Mini-Multigenre Unit Plan

Class: 10th Grade English Instructor: Shook, Kyle		UNIT 5 MAP – April to June (approximately 4 weeks)		Semester: Spring 2014
Topic/Unit: Graphic Novels and You Theme: Developing arguments about diverse genres of writing.	Enduring Understandings: ·          Students will be able to develop arguments about the validity of graphic novels as a literary medium. ·         Students will be able to develop arguments about an author’s stylistic choices using text-based evidence. ·         Students will be able to create and defend either a multigenre project based on a contemporary historical event.			Essential Question: Was Art Spiegelman’s use of a highly symbolic graphic novel appropriate to depict a tragedy such as the Holocaust?
NYS CCLS Standards-Based Skills & Processes Throughout Unit: Students will show mastery of which group of standards?
Reading Literature : 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment Reading Informational: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s) 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.			Writing: Text Type and Purpose 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing 7. 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 sources on the subject, demonstrating understanding of the subject under investigation.

Summative Assessment including Performance Task(s)/Laboratory – Summative Assessment One: Synthesis argumentative essay. Topic: Should graphic novels be taught alongside traditional literature in the classroom? Summative Assessment Two: Students will create either a graphic novel, a non-fiction research paper, or a traditional narrative of a researched contemporary global historical event (1950- present) and write a defense piece (3-4 pages) explaining how their method of presentation (either graphic novel or narrative) is the best one for presenting the selected subject matter. Sample topics include but are not limited to: the Communist Revolution in Cuba, the Communist Revolution in China, the Vietnam War, the Rwandan Genocide, the Fall of the Berlin Wall, the Munich Olympics, the Yom Kippur War, Indira Ghandi’s vasectomy program in India, etc.		Formative Assessments including benchmarks throughout the unit: WebQuest Blog posts: Students will complete three web-quest blog posts throughout the first half of the unit. These will cover a range of topics from the criteria for creating multimedia depictions of literature, to examining contemporary debates surrounding graphic novels (to be submitted every Saturday) In-class discussions and exit tickets. Response to peers on blog posts. Students will be measured on their references to specific ideas in peer’s writing and their ability to cite the week’s reading material as well as previous readings.
Texts used “Maus: a Survivor’s Tale” by Art Spiegelman Excerpts from: Night by Elie Wiesel Excerpts from: “Forgiving Dr. Mengele” Excerpts from: “Schindler’s List” National Librarian’s Society article on Graphic Novels Excerpts from: “Stitches” by David Small Excerpts from: “Persepolis” by Marjiane Satrapi Excerpts from: “Dykes to Watch Out For” and “Fun Home: a Family Tragicomic” by Alison Bechdel Molly Bing’s powerpoint on illustrations.		Cross-Disciplinary Connections: Art from comic books History regarding World War Two and the Holocaust Technology incorporated in the form of Prezis, blog posts, and WebQuests
AIM	LESSON CONTENT/SKILLS		Assessment
1.       How can I develop arguments about the benefits and drawbacks of graphic novel instruction in classrooms?	Length: Three Days SWBAT: ·         Develop arguments about the pros and cons of graphic novel instruction using the transcript on the WebQuest and the informational text. ·         Develop arguments about the strengths and weaknesses of Small’s narrative in excerpts from “Stitches” and Bechdel’s in “Fun Home.”		Digital Assessment (Formal/Formative) Blog post: Respond to one of the ideas presented in the pros/cons transcript and the article. Respond to a peer’s ideas offering feedback and suggestions In-Person Assessment (Informal/ Formative) In-class silent dialogue: Would Small’s “Stitches” or Bechdel’s “Fun Home” be as successful as a narrative? Why or why not? Students will write their responses on chart paper in class and will respond to each other’s comments without speaking.
2.       How can I develop arguments about the criteria of a successful graphic novel?	Length: Two Days SWBAT: ·         Develop their own set of criteria for a successful graphic novel using evidence from Satrapi’s “Persepolis” and Moore’s “Watchmen” ·         Develop arguments about what constitutes successful multimedia literature using WebQuest.		Digital Assessment (Formal/ Formative) Blog post: Respond to the task for task two on the blog which involves examining two multimedia adaptations of a short story. Students will then argue whether or not the adaptation was successful and if it fell into the trap argued by the anti-graphic novelists from the first week. Respond to a peer’s ideas offering feedback and suggestions based in the reading. In-Person Assessment (Formal/ Formative) Exit Quiz: Students will write an argumentative paragraph answering the question: What are the two most important criteria for developing a successful graphic novel?
3.       How can I develop arguments about the relevance of graphic novels to English Instruction?	Length: Three days SWBAT: ·         Draft and write an argumentative essay in which they argue whether or not graphic novels should be taught in schools alongside traditional technology incorporating at least three sources from class and the WebQuest.		Digital Assessment (Formal/ Formative) Blogpost: Adaptation of either a graphic novel into a narrative or a narrative into a graphic novel (students may use Molly Bing’s illustration powerpoint should they get lost. Respond to a peer’s work offering feedback and suggestions based in the reading. In Person Assessment (Formal/ Summative) Formal Essay: Students write an argumentative essay in which they argue whether or not graphic novels should be taught in schools alongside traditional technology incorporating at least three sources from class and the WebQuest.
4.       How can I begin to analyze Art Spiegelman’s use of symbolism in Maus?	Length: Two days SWBAT: ·         Identify and analyze the impact of Spiegelman’s use of symbolism in chapters one and two of Maus.		Digital Assessment (Formal/ Formative) Blogpost: In your blog post, either defend or adapt Spiegelman’s use of symbolism in chapter one of Maus. Would a different animal have been more appropriate? Why or why not? Respond to a peer’s work offering feedback and suggestions based in the reading.
5.       How can we use historical information to develop arguments about Spiegelman’s use of graphic novel style?	Length: Three days SWBAT: ·         Use historical documents to develop arguments about Spiegelman’s style as an artists ·         Use art from the Weimar Republic to analyze Spiegelman’s stylistic choices in chapters 3 and 4 of Maus		Digital Assessment: (Formal/ Formative) Blogpost: In your blog, post three images from Weimar Germany/ early Nazi period that you can connect to Spiegelman’s stylistic choices in Maus. Then, explain how the art or content can be seen as influential in Maus using specific textual evidence. Respond to a peer’s work offering feedback and suggestions based in the readings.
6.       How can we develop arguments about Spiegelman’s decision to create a graphic novel rather than a traditional narrative?	Length: Two days SWBAT: ·         How can I develop arguments about Spiegelman’s style and structure in chapters 5 and 6 of Maus? ·         How can I compare multi-genre depictions of the Holocaust (Night, Forgiving Dr. Mengele, and Schindler’s List) to Spiegelman’s Maus to determine which style of writing is best at conveying the horrors of the Holocaust?		Digital Assessment (Formal/ Formative) Pod-Cast: Submitted to me. In this podcast, each person will argue for one genre of presenting the Holocaust (Narrative: Wiesel, Graphic Novel: Spiegelman, Documentary: Moses-Kor, or Film: Spielberg). The podcast should include specific evidence and well-reasoned arguments and should be roughly 15 minutes in length. Assess another group’s podcast, offering suggestions for growth and areas of success. In-Class Response: (Formal/ Formative) Exit Ticket: Students will answer the question, “Which genre best presents the horrors of the Holocaust?”
7.       How can we use historical research to create and defend a multi-genre depiction of the Holocaust?	Length: Five Days SWBAT: ·         Identify and explain a historical event from contemporary history ·         Create a multi-genre depiction of this event (either a narrative, a work of non-fiction, or a graphic novel) ·         Use articles from the class and from independent research to defend their choice of genre		Digital Assessment (Formal/ Summative) Blog post: Your creative work should be posted to your blog. Students should respond to a peer’s work offering suggestions through warm and cool feedback. Remember that your goal is to make your peer’s work as strong as possible. In class Response: (Formal/ Summative) Submit a 3-4 page paper and annotated bibliography in which you defend your genre choice for depicting a historical event. Why was your choice appropriate and why was it better than the other two options? Explain your choices as an artist/author.

Notes/Reflections:

Lessons

https://drive.google.com/file/d/0B7d9vY0hEgIJQV9QdERNUWs1M28/edit?usp=sharing
https://drive.google.com/file/d/0B7d9vY0hEgIJUWE2TFV1LXFwUEk/edit?usp=sharing
https://drive.google.com/file/d/0B7d9vY0hEgIJX1FHNVZmcVhMZjA/edit?usp=sharing
https://drive.google.com/file/d/0B7d9vY0hEgIJbXhwUFBzWmNKbHc/edit?usp=sharing
https://drive.google.com/file/d/0B7d9vY0hEgIJcnB2N01RUWVEZEU/edit?usp=sharing