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ScopeandSequence

EssentialQuestions
Howdoespopularfictionreflectculturalmoralsandvalues?Howdoespopularfictioninfluence peoplesattitudesandbehavior?Whatdoespopularfictionsayaboutthesocietythatproducedit?Howdo weanalyzetextasreflectionsofsocietalnorms?Howdoweconstructargumentsofjudgment?

UnitGoals
SWBATanalyzeapopularfilmorprinttext.SWBATwriteanargumentofjudgmentbasedon thistext.SWBATcitestrongtextualevidenceusingwarrantsinsupportofthisargument.SWBAT articulateaclaimbasedontherelationshipbetweenaworkofpopularfictionandtheculturethat producedit.

Standards
CCSS.ELALiteracy.RL.1112.2:Determinetwoormorethemesorcentralideasofatextand analyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildon oneanothertoproduceacomplexaccountprovideanobjectivesummaryofthetext. CCSS.ELALiteracy.W.1112.1Writeargumentstosupportclaimsinananalysisofsubstantive topicsortexts,usingvalidreasoningandrelevantandsufficientevidence. CCSS.ELALiteracy.W.1112.1aIntroduceprecise,knowledgeableclaim(s),establishthe significanceoftheclaim(s),distinguishtheclaim(s)fromalternateoropposingclaims, andcreateanorganizationthatlogicallysequencesclaim(s),counterclaims,reasons, andevidence. CCSS.ELALiteracy.W.1112.1bDevelopclaim(s)andcounterclaimsfairlyand thoroughly,supplyingthemostrelevantevidenceforeachwhilepointingoutthestrengths andlimitationsofbothinamannerthatanticipatestheaudiencesknowledgelevel, concerns,values,andpossiblebiases. CCSS.ELALiteracy.W.1112.1cUsewords,phrases,andclausesaswellasvaried syntaxtolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationships betweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s) andcounterclaims. CCSS.ELALiteracy.W.1112.1dEstablishandmaintainaformalstyleandobjectivetone whileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting. CCSS.ELALiteracy.W.1112.1eProvideaconcludingstatementorsectionthatfollows fromandsupportstheargumentpresented. CCSS.ELALiteracy.W.1112.5Developandstrengthenwritingasneededbyplanning,revising, editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantfora specificpurposeandaudience.(Editingforconventionsshoulddemonstratecommandof Languagestandards13uptoandincludinggrades1112here.) CCSS.ELALiteracy.W.1112.9Drawevidencefromliteraryorinformationaltextstosupport

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analysis,reflection,andresearch. CCSS.ELALiteracy.L.1112.1DemonstratecommandoftheconventionsofstandardEnglish grammarandusagewhenwritingorspeaking. CCSS.ELALiteracy.RI.1112.2Determinetwoormorecentralideasofatextandanalyzetheir developmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanotherto provideacomplexanalysisprovideanobjectivesummaryofthetext. CCSS.ELALiteracy.L.1112.2DemonstratecommandoftheconventionsofstandardEnglish capitalization,punctuation,andspellingwhenwriting. Week1Howdoespopularfictionreflectculturalvalues? IndependentlyreadPopularFiction:Advantagesofanewfield,introducesunitstance (studentshavereadthisforMonday) Lecture:Learnaboutclaims,evidence,warrants(2days) Wholeclass:Identifyclaims,evidence,andwarrantsinthearticle MascotExercise(groupscraftawrittenresponse)(1day) LectureabouttheVictorianEra:briefhistory,mores,culturalclimate,literature(1day) BeginreadingDraculainclass(1day) Affectiveresponsejournal(Dracula) Week2Doespopularfictioninfluencepeoplesattitudesandbehavior? Disneyandgenderroles.(3days) View:TheLittleMermaid Fishbowldiscussion:Genderstereotypes.Whogetssaved?Howdothemen act?Howdothewomenact?Doanymenandwomenactsimilarly? Writea3paragraphreflectionabouthowthefilmtreatsmenandmen. Discussion&Brainstorm:GenderrolesinDracula(1days) HowareLucyandMinasimilar?Howaretheydifferent? WhatisJonathan'smainrole?HowdoesherelatetoMina?IsDracula masculine?WhatdoesDraculasayaboutsexuality?Symbolismofthestake throughtheheart. ReadDraculainclass(day) Affectiveresponsejournal(Dracula) Week3Waysofanalyzingtextsasreflectionsofsocietalnorms. Lookingatadvertisements:seriesoffishbowldiscussions(1day) YoutubeclipsofDisneyvillains:groupworkdecide,whatarethetraitsofatypical Disneyvillain?WhatdoesthissayaboutAmericanculture?Whatdoesitmeantobe other?Villainswelookat:Scar,Jaffar,SheerKhan.(1day) ASSIGNMENT:Independentlyresearchavillainofyourchoice.(visitlibrary/media center/orcomputerlab)(1day) Identifyothertraitsofthevillain.Darkskin?Effeminateormasculine?howdo theytalk?Howdotheylive? Write500wordsaboutyourvillain.Makeaclaimaboutyourvillainsotherness.

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Use3piecesofevidence.Explainwhyyourevidencematters Citesources. Teachclassmatesaboutvillain.(smallgroupjigsawonFriday) Discussion:Whatwerecommonelements?Howwerethevillains differentfromtheheroesintheseworks? Lectureanddiscussion:WhatdoesDraculasayaboutModernity?HowdoesChristianity functioninthenovel,andwhatdoesthissayabouttheculturethatreadandloved Dracula?(1dayThursday) Week4Whatdoespopularfictionsayaboutthesocietythatproducedit? Lecture:LookingatpopularrepresentationsofDracula.(1days) Read:http://www.npr.org/templates/story/story.php?storyId=96282132(readfor day1) Groups:DiscussthechangesinDraculasrepresentation.Hasthevillain,hero,or monsterinyourworkundergonechangesthroughouttime? WhatdoesDraculareallymean?(23days) Read:"FoulThingsoftheNight":DreadintheVictorianBodyLeilaS.MayTheModern
LanguageReview,Vol.93,No.1(Jan.,1998),pp.1622

Readanddiscussarticleasaclass.Summarizeit.Listthemainpoints.How doesthisarticleinformormodelthearticleyouwillwrite?Discuss. Jigsaw:Identifytheclaimsandevidence.Identifywarrantsinthearticle. Introducewritingassignment Prewritingbrainstormorclasstimetoreadchosentext(1day) Week5CraftingArgumentsofJudgment&Draculawrapup. Voluptuaryexercise(wholeclass)(12days) LecturecriteriaofGothicliterature.ExamplesinDracula(1day) Homework.Findaworkofpopfictionincludingfilmandvideogames,thatyou thinkcouldpossiblybeconsideredGothic.Arguewhetherornotitfitsthecriteria ofagothicwork.250to300words.(Formativeassessment) Freetimefordiscussionofwritingassignmentwithpeers.Brainstorming& outlining/draftingorreadyourtext.(1day) Week6CraftingArgumentsofJudgment Reviewclaims,howtointroduceexamples,andreviewingwarrantsbyevaluatingmurder mysteries.(SubstitutingDraculaforeverymurderertotieittothetext)Argumentsof judgment.Werethesemurdersinthe1stdegree,2nd,or3rd.(2days) PeerReviewworkshop(Smagstyle,everyoneevaluatesonething)(2days) leaving1dayextrainmyplanningforanyspilloverorconferencingIneedtodo. Essaydueattheendofweek7(newunit) Rationale Thisunitisimportantforafewreasons.Studentsshouldlearnhowtoargue,because

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collegesrequireentranceessays,workplacesrequirecoverletters,andthesocietieswelivein haveembeddedculturalvaluesthatwetakeforgranted,unlesswecandeconstructthem.This unitteachesstudentshowtodeconstructaworkoffiction,findtheculturalvaluesreflectedinit, andcraftanargumentbasedonhighlevelliteraryanalysis.Thisisnothingnewtocollegewriting orliteratureclasses.Infact,MSUoffersReadingsinPopularLiterature,anentirecourse devotedtodeconstructingpopularfiction.Thereismerittothiswork.AccordingtoDr.David KirklandofMSU,Criticalwritingpedagogiesseektocomplicatewhatkindoftextsare admissiblewithinthewritingclassroom(Kirkland,88,RewritingSchools).Notoftendostudents inhighschoolEnglishclasseshaveanopportunitytointeractsocloselywithworkoutsideof highliterature,andevenmoreuncommonlydostudentshaveanopportunitytoselectthetext theyreinteractingwith.Ivealsoallowedstudentstointerpretstorylineheavy,nonexcessively violent,videogamesforthissamereason.IfstudentschooseatextthatIhavenotlisted,they needtoclearitwithmetwoweeksaheadoftime,andthisnumberisntarbitraryImforcing thosestudentstobepreparedaheadoftimeandnotwaituntilthelastminutetostarttheir project.Lastly,itsnotthatImnecessarilytryingtostartapoliticalrevolutionintheEnglish classroombyunderminingcommonlytaughtclassics,butIhopeitwillbefuntolearnaboutpop cultureandhowitinfluencesourlivesbystudyingtextswepersonallyenjoy. Thisisa12thgradeclassatLahserHighSchoolinBloomfieldHills,MI.Thisunitisthe firstofthesecondterm.Inthefirstterm,studentsengagedingraduallymorehighlevelliterary analysis,wherewelearnedhowtotalkaboutliterature.Westudiedpoetry,learninghowto identifyandanalyzemetaphor,symbol,allegory,synecdoche,chiasmus,simile,connotation, denotation,andtone.Wecraftedexpositoryessayswithastrongfocusonwritingconclusions. Wedidnotyetfocusonstrictargumentativeessaysbecauseweneededtofirstgetourfeetwet andfeelconfidentwriting.Mostofthefirsttermwasspentengaginginliteraryanalysisrather thanwriting,becausesecondtermiswhereIliketoapplythestoresofknowledgewevebeen stockpilingsincefirstterm.Insecondterm,theliteraryanalysisisnotsupposedtobe challengingitshouldbeaskillwevebeendeveloping.Inthesecondterm,thechallengeis supposedtobethewritingandthecraftofarguments. Theworkinthisunitbecomesgraduallymorecomplex.First,welearnaboutthetopicby readingPopularFiction:Advantagesofanewfield,whichintroducestheunitsthemesand primaryinvestigation.Aswereadthisarticle,Iintroducestudentstothetermsofargumentthat wewillbeworkingwith(claims,evidence,warrants)bysituatingitwithinthearticlethatweread. Thisprovidesbothacontextandamodelfortheworktheywillbedoinginthisunit.LikeBurke writes,Studentsreadarangeoftextsrelatedtothesubjectwiththespecificpurposeoffinding topicsorideastoexploreintheirpapers(Burke,79).Thesereadingsaremodelsthatwecan usetolearnhowprofessionalsestablishcriteria,makejudgments,andthesereadingshelp sparkideas(Burke,79)forstudents.Then,weapplythisknowledgeandpracticecrafting argumentswithHillockssMascotexercise.Thisworkwedoinweek1,inadditiontothework wedoinweek4,getsstudentsinvolvedintheconversationalreadytakingplaceinthefieldof popularfictionstudies. AswithanyunitIdteach,Idlikeittobeaconversation,andmyclasstobeacommunity, whichiswhyIprovideavarietyofoutletsforstudentstoworkouttheirideaswithothers.From thebeginningofreadingDracula,studentskeepanAffectiveResponseJournalwheretheycan

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logtheiremotionalresponsestothetext.Smagorinskylamentsthatstudentsemotional responsestoliteratureisalsominimizedinschools(Smagorinsky,90),andbyaskingfor studentsemotionalresponsestotheworkwerereading,ithopefullydemonstratesthatIcare howtheyfeelabouttheclass,thetext,andtheworkweredoing.Italsoprovidesanexplicit mediumforthemtoworkouttheirthoughtsaswepreparetowriteourpaper,andthentheyalso havesomethingwrittenthattheycansharewithorelaborateuponwhentalkingtootherstudents inourgroupbrainstorms.TheAffectiveResponseJournals,whichincludeabriefsummaryof thereading,alsoallowmetoformativelyassessstudentparticipationandunderstandingofthe text. AnotherwayItrytocreateasenseofcommunityisthroughthegroupbrainstormsI mentionedabove.Burkewrites,collectivediscussion,whencombinedwithwriting,furtheraided ideagenerationandhadtheaddedbenefitofincreasingstudentmotivationforthewriting assignment(Burke,80).Igivestudentsatleasttwoopportunitiestobrainstormtogether,work throughDracula,theotherreadings,theirjournals,andbounceideasoffeachothersothatthey cangeneratesomethingfortheirpaper.Asfortheirpaper,IliketheideaofPeerResponse,and Smagorsinkydoestoo,sayingthatithelpsstudentsbecomecriticalreadersthatmayhelpthem inreadingandrevisingtheirownwork,helpsthemwiththeirnextdraft,andfurtherstrengthens thecommunityoflearners.Everyone,includingme,islearningfromeachotherhere. Lastly,althoughwetalkabouttheelementsofwritingarguments,hadpracticedthem, andwecanidentifythem,Ididntexplicitlyteachargumentsofjudgmentuntilweekfivebecause weneededtobeabletoreadaboutDraculaandIneededstudentstobeabletoidentifytheparts ofargumentsinthemodelessaysfirst.Thisisjustaftertheyreassignedtheessay,andas Hillockssays,beginningwithsimpleproblemsandappropriatescaffolding(Hillocks,42)helps teachargumentsofjudgment,whichscaffoldsargumentwriting(Hillocks,42).Wehaddonethe mascotexercise,andwrittenaboutcriteriaofGothicliterature,butthatwasinweeks1and4.In weekfive,weknowwhatconstitutesarguments,andunitfiveisthegluethatwillbindour knowledgeintosomethingcohesivethatwecanapply.Theinformationwillfeelfreshandmore relevantasstudentsworkontheiressaysathome. Throughoutthisunit,wehaveexaminedmonsters,heroes,andvillainsinfilmandliteratureand film,andwehavealsopracticedanalyzinghowthesetextsconstructamonster,ahero,oravillain.Like wevediscussedinclass,wheneveravillain,hero,ormonsterisdepicted,itsdepictionspeakstothe morals,fears,andvaluesoftheculturethatproducedthatworkoffiction.Thisassignmentistowritean

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essaythatdemonstrateshowacharacterexemplifiesaculturalvalue,andthenyouwillneedtosituate thatculturalvalue/moral/stigmainacontext.Thatistosay,ifacharacterrepresentsacultural value/stigma/attitude,howdoesthatrepresentationfunctionwithinthesocietyorculturethatproducedit? Forthisassignment,youwillneedto: 1.Chooseaworkoffictionfromtheselectionbelow.Read/viewit. a.Ifyouwanttouseadifferentwork,youmusthavemyapproval2weeksinadvance. 2.Identifyahero,villain,ormonsterinthework. 3.Identify1culturalvalue,stigma,fear,moral,orculturalmoodthatthischaracterseemsto exemplifyorchallenge/reject,basedonyourinitialreading.Thiswillbepartofyourclaim. 4.Defineyourstigma,moral,orvalue.Thisisawarrantthatsupportsyourcriteria. 5.Establishatleast3criteriathatsupportyourclaim.Criteriawilllikelybetopicsentencesthat introduceexamples. 6.Selectatleast1exampletosupporteachcriterion. 7.Examinehowthischaracterisportrayedinthework,howtheauthordescribesthecharacter, howothercharacterstalkaboutthischaracter,andhowthischaractertalksabout himself/herself/itself.Examinethischaractersactionsandlookcloselyathowother charactersreacttothoseactions,becausethosereactionsspeaktoculturalvalues. Youressaymustbe 12pointTimesNewRoman 46pagesminimum,doublespaced MLAformat Adheretoconventionalspelling,grammar,andmechanics ListofPotentialTexts BooksFrankenstein,StrangeCaseofDr.JekyllandMr.Hyde.,IamLegend,Balladof theSadCaf,PictureofDorianGray,VforVendetta(graphicnovel),LordoftheFlies,From RussiawithLove,MysteryofFuManchu,AndThenThereWereNone,PrideandPrejudiceand Zombies,AttheMountainsofMadness,WorldWarZ, FilmandTelevisionIt,DisneysAladdin,DisneysTheLionKing,Godzilla(1954), XMen(2000),TheWolfMan(1941),VforVendetta(2005),TheSimpsons(3episodes),Law andOrder,(3episodes),RearWindow(1954),PiratesoftheCaribbean,Spiderman,TheDark Knight,TheHungerGames,HarryPotter,StarWars VideoGamesFinalFantasy,MassEffect,LegendofZelda,ChronoTrigger,Star Wars:KnightsoftheOldRepublic,KingdomHearts,ElderScrolls:OblivionorSkyrim TipsandExamplesonthebottomofthisdocument.(Handoutforstudents)

Rubric(adaptedfromSmagorinsky) GradeofAforessaysthat Areturnedinontime Includesacompleteroughdraft

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Identifyanddefineaculturalvalue Establishes3strongcriteria Usesatleast1strongexampleforeachcriteria Demonstratesclearlyahypotheticalrelationshipbetweenafictionalpieceandtheculturethat producedit GradeofBforessaysthat Areturnedinontime Includearoughdraft Identifyanddefineaculturalvalue Establishes3criteria Usesatleast1exampleforeachcriteria Demonstratesahypotheticalrelationshipbetweenafictionalpieceandtheculturethatproducedit GradeofCforessaysthat Areturnedinontime Includesanincompleteroughdraft Identifyanddefineaculturalvalue Establishes3criteria Usesweakexamplesforeachcriteria Vaguelydemonstratesahypotheticalrelationshipbetweenafictionalpieceandtheculturethat producedit GradeofDforessaysthat Areturnedinontime Includesanincompleteroughdraft Identifiesbutdoesnotdefineaculturalvalue Establishesfewerthan3criteria Usesweakexamplesordoesnotdefendcriteriawithexamples Doesnotdemonstrateahypotheticalrelationshipbetweenthefictionalpieceandtheculturethat producedit GradeofFforessaysthat Areturnedinafterthespecifiedduedate Includesanincompleteroughdraft Doesnotclearlyidentifyordefineaculturalvalue Establishesfewerthan3criteria Usesweakexamplesordoesnotdefendcriteriawithexamples Doesnotdemonstrateahypotheticalrelationshipbetweenthefictionalpieceandtheculturethat producedit TipsandExamples 3.Forexample,onecouldclaimthattheOdysseusofTheOdysseyrepresentshowtheancientGreek peoplesvaluedcunning.

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4.Anexampleofadefinitionlookslikethis,cunning,accordingtoMiriamWebster,isskillinachieving one'sendsbydeceit.UseadictionarysuchasWebstersorOxfordEnglishDictionary(Ihaveaccess), oranencyclopedia.Yourdefinitionmusthaveasource.Wearenotcreatingextendeddefinitions. 5.Forexample,yourcriteriaforaherothatiscunningmightlooklikethis:Odysseususesdeceittoevade capture.Odysseususesdisguises. Conversely,ifyousaidOdysseusisarrogant,youmightsay,Odysseusoftenboasts. 6.Forexample,WhenOdysseusdisguiseshimselfasabeggartogainentrytohispalace,heisusing deceittoachievehisends,andthatiscunning. Ifnecessary,useacounterexampletoclarifyyourexample.Suchas,Inordertohavehismenturned backintohumanform,OdysseusagreedtobeCirceslover,butthiswasnotcunningbecauseitwasa simpleagreementandhedidnotneedtobedeceitful. 7.Forexample,ifyouclaimed,Odysseusisarepresentationofcunning,whichtheancientGreeks valued,youwillneedtoestablishhowyouknowthisisapositivetrait.Iwouldsay,Eventhegoddess AthenavaluesOdysseusscunning,orRespectedleadersrelyonOdysseusscunning. Thisishowyouwillarriveatyourfinalconclusionandestablishyourclaim. References Burke,Jim.TheEnglishTeacher'sCompanion:ACompleteGuidetoClassroom,Curriculum, andtheProfession.4thed.Portsmouth,NH:Heinemann,2008.Print.

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Kirkland,DavidE."RewritingSchool:CriticalPedagogyintheWritingClassroom."TheJournal ofTeachingWriting21.12(2004):n.pag.Web. Hillocks,George.TeachingArgumentWriting,Grades612:SupportingClaimswithRelevant EvidenceandClearReasoning.Portsmouth,NH:Heinemann,2011.Print. Smagorinsky,Peter.TeachingEnglishbyDesign:HowtoCreateandCarryoutInstructional Units.Portsmouth:Heinemann,2008.Print. InstructionalMaterials Dracula Nuzum,Eric."DefiningDracula:ACenturyOfVampireEvolution."NPR.NPR,30Oct.2008. Web. "FoulThingsoftheNight":DreadintheVictorianBodyLeilaS.MayTheModernLanguage Review,Vol.93,No.1(Jan.,1998),pp.1622 SchneiderMayerson,Matthew."PopularFictionStudies:AdvantagesofaNewField."Popular FictionStudies33.1(2010):n.pag.Web.