Jessica McLean

A35384370
9/10/08
Curriculum Map v. 1

Unit Texts Assessments Goal # of

weeks
#1 : PBS.org: Circle of A collection of Native 6
The Art of Stories (Native storytelling across American/American
Storytelling American culture) cultures and nations literature
and the using:
Oral Excerpts from The Novel
Tradition Joy Luck Club by 1. literature
Amy Tan Cultural
(Chinese culture) 2. oral stories perspectives

“Paul Revere’s Ride” 3. video stories Writing/Speaking

by Henry Wadsworth Skills
Longfellow 4. poetry
(American) Poetry
5. historical
NPR Story references
(Russian Nomadic
Tribe)

Video Story about

name (newer age
example of
storytelling –
assignment)

#2: 6
Every Collection of Quotes A discussion and Critical Thinking
Action has about decisions in look at several
a Reaction; life, revenge, action- different Comparison of
The reaction models/ideas of Classical and
Decision- decision-making Contemporary
Making Hamlet, Shakespeare through: Literature
Process
We All Fall Down, 1. Classic literature Poetry
Robert Cormier
2. Famous Applicable life
Truth and Fact, old Quotations (historical lessons
newspaper headlines references)
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Curriculum Map v. 1

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:
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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
 Jessica McLean
A35384370
9/10/08
Curriculum Map v. 1

EXPLANATION:

Allow 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
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Curriculum Map v. 1

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
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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.