Maya Angelou—Life After College
H Puente 10 ---Period 2
Description: For this unit, you will be researching colleges and careers in order to create a road map to your life after high school. In addition, you will be reading, annotating, discussing, and writing about one of Maya Angelus’ autobiographical novels.
Tentative Agenda
Monday, October 31st- “We Are Poem” (10)
- Share Homework (15)
- Creating a budget (30)
- Finish job budget (45)
- homework reflection (15)
- Every pair will present their living situation (40)
- Your free career test (30)
- Introduction to Maya Angelou (25)
Friday, November 4th
- Investigating careers (30)
- Recording We Are Poem (25)
- Maya Angelou- literature groups (25)
II. “We Are” poem recording / Tuesday, November 8thPDD
- Literary circles (25)
II. “We Are” poem (20) / Wednesday, November 9th
Computers
- Colleges and career research (55)
Thursday, November 10th
- Literary circles (55)
b) Group discussion / Monday, November 14th
- Maya Angelou (15)
- “Still I Rise” (40)
- Literary Circles (45)
b) SSR20 / Wednesday, November 16th
Computers
- College and career research (55)
Thursday, November 17th
- Literary circles (55)
- Individual -group30
I. “We Are” Poem / Monday, November 28th
- Thanksgiving break (10)
- “We Are” poem (10)
Research (35) / Tuesday, November 29thPDD
- Literary circles (45)
b) Character traits 20
c) SSR 10
Wednesday, November 30th
Computers
- College and career (55)
b) budget - career / Thursday, December 1st
- Literary circles (55)
b) Selecting a prompt
c) Making an outline / Friday, December 2nd
- Literary analysis (55)
- “Televised” (55)
b) written response
Tuesday, December 6th PDD
- Literary analysis (45)
Computers
- College and Career presentation (25)
- College and careers presentation
- College and career presentations
TBA
Common Core Standards:RL 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 the text. RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W7: Conduct short as well as more sustained research. SL1: Initiate and participate effectively in a range of collaborative discussions. SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
EL Standards/Unit Objective:
Part I: Interacting in Meaningful Ways: A collaborative: exchanging information and ideas with others through Socratic discussions. B Interpretive: Reading one of Maya Angelou’s autobiographical novels closely to determine how meaning is conveyed explicitly and implicitly through language. C Productive: Writing literary analysis to argue and defend conclusions, and using computers to practice keyboarding skills. Plan and deliver a brief oral presentation on the career and college of your choice.
Part II: Learning About how English Works: A/B/C writing well-written essays by focusing on coherence, unity, order, and completeness. Routinely practice creative writing by participating in writer’s workshops.
Part III: Using Foundational Literacy Skills: Students will continue to develop their vocabulary by using looking at the similarities between their native language and English (Spanish cognates).
Homework
Date / AssignmentMonday, November 7th / Read introduction to the novel
Friday, November 18th / -Write a one-page literary analysis of the assigned chapters for your novel.
-Answer six of the eight UC questions.
-“We Are” poem is due on Monday, November 28th
Thursday, December 1st / Literary Analysis- create an outline for your essay.
Friday, December 2nd / The first draft of your literary analysis is due on Tuesday, December 6th
Tuesday, December 6th / Final draft of literary analysis is due Thursday, December 8th
Culminating Tasks
1. Select ONE of the following prompts and write a 2 ½ page literary analysis.
1)One of the most revealing types of conflict occurs when a character’s inner struggles are resolved at great personal price. Often, the character learns a lesson, but too late to help himself or another character. Explain how, in the work that you read, a character struggles but fails to learn a lesson in time, and thus, serves as an example for the reader. In your essay, focus on the conflict within the character. Be sure to include the price paid as part of the resolution and the lesson to be learned.
2)What is the theme of the novel? In your introduction, state the theme of the novel. In your thesis, explain how the theme is developed. In your body paragraphs, give specific examples of scenes from the novel in which the author developed the theme.
3)Write an analysis of Maya Angelou.
2. At the end of this unit, as your final, you will present a three-minute presentation in which you pretend to have already graduated from college and are returning to San Fernando High School as a professional who has agreed to come to motivate high school students to pursue a college career.
Ms. GarciaFall 2016Maya Angelou-Life After High School