Last edited on 7/27/2000
| THINKING
SKILLS: INTEGRATING LIBRARY RESOURCES WITH
LEARNING OBJECTIVES
Last edited on 7/27/2000 |
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Includes the following COURSES: |
STANDARD
NUMBER |
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| English IV, College Prep 09403; Honors English IV 09401; AP English IV 09411 and Work Readiness IV 09402 | ||
| Keeley Library Resources : Click on the Internet Links in the First Column on the Left. | ||
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LA 1 | CONTENT: Ibsen's
A
Doll's House
Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well students and others engage in group discussion at a local discussion. Design and apply criteria for evaluating speech. Analyze the reasons why some speakers are more effective than others. (Related works:) PERFORMANCE: Group activity, Role Playing: One person in each group assumes the role of a major character. Each character defends action with role playing. |
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LA 2 | CONTENT: Ovid's
Metamorphosis
Analyze differences in responses to focused group discussions. Take a position
and defend it. Debate issues with other groups. (Related topics: Therapeutic
value of music; Modernism's focus on inner thoughts to determine character
development; Theater of the Absurd's use of fantasy to develop plays, Becket,
Pinter.; Imagery, use of sensory..)
PERFORMANCE: Modernist life is characterized by sense and uncertainty, alienation and despair. Discussion: How is this view reflected....? |
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LA 3
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CONTENT: Bocaccios's
Decameron
Deliver formal oral presentations using clear enunciation, gestures, tone, vocabulary, and organization appropriate for a particular audience. (Related topics: Islamic Literature 1001 Nights; Advantages of the frame??story; Identifying and describing greater acts of generosity, love, greed, trickery. PERFORMANCE: Students will give an oral presentation. Students will organize a storytelling group in a circle with classmates. Illustrate theme and exaggerate to make the story vivid for audience. |
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LA 4 | CONTENT: Vocabulary
workshop
Identify and use correctly in all content areas new words acquired through study of their different relationships to other words. Define new words from context and use new vocabulary in writing assignments. PERFORMANCE: Vocabulary writing assignment |
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LA 5
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CONTENT: First
Year College Grammar
Identify, describe and apply all conventions of standard English. (Related topics: Journalism, editing, expository writing, such as in a local newspaper. PERFORMANCE: Peer editing of textbook sentences. |
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Writing Essays
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LA 6 | CONTENT: Catcher
in the Rye, Vocabulary Workshop, Idiom
students identify examples of standard and non standard dialects. Students make connections between dialects and positive and negative stereotyping .Students evaluate the role of dialects and their role on American culture.. (Related topics: Use of dialect by Shakespeare, Milton, Joyce, O'Casey) PERFORMANCE: .Write original sentences with assigned idioms .Discussion of effective use of slang in Catcher for establishing character. |
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LA 7 | CONTENT: World
Masterpieces
students explain and evaluate the influence of the English language on world language and world culture; PERFORMANCE: :Students write about Milton's use of anastrophe, and how it creates a pervasive style for Satan in his dialogue with Eve. |
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LI 8 | CONTENT: Paradise
Lost, Book IX; Genesis
students use their knowledge of literary allusions to understand their meaning when used in other literary works.. Students evaluate the effectiveness of an author's allusions. (Related topic: Art: Illustrate Milton's description of Paradise PERFORMANCE: In an essay, students demonstrate how Milton composed Book IX of Paradise Lost from and extension of six biblical verses found in Genesis. 3 |
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See Buddhism, Shintoism, etc |
LI 9 | CONTENT: Hesse's
Siddhartha
students identify, evaluate and synthesize the essential issues or ideas in what they have read, heard or viewed, and explain whey the focusing, planning, monitoring and assessing strategies they used were effective in helping them learn from a variety of texts. (Related topics: Philosophy, Existentialism in the works of Sartre and Camus as a tool in one's search for self.; world religions, Buddhism PERFORMANCE: Analytical essay, about Siddhartha 's search for Self-Nirvana |
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LI 10 | CONTENT: Dante's
Inferno, Cantos I, III, V, XXXIV
students identify and analyze characteristics of genres such as satire, parody, allegory, and pastoral. that overlap or cut across the lines of basic classifications such as poetry, prose, drama, novel, short story, essay or editorial. Analyze and apply knowledge of the characteristics of genres such as satire, parody and allegory to evaluate their effectiveness in achieving the author's purpose. (Related topics: Presentation by art. teacher who will comment on famous works that depict world of the dead; Film description of a house of horror or horror film capital [punishment PERFORMANCE: In an essay, students analyze the symbolic retribution in the punishment of the 4th Circle of Hell. |
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LI 11 | CONTENT: Song
of Roland, Cantos 1-68
students apply knowledge of the concept that the theme or meaning of a selection represents a view of life or a comment on life and local evidence in the text to support their understanding of a theme. Identify the theme of a literary work and write a formal essay supporting it with evidence from the text. Evaluate the effectiveness of an author's use of point of view in a novel of short story Analyze and evaluate an author's use of irony Write a paper which effectively employs the use of irony. Related: French teacher might provide suggestions for finding appropriate military or nationalistic music that would accompany the poem. PERFORMANCE: Students write an analytical essay explaining the theme of betrayal in Medieval society |
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LI 12 | CONTENT: students
analyze, evaluate and apply knowledge of how authors use such elements
of fiction as point of view, characterization and irony for specific rhetorical
and aesthetic purposes. Evaluate the effectiveness of the author's
used of point of view in a novel or short story. analyze and evaluate the
author's use of irony. Write a paper which effectively employs the use
of irony. Related topic: Students examine jurisprudence in ancient Greece,
and evaluate how Sophocles' style corresponds to the Open Forum of the
Greek System; Fairy tales: poets bend myths to suit t their purposes Retell
cinderella, Jack in the Beanstalk
PERFORMANCE: Students write an essay analyzing a scene in which messenger informs oedipus that his father is dead. |
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See civil rights, See 1950's |
LI 13 | CONTENT: Night
by Wiesel
students analyze and explain and evaluate how the elements of non-fiction relate to an author's purpose. (related topics: Holocaust; Poetry of Maya Angelou, I Know Why the Caged Bird Sings PERFORMANCE: In a panel discussion, students determine how the Holocaust lives within us when we turn our back to contemporary examples of hate. |
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LI 14 | CONTENT: Henreich
Heine's "The Lorelei" and "The Lotus Flower
students identify and evaluate appropriateness of diction imagery, and figurative language, including understatement , overstatement, irony and paradox.. Analyze how imagery, diction, and or figurative language enhances the mood and tone of a poem. (Related topics: Research Schiller's 'music for "the Lorelei" and Donne's "Auld Lang Zein" Research musical instrument, lyre, and how it is related to lyric poetry. PERFORMANCE: Students write original poem using imagery and the senses and showing how drugs are an irresistible attraction that causes destruction |
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See literature encyclopedias , etc. |
LI 15 | CONTENT: Maupassant's
"Two Friends"
students identify how words create tone and mood. Students explain how word choice impacts theme or purpose. Analyze the elements of a particular work of literature, and evaluate the author's choice of language and sentence structure and their effectiveness in advancing the theme. (Related topics: Franco Prussian War; Darwin's theory of Natural Selection; Naturalist approach to writing reflect Darwin's theories) PERFORMANCE: Students write a naturalist short story in which characters find themselves at mercy of forces they can never control or understand. |
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See tragedy, epic See, reformers, abolitionists, etc. |
LI 16 | CONTENT: Camus'
Myth of Sisyphus
Analyze and evaluate how the authors over the centuries have used archetypes drawn from myth and tradition in literature, film, religious writings, political speeches, advertising and/or propaganda. Compare and contrast archetypes from myths and narratives from different cultures and geographic regions. Analyze why myths endure. (Related topic: Aristotle's Poetics and characteristics of tragic hero; Existential hero in Camus' the Plague, and Sartre's No Exit: Harriet Tubman , Frederick Douglass, and others who fought slavery PERFORMANCE: Students discuss the distinction between Camus' absurd and tragic hero in relation to existential world.(??) |
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LI 17 | CONTENT: Tao
Te Ching by Lao Tzu and Analysts by Confucius
the moral and philosophical arguments presented in novels, film, essay, poem, play; an author's political ideology as portrayed in a selected work or collection of works, or archetypal patterns found in works of literature or non fiction. Analyze and evaluate an authors' moral and philosophical arguments in a literary work. (Related topic: Religous philosophies, Buddhism, Shintoism PERFORMANCE: Class discussion: If you lived at the time of Lao Tse or Confucius, would you have been devoted to Shintoism or Confucianism? |
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See directing, acting, producing etc.
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Li 18 | CONTENT: lliad,
Book I
students demonstrate an understanding of the functions of playwright, director, technical designer, and actor by writing , directing, designing, and/or acting in an original play. Students write, produce, and perform an original play within a group of classmates. Related topics: Rap music (rhythmic pattern) Art: the surrender of Briseis PERFORMANCE: Dramatic presentation of original play. Students write and perform a rap of argument between Achilles and Agammemnon over war prayers. |
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Writing Essays reflective essay, eulogy |
C 19 | CONTENT: World
Masterpieces
students write coherent compositions with a clear focus, adequate detail, and well developed paragraphs. Students evaluate the effectiveness of the strategies they used to generate and organize their ideas. (Related ideas: Pericles' Funeral Oration, Plato's Apology Some aspect of his/her life which other s will remember them)) PERFORMANCE: Students write first draft of reflective essay, and work in small groups to react to one another's' papers, improving focus, coherence and organization |
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C 20 | CONTENT: World
Masterpieces: A Doll's House
students will use effective rhetorical strategies, and demonstrate an understanding of the elements of discourse (purpose, speaker, audience form) when completing expressive, persuasive, informational or literary writing assignments. (Related: Voting Rights for Women; Nineteenth Amendment and other issues of 20th Century America. Ex: Increasing frequency of divorce in society and its effect on children PERFORMANCE: Rhetorical devices in writing: using components of persuasive writing, take a position on a controversial issue of today. |
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C 21 | CONTENT: World
Masterpieces Bhagavad Gita (Krishna's argument for fighting) students
revise their writing to improve style, word choice, sentence variety, and
subtlety of meaning, after rethinking how well they have addressed questions
of purpose, audience and genre.
PERFORMANCE: Revised essay: Krishna's argument for fighting . reasonable tone, persuasive language, compelling diction |
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Use language guides for editing |
C 22 | CONTENT: World
masterpieces- Writer's Inc.
students use knowledge of standard English conventions to edit their writing. PERFORMANCE: In an essay, students compare and contrast the underworld of Gilgamesh, Dante, and Aeneas. Students edit each other [s papers ;using Writers Inc. as a guideline. |
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C 23 | CONTENT: Night
by Elie Wiesel, Mila 18
students use their own questions, notes, summaries, and outlines to enhance learning and to integrate learning across academic disciplines. (Related topics: Films; Schindler's List and Cabaret) PERFORMANCE: Cross Curricular discussion. After students read Night, they use their notes and summaries in a cross curricular discussion with students from Holocaust class. |
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C 24 | CONTENT: Hamlet,
Research Materials, QWritiers' Inc.
students formulate their own open-ended questions to explore a topic of interest design and carry out their research and evaluate quality of each research paper terms of adequacy of its questions, materials, approach and documentation of sources. . PERFORMANCE:Students analyze and formulate open ended research questions for Hamlet, Sane or Insane, and examine their own MLA documentation |
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C 25 | CONTENT: Hamlet,
Writer's Inc.
students individually develop and use criteria for assessing their own work across the curriculum, explaining why the criteria are appropriate before applying them. develop rubrics independently for self-evalution. |
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King Lear |
M 26 | CONTENT: King
Lear Internet
students generate independently a list of appropriate electronic media for research, and evaluate the quality of the information obtained. PERFORMANCE: Students use Internet to gather information on King Lear's tragic flaw, and then compare resources with those in library |
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See directing, acting, producing etc. |
M 27 | CONTENT: Movies:
Hamlet portrayed by Sir Lawrence Olivier and by Kenneth Branagh
students will identify the aesthetic effects of a media presentation and
identify and evaluate the techniques used to create them. Choose two or
more media presentations dealing with a similar topic, analyze the techniques
used to create them, and evaluate their effectiveness in achieving aesthetic
and rhetorical purposes. related: Theater stage terms, Stanislavsky vs.
James Lange version of acting/directing
PERFORMANCE: After reading Hamlet, students compare and contrast aesthetic differences between Olivier and Branaghs interpretation of Hamlet. |
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See directing, acting, producing etc. |
M 28 | CONTENT: World
Masterpieces, Media Studio
Use media to demonstrate understanding of the social or political philosophy of several major writers or a particular historical period or literary movement, or on a particular public issue. Create a videotaped documentary that illustrates a writer's philosophy concerning a particular historical event or literary movement. PERFORMANCE: Original media production. selected students create an original script and film following Dante's description of a circle of the Inferno |