Curricular Map To Post!

ORIGINAL CURRICULAR MAP
REVISED CURRICULAR MAP (9/28)

Unit Texts Assessments Eng Goals # of Wks
Unit 1: Music Students will learn Figurative 5 weeks
Poetry to brought in figurative language Language
get the by students through the use of
mind containing music. Expose
going… examples of students to
figurative Students will compile poetry done
language a poetry book in in different
which they will: forms
Select 1. Gather poems
poems by of differing Poetry
Langston types which writing
Hughes, include some
Maya type of
Angelou, figurative
Emily language and
Dickinson, show why it is
and select figurative
Haikus language
2. Demonstrate
Sonnets by their
William understanding
Shakespeare of the different
poetry types
through
analysis
3. Write their
own poetry
following
poetic
conventions
and using
figurative
language
Michigan Standards for English Language Arts

CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal, literary or technical) for the
purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal,
poem or digital story).
CE 1.3.1 Compose written, spoken, and/or multi-media compositions in a range of genres
CE 1.5.4 Use technology tools to produce polished written and multimedia work
CE 3.1.1 Interpret literary language while reading literary and expository works
CE 3.2.2 Identify different types of poetry and explain how specific features influence meaning
CE 3.3.4 Demonstrate knowledge of American minority literature and the contributions of minority writers
Unit 2: Hamlet by Students will write a Public 7 weeks
The Art of William modern day Speaking
Perform- Shakespeare adaptation of either
ance Lysistrata OR Hamlet Group Work
Lysistrata and will be asked to
either prepare a Drama and
A Raisin in video of the group its forms
the Sun by acting it out or act it
Lorraine out live for the class. Performance
Hansbury
Students will
Video: research an aspect
Sidney of the Civil Rights
Poitier’s A Movement as it
Raisin in the related to A Raisin in
Sun the Sun and write a
3-5 page paper on
Backup: their findings.
Medea
CE 1.3.7 Participate collaboratively in groups…fulfilling roles and responsibilities, posing relevant
questions, giving and following instructions, acknowledging and building on ideas and contributions of
others
CE 3.2.3 Identify how elements of dramatic literature illuminate the meaning of the text
CE 3.4.2 Understand that media and popular texts are produced within and social context and have
economic, political, social, and aesthetic purposes
Unit 3: Job Postings Students will Professional 6 Weeks
Debate compose a writing
and the School Code professional resume
real world of Conduct which they can use Research
and School for college or after
District school jobs. Debate/
Rules Defending a
Pamphlet Students will be position
assigned a debate
City and topic relating to
State and school policies or
Federal Laws national or state
laws, in which they
Presidential will do research for
Debate both sides. Students
Video to will have one-on-one
show debates and they will
students be assigned the side
format of a they will fight for the
debate day of the debate.
CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position,
explore a topic, tell a story, or serve another purpose while simultaneously considering the constraints and
possibilities (e.g. structure, language, use of conventions of grammar, usage and mechanics) of the selected
form or genre.
CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing
perspectives and employing a structure that effectively conveys the ideas in writing.
CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research
CE 2.1.2 Make supported inferences and draw conclusions based on informational print
Unit 4: Various print Students will use Technology 6 Weeks
Defending and media print and media as an
Your sources sources to research English tool
Claims a topic of their
choice (approved by Research
teacher, extensive
list of topic ideas will Defending
be provided) your Position
Students will make

an argument and
defend through the
medium of a formal
essay, using facts
from both primary
and secondary
sources
CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting,
revising, and editing complex texts.
CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position,
explore a topic, tell a story, or serve another purpose while simultaneously considering the constraints and
possibilities (e.g. structure, language, use of conventions of grammar, usage and mechanics) of the selected
form or genre.
CE 1.3.4 Develop and extend a thesis, argument, or exploration of a topic by analyzing differing
perspectives and employing a structure that effectively conveys the ideas in writing.
CE 1.4.1 Identify, explore, and refine topics and questions appropriate for research
Unit 5: Things Fall In groups, students Diversity in 4 Weeks
Taking a Apart by will choose one of Literature
Walk in Chinua the novels or the
Other Achebe graphic novel and Journaling
People’s find similarities and
Shoes: American differences between Group Work
Diversity Born the cultures
in Chinese by represented in the Discussion
Literature Gene Yang books and the
cultures of the group Connections
Forgotten members. (Examples through
Fire by of questions to between
Adam explore: How can we texts
Bagdasarian help to refute
OR The stereotypes? How
Absolutely are we alike and
True Diary of different? How do
a Part-Time the cultures of the
Indian by two groups you
Sherman read/listened to
Alexie differ or how are
they the same?)
Audio: Students will keep a
‘Buffalo daily journal
Solider’ Bob detailing the
Marley discussion that their
group has, their
feelings, questions
that arise out of
discussion, etc.
CE 1.3.7 Participate collaboratively in groups…fulfilling roles and responsibilities, posing relevant
questions, giving and following instructions, acknowledging and building on ideas and contributions of
others
CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other
texts.
Unit 6: Dracula by For Frankenstein: History as it 4 weeks
Fantasy Bram Stoker students will prepare relates to
and OR a 7-10 minute English
Fairytale Frankenstein presentation on how
by Mary the science at the Science as it
Shelley time of the book relates to
relates and English
Backup: compares to the
The Time science of today
Machine by
H.G. Wells For Dracula:
Students will prepare
a 7-10 minute
presentation on why
Dracula has become
such a cultural icon
looking through a
historical and a
cultural lens.


Unit 7: We All Fall Students will write English as it 4 Weeks
Characters Down by short “yearbook” fits in with
Like Me Robert messages to the their own
Cormier characters in the lives
play. These
Chinese messages should
Handcuffs address:
by Chris 1. Praise or
Crutcher criticism for
how the
Deliver Us character
from Evie by handled their
M.E. Kerr problem(s)
2. Advice for the
character
3. Is this a
problem that
other teens are
going through?
Was their
problem
realistic?
As an end of the
year project,
students will choose
one book from this
unit as well as one
text/activity from
another unit and
write a final paper
(3-5 pages)
concerning the ways
in which English
relates to their lives
and how they plan to
use English in the
future.
CE 1.2.2 Write, speak and visually represent to develop self-awareness and insight
ORIGINAL REFLECTION
I have chosen to outline my curriculum in this way for many reasons. First of all, too
many students believe that English is a subject that is only useful in the classroom, and
with this specific curriculum, I hope to show students that English is something that they
can use everyday and that is has severe consequences on their lives. While still putting an
emphasis on “classic” English conventions, such as poetry, reading and writing, I have
selected texts and activities that are practical and applicable to the students’ lives.
Unit 1: Poetry to Get the Mind Going…

I chose to start out with a poetry unit because I believe that it is important for students to
see how the discipline of English is not something that is “easy” or something that one
can “B.S.” Poetry has very strict conventions and I want students to see that English can
be just as challenging as Calculus and Chemistry. I think that in showing students the
frustrations and challenges of writing and finding appropriate poetry, they will have a
newfound sense of respect for English as a discipline. I chose the specific poems that I
chose to show the students the varying nature of poetry. I also chose to have students
listen to music and give a lesson the poetic nature of song to show that something that
they probably listen to everyday has to do with poetry and English. While keeping the
content appropriate for the classroom, I hope to show the students to poetic nature of rap
music, something that many students in the class really enjoy, to show them that it is not
all about violence and drugs. I am choosing to have them compile their own poetry books
because I feel that students will be challenged by this assignment because they will have
to locate and write poems containing very specific poetic conventions. I think that all of
these texts and activities will give the students the tools to analyze texts and show them
that it is okay to dig deep.
Unit 2: Drama
I want to include a drama unit this year because I feel that it is important for students to
get a sense of the history of what “English” is, by reading classical plays and more
modern plays. I think that this unit will help them understand genres and help them to
classify what they are reading into a genre. In writing a modern day adaptation of a play
and presenting it to the class, students will not only be able to practice their speaking
skills and build their confidence being in front of a group of people, but they will work to
“translate” text into “today’s” English, which will hopefully build bridges between the
past and the present.
Unit 3: Reading and Research for the Real World

I want to include this unit to show students that the concept of English expands beyond
reading novels and encapsulates things that they read in their everyday lives; students use
English all the time and they might not know it, so I want them to see how applicable it is
to them. I want them to be exposed to texts in various forms as well; the newspaper, the
internet and pamphlets are all ways to use English everyday. This is going to be a great
use of technology and I hope to teach internet etiquette in this unit with various trips to
the library for the students to do research. I think that the journal entries about newspaper
articles are important because not only will it force students to keep up on current events
and become more knowledgeable about their world, it will force them to write and put
their ideas and feelings on paper in a very non-formal, non-threatening way. The mock
presidential election and college presentation allow for students to use various resources
to do research and come to conclusions. Not only does this unit promote English as an
everyday subject, it also teaches critical thinking and resource use.
Unit 4: The Research Paper

I want to include a research paper unit because I know that the school board is striving
for more students to attend college, so I want to give the students practice in writing
formal essays such as those that will be used in college entrance applications as well as in
college classes. This unit will stress the importance of formal writing, but I also hope to
teach them that there is a correct time and place for this type of writing and show them
that it is not the only kind of writing out there. This unit will also force students to sift
through material and find the material that they can use best; it is a test in time
management and organization. Students will also, again, be exposed to many different
forms of print such as the internet, magazines, newspapers, encyclopedias, pamphlets,
court documents and interviews. Again, this is another great example of how one can
show students that the study of English goes beyond novels. It is also an important lesson
in making a claim and defending it; students need to assert their position on their topic
and support it with points. This will not only make the students better writers but it will
make them better debaters.
Unit 5: Diversity in Literature

Far too often, students only read novels by white men from the United States. In this unit,
students will get a chance to learn about other cultures by reading novels and a graphic
novel about people from other countries. This unit is designed to get students to look at
other cultures and determine how people from other cultures are similar to we are.
Hopefully, this unit will bridge gaps between cultures and promote a higher tolerance of
things that are “different.” I have included a graphic novel in this unit to again show that
English and books can take on many different types, hopefully to promote reading.
Unit 6: Writing for the Real World

While I have already stressed formal essay writing earlier in the year, I now want to show
the students how they can take the formal writing they learned in unit 4 and apply it to
real world situations. Chances are, after college, many students will never write a formal
essay again, however, they will be forced to write other formal documents. In this unit, I
want to give the students the tools that they will need to compose these formal
documents. Students will write resumes, which will not only be a useful tool in the future,
it will give them a chance to put their accomplishments on paper which will hopefully be
a confidence booster to students and make them realize how much they have really done.
Students will also be asked to interpret laws, which, even though they cannot vote yet, in
the future they will need to do it in order to elect candidates who believe in what they
want. I am having them petition for change in a law that they do not agree with, as well,
(even though these letters will not be sent out) to show how they have the resources to
make a difference.
Unit 7: Characters Like Me
This unit deals with texts that deal with issues of being a teenager. The characters in these
novels are going through very similar things that my students are going through at this
age, and I feel that the students will be able to connect with the characters in these books
very easily. Not only will they see how they can connect to characters in books, they will
hopefully see, from these novels, that there are many ways of solving their teenage issues
even though sometimes it feels like there are no options or very limited options. For their
final paper, I want them to make connections across the curriculum and show how
multiple characters from texts throughout the year are similar to them. Hopefully, this
will make students see that they can, indeed, relate to English and hopefully make them
want to continue their English education.
REVISED REFLECTION (9/28)
I have chosen to outline my curriculum in this way for many reasons. First of all,
too many students believe that English is a subject that is only useful in the classroom,
and with this specific curriculum, I hope to show students that English is something that
they can use everyday and that is has severe consequences on their lives. While still
putting an emphasis on “classic” English conventions, such as poetry, reading and
writing, I have selected texts and activities that showcase ways in which English can be
useful outside of the classroom. The ways in which each unit fits in with the Michigan
Standards for English language arts can be found underneath each unit on the curricular
map.
Unit 1: Poetry to get the mind going…
The reason why I am starting this year with a poetry unit is because I want to show
students that in English, there are not necessarily right or wrong answers, and I want to
show them that it is okay to take risks and be creative in this class. I am starting the unit
out with a lesson on figurative language because the language that poets, writers and
speakers use is what gets the point across; I want students to learn to chose their words
carefully and think about what meaning their words have. I am having students bring in
music with examples of figurative language in it because I think that this will be a good
way to give the students a lesson on respect and what is appropriate at the very beginning
of the year; they will learn what is and what is not appropriate material for school, and
while they can be creative, they have to keep their audience in mind. Also, I think that
allowing students to find examples of figurative language in a form that most students
enjoy will make them remember the ideas better. I am also choosing to have them
compile their own poetry books because I feel that students will be challenged by this
assignment because they will have to locate and write poems containing very specific
poetic conventions. I think that all of these texts and activities will give the students the
tools to analyze texts and show them that it is okay to dig deep.
Unit 2: The Art of Performance
I have included a drama unit in this year’s curriculum. Students will read Hamlet and
Lysistrata, and then form groups in which they will translate the plays into “today’s”
language, which they will then either perform for the class or bring in a video tape of
their performance that they have prepared outside of class and show it in class. I think
that this is a great way to help students understand difficult texts, but it is also a great way
to show students how diverse the English language is. While we want to promote
standard English in school, I feel that students need to know that there is a time and a
place for standard English, but other forms of English are not wrong. Students will be
able to experiment with different forms of the English language in their performances to
best match who they have transformed their characters into. (For example, students may
use AAVE in their performances if they wish.) I think that this assignment will also help
give students practice in the art of public speaking. Many students feel anxious to speak
in front of their peers, however, in taking on another character, they may feel more
comfortable and perhaps show students that they are able to be a successful public
speaker even if the student is shy. Students will also be researching a topic that has to do
with the Civil Rights Movement as it related to A Raisin in the Sun. I feel that it is
important for students to know about other cultures and how they have struggled in the
past. This project will allow students to learn about the history of African American
struggle, but do it through fictional and historical characters, being able to see similarities
and differences.
Unit 3: Debate and the Real World
I have included this unit to show students that the realm of English expands beyond
reading novels and writing essays but also includes things that they may read everyday;
students use English all of the time but may not know it, so I want to show my students
how applicable the field is to their everyday lives. Students will compose a job resume in
this unit using a very standard form of English. I want to try to demonstrate to students
again in this unit the difference between when to use standard English and when other
forms may be acceptable. I also want to expose students to texts in different forms in this
unit; students will read articles and texts on the internet, in newspapers and in pamphlets
during this unit, and students will be taught to recognize these items as things that can be
read and analyzed just like a piece of literature can be read and analyzed. Students will be
using the information that they acquire in their research of assigned topics in one-on-one
debates. Students will be assigned a topic; however, they will be required to research both
sides of the argument and will receive the side they will be arguing for at the beginning of
the class period that they are debating. This way, students will not weigh their research to
one side, but they will understand both sides of the argument, hopefully helping them to
formulate their arguments better using information from the opposing side. Structured
controversy in the classroom is something that is often overlooked, but students can learn
so much if they have to argue for something. It also really helps them develop
transformational thinking, which is what the Michigan Standards for English Language
Arts grade 11 say is the overarching theme of this year. By researching and debating,
students will begin to see that there is more than one side to many issues, and perhaps
even change their own stance on issues. Much of the research for this unit will be done
during class time so students who do not have access to the internet or newspapers at
home will be able to do the assignment.
Unit 4: Defending Your Claims
The reason that I have included a research paper is because I know that the school board
is striving for more students to attend and be prepared for college. I want to give the
students practice in writing a formal essay, and stress the fact that this is the kind of
situation in which formal, standard English is the norm. I believe that the strategies and
techniques that students learn in this unit will help them write college entrance essays and
also help them when they are in college and assigned their first big paper. This unit will
also help students build their skills of determining what is important; so many websites,
magazines and newspapers are riddled with unimportant things these days, this unit will
help students be able to pick out what is important. Students will, again, be exposed to
many different forms print, showcasing that the realm of English expands beyond the
novel. The unit will also give students further practice in making a claim and defending
it; in the previous unit they had to argue a claim aloud, however, they now have to argue
it on paper. Students’ research papers will be graded on how well they make their
argument and how well they defend it. This will not only make them better writers, but it
will also make them better citizens who know how to synthesize information and who do
not take everything at face value.
Unit 5: Taking a Walk in Other Peoples’ Shoes: Diversity in Literature
Too often, secondary students are forced to only read novels written by white men. In this
unit, students will read novels and a graphic novel written by and about people from other
cultures. This unit is designed to show students that we are not the only ones in the world;
students will look at the similarities and differences between their own culture and the
cultures presented in the books, and also asked to think about ways in which we can
refute stereotypes. Students will participate in small group discussions throughout this
unit and discuss how the cultures represented in the books are similar and different from
the cultures represented in the group. Groups will also discuss how stereotypes of the
cultures represented in the books could be refuted. Students will keep a daily journal in
which they will write what their group discussed, what questions arise from the
discussions, their feelings about the book, discussion, culture, etc, or anything else that
the students feel is important concerning the group discussion or the book. I feel that
journals are a great tool for students to assess their own learning and assess where they
would like discussion to go. It allows students to have a space to write ideas and feelings
without having to worry about typical writing conventions.
Unit 6: Fantasy and Fairytale
English is about being creative and taking risks. In this unit, students will get to see the
creative side of literature, but also how it has grounds in science, history, etc. The
presentations for Frankenstein and Dracula will also allow students to research a topic
that is outside of the realm of English; some students will research scientific methods and
beliefs to show how the science at the time Frankenstein was written is different from the
science of today and research if something like Frankenstein is possible with today’s
technologies. Students who present on Dracula will take a look at history to determine
how the character of Dracula became so popular, looking through a historical and cultural
lens. This allows students with interests outside of English to showcase their talents but
also see how other fields relate to English. Also, I feel that this unit can really cater to
both males and females because these are “traditionally male topics” however,
Frankenstein was written by a female, and perhaps this will be a way to get more females
interested in the field of science as it relates to English.
Unit 7: Characters Like Me
This unit deals with texts that deal with issues of being a teenager. The characters in these
novels are going through very similar things that my students are going through at this
age, and I feel that the students will be able to connect with the characters in these books
very easily. Not only will they see how they can connect to characters in books, they will
hopefully see, from these novels, that there are many ways of solving their teenage issues
even though sometimes it feels like there are no options or very limited options. The
yearbook messages are intended for students to decide whether the teens in the book
handled their situations well or not. Of course, everyone’s yearbook messages will be
different because everyone will have different opinions. For the students that are
comfortable sharing their messages, time will be available for them to share with their
peers. I am doing this so students can understand that there is no one way to solve a
difficult problem, and hopefully the teens in my class will get some ideas for their own
lives by reading these novels and doing this activity. For their final paper, I want them to
make connections across the curriculum and show how multiple characters from texts
throughout the year are similar to them. Hopefully, this will make students see that they
can, indeed, relate to English and hopefully make them want to continue their English
education.

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ORIGINAL CURRICULAR MAP

REVISED CURRICULAR MAP (9/28)

Michigan Standards for English Language Arts

Students will make

Michigan Standards for English Language Arts

Unit Texts Assessments Eng Goals # of Wks

Unit 1: Poetry to Get the Mind Going…

Unit 3: Reading and Research for the Real World

Unit 4: The Research Paper

Unit 5: Diversity in Literature

Unit 6: Writing for the Real World

REVISED REFLECTION (9/28)

putting an emphasis on “classic” English conventions, such as poetry, reading and

Unit 1: Poetry to get the mind going…

Unit 2: The Art of Performance

Unit 3: Debate and the Real World

home will be able to do the assignment.

Unit 4: Defending Your Claims

not take everything at face value.

Unit 5: Taking a Walk in Other Peoples’ Shoes: Diversity in Literature

without having to worry about typical writing conventions.

Unit 6: Fantasy and Fairytale

interested in the field of science as it relates to English.

Unit 7: Characters Like Me

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