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Gender; Identity, Cultural Expectations English 12, Through the Looking Glass (6 weeks, Q3) Summary: Throughout this six week unit, students will analyze how the environments we grow up affects how perspectives and aids in shaping our identity. Students will be skilled at analyzing authors claims, reflecting on their identities, facilitating discussions, and making claims in written and oral form. Students will have previous understanding of rhetorical appeals, qualities of strong discussions, and literary devices (syntax, diction, connotation, tone, mood, etc.) Novel: The Kite Runner Short Stories: “Out and About: Coming Out in A Straight White World”, “No Name Woman” Poems: Suheir Hammad - Def Jam Poem “First Writing Since”, “Barbie-Q” Movies: Poster Girl, The Matrix Stage 1 Desired Results

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (W1). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4). Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally (SL 2). Present information, findings, and supporting evidence, conveying a clear and distinct

Transfer Students will be able to independently use their learning to… -Students will be able to read and comprehend a range of increasingly complex texts and media addressing the topic of identity, gender, and cultural expectations created for various audiences and purposes. -Write an independent synthesis essay on how identity is created. T Meaning UNDERSTANDINGS U ESSENTIAL QUESTION Students will understand that… -What is identity and how do you define -The multi-facets of identity. yourself? -The influences of heritage or culture on a -How does societal expectations and one’s person’s world and view. environment impact one’s identity? Q -Every writer writes with a perspective/bias -What is the role of heritage and culture on a

perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks (SL 4).

person’s perspective of oneself and society? Acquisition Students will know… K Students will be skilled at… S -The process of analyzing visuals -Comparing and contrasting societal, cultural, -Necessary literary devices (characterization, and gender expectations diction, connotation, tone syntax) -Drawing inferences and conclusions to -Rhetorical devices participate in student run discussions. -The different forms of identity -Using multiple sources to create a synthesis paper on identity -Evaluating works to determine authors’ claim regarding culture, identity, and society impacts one’s identity -Analyzing visuals -Identifying their own character through analyzing characters beliefs, culture, environment, in texts they have read

Stage 2 – Evidence Evaluative Criteria -Synthesis Paper Rubric: • Effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking • Uses clearly appropriate examples, reasons and other evidence to support its position • Exhibits skillful use of language, using a varied, accurate, and apt vocabulary • Well organized and clearly focused,

Assessment Evidence CURRICULUM EMBEDDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) -Multiple student run discussions (in class and online) that facilitate students own understanding of the role culture and heritage has on one’s identity -Analysis of media -DJs that focus on author’s purpose and author’s style -Synthesis paper that focuses on theme revealed through the readings and discussions, stemming from DJs and reader responses. -“Characters on the Big Screen”- activity that focuses on characterization


demonstrating clear coherence and smooth progression of ideas -Student run discussion rubric: • A comment that connects the previous contribution to a big idea • A comment that takes the group in a new, productive direction • A comment that respectfully disagrees or challenges a point • A comment that shows insightful thinking about the text • A comment that brings the group back to the text -Reader’s Notebook rubric: • Demonstrate use of multiple types of reading strategies. • Are frequently supported with specific references to the text. • Show student putting thought and effort into understanding the reading through generalizations, questions/inquiry, inferences, or theory building.

-Original Identity Poem Rubric: • Captures poems identities • Rich diction that portrays speaker’s attitude • Physical presence-speaker is confident

and owns the poem (eye contact, postures)!

-Open Response Rubric: • Writer responds effectively, accurately and insightfully to all important components of the question in a clear, articulate thesis statement. • Writer provides a brief conclusion to connect the response. • Writer provides carefully chosen, relevant evidence from the text. • Writer integrates evidence into the text of the response. • Writer provides carefully chosen, relevant evidence from the text. • Writer integrates evidence into the text of the response. <type here>

OTHER EVIDENCE: <type here>


Stage 3 – Learning Plan Summary of Key Learning Events and Instruction The Matrix: One of the opening activities. Students will watch the first 20 minutes of The Matrix and respond, in writing, to: How is The Matrix a metaphor for how we are conditioned by society and the environment we inhabit? Connect back to your own life. Students will then discuss their findings as a class. Poster Girl: Students will watch Poster Girl and focus on how the narrator rediscovers herself after serving a tour in Iraq. While viewing,

students will take notes to facilitate an SRD. Def Jam Poem Recitation and Visual: After viewing Suheir Hammad's Def Jam poem “First Writing Since”, you will create their own that depicts your identity. Their goal, in 3-4 minutes, is to tell us who are you? what irks you? what excites you? what are you passionate about? What are your beliefs? Your rendition should contain the following: a distinctive tone; strong diction; strong physical presence; speed/tempo; repetition; engagement of audience; a representation of you! After writing your poem, create a visual representation of it that illustrates your identity. Student Run Discussions: Throughout the unit, there will be multiple student run discussions comparing/contrasting claims made my authors, connecting text ideas, representation of identity. Wiki-discussions: While reading The Kite Runner, 3 times a week, students will be responsible for posting on the wiki. Student responses can be in the form of open ended questions, connections, analyzing author’s style and purpose, revisiting and refining their own perspectives, and building off their peers comments, etc. Dialectical Journals/Annotations: While reading each text, students will be asked to either annotate or complete a DJ that focuses on the big idea, style techniques, and author’s purpose. Characters on the Big Screen: You are to create a skit (including a script to work off of and props) for an assigned excerpt in The Kite Runner. Your skits are to clearly illustrate Hosseini’s characterization of Amir, Hassan, Baba, and/or Ali, but in a visual format. This means, you have to include all characters within your excerpt, illustrations, thoughts, mannerism, etc. in a way that brings the chapter to life and provides us with insight into Amir, Hassan, Baba, or Ali. Synthesis Essay: Choose 4 texts from the reading to write a synthesis paper. What are the authors claiming about identity? Open Response: A variety of open responses that focus on author’s purpose and style techniques . Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012

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