Curriculum Map - BHS - English - Grade 9 - Societal Commentary

Stage 1 Desired Results

Standards

       Stage 1 Desired Results

  1. Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text.
  2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of a text.
  3. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  4. Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research.
  5. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

UNDERSTANDINGS        

Students will understand …  (Animal Farm)

  1. How the pigs on Animal Farm were able to manipulate the other animals/ characters.
  2. How to identify key figures from the Russian Revolution and relate them to the characters in Animal Farm.
  3. How the events in Animal Farm correlate to the events of the Russian Revolution.
  4. How to identify the types of propaganda used by the pigs on Animal Farm.
  5. How to analyze the way that characters develop and change over the course of the text.
  6. How to demonstrate reading comprehension and writing skills.
  7. How to analyze Animal Farm as an allegory and a dystopia.

Students will understand… (Night)

  1. What is the Holocaust? Where and when did it occur? How did this happen?
  2. How Eliezer’s faith changes throughout the course of the novel.
  3. How to analyze the way that Eliezer develops and changes over the course of the novel.
  4. How to identify key themes and symbols within the novel.
  5. How to demonstrate reading comprehension and writing skills.

ESSENTIAL QUESTIONS (Night and Animal Farm)

1) What is equality? What would an equal society look like? Is an equal society possible?

2) How can we help to work towards equality in our society?

3) In what ways are the people in a society manipulated by the information and news sources in that society?

4) What is propaganda? How is propaganda used in the novel Animal Farm?

5) How do the leaders in a society use propaganda to manipulate the truth in order to promote their own agenda?

6) How do we know if a source is reliable?

7) What is the free press and why is it important?

8) How do we determine the difference between fact and opinion?

9) Why do revolutions occur?

10) How does something like the Holocaust happen in a society? Could this happen again?

11) In what ways do someone’s personal experiences shape their identity?

Acquisition

Students will independently be able to use their learning for….

  1. Identifying an author’s claim and counterclaim in a news or nonfiction article
  2. Identifying the difference between fact and opinion
  3. Analyzing the reliability of a news source
  4. Identifying bias in a news source
  5. Identifying and analyzing propaganda

Students will be able to understand and use the following terms…

characterization

theme

symbol

allegory

fable

dystopia

claim

counterclaim

evidence

Resources (and resources to consider)

Animal Farm, Night

Notes: Background information on Russian Revolution

Poetry Pairings: “I am the People, the Mob” by Carl Sandburg

                              “The Mayor of Gary” by Carl Sandburg

                               “Protest” by Ella Wheeler Wilcox

Nonfiction article: “How Orwell’s Animal Farm Led a Radical Muslim to Moderation”

Night

Notes: Background information on the Holocaust & Timeline

A Guide to Jewish references in Night

Images of the Holocaust (https://mail.google.com/mail/u/0/#inbox/FMfcgxwBTshdvBBPLvXsZnGbblvjfHhN)

Artwork inspired by the Holocaust ( https://www.iwm.org.uk/history/artists-responses-to-the-holocaust )

Documentary: Oprah and Elie Wiesel visit Auschwitz

Poetry Pairings: “The Creed of the Holocaust Survivor” by Alexander Kimel

                              “The Action in the Ghetto of Rohatyn, March 1942” by Alexander Kimel

Short Story: “The Watch” by Elie Wiesel

Nonfiction article: “The Holocaust Just Got More Shocking” (New York Times) by Eric Lichtbau

Elie Wiesel’s Nobel Prize speech

artwork by Holocaust survivors, or about the Holocaust

Stage 2 - Evidence

Evaluative Criteria

Assessment Evidence

Animal Farm formatives:

-reading quizzes

-in class discussions

-Russian Revolution character chart

-open responses

-poetry pairings

-open response or comprehension questions for nonfiction article

-journal prompts/reading log

-Animal Farm summatives:

-Exam with written portion (open response)

-Essay assignment

-Project or presentation

Night formatives:

-reading quizzes

-in class discussions

-open responses

-journal prompts/reading log

-poetry pairings

-open response or comprehension questions for nonfiction article

- discussion about or response for the documentary

Night Summatives:

-Exam with written portion (open response)

-Essay assignment

-Project or presentation

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Animal Farm…

1) Build background: (notes/journal response/class discussion)

-Key terms: revolution, dystopia, allegory, fable

-What is a revolution? Why do revolutions occur

- What is equality? What would an equal society look like? What kind of rules would be necessary in order to ensure equality for all?

2) Start novel:

-reading quizzes, journal prompts, and in class discussions

3) Chart: Animal Farm as an allegory for the Russian Revolution- match the characters from the story to the famous figures from the Russian Revolution

4) Notes: The Russian Revolution

5) Assignment: Animal Farm as a dystopia

6) Chart: Animal Farm as a dystopia

7) Video: What is propaganda?

8) Poetry pairings

9) Open Responses

10) Exam with written portion

11) Project (?)

Night…

  1. Build background:  (Notes/ journal response/ class discussion)

-What is the Holocaust? Where, when, and how did it begin?

2) Start novel

3) Discussion questions, character chart, reading quizzes

4) Chart: Plot, themes, and conflicts

5) Nonfiction articles & discussion questions

6) Poetry pairings

7) Oprah/Elie Wiesel documentary

8) Art Inspired by The Holocaust

9) Summative Exam