The objective of this unit is to enhance my students’ skills to infer, close-read, analyze, discuss, synthesize, evaluate, and connect the text to their lives. Every lesson plan has specific objectives so that it is possible to measure the students’ learning, reflect on the outcome of the lesson, and plan the follow up accordingly – differentiated instruction. It also includes many plans with models on how to analyze/close read, determine the theme, and synthesize. These daily objectives are stated according to Bloom’s taxonomy to easily calibrate the activity from the lowest to the highest intellective skills. The Bloom taxonomy includes six levels of intellectual behavior connected to learning: knowledge (recall data or information), comprehension (understand the meaning), application (use a concept in a new area), analysis (break down concepts into components), evaluation (make judgments), and creation (create a new product or point of view).
Taking into account the long term goals, the unit implements the following objectives for the daily lesson plans:
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Read, understand, interpret, analyze and discuss
Macbeth
by William Shakespeare and “The History of Sexuality” by Michel Faucault, “Performative Acts and Gender Constitution” by Judith Butler, “Sexual Transformation,” and “Female Masculinity” by Judith Halberstam
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Read, understand, interpret, analyze, and discuss non-fictional texts – newspapers articles, and/or video clips/short movies
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Understand the concepts of specific rhetorical and literary devices like point of view or narrative perspective, diction, allusions, figurative language, tone, syntax, and structure
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Analyze, discuss, and write how setting, point of view or narrative perspective, diction, allusions, figurative language, tone, syntax, structure, and theme(s) reveal meaning
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Research information and/or valid sources
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Discuss, compare and contrast, reflect, and write about the various characters and their gender identity
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Write argumentative essay(s) and the final creative project.