Unit Texts Assessments Goal # of

weeks
#1 : PBS.org: Circle A collection of storytelling Native
Jesse McLean 56
The Art of of Stories across cultures and nations American/American
9/29/08
Storytelling (Native usingStudents will learn literature TE 407
and the American about the art of storytelling
Curriculum Map version 2
Oral culture) and the oral tradition and Novel
Tradition apply this novel by:
Excerpts from Cultural
The Joy Luck 1. writing thoughtful perspectives
Club by Amy reflections on reactions to
Tan PBS video. Writing/Speaking
(Chinese culture) Skills
2. Journal and discussion
“Paul Revere’s (small and large group) of Poetry
Ride” by Henry thoughts/comments/reaction
Wadsworth s to The Joy Luck Club1. NCTE Standards
Longfellow literature Met:
(American) 1, 2, 3, 4, 7, 8, 9,
3. Short research on “Paul 11, 12
NPR Story Revere’s Ride” and it’s role in
(Russian history
Nomadic Tribe)
4. Discussion and reaction to
Video Story NPR piece, what emotions
about name did it provoke? Meaningful?
(newer age
example of 5. Make their own video
storytelling – story, like the example
assignment) shown, where the students
will explore the history of
their name and explain it
using the art of storytelling.
2. oral stories

3. video stories

4. poetry

5. historical references
#2: 6
Every Collection of 1. Reflection on quotes and Critical Thinking
Action has Quotes about writing and revision of own
a Reaction; decisions in life, quotes pertaining to life and Comparison of
The revenge, action- decision-making (ex. Own Classical and
Decision- reaction Confucianism’s) Contemporary
Making A discussion and look at Literature
Process Hamlet, several different
Shakespeare models/ideas of decision- Poetry
making through:
We All Fall 2. Small and large group of Applicable life
Down, Robert texts. lessons
Cormier
3. Large comparison essay Historical
Truth and Fact, of classical text (Hamlet) and references through
old newspaper contemporary (We All Fall the use of Quotes
Resources:

UNIT 1 -
Circle of Stories website: http://www.pbs.org/circleofstories/storytellers/index.html
NPR Russian nomadic tribe story:
http://www.npr.org/templates/player/mediaPlayer.html?
action=1&t=1&islist=false&id=5551708&m=5551709
Paul Revere’s Ride: http://en.wikipedia.org/wiki/Paul_Revere's_Ride_(poem) ,
http://www.theotherpages.org/poems/longf01.html#1
Digital Video example from Michigan.gov: http://ed-
web3.educ.msu.edu/outreach/k12out/pdf/language06/Jennifer.mov

UNIT 2 –
Quotes: http://quotations.about.com/cs/inspirationquotes/a/DecisionMaki1.htm
Lyrics: http://www.beatleslyricsarchive.com/viewSong.php?songID=109
News article:
http://www.thisislocallondon.co.uk/news/topstories/3659620.MERTON__Teen_s_murde
r_inspires_anti_knife_youth_project/

UNIT 3 –
Washington Times Article:
http://www.lexisnexis.com.proxy2.cl.msu.edu:2047/us/lnacademic/results/docview/docvi
ew.do?
docLinkInd=true&risb=21_T4524674420&format=GNBFI&sort=RELEVANCE&startD
ocNo=1&resultsUrlKey=29_T4524674424&cisb=22_T4524674423&treeMax=true&tree
Width=0&csi=8176&docNo=1
Advertising techniques:
http://www.foothilltech.org/rgeib/english/media_literacy/advertising_techniques.htm
http://adage.com/century/campaigns.html
http://memory.loc.gov/ammem/ccmphtml/cccap.html
Google Earth - http://earth.google.com/

UNIT 4 –
Guidelines to writing a basic essay:
http://members.tripod.com/~lklivingston/essay/
Morrie Video:
http://video.google.com/videosearch?rlz=1C1CHMG_en-
USUS291&sourceid=chrome&ie=UTF-8&q=Morrie%20on
%20Nightline&um=1&sa=N&tab=wv#
Book Review from CNN:
http://www.cnn.com/books/reviews/9805/06/index.html
How to Conduct an Interview:
owl.english.purdue.edu/workshops/pp/interviewing.ppt
A Lion in the House:
http://www.pbs.org/independentlens/lioninthehouse/index.htm
(PBS Documentary of Kid’s with cancer)
Times article about A Lion in the House:
http://www.nytimes.com/2006/06/18/arts/television/18jens.html
Creation of a Monument:
http://www.eduplace.com/rdg/gen_act/arch/ancient3.html

Unit 5 –
I Hear America Singing:
http://www.potw.org/archive/potw345.html
I, Too: Langston Hughes:
http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=1552
“Follow the Drinking Gourd”:
http://www.pbs.org/independentlens/strangefruit/slavery.html

Unit 6 –
“Fishbowl”:
http://distribution.asianamericanmedia.org/browse/film/?i=74
SKIN DEEP (film):
http://www.irisfilms.org/SD/con1.html
Cry Freedom lyrics:
http://www.lyricsondemand.com/d/davematthewsbandlyrics/cryfreedomlyrics.html
Dosomething.org:
http://www.dosomething.org/whatsyourthing/Discrimination
EXPLANATION:

Allow Although probably not fully complete, coherent or necessarily

realistic, this first draft of my Curriculum Map is a true reflection of a lot of my

ideas and hopes as an English teacher. I hope to be able to use a combination of

all different kinds of mediums when I teach: classics and newer-age materials,

songs, poems, websites, articles, videos, historical pieces, opinion, non-fiction,

fiction, biographies, and the list goes on. By using a mixture of all different kinds

of materials and ideas I hope to be able to touch all different sorts of learners and

students, reaching out to even those stubborn or uninterested learners.

One of the biggest problems I had in creating this Map was deciding

where to start, what to use, what to leave out, what’s appropriate, and how to

organize all of those things into units. After looking over several education

websites, requirements and previous taught lesson plans I decided that I needed

to take all of these things into consideration but also to make it my own. When

selecting materials I wanted to use books that are universally taught but also

one’s that I could see my self being passionate about and that could apply to 11th

graders’ lives. I chose books that I’ve read and really enjoyed or at least thought

useful but also books, films and poems that come highly recommended and fit

into the themes of my units.

As I said before I had such a hard time trying to figure out how to break

things into units but even more so what those units should be. When looking at

Michigan.gov it said that the goal for 11th graders was the idea of

transformational thinking. Using that as a guideline, I wanted to have units that

allowed for different genres and mediums. I also wanted to be able to have units

that were completely applicable to student’s at this age lives. So I broke the units

down into: storytelling, decision-making, technology, life lessons, freedom and

differences. Although these all could be really broad and somewhat not fluid, I

hope that I used materials that all fit into these criteria, can be used for

educational purposes and also really do flow together.

When choosing the materials and texts in my map I do realize that some

of them may be controversial and may face some opposition from authorities or

parents. While recognizing this, I feel that I am the sort of person (and teacher)

that wants to give student’s something they can relate to, that will make them

think, and that they may not see in other classes or by other teachers. While I

picked units that I think are applicable to student’s lives, they can also be touchy

subjects. Because I am aware of this I think I will be sensitive and willing to work

with anyone that has concerns, and also extremely open-minded and considerate

when teaching this to young adults. In an ideal world I think teachers need to

stop being so guarded and more willing to teach innovative, thought-provoking

material.

Through looking for this kind of material and putting together this map, I

feel as though I’ve learned a lot. First and foremost I realized how difficult and

time consuming it can be just to put a whole year’s worth of material together! I

learned about all the different options and materials available to teachers (which

was both encouraging but also overwhelming). It did provoke a lot of questions in

my mind, such as: What are things to consider when formulating a unit? What
are the most essential things for these kids to learn? Is there a right or wrong? Is

there some texts/materials that MUST be taught? And so on.

Going into this methods class and doing this Map, I realized that I still have so much to

learn. I think that I am most likely still very naïve in all the things I will and will not be able to do. I

also don’t have barely any concept of how long things will take to teach, learn and formulate. I

also want to get a better grip on what’s best for students and also what student’s want to learn.

These are all things I think I need to strengthen and am looking forward to doing so.

9/28/08 Revision:

After looking over my very first attempt at a Curriculum Map, I still have some doubts, but I wanted

to try to stick with a lot of the same texts and common ideas that I originally had because I think it was a

good mix of diverse voices. I had to completely start over with my “Assessment” section because I basically

just was summarizing the material rather than showing how these would be assessed. I also added more to

my goals sections and try to put in what Standards would be met from the Standards given by the National

Council of English Teachers (there are 12 of them total). I tried to use ideas and assessments that would

create a variety of interesting and effective ways to test their education. I also decided to try to mix the Unit

lengths up because I think some of the units have far more material than others (although I still don’t have a

complete concept of how this will work). I’m still trying to find ways in which I could try to make the flow

between the Units better but I still don’t have the goal for my year summed up in just one sentence or

question, maybe that’s something that will develop in time. Also, I think it will be a good idea if I have my

students bring home their syllabus during the first week and have their parents review then sign it, as I

talked about in my first Reflection there are some books/texts that may raise some concerns and I want

everyone to be on the same page. I’m looking forward to trying to make this even better as time goes on!