

• Identify importance of stage directions in character development

Dramatic Speeches, 868, 890 Tragic Character, 910, 924 Comparing Works of Literature: Characterization in Drama, 932, 937

• Identify themes in play - appearance vs. reality - order vs. freedom - power of the individual - absolutes vs. relativity - charity vs. retribution

Universal Tragic Themes, 770, 790 Comparing Works of Literature: Themes of Individual vs. Society, 798, 807

• Underline significant passages and defend their importance

Providing elaboration: using examples, facts, quotations, 1152 Writing Workshops: Response to literature, analytic, 712–719

• Identify thesis and supporting ideas in “Civil Disobedience” and other linking text essays

Thesis, 18, 142, 152, 162

Reading strategies • Visualize Paraphrasing, by picturing the imagery, 662,

664, 669

• Make connections Connecting to the Literature: Reading/Writing Connection, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112

12




• Predict Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141

• Make inferences Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296

Listening/Viewing • Class/group discussion Listening and Speaking (Apply the Skills): group

discussion, 71, problem–solving group, 127, 139, debate, 153, 163, 267, group discussion, 325, 335, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677, debate, 867

• Comparisons of issues/themes between media and dramatic text • Compare media with text and connect to self – perspective on gender inequality and hysteria based on prejudice • Find intersections between visual images and verbal communication

Listening and Speaking, group screen of filmed production, 925

Writing, Speaking, Expressing Strategies and Activities

Writing to learn • character biography (explicit instruction) Research and Technology: Biography, 503, 511,

biographical, 1111, 1123

• persuasive essay (explicit instruction) Writing Workshops: Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565 Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451

• quickwrites Thinking About the Selection, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

13




• Journal entries describing how John Proctor changes from the beginning of the play to the end, and the events that cause the changes

Opportunities to address this standard may be found on the following pages: Character development, 203, 218, 230, 240 Journal, daily observation, 71

• Journal entries noting examples of narrative characteristics and persuasive elements (irony, conceit, paradox, appeals, internal/external conflict)

Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381 Paradox, 370, 373, 375, 377, 378, 380, 381 Internal and External Conflict, 892, 908

• letter writing Letter, 257, 267, 421, 435, 445, 447, 473, 490, 493, 503, 511, 891, R28, R29 Writing Workshops: Letter to the editor, 490–494 Writing Business Letters: R29

• author’s craft From the Author’s Desk: Introduction to Selection, 6, 18, 204, 410, 582, 730, 966 From the Author’s Desk: Insights into Selection, 9, 15, 16, 17, 20, 25, 205, 207, 211, 212, 213, 415, 417, 419, 421, 585, 587, 584, 587, 733, 738, 741, 968, 970, 971, 972, 973, 975 Style, 86, 89, 90, 93, 94, 96, 97, 408, 420

• written response to focus questions Timed Writing Applications, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054, 1125, 1131

Writing to Demonstrate Learning • Summarize a scene from the play Using Diagrams to Summarize the Action, 770,

790

14




• Comparison essay: use journal entries identifying the connections between events in 1690s Salem and 1950s America

Opportunities to address this standard may be found on the following pages: Comparing Literary Works: Writer’s Style, 86, Tone, 172, Point of View (first–person; third–person), 274, Paradox, 370, Irony, 370, Humorous Writing, 474, Author's Purpose, 534, Mood, 646, Theme, 700, Universal And Culturally Specific Themes, 798, Character Motivation, 932, Archetypal Narrative Patterns, 1034, Theme and Worldview, 1132 Writing Workshops: Comparison–and–contrast essay, 1150–1157

• Literary analysis essay: compare John Proctor’s response to the claims of witchcraft to Arthur Miller’s reaction to the Red scare

Opportunities to address this standard may be found on the following pages: Writing Workshops: Response to literature, analytic, 712–719 Providing elaboration: using examples, facts, quotations, 1152

• Literary analysis essay: identify themes and support with text; transfer themes to a real world context

Opportunities to address this standard may be found on the following pages: Comparing Works of Literature: Themes of Individual vs. Society, 798, 807

• Character biography: use journal entries to describe how John Proctor changes throughout the book; support using text events that caused the changes

Opportunities to address this standard may be found on the following pages: Research and Technology: Biography, 503, 511, biographical, 1111, 1123

• Reflective essay: discuss how The Crucible is a tragedy, and how John Proctor is a tragic hero. Use knowledge of tragedy from Romeo and Juliet.

Opportunities to address this standard may be found on the following pages: Greek Tragedy, 748, 768 Shakespeare’s Tragedies, 822, 844 Comparing Works of Literature: Themes of Individual vs. Society, 798, 807

• Write a review of the movie Power of One Opportunities to address this standard may be found on the following pages: Listening and Speaking, group screen of filmed production, 925 Reading Informational Materials: Literary Reviews, 366–368, Drama Reviews, 794–796

15




Authentic Writing Write a guide (pamphlet or booklet) to respond to: What can an individual do to act rationally in the face of hysteria caused by a local incident or a national or international disaster?

Opportunities to address this standard may be found on the following pages: From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536 Research and Technology: Events in Rome after time of play, 925

Persuasive Essay —take a stand on a controversial issue • Decide which issues you care about • Select and define one issue • Try out a position statement • Set up a pro-con table • List arguments and counterargument.

Writing Workshops: Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565 Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451

• Debate both sides of the issue with peers Listening and Speaking (Apply the Skills): debate, 503, 511, 867

• Write a persuasive essay based on debate reflection

Listening and Speaking (Apply the Skills): debate, 503, 511, 867 Writing Workshops: Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565 Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451

• Publish essay in essay form or as a letter to a state representative or newspaper editor as appropriate

Writing Workshops: Letter to the editor, 490–494,

Speaking • Choral reading • Readers’ Theater


16




• Think/pair/share Writing Workshops, peer review: 190, 390, 490, 716, 947, 1154 Listening and Speaking (Apply the Skills): group discussion, 71, problem–solving group, 127, 139, debate, 153, 163, 267, group discussion, 325, 335, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677, debate, 867

• Debate issues in preparation for persuasive writing - Express judgments by taking a position on the issue in the writing prompt - Maintain a focus on the topic throughout the debate - Develop a position by using logical reasoning and by supporting ideas - Organize ideas in a logical way - Use language clearly and effectively according to the rules of standard spoken American English - Think about both sides of the argument

Listening and Speaking (Apply the Skills): debate, 503, 511, 867 Writing Workshops: Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565 Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451

• Research Miller’s high school and college experiences; discuss his determination to get a college degree and to become a writer; make connections with own plans for further education

Opportunities to address this standard may be found on the following pages: More About the Author, 3, 201, 407, 579, 727, 963 Research and Technology (Apply the Skills): biography, 503, 511, brochure, biographical, 1111, 1123

Expressing • Create a research poster Bulletin board display on Vreeland, 26

Annotated poster on Eady's poems, 588 Poster advertising Hwang's speaking appearance, 742

• Research historical background of McCarthyism

Opportunities to address this standard may be found on the following pages: Research and Technology: literary history report, 671, 677, women's historical report, 867

• Create timelines of events in the Salem trials in the 1690s and of the events in the chronology of McCarthyism

Opportunities to address this standard may be found on the following pages: Research and Technology: Timeline, 845

17




On-Going Literacy Development Student Goal Setting and Self-Evaluation Strategies • Maintain writing portfolio Publishing/presenting, 104, 193, 302, 393, 494,

565, 660, 719, 814, 953, 1058, 1157 Writing (Apply the Skills), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 531, 607, 621, 635, 643, 671, 677, 687, 693, 769, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123

• Reflect on selected journal entry • Reflect on two pieces of unit writing that represent best effort

Writing Workshops: Reflecting on Your Writing (Journal), 104, 193, 393, 565, 660, 814, 1058, 1157

Daily Fluency Reading • Engage in partner reading Writing Workshops, peer review: 190, 390, 490,

716, 947, 1154

• Participate in choral reading Listening and Speaking: oral reading, 257, 267, interpretation, oral, 607, 619, poetry reading discussion, 635, poetry listening, 687, 693, interpretation, oral, 720, dramatic reading, 845, debate, 867, dramatic reading, 891

Writing • Respond with quickwrites Thinking About the Selection, 42, 52, 70, 78,

93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

Vocabulary Development • definition in context Context clues, 979, 1002, 1028, 1061, 1094,

1124

• sense of different language patterns (meanings of terms from Colonial America)

Dialogue, 218, 240, 728, 732, 735, 742, 868 Dialect, 616

18




• words from selection Reading and Vocabulary Skills Preview, 28–29, 106–107, 216–217, 304–305, 424–425, 496–497, 590–591, 662–663, 744–745, 816–817, 978–979, 1060–1061 Vocabulary Builder (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 488, 518, 592, 607, 628–629, 664, 680, 748, 822, 980, 1004, 1062, 1096 Vocabulary Builder (Apply the Skills), 43, 53, 71, 86, 127, 139, 153, 163, 172, 231, 241, 257, 267, 274, 325, 335, 349, 363, 370, 435, 445, 461, 471, 474, 503, 511, 525, 531, 534, 607, 619, 635, 643, 646, 671, 677, 687, 693, 700, 791, 798, 845, 867, 891, 909, 925, 932, 989, 1017, 1027, 1034, 1075, 1093, 1111, 1123, 1132 Grammar Lesson (Build Language Skills), 54, 80, 140, 164, 242, 268, 336, 364, 446, 472, 512, 532, 620, 644, 678, 694, 792, 926, 1002, 1028, 1124 Vocabulary Skill (Build Language Skills), 54, 80, 140, 164, 242, 268, 336, 364, 446, 472, 512, 532, 620, 644, 678, 694, 792, 926, 1002, 1028, 1124 Reading and Vocabulary Review, 98–99, 182–183, 296–297, 382–383, 488–489, 554–555, 654–655, 708–709, 808–809, 938–939, 1052–1053, 1146–1147

• academic vocabulary Academic Vocabulary/Assessment for analyzing literature, 29, 99, 107, 183, 217, 297, 305, 383, 425, 489, 497, 555, 591, 655, 663, 709, 745, 808, 817, 939, 979, 1053, 1061, 1147

Writing Strategies • process writing Writing Workshops: Reflecting on Your Writing

(Journal), 104, 193, 393, 565, 660, 814, 1058, 1157

• language appropriate for purpose and audience

Writing Workshops: analyzing audience, 387, addressing intended audience (formal/informal), 388, considering audience and tone, 491, essay for an audience, 565, considering audience's knowledge, 713

19




• using MLA conventions Report: on sources, 231, 241 Sources: documenting, primary/secondary, 944, using and crediting, 945, avoiding plagiarism, 947 Editing/proofreading: focusing on accuracy in citations, 953 Citing Sources and Preparing Manuscript: R33–R34

Grammar Skills • elements of dialogue Providing elaboration: using examples, facts,

quotations, 1152

• usage and parts of speech Noun, 54, 80, 102, 563, 926 Pronouns, 140, 164 Verb, 242, 268, 300, 336, 364, 391, 492, 563, 658, 1155 Subject-verb, 391, 658, 1155 Adverb, 512, 563, 678, 959, 1155 Object, 446, 620, 644 Adjective, 563, 926, 1155 Phrases, 563, 620, 658, 678, 679, 694, 717, 792, 812, 1155 Writing Workshops: Integrating Grammar Skills, 102, 191, 300, 391, 492, 563, 658, 717, 812, 949, 1155

• possessive use Noun, possessive, 102

• subject-verb agreement Subject-verb, 391, 658, 1155

• correct apostrophe usage Opportunities to address this standard may be found on the following pages: Punctuation, 1094, 1124 Noun, possessive, 102

• pronoun/antecedent agreement Writing Workshops: Integrating Grammar Skills: for pronoun–antecedent agreement, 191

20




MODEL UNIT 10.2: CONTEMPORARY REALISTIC FICTION, NOVEL Dispositions Big Ideas/Themes Essential Questions Big Ideas • integrity, discovering truth, courage, freedom, nobility,

For related thematic selections, please see: “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505

• satire, adventure, American culture in the mid-1800s,

Please note that Mark Twain is a featured writer in the grade 11 Penguin Literature program “The American Experience.” In this volume, the grade 10 program, an introduction to his satirical writing is provided by the selection listed below: Humorous Writing, 474 Connecting to the Literature, 475 “A Toast to the Oldest Inhabitant: The Weather of New England” Mark Twain, pp. 476–480

• democratic theories of life, liberty, and the pursuit of happiness • forces of change

For related thematic selections, please see: “The American Idea” Theodore H. White, 527 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Themes • Twain uses this form to ridicule and rebuke the slaveholding society of Huck Finn.

Opportunities to address this standard may be found on the following pages: “A Toast to the Oldest Inhabitant: The Weather of New England” Mark Twain, pp. 476–480 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098

• Every person deserves to be free. • Huck learns that Jim is a true friend entitled to full human rights.

For related thematic selections, please see: “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 “The American Idea” Theodore H. White, 527 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

21




Focus Questions • How do I communicate truth? • What voice do I use to be heard?

Writing Workshops: Autobiographical narrative, 100–104, Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565 Timed Writing Applications: persuasive position statement, 513, persuasive editorial response (critical stance), 517

• Where do I see the satire in my life? Satire, 474 Writing to Compare Literary Works, 487

• How can a person discover the truth about others? • How are we products of society? • How can I influence positive changes in social behavior? • What prejudices are we taught? • What is my responsibility for my own actions? • Why is the teaching of Huck Finn so controversial? • How have criticisms of the book changed from its 1885 publication to now?

For related thematic selections, please see: “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 “The American Idea” Theodore H. White, 527 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Essential Questions • What compromises of my integrity will I make in order to be accepted?

In the background note for Pat Mora’s essay, “The Leader in the Mirror,” we find out that “As a young girl, Mora spoke Spanish at home but did not want her friends at school to know.” In this essay, as in all her work, she now “celebrates her Mexican American background.” “The Leader in the Mirror” Pat Mora, p. 173

• Is Huck a racist? • Should Huck Finn remain required core literature in American Literature classes?

Opportunities to address this standard may be found on the following pages: Character motivations, 932, 935, 937

22




Quotations “Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral in it will be banished; persons attempting to find a plot in it will be shot.” (Twain) Introductory Notes

Please note that Mark Twain is a featured writer in the grade 11 Penguin Literature program “The American Experience.” In this volume, the grade 10 program, an introduction to his satirical writing is provided by the selection listed below: Humorous Writing, 474 Connecting to the Literature, 475 “A Toast to the Oldest Inhabitant: The Weather of New England” Mark Twain, pp. 476–480 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098

“Human beings can be awful cruel to one another.” (Huck)

“A Raisin in the Sun” explores issues of racial identity, economic class, and segregation in post-war America. Here a quote from Lorraine Hansberry outlines some of the political and social issues represented in her play: “Both of my parents were strong-minded, civic-minded, exceptionally race-minded people who made enormous sacrifices on behalf of the struggle for civil rights throughout their lifetimes.” “A Raisin the Sun” Lorraine Hansberry, 935–937

Literary Genre Focus/Anchor Texts Narrative Text Contemporary Realistic Fiction, Novel Picaresque Genre “The Adventures of Huckleberry” Finn Mark Twain


23




Informational Text Critical Analysis Essay “Is Huck Finn a Racist Book? Peter Salwen http://www.salwen.com/mtrace.html

See the “Go On-Line” Author Link for Mark Twain referred to on pages 475 and 487. Reading Informational Materials: Web Sites on Christo Jeanne-Claude’s The Gates, 1126–1130

Satire Web resource Types, history, censorship of satire http://en.wikipedia.org/wiki/Satire

Satire, 474 See the “Go On-Line” Author Link for Mark Twain referred to on pages 475 and 487. Reading Informational Materials: Web Sites on Christo Jeanne-Claude’s The Gates, 1126–1130

Linking Texts Media “Born to Trouble: Adventures of Huckleberry Finn” Culture Shock Series, PBS & Fordham 2000 and Companion Teaching Guide Huckleberry Finn Hal Holbrook’s Mark Twain Tonight On The Waterfront (clips) The Long Walk Home (clips)

Opportunities to address this standard may be found on the following pages: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158 Research and Technology: Scene proposal for movie, 43, 53 Listening and Speaking, group screen of filmed production, 925

Satire Cartoons: Doonesbury Political Cartoons Video Clips from The Daily Show With Jon Stewart Jon Stewart’s Interview with Bill Moyer The Simpsons David Letterman “Top Ten Lists”

Opportunities to address this standard may be found on the following pages: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158 Research and Technology: Scene proposal for movie, 43, 53 Listening and Speaking, group screen of filmed production, 925

Mitch Albom articles “Feel the City’s Pulse? It’s Be-Bop Man!” Ann Douglas, p. 697 (Feature Article) “The Leader in the Mirror” Pat Mora, p. 173 (Reflective Essay) From “The Way to Rainy Mountain” N. Scott Momaday, p. 549 (Reflective Essay)

24




Texts Speeches and Essays Essays by Langston Hughes, W. E. B. DuBois, James Baldwin, Martin Luther King, Jr., Malcolm X

“Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88

“Unfit for Children: Censorship and Race” in Understanding Adventures of Huckleberry Finn: A Student Casebook on Issues, Sources, and Historical Documents Claudia Durst Johnson 1996, 29-45

Opportunities to address this standard may be found on the following pages: From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Excerpts from “The Tipping Point” Malcolm Gladwell (Introduction 3-14; Conclusion 253-259)

“Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956

“The Big Sea” Langston Hughes

“Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88

“Narrative of the Life of Frederick Douglass” Frederick Douglass

From “Swimming to Antarctica” Lynne Cox, p. 58 “Occupation: Conductorette” Maya Angelou, p. 73

“Blue Highways” William Least-Heat Moon From “The Way to Rainy Mountain” N. Scott Momaday, p. 549 (Reflective Essay)

“The Day They Came to Arrest the Book” Nat Hentoff (young adult literature)

See the “Go On-Line” Author Link for Mark Twain referred to on pages 475 and 487.

Newspaper Articles “Cherry Hill finds new way to teach ‘Huckleberry Finn” S. Brenowitz, The Philadelphia Inquirer, Dec. 16, 1997


Satire “Rotation Of Earth Plunges Entire North American Continent Into Darkness” The Onion, Feb 27, 2006 www.theonion.com/content/node/45792

“The Dog That Bit People” James Thurber, p. 481 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098 From “Don Quixote” Miguel Cervantes, p. 1113

Poetry “The Incident” Countee Cullen “Minstrel Man” Langston Hughes

“The Weary Blues” Langston Hughes, p. 682

Poetry, Speeches, Essays, and Short Stories by Alcott, Bryant, Cather, Crane, Dickinson, Du Bois, Eliot, Emerson, Frost, Hawthorne, Irving, James, Longfellow, Lowell, Melville, Poe, Sandburg, Stowe, Thoreau, Whitman

“The Masque of the Red Death” Edgar Allan Poe, p. 340 “Mowing” Robert Frost, p. 616 “Tell all…” Emily Dickinson, p. 669 “The Wind…” Emily Dickinson, p. 675 “Success is counted…” Emily Dickinson, p. 705

25




Internet Links to Resources http://english.byu.edu/novelinks See the “Go On-Line” Author Link for Mark Twain

referred to on pages 475 and 487.

Genre Study and Literary Analysis Narrative Text Genre Study Characteristics of • American Renaissance • Romanticism • Transcendentalism • Realism • Naturalism • Picaresque genre • Historical fiction • Author study of Mark Twain

Please note these literary eras in American history are covered in great depth in the grade 11 Penguin Literature program “The American Experience.” In this volume, varieties of American writers appear, frequently paired or thematically grouped with writers from around the world. “The Masque of the Red Death” Edgar Allan Poe, p. 340 “Mowing” Robert Frost, p. 616 “Tell all…” Emily Dickinson, p. 669 “The Wind…” Emily Dickinson, p. 675 “Success is counted…” Emily Dickinson, p. 705 “A Toast to the Oldest Inhabitant: The Weather of New England” Mark Twain, pp. 476–480 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098

Literary Elements • plot, setting, conflict (internal/external), theme

Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42, 46, 47, 51, 52, 202, 728 Conflict, 4, 26, 30, 78, 108, 111, 112, 115, 117, 119, 120, 124, 125, 126, 130, 132, 135, 136, 137, 138, 202, 207, 211, 728, 742, 820, 822, 892, 894, 898, 901, 902, 906, 908 Setting, 7, 26, 203, 244, 247, 252, 255, 256, 261, 262, 265, 266 Theme, 203, 214, 306, 309, 312, 314, 323, 324, 328, 334, 700, 702 , 705, 707, 728, 770, 790, 798, 801, 802, 803, 805, 806, 807, 962, 964-965, 970, 973

• characterization Characterization, direct/indirect, 203, 218, 221, 222, 225, 229, 230, 235, 237, 238, 239, 240

26




• mood, tone, style Style, 86, 89, 90, 93, 94, 96, 97, 408, 420 Tone, 172, 175, 176, 178, 181, 181, 408, 413, 646, 648, 649, 653 Mood, 646, 651, 653

• author’s purpose in writing the novel Opportunities to address this standard may be found on the following pages: Author's purpose, 18, 142, 143, 146, 148, 151, 152, 156, 158, 161, 162, 408, 534, 537, 538, 539, 540, 543, 544, 546, 548, 550, 551, 552, 553

• elements of satire Satire, 474

• motifs Opportunities to address this standard may be found on the following pages: Symbolism, 337, 347, 348, 351, 355, 358, 361, 362

• appearance vs. reality Comparing and contrasting by identifying views of appearance/reality, 1060, 1062, 1065, 1068, 1071, 1072, 1078, 1080, 1082, 1085, 1089, 1096, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1115, 1119, 1120

Literary Devices • narration/point of view Point of view (first/third-person), 4, 12, 274,

276, 277, 278, 280, 281, 283, 284, 285, 288, 289, 291, 292, 293, 295

• irony vs. satire Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381 Satire, 474

• understatement Understatement, 474

• vernacular language Dialect, 219, 616

• figurative language, imagery, symbolism Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676

• allusions Allusion, 594

• implied meanings Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296

27




Historical/Cultural • identify importance of events in text, symbolism (fog, river vs. shore)

Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42, 46, 47, 51, 52, 202, 728 Symbolism, 337, 347, 348, 351, 355, 358, 361, 362

• satirization of slavery, racism, alcoholism, gentility, religious hypocrisies

Opportunities to address this standard may be found on the following pages: Satire, 474 “The Dog That Bit People” James Thurber, p. 481 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098 From “Don Quixote” Miguel Cervantes, p. 1113

• racial equality • perspectives on the use of epithets in the 1880s and now • stereotyping • culture of the 1880s • racism through dialogue

Opportunities to address this standard may be found on the following pages: Context: theme in cultural, 973,

cultural/historical, 964 Culturally distinct values, 965 Theme: culturally specific and universal, 798, 801, 802, 803, 805, 806, 807, and worldview, 1132, 1134, 1135, 1136, 1138, 1140, 1141, 1143, 1144, 1145

• Realism vs. Romanticism Comparing and contrasting by identifying views of appearance/reality, 1060, 1062, 1065, 1068, 1071, 1072, 1078, 1080, 1082, 1085, 1089, 1096, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1115, 1119, 1120

Critical Perspectives • quotable lines Timed Writing Applications: persuasive essay on

quotation, 81, persuasive essay on quotation, 447 Writing Workshops: Response to literature, analytic, 712–719 Providing elaboration: using examples, facts, quotations, 1152

28




• challenges in 1880s and today to the teaching of Huck Finn • perspectives by race/time/geography • appreciation of satire in 1880s and today • Connection to self —own perspective on issues of inequality, racism, prejudgment

Opportunities to address this standard may be found on the following pages: Context: theme in cultural, 973,

cultural/historical, 964 Culturally distinct values, 965 Theme: culturally specific and universal, 798, 801, 802, 803, 805, 806, 807, and worldview, 1132, 1134, 1135, 1136, 1138, 1140, 1141, 1143, 1144, 1145 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Informational Text Genre Study Characteristics of • editorial, news article Reading Informational Materials: Newspaper

Editorials, 514–516, Feature Articles, 696–698

• critical analysis essay “How to React to Familiar Faces” Umberto Eco (Analytic Essay) “What Makes a Degas a Degas? Richard Mühlburger, p. 520

• literary analysis essay Reading Informational Materials: Literary Reviews, 366–368, Drama Reviews, 794–796

• feature video Communications Workshop: Analyzing Media Presentations, 194, Delivering a Multimedia Presentation of a Research Report, 954, Comparing Media Coverage, 1158

• political cartoons Opportunities to address this standard may be found on the following pages: Illustration for “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098

• satire in the media Opportunities to address this standard may be found on the following pages: Communications Workshop: Analyzing Media Presentations, 194

• literary nonfiction (The Tipping Point) “Feel the City’s Pulse? It’s Be-Bop Man!” Ann Douglas, p. 697 (Feature Article)

29







• statistical evidence Providing elaboration: providing facts, statistics, anecdotes, 560

• chronology Shaping writing: choosing logical organization (order of events), 188, making plot diagram, 299, organizing essay, 560, choosing logical organization (order of events), 811

Organizational Patterns • fact/opinion Distinguishing between fact/opinion, 496, 518,



• theory/evidence Gathering details by: collecting strong evidence, 490, looking at both sides of issue, 559, evaluating validity/bias of information, 944, listing research questions, 944, collecting support details, 1054, evaluating own topic using Venn diagram, 1151

30




Features • letter-to-editor format: salutation, body, signature

Writing Workshops: Letter to the editor, 490–494 Writing Business Letters: R29 Also see: Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451 Writing (Apply the Skills): business letter, 435, 444, letter to the editor, 891

• media conventions and special effects used in satire

Opportunities to address this standard may be found on the following pages: Communications Workshop: Analyzing Media Presentations, 194

• photographs and drawings Opportunities to address this standard may be found on the following pages: Providing elaboration: incorporating graphic aids and visuals, 945 Research and Technology: Visual aids, 325, 335, visual arts presentation, 687, 693,

Critical Perspectives • facts and opinions Distinguishing between fact/opinion, 496, 518,


• editorial perspective Editorial, 514

• writer’s tone, bias Tone, 172, 175, 176, 178, 181, 181, 408, 413, 646, 648, 649, 653

• logic Appeals, logical/ethical/emotional, 518

• authenticity Comparing and contrasting by identifying views of appearance/reality, 1060, 1062, 1065, 1068, 1071, 1072, 1078, 1080, 1082, 1085, 1089, 1096, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1115, 1119, 1120

31




• satire in film versus in print Opportunities to address this standard may be found on the following pages: Listening and Speaking, group screen of filmed production, 925

Reading, Listening/Viewing Strategies and Activities Reading Reading comprehension strategies (annotate, compare/contrast, critique, determine importance, make connections, synthesize, visualize)

Reading Skill (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 488, 518, 592, 607, 628–629, 664, 680, 748, 822, 980, 1004, 1062, 1096 Reading Skill (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1016, 1026, 1074, 1092, 1110, 1122 Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125

• Use critical reading strategies Thinking About the Selection, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

• Identify themes; find examples in text Theme, 203, 214, 306, 309, 312, 314, 323, 324, 328, 334, 700, 702 , 705, 707, 728, 770, 790, 798, 801, 802, 803, 805, 806, 807, 962, 964-965, 970, 973

• Identify satire Satire, 474 “A Toast to the Oldest Inhabitant: The Weather of New England” Mark Twain, pp. 476–480 “The Dog That Bit People” James Thurber, p. 481 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098 From “Don Quixote” Miguel Cervantes, p. 1113

32




• Develop vocabulary Vocabulary Builder (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 488, 518, 592, 607, 628–629, 664, 680, 748, 822, 980, 1004, 1062, 1096 Vocabulary Builder (Apply the Skills), 43, 53, 71, 86, 127, 139, 153, 163, 172, 231, 241, 257, 267, 274, 325, 335, 349, 363, 370, 435, 445, 461, 471, 474, 503, 511, 525, 531, 534, 607, 619, 635, 643, 646, 671, 677, 687, 693, 700, 791, 798, 845, 867, 891, 909, 925, 932, 989, 1017, 1027, 1034, 1075, 1093, 1111, 1123, 1132



• Identify thesis and supporting ideas in excerpts from The Tipping Point and in the linking text essays

Thesis, 18, 142, 152, 162 Shaping writing: writing thesis statement, 714, refining thesis statement, 945, , using thesis statement/purpose, 1152 Narrowing topic: developing working thesis statement, 943, using keywords to focus thesis, 1054

33




Listening/Viewing • View segments of “Born to Trouble;” use as basis for class discussions and writing projects

Opportunities to address this standard may be found on the following pages: Communications Workshop: Analyzing Media Presentations, 194 Also see: “A Raisin in the Sun” explores issues of racial identity, economic class, and segregation in post-war America. Here a quote from Lorraine Hansberry outlines some of the political and social issues represented in her play: “Both of my parents were strong-minded, civic-minded, exceptionally race-minded people who made enormous sacrifices on behalf of the struggle for civil rights throughout their lifetimes.” “A Raisin the Sun” Lorraine Hansberry, 935–937

• View political cartoons and contemporary satire; discuss authors’ use of imagery and special effects to exaggerate satire

Opportunities to address this standard may be found on the following pages: Satire, 474 “A Toast to the Oldest Inhabitant: The Weather of New England” Mark Twain, pp. 476–480 “The Dog That Bit People” James Thurber, p. 481 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098 From “Don Quixote” Miguel Cervantes, p. 1113

• Class/group discussion Listening and Speaking (Apply the Skills): group discussion, 71, problem–solving group, 127, 139, debate, 153, 163, 267, group discussion, 325, 335, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677, debate, 867

• Comparisons: movie script to historical accounts

Listening and Speaking, group screen of filmed production, 925

34




• Compare with actions against racism of today For related thematic selections, please see: “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 “The American Idea” Theodore H. White, 527 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

• Find intersections between visual images in “Born to Trouble” and verbal communication • Connect to self —own perspective on issues of inequality, racism, prejudgment


Writing, Speaking, Expressing Strategies and Activities Writing to learn • Critical analysis/response to literature essay (explicit instruction)

Writing Workshops: Response to literature, analytic, 712–719 Providing elaboration: using examples, facts, quotations, 1152

• Quickwrites Thinking About the Selection, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

• Journal entries describing how Huck changes from the beginning to the end of the book (attitudes about right and wrong, knowledge of human nature, ability to make decisions) • Journal entries noting examples of narrative characteristics (understatement, irony, vernacular, elements of Picaresque genre)


• Design rubrics for evaluating writing Writing Workshops: Rubric for Self–Assessment, 104, 193, 393, 565, 660, 814, 1058, 1157

35




• Journal entries identifying the objects of Twain’s satire

Satire, 474 “A Toast to the Oldest Inhabitant: The Weather of New England” Mark Twain, pp. 476–480 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098

Writing to Demonstrate Learning Essays • Character Biography: use journal entries to describe how Huck changes throughout the book; support using text events that caused the changes


• Persuasive writings: essay to persuade another person to stand up for what is right in a current social issue related to themes in novel

Writing Workshops: Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565 Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451

• Write an essay (e.g., narrative, descriptive, comparative, expository, reflective) answering questions: What themes are represented across texts? Where do I see satire in my life? Where do the prejudices and social injustices exposed by Twain exist today? Where in my own life have I faced issues analogous to Huck’s? What have I learned from Huck’s experiences? How can this historic book guide me in today’s world?

Writing Workshops: Response to literature, analytic, 712–719 Writing to Compare Literary Works, 86, 172, 274, 370, 474, 534, 646, 700, 798, 932, 1034, 1132

Research Options • Research and report on Mark Twain’s life as a social critic and a storyteller; begin with Salwen’s web page http://www.salwen.com/mtrace.htm • Research and report on challenges to reading Huckleberry Finn in HS English; public libraries’ response then and now


• Research and report on historical periods in which satire is used to tell the truth

Opportunities to address this standard may be found on the following pages: “The Dog That Bit People” James Thurber, p. 481 From “A Connecticut Yankee in King Arthur’s Court” Mark Twain, p. 1098 From “Don Quixote” Miguel Cervantes, p. 1113

36




• Research and report historical elements from Huckleberry Finn and explain how they impacted the response to the book’s release • Research and report news articles analyzing Huckleberry Finn at the time of its publication • Summarize news articles and letters to the editor regarding the reading of Huckleberry Finn in HS English classes


Authentic Writing • Compose letter to a legislator or to the editor regarding/condemning policies that promote racism or promote the teaching of prejudice

Opportunities to address this standard may be found on the following pages: Writing Workshops: Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565 Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451

Speaking • Class/group discussion: prejudice, social codes, social action, censorship, tipping points in social change • Class/group discussion: Why did Twain choose Huck, an illiterate, young boy, as the voice through which to tell his story?

Opportunities to address this standard may be found on the following pages: Listening and Speaking (Apply the Skills): group discussion, 71, problem–solving group, 127, 139, debate, 153, 163, 267, group discussion, 325, 335, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677, debate, 867

• Readers’ Theatre (fluency): Read segments of the text to appreciate Twain’s use of vernacular language and its impact on the message of the text


Expressing • Compare/contrast chart: Compare Sophia Grangerford and Harvey Shepherdson’s situation with that of Romeo and Juliet • Compare/contrast issues of race or “growing up” between Huckleberry Finn and To Kill a Mockingbird

Comparing Literary Works: writer’s style, 86, tone, 172, point of view (first–person; third–person), 274, paradox, 370, irony, 370, humorous writing, 474, author's purpose, 534, mood, 646, theme, 700, universal and culturally specific themes, 798, character motivation, 932, archetypal narrative patterns, 1034, theme and worldview, 1132

37




• Construct a chart detailing the actions of each major character in the book; identify when each took a stand in defense of his/her beliefs

Comparing Works of Literature: Characterization in Drama, 932, 937

• Chart elements of Realism in the novel and linking texts

Comparing and contrasting by identifying views of appearance/reality, 1060, 1062, 1065, 1068, 1071, 1072, 1078, 1080, 1082, 1085, 1089, 1096, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1115, 1119, 1120

• Multimedia presentation: Defend a position on a social injustice and present to the class

Communications Workshop: Delivering a Persuasive Speech, 566 Timed Writing Applications: persuasive position statement, 513, persuasive editorial response (critical stance), 517

On-Going Literacy Development Student Goal Setting and Self-Evaluation Strategies • Maintain writing portfolio Writing Workshops, peer review: 190, 390, 490,

716, 947, 1154




716, 947, 1154



93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

38




Vocabulary Development Sense of different language patterns: Standard American English, African-American and Caucasian American southern dialects • use of vernacular • words from selection

Dialect, 219, 616


• Discuss the use of language to help facilitate understanding of the American South • language adaptation to our modern world

Dialect, 219, 616


(Journal), 104, 193, 393, 565, 660, 814, 1058, 1157

• appropriate language for the audience Writing Workshops: analyzing audience, 387, addressing intended audience (formal/informal), 388, considering audience and tone, 491, essay for an audience, 565, considering audience's knowledge, 713

• analytical writing strategies Writing Workshops: Drafting (includes shaping writing, providing elaboration), using plot diagram, 101, using dialogue, 101, summarizing analysis (prewriting ideas), 187, choosing logical organization (order of events), 188, using clear transitions, 188, describing details thoroughly, 188, making plot diagram, 299, pacing details before/after climax, 299, creating essay map, 388, writing outline, 388, addressing intended audience (formal/informal), 388, focusing on evidence (sticking to the facts), 388, using proper format, 491, considering audience and tone, 491, organizing essay, 560, emphasizing strongest arguments, 560, evaluating arguments, 560, identifying sources, 560, providing expert opinion, case studies, 560, providing facts, statistics, anecdotes, 560, supporting opinion with evidence, 560, presenting a controlling idea, 657, fully developing ideas, 657, writing thesis statement, 714, organizing response, 714, using strong, precise language, 714, quoting, paraphrasing, summarizing text, 714, choosing logical organization (order of events), 811, using effective imagery, 811, using simile, metaphor, personification, 811, refining thesis statement, 945, synthesizing ideas, 945, using outline, 945,

39




(Continued) • analytical writing strategies

(Continued) incorporating graphic aids and visuals, 945, using and crediting sources, 945, Nestorian organization, 1055, compare–and–contrast organization, 1055, allowing space for revisions, 1055, including facts/examples, 1055, using thesis statement/purpose, 1152, supporting opinions/observations, 1152, using examples, facts, quotations, 1152, using transitions to clarify connections, 1152

• rubric writing Writing Workshops: Rubric for Self–Assessment, 104, 193, 393, 565, 660, 814, 1058, 1157

• peer revision/editing skills Writing Workshops, peer review: 190, 390, 490, 716, 947, 1154

• marginal notes • double-entry journal

Opportunities to address this standard may be found on the following pages: Writing Workshops: Revising, by color–coding to identify related details, 190, highlighting to add supporting details, 491, deleting repeated ideas, unrelated details, inconsistencies, 716, eliminating unnecessary writing, 716, by deleting unnecessary words, 1055, to balance organization, 1154

Grammar Skills • elements of dialogue Dialogue, 218, 240, 728, 732, 735, 742, 868

• parts of speech Noun, 54, 80, 102, 563, 926

Pronouns, 140, 164 Verb, 242, 268, 300, 336, 364, 391, 492, 563, 658, 1155 Subject-verb, 391, 658, 1155 Adverb, 512, 563, 678, 959, 1155 Object, 446, 620, 644 Adjective, 563, 926, 1155 Phrases, 563, 620, 658, 678, 679, 694, 717, 792, 812, 1155

• editing skills Editing/proofreading, 102, 104, 191, 193, 300, 302, 391, 393, 492, 494, 563, 565, 658, 660, 717, 719, 812, 814, 949, 953, 1056, 1058, 1155, 1157

40




MODEL UNIT 10.3: CONTEMPORARY REALISTIC FICTION, NOVEL Dispositions Big Ideas/Themes Essential Questions Big Ideas • relationships, balance, mutualism “A Problem” Anton Chekhov, p. 233

Background: Instinct vs. Intelligence, p. 427 “The Spider and the Wasp” Alexander Petrunkevitch, p. 428

Theme • Relationships serve many purposes Background: Family Feud, p. 749

“Antigone” Sophocles, p. 750

Essential Questions • What are the benefits of having relationships? • Are all relationships equal? • How do relationships support our lives? • What are the trade-offs in relationships? • What determines the relationships we have? • How do class, religion, race, and culture determine our relationships? • What place does a dream/vision have in one’s life/relationships?

“A Visit to Grandmother” William Melvin Kelley, p. 220 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536 “The Bridegroom” Alexander Pushkin, p. 594 “How to React to Familiar Faces” Umberto Eco (Analytic Essay) From “The Way to Rainy Mountain” N. Scott Momaday, p. 549 (Reflective Essay)

Quotations “Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place. They come to a ranch an’ work up a stake and then they go inta town and blow their stake, and the first thing you know they’re poundin’ their tail on some other ranch. They ain’t got nothing to look ahead to. With us it ain’t like that. We got a future.” (George) 13

The grade 10 Penguin Literature program begins with an excerpt from featured author/program writer Susan Vreeland’s novel “The Girl in Hyacinth Blue.” This excerpt, and the genre discussion that precedes it, reflects many of the same issues that are so important to “Of Mice and Men”—character and place, historical moment and social context, and the ways in which our relationships define us. Here in a quote from the feature “From the Author’s Desk, Susan Vreeland Talks About the Forms”, the author explains her process: “What I look for in fiction is a character whom I care about, one who grows as a result of the conflicts and experiences narrated. I like to contemplate how I would have felt or acted in a similar situation.” p. 2

Literary Genre Focus/Anchor Texts Narrative Text Of Mice and Men, John Steinbeck From Girl in Hycinth Blue, “Magdalena Looking”,

p. 7

41




Literary Nonfiction Tuesdays with Morrie Mitch Albom, 1997, Random House

“Feel the City’s Pulse? It’s Be-Bop Man!” Ann Douglas, p. 697 (Feature Article) “The Leader in the Mirror” Pat Mora, p. 173 (Reflective Essay) From “The Way to Rainy Mountain” N. Scott Momaday, p. 549 (Reflective Essay)

Informational Text “Living in Sym” Symbiotic relationship http://botit.botany.wisc.edu/courses/mpp/LivinginSym.html

Background: Instinct vs. Intelligence, p. 427 “The Spider and the Wasp” Alexander Petrunkevitch, p. 428 Research and Technology: Abstract on spiders, p. 435

Linking Texts Media • Tuesdays with Morrie, Jack Lemmon, 1999, Touchstone, TV movie –1:29 • The Mighty, Sharon Stone, 1998, Miramax, Movie –1:40 • The Tragedy of Romeo and Juliet (Leonardo di Caprio version) (review through movie focusing on Relationships/Networking/Peers/Friendship and Marriage)

Research and Technology: Scene proposal for movie, 43, 53 Listening and Speaking, group screen of filmed production, 925

Texts • Freak the Mighty, Rodman Philbrick, 1993, Scholastic

“The Leader in the Mirror” Pat Mora, p. 177 “Games at Twilight” Anita Desai, p. 129

Poetry • “Do Not Go Gentle Into That Good Night,” Dylan Thomas

“Do Not Go Gentle Into That Good Night,” Dylan Thomas, P. 633

• “The Explorer” Gwendolyn Brooks

“The Bean Eaters” Gwendolyn Brooks, p. 649

Speeches/Essays • Nobel Prize in Literature acceptance speech, Steinbeck, 1962 http://www.subtletea.com/johnsteinbeckspeech.htm

From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 Reading Informational Materials: Web Sites, 270–275

Music Lyrics • “The Very Thought of You,” Ray Noble, 1934, Range Road Music.

Opportunities to address this standard may be found on the following pages: “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956 Reading Informational Materials: Web Sites, 270–275

42




Historical Information Roosevelt’s New Deal http://en.wikipedia.org/wiki/New_Deal http://www.spartacus.schoolnet.co.uk/USAnewdeal.htm

Opportunities to address this standard may be found on the following pages: Research and Technology (Apply the Skills): introduction for multimedia presentation on first ladies, 105, annotated source list on Great Depression, 511

Poetry, Essays, Short Stories by Baldwin, Brooks, Ellison, Faulkner, Lowell, Miller, Neruda, Rivera, Steinbeck, Thomas, White, Wright

“The Bean Eaters” Gwendolyn Brooks, p. 649 “Do Not Go Gentle Into That Good Night,” Dylan Thomas, P. 633 From “The Once and Future King” T.H. White, p. 1077

Internet Links to Resources Symbiosis: http://botit.botany.wisc.edu/courses/mpp/LivinginSym.html http://en.wikipedia.org/wiki/ Symbiosis

Background: Instinct vs. Intelligence, p. 427 “The Spider and the Wasp” Alexander Petrunkevitch, p. 428 Research and Technology: Abstract on spiders, p. 435 Reading Informational Materials: Web Sites, 270–275

Mitch Albom websites: www.albom.com [email protected]

Opportunities to address this standard may be found on the following pages: “Feel the City’s Pulse? It’s Be-Bop Man!” Ann Douglas, p. 697 (Feature Article) “The Leader in the Mirror” Pat Mora, p. 173 (Reflective Essay) From “The Way to Rainy Mountain” N. Scott Momaday, p. 549 (Reflective Essay)

Works of Art Paintings from the Great Depression Other works of art from that time period

“The Fence Mender” Thomas Hart Benton, p. 224 Photograph from era of Great Migration, p. 227

43




Genre Study and Literary Analysis Narrative Text Genre Study Characteristics of • novel For Further Reading, 195, 395, 567, 721, 955,

1159 The grade 10 Penguin Literature program begins with an excerpt from featured author/program writer Susan Vreeland’s novel “The Girl in Hyacinth Blue.” “I imagined tracing this painting through centuries, and having the characters who encountered it live their most important moments under its influence, ending with the day it was painted...” p. 2

• memoir From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536 (memoir) From “Angela’s Ashes” Frank McCourt, p. 568

• drama From “Tibet Through the Red Box” David Henry Hwang, p. 726 “Antigone” Sophocles, pp. 750–794 “The Tragedy of Julius Caesar” William Shakespeare, pp. 818–925 “A Raisin the Sun” Lorraine Hansberry, 935–937

• movie Research and Technology: Scene proposal for movie, 43, 53 Listening and Speaking, group screen of filmed production, 925

• poetry See Unit 4: Poetry with selections such as these: “Mowing” Robert Frost, p. 616 “Tell all…” Emily Dickinson, p. 669 “The Wind…” Emily Dickinson, p. 675 “Success is counted…” Emily Dickinson, p. 705

• music lyrics Opportunities to address this standard may be found on the following pages: “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956

• Literary Modernism “Spring and All” William Carlos Williams, p. 614

44




• Political and social protest writing “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 “The American Idea” Theodore H. White, 527 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Literary Elements • Character development Character, 4, 7, 12, 203, 208, 214, 218, 221,

222, 225, 229, 230, 235, 237, 238, 239, 240, 729, 731, 737, 742, 820, 822, 932, 935, 937, 980

• Conflicts: - person against self Internal conflict, 892, 908

- person against person Conflict, 4, 26, 30, 78, 108, 111, 112, 115, 117,

119, 120, 124, 125, 126, 130, 132, 135, 136, 137, 138, 202, 207, 211, 728, 742, 820, 822, 892, 894, 898, 901, 902, 906, 908

- person against society Comparing Works of Literature: Themes of Individual vs. Society, 798, 807 Also see: “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

- person against nature From “Swimming to Antarctica, p. 58 “The Marginal World” Rachel Carson, p. 155 “Flood” Annie Dillard, p. 396 “Everest” Erik Weihenmayer, p. 411

• Tone–somber to support comprehension of text

Tone, 172, 175, 176, 178, 181, 181, 408, 413, 646, 648, 649, 653

• Dialect reflects times Dialect, 219, 616

Literary Devices • Third-person narration Point of view (first/third-person), 4, 12, 274,

276, 277, 278, 280, 281, 283, 284, 285, 288, 289, 291, 292, 293, 295

• Vivid description in service of relationship Description in short story, 244, 256, 266 Descriptive essay, 409

• Use dialogue to develop relationship –plot and character

Dialogue, 218, 240, 728, 732, 735, 742, 868

45




• Symbolism Symbolism, 337, 347, 348, 351, 355, 358, 361, 362

Historical/Cultural • American Civil Rights Movement Opportunities to address this standard may be

found on the following pages: “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Occupation: Conductorette” Maya Angelou, p. 73 “A Raisin the Sun” Lorraine Hansberry, 935–937

• Individual Rights and the Common Good Comparing Works of Literature: Themes of Individual vs. Society, 798, 807 Also see: “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Critical Perspectives • Prejudice, social codes, and civil rights “Keep Memory Alive” Elie Wiesel, p. 500

From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Informational Text Genre Study Characteristics of • informational articles Reading Informational Materials: Job

Applications, 82–84, Technical Articles, 166–170, Web Sites, 270–272, Literary Reviews, 366–368, Technical Directions, 448–450, Newspaper Editorials, 514–516, Research Sources, 622–624, 1030–1032, Feature Articles, 696–698, Drama Reviews, 794–796, Signs, 928–930, Position Statements, 1126–1130

• essays “Artful Research” Susan Vreeland, p. 19 “Making History with Vitamin C” Penny Le Couteur and Jay Burreson, p. 144 “How to React to Familiar Faces” Umberto Eco (Analytic Essay) “What Makes a Degas a Degas? Richard Mühlburger, p. 520

46




• speech “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505



• supporting ideas • examples

Analyzing main idea/supporting details, 424, 426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488

Organizational Patterns • Question/answer, compare and contrast, and definition with explanation and extension

Comparing and contrasting, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146 Rhetorical device/question, 498, 502, 510 Analyzing cultural context, by generating questions, 978, 980, 984, 991, 996, 998, 999

Features • headings and subheadings • boldface and italics • numbers and bullets


Historical/Cultural • New Deal rationale • The Great Depression • Protest writing in response to economic and political climate

Opportunities to address this standard may be found on the following pages: Reading Informational Materials (Reading Skill): Use Charts and Diagrams, Analyze Causes and Effects, 166, Preview the Text, 448, Identify Purpose/Structure, 622, Use Text Format, 928

47




Reading, Listening/Viewing Strategies and Activities Reading • Reading comprehension strategies (determine importance, visualize, synthesize, make connections)


• Critical reading: What does the text say, how does it say it and what does it mean?

Thinking About the Selection, 26, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122 Literary Analysis (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1016, 1026, 1074, 1092, 1110, 1122 Analyzing, 106, 112, 113, 114, 116, 118, 120, 123, 126, 131, 134, 137, 138, 144, 147, 149, 152, 159, 160, 162, 165, 171, 182, 424, 426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052

• Profundity Scales for George and Lennie, Max and Kevin and Morrie and Mitch

Character development, 203, 218, 230, 240

• Connect to self–own perspective on relationship issues

Connecting to the Literature: Reading/Writing Connection, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112

48




• Use analogy/metaphor to make connections (symbiosis to human relationships)

Metaphor, 580, 664 Background: Instinct vs. Intelligence, p. 427 “The Spider and the Wasp” Alexander Petrunkevitch, p. 428

• Vocabulary development Vocabulary Builder (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 488, 518, 592, 607, 628–629, 664, 680, 748, 822, 980, 1004, 1062, 1096 Vocabulary Builder (Apply the Skills), 43, 53, 71, 86, 127, 139, 153, 163, 172, 231, 241, 257, 267, 274, 325, 335, 349, 363, 370, 435, 445, 461, 471, 474, 503, 511, 525, 531, 534, 607, 619, 635, 643, 646, 671, 677, 687, 693, 700, 791, 798, 845, 867, 891, 909, 925, 932, 989, 1017, 1027, 1034, 1075, 1093, 1111, 1123, 1132 Vocabulary Skill (Build Language Skills), 54, 80, 140, 164, 242, 268, 336, 364, 446, 472, 512, 532, 620, 644, 678, 694, 792, 926, 1002, 1028, 1124 Vocabulary Review, 99, 183, 297, 383, 489, 555, 655, 709, 809, 939, 1053, 1147



Listening/Viewing • Class/group discussions: e.g., discuss and analyze the quality of learning derived from this unit

Listening and Speaking (Apply the Skills): group discussion, 71, problem–solving group, 127, 139, debate, 153, 163, 267, group discussion, 325, 335, debate, 503, 511, poetry reading discussion, 635, group discussion, 643, 671, 677, debate, 867

• Find intersections between visual images and verbal communication

Opportunities to address this standard may be found on the following pages: Providing elaboration: incorporating graphic aids and visuals, 945 Research and Technology: Visual aids, 325, 335, visual arts presentation, 687, 693,

49




• Analyze paintings from the Great Depression for perspective on the time period

“The Fence Mender” Thomas Hart Benton, p. 224 Photograph from era of Great Migration, p. 227

Writing, Speaking, Expressing Strategies and Activities Writing to Learn • quickwrites to clarify thinking Thinking About the Selection, 26, 42, 52, 70,

78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

• personal writing on relationships Writing (Apply the Skills): retelling of events from different viewpoints, 231, 241, letter to a friend/book review, 257, 267, memoir, 461, 471

• essay writing (explicit instruction) Writing Workshops: Cause–and–effect essay (article), 186–193, Essay, problem–and–solution, 386–393, Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565, Descriptive essay, 656–660, Response to literature, analytic, 712–719, Reflective essay, 810–814, Research report, 942–953, Timed essay, 1054–1058, Comparison–and–contrast essay, 1150–1157

• letter writing Writing Workshops: Letter to the editor, 490–494 Writing Letters: R28, R29 Letter, 257, 267, 421, 435, 445, 447, 473, 490, 493, 503, 511, 891, R28, R29

• business writing: problem solution proposal (explicit instruction)

Writing Workshops: Essay, problem–and–solution, 386–393, Letter to the editor, 490–494 Writing Business Letters: R29

Writing to learn Essay Options • Quickwrites to demonstrate retention and understanding

Thinking About the Selection, 26, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

50




• Write a summary of the article(s) on symbiosis Background: Instinct vs. Intelligence, p. 427 “The Spider and the Wasp” Alexander Petrunkevitch, p. 428 Research and Technology: Abstract on spiders, p. 435

• In a comparison essay, analyze the relationships (George and Lennie, Max and Kevin and Morrie and Mitch) in the texts/movies and detail how each is or is not an example of a symbiotic relationship (designate which kind).

Opportunities to address this standard may be found on the following pages: Character development, 203, 218, 230, 240 Character motivations, 932, 935, 937 Writing Workshops: Response to literature, analytic, 712–719, Comparison–and–contrast essay, 1150–1157

• Write a descriptive essay focusing on the importance of relationships in your life by detailing the mutual benefits.

Writing Workshops: Descriptive essay, 656–660, Reflective essay, 810–814 Writing (Apply the Skills): letter to a friend/book review, 257, 267, memoir, 461, 471

• Write an exploratory essay to analyze relationships. Using the descriptions of symbiosis, analyze the relations of two people, two companies, two states, or two countries. The paper would examine each kind of symbiosis.

Opportunities to address this standard may be found on the following pages: Background: Instinct vs. Intelligence, p. 427 “The Spider and the Wasp” Alexander Petrunkevitch, p. 428 Research and Technology: Abstract on spiders, p. 435

• In a reflective essay, share what you have learned from unit texts concerning the impact of class, religion, race, disability, and culture on relationships.

Opportunities to address this standard may be found on the following pages: Writing Workshops: Reflective essay, 810–814 Timed Writing Applications: explanation of character in play/epic, 927, explanation of character in play/epic, 1029

• In a personal essay, answer one or both of the following questions: How will you use knowledge of symbiosis to help you decide what relationships you will pursue? and/or How will knowing about kinds of relationships help you make good decisions about the relationships in your life?

Writing Workshops: Reflective essay, 810–814

• Using Tuesdays with Morrie as a model, write a brief memoir about your relationship with a close friend or family member.

Writing Workshops: Autobiographical narrative, 100–104, Reflective essay, 810–814 Writing (Apply the Skills): memoir, 461, 471

51




• Write a feature article on the relationship of Max and Kevin: “Boys Benefit from Unlikely Relationship”

Opportunities to address this standard may be found on the following pages: Writing (Apply the Skills): newspaper report, 1017, 1027

Research Options • Research paper on a significantly successful person: Search for the relationships that supported the success of this person.


• Research paper with multimedia presentation: Research symbiotic (mutualistic) relationships in nature and compare/contrast them with relationships from the texts and movies.

Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954 Research and Technology (Apply the Skills): multimedia report/outline, 127, 139, multimedia presentation, 461, 471

Authentic Writing • On the basis of the information in Of Mice and Men, compose a job posting for itinerant farm workers.

Opportunities to address this standard may be found on the following pages: Job application, 82 Research and Technology (Apply the Skills): letter, résumé cover, 525, 531

• For a week, keep a diary about your relationship with someone close to you.

Opportunities to address this standard may be found on the following pages: Journal, daily observation, 71

• Write a proposal to establish a relationship between a company and your high school (e.g., set up a mentor program with a university); use problem-solution format.

Opportunities to address this standard may be found on the following pages: Documentary proposal, 153, 163

Speaking • class/group discussion Listening and Speaking (Apply the Skills): group


• Reader’s Theater/choral reading and role play from unit texts • oral interpretation of poetry and speeches from unit texts


52




Expressing • Compare/contrast charts: e.g., benefits of symbiotic relationships from unit texts

Opportunities to address this standard may be found on the following pages: Comparing and contrasting, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146

On-Going Literacy Development Student Goal Setting and Self-Evaluation Strategies • Maintain writing portfolio • Reflect on selected journal entry • Reflect on two pieces of unit writing that represent best effort

Writing Workshops: Reflecting on Your Writing (Journal), 104, 193, 393, 565, 660, 814, 1058, 1157


716, 947, 1154



93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

Vocabulary Development • idioms • dialect–era of depression

Opportunities to address this standard may be found on the following pages: Dialect, 219, 616


53





(Journal), 104, 193, 393, 565, 660, 814, 1058, 1157

• vivid description Writing (Apply the Skills): description, 71, 79, Writing Workshops: framing description, 657 Revising word choice: to replace dull words, 390, for comparatives/ superlatives, 562, to replace vague words, 811

• appropriate language for the audience Writing Workshops: analyzing audience, 387, addressing intended audience (formal/informal), 388, considering audience and tone, 491, essay for an audience, 565, considering audience's knowledge, 713

Grammar Skills • elements of dialogue Dialogue, 218, 240, 728, 732, 735, 742, 868

• parts of speech Noun, 54, 80, 102, 563, 926

Pronouns, 140, 164 Verb, 242, 268, 300, 336, 364, 391, 492, 563, 658, 1155 Subject-verb, 391, 658, 1155 Adverb, 512, 563, 678, 959, 1155 Object, 446, 620, 644 Adjective, 563, 926, 1155 Phrases, 563, 620, 658, 678, 679, 694, 717, 792, 812, 1155

• editing conventions Editing/proofreading, 102, 104, 191, 193, 300, 302, 391, 393, 492, 494, 563, 565, 658, 660, 717, 719, 812, 814, 949, 953, 1056, 1058, 1155, 1157

UNIT 10.4 HARLEM RENAISSANCE AND POST WORLD WAR II AMERICAN DRAMA Dispositions Big Ideas/Themes Essential Questions Big Ideas • dreams/visions “Do Not Go Gentle Into That Good Night,” Dylan

Thomas, P. 633 “Metaphor” Eve Merriam, p. 668 “Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956

• stereotyping From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

54




• human motivation From “Swimming to Antarctica, p. 58 Lynne Cox “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Occupation: Conductorette” Maya Angelou, p. 73 “The Marginal World” Rachel Carson, p. 155 “Flood” Annie Dillard, p. 396 “Everest” Erik Weihenmayer, p. 411

• social equality “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

Themes • Fighting racial discrimination Opportunities to address this standard may be

found on the following pages: “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Occupation: Conductorette” Maya Angelou, p. 73 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536 “A Raisin the Sun” Lorraine Hansberry, 935–937

• Importance of family “A Raisin the Sun” Lorraine Hansberry, 935–937

Essential Questions • What is meant by the American Dream? • When did the phrase American Dream come into vogue? • How has its meaning changed? • Does it mean the same for African-Americans as for Caucasian Americans? • What must happen for the dream to come true? • What can you do to realize your dreams or visions for the future?

“The American Idea” Theodore H. White, 527 Also see: “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Occupation: Conductorette” Maya Angelou, p. 73 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536 “A Raisin the Sun” Lorraine Hansberry, 935–937

55




• What is expected of you at home? At school (by adults)? • Are these expectations realistic? • How do your expectations of yourself differ from adults’ expectations of you? • What do your peers expect from you? • What problems occur if your expectations and others’ expectations of you differ? Give a specific example from experience or the experience of someone you know. • If your expectations differ from those others have of you, how can you resolve this? Where does your personal loyalty belong?

Opportunities to address this standard may be found on the following pages: Timed Writing Applications: persuasive paragraph for job application, 85 Research and Technology (Apply the Skills): journal, daily observation, 71, letter, résumé cover, 525, 531 Writing Workshops: Reflective essay, 810–814

Quotations “Mama, you don’t understand. It’s all a matter of ideas, and God is just one idea I don’t accept. It’s not important. I am not going out and commit crimes or be immoral because I don’t believe in God. I don’t even think about it. It’s just that I get so tired of Him getting credit for all the things the human race achieves through its own stubborn effort. There simply is no God! There is only Man, and it’s he who makes miracles!” (Beneatha) 51 “We have decided to move into our house because my father– he earned it for us brick by brick. We don’t want to make no trouble for nobody or fight no causes, and we will try to be good neighbors. And that’s all we got to say about that.” (Walter) 148

In the grade 10 anthology, “A Raisin in the Sun” explored issues of racial identity, economic class, and segregation in post-war America. Here a quote from Lorraine Hansberry outlines some of the political and social issues represented in her play: “Both of my parents were strong-minded, civic-minded, exceptionally race-minded people who made enormous sacrifices on behalf of the struggle for civil rights throughout their lifetimes.” “A Raisin the Sun” Lorraine Hansberry, 935–937

Literary Genre Focus/Anchor Texts Narrative Text A Raisin in the Sun, Lorraine Hansberry, 1958, Random House


56




Informational Text The 7 Habits of Highly Effective Teens, Sean Covey, 1998, Simon and Schuster

“Artful Research” Susan Vreeland, p. 19 “How to React to Familiar Faces” Umberto Eco (Analytic Essay) “Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956

Linking Texts Media A Raisin in the Sun David Suskin interview, movie, and movie trailer Interview with Lorraine Hansberry-video clip www.npr.org/programs/morning/features/patc/raisin/

See the “Go On-Line” Author Link for Lorraine Hansberry referred to on pages 933 and 937. “A Raisin the Sun” Lorraine Hansberry, 935–937

Texts Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories, Ellen Levine, 1993, Puffin (1950’s segregation from the perspective of young African-Americans who participated in demonstrations)

Opportunities to address this standard may be found on the following pages: “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Occupation: Conductorette” Maya Angelou, p. 73 “A Raisin the Sun” Lorraine Hansberry, 935–937

Success: One Day At A Time John C. Maxwell The Journey From Success To Significance John C. Maxwell Leadership for Students: A Practical Guide for Ages 8-18 Frances A. Karnes Combinations: Opening the Door to Student Leadership Ed Gerety The Gifted Kids’ Survival Guide for Ages 10 & Under Judy Galbraith, et al 7 Secrets of Highly Successful Kids Millennium Generation Series Peter Kuitenbrouwer

“The Leader in the Mirror” Pat Mora, p. 173 “Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956 Timed Writing Applications: persuasive paragraph for job application, 85 Research and Technology (Apply the Skills): letter, résumé cover, 525, 531

Poetry “Harlem: A Dream Deferred” Langston Hughes “The Weary Blues” Langston Hughes, p. 682

Oh, the Places You’ll Go! Dr. Seuss, 1990, Random House

“Games at Twilight” Anita Desai, p. 129

Speeches/Essays “I Have a Dream” Martin Luther King, Jr. Opportunities to address this standard may be

found on the following pages: “Keep Memory Alive” Elie Wiesel, p. 500 From “Nobel Lecture” Alexander Solzhenitsyn, p. 505 “The American Idea” Theodore H. White, 527 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536

57




Historical Documents/Primary Source Coretta Scott King on the Montgomery Bus Boycott, 1955-1956, p. 33 in Voices of Freedom, Henry Hampton, 1990, Bantam Books

Opportunities to address this standard may be found on the following pages: “Occupation: Conductorette” Maya Angelou, p. 73 “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536 “A Raisin the Sun” Lorraine Hansberry, 935–937

Internet Links to Resources A Raisin in the Sun http://www.teachervision.fen.com/reading/activity/3802.html#before Maslow’s Hierarchy of Needs http://www.csustan.edu/english/reuben/pal/chap8/hansberry.html http://www.itstime.com/jun97.htm


Poetry, Essays, Excerpts from Baldwin, Brooks, Capote, Cullen, Delaney, Ellison, Fitzgerald, Frost, Hemingway, Hurston, Johnson, McKay, Miller, Toomer, Walker, Wharton, Wright

“The Bean Eaters” Gwendolyn Brooks, p. 649 “Mowing” Robert Frost, p. 616 “My City” James Weldon Johnson, p. 630 “”Reapers” Jean Toomer, p. 691

Music Recordings of blues and jazz from the 1920s and 1930s

Poems about Music, Cornelius Eady, p. 583 “The Weary Blues” Langston Hughes, p. 682 “Jazz Fantasia” Carl Sandburg, p. 685 “Feel the City’s Pulse? It’s Be-Bop Man!” Ann Douglas, p. 697 (Feature Article) Cornelius Eady on Writing Poetry About Music, 715

Genre Study and Literary Analysis Narrative Text Genre Study Characteristics of • drama From “Tibet Through the Red Box” David Henry

Hwang, p. 726 “Antigone” Sophocles, pp. 750–794 “The Tragedy of Julius Caesar” William Shakespeare, pp. 818–925 “A Raisin the Sun” Lorraine Hansberry, 935–937

• movie script Research and Technology: Scene proposal for movie, 43, 53

58




• poetry See Unit 4: Poetry with selections such as these: “Mowing” Robert Frost, p. 616 “Tell all…” Emily Dickinson, p. 669 “The Wind…” Emily Dickinson, p. 675 “Success is counted…” Emily Dickinson, p. 705

• Harlem Renaissance Literature Research and Technology: Visual Arts Presentation on the Harlem Renaissance, p. 693 “The Weary Blues” Langston Hughes, p. 682 “My City” James Weldon Johnson, p. 630 “”Reapers” Jean Toomer, p. 691

• author study of Langston Hughes “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “The Weary Blues” Langston Hughes, p. 682

Literary Elements • exposition, rising action, climax, falling action, resolution

Plot, 4, 11, 16, 30, 33, 35, 37, 39, 40, 41, 42, 46, 47, 51, 52, 202, 728

• character development Character development, 203, 218, 230, 240

• author’s purpose Author's purpose, 18, 142, 143, 146, 148, 151, 152, 156, 158, 161, 162, 408, 534, 537, 538, 539, 540, 543, 544, 546, 548, 550, 551, 552, 553

• poetic structure Poetic forms, 626, 634, 642 Poetry, 580, 581, 962

Literary Devices • mood, tone, style Style, 86, 89, 90, 93, 94, 96, 97, 408, 420

Tone, 172, 175, 176, 178, 181, 181, 408, 413, 646, 648, 649, 653 Mood, 646, 651, 653

• irony, humor, rhetorical questions Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381 Humorous essay, 474, 477, 479, 480, 482, 485,

487 Rhetorical device/question, 498, 502, 510

• metaphor and simile, imagery Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676

• rhyme Rhyme, 580, 626

• foreshadowing Foreshadowing, 30, 42, 52

59




Historical/Cultural • 1950’s America: black/white tension and tension within black community • role of women

Opportunities to address this standard may be found on the following pages: “Marian Anderson, Famous Concert Singer” Langston Hughes, p. 88 “Occupation: Conductorette” Maya Angelou, p. 73 “A Raisin the Sun” Lorraine Hansberry, 935–937

Critical Perspectives • stereotyping now and then “Marian Anderson, Famous Concert Singer”

Langston Hughes, p. 88 “Occupation: Conductorette” Maya Angelou, p. 73 From “Desert Exile: The Uprooting of a Japanese-American Family” Yoshiko Uchida, p. 536 “A Raisin the Sun” Lorraine Hansberry, 935–937

• personal perspective on issues of inequality and racism

Thinking About the Selection, 93, 502, 544

Informational Text Genre Study Characteristics of informational text • self-help • a speech • primary source material • internet postings Reading Informational Materials: Web Sites,

270–275




60




Organizational Patterns • theory/evidence Gathering details by: collecting strong evidence,

490, looking at both sides of issue, 559, evaluating validity/bias of information, 944, listing research questions, 944, collecting support details, 1054, evaluating own topic using Venn diagram, 1151


• problem/solution Writing Workshops: Essay, problem–and–solution, 386–393

Features • parts/chapters • headings and subheadings • photographs and drawings • boldface, italics, parenthesis • graphics, cartoons, real-life examples and catchy quotations


• media features: pan shots, tracking shots, traveling shots, full shot, two shot, close up, dissolve, point of view, short, long, medium shots, high angle, and camera as “strongest voice” in A Raisin in the Sun screenplay

Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158 Research and Technology: Scene proposal for movie, 43, 53 Listening and Speaking, group screen of filmed production, 925

Critical Perspectives • Students’ preparation for real world life beyond the classroom

Writing Workshops: Letter to the editor, 490–494 Writing Business Letters: R29 Also see: Timed Writing Applications: persuasive paragraph for job application, 85, persuasive letter for Web improvements, 273, persuasive letter for warranty repair, 451 Writing (Apply the Skills): business letter, 435, 444, letter to the editor, 891

61




Reading, Listening/Viewing Strategies and Activities Reading • Reading comprehension strategies (make connections, determine importance, synthesize, question)


• Critical reading: What does the text say, how does it say it and what does it mean?

Thinking About the Selection, 26, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122 Literary Analysis (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1016, 1026, 1074, 1092, 1110, 1122 Analyzing, 106, 112, 113, 114, 116, 118, 120, 123, 126, 131, 134, 137, 138, 144, 147, 149, 152, 159, 160, 162, 165, 171, 182, 424, 426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052

• Use profundity scales for Mama, Walter, and Beneatha

Character development, 203, 218, 230, 240

62




• Connect to self–own perspective on working to fulfill life dreams

Connecting to the Literature: Reading/Writing Connection, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112

• Identify themes; find examples in text Theme, 203, 214, 306, 309, 312, 314, 323, 324, 328, 334, 700, 702 , 705, 707, 728, 770, 790, 798, 801, 802, 803, 805, 806, 807, 962, 964-965, 970, 973

• Recognize and understand imagery and symbolism

Symbolism, 337, 347, 348, 351, 355, 358, 361, 362

Imagery, 580, 664, 729



Listening/Viewing • Class/group discussion Listening and Speaking (Apply the Skills): group


• Compare screenplay with play script Listening and Speaking, group screen of filmed production, 925

• Find intersections between visual images and verbal communication

Opportunities to address this standard may be found on the following pages: Providing elaboration: incorporating graphic aids and visuals, 945 Research and Technology: Visual aids, 325, 335, visual arts presentation, 687, 693,

Writing, Speaking, Expressing Strategies and Activities Writing to Learn • Personal narrative —My Dream for My Life (explicit instruction)

Writing Workshops: Autobiographical narrative, 100–104, Descriptive essay, 656–660, Reflective essay, 810–814

63




• Poetry (explicit instruction) Opportunities to address this standard may be found on the following pages: Poetic forms, 626, 634, 642

• Quickwrites Thinking About the Selection, 26, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

• Compare reading the screenplay with reading the play

Opportunities to address this standard may be found on the following pages: Listening and Speaking, group screen of filmed production, 925

• Compare/contrast advice given in The 7 Habits of Highly Effective Teens with advice given in Oh, the Places You’ll Go!

Opportunities to address this standard may be found on the following pages: “The Leader in the Mirror” Pat Mora, p. 173 “Hold Fast Your Dreams—And Trust Your Mistakes” Billy Joel, p. 956 Timed Writing Applications: persuasive paragraph for job application, 85 Research and Technology (Apply the Skills): letter, résumé cover, 525, 531

• Written response to focus questions using text support

Timed Writing Applications, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054, 1125, 1131

• Journal entries describing how Walter and Beneatha change from the beginning to the end of the play


64




• Journal entries noting examples of literary devices (irony, rhetorical questions, imagery, characteristics of Harlem Renaissance literature)

Research and Technology: Visual Arts Presentation on the Harlem Renaissance, p. 693 “The Weary Blues” Langston Hughes, p. 682 “My City” James Weldon Johnson, p. 630 “”Reapers” Jean Toomer, p. 691 Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381 Rhetorical device/question, 498, 502, 510 Imagery, 580, 664, 729

Writing to Demonstrate Learning • Written response to focus questions using text support scored with rubric

Writing Workshops: Rubric for Self–Assessment, 104, 193, 393, 565, 660, 814, 1058, 1157 Timed Writing Applications, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054, 1125, 1131

• Summary of play from a character’s perspective other than Mama’s

Opportunities to address this standard may be found on the following pages: Timed Writing Applications: explanation of character in play/epic, 927, explanation of character in play/epic, 1029

• Persuasive writings: essay to prove social action is still necessary on racial prejudice

Writing Workshops: Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565

• Research and report on Lorraine Hansberry’s life • Research and report on the racial tenor of the 1950’s when A Raisin in the Sun was first performed. Use as a source, Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories. Make a multi-media presentation.


• Multi-media presentation: defend a position on a social injustice and present to class in a multimedia presentation.

Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954 Research and Technology (Apply the Skills): multimedia report/outline, 139, multimedia presentation, 461, 471

65




• Create a poem: “How is a Dream Realized?” Opportunities to address this standard may be found on the following pages: Poetic forms, 626, 634, 642

Authentic Writing • Summarize (American Dream) interviews (see below); share in small group

Summarizing, by pausing to retell, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 777

• Make a “life plan” including further education, career, marriage, etc., with the principles to guide the realizing of the plan (vision/dream)

Opportunities to address this standard may be found on the following pages: Job application, 82 Research and Technology (Apply the Skills): letter, résumé cover, 525, 531

Speaking • Debate what should be done with “Mama’s money”

Thinking About the Selection, 936

• Perform or read segments from A Raisin in the Sun play • Role-play segments from A Raisin in the Sun screenplay

“A Raisin the Sun” Lorraine Hansberry, 935–937

Expressing • Construct a chart detailing the dreams of each major character in A Raisin in the Sun

Thinking About the Selection, 936

• Construct a chart detailing how following Covey’s 7 habits might have helped Beneatha and Walter realize their dreams • Display character biography information from journal in a graphic organizer • Create a visual display of “Voices of the Harlem Renaissance” including titles, authors, photographs, and quotations from representative texts


On-Going Literacy Development Student Goal Setting and Self-Evaluation Strategies • Maintain writing portfolio Writing Workshops, peer review: 190, 390, 490,

716, 947, 1154



66





716, 947, 1154



93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 443, 460, 470, 502, 510, 524, 544, 552, 588, 606, 620, 634, 642, 670, 676, 686, 692, 742, 768, 792, 844, 866, 890, 908, 924, 976, 988, 1016, 1028, 1074, 1092, 1110, 1122

Vocabulary Development • Black dialect Dialect, 219

• academic vocabulary Academic Vocabulary/Assessment for analyzing

literature, 29, 99, 107, 183, 217, 297, 305, 383, 425, 489, 497, 555, 591, 655, 663, 709, 745, 808, 817, 939, 979, 1053, 1061, 1147


(Journal), 104, 193, 393, 565, 660, 814, 1058, 1157

• using language appropriate to purpose and audience

Writing Workshops: analyzing audience, 387, addressing intended audience (formal/informal), 388, considering audience and tone, 491, essay for an audience, 565, considering audience's knowledge, 713

Grammar Skills • sentence elements providing variety, fluency and flow

Sentences, 658, 1002, 1028 Revising Sentences: 299, 492, 812, 949, 1056, 1155

• elements of dialogue Dialogue, 218, 240, 728, 732, 735, 742, 868

67

Literature, The Penguin Edition Grade 10 ©2007 MU_10_LVdG - … · CORRELATED TO Michigan Merit...

Documents

Transcript of Literature, The Penguin Edition Grade 10 ©2007 MU_10_LVdG - … · CORRELATED TO Michigan Merit...