Interpreting Texts, Making Meaning: Starting Small

CONTENTS OF CURRICULUM UNIT 13.02.06

  1. Unit Guide
  1. Teaching and Learning Objectives
  2. Introduction
  3. Rationale
  4. Text Selection, Unit Objectives and Anticipated Outcomes
  5. Interpreting The Urban Landscape
  6. Teaching Methods
  7. Activities
  8. Bibliography
  9. Appendix 1
  10. Appendix 2
  11. Notes

Interpreting the Urban Landscape

Elizabeth M. Miller

Published September 2013

Tools for this Unit:

Appendix 2

Sample Seminar Questions for Week One: "Cities" and The Little House

Opening Questions 1. What would be another good title for The Little House?

2. What one word is most important in each text: "Cities?" and The Little House?

3. Do you think that the authors of these two texts would agree or disagree with this statement: A city is an excellent place in which to grow up and live ?

Core Questions 1. What does the Little House have in common with the speaker in "Cities"? What is different about the two narrative perspectives?

2. Who might the "he" in H.D.'s "Cities" be? Explain, with evidence.

3. Do you agree or disagree with The Little House's view of the city? Why?

Closing Questions

1. If you were the woman at the end of The Little House, what would you do with the house?

2. What do these two texts assume about cities? Have they opened your minds to new perspectives on city life? Explain.

3. What was the most important thing we discussed or learned during this seminar?

Appendix 3

Common Core Language Arts Standards Addressed in This Unit

Reading Literature RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL.9-10.7: Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Speaking and Listening SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Writing W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10: 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 audiences.

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