Y CAMPUS: Howard Area Leadership Academy C COURSE TITLE: 12th Grade World Literature NUMBER OF CREDITS: 1 - Howard Area Leadership Academy operates on a block schedule with 85 minute C periods; therefore a semester is completed in 10 weeks and a year is completed in 20 weeks. S SKILLS LEVEL OF COURSE: Advanced C COURSE DESCRIPTION: O 12th grade World Literature focuses on 3 main areas of literary exploration: religion, expression, and morality/ethical U codes. The relationship between literature and these 3 areas is closely examined through the following overarching R thematic questions: S -How does the relationship between literature and religion affect expression through writing, the development of social responsibility/morality codes, and personal agency? E -Who decides what is right, what is truthful, and what is acceptable in society? Is there a universal truth? -How does morality influence religion and vice versa? Are the two interchangeable? How does this play out/develop D across different cultures and times? E -What are the implications of morality codes and religion on minority groups in terms of patriarchy? S C Units covered in this course include the following themes: Semester One (weeks 1-10) R 1. Shintoism: Japanese Fairy Tales and Folklore I 2. Islam: Kite Runner and Afghan Culture P Semester Two (weeks 11-19) T 3. Animism (Vaudun)/ Islam: Scarlet Song and West Africa I 4. Catholicism: The 7 Deadly Sins in Medieval Literature O Major Projects: (also listed in assessments) N -Design and creation of manga (Japanese mini graphic novel). -Japanese Folklore Literary Analysis Essay. - Symbolic/thematic kite design and creation. - Kite Runner literary analysis essay. - Creative writing of additional chapter for the end of Scarlet Song. - Scarlet Song literary analysis essay. - Whole-class filmed enactment of the Medieval morality play The Castle of Perseverance. - A biographical celestial judgment essay of a prominent historical figure. - Research essay on the nature of the 7 Deadly Sins and their historical and contemporary implication on religion and morality, with accompanying realia in the form of a completed personal chart of their deadly sins and the appropriate punishments thereof (final project assessing cumulative skills taught). -Department-wide midterm/final assessment aligned to the TABE and PSAE testing based on classrooms instruction. Texts: Pantheon Fairy Tale and Folklore Library’s Japanese Tales, Ed. Royall Tyler, Pantheon, 1987; Bleach, Tite Kubo, VIZ Media LLC, 2004; Kite Runner, Khaled Hosseini, Berkeley Publishing Group, 2004; Scarlet Song, Mariama Ba and Dorothy S. Blair, Longman African Writers, 1995; Purgatorio and Inferno, Dante (not yet ordered); The Canterbury Tales, Chaucer (not yet ordered). Supplemental Texts: World Religions: A Voyage of Discovery, Jeffrey Brodd, Saint Mary’s Press, 2009; World Traditions in the Humanities, Ed. Nextext Anthologies, Houghton-Mifflin, 2001; historical and contemporary news sources (e.g. Time, Newsweek, New York Times); the Koran; the Bible. Assessment: 1. Each unit has a traditional assessment based on standard English writing assessments. 2. In addition to traditional forms of unit assessment, each unit has a differentiated creative component that caters to different learning modalities and intelligences based on the Howard Gardner model of Multiple Intelligences. Both traditional and creative projects are listed in the major projects portion of this document. 3. There is a cumulative (in terms of skills taught, not content) final project the last week of the course. 4. Planned and unplanned (pop) quizzes are given throughout the course. 5. ESF Assessments. 6. Content from the course is included in the 12th grade mid-semester assessment given at 10 and 30 weeks. Campus: Howard Area Leadership Academy Course: 12th Grade World Literature YCCS Essential Skills Framework Exit Benchmarks Course Area/Level: Proficient CC C UNIT ONE UNIT THREE O U R Japan, fiction and non-fiction Africa, fiction, imperialism, TOPIC(S) Shinto, cultural identity, honor, heritage and respect, TOPIC(S) war, cultural identify, family dynamics, overcoming obstacles, S nature’s role in culture interracial relationships, clash of cultures, racial/cultural heritage, group dynamics E Bleach by Tite Kubo Scarlet Song by Mariama Ba CORE CORE TEXT(S) TEXT(S) C Students will create a manga (graphic novel) project that W W Students will complete a two-part literary analysis project that PROJECT(S) synthesizes and connects the text and readings to their own PROJECT(S) covers the objectives and standards taught thus far. Students will O experiences/other texts/world contexts, and makes the E E provide an analysis of events and authorial intent from the novel in a connection/analyzes the relationship between art and formal essay, and then synthesize their knowledge into a short story N E E culture. extension of the novel. T ASSESS-MENTS Interim Assessments, Project using symbolism and metaphor K K ASSESS-MENTS Literary analysis project using ACT rubric, interim assessments, rubric, vocabulary and content quizzes quizzes, informal essays E S S Add. STATE 1A, 1B, 1C, 2A, 2B, 3B-C Add. STATE 1A, 1B, 1C, 2A, 2B, 3B-C, 4B N STANDARDS STANDARDS T 1 11 UNIT TWO UNIT FOUR S to to C The Middle East, fiction Europe, fiction, religious texts, nonfiction, O TOPIC(S) war, cultural identity, families, father-son relationships, 10 20 TOPIC(S) religion, Christianity/Catholicism, the evolution/influence of religion overcoming obstacles, culture, history, geography, on literature, the 7 Deadly Sins as represented in literature P politics/government, religion, stereotypes, literary elements, E brotherhood and nationhood The Kite Runner by Khaled Hosseini Inferno/Purgatorio by Dante, Piers Plowman by William Langland, The & CORE CORE Castle of Perseverance by Anonymous, The Canterbury Tales by TEXT(S) TEXT(S) Chaucer S Students will create a kite and literary analysis project using Students will complete a literary analysis project that incorporates E PROJECT(S) an imagery/symbolism/thematic rubic and the ACT writing PROJECT(S) all objectives and standards taught this semester. Project will include rubric that synthesizes the three main areas of a literary analysis essay with accompanying realia in the form of a Q concentration: 1. Reading Comprehension Skills (identifying completed personal chart of their deadly sins and the appropriate main idea, key details, summary, vocab) 2. Interpretation / punishments thereof, a biographical celestial judgment of a U Analysis: analyzing text in relation to culture, society, and prominent historical figure, and a whole class presentation of The history OR literary elements. 3. Relating text to the world Castle of Perseverance. E (culture, time period). Students are given a choice of N projects that address these skills in differentiated formats. ASSESS-MENTS Interim assessments, quizzes, reflections, kite and literary ASSESS-MENTS Literary analysis project using ACT rubric, interim assessments, C analysis project using imagery/symbolism/thematic rubric and quizzes, informal essays, play presentation ACT rubric E Add. STATE 1A, 1B, 1C, 2A, 2B, 3B-C, 4B Add. STATE 1A, 1B, 1C, 2A, 2B, 3B-C, 4B, 5A STANDARDS STANDARDS Campus: Howard Area Leadership Academy Course/Level: 12th Grade World Literature (Proficient) YCCS Essential Skills Benchmarks: Language Arts Weeks 1-10 Weeks 11-19 Y READING C LA1. Apply word analysis and vocabulary skills to comprehend selections. 5 5 C LA2. Identify and interpret tone, diction, imagery, and figurative language in relation to an author’s purpose. 5 5 LA3. Apply pre-, during, and after-reading strategies to analyze synthesize, and evaluate text. 5 5 S LA4. Identify the main idea of paragraphs, essays, poems, and narratives; and evaluate their supporting details. 3 3 LA5. Use both simple and complex inference to name, extrapolate meaning, understand motivation, analyze, synthesize, and evaluate. 4 5 S LA6. Determine the sequence of events and other organizational patterns in text. 2 2 K I LA7. Identify and evaluate patterns in fiction in relation to an author’s purpose. 2 2 L LA8. Make connections from text-to-text, text-to-self, and text-to-world in both modern and historical contexts. 5 5 L LA9. Use information from one or more sections of a more challenging passage to draw generalizations and conclusions about people, ideas, and so 1 1 on. S SPEECH - - S LA10. Listen to, categorize the information in, evaluate, and act on a speaker’s message. 5 5 C LA11. Research, organize, and present a timed speech. 1 O WRITING - - P LA12. Use a variety of sentence structures in properly punctuated, complete sentences. 3 3 E LA13. Edit for and use appropriate writing conventions, including capitalization; plurals, possessives and contractions, subject/verb and 2 2 & pronoun/antecedent agreement, and comma use. S LA14. Write focused paragraphs that use transitions. 2 4 E LA15. Develop multi-paragraph compositions that include an introduction, first and second levels of support, and a conclusion for both exposition 1 1 and persuasion. Q LA16. Compose business documents. U E LA17. Learn to access information and use facts, expert opinion, and testimony to support a thesis statement in a composition or speech. 2 N LA18. Use forms of logic to formulate and defend arguments presented, and be persuasive and expressive without abandoning that logic. 3 C E Howard Area Leadership Academy 12th Grade World Literature 1-5 1 Campus: Course: Weeks: Unit Number Campus-chosen Learning about different cultures, history, religions, and people through Topic Japanese Stories and Shinto: How the influence of culture and Big Idea literature. religion shapes children’s stories in both the past and present. Y Students will understand the relationships among Japanese culture, religion, storytelling and morality and their effects C upon each other. C Campus-chosen Japan, fiction and non-fiction Content within Topic Shinto, cultural identity, honor, heritage and respect, nature’s role in culture, sexuality and purity S Campus-chosen Shinto, Onii, Kami, honor, purity, collectivism, Four Affirmations, tradition, matsuri, family responsibility, makoto, group morality Key Content Vocabulary U N Anchor Texts(s) Bleach by Tite Kubo, student and class-chosen stories from Pantheon Fairy Tale and Folklore Library’s Japanese Tales, Ed. Royall Tyler YCCS Essential Skills Benchmarks: Language Arts Skill Descriptors (Teacher-chosen descriptors answer the question: How will my students attain # of Days/ I READING the benchmark?) Classes T LA1. Apply word analysis and vocabulary skills to comprehend LAA1 Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins 15 min selections. and derivations 5x/wk P LA2. Identify and interpret tone, diction, imagery, and figurative LAA6 Determine, even when the language is richly figurative and the vocabulary is difficult, the 5x/wk A language in relation to an author’s purpose. appropriate meaning of context-dependent words, phrases, or statements in virtually any passage. (CR) C LA3. Apply pre-, during, and after-reading strategies to analyze LAA8 Summarize and paraphrase short passages and poems 3 I synthesize, and evaluate text. LAA9 Analyze the structure of different genres and describe how genre affects the meaning and N function of a text. (CR) G LA4. Identify the main idea of paragraphs, essays, poems, and LAA11 Identify the author’s controlling idea/thesis in both non-fiction and narrative texts (CR) 3 narratives; and evaluate their supporting details. LAA12 Write an extended response to both fiction and non-fiction texts using evidence from the text to support a point (CR) C LAA13 Use details from different sections of complex informational and narrative passages to support H a specific point or argument (CR) LA5. Use both simple and complex inference to name, extrapolate LAA15 Infer emotions, feelings, and motivations of characters through details in the story, description, 5x/wk A meaning, understand motivation, analyze, synthesize, and evaluate. and the connotation of words R LAA16 Infer a speaker or writer’s bias and purpose through the use of emotional pulls (CR) T LA6. Determine the sequence of events and other organizational LAA19 Identify inductive reasoning in some paragraph structures 5x/wk patterns in text. LA7. Identify and evaluate patterns in fiction in relation to an author’s LAA23 Determine how the point of view of a piece of fiction affects the meaning of the work as a 5 purpose. whole LAA24 Identify and discuss the role of symbolism, metaphor, and theme in works of fiction, non- fiction, poetry, and drama LA8. Make connections from text-to-text, text-to-self, and text-to-world LAA28 Relate reading to prior knowledge and experience and make connections to related 5x/wk in both modern and historical contexts. information (CR) LAA29 Evaluate an author’s argument through the eyes of personal experience and logic (CR) LA9. Use information from one or more sections of a more challenging LAA32 Use reasoning and logic to draw conclusions and make generalizations (CR) 5x/wk passage to draw generalizations and conclusions about people, ideas, LAA33 Draw conclusions about the author’s feelings, opinions, and point of view from character and so on. development, plot and conflict, word choice, tone, and metaphorical language in works of fiction, poetry, and persuasive pieces (CR) LAA35 Draw simple and complex, or subtly stated, generalizations and conclusions about people, ideas, and so on, often by synthesizing information from different portions of the passage (CR) SPEECH LA10. Listen to, categorize the information in, evaluate, and act on a speaker’s message. LA11. Research, organize, and present a timed speech. WRITING LA12. Use a variety of sentence structures in properly punctuated, complete sentences. LA13. Edit for and use appropriate writing conventions, including capitalization; plurals, possessives and contractions, subject/verb and pronoun/antecedent agreement, and comma use. LA14. Write focused paragraphs that use transitions. LAA56 Write descriptive, narrative, inductive and deductive, comparison/contrast, and cause and 2 effect paragraphs LAA57 Support assertions with evidence from the text in a paragraph LA15. Develop multi-paragraph compositions that include an LAA59 Develop thesis statements 2 introduction, first and second levels of support, and a conclusion for LAA60 Construct multi-paragraph outlines for both persuasive and expository compositions both exposition and persuasion. LA16. Compose business documents. LA17. Learn to access information and use facts, expert opinion, and testimony to support a thesis statement in a composition or speech. LA18. Use forms of logic to formulate and defend arguments presented, and be persuasive and expressive without abandoning that logic. Teacher-chosen Students will create an artistically driven graphic novel project that synthesizes and connects the text and readings to their End Products own experiences/other texts/world contexts, and makes the connection/analyzes the relationship between art, religion, Circle One and culture. Students will also show mastery of vocabulary and content through quizzes and reflections upon thematic elements of stories and nonfiction texts. Yes Interim Assessment Attached No Howard Area Leadership Academy 12th Grade World Literature 6-10 2 Campus: Course: Weeks: Unit Number Campus-chosen Learning about different cultures, history, religions, and people through TOPIC “There is a way to be good again.”: Redemption, Identity and Big Idea literature. Islam. Students will understand the nature of forgiveness and Y guilt in a child’s life, the roles of religion and nationalism in forming identity, and the imagery/symbolism associated with C these in Islamic culture. C Campus-chosen The Middle East, fiction Content within Topic war, cultural identity, families, father-son relationships, overcoming obstacles S culture, history, geography, politics/government, religion, stereotypes, literary elements, brotherhood and nationhood Campus-chosen Islam, Hazara, Pashtun, Shiite, Sunni,additional vocabulary as found in reading and study. Key Content Vocabulary U N Anchor Texts(s) The Kite Runner by Khaled Hosseini I YCCS Essential Skills Benchmarks: Language Arts Skill Descriptors (Teacher-chosen descriptors answer the question: How will my students attain # of Days/ READING the benchmark?) Classes T LA1. Apply word analysis and vocabulary skills to comprehend LAA1 Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and 15 min P selections. derivations 5x/wk LA2. Identify and interpret tone, diction, imagery, and figurative LAA6 Determine, even when the language is richly figurative and the vocabulary is difficult, the 5x/wk A language in relation to an author’s purpose. appropriate meaning of context-dependent words, phrases, or statements in virtually any passage. (CR) C LAA7 Analyze the meaning of abstract concepts and the effects of particular word and phrase choices (CR) I LA3. Apply pre-, during, and after-reading strategies to analyze LAA8 Summarize and paraphrase short passages and poems 3 N synthesize, and evaluate text. LAA9 Analyze the structure of different genres and describe how genre affects the meaning and function of a text. (CR) G LA4. Identify the main idea of paragraphs, essays, poems, and LAA11 Identify the author’s controlling idea/thesis in both non-fiction and narrative texts (CR) 3 narratives; and evaluate their supporting details. LAA12 Write an extended response to both fiction and non-fiction texts using evidence from the text C to support a point (CR) H LA5. Use both simple and complex inference to name, extrapolate LAA15 Infer emotions, feelings, and motivations of characters through details in the story, description, 5x/wk A meaning, understand motivation, analyze, synthesize, and evaluate. and the connotation of words LAA16 Infer a speaker or writer’s bias and purpose through the use of emotional pulls (CR) R T LA6. Determine the sequence of events and other organizational LAA19 Identify inductive reasoning in some paragraph structures 5x/wk patterns in text. LAA20 Understand relationships between people, ideas, and so on in challenging passages (CR) LA7. Identify and evaluate patterns in fiction in relation to an LAA24 Identify and discuss the role of symbolism, metaphor, and theme in works of fiction, non-fiction, 5 author’s purpose. poetry, and drama LA8. Make connections from text-to-text, text-to-self, and text-to- LAA28 Relate reading to prior knowledge and experience and make connections to related information 5x/wk world in both modern and historical contexts. (CR) LAA30 Evaluate the influence of historical context on form, style, and point of view for a variety of literary works (CR) LAA31 Evaluate the treatment of issues in works from varying historical periods and cultural perspectives LA9. Use information from one or more sections of a more LAA33 Draw conclusions about the author’s feelings, opinions, and point of view from character 5x/wk challenging passage to draw generalizations and conclusions about development, plot and conflict, word choice, tone, and metaphorical language in works of fiction, poetry, people, ideas, and so on. and persuasive pieces (CR) LAA35 Draw simple and complex, or subtly stated, generalizations and conclusions about people, ideas, and so on, often by synthesizing information from different portions of the passage (CR) SPEECH LA10. Listen to, categorize the information in, evaluate, and act on LAA37 Analyze, synthesize, and evaluate information from printed material and live presentations 5x/wk a speaker’s message. LA11. Research, organize, and present a timed speech. WRITING LA12. Use a variety of sentence structures in properly punctuated, complete sentences. LA13. Edit for and use appropriate writing conventions, including capitalization; plurals, possessives and contractions, subject/verb and pronoun/antecedent agreement, and comma use. LA14. Write focused paragraphs that use transitions. LAA56 Write descriptive, narrative, inductive and deductive, comparison/contrast, and cause and effect 2 paragraphs LAA57 Support assertions with evidence from the text in a paragraph LA15. Develop multi-paragraph compositions that include an LAA59 Develop thesis statements 2 introduction, first and second levels of support, and a conclusion for LAA60 Construct multi-paragraph outlines for both persuasive and expository compositions both exposition and persuasion. LA16. Compose business documents. LA17. Learn to access information and use facts, expert opinion, and testimony to support a thesis statement in a composition or speech. LA18. Use forms of logic to formulate and defend arguments LAA71 Create an argument from hypothesis to conclusion (CR) 2 presented, and be persuasive and expressive without abandoning LAA74 Choose emotional pulls and appropriate diction after carefully analyzing the audience of a piece of writing (CR) that logic. Teacher-chosen Students will create a kite and literary analysis project that synthesizes the three main areas of concentration: 1. Circle One End Products Reading Comprehension Skills (identifying main idea, key details, summary, vocab) 2. Interpretation / Analysis: analyzing text in relation to culture, society, and history OR literary elements. 3. Relating text to the world (culture, time period). Students are given a choice of projects that address these skills in differentiated formats. Yes Students will also complete interim assessments, quizzes on both vocabulary and content, and reflections on No fiction and nonfiction texts with a focus on connections. Howard Area Leadership Academy 12th Grade World Literature 11- 3 Campus: Course: Weeks: 15 Unit Number Campus-chosen Learning about different TOPIC White on Black on White: Imperialism and Race Relations in French West Africa. Students will World 3 3 Big Idea cultures, history, religions, and understand the dynamics of interracial relationships, French occupations of African lands, and Literature Quarter: Y people through literature. the effects these have on identity, ideas of love/respect/family and the interplay of these with different races. C Campus-chosen Africa, fiction C Content within war, cultural identify, family dynamics, overcoming obstacles, culture, history, geography, politics/government, religion, stereotypes Topic S Campus-chosen Interracial, intercultural, animism, voodoo, Senegal, hut brother, arranged marriage, imperialism, additional vocabulary as defined by class needs and discussion. Key Content U Vocabulary N I Anchor Texts(s) Scarlet Song by Mariama Ba YCCS Essential Skills Skill Descriptors (Teacher-chosen descriptors answer the question: How will my students attain the benchmark?) # of Days/ T Benchmarks: Language Arts Classes READING LA1. Apply word analysis and LAA1 Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations 15 min P vocabulary skills to comprehend LAA2 Use idioms, analogies, metaphors and similes to extend vocabulary development (CR) 5x/wk A selections. LA2. Identify and interpret tone, diction, LAA5 Compare the meaning and tone of words and phrases and use analogies to explain the relationships among them 5x/wk C imagery, and figurative language in LAA6 Determine, even when the language is richly figurative and the vocabulary is difficult, the appropriate meaning of context- I relation to an author’s purpose. dependent words, phrases, or statements in virtually any passage. (CR) N LA3. Apply pre-, during, and after- LAA8 Summarize and paraphrase short passages and poems 3 reading strategies to analyze synthesize, LAA9 Analyze the structure of different genres and describe how genre affects the meaning and function of a text. (CR) G and evaluate text. LAA10 Evaluate how an author argues a point in fiction, non-fiction, drama, and poetry LA4. Identify the main idea of LAA11 Identify the author’s controlling idea/thesis in both non-fiction and narrative texts (CR) 3 paragraphs, essays, poems, and LAA12 Write an extended response to both fiction and non-fiction texts using evidence from the text to support a point (CR) C narratives; and evaluate their supporting LAA13 Use details from different sections of complex informational and narrative passages to support a specific point or argument H details. (CR) A LA5. Use both simple and complex LAA15 Infer emotions, feelings, and motivations of characters through details in the story, description, and the connotation of words 5x/wk inference to name, extrapolate meaning, LAA16 Infer a speaker or writer’s bias and purpose through the use of emotional pulls (CR) R understand motivation, analyze, T synthesize, and evaluate. LA6. Determine the sequence of events LAA20 Understand relationships between people, ideas, and so on in challenging passages (CR) 5x/wk and other organizational patterns in LAA22 Identify, analyze, and compare ideas and impressions communicated through a variety of literary words (CR) text. LA7. Identify and evaluate patterns in LAA27 Write literary analysis papers to explain how the author uses literary elements and strategies to achieve the intended 5 fiction in relation to an author’s effect(CR) purpose. LA8. Make connections from text-to- LAA30 Evaluate the influence of historical context on form, style, and point of view for a variety of literary works (CR) 5x/wk text, text-to-self, and text-to-world in LAA31 Evaluate the treatment of issues in works from varying historical periods and cultural perspectives Unit both modern and historical contexts. Course: Number LA9. Use information from one or more LAA32 Use reasoning and logic to draw conclusions and make generalizations (CR) 5x/wk sections of a more challenging passage LAA33 Draw conclusions about the author’s feelings, opinions, and point of view from character development, plot and conflict, to draw generalizations and conclusions word choice, tone, and metaphorical language in works of fiction, poetry, and persuasive pieces (CR) about people, ideas, and so on. SPEECH LA10. Listen to, categorize the LAA37 Analyze, synthesize, and evaluate information from printed material and live presentations information in, evaluate, and act on a speaker’s message. LA11. Research, organize, and present 1 a timed speech. WRITING LA12. Use a variety of sentence LAA47 Write properly punctuated complex sentences within each composition 1 structures in properly punctuated, complete sentences. LA13. Edit for and use appropriate LAA53 Proofread effectively 1 writing conventions, including capitalization; plurals, possessives and contractions, subject/verb and pronoun/antecedent agreement, and comma use. LA14. Write focused paragraphs that LAA56 Write descriptive, narrative, inductive and deductive, comparison/contrast, and cause and effect paragraphs 1 use transitions. LAA57 Support assertions with evidence from the text in a paragraph LA15. Develop multi-paragraph LAA60 Construct multi-paragraph outlines for both persuasive and expository compositions 1 compositions that include an LAA63 Edit and revise to maintain a consistent voice, tone, and a focus through out a piece of writing introduction, first and second levels of support, and a conclusion for both exposition and persuasion. LA16. Compose business documents. LA17. Learn to access information and LAA66 Use the library and internet to find reliable information 2 use facts, expert opinion, and testimony LAA67 Use research to prove a persuasive argument (thesis) LAA68 Paraphrase and directly quote a source within the text of a persuasive or expository piece of writing and cite the source with a parenthetical to support a thesis statement in a citation composition or speech. LAA70 Analyze data, expertise, and opinions to verify their truthfulness and logic LA18. Use forms of logic to formulate and defend arguments presented, and be persuasive and expressive without abandoning that logic. Teacher-chosen Students will complete a two-part literary analysis (formal essay and creative writing) project that Interim Assessment Attached End covers the objectives and standards taught thus far. Students will provide an analysis of events Circle One Products ashnodr atu stthoorryi ael xintetennsito fnr oomf t thhee n noovveel.l Sintu ad feonrtms awl iell saslasyo, sahnodw th mena sstyenrtyh oesf ivzoe ctahbeuirla kryn oawndle cdogen tienntot a Yes through quizzes and reflections upon thematic elements of stories and nonfiction texts. No