Embedded Files
Unit Overview
Unit Overview
“The consequence of the single story is this: It robs people of dignity. It makes our recognition of our equal humanity difficult. It emphasizes how we are different rather than how we are similar.”
Chimamanda Ngozi Adichie
“The Danger of the Single Story”
By looking at a story from a variety of perspectives and hearing from marginalized voices, students will recognize that in some regard, all stories are incomplete. Only in hearing all sides do we empower all voices. Students will explore how writers draw on source material to create literature as a way to respond when identity comes into conflict with social norms and beliefs that have existed for centuries.
Vocabulary
Vocabulary
point of view
literary criticism
author’s purpose
source reliability
annotated bibliography
MLA citation
bias
Essential Questions
Essential Questions
Who am I as a reader, as a writer, as a speaker, and as a thinker?
Why are reading, writing, and storytelling essential components of the human experience?
How can I use the strategies and processes that real writers use to become a stronger writer?
Who controls the narrative and how can exploring multiple perspectives inform our ideas of what is true?
Amidst the pressure to conform, how do we retain our individuality?
How do we advocate for what is right when challenged by those around us?
How do we know if the progress we make benefits us and the world around us?
Unit Standards
Unit Standards
Students will learn...
Reading Literature
RL Integration of Knowledge and Ideas
How to analyze various accounts of a subject told in different mediums determining which details are emphasized and deemphasized in each (7)
SL Comprehension and Collaboration
How to prepare for discussion and cite text in discussions both read and researched materials, reflect on discussions. Explicitly draw on preparation by referring to evidence and stimulating thoughtful (1.a)
How to respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement and qualify or justify own views, make new connections in light of evidence and reasoning presented (1.d)
Research to Build and Present Knowledge
How to conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate synthesize multiple source on the subject, demonstrating understanding of the subject under investigation (7)
When conducting research, to gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research questions; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (8).
How to draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying on or more grade 9-10 Standards for Reading Literature or Reading Informational Texts as needed (9).
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