Discipline: ELA

Grade Level: 12

Course: English 4: Florida College Prep

©Literacy Design Collaborative. September 2011

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Stranger in the Village: Informational
  • Background to Share With Students
    • In this module you will read and view a variety of genres all focused on the theme of "stranger in the village." "Theme" is defined as a writer's central idea or main message about life which may be explicit (stated) or implied. As you read each piece, try to determine which character or subject is isolated, or different, from the others in society and how that difference is illustrated. You will create your own definition of what the theme means and determine how each author or artist conveys the message.  

  • Task/Text
    • Teaching Task

      How do writers and artists organize or construct text to convey meaning? After reading a variety of written and visual texts (film and photography), write an essay that addresses the question and analyzes the "stranger in the village" theme, providing examples to clarify your analysis. What conclusions or implications can you draw? 

      Reading Texts
      Springboard, Senior Level:
      • "Four Skinny Trees"—a vignette from The House on Mango Street: 
        Cisneros, S. (1984). The House on Mango Street. Vintage. Pages 74 –75.
      • "I Remember"—a poem by Edmond Montez 
        Rodriguez, L. (2012). "Speaking with Hands.” The Concrete River: Poems. Open Road Media.
      • "Linda Jong: Double Face"—excerpt from the Joy Luck Club: 
        Tan, A. (2006). The Joy Luck Club. Penguin: reprint.  
      • "Stranger in the Village"—a reflective essay by James Baldwin: 
        Baldwin, J. (1995). “Stranger in the Village.” Notes of a Native Son. Beacon Press.
      • Burton, T. (Director). (1990, December 14). Edward Scissorhands [Motion Picture]. United States: Twentieth Century Fox Film Corporation. 
      • Van Sant, G. (Director). (2001, January 12). Finding Forrester [Motion Picture]. United States: Columbia Pictures Corporation. 
  • Content Standards
    • Standards Source: Number: Content Standards:

      Florida College Competencies

      REDCU 4

      Analyze the author's primary purpose


      Analyze the author's tone and support with examples, including denotative, connotative meaning , and figurative language


      Analyze the details to infer what the author is implying and draw logical conclusions in a paragraph and multi-paragraph selection


      Synthesize the information in a text in order to make inferences and draw conclusions

  • Reading Standards for Informational or Explanatory
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • 2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • 4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • 6- Assess how point of view or purpose shapes the content and style of a text.
      • 10- Read and comprehend complex literary and informational texts independently and proficiently.
      • 3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • 5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • 7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • 8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • 9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Informational or Explanatory
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • 2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • 10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • 1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • 3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      • 6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • 7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • 8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • College and Career Readiness Anchor Standards
    • Number College and Career Readiness Anchor Standards for Speaking and Listening
      1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
      2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
      4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
      Number Number College and Career Readiness Anchor Standards for Language
      1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
      2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
      6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • Scoring Rubric
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