English 5,6 - Culturally Relevant Mexican American Viewpoint_Grade 11

7/28/2019 English 5,6 - Culturally Relevant Mexican American Viewpoint_Grade 11

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ENGLISH 5, 6 CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT 2 | P a g e

human sacrifice).7. Discuss how Mexican American authors and other artists use

Spanish phrases and names to add meaning to their work

(e.g., the names of characters in Sandra Cisneross shortstory, Woman Hollering Creek).

listening at the college and career readiness level; demonstrate independence ingathering vocabulary knowledge when considering a word or phrase important tocomprehension or expression.


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two of the following U.S. states and territories, including whythe names were selected, who selected them, and whatalternatives (if any) may have been considered: Arizona,

California, Colorado, Florida, Montana, Nevada, NewMexico, Northern Mariana Islands, Puerto Rico, and Texas.

8. View and discuss the filmHarvest of Empire, based on thebook by Juan Gonzlez.


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with the Tucson community they know today.8. Use on-line resources to explore the Recovering the U.S.

Hispanic Literary Heritage project.

effective selection, organization, and analysis of content.CCSS.ELA-Literacy.W.11-12.6Use technology, including the Internet, to produce,publish, and update individual or shared writing products in response to ongoing

feedback, including new arguments or information.CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and useof evidence and rhetoric, assessing the stance, premises, links among ideas, wordchoice, points of emphasis, and tone used.CCSS.ELA-Literacy.L.11-12.1Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.


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6. Examine the cultural and historical conditions that led to theuse of the terms Chicano, Chicano/a, Chicana/o, andChican@, and the forces that have historically determine the

status of these terms.7. Write journal entries including free writing activities,reflections to music and art, and connections between the riseof Chicano Literature and other literary movements.

8. Write their own poetry, after participate in response groups tothe reading ofI Am Joaqun, and participate in a class PoetrySlam.


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passages.8. Read two or more on-line accounts about the events leading

up to the Sleepy Lagoon murder case as reported in

newspapers at the time, and determine whether the term"Zoot Suit Riots" is really appropriate for what happened inLos Angeles in June 1943.

9. Write an analysis of the symbolism inherent in the iconic flagof the United Farm Workers.

10.After listening to the songBrown-Eyed Children of the Sun,write a song lyric, a poem, or a reflection that expresses theirbeliefs about the dignity of work versus the exploitation ofthe working poor.

and a range of formal and informal tasks.CCSS.ELA-Literacy.L.11-12.3Apply knowledge of language to understand howlanguage functions in different contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or listening.


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Graduation Morningby Pat Mora)9. Read Chapter 13 fromLos Tucsonenses by Thomas E.

Sheridan.

10.Keep an on-going journal to reflect on the connections andtensions they experience in response to each text that theyread.

11.Engage in productive community service to promoteincreased awareness of issues relating to their readings.

comprehension or expression.


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carefully follow ethical standards and school guidelines toavoid identifying individual students and to protect allstudents from being indiscriminately labeled during the

project.7. Engage in pre-writing, peer editing, and an extensive revisionprocess when preparing the creative project.

relationships, and nuances in word meanings


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English 5,6 - Culturally Relevant Mexican American Viewpoint_Grade 11