Purpose: Students will investigate how social identities of the past intersect with how
we define ourselves in the present through an investigation of contemporary Native
American Literature and oral histories. As a result of this exploration, students will
inquire about the future significance of actions.
Learning Goals: Students will take a critical look at how our pasts play a part in
shaping our identities today.
Students will:
Interpret poetry
Work with sensory details
Develop a working knowledge of visual metaphor
Prepare and deliver performance based content
Analyze universal themes
Separate concepts of social identity
Essential Questions: How is it that we can define ourselves differently from how we
are defined by others?
Assessment and Instructional Strategies: Visual metaphor, silent discussions, word
maps, socratic circles, and final performance
Accommodations: Time to work in class. Differentiation of assessment through choice.
Standards Assessed:
1.1.11.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s use of
techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes
1.1.11.D: Demonstrate comprehension/understanding of a wide variety of appropriate
literary works from different cultures and literary movements, including classic and
contemporary literature
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about
a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim
as related to essential and non-essential information.
1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s
implicit and explicit assumptions and beliefs about a subject
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
1.3.11.C: Analyze the relationships, use, and effectiveness of literary elements
(characterization, setting, plot, theme, point of view, tone, mood, foreshadowing, irony,
and style) used by one or more authors in similar genres
1.3.11.D: Analyze the effectiveness in terms of literary quality, of the author’s use of
literary devices (e.g., personification, simile, alliteration, symbolism, metaphor,
hyperbole, imagery, allusion, satire, foreshadowing, flashback, irony) in various genres.
1.4.11.A: Write poems, short stories, and plays. Apply various organizational methods.
Include literary elements and devices. Construct a strong story line with illustrative
details. Include elements of style in writing to develop a personal style
1.5.11.D: Write with an understanding of style using a variety of sentence structures and
descriptive word choices. Create tone and voice through the use of precise language.
1.5.11.E: Revise writing to improve style, word choice, sentence variety, and subtlety of
meaning after rethinking how questions of purpose, audience, and genre have been
addressed
1.5.11.F: Use grade appropriate conventions of language when writing and editing.
Spell all words correctly. Use capital letters correctly. Punctuate correctly. Use correct
grammar and sentence formation.
1.6.11.B: Demonstrate awareness of audience using appropriate volume and clarity in
formal speaking presentations.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Materials Required: “Yellow Woman and a Beauty of the Spirit;” “Conversations at the
Gila River Arts Center;” “Daané’é Diné;” “Dust Precedes the Rain;” “Indian Boarding
School: The Runaways;” “Yes, It Was My Grandmother;” “Back Then, Sweetheart;”
Story Corps Shorts; A Thousand Roads; “Because My Father Always Said He Was the
Only Indian Who Saw Jimi Hendrix Play ‘The Star-Spangled Banner’ at Woodstock;”
“What You Pawn, I Will Redeem;” “I Will Fight No More Forever;” “Dear John Wayne;”
Calvin and Hobbs
Rough Schedule:
Day -2 History of the contemporary Native American (American Experience: Denis
Banks and Boarding Schools), “Native Son” and response
Day -1 Reel Injuin HW Think of your identity. Is it portrayed fairly in media?
Day 0 Brave Heart
Day 1 I Will Fight No More Forever and Calvin and Hobbs and Carl Sagan
!
What is existentialism?
Day 2 What You Pawn I will Redeem
!
What is the conflict (via metaphor); how well is it depicted; how do you see this
conflict playing out in your lives?
!
Class discussion
Day 3 Conversations at the Gila River Arts Center
!
Class Discussion
Day 4 A Thousand Roads HW: Edrich
!
Class Discussion
Day 5 My Father, the Only Native American
!
Class Discussion
Day 6 Application of Existentialism, via graffiti discussion
Day 7 Calvin and Hobbs and questions about defining ourselves versus how other see
us
Day 8 Yellow Woman and a Beauty of Spirit
!
Class Discussion
Day 9 Introduction of final project. Proposal due by the end of class
Day 10 Work
Day 11 Work
Day 12 Submission
Themes of discussion should move from specific statements (the background of
contemporary Native Americans) to universal (Existentialism) transitioning to an
existential look at Native American identity and back to specific stories (personal
narratives of Native American).
Final assessment:
“Engage in the writing process to produce one of the following assignments:
Write a collection of poetry which discusses your past identity and how either you
have changed or the world around you has changed
Produce a collection of songs which discusses how you have changed in your life
Produce a comic of any learning experience in your life--in or outside of school.
Produce a comic of how you have changed in your life.
Create a performance piece, complete with script, that shows how you have
changed in your life.
Paint or illustrate a collection of works which demonstrate how you have changed
in your life.
Create a collection of photographs which tell the story of how you changed in
your life.
If you would like to do something other than what is listed here, please do not
hesitate to speak with us!
You must submit a proposal of your selected topic to Mr Evans or Mrs Bowers for
approval, prior to beginning your work.
Regardless of your chosen topic, you must also include a two page explanation of your
work as part of the completed project. In this explanation, write about how your project
sets out to discuss your selected prompt.”
Reflection: add ideas about “where you fell short,” possibly. Emphasize everyone being
imperfect, not for improvement but for humility.
Detailed list: Daily Ask, twice a week, how are you working with your assessment?
Day -2 (3/7) History of the contemporary Native American
Standards Applied:
1.1.11.D: Demonstrate comprehension/understanding of a wide variety of appropriate
literary works from different cultures and literary movements, including classic and
contemporary literature
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
Objective: Students will discuss the origin of defining success and goals
Before: What do we know about the history of Native Americans?
What about contemporary history? Are Native Americans able to present their own
identities in our contemporary culture? [No--what Native portrayals do you see or hear?]
Why might that be? [Boarding schools have produced cultural hegemony]
Brief history of cultural hegemony: The Dennis Banks piece on boarding schools is
available on hulu from 39.34-33.44 (time remaining)
During: Following an event like the boarding schools, what sort of values do you
think those who were placed in the system would pass on to their kids? Draw on
Their Eyes Were Watching God, and Fences.
Let’s take a look at a member of the generation which followed the boarding
schools.
“Native Son” https://www.youtube.com/watch?feature=player_embedded&v=pjFyJfjhMk
After: Do you think Nogeeshik is defining goals for himself, or are they being imposed
on him?
Reflection: Remind students that note taking is just as important when watching a
movie, critically, as when reading a book.
Day -1 (3/8)
Standards Applied:
1.1.11.A: Apply appropriate strategies to analyze, interpret, and evaluate author’s use of
techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes
1.1.11.D: Demonstrate comprehension/understanding of a wide variety of appropriate
literary works from different cultures and literary movements, including classic and
contemporary literature
1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about
a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim
as related to essential and non-essential information.
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Objective: Students will develop an understanding of cultural appropriation
During: Reel Injuin (18.55x)
After: HW Think of your identity. Is it portrayed fairly in media? Are you able to become
what media says your identity is? Would you even want that?
Reflection: Ask students what questions they have, not ‘do you have any questions’
Day 0 (3/11) Brave Heart
Standards Applied: 1.2.11.C: Examine the author’s explicit and implicit bias and
assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s
argument or defense of a claim as related to essential and non-essential information.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
Objective: Students will engage in a dialogue with an alumni about his experience with a
troubled past
During: Guest speaker
Day 1 (3/12) I Will Fight No More Forever and Calvin and Hobbes and Carl Sagan
!
What is existentialism?
Standards Applied: 1.1.11.A: Apply appropriate strategies to analyze, interpret, and
evaluate author’s use of techniques and elements of fiction and non-fiction for rhetorical
and aesthetic purposes
1.1.11.D: Demonstrate comprehension/understanding of a wide variety of appropriate
literary works from different cultures and literary movements, including classic and
contemporary literature
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
1.3.11.C: Analyze the relationships, use, and effectiveness of literary elements
(characterization, setting, plot, theme, point of view, tone, mood, foreshadowing, irony,
and style) used by one or more authors in similar genres
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Objective: Students will develop an insight into existentialist reading
Before: What is existentialism? [Pertaining to “life”] So if we take this philosophical
approach and apply it to daily life, we wind up asking big questions about a sense of self
within large scale culture--often related to intersections with identity in social
interactions. We deal, predominantly, with questions about who defines what is real or
valuable. For some concrete examples, look at Calvin and Hobbes. Project sample,
“existential” file and discuss understanding with students. Beginning with Calvin’s final
question.
During: “I will fight no more forever.” How can we apply existentialism to this reading?
Ask students to develop questions that they need answers to in order to develop an
existential understanding of the text (2mins). Group with students in your pod and
answer the questions. Come up with an existential statement or understanding of the
text that you would like to share with the class. All groups go up and write on the board.
After: Work through statements developed by students (Ask for students to connect and
problematize statements).
If we bring an existential reading to our texts, we are always asking questions that are
universalized. We are living; we are all members of society. By looking at these texts
existentially, we may find intersectionality with the here and now. Let’s take a look at
Carl Sagan and discuss how the conflict Chief Joseph is speaking to intersects with
Sagan’s take-away.
Exit Slip: How do these two texts connect?
Reflection: Ask students to connect ideas on the board themselves. Minimize teacher
interference. Ask for more student input during the Calvin and Hobbes understanding.
Ask students, as a follow-up, if existentialism works.
Day 2 (3/13) What You Pawn I will Redeem
Standards Applied: 1.1.11.D: Demonstrate comprehension/understanding of a wide
variety of appropriate literary works from different cultures and literary movements,
including classic and contemporary literature
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
1.3.11.D: Analyze the effectiveness in terms of literary quality, of the author’s use of
literary devices (e.g., personification, simile, alliteration, symbolism, metaphor,
hyperbole, imagery, allusion, satire, foreshadowing, flashback, irony) in various genres.
Objective: Students will unpack an allegorical text and discuss it’s effectiveness.
!
Before: Random assignment, small groups. Write this prompt on the board and have the
students submit one response per group,
“What sort of communities does Jackson Jackson belong to? What is his relationship
with these communities? How does Jackson Jackson’s mission impact these
communities?” Encourage students to think of as many meanings of community as
possible.
During: Large group discussion. “What sort of communities does Jackson Jackson
belong to? What is his relationship with these communities? How does Jackson
Jackson’s mission impact these communities? Is his mission for himself or for the
communities?”
Questions to prompt, as follow,
- Why does he give so much of his earnings away? [buying a space for himself?]
- What is the significance of the Aluets? [Is it possible that in ending their wait, Jackson
Jackson has asked them to give up something about themselves and join in a daily
grind in a place they don’t want to be, simply so they can survive?]
- What is the purpose of regaining the regalia? Is it for his grandmother? Is it so the city
must acknowledge his identity?
- Why does his entourage leave him? [One to the res, one to die as homeless. He
dances in the street to do both at once.]
After: Respond to one of the following prompts,
“Has does the past interact with the goals you establish for yourself?”
“If we follow the guide-rails of success, how can we be sure that we have free will?”
“What is the difference between doing something for yourself and doing what is
expected of you?”
Use data from the narrative to create a statement about your own life.
Reflection: The text was hard. Some students said they were “bored.” Give students
more time to summarize for one another--encourage it by asking them to focus on
finding a quote, rather than large, thematic summaries.
Day 3 (3/14) Conversations at the Gila River Arts Center, Edrich
Standards Applied: 1.1.11.A: Apply appropriate strategies to analyze, interpret, and
evaluate author’s use of techniques and elements of fiction and non-fiction for rhetorical
and aesthetic purposes
1.1.11.D: Demonstrate comprehension/understanding of a wide variety of appropriate
literary works from different cultures and literary movements, including classic and
contemporary literature
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
1.3.11.D: Analyze the effectiveness in terms of literary quality, of the author’s use of
literary devices (e.g., personification, simile, alliteration, symbolism, metaphor,
hyperbole, imagery, allusion, satire, foreshadowing, flashback, irony) in various genres.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Objective: Students will compare the effectiveness of two collections of poetry
Before: Ask students what they know about John Wayne. Ask for student input: “Name a
few action movie heroes.” Draw parallel to Chuck Norris or James Bond and the
“soviets” he fights. Why are these guys the good guys and why do they always win? If
they are the good guys, who are the bad guys?
Remind students of the history of Indians and boarding schools.
During: Forum Discussion
“Choose one of the pieces for today's reading, and discuss how it conveyed its
message.”
After: Prep for socratic discussions. Distribute prompts and ask students to come to
class ready to make connections. “Feel free to bring in questions and answers from
other texts to help work with the text we’ll be reading.”
Day 4 (3/15) My Father, the Only Native American
Standards Applied: 1.1.11.D: Demonstrate comprehension/understanding of a wide
variety of appropriate literary works from different cultures and literary movements,
including classic and contemporary literature
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
Objective: Students will carry out a dialogue exploring how self-identity is shaped by
perception of others.
Before: Distribute “Existential Question sample.” Explicitly state objectives for next
week: “exploring these questions as they pertain to you, as opposed to the text, like we
did this week. Bring the hand-out daily to help you develop questions of your own.”
Have students participate in movement of desks.
During: Socratic Discussion: Four Pairings (see “Roster” file). “Discuss the ways in
which the focal character views his father. How does this impact his own identity as an
individual and a member of the Native American community?”
Reflection: Is it possible to democratize the way in which formative questions are
asked?
Day 5 (3/18) A Thousand Roads
Standards Applied: 1.1.11.A: Apply appropriate strategies to analyze, interpret, and
evaluate author’s use of techniques and elements of fiction and non-fiction for rhetorical
and aesthetic purposes
1.1.11.D: Demonstrate comprehension/understanding of a wide variety of appropriate
literary works from different cultures and literary movements, including classic and
contemporary literature
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Objective: Students will critique the effectiveness of a film and it’s metaphorical
message
Watch Film
HW: How does the message from this movie apply to your life?
!
OR
Does this film have a meaningful message?
Day 6 (3/19) Calvin and Hobbes and questions about defining ourselves versus how
others see us
Standards Applied: 1.1.11.A: Apply appropriate strategies to analyze, interpret, and
evaluate author’s use of techniques and elements of fiction and non-fiction for rhetorical
and aesthetic purposes
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about
a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim
as related to essential and non-essential information.
1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s
implicit and explicit assumptions and beliefs about a subject
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Objective: Students will combine their own existentialist understandings with a text,
developing a new message
!
Cut and Paste Words, Cells, or Illustrations
!
Explain what this shows about life.
!
Exit slip question: How did you do this?
Day 8 (3/20) Yellow Woman and a Beauty of Spirit
Standards Applied: 1.1.11.A: Apply appropriate strategies to analyze, interpret, and
evaluate author’s use of techniques and elements of fiction and non-fiction for rhetorical
and aesthetic purposes
1.1.11.D: Demonstrate comprehension/understanding of a wide variety of appropriate
literary works from different cultures and literary movements, including classic and
contemporary literature
1.2.11.A: Evaluate and critique text organization and content to determine the author’s
purpose and effectiveness according to the author’s theses, accuracy, thoroughness,
logic, and reasoning.
1.3.11.A: Examine the impact of diverse cultures and writers on the development and
growth of literature. Describe how an author conveys intent and perspective in
contemporary and historical writings.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
Objective: Students will discuss how cultural communities shape individual perspective.
Before: students bring questions
During: students come to an answer as a group.
How do stories tell you about what is beautiful or good? What stories have you been
told? Do you turn to stories to evaluate your own life or the lives of others?
Small group discussion with a group writing prompt
After: How has looking at these texts in this way helped you evaluate life and living?
Day 7 (3/21) Application of Existentialism
Standards Applied: 1.1.11.A: Apply appropriate strategies to analyze, interpret, and
evaluate author’s use of techniques and elements of fiction and non-fiction for rhetorical
and aesthetic purposes
1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about
a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim
as related to essential and non-essential information.
1.3.11.B Interpret and analyze works in various genres of literary and/or cultural
significance in American and world history: Reflect a variety of genres in the respective
major periods of literature. Represent important authors in each historical period.
Reveal contrasts in major themes, styles, and trends in the respective historical periods.
Examine the important philosophical, religious, social, political, or ethical ideas of the
time.
Objective: Students will discuss the effectiveness and purpose of multiple texts.
Before: Create a web which connects the concepts of multiple texts to a take-away
about life. There should be a central idea, and branching from the web there should be
the names of texts.
During: Respond by adding data to things you agree with, or adding data--from texts or
outsides the texts--in ways you disagree.
After: Discuss things that stood out or things you disagreed about.
Day 9 (3/22) Introduction of final project. Proposal due by the end of class. Group rubric.
1.4.11.A: Write poems, short stories, and plays. Apply various organizational methods.
Include literary elements and devices. Construct a strong story line with illustrative
details. Include elements of style in writing to develop a personal style
1.5.11.D: Write with an understanding of style using a variety of sentence structures and
descriptive word choices. Create tone and voice through the use of precise language.
1.5.11.E: Revise writing to improve style, word choice, sentence variety, and subtlety of
meaning after rethinking how questions of purpose, audience, and genre have been
addressed
1.5.11.F: Use grade appropriate conventions of language when writing and editing.
Spell all words correctly. Use capital letters correctly. Punctuate correctly. Use correct
grammar and sentence formation.
1.6.11.B: Demonstrate awareness of audience using appropriate volume and clarity in
formal speaking presentations.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Day 10 (3/25) Work
1.4.11.A: Write poems, short stories, and plays. Apply various organizational methods.
Include literary elements and devices. Construct a strong story line with illustrative
details. Include elements of style in writing to develop a personal style
1.5.11.D: Write with an understanding of style using a variety of sentence structures and
descriptive word choices. Create tone and voice through the use of precise language.
1.5.11.E: Revise writing to improve style, word choice, sentence variety, and subtlety of
meaning after rethinking how questions of purpose, audience, and genre have been
addressed
1.5.11.F: Use grade appropriate conventions of language when writing and editing.
Spell all words correctly. Use capital letters correctly. Punctuate correctly. Use correct
grammar and sentence formation.
1.6.11.B: Demonstrate awareness of audience using appropriate volume and clarity in
formal speaking presentations.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Day 11 (3/26) Submission
1.4.11.A: Write poems, short stories, and plays. Apply various organizational methods.
Include literary elements and devices. Construct a strong story line with illustrative
details. Include elements of style in writing to develop a personal style
1.5.11.D: Write with an understanding of style using a variety of sentence structures and
descriptive word choices. Create tone and voice through the use of precise language.
1.5.11.E: Revise writing to improve style, word choice, sentence variety, and subtlety of
meaning after rethinking how questions of purpose, audience, and genre have been
addressed
1.5.11.F: Use grade appropriate conventions of language when writing and editing.
Spell all words correctly. Use capital letters correctly. Punctuate correctly. Use correct
grammar and sentence formation.
1.6.11.B: Demonstrate awareness of audience using appropriate volume and clarity in
formal speaking presentations.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
Reflection: Perhaps this unit would serve as better scaffolding to prepare students for
explaining their logic in the “synthesis” assessment.