11th Gr Lit


	Mon 23-Tues 24 Day 1 & 2 "We are going to be talking, reading, and writing about the importance and impact of the power of language. We are going to read, view, and hear about how language is a powerful tool no matter how it is used; therefore, we have the responsibility of evaluating its implications." Writing Prompt: Leaders Use the Power of Language to Inspire and Influence Respond to one of the choices below: - Describe how you influenced someone through your words, whether written or spoken. Give specific details and/or examples. OR - Tell about a time when you heard or read something that influenced you, either positively or negatively. OR - Identify and explain the necessary elements/ traits /characteristics of influential language.


	Focus for 4th Quarter: Big Ideas: survival resourcefulness loss connectedness Themes Survivors adapt to cope with unforeseen circumstances and events. Knowing the atrocities of the past should be a caution for the future. as per ELA 11 Michigan Merit Curriculum Course Requirements, Page 59


	Thurs 26 Fri 27 work on Language Arts Fair Project


	Week 2


	Monday 6 Apr - Day 3 By examining a variety of artwork, students can determine the impact of the artist's craft on sending a message or creating an emotion. We will examine Dali's The Persistence of Memory and Frida Kahlo's Self Portraits. Consider the following questions and then write a short response: 1 How can artists effectively portray their opinions xxand perspectives? 2 How is this different from using language? 3 How can artists influence others through the use of art? 4 What aspects of the craft can be changed or manipulated xx to send a message? 5 Have the artists conveyed a message about their views xxon responsible world citizenship? 6 What techniques can influence the way people look at xxthe world and what is happening to it? 7 How can artists use their craft to create and maintain xxthe world they want to live in? Students will briefly give their reactions to the artwork.


	Tuesday 7 Apr Day 4 Part 2: 1 Look up a definition of propaganda. xxWhat is propaganda: video 8:23 2 Explore some examples of WWII era propaganda. 3 View some modern examples of propaganda: xxEnvironmental Defense, Train 0:31, xxEU, Everyone Can Save The Planet 0:41, xxMTV, HIV 1:02, xxMTV, Anti-fascism adverts 1:02, xxAmeriCorp 1:03 xxGlobalwarming.com, Here Comes the Sun 1:32, xxGlen Beck, Kyoto Treaty 2:54, xxGreenpeace, Save the Planet 3:34, xxRepublican Party, Iraq War Support 3:47 xxHitachi America, Coal-Fired Plant 3:52, Which tactics did you find most successful--rational argument or entertainment? Longer or shorter? Those featuring kids or adults? I expect a response for each video.


	Focus Questions What is the DNA of Survival? What are the critical characteristics of survival in people, business, and nations? What role does adaptation play in survival? What qualities do survivors exhibit? Essential Questions What patterns and elements promote survival? What can we learn from the oldest survivors: living things, organizations, nations? How do I build a context for change in my life? How do I demonstrate that I am open-minded enough to learn from my experiences and from the experiences of others? What do I need to know to avoid repeating mistakes of the past?


	Thu 9 Apr Day 5 Today we are going to read and hear two famous speeches. Read and listen for the techniques we discussed yesterday. As you read, listen, and watch, try to determine how the leaders are attempting to influence their audiences. First, listen to FDR's Infamy speech (here is the Infamy speech text). Listen to Hitler's speech to the German Youth (advance to 42:00 for preliminaries, 45:30 for actual speech; click the following link to find Hitler's speech in English). For your writing assignment, first identify the goal of the speaker: what effect did he intend to produce in his audience? Secondly, identify which techniques this speaker used. Use specifics, even quotes.


	Good Friday--No School Video by Chris Yap


	Quotations "Businesses that have managed to last for a century have adapted to big changes in the world around them--from the Great Depression of the 1930s to wars, technological changes, and population shifts." "The Great Quake" Ilana DeBare "The beloved objects that we had carried with us from place to place were now left behind in the wagon and, with them, finally, our illusions. Night, Wiesel (29, 2006) "Teach students to explore human suffering… Teach the stories… Teach them the art of questioning." E. Wiesel, 2006 NCTE Address to English Teachers "While some reviews were critical of the writing style, others praised the slim volume for its ability to take an event that most people had simply read about in the newspapers and put it into the context of individual lives. The human mind had trouble imagining statistics such as the hundreds of thousands of people who were immediately killed by the atomic bomb, but it could understand the effect of the event on the lives of the survivors in John Hersey's writing." Hiroshima, "Introduction," Cliffsnotes "So never be afraid. Never be afraid to raise your voice for honesty and truth and compassion, against injustice and lying and greed. If you… will do this…you will change the earth." William Faulkner "Address to the Graduating Class" 28 May, 1951


	Week 3


	Tues 14 Apr Continue from Thursday.


	Thurs 16 Apr Day 10 Teacher reads the Foreword, pp. xvii-xxi. Focus for Listening : How does Mauriac react to the words of Wiesel? Read aloud pp. 3-21. Focus for Listening : Listen for examples of characterization and the language the author uses to make the characters come to life. Try to identify various literary elements as they are used. Note particularly poetic or well-crafted phrases.


	Wed 15 Apr Day 9 So far, we have written about the impact language can have; we have looked at artwork to determine how craft influences a message; and we have listened to, discussed, and written about speeches that attempt to manipulate the way people think. Before beginning the memoir, we will review prior knowledge of World War II and the Holocaust. We will now work with a partner to read The Wannsee Protocol. We will use the National Archive's Document Analysis Sheet and discuss the findings as a class. Night is a memoir--we will review the genre. Read aloud Preface, pp. vii-xv How close did we come?


	Fri 17 Apr day 11 Read aloud pp. 23-46. Focus for Listening: Listen for the descriptions of the setting and events that occur. Think about how this will change Elie and his father. Focus Question #2 The author describes places and events in vivid detail. How does this add to the connections that the reader is able to make to the story? Answer Plan 1. In one sentence, introduce the question's topic. 2. Detail the imagery that is used and how this creates a connection to the text. 3. Conclude by commenting on the author's craft in imagery.


	Week 4


	Thurs 16 Apr Day 14 Have students make a prediction as to the fate of Elie and his father. Read the final section aloud. (pp. 85-115) Focus for Listening Has your prediction come true? Throughout the book, we have been able to understand what Elie and his father experienced because of the way Wiesel has written his memoir. Certain events and passages have forced us to think a certain way. What specifically has Wiesel done to ensure this? Reflect on this essential question: How can I influence others through the use of language? Introduce the Wiesel speech, The Perils of Indifference With a partner, have students select two or three passages from the speech that influence their thinking. From these passages, answer the following questions: What elements of writer's craft does Wiesel use to influence the reader? How does the reader respond to these passages? What does Wiesel do to create this response in the reader? Share your discussion with the class.


	Mon 20 Apr Day 12 Read aloud pp. 47-65. Focus for Listening: Listen for descriptions of the various people in leadership roles: the tent leader, Kapos, and the Kommandoes. What did they do that made the prisoners obey them? What kind of leaders were they? Read the poem "Never Shall I Forget" by Elie Wiesel.


	Wed 22 Apr Day 13 Students should revisit the reading from the previous day. On page 63, Wiesel says, "I remember that on that evening, the soup tasted better than ever . . . ." On page 65, he says, "That night, the soup tasted of corpses." Both of these comments come after Wiesel has witnessed an execution of a fellow prisoner. In their journals, students should compare the two statements and explain what the message Wiesel is trying to send is. How does he influence the reader through his choice of words? Teacher reads aloud pp. 66-84. Focus for Listening Why has Elie's relationship with his father changed? In what ways is Elie assuming a leadership role with his father? Students will react through a Quick Write to the impending departure of the prisoners. Finally, students will read the handout "Liberators". Their focus for reading should be: What were the reactions of the liberators? What were the reactions of the prisoners to the liberators?


	Beginning Fri 17 Apr Day 15-16 Culminating Activity 2008-2009 We have spent several days reading Night, a powerful piece of literature that has influenced millions. We have also spent time analyzing how leaders use language to inspire and influence. You will now have the opportunity to inspire or influence. Spend a moment revisiting the theme and essential questions, then begin the final activity! Due Friday


	Additional Resources for Night Academy of Achievement America's Best Leaders Center for Creative Leadership Echo Foundation Elie Wiesel and the Politics of Moral Leadership (PDF) Elie Wiesel Foundation for Humanity Elie Wiesel Prize in Ethics Essay Guidelines (PDF) Elie Wiesel Prize in Ethics Winning Essays 1990-2006 Elie Wiesel Youth Leadership Famous Leadership Quotes Gonzaga University Leadership Coursework: Leadership, Restorative Justice and Forgiveness I Chose Life (speech by Elie Wiesel) Language and Power Language of Leadership, The Leadership Quotes Leadership Stories Leadership Stories Movies with Leadership Insights MTV JUST CAUSE Research Study on Motivating Young People to Volunteer New Language of Leadership, The Leadership Wikipedia Article Stephen Covey on Leadership Vocabulary of Leadership, The