2008-2009 Curriculum

Cool High School 11th grade English

UNIT # of TEXTS OBJECTIVES ACTIVITIES/ MI

Weeks ASSESSMENTS STANDARDS
One: Speak Up! 3 *The Brimstone *Multi-voiced *The Cool High 1.1
Journals by R. literature School Journals 1.2
Multivoiced Koertge recognition 2.3
Literature *Blogging; i.e. 3.1
*I am Phoenix” *Poetry computer usage 3.2
Poems for Two 3.4
Voices by P. *Importance of *Telephone 4.1
Fleischman diverse
perspectives *Beginning practice
of poetry writing and
*Voicing free writing as forms
opinions of personal
expression (Writing
*Recognition of Workshop)
others opinions
and voice *Create “About Me”
posters
Two: “To Be or 4 *A Midsummer *Universality of *A Midsummer 1.1
Not to Be” Night’s Dream by Shakespeare Night’s Dream 2.1
William through text and (2001) on film: 2.2
Medieval & Shakespeare film comparing and 2.3
Renaissance contrasting paper 3.1
Literature
*The Canterbury *Power 3.2
Tales: The General Hierarchy *Deciphering 3.4
Prologue by Shakespeare sonnets 4.1
 Geoffrey Chaucer *Women’s role through classroom 4.2
vs. Men’s Role discussion and
*Sir Gawain and groups
the Green Knight *Poetry
OPTIONAL *Revisit Writing
*Building Workshop!!
community
*Sketch characters
*Creative of C.T. in
expression correspondence to
description

*Write descriptive
essay about a
character’s features
and it’s symbolism
Three: “I Want 3 *Dracula by Bram *Interplay of *30 Days of Night 1.1
to Suck Your Stoker horror and (2008) film: 1.2
Bloood!” romance reflective essay on 1.3
*The Raven by the portrayal of the 1.5
Gothic Literature Edgar Allen Poe *The discourse Gothic tradition in 2.1
surrounding the the 21st century 3.2
*The Fall of the supernatural 3.3
House of Usher by *Create short stories 3.4
Edgar Allen Poe *Prominence of inclusive of various
Gothic art in 21st Gothic elements
century
*Share “scary
*Poetry writing: stories” during
Gothic forms of Halloween party
expression
Four: Never To 5 *Excerpts of Tales *Defining and *Diaries/journals; 1.1
Be Forgotten From the Secret redefining the Reflection 1.2
Annex by Anne terms: 1.3
Frank Genocide, *Creating family 1.4
Critical
Perspective
Holocaust, “Trail trees/heritage lines 1.5
*Forgotten Fire by of Tears” 2.1
Adam Bagdasarian *Computer usage; 2.3
*Influence of accessing the 3.1
*The Absolutely time period internet for 3.2
True Diary of a information 3.3
Part-Time Indian *Background 3.4
by Sherman Alexie history *Creating awareness 4.1
about genocide 4.2
*Native American *Importance through a classroom
Genocide: and preservation website creation,
http://www.united of culture fliers, brochures, etc.
nativeamerica.com
/aiholocaust.html *The role of the *Researching current
OPTIONAL “other” in events pertaining to
society subject of genocide
(i.e. Darfur)
Five: I ain’t no 5 *Speak by Laurie *Women’s role *Playing the part: 1.1
holla back gurl! Halse Anderson in pop culture free writing from 1.2
(i.e. past and reverse gender 1.4
Women Writers *Their Eyes Were present) perspectives 1.5
Watching God by 2.1
Zora Neale *Framing *Researching 3.1
Hurston women literature important female 3.2
in regards to figures: research 3.3
*Various Poems by women paper and 4.1
Sylvia Plath, Emily rights/liberation presentation 4.2
 Dickinson, etc. *Comparing and
contrasting *Begin to formalizing
poetic styles knowledge of poetry
writing (Writing
Workshop)

Six: Guilty or 6 *The Crucible by *Salem witch *Reading the play 1.1
Not? You be the Arthur Miller trials: aloud as a class 1.3
judge! superstitions 1.4
*The Scarlet and falsities *Creating mock 1.5
17th Century Letter by witch trials: research 2.1
Literature Nathaniel *Loyalty or love: and group discussion 2.2
Hawthorne obligations to 2.3
spouse and God *Debating Puritanical 3.1
*To My Dear and beliefs that are still 3.2
Loving Husband *The roles of prominent in society 3.3
by Anne Puritan men and 4.1
Bradstreet women *Critical perspectives

*Verses Upon the *Poetry in the *Final employment of

Burning of our 17th century Writing Workshop…to
Home, July 10th, present current or
1666 by Anne previous poems at
Bradstreet “Poetry for Parents”
OPTIONAL night

Seven: One 5 *A Lesson Before *Importance of *Creating comic 1.2

World, One Dying by Ernest diversity within strips or comic books 2.1
People Gaines community and reflecting personal 3.1
school image 3.2
Diversity
 Literature *American Born *Concept of 3.3
Chinese by Gene “Melting Pot” *Reflecting on 3.4
Luen Yang concepts of racism 4.1
*Graphic novel and prejudice 4.2
*Ask Me No through free writes
Questions by *Short Story and blogging
Marina Budhos
*Addressing *Write personal
*Story-Wallah racism and autobiography
edited by Shyam prejudice reflecting on
Selvadurai common themes
*Revisiting the found within the
ALL TEXTS USED term coined novels
DEPENDENT “otherness”
UPON STUDENT *Bend it Like
DEMOGRAPHIC Beckham film
OPTIONAL
Eight: You’re Not 5 *Staying Fat For *Young adult *Personal 1.2
Alone Sarah Byrns by literature journals/free writes 1.5
Chris Crutcher 3.1
Postmodern *Child abuse *www.postsecrets.co 3.2
Literature *Deliever Us From and neglect m (i.e. creating own 3.3
Evie by M.E. Kerr secrets) 3.4
*Harassment 4.1
*The Catcher in *”Who am I?” 4.2
the Rye by J.D. *GLTB reflection papers in
Salinger recognition comparison to “About
OPTIONAL Me” posters done at
*Difficulties of the beginning of the
adolescence; i.e. year
creating
 awareness *”Where I want to be
in 5 years” letter: to
be mailed out within
5 years

Curricular Map Reflection

Starting this assignment was a very difficult challenge for me. It was hard to think about designing

an entire curriculum with absolutely no experience to back me up. So, I began to think about the types of

books, poems, short stories, etc. that I read in high school, and soon I had somewhat of an idea of what a

year long curriculum might look like. However, when I began to put it on paper and evaluate the level of

creativity, diversity, and enjoyment I realized that my plan fell short. As a future English teacher I want to

be one to inspire my students to think outside of the box and strive for excellence regardless of gender,

age, race, ethnicity, or sexual orientation. I do not want to teach the way some of my previous English

teachers did because I believe they taught to only one demographic because they did not know how to

teach otherwise. Ultimately, their teaching methods became ones instructed for individuals similar to

themselves; Caucasian, middle class, suburbians. For reasons based solely on escaping my past I have
designed a curriculum that can be taught to anyone and by anyone…just as long as we share a desire for

excellence and a desire for self-awakening.

Beginning with unit one I decided to start the year off with multivoiced literature in order to show

my students that in my classroom each and every person has a voice regardless of what anyone tells you

outside of our classroom walls. I included The Brimstone Journals because it deals with different

perspectives of various “stereotypes” in high schools. In such a piece I am hopeful that every student can

find a character to relate to. As for assessments I listed a “Writing Workshop” which could possibly be

scheduled for every Friday depending on the unit being taught and it’s relativity to lesson progression. In

such a sense I want to create a workshop where my students can take their writing pieces and benefit

from peer revisions, teacher evaluations, mini-lessons on writing technique, etc. Hopefully this will carry

on throughout the remainder of the year until the class feels comfortable with their writing skills. I also

included an assessment pertaining to who they are as individuals coming IN to my class. At the end of the

year I will give them the opportunity to reflect on the personal changes they have made coming OUT of

my class.

Next, unit two is based on the classics of Shakespeare and Chaucer. I figured that I may as well

introduce a less entertaining unit now while they are still fresh from summer vacation and not burned out.
However, I have scheduled a film rendition of A Midsummer Night’s Dream in which my students will have

to write a compare and contrast essay about the film and play. The Writing Workshop will be occurring so

I figured to teach a mini-lesson about comparing and contrasting essays in order to refresh their memory

or give them new ideas. When we move onto Chaucer an assessment I included was drawing a character

based on the readings. In such a case I want to bring out the creativity I know lies within my students. I

want them to realize that English and art are likely forms of personal expression in which no one can

create an ugly picture or a bad poem…it’s all about interpretation!

Third, is a unit about Gothic literature which includes Poe poetry and various renditions of Dracula.

In my opinion the Gothic form of expression has been widely underestimated within school systems in the

resent years. The 21st century has produced many variations of “Gothic proportion” which are all widely

known by its adolescent viewers; video games, movies, television shows, comic books, etc. For me this

was an opportunity to relate my students’ knowledge of pop culture to something as old as Bram Stoker’s

1897 version of Dracula. Within this unit I want to show my students how technology has influenced they

ways in which we view literary characters such as Dracula. Assessments include short horror stories to be

shared at our Halloween party!

 Unit four is based on the critical perspective of individuals who have been killed for something they

cannot help: their ethnicity. For me these are books I cannot wait to teach! Genocide is such a terrible

and saddening concept that I will want to prepare my students for what they will soon learn or see as

adults. Another reason I cannot wait to teach such literature is because of its unawareness. It is clear

that everyone knows about the Holocaust, but how many know about the Armenian Genocide? I know I

did not until my junior year of college when I read the young adult novel Forgotten Fire by an Armenian

man who was highly affected by the killings. Not only will I include the given texts, but I will also instruct

my students to research current events surrounding the topic of genocide. Also, we will be making a class

website to increase awareness and designing fliers, brochures, etc.

The next until pertains to female authors and poets who I feel do not get enough recognition within

high school classrooms. My students will be reading a classic novel and a young adult novel that deals

with issues of rape and secrecy. My goals for this unit are to define or “redefine” women’s role in pop

culture. I want my students to be aware of the past and the present discourse and the ways in which

literature has contributed. This will also be a unit involving a research paper and writing from different

critical perspectives.
 Unit six will bridge with its previous based on the aspects of women’s role in the 17th century during

Puritanical times. My students will be diving into pieces of classic literature along with revamped and

revolutionized assessments. For me in high school reading The Scarlet Letter was so boring because all

we did was discuss the book and its themes, symbols, etc. I want to show my students that classic

literature was written with a purpose other than to show symbolism and theme. In such a sense we will

be debating Puritanical beliefes that are still present within society and creating mock witch trials. All of

which will be prefaced with clear and concise research. Meanwhile the Writing Workshop will be providing

a “Poetry for Parents” night in which each student will choose a poem or piece of writing and perform it for

an audience of parents, teachers, and peers. (Details to be worked out later)

The next unit deals with the importance of diversity. All the texts that I have selected are to be

chosen based on who my students are and what might make them uncomfortable or not. Within this unit

each book deals with the aspect of identity from a culturally diverse person. Each book is geared toward

young adults and is written from such a perspective. Teaching these books is going to be about

addressing issues of prejudice and racism which are still prevalent in society. I believe and hope that my

students will learn to appreciate diversity more despite preconceived notions and stereotypes. Spreading

awareness about diversity can and will happen in my classroom even if it does not happen in their homes.
 Finally, unit eight will bring my curriculum full circle. Within this five week unit we will be exploring

various books that deal with controversial aspects of adolescence. When my curriculum gets challenged, I

know it will, this will be the unit the parents or school board attacks first. The novels that I have included

deal with GLTB issues, child abuse, ridicule, harassment, prostitution, and oh wait don’t forget suicide. In

my opinion these novels meant the most to me as a teenager because they created awareness for such

issues that I was scared to ask my mom about. If we want our children to appreciate literature why not

give them a piece of writing that can teach them something about themselves. Why would they care

about Tom Sawyer when their mother is abusing them on a daily basis? When I fight for these books,

teach them, and then have one student tell me it helped her understand her friend’s suicide more it will be

totally worth it! Until then I will be an advocate for young adult literature in every high school classroom.

*Standards Addition

First of all I have to say that I wish I would have looked at these standards before my final

submission. I am not exactly sure how I forgot to include these standards because they are crucial when

it comes to the justification of one’s desired curriculum. I think that I must have thought of it as optional,

and since I am not a person all about standards I did not think to include them. However, I am glad that I

had the chance to see them again in pertinence to my map. If I could have done something different in
lieu of this small revision I probably would have included more group work and formal presentations.

Various standard expectations paid much more attention to including formal forums to express written

work and working as a team in order to complete a certain task. As far as the standards listed next to my

units I decided to list the general standard if I felt that my unit covered at least two or three of the more

detailed standards. I did it this way because it allowed me to see my units functioning as a whole in a

broader spectrum of “standard correctness.”

One issue I did have with the standards is the fact that they briefly detailed this expectation:

students should explore other cultures and perspectives, but no where did I find that they should share

information about other cultures and perspectives. Consequently, I feel that these standards are geared

towards one type of person, and in my teaching career I would like to base my curriculum on all different

types of individuals from all different types of cultures. Also there was no mention of ESL or ELD students.

Are they expected to complete the same task as a native speaker and comprehend it similarly? Are we as

teachers expected to instruct our students to fit the standard; or should the standard be fitting them?