literature and the media grade: 10-12 · pdf fileliterature and the media grade: 10-12...

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

LITERATURE AND THE MEDIA

GRADE: 10-12

Prerequisite: N/A

Credits: 5.0

ABSTRACT

Literature, Identity and the Media (Honors) is a full-year course that closely examines the role that popular culture plays in the development of

identity, and how literature and media representations shape our understanding of reality, the world in which we live and our roles in it. This course is designed to develop student critical literacy and writing, to promote critical thinking, to challenge students’ existing beliefs and to empower students with the tools needed to negotiate a complex global environment. In this course, students will examine the narrative structure and its

representative symbols and messages encoded in film, television shows, news journalism, advertising, and contemporary and classical literature that have shaped who we are and how we have come to see ourselves in relation to others.

Core literary selections as well as selected essays, articles, short stories, and film will enhance and further the goals of this course. Emerging themes are objectivity and bias, perception and point of view, the role of journalism in society in print and the media, emerging ideologies in media messages, the impact of media and literature on social identity, and the impact of violence in media on society. Emphasis will be on teaching students how to manipulate language to write with purpose and intent. Students will be responsible for writing opinion supported editorials, commentary and critical research papers. This is a project based writing course that will employ a variety of authentic assessments including, but not limited to the creation of docudramas, audiotapes, interviews, role-playing, debate, hyper-texts and zines.

2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: (Title, Month(s), Number of Days)

Literature, Literacy and Authorial Presence in the 21st

Century 35 Days

The Reading Process: Literature 35 Days

The Reading Process: Image/Media

35 Days

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2

21st Century Life and Careers 9.1.12.A.1-4

ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• How knowledge is contextualized and conveyed through literature and media.

• What it means to be literate

in today’s world.

• How knowledge is produced

• How we read, the mechanics of reading from basic comprehension to critical extractions.

• The role that reading plays

in our lives.

• How interpretation is due to

• How image is used to convey meaning instead of words.

• How images shape our

perceptions of events.

• How image can shape the events themselves.




Century 35 Days



35 Days

and disseminated.

• How literature is the embodiment of culture.

• How literature is the

collection of cultural and communicative practices of a particular group.

• How literature changes in

response to society and societal needs.

a myriad of influences that includes educational differences and cultural histories.

• How ideas shape us.

• How writing can create or

destroy; empower or marginalize members of society.

• How values are transmitted through images

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• To what degree does society shape who you are?

• What is the function and

role of literature and multi-media texts in a technological society?

• How do readers prepare for reading?

• What are readers thinking

about as they read?

• How does reading influence us?

• What connections do

readers make?

• How are language, sound, and image used to manipulate messages?

• How does the media impact

messages on society?




Century 35 Days



35 Days

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Critically analyze through various ideological lenses

• Recognize the influence

literature can have on one’s construction of reality

• Compare, contrast and

categorize print ads, media and film

• Discuss

• Argue a point

• Annotate

• Three page collaborative

paper on definition and function of literature

• Know the processes we employ when reading according to current reading theory

• Annotate

• Critically write

• Use writing to read

• Recognize the meta-

narrative in articles, essays, and speeches.

• Persuasive essay on a

contemporary issue

• Recognize the meta-narrative in images

• Show how media is

constructed

• Identify the voices heard and omitted

• Show how the media

influences identity

• Show how attitudes toward race, gender, sexuality, ethnicity and class are constructed by television media

• Give a presentation




Century 35 Days



35 Days

• Write critically

• Annotate

• Collaborative PowerPoint Presentation

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Benchmark • Discussion

• Debate

• Dialectic Journaling

• Benchmark • Discussion

• Debate

• Dialectic Journaling

• Benchmark • Quizzes

• Response Essays

• Journal Entries

RESOURCES:

• Main Text: Looking Backward (Bellamy)

• What is Literature

(Sartre)

• The Death of the

• Main Text: Frankenstein (Shelley)

• The Debutante

(Carrington)

• A Vendetta (de

• Main Text: One Flew Over the Cuckoo’s Nest (Kesey)

• Orientalism (Said)

• Deadly Persuasion: The




Century 35 Days



35 Days

Author (Barthes)

• The History of the Novel (Howe)

• The Formalistic Critic

(Brooks)

• Today’s Image Culture and Why Media Literacy Matters (Thoman)

Maupassant)

• Objective Interpretations (Hirsch Jr.)

• Interaction between

Text and Reader (Iser)

Addictive Powers of Advertising (Kilbourne)

• Selected Clips from:

• 24

• The Office

• House

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Response Essays

• Oral Argument

• Journal Responses

• Literacy Circles

• Journaling

• Discussion Seminars

• Media Circles

• Discussion

• Annotating Film

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing,

Scaffolding of activities Webquests about literary periods






Century 35 Days



35 Days

literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

Tiered lessons Project based learning Modify lesson as needed SPED Modifications according to the student’s IEP Collaborate with resource teacher parent Modify lessons according to ability ELL Encourage support fro native language speakers who are more proficient in English Cooperative grouping Written and oral instructions Extended time *ELL Students- Instruction will be based on language proficiency. G&T Create tasks according to student abilities Create a blog about their unit






Century 35 Days



35 Days

experience

experience

experience

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.



The New Myths

35 Days

Journalism in the 21st Century

35 Days

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• How the American character was formed.

• How myths construct

realities, perceptions, and define attitudes toward race and culture.

• How myths are perpetuated.

• How myths form

• How journalism has evolved in response to technological changes.

• How journalism influences

and shapes our attitudes.

• How perceptions dictate what is newsworthy.

• The role of technology in



The New Myths

35 Days


35 Days

stereotypes today’s global community.

• Ethical responsibilities in complex changing environments.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• What are typical myths in society?

• How do myths in society

give rise to a narrative that defines our world?

• How do myths construct

realities and reinforce specific ideologies?

• How has journalism shaped attitudes, opinions and narratives from the 19th century to present day?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Annotate

• Critically analyze

• Breakdown and discuss a scene

• Distinguish between news reporting and commentary

• Identify the meta-narrative

in the news



The New Myths

35 Days


35 Days

• Know how media is

manipulated

• Annotate a shot sequence

• Show how meaning is constructed in film through the use of lighting, and camera angles

• Docudrama

• Analyze and draw conclusions

• Develop proficiency in the

areas of technology;

• Manage, analyze, and evaluate multi-media texts

• Critically write

• Annotate

• Write an editorial on a

contemporary issue

• Write and film a documentary

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Benchmark • Debate

• Discussion Groups

Journaling

• Benchmark • Response essays

• Quizzes

Oral Arguments



The New Myths

35 Days


35 Days

RESOURCES:

• Main Text: Brave New World (Huxley)

• Main Text: The

Handmaid’s Tale (Atwood)

• The Power of Images:

Creating the Myths of Our Time (Davis)

• Team Rodent: How

Disney Devours the World (Hiaasen)

• Films (Selected

excerpts):

• Showboat

• Training Day

• Transformers II

• Main Text: Fahrenheit 451 (Bradbury)

• Main Text: News is a

Verb (Hamill)

• Politics and the English Language (Orwell)

• Films (Selected

excerpts)

• Wag the Dog

• Bamboozled



The New Myths

35 Days


35 Days

Dumbo

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Media Circles

• Discussion

• Annotating Film

• Debate

• Discussion Groups

• Journaling

CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)

Scaffolding of activities Mentor Groups Webquests about literary periods Tiered lessons Project based learning Modify lesson as needed SPED Modifications according to the student’s IEP

Scaffolding of activities Mentor Groups Webquests about literary periods Tiered lessons Project based learning Modify lesson as needed SPED Modifications according to the student’s IEP



The New Myths

35 Days


35 Days

Collaborate with resource teacher parent Modify lessons according to ability ELL Encourage support for native language speakers who are more proficient in English Cooperative grouping Written and oral instructions Extended time *ELL Students- Instruction will be based on language proficiency. G&T Create tasks according to student abilities Create a blog about their unit experience

•

Collaborate with resource teacher parent Modify lessons according to ability ELL Encourage support for native language speakers who are more proficient in English Cooperative grouping Written and oral instructions Extended time *ELL Students- Instruction will be based on language proficiency. G&T Create tasks according to student abilities Create a blog about their unit experience

•

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