bhsbeach.weebly.combhsbeach.weebly.com/uploads/7/6/8/1/7681815/10cp_un… · web viewbuford high...

Buford High School CURRICULUM CALENDAR

COURSE: CP 10th World Literature & Composition SEMESTER: S13

TEACHER(S): Beach and Lane

WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)

Week 1 Monday, 1/7 Professional Learning Day (Student Holiday)Tuesday, 1/8 Reading

Comprehension/ Literary Analysis

-Participate in the close reading of a literary text-Understand how writers develop character and theme and use literary devices

- Warm-up: Students will write at least a 150-word journal focusing on their winter breaks (10 minutes)- Discuss 2nd Semester Syllabus/Expectations (10 minutes)

Changing Times -- Cry, the Beloved CountryIntroduction/Background to novel ppt (30 minutes)

W3, W10RL1, RL2, RL3, RL4, RL5, RL6

Wednesday, 1/9 Reading Comprehension/ Literary Analysis


-Warm-up: Identify the point of view expressed in a current news editorial and explain why you agree or disagree with the writer. (10 min)

Changing Times -- Cry, the Beloved CountryLABResearch: Assign each group of partners one of the following research topics about South Africa: the ethnic make-up of the population (African, Colored, Indian, and White), the tribal culture, the educational system, or the languages. Find images and 5 basic facts related to the assigned topic. Students should be prepared to present their findings in class w/ approx. 3-5 min. preso.

RI1, RI5, RI6, RI8RL1, RL2, RL3, RL4, RL5, RL6W7, W8, W9

Thursday, 1/10 Reading Comprehension/ Literary Analysis


-Warm-up: Journal: In 150 wds, define and describe in your own words what “social injustice” means. (10 min)

Changing Times -- Cry, the Beloved CountryGroups present to the class

W1, W10SL2, SL4, SL5, SL6RL1, RL2, RL3, RL4, RL5, RL6

Friday, 1/11 Reading Comprehension/ Literary Analysis

-Participate in the close reading of a literary text-Understand how

-Warm-up: Analysis of visual text (10 min)

Changing Times -- Cry, the Beloved Country

RI7 or RL7SL1 a, c, dRL1, RL2, RL3, RL4,

1




writers develop character and theme and use literary devices

Review characters, start Character Analysis Chart for the novel that will track the main characters’ traits, motivations, obstacles, and progression throughout the novel

Chapters 1-4, read and discuss Direct students to pay attention to the imagery used to describe the land in Chapter 1. Identify the sensory language and annotate in their notes. Ask students to consider what they learn about Stephen Kumalo during this train ride (ch4). Is it direct or indirect characterization?

HW: finish reading; study for quiz

RL5, RL6


Week 2 Monday, 1/14 Reading Comprehension/ Literary Analysis


-Warm-up: SAT Vocabulary (5 min) Word Clues #9

Changing Times -- Cry, the Beloved CountryReading Check (Quiz 1): ch 1-4- Have students draw the plot diagram from ReadWriteThink (http://www.readwritethink.org/files/resources/lesson_images/lesson800/IdentifyPlot.pdf ) in their notes. As the story unfolds, they should add to or completed the diagram as needed.

Chapters 5-8, read and discuss

L4, L5, L6SL1 a, c, dRL1, RL2, RL3, RL4, RL5, RL6

Tuesday, 1/15 Reading Comprehension/ Literary Analysis

-Participate in the close reading of a literary text-Understand how writers develop character and theme

-Warm-up: Journal: Identify a motif or recurring symbol from the first several chapters. Consider how this reoccurrence is a segue to the theme. (10 min)


W3, W10SL1 a, c, dRL1, RL2, RL3, RL4, RL5, RL6RL7

2

http://www.readwritethink.org/files/resources/lesson_images/lesson800/IdentifyPlot.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson800/IdentifyPlot.pdf




and use literary devices Briefly review conflict (internal, external, man vs. self, man vs. man, man vs. society, man vs. nature) and discuss w/ ch 5-8. Have students give examples of each/discuss whole group.

View images of Sophiatown and Shantytowns in South Africa to aid comprehension and provide historical context

o http://www.pbs.org/wgbh/ masterpiece/endgame/images/timeline_1948.jpg (Sophiatown)

o http://images.artnet.com/ artwork_images_168805_172773_jurgen-schadeberg.jpg (Sophiatown)

o http:// wwwdelivery.superstock.com/WI/223/1783/PreviewComp/SuperStock_1783-7952.jpg (Shanty Town)

o http://4.bp.blogspot.com/_hcIaqJp8P- c/Sda-9TuuRpI/AAAAAAAAAMI/I5Zk_nuuVOU/s400/forune3.jpg (Shanty Town)

View Gerard Sekoto Paintingso Yellow Houses

http://www.terminartors.com/artworkprofile/Sekoto_Gerard-Yellow_houses_-_Sophiatown http://artmarketmonitor.com/wp-content/uploads/2011/03/Gerard-Sekoto-Yellow-Houses-District-Six-%C2%A3200-300k-%C2%A36024001.jpg

o Market Street–Sophiatown http://www.paulfrasercollectibles.com/upload/public/docimages/Image/v/x/e/IMAGE%20400%20art2-2-1.jpg

3

http://www.paulfrasercollectibles.com/upload/public/docimages/Image/v/x/e/IMAGE%20400%20art2-2-1.jpg

http://www.paulfrasercollectibles.com/upload/public/docimages/Image/v/x/e/IMAGE%20400%20art2-2-1.jpg

http://artmarketmonitor.com/wp-content/uploads/2011/03/Gerard-Sekoto-Yellow-Houses-District-Six-%C2%A3200-300k-%C2%A36024001.jpg



http://www.terminartors.com/artworkprofile/Sekoto_Gerard-Yellow_houses_-_Sophiatown

http://www.terminartors.com/artworkprofile/Sekoto_Gerard-Yellow_houses_-_Sophiatown

http://4.bp.blogspot.com/_hcIaqJp8P-c/Sda-9TuuRpI/AAAAAAAAAMI/I5Zk_nuuVOU/s400/forune3.jpg



http://wwwdelivery.superstock.com/WI/223/1783/PreviewComp/SuperStock_1783-7952.jpg



http://images.artnet.com/artwork_images_168805_172773_jurgen-schadeberg.jpg



http://www.pbs.org/wgbh/masterpiece/endgame/images/timeline_1948.jpg






Discuss the visual images. Analyze Sekoto’s depictions of Sophiatown and the black-and-white images of the town. How does Sekoto’s artistic rendering of Sophiatown differ from the real-life images of the town?

Begin reading Chapters 9-10, read and discuss (note: The first sentence of the chapter reads, “All roads lead to Johannesburg.” Look for evidence in the chapter that supports this statement. Take detailed notes on the housing conditions in Johannesburg and how Shanty towns were developed and populated.)





Discuss chapters 9-10: Lead students in a deeper discussion about the argument between Stephen and John Kumalo. What or who does each character blame for the decay of tribal culture? Why does Stephen prefer Ndotsheni? Why does John prefer Johannesburg? Identify pros and cons of tribal life versus city life. Which life would you prefer –a life in a small town rooted in traditional and cultural values or a life in the big city where each person determines his/her own values?

Read and discuss selected poems by South African poets: Mzolisi nyezwa“For You to Understand” by Joyce Mbanjwa - http://southafrica.poetryinternational.org/piw_cms/cms/cms_module/index.php?obj_id=13261 “I Cannot Think of All the Pains” by Mzolisi Nyezwa - http://southafrica.poetryinternational.org/piw_cms/cms/cms_module/index.php?obj_id=5470

RI1, RI5, RI6, RI8SL1 a, c, dRL1, RL2, RL3, RL4, RL5, RL6

4

http://southafrica.poetryinternational.org/piw_cms/cms/cms_module/index.php?obj_id=5470







Compare poems to portions of Cry, The Beloved Country

HW: study for quizThursday, 1/17 Reading



-Warm-up: Journal: In 150 wds, TBD (10 min)

Changing Times -- Cry, the Beloved CountryReading Check (Quiz 2): chapters 5-10Chapters 11-13, read and discuss (note: The phrase “Cry, the beloved country” appears for the first time in Chapter 11.)

W1, W10SL1 a, c, dRL1, RL2, RL3, RL4, RL5, RL6




Changing Times -- Cry, the Beloved CountryIn writing (11-sentence paragraph), discuss the significance and meaning of the following passage (basically a character analysis):“Cry, the beloved country, for the unborn child that is the inheritor of our fear. Let him not love the earth too deeply. Let him not laugh too gladly when the water runs through his fingers, nor stand too silent when the setting sun makes red the veld with fire. Let him not be too moved when the birds of his land are singing, nor give too much of his heart to a mountain or a valley. For fear will rob him of all if he gives too much.”

Consider Kumalo’s internal conflict. Note the cause and the source of his fear. Respond to the passage:“The tribe was broken, and would be mended no more. The tribe that had nurtured him, and his father, and his father’s father, was broken. For the men were away, and the young men and the girls were away, and maize hardly reached to the height of a man.”

- pair w/ a partner and share/review paragraphs- discuss whole class

RI7 or RL7SL1 a, c, dRL1, RL2, RL3, RL4, RL5, RL6W2, W4

5




HW: read chapters 14-15

6




7


Week 3 Monday, 1/21 MLK HOLIDAYTuesday, 1/22 Reading



-Warm-up: Journal: In 150 wds, TBD (10 min)discuss ch 14-15/quiz 3?Changing Times -- Cry, the Beloved CountryChapters 16-17, read and discuss





Changing Times -- Cry, the Beloved CountryChapters 14-17, continued

Analyze the symbolism and significance in Stephen’s words to Father Vincent from the following passage:“There is a man sleeping in the grass, said Kumalo. And over him is gathering the greatest storm of all his days. Such lightning and thunder will come there as have never been seen before, bringing death and destruction. People hurry home past him, to places safe from danger. And whether they do not see him there in the grass, or whether they fear to halt even a moment, but they do not wake him, they let him be.*What does the storm symbolize? Who is the man sleeping in the grass? Him or Absalom?

Quiz: Book I





Changing Times -- Cry, the Beloved CountryChapters 18-20, read and discuss-What does the reader learn about Arthur? What is ironic about what he was doing right before he was killed?-What is “Native Crime”? How did James Jarvis feel about it?-Note the allusions in this chapter: Abraham Lincoln, Jesus Christ, Sarah Gertrude Millin’s Life of Rhodes, Engelenburg’s Life of Louis Botha, the house of Vergelegen, and The Gettysburg Address





Changing Times -- Cry, the Beloved CountryChapters 21-22, read and discuss

RI7 or RL7SL1 a, c, dRL1, RL2, RL3, RL4, RL5, RL6




8





Week 4Performance Essay

Monday, 1/28 Reading Comprehension/ Literary Analysis


-Warm-up: SAT Vocabulary (5 min)







Discuss the following passage:

“Therefore, if justice be not just, that is not to be laid at the door of the Judge, but at the door of the People, which means at the door of the White People, for it is the White People that make the Law.”What claim does Paton make about the justice system? Do you think the system is just?


Wednesday, 1/30 LANGUAGE ARTS + FINE ARTSThursday, 1/31 Reading






Friday, 2/1 Review Review -Warm-up: Analysis of visual text (10 min)

Benchmark Review

RI7 or RL7

9








Changing Times -- Cry, the Beloved CountryComplete the following activities:o Paraphrase this line: “Where the men and women think lightly of the laws, Where the slave ceases, and the master of the slave ceases . . .”o Define the word “beloved” using digital or print reference materials. Identify the denotation and connotation. Then note the significance of this line: “Where the city stands that is belov’d by these, and loves them in return and understands them . . .”o Define the word “equanimity” and note the meaning of this line: “Where equanimity is illustrated in affairs, where speculations on the soul are encouraged


Tuesday, 2/5 LANGUAGE ARTS + FINE ARTSWednesday, 2/6 Reading




Changing Times -- Cry, the Beloved CountryChapters 28- 29, read and discuss





Changing Times -- Cry, the Beloved CountrySocratic Seminar (Books I-II)


Friday, 2/8 Reading Comprehension/

-Participate in the close reading of a literary text

-Warm-up: Analysis of visual text (10 min) RI7 or RL7SL1 a, c, d

10




Literary Analysis -Understand how writers develop character and theme and use literary devices

Changing Times -- Cry, the Beloved CountryQuiz – Book II

RL1, RL2, RL3, RL4, RL5, RL6

11
























Lead students in a deeper discussion about James Jarvis and Stephen Kumalo. Compare the Kumalo from chapter 1 to the Kumalo at the end of the text. Likewise, compare the Jarvis from chapter 18 to the Jarvis from chapter 36. What conflicts did both characters face? Which man displayed the most courageous? Which character changed the most? Which man


12




is the most complex? What evidence from the text supports your opinion?






13





Week 7 Monday, 2/18 WINTER HOLIDAYTuesday, 2/19 WINTER HOLIDAYWednesday, 2/20 WINTER HOLIDAYThursday, 2/21 Reading



-Warm-up: Journal: In 150 words TBD (10 min)Changing Times -- Cry, the Beloved CountryContinue Pre-writingLocate textual evidence to be used as support



Prewriting



Changing Times -- Cry, the Beloved CountryEssay Prompt:In the novel, Cry, The Beloved Country, Alan Paton tells the story of two fathers, Stephen Kumalo and James Jarvis. Their lives intersect unexpectedly after Kumalo’s son kills Jarvis’ son, Arthur. Both men develop the courage and endurance to forgive and to overcome their fears, their cultural misconceptions, and the racial and social injustice of their beloved country. Analyze the lives of Kumalo and Jarvis and what they stood to lose or gain. Examine what each of them learned about their sons in Johannesburg. Consider how each character develops throughout the novel. Finally, using evidence from the text, determine which character was the most courageous and the most complex.

Begin pre-writing using graphic organizer



Prewriting

-Participate in the close reading of a literary text-Understand how writers develop character and theme


Changing Times -- Cry, the Beloved CountryContinue prewriting


14




and use literary devices


Prewriting



Changing Times -- Cry, the Beloved CountryContinue prewritingLocate textual evidence to be used as support



Drafting



Changing Times -- Cry, the Beloved CountryLabWriting workshop—draft essay



Drafting



Changing Times -- Cry, the Beloved CountryLabWriting workshop—draft essay



Editing and Revision



Changing Times -- Cry, the Beloved CountryLabWriting workshop—edit and revise essayFinal Essay DUE


15









Discuss the concepts of goodness and forgiveness. Write some of their ideas on chart paper/the board. Consider Absalom Kumalo. Was he “good”? Did he deserve forgiveness? Is everyone or everything deserving of forgiveness? Place Nelson Mandela’s quote on forgiveness on the board. Discuss it and ask students to paraphrase it“If there are dreams about a beautiful South Africa, there are also roads that lead to their goal. Two of these roads are Goodness and Forgiveness.” Distribute a timeline and short PowerPoint (Prezi or Flipchart) on Mandela’s life. Briefly review some apartheid laws and practices Provide students with hard copies of the excerpts from Nelson Mandela’s autobiography, Long Walk to Freedom Direct students to pay close attention the any similarities/differences between this memoir and Alan Paton’s novel. Read excerpt from Chapter 2 (A Country Childhood). Annotate and take notes as you read. Pay close attention to the following:o New or unfamiliar vocabularyo Language: Are there any similarities in the language of Paton and Mandela?o Tribal Rivalries and Mandela’s statement, “I did not witness nor even suspect the violent tribal rivalries that would subsequently be promoted by the white rules of South Africa.” What does this foreshadow? How is it similar to the Paton’s discussion of tribes in Cry, The Beloved Country


16




o The lesson he learned from the donkey as expressed in this statement, “Even though it was a donkey that unseated me, I learned that to humiliate another person is to make him suffer an unnecessarily cruel fate. Even as a boy, I defeated my opponents without dishonoring them.” Discuss the irony about the last sentence of the excerpt: “I thought little if at all about the white man in general or relations between my own people and these curious and remote figures.”





Read excerpt from Chapter 42 (The Black Pimpernel) and discuss the statement Mandela released to the newspapers when he was underground.“I have chosen this course which is more difficult and which entails more risk and hardship than sitting in gaol. I have had to separate myself from my dear wife and children, from my mother and sisters to live as an outlaw in my own land. I have had to close my business, to abandon my profession, and live in poverty, as many of my people are doing.... I shall fight the Government side by side with you, inch by inch, and mile by mile, until victory is won. What are you going to do?” View video clip of Nelson Mandela on Robben Island in 1977 (Courtesy of PBS: http://www.pbs.org/wgbh/pages/frontline/shows/mandela/prison/ ) Place the word “Invictus” on the board/chart paper. Students should use reference materials (online or hard-copy) to find the etymology and definition of the word. Discuss the significance of the poem to Mandela Read the poem “Invictus” by William Ernest Henley to fellow prisoners and identify figurative language in the poem


17




Discuss what this poem meant to Mandela and why he possibly chose to read it to fellow prisoners





Listen to an excerpt from Part 11: Microphone in Long Walk To Freedom. Students should follow along with the hard-copy of the text. Pay attention to how Mandela develops his ideas. Annotate and take notes as you listen. Discuss Mandela’s reaction to the crowd after he was released. Pay attention to the following phrases:o “When a television crew thrust a long, dark, furry object at me, I recoiled slightly, wondering if it were some newfangled weapon developed while I was in prison. Winnie informed me that it was a microphone.”o “When I was among the crowd I raised my right fist and there was a roar. I had not been able to do that for twenty-seven years and it gave me a surge of strength and joy."o “My ten thousand days of imprisonment were over.” Listen to the audio of Freedom (the last few paragraphs of the book) and discuss the following statements:o It was during those long and lonely years that my hunger for the freedom of my own people became a hunger for the freedom of all people, white and black. I knew as well as I knew anything that the oppressor must be liberated just as surely as the oppressed.o “I have walked that long road to freedom. I have tried not to falter; I have made missteps along the way. . . But I can rest only for a moment, for with freedom comes responsibilities, and I dare not linger, for my long walk is not


18




yet ended.” Identify Text Connections between Long Walk to Freedom and Cry, The Beloved Country. Discuss any Text-to-World connections Discuss the themes from the autobiography and Mandela’s





-Write the words “moral courage” on the board (SmartBoard, chart paper, etc.) and ask students to define it using context clues. Verify the true meaning of the phrase.-Discuss student responses and share the concept of “moral courage” as defined by Robert F. Kennedy.-“Few men are willing to brave the disapproval of their fellows, the censure of their colleagues, the wrath of their society. Moral courage is a rarer commodity than bravery in battle or great intelligence. Yet it is the one essential, vital quality of those who seek to change a world which yields most painfully to change.”-Discuss examples of moral courage from the texts we’ve read thus far. Consider which character showed the most moral courage.



Argument

-Prepare an argument using ethos, pathos, and logos


Changing Times -- Cry, the Beloved CountryStudents will prepare a defense of their choice of the character who demonstrates the most moral courage.

RI7 or RL7SL1 a, c, dRL1, RL2, RL3, RL4, RL5, RL6W1 a, bW9

19





Weeks 9/10

Benchmark Week #2

Monday, 3/11 Review Review -Warm-up: SAT Vocabulary (5 min)

Review for Benchmark

L4, L5, L6

Tuesday, 3/12 LANGUAGE ARTS + FINE ARTSWednesday, 3/13 Argument -Present a well-

defended argument in a debate format


Moral courage debate

RI1, RI5, RI6, RI8W1 a, bW9SL4, SL6

Thursday, 3/14 Professional Learning (Student Holidays)Friday, 3/15Monday, 3/18 Reading




Dreams, Hopes & Plans – Intro to Steinbeck, Of Mice and MenThe Great DepressionThe American DreamBurns “To A Mouse”

L4, L5, L6



-Warm-up: Journal: What is today’s version of the American Dream? Does it still exist? (10 min)

Dreams, Hopes & Plans – Of Mice and MenChapter 1, read and discuss



-Participate in the close reading of a literary text-Understand how


W1, W10SL1 a, c, dRL1, RL2, RL3, RL4,

20




writers develop character and theme and use literary devices

Dreams, Hopes & Plans – Of Mice and Men – Chapter 2Read and discuss

RL5, RL6

Thursday, 3/21 Early ReleaseFriday, 3/22

21

bhsbeach.weebly.combhsbeach.weebly.com/uploads/7/6/8/1/7681815/10cp_un… · web viewbuford high...

Documents